Statutory Curriculum Ks3

ContentsPreface (i) Purpose of this GuidanceUse of this GuidanceFurther GuidanceAcknowledgements

The‘BigPicture’oftheCurriculumatKeyStage3 (ii)

Section 1RationalefortheNorthernIrelandCurriculum page1.1 Introduction 11.1_2 Rationale for the Review of the Curriculum 11.2 TheOverarchingAimoftheNorthernIrelandCurriculum 21.3 RationalefortheArticulationofOverallValues 21.4 RationalefortheNorthernIrelandCurriculumFramework 2 Table 1: Illustrating the Aim and Objectives of the Curriculum 31.5 RationalefortheRevisedAim 41.6 RationaleforCurriculumObjectives 41.7 RationalefortheKeyElements 41.7_1 Rationale relating to Developing Individuals 4 • Personal Understanding • Mutual Understanding • Personal Health • Moral Understanding • Spiritual Awareness1.7_2 Rationale relating to Developing Contributors to Society 7 • Citizenship • Cultural Understanding • Media Awareness • Ethical Awareness 1.7_3 Rationale relating to Developing Contributors to the Economy 9 and Environment • Employability • Economic Awareness • Education for Sustainable Development 1.8 RationaleforWholeCurriculumSkillsandCapabilities 111.8_1 Rationale for the Cross-Curricular Skills 11 1.8_2 Rationale for Thinking Skills and Personal Capabilities 12 Figure 1: Framework for Developing Thinking Skills and Personal Capabilities 13 1.8_3 Rationale for Developing the Whole Curriculum Skills and Capabilities 141.9 RationalefortheAreasofLearningandSubjectStrands 141.10 RationalefortheInclusionofLearningforLifeandWorkwithinthe 14 Curriculum1.11 RationalefortheAdditionofSpecificEmphasiswithinsomeAreasof 16

Learning1.12 RationalefortheInclusionofAssessmentforLearning, 16 LearningExperiencesandAttitudesandDispositionswithinthe‘BigPicture’

Section 2StatutoryRequirementsforKeyStage3 page 2.0 Introduction 19 2.1 AreasofLearningandSubjectStrands 202.2 StatutoryMinimumRequirements 212.3 StructuringLearningwithintheKeyStage3Curriculum: 21 Breadth,BalanceandFlexibility2.4 EnsuringProgression 222.5 AccessStatementtoEnsureEqualityofOpportunityforAll 232.6 DevelopingWholeCurriculumSkillsandCapabilities 242.6_1 Assessing and Reporting the Cross-Curricular Skills 24 2.7 DevelopingCommunicationSkillsAcrosstheCurriculum 252.7_1 Requirements in relation to Communication 252.8 UsingMathematicsAcrosstheCurriculum 262.8_1 Requirements in relation to Using Mathematics 262.9 UsingInformationandCommunicationsTechnologyAcrosstheCurriculum 27 2.9_1 Requirements for Using ICT 272.10 ThinkingSkillsandPersonalCapabilities 28 • Managing Information • Thinking, Problem-Solving, Decision-Making • Being Creative • Working with Others • Self-Management

Language and Literacy:EnglishwithMediaEducation 33Language and Literacy:IrishwithMediaEducationinIrish-mediumSchools 34

Mathematics and Numeracy:MathematicswithFinancialCapability 35

Modern Languages:ModernLanguages 36

The Arts:ArtandDesign 37The Arts:Music 38The Arts:Drama 39

Environment and Society:History 40Environment and Society:Geography 41

Science and Technology:Science 42Science and Technology:TechnologyandDesign 43

Learning for Life and Work:Employability 44Learning for Life and Work:LocalandGlobalCitizenship 45Learning for Life and Work:PersonalDevelopment 46Learning for Life and Work:HomeEconomics 47

Physical Education:PhysicalEducation 48

Religious Education:ReligiousEducationwithintheNorthernIrelandCurriculum 49

Appendix:Details of Legislation 50

Section 3DetailedStatutoryMinimumRequirementsforAreasofLearningandSubjectStrandsatKeyStage3

PurposeofthisGuidanceThe purpose of this guidance is to provide the basis upon which individual post-primary schools will plan provision that meets the needs of all the young people in their care. It seeks to clarify the overall intentions of the Northern Ireland Curriculum which are summarized in the ‘big picture’ (see overleaf). Its intention is to help users better understand:

the values-base upon which the Northern Ireland Curriculum is predicated;how each of the component parts knit together; and how the curriculum should form a coherent and holistic ‘big picture’ at each key stage.

UseofthisGuidanceThis guidance should be used in conjunction with:

the implementation support package distributed to schools in February 07; andthe Area of Learning/subject specific guidance, now available for teachers online at www.nicurriculum.org.uk and also in hard copy.

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PrefaceThis guidance expands upon the Education (Curriculum Minimum Content) Order (2007 No. 46) by setting out the minimum requirements of the Northern Ireland Curriculum that should be taught at Key Stage 3, with examples, and supplements it by providing a detailed rationale to guide its interpretation. It represents the final approved outcomes of a series of proposals and consultations1 which informed revisions to the Northern Ireland Curriculum (2006)2. As a result of these each school now has additional flexibility to make decisions about how best to interpret and combine minimum requirements so as to provide a broad and balanced curriculum that will prepare each young person for a rapidly changing world.

FurtherGuidanceStatutory requirements for assessment and reporting at Key Stage 3 on the cross-curricular skills with reference to levels of progression will come into effect in school year 2009/2010.Further guidance outlining the statutory requirements for assessing and reporting will be provided well in advance of such requirements coming into place.

AcknowledgementsCCEA wishes to acknowledge the work of Professor Carol Mc Guinness3, seconded from Queen’s University to CCEA to advise on the development of thinking skills, and Dr Lynne Bianchi, Sheffield Hallam University, who acted as an advisor on personal capabilities. Their work has been adapted, with permission, within this rationale.

1For key stage proposals and consultations see www.ccea.org.uk

2The Order is described in Statutory Instrument 2006 No. 1915 (N. I. 11) available at www.opsi.gov.uk/si/si2006/20061915.htm

3McGuinness, C., Scullion, T., Gallagher, C. & Bianchi, L. (2007). Thinking Skills and a National Curriculum: A Case Study in Northern Ireland. Paper to be presented at the 13th International Thinking Conference, Norrkoping, Sweden, 17-21 June, 2007.

(i)

The Statutory Curriculumat Key Stage 3

Rationale and Detail

(ii)

5

Section 1RationalefortheNorthernIrelandCurriculum



1.0R

ationale

1

1.1IntroductionThe purpose of this rationale is to summarise the overall revisions to the Northern Ireland Curriculum; to clarify the values-base upon which the Northern Ireland Curriculum is founded; and to explain how each of the components combine to form a coherent and holistic ‘big picture’.

1.1_2 Rationale for the Review of the CurriculumConsultation on the Northern Ireland Curriculum established agreement that the role of education is to help prepare learners to become successful and fulfilled individuals; full participants in society; active contributors to the economy and custodians of the environment for future generations. Consultation also established agreement that education should equip pupils with the knowledge, skills, ideas, and values they need to become lifelong learners able to use information effectively; adapt to changing workplace and social environments; and keep abreast of technological advances.

A detailed longitudinal study of learners’ perceptions4 about the Northern Ireland Curriculum indicated that young people are motivated by learning that is related to their lives now and in the future. They welcome authentic opportunities to explore real life problems; to think through their own responses; to develop skills; to make meaningful connections across subjects; and to apply and transfer knowledge and understanding from one situation to another and particularly into the world of work5.

Surveys of employers, teachers and parents continue to stress the need for cross-disciplinary skills and dispositions such as reading; writing; listening; speaking; basic computation. They also stress the need for adaptability, team work skills, collaboration and negotiation. Alongside government, they want education to deliver a skilled and creative workforce which will contribute to economic growth and global competitiveness.

The Northern Ireland Curriculum is informed by all of these needs and perspectives. Detailed programmes of study have been replaced by minimum requirements set within a curriculum and skills framework that moves away from a one-size-fits-all towards greater flexibility to customise learning within an agreed entitlement. The Northern Ireland Curriculum focuses more on the learning needs of individuals and the relevance of learning for life, work, society, the economy and environment. It emphasises the development of creativity and the skills to manage information, problem-solve and make decisions and thus to create new knowledge within the knowledge age.

4Harland, Kinder et al, Is the Curriculum Working? The Northern Ireland Curriculum Cohort Study at Key Stage 3, NfER 2002

5Key finding from The Northern Ireland Pupil Cohort Study 1996-2003, NfER

Section 1RationalefortheNorthernIrelandCurriculum

KeyStage3 Rationale and Detail

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1.2TheOverarchingAimoftheNorthernIrelandCurriculumThe Education Order 2007 continues to legislate for a balanced and broadly based curriculum in all grant aided schools ‘topromotethespiritual,emotional,moral,cultural,intellectualandphysicaldevelopmentofpupilsattheschoolandtherebyofsociety;andpreparepupilsfortheopportunities,responsibilitiesandexperiencesoflifebyequippingthemwithappropriateknowledge,understandingandskills’.

1.3RationalefortheArticulationofOverallValuesThe findings from the Cohort Study6 highlighted that pupils and teachers were largely unaware of the existing curriculum aim or the values that underpinned it and the rest of the curriculum. The findings from the Council’s research into Values in Education in Northern Ireland7 confirmed that teachers would welcome more emphasis within the curriculum on the development of values.

Through consultation it was agreed therefore that, in addition to the values implied in the Northern Ireland Curriculum Framework, the following statement of values would underpin each of the Curriculum Objectives.

1. We value each individual’s unique capacity for spiritual, moral, emotional, physical and intellectual growth;

2. We value equality, justice and human rights within our society and our capacity as citizens to resolve conflict by democratic means;

3. We value the environment as the basis of life and the need to sustain it for future generations; and

4. We value each individual’s right to work and to earn a living in accordance with personal preferences and attributes.

1.4RationalefortheNorthernIrelandCurriculumFrameworkTo assist schools in translating the overarching aims and these values into classroom practice, the aim and former cross-curricular themes have been re-configured into a revised Curriculum Framework comprising a clearer aim, three focused objectives, and, within each of these, a number of key elements. These have been structured into an overarching curriculum framework (see over) which, in turn, informs and guides the minimum requirements for each Area of Learning/subject strand.

The purpose of this re-configuration is to ensure that important aspects of the overarching aim, and the former educational (cross-curricular) themes, are morefully reflected in curriculum planning. The intention is that, with this framework in place, schools and teachers can develop a more customised curriculum that better meets the individual needs of their pupils.

6Harland, Kinder et al, Is the Curriculum Working? The Northern Ireland Curriculum Cohort Study at Key Stage 3, NfER 2002

7Montgomery and Smith, Values in Education, a joint CCEA and University of Ulster publication, 1996

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1.5RationalefortheRevisedAimThe rationale for the revised aim, (toempoweryoungpeopletodeveloptheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives), is informed by the extent to which our lives are determined by a succession of choices. By promoting methodologies that encourage young people to develop the skills to acquire and manage information, to solve problems and make decisions, the intention of the Northern Ireland Curriculum is to help young people makeuseofthe knowledge, and the associated skills, values, and attitudes developed during the process of learning, to inform their lives.

1.6RationaleforCurriculumObjectivesAt the same time, the three curriculum objectives, (which aim to providelearningopportunitiestohelpyoungpeopledevelopasindividuals;ascontributorstosociety;andascontributorstotheeconomyandenvironment) recognise that education has a responsibility to prepare young people to manage their own lives, relationships and lifestyles and also to engage positively with others in sharing and protecting the resources of the planet for now and future generations.

The three objectives, and the key elements which amplify them, overlap and inter-connect. It is very important that they, together with the specification of skills and minimum requirements, are interpreted holistically, rather than as sub-sets.

1.7RationalefortheKeyElementsThe key elements within each objective encompass important aspects of the overarching aim and the previous cross-curricular themes. They also embrace additional matters such as citizenship, education for sustainable development, employability, and media awareness that are accepted as key issues for modern society. The key elements are made explicit within the minimum requirements for Areas of Learning /subject strands. By reiterating the overarching aim and the former cross-curricular themes as key elements in this way, greater attention is focused within and across Areas of Learning /subject strands, on issues that are considered the bedrock of preparing young people for life and work in the 21st century.

1.7_1 Rationale Relating to Developing Individuals A pivotal idea informing the Northern Ireland Curriculum is to help young people achieve personal fulfilment and individual well-being through living successful lives. This means success in worthwhile activities and relationships in which they have freely engaged and which they pursue wholeheartedly. The key elements associated with this objective include: personalunderstanding;mutualunderstanding;personalhealth;moralcharacter;andspiritualawareness.

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Personal Understanding This key element of the curriculum is informed by the centrality of self awareness and emotional literacy to the growth of individual self confidence and self esteem and, ultimately, to an individual’s motivation and capacity to learn, as well as their individual health and happiness.

One of the major aims of education is therefore to contribute to the development of emotionally literate and discerning individuals by helping young people to become personally, emotionally and socially empowered to live healthy, safe and fulfilled lives; to recognise their strengths; be objective about their shortcomings and to work towards achieving their hopes and dreams with flexibility, patience and resilience. The overarching curriculum framework requires that teachers should help pupils to:

respect themselves, understand their rights and responsibilities;understand and manage their emotions;learn how to learn and be committed to learning;be aware of their creative potential; and become self reliant.

Teachers can assist this by providing frequent opportunities, within and beyond the curriculum, for young people to consider the challenges of life now and in the future; weigh up situations and opportunities; make judgements about relative worth; cope with change, uncertainty, set-backs and adversity; and become aware that learning and self development is a lifelong process.

Mutual UnderstandingThis key element of the curriculum is informed by the centrality of relationships to our lives at home, at work and in wider society. If young people are to be successful in life they will need to be able to relate to all sorts of people in all sorts of situations. The overarching curriculum framework requires that teachers should help pupils to:

respect and co-operate with others;manage and resolve conflict; anddevelop and sustain safe, caring relationships.

Teachers can assist this by providing frequent opportunities, within and beyond the curriculum, for young people to work with others in a variety of roles towards shared goals; to communicate appropriately and effectively in various contexts; develop and sustain worthwhile, healthy and caring relationships; to manage interpersonal conflicts and negotiate solutions or appropriate compromises, particularly in situations where values may conflict; to reflect on their own and others’ contributions and behaviours; to empathise with others; to appreciate friendship and support; and to strike an appropriate balance between their own needs and aspirations and those of others.

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Personal Health This key element of the curriculum is informed by its centrality to individual well being, the health of families and society now and in the future; and, ultimately, to the economy and the health of the nation. This involves helping young people to understand not only their physical health but also their social, mental and emotional needs at different ages; what it takes to develop sound and caring relationships and to live harmonious and fulfilled lives at home, at school, at work and at leisure. The overarching curriculum framework requires that teachers should help pupils to:

live a healthy lifestyle and make healthy choices;contribute positively to their peer group; andlearn the skills of parenting.

Teachers can assist this by providing frequent opportunities, within and beyond the curriculum to consider choices and their consequences, including striking the right balance between sensible enjoyment and risk; and to develop strategies to resist undue pressure and challenges from peer groups, authority figures, the media and public opinion.

Moral CharacterThis key element of the curriculum is informed by the central need for all young people to understand the agreed codes of behaviour and values (both explicit and implicit) which govern harmonious, respectful and law abiding relationships with others and which should inform the way we live our lives. The overarching curriculum framework requires that teachers should help pupils to:

show fairness, integrity and respect in dealing with others; be reliable and committed to tasks; andtake responsibility for choices and actions.

Teachers can assist the development of moral character by providing frequent opportunities, within and beyond the curriculum, for young people to consider moral dilemmas that confront people every day in ordinary life (especially those in which there is ambiguity or conflict) which require us to act within a code of moral values; and to weigh up potential actions and their consequences in order to make judgements which are grounded in values and to understand the impact and responsibilities that arise from these.

Spiritual AwarenessThis key element of the curriculum is informed by our human need for some sense of meaning, purpose and appreciation in our lives, especially in circumstances of adversity, bliss, challenge and fear. The overarching curriculum framework requires that teachers should help pupils to:

develop an inner appreciation of life purpose; and develop the personal strengths and resources to cope with adversity.

Teachers can assist the development of spiritual awareness by providing frequent opportunities, within and beyond the curriculum, for young people to reflect on aspects of their personal experience and its meaning to them beyond the material dimension, for example, the uniqueness of creation and of themselves as individuals; the aesthetic beauty of their surroundings; the diversity and creativity of humankind; the natural wonder of the earth and space; the experience of love; and their own inner strength in times of need. In particular young people need opportunities to reflect on current and future challenges, such as loss and bereavement and other forms of stress in order to develop strategies to survive and find resilience and meaning in the face of adversity.

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1.7_2 Rationale Relating to Developing Contributors to SocietyWhat makes for one’s own individual fulfilment is closely intertwined with other people’s lives. We want young people to be concerned for the well-being of others as well as themselves, in their own society and beyond it. With this in mind, the key elements associated with developing young people as positive contributors to society include citizenship,culturalunderstanding,mediaawarenessandethicalawareness.

CitizenshipThis key element of the curriculum, is informed by the importance of young people understanding how our lives are governed and how they can participate to improve the quality of their own lives and that of others through democratic processes. The overarching curriculum framework requires that teachers should help pupils to:

respect the equal rights of others;recognise the interdependence of people, communities and the environment;be willing to negotiate and compromise;use democratic means to influence change; and contribute to the welfare of school, the community and the environment.

Teachers can assist the development of young people’s concept of citizenship by providing frequent opportunities, within and across the curriculum, for young people to think about and experience what it means to act democratically, for example, to make democratic choices in class; to play a helpful part in the life of the school; to act considerately and democratically within their family; and to participate in democratic activities, such as charitable, youth and other supportive endeavours in their neighbourhood, community and wider world. They should have opportunities to consider issues of diversity and inclusion, equality and justice, human rights and social responsibility; to make reasoned value judgements about desirable action in particular situations, especially where democracy is under challenge or where values are in conflict and compromise may be required.

Cultural Understanding This key element of the curriculum is informed by its centrality to how we relate to and appreciate the diversity of human existence, achievement and expression. The overarching curriculum framework requires that teachers should help pupils to:

recognise the richness and diversity of cultural influences in contemporary society; andengage with human cultural achievement in a range of forms and contexts.

Teachers can assist the development of young people’s understanding and appreciation of culture by providing frequent opportunities, within and beyond the curriculum for young people to experience cultural diversity in beliefs, customs, dance, drama, food, language, literature, moving image and music etc; to appreciate how cultures have blended and interwoven to influence society, the economy and environment now and in the past; and to welcome cultural diversity within our own and other societies for the contribution it brings.

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Media Awareness This key element of the curriculum is informed by the centrality and influence of all forms of media in modern society. Cable, digital, micro-chip and satellite technology and the exponential growth of the internet have expanded our access to and use of all types of media. The overarching curriculum framework requires that teachers should help pupils to:

become critically aware of the range of print, sound, moving image and graphic media; andassess the role and influence of media within society.

Teachers can assist the development of young people’s media and internet literacy by providing frequent opportunities, within and beyond the curriculum for young people to use technology effectively; to check the source and veracity of information and the potential motivation of those constructing it; and to develop the skills to critically assess the social roles and influence of the media in a modern democracy and a global society.

Ethical AwarenessThis key element of the curriculum (which is an extension of moral character, in a context related to the impact of social change) is informed by the need for young people, as individuals, citizens and potential future parents, to understand and respond appropriately to an increasing range of ethical issues arising from scientific, technological and social change. The overarching curriculum framework requires that teachers should help pupils to:

be aware of some of the dilemmas arising from scientific, technological and environmental change; andassess the human and environmental impact of ethical choices and take action as appropriate.

Teachers can assist the development of young people’s ethical awareness by providing frequent opportunities, within and beyond the curriculum, to examine different points of view about ethical issues; to weight evidence objectively; to consider choices for action and their consequences; and to make informed judgements that acknowledge the depth and scale of current and future risk, imprecision, uncertainty and unknowns in our current state of knowledge or development.

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1.7_3 Rationale Relating to Developing Contributors to the Economy and EnvironmentYoung people are likely to spend a proportion of their school years in part-time employment and the majority of their adult lives at work, which will impact on the economic choices they make and how they, in turn, impact individually and collectively on the environment. With this in mind, the key elements associated with developing young people as positive contributors to the economy and environment include employability,economicawarenessandeducationforsustainabledevelopment.

Employability This key element of the curriculum is informed by the need for all teachers to be aware of the knowledge, skills, attitudes and values that will help young people become effective employees and/or employers or entrepreneurs. It is also informed by the need for teachers to make young people aware of opportunities for careers arising from specific disciplines or how to apply aspects of their discipline in the world of work.

This cross-curricular contribution to equipping young people for employability, however, does not replace the need for detailed careers learning and mentoring aimed at helping young people unlock the doors to future learning and employment. The overarching curriculum framework requires that teachers should help pupils to:

be aware of the impact of technology and global markets on work patterns and prospects;be proactive, enterprising, adaptable and open to new ideas;enhance career options through life-long learning; andbe aware of the rights of workers and employers.

Teachers can assist preparation for employability and careers learning by providing frequent opportunities, within and beyond the curriculum, to help young people to be creative; to take risks for learning; to identify and develop their individual talents and interests; to pursue the kinds of jobs and careers that may be open to them, including entrepreneurial opportunities for self employment; and to develop the attitudes, knowledge, skills and qualities required in a changing economy, such as enterprise, flexibility, independence, cooperativeness and a willingness to take calculated risks for success. Young people also need opportunities to become aware of the expectations of employers, the rights of workers and the economic interdependence of individuals, organisations and communities locally, nationally and globally; and to consider the impact of science, technology and global markets on work patterns and prospects.

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Economic AwarenessThis key element of the curriculum is informed by the extent to which economic choices can affect the quality and experiences of young people’s lives and can impact on the economy and environment both locally and globally. The overarching curriculum framework requires that teachers should help pupils to:

understand the economic interdependence of individuals, organisations and communities locally and globally;critically examine how wealth is created and distributed;make balanced and informed economic judgements;be discerning and effective consumers; andplan and manage personal finances effectively.

Teachers can assist the development of young people’s economic awareness by providing frequent opportunities, within and beyond the curriculum, to help young people become discriminating about economic choices; to know how to locate, analyse and categorise relevant information; to be able to critically examine the choices available and make informed and responsible decisions against informed criteria, including that of managing their own finances effectively. Young people also need opportunities to understand how wealth is created and distributed, nationally and world-wide; and to appreciate the local and international implications of their individual lifestyle choices for economic development locally and globally.

Education for Sustainable Development This key element of the curriculum is of central importance to informing the way we live now and how we sustain the resources of the planet for future generations. The overarching curriculum framework requires that teachers should help pupils to:

understand the interdependence of society, the economy and environment;develop respect for the needs of present and future generations;demonstrate how action can help improve the quality of life for people, locally and globally; andexercise environmental responsibility through conservation of resources, waste management and promotion of local and global biodiversity.

Teachers can contribute to education for sustainable development by providing frequent opportunities, within and beyond the curriculum, to help young people develop dispositions and values such as curiosity, concern, respect, tolerance and personal responsibility in relation to a range of environmental and global issues. Young people should be encouraged to think about the impact of change and development on the environment, on society and on the economy. They could consider questions such as; is the balance right? For all? For now? For the future? What can be done to get a better balance? How can we play our part?

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1.8RationaleforWholeCurriculumSkillsandCapabilities At the heart of the curriculum lies an explicit emphasis on the development of skills and capabilities for life-long learning and for contributing effectively to society. These whole curriculum skills and capabilities consist of the Cross-Curricular Skills and Thinking Skills and Personal Capabilities.

The skills and capabilities promoted within the Northern Ireland Curriculum are not new - rather they were already embedded within subject disciplines. However, the challenges for coherence and continuity of learning were threefold. Firstly, the emphasis upon the development of skills was insufficiently explicit. Secondly, the language used to describe similar skills differed from one discipline to another with the result that both teachers and pupils had no common language with which to describe them. Thirdly, there was no framework to describe what progression might look like.

The Whole Curriculum Skills and Capabilities have now been described explicitly within two clusters, (the cross-curricular and the thinking skills/personal capabilities). The reason for the separate clusters is for purposes of categorisation and assessment. This, however, does not imply that they should be taught separately from curriculum contexts or from each other. Rather, they are embedded and infused throughout the Northern Ireland Curriculum at each key stage and pupils should have opportunities to acquire, develop and demonstrate these skills in all areas of the curriculum in ways which are appropriate to the methodology of individual subjects. At times, however, teachers may wish to focus on developing particular skills explicitly.

1.8_1Rationale for the Cross-Curricular Skills The Cross-Curricular Skills of Communication, Using Mathematics, and Using Information and Communications Technology (ICT) are the bedrock skills through which young people access knowledge. The revised terminology signifies a number of shifts in emphasis, for example, away from perceiving these as ‘subjects’ taught discretely (within English, Mathematics and ICT) towards skills that are developed across the curriculum and are therefore the responsibility of all teachers. Specific knowledge and techniques may be taught discetely in English and Maths classes, but an enhanced emphasis is placed on transferring, applying and ‘using’ skills effectively, in other curriculum contexts. This implies not only shared responsibility for their development but also an explicit partnership between teachers in ensuring their consolidation and progression.


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1.8_2Rationale for Thinking Skills and Personal CapabilitiesAt the heart of the Northern Ireland Curriculum lies an explicit emphasis on the development of skills and capabilities for life-long learning and for operating effectively in society.

Thinking skills are tools that help children go beyond the acquisition of knowledge in order to deepen their understanding and apply ideas, generate new possibilities, make decisions, as well as to plan, monitor and evaluate their progress. Personal and interpersonal skills and capabilities underpin success in all aspects of life. It is important therefore that children’s self esteem and self confidence are explicitly fostered along with their ability to manage their own emotions, to interact effectively with others and eventually to regulate and enhance their own learning.

Through opportunities to engage in active learning contexts across all areas of the curriculum, the intention is to develop children’s personal and interpersonal learning skills, capabilities and dispositions, and their ability to think both creatively and critically.

As well as the long term benefits, developing skills and capabilities are important for learning in the short term and for the following reasons. They are more likely to engage pupils in active rather than passive learning; they draw attention to the processes of learning and not just the products; and they provide a new range of criteria against which pupils can evaluate their progress in learning. Essentially, they enable pupils to learn how to learn.

Figure 1 shows the five broad strands that are identified in the Northern Ireland Framework. They are Managing Information, Thinking, Problem-Solving and Decision-Making, Being Creative, Working with Others, and Self-Management.

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A distinctive feature of the framework is that it integrates a range of different types of thinking skills and learning dispositions with collaborative learning (working with others) and independent learning (self-management).

The framework does not stand-alone nor is it isolated from the traditional areas of the curriculum. Rather, it is intended that the skills and capabilities highlighted in the framework are developed and assessed in and through the Areas of Learning. This will give opportunities for their development to be reinforced and make it easier for teachers and pupils to make connections and see relationships.

Developing thinking skills and personal capabilities requires a different approach to teaching compared to more traditional methods. To develop these kinds of skills, learners need to be thoroughly engaged with their own learning and given opportunities to practice their skills, reflect on their achievements and to recognise their strengths and weaknesses. Opportunities for collaboration and dialogue about learning are likely to be seen more frequently in ‘thinking’ classrooms. To become more creative, children need to be encouraged to take risks for learning and to see mistakes as opportunities for learning rather than failure. This shift to a more active approach to learning will enable children to become autonomous and to work more independently.

Similarly, as well as Communication, Using Maths and Using ICT, each Area of Learning/subject strand also require the demonstration of Thinking Skills and Personal Capabilities, including Information Management, Problem-Solving and Decision-Making, Creativity, Self-Management and Working with Others.

Figure 1: FrameworkforDevelopingThinkingSkillsandPersonalCapabilities


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1.8_3Rationale for Developing the Whole Curriculum Skills and CapabilitiesAll teachers have a statutory responsibility to provide opportunities for the acquisition and development of Whole Curriculum Skills, (the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities). While the definitions of the two sets of skills are set out separately, teachers will help pupils to develop many of these concurrently. All pupils should be given opportunities to develop and demonstrate their skills and capabilities in a range of ways, for example, individually or in groups, through written, practical, and ICT-based work, problem-solving activities and discussion. Individual progress may be assessed with reference to the levels of progression using a variety of ways including observation of pupils, interaction with pupils, listening to pupils’ explanations, looking at written or other evidence, and peer and self assessment.

1.9RationalefortheAreasofLearningandSubjectStrandsSubjects are organised within Areas of Learning in the Northern Ireland Curriculum in order to strike a balance between acknowledging teachers’ subject expertise and the need for coherence and linkages across the curriculum as a whole. The curriculum framework of shared aim, objectives, key elements and whole curriculum skills provides a common structure and collaborative elements to help promote connected learning within and between different Areas of Learning.

1.10RationalefortheInclusionofLearningforLifeandWorkwithintheCurriculumIn addition to cross-curricular provision specified through the minimum requirement for each Area of Learning /subject strand, it was felt that specific provision was required for the aspects of Personal Development, Home Economics, Citizenship and Employability that may not be catered for adequately within existing subjects or through cross-curricular learning. One of the major concerns expressed by employers, for example, is that the curriculum focuses on cognitive learning without the need to apply it to real-life contexts. The Cohort Study reveals that young people have difficulty in seeing relevance in much of what they are required to learn in school, except in the sense of acquiring qualifications which will allow them to progress to higher education or employment. Research into motivation and engagement suggests that effective learning takes place when the learner is motivated by relevance and by sustained emotional engagement with the subject matter. The inference drawn from these findings is that the relevance and application of subject learning to modern day life and future employment needs to be highlighted more strongly. Employers contend8 that too often the curriculum is divided from ‘work-related’ learning.

Employers stress the need to recognise that learning for life is a continuous process, and that developing employability is not a marginal or separate activity. It is central to the role of the curriculum, just as work is central to most people’s lives. While there is an obvious desire for competence in literacy and numeracy, modern conceptions of preparedness for work stress qualities such as interpersonal competence and confidence, thinking skills, responsibility, creativity and the ability to work in a team.

8See CBI Brief, Greater Expectations: Priorities for the future curriculum

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Much of the literature from business also stresses that personaldevelopment is as important in preparing young people for life and for work as other traditionally valued aspects of the curriculum. Teachers’ responses to the Council’s research into Values in Education in Northern Ireland9 and to the monitoring programme at all Key Stages, indicated that there is insufficient emphasis within the curriculum on the development of personal, social and emotional education. The Mindpower 21 Conference highlighted the need to bolster the self esteem of pupils at puberty and to focus on issues of concern to them at this turbulent time in their physical and emotional development.

Also neglected in current curriculum specifications is the issue of educating young people for citizenship, democracy and constructive social, civic and political participation. This is particularly important in Northern Ireland, which has experienced a lengthy period of democratic deficit between 1971 and 2007. The most dramatic and significant change within society in Northern Ireland recently has been the move away from violence towards a culture that supports democratic politics. Education has a responsibility to support this. There has already been a commitment to the improvement of community relations through Education for Mutual Understanding (EMU) which, along with Cultural Heritage, has promoted inter-cultural understanding and contact. Local research10 indicates, however, that more controversial political and social issues tend to be avoided in schools and that there is a specific need to strengthen young people’s social, civic and political awareness. Within this agenda there is also a need to educate young people about sustainable development that will preserve the quality of life of future generations.

The scope and pace of social change and the pervasiveness of media influence means that young people are challenged, sometimes at a very young age, by choices, pressures and distractions which pose personal, social and moral dilemmas. Young people themselves have articulated, through the Cohort Study research, a strong desire that pressures, for example, in relation to health, drugs and sexual activity, are discussed in schools. This view is also endorsed by Health Boards and the Health Promotion Agency. In this respect, the inclusion of HomeEconomics within Learning for Life and Work, endorses the contribution it makes to preparing young people for independent living. In Home Economics, pupils acquire knowledge, understanding and practical skills in relation to, for example, diet and food choice; family relationships and parenting; financial and consumer awareness, all of which are important educational, social and economic imperatives.

The structure of the Northern Ireland Curriculum allows schools the flexibility to cater for these needs through cross-curricular, thematic, and/or specifically time-tabled provision and extra curricular activities. However schools may chose to cater for the requirements of Learning for Life and Work, they are, nevertheless, obliged to ensure that the minimum requirements for each aspect are specifically met.

9Montgomery and Smith, Values in Education, CCEA/UU 1996

10Smith, A. and Robinson, A., The Initial Statutory Years, University of Ulster, Coleraine, 1996


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1.11RationalefortheAdditionofSpecificEmphasiswithinsomeAreasofLearningIn addition to the areas outlined within Learning for Life and Work it was felt that other issues of enhanced significance to 21st century learning, in particular media education and financial capability, could best be catered for by ensuring that they were ‘owned’ by a specific discipline, even if provision for them also required cross-curricular support. Accordingly, The Arts and/or English will have some responsibility to ensure provision for Drama, Mathematics for financial capability and English for media education. These subjects take lead responsibility for these elements while, at the same time, encouraging provision across the curriculum.

1.12RationalefortheInclusionofAssessmentforLearning,LearningExperiencesandAttitudesandDispositionswithinthe‘BigPicture’Finally, ‘the big picture’ of the Northern Ireland Curriculum encourages teachers to use active learning methods, informed by Assessment for Learning strategies, to help pupils develop for themselves a range of positive attitudes and dispositions that will define them as positive individuals, willing to contribute constructively to society and the economy while protecting the environment.

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Section 2StatutoryRequirementsforKeyStage3



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2.0IntroductionThe minimum statutory requirements for the curriculum at Key Stage 3 will come into effect as follows:

Year 8, from September 2007; Year 9, from September 2008; and Year 10, from September 2009.

Due to the discontinuation of statutory end of Key Stage 3 assessments, schools may choose to take immediate advantage of curriculum flexibility for all year groups throughout Key Stage 3 from 2007 onwards. The minimum statutory requirements for all Areas of Learning/subject strands are included in section 3 of this document. Statutoryrequirementsareshowninboldtext.Non-statutory examples are shown in italics.

Both the statutory requirements and the non-statutory examples should be set in context and interpreted using the detailed rationale provided in section 1.

Extended guidance for Areas of Learning/subject strands is available for teachers on line at www.nicurriculum.org.uk and also in hard copy for heads of departments/Areas of Learning.

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2.1AreasofLearningandSubjectStrandsThe minimum statutory requirements for the curriculum at Key Stage 3 are set out in nine Areas of Learning, some with subject strands. The curriculum for all pupils must include provision for the Areas of Learning and their contributory subject strands as set out in the table below.

AreasofLearning ContributorySubjectStrands

Language and Literacy

Mathematics and Numeracy

Modern Languages

The Arts

Environment and Society

Science and Technology

Learning for Life and Work

Physical Education

Religious Education

EnglishIrish (in Irish speaking schools only)Media Education

MathematicsFinancial Capability

Any official language of the European Union (other than English and in Irish speaking schools, Irish).

Art and DesignMusicDrama

History Geography

ScienceTechnology and Design

EmployabilityLocal and Global CitizenshipPersonal DevelopmentHome Economics

Physical Education

Religious Education12

12The core statutory requirements for RE have been developed by the four main churches, consulted upon and accepted by the Department of Education. Guidance for interpreting the requirements has been produced by an advisory group and is included in Section 3.

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2.2StatutoryMinimumRequirementsThe minimum statutory requirements within the Areas of Learning and subject strands cover the three years from Years 8 to 10 and therefore represent a key stage provision. Teachers have considerable scope, within the parameters of differentiation and flexibility outlined in the access statement set out at paragraph 2.5 below, to select from within the Areas of Learning those aspects they consider appropriate to the ability and interests of their pupils. Schools should provide access to the requirements at a level appropriate to the pupil’s ability. This access will ensure a minimum entitlement for each pupil.

The minimum requirements for each of the Areas of Learning/subject strands are set out in Section3. These are also available at www.nicurriculum.org.uk within the Areas of Learning/subject specific guidance, which also contains examples of interpreting and planning for the minimum content.

Guidance materials to support Religious Education within the Northern Ireland Curriculum have been developed by an advisory group of key stakeholders. The materials are available at www.nicurriculum.org.uk and in hard copy.

Further information on addressing the minimum requirements at whole school and departmental level is included within the Key Stage 3 support booklet and Power Point presentation ‘Planning for Implementation’, also available on line at www.nicurriculum.org.uk

2.3StructuringLearningwithintheKeyStage3Curriculum:Breadth,BalanceandFlexibilityIn order to make the curriculum more coherent and relevant for young people, the requirements for each Area of Learning/subject strand have been set out under a common framework to facilitate more collaborative learning and to ensure that, even if learning is structured within discrete areas, the common objectives and key elements provide a mechanism for relating their learning to life and to work.

Schools may choose to organize learning in ways that both reflect their unique school ethos and that meet the needs and interests of their pupils. This may take the form of inter-disciplinary provision, connections across and within Areas of Learning as well as, or in place of, discrete subject provision. If learning is organized within discrete strands, schools should make some form of provision for connections to be made within and across Areas of Learning in order to ensure some form of coherence in the development of knowledge, understanding and skills.


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2.4EnsuringProgressionThe Key Stage 3 curriculum is structured to facilitate progression from Key Stage 2 and to Key Stage 4. The aim, curriculum objectives, key elements and skills are common to all Key Stages, as is the emphasis on relevance and application to Learning for Life and Work.

At primary level the curriculum focuses on child-centred learning, building knowledge progressively outwards from myself, my family, my home, my school to my neighbourhood and the wider world. At Key Stage 3 the curriculum takes on a more enquiry-based, problem-centred, decision-making focus. It is intended that the knowledge and understanding and the range of skills acquired at primary school will be developed in greater depth to help pupils identify and investigate issues and problems from the media and the world around them.

Depending on the ability and maturity of the young people, the content and approach can be extended by, for example:

exploring issues in greater depth;increasing the complexity of tasks;enabling young people to demonstrate increasing competence in practical skills;encouraging increased research, information management and independent learning;presenting outcomes to a wider range of audiences and in real situations;encouraging increased critical analysis of information sources;promoting well-reasoned justifications for choices; andencouraging reflective and insightful evaluations of both process and product.

Some repetition in themes and content may be inevitable in this more flexible curriculum. To minimise the danger of boredom arising from potential repetition, post-primary teachers are encouraged to:

liaise with feeder primary schools to ascertain the focus of children’s work, particularly in Years 6 and 7;encourage pupils to share what they already know about a topic, as an informed starting point for learning;discuss and negotiate with pupils the particular focus of learning to ensure there is a different ‘angle’ to the investigation and sufficient interest and challenge;encourage pupils to research their topic in greater depth than before and to present it in different ways; andhelp pupils understand that learning is not always ‘new’ but is often a deepening and reinforcement of existing knowledge and skills.

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2.5AccessStatementtoEnsureEqualityofOpportunityforAllAll teachers should have high expectations for all young people and should provide suitably challenging opportunities for each young person to take part fully and effectively in lessons, to experience success in learning and to achieve as high a standard as possible. The access statement below suggests how learning opportunities within the requirements of the Northern Ireland Curriculum can be adapted or modified as necessary to provide all young people with relevant and challenging work appropriate to their needs. In most cases the action necessary to respond to an individual’s requirements for curriculum access will be met by differentiating tasks and materials appropriately to the age and requirements of the student. In catering for individual needs, teachers should work closely with representatives of other agencies who may be supporting the child.

Curriculum and assessment planning and approaches to teaching and learning for all pupils, and especially for pupils identified as having special educational needs, (for example, young people whose attainments fall significantly below what is expected at a particular key stage or gifted and talented students whose attainment significantly exceeds what is expected at a particular key stage) should, as far as possible, take account of :

pupils’ different experiences, interests and strengths;pupils’ varied cultural, ethnic, linguistic and social background, (including the travelling community) and gender; and the nature, extent and duration of any special need and/or disabilities which may influence the way in which they learn.

In catering for individual needs, teachers should endeavour to:

identify those aspects of learning that present specific challenges and adapt these as necessary, taking account of any gaps in learning arising from missed or interrupted schooling;present materials and activities that are appropriate to the age and maturity of the student and where necessary, provide additional materials and resources, including adaptive technologies and access devices to assist learning; andwhere necessary, modify tasks, (or the environment in which the tasks are presented) or provide suitable alternative activities, ensuring appropriate time to allow children to complete tasks satisfactorily.

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2.6DevelopingWholeCurriculumSkillsandCapabilitiesAt the heart of the curriculum lies an explicit emphasis on the development of skills and capabilities for life-long learning and for operating effectively in society. Through opportunities to engage in active learning contexts across all areas of the curriculum, children should progressively develop skills in:

2.6_1 Assessing and Reporting the Cross-Curricular Skills: Schoolswillberequiredtoassessandreportannuallyoneachpupil’sprogressioninthecross-curricularskillsof:Communication,UsingMathematics,andUsingInformationandCommunicationsTechnology.InKeyStages1to3thiswillbewithreferencetoLevelsofProgression.

Statutory requirements for assessment and reporting with reference to levels of progression will come into effect from June 2010. Further guidance outlining the statutory requirements for assessing and reporting at Key Stage 3 will be provided well in advance of such requirements coming into place.

CROSS-CURRICULARSKILLS

CommunicationUsingMathematicsUsingInformationandCommunicationsTechnology

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THINKINGSKILLSANDPERSONALCAPABILITIES

ManagingInformationThinking,Problem-SolvingandDecision-MakingBeingCreativeWorkingwithOthersSelf-Management

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2.7DevelopingCommunicationSkillsAcrosstheCurriculumCommunication is central to the whole curriculum. Children should be able to communicate in order to express themselves socially, emotionally and physically, to develop as individuals, engage with others and contribute as members of society. Children should be given opportunities to engage with and demonstrate the skill of communication and to transfer their knowledge about communication concepts and skills to real-life meaningful contexts across the curriculum.

The modes of communication include talking and listening, reading and writing. However, effective communication also includes non-verbal modes of communication, wider literacy and the use of multimedia and ICT technologies which may combine different modes. Children are therefore encouraged to become effective communicators by using a range of techniques, forms and media to convey information and ideas creatively and appropriately.

2.7_ 1 Requirements in relation to CommunicationThe requirements for Communication are set out below in bold.

Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsin:

TALKINGANDLISTENING

Pupilsshouldbeenabledto:listentoandtakepartindiscussions,explanations,role-playsandpresentations;contributecomments,askquestionsandrespondtoothers’pointsofview;communicateinformation,ideas,opinions,feelingsandimaginings,usinganexpandingvocabulary;speakclearlyandstructuretalksothatideascanbeunderstoodbyothers;adaptwaysofspeakingtoaudienceandsituation;andusenon-verbalmethodstoexpressideasandengagewiththelistener.

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READING

Pupilsshouldbeenabledto:readarangeoftexts*forinformation,ideasandenjoyment;usearangeofstrategiestoreadwithincreasingindependence;find,selectanduseinformationfromarangeofsources;understandandexploreideas,eventsandfeaturesintexts*;anduseevidencefromtexts*toexplainopinions.

*Texts refer to ideas that are organised to communicate and present a message in written, spoken, visual and symbolic forms.

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Pupilsshouldbeenabledto:talkabout,planandeditwork;communicateinformation,meaning,feelings,imaginingsandideasinaclearandorganisedway;develop,expressandpresentideasinavarietyofformsandformats,usingtraditionalanddigitalresources,fordifferentaudiencesandpurposes;andwritewithincreasingaccuracyandproficiency.

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2.8UsingMathematicsAcrosstheCurriculum‘Using Mathematics’ is the skill of applying mathematical concepts, processes and understanding appropriately in a variety of contexts. Ideally these should be in relevant real-life situations that require a mathematical dimension.

Children are likely to acquire and consolidate their mathematical knowledge, concepts and skills within the Area of Learning for Mathematics and Numeracy. However, they should be given opportunities to transfer their understanding, as appropriate, to other contexts across the curriculum. Children can demonstrate their mathematical knowledge, understanding and skills in a variety of ways to communicate, manage information, think critically, solve problems and make decisions.

2.8_1 Requirements in Relation to Using MathematicsThe requirements for Using Mathematics are set out below in bold.

Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledto:

choosetheappropriatematerials,equipmentandmathematicstouseinaparticularsituation;usemathematicalknowledgeandconceptsaccurately;worksystematicallyandchecktheirwork;usemathematicstosolveproblemsandmakedecisions;developmethodsandstrategies,includingmentalmathematics;exploreideas,makeandtestpredictionsandthinkcreatively;identifyandcollectinformation;read,interpret,organiseandpresentinformationinmathematicalformats;usemathematicalunderstandingandlanguagetoaskandanswerquestions,talkaboutanddiscussideasandexplainwayofworking;developfinancialcapability;anduseICTtosolveproblemsand/orpresenttheirwork.

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2.9UsingInformationandCommunicationsTechnologyAcrosstheCurriculumUsing Information and Communications Technology (ICT) provides powerful tools and contexts to support meaningful learning. It has the potential to transform and enrich pupils’ learning experiences and environments across the curriculum. The creative use of ICT can empower learners to become independent, self-motivated and flexible, helping in turn to develop self esteem and positive attitudes to learning, with which to realise their full potential. It also provides opportunities to collaborate within and beyond the classroom to pose questions, take risks and respond positively to ‘what if’ questions.

To help develop skills in researching, handling and communicating information children should have opportunities, using ICT, to engage in genuine research and purposeful tasks set in meaningful contexts. They should be encouraged to re-work information, present and exchange their ideas and translate their thinking into creative products and productions which show an awareness of audience and purpose.

2.9_1 Requirements for Using ICTThe requirements for Using ICT are set out below in bold.

Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsto:

ExPLORE

Pupilsshouldbeenabledto:accessandmanagedataandinformation;research,select,processandinterpretinformation;investigate,makepredictionsandsolveproblemsthroughinteractionwithelectronictools;andunderstandhowtokeepsafeanddisplayacceptableonlinebehaviour.

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ExPRESS

Pupilsshouldbeenabledto:create,develop,presentandpublishideasandinformationusingarangeofdigitalmedia;andmanipulateinformationandmultimediaproductsusingarangeofassets.

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ExCHANGE

Pupilsshouldbeenabledto:communicateusingarangeofcontemporarymethodsandtools;andshare,collaborate,exchangeanddevelopideasdigitally.

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Pupilsshouldbeenabledto:talkabout,reviewandmakeimprovementstowork,reflectingontheprocessandoutcome;andconsiderthesourcesandresourcesused.

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ExHIBIT

Pupilsshouldbeenabledto:manageandpresenttheirstoredwork;andshowcasetheirlearningacrossthecurriculum.

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2.10ThinkingSkillsandPersonalCapabilitiesThinking skills are tools that help children to go beyond the acquisition of knowledge in order to search for meaning, apply ideas, analyse patterns and relationships, create and design something new and monitor and evaluate their progress.

Personal and interpersonal skills and capabilities underpin success in all aspects of life. It is important, therefore, that children’s self esteem and self confidence are explicitly fostered along with the ability to understand and manage their own emotions and to interact effectively with others.

Teachers should help children to develop thinking skills and personal capabilities by focusing on the following areas.

Managing Information Thinking, Problem-Solving and Decision-Making Being Creative Working with Others Self-Management

ManagingInformation involves: Asking, Accessing, Selecting, Recording, Integrating, Communicating, for example;

Ask focused questionsPlan and set goals, break task into sub-tasksUse own and other’s ideas to locate sources of informationSelect, classify, compare and evaluate informationSelect most appropriate method for a taskUse a range of methods for collating, recording and representing informationCommunicate with a sense of audience and purpose

Thinking,Problem-SolvingandDecision-Making involves: Searching for Meaning, Deepening Understanding, Coping with Challenges, for example;

Sequence, order, classify, make comparisonsMake predictions, examine evidence, distinguish fact from opinionMake links between cause and effectJustify methods, opinions and conclusionsGenerate possible solutions, try out alternative approaches, evaluate outcomesExamine options, weigh up pros and consUse different types of questionsMake connections between learning in different contexts

•••••

•••••••

••••••••

2.0Statutory R

equirements

29

BeingCreative involves: Imagining, Generating, Inventing, Taking Risks for Learning, for example;

Seek out questions to explore and problems to solveExperiment with ideas and questionsMake new connections between ideas/informationLearn from and value other people’s ideasMake ideas real by experimenting with different designs, actions, outcomesChallenge the routine methodValue the unexpected or surprisingSee opportunities in mistakes and failuresTake risks for learning

WorkingwithOthers involves: Being Collaborative, Being Sensitive To Others’ Feelings, Being Fair and Responsible, for example;

Listen actively and share opinionsDevelop routines of turn-taking, sharing and cooperatingGive and respond to feedbackUnderstand how actions and words affect othersAdapt behaviour and language to suit different people and situationsTake personal responsibility for work with others and evaluate own contribution to the groupBe fairRespect the views and opinions of others, reaching agreements using negotiation and compromiseSuggest ways of improving their approach to working collaboratively

Self-Management involves: Evaluating Strengths and Weaknesses, Setting Goals and Targets, Managing and Regulating Self, for example;

Be aware of personal strengths, limitations and interestsSet personal targets and review themManage behaviour in a range of situationsOrganise and plan how to go about a taskFocus, sustain attention and persist with tasksReview learning and some aspect that might be improvedLearn ways to manage own timeSeek advice when necessaryCompare own approach with others and in different contexts

•••••••••

••••••

••

•

•••••••••

Section 3DetailedStatutoryMinimumRequirementsforAreasofLearningandSubjectStrandsatKeyStage3



3.0

33

Language and Literacy:EnglishwithMediaEducationLa

ngua

ge a

nd L

itera

cy:E

nglis

hw

ithM

edia

Edu

catio

nTh

e m

inim

um c

onte

nt is

set

out

bel

ow. T

he s

tatu

tory

requ

irem

ents

are

set

out

in b

old

unde

r K

now

ledg

e,U

nder

stan

ding

and

Ski

llsin

col

umn

1, u

nder

the

Curr

icul

umO

bjec

tives

and

K

eyE

lem

ents

in c

olum

ns 2

, 3 a

nd 4

and

in th

e Le

arni

ngO

utco

mes

at t

he b

otto

m. A

dditi

onal

non

-sta

tuto

ry g

uida

nce

and

sugg

estio

ns a

re s

et o

ut in

pla

in te

xt a

nd it

alic

s.

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

nga

ndS

kills

(Obj

ectiv

e1)

Dev

elop

ing

pupi

lsa

sIn

divi

dual

s

(Obj

ectiv

e2)

Dev

elop

ing

pupi

lsa

sCo

ntri

buto

rsto

So

ciet

y

(Obj

ectiv

e3)

Dev

elop

ing

pupi

lsa

sCo

ntri

buto

rsto

the

Econ

omy

and

the

Envi

ronm

ent

Thro

ugh

enga

gem

entw

itha

ran

geo

fstim

uli,

incl

udin

gpe

ers,

poe

try,

pro

se,d

ram

a,n

on-fi

ctio

n,

med

iaa

ndm

ultim

edia

,whi

che

nhan

cec

reat

ivity

an

dst

imul

ate

curi

osity

and

imag

inat

ion,

pup

ils

shou

ldh

ave

oppo

rtun

ities

tob

ecom

ecr

itica

l,cr

eativ

ean

def

fect

ive

com

mun

icat

ors

by:

expr

essi

ngm

eani

ng,f

eelin

gsa

ndv

iew

poin

ts;

talk

ing,

toin

clud

ede

bate

,rol

epl

ay,i

nter

view

s,

pres

enta

tions

and

gro

upd

iscu

ssio

ns;

liste

ning

act

ivel

yan

dre

port

ing

back

;

read

ing

and

view

ing

for

key

idea

s,e

njoy

men

t,en

gage

men

tand

em

path

y;

wri

ting

and

pres

entin

gin

diff

eren

tmed

iaa

ndfo

rdi

ffer

enta

udie

nces

and

pur

pose

s;

part

icip

atin

gin

ar

ange

ofd

ram

aac

tiviti

es;

inte

rpre

ting

visu

als

timul

iinc

ludi

ngth

em

ovin

gim

age;

deve

lopi

nga

nun

ders

tand

ing

ofd

iffer

entf

orm

s,

genr

esa

ndm

etho

dso

fcom

mun

icat

ion

and

an

unde

rsta

ndin

gof

how

mea

ning

isc

reat

ed;

deve

lopi

ngth

eir

know

ledg

eof

how

lang

uage

w

orks

and

thei

rac

cura

cyin

usi

ngth

eco

nven

tions

of

lang

uage

,inc

ludi

ngs

pelli

ng,p

unct

uatio

nan

dgr

amm

ar;

anal

ysin

gcr

itica

llyth

eir

own

and

othe

rte

xts;

usin

ga

rang

eof

tech

niqu

es,f

orm

san

dm

edia

to

conv

eyin

form

atio

ncr

eativ

ely

and

appr

opri

atel

y.

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Enga

ge,t

hrou

ghla

ngua

ge,w

ithth

eir

peer

san

dw

ithfi

ctio

nala

ndr

eal-

life

char

acte

rsa

nds

ituat

ions

,to

expl

ore

thei

row

nem

otio

nsa

ndd

evel

op

crea

tive

pote

ntia

l,fo

r ex

ampl

e,d

iscu

ss w

hat t

hey

wou

ld h

ave

done

or

how

th

ey w

ould

hav

e fe

lt w

hen

face

d w

ith a

situ

atio

n in

a n

ovel

; pro

duce

a d

igita

l po

rtfo

lio h

ighl

ight

ing

thei

r pe

rson

al q

ualit

ies.

(Key

Ele

men

t: Pe

rson

al U

nder

stan

ding

)

Expl

ore

and

resp

ond

too

ther

s’e

mot

ions

as

enco

unte

red

inli

tera

ture

,th

em

edia

,mov

ing

imag

ean

dpe

erd

iscu

ssio

n, fo

r ex

ampl

e,in

rol

e-pl

ay,

empa

this

e w

ith s

omeo

ne w

hose

exp

erie

nce

is d

iffer

ent f

rom

thei

r ow

n.D

evel

opth

eab

ility

tou

sela

ngua

ge(i

nclu

ding

bod

yla

ngua

ge)e

ffec

tivel

yin

co

mm

unic

atin

gw

itha

ndr

elat

ing

too

ther

s, fo

r ex

ampl

e, e

xplo

re s

ituat

ions

in

whi

ch to

ne, c

hoic

e of

wor

ds, g

estu

re a

nd fa

cial

exp

ress

ion

can

alte

r m

eani

ng

and

impa

ct.

(Key

Ele

men

t:M

utua

lUnd

erst

andi

ng)

Expl

ore

the

use

ofla

ngua

gea

ndim

ager

yin

con

veyi

nga

nde

voki

ng

ava

riet

yof

pow

erfu

lfee

lings

, for

exa

mpl

e, c

omm

ent o

n a

film

, nov

el,

perf

orm

ance

or

poem

whi

ch h

as s

timul

ated

a p

erso

nal i

nsig

ht.

(Key

Ele

men

t:Sp

iritu

alA

war

enes

s)

Expl

ore

issu

esr

elat

edto

Per

sona

lHea

lth

Cons

ider

the

effe

ctiv

enes

s of

lang

uage

in c

urre

nt h

ealth

cam

paig

ns,f

or

exam

ple,

exp

lore

the

use

of im

ager

y an

d em

otiv

e la

ngua

ge in

pos

ters

, lea

flets

, te

levi

sion

, etc

.Cr

eate

a c

ampa

ign

to p

rom

ote

a he

alth

and

saf

ety

issu

e fo

r ex

ampl

e,

mis

use

of s

ubst

ance

s.Im

prov

ise

a sc

ene

dem

onst

ratin

g pe

er s

uppo

rt o

r pe

er p

ress

ure

abou

t a

heal

th re

late

d is

sue.

(Key

Ele

men

t:Pe

rson

alH

ealt

h)

Expl

ore

issu

esr

elat

edto

Mor

alC

hara

cter

Dem

onst

rate

a w

illin

gnes

s to

cha

lleng

e st

ereo

typi

cal,

bias

ed o

r di

stor

ted

view

poin

ts w

ith a

ppro

pria

tely

sen

sitiv

e, in

form

ed a

nd b

alan

ced

resp

onse

s,

for

exam

ple,

dis

cuss

mor

al c

hoic

es o

f rea

l-lif

e an

d fic

tiona

l cha

ract

ers.

Take

resp

onsi

bilit

y fo

r ch

oice

s an

d ac

tions

.(K

ey E

lem

ent:

Mor

alC

hara

cter

)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Use

lite

ratu

re,d

ram

a,p

oetr

yor

the

mov

ing

imag

eto

exp

lore

oth

ers’

nee

dsa

ndr

ight

s,

for

exam

ple,

con

side

r th

e ne

eds

of a

fict

iona

l ch

arac

ter;

par

ticip

ate

in a

rol

e pl

ay in

volv

ing

confl

ictin

g ri

ghts

.(K

ey E

lem

ent:

Citiz

ensh

ip)

Expl

ore

the

pow

ero

far

ange

ofc

omm

unic

atio

nte

chni

ques

toin

form

,ent

erta

in,i

nflue

nce

and

pers

uade

, for

exa

mpl

e,c

ompi

le a

nd ju

stify

a li

st o

f to

p te

n te

levi

sion

adv

ertis

emen

ts o

r w

eb s

ites

for

youn

g pe

ople

; cre

ate

an in

nova

tive

lifes

tyle

art

icle

or

feat

ure

for

youn

g pe

ople

.Co

nsid

erh

owm

eani

ngs

are

chan

ged

whe

nte

xts

are

adap

ted

tod

iffer

entm

edia

,for

exa

mpl

e,

com

pare

and

con

tras

t a fi

lm a

nd b

ook

vers

ion

of th

e sa

me

stor

y.(K

ey E

lem

ent:

Med

iaA

war

enes

s)

Expl

ore

how

diff

eren

tcul

ture

san

dbe

liefs

are

re

flect

edin

ar

ange

ofc

omm

unic

atio

nm

etho

ds,

for

exam

ple,

inve

stig

ate

loca

l ora

l tra

ditio

ns a

nd

dial

ects

; com

pare

and

con

tras

t how

the

cultu

re a

nd

lifes

tyle

of d

iffer

ent c

ount

ries

are

rep

rese

nted

in

stor

ies,

poe

ms,

imag

es, e

tc.

(Key

Ele

men

t:Cu

ltur

alU

nder

stan

ding

)

Expl

ore

issu

esr

elat

edto

Eth

ical

Aw

aren

ess

Inve

stig

ate

and

eval

uate

com

mun

icat

ion

tech

niqu

es u

sed

to e

xplo

re a

rele

vant

eth

ical

is

sue,

for

exam

ple,

trac

k co

vera

ge o

f the

sam

e is

sue

in a

ran

ge o

f med

ia; d

esig

n an

d pr

oduc

e ow

n cu

rren

t aff

airs

pro

gram

me

or n

ews

shee

t for

a

youn

g au

dien

ce.

(Key

Ele

men

t:Et

hica

lAw

aren

ess)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Inve

stig

ate

the

impo

rtan

ceo

fcom

mun

icat

ion

skill

sin

life

/wor

ksi

tuat

ions

, for

exa

mpl

e,

part

icip

ate

in in

terv

iew

s an

d se

lf-m

arke

ting;

dev

elop

an

adv

ertis

ing

cam

paig

n fo

r a

loca

l com

pany

or

prod

uct;

inve

stig

ate

jobs

in c

ompa

nies

in N

orth

ern

Irel

and

and

else

whe

re in

whi

ch g

ood

com

mun

icat

ion

is e

ssen

tial t

o bu

sine

ss.

(Key

Ele

men

t:Em

ploy

abili

ty)

Plan

and

cre

ate

ane

ffec

tive

com

mun

icat

ion

cam

paig

n,fo

r ex

ampl

e,p

rodu

ce p

rom

otio

nal

liter

atur

e w

ith e

co-f

rien

dly

guid

elin

es fo

r a

visi

t to

a na

tura

l/cul

tura

l her

itage

site

; pre

sent

the

case

fo

r pr

eser

ving

a lo

cal s

ite/b

uild

ing;

par

ticip

ate

in a

m

odel

you

th a

ssem

bly

or p

arlia

men

t abo

ut a

glo

bal

issu

e.(K

ey E

lem

ent:

Educ

atio

nfo

rSu

stai

nabl

eD

evel

opm

ent)

Expl

ore

issu

esr

elat

edto

Eco

nom

icA

war

enes

sEx

plor

e th

e im

pact

of e

cono

mic

s on

the

lives

of

peop

le,f

or e

xam

ple,

deb

ate

whe

ther

you

sho

uld

buy

item

s pr

oduc

ed b

y ch

ild la

bour

; con

side

r re

ason

s an

d co

nseq

uenc

es o

f fina

ncia

l diffi

culti

es o

f a

char

acte

r in

lite

ratu

re.

(Key

Ele

men

t:Ec

onom

icA

war

enes

s)

Lear

ning

Out

com

es

The

lear

ning

out

com

esr

equi

reth

ede

mon

stra

tion

ofs

kills

and

app

licat

ion

ofk

now

ledg

ean

dun

ders

tand

ing

ofE

nglis

hw

ithM

edia

Edu

catio

n.

Pupi

lss

houl

dbe

abl

eto

:

•re

sear

cha

ndm

anag

ein

form

atio

nef

fect

ivel

y,in

clud

ing

Usi

ngM

athe

mat

ics

and

Usi

ngIC

Tw

here

app

ropr

iate

;•

show

dee

per

unde

rsta

ndin

gby

thin

king

cri

tical

lya

ndfl

exib

ly,s

olvi

ngp

robl

ems

and

mak

ing

info

rmed

dec

isio

ns,d

emon

stra

ting

Usi

ngM

athe

mat

ics

and

Usi

ngIC

Tw

here

appr

opri

ate;

•de

mon

stra

tec

reat

ivity

and

initi

ativ

ew

hen

deve

lopi

ngid

eas

and

follo

win

gth

emth

roug

h;•

wor

kef

fect

ivel

yw

itho

ther

s;•

dem

onst

rate

sel

f-m

anag

emen

tby

wor

king

sys

tem

atic

ally

,per

sist

ing

with

task

s,e

valu

atin

gan

dim

prov

ing

own

perf

orm

ance

;•

com

mun

icat

eef

fect

ivel

yin

ora

l,vi

sual

and

wri

tten

form

ats

(incl

udin

gIC

Tan

dth

em

ovin

gim

age)

sho

win

gcl

ear

awar

enes

sof

aud

ienc

ean

dpu

rpos

ean

dat

tent

ion

toa

ccur

acy.

NB

:Tea

cher

s m

ay d

evel

op a

ctiv

ities

that

com

bine

man

y of

the

stat

utor

y re

quir

emen

ts, p

rovi

ded

that

, acr

oss

the

key

stag

e, a

ll of

the

stat

utor

y as

pect

s hi

ghlig

hted

in B

OLD

(inc

ludi

ng e

ach

of th

e K

ey E

lem

ents

) are

met

.

3.0

34

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

nga

ndS

kills

(Obj

ectiv

e1)

Dev

elop

ing

pupi

lsa

sIn

divi

dual

s(O

bjec

tive

2)D

evel

opin

gpu

pils

as

Cont

ribu

tors

toS

ocie

ty

(Obj

ectiv

e3)

Dev

elop

ing

pupi

lsa

sCo

ntri

buto

rsto

th

eEc

onom

yan

dth

eEn

viro

nmen

t

Thro

ugh

enga

gem

entw

itha

ran

geo

fst

imul

iinc

ludi

ngp

eers

,poe

try,

pro

se,

dram

a,n

on-fi

ctio

n,m

edia

and

mul

timed

ia

whi

che

nhan

cec

reat

ivity

and

stim

ulat

ecu

rios

itya

ndim

agin

atio

n,p

upils

sho

uld

have

opp

ortu

nitie

sto

bec

ome

crea

tive

and

effe

ctiv

eco

mm

unic

ator

sby

:

expr

essi

ngm

eani

ng,f

eelin

gsa

ndv

iew

poin

ts;

talk

ing

-in

clud

ing

deba

te,r

ole

play

,in

terv

iew

s,p

rese

ntat

ions

;

activ

elis

teni

nga

ndr

epor

ting

back

;

read

ing

and

view

ing

for

key

idea

s,e

njoy

men

t,en

gage

men

tand

em

path

y;

wri

ting

for

diff

eren

taud

ienc

esa

ndp

urpo

ses;

part

icip

atio

nin

ar

ange

ofd

ram

aac

tiviti

es;

inte

rpre

ting

visu

als

timul

iand

the

mov

ing

imag

e;

deve

lopi

nga

nun

ders

tand

ing

of

diff

eren

tfor

ms,

gen

res

and

met

hods

of

com

mun

icat

ion

and

unde

rsta

ndin

gho

w

mea

ning

isc

reat

ed;

deve

lopi

ngth

eir

know

ledg

eof

how

lang

uage

w

orks

and

thei

rac

cura

cyin

usi

ngth

eco

nven

tions

ofl

angu

age,

incl

udin

gsp

ellin

g,

punc

tuat

ion

and

gram

mar

;

usin

ga

rang

eof

tech

niqu

es,f

orm

san

dm

edia

toc

onve

yin

form

atio

ncr

eativ

ely

and

appr

opri

atel

y.

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Enga

ge,t

hrou

ghla

ngua

ge,w

ithth

eir

peer

san

dw

ithfi

ctio

nala

ndr

eal-

life

char

acte

rsa

nds

ituat

ions

,to

expl

ore

emot

ions

and

dev

elop

cre

ativ

epo

tent

ial,

for

exam

ple,

kee

p a

pers

onal

jour

nal a

bout

them

selv

es; p

rodu

ce a

dig

ital p

ortf

olio

hi

ghlig

htin

g th

eir

pers

onal

qua

litie

s.(K

ey E

lem

ent:

Pers

onal

Und

erst

andi

ng)

Expl

ore

and

resp

ond

too

ther

s’e

mot

ions

thro

ugh

liter

atur

e,m

ovin

gim

age

orp

eer

disc

ussi

on, f

or e

xam

ple,

in r

ole-

play

, em

path

ise

with

som

eone

who

se e

xper

ienc

e is

di

ffer

ent f

rom

thei

r ow

n.D

evel

opa

nun

ders

tand

ing

ofth

epo

wer

ofl

angu

ages

(inc

ludi

ngb

i-lin

gual

ism

and

bo

dyla

ngua

ge)t

oco

mm

unic

ate

and

empa

this

ew

itho

ther

s, fo

r ex

ampl

e, e

xplo

re

situ

atio

ns in

whi

ch to

ne, c

hoic

e of

wor

ds, g

estu

re a

nd fa

cial

exp

ress

ion

etc.

can

alte

r m

eani

ng a

nd im

pact

.(K

ey E

lem

ent:

Mut

ualU

nder

stan

ding

)

Expl

ore

the

use

ofla

ngua

gea

ndim

ager

yin

con

veyi

nga

nde

voki

nga

var

iety

of

pow

erfu

lfee

lings

, for

exa

mpl

e, c

omm

ent o

n a

film

, tra

ditio

nal s

tory

or

pray

er, n

ovel

, pe

rfor

man

ce o

r po

em w

hich

has

evo

ked

a pe

rson

al in

sigh

t.(K

ey E

lem

ent:

Spir

itual

Aw

aren

ess)

Expl

ore

issu

esr

elat

edto

Per

sona

lHea

lth

Cons

ider

the

effe

ctiv

enes

s of

lang

uage

in c

urre

nt h

ealth

cam

paig

ns, f

or e

xam

ple,

on

leafl

ets,

new

spap

ers

or p

oste

rs.

Crea

te a

cam

paig

n to

pro

mot

e a

heal

th a

nd s

afet

y is

sue

such

as

deal

ing

with

mis

use

of s

ubst

ance

s.Im

prov

ise

a sc

ene

dem

onst

ratin

g pe

er s

uppo

rt o

r pe

er p

ress

ure

abou

t a h

ealth

re

late

d is

sue.

(Key

Ele

men

t: Pe

rson

alH

ealt

h)

Expl

ore

issu

esr

elat

edto

Mor

alC

hara

cter

Expl

ore

the

issu

es in

volv

ed a

nd th

e im

plic

atio

ns o

f bei

ng b

i-lin

gual

, par

ticul

arly

as

mem

bers

of a

n Ir

ish

lang

uage

com

mun

ity in

a m

ostly

Eng

lish

spea

king

soc

iety

.D

emon

stra

te a

will

ingn

ess

to c

halle

nge

ster

eoty

pica

l, bi

ased

or

dist

orte

d vi

ewpo

ints

w

ith a

ppro

pria

tely

sen

sitiv

e, in

form

ed a

nd b

alan

ced

resp

onse

s, fo

r ex

ampl

e, d

iscu

ss

mor

al c

hoic

es o

f rea

l-lif

e an

d fic

tiona

l cha

ract

ers;

par

ticip

ate

in th

e an

nual

Tró

cair

e Le

nten

Cam

paig

n.Ta

ke re

spon

sibi

lity

for

choi

ces

and

actio

ns.

(Key

Ele

men

t: M

oral

Cha

ract

er)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Use

lite

ratu

re,d

ram

a,p

oetr

yor

the

mov

ing

imag

eto

exp

lore

oth

ers’

nee

dsa

ndr

ight

s, fo

r ex

ampl

e,

cons

ider

the

lang

uage

rig

hts

of Ir

ish

(and

oth

er m

inor

ity

lang

uage

spe

akin

g co

mm

uniti

es);

part

icip

ate

in a

rol

e pl

ay in

volv

ing

confl

ictin

g ne

eds.

(Key

Ele

men

t: Ci

tizen

ship

)

Expl

ore

the

pow

ero

far

ange

ofc

omm

unic

atio

nte

chni

ques

toin

form

,ent

erta

in,i

nflue

nce

and

pers

uade

,for

exa

mpl

e, c

ompi

le a

nd ju

stify

a li

st o

f top

te

n te

levi

sion

adv

ertis

emen

ts o

r w

eb s

ites

for

youn

g pe

ople

; cre

ate

an in

nova

tive

lifes

tyle

art

icle

or

feat

ure

for

youn

g pe

ople

.An

alys

ean

dev

alua

teh

owa

nov

elh

asb

een

port

raye

din

film

, for

exa

mpl

e, c

ompa

re a

nd c

ontr

ast a

boo

k an

d fil

m v

ersi

on o

f the

sam

e st

ory.

(Key

Ele

men

t: M

edia

Aw

aren

ess)

Expl

ore

how

diff

eren

tcul

ture

s,b

elie

fsa

ndla

ngua

ge

com

mun

ities

,her

ean

dgl

obal

ly,a

rer

eflec

ted

in

ara

nge

ofc

omm

unic

atio

nm

etho

ds, f

or e

xam

ple,

in

vest

igat

e lo

cal o

ral t

radi

tions

and

dia

lect

s in

clud

ing

the

role

of t

he s

eanc

haí a

nd lo

cal p

lace

nam

es; c

ompa

re

and

cont

rast

how

the

cultu

re a

nd li

fest

yle

of d

iffer

ent

coun

trie

s an

d re

gion

s su

ch a

s th

e G

aelta

cht a

re

repr

esen

ted

in s

tori

es, p

oem

s an

d im

ages

; cre

ate

links

w

ith p

upils

in a

noth

er m

inor

ity la

ngua

ge c

omm

unity

to

deba

te a

nd s

hare

exp

erie

nces

on

the

issu

e of

min

ority

la

ngua

ge a

nd/o

r m

inor

ity c

ultu

re.

(Key

Ele

men

t: Cu

ltur

alU

nder

stan

ding

)

Inve

stig

ate

and

eval

uate

com

mun

icat

ion

tech

niqu

es

used

toe

xplo

rea

rel

evan

teth

ical

issu

e,fo

r ex

ampl

e,

trac

k co

vera

ge o

f the

sam

e is

sue

in a

ran

ge o

f med

ia;

desi

gn a

nd p

rodu

ce o

wn

curr

ent a

ffai

rs p

rogr

amm

e/ne

ws

shee

t for

a y

oung

aud

ienc

e.(K

ey E

lem

ent:

Ethi

calA

war

enes

s)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Inve

stig

ate

how

com

mun

icat

ion

skill

sar

evi

talt

olif

e/w

ork

situ

atio

ns, f

or

exam

ple,

par

ticip

atin

g in

inte

rvie

ws

and

self-

mar

ketin

g; in

vest

igat

e jo

bs in

com

pani

es

in w

hich

goo

d co

mm

unic

atio

n th

roug

h th

e m

ediu

m o

f Iri

sh is

ess

entia

l etc

.In

vest

igat

eho

wth

esk

ills

deve

lope

dth

roug

hth

eIr

ish

lang

uage

will

enh

ance

ca

reer

opt

ions

and

incr

ease

mob

ility

,fo

r ex

ampl

e, Ir

ish

Med

ium

edu

catio

n,

tran

slat

ing,

jour

nalis

m, m

ultim

edia

pr

oduc

tion,

etc

.(K

ey E

lem

ent:

Empl

oyab

ility

)

Plan

and

cre

ate

ane

ffec

tive

com

mun

icat

ion

cam

paig

non

an

issu

ere

late

dto

, for

exa

mpl

e, p

rodu

ce p

rom

otio

nal

liter

atur

e, in

Iris

h or

bili

ngua

l for

mat

, with

ec

o-fr

iend

ly g

uide

lines

for

a vi

sit t

o a

natu

ral/

cultu

ral h

erita

ge s

ite; p

rese

nt th

e ca

se fo

r pr

eser

ving

a lo

cal s

ite/b

uild

ing;

par

ticip

ate

in

a m

odel

you

th a

ssem

bly

or p

arlia

men

t abo

ut

a gl

obal

issu

e.(K

ey E

lem

ent:

Educ

atio

nfo

rSu

stai

nabl

eD

evel

opm

ent)

Expl

ore

issu

esr

elat

edto

Eco

nom

ic

Awar

enes

sEx

plor

e th

e w

ays

in w

hich

a r

ange

of

new

spap

ers

and

tele

visi

on p

rogr

amm

es

deve

lop

our

econ

omic

aw

aren

ess.

Sel

ect

an e

cono

mic

issu

e an

d pr

esen

t it (

with

re

leva

nt s

tatis

tics)

in a

way

that

cap

ture

s th

e in

tere

st o

f you

ng p

eopl

e.(K

ey E

lem

ent:

Econ

omic

Aw

aren

ess)

Lear

ning

Out

com

es

The

lear

ning

out

com

esr

equi

reth

ede

mon

stra

tion

ofs

kills

and

app

licat

ion

of

know

ledg

ean

dun

ders

tand

ing

ofIr

ish

(in

Iris

h-m

ediu

ms

choo

ls)w

ithM

edia

Edu

catio

n.

Pupi

lss

houl

dbe

abl

eto

:

•r

esea

rch

and

man

age

info

rmat

ion

effe

ctiv

ely,

incl

udin

gU

sing

Mat

hem

atic

san

dU

sing

ICT

whe

rea

ppro

pria

te;

•s

how

dee

per

unde

rsta

ndin

gby

thin

king

cri

tical

lya

ndfl

exib

ly,s

olvi

ngp

robl

ems

and

mak

ing

info

rmed

dec

isio

ns,d

emon

stra

ting

Usi

ngM

athe

mat

ics

and

Usi

ngIC

Tw

here

app

ropr

iate

;•

dem

onst

rate

cre

ativ

itya

ndin

itiat

ive

whe

nde

velo

ping

idea

san

dfo

llow

ing

them

thro

ugh;

•w

ork

effe

ctiv

ely

with

oth

ers;

•d

emon

stra

tes

elf-

man

agem

entb

yw

orki

ngs

yste

mat

ical

ly,p

ersi

stin

gw

ithta

sks,

eva

luat

ing

and

impr

ovin

gow

npe

rfor

man

ce;

•c

omm

unic

ate

effe

ctiv

ely

ino

ral,

visu

ala

ndw

ritt

enfo

rmat

s(in

clud

ing

ICT

and

the

mov

ing

imag

e)s

how

ing

clea

raw

aren

ess

ofa

udie

nce,

pur

pose

and

att

entio

nto

acc

urac

y.

Lang

uage

and

Lite

racy

:Iri

shw

ithM

edia

Edu

catio

nin

Iris

h-m

ediu

mS

choo

lsTh

e m

inim

um c

onte

nt is

set

out

bel

ow. T

he s

tatu

tory

requ

irem

ents

are

set

out

in b

old

unde

r K

now

ledg

e,U

nder

stan

ding

and

Ski

lls in

col

umn

1, u

nder

the

Curr

icul

umO

bjec

tives

and

Key

El

emen

ts in

col

umns

2, 3

and

4 a

nd in

the

Lear

ning

Out

com

es a

t the

bot

tom

. Add

ition

al n

on-s

tatu

tory

gui

danc

e an

d su

gges

tions

are

set

out

in p

lain

text

and

ital

ics.

NB

: Tea

cher

s m

ay d

evel

op a

ctiv

ities

that

com

bine

man

y of

the

stat

utor

y re

quir

emen

ts, p

rovi

ded

that

, acr

oss

the

key

stag

e, a

ll of

the

stat

utor

y as

pect

s hi

ghlig

hted

in B

OLD

(inc

ludi

ng e

ach

of th

e K

ey E

lem

ents

) are

met

.

Language and Literacy:IrishwithMediaEducationinIrish-mediumSchools

3.0

35

Mathematics and Numeracy: MathematicswithFinancialCapability

Mat

hem

atic

s an

d N

umer

acy:

Mat

hem

atic

sw

ithF

inan

cial

Cap

abili

tyTh

e m

inim

um c

onte

nt is

set

out

bel

ow. T

he s

tatu

tory

requ

irem

ents

are

set

out

in b

old

unde

r K

now

ledg

e,U

nder

stan

ding

and

Ski

lls in

col

umn

1, u

nder

the

Curr

icul

umO

bjec

tives

and

K

eyE

lem

ents

in c

olum

ns 2

, 3 a

nd 4

and

in th

e Le

arni

ngO

utco

mes

at t

he b

otto

m. A

dditi

onal

non

-sta

tuto

ry g

uida

nce

and

sugg

estio

ns a

re s

et o

ut in

pla

in te

xt a

nd it

alic

s.

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

nga

ndS

kills

(Obj

ectiv

e1)

Dev

elop

ing

pupi

lsa

sIn

divi

dual

s(O

bjec

tive

2)D

evel

opin

gpu

pils

as

Cont

ribu

tors

toS

ocie

ty

(Obj

ectiv

e3)

Dev

elop

ing

pupi

lsa

sCo

ntri

buto

rsto

the

Econ

omy

and

the

Envi

ronm

ent

Pupi

lss

houl

dha

veo

ppor

tuni

ties,

thro

ugh

the

cont

exts

op

posi

te,t

ode

velo

p:

know

ledg

ean

dun

ders

tand

ing

ofN

umbe

rAl

gebr

aSh

ape,

Spa

cea

ndM

easu

res

Han

dlin

gD

ata;

know

ledg

ean

dun

ders

tand

ing

ofp

erso

nalfi

nanc

eis

sues

;an

dsk

ills

toe

nabl

eco

mpe

tent

and

res

pons

ible

fina

ncia

lde

cisi

onm

akin

g;

the

appl

icat

ion

ofm

athe

mat

ical

ski

llsto

rea

llife

and

w

ork

situ

atio

ns;

the

crea

tive

use

ofte

chno

logy

toe

nhan

cem

athe

mat

ical

un

ders

tand

ing;

byd

emon

stra

ting:

crea

tive

thin

king

inth

eir

appr

oach

tos

olvi

ng

mat

hem

atic

alp

robl

ems;

incr

easi

ngc

ompe

tenc

ein

men

talm

athe

mat

ics

skill

s;in

crea

sing

com

pete

nce

inp

enci

land

pap

erm

etho

ds;

incr

easi

ngc

onfid

ence

inth

eus

eof

mat

hem

atic

al

lang

uage

and

not

atio

n;pr

actic

als

kills

usi

ngte

chno

logy

.

• • • • • • • • •

Youn

gpe

ople

sho

uld

have

opp

ortu

nitie

sto

:

Inve

stig

ate

ape

rson

ala

ndc

lass

life

styl

est

udy

of

time,

for

exam

ple,

tim

e sp

ent i

n sc

hool

, doi

ng h

omew

ork,

w

atch

ing

TV o

r ta

king

exe

rcis

e.(K

ey E

lem

ent:

Pers

onal

Und

erst

andi

ng)

Wor

kco

llabo

rativ

ely

inp

robl

ems

olvi

ng,t

akin

gac

coun

tof

oth

ers’

vie

wpo

ints

tor

each

con

sens

us.

(Key

Ele

men

t: M

utua

lUnd

erst

andi

ng)

Dem

onst

rate

an

abili

tya

ndw

illin

gnes

sto

dev

elop

lo

gica

larg

umen

ts, f

or e

xam

ple,

just

ify h

ow th

ey a

rriv

ed

at a

con

clus

ion

or s

olut

ion

to a

pro

blem

.(K

ey E

lem

ent:

Mor

alC

hara

cter

)

Expl

ore

issu

esr

elat

edto

Per

sona

lHea

lth

Inve

stig

ate

aspe

cts

of h

ealth

and

hea

lthy

livin

g, fo

r ex

ampl

e, b

ody

tem

pera

ture

, hea

rt r

ate,

bre

athi

ng r

ate,

nu

triti

onal

req

uire

men

ts, f

ood

choi

ces,

spe

cial

die

ts, r

oad

safe

ty, s

ubst

ance

mis

use,

life

exp

ecta

ncy.

Inve

stig

ate

inci

denc

e of

dis

ease

s an

d re

cove

ry r

ates

, for

exa

mpl

e,

hear

t dis

ease

, can

cers

, chi

cken

-pox

, infl

uenz

a, e

tc.

(Key

Ele

men

t: Pe

rson

alH

ealt

h)

Expl

ore

issu

esr

elat

edto

Spi

ritu

alA

war

enes

sB

e aw

are

of th

e in

finite

nat

ure

of n

umbe

r an

d sp

ace

and

the

prev

alen

ce o

f pat

tern

, for

exa

mpl

e, th

e Fi

bona

cci

seri

es in

the

natu

ral w

orld

, har

mon

ics

in m

usic

, ‘go

lden

ra

tio’,

Isla

mic

tile

s, e

tc.

(Key

Ele

men

t: Sp

iritu

alA

war

enes

s)

Youn

gpe

ople

sho

uld

have

opp

ortu

nitie

sto

:

Anal

yse

and

inte

rpre

tinf

orm

atio

npa

tter

nsr

elat

ing

to

loca

land

glo

balt

rend

s, fo

r ex

ampl

e, p

opul

atio

n pr

ofile

(in

clud

ing

age,

gen

der,

rel

igio

n an

d et

hnic

ity),

indi

ces

of

deve

lopm

ent,

votin

g pa

tter

ns, c

rim

e ra

tes,

etc

.(K

ey E

lem

ent:

Citiz

ensh

ip)

Criti

cally

exa

min

eth

eus

ean

dm

isus

eof

mat

hem

atic

sto

just

ify/s

uppo

rtp

artic

ular

att

itude

s/op

inio

nsin

di

ffer

entm

edia

,and

the

inte

rpre

tatio

nof

dat

a, fo

r ex

ampl

e, in

vest

igat

e th

e us

e of

num

bers

in m

arke

ting

stra

tegi

es, a

dver

tisin

g an

d op

inio

n po

lls.

(Key

Ele

men

t: M

edia

Aw

aren

ess)

Expl

ore

issu

esr

elat

edto

Cul

tura

lUnd

erst

andi

ngEx

plor

e ho

w m

athe

mat

ics

have

bee

n us

ed a

nd d

evel

oped

in

oth

er p

arts

of t

he w

orld

, for

exa

mpl

e, E

gypt

ian

frac

tions

, Rus

sian

mul

tiplic

atio

n, R

oman

num

eral

s; h

ow

Euro

pean

dig

its d

eriv

ed fr

om A

rabi

an n

umbe

rs.

Expl

ore

elem

ents

of g

eom

etry

usi

ng p

atte

rns

from

di

ffere

nt c

ultu

res,

for

exam

ple,

Am

ish

quilt

des

igns

and

Is

lam

ic p

atte

rns.

Ap

ply

mat

hem

atic

al p

robl

em s

olvi

ng s

kills

to c

onte

xts

face

d by

dev

elop

ing

coun

trie

s, in

clud

ing

mat

hem

atic

al

gam

es fr

om th

ese

cultu

res.

(Key

Ele

men

t: Cu

ltur

alU

nder

stan

ding

)

Expl

ore

issu

esr

elat

edto

Eth

ical

Aw

aren

ess

Res

earc

h an

d in

terp

ret s

tatis

tics

in r

elat

ion

to s

ocia

l and

ec

onom

ic is

sues

, for

exa

mpl

e, c

ompa

re a

nd c

ontr

ast a

id

vers

us a

rms

expe

nditu

re o

r ai

d ve

rsus

deb

t rep

aym

ents

, ho

spita

l wai

ting

lists

, chi

ld la

bour

, etc

.(K

ey E

lem

ent:

Ethi

calA

war

enes

s)

Youn

gpe

ople

sho

uld

have

opp

ortu

nitie

sto

:

Exam

ine

the

role

ofm

athe

mat

ics

asa

“ke

y”to

ent

ryfo

rfu

ture

edu

catio

n,tr

aini

nga

nde

mpl

oym

ent.

Expl

ore

how

the

skill

sde

velo

ped

thro

ugh

mat

hem

atic

sw

illb

eus

eful

toa

ran

geo

fcar

eers

,for

exa

mpl

e, jo

bs

invo

lvin

g co

mpu

tatio

n, c

heck

out o

pera

tion,

dat

a an

alys

is,

educ

atio

n, fi

nanc

ial s

ervi

ces,

qua

ntita

tive

prob

lem

sol

ving

, re

sear

ch, s

urve

ying

, con

stru

ctio

n, e

tc.

(Key

Ele

men

t: Em

ploy

abili

ty)

Appl

ym

athe

mat

ical

ski

llsin

eve

ryda

yfin

anci

alp

lann

ing

and

deci

sion

mak

ing,

for

exam

ple,

cas

h an

d no

n-ca

sh

met

hods

of p

aym

ent f

or g

oods

and

ser

vice

s, to

incl

ude

rele

vant

exa

mpl

es s

uch

as m

obile

pho

ne ta

riffs

and

e-

shop

ping

; the

rol

e of

ban

ks, b

uild

ing

soci

etie

s, c

redi

t uni

ons

and

the

post

offi

ce; s

ourc

es o

f inc

ome;

sav

ings

; dea

ling

with

de

bt a

nd c

redi

t; ex

chan

ge r

ates

.(K

ey E

lem

ent:

Econ

omic

Aw

aren

ess)

Expl

ore

issu

esr

elat

edto

Edu

catio

nfo

rSu

stai

nabl

eD

evel

opm

ent

Und

erst

and

the

need

to m

anag

e re

new

able

and

non

-re

new

able

res

ourc

es, f

or e

xam

ple,

inve

stig

ate

the

savi

ngs

and

bene

fits

of e

nerg

y co

nser

vatio

n m

easu

res

etc.

In

vest

igat

e th

e va

riou

s co

sts

and

bene

fits

of w

aste

m

anag

emen

t, fo

r ex

ampl

e, b

y an

alys

ing

the

cost

/ben

efit o

f re

cycl

ing

glas

s, p

aper

, gar

den

was

te a

nd o

ther

was

te.

(Key

Ele

men

t: Ed

ucat

ion

for

Sust

aina

ble

Dev

elop

men

t)

Lear

ning

Out

com

es

The

Lear

ning

Out

com

esr

equi

reth

ede

mon

stra

tion

of

skill

san

dap

plic

atio

nof

kno

wle

dge

and

unde

rsta

ndin

gof

Mat

hem

atic

s.

Pupi

lss

houl

dbe

abl

eto

:

dem

onst

rate

men

talm

athe

mat

ical

cap

abili

tyw

iths

impl

epr

oble

ms;

deci

deo

nth

eap

prop

riat

em

etho

dan

deq

uipm

entt

oso

lve

prob

lem

s–m

enta

l,w

ritt

en,c

alcu

lato

r,m

athe

mat

ical

inst

rum

ents

or

aco

mbi

natio

nof

thes

e;de

mon

stra

tefi

nanc

ialc

apab

ility

ina

ran

geo

frel

evan

teve

ryda

yco

ntex

ts;

rese

arch

and

man

age

info

rmat

ion

effe

ctiv

ely

toin

vest

igat

ean

dso

lve

mat

hem

atic

alp

robl

ems,

incl

udin

gU

sing

ICT

whe

rea

ppro

pria

te;

show

dee

per

mat

hem

atic

alu

nder

stan

ding

by

thin

king

cri

tical

lya

ndfl

exib

ly,s

olvi

ngp

robl

ems

and

mak

ing

info

rmed

dec

isio

ns,d

emon

stra

ting

Usi

ngIC

Tw

here

app

ropr

iate

;de

mon

stra

tec

reat

ivity

and

initi

ativ

ew

hen

deve

lopi

ngid

eas

and

follo

win

gth

emth

roug

h;w

ork

effe

ctiv

ely

with

oth

ers;

dem

onst

rate

sel

f-m

anag

emen

tby

wor

king

sys

tem

atic

ally

,per

sist

ing

with

task

s,e

valu

atin

gan

dim

prov

ing

own

perf

orm

ance

;co

mm

unic

ate

effe

ctiv

ely

ino

ral,

visu

al,w

ritt

en,m

athe

mat

ical

and

ICT

form

ats,

sho

win

gcl

ear

awar

enes

sof

aud

ienc

ean

dpu

rpos

e.

• • • • • • • • •

NB

:Tea

cher

s m

ay d

evel

op a

ctiv

ities

that

com

bine

man

y of

the

stat

utor

y re

quir

emen

ts, p

rovi

ded

that

, acr

oss

the

key

stag

e, a

ll of

the

stat

utor

y as

pect

s hi

ghlig

hted

in B

OLD

(inc

ludi

ng e

ach

of th

e K

ey E

lem

ents

) are

met

.

3.0

36

Modern Languages:ModernLanguagesM

oder

n La

ngua

ges:

Mod

ern

Lang

uage

sTh

e m

inim

um c

onte

nt is

set

out

bel

ow. T

he s

tatu

tory

requ

irem

ents

are

set

out

in b

old

unde

r K

now

ledg

e,U

nder

stan

ding

and

Ski

lls in

col

umn

1, u

nder

the

Curr

icul

umO

bjec

tives

and

K

eyE

lem

ents

in c

olum

ns 2

, 3 a

nd 4

and

in th

e Le

arni

ngO

utco

mes

at t

he b

otto

m. A

dditi

onal

non

-sta

tuto

ry g

uida

nce

and

sugg

estio

ns a

re s

et o

ut in

pla

in te

xt a

nd it

alic

s.

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

nga

nd

Skill

s

(Obj

ectiv

e1)

Dev

elop

ing

pupi

lsa

sIn

divi

dual

s(O

bjec

tive

2)D

evel

opin

gpu

pils

as

Cont

ribu

tors

toS

ocie

ty

(Obj

ectiv

e3)

Dev

elop

ing

pupi

lsa

sCo

ntri

buto

rsto

the

Econ

omy

and

the

Envi

ronm

ent

Pupi

lss

houl

dha

veo

ppor

tuni

ties,

thro

ugh

the

cont

exts

opp

osite

,to

beco

me

effe

ctiv

ean

dcr

eativ

eco

mm

unic

ator

sby

:

liste

ning

and

res

pond

ing

ino

rala

nd

wri

tten

form

,in

the

targ

etla

ngua

ge,t

oa

rang

eof

stim

ulia

ndfo

ra

vari

ety

of

purp

oses

;ta

lkin

gab

oute

xper

ienc

e,fe

elin

gsa

nd

opin

ions

usi

ngth

eta

rget

lang

uage

;de

velo

ping

an

awar

enes

sof

lang

uage

an

dho

wit

wor

ks,a

ndb

yim

prov

ing

accu

racy

;co

mpa

ring

ling

uist

icfe

atur

esin

firs

tan

dta

rget

lang

uage

;re

adin

gan

dvi

ewin

ga

rang

eof

stim

uli

inth

eta

rget

lang

uage

for

key

idea

s,

deta

il,e

njoy

men

tand

eng

agem

ent;

wri

ting

inth

eta

rget

lang

uage

to

exch

ange

info

rmat

ion

and

idea

s,

esta

blis

han

dm

aint

ain

cont

act;

usin

ga

rang

eof

tech

niqu

es,i

nclu

ding

pe

rfor

man

cea

ndm

ulti-

med

ia,

toc

onve

y,p

rese

nta

nde

xcha

nge

info

rmat

ion

inno

vativ

ely

inth

eta

rget

la

ngua

gea

nda

sa

mea

nso

fcre

ativ

eex

pres

sion

;us

ing

prev

ious

lyle

arnt

lang

uage

in

unfa

mili

arc

onte

xts;

enga

ging

with

oth

ers

incl

udin

g,w

here

po

ssib

le,p

artn

ers

choo

ls;

appl

ying

the

lang

uage

-spe

cific

ski

lls

and

tran

sfer

able

ski

llsa

cqui

red

thro

ugh

seco

ndla

ngua

gele

arni

ngto

re

al-l

ifes

ituat

ions

loca

lly,n

atio

nally

an

din

tern

atio

nally

.

• • • • • • • • • •

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Com

mun

icat

ean

und

erst

andi

ngo

fsel

f, fo

r ex

ampl

e, b

y m

akin

g in

trod

uctio

ns; c

onve

ying

info

rmat

ion;

giv

ing

desc

ript

ions

; di

scus

sing

hab

its; s

tatin

g pr

efer

ence

s; ju

stify

ing

opin

ions

; re

port

ing

rece

nt e

vent

s; e

xpre

ssin

g fu

ture

inte

ntio

ns. A

ctiv

ities

m

ight

invo

lve

stat

ing

leis

ure

pref

eren

ces;

pro

duci

ng a

mul

ti-m

edia

pre

sent

atio

n on

a r

ecen

t or

upco

min

g ho

liday

; pro

duci

ng a

di

gita

l web

log

(BLO

G) d

iary

.(K

ey E

lem

ent:

Pers

onal

Und

erst

andi

ng)

Com

mun

icat

ean

und

erst

andi

ngo

foth

ers,

for

exam

ple,

by

seek

ing

and

resp

ondi

ng to

info

rmat

ion;

enq

uiri

ng a

bout

hab

its;

findi

ng o

ut a

ttitu

des,

feel

ings

, wis

hes

and

hope

s; c

ompa

ring

and

co

ntra

stin

g; m

akin

g in

vita

tions

and

sug

gest

ions

; neg

otia

ting

arra

ngem

ents

; acc

eptin

g an

d de

clin

ing.

Act

iviti

es m

ight

invo

lve

conv

eyin

g de

tails

abo

ut fa

mily

; dev

isin

g qu

estio

nnai

res

and

pres

entin

g fin

ding

s; u

sing

rol

e-pl

ay to

mak

e su

gges

tions

and

ar

rang

emen

ts.

(Key

Ele

men

t: M

utua

lUnd

erst

andi

ng)

Expl

ore

issu

esr

elat

edto

life

styl

ech

oice

s, fo

r ex

ampl

e, b

y m

akin

g su

gges

tions

; giv

ing

and

follo

win

g in

stru

ctio

ns; e

xplo

ring

po

sitiv

es a

nd n

egat

ives

; giv

ing

advi

ce. A

ctiv

ities

mig

ht in

volv

e fo

llow

ing

the

inst

ruct

ions

of a

Tar

get L

angu

age

(TL)

rec

ipe;

de

visi

ng N

ew Y

ear’

s R

esol

utio

ns; c

reat

ing

a fly

er g

ivin

g he

alth

y ea

ting

advi

ce.

(Key

Ele

men

t: Pe

rson

alH

ealt

h)

Dis

cove

rho

ws

econ

dla

ngua

gele

arni

ngc

anin

spir

ean

aw

aren

ess

ofc

ultu

rals

imila

ritie

san

ddi

ffer

ence

s, fo

r ex

ampl

e, s

hari

ng c

omm

on in

tere

sts

or e

xper

ienc

es th

roug

h ex

chan

ges

such

as

emai

l, et

c.(K

ey E

lem

ent:

Spir

itual

Aw

aren

ess)

Expl

ore

issu

esr

elat

edto

Mor

alC

hara

cter

Show

a w

illin

gnes

s to

con

trib

ute

activ

ely

to a

pos

itive

lear

ning

en

viro

nmen

t, fo

r ex

ampl

e, b

y m

akin

g su

gges

tions

; neg

otia

ting

deci

sion

s; d

escr

ibin

g po

sitiv

e be

havi

our;

em

path

isin

g; e

xpre

ssin

g th

anks

/gra

titud

e/sy

mpa

thy/

enco

urag

emen

t or

apol

ogis

ing.

Ac

tiviti

es m

ight

invo

lve

nego

tiatin

g a

set o

f cla

ssro

om r

ules

in th

e TL

or

desc

ribi

ng a

n id

eal f

rien

d.(K

ey E

lem

ent:

Mor

alC

hara

cter

)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Expl

ore

soci

alis

sues

whi

chr

elat

eto

eve

ryda

yliv

es, f

or e

xam

ple,

by

des

crib

ing

and

disc

ussi

ng is

sues

; exp

ress

ing

and

just

ifyin

g op

inio

ns;

expl

orin

g po

sitiv

es a

nd n

egat

ives

; com

pari

ng a

nd c

ontr

astin

g; e

xpla

inin

g op

tions

; mak

ing

sugg

estio

ns; c

ompl

aini

ng; r

epor

ting

rece

nt e

vent

s;

expr

essi

ng fu

ture

inte

ntio

ns. A

ctiv

ities

mig

ht in

volv

e ex

plor

ing

posi

tives

an

d ne

gativ

es o

f sch

ool l

ife; c

ontr

astin

g to

wn

and

coun

try

life;

exp

lain

ing

optio

ns fo

r yo

ung

peop

le in

loca

l are

a; c

reat

ing

a di

vers

ity m

ap fo

r to

wn;

cr

eatin

g a

mul

ti-m

edia

vid

eo in

the

TL to

dem

onst

rate

loca

l life

.(K

ey E

lem

ent:

Citiz

ensh

ip)

Pres

enta

nun

ders

tand

ing

ofth

eir

own

cult

ure

and

ofth

ecu

ltur

eas

soci

ated

with

the

lang

uage

, for

exa

mpl

e, b

y m

akin

g an

d un

ders

tand

ing

gree

tings

; see

king

and

sha

ring

det

ails

; find

ing

out

attit

udes

, fee

lings

, wis

hes

and

hope

s; r

epor

ting

findi

ngs;

enq

uiri

ng a

bout

si

tuat

ions

; neg

otia

ting

mea

ning

; res

pond

ing

to c

ultu

rally

-con

ditio

ned

beha

viou

r; a

gree

ing/

disa

gree

ing;

mak

ing

requ

ests

; ask

ing

perm

issi

on.

Activ

ities

mig

ht in

volv

e co

mpa

ring

life

styl

es o

f the

TL

coun

try

with

thei

r ow

n; e

nqui

ring

abo

ut tr

aditi

ons/

cust

oms

and

usin

g dr

ama

as a

cre

ativ

e m

eans

of p

ortr

ayin

g cu

ltura

l und

erst

andi

ng; s

hari

ng c

omm

on in

tere

sts

and

expe

rien

ces

with

you

ng p

eopl

e in

the

TL c

ount

ry th

roug

h e-

mai

l, vi

deo-

conf

eren

cing

and

exc

hang

es.

(Key

Ele

men

t: Cu

ltur

alU

nder

stan

ding

)

Dev

elop

an

awar

enes

sof

med

iaa

nda

kno

wle

dge

ofm

edia

re

sour

ces

inth

eta

rget

lang

uage

cou

ntry

, for

exa

mpl

e, b

y di

scus

sing

an

d de

scri

bing

; exp

ress

ing

inte

rest

; sta

ting

pref

eren

ces;

rep

ortin

g in

form

atio

n. A

ctiv

ities

mig

ht in

volv

e di

scus

sing

type

s of

TV

prog

ram

mes

; us

ing

TL w

ebsi

tes

to r

esea

rch;

ski

mm

ing

and

scan

ning

mag

azin

es to

in

terp

ret i

tem

s of

inte

rest

(hor

osco

pes,

spo

rt, e

tc.);

usi

ng IT

tool

s to

pr

esen

t res

earc

h on

an

issu

e of

inte

rest

usi

ng m

ater

ial c

olla

ted

from

TL

med

ia s

ourc

es.

(Key

Ele

men

t: M

edia

Aw

aren

ess)

Expl

ore

issu

esr

elat

edto

Eth

ical

Aw

aren

ess

Expl

ore

med

ia to

pre

sent

idea

s in

the

TL r

elat

ing

to e

thic

al is

sues

, for

ex

ampl

e, b

y pr

esen

ting

a fa

ct fi

le o

r cr

eatin

g a

visu

al d

ispl

ay/m

onta

ge

from

new

spap

ers

or o

ther

med

ia.

(Key

Ele

men

t: Et

hica

lAw

aren

ess)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Inve

stig

ate

how

the

lang

uage

-spe

cific

ski

llsa

nd

lear

ning

ski

llsd

evel

oped

thro

ugh

lang

uage

sw

ill

enha

nce

care

ero

ptio

nsa

ndin

crea

sem

obili

ty, f

or

exam

ple,

by

expr

essi

ng in

tere

st; j

ustif

ying

cho

ices

; ex

plai

ning

opt

ions

; exp

ress

ing

futu

re in

tent

ions

; giv

ing

advi

ce; e

nqui

ring

abo

ut e

mpl

oym

ent i

n th

e TL

cou

ntry

; ne

gotia

ting

mea

ning

; pre

sent

ing

and

pers

uadi

ng;

resp

ondi

ng to

unp

repa

red

situ

atio

ns. A

ctiv

ities

mig

ht

invo

lve

stat

ing

pref

eren

ces

for

the

futu

re; j

ustif

ying

ca

reer

cho

ices

; usi

ng a

pro

duct

ion

chal

leng

e sc

enar

io

to h

ighl

ight

func

tiona

l lan

guag

e in

bus

ines

s co

ntex

ts;

usin

g te

leph

one

role

-pla

ys to

mak

e re

ques

ts a

nd

enqu

irie

s; c

reat

ing

a ca

reer

dat

abas

e of

jobs

req

uiri

ng

lang

uage

pro

ficie

ncy.

(Key

Ele

men

t: Em

ploy

abili

ty)

Enha

nce

awar

enes

sof

mon

eym

atte

rsin

targ

et

lang

uage

reg

ions

, for

exa

mpl

e, b

y se

ekin

g an

d im

part

ing

info

rmat

ion;

neg

otia

ting

pric

e; a

naly

sing

da

ta. A

ctiv

ities

mig

ht in

volv

e in

vest

igat

ing

pric

es

usin

g th

e In

tern

et; r

espo

ndin

g to

the

pric

e of

item

s in

sh

oppi

ng s

cena

rios

; pla

nnin

g a

budg

et h

olid

ay in

a T

L-sp

eaki

ng c

ount

ry; a

naly

sing

and

pre

sent

ing

stat

istic

s in

the

TL fr

om s

urve

ys a

nd q

uest

ionn

aire

s.(K

ey E

lem

ent:

Econ

omic

Aw

aren

ess)

Cons

ider

loca

land

glo

bale

nvir

onm

enta

liss

ues,

fo

r ex

ampl

e, b

y di

scus

sing

pos

itive

s an

d ne

gativ

es;

mak

ing

pred

ictio

ns; g

ivin

g ad

vice

; rep

ortin

g fin

ding

s;

eval

uatin

g an

d pr

esen

ting.

Act

iviti

es m

ight

invo

lve

repo

rtin

g on

env

iron

men

tal i

ssue

s in

thei

r ow

n liv

es;

eval

uatin

g th

eir

own

neig

hbou

rhoo

d in

rel

atio

n to

no

ise,

gre

en s

pace

and

pol

lutio

n; c

reat

ing

post

ers

rais

ing

awar

enes

s of

end

ange

red

spec

ies

or a

web

site

hi

ghlig

htin

g th

e lo

cal e

nvir

onm

ent.

(Key

Ele

men

t: Ed

ucat

ion

for

Sust

aina

ble

Dev

elop

men

t)

Lear

ning

Out

com

es

The

lear

ning

out

com

esr

equi

reth

ede

mon

stra

tion

ofs

kills

and

app

licat

ion

ofk

now

ledg

ean

dun

ders

tand

ing

ofth

eTa

rget

Lan

guag

e.

Pupi

lss

houl

dbe

abl

eto

:

rese

arch

and

man

age

info

rmat

ion

effe

ctiv

ely

toin

vest

igat

eta

rget

lang

uage

issu

es,i

nclu

ding

Usi

ngM

athe

mat

ics

and

Usi

ngIC

Tw

here

app

ropr

iate

;

show

dee

per

unde

rsta

ndin

gby

thin

king

cri

tical

lya

ndfl

exib

ly,s

olvi

ngp

robl

ems

and

mak

ing

info

rmed

dec

isio

ns,d

emon

stra

ting

Usi

ngM

athe

mat

ics

and

Usi

ngI

CTw

here

app

ropr

iate

;

dem

onst

rate

cre

ativ

itya

ndin

itiat

ive

whe

nde

velo

ping

idea

san

dfo

llow

ing

them

thro

ugh;

wor

kef

fect

ivel

yw

itho

ther

s;

dem

onst

rate

sel

f-m

anag

emen

tby

wor

king

sys

tem

atic

ally

,per

sist

ing

with

task

s,e

valu

atin

gan

dim

prov

ing

own

perf

orm

ance

;

com

mun

icat

eef

fect

ivel

yin

ora

l,vi

sual

,wri

tten

and

ICT

form

ats,

impr

ovin

gac

cura

cya

nds

how

ing

clea

raw

aren

ess

ofa

udie

nce

and

purp

ose.

• • • • • •

NB

:Tea

cher

s m

ay d

evel

op a

ctiv

ities

that

com

bine

man

y of

the

stat

utor

y re

quir

emen

ts, p

rovi

ded

that

, acr

oss

the

key

stag

e, a

ll of

the

stat

utor

y as

pect

s hi

ghlig

hted

in B

OLD

(inc

ludi

ng e

ach

of th

e K

ey E

lem

ents

) are

met

.

3.0

37

NB

: Tea

cher

s m

ay d

evel

op a

ctiv

ities

that

com

bine

man

y of

the

stat

utor

y re

quir

emen

ts, p

rovi

ded

that

, acr

oss

the

key

stag

e, a

ll of

the

stat

utor

y as

pect

s hi

ghlig

hted

in B

OLD

(inc

ludi

ng e

ach

of th

e K

ey E

lem

ents

) are

met

.

The Arts:ArtandDesign

The

Arts

:Art

and

Des

ign

The

min

imum

con

tent

is s

et o

ut b

elow

. The

sta

tuto

ry re

quir

emen

ts a

re s

et o

ut in

bol

d un

der

Kno

wle

dge,

Und

erst

andi

nga

ndS

kills

in c

olum

n 1,

und

er th

e Cu

rric

ulum

Obj

ectiv

es a

nd

Key

Ele

men

ts in

col

umns

2, 3

and

4 a

nd in

the

Lear

ning

Out

com

es a

t the

bot

tom

. Add

ition

al n

on-s

tatu

tory

gui

danc

e an

d su

gges

tions

are

set

out

in p

lain

text

and

ital

ics.

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

nga

ndS

kills

(Obj

ectiv

e1)

Dev

elop

ing

pupi

lsa

sIn

divi

dual

s(O

bjec

tive

2)D

evel

opin

gpu

pils

as

Cont

ribu

tors

toS

ocie

ty

(Obj

ectiv

e3)

Dev

elop

ing

pupi

lsa

sCo

ntri

buto

rsto

the

Econ

omy

and

the

Envi

ronm

ent

Pupi

lss

houl

dha

veo

ppor

tuni

ties,

thro

ugh

the

cont

exts

op

posi

te,t

ode

velo

pth

eir

own

pers

onal

and

cre

ativ

ere

spon

ses

by:

rese

arch

ing,

gat

heri

nga

ndin

terp

retin

gin

form

atio

nfr

omd

irec

texp

erie

nces

,obs

erva

tions

,mem

ory,

im

agin

atio

nan

da

rang

eof

trad

ition

ala

ndd

igita

lso

urce

s;

deve

lopi

nga

nap

prec

iatio

nof

the

wor

kof

art

ists

,de

sign

ers

and

craf

twor

kers

from

thei

row

nan

dot

her

cult

ures

,pas

tand

pre

sent

;

deve

lopi

ngc

reat

ive

thin

king

ski

llsa

ndp

erso

nal

crea

tive

outc

omes

thro

ugh

inve

stig

atin

g,r

ealis

ing,

de

sign

ing

and

mak

ing;

draw

ing

and

grap

hic

med

ia,

prin

tmak

ing,

text

iles,

cera

mic

s,3-

dim

ensi

onal

con

stru

ctio

nor

pro

toty

ping

,le

nsb

ased

and

dig

italm

edia

;

usin

gth

evi

sual

ele

men

tsw

ithu

nder

stan

ding

whe

nen

gagi

ngin

Art

and

Des

ign;

eval

uatin

gan

dap

prec

iatin

gth

eir

own

and

othe

rs’w

ork

thro

ugh

disc

ussi

ona

ndr

eflec

tion.

• • • • • •

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Expr

ess

them

selv

esth

roug

hAr

tand

Des

ign,

for

exam

ple,

dev

elop

an

illus

trat

ed p

erso

nal p

rofil

e of

fam

ily,

frie

nds,

hom

e, s

choo

l, ho

bbie

s, p

astim

es, e

tc.

(Key

Ele

men

t: Pe

rson

alU

nder

stan

ding

)

Wor

kw

itho

ther

pup

ilsto

pro

duce

ac

reat

ive

resp

onse

to

gro

upe

xpre

ssio

nso

fide

ntity

, for

exa

mpl

e, a

ph

otog

raph

ic o

r di

gita

l dis

play

dep

ictin

g fa

vour

ite m

usic

, sp

orts

, clo

thes

, ido

ls, f

ood,

pla

ces

to g

o, e

tc.

(Key

Ele

men

t: M

utua

lUnd

erst

andi

ng)

Inve

stig

ate

and

resp

ond

tow

orks

ofa

rtth

atin

spir

ean

dre

late

toth

eir

lives

and

exp

erie

nces

,for

exa

mpl

e,

prod

uce

a pa

intin

g to

illu

stra

te a

sig

nific

ant p

erso

nal e

vent

, be

lief,

valu

e, e

tc.

(Key

Ele

men

t: Sp

iritu

alA

war

enes

s)

Expl

ore

issu

esr

elat

edto

Per

sona

lHea

lth

Prod

uce

ahe

alth

aw

aren

ess

cam

paig

nta

rget

ing

youn

gpe

ople

,for

exa

mpl

e, d

esig

n a

web

pag

e to

pro

mot

e an

as

pect

of h

ealth

y ea

ting

or in

form

abo

ut h

ealth

and

saf

ety

at s

choo

l.(K

ey E

lem

ent:

Pers

onal

Hea

lth)

Expl

ore

issu

esr

elat

edto

Mor

alC

hara

cter

Dem

onst

rate

a w

illin

gnes

s to

cha

lleng

e st

ereo

typi

cal,

bias

ed o

r di

stor

ted

view

poin

ts a

bout

Art

and

Des

ign

with

app

ropr

iate

ly s

ensi

tive,

info

rmed

and

bal

ance

d re

spon

ses

and

take

res

pons

ibili

ty fo

r ch

oice

s an

d ac

tions

.(K

ey E

lem

ent:

Mor

alC

hara

cter

)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Mak

ean

info

rmed

and

cri

tical

res

pons

eto

as

ocia

l/en

viro

nmen

tali

ssue

, for

exa

mpl

e, e

valu

ate

and

resp

ond

to th

e w

ork

of w

ar a

rtis

ts; d

esig

n an

adv

ertis

ing

cam

paig

n to

rai

se a

war

enes

s ab

out a

sch

ool,

com

mun

ity is

sue,

eve

nt,

etc.

(Key

Ele

men

t: Ci

tizen

ship

)

Expl

ore

the

dive

rsity

ofv

ario

usc

ultu

res

that

are

ex

pres

sed

thro

ugh

Art&

Des

ign,

for

exam

ple,

exp

lore

im

ages

, sym

bols

and

art

efac

ts th

at e

xpre

ss th

e ra

nge

of

cultu

ral t

radi

tions

in N

orth

ern

Irel

and;

exp

lore

sty

les

of

pain

ting,

des

ign

and

scul

ptur

e th

at r

eflec

t oth

er c

ultu

res.

(Key

Ele

men

t: Cu

ltur

alU

nder

stan

ding

)

Inve

stig

ate

and

resp

ond

toth

eus

eof

vis

uall

angu

age,

lo

gos

and

catc

hphr

ases

ina

dver

tisin

g, fo

r ex

ampl

e,

deve

lop

billb

oard

adv

ertis

emen

ts to

sel

l the

sam

e id

ea o

r pr

oduc

t to

diffe

rent

aud

ienc

es.

(Key

Ele

men

t: M

edia

Aw

aren

ess)

Expl

ore

issu

esr

elat

edto

Eth

ical

Aw

aren

ess

Expl

ore

som

e so

cial

and

mor

al is

sues

rel

evan

t to

Art

and

Des

ign,

for

exam

ple,

ana

lyse

and

eva

luat

e th

e us

e of

fa

mou

s or

sho

ckin

g im

ages

to s

ell p

rodu

ct a

nd o

f chi

ldre

n’s

cart

oon

imag

es to

sel

l par

ticul

ar b

rand

s of

food

.(K

ey E

lem

ent:

Ethi

calA

war

enes

s)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Dev

elop

aw

aren

ess

ofe

mpl

oym

ento

ppor

tuni

ties

with

in

the

crea

tive

indu

stri

esin

N.I

rela

nda

ndb

eyon

d, fo

r ex

ampl

e, w

ork

in a

dver

tisin

g, a

nim

atio

n, d

esig

n, e

duca

tion,

fa

shio

n, fi

lm, h

aird

ress

ing

and

beau

ty, m

ultim

edia

, etc

.(K

ey E

lem

ent:

Empl

oyab

ility

)

Expl

ore

issu

esr

elat

edto

Eco

nom

icA

war

enes

sEx

plor

e th

e w

ork

of lo

cal a

rtis

ts, d

esig

ners

or

craf

t w

orke

rs a

nd th

eir

succ

ess

loca

lly a

nd g

loba

lly.

Expl

ore

a lo

cal p

rodu

ct th

at h

as g

aine

d a

glob

al m

arke

t an

d fin

d ou

t abo

ut th

e w

ork

invo

lved

in it

s de

sign

and

m

anuf

actu

re, f

or e

xam

ple,

cer

amic

s an

d gl

ass.

(K

ey E

lem

ent:

Econ

omic

Aw

aren

ess)

Expl

ore

issu

esr

elat

edto

Edu

catio

nfo

rSu

stai

nabl

eD

evel

opm

ent

Expl

ore

way

s of

reu

sing

was

te m

ater

ials

in a

cre

ativ

e co

ntex

t, fo

r ex

ampl

e, d

esig

n a

fash

ion

acce

ssor

y us

ing

was

te m

ater

ials

.Ex

plor

e ho

w A

rt a

nd D

esig

n ca

n he

lp p

rese

rve

and

prom

ote

the

envi

ronm

ent,

for

exam

ple,

con

trib

ute

to

an e

co-f

rien

dly

tour

ism

cam

paig

n fo

r a

natu

ral/c

ultu

ral

heri

tage

site

; cre

ate

a m

ovin

g im

age

pres

enta

tion

expl

orin

g a

loca

l env

iron

men

tal d

ilem

ma;

dra

w u

p a

“red

uce,

reu

se

and

recy

cle”

pol

icy

for

use

in th

e Ar

t dep

artm

ent.

(Key

Ele

men

t: Ed

ucat

ion

for

Sust

aina

ble

Dev

elop

men

t)

Lear

ning

Out

com

es

The

lear

ning

out

com

esr

equi

reth

ede

mon

stra

tion

of

skill

san

dap

plic

atio

nof

kno

wle

dge

and

unde

rsta

ndin

gof

Art

and

Des

ign.

Pupi

lss

houl

dbe

abl

eto

:

rese

arch

and

man

age

info

rmat

ion

effe

ctiv

ely

toin

vest

igat

ean

din

form

idea

sin

art

,des

ign,

cra

ft,d

igita

lmed

iaa

ndm

ovin

gim

age,

incl

udin

gU

sing

Mat

hem

atic

san

dU

sing

ICT

whe

rea

ppro

pria

te;

show

dee

per

artis

ticu

nder

stan

ding

by

thin

king

cri

tical

lya

ndfl

exib

ly,s

olvi

ngp

robl

ems

and

mak

ing

info

rmed

dec

isio

ns,d

emon

stra

ting

Usi

ngM

athe

mat

ics

and

Usi

ngIC

Tw

here

app

ropr

iate

;de

mon

stra

tec

reat

ivity

and

initi

ativ

ew

hen

deve

lopi

ngid

eas

and

follo

win

gth

emth

roug

h;w

ork

effe

ctiv

ely

with

oth

ers;

dem

onst

rate

sel

fman

agem

entb

yw

orki

ngin

depe

nden

tlya

nds

yste

mat

ical

ly,p

ersi

stin

gw

ithta

sks,

eva

luat

ing

and

impr

ovin

gow

npe

rfor

man

ce;

com

mun

icat

eef

fect

ivel

yin

ora

l,vi

sual

,wri

tten

and

dig

italm

edia

(ICT

)for

mat

s,s

how

ing

clea

raw

aren

ess

ofa

udie

nce

and

purp

ose.

• • • • • •

NB

:Te

ache

rs m

ay d

evel

op a

ctiv

ities

that

com

bine

man

y of

the

stat

utor

y re

quir

emen

ts, p

rovi

ded

that

, acr

oss

the

key

stag

e, a

ll of

the

stat

utor

y as

pect

s hi

ghlig

hted

in B

OLD

(inc

ludi

ng e

ach

of th

e K

ey E

lem

ents

) are

met

.

3.0

38

The Arts:Music

The

Arts

:Mus

icTh

e m

inim

um c

onte

nt is

set

out

bel

ow. T

he s

tatu

tory

requ

irem

ents

are

set

out

in b

old

unde

r K

now

ledg

e,U

nder

stan

ding

and

Ski

llsin

col

umn

1, u

nder

the

Curr

icul

umO

bjec

tives

and

K

eyE

lem

ents

in c

olum

ns 2

, 3 a

nd 4

and

in th

e Le

arni

ngO

utco

mes

at t

he b

otto

m. A

dditi

onal

non

-sta

tuto

ry g

uida

nce

and

sugg

estio

ns a

re s

et o

ut in

pla

in te

xt a

nd it

alic

s.

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

nga

ndS

kills

(Obj

ectiv

e1)

Dev

elop

ing

pupi

lsa

sIn

divi

dual

s(O

bjec

tive

2)D

evel

opin

gpu

pils

as

Cont

ribu

tors

toS

ocie

ty

(Obj

ectiv

e3)

Dev

elop

ing

pupi

lsa

sCo

ntri

buto

rsto

the

Econ

omy

and

the

Envi

ronm

ent

Pupi

lss

houl

dde

velo

pth

eir

mus

ical

pot

entia

lby

hav

ing

oppo

rtun

ities

,thr

ough

the

cont

exts

op

posi

te,t

o:

impr

ovis

e,c

ompo

sea

ndp

erfo

rmm

usic

ina

ra

nge

ofs

tyle

s;ex

plor

ean

dco

mbi

neth

eel

emen

tso

fm

usic

(pitc

h,r

hyth

m,d

ynam

ics,

tim

bre,

te

xtur

e)to

cre

ate

stru

ctur

ean

dst

yle

whe

nim

prov

isin

gan

dco

mpo

sing

;pe

rfor

min

divi

dual

lya

ndin

gro

ups,

an

ddi

scus

san

dde

cide

on

poin

tso

fin

terp

reta

tion

inth

em

usic

;us

eex

istin

gan

dem

ergi

ngm

usic

te

chno

logy

res

ourc

esw

hen

com

posi

nga

nd

perf

orm

ing;

liste

nto

and

app

rais

eth

eir

own

mus

ica

nd

that

ofo

ther

s;lis

ten

toa

wid

era

nge

ofm

usic

from

di

ffer

ents

tyle

san

dge

nres

and

res

pond

cr

itica

llyto

wha

tthe

yhe

ar;

expl

ore

how

the

skill

sth

eyle

arn

thro

ugh

mus

ic-m

akin

gar

ere

leva

ntto

thei

rpr

esen

tan

dfu

ture

live

s;de

velo

paw

aren

ess

ofth

era

nge

of

empl

oym

ento

ppor

tuni

ties

inth

em

usic

and

m

usic

-rel

ated

indu

stri

es.

• • • • • • • •

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Com

pose

mus

icw

hich

exp

ress

esth

eir

own

pers

onal

re

spon

ses

toth

emes

and

issu

es, f

or e

xam

ple,

turn

a p

oem

th

at a

ppea

ls to

them

into

a s

ong;

com

pose

mus

ic w

hich

refl

ects

th

eir

feel

ings

abo

ut a

n is

sue

or e

vent

whi

ch h

as im

pact

ed o

n th

eir

lives

.R

eflec

ton

the

pers

onal

pro

cess

esu

sed

ind

evel

opin

ga

com

posi

tion,

for

exam

ple,

gen

erat

ing,

sel

ectin

g, d

evel

opin

g an

d re

finin

g id

eas;

pro

duci

ng a

fina

l per

form

ance

.(K

ey E

lem

ent:

Pers

onal

Und

erst

andi

ng)

List

ento

com

posi

tions

and

per

form

ance

sby

oth

er

mem

bers

oft

hec

lass

and

dis

cuss

con

tent

and

eff

ecti

nth

em

usic

.(K

ey E

lem

ent:

Mut

ualU

nder

stan

ding

)

Take

acc

ount

ofh

ealt

han

dsa

fety

issu

esw

hen

com

posi

ng

and

perf

orm

ing,

for

exam

ple,

vol

ume,

whe

n lis

teni

ng to

m

usic

; saf

e us

e of

ele

ctro

nic

equi

pmen

t whe

n co

mpo

sing

and

pe

rfor

min

g.Co

mpo

se a

nd/o

r pe

rfor

m a

pie

ce o

f mus

ic to

sup

port

a

heal

th-r

elat

ed is

sue,

for

exam

ple,

an

anti-

smok

ing

jingl

e;

mus

ic s

uita

ble

for

diffe

rent

type

s of

exe

rcis

e, c

onve

ying

moo

ds

of e

nerg

y, r

elax

atio

n, e

tc.

(Key

Ele

men

t: Pe

rson

alH

ealt

h)

Expl

ore

issu

esr

elat

edto

Mor

alC

hara

cter

Dem

onst

rate

a w

illin

gnes

s to

res

pond

pos

itive

ly to

cri

ticis

m

duri

ng m

usic

-mak

ing

activ

ities

and

to c

halle

nge

own

and

othe

rs p

re-c

once

ived

idea

s ab

out d

iffer

ent t

ypes

and

sty

les

of m

usic

by

liste

ning

to u

nfam

iliar

mus

ic w

ith o

pen

min

ds.

(Key

Ele

men

t: M

oral

Cha

ract

er)

Expl

ore

issu

esr

elat

edto

Spi

ritu

alA

war

enes

sCo

mpo

se, p

erfo

rm a

nd li

sten

to m

usic

for

a sp

ecia

l eve

nt

and

disc

uss

how

the

mus

ic r

eflec

ts th

e oc

casi

on, f

or

exam

ple,

rel

igio

us fe

stiv

als

and

soci

al o

ccas

ions

.(K

ey E

lem

ent:

Spir

itual

Aw

aren

ess)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Expl

ore

the

pow

ero

fmus

icto

evo

kem

ood

and

atm

osph

ere

and

toin

fluen

ceb

ehav

iour

, for

exa

mpl

e, it

s us

e in

ritu

al a

nd

relig

ion

and

in a

dver

tisin

g, fi

lms,

res

taur

ants

, sho

ps a

nd o

ther

so

cial

/pol

itica

l con

text

s.Co

mpo

se m

usic

whi

ch r

eflec

ts s

ocia

l com

men

t, fo

r ex

ampl

e, c

ompo

se a

son

g on

an

issu

e su

ch a

s po

vert

y,

hom

eles

snes

s, e

tc.

List

en to

and

dis

cuss

the

expr

essi

ve im

pact

of m

usic

whi

ch

cele

brat

es h

uman

ach

ieve

men

t, fo

r ex

ampl

e, C

opla

nd’s

“F

anfa

re fo

r th

e C

omm

on M

an”,

then

com

pose

ow

n m

usic

to

cele

brat

e so

me

pers

onal

or

com

mun

ity a

chie

vem

ent.

(Key

Ele

men

t: Ci

tizen

ship

)

List

ento

and

per

form

mus

icfr

omd

iffer

entp

erio

ds

(cla

ssic

al to

pre

sent

day

), st

yles

, (bl

ues,

“po

p”, r

ock,

hip

-hop

) an

dcu

ltur

altr

aditi

ons

(Iris

h, E

nglis

h, S

cott

ish,

Am

eric

an,

East

ern

Euro

pean

, Afr

ican

, Asi

an, C

hine

se) a

ndd

iscu

ss

how

the

elem

ents

ofm

usic

are

use

dw

ithin

the

diff

eren

tco

ntex

ts.

(Key

Ele

men

t: Cu

ltur

alU

nder

stan

ding

)

Expl

ore

issu

esr

elat

edto

Med

iaA

war

enes

sEx

plor

e th

e ro

le o

f mus

ic in

sup

port

ing

othe

r fo

rms

of

com

mun

icat

ion,

for

exam

ple,

list

en to

and

dis

cuss

how

mus

ic

adds

to th

e em

otio

nal i

mpa

ct in

film

s; c

ompo

se a

nd p

erfo

rm

mus

ic to

acc

ompa

ny a

vid

eo c

lip o

r ad

vert

isem

ent.

(Key

Ele

men

t: M

edia

Aw

aren

ess)

Expl

ore

issu

esr

elat

edto

Eth

ical

Aw

aren

ess

Expl

ore

how

mus

ic c

an b

e us

ed to

rai

se e

mot

ion

and

man

ipul

ate

peop

le, f

or e

xam

ple,

at a

foot

ball

mat

ch, p

oliti

cal

rally

, etc

.B

ecom

e aw

are

of s

ome

dile

mm

as w

hich

exi

st in

the

mus

ic

indu

stry

, for

exa

mpl

e, c

opyr

ight

, pla

giar

ism

, dow

nloa

ding

m

usic

from

the

inte

rnet

, etc

.(K

ey E

lem

ent:

Ethi

calA

war

enes

s)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Dev

elop

aw

aren

ess

ofe

mpl

oym

ento

ppor

tuni

ties

inth

em

usic

indu

stry

and

the

skill

sre

quir

ed, f

or e

xam

ple,

wor

king

as

a D

J, s

ound

eng

inee

ring

, stu

dio

reco

rdin

g/m

ixin

g, p

erfo

rmin

g as

a s

oloi

st a

nd in

a g

roup

, man

agin

g an

art

ist o

r m

usic

out

let,

inst

rum

ent m

akin

g or

wor

king

as

a la

wye

r in

the

field

of

cont

ract

s, c

opyr

ight

, int

elle

ctua

l pro

pert

y, e

tc.

Dev

elop

the

abili

tyto

be

disc

rim

inat

ing

cons

umer

sof

mus

ic

thro

ugh

mak

ing

and

resp

ondi

ngto

mus

ic, f

or e

xam

ple,

by

disc

ussi

ng h

ow th

e m

usic

al e

lem

ents

are

com

bine

d an

d us

ed in

th

e m

usic

they

like

to li

sten

to.

Dis

cuss

the

proc

esse

s in

volv

ed in

pro

duci

ng a

gro

up

com

posi

tion

or p

erfo

rman

ce a

nd h

ighl

ight

the

skill

s ne

eded

to

wor

k ef

fect

ivel

y as

par

t of a

gro

up.

Dis

cuss

the

skill

s an

d qu

aliti

es n

eede

d to

be

a su

cces

sful

m

usic

ian

as a

sol

oist

/mem

ber

of a

n or

ches

tra/

mem

ber

of a

po

p/ro

ck g

roup

.(K

ey E

lem

ent:

Empl

oyab

ility

)

Expl

ore

issu

esr

elat

edto

Eco

nom

icA

war

enes

sEx

plor

e th

e im

port

ance

of m

usic

to y

oung

peo

ple’

s liv

es, f

or

exam

ple,

mon

ey s

pent

on

buyi

ng C

Ds,

goi

ng to

gig

s, c

once

rts

etc.

D

iscu

ss th

eir

expe

rien

ces

in r

elat

ion

to “

valu

e fo

r m

oney

”.(K

ey E

lem

ent:

Econ

omic

Aw

aren

ess)

Expl

ore

issu

esr

elat

edto

Edu

catio

nfo

rSu

stai

nabl

eD

evel

opm

ent

Com

pose

and

per

form

mus

ic in

res

pons

e to

a lo

cal,

natio

nal

or g

loba

l env

iron

men

tal i

ssue

, for

exa

mpl

e, p

ollu

tion,

th

e de

mis

e of

the

rain

fore

sts,

fam

ine,

fair

trad

e, s

usta

inin

g tr

aditi

ons

and

cultu

res

thro

ugh

mus

ic.

(Key

Ele

men

t: Ed

ucat

ion

for

Sust

aina

ble

Dev

elop

men

t)

Lear

ning

Out

com

es

The

lear

ning

out

com

esr

equi

reth

ede

mon

stra

tion

ofs

kills

and

app

licat

ion

of

know

ledg

ean

dun

ders

tand

ing

ofM

akin

gM

usic

and

Res

pond

ing

toM

usic

.

Pupi

lss

houl

dbe

abl

eto

:

dem

onst

rate

mus

ical

und

erst

andi

nga

nds

kills

by

expr

essi

nga

ndc

omm

unic

atin

gth

eir

thou

ghts

,ide

asa

ndfe

elin

gsth

roug

hm

akin

gan

dre

spon

ding

tom

usic

,sho

win

ga

clea

r

aw

aren

ess

ofa

udie

nce

and

purp

ose;

dem

onst

rate

cri

tical

thin

king

and

ski

lfuld

ecis

ion-

mak

ing

whe

nco

mbi

ning

the

elem

ents

ofm

usic

toc

reat

eco

mpo

sitio

nsa

ndp

erfo

rman

ces;

dem

onst

rate

mus

ical

und

erst

andi

nga

ndc

reat

ivity

whe

nm

akin

gan

dre

spon

ding

tom

usic

;us

ea

rang

eof

app

ropr

iate

res

ourc

es(i

nclu

ding

mus

icte

chno

logy

)to

expl

ore

and

expe

rim

entw

ithd

iffer

enta

ppro

ache

sto

com

posi

nga

ndp

erfo

rmin

g;de

mon

stra

tes

elfm

anag

emen

tby

wor

king

inde

pend

ently

and

sys

tem

atic

ally

,per

sist

ing

with

task

s,e

valu

atin

gan

dim

prov

ing

own

perf

orm

ance

;w

ork

effe

ctiv

ely

asm

embe

rso

fag

roup

whe

nco

mpo

sing

and

per

form

ing.

• • • • • •

NB

:Tea

cher

s m

ay d

evel

op a

ctiv

ities

that

com

bine

man

y of

the

stat

utor

y re

quir

emen

ts, p

rovi

ded

that

, acr

oss

the

key

stag

e, a

ll of

the

stat

utor

y as

pect

s hi

ghlig

hted

in B

OLD

(inc

ludi

ng e

ach

of th

e K

ey E

lem

ents

) are

met

.

3.0

39

The Arts: Drama

The

Arts

:Dra

ma

The

min

imum

con

tent

is s

et o

ut b

elow

. The

sta

tuto

ry re

quir

emen

ts a

re s

et o

ut in

bol

d un

der

Kno

wle

dge,

Und

erst

andi

nga

ndS

kills

in c

olum

n 1,

und

er th

e Cu

rric

ulum

Obj

ectiv

esa

nd

Key

Ele

men

ts in

col

umns

2, 3

and

4 a

nd in

the

Lear

ning

Out

com

es a

t the

bot

tom

. Add

ition

al n

on-s

tatu

tory

gui

danc

e an

d su

gges

tions

are

set

out

in p

lain

text

and

ital

ics.

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

nga

ndS

kills

(Obj

ectiv

e1)

Dev

elop

ing

pupi

lsa

sIn

divi

dual

s(O

bjec

tive

2)D

evel

opin

gpu

pils

as

Cont

ribu

tors

toS

ocie

ty

(Obj

ectiv

e3)

Dev

elop

ing

pupi

lsa

sCo

ntri

buto

rsto

the

Econ

omy

and

the

Envi

ronm

ent

Pupi

lss

houl

dha

veo

ppor

tuni

ties,

thro

ugh

the

cont

exts

opp

osite

,to

use

dram

atic

ski

lls

appr

opri

ate

toa

udie

nce,

con

text

,pur

pose

and

task

.Th

eys

houl

dha

veo

ppor

tuni

ties

to:

enga

gew

itha

ran

geo

fstim

ulit

ode

velo

pcr

itica

lan

dcr

eativ

eth

inki

ngs

kills

;ad

opta

rol

e;ta

kep

arti

nim

prov

isat

ion;

devi

ses

crip

tsa

ndu

sed

ram

afo

rms

and

stra

tegi

ese

ffec

tivel

yto

exp

lore

and

pre

sent

id

eas;

empl

oys

ign,

sym

bol,

met

apho

ran

dim

age;

enga

gein

mov

emen

tand

/or

danc

e;ex

peri

ence

live

and

rec

orde

ddr

ama,

and

re

spon

dto

av

arie

tyo

ftex

ts;

begi

nto

dev

elop

an

appr

ecia

tion

ofth

eatr

est

yles

,gen

res

and

voca

bula

ry;

expl

ore

char

acte

risa

tion

thro

ugh

use

ofm

asks

,co

stum

e,p

rops

,pup

pets

and

ele

ctro

nic

med

ia;

eval

uate

thei

row

nan

dot

hers

’wor

k.

• • • • • • • • • •

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Expr

ess

them

selv

ese

mot

iona

llya

ndim

agin

ativ

ely

thro

ugh

dram

aan

dim

prov

isat

ion,

for

exam

ple,

use

a v

ideo

ca

mer

a to

com

pile

and

rec

ord

pers

onal

exp

erie

nce

of fa

mily

, sc

hool

or

com

mun

ity li

fe; s

crip

t, im

prov

ise

or a

ct o

ut is

sues

th

at im

pact

on

11-1

4 ye

ar o

lds.

(Key

Ele

men

t: Pe

rson

alU

nder

stan

ding

)

Expl

ore

and

resp

ond

toth

evi

ews

and

feel

ings

ofo

ther

s,

for

exam

ple,

act

out

sce

nari

os in

volv

ing

mul

tiple

vie

wpo

ints

, di

ffere

nces

of o

pini

on, s

ensi

tive

issu

es, e

tc.

(Key

Ele

men

t: M

utua

lUnd

erst

andi

ng)

Expl

ore

issu

esr

elat

edto

Per

sona

lHea

lth

Expl

ore

heal

th r

elat

ed is

sues

, for

exa

mpl

e, im

prov

ise

a sc

ene

whe

re p

eer

pres

sure

or

risk

taki

ng b

ehav

iour

is c

entr

al

to th

e na

rrat

ive.

(Key

Ele

men

t: Pe

rson

alH

ealt

h)

Expl

ore

issu

esr

elat

edto

Mor

alc

hara

cter

Dem

onst

rate

the

abili

ty a

nd w

illin

gnes

s to

cha

lleng

e st

ereo

typi

cal,

bias

ed o

r di

stor

ted

view

poin

ts w

ith

appr

opri

atel

y se

nsiti

ve, i

nfor

med

and

bal

ance

d re

spon

ses

and

take

res

pons

ibili

ty fo

r ch

oice

s an

d ac

tions

etc

.(K

ey E

lem

ent:

Mor

alC

hara

cter

)

Expl

ore

issu

esr

elat

edto

Spi

ritu

alA

war

enes

sEx

plor

e w

ays

in w

hich

upl

iftin

g/sp

iritu

al e

xper

ienc

es c

an

be c

onve

yed

thro

ugh

gest

ure,

exp

ress

ion,

mov

emen

t, da

nce

etc,

for

exam

ple,

exp

ress

ing

hope

, cel

ebra

ting

succ

ess,

etc

.(K

ey E

lem

ent:

Spir

itual

Aw

aren

ess)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Expl

ore

how

dra

ma

isu

sed

toe

duca

tea

bout

and

res

olve

is

sues

ofs

ocia

lcon

cern

, for

exa

mpl

e, c

ompo

se a

n an

ti-ra

cist

rap

for

a fo

otba

ll cl

ub; u

se a

ppro

pria

te s

trat

egie

s to

ch

alle

nge

ster

eoty

pica

l vie

ws

abou

t div

erse

loca

l or

glob

al

grou

ps.

(Key

Ele

men

t: Ci

tizen

ship

)

Expl

ore

how

dra

ma

refle

cts

and

give

sin

sigh

tint

oa

rang

eof

cul

ture

s,fo

r ex

ampl

e, in

vest

igat

e dr

ama

or

danc

e tr

aditi

ons

from

diff

eren

t cou

ntri

es; r

epre

sent

cul

tura

l si

mila

ritie

s or

diff

eren

ces

thro

ugh

perf

orm

ance

.(K

ey E

lem

ent:

Cult

ural

Und

erst

andi

ng)

Expl

ore

the

effe

cts

ofm

edia

and

ICT,

for

exam

ple,

use

pr

ojec

ted

imag

es in

a d

ocud

ram

a on

war

; use

a d

igita

l cam

era

to a

naly

se v

oice

and

mov

emen

t in

perf

orm

ance

.(K

ey E

lem

ent:

Med

iaA

war

enes

s)

Expl

ore

issu

esr

elat

edto

Eth

ical

Aw

aren

ess

Expl

ore

ethi

cal i

ssue

s th

roug

h th

e m

ediu

m o

f dra

ma,

by

impr

ovis

ing

a sc

ene

invo

lvin

g de

cisi

on m

akin

g th

at

requ

ires

wei

ghin

g up

and

mak

ing

diffi

cult

choi

ces,

for

exam

ple,

allo

catin

g lim

ited

reso

urce

s; c

ampa

igni

ng o

n a

cont

rove

rsia

l iss

ue; b

alan

cing

diff

eren

t rig

hts.

(Key

Ele

men

t: Et

hica

lAw

aren

ess)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Inve

stig

ate

how

ski

llsd

evel

oped

thro

ugh

dram

asu

cha

sem

path

y,c

onfid

ence

and

com

mun

icat

ion

skill

sar

evi

talt

olif

e/w

ork

situ

atio

nsa

nda

ran

geo

fcar

eers

, for

exa

mpl

e,

jobs

with

in th

e cr

eativ

e in

dust

ries

, or

invo

lvin

g de

sign

, ed

ucat

ion,

man

agem

ent o

f peo

ple

and

reso

urce

s, m

edia

and

te

chno

logy

, per

form

ing

arts

, hea

lthca

re, t

hera

py, w

ritin

g,

polit

ics,

law

, etc

.(K

ey E

lem

ent:

Empl

oyab

ility

)

Expl

ore

issu

esr

elat

edto

Eco

nom

icA

war

enes

sEx

plor

e is

sues

rel

ated

to p

lan

the

proc

esse

s in

volv

ed in

pr

oduc

ing

a pl

ay o

r st

age

mus

ical

, for

exa

mpl

e, fi

nd o

ut

how

to a

cces

s fu

ndin

g, h

ow to

adv

ertis

e an

d m

arke

t the

sho

w.

(Key

Ele

men

t: Ec

onom

icA

war

enes

s)

Expl

ore

issu

esr

elat

edto

Edu

catio

nfo

rSu

stai

nabl

eD

evel

opm

ent

Expl

ore

how

dra

ma

can

prov

ide

oppo

rtun

ities

for

pupi

ls to

de

velo

p re

spec

t for

thei

r en

viro

nmen

t and

that

of o

ther

s,

for

exam

ple,

cre

ate

a sc

ene

or p

erfo

rman

ce th

at h

ighl

ight

s th

e im

pact

of a

topi

cal,

envi

ronm

enta

l iss

ue.

(Key

Ele

men

t: Ed

ucat

ion

for

Sust

aina

ble

Dev

elop

men

t)

Lear

ning

Out

com

es

The

lear

ning

out

com

esr

equi

reth

ede

mon

stra

tion

ofs

kills

and

app

licat

ion

ofk

now

ledg

ean

dun

ders

tand

ing

ofD

ram

a.

Pupi

lss

houl

dbe

abl

eto

:

rese

arch

and

man

age

info

rmat

ion

effe

ctiv

ely

toin

vest

igat

eis

sues

,inc

ludi

ngU

sing

Mat

hem

atic

san

dU

sing

ICT

whe

rea

ppro

pria

te;

show

dee

per

unde

rsta

ndin

gby

thin

king

cri

tical

lya

ndfl

exib

ly,s

olvi

ngp

robl

ems

and

mak

ing

info

rmed

dec

isio

ns,d

emon

stra

ting

Usi

ngM

athe

mat

ics

and

Usi

ngIC

Tw

here

appr

opri

ate;

dem

onst

rate

cre

ativ

itya

ndin

itiat

ive

whe

nde

velo

ping

idea

san

dfo

llow

ing

them

thro

ugh;

wor

kef

fect

ivel

yw

itho

ther

s;de

mon

stra

tes

elfm

anag

emen

tby

wor

king

sys

tem

atic

ally

,per

sist

ing

with

task

s,e

valu

atin

gan

dim

prov

ing

own

perf

orm

ance

.co

mm

unic

ate

effe

ctiv

ely

ino

ral,

visu

al,w

ritt

ena

ndIC

Tfo

rmat

s,s

how

ing

clea

raw

aren

ess

ofa

udie

nce

and

purp

ose.

• • • • • •

NB

:Tea

cher

s m

ay d

evel

op a

ctiv

ities

that

com

bine

man

y of

the

stat

utor

y re

quir

emen

ts, p

rovi

ded

that

, acr

oss

the

key

stag

e, a

ll of

the

stat

utor

y as

pect

s hi

ghlig

hted

in B

OLD

(inc

ludi

ng e

ach

of th

e K

ey E

lem

ents

) are

met

.

3.0

40

NB

: Tea

cher

s m

ay d

evel

op a

ctiv

ities

that

com

bine

man

y of

the

stat

utor

y re

quir

emen

ts, p

rovi

ded

that

, acr

oss

the

key

stag

e, a

ll of

the

stat

utor

y as

pect

s hi

ghlig

hted

in B

OLD

(inc

ludi

ng e

ach

of th

e K

ey E

lem

ents

) are

met

.

Environment and Society:History

Envi

ronm

ent a

nd S

ocie

ty:H

isto

ryTh

e m

inim

um c

onte

nt is

set

out

bel

ow. T

he s

tatu

tory

requ

irem

ents

are

set

out

in b

old

unde

r K

now

ledg

e,U

nder

stan

ding

and

Ski

lls in

col

umn

1, u

nder

the

Curr

icul

umO

bjec

tives

and

K

eyE

lem

ents

in c

olum

ns 2

, 3 a

nd 4

and

in th

e Le

arni

ngO

utco

mes

at t

he b

otto

m. A

dditi

onal

non

-sta

tuto

ry g

uida

nce

and

sugg

estio

ns a

re s

et o

ut in

pla

in te

xt a

nd it

alic

s.

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

nga

ndS

kills

(Obj

ectiv

e1)

Dev

elop

ing

pupi

lsa

sIn

divi

dual

s(O

bjec

tive

2)D

evel

opin

gpu

pils

as

Cont

ribu

tors

toS

ocie

ty

(Obj

ectiv

e3)

Dev

elop

ing

pupi

lsa

sCo

ntri

buto

rsto

the

Econ

omy

and

the

Envi

ronm

ent

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

inve

stig

ate

the

past

and

its

impa

cto

nou

rw

orld

toda

yth

roug

han

und

erst

andi

ngo

f:di

ffer

entp

ersp

ectiv

esa

ndin

terp

reta

tions

;ca

use

and

effe

ct;

cont

inui

tya

ndc

hang

e;pr

ogre

ssio

nan

dre

gres

sion

;

and

byd

evel

opin

g:th

een

quir

ysk

ills

tou

nder

take

his

tori

cali

nves

tiga -

tions

;cr

itica

lthi

nkin

gsk

ills

toe

valu

ate

ara

nge

ofe

vide

nce

and

appr

ecia

ted

iffer

enti

nter

pret

atio

ns;

crea

tive

thin

king

ski

llsin

thei

rap

proa

chto

sol

ving

pr

oble

ms

and

mak

ing

deci

sion

s;ch

rono

logi

cala

war

enes

san

dth

eab

ility

tom

ake

co

nnec

tions

bet

wee

nhi

stor

ical

per

iods

,eve

nts

and

turn

ing

poin

ts;

ana

bilit

yto

cha

lleng

est

ereo

typi

cal,

bias

edo

rdi

stor

ted

view

poin

tsw

itha

ppro

pria

tely

sen

sitiv

e,

info

rmed

and

bal

ance

dre

spon

ses;

thro

ugh

abr

oad

and

bala

nced

ran

geo

f:hi

stor

ical

per

iods

;Ir

ish,

Bri

tish,

Eur

opea

nan

dgl

obal

con

text

s;si

gnifi

cant

pol

itica

l,so

cial

,eco

nom

ic,c

ultu

rala

nd

relig

ious

dev

elop

men

t.

• • • • • • • • • • • •

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Expl

ore

how

his

tory

has

aff

ecte

dth

eir

pers

onal

iden

tity,

cu

ltur

ean

dlif

esty

le, f

or e

xam

ple,

how

loca

tion/

birt

hpla

ce, f

amily

his

tory

, rel

igio

n, n

atio

nalit

y, s

port

, la

ngua

ge, t

radi

tions

etc

. hav

e be

en s

hape

d by

his

tori

cal

even

ts s

uch

as R

efor

mat

ion,

pla

ntat

ion,

set

tlem

ent,

colo

nisa

tion,

em

igra

tion,

imm

igra

tion,

etc

.(K

ey E

lem

ent:

Pers

onal

Und

erst

andi

ng)

Inve

stig

ate

how

his

tory

has

bee

nse

lect

ivel

yin

terp

rete

dto

cre

ate

ster

eoty

pica

lper

cept

ions

and

toju

stify

vie

ws

and

actio

ns, f

or e

xam

ple,

the

Trou

bles

, sla

very

, apa

rthe

id,

Arab

/Isr

aeli

confl

ict,

etc.

(Key

Ele

men

t: M

utua

lUnd

erst

andi

ng)

Inve

stig

ate

indi

vidu

als

who

are

con

side

red

toh

ave

take

na

sign

ifica

ntm

oral

sta

nda

nde

xam

ine

thei

rm

otiv

atio

nan

dle

gacy

, for

exa

mpl

e, G

alile

o, G

andh

i, M

ande

la, M

artin

Lu

ther

Kin

g, R

osa

Park

s, O

scar

Sch

indl

er, e

tc.

(Key

Ele

men

t: M

oral

Cha

ract

er)

Expl

ore

issu

esr

elat

edto

Per

sona

lHea

lth

Inve

stig

ate

how

and

why

hea

lth s

tand

ards

hav

e ch

ange

d ov

er ti

me,

for

exam

ple,

exp

lore

pub

lic h

ealth

in a

noth

er

peri

od a

nd d

raw

com

pari

sons

with

mod

ern

heal

th is

sues

.(K

ey E

lem

ent:

Pers

onal

Hea

lth)

Expl

ore

issu

esr

elat

edto

Spi

ritu

alA

war

enes

sIn

vest

igat

e an

d ev

alua

te th

e sp

iritu

al b

elie

fs a

nd le

gacy

of

civ

ilisa

tions

, for

exa

mpl

e, th

e Az

tecs

, Inc

as, E

gypt

ians

, R

oman

s, G

reek

s, N

ativ

e Am

eric

ans,

Med

ieva

l Chr

istia

ns,

etc.

(Key

Ele

men

t: Sp

iritu

alA

war

enes

s)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Inve

stig

ate

the

long

and

sho

rtte

rmc

ause

san

dco

nseq

uenc

eso

fthe

par

titio

nof

Irel

and

and

how

ith

as

influ

ence

dN

orth

ern

Irel

and

toda

yin

clud

ing

key

even

ts

and

turn

ing

poin

ts.

(Key

Ele

men

t: Ci

tizen

ship

)

Inve

stig

ate

the

impa

cto

fsig

nific

ante

vent

s/id

eas

ofth

e20

thc

entu

ryo

nth

ew

orld

, for

exa

mpl

e, w

ar, w

omen

’s

righ

ts, i

nter

natio

nal t

erro

rism

, dev

elop

men

ts in

tran

spor

t an

d tr

avel

, tec

hnol

ogy,

med

icin

e, th

e ar

ts, e

tc.

(Key

Ele

men

t: Cu

ltur

alU

nder

stan

ding

)

Criti

cally

inve

stig

ate

and

eval

uate

the

pow

ero

fthe

m

edia

inth

eir

repr

esen

tatio

nof

as

igni

fican

this

tori

cal

even

tor

indi

vidu

al, f

or e

xam

ple,

thro

ugh

film

, do

cudr

ama,

nov

el, i

nter

net,

new

spap

er, c

arto

on, e

tc.

(Key

Ele

men

t: M

edia

Aw

aren

ess)

Inve

stig

ate

criti

cali

ssue

sin

his

tory

or

hist

oric

alfi

gure

sw

hoh

ave

beha

ved

ethi

cally

or

unet

hica

lly, f

or e

xam

ple,

sl

aver

y, th

e us

e of

ato

m b

omb,

the

deci

sion

to d

ecla

re

war

, the

Hol

ocau

st, e

tc.

(Key

Ele

men

t: Et

hica

lAw

aren

ess)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Inve

stig

ate

how

the

skill

sde

velo

ped

thro

ugh

hist

ory

will

be

use

fuli

na

rang

eof

car

eers

,for

exa

mpl

e, jo

bs in

volv

ing

adve

rtis

ing,

adv

ocac

y, a

rchi

ving

, ana

lysi

ng p

robl

ems,

re

sear

chin

g, c

ampa

igni

ng, e

duca

ting,

med

iatin

g, r

epor

t-w

ritin

g, e

tc.

Inve

stig

ate

the

char

acte

rist

ics

and

achi

evem

ents

of

entr

epre

neur

s ov

er ti

me,

for

exam

ple,

Bru

nel,

Har

ry

Ferg

uson

, Will

iam

Dar

gan,

etc

. (K

ey E

lem

ent:

Empl

oyab

ility

)

Inve

stig

ate

the

need

top

rese

rve

hist

ory

inth

elo

cal

and

glob

ale

nvir

onm

ent,

for

exam

ple,

vis

it an

impo

rtan

t hi

stor

ical

site

and

eva

luat

e th

e m

easu

res

take

n to

pre

serv

e it;

cre

ate

the

case

for

a lo

cal b

uild

ing

or s

ite to

be

pres

erve

d.Ex

plor

e th

e co

ntri

butio

n of

her

itage

tour

ism

to s

ocie

ty,

the

econ

omy

and

the

envi

ronm

ent.

Eval

uate

the

envi

ronm

enta

l im

pact

of w

ars

or in

dust

rial

re

volu

tion.

(Key

Ele

men

t: Ed

ucat

ion

for

Sust

aina

ble

Dev

elop

men

t)

Expl

ore

issu

esr

elat

edto

Eco

nom

icA

war

enes

sIn

vest

igat

e th

e ch

angi

ng n

atur

e of

loca

l and

glo

bal

econ

omie

s ov

er ti

me,

for

exam

ple,

exp

lora

tion

and

trad

e,

indu

stri

alis

atio

n, g

loba

lisat

ion,

wom

en in

the

wor

kpla

ce,

wor

kers

’ rig

hts,

etc

.In

vest

igat

e th

e im

pact

of t

echn

olog

y in

the

wor

kpla

ce o

ver

time,

for

exam

ple,

the

linen

indu

stry

, te

leco

mm

unic

atio

ns, c

ompu

ters

, etc

.(K

ey E

lem

ent:

Econ

omic

Aw

aren

ess)

Lear

ning

Out

com

es

The

lear

ning

out

com

esr

equi

reth

ede

mon

stra

tion

of

skill

san

dap

plic

atio

nof

kno

wle

dge

and

unde

rsta

ndin

gof

His

tory

and

its

impa

cto

nth

epr

esen

t.

Pupi

lss

houl

dbe

abl

eto

:

rese

arch

and

man

age

info

rmat

ion

effe

ctiv

ely

toin

vest

igat

ehi

stor

ical

issu

es,i

nclu

ding

Usi

ngM

athe

mat

ics

and

Usi

ngIC

Tw

here

app

ropr

iate

;sh

owd

eepe

rhi

stor

ical

und

erst

andi

ngb

yth

inki

ngc

ritic

ally

and

flex

ibly

,sol

ving

pro

blem

san

dm

akin

gin

form

edd

ecis

ions

,dem

onst

ratin

gU

sing

Mat

hem

atic

san

dU

sing

ICT

whe

rea

ppro

pria

te;

dem

onst

rate

cre

ativ

itya

ndin

itiat

ive

whe

nde

velo

ping

idea

san

dfo

llow

ing

them

thro

ugh;

wor

kef

fect

ivel

yw

itho

ther

s;de

mon

stra

tes

elf-

man

agem

entb

yw

orki

ngs

yste

mat

ical

ly,p

ersi

stin

gw

ithta

sks,

eva

luat

ing

and

impr

ovin

gow

npe

rfor

man

ce;

com

mun

icat

eef

fect

ivel

yin

ora

l,vi

sual

,wri

tten

,mat

hem

atic

ala

ndIC

Tfo

rmat

s,s

how

ing

clea

raw

aren

ess

ofa

udie

nce

and

purp

ose.

• • • • • •

3.0

41

Environment and Society:GeographyEn

viro

nmen

t and

Soc

iety

:Geo

grap

hyTh

e m

inim

um c

onte

nt is

set

out

bel

ow. T

he s

tatu

tory

requ

irem

ents

are

set

out

in b

old

unde

r K

now

ledg

e,U

nder

stan

ding

and

Ski

llsin

col

umn

1, u

nder

the

Curr

icul

umO

bjec

tives

and

K

eyE

lem

ents

in c

olum

ns 2

, 3 a

nd 4

and

in th

e Le

arni

ngO

utco

mes

at t

he b

otto

m. A

dditi

onal

non

-sta

tuto

ry g

uida

nce

and

sugg

estio

ns a

re s

et o

ut in

pla

in te

xt a

nd it

alic

s.

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

nga

nd

Skill

s

(Obj

ectiv

e1)

Dev

elop

ing

pupi

lsa

sIn

divi

dual

s(O

bjec

tive

2)D

evel

opin

gpu

pils

as

Cont

ribu

tors

toS

ocie

ty

(Obj

ectiv

e3)

Dev

elop

ing

pupi

lsa

sCo

ntri

buto

rsto

the

Econ

omy

and

the

Envi

ronm

ent

Pupi

lss

houl

dha

veo

ppor

tuni

ties,

th

roug

hth

eco

ntex

tso

ppos

ite,t

o:

deve

lop

geog

raph

ical

ski

llsto

inte

rpre

tsp

atia

lpat

tern

sin

clud

ing

atla

san

dm

ap-w

ork

skill

s;

deve

lop

enqu

iry

and

field

wor

ksk

ills–

ques

tioni

ng,p

lann

ing,

col

lect

ing,

re

cord

ing,

pre

sent

ing,

ana

lysi

ng,

inte

rpre

ting

info

rmat

ion

and

draw

ing

conc

lusi

ons

rela

ting

toa

ran

geo

fpr

imar

yan

dse

cond

ary

sour

ces;

deve

lop

criti

cala

ndc

reat

ive

thin

king

sk

ills

tos

olve

geo

grap

hica

lpro

blem

san

dm

ake

info

rmed

dec

isio

ns;

deve

lop

ase

nse

ofp

lace

thro

ugh

the

stud

yof

:ra

nge

oflo

cal,

natio

nal,

Euro

pean

and

gl

obal

con

text

s;co

ntra

stin

gph

ysic

ala

ndh

uman

en

viro

nmen

ts;

issu

eso

ftop

ical

sig

nific

ance

;

ino

rder

tod

evel

opa

nun

ders

tand

ing

of:

phys

ical

pro

cess

eso

flan

dsca

pe

deve

lopm

ent;

the

inte

rrel

atio

nshi

psb

etw

een

phys

i-ca

land

hum

ane

nvir

onm

ents

;th

edy

nam

icn

atur

eof

phy

sica

land

hu

man

env

iron

men

ts;

the

way

sin

whi

chp

lace

sar

ein

terd

e -pe

nden

t;th

ene

edfo

rso

cial

,eco

nom

ica

nd

envi

ronm

enta

lcha

nge

tob

esu

stai

n -ab

le.

• • • • • • • •

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Dev

elop

as

ense

ofp

lace

and

bel

ongi

nga

talo

call

evel

,for

exa

mpl

e,

map

ping

jour

ney

to s

choo

l, lo

cal b

ound

arie

s or

frie

ndsh

ip p

atte

rns;

in

vest

igat

ing

loca

l pla

ce n

ames

.D

emon

stra

tea

naw

aren

ess

ofth

eir

own

rela

tions

hips

too

ther

pla

ces,

pe

ople

san

den

viro

nmen

ts,f

rom

loca

lto

glob

al, f

or e

xam

ple,

thro

ugh

trav

el, r

etai

l or

spor

t; e-

mai

l lin

ks to

oth

er s

choo

ls c

ompa

ring

wea

ther

da

ta, l

ifest

yle,

etc

.(K

ey E

lem

ent:

Pers

onal

Und

erst

andi

ng)

Expl

ore

issu

esr

elat

edto

Mut

ualU

nder

stan

ding

Chal

leng

e st

ereo

type

s an

d pe

rcep

tions

of d

iffer

ent p

lace

s, p

eopl

es a

nd

envi

ronm

ents

, for

exa

mpl

e, b

y cr

eatin

g a

phot

o ga

llery

and

/or

fact

-file

.In

vest

igat

e th

e im

pact

of d

iver

sity

on

a lo

cal s

ettle

men

t, fo

r ex

ampl

e,

segr

egat

ion,

con

flict

, mul

ticul

tura

lism

, etc

.In

vest

igat

e th

e ph

ysic

al a

nd h

uman

fact

ors

that

res

ult i

n pe

ople

hav

ing

to m

ake

life-

chan

ging

dec

isio

ns, f

or e

xam

ple,

fam

ily p

lann

ing,

eco

nom

ic

mig

ratio

n, e

tc.

(Key

Ele

men

t: M

utua

lUnd

erst

andi

ng)

Expl

ore

issu

esr

elat

edto

Per

sona

lHea

lth

Inve

stig

ate

fact

ors

that

impa

ct o

n pe

rson

al h

ealth

loca

lly, f

or e

xam

ple,

lo

catio

n, p

ollu

tion,

life

styl

e, e

tc.

Expl

ore

the

influ

ence

s on

glo

bal p

atte

rns

of h

ealth

, for

exa

mpl

e,

pove

rty,

Aid

s, a

cces

s to

cle

an w

ater

, edu

catio

n, e

tc.

(Key

Ele

men

t: Pe

rson

alH

ealt

h)

Expl

ore

issu

esr

elat

edto

Mor

alC

hara

cter

Chal

leng

e st

ereo

typi

cal,

bias

ed o

r di

stor

ted

view

poin

ts w

ith

appr

opri

atel

y se

nsiti

ve, i

nfor

med

and

bal

ance

d re

spon

ses.

Take

res

pons

ibili

ty fo

r ch

oice

s an

d ac

tions

.(K

ey E

lem

ent:

Mor

alC

hara

cter

)

Expl

ore

issu

esr

elat

edto

Spi

ritu

alA

war

enes

sR

espo

nd to

the

dive

rsity

and

bea

uty

of th

e na

tura

l and

hum

an w

orld

.R

eflec

t on

thei

r ex

peri

ence

s of

a v

isit

to a

dra

mat

ic la

ndsc

ape,

for

exam

ple,

cre

ate

a pr

esen

tatio

n ab

out a

per

sona

lly in

spir

ing

envi

ronm

ent

or fe

atur

e.K

ey E

lem

ent:

Spir

itual

Aw

aren

ess)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Inve

stig

ate

diffe

renc

es in

life

styl

e w

ithin

and

bet

wee

n co

untr

ies.

Expl

ore

how

we

can

play

ar

ole

inh

elpi

ngto

pro

mot

ea

fair

erw

orld

for

all,

for

exam

ple,

dra

w u

p a

scho

ol r

ecyc

ling

and/

or F

air

Trad

e po

licy;

eva

luat

e di

ffere

nt ty

pes

of a

id.

(Key

Ele

men

t: Ci

tizen

ship

)

Dev

elop

an

unde

rsta

ndin

gof

how

peo

ple

ind

iffer

entp

lace

sin

tera

ctw

ithth

eir

envi

ronm

ent,

for

exam

ple,

con

tras

t how

pe

ople

from

diff

eren

t par

ts o

f the

wor

ld a

dapt

to th

reat

s/op

port

uniti

es p

osed

by

thei

r en

viro

nmen

ts (p

hysi

cal,

soci

al,

econ

omic

).(K

ey E

lem

ent:

Cult

ural

Und

erst

andi

ng)

Expl

ore

issu

esr

elat

edto

Med

iaA

war

enes

sIn

vest

igat

e th

e ca

uses

and

con

sequ

ence

s of

an

envi

ronm

enta

l eve

nt m

akin

g th

e ne

ws

and

eval

uate

how

it is

re

port

ed in

the

med

ia.

Crea

te a

vid

eo/n

ews-

bulle

tin to

info

rm a

bout

, for

exa

mpl

e,

an e

arth

quak

e, v

olca

no, e

xtre

me

wea

ther

eve

nt, l

ocal

pol

lutio

n in

cide

nt, e

tc.

(Key

Ele

men

t: M

edia

Aw

aren

ess)

Expl

ore

issu

esr

elat

edto

Eth

ical

Aw

aren

ess

Res

earc

h an

d de

bate

eth

ical

issu

es in

geo

grap

hy, f

or

exam

ple,

wor

ld d

ebt,

nucl

ear

pow

er, p

opul

atio

n po

licie

s, u

se o

f no

n-re

new

able

res

ourc

es, e

tc.

(Key

Ele

men

t: Et

hica

lAw

aren

ess)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Inve

stig

ate

how

the

skill

sde

velo

ped

thro

ugh

Geo

grap

hyw

illb

eus

eful

toa

ran

geo

fcar

eers

,for

ex

ampl

e, jo

bs in

volv

ing

char

ting

and

map

ping

, dat

a ha

ndlin

g, e

duca

ting,

mar

ketin

g, p

lann

ing,

res

ourc

e or

en

viro

nmen

tal m

anag

emen

t, re

port

-wri

ting,

sur

veyi

ng,

tour

ism

, tra

nspo

rtat

ion,

wea

ther

fore

cast

ing,

etc

.(K

ey E

lem

ent:

Empl

oyab

ility

)

Inve

stig

ate

how

phy

sica

lpro

cess

eso

pera

teto

cre

ate

dist

inct

and

div

erse

env

iron

men

ts, f

or e

xam

ple,

Mar

ble

Arch

cav

es, T

he M

ourn

es, T

he G

iant

’s C

ause

way

, loc

al

peat

land

s, T

he B

urre

n, T

he A

lps,

Gra

nd C

anyo

n, tr

opic

al

rain

fore

sts,

sav

anna

h gr

assl

and,

etc

.In

vest

igat

eth

eim

pact

ofc

onfli

ctb

etw

een

soci

al,

econ

omic

and

env

iron

men

taln

eeds

,bot

hlo

cally

and

gl

obal

lyfo

r ex

ampl

e, e

rosi

on, fl

oodi

ng, p

ollu

tion,

loss

of

biod

iver

sity

, clim

ate

chan

ge, d

eser

tifica

tion,

def

ores

tatio

n,

etc.

Expl

ore

how

we

can

exer

cise

env

iron

men

tal

stew

ards

hip

and

help

pro

mot

ea

bett

erq

ualit

yof

lif

efo

rpr

esen

tand

futu

reg

ener

atio

ns,b

oth

loca

lly

and

glob

ally

, for

exa

mpl

e, s

usta

inab

le c

lass

room

s,

eco-

scho

ols,

Citi

zens

hip

Actio

n Pr

ojec

ts, r

esou

rce

and

was

te m

anag

emen

t str

ateg

ies,

pro

mot

ion

of g

eo-

and

bio-

dive

rsity

, sus

tain

able

tow

ns/c

ities

, con

serv

atio

n of

nat

ural

re

sour

ces,

eco

-tou

rism

, Fai

r Tr

ade,

etc

. (K

ey E

lem

ent:

Educ

atio

nfo

rSu

stai

nabl

eD

evel

opm

ent)

Expl

ore

issu

esr

elat

edto

Eco

nom

icA

war

enes

sIn

vest

igat

e th

e im

pact

of g

loba

lisat

ion

and

how

it h

as

prod

uced

win

ners

and

lose

rs, f

or e

xam

ple,

impa

ct o

n a

N. I

rela

nd b

usin

ess/

indu

stry

, chi

ld la

bour

, tra

ns-n

atio

nal

corp

orat

ions

, etc

.(K

ey E

lem

ent:

Econ

omic

Aw

aren

ess)

Lear

ning

Out

com

es

The

lear

ning

out

com

esr

equi

reth

ede

mon

stra

tion

ofs

kills

and

app

licat

ion

ofk

now

ledg

ean

dun

ders

tand

ing

of

Geo

grap

hy.

Pupi

lss

houl

dbe

abl

eto

:

dem

onst

rate

ski

llsin

usi

ngm

aps,

fiel

dwor

keq

uipm

enta

ndm

etho

dso

fdat

aco

llect

ion

inu

nder

taki

ngg

eogr

aphi

cale

nqui

ry;

rese

arch

and

man

age

info

rmat

ion

effe

ctiv

ely

toin

vest

igat

ege

ogra

phic

alis

sues

,inc

ludi

ngU

sing

Mat

hem

atic

san

dU

sing

ICT

whe

rea

ppro

pria

te;

show

dee

per

geog

raph

ical

und

erst

andi

ngb

yth

inki

ngc

ritic

ally

and

flex

ibly

,sol

ving

pro

blem

san

dm

akin

gin

form

edd

ecis

ions

,dem

onst

ratin

gU

sing

Mat

hem

atic

san

dU

sing

ICT

whe

re

ap

prop

riat

e;de

mon

stra

tec

reat

ivity

and

initi

ativ

ew

hen

deve

lopi

ngid

eas

and

follo

win

gth

emth

roug

h;w

ork

effe

ctiv

ely

with

oth

ers;

dem

onst

rate

sel

f-m

anag

emen

tby

wor

king

sys

tem

atic

ally

,per

sist

ing

with

task

s,e

valu

atin

gan

dim

prov

ing

own

perf

orm

ance

;co

mm

unic

ate

effe

ctiv

ely

ino

ral,

visu

al,w

ritt

en,m

athe

mat

ical

and

ICT

form

ats,

sho

win

gcl

ear

awar

enes

sof

aud

ienc

ean

dpu

rpos

e.

• • • • • • •

NB

:Tea

cher

s m

ay d

evel

op a

ctiv

ities

that

com

bine

man

y of

the

stat

utor

y re

quir

emen

ts, p

rovi

ded

that

, acr

oss

the

key

stag

e, a

ll of

the

stat

utor

y as

pect

s hi

ghlig

hted

in B

OLD

(inc

ludi

ng e

ach

of th

e K

ey E

lem

ents

) are

met

.

3.0

42

Science and Technology:Science

Scie

nce

and

Tech

nolo

gy:S

cien

ceTh

e m

inim

um c

onte

nt is

set

out

bel

ow. T

he s

tatu

tory

requ

irem

ents

are

set

out

in b

old

unde

r K

now

ledg

e,U

nder

stan

ding

and

Ski

llsin

col

umn

1, u

nder

the

Curr

icul

umO

bjec

tives

and

K

eyE

lem

ents

in c

olum

ns 2

, 3 a

nd 4

and

in th

e Le

arni

ngO

utco

mes

at t

he b

otto

m. A

dditi

onal

non

-sta

tuto

ry g

uida

nce

and

sugg

estio

ns a

re s

et o

ut in

pla

in te

xt a

nd it

alic

s.

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

nga

ndS

kills

(Obj

ectiv

e1)

Dev

elop

ing

pupi

lsa

sIn

divi

dual

s(O

bjec

tive

2)D

evel

opin

gpu

pils

as

Cont

ribu

tors

toS

ocie

ty

(Obj

ectiv

e3)

Dev

elop

ing

pupi

lsa

sCo

ntri

buto

rsto

the

Econ

omy

and

the

Envi

ronm

ent

Pupi

lss

houl

dha

veo

ppor

tuni

ties,

thro

ugh

the

cont

exts

opp

osite

,to:

deve

lop

skill

sin

sci

entifi

cm

etho

dso

fenq

uiry

to

furt

her

scie

ntifi

ckn

owle

dge

and

unde

rsta

ndin

g:pl

anni

ngfo

rin

vest

igat

ions

,ob

tain

ing

evid

ence

,pr

esen

ting

and

inte

rpre

ting

resu

lts;

deve

lop

crea

tive

and

criti

calt

hink

ing

inth

eir

appr

oach

tos

olvi

ngs

cien

tific

prob

lem

s;

rese

arch

sci

entifi

cin

form

atio

nfr

oma

ran

geo

fso

urce

s;

deve

lop

ara

nge

ofp

ract

ical

ski

lls,i

nclu

ding

the

safe

us

eof

sci

ence

equ

ipm

ent;

lear

nab

out:

Org

anis

ms

and

Hea

lth

Inte

rdep

ende

nce

ofp

lant

san

dan

imal

sCe

lls,g

enes

and

rep

rodu

ctio

nH

ealt

hyb

ody

and

min

d

Chem

ical

and

mat

eria

lbeh

avio

urAt

oms

and

chem

ical

cha

nges

Stru

ctur

es,p

rope

rtie

s,u

ses

ofm

ater

ials

Elem

ents

,com

poun

dsa

ndm

ixtu

res

Forc

esa

nde

nerg

yFo

rces

and

ene

rgy

tran

sfer

Usi

nge

lect

rici

tySo

und

and

light

Eart

han

dU

nive

rse

The

envi

ronm

enta

ndh

uman

influ

ence

sTh

eso

lar

syst

ema

ndu

nive

rse.

• • • • • • • • • • • • • •

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Expl

ore

emot

iona

ldev

elop

men

t,fo

r ex

ampl

e, th

e ch

ange

s as

soci

ated

with

pub

erty

.In

vest

igat

ew

ays

ofim

prov

ing

own

lear

ning

by

findi

ngo

ut

how

the

brai

nfu

nctio

ns.

(Key

Ele

men

t: Pe

rson

alU

nder

stan

ding

)

Expl

ore

phys

ical

,che

mic

ala

ndb

iolo

gica

leff

ects

on

pers

onal

hea

lth,

for

exam

ple,

inhe

rite

d ch

arac

teri

stic

s,

exer

cise

and

nut

ritio

n, m

isus

e of

che

mic

als,

loud

sou

nd, e

tc.

(Key

Ele

men

t: Pe

rson

alH

ealt

h)

Expl

ore

issu

esr

elat

edto

Mut

ualU

nder

stan

ding

Res

pect

and

co-

oper

ate

with

oth

ers

in th

e pr

oces

s of

sc

ient

ific

enqu

iry,

for

exam

ple,

wor

k ef

fect

ivel

y as

par

t of a

te

am in

inve

stig

ativ

e w

ork.

(Key

Ele

men

t: M

utua

lUnd

erst

andi

ng)

Expl

ore

issu

esr

elat

edto

Mor

alC

hara

cter

Rec

ogni

se a

nd c

halle

nge

over

-sim

plis

tic o

r di

stor

ted

gene

ralis

atio

ns a

bout

sci

ence

with

info

rmed

and

bal

ance

d re

spon

ses

and

take

res

pons

ibili

ty fo

r ch

oice

s an

d ac

tions

.(K

ey E

lem

ent:

Mor

alC

hara

cter

)

Expl

ore

issu

esr

elat

edto

Spi

ritu

alA

war

enes

sD

evel

op a

sen

se o

f won

der

abou

t the

uni

vers

e, fo

r ex

ampl

e, th

e sc

ale

from

the

smal

lnes

s of

the

atom

to th

e va

stne

ss o

f out

er s

pace

; the

com

plex

ity, d

iver

sity

, and

in

terd

epen

denc

e of

livi

ng th

ings

.(K

ey E

lem

ent:

Spir

itual

Aw

aren

ess)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Inve

stig

ate

how

the

med

ia(i

nter

net,

tele

visi

on,

radi

o, n

ewsp

aper

s)h

elp

info

rmth

epu

blic

abo

ut

scie

nce

and

scie

nce

rela

ted

issu

es.E

xplo

re s

ome

of th

e st

reng

ths

and

limita

tions

of t

hese

sou

rces

of

info

rmat

ion,

for

exam

ple,

mai

ntai

n a

jour

nal o

f sc

ienc

e is

sues

in th

e ne

ws;

com

pare

and

con

tras

t di

ffere

nt a

ppro

ache

s to

dea

ling

with

sci

entifi

c is

sues

.(K

ey E

lem

ent:

Med

iaA

war

enes

s)

Expl

ore

som

eet

hica

ldile

mm

asa

risi

ngfr

om

scie

ntifi

cde

velo

pmen

ts, f

or e

xam

ple,

test

ing

of n

ew

chem

ical

pro

duct

s fo

r w

eapo

ns d

evel

opm

ent;

grow

ing

gene

tical

ly m

odifi

ed c

rops

.(K

ey E

lem

ent:

Ethi

calA

war

enes

s)

Expl

ore

issu

esr

elat

edto

Citi

zens

hip

Cons

ider

fact

ors

that

nee

d to

be

take

n in

to a

ccou

nt

whe

n as

sess

ing

stat

emen

ts th

at c

laim

to b

e ba

sed

on s

cien

tific

rese

arch

into

issu

es a

ffect

ing

soci

ety,

fo

r ex

ampl

e, th

e na

ture

, qua

lity

and

sour

ce o

f the

dat

a.(K

ey E

lem

ent:

Citiz

ensh

ip)

Expl

ore

issu

esr

elat

edto

Cul

tura

lUnd

erst

andi

ngCo

nsid

er h

ow th

e de

velo

pmen

t of s

cien

tific

idea

s or

th

eori

es r

elat

e to

the

hist

oric

al o

r cu

ltura

l con

text

, fo

r ex

ampl

e, th

e de

velo

pmen

t of t

he h

elio

cent

ric

mod

el o

f the

sol

ar s

yste

m, J

enne

r’s

wor

k on

va

ccin

atio

n, e

tc.

(Key

Ele

men

t: Cu

ltur

alU

nder

stan

ding

)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Iden

tify

how

ski

llsd

evel

oped

thro

ugh

scie

nce

will

be

use

fult

oa

wid

era

nge

ofc

aree

rs,f

or e

xam

ple,

jo

bs in

volv

ing

anim

al w

elfa

re, b

uild

ing

and

cons

truc

tion,

ed

ucat

ion,

ele

ctri

cal w

ork

, eng

inee

ring

, env

iron

men

tal

man

agem

ent,

finan

cial

ser

vice

s, fo

od a

nd fa

rmin

g,

fore

nsic

s, in

form

atio

n an

d co

mm

unic

atio

ns te

chno

logy

, jo

urna

lism

, plu

mbi

ng, t

echn

olog

y, p

harm

aceu

tical

s,

med

icin

e, e

tc.

(Key

Ele

men

t: Em

ploy

abili

ty)

Inve

stig

ate

apr

oduc

tofe

cono

mic

impo

rtan

ceto

de

term

ine

the

scie

nce

behi

ndit

, for

exa

mpl

e, e

xplo

re a

su

cces

sful

loca

l pro

duct

and

gen

erat

e id

eas

for

a pr

oduc

t of

thei

r ow

n.In

vest

igat

e a

prod

uct t

o de

term

ine

best

val

ue, f

or

exam

ple,

com

pare

per

form

ance

and

cos

t of a

n ec

onom

y an

d br

ande

d pr

oduc

t, co

nsum

er p

rodu

ct te

stin

g, e

tc.

(Key

Ele

men

t: Ec

onom

icA

war

enes

s)

Inve

stig

ate

the

effe

cts

ofp

ollu

tion,

for

exam

ple,

wat

er,

air,

land

, sou

nd e

tc. a

nd s

peci

ficm

easu

res

toim

prov

ean

dpr

otec

tthe

env

iron

men

t,fo

r ex

ampl

e, r

enew

able

en

ergy

, effi

cien

t use

of r

esou

rces

, was

te m

inim

isat

ion,

etc

.Ex

plor

eth

eim

port

ance

ofb

iodi

vers

ity,h

owit

impa

cts

ono

urli

ves

and

how

itis

aff

ecte

dby

hum

ana

ctiv

ity.

Inve

stig

ate

wha

tcan

be

done

toc

onse

rve

and

prom

ote

biod

iver

sity

,for

exa

mpl

e, s

choo

l wild

life

gard

ens/

wild

erne

ss a

reas

, ant

i-po

llutio

n st

rate

gies

, hab

itat

man

agem

ent,

etc.

(Key

Ele

men

t: Ed

ucat

ion

for

Sust

aina

ble

Dev

elop

men

t)

Lear

ning

Out

com

es

The

lear

ning

out

com

esr

equi

reth

ede

mon

stra

tion

ofs

kills

and

app

licat

ion

ofk

now

ledg

ean

dun

ders

tand

ing

ofS

cien

ce.

Pupi

lss

houl

dbe

abl

eto

:

dem

onst

rate

ar

ange

ofp

ract

ical

ski

llsin

und

erta

king

exp

erim

ents

,inc

ludi

ngth

esa

feu

seo

fsci

entifi

ceq

uipm

enta

nda

ppro

pria

tem

athe

mat

ical

cal

cula

tions

;us

ein

vest

igat

ive

skill

sto

exp

lore

sci

entifi

cis

sues

,sol

vep

robl

ems

and

mak

ein

form

edd

ecis

ions

;re

sear

cha

ndm

anag

ein

form

atio

nef

fect

ivel

y,in

clud

ing

Usi

ngM

athe

mat

ics

and

Usi

ngIC

Tw

here

app

ropr

iate

;sh

owd

eepe

rsc

ient

ific

unde

rsta

ndin

gby

thin

king

cri

tical

lya

ndfl

exib

ly,s

olvi

ngp

robl

ems

and

mak

ing

info

rmed

dec

isio

ns,d

emon

stra

ting

Usi

ngM

athe

mat

ics

and

Usi

ngIC

Tw

here

ap

prop

riat

e;de

mon

stra

tec

reat

ivity

and

initi

ativ

ew

hen

deve

lopi

ngid

eas

and

follo

win

gth

emth

roug

h;w

ork

effe

ctiv

ely

with

oth

ers;

dem

onst

rate

sel

f-m

anag

emen

tby

wor

king

sys

tem

atic

ally

,per

sist

ing

with

task

s,e

valu

atin

gan

dim

prov

ing

own

perf

orm

ance

;co

mm

unic

ate

effe

ctiv

ely

ino

ral,

visu

al,w

ritt

en,m

athe

mat

ical

and

ICT

form

ats,

sho

win

gcl

ear

awar

enes

sof

aud

ienc

ean

dpu

rpos

e.

• • • • • • • •

NB

:Tea

cher

s m

ay d

evel

op a

ctiv

ities

that

com

bine

man

y of

the

stat

utor

y re

quir

emen

ts, p

rovi

ded

that

, acr

oss

the

key

stag

e, a

ll of

the

stat

utor

y as

pect

s hi

ghlig

hted

in B

OLD

(inc

ludi

ng e

ach

of th

e K

ey E

lem

ents

) are

met

.

3.0

43

Science and Technology:TechnologyandDesign

Scie

nce

and

Tech

nolo

gy:T

echn

olog

yan

dD

esig

nTh

e m

inim

um c

onte

nt is

set

out

bel

ow. T

he s

tatu

tory

requ

irem

ents

are

set

out

in b

old

unde

r K

now

ledg

e,U

nder

stan

ding

and

Ski

lls in

col

umn

1, u

nder

the

Curr

icul

umO

bjec

tives

and

K

eyE

lem

ents

in c

olum

ns 2

, 3 a

nd 4

and

in th

e Le

arni

ngO

utco

mes

at t

he b

otto

m. A

dditi

onal

non

-sta

tuto

ry g

uida

nce

and

sugg

estio

ns a

re s

et o

ut in

pla

in te

xt a

nd it

alic

s.

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

nga

ndS

kills

(Obj

ectiv

e1)

Dev

elop

ing

pupi

lsa

sIn

divi

dual

s(O

bjec

tive

2)D

evel

opin

gpu

pils

as

Cont

ribu

tors

toS

ocie

ty

(Obj

ectiv

e3)

Dev

elop

ing

pupi

lsa

sCo

ntri

buto

rsto

the

Econ

omy

and

the

Envi

ronm

ent

Pupi

lss

houl

dha

veo

ppor

tuni

ties

thro

ugh

the

cont

exts

op

posi

te,t

ode

velo

pcr

eativ

eth

inki

nga

ndp

robl

em

solv

ing

skill

sth

roug

h:

Des

ign

–id

entif

ying

pro

blem

s;in

vest

igat

ing,

gen

erat

ing,

de

velo

ping

,mod

ellin

gan

dev

alua

ting

desi

gnp

ropo

sals

;gi

ving

con

side

ratio

nto

form

,fun

ctio

nan

dsa

fety

;

Com

mun

icat

ion

–us

eof

free

-han

dsk

etch

ing

and

form

ald

raw

ing

tech

niqu

esa

ndIC

Tto

ols

(incl

udin

g3D

m

odel

ling)

;

Man

ufac

turi

ng–

sel

ectin

gan

dus

ing

mat

eria

lsfi

tfor

pu

rpos

e;s

afe

use

ofa

ran

geo

ftoo

lsa

ndp

roce

sses

ap

prop

riat

eto

mat

eria

ls,d

emon

stra

ting

accu

racy

and

qu

ality

ofo

utco

me;

Cont

rol–

inco

rpor

ate

cont

rols

yste

ms,

suc

has

m

echa

nica

l,el

ectr

onic

or

com

pute

r-ba

sed,

inp

rodu

cts

and

unde

rsta

ndh

owth

ese

can

bee

mpl

oyed

toa

chie

ve

desi

red

effe

cts.

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Res

pond

toa

per

sona

ldes

ign

chal

leng

ein

rel

atio

nto

th

eir

own

lifes

tyle

,for

exa

mpl

e, c

reat

e an

org

anis

atio

nal/

stor

age

syst

em fo

r pe

rson

al e

ffect

s.(K

ey E

lem

ent:

Pers

onal

Und

erst

andi

ng)

Abid

eby

hea

lth

and

safe

tyr

ules

whe

nus

ing

tool

s,

mac

hine

san

deq

uipm

ent.

Inve

stig

ate

the

desi

gn, o

pera

tion

and

safe

use

of a

ran

ge

of li

fest

yle

prod

ucts

, for

exa

mpl

e, d

evel

op g

uide

lines

for

the

use

of p

opul

ar g

adge

ts.

(Key

Ele

men

t: Pe

rson

alH

ealt

h)

Expl

ore

issu

esr

elat

edto

Mut

ualU

nder

stan

ding

Agre

e cr

iteri

a to

eva

luat

e th

e qu

ality

of p

rodu

cts,

for

exam

ple,

thos

e of

pee

rs, l

ocal

or

inte

rnat

iona

l inn

ovat

ors/

desi

gner

s et

c.(K

ey E

lem

ent:

Mut

ualU

nder

stan

ding

)

Expl

ore

issu

esr

elat

edto

Mor

alC

hara

cter

Dem

onst

rate

tena

city

to m

eet d

esig

n ch

alle

nges

, usi

ng

failu

re a

s a

lear

ning

exp

erie

nce.

(Key

Ele

men

t: M

oral

Cha

ract

er)

Expl

ore

issu

esr

elat

edto

Spi

ritu

alA

war

enes

sD

evel

op a

n ap

prec

iatio

n of

ow

n or

oth

er’s

ach

ieve

men

ts,

for

exam

ple,

the

wor

k of

an

indi

vidu

al/g

roup

, an

hist

oric

or

cont

empo

rary

art

efac

t, a

man

-mad

e st

ruct

ure.

(Key

Ele

men

t: Sp

iritu

alA

war

enes

s)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Expl

ore

tech

nica

linv

entio

nsa

ndd

esig

nsth

ath

ave

met

a

soci

aln

eed

cost

-eff

ectiv

ely,

for

exam

ple,

eva

luat

e th

e de

sign

of t

he c

lock

wor

k ra

dio,

flat

-pac

k pr

oduc

t, et

c.D

esig

nco

ste

ffec

tive

and

appr

opri

ate

solu

tions

tom

eet

the

spec

ific

need

sof

div

erse

loca

land

glo

balg

roup

s, fo

r ex

ampl

e, to

ddle

rs, p

eopl

e su

fferi

ng fr

om a

rthr

itis

or v

isua

l im

pair

men

t, vi

llage

rs in

the

deve

lopi

ng w

orld

with

out c

lean

w

ater

, etc

.(K

ey E

lem

ent:

Citiz

ensh

ip)

Expl

ore

how

dev

elop

men

tsin

Tec

hnol

ogy

and

Des

ign

have

cha

nged

the

way

we

can

acce

ssth

em

edia

,for

exa

mpl

e, th

e de

velo

pmen

ts in

bot

h sa

telli

te

com

mun

icat

ions

(suc

h as

Sat

ellit

e ph

ones

) and

ele

ctro

nics

(in

tera

ctiv

e te

levi

sion

, mob

ile p

hone

s).

(Key

Ele

men

t: M

edia

Aw

aren

ess)

Expl

ore

issu

esr

elat

edto

Cul

tura

lUnd

erst

andi

ngCr

itica

lly e

valu

ate

the

influ

ence

of c

ultu

ral t

rend

s in

pr

oduc

ts d

esig

ned

for

youn

g pe

ople

, for

exa

mpl

e, th

e st

ylin

g, c

olou

r sc

hem

es a

nd m

ater

ials

use

d in

spo

rts

and

leis

ure

equi

pmen

t.(K

ey E

lem

ent:

Cult

ural

Und

erst

andi

ng)

Expl

ore

issu

esr

elat

edto

Eth

ical

Aw

aren

ess

Inve

stig

ate

ethi

cal d

ilem

mas

that

can

ari

se th

roug

h te

chno

logi

cal c

hang

e, fo

r ex

ampl

e, th

e im

pact

of a

co

nsum

er d

rive

n so

ciet

y, p

irat

ing,

mas

s pr

oduc

tion

of

coun

terf

eit g

oods

, the

nee

d fo

r re

gula

tion

of th

e in

tern

et,

tech

nolo

gica

l war

fare

, etc

.(K

ey E

lem

ent:

Ethi

calA

war

enes

s)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Inve

stig

ate

how

the

skill

sde

velo

ped

thro

ugh

Tech

nolo

gya

ndD

esig

nw

illb

eus

eful

toa

wid

era

nge

ofc

aree

rs,f

or e

xam

ple,

jobs

invo

lvin

g de

sign

ing,

m

anuf

actu

ring

and

pro

duct

ion

in a

wid

e ra

nge

of c

onte

xts

incl

udin

g co

mm

unic

atio

ns, c

onst

ruct

ion,

eng

inee

ring

, la

ndsc

ape

desi

gn, p

rodu

ct d

esig

n, fa

shio

n, li

fest

yle

good

s,

med

ia, e

tc.

Inve

stig

ate

jobs

/com

pani

es lo

cally

, in

whi

ch T

echn

olog

y an

d D

esig

n sk

ills

are

used

.(K

ey E

lem

ent:

Empl

oyab

ility

)

Purs

ued

esig

nso

lutio

nsu

sing

env

iron

men

talf

rien

dly

mat

eria

lsa

nde

nerg

yso

urce

s.Id

entif

ypr

oduc

tnee

dsa

ndp

ursu

esu

stai

nabl

eha

rmon

ious

des

ign

solu

tions

ina

loca

lout

door

/ind

oor

cont

ext,

for

exam

ple,

des

ign

a sc

hool

pla

ygro

und;

des

ign

a ga

rden

are

a w

ith c

onsi

dera

tion

of a

ll fiv

e se

nses

and

nat

ive

spec

ies;

des

ign

a re

st a

rea

in a

par

k, s

hopp

ing

cent

re.

(Key

Ele

men

t: Ed

ucat

ion

for

Sust

aina

ble

Dev

elop

men

t)

Expl

ore

issu

esr

elat

edto

Eco

nom

icA

war

enes

sEx

plor

e an

d as

sess

the

attr

ibut

es o

f a s

ucce

ssfu

l loc

al

prod

uct,

for

exam

ple,

in te

rms

of d

esig

n, q

ualit

y, v

alue

for

mon

ey, fi

tnes

s fo

r pu

rpos

e, m

arke

ting

stra

tegy

, etc

.R

espo

nd to

a d

esig

n ch

alle

nge

offe

red

by a

loca

l co

mpa

ny o

r in

divi

dual

.(K

ey E

lem

ent:

Econ

omic

Aw

aren

ess)

Lear

ning

Out

com

es

The

lear

ning

out

com

esr

equi

reth

ede

mon

stra

tion

of

skill

san

dap

plic

atio

nof

kno

wle

dge

and

unde

rsta

ndin

gof

Tec

hnol

ogy

and

Des

ign.

Pupi

lss

houl

dbe

abl

eto

:

dem

onst

rate

pra

ctic

als

kills

inth

esa

feu

seo

far

ange

oft

ools

,mac

hine

san

deq

uipm

ent;

rese

arch

and

man

age

info

rmat

ion

effe

ctiv

ely

toin

vest

igat

ede

sign

issu

es,i

nclu

ding

Usi

ngM

athe

mat

ics

and

Usi

ngIC

Tw

here

app

ropr

iate

;sh

owd

eepe

run

ders

tand

ing

byth

inki

ngc

ritic

ally

and

flex

ibly

,sol

ving

pro

blem

san

dm

akin

gin

form

edd

ecis

ions

,dem

onst

ratin

gU

sing

Mat

hem

atic

san

dU

sing

ICT

whe

re

ap

prop

riat

e;de

mon

stra

tec

reat

ivity

and

initi

ativ

ew

hen

deve

lopi

ngid

eas

and

follo

win

gth

emth

roug

h;w

ork

effe

ctiv

ely

with

oth

ers;

dem

onst

rate

sel

f-m

anag

emen

tby

wor

king

sys

tem

atic

ally

,per

sist

ing

with

task

s,e

valu

atin

gan

dim

prov

ing

own

perf

orm

ance

;co

mm

unic

ate

effe

ctiv

ely

ino

ral,

visu

al(i

nclu

ding

gra

phic

),w

ritt

en,m

athe

mat

ical

and

ICT

form

ats

show

ing

clea

raw

aren

ess

ofa

udie

nce

and

purp

ose.

• • • • • • •

NB

:Tea

cher

s m

ay d

evel

op a

ctiv

ities

that

com

bine

man

y of

the

stat

utor

y re

quir

emen

ts, p

rovi

ded

that

, acr

oss

the

key

stag

e, a

ll of

the

stat

utor

y as

pect

s hi

ghlig

hted

in B

OLD

(inc

ludi

ng e

ach

of th

e K

ey E

lem

ents

) are

met

.

3.0

44

Lear

ning

for

Life

and

Wor

k:E

mpl

oyab

ility

The

min

imum

con

tent

is s

et o

ut b

elow

. The

sta

tuto

ry re

quir

emen

ts a

re s

et o

ut in

bol

d un

der

the

Key

Con

cept

s an

d Le

arni

ngO

utco

mes

. Add

ition

al n

on-s

tatu

tory

gui

danc

e an

d su

gges

tions

ar

e se

t out

in p

lain

text

and

ital

ics.

NB

: Tea

cher

s m

ay d

evel

op a

ctiv

ities

that

com

bine

man

y of

the

stat

utor

y re

quir

emen

ts, p

rovi

ded

that

, acr

oss

the

key

stag

e, a

ll of

the

stat

utor

y as

pect

s hi

ghlig

hted

in B

OLD

(inc

ludi

ng e

ach

of th

e K

ey C

once

pts)

are

met

.

Wor

kin

the

Loca

land

Glo

balE

cono

my

Expl

orin

g w

ork

in th

e Lo

cal a

nd G

loba

l Eco

nom

y al

low

s pu

pils

op

port

uniti

es to

inve

stig

ate

the

impa

ct o

f the

glo

bal m

arke

t on

Nor

ther

n Ir

elan

d an

d to

refle

ct o

n th

e im

plic

atio

ns fo

r th

eir

pers

onal

car

eer

plan

ning

.

Care

erM

anag

emen

tEx

plor

ing

Care

er M

anag

emen

t pro

vide

s op

port

uniti

es fo

r pu

pils

to

inve

stig

ate

the

chan

ging

con

cept

of c

aree

r w

hich

is m

ovin

g aw

ay

from

the

likel

ihoo

d of

a jo

b fo

r lif

e to

the

expe

ctat

ion

that

indi

vidu

-al

s w

ill e

xper

ienc

e se

vera

l car

eer

chan

ges

and

this

will

invo

lve

lifel

ong

lear

ning

, upd

atin

g kn

owle

dge

and

skill

s, s

elf m

arke

ting

and

effe

ctiv

e pe

rson

al c

aree

r pl

anni

ng.

Ente

rpri

sea

ndE

ntre

pren

eurs

hip

Expl

orin

g En

terp

rise

and

Ent

repr

eneu

rshi

p pr

ovid

es o

ppor

tuni

ties

for

pupi

ls to

inve

stig

ate

the

need

for

crea

tivity

and

ent

erpr

ise,

whe

ther

as

an e

mpl

oyer

or

empl

oyee

, and

to id

entif

y an

d pr

actis

e so

me

of th

e sk

ills

and

deve

lop

the

attr

ibut

es a

ssoc

iate

d w

ith b

eing

ent

erpr

isin

g.

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Des

crib

edi

ffer

entt

ypes

ofw

ork

and

inve

stig

ate

the

rang

eof

em

ploy

men

tin

the

loca

lare

a,in

clud

ing

any

chan

ges

ine

mpl

oym

ent

tren

ds,t

akin

gac

coun

toft

heim

plic

atio

nsfo

rca

reer

pla

nnin

g, fo

r ex

ampl

e, fi

nd o

ut a

bout

the

mai

n oc

cupa

tiona

l sec

tors

in N

orth

ern

Irel

and

and

how

thes

e ch

ange

ove

r tim

e.

Inve

stig

ate

the

loca

lim

pact

oft

heg

loba

lmar

ket,

for

exam

ple,

exp

lore

th

e re

ason

s fo

r an

d be

nefit

s of

wor

kers

who

hav

e co

me

from

oth

er

Euro

pean

sta

tes

and

beyo

nd.

Inve

stig

ate

how

tech

nolo

gyis

aff

ectin

glif

ean

dw

ork,

for

exam

ple,

ex

amin

e so

me

of th

e pr

os a

nd c

ons

of te

chno

logy

in th

e w

orkp

lace

and

how

th

is c

an a

ffect

wor

k/lif

e ba

lanc

e.

Inve

stig

ate

how

an

empl

oyer

mig

htd

ealw

ithis

sues

aff

ectin

gw

ork,

for

exam

ple,

exa

min

e w

hy h

ealth

and

saf

ety

is s

o im

port

ant i

n w

ork.

Inve

stig

ate

how

env

iron

men

talc

onsi

dera

tions

are

aff

ectin

gw

ork

and

wor

kpr

actic

es,f

or e

xam

ple,

exa

min

e ho

w o

rgan

isat

ions

nee

d to

res

pond

to

cus

tom

ers’

incr

ease

d aw

aren

ess

of e

nvir

onm

enta

l iss

ues.

Inve

stig

ate

how

wor

kor

gani

satio

nsc

ontr

ibut

eto

the

com

mun

ity,

for

exam

ple,

exa

min

e th

e im

pact

that

pos

itive

con

trib

utio

ns h

ave

on a

co

mm

unity

.

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Asse

ssp

erso

nals

kills

and

ach

ieve

men

tsto

dat

e.Id

entif

yar

eas

ofin

tere

sta

nds

etta

rget

sfo

rse

lf-im

prov

emen

t,fo

r ex

ampl

e,

cons

ider

the

impa

ct th

at s

ubje

ct c

hoic

es a

nd p

erso

nal i

nter

ests

hav

e on

futu

re

care

er o

ptio

ns.

Expl

ore

the

chan

ging

con

cept

ofc

aree

r,fo

r ex

ampl

e, fi

nd o

ut a

bout

the

rang

e of

jobs

som

e pe

ople

hav

e ha

d an

d co

nsid

er th

e im

port

ance

of d

evel

opin

g tr

ansf

erab

le s

kills

for

futu

re c

aree

r op

port

uniti

es.

Enga

gein

the

pers

onal

car

eer

plan

ning

pro

cess

toin

vest

igat

ean

dre

ach

deci

sion

sab

outp

ost-

14o

ptio

ns,r

ecog

nisi

ngth

ata

ttitu

des

tow

ork

will

ch

ange

ove

rtim

ean

dar

ein

fluen

ced

byfa

mily

and

com

mun

ityv

alue

s, fo

r ex

ampl

e, c

onsi

der

som

e of

the

reas

ons

why

peo

ple

wor

k an

d th

e im

port

ance

of

fulfi

lmen

t in

wor

k.

Prac

tise

pres

enta

tiona

land

sel

f-m

arke

ting

skill

s,fo

r ex

ampl

e, fi

nd o

ut a

bout

th

e qu

aliti

es e

mpl

oyer

s lo

ok fo

r in

pot

entia

l em

ploy

ees.

Inve

stig

ate

ava

riet

yof

bot

hfa

mili

ara

ndu

nfam

iliar

jobs

,for

exa

mpl

e,

expl

ore

care

er o

ppor

tuni

ties

with

in v

ario

us e

mpl

oym

ent s

ecto

rs.

Mak

eus

eof

app

ropr

iate

info

rmat

ion,

adv

ice

and

guid

ance

toin

form

car

eer

man

agem

ent,

for

exam

ple,

exp

lore

diff

eren

t pat

hway

s to

a r

ange

of c

ours

es

and

care

er o

ptio

ns.

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Iden

tify

and

prac

tise

the

skill

san

dat

trib

utes

whi

chm

ake

one

ente

rpri

sing

,for

ex

ampl

e, fi

nd o

ut h

ow v

ario

us p

eopl

e ar

e en

terp

risi

ng in

thei

r w

ork.

Und

erst

and

the

impo

rtan

ceo

finn

ovat

ion

and

deve

lop

stra

tegi

esto

pro

mot

ean

en

trep

rene

uria

lspi

rit,

cons

ider

ing

poss

ible

impl

icat

ions

for

care

erp

lann

ing,

for

exam

ple,

exp

lore

fam

iliar

peo

ple

who

hav

e ha

d go

od id

eas

and

deve

lop

stra

tegi

es fo

r ge

nera

ting

and

build

ing

upon

idea

s.

Find

out

wha

tmak

esa

nen

trep

rene

ura

ndd

evel

opa

naw

aren

ess

ofth

ech

alle

nges

and

ben

efits

ofb

uild

ing

your

ow

nbu

sine

ss,f

or e

xam

ple,

find

out

abo

ut

som

e of

the

fact

ors

whi

ch h

ave

enco

urag

ed e

ntre

pren

eurs

to r

ealis

e th

eir

idea

s.

Expl

ore

the

rang

eof

sm

allb

usin

esse

sin

the

life

ofth

eco

mm

unity

and

con

side

rpo

ssib

leim

plic

atio

nsfo

rca

reer

pla

nnin

g, fo

r ex

ampl

e, e

xam

ine

the

impo

rtan

ce o

f sm

all b

usin

esse

s in

an

econ

omy

and

the

impa

ct o

n ca

reer

cho

ices

.

Lear

ning

Out

com

es

The

lear

ning

out

com

esr

equi

reth

ede

mon

stra

tion

ofs

kills

and

ap

plic

atio

nof

kno

wle

dge

and

unde

rsta

ndin

gof

Em

ploy

abili

ty.

Pupi

lss

houl

dbe

abl

eto

:

rese

arch

and

man

age

info

rmat

ion

effe

ctiv

ely

toin

vest

igat

eem

ploy

abili

tyis

sues

,inc

ludi

ngU

sing

Mat

hem

atic

san

dU

sing

ICT

whe

rea

ppro

pria

te;

show

dee

per

unde

rsta

ndin

gby

thin

king

cri

tical

lya

ndfl

exib

ly,s

olvi

ngp

robl

ems

and

mak

ing

info

rmed

dec

isio

ns,d

emon

stra

ting

Usi

ngM

athe

mat

ics

and

usin

gIC

Tw

here

app

ropr

iate

;de

mon

stra

tee

nter

pris

e,c

reat

ivity

and

initi

ativ

ew

hen

deve

lopi

ngid

eas

and

follo

win

gth

emth

roug

h;w

ork

effe

ctiv

ely

with

oth

ers;

dem

onst

rate

sel

f-m

anag

emen

tby

wor

king

sys

tem

atic

ally

,per

sist

ing

with

task

s,e

valu

atin

gan

dim

prov

ing

own

lear

ning

and

per

form

ance

;co

mm

unic

ate

effe

ctiv

ely

ino

ral,

visu

al,w

ritt

en,m

athe

mat

ical

and

ICT

form

ats,

sho

win

gcl

ear

awar

enes

sof

aud

ienc

ean

dpu

rpos

e.

• • • • • •

Learning for Life and Work:Employability

3.0

45

Key

Con

cept

-D

iver

sity

and

Incl

usio

nEx

plor

ing

Div

ersi

ty a

nd In

clus

ion

prov

ides

op

port

uniti

es to

con

side

r th

e ra

nge

and

exte

nt o

f div

ersi

ty in

soc

ietie

s lo

cally

and

gl

obal

ly a

nd to

iden

tify

the

chal

leng

es a

nd

oppo

rtun

ities

whi

ch d

iver

sity

and

incl

u-si

on p

rese

nt in

loca

l, na

tiona

l, Eu

rope

an

and

glob

al c

onte

xts.

Key

Con

cept

-H

uman

Rig

hts

and

Soci

alR

espo

nsi-

bilit

yEx

plor

ing

Hum

an R

ight

s an

d So

cial

Res

pons

ibili

ty p

rovi

des

oppo

rtun

ities

to u

nder

stan

d th

at a

glo

bally

acc

epte

d va

lues

ba

se e

xist

s th

at re

flect

s th

e ri

ghts

, as

outli

ned

with

in v

ari-

ous

inte

rnat

iona

l hum

an r

ight

s in

stru

men

ts, a

nd re

spon

si-

bilit

ies

of in

divi

dual

s an

d gr

oups

in d

emoc

ratic

soc

iety

.

Key

Con

cept

-E

qual

itya

ndS

ocia

lJus

tice

Expl

orin

g Eq

ualit

y an

d So

cial

Jus

tice

prov

ides

op

port

uniti

es to

und

erst

and

that

soc

iety

nee

ds to

sa

fegu

ard

indi

vidu

al a

nd c

olle

ctiv

e ri

ghts

to tr

y an

d en

sure

that

eve

ryon

e is

trea

ted

fair

ly.

Key

Con

cept

-D

emoc

racy

and

Activ

ePa

rtic

ipat

ion

Expl

orin

g D

emoc

racy

and

Act

ive

Part

icip

atio

n pr

ovid

es o

ppor

tuni

ties

for

pupi

ls to

und

erst

and

how

to p

artic

ipat

e in

and

to in

fluen

ce d

emoc

ratic

pr

oces

ses

and

to b

e aw

are

of s

ome

key

dem

o-cr

atic

inst

itutio

ns a

nd th

eir

role

in p

rom

otin

g in

clus

ion,

just

ice

and

dem

ocra

cy.

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Inve

stig

ate

fact

ors

that

influ

ence

indi

vidu

ala

nd

grou

pid

entit

y, fo

r ex

ampl

e, a

ge, g

ende

r, y

outh

cu

lture

, eth

nici

ty, c

omm

unity

bac

kgro

und,

mul

tiple

id

entit

y, c

hang

ing

iden

titie

s, e

tc.

Inve

stig

ate

way

sin

whi

chin

divi

dual

san

dgr

oups

exp

ress

thei

rid

entit

y,fo

r ex

ampl

e,

dres

s co

de, l

angu

age,

mus

ical

and

spo

rtin

g tr

aditi

ons,

rel

igio

us a

nd p

oliti

cal o

pini

on, b

elie

fs,

etc.

Inve

stig

ate

how

and

why

con

flict

,inc

ludi

ng

prej

udic

e,s

tere

otyp

ing,

sec

tari

anis

ma

nd

raci

smm

aya

rise

inth

eco

mm

unity

.

Inve

stig

ate

way

sof

man

agin

gco

nflic

tand

pr

omot

ing

com

mun

ityr

elat

ions

,rec

onci

liatio

n.

Inve

stig

ate

the

oppo

rtun

ities

ari

sing

from

di

vers

ity a

nd m

ultic

ultu

ralis

m a

nd p

ossi

ble

way

s of

pro

mot

ing

incl

usio

n, fo

r ex

ampl

e,

com

mun

ity r

elat

ions

wor

k, s

hare

d fe

stiv

als,

sp

ortin

g ev

ents

, int

egra

ted

educ

atio

n.

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Inve

stig

ate

why

itis

impo

rtan

tto

upho

ldh

uman

rig

hts

stan

dard

sin

mod

ern

dem

ocra

tics

ocie

ties,

incl

udin

gm

eetin

gba

sic

need

s,

prot

ectin

gin

divi

dual

san

dgr

oups

ofp

eopl

e.

Inve

stig

ate

key

hum

anr

ight

spr

inci

ples

, for

exa

mpl

e, T

he U

nive

rsal

D

ecla

ratio

n of

Hum

an R

ight

s (U

DH

R),

The

Euro

pean

Con

vent

ion

of

Hum

an R

ight

s (E

CH

R) a

nd T

he U

nite

d N

atio

ns C

onve

ntio

ns o

f the

R

ight

s of

Chi

ldre

n (U

NC

RC

) as

a va

lue

base

.

Inve

stig

ate

why

diff

eren

trig

hts

mus

tbe

limite

dor

bal

ance

din

ou

rso

ciet

y, fo

r ex

ampl

e, in

divi

dual

rig

hts

v gr

oup

righ

ts, f

reed

om o

f ex

pres

sion

, mov

emen

t, m

ode

of p

rote

st, e

tc.

Inve

stig

ate

loca

land

glo

bals

cena

rios

whe

reh

uman

rig

hts

have

be

ens

erio

usly

infr

inge

d, fo

r ex

ampl

e, c

hild

labo

ur, p

riso

ners

of

con

scie

nce,

inst

ance

s w

here

the

actio

ns o

f the

sta

te h

ave

been

qu

estio

ned

and

chal

leng

ed, e

tc.

Inve

stig

ate

the

prin

cipl

es o

f soc

ial r

espo

nsib

ility

and

the

role

of

indi

vidu

als,

soc

iety

and

gov

ernm

ent i

n pr

omot

ing

thes

e, fo

r ex

ampl

e, in

rel

atio

n to

add

ress

ing

the

issu

es r

aise

d ac

ross

the

key

conc

epts

.

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Expl

ore

how

ineq

ualit

ies

can

aris

ein

soc

iety

incl

udin

gho

wa

ndw

hys

ome

peop

lem

aye

xper

ienc

ein

equa

lity

ord

iscr

imin

atio

non

the

basi

sof

thei

rgr

oup

iden

tity,

fo

r ex

ampl

e, g

roup

s na

med

in S

ectio

n 75

, The

Nor

ther

n Ir

elan

d Ac

t 199

8.

Inve

stig

ate

how

and

why

som

epe

ople

may

exp

erie

nce

ineq

ualit

y/so

cial

exc

lusi

ono

nth

eba

sis

ofth

eir

mat

eria

lcir

cum

stan

ces

inlo

cala

ndg

loba

lcon

text

s, fo

r ex

ampl

e, a

bsol

ute

and

rela

tive

pove

rty,

hom

eles

snes

s, th

e ex

peri

ence

of r

efug

ees

and

asyl

um s

eeke

rs, e

tc.

Expl

ore

the

wor

kof

inte

r-go

vern

men

tal,

gove

rnm

enta

lan

dno

ngo

vern

men

talo

rgan

isat

ions

(NG

O)w

hich

aim

to

pro

mot

eeq

ualit

yan

dso

cial

just

ice,

for

exam

ple,

the

wor

k of

the

Uni

ted

Nat

ion,

the

Equa

lity

Com

mis

sion

for

Nor

ther

n Ir

elan

d, lo

cal a

nd g

loba

l dev

elop

men

t age

ncie

s,

etc.

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Inve

stig

ate

the

basi

cch

arac

teri

stic

sof

dem

ocra

cy,

for

exam

ple,

par

ticip

atio

n, th

e ru

le o

f law

, pro

mot

ion

of

equa

lity

and

hum

an r

ight

s, e

tc.

Inve

stig

ate

vari

ous

way

sto

par

ticip

ate

ins

choo

land

so

ciet

y, fo

r ex

ampl

e, s

choo

l cou

ncils

, pee

r m

edia

tion,

m

ock

elec

tions

, vol

unte

erin

g, c

omm

unity

act

ion

or

invo

lvem

ent,

lobb

ying

and

cam

paig

ning

thro

ugh

NG

Os,

loca

l co

unci

llors

, MLA

or

MEP

, etc

.

Inve

stig

ate

why

rul

esa

ndla

ws

are

need

ed,h

owth

ey

are

enfo

rced

and

how

bre

ache

sof

the

law

aff

ectt

he

com

mun

ity, f

or e

xam

ple,

sch

ool r

ules

, cla

ssro

om c

hart

er,

age

rela

ted

law

, the

you

ng p

erso

n in

the

crim

inal

just

ice

syst

em, e

tc.

Inve

stig

ate

anis

sue

from

ar

ange

ofv

iew

poin

tsa

nd

sugg

esta

ctio

nth

atm

ight

be

take

nto

impr

ove

or

reso

lve

the

situ

atio

n, fo

r ex

ampl

e, h

ow to

impr

ove

loca

l yo

uth

serv

ices

; enh

ance

an

exis

ting

play

are

a; d

esig

n a

com

mun

ity g

arde

n, d

rop-

in c

entr

e or

mul

ti-cu

ltura

l m

ural

or

even

t; en

viro

nmen

tal a

ctiv

ities

; inv

olve

men

t in

cam

paig

ns o

n gl

obal

issu

es s

uch

as E

duca

tion

for

All,

Fair

Tr

ade,

etc

.

Lear

ning

Out

com

es

The

Lear

ning

out

com

esr

equi

reth

ede

mon

stra

tion

ofs

kills

and

app

licat

ion

of

know

ledg

ean

dun

ders

tand

ing

ofL

ocal

and

G

loba

lCiti

zens

hip.

Pupi

lss

houl

dbe

abl

eto

:

res

earc

han

dm

anag

ein

form

atio

nef

fect

ivel

yto

inve

stig

ate

Citiz

ensh

ipis

sues

,inc

ludi

ngU

sing

Mat

hem

atic

san

dU

sing

ICT

whe

rea

ppro

pria

te;

sho

wd

eepe

run

ders

tand

ing

byth

inki

ngc

ritic

ally

and

flex

ibly

,exp

lori

ngp

robl

ems

and

mak

ing

info

rmed

dec

isio

ns,d

emon

stra

ting

Usi

ngM

athe

mat

ics

and

Usi

ngIC

Tw

here

app

ropr

iate

;d

emon

stra

tec

reat

ivity

and

initi

ativ

ew

hen

deve

lopi

ngid

eas

and

follo

win

gth

emth

roug

h;w

ork

effe

ctiv

ely

with

oth

ers;

dem

onst

rate

sel

fman

agem

entb

yw

orki

ngs

yste

mat

ical

ly,p

ersi

stin

gw

ithta

sks,

eva

luat

ing

and

impr

ovin

gow

npe

rfor

man

ce;

com

mun

icat

eef

fect

ivel

yin

ora

l,vi

sual

,wri

tten

,mat

hem

atic

ala

ndIC

Tfo

rmat

s,s

how

ing

clea

raw

aren

ess

ofa

udie

nce

and

purp

ose.

• • • • • •

Lear

ning

for

Life

and

Wor

k:L

ocal

and

Glo

balC

itize

nshi

pTh

e m

inim

um c

onte

nt is

set

out

bel

ow. T

he s

tatu

tory

requ

irem

ents

are

set

out

in b

old

unde

r th

eK

eyC

once

pts

and

Lear

ning

Out

com

es. A

dditi

onal

non

-sta

tuto

ry g

uida

nce

and

sugg

estio

ns

are

set o

ut in

pla

in te

xt a

nd it

alic

s.

NB

: Tea

cher

s m

ay d

evel

op a

ctiv

ities

that

com

bine

man

y of

the

stat

utor

y re

quir

emen

ts, p

rovi

ded

that

, acr

oss

the

key

stag

e, a

ll of

the

stat

utor

y as

pect

s hi

ghlig

hted

in B

OLD

(inc

ludi

ng e

ach

of th

e K

ey C

once

pts)

are

met

.

Learning for Life and Work:LocalandGlobalCitizenship

3.0

46

Learning for Life And Work: PersonalDevelopment

Lear

ning

for

Life

and

Wor

k:P

erso

nalD

evel

opm

ent

The

min

imum

con

tent

is s

et o

ut b

elow

. The

sta

tuto

ry re

quir

emen

ts a

re s

et o

ut in

bol

dun

der

the

Key

Con

cept

s an

d Le

arni

ngO

utco

mes

. Add

ition

al n

on-s

tatu

tory

gui

danc

e an

d su

gges

tions

are

set

out

in p

lain

text

and

ital

ics.

Key

Con

cept

-S

elfA

war

enes

sEx

plor

ing

Self

Awar

enes

s pr

ovid

es o

ppor

tuni

ties

to c

onsi

der

the

impo

rtan

ce o

f sel

f-co

nfide

nce

and

self-

este

em to

phy

sica

l and

em

otio

nal/

men

tal h

ealth

thro

ugho

ut li

fe.

Key

Con

cept

-P

erso

nalH

ealt

hEx

plor

ing

Pers

onal

Hea

lth p

rovi

des

oppo

rtun

ities

to u

nder

stan

d th

e im

port

ance

of r

ecog

nisi

ng a

nd m

anag

ing

fact

ors

that

may

influ

ence

ph

ysic

al a

nd e

mot

iona

l/m

enta

l hea

lth th

roug

hout

life

.

Key

Con

cept

-R

elat

ions

hips

Expl

orin

g R

elat

ions

hips

pro

vide

s op

port

uniti

es to

und

erst

and

the

impo

rtan

ce o

f for

min

g an

d m

aint

aini

ng re

latio

nshi

ps to

phy

sica

l an

d em

otio

nal/

men

tal h

ealth

thro

ugho

ut li

fe.

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Expl

ore

and

expr

ess

ase

nse

ofs

elf,

for

exam

ple,

tem

pera

men

t, fe

elin

gs a

nd

emot

ions

, per

sona

l res

pons

ibili

ty, p

erso

nal n

eeds

, asp

irat

ions

, etc

.

Expl

ore

pers

onal

mor

als,

val

ues

and

belie

fs, f

or e

xam

ple,

the

orig

in o

f pe

rson

al v

alue

s, d

evel

opin

g a

mor

al fr

amew

ork,

per

sona

l int

egri

ty, e

tc.

Inve

stig

ate

the

influ

ence

son

ay

oung

per

son,

for

exam

ple,

pee

r pr

essu

re,

med

ia, s

ocia

l and

cul

tura

l tre

nds,

fear

s, a

nxie

ties,

mot

ivat

ions

, etc

.

Expl

ore

the

diff

eren

tway

sto

dev

elop

sel

f-es

teem

,for

exa

mpl

e, e

nhan

ced

self-

awar

enes

s, s

ense

of s

ecur

ity a

nd s

elf w

orth

, set

ting

achi

evab

le ta

rget

s,

deve

lopi

ng r

esili

ence

, new

inte

rest

s an

d sk

ills,

lear

ning

to r

ecog

nise

ac

hiev

emen

t, et

c.

Dev

elop

ski

llsa

nds

trat

egie

sto

impr

ove

own

lear

ning

, for

exa

mpl

e, s

elf

man

agem

ent,

time

man

agem

ent,

attit

udes

and

mot

ivat

ion

tow

ards

lear

ning

, or

gani

satio

n an

d re

cogn

ition

of o

wn

lear

ning

pre

fere

nces

, dev

elop

ing

ambi

tions

fo

r lif

e an

d w

ork,

etc

.

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Expl

ore

the

conc

epto

fHea

lth

asth

ede

velo

pmen

tofa

who

lep

erso

n,fo

r ex

ampl

e, d

efini

ng w

hat m

akes

up

a w

hole

per

son;

the

need

to d

evel

op h

is/h

er

phys

ical

, men

tal,

soci

al, m

oral

, cog

nitiv

e se

lf, e

tc.

Inve

stig

ate

the

influ

ence

son

phy

sica

land

em

otio

nal/

men

talp

erso

nal

heal

th,f

or e

xam

ple,

imm

unis

atio

n, r

egul

ar p

hysi

cal a

ctiv

ity, p

erso

nal h

ygie

ne,

diet

, str

ess,

add

ictio

n, li

fe/w

ork

bala

nce,

etc

.

Dev

elop

und

erst

andi

nga

bout

,and

str

ateg

ies

tom

anag

e,th

eef

fect

sof

ch

ange

on

body

,min

dan

dbe

havi

our,

for

exam

ple,

pub

erty

, bod

y im

age,

moo

d sw

ings

, etc

.

Inve

stig

ate

the

effe

cts

onth

ebo

dyo

fleg

ala

ndil

lega

lsub

stan

ces

and

the

risk

san

dco

nseq

uenc

eso

fthe

irm

isus

e, fo

r ex

ampl

e, e

ffect

s on

beh

avio

ur,

phys

ical

and

men

tal h

ealth

, life

and

wor

k ch

ange

s, e

tc.

Dev

elop

pre

vent

ativ

est

rate

gies

inr

elat

ion

toa

ccid

ents

inth

eho

me,

sch

ool

and

onth

ero

ad, f

or e

xam

ple,

saf

e pr

actic

es in

rel

atio

n to

app

lianc

es a

nd

equi

pmen

t, ch

emic

als,

mac

hine

ry, v

ehic

les,

roa

d sa

fety

; kno

win

g w

hat t

o do

in

the

even

t of c

uts,

bur

ns a

nd fi

re; k

now

ing

emer

genc

y fir

st a

id, e

tc.

Dev

elop

str

ateg

ies

top

rom

ote

pers

onal

saf

ety,

for

exam

ple,

res

pond

ing

appr

opri

atel

y to

diff

eren

t for

ms

of b

ully

ing,

abu

se a

nd p

hysi

cal v

iole

nce;

de

velo

ping

saf

e pr

actic

e in

rel

atio

n to

the

inte

rnet

and

get

ting

hom

e;

unde

rsta

ndin

g an

d m

anag

ing

risk

; the

pla

ce o

f rul

es a

nd b

ound

arie

s, e

tc.

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Expl

ore

the

qual

ities

ofr

elat

ions

hips

incl

udin

gfr

iend

ship

, for

exa

mpl

e,

cond

ition

s fo

r he

alth

y re

latio

nshi

ps, t

ypes

of r

elat

ions

hips

, hea

lthy

boun

dari

es,

gend

er is

sues

in r

elat

ions

hips

, etc

.

Expl

ore

the

qual

ities

ofa

lovi

ng,r

espe

ctfu

lrel

atio

nshi

p, fo

r ex

ampl

e, h

ow

choi

ces

with

in a

rel

atio

nshi

p af

fect

bot

h ph

ysic

al a

nd e

mot

iona

l dev

elop

men

t, fr

iend

ship

s, e

tc.

Dev

elop

cop

ing

stra

tegi

esto

dea

lwith

cha

lleng

ing

rela

tions

hip

scen

ario

s,

for

exam

ple,

sib

ling

riva

lry,

car

ing

for

rela

tives

, dom

estic

vio

lenc

e, te

enag

e re

belli

on, c

hild

abu

se, s

exis

m, c

hang

e in

fam

ily c

ircu

mst

ance

s, c

opin

g w

ith

reje

ctio

n, lo

nelin

ess,

loss

, etc

.

Dev

elop

str

ateg

ies

toa

void

and

res

olve

con

flict

, for

exa

mpl

e, a

ctiv

e lis

teni

ng,

asse

rtiv

enes

s, n

egot

iatio

n, m

edia

tion,

etc

.

Expl

ore

the

impl

icat

ions

ofs

exua

lmat

urat

ion,

for

exam

ple,

sex

ual h

ealth

, fe

rtili

ty, c

ontr

acep

tion,

con

cept

ion,

teen

age

preg

nanc

y, c

hild

birt

h, e

tc.

Expl

ore

the

emot

iona

l,so

cial

and

mor

alim

plic

atio

nso

fear

lys

exua

lact

ivity

,fo

r ex

ampl

e, p

erso

nal v

alue

s, a

ttitu

des

and

perc

eptio

ns, t

he L

aw, S

TIs,

the

impa

ct o

f und

erag

e pa

rent

ing,

etc

.

Lear

ning

Out

com

es

The

lear

ning

out

com

esr

equi

reth

ede

mon

stra

tion

ofs

kills

and

appl

icat

ion

ofk

now

ledg

ean

dun

ders

tand

ing

ofPe

rson

alD

evel

opm

ent.

Pupi

lss

houl

dbe

abl

eto

:

deve

lop

ana

war

enes

sof

em

erge

ncy

first

aid

pro

cedu

res;

rese

arch

and

man

age

info

rmat

ion

effe

ctiv

ely

toin

vest

igat

ePe

rson

alD

evel

opm

enti

ssue

s,in

clud

ing

Usi

ngM

athe

mat

ics

and

Usi

ngIC

Tw

here

app

ropr

iate

;sh

owd

eepe

run

ders

tand

ing

byth

inki

ngc

ritic

ally

and

flex

ibly

,sol

ving

pro

blem

san

dm

akin

gin

form

edd

ecis

ions

,dem

onst

ratin

gU

sing

Mat

hem

atic

san

d

U

sing

ICT

whe

rea

ppro

pria

te;

dem

onst

rate

cre

ativ

itya

ndin

itiat

ive

whe

nde

velo

ping

idea

san

dfo

llow

ing

them

thro

ugh;

wor

kef

fect

ivel

yw

itho

ther

s;de

mon

stra

tes

elfm

anag

emen

tby

wor

king

sys

tem

ical

ly,p

ersi

stin

gw

ithta

sks,

eva

luat

ing

and

impr

ovin

gow

npe

rfor

man

ce;

com

mun

icat

eef

fect

ivel

yin

ora

l,vi

sual

,wri

tten

and

ICT

form

ats,

sho

win

gcl

ear

awar

enes

sof

aud

ienc

ean

dpu

rpos

e.

• • • • • • •

NB

:Te

ache

rs m

ay d

evel

op a

ctiv

ities

that

com

bine

man

y of

the

stat

utor

y re

quir

emen

ts, p

rovi

ded

that

, acr

oss

the

key

stag

e, a

ll of

the

stat

utor

y as

pect

s hi

ghlig

hted

in B

OLD

(inc

ludi

ng e

ach

of th

e K

ey E

lem

ents

) are

met

.

3.0

47

Learning for Life and Work:HomeEconomics

Lear

ning

for

Life

and

Wor

k:H

ome

Econ

omic

sTh

e m

inim

um c

onte

nt is

set

out

bel

ow. T

he s

tatu

tory

requ

irem

ents

are

set

out

in b

old

unde

r th

e K

eyC

once

pts

and

Lear

ning

Out

com

es. A

dditi

onal

non

-sta

tuto

ry g

uida

nce

and

sugg

estio

ns a

re s

et o

ut in

pla

in te

xt a

nd it

alic

s.

Key

Con

cept

-H

ealt

hyE

atin

gEx

plor

ing

Hea

lthy

Eatin

g pr

ovid

es o

ppor

tuni

ties

to d

evel

op u

nder

-st

andi

ng re

quir

ed in

the

choi

ce, p

lann

ing,

sto

rage

, pre

para

tion,

co

okin

g an

d se

rvin

g of

food

.

Key

Con

cept

-H

ome

and

Fam

ilyL

ifeEx

plor

ing

Hom

e an

d Fa

mily

Life

pro

vide

s op

port

uniti

es to

und

er-

stan

d th

eim

port

ance

of t

he fa

mily

as

a ca

ring

uni

t.

Key

Con

cept

-In

depe

nden

tLiv

ing

Expl

orin

g In

depe

nden

t Liv

ing

prov

ides

opp

ortu

nitie

s to

und

erst

and

the

impo

rtan

ce o

f bec

omin

g di

scer

ning

con

sum

ers

and

effe

ctiv

e m

anag

ers

of re

sour

ces.

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Dev

elop

pra

ctic

als

kills

inth

esa

fe,h

ygie

nic,

hea

lthy

and

cre

ativ

eus

eof

food

sto

pla

n,p

repa

re,c

ook

and

serv

ea

rang

eof

mea

ls,f

or e

xam

ple,

cr

eativ

e us

e of

ingr

edie

nts,

coo

king

for

diffe

rent

cul

ture

s an

d oc

casi

ons,

etc

.

Dev

elop

the

prac

tical

ski

llsin

the

safe

use

ofa

ran

geo

fute

nsils

and

ap

plia

nces

inth

epr

epar

atio

n,c

ooki

nga

nds

ervi

ngo

fav

arie

tyo

fdis

hes,

for

exam

ple,

sel

ectin

g th

e eq

uipm

ent a

ppro

pria

te to

the

task

; mak

ing

use

of la

bour

sa

ving

app

lianc

es a

nd n

ew te

chno

logy

in th

e ki

tche

n, e

tc.

Inve

stig

ate

the

impa

cto

fsto

rage

,pre

para

tion

and

cook

ing

onfo

od,f

or

exam

ple,

nut

ritio

nal v

alue

, pre

vent

ion

of fo

od p

oiso

ning

, spo

ilage

, etc

.

Expl

ore

way

sto

ach

ieve

ah

ealt

hyd

iet,

for

exam

ple,

an

unde

rsta

ndin

g of

the

curr

ent d

ieta

ry r

ecom

men

datio

ns a

nd h

ow th

ey c

an b

e ap

plie

d to

food

cho

ice

and

prep

arat

ion;

und

erst

andi

ng d

iet r

elat

ed d

isor

ders

as

a co

nseq

uenc

e of

poo

r fo

od

choi

ce.

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Expl

ore

the

role

san

dre

spon

sibi

litie

sof

indi

vidu

als

with

ina

var

iety

of

hom

ean

dfa

mily

str

uctu

res,

for

exam

ple,

sha

ring

rol

es w

ithin

the

fam

ily, r

ole

reve

rsal

, etc

.

Dev

elop

aw

aren

ess

ofp

aren

ting

skill

s, fo

r ex

ampl

e, h

ow p

aren

ts/c

arer

s ca

n nu

rtur

e ph

ysic

al, i

ntel

lect

ual,

emot

iona

l, so

cial

, mor

al d

evel

opm

ent.

Inve

stig

ate

som

eof

the

chan

ging

nee

dso

ffam

ilym

embe

rsa

tdiff

eren

tst

ages

oft

heli

fec

ycle

, for

exa

mpl

e, p

hysi

cal (

incl

udin

g nu

triti

onal

), in

telle

ctua

l, em

otio

nal,

soci

al n

eeds

.

Expl

ore

stra

tegi

esto

man

age

fam

ilys

cena

rios

, for

exa

mpl

e, m

anag

ing

chan

ges

in fa

mily

cir

cum

stan

ces

such

as

sibl

ing

riva

lry,

car

ing

for

rela

tives

, etc

.

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Dev

elop

ar

ange

ofs

kills

top

rom

ote

inde

pend

ence

thro

ugh

plan

ning

,m

anag

ing

and

usin

gre

sour

ces,

for

exam

ple,

task

and

tim

e m

anag

emen

t, co

okin

g fo

r an

d m

anag

ing

self,

man

agin

g m

oney

, etc

.

Inve

stig

ate

ara

nge

offa

ctor

sth

atin

fluen

cec

onsu

mer

cho

ices

and

de

cisi

ons,

for

exam

ple,

med

ia a

nd a

dver

tisin

g, p

eer

pres

sure

, eth

ical

issu

es,

valu

e fo

r m

oney

, met

hods

of p

aym

ent,

impu

lse

and

plan

ned

purc

hase

s, e

tc.

Inve

stig

ate

cons

umer

rig

hts,

res

pons

ibili

ties

and

supp

orta

vaila

ble

in

ara

nge

ofs

cena

rios

,for

exa

mpl

e, m

akin

g us

e of

rel

evan

t leg

isla

tion

and

cons

umer

org

anis

atio

ns; c

ompl

aini

ng e

ffect

ivel

y, e

tc.

Lear

ning

Out

com

es

The

lear

ning

out

com

esr

equi

reth

ede

mon

stra

tion

ofsk

ills

and

appl

icat

ion

ofk

now

ledg

ean

dun

ders

tand

ing

ofH

ome

Econ

omic

s.

Pupi

lss

houl

dbe

abl

eto

:

dem

onst

rate

ski

llsin

the

safe

,hyg

ieni

c,h

ealt

hya

ndc

reat

ive

use

offo

od;

rese

arch

and

man

age

info

rmat

ion

effe

ctiv

ely

toin

vest

igat

eH

ome

Econ

omic

sis

sues

,inc

ludi

ngU

sing

Mat

hem

atic

san

dU

sing

ICT

whe

rea

ppro

pria

te;

show

dee

per

unde

rsta

ndin

gby

thin

king

cri

tical

lya

ndfl

exib

ly,s

olvi

ngp

robl

ems

and

mak

ing

info

rmed

dec

isio

ns,d

emon

stra

ting

Usi

ngM

athe

mat

ics

and

Usi

ngIC

Tw

here

app

ropr

iate

;de

mon

stra

tec

reat

ivity

and

initi

ativ

ew

hen

deve

lopi

ngid

eas

and

follo

win

gth

emth

roug

h;w

ork

effe

ctiv

ely

with

oth

ers;

dem

onst

rate

sel

f-m

anag

emen

tby

wor

king

sys

tem

atic

ally

,per

sist

ing

with

task

s,e

valu

atin

gan

dim

prov

ing

own

perf

orm

ance

;co

mm

unic

ate

effe

ctiv

ely

ino

ral,

visu

al,w

ritt

en,m

athe

mat

ical

and

ICT

form

ats,

sho

win

gcl

ear

awar

enes

sof

aud

ienc

ean

dpu

rpos

e.

• • • • • • •

NB

:Tea

cher

s m

ay d

evel

op a

ctiv

ities

that

com

bine

man

y of

the

stat

utor

y re

quir

emen

ts, p

rovi

ded

that

, acr

oss

the

key

stag

e, a

ll of

the

stat

utor

y as

pect

s hi

ghlig

hted

in B

OLD

(inc

ludi

ng e

ach

of th

e K

ey E

lem

ents

) are

met

.

3.0

48

Physical Education:PhysicalEducation

Phys

ical

Edu

catio

n:P

hysi

calE

duca

tion

The

min

imum

con

tent

is s

et o

ut b

elow

. The

sta

tuto

ry re

quir

emen

ts a

re s

et o

ut in

bol

d un

der

Kno

wle

dge,

Und

erst

andi

nga

ndS

kills

in c

olum

n 1,

und

er th

e Cu

rric

ulum

Obj

ectiv

esa

ndK

ey

Elem

ents

in c

olum

ns 2

, 3 a

nd 4

and

in th

e Le

arni

ngO

utco

mes

at t

he b

otto

m. A

dditi

onal

non

-sta

tuto

ry g

uida

nce

and

sugg

estio

ns a

re s

et o

ut in

pla

in te

xt a

nd it

alic

s.

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

nga

ndS

kills

(Obj

ectiv

e1)

Dev

elop

ing

pupi

lsa

sIn

divi

dual

s(O

bjec

tive

2)D

evel

opin

gpu

pils

as

Cont

ribu

tors

toS

ocie

ty

(Obj

ectiv

e3)

Dev

elop

ing

pupi

lsa

sCo

ntri

buto

rsto

the

Econ

omy

and

the

Envi

ronm

ent

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

incr

ease

thei

rkn

owle

dge,

und

erst

andi

nga

nds

kills

th

roug

hfr

eque

nta

ndr

egul

arp

artic

ipat

ion

ina

bal

ance

dpr

ogra

mm

eof

Ath

letic

s,G

ames

(inv

asio

n,fi

eldi

ng/

stri

king

and

net

/wal

l),G

ymna

stic

s,S

wim

min

g, D

ance

an

d O

utdo

or E

duca

tion;

prac

tise,

refi

ne,d

evel

opa

ndm

ake

cons

iste

ntu

se

ofs

kills

and

spe

cific

tech

niqu

es,f

or e

xam

ple,

usi

ng

stra

tegi

es, t

actic

s, c

hore

ogra

phic

and

/or

com

posi

tiona

l pr

inci

ple;

expe

rien

ce,m

onito

ran

dun

ders

tand

ar

ange

ofs

hort

-te

rme

ffec

tso

fexe

rcis

eon

the

body

sys

tem

sin

clud

ing

card

iova

scul

ara

ndm

uscu

lo-s

kele

tals

yste

ms;

mon

itor

and

eval

uate

thei

row

nac

tivity

leve

lso

ver

ape

riod

oft

ime

and

plan

how

they

can

fulfi

lthe

act

ivity

re

com

men

datio

nsfo

rhe

alth

;

deve

lop

thei

rkn

owle

dge

ofs

afe

prac

tices

and

pr

oced

ures

whe

nta

king

par

tin

spor

tand

phy

sica

lac

tivity

;

deve

lop

the

skill

san

dca

pabi

litie

sre

quir

edto

ana

lyse

an

dim

prov

eth

eir

own

and

othe

rs’w

ork;

deve

lop

the

skill

san

dca

pabi

litie

sre

quir

edto

wor

kef

fect

ivel

yw

itho

ther

sin

task

sw

hich

req

uire

co

-ope

ratio

n,c

reat

ivity

,pro

blem

sol

ving

,pla

nnin

gan

dte

amw

ork.

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Mak

ede

cisi

ons

abou

twha

tthe

yw

antt

oac

hiev

ean

dho

wto

impr

ove

the

qual

ityo

fthe

irw

ork,

for

exam

ple,

an

alys

ing

thei

r st

reng

ths

and

iden

tifyi

ng a

reas

for

impr

ovem

ent.

(Key

Ele

men

t: Pe

rson

alU

nder

stan

ding

)

Dev

elop

pos

itive

rel

atio

nshi

psa

ndr

espe

ctfo

rth

edi

ffer

ing

capa

bilit

ies

ofo

ther

sth

roug

hpa

rtic

ipat

ion

ina

ra

nge

ofc

ompe

titiv

ean

dco

-ope

rativ

eph

ysic

ala

ctiv

ities

, fo

r ex

ampl

e, s

how

res

pect

for

and

empa

this

e w

ith p

eers

in

a r

ange

of g

roup

act

iviti

es w

ithin

sch

ool a

nd w

ith o

ther

sc

hool

s.(K

ey E

lem

ent:

Mut

ualU

nder

stan

ding

)

Expe

rien

cea

nde

valu

ate

the

heal

tha

ndfi

tnes

sbe

nefit

sof

ar

ange

ofd

iffer

entp

hysi

cala

ctiv

ities

,inc

ludi

ng

thei

rph

ysic

al,s

ocia

land

psy

chol

ogic

alw

ell-

bein

g,

for

exam

ple,

feel

ing

ener

getic

, enj

oym

ent,

incr

ease

d se

lf –

este

em a

nd p

ositi

ve s

elf i

mag

e.(K

ey E

lem

ent:

Pers

onal

Hea

lth)

Dev

elop

pos

itive

spo

rtin

gbe

havi

our

and

ase

nse

offa

ir

play

, for

exa

mpl

e, k

now

how

to c

ondu

ct th

emse

lves

in

spor

ting

com

petit

ions

; acc

ept a

utho

rity

and

dec

isio

ns o

f re

fere

es, j

udge

s an

d um

pire

s.Pl

an,p

erfo

rma

nde

valu

ate

thei

rco

mm

itmen

tto

ape

rson

ala

ctiv

ityp

rogr

amm

e, fo

r ex

ampl

e, p

artic

ipat

e in

an

activ

ity o

ver

a pe

riod

of t

ime

and

revi

ew p

rogr

ess

and

com

mitm

ent.

(Key

Ele

men

t: M

oral

Cha

ract

er)

Expl

ore

the

aest

hetic

qua

lity

ofm

ovem

ent,

dedi

catio

n,

pers

ever

ance

and

str

engt

hof

hum

ans

piri

t,fo

r ex

ampl

e,

iden

tify

and

expl

ore

a pe

rson

ally

mea

ning

ful s

port

ing

mom

ent o

r pe

rfor

man

ce.

(Key

Ele

men

t: Sp

iritu

alA

war

enes

s)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Wor

kw

itho

ther

sto

sol

vep

robl

ems

ina

ran

geo

fpr

actic

als

ituat

ions

, for

exa

mpl

e, b

y lis

teni

ng to

oth

ers,

re

spon

ding

to th

em a

nd b

uild

ing

cons

truc

tivel

y on

thei

r id

eas

and

view

s; u

nder

stan

ding

the

need

for

rule

s.(K

ey E

lem

ent:

Citiz

ensh

ip)

Expl

ore

issu

esr

elat

edto

Cul

tura

lUnd

erst

andi

ngPa

rtic

ipat

e in

phy

sica

l act

iviti

es fr

om o

ther

cul

ture

s, fo

r ex

ampl

e, T

ai C

hi, k

abad

i, tc

houk

ball,

kor

fbal

l, et

c.(K

ey E

lem

ent:

Cult

ural

Und

erst

andi

ng)

Expl

ore

issu

esr

elat

edto

Med

iaA

war

enes

sEx

plor

e th

e in

crea

sing

influ

ence

of t

he m

edia

on

spor

t, fo

r ex

ampl

e, in

vest

igat

e an

d di

scus

s w

hich

spo

rts

rece

ive

the

grea

test

med

ia c

over

age;

the

impa

ct o

f spo

rtin

g ce

lebr

ity e

ndor

sem

ent a

nd a

dver

tisin

g; s

pons

orsh

ip d

eals

.(K

ey E

lem

ent:

Med

iaA

war

enes

s)

Expl

ore

issu

esr

elat

edto

Eth

ical

Aw

aren

ess

Dev

elop

aw

aren

ess

of e

thic

al is

sues

ass

ocia

ted

with

ph

ysic

al a

ctiv

ities

, for

exa

mpl

e, lo

cal o

ppor

tuni

ties

for

girl

s an

d w

omen

or

spec

ific

targ

et g

roup

s to

par

ticip

ate

in

spor

t and

/or

phys

ical

act

ivity

on

a re

gula

r ba

sis;

the

use

of

drug

s to

enh

ance

per

form

ance

; the

use

of c

hild

labo

ur in

th

e pr

oduc

tion

of b

rand

ed s

port

goo

ds.

(Key

Ele

men

t: Et

hica

lAw

aren

ess)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Dev

elop

,thr

ough

pra

ctic

alta

sks,

thei

rpe

rson

als

kills

in

prep

arat

ion

for

futu

ree

duca

tion/

trai

ning

/em

ploy

men

t, fo

r ex

ampl

e, u

sing

initi

ativ

e, e

nter

pris

e, c

reat

ivity

and

sk

ills

in p

robl

em-s

olvi

ng, d

ecis

ion-

mak

ing,

lead

ersh

ip a

nd

co-o

pera

tion.

(Key

Ele

men

t: Em

ploy

abili

ty)

Expl

ore

issu

esr

elat

edto

Eco

nom

icA

war

enes

sPa

rtic

ipat

e in

and

eva

luat

e th

e be

nefit

s of

a r

ange

of l

ow-

cost

spo

rts

and

phys

ical

act

iviti

es, f

or e

xam

ple,

wal

king

, jo

ggin

g, s

wim

min

g, e

tc.

(Key

Ele

men

t: Ec

onom

icA

war

enes

s)

Expl

ore

issu

esr

elat

edto

Edu

catio

nfo

rSu

stai

nabl

eD

evel

opm

ent

Inve

stig

ate

how

the

scho

ol g

roun

ds a

nd lo

cal c

omm

unity

pr

omot

es o

utdo

or a

ctiv

ities

, whi

le im

prov

ing

the

envi

ronm

ent,

for

exam

ple,

mor

e or

a g

reat

er r

ange

of

afte

r/be

fore

sch

ool c

lubs

, sec

ure

bike

sto

rage

to p

rom

ote

cycl

ing

to s

choo

l, m

ore

cycl

e la

nes

or p

layg

roun

d m

arki

ngs.

(Key

Ele

men

t: Ed

ucat

ion

for

Sust

aina

ble

Dev

elop

men

t)

Lear

ning

Out

com

es

The

lear

ning

out

com

esr

equi

reth

ede

mon

stra

tion

of

skill

sap

plyi

ngk

now

ledg

ean

dun

ders

tand

ing

ofP

hysi

cal

Educ

atio

n.

Pupi

lss

houl

dbe

abl

eto

:

take

res

pons

ibili

tyfo

rth

eir

own

safe

tyin

rel

atio

nto

war

min

g-up

and

coo

ling-

dow

n,in

jury

pre

vent

ion,

clo

thin

gan

deq

uipm

ent;

wor

kin

depe

nden

tlyto

pla

n,u

nder

take

and

eva

luat

ea

pers

onal

phy

sica

lact

ivity

pro

gram

me

tom

eetu

p-to

-dat

ehe

alth

rec

omm

enda

tions

;re

sear

cha

ndm

anag

ein

form

atio

nef

fect

ivel

y,in

clud

ing

Usi

ngM

athe

mat

ics

and

Usi

ngIC

Tw

here

app

ropr

iate

;sh

owd

eepe

run

ders

tand

ing

byth

inki

ngc

ritic

ally

and

flex

ibly

,sol

ving

pro

blem

san

dm

akin

gin

form

edd

ecis

ions

,dem

onst

ratin

gU

sing

Mat

hem

atic

san

dU

sing

ICT

whe

re

ap

prop

riat

e;de

mon

stra

tec

reat

ivity

and

initi

ativ

ew

hen

deve

lopi

ngid

eas

and

follo

win

gth

emth

roug

h;w

ork

effe

ctiv

ely

with

oth

ers;

dem

onst

rate

sel

fman

agem

entb

yw

orki

ngs

yste

mat

ical

ly,p

ersi

stin

gw

ithta

sks,

eva

luat

ing

and

impr

ovin

gow

npe

rfor

man

ce;

com

mun

icat

eef

fect

ivel

yin

pra

ctic

al,o

ral,

visu

al,w

ritt

ena

ndIC

Tfo

rmat

s,s

how

ing

clea

raw

aren

ess

ofa

udie

nce

and

purp

ose.

• • • • • • • •

NB

:Tea

cher

s m

ay d

evel

op a

ctiv

ities

that

com

bine

man

y of

the

stat

utor

y re

quir

emen

ts, p

rovi

ded

that

, acr

oss

the

key

stag

e, a

ll of

the

stat

utor

y as

pect

s hi

ghlig

hted

in B

OLD

(inc

ludi

ng e

ach

of th

e K

ey E

lem

ents

) are

met

.

Rel

igio

usE

duca

tion

with

inth

eN

orth

ern

Irel

and

Curr

icul

umTh

e st

atut

ory

requ

irem

ents

are

set

out

in th

e Co

re S

ylla

bus

for

Rel

igio

us E

duca

tion.

The

se a

re o

utlin

ed in

Bol

d in

the

Kno

wle

dge,

Und

erst

andi

nga

ndS

kills

col

umn.

Thi

s di

agra

m a

ligns

as

pect

s of

the

core

syl

labu

s w

ith th

e st

atut

ory

requ

irem

ents

of t

he c

urri

culu

m. A

ll fo

ur le

arni

ngo

bjec

tives

of t

he C

ore

Sylla

bus

can

rela

te to

a n

umbe

r of

Key

Ele

men

ts. T

he il

lust

ratio

ns

offe

red

in th

e ob

ject

ive

colu

mns

aim

to re

late

this

str

and

to L

earn

ing

for

Life

and

Wor

k co

ntex

ts. A

ll ex

ampl

es a

re in

ital

ics.

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

nga

ndS

kills

(Obj

ectiv

e1)

Dev

elop

ing

pupi

lsa

sIn

divi

dual

s(O

bjec

tive

2)D

evel

opin

gpu

pils

as

Cont

ribu

tors

toS

ocie

ty

(Obj

ectiv

e3)

Dev

elop

ing

pupi

lsa

sCo

ntri

buto

rsto

the

Econ

omy

and

the

Envi

ronm

ent

Pupi

lss

houl

dha

veo

ppor

tuni

ties,

thro

ugh

the

cont

exts

op

posi

te,t

ode

velo

p:

ana

war

enes

s,k

now

ledg

e,u

nder

stan

ding

and

app

reci

atio

nof

th

eke

yCh

rist

ian

teac

hing

sab

outG

od(F

athe

r,So

nan

dH

oly

Spir

it),a

bout

Jes

usC

hris

t,an

dab

outt

heB

ible

;dev

elop

an

abili

tyto

inte

rpre

tand

rel

ate

the

Bib

leto

life

;

akn

owle

dge,

und

erst

andi

nga

nda

ppre

ciat

ion

ofth

egr

owth

of

Chri

stia

nity

,ofi

tsw

orsh

ip,p

raye

ran

dre

ligio

usla

ngua

ge;a

gr

owin

gaw

aren

ess

ofth

em

eani

ngo

fbel

ongi

ngto

aC

hris

tian

trad

ition

,and

sen

sitiv

ityto

war

dsth

ebe

liefs

ofo

ther

s;

thei

rab

ility

toth

ink

and

judg

eab

outm

oral

ity,t

ore

late

Ch

rist

ian

mor

alp

rinc

iple

sto

per

sona

land

soc

iall

ife,a

ndto

id

entif

yva

lues

and

att

itude

sth

atin

fluen

ceb

ehav

iour

;

akn

owle

dge

oftw

ow

orld

rel

igio

nso

ther

than

Chr

istia

nity

and

se

nsiti

vity

tow

ards

the

relig

ious

bel

iefs

,pra

ctic

esa

ndli

fest

yles

of

thei

rfo

llow

ers

inN

orth

ern

Irel

and.

They

sho

uld

also

hav

e th

e op

port

uniti

es to

dev

elop

and

pra

ctis

e th

e fo

llow

ing

skill

s:in

vest

igat

e, e

xpla

in a

nd e

valu

ate

the

impa

ct o

f rel

igio

us b

e-lie

fs a

nd te

achi

ngs

on in

divi

dual

s, c

omm

uniti

es a

nd s

ocie

ty;

anal

yse,

inte

rpre

t, ev

alua

te a

nd p

rese

nt in

form

atio

n fr

om a

ra

nge

of s

ourc

es, t

exts

and

aut

hori

ties;

deve

lop

criti

cal a

nd c

reat

ive

thin

king

in th

eir

appr

oach

to

solv

ing

prob

lem

s an

d m

akin

g de

cisi

ons;

be a

ble

to d

iscu

ss, e

valu

ate

and

empa

this

e w

ith h

ow re

ligio

us

belie

fs a

nd te

achi

ngs

can

info

rm a

nsw

ers

to q

uest

ions

abo

ut

the

mea

ning

and

pur

pose

of l

ife a

s w

ell a

s m

oral

and

eth

ical

is

sues

;re

flect

on

and

eval

uate

thei

r ow

n an

d ot

hers

’ tho

ught

s, fe

el-

ings

, exp

erie

nces

and

bel

iefs

on

relig

ious

, spi

ritu

al a

nd m

oral

is

sues

, usi

ng re

ason

ed a

nd b

alan

ced

ar

gum

ents

, and

con

side

r ho

w th

ese

mig

ht b

e ap

plie

d to

thei

r lif

esty

le.

• • • • •

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Expl

ore

issu

es o

f per

sona

l ide

ntity

by

fost

erin

g re

spec

t for

se

lf,fo

r ex

ampl

e, d

evel

opm

ent o

f pos

itive

sel

f-im

age

thro

ugh

the

conc

ept o

f cre

atio

n in

the

imag

e of

God

.(K

ey E

lem

ent:

Pers

onal

Und

erst

andi

ng)

Inve

stig

ate

way

s in

whi

ch r

ight

s an

d re

spon

sibi

litie

s in

re

latio

nshi

ps w

ith o

ther

peo

ple

appl

y to

eve

ryda

y lif

e an

d ho

w th

is is

som

etim

es d

ifficu

lt to

put

into

pra

ctic

e,fo

r ex

ampl

e, c

onfli

cts

with

fam

ily o

r pe

ers

and

how

they

can

be

reso

lved

.D

evel

op a

ran

ge o

f ski

lls to

pro

mot

e se

nsiti

vity

and

em

path

y w

hen

disc

ussi

ng r

elig

ious

and

mor

al is

sues

, for

exa

mpl

e,

disc

ussi

ng a

nd q

uest

ioni

ng in

a fr

ank

and

open

man

ner

vary

ing

opin

ions

on

issu

es s

uch

as s

ecta

rian

ism

, pre

judi

ce

and/

or r

acis

m; d

iscu

ssin

g th

e po

sitiv

e im

pact

of i

nter

rel

igio

us

dial

ogue

.(K

ey E

lem

ent:

Mut

ualU

nder

stan

ding

)

Expl

ore

the

role

of r

elig

ion

in r

egar

d to

hea

lth is

sues

, for

ex

ampl

e, d

evel

opm

ent o

f the

con

cept

of t

he b

ody

as a

tem

ple

in

rela

tion

to s

mok

ing,

alc

ohol

or

subs

tanc

e ab

use.

(K

ey E

lem

ent:

Pers

onal

Hea

lth)

Exam

ine

how

we

mak

e ch

oice

s be

twee

n ri

ght a

nd w

rong

an

d th

e in

fluen

ces

that

sha

pe o

ur m

oral

beh

avio

ur s

uch

as

cons

cien

ce, f

amily

, pee

rs, s

choo

l, re

ligio

us b

ackg

roun

d,

med

ia a

nd s

ocie

ty, f

or e

xam

ple,

inve

stig

atio

n in

to th

e lif

e of

a

wel

l kno

wn

relig

ious

per

son

who

has

take

n a

mor

al s

tanc

e.(K

ey E

lem

ent:

Mor

alC

hara

cter

)

Expl

ore

and

resp

ond

to th

e ke

y qu

estio

ns th

at a

rise

thro

ugh

disc

ussi

ons

on th

e pu

rpos

e of

life

and

dev

elop

per

sona

l aw

aren

ess

in th

is a

rea,

for

exam

ple,

the

role

of f

orgi

vene

ss,

love

and

judg

emen

t in

the

teac

hing

and

life

of J

esus

; inv

estig

ate

the

Eigh

tfol

d Pa

th in

Bud

dhis

m o

r Fi

ve p

illar

s of

Isla

m.

(Key

Ele

men

t: Sp

iritu

alA

war

enes

s)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Inve

stig

ate

how

cho

ices

can

be

influ

ence

d by

pre

judi

ce

and

sect

aria

nism

and

way

s in

whi

ch r

econ

cilia

tion

can

be a

chie

ved

thro

ugh

dial

ogue

, out

reac

h an

d ac

tion,

fo

r ex

ampl

e, J

esus

and

his

rel

atio

nshi

p w

ith o

ther

s; th

e ch

urch

es’ r

ole

in p

eace

and

rec

onci

liatio

n in

N. I

rela

nd o

r

S. A

fric

a; r

elig

ious

res

pons

e to

soc

ial j

ustic

e is

sues

in

toda

y’s

wor

ld.

(Key

Ele

men

t: Ci

tizen

ship

)

Expl

ore

how

the

relig

ious

bel

iefs

, pra

ctic

es a

nd

lifes

tyle

s of

peo

ple

of w

orld

faith

s, o

ther

than

Ch

rist

iani

ty, h

ave

influ

ence

d th

e de

velo

pmen

t of

vari

ous

cultu

ral t

radi

tions

(in

N. I

rela

nd),

for

exam

ple,

po

sitiv

e va

luin

g of

fest

ival

s an

d tr

aditi

ons

from

var

ious

cu

lture

s an

d re

ligio

ns.

(Key

Ele

men

t: Cu

ltur

alU

nder

stan

ding

)

Inve

stig

ate,

eva

luat

e an

d cr

itiqu

e th

e po

wer

of t

he

med

ia to

info

rm, i

nflue

nce

and

pers

uade

in d

ealin

g w

ith r

elig

ious

eve

nts

and

issu

es, f

or e

xam

ple,

vio

lenc

e in

soc

iety

; soc

ial a

nd g

loba

l jus

tice;

hum

an s

exua

lity;

re

ligio

us to

lera

nce.

(Key

Ele

men

t: M

edia

Aw

aren

ess)

Inve

stig

ate

how

an

indi

vidu

al C

hris

tian

or th

e ch

urch

ha

s re

spon

ded

to a

n et

hica

l iss

ue a

nd e

valu

ate

the

impa

ct o

f thi

s co

ntri

butio

n on

the

life

of o

ther

s, fo

r ex

ampl

e,im

pact

of m

edic

al a

dvan

ces

on h

uman

cho

ices

an

d be

havi

our

(pla

stic

sur

gery

in r

elat

ion

to s

elf i

dent

ity,

subs

tanc

e ab

use)

.In

vest

igat

e ho

w d

iffer

ent r

elig

ions

hav

e re

spon

ded

to

an e

thic

al is

sue,

for

exam

ple,

res

pect

for

life.

(Key

Ele

men

t: Et

hica

lAw

aren

ess)

Pupi

lss

houl

dha

veo

ppor

tuni

ties

to:

Cons

ider

the

impo

rtan

t rol

e of

ski

lls, a

ttitu

des,

di

spos

ition

s an

d et

hica

l val

ues

in th

e w

ork

plac

e,

for

exam

ple,

wor

king

with

in r

elig

ious

and

eth

ical

gu

idel

ines

in w

ork.

(Key

Ele

men

t: Em

ploy

abili

ty)

Cons

ider

how

thei

r co

nsum

er c

hoic

es h

ave

an

effe

ct o

n th

e ec

onom

ic s

tabi

lity

of o

ther

s, fo

r ex

ampl

e, th

e de

velo

pmen

t of f

air

trad

e co

nsum

er

good

s.Ex

plor

e th

e ro

le o

f cha

ritie

s in

mod

ern

soci

ety,

fo

r ex

ampl

e, h

ow o

ne c

hari

ty c

ontr

ibut

es to

the

econ

omic

dev

elop

men

t of p

eopl

e lo

cally

or

glob

ally

.(K

ey E

lem

ent:

Econ

omic

Aw

aren

ess)

Expl

ore

why

thos

e w

ith a

rel

igio

us fa

ith b

elie

ve

they

hav

e re

spon

sibi

lity,

as

stew

ards

, to

take

ca

re o

f the

wor

ld a

nd p

eopl

e w

ithin

it.

Expl

ain

how

they

mig

ht p

ut th

ese

belie

fs a

bout

st

ewar

dshi

p in

to p

ract

ice

toda

y, fo

r ex

ampl

e,

activ

ities

in w

hich

peo

ple

part

icip

ate

that

dev

elop

a

resp

onsi

ble

attit

ude

tow

ards

the

envi

ronm

ent;

relig

ious

res

pons

e to

hum

an d

evel

opm

ent i

ssue

s;

the

crea

tion

of a

fair

and

equ

itabl

e w

orld

.(K

ey E

lem

ent:

Educ

atio

nfo

rSu

stai

nabl

eD

evel

opm

ent)

Lear

ning

Out

com

es:

The

lear

ning

out

com

esr

equi

reth

ede

mon

stra

tion

ofs

kills

an

dap

plic

atio

nof

kno

wle

dge

and

unde

rsta

ndin

gof

Rel

igio

us

Educ

atio

nan

dits

impa

cto

nlif

eto

day.

Pupi

lss

houl

dbe

abl

eto

:

rese

arch

and

man

age

info

rmat

ion

effe

ctiv

ely

toin

vest

igat

ere

ligio

us,m

oral

and

eth

ical

issu

es,i

nclu

ding

Usi

ngM

athe

mat

ics

and

Usi

ngIC

Tw

here

app

ropr

iate

;sh

owd

eepe

run

ders

tand

ing

byth

inki

ngc

ritic

ally

and

flex

ibly

,sol

ving

pro

blem

san

dm

akin

gin

form

edd

ecis

ions

,dem

onst

ratin

gU

sing

Mat

hem

atic

san

dU

sing

ICT

whe

rea

ppro

pria

te;

dem

onst

rate

cre

ativ

ity,a

ndin

itiat

ive

whe

nde

velo

ping

idea

san

dfo

llow

ing

them

thro

ugh;

wor

kef

fect

ivel

yw

itho

ther

s;de

mon

stra

tes

elf-

man

agem

entb

yw

orki

ngs

yste

mat

ical

ly,p

ersi

stin

gw

ithta

sks,

eva

luat

ing

and

impr

ovin

gow

npe

rfor

man

ce;

com

mun

icat

eef

fect

ivel

yin

ora

l,vi

sual

,wri

tten

and

ICT

form

ats,

sho

win

gcl

ear

awar

enes

sof

aud

ienc

ean

dpu

rpos

e.

• • • • • •

NB

:Tea

cher

s m

ay d

evel

op a

ctiv

ities

that

com

bine

man

y of

the

stat

utor

y re

quir

emen

ts, p

rovi

ded

that

, acr

oss

the

key

stag

e, a

ll of

the

stat

utor

y as

pect

s hi

ghlig

hted

in B

OLD

(inc

ludi

ng e

ach

of th

e K

ey E

lem

ents

) are

met

.

Religious Education: ReligiousEducationwithintheNorthernIrelandCurriculum 3.0

49


3.0

Min

imum

Req

uire

men

ts

50

APPENDIx:DetailsofLegislationThe Education (Northern Ireland) Order was passed on July 19th 2006. It makes provision for the implementation of the Northern Ireland curriculum across the five key stages of compulsory education which are:

The Order is described in StatutoryInstrument2006No.1915(N.I.11) available at www.opsi.gov.uk/si/si2006/20061915.htmThe Education (Northern Ireland) Order 2006 has three parts:

Part 1: Introductory section containing title, commencement and interpretationPart 2: The Curriculum containing statutory requirements relating to curriculum Part 3: Miscellaneous and Supplementary including schedules for Areas of Learning and the contributory elements.

The detail of the 3 parts is set out in the following separate regulations:

2007No.43TheEducation(PupilRecordsandReporting)transitional)regulations(NorthernIreland)2007 coming into operation 1st March 2007

2007No.44TheEducation(OtherSkills)Order(NorthernIreland)2007coming into operation 1st August 2007

2007No.45TheEducation(AssessmentArrangements)(FoundationtoKeyStage3)order(NorthernIreland)2007 coming into operation 1st August 2007

2007No.46TheEducation(CurriculumMinimumContent)Order(NorthernIreland)2007 coming into operation 1st August 2007

SCHOOLYEARS KEYSTAGE

1 & 2 Foundation

3&4 1

5,6&7 2

8,9&10 3

11&12 4

Statutory Curriculum Ks3

Documents

Transcript of Statutory Curriculum Ks3