Sky Skills Studios: Curriculum Matrix

Transcription

1 Sky Skills Studios: Curriculum Matrix Contents Science Species Pages 2-4 Natural Disasters Pages 5-7 Fossil Fuels Pages 8-9 Sport Competition for Places Page 51 Mind, Body and Sport Pages Participation in Sport Pages English Celebrity Culture Pages Regional Accents Pages Textspeak Pages Maths World of Money Pages The Rubbish Equation Pages Population Pages Citizenship Cultural Diversity Pages Social Networking Pages Taking Care of Our World Pages Animal Rights Pages NSP Sky Skill Studio - Curriculum matrix c.indd 1 12/06/ :40

2 Subject: Science Topic: Species 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 nonliving 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 NSP Sky Skill Studio - Curriculum matrix c.indd 2 12/06/ :40

3 Topic: Species 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 NSP Sky Skill Studio - Curriculum matrix c.indd 3 12/06/ :40

4 Topic: Species 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. 5. Organisms and health a. organisms are interdependent and adapted to their environments. 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. 8. Environment, Earth and universe a. the effects of human activity on the environment NSP Sky Skill Studio - Curriculum matrix c.indd 4 12/06/ :40

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. d. that there are some questions that science cannot currently answer, and some that science cannot address. 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 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. continued overleaf NSP Sky Skill Studio - Curriculum matrix c.indd 5 12/06/ :40

6 Topic: Natural Disasters continued 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. c. how uncertainties in scientific knowledge and scientific ideas change over time and about the role of the scientific community in validating these changes. 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 NSP Sky Skill Studio - Curriculum matrix c.indd 6 12/06/ :40

7 Topic: Natural Disasters SC4:Physical processes (Knowledge, Skills and Understanding) 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. 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. 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 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. Knowledge, skills and understanding NSP Sky Skill Studio - Curriculum matrix c.indd 7 12/06/ :40

8 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. continued overleaf 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. d. that there are some questions that science cannot currently answer, and some that science cannot address. 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). continued overleaf NSP Sky Skill Studio - Curriculum matrix c.indd 8 12/06/ :40

9 Topic: Fossil Fuels continued continued 2.3.a. use appropriate methods, including ICT, to communicate scientific information and contribute to presentations and discussions about scientific issues. Curriculum Opportunities 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). 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. 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. 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. 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. c. how uncertainties in scientific knowledge and scientific ideas change over time and about the role of the scientific community in validating these changes NSP Sky Skill Studio - Curriculum matrix c.indd 9 12/06/ :40

10 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. d. using creative approaches to answering questions, solving problems and developing ideas NSP Sky Skill Studio - Curriculum matrix c.indd 10 12/06/ :40

11 Topic: Celebrity Culture 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. 1.3 Cultural understanding 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. 1.4 Critical understanding 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 NSP Sky Skill Studio - Curriculum matrix c.indd 11 12/06/ :40

12 Topic: Celebrity Culture 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 NSP Sky Skill Studio - Curriculum matrix c.indd 12 12/06/ :40

13 Topic: Celebrity Culture 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 NSP Sky Skill Studio - Curriculum matrix c.indd 13 12/06/ :40

14 Topic: Celebrity Culture 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. 3.3 Writing (this link relates to preparation of the scripted elements of the presentation) 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. 4.1 Speaking and listening 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 NSP Sky Skill Studio - Curriculum matrix c.indd 14 12/06/ :40

15 Topic: Celebrity Culture continued 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 overleaf NSP Sky Skill Studio - Curriculum matrix c.indd 15 12/06/ :40

16 Topic: Celebrity Culture continued 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. 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. 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. Other links The resource offers useful links to other NC subject areas e.g. Citizenship NSP Sky Skill Studio - Curriculum matrix c.indd 16 12/06/ :40

17 Topic: Celebrity Culture Other links The resource offers useful links to other NC subject areas e.g. Citizenship. 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. Citizenship The following key processes may be addressed through the programme as follows: Further subject opportunities Other subjects which can be linked to the programme include ICT, Drama and PHSE. 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 NSP Sky Skill Studio - Curriculum matrix c.indd 17 12/06/ :40

18 Topic: Celebrity Culture Further subject opportunities Other subjects which can be linked to the programme include ICT, Drama and PHSE. 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. 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 NSP Sky Skill Studio - Curriculum matrix c.indd 18 12/06/ :40

19 Subject: English Topic: Regional Accents En1: 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 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. c. using imagination to create effects to surprise and engage the audience. d. using creative approaches to answering questions, solving problems and developing ideas NSP Sky Skill Studio - Curriculum matrix c.indd 19 12/06/ :40

20 Topic: Regional Accents 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. 1.3 Cultural understanding 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. 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 NSP Sky Skill Studio - Curriculum matrix c.indd 20 12/06/ :40

21 Topic: Regional Accents Standard English Language variation En3: Writing (Knowledge, Skills and Understanding) Composition Planning and drafting 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. 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]. 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. 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 NSP Sky Skill Studio - Curriculum matrix c.indd 21 12/06/ :40

22 Topic: Regional Accents 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. 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. 1.4 Critical understanding 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. 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. 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 questionsimportant points. 2.1 Speaking and listening (Key processes) 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. continued overleaf continued overleaf NSP Sky Skill Studio - Curriculum matrix c.indd 22 12/06/ :40

23 Topic: Regional Accents continued continued 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. 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. En1: Speaking and Listening (Knowledge, Skills and Understanding) 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]. 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 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 overleaf NSP Sky Skill Studio - Curriculum matrix c.indd 23 12/06/ :40

24 Topic: Regional Accents continued 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. Group discussion and interaction 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. 3.3 Writing (this link relates to preparation of the scripted elements of the presentation) 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 7. During the key stage, pupils should be taught the knowledge, skills and understanding through the following range of activities, contexts and purposes. 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. 3.4 Language structure and variation a. spoken language variation and attitudes to use of standard and nonstandard 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 NSP Sky Skill Studio - Curriculum matrix c.indd 24 12/06/ :40

25 Topic: Regional Accents Speaking 8.b. reading aloud. c. describing events and experiences. d. speaking to different people. 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. 4.1 Speaking and listening The curriculum should provide opportunities for students to: 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 crosscurricular 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 NSP Sky Skill Studio - Curriculum matrix c.indd 25 12/06/ :40

26 Topic: Regional Accents En3: Writing (this link relates to preparation of the scripted elements of the presentation) 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. 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 NSP Sky Skill Studio - Curriculum matrix c.indd 26 12/06/ :40