Skills across the curriculum. Developing communication

Size: px
Start display at page:

Download "Skills across the curriculum. Developing communication"

Transcription

1 across the curriculum Developing communication

2 Developing communication Schools should provide opportunities, where appropriate, for learners to develop and apply communication across the curriculum through the skills of oracy, reading, writing and wider communication. The number and context of such opportunities are for schools to determine within their curriculum overview / curriculum planning. This document highlights those statements or sections of a programme of study/learning outcomes that are explicitly linked to developing communication.

3 Foundation Phase In the Foundation Phase, communication is taken to mean all forms of communication, not only that which depends on developed, unimpaired speech and hearing. Wider communication skills includes non-verbal communication of all kinds including gesture, mime, signing and the expression of ideas and emotions through other mediums such as music and art.

4 English In English, learners communicate through speaking, listening, reading and writing, developing these skills through appraisal of their own work and that of others. In doing so, they learn how to communicate effectively for a range of purposes and with a range of audiences. They deal with extended and increasingly complex language in order to develop as independent and confident users. Their communication skills in Welsh/English support and enhance the development of skills in other languages. In English, opportunities to develop communication apply throughout the and Range sections of the programmes of study for Key Stages 2, 3 and 4.

5 Welsh In Welsh, learners communicate through oracy, reading and writing, developing these skills through evaluating their own work and that of others. In doing so, they learn how to communicate effectively for a range of purposes and with a range of audiences. They deal with extended and increasingly complex language in order to develop as independent and confident users. Their communication skills in Welsh support and enhance the development of skills in other languages. In Welsh, opportunities to develop communication apply throughout the and Range sections of the programmes of study for Key Stages 2, 3 and 4.

6 Modern foreign languages In modern foreign languages, learners develop skills in oracy, reading, writing and wider communication skills in the target language. They listen attentively, learn new sound patterns, speak with confidence, read a range of texts and produce a variety of types of writing. They deal with more extended and complex language in order to develop as independent language users. Their communication skills in a new language build on and support the development of communication skills in English and Welsh. In modern foreign languages, opportunities to develop communication apply throughout the and Range sections of the programmes of study for Key Stage 3.

7 Mathematics In mathematics, learners listen and respond to others. They discuss their work with others using appropriate mathematical language. They read and extract information from mathematical texts. When solving problems, they present their findings and reasoning orally and in writing, using symbols, diagrams, tables and graphs as appropriate. In mathematics, opportunities to develop communication apply throughout the and Range sections of the programmes of study for Key Stages 2, 3 and 4.

8 Science In science, learners communicate ideas, information and data in a variety of ways depending on the nature of the task, audience, purpose and the learners own preferences. Communication can take a wide variety of forms, including the use of IT at times, and with increasing maturity should show progression in the use of scientific terminology, symbols and conventions and a more logical, systematic approach. In science, opportunities to develop communication apply throughout the and Range sections of the programmes of study for Key Stages 2, 3 and 4.

9 Design and technology In design and technology, learners ask questions and seek out information to develop and support their design ideas. They communicate and record their ideas and intentions by explaining, writing, sketching, using detailed technical drawings and three-dimensional models. Key Stage 2 Designing Making 6. develop a simple specification/recipe for their products indicating their intentions and approach develop and communicate their design ideas in a variety of ways, using ICT and models where appropriate discuss their products, and evaluate their work, e.g. explain why and how they made their product and what they think about its function, features, performance, taste

10 Information and communication technology In ICT, learners communicate and present information in a variety of ways, including text, graphs, pictures and sound, to support their activities in a range of contexts. They read information from a wide range of ICT and non-ict sources and discuss their work with their peers, teachers and others. They use ICT to interpret and analyse information and communicate their findings in ways suitable for their intended audience and purpose. Key Stage 2 Find and analyse information Create and communicate information discuss the purpose of their tasks, the intended audiences and the resources needed produce and use databases to ask and answer questions, e.g. search, sort and graph create and communicate information in the form of text, images and sound, using a range of ICT hardware and software create a range of presentations combining a variety of information and media, e.g. a poster combining text and graphics, a multimedia presentation share and exchange information safely through electronic means, e.g. use of , virtual learning environments. Key Stage 3 Create and communicate information create and communicate information in the form of text, images and sound, using a range of ICT hardware and software create a range of presentations combining a variety of information and media, for specific purposes and audiences, e.g. use higher order functions in a presentation package share and exchange information safely through electronic means, e.g. collaborative use of with attachments, virtual learning environments.

11 Range : use ICT to analyse and interpret data and produce new information on which to draw conclusions

12 History In history, learners develop their skills of oracy, reading and writing and wider communication skills through using aural and written sources and communicating ideas, opinions, arguments and conclusions. In history, opportunities to develop communication apply throughout the and Range sections of the programmes of study for Key Stages 2 and 3.

13 Geography In geography, learners select, use, apply and combine a variety of skills to communicate their geographical understanding, through maps, images and extended writing with specialist terminology. Through their investigations they learn to acquire information, assess the authenticity and bias of data and media reports and adapt their own presentations to different audiences. In discussing geographical issues, they develop and justify their ideas, views and opinions in debates and through multimedia presentations. In geography, opportunities to develop communication apply throughout the and Range sections of the programmes of study for Key Stages 2 and 3.

14 Art and design In art and design, learners develop wider communications skills to express their ideas and emotions. They inform their own work by responding to the work of others. Key Stage 2 Understanding Making 3. describe and make comparisons: between their own work and that of others evaluate the methods and results of their own work and that of their fellow pupils through: discussion reading writing use their experience and knowledge of different materials, tools and techniques: experimentally expressively. Key Stage 3 Understanding Making 3. use their knowledge about the work of other artists, craftworkers and designers to enrich and inform their work through: analysis comparison evaluation e.g. collect information about an artist from the internet, library, galleries or interviews and use the information to influence their own work evaluate their work, methods and results of their investigation, modifying and refining their work through: discussion reading writing experience a wide range of techniques and media to: realise their ideas express their feelings communicate meaning e.g. produce a piece of site-specific sculpture for a multisensory garden.

15 Music In music, learners communicate through performing and composing, and develop and apply the skills of speaking and listening through appraising their own and others work. In music, opportunities to develop communication apply throughout the and Range sections of the programmes of study for Key Stages 2 and 3.

16 Physical education In physical education, learners communicate through the selection and use of key words related to their activity to help them analyse and improve their own and others' work. They ask questions and communicate their ideas using different forms depending on the audience and purpose of their activity. They listen to others' contributions, identify possible problems, suggest alternative approaches, and help to develop group activity. Key Stage 2 Creative activities Adventurous activities 6. Pupils should be given opportunities, as their work develops, to represent and respond to information in different forms including pictures, sounds, symbols showing some awareness of the audience and purpose evaluate their own and others performances, using ICT when appropriate, and ask relevant questions in order to improve and make progress communicate ideas and emotions using gestures or other non-verbal signals to convey and enhance meaning. Pupils should be given opportunities, as their work develops, to plan and evaluate their individual or group responses to challenges using key words related to their activity Key Stage 3 Creative activities Adventurous activities 5. develop and communicate a variety of imaginative ideas and information listen carefully to others contributions, considering their ideas and responding aptly listen carefully to the contribution of others, make individual and group decisions to identify problems and suggest alternative approaches.

17 Key Stage 4 Creative activities Adventurous activities 4. communicate ideas through more complex and elaborate work communicate ideas and information coherently and consistently vary their presentations for different audiences and purposes, using ICT when appropriate, to improve the impact of their work. describe gaps in skills, knowledge and understanding

18 Religious education In religious education, learners develop skills in oracy, reading and writing, and wider communication skills through a range of activities. Learners ask questions, communicate ideas and express their own feelings and opinions using different forms as appropriate to the audience and purpose of the activity. They listen carefully to others, noting the strengths and weaknesses of viewpoints or lines of reasoning. They use different reading/writing strategies depending on the investigation or activity they are undertaking and show increasing understanding of religious/symbolic language with a growing awareness of the range of possible interpretation. In religious education, opportunities to develop communication apply throughout the and Range sections of the national exemplar programmes of study for Key Stages 2, 3 and 4 and Post-16.

19 Personal and social education In personal and social education, learners communicate through researching, listening to others and discussing in small and large groups, and sharing information and ideas with peers about a wide variety of personal, social and community issues. Key Stage 2 Learners should be given opportunities to: listen carefully, question and respond to others express their views and ideas confidently through a range of appropriate methods contribute to class discussions and take part in debates. Key Stage 3 Learners should be given opportunities to: listen attentively in different situations and respond appropriately communicate confidently personal feelings and views through a range of appropriate methods express opinions clearly and justify a personal standpoint take part in debates and vote on issues. Key Stage 4 Learners should be given opportunities to: listen perceptively in a range of situations, and respond appropriately communicate personal feelings and views effectively in a wide range of situations through a range of appropriate methods appreciate, reflect on and critically evaluate other points of view. Post 16 Learners should be given opportunities to: communicate complex views and express opinions in a wide range of situations through a range of appropriate methods listen, reflect on and critically evaluate another person s point of view and respond appropriately.

20 Careers and the world of work In careers and the world of work, learners communicate through various means including speaking, listening, reading, writing and the way they take part in activities. They develop these skills through practice with people both within and beyond the immediate learning environment. This is supported by their review of their own work and that of others. In doing this, they learn how to communicate effectively in a range of situations. In careers and the world of work, opportunities to develop communication apply throughout the and Range sections of the learning outcomes for Key Stages 3 and 4 and Post-16.

Skills and learning. Art and design in the national curriculum for Wales

Skills and learning. Art and design in the national curriculum for Wales Skills and learning Art and design in the national curriculum for Wales This document highlights those statements or sections in the programmes of study for art and design that provide explicit opportunities

More information

Art and design. Key Stages 2 3. in the National Curriculum for Wales

Art and design. Key Stages 2 3. in the National Curriculum for Wales Key Stages 2 3 Art and design in the National Curriculum for Wales Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau Department for Children, Education, Lifelong Learning and Skills Art and design in the

More information

Music. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007)

Music. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) Music Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) www.qca.org.uk/curriculum Crown copyright 2007 Qualifications and Curriculum Authority

More information

Llansanffraid Church in Wales Primary School. Information and Communication Technology (ICT) Policy

Llansanffraid Church in Wales Primary School. Information and Communication Technology (ICT) Policy Llansanffraid Church in Wales Primary School Information and Communication Technology (ICT) Policy ICT is changing the lives of everyone. Through teaching children the skills to use ICT we equip them to

More information

History. Key Stages 2 3. in the National Curriculum for Wales

History. Key Stages 2 3. in the National Curriculum for Wales Key Stages 2 3 History in the National Curriculum for Wales Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau Department for Children, Education, Lifelong Learning and Skills History in the National Curriculum

More information

YEAR 11 GENERAL DRAMA. Unit 1 Dramatic storytelling. Unit 2 Drama Performing Spaces. Unit description

YEAR 11 GENERAL DRAMA. Unit 1 Dramatic storytelling. Unit 2 Drama Performing Spaces. Unit description YEAR 11 GENERAL DRAMA 2015 Unit 1 Dramatic storytelling Unit 2 Drama Performing Spaces Unit description The focus of this unit is dramatic storytelling. Students engage with the skills, techniques, processes

More information

English. Stage 6 Syllabus. English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English

English. Stage 6 Syllabus. English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English English Stage 6 Syllabus English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English Original published version updated: Nov/Dec 1999 Board Bulletin/Official

More information

Alignment of the National Standards for Learning Languages with the Common Core State Standards

Alignment of the National Standards for Learning Languages with the Common Core State Standards Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,

More information

Citizenship. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007)

Citizenship. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) Citizenship Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007 Curriculum

More information

Can make some good independent decisions. Has a firm grasp of techniques and can apply drawing, practical skills and imagination to tasks.

Can make some good independent decisions. Has a firm grasp of techniques and can apply drawing, practical skills and imagination to tasks. Art Understanding Art and Artists Can analyse art work using subject specific vocabulary. Secure knowledge of key ideas, explained verbally and in writing. Written work is clearly presented. Visual responses

More information

Skills framework for 3 to 19-year-olds in Wales

Skills framework for 3 to 19-year-olds in Wales Skills framework for 3 to 19-year-olds in Wales Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau Department for Children, Education, Lifelong Learning and Skills Skills framework for 3 to 19-year-olds

More information

1 Rationale for Teaching Languages at KS2

1 Rationale for Teaching Languages at KS2 Nikki Bailey MFL Lead 2014 1 Rationale for Teaching Languages at KS2 1.1 As the UK is becoming an increasingly multicultural society, we have a duty to provide our children with an understanding of other

More information

Ashton Community Science College Edexcel GCSE Drama Student guide. Is this the right subject for me?

Ashton Community Science College Edexcel GCSE Drama Student guide. Is this the right subject for me? Ashton Community Science College Edexcel GCSE Drama Student guide Is this the right subject for me? Do you enjoy: Expressing yourself in an active and exciting way? Working in a group? Contributing your

More information

Terrace Road Primary School

Terrace Road Primary School Terrace Road Primary School Art Policy TERRACE ROAD PRIMARY SCHOOL ART POLICY Introduction Terrace Road is an inner city school in Swansea. At Terrace Road school children are encouraged to develop Art/Craft

More information

KEY SKILLS OF JUNIOR CYCLE

KEY SKILLS OF JUNIOR CYCLE KEY SKILLS OF JUNIOR CYCLE Key skills of junior cycle Learners need a wide range of skills to help them face the many challenges presented to them in today s world. They develop specific skills in their

More information

Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Reading Standards Literacy in Science/Technology

Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Reading Standards Literacy in Science/Technology Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Reading Standards Literacy in Science/Technology AASL Standards 1. Inquire, think critically, and gain knowledge. 1.1

More information

Unit: Communicating Ideas

Unit: Communicating Ideas ICT Curriculum Team Tîm Cwricwlwm TGC Unit: Communicating Ideas ICT Early Years Overview of this Unit: Children will develop speaking and listening skills through opportunities to explore and talk about

More information

French Policy. Rationale:

French Policy. Rationale: Rationale: As the UK is becoming an increasingly multicultural society, we have a duty to provide our children with an understanding of other cultures and languages. From September 2014 all KS2 children

More information

Art and design. Guidance for Key Stages 2 and 3

Art and design. Guidance for Key Stages 2 and 3 Art and design Guidance for Key Stages 2 and 3 Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau Department for Children, Education, Lifelong Learning and Skills Art and design Guidance for Key Stages

More information

English. Key Stages 2 4. in the National Curriculum for Wales

English. Key Stages 2 4. in the National Curriculum for Wales Key Stages 2 4 English in the National Curriculum for Wales Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau Department for Children, Education, Lifelong Learning and Skills English in the National Curriculum

More information

2014 New Jersey Core Curriculum Content Standards - Technology

2014 New Jersey Core Curriculum Content Standards - Technology Adopted 10.1.14 2014 New Jersey Core Curriculum Content s - Technology Content Area Grade bands Content Statement Students will: Technology 8.1 Educational Technology: All students will use digital tools

More information

DRAWING, PAINTING, 2-D ART CURRICULUM GUIDE

DRAWING, PAINTING, 2-D ART CURRICULUM GUIDE DRAWING, PAINTING, 2-D ART CURRICULUM GUIDE Seminole County Public Schools Curriculum Services Department 2003 SEMINOLE COUNTY PUBLIC SCHOOLS 400 East Lake Mary Boulevard Sanford, Florida 32773-7127 THE

More information

The NEW GCSE Specification

The NEW GCSE Specification The NEW GCSE Specification First teaching: September 2009 First certificate: Summer 2011 GCSE Art & Design I Miscellaneous examples The new specification will consist of TWO parts: Assessment 1: CANDIDATE

More information

National Unit Specification. General information. Unit title: Developing Essential Skills (SCQF level 5) Unit code: HC4P 45.

National Unit Specification. General information. Unit title: Developing Essential Skills (SCQF level 5) Unit code: HC4P 45. National Unit Specification General information Unit code: HC4P 45 Superclass: HB Publication date: March 2016 Source: Scottish Qualifications Authority Version: 01 Unit purpose This Unit is designed to

More information

Technologies Experiences and outcomes

Technologies Experiences and outcomes Technologies Experiences and outcomes The technologies framework provides a range of different contexts for learning that draw on important aspects of everyday life and work. It includes creative, practical

More information

STAGE 1 COMPETENCY STANDARD FOR PROFESSIONAL ENGINEER

STAGE 1 COMPETENCY STANDARD FOR PROFESSIONAL ENGINEER STAGE 1 STANDARD FOR PROFESSIONAL ENGINEER ROLE DESCRIPTION - THE MATURE, PROFESSIONAL ENGINEER The following characterises the senior practice role that the mature, Professional Engineer may be expected

More information

Subject principles for GCSE Welsh Language

Subject principles for GCSE Welsh Language Subject principles for GCSE Welsh Language October 2014 Information Information document no: 160/2014 Date of issue: October 2014 Replaces information document no: 151/2014 Subject principles for GCSE

More information

Georgia Performance Standards Fine Arts

Georgia Performance Standards Fine Arts Grades 6-8 Visual Arts Introduction Georgia Performance Standards The Middle School Grades 6-8 Visual Arts Standards are designed so that they can be compacted to serve a brief course of instruction or

More information

UNDERGRADUATE PROGRAMME SPECIFICATION

UNDERGRADUATE PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Final Awards: Intermediate Awards: Mode of Study: UCAS Codes: QAA Benchmarks: Music Business and Production Staffordshire

More information

Key considerations. Key Background

Key considerations. Key Background Key Background Workplace communication skills, underpinned by language, literacy and numeracy, are increasingly valued in all occupations and industries due to the greater complexity of interactions between

More information

Modern foreign languages

Modern foreign languages Modern foreign languages Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007

More information

HE STEM PROGRAMME UNIVERSITY OF BIRMINGHAM EPS GRAND CHALLENGE SKILLS AND DEVELOPMENT LOGBOOK

HE STEM PROGRAMME UNIVERSITY OF BIRMINGHAM EPS GRAND CHALLENGE SKILLS AND DEVELOPMENT LOGBOOK HE STEM PROGRAMME UNIVERSITY OF BIRMINGHAM EPS GRAND CHALLENGE SKILLS AND DEVELOPMENT LOGBOOK Content taken from the University of Birmingham Careers and Employability Centre >Progress> skills and development

More information

The. Languages Ladder. Steps to Success. The

The. Languages Ladder. Steps to Success. The The Languages Ladder Steps to Success The What is it? The development of a national recognition scheme for languages the Languages Ladder is one of three overarching aims of the National Languages Strategy.

More information

Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards

Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards AASL Standards 1. Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.1 Follow an inquiry-based

More information

Tier One: Possess and Exercise Fundamental Knowledge of the Human and Physical Worlds

Tier One: Possess and Exercise Fundamental Knowledge of the Human and Physical Worlds SHARED LEARNING OUTCOMES - To meet the Institute s mission, the curriculum is designed to achieve a series of learning outcomes organized in five tiers. Tier One are the top level, primary outcomes derived

More information

Foundation Phase Language, Literacy and Communication Skills Area of Learning Strand: Oracy

Foundation Phase Language, Literacy and Communication Skills Area of Learning Strand: Oracy Foundation Phase Language, Literacy Communication Skills Area of Learning Str: Oracy Foundation Phase pedagogy Children should be given opportunities to develop their skills, knowledge understing through:

More information

Part one contents. Foreword. 1 Introduction. 2 Using the Learning Objectives. 3 Year Three. 4 Year Four. 5 Year Five. 6 Year Six

Part one contents. Foreword. 1 Introduction. 2 Using the Learning Objectives. 3 Year Three. 4 Year Four. 5 Year Five. 6 Year Six Part one contents Foreword 1 Introduction 2 Using the Learning Objectives 3 Year Three 4 Year Four 5 Year Five 6 Year Six 7 Progression by strand foreword Foreword The centrepiece of the National Languages

More information

Competency. Levels by Cycle. Elementary School. Direction de la formation générale des jeunes

Competency. Levels by Cycle. Elementary School. Direction de la formation générale des jeunes Competency Levels by Cycle Elementary School Direction de la formation générale des jeunes Table of Contents 1. Introduction.........................................3 2. Cross-Curricular Competencies.........................9

More information

Languages MFL) Policy

Languages MFL) Policy 1 January 2015 Modern Foreign Languages MFL) Policy BALLADEN CPS LINDEN LEA, RAWTENSTALL, ROSSENDALE, LANCASHIRE, BB4 6DX Contents... 0 Rationale for Teaching Languages at KS2... 2 As the UK is becoming

More information

MFL Policy 2014. Policy confirmed by the Governing Body of Our Lady Immaculate Roman Catholic Primary School on: Date: 23.9.14

MFL Policy 2014. Policy confirmed by the Governing Body of Our Lady Immaculate Roman Catholic Primary School on: Date: 23.9.14 MFL Policy 2014 Policy confirmed by the Governing Body of Our Lady Immaculate Roman Catholic Primary School on: Date: 23.9.14 Signature: (Chair of Governors) To be reviewed on: Rationale for Teaching Languages

More information

Core Skills Framework: an introduction. Communication

Core Skills Framework: an introduction. Communication Core Skills Framework: an introduction Communication Valid from: August 2013 Publication code: 4686 Published by the Scottish Qualifications Authority, The Optima Building, 58 Robertson Street, Glasgow,

More information

SPOKEN LANGUAGE 10 (2 credits)

SPOKEN LANGUAGE 10 (2 credits) Area of Learning: ENGLISH LANGUAGE ARTS 10 12 Ministry of Education Description SPOKEN LANGUAGE 10 (2 credits) Spoken language skills are increasingly necessary in everyday, educational, and professional

More information

Modern Foreign Languages (MFL) Policy 2013

Modern Foreign Languages (MFL) Policy 2013 Modern Foreign Languages (MFL) Policy 2013 Revised by: Head, staff & governors: Date: Dec 2013 Next Review: December 2016 or sooner if regulations / circumstances change 1 Rationale for Teaching Languages

More information

Geography. Key Stages 2 3. in the National Curriculum for Wales

Geography. Key Stages 2 3. in the National Curriculum for Wales Key Stages 2 3 Geography in the National Curriculum for Wales Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau Department for Children, Education, Lifelong Learning and Skills Geography in the National

More information

Working Scientifically in the Primary Classroom: Progression of Enquiry Skills Introduction This booklet has been produced to help teachers understand

Working Scientifically in the Primary Classroom: Progression of Enquiry Skills Introduction This booklet has been produced to help teachers understand The posters were very well received when I used them in a staff INSET to identify the expected progression in working scientifically! Each class now has a copy on their science display. I adapted them

More information

Professional learning paper: Significant Aspects of Learning Assessing progress and achievement in the Expressive Arts

Professional learning paper: Significant Aspects of Learning Assessing progress and achievement in the Expressive Arts Professional learning paper: Significant Aspects of Learning Assessing progress and achievement in the Expressive Arts The work in progress on Significant Aspects of Learning was reviewed in June and July

More information

Music. Key Stages 2 3. in the National Curriculum for Wales

Music. Key Stages 2 3. in the National Curriculum for Wales Key Stages 2 3 Music in the National Curriculum for Wales Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau Department for Children, Education, Lifelong Learning and Skills Music in the National Curriculum

More information

Computer Technology Standards of Learning for Virginia s Public Schools

Computer Technology Standards of Learning for Virginia s Public Schools Computer Technology Standards of Learning for Virginia s Public Schools February 2013 Board of Education Commonwealth of Virginia Introduction As the new century has unfolded, various studies have postulated

More information

Blaenavon Heritage Voluntary Controlled Primary School

Blaenavon Heritage Voluntary Controlled Primary School Blaenavon Heritage Voluntary Controlled Primary School ICT Policy 2014/15 BHVCPS Author: Mrs C Crew Date written: January 2014 Review: January 2014 Ratified: COG: Page 1 Introduction Purpose: Information

More information

2014 New Jersey Core Curriculum Content Standards - Technology

2014 New Jersey Core Curriculum Content Standards - Technology 2014 New Jersey Core Curriculum Content s - Technology Content Area Grade Content Statement Students will: Technology A. Technology Operations and Concepts: Students demonstrate a sound understanding of

More information

for Technology (ICT) Literate Students

for Technology (ICT) Literate Students A major component of the NETS Project is the development of a general set of profiles describing technology (ICT) literate students at key developmental points in their precollege education. These profiles

More information

Skills Audit for Researchers

Skills Audit for Researchers Skills Audit for Researchers Date: Section 1: Research Management Skills 1) Research management to be able to: Project management 1.1) Apply effective project management through the setting of research

More information

THE CURRICULUM FRAMEWORK

THE CURRICULUM FRAMEWORK THE CURRICULUM FRAMEWORK 3 THE CURRICULUM FRAMEWORK 3.1 Access Statement CCEA proposes that the statutory requirements should be prefaced by a statement which makes clear that every effort must be made

More information

Modern Foreign Languages (MFL)

Modern Foreign Languages (MFL) Modern Foreign Languages (MFL) Fordcombe C.E. Primary School Reviewed & Approved by the Full Governing Body: Jan 2013 Next Review due Jan 2016 Signed:. Name (print) Mrs Sarah Finch Position: Chair of Governors

More information

Gedney Church End and Lutton St. Nicholas Federated Primary Schools. Policy for the Teaching of Art and Design

Gedney Church End and Lutton St. Nicholas Federated Primary Schools. Policy for the Teaching of Art and Design Gedney Church End and Lutton St. Nicholas Federated Primary Schools Policy for the Teaching of Art and Design Contents: Introduction Expectations in Key Stage 1 Expectations in Key Stage 2 Aims Teaching

More information

Literacy across learning Principles and practice

Literacy across learning Principles and practice Literacy across learning Principles and practice Language and literacy are of personal, social and economic importance. Our ability to use language lies at the centre of the development and expression

More information

Kurri Kurri High School

Kurri Kurri High School Kurri Kurri High School Making the best of ourselves Authentic Assessment 2009 Authentic Assessment AUTHENTIC ASSESSMENT Authentic Assessment Authentic Assessment Authentic Assessment Authentic Assessment

More information

THE LARAMIE PROJECT: TEN YEARS LATER AN EPILOGUE Content Standards in the Theater, Social Studies and Language Arts

THE LARAMIE PROJECT: TEN YEARS LATER AN EPILOGUE Content Standards in the Theater, Social Studies and Language Arts THE LARAMIE PROJECT: TEN YEARS LATER AN EPILOGUE Content Standards in the Theater, Social Studies and Language Arts CONTENT STANDARDS IN THEATER Grades K-4 Theater Theatre, the imagined and enacted world

More information

The skills-based curriculum for language learning

The skills-based curriculum for language learning 4 The National Strategies Primary The skills-based curriculum for language learning Summary: This section highlights the skills developed and consolidated in the process of learning a new language in speaking,

More information

MAPPING BIKE ED TO THE AUSVELS CURRICULUM FOR YEAR 3-6

MAPPING BIKE ED TO THE AUSVELS CURRICULUM FOR YEAR 3-6 BIKE ED FOR DAREBIN STUDENTS MAPPING BIKE ED TO THE AUSVELS CURRICULUM FOR YEAR 3-6 Bike Ed can support the delivery of your school s curriculum in original, engaging ways. Contents Introduction AusVELS

More information

The National Curriculum. Level descriptions for subjects

The National Curriculum. Level descriptions for subjects The National Curriculum Level descriptions for subjects The Qualifications and Curriculum Authority (QCA) is currently operating certain of its non-regulatory functions under the name Qualifications and

More information

Information Technology Technical Writer

Information Technology Technical Writer Career Service Authority Information Technology Technical Writer Page 1 of 5 GENERAL STATEMENT OF CLASS DUTIES Performs full performance professional information technology specialist work developing,

More information

New Hampshire Department of Education Special Education Program Approval and Improvement Process

New Hampshire Department of Education Special Education Program Approval and Improvement Process New Hampshire Department of Education Special Education Program Approval and Improvement Process The mission of NHDOE Special Education Program Approval is to improve education results for all learners.

More information

Exemplar Unit of Work: KS2 Beliefs in action in the world

Exemplar Unit of Work: KS2 Beliefs in action in the world Exemplar Unit of Work: KS2 Beliefs in action in the world This unit of work contributes towards the principal aim of RE in Gloucestershire: to engage pupils with questions arising from the study of religion

More information

ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD. Modern Foreign Language Policy

ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD. Modern Foreign Language Policy ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD Modern Foreign Language Policy January 2013 ST PETER S MODERN FOREIGN LANGUAGE (MFL) POLICY RATIONALE In the knowledge society

More information

The SCONUL Seven Pillars of Information Literacy. A Research Lens For Higher Education

The SCONUL Seven Pillars of Information Literacy. A Research Lens For Higher Education The SCONUL Seven Pillars of Information Literacy A Research Lens For Higher Education SCONUL Working Group on Information Literacy April 2011 The Seven Pillars of Information Literacy: Research Lens 2

More information

The National Arts Education Standards: Curriculum Standards

The National Arts Education Standards: Curriculum Standards <http://artsedge.kennedy-center.org/teach/standards/standards.cfm> Discipline-Based Art Education: Theoretical Curriculum Model Discipline-Based Art Education (DBAE) is an approach to arts education developed and formalized in the early 1980s by the Getty Center for Arts

More information

Primary & Lower Secondary

Primary & Lower Secondary Art Syllabus Primary & Lower Secondary Copyright 2008 Curriculum Planning and Development Division. This publication is not for sale. All rights reserved. No part of this publication may be reproduced

More information

Information Technology Technical Writer

Information Technology Technical Writer Office of Human Resources Information Technology Technical Writer Page 1 of 5 GENERAL STATEMENT OF CLASS DUTIES Performs full performance professional information technology specialist work developing,

More information

Draft Australian Curriculum: Technologies

Draft Australian Curriculum: Technologies Draft Australian Curriculum: Technologies February 2013 www.acara.edu.au DRAFT AUSTRALIAN CURRICULUM TECHNOLOGIES Rationale Technologies enrich and impact on the lives of people and societies globally.

More information

Senior Phase Grade 9 Today Planning Pack LIFE ORIENTATION

Senior Phase Grade 9 Today Planning Pack LIFE ORIENTATION M780636110359 Senior Phase Grade 9 Today Planning Pack LIFE ORIENTATION Contents: Work Schedule: Page Grade 9 2 Lesson Plans: Grade 9 4 Rubrics: Rubric 1 13 Rubric 2 14 Rubric 3 15 Work schedule for Grade

More information

Language Arts Literacy Areas of Focus: Grade 5

Language Arts Literacy Areas of Focus: Grade 5 Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their

More information

What Is a Portfolio? Why develop a professional portfolio?

What Is a Portfolio? Why develop a professional portfolio? 01-Forde-Ch-01:01-Forde-Ch-01 8/1/2008 7:36 PM Page 1 1 What Is a Portfolio? In this introductory chapter we discuss what we mean by a professional portfolio. We explore different models of portfolios

More information

GLPA Curriculum. English

GLPA Curriculum. English GLPA Curriculum English Every pupil in this Academy has an entitlement to fulfil their potential. This is achieved by ensuring the well being of all pupils in relation to the all encompassing aspects of

More information

ST. PATRICK'S CATHOLIC PRIMARY SCHOOL. Policy on Music

ST. PATRICK'S CATHOLIC PRIMARY SCHOOL. Policy on Music ST. PATRICK'S CATHOLIC PRIMARY SCHOOL Policy on Music 1 Aims and objectives 1.1 Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression, and

More information

MSc Multimedia Systems and Communications Engineering. Programme Specification

MSc Multimedia Systems and Communications Engineering. Programme Specification MSc Multimedia Systems and Communications Engineering Programme Specification Introduction This Programme Specification is a concise summary of the main features of the MSc in Multimedia Systems and Communications

More information

STANDARDS FOR. Literacy in History/Social Studies. Grades 6-8

STANDARDS FOR. Literacy in History/Social Studies. Grades 6-8 STANDARDS FOR Literacy in History/Social Studies Grades 6-8 Introduction to the Common Core State Standards for Literacy in History/Social Studies Preparing Oregon s Students When Oregon adopted the Common

More information

Lesson Plan. Preparation

Lesson Plan. Preparation Portfolio Information Practicum in Interior Design Lesson Plan Performance Objective Upon completion of this assignment, the student will be able to create a portfolio to document personal knowledge and

More information

MFL skills map. Year 3 Year 4 Year 5 Year 6 Develop understanding of the sounds of Individual letters and groups of letters (phonics).

MFL skills map. Year 3 Year 4 Year 5 Year 6 Develop understanding of the sounds of Individual letters and groups of letters (phonics). listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of

More information

Mathematics SL subject outline

Mathematics SL subject outline Diploma Programme Mathematics SL subject outline First examinations 2014 This document explains the major features of the course, and outlines the syllabus and assessment requirements. More detailed information

More information

What is a High Street? Key stage 3 Lesson overview

What is a High Street? Key stage 3 Lesson overview Page 1 / 11 Activities Lesson 1 What s in a name? What evidence is there of the High Street in medieval Bedford? To explore some of the street names and buildings around High Street and understand their

More information

LEADERSHIP SKILLS LEARNED THROUGH TSA HIGH SCHOOL COMPETITIVE EVENTS

LEADERSHIP SKILLS LEARNED THROUGH TSA HIGH SCHOOL COMPETITIVE EVENTS LEADERSHIP SKILLS LEARNED THROUGH TSA HIGH SCHOOL COMPETITIVE EVENTS Agriculture and Biotechnology Design Evaluation read and review information to determine what is most important and/or relevant Decision

More information

Common Core State Standards Speaking and Listening

Common Core State Standards Speaking and Listening Comprehension and Collaboration. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly

More information

APS DISTRICT HIGH SCHOOL CURRICULUM FRAMEWORK

APS DISTRICT HIGH SCHOOL CURRICULUM FRAMEWORK APS DISTRICT HIGH SCHOOL CURRICULUM FRAMEWORK Course Title: Computer Graphics III Course Number: 71574 Department: Art ADS Number: 11757121 Prerequisites: Successful completion of Computer Graphics II

More information

English Language Proficiency Standards: At A Glance Updated December 22, 2014

English Language Proficiency Standards: At A Glance Updated December 22, 2014 English Language Proficiency Assessment for the 21st Century (ELPA21) Oregon Enhanced Assessment Grant English Language Proficiency Standards: At A Glance Updated December 22, 2014 Table of Contents Kindergarten

More information

Earley St. Peter s C of E Primary School

Earley St. Peter s C of E Primary School Earley St. Peter s C of E Primary School Founded 1848 Policy for the teaching of Modern Foreign Languages (MFL) March 2011 EARLEY ST. PETER S C of E PRIMARY SCHOOL MODERN FOREIGN LANGUAGES POLICY (MFL)

More information

Broad and Integrative Knowledge. Applied and Collaborative Learning. Civic and Global Learning

Broad and Integrative Knowledge. Applied and Collaborative Learning. Civic and Global Learning 1 2 3 4 5 Specialized Knowledge Broad and Integrative Knowledge Intellectual Skills Applied and Collaborative Learning Civic and Global Learning The Degree Qualifications Profile (DQP) provides a baseline

More information

Implications of the new art and design programme of study; planning; and taking first steps What s changed and why?

Implications of the new art and design programme of study; planning; and taking first steps What s changed and why? In partnership with NSEAD National Society for Education in Art and Design Art and Design Implications of the new art and design programme of study; planning; and taking first steps What s changed and

More information

POSTGRADUATE PROGRAMME SPECIFICATION

POSTGRADUATE PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Final Awards: Intermediate Awards: Mode of Study QAA Subject Benchmarks: JACS Code: MA Music Production Staffordshire

More information

Science. Key Stages 2 4. in the National Curriculum for Wales

Science. Key Stages 2 4. in the National Curriculum for Wales Key Stages 2 4 Science in the National Curriculum for Wales Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau Department for Children, Education, Lifelong Learning and Skills Science in the National Curriculum

More information

EIRE CURRICULUM LINKS The Lion King EXPERIENCE: KIDS EDITION

EIRE CURRICULUM LINKS The Lion King EXPERIENCE: KIDS EDITION The Lion King Experience: KIDS Edition is a theatre education programme which additionally offers primary schools cross curricular support for teaching and learning in English, Drama, Music, Social Personal

More information

GRIFFITHSTOWN PRIMARY SCHOOL

GRIFFITHSTOWN PRIMARY SCHOOL GRIFFITHSTOWN PRIMARY SCHOOL Title Literacy Policy Date Autumn 2014 Author INCLUSION IN THE HEART OF THE COMMUNITY Literacy Policy 2014 GRIFFITHSTOWN PRIMARY SCHOOL This document is a statement of the

More information

History. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007)

History. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) History Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007 Curriculum aims

More information

New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION

New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Content Area Standard Strand By the end of grade P 2 New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Visual and Performing Arts 1.4 Aesthetic Responses & Critique

More information

CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS

CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS Adapted from the AACU LEAP rubrics, the Bases of Competence skills, Ontario Council of Academic Vice-Presidents Graduate Degree Level Expectations,

More information

Common Core Writing Standards

Common Core Writing Standards Correlation to the Series, Grades K 2 Common Core State Standards, 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. College

More information

Teaching writing. Guide for Years 1 3. December 2009

Teaching writing. Guide for Years 1 3. December 2009 150624 Contents Building a supportive writing community 1 The teaching focus... 2 Planning modelled writing lessons 3 Before writing... 3 Step 1: Identifying the writing task in context and... 3 Step 2:

More information

Core Skills Framework: an introduction

Core Skills Framework: an introduction Core Skills Framework: an introduction Working with Others 1 st edition: January 2003 Publication code: AD1719/e Published by the Scottish Qualifications Authority The Optima Building, 58 Robertson Street,

More information

Knowledge and Understanding of the World. Early Learning Goals. National Curriculum. (learning objectives) (level 1 descriptors)

Knowledge and Understanding of the World. Early Learning Goals. National Curriculum. (learning objectives) (level 1 descriptors) Knowledge and Understanding of the World Knowledge and Understanding of the world Science K&U4 Ask questions about why things happened and how things work To talk about what they see To make recordings

More information

What, Whyand How. of children s learning in primary school. The. Information for parents. Third and fourth classes. Junior and senior infants

What, Whyand How. of children s learning in primary school. The. Information for parents. Third and fourth classes. Junior and senior infants The What, Whyand How of children s learning in primary school Junior and senior infants First and second classes Third and fourth classes Fifth and sixth classes Overview 1 Introduction As a parent you

More information