1. 1 AREA OF LEARNING DAY 2

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 2February – April 2008 Co-ordinating the Assessment and Reporting of the Cross Curricular Skills April 2008

3. 3 EXPECTED OUTCOMES 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. 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. 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. 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 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 Employability Home Economics Learning for Life and Work FORTHROUGH 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 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 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 Assessment for Learning Clear learning intentions shared with pupils Taking risks for learning Shared/negotiated success criteria Peer and self assessment Individualtargetsetting Building a more open relationship between learner and teacher Celebrate success against agreed success criteria Advice on what to improve and how to improve it Peer and self evaluation of learning

7. 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. 8 Session 1 Reflection

9. 9 As a department consider one unit of work that you developed to fulfil revised curriculum requirements in Year 8.

10. 10 PUPIL In what ways was the pupil experience different (pupil response) Different Better How do you know? INDIVIDUAL TEACHER What has been your learning? What worked? What didn’t work and why? DEPARTMENTAL TEAM What did you learn collectively? Were the approaches tactical, strategic/capacity building? What are you going to do/change as a result of this?

11. 11 Share key learning around the room and identify areas of commonality in terms of good practice and areas for further development.

12. 12 Coffee

13. 13 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.

14. 14 Session 2 Thinking Skills And Personal Capabilities

15. 15 ROLES WITHIN A TEAM Chair/manager Timekeeper Reporter Recorder Contributor

16. 16 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

17. 17 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

18. 18 Managing Information Ask Focused questions Plan and set goals, break task into sub- tasks Use own and other’s 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 Communicate with a sense of audience and purpose.

19. 19 Learning Intentions To develop an understanding of the ethical issues associated with consumer choices. To work as a member of a team. Question, plan, select and present information to a particular audience.

20. 20 Activity 2 Managing Information The pack of Resources for your team reflects on a specific ethical issue. Your task is to inform an audience, as stated on pack, about the particular issue. Complete the planning sheet for the task Study the materials and plan a presentation. Present an overview and mock up of your plans to the rest of the groups. You are not required to construct the final presentation.

21. 21 Debrief 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?

22. 22 Cross-Curricular Skills

23. 23 The Cross-Curricular Skills of Communication, Using Mathematics and Using ICT are the bedrock skills through which young people access knowledge. 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

24. 24 Session 3 Communication

25. 25 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.

26. 26 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 …

27. 27 COMMUNICATION “Your department has been asked to contribute to the acquisition and development of Talking and Listening in a Key Stage 3 class …….”

28. 28 Implications for Learning and Teaching ALL subjects have a statutory responsibility to help pupils develop and acquire skills. Ongoing part of classroom activity. Infused into the context of the subject. Need for planning.

29. 29 What makes a good talker and listener? Activity 1 Watch the video clip. Write down the features that make these pupils successful in terms of talking and listening e.g. they speak clearly and structure their talk. Pair up with a colleague, compare your notes and agree a list of features for successful talkers and listeners.

30. 30 Talking and Listening Video

31. 31 Statutory Requirements Talking and Listening Pupils should be enabled to: listen to and take part in discussions, explanations, role- plays and presentations; contribute comments, ask questions and respond to others’ point of view; communicate information, ideas, opinions, feelings and imaginings, using an expanding vocabulary; speak clearly and structure talk so that ideas can be clearly understood by others; adapt ways of speaking to audience and situation; and use non-verbal methods to express ideas and engage with the listener.

32. 32 ACTIVITY 2 Group Work Activity Home and Family Life

33. 33 Ground Rules Don’t assume pupils will know how to operate in different talk contexts such as small group discussions or interviews. Explain and devise a set of ground rules for particular talking and listening activities and contexts. How will you establish the ground rules for certain talking and listening activities e.g. a debate or interviewing a visitor to the class?

34. 34 SETTING EFFECTIVE TASKS Clear objectives Distinct purpose Defined time limits An identified audience Clear outcome

35. 35 Identifying other opportunities for the development of Communication in Home Economics See examples given in Guidance for Home Economics at Key Stage 3 pg 36. See Communication Task 1-3 Assessing the Cross-Curricular Skills – draft Guidance (Key Stage 3)

36. 36 Debrief 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?

37. 37 LUNCH

38. 38 SESSION 4 Using Mathematics

39. 39 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

40. 40 USING MATHEMATICS “Your department has been asked to contribute to the acquisition and development of Using Mathematics in a Key Stage 3 class …..

41. 41

42. 42 Implications for Learning and Teaching ALL subjects have a statutory responsibility to help pupils develop and acquire skills. Ongoing part of classroom activity. Infused into the context of the subject. Need for planning.

43. 43 Requirements Pupils should be enabled to: choose the appropriate materials, equipment and mathematics to use in a particular situation; use mathematical knowledge and concepts accurately; work systematically and check their work; use mathematics to solve problems and make decisions; develop methods and strategies, including mental mathematics; explore ideas, make and test predictions and think creatively;

44. 44 Using Mathematics in Home Economics identify and collect information; read, interpret, organise and present information in mathematical formats; use mathematical understanding and language to ask and answer questions, talk about and discuss ideas and explain way of working; develop financial capability; use ICT to solve problems and/or present their work.

45. 45 Identifying other opportunities for the development of Using Mathematics in Home Economics. See examples given in Guidance for Home Economics at Key Stage 3 pg 36. See Using Mathematics Task 1 – 3, Assessing the Cross-Curricular Skills – Draft Guidance (Key Stage 3)

46. 46 Debrief 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?

47. 47 Session 5 Using ICT

48. 48 Cross curricular skill – Using ICT The innovative use of ICT - using ICT as a tool to improve learning in home economics

49. 49 ICT skills EXPLORE –access and manage data and information; research, select, process and interpret information; investigate, make predictions and solve problems through interaction with digital tools; understand how to keep safe and display acceptable online behaviour. EXPRESS –create, develop, present and publish ideas and information using a range of digital media; create information and multimedia products using a range of assets. EXCHANGE –communicate using a range of contemporary methods and tools; share, collaborate, exchange and develop ideas digitally. EVALUATE – talk about, review and make improvements to work, reflecting on the process and outcome; consider the sources and resources used. EXHIBIT – manage and present their stored work; showcase their learning across the curriculum.

50. 50 Learning intentions to provide an opportunity for teachers to explore the innovative use of multi media to show how video may be used as an ICT tool for improving learning within home economics to emphasise the position of ICT in the revised curriculum

51. 51 Context The teacher is facilitating pupils to look in detail at the planning, organising and management of a food preparation task of their own choice. Cameras will be used as software to record the process and make a presentation that will instruct others in carrying out this task.

52. 52 VARIETY OF INSTRUCTIONAL PRESENTATIONS

53. 53

54. 54 How do you make … vegetable soup?

55. 55 Ingredients What ingredients do you need?

56. 56 Ingredients 1 onion, chopped 1 carrot, diced 1 leek, sliced 1 potato, cubed 2 celery sticks, in 2 cm lengths 25g butter 25g flour 1 vegetable stock cube 500ml water, boiling Tip Make sure that you have all your ingredients ready before you start cooking. Measure the ingredients before you start.

57. 57 Equipment Chopping board Mixing spoon Knife Vegetable peeler Saucepan Weighing scales Measuring jug Tip Make sure that you have all your equipment ready.

58. 58 Method 1. Peel and chop the onion.

59. 59 Method 2. Top and tail the carrot, then peel and dice.

60. 60 Method 3. Top and tail the leek, then slice.

61. 61 Method 4. Peel and cube the potato.

62. 62 Method 5. Cut the celery.

63. 63 Method 6. Heat the oil in a saucepan and fry all the vegetables, except the potatoes, for 5 minutes.

64. 64 Method 7. Stir in the flour and cook for 2 minutes.

65. 65 Method 8. Dissolve the stock cube in the boiling water.

66. 66 Method 9. Add the water to the saucepan and bring to the boil.

67. 67 Method 10. Add the potatoes and simmer for 30 minutes.

68. 68 Method 11. Serve.

69. 69 For other recipes and further support, go to: www.nutrition.org.uk/cookclub

70. 70 Discussion What would be the Learning Intentions if you were to use this idea with a class? What is the role of the teacher? Does this approach to learning, move forward the work that you have already undertaken within the revised curriculum? What is required in your classroom to make this possible?

71. 71 Debrief 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?

72. 72 Personal Evaluation What have I learned as a result of today? What enabled me to learn? How will I take my learning forward?

73. 73 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?