THE CURRICULUM FRAMEWORK
|
|
- Ashlynn Harris
- 7 years ago
- Views:
Transcription
1 THE CURRICULUM FRAMEWORK
2
3 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 to ensure that all pupils, irrespective of their individual circumstances or characteristics should have access to their stipulated entitlement. 3.2 Irish Medium Education The proposed new curriculum requirements have not been set out separately for Englishmedium and Irish-medium education. CCEA is however conscious of the differences that exist as a result of pupils learning through the medium of Irish while developing their competence in English. CCEA would wish to collaborate closely with the Irish medium sector, including Comhairle na Gaelscolaíochta and Foras na Gaeilge, in developing and implementing these proposals in a way that fully benefits pupils in Irish-medium education. 3.3 The Aim, Objectives and Key Elements It is proposed that the statutory Curriculum at Key Stage 3, which is the entitlement of every young person, should comprise the following aim, objectives, key elements and underpinning values: Aim The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible choices and decisions throughout their lives. Objectives The Northern Ireland Curriculum should provide relevant learning opportunities to help each young person develop as: an individual; a contributor to society; and a contributor to the economy and the environment. Key elements The key elements within each objective are set out in Table 1 (page 29). Note: The key elements encompass important aspects of the current aim and the current Educational (Cross-curricular) Themes, as well as embracing other aspects of learning that have been highlighted as important during previous consultations, for example, citizenship, sustainable development, employability and media awareness. Note: The above aim, objectives and key elements above were consulted upon in the 2000 consultation and received overwhelming support. Northern Ireland Curriculum 27
4 3.4 Underpinning Values The current Northern Ireland Curriculum does not set out an explicit set of values to underpin the curriculum. Rather, values are implied within the Educational (Cross-curricular) Themes and the Programmes of Study. It is proposed that the following non-statutory values which were consulted upon in the 2000 consultation and strongly endorsed, should underpin the Northern Ireland Curriculum. We value each individual s unique capacity for spiritual, moral, emotional, physical and intellectual growth. We value equality, justice and human rights within our society and our capacity as citizens to resolve conflict by democratic means. We value the environment as the basis of life and the need to sustain it for future generations. We value each individual s right to work and to earn a living in accordance with personal preferences and attributes. 28 Northern Ireland Curriculum
5 Aim Table 1: illustrating the revised aim and objectives of the NI Curriculum The Northern Ireland curriculum Curriculum aims to empower young people to achieve their potential and to make informed and responsible choices and decisions throughout their lives. Curriculum Objectives The Northern Ireland Curriculum should provide learning opportunities for each young person to develop as: 1. an individual; 2. a contributor to society; and 3. a contributor to the economy and the environment. Throughout the curriculum, by taking appropriate opportunities to focus on the key elements in bold, teachers should help pupils to: Northern Ireland Curriculum 29 As an individual (personal understanding) respect themselves, understand their rights and responsibilities; understand and manage their emotions; learn how to learn and be committed to learning; be aware of their creative potential; become self-reliant. (mutual understanding) respect and co-operate with others; manage and resolve conflict; develop and sustain safe, caring relationships; learn the skills of parenting. ( personal health) live a healthy lifestyle and make healthy choices; contribute positively to their peer group. (moral character) show fairness and integrity in dealing with others; be reliable and committed to tasks; take responsibility for choices and actions. (spiritual awareness) develop an inner appreciation of life purpose; develop the personal strengths and resources to cope with adversity. As a contributor to society (citizenship) respect the equal rights of others; recognise the interdependence of people, communities and the environment; negotiate be willing and to negotiate compromise; and compromise; use democratic means to influence change; contribute to the welfare of school, the community and the environment. (cultural understanding) recognise the richness and diversity of cultural influences in contemporary society; engage with human cultural achievement in a range of forms and contexts. (media awareness) be critically aware of the range of print, sound, moving image and graphic media; assess the role and influence of media within society; (ethical awareness) be aware of some of the dilemmas arising from scientific, technological and environmental change; assess the human and environmental impact of ethical choices and take action as appropriate As a contributor to the economy and environment (employability) be aware of the impact of technology and global markets on work patterns and prospects; be proactive, enterprising, adaptable and open to new ideas; enhance career options through life-long learning; be aware of the rights of workers and employers. (economic awareness) understand the economic interdependence of individuals, organisations and communities locally and globally; critically examine how wealth is created and distributed; make balanced and informed economic judgements; be discerning and effective consumers; plan and manage personal finances effectively. (sustainable development) understand the interdependence of society, the economy and the environment; develop respect for the needs of both present and future generations; understand the local and global implications of lifestyle choices; act towards promoting an improved environment and a fairer, more just world. (environmental responsibility) think globally, act locally; cut down on waste and prevent pollution; save energy and natural resources; look after the local environment; encourage bio-diversity.
6 3.5 Curriculum Areas It is proposed that the subject strands of the statutory Curriculum at Key Stage 3 be set out within the following Learning Areas and contributory subject strands: Learning for Life and Work (see detail at 4.1) containing the contributory strands of: Education for Employability; Local and Global Citizenship; Personal Development, including PSHE and Home Economics. General Learning Areas* (see detail at ) The Arts, including subject strands of Art and Design and Music; English and Irish, including Media Education and the subject strand of Drama; Environment and Society, including subject strands of Geography and History; Modern Languages; Mathematics, including Financial Capability; Science and Technology, including subject strands of Science and Technology and Design; Physical Education; Religious Education which is defined separately by the Department of Education and the four main Christian Churches in Northern Ireland. * NB: The proposed General Learning Areas are, in many respects, similar to the current Areas of Study. The major difference is that the subject strands are defined as a minimum entitlement, (see 3.6 below) rather than as detailed Programmes of Study, and are structured to facilitate more collaborative learning. Although subject strands are organised within specific Learning Areas this does not preclude connections being made with other Learning Areas/subject strands. 30 Northern Ireland Curriculum
7 3.6 The Statutory Curriculum and Minimum Entitlement It is proposed that within each Learning Area/subject strand the minimum statutory entitlement be set out in bold as follows: (a) (b) Within Learning for Life and Work (in bold see 4.1) under: Key Concepts of each strand (see 4.1); Learning Outcomes. Within the General Learning Areas (in bold see ) under: Knowledge, Understanding and Skills; Curriculum Objectives and Key Elements; Learning Outcomes. The scope of the statutory curriculum at Key Stage 3 is defined within the shaded circles below. Learning for Life and Work Education for Employability Local and Global Citizenship Personal Development Skills and Capabilities Personal and Interpersonal Self Management Working With Others Critical and Creative Thinking (Creativity, Managing Information, Problem Solving/ Decision Making) Communication, Application of Number, ICT General Learning Areas The Arts English Environment and Society Modern languages Mathematics Physical Education Science and Technology Religious Education The statutory requirements comprise the shaded areas above, ie: all of Learning for Life and Work. those parts of the General Learning Areas that contribute to Learning for Life and Work. Schools then have freedom to add other aspects of the General Learning Areas as appropriate for different groups of pupils. Northern Ireland Curriculum 31
8 3.7 Skills and Capabilities Framework It is proposed that the following skills and capabilities should infuse every Learning Area and subject strand of the curriculum: Personal and Interpersonal Skills; Critical and Creative Thinking Skills; Communication; Application of Number; Information and Communication Technology (ICT). These skills and capabilities are: exemplified within the Learning Areas and subject strands; embedded in the teaching and learning process (see guidance on developing skills and capabilities in Part 2); and assessed through the learning outcomes in the context of curriculum knowledge, understanding and processes. Further detail on progression and assessment of skills is offered in Part Coherence To establish greater coherence for pupils and make collaborative planning and teaching and the transfer of learning easier, each strand of the General Learning Areas has been set out on a single page (see detail at ) in a standardised format; under similar headings (the curriculum objectives and key elements); promoting a similar range of skills and capabilities; explicitly linked to real world issues (that are provided for illustration); and with similar skills-based learning outcomes. This standardised layout (see diagram on page 51) with common curriculum objectives and key elements, aims to facilitate collaboration, allowing the various strands of the curriculum to be brought together naturally, rather than in a forced way, so that learning can be connected and more easily transferred from one context to another. 32 Northern Ireland Curriculum
9 3.9 Breadth, Balance and Flexibility It is proposed that schools provide access to the requirements at a level appropriate to the pupil s ability. This access will ensure a minimum entitlement for each pupil. The requirements are set out in bold on the A3 pages from 4.1 to Schools have the flexibility to interpret and organise this entitlement in different ways to suit the needs of their pupils and the available resources. For example, schools may choose to: organise the curriculum within Learning Areas; combine subject strands from different Learning Areas; organise the curriculum thematically; or continue to teach in subject strands. Various models of how the curriculum might be organised more collaboratively are discussed and illustrated in Part 2, which is produced as a separate document to accompany the proposals. CCEA intends to work with pilot schools to trial different approaches to the curriculum and, in time, to develop further practical guidance for all schools Progression from Primary Education and towards Key Stage 4 The proposed Key Stage 3 curriculum follows on from the revised Primary Curriculum in the following ways: In terms of skills the same range of skills has been incorporated into each Key Stage. Illustrations of possible progression in these skills are offered in Part 2. These statements of progression will be trialled and revised in the light of piloting. In terms of knowledge and understanding the same aim and curriculum objectives are common to all Key Stages. At primary level the curriculum focuses on child-centred learning, building knowledge progressively outwards from myself, my family, my home, my school to my neighbourhood and the wider world. At Key Stage 3 the curriculum takes on a more enquiry-based, problem-centred, decisionmaking focus. It is intended that the knowledge and understanding and the range of skills acquired at primary school will be developed in greater depth to help pupils identify and investigate issues and problems from the media and the world around them. Depending on the ability and maturity of the young people, the content and approach can be extended by, for example: introducing issues in greater depth; increasing the complexity of tasks; Northern Ireland Curriculum 33
10 enabling young people to demonstrate increasing competence in practical skills; encouraging increased research, information management and independent learning; presenting outcomes to a wider range of audiences and in real situations; encouraging increased critical analysis of information sources; promoting well-reasoned justifications for choices; encouraging reflective and insightful evaluations of both process and product. Some repetition in themes and content may be inevitable in this more flexible curriculum. To minimise the danger of boredom arising from potential repetition post-primary teachers are encouraged to: liaise with feeder primary schools to ascertain the focus of children s work, particularly in Years 6 and 7; encourage pupils to share what they already know about a topic, as an informed starting point for learning; discuss and negotiate with pupils the particular focus of learning to ensure there is a different angle to the investigation and sufficient interest and challenge; encourage pupils to research their topic in greater depth than before and to present it in different ways; help pupils understand that learning is not always new but is often a deepening and reinforcement of existing knowledge and skills. Guidance on differentiated provision, including for those pupils with special educational needs, will be provided in sample themes and teaching plans which CCEA intends to develop over the next few years. The fold-out A3 poster (opposite) aims to set out the Big Picture of the whole curriculum at Key Stage 3, including suggested approaches to teaching, learning and assessment. 34 Northern Ireland Curriculum
11 Table 2: The Big Picture of the Curriculum at Key Stage 3 CURRICULUM AIM The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives as: OBJECTIVES individuals personal understanding mutual understanding personal health moral character spiritual awareness contributors to society citizenship cultural understanding media awareness ethical awareness contributors to economy contributors & to the economy and environment to the environment employability economic awareness sustainable development environmental responsibility LEARNING FOR LIFE & WORK EDUCATION FOR EMPLOYABILITY LOCAL & GLOBAL CITIZENSHIP PERSONAL DEVELOPMENT SKILLS & CAPABILITIES Personal and Inter Personal Skills (Self Management, Working With Others) Communication, Application of Number, I.C.T. Critical and Creative Thinking Skills (Creativity, Managing Information, Problem Solving/Decision Making) GENERAL LEARNING AREAS THE ARTS ENGLISH AND IRISH ENVIRONMENT & SOCIETY MATHEMATICS MODERN LANGUAGES PHYSICAL EDUCATION SCIENCE & TECHNOLOGY RELIGIOUS EDUCATION LEARNING EXPERIENCES investigative problem solving linked to other curriculum areas relevant and enjoyable media rich skills integrated active and hands on offers choice challenging and engaging supportive environment culturally diverse positive reinforcement varied to suit learning styles on-going reflection ASSESSMENT FOR LEARNING emphasising the feedback loop clear learning objectives shared with pupils shared assessment criteria choice of tasks and ways to demonstrate learning eg. oral, written, ICT, drama etc. constructive feedback advice on how to improve... next steps encouragement of reflection and self & peer assessment encouragement of risk mistakes & failure acknowledged as an important part of the learning process ATTITUDES & DISPOSITIONS personal responsibility concern for others commitment - determination - resourcefulness openness to new ideas self belief - optimism - pragmatism curiosity community spirit flexibility tolerance integrity moral courage respect Northern Ireland Curriculum 35
Citizenship education in Northern Ireland, Wales, Scotland and England
Citizenship education in Northern Ireland, Wales, Scotland and England Northern Ireland The Northern Ireland curriculum is described as six Areas of Learning at key stages 1 and 2: Language and Literacy
More informationKEY 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 informationHome Economics. Key Stage 3 Non Statutory Guidance for Home Economics
Home Economics Key Stage 3 Non Statutory Guidance for Home Economics Contents 1 Section 01 Purpose of this Guidance 3 Section 02 Home Economics in the Northern Ireland Curriculum 5 Section 03 Links to
More informationReligious education. Programme of study (non-statutory) for key stage 3. (This is an extract from The National Curriculum 2007)
Religious education Programme of study (non-statutory) for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority
More informationPolicy statement: Assessment, recording and reporting achievement.
Policy statement: Assessment, recording and reporting achievement. In partnership with the home and the local community, the school has a responsibility to fulfil the demands of the national curriculum
More informationReligious education. Programme of study (non-statutory) for key stage 4. (This is an extract from The National Curriculum 2007)
Religious education Programme of study (non-statutory) for key stage 4 and years 12 and 13 (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority
More informationScience in the Revised Curriculum
Research and Information Service Paper 38/14 20 March 2014 NIAR 202-14 James Stewart Science in the Revised Curriculum 1. Summary The revised curriculum for Northern Ireland was designed to promote the
More informationHealth and wellbeing Principles and practice
Health and wellbeing Principles and practice Curriculum for Excellence has an important role to play in promoting the health and wellbeing of children and young people and of all of those in the educational
More informationHistory. 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 informationa curriculum for excellence
a curriculum for excellence building the curriculum 1 the contribution of curriculum areas RESPONSIBLE CITIZENS EFFECTIVE CONTRIBUTORS a curriculum for excellence building the curriculum 3 18 (1) the contribution
More informationLlansanffraid 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 informationHistory. Key Stage 3 Non Statutory Guidance for History
History Key Stage 3 Non Statutory Guidance for History Contents 1 Section 01 Purpose of this Guidance 3 Section 02 History in the Northern Ireland Curriculum 5 Section 03 Links to Key Stage 2 and Key Stage
More informationArt 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 informationThe Standards for Leadership and Management: supporting leadership and management development December 2012
DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Leadership and Management: supporting leadership and management development December 2012 Contents Page The Standards for Leadership
More informationHistory. 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 informationArt and Design. Key Stage 3 Non Statutory Guidance for Art and Design
Art and Design Key Stage 3 Non Statutory Guidance for Art and Design Contents 1 Section 01 Purpose of this Guidance 3 Section 02 Art and Design in the Northern Ireland Curriculum 5 Section 03 Links to
More informationJunior Cycle Business Studies Draft Specification. For consultation
Junior Cycle Business Studies Draft Specification For consultation 1 2 Contents Introduction to junior cycle 5 Rationale 6 Aim 7 Overview: Links 8 Overview: Course 11 Progression 14 Expectations for students
More informationSQA s Skills Framework: Skills for Learning, Skills for Life and Skills for Work
SQA s Skills Framework: Skills for Learning, Skills for Life and Skills for Work This framework has been developed for use in the National Qualifications development programme in support of Curriculum
More informationInformation on The Framework for Junior Cycle
A Framework for Junior Cycle Information on The Framework for Junior Cycle Spring 2013 department of education and skills The Department of Education and Skills wishes to thank the schools below for permission
More informationThe National Curriculum. Handbook for secondary teachers in England www.nc.uk.net
The National Curriculum Handbook for secondary teachers in England www.nc.uk.net Key stages 3 and 4 Revised 2004 Jointly published by Department for Education and Skills Sanctuary Buildings Great Smith
More informationSkills across the curriculum. Developing communication
across the curriculum Developing communication Developing communication Schools should provide opportunities, where appropriate, for learners to develop and apply communication across the curriculum through
More informationThe National Curriculum
The National Curriculum Handbook for primary teachers in England www.nc.uk.net Key stages 1 and 2 Jointly published by Department for Education and Employment Sanctuary Buildings Great Smith Street London
More informationParkhall College P R O S P E C T U S
Parkhall College P R O S P E C T U S Welcome to Parkhall College OUR MISSION STATEMENT To provide a caring, learning environment Thank you for your interest in Parkhall College. I trust you will find our
More informationAssessment, Recording and Reporting Policy
St Peter s CE (VA) Infants School Assessment, Recording and Reporting Policy Philosophy Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an
More informationCONTENTS. Introduction to the Guidance 1. The Rationale for Personal 3 Development and Mutual Understanding. Implementing PD&MU 5
CONTENTS Introduction to the Guidance 1 The Rationale for Personal 3 Development and Mutual Understanding Implementing PD&MU 5 Teaching, Learning & Assessing 9 PD&MU Appendix 1: Statements of 18 Minimum
More informationAN ROINN OIDEACHAIS AGUS EOLAÍOCHTA THE JUNIOR CERTIFICATE CIVIC, SOCIAL AND POLITICAL EDUCATION SYLLABUS
AN ROINN OIDEACHAIS AGUS EOLAÍOCHTA THE JUNIOR CERTIFICATE CIVIC, SOCIAL AND POLITICAL EDUCATION SYLLABUS 1 INTRODUCTION 1.1 The Importance of Civic, Social and Political Education 1.1.1 Civic, Social
More informationWHOLE SCHOOL THEMES. Understanding of the consequences of their behaviour and actions.
WHOLE SCHOOL THEMES Giving Nation is a fantastic vehicle for supporting your delivery of SMSC across an entire year group. Through running student-led social action young people research, design & deliver
More informationStandards for Excellence
THE AUSTRALIAN ASSOCIATION OF MATHEMATICS TEACHERS Standards for Excellence in Teaching Mathematics in Australian Schools 2006 edition These Standards were originally adopted by AAMT Council in 2002 as
More informationSchool Development Planning Curriculum Review at Junior Cycle
School Development Planning Curriculum Review at Junior Cycle SDPI Contents Introduction...2 Section 1...5 Section 2...11 Section 3...14 Section 4...17 Section 5...20 Appendix 1...22 Appendix 2...27 Appendix
More informationNational Standards for Headteachers
Guidance Organisation & Management National Standards for Headteachers Staff Management Status: Information Date of issue: 10/2004 Ref: DfES/0083/2004 Contents Introduction 2 Shaping the Future 6 Leading
More informationLiteracy 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 informationUnit C Building knowledge and understanding about drugs and alcohol practising skills to deal with situations About the unit
Drug, alcohol and tobacco education guidance at key stage 2 Building knowledge and understanding about drugs and alcohol practising skills to deal with situations About the unit In this unit, children
More informationCOMHAIRLE NAN EILEAN SIAR Roinn an Fhoghlaim is Seirbheisean Chloinne Education and Children s Services Department
COMHAIRLE NAN EILEAN SIAR Roinn an Fhoghlaim is Seirbheisean Chloinne Education and Children s Services Department Professional Review and Development for Teachers: Self-Evaluation: The Standard for Leadership
More informationValues in NSW public schools
Values in NSW public schools A Ministerial Statement by Hon Andrew Refshauge, MP, Deputy Premier Minister for Education and Training and Minister for Aboriginal Affairs March 2004 A Ministerial Statement
More informationOAKMEAD COLLEGE OF TECHNOLOGY PROSPECTUS. Ambitious for all our Community. 2014 www.into-exchange.com
OAKMEAD COLLEGE OF TECHNOLOGY PROSPECTUS Ambitious for all our Community Welcome to Oakmead College of Technology Dear Parents and Students I am delighted to give you this chance to find out more about
More informationGeneric grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools
Religious education Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools Inspectors visit 150 schools each year to inform Ofsted
More informationPersonal Development Planning and eportfolio. Student Guide
Personal Development Planning and eportfolio Student Guide 1 Introduction PDP helps you to develop the skills you need to take responsibility for your learning, development and career progression. Engaging
More informationPRESCHOOL. Curriculum for the Preschool Lpfö 98
PRESCHOOL Curriculum for the Preschool Lpfö 98 Revised 2010 Orders to: Fritzes kundservice SE-106 47 Stockholm Telephone: +46 (0)8 598 191 90 Fax: +46 (0)8 598 191 91 E-mail: order.fritzes@nj.se www.fritzes.se
More informationPolicy Document Planning, Assessment, Recording and Reporting September 2010
Policy Document Planning, Assessment, Recording and Reporting September 2010 PLANNING, ASSESSMENT, RECORDING AND REPORTING POLICY 1 INTRODUCTION Planning, assessment, recording and reporting are an integral
More informationAustralian Professional Standard for Principals
AITSL is funded by the Australian Government Australian Professional Standard for Principals July 2011 Formerly the National Professional Standard for Principals 2011 Education Services Australia as the
More informationNorthern Ireland Framework Specification for the Degree in Social Work
Northern Ireland Framework Specification for the Degree in Social Work Department of Health, Social Services and Public Safety & Northern Ireland Social Care Council Published September 2014 (Amended October
More informationPrimrose Hill Primary School Teaching and Learning Policy: A baseline for outstanding practice
Primrose Hill Primary School Teaching and Learning Policy: A baseline for outstanding practice January 2012 Review date: January 2013 KEY PRINCIPLES Teaching at Primrose Hill is Learning Centred, meaning
More informationReferences 39 Appendices 45 Appendix 1 46 Appendix 2 55 Appendix 3 56 Glossary 57
Contents Introduction 3 Section 1 Transition from Key Stage 2 to Key Stage 3 5 Section 2 School collaboration to support transition 11 Section 3 Important roles in transition 17 Section 4 Continuity and
More informationVernon Park Primary School. Teaching and Learning Policy
Vernon Park Primary School Teaching and Learning Policy The school s approach to teaching and learning is based upon the school vision: At Vernon Park Primary School we aim to provide all children, parents,
More informationTHE WELLBEING FRAMEWORK FOR SCHOOLS
April 2015 21/04/15_16531 CONNECT SUCCEED THRIVE THE WELLBEING FRAMEWORK FOR SCHOOLS Introduction The NSW Department of Education and Communities (DEC) is committed to creating quality learning opportunities
More informationStandards for Student Interpersonal Skills
Standards for Student Interpersonal Skills Grades PreK 12 Pennsylvania Department of Education TABLE OF CONTENTS Introduction. THE ACADEMIC STANDARDS Self-Awareness and Self-Management.. A. Managing Emotions
More informationFurther Education: General and Programme Requirements for the Accreditation of Teacher Education Qualifications
Further Education: General and Programme Requirements for the Accreditation of Teacher Education Qualifications In accordance with Section 38 of the Teaching Council Act, 2001 and Regulation Five of the
More informationIndependent Review of the proposal to make Personal, Social, Health and Economic (PSHE) education statutory. Sir Alasdair Macdonald
Independent Review of the proposal to make Personal, Social, Health and Economic (PSHE) education statutory Sir Alasdair Macdonald Independent Review of the proposal to make Personal, Social, Health and
More informationST. 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 informationIndustrial Technology Trades. Course Framework
Industrial Technology Trades Industrial Technology Trades Course Framework For courses accredited from 2012 INDUSTRIAL TECHNOLOGY TRADES B S S S AUSTRALIAN CAPITAL TERRITORY COURSE FRAMEWORK INTRODUCTION
More informationSUPPORTING ASSESSMENT IN SCHOOLS - 1
C: 14:04:05(7) NATIONAL COUNCIL FOR CURRICULUM AND ASSESSMENT SUPPORTING ASSESSMENT IN SCHOOLS - 1 ASSESSMENT IN PRIMARY SCHOOLS DRAFT APRIL 2005 EXECUTIVE SUMMARY The Primary School Curriculum (1999)
More informationThe Department of Education and Skills wishes to thank the schools below for permission to use photographs:
A Framework for Junior Cycle October 2012 DEPARTMENT OF EDUCATION AND SKILLS The Department of Education and Skills wishes to thank the schools below for permission to use photographs: Bandon Grammar School,
More informationGeography Years 7 10. Syllabus
Geography Years 7 10 Syllabus June 2003 Original published version updated: April 2006 - BoS Job Number 2006198 2003 Copyright Board of Studies NSW for and on behalf of the Crown in right of the State
More informationNational Framework for Values Education in Australian Schools
National Framework for Values Education in Australian Schools National Framework for Values Education in Australian Schools Commonwealth of Australia 2005 ISBN: 0 642 77496 X ISBN: 0 642 77497 8 (online
More informationHigher Business Management Course Specification (C710 76)
Higher Business Management Course Specification (C710 76) Valid from August 2014 First edition: April 2014, version 1.1 Revised edition: September 2014, version 1.2 This specification may be reproduced
More informationCompetence Criteria for Member (MCIBSE)
Competence Criteria for Member (MCIBSE) FACTSHEET M21 The competence criteria for the Member grade of CIBSE (MCIBSE) is directly aligned to the Competence Statements issued by the Engineering Council,
More informationST. 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 informationModern 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 informationNurturing our Young for the Future. Competencies for the 21 st Century
Nurturing our Young for the Future Competencies for the 21 st Century Competencies for a Changing World How do we prepare our children today to thrive in a future driven by globalisation and technological
More informationcurriculum for excellence
curriculum for excellence building the curriculum 3 a framework for learning and teaching RESPONSIBLE CITIZENS EFFECTIVE CONTRIBUTIONS SUCCESSFUL LEARNERS CONFIDENT INDIVIDUALS curriculum for excellence
More informationPrincipal Job Description
Anfield School Anfield International Kindergarten Anfield International Kindergarten & Nursery Principal Job Description RESPONSIBLE TO: The School Board INTRODUCTION: This job description is based on
More informationProfessional Standards for Teachers
Professional Standards for Teachers Guidelines for Professional Practice July 2005 Queensland the Smart State The State of Queensland (Department of Education) 2005 Copyright protects this publication.
More informationWYVERN TECHNOLOGY COLLEGE POLICY NUMBER 7 CURRICULUM POLICY
PAGE 1 OF 8 WYVERN TECHNOLOGY COLLEGE POLICY NUMBER 7 CURRICULUM POLICY PURPOSE The purpose of this policy is to provide the framework within which Wyvern Technology College will carry out its responsibility
More informationThe Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012
DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 Contents Page The
More informationTEACHING AND LEARNING STRATEGY
Seevic College TEACHING AND LEARNING STRATEGY Key values Respect Responsibility Results February 2013 Version 1.2 - February 2013 Page 1 1.0 INTRODUCTION At Seevic College every student matters. To achieve
More informationAGREED SYLLABUS FOR RELIGIOUS EDUCATION SUPPLEMENT
AGREED SYLLABUS FOR RELIGIOUS EDUCATION SUPPLEMENT September 2005 CONTENTS Page 1. Foreword 3 2. The Middlesbrough Agreed Syllabus and QCA 5 3. QCA Scheme of Work for RE 5 4. QCA Non Statutory National
More informationFactsheet. n Primary schools should have a policy. The Learning and Skills Act 2000 requires that: n young people learn about the nature of
Factsheet Sex and relationships education January 2011 Sex and relationships education (SRE) is learning about the emotional, social and physical aspects of growing up, relationships, sex, human sexuality
More informationPOSITION DESCRIPTION. Deputy Principal. Lindisfarne Anglican Grammar School. DATE March 2015
POSITION DESCRIPTION TITLE: REPORTING TO: ORGANISATION Deputy Principal Principal Lindisfarne Anglican Grammar School DATE March 2015 The Deputy Principal will support the Principal in providing both strategic
More informationProvision for Spiritual, Moral, Social and Cultural Education (SMSC)
for Spiritual, Moral, Social and Cultural Education (SMSC) Spiritual Education Pupils spiritual development is shown Ability to be reflective about their own beliefs, religious or otherwise, that inform
More informationKINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015
KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015 Review Date: February 2018 Contents 1 Introduction... 2 2 The Aims of Mathematics... 2 3 Entitlement... 3 4 Implementation... 3 5 Organisation
More informationReligious Education in Primary Schools. Non-Statutory Guidance Materials
Religious Education in Primary Schools Non-Statutory Guidance Materials MAIN MENU Acknowledgements The Religious Education Advisory Group and CCEA wish to thank Frances Boyd and Norman Richardson who wrote
More informationModern 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 informationHealth and wellbeing across learning 7 Literacy across learning 19 Numeracy across learning 38
Table of Contents To make it easier to use this file, there are links in the table below. Hover your mouse over the text and then select control and click to follow the link. Introduction 3 Responsibility
More informationcurriculum for excellence building the curriculum 2 active learning a guide to developing professional practice
building the curriculum 2 active learning a guide to developing professional practice > SUCCESSFUL LEARNERS > CONFIDENT INDIVIDUALS > RESPONSIBLE CITIZENS > EFFECTIVE CONTRIBUTORS building the curriculum
More informationLeading Self. Leading Others. Leading Performance and Change. Leading the Coast Guard
Coast Guard Leadership Competencies Leadership competencies are the knowledge, skills, and expertise the Coast Guard expects of its leaders. The 28 leadership competencies are keys to career success. Developing
More information14-19 Curriculum Policy 2015-2016
14-19 Curriculum Policy 2015-2016 At Keelman s Way School we aim to provide students with a relevant life skills curriculum which is tailored to meet their individual needs. We aim to build on the work
More informationMICKLEM PRIMARY SCHOOL MUSIC
MICKLEM PRIMARY SCHOOL MUSIC Responsible Committee Curriculum Date Ratified April 2014 Next review April 2017 Signed on behalf of the Governing Body P Fuggle Print name Mr P Fuggle 1 INTRODUCTION Micklem
More information21ST CENTURY STUDENT OUTCOMES:
Revised Framework for 21st Century Learning The Partnership for 21st Century Skills has developed a unified, collective vision for 21st century learning that can be used to strengthen American education.
More informationEnglish. 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 informationPSHE at key stages 1 4 Guidance on assessment, recording and reporting
PSHE at key stages 1 4 Guidance on assessment, recording and reporting October 2005 QCA/05/2183 Contents About this guidance...2 What is this guidance for?...2 Why is assessment important?...2 Who is this
More informationLatin Syllabus S2 - S7
European Schools Office of the Secretary-General Pedagogical Development Unit Ref.: 2014-01-D-35-en-2 Orig.: FR Latin Syllabus S2 - S7 APPROVED BY THE JOINT TEACHING COMMITTEE ON 13 AND 14 FEBRUARY 2014
More informationResources for Promoting Well-Being in Primary Schools
Resources for Promoting Well-Being in Primary Schools 1 Contents: 1. Social Personal and Health Education Curriculum 3 2. DES Programmes which support implementation of the SPHE curriculum 4 Stay Safe
More informationSt Joseph s Catholic Primary School
St Joseph s Catholic Primary School CRC Article 29(goals of education) Education must develop every child s personality, talents and abilities to the full. It must encourage the child s respect for human
More informationPearson Edexcel BTEC Level 7 Diploma in Strategic Management and Leadership
Pearson Edexcel BTEC Level 7 Diploma in Strategic Management and Leadership at the London College of Business Programme Title Awarding Body Pearson Edexcel BTEC Level 7 Diploma in Strategic Management
More informationAssessment Policy. 1 Introduction. 2 Background
Assessment Policy 1 Introduction This document has been written by the National Foundation for Educational Research (NFER) to provide policy makers, researchers, teacher educators and practitioners with
More informationThe Standard for Career-Long Professional Learning: supporting the development of teacher professional learning December 2012
DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standard for Career-Long Professional Learning: supporting the development of teacher professional learning December 2012 Contents Page The Standard
More informationWhole-School Evaluation Management, Leadership and Learning REPORT. St Columba s College Whitechurch, Dublin 16 Roll number: 60320H
An Roinn Oideachais agus Scileanna Department of Education and Skills Whole-School Evaluation Management, Leadership and Learning REPORT St Columba s College Whitechurch, Dublin 16 Roll number: 60320H
More informationEvery chance to learn
Every chance to learn Curriculum framework for ACT schools Preschool to year 10 Contents Message from the Minister...4 Message from the Chair, Curriculum Renewal Taskforce...5 Introduction...6 Definition
More informationSt.Dennis CP School. Modern Foreign Languages (MFL) Policy February 2013
St.Dennis CP School Modern Foreign Languages (MFL) Policy February 2013 Policy confirmed by the Governing Body of St Dennis CP School on: Date: Signature: To be reviewed on: 1 Rationale for Teaching Languages
More informationPrimary School Curriculum Introduction
Primary School Curriculum Introduction Curaclam na Bunscoile Réamhrá DUBLIN PUBLISHED BY THE STATIONERY OFFICE To be purchased directly from the GOVERNMENT PUBLICATIONS SALE OFFICE SUN ALLIANCE HOUSE MOLESWORTH
More informationSCDLMCB2 Lead and manage service provision that promotes the well being of individuals
Lead and manage service provision that promotes the well being of Overview This standard identifies the requirements associated with leading and managing practice that supports the health and well being
More informationThe New West Point Leader Development System (WPLDS) Outcomes Approved by the Academic Board and Superintendent on 16 January 2014
Upon commissioning, West Point graduates are leaders of character committed to the ideals of duty, honor, country and prepared to accomplish the mission. They will: 1. Live honorably and build trust. Graduates
More informationSPECIFICATION OF APPRENTICESHIP STANDARDS FOR ENGLAND
SPECIFICATION OF APPRENTICESHIP STANDARDS FOR ENGLAND Contents Introduction Paragraph Number 1 Intermediate Level Apprenticeship Frameworks Qualifications Related to the Sector 2-5 Functional Skills /
More informationCAREER AND LIFE MANAGEMENT
CAREER AND LIFE MANAGEMENT RATIONALE AND PHILOSOPHY The aim of senior high school Career and Life Management (CALM) is to enable students to make well-informed, considered decisions and choices in all
More informationGedney 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 informationManston Primary School. Policy for Music
Manston Primary School Policy for Music January 2016 This policy is intended to support the teaching and learning of music at Manston Primary School, enabling consistency, continuity and progression for
More informationHEALTHY EATING POLICY
NEWPORT COMMUNITY SCHOOL HEALTHY EATING POLICY Policy Statement This policy document sets out the School s aims, principles and strategies for the delivery of Healthy Eating Education in our school. Context
More informationSTAGE 1 COMPETENCY STANDARD FOR ENGINEERING ASSOCIATE
STAGE 1 STANDARD FOR ENGINEERING ASSOCIATE ROLE DESCRIPTION THE MATURE ENGINEERING ASSOCIATE The following characterises the senior practice role that the mature, Engineering Associate may be expected
More informationHow To Teach Your Children To Understand The Global Dimension Of The World
International Policy Examples 1 International Policy Example 2 International Policy Example 1 from Banbury School, Oxfordshire Introduction The governors and staff recognise that: global issues are an
More information