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ContentsPreface (i) Purpose of this GuidanceUse of this GuidanceFurther GuidanceAcknowledgements
The‘BigPicture’oftheCurriculumatKeyStage3 (ii)
Section 1RationalefortheNorthernIrelandCurriculum page1.1 Introduction 11.1_2 Rationale for the Review of the Curriculum 11.2 TheOverarchingAimoftheNorthernIrelandCurriculum 21.3 RationalefortheArticulationofOverallValues 21.4 RationalefortheNorthernIrelandCurriculumFramework 2 Table 1: Illustrating the Aim and Objectives of the Curriculum 31.5 RationalefortheRevisedAim 41.6 RationaleforCurriculumObjectives 41.7 RationalefortheKeyElements 41.7_1 Rationale relating to Developing Individuals 4 • Personal Understanding • Mutual Understanding • Personal Health • Moral Understanding • Spiritual Awareness1.7_2 Rationale relating to Developing Contributors to Society 7 • Citizenship • Cultural Understanding • Media Awareness • Ethical Awareness 1.7_3 Rationale relating to Developing Contributors to the Economy 9 and Environment • Employability • Economic Awareness • Education for Sustainable Development 1.8 RationaleforWholeCurriculumSkillsandCapabilities 111.8_1 Rationale for the Cross-Curricular Skills 11 1.8_2 Rationale for Thinking Skills and Personal Capabilities 12 Figure 1: Framework for Developing Thinking Skills and Personal Capabilities 13 1.8_3 Rationale for Developing the Whole Curriculum Skills and Capabilities 141.9 RationalefortheAreasofLearningandSubjectStrands 141.10 RationalefortheInclusionofLearningforLifeandWorkwithinthe 14 Curriculum1.11 RationalefortheAdditionofSpecificEmphasiswithinsomeAreasof 16
Learning1.12 RationalefortheInclusionofAssessmentforLearning, 16 LearningExperiencesandAttitudesandDispositionswithinthe‘BigPicture’
Section 2StatutoryRequirementsforKeyStage3 page 2.0 Introduction 19 2.1 AreasofLearningandSubjectStrands 202.2 StatutoryMinimumRequirements 212.3 StructuringLearningwithintheKeyStage3Curriculum: 21 Breadth,BalanceandFlexibility2.4 EnsuringProgression 222.5 AccessStatementtoEnsureEqualityofOpportunityforAll 232.6 DevelopingWholeCurriculumSkillsandCapabilities 242.6_1 Assessing and Reporting the Cross-Curricular Skills 24 2.7 DevelopingCommunicationSkillsAcrosstheCurriculum 252.7_1 Requirements in relation to Communication 252.8 UsingMathematicsAcrosstheCurriculum 262.8_1 Requirements in relation to Using Mathematics 262.9 UsingInformationandCommunicationsTechnologyAcrosstheCurriculum 27 2.9_1 Requirements for Using ICT 272.10 ThinkingSkillsandPersonalCapabilities 28 • Managing Information • Thinking, Problem-Solving, Decision-Making • Being Creative • Working with Others • Self-Management
Language and Literacy:EnglishwithMediaEducation 33Language and Literacy:IrishwithMediaEducationinIrish-mediumSchools 34
Mathematics and Numeracy:MathematicswithFinancialCapability 35
Modern Languages:ModernLanguages 36
The Arts:ArtandDesign 37The Arts:Music 38The Arts:Drama 39
Environment and Society:History 40Environment and Society:Geography 41
Science and Technology:Science 42Science and Technology:TechnologyandDesign 43
Learning for Life and Work:Employability 44Learning for Life and Work:LocalandGlobalCitizenship 45Learning for Life and Work:PersonalDevelopment 46Learning for Life and Work:HomeEconomics 47
Physical Education:PhysicalEducation 48
Religious Education:ReligiousEducationwithintheNorthernIrelandCurriculum 49
Appendix:Details of Legislation 50
Section 3DetailedStatutoryMinimumRequirementsforAreasofLearningandSubjectStrandsatKeyStage3
PurposeofthisGuidanceThe purpose of this guidance is to provide the basis upon which individual post-primary schools will plan provision that meets the needs of all the young people in their care. It seeks to clarify the overall intentions of the Northern Ireland Curriculum which are summarized in the ‘big picture’ (see overleaf). Its intention is to help users better understand:
the values-base upon which the Northern Ireland Curriculum is predicated;how each of the component parts knit together; and how the curriculum should form a coherent and holistic ‘big picture’ at each key stage.
UseofthisGuidanceThis guidance should be used in conjunction with:
the implementation support package distributed to schools in February 07; andthe Area of Learning/subject specific guidance, now available for teachers online at www.nicurriculum.org.uk and also in hard copy.
•
•
•
•
•
PrefaceThis guidance expands upon the Education (Curriculum Minimum Content) Order (2007 No. 46) by setting out the minimum requirements of the Northern Ireland Curriculum that should be taught at Key Stage 3, with examples, and supplements it by providing a detailed rationale to guide its interpretation. It represents the final approved outcomes of a series of proposals and consultations1 which informed revisions to the Northern Ireland Curriculum (2006)2. As a result of these each school now has additional flexibility to make decisions about how best to interpret and combine minimum requirements so as to provide a broad and balanced curriculum that will prepare each young person for a rapidly changing world.
FurtherGuidanceStatutory requirements for assessment and reporting at Key Stage 3 on the cross-curricular skills with reference to levels of progression will come into effect in school year 2009/2010.Further guidance outlining the statutory requirements for assessing and reporting will be provided well in advance of such requirements coming into place.
AcknowledgementsCCEA wishes to acknowledge the work of Professor Carol Mc Guinness3, seconded from Queen’s University to CCEA to advise on the development of thinking skills, and Dr Lynne Bianchi, Sheffield Hallam University, who acted as an advisor on personal capabilities. Their work has been adapted, with permission, within this rationale.
1For key stage proposals and consultations see www.ccea.org.uk
2The Order is described in Statutory Instrument 2006 No. 1915 (N. I. 11) available at www.opsi.gov.uk/si/si2006/20061915.htm
3McGuinness, C., Scullion, T., Gallagher, C. & Bianchi, L. (2007). Thinking Skills and a National Curriculum: A Case Study in Northern Ireland. Paper to be presented at the 13th International Thinking Conference, Norrkoping, Sweden, 17-21 June, 2007.
(i)
The Statutory Curriculumat Key Stage 3
Rationale and Detail
(ii)
5
Section 1RationalefortheNorthernIrelandCurriculum
The Statutory Curriculumat Key Stage 3
Rationale and Detail
1.0R
ationale
1
1.1IntroductionThe purpose of this rationale is to summarise the overall revisions to the Northern Ireland Curriculum; to clarify the values-base upon which the Northern Ireland Curriculum is founded; and to explain how each of the components combine to form a coherent and holistic ‘big picture’.
1.1_2 Rationale for the Review of the CurriculumConsultation on the Northern Ireland Curriculum established agreement that the role of education is to help prepare learners to become successful and fulfilled individuals; full participants in society; active contributors to the economy and custodians of the environment for future generations. Consultation also established agreement that education should equip pupils with the knowledge, skills, ideas, and values they need to become lifelong learners able to use information effectively; adapt to changing workplace and social environments; and keep abreast of technological advances.
A detailed longitudinal study of learners’ perceptions4 about the Northern Ireland Curriculum indicated that young people are motivated by learning that is related to their lives now and in the future. They welcome authentic opportunities to explore real life problems; to think through their own responses; to develop skills; to make meaningful connections across subjects; and to apply and transfer knowledge and understanding from one situation to another and particularly into the world of work5.
Surveys of employers, teachers and parents continue to stress the need for cross-disciplinary skills and dispositions such as reading; writing; listening; speaking; basic computation. They also stress the need for adaptability, team work skills, collaboration and negotiation. Alongside government, they want education to deliver a skilled and creative workforce which will contribute to economic growth and global competitiveness.
The Northern Ireland Curriculum is informed by all of these needs and perspectives. Detailed programmes of study have been replaced by minimum requirements set within a curriculum and skills framework that moves away from a one-size-fits-all towards greater flexibility to customise learning within an agreed entitlement. The Northern Ireland Curriculum focuses more on the learning needs of individuals and the relevance of learning for life, work, society, the economy and environment. It emphasises the development of creativity and the skills to manage information, problem-solve and make decisions and thus to create new knowledge within the knowledge age.
4Harland, Kinder et al, Is the Curriculum Working? The Northern Ireland Curriculum Cohort Study at Key Stage 3, NfER 2002
5Key finding from The Northern Ireland Pupil Cohort Study 1996-2003, NfER
Section 1RationalefortheNorthernIrelandCurriculum
KeyStage3 Rationale and Detail
1.0
Rat
iona
le
2
1.2TheOverarchingAimoftheNorthernIrelandCurriculumThe Education Order 2007 continues to legislate for a balanced and broadly based curriculum in all grant aided schools ‘topromotethespiritual,emotional,moral,cultural,intellectualandphysicaldevelopmentofpupilsattheschoolandtherebyofsociety;andpreparepupilsfortheopportunities,responsibilitiesandexperiencesoflifebyequippingthemwithappropriateknowledge,understandingandskills’.
1.3RationalefortheArticulationofOverallValuesThe findings from the Cohort Study6 highlighted that pupils and teachers were largely unaware of the existing curriculum aim or the values that underpinned it and the rest of the curriculum. The findings from the Council’s research into Values in Education in Northern Ireland7 confirmed that teachers would welcome more emphasis within the curriculum on the development of values.
Through consultation it was agreed therefore that, in addition to the values implied in the Northern Ireland Curriculum Framework, the following statement of values would underpin each of the Curriculum Objectives.
1. We value each individual’s unique capacity for spiritual, moral, emotional, physical and intellectual growth;
2. We value equality, justice and human rights within our society and our capacity as citizens to resolve conflict by democratic means;
3. We value the environment as the basis of life and the need to sustain it for future generations; and
4. We value each individual’s right to work and to earn a living in accordance with personal preferences and attributes.
1.4RationalefortheNorthernIrelandCurriculumFrameworkTo assist schools in translating the overarching aims and these values into classroom practice, the aim and former cross-curricular themes have been re-configured into a revised Curriculum Framework comprising a clearer aim, three focused objectives, and, within each of these, a number of key elements. These have been structured into an overarching curriculum framework (see over) which, in turn, informs and guides the minimum requirements for each Area of Learning/subject strand.
The purpose of this re-configuration is to ensure that important aspects of the overarching aim, and the former educational (cross-curricular) themes, are morefully reflected in curriculum planning. The intention is that, with this framework in place, schools and teachers can develop a more customised curriculum that better meets the individual needs of their pupils.
6Harland, Kinder et al, Is the Curriculum Working? The Northern Ireland Curriculum Cohort Study at Key Stage 3, NfER 2002
7Montgomery and Smith, Values in Education, a joint CCEA and University of Ulster publication, 1996
1.0R
ationale
3
Asa
nin
divi
dual
Asa
con
trib
utor
tos
ocie
tyAs
ac
ontr
ibut
orto
the
econ
omy
and
the
envi
ronm
ent
pers
onal
und
erst
andi
ng
resp
ect t
hem
selv
es, u
nder
stan
d th
eir
righ
ts a
nd
resp
onsi
bilit
ies;
unde
rsta
nd a
nd m
anag
e th
eir
emot
ions
;le
arn
how
to le
arn
and
be c
omm
itted
to le
arni
ng;
be a
war
e of
thei
r cr
eativ
e po
tent
ial;
and
beco
me
self-
relia
nt.
mut
ualu
nder
stan
ding
resp
ect a
nd c
o-op
erat
e w
ith o
ther
s;m
anag
e an
d re
solv
e co
nflic
t;de
velo
p an
d su
stai
n sa
fe, c
arin
g re
latio
nshi
ps; a
ndle
arn
the
skill
s of
par
entin
g.
pers
onal
hea
lth
live
a he
alth
y lif
esty
le a
nd m
ake
heal
thy
choi
ces;
and
cont
ribu
te p
ositi
vely
to th
eir
peer
gro
up.
mor
alc
hara
cter
show
fair
ness
and
inte
grity
in d
ealin
g w
ith o
ther
s;be
relia
ble
and
com
mitt
ed to
task
s; a
ndta
ke re
spon
sibi
lity
for
choi
ces
and
actio
ns.
spir
itual
aw
aren
ess
deve
lop
an in
ner
appr
ecia
tion
of li
fe p
urpo
se; a
ndde
velo
p th
e pe
rson
al s
tren
gths
and
reso
urce
s to
co
pe w
ith a
dver
sity
.
• • • • • • • • • • • • • • • •
citiz
ensh
ipre
spec
t the
equ
al r
ight
s of
oth
ers;
reco
gnis
e th
e in
terd
epen
denc
e of
peo
ple,
co
mm
uniti
es a
nd th
e en
viro
nmen
t;ne
gotia
te a
nd c
ompr
omis
e;us
e de
moc
ratic
mea
ns to
influ
ence
cha
nge;
and
cont
ribu
te to
the
wel
fare
of s
choo
l, th
e co
mm
unity
an
d th
e en
viro
nmen
t.
cult
ural
und
erst
andi
ngre
cogn
ise
the
rich
ness
and
div
ersi
ty o
f cul
tura
l in
fluen
ces
in c
onte
mpo
rary
soc
iety
; and
enga
ge w
ith h
uman
cul
tura
l ach
ieve
men
t in
a ra
nge
of fo
rms
and
cont
exts
.
med
iaa
war
enes
sbe
cri
tical
ly a
war
e of
the
rang
e of
pri
nt, s
ound
, m
ovin
g im
age
and
grap
hic
med
ia; a
ndas
sess
the
role
and
influ
ence
of m
edia
with
in
soci
ety.
ethi
cala
war
enes
sbe
aw
are
of s
ome
of th
e di
lem
mas
ari
sing
from
sc
ient
ific,
tech
nolo
gica
l and
env
iron
men
tal c
hang
e;
and
asse
ss th
e hu
man
and
env
iron
men
tal i
mpa
ct o
f et
hica
l cho
ices
and
take
act
ion
as a
ppro
pria
te.
• • • • • • • • • • •
empl
oyab
ility
be a
war
e of
the
impa
ct o
f tec
hnol
ogy
and
glob
al m
arke
ts
on w
ork
patt
erns
and
pro
spec
ts;
be p
roac
tive,
ent
erpr
isin
g, a
dapt
able
and
ope
n to
new
id
eas;
enha
nce
care
er o
ptio
ns th
roug
h lif
e-lo
ng le
arni
ng; a
ndbe
aw
are
of th
e ri
ghts
of w
orke
rs a
nd e
mpl
oyer
s.
econ
omic
aw
aren
ess
unde
rsta
nd th
e ec
onom
ic in
terd
epen
denc
e of
indi
vidu
als,
or
gani
satio
ns a
nd c
omm
uniti
es lo
cally
and
glo
bally
;cr
itica
lly e
xam
ine
how
wea
lth is
cre
ated
and
dis
trib
uted
;m
ake
bala
nced
and
info
rmed
eco
nom
ic ju
dgem
ents
;be
dis
cern
ing
and
effe
ctiv
e co
nsum
ers;
and
plan
and
man
age
pers
onal
fina
nces
effe
ctiv
ely.
educ
atio
nfo
rsu
stai
nabl
ede
velo
pmen
tun
ders
tand
the
inte
rdep
ende
nce
of s
ocie
ty, t
he e
cono
my
and
the
envi
ronm
ent;
deve
lop
resp
ect f
or th
e ne
eds
of b
oth
pres
ent a
nd fu
ture
ge
nera
tions
;de
mon
stra
te h
ow a
ctio
n ca
n he
lp im
prov
e th
e qu
ality
of l
ife
for
peop
le, l
ocal
ly a
nd g
loba
lly; a
ndex
erci
se e
nvir
onm
enta
l res
pons
ibili
ty th
roug
h co
nser
vatio
n of
reso
urce
s, w
aste
man
agem
ent a
nd p
rom
otio
n of
loca
l an
d gl
obal
bio
dive
rsity
.
• • • • • • • • • • • • •
Tabl
e 1:
Illu
stra
ting
the
Aim
and
Obj
ectiv
eso
fthe
Cur
ricu
lum
Aim
The
Nor
ther
n Ir
elan
d Cu
rric
ulum
aim
s to
em
pow
er y
oung
peo
ple
to a
chie
ve th
eir
pote
ntia
l and
to m
ake
info
rmed
and
resp
onsi
ble
deci
sion
s th
roug
h th
eir
lives
.
Curr
icul
umO
bjec
tives
The
Nor
ther
n Ir
elan
d Cu
rric
ulum
sho
uld
prov
ide
lear
ning
opp
ortu
nitie
s fo
r ea
ch y
oung
per
son
to d
evel
op a
s:1.
an
indi
vidu
al;
2. a
con
trib
utor
to s
ocie
ty; a
nd3.
a c
ontr
ibut
or to
the
econ
omy
and
the
envi
ronm
ent.
Thro
ugho
ut th
e cu
rric
ulum
, by
taki
ng a
ppro
pria
te o
ppor
tuni
ties
to fo
cus
on th
e ke
y el
emen
ts in
bol
d, te
ache
rs s
houl
d he
lp p
upils
to:
KeyStage3 Rationale and Detail
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Rat
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4
1.5RationalefortheRevisedAimThe rationale for the revised aim, (toempoweryoungpeopletodeveloptheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives), is informed by the extent to which our lives are determined by a succession of choices. By promoting methodologies that encourage young people to develop the skills to acquire and manage information, to solve problems and make decisions, the intention of the Northern Ireland Curriculum is to help young people makeuseofthe knowledge, and the associated skills, values, and attitudes developed during the process of learning, to inform their lives.
1.6RationaleforCurriculumObjectivesAt the same time, the three curriculum objectives, (which aim to providelearningopportunitiestohelpyoungpeopledevelopasindividuals;ascontributorstosociety;andascontributorstotheeconomyandenvironment) recognise that education has a responsibility to prepare young people to manage their own lives, relationships and lifestyles and also to engage positively with others in sharing and protecting the resources of the planet for now and future generations.
The three objectives, and the key elements which amplify them, overlap and inter-connect. It is very important that they, together with the specification of skills and minimum requirements, are interpreted holistically, rather than as sub-sets.
1.7RationalefortheKeyElementsThe key elements within each objective encompass important aspects of the overarching aim and the previous cross-curricular themes. They also embrace additional matters such as citizenship, education for sustainable development, employability, and media awareness that are accepted as key issues for modern society. The key elements are made explicit within the minimum requirements for Areas of Learning /subject strands. By reiterating the overarching aim and the former cross-curricular themes as key elements in this way, greater attention is focused within and across Areas of Learning /subject strands, on issues that are considered the bedrock of preparing young people for life and work in the 21st century.
1.7_1 Rationale Relating to Developing Individuals A pivotal idea informing the Northern Ireland Curriculum is to help young people achieve personal fulfilment and individual well-being through living successful lives. This means success in worthwhile activities and relationships in which they have freely engaged and which they pursue wholeheartedly. The key elements associated with this objective include: personalunderstanding;mutualunderstanding;personalhealth;moralcharacter;andspiritualawareness.
1.0R
ationale
5
Personal Understanding This key element of the curriculum is informed by the centrality of self awareness and emotional literacy to the growth of individual self confidence and self esteem and, ultimately, to an individual’s motivation and capacity to learn, as well as their individual health and happiness.
One of the major aims of education is therefore to contribute to the development of emotionally literate and discerning individuals by helping young people to become personally, emotionally and socially empowered to live healthy, safe and fulfilled lives; to recognise their strengths; be objective about their shortcomings and to work towards achieving their hopes and dreams with flexibility, patience and resilience. The overarching curriculum framework requires that teachers should help pupils to:
respect themselves, understand their rights and responsibilities;understand and manage their emotions;learn how to learn and be committed to learning;be aware of their creative potential; and become self reliant.
Teachers can assist this by providing frequent opportunities, within and beyond the curriculum, for young people to consider the challenges of life now and in the future; weigh up situations and opportunities; make judgements about relative worth; cope with change, uncertainty, set-backs and adversity; and become aware that learning and self development is a lifelong process.
Mutual UnderstandingThis key element of the curriculum is informed by the centrality of relationships to our lives at home, at work and in wider society. If young people are to be successful in life they will need to be able to relate to all sorts of people in all sorts of situations. The overarching curriculum framework requires that teachers should help pupils to:
respect and co-operate with others;manage and resolve conflict; anddevelop and sustain safe, caring relationships.
Teachers can assist this by providing frequent opportunities, within and beyond the curriculum, for young people to work with others in a variety of roles towards shared goals; to communicate appropriately and effectively in various contexts; develop and sustain worthwhile, healthy and caring relationships; to manage interpersonal conflicts and negotiate solutions or appropriate compromises, particularly in situations where values may conflict; to reflect on their own and others’ contributions and behaviours; to empathise with others; to appreciate friendship and support; and to strike an appropriate balance between their own needs and aspirations and those of others.
•••••
•••
KeyStage3 Rationale and Detail
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Personal Health This key element of the curriculum is informed by its centrality to individual well being, the health of families and society now and in the future; and, ultimately, to the economy and the health of the nation. This involves helping young people to understand not only their physical health but also their social, mental and emotional needs at different ages; what it takes to develop sound and caring relationships and to live harmonious and fulfilled lives at home, at school, at work and at leisure. The overarching curriculum framework requires that teachers should help pupils to:
live a healthy lifestyle and make healthy choices;contribute positively to their peer group; andlearn the skills of parenting.
Teachers can assist this by providing frequent opportunities, within and beyond the curriculum to consider choices and their consequences, including striking the right balance between sensible enjoyment and risk; and to develop strategies to resist undue pressure and challenges from peer groups, authority figures, the media and public opinion.
Moral CharacterThis key element of the curriculum is informed by the central need for all young people to understand the agreed codes of behaviour and values (both explicit and implicit) which govern harmonious, respectful and law abiding relationships with others and which should inform the way we live our lives. The overarching curriculum framework requires that teachers should help pupils to:
show fairness, integrity and respect in dealing with others; be reliable and committed to tasks; andtake responsibility for choices and actions.
Teachers can assist the development of moral character by providing frequent opportunities, within and beyond the curriculum, for young people to consider moral dilemmas that confront people every day in ordinary life (especially those in which there is ambiguity or conflict) which require us to act within a code of moral values; and to weigh up potential actions and their consequences in order to make judgements which are grounded in values and to understand the impact and responsibilities that arise from these.
Spiritual AwarenessThis key element of the curriculum is informed by our human need for some sense of meaning, purpose and appreciation in our lives, especially in circumstances of adversity, bliss, challenge and fear. The overarching curriculum framework requires that teachers should help pupils to:
develop an inner appreciation of life purpose; and develop the personal strengths and resources to cope with adversity.
Teachers can assist the development of spiritual awareness by providing frequent opportunities, within and beyond the curriculum, for young people to reflect on aspects of their personal experience and its meaning to them beyond the material dimension, for example, the uniqueness of creation and of themselves as individuals; the aesthetic beauty of their surroundings; the diversity and creativity of humankind; the natural wonder of the earth and space; the experience of love; and their own inner strength in times of need. In particular young people need opportunities to reflect on current and future challenges, such as loss and bereavement and other forms of stress in order to develop strategies to survive and find resilience and meaning in the face of adversity.
•••
•••
••
1.0R
ationale
7
1.7_2 Rationale Relating to Developing Contributors to SocietyWhat makes for one’s own individual fulfilment is closely intertwined with other people’s lives. We want young people to be concerned for the well-being of others as well as themselves, in their own society and beyond it. With this in mind, the key elements associated with developing young people as positive contributors to society include citizenship,culturalunderstanding,mediaawarenessandethicalawareness.
CitizenshipThis key element of the curriculum, is informed by the importance of young people understanding how our lives are governed and how they can participate to improve the quality of their own lives and that of others through democratic processes. The overarching curriculum framework requires that teachers should help pupils to:
respect the equal rights of others;recognise the interdependence of people, communities and the environment;be willing to negotiate and compromise;use democratic means to influence change; and contribute to the welfare of school, the community and the environment.
Teachers can assist the development of young people’s concept of citizenship by providing frequent opportunities, within and across the curriculum, for young people to think about and experience what it means to act democratically, for example, to make democratic choices in class; to play a helpful part in the life of the school; to act considerately and democratically within their family; and to participate in democratic activities, such as charitable, youth and other supportive endeavours in their neighbourhood, community and wider world. They should have opportunities to consider issues of diversity and inclusion, equality and justice, human rights and social responsibility; to make reasoned value judgements about desirable action in particular situations, especially where democracy is under challenge or where values are in conflict and compromise may be required.
Cultural Understanding This key element of the curriculum is informed by its centrality to how we relate to and appreciate the diversity of human existence, achievement and expression. The overarching curriculum framework requires that teachers should help pupils to:
recognise the richness and diversity of cultural influences in contemporary society; andengage with human cultural achievement in a range of forms and contexts.
Teachers can assist the development of young people’s understanding and appreciation of culture by providing frequent opportunities, within and beyond the curriculum for young people to experience cultural diversity in beliefs, customs, dance, drama, food, language, literature, moving image and music etc; to appreciate how cultures have blended and interwoven to influence society, the economy and environment now and in the past; and to welcome cultural diversity within our own and other societies for the contribution it brings.
•••••
••
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Media Awareness This key element of the curriculum is informed by the centrality and influence of all forms of media in modern society. Cable, digital, micro-chip and satellite technology and the exponential growth of the internet have expanded our access to and use of all types of media. The overarching curriculum framework requires that teachers should help pupils to:
become critically aware of the range of print, sound, moving image and graphic media; andassess the role and influence of media within society.
Teachers can assist the development of young people’s media and internet literacy by providing frequent opportunities, within and beyond the curriculum for young people to use technology effectively; to check the source and veracity of information and the potential motivation of those constructing it; and to develop the skills to critically assess the social roles and influence of the media in a modern democracy and a global society.
Ethical AwarenessThis key element of the curriculum (which is an extension of moral character, in a context related to the impact of social change) is informed by the need for young people, as individuals, citizens and potential future parents, to understand and respond appropriately to an increasing range of ethical issues arising from scientific, technological and social change. The overarching curriculum framework requires that teachers should help pupils to:
be aware of some of the dilemmas arising from scientific, technological and environmental change; andassess the human and environmental impact of ethical choices and take action as appropriate.
Teachers can assist the development of young people’s ethical awareness by providing frequent opportunities, within and beyond the curriculum, to examine different points of view about ethical issues; to weight evidence objectively; to consider choices for action and their consequences; and to make informed judgements that acknowledge the depth and scale of current and future risk, imprecision, uncertainty and unknowns in our current state of knowledge or development.
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1.7_3 Rationale Relating to Developing Contributors to the Economy and EnvironmentYoung people are likely to spend a proportion of their school years in part-time employment and the majority of their adult lives at work, which will impact on the economic choices they make and how they, in turn, impact individually and collectively on the environment. With this in mind, the key elements associated with developing young people as positive contributors to the economy and environment include employability,economicawarenessandeducationforsustainabledevelopment.
Employability This key element of the curriculum is informed by the need for all teachers to be aware of the knowledge, skills, attitudes and values that will help young people become effective employees and/or employers or entrepreneurs. It is also informed by the need for teachers to make young people aware of opportunities for careers arising from specific disciplines or how to apply aspects of their discipline in the world of work.
This cross-curricular contribution to equipping young people for employability, however, does not replace the need for detailed careers learning and mentoring aimed at helping young people unlock the doors to future learning and employment. The overarching curriculum framework requires that teachers should help pupils to:
be aware of the impact of technology and global markets on work patterns and prospects;be proactive, enterprising, adaptable and open to new ideas;enhance career options through life-long learning; andbe aware of the rights of workers and employers.
Teachers can assist preparation for employability and careers learning by providing frequent opportunities, within and beyond the curriculum, to help young people to be creative; to take risks for learning; to identify and develop their individual talents and interests; to pursue the kinds of jobs and careers that may be open to them, including entrepreneurial opportunities for self employment; and to develop the attitudes, knowledge, skills and qualities required in a changing economy, such as enterprise, flexibility, independence, cooperativeness and a willingness to take calculated risks for success. Young people also need opportunities to become aware of the expectations of employers, the rights of workers and the economic interdependence of individuals, organisations and communities locally, nationally and globally; and to consider the impact of science, technology and global markets on work patterns and prospects.
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Economic AwarenessThis key element of the curriculum is informed by the extent to which economic choices can affect the quality and experiences of young people’s lives and can impact on the economy and environment both locally and globally. The overarching curriculum framework requires that teachers should help pupils to:
understand the economic interdependence of individuals, organisations and communities locally and globally;critically examine how wealth is created and distributed;make balanced and informed economic judgements;be discerning and effective consumers; andplan and manage personal finances effectively.
Teachers can assist the development of young people’s economic awareness by providing frequent opportunities, within and beyond the curriculum, to help young people become discriminating about economic choices; to know how to locate, analyse and categorise relevant information; to be able to critically examine the choices available and make informed and responsible decisions against informed criteria, including that of managing their own finances effectively. Young people also need opportunities to understand how wealth is created and distributed, nationally and world-wide; and to appreciate the local and international implications of their individual lifestyle choices for economic development locally and globally.
Education for Sustainable Development This key element of the curriculum is of central importance to informing the way we live now and how we sustain the resources of the planet for future generations. The overarching curriculum framework requires that teachers should help pupils to:
understand the interdependence of society, the economy and environment;develop respect for the needs of present and future generations;demonstrate how action can help improve the quality of life for people, locally and globally; andexercise environmental responsibility through conservation of resources, waste management and promotion of local and global biodiversity.
Teachers can contribute to education for sustainable development by providing frequent opportunities, within and beyond the curriculum, to help young people develop dispositions and values such as curiosity, concern, respect, tolerance and personal responsibility in relation to a range of environmental and global issues. Young people should be encouraged to think about the impact of change and development on the environment, on society and on the economy. They could consider questions such as; is the balance right? For all? For now? For the future? What can be done to get a better balance? How can we play our part?
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1.8RationaleforWholeCurriculumSkillsandCapabilities At the heart of the curriculum lies an explicit emphasis on the development of skills and capabilities for life-long learning and for contributing effectively to society. These whole curriculum skills and capabilities consist of the Cross-Curricular Skills and Thinking Skills and Personal Capabilities.
The skills and capabilities promoted within the Northern Ireland Curriculum are not new - rather they were already embedded within subject disciplines. However, the challenges for coherence and continuity of learning were threefold. Firstly, the emphasis upon the development of skills was insufficiently explicit. Secondly, the language used to describe similar skills differed from one discipline to another with the result that both teachers and pupils had no common language with which to describe them. Thirdly, there was no framework to describe what progression might look like.
The Whole Curriculum Skills and Capabilities have now been described explicitly within two clusters, (the cross-curricular and the thinking skills/personal capabilities). The reason for the separate clusters is for purposes of categorisation and assessment. This, however, does not imply that they should be taught separately from curriculum contexts or from each other. Rather, they are embedded and infused throughout the Northern Ireland Curriculum at each key stage and pupils should have opportunities to acquire, develop and demonstrate these skills in all areas of the curriculum in ways which are appropriate to the methodology of individual subjects. At times, however, teachers may wish to focus on developing particular skills explicitly.
1.8_1Rationale for the Cross-Curricular Skills The Cross-Curricular Skills of Communication, Using Mathematics, and Using Information and Communications Technology (ICT) are the bedrock skills through which young people access knowledge. The revised terminology signifies a number of shifts in emphasis, for example, away from perceiving these as ‘subjects’ taught discretely (within English, Mathematics and ICT) towards skills that are developed across the curriculum and are therefore the responsibility of all teachers. Specific knowledge and techniques may be taught discetely in English and Maths classes, but an enhanced emphasis is placed on transferring, applying and ‘using’ skills effectively, in other curriculum contexts. This implies not only shared responsibility for their development but also an explicit partnership between teachers in ensuring their consolidation and progression.
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1.8_2Rationale for Thinking Skills and Personal CapabilitiesAt the heart of the Northern Ireland Curriculum lies an explicit emphasis on the development of skills and capabilities for life-long learning and for operating effectively in society.
Thinking skills are tools that help children go beyond the acquisition of knowledge in order to deepen their understanding and apply ideas, generate new possibilities, make decisions, as well as to plan, monitor and evaluate their progress. Personal and interpersonal skills and capabilities underpin success in all aspects of life. It is important therefore that children’s self esteem and self confidence are explicitly fostered along with their ability to manage their own emotions, to interact effectively with others and eventually to regulate and enhance their own learning.
Through opportunities to engage in active learning contexts across all areas of the curriculum, the intention is to develop children’s personal and interpersonal learning skills, capabilities and dispositions, and their ability to think both creatively and critically.
As well as the long term benefits, developing skills and capabilities are important for learning in the short term and for the following reasons. They are more likely to engage pupils in active rather than passive learning; they draw attention to the processes of learning and not just the products; and they provide a new range of criteria against which pupils can evaluate their progress in learning. Essentially, they enable pupils to learn how to learn.
Figure 1 shows the five broad strands that are identified in the Northern Ireland Framework. They are Managing Information, Thinking, Problem-Solving and Decision-Making, Being Creative, Working with Others, and Self-Management.
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A distinctive feature of the framework is that it integrates a range of different types of thinking skills and learning dispositions with collaborative learning (working with others) and independent learning (self-management).
The framework does not stand-alone nor is it isolated from the traditional areas of the curriculum. Rather, it is intended that the skills and capabilities highlighted in the framework are developed and assessed in and through the Areas of Learning. This will give opportunities for their development to be reinforced and make it easier for teachers and pupils to make connections and see relationships.
Developing thinking skills and personal capabilities requires a different approach to teaching compared to more traditional methods. To develop these kinds of skills, learners need to be thoroughly engaged with their own learning and given opportunities to practice their skills, reflect on their achievements and to recognise their strengths and weaknesses. Opportunities for collaboration and dialogue about learning are likely to be seen more frequently in ‘thinking’ classrooms. To become more creative, children need to be encouraged to take risks for learning and to see mistakes as opportunities for learning rather than failure. This shift to a more active approach to learning will enable children to become autonomous and to work more independently.
Similarly, as well as Communication, Using Maths and Using ICT, each Area of Learning/subject strand also require the demonstration of Thinking Skills and Personal Capabilities, including Information Management, Problem-Solving and Decision-Making, Creativity, Self-Management and Working with Others.
Figure 1: FrameworkforDevelopingThinkingSkillsandPersonalCapabilities
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1.8_3Rationale for Developing the Whole Curriculum Skills and CapabilitiesAll teachers have a statutory responsibility to provide opportunities for the acquisition and development of Whole Curriculum Skills, (the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities). While the definitions of the two sets of skills are set out separately, teachers will help pupils to develop many of these concurrently. All pupils should be given opportunities to develop and demonstrate their skills and capabilities in a range of ways, for example, individually or in groups, through written, practical, and ICT-based work, problem-solving activities and discussion. Individual progress may be assessed with reference to the levels of progression using a variety of ways including observation of pupils, interaction with pupils, listening to pupils’ explanations, looking at written or other evidence, and peer and self assessment.
1.9RationalefortheAreasofLearningandSubjectStrandsSubjects are organised within Areas of Learning in the Northern Ireland Curriculum in order to strike a balance between acknowledging teachers’ subject expertise and the need for coherence and linkages across the curriculum as a whole. The curriculum framework of shared aim, objectives, key elements and whole curriculum skills provides a common structure and collaborative elements to help promote connected learning within and between different Areas of Learning.
1.10RationalefortheInclusionofLearningforLifeandWorkwithintheCurriculumIn addition to cross-curricular provision specified through the minimum requirement for each Area of Learning /subject strand, it was felt that specific provision was required for the aspects of Personal Development, Home Economics, Citizenship and Employability that may not be catered for adequately within existing subjects or through cross-curricular learning. One of the major concerns expressed by employers, for example, is that the curriculum focuses on cognitive learning without the need to apply it to real-life contexts. The Cohort Study reveals that young people have difficulty in seeing relevance in much of what they are required to learn in school, except in the sense of acquiring qualifications which will allow them to progress to higher education or employment. Research into motivation and engagement suggests that effective learning takes place when the learner is motivated by relevance and by sustained emotional engagement with the subject matter. The inference drawn from these findings is that the relevance and application of subject learning to modern day life and future employment needs to be highlighted more strongly. Employers contend8 that too often the curriculum is divided from ‘work-related’ learning.
Employers stress the need to recognise that learning for life is a continuous process, and that developing employability is not a marginal or separate activity. It is central to the role of the curriculum, just as work is central to most people’s lives. While there is an obvious desire for competence in literacy and numeracy, modern conceptions of preparedness for work stress qualities such as interpersonal competence and confidence, thinking skills, responsibility, creativity and the ability to work in a team.
8See CBI Brief, Greater Expectations: Priorities for the future curriculum
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Much of the literature from business also stresses that personaldevelopment is as important in preparing young people for life and for work as other traditionally valued aspects of the curriculum. Teachers’ responses to the Council’s research into Values in Education in Northern Ireland9 and to the monitoring programme at all Key Stages, indicated that there is insufficient emphasis within the curriculum on the development of personal, social and emotional education. The Mindpower 21 Conference highlighted the need to bolster the self esteem of pupils at puberty and to focus on issues of concern to them at this turbulent time in their physical and emotional development.
Also neglected in current curriculum specifications is the issue of educating young people for citizenship, democracy and constructive social, civic and political participation. This is particularly important in Northern Ireland, which has experienced a lengthy period of democratic deficit between 1971 and 2007. The most dramatic and significant change within society in Northern Ireland recently has been the move away from violence towards a culture that supports democratic politics. Education has a responsibility to support this. There has already been a commitment to the improvement of community relations through Education for Mutual Understanding (EMU) which, along with Cultural Heritage, has promoted inter-cultural understanding and contact. Local research10 indicates, however, that more controversial political and social issues tend to be avoided in schools and that there is a specific need to strengthen young people’s social, civic and political awareness. Within this agenda there is also a need to educate young people about sustainable development that will preserve the quality of life of future generations.
The scope and pace of social change and the pervasiveness of media influence means that young people are challenged, sometimes at a very young age, by choices, pressures and distractions which pose personal, social and moral dilemmas. Young people themselves have articulated, through the Cohort Study research, a strong desire that pressures, for example, in relation to health, drugs and sexual activity, are discussed in schools. This view is also endorsed by Health Boards and the Health Promotion Agency. In this respect, the inclusion of HomeEconomics within Learning for Life and Work, endorses the contribution it makes to preparing young people for independent living. In Home Economics, pupils acquire knowledge, understanding and practical skills in relation to, for example, diet and food choice; family relationships and parenting; financial and consumer awareness, all of which are important educational, social and economic imperatives.
The structure of the Northern Ireland Curriculum allows schools the flexibility to cater for these needs through cross-curricular, thematic, and/or specifically time-tabled provision and extra curricular activities. However schools may chose to cater for the requirements of Learning for Life and Work, they are, nevertheless, obliged to ensure that the minimum requirements for each aspect are specifically met.
9Montgomery and Smith, Values in Education, CCEA/UU 1996
10Smith, A. and Robinson, A., The Initial Statutory Years, University of Ulster, Coleraine, 1996
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1.11RationalefortheAdditionofSpecificEmphasiswithinsomeAreasofLearningIn addition to the areas outlined within Learning for Life and Work it was felt that other issues of enhanced significance to 21st century learning, in particular media education and financial capability, could best be catered for by ensuring that they were ‘owned’ by a specific discipline, even if provision for them also required cross-curricular support. Accordingly, The Arts and/or English will have some responsibility to ensure provision for Drama, Mathematics for financial capability and English for media education. These subjects take lead responsibility for these elements while, at the same time, encouraging provision across the curriculum.
1.12RationalefortheInclusionofAssessmentforLearning,LearningExperiencesandAttitudesandDispositionswithinthe‘BigPicture’Finally, ‘the big picture’ of the Northern Ireland Curriculum encourages teachers to use active learning methods, informed by Assessment for Learning strategies, to help pupils develop for themselves a range of positive attitudes and dispositions that will define them as positive individuals, willing to contribute constructively to society and the economy while protecting the environment.
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Section 2StatutoryRequirementsforKeyStage3
The Statutory Curriculumat Key Stage 3
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2.0IntroductionThe minimum statutory requirements for the curriculum at Key Stage 3 will come into effect as follows:
Year 8, from September 2007; Year 9, from September 2008; and Year 10, from September 2009.
Due to the discontinuation of statutory end of Key Stage 3 assessments, schools may choose to take immediate advantage of curriculum flexibility for all year groups throughout Key Stage 3 from 2007 onwards. The minimum statutory requirements for all Areas of Learning/subject strands are included in section 3 of this document. Statutoryrequirementsareshowninboldtext.Non-statutory examples are shown in italics.
Both the statutory requirements and the non-statutory examples should be set in context and interpreted using the detailed rationale provided in section 1.
Extended guidance for Areas of Learning/subject strands is available for teachers on line at www.nicurriculum.org.uk and also in hard copy for heads of departments/Areas of Learning.
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2.1AreasofLearningandSubjectStrandsThe minimum statutory requirements for the curriculum at Key Stage 3 are set out in nine Areas of Learning, some with subject strands. The curriculum for all pupils must include provision for the Areas of Learning and their contributory subject strands as set out in the table below.
AreasofLearning ContributorySubjectStrands
Language and Literacy
Mathematics and Numeracy
Modern Languages
The Arts
Environment and Society
Science and Technology
Learning for Life and Work
Physical Education
Religious Education
EnglishIrish (in Irish speaking schools only)Media Education
MathematicsFinancial Capability
Any official language of the European Union (other than English and in Irish speaking schools, Irish).
Art and DesignMusicDrama
History Geography
ScienceTechnology and Design
EmployabilityLocal and Global CitizenshipPersonal DevelopmentHome Economics
Physical Education
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12The core statutory requirements for RE have been developed by the four main churches, consulted upon and accepted by the Department of Education. Guidance for interpreting the requirements has been produced by an advisory group and is included in Section 3.
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2.2StatutoryMinimumRequirementsThe minimum statutory requirements within the Areas of Learning and subject strands cover the three years from Years 8 to 10 and therefore represent a key stage provision. Teachers have considerable scope, within the parameters of differentiation and flexibility outlined in the access statement set out at paragraph 2.5 below, to select from within the Areas of Learning those aspects they consider appropriate to the ability and interests of their pupils. Schools should provide access to the requirements at a level appropriate to the pupil’s ability. This access will ensure a minimum entitlement for each pupil.
The minimum requirements for each of the Areas of Learning/subject strands are set out in Section3. These are also available at www.nicurriculum.org.uk within the Areas of Learning/subject specific guidance, which also contains examples of interpreting and planning for the minimum content.
Guidance materials to support Religious Education within the Northern Ireland Curriculum have been developed by an advisory group of key stakeholders. The materials are available at www.nicurriculum.org.uk and in hard copy.
Further information on addressing the minimum requirements at whole school and departmental level is included within the Key Stage 3 support booklet and Power Point presentation ‘Planning for Implementation’, also available on line at www.nicurriculum.org.uk
2.3StructuringLearningwithintheKeyStage3Curriculum:Breadth,BalanceandFlexibilityIn order to make the curriculum more coherent and relevant for young people, the requirements for each Area of Learning/subject strand have been set out under a common framework to facilitate more collaborative learning and to ensure that, even if learning is structured within discrete areas, the common objectives and key elements provide a mechanism for relating their learning to life and to work.
Schools may choose to organize learning in ways that both reflect their unique school ethos and that meet the needs and interests of their pupils. This may take the form of inter-disciplinary provision, connections across and within Areas of Learning as well as, or in place of, discrete subject provision. If learning is organized within discrete strands, schools should make some form of provision for connections to be made within and across Areas of Learning in order to ensure some form of coherence in the development of knowledge, understanding and skills.
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2.4EnsuringProgressionThe Key Stage 3 curriculum is structured to facilitate progression from Key Stage 2 and to Key Stage 4. The aim, curriculum objectives, key elements and skills are common to all Key Stages, as is the emphasis on relevance and application to Learning for Life and Work.
At primary level the curriculum focuses on child-centred learning, building knowledge progressively outwards from myself, my family, my home, my school to my neighbourhood and the wider world. At Key Stage 3 the curriculum takes on a more enquiry-based, problem-centred, decision-making focus. It is intended that the knowledge and understanding and the range of skills acquired at primary school will be developed in greater depth to help pupils identify and investigate issues and problems from the media and the world around them.
Depending on the ability and maturity of the young people, the content and approach can be extended by, for example:
exploring issues in greater depth;increasing the complexity of tasks;enabling young people to demonstrate increasing competence in practical skills;encouraging increased research, information management and independent learning;presenting outcomes to a wider range of audiences and in real situations;encouraging increased critical analysis of information sources;promoting well-reasoned justifications for choices; andencouraging reflective and insightful evaluations of both process and product.
Some repetition in themes and content may be inevitable in this more flexible curriculum. To minimise the danger of boredom arising from potential repetition, post-primary teachers are encouraged to:
liaise with feeder primary schools to ascertain the focus of children’s work, particularly in Years 6 and 7;encourage pupils to share what they already know about a topic, as an informed starting point for learning;discuss and negotiate with pupils the particular focus of learning to ensure there is a different ‘angle’ to the investigation and sufficient interest and challenge;encourage pupils to research their topic in greater depth than before and to present it in different ways; andhelp pupils understand that learning is not always ‘new’ but is often a deepening and reinforcement of existing knowledge and skills.
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2.5AccessStatementtoEnsureEqualityofOpportunityforAllAll teachers should have high expectations for all young people and should provide suitably challenging opportunities for each young person to take part fully and effectively in lessons, to experience success in learning and to achieve as high a standard as possible. The access statement below suggests how learning opportunities within the requirements of the Northern Ireland Curriculum can be adapted or modified as necessary to provide all young people with relevant and challenging work appropriate to their needs. In most cases the action necessary to respond to an individual’s requirements for curriculum access will be met by differentiating tasks and materials appropriately to the age and requirements of the student. In catering for individual needs, teachers should work closely with representatives of other agencies who may be supporting the child.
Curriculum and assessment planning and approaches to teaching and learning for all pupils, and especially for pupils identified as having special educational needs, (for example, young people whose attainments fall significantly below what is expected at a particular key stage or gifted and talented students whose attainment significantly exceeds what is expected at a particular key stage) should, as far as possible, take account of :
pupils’ different experiences, interests and strengths;pupils’ varied cultural, ethnic, linguistic and social background, (including the travelling community) and gender; and the nature, extent and duration of any special need and/or disabilities which may influence the way in which they learn.
In catering for individual needs, teachers should endeavour to:
identify those aspects of learning that present specific challenges and adapt these as necessary, taking account of any gaps in learning arising from missed or interrupted schooling;present materials and activities that are appropriate to the age and maturity of the student and where necessary, provide additional materials and resources, including adaptive technologies and access devices to assist learning; andwhere necessary, modify tasks, (or the environment in which the tasks are presented) or provide suitable alternative activities, ensuring appropriate time to allow children to complete tasks satisfactorily.
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2.6DevelopingWholeCurriculumSkillsandCapabilitiesAt the heart of the curriculum lies an explicit emphasis on the development of skills and capabilities for life-long learning and for operating effectively in society. Through opportunities to engage in active learning contexts across all areas of the curriculum, children should progressively develop skills in:
2.6_1 Assessing and Reporting the Cross-Curricular Skills: Schoolswillberequiredtoassessandreportannuallyoneachpupil’sprogressioninthecross-curricularskillsof:Communication,UsingMathematics,andUsingInformationandCommunicationsTechnology.InKeyStages1to3thiswillbewithreferencetoLevelsofProgression.
Statutory requirements for assessment and reporting with reference to levels of progression will come into effect from June 2010. Further guidance outlining the statutory requirements for assessing and reporting at Key Stage 3 will be provided well in advance of such requirements coming into place.
CROSS-CURRICULARSKILLS
CommunicationUsingMathematicsUsingInformationandCommunicationsTechnology
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ManagingInformationThinking,Problem-SolvingandDecision-MakingBeingCreativeWorkingwithOthersSelf-Management
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2.7DevelopingCommunicationSkillsAcrosstheCurriculumCommunication is central to the whole curriculum. Children should be able to communicate in order to express themselves socially, emotionally and physically, to develop as individuals, engage with others and contribute as members of society. Children should be given opportunities to engage with and demonstrate the skill of communication and to transfer their knowledge about communication concepts and skills to real-life meaningful contexts across the curriculum.
The modes of communication include talking and listening, reading and writing. However, effective communication also includes non-verbal modes of communication, wider literacy and the use of multimedia and ICT technologies which may combine different modes. Children are therefore encouraged to become effective communicators by using a range of techniques, forms and media to convey information and ideas creatively and appropriately.
2.7_ 1 Requirements in relation to CommunicationThe requirements for Communication are set out below in bold.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsin:
TALKINGANDLISTENING
Pupilsshouldbeenabledto:listentoandtakepartindiscussions,explanations,role-playsandpresentations;contributecomments,askquestionsandrespondtoothers’pointsofview;communicateinformation,ideas,opinions,feelingsandimaginings,usinganexpandingvocabulary;speakclearlyandstructuretalksothatideascanbeunderstoodbyothers;adaptwaysofspeakingtoaudienceandsituation;andusenon-verbalmethodstoexpressideasandengagewiththelistener.
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READING
Pupilsshouldbeenabledto:readarangeoftexts*forinformation,ideasandenjoyment;usearangeofstrategiestoreadwithincreasingindependence;find,selectanduseinformationfromarangeofsources;understandandexploreideas,eventsandfeaturesintexts*;anduseevidencefromtexts*toexplainopinions.
*Texts refer to ideas that are organised to communicate and present a message in written, spoken, visual and symbolic forms.
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WRITING
Pupilsshouldbeenabledto:talkabout,planandeditwork;communicateinformation,meaning,feelings,imaginingsandideasinaclearandorganisedway;develop,expressandpresentideasinavarietyofformsandformats,usingtraditionalanddigitalresources,fordifferentaudiencesandpurposes;andwritewithincreasingaccuracyandproficiency.
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2.8UsingMathematicsAcrosstheCurriculum‘Using Mathematics’ is the skill of applying mathematical concepts, processes and understanding appropriately in a variety of contexts. Ideally these should be in relevant real-life situations that require a mathematical dimension.
Children are likely to acquire and consolidate their mathematical knowledge, concepts and skills within the Area of Learning for Mathematics and Numeracy. However, they should be given opportunities to transfer their understanding, as appropriate, to other contexts across the curriculum. Children can demonstrate their mathematical knowledge, understanding and skills in a variety of ways to communicate, manage information, think critically, solve problems and make decisions.
2.8_1 Requirements in Relation to Using MathematicsThe requirements for Using Mathematics are set out below in bold.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledto:
choosetheappropriatematerials,equipmentandmathematicstouseinaparticularsituation;usemathematicalknowledgeandconceptsaccurately;worksystematicallyandchecktheirwork;usemathematicstosolveproblemsandmakedecisions;developmethodsandstrategies,includingmentalmathematics;exploreideas,makeandtestpredictionsandthinkcreatively;identifyandcollectinformation;read,interpret,organiseandpresentinformationinmathematicalformats;usemathematicalunderstandingandlanguagetoaskandanswerquestions,talkaboutanddiscussideasandexplainwayofworking;developfinancialcapability;anduseICTtosolveproblemsand/orpresenttheirwork.
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2.9UsingInformationandCommunicationsTechnologyAcrosstheCurriculumUsing Information and Communications Technology (ICT) provides powerful tools and contexts to support meaningful learning. It has the potential to transform and enrich pupils’ learning experiences and environments across the curriculum. The creative use of ICT can empower learners to become independent, self-motivated and flexible, helping in turn to develop self esteem and positive attitudes to learning, with which to realise their full potential. It also provides opportunities to collaborate within and beyond the classroom to pose questions, take risks and respond positively to ‘what if’ questions.
To help develop skills in researching, handling and communicating information children should have opportunities, using ICT, to engage in genuine research and purposeful tasks set in meaningful contexts. They should be encouraged to re-work information, present and exchange their ideas and translate their thinking into creative products and productions which show an awareness of audience and purpose.
2.9_1 Requirements for Using ICTThe requirements for Using ICT are set out below in bold.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsto:
ExPLORE
Pupilsshouldbeenabledto:accessandmanagedataandinformation;research,select,processandinterpretinformation;investigate,makepredictionsandsolveproblemsthroughinteractionwithelectronictools;andunderstandhowtokeepsafeanddisplayacceptableonlinebehaviour.
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ExPRESS
Pupilsshouldbeenabledto:create,develop,presentandpublishideasandinformationusingarangeofdigitalmedia;andmanipulateinformationandmultimediaproductsusingarangeofassets.
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ExCHANGE
Pupilsshouldbeenabledto:communicateusingarangeofcontemporarymethodsandtools;andshare,collaborate,exchangeanddevelopideasdigitally.
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EVALUATE
Pupilsshouldbeenabledto:talkabout,reviewandmakeimprovementstowork,reflectingontheprocessandoutcome;andconsiderthesourcesandresourcesused.
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ExHIBIT
Pupilsshouldbeenabledto:manageandpresenttheirstoredwork;andshowcasetheirlearningacrossthecurriculum.
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2.10ThinkingSkillsandPersonalCapabilitiesThinking skills are tools that help children to go beyond the acquisition of knowledge in order to search for meaning, apply ideas, analyse patterns and relationships, create and design something new and monitor and evaluate their progress.
Personal and interpersonal skills and capabilities underpin success in all aspects of life. It is important, therefore, that children’s self esteem and self confidence are explicitly fostered along with the ability to understand and manage their own emotions and to interact effectively with others.
Teachers should help children to develop thinking skills and personal capabilities by focusing on the following areas.
Managing Information Thinking, Problem-Solving and Decision-Making Being Creative Working with Others Self-Management
ManagingInformation involves: Asking, Accessing, Selecting, Recording, Integrating, Communicating, for example;
Ask focused questionsPlan and set goals, break task into sub-tasksUse own and other’s ideas to locate sources of informationSelect, classify, compare and evaluate informationSelect most appropriate method for a taskUse a range of methods for collating, recording and representing informationCommunicate with a sense of audience and purpose
Thinking,Problem-SolvingandDecision-Making involves: Searching for Meaning, Deepening Understanding, Coping with Challenges, for example;
Sequence, order, classify, make comparisonsMake predictions, examine evidence, distinguish fact from opinionMake links between cause and effectJustify methods, opinions and conclusionsGenerate possible solutions, try out alternative approaches, evaluate outcomesExamine options, weigh up pros and consUse different types of questionsMake connections between learning in different contexts
•••••
•••••••
••••••••
2.0Statutory R
equirements
29
BeingCreative involves: Imagining, Generating, Inventing, Taking Risks for Learning, for example;
Seek out questions to explore and problems to solveExperiment with ideas and questionsMake new connections between ideas/informationLearn from and value other people’s ideasMake ideas real by experimenting with different designs, actions, outcomesChallenge the routine methodValue the unexpected or surprisingSee opportunities in mistakes and failuresTake risks for learning
WorkingwithOthers involves: Being Collaborative, Being Sensitive To Others’ Feelings, Being Fair and Responsible, for example;
Listen actively and share opinionsDevelop routines of turn-taking, sharing and cooperatingGive and respond to feedbackUnderstand how actions and words affect othersAdapt behaviour and language to suit different people and situationsTake personal responsibility for work with others and evaluate own contribution to the groupBe fairRespect the views and opinions of others, reaching agreements using negotiation and compromiseSuggest ways of improving their approach to working collaboratively
Self-Management involves: Evaluating Strengths and Weaknesses, Setting Goals and Targets, Managing and Regulating Self, for example;
Be aware of personal strengths, limitations and interestsSet personal targets and review themManage behaviour in a range of situationsOrganise and plan how to go about a taskFocus, sustain attention and persist with tasksReview learning and some aspect that might be improvedLearn ways to manage own timeSeek advice when necessaryCompare own approach with others and in different contexts
•••••••••
••••••
••
•
•••••••••
Section 3DetailedStatutoryMinimumRequirementsforAreasofLearningandSubjectStrandsatKeyStage3
The Statutory Curriculumat Key Stage 3
Rationale and Detail
3.0
33
Language and Literacy:EnglishwithMediaEducationLa
ngua
ge a
nd L
itera
cy:E
nglis
hw
ithM
edia
Edu
catio
nTh
e m
inim
um c
onte
nt is
set
out
bel
ow. T
he s
tatu
tory
requ
irem
ents
are
set
out
in b
old
unde
r K
now
ledg
e,U
nder
stan
ding
and
Ski
llsin
col
umn
1, u
nder
the
Curr
icul
umO
bjec
tives
and
K
eyE
lem
ents
in c
olum
ns 2
, 3 a
nd 4
and
in th
e Le
arni
ngO
utco
mes
at t
he b
otto
m. A
dditi
onal
non
-sta
tuto
ry g
uida
nce
and
sugg
estio
ns a
re s
et o
ut in
pla
in te
xt a
nd it
alic
s.
Dev
elop
ing
pupi
ls’
Kno
wle
dge,
Und
erst
andi
nga
ndS
kills
(Obj
ectiv
e1)
Dev
elop
ing
pupi
lsa
sIn
divi
dual
s
(Obj
ectiv
e2)
Dev
elop
ing
pupi
lsa
sCo
ntri
buto
rsto
So
ciet
y
(Obj
ectiv
e3)
Dev
elop
ing
pupi
lsa
sCo
ntri
buto
rsto
the
Econ
omy
and
the
Envi
ronm
ent
Thro
ugh
enga
gem
entw
itha
ran
geo
fstim
uli,
incl
udin
gpe
ers,
poe
try,
pro
se,d
ram
a,n
on-fi
ctio
n,
med
iaa
ndm
ultim
edia
,whi
che
nhan
cec
reat
ivity
an
dst
imul
ate
curi
osity
and
imag
inat
ion,
pup
ils
shou
ldh
ave
oppo
rtun
ities
tob
ecom
ecr
itica
l,cr
eativ
ean
def
fect
ive
com
mun
icat
ors
by:
expr
essi
ngm
eani
ng,f
eelin
gsa
ndv
iew
poin
ts;
talk
ing,
toin
clud
ede
bate
,rol
epl
ay,i
nter
view
s,
pres
enta
tions
and
gro
upd
iscu
ssio
ns;
liste
ning
act
ivel
yan
dre
port
ing
back
;
read
ing
and
view
ing
for
key
idea
s,e
njoy
men
t,en
gage
men
tand
em
path
y;
wri
ting
and
pres
entin
gin
diff
eren
tmed
iaa
ndfo
rdi
ffer
enta
udie
nces
and
pur
pose
s;
part
icip
atin
gin
ar
ange
ofd
ram
aac
tiviti
es;
inte
rpre
ting
visu
als
timul
iinc
ludi
ngth
em
ovin
gim
age;
deve
lopi
nga
nun
ders
tand
ing
ofd
iffer
entf
orm
s,
genr
esa
ndm
etho
dso
fcom
mun
icat
ion
and
an
unde
rsta
ndin
gof
how
mea
ning
isc
reat
ed;
deve
lopi
ngth
eir
know
ledg
eof
how
lang
uage
w
orks
and
thei
rac
cura
cyin
usi
ngth
eco
nven
tions
of
lang
uage
,inc
ludi
ngs
pelli
ng,p
unct
uatio
nan
dgr
amm
ar;
anal
ysin
gcr
itica
llyth
eir
own
and
othe
rte
xts;
usin
ga
rang
eof
tech
niqu
es,f
orm
san
dm
edia
to
conv
eyin
form
atio
ncr
eativ
ely
and
appr
opri
atel
y.
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Enga
ge,t
hrou
ghla
ngua
ge,w
ithth
eir
peer
san
dw
ithfi
ctio
nala
ndr
eal-
life
char
acte
rsa
nds
ituat
ions
,to
expl
ore
thei
row
nem
otio
nsa
ndd
evel
op
crea
tive
pote
ntia
l,fo
r ex
ampl
e,d
iscu
ss w
hat t
hey
wou
ld h
ave
done
or
how
th
ey w
ould
hav
e fe
lt w
hen
face
d w
ith a
situ
atio
n in
a n
ovel
; pro
duce
a d
igita
l po
rtfo
lio h
ighl
ight
ing
thei
r pe
rson
al q
ualit
ies.
(Key
Ele
men
t: Pe
rson
al U
nder
stan
ding
)
Expl
ore
and
resp
ond
too
ther
s’e
mot
ions
as
enco
unte
red
inli
tera
ture
,th
em
edia
,mov
ing
imag
ean
dpe
erd
iscu
ssio
n, fo
r ex
ampl
e,in
rol
e-pl
ay,
empa
this
e w
ith s
omeo
ne w
hose
exp
erie
nce
is d
iffer
ent f
rom
thei
r ow
n.D
evel
opth
eab
ility
tou
sela
ngua
ge(i
nclu
ding
bod
yla
ngua
ge)e
ffec
tivel
yin
co
mm
unic
atin
gw
itha
ndr
elat
ing
too
ther
s, fo
r ex
ampl
e, e
xplo
re s
ituat
ions
in
whi
ch to
ne, c
hoic
e of
wor
ds, g
estu
re a
nd fa
cial
exp
ress
ion
can
alte
r m
eani
ng
and
impa
ct.
(Key
Ele
men
t:M
utua
lUnd
erst
andi
ng)
Expl
ore
the
use
ofla
ngua
gea
ndim
ager
yin
con
veyi
nga
nde
voki
ng
ava
riet
yof
pow
erfu
lfee
lings
, for
exa
mpl
e, c
omm
ent o
n a
film
, nov
el,
perf
orm
ance
or
poem
whi
ch h
as s
timul
ated
a p
erso
nal i
nsig
ht.
(Key
Ele
men
t:Sp
iritu
alA
war
enes
s)
Expl
ore
issu
esr
elat
edto
Per
sona
lHea
lth
Cons
ider
the
effe
ctiv
enes
s of
lang
uage
in c
urre
nt h
ealth
cam
paig
ns,f
or
exam
ple,
exp
lore
the
use
of im
ager
y an
d em
otiv
e la
ngua
ge in
pos
ters
, lea
flets
, te
levi
sion
, etc
.Cr
eate
a c
ampa
ign
to p
rom
ote
a he
alth
and
saf
ety
issu
e fo
r ex
ampl
e,
mis
use
of s
ubst
ance
s.Im
prov
ise
a sc
ene
dem
onst
ratin
g pe
er s
uppo
rt o
r pe
er p
ress
ure
abou
t a
heal
th re
late
d is
sue.
(Key
Ele
men
t:Pe
rson
alH
ealt
h)
Expl
ore
issu
esr
elat
edto
Mor
alC
hara
cter
Dem
onst
rate
a w
illin
gnes
s to
cha
lleng
e st
ereo
typi
cal,
bias
ed o
r di
stor
ted
view
poin
ts w
ith a
ppro
pria
tely
sen
sitiv
e, in
form
ed a
nd b
alan
ced
resp
onse
s,
for
exam
ple,
dis
cuss
mor
al c
hoic
es o
f rea
l-lif
e an
d fic
tiona
l cha
ract
ers.
Take
resp
onsi
bilit
y fo
r ch
oice
s an
d ac
tions
.(K
ey E
lem
ent:
Mor
alC
hara
cter
)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Use
lite
ratu
re,d
ram
a,p
oetr
yor
the
mov
ing
imag
eto
exp
lore
oth
ers’
nee
dsa
ndr
ight
s,
for
exam
ple,
con
side
r th
e ne
eds
of a
fict
iona
l ch
arac
ter;
par
ticip
ate
in a
rol
e pl
ay in
volv
ing
confl
ictin
g ri
ghts
.(K
ey E
lem
ent:
Citiz
ensh
ip)
Expl
ore
the
pow
ero
far
ange
ofc
omm
unic
atio
nte
chni
ques
toin
form
,ent
erta
in,i
nflue
nce
and
pers
uade
, for
exa
mpl
e,c
ompi
le a
nd ju
stify
a li
st o
f to
p te
n te
levi
sion
adv
ertis
emen
ts o
r w
eb s
ites
for
youn
g pe
ople
; cre
ate
an in
nova
tive
lifes
tyle
art
icle
or
feat
ure
for
youn
g pe
ople
.Co
nsid
erh
owm
eani
ngs
are
chan
ged
whe
nte
xts
are
adap
ted
tod
iffer
entm
edia
,for
exa
mpl
e,
com
pare
and
con
tras
t a fi
lm a
nd b
ook
vers
ion
of th
e sa
me
stor
y.(K
ey E
lem
ent:
Med
iaA
war
enes
s)
Expl
ore
how
diff
eren
tcul
ture
san
dbe
liefs
are
re
flect
edin
ar
ange
ofc
omm
unic
atio
nm
etho
ds,
for
exam
ple,
inve
stig
ate
loca
l ora
l tra
ditio
ns a
nd
dial
ects
; com
pare
and
con
tras
t how
the
cultu
re a
nd
lifes
tyle
of d
iffer
ent c
ount
ries
are
rep
rese
nted
in
stor
ies,
poe
ms,
imag
es, e
tc.
(Key
Ele
men
t:Cu
ltur
alU
nder
stan
ding
)
Expl
ore
issu
esr
elat
edto
Eth
ical
Aw
aren
ess
Inve
stig
ate
and
eval
uate
com
mun
icat
ion
tech
niqu
es u
sed
to e
xplo
re a
rele
vant
eth
ical
is
sue,
for
exam
ple,
trac
k co
vera
ge o
f the
sam
e is
sue
in a
ran
ge o
f med
ia; d
esig
n an
d pr
oduc
e ow
n cu
rren
t aff
airs
pro
gram
me
or n
ews
shee
t for
a
youn
g au
dien
ce.
(Key
Ele
men
t:Et
hica
lAw
aren
ess)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Inve
stig
ate
the
impo
rtan
ceo
fcom
mun
icat
ion
skill
sin
life
/wor
ksi
tuat
ions
, for
exa
mpl
e,
part
icip
ate
in in
terv
iew
s an
d se
lf-m
arke
ting;
dev
elop
an
adv
ertis
ing
cam
paig
n fo
r a
loca
l com
pany
or
prod
uct;
inve
stig
ate
jobs
in c
ompa
nies
in N
orth
ern
Irel
and
and
else
whe
re in
whi
ch g
ood
com
mun
icat
ion
is e
ssen
tial t
o bu
sine
ss.
(Key
Ele
men
t:Em
ploy
abili
ty)
Plan
and
cre
ate
ane
ffec
tive
com
mun
icat
ion
cam
paig
n,fo
r ex
ampl
e,p
rodu
ce p
rom
otio
nal
liter
atur
e w
ith e
co-f
rien
dly
guid
elin
es fo
r a
visi
t to
a na
tura
l/cul
tura
l her
itage
site
; pre
sent
the
case
fo
r pr
eser
ving
a lo
cal s
ite/b
uild
ing;
par
ticip
ate
in a
m
odel
you
th a
ssem
bly
or p
arlia
men
t abo
ut a
glo
bal
issu
e.(K
ey E
lem
ent:
Educ
atio
nfo
rSu
stai
nabl
eD
evel
opm
ent)
Expl
ore
issu
esr
elat
edto
Eco
nom
icA
war
enes
sEx
plor
e th
e im
pact
of e
cono
mic
s on
the
lives
of
peop
le,f
or e
xam
ple,
deb
ate
whe
ther
you
sho
uld
buy
item
s pr
oduc
ed b
y ch
ild la
bour
; con
side
r re
ason
s an
d co
nseq
uenc
es o
f fina
ncia
l diffi
culti
es o
f a
char
acte
r in
lite
ratu
re.
(Key
Ele
men
t:Ec
onom
icA
war
enes
s)
Lear
ning
Out
com
es
The
lear
ning
out
com
esr
equi
reth
ede
mon
stra
tion
ofs
kills
and
app
licat
ion
ofk
now
ledg
ean
dun
ders
tand
ing
ofE
nglis
hw
ithM
edia
Edu
catio
n.
Pupi
lss
houl
dbe
abl
eto
:
•re
sear
cha
ndm
anag
ein
form
atio
nef
fect
ivel
y,in
clud
ing
Usi
ngM
athe
mat
ics
and
Usi
ngIC
Tw
here
app
ropr
iate
;•
show
dee
per
unde
rsta
ndin
gby
thin
king
cri
tical
lya
ndfl
exib
ly,s
olvi
ngp
robl
ems
and
mak
ing
info
rmed
dec
isio
ns,d
emon
stra
ting
Usi
ngM
athe
mat
ics
and
Usi
ngIC
Tw
here
appr
opri
ate;
•de
mon
stra
tec
reat
ivity
and
initi
ativ
ew
hen
deve
lopi
ngid
eas
and
follo
win
gth
emth
roug
h;•
wor
kef
fect
ivel
yw
itho
ther
s;•
dem
onst
rate
sel
f-m
anag
emen
tby
wor
king
sys
tem
atic
ally
,per
sist
ing
with
task
s,e
valu
atin
gan
dim
prov
ing
own
perf
orm
ance
;•
com
mun
icat
eef
fect
ivel
yin
ora
l,vi
sual
and
wri
tten
form
ats
(incl
udin
gIC
Tan
dth
em
ovin
gim
age)
sho
win
gcl
ear
awar
enes
sof
aud
ienc
ean
dpu
rpos
ean
dat
tent
ion
toa
ccur
acy.
NB
:Tea
cher
s m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
3.0
34
Dev
elop
ing
pupi
ls’
Kno
wle
dge,
Und
erst
andi
nga
ndS
kills
(Obj
ectiv
e1)
Dev
elop
ing
pupi
lsa
sIn
divi
dual
s(O
bjec
tive
2)D
evel
opin
gpu
pils
as
Cont
ribu
tors
toS
ocie
ty
(Obj
ectiv
e3)
Dev
elop
ing
pupi
lsa
sCo
ntri
buto
rsto
th
eEc
onom
yan
dth
eEn
viro
nmen
t
Thro
ugh
enga
gem
entw
itha
ran
geo
fst
imul
iinc
ludi
ngp
eers
,poe
try,
pro
se,
dram
a,n
on-fi
ctio
n,m
edia
and
mul
timed
ia
whi
che
nhan
cec
reat
ivity
and
stim
ulat
ecu
rios
itya
ndim
agin
atio
n,p
upils
sho
uld
have
opp
ortu
nitie
sto
bec
ome
crea
tive
and
effe
ctiv
eco
mm
unic
ator
sby
:
expr
essi
ngm
eani
ng,f
eelin
gsa
ndv
iew
poin
ts;
talk
ing
-in
clud
ing
deba
te,r
ole
play
,in
terv
iew
s,p
rese
ntat
ions
;
activ
elis
teni
nga
ndr
epor
ting
back
;
read
ing
and
view
ing
for
key
idea
s,e
njoy
men
t,en
gage
men
tand
em
path
y;
wri
ting
for
diff
eren
taud
ienc
esa
ndp
urpo
ses;
part
icip
atio
nin
ar
ange
ofd
ram
aac
tiviti
es;
inte
rpre
ting
visu
als
timul
iand
the
mov
ing
imag
e;
deve
lopi
nga
nun
ders
tand
ing
of
diff
eren
tfor
ms,
gen
res
and
met
hods
of
com
mun
icat
ion
and
unde
rsta
ndin
gho
w
mea
ning
isc
reat
ed;
deve
lopi
ngth
eir
know
ledg
eof
how
lang
uage
w
orks
and
thei
rac
cura
cyin
usi
ngth
eco
nven
tions
ofl
angu
age,
incl
udin
gsp
ellin
g,
punc
tuat
ion
and
gram
mar
;
usin
ga
rang
eof
tech
niqu
es,f
orm
san
dm
edia
toc
onve
yin
form
atio
ncr
eativ
ely
and
appr
opri
atel
y.
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Enga
ge,t
hrou
ghla
ngua
ge,w
ithth
eir
peer
san
dw
ithfi
ctio
nala
ndr
eal-
life
char
acte
rsa
nds
ituat
ions
,to
expl
ore
emot
ions
and
dev
elop
cre
ativ
epo
tent
ial,
for
exam
ple,
kee
p a
pers
onal
jour
nal a
bout
them
selv
es; p
rodu
ce a
dig
ital p
ortf
olio
hi
ghlig
htin
g th
eir
pers
onal
qua
litie
s.(K
ey E
lem
ent:
Pers
onal
Und
erst
andi
ng)
Expl
ore
and
resp
ond
too
ther
s’e
mot
ions
thro
ugh
liter
atur
e,m
ovin
gim
age
orp
eer
disc
ussi
on, f
or e
xam
ple,
in r
ole-
play
, em
path
ise
with
som
eone
who
se e
xper
ienc
e is
di
ffer
ent f
rom
thei
r ow
n.D
evel
opa
nun
ders
tand
ing
ofth
epo
wer
ofl
angu
ages
(inc
ludi
ngb
i-lin
gual
ism
and
bo
dyla
ngua
ge)t
oco
mm
unic
ate
and
empa
this
ew
itho
ther
s, fo
r ex
ampl
e, e
xplo
re
situ
atio
ns in
whi
ch to
ne, c
hoic
e of
wor
ds, g
estu
re a
nd fa
cial
exp
ress
ion
etc.
can
alte
r m
eani
ng a
nd im
pact
.(K
ey E
lem
ent:
Mut
ualU
nder
stan
ding
)
Expl
ore
the
use
ofla
ngua
gea
ndim
ager
yin
con
veyi
nga
nde
voki
nga
var
iety
of
pow
erfu
lfee
lings
, for
exa
mpl
e, c
omm
ent o
n a
film
, tra
ditio
nal s
tory
or
pray
er, n
ovel
, pe
rfor
man
ce o
r po
em w
hich
has
evo
ked
a pe
rson
al in
sigh
t.(K
ey E
lem
ent:
Spir
itual
Aw
aren
ess)
Expl
ore
issu
esr
elat
edto
Per
sona
lHea
lth
Cons
ider
the
effe
ctiv
enes
s of
lang
uage
in c
urre
nt h
ealth
cam
paig
ns, f
or e
xam
ple,
on
leafl
ets,
new
spap
ers
or p
oste
rs.
Crea
te a
cam
paig
n to
pro
mot
e a
heal
th a
nd s
afet
y is
sue
such
as
deal
ing
with
mis
use
of s
ubst
ance
s.Im
prov
ise
a sc
ene
dem
onst
ratin
g pe
er s
uppo
rt o
r pe
er p
ress
ure
abou
t a h
ealth
re
late
d is
sue.
(Key
Ele
men
t: Pe
rson
alH
ealt
h)
Expl
ore
issu
esr
elat
edto
Mor
alC
hara
cter
Expl
ore
the
issu
es in
volv
ed a
nd th
e im
plic
atio
ns o
f bei
ng b
i-lin
gual
, par
ticul
arly
as
mem
bers
of a
n Ir
ish
lang
uage
com
mun
ity in
a m
ostly
Eng
lish
spea
king
soc
iety
.D
emon
stra
te a
will
ingn
ess
to c
halle
nge
ster
eoty
pica
l, bi
ased
or
dist
orte
d vi
ewpo
ints
w
ith a
ppro
pria
tely
sen
sitiv
e, in
form
ed a
nd b
alan
ced
resp
onse
s, fo
r ex
ampl
e, d
iscu
ss
mor
al c
hoic
es o
f rea
l-lif
e an
d fic
tiona
l cha
ract
ers;
par
ticip
ate
in th
e an
nual
Tró
cair
e Le
nten
Cam
paig
n.Ta
ke re
spon
sibi
lity
for
choi
ces
and
actio
ns.
(Key
Ele
men
t: M
oral
Cha
ract
er)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Use
lite
ratu
re,d
ram
a,p
oetr
yor
the
mov
ing
imag
eto
exp
lore
oth
ers’
nee
dsa
ndr
ight
s, fo
r ex
ampl
e,
cons
ider
the
lang
uage
rig
hts
of Ir
ish
(and
oth
er m
inor
ity
lang
uage
spe
akin
g co
mm
uniti
es);
part
icip
ate
in a
rol
e pl
ay in
volv
ing
confl
ictin
g ne
eds.
(Key
Ele
men
t: Ci
tizen
ship
)
Expl
ore
the
pow
ero
far
ange
ofc
omm
unic
atio
nte
chni
ques
toin
form
,ent
erta
in,i
nflue
nce
and
pers
uade
,for
exa
mpl
e, c
ompi
le a
nd ju
stify
a li
st o
f top
te
n te
levi
sion
adv
ertis
emen
ts o
r w
eb s
ites
for
youn
g pe
ople
; cre
ate
an in
nova
tive
lifes
tyle
art
icle
or
feat
ure
for
youn
g pe
ople
.An
alys
ean
dev
alua
teh
owa
nov
elh
asb
een
port
raye
din
film
, for
exa
mpl
e, c
ompa
re a
nd c
ontr
ast a
boo
k an
d fil
m v
ersi
on o
f the
sam
e st
ory.
(Key
Ele
men
t: M
edia
Aw
aren
ess)
Expl
ore
how
diff
eren
tcul
ture
s,b
elie
fsa
ndla
ngua
ge
com
mun
ities
,her
ean
dgl
obal
ly,a
rer
eflec
ted
in
ara
nge
ofc
omm
unic
atio
nm
etho
ds, f
or e
xam
ple,
in
vest
igat
e lo
cal o
ral t
radi
tions
and
dia
lect
s in
clud
ing
the
role
of t
he s
eanc
haí a
nd lo
cal p
lace
nam
es; c
ompa
re
and
cont
rast
how
the
cultu
re a
nd li
fest
yle
of d
iffer
ent
coun
trie
s an
d re
gion
s su
ch a
s th
e G
aelta
cht a
re
repr
esen
ted
in s
tori
es, p
oem
s an
d im
ages
; cre
ate
links
w
ith p
upils
in a
noth
er m
inor
ity la
ngua
ge c
omm
unity
to
deba
te a
nd s
hare
exp
erie
nces
on
the
issu
e of
min
ority
la
ngua
ge a
nd/o
r m
inor
ity c
ultu
re.
(Key
Ele
men
t: Cu
ltur
alU
nder
stan
ding
)
Inve
stig
ate
and
eval
uate
com
mun
icat
ion
tech
niqu
es
used
toe
xplo
rea
rel
evan
teth
ical
issu
e,fo
r ex
ampl
e,
trac
k co
vera
ge o
f the
sam
e is
sue
in a
ran
ge o
f med
ia;
desi
gn a
nd p
rodu
ce o
wn
curr
ent a
ffai
rs p
rogr
amm
e/ne
ws
shee
t for
a y
oung
aud
ienc
e.(K
ey E
lem
ent:
Ethi
calA
war
enes
s)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Inve
stig
ate
how
com
mun
icat
ion
skill
sar
evi
talt
olif
e/w
ork
situ
atio
ns, f
or
exam
ple,
par
ticip
atin
g in
inte
rvie
ws
and
self-
mar
ketin
g; in
vest
igat
e jo
bs in
com
pani
es
in w
hich
goo
d co
mm
unic
atio
n th
roug
h th
e m
ediu
m o
f Iri
sh is
ess
entia
l etc
.In
vest
igat
eho
wth
esk
ills
deve
lope
dth
roug
hth
eIr
ish
lang
uage
will
enh
ance
ca
reer
opt
ions
and
incr
ease
mob
ility
,fo
r ex
ampl
e, Ir
ish
Med
ium
edu
catio
n,
tran
slat
ing,
jour
nalis
m, m
ultim
edia
pr
oduc
tion,
etc
.(K
ey E
lem
ent:
Empl
oyab
ility
)
Plan
and
cre
ate
ane
ffec
tive
com
mun
icat
ion
cam
paig
non
an
issu
ere
late
dto
, for
exa
mpl
e, p
rodu
ce p
rom
otio
nal
liter
atur
e, in
Iris
h or
bili
ngua
l for
mat
, with
ec
o-fr
iend
ly g
uide
lines
for
a vi
sit t
o a
natu
ral/
cultu
ral h
erita
ge s
ite; p
rese
nt th
e ca
se fo
r pr
eser
ving
a lo
cal s
ite/b
uild
ing;
par
ticip
ate
in
a m
odel
you
th a
ssem
bly
or p
arlia
men
t abo
ut
a gl
obal
issu
e.(K
ey E
lem
ent:
Educ
atio
nfo
rSu
stai
nabl
eD
evel
opm
ent)
Expl
ore
issu
esr
elat
edto
Eco
nom
ic
Awar
enes
sEx
plor
e th
e w
ays
in w
hich
a r
ange
of
new
spap
ers
and
tele
visi
on p
rogr
amm
es
deve
lop
our
econ
omic
aw
aren
ess.
Sel
ect
an e
cono
mic
issu
e an
d pr
esen
t it (
with
re
leva
nt s
tatis
tics)
in a
way
that
cap
ture
s th
e in
tere
st o
f you
ng p
eopl
e.(K
ey E
lem
ent:
Econ
omic
Aw
aren
ess)
Lear
ning
Out
com
es
The
lear
ning
out
com
esr
equi
reth
ede
mon
stra
tion
ofs
kills
and
app
licat
ion
of
know
ledg
ean
dun
ders
tand
ing
ofIr
ish
(in
Iris
h-m
ediu
ms
choo
ls)w
ithM
edia
Edu
catio
n.
Pupi
lss
houl
dbe
abl
eto
:
•r
esea
rch
and
man
age
info
rmat
ion
effe
ctiv
ely,
incl
udin
gU
sing
Mat
hem
atic
san
dU
sing
ICT
whe
rea
ppro
pria
te;
•s
how
dee
per
unde
rsta
ndin
gby
thin
king
cri
tical
lya
ndfl
exib
ly,s
olvi
ngp
robl
ems
and
mak
ing
info
rmed
dec
isio
ns,d
emon
stra
ting
Usi
ngM
athe
mat
ics
and
Usi
ngIC
Tw
here
app
ropr
iate
;•
dem
onst
rate
cre
ativ
itya
ndin
itiat
ive
whe
nde
velo
ping
idea
san
dfo
llow
ing
them
thro
ugh;
•w
ork
effe
ctiv
ely
with
oth
ers;
•d
emon
stra
tes
elf-
man
agem
entb
yw
orki
ngs
yste
mat
ical
ly,p
ersi
stin
gw
ithta
sks,
eva
luat
ing
and
impr
ovin
gow
npe
rfor
man
ce;
•c
omm
unic
ate
effe
ctiv
ely
ino
ral,
visu
ala
ndw
ritt
enfo
rmat
s(in
clud
ing
ICT
and
the
mov
ing
imag
e)s
how
ing
clea
raw
aren
ess
ofa
udie
nce,
pur
pose
and
att
entio
nto
acc
urac
y.
Lang
uage
and
Lite
racy
:Iri
shw
ithM
edia
Edu
catio
nin
Iris
h-m
ediu
mS
choo
lsTh
e m
inim
um c
onte
nt is
set
out
bel
ow. T
he s
tatu
tory
requ
irem
ents
are
set
out
in b
old
unde
r K
now
ledg
e,U
nder
stan
ding
and
Ski
lls in
col
umn
1, u
nder
the
Curr
icul
umO
bjec
tives
and
Key
El
emen
ts in
col
umns
2, 3
and
4 a
nd in
the
Lear
ning
Out
com
es a
t the
bot
tom
. Add
ition
al n
on-s
tatu
tory
gui
danc
e an
d su
gges
tions
are
set
out
in p
lain
text
and
ital
ics.
NB
: Tea
cher
s m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
Language and Literacy:IrishwithMediaEducationinIrish-mediumSchools
3.0
35
Mathematics and Numeracy: MathematicswithFinancialCapability
Mat
hem
atic
s an
d N
umer
acy:
Mat
hem
atic
sw
ithF
inan
cial
Cap
abili
tyTh
e m
inim
um c
onte
nt is
set
out
bel
ow. T
he s
tatu
tory
requ
irem
ents
are
set
out
in b
old
unde
r K
now
ledg
e,U
nder
stan
ding
and
Ski
lls in
col
umn
1, u
nder
the
Curr
icul
umO
bjec
tives
and
K
eyE
lem
ents
in c
olum
ns 2
, 3 a
nd 4
and
in th
e Le
arni
ngO
utco
mes
at t
he b
otto
m. A
dditi
onal
non
-sta
tuto
ry g
uida
nce
and
sugg
estio
ns a
re s
et o
ut in
pla
in te
xt a
nd it
alic
s.
Dev
elop
ing
pupi
ls’
Kno
wle
dge,
Und
erst
andi
nga
ndS
kills
(Obj
ectiv
e1)
Dev
elop
ing
pupi
lsa
sIn
divi
dual
s(O
bjec
tive
2)D
evel
opin
gpu
pils
as
Cont
ribu
tors
toS
ocie
ty
(Obj
ectiv
e3)
Dev
elop
ing
pupi
lsa
sCo
ntri
buto
rsto
the
Econ
omy
and
the
Envi
ronm
ent
Pupi
lss
houl
dha
veo
ppor
tuni
ties,
thro
ugh
the
cont
exts
op
posi
te,t
ode
velo
p:
know
ledg
ean
dun
ders
tand
ing
ofN
umbe
rAl
gebr
aSh
ape,
Spa
cea
ndM
easu
res
Han
dlin
gD
ata;
know
ledg
ean
dun
ders
tand
ing
ofp
erso
nalfi
nanc
eis
sues
;an
dsk
ills
toe
nabl
eco
mpe
tent
and
res
pons
ible
fina
ncia
lde
cisi
onm
akin
g;
the
appl
icat
ion
ofm
athe
mat
ical
ski
llsto
rea
llife
and
w
ork
situ
atio
ns;
the
crea
tive
use
ofte
chno
logy
toe
nhan
cem
athe
mat
ical
un
ders
tand
ing;
byd
emon
stra
ting:
crea
tive
thin
king
inth
eir
appr
oach
tos
olvi
ng
mat
hem
atic
alp
robl
ems;
incr
easi
ngc
ompe
tenc
ein
men
talm
athe
mat
ics
skill
s;in
crea
sing
com
pete
nce
inp
enci
land
pap
erm
etho
ds;
incr
easi
ngc
onfid
ence
inth
eus
eof
mat
hem
atic
al
lang
uage
and
not
atio
n;pr
actic
als
kills
usi
ngte
chno
logy
.
• • • • • • • • •
Youn
gpe
ople
sho
uld
have
opp
ortu
nitie
sto
:
Inve
stig
ate
ape
rson
ala
ndc
lass
life
styl
est
udy
of
time,
for
exam
ple,
tim
e sp
ent i
n sc
hool
, doi
ng h
omew
ork,
w
atch
ing
TV o
r ta
king
exe
rcis
e.(K
ey E
lem
ent:
Pers
onal
Und
erst
andi
ng)
Wor
kco
llabo
rativ
ely
inp
robl
ems
olvi
ng,t
akin
gac
coun
tof
oth
ers’
vie
wpo
ints
tor
each
con
sens
us.
(Key
Ele
men
t: M
utua
lUnd
erst
andi
ng)
Dem
onst
rate
an
abili
tya
ndw
illin
gnes
sto
dev
elop
lo
gica
larg
umen
ts, f
or e
xam
ple,
just
ify h
ow th
ey a
rriv
ed
at a
con
clus
ion
or s
olut
ion
to a
pro
blem
.(K
ey E
lem
ent:
Mor
alC
hara
cter
)
Expl
ore
issu
esr
elat
edto
Per
sona
lHea
lth
Inve
stig
ate
aspe
cts
of h
ealth
and
hea
lthy
livin
g, fo
r ex
ampl
e, b
ody
tem
pera
ture
, hea
rt r
ate,
bre
athi
ng r
ate,
nu
triti
onal
req
uire
men
ts, f
ood
choi
ces,
spe
cial
die
ts, r
oad
safe
ty, s
ubst
ance
mis
use,
life
exp
ecta
ncy.
Inve
stig
ate
inci
denc
e of
dis
ease
s an
d re
cove
ry r
ates
, for
exa
mpl
e,
hear
t dis
ease
, can
cers
, chi
cken
-pox
, infl
uenz
a, e
tc.
(Key
Ele
men
t: Pe
rson
alH
ealt
h)
Expl
ore
issu
esr
elat
edto
Spi
ritu
alA
war
enes
sB
e aw
are
of th
e in
finite
nat
ure
of n
umbe
r an
d sp
ace
and
the
prev
alen
ce o
f pat
tern
, for
exa
mpl
e, th
e Fi
bona
cci
seri
es in
the
natu
ral w
orld
, har
mon
ics
in m
usic
, ‘go
lden
ra
tio’,
Isla
mic
tile
s, e
tc.
(Key
Ele
men
t: Sp
iritu
alA
war
enes
s)
Youn
gpe
ople
sho
uld
have
opp
ortu
nitie
sto
:
Anal
yse
and
inte
rpre
tinf
orm
atio
npa
tter
nsr
elat
ing
to
loca
land
glo
balt
rend
s, fo
r ex
ampl
e, p
opul
atio
n pr
ofile
(in
clud
ing
age,
gen
der,
rel
igio
n an
d et
hnic
ity),
indi
ces
of
deve
lopm
ent,
votin
g pa
tter
ns, c
rim
e ra
tes,
etc
.(K
ey E
lem
ent:
Citiz
ensh
ip)
Criti
cally
exa
min
eth
eus
ean
dm
isus
eof
mat
hem
atic
sto
just
ify/s
uppo
rtp
artic
ular
att
itude
s/op
inio
nsin
di
ffer
entm
edia
,and
the
inte
rpre
tatio
nof
dat
a, fo
r ex
ampl
e, in
vest
igat
e th
e us
e of
num
bers
in m
arke
ting
stra
tegi
es, a
dver
tisin
g an
d op
inio
n po
lls.
(Key
Ele
men
t: M
edia
Aw
aren
ess)
Expl
ore
issu
esr
elat
edto
Cul
tura
lUnd
erst
andi
ngEx
plor
e ho
w m
athe
mat
ics
have
bee
n us
ed a
nd d
evel
oped
in
oth
er p
arts
of t
he w
orld
, for
exa
mpl
e, E
gypt
ian
frac
tions
, Rus
sian
mul
tiplic
atio
n, R
oman
num
eral
s; h
ow
Euro
pean
dig
its d
eriv
ed fr
om A
rabi
an n
umbe
rs.
Expl
ore
elem
ents
of g
eom
etry
usi
ng p
atte
rns
from
di
ffere
nt c
ultu
res,
for
exam
ple,
Am
ish
quilt
des
igns
and
Is
lam
ic p
atte
rns.
Ap
ply
mat
hem
atic
al p
robl
em s
olvi
ng s
kills
to c
onte
xts
face
d by
dev
elop
ing
coun
trie
s, in
clud
ing
mat
hem
atic
al
gam
es fr
om th
ese
cultu
res.
(Key
Ele
men
t: Cu
ltur
alU
nder
stan
ding
)
Expl
ore
issu
esr
elat
edto
Eth
ical
Aw
aren
ess
Res
earc
h an
d in
terp
ret s
tatis
tics
in r
elat
ion
to s
ocia
l and
ec
onom
ic is
sues
, for
exa
mpl
e, c
ompa
re a
nd c
ontr
ast a
id
vers
us a
rms
expe
nditu
re o
r ai
d ve
rsus
deb
t rep
aym
ents
, ho
spita
l wai
ting
lists
, chi
ld la
bour
, etc
.(K
ey E
lem
ent:
Ethi
calA
war
enes
s)
Youn
gpe
ople
sho
uld
have
opp
ortu
nitie
sto
:
Exam
ine
the
role
ofm
athe
mat
ics
asa
“ke
y”to
ent
ryfo
rfu
ture
edu
catio
n,tr
aini
nga
nde
mpl
oym
ent.
Expl
ore
how
the
skill
sde
velo
ped
thro
ugh
mat
hem
atic
sw
illb
eus
eful
toa
ran
geo
fcar
eers
,for
exa
mpl
e, jo
bs
invo
lvin
g co
mpu
tatio
n, c
heck
out o
pera
tion,
dat
a an
alys
is,
educ
atio
n, fi
nanc
ial s
ervi
ces,
qua
ntita
tive
prob
lem
sol
ving
, re
sear
ch, s
urve
ying
, con
stru
ctio
n, e
tc.
(Key
Ele
men
t: Em
ploy
abili
ty)
Appl
ym
athe
mat
ical
ski
llsin
eve
ryda
yfin
anci
alp
lann
ing
and
deci
sion
mak
ing,
for
exam
ple,
cas
h an
d no
n-ca
sh
met
hods
of p
aym
ent f
or g
oods
and
ser
vice
s, to
incl
ude
rele
vant
exa
mpl
es s
uch
as m
obile
pho
ne ta
riffs
and
e-
shop
ping
; the
rol
e of
ban
ks, b
uild
ing
soci
etie
s, c
redi
t uni
ons
and
the
post
offi
ce; s
ourc
es o
f inc
ome;
sav
ings
; dea
ling
with
de
bt a
nd c
redi
t; ex
chan
ge r
ates
.(K
ey E
lem
ent:
Econ
omic
Aw
aren
ess)
Expl
ore
issu
esr
elat
edto
Edu
catio
nfo
rSu
stai
nabl
eD
evel
opm
ent
Und
erst
and
the
need
to m
anag
e re
new
able
and
non
-re
new
able
res
ourc
es, f
or e
xam
ple,
inve
stig
ate
the
savi
ngs
and
bene
fits
of e
nerg
y co
nser
vatio
n m
easu
res
etc.
In
vest
igat
e th
e va
riou
s co
sts
and
bene
fits
of w
aste
m
anag
emen
t, fo
r ex
ampl
e, b
y an
alys
ing
the
cost
/ben
efit o
f re
cycl
ing
glas
s, p
aper
, gar
den
was
te a
nd o
ther
was
te.
(Key
Ele
men
t: Ed
ucat
ion
for
Sust
aina
ble
Dev
elop
men
t)
Lear
ning
Out
com
es
The
Lear
ning
Out
com
esr
equi
reth
ede
mon
stra
tion
of
skill
san
dap
plic
atio
nof
kno
wle
dge
and
unde
rsta
ndin
gof
Mat
hem
atic
s.
Pupi
lss
houl
dbe
abl
eto
:
dem
onst
rate
men
talm
athe
mat
ical
cap
abili
tyw
iths
impl
epr
oble
ms;
deci
deo
nth
eap
prop
riat
em
etho
dan
deq
uipm
entt
oso
lve
prob
lem
s–m
enta
l,w
ritt
en,c
alcu
lato
r,m
athe
mat
ical
inst
rum
ents
or
aco
mbi
natio
nof
thes
e;de
mon
stra
tefi
nanc
ialc
apab
ility
ina
ran
geo
frel
evan
teve
ryda
yco
ntex
ts;
rese
arch
and
man
age
info
rmat
ion
effe
ctiv
ely
toin
vest
igat
ean
dso
lve
mat
hem
atic
alp
robl
ems,
incl
udin
gU
sing
ICT
whe
rea
ppro
pria
te;
show
dee
per
mat
hem
atic
alu
nder
stan
ding
by
thin
king
cri
tical
lya
ndfl
exib
ly,s
olvi
ngp
robl
ems
and
mak
ing
info
rmed
dec
isio
ns,d
emon
stra
ting
Usi
ngIC
Tw
here
app
ropr
iate
;de
mon
stra
tec
reat
ivity
and
initi
ativ
ew
hen
deve
lopi
ngid
eas
and
follo
win
gth
emth
roug
h;w
ork
effe
ctiv
ely
with
oth
ers;
dem
onst
rate
sel
f-m
anag
emen
tby
wor
king
sys
tem
atic
ally
,per
sist
ing
with
task
s,e
valu
atin
gan
dim
prov
ing
own
perf
orm
ance
;co
mm
unic
ate
effe
ctiv
ely
ino
ral,
visu
al,w
ritt
en,m
athe
mat
ical
and
ICT
form
ats,
sho
win
gcl
ear
awar
enes
sof
aud
ienc
ean
dpu
rpos
e.
• • • • • • • • •
NB
:Tea
cher
s m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
3.0
36
Modern Languages:ModernLanguagesM
oder
n La
ngua
ges:
Mod
ern
Lang
uage
sTh
e m
inim
um c
onte
nt is
set
out
bel
ow. T
he s
tatu
tory
requ
irem
ents
are
set
out
in b
old
unde
r K
now
ledg
e,U
nder
stan
ding
and
Ski
lls in
col
umn
1, u
nder
the
Curr
icul
umO
bjec
tives
and
K
eyE
lem
ents
in c
olum
ns 2
, 3 a
nd 4
and
in th
e Le
arni
ngO
utco
mes
at t
he b
otto
m. A
dditi
onal
non
-sta
tuto
ry g
uida
nce
and
sugg
estio
ns a
re s
et o
ut in
pla
in te
xt a
nd it
alic
s.
Dev
elop
ing
pupi
ls’
Kno
wle
dge,
Und
erst
andi
nga
nd
Skill
s
(Obj
ectiv
e1)
Dev
elop
ing
pupi
lsa
sIn
divi
dual
s(O
bjec
tive
2)D
evel
opin
gpu
pils
as
Cont
ribu
tors
toS
ocie
ty
(Obj
ectiv
e3)
Dev
elop
ing
pupi
lsa
sCo
ntri
buto
rsto
the
Econ
omy
and
the
Envi
ronm
ent
Pupi
lss
houl
dha
veo
ppor
tuni
ties,
thro
ugh
the
cont
exts
opp
osite
,to
beco
me
effe
ctiv
ean
dcr
eativ
eco
mm
unic
ator
sby
:
liste
ning
and
res
pond
ing
ino
rala
nd
wri
tten
form
,in
the
targ
etla
ngua
ge,t
oa
rang
eof
stim
ulia
ndfo
ra
vari
ety
of
purp
oses
;ta
lkin
gab
oute
xper
ienc
e,fe
elin
gsa
nd
opin
ions
usi
ngth
eta
rget
lang
uage
;de
velo
ping
an
awar
enes
sof
lang
uage
an
dho
wit
wor
ks,a
ndb
yim
prov
ing
accu
racy
;co
mpa
ring
ling
uist
icfe
atur
esin
firs
tan
dta
rget
lang
uage
;re
adin
gan
dvi
ewin
ga
rang
eof
stim
uli
inth
eta
rget
lang
uage
for
key
idea
s,
deta
il,e
njoy
men
tand
eng
agem
ent;
wri
ting
inth
eta
rget
lang
uage
to
exch
ange
info
rmat
ion
and
idea
s,
esta
blis
han
dm
aint
ain
cont
act;
usin
ga
rang
eof
tech
niqu
es,i
nclu
ding
pe
rfor
man
cea
ndm
ulti-
med
ia,
toc
onve
y,p
rese
nta
nde
xcha
nge
info
rmat
ion
inno
vativ
ely
inth
eta
rget
la
ngua
gea
nda
sa
mea
nso
fcre
ativ
eex
pres
sion
;us
ing
prev
ious
lyle
arnt
lang
uage
in
unfa
mili
arc
onte
xts;
enga
ging
with
oth
ers
incl
udin
g,w
here
po
ssib
le,p
artn
ers
choo
ls;
appl
ying
the
lang
uage
-spe
cific
ski
lls
and
tran
sfer
able
ski
llsa
cqui
red
thro
ugh
seco
ndla
ngua
gele
arni
ngto
re
al-l
ifes
ituat
ions
loca
lly,n
atio
nally
an
din
tern
atio
nally
.
• • • • • • • • • •
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Com
mun
icat
ean
und
erst
andi
ngo
fsel
f, fo
r ex
ampl
e, b
y m
akin
g in
trod
uctio
ns; c
onve
ying
info
rmat
ion;
giv
ing
desc
ript
ions
; di
scus
sing
hab
its; s
tatin
g pr
efer
ence
s; ju
stify
ing
opin
ions
; re
port
ing
rece
nt e
vent
s; e
xpre
ssin
g fu
ture
inte
ntio
ns. A
ctiv
ities
m
ight
invo
lve
stat
ing
leis
ure
pref
eren
ces;
pro
duci
ng a
mul
ti-m
edia
pre
sent
atio
n on
a r
ecen
t or
upco
min
g ho
liday
; pro
duci
ng a
di
gita
l web
log
(BLO
G) d
iary
.(K
ey E
lem
ent:
Pers
onal
Und
erst
andi
ng)
Com
mun
icat
ean
und
erst
andi
ngo
foth
ers,
for
exam
ple,
by
seek
ing
and
resp
ondi
ng to
info
rmat
ion;
enq
uiri
ng a
bout
hab
its;
findi
ng o
ut a
ttitu
des,
feel
ings
, wis
hes
and
hope
s; c
ompa
ring
and
co
ntra
stin
g; m
akin
g in
vita
tions
and
sug
gest
ions
; neg
otia
ting
arra
ngem
ents
; acc
eptin
g an
d de
clin
ing.
Act
iviti
es m
ight
invo
lve
conv
eyin
g de
tails
abo
ut fa
mily
; dev
isin
g qu
estio
nnai
res
and
pres
entin
g fin
ding
s; u
sing
rol
e-pl
ay to
mak
e su
gges
tions
and
ar
rang
emen
ts.
(Key
Ele
men
t: M
utua
lUnd
erst
andi
ng)
Expl
ore
issu
esr
elat
edto
life
styl
ech
oice
s, fo
r ex
ampl
e, b
y m
akin
g su
gges
tions
; giv
ing
and
follo
win
g in
stru
ctio
ns; e
xplo
ring
po
sitiv
es a
nd n
egat
ives
; giv
ing
advi
ce. A
ctiv
ities
mig
ht in
volv
e fo
llow
ing
the
inst
ruct
ions
of a
Tar
get L
angu
age
(TL)
rec
ipe;
de
visi
ng N
ew Y
ear’
s R
esol
utio
ns; c
reat
ing
a fly
er g
ivin
g he
alth
y ea
ting
advi
ce.
(Key
Ele
men
t: Pe
rson
alH
ealt
h)
Dis
cove
rho
ws
econ
dla
ngua
gele
arni
ngc
anin
spir
ean
aw
aren
ess
ofc
ultu
rals
imila
ritie
san
ddi
ffer
ence
s, fo
r ex
ampl
e, s
hari
ng c
omm
on in
tere
sts
or e
xper
ienc
es th
roug
h ex
chan
ges
such
as
emai
l, et
c.(K
ey E
lem
ent:
Spir
itual
Aw
aren
ess)
Expl
ore
issu
esr
elat
edto
Mor
alC
hara
cter
Show
a w
illin
gnes
s to
con
trib
ute
activ
ely
to a
pos
itive
lear
ning
en
viro
nmen
t, fo
r ex
ampl
e, b
y m
akin
g su
gges
tions
; neg
otia
ting
deci
sion
s; d
escr
ibin
g po
sitiv
e be
havi
our;
em
path
isin
g; e
xpre
ssin
g th
anks
/gra
titud
e/sy
mpa
thy/
enco
urag
emen
t or
apol
ogis
ing.
Ac
tiviti
es m
ight
invo
lve
nego
tiatin
g a
set o
f cla
ssro
om r
ules
in th
e TL
or
desc
ribi
ng a
n id
eal f
rien
d.(K
ey E
lem
ent:
Mor
alC
hara
cter
)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Expl
ore
soci
alis
sues
whi
chr
elat
eto
eve
ryda
yliv
es, f
or e
xam
ple,
by
des
crib
ing
and
disc
ussi
ng is
sues
; exp
ress
ing
and
just
ifyin
g op
inio
ns;
expl
orin
g po
sitiv
es a
nd n
egat
ives
; com
pari
ng a
nd c
ontr
astin
g; e
xpla
inin
g op
tions
; mak
ing
sugg
estio
ns; c
ompl
aini
ng; r
epor
ting
rece
nt e
vent
s;
expr
essi
ng fu
ture
inte
ntio
ns. A
ctiv
ities
mig
ht in
volv
e ex
plor
ing
posi
tives
an
d ne
gativ
es o
f sch
ool l
ife; c
ontr
astin
g to
wn
and
coun
try
life;
exp
lain
ing
optio
ns fo
r yo
ung
peop
le in
loca
l are
a; c
reat
ing
a di
vers
ity m
ap fo
r to
wn;
cr
eatin
g a
mul
ti-m
edia
vid
eo in
the
TL to
dem
onst
rate
loca
l life
.(K
ey E
lem
ent:
Citiz
ensh
ip)
Pres
enta
nun
ders
tand
ing
ofth
eir
own
cult
ure
and
ofth
ecu
ltur
eas
soci
ated
with
the
lang
uage
, for
exa
mpl
e, b
y m
akin
g an
d un
ders
tand
ing
gree
tings
; see
king
and
sha
ring
det
ails
; find
ing
out
attit
udes
, fee
lings
, wis
hes
and
hope
s; r
epor
ting
findi
ngs;
enq
uiri
ng a
bout
si
tuat
ions
; neg
otia
ting
mea
ning
; res
pond
ing
to c
ultu
rally
-con
ditio
ned
beha
viou
r; a
gree
ing/
disa
gree
ing;
mak
ing
requ
ests
; ask
ing
perm
issi
on.
Activ
ities
mig
ht in
volv
e co
mpa
ring
life
styl
es o
f the
TL
coun
try
with
thei
r ow
n; e
nqui
ring
abo
ut tr
aditi
ons/
cust
oms
and
usin
g dr
ama
as a
cre
ativ
e m
eans
of p
ortr
ayin
g cu
ltura
l und
erst
andi
ng; s
hari
ng c
omm
on in
tere
sts
and
expe
rien
ces
with
you
ng p
eopl
e in
the
TL c
ount
ry th
roug
h e-
mai
l, vi
deo-
conf
eren
cing
and
exc
hang
es.
(Key
Ele
men
t: Cu
ltur
alU
nder
stan
ding
)
Dev
elop
an
awar
enes
sof
med
iaa
nda
kno
wle
dge
ofm
edia
re
sour
ces
inth
eta
rget
lang
uage
cou
ntry
, for
exa
mpl
e, b
y di
scus
sing
an
d de
scri
bing
; exp
ress
ing
inte
rest
; sta
ting
pref
eren
ces;
rep
ortin
g in
form
atio
n. A
ctiv
ities
mig
ht in
volv
e di
scus
sing
type
s of
TV
prog
ram
mes
; us
ing
TL w
ebsi
tes
to r
esea
rch;
ski
mm
ing
and
scan
ning
mag
azin
es to
in
terp
ret i
tem
s of
inte
rest
(hor
osco
pes,
spo
rt, e
tc.);
usi
ng IT
tool
s to
pr
esen
t res
earc
h on
an
issu
e of
inte
rest
usi
ng m
ater
ial c
olla
ted
from
TL
med
ia s
ourc
es.
(Key
Ele
men
t: M
edia
Aw
aren
ess)
Expl
ore
issu
esr
elat
edto
Eth
ical
Aw
aren
ess
Expl
ore
med
ia to
pre
sent
idea
s in
the
TL r
elat
ing
to e
thic
al is
sues
, for
ex
ampl
e, b
y pr
esen
ting
a fa
ct fi
le o
r cr
eatin
g a
visu
al d
ispl
ay/m
onta
ge
from
new
spap
ers
or o
ther
med
ia.
(Key
Ele
men
t: Et
hica
lAw
aren
ess)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Inve
stig
ate
how
the
lang
uage
-spe
cific
ski
llsa
nd
lear
ning
ski
llsd
evel
oped
thro
ugh
lang
uage
sw
ill
enha
nce
care
ero
ptio
nsa
ndin
crea
sem
obili
ty, f
or
exam
ple,
by
expr
essi
ng in
tere
st; j
ustif
ying
cho
ices
; ex
plai
ning
opt
ions
; exp
ress
ing
futu
re in
tent
ions
; giv
ing
advi
ce; e
nqui
ring
abo
ut e
mpl
oym
ent i
n th
e TL
cou
ntry
; ne
gotia
ting
mea
ning
; pre
sent
ing
and
pers
uadi
ng;
resp
ondi
ng to
unp
repa
red
situ
atio
ns. A
ctiv
ities
mig
ht
invo
lve
stat
ing
pref
eren
ces
for
the
futu
re; j
ustif
ying
ca
reer
cho
ices
; usi
ng a
pro
duct
ion
chal
leng
e sc
enar
io
to h
ighl
ight
func
tiona
l lan
guag
e in
bus
ines
s co
ntex
ts;
usin
g te
leph
one
role
-pla
ys to
mak
e re
ques
ts a
nd
enqu
irie
s; c
reat
ing
a ca
reer
dat
abas
e of
jobs
req
uiri
ng
lang
uage
pro
ficie
ncy.
(Key
Ele
men
t: Em
ploy
abili
ty)
Enha
nce
awar
enes
sof
mon
eym
atte
rsin
targ
et
lang
uage
reg
ions
, for
exa
mpl
e, b
y se
ekin
g an
d im
part
ing
info
rmat
ion;
neg
otia
ting
pric
e; a
naly
sing
da
ta. A
ctiv
ities
mig
ht in
volv
e in
vest
igat
ing
pric
es
usin
g th
e In
tern
et; r
espo
ndin
g to
the
pric
e of
item
s in
sh
oppi
ng s
cena
rios
; pla
nnin
g a
budg
et h
olid
ay in
a T
L-sp
eaki
ng c
ount
ry; a
naly
sing
and
pre
sent
ing
stat
istic
s in
the
TL fr
om s
urve
ys a
nd q
uest
ionn
aire
s.(K
ey E
lem
ent:
Econ
omic
Aw
aren
ess)
Cons
ider
loca
land
glo
bale
nvir
onm
enta
liss
ues,
fo
r ex
ampl
e, b
y di
scus
sing
pos
itive
s an
d ne
gativ
es;
mak
ing
pred
ictio
ns; g
ivin
g ad
vice
; rep
ortin
g fin
ding
s;
eval
uatin
g an
d pr
esen
ting.
Act
iviti
es m
ight
invo
lve
repo
rtin
g on
env
iron
men
tal i
ssue
s in
thei
r ow
n liv
es;
eval
uatin
g th
eir
own
neig
hbou
rhoo
d in
rel
atio
n to
no
ise,
gre
en s
pace
and
pol
lutio
n; c
reat
ing
post
ers
rais
ing
awar
enes
s of
end
ange
red
spec
ies
or a
web
site
hi
ghlig
htin
g th
e lo
cal e
nvir
onm
ent.
(Key
Ele
men
t: Ed
ucat
ion
for
Sust
aina
ble
Dev
elop
men
t)
Lear
ning
Out
com
es
The
lear
ning
out
com
esr
equi
reth
ede
mon
stra
tion
ofs
kills
and
app
licat
ion
ofk
now
ledg
ean
dun
ders
tand
ing
ofth
eTa
rget
Lan
guag
e.
Pupi
lss
houl
dbe
abl
eto
:
rese
arch
and
man
age
info
rmat
ion
effe
ctiv
ely
toin
vest
igat
eta
rget
lang
uage
issu
es,i
nclu
ding
Usi
ngM
athe
mat
ics
and
Usi
ngIC
Tw
here
app
ropr
iate
;
show
dee
per
unde
rsta
ndin
gby
thin
king
cri
tical
lya
ndfl
exib
ly,s
olvi
ngp
robl
ems
and
mak
ing
info
rmed
dec
isio
ns,d
emon
stra
ting
Usi
ngM
athe
mat
ics
and
Usi
ngI
CTw
here
app
ropr
iate
;
dem
onst
rate
cre
ativ
itya
ndin
itiat
ive
whe
nde
velo
ping
idea
san
dfo
llow
ing
them
thro
ugh;
wor
kef
fect
ivel
yw
itho
ther
s;
dem
onst
rate
sel
f-m
anag
emen
tby
wor
king
sys
tem
atic
ally
,per
sist
ing
with
task
s,e
valu
atin
gan
dim
prov
ing
own
perf
orm
ance
;
com
mun
icat
eef
fect
ivel
yin
ora
l,vi
sual
,wri
tten
and
ICT
form
ats,
impr
ovin
gac
cura
cya
nds
how
ing
clea
raw
aren
ess
ofa
udie
nce
and
purp
ose.
• • • • • •
NB
:Tea
cher
s m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
3.0
37
NB
: Tea
cher
s m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
The Arts:ArtandDesign
The
Arts
:Art
and
Des
ign
The
min
imum
con
tent
is s
et o
ut b
elow
. The
sta
tuto
ry re
quir
emen
ts a
re s
et o
ut in
bol
d un
der
Kno
wle
dge,
Und
erst
andi
nga
ndS
kills
in c
olum
n 1,
und
er th
e Cu
rric
ulum
Obj
ectiv
es a
nd
Key
Ele
men
ts in
col
umns
2, 3
and
4 a
nd in
the
Lear
ning
Out
com
es a
t the
bot
tom
. Add
ition
al n
on-s
tatu
tory
gui
danc
e an
d su
gges
tions
are
set
out
in p
lain
text
and
ital
ics.
Dev
elop
ing
pupi
ls’
Kno
wle
dge,
Und
erst
andi
nga
ndS
kills
(Obj
ectiv
e1)
Dev
elop
ing
pupi
lsa
sIn
divi
dual
s(O
bjec
tive
2)D
evel
opin
gpu
pils
as
Cont
ribu
tors
toS
ocie
ty
(Obj
ectiv
e3)
Dev
elop
ing
pupi
lsa
sCo
ntri
buto
rsto
the
Econ
omy
and
the
Envi
ronm
ent
Pupi
lss
houl
dha
veo
ppor
tuni
ties,
thro
ugh
the
cont
exts
op
posi
te,t
ode
velo
pth
eir
own
pers
onal
and
cre
ativ
ere
spon
ses
by:
rese
arch
ing,
gat
heri
nga
ndin
terp
retin
gin
form
atio
nfr
omd
irec
texp
erie
nces
,obs
erva
tions
,mem
ory,
im
agin
atio
nan
da
rang
eof
trad
ition
ala
ndd
igita
lso
urce
s;
deve
lopi
nga
nap
prec
iatio
nof
the
wor
kof
art
ists
,de
sign
ers
and
craf
twor
kers
from
thei
row
nan
dot
her
cult
ures
,pas
tand
pre
sent
;
deve
lopi
ngc
reat
ive
thin
king
ski
llsa
ndp
erso
nal
crea
tive
outc
omes
thro
ugh
inve
stig
atin
g,r
ealis
ing,
de
sign
ing
and
mak
ing;
draw
ing
and
grap
hic
med
ia,
prin
tmak
ing,
text
iles,
cera
mic
s,3-
dim
ensi
onal
con
stru
ctio
nor
pro
toty
ping
,le
nsb
ased
and
dig
italm
edia
;
usin
gth
evi
sual
ele
men
tsw
ithu
nder
stan
ding
whe
nen
gagi
ngin
Art
and
Des
ign;
eval
uatin
gan
dap
prec
iatin
gth
eir
own
and
othe
rs’w
ork
thro
ugh
disc
ussi
ona
ndr
eflec
tion.
• • • • • •
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Expr
ess
them
selv
esth
roug
hAr
tand
Des
ign,
for
exam
ple,
dev
elop
an
illus
trat
ed p
erso
nal p
rofil
e of
fam
ily,
frie
nds,
hom
e, s
choo
l, ho
bbie
s, p
astim
es, e
tc.
(Key
Ele
men
t: Pe
rson
alU
nder
stan
ding
)
Wor
kw
itho
ther
pup
ilsto
pro
duce
ac
reat
ive
resp
onse
to
gro
upe
xpre
ssio
nso
fide
ntity
, for
exa
mpl
e, a
ph
otog
raph
ic o
r di
gita
l dis
play
dep
ictin
g fa
vour
ite m
usic
, sp
orts
, clo
thes
, ido
ls, f
ood,
pla
ces
to g
o, e
tc.
(Key
Ele
men
t: M
utua
lUnd
erst
andi
ng)
Inve
stig
ate
and
resp
ond
tow
orks
ofa
rtth
atin
spir
ean
dre
late
toth
eir
lives
and
exp
erie
nces
,for
exa
mpl
e,
prod
uce
a pa
intin
g to
illu
stra
te a
sig
nific
ant p
erso
nal e
vent
, be
lief,
valu
e, e
tc.
(Key
Ele
men
t: Sp
iritu
alA
war
enes
s)
Expl
ore
issu
esr
elat
edto
Per
sona
lHea
lth
Prod
uce
ahe
alth
aw
aren
ess
cam
paig
nta
rget
ing
youn
gpe
ople
,for
exa
mpl
e, d
esig
n a
web
pag
e to
pro
mot
e an
as
pect
of h
ealth
y ea
ting
or in
form
abo
ut h
ealth
and
saf
ety
at s
choo
l.(K
ey E
lem
ent:
Pers
onal
Hea
lth)
Expl
ore
issu
esr
elat
edto
Mor
alC
hara
cter
Dem
onst
rate
a w
illin
gnes
s to
cha
lleng
e st
ereo
typi
cal,
bias
ed o
r di
stor
ted
view
poin
ts a
bout
Art
and
Des
ign
with
app
ropr
iate
ly s
ensi
tive,
info
rmed
and
bal
ance
d re
spon
ses
and
take
res
pons
ibili
ty fo
r ch
oice
s an
d ac
tions
.(K
ey E
lem
ent:
Mor
alC
hara
cter
)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Mak
ean
info
rmed
and
cri
tical
res
pons
eto
as
ocia
l/en
viro
nmen
tali
ssue
, for
exa
mpl
e, e
valu
ate
and
resp
ond
to th
e w
ork
of w
ar a
rtis
ts; d
esig
n an
adv
ertis
ing
cam
paig
n to
rai
se a
war
enes
s ab
out a
sch
ool,
com
mun
ity is
sue,
eve
nt,
etc.
(Key
Ele
men
t: Ci
tizen
ship
)
Expl
ore
the
dive
rsity
ofv
ario
usc
ultu
res
that
are
ex
pres
sed
thro
ugh
Art&
Des
ign,
for
exam
ple,
exp
lore
im
ages
, sym
bols
and
art
efac
ts th
at e
xpre
ss th
e ra
nge
of
cultu
ral t
radi
tions
in N
orth
ern
Irel
and;
exp
lore
sty
les
of
pain
ting,
des
ign
and
scul
ptur
e th
at r
eflec
t oth
er c
ultu
res.
(Key
Ele
men
t: Cu
ltur
alU
nder
stan
ding
)
Inve
stig
ate
and
resp
ond
toth
eus
eof
vis
uall
angu
age,
lo
gos
and
catc
hphr
ases
ina
dver
tisin
g, fo
r ex
ampl
e,
deve
lop
billb
oard
adv
ertis
emen
ts to
sel
l the
sam
e id
ea o
r pr
oduc
t to
diffe
rent
aud
ienc
es.
(Key
Ele
men
t: M
edia
Aw
aren
ess)
Expl
ore
issu
esr
elat
edto
Eth
ical
Aw
aren
ess
Expl
ore
som
e so
cial
and
mor
al is
sues
rel
evan
t to
Art
and
Des
ign,
for
exam
ple,
ana
lyse
and
eva
luat
e th
e us
e of
fa
mou
s or
sho
ckin
g im
ages
to s
ell p
rodu
ct a
nd o
f chi
ldre
n’s
cart
oon
imag
es to
sel
l par
ticul
ar b
rand
s of
food
.(K
ey E
lem
ent:
Ethi
calA
war
enes
s)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Dev
elop
aw
aren
ess
ofe
mpl
oym
ento
ppor
tuni
ties
with
in
the
crea
tive
indu
stri
esin
N.I
rela
nda
ndb
eyon
d, fo
r ex
ampl
e, w
ork
in a
dver
tisin
g, a
nim
atio
n, d
esig
n, e
duca
tion,
fa
shio
n, fi
lm, h
aird
ress
ing
and
beau
ty, m
ultim
edia
, etc
.(K
ey E
lem
ent:
Empl
oyab
ility
)
Expl
ore
issu
esr
elat
edto
Eco
nom
icA
war
enes
sEx
plor
e th
e w
ork
of lo
cal a
rtis
ts, d
esig
ners
or
craf
t w
orke
rs a
nd th
eir
succ
ess
loca
lly a
nd g
loba
lly.
Expl
ore
a lo
cal p
rodu
ct th
at h
as g
aine
d a
glob
al m
arke
t an
d fin
d ou
t abo
ut th
e w
ork
invo
lved
in it
s de
sign
and
m
anuf
actu
re, f
or e
xam
ple,
cer
amic
s an
d gl
ass.
(K
ey E
lem
ent:
Econ
omic
Aw
aren
ess)
Expl
ore
issu
esr
elat
edto
Edu
catio
nfo
rSu
stai
nabl
eD
evel
opm
ent
Expl
ore
way
s of
reu
sing
was
te m
ater
ials
in a
cre
ativ
e co
ntex
t, fo
r ex
ampl
e, d
esig
n a
fash
ion
acce
ssor
y us
ing
was
te m
ater
ials
.Ex
plor
e ho
w A
rt a
nd D
esig
n ca
n he
lp p
rese
rve
and
prom
ote
the
envi
ronm
ent,
for
exam
ple,
con
trib
ute
to
an e
co-f
rien
dly
tour
ism
cam
paig
n fo
r a
natu
ral/c
ultu
ral
heri
tage
site
; cre
ate
a m
ovin
g im
age
pres
enta
tion
expl
orin
g a
loca
l env
iron
men
tal d
ilem
ma;
dra
w u
p a
“red
uce,
reu
se
and
recy
cle”
pol
icy
for
use
in th
e Ar
t dep
artm
ent.
(Key
Ele
men
t: Ed
ucat
ion
for
Sust
aina
ble
Dev
elop
men
t)
Lear
ning
Out
com
es
The
lear
ning
out
com
esr
equi
reth
ede
mon
stra
tion
of
skill
san
dap
plic
atio
nof
kno
wle
dge
and
unde
rsta
ndin
gof
Art
and
Des
ign.
Pupi
lss
houl
dbe
abl
eto
:
rese
arch
and
man
age
info
rmat
ion
effe
ctiv
ely
toin
vest
igat
ean
din
form
idea
sin
art
,des
ign,
cra
ft,d
igita
lmed
iaa
ndm
ovin
gim
age,
incl
udin
gU
sing
Mat
hem
atic
san
dU
sing
ICT
whe
rea
ppro
pria
te;
show
dee
per
artis
ticu
nder
stan
ding
by
thin
king
cri
tical
lya
ndfl
exib
ly,s
olvi
ngp
robl
ems
and
mak
ing
info
rmed
dec
isio
ns,d
emon
stra
ting
Usi
ngM
athe
mat
ics
and
Usi
ngIC
Tw
here
app
ropr
iate
;de
mon
stra
tec
reat
ivity
and
initi
ativ
ew
hen
deve
lopi
ngid
eas
and
follo
win
gth
emth
roug
h;w
ork
effe
ctiv
ely
with
oth
ers;
dem
onst
rate
sel
fman
agem
entb
yw
orki
ngin
depe
nden
tlya
nds
yste
mat
ical
ly,p
ersi
stin
gw
ithta
sks,
eva
luat
ing
and
impr
ovin
gow
npe
rfor
man
ce;
com
mun
icat
eef
fect
ivel
yin
ora
l,vi
sual
,wri
tten
and
dig
italm
edia
(ICT
)for
mat
s,s
how
ing
clea
raw
aren
ess
ofa
udie
nce
and
purp
ose.
• • • • • •
NB
:Te
ache
rs m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
3.0
38
The Arts:Music
The
Arts
:Mus
icTh
e m
inim
um c
onte
nt is
set
out
bel
ow. T
he s
tatu
tory
requ
irem
ents
are
set
out
in b
old
unde
r K
now
ledg
e,U
nder
stan
ding
and
Ski
llsin
col
umn
1, u
nder
the
Curr
icul
umO
bjec
tives
and
K
eyE
lem
ents
in c
olum
ns 2
, 3 a
nd 4
and
in th
e Le
arni
ngO
utco
mes
at t
he b
otto
m. A
dditi
onal
non
-sta
tuto
ry g
uida
nce
and
sugg
estio
ns a
re s
et o
ut in
pla
in te
xt a
nd it
alic
s.
Dev
elop
ing
pupi
ls’
Kno
wle
dge,
Und
erst
andi
nga
ndS
kills
(Obj
ectiv
e1)
Dev
elop
ing
pupi
lsa
sIn
divi
dual
s(O
bjec
tive
2)D
evel
opin
gpu
pils
as
Cont
ribu
tors
toS
ocie
ty
(Obj
ectiv
e3)
Dev
elop
ing
pupi
lsa
sCo
ntri
buto
rsto
the
Econ
omy
and
the
Envi
ronm
ent
Pupi
lss
houl
dde
velo
pth
eir
mus
ical
pot
entia
lby
hav
ing
oppo
rtun
ities
,thr
ough
the
cont
exts
op
posi
te,t
o:
impr
ovis
e,c
ompo
sea
ndp
erfo
rmm
usic
ina
ra
nge
ofs
tyle
s;ex
plor
ean
dco
mbi
neth
eel
emen
tso
fm
usic
(pitc
h,r
hyth
m,d
ynam
ics,
tim
bre,
te
xtur
e)to
cre
ate
stru
ctur
ean
dst
yle
whe
nim
prov
isin
gan
dco
mpo
sing
;pe
rfor
min
divi
dual
lya
ndin
gro
ups,
an
ddi
scus
san
dde
cide
on
poin
tso
fin
terp
reta
tion
inth
em
usic
;us
eex
istin
gan
dem
ergi
ngm
usic
te
chno
logy
res
ourc
esw
hen
com
posi
nga
nd
perf
orm
ing;
liste
nto
and
app
rais
eth
eir
own
mus
ica
nd
that
ofo
ther
s;lis
ten
toa
wid
era
nge
ofm
usic
from
di
ffer
ents
tyle
san
dge
nres
and
res
pond
cr
itica
llyto
wha
tthe
yhe
ar;
expl
ore
how
the
skill
sth
eyle
arn
thro
ugh
mus
ic-m
akin
gar
ere
leva
ntto
thei
rpr
esen
tan
dfu
ture
live
s;de
velo
paw
aren
ess
ofth
era
nge
of
empl
oym
ento
ppor
tuni
ties
inth
em
usic
and
m
usic
-rel
ated
indu
stri
es.
• • • • • • • •
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Com
pose
mus
icw
hich
exp
ress
esth
eir
own
pers
onal
re
spon
ses
toth
emes
and
issu
es, f
or e
xam
ple,
turn
a p
oem
th
at a
ppea
ls to
them
into
a s
ong;
com
pose
mus
ic w
hich
refl
ects
th
eir
feel
ings
abo
ut a
n is
sue
or e
vent
whi
ch h
as im
pact
ed o
n th
eir
lives
.R
eflec
ton
the
pers
onal
pro
cess
esu
sed
ind
evel
opin
ga
com
posi
tion,
for
exam
ple,
gen
erat
ing,
sel
ectin
g, d
evel
opin
g an
d re
finin
g id
eas;
pro
duci
ng a
fina
l per
form
ance
.(K
ey E
lem
ent:
Pers
onal
Und
erst
andi
ng)
List
ento
com
posi
tions
and
per
form
ance
sby
oth
er
mem
bers
oft
hec
lass
and
dis
cuss
con
tent
and
eff
ecti
nth
em
usic
.(K
ey E
lem
ent:
Mut
ualU
nder
stan
ding
)
Take
acc
ount
ofh
ealt
han
dsa
fety
issu
esw
hen
com
posi
ng
and
perf
orm
ing,
for
exam
ple,
vol
ume,
whe
n lis
teni
ng to
m
usic
; saf
e us
e of
ele
ctro
nic
equi
pmen
t whe
n co
mpo
sing
and
pe
rfor
min
g.Co
mpo
se a
nd/o
r pe
rfor
m a
pie
ce o
f mus
ic to
sup
port
a
heal
th-r
elat
ed is
sue,
for
exam
ple,
an
anti-
smok
ing
jingl
e;
mus
ic s
uita
ble
for
diffe
rent
type
s of
exe
rcis
e, c
onve
ying
moo
ds
of e
nerg
y, r
elax
atio
n, e
tc.
(Key
Ele
men
t: Pe
rson
alH
ealt
h)
Expl
ore
issu
esr
elat
edto
Mor
alC
hara
cter
Dem
onst
rate
a w
illin
gnes
s to
res
pond
pos
itive
ly to
cri
ticis
m
duri
ng m
usic
-mak
ing
activ
ities
and
to c
halle
nge
own
and
othe
rs p
re-c
once
ived
idea
s ab
out d
iffer
ent t
ypes
and
sty
les
of m
usic
by
liste
ning
to u
nfam
iliar
mus
ic w
ith o
pen
min
ds.
(Key
Ele
men
t: M
oral
Cha
ract
er)
Expl
ore
issu
esr
elat
edto
Spi
ritu
alA
war
enes
sCo
mpo
se, p
erfo
rm a
nd li
sten
to m
usic
for
a sp
ecia
l eve
nt
and
disc
uss
how
the
mus
ic r
eflec
ts th
e oc
casi
on, f
or
exam
ple,
rel
igio
us fe
stiv
als
and
soci
al o
ccas
ions
.(K
ey E
lem
ent:
Spir
itual
Aw
aren
ess)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Expl
ore
the
pow
ero
fmus
icto
evo
kem
ood
and
atm
osph
ere
and
toin
fluen
ceb
ehav
iour
, for
exa
mpl
e, it
s us
e in
ritu
al a
nd
relig
ion
and
in a
dver
tisin
g, fi
lms,
res
taur
ants
, sho
ps a
nd o
ther
so
cial
/pol
itica
l con
text
s.Co
mpo
se m
usic
whi
ch r
eflec
ts s
ocia
l com
men
t, fo
r ex
ampl
e, c
ompo
se a
son
g on
an
issu
e su
ch a
s po
vert
y,
hom
eles
snes
s, e
tc.
List
en to
and
dis
cuss
the
expr
essi
ve im
pact
of m
usic
whi
ch
cele
brat
es h
uman
ach
ieve
men
t, fo
r ex
ampl
e, C
opla
nd’s
“F
anfa
re fo
r th
e C
omm
on M
an”,
then
com
pose
ow
n m
usic
to
cele
brat
e so
me
pers
onal
or
com
mun
ity a
chie
vem
ent.
(Key
Ele
men
t: Ci
tizen
ship
)
List
ento
and
per
form
mus
icfr
omd
iffer
entp
erio
ds
(cla
ssic
al to
pre
sent
day
), st
yles
, (bl
ues,
“po
p”, r
ock,
hip
-hop
) an
dcu
ltur
altr
aditi
ons
(Iris
h, E
nglis
h, S
cott
ish,
Am
eric
an,
East
ern
Euro
pean
, Afr
ican
, Asi
an, C
hine
se) a
ndd
iscu
ss
how
the
elem
ents
ofm
usic
are
use
dw
ithin
the
diff
eren
tco
ntex
ts.
(Key
Ele
men
t: Cu
ltur
alU
nder
stan
ding
)
Expl
ore
issu
esr
elat
edto
Med
iaA
war
enes
sEx
plor
e th
e ro
le o
f mus
ic in
sup
port
ing
othe
r fo
rms
of
com
mun
icat
ion,
for
exam
ple,
list
en to
and
dis
cuss
how
mus
ic
adds
to th
e em
otio
nal i
mpa
ct in
film
s; c
ompo
se a
nd p
erfo
rm
mus
ic to
acc
ompa
ny a
vid
eo c
lip o
r ad
vert
isem
ent.
(Key
Ele
men
t: M
edia
Aw
aren
ess)
Expl
ore
issu
esr
elat
edto
Eth
ical
Aw
aren
ess
Expl
ore
how
mus
ic c
an b
e us
ed to
rai
se e
mot
ion
and
man
ipul
ate
peop
le, f
or e
xam
ple,
at a
foot
ball
mat
ch, p
oliti
cal
rally
, etc
.B
ecom
e aw
are
of s
ome
dile
mm
as w
hich
exi
st in
the
mus
ic
indu
stry
, for
exa
mpl
e, c
opyr
ight
, pla
giar
ism
, dow
nloa
ding
m
usic
from
the
inte
rnet
, etc
.(K
ey E
lem
ent:
Ethi
calA
war
enes
s)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Dev
elop
aw
aren
ess
ofe
mpl
oym
ento
ppor
tuni
ties
inth
em
usic
indu
stry
and
the
skill
sre
quir
ed, f
or e
xam
ple,
wor
king
as
a D
J, s
ound
eng
inee
ring
, stu
dio
reco
rdin
g/m
ixin
g, p
erfo
rmin
g as
a s
oloi
st a
nd in
a g
roup
, man
agin
g an
art
ist o
r m
usic
out
let,
inst
rum
ent m
akin
g or
wor
king
as
a la
wye
r in
the
field
of
cont
ract
s, c
opyr
ight
, int
elle
ctua
l pro
pert
y, e
tc.
Dev
elop
the
abili
tyto
be
disc
rim
inat
ing
cons
umer
sof
mus
ic
thro
ugh
mak
ing
and
resp
ondi
ngto
mus
ic, f
or e
xam
ple,
by
disc
ussi
ng h
ow th
e m
usic
al e
lem
ents
are
com
bine
d an
d us
ed in
th
e m
usic
they
like
to li
sten
to.
Dis
cuss
the
proc
esse
s in
volv
ed in
pro
duci
ng a
gro
up
com
posi
tion
or p
erfo
rman
ce a
nd h
ighl
ight
the
skill
s ne
eded
to
wor
k ef
fect
ivel
y as
par
t of a
gro
up.
Dis
cuss
the
skill
s an
d qu
aliti
es n
eede
d to
be
a su
cces
sful
m
usic
ian
as a
sol
oist
/mem
ber
of a
n or
ches
tra/
mem
ber
of a
po
p/ro
ck g
roup
.(K
ey E
lem
ent:
Empl
oyab
ility
)
Expl
ore
issu
esr
elat
edto
Eco
nom
icA
war
enes
sEx
plor
e th
e im
port
ance
of m
usic
to y
oung
peo
ple’
s liv
es, f
or
exam
ple,
mon
ey s
pent
on
buyi
ng C
Ds,
goi
ng to
gig
s, c
once
rts
etc.
D
iscu
ss th
eir
expe
rien
ces
in r
elat
ion
to “
valu
e fo
r m
oney
”.(K
ey E
lem
ent:
Econ
omic
Aw
aren
ess)
Expl
ore
issu
esr
elat
edto
Edu
catio
nfo
rSu
stai
nabl
eD
evel
opm
ent
Com
pose
and
per
form
mus
ic in
res
pons
e to
a lo
cal,
natio
nal
or g
loba
l env
iron
men
tal i
ssue
, for
exa
mpl
e, p
ollu
tion,
th
e de
mis
e of
the
rain
fore
sts,
fam
ine,
fair
trad
e, s
usta
inin
g tr
aditi
ons
and
cultu
res
thro
ugh
mus
ic.
(Key
Ele
men
t: Ed
ucat
ion
for
Sust
aina
ble
Dev
elop
men
t)
Lear
ning
Out
com
es
The
lear
ning
out
com
esr
equi
reth
ede
mon
stra
tion
ofs
kills
and
app
licat
ion
of
know
ledg
ean
dun
ders
tand
ing
ofM
akin
gM
usic
and
Res
pond
ing
toM
usic
.
Pupi
lss
houl
dbe
abl
eto
:
dem
onst
rate
mus
ical
und
erst
andi
nga
nds
kills
by
expr
essi
nga
ndc
omm
unic
atin
gth
eir
thou
ghts
,ide
asa
ndfe
elin
gsth
roug
hm
akin
gan
dre
spon
ding
tom
usic
,sho
win
ga
clea
r
aw
aren
ess
ofa
udie
nce
and
purp
ose;
dem
onst
rate
cri
tical
thin
king
and
ski
lfuld
ecis
ion-
mak
ing
whe
nco
mbi
ning
the
elem
ents
ofm
usic
toc
reat
eco
mpo
sitio
nsa
ndp
erfo
rman
ces;
dem
onst
rate
mus
ical
und
erst
andi
nga
ndc
reat
ivity
whe
nm
akin
gan
dre
spon
ding
tom
usic
;us
ea
rang
eof
app
ropr
iate
res
ourc
es(i
nclu
ding
mus
icte
chno
logy
)to
expl
ore
and
expe
rim
entw
ithd
iffer
enta
ppro
ache
sto
com
posi
nga
ndp
erfo
rmin
g;de
mon
stra
tes
elfm
anag
emen
tby
wor
king
inde
pend
ently
and
sys
tem
atic
ally
,per
sist
ing
with
task
s,e
valu
atin
gan
dim
prov
ing
own
perf
orm
ance
;w
ork
effe
ctiv
ely
asm
embe
rso
fag
roup
whe
nco
mpo
sing
and
per
form
ing.
• • • • • •
NB
:Tea
cher
s m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
3.0
39
The Arts: Drama
The
Arts
:Dra
ma
The
min
imum
con
tent
is s
et o
ut b
elow
. The
sta
tuto
ry re
quir
emen
ts a
re s
et o
ut in
bol
d un
der
Kno
wle
dge,
Und
erst
andi
nga
ndS
kills
in c
olum
n 1,
und
er th
e Cu
rric
ulum
Obj
ectiv
esa
nd
Key
Ele
men
ts in
col
umns
2, 3
and
4 a
nd in
the
Lear
ning
Out
com
es a
t the
bot
tom
. Add
ition
al n
on-s
tatu
tory
gui
danc
e an
d su
gges
tions
are
set
out
in p
lain
text
and
ital
ics.
Dev
elop
ing
pupi
ls’
Kno
wle
dge,
Und
erst
andi
nga
ndS
kills
(Obj
ectiv
e1)
Dev
elop
ing
pupi
lsa
sIn
divi
dual
s(O
bjec
tive
2)D
evel
opin
gpu
pils
as
Cont
ribu
tors
toS
ocie
ty
(Obj
ectiv
e3)
Dev
elop
ing
pupi
lsa
sCo
ntri
buto
rsto
the
Econ
omy
and
the
Envi
ronm
ent
Pupi
lss
houl
dha
veo
ppor
tuni
ties,
thro
ugh
the
cont
exts
opp
osite
,to
use
dram
atic
ski
lls
appr
opri
ate
toa
udie
nce,
con
text
,pur
pose
and
task
.Th
eys
houl
dha
veo
ppor
tuni
ties
to:
enga
gew
itha
ran
geo
fstim
ulit
ode
velo
pcr
itica
lan
dcr
eativ
eth
inki
ngs
kills
;ad
opta
rol
e;ta
kep
arti
nim
prov
isat
ion;
devi
ses
crip
tsa
ndu
sed
ram
afo
rms
and
stra
tegi
ese
ffec
tivel
yto
exp
lore
and
pre
sent
id
eas;
empl
oys
ign,
sym
bol,
met
apho
ran
dim
age;
enga
gein
mov
emen
tand
/or
danc
e;ex
peri
ence
live
and
rec
orde
ddr
ama,
and
re
spon
dto
av
arie
tyo
ftex
ts;
begi
nto
dev
elop
an
appr
ecia
tion
ofth
eatr
est
yles
,gen
res
and
voca
bula
ry;
expl
ore
char
acte
risa
tion
thro
ugh
use
ofm
asks
,co
stum
e,p
rops
,pup
pets
and
ele
ctro
nic
med
ia;
eval
uate
thei
row
nan
dot
hers
’wor
k.
• • • • • • • • • •
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Expr
ess
them
selv
ese
mot
iona
llya
ndim
agin
ativ
ely
thro
ugh
dram
aan
dim
prov
isat
ion,
for
exam
ple,
use
a v
ideo
ca
mer
a to
com
pile
and
rec
ord
pers
onal
exp
erie
nce
of fa
mily
, sc
hool
or
com
mun
ity li
fe; s
crip
t, im
prov
ise
or a
ct o
ut is
sues
th
at im
pact
on
11-1
4 ye
ar o
lds.
(Key
Ele
men
t: Pe
rson
alU
nder
stan
ding
)
Expl
ore
and
resp
ond
toth
evi
ews
and
feel
ings
ofo
ther
s,
for
exam
ple,
act
out
sce
nari
os in
volv
ing
mul
tiple
vie
wpo
ints
, di
ffere
nces
of o
pini
on, s
ensi
tive
issu
es, e
tc.
(Key
Ele
men
t: M
utua
lUnd
erst
andi
ng)
Expl
ore
issu
esr
elat
edto
Per
sona
lHea
lth
Expl
ore
heal
th r
elat
ed is
sues
, for
exa
mpl
e, im
prov
ise
a sc
ene
whe
re p
eer
pres
sure
or
risk
taki
ng b
ehav
iour
is c
entr
al
to th
e na
rrat
ive.
(Key
Ele
men
t: Pe
rson
alH
ealt
h)
Expl
ore
issu
esr
elat
edto
Mor
alc
hara
cter
Dem
onst
rate
the
abili
ty a
nd w
illin
gnes
s to
cha
lleng
e st
ereo
typi
cal,
bias
ed o
r di
stor
ted
view
poin
ts w
ith
appr
opri
atel
y se
nsiti
ve, i
nfor
med
and
bal
ance
d re
spon
ses
and
take
res
pons
ibili
ty fo
r ch
oice
s an
d ac
tions
etc
.(K
ey E
lem
ent:
Mor
alC
hara
cter
)
Expl
ore
issu
esr
elat
edto
Spi
ritu
alA
war
enes
sEx
plor
e w
ays
in w
hich
upl
iftin
g/sp
iritu
al e
xper
ienc
es c
an
be c
onve
yed
thro
ugh
gest
ure,
exp
ress
ion,
mov
emen
t, da
nce
etc,
for
exam
ple,
exp
ress
ing
hope
, cel
ebra
ting
succ
ess,
etc
.(K
ey E
lem
ent:
Spir
itual
Aw
aren
ess)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Expl
ore
how
dra
ma
isu
sed
toe
duca
tea
bout
and
res
olve
is
sues
ofs
ocia
lcon
cern
, for
exa
mpl
e, c
ompo
se a
n an
ti-ra
cist
rap
for
a fo
otba
ll cl
ub; u
se a
ppro
pria
te s
trat
egie
s to
ch
alle
nge
ster
eoty
pica
l vie
ws
abou
t div
erse
loca
l or
glob
al
grou
ps.
(Key
Ele
men
t: Ci
tizen
ship
)
Expl
ore
how
dra
ma
refle
cts
and
give
sin
sigh
tint
oa
rang
eof
cul
ture
s,fo
r ex
ampl
e, in
vest
igat
e dr
ama
or
danc
e tr
aditi
ons
from
diff
eren
t cou
ntri
es; r
epre
sent
cul
tura
l si
mila
ritie
s or
diff
eren
ces
thro
ugh
perf
orm
ance
.(K
ey E
lem
ent:
Cult
ural
Und
erst
andi
ng)
Expl
ore
the
effe
cts
ofm
edia
and
ICT,
for
exam
ple,
use
pr
ojec
ted
imag
es in
a d
ocud
ram
a on
war
; use
a d
igita
l cam
era
to a
naly
se v
oice
and
mov
emen
t in
perf
orm
ance
.(K
ey E
lem
ent:
Med
iaA
war
enes
s)
Expl
ore
issu
esr
elat
edto
Eth
ical
Aw
aren
ess
Expl
ore
ethi
cal i
ssue
s th
roug
h th
e m
ediu
m o
f dra
ma,
by
impr
ovis
ing
a sc
ene
invo
lvin
g de
cisi
on m
akin
g th
at
requ
ires
wei
ghin
g up
and
mak
ing
diffi
cult
choi
ces,
for
exam
ple,
allo
catin
g lim
ited
reso
urce
s; c
ampa
igni
ng o
n a
cont
rove
rsia
l iss
ue; b
alan
cing
diff
eren
t rig
hts.
(Key
Ele
men
t: Et
hica
lAw
aren
ess)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Inve
stig
ate
how
ski
llsd
evel
oped
thro
ugh
dram
asu
cha
sem
path
y,c
onfid
ence
and
com
mun
icat
ion
skill
sar
evi
talt
olif
e/w
ork
situ
atio
nsa
nda
ran
geo
fcar
eers
, for
exa
mpl
e,
jobs
with
in th
e cr
eativ
e in
dust
ries
, or
invo
lvin
g de
sign
, ed
ucat
ion,
man
agem
ent o
f peo
ple
and
reso
urce
s, m
edia
and
te
chno
logy
, per
form
ing
arts
, hea
lthca
re, t
hera
py, w
ritin
g,
polit
ics,
law
, etc
.(K
ey E
lem
ent:
Empl
oyab
ility
)
Expl
ore
issu
esr
elat
edto
Eco
nom
icA
war
enes
sEx
plor
e is
sues
rel
ated
to p
lan
the
proc
esse
s in
volv
ed in
pr
oduc
ing
a pl
ay o
r st
age
mus
ical
, for
exa
mpl
e, fi
nd o
ut
how
to a
cces
s fu
ndin
g, h
ow to
adv
ertis
e an
d m
arke
t the
sho
w.
(Key
Ele
men
t: Ec
onom
icA
war
enes
s)
Expl
ore
issu
esr
elat
edto
Edu
catio
nfo
rSu
stai
nabl
eD
evel
opm
ent
Expl
ore
how
dra
ma
can
prov
ide
oppo
rtun
ities
for
pupi
ls to
de
velo
p re
spec
t for
thei
r en
viro
nmen
t and
that
of o
ther
s,
for
exam
ple,
cre
ate
a sc
ene
or p
erfo
rman
ce th
at h
ighl
ight
s th
e im
pact
of a
topi
cal,
envi
ronm
enta
l iss
ue.
(Key
Ele
men
t: Ed
ucat
ion
for
Sust
aina
ble
Dev
elop
men
t)
Lear
ning
Out
com
es
The
lear
ning
out
com
esr
equi
reth
ede
mon
stra
tion
ofs
kills
and
app
licat
ion
ofk
now
ledg
ean
dun
ders
tand
ing
ofD
ram
a.
Pupi
lss
houl
dbe
abl
eto
:
rese
arch
and
man
age
info
rmat
ion
effe
ctiv
ely
toin
vest
igat
eis
sues
,inc
ludi
ngU
sing
Mat
hem
atic
san
dU
sing
ICT
whe
rea
ppro
pria
te;
show
dee
per
unde
rsta
ndin
gby
thin
king
cri
tical
lya
ndfl
exib
ly,s
olvi
ngp
robl
ems
and
mak
ing
info
rmed
dec
isio
ns,d
emon
stra
ting
Usi
ngM
athe
mat
ics
and
Usi
ngIC
Tw
here
appr
opri
ate;
dem
onst
rate
cre
ativ
itya
ndin
itiat
ive
whe
nde
velo
ping
idea
san
dfo
llow
ing
them
thro
ugh;
wor
kef
fect
ivel
yw
itho
ther
s;de
mon
stra
tes
elfm
anag
emen
tby
wor
king
sys
tem
atic
ally
,per
sist
ing
with
task
s,e
valu
atin
gan
dim
prov
ing
own
perf
orm
ance
.co
mm
unic
ate
effe
ctiv
ely
ino
ral,
visu
al,w
ritt
ena
ndIC
Tfo
rmat
s,s
how
ing
clea
raw
aren
ess
ofa
udie
nce
and
purp
ose.
• • • • • •
NB
:Tea
cher
s m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
3.0
40
NB
: Tea
cher
s m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
Environment and Society:History
Envi
ronm
ent a
nd S
ocie
ty:H
isto
ryTh
e m
inim
um c
onte
nt is
set
out
bel
ow. T
he s
tatu
tory
requ
irem
ents
are
set
out
in b
old
unde
r K
now
ledg
e,U
nder
stan
ding
and
Ski
lls in
col
umn
1, u
nder
the
Curr
icul
umO
bjec
tives
and
K
eyE
lem
ents
in c
olum
ns 2
, 3 a
nd 4
and
in th
e Le
arni
ngO
utco
mes
at t
he b
otto
m. A
dditi
onal
non
-sta
tuto
ry g
uida
nce
and
sugg
estio
ns a
re s
et o
ut in
pla
in te
xt a
nd it
alic
s.
Dev
elop
ing
pupi
ls’
Kno
wle
dge,
Und
erst
andi
nga
ndS
kills
(Obj
ectiv
e1)
Dev
elop
ing
pupi
lsa
sIn
divi
dual
s(O
bjec
tive
2)D
evel
opin
gpu
pils
as
Cont
ribu
tors
toS
ocie
ty
(Obj
ectiv
e3)
Dev
elop
ing
pupi
lsa
sCo
ntri
buto
rsto
the
Econ
omy
and
the
Envi
ronm
ent
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
inve
stig
ate
the
past
and
its
impa
cto
nou
rw
orld
toda
yth
roug
han
und
erst
andi
ngo
f:di
ffer
entp
ersp
ectiv
esa
ndin
terp
reta
tions
;ca
use
and
effe
ct;
cont
inui
tya
ndc
hang
e;pr
ogre
ssio
nan
dre
gres
sion
;
and
byd
evel
opin
g:th
een
quir
ysk
ills
tou
nder
take
his
tori
cali
nves
tiga -
tions
;cr
itica
lthi
nkin
gsk
ills
toe
valu
ate
ara
nge
ofe
vide
nce
and
appr
ecia
ted
iffer
enti
nter
pret
atio
ns;
crea
tive
thin
king
ski
llsin
thei
rap
proa
chto
sol
ving
pr
oble
ms
and
mak
ing
deci
sion
s;ch
rono
logi
cala
war
enes
san
dth
eab
ility
tom
ake
co
nnec
tions
bet
wee
nhi
stor
ical
per
iods
,eve
nts
and
turn
ing
poin
ts;
ana
bilit
yto
cha
lleng
est
ereo
typi
cal,
bias
edo
rdi
stor
ted
view
poin
tsw
itha
ppro
pria
tely
sen
sitiv
e,
info
rmed
and
bal
ance
dre
spon
ses;
thro
ugh
abr
oad
and
bala
nced
ran
geo
f:hi
stor
ical
per
iods
;Ir
ish,
Bri
tish,
Eur
opea
nan
dgl
obal
con
text
s;si
gnifi
cant
pol
itica
l,so
cial
,eco
nom
ic,c
ultu
rala
nd
relig
ious
dev
elop
men
t.
• • • • • • • • • • • •
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Expl
ore
how
his
tory
has
aff
ecte
dth
eir
pers
onal
iden
tity,
cu
ltur
ean
dlif
esty
le, f
or e
xam
ple,
how
loca
tion/
birt
hpla
ce, f
amily
his
tory
, rel
igio
n, n
atio
nalit
y, s
port
, la
ngua
ge, t
radi
tions
etc
. hav
e be
en s
hape
d by
his
tori
cal
even
ts s
uch
as R
efor
mat
ion,
pla
ntat
ion,
set
tlem
ent,
colo
nisa
tion,
em
igra
tion,
imm
igra
tion,
etc
.(K
ey E
lem
ent:
Pers
onal
Und
erst
andi
ng)
Inve
stig
ate
how
his
tory
has
bee
nse
lect
ivel
yin
terp
rete
dto
cre
ate
ster
eoty
pica
lper
cept
ions
and
toju
stify
vie
ws
and
actio
ns, f
or e
xam
ple,
the
Trou
bles
, sla
very
, apa
rthe
id,
Arab
/Isr
aeli
confl
ict,
etc.
(Key
Ele
men
t: M
utua
lUnd
erst
andi
ng)
Inve
stig
ate
indi
vidu
als
who
are
con
side
red
toh
ave
take
na
sign
ifica
ntm
oral
sta
nda
nde
xam
ine
thei
rm
otiv
atio
nan
dle
gacy
, for
exa
mpl
e, G
alile
o, G
andh
i, M
ande
la, M
artin
Lu
ther
Kin
g, R
osa
Park
s, O
scar
Sch
indl
er, e
tc.
(Key
Ele
men
t: M
oral
Cha
ract
er)
Expl
ore
issu
esr
elat
edto
Per
sona
lHea
lth
Inve
stig
ate
how
and
why
hea
lth s
tand
ards
hav
e ch
ange
d ov
er ti
me,
for
exam
ple,
exp
lore
pub
lic h
ealth
in a
noth
er
peri
od a
nd d
raw
com
pari
sons
with
mod
ern
heal
th is
sues
.(K
ey E
lem
ent:
Pers
onal
Hea
lth)
Expl
ore
issu
esr
elat
edto
Spi
ritu
alA
war
enes
sIn
vest
igat
e an
d ev
alua
te th
e sp
iritu
al b
elie
fs a
nd le
gacy
of
civ
ilisa
tions
, for
exa
mpl
e, th
e Az
tecs
, Inc
as, E
gypt
ians
, R
oman
s, G
reek
s, N
ativ
e Am
eric
ans,
Med
ieva
l Chr
istia
ns,
etc.
(Key
Ele
men
t: Sp
iritu
alA
war
enes
s)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Inve
stig
ate
the
long
and
sho
rtte
rmc
ause
san
dco
nseq
uenc
eso
fthe
par
titio
nof
Irel
and
and
how
ith
as
influ
ence
dN
orth
ern
Irel
and
toda
yin
clud
ing
key
even
ts
and
turn
ing
poin
ts.
(Key
Ele
men
t: Ci
tizen
ship
)
Inve
stig
ate
the
impa
cto
fsig
nific
ante
vent
s/id
eas
ofth
e20
thc
entu
ryo
nth
ew
orld
, for
exa
mpl
e, w
ar, w
omen
’s
righ
ts, i
nter
natio
nal t
erro
rism
, dev
elop
men
ts in
tran
spor
t an
d tr
avel
, tec
hnol
ogy,
med
icin
e, th
e ar
ts, e
tc.
(Key
Ele
men
t: Cu
ltur
alU
nder
stan
ding
)
Criti
cally
inve
stig
ate
and
eval
uate
the
pow
ero
fthe
m
edia
inth
eir
repr
esen
tatio
nof
as
igni
fican
this
tori
cal
even
tor
indi
vidu
al, f
or e
xam
ple,
thro
ugh
film
, do
cudr
ama,
nov
el, i
nter
net,
new
spap
er, c
arto
on, e
tc.
(Key
Ele
men
t: M
edia
Aw
aren
ess)
Inve
stig
ate
criti
cali
ssue
sin
his
tory
or
hist
oric
alfi
gure
sw
hoh
ave
beha
ved
ethi
cally
or
unet
hica
lly, f
or e
xam
ple,
sl
aver
y, th
e us
e of
ato
m b
omb,
the
deci
sion
to d
ecla
re
war
, the
Hol
ocau
st, e
tc.
(Key
Ele
men
t: Et
hica
lAw
aren
ess)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Inve
stig
ate
how
the
skill
sde
velo
ped
thro
ugh
hist
ory
will
be
use
fuli
na
rang
eof
car
eers
,for
exa
mpl
e, jo
bs in
volv
ing
adve
rtis
ing,
adv
ocac
y, a
rchi
ving
, ana
lysi
ng p
robl
ems,
re
sear
chin
g, c
ampa
igni
ng, e
duca
ting,
med
iatin
g, r
epor
t-w
ritin
g, e
tc.
Inve
stig
ate
the
char
acte
rist
ics
and
achi
evem
ents
of
entr
epre
neur
s ov
er ti
me,
for
exam
ple,
Bru
nel,
Har
ry
Ferg
uson
, Will
iam
Dar
gan,
etc
. (K
ey E
lem
ent:
Empl
oyab
ility
)
Inve
stig
ate
the
need
top
rese
rve
hist
ory
inth
elo
cal
and
glob
ale
nvir
onm
ent,
for
exam
ple,
vis
it an
impo
rtan
t hi
stor
ical
site
and
eva
luat
e th
e m
easu
res
take
n to
pre
serv
e it;
cre
ate
the
case
for
a lo
cal b
uild
ing
or s
ite to
be
pres
erve
d.Ex
plor
e th
e co
ntri
butio
n of
her
itage
tour
ism
to s
ocie
ty,
the
econ
omy
and
the
envi
ronm
ent.
Eval
uate
the
envi
ronm
enta
l im
pact
of w
ars
or in
dust
rial
re
volu
tion.
(Key
Ele
men
t: Ed
ucat
ion
for
Sust
aina
ble
Dev
elop
men
t)
Expl
ore
issu
esr
elat
edto
Eco
nom
icA
war
enes
sIn
vest
igat
e th
e ch
angi
ng n
atur
e of
loca
l and
glo
bal
econ
omie
s ov
er ti
me,
for
exam
ple,
exp
lora
tion
and
trad
e,
indu
stri
alis
atio
n, g
loba
lisat
ion,
wom
en in
the
wor
kpla
ce,
wor
kers
’ rig
hts,
etc
.In
vest
igat
e th
e im
pact
of t
echn
olog
y in
the
wor
kpla
ce o
ver
time,
for
exam
ple,
the
linen
indu
stry
, te
leco
mm
unic
atio
ns, c
ompu
ters
, etc
.(K
ey E
lem
ent:
Econ
omic
Aw
aren
ess)
Lear
ning
Out
com
es
The
lear
ning
out
com
esr
equi
reth
ede
mon
stra
tion
of
skill
san
dap
plic
atio
nof
kno
wle
dge
and
unde
rsta
ndin
gof
His
tory
and
its
impa
cto
nth
epr
esen
t.
Pupi
lss
houl
dbe
abl
eto
:
rese
arch
and
man
age
info
rmat
ion
effe
ctiv
ely
toin
vest
igat
ehi
stor
ical
issu
es,i
nclu
ding
Usi
ngM
athe
mat
ics
and
Usi
ngIC
Tw
here
app
ropr
iate
;sh
owd
eepe
rhi
stor
ical
und
erst
andi
ngb
yth
inki
ngc
ritic
ally
and
flex
ibly
,sol
ving
pro
blem
san
dm
akin
gin
form
edd
ecis
ions
,dem
onst
ratin
gU
sing
Mat
hem
atic
san
dU
sing
ICT
whe
rea
ppro
pria
te;
dem
onst
rate
cre
ativ
itya
ndin
itiat
ive
whe
nde
velo
ping
idea
san
dfo
llow
ing
them
thro
ugh;
wor
kef
fect
ivel
yw
itho
ther
s;de
mon
stra
tes
elf-
man
agem
entb
yw
orki
ngs
yste
mat
ical
ly,p
ersi
stin
gw
ithta
sks,
eva
luat
ing
and
impr
ovin
gow
npe
rfor
man
ce;
com
mun
icat
eef
fect
ivel
yin
ora
l,vi
sual
,wri
tten
,mat
hem
atic
ala
ndIC
Tfo
rmat
s,s
how
ing
clea
raw
aren
ess
ofa
udie
nce
and
purp
ose.
• • • • • •
3.0
41
Environment and Society:GeographyEn
viro
nmen
t and
Soc
iety
:Geo
grap
hyTh
e m
inim
um c
onte
nt is
set
out
bel
ow. T
he s
tatu
tory
requ
irem
ents
are
set
out
in b
old
unde
r K
now
ledg
e,U
nder
stan
ding
and
Ski
llsin
col
umn
1, u
nder
the
Curr
icul
umO
bjec
tives
and
K
eyE
lem
ents
in c
olum
ns 2
, 3 a
nd 4
and
in th
e Le
arni
ngO
utco
mes
at t
he b
otto
m. A
dditi
onal
non
-sta
tuto
ry g
uida
nce
and
sugg
estio
ns a
re s
et o
ut in
pla
in te
xt a
nd it
alic
s.
Dev
elop
ing
pupi
ls’
Kno
wle
dge,
Und
erst
andi
nga
nd
Skill
s
(Obj
ectiv
e1)
Dev
elop
ing
pupi
lsa
sIn
divi
dual
s(O
bjec
tive
2)D
evel
opin
gpu
pils
as
Cont
ribu
tors
toS
ocie
ty
(Obj
ectiv
e3)
Dev
elop
ing
pupi
lsa
sCo
ntri
buto
rsto
the
Econ
omy
and
the
Envi
ronm
ent
Pupi
lss
houl
dha
veo
ppor
tuni
ties,
th
roug
hth
eco
ntex
tso
ppos
ite,t
o:
deve
lop
geog
raph
ical
ski
llsto
inte
rpre
tsp
atia
lpat
tern
sin
clud
ing
atla
san
dm
ap-w
ork
skill
s;
deve
lop
enqu
iry
and
field
wor
ksk
ills–
ques
tioni
ng,p
lann
ing,
col
lect
ing,
re
cord
ing,
pre
sent
ing,
ana
lysi
ng,
inte
rpre
ting
info
rmat
ion
and
draw
ing
conc
lusi
ons
rela
ting
toa
ran
geo
fpr
imar
yan
dse
cond
ary
sour
ces;
deve
lop
criti
cala
ndc
reat
ive
thin
king
sk
ills
tos
olve
geo
grap
hica
lpro
blem
san
dm
ake
info
rmed
dec
isio
ns;
deve
lop
ase
nse
ofp
lace
thro
ugh
the
stud
yof
:ra
nge
oflo
cal,
natio
nal,
Euro
pean
and
gl
obal
con
text
s;co
ntra
stin
gph
ysic
ala
ndh
uman
en
viro
nmen
ts;
issu
eso
ftop
ical
sig
nific
ance
;
ino
rder
tod
evel
opa
nun
ders
tand
ing
of:
phys
ical
pro
cess
eso
flan
dsca
pe
deve
lopm
ent;
the
inte
rrel
atio
nshi
psb
etw
een
phys
i-ca
land
hum
ane
nvir
onm
ents
;th
edy
nam
icn
atur
eof
phy
sica
land
hu
man
env
iron
men
ts;
the
way
sin
whi
chp
lace
sar
ein
terd
e -pe
nden
t;th
ene
edfo
rso
cial
,eco
nom
ica
nd
envi
ronm
enta
lcha
nge
tob
esu
stai
n -ab
le.
• • • • • • • •
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Dev
elop
as
ense
ofp
lace
and
bel
ongi
nga
talo
call
evel
,for
exa
mpl
e,
map
ping
jour
ney
to s
choo
l, lo
cal b
ound
arie
s or
frie
ndsh
ip p
atte
rns;
in
vest
igat
ing
loca
l pla
ce n
ames
.D
emon
stra
tea
naw
aren
ess
ofth
eir
own
rela
tions
hips
too
ther
pla
ces,
pe
ople
san
den
viro
nmen
ts,f
rom
loca
lto
glob
al, f
or e
xam
ple,
thro
ugh
trav
el, r
etai
l or
spor
t; e-
mai
l lin
ks to
oth
er s
choo
ls c
ompa
ring
wea
ther
da
ta, l
ifest
yle,
etc
.(K
ey E
lem
ent:
Pers
onal
Und
erst
andi
ng)
Expl
ore
issu
esr
elat
edto
Mut
ualU
nder
stan
ding
Chal
leng
e st
ereo
type
s an
d pe
rcep
tions
of d
iffer
ent p
lace
s, p
eopl
es a
nd
envi
ronm
ents
, for
exa
mpl
e, b
y cr
eatin
g a
phot
o ga
llery
and
/or
fact
-file
.In
vest
igat
e th
e im
pact
of d
iver
sity
on
a lo
cal s
ettle
men
t, fo
r ex
ampl
e,
segr
egat
ion,
con
flict
, mul
ticul
tura
lism
, etc
.In
vest
igat
e th
e ph
ysic
al a
nd h
uman
fact
ors
that
res
ult i
n pe
ople
hav
ing
to m
ake
life-
chan
ging
dec
isio
ns, f
or e
xam
ple,
fam
ily p
lann
ing,
eco
nom
ic
mig
ratio
n, e
tc.
(Key
Ele
men
t: M
utua
lUnd
erst
andi
ng)
Expl
ore
issu
esr
elat
edto
Per
sona
lHea
lth
Inve
stig
ate
fact
ors
that
impa
ct o
n pe
rson
al h
ealth
loca
lly, f
or e
xam
ple,
lo
catio
n, p
ollu
tion,
life
styl
e, e
tc.
Expl
ore
the
influ
ence
s on
glo
bal p
atte
rns
of h
ealth
, for
exa
mpl
e,
pove
rty,
Aid
s, a
cces
s to
cle
an w
ater
, edu
catio
n, e
tc.
(Key
Ele
men
t: Pe
rson
alH
ealt
h)
Expl
ore
issu
esr
elat
edto
Mor
alC
hara
cter
Chal
leng
e st
ereo
typi
cal,
bias
ed o
r di
stor
ted
view
poin
ts w
ith
appr
opri
atel
y se
nsiti
ve, i
nfor
med
and
bal
ance
d re
spon
ses.
Take
res
pons
ibili
ty fo
r ch
oice
s an
d ac
tions
.(K
ey E
lem
ent:
Mor
alC
hara
cter
)
Expl
ore
issu
esr
elat
edto
Spi
ritu
alA
war
enes
sR
espo
nd to
the
dive
rsity
and
bea
uty
of th
e na
tura
l and
hum
an w
orld
.R
eflec
t on
thei
r ex
peri
ence
s of
a v
isit
to a
dra
mat
ic la
ndsc
ape,
for
exam
ple,
cre
ate
a pr
esen
tatio
n ab
out a
per
sona
lly in
spir
ing
envi
ronm
ent
or fe
atur
e.K
ey E
lem
ent:
Spir
itual
Aw
aren
ess)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Inve
stig
ate
diffe
renc
es in
life
styl
e w
ithin
and
bet
wee
n co
untr
ies.
Expl
ore
how
we
can
play
ar
ole
inh
elpi
ngto
pro
mot
ea
fair
erw
orld
for
all,
for
exam
ple,
dra
w u
p a
scho
ol r
ecyc
ling
and/
or F
air
Trad
e po
licy;
eva
luat
e di
ffere
nt ty
pes
of a
id.
(Key
Ele
men
t: Ci
tizen
ship
)
Dev
elop
an
unde
rsta
ndin
gof
how
peo
ple
ind
iffer
entp
lace
sin
tera
ctw
ithth
eir
envi
ronm
ent,
for
exam
ple,
con
tras
t how
pe
ople
from
diff
eren
t par
ts o
f the
wor
ld a
dapt
to th
reat
s/op
port
uniti
es p
osed
by
thei
r en
viro
nmen
ts (p
hysi
cal,
soci
al,
econ
omic
).(K
ey E
lem
ent:
Cult
ural
Und
erst
andi
ng)
Expl
ore
issu
esr
elat
edto
Med
iaA
war
enes
sIn
vest
igat
e th
e ca
uses
and
con
sequ
ence
s of
an
envi
ronm
enta
l eve
nt m
akin
g th
e ne
ws
and
eval
uate
how
it is
re
port
ed in
the
med
ia.
Crea
te a
vid
eo/n
ews-
bulle
tin to
info
rm a
bout
, for
exa
mpl
e,
an e
arth
quak
e, v
olca
no, e
xtre
me
wea
ther
eve
nt, l
ocal
pol
lutio
n in
cide
nt, e
tc.
(Key
Ele
men
t: M
edia
Aw
aren
ess)
Expl
ore
issu
esr
elat
edto
Eth
ical
Aw
aren
ess
Res
earc
h an
d de
bate
eth
ical
issu
es in
geo
grap
hy, f
or
exam
ple,
wor
ld d
ebt,
nucl
ear
pow
er, p
opul
atio
n po
licie
s, u
se o
f no
n-re
new
able
res
ourc
es, e
tc.
(Key
Ele
men
t: Et
hica
lAw
aren
ess)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Inve
stig
ate
how
the
skill
sde
velo
ped
thro
ugh
Geo
grap
hyw
illb
eus
eful
toa
ran
geo
fcar
eers
,for
ex
ampl
e, jo
bs in
volv
ing
char
ting
and
map
ping
, dat
a ha
ndlin
g, e
duca
ting,
mar
ketin
g, p
lann
ing,
res
ourc
e or
en
viro
nmen
tal m
anag
emen
t, re
port
-wri
ting,
sur
veyi
ng,
tour
ism
, tra
nspo
rtat
ion,
wea
ther
fore
cast
ing,
etc
.(K
ey E
lem
ent:
Empl
oyab
ility
)
Inve
stig
ate
how
phy
sica
lpro
cess
eso
pera
teto
cre
ate
dist
inct
and
div
erse
env
iron
men
ts, f
or e
xam
ple,
Mar
ble
Arch
cav
es, T
he M
ourn
es, T
he G
iant
’s C
ause
way
, loc
al
peat
land
s, T
he B
urre
n, T
he A
lps,
Gra
nd C
anyo
n, tr
opic
al
rain
fore
sts,
sav
anna
h gr
assl
and,
etc
.In
vest
igat
eth
eim
pact
ofc
onfli
ctb
etw
een
soci
al,
econ
omic
and
env
iron
men
taln
eeds
,bot
hlo
cally
and
gl
obal
lyfo
r ex
ampl
e, e
rosi
on, fl
oodi
ng, p
ollu
tion,
loss
of
biod
iver
sity
, clim
ate
chan
ge, d
eser
tifica
tion,
def
ores
tatio
n,
etc.
Expl
ore
how
we
can
exer
cise
env
iron
men
tal
stew
ards
hip
and
help
pro
mot
ea
bett
erq
ualit
yof
lif
efo
rpr
esen
tand
futu
reg
ener
atio
ns,b
oth
loca
lly
and
glob
ally
, for
exa
mpl
e, s
usta
inab
le c
lass
room
s,
eco-
scho
ols,
Citi
zens
hip
Actio
n Pr
ojec
ts, r
esou
rce
and
was
te m
anag
emen
t str
ateg
ies,
pro
mot
ion
of g
eo-
and
bio-
dive
rsity
, sus
tain
able
tow
ns/c
ities
, con
serv
atio
n of
nat
ural
re
sour
ces,
eco
-tou
rism
, Fai
r Tr
ade,
etc
. (K
ey E
lem
ent:
Educ
atio
nfo
rSu
stai
nabl
eD
evel
opm
ent)
Expl
ore
issu
esr
elat
edto
Eco
nom
icA
war
enes
sIn
vest
igat
e th
e im
pact
of g
loba
lisat
ion
and
how
it h
as
prod
uced
win
ners
and
lose
rs, f
or e
xam
ple,
impa
ct o
n a
N. I
rela
nd b
usin
ess/
indu
stry
, chi
ld la
bour
, tra
ns-n
atio
nal
corp
orat
ions
, etc
.(K
ey E
lem
ent:
Econ
omic
Aw
aren
ess)
Lear
ning
Out
com
es
The
lear
ning
out
com
esr
equi
reth
ede
mon
stra
tion
ofs
kills
and
app
licat
ion
ofk
now
ledg
ean
dun
ders
tand
ing
of
Geo
grap
hy.
Pupi
lss
houl
dbe
abl
eto
:
dem
onst
rate
ski
llsin
usi
ngm
aps,
fiel
dwor
keq
uipm
enta
ndm
etho
dso
fdat
aco
llect
ion
inu
nder
taki
ngg
eogr
aphi
cale
nqui
ry;
rese
arch
and
man
age
info
rmat
ion
effe
ctiv
ely
toin
vest
igat
ege
ogra
phic
alis
sues
,inc
ludi
ngU
sing
Mat
hem
atic
san
dU
sing
ICT
whe
rea
ppro
pria
te;
show
dee
per
geog
raph
ical
und
erst
andi
ngb
yth
inki
ngc
ritic
ally
and
flex
ibly
,sol
ving
pro
blem
san
dm
akin
gin
form
edd
ecis
ions
,dem
onst
ratin
gU
sing
Mat
hem
atic
san
dU
sing
ICT
whe
re
ap
prop
riat
e;de
mon
stra
tec
reat
ivity
and
initi
ativ
ew
hen
deve
lopi
ngid
eas
and
follo
win
gth
emth
roug
h;w
ork
effe
ctiv
ely
with
oth
ers;
dem
onst
rate
sel
f-m
anag
emen
tby
wor
king
sys
tem
atic
ally
,per
sist
ing
with
task
s,e
valu
atin
gan
dim
prov
ing
own
perf
orm
ance
;co
mm
unic
ate
effe
ctiv
ely
ino
ral,
visu
al,w
ritt
en,m
athe
mat
ical
and
ICT
form
ats,
sho
win
gcl
ear
awar
enes
sof
aud
ienc
ean
dpu
rpos
e.
• • • • • • •
NB
:Tea
cher
s m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
3.0
42
Science and Technology:Science
Scie
nce
and
Tech
nolo
gy:S
cien
ceTh
e m
inim
um c
onte
nt is
set
out
bel
ow. T
he s
tatu
tory
requ
irem
ents
are
set
out
in b
old
unde
r K
now
ledg
e,U
nder
stan
ding
and
Ski
llsin
col
umn
1, u
nder
the
Curr
icul
umO
bjec
tives
and
K
eyE
lem
ents
in c
olum
ns 2
, 3 a
nd 4
and
in th
e Le
arni
ngO
utco
mes
at t
he b
otto
m. A
dditi
onal
non
-sta
tuto
ry g
uida
nce
and
sugg
estio
ns a
re s
et o
ut in
pla
in te
xt a
nd it
alic
s.
Dev
elop
ing
pupi
ls’
Kno
wle
dge,
Und
erst
andi
nga
ndS
kills
(Obj
ectiv
e1)
Dev
elop
ing
pupi
lsa
sIn
divi
dual
s(O
bjec
tive
2)D
evel
opin
gpu
pils
as
Cont
ribu
tors
toS
ocie
ty
(Obj
ectiv
e3)
Dev
elop
ing
pupi
lsa
sCo
ntri
buto
rsto
the
Econ
omy
and
the
Envi
ronm
ent
Pupi
lss
houl
dha
veo
ppor
tuni
ties,
thro
ugh
the
cont
exts
opp
osite
,to:
deve
lop
skill
sin
sci
entifi
cm
etho
dso
fenq
uiry
to
furt
her
scie
ntifi
ckn
owle
dge
and
unde
rsta
ndin
g:pl
anni
ngfo
rin
vest
igat
ions
,ob
tain
ing
evid
ence
,pr
esen
ting
and
inte
rpre
ting
resu
lts;
deve
lop
crea
tive
and
criti
calt
hink
ing
inth
eir
appr
oach
tos
olvi
ngs
cien
tific
prob
lem
s;
rese
arch
sci
entifi
cin
form
atio
nfr
oma
ran
geo
fso
urce
s;
deve
lop
ara
nge
ofp
ract
ical
ski
lls,i
nclu
ding
the
safe
us
eof
sci
ence
equ
ipm
ent;
lear
nab
out:
Org
anis
ms
and
Hea
lth
Inte
rdep
ende
nce
ofp
lant
san
dan
imal
sCe
lls,g
enes
and
rep
rodu
ctio
nH
ealt
hyb
ody
and
min
d
Chem
ical
and
mat
eria
lbeh
avio
urAt
oms
and
chem
ical
cha
nges
Stru
ctur
es,p
rope
rtie
s,u
ses
ofm
ater
ials
Elem
ents
,com
poun
dsa
ndm
ixtu
res
Forc
esa
nde
nerg
yFo
rces
and
ene
rgy
tran
sfer
Usi
nge
lect
rici
tySo
und
and
light
Eart
han
dU
nive
rse
The
envi
ronm
enta
ndh
uman
influ
ence
sTh
eso
lar
syst
ema
ndu
nive
rse.
• • • • • • • • • • • • • •
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Expl
ore
emot
iona
ldev
elop
men
t,fo
r ex
ampl
e, th
e ch
ange
s as
soci
ated
with
pub
erty
.In
vest
igat
ew
ays
ofim
prov
ing
own
lear
ning
by
findi
ngo
ut
how
the
brai
nfu
nctio
ns.
(Key
Ele
men
t: Pe
rson
alU
nder
stan
ding
)
Expl
ore
phys
ical
,che
mic
ala
ndb
iolo
gica
leff
ects
on
pers
onal
hea
lth,
for
exam
ple,
inhe
rite
d ch
arac
teri
stic
s,
exer
cise
and
nut
ritio
n, m
isus
e of
che
mic
als,
loud
sou
nd, e
tc.
(Key
Ele
men
t: Pe
rson
alH
ealt
h)
Expl
ore
issu
esr
elat
edto
Mut
ualU
nder
stan
ding
Res
pect
and
co-
oper
ate
with
oth
ers
in th
e pr
oces
s of
sc
ient
ific
enqu
iry,
for
exam
ple,
wor
k ef
fect
ivel
y as
par
t of a
te
am in
inve
stig
ativ
e w
ork.
(Key
Ele
men
t: M
utua
lUnd
erst
andi
ng)
Expl
ore
issu
esr
elat
edto
Mor
alC
hara
cter
Rec
ogni
se a
nd c
halle
nge
over
-sim
plis
tic o
r di
stor
ted
gene
ralis
atio
ns a
bout
sci
ence
with
info
rmed
and
bal
ance
d re
spon
ses
and
take
res
pons
ibili
ty fo
r ch
oice
s an
d ac
tions
.(K
ey E
lem
ent:
Mor
alC
hara
cter
)
Expl
ore
issu
esr
elat
edto
Spi
ritu
alA
war
enes
sD
evel
op a
sen
se o
f won
der
abou
t the
uni
vers
e, fo
r ex
ampl
e, th
e sc
ale
from
the
smal
lnes
s of
the
atom
to th
e va
stne
ss o
f out
er s
pace
; the
com
plex
ity, d
iver
sity
, and
in
terd
epen
denc
e of
livi
ng th
ings
.(K
ey E
lem
ent:
Spir
itual
Aw
aren
ess)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Inve
stig
ate
how
the
med
ia(i
nter
net,
tele
visi
on,
radi
o, n
ewsp
aper
s)h
elp
info
rmth
epu
blic
abo
ut
scie
nce
and
scie
nce
rela
ted
issu
es.E
xplo
re s
ome
of th
e st
reng
ths
and
limita
tions
of t
hese
sou
rces
of
info
rmat
ion,
for
exam
ple,
mai
ntai
n a
jour
nal o
f sc
ienc
e is
sues
in th
e ne
ws;
com
pare
and
con
tras
t di
ffere
nt a
ppro
ache
s to
dea
ling
with
sci
entifi
c is
sues
.(K
ey E
lem
ent:
Med
iaA
war
enes
s)
Expl
ore
som
eet
hica
ldile
mm
asa
risi
ngfr
om
scie
ntifi
cde
velo
pmen
ts, f
or e
xam
ple,
test
ing
of n
ew
chem
ical
pro
duct
s fo
r w
eapo
ns d
evel
opm
ent;
grow
ing
gene
tical
ly m
odifi
ed c
rops
.(K
ey E
lem
ent:
Ethi
calA
war
enes
s)
Expl
ore
issu
esr
elat
edto
Citi
zens
hip
Cons
ider
fact
ors
that
nee
d to
be
take
n in
to a
ccou
nt
whe
n as
sess
ing
stat
emen
ts th
at c
laim
to b
e ba
sed
on s
cien
tific
rese
arch
into
issu
es a
ffect
ing
soci
ety,
fo
r ex
ampl
e, th
e na
ture
, qua
lity
and
sour
ce o
f the
dat
a.(K
ey E
lem
ent:
Citiz
ensh
ip)
Expl
ore
issu
esr
elat
edto
Cul
tura
lUnd
erst
andi
ngCo
nsid
er h
ow th
e de
velo
pmen
t of s
cien
tific
idea
s or
th
eori
es r
elat
e to
the
hist
oric
al o
r cu
ltura
l con
text
, fo
r ex
ampl
e, th
e de
velo
pmen
t of t
he h
elio
cent
ric
mod
el o
f the
sol
ar s
yste
m, J
enne
r’s
wor
k on
va
ccin
atio
n, e
tc.
(Key
Ele
men
t: Cu
ltur
alU
nder
stan
ding
)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Iden
tify
how
ski
llsd
evel
oped
thro
ugh
scie
nce
will
be
use
fult
oa
wid
era
nge
ofc
aree
rs,f
or e
xam
ple,
jo
bs in
volv
ing
anim
al w
elfa
re, b
uild
ing
and
cons
truc
tion,
ed
ucat
ion,
ele
ctri
cal w
ork
, eng
inee
ring
, env
iron
men
tal
man
agem
ent,
finan
cial
ser
vice
s, fo
od a
nd fa
rmin
g,
fore
nsic
s, in
form
atio
n an
d co
mm
unic
atio
ns te
chno
logy
, jo
urna
lism
, plu
mbi
ng, t
echn
olog
y, p
harm
aceu
tical
s,
med
icin
e, e
tc.
(Key
Ele
men
t: Em
ploy
abili
ty)
Inve
stig
ate
apr
oduc
tofe
cono
mic
impo
rtan
ceto
de
term
ine
the
scie
nce
behi
ndit
, for
exa
mpl
e, e
xplo
re a
su
cces
sful
loca
l pro
duct
and
gen
erat
e id
eas
for
a pr
oduc
t of
thei
r ow
n.In
vest
igat
e a
prod
uct t
o de
term
ine
best
val
ue, f
or
exam
ple,
com
pare
per
form
ance
and
cos
t of a
n ec
onom
y an
d br
ande
d pr
oduc
t, co
nsum
er p
rodu
ct te
stin
g, e
tc.
(Key
Ele
men
t: Ec
onom
icA
war
enes
s)
Inve
stig
ate
the
effe
cts
ofp
ollu
tion,
for
exam
ple,
wat
er,
air,
land
, sou
nd e
tc. a
nd s
peci
ficm
easu
res
toim
prov
ean
dpr
otec
tthe
env
iron
men
t,fo
r ex
ampl
e, r
enew
able
en
ergy
, effi
cien
t use
of r
esou
rces
, was
te m
inim
isat
ion,
etc
.Ex
plor
eth
eim
port
ance
ofb
iodi
vers
ity,h
owit
impa
cts
ono
urli
ves
and
how
itis
aff
ecte
dby
hum
ana
ctiv
ity.
Inve
stig
ate
wha
tcan
be
done
toc
onse
rve
and
prom
ote
biod
iver
sity
,for
exa
mpl
e, s
choo
l wild
life
gard
ens/
wild
erne
ss a
reas
, ant
i-po
llutio
n st
rate
gies
, hab
itat
man
agem
ent,
etc.
(Key
Ele
men
t: Ed
ucat
ion
for
Sust
aina
ble
Dev
elop
men
t)
Lear
ning
Out
com
es
The
lear
ning
out
com
esr
equi
reth
ede
mon
stra
tion
ofs
kills
and
app
licat
ion
ofk
now
ledg
ean
dun
ders
tand
ing
ofS
cien
ce.
Pupi
lss
houl
dbe
abl
eto
:
dem
onst
rate
ar
ange
ofp
ract
ical
ski
llsin
und
erta
king
exp
erim
ents
,inc
ludi
ngth
esa
feu
seo
fsci
entifi
ceq
uipm
enta
nda
ppro
pria
tem
athe
mat
ical
cal
cula
tions
;us
ein
vest
igat
ive
skill
sto
exp
lore
sci
entifi
cis
sues
,sol
vep
robl
ems
and
mak
ein
form
edd
ecis
ions
;re
sear
cha
ndm
anag
ein
form
atio
nef
fect
ivel
y,in
clud
ing
Usi
ngM
athe
mat
ics
and
Usi
ngIC
Tw
here
app
ropr
iate
;sh
owd
eepe
rsc
ient
ific
unde
rsta
ndin
gby
thin
king
cri
tical
lya
ndfl
exib
ly,s
olvi
ngp
robl
ems
and
mak
ing
info
rmed
dec
isio
ns,d
emon
stra
ting
Usi
ngM
athe
mat
ics
and
Usi
ngIC
Tw
here
ap
prop
riat
e;de
mon
stra
tec
reat
ivity
and
initi
ativ
ew
hen
deve
lopi
ngid
eas
and
follo
win
gth
emth
roug
h;w
ork
effe
ctiv
ely
with
oth
ers;
dem
onst
rate
sel
f-m
anag
emen
tby
wor
king
sys
tem
atic
ally
,per
sist
ing
with
task
s,e
valu
atin
gan
dim
prov
ing
own
perf
orm
ance
;co
mm
unic
ate
effe
ctiv
ely
ino
ral,
visu
al,w
ritt
en,m
athe
mat
ical
and
ICT
form
ats,
sho
win
gcl
ear
awar
enes
sof
aud
ienc
ean
dpu
rpos
e.
• • • • • • • •
NB
:Tea
cher
s m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
3.0
43
Science and Technology:TechnologyandDesign
Scie
nce
and
Tech
nolo
gy:T
echn
olog
yan
dD
esig
nTh
e m
inim
um c
onte
nt is
set
out
bel
ow. T
he s
tatu
tory
requ
irem
ents
are
set
out
in b
old
unde
r K
now
ledg
e,U
nder
stan
ding
and
Ski
lls in
col
umn
1, u
nder
the
Curr
icul
umO
bjec
tives
and
K
eyE
lem
ents
in c
olum
ns 2
, 3 a
nd 4
and
in th
e Le
arni
ngO
utco
mes
at t
he b
otto
m. A
dditi
onal
non
-sta
tuto
ry g
uida
nce
and
sugg
estio
ns a
re s
et o
ut in
pla
in te
xt a
nd it
alic
s.
Dev
elop
ing
pupi
ls’
Kno
wle
dge,
Und
erst
andi
nga
ndS
kills
(Obj
ectiv
e1)
Dev
elop
ing
pupi
lsa
sIn
divi
dual
s(O
bjec
tive
2)D
evel
opin
gpu
pils
as
Cont
ribu
tors
toS
ocie
ty
(Obj
ectiv
e3)
Dev
elop
ing
pupi
lsa
sCo
ntri
buto
rsto
the
Econ
omy
and
the
Envi
ronm
ent
Pupi
lss
houl
dha
veo
ppor
tuni
ties
thro
ugh
the
cont
exts
op
posi
te,t
ode
velo
pcr
eativ
eth
inki
nga
ndp
robl
em
solv
ing
skill
sth
roug
h:
Des
ign
–id
entif
ying
pro
blem
s;in
vest
igat
ing,
gen
erat
ing,
de
velo
ping
,mod
ellin
gan
dev
alua
ting
desi
gnp
ropo
sals
;gi
ving
con
side
ratio
nto
form
,fun
ctio
nan
dsa
fety
;
Com
mun
icat
ion
–us
eof
free
-han
dsk
etch
ing
and
form
ald
raw
ing
tech
niqu
esa
ndIC
Tto
ols
(incl
udin
g3D
m
odel
ling)
;
Man
ufac
turi
ng–
sel
ectin
gan
dus
ing
mat
eria
lsfi
tfor
pu
rpos
e;s
afe
use
ofa
ran
geo
ftoo
lsa
ndp
roce
sses
ap
prop
riat
eto
mat
eria
ls,d
emon
stra
ting
accu
racy
and
qu
ality
ofo
utco
me;
Cont
rol–
inco
rpor
ate
cont
rols
yste
ms,
suc
has
m
echa
nica
l,el
ectr
onic
or
com
pute
r-ba
sed,
inp
rodu
cts
and
unde
rsta
ndh
owth
ese
can
bee
mpl
oyed
toa
chie
ve
desi
red
effe
cts.
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Res
pond
toa
per
sona
ldes
ign
chal
leng
ein
rel
atio
nto
th
eir
own
lifes
tyle
,for
exa
mpl
e, c
reat
e an
org
anis
atio
nal/
stor
age
syst
em fo
r pe
rson
al e
ffect
s.(K
ey E
lem
ent:
Pers
onal
Und
erst
andi
ng)
Abid
eby
hea
lth
and
safe
tyr
ules
whe
nus
ing
tool
s,
mac
hine
san
deq
uipm
ent.
Inve
stig
ate
the
desi
gn, o
pera
tion
and
safe
use
of a
ran
ge
of li
fest
yle
prod
ucts
, for
exa
mpl
e, d
evel
op g
uide
lines
for
the
use
of p
opul
ar g
adge
ts.
(Key
Ele
men
t: Pe
rson
alH
ealt
h)
Expl
ore
issu
esr
elat
edto
Mut
ualU
nder
stan
ding
Agre
e cr
iteri
a to
eva
luat
e th
e qu
ality
of p
rodu
cts,
for
exam
ple,
thos
e of
pee
rs, l
ocal
or
inte
rnat
iona
l inn
ovat
ors/
desi
gner
s et
c.(K
ey E
lem
ent:
Mut
ualU
nder
stan
ding
)
Expl
ore
issu
esr
elat
edto
Mor
alC
hara
cter
Dem
onst
rate
tena
city
to m
eet d
esig
n ch
alle
nges
, usi
ng
failu
re a
s a
lear
ning
exp
erie
nce.
(Key
Ele
men
t: M
oral
Cha
ract
er)
Expl
ore
issu
esr
elat
edto
Spi
ritu
alA
war
enes
sD
evel
op a
n ap
prec
iatio
n of
ow
n or
oth
er’s
ach
ieve
men
ts,
for
exam
ple,
the
wor
k of
an
indi
vidu
al/g
roup
, an
hist
oric
or
cont
empo
rary
art
efac
t, a
man
-mad
e st
ruct
ure.
(Key
Ele
men
t: Sp
iritu
alA
war
enes
s)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Expl
ore
tech
nica
linv
entio
nsa
ndd
esig
nsth
ath
ave
met
a
soci
aln
eed
cost
-eff
ectiv
ely,
for
exam
ple,
eva
luat
e th
e de
sign
of t
he c
lock
wor
k ra
dio,
flat
-pac
k pr
oduc
t, et
c.D
esig
nco
ste
ffec
tive
and
appr
opri
ate
solu
tions
tom
eet
the
spec
ific
need
sof
div
erse
loca
land
glo
balg
roup
s, fo
r ex
ampl
e, to
ddle
rs, p
eopl
e su
fferi
ng fr
om a
rthr
itis
or v
isua
l im
pair
men
t, vi
llage
rs in
the
deve
lopi
ng w
orld
with
out c
lean
w
ater
, etc
.(K
ey E
lem
ent:
Citiz
ensh
ip)
Expl
ore
how
dev
elop
men
tsin
Tec
hnol
ogy
and
Des
ign
have
cha
nged
the
way
we
can
acce
ssth
em
edia
,for
exa
mpl
e, th
e de
velo
pmen
ts in
bot
h sa
telli
te
com
mun
icat
ions
(suc
h as
Sat
ellit
e ph
ones
) and
ele
ctro
nics
(in
tera
ctiv
e te
levi
sion
, mob
ile p
hone
s).
(Key
Ele
men
t: M
edia
Aw
aren
ess)
Expl
ore
issu
esr
elat
edto
Cul
tura
lUnd
erst
andi
ngCr
itica
lly e
valu
ate
the
influ
ence
of c
ultu
ral t
rend
s in
pr
oduc
ts d
esig
ned
for
youn
g pe
ople
, for
exa
mpl
e, th
e st
ylin
g, c
olou
r sc
hem
es a
nd m
ater
ials
use
d in
spo
rts
and
leis
ure
equi
pmen
t.(K
ey E
lem
ent:
Cult
ural
Und
erst
andi
ng)
Expl
ore
issu
esr
elat
edto
Eth
ical
Aw
aren
ess
Inve
stig
ate
ethi
cal d
ilem
mas
that
can
ari
se th
roug
h te
chno
logi
cal c
hang
e, fo
r ex
ampl
e, th
e im
pact
of a
co
nsum
er d
rive
n so
ciet
y, p
irat
ing,
mas
s pr
oduc
tion
of
coun
terf
eit g
oods
, the
nee
d fo
r re
gula
tion
of th
e in
tern
et,
tech
nolo
gica
l war
fare
, etc
.(K
ey E
lem
ent:
Ethi
calA
war
enes
s)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Inve
stig
ate
how
the
skill
sde
velo
ped
thro
ugh
Tech
nolo
gya
ndD
esig
nw
illb
eus
eful
toa
wid
era
nge
ofc
aree
rs,f
or e
xam
ple,
jobs
invo
lvin
g de
sign
ing,
m
anuf
actu
ring
and
pro
duct
ion
in a
wid
e ra
nge
of c
onte
xts
incl
udin
g co
mm
unic
atio
ns, c
onst
ruct
ion,
eng
inee
ring
, la
ndsc
ape
desi
gn, p
rodu
ct d
esig
n, fa
shio
n, li
fest
yle
good
s,
med
ia, e
tc.
Inve
stig
ate
jobs
/com
pani
es lo
cally
, in
whi
ch T
echn
olog
y an
d D
esig
n sk
ills
are
used
.(K
ey E
lem
ent:
Empl
oyab
ility
)
Purs
ued
esig
nso
lutio
nsu
sing
env
iron
men
talf
rien
dly
mat
eria
lsa
nde
nerg
yso
urce
s.Id
entif
ypr
oduc
tnee
dsa
ndp
ursu
esu
stai
nabl
eha
rmon
ious
des
ign
solu
tions
ina
loca
lout
door
/ind
oor
cont
ext,
for
exam
ple,
des
ign
a sc
hool
pla
ygro
und;
des
ign
a ga
rden
are
a w
ith c
onsi
dera
tion
of a
ll fiv
e se
nses
and
nat
ive
spec
ies;
des
ign
a re
st a
rea
in a
par
k, s
hopp
ing
cent
re.
(Key
Ele
men
t: Ed
ucat
ion
for
Sust
aina
ble
Dev
elop
men
t)
Expl
ore
issu
esr
elat
edto
Eco
nom
icA
war
enes
sEx
plor
e an
d as
sess
the
attr
ibut
es o
f a s
ucce
ssfu
l loc
al
prod
uct,
for
exam
ple,
in te
rms
of d
esig
n, q
ualit
y, v
alue
for
mon
ey, fi
tnes
s fo
r pu
rpos
e, m
arke
ting
stra
tegy
, etc
.R
espo
nd to
a d
esig
n ch
alle
nge
offe
red
by a
loca
l co
mpa
ny o
r in
divi
dual
.(K
ey E
lem
ent:
Econ
omic
Aw
aren
ess)
Lear
ning
Out
com
es
The
lear
ning
out
com
esr
equi
reth
ede
mon
stra
tion
of
skill
san
dap
plic
atio
nof
kno
wle
dge
and
unde
rsta
ndin
gof
Tec
hnol
ogy
and
Des
ign.
Pupi
lss
houl
dbe
abl
eto
:
dem
onst
rate
pra
ctic
als
kills
inth
esa
feu
seo
far
ange
oft
ools
,mac
hine
san
deq
uipm
ent;
rese
arch
and
man
age
info
rmat
ion
effe
ctiv
ely
toin
vest
igat
ede
sign
issu
es,i
nclu
ding
Usi
ngM
athe
mat
ics
and
Usi
ngIC
Tw
here
app
ropr
iate
;sh
owd
eepe
run
ders
tand
ing
byth
inki
ngc
ritic
ally
and
flex
ibly
,sol
ving
pro
blem
san
dm
akin
gin
form
edd
ecis
ions
,dem
onst
ratin
gU
sing
Mat
hem
atic
san
dU
sing
ICT
whe
re
ap
prop
riat
e;de
mon
stra
tec
reat
ivity
and
initi
ativ
ew
hen
deve
lopi
ngid
eas
and
follo
win
gth
emth
roug
h;w
ork
effe
ctiv
ely
with
oth
ers;
dem
onst
rate
sel
f-m
anag
emen
tby
wor
king
sys
tem
atic
ally
,per
sist
ing
with
task
s,e
valu
atin
gan
dim
prov
ing
own
perf
orm
ance
;co
mm
unic
ate
effe
ctiv
ely
ino
ral,
visu
al(i
nclu
ding
gra
phic
),w
ritt
en,m
athe
mat
ical
and
ICT
form
ats
show
ing
clea
raw
aren
ess
ofa
udie
nce
and
purp
ose.
• • • • • • •
NB
:Tea
cher
s m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
3.0
44
Lear
ning
for
Life
and
Wor
k:E
mpl
oyab
ility
The
min
imum
con
tent
is s
et o
ut b
elow
. The
sta
tuto
ry re
quir
emen
ts a
re s
et o
ut in
bol
d un
der
the
Key
Con
cept
s an
d Le
arni
ngO
utco
mes
. Add
ition
al n
on-s
tatu
tory
gui
danc
e an
d su
gges
tions
ar
e se
t out
in p
lain
text
and
ital
ics.
NB
: Tea
cher
s m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey C
once
pts)
are
met
.
Wor
kin
the
Loca
land
Glo
balE
cono
my
Expl
orin
g w
ork
in th
e Lo
cal a
nd G
loba
l Eco
nom
y al
low
s pu
pils
op
port
uniti
es to
inve
stig
ate
the
impa
ct o
f the
glo
bal m
arke
t on
Nor
ther
n Ir
elan
d an
d to
refle
ct o
n th
e im
plic
atio
ns fo
r th
eir
pers
onal
car
eer
plan
ning
.
Care
erM
anag
emen
tEx
plor
ing
Care
er M
anag
emen
t pro
vide
s op
port
uniti
es fo
r pu
pils
to
inve
stig
ate
the
chan
ging
con
cept
of c
aree
r w
hich
is m
ovin
g aw
ay
from
the
likel
ihoo
d of
a jo
b fo
r lif
e to
the
expe
ctat
ion
that
indi
vidu
-al
s w
ill e
xper
ienc
e se
vera
l car
eer
chan
ges
and
this
will
invo
lve
lifel
ong
lear
ning
, upd
atin
g kn
owle
dge
and
skill
s, s
elf m
arke
ting
and
effe
ctiv
e pe
rson
al c
aree
r pl
anni
ng.
Ente
rpri
sea
ndE
ntre
pren
eurs
hip
Expl
orin
g En
terp
rise
and
Ent
repr
eneu
rshi
p pr
ovid
es o
ppor
tuni
ties
for
pupi
ls to
inve
stig
ate
the
need
for
crea
tivity
and
ent
erpr
ise,
whe
ther
as
an e
mpl
oyer
or
empl
oyee
, and
to id
entif
y an
d pr
actis
e so
me
of th
e sk
ills
and
deve
lop
the
attr
ibut
es a
ssoc
iate
d w
ith b
eing
ent
erpr
isin
g.
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Des
crib
edi
ffer
entt
ypes
ofw
ork
and
inve
stig
ate
the
rang
eof
em
ploy
men
tin
the
loca
lare
a,in
clud
ing
any
chan
ges
ine
mpl
oym
ent
tren
ds,t
akin
gac
coun
toft
heim
plic
atio
nsfo
rca
reer
pla
nnin
g, fo
r ex
ampl
e, fi
nd o
ut a
bout
the
mai
n oc
cupa
tiona
l sec
tors
in N
orth
ern
Irel
and
and
how
thes
e ch
ange
ove
r tim
e.
Inve
stig
ate
the
loca
lim
pact
oft
heg
loba
lmar
ket,
for
exam
ple,
exp
lore
th
e re
ason
s fo
r an
d be
nefit
s of
wor
kers
who
hav
e co
me
from
oth
er
Euro
pean
sta
tes
and
beyo
nd.
Inve
stig
ate
how
tech
nolo
gyis
aff
ectin
glif
ean
dw
ork,
for
exam
ple,
ex
amin
e so
me
of th
e pr
os a
nd c
ons
of te
chno
logy
in th
e w
orkp
lace
and
how
th
is c
an a
ffect
wor
k/lif
e ba
lanc
e.
Inve
stig
ate
how
an
empl
oyer
mig
htd
ealw
ithis
sues
aff
ectin
gw
ork,
for
exam
ple,
exa
min
e w
hy h
ealth
and
saf
ety
is s
o im
port
ant i
n w
ork.
Inve
stig
ate
how
env
iron
men
talc
onsi
dera
tions
are
aff
ectin
gw
ork
and
wor
kpr
actic
es,f
or e
xam
ple,
exa
min
e ho
w o
rgan
isat
ions
nee
d to
res
pond
to
cus
tom
ers’
incr
ease
d aw
aren
ess
of e
nvir
onm
enta
l iss
ues.
Inve
stig
ate
how
wor
kor
gani
satio
nsc
ontr
ibut
eto
the
com
mun
ity,
for
exam
ple,
exa
min
e th
e im
pact
that
pos
itive
con
trib
utio
ns h
ave
on a
co
mm
unity
.
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Asse
ssp
erso
nals
kills
and
ach
ieve
men
tsto
dat
e.Id
entif
yar
eas
ofin
tere
sta
nds
etta
rget
sfo
rse
lf-im
prov
emen
t,fo
r ex
ampl
e,
cons
ider
the
impa
ct th
at s
ubje
ct c
hoic
es a
nd p
erso
nal i
nter
ests
hav
e on
futu
re
care
er o
ptio
ns.
Expl
ore
the
chan
ging
con
cept
ofc
aree
r,fo
r ex
ampl
e, fi
nd o
ut a
bout
the
rang
e of
jobs
som
e pe
ople
hav
e ha
d an
d co
nsid
er th
e im
port
ance
of d
evel
opin
g tr
ansf
erab
le s
kills
for
futu
re c
aree
r op
port
uniti
es.
Enga
gein
the
pers
onal
car
eer
plan
ning
pro
cess
toin
vest
igat
ean
dre
ach
deci
sion
sab
outp
ost-
14o
ptio
ns,r
ecog
nisi
ngth
ata
ttitu
des
tow
ork
will
ch
ange
ove
rtim
ean
dar
ein
fluen
ced
byfa
mily
and
com
mun
ityv
alue
s, fo
r ex
ampl
e, c
onsi
der
som
e of
the
reas
ons
why
peo
ple
wor
k an
d th
e im
port
ance
of
fulfi
lmen
t in
wor
k.
Prac
tise
pres
enta
tiona
land
sel
f-m
arke
ting
skill
s,fo
r ex
ampl
e, fi
nd o
ut a
bout
th
e qu
aliti
es e
mpl
oyer
s lo
ok fo
r in
pot
entia
l em
ploy
ees.
Inve
stig
ate
ava
riet
yof
bot
hfa
mili
ara
ndu
nfam
iliar
jobs
,for
exa
mpl
e,
expl
ore
care
er o
ppor
tuni
ties
with
in v
ario
us e
mpl
oym
ent s
ecto
rs.
Mak
eus
eof
app
ropr
iate
info
rmat
ion,
adv
ice
and
guid
ance
toin
form
car
eer
man
agem
ent,
for
exam
ple,
exp
lore
diff
eren
t pat
hway
s to
a r
ange
of c
ours
es
and
care
er o
ptio
ns.
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Iden
tify
and
prac
tise
the
skill
san
dat
trib
utes
whi
chm
ake
one
ente
rpri
sing
,for
ex
ampl
e, fi
nd o
ut h
ow v
ario
us p
eopl
e ar
e en
terp
risi
ng in
thei
r w
ork.
Und
erst
and
the
impo
rtan
ceo
finn
ovat
ion
and
deve
lop
stra
tegi
esto
pro
mot
ean
en
trep
rene
uria
lspi
rit,
cons
ider
ing
poss
ible
impl
icat
ions
for
care
erp
lann
ing,
for
exam
ple,
exp
lore
fam
iliar
peo
ple
who
hav
e ha
d go
od id
eas
and
deve
lop
stra
tegi
es fo
r ge
nera
ting
and
build
ing
upon
idea
s.
Find
out
wha
tmak
esa
nen
trep
rene
ura
ndd
evel
opa
naw
aren
ess
ofth
ech
alle
nges
and
ben
efits
ofb
uild
ing
your
ow
nbu
sine
ss,f
or e
xam
ple,
find
out
abo
ut
som
e of
the
fact
ors
whi
ch h
ave
enco
urag
ed e
ntre
pren
eurs
to r
ealis
e th
eir
idea
s.
Expl
ore
the
rang
eof
sm
allb
usin
esse
sin
the
life
ofth
eco
mm
unity
and
con
side
rpo
ssib
leim
plic
atio
nsfo
rca
reer
pla
nnin
g, fo
r ex
ampl
e, e
xam
ine
the
impo
rtan
ce o
f sm
all b
usin
esse
s in
an
econ
omy
and
the
impa
ct o
n ca
reer
cho
ices
.
Lear
ning
Out
com
es
The
lear
ning
out
com
esr
equi
reth
ede
mon
stra
tion
ofs
kills
and
ap
plic
atio
nof
kno
wle
dge
and
unde
rsta
ndin
gof
Em
ploy
abili
ty.
Pupi
lss
houl
dbe
abl
eto
:
rese
arch
and
man
age
info
rmat
ion
effe
ctiv
ely
toin
vest
igat
eem
ploy
abili
tyis
sues
,inc
ludi
ngU
sing
Mat
hem
atic
san
dU
sing
ICT
whe
rea
ppro
pria
te;
show
dee
per
unde
rsta
ndin
gby
thin
king
cri
tical
lya
ndfl
exib
ly,s
olvi
ngp
robl
ems
and
mak
ing
info
rmed
dec
isio
ns,d
emon
stra
ting
Usi
ngM
athe
mat
ics
and
usin
gIC
Tw
here
app
ropr
iate
;de
mon
stra
tee
nter
pris
e,c
reat
ivity
and
initi
ativ
ew
hen
deve
lopi
ngid
eas
and
follo
win
gth
emth
roug
h;w
ork
effe
ctiv
ely
with
oth
ers;
dem
onst
rate
sel
f-m
anag
emen
tby
wor
king
sys
tem
atic
ally
,per
sist
ing
with
task
s,e
valu
atin
gan
dim
prov
ing
own
lear
ning
and
per
form
ance
;co
mm
unic
ate
effe
ctiv
ely
ino
ral,
visu
al,w
ritt
en,m
athe
mat
ical
and
ICT
form
ats,
sho
win
gcl
ear
awar
enes
sof
aud
ienc
ean
dpu
rpos
e.
• • • • • •
Learning for Life and Work:Employability
3.0
45
Key
Con
cept
-D
iver
sity
and
Incl
usio
nEx
plor
ing
Div
ersi
ty a
nd In
clus
ion
prov
ides
op
port
uniti
es to
con
side
r th
e ra
nge
and
exte
nt o
f div
ersi
ty in
soc
ietie
s lo
cally
and
gl
obal
ly a
nd to
iden
tify
the
chal
leng
es a
nd
oppo
rtun
ities
whi
ch d
iver
sity
and
incl
u-si
on p
rese
nt in
loca
l, na
tiona
l, Eu
rope
an
and
glob
al c
onte
xts.
Key
Con
cept
-H
uman
Rig
hts
and
Soci
alR
espo
nsi-
bilit
yEx
plor
ing
Hum
an R
ight
s an
d So
cial
Res
pons
ibili
ty p
rovi
des
oppo
rtun
ities
to u
nder
stan
d th
at a
glo
bally
acc
epte
d va
lues
ba
se e
xist
s th
at re
flect
s th
e ri
ghts
, as
outli
ned
with
in v
ari-
ous
inte
rnat
iona
l hum
an r
ight
s in
stru
men
ts, a
nd re
spon
si-
bilit
ies
of in
divi
dual
s an
d gr
oups
in d
emoc
ratic
soc
iety
.
Key
Con
cept
-E
qual
itya
ndS
ocia
lJus
tice
Expl
orin
g Eq
ualit
y an
d So
cial
Jus
tice
prov
ides
op
port
uniti
es to
und
erst
and
that
soc
iety
nee
ds to
sa
fegu
ard
indi
vidu
al a
nd c
olle
ctiv
e ri
ghts
to tr
y an
d en
sure
that
eve
ryon
e is
trea
ted
fair
ly.
Key
Con
cept
-D
emoc
racy
and
Activ
ePa
rtic
ipat
ion
Expl
orin
g D
emoc
racy
and
Act
ive
Part
icip
atio
n pr
ovid
es o
ppor
tuni
ties
for
pupi
ls to
und
erst
and
how
to p
artic
ipat
e in
and
to in
fluen
ce d
emoc
ratic
pr
oces
ses
and
to b
e aw
are
of s
ome
key
dem
o-cr
atic
inst
itutio
ns a
nd th
eir
role
in p
rom
otin
g in
clus
ion,
just
ice
and
dem
ocra
cy.
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Inve
stig
ate
fact
ors
that
influ
ence
indi
vidu
ala
nd
grou
pid
entit
y, fo
r ex
ampl
e, a
ge, g
ende
r, y
outh
cu
lture
, eth
nici
ty, c
omm
unity
bac
kgro
und,
mul
tiple
id
entit
y, c
hang
ing
iden
titie
s, e
tc.
Inve
stig
ate
way
sin
whi
chin
divi
dual
san
dgr
oups
exp
ress
thei
rid
entit
y,fo
r ex
ampl
e,
dres
s co
de, l
angu
age,
mus
ical
and
spo
rtin
g tr
aditi
ons,
rel
igio
us a
nd p
oliti
cal o
pini
on, b
elie
fs,
etc.
Inve
stig
ate
how
and
why
con
flict
,inc
ludi
ng
prej
udic
e,s
tere
otyp
ing,
sec
tari
anis
ma
nd
raci
smm
aya
rise
inth
eco
mm
unity
.
Inve
stig
ate
way
sof
man
agin
gco
nflic
tand
pr
omot
ing
com
mun
ityr
elat
ions
,rec
onci
liatio
n.
Inve
stig
ate
the
oppo
rtun
ities
ari
sing
from
di
vers
ity a
nd m
ultic
ultu
ralis
m a
nd p
ossi
ble
way
s of
pro
mot
ing
incl
usio
n, fo
r ex
ampl
e,
com
mun
ity r
elat
ions
wor
k, s
hare
d fe
stiv
als,
sp
ortin
g ev
ents
, int
egra
ted
educ
atio
n.
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Inve
stig
ate
why
itis
impo
rtan
tto
upho
ldh
uman
rig
hts
stan
dard
sin
mod
ern
dem
ocra
tics
ocie
ties,
incl
udin
gm
eetin
gba
sic
need
s,
prot
ectin
gin
divi
dual
san
dgr
oups
ofp
eopl
e.
Inve
stig
ate
key
hum
anr
ight
spr
inci
ples
, for
exa
mpl
e, T
he U
nive
rsal
D
ecla
ratio
n of
Hum
an R
ight
s (U
DH
R),
The
Euro
pean
Con
vent
ion
of
Hum
an R
ight
s (E
CH
R) a
nd T
he U
nite
d N
atio
ns C
onve
ntio
ns o
f the
R
ight
s of
Chi
ldre
n (U
NC
RC
) as
a va
lue
base
.
Inve
stig
ate
why
diff
eren
trig
hts
mus
tbe
limite
dor
bal
ance
din
ou
rso
ciet
y, fo
r ex
ampl
e, in
divi
dual
rig
hts
v gr
oup
righ
ts, f
reed
om o
f ex
pres
sion
, mov
emen
t, m
ode
of p
rote
st, e
tc.
Inve
stig
ate
loca
land
glo
bals
cena
rios
whe
reh
uman
rig
hts
have
be
ens
erio
usly
infr
inge
d, fo
r ex
ampl
e, c
hild
labo
ur, p
riso
ners
of
con
scie
nce,
inst
ance
s w
here
the
actio
ns o
f the
sta
te h
ave
been
qu
estio
ned
and
chal
leng
ed, e
tc.
Inve
stig
ate
the
prin
cipl
es o
f soc
ial r
espo
nsib
ility
and
the
role
of
indi
vidu
als,
soc
iety
and
gov
ernm
ent i
n pr
omot
ing
thes
e, fo
r ex
ampl
e, in
rel
atio
n to
add
ress
ing
the
issu
es r
aise
d ac
ross
the
key
conc
epts
.
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Expl
ore
how
ineq
ualit
ies
can
aris
ein
soc
iety
incl
udin
gho
wa
ndw
hys
ome
peop
lem
aye
xper
ienc
ein
equa
lity
ord
iscr
imin
atio
non
the
basi
sof
thei
rgr
oup
iden
tity,
fo
r ex
ampl
e, g
roup
s na
med
in S
ectio
n 75
, The
Nor
ther
n Ir
elan
d Ac
t 199
8.
Inve
stig
ate
how
and
why
som
epe
ople
may
exp
erie
nce
ineq
ualit
y/so
cial
exc
lusi
ono
nth
eba
sis
ofth
eir
mat
eria
lcir
cum
stan
ces
inlo
cala
ndg
loba
lcon
text
s, fo
r ex
ampl
e, a
bsol
ute
and
rela
tive
pove
rty,
hom
eles
snes
s, th
e ex
peri
ence
of r
efug
ees
and
asyl
um s
eeke
rs, e
tc.
Expl
ore
the
wor
kof
inte
r-go
vern
men
tal,
gove
rnm
enta
lan
dno
ngo
vern
men
talo
rgan
isat
ions
(NG
O)w
hich
aim
to
pro
mot
eeq
ualit
yan
dso
cial
just
ice,
for
exam
ple,
the
wor
k of
the
Uni
ted
Nat
ion,
the
Equa
lity
Com
mis
sion
for
Nor
ther
n Ir
elan
d, lo
cal a
nd g
loba
l dev
elop
men
t age
ncie
s,
etc.
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Inve
stig
ate
the
basi
cch
arac
teri
stic
sof
dem
ocra
cy,
for
exam
ple,
par
ticip
atio
n, th
e ru
le o
f law
, pro
mot
ion
of
equa
lity
and
hum
an r
ight
s, e
tc.
Inve
stig
ate
vari
ous
way
sto
par
ticip
ate
ins
choo
land
so
ciet
y, fo
r ex
ampl
e, s
choo
l cou
ncils
, pee
r m
edia
tion,
m
ock
elec
tions
, vol
unte
erin
g, c
omm
unity
act
ion
or
invo
lvem
ent,
lobb
ying
and
cam
paig
ning
thro
ugh
NG
Os,
loca
l co
unci
llors
, MLA
or
MEP
, etc
.
Inve
stig
ate
why
rul
esa
ndla
ws
are
need
ed,h
owth
ey
are
enfo
rced
and
how
bre
ache
sof
the
law
aff
ectt
he
com
mun
ity, f
or e
xam
ple,
sch
ool r
ules
, cla
ssro
om c
hart
er,
age
rela
ted
law
, the
you
ng p
erso
n in
the
crim
inal
just
ice
syst
em, e
tc.
Inve
stig
ate
anis
sue
from
ar
ange
ofv
iew
poin
tsa
nd
sugg
esta
ctio
nth
atm
ight
be
take
nto
impr
ove
or
reso
lve
the
situ
atio
n, fo
r ex
ampl
e, h
ow to
impr
ove
loca
l yo
uth
serv
ices
; enh
ance
an
exis
ting
play
are
a; d
esig
n a
com
mun
ity g
arde
n, d
rop-
in c
entr
e or
mul
ti-cu
ltura
l m
ural
or
even
t; en
viro
nmen
tal a
ctiv
ities
; inv
olve
men
t in
cam
paig
ns o
n gl
obal
issu
es s
uch
as E
duca
tion
for
All,
Fair
Tr
ade,
etc
.
Lear
ning
Out
com
es
The
Lear
ning
out
com
esr
equi
reth
ede
mon
stra
tion
ofs
kills
and
app
licat
ion
of
know
ledg
ean
dun
ders
tand
ing
ofL
ocal
and
G
loba
lCiti
zens
hip.
Pupi
lss
houl
dbe
abl
eto
:
res
earc
han
dm
anag
ein
form
atio
nef
fect
ivel
yto
inve
stig
ate
Citiz
ensh
ipis
sues
,inc
ludi
ngU
sing
Mat
hem
atic
san
dU
sing
ICT
whe
rea
ppro
pria
te;
sho
wd
eepe
run
ders
tand
ing
byth
inki
ngc
ritic
ally
and
flex
ibly
,exp
lori
ngp
robl
ems
and
mak
ing
info
rmed
dec
isio
ns,d
emon
stra
ting
Usi
ngM
athe
mat
ics
and
Usi
ngIC
Tw
here
app
ropr
iate
;d
emon
stra
tec
reat
ivity
and
initi
ativ
ew
hen
deve
lopi
ngid
eas
and
follo
win
gth
emth
roug
h;w
ork
effe
ctiv
ely
with
oth
ers;
dem
onst
rate
sel
fman
agem
entb
yw
orki
ngs
yste
mat
ical
ly,p
ersi
stin
gw
ithta
sks,
eva
luat
ing
and
impr
ovin
gow
npe
rfor
man
ce;
com
mun
icat
eef
fect
ivel
yin
ora
l,vi
sual
,wri
tten
,mat
hem
atic
ala
ndIC
Tfo
rmat
s,s
how
ing
clea
raw
aren
ess
ofa
udie
nce
and
purp
ose.
• • • • • •
Lear
ning
for
Life
and
Wor
k:L
ocal
and
Glo
balC
itize
nshi
pTh
e m
inim
um c
onte
nt is
set
out
bel
ow. T
he s
tatu
tory
requ
irem
ents
are
set
out
in b
old
unde
r th
eK
eyC
once
pts
and
Lear
ning
Out
com
es. A
dditi
onal
non
-sta
tuto
ry g
uida
nce
and
sugg
estio
ns
are
set o
ut in
pla
in te
xt a
nd it
alic
s.
NB
: Tea
cher
s m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey C
once
pts)
are
met
.
Learning for Life and Work:LocalandGlobalCitizenship
3.0
46
Learning for Life And Work: PersonalDevelopment
Lear
ning
for
Life
and
Wor
k:P
erso
nalD
evel
opm
ent
The
min
imum
con
tent
is s
et o
ut b
elow
. The
sta
tuto
ry re
quir
emen
ts a
re s
et o
ut in
bol
dun
der
the
Key
Con
cept
s an
d Le
arni
ngO
utco
mes
. Add
ition
al n
on-s
tatu
tory
gui
danc
e an
d su
gges
tions
are
set
out
in p
lain
text
and
ital
ics.
Key
Con
cept
-S
elfA
war
enes
sEx
plor
ing
Self
Awar
enes
s pr
ovid
es o
ppor
tuni
ties
to c
onsi
der
the
impo
rtan
ce o
f sel
f-co
nfide
nce
and
self-
este
em to
phy
sica
l and
em
otio
nal/
men
tal h
ealth
thro
ugho
ut li
fe.
Key
Con
cept
-P
erso
nalH
ealt
hEx
plor
ing
Pers
onal
Hea
lth p
rovi
des
oppo
rtun
ities
to u
nder
stan
d th
e im
port
ance
of r
ecog
nisi
ng a
nd m
anag
ing
fact
ors
that
may
influ
ence
ph
ysic
al a
nd e
mot
iona
l/m
enta
l hea
lth th
roug
hout
life
.
Key
Con
cept
-R
elat
ions
hips
Expl
orin
g R
elat
ions
hips
pro
vide
s op
port
uniti
es to
und
erst
and
the
impo
rtan
ce o
f for
min
g an
d m
aint
aini
ng re
latio
nshi
ps to
phy
sica
l an
d em
otio
nal/
men
tal h
ealth
thro
ugho
ut li
fe.
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Expl
ore
and
expr
ess
ase
nse
ofs
elf,
for
exam
ple,
tem
pera
men
t, fe
elin
gs a
nd
emot
ions
, per
sona
l res
pons
ibili
ty, p
erso
nal n
eeds
, asp
irat
ions
, etc
.
Expl
ore
pers
onal
mor
als,
val
ues
and
belie
fs, f
or e
xam
ple,
the
orig
in o
f pe
rson
al v
alue
s, d
evel
opin
g a
mor
al fr
amew
ork,
per
sona
l int
egri
ty, e
tc.
Inve
stig
ate
the
influ
ence
son
ay
oung
per
son,
for
exam
ple,
pee
r pr
essu
re,
med
ia, s
ocia
l and
cul
tura
l tre
nds,
fear
s, a
nxie
ties,
mot
ivat
ions
, etc
.
Expl
ore
the
diff
eren
tway
sto
dev
elop
sel
f-es
teem
,for
exa
mpl
e, e
nhan
ced
self-
awar
enes
s, s
ense
of s
ecur
ity a
nd s
elf w
orth
, set
ting
achi
evab
le ta
rget
s,
deve
lopi
ng r
esili
ence
, new
inte
rest
s an
d sk
ills,
lear
ning
to r
ecog
nise
ac
hiev
emen
t, et
c.
Dev
elop
ski
llsa
nds
trat
egie
sto
impr
ove
own
lear
ning
, for
exa
mpl
e, s
elf
man
agem
ent,
time
man
agem
ent,
attit
udes
and
mot
ivat
ion
tow
ards
lear
ning
, or
gani
satio
n an
d re
cogn
ition
of o
wn
lear
ning
pre
fere
nces
, dev
elop
ing
ambi
tions
fo
r lif
e an
d w
ork,
etc
.
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Expl
ore
the
conc
epto
fHea
lth
asth
ede
velo
pmen
tofa
who
lep
erso
n,fo
r ex
ampl
e, d
efini
ng w
hat m
akes
up
a w
hole
per
son;
the
need
to d
evel
op h
is/h
er
phys
ical
, men
tal,
soci
al, m
oral
, cog
nitiv
e se
lf, e
tc.
Inve
stig
ate
the
influ
ence
son
phy
sica
land
em
otio
nal/
men
talp
erso
nal
heal
th,f
or e
xam
ple,
imm
unis
atio
n, r
egul
ar p
hysi
cal a
ctiv
ity, p
erso
nal h
ygie
ne,
diet
, str
ess,
add
ictio
n, li
fe/w
ork
bala
nce,
etc
.
Dev
elop
und
erst
andi
nga
bout
,and
str
ateg
ies
tom
anag
e,th
eef
fect
sof
ch
ange
on
body
,min
dan
dbe
havi
our,
for
exam
ple,
pub
erty
, bod
y im
age,
moo
d sw
ings
, etc
.
Inve
stig
ate
the
effe
cts
onth
ebo
dyo
fleg
ala
ndil
lega
lsub
stan
ces
and
the
risk
san
dco
nseq
uenc
eso
fthe
irm
isus
e, fo
r ex
ampl
e, e
ffect
s on
beh
avio
ur,
phys
ical
and
men
tal h
ealth
, life
and
wor
k ch
ange
s, e
tc.
Dev
elop
pre
vent
ativ
est
rate
gies
inr
elat
ion
toa
ccid
ents
inth
eho
me,
sch
ool
and
onth
ero
ad, f
or e
xam
ple,
saf
e pr
actic
es in
rel
atio
n to
app
lianc
es a
nd
equi
pmen
t, ch
emic
als,
mac
hine
ry, v
ehic
les,
roa
d sa
fety
; kno
win
g w
hat t
o do
in
the
even
t of c
uts,
bur
ns a
nd fi
re; k
now
ing
emer
genc
y fir
st a
id, e
tc.
Dev
elop
str
ateg
ies
top
rom
ote
pers
onal
saf
ety,
for
exam
ple,
res
pond
ing
appr
opri
atel
y to
diff
eren
t for
ms
of b
ully
ing,
abu
se a
nd p
hysi
cal v
iole
nce;
de
velo
ping
saf
e pr
actic
e in
rel
atio
n to
the
inte
rnet
and
get
ting
hom
e;
unde
rsta
ndin
g an
d m
anag
ing
risk
; the
pla
ce o
f rul
es a
nd b
ound
arie
s, e
tc.
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Expl
ore
the
qual
ities
ofr
elat
ions
hips
incl
udin
gfr
iend
ship
, for
exa
mpl
e,
cond
ition
s fo
r he
alth
y re
latio
nshi
ps, t
ypes
of r
elat
ions
hips
, hea
lthy
boun
dari
es,
gend
er is
sues
in r
elat
ions
hips
, etc
.
Expl
ore
the
qual
ities
ofa
lovi
ng,r
espe
ctfu
lrel
atio
nshi
p, fo
r ex
ampl
e, h
ow
choi
ces
with
in a
rel
atio
nshi
p af
fect
bot
h ph
ysic
al a
nd e
mot
iona
l dev
elop
men
t, fr
iend
ship
s, e
tc.
Dev
elop
cop
ing
stra
tegi
esto
dea
lwith
cha
lleng
ing
rela
tions
hip
scen
ario
s,
for
exam
ple,
sib
ling
riva
lry,
car
ing
for
rela
tives
, dom
estic
vio
lenc
e, te
enag
e re
belli
on, c
hild
abu
se, s
exis
m, c
hang
e in
fam
ily c
ircu
mst
ance
s, c
opin
g w
ith
reje
ctio
n, lo
nelin
ess,
loss
, etc
.
Dev
elop
str
ateg
ies
toa
void
and
res
olve
con
flict
, for
exa
mpl
e, a
ctiv
e lis
teni
ng,
asse
rtiv
enes
s, n
egot
iatio
n, m
edia
tion,
etc
.
Expl
ore
the
impl
icat
ions
ofs
exua
lmat
urat
ion,
for
exam
ple,
sex
ual h
ealth
, fe
rtili
ty, c
ontr
acep
tion,
con
cept
ion,
teen
age
preg
nanc
y, c
hild
birt
h, e
tc.
Expl
ore
the
emot
iona
l,so
cial
and
mor
alim
plic
atio
nso
fear
lys
exua
lact
ivity
,fo
r ex
ampl
e, p
erso
nal v
alue
s, a
ttitu
des
and
perc
eptio
ns, t
he L
aw, S
TIs,
the
impa
ct o
f und
erag
e pa
rent
ing,
etc
.
Lear
ning
Out
com
es
The
lear
ning
out
com
esr
equi
reth
ede
mon
stra
tion
ofs
kills
and
appl
icat
ion
ofk
now
ledg
ean
dun
ders
tand
ing
ofPe
rson
alD
evel
opm
ent.
Pupi
lss
houl
dbe
abl
eto
:
deve
lop
ana
war
enes
sof
em
erge
ncy
first
aid
pro
cedu
res;
rese
arch
and
man
age
info
rmat
ion
effe
ctiv
ely
toin
vest
igat
ePe
rson
alD
evel
opm
enti
ssue
s,in
clud
ing
Usi
ngM
athe
mat
ics
and
Usi
ngIC
Tw
here
app
ropr
iate
;sh
owd
eepe
run
ders
tand
ing
byth
inki
ngc
ritic
ally
and
flex
ibly
,sol
ving
pro
blem
san
dm
akin
gin
form
edd
ecis
ions
,dem
onst
ratin
gU
sing
Mat
hem
atic
san
d
U
sing
ICT
whe
rea
ppro
pria
te;
dem
onst
rate
cre
ativ
itya
ndin
itiat
ive
whe
nde
velo
ping
idea
san
dfo
llow
ing
them
thro
ugh;
wor
kef
fect
ivel
yw
itho
ther
s;de
mon
stra
tes
elfm
anag
emen
tby
wor
king
sys
tem
ical
ly,p
ersi
stin
gw
ithta
sks,
eva
luat
ing
and
impr
ovin
gow
npe
rfor
man
ce;
com
mun
icat
eef
fect
ivel
yin
ora
l,vi
sual
,wri
tten
and
ICT
form
ats,
sho
win
gcl
ear
awar
enes
sof
aud
ienc
ean
dpu
rpos
e.
• • • • • • •
NB
:Te
ache
rs m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
3.0
47
Learning for Life and Work:HomeEconomics
Lear
ning
for
Life
and
Wor
k:H
ome
Econ
omic
sTh
e m
inim
um c
onte
nt is
set
out
bel
ow. T
he s
tatu
tory
requ
irem
ents
are
set
out
in b
old
unde
r th
e K
eyC
once
pts
and
Lear
ning
Out
com
es. A
dditi
onal
non
-sta
tuto
ry g
uida
nce
and
sugg
estio
ns a
re s
et o
ut in
pla
in te
xt a
nd it
alic
s.
Key
Con
cept
-H
ealt
hyE
atin
gEx
plor
ing
Hea
lthy
Eatin
g pr
ovid
es o
ppor
tuni
ties
to d
evel
op u
nder
-st
andi
ng re
quir
ed in
the
choi
ce, p
lann
ing,
sto
rage
, pre
para
tion,
co
okin
g an
d se
rvin
g of
food
.
Key
Con
cept
-H
ome
and
Fam
ilyL
ifeEx
plor
ing
Hom
e an
d Fa
mily
Life
pro
vide
s op
port
uniti
es to
und
er-
stan
d th
eim
port
ance
of t
he fa
mily
as
a ca
ring
uni
t.
Key
Con
cept
-In
depe
nden
tLiv
ing
Expl
orin
g In
depe
nden
t Liv
ing
prov
ides
opp
ortu
nitie
s to
und
erst
and
the
impo
rtan
ce o
f bec
omin
g di
scer
ning
con
sum
ers
and
effe
ctiv
e m
anag
ers
of re
sour
ces.
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Dev
elop
pra
ctic
als
kills
inth
esa
fe,h
ygie
nic,
hea
lthy
and
cre
ativ
eus
eof
food
sto
pla
n,p
repa
re,c
ook
and
serv
ea
rang
eof
mea
ls,f
or e
xam
ple,
cr
eativ
e us
e of
ingr
edie
nts,
coo
king
for
diffe
rent
cul
ture
s an
d oc
casi
ons,
etc
.
Dev
elop
the
prac
tical
ski
llsin
the
safe
use
ofa
ran
geo
fute
nsils
and
ap
plia
nces
inth
epr
epar
atio
n,c
ooki
nga
nds
ervi
ngo
fav
arie
tyo
fdis
hes,
for
exam
ple,
sel
ectin
g th
e eq
uipm
ent a
ppro
pria
te to
the
task
; mak
ing
use
of la
bour
sa
ving
app
lianc
es a
nd n
ew te
chno
logy
in th
e ki
tche
n, e
tc.
Inve
stig
ate
the
impa
cto
fsto
rage
,pre
para
tion
and
cook
ing
onfo
od,f
or
exam
ple,
nut
ritio
nal v
alue
, pre
vent
ion
of fo
od p
oiso
ning
, spo
ilage
, etc
.
Expl
ore
way
sto
ach
ieve
ah
ealt
hyd
iet,
for
exam
ple,
an
unde
rsta
ndin
g of
the
curr
ent d
ieta
ry r
ecom
men
datio
ns a
nd h
ow th
ey c
an b
e ap
plie
d to
food
cho
ice
and
prep
arat
ion;
und
erst
andi
ng d
iet r
elat
ed d
isor
ders
as
a co
nseq
uenc
e of
poo
r fo
od
choi
ce.
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Expl
ore
the
role
san
dre
spon
sibi
litie
sof
indi
vidu
als
with
ina
var
iety
of
hom
ean
dfa
mily
str
uctu
res,
for
exam
ple,
sha
ring
rol
es w
ithin
the
fam
ily, r
ole
reve
rsal
, etc
.
Dev
elop
aw
aren
ess
ofp
aren
ting
skill
s, fo
r ex
ampl
e, h
ow p
aren
ts/c
arer
s ca
n nu
rtur
e ph
ysic
al, i
ntel
lect
ual,
emot
iona
l, so
cial
, mor
al d
evel
opm
ent.
Inve
stig
ate
som
eof
the
chan
ging
nee
dso
ffam
ilym
embe
rsa
tdiff
eren
tst
ages
oft
heli
fec
ycle
, for
exa
mpl
e, p
hysi
cal (
incl
udin
g nu
triti
onal
), in
telle
ctua
l, em
otio
nal,
soci
al n
eeds
.
Expl
ore
stra
tegi
esto
man
age
fam
ilys
cena
rios
, for
exa
mpl
e, m
anag
ing
chan
ges
in fa
mily
cir
cum
stan
ces
such
as
sibl
ing
riva
lry,
car
ing
for
rela
tives
, etc
.
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Dev
elop
ar
ange
ofs
kills
top
rom
ote
inde
pend
ence
thro
ugh
plan
ning
,m
anag
ing
and
usin
gre
sour
ces,
for
exam
ple,
task
and
tim
e m
anag
emen
t, co
okin
g fo
r an
d m
anag
ing
self,
man
agin
g m
oney
, etc
.
Inve
stig
ate
ara
nge
offa
ctor
sth
atin
fluen
cec
onsu
mer
cho
ices
and
de
cisi
ons,
for
exam
ple,
med
ia a
nd a
dver
tisin
g, p
eer
pres
sure
, eth
ical
issu
es,
valu
e fo
r m
oney
, met
hods
of p
aym
ent,
impu
lse
and
plan
ned
purc
hase
s, e
tc.
Inve
stig
ate
cons
umer
rig
hts,
res
pons
ibili
ties
and
supp
orta
vaila
ble
in
ara
nge
ofs
cena
rios
,for
exa
mpl
e, m
akin
g us
e of
rel
evan
t leg
isla
tion
and
cons
umer
org
anis
atio
ns; c
ompl
aini
ng e
ffect
ivel
y, e
tc.
Lear
ning
Out
com
es
The
lear
ning
out
com
esr
equi
reth
ede
mon
stra
tion
ofsk
ills
and
appl
icat
ion
ofk
now
ledg
ean
dun
ders
tand
ing
ofH
ome
Econ
omic
s.
Pupi
lss
houl
dbe
abl
eto
:
dem
onst
rate
ski
llsin
the
safe
,hyg
ieni
c,h
ealt
hya
ndc
reat
ive
use
offo
od;
rese
arch
and
man
age
info
rmat
ion
effe
ctiv
ely
toin
vest
igat
eH
ome
Econ
omic
sis
sues
,inc
ludi
ngU
sing
Mat
hem
atic
san
dU
sing
ICT
whe
rea
ppro
pria
te;
show
dee
per
unde
rsta
ndin
gby
thin
king
cri
tical
lya
ndfl
exib
ly,s
olvi
ngp
robl
ems
and
mak
ing
info
rmed
dec
isio
ns,d
emon
stra
ting
Usi
ngM
athe
mat
ics
and
Usi
ngIC
Tw
here
app
ropr
iate
;de
mon
stra
tec
reat
ivity
and
initi
ativ
ew
hen
deve
lopi
ngid
eas
and
follo
win
gth
emth
roug
h;w
ork
effe
ctiv
ely
with
oth
ers;
dem
onst
rate
sel
f-m
anag
emen
tby
wor
king
sys
tem
atic
ally
,per
sist
ing
with
task
s,e
valu
atin
gan
dim
prov
ing
own
perf
orm
ance
;co
mm
unic
ate
effe
ctiv
ely
ino
ral,
visu
al,w
ritt
en,m
athe
mat
ical
and
ICT
form
ats,
sho
win
gcl
ear
awar
enes
sof
aud
ienc
ean
dpu
rpos
e.
• • • • • • •
NB
:Tea
cher
s m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
3.0
48
Physical Education:PhysicalEducation
Phys
ical
Edu
catio
n:P
hysi
calE
duca
tion
The
min
imum
con
tent
is s
et o
ut b
elow
. The
sta
tuto
ry re
quir
emen
ts a
re s
et o
ut in
bol
d un
der
Kno
wle
dge,
Und
erst
andi
nga
ndS
kills
in c
olum
n 1,
und
er th
e Cu
rric
ulum
Obj
ectiv
esa
ndK
ey
Elem
ents
in c
olum
ns 2
, 3 a
nd 4
and
in th
e Le
arni
ngO
utco
mes
at t
he b
otto
m. A
dditi
onal
non
-sta
tuto
ry g
uida
nce
and
sugg
estio
ns a
re s
et o
ut in
pla
in te
xt a
nd it
alic
s.
Dev
elop
ing
pupi
ls’
Kno
wle
dge,
Und
erst
andi
nga
ndS
kills
(Obj
ectiv
e1)
Dev
elop
ing
pupi
lsa
sIn
divi
dual
s(O
bjec
tive
2)D
evel
opin
gpu
pils
as
Cont
ribu
tors
toS
ocie
ty
(Obj
ectiv
e3)
Dev
elop
ing
pupi
lsa
sCo
ntri
buto
rsto
the
Econ
omy
and
the
Envi
ronm
ent
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
incr
ease
thei
rkn
owle
dge,
und
erst
andi
nga
nds
kills
th
roug
hfr
eque
nta
ndr
egul
arp
artic
ipat
ion
ina
bal
ance
dpr
ogra
mm
eof
Ath
letic
s,G
ames
(inv
asio
n,fi
eldi
ng/
stri
king
and
net
/wal
l),G
ymna
stic
s,S
wim
min
g, D
ance
an
d O
utdo
or E
duca
tion;
prac
tise,
refi
ne,d
evel
opa
ndm
ake
cons
iste
ntu
se
ofs
kills
and
spe
cific
tech
niqu
es,f
or e
xam
ple,
usi
ng
stra
tegi
es, t
actic
s, c
hore
ogra
phic
and
/or
com
posi
tiona
l pr
inci
ple;
expe
rien
ce,m
onito
ran
dun
ders
tand
ar
ange
ofs
hort
-te
rme
ffec
tso
fexe
rcis
eon
the
body
sys
tem
sin
clud
ing
card
iova
scul
ara
ndm
uscu
lo-s
kele
tals
yste
ms;
mon
itor
and
eval
uate
thei
row
nac
tivity
leve
lso
ver
ape
riod
oft
ime
and
plan
how
they
can
fulfi
lthe
act
ivity
re
com
men
datio
nsfo
rhe
alth
;
deve
lop
thei
rkn
owle
dge
ofs
afe
prac
tices
and
pr
oced
ures
whe
nta
king
par
tin
spor
tand
phy
sica
lac
tivity
;
deve
lop
the
skill
san
dca
pabi
litie
sre
quir
edto
ana
lyse
an
dim
prov
eth
eir
own
and
othe
rs’w
ork;
deve
lop
the
skill
san
dca
pabi
litie
sre
quir
edto
wor
kef
fect
ivel
yw
itho
ther
sin
task
sw
hich
req
uire
co
-ope
ratio
n,c
reat
ivity
,pro
blem
sol
ving
,pla
nnin
gan
dte
amw
ork.
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Mak
ede
cisi
ons
abou
twha
tthe
yw
antt
oac
hiev
ean
dho
wto
impr
ove
the
qual
ityo
fthe
irw
ork,
for
exam
ple,
an
alys
ing
thei
r st
reng
ths
and
iden
tifyi
ng a
reas
for
impr
ovem
ent.
(Key
Ele
men
t: Pe
rson
alU
nder
stan
ding
)
Dev
elop
pos
itive
rel
atio
nshi
psa
ndr
espe
ctfo
rth
edi
ffer
ing
capa
bilit
ies
ofo
ther
sth
roug
hpa
rtic
ipat
ion
ina
ra
nge
ofc
ompe
titiv
ean
dco
-ope
rativ
eph
ysic
ala
ctiv
ities
, fo
r ex
ampl
e, s
how
res
pect
for
and
empa
this
e w
ith p
eers
in
a r
ange
of g
roup
act
iviti
es w
ithin
sch
ool a
nd w
ith o
ther
sc
hool
s.(K
ey E
lem
ent:
Mut
ualU
nder
stan
ding
)
Expe
rien
cea
nde
valu
ate
the
heal
tha
ndfi
tnes
sbe
nefit
sof
ar
ange
ofd
iffer
entp
hysi
cala
ctiv
ities
,inc
ludi
ng
thei
rph
ysic
al,s
ocia
land
psy
chol
ogic
alw
ell-
bein
g,
for
exam
ple,
feel
ing
ener
getic
, enj
oym
ent,
incr
ease
d se
lf –
este
em a
nd p
ositi
ve s
elf i
mag
e.(K
ey E
lem
ent:
Pers
onal
Hea
lth)
Dev
elop
pos
itive
spo
rtin
gbe
havi
our
and
ase
nse
offa
ir
play
, for
exa
mpl
e, k
now
how
to c
ondu
ct th
emse
lves
in
spor
ting
com
petit
ions
; acc
ept a
utho
rity
and
dec
isio
ns o
f re
fere
es, j
udge
s an
d um
pire
s.Pl
an,p
erfo
rma
nde
valu
ate
thei
rco
mm
itmen
tto
ape
rson
ala
ctiv
ityp
rogr
amm
e, fo
r ex
ampl
e, p
artic
ipat
e in
an
activ
ity o
ver
a pe
riod
of t
ime
and
revi
ew p
rogr
ess
and
com
mitm
ent.
(Key
Ele
men
t: M
oral
Cha
ract
er)
Expl
ore
the
aest
hetic
qua
lity
ofm
ovem
ent,
dedi
catio
n,
pers
ever
ance
and
str
engt
hof
hum
ans
piri
t,fo
r ex
ampl
e,
iden
tify
and
expl
ore
a pe
rson
ally
mea
ning
ful s
port
ing
mom
ent o
r pe
rfor
man
ce.
(Key
Ele
men
t: Sp
iritu
alA
war
enes
s)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Wor
kw
itho
ther
sto
sol
vep
robl
ems
ina
ran
geo
fpr
actic
als
ituat
ions
, for
exa
mpl
e, b
y lis
teni
ng to
oth
ers,
re
spon
ding
to th
em a
nd b
uild
ing
cons
truc
tivel
y on
thei
r id
eas
and
view
s; u
nder
stan
ding
the
need
for
rule
s.(K
ey E
lem
ent:
Citiz
ensh
ip)
Expl
ore
issu
esr
elat
edto
Cul
tura
lUnd
erst
andi
ngPa
rtic
ipat
e in
phy
sica
l act
iviti
es fr
om o
ther
cul
ture
s, fo
r ex
ampl
e, T
ai C
hi, k
abad
i, tc
houk
ball,
kor
fbal
l, et
c.(K
ey E
lem
ent:
Cult
ural
Und
erst
andi
ng)
Expl
ore
issu
esr
elat
edto
Med
iaA
war
enes
sEx
plor
e th
e in
crea
sing
influ
ence
of t
he m
edia
on
spor
t, fo
r ex
ampl
e, in
vest
igat
e an
d di
scus
s w
hich
spo
rts
rece
ive
the
grea
test
med
ia c
over
age;
the
impa
ct o
f spo
rtin
g ce
lebr
ity e
ndor
sem
ent a
nd a
dver
tisin
g; s
pons
orsh
ip d
eals
.(K
ey E
lem
ent:
Med
iaA
war
enes
s)
Expl
ore
issu
esr
elat
edto
Eth
ical
Aw
aren
ess
Dev
elop
aw
aren
ess
of e
thic
al is
sues
ass
ocia
ted
with
ph
ysic
al a
ctiv
ities
, for
exa
mpl
e, lo
cal o
ppor
tuni
ties
for
girl
s an
d w
omen
or
spec
ific
targ
et g
roup
s to
par
ticip
ate
in
spor
t and
/or
phys
ical
act
ivity
on
a re
gula
r ba
sis;
the
use
of
drug
s to
enh
ance
per
form
ance
; the
use
of c
hild
labo
ur in
th
e pr
oduc
tion
of b
rand
ed s
port
goo
ds.
(Key
Ele
men
t: Et
hica
lAw
aren
ess)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Dev
elop
,thr
ough
pra
ctic
alta
sks,
thei
rpe
rson
als
kills
in
prep
arat
ion
for
futu
ree
duca
tion/
trai
ning
/em
ploy
men
t, fo
r ex
ampl
e, u
sing
initi
ativ
e, e
nter
pris
e, c
reat
ivity
and
sk
ills
in p
robl
em-s
olvi
ng, d
ecis
ion-
mak
ing,
lead
ersh
ip a
nd
co-o
pera
tion.
(Key
Ele
men
t: Em
ploy
abili
ty)
Expl
ore
issu
esr
elat
edto
Eco
nom
icA
war
enes
sPa
rtic
ipat
e in
and
eva
luat
e th
e be
nefit
s of
a r
ange
of l
ow-
cost
spo
rts
and
phys
ical
act
iviti
es, f
or e
xam
ple,
wal
king
, jo
ggin
g, s
wim
min
g, e
tc.
(Key
Ele
men
t: Ec
onom
icA
war
enes
s)
Expl
ore
issu
esr
elat
edto
Edu
catio
nfo
rSu
stai
nabl
eD
evel
opm
ent
Inve
stig
ate
how
the
scho
ol g
roun
ds a
nd lo
cal c
omm
unity
pr
omot
es o
utdo
or a
ctiv
ities
, whi
le im
prov
ing
the
envi
ronm
ent,
for
exam
ple,
mor
e or
a g
reat
er r
ange
of
afte
r/be
fore
sch
ool c
lubs
, sec
ure
bike
sto
rage
to p
rom
ote
cycl
ing
to s
choo
l, m
ore
cycl
e la
nes
or p
layg
roun
d m
arki
ngs.
(Key
Ele
men
t: Ed
ucat
ion
for
Sust
aina
ble
Dev
elop
men
t)
Lear
ning
Out
com
es
The
lear
ning
out
com
esr
equi
reth
ede
mon
stra
tion
of
skill
sap
plyi
ngk
now
ledg
ean
dun
ders
tand
ing
ofP
hysi
cal
Educ
atio
n.
Pupi
lss
houl
dbe
abl
eto
:
take
res
pons
ibili
tyfo
rth
eir
own
safe
tyin
rel
atio
nto
war
min
g-up
and
coo
ling-
dow
n,in
jury
pre
vent
ion,
clo
thin
gan
deq
uipm
ent;
wor
kin
depe
nden
tlyto
pla
n,u
nder
take
and
eva
luat
ea
pers
onal
phy
sica
lact
ivity
pro
gram
me
tom
eetu
p-to
-dat
ehe
alth
rec
omm
enda
tions
;re
sear
cha
ndm
anag
ein
form
atio
nef
fect
ivel
y,in
clud
ing
Usi
ngM
athe
mat
ics
and
Usi
ngIC
Tw
here
app
ropr
iate
;sh
owd
eepe
run
ders
tand
ing
byth
inki
ngc
ritic
ally
and
flex
ibly
,sol
ving
pro
blem
san
dm
akin
gin
form
edd
ecis
ions
,dem
onst
ratin
gU
sing
Mat
hem
atic
san
dU
sing
ICT
whe
re
ap
prop
riat
e;de
mon
stra
tec
reat
ivity
and
initi
ativ
ew
hen
deve
lopi
ngid
eas
and
follo
win
gth
emth
roug
h;w
ork
effe
ctiv
ely
with
oth
ers;
dem
onst
rate
sel
fman
agem
entb
yw
orki
ngs
yste
mat
ical
ly,p
ersi
stin
gw
ithta
sks,
eva
luat
ing
and
impr
ovin
gow
npe
rfor
man
ce;
com
mun
icat
eef
fect
ivel
yin
pra
ctic
al,o
ral,
visu
al,w
ritt
ena
ndIC
Tfo
rmat
s,s
how
ing
clea
raw
aren
ess
ofa
udie
nce
and
purp
ose.
• • • • • • • •
NB
:Tea
cher
s m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
Rel
igio
usE
duca
tion
with
inth
eN
orth
ern
Irel
and
Curr
icul
umTh
e st
atut
ory
requ
irem
ents
are
set
out
in th
e Co
re S
ylla
bus
for
Rel
igio
us E
duca
tion.
The
se a
re o
utlin
ed in
Bol
d in
the
Kno
wle
dge,
Und
erst
andi
nga
ndS
kills
col
umn.
Thi
s di
agra
m a
ligns
as
pect
s of
the
core
syl
labu
s w
ith th
e st
atut
ory
requ
irem
ents
of t
he c
urri
culu
m. A
ll fo
ur le
arni
ngo
bjec
tives
of t
he C
ore
Sylla
bus
can
rela
te to
a n
umbe
r of
Key
Ele
men
ts. T
he il
lust
ratio
ns
offe
red
in th
e ob
ject
ive
colu
mns
aim
to re
late
this
str
and
to L
earn
ing
for
Life
and
Wor
k co
ntex
ts. A
ll ex
ampl
es a
re in
ital
ics.
Dev
elop
ing
pupi
ls’
Kno
wle
dge,
Und
erst
andi
nga
ndS
kills
(Obj
ectiv
e1)
Dev
elop
ing
pupi
lsa
sIn
divi
dual
s(O
bjec
tive
2)D
evel
opin
gpu
pils
as
Cont
ribu
tors
toS
ocie
ty
(Obj
ectiv
e3)
Dev
elop
ing
pupi
lsa
sCo
ntri
buto
rsto
the
Econ
omy
and
the
Envi
ronm
ent
Pupi
lss
houl
dha
veo
ppor
tuni
ties,
thro
ugh
the
cont
exts
op
posi
te,t
ode
velo
p:
ana
war
enes
s,k
now
ledg
e,u
nder
stan
ding
and
app
reci
atio
nof
th
eke
yCh
rist
ian
teac
hing
sab
outG
od(F
athe
r,So
nan
dH
oly
Spir
it),a
bout
Jes
usC
hris
t,an
dab
outt
heB
ible
;dev
elop
an
abili
tyto
inte
rpre
tand
rel
ate
the
Bib
leto
life
;
akn
owle
dge,
und
erst
andi
nga
nda
ppre
ciat
ion
ofth
egr
owth
of
Chri
stia
nity
,ofi
tsw
orsh
ip,p
raye
ran
dre
ligio
usla
ngua
ge;a
gr
owin
gaw
aren
ess
ofth
em
eani
ngo
fbel
ongi
ngto
aC
hris
tian
trad
ition
,and
sen
sitiv
ityto
war
dsth
ebe
liefs
ofo
ther
s;
thei
rab
ility
toth
ink
and
judg
eab
outm
oral
ity,t
ore
late
Ch
rist
ian
mor
alp
rinc
iple
sto
per
sona
land
soc
iall
ife,a
ndto
id
entif
yva
lues
and
att
itude
sth
atin
fluen
ceb
ehav
iour
;
akn
owle
dge
oftw
ow
orld
rel
igio
nso
ther
than
Chr
istia
nity
and
se
nsiti
vity
tow
ards
the
relig
ious
bel
iefs
,pra
ctic
esa
ndli
fest
yles
of
thei
rfo
llow
ers
inN
orth
ern
Irel
and.
They
sho
uld
also
hav
e th
e op
port
uniti
es to
dev
elop
and
pra
ctis
e th
e fo
llow
ing
skill
s:in
vest
igat
e, e
xpla
in a
nd e
valu
ate
the
impa
ct o
f rel
igio
us b
e-lie
fs a
nd te
achi
ngs
on in
divi
dual
s, c
omm
uniti
es a
nd s
ocie
ty;
anal
yse,
inte
rpre
t, ev
alua
te a
nd p
rese
nt in
form
atio
n fr
om a
ra
nge
of s
ourc
es, t
exts
and
aut
hori
ties;
deve
lop
criti
cal a
nd c
reat
ive
thin
king
in th
eir
appr
oach
to
solv
ing
prob
lem
s an
d m
akin
g de
cisi
ons;
be a
ble
to d
iscu
ss, e
valu
ate
and
empa
this
e w
ith h
ow re
ligio
us
belie
fs a
nd te
achi
ngs
can
info
rm a
nsw
ers
to q
uest
ions
abo
ut
the
mea
ning
and
pur
pose
of l
ife a
s w
ell a
s m
oral
and
eth
ical
is
sues
;re
flect
on
and
eval
uate
thei
r ow
n an
d ot
hers
’ tho
ught
s, fe
el-
ings
, exp
erie
nces
and
bel
iefs
on
relig
ious
, spi
ritu
al a
nd m
oral
is
sues
, usi
ng re
ason
ed a
nd b
alan
ced
ar
gum
ents
, and
con
side
r ho
w th
ese
mig
ht b
e ap
plie
d to
thei
r lif
esty
le.
• • • • •
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Expl
ore
issu
es o
f per
sona
l ide
ntity
by
fost
erin
g re
spec
t for
se
lf,fo
r ex
ampl
e, d
evel
opm
ent o
f pos
itive
sel
f-im
age
thro
ugh
the
conc
ept o
f cre
atio
n in
the
imag
e of
God
.(K
ey E
lem
ent:
Pers
onal
Und
erst
andi
ng)
Inve
stig
ate
way
s in
whi
ch r
ight
s an
d re
spon
sibi
litie
s in
re
latio
nshi
ps w
ith o
ther
peo
ple
appl
y to
eve
ryda
y lif
e an
d ho
w th
is is
som
etim
es d
ifficu
lt to
put
into
pra
ctic
e,fo
r ex
ampl
e, c
onfli
cts
with
fam
ily o
r pe
ers
and
how
they
can
be
reso
lved
.D
evel
op a
ran
ge o
f ski
lls to
pro
mot
e se
nsiti
vity
and
em
path
y w
hen
disc
ussi
ng r
elig
ious
and
mor
al is
sues
, for
exa
mpl
e,
disc
ussi
ng a
nd q
uest
ioni
ng in
a fr
ank
and
open
man
ner
vary
ing
opin
ions
on
issu
es s
uch
as s
ecta
rian
ism
, pre
judi
ce
and/
or r
acis
m; d
iscu
ssin
g th
e po
sitiv
e im
pact
of i
nter
rel
igio
us
dial
ogue
.(K
ey E
lem
ent:
Mut
ualU
nder
stan
ding
)
Expl
ore
the
role
of r
elig
ion
in r
egar
d to
hea
lth is
sues
, for
ex
ampl
e, d
evel
opm
ent o
f the
con
cept
of t
he b
ody
as a
tem
ple
in
rela
tion
to s
mok
ing,
alc
ohol
or
subs
tanc
e ab
use.
(K
ey E
lem
ent:
Pers
onal
Hea
lth)
Exam
ine
how
we
mak
e ch
oice
s be
twee
n ri
ght a
nd w
rong
an
d th
e in
fluen
ces
that
sha
pe o
ur m
oral
beh
avio
ur s
uch
as
cons
cien
ce, f
amily
, pee
rs, s
choo
l, re
ligio
us b
ackg
roun
d,
med
ia a
nd s
ocie
ty, f
or e
xam
ple,
inve
stig
atio
n in
to th
e lif
e of
a
wel
l kno
wn
relig
ious
per
son
who
has
take
n a
mor
al s
tanc
e.(K
ey E
lem
ent:
Mor
alC
hara
cter
)
Expl
ore
and
resp
ond
to th
e ke
y qu
estio
ns th
at a
rise
thro
ugh
disc
ussi
ons
on th
e pu
rpos
e of
life
and
dev
elop
per
sona
l aw
aren
ess
in th
is a
rea,
for
exam
ple,
the
role
of f
orgi
vene
ss,
love
and
judg
emen
t in
the
teac
hing
and
life
of J
esus
; inv
estig
ate
the
Eigh
tfol
d Pa
th in
Bud
dhis
m o
r Fi
ve p
illar
s of
Isla
m.
(Key
Ele
men
t: Sp
iritu
alA
war
enes
s)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Inve
stig
ate
how
cho
ices
can
be
influ
ence
d by
pre
judi
ce
and
sect
aria
nism
and
way
s in
whi
ch r
econ
cilia
tion
can
be a
chie
ved
thro
ugh
dial
ogue
, out
reac
h an
d ac
tion,
fo
r ex
ampl
e, J
esus
and
his
rel
atio
nshi
p w
ith o
ther
s; th
e ch
urch
es’ r
ole
in p
eace
and
rec
onci
liatio
n in
N. I
rela
nd o
r
S. A
fric
a; r
elig
ious
res
pons
e to
soc
ial j
ustic
e is
sues
in
toda
y’s
wor
ld.
(Key
Ele
men
t: Ci
tizen
ship
)
Expl
ore
how
the
relig
ious
bel
iefs
, pra
ctic
es a
nd
lifes
tyle
s of
peo
ple
of w
orld
faith
s, o
ther
than
Ch
rist
iani
ty, h
ave
influ
ence
d th
e de
velo
pmen
t of
vari
ous
cultu
ral t
radi
tions
(in
N. I
rela
nd),
for
exam
ple,
po
sitiv
e va
luin
g of
fest
ival
s an
d tr
aditi
ons
from
var
ious
cu
lture
s an
d re
ligio
ns.
(Key
Ele
men
t: Cu
ltur
alU
nder
stan
ding
)
Inve
stig
ate,
eva
luat
e an
d cr
itiqu
e th
e po
wer
of t
he
med
ia to
info
rm, i
nflue
nce
and
pers
uade
in d
ealin
g w
ith r
elig
ious
eve
nts
and
issu
es, f
or e
xam
ple,
vio
lenc
e in
soc
iety
; soc
ial a
nd g
loba
l jus
tice;
hum
an s
exua
lity;
re
ligio
us to
lera
nce.
(Key
Ele
men
t: M
edia
Aw
aren
ess)
Inve
stig
ate
how
an
indi
vidu
al C
hris
tian
or th
e ch
urch
ha
s re
spon
ded
to a
n et
hica
l iss
ue a
nd e
valu
ate
the
impa
ct o
f thi
s co
ntri
butio
n on
the
life
of o
ther
s, fo
r ex
ampl
e,im
pact
of m
edic
al a
dvan
ces
on h
uman
cho
ices
an
d be
havi
our
(pla
stic
sur
gery
in r
elat
ion
to s
elf i
dent
ity,
subs
tanc
e ab
use)
.In
vest
igat
e ho
w d
iffer
ent r
elig
ions
hav
e re
spon
ded
to
an e
thic
al is
sue,
for
exam
ple,
res
pect
for
life.
(Key
Ele
men
t: Et
hica
lAw
aren
ess)
Pupi
lss
houl
dha
veo
ppor
tuni
ties
to:
Cons
ider
the
impo
rtan
t rol
e of
ski
lls, a
ttitu
des,
di
spos
ition
s an
d et
hica
l val
ues
in th
e w
ork
plac
e,
for
exam
ple,
wor
king
with
in r
elig
ious
and
eth
ical
gu
idel
ines
in w
ork.
(Key
Ele
men
t: Em
ploy
abili
ty)
Cons
ider
how
thei
r co
nsum
er c
hoic
es h
ave
an
effe
ct o
n th
e ec
onom
ic s
tabi
lity
of o
ther
s, fo
r ex
ampl
e, th
e de
velo
pmen
t of f
air
trad
e co
nsum
er
good
s.Ex
plor
e th
e ro
le o
f cha
ritie
s in
mod
ern
soci
ety,
fo
r ex
ampl
e, h
ow o
ne c
hari
ty c
ontr
ibut
es to
the
econ
omic
dev
elop
men
t of p
eopl
e lo
cally
or
glob
ally
.(K
ey E
lem
ent:
Econ
omic
Aw
aren
ess)
Expl
ore
why
thos
e w
ith a
rel
igio
us fa
ith b
elie
ve
they
hav
e re
spon
sibi
lity,
as
stew
ards
, to
take
ca
re o
f the
wor
ld a
nd p
eopl
e w
ithin
it.
Expl
ain
how
they
mig
ht p
ut th
ese
belie
fs a
bout
st
ewar
dshi
p in
to p
ract
ice
toda
y, fo
r ex
ampl
e,
activ
ities
in w
hich
peo
ple
part
icip
ate
that
dev
elop
a
resp
onsi
ble
attit
ude
tow
ards
the
envi
ronm
ent;
relig
ious
res
pons
e to
hum
an d
evel
opm
ent i
ssue
s;
the
crea
tion
of a
fair
and
equ
itabl
e w
orld
.(K
ey E
lem
ent:
Educ
atio
nfo
rSu
stai
nabl
eD
evel
opm
ent)
Lear
ning
Out
com
es:
The
lear
ning
out
com
esr
equi
reth
ede
mon
stra
tion
ofs
kills
an
dap
plic
atio
nof
kno
wle
dge
and
unde
rsta
ndin
gof
Rel
igio
us
Educ
atio
nan
dits
impa
cto
nlif
eto
day.
Pupi
lss
houl
dbe
abl
eto
:
rese
arch
and
man
age
info
rmat
ion
effe
ctiv
ely
toin
vest
igat
ere
ligio
us,m
oral
and
eth
ical
issu
es,i
nclu
ding
Usi
ngM
athe
mat
ics
and
Usi
ngIC
Tw
here
app
ropr
iate
;sh
owd
eepe
run
ders
tand
ing
byth
inki
ngc
ritic
ally
and
flex
ibly
,sol
ving
pro
blem
san
dm
akin
gin
form
edd
ecis
ions
,dem
onst
ratin
gU
sing
Mat
hem
atic
san
dU
sing
ICT
whe
rea
ppro
pria
te;
dem
onst
rate
cre
ativ
ity,a
ndin
itiat
ive
whe
nde
velo
ping
idea
san
dfo
llow
ing
them
thro
ugh;
wor
kef
fect
ivel
yw
itho
ther
s;de
mon
stra
tes
elf-
man
agem
entb
yw
orki
ngs
yste
mat
ical
ly,p
ersi
stin
gw
ithta
sks,
eva
luat
ing
and
impr
ovin
gow
npe
rfor
man
ce;
com
mun
icat
eef
fect
ivel
yin
ora
l,vi
sual
,wri
tten
and
ICT
form
ats,
sho
win
gcl
ear
awar
enes
sof
aud
ienc
ean
dpu
rpos
e.
• • • • • •
NB
:Tea
cher
s m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
Religious Education: ReligiousEducationwithintheNorthernIrelandCurriculum 3.0
49
KeyStage3 Rationale and Detail
3.0
Min
imum
Req
uire
men
ts
50
APPENDIx:DetailsofLegislationThe Education (Northern Ireland) Order was passed on July 19th 2006. It makes provision for the implementation of the Northern Ireland curriculum across the five key stages of compulsory education which are:
The Order is described in StatutoryInstrument2006No.1915(N.I.11) available at www.opsi.gov.uk/si/si2006/20061915.htmThe Education (Northern Ireland) Order 2006 has three parts:
Part 1: Introductory section containing title, commencement and interpretationPart 2: The Curriculum containing statutory requirements relating to curriculum Part 3: Miscellaneous and Supplementary including schedules for Areas of Learning and the contributory elements.
The detail of the 3 parts is set out in the following separate regulations:
2007No.43TheEducation(PupilRecordsandReporting)transitional)regulations(NorthernIreland)2007 coming into operation 1st March 2007
2007No.44TheEducation(OtherSkills)Order(NorthernIreland)2007coming into operation 1st August 2007
2007No.45TheEducation(AssessmentArrangements)(FoundationtoKeyStage3)order(NorthernIreland)2007 coming into operation 1st August 2007
2007No.46TheEducation(CurriculumMinimumContent)Order(NorthernIreland)2007 coming into operation 1st August 2007
SCHOOLYEARS KEYSTAGE
1 & 2 Foundation
3&4 1
5,6&7 2
8,9&10 3
11&12 4