1. Thinking Skills and Personal Capabilities Development Teams Day 2 Slide 1

2. Aim: To begin to develop the Development Team in its role of supporting the implementation of the Revised Curriculum. Learning Intentions: To clarify the role of the Development Team in the support model for the implementation process. To consider the skills and approaches which they will use to engage all staff in the process. To explore the learning experiences that characterise the Revised Curriculum. To consider approaches to planning for implementation.

3. Thinking Skills and Personal Capabilities – at the end of this day participants will: Understand the contribution of Thinking Skills and Personal Capabilities in the Revised Curriculum Be more familiar with the elements of the Thinking skills and Personal Capabilities framework Appreciate how the individual skills and capabilities can be developed through learning experiences Have considered implications for planning back at school – first steps Thinking Skills and Personal Capabilities At the end of this day participants will:

4. Session 1 The rationale for the Thinking Skills and Personal Capabilities framework The key contribution of Thinking Skills and Personal Capabilities to the Revised Curriculum Session 1

5. & Being Creative Managing Information Working with Others Self Management Thinking, Problem Solving Decision Making

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. 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 The Arts English & Irish Environment & Society Mathematics including financial capability Modern Languages Physical Education Science & Technology Religious Education General Learning Areas personal understanding mutual understanding personal health moral character spiritual awareness citizenship cultural understanding media awareness ethical awareness employability economic awareness education for sustainable development KeyElements Personal Development Local & Global Citizenship Education for Employability Home Economics Learning for Life and Work FOR THROUGH INFUSING ACROSS Whole Curriculum Skills and Capabilities THINKING SKILLS & PERSONAL CAPABILITIES Managing Information Thinking, Problem Solving, Decision Making Being Creative Working with Others Self Management FORMALLY ASSESSED SKILLS Communication Using Mathematics ICT Learning Experiences Assessment for Learning Clear learning intentions shared with pupils Taking risks for learning Shared/ negotiated success criteria Peer and self assessment Peer and self evaluation of learning Celebrating success Building a more open relationship between learner and teacher Individualtargetsetting Advice on what to improve & how to improve it Attitudes and Dispositions Personal responsibilityconcern for others commitment-determination – resourcefulness openness to new ideas Self-belief-optimism-pragmatism curiosity community spirit flexibility tolerance integrity-moral courage respect Promoting/Encouraging Investigating & problem solving Linked to other curriculum areas Relevant & enjoyable Media rich Skills integrated Active & hands onOffers choice Challenging & engagingSupportive environmentCulturally diversePositive reinforcementVaried to suit learning style Ongoing reflectionEnquiry based Curriculum Objectives

7. Activity 1 (10 minutes) As a group, Discuss the contribution of the Thinking Skills and Personal Capabilities framework to the curriculum objectives of the Revised Curriculum Write your response on your flip chart paper. Activity 1 (10 minutes)

8. Neurological research Learning styles Thinking about thinking Recent research and associated programmes Setting the context

9. Coffee

10. Session 2: The Thinking Skills and Personal Capabilities Framework: key elements infusion Implications for learners, teachers and classrooms Session 2

11. Each group has been assigned one strand from the Thinking Skills and Personal Capabilities Framework Read the description provided (extract from TS&PC handbook) Extract the words or phrases describing the activities which capture the essence of the strand. Record on flipchart Reflect on the implications for classroom practice Record on your individual sheet Activity 2 (10+ 10 mins) Interrogating the Framework

12. Activity 3 Planning for Infusion

13. Use the stimulus material to plan an innovative learning activity which will promote one aspect of TS&PC Step 1: Generating ideas (10 mins) Step 2: Planning a lesson - Identify one TS&PC and one GLA learning intention (20 mins) Step 3: Share your lesson ideas with another group (10 mins) Activity 3 (30+10 minutes) Planning for Infusion

14. All ideas, Be uncritical Take risks Analyse Judge Question Best ideas Focus on Quantity Focus on Quality An example of a creative tool for generating, developing and evaluating ideas Let’s generate some ideas.................................................

15. Planning for Infusion

16. Lunch

17. Session 3: Thinking Skills and Personal Capabilities Key Messages and Implications Session 3

18. In pairs (5 minutes) and then as a group (10 minutes) reflect on these questions What are the key learning points for you so far? How did you feel during the morning activities? The experience so far Activity 4:Review(15 minutes) The experience so far

19. What next? Problem Solving Consider Step 1: Where do you want to be after a year? Step 2: What are the possible challenges or obstacles Step 3: What are your assets - people, practice, resources, structures…. Step 4: Generate possible options and make decision Step 5: Action plan Activity 5 – Moving on (20 mins)

20. Plenary – review and evaluation of the day’s outcomes: Can you justify the role of Thinking Skills and Personal Capabilities in the revised curriculum Are you familiar with the elements of the Thinking skills and Personal Capabilities framework? Do you appreciate how the individual skills and capabilities can be developed through learning experiences? Have considered implications for planning back at school – first steps

21. Aim: To begin to develop the development Team in its role of supporting the implementation of the Revised Curriculum. Learning Intentions: To clarify the role of the Curriculum Leader Team in the support model for the implementation process. To consider the skills and approaches which they will use to engage all staff in the process. To explore the learning experiences that characterise the Revised Curriculum. To consider approaches to planning for implementation.