Sky Skills Studios: Curriculum Matrix · PDF fileSky Skills Studios: Curriculum Matrix...

Sky Skills Studios: Curriculum Matrix

Contents

Science

Species Pages 2 - 4

Natural Disasters Pages 5 - 7

Fossil Fuels Pages 8 - 9

English

Celebrity Culture Pages 10 - 18

Regional Accents Pages 19 - 29

Textspeak Pages 30 - 41

Maths

World of Money Pages 42 - 43

The Rubbish Equation Pages 44 - 47

Population Pages 48 - 50

Sport

Competition for Places Page 51

Mind, Body and Sport Pages 52 - 53

Participation in Sport Pages 54 - 55

Citizenship

Cultural Diversity Pages 56 - 57

Social Networking Pages 58 - 60

Taking Care of Our World Pages 61 - 64

Animal Rights Pages 65 - 68

66132.06 NSP Sky Skill Studio - Curriculum matrix c.indd 1 12/06/2012 09:40

2

Item Description Item Description Item Description

Sc1: Scientific enquiry (Knowledge, Skills and Understanding)

Ideas and evidence in science

1.a. science is about thinking creatively to try to explain how living and non-living things work, and to establish links between causes and effects.

1.2 Applications and implications of science

a. exploring how the creative application of scientific ideas can bring about technological developments and consequent changes in the way people think and behave.

b. examining the ethical and moral implications of using and applying science.

1. Data, evidence, theories and explanation

a. how scientific data can be collected and analysed.

b. how interpretation of data, using creative thought, provides evidence to test ideas and develop theories.

c. how explanations of many phenomena can be developed using scientific theories, models and ideas.

d. that there are some questions that science cannot currently answer, and some that science cannot address.

Investigative Skills: Planning

2.a. ask questions that can be investigated scientifically and decide how to find answers.

b. consider what sources of information, including first-hand experience and a range of other sources, they will use to answer questions.

2.2 Critical understanding of evidence

a. obtain, record and analyse data from a wide range of primary and secondary sources, including ICT sources, and use their findings to provide evidence for scientific explanations.

2. Practical enquiry skills

a. plan to test a scientific idea, answer a scientific question, or solve a scientific problem.

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Subject: Science

Topic: Species


3


Investigative Skills: Considering evidence and evaluating

2.i. make comparisons and identify simple patterns or associations in their own observations and measurements or other data.

j. use observations, measurements or other data to draw conclusions.

k. decide whether these conclusions agree with any prediction made and/or whether they enable further predictions to be made.

m. review their work and the work of others and describe its significance and limitations.

2.3 Communication

a. use appropriate methods, including ICT, to communicate scientific information and contribute to presentations and discussions about scientific issues.

3. Communication skills

a. recall, analyse, interpret, apply and question scientific information or ideas.

b. use both qualitative and quantitative approaches.

c. present information, develop an argument and draw a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools.

SC2: Life processes and living things (Knowledge, Skills and Understanding)

Variation and Classification

4.b. how locally occurring animals and plants can be identified and assigned to groups.

c. that the variety of plants and animals makes it important to identify them and assign them to groups.

5.a. about ways in which living things and the environment need protection.

3.4 The environment, earth and universe

c. human activity and natural processes can lead to changes in the environment.

4. Application and implications of science skills

b. to consider how and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions.

c. how uncertainties in scientific knowledge and scientific ideas change over time and about the role of the scientific community in validating these changes.

Topic: Species

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Living things in their environment: Adaptation

b. about the different plants and animals found in different habitats.

c. how animals and plants in two different habitats are suited to their environment.

The curriculum should provide opportunities for pupils to:

a. research, experiment, discuss and develop arguments.

c. use real-life examples as a basis for finding out about science.

d. study science in local, national and global contexts, and appreciate the connections between these.

e. experience science outside the school environment, including in the workplace, where possible.

f. use creativity and innovation in science, and appreciate their importance in enterprise.

g. recognise the importance of sustainability in scientific and technological developments.

j. consider how knowledge and understanding of science informs personal and collective decisions.

k. make links between science and other subjects and areas of the curriculum.

5. Organisms and health

a. organisms are interdependent and adapted to their environments.

8. Environment, Earth and universe

a. the effects of human activity on the environment.

Topic: Species

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5

Subject: Science

Topic: Natural Disasters


Sc1: Scientific enquiry

(Knowledge, Skills and Understanding)

Ideas and evidence in science

1.a. that science is about thinking creatively to try to explain how living and non-living things work, and to establish links between causes and effects.

Range and content

3.1.b. forces are interactions between objects and can affect their shape and motion .

3.4.a. geological activity is caused by chemical and physical processes.

3.4.c. human activity and natural processes can lead to changes in the environment.

Breadth of Study

8.b. the surface and the atmosphere of the Earth have changed since the Earth’s origin and are changing at present.

Investigative Skills: Considering evidence and evaluating

2.i. make comparisons and identify simple patterns or associations in their own observations and measurements or other data.

j. use observations, measurements or other data to draw conclusions.

k. decide whether these conclusions agree with any prediction made and/or whether they enable further predictions to be made.

l. use their scientific knowledge and understanding to explain observations, measurements or other data or conclusions.

m. review their work and the work of others and describe its significance and limitations.

Key Concepts 1.a. using scientific ideas and models to explain phenomena.

b. critically analysing and evaluating evidence from observations.

1.2.a. exploring how the creative application of scientific ideas can bring about technological developments and consequent changes in the way people think and behave.

1.4.a. sharing developments and common understanding across disciplines and boundaries.

How Science Works

1.c. how explanations of many phenomena can be developed using scientific theories, models and ideas.


a. plan to answer a scientific question, or solve a scientific problem.

b. collect data from secondary sources, including using ICT sources and tools.

d. evaluate methods of collection of data and consider their validity and reliability as evidence (During preparation lesson or extra curricular time prior to the Sky Studio visit).

a. recall, analyse, interpret, apply and question scientific information or ideas



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continued overleaf


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4.a. know about the use of contemporary scientific and technological developments and their benefits, drawbacks and risks.

b. consider how and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions.


Key Processes 2.1c. plan and carry out investigative activities, both individually and in groups.

2.2.a. obtain, record and analyse data from a range of secondary sources, including ICT sources, and use their findings to provide evidence for scientific explanations.

b. evaluate scientific evidence and working methods.

2.3.a. use appropriate methods, including ICT, to communicate scientific information and contribute to presentations and discussions about scientific issues.

continued


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SC4:Physical processes


Forces and motion: Type of forces

2.c. about friction, including air resistance, as a force which slows moving objects and may prevent objects from starting to move.

d. that when objects (e.g. a spring, a table) are pushed or pulled, an opposing pull or push back can be felt.

e. how to measure forces and identify the direction in which they act.

Curriculum Opportunities

4.a. research, discuss and develop arguments.

b. pursue an independent enquiry into an aspect of science of personal interest – something that may be addressed during research in the preparation lesson prior to the Sky Studio.



e. experience science outside the school environment.

4 . explore contemporary and historical scientific developments and how they have been communicated.

k. make links between science and other subjects and areas of the curriculum.

Breadth of study

Knowledge, skills and understanding

1. During the key stage, pupils should be taught the knowledge, skills and understanding through:

a. a range of domestic and environmental contexts that are familiar and of interest to them.

b. looking at the part science has played in the development of many useful things.

c. using a range of sources of information and data, including ICT-based sources.

d. using first-hand and secondary data to carry out a range of scientific investigations, including complete investigations.


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Subject: Science

Topic: Fossil Fuels


Sc3: Materials and their properties (Knowledge, skills and understanding)

Grouping and Classifying materials

Changing materials

1.a. to compare everyday materials and objects on the basis of their material properties, including hardness, strength, flexibility and magnetic behaviour, and to relate these properties to everyday uses of the materials.

b. that some materials are better thermal insulators than others.

c. that some materials are better electrical conductors than others.

e. to recognise differences between solids, liquids and gases, in terms of ease of flow and maintenance of shape and volume.

2.f. that non-reversible changes [for example, vinegar reacting with bicarbonate of soda, plaster of Paris with water] result in the formation of new materials that may be useful.

g. that burning materials [for example, wood, wax, natural gas] results in the formation of new materials and that this change is not usually reversible.

Range and Content

3.1.a. energy can be transferred usefully, stored, or dissipated, but cannot be created or destroyed (this point covers renewable energy).

3.4.c. human activity and natural processes can lead to changes in the environment.

Key Concepts

1.1.a. Using scientific ideas and models to explain phenomena.

1.b. Critically analysing and evaluating evidence from observations.

1.2.a. Exploring how the creative application of scientific ideas can bring about technological developments and consequent changes in the way people think and behave.

1.4.a. Sharing developments and common understanding across disciplines and boundaries

Key Processes

1.b. assess risk and work safely in the workplace.

2.2.a. obtain, record and analyse data from a wide range of and secondary sources, including ICT sources, and use their findings to provide evidence for scientific explanations.

2.2.b. evaluate scientific evidence and working methods.

Breadth of Study

Breadth of Study

6.c. new materials are made from natural resources by chemical reactions.

6.d. the properties of a material determine its uses.

7.a. energy transfers can be measured and their efficiency calculated, which is important in considering the economic costs and environmental effects of energy use.

b. electrical power is readily transferred and controlled, and can be used in a range of different situations.

8.a. the effects of human activity on the environment can be assessed using living and non-living indicators.

b. the surface and the atmosphere of the Earth have changed since the Earth’s origin and are changing at present.

How Science works

1.c. how explanations of many phenomena can be developed using scientific theories, models and ideas.


2.a. a plan to answer a scientific question, or solve a scientific problem.

b. collect data from secondary sources, including using ICT sources and tools.

d. evaluate methods of collection of data and consider their validity and reliability as evidence (during the preparation lesson or extra-curricular time prior to the sky studio).

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continued overleafcontinued overleaf


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Topic: Fossil Fuels

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2.3.a. use appropriate methods, including ICT, to communicate scientific information and contribute to presentations and discussions about scientific issues.


4.a. research, discuss and develop arguments.

b. pursue an independent enquiry into an aspect of science of personal interest (opportunity to do this in preparation time before the sky studio visit).



e. experience science outside the school environment.

g. recognise the importance of sustainability in scientific and technological developments.

4.h. explore contemporary and historical scientific developments and how they have been communicated.

4.k. make links between science and other subjects and areas of the curriculum.

3.a. recall, analyse, interpret, apply and question scientific information or ideas.



4.a. about the use of contemporary scientific and technological developments and their benefits, drawbacks and risks.

b. to consider how and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions.


continuedcontinued


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Subject: English

Topic: Celebrity Culture


EN 1: Speaking and Listening (Knowledge, skills and understanding)

Speaking

1.a. use vocabulary and syntax that enables them to communicate more complex meanings.

b. gain and maintain the interest and response of different audiences [for example, by exaggeration, humour, varying pace and using persuasive language to achieve particular effects].

c. choose material that is relevant to the topic and to the listeners.

d. show clear shape and organisation with an introduction and an ending.

e. speak audibly and clearly, using spoken standard English in formal contexts.

f. evaluate their speech and reflect on how it varies.

1.1 Competence a. being clear, coherent and accurate in spoken and written communication.

d. being adaptable in a widening range of familiar and unfamiliar contexts within the classroom and beyond.

e. making informed choices about effective ways to communicate formally and informally.

1.1 Competence a. expressing complex ideas and information clearly, precisely and accurately in spoken and written communication.

d. applying and transferring skills in a wide range of contexts, demonstrating flexibility and adaptability.

e. making independent judgements about how to communicate effectively and sustain formal interaction, particularly in unfamiliar contexts.

Listening 2.a. identify the gist of an account or key points in a discussion and evaluate what they hear.

b. ask relevant questions to clarify, extend and follow up ideas.

c. recall and re-present important features of an argument, talk, reading, radio or television programme, film.

d. identify features of language used for a specific purpose [for example, to persuade, instruct or entertain].

e. respond to others appropriately, taking into account what they say.

1.2 Creativity a. Making fresh connections between ideas, experiences, texts and words, drawing on a rich experience of language and literature.

b. using inventive approaches to making meaning, taking risks, playing with language and using it to create new approaches.

d. using creative approaches to answering questions, solving problems and developing ideas.

1.2 Creativity a. making fresh connections between ideas, experiences, texts and words, drawing on a rich experience of language and literature.

b. Using inventive approaches to making meaning, taking risks, playing with language and using it to create new effects.

c. using imagination to create effects to surprise and engage the audience.


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Group discussion and interaction

3.a. make contributions relevant to the topic and take turns in discussion.

b. vary contributions to suit the activity and purpose, including exploratory and tentative comments where ideas are being collected together, and reasoned, evaluative comments as discussion moves to conclusions or actions.

c. qualify or justify what they think after listening to others’ questions or accounts.

d. deal politely with opposing points of view and enable discussion to move on.

e. take up and sustain different roles, adapting them to suit the situation, including chair, scribe and spokesperson.

f. use different ways to help the group move forward, including summarising the main points, reviewing what has been said, clarifying, drawing others in, reaching agreement, considering alternatives and anticipating consequences.

1.3 Cultural understanding

a. gaining a sense of the English literary heritage and engaging with important texts in it.

b. exploring how ideas, experiences and values are portrayed differently in texts from a range of cultures and traditions.

c. understanding how English varies locally and globally and how these variations relate to identity and cultural diversity.


c. understanding how spoken and written language evolve in response to changes in society and technology and how this process relates to identity and cultural diversity.

En3: Writing (Knowledge, Skills and Understanding)

Composition

1.a. choose form and content to suit a particular purpose.

b. broaden their vocabulary and use it in inventive ways.

c. use language and style that are appropriate to the reader.

d. use and adapt the features of a form of writing, drawing on their reading.

1.4 Critical understanding

a. engaging with ideas and texts, understanding and responding to the main issues.

b. assessing the validity and significance of information and ideas from different sources.

c. exploring others’ ideas and developing their own.

d. analysing and evaluating spoken and written language to appreciate how meaning is shaped.


a. engaging with the details of ideas and texts.

b. connecting ideas, themes and issues, drawing on a range of texts.

c. forming independent views and challenging what is heard or read on the grounds of logic, evidence or argument.

d. analysing and evaluating spoken and written language to explore their impact on the audience.


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Planning and drafting

2.a. plan - note and develop initial ideas.

b. draft - develop ideas from the plan into structured written text.

c. revise - change and improve the draft.

d. proofread - check the draft for spelling and punctuation errors, omissions and repetitions.

e. present - prepare a neat, correct and clear final copy.

f. discuss and evaluate their own and others’ writing.

2.1 Speaking and listening (Key processes)

a. present information and points of view clearly and appropriately in different contexts, adapting talk for a range of purposes and audiences, including the more formal.

b. use a range of ways to structure and organise their speech to support their purposes and support the listener.

c. vary vocabulary, structures and grammar to convey meaning, including speaking standard English fluently.

d. engage an audience using a range of techniques to explore, enrich and explain their ideas.

e. listen and respond constructively to others taking different views into account and modifying their own views in the light of what others say.

f. understand explicit and implicit meanings.

g. make different kinds of relevant contributions in groups, responding appropriately to others, proposing ideas and asking questions (h) take different roles in organising planning and sustaining talk in groups.

h. take different roles in organising, planning and sustaining talk in groups.

i. sift, summarise and use the most important points.

2.1 Speaking and listening

a. speak fluently, adapting talk to a wide range of familiar and unfamiliar contexts and purposes, including those requiring confident and fluent use of standard English.

b. present information clearly and persuasively to others, selecting the most appropriate way to structure and organise their speech for clarity and effect.

c. select from strategies to adapt speaking and listening flexibly in different circumstances.

d. reflect and comment critically on their own and others’ performances.

e. listen to complex information and respond critically, constructively and cogently in order to clarify points and challenge ideas.

f. synthesise what they hear, separating key ideas from detail and illustration.

g. judge the intentions and standpoint of a speaker

h. listen with sensitivity, judging when intervention is appropriate.

i.take different roles in organising, planning and sustaining discussion in a range of formal and informal contexts.

j. work purposefully in groups, negotiating and building on the contributions of others to complete tasks or reach consensus.

k. use a range of dramatic approaches to explore complex ideas, texts and issues in scripted and improvised work.


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Standard English

6. a. how written standard English varies in degrees of formality [for example, differences between a letter to a friend about a school trip and a report for display].

b. some of the differences between standard and non-standard English usage, including subject-verb agreements and use of prepositions.

3.1 Speaking and Listening (Range and content)

a. prepare formal presentations and debates.

b. informal group or pair discussions.

c. devising, scripting and performing [plays].

2.3 Writing (this link relates to preparation of the scripted elements of the presentation)

a. write clearly and coherently, including an appropriate level of detail.

b. write imaginatively, creatively and thoughtfully, producing texts that interest and engage the reader.

c. generate and harness new ideas and develop them in their writing.

d. adapt style and language appropriately for a range of forms, purposes and readers.

f. use imaginative vocabulary and varied linguistic and literary techniques to achieve particular effects.

g. structure their writing to support the purpose of the task and guide the reader.

j. vary sentence structure for interest, effect and subtleties of meaning.

k. consider what the reader needs to know and include relevant details.

l. use formal and impersonal language and concise expression.

m. develop logical arguments and cite evidence.

n. use persuasive techniques and rhetorical devices.

o. form their own view, taking into account a range of evidence and opinions q. use planning, drafting, editing, proofreading and self-evaluation to shape and craft their writing for maximum effect use the conventions of standard English effectively.

t. use the conventions of standard English effectively.

u. use grammar accurately in a variety of sentence types, including subject–verb agreement and correct and consistent use of tense.


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Language structure

7.a. Word classes and the grammatical functions of words, including nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, articles.

b. the features of different types of sentence, including statements, questions and commands, and how to use them [for example, imperatives in commands].

d. the purposes and organisational features of paragraphs, and how ideas can be linked.


b. analyse and evaluate subject matter, supporting views and opinions with evidence.

c. present ideas and views logically and persuasively.

d. explain or describe information and ideas relevantly and clearly.

3.1 Speaking and listening (Range and content)

a. prepared, formal presentations and debates in contexts where the audience and topic are unfamiliar.

Breadth of study

8. During the key stage, pupils should be taught the knowledge, skills and understanding through addressing the following range of purposes, readers and forms of writing.

9. The range of purposes for writing should include:

a. to imagine and explore feelings and ideas, focusing on creative uses of language and how to interest the reader.

b. to inform and explain, focusing on the subject matter and how to convey it in sufficient detail for the reader.

c. to persuade, focusing on how arguments and evidence are built up and language used to convince the reader.

d. to review and comment on what has been read, seen or heard, focusing on both the topic and the writer’s view of it.

3.4 Language structure and variation

b. variations in written standard English and how it differs from standard and non-standard spoken language.

c. the significance of standard English as the main language of public communication nationally and globally.

d. influences on spoken and written language, including the impact of technology.


The curriculum should provide opportunities for students to:

a. develop independence in reading.

b. engage in specific activities that develop speaking and listening skills as well as activities that integrate speaking and listening with reading and writing.

e. make extended contributions, individually and in groups.

j. speak and listen in contexts beyond the classroom.

continued overleaf


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10. Pupils should also be taught to use writing to help their thinking, investigating, organising and learning.

11. The range of readers for writing should include teachers, the class, other children, adults, the wider community and imagined readers.

12. The range of forms of writing should include narratives, poems, playscripts, reports, explanations, opinions, instructions, review.

4.1 Speaking and Listening (Curriculum opportunities)

b. engage in specific activities that develop speaking and listening skills.

e. make extended contributions, individually and in groups (i) speak and listen in contexts beyond the classroom.

Functional Skills

Functional Skills This activity can be linked to the English Key Stage 3 Programme of Study within the Functional Skills in English programme as follows:

Critical thinking and enquiry

- Make relevant contributions in groups, responding appropriately to others (key processes).

- The range of speaking and listening activities should include: prepared formal presentations and debates (range and content).

- The range of purposes for speaking and listening should include[:]...expressing ideas and opinions (range and content).

- Adapting talk for a range of purposes and audiences (key processes) Make different kinds of...contributions (key processes).

- Present information/points of view clearly and in appropriate language in formal and informal exchanges and discussions.

continued

continued overleaf


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Also offered within the guide are opportunities for follow-up activities in schools which allow students to further develop their writing skills e.g. Writing to Argue, Persuade and Advise.


Make relevant contributions in groups, responding appropriately to others (key processes).

The range of speaking and listening activities should include: prepared formal presentations and debates (range and content).

The range of purposes for speaking and listening should include[:]...expressing ideas and opinions (range and content).

Adapting talk for a range of purposes and audiences (key processes) Make different kinds of...contributions (key processes).

Present information/points of view clearly and in appropriate language in formal and informal exchanges and discussions.


Other links The resource offers useful links to other NC subject areas e.g. Citizenship.

continued


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Citizenship The following key processes may be addressed through the programme as follows:

Pupils should be able to:

2.1.a. engage with and reflect on different ideas, opinions, beliefs and values when exploring topical and controversial issues and problems.

b. research, plan and undertake enquiries into issues and problems using a range of information and sources.

c. analyse and evaluate sources used, questioning different values, ideas and viewpoints and recognising bias.



2.1.a engage with and reflect on different ideas, opinions, beliefs and values when exploring topical and controversial issues and problems.



Further subject opportunities

Other subjects which can be linked to the programme include ICT, Drama and PHSE.


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Beyond the curriculum

The teaching guide provides opportunities for schools to deliver areas of personal development e.g. team building and team-working skills and consideration of wider social issues.

School follow-up might also include building onto the visit by exploring how the visit might have had the potential to inform career-building strategies.





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Subject: English

Topic: Regional Accents


En1: Speaking and Listening


Speaking

1.a. use vocabulary and syntax that enables them to communicate more complex meanings.






1.1 Competence

d. being adaptable in a widening range of familiar and unfamiliar contexts within the classroom and beyond.





Listening 2.a. identify the gist of an account or key points in a discussion and evaluate what they hear.











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3.a. make contributions relevant to the topic and take turns in discussion.








b. Exploring how ideas, experiences and values are portrayed differently in texts from a range of cultures and traditions.




Drama 4.a. create, adapt and sustain different roles, individually and in groups.

b. use character, action and narrative to convey story, themes, emotions, ideas in plays they devise and script.

c. use dramatic techniques to explore characters and issues [for example, hot seating, flashback].

d. evaluate how they and others have contributed to the overall effectiveness of performances.


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Standard English

5. Pupils should be taught the grammatical constructions that are characteristic of spoken standard English and to apply this knowledge appropriately in a range of contexts.

Language variation

6.a. according to context and purpose [for example, choice of vocabulary in more formal situations].

b. between standard and dialect forms [for example, in drama, the effect of using standard or dialect forms].

c. between spoken and written forms [for example, the differences between transcribed speech, direct speech and reported speech].

En3: Writing (Knowledge, Skills and Understanding)

Composition






2.a. plan - note and develop initial ideas


c. revise - change and improve the draft.





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Standard English

6.a. how written standard English varies in degrees of formality [for example, differences between a letter to a friend about a school trip and a report for display].












Language structure

7.a. word classes and the grammatical functions of words, including nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, articles.



2.1 Speaking and Listening (Key processes)







g. make different kinds of relevant contributions in groups, responding appropriately to others, proposing ideas and asking questionsimportant points.








g. judge the intentions and standpoint of a speaker.




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h. take different roles in organising planning and sustaining talk in groups.

i. sift, summarise and use the most.

i. take different roles in organising, planning and sustaining discussion in a range of formal and informal contexts.





Listening

2.a. sustain concentration.

b. remember specific points that interest them.

c. make relevant comments.

d. listen to others’ reactions.

e. ask questions to clarify their understanding.

f. identify and respond to sound patterns in language [for example, alliteration, rhyme, word play].






a. write imaginatively, creatively and thoughtfully, producing texts that interest, engage and challenge the reader.

b. write fluently, adapting style and language to a wide range of forms, contexts and purposes.

c. present information and ideas on complex subjects concisely, logically and persuasively.

d. establish and sustain a consistent point of view in fiction and non-fiction writing.

e. use a range of ways to structure whole texts to give clarity and emphasis.

f. use clearly demarcated paragraphs to develop and organise meaning.

g. use a wide variety of sentence structures to support the purpose of the task, giving clarity and emphasis and creating specific effects, and to extend, link and develop ideas.

h. support and strengthen their own views by incorporating different kinds of evidence from a range of sources.

continued

continued overleaf

continued


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continuedItem Description Item Description Item Description

i. select appropriate persuasive techniques and rhetorical devices.

j. draw on their reading and knowledge of linguistic and literary forms when composing their writing.

k. summarise and take notes.

l. use planning, drafting, editing, proofreading and self-evaluation to revise and craft their writing for maximum impact.


3.a. take turns in speaking.

b. relate their contributions to what has gone on before.

c. take different views into account.

d. extend their ideas in the light of discussion.

e. give reasons for opinions and actions.







Breadth of Study

7. During the key stage, pupils should be taught the knowledge, skills and understanding through the following range of activities, contexts and purposes.






a. spoken language variation and attitudes to use of standard and non-standard forms.b. the ways in which language reflects identity through regional, social and personal variation and diversity.c. the differences between spoken and written language in terms of vocabulary, structure and grammar.d. the importance of sentence grammar and whole-text cohesion and their impact in writing.e. the development of English, including its development over time, current influences, borrowings from other languages, origins of words and the impact of technology on spoken and written communication.f. the importance and influence of English as a global language.


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Speaking 8.b. reading aloud.

c. describing events and experiences.

d. speaking to different people.






a. build their confidence in speaking and listening in unfamiliar situations and to audiences beyond the classroom.

b. use their speaking and listening skills to solve problems creatively and cooperatively in groups.

c. engage in specific activities that develop speaking and listening skills as well as activities that integrate speaking and listening with reading and writing.

d. make extended, independent contributions that develop ideas in depth.

e. make purposeful presentations that allow them to speak with authority on significant subjects.

f. develop speaking and listening skills through work that makes cross-curricular links with other subjects.

g. evaluate and respond constructively to their own and others’ performances.

h. watch live performances in the theatre wherever possible and consider how action, character, atmosphere, tension and themes are conveyed.

i. participate in debate, discussion, live talks and presentations, engaging in dialogue with experts, members of the community and unfamiliar adults.

j. discuss issues of local, national and global concern.


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En3: Writing (this link relates to preparation of the scripted elements of the presentation)

Knowledge, Skills and Understanding

Composition





Functional Skills

(This activity can be linked to the English Key Stage 3 Programme of Study within the Functional Skills in English programme as follows:

Functional Skills

Additionally, this resource links to Functional Skills assessments as follows:

• provide realistic contexts, scenarios and problems.

• specify tasks that are relevant to the context.

• require applications of knowledge, skills and understanding for a purpose.

• require problem solving.

• assess process skills and the outcome of their application in different contexts.

The following criteria apply specifically to Functional Skills examinations in English e.g. AQA examination board. Other examination boards offer similar specifications.

English (Functional Skills) (This link applies specifically to Functional Skills examinations in English using the AQA examination board criteria. Other examination boards offer similar specifications).

Skill standard: Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar and make effective presentations.

Coverage and range: Consider complex information and give a relevant, cogent response in appropriate language (SL2.1).

Present information and ideas clearly and persuasively to others (SL2.2).

Adapt contributions to suit audience, purpose and situation (SL2.3).

Make significant contributions to discussions, taking a range of roles and helping to move discussion forward (SL2.4). continued overleaf


27


KS2 KS3 KS4


Also offered within the guide are opportunities for follow-up activities in schools which allow students to further develop their writing skills e.g. Writing to Argue, Persuade and Advise and/or Writing to Inform, Explain and Describe.


2.a. plan - note and develop initial ideas.


c. revise - change and improve the draft






The range of speaking and listening activities should include: prepared formal presentations and debates (range and content) .

The range of purposes for speaking and listening should include[:]...expressing ideas and opinions (range and content)

adapting talk for a range of purposes and audiences (key processes) Make different kinds of...contributions (key processes).

Present information/ points of view clearly and in appropriate language in formal and informal exchanges and discussions.



continued


28


KS2 KS3 KS4


Standard English

6.a. how written standard English varies in degrees of formality [for example, differences between a letter to a friend about a school trip and a report for display].






2.1 .b. research, plan and undertake enquiries into issues and problems using a range of information and sources.


Language structure

7.a. word classes and the grammatical functions of words, including nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, articles.






2.1.b. research, plan and undertake enquiries into issues and problems using a range of information and sources.

2.1.c. analyse and evaluate sources used, questioning different values, ideas and viewpoints and recognising bias.




29


KS2 KS3 KS4


Breadth of study


9.a. to imagine and explore feelings and ideas, focusing on creative uses of language and how to interest the reader.






12. The range of forms of writing should include narratives, poems, playscripts, reports, explanations, opinions, instructions, review.





30

Subject: English

Topic: Textspeak




Speaking

1. To speak with confidence in a range of contexts, adapting their speech for a range of purposes and audiences, pupils should be taught to:

a. use vocabulary and syntax that enables them to communicate more complex meanings.



d. show clear shape and organisation with an introduction and an ending



1.1 Competence d. being adaptable in a widening range of familiar and unfamiliar contexts within the classroom and beyond.





Listening 2. To listen, understand and respond appropriately to others, pupils should be taught to:

a. identify the gist of an account or key points in a discussion and evaluate what they hear.









KS2 KS3 KS4

continued overleaf


31

Topic: Textspeak

KS2 KS3 KS4





3. To talk effectively as members of a group, pupils should be taught to:

a. make contributions relevant to the topic and take turns in discussion.












continued


32

Topic: Textspeak

KS2 KS3 KS4


En3: Writing (this link relates to preparation of the scripted elements of the presentation)


Composition

1. Pupils should be taught to:

a. choose form and content to suit a particular purpose.















2. To develop their writing on paper and on screen, pupils should be taught to:

a. plan - note and develop initial ideas.


c. revise - change and improve the draft




2.1 Speaking and Listening (Key processes)














g. judge the intentions and standpoint of a speaker.




33

Topic: Textspeak

KS2 KS3 KS4


g. make different kinds of relevant contributions in groups, responding appropriately to others, proposing ideas and asking questions.

h. take different roles in organising planning and sustaining talk in groups.

i. sift, summarise and use the most important points.

i. take different roles in organising, planning and sustaining discussion in a range of formal and informal contexts.



Standard English

6. Pupils should be taught:

a. how written standard English varies in degrees of formality [for example, differences between a letter to a friend about a school trip and a report for display].







a. write imaginatively, creatively and thoughtfully, producing texts that interest, engage and challenge the reader.

b. write fluently, adapting style and language to a wide range of forms, contexts and purposes.

c. present information and ideas on complex subjects concisely, logically and persuasively.

d. establish and sustain a consistent point of view in fiction and non-fiction writing.

e. use a range of ways to structure whole texts to give clarity and emphasis.

f. use clearly demarcated paragraphs to develop and organise meaning.

g. use a wide variety of sentence structures to support the purpose of the task, giving clarity and emphasis and creating specific effects, and to extend, link and develop ideas.

continuedcontinued

continued overleaf


34

Topic: Textspeak

KS2 KS3 KS4


h. support and strengthen their own views by incorporating different kinds of evidence from a range of sources.

i. select appropriate persuasive techniques and rhetorical devices.

j. draw on their reading and knowledge of linguistic and literary forms when composing their writing.

k. summarise and take notes.

l. use planning, drafting, editing, proofreading and self-evaluation to revise and craft their writing for maximum impact.

Language structure

7. Pupils should be taught:

a. word classes and the grammatical functions of words, including nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, articles.









continued


35

Topic: Textspeak

KS2 KS3 KS4


Breadth of study


9. The range of purposes for writing should include:

a. to imagine and explore feelings and ideas, focusing on creative uses of language and how to interest the reader.






12. The range of forms of writing should include narratives, poems, playscripts, reports, explanations, opinions, instructions, reviews, commentaries.






a. spoken language variation and attitudes to use of standard and non-standard forms.

b. the ways in which language reflects identity through regional, social and personal variation and diversity.

c. the differences between spoken and written language in terms of vocabulary, structure and grammar.

d. the importance of sentence grammar and whole-text cohesion and their impact in writing.

e. the development of English, including its development over time, current influences, borrowings from other languages, origins of words and the impact of technology on spoken and written communication.

f. the importance and influence of English as a global language.


36

Topic: Textspeak

KS2 KS3 KS4







a. build their confidence in speaking and listening in unfamiliar situations and to audiences beyond the classroom.

b. use their speaking and listening skills to solve problems creatively and cooperatively in groups.

c. engage in specific activities that develop speaking and listening skills as well as activities that integrate speaking and listening with reading and writing.

d. make extended, independent contributions that develop ideas in depth.

e. make purposeful presentations that allow them to speak with authority on significant subjects.

f. develop speaking and listening skills through work that makes cross-curricular links with other subjects.

g. evaluate and respond constructively to their own and others’ performances.

h. watch live performances in the theatre wherever possible and consider how action, character, atmosphere, tension and themes are conveyed.

i. participate in debate, discussion, live talks and presentations, engaging in dialogue with experts, members of the community and unfamiliar adults.

j. discuss issues of local, national and global concern.


37

Topic: Textspeak

KS2 KS3 KS4


Functional Skills (This activity can be linked to the English Key Stage 3 Programme of Study within the Functional Skills in English programme as follows:

Functional Skills Additionally, this resource links to Functional Skills assessments as follows:

• provide realistic contexts, scenarios and problems.

• specify tasks that are relevant to the context.

• require applications of knowledge, skills and understanding for a purpose.

• require problem solving.

• assess process skills and the outcome of their application in different contexts.

The following criteria apply specifically to Functional Skills examinations in English e.g. AQA examination board. Other examination boards offer similar specifications.

English (Functional Skills) (This link applies specifically to Functional Skills examinations in English using the AQA examination board criteria. Other examination boards offer similar specifications).

Skill standard: Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar and make effective presentations.

Coverage and range: Consider complex information and give a relevant, cogent response in appropriate language (SL2.1).

Present information and ideas clearly and persuasively to others (SL2.2).

Adapt contributions to suit audience, purpose and situation (SL2.3).

Make significant contributions to discussions, taking a range of roles and helping to move discussion forward (SL2.4).

continued overleaf


38

Topic: Textspeak

KS2 KS3 KS4


Also offered within the guide are opportunities for follow-up activities in schools which allow students to further develop their writing skills e.g. Writing to Argue, Persuade and Advise and/or Writing to Inform, Explain and Describe.



The range of speaking and listening activities should include: prepared formal presentations and debates (range and content).

The range of purposes for speaking and listening should include[:]...expressing ideas and opinions (range and content).

Adapting talk for a range of purposes and audiences (key processes) Make different kinds of...contributions (key processes).

Present information/points of view clearly and in appropriate language in formal and informal exchanges and discussions.




39

Topic: Textspeak

KS2 KS3 KS4







2.1 c. analyse and evaluate sources used, questioning different values, ideas and viewpoints and recognising bias.



2.1. engage with and reflect on different ideas, opinions, beliefs and values when exploring topical and controversial issues and problems.






40

Topic: Textspeak

KS2 KS3 KS4










Sky Skills Studios is an innovative way of bringing learning to life and provides students with an opportunity to develop skills such as communication, teamwork, self-leadership, problem solving and creativity by producing their very own news report.

By the end of this preparatory lesson and Sky Skills Studios visit, students will be able to:

• Communicate confidently and effectively with others in school and beyond.

• Work collaboratively in the process of acquiring and developing a range of speaking, listening and editorial skills.

continued overleaf


41

Topic: Textspeak

KS2 KS3 KS4


• Acquire greater confidence in preparing and delivering more formal public presentations.

• Understand of how and why variations in language use occur.

• Understand the importance of context and audience when speaking and listening.

• Understand the media world and the specific and innovative ways in which it applies and utilises, formal and informal speaking, listening and writing skills.










c. exploring others’ ideas and developing their own.d. Analysing and evaluating spoken and written language to appreciate how meaning is shaped.






continued


42

Subject: Maths

Topic: World of Money


1. Using and Applying Numbers

1a. making connections in mathematics and appreciate the need to use numerical skills and knowledge when solving problems in other parts of the mathematics curriculum.

Using and applying numbers and algebra

1b. break down a complex calculation into simpler steps before attempting to solve it.

1e. make mental estimates of the answers to calculations; use checking procedures to monitor the accuracy of their results.

Using and Applying handling data

Problem Solving

a. carry out four aspects of the data handling cycle to solve problems:

1. specify the problem and plan: formulate questions in terms of the data needed, and consider what inferences can be drawn from the data; decide what data to collect (including sample size and data format) and what statistical analysis is needed).

2. collect data from a variety of suitable sources, including experiments and surveys, and primary and secondary sources.

3. process and represent the data: turn raw data into usable information that gives insight into the problem.

4. interpret and discuss the data: answer the initial question by drawing conclusions from the data.

a. identify what further information may be required in order to pursue a particular line of enquiry and give reasons for following or rejecting particular approaches.

a. discuss their work and explain their reasoning using an increasing range of mathematical language and notation.

b. present and interpret solutions in the context of the original problem.

Solving numerical problems

4a. choose, use and combine any of the four number operations to solve word problems involving numbers in ‘real life’.

Numbers and the number system

2e. understand that percentage means number of parts per 100 and use this to compare proportions.

Handling Data Using and Applying handling data

1c. identify data necessary to solve a given problem. Processing, representing and interpreting data.

2f. draw conclusions from statistics.

En3 Writing: Composition


a. choose form and content to suit a particular purpose [for example, notes to read or organise thinking, plans for action, poetry for pleasure].

e. use features of layout, presentation and organisation effectively.

Calculations 3e. convert simple fractions of a whole to percentages of the whole and vice versa.

Cross reference to English

Using and applying handling Data

1a. interpret and discuss data; Identify what further information is required to pursue a particular line of enquiry.

Using and applying numbers and algebra

CommunicatingCommunicating 1e. interpret, discuss and synthesise information provided in a variety of forms.

KS2 KS3 KS4



43

Topic: World of Money

KS2 KS3 KS4


En1 Speaking and listening:

Speaking




Percentages

Solving numerical problems

Understand that percentages means number of parts per 100 and interpret percentage as the operator ‘so many hundreths of ’.

a. check and estimate answers to problems; select and justify appropriate degrees of accuracy for answers to problems; recognise limitations on the accuracy of data and measurement.

continued


44

Subject: Maths

Topic: The Rubbish Equation


1. Using and applying mathematics

Problem solving

a. make connections in mathematics and appreciate the need to use numerical skills and knowledge when solving problems.

b. break down a more complex problem or calculation into simpler steps before attempting a solution; identify the information needed to carry out the tasks.

c. select and use appropriate mathematical equipment, including ICT.

d. find different ways of approaching a problem in order to overcome any difficulties.

e. make mental estimates of the answers to calculations; check results.

Communicating

f. organise work and refine ways of recording.

g. use notation diagrams and symbols correctly within a given problem.

h. present and interpret solutions in the context of the problem.

i. communicate mathematically, including the use of precise mathematical language.

Reasoning

j. understand and investigate general statements.

k. search for pattern in their results; develop logical thinking and explain their reasoning.

Representing 2.1a. identify the mathematical aspects of a situation or problem.

b. choose between representations.

c. simplify the situation or problem in order to represent it mathematically, using appropriate variables, symbols, diagrams and models.

d. select mathematical information, methods and tools to use.

Representing 2.1a. identify the mathematical aspects of a situation or problem.


c. simplify the situation or problem in order to represent it mathematically, using appropriate variables, symbols, diagrams and models


KS2 KS3 KS4

continued overleaf


45


KS2 KS3 KS4


Cross reference to English

En3 Writing:

Composition


a. choose form and content to suit a particular purpose [for example, notes to read or organise thinking, plans for action, poetry for pleasure].

e. use features of layout, presentation and organisation effectively.

En1 Speaking and listening:

Speaking




2.2 a. make connections within mathematics.

b. use knowledge of related problems.

c. visualise and work with dynamic images.

d. identify and classify patterns.

e. make and begin to justify conjectures and generalisations, considering special cases and counter-examples.

f. explore the effects of varying values and look for invariance and covariance.

g. take account of feedback and learn from mistakes.






f. explore the effects of varying values and look for invariance and covariance.

g. take account of feedback and learn from mistakes.

continued

continued overleaf continued overleaf


46


KS2 KS3 KS4


h. work logically towards results and solutions, recognising the impact of constraints and assumptions.

i. appreciate that there are a number of different techniques that can be used to analyse a situation.

j. reason inductively and deduce.

k. make accurate mathematical diagrams, graphs and constructions on paper and on screen.

l. calculate accurately, selecting mental methods or calculating devices as appropriate.

m. manipulate numbers, algebraic expressions and equations and apply routine algorithms.

n. use accurate notation, including correct syntax when using ICT.

o. record methods, solutions and conclusions.

p. estimate, approximate and check working.










2.3 a. form convincing arguments based on findings and make general statements.

b. consider the assumptions made and the appropriateness and accuracy of results and conclusions.

c. be aware of the strength of empirical evidence and appreciate the difference between evidence and proof.

d. look at data to find patterns and exceptions.

e. relate findings to the original context, identifying whether they support or refute conjectures.





continued continued



47


KS2 KS3 KS4


f. engage with someone else’s mathematical reasoning in the context of a problem or particular situation.

g. consider the effectiveness of alternative strategies.




2.4 a. communicate findings effectively.

b. engage in mathematical discussion of results.

c. consider the elegance and efficiency of alternative solutions.

d. look for equivalence in relation to both the different approaches to the problem and different problems with similar structures.

e. make connections between the current situation and outcomes, and situations and outcomes they have already encountered.

2.4 a. communicate findings effectively.

b. engage in mathematical discussion of results.

c. consider the elegance and efficiency of alternative solutions.

d. look for equivalence in relation to both the different approaches to the problem and different problems with similar structures.

e. make connections between the current situation and outcomes, and situations and outcomes they have already encountered.

continued continued


48

Subject: Maths

Topic: Population


Problem solving a. make connections in mathematics and appreciate the need to use numerical skills and knowledge when solving problems .

b. break down a more complex problem or calculation into simpler steps before attempting a solution; identify the information needed to carry out the tasks.

c. select and use appropriate mathematical equipment, including ICT

d. find different ways of approaching a problem in order to overcome any difficulties.

e. make mental estimates of the answers to calculations; check results.

2.1 a. identify the mathematical aspects of a situation or problem.




2.1 a. identify the mathematical aspects of a situation or problem.




KS2 KS3 KS4


49

Topic: Population

KS2 KS3 KS4


Communicating f. organise work and refine ways of recording.

g. use notation diagrams and symbols correctly within a given problem.

h. present and interpret solutions in the context of the problem.

i. communicate mathematically, including the use of precise mathematical language.






f. explore the effects of varying values and look for invariance and covariance. g. take account of feedback and learn from mistakes.




k. make accurate mathematical. diagrams, graphs and constructions on paper and on screen.











f. explore the effects of varying values and look for invariance and covariance g. take account of feedback and learn from mistakes.











50

Topic: Population

KS2 KS3 KS4


Reasoning j. understand and investigate general statements.

k. search for pattern in their results; develop logical thinking and explain their reasoning.
















51

Subject: Sport

Topic: Competition For Places


4. Knowledge and understanding of fitness and health

a. how exercise affects the body short term.

b. to warm up and prepare appropriately for different activities.

c. why physical activity is good for their health and well being.

d.why wearing appropriate clothing and being hygienic is good for health and safety.

1.1 d. adapting to a widening range of familiar and unfamiliar contexts.

1.2 Performance a. understanding how the components of competence combine and applying them to produce effective outcomes.

b. knowing and understanding what needs to be achieved, critically evaluating how well it has been achieved and finding ways to improve.

c. appreciating how to make adjustments and adaptations when performing in different contexts and when working individually, in groups and teams.

d. understanding the nature of success .

1.2 d. understanding the nature of success in different types of activity.

1.3 Creativity a. using imaginative ways to express and communicate ideas, solve problems and overcome challenges.

1.3 Creativity a. using imaginative ways to express and communicate ideas, solve problems and overcome challenges.

1.4 Healthy, active lifestyles

a. understanding that physical activity contributes to the healthy functioning of the body and mind and is an essential component of a healthy lifestyle.

1.4 Health, active lifestyles


2.3 Developing physical and mental capacity

a. analyse how mental and physical capacity affects performance.

4 Curriculum Opportunities

d. follow pathways to other activities in and beyond school.

e. perform as an individual, in a group or as part of a team in formal competitions or performances to audiences beyond the class.

g. make links between PE and other subjects and areas of the curriculum.


d. follow pathways to other activities in and beyond school and, where possible, work with sportsmen and women, coaches and other specialists.

e. perform as an individual, in a group or as part of a team in formal competitions or performances to audiences beyond the class.

f. make links between PE and other subjects and areas of the curriculum.

g. use ICT to assist in planning for improvement and involvement in physical activity.

KS2 KS3 KS4


52

Subject: Sport

Topic: Mind, Body and Sport






d.why wearing appropriate clothing and being hygienic is good for health and safety.



b. recognising that regular physical activity that is fit for purpose, safe and enjoyable has the greatest impact on physical, mental and social wellbeing.




2.5 - Making informed decisions about healthy active life styles

b. identify the types of role they would like to take on.

c. make choices about their involvement in healthy physical activity.

2.5 - Making informed decisions about healthy active life styles

b. identify the types of role they would like to take on.

c. make choices about their involvement in healthy physical activity.



Sky Skills Studios is an innovative way of bringing learning to life and provides students an opportunity to develop skills such as communication, teamwork, self-leadership, problem solving and creativity by producing their very own news report.




KS2 KS3 KS4



53

Topic: Mind, Body and Sport

KS2 KS3 KS4




• Work effectively as part of a team taking responsibility for a specific element of production.

• Explain how physical activity contributes to healthy functioning of the body and mind.

• Recognize how regular physical activity has an impact on physical, social and mental well being.

• Make informed decisions about getting involved in a lifetime of healthy physical activities.

• To create a multimedia production about the mind, body and sport.



• Explain how physical activity contributes to healthy functioning of the body and mind.

• Recognize how regular physical activity has an impact on physical, social and mental well being.

• Make informed decisions about getting involved in a lifetime of healthy physical activities.

• To create a multimedia production about the mind, body and sport.

continued continued


54

Subject: Sport

Topic: Participation in Sport






d. why wearing appropriate clothing and being hygienic is good for health and safety.







2.4 Evaluating and improving

d. design original and effective plans that improve the quality of their own and others’ involvement in healthy, active lifestyles.

2.4 Evaluating and improving

d. design original and effective plans that improve the quality of their own and others’ involvement in healthy, active lifestyles.

2.5 Making informed choices about healthy, active lifestyles

a. identify the types of physical activity available to them and the roles they would like to take on.

b. link physical activity with diet, work and rest for personal health and wellbeing.

c. make informed decisions about getting involved in a lifetime of healthy physical activities that suit their needs.

2.5 Making informed choices about healthy, active lifestyles

a. identify the types of physical activity available to them and the roles they would like to take on.

b. link physical activity with diet, work and rest for personal health and wellbeing.

c. make informed decisions about getting involved in a lifetime of healthy physical activities that suit their needs.

KS2 KS3 KS4


55

Topic: Participation in Sport

KS2 KS3 KS4








• Define what is meant by the word legacy.

• Explain the positive implications of holding the 2012 Olympic Games in the United Kingdom.

• Explain some of the negative implications of holding the 2012 Olympic Games in the United Kingdom.

• List possible barriers to a real 2012 legacy.

• Create a multimedia film about the pros and cons ofbthe United Kingdom holding the 2012 Olympic Games.







• Define what is meant by the word legacy.

• Explain the positive implications of holding the 2012 Olympic Games in the United Kingdom.

• Explain some of the negative implications of holding the 2012 Olympic Games in the United Kingdom.

• List possible barriers to a real 2012 legacy.

• Create a multimedia film about the pros and cons ofbthe United Kingdom holding the 2012 Olympic Games.


56

Subject: Citizenship

Topic: Cultural Diversity


PSHE


Developing confidence and responsibility and making the most of their abilities

1.a. talk and write about their opinions, and explain their views, on issues that affect themselves and society.

c. face new challenges positively by collecting information, looking for help, making responsible choices, and taking action.

2.1 Critical thinking and enquiry

a . engage with and reflect on different ideas, opinions, beliefs and values when exploring topical and controversial issues and problems .




a. question and reflect on different ideas, opinions, assumptions, beliefs and values when exploring topical and controversial issues and problems.

b. research, plan and undertake enquiries into issues and problems, using a range of information, sources and methods.

c. interpret and analyse critically sources used, identifying different values, ideas and viewpoints and recognising bias.

d. evaluate different viewpoints, exploring connections and relationships between viewpoints and actions in different contexts (from local to global).

Preparing to play an active role as citizens

2.a. research, discuss and debate topical issues, problems and events.

e. reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people’s experiences.

i. appreciate the range of national, regional, religious and ethnic identities in the United Kingdom.

k. explore how the media present information.

2.2 Advocacy and representation

b. communicate an argument, taking account of different viewpoints and drawing on what they have learnt through research, action and debate.

d. represent the views of others, with which they may or may not agree.


c. present a convincing argument that takes account of, and represents, different viewpoints, to try to persuade others to think again, change or support them.

KS2 KS3 KS4


57

Topic: Cultural Diversity

KS2 KS3 KS4


Developing good relationships and respecting the differences between people

4.b. think about the lives of people living in other places and times, and people with different values and customs.

e. recognise and challenge stereotypes.

f. recognize that differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability.

2.2 Taking informed and responsible action

a. explore creative approaches to taking action on problems and issues to achieve intended purposes.

b. work individually and with others to negotiate, plan and take action on citizenship issues to try to influence others, bring about change or resist unwanted change, using time and resources appropriately.

c. analyse the impact of their actions on communities and the wider world, now and in the future.

d. reflect on the progress they have made, evaluating what they have learnt, what went well, the difficulties encountered and what they would do differently.



b. research, initiate and plan action to address citizenship issues, working individually and with others.

e. reflect on the progress they have made, evaluating what they have learnt from the intended and unintended consequences of action, and the contributions of others as well as themselves.


58


Topic: Social Networking


PSHE





b. face new challenges positively by collecting information, looking for help, making responsible choices, and taking action.


b. know why and how rules and laws are made and enforced, why different rules are needed in different situations.

c. realize the consequences of anti-social and aggressive behaviours on individuals and communities.

d. understand and know that there are different kinds of responsibilities and rights at home, at school and that these can sometimes conflict with each other .



a. engage with and reflect on different ideas, opinions, beliefs and values when exploring topical and controversial issues and problems.

b. research, plan and undertake enquiries into issues and problems using a range of information and sources .







Developing a healthy, safer lifestyle

3.e. recognize the different risks in different situations and then decide how to behave responsibly.

f. know and understand that pressure to behave in an unacceptable or risky way can come from a variety of sources.

KS2 KS3 KS4


59


KS2 KS3 KS4



4.a. that their actions affect themselves and others.

d. realize the nature and consequences of racism, bullying, teasing and aggressive behaviours and how to respond to them and ask for help.



c. face new challenges positively by collecting information, looking for help, making responsible choices, and taking action.

d. recognise, as they approach puberty, how people’s emotions change at that time and how to deal with their feelings towards themselves, their family and others in a positive way.




2.1 Critical reflection

a. reflect critically on their own and others’ values and change their behaviour accordingly.

b. reflect on their own and others’ strengths and achievements, give constructive praise and criticism, and learn from success and failure.

e. develop self-awareness by reflecting critically on their behaviour and its impact on others.


2. a. research, discuss and debate topical issues, problems and events.

b. know why and how rules and laws are made and enforced, why different rules are needed in different situations.

c. realize the consequences of anti social and aggressive behaviours on individuals and communities.

d. understand and know that there are different kinds of responsibilities and rights at home, at school and that these can sometimes conflict with each other.




b. work individually and with others to negotiate, plan and take action on citizenship issues to try to influence others, bring about change or resist unwanted change, using time and resources appropriately .



2.2 Decision-making and managing risk

d. use strategies for resisting unhelpful peer influence and pressure.

f. identify hw managing feelings and emotions effectively supports decision-making and risk management.


60


KS2 KS3 KS4


Developing a healthy, safer lifestyle







2.3 Developing relationships and working with others

c. work individually, together and in teams for specific purposes, making use of the social skills of communication, negotiation, assertiveness and collaboration.

d. demonstrate respect for and acceptance of the differences between people, and challenge offensive behaviour, prejudice and discrimination assertively and safely.


4. a. recognize that their actions affect themselves and others, to care about other people’s feelings and to try to see things from their points of view.

d. realize the nature and consequences of racism, bullying, teasing and aggressive behaviours and how to respond to them and ask for help.



f. identify how managing feelings and emotions effectively supports decision-making and risk management.







a. explore creative approaches to taking action on problems and issues to achieve intended purposes .


2.3e. reflect on the progress they have made, evaluating what they have learnt from the intended and unintended consequences of action, and the contributions of others as well as themselves.


61


Topic: Taking Care of Our World


Citizenship 1.a. talk and write about their opinions, and explain their views, on issues that affect themselves and society.

1.b. face new challenges positively by collecting information, looking for help, making responsible choices, and taking action.


2.b. know why and how rules and laws are made and enforced, why different rules are needed in different situations.

2.c. realize the consequences of anti-social and aggressive behaviours on individuals and communities.

2.d. understand and know that there are different kinds of responsibilities and rights at home, at school and that these can sometimes conflict with each other.

2.h. recognize the role of voluntary, community and pressure groups.

2.j. realize that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment.


3.f. know and understand that pressure to behave in an unacceptable or risky way can come from a variety of sources



a. engage with and reflect on different ideas, opinions, beliefs and values when exploring topical and controversial issues and problems.








KS2 KS3 KS4


62


KS2 KS3 KS4


PSHE 1.a. talk and write about their opinions, and explain their views, on issues that affect themselves and society.

1.c. face new challenges positively by collecting information, looking for help, making responsible choices, and taking action.

1.d. recognise, as they approach puberty, how people’s emotions change at that time and how to deal with their feelings towards themselves, their family and others in a positive way.




2.d. understand and know that there are different kinds of responsibilities and rights at home, at school and that these can sometimes conflict with each other .


2.k. explore how the media present information.


3.f. know and understand that pressure to behave in an unacceptable or risky way can come from a variety of sources.








continued overleaf


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4.a. recognize that their actions affect themselves and others, to care about other people’s feelings and to try to see things from their points of view.

4.g. know where individuals, families and groups can get help and support.








f. identify hw managing feelings and emotions effectively supports decision-making and risk management.














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2.3 Developing

relationships and working with others






2.3.e. reflect on the progress they have made, evaluating what they have learnt from the intended and unintended consequences of action, and the contributions of others as well as themselves.


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Topic: Animal Rights


Citizenship 1.a. talk and write about their opinions, and explain their views, on issues that affect themselves and society.

1.b. face new challenges positively by collecting information, looking for help, making responsible choices, and taking action.






2.j. realize that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment.


3.f. know and understand that pressure to behave in an unacceptable or risky way can come from a variety of sources.





2.1.c. analyse and evaluate sources used, questioning different values, ideas and viewpoints and recognising bias.


2.1.a. question and reflect on different ideas, opinions, assumptions, beliefs and values when exploring topical and controversial issues and problems.

2.1.b research, plan and undertake enquiries into issues and problems, using a range of information, sources and methods.

2.1.c. interpret and analyse critically sources used, identifying different values, ideas and viewpoints and recognising bias.

2.1.d. evaluate different viewpoints, exploring connections and relationships between viewpoints and actions in different contexts (from local to global).

KS2 KS3 KS4


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PSHE 1.a. talk and write about their opinions, and explain their views, on issues that affect themselves and society.

1.c. face new challenges positively by collecting information, looking for help, making responsible choices, and taking action.

1.d recognise, as they approach puberty, how people’s emotions change at that time and how to deal with their feelings towards themselves, their family and others in a positive way.






2.k. explore how the media present information.




2.2.b. communicate an argument, taking account of different viewpoints and drawing on what they have learnt through research, action and debate.

2.2.d. represent the views of others, with which they may or may not agree.


2.2.c. present a convincing argument that takes account of, and represents, different viewpoints, to try to persuade others to think again, change or support them.

continued overleaf


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4.a. recognize that their actions affect themselves and others, to care about other people’s feelings and to try to see things from their points of view.

g. know where individuals, families and groups can get help and support.


2.2a. explore creative approaches to taking action on problems and issues to achieve intended purposes.





2.3a explore creative approaches to taking action on problems and issues to achieve intended purposes.


e. reflect on the progress they have made, evaluating what they have learnt from the intended and unintended consequences of action, and the contributions of others as well as themselves.


2.1a reflect critically on their own and others’ values and change their behaviour accordingly.



continued


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2.2.a. use knowledge and understanding to make informed choice about health and well-being.

b. find information and support from a variety of sources.




2.3.c. work individually, together and in teams for specific purposes, making use of the social skills of communication, negotiation, assertiveness and collaboration.



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