2 Developing Skills across the curriculum The non-statutory Skills Framework has been developed in order to provide guidance about continuity and progression in skills for children and learners from 3–19. Children should acquire, develop, practise, apply and refine their skills through group and individual tasks in a variety of contexts across the areas of learning. Progress can be seen in terms of the refinement of these skills and by their application to tasks that move from: concrete to abstract; simple to complex; personal to the ‘big picture’; familiar to unfamiliar; and supported to independent and interdependent.Thinking Skills – planning, developing and reflecting.Communication Skills – oracy, reading, writing, and wider communication.ICT – creating, presenting and developing information and ideas.Number – using mathematical information, calculating and interpreting and presenting results.
3 Areas of LearningPersonal and Social Development, Well-Being and Cultural DiversityLanguage, Literacy and Communication SkillsMathematical DevelopmentWelsh Language DevelopmentKnowledge and Understanding of the WorldPhysical DevelopmentCreative Development.
4 Personal and Social Development Well-Being and Cultural Diversity Play is about children learning through perseverance, attention to detail, and concentration – characteristics usually associated with work. Play is not only crucial to how children become self-aware and the way in which they learn the rules of social behaviour; it is also fundamental to intellectual development.These qualities can be also be applied to children’s use of ICT.e.g. enthusiasm to succeed and rewards for successpaying attention to detail, e.g. using digital microscopestaking turns at the computersharing tasks, and helping each other at the computerdiscussing how to solve problems.Personal Development SkillsExperiment with new learning opportunities including ICT
5 and Communication Skills Language, Literacyand Communication SkillsThey should be encouraged to listen and respond to others, to the variety of life experiences that their peers bring to the learning environment and to a range of stimuli, including audio-visual material and ICT interactive software.Oracy:Children should be given opportunities to experience a range of stimuli including media and ICT texts, such as children’s TV programmes and animated tales on CD.Reading:Children should be given opportunities to experience and respond to a wide range of print and fonts that include information, reference and non-literary texts, including print and computer-based materials.
6 and Communication Skills Language, Literacy and Communication Skills Speaking and ListeningLanguage, Literacyand Communication Skills
7 and Communication Skills Language, Literacyand Communication SkillsWriting:The Foundation Phase should enable children to enjoy experimenting with written communication and make progress in their ability to ....organise and present imaginative and factual writing in different ways, e.g. a cumulative pattern in a poem, a list of ingredients for a cake, helpful to the purpose, task and reader, using ICT as appropriate, and incorporating some of the different characteristics of forms that are used.plan and review their writing, assembling and developing their ideas on paper, using ICT as appropriate, and presenting their writing clearly and neatly in order to communicate their meaning effectively.
8 and Communication Skills Language, Literacyand Communication Skills
9 and Communication Skills Language, Literacyand Communication Skills
10 and Communication Skills Language, Literacyand Communication Skills
11 and Communication Skills Language, Literacyand Communication Skills
12 Mathematical Development Children sort, match, sequence and compare objects and events, and create simple patterns and relationships. They use appropriate mathematical language to explain their reasoning, and present their work in a variety of ways using objects, pictures, diagrams, words, symbols and ICT.Mathematical Skills:Throughout the Foundation Phase, children should be given opportunities to:use calculators and computer software, both as a means of exploring number and as tools for calculating with realistic data.represent collected data in a variety of ways.
13 Mathematical Development Handling data:Collect, represent and interpret data, using ICT at times:sorting and classifying sets of objects using one or more criteria – collecting and organising information in purposeful contexts.representing collected data initially using real objects, pictures or diagrams, progressing to a variety of simple charts, graphs, diagrams, tables or databases.extracting and interpreting information from a variety of simple charts, graphs, diagrams, tables or databases.
19 Welsh Language Development During the Foundation Phase, children should learn to use and communicate in Welsh to the best of their ability. They should listen to a range of stimuli, including audio-visual material and ICT interactive software in Welsh.Oracy:Children should view and listen carefully to a variety of visual and audio-visual stimuliUse ICT, such as taping children’s voices/conversations and playing them back to them for discussion.Reading:Children should be given opportunities to:use listening centres/tape recorders to listen to and follow a story using tapes and booksread and make use, for different purposes, of a variety of printed and ICT resourcessequencing pictures, events and celebrations, for example pictures and ICT programs
20 Welsh Language Development Writing Skills:Activities undertaken throughout the Foundation Phase in Welsh should enable children to enjoy experimenting with written communication and to make progress in their ability to:organise and present imaginative and factual writing in different ways, e.g. a cumulative pattern in a poem, a list of ingredients for a cake, helpful to the purpose, task and reader, using ICT as appropriate.
22 Knowledge and Understanding of the WorldChildren should experience the familiar world through enquiry, investigating the indoor and outdoor environment in a safe and systematic way. They should be given experiences that help them to increase their curiosity about the world around them and to begin to understand past events, people and places, living things, and the work people do. The children’s skills should be developed across all areas of learning through participation in experiential learning activities and through using sources such as stories, photographs, maps, models and ICT.Skills:To experience the familiar world through investigating the indoor and outdoor environment, children should be encouraged to be curious and find out by:sorting and grouping information using ICT on some occasions.
23 Knowledge and Understanding of the WorldThroughout the Foundation Phase children should be given opportunities to ...Time and People:look at different representations and interpretations of the past, e.g. different books/pictures/ICT sources about the same person or event.Places and People / Myself and Other Living Things /Myself and Non-living ThingsAlthough ICT is not specifically mentioned here there are many software packages available to develop the children’s skills and understanding of these areas.
24 Knowledge and Understanding ngfl.northumberland.gov.uk/ict/ of the Worldngfl.northumberland.gov.uk/ict/
25 Knowledge and Understanding ngfl.northumberland.gov.uk/ict/AAA/ of the WorldMy First Incredible Amazing Dictionary (Dorling Kindersley)ngfl.northumberland.gov.uk/ict/AAA/
26 Knowledge and Understanding of the WorldMagic Beanbag (Sherston Software)
27 Knowledge and Understanding of the World Digital camerasTuff-cam 2 (TTS)Easi-scope 2 (TTS)Digital Microscope (QX5)Movie Creator(Digital Blue)Movie Blue Snap! Video CameraEasi-view! Visualiser (TTS)
28 Physical Development Fine motor skills: Range: Children should develop their gross and fine motor skills, physical control, mobility and an awareness of space, using large and small equipment, across all areas of learning, indoors and outdoors.Fine motor skills:Co-ordination and dexterity:Hand-eye co-ordinationHandling ICT equipment / resources, e.g.mouse, whiteboard pen or graphics tablet pendigital camera and digital movie camera,microphone and audio recordersdigital microscope, floor robot (Roamer, Beebot)Range:Throughout the Foundation Phase, children should have opportunities to develop their skills, knowledge and understanding through:using different resources including ICT
29 Creative DevelopmentChildren should be continually developing their imagination and creativity across the curriculum. Their natural curiosity and disposition to learn should be stimulated by everyday sensory experiences, both indoors and outdoors. Children should engage in creative, imaginative and expressive activities in art, craft, design, music, dance and movement. Children should explore a wide range of stimuli, develop their ability to communicate and express their creative ideas, and reflect on their work.Art, Craft and DesignMusicCreative MovementAlthough ICT is not specifically mentioned in the ‘Creative Development’ section of the Foundation Phase - Framework for Children’s Learning there are many software packages available to develop the children’s skills and understanding of these areas.
32 ICT and Outdoor Play Investigation and exploring Metal detectors Digital microscopesSound recorders / microphonesDigital movie makerWeb camSense of place / spacial awarenessTracks/maps for programmable orremote control toysDigital photographs of places mostliked / least likedWeb cam in wildlife areaSense of timeDigital photographs - seasonsDigital and analogue clocksDigital microscopes / movie makersDigital photographs – sequencesTimers for various tasks/activitiesConstructionConstructions for remote controlcars, e.g. parking area, garage.Creative / Role playMusic matsMicrophonesDefunct mobile phones, cameras
33 Nursery ActivitiesSkills developed when undertaking activities to support the Outcome statements for ICT are revisited regularly (as appropriate) during each term.
34 Reception ActivitiesSkills developed when undertaking activities to support the Outcome statements for ICT are revisited regularly (as appropriate) during each term.
35 ESIS ICT Skills Ladder Outcomes 1 - 3 The complete ICT Skills Ladders for primary schools produced by ESIS can be obtained from the online wiki – esisictsow.wikispaces.com (username and password required).
36 Existing Units of Work for Year 1 and Year 2 Units in italic have been moved to D&T or science.
37 Skills developed through the existing Units of Work for Year 1 Units in italic have been moved to D&T or science.Outcomes 4 & 5Levels 1 & 2