Curriculum escolar Irlanda del Norte

S T A T U T O R Y R U L E S O F N O R T H E R N I R E L A N D

2007 No. 46

EDUCATION

The Education (Curriculum Minimum Content) Order (Northern

Ireland) 2007

Made - - - - 26th January 2007

Coming into operation - 1st August 2007

The Department of Education makes the following Order in exercise of the powers conferred on it

by Articles 7(2) and 43(5) of the Education (Northern Ireland) Order 2006(a):

Citation and commencement

1. This Order may be cited as The Education (Curriculum Minimum Content) Order (Northern

Ireland) 2007 and shall come into operation as set out in Schedule 1.

Specification of Minimum Content

2. The Minimum Content for the area of learning at each Key Stage is specified in Schedule 2.

Sealed with the Official Seal of the Department of Education on 26th January 2007.

David Woods Assistant Secretary

Department of Education

(a) S.I.2006/1915 (N.I.11)

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SCHEDULE 1 Article 1

Commencement

The provisions of this Order shall come into operation for pupils in each year of each key stage on

1st August of the school year shown in the following table:

Commencement Date Year Group 2007/2008 1

st year of the Foundation Stage

1st year of Key Stage 2



2008/2009 2nd

year of the Foundation Stage

2nd

year of Key Stage 2

2nd

year of Key Stage 3

2nd

year of Key Stage 4

2009/2010 1st and 2

nd years of Key Stage 1

3rd

year of Key Stage 2

3rd

year of Key Stage 3

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SCHEDULE 2 Article 2

Specification of Minimum Content

PART 1

Statutory Requirements Relating to the Curriculum

The statutory Northern Ireland Curriculum from Foundation Stage to Key Stage 4

is a balanced and broadly based curriculum which

(a) promotes the spiritual, emotional, moral, cultural, intellectual and physical development

of pupils at the school and thereby of society; and

(b) prepares such pupils for the opportunities, responsibilities and experiences of life by

equipping them with appropriate knowledge, understanding and skills.

In order to meet their statutory requirements, schools must provide learning opportunities in

relation to the following:

(a) Religious Education – in accordance with the core syllabus drafted by the four main

Christian Churches in Northern Ireland and specified by the Department of Education.

(b) the following Areas of Learning:

At Foundation Stage:

Areas of Learning Contributory Elements Language and Literacy Talking and Listening

Reading

Writing

Mathematics and Numeracy Number

Measures

Shape and Space

Sorting

Patterns and Relationships

The Arts Art and design

Music

Drama

The World Around Us The World Around Us

Personal Development and Mutual

Understanding

Personal Understanding and Health

Mutual Understanding in the Local and Wider

Community

Physical Development and Movement Physical Development and Movement

At Key Stages 1 and 2:

Areas of Learning Contributory Elements Language and Literacy Talking and Listening

Reading

Writing

Mathematics and Numeracy Processes in Mathematics

Number

Measures

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Shape and Space

Handling Data

The Arts Art and Design

Music

Drama

The World Around Us History

Geography

Science and Technology

Personal Development and Mutual

Understanding

Personal Understanding and Health

Mutual Understanding in the Local and Wider

Community

Physical Education Physical Education

At Key Stage 3:

Areas of Learning Contributory Elements Language and Literacy English

Irish (in Irish-speaking schools)

Media education

Mathematics and Numeracy Mathematics

Financial capability

Modern Languages Any official language of the European Union

(other than English and, in Irish speaking

schools, Irish).

The Arts Art and Design

Music

Drama

Environment and Society History

Geography

Science and Technology Science

Technology and Design

Learning for Life and Work Employability

Local and Global Citizenship

Personal Development

Home Economics


At Key Stage 4:

Areas of Learning Contributory Elements Language and Literacy

Mathematics and Numeracy

Modern Languages

The Arts

Environment and Society

Science and Technology

Learning for Life and Work Employability




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Minimum Content

The Minimum Content for each Area of Learning and Key Stage means the knowledge,

understanding and skills within that Area of Learning which are required to be taught to pupils of

different abilities and maturities during that stage.

PART 2

Foundation Stage

LANGUAGE AND LITERACY

The minimum content for Language and Literacy is set out below.

Teachers should enable children to develop knowledge, understanding and skills in:

TALKING AND LISTENING

Pupils should be enabled to develop:

attention and listening skills through:

listening to a wide range of stories, poems, songs and music;

following instructions;

identifying environmental sounds;

repeating familiar phrases/sound sequences;

recalling sequence and detail.

phonological awareness through:

responding to a steady beat;

identifying words in phrases and sentences;

identifying syllables;

identifying and generating rhymes;

identifying and manipulating phonemes.

social use of language through:

observing modelled behaviours;

understanding non-verbal signals;

talking with adults and other pupils;

initiating and joining in conversations in pairs or groups;

working in different groupings;

adopting or assuming a role relevant to context.

language and thinking through:

talking about experiences, pictures and stories;

talking about their work, play and things they have made;

naming;

recalling;

sequencing;

predicting;

asking and answering questions;

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describing;

explaining;

sharing their thoughts, feelings and ideas with different audiences;

taking part/contributing to group oral language activities.

an extended vocabulary through:

listening and responding to adults and peers;

an immersion in the language of books, both fiction and non-fiction;

focused experiences to introduce or generate vocabulary.

Progression

As pupils progress through the Foundation Stage they should be enabled to:

express themselves with increasing clarity and confidence, using a growing vocabulary

and more complex sentence structure;

understand and use social conventions in conversations and pupil initiated interactions;

initiate and sustain conversations with adults and peers in the classroom;

retell stories, events or personal experiences in sequence with reasonable detail;

answer questions to give information and demonstrate understanding;

ask questions to find information or seek an explanation;

offer reasons to support opinions given;

listen with increasing attentiveness and for longer periods of time;

listen to and carry out increasingly complex instructions.

READING

Through modelled, shared and guided reading sessions pupils should be enabled to:

read with some independence;

read a range of texts including electronic texts and those composed by themselves and

others;

sequence stories in reasonable detail using appropriate language;

use word structure to develop reading;

develop auditory discrimination and memory;

develop visual discrimination and memory;

share a range of books with adults/other pupils;

know how to handle and care for books;

understand and use some language associated with books;

select and use books for specific purposes;

develop concepts of print;

listen to a range of stories, poems and non-fiction texts read to them by adults/other

pupils.

Progression


understand that words are made up of sounds and syllables and that sounds are

represented by letters (phoneme/grapheme awareness);

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recognise different types of text and identify specific features of some genres;

read and follow simple instructions;

use a range of reading cues with increasing independence and begin to self-correct;

read on sight, some words in a range of meaningful contexts;

begin to read with expression in response to print variations and punctuation;

use extended vocabulary when discussing text, re-telling stories or in their emergent

writing;

make links between personal experience and the text;

make and give reasons for predictions;

understand the purpose of and use environmental print;

browse and choose books for a specific purpose.

WRITING

Through modelled, shared and guided writing sessions pupils should be enabled to:

distinguish between drawing and writing;

talk about the ideas represented in their drawings.

understand that writing is a means of communication and can be used for different

purposes;

share their writing with others;

see themselves and the teacher as ‘writers’;

observe the teacher modelling specific writing strategies;

use ICT to present and communicate their ideas.

Progression


write without prompting and make decisions about how and what they will write;

use rhymes, poems and patterned stories as models for structuring their own writing;

write in a range of genres with teacher guidance;

begin to problem-solve how to write using sound-symbol correspondence as the first

strategy;

begin to show evidence of sequence in recount and instructions;

use a wide range of vocabulary in their writing;

begin to demarcate sentences;

begin to use capital letters for the pronoun ‘I’, for names and at the start of a sentence;

show increased control over formation of lower and upper-case letters, size and spacing.

MATHEMATICS AND NUMERACY

The minimum content for Mathematics and Numeracy is set out below.


NUMBER:

Understanding Number

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Pupils should be enabled to:

count a variety of objects;

develop an understanding of one-to-one correspondence and come to appreciate that the

size of a set is given by the last number in the count;

investigate different ways of making sets for a given number within 5/10;

match numerals to sets;

order numerals and sets within 5/10;

develop an understanding of conservation of number within 5/10;

understand in counting activities that ‘none’ is represented by zero;

explore ordinal number;

explore the number that comes after, before, between a given number;

carry out simple mental calculations;

extend, when appropriate, understanding of number beyond 10.

Counting and Number Recognition


count in the context of number rhymes, jingles and stories;

count forwards in ones within 5/10 from different starting points;

count backwards in ones within 5/10 from different starting points;

recognise numerals up to 5/10;

state, without counting, quantities within 5;

make a sensible guess of quantities within 10;

explore numbers relevant to their every day lives;

extend, when appropriate, counting in ones and recognition of numbers beyond 10;

extend activities to include counting in 2s, 5s and 10s.

Understanding Money


use money in various contexts;

talk about things that they want to spend money on;

understand the need to pay for goods;

become familiar with coins in everyday use;

talk about different ways we can pay for goods;

use their number skills in shopping activities.

MEASURES


compare two objects of different length/weight/capacity/area; understand and use the

language of comparison;

order three objects of different length, weight, capacity, area; talk about the ordering

using appropriate language;

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find an object of similar length, weight, capacity, area; talk about their findings in terms

of ‘just about the same’ length, weight, capacity, area;

begin to explore the notion of conservation of length, weight, capacity in practical

situations; engage in discussion about their observations;

choose and use, with guidance, non-standard units to measure length/capacity/weight;

talk about their work;

sequence two or three familiar events;

talk about significant times on the clock;

compare two intervals of time; talk about their observations in terms of took

longer/shorter time;

explore time patterns;

choose and use, with guidance, non-standard units to measure time; talk about their work.

SHAPE AND SPACE


explore and talk about shapes in the environment;

build and make models with 3D shapes; create pictures and patterns with 2D shapes;

investigate and talk about the properties of shapes;

sort collections of shapes in several ways; describe the arrangements;

describe and name common 3-D and 2-D shapes;

explore body space through different types of movement;

explore movement through space during indoor and outdoor play activities;

understand and use a range of positional words;

explore movement using programmable devices;

follow/give directions from/to a partner for simple movements.

SORTING


explore freely properties of a range of materials and one/two/three property collections;

respond to questions about the arrangements;

sort collections of random materials;

sort for one criterion using one-property materials; talk about the arrangement;

sort for one criterion using two-property collections; re-sort for the second criterion;

explain their work;

sort for one criterion using three/four-property collections; find the various possibilities;

explain their work;

partition sets into subsets in preparation for exploring components of number.

PATTERNS AND RELATIONSHIPS


investigate and talk about pattern in the environment;

copy a simple pattern;

continue a simple pattern;

create patterns;

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explore pattern in number;

discover the components of numbers within 5/10 by investigating different ways of

partitioning sets into subsets practically; talk abut the outcomes;

understand the concept of addition by combining sets of objects to find ‘how many’;

match objects in real contexts;

compare sets by matching objects/counting objects to understand the terms ‘more than’

less than’ ‘the same’;

investigate the relationship between addition and subtraction in practical situations.

Progression


use appropriate mathematical language and symbols;

sort and re-sort materials, recording the outcomes in a variety of ways;

talk about data represented in simple block graphs, tables and diagrams;

understand the conservation of number;

count forwards and backwards from different starting points;

recognise numbers to at least 20;

carry out mental calculations such as 1 more/less than up to 20, doubles up to 10 and

mentally add and subtract within 10;

understand that ‘teen’ numbers are made up of 10 plus another number;

begin to measure using non-standard units;

talk about the properties of 3-D and 2-D shapes using appropriate mathematical language;

be involved in solving practical problems.

THE ARTS

The minimum content for The Arts is set out below.


ART AND DESIGN


observe and respond to things seen, handled, remembered and imagined;

investigate and talk about colours, lines, shapes, textures and patterns;

look at, and respond to a piece of work by artists, designers, illustrators or craft workers;

explore and use a wide range of materials and processes;

create and develop ideas using colours, lines, shapes, textures and patterns;

talk about own and other pupils work, and how the work was made.

Progression


use senses to explore real things, developing the capacity for focusing attention to detail;

use direct experiences, memory and imagination to observe and respond to the world;

begin to use visual language to describe what has been examined and observed;

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begin to appreciate the visual qualities in the natural and made environment;

value own and other pupils’ work;

talk about the processes involved in creating own work;

look at, explore and talk with some confidence about works of art, craft and design;

explore and discover qualities of various materials in order to make choices and to create

their own unique pictures and structures;

begin to develop a range of skills using materials, tools and processes (drawing, painting,

printmaking, textiles, malleable materials and three dimensional construction).

MUSIC


work creatively with sound;

sing and perform with simple instruments;

listen and respond to own and others’ music-making.

Progression


be aware of and perform a steady beat;

distinguish between loud/quiet sounds, high/low sounds, long/short sounds, fast/slow

music;

listen to and repeat simple rhythms;

make music;

watch and respond to start/stop signals;

value own and others’ contributions in the team aspect of music making and performing.

DRAMA


express thoughts ideas and feelings;

develop their creativity through imaginative play;

engage in dramatic play to extend the learning;

take part in a range of drama games and strategies.

Progression


co-operate during role play, negotiate roles, agree rules and act out scenarios;

express thoughts, ideas, feelings and imagination with confidence in a range of dramatic

contexts using verbal and non-verbal language;

adopt and sustain a role.

THE WORLD AROUND US

The minimum content for The World Around Us is set out below.


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Interdependence

Pupils should be enabled to explore:

Who am I?

What am I?

Am I the same as everyone else?

What else is living?

How do living things survive?

Place


Where do I live?

How have I changed over time?

What is in my world?

What is beyond my world?

How has this place changed?

Movement and Energy


How do things move now and in the past?

Why do things move?

How do things work?

Why do people and animals move?

Where do things move?

Where do people and animals move to?

What sources of energy are in my world?

How and why are they used?

Change over Time


How do things change?

What kind of changes happen, have happened or might happen?

How can we make change happen?

Progression


show curiosity about the living things, places, objects and materials in the environment;

identify similarities and differences between living things, places, objects and materials;

understand that some things change over time;

understand that different materials behave in different ways, have different properties and

can be used for different purposes;

understand that some materials change if kept in different conditions;

understand that materials can be joined/assembled in different ways;

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be aware of the local natural and built environment and their place in it;

know some of the jobs that are carried out by different people in the local community;

be able to sequence familiar events;

be aware of different lifestyles;

understand the need to respect and care for themselves, other people, plants, animals and

the environment;

understand and use positional and directional language, as well as simple maps and

drawings;

be aware of everyday uses of technological tools and know how to use some of these

safely.

PERSONAL DEVELOPMENT AND MUTUAL UNDERSTANDING

The minimum content for Personal Development and Mutual Understanding is set out below.


PERSONAL UNDERSTANDING AND HEALTH


themselves and their personal attributes;

their own and others’ feelings and emotions;

their dispositions and attitudes to learning;

the importance of keeping healthy and how to keep safe in familiar and unfamiliar

environments.

MUTUAL UNDERSTANDING IN THE LOCAL AND WIDER COMMUNITY


their relationships with family and friends;

their responsibilities for self and others;

how to respond appropriately in conflict situations;

similarities and differences between groups of people;

learning to live as a member of a community.

Progression


express a senses of self awareness;

show some self control and express their own feelings and emotions appropriately;

show a positive attitude to learning;

adopt healthy and hygienic routines and understand how to keep safe;

form good relationships with adults and other pupils;

show independence and know when to seek help;

show respect when working and playing together and recognise the need for rules;

recognise similarities and differences in families and the wider community;

be familiar with the interdependent nature of the class/school community.

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PHYSICAL DEVELOPMENT AND MOVEMENT

The minimum content for Physical Development and Movement is set out below.


Athletics: Pupils should be provided with opportunities for activities and physical challenges

enabling them to learn, understand and develop the core skills of running, jumping and throwing

in a co-operative context.

Dance: Pupils should be given opportunities to respond to a variety of stimuli and the use of body

movements to communicate ideas and express feelings.

Games: Pupils should be taught to develop games skills through a range of activities and using a

variety of equipment.

Gymnastics: Pupils should be taught to explore, create, practice and improve body management

skills.


listen to and follow simple instructions/rules;

take part in warm-up and cool-down activities;

experiment with different ways of moving and exploring personal and general space;

develop confidence, imagination and some understanding of safety through participating

in a range of movement activities;

develop body awareness through varying body movements in relation to shape, levels,

pathways (straight/curved), directions, speed;

use a range of small equipment to develop skills of rolling, pushing, patting, throwing,

catching, aiming, hitting, kicking and passing;

play/create/modify simple games;

listen and respond to a range of stimuli;

explore, refine and improve simple movements;

create, practise, improve and perform simple movement sequences which have a clear

beginning, middle and end;

use a range of movement vocabulary to discuss actions;

observe, describe and copy what others have done;

lift, carry, place and store equipment safely, with adult assistance where appropriate.

Progression


move with control and co-ordination;

move with confidence, imagination and safety;

show an awareness of personal and general space;

respond appropriately to instructions and to stimuli;

travel, showing changes of speed, direction and level;

develop controlled movement, understanding positional language;

create, remember and perform simple movement sequences;

use a range of small and large equipment appropriately;

handle small tools, objects, construction and malleable materials safely and with

increasing control;

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use appropriate language to talk about ideas, feelings and movements of themselves and

others;

begin to understand the importance of warm-up and cool-down activities before and after

exercise;

begin to understand the importance of physical activity for good health and the reasons

that it is important to dress appropriately for physical activity;

be aware of the effects of exercise on their bodies.

PART 3

Key Stage 1



Teachers should enable pupils to develop knowledge, understanding and skills in:



participate in talking and listening in every area of learning;

listen to, respond to and explore stories, poems, songs, drama, and media texts through

the use of traditional and digital resources and recreate parts of them in a range of

expressive activities;

listen to, interpret and retell, with some supporting detail, a range of oral and written

texts;

tell their own stories based on personal experiences and imagination;

listen to and respond to guidance and instructions;

take turns at talking and listening in group and paired activities;

take part in a range of drama activities to support activity based learning across the

curriculum;

express thoughts, feelings and opinions in response to personal experiences, imaginary

situations, literature, media and curricular topics and activities;

present ideas and information with some structure and sequence;

think about what they say and how they say it;

speak audibly and clearly, using appropriate quality of speech and voice;

devise and ask questions to find information in social situations and across the

curriculum;

read aloud from a variety of sources, including their own work, inflecting appropriately to

emphasise meaning;

recognise and talk about features of spoken language, showing phonological awareness.

READING


participate in modelled, shared, paired and guided reading activities;

read, and be read to from a wide selection of poetry and prose;

read with some independence for enjoyment and information;

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read, explore, understand and make use of a range of traditional and digital texts;

re-tell, re-read and act out a range of texts, representing ideas through drama, pictures,

diagrams and ICT;

begin to locate, select and use texts for specific purposes;

research and manage information relevant to specific purposes, using traditional and

digital sources, and present their findings in a variety of ways;

use a range of comprehension skills, both oral and written, to interpret and discuss texts;

explore and begin to understand how texts are structured in a range of genres;

explore and interpret a range of visual texts;

express opinions and give reasons based on what they have read;

begin to use evidence from text to support their views;

read and share their own books of stories and poems including the use of digital

resources;

build up a sight vocabulary;

use a range of strategies to identify unfamiliar words;

talk with the teacher about ways in which language is written down, identifying phrases,

words, patterns or letters and other features of written language;

recognise and notice how words are constructed and spelt.

WRITING


participate in modelled, shared, guided and independent writing, including composing on-

screen;

understand and use a range of vocabulary by investigating and experimenting with

language;

talk about and plan what they are going to write;

begin to check their work in relation to specific criteria;

write without prompting, making their own decisions about form and content;

write for a variety of purposes and audiences;

express thoughts, feelings and opinions in imaginative and factual writing;

organise, structure and present ideas and information using traditional and digital means;

understand some of the differences between spoken and written language;

use a variety of skills to spell words in their writing;

spell correctly a range of familiar, important and regularly occurring words;

develop increasing competence in the use of grammar and punctuation;

use a legible style of handwriting.



PROCESSES IN MATHEMATICS

Making and Monitoring Decisions


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select the materials and mathematics appropriate for a task;

develop different approaches to problem solving;

begin to organise their own work and work systematically.

Communicating Mathematically


understand mathematical language and be able to use it to talk about their work;

represent work in a clear and organised way, using symbols where appropriate.

Mathematical Reasoning


recognise simple patterns and relationships and make predictions;

ask and respond to open-ended questions;

explain their way of working;

know ways to check their own work.

NUMBER

Understanding Number and Number Notation


count, read, write and order whole numbers, initially to 10, progressing to at least 1,000;

understand the empty set and the conservation of number;

understand that the place of the digit indicates its value;

make a sensible estimate of a small number of objects and begin to approximate to the

nearest 10 or 100;

recognise and use simple everyday fractions.

Patterns, Relationships and Sequences in Number


copy, continue and devise repeating patterns;

explore patterns in number tables;

understand the commutative property of addition and the relationship between addition

and subtraction;

understand the use of a symbol to stand for an unknown number;

understand and use simple function machines.

Operations and their Applications


understand the operations of addition, subtraction, multiplication and division (without

remainders) and use them to solve problems;

know addition and subtraction facts to 20 and the majority of multiplication facts up to 10

x 10;

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develop strategies for adding and subtracting mentally up to the addition of two two-digit

numbers within 100.

Money


recognise coins and use them in simple contexts;

add and subtract money up to £10, use the conventional way of recording money, and use

these skills to solve problems;

talk about the value of money and ways in which it could be spent, saved and kept safe;

talk about what money is and alternatives for paying;

decide how to spend money.

MEASURES


understand and use the language associated with length, ‘weight’, capacity, area and time;

use non-standard units to measure and recognise the need for standard units;

know and use the most commonly used units to measure in purposeful contexts;

make estimates using arbitrary and standard units;

choose and use simple measuring instruments, reading and interpreting them with

reasonable accuracy;

sequence everyday events; know the days of the week, months of the year and seasons;

explore calendar patterns;

recognise times on the analogue clock and digital displays;

understand the conservation of measures.

SHAPE AND SPACE

Exploration of Shape


sort 2-D and 3-D shapes in different ways;

make constructions, pictures and patterns using 2-D and 3-D shapes;

name and describe 2-D and 3-D shapes; recognise reflective symmetry;

explore simple tessellation through practical activities.

Position, Movement and Direction


use prepositions to state position;

understand angle as a measure of turn; understand and give instructions for turning

through right angles;

recognise right-angled corners in 2-D and 3-D shapes;

know the four points of the compass;

use programmable devices to explore movement and direction.

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HANDLING DATA

Collecting, Representing and Interpreting Data


sort and classify objects for one or two criteria and represent results using Venn, Carroll

and Tree diagrams;

collect data, record and present it using real objects, drawings, tables, mapping diagrams,

simple graphs and ICT software;

discuss and interpret the data;

extract information from a range of charts, diagrams and tables;

enter and access information using a database.

THE ARTS



ART AND DESIGN


investigate and respond to direct sensory experience; including visual, verbal, spatial and

tactile dimensions, memory and imagination;

look at and talk about resource material to stimulate their own ideas;

enjoy and appreciate the work of artists and designers and craftworkers from their own

and other cultures; use what has been viewed as a starting point for their own work;

explore the visual elements of colour, tone, line, shape, form, space, texture and pattern to

express ideas;

talk about their own and others’ work and how it was made, use observations to identify

difficulties and suggest modifications;

experiment with a range of media, materials, tools and processes such as: drawing,

painting, printmaking, malleable materials, textiles and three-dimensional construction.

MUSIC


work creatively with sound by investigating, experimenting, selecting and combining

sounds to express feelings, ideas, mood and atmosphere;

sing and perform with simple instruments to develop vocal and manipulative control;

listen and respond to their own and others’ music-making, thinking and talking about

sounds, effects and musical features in music that they create, perform or listen to.

DRAMA


develop their understanding of the world by engaging in a range of creative and

imaginative role play situations by creating invented situations on their own and with

others, and responding in role to the dramatic play of others and to the teacher in role;

explore a range of cultural and human issues in a safe environment by participating in

dramatic activity and sharing ideas with others;

develop a range of drama strategies including freeze frame, tableau and hot seating;

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develop dramatic skills appropriate to audience, context, purpose and task by using

simple props to suggest character, and by using symbols and images to develop action

and make meaning.

THE WORLD AROUND US


Through the contributory elements of History, Geography and Science and Technology, teachers

should enable pupils to develop knowledge, understanding and skills in:

Interdependence


‘Me’ in the world;

How plants and animals rely on each other within the natural world;

Interdependence of people and the environment;

The effect of people on the natural environment over time;

Interdependence of people, plants, animals and place.

Place


How place influences plant and animal life;

Ways in which living things depend on and adapt to their environment;

Features of the immediate world and comparisons between places;

Change over time in local places;

Positive and negative effects of people on places.

Movement and Energy


Sources of energy in the world;

How and why people and animals move;

Changes in movement and energy over time.

Change over Time


Ways in which change occurs in the natural world;

How people and places have changed over time;

Positive change and how we have a responsibility to make an active contribution.





their self esteem and self confidence;

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their own and others’ feelings and emotions and how their actions affect others;

positive attitudes to learning and achievement;

strategies and skills for keeping themselves healthy and safe.


initiating and developing mutually satisfying relationships;

responsibility and respect, honesty and fairness;

constructive approaches to conflict;

similarities and differences between people;

developing themselves as members of a community.

PHYSICAL EDUCATION

The minimum content for Physical Education is set out below.

Teachers should provide opportunities for pupils to develop knowledge, understanding and skills

in:

Athletics


participate in fun activities and physical challenges enabling them to begin to learn,

understand and develop the core skills of running, jumping and throwing individually and

in a co-operative context, using a variety of equipment;

practise simple running techniques in a variety of fun activities;

practise jumping and throwing activities, initially from a stationary position progressing

to a controlled run-up;

measure performance in simple athletic activities.

Dance


use different parts of the body to explore personal and general space and to move using

simple actions;

listen to, and move in response to, different stimuli and accompaniments;

move in a controlled manner, at different speeds and in different directions, using

different levels in space, (high, low), and different strengths (heavy, light);

perform simple steps and movements to given rhythms and musical phrases;

create, practise, remember and perform simple movement sequences;

develop their movements progressively individually and in pairs.

Games


practise and develop the skills of handling, hitting and kicking through a range of

activities and using a variety of equipment;

develop the skills relevant to games, including running, stopping, jumping and skipping;

make use of space to outwit an opponent;

take part in simple games involving individual and co-operative play.

22

Gymnastics

Pupils should be enabled to

explore a range of movement skills, including travelling, jumping and landing, rolling,

climbing, transferring weight, balancing;

explore, practise and improve body management skills;

form simple sequences by linking movements;

progress from working individually to working in pairs;

evaluate their movements and those of others.

PART 4

Key Stage 2






listen and respond to a range of fiction, poetry, drama and media texts through the use of

traditional and digital resources;

tell, re-tell and interpret stories based on memories, personal experiences, literature,

imagination and the content of the curriculum;

participate in group and class discussions for a variety of curricular purposes;

know, understand and use the conventions of group discussion;

share, respond to and evaluate ideas, arguments and points of view and use evidence or

reason to justify opinions, actions or proposals;

formulate, give and respond to guidance, directions and instructions;

participate in a range of drama activities across the curriculum;

improvise a scene based on experience, imagination, literature, media and/or curricular

topics;

describe and talk about real experiences and imaginary situations and about people,

places, events and artefacts;

prepare and give a short oral presentation to a familiar group, showing an awareness of

audience and including the use of multimedia presentations;

identify and ask appropriate questions to seek information, views and feelings;

talk with people in a variety of formal and informal situations;

use appropriate quality of speech and voice, speaking audibly and varying register,

according to the purpose and audience;

read aloud, inflecting appropriately, to express thoughts and feelings and emphasise the

meaning of what they have read;

recognise and discuss features of spoken language, including formal and informal

language, dialect and colloquial speech.

23

READING


participate in modelled, shared, paired and guided reading experiences;

read, explore, understand and make use of a wide range of traditional and digital texts;

engage in sustained, independent and silent reading for enjoyment and information;

extend the range of their reading and develop their own preferences;

use traditional and digital sources to locate, select, evaluate and communicate information

relevant for a particular task;

represent their understanding of texts in a range of ways, including visual, oral, dramatic

and digital;

consider, interpret and discuss texts, exploring the ways in which language can be

manipulated in order to affect the reader or engage attention;

begin to be aware of how different media present information, ideas and events in

different ways;

justify their responses logically, by inference, deduction and/or reference to evidence

within the text;

reconsider their initial response to texts in the light of insight and information which

emerge subsequently from their reading;

read aloud to the class or teacher from prepared texts, including those composed by

themselves, using inflection to assist meaning;

use a range of cross-checking strategies to read unfamiliar words in texts;

use a variety of reading skills for different reading purposes.

WRITING


participate in modelled, shared, guided and independent writing, including composing on-

screen;

discuss various features of layout in texts and apply these, as appropriate, within their

own writing;

experiment with rhymes, rhythms, verse structure and all kinds of word play and dialect;

write for a variety of purposes and audiences, selecting, planning and using appropriate

style and form;

use the skills of planning, revising and redrafting to improve their writing, including that

which they have composed digitally;

express thoughts, feelings and opinions in imaginative and factual writing;

use a variety of stylistic features to create mood and effect;

begin to formulate their own personal style;

create, organise, refine and present ideas using traditional and digital means, combining

text, sound or graphics;

understand the differences between spoken and written language;

use a variety of skills to spell words correctly;

develop increasing competence in the use of grammar and punctuation to create clarity of

meaning;

develop a swift and legible style of handwriting.

24


The minimum content for Mathematics and Numeracy is set out below.


PROCESSES IN MATHEMATICS

Making and Monitoring Decisions


take increasing responsibility for selecting and using the materials and the mathematics

required for their work;

identify and obtain the information required for a task, suggesting appropriate sources to

find the information;

plan and organise their work, learning to work systematically;

develop a range of strategies for problem solving, looking for ways to overcome

difficulties.

Communicating Mathematically


understand mathematical language and use it to discuss their work and explain their

thinking;

compare their ideas and methods of working with others;

interpret situations mathematically using appropriate symbols or diagrams;

present information and results clearly.

Mathematical Reasoning


recognise general patterns and relationships and make predictions about them;

ask and respond to open-ended questions and explain their thinking;

understand and make general statements;

check results and consider whether they are reasonable.

NUMBER

Understanding Number and Number Notation


count, read, write and order whole numbers;

develop an understanding of place value up to two decimal places; use this to multiply

and divide numbers by 10 and 100;

estimate and approximate to gain an indication of the size of a solution to a calculation or

problem;

understand and use vulgar fractions, decimal fractions and percentages and explore the

relationships between them;

understand and use negative numbers in context.

Patterns, Relationships and Sequences in Number

25


explore and predict patterns and sequences of whole numbers; follow and devise rules for

generating sequences;

understand and use multiples and factors and the terms prime, square and cube;

appreciate inverse operations;

interpret, generalise and use simple relationships expressed in numerical, spatial and

practical situations; understand and use simple function machines;

understand that a letter can stand for an unknown number.

Operations and their Applications


develop strategies to add and subtract mentally;

know the multiplication facts up to 10 x 10;

engage in a range of activities to develop understanding of the four operations of number;

appreciate the use of brackets; add and subtract with up to two decimal places; multiply

and divide decimals by whole numbers; use these operations to solve problems.

Money


use the four operations to solve problems involving money;

discuss the value of money, how to keep money safe, ways in which goods can be paid

for and the need for budgeting;

be able to plan and think ahead in terms of saving and spending money; prioritise

spending with a limited supply of money; understand how to access best buys;

discuss foreign currency including the Euro.

MEASURES


develop skills in estimation of length, ‘weight’, volume/capacity, time, area and

temperature;

appreciate important ideas about measurement, including the continuous nature of

measurement and the need for appropriate accuracy;

understand the relationship between units and convert one metric unit to another; use the

four operations to solve problems;

calculate perimeter and the areas and volumes of simple shapes;

understand and use scale in the context of simple maps and drawings;

recognise times on the analogue and digital clocks and understand the relationship

between the 12 and 24-hour clocks; use timetables.

SHAPE AND SPACE

Exploration of Shape


construct a range of regular and irregular 2-D shapes; classify these through examination

of angles and sides; recognise line and rotational symmetry; reflect shapes in a line;

26

explore tessellations; name and describe common 2-D shapes; begin to understand

congruence in 2-D shapes;

construct 3-D shapes; investigate the number of faces, edges and vertices on these shapes;

name and describe common 3-D shapes; explore the relationship between 2-D and 3-D

shapes.

Position, Movement and Direction


understand the notion of angle in the context of turning; recognise right angles;

understand clockwise and anti-clockwise; know the eight points of the compass; use logo

to understand movement and turning; be introduced to a programming language and use it

to create pictures and patterns and to generate shapes;

develop language associated with line and angle; recognise properties of acute, obtuse

and reflex angles; investigate angles in triangles and quadrilaterals; measure and draw

angles up to 360°;

use co-ordinates to plot and draw shapes in the first quadrant.

HANDLING DATA

Collecting, Representing and Interpreting Data


collect, classify, record and present data drawn from a range of meaningful situations,

using graphs, tables, diagrams and ICT software;

explain their work orally and/or through writing and draw conclusions;

interpret a wide range of tables, lists, graphs and diagrams; create and interpret frequency

tables, including those for grouped data;

design and use a data collection sheet; interpret the results; enter information in a

database or spreadsheet and interrogate and interpret the results;

understand, calculate and use the mean and range of a set of discrete data.

Introduction to Probability


become familiar with and use the language of probability;

understand possible outcomes of simple random events; understand that there is a degree

of uncertainty about the outcome of some events, while others are certain or impossible;

place events in order of ‘likelihood’; understand and use the idea of ‘evens’ and know

whether events are more or less likely than this.

THE ARTS



ART AND DESIGN


engage with observing, investigating, and responding to first hand experiences, memory

and imagination;

27

collect, examine and select resource material to use in the development of ideas;

look at and talk about the work of artists, designers and craftsworkers from their own and

other cultures; appreciate methods used in the resource materials and use their

appreciation to stimulate personal ideas and engage with informed art making;

develop their understanding of the visual elements of colour, tone, line, shape, form,

space, texture and pattern to communicate their ideas;

evaluate their own and others’ work and how it was made, explain and share their ideas

discuss difficulties and review and modify work to find solutions;

use a range of media, materials, tools and processes such as: drawing, painting,

printmaking, malleable materials, textiles and three-dimensional construction, selecting

which is appropriate in order to realise personal ideas and intentions.

MUSIC


work creatively with sound by creating musical stories, pictures, patterns, conversations,

accompaniments and by investigating ways of preserving the music they have created;

sing and perform with simple instruments from memory, by ear or from notation to

develop vocal and instrumental skills;

listen and respond to their own and others’ music-making, thinking about, talking about

and discussing a variety of characteristics within music that they create, perform or listen

to.

Drama


develop their understanding of the world by engaging in a range of creative and

imaginative role play situations;

explore a range of cultural and human issues in a safe environment by using drama to

begin to explore their own and others’ feeling about issues, and by negotiating situations

both in and out of role;

develop a range of drama strategies including freeze frame, tableau, hot seating, thought

tracking and conscience;

develop dramatic skills appropriate to audience, context, purpose and task by exploring

voice, movement, gesture and facial expression through basic exploration of a specific

role, and by structuring dramatic activity to make meaning clear for a chosen audience.

THE WORLD AROUND US


Through the contributory elements of History, Geography and Science and Technology, teachers

should enable pupils to develop knowledge, understanding and skills in:

Interdependence


How they and others interact in the world;

How living things rely on each other within the natural world;

Interdependence of people and the environment and how this has been accelerated over

time by advances in transport and communications;

The effect of people on the natural and built environment over time.

28

Place


How place influences the nature of life;

Ways in which people, plants and animals depend on the features and materials in places

and how they adapt to their environment;

Features of, and variations in places, including physical, human, climatic, vegetation and

animal life;

Our place in the universe;

Change over time in places;

Positive and negative effects of natural and human events upon place over time.

Movement and Energy


The causes and effect of energy, forces and movement;

Causes that effect the movement of people and animals;

How movement can be accelerated by human and natural events such as wars,

earthquakes, famine or floods;

Positive and negative consequences of movement and its impact on people, places and

interdependence.

Change over Time


How change is a feature of the human and natural world and may have consequences for

our lives and the world around us;

Ways in which change occurs over both short and long periods of time in the physical and

natural world;

The effects of positive and negative changes globally and how we contribute to some of

these changes.





their self esteem, self confidence and how they develop as individuals;

their management of a range of feelings and emotions and the feelings and emotions of

others;

effective learning strategies;

how to sustain their health, growth and well being and coping safely and efficiently with

their environment.


initiating, developing and sustaining mutually satisfying relationships;

human rights and social responsibility;

causes of conflict and appropriate responses;

29

valuing and celebrating cultural difference and diversity;

playing an active and meaningful part in the life of the community and being concerned

about the wider environment.

PHYSICAL EDUCATION

The minimum content for Physical Education is set out below.

Teachers should provide opportunities for pupils to develop knowledge, understanding and skills

in:

Athletics

Pupils should be enabled to

participate in activities and physical challenges to learn, understand and continue to

develop the core skills of running, jumping and throwing in a co-operative and

competitive context using a variety of equipment;

progress from simple running, jumping and throwing activities towards becoming

involved in more difficult personal challenges and through them, improving performance;

practise running over short and long distances;

practise jumping for height and distance;

practise throwing activities for accuracy and distance from a stationary position to a

controlled run-up;

record and analyse personal performance in a variety of ways.

Dance


progress from using simple movements and gestures, towards developing these into a

structured, sequenced and co-ordinated set of movements using variables such as space,

direction and speed;

develop their movements progressively individually; in pairs; in trios; small groups; and

larger groups.

develop more effective use of space levels, directions, speed and strength

move with increased control, co-ordination and poise, using a variety of actions and

gestures which communicate ideas and feelings;

create, practise and perform movement sequences, using a variety of stimuli and to an

audience;

structure dances with clear beginnings, middles and ends;

perform a selection of simple folk dances.

Games


progress from developing individual skills and partner activities and games to suitable

small-sided, adapted and mini-games through both co-operative and then competitive

play;

develop control in running, jumping, changing speed, stopping and starting, with and

without small equipment;

30

improve their skills of handling, hitting and kicking using a variety of equipment and

progress from developing individual skills and partner activities and games to suitable

small-sided adapted and mini games through both co-operative and then competitive play;

develop an understanding of, and participate in, small-sided, adapted and mini games.

Gymnastics


extend their body management skills and improve the variety and quality of movement;

progress from working individually to working in pairs, trios, small groups and whole

groups;

explore, practise and refine a range of movement skills, including travelling, flight,

rolling, balancing, transferring weight, including weight on hands, twisting, turning and

stretching.

Swimming


develop basic swimming and personal survival skills;

understand the importance of personal hygiene in relation to pool use;

progress from using a swimming aid to developing their confidence and competence in

being able to swim without the use of any aids using recognised swimming strokes.

PA

RT

5

Key

Sta

ge

3

LA

NG

UA

GE

AN

D L

ITE

RA

CY

: E

ngli

sh w

ith

Med

ia E

du

cati

on

Th

e m

inim

um

con

ten

t is

set

ou

t b

elo

w

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

ng a

nd S

kills

(O

bjec

tive

1)

Dev

elop

ing

pupi

ls a

s Ind

ivid

uals

(O

bjec

tive

2)

Dev

elop

ing

pupi

ls a

s C

ontr

ibut

ors

to

Soci

ety

(Obj

ectiv

e 3)

D

evel

opin

g pu

pils

as

Con

trib

utor

s to

th

e Ec

onom

y an

d th

e En

viro

nmen

t T

hro

ugh

en

gagem

ent

wit

h a

ran

ge

of

stim

uli

, in

clu

din

g p

eers

, p

oet

ry,

pro

se,

dra

ma

, n

on

-fic

tio

n, m

edia

an

d

mu

ltim

edia

, w

hic

h e

nh

an

ce

crea

tiv

ity

an

d s

tim

ula

te c

uri

osi

ty

an

d i

ma

gin

ati

on

, p

up

ils

sho

uld

ha

ve

op

po

rtu

nit

ies

to b

eco

me

crit

ica

l,

crea

tiv

e a

nd

eff

ecti

ve

com

mu

nic

ato

rs b

y:

exp

ress

ing

mea

nin

g, fe

elin

gs

an

d

vie

wp

oin

ts;

talk

ing

, to

in

clu

de

deb

ate

, ro

le p

lay

,

inte

rvie

ws,

pre

sen

tati

on

s a

nd

gro

up

dis

cuss

ion

s;

list

enin

g a

ctiv

ely

an

d r

epo

rtin

g

back

;

rea

din

g a

nd

vie

win

g f

or

key

id

eas,

enjo

ym

ent,

en

gagem

ent

an

d

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

En

gage,

th

rou

gh

lan

gu

age,

wit

h

thei

r p

eers

an

d w

ith

fic

tio

na

l a

nd

rea

l-li

fe c

ha

ract

ers

an

d s

itu

ati

on

s, t

o

exp

lore

th

eir

ow

n e

mo

tio

ns

an

d

dev

elo

p c

rea

tiv

e p

ote

nti

al.

Per

son

al

Un

der

sta

nd

ing

Ex

plo

re a

nd

res

po

nd

to

oth

ers’

emoti

on

s as

enco

un

tere

d i

n

lite

ratu

re,

the

med

ia,

mo

vin

g i

ma

ge

an

d p

eer

dis

cuss

ion

.

Dev

elo

p t

he

ab

ilit

y t

o u

se l

an

gu

ag

e

(in

clu

din

g b

od

y l

an

gu

age)

eff

ecti

vel

y

in c

om

mu

nic

ati

ng

wit

h a

nd

rel

ati

ng

to o

ther

s.M

utu

al

Un

ders

tan

din

g

Ex

plo

re t

he

use

of

lan

gu

ag

e a

nd

ima

ger

y i

n c

on

vey

ing

an

d e

vo

kin

g a

va

riet

y o

f p

ow

erfu

l fe

elin

gs.

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Use

lit

era

ture

, d

ram

a, p

oet

ry o

r th

e

movin

g i

mage

to e

xp

lore

oth

ers’

nee

ds

an

d r

igh

ts.

Cit

izen

ship

Ex

plo

re t

he

po

wer

of

a r

an

ge

of

com

mu

nic

ati

on

tec

hn

iqu

es t

o

info

rm, en

tert

ain

, in

flu

ence

an

d

per

sua

de.

Co

nsi

der

ho

w m

ean

ing

s a

re c

ha

ng

ed

wh

en t

exts

are

ad

ap

ted

to d

iffe

ren

t

med

ia.

Med

ia A

wa

ren

ess

Ex

plo

re h

ow

dif

fere

nt

cult

ure

s a

nd

bel

iefs

are

ref

lect

ed i

n a

ra

ng

e o

f

com

mu

nic

ati

on

met

ho

ds.

Cu

ltu

ral

Un

der

stan

din

g

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Inves

tigate

th

e im

port

an

ce o

f

com

mu

nic

ati

on

sk

ills

in

lif

e/w

ork

situ

ati

on

s.

Em

plo

ya

bil

ity

Pla

n a

nd

cre

ate

an

eff

ecti

ve

com

mu

nic

ati

on

ca

mp

aig

n o

n a

n

issu

e re

late

d t

o:

Ed

uca

tion

for

Su

stain

ab

le

Dev

elop

men

t.

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Eco

no

mic

Aw

are

nes

s

32

emp

ath

y;

wri

tin

g a

nd

pre

sen

tin

g i

n d

iffe

ren

t

med

ia a

nd

fo

r d

iffe

ren

t a

ud

ien

ces

an

d p

urp

ose

s;

pa

rtic

ipa

tin

g i

n a

ra

ng

e o

f d

ram

a

act

ivit

ies;

inte

rpre

tin

g v

isu

al

stim

uli

in

clu

din

g

the

mo

vin

g i

ma

ge;

dev

elo

pin

g a

n u

nd

erst

an

din

g o

f

dif

fere

nt

form

s, g

enre

s an

d m

eth

od

s

of

com

mu

nic

ati

on

an

d a

n

un

der

sta

nd

ing

of

ho

w m

ean

ing

is

crea

ted

;

dev

elo

pin

g t

hei

r k

no

wle

dg

e o

f h

ow

lan

gu

ag

e w

ork

s a

nd

th

eir

acc

ura

cy

in u

sin

g t

he

con

ven

tio

ns

of

lan

gu

ag

e,

incl

ud

ing s

pel

lin

g,

pu

nct

uati

on

an

d

gra

mm

ar;

an

aly

sin

g c

riti

call

y t

hei

r o

wn

an

d

oth

er t

exts

;

usi

ng

a r

an

ge

of

tech

niq

ues

, fo

rms

an

d m

edia

to

con

vey

in

form

ati

on

crea

tiv

ely

an

d a

pp

rop

ria

tely

.

Sp

irit

ua

l A

wa

ren

ess

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Per

son

al

Hea

lth

Med

ia A

wa

ren

ess

to e

xp

lore

iss

ues

rel

ate

d t

o:

Eth

ical

Aw

are

nes

s

33

Lea

rnin

g O

utc

om

es

Th

e le

arn

ing

ou

tco

mes

req

uir

e th

e

dem

on

stra

tio

n o

f sk

ills

an

d

ap

pli

cati

on

of

kn

ow

led

ge

an

d

un

der

sta

nd

ing

of

En

gli

sh w

ith

Med

ia E

du

cati

on

.

Pu

pil

s sh

ou

ld b

e a

ble

to

:

rese

arc

h a

nd

ma

na

ge

info

rma

tio

n e

ffec

tiv

ely

, u

sin

g M

ath

ema

tics

an

d I

CT

wh

ere

ap

pro

pri

ate

;

sho

w d

eep

er u

nd

erst

an

din

g b

y th

ink

ing

cr

itic

all

y a

nd

fl

exib

ly,

solv

ing

p

rob

lem

s a

nd

m

ak

ing

in

form

ed

dec

isio

ns,

usi

ng

Ma

them

ati

cs a

nd

IC

T w

her

e a

pp

rop

ria

te;

dem

on

stra

te c

rea

tiv

ity

an

d i

nit

iati

ve

wh

en d

evel

op

ing

id

eas

an

d f

oll

ow

ing

th

em t

hro

ug

h;

wo

rk e

ffec

tiv

ely

wit

h o

ther

s;

dem

on

stra

te s

elf

ma

na

gem

ent

by

wo

rkin

g s

yst

ema

tica

lly

, p

ersi

stin

g w

ith

ta

sks,

ev

alu

ati

ng

an

d i

mp

rov

ing

ow

n p

erfo

rma

nce

;

com

mu

nic

ate

eff

ecti

vel

y i

n o

ral,

vis

ual

an

d w

ritt

en f

orm

ats

(in

clu

din

g I

CT

an

d t

he

movin

g i

mage)

sh

ow

ing

clea

r a

wa

ren

ess

of

au

die

nce

an

d p

urp

ose

an

d a

tten

tio

n t

o a

ccu

racy

.

34

LA

NG

UA

GE

AN

D L

ITE

RA

CY

: Ir

ish

wit

h M

edia

Ed

uca

tion

in

Iri

sh-s

pea

kin

g s

chools

Th

e m

inim

um

con

ten

t is

set

ou

t b

elo

w

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

ng a

nd S

kills

(O

bjec

tive

1)

Dev

elop

ing

pupi

ls a

s Ind

ivid

uals

(O

bjec

tive

2)

Dev

elop

ing

pupi

ls a

s C

ontr

ibut

ors

to

Soci

ety

(Obj

ectiv

e 3)

D

evel

opin

g pu

pils

as

Con

trib

utor

s to

th

e Ec

onom

y an

d th

e En

viro

nmen

t T

hro

ugh

en

gagem

ent

wit

h a

ran

ge

of

stim

uli

in

clu

din

g p

eers

, p

oet

ry,

pro

se,

dra

ma

, n

on

-fic

tio

n, m

edia

an

d

mu

ltim

edia

wh

ich

en

ha

nce

cre

ati

vit

y

an

d s

tim

ula

te c

uri

osi

ty a

nd

ima

gin

ati

on

, p

up

ils

sho

uld

ha

ve

op

po

rtu

nit

ies

to b

eco

me

crea

tiv

e a

nd

effe

ctiv

e co

mm

un

ica

tors

by

:

exp

ress

ing

mea

nin

g, fe

elin

gs

an

d

vie

wp

oin

ts;

talk

ing -

in

clu

din

g d

ebate

, ro

le p

lay,

inte

rvie

ws,

pre

sen

tati

on

s;

act

ive

list

enin

g a

nd

rep

ort

ing b

ack

;

rea

din

g a

nd

vie

win

g f

or

key

id

eas,

enjo

ym

ent,

en

gagem

ent

an

d

emp

ath

y;

wri

tin

g f

or

dif

fere

nt

au

die

nce

s an

d

pu

rpose

s;

pa

rtic

ipa

tio

n i

n a

ra

ng

e o

f d

ram

a

act

ivit

ies;

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

En

gage,

th

rou

gh

lan

gu

age,

wit

h

thei

r p

eers

an

d w

ith

fic

tio

na

l a

nd

rea

l-li

fe c

ha

ract

ers

an

d s

itu

ati

on

s, t

o

exp

lore

em

oti

on

s a

nd

dev

elo

p

crea

tiv

e p

ote

nti

al.

Per

son

al

Un

der

sta

nd

ing

Ex

plo

re a

nd

res

po

nd

to

oth

ers’

emo

tio

ns

thro

ug

h l

iter

atu

re,

mo

vin

g

ima

ge

or

pee

r d

iscu

ssio

n.

Dev

elo

p a

n u

nd

erst

an

din

g o

f th

e

po

wer

of

lan

gu

ag

es (

incl

ud

ing

bi-

lin

gu

ali

sm a

nd

bo

dy

la

ng

ua

ge)

to

com

mu

nic

ate

an

d e

mp

ath

ise

wit

h

oth

ers.

Mu

tual

Un

ders

tan

din

g

Ex

plo

re t

he

use

of

lan

gu

ag

e a

nd

ima

ger

y i

n c

on

vey

ing

an

d e

vo

kin

g a

va

riet

y o

f p

ow

erfu

l fe

elin

gs.

Sp

irit

ua

l A

wa

ren

ess

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Use

lit

era

ture

, d

ram

a, p

oet

ry o

r th

e

movin

g i

mage

to e

xp

lore

oth

ers’

nee

ds

an

d r

igh

ts.

Cit

izen

ship

Ex

plo

re t

he

po

wer

of

a r

an

ge

of

com

mu

nic

ati

on

tec

hn

iqu

es t

o

info

rm, en

tert

ain

, in

flu

ence

an

d

per

sua

de.

An

aly

se a

nd

ev

alu

ate

ho

w a

no

vel

has

bee

n p

ort

rayed

in

fil

m.

Med

ia A

wa

ren

ess

Ex

plo

re h

ow

dif

fere

nt

cult

ure

s a

nd

bel

iefs

an

d l

an

gu

age

com

mu

nit

ies,

her

e a

nd

glo

ba

lly

are

ref

lect

ed i

n a

ran

ge

of

com

mu

nic

ati

on

met

ho

ds.

Cu

ltu

ral

Un

der

stan

din

g

Inv

esti

ga

te a

nd

ev

alu

ate

com

mu

nic

ati

on

tec

hn

iqu

es u

sed

to

exp

lore

a r

elev

an

t et

hic

al

issu

e.

Eth

ical

Aw

are

nes

s

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Inv

esti

ga

te h

ow

co

mm

un

ica

tio

n

skil

ls a

re v

ita

l to

lif

e/w

ork

sit

ua

tio

ns.

Inv

esti

ga

te h

ow

th

e sk

ills

dev

elo

ped

thro

ug

h t

he

Iris

h l

an

gu

ag

e w

ill

enh

an

ce c

are

er o

pti

on

s a

nd

in

crea

se

mo

bil

ity

.

Em

plo

ya

bil

ity

Pla

n a

nd

cre

ate

an

eff

ecti

ve

com

mu

nic

ati

on

ca

mp

aig

n o

n a

n

issu

e re

late

d t

o:

Ed

uca

tion

for

Su

stain

ab

le

Dev

elop

men

t

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Eco

no

mic

Aw

are

nes

s

35

inte

rpre

tin

g v

isu

al

stim

uli

an

d t

he

movin

g i

mage;

dev

elo

pin

g a

n u

nd

erst

an

din

g o

f

dif

fere

nt

form

s, g

enre

s an

d m

eth

od

s

of

com

mu

nic

ati

on

an

d

un

der

sta

nd

ing

ho

w m

ean

ing

is

crea

ted

;

dev

elo

pin

g t

hei

r k

no

wle

dg

e o

f h

ow

lan

gu

ag

e w

ork

s a

nd

th

eir

acc

ura

cy

in u

sin

g t

he

con

ven

tio

ns

of

lan

gu

ag

e,

incl

ud

ing s

pel

lin

g,

pu

nct

uati

on

an

d

gra

mm

ar;

usi

ng

a r

an

ge

of

tech

niq

ues

, fo

rms

an

d m

edia

to

con

vey

in

form

ati

on

crea

tiv

ely

an

d a

pp

rop

ria

tely

.

Per

son

al

Hea

lth

Mo

ral

Ch

ara

cter

Lea

rnin

g O

utc

om

es

Th

e le

arn

ing

ou

tco

mes

req

uir

e th

e

dem

on

stra

tio

n o

f sk

ills

an

d

ap

pli

cati

on

of

kn

ow

led

ge

an

d

un

der

stan

din

g o

f Ir

ish

(in

Iri

sh-

spea

kin

g s

cho

ols

) w

ith

Med

ia

Ed

uca

tio

n.

Pu

pil

s sh

ou

ld b

e a

ble

to

:

rese

arc

h a

nd

ma

na

ge

info

rma

tio

n e

ffec

tiv

ely

, u

sin

g M

ath

ema

tics

an

d I

CT

wh

ere

ap

pro

pri

ate

;

sho

w d

eep

er u

nd

erst

an

din

g b

y th

ink

ing

cr

itic

all

y a

nd

fl

exib

ly,

solv

ing

p

rob

lem

s a

nd

m

ak

ing

in

form

ed

dec

isio

ns,

usi

ng

Ma

them

ati

cs a

nd

IC

T w

her

e a

pp

rop

ria

te;

dem

on

stra

te c

rea

tiv

ity

an

d i

nit

iati

ve

wh

en d

evel

op

ing

id

eas

an

d f

oll

ow

ing

th

em t

hro

ug

h;

wo

rk e

ffec

tiv

ely

wit

h o

ther

s;

dem

on

stra

te s

elf

ma

na

gem

ent

by

wo

rkin

g s

yst

ema

tica

lly

, p

ersi

stin

g w

ith

ta

sks,

ev

alu

ati

ng

an

d i

mp

rov

ing

ow

n p

erfo

rma

nce

;

com

mu

nic

ate

eff

ecti

vel

y i

n o

ral,

vis

ual

an

d w

ritt

en f

orm

ats

(in

clu

din

g I

CT

an

d t

he

movin

g i

mage)

sh

ow

ing

clea

r a

wa

ren

ess

of

au

die

nce

, p

urp

ose

an

d a

tten

tio

n t

o a

ccu

racy

.

36

MA

TH

EM

AT

ICS

AN

D N

UM

ER

AC

Y:

Math

emati

cs w

ith

Fin

an

cial

Cap

ab

ilit

y

Th

e m

inim

um

con

ten

t is

set

ou

t b

elo

w

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

ng a

nd S

kills

(O

bjec

tive

1)

Dev

elop

ing

pupi

ls a

s Ind

ivid

uals

(O

bjec

tive

2)

Dev

elop

ing

pupi

ls a

s C

ontr

ibut

ors

to

Soci

ety

(Obj

ectiv

e 3)

D

evel

opin

g pu

pils

as

Con

trib

utor

s to

th

e Ec

onom

y an

d th

e En

viro

nmen

t P

up

ils

sho

uld

ha

ve

op

po

rtu

nit

ies,

thro

ugh

th

e co

nte

xts

op

posi

te,

to

dev

elo

p:

kn

ow

led

ge

an

d u

nd

erst

an

din

g o

f

Nu

mb

er

Alg

ebra

Sh

ap

e, S

pace

an

d M

easu

res

Ha

nd

lin

g D

ata

;

kn

ow

led

ge

an

d u

nd

erst

an

din

g o

f

per

son

al

fin

an

ce i

ssu

es;

an

d s

kil

ls t

o

enab

le c

om

pet

ent

an

d r

esp

on

sib

le

fin

an

cia

l d

ecis

ion

ma

kin

g;

the

ap

pli

cati

on

of

ma

them

ati

cal

skil

ls t

o r

eal

life

an

d w

ork

sit

ua

tio

ns;

the

crea

tiv

e u

se o

f te

chn

olo

gy

to

enh

an

ce m

ath

ema

tica

l

un

der

sta

nd

ing

;

by

dem

on

stra

tin

g:

crea

tiv

e th

ink

ing

in

th

eir

You

ng p

eop

le s

hou

ld h

ave

op

po

rtu

nit

ies

to :

Inv

esti

ga

te a

per

son

al

an

d c

lass

life

sty

le s

tud

y o

f ti

me.

Per

son

al

Un

der

sta

nd

ing

Wo

rk c

oll

ab

ora

tiv

ely

in

pro

ble

m

solv

ing

, ta

kin

g a

cco

un

t o

f o

ther

s’

vie

wp

oin

ts t

o r

each

con

sen

sus.

Mu

tual

Un

ders

tan

din

g

Dem

on

stra

te a

n a

bil

ity

an

d

wil

lin

gn

ess

to d

evel

op

lo

gic

al

arg

um

ents

.

Mo

ral

Ch

ara

cter

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Per

son

al

Hea

lth

Sp

irit

ua

l A

wa

ren

ess

You

ng p

eop

le s

hou

ld h

ave

op

po

rtu

nit

ies

to:

An

aly

se a

nd

in

terp

ret

info

rmati

on

pa

tter

ns

rela

tin

g t

o l

oca

l a

nd

glo

ba

l

tren

ds.

Cit

izen

ship

Cri

tica

lly

ex

am

ine

the

use

an

d

mis

use

of

math

emati

cs t

o

just

ify/s

up

po

rt p

art

icu

lar

att

itu

des

/op

inio

ns

in d

iffe

ren

t m

edia

,

an

d t

he

inte

rpre

tati

on

of

da

ta.

Med

ia A

wa

ren

ess

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Cu

ltu

ral

Un

der

stan

din

g

Eth

ical

Aw

are

nes

s

You

ng p

eop

le s

hou

ld h

ave

op

po

rtu

nit

ies

to:

Ex

am

ine

the

role

of

ma

them

ati

cs a

s

a “

key

” t

o e

ntr

y f

or

futu

re

edu

cati

on

, tr

ain

ing a

nd

em

plo

ym

ent.

Ex

plo

re h

ow

th

e sk

ills

dev

elo

ped

thro

ug

h m

ath

ema

tics

wil

l b

e u

sefu

l

to a

ra

ng

e o

f ca

reer

s

Em

plo

ya

bil

ity

Ap

ply

ma

them

ati

cal

skil

ls i

n

ever

yd

ay f

inan

cial

pla

nn

ing a

nd

dec

isio

n m

ak

ing

Eco

no

mic

Aw

are

nes

s

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Ed

uca

tion

for

Su

stain

ab

le

Dev

elop

men

t

37

ap

pro

ach

to

so

lvin

g

math

emati

cal

pro

ble

ms;

incr

easi

ng

co

mp

eten

ce

in

men

tal

ma

them

ati

cs s

kil

ls;

incr

easi

ng

co

mp

eten

ce

in

pen

cil

an

d p

ap

er m

eth

od

s;

incr

easi

ng

co

nfi

den

ce i

n t

he

use

of

math

emati

cal

lan

gu

age

an

d n

ota

tion

;

pra

ctic

al

skil

ls

usi

ng

tech

no

log

y.

Lea

rnin

g O

utc

om

es

Th

e L

earn

ing

Ou

tco

mes

req

uir

e th

e

dem

on

stra

tio

n o

f sk

ills

an

d

ap

pli

cati

on

of

kn

ow

led

ge

an

d

un

der

sta

nd

ing

of

Ma

them

ati

cs.

Pu

pil

s sh

ou

ld b

e a

ble

to

:

dem

on

stra

te m

enta

l m

ath

ema

tica

l ca

pab

ilit

y w

ith

sim

ple

pro

ble

ms;

dec

ide

on

th

e a

pp

rop

ria

te

met

ho

d

an

d

equ

ipm

ent

to

solv

e p

rob

lem

s–m

enta

l,

wri

tten

, ca

lcu

lato

r,

math

emati

cal

inst

rum

ents

or

a c

om

bin

ati

on

of

thes

e;

dem

on

stra

te f

ina

nci

al

cap

ab

ilit

y i

n a

ra

ng

e o

f re

lev

an

t ev

ery

da

y c

on

tex

ts;

rese

arc

h a

nd

ma

na

ge

info

rma

tio

n e

ffec

tiv

ely

to

in

ves

tig

ate

an

d s

olv

e m

ath

ema

tica

l p

rob

lem

s, u

sin

g I

CT

wh

ere

ap

pro

pri

ate

;

sho

w d

eep

er m

ath

ema

tica

l u

nd

erst

an

din

g b

y t

hin

kin

g c

riti

call

y a

nd

fle

xib

ly,

solv

ing

pro

ble

ms

an

d m

ak

ing

info

rmed

dec

isio

ns,

usi

ng

IC

T w

her

e a

pp

rop

ria

te;

dem

on

stra

te c

rea

tiv

ity

an

d i

nit

iati

ve

wh

en d

evel

op

ing

id

eas

an

d f

oll

ow

ing

th

em t

hro

ug

h;

wo

rk e

ffec

tiv

ely

wit

h o

ther

s;

dem

on

stra

te s

elf

ma

na

gem

ent

by

wo

rkin

g s

yst

ema

tica

lly

, p

ersi

stin

g w

ith

ta

sks,

ev

alu

ati

ng

an

d i

mp

rov

ing

ow

n p

erfo

rma

nce

;

com

mu

nic

ate

eff

ecti

vel

y i

n o

ral,

vis

ua

l, w

ritt

en,

ma

them

ati

cal

an

d I

CT

fo

rma

ts,

sho

win

g c

lea

r a

wa

ren

ess

of

au

die

nce

an

d p

urp

ose

.

38

MO

DE

RN

LA

NG

UA

GE

S

Th

e m

inim

um

con

ten

t is

set

ou

t b

elo

w

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

ng a

nd S

kills

(O

bjec

tive

1)

Dev

elop

ing

pupi

ls a

s Ind

ivid

uals

(O

bjec

tive

2)

Dev

elop

ing

pupi

ls a

s C

ontr

ibut

ors

to

Soci

ety

(Obj

ectiv

e 3)

D

evel

opin

g pu

pils

as

Con

trib

utor

s to

th

e Ec

onom

y an

d th

e En

viro

nmen

t P

up

ils

sho

uld

ha

ve

op

po

rtu

nit

ies,

thro

ugh

th

e co

nte

xts

op

posi

te,

to

bec

om

e ef

fect

ive

an

d c

rea

tiv

e

com

mu

nic

ato

rs b

y:

list

enin

g a

nd

res

pon

din

g i

n o

ral

an

d

wri

tten

form

, in

th

e ta

rget

lan

gu

age,

to a

ra

ng

e o

f st

imu

li a

nd

fo

r a

va

riet

y o

f p

urp

ose

s;

talk

ing

ab

ou

t ex

per

ien

ce,

feel

ing

s

an

d o

pin

ion

s u

sin

g t

he

targ

et

lan

gu

ag

e;

dev

elo

pin

g a

n a

wa

ren

ess

of

lan

gu

ag

e

an

d h

ow

it

work

s, a

nd

by i

mp

rovin

g

acc

ura

cy;

com

pa

rin

g l

ing

uis

tic

fea

ture

s in

fir

st

an

d t

arg

et l

an

gu

ag

e;

rea

din

g a

nd

vie

win

g a

ra

ng

e o

f

stim

uli

in

th

e ta

rget

la

ng

ua

ge

for

key

idea

s, d

eta

il, en

joy

men

t a

nd

eng

ag

emen

t;

wri

tin

g i

n t

he

targ

et l

an

gu

ag

e to

exch

an

ge

info

rma

tio

n a

nd

id

eas,

esta

bli

sh a

nd

ma

inta

in c

on

tact

;

usi

ng a

ran

ge

of

tech

niq

ues

,

incl

ud

ing

per

form

an

ce a

nd

mu

lti-

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Co

mm

un

ica

te a

n u

nd

erst

an

din

g o

f

self

.

Per

son

al

Un

der

stan

din

g

Co

mm

un

ica

te a

n u

nd

erst

an

din

g o

f

oth

ers.

Mu

tual

Un

ders

tan

din

g

Ex

plo

re i

ssu

es r

ela

tin

g t

o l

ifes

tyle

cho

ices

.P

erso

nal

Hea

lth

Dis

cov

er h

ow

sec

on

d l

an

gu

ag

e

lea

rnin

g c

an

in

spir

e a

n a

wa

ren

ess

of

cult

ura

l si

mil

ari

ties

an

d d

iffe

ren

ces.

Sp

irit

ua

l A

wa

ren

ess

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Mo

ral

Ch

ara

cter

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Ex

plo

re s

oci

al

issu

es w

hic

h r

ela

te t

o

ever

yd

ay l

ives

.

Cit

izen

ship

Pre

sen

t a

n u

nd

erst

an

din

g o

f th

eir

ow

n c

ult

ure

an

d o

f th

e cu

ltu

re

ass

oci

ate

d w

ith

th

e la

ng

ua

ge.

Cu

ltu

ral

Un

der

stan

din

g

Dev

elo

p a

n a

wa

ren

ess

of

med

ia a

nd

a k

no

wle

dg

e o

f m

edia

res

ou

rces

in

the

targ

et l

an

gu

ag

e co

un

try

.

Med

ia A

wa

ren

ess

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Eth

ical

Aw

are

nes

s

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Inv

esti

ga

te h

ow

th

e la

ng

ua

ge-

spec

ific

sk

ills

an

d l

earn

ing

sk

ills

dev

elop

ed t

hro

ugh

lan

gu

ages

wil

l

enh

an

ce c

are

er o

pti

on

s a

nd

in

crea

se

mo

bil

ity

.

Em

plo

ya

bil

ity

En

ha

nce

aw

are

nes

s o

f m

on

ey

ma

tter

s in

targ

et l

an

gu

ag

ere

gio

ns.

Eco

no

mic

Aw

are

nes

s

Co

nsi

der

lo

cal

an

d g

lob

al

env

iro

nm

enta

l is

sues

.

Ed

uca

tion

for

Su

stain

ab

le

Dev

elop

men

t

39

med

ia,

to c

on

vey

, p

rese

nt

an

d

exch

an

ge

info

rma

tio

n i

nn

ov

ati

vel

y

in t

he

targ

et l

an

gu

ag

e a

nd

as

a

mea

ns

of

crea

tiv

e ex

pre

ssio

n;

usi

ng

pre

vio

usl

y l

earn

t la

ng

ua

ge

in

un

fam

ilia

r co

nte

xts

;

eng

ag

ing

wit

h o

ther

s in

clu

din

g,

wh

ere

poss

ible

, p

art

ner

sch

ools

;

ap

ply

ing t

he

lan

gu

age-

spec

ific

sk

ills

an

d t

ran

sfer

ab

le s

kil

ls a

cqu

ired

thro

ugh

sec

on

d l

an

gu

age

learn

ing t

o

rea

l-li

fe s

itu

ati

on

s lo

call

y, n

ati

on

all

y

an

d i

nte

rna

tio

na

lly

.

Lea

rnin

g O

utc

om

es

Th

e le

arn

ing

ou

tco

mes

req

uir

e th

e

dem

on

stra

tio

n o

f sk

ills

an

d

ap

pli

cati

on

of

kn

ow

led

ge

an

d

un

der

sta

nd

ing

of

the

Ta

rget

La

ng

ua

ge.

Pu

pil

s sh

ou

ld b

e a

ble

to

:

rese

arc

h a

nd

man

age

info

rmati

on

eff

ecti

vel

y t

o i

nves

tig

ate

ta

rget

la

ng

ua

ge

issu

es,

usi

ng

Ma

them

ati

cs a

nd

ICT

wh

ere

ap

pro

pri

ate

;

sho

w d

eep

er u

nd

erst

an

din

g b

y th

ink

ing

cr

itic

all

y a

nd

fl

exib

ly,

solv

ing

p

rob

lem

s a

nd

m

ak

ing

in

form

ed

dec

isio

ns,

usi

ng

Ma

them

ati

cs a

nd

IC

T w

her

e a

pp

rop

ria

te;

dem

on

stra

te c

rea

tiv

ity

an

d i

nit

iati

ve

wh

en d

evel

op

ing

id

eas

an

d f

oll

ow

ing

th

em t

hro

ug

h;

wo

rk e

ffec

tiv

ely

wit

h o

ther

s;

dem

on

stra

te s

elf

ma

na

gem

ent

by

wo

rkin

g s

yst

ema

tica

lly

, p

ersi

stin

g w

ith

ta

sks,

ev

alu

ati

ng

an

d i

mp

rov

ing

ow

n p

erfo

rma

nce

;

com

mu

nic

ate

eff

ecti

vel

y i

n o

ral,

vis

ual,

wri

tten

an

d I

CT

fo

rma

ts,

imp

rov

ing

acc

ura

cy a

nd

sh

ow

ing

cle

ar

aw

are

nes

s o

f a

ud

ien

ce a

nd

pu

rpo

se.

40

TH

E A

RT

S:

Art

an

d D

esig

n

Th

e m

inim

um

con

ten

t is

set

ou

t b

elo

w

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

ng a

nd S

kills

(O

bjec

tive

1)

Dev

elop

ing

pupi

ls a

s Ind

ivid

uals

(O

bjec

tive

2)

Dev

elop

ing

pupi

ls a

s C

ontr

ibut

ors

to

Soci

ety

(Obj

ectiv

e 3)

D

evel

opin

g pu

pils

as

Con

trib

utor

s to

th

e Ec

onom

y an

d th

e En

viro

nmen

t P

up

ils

sho

uld

ha

ve

op

po

rtu

nit

ies,

thro

ugh

th

e co

nte

xts

op

posi

te,

to

dev

elo

p t

hei

r o

wn

per

son

al

an

d

crea

tiv

e re

spo

nse

s b

y:

rese

arc

hin

g, g

ath

erin

g a

nd

inte

rpre

tin

g i

nfo

rma

tio

n f

rom

dir

ect

exp

erie

nce

s, o

bse

rva

tio

ns,

mem

ory

,

ima

gin

ati

on

an

d a

ra

ng

e o

f

tra

dit

ion

al

an

d d

igit

al

sou

rces

;

dev

elo

pin

g a

n a

pp

reci

ati

on

of

the

work

of

art

ists

, d

esig

ner

s an

d c

raft

wo

rker

s fr

om

th

eir

ow

n a

nd

oth

er

cult

ure

s, p

ast

an

d p

rese

nt;

dev

elo

pin

g c

rea

tiv

e th

ink

ing

sk

ills

an

d p

erso

na

l cr

eati

ve

ou

tco

mes

thro

ug

h i

nv

esti

ga

tin

g,

rea

lisi

ng

,

des

ign

ing

an

d m

ak

ing

;

dra

win

g a

nd

gra

ph

ic m

edia

,

pri

ntm

ak

ing

,

tex

tile

s,

cera

mic

s,

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Exp

ress

th

emse

lves

th

rou

gh

Art

an

d

Des

ign

.

Per

son

al

Un

der

sta

nd

ing

Wo

rk w

ith

oth

er p

up

ils

to p

rod

uce

a

crea

tiv

e re

spo

nse

to

gro

up

exp

ress

ion

s o

f id

enti

ty.

Mu

tual

Un

ders

tan

din

g

Inves

tigate

an

d r

esp

on

d t

o w

ork

s of

art

th

at

insp

ire

an

d r

elate

to t

hei

r

liv

es a

nd

ex

per

ien

ces.

Sp

irit

ua

l A

wa

ren

ess

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Per

son

al

Hea

lth

Mo

ral

Ch

ara

cter

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Mak

e an

in

form

ed a

nd

cri

tica

l

resp

on

se t

o a

so

cia

l/en

vir

on

men

tal

issu

e.

Cit

izen

ship

Ex

plo

re t

he

div

ersi

ty o

f v

ari

ou

s

cult

ure

s th

at

are

ex

pre

ssed

th

rou

gh

Art

& D

esig

n.

Cu

ltu

ral

Un

der

stan

din

g

Inves

tigate

an

d r

esp

on

d t

o t

he

use

of

vis

ua

l la

ng

ua

ge,

lo

go

s a

nd

catc

hp

hra

ses

in a

dv

erti

sin

g.

Med

ia A

wa

ren

ess

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Eth

ical

Aw

are

nes

s

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Dev

elo

p a

wa

ren

ess

of

emp

loy

men

t

op

po

rtu

nit

ies

wit

hin

th

e cr

eati

ve

ind

ust

ries

in

N.

Irel

an

d a

nd

bey

on

d.

Em

plo

ya

bil

ity

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Eco

no

mic

Aw

are

nes

s

Ed

uca

tion

for

Su

stain

ab

le

Dev

elop

men

t

41

3-d

imen

sio

na

l co

nst

ruct

ion

or

pro

toty

pin

g,

len

s b

ase

d

an

d

dig

ital

med

ia;

usi

ng

th

e v

isu

al

elem

ents

wit

h

un

der

sta

nd

ing

wh

en e

ng

ag

ing

in

art

an

d d

esig

n;

eva

lua

tin

g a

nd

ap

pre

cia

tin

g t

hei

r

ow

n a

nd

oth

ers’

work

th

rou

gh

dis

cuss

ion

an

d r

efle

ctio

n.

Lea

rnin

g O

utc

om

es

Th

e le

arn

ing

ou

tco

mes

req

uir

e th

e

dem

on

stra

tio

n o

f sk

ills

an

d

ap

pli

cati

on

of

kn

ow

led

ge

an

d

un

der

sta

nd

ing

of

Art

an

d D

esig

n.

Pu

pil

s sh

ou

ld b

e a

ble

to

:

rese

arc

h a

nd

man

age

info

rmati

on

eff

ecti

vel

y t

o i

nves

tigate

an

d i

nfo

rm i

dea

s in

art

, d

esig

n,

craft

, d

igit

al

med

ia a

nd

mo

vin

g i

ma

ge,

usi

ng

Ma

them

ati

cs a

nd

IC

T w

her

e a

pp

rop

ria

te;

show

d

eep

er

art

isti

c u

nd

erst

an

din

g

by

th

ink

ing

crit

icall

y

an

d

flex

ibly

, so

lvin

g

pro

ble

ms

an

d

mak

ing

info

rmed

dec

isio

ns,

usi

ng

Ma

them

ati

cs a

nd

IC

T w

her

e a

pp

rop

ria

te;

dem

on

stra

te c

rea

tiv

ity

an

d i

nit

iati

ve

wh

en d

evel

op

ing

id

eas

an

d f

oll

ow

ing

th

em t

hro

ug

h;

wo

rk e

ffec

tiv

ely

wit

h o

ther

s;

dem

on

stra

te

self

m

an

ag

emen

t b

y

wo

rkin

g

ind

epen

den

tly

a

nd

sy

stem

ati

call

y,

per

sist

ing

w

ith

ta

sks,

eva

lua

tin

g a

nd

im

pro

vin

g o

wn

per

form

an

ce;

com

mu

nic

ate

eff

ecti

vel

y i

n o

ral,

vis

ua

l, w

ritt

en a

nd

dig

ita

l m

edia

(IC

T)

form

ats

, sh

ow

ing

cle

ar

aw

are

nes

s o

f

au

die

nce

an

d p

urp

ose

.

42

AR

T A

ND

DE

SIG

N:

MU

SIC

Th

e m

inim

um

con

ten

t is

set

ou

t b

elo

w

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

ng a

nd S

kills

(O

bjec

tive

1)

Dev

elop

ing

pupi

ls a

s Ind

ivid

uals

(O

bjec

tive

2)

Dev

elop

ing

pupi

ls a

s C

ontr

ibut

ors

to

Soci

ety

(Obj

ectiv

e 3)

D

evel

opin

g pu

pils

as

Con

trib

utor

s to

th

e Ec

onom

y an

d th

e En

viro

nmen

t P

up

ils

sho

uld

dev

elo

p t

hei

r m

usi

cal

po

ten

tia

l b

y h

av

ing

op

po

rtu

nit

ies,

thro

ugh

th

e co

nte

xts

op

posi

te,

to:

imp

rov

ise,

co

mp

ose

an

d p

erfo

rm

mu

sic

in a

ra

ng

e o

f st

yle

s;

exp

lore

an

d c

om

bin

e th

e el

emen

ts o

f

mu

sic

(pit

ch, rh

yth

m,

dy

na

mic

s,

tim

bre

, te

xtu

re)

to c

rea

te s

tru

ctu

re

an

d s

tyle

wh

en i

mp

rov

isin

g a

nd

com

po

sin

g;

per

form

in

div

idu

all

y a

nd

in

gro

up

s,

an

d d

iscu

ss a

nd

dec

ide

on

poin

ts o

f

inte

rpre

tati

on

in

th

e m

usi

c;

use

ex

isti

ng

an

d e

mer

gin

g m

usi

c

tech

no

log

y r

eso

urc

es w

hen

com

po

sin

g a

nd

per

form

ing

;

list

en t

o a

nd

ap

pra

ise

thei

r ow

n

mu

sic

an

d t

hat

of

oth

ers;

list

en t

o a

wid

e ra

ng

e o

f m

usi

c fr

om

dif

fere

nt

style

s an

d g

enre

s an

d

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Co

mp

ose

mu

sic

wh

ich

ex

pre

sses

thei

r o

wn

per

son

al

resp

on

ses

to

them

es a

nd

iss

ues

.

Ref

lect

on

th

e p

erso

na

l p

roce

sses

use

d i

n d

evel

op

ing

a c

om

po

siti

on

.

Per

son

al

Un

der

sta

nd

ing

Lis

ten

to

co

mp

osi

tio

ns

an

d

per

form

an

ces

by

oth

er m

emb

ers

of

the

class

an

d d

iscu

ss c

on

ten

t an

d

effe

ct i

n t

he

mu

sic.

Mu

tual

Un

ders

tan

din

g

Tak

e acc

ou

nt

of

healt

h a

nd

safe

ty

issu

es w

hen

co

mp

osi

ng

an

d

per

form

ing

.

Per

son

al

Hea

lth

Dem

on

stra

te a

wil

lin

gn

ess

to

resp

on

d p

osi

tiv

ely

to

cri

tici

sm

du

rin

g m

usi

c-m

ak

ing a

ctiv

itie

s an

d

to c

ha

llen

ge

ow

n a

nd

oth

ers

pre

-

con

ceiv

ed i

dea

s ab

ou

t d

iffe

ren

t ty

pes

an

d s

tyle

s of

mu

sic

by l

iste

nin

g t

o

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Ex

plo

re t

he

po

wer

of

mu

sic

to e

vo

ke

mo

od

an

d a

tmo

sph

ere

an

d t

o

infl

uen

ce b

eha

vio

ur.

Cit

izen

ship

Lis

ten

to

an

d p

erfo

rm m

usi

c fr

om

dif

fere

nt

per

iod

s st

yle

s, a

nd

cu

ltu

ral

trad

itio

ns

an

d d

iscu

ss h

ow

th

e

elem

ents

of

mu

sic

are

use

d w

ith

in

the

dif

fere

nt

con

tex

ts.

Cu

ltu

ral

Un

der

stan

din

g

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Med

ia A

wa

ren

ess

Eth

ical

Aw

are

nes

s

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Dev

elo

p a

wa

ren

ess

of

emp

loy

men

t

op

po

rtu

nit

ies

in t

he

mu

sic

ind

ust

ry

an

d t

he

skil

ls r

equ

ired

.

Dev

elo

p t

he

ab

ilit

y t

o b

e

dis

crim

ina

tin

g c

on

sum

ers

of

mu

sic

thro

ugh

mak

ing a

nd

res

pon

din

g t

o

mu

sic.

Em

plo

ya

bil

ity

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Eco

no

mic

Aw

are

nes

s

Ed

uca

tion

for

Su

stain

ab

le

Dev

elop

men

t

43

resp

on

d c

riti

call

y t

o w

ha

t th

ey h

ear;

exp

lore

ho

w t

he

skil

ls t

hey

lea

rn

thro

ugh

mu

sic-

mak

ing a

re r

elev

an

t

to t

hei

r p

rese

nt

an

d f

utu

re l

ives

;

dev

elo

p a

wa

ren

ess

of

the

ran

ge

of

emp

loy

men

t o

pp

ort

un

itie

s in

th

e

mu

sic

an

d m

usi

c-re

late

d i

nd

ust

ries

.

un

fam

ilia

r m

usi

c w

ith

op

en m

ind

s.

Mo

ral

Ch

ara

cter

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Sp

irit

ua

l A

wa

ren

ess

Lea

rnin

g O

utc

om

es

Th

e le

arn

ing

ou

tco

mes

req

uir

e th

e

dem

on

stra

tio

n o

f sk

ills

an

d

ap

pli

cati

on

of

kn

ow

led

ge

an

d

un

der

sta

nd

ing

of

Ma

kin

g M

usi

c a

nd

Res

po

nd

ing

to

Mu

sic.

Pu

pil

s sh

ou

ld b

e a

ble

to

:

dem

on

stra

te m

usi

cal

un

der

sta

nd

ing

an

d s

kil

ls b

y e

xp

ress

ing

an

d c

om

mu

nic

ati

ng

th

eir

tho

ug

hts

, id

eas

an

d

feel

ings

thro

ugh

mak

ing a

nd

res

po

nd

ing t

o m

usi

c, s

how

ing a

cle

ar

aw

are

nes

s of

au

die

nce

an

d p

urp

ose

;

dem

on

stra

te c

riti

cal

thin

kin

g a

nd

sk

ilfu

l d

ecis

ion

-ma

kin

g w

hen

co

mb

inin

g t

he

elem

ents

of

mu

sic

to c

rea

te

com

po

siti

on

s a

nd

per

form

an

ces;

dem

on

stra

te m

usi

cal

un

der

sta

nd

ing

an

d c

rea

tiv

ity

wh

en m

ak

ing

an

d r

esp

on

din

g t

o m

usi

c;

use

a r

an

ge

of

ap

pro

pri

ate

res

ou

rces

(in

clu

din

g m

usi

c te

chn

olo

gy

) to

ex

plo

re a

nd

ex

per

imen

t w

ith

dif

fere

nt

ap

pro

ach

es t

o c

om

posi

ng a

nd

per

form

ing;

dem

on

stra

te

self

m

an

ag

emen

t b

y

wo

rkin

g

ind

epen

den

tly

a

nd

sy

stem

ati

call

y,

per

sist

ing

w

ith

ta

sks,

eva

lua

tin

g a

nd

im

pro

vin

g o

wn

per

form

an

ce;

wo

rk e

ffec

tiv

ely

as

mem

ber

s o

f a

gro

up

wh

en c

om

po

sin

g a

nd

per

form

ing

.

44

TH

E A

RT

S:

Dra

ma

Th

e m

inim

um

con

ten

t is

set

ou

t b

elo

w

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

ng a

nd S

kills

(O

bjec

tive

1)

Dev

elop

ing

pupi

ls a

s Ind

ivid

uals

(O

bjec

tive

2)

Dev

elop

ing

pupi

ls a

s C

ontr

ibut

ors

to

Soci

ety

(Obj

ectiv

e 3)

D

evel

opin

g pu

pils

as

Con

trib

utor

s to

th

e Ec

onom

y an

d th

e En

viro

nmen

t P

up

ils

sho

uld

ha

ve

op

po

rtu

nit

ies,

thro

ugh

th

e co

nte

xts

op

posi

te,

to u

se

dra

ma

tic

skil

ls a

pp

rop

ria

te t

o

au

die

nce

, co

nte

xt,

pu

rpo

se a

nd

ta

sk.

Th

ey s

ho

uld

ha

ve

op

po

rtu

nit

ies

to:

eng

ag

e w

ith

a r

an

ge

of

stim

uli

to

dev

elop

cri

tica

l an

d c

reati

ve

thin

kin

g s

kil

ls;

ad

op

t a r

ole

;

tak

e p

art

in

im

pro

vis

ati

on

;

dev

ise

scri

pts

an

d u

se d

ram

a f

orm

s

an

d s

tra

teg

ies

effe

ctiv

ely

to

ex

plo

re

an

d p

rese

nt

idea

s;

emp

loy s

ign

, sy

mb

ol,

met

ap

hor

an

d

ima

ge;

eng

ag

e in

mo

vem

ent

an

d/o

r d

an

ce;

exp

erie

nce

liv

e a

nd

rec

ord

ed d

ram

a,

an

d r

esp

on

d t

o a

va

riet

y o

f te

xts

;

beg

in t

o d

evel

op

an

ap

pre

cia

tio

n o

f

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Ex

pre

ss t

hem

selv

es e

mo

tio

na

lly

an

d

imagin

ati

vel

y t

hro

ugh

dra

ma a

nd

imp

rov

isa

tio

n.

Per

son

al

Un

der

sta

nd

ing

Ex

plo

re a

nd

res

po

nd

to

th

e v

iew

s

an

d f

eeli

ng

s o

f o

ther

s.M

utu

al

Un

ders

tan

din

g

Ex

plo

re w

ay

s in

wh

ich

up

lift

ing/s

pir

itu

al

exp

erie

nce

s ca

n b

e

con

vey

ed t

hro

ugh

ges

ture

,

exp

ress

ion

, m

ov

emen

t, d

an

ce e

tc.

Sp

irit

ua

l A

wa

ren

ess

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Per

son

al

Hea

lth

Mo

ral

Ch

ara

cter

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Ex

plo

re h

ow

dra

ma

is

use

d t

o

edu

cate

ab

ou

t a

nd

res

olv

e is

sues

of

soci

al

con

cern

.

Cit

izen

ship

Ex

plo

re h

ow

dra

ma

ref

lect

s a

nd

giv

es i

nsi

gh

t in

to a

ran

ge

of

cult

ure

s.

Cu

ltu

ral

Un

der

stan

din

g

Ex

plo

re t

he

effe

cts

of

med

ia a

nd

ICT

.

Med

ia A

wa

ren

ess

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Eth

ical

Aw

are

nes

s

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Inves

tigate

how

sk

ills

dev

elop

ed

thro

ugh

dra

ma s

uch

as

emp

ath

y,

con

fid

ence

, co

mm

un

ica

tio

n s

kil

ls a

re

vit

al

to l

ife/

wo

rk s

itu

ati

on

s a

nd

a

ran

ge

of

care

ers.

Em

plo

ya

bil

ity

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Eco

no

mic

Aw

are

nes

s

Ed

uca

tion

for

Su

stain

ab

le

Dev

elop

men

t

45

thea

tre

sty

les,

gen

res

an

d

vo

cab

ula

ry;

exp

lore

ch

ara

cter

isa

tio

n t

hro

ug

h u

se

of

mask

s, c

ost

um

e, p

rop

s, p

up

pet

s

an

d e

lect

ron

ic m

edia

;

eva

lua

te t

hei

r o

wn

an

d o

ther

s’ w

ork

.

Lea

rnin

g O

utc

om

es

Th

e le

arn

ing

ou

tco

mes

req

uir

e th

e

dem

on

stra

tio

n o

f sk

ills

an

d

ap

pli

cati

on

of

kn

ow

led

ge

an

d

un

der

sta

nd

ing

of

Dra

ma

.

Pu

pil

s sh

ou

ld b

e a

ble

to

:

rese

arc

h

an

d

ma

na

ge

info

rma

tio

n

effe

ctiv

ely

to

in

ves

tig

ate

is

sues

, u

sin

g

Ma

them

ati

cs

an

d

ICT

w

her

e

ap

pro

pri

ate

;

sho

w d

eep

er u

nd

erst

an

din

g b

y th

ink

ing

cr

itic

all

y a

nd

fl

exib

ly,

solv

ing

p

rob

lem

s a

nd

m

ak

ing

in

form

ed

dec

isio

ns,

usi

ng

Ma

them

ati

cs a

nd

IC

T w

her

e a

pp

rop

ria

te;

dem

on

stra

te c

rea

tiv

ity

an

d i

nit

iati

ve

wh

en d

evel

op

ing

id

eas

an

d f

oll

ow

ing

th

em t

hro

ug

h;

wo

rk e

ffec

tiv

ely

wit

h o

ther

s;

dem

on

stra

te s

elf

ma

na

gem

ent

by

wo

rkin

g s

yst

ema

tica

lly

, p

ersi

stin

g w

ith

ta

sks,

ev

alu

ati

ng

an

d i

mp

rov

ing

ow

n p

erfo

rma

nce

.

com

mu

nic

ate

eff

ecti

vel

y i

n o

ral,

vis

ual,

writ

ten

an

d I

CT

fo

rma

ts,

sho

win

g c

lea

r a

wa

ren

ess

of

au

die

nce

an

d

pu

rpo

se.

46

EN

VIR

ON

ME

NT

AN

D S

OC

IET

Y:

His

tory

Th

e M

inim

um

Co

nte

nt

is s

et o

ut

bel

ow

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

ng a

nd S

kills

(O

bjec

tive

1)

Dev

elop

ing

pupi

ls a

s Ind

ivid

uals

(O

bjec

tive

2)

Dev

elop

ing

pupi

ls a

s C

ontr

ibut

ors

to

Soci

ety

(Obj

ectiv

e 3)

D

evel

opin

g pu

pils

as

Con

trib

utor

s to

th

e Ec

onom

y an

d th

e En

viro

nmen

t P

up

ils

sho

uld

ha

ve

op

po

rtu

nit

ies

to:

inv

esti

ga

te t

he

pa

st a

nd

its

im

pa

ct o

n

ou

r w

orl

d t

od

ay

th

rou

gh

an

un

der

sta

nd

ing

of:

dif

fere

nt

per

spec

tiv

es

an

d

inte

rpre

tati

on

s;

cau

se a

nd

eff

ect;

con

tin

uit

y a

nd

ch

an

ge;

pro

gre

ssio

n a

nd

reg

ress

ion

;

an

d b

y d

evel

op

ing:

the

enq

uir

y

skil

ls

to

un

der

tak

e h

isto

rica

l

inves

tigati

on

s;

crit

ica

l th

ink

ing

sk

ills

to

eva

lua

te a

ra

ng

e o

f ev

iden

ce

an

d

ap

pre

cia

te

dif

fere

nt

inte

rpre

tati

on

s;

crea

tiv

e th

ink

ing

sk

ills

in

thei

r ap

pro

ach

to

so

lvin

g

pro

ble

ms

an

d

ma

kin

g

dec

isio

ns;

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Ex

plo

reh

ow

his

tory

ha

s a

ffec

ted

thei

r p

erso

na

l id

enti

ty,

cult

ure

an

d

life

sty

le.

Per

son

al

Un

der

sta

nd

ing

Inves

tigate

how

his

tory

has

bee

n

sele

ctiv

ely

in

terp

rete

d t

o c

rea

te

ster

eoty

pic

al

per

cep

tion

s an

d t

o

just

ify

vie

ws

an

d a

ctio

ns.

Mu

tual

Un

ders

tan

din

g

Inv

esti

ga

te i

nd

ivid

ua

ls w

ho

are

con

sid

ered

to h

av

e ta

ken

a

sig

nif

ica

nt

mo

ral

sta

nd

an

d e

xa

min

e

thei

r m

oti

va

tio

n a

nd

leg

acy

.

Mo

ral

Ch

ara

cter

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Per

son

al

Hea

lth

Sp

irit

ua

l A

wa

ren

ess

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Inv

esti

ga

te t

he

lon

g a

nd

sh

ort

ter

m

cau

ses

an

d c

on

seq

uen

ces

of

the

part

itio

n o

f Ir

elan

d a

nd

how

it

has

infl

uen

ced

No

rth

ern

Ire

lan

d t

od

ay

incl

ud

ing

key

ev

ents

an

d t

urn

ing

po

ints

.

Cit

izen

ship

Inves

tigate

th

e im

pact

of

sign

ific

an

t

even

ts/i

dea

s o

f th

e 2

0th

cen

tury

on

the

wo

rld

.

Cu

ltu

ral

Un

der

stan

din

g

Cri

tica

lly

in

ves

tig

ate

an

d e

va

lua

te

the

po

wer

of

the

med

ia i

n t

hei

r

rep

rese

nta

tion

of

a s

ign

ific

an

t

his

tori

cal

even

t or

ind

ivid

ual.

Med

ia A

wa

ren

ess

Inv

esti

ga

te c

riti

cal

issu

es i

n h

isto

ry

or

his

tori

cal

fig

ure

s w

ho

ha

ve

beh

av

ed e

thic

all

y o

r u

net

hic

all

y.

Eth

ical

Aw

are

nes

s

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Inv

esti

ga

te h

ow

th

e sk

ills

dev

elo

ped

thro

ug

h h

isto

ry w

ill

be

use

ful

in a

ran

ge

of

care

ers.

Em

plo

ya

bil

ity

Inves

tigate

th

e n

eed

to p

rese

rve

his

tory

in

th

e lo

cal

an

d g

lob

al

envir

on

men

t.

Ed

uca

tion

for

Su

stain

ab

le

Dev

elop

men

t

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Eco

no

mic

Aw

are

nes

s

47

chro

no

log

ica

l a

wa

ren

ess

an

d

the

ab

ilit

y

to

ma

ke

con

nec

tio

ns

bet

wee

n

his

tori

cal

per

iod

s,

even

ts

an

d t

urn

ing p

oin

ts;

an

a

bil

ity

to

ch

all

eng

e

ster

eoty

pic

al,

b

iase

d

or

dis

tort

ed

vie

wp

oin

ts

wit

h

ap

pro

pri

ate

ly

sen

siti

ve,

info

rmed

a

nd

b

ala

nce

d

resp

on

ses;

thro

ugh

a b

road

an

d b

ala

nce

d r

an

ge

of:

his

tori

cal

per

iod

s;

Iris

h,

Bri

tish

, E

uro

pea

n a

nd

glo

ba

l co

nte

xts

;

sig

nif

ica

nt

po

liti

cal,

so

cia

l,

econ

om

ic,

cult

ura

l an

d

reli

gio

us

dev

elo

pm

ent.

48

Lea

rnin

g O

utc

om

es

Th

e le

arn

ing

ou

tco

mes

req

uir

e th

e

dem

on

stra

tio

n o

f sk

ills

an

d

ap

pli

cati

on

of

kn

ow

led

ge

an

d

un

der

stan

din

g o

f H

isto

ry a

nd

its

imp

act

on

th

e p

rese

nt.

Pu

pil

s sh

ou

ld b

e a

ble

to

:

rese

arc

h a

nd

ma

na

ge

info

rma

tio

n e

ffec

tiv

ely

to

in

ves

tig

ate

his

tori

cal

issu

es,

usi

ng

Ma

them

ati

cs a

nd

IC

T

wh

ere

ap

pro

pri

ate

;

sho

w d

eep

er h

isto

rica

l u

nd

erst

an

din

g b

y th

ink

ing

cr

itic

all

y a

nd

fl

exib

ly,

solv

ing

p

rob

lem

s a

nd

m

ak

ing

info

rmed

dec

isio

ns,

usi

ng

Ma

them

ati

cs a

nd

IC

T w

her

e a

pp

rop

ria

te;

dem

on

stra

te c

rea

tiv

ity

an

d i

nit

iati

ve

wh

en d

evel

op

ing

id

eas

an

d f

oll

ow

ing

th

em t

hro

ug

h;

wo

rk e

ffec

tiv

ely

wit

h o

ther

s;

dem

on

stra

te s

elf

ma

na

gem

ent

by

wo

rkin

g s

yst

ema

tica

lly

, p

ersi

stin

g w

ith

ta

sks,

ev

alu

ati

ng

an

d i

mp

rov

ing

ow

n p

erfo

rma

nce

;

com

mu

nic

ate

eff

ecti

vel

y i

n o

ral,

vis

ua

l, w

ritt

en,

ma

them

ati

cal

an

d I

CT

fo

rma

ts,

sho

win

g c

lea

r a

wa

ren

ess

of

au

die

nce

an

d p

urp

ose

.

49

EN

VIR

ON

ME

NT

AN

D S

OC

IET

Y:

Geo

gra

ph

y

Th

e m

inim

um

con

ten

t is

set

ou

t b

elo

w

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

ng a

nd S

kills

(O

bjec

tive

1)

Dev

elop

ing

pupi

ls a

s Ind

ivid

uals

(O

bjec

tive

2)

Dev

elop

ing

pupi

ls a

s C

ontr

ibut

ors

to

Soci

ety

(Obj

ectiv

e 3)

D

evel

opin

g pu

pils

as

Con

trib

utor

s to

th

e Ec

onom

y an

d th

e En

viro

nmen

t P

up

ils

sho

uld

ha

ve

op

po

rtu

nit

ies,

thro

ugh

th

e co

nte

xts

op

posi

te,

to:

dev

elop

geo

gra

ph

ical

skil

ls t

o

inte

rpre

t sp

ati

al

patt

ern

s in

clu

din

g

atl

as

an

d m

ap

-work

sk

ills

;

dev

elop

en

qu

iry a

nd

fie

ldw

ork

skil

ls–

qu

esti

on

ing

, p

lan

nin

g,

coll

ecti

ng

, re

cord

ing

, p

rese

nti

ng

,

an

aly

sin

g, in

terp

reti

ng

in

form

ati

on

an

d d

raw

ing

co

ncl

usi

on

s re

lati

ng

to

a r

an

ge

of

pri

ma

ry a

nd

sec

on

da

ry

sou

rces

;

dev

elop

cri

tica

l an

d c

reati

ve

thin

kin

g s

kil

ls t

o s

olv

e geo

gra

ph

ical

pro

ble

ms

an

d m

ak

e in

form

ed

dec

isio

ns;

dev

elo

p a

sen

se o

f p

lace

th

rou

gh

th

e

stu

dy o

f: a

ran

ge

of

loca

l,

na

tio

na

l,

Eu

rop

ean

a

nd

g

lob

al

con

tex

ts;

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Dev

elo

p a

sen

se o

f p

lace

an

d

bel

on

gin

g a

t a

lo

cal

lev

el.

Dem

on

stra

te a

n a

wa

ren

ess

of

thei

r

ow

n r

elati

on

ship

s to

oth

er p

lace

s,

peo

ple

s a

nd

en

vir

on

men

ts,

fro

m

loca

l to

glo

ba

l.

Per

son

al

Un

der

sta

nd

ing

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Mu

tual

Un

ders

tan

din

g

Per

son

al

Hea

lth

Mo

ral

Ch

ara

cter

Sp

irit

ua

l A

wa

ren

ess

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Inv

esti

ga

te d

iffe

ren

ces

in l

ifes

tyle

wit

hin

an

d b

etw

een

co

un

trie

s.

Ex

plo

re h

ow

we

can

pla

y a

ro

le i

n

hel

pin

g t

o p

rom

ote

a f

air

er w

orl

d f

or

all

.C

itiz

ensh

ip

Dev

elo

p a

n u

nd

erst

an

din

g o

f h

ow

peo

ple

in

dif

fere

nt

pla

ces

inte

ract

wit

h t

hei

r en

vir

on

men

t.

Cu

ltu

ral

Un

der

stan

din

g

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Med

ia A

wa

ren

ess

Eth

ical

Aw

are

nes

s

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Inv

esti

ga

te h

ow

th

e sk

ills

dev

elo

ped

thro

ugh

geo

gra

ph

y w

ill

be

use

ful

to

a r

an

ge

of

care

ers.

Em

plo

ya

bil

ity

Inv

esti

ga

te h

ow

ph

ysi

cal

pro

cess

es

op

era

te t

o c

rea

te d

isti

nct

an

d d

iver

se

env

iro

nm

ents

.

Inv

esti

ga

te t

he

imp

act

of

con

flic

t

bet

wee

n s

oci

al,

eco

no

mic

an

d

env

iro

nm

enta

l n

eed

s, b

oth

lo

call

y

an

d g

lob

all

y.

Ex

plo

re h

ow

we

can

ex

erci

se

envir

on

men

tal

stew

ard

ship

an

d h

elp

pro

mo

te a

bet

ter

qu

ali

ty o

f li

fe f

or

pre

sen

t an

d f

utu

re g

ener

ati

on

s, b

oth

loca

lly

an

d g

lob

all

y. E

du

cati

on

fo

r

Su

stain

ab

le D

evel

op

men

t

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Eco

no

mic

Aw

are

nes

s

50

con

trast

ing

ph

ysi

cal

an

d

hu

man

en

vir

on

men

ts;

issu

es o

f to

pic

al

sig

nif

ica

nce

;

in o

rder

to d

evel

op

an

un

der

sta

nd

ing

of:

ph

ysi

cal

pro

cess

es

of

lan

dsc

ap

e d

evel

op

men

t;

the

inte

rrel

ati

on

ship

s

bet

wee

n

ph

ysi

cal

an

d

hu

man

en

vir

on

men

ts;

the

dy

na

mic

n

atu

re

of

ph

ysi

cal

an

d

hu

man

envir

on

men

ts;

the

ways

in w

hic

h p

lace

s are

inte

rdep

end

ent;

the

nee

d f

or

soci

al,

eco

no

mic

an

d

env

iro

nm

enta

l ch

an

ge

to b

e su

sta

ina

ble

.

51

Lea

rnin

g O

utc

om

es

Th

e le

arn

ing

ou

tco

mes

req

uir

e th

e

dem

on

stra

tio

n o

f sk

ills

an

d

ap

pli

cati

on

of

kn

ow

led

ge

an

d

un

der

sta

nd

ing

of

Geo

gra

ph

y.

Pu

pil

s sh

ou

ld b

e a

ble

to

:

dem

on

stra

te sk

ills

in

u

sin

g m

ap

s, fi

eld

wo

rk eq

uip

men

t a

nd

m

eth

od

s o

f d

ata

co

llec

tio

n in

u

nd

erta

kin

g

geo

gra

ph

ica

l en

qu

iry

;

rese

arc

h a

nd

ma

na

ge

info

rma

tio

n e

ffec

tiv

ely

to

in

ves

tig

ate

geo

gra

ph

ica

l is

sues

, u

sin

g M

ath

ema

tics

an

d I

CT

wh

ere

ap

pro

pri

ate

;

sho

w d

eep

er g

eog

rap

hic

al

un

der

sta

nd

ing

by

th

ink

ing

cri

tica

lly

an

d f

lex

ibly

, so

lvin

g p

rob

lem

s a

nd

ma

kin

g

info

rmed

dec

isio

ns,

usi

ng

Ma

them

ati

cs a

nd

IC

T w

her

e a

pp

rop

ria

te;

dem

on

stra

te c

rea

tiv

ity

an

d i

nit

iati

ve

wh

en d

evel

op

ing

id

eas

an

d f

oll

ow

ing

th

em t

hro

ug

h;

wo

rk e

ffec

tiv

ely

wit

h o

ther

s;

dem

on

stra

te s

elf

ma

na

gem

ent

by

wo

rkin

g s

yst

ema

tica

lly

, p

ersi

stin

g w

ith

ta

sks,

ev

alu

ati

ng

an

d i

mp

rov

ing

ow

n p

erfo

rma

nce

;

com

mu

nic

ate

eff

ecti

vel

y i

n o

ral,

vis

ua

l, w

ritt

en,

ma

them

ati

cal

an

d I

CT

fo

rma

ts,

sho

win

g c

lea

r a

wa

ren

ess

of

au

die

nce

an

d p

urp

ose

.

52

SC

IEN

CE

AN

D T

EC

HN

OL

OG

Y:

Sci

ence

Th

e m

inim

um

con

ten

t is

set

ou

t b

elo

w

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

ng a

nd S

kills

(O

bjec

tive

1)

Dev

elop

ing

pupi

ls a

s Ind

ivid

uals

(O

bjec

tive

2)

Dev

elop

ing

pupi

ls a

s C

ontr

ibut

ors

to

Soci

ety

(Obj

ectiv

e 3)

D

evel

opin

g pu

pils

as

Con

trib

utor

s to

th

e Ec

onom

y an

d th

e En

viro

nmen

t P

up

ils

sho

uld

ha

ve

op

po

rtu

nit

ies,

thro

ugh

th

e co

nte

xts

op

posi

te,

to:

dev

elo

p s

kil

ls i

n s

cien

tifi

c m

eth

od

s o

f

enq

uir

y t

o f

urt

her

sci

enti

fic

kn

ow

led

ge

an

d u

nd

erst

an

din

g:

pla

nn

ing f

or

inves

tigati

on

s,

ob

tain

ing

ev

iden

ce,

pre

sen

tin

g a

nd

in

terp

reti

ng

res

ult

s;

dev

elo

p c

rea

tiv

e a

nd

cri

tica

l

thin

kin

g i

n t

hei

r ap

pro

ach

to s

olv

ing

scie

nti

fic

pro

ble

ms;

rese

arc

h s

cien

tifi

c in

form

ati

on

fro

m

a r

an

ge

of

sou

rces

;

dev

elo

p a

ra

ng

e o

f p

ract

ica

l sk

ills

,

incl

ud

ing

th

e sa

fe u

se o

f sc

ien

ce

equ

ipm

ent;

learn

ab

ou

t:

Org

an

ism

s a

nd

Hea

lth

Inte

rdep

end

ence

o

f p

lan

ts

an

d a

nim

als

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Ex

plo

re e

mo

tio

na

l d

evel

op

men

t.

Inv

esti

ga

te w

ay

s o

f im

pro

vin

g o

wn

learn

ing b

y f

ind

ing o

ut

how

th

e

bra

in f

un

ctio

ns.

Per

son

al

Un

der

sta

nd

ing

Exp

lore

ph

ysi

cal,

ch

emic

al

an

d

bio

log

ica

l ef

fect

s o

n p

erso

na

l h

ealt

h.

Per

son

al

Hea

lth

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Mu

tual

Un

ders

tan

din

g

Mo

ral

Ch

ara

cter

Sp

irit

ua

l A

wa

ren

ess

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Inves

tigate

how

th

e m

edia

hel

p

info

rm t

he

pu

bli

c a

bo

ut

scie

nce

an

d

scie

nce

rel

ate

d i

ssu

es.

Med

ia A

wa

ren

ess

Ex

plo

re s

om

e et

hic

al

dil

emm

as

ari

sin

g f

rom

sci

enti

fic

dev

elo

pm

ents

.

Eth

ical

Aw

are

nes

s

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Cit

izen

ship

Cu

ltu

ral

Un

der

stan

din

g

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Iden

tify

how

sk

ills

dev

elop

ed

thro

ug

h s

cien

ce w

ill

be

use

ful

to a

wid

e ra

ng

e o

f ca

reer

s.

Em

plo

ya

bil

ity

Inv

esti

ga

te a

pro

du

ct o

f ec

on

om

ic

imp

ort

an

ce t

o d

eter

min

e th

e sc

ien

ce

beh

ind

it.

Eco

no

mic

Aw

are

nes

s

Inv

esti

ga

te t

he

effe

cts

of

poll

uti

on

an

d s

pec

ific

mea

sure

s to

im

pro

ve

an

d p

rote

ct t

he

env

iro

nm

ent.

Ex

plo

re t

he

imp

ort

an

ce o

f

bio

div

ersi

ty, h

ow

it

imp

act

s o

n o

ur

lives

an

d h

ow

it

is a

ffec

ted

by h

um

an

act

ivit

y.

Inves

tigate

wh

at

can

be

don

e to

con

serv

e a

nd

pro

mo

te b

iod

iver

sity

.

Ed

uca

tion

for

Su

stain

ab

le

Dev

elop

men

t

53

Cel

ls,

gen

es

an

d

rep

rod

uct

ion

Hea

lth

y b

od

y a

nd

min

d

Ch

emic

al

an

d m

ate

ria

l b

eha

vio

ur

Ato

ms

an

d c

hem

ica

l ch

an

ges

Str

uct

ure

s,

pro

per

ties

, u

ses

of

ma

teri

als

Ele

men

ts,

com

pou

nd

s an

d

mix

ture

s

Fo

rces

an

d e

ner

gy

Forc

es a

nd

en

ergy t

ran

sfer

Usi

ng

ele

ctri

city

Sou

nd

an

d l

igh

t

Ea

rth

an

d U

niv

erse

Th

e en

vir

on

men

t an

d

hu

ma

n i

nfl

uen

ces

Th

e so

lar

syst

em

an

d

un

iver

se.

54

Lea

rnin

g O

utc

om

es

Th

e le

arn

ing

ou

tco

mes

req

uir

e th

e

dem

on

stra

tio

n o

f sk

ills

an

d

ap

pli

cati

on

of

kn

ow

led

ge

an

d

un

der

sta

nd

ing

of

Sci

ence

.

Pu

pil

s sh

ou

ld b

e a

ble

to

:

dem

on

stra

te a ra

nge

of

pra

ctic

al

skil

ls in

u

nd

erta

kin

g ex

per

imen

ts,

incl

ud

ing

th

e sa

fe u

se o

f sc

ien

tifi

c

equ

ipm

ent

an

d a

pp

rop

riate

math

emati

cal

calc

ula

tion

s;

use

in

ves

tig

ati

ve

skil

ls t

o e

xp

lore

sci

enti

fic

issu

es,

solv

e p

rob

lem

s a

nd

ma

ke

info

rmed

dec

isio

ns;

rese

arc

h a

nd

ma

na

ge

info

rma

tio

n e

ffec

tiv

ely

, u

sin

g M

ath

ema

tics

an

d I

CT

wh

ere

ap

pro

pri

ate

;

sho

w d

eep

er sc

ien

tifi

c u

nd

erst

an

din

g b

y th

ink

ing

cr

itic

all

y a

nd

fl

exib

ly,

solv

ing

p

rob

lem

s a

nd

m

ak

ing

info

rmed

dec

isio

ns,

usi

ng

Ma

them

ati

cs a

nd

IC

T w

her

e a

pp

rop

ria

te;

dem

on

stra

te c

rea

tiv

ity

an

d i

nit

iati

ve

wh

en d

evel

op

ing

id

eas

an

d f

oll

ow

ing

th

em t

hro

ug

h;

wo

rk e

ffec

tiv

ely

wit

h o

ther

s;

dem

on

stra

te s

elf

ma

na

gem

ent

by

wo

rkin

g s

yst

ema

tica

lly

, p

ersi

stin

g w

ith

ta

sks,

ev

alu

ati

ng

an

d i

mp

rov

ing

ow

n p

erfo

rma

nce

;

com

mu

nic

ate

eff

ecti

vel

y i

n o

ral,

vis

ua

l, w

ritt

en,

ma

them

ati

cal

an

d I

CT

fo

rma

ts,

sho

win

g c

lea

r a

wa

ren

ess

of

au

die

nce

an

d p

urp

ose

.

55

SC

IEN

CE

AN

D T

EC

HN

OL

OG

Y:

Tec

hn

olo

gy

an

d D

esig

n

Th

e m

inim

um

con

ten

t is

set

ou

t b

elo

w

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

ng a

nd S

kills

(O

bjec

tive

1)

Dev

elop

ing

pupi

ls a

s Ind

ivid

uals

(O

bjec

tive

2)

Dev

elop

ing

pupi

ls a

s C

ontr

ibut

ors

to

Soci

ety

(Obj

ectiv

e 3)

D

evel

opin

g pu

pils

as

Con

trib

utor

s to

th

e Ec

onom

y an

d th

e En

viro

nmen

t P

up

ils

sho

uld

ha

ve

op

po

rtu

nit

ies

thro

ugh

th

e co

nte

xts

op

posi

te,

to

dev

elop

cre

ati

ve

thin

kin

g a

nd

pro

ble

m s

olv

ing s

kil

ls t

hro

ugh

:

Des

ign

– i

den

tify

ing

pro

ble

ms;

inv

esti

ga

tin

g, g

ener

ati

ng

,

dev

elo

pin

g, m

od

elli

ng

an

d

eva

lua

tin

g d

esig

n p

rop

osa

ls;

giv

ing

con

sid

era

tio

n t

o f

orm

, fu

nct

ion

an

d

safe

ty;

Co

mm

un

ica

tio

n –

use

of

free

-ha

nd

sket

chin

g a

nd

fo

rma

l d

raw

ing

tech

niq

ues

an

d I

CT

to

ols

(in

clu

din

g

3D

mod

elli

ng);

Ma

nu

fact

uri

ng

– s

elec

tin

g a

nd

usi

ng

mate

rials

fit

for

pu

rp

ose

; sa

fe u

se o

f

a r

an

ge

of

too

ls a

nd

pro

cess

es

ap

pro

pri

ate

to

ma

teri

als

,

dem

on

stra

tin

g a

ccu

racy

an

d q

ua

lity

of

ou

tco

me;

Co

ntr

ol

– i

nco

rpo

rate

co

ntr

ol

syst

ems,

su

ch a

s m

ech

an

ica

l,

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Res

po

nd

to

a p

erso

na

l d

esig

n

cha

llen

ge

in r

ela

tio

n t

o t

hei

r o

wn

life

sty

le.

Per

son

al

Un

der

sta

nd

ing

Ab

ide

by h

ealt

h a

nd

safe

ty r

ule

s

wh

en u

sin

g t

oo

ls,

ma

chin

es a

nd

equ

ipm

ent.

Per

son

al

Hea

lth

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Mu

tual

Un

ders

tan

din

g

Mo

ral

Ch

ara

cter

Sp

irit

ua

l A

wa

ren

ess

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Exp

lore

tec

hn

ical

inven

tion

s an

d

des

ign

s th

at

have

met

a s

oci

al

nee

d

cost

-eff

ecti

vel

y.

Des

ign

co

st e

ffec

tiv

e a

nd

ap

pro

pri

ate

solu

tio

ns

to m

eet

the

spec

ific

nee

ds

of

div

erse

lo

cal

an

d g

lob

al

gro

up

s.

Cit

izen

ship

Ex

plo

re h

ow

dev

elo

pm

ents

in

Tec

hn

olo

gy

an

d D

esig

n h

av

e

cha

ng

ed t

he

wa

y w

e ca

n a

cces

s th

e

med

ia.

Med

ia A

wa

ren

ess

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Cu

ltu

ral

Un

der

stan

din

g

Eth

ical

Aw

are

nes

s

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Inv

esti

ga

te h

ow

th

e sk

ills

dev

elo

ped

thro

ug

h T

ech

no

log

y a

nd

Des

ign

wil

l

be

use

ful

to a

wid

e ra

ng

e o

f ca

reer

s.

Em

plo

ya

bil

ity

Pu

rsu

e d

esig

n s

olu

tio

ns

usi

ng

env

iro

nm

enta

l fr

ien

dly

ma

teri

als

an

d e

ner

gy

so

urc

es.

Iden

tify

pro

du

ct n

eed

s an

d p

urs

ue

sust

ain

ab

le h

arm

on

iou

s d

esig

n

solu

tio

ns

in a

lo

cal

ou

tdo

or/

ind

oo

r

con

tex

t.

Ed

uca

tion

for

Su

stain

ab

le

Dev

elop

men

t

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Eco

no

mic

Aw

are

nes

s

56

elec

tro

nic

or

com

pu

ter-

ba

sed

, in

pro

du

cts

an

d u

nd

erst

an

d h

ow

th

ese

can

be

emp

loyed

to a

chie

ve

des

ired

effe

cts.

Lea

rnin

g O

utc

om

es

Th

e le

arn

ing

ou

tco

mes

req

uir

e th

e

dem

on

stra

tio

n o

f sk

ills

an

d

ap

pli

cati

on

of

kn

ow

led

ge

an

d

un

der

sta

nd

ing

of

Tec

hn

olo

gy

an

d

Des

ign

.

Pu

pil

s sh

ou

ld b

e a

ble

to

:

dem

on

stra

te p

ract

ica

l sk

ills

in

th

e sa

fe u

se o

f a

ra

ng

e o

f to

ols

, m

ach

ines

an

d e

qu

ipm

ent;

rese

arc

h a

nd

ma

na

ge

info

rma

tio

n e

ffec

tiv

ely

to

in

ves

tig

ate

des

ign

iss

ues

, u

sin

g M

ath

ema

tics

an

d I

CT

wh

ere

ap

pro

pri

ate

;

sho

w d

eep

er u

nd

erst

an

din

g b

y th

ink

ing

cr

itic

all

y a

nd

fl

exib

ly,

solv

ing

p

rob

lem

s a

nd

m

ak

ing

in

form

ed

dec

isio

ns,

usi

ng

Ma

them

ati

cs a

nd

IC

T w

her

e a

pp

rop

ria

te;

dem

on

stra

te c

rea

tiv

ity

an

d i

nit

iati

ve

wh

en d

evel

op

ing

id

eas

an

d f

oll

ow

ing

th

em t

hro

ug

h;

wo

rk e

ffec

tiv

ely

wit

h o

ther

s;

dem

on

stra

te s

elf

ma

na

gem

ent

by

wo

rkin

g s

yst

ema

tica

lly

, p

ersi

stin

g w

ith

ta

sks,

ev

alu

ati

ng

an

d i

mp

rov

ing

ow

n p

erfo

rma

nce

;

com

mu

nic

ate

eff

ecti

vel

y i

n o

ral,

vis

ua

l (i

ncl

ud

ing

gra

ph

ic),

wri

tten

, m

ath

ema

tica

l a

nd

IC

T f

orm

ats

sh

ow

ing

clea

r a

wa

ren

ess

of

au

die

nce

an

d p

urp

ose

.

57

LE

AR

NIN

G F

OR

LIF

E A

ND

WO

RK

: E

mp

loyab

ilit

y

Th

e m

inim

um

con

ten

t is

set

ou

t b

elo

w

Wor

k in

the

Loca

l and

Glo

bal E

cono

my

Ex

plo

rin

g w

ork

in

th

e L

oca

l an

d G

lob

al E

con

om

y

allo

ws

yo

un

g p

eop

le o

pp

ort

un

itie

s to

in

ves

tig

ate

the

imp

act

of

the

glo

bal

mar

ket

on

No

rth

ern

Ire

lan

d a

nd

to r

efle

ct o

n t

he

imp

lica

tio

ns

for

thei

r p

erso

nal

car

eer

pla

nn

ing

.

Care

er M

anag

emen

t E

xp

lori

ng

Car

eer

Man

agem

ent

pro

vid

es

op

po

rtu

nit

ies

for

yo

un

g p

eop

le t

o i

nv

esti

gat

e th

e

chan

gin

g c

on

cep

t o

f ca

reer

wh

ich

is

mo

vin

g a

way

fro

m t

he

lik

elih

oo

d o

f a

job

fo

r li

fe t

o t

he

exp

ecta

tio

n

that

in

div

idu

als

wil

l ex

per

ien

ce s

ever

al c

aree

r

chan

ges

and

th

is w

ill

invo

lve

life

lon

g l

earn

ing

,

up

dat

ing

kn

ow

led

ge

and

sk

ills

, se

lf m

ark

etin

g a

nd

effe

ctiv

e p

erso

nal

car

eer

pla

nn

ing

.

Ente

rpris

e an

d En

trepr

eneu

rshi

p E

xp

lori

ng

En

terp

rise

an

d E

ntr

epre

neu

rsh

ip p

rov

ides

op

po

rtu

nit

ies

for

yo

un

g p

eop

le t

o i

nv

esti

gat

e th

e

nee

d f

or

crea

tiv

ity

an

d e

nte

rpri

se,

wh

eth

er a

s an

emp

loy

er o

r em

plo

yee

, an

d t

o i

den

tify

an

d p

ract

ise

som

e o

f th

e sk

ills

an

d d

evel

op

th

e at

trib

ute

s

asso

ciat

ed w

ith

bei

ng

en

terp

risi

ng

.

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Des

crib

e d

iffe

ren

t ty

pes

of

wo

rk a

nd

in

ves

tig

ate

the

ran

ge

of

emp

loy

men

t in

th

e lo

cal

are

a,

incl

ud

ing

an

y c

ha

ng

es i

n e

mp

loy

men

t tr

end

s,

tak

ing

acc

ou

nt

of

the

imp

lica

tio

ns

for

care

er

pla

nn

ing

.

Inv

esti

ga

te t

he

loca

l im

pa

ct o

f th

e g

lob

al

ma

rket

.

Inv

esti

ga

te h

ow

tec

hn

olo

gy

is

aff

ecti

ng

lif

e a

nd

wo

rk.

Inv

esti

ga

te h

ow

an

em

plo

yer

mig

ht

dea

l w

ith

issu

es a

ffec

tin

g w

ork

.

Inv

esti

ga

te h

ow

en

vir

on

men

tal

con

sid

era

tio

ns

are

aff

ecti

ng w

ork

an

d w

ork

pra

ctic

es.

Inv

esti

ga

te h

ow

wo

rk o

rga

nis

ati

on

s co

ntr

ibu

te t

o

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Ass

ess

per

son

al

skil

ls a

nd

ach

iev

emen

ts t

o d

ate

;

iden

tify

are

as

of

inte

rest

an

d s

et t

arg

ets

for

self

-

imp

rov

emen

t.

Ex

plo

re t

he

cha

ng

ing

co

nce

pt

of

care

er.

En

ga

ge

in t

he

per

son

al

care

er p

lan

nin

g p

roce

ss t

o

inv

esti

ga

te a

nd

rea

ch d

ecis

ion

s a

bo

ut

po

st-1

4

op

tio

ns,

rec

og

nis

ing

th

at

att

itu

des

to

wo

rk w

ill

cha

ng

e o

ver

tim

e a

nd

are

in

flu

ence

d b

y f

am

ily

an

d c

om

mu

nit

y v

alu

es.

Pra

ctis

e p

rese

nta

tio

na

l a

nd

sel

f-m

ark

etin

g s

kil

ls.

Inv

esti

ga

te a

va

riet

y o

f b

oth

fa

mil

iar

an

d

un

fam

ilia

r jo

bs.

Ma

ke

use

of

ap

pro

pri

ate

in

form

ati

on

, a

dv

ice

an

d

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Iden

tify

an

d p

ract

ise

the

skil

ls a

nd

att

rib

ute

s

wh

ich

ma

ke

on

e en

terp

risi

ng

.

Un

der

stan

d t

he

imp

ort

an

ce o

f in

novati

on

an

d

dev

elo

p s

tra

teg

ies

to p

rom

ote

an

en

trep

ren

euri

al

spir

it,

con

sid

erin

g p

oss

ible

im

pli

cati

on

s fo

r ca

reer

pla

nn

ing

.

Fin

d o

ut

wh

at

mak

es a

n e

ntr

epre

neu

r an

d

dev

elo

p a

n a

wa

ren

ess

of

the

cha

llen

ges

an

d

ben

efit

s of

bu

ild

ing y

ou

r ow

n b

usi

nes

s.

Ex

plo

re t

he

ran

ge

of

sma

ll b

usi

nes

ses

in t

he

life

of

the

com

mu

nit

y a

nd

co

nsi

der

po

ssib

le i

mp

lica

tio

ns

for

care

er p

lan

nin

g.

58

the

com

mu

nit

y.

gu

ida

nce

to

in

form

ca

reer

ma

na

gem

ent.

Lea

rnin

g O

utc

om

es

Th

e le

arn

ing

ou

tco

mes

req

uir

e th

e d

emo

nst

rati

on

of

skil

ls a

nd

ap

pli

cati

on

of

kn

ow

led

ge

an

d

un

der

sta

nd

ing

of

Em

plo

ya

bil

ity

.

Pu

pil

s sh

ou

ld b

e a

ble

to

:

rese

arc

h

an

d

ma

na

ge

info

rma

tio

n

effe

ctiv

ely

to

in

ves

tig

ate

em

plo

ya

bil

ity

is

sues

, u

sin

g

Ma

them

ati

cs a

nd

IC

T w

her

e a

pp

rop

ria

te;

show

dee

per

un

der

stan

din

g b

y t

hin

kin

g c

riti

call

y a

nd

fle

xib

ly,

solv

ing p

rob

lem

s an

d m

ak

ing

info

rmed

dec

isio

ns,

usi

ng

Ma

them

ati

cs a

nd

IC

T w

her

e a

pp

rop

ria

te;

dem

on

stra

te e

nte

rpri

se ,

cre

ati

vit

y a

nd

in

itia

tiv

e w

hen

dev

elo

pin

g i

dea

s a

nd

fo

llo

win

g t

hem

thro

ugh

;

wo

rk e

ffec

tiv

ely

wit

h o

ther

s;

dem

on

stra

te s

elf

ma

na

gem

ent

by

wo

rkin

g s

yst

ema

tica

lly

, p

ersi

stin

g w

ith

ta

sks,

ev

alu

ati

ng

an

d

imp

rov

ing

ow

n l

earn

ing

an

d p

erfo

rma

nce

;

com

mu

nic

ate

eff

ecti

vel

y i

n o

ral,

vis

ua

l, w

ritt

en,

ma

them

ati

cal

an

d I

CT

fo

rma

ts,

sho

win

g c

lea

r

aw

are

nes

s o

f a

ud

ien

ce a

nd

pu

rpo

se.

59

LE

AR

NIN

G F

OR

LIF

E A

ND

WO

RK

: L

oca

l an

d G

lob

al

Cit

izen

ship

Th

e m

inim

um

con

ten

t is

set

ou

t b

elo

w

Div

ersit

y an

d In

clus

ion

Ex

plo

rin

g D

iver

sity

an

d I

ncl

usi

on

pro

vid

es o

pp

ort

un

itie

s to

con

sid

er t

he

ran

ge

and

ex

ten

t o

f d

iver

sity

in

soci

etie

s lo

call

y a

nd g

lob

ally

an

d t

o

iden

tify

th

e ch

alle

ng

es a

nd

op

po

rtu

nit

ies

wh

ich

div

ersi

ty a

nd

incl

usi

on

pre

sen

t in

lo

cal,

nat

ion

al,

Eu

ropea

n a

nd

glo

bal

co

nte

xts

.

Hum

an

Righ

ts an

d So

cial

Re

spon

sibili

tyE

xp

lori

ng

Hu

man

Rig

hts

an

d S

oci

al

Res

po

nsi

bil

ity p

rov

ides

op

po

rtu

nit

ies

to u

nd

erst

and

th

at a

glo

bal

ly a

ccep

ted

val

ues

bas

e ex

ists

th

at r

efle

cts

the

rig

hts

, as

ou

tlin

ed w

ith

in v

ario

us

inte

rnat

ion

al h

um

an r

igh

ts i

nst

rum

ents

,

and

res

po

nsi

bil

itie

s o

f in

div

idu

als

and

gro

up

s in

dem

ocr

atic

so

ciet

y.

Equa

lity

and

Soci

al J

ustic

e E

xp

lori

ng

Equ

alit

y a

nd

So

cial

Ju

stic

e

pro

vid

es o

pp

ort

un

itie

s to

un

der

stan

d

that

soci

ety n

eeds

to s

afeg

uar

d

indiv

idual

and c

oll

ecti

ve

rights

to t

ry

and

en

sure

th

at e

ver

yo

ne

is t

reat

ed

fair

ly.

Dem

ocra

cy a

nd A

ctiv

e Pa

rtici

patio

n E

xp

lori

ng

Dem

ocr

acy

an

d A

ctiv

e

Par

tici

pat

ion

pro

vid

es o

pp

ort

un

itie

s fo

r

yo

ung

peo

ple

to

und

erst

and h

ow

to

par

tici

pat

e in

an

d t

o i

nfl

uen

ce

dem

ocr

atic

pro

cess

es a

nd

to

be

awar

e

of

som

e k

ey d

emo

crat

ic i

nst

itu

tio

ns

and

th

eir

role

in

pro

mo

tin

g i

ncl

usi

on

,

just

ice

and

dem

ocr

acy

.

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Inves

tigate

fact

ors

th

at

infl

uen

ce

ind

ivid

ua

l a

nd

gro

up

id

enti

ty.

Inv

esti

ga

te w

ay

s in

wh

ich

ind

ivid

uals

an

d g

rou

ps

exp

ress

th

eir

iden

tity

.

Inv

esti

ga

te h

ow

an

d w

hy

co

nfl

ict,

incl

ud

ing

pre

jud

ice,

ste

reo

typ

ing

,

sect

ari

an

ism

an

d r

aci

sm m

ay

ari

se

in t

he

com

mu

nit

y.

Inv

esti

ga

te w

ay

s o

f m

an

ag

ing

con

flic

t a

nd

pro

mo

tin

g c

om

mu

nit

y

rela

tio

ns,

rec

on

cili

ati

on

.

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Inv

esti

ga

te w

hy

it

is i

mp

ort

an

t to

up

ho

ld h

um

an

rig

hts

sta

nd

ard

s in

mo

der

n d

emo

cra

tic

soci

etie

s,

incl

ud

ing

mee

tin

g b

asi

c n

eed

s,

pro

tect

ing

in

div

idu

als

an

d g

rou

ps

of

peo

ple

.

Inv

esti

ga

te k

ey h

um

an

rig

hts

pri

nci

ple

s

Inves

tigate

wh

y d

iffe

ren

t ri

gh

ts m

ust

be

lim

ited

or

ba

lan

ced

in

ou

r so

ciet

y.

Inv

esti

ga

te l

oca

l a

nd

glo

ba

l sc

ena

rio

s

wh

ere

hu

ma

n r

igh

ts h

av

e b

een

seri

ou

sly

in

frin

ged

.

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Ex

plo

re h

ow

in

equ

ali

ties

ca

n a

rise

in

soci

ety

in

clu

din

g h

ow

an

d w

hy

so

me

peo

ple

ma

y e

xp

erie

nce

in

equ

ali

ty o

r

dis

crim

ina

tio

n o

n t

he

ba

sis

of

thei

r

gro

up

id

enti

ty.

Inv

esti

ga

te h

ow

an

d w

hy

so

me

peo

ple

ma

y e

xp

erie

nce

ineq

ua

lity

/so

cia

l ex

clu

sio

n o

n t

he

ba

sis

of

thei

r m

ate

ria

l ci

rcu

mst

an

ces

in l

oca

l a

nd

glo

ba

l co

nte

xts

.

Ex

plo

re t

he

wo

rk o

f in

ter-

go

ver

nm

enta

l, g

ov

ern

men

tal

an

d

non

gover

nm

enta

l org

an

isati

on

s

(NG

O)

wh

ich

aim

to p

rom

ote

equ

ali

ty a

nd

so

cia

l ju

stic

e.

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Inves

tigate

th

e b

asi

c ch

ara

cter

isti

cs

of

dem

ocr

acy

.

Inv

esti

ga

te v

ari

ou

s w

ay

s to

pa

rtic

ipa

te i

n s

cho

ol

an

d s

oci

ety

.

Inv

esti

ga

te w

hy

ru

les

an

d l

aw

s a

re

nee

ded

, h

ow

th

ey a

re e

nfo

rced

an

d

ho

w b

rea

ches

of

the

law

aff

ect

the

com

mu

nit

y.

Inv

esti

ga

te a

n i

ssu

e fr

om

a r

an

ge

of

vie

wp

oin

ts a

nd

su

gg

est

act

ion

th

at

mig

ht

be

tak

en t

o i

mp

rove

or

reso

lve

the

situ

ati

on

.

60

Lea

rnin

g O

utc

om

es

Th

e L

earn

ing

ou

tco

mes

req

uir

e th

e

dem

on

stra

tio

n o

f sk

ills

an

d

ap

pli

cati

on

of

kn

ow

led

ge

an

d

un

der

sta

nd

ing

of

Lo

cal

an

d G

lob

al

Cit

izen

ship

.

Pu

pil

s sh

ou

ld b

e a

ble

to

:

rese

arc

h a

nd

ma

na

ge

info

rma

tio

n e

ffec

tiv

ely

to

in

ves

tig

ate

Cit

izen

ship

iss

ues

, u

sin

g M

ath

ema

tics

an

d I

CT

wh

ere

ap

pro

pri

ate

;

sho

w d

eep

er u

nd

erst

an

din

g b

y t

hin

kin

g c

riti

call

y a

nd

fle

xib

ly, ex

plo

rin

g p

rob

lem

s an

d m

ak

ing i

nfo

rmed

dec

isio

ns,

usi

ng

Ma

them

ati

cs a

nd

IC

T w

her

e a

pp

rop

ria

te;

dem

on

stra

te c

rea

tiv

ity

an

d i

nit

iati

ve

wh

en d

evel

op

ing

id

eas

an

d f

oll

ow

ing

th

em t

hro

ug

h;

wo

rk e

ffec

tiv

ely

wit

h o

ther

s;

dem

on

stra

te s

elf

ma

na

gem

ent

by

wo

rkin

g s

yst

ema

tica

lly

, p

ersi

stin

g w

ith

ta

sks,

eva

lua

tin

g a

nd

im

pro

vin

g o

wn

per

form

an

ce;

com

mu

nic

ate

eff

ecti

vel

y i

n o

ral,

vis

ua

l, w

ritt

en,

ma

them

ati

cal

an

d I

CT

fo

rma

ts,

sho

win

g c

lea

r a

wa

ren

ess

of

au

die

nce

an

d p

urp

ose

.

61

LE

AR

NIN

G F

OR

LIF

E A

ND

WO

RK

: P

erso

nal

Dev

elop

men

t

Th

e m

inim

um

con

ten

t is

set

ou

t b

elo

w

Self

Awar

enes

s E

xp

lori

ng

Sel

f A

war

enes

s p

rov

ides

op

po

rtu

nit

ies

to

con

sid

er t

he

imp

ort

ance

of

self

-co

nfi

den

ce a

nd

sel

f-

este

em t

o p

hy

sica

l an

d e

mo

tio

nal

/men

tal

hea

lth

thro

ug

ho

ut

life

.

Pers

onal

Hea

lth

Ex

plo

rin

g P

erso

nal

Hea

lth

pro

vid

es o

pp

ort

un

itie

s to

un

der

stan

d t

he

imp

ort

ance

of

reco

gn

isin

g a

nd

man

agin

g f

acto

rs t

hat

may

in

flu

ence

ph

ysi

cal

and

emo

tio

nal

/men

tal

hea

lth

th

rou

gh

ou

t li

fe.

Rela

tions

hips

E

xp

lori

ng

Rel

atio

nsh

ips

pro

vid

es o

pp

ort

un

itie

s to

un

der

stan

d t

he

imp

ort

ance

of

form

ing

and

mai

nta

inin

g r

elat

ion

ship

s to

ph

ysi

cal

and

emo

tio

nal

/men

tal

hea

lth

th

rou

gh

ou

t li

fe.

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Ex

plo

re a

nd

ex

pre

ss a

sen

se o

f se

lf.

Exp

lore

per

son

al

mora

ls, valu

es a

nd

bel

iefs

.

Inv

esti

ga

te t

he

infl

uen

ces

on

a y

ou

ng

per

son

.

Ex

plo

re t

he

dif

fere

nt

wa

ys

to d

evel

op

sel

f-es

teem

.

Dev

elop

sk

ills

an

d s

trate

gie

s to

im

pro

ve

ow

n

lea

rnin

g.

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Exp

lore

th

e co

nce

pt

of

Hea

lth

as

the

dev

elop

men

t

of

a w

ho

le p

erso

n.

Inves

tigate

th

e in

flu

ence

s on

ph

ysi

cal

an

d

emo

tio

na

l /m

enta

l p

erso

na

l h

ealt

h.

Dev

elo

p u

nd

erst

an

din

g a

bo

ut,

an

d s

tra

teg

ies

to

ma

na

ge,

th

e ef

fect

s o

f ch

an

ge

on

bo

dy

, m

ind

an

d

beh

av

iou

r.

Inv

esti

ga

te t

he

effe

cts

on

th

e b

od

y o

f le

ga

l a

nd

ille

ga

l su

bst

an

ces

an

d t

he

risk

s a

nd

co

nse

qu

ence

s

of

thei

r m

isu

se.

Dev

elo

p p

rev

enta

tiv

e st

rate

gie

s in

rel

ati

on

to

acc

iden

ts i

n t

he

hom

e, s

chool

an

d o

n t

he

road

.

Dev

elo

p s

tra

teg

ies

to p

rom

ote

per

son

al

safe

ty.

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Ex

plo

re t

he

qu

ali

ties

of

rela

tio

nsh

ips

incl

ud

ing

frie

nd

ship

.

Ex

plo

re t

he

qu

ali

ties

of

a l

ov

ing

, re

spec

tfu

l

rela

tion

ship

.

Dev

elo

p c

op

ing

str

ate

gie

s to

dea

l w

ith

ch

all

eng

ing

rela

tio

nsh

ip s

cen

ari

os.

Dev

elo

p s

tra

teg

ies

to a

vo

id a

nd

res

olv

e co

nfl

ict.

Ex

plo

re t

he

imp

lica

tio

ns

of

sex

ua

l m

atu

rati

on

.

Ex

plo

re t

he

emo

tio

na

l, s

oci

al

an

d m

ora

l

imp

lica

tio

ns

of

earl

y s

exu

al

act

ivit

y.

62

Lea

rnin

g O

utc

om

es

Th

e le

arn

ing

ou

tco

mes

req

uir

e th

e d

emo

nst

rati

on

of

skil

ls a

nd

ap

pli

cati

on

of

kn

ow

led

ge

an

d

un

der

sta

nd

ing

of

Per

son

al

Dev

elo

pm

ent.

Pu

pil

s sh

ou

ld b

e a

ble

to

:

dev

elo

p a

n a

wa

ren

ess

of

emer

gen

cy f

irst

aid

pro

ced

ure

s;

rese

arc

h a

nd

ma

na

ge

info

rma

tio

n e

ffec

tiv

ely

to

in

ves

tig

ate

Per

son

al

Dev

elo

pm

ent

issu

es;

usi

ng

Ma

them

ati

cs a

nd

IC

T w

her

e a

pp

rop

ria

te;

show

dee

per

un

der

stan

din

g b

y t

hin

kin

g c

riti

call

y a

nd

fle

xib

ly,

solv

ing p

rob

lem

s an

d m

ak

ing

info

rmed

dec

isio

ns,

usi

ng

Ma

them

ati

cs a

nd

IC

T w

her

e a

pp

rop

ria

te;

dem

on

stra

te c

rea

tiv

ity

an

d i

nit

iati

ve

wh

en d

evel

op

ing

id

eas

an

d f

oll

ow

ing

th

em t

hro

ug

h;

wo

rk e

ffec

tiv

ely

wit

h o

ther

s;

dem

on

stra

te s

elf

ma

na

gem

ent

by

wo

rkin

g s

yst

emic

all

y,

per

sist

ing

wit

h t

ask

s, e

va

lua

tin

g a

nd

imp

rov

ing

ow

n p

erfo

rma

nce

;

com

mu

nic

ate

eff

ecti

vel

y i

n o

ral,

vis

ua

l, w

rit

ten

an

d I

CT

fo

rma

ts,

sho

win

g c

lea

r a

wa

ren

ess

of

au

die

nce

an

d p

urp

ose

.

63

LE

AR

NIN

G F

OR

LIF

E A

ND

WO

RK

: H

om

e E

con

om

ics

Th

e m

inim

um

con

ten

t is

set

ou

t b

elo

w

Hea

lthy

Eatin

g E

xp

lori

ng

Hea

lth

y E

atin

g p

rov

ides

op

po

rtu

nit

ies

to

dev

elo

p u

nd

erst

and

ing

req

uir

ed i

n t

he

cho

ice,

pla

nn

ing

, st

ora

ge,

pre

par

atio

n, co

ok

ing

an

d s

erv

ing

of

foo

d.

Hom

e an

d Fa

mily

Life

E

xp

lori

ng

Ho

me

and

Fam

ily

Lif

e p

rov

ides

op

po

rtu

nit

ies

to u

nd

erst

and

th

e im

po

rtan

ce o

f th

e

fam

ily

as

a ca

rin

g u

nit

.

Inde

pend

ent L

ivin

g E

xp

lori

ng

In

dep

end

ent

Liv

ing

pro

vid

es o

pp

ort

un

itie

s

to u

nd

erst

and

th

e im

po

rtan

ce o

f b

eco

min

g d

isce

rnin

g

con

sum

ers

and

eff

ecti

ve

man

ager

s o

f re

sou

rces

.

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Dev

elo

p p

ract

ica

l sk

ills

in

th

e sa

fe,

hy

gie

nic

,

hea

lth

y a

nd

cre

ati

ve

use

of

foo

ds

to p

lan

, p

rep

are

,

coo

k a

nd

ser

ve

a r

an

ge

of

mea

ls.

Dev

elo

p t

he

pra

ctic

al

skil

ls i

n t

he

safe

use

of

a

ran

ge

of

ute

nsi

ls a

nd

ap

pli

an

ces

in t

he

pre

pa

rati

on

, co

ok

ing

an

d s

erv

ing

of

a v

ari

ety

of

dis

hes

.

Inves

tigate

th

e im

pact

of

stora

ge,

pre

para

tion

an

d

coo

kin

g o

n f

oo

d.

Ex

plo

re w

ay

s to

ach

iev

e a

hea

lth

y d

iet.

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Ex

plo

re t

he

role

s a

nd

res

po

nsi

bil

itie

s o

f

ind

ivid

ua

ls w

ith

in a

va

riet

y o

f h

om

e a

nd

fa

mil

y

stru

ctu

res.

Dev

elop

aw

are

nes

s of

pare

nti

ng s

kil

ls.

Inv

esti

ga

te s

om

e o

f th

e ch

an

gin

g n

eed

s o

f fa

mil

y

mem

ber

s a

t d

iffe

ren

t st

ag

es o

f th

e li

fe c

ycl

e.

Ex

plo

re s

tra

teg

ies

to m

an

ag

e fa

mil

y s

cen

ari

os.

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Dev

elo

p a

ra

ng

e o

f sk

ills

to

pro

mo

te i

nd

epen

den

ce

thro

ug

h p

lan

nin

g,

ma

na

gin

g a

nd

usi

ng

res

ou

rces

.

Inv

esti

ga

te a

ra

ng

e o

f fa

cto

rs t

ha

t in

flu

ence

con

sum

er c

ho

ices

an

d d

ecis

ion

s.

Inv

esti

ga

te c

on

sum

er r

igh

ts,

resp

on

sib

ilit

ies

an

d

sup

po

rt a

va

ila

ble

in

a r

an

ge

of

scen

ari

os.

64

Lea

rnin

g O

utc

om

es

Th

e le

arn

ing

ou

tco

mes

req

uir

e th

e d

emo

nst

rati

on

of

skil

ls a

nd

ap

pli

cati

on

of

kn

ow

led

ge

an

d

un

der

sta

nd

ing

of

Ho

me

Eco

no

mic

s.

Pu

pil

s sh

ou

ld b

e a

ble

to

:

dem

on

stra

te s

kil

ls i

n t

he

safe

, h

yg

ien

ic, h

ealt

hy

an

d c

rea

tiv

e u

se o

f fo

od

;

rese

arc

h a

nd

m

an

ag

e in

form

ati

on

ef

fect

ivel

y to

in

ves

tig

ate

H

om

e E

con

om

ics

issu

es,

usi

ng

Ma

them

ati

cs a

nd

IC

T w

her

e a

pp

rop

ria

te;

show

dee

per

un

der

stan

din

g b

y t

hin

kin

g c

riti

call

y a

nd

fle

xib

ly,

solv

ing p

rob

lem

s an

d m

ak

ing

info

rmed

dec

isio

ns,

usi

ng

Ma

them

ati

cs a

nd

IC

T w

her

e a

pp

rop

ria

te;

dem

on

stra

te c

rea

tiv

ity

an

d i

nit

iati

ve

wh

en d

evel

op

ing

id

eas

an

d f

oll

ow

ing

th

em t

hro

ug

h;

wo

rk e

ffec

tiv

ely

wit

h o

ther

s;

dem

on

stra

te s

elf

ma

na

gem

ent

by

wo

rkin

g s

yst

ema

tica

lly

, p

ersi

stin

g w

ith

ta

sks,

ev

alu

ati

ng

an

d

imp

rov

ing

ow

n p

erfo

rma

nce

;

com

mu

nic

ate

eff

ecti

vel

y i

n o

ral,

vis

ua

l, w

rit

ten

, m

ath

ema

tica

l a

nd

IC

T f

orm

ats

, sh

ow

ing

cle

ar

aw

are

nes

s o

f a

ud

ien

ce a

nd

pu

rpo

se.

65

PH

YS

ICA

L E

DU

CA

TIO

N:

Ph

ysi

cal

Ed

uca

tion

Th

e m

inim

um

con

ten

t is

set

ou

t b

elo

w

Dev

elop

ing

pupi

ls’

Kno

wle

dge,

Und

erst

andi

ng a

nd S

kills

(O

bjec

tive

1)

Dev

elop

ing

pupi

ls a

s Ind

ivid

uals

(O

bjec

tive

2)

Dev

elop

ing

pupi

ls a

s C

ontr

ibut

ors

to

Soci

ety

(Obj

ectiv

e 3)

D

evel

opin

g pu

pils

as

Con

trib

utor

s to

th

e Ec

onom

y an

d th

e En

viro

nmen

t P

up

ils

sho

uld

ha

ve

op

po

rtu

nit

ies

to:

incr

ease

th

eir

kn

ow

led

ge,

un

der

sta

nd

ing

an

d s

kil

ls t

hro

ug

h

freq

uen

t an

d r

egu

lar

part

icip

ati

on

in

a b

ala

nce

d p

rog

ram

me

of

Ath

leti

cs,

Ga

mes

(in

va

sio

n,

fiel

din

g/s

trik

ing

an

d n

et/w

all

), G

ym

nast

ics,

Sw

imm

ing

;

pra

ctis

e, r

efin

e a

nd

dev

elo

p s

kil

ls

an

d s

pec

ific

tec

hn

iqu

es a

nd

use

th

ese

wit

h c

on

sist

ency

;

exp

erie

nce

, m

on

itor

an

d u

nd

erst

an

d

a r

an

ge

of

sho

rt-t

erm

eff

ects

of

exer

cise

on

th

e b

od

y s

yst

ems

incl

ud

ing c

ard

iovasc

ula

r an

d

mu

scu

lo-s

kel

eta

l sy

stem

s;

mon

itor

an

d e

valu

ate

th

eir

ow

n

act

ivit

y l

evel

s o

ver

a p

erio

d o

f ti

me

an

d p

lan

how

th

ey c

an

fu

lfil

th

e

act

ivit

y r

ecom

men

da

tion

s fo

r h

ealt

h;

dev

elo

p t

hei

r k

no

wle

dg

e o

f sa

fe

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Ma

ke

dec

isio

ns

ab

ou

t w

ha

t th

ey

wa

nt

to a

chie

ve

an

d h

ow

to

im

pro

ve

the

qu

ali

ty o

f th

eir

wo

rk.

Per

son

al

Un

der

sta

nd

ing

Dev

elo

p p

osi

tiv

e re

lati

on

ship

s a

nd

resp

ect

for

the

dif

feri

ng

ca

pa

bil

itie

s

of

oth

ers

thro

ug

h p

art

icip

ati

on

in

a

ran

ge

of

com

pet

itiv

e a

nd

co

-

op

era

tiv

e p

hy

sica

l a

ctiv

itie

s.

Mu

tual

Un

ders

tan

din

g

Ex

per

ien

ce a

nd

ev

alu

ate

th

e h

ealt

h

an

d f

itn

ess

ben

efit

s o

f a

ra

ng

e o

f

dif

fere

nt

ph

ysi

cal

act

ivit

ies,

incl

ud

ing

th

eir

ph

ysi

cal,

so

cia

l a

nd

psy

cho

log

ica

l w

ell-

bei

ng

.

Per

son

al

Hea

lth

Dev

elo

p p

osi

tiv

e sp

ort

ing

beh

av

iou

r

an

d a

sen

se o

f fa

ir p

lay

.

Pla

n,

per

form

an

d e

va

lua

te t

hei

r

com

mit

men

t to

a p

erso

na

l a

ctiv

ity

pro

gra

mm

e.

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Wo

rk w

ith

oth

ers

to s

olv

e p

rob

lem

s

in a

ra

ng

e o

f p

ract

ica

l si

tua

tio

ns.

Cit

izen

ship

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Cu

ltu

ral

Un

der

stan

din

g

Med

ia A

wa

ren

ess

Eth

ical

Aw

are

nes

s

Pu

pil

s sh

ou

ld h

av

e o

pp

ort

un

itie

s to

:

Dev

elop

th

rou

gh

pract

ical

task

s,

thei

r p

erso

na

l sk

ills

in

pre

pa

rati

on

for

futu

re

edu

cati

on

/tra

inin

g/e

mp

loym

ent.

Em

plo

ya

bil

ity

Op

po

rtu

nit

ies

mu

st a

lso

be

pro

vid

ed

to e

xp

lore

iss

ues

rel

ate

d t

o:

Eco

no

mic

Aw

are

nes

s

Ed

uca

tion

for

Su

stain

ab

le

Dev

elop

men

t

66

pra

ctic

es a

nd

pro

ced

ure

s w

hen

tak

ing p

art

in

sp

ort

an

d p

hysi

cal

act

ivit

y;

dev

elo

p t

he

skil

ls a

nd

ca

pa

bil

itie

s

req

uir

ed t

o a

naly

se a

nd

im

pro

ve

thei

r ow

n a

nd

oth

ers’

work

;

dev

elo

p t

he

skil

ls a

nd

ca

pa

bil

itie

s

req

uir

ed t

o w

ork

eff

ecti

vel

y w

ith

oth

ers

in t

ask

s w

hic

h r

equ

ire

co-

op

era

tio

n,

crea

tiv

ity

, p

rob

lem

solv

ing

, p

lan

nin

g a

nd

tea

m w

ork

.

Mo

ral

Ch

ara

cter

Ex

plo

re t

he

aes

thet

ic q

ua

lity

of

mo

vem

ent,

ded

ica

tio

n,

per

sev

era

nce

an

d s

tren

gth

of

hu

man

sp

irit

.

Sp

irit

ua

l A

wa

ren

ess

Lea

rnin

g O

utc

om

es

Th

e le

arn

ing

ou

tco

mes

req

uir

e th

e

dem

on

stra

tio

n o

f sk

ills

ap

ply

ing

kn

ow

led

ge

an

d u

nd

erst

an

din

g o

f

Ph

ysi

cal

Ed

uca

tio

n.

Pu

pil

s sh

ou

ld b

e a

ble

to

:

tak

e re

spo

nsi

bil

ity

fo

r th

eir

ow

n s

afe

ty i

n r

ela

tio

n t

o w

arm

ing

-up

an

d c

oo

lin

g-d

ow

n,

inju

ry p

rev

enti

on

an

d

cloth

ing a

nd

eq

uip

men

t;

wo

rk i

nd

epen

den

tly

to

pla

n,

un

der

tak

e a

nd

ev

alu

ate

a p

erso

na

l p

hy

sica

l a

ctiv

ity

pro

gra

mm

e to

mee

t u

p-t

o -

da

te h

ealt

h r

eco

mm

end

ati

on

s; r

esea

rch

an

d m

an

ag

e in

form

ati

on

eff

ecti

vel

y,

usi

ng

Ma

them

ati

cs a

nd

IC

T

wh

ere

ap

pro

pri

ate

;

sho

w d

eep

er u

nd

erst

an

din

g b

y th

ink

ing

cr

itic

all

y a

nd

fl

exib

ly,

solv

ing

p

rob

lem

s a

nd

m

ak

ing

in

form

ed

dec

isio

ns,

usi

ng

Ma

them

ati

cs a

nd

IC

T w

her

e a

pp

rop

ria

te;

dem

on

stra

te c

rea

tiv

ity

an

d i

nit

iati

ve

wh

en d

evel

op

ing

id

eas

an

d f

oll

ow

ing

th

em t

hro

ug

h;

wo

rk e

ffec

tiv

ely

wit

h o

ther

s;

dem

on

stra

te s

elf

ma

na

gem

ent

by

wo

rkin

g s

yst

ema

tica

lly

, p

ersi

stin

g w

ith

ta

sks,

ev

alu

ati

ng

an

d i

mp

rov

ing

ow

n p

erfo

rma

nce

;

com

mu

nic

ate

eff

ecti

vel

y i

n p

ract

ical,

ora

l, v

isu

al,

wri

tten

an

d I

CT

fo

rma

ts,

sho

win

g c

lea

r a

wa

ren

ess

of

au

die

nce

an

d p

urp

ose

.

PART 6

Key Stage 4

In addition to the Minimum Content for Learning and Life and Work and Physical Education,

schools will be required to provide pupils with access to each of the areas of learning at Key Stage

4 set out above.

LEARNING FOR LIFE AND WORK

Employability

Pupil should be enabled to:

explore self employment and identify relevant sources of support;

examine the impact of globalisation on employment;

investigate the recruitment and selection process, taking into account the rights and

responsibilities of employees and employers;

consider how employees and employers might maintain an effective working

environment;

investigate the increasing social responsibility of business in the community;

develop a personal career plan based on relevant information and guidance.



develop an understanding of how to maximise and sustain their own health and well-

being;

reflect on, and respond to, their developing concept of self, including managing emotions

and reactions to on-going life experiences;

recognise, assess and manage risk in a range of real-life contexts;

develop their understanding of relationships and sexuality and the responsibilities of

healthy relationships;

develop an understanding of the roles and responsibilities of parenting;

develop further their competence as discerning consumers in preparation for independent

living.



respond to the specific challenges and opportunities which diversity and inclusion present

in Northern Ireland and the wider world;

identify and exercise their rights and social responsibilities in relation to local, national

and global issues;

develop their understanding of the role of society and government in safeguarding

individual and collective rights in order to promote equality and to ensure that everyone is

treated fairly;

develop their understanding of how to participate in a range of democratic processes;

develop awareness of key democratic institutions and their role in promoting inclusion,

justice and democracy;

68

develop awareness of the role of non-governmental organisations.

PHYSICAL EDUCATION


plan and participate in a regular, frequent and balanced programme of physical activity

that:

develops their interests and talents;

extends their knowledge, understanding and skills; and

contributes to, and helps sustain, a healthy and active lifestyle;

evaluate their own performances and that of others;

recognise and manage risk and apply safe principles and procedures before, during and

after physical activity;

experience and understand different roles within a range of physical activities;

know how to access sporting and recreational opportunities in the local and wider

community.

69

EXPLANATORY NOTE

(This note is not part of the Order)

The Order specifies the Minimum Content for each area of learning of the curriculum at each key

stage. At Key Stage 4, Minimum Content is only specified for Learning for Life and Work and

Physical Education. In addition the cross-curricular skills, other skills and provision for religious

education apply at this as well as all other Key Stages.

The provisions of this Order come into operation on a phased basis from 1st August 2007, as set

out in Schedule 1.

Published and printed in the UK by The

Stationery Office Limited

under the authority and

superintendence of Carol

Tullo, Controller of

Her Majesty’s Stationery

Office being the Government

Printer for Northern Ireland and

the Officer appointed to print the

Acts of the Northern Ireland Assembly

Dd. N3044. C1. 2/07. Gp. 130. 14567.

Curriculum escolar Irlanda del Norte

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