(pdf) ks3 english non statutory guidance€¦ · english develops pupils as contributors to society...
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EnglishKey Stage 3 Non Statutory Guidance
for English with Media Education
A CCEA Publication © 2007
1 Section01 PurposeofthisGuidance
3 Section02 EnglishwithMediaEducationinthe NorthernIrelandCurriculum
5 Section03 LinkstoKeyStage2andKeyStage45 3.1 KeyStage25 3.2 KeyStage4
7 Section04 UnderstandingtheStatutoryRequirementsfor EnglishwithMediaEducation7 4.1 TheLayoutoftheStatutoryRequirements8 4.2 Knowledge,UnderstandingandSkills11 4.3 CurriculumObjectivesandKeyElements16 4.4 LearningOutcomes19 4.5 ThinkingSkillsandPersonalCapabilities
21 Section05 ApproachestoLearningandTeaching21 5.1 KeyMessages22 5.2 AssessmentforLearning24 5.3 ConnectingtheLearning27 5.4 ActiveLearning
29 Section06 AuditingandPlanning29 6.1 ConductingaDepartmentalAudit30 6.2 Long,MediumandShortTermPlanning
31 Appendices:31 Appendix1 Cross-CurricularSkills35 Appendix2 ThinkingSkillsandPersonalCapabilities37 Appendix3 ExamplesofLearningOutcomesinEnglish40 Appendix4 AssessmentforLearninginEnglish43 Appendix5 HowEnglishcanConnectLearning44 Appendix6 ActiveLearninginEnglish
Contents
GuidanceforEnglishwithMediaEducationatKeyStage3
1
GuidanceforEnglishwithMediaEducationatKeyStage3
ThisguidanceispartofthesupportandimplementationpackagefortheRevisedNorthernIrelandCurriculum(hereafterreferredtoasNorthernIrelandCurriculum)alreadywithyourschoolthatincludes:
TheStatutoryCurriculumatKeyStage3:SupplementaryGuidance;andTheCurriculumSupportandImplementationBox.
Boththeseresourcesandadditionallearningandteachingmaterialsarealsoavailableatwww.nicurriculum.org.uk.
English*ispartoftheminimumrequirementforeverypupilatKeyStage3.Thisguidanceseekstobuildongoodpracticeandtoprovideheadsofdepartmentwithinformationandpracticalapproachestohelpthemplanandroll-outtherequirementsforEnglishinamanageableway.TheguidanceexplainsandprovidesinterpretationofthestatutoryrequirementsforEnglish.
Therearedepartmentalquestionsandactivitiesaftereachsectionwhichcanhelpyouandthemembersofyourdepartmenttoreflectonandevaluateyourcurrentpracticeandidentifyactionsfordepartmentalplanning.
ThequestionsandactivitiesfollowThe 4A’s Model for Planningasdocumentedinthebooklet,Planning for the Revised Curriculum at Key Stage 3,inyourschool’sCurriculumSupportandImplementationBox.WorkingthroughthisguidanceanditsaccompanyingactivitiesmeansthatyourdepartmentwillbewelloncourseforrollingouttheNorthernIrelandCurriculum.
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Section01PurposeofthisGuidance
*Throughoutthisguidance,“English”refersto“EnglishwithMediaEducation.”
01
3
GuidanceforEnglishwithMediaEducationatKeyStage3
TheNorthernIrelandCurriculumaimstoempowerpupilstoachievetheirpotentialandtomakeinformedandresponsiblechoicesanddecisionsthroughouttheirlives.Itisabouthelpingallpupilsprepareforlifeandwork:
asindividuals;ascontributorstosociety;ascontributorstotheeconomyandenvironment.
Englishhasasignificantroletoplayinthis.Itprovidespupilswithopportunitiestoappreciateanduselanguageforarangeoffunctionalandcreativepurposes.Italsopromotesunderstandingofthenatureofcommunicationindifferentcontexts.Pupils’abilitytoshapeanddeconstructmessagesinprintanddigitalformswillbeimportantthroughouttheirlives.
MeetingCurriculumObjectivesEnglishdevelops pupils as individualsby:
developingpupils’abilitytocommunicateeffectively;helpingpupilstounderstandhowlanguageisusedtodefineidentityandtoconveyideas,feelingsandexperiences;enablingpupilstoexploreandrespondtoothers’ideasandemotionsimaginativelyorcritically;encouragingpupils’creativeexpression.
Englishdevelops pupils as contributorstosocietyby:providingopportunitiesforpupilstoexplorehowtheattitudesandactionsofindividualscanimpactonotherpeople’slives;providingopportunitiesforpupilstoconsiderissuesthataffectsociety,throughengagementwithliteratureandthemedia;makingpupilsawareofthepowerthatmediaandlanguagehavetoshapesociety.
Englishdevelops pupils as contributors to the economy and environmentby:developingpupils’communicationskillsasrequiredbyemployers;givingpupilsopportunitiestoengagewithissuesaroundemployment,economicsandtheenvironment;makingpupilsawarethatmediaandlanguagecanbeusedtoconveymessagesabouttheeconomyandenvironmentincertainways.
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Section02EnglishwithMediaEducationintheNorthernIrelandCurriculum
02
4
GuidanceforEnglishwithMediaEducationatKeyStage3
QuestionsforDepartments
Inordertocontributetothecurriculumobjectivesduringthekeystage,whatdowewantourpupilsinEnglishto:
know(knowledgeandunderstanding);
beabletodo(skills);
belike(attitudesanddispositions)?
Action
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5
GuidanceforEnglishwithMediaEducationatKeyStage3
Section03LinkstoKeyStage2andKeyStage4
3.1 KeyStage2TheKeyStage2curriculumrequiresdeliveryofthesameskillsandcapabilitiesasKeyStage3-Communication,UsingMathematics,UsingICTandThinkingSkillsandPersonalCapabilities.
AtKeyStage2,Englishisnotnamedasadiscretesubject;itisencompassedinthe“LanguageandLiteracy”areaoflearning.TheskillsspecifiedinKeyStage2LanguageandLiteracyareessentiallythesameasthosespecifiedinKeyStage3English–pupilshaveopportunitiestocommunicateeffectivelyinspokenandwrittenformandtoengageimaginativelyandcriticallywithideasthroughtext.
3.2 KeyStage4TheflexibleframeworkatKS3allows:
teacherstoestablishfoundationsforKeyStage4studybyprovidingopportunitiesforpupilstodemonstratedeeperunderstanding;pupilstobecomemoreindependentlearnerswhowillbemoreadeptandexperiencedinmanagingtheirownlearning.
KeyStage3experiencesshouldprovidearobustbasisforlearningatKeyStage4.Theknowledge,understandingandskillsoutlinedinthestatutoryrequirementforKeyStage3Englishprovideaframeworkthatenablesteacherstotailorthebreadthanddepthofcoveragetomeettheneedsandinterestsoftheirpupils.
AtKeyStage4,thereisnostatutoryrequirementtoprovidethesubjectofEnglishdiscretelyortoprovideaccesstoanexaminableEnglishsyllabus.However,itisastatutoryrequirementthatschoolsmakeprovisionforpupilsatKeyStage4todevelopcommunicationskills.Fivedescriptorsaresetoutforthecross-curricularskillofCommunicationatKeyStage4.Theyare:
communicatingmeaning,feelingsandviewpointsinalogicalandcoherentmanner;makingoralandwrittensummaries,reportsandpresentations,whichtakeaccountofaudienceandpurpose;participatingindiscussions,debatesandinterviews;interpreting,analysingandpresentinginformationinoral,writtenandICTformats;exploringandresponding,bothimaginativelyandcritically,toavarietyoftexts.
SchoolswillhavetheflexibilitytointerpretanddeliverCommunicationinwaysappropriatetotheirowncontext.However,itislikelythatmostschoolswillopttodeliverCommunicationatKeyStage4throughaqualificationinEnglish.
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03
6
GuidanceforEnglishwithMediaEducationatKeyStage3
EnglishatKeyStage3providesagoodfoundationforarangeofsubjectsandqualificationsatKeyStage4.Theseinclude:
English;EnglishLiterature;KeySkillsCommunication;Journalism;MediaStudies;Drama.
DetailsofKeyStage4qualificationsareavailableontheCCEAwebsite.Atthetimeofwriting,GCSEspecificationsinallsubjectsarecurrentlybeingreviewed.
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GuidanceforEnglishwithMediaEducationatKeyStage3
Section04UnderstandingtheStatutoryRequirementsforEnglishwithMediaEducationThissectionincludesexplanationof:
TheLayoutoftheStatutoryRequirements;Knowledge,UnderstandingandSkills;CurriculumObjectivesandKeyElements;LearningOutcomes;ThinkingSkillsandPersonalCapabilities.
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Developingpupils’Knowledge,UnderstandingandSkills
(Objective1)DevelopingpupilsasIndividuals
(Objective2)DevelopingpupilsasContributorstoSociety
(Objective3)DevelopingpupilsasContributorstotheEconomyandEnvironment
Throughengagementwitharangeofstimuliincludingpeers,poetry,prose,drama,non-fiction,mediaandmultimediawhichenhancecreativityandstimulatecuriosityandimagination,pupilsshouldhaveopportunitiestobecomecritical,creativeandeffectivecommunicatorsby:• expressingmeaning,feelingsandviewpoints;
• talking,toincludedebate,role-play,interviews,presentationsandgroupdiscussions;
• listeningactivelyandreportingback;
• readingandviewingforkeyideas,enjoyment,engagementandempathy;
• writingandpresentingindifferentmediaandfordifferentaudiencesandpurposes;
• participatinginarangeofdramaactivities;
• interpretingvisualstimuliincludingthemovingimage;
• developinganunderstandingofdifferentforms,genresandmethodsofcommunicationandanunderstandingofhowmeaningiscreated;
• developingtheirknowledgeofhowlanguageworksandtheiraccuracyinusingtheconventionsoflanguage,includingspelling,punctuationandgrammar;
• analysingcriticallytheirownandothertexts;
• usingarangeoftechniques,formsandmediatoconveyinformationcreativelyand
appropriately.
Pupilsshouldhaveopportunitiesto:
Engage,throughlanguage,withtheirpeersandwithfictionalandreal-lifecharactersandsituations,toexploretheirownemotionsanddevelopcreativepotential,forexample,discusswhattheywouldhavedoneorhowtheywouldhavefeltwhenfacedwithasituationinanovel;produceadigitalportfoliohighlightingtheirpersonalqualitiesetc.(KeyElement:PersonalUnderstanding)
Exploreandrespondtoothers’emotionsasencounteredinliterature,themedia,movingimageandpeerdiscussion,forexample,inrole-playempathisewithsomeonewhoseexperienceisdifferentfromtheirown.Developtheabilitytouselanguage(includingbodylanguage)effectivelyincommunicatingwithandrelatingtoothers,forexample,exploresituationsinwhichtone,choiceofwords,gesture,facialexpressioncanaltermeaning/impact.(KeyElement:MutualUnderstanding)
ExploreissuesrelatedtoPersonalHealth:Considertheeffectivenessoflanguageincurrenthealthcampaigns,forexample,exploretheuseofimageryandemotivelanguageinposters,leafletsandtelevisionetc.Createacampaigntopromoteahealthandsafetyissuesuchasdealingwithmisuseofsubstances.Improviseascenedemonstratingpeersupportorpeerpressureaboutahealthrelatedissue.(KeyElement:PersonalHealth)
ExploreissuesrelatedtoMoralCharacter:Demonstrateawillingnesstochallengestereotypical,biasedordistortedviewpointswithappropriatelysensitive,informedandbalancedresponses,forexample,discussmoralchoicesofreal-lifeandfictionalcharacters;takeresponsibilityforchoicesandactions.(KeyElement:MoralCharacter)
Exploretheuseoflanguageandimageryinconveyingandevokingavarietyofpowerfulfeelings,forexample,commentonafilm,novel,performanceorpoemwhichhasstimulatedapersonalinsight.(KeyElement:SpiritualAwareness)
Pupilsshouldhaveopportunitiesto:
Useliterature,drama,poetryorthemovingimagetoexploreothers’needsandrights,forexample,considertheneedsofafictionalcharacter;participateinaroleplayinvolvingconflictingrightsetc.(KeyElement:Citizenship)
Explorehowdifferentculturesandbeliefsarereflectedinarangeofcommunicationmethods,forexample,investigatelocaloraltraditionsanddialectsetc;compareandcontrasthowthecultureandlifestyleofdifferentcountriesarerepresentedinstories/poems/imagesetc.(KeyElement:CulturalUnderstanding)Explorethepowerofarangeofcommunicationtechniquestoinform,entertain,influenceandpersuade,forexample,compileandjustifyalistoftoptentelevisionadvertisements/websitesforpupils;createandlaunchaninnovativelifestylearticleorfeatureforpupilsetc.Considerhowmeaningsarechangedwhentextsareadaptedtodifferentmedia,forexample,compareandcontrastafilmandbookversionofthesamestoryetc.(KeyElement:MediaAwareness)
ExploreissuesrelatedtoEthicalAwareness:Investigateandevaluatecommunicationtechniquesusedtoexplorearelevantethicalissue,forexample,trackcoverageofthesameissueinarangeofmedia;designandproduceowncurrentaffairsprogramme/newssheetforayoungaudienceetc.(KeyElement:EthicalAwareness)
Pupilsshouldhaveopportunitiesto:
Investigatetheimportanceofcommunicationskillsinlife/worksituations,forexample,participateininterviewsandself-marketing;developanadvertisingcampaignforalocalcompanyorproduct;investigatejobsincompaniesinNorthernIrelandandelsewhereinwhichgoodcommunicationisessentialtobusinessetc.(KeyElement:Employability)
ExploreissuesrelatedtoEconomicAwareness:Exploretheimpactofeconomicsonthelivesofpeople,forexample,debatewhetheryoushouldbuyitemsproducedbychildlabour;considerreasonsandconsequencesoffinancialdifficultiesofacharacterinliterature.(KeyElement:EconomicAwareness)
Planandcreateaneffectivecommunicationcampaign,forexample,producepromotionalliteraturewitheco-friendlyguidelinesforavisittoanatural/culturalheritagesite;presentthecaseforpreservingalocalsite/building;participateinamodelyouthassembly/parliamentaboutaglobalissueetc.(KeyElement:EducationforSustainableDevelopment)
LearningOutcomes
ThelearningoutcomesrequirethedemonstrationofskillsandapplicationofknowledgeandunderstandingofEnglishandMediaEducation.
Pupilsshouldbeableto:
researchandmanageinformationeffectively,usingMathematicsandICTwhereappropriate;showdeeperunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,usingMathematicsandICTwhereappropriate;demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough;workeffectivelywithothers;demonstrateself-managementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance;communicateeffectivelyinoral,visualandwrittenformats(includingICTandthemovingimage)showingclearawarenessofaudienceandpurposeandattentiontoaccuracy.
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NB:Teachersmaydevelopactivitiesthatcombinemanyofthestatutoryrequirements,providedthat,acrosstheKeyStage,allofthestatutoryaspectshighlightedinBOLD(includingeachoftheKeyElements)aremet.
TheobjectivesaremadeupofKeyElements.Theseprovide
opportunitiesforsubjectstoconnectwithLearningforLifeandWorkandwithother
subjects.
TheKnowledge,Understandingand
SkillstobedevelopedinEnglishduringKey
Stage3.
ObjectivesThecurriculumobjectives
providetherealandrelevantcontextsinwhichtheknowledge,
understandingandskillsaredeveloped.Theobjectivesshould
bedevelopedthroughthekeystage.
LearningOutcomesThesestatetheskillsand
capabilitiesthatpupilsshouldbeabletodemonstrate
throughoutthekeystageinthecontextofEnglish.
4.1 TheLayoutoftheStatutoryRequirements
0404
ExemplarSeebackcoverforanA3versionof
theStatutoryRequirementsforEnglishwithadditionalguidanceandexamples
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GuidanceforEnglishwithMediaEducationatKeyStage3
4.2 Knowledge,UnderstandingandSkillsThefirstcolumninthestatutoryrequirementsforEnglishisheaded“Developingpupils’Knowledge,UnderstandingandSkills.”
IntheNorthernIrelandCurriculum,knowledgeispromotedasameanstounderstandingandasacontextfordemonstrationofskills.Everythinginthiscolumnisastatutoryrequirementforthekeystageasawhole;notforindividualyearswithinthekeystage.FrequencyduringthekeystageofthelearningopportunitiesreferredtointhiscolumnisatthediscretionofindividualEnglishdepartments.Itisintendedthatschoolsinterpretanddevelopstatutoryrequirementsasappropriatetotheirowncontext.TherecursivenatureofEnglishmeansthatthebulletpointsintheKnowledge,UnderstandingandSkillscolumnarelikelytobecoveredanumberoftimesineachacademicyearwithinthekeystage.ToaddresstherecursivenatureofEnglishitmaybeuseful,inplanning,tohaveamoreexplicitfocusonsomebulletpointsineachyeargroup.Alternatively,departmentalplanningdocumentsmightqualifycoverageineachyeargroup,showingprogressioninrelationtoknowledge,understandingandskills.
Thetablebelowandoverleafseekstoexplain,illustrateandexpandonthebulletpointsunderknowledge,understandingandskills.
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Developingpupils’Knowledge,UnderstandingandSkills
Supportingnotes
Throughengagementwitharangeofstimuliincludingpeers,poetry,prose,drama,non-fiction,mediaandmulti-mediawhichenhancecreativityandstimulatecuriosityandimagination,pupilsshouldhaveopportunitiestobecomecritical,creativeandeffectivecommunicatorsby:
expressingmeaning,feelingandviewpoints;•
The“Knowledge,UnderstandingandSkills”columnsetsoutwhatcanberecognisedasexistingpracticeinEnglish.IntheNorthernIrelandCurriculum,whatissetoutinthiscolumneffectivelybecomesoneaspectofEnglish,theotheraspectsofstatutoryrequirementbeingthecurriculumobjectivesandthelearningoutcomes.TheNorthernIrelandCurriculumpromotesopportunitiesforpupilstoengagewithawideandvariedrangeofstimuli.
Pupilsshouldhaveopportunitiestodothisinarangeofforms,contextsandmediathat,throughoutthekeystage,coverthekeyelements.
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GuidanceforEnglishwithMediaEducationatKeyStage3
Developingpupils’Knowledge,UnderstandingandSkills
Supportingnotes
talkingtoincludedebate,roleplay,interviews,presentationandgroupdiscussion;
listeningactivelyandreportingback;
readingandviewingforkeyideas,enjoyment,engagementandempathy;
writingandpresentingindifferentmediaandfordifferentaudiencesandpurposes;
participatinginarangeofdramaactivities;
interpretingvisualstimuliincludingthemovingimage;
developinganunderstandingofdifferentforms,genresandmethodsofcommunicationandanunderstandingofhowmeaningiscreated;
developingtheirknowledgeofhowlanguageworksandtheiraccuracyinusingtheconventionsoflanguage,includingspelling,punctuationandgrammar;
analysingcriticallytheirownandothertexts;
usingarangeoftechniques,formsandmediatoconveyinformationcreativelyandappropriately.
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Althoughtalkingandlistening,readingandwritingarenotusedasheadingsforEnglishintheNorthernIrelandCurriculum,theyarecentraltotheactivitiesnotedinthiscolumn.Theskillsalludedtoundertheheading“Knowledge,UnderstandingandSkills”refer,ineveryareaoflearning,tosubject-specificskills.DuetothenatureofEnglish,itsskillsareessentiallythoseofcommunication.Talkingandlistening,readingandwritingretainahighprofileindefiningthethreestrandsofthecross-curricularskillofCommunication.
Thephysical,creativeexpressionindramaactivitiescanbeusedtocomplementtherequirementtointerpretvisualstimuliandthemovingimage.Integrationofvisualimagesintolessonscanengagepupils,exploitpupils’medialiteracyanddeveloptheirabilitytoquestion,interpretandcreatemeaning.Useofthemovingimage(eg.film/animation/digitalvideo)ispartofoneofthestatutorylearningoutcomesforEnglish.
Acrossthekeystage,pupilsshouldhaveopportunitiestoappreciateandevaluatemethodsofcommunicationandthepowerofmedia,includingdigitaltechnologies,intheirday-to–daylivesandinwidercontexts.
KnowledgeaboutthesecretarialaspectsofEnglishshouldbeacquiredsothatpupilscanarticulateclearlyandexpressunderstandingwithinthecontextsprovidedbythekeyelements.
Pupils’abilitytoidentifyandtakeresponsibilityforstrengthsandweaknessesintextsthattheyhavecreatedcontributestothedevelopmentofSelf-ManagementandThinking,Problem-SolvingandDecision-Making.Criticalanalysisofliteratureandothertypesoftextisatransferableskillwhichcanbeappliedinothersubjects.
Inordertopreparethemforlifeandwork,pupils’abilitytomanipulatetheirownmessagesindifferentformsshouldbetransferabletoemergingmediaandtodigitaltechnologiesusedathome,withinschool,withtheirfriends,familiesandunfamiliaraudiences.Theissueofhowlanguageandtechnologiescanbemisusedmightbeaddressedaspartofthiswork.
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GuidanceforEnglishwithMediaEducationatKeyStage3
QuestionsforDepartmentsWhatisthecurrentbalancebetweenknowledge,understandingandskillsinourdepartmentalprovision?
WhataretheimplicationsforfuturelearningandteachingatKeyStage3?
Action
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GuidanceforEnglishwithMediaEducationatKeyStage3
4.3 CurriculumObjectivesandKeyElementsThecurriculumobjectivesarebrokendownintokeyelements.ThekeyelementsareavehicleforensuringthatEnglishdirectlyconnectstothecurriculumobjectives.ThekeyelementscanalsoprovideameansofconnectinglearninginEnglishtoothersubjectsandtoLearningforLifeandWork.UsingLearningforLifeandWorktomakeconnectionsisexploredfurtherin5.3.
Thetablebelowshowshoweachcurriculumobjectiveislinkedtospecifickeyelements.
TheNorthernIrelandCurriculumshouldproviderelevantlearningopportunitiestohelpeachpupildevelopas:
Objective1
Anindividual
Objective2
Acontributortosociety
Objective3
Acontributortotheeconomyandtheenvironment
KeyElements
PersonalUnderstandingMutualUnderstanding
PersonalHealthMoralCharacter
SpiritualAwareness
KeyElements
CitizenshipCulturalUnderstanding
MediaAwarenessEthicalAwareness
KeyElements
EmployabilityEconomicAwareness
EducationforSustainableDevelopment
Forexample,developingthepupilasanindividual(CurriculumObjective1)willrequireafocusonthekeyelementsofPersonalUnderstanding,MutualUnderstanding,PersonalHealth,MoralCharacterandSpiritualAwareness.
Everysubjectmustcontributetoallkeyelementsacrossthekeystage.Somesubjectswillhavemorenaturallyoccurringopportunitiestopromotecertainkeyelements.
ThekeyelementsthatEnglishcontributestomorefullyare:PersonalUnderstanding;MutualUnderstanding;SpiritualAwareness;Citizenship;CulturalUnderstanding;MediaAwareness;Employability;EducationforSustainableDevelopment.
StatutorycontextsandactivitiesforEnglishinrelationtothekeyelementsaredefinedinthestatutoryrequirements.HeadsofEnglishneedtoensurethatpupilshaveatleastoneopportunitytoengagewitheachofthekeyelementsinameaningfulwayduringthekeystage.
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GuidanceforEnglishwithMediaEducationatKeyStage3
ManyofthethemesexploredbypupilsinEnglishwillsitnaturallywiththekeyelements.FordepartmentswhichcurrentlyhaveathemeortopicbasedapproachatKeyStage3andwishtoretainthisapproachintheNorthernIrelandCurriculum,thekeyelementsmayprovideusefulcontextsfordepartmentaldevelopmentwork.ThetableoverleafgivesexamplesofsomeofthequestionswhichmayhelptoexploreeachkeyelementinEnglish.
TechnicalaspectsofEnglishsuchasknowledgeaboutspelling,punctuationandgrammararerequiredforcleararticulationandexpressioninallkeyelementcontextsandshouldbedevelopedaccordingly.LiteratureandmediaresourcesusedinEnglishshouldeitherberelevantorbeapproachedinawaythatmakesthemmorerelevantinsomewaytopupils’livesandwork.ExistingapproacheswhichdonotsitnaturallywithinanyofthekeyelementsmayneedtobeevaluatedintermsofappropriatenesstotheNorthernIrelandCurriculum.
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GuidanceforEnglishwithMediaEducationatKeyStage3
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GuidanceforEnglishwithMediaEducationatKeyStage3
Dev
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GuidanceforEnglishwithMediaEducationatKeyStage3
QuestionsforDepartments•Whatkeyelementsdowe
addresswell?needtofocusmoreon?notaddressatall?
Arethereanykeyelementsthatwecoulddevelopwithanotherdepartmenttoconnectlearning?
Howcouldweusethecurriculumobjectivesorkeyelementstomoveourdepartmentalplanningforward?
Whataretheimplicationsforourresources?
Action
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GuidanceforEnglishwithMediaEducationatKeyStage3
4.4 LearningOutcomesLearningoutcomesincorporatetheskillsandcapabilitiespupilsshouldbeabletodemonstratethroughoutKeyStage3ineachsubjectstrand.Thesearesimilaracrosseachsubjectstrandandpromotetheinfusionofthecross-curricularskills(Communication,UsingMathematicsandUsingICT)(pleaserefertoAppendix1forfurtherguidanceonthecross-curricularskills).ThelearningoutcomesalsopromotetheinfusionofThinkingSkillsandPersonalCapabilities(alsorefertoAppendix2forfurtherguidanceonThinkingSkillsandPersonalCapabilities).
Aswithallsubjects,itisstatutoryforteacherstoprovideopportunitiesforpupilstoacquireanddevelopthecross-curricularskillsandtheThinkingSkillsandPersonalCapabilitiesinEnglish.PupilsshouldalsobegivenopportunitiestodemonstratetheirskillsandapplicationofknowledgeandunderstandingofEnglishtomeetthelearningoutcomes.
EvidenceforLearningOutcomesEvidenceoftheapplicationofskills,knowledgeandunderstandingforalearningoutcomecanbedemonstratedatanypointinthelearningprocess.Learningoutcomescanbebasedonprocessorproduct.Theymaybeevidencedbyteacher,pupilorpeerassessmentofarangeofpupils’workandperformance,includingworkgeneratedusingICT.Thenatureoffeedbackonlearningoutcomescanbequalitative,quantitative,verbalorwrittentosuitthepurposeoftheassessment.
UsingandRecordingEvidenceThenumberofoccasionswhenlearningoutcomesareinternallyrecorded,thesystemforinternalrecordingandtheusemadeofinternalrecordsisatthediscretionofdepartmentsinlinewithwholeschoolpolicy.Learningoutcomescanbedemonstratedthroughformalorinformalassessment,formativeand/orsummativeassessment.
Evidenceoflearningoutcomescanbe:recordedinformally,thatis,primarilyforfeedbacktopupilsandforteacherreference;recordedformally,thatis,inlinewithdepartmentalandinternalwholeschoolassessmentpolicyrequirements;usedtoinformreporting,forexample,inrelationtoPupilProfilerequirements.
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GuidanceforEnglishwithMediaEducationatKeyStage3
Therelationshipbetweenthelearningoutcomesandthecross-curricularskillsandThinkingSkillsandPersonalCapabilitiesissetoutinthetablebelow.
LearningOutcomesCross-CurricularSkills/ThinkingSkillsandPersonalCapabilities
Researchandmanageinformationeffectively,includingusingMathematicsandusingICTwhereappropriate
ManagingInformation(Communication,UsingMathematics,UsingICT)
Showdeeperunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,demonstratingUsingMathematicsandUsingICTwhereappropriate
Thinking,Problem-Solving,Decision-Making(UsingMathematics,UsingICT)
Demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough
BeingCreative
Workeffectivelywithothers WorkingwithOthers
Demonstrateself-managementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance
Self-Management
Communicateeffectivelyinoral,visualandwrittenformats(includingICTandthemovingimage)showingclearawarenessofaudience,purposeandattentiontoaccuracy
CommunicationUsingICT
SeeAppendix3forexamplesoflearningoutcomesinEnglish.
SkillsandtheLearningOutcomes
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GuidanceforEnglishwithMediaEducationatKeyStage3
QuestionsforDepartmentsHowcanweplanforlearningoutcomes?
Howcanourexistingdepartmentalassessmentpolicybeamendedtomakereferencetothelearningoutcomes?
Whichlearningoutcomeswillbethemostchallengingforourdepartment?
Action
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GuidanceforEnglishwithMediaEducationatKeyStage3
4.5 ThinkingSkillsandPersonalCapabilitiesTheThinkingSkillsandPersonalCapabilitiesframeworkconsistsoffiveoverlappingsetsofskills:
ManagingInformation;Thinking,Problem-Solving,Decision-Making;BeingCreative;WorkingwithOthers;Self-Management.
EachoftheThinkingSkillsandPersonalCapabilitiesisbrokendownintofurtherdetail.Thesecanfacilitatelessonplanningandprovidecriteriaagainstwhichpupils’performancescanbeassessedandreported.
Manyoftheskillsarenotnewandarealreadybeingdevelopedacrossarangeofsubjects.ThissingleframeworkaimstomakethedevelopmentofThinkingSkillsandPersonalCapabilitiesmorestructuredandexplicit,toencourageapplicationacrossarangeofcontextsandtoprovideacommonlanguagethatpupilsandteacherscanusetotalkabouttheirthinkingandlearning.
ThereareanumberofteachingstrategiesthatwillpromotethedevelopmentofThinkingSkillsandPersonalCapabilitiesgenerally,forexamplesettingopen-endedtasks,effectivequestioning,talkingaboutthinkingandlearningandprovidingmeaningfulopportunitiesforcollaborativelearning.Manyoftheseactivitiesalsosupporttheprinciplesof‘AssessmentforLearning’.
Thebigshift,however,istofocusonopportunitiesinEnglishwhereaspecificthinkingskillorpersonalcapabilitywillhelpdeepenunderstandinginEnglishcontexts.TheEnglishactivityinturnprovidesopportunitiesfortheinstruction,developmentandpracticeofthethinkingskill/personalcapability.Thispromoteslessonswherethereistheparalleldevelopmentofsubjectknowledgeandunderstandingaswellasthedevelopmentofaparticularmodeofthinking.Thisapproachisreferredtoasinfusion;addingonethingtoanothertogivenewsignificance.
Planningforinfusioninvolves,forexample:
identifyingthespecificskillsandcapabilitiesbestdevelopedthroughEnglishandsettingupactivitiestointroduceandpracticethem;
lookingacrossaseriesofunitsofworkinaparticularyeargroupandidentifyingwherethemostappropriatecontextsaretointroduceanddevelopspecificskills.
ThisexplicitapproachtodevelopingThinkingSkillsandPersonalCapabilitiesprovidesopportunitiestoobserve,record,feedbackandreportonpupils’strengthsandareasforfuturefocusintermsoftheirdevelopment.Italsoenablespupilstotransferparticularthinkingskillsorpersonalcapabilitiestoothersubjectcontexts.ProgressioninThinkingSkillsandPersonalCapabilitiesisonlymadethroughpracticeandapplicationinarangeofcontextsandatincreasinglevelsofchallengeanddemand.ContinuingProfessionalDevelopmentmaterialshavebeendevelopedtopromotetheinfusionofThinkingSkillsandPersonalCapabilitiesacrossthecurriculum.Thesematerialsareavailableatwww.nicurriculum.org.uk.
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GuidanceforEnglishwithMediaEducationatKeyStage3
QuestionsforDepartmentsHowcanEnglishmeaningfullydeveloptheThinkingSkillsandPersonalCapabilities?
WherearethekeyopportunitiesinEnglishforinfusion?
Action
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GuidanceforEnglishwithMediaEducationatKeyStage3
Section05ApproachestoLearningandTeaching5.1 KeyMessagesFlexibilityTeachersnowhavetheopportunitytousethestatutoryrequirementstodeviseschemesandunitsofworkinEnglishthatfollowtheneedsandinterestsofpupils.Thisdoesnotmeanthrowingoutschemesofworkthathavebeencarefullydevelopedovertheyears.Itprovidesopportunitiesforteacherstobuildonthoseunitsthatbestengageanddeveloptheirpupilsandtoreplaceorrevitalisethoseunitsthatdidnotengagetheirpupils.Aboveandbeyondthedeliveryofstatutoryrequirements,provisionforEnglishisateachschool’sdiscretion.
RelevanceTeachershaveopportunitiestoexploitthemesandresourceswhichaddressissuesthatareimportanttopupils.Thismightinvolvesourcingapoemthatconveysaninterestingperspectiveorthought-provokingmessageaboutatopicalissue,orsourcingandinvestinginliteraturetextsthatexploreissuesofinteresttocertainagegroups.Italsomeanstakinganapproachtotextswhichexplicitlydrawsouttheirrelevancetopupils’lives.
ValueBasedThekeyelementsprovideopportunitiesforpupilstoreflectonmoral,ethical,spiritual,socialandculturalaspectsoftheirlives.Exploringtheseareasusingarangeofrelevantsourcesandexperienceswillhelppupilstoconsiderandshapetheirownvalues.
ActionOrientatedTherearealsoopportunitiesforpupilstobechallengedaboutindividualandcollectiveresponsesandresponsibilities.Forexample,pupilsmightcontributetoassembliesorpresentationsforpeersorjuniors,contributetodebatesorestablishandbeactiveinschoolcouncilorschoolinitiatives.
05
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GuidanceforEnglishwithMediaEducationatKeyStage3
5.2 AssessmentforLearning‘AssessmentforLearning’focusesonthelearningprocessratherthantheendproductandattempts,nottoprovelearning,buttoimproveit.Itisformativeassessment.Itisawaytotakestockoflearningduringtheprocessanditcaninformteachersonhowlearningisprogressing.
In‘AssessmentforLearning’:thereisahighemphasisontransferablelearning;assessmentbecomesamuchmoretransparentprocessbecauseitisbasedoncriticalinformationthatissharedwiththelearners;andlearnersareabletotakeresponsibilityfortheirownlearning,andforaspectsofassessment.
‘AssessmentforLearning’isnotsomethingextraor‘boltedon.’Itintegrateswithexistingclassroompractice.AssessmentforLearninginvolvesthefollowingkeyactions:
••
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SeeAppendix4forexamplesof‘AssessmentforLearning’practiceinEnglish.ContinuingProfessionalDevelopment(CPD)materialshavebeenprovidedforschoolstopromoteAssessmentforLearning.
Sharinglearningintentions
Alearningintentionisadescriptionofwhatteacherswantpupilstoknow,understandorbeabletodobytheendofanactivity.Ittellspupilswhatthefocusforlearningisgoingtobe.Ithelpsbothteachersandpupilstofocusonthelearningratherthantheactivity,forexample:Identifywhatpupilswillbelearning(Wearelearningto…..)Explainthereasonforlearning(Wearelearningthisbecause…….)
Sharingandnegotiatingsuccesscriteria
Successcriteriaarestatementsthathelppupilsrecogniseiftheyhavebeensuccessfulintheirlearning.Pupilsmaybeinvolvedindecidingthese.Theysummarisetheprocessesorcharacteristicsneededforsuccess,andtheyalwayslinkdirectlytothelearningintention.Theyessentiallyspelloutthestepsoringredientsrequiredtoachievethelearningintention,offeringspecificguidanceonhowtobesuccessful.
Givingfeedbacktopupils
Qualityfeedbackisessentialforeffectivelearningandteaching.Feedbackcanmotivatepupilsbybuildingself-esteemandreinforcingthepositive.Tobetrulyformativethefeedbackmustinformthenextstepsinthelearningprocess.Forexample,whenofferingwrittenfeedback:1.Findtwooccasionswheretheyhaveachievedsuccess(symbolscanbe
used);2.Identifyanaspectoftheirworkthattheycanimmediatelyimprove;3.Providethemwithapromptorstrategyonhowtoimprove;4.Givethemtimetomakethisimprovement.
Effectivequestioning Effectivequestioningisaboutaskingquestionsinawaythatelicitsmaximumfeedbackfrompupils,whichcanthenbeusedtoevaluate,planandextendlearning,forexample:
Askbetterquestions:ask‘open’questionsorreframequestionswherethereisnosinglecorrectanswerandpupilsarerewardedforexploringoptionsandsharingpossiblesolutions;Askquestionsbetter:providepupilswithtimetothink;byincreasingthewaittimeto3or5secondsbetweenposingthequestionandaskingfortheanswer,teacherscanmakeasignificantdifferencetothequestion’seffectiveness.
•
•
Selfandpeerassessment
Pupilreflectionpromotesindependentlearning,communicationandsupportintheclassroom.Teacherscandeveloppupilreflectionintheclassroomthroughtheuseofpeerandself-assessmentandself-evaluation.
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GuidanceforEnglishwithMediaEducationatKeyStage3
QuestionsforDepartmentsWhatarethebenefitsofAssessmentforLearningpracticeinourclassrooms?
WhichoftheAssessmentforLearningkeyactionsarepartofourexistingclassroompractice?
Whichdoweneedtogivemoreattentionto?
Howdowedothis?
Action
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GuidanceforEnglishwithMediaEducationatKeyStage3
5.3 ConnectingtheLearningTheNorthernIrelandCurriculumisdesignedtoaccommodatelinksacrossthesubjects.Manynaturallinksexistalthoughtheymaybeunder-exploited.Wheretheselinksareidentifiedandplannedfor,theyhavethepotentialtomakelearningmoremeaningful,informedandpurposeful.Opportunitiestoconnectthelearningcanrangefromsmallandinformalactivitiestowholeschoolandformallyplannedactivities.Anyofthefollowingmaybeusedasdriversforconnectedlearningbetweentwoormoresubjects:
Skills/LearningOutcomes;KeyElements;Themes;Knowledge;Concepts;Learningexperiences;LearningforLifeWork;Othersuitableapproaches.
••••••••
QuestionsforDepartmentsWhichofthesecouldbestbeusedasastartingpointtomakemeaningfulconnectionswithotherssubjects?
Action
•
SeeAppendix5forexamplesofhowEnglishcanconnectlearning.(ExamplesofconnectinglearningacrosssubjectsareavailableinthematicunitsandonecollaborativeunitprovidedintheCurriculumSupportandImplementationBox).
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GuidanceforEnglishwithMediaEducationatKeyStage3
ConnectingtoLearningforLifeandWorkOnewayofbeginningtomakeconnectionsistouseLearningforLifeandWork.ThefoursubjectstrandswithinLearningforLifeandWork(PersonalDevelopment,LocalandGlobalCitizenship,EmployabilityandHomeEconomics)contributedirectlytothethreecurriculumobjectives.TheotherareasoflearningalsocontributetothecurriculumobjectivesandLearningforLifeandWork.
WellplannedandorganisedworkwithinsubjectscanmakeadistinctiveandnaturalcontributiontoLearningforLifeandWorkandcanhelptostrengthenandenrichitsprovisionasawhole.RelevantkeyelementswithinsubjectscansupportlearningrelatedtoPersonalDevelopment,LocalandGlobalCitizenship,EmployabilityandHomeEconomics.
Teachershaveflexibilitytoenhancethebreadthanddepthoftheirsubject’scontributiontoLearningforLifeandWork.Subjectteacherscantherefore:
raiseawarenessabouttheLearningforLifeandWorkkeyconcepts;developmoredetailedunderstandingabouttheLearningforLifeandWorkkeyconceptswithintheirsubjectcontext;exploreparticularLearningforLifeandWorkkeyconcepts.Whendeliveredinsufficientdepth,anareaoflearning/subjectstrandcantakefullresponsibilityformeetingaparticularstatutoryrequirementforLearningforLifeandWork.
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GuidanceforEnglishwithMediaEducationatKeyStage3
QuestionsforDepartmentsWhichaspectsofourcurrentpracticepromoteconnectedlearning?
Whataretheissuesaroundthemanagementofconnectedlearning?
Howwillweknowthatpupilsarelearningtomakeconnections?
Action
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GuidanceforEnglishwithMediaEducationatKeyStage3
5.4 ActiveLearningEngagingpupilsmoreintheirlearningandprovidingthemwithopportunitiestodemonstratethinkingskillsandpersonalcapabilitiesrequiresanapproachbeyondtraditionaldidacticmethods.
TheglossaryActive Learning and Teaching Methods for Key Stage 3isavailablefromwww.nicurriculum.org.uk.Thiscontainsawiderangeofactiveandexperientialstrategiestopromotepupils’participationandcollaboration,engagementandenjoyments,thinkingandreflection.
QuestionsforDepartmentsWhatactivelearningstrategiesmightworkforusintheEnglishdepartment?
Howdotheclimatesinourclassroomssupporttheuseofactivelearning?
Howcanweobserve,evaluateandrefineourteachingstrategies?
Whataretheimplicationsforclassroommanagement?
Action
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•
SeeAppendix6foractivelearningstrategiesthatmaybeusefulinEnglish.
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Section06AuditingandPlanning
6.1 ConductingaDepartmentalAuditWhenplanningtocarryoutadepartmentalaudit,refertothetrainingmaterialsPlanning for the Revised Curriculum at Key Stage 3.Usedinconjunctionwiththefollowingguidance,departmentscandecidehowtoevaluateexistingandplannedprovision.
Auditsareastartingpointforthelongtermplanningprocess.Thereareanumberofpossible‘waysin’toanaudit.Someoftheseareoutlinedinthetablebelow.Furtherdetailsareavailableatwww.nicurriculum.org.uk.
06
StartingPointforAudit DescriptionofProcess
CurriculumObjectives Whatdoweteachandwhy?Lookathowthetopicscurrentlytaughtaddressthebroadcurriculumobjectives.Theobjectivesprovidearationaleforthetopic.Thekeyelementscanprovidethefootholdsintotheobjectives.
KeyElements Checkwhereunitsofworkcontainaspectsofthekeyelements,orcouldbere-focusedtosuit.CheckforcoverageacrosstheKeyStage.Removeexcessiveduplication,addmaterialtoaddressanyomissions.
ThinkingSkillsandPersonalCapabilities
StartingwithcurrentunitsofworkitispossibletoaudittheprovisionofThinkingSkillsandPersonalCapabilitiesusingthestatementsfromthe“From–ToProgressMap”.Aftercompletinganauditinthisway,gapsinprovisioncaneasilybedetectedanditwillthenbepossibletodevelopopportunitiestoensureoverallcoverageinayearandprogressionacrosstheKeyStage.
LearningExperiences Listthecategoriesoflearningexperiencefromthe‘BigPicture’documentinacolumn.Besideeach,matchtheunitsofworkinyourschemewhichfitwiththecategory.Assessthecoverage:isthereagoodmixtureandvarietyofexperienceplanned?
‘BlueSkies’ Beginwithaspirationsforacompletelynewschemeofwork,andworkupdetailssoastomatchplannedexperienceswithrevisedcurriculumrequirements.
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GuidanceforEnglishwithMediaEducationatKeyStage3
6.2 Long,MediumandShortTermPlanning
LongTermPlanningInproducinglongtermplansorschemesofworkforEnglishyoumightthinkabout:
howEnglishlinkswiththewidercurriculumobjectives;howstatutoryrequirementsforEnglisharemetduringthekeystage;howandwhentodevelopcross-curricularskillsandtheThinkingSkillsandPersonalCapabilitiesinEnglish;howEnglishcanactivelylinkwithothercurricularareas;howprogressioninEnglishisdefinedacrossthekeystage.
MediumTermPlanningInplanningunitsofworkforEnglishyoumightthinkabout:
howexistingunitsofworkinEnglishcanbeevaluated;howknowledge,understandingandskillsandaspectsofthecurriculumobjectivesarecoveredbyeachunit;thelearningandteachingstrategiesandactivitiesused;howexistingassessmenttasksinEnglishcanbeadaptedtoincorporatelearningoutcomes.
ShortTermPlanningInplanninganEnglishlessonorseriesoflessonsyoumightthinkabout:
makingthelearningintentionsexplicittoclarifywhatyouwantthepupilstoknow,understandand/orbeabletodo;negotiatingandagreeingwithpupilswhatsuccesswilllooklike;usingarangeoflearningactivities;scaffoldingandpromptingpupilperformance;planningplenaryactivitiestofeedback,reflectonthinkingandlearning,makeconnectionstootherlearningandsetupnextlesson(s).
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GuidanceforEnglishwithMediaEducationatKeyStage3
Appendix1
CommunicationAcrosstheCurriculumCommunicationiscentraltothewholecurriculum.Pupilsshouldbeabletocommunicateinordertoexpressthemselvessocially,emotionallyandphysically,todevelopasindividuals,engagewithothersandcontributeasmembersofsociety.Pupilsshouldbegivenopportunitiestoengagewithanddemonstratetheskillofcommunicationandtotransfertheirknowledgeaboutcommunicationconceptsandskillstoreal-lifemeaningfulcontextsacrossthecurriculum.
Themodesofcommunicationincludetalkingandlistening,readingandwriting.However,effectivecommunicationalsoincludesnon-verbalmodesofcommunication,widerliteracyandtheuseofmultimediaandICTtechnologieswhichmaycombinedifferentmodes.Pupilsarethereforeencouragedtobecomeeffectivecommunicatorsbyusingarangeoftechniques,formsandmediatoconveyinformationandideascreativelyandappropriately.
TherequirementsforCommunicationaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsin:
TalkingandListeningPupilsshouldbeenabledto:
listentoandtakepartindiscussions,explanations,role-playsandpresentations;contributecomments,askquestionsandrespondtoothers’pointsofview;communicateinformation,ideas,opinions,feelingsandimaginings,usinganexpandingvocabulary;structuretheirtalkandspeakclearlysothatideascanbeunderstoodbyothers;adaptwaysofspeakingtoaudienceandsituation;usenon-verbalmethodstoexpressideasandengagewiththelistener.
ReadingPupilsshouldbeenabledto:
readarangeoftexts*forinformation,ideasandenjoyment;usearangeofstrategiestoreadwithincreasingindependence;find,selectanduseinformationfromarangeofsources;understandandexploreideas,eventsandfeaturesintexts*;useevidencefromtexts*toexplainopinions.
*Textsrefertoideasthatareorganisedtocommunicateandpresentamessageinwritten,spoken,visualandsymbolicforms.
WritingPupilsshouldbeenabledto:
talkabout,planandeditwork;communicateinformation,meaning,feelings,imaginingsandideasinaclearandorganisedway;develop,expressandpresentideasinavarietyofformsandformats,usingtraditionalanddigitalresources,fordifferentaudiencesandpurposes;writewithincreasingaccuracyandproficiency.
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Cross-CurricularSkills
Appendices
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GuidanceforEnglishwithMediaEducationatKeyStage3
UsingMathematicsAcrosstheCurriculumUsingMathematicsistheskillofapplyingmathematicalconcepts,processesandunderstandingappropriatelyinavarietyofcontexts.Ideallytheseshouldbeinrelevantreallifesituationsthatrequireamathematicaldimension.
Pupilsarelikelytoacquireandconsolidatetheirmathematicalknowledge,conceptsandskillswithintheareaoflearningforMathematicsandNumeracy.However,theyshouldbegivenopportunitiestotransfertheirunderstanding,asappropriate,toothercontextsacrossthecurriculum.Pupilscandemonstratetheirmathematicalknowledge,understandingandskillsinavarietyofwaystocommunicate,manageinformation,thinkcritically,solveproblemsandmakedecisions.
TherequirementsforUsingMathematicsaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledto:
choosetheappropriatematerials,equipmentandmathematicstouseinaparticularsituation;usemathematicalknowledgeandconceptsaccurately;worksystematicallyandchecktheirwork;usemathematicstosolveproblemsandmakedecisions;developmethodsandstrategies,includingmentalmathematics;exploreideas,makeandtestpredictionsandthinkcreatively;identifyandcollectinformation;read,interpret,organiseandpresentinformationinmathematicalformats;usemathematicalunderstandingandlanguagetoaskandanswerquestions,talkaboutanddiscussideasandexplainwayofworking;developfinancialcapability;useICTtosolveproblemsand/orpresenttheirwork.
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GuidanceforEnglishwithMediaEducationatKeyStage3
UsingInformationandCommunicationsTechnologyAcrosstheCurriculumUsingInformationandCommunicationsTechnology(ICT)providespowerfultoolsandcontextstosupportmeaningfullearningandhasthepotentialtotransformandenrichpupils’learningexperiencesandenvironmentsacrossthecurriculum.ThecreativeuseofICTcanempowerlearnerstobecomeindependent,self-motivatedandflexible,helpinginturntodevelopself-esteemandpositiveattitudestolearning,withwhichtorealisetheirfullpotential.Italsoprovidesopportunitiestocollaboratewithinandbeyondtheclassroomtoposequestions,takerisksandrespondpositivelyto‘whatif’questions.
Tohelpdevelopskillsinresearching,handlingandcommunicatinginformationpupilsshouldhaveopportunities,usingICT,toengageingenuineresearchandpurposefultaskssetinmeaningfulcontexts.Theyshouldbeencouragedtore-workinformation,presentandexchangetheirideasandtranslatetheirthinkingintocreativeproductsandproductionswhichshowanawarenessofaudienceandpurpose.
TherequirementsforUsingICTaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsto:
ExplorePupilsshouldbeenabledto:
accessandmanagedataandinformation;research,select,processandinterpretinformation;investigate,makepredictionsandsolveproblemsthroughinteractionwithdigitaltools;understandhowtokeepsafeanddisplayacceptableonlinebehaviour.
ExpressPupilsshouldbeenabledto:
create,develop,presentandpublishideasandinformationusingarangeofdigitalmedia;createinformationandmultimediaproductsusingarangeofassets.
ExchangePupilsshouldbeenabledto:
communicateusingarangeofcontemporarymethodsandtools;share,collaborate,exchangeanddevelopideasdigitally.
EvaluatePupilsshouldbeenabledto:
talkabout,reviewandmakeimprovementstowork,reflectingontheprocessandoutcome;considerthesourcesandresourcesused;
ExhibitPupilsshouldbeenabledto:
manageandpresenttheirstoredwork;showcasetheirlearningacrossthecurriculum.
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GuidanceforEnglishwithMediaEducationatKeyStage3
Cros
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nU
sing
Mat
hem
atic
sU
sing
ICT
Purp
ose
Top
rovi
deo
ppor
tuni
ties
for
pupi
lsto
ac
quir
e,d
evel
opa
ndd
emon
stra
teth
ecr
oss-
curr
icul
ars
kill
ofC
omm
unic
atio
n
Top
rovi
deo
ppor
tuni
ties
for
pupi
ls
toa
cqui
re,d
evel
opa
ndd
emon
stra
te
the
cros
s-cu
rric
ular
ski
llof
Usi
ng
Mat
hem
atic
s
Top
rovi
deo
ppor
tuni
ties
for
pupi
lsto
ac
quir
e,d
evel
opa
ndd
emon
stra
teth
ecr
oss-
curr
icul
ars
kill
ofU
sing
ICT
Exam
ples
of
proc
esse
sD
iscu
ss,p
rese
nt,d
emon
stra
te,a
sk
ques
tions
,rea
dte
xtfo
rin
form
atio
n,u
se
evid
ence
from
text
toe
xpla
ino
pini
on,
com
mun
icat
ein
form
atio
nin
ac
lear
and
or
gani
sed
way
,pre
sent
idea
sin
av
arie
ty
offo
rmat
sfo
rdi
ffere
nta
udie
nces
and
pu
rpos
es,e
tc.
Use
mat
hem
atic
alk
now
ledg
ean
dco
ncep
ts,u
sem
athe
mat
ics
tos
olve
pr
oble
ms
and
mak
ede
cisi
ons,
m
enta
lmat
hem
atic
s,m
ake
and
test
pr
edic
tions
,dat
aha
ndlin
g,u
sing
st
atis
tics,
dev
elop
ing
finan
cial
cap
abili
ty,
etc.
Expl
ore
info
rmat
ion
usin
gel
ectr
onic
to
ols,
cre
ate,
dev
elop
,pre
sent
and
pu
blis
hid
eas
usin
ga
rang
eof
dig
ital
med
ia,c
omm
unic
ate
elec
tron
ical
ly,e
tc
Exam
ples
ofc
onte
xts
inE
nglis
hEn
gage
ind
iscu
ssio
nan
dde
bate
by
aski
ngq
uest
ions
tod
evel
opid
eas.
Stor
y-bo
ard,
act
out
,rec
ord,
vie
wa
nd
eval
uate
as
cene
from
ali
tera
ture
text
.Ju
stify
indi
vidu
alin
terp
reta
tion
ofa
po
emw
ithre
fere
nce
tos
peci
ficw
ords
an
dph
rase
s.D
eter
min
eho
wa
wri
ter
conv
eys
opin
ion
pers
uasi
vely
.U
ses
ensa
tiona
llan
guag
eto
pro
duce
a
new
sre
port
ina
tabl
oid
styl
e.U
sed
ram
ato
inte
rpre
tand
pre
sent
th
eke
ym
essa
gein
ap
oem
for
ayo
unge
rau
dien
ce.
Use
vis
uali
mag
eto
com
plem
ent
wor
dsin
ate
xtd
esig
ned
tom
arke
ta
prod
ucto
rse
rvic
e.Pr
esen
tcre
ativ
eid
eas
ina
vis
ualf
orm
fo
rth
epu
rpos
eof
dis
play
.Co
nsid
erw
hich
dig
italt
echn
olog
ies
are
appr
opri
ate
for
diffe
rent
pur
pose
san
dau
dien
ces.
• • • • • • • • •
Show
und
erst
andi
ngo
fmea
ning
co
nvey
edth
roug
hst
atis
tical
or
grap
hica
linf
orm
atio
n.Pr
esen
tsta
tistic
sga
ther
edin
ac
lass
su
rvey
ina
gra
phic
alo
rta
bula
rfo
rm.
Cons
ider
how
new
sre
port
sus
est
atis
tics
tos
ensa
tiona
lize
head
lines
.An
alys
eho
wre
fere
nce
tos
tatis
tics
is
used
by
wri
ters
tos
uppo
rtid
eas.
• • • •
Wri
tea
blo
gin
as
tyle
app
ropr
iate
for
audi
ence
.Pl
ana
ndw
rite
as
crip
tfor
ac
lass
po
dcas
t.U
sela
ngua
gea
ndn
on-v
erba
lst
rate
gies
effe
ctiv
ely
duri
nga
Po
wer
poin
tpre
sent
atio
n.
Edit
digi
talf
oota
gein
aw
ayth
at
shap
esn
arra
tive
crea
tivel
y.
Cons
ider
the
appe
alo
faw
ebsi
te
desi
gned
for
teen
ager
s.Ac
cess
aud
ioo
rau
dio-
visu
ala
sset
sto
ex
plor
ea
text
or
wor
kof
an
auth
or.
Use
dig
itala
sset
sto
acc
ess
diffe
rent
in
terp
reta
tions
ofl
itera
ture
or
to
com
pare
and
eva
luat
epe
rfor
man
ce.
Ove
rlay
an
audi
osc
ript
with
vis
ual/
m
ovin
gim
age
asse
tsa
cces
sed
onth
ein
tern
eto
rfr
oms
oftw
are.
• • • • • • • •
Cros
s-Cu
rric
ular
Ski
llsin
Eng
lish
35
GuidanceforEnglishwithMediaEducationatKeyStage3
Appendix2
Thinkingskillsaretoolsthathelpchildrentogobeyondtheacquisitionofknowledgeinordertosearchformeaning,applyideas,analysepatternsandrelationships,createanddesignsomethingnewandmonitorandevaluatetheirprogress.
Personalandinterpersonalskillsandcapabilitiesunderpinsuccessinallaspectsoflife.Itisimportant,therefore,thatchildren’sself-esteemandself-confidenceareexplicitlyfosteredalongwiththeabilitytounderstandandmanagetheirownemotionsandtointeracteffectivelywithothers.
TeachersshouldhelpchildrentodevelopThinkingSkillsandPersonalCapabilitiesbyfocusingonthefollowingareas.
ThinkingSkillsandPersonalCapabilities
36
GuidanceforEnglishwithMediaEducationatKeyStage3
Thin
king
ski
lls
and
Pers
onal
Ca
pabi
litie
sst
rand
s
Man
agin
gIn
form
atio
nTh
inki
ng,P
robl
em-S
olvi
ng
and
Dec
isio
n-M
akin
gB
eing
Cre
ativ
eW
orki
ngw
ithO
ther
sSe
lf-M
anag
emen
t
Purp
ose
Tod
evel
ople
arne
rs’
abili
ties
ina
nin
form
atio
nin
tens
ive
envi
ronm
ent
Toe
ngag
epu
pils
ina
ctiv
ele
arni
ngs
oth
atth
eyc
an
gob
eyon
dm
ere
reca
llof
fa
ctua
linf
orm
atio
nan
dth
ero
utin
eap
plic
atio
nof
pr
oced
ures
Toe
ncou
rage
pe
rson
alre
spon
se
ofth
ele
arne
rby
pro
mot
ing
disp
ositi
ons
for
curi
osity
,exp
lora
tion,
ex
peri
men
tatio
nan
din
vent
ion
Toe
nabl
ele
arne
rsto
eng
age
in
colla
bora
tive
activ
ities
and
tom
ake
the
mos
toft
heir
lear
ning
whe
nw
orki
ngw
itho
ther
s
Toh
elp
lear
ners
to
beco
me
mor
ese
lf-di
rect
eds
oth
atth
eyc
an
man
age
thei
rle
arni
ngin
ne
ws
ituat
ions
and
inth
elo
nger
term
Exam
ples
of
proc
esse
sin
whi
ch
pupi
lsa
rein
volv
ed
Aski
ng,a
cces
sing
,se
lect
ing,
reco
rdin
g,
inte
grat
ing,
co
mm
unic
atin
g
Sear
chin
gfo
rm
eani
ng,
deep
enin
gun
ders
tand
ing,
co
ping
with
cha
lleng
es
Imag
inin
g,
gene
ratin
g,
inve
ntin
g,ta
king
ri
sks
for
lear
ning
Bei
ngc
olla
bora
tive,
bei
ngs
ensi
tive
too
ther
s’fe
elin
gs,b
eing
fair
and
re
spon
sibl
e
Eval
uatin
gst
reng
ths
and
wea
knes
ses,
set
ting
goal
san
dta
rget
s,
man
agin
gan
dre
gula
ting
self
Exam
ples
of
cont
exts
inE
nglis
hU
sep
rint
and
dig
ital
reso
urce
sto
rese
arch
a
non-
fictio
nto
pic
rela
ted
toa
pie
ceo
flit
erat
ure
Stru
ctur
ean
dco
nvey
a
logi
cala
rgum
entt
osu
ppor
tan
opin
ion
Skim
read
text
sto
de
term
ine
usef
ulne
ss
for
asp
ecifi
cpu
rpos
e
Acce
sste
xts
tore
ddi
gita
llya
ndu
seit
for
am
eani
ngfu
lpur
pose
Inte
rpre
tinf
orm
atio
nfr
oma
text
whi
ch
incl
udes
lang
uage
,vi
sual
imag
esa
nd
stat
istic
s
Just
ifyc
hoic
eof
lang
uage
an
dus
eof
vis
uals
inth
ede
sign
ofp
rom
otio
nal
mat
eria
l
Dis
cuss
the
optio
ns
avai
labl
eto
ac
hara
cter
in
afil
mw
hois
ina
diffi
cult
situ
atio
n
Cons
ciou
sly
use
wor
dsa
nd
phra
ses
whi
chp
rom
ote
diffe
rent
per
spec
tives
,eg
.‘Al
tern
ativ
ely…
’/‘T
he
othe
rw
ayo
floo
king
att
he
issu
esis
…’
Pred
ictt
hea
ctio
nso
fa
char
acte
rin
lite
ratu
re
and
thin
kth
roug
hth
eco
nseq
uenc
eso
ftho
se
actio
ns
Com
pare
the
rele
vanc
ean
dre
liabi
lity
ofw
ebsi
tes
Look
ata
situ
atio
nin
lite
ratu
refr
om
the
pers
pect
ive
ofa
m
inor
cha
ract
er
Use
ana
logy
to
illus
trat
eid
eas
to
peer
s
Wor
kba
ckw
ards
,m
akin
gup
que
stio
ns
toa
nsw
ers
prov
ided
Crea
tea
col
lage
for
ath
eme
usin
gon
ly
visu
alim
ages
that
co
nnec
tto
the
them
ein
am
etap
hori
cal
way
Pred
ictp
lot
deve
lopm
ent
Tell
the
stor
ybe
hind
a
phot
ogra
ph
Acta
sa
criti
calf
rien
din
the
proc
ess
ofd
raft
ing
wri
tten
wor
k
Plan
and
del
iver
ajo
intp
rese
ntat
ion
Prac
tice
usin
gw
ords
,phr
ases
and
te
chni
ques
that
can
be
used
in
cons
truc
tive
criti
cism
,eg.
‘Ire
ally
lik
edth
is.
You
coul
dm
ake
itev
en
bett
erif
you
…’
Expe
rim
entw
ithto
ne,p
ace,
pau
se
and
volu
me
ino
ralw
ork
Adop
taro
lea
sle
ader
,que
stio
ner
ors
umm
aris
erin
gro
upd
iscu
ssio
n
Plan
and
take
par
tin
afo
rmal
de
bate
Neg
otia
tete
chni
calr
oles
and
pr
ovid
em
utua
lsup
port
ina
re
cord
ing
proc
ess
usin
gIC
T
Stay
on
task
whe
nus
ing
the
inte
rnet
for
rese
arch
Cont
ribu
teto
gro
up
disc
ussi
onw
ith
sens
itivi
tyto
oth
ers
Lear
nfr
omth
ew
ays
inw
hich
cha
ract
ers
in
liter
atur
eac
know
ledg
ean
dad
dres
sth
eir
own
wea
knes
ses
Cons
ider
per
sona
lst
reng
ths
and
wea
knes
ses
ing
roup
in
volv
emen
tand
be
awar
eof
per
sona
lco
ntri
butio
nto
gro
up
dyna
mic
Res
earc
han
dle
arn
from
the
way
that
au
thor
sm
anag
eth
eir
wri
ting
proc
ess
Thin
king
Ski
llsa
ndP
erso
nalC
apab
ilitie
sin
Eng
lish
37
GuidanceforEnglishwithMediaEducationatKeyStage3
Appendix3
Thestatutorynatureoflearningoutcomesrequireseachofthebulletpointsatthebottomofthestatutoryrequirements’pagetobecoveredduringthekeystage.Thesebulletpointsmakediscretereferencetothecross-curricularskillsandtheThinkingSkillsandPersonalCapabilities.Inpractice,theseskillsandcapabilitiesarenotdevelopeddiscretelyorinrelationtooneparticularyeargroup;theyareinterdependentandrecursiveinnature.
ItisastatutoryrequirementforEnglishtohelppupilsdevelopandacquire,throughoutthekeystage,theskillsandcapabilitiesonwhichthelearningoutcomesarebased.Thismeansthat,day-to-day,skillsandcapabilitiesneedtobeinfusedinEnglishandtakenintoaccountinmarking,feedbackandformativeassessment.
ItisalsoastatutoryrequirementinEnglishthatpupilsdemonstrateeachofthecross-curricularskillsandtheThinkingSkillsandPersonalCapabilitiesonwhichthelearningoutcomesarebased,duringthekeystage.Duetothisrequirement,itwillbethecase,onoccasions(thenumberofwhichisnotspecified),thateachofthecross-curricularskillsandtheThinkingSkillsandPersonalCapabilitiesisplanned,usedasafocusandreferredtoexplicitlyinEnglish.Planningwhere,when,howandhowoftentofocusonskillsandcapabilitieswill:
helpEnglishteacherstobecomefamiliarwithstatutoryrequirementsandprogressionframeworksforskillsandcapabilities;raisepupils’awarenessoftheimportanceofskillsandcapabilitiesinEnglish;andhelpEnglishteacherstomapthe“focalpoints”foreachskillandcapabilityduringthekeystage.
Ontheseoccasions,arecordofthelearningoutcomethathasbeencoveredandthewayinwhichithasbeencoveredshouldbekept.
WheretheEnglishdepartmentisinvolvedinwhole-schoolreportingtoparentsonskillsandcapabilities,thedepartmentmaywishtoidentifyparticulartasksthatcanfeedintothereport.
OverleafarethreeexamplesofhowlearningoutcomesmaybeaddressedinEnglish.Thepurposesoftheexamplesare:
toillustratethatlearningoutcomescanbederivedindifferentEnglishcontexts;toillustratethatknowledge,understandingandskillsareallneededtoaddresslearningoutcomes;toillustratethatdifferentskillsandcapabilitiesareinfusedinanygiventaskinEnglishandthattherearebenefitsinmakingthemexplicit.
AsitisastatutoryrequirementforpupilstoaddressthelearningoutcomesinEnglishthroughoutthekeystage,itmaybethecasethattheEnglishdepartmentorteacherhasplannedataskwithadeliberatefocusononeparticularlearningoutcomeoutofallofthosethatatasktoucheson.Inthisinstance,arecordshouldbekepttotheeffectthataparticularlearningoutcomehasbeendemonstratedonaparticularoccasion,asplannedintheEnglishdepartment’skeystagecoverageofthelearningoutcomes.
Feedback,includingpeerevaluation,whichdoesmakeexplicitreferencetoskillsandcapabilitieswillbeusefultopupilsaspartoftheAssessmentforLearningcycle.Itwillalsohelpteacherstobecomemorefamiliarwithskillsandcapabilities.
•
••
••
•
ExamplesofLearningOutcomesinEnglish
38
GuidanceforEnglishwithMediaEducationatKeyStage3
Example1Task:Pupils give a personal response to the family obligations of Shakespeare’s Juliet in comparison to those of a teenage girl today.
Forthistask,pupilsneedknowledgeandunderstandingabouttheplay,themesandcharactersfromtextastheirstartingpoint.Pupils’acquisitionofknowledgeand,consequently,understanding,isthereforetiedtotheskillofreading.Ifknowledgeandunderstandingcomefromdifferenttextsortypesoftextandpupilsareaskedtocompareorevaluate,pupilswillalsobeManagingInformation.Ifworkingindependentlytoplananddeveloptheirresponse,theywillbedemonstratingSelf-Management.
Whatisimportantinthistaskisthatteachersexplainandpupilsknowthatthecross-curricularskillofCommunication,andthattheThinkingSkillsandPersonalCapabilitiesofManagingInformationandSelf-Managementarepartofpreparinganddeliveringaninformedpersonalresponse.Pupils’abilityintheseskillsandcapabilitieswillbeimplicitinthequalityoftheirpersonalresponse.
Theassessmentandfeedbackthatthepupil’spersonalresponseissubjecttoshouldtakeintoaccounttheskillsandcapabilitiesemployed.Itisnotnecessarytomeasure,eitherquantitativelyorqualitatively,thediscretecontributionofCommunication,ManagingInformationorSelf-Managementtothepupil’spersonalresponse.However,wherethistaskformspartoftheEnglishdepartment’splannedcoverageofthelearningoutcomes,theteachercanmakearecordnotingthatthetaskhasfocusedonaparticularlearningoutcomeandthewayinwhichthelearningoutcomehasbeencovered.
Example2Task:Pupils take part in a class debate on the topic of global warming with the motion “Individuals must act now.”
Forthistask,pupilsmusteffectivelycommunicatefeelingsandopinionsaboutthemotion,engagingtheaudiencebyusingappropriatelanguageandtechnique.Inthepreparationstage,pupilswillneedSelf-Managementtoshowinitiative,plantheirresearchandcarryoutpreparationintimeforthedebate.TheymayManageInformationbyresearchingstatisticstobecomeinformedforthedebate.Theymayalsodemonstratecreativityinlookingatissuesfromdifferentperspectivesandinplanningthought-provokingapproaches.
Whatisimportantisthatteachersexplainandpupilsknowthatthecross-curricularskillofCommunication,andthattheThinkingSkillsandPersonalCapabilitiesofSelf-Management,ManagingInformationandBeingCreativearepartofpreparingforandtakingpartintheclassdebate.Wheretheseskillsaredemonstratedinthecontributionsduringthedebate,pupilswilluseinformationeffectively,beorganizedandbeabletoraiseandaddressissuesfromdifferentangles.
Theassessmentandfeedbackthatthepupil’spartinthedebateissubjecttoshouldtakeintoaccounttheskillsandcapabilitiesemployed.Itisnotnecessarytomeasure,eitherquantitativelyorqualitatively,thediscretecontributionofCommunication,Self-Management,ManagingInformationorcreativitytothepupil’sinteractioninthedebate.However,wherethistaskformspartoftheEnglishdepartment’splannedcoverageofthelearningoutcomes,theteachercanmakearecordnotingthatthetaskhasfocusedonaparticularlearningoutcomeandthewayinwhichthelearningoutcomehasbeencovered.
39
GuidanceforEnglishwithMediaEducationatKeyStage3
Example3Task:Pupils, using ICT, collaboratively design and produce a magazine front page for a specific target audience.
Forthistask,pupilsmustapplytheirknowledgeandunderstandingaboutappeal,useoflanguageanddesign.ThetaskprovidespupilswithanopportunitytodemonstrateeffectiveCommunicationskillsusingICT,todemonstratecreativity,theabilitytoworkwithothersandtomakedecisions.
Whatisimportantisthatteachersexplainandpupilsknowthatthecross-curricularskillofCommunicationusingICT,andthattheThinkingSkillsandPersonalCapabilitiesofBeingCreative,WorkingwithOthersandDecision-Makingarepartofproducingthemagazinefrontpage.
Theassessmentandfeedbackthatthefrontpageissubjecttoshouldtakeintoaccounttheskillsandcapabilitiesemployed.Itisnotnecessarytomeasure,eitherquantitativelyorqualitatively,thediscretecontributionofCommunicationusingICT,BeingCreative,WorkingwithOthersorDecision-Makingtothequalityofthefrontpageproduced;thesewillbeevidentduringtheprocessasobservedbytheteacherandwillbeimplicitinthequalityofthefinalproduct.However,wherethistaskformspartoftheEnglishdepartment’splannedcoverageofthelearningoutcomes,theteachercanmakearecordnotingthatthetaskhasfocusedonaparticularlearningoutcomeandthewayinwhichthelearningoutcomehasbeencovered.
40
GuidanceforEnglishwithMediaEducationatKeyStage3
Appendix4
AssessmentforLearninginvolvesanapproachtolearningandteachingwhichcomplementstheethosoftheNorthernIrelandCurriculum.
Insomeways,thenatureofEnglishmeansthatthesubjectalreadyexploitsaspectsofAssessmentforLearning.Englishgivesdueconsiderationtoprocessaswellasproduct.InAssessmentforLearning,thisapproachappliestotheprocessoflearningitself.Talkingandlisteninghasestablishedwithpupilstheimportanceofdialogue;AssessmentforLearningpromotesthebenefitsofasimilardegreeofcommunicationbetweenpupilsandteachers.Also,throughthepersonalandcreativenatureofEnglish,teachersareusedtomanagingemergingideasandunderstanding.ThismanagementisatthecentreofAssessmentforLearning.
SharingLearningIntentionsTeachersshareshortandmedium-termtargetsandlonger-termgoalswithpupils.Daytodaythismeanssharinglearningintentions,ie.beingclearatthestartofalesson,topicoractivityaboutwhatwillbelearnedandwhy.Effectivequestioningcanbeusedtohelpdefinelearningintentionswithpupils.
Example1Creativewriting-rather than telling pupils what they are going to do (“Today we are going to write poetry”), tell pupils what they are going to learn and why (“Today we are going to learn how putting words together in a certain way can make us see things differently” / “We are learning this because it helps us to use our imaginations and to write in a way that other people find interesting”).
Example2Readingachapterofanovelwithathemeontheelderly- rather than telling pupils what they are going to read (“Today we’re going to read chapter 5 and find out what happens next to Mrs. Jones), tell pupils what they are going to learn from chapter 5 and why (“Today we’re going to learn how people feel when they are in a difficult situation” / “Why do you think it’s important for us to think about what that’s like?”)
SuccesscriteriaDrawupsuccesscriteria,ie.agreecharacteristicsofasuccessfulprocessorproduct.Thismayhelppupilstoseethepurposefortheirworkandtounderstandhowproductisdependentonprocess(itmaynotalwaysbeappropriatetosharesuccesscriteria-asenseofdiscoveryorsurprisemaybeanessentialpartofthelearning).
Example1Researchforanon-fictionproject-identify with pupils what will make a successful project, the sequence of the steps that need to be taken to produce it and the knowledge, understanding and skills needed for each step. During the process of working on the project, check progress against success criteria and evaluate how this is likely to impact on the final product.
AssessmentforLearninginEnglish
41
GuidanceforEnglishwithMediaEducationatKeyStage3
Example2Creatingapieceofatmosphericwriting-facilitate pupils in creating success criteria, perhaps through analysis of an atmospheric text. Work backwards from the success criteria to define how each can be achieved. Discuss which aspects of language and technique need to be worked on so that pupils are in a position to use the identified techniques themselves. Work forward from addressing technique to creating the writing, checking success criteria at appropriate stages.
FeedbackLookconstructivelyatthepotentialofverbalandwrittenfeedback.FeedbackwhichpromotesAssessmentforLearningisbothsensitiveandpractical;sensitiveinencouragingachievementandeffortmadeandpracticalingivingspecificpointerstoimprovement.Engagingpupilsthroughdialoguemayhelptocultivaterelationshipsinwhichfeedbackisclearlyintentionedandwellreceived.
Example1Verbalfeedbackinobservationofwrittenworkinprogress- observe work and give more encouragement during the process, for example “You’ve used quite a lot of detail about the place. What would make it even better, would be if you think of some adjectives to use that would make it seem more isolated / homely…” This should be appropriate to the pupil’s own ability rather than comparative with the ability of other pupils.
Example2Writtenfeedbackonpupils’writtenwork- use ‘comment only’ marking so that greater attention is given to feedback. The comments may identify where achievement has taken place, as well as how further improvement may be made.
EffectivequestioningEncourageacultureofquestionstogenerateanddevelopideas,encouragedifferentperspectivesandworkthroughdifficulties.
Example1Understandingapoem-think of three open questions to asks a peer about the poem. Out of six questions asked in total between a pair, select one answer which gives a significant insight. Present this to the class and ask other pupils to identify the source question.
Example2Identifyawriter’sintentions/identifyhoweffecthasbeencreated-encourage pupils to adopt common prompt questions (What is this section telling me? Which words do most to get … across? Which word has been used to…? Why? What do I associate with this word? What does this word make me see?) Promote this type of questioning (often without answer) as constructive thinking, not failure.
Self/PeerAssessmentandEvaluationEquippupilstorecognisesuccessintheirownlearning.Drawattentiontoactivitieswhichdemonstratethatlearninghastakenplace.Promotetheideathatprogresscanbeevidencedbypupils,especiallyinrelationtoskills,andthatitdoesnotneedtobequantifiedbytheteacher.Usesuccesscriteriaasaframeworksothatpupilscanevaluate
42
GuidanceforEnglishwithMediaEducationatKeyStage3
fromaninformedposition.Considerdevelopingandcollatinggenericsuccesscriteriafortaskssothatpupilscanbecomefamiliarwiththem.
Example1Givepupilsafocusforpeerobservation-tell pupils that, during observation of oral work, they are being observed for one particular aspect of the skill of Working with Others such as positive body language. Pupils may make a more conscious effort with their body language when their attention has been drawn to it as a specific focus for peer observation.
Example2Groupproblem-solvingtask- divide task time evenly between the problem-solving itself and a group evaluation of individuals’ contributions, defining constructive approaches to problem-solving. Make pupils aware that their ability to do this demonstrates learning.
43
GuidanceforEnglishwithMediaEducationatKeyStage3
EnglishwillconnectmostnaturallywithEnvironment&Society,TheArtsandliteracy-basedsubjects.Englishcanestablishextensivelinksbytheme,topic,eraoraparticularcommunicationskill.ItishopedthatconnectionsacrosstheCurriculumwillbeformallymappedandplanned.Creativeuseofresourcescanalsomakeconnectionsinformally.
ThestatutoryrequirementsforLearningforLifeandWorkcanbeusedtoinformanyaspectoflearningandteachinginEnglishthatconnectswithLearningforLifeandWork.
ExamplesBelowaresomeotherwaysinwhichteachersofEnglishcanmakeinformalconnectionsacrosstheCurriculumoutsideformalmodelsofcollaboration:
provideliteraryresourcestoteachersofothersubjectsinordertoenrichtheirsubject;
preparetextsfromanothersubjectbyapplyingreadingstrategiesanddiscussingthemsothatpreliminariesofaccessingthetextarecoveredandtheteacherofthesource’ssubjectcanfocusmoreonpupils’understandingthetext;
usevisualresourcesfromothersubjectsasstimuliforEnglish,eg. a human skeleton from Science to illustrate aspects of structure in story writing;
accessprintedresourcesfromothersubjectsforuseinEnglish,eg. if working on generic instructions, use Home Economics instructions to be used for the pupils’ next cookery session. This provides a relevant context which is useful and raises the profile of the writing form as used in another subject;
usepupil-basedresourcesasstimuli,eg. use recording of pupils’ sports performance to discuss team work;
makeavailableworkdoneinEnglishasstimuliresourcesinothersubjects,eg. personification of a natural phenomenon might be used as a stimulus in Geography;
useotherEnglishclasses,orclassesinothersubjects,asrealaudiencesforEnglishworkeg. stage short drama activities and discuss with audience to determine whether meaning has been conveyed as intended.
•
•
•
•
•
•
•
Appendix5HowEnglishcanConnectLearning
44
GuidanceforEnglishwithMediaEducationatKeyStage3
Activelearningstrategiescanpromoteclassroomactivitieswhichleadtounderstandingthroughparticipation.
Ateachercanimpartknowledgebutoursocietyrequiresthateducationdevelopsyoungpeoplewhoaremorethanjustknowledgeable.Itisusefultopupils,intermsofinitiativeandprospectsforlifelonglearning,toknowhowtoacquireknowledgeanddevelopinghowtoapplyitindependently;AteachercantellpupilshowEnglishisrelevanttotheirlives,theirsocietyandtheworld,butgenuineunderstandingwillonlycomeaboutwhenpupilsrealisesuchrelevancesthemselves;Pupilscannotbegivenskills;theycanonlyacquireskillsbybeingmadeawareofthemandbybeinggivenopportunitiestopractise,developandreflectonthem.
AnumberofteachingmethodswhichpromoteactivelearningaresetoutinthebookletentitledActive Learning and Teaching Methods for Key Stage 3,includedinCurriculumSupportandImplementationBox.Themethodsdescribestraightforwardactivitieswhichfacilitatedifferentlearningpreferencesandwhichhavethepotentialtoactivelyengagelearnersofallabilities.Itisacknowledgedthatteacherswillgraduallyintegrateintotheirpracticeactivitiessuchasthosedescribedinthebooklet.
TheexamplesbelowarefromActive Learning and Teaching Methods for Key Stage 3.Thebookletgivesguidanceongenericapproachestoactivelearning.TheactivitieslistedbelowmaybeparticularlyusefulforteachersofEnglish.
FourCorners/GiantSteps(p.31) Encouragesexpressionofopinionthroughmovement. This activity could be used to encourage pupils to predict plot / characters’ behaviours.
Clustering(p.13) Encouragesexpressionofopinion. This activity could be used as preparation for debate.
OPV(OtherPeople’sViews)(p.55) Encouragespupilstolookatissuesfromdifferentperspectives. This activity could be used to help pupils to see things from the perspectives of minor
characters in literature.
FishBonestrategy(p.27) Defininglinksbetweencauseandeffect. This activity could be used to help pupils untangle thoughts when logic is needed to present
argument effectively.
Creativematrix(p.19) Makingunexpectedconnections. This activity could be used to promote originality and risk-taking with language for the
purposes of creative thinking and expression.
•
•
•
•
•
•
•
•
Appendix6ActiveLearninginEnglish
45
GuidanceforEnglishwithMediaEducationatKeyStage3
Taboo(p.68) Helpstodevelopuseofvocabulary. This activity could be used to show pupils how we are complacent with vocabulary and for
pupils who talk quickly and confidently but could benefit from slowing down.
NoEasyAnswers(p.52) Encouragesopenquestionsbypupils. This activity could be used to question the motives or behaviour of characters in literature
and the media.
Usingphotographs(p.74) Rangeofapproaches. This range of activities could be used to consider stereotyping, to interpret language visually,
to generate questions as an introduction to a lesson or to encourage creative interpretation.
Aclassroomcultureconducivetoactivelearningisparamountinthesuccessfuluseoftheactivities.Teacherconfidenceinstructuringandmanagingactivelearningareprerequisitesforitssuccess.Duringplanning,thepotentialthatactivelearninghastomotivateandengagepupilsshouldbeconsideredalongsideissuesofclassroommanagementandimplicationsfordiscipline.
•
•
•
Lang
uage
and
Lite
racy
: Eng
lish
with
Med
ia E
duca
tion
The
min
imum
con
tent
is s
et o
ut b
elow
. The
sta
tuto
ry re
quir
emen
ts a
re s
et o
ut in
bol
d un
der
Kno
wle
dge,
Und
erst
andi
ng a
nd S
kills
in
col
umn
1, u
nder
the
Curr
icul
um O
bjec
tives
and
Key
Ele
men
ts in
col
umns
2, 3
and
4 a
nd in
the
Lear
ning
Out
com
es a
t the
bot
tom
. Ad
ditio
nal n
on-s
tatu
tory
gui
danc
e an
d su
gges
tions
are
set
out
in p
lain
text
and
ital
ics.
Dev
elop
ing
pupi
ls’
Kno
wle
dge,
Und
erst
andi
ng a
nd S
kills
(Obj
ectiv
e 1)
Dev
elop
ing
pupi
ls a
s In
divi
dual
s(O
bjec
tive
2)D
evel
opin
g pu
pils
as
Cont
ribu
tors
to S
ocie
ty
(Obj
ectiv
e 3)
Dev
elop
ing
pupi
ls a
s Co
ntri
buto
rs to
the
Econ
omy
and
the
Envi
ronm
ent
Thro
ugh
enga
gem
ent w
ith a
ran
ge o
f stim
uli,
incl
udin
g pe
ers,
poe
try,
pro
se, d
ram
a, n
on-fi
ctio
n, m
edia
and
m
ultim
edia
, whi
ch e
nhan
ce c
reat
ivity
and
stim
ulat
e cu
rios
ity a
nd im
agin
atio
n, p
upils
sho
uld
have
op
port
uniti
es to
bec
ome
criti
cal,
crea
tive
and
effe
ctiv
e co
mm
unic
ator
s by
:
expr
essi
ng m
eani
ng, f
eelin
gs a
nd v
iew
poin
ts;
talk
ing,
to in
clud
e de
bate
, rol
e pl
ay, i
nter
view
s,
pres
enta
tions
and
gro
up d
iscu
ssio
ns;
liste
ning
act
ivel
y an
d re
port
ing
back
;
read
ing
and
view
ing
for
key
idea
s, e
njoy
men
t, en
gage
men
t and
em
path
y;
wri
ting
and
pres
entin
g in
diff
eren
t med
ia a
nd fo
r di
ffer
ent
audi
ence
s an
d pu
rpos
es;
part
icip
atin
g in
a r
ange
of d
ram
a ac
tiviti
es;
inte
rpre
ting
visu
al s
timul
i inc
ludi
ng th
e m
ovin
g im
age;
deve
lopi
ng a
n un
ders
tand
ing
of d
iffer
ent f
orm
s, g
enre
s an
d m
etho
ds o
f com
mun
icat
ion
and
an u
nder
stan
ding
of
how
mea
ning
is c
reat
ed;
deve
lopi
ng th
eir
know
ledg
e of
how
lang
uage
wor
ks a
nd
thei
r ac
cura
cy in
usi
ng th
e co
nven
tions
of l
angu
age,
in
clud
ing
spel
ling,
pun
ctua
tion
and
gram
mar
;
anal
ysin
g cr
itica
lly th
eir
own
and
othe
r te
xts;
usin
g a
rang
e of
tech
niqu
es, f
orm
s an
d m
edia
to c
onve
y in
form
atio
n cr
eativ
ely
and
appr
opri
atel
y.
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Enga
ge, t
hrou
gh la
ngua
ge, w
ith th
eir
peer
s an
d w
ith
fictio
nal a
nd r
eal-
life
char
acte
rs a
nd s
ituat
ions
, to
expl
ore
thei
r ow
n em
otio
ns a
nd d
evel
op c
reat
ive
pote
ntia
l, fo
r ex
ampl
e,di
scus
s w
hat t
hey
wou
ld h
ave
done
or
how
they
w
ould
hav
e fe
lt w
hen
face
d w
ith a
situ
atio
n in
a n
ovel
; pro
duce
a
digi
tal p
ortf
olio
hig
hlig
htin
g th
eir
pers
onal
qua
litie
s.(K
ey E
lem
ent:
Pers
onal
Und
erst
andi
ng)
Expl
ore
and
resp
ond
to o
ther
s’ e
mot
ions
as
enco
unte
red
in
liter
atur
e, th
e m
edia
, mov
ing
imag
e an
d pe
er d
iscu
ssio
n,
for
exam
ple,
in r
ole-
play
, em
path
ise
with
som
eone
who
se
expe
rien
ce is
diff
eren
t fro
m th
eir
own.
Dev
elop
the
abili
ty to
use
lang
uage
(inc
ludi
ng b
ody
lang
uage
) eff
ectiv
ely
in c
omm
unic
atin
g w
ith a
nd r
elat
ing
to
othe
rs, f
or e
xam
ple,
exp
lore
situ
atio
ns in
whi
ch to
ne, c
hoic
e of
wor
ds, g
estu
re a
nd fa
cial
exp
ress
ion
can
alte
r m
eani
ng a
nd
impa
ct.
(Key
Ele
men
t: M
utua
l Und
erst
andi
ng)
Expl
ore
the
use
of la
ngua
ge a
nd im
ager
y in
con
veyi
ng
and
evok
ing
a va
riet
y of
pow
erfu
l fee
lings
, for
exa
mpl
e,
com
men
t on
a fil
m, n
ovel
, per
form
ance
or
poem
whi
ch h
as
stim
ulat
ed a
per
sona
l ins
ight
.(K
ey E
lem
ent:
Spir
itual
Aw
aren
ess)
Expl
ore
issu
es r
elat
ed to
Per
sona
l Hea
lth
Cons
ider
the
effe
ctiv
enes
s of
lang
uage
in c
urre
nt h
ealth
ca
mpa
igns
,for
exa
mpl
e,ex
plor
e th
e us
e of
imag
ery
and
emot
ive
lang
uage
in p
oste
rs, l
eafle
ts, t
elev
isio
n, e
tc.
Crea
te a
cam
paig
n to
pro
mot
e a
heal
th a
nd s
afet
y is
sue
for
exam
ple,
mis
use
of s
ubst
ance
s.Im
prov
ise
a sc
ene
dem
onst
ratin
g pe
er s
uppo
rt o
r pe
er
pres
sure
abo
ut a
hea
lth re
late
d is
sue.
(Key
Ele
men
t: Pe
rson
al H
ealt
h)
Expl
ore
issu
es r
elat
ed to
Mor
al C
hara
cter
Dem
onst
rate
a w
illin
gnes
s to
cha
lleng
e st
ereo
typi
cal,
bias
ed o
r di
stor
ted
view
poin
ts w
ith a
ppro
pria
tely
sen
sitiv
e,
info
rmed
and
bal
ance
d re
spon
ses,
for
exam
ple,
disc
uss
mor
al c
hoic
es o
f rea
l-lif
e an
d fic
tiona
l cha
ract
ers.
Take
resp
onsi
bilit
y fo
r ch
oice
s an
d ac
tions
.(K
ey E
lem
ent:
Mor
al C
hara
cter
)
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Use
lite
ratu
re, d
ram
a, p
oetr
y or
the
mov
ing
imag
e to
ex
plor
e ot
hers
’ nee
ds a
nd r
ight
s, fo
r ex
ampl
e,co
nsid
er
the
need
s of
a fi
ctio
nal c
hara
cter
; par
ticip
ate
in a
rol
e pl
ay
invo
lvin
g co
nflic
ting
righ
ts.
(Key
Ele
men
t: Ci
tizen
ship
)
Expl
ore
the
pow
er o
f a r
ange
of c
omm
unic
atio
n te
chni
ques
to
info
rm, e
nter
tain
, infl
uenc
e an
d pe
rsua
de, f
or e
xam
ple,
com
pile
and
just
ify a
list
of t
op te
n te
levi
sion
adv
ertis
emen
ts o
r w
eb s
ites
for
youn
g pe
ople
; cre
ate
an in
nova
tive
lifes
tyle
art
icle
or
feat
ure
for
youn
g pe
ople
.Co
nsid
er h
ow m
eani
ngs
are
chan
ged
whe
n te
xts
are
adap
ted
to d
iffer
ent m
edia
, for
exa
mpl
e, c
ompa
re a
nd
cont
rast
a fi
lm a
nd b
ook
vers
ion
of th
e sa
me
stor
y.(K
ey E
lem
ent:
Med
ia A
war
enes
s)
Expl
ore
how
diff
eren
t cul
ture
s an
d be
liefs
are
refl
ecte
d in
a
rang
e of
com
mun
icat
ion
met
hods
, for
exa
mpl
e, in
vest
igat
e lo
cal o
ral t
radi
tions
and
dia
lect
s; c
ompa
re a
nd c
ontr
ast h
ow
the
cultu
re a
nd li
fest
yle
of d
iffer
ent c
ount
ries
are
rep
rese
nted
in
sto
ries
, poe
ms,
imag
es, e
tc.
(Key
Ele
men
t: Cu
ltur
al U
nder
stan
ding
)
Expl
ore
issu
es r
elat
ed to
Eth
ical
Aw
aren
ess
Inve
stig
ate
and
eval
uate
com
mun
icat
ion
tech
niqu
es u
sed
to
expl
ore
a re
leva
nt e
thic
al is
sue,
for
exam
ple,
trac
k co
vera
ge
of th
e sa
me
issu
e in
a r
ange
of m
edia
; des
ign
and
prod
uce
own
curr
ent a
ffai
rs p
rogr
amm
e or
new
s sh
eet f
or a
you
ng
audi
ence
.(K
ey E
lem
ent:
Ethi
cal A
war
enes
s)
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Inve
stig
ate
the
impo
rtan
ce o
f com
mun
icat
ion
skill
s in
lif
e/w
ork
situ
atio
ns, f
or e
xam
ple,
part
icip
ate
in in
terv
iew
s an
d se
lf-m
arke
ting;
dev
elop
an
adve
rtis
ing
cam
paig
n fo
r a
loca
l com
pany
or
prod
uct;
inve
stig
ate
jobs
in c
ompa
nies
in
Nor
ther
n Ir
elan
d an
d el
sew
here
in w
hich
goo
d co
mm
unic
atio
n is
ess
entia
l to
busi
ness
.(K
ey E
lem
ent:
Empl
oyab
ility
)
Plan
and
cre
ate
an e
ffec
tive
com
mun
icat
ion
cam
paig
n, fo
r ex
ampl
e,pr
oduc
e pr
omot
iona
l lite
ratu
re w
ith e
co-f
rien
dly
guid
elin
es fo
r a
visi
t to
a na
tura
l/cul
tura
l her
itage
site
; pre
sent
th
e ca
se fo
r pr
eser
ving
a lo
cal s
ite/b
uild
ing;
par
ticip
ate
in a
m
odel
you
th a
ssem
bly
or p
arlia
men
t abo
ut a
glo
bal i
ssue
.(K
ey E
lem
ent:
Educ
atio
n fo
r Su
stai
nabl
e D
evel
opm
ent)
Expl
ore
issu
es r
elat
ed to
Eco
nom
ic A
war
enes
sEx
plor
e th
e im
pact
of e
cono
mic
s on
the
lives
of p
eopl
e,fo
r ex
ampl
e,de
bate
whe
ther
you
sho
uld
buy
item
s pr
oduc
ed b
y ch
ild la
bour
; con
side
r re
ason
s an
d co
nseq
uenc
es o
f fina
ncia
l di
fficu
lties
of a
cha
ract
er in
lite
ratu
re.
(Key
Ele
men
t: Ec
onom
ic A
war
enes
s)
Lear
ning
Out
com
es
The
lear
ning
out
com
es r
equi
re th
e de
mon
stra
tion
of
skill
s an
d ap
plic
atio
n of
kno
wle
dge
and
unde
rsta
ndin
g of
En
glis
h w
ith M
edia
Edu
catio
n.
Pupi
ls s
houl
d be
abl
e to
:
•re
sear
ch a
nd m
anag
e in
form
atio
n ef
fect
ivel
y, in
clud
ing
Usi
ng M
athe
mat
ics
and
Usi
ng IC
T w
here
app
ropr
iate
;•
show
dee
per
unde
rsta
ndin
g by
thin
king
cri
tical
ly a
nd fl
exib
ly, s
olvi
ng p
robl
ems
and
mak
ing
info
rmed
dec
isio
ns, d
emon
stra
ting
Usi
ng M
athe
mat
ics
and
Usi
ng IC
T w
here
app
ropr
iate
;•
dem
onst
rate
cre
ativ
ity a
nd in
itiat
ive
whe
n de
velo
ping
idea
s an
d fo
llow
ing
them
thro
ugh;
•w
ork
effe
ctiv
ely
with
oth
ers;
•de
mon
stra
te s
elf m
anag
emen
t by
wor
king
sys
tem
atic
ally
, per
sist
ing
with
task
s, e
valu
atin
g an
d im
prov
ing
own
perf
orm
ance
;•
com
mun
icat
e ef
fect
ivel
y in
ora
l, vi
sual
and
wri
tten
form
ats
(incl
udin
g IC
T an
d th
e m
ovin
g im
age)
sho
win
g cl
ear
awar
enes
s of
aud
ienc
e an
d pu
rpos
e an
d at
tent
ion
to a
ccur
acy.
NB
:Te
ache
rs m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
EnglishKey Stage 3 Non Statutory Guidance
for English with Media Education
A CCEA Publication © 2007