1. AREA OF LEARNING DAY 2

2. Leading Learning 1November 2005 Leading Learning 2April/May 2006 Curriculum Leader Day 1September/October 2006 Curriculum Leader Day 2November/December 2006 Area of Learning Day 1February/April 2007 Leading Learning 3September 2007 Curriculum Leader Day 3October 2007 CCEA Principals Assessment ConferenceNovember/December 2007 Area of Learning Day 2January – March 2008 Co-ordinating the Assessment and Reporting of the Cross Curricular Skills Summer Term 2008

3. COURSE OBJECTIVES 1.To reflect on practice and identify opportunities for skills development. 2.To deepen understanding of how the development of pupils’ thinking skills and personal capabilities enhances learning. 3.To deepen understanding of how the development of pupils’ skills in Communication, Using Mathematics and Using ICT enhances learning.

4. PROGRAMME 09.30Welcome and Introduction Session 1: Reflection on Yr 8 Implementation to date 10.30 COFFEE 11.00 Session 2: Thinking Skills and Personal Capabilities Session 3: Cross-Curricular Skill 1 - Communication 12.30 LUNCH 13.30Session 4: Cross-Curricular Skill 2 – Using Maths Session 5: Cross-Curricular Skill 3 – Using ICT 15.00Personal Evaluation and Next Steps Course Evaluation

5. At the heart of the Northern Ireland Curriculum lies an explicit emphasis on the development of skills and capabilities for life-long learning and for contributing to society.

6. 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. and to make informed and responsible decisions throughout their lives. Curriculum Objectives To develop the young person as an individual To develop the young person as a contributor to society To develop the young person as a contributor to the economy & environment TheArts English (And Irish In Irish medium schools) with Media Education Environment & Society Mathematics with Financial Capability Modern Languages Physical Education Science & Technology Religious Education Areas of Learning ACROSS Promoting/Encouraging Learning Experiences Investigating & problem-solving linked to other curriculum areas relevant & enjoyable media rich skills integrated active & hands on offers choice Challenging & engaging supportive environment culturally diverse positive reinforcement varied to suit learning style on-going reflection enquiry based INFUSING Cross-Curricular Skills Thinking Skills and Personal Capabilities Communication Using Mathematics Using ICT Managing Information Thinking, Problem Solving, Decision Making Being Creative Working with Others Self Management

7. CROSS CURRICULAR SKILLS All subject strands/Areas of Learning have a statutory requirement to provide opportunities for pupils to acquire and develop skills (CCSs) of Communication, Using Mathematics and Using ICT. It is the responsibility of every teacher in every subject to ensure that the CCSs are promoted and developed as part of learning and teaching within their subject. The CCSs are clearly visible in the Statutory Learning Outcomes for each subject at Key Stage 3.

8. Session 1 Changes to date

9. Whole School Initiatives Working across Departments Opportunities for pupils Classroom Practice Planning

10. Coffee

11. SKILLS AND CAPABILITIES Developing skills and capabilities enables pupils to: learn how to learn; manage their own emotions; interact effectively with others, and therefore enhances the chances of success in all aspects of life.

12. Session 2 Thinking Skills & Personal Capabilities

13. People and Portraits

14. Indirect Portraits ‘These indirect portraits take the form of an assembly of various things which have meaning for or relate to the subject. They make no representational image reference to the person. They are like portrait still lives, taking the form of an oval composition and are executed in blacks and browns, reminiscent of Braque and the life of the studio.’ (taken from Neil Shawcross, Forty Years of Portrait Painting’) indirect portraits

17. Introduction to Practical Task 1 Learning intentions for practical task 1: To know about the characteristics of still life composition To understand and use art and design language to describe the artist’s works….‘ comparing how different artists explore the same subject in an infinite number of ways and relate this to their own (the pupil’s) approach to a theme or topic’ Skill ??????

18. PRACTICAL TASK 1

19. Look at the following slides…… Enjoy these images…… think about the common characteristics of the work as you look

20. Brian Ballard- Still Life Images Six Books, 2003

21. Tea pot and paints, 2004 White pot and jug, 2004

22. Tulips for Molly, 2004 Books and Jug, 2005

23. Model on chair, 2004 Red vase and tiles, 2002

24. Jackie in mirror, 2003 Weir at Lambeg, 2004

25. Giorgio Morandi  Still Life,1919

26. The Paintings  Still Life, 1920  Still Life, 1939

27.  Still, Life 1955

28.  Still Life, 1960  Still Life, 1963

29. The Watercolours  Still Life, 1962

30.  Still Life, 1961  Still Life, 1963

31.  Still Life, 1959  Still Life, 1958

32. Drawings  Still Life, 1956

33.  Still Life, 1959

34.  Still Life, 1960  Still Life, 1963

35. The Etchings Still Life with Small White Cup on the Left, 1930

36.  Large Still Life with Petroleum Lamp, 1930  Still Life with Bold Lines, 1931

37.  Still Life with Drapery, 1931  Still Life with Five Objects, 1956

38.  Still Life with Four Objects and Three Bottles, 1956  Small Still Life with Three Objects, 1961

39. Dahi  The Persistence of Memory

40.  Still Life with Moonlight, 1925  Still Life with red bowl, 1925

41.  Still Life Fast Moving, 1956  Still life Crystalline, 1923

42. Bonnard In Front of the Window

43. Bonnard Pears or Lunch at La Grande-Lemps

44. Bonnard The Bathroom Mirror

45. Bonnard The Bowl of Milk

46. Bonnard The White Tablecloth

47. Ballard Rocks and Red Vase

48. Derrick Hawker Jigsaw No4

49. Charles Brady White Comb

50. Emma Connolly Table, Chairs, Eurpoa

51. Juan Sanchez-Cotan Still Life

52. Mark O Neill Still Life in Red

53. Mark O Neill Tall Merlot

54. Martin Mooney Still Life with Gold and Red Cloth

55. Norah McGuiness Still Life of Daisies

56. Norah McGuiness Still Life with Roses and Pot Plant on Table

57. Picasso Pipe Bottle of Bass, die

58. Picasso Still Life with Guitar

59. Roderic O’Connor Faience

60. Roderic O’Connor Flowers, Bottles and Two Jugs

61. Roderic O’Connor Still Life with Tureen

62. Trudi Mooney Blue Glass

63. William Scott Eggs and Lemons

64. Main Activity Look at two paintings. Composition is the focus. What have the artists thought about in composing these works of art?

65. William Scott Still Life with Candlestick Bonnard The Bowl of Milk

66. What have the artists thought about in composing these works of art? Feedback Do any of your responses connect with these headings? Viewpoint Arrangement Lighting ……….. If not put them under Other DISCUSS the outcomes.

67. Reflect on the Learning intentions…… To know about the characteristics of still life composition To understand and use art and design language to describe the artist’s works DID WE ACHIEVE THESE INTENTIONS? HOW DO WE KNOW?

68. THINKING SKILLS and PERSONAL CAPABILITIES What skill/s do you thing helped support the learning in art and design Focus on one……..

69. Managing Information Asking, accessing, selecting, recording, integrating, communicating Ask focused questions Plan and set goals, break task into sub-tasks Use own and others’ ideas to locate sources of information Select, classify, compare and evaluate information Select most appropriate method for a task Use a range of methods for collating, recording and representing information Communicating with a sense of audience and purpose Thinking, Problem Solving, Decision Making Activating learning, deepening understanding, coping with challenges Sequence, order, classify, make comparisons Make predictions, examine evidence, distinguish fact from opinion Make links between cause and effect Justify methods, opinions and conclusions Generate possible solutions, try out alternative approaches, evaluate outcomes Examine options, weigh up pros and cons Use different types of questions Make connections between learning in different contexts Being Creative Imagining, generating, inventing, taking risks Seek out questions to explore and problems to solve Experiment with ideas and questions Make new connections between ideas/information Learn from and value other people’s ideas Make ideas real by experimenting with different designs, actions, outcomes Challenge the routine method Value the unexpected or surprising See opportunities in mistakes and failures Take risks for learning Working with Others Being collaborative, being sensitive to others’ feelings, being fair and responsible Listen actively and share opinions Develop routines of turn-taking, sharing and co-operating Give and respond to feedback Understand how actions and words effect others Adapt behaviour and language to suit different people and situations Take personal responsibility for work with others and evaluate own contribution to the group Be fair Respect the views and opinions of others, reaching agreements using negotiation and compromise Suggest ways of improving their approach to working collaboratively Self Management Knowing strengths and weaknesses, setting goals and targets, managing and regulating self Be aware of personal strengths, limitations and interests Set personal targets and review them Manage behaviour in a range of situations Organise and plan how to go about a task Focus, sustain attention and persist with tasks Review learning and some aspect that might be improved Learn ways to manage own time Seek advice when necessary Compare own approach with others and in different contexts THINKING SKILLS AND PERSONAL CAPABILITIES

70. Focus for the day….. The second task will further develop the understanding through putting our knowledge into practice. Together these two tasks will provide a context for our discussions about the cross curricular skills throughout the day.

71. PRACTICAL TASK 2 Composition elements………. Some information that might help….

72. The rule of thirds that most photographers will tend to think of is the viewfinder grid division into nine sections, as seen here. The central four points of the middle rectangle -outlined in red – represent the key points of the composition and it is at one of these four points that you would place an important subject matter. This concept of the rule of thirds is so prevalent and accepted that some companies are offering cameras with auto focus points at the important grid sections as above. The Contax 1N is an example of such a camera.

75. Main Activity PRACTICAL TASK 2 Learning Intentions: To understand and use the elements of composition in their work. ………. Skill Respect the views and opinions of others reaching agreements using negotiation and compromise.

76. FIRST ……….. 1. Work in groups of four. 2. Some roles will be rotated. Each individual in the group needs to create TWO still life compositions using the objects provided. Everyone in the group should contribute to the debate about the arrangement of the compositions. 3. Each still life should be recorded digitally, everyone takes a turn. Main Activity SECOND ……….. The group needs to negotiate and decide on TWO compositions for a gallery session. Be able to justify your choices. Roles: Leader and time keeper / camera person / reporter / composition arranger

77. Viewing of selected compositions

78. Debrief (from main Powerpoint) Which specific descriptor of the skill did you focus on in this activity? How did the activity contribute to the development of this skill? How does this skill contribute to the learning in your area of learning/subject? What evidence do you have for your answers? How might the activity be improved?

79. Thinking skills enable pupils to learn how to learn by helping pupils: go beyond the acquisition of knowledge in order to deepen their understanding and apply ideas, generate new possibilities and make decisions as well as plan, monitor and evaluate their progress; experiment with ideas, take initiative, learn from mistakes, work collaboratively and become more self-directed in their learning. Thinking Skills and Personal Capabilities

80. LUNCH

81. Cross-Curricular Skills

82. The Cross-Curricular Skills of Communication, Using Mathematics and Using ICT are the bedrock skills through which young people access knowledge and develop understanding. Specific knowledge and techniques may be acquired initially in identified areas of learning/subjects, but an enhanced emphasis must be placed on the effective development of skills in other curriculum contexts. Cross Curricular Skills

83. Session 3 Communication

84. COMMUNICATION Communication is central to the whole curriculum and to success in life. The modes of communication include talking and listening, reading and writing. Effective communication also includes non-verbal modes of communication, wider literacy and the use of multi-media and ICT technologies.

85. Across the curriculum, at a level appropriate to their ability, pupils should be enabled to develop skills in: TALKING & LISTENING Pupils should be enabled to: Listen to and take part in discussions… Contribute comments, ask questions … Communicate information, ideas … Speak clearly and structure talk … Adapt ways of speaking to audience … Use non-verbal methods to express ideas …

86. Think about…. the range of talking and listening opportunities that were part of the learning in the practical tasks. TASK…. Can you order the Talking and Listening skills in terms of complexity. Some were lower order skills….some higher order skills….. Carry out the card task. DISCUSS …….

87. DISCUSS……. the outcomes. How many of these skills do we use in our classrooms? Do we emphasis how to develop the skill or do we expect pupils to get on with it? Do the skills contribute to the learning?

88. Session 4 Using Mathematics

89. USING MATHEMATICS Using Mathematics focuses on how pupils apply their mathematical knowledge and skills appropriately in a variety of contexts. Ideally these should be relevant real-life situations that require a mathematical dimension. Therefore, the opportunities should address not just what pupils know, but also how they are able to use their knowledge appropriately and accurately

90. Session 5 Using ICT

91. USING ICT Across the curriculum, at a level appropriate to their ability, pupils should be enabled to develop skills to: Explore Express Exchange Evaluate Exhibit

92. Look at the examples ….. How does each relate to the 5 ‘Es’

93. Debrief Which specific descriptor of the skill did you focus on in the activity? How did the activity contribute to the development of this skill? How does this skill contribute to the learning in your area of learning/subject? What evidence do you have for your answers?

94. Personal Evaluation What have I learned as a result of today? What enabled me to learn? How will I take my learning forward?

95. Next Steps What is our next step as a department? How can we ensure that we develop practice within our department? How can we benefit from good practice in other areas of the curriculum?