a ccea publication © 2007 - curriculum

DramaKey Stage 3 Non Statutory Guidance

for Drama

A CCEA Publication © 2007

1 Section01 PurposeofthisGuidance

3 Section02 DramaintheNorthernIrelandCurriculum

5 Section03 LinkstoKeyStage2andKeyStage45 3.1 KeyStage25 3.2 KeyStage4

7 Section04 UnderstandingtheStatutoryRequirementsfor Drama7 4.1 TheLayoutoftheStatutoryRequirements8 4.2 Knowledge,UnderstandingandSkills11 4.3 CurriculumObjectivesandKeyElements15 4.4 LearningOutcomes18 4.5 ThinkingSkillsandPersonalCapabilities

21 Section05 ApproachestoLearningandTeaching21 5.1 KeyMessages22 5.2 AssessmentforLearning24 5.3 ConnectingtheLearning26 5.4 ActiveLearning

27 Section06 AuditingandPlanning27 6.1 ConductingaDepartmentalAudit28 6.2 Long,MediumandShortTermPlanning

31 Appendices:31 Appendix1 Cross-CurricularSkills35 Appendix2 ThinkingSkillsandPersonalCapabilities37 Appendix3 DramaStrategiesforUseatKeyStage3

Contents

GuidanceforDramaatKeyStage3

1


ThisguidanceispartofthesupportandimplementationpackagefortheRevisedNorthernIrelandCurriculum(hereafterreferredtoasNorthernIrelandCurriculum)alreadywithyourschoolthatincludes:

TheStatutoryCurriculumatKeyStage3:SupplementaryGuidance;andTheCurriculumSupportandImplementationBox.

Boththeseresourcesandadditionallearningandteachingmaterialsarealsoavailableatwww.nicurriculum.org.uk.

DramaispartoftheminimumrequirementforeverypupilatKeyStage3.Thisguidanceseekstobuildongoodpracticeandtoprovideheadsofdepartmentwithinformationandpracticalapproachestohelpthemplanandroll-outtherequirementsforDramainamanageableway.TheguidanceexplainsandprovidesinterpretationofthestatutoryrequirementsforDrama.

Therearedepartmentalquestionsandactivitiesaftereachsectionwhichcanhelpyouandthemembersofyourdepartmenttoreflectonandevaluateyourcurrentpracticeandidentifyactionsfordepartmentalplanning.

ThequestionsandactivitiesfollowThe 4A’s Model for Planningasdocumentedinthebooklet,Planning for the Revised Curriculum at Key Stage 3,inyourschool’sCurriculumSupportandImplementationBox.WorkingthroughthisguidanceanditsaccompanyingactivitiesmeansthatyourdepartmentwillbewelloncourseforrollingouttheNorthernIrelandCurriculum.

••

Section01PurposeofthisGuidance

01

3


TheNorthernIrelandCurriculumaimstoempowerpupilstoachievetheirpotentialandtomakeinformedandresponsiblechoicesanddecisionsthroughouttheirlives.Itisabouthelpingallpupilsprepareforlifeandwork:

asindividuals;ascontributorstosociety;ascontributorstotheeconomyandenvironment.

Dramahasasignificantroletoplayinthis.

ThefundamentalaimoftheDramacurriculumistodeveloppupilswhoareabletousevoice,movement,gestureandfacialexpressioninapositiveandconfidentmanner.Throughthemethodsofimprovisation,acting,mimeanddancedrama,supportedbyusingarangeofdramastrategies,pupilswilldeveloppersonalandsocialskillsandgrowininsightandunderstanding.

Dramacontributesinauniquewaytotheprocessoflearning.Itsuniquenessliesinitsimmediacyasithappensinthehereandnow.Itallowspupilsahighdegreeofcontrolovertheirownlearningastheymanageinformation,makedecisionsandsolveproblems.Itdrawsupontheirownexperienceoftheworldandthenextendsit.Itengagesfeelings,imagination,encouragescreativityandallowsthemtoworkaloneandwithothers.Dramaisapowerfulmeansofbringingaliveknowledgeandexperiencebyengagingtheemotionsandtheintellect.Itinvolvesthecontrolledattemptstoexplore,developandexpressideasandconceptswhichwillhelptomakesenseofrealityandtheworldwelivein.

MeetingCurriculumObjectivesDramadevelops pupils as individualsby:

developinganawarenessofselfandothers;helpingpupilstodeveloprelationshipsamongpeers,withteachers,otheradultsandwideraudiences;helpingtodeveloppupils’confidenceintheirownabilities,particularlyinverbalandnon-verbalcommunication;enablingparticipantstoevaluatetheirachievementsasindividualsandevaluatetheachievementsofothers.

Dramadevelops pupils as contributorstosocietyby:

encouragingmutualrespect,sharingandasenseofresponsibility;enablingpupilstoexploreissuesinasafeenvironment,throughexplorationandnegotiationandhelpingthemtostructuresolutions;enhancingpupils’understandingandappreciationofsocietybygivingthemopportunitiestoexperienceanotherperson’slifeinanothersituation.

•••

••

•

•

••

•

Section02DramaintheNorthernIrelandCurriculum

02

4


Dramadevelops pupils as contributors to the economy and environmentby:

providingeverypupilwithinformationaboutworkingintheworldofdramaandtheatre;enablingpupilstoexperience,inrole,theworldofworkandtodevelopanawarenessofrelatedeconomythroughexplorationofspecificsituationsandscenariosusingtextandimprovisedapproaches;promotingenquiryandencouragingpupilstothinkcriticallyandconstructivelyonarangeoflocalandglobalissues.

QuestionsforDepartmentsInordertocontributetothecurriculumobjectivesduringKeyStage3,whatdowewantourpupilsinDramato:

know(knowledgeandunderstanding);

beabletodo(skills);

belike(attitudesanddispositions)?

Action

••

•

•

•

•

5


3.1 KeyStage2AtKeyStage2thestatutoryrequirementsforDramaprovisionaresetoutasfollows:

Teachersshouldensurethatpupilsaregivenworthwhileexperienceswhichenablethemto:

makesenseoftheworldbyengaginginarangeofcreativeandimaginativeroleplaysituationsbyexploringissuescreativelythroughtheuseofDrama;explorearangeofculturalandhumanissuesinasafeenvironmentbyusingDramatobegintoexploretheirownandothers’feelingsaboutissues,andbynegotiatingsituationsbothinandoutofrole;developarangeofdramastrategiesincludingfreezeframe,tableau,hotseating,thoughttrackingandconsciencealley;developdramaticskillsappropriatetoaudience,context,purposeandtaskbyexploringvoice,movement,gestureandfacialexpressionthroughbasicexplorationofaspecificrole,andbystructuringdramaticactivitytomakemeaningclearforachosenaudience.

3.2 KeyStage4TheflexibleframeworkatKeyStage3allows:

teacherstoestablishfoundationsforKeyStage4studybyprovidingopportunitiesforpupilstodemonstratedeeperunderstanding;pupilstobecomemoreindependentlearnerswhowillbeincreasinglyadeptandexperiencedinmanagingtheirownlearning.

KeyStage3experiencesshouldprovidearobustbasisforlearningatKeyStage4.Theknowledge,understandingandskillsoutlinedinthestatutoryrequirementsforKeyStage3Dramaprovideaframeworkthatenablesteacherstotailorthebreadthanddepthofcoveragetomeettheneedsandinterestsoftheirpupils.

CCEAoffersarangeofqualifications,detailsofwhichareavailableontheCCEAwebsite.GCSEspecificationsinallsubjectsarecurrentlybeingreviewed.

ForthosepupilswhoelectnottocontinuewithfurtherstudyofDrama,theirexperiencesduringthekeystageshouldhaveprovidedthemwiththeknowledge,understandingandskillsinDramanecessarytohelpthemengagemeaningfullywithrealandrelevantissuesintheirworld.

•

•

•

•

•

•

Section03LinkstoKeyStage2andKeyStage4

03

7


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)


Useliterature,drama,poetryorthemovingimagetoexploreothers’needsandrights,forexample,considertheneedsofafictionalcharacter;participateinaroleplayinvolvingconflictingrightsetc.(KeyElement:Citizenship)

Explorehowdifferentculturesandbeliefsarereflectedinarangeofcommunicationmethods,forexample,investigatelocaloraltraditionsanddialectsetc;compareandcontrasthowthecultureandlifestyleofdifferentcountriesarerepresentedinstories/poems/imagesetc.(KeyElement:CulturalUnderstanding)Explorethepowerofarangeofcommunicationtechniquestoinform,entertain,influenceandpersuade,forexample,compileandjustifyalistoftoptentelevisionadvertisements/websitesforyoungpeople;createandlaunchaninnovativelifestylearticleorfeatureforyoungpeopleetc.Considerhowmeaningsarechangedwhentextsareadaptedtodifferentmedia,forexample,compareandcontrastafilmandbookversionofthesamestoryetc.(KeyElement:MediaAwareness)

ExploreissuesrelatedtoEthicalAwareness:Investigateandevaluatecommunicationtechniquesusedtoexplorearelevantethicalissue,forexample,trackcoverageofthesameissueinarangeofmedia;designandproduceowncurrentaffairsprogramme/newssheetforayoungaudienceetc.(KeyElement:EthicalAwareness)


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.

••

•••••

NB:Teachersmaydevelopactivitiesthatcombinemanyofthestatutoryrequirements,providedthat,acrosstheKeyStage,allofthestatutoryaspectshighlightedinBOLD(includingeachoftheKeyElements)aremet.

TheobjectivesaremadeupofKeyElements.Theseprovide

opportunitiesforsubjectstoconnectwithLearningforLifeandWorkandwithother

subjects.

TheKnowledge,Understandingand

SkillstobedevelopedinDramaduringKey

Stage3.

ObjectivesThecurriculumobjectives

providetherealandrelevantcontextsinwhichDrama

knowledge,understandingandskillsaredeveloped.Theobjectives

shouldbedevelopedthroughoutthekeystage.

LearningOutcomesThesestatetheskillsand

capabilitiespupilsshouldbeabletodemonstratethroughoutthekeystageinthecontextof

Drama.

4.1 TheLayoutoftheStatutoryRequirements

Thissectionincludesexplanationof:

TheLayoutoftheStatutoryRequirements;Knowledge,UnderstandingandSkills;CurriculumObjectivesandKeyElements;TheLearningOutcomes;ThinkingSkillsandPersonalCapabilities.

•••••

Section04UnderstandingtheStatutoryRequirementsforDrama

04

ExemplarSeebackcoverforanA3versionof

theStatutoryRequirementsforDramawithadditionalguidanceandexamples

8


4.2 Knowledge,UnderstandingandSkillsThefirstcolumninthestatutoryrequirementsforDramaisheaded‘Developingpupils’KnowledgeUnderstandingandSkills.’

Everythinginthiscolumnisastatutoryrequirementforthekeystageasawhole;notforindividualyearswithinthekeystage.Itisintendedthatschoolsinterpretanddeveloptheserequirementsasappropriatetotheirowncontext.TherecursivenatureofDramameansthatthebulletpointsintheknowledge,understandingandskillscolumnarelikelytobecoveredanumberoftimesineachacademicyearwithinthekeystage.

Thetablebelowseekstoexplain,illustrateandexpandonthebulletpointsunderknowledge,understandingandskills.

•

•

•


Supportingnotes

engagewitharangeofstimulitodevelopcriticalandcreativethinkingskills;

adoptarole;

takepartinimprovisation;

devisescriptsandusedramaformsandstrategieseffectivelytoexploreandpresentideas;

employsign,symbol,metaphorandimage;

•

•

•

•

•

Pupilsareabletousearangeofreasoningandthinkingskillstodevise,structureandresolvesituationsandscenarioswhichhavebeenpresentedtotheminadramasituation.

AsactingisamainstrandofDrama,pupilscandeveloptheskillsofvoice,movement,gestureandfacialexpressionintheirdevelopmentofcharacterwhenworkinginrole.

Pupilsshouldbegivenopportunitiestodevise,structureanddevelopbothspontaneousandpolishedimprovisationusingarangeofstimulusmaterialsincludingtextandmultimedia.

Throughimprovisation,acting,hotseating,thoughttrackingandconsciencealley,pupilsshouldhaveopportunitiestodeveloptheirworkintosoloandgroupscriptformat.

Tableaux,freezeframes,mime,dance,props,costumesandprojectionscanallbeusedtoreflectfeeling,moodandattitudeandhelpmakemeaningandexploreideaswithinDrama.

�



Supportingnotes

engageinmovementand/ordance;

experienceliveandrecordeddrama,andrespondtoavarietyoftexts;

begintodevelopanappreciationoftheatrestyles,genresandvocabulary;

explorecharacterisationthroughuseofmasks,costume,props,puppetsandelectronicmedia;

evaluatetheirownandothers’work.

•

•

•

•

•

Pupils,asindividualsandingroups,shouldhaveopportunitiestousemime,movementanddancedramatoexpressideasandmakemeaning.

Pupilsshouldhaveopportunitiestowatcheachothers’work,viewandreviewprofessionalliveandrecordeddrama/theatreanduseavarietyofprinteddramatextsasstimulusforfurtherworkorinperformance.

Blackcomedy,melodrama,soapopera,western,silentmovie,slapstick,andusingtermssuchascyclorama,upstageleftorinflexionareexamplesofdevelopinganappreciationofdramawork.

RecordpupilsasT.V.presenter,usehalfmasksasanangrymob,usecloaksforwitches,suitcasesforluggageorglovepuppetsinaroadsafetyadvertisement,areexamplesofexploringcharacterisation.

Pupilsshouldbeencouragedtoobserveandpositivelyevaluatetheirowndramaworkandtheworkofothers.

10


QuestionsforDepartments

Whatisthecurrentbalancebetweenknowledge,understandingandskillsinourdepartmentalprovisionforDrama?

IfDramahasnotpreviouslybeenadiscretelytimetabledsubjectatKeyStage3,whatdoweenvisageistheidealbalancebetweenknowledge,understandingandskills?

WhataretheimplicationsforfuturelearningandteachingatKeyStage3?

Action

•

•

•

11


4.3 CurriculumObjectivesandKeyElementsThecurriculumobjectivesarebrokendownintokeyelements.ThekeyelementsareavehicleforensuringthatDramadirectlyconnectstothecurriculumobjectivesinpreparingpupilsforlifeandwork.

Thekeyelementsalsoprovideameansforconnectinglearning.Thetablebelowshowswhichcurriculumobjectiveislinkedtospecifickeyelements,forexample,developingpupilsasindividualswillrequireasharpfocusonthekeyelementsofPersonalUnderstanding,MutualUnderstanding,PersonalHealth,MoralCharacterandSpiritualAwareness.

TheNorthernIrelandcurriculumshouldproviderelevantlearningopportunitiestohelpeachpupildevelopas:

Objective1

Anindividual

Objective2

Acontributortosociety

Objective3

Acontributortotheeconomyandtheenvironment

KeyElements

PersonalUnderstandingMutualUnderstanding

PersonalHealthMoralCharacter

SpiritualAwareness

KeyElements

CitizenshipCulturalUnderstanding

MediaAwarenessEthicalAwareness

KeyElements

EmployabilityEconomicAwareness

EducationforSustainableDevelopment

Everysubjectmustcontributetoallkeyelementsacrossthekeystage.Somesubjectswillhavemorenaturallyoccurringopportunitiestopromotecertainkeyelements.Thesearecontextualisedandspecifiedonthestatutoryrequirementspage(seeA3pageinsidethebackcover).

ThekeyelementsthatDramacontributestomorefullyare:

PersonalUnderstanding;MutualUnderstanding;SpiritualAwareness;Citizenship;CulturalAwareness;MediaAwareness;Employability.

ThestatementsrelatingtothesekeyelementsinDramaareemboldenedandarethereforepartofthestatutoryrequirements.Forexample,DramawillhavealeadingroletoplayinMutualUnderstanding.Manyofthecommonlyuseddramastrategiessuchasthoughttracking,consciencealleyandhotseatingcanenablepupilstoexploreandrespectotherpeople’sthoughts,feelingsandopinions.Whenpupilsdiscussthesesortsofsituationsinasafedramaenvironment,theydeveloptheabilitytoexpresstheirownopinionsappropriatelyandeffectively.

•••••••

12


ThekeyelementsthatdonotincludeemboldenedexamplesstillhavetobeincludedinDramaprovision,andschoolsarefreetodeveloptheirowncontextsforexploringthese.

Thekeyelementsofferopportunitiestomakemeaningfullinkswithothersubjectsandpromotecoherenceacrossthewholecurriculumandfacilitatemorecollaborativeplanningandteaching.

ThefollowingtablegivesexamplesofsomeofthequestionswhichmayhelptoexplorewhatismeantbyeachofthekeyelementsinDrama.

13


Dev

elop

ing

the

Key

Ele

men

tsin

Dra

ma

Dev

elop

ing

pupi

lsa

s…

.ind

ivid

uals

….c

ontr

ibut

ors

tos

ocie

ty…

.con

trib

utor

sto

the

econ

omy

and

envi

ronm

ent

Pers

onal

Und

erst

andi

ngH

owc

anI

expr

ess

mys

elfi

mag

inat

ivel

yan

dem

otio

nally

in

role

?H

owc

anI

deve

lop

and

sust

ain

ach

arac

ter

usin

gvo

ice

and

mov

emen

t?H

owm

ight

Iex

pres

sfe

elin

gsin

an

impr

ovis

edm

onol

ogue

?

Mut

ual U

nder

stan

ding

How

cou

ldI

nego

tiate

dec

isio

nsin

ag

roup

mim

e?H

owc

ould

Ide

vise

ac

hora

lscr

ipt?

How

cou

ldI

use

ICT

tore

cord

cha

ract

ers’

thou

ghts

?

Pers

onal

Hea

lth

How

mig

htI

expl

ore

heal

th-r

elat

edis

sues

thro

ugh

impr

ovis

atio

n?H

owc

ould

Iex

plor

efo

odd

isor

ders

thro

ugh

danc

edr

ama?

How

cou

ldI

use

docu

-dra

ma

top

rese

ntro

ads

afet

yis

sues

?

Mor

al C

hara

cter

How

mig

htI

use

mas

ksto

exp

lore

pre

judi

ce?

How

wou

ldI

use

mim

ean

dm

usic

toe

xplo

rea

spec

tso

fw

ar?

Wha

tstr

ateg

ies

coul

dIu

seto

exp

lore

dec

isio

nm

akin

g?

Spir

itual

Aw

aren

ess

How

wou

ldI

expl

ore

the

them

eof

evi

lusi

ngd

ance

and

m

ime?

How

wou

ldI

use

tabl

eau

and

gest

ure

toh

elp

expl

ore

the

them

eof

hop

e?W

hatv

oice

wor

kw

ould

hel

pm

eto

dev

elop

the

char

acte

rof

a

judg

e?

Citiz

ensh

ipW

hats

trat

egie

sw

ould

Ius

eto

exp

lore

cla

ss

diffe

renc

es?

How

mig

htI

use

impr

ovis

atio

nto

reso

lve

issu

eso

fso

cial

con

cern

?H

owm

ight

Ius

em

ime

toc

halle

nge

ster

eoty

pica

lvi

ews

abou

teth

nic

min

oriti

es?

Cult

ural

Und

erst

andi

ngH

owc

ould

Ius

epr

ops

and

sym

bols

tore

pres

ent

dive

rse

loca

land

glo

balg

roup

s?W

hats

crip

tsfr

omd

iffer

entc

ultu

res

coul

dIu

sea

sst

imul

usfo

rw

ork?

How

cou

ldI

expl

ore

trad

ition

sfr

omd

iffer

ent

cultu

res

thro

ugh

danc

e?

Med

ia A

war

enes

sH

oww

ould

ad

igita

lcam

era

help

tod

evel

opv

oice

an

dm

ovem

entw

ork?

Wha

tgui

danc

ew

ould

Isu

gges

tto

play

the

role

of

ate

levi

sion

ann

ounc

er?

Wha

tpro

ject

edim

ages

mig

hth

elp

apo

lishe

dim

prov

isat

ion

onh

olid

ayd

isas

ters

?

Ethi

cal A

war

enes

sH

owm

ight

Ius

eim

prov

isat

ion

toe

xplo

re

allo

catio

nof

cha

rity

fund

s?W

hats

trat

egie

sco

uld

Iuse

toe

xplo

reth

efe

elin

gs

ofp

rote

stor

s?H

owc

ould

ligh

ting

and

soun

dhe

lps

way

an

audi

ence

’sfe

elin

gs?

Empl

oyab

ility

How

wou

ldI

stru

ctur

eim

prov

isat

ion

wor

kon

job

inte

rvie

ws?

How

cou

ldI

use

mim

eto

refle

ct

diffe

rent

peo

ple

atw

ork?

How

cou

ldI

use

cost

ume

and

prop

sto

exp

lore

em

ploy

men

tsta

tus?

Econ

omic

Aw

aren

ess

Wha

tbud

getp

lan

wou

ldI

deve

lop

for

asc

hool

pro

duct

ion?

How

wou

ldI

use

impr

ovis

atio

nto

ex

plor

eth

egl

obal

eco

nom

y?W

hats

trat

egie

sw

ould

Ius

eto

hel

pun

ders

tand

reta

ilth

erap

y?

Educ

atio

n fo

r Su

stai

nabl

e D

evel

opm

ent

Wha

tdig

itali

mag

esm

ight

Ius

eas

a

back

drop

toa

doc

u-dr

ama

onth

een

viro

nmen

t?H

owc

ould

Vox

Pop

she

lpe

xplo

re

issu

eso

nlit

ter?

How

cou

ldd

ance

dra

ma

beu

sed

to

expl

ore

the

hist

ory

ofc

oalm

inin

g?

14


QuestionsforDepartments•Whatkeyelementsdowe

addresswell;needtofocusmoreon;notaddressatall?

Arethereanykeyelementsthatwecoulddevelopwithanotherdepartmenttopromoteconnectedlearning?

Howcouldweusethecurriculumobjectivesorkeyelementstomoveourdepartmentalplanningforward?

Whataretheimplicationsforourresources?

Action

–––

•

•

•

15


4.4 LearningOutcomesLearningOutcomesincorporatetheskillsandcapabilitiespupilsshouldbeabletodemonstratethroughoutKeyStage3ineachsubjectstrand.Thesearesimilaracrosseachareaofsubjectstrandandpromotetheinfusionofthecross-curricularskills(Communication,UsingICTandUsingMathematics).ThelearningoutcomesalsopromotetheinfusionofThinkingSkillsandPersonalCapabilities(alsorefertoAppendix2forfurtherguidanceonThinkingSkillsandPersonalCapabilities).

Aswithallsubjects,itisstatutoryforteacherstoprovideopportunitiesforpupilstoacquireanddevelopthecross-curricularskillsandtheThinkingSkillsandPersonalCapabilitiesinDrama.PupilsshouldalsobegivenopportunitiestodemonstratetheirskillsandapplicationofknowledgeandunderstandingofDramatomeetthelearningoutcomes.

EvidenceforLearningOutcomesEvidenceoftheapplicationofskills,knowledgeandunderstandingforalearningoutcomecanbedemonstratedatanypointinthelearningprocess.Learningoutcomescanbebasedonprocessorproduct.Theymaybeevidencedbyteacher,pupilorpeer-assessmentofarangeofpupils’workandperformance,includingworkgeneratedusingICT.Thenatureoffeedbackonlearningoutcomescanbequalitative,quantitative,verbalorwrittentosuitthepurposeoftheassessment.

UsingandRecordingEvidenceThenumberofoccasionswhenlearningoutcomesareinternallyrecorded,thesystemforinternalrecordingandtheusemadeofinternalrecordsisatthediscretionofdepartmentsinlinewithwhole-schoolpolicy.Learningoutcomescanbedemonstratedthroughinformalassessment,formalassessment,formativeassessmentand/orsummativeassessment.

Evidenceoflearningoutcomescanbe:

recordedinformally,thatis,primarilyforfeedbacktopupilsandforteacherreference;recordedformally,thatis,inlinewithdepartmentalandinternalwholeschoolassessmentpolicyrequirements;usedtoinformreportingrequirements,forexample,inrelationtoPupilProfileguidelines.

••

•

16


SkillsandtheLearningOutcomesTherelationshipbetweenthelearningoutcomesandthecross-curricularskillsandThinkingSkillsandPersonalCapabilitiesissetoutinthetablebelow.

LearningOutcomesCross-CurricularSkills/ThinkingSkillsandPersonalCapabilities

Researchandmanageinformationeffectivelytoinvestigateissues,includingUsingMathematicsandUsingICTwhereappropriate;

ManagingInformation

Showdeeperunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,demonstratingUsingMathematicsandUsingICTwhereappropriate;

Thinking,Problem-Solving,Decision-MakingUsingMathematicsUsingICT

Demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough;

BeingCreative

Workeffectivelywithothers; WorkingwithOthersCommunication

Demonstrateselfmanagementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance;

Self-Management

Communicateeffectivelyinoral,visual,writtenandICTformats,showingclearawarenessofaudienceandpurpose.

CommunicationUsingMathematicsUsingICT

17


QuestionsforDepartmentsHowcanweplanforlearningoutcomes?

Howcanourexistingdepartmentalassessmentpolicybeamendedtomakereferencetothelearningoutcomes?

Whichlearningoutcomeswillbethemostchallengingforourdepartment?

Action

•

•

•

18


4.5 ThinkingSkillsandPersonalCapabilitiesTheThinkingSkills&PersonalCapabilitiesFrameworkconsistsoffiveoverlappingstrands:

ManagingInformation;Thinking,DecisionMakingandProblemSolving;BeingCreative;Self-Management;WorkingwithOthers

Eachstrandisbrokendownintofurtherdetail(seeAppendix2).Thesecanfacilitatelessonplanningandprovidecriteriaagainstwhichpupils’performancescanbeassessedandreported.

Manyoftheskillsarenotnewandarecurrentlybeingdevelopedacrossarangeofsubjects.ThissingleframeworkaimstomakethedevelopmentofThinkingSkillsandPersonalCapabilitiesmorestructuredandexplicit,toencourageapplicationacrossarangeofcontextsandtoprovideacommonlanguagethatpupilsandteacherscanusetotalkabouttheirthinkingandlearning.

Thereareanumberofteachingstrategiesthatwillpromotethedevelopmentofthinkingskillsandpersonalcapabilitiesgenerally,forexample:settingopenendedtasks,effectivequestioning,talkingaboutthinkingandlearning,providingmeaningfulopportunitiesforcollaborativelearning,etc.

Thebigshift,however,istofocusonopportunitiesinDramawhereaspecificthinkingskillorpersonalcapabilitycanbeusedtodeepenunderstandingofparticularDramacontexts.

Thecontextusedprovidesopportunitiesforthedevelopmentandpracticeofthethinkingskill/personalcapability.Thispromoteslessonswherethereistheparalleldevelopmentofsubjectknowledgeandunderstandingaswellasthedevelopmentofaparticularmodeofthinking.Thisapproachisknownasinfusion,addingonethingtoanothertogivenewsignificance.

Planningforinfusioninvolves,forexample:

Lookingacrossaseriesofunitsofworkinaparticularyeargroupandidentifyingwherethemostappropriatecontextsaretointroducedanddevelopspecificskills,suchasevaluatingmostappropriateinformation,justifyingopinions,reachingagreementwithinagroup,etc.

IdentifyingthespecificskillsandcapabilitiesbestdevelopedthroughDramaandsettingupcontextstointroduceandpractisethem,suchascomparingandcontrastingsituations,examiningoptionsandweighingupprosandcons,takingturns,sharingandcooperating,etc.

ThisexplicitapproachtodevelopingThinkingSkillsandPersonalCapabilitiesprovidesopportunitiestoobserve,record,feedbackandreportonpupils’strengthsandareasforfuturefocusintermsoftheirdevelopmentinThinkingSkillsandPersonalCapabilities.Italsoenablespupilstotransferparticularthinkingskillsorpersonal/interpersonalskillstoothercontexts.

ProgressioninThinkingSkillsandPersonalCapabilitiesisonlymadethroughtheirpracticeandapplicationinarangeofcontextsandatincreasinglevelsofchallengeanddemand.

ContinuingProfessionalDevelopmentmaterialshavebeendevelopedtopromotetheinfusionofThinkingSkillsandPersonalCapabilitiesacrossthecurriculum.Thesematerialsareavailableatwww.nicurriculum.org.uk.

ThefivestrandsarebestconsideredasoverlappingsetsratherthanseparateentitiesandtheexpectationisthatDramateacherswillfindlearningactivitieswherecertainskillsand

•••••

a)

b)

1�


capabilitieswillbeintegraltothelearningandwillnaturallyclusterwheretheyaremostlikelytobedevelopedandmostreadilyassessed.

Forexample,developingapieceofDramafromashortimprovisationintoamoredevisedpieceforperformancecanprovideopportunitiesforpupilstotakeresponsibilityfortheplanningoftheirownwork.Theyhavetomanagetheirowntime.Also,theyshouldpersistwiththetask,seekingadvicewhennecessaryandshoulddeveloptheirabilitytoreviewtheirownperformanceandrecognisehowtoimproveitinsomeway (self-management).

QuestionsforDepartmentsHowcanDramameaningfullydevelopeachstrandoftheThinkingSkillsandPersonalCapabilitiesframework?

WherearethekeyopportunitiesinDramaforinfusion?

Action

•

•

21


5.1 KeyMessagesFlexibilityTeachersnowhavetheopportunitytousethestatutoryrequirementstodeviseschemesandunitsofworkinDramathatfollowtheneedsandinterestsofthepupil.Thisdoesnotmeanthrowingoutschemesofworkandresourcematerialsthathavebeencarefullydevelopedovertheyears.Itprovidesopportunitiesforteacherstobuildonthoseunitsthatbestengageanddeveloptheirpupilsandreplaceorrevitalisethoseunitsthatdidnotengagethepupilssomuch.

RelevanceTeachershaveopportunitiestoexplorethemesandissuesthatarerealandrelevanttothelivesofpupilstoday.TheDramaskillsandtheconceptsinthefirstcolumnoftheDramastrandcanbedevelopedthroughmanycurrentactivitiesandexamplesthatpupilsexpressaninterestin.

IntegratedThestatutoryrequirementsforDramaarewrittentohelpteachersformunitsofworkthatintegratetheknowledge,understandingandskillslisted.

ValuesBasedThekeyelementsprovideopportunitiesforpupilstoreflecton,forexample,moral,ethical,spiritual,socialandculturaldimensionsofDramarelatingtorealpeopleandtoconsidertheirownviewsandopinionsaboutthem.

ActionOrientatedTherearealsoopportunitiesforpupilstobechallengedaboutindividualandcollectiveresponsibilities.Furthermore,opportunitiesaresignpostedforpupilstoact–individuallyorasawholeclass/school–onthoseareasofconcern.

FutureFocusedPupilsshouldhaveopportunitiestoexplorehowtheskillsdevelopedthroughDramamighthelptheminthefuture.

Section05ApproachestoLearningandTeaching

05

22


5.2 AssessmentforLearning‘AssessmentforLearning’(AfL)focusesonthelearningprocess(ratherthantheendproduct)andattemptsnottoprovelearning,butratherimproveit.Itisformativeassessment.Itisawaytotakestockoflearningduringtheprocessanditcanhelptoinformteachersonhowthelearningisprogressing.

In‘AssessmentforLearning’:thereisahighemphasisontransferable learning;assessmentbecomesamuchmoretransparentprocessbecauseitisbasedoncriticalinformationthatissharedwiththelearners;andlearnersareableto take responsibilityfortheirownlearningandforaspectsofassessment.

‘AssessmentforLearning’isnotsomethingextraor‘boltedon.’Itintegrateswithexistingclassroompractice.AssessmentforLearninginvolvesthefollowingkeyactions:

••

•

ContinuingProfessionalDevelopmentmaterialshavebeenprovidedforschoolstopromoteAssessmentforLearning.

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;byincreasingthewaittimeto3to5secondsbetweenposingthequestionandaskingfortheanswer,teacherscanmakeasignificantdifferencetothequestion’seffectiveness.

•

•

Selfandpeerassessment

Pupilreflectionpromotesindependentlearning,communicationandsupportintheclassroom.Teacherscandeveloppupilreflectionintheclassroomthroughtheuseofpeerandself-assessmentandself-evaluation.

23


QuestionsforDepartmentsWhatarethebenefitsofAssessmentforLearningpracticeinourclassrooms?

WhichoftheAssessmentforLearningkeyactionsarepartofourexistingclassroompractice?

Whichdoweneedtogivemoreattentionto?

Howdowedothis?

Action

•

•

•

•

24


5.3 ConnectingtheLearningTheNorthernIrelandCurriculumisdesignedtoaccommodatelinksacrosssubjects.Manynaturallinksexistalthoughatthemoment,thesemaybeunder-exploited.Wheretheselinksareidentifiedandplannedfor,theyhavethepotentialtomakelearningmoremeaningful,moreinformedandpurposeful.

Opportunitiestoconnectthelearningcanrangefromsmallandinformal,towholeschoolandformallyplanned.

Anyofthefollowingcanbeusedasdriverstoconnectlearningbetweentwoormoresubjects:

Skills/LearningOutcomes;KeyElements;Themes;Knowledge;Concepts;Learningexperiences;LearningforLifeandWork;Othersuitableapproaches.

••••••••

QuestionsforDepartmentsWhichofthesecouldbestbeusedasastartingpointtomakemeaningfulconnectionswithothersubjects?

•

(Examplesofconnectinglearningacrosssubjectsareavailableinthethematicandcollaborativeunits).

25


ConnectingtoLearningforLifeandWorkOnewayofbeginningtomakeconnectionsistouseLearningforLifeandWorkandthisisexemplifiedbelow.

ThefoursubjectstrandswiththeLearningforLifeandWorkareacontributedirectlytothethreecurriculumobjectives.TheotherareasoflearningalsocontributetothecurriculumobjectivesandLearningforLifeandWork.

Well-plannedandorganisedworkwithinsubjectsmakesadistinctiveandnaturalcontributiontoLearningforLifeandWorkandhelpstostrengthenandenrichLearningforLifeandWorkprovisionasawhole.RelevantkeyelementswithinsubjectscansupportlearningrelatedtoPersonalDevelopment,LocalandGlobalCitizenship,HomeEconomicsandEmployability.Teachershaveflexibilitytoenhancethebreadthanddepthoftheirsubject’scontributiontoLearningforLifeandWork.Subjectteacherscantherefore:

raiseawarenessaboutLearningforLifeandWorkkeyconcepts;developmoredetailedunderstandingaboutLearningforLifeandWorkkeyconceptswithintheirsubjectcontext;exploreparticularLearningforLifeandWorkkeyconcepts.Whendeliveredinsufficientdepth,thiswillenableanareaoflearning/subjectstrandtotakefullresponsibilityformeetingaparticularstatementofrequirement.

••

•

QuestionsforDepartmentsHowcanwemakeconnectionswithothercurriculumareasinrelationto:

knowledge,understandingandskills?ThinkingSkillsandPersonalCapabilities?Cross-curricularskills?LearningforLifeandWork?

Whichaspectsofourcurrentpracticepromoteconnectedlearning?

Whataretheissuesaroundthemanagementofconnectedlearning?

Howwillweknowpupilsarelearningtomakeconnections?

Action

•––––

•

•

•

26


5.4 ActiveLearningEngagingpupilsmoreintheirlearningandprovidingthemwithopportunitiestodemonstratethinkingskillsandpersonalcapabilitiesrequiresanapproachbeyondtraditionaldidacticmethods.

Aglossary,Active Learning and Teaching Methods for Key Stage 3isavailablefromwww.nicurriculum.org.ukandisincludedinthepostprimaryCurriculumSupportandImplementationBox.Thisresourcecontainsawiderangeofactiveandexperientialstrategiestopromotepupils’participationandengagement.

AnumberofthemethodologiesfoundwithinthisglossaryarestrategiestraditionallyusedinDrama,suchasthoughttracking,freezeframe,tableau,consciencealleyandhotseating.Thesestrategiesencouragepupilstoconsiderwhatcharactersarefeelingandthinking,andtoexplorethereasonswhy.Asaresult,Dramaisavery“real”subjectforpupilsbecausetheyareinessence“livingout”situationsalongsidethecharactersinvolved.

QuestionsforDepartmentsWhatactivelearningstrategiesmightworkinourdepartment?

Howdoestheclimateinourclassroomssupporttheuseofactivelearning?

Howcantheteacherobserve,evaluateandrefineteachingstrategies?

Whataretheimplicationsforclassroommanagement?

Action

•

•

•

•

27


ItisimportanttoevaluateexistingschemesofworkinrelationtothestatutoryrequirementsforDrama.Departmentalplanningforthecurriculumshouldbeinformedbyanevaluationprocessandmayresultinacompletelyfreshapproach.

6.1 ConductingaDepartmentalAuditWhenplanningtocarryoutadepartmentalaudit,refertothetrainingmaterialsPlanning for the Revised Curriculum at Key Stage 3.Usedinconjunctionwiththefollowingguidance,departmentscandecidehowtoevaluateexistingandplannedprovision.

Auditsareastartingpointforthelongtermprocess.Thereareanumberofpossibleapproachestocarryingoutanaudit.Someoftheseareoutlinedinthetablebelow.Furtherdetailsareavailableatwww.nicurriculum.org.uk.

Section06AuditingandPlanning

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,andworkupdetailssoastomatchplannedexperienceswithNorthernIrelandCurriculumrequirements.

28


6.2 Long,MediumandShortTermPlanning

LongTermPlanningInproducinglongtermplansorschemesofworkyouneedtothinkabout:

howDramaisdeliveredacrossthekeystage;howDramalinkswiththewidercurriculumobjectives;howandwhentodevelopspecificskillsandcapabilities;howDramacanactivelylinkwithothercurricularareas;howDramaalignswithwholeschooldevelopment/circumstances.

MediumTermPlanningInplanningunitsofworkyouneedtothinkabout:

identifyingbigquestionstoengagepupils;theteachingandlearningactivitiesandstrategiestobestdeveloptheskills;howtobuildintimeforreview,reflectionandremediation.

ShortTermPlanningInplanningalessonorseriesoflessonyouneedtothinkabout:

makingthelearningintentionsexplicittoclarifywhatyouwantthepupilstoknow,understandand/orbeabletodo;agreeingandnegotiatingwiththepupilswhatsuccessinthisactivitywilllooklike;usingalaunchactivitytoengagethepupilsanddeveloptheirsenseofinquiry;usingarangeofactivities/challenges;supportingandpromptingpupilperformance;planningevaluationsessions,reflectingonthinkingandlearning,makeconnectionstootherlearningandsetupnextlesson(s).

Curriculumdevelopmentisaprocessandrequiresongoingevaluation.

Tryfiguringoutwhysomelessonswork,whileothersdon’tsucceedaswewouldlike.Foranyschemeofworkitmightbeusefultoask:

Howwelldidthepupilsrespondtothat?didtheyenjoyit?didtheyseetherelevance?weretheymotivatedtolearn?

Howwelldidtheyachieve?whatevidenceofachievementwasthere?wasthereevidenceofdeeplearning?howdidIcollectit?

WhatmodificationscouldImakeinthecontent?inthelearningmaterials?inthelearningactivities?

•••••

•••

•

•••••

•–––

•–––

•–––

2�


Whendidyoulastexperiencea“buzz”intheclassroom?Whatplace/theme/issuewerethepupilslearningabout?Whatwasthebigenquiry/keyquestion?Whatactivityweretheydoing?Whatwasthepurposeoftheirlearning?Whyhadyouchosentheseparticularresourcestouseinthissessionwiththosepupils?

Action

•–––––

31


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.

Writing

Pupilsshouldbeenabledto:talkabout,planandeditwork;communicateinformation,meaning,feelings,imaginingsandideasinaclearandorganisedway;develop,expressandpresentideasinavarietyofformsandformats,usingtraditionalanddigitalresources,fordifferentaudiencesandpurposes;writewithincreasingaccuracyandproficiency.

•••

•••

•••••

••

•

•

Appendix1Cross-CurricularSkills

Appendices

32


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.

•

••••••••

••

33


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.

••••

•

•

••

•

•

••

34


Cros

s-cu

rric

ular

ski

llCo

mm

unic

atio

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

ssio

n,p

rese

ntat

ion,

de

mon

stra

tion,

ask

ing

ques

tions

,re

adin

gte

xtfo

rin

form

atio

n,u

sing

ev

iden

cefr

omte

xtto

exp

lain

opi

nion

,co

mm

unic

ate

info

rmat

ion

ina

cle

ara

nd

orga

nise

dw

ay,p

rese

ntid

eas

ina

var

iety

of

form

ats

for

diffe

rent

aud

ienc

esa

nd

purp

oses

,etc

.

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

inD

ram

aD

evis

ea

shor

tscr

ipta

bout

bul

lyin

gin

th

esc

hool

pla

ygro

und

Part

icip

ate

ina

dan

ced

ram

ade

pict

ing

the

char

acte

rso

fJek

ylla

ndH

yde

Take

on

the

role

ofa

tele

visi

on

pres

ente

r

• • •

Wor

kou

tthe

bud

getr

equi

red

for

stag

ing

apl

ayin

sch

ool

Rol

e-pl

ayte

enag

ers

cont

empl

atin

gth

efin

anci

alim

plic

atio

nso

flea

ving

ho

me

Pupi

lsc

onst

ruct

am

odel

ofa

pr

opos

eds

etfo

rth

epl

ayth

atis

bei

ng

stud

ied

• • •

Use

av

ideo

cam

era

tore

cord

dra

ma

wor

kan

dm

ovie

edi

ting

soft

war

eto

ed

itan

dtr

ansf

orm

the

info

rmat

ion

as

requ

ired

Use

dig

itali

mag

epr

ojec

tions

as

part

of

ali

vep

erfo

rman

ceU

sea

con

fere

nce

faci

lity

top

ost

revi

ews

ofa

pla

yor

film

that

they

hav

ere

cent

lys

een

• • •

Cros

s-Cu

rric

ular

Ski

llsin

Dra

ma

35


Thinkingskillsaretoolsthathelppupilstogobeyondtheacquisitionofknowledgeinordertosearchformeaning,applyideas,analysepatternsandrelationships,createanddesignsomethingnewandmonitorandevaluatetheirprogress.

Personalandinterpersonalskillsandcapabilitiesunderpinsuccessinallaspectsoflife.Itisimportant,therefore,thatpupil’sself-esteemandself-confidenceareexplicitlyfosteredalongwiththeabilitytounderstandandmanagetheirownemotionsandtointeracteffectivelywithothers.

TeachersshouldhelppupilstodevelopThinkingSkillsandPersonalCapabilitiesbyfocusingonthefollowingareas.

Appendix2ThinkingSkillsandPersonalCapabilities

36


Thin

king

ski

llsa

nd

Pers

onal

Cap

abili

ties

stra

nds

Man

agin

gIn

form

atio

nTh

inki

ng,P

robl

em-

Solv

ing

and

Dec

isio

n-M

akin

g

Bei

ngC

reat

ive

Wor

king

with

Oth

ers

Self

-Man

agem

ent

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

per

sona

lre

spon

seo

fthe

lear

ner

byp

rom

otin

gdi

spos

ition

sfo

rcu

rios

ity,e

xplo

ratio

n,

expe

rim

enta

tion

and

inve

ntio

n

Toe

nabl

ele

arne

rsto

en

gage

inc

olla

bora

tive

activ

ities

and

tom

ake

the

mos

toft

heir

lear

ning

w

hen

wor

king

with

oth

ers

Toh

elp

lear

ners

to

beco

me

mor

ese

lf-di

rect

eds

oth

atth

eyc

an

man

age

thei

rle

arni

ng

inn

ews

ituat

ions

and

in

the

long

erte

rm

Exam

ples

ofp

roce

sses

in

whi

chp

upils

are

invo

lved

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,g

ener

atin

g,

inve

ntin

g,ta

king

ris

ksfo

rle

arni

ng

Bei

ngc

olla

bora

tive,

be

ing

sens

itive

too

ther

s’

feel

ings

,bei

ngfa

ira

nd

resp

onsi

ble

Eval

uatin

gst

reng

ths

and

wea

knes

ses,

se

ttin

ggo

als

and

targ

ets,

man

agin

gan

dre

gula

ting

self

Exam

ples

ofc

onte

xts

in

Dra

ma

Bre

aka

pie

ceo

fim

prov

ised

Dra

ma

into

st

eps/

sub-

task

s

Use

the

dram

ast

rate

gy

ofta

blea

uto

repr

esen

ta

situ

atio

nin

an

on-v

erba

lw

ay

Take

into

acc

ount

the

audi

ence

and

the

purp

ose

for

adr

ama

perf

orm

ance

Dis

tingu

ish

fact

from

op

inio

nw

hen

hots

eatin

gth

ech

arac

ter

ofH

enry

VI

II

Just

ifyc

hoic

esin

ch

arac

teri

satio

naf

ter

usin

gth

ough

ttra

ckin

gan

dco

nsci

ence

alle

yto

exp

lore

the

role

in

ques

tion

Sequ

ence

and

ord

er

even

tsa

nda

ctio

nsw

ithin

an

impr

ovis

atio

nab

outa

ro

bber

yin

the

loca

lpos

tof

fice

Use

dan

ced

ram

ato

po

rtra

yco

nflic

tin

ano

n-ve

rbal

way

Lear

nfr

omo

ther

peo

ple’

sdr

ama

byu

sing

kno

wn

wor

kas

as

timul

usfo

rcr

eatin

gth

eir

own

wor

k

Use

ac

lass

”st

and-

up”

com

edy

sess

ion

to

enco

urag

epu

pils

tote

lla

joke

with

outr

ehea

rsal

(ta

king

ris

ksfo

rth

eir

own

lear

ning

)

Take

turn

san

dco

-op

erat

ein

ap

aire

dm

ime

sequ

ence

Use

thou

ghtt

rack

ing

and

rela

teit

toth

ebr

eak-

upo

fare

latio

nshi

pto

de

velo

pun

ders

tand

ing

of

how

act

ions

and

wor

ds

affe

cto

ther

s

List

ena

ctiv

ely

and

shar

eop

inio

nsa

bout

how

a

light

ing

plot

mig

htb

ede

vise

dfo

ra

play

bas

ed

arou

ndD

racu

la’s

life

Eval

uate

ow

npe

rfor

man

cein

Dra

ma

wor

kan

dse

lect

asp

ects

th

atc

anb

eim

prov

ed

Rec

ogni

sew

hen

help

is

need

edin

dev

elop

ing

aro

leo

ra

char

acte

ran

dse

eka

dvic

efr

omth

ete

ache

r

Thin

king

Ski

llsa

ndP

erso

nalC

apab

ilitie

sin

Dra

ma

37


HotSeatingAcharacterisaskedquestionsbyothermembersoftheclasstowhichrepliesaremadeinrole.Thatis,thepupilcontinuestopretendthatheisthefictionalcharacter.Thoseaskingthequestionsmayormaynotbeinrole.

ThoughtTrackingPupils,inrole,areaskedtosaywhattheyarethinkingorfeelingatagivenmomentinthedrama;orotherpupilsmaytaketurnstosaywhatthecharacteristhinkingatthatpoint.

ConscienceAlleyAformofthoughttrackinginwhichpupilsformtwolinesfacingeachother.Acharactermovesdownthealleyandeachpupilinturnvoicesthecharacter’sthoughts.

TableauThepupilsplanandpresenta“statue,”thatis,astillimagewhichrepresentsinsymbolicformtheessentialnatureofasituation,relationshiporincident;itmayalsobeacommentorreflectiononit.

FreezeFrameAfreezeframeisanotherkindofstagepicturewhichissuddenlyobtainedbystoppingtheactionofthedrama.Theteachermayaskforreflectionfromthepupilsinroleastothesignificanceofthatparticularmomentinthedrama.Justasusefully,thepupilscoulddecideonasignificantmomenttostopthedrama.

Forfurtherexemplification,refertotheCCEADVDresourceDrama at Key Stage 3.

Appendix3DramaStrategiesforuseatKeyStage3

The

Arts

: Dra

ma

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 c

olum

n 1,

und

er th

e Cu

rric

ulum

Obj

ectiv

es a

nd K

ey E

lem

ents

in c

olum

ns 2

, 3 a

nd 4

and

in th

e Le

arni

ng O

utco

mes

at t

he b

otto

m.

Addi

tiona

l non

-sta

tuto

ry g

uida

nce

and

sugg

estio

ns a

re s

et o

ut in

pla

in te

xt a

nd it

alic

s.

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

Pupi

ls s

houl

d ha

ve o

ppor

tuni

ties,

thro

ugh

the

cont

exts

op

posi

te, t

o us

e dr

amat

ic s

kills

app

ropr

iate

to

audi

ence

, con

text

, pur

pose

and

task

. The

y sh

ould

hav

e op

port

uniti

es to

:

enga

ge w

ith a

ran

ge o

f stim

uli t

o de

velo

p cr

itica

l and

cr

eativ

e th

inki

ng s

kills

;ad

opt a

rol

e;ta

ke p

art i

n im

prov

isat

ion;

devi

se s

crip

ts a

nd u

se d

ram

a fo

rms

and

stra

tegi

es

effe

ctiv

ely

to e

xplo

re a

nd p

rese

nt id

eas;

empl

oy s

ign,

sym

bol,

met

apho

r an

d im

age;

enga

ge in

mov

emen

t and

/or

danc

e;ex

peri

ence

live

and

rec

orde

d dr

ama,

and

res

pond

to a

va

riet

y of

text

s;be

gin

to d

evel

op a

n ap

prec

iatio

n of

thea

tre

styl

es,

genr

es a

nd v

ocab

ular

y;ex

plor

e ch

arac

teri

satio

n th

roug

h us

e of

mas

ks,

cost

ume,

pro

ps, p

uppe

ts a

nd e

lect

roni

c m

edia

;ev

alua

te th

eir

own

and

othe

rs’ w

ork.

• • • • • • • • • •

Pupi

ls s

houl

d ha

ve o

ppor

tuni

ties

to:

Expr

ess

them

selv

es e

mot

iona

lly a

nd im

agin

ativ

ely

thro

ugh

dram

a an

d im

prov

isat

ion,

for

exam

ple,

use

a

vide

o ca

mer

a to

com

pile

and

rec

ord

pers

onal

exp

erie

nce

of

fam

ily, s

choo

l or

com

mun

ity li

fe; s

crip

t, im

prov

ise

or a

ct o

ut

issu

es th

at im

pact

on

11-1

4 ye

ar o

lds.

(Key

Ele

men

t: Pe

rson

al U

nder

stan

ding

)

Expl

ore

and

resp

ond

to th

e vi

ews

and

feel

ings

of o

ther

s,fo

r ex

ampl

e, a

ct o

ut s

cena

rios

invo

lvin

g m

ultip

le v

iew

poin

ts,

diffe

renc

es o

f opi

nion

, sen

sitiv

e is

sues

, etc

.(K

ey E

lem

ent:

Mut

ual U

nder

stan

ding

)

Expl

ore

issu

es r

elat

ed to

Per

sona

l Hea

lth

Expl

ore

heal

th r

elat

ed is

sues

, for

exa

mpl

e, im

prov

ise

a sc

ene

whe

re p

eer

pres

sure

or

risk

taki

ng b

ehav

iour

is c

entr

al

to th

e na

rrat

ive.

(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

the

abili

ty a

nd w

illin

gnes

s to

cha

lleng

e st

ereo

typi

cal,

bias

ed o

r di

stor

ted

view

poin

ts w

ith

appr

opri

atel

y se

nsiti

ve, i

nfor

med

and

bal

ance

d re

spon

ses

and

take

res

pons

ibili

ty fo

r ch

oice

s an

d ac

tions

etc

.(K

ey E

lem

ent:

Mor

al C

hara

cter

)

Expl

ore

issu

es r

elat

ed to

Spi

ritu

al A

war

enes

sEx

plor

e w

ays

in w

hich

upl

iftin

g/sp

iritu

al e

xper

ienc

es c

an

be c

onve

yed

thro

ugh

gest

ure,

exp

ress

ion,

mov

emen

t, da

nce

etc,

for

exam

ple,

exp

ress

ing

hope

, cel

ebra

ting

succ

ess,

etc

.(K

ey E

lem

ent:

Spir

itual

Aw

aren

ess)

Pupi

ls s

houl

d ha

ve o

ppor

tuni

ties

to:

Expl

ore

how

dra

ma

is u

sed

to e

duca

te a

bout

and

res

olve

is

sues

of s

ocia

l con

cern

, for

exa

mpl

e, c

ompo

se a

n an

ti-ra

cist

rap

for

a fo

otba

ll cl

ub; u

se a

ppro

pria

te s

trat

egie

s to

ch

alle

nge

ster

eoty

pica

l vie

ws

abou

t div

erse

loca

l or

glob

al

grou

ps.

(Key

Ele

men

t: Ci

tizen

ship

)

Expl

ore

how

dra

ma

refle

cts

and

give

s in

sigh

t int

o a

rang

e of

cul

ture

s, fo

r ex

ampl

e, in

vest

igat

e dr

ama

or

danc

e tr

aditi

ons

from

diff

eren

t cou

ntri

es; r

epre

sent

cul

tura

l si

mila

ritie

s or

diff

eren

ces

thro

ugh

perf

orm

ance

.(K

ey E

lem

ent:

Cult

ural

Und

erst

andi

ng)

Expl

ore

the

effe

cts

of m

edia

and

ICT,

for

exam

ple,

use

proj

ecte

d im

ages

in a

doc

udra

ma

on w

ar; u

se a

dig

ital

cam

era

to a

naly

se v

oice

and

mov

emen

t in

perf

orm

ance

.(K

ey E

lem

ent:

Med

ia A

war

enes

s)

Expl

ore

issu

es r

elat

ed to

Eth

ical

Aw

aren

ess

Expl

ore

ethi

cal i

ssue

s th

roug

h th

e m

ediu

m o

f dra

ma,

by

impr

ovis

ing

a sc

ene

invo

lvin

g de

cisi

on m

akin

g th

at

requ

ires

wei

ghin

g up

and

mak

ing

diffi

cult

choi

ces,

for

exam

ple,

allo

catin

g lim

ited

reso

urce

s; c

ampa

igni

ng o

n a

cont

rove

rsia

l iss

ue; b

alan

cing

diff

eren

t rig

hts.

(Key

Ele

men

t: Et

hica

l Aw

aren

ess)

Pupi

ls s

houl

d ha

ve o

ppor

tuni

ties

to:

Inve

stig

ate

how

ski

lls d

evel

oped

thro

ugh

dram

a su

ch a

s em

path

y, c

onfid

ence

and

com

mun

icat

ion

skill

s ar

e vi

tal t

o lif

e/w

ork

situ

atio

ns a

nd a

ran

ge o

f car

eers

, for

exa

mpl

e,

jobs

with

in th

e cr

eativ

e in

dust

ries

, or

invo

lvin

g de

sign

, ed

ucat

ion,

man

agem

ent o

f peo

ple

and

reso

urce

s, m

edia

and

te

chno

logy

, per

form

ing

arts

, hea

lthca

re, t

hera

py, w

ritin

g,

polit

ics,

law

, etc

.(K

ey E

lem

ent:

Empl

oyab

ility

)

Expl

ore

issu

es r

elat

ed to

Eco

nom

ic A

war

enes

sEx

plor

e is

sues

rel

ated

to p

lan

the

proc

esse

s in

volv

ed in

pr

oduc

ing

a pl

ay o

r st

age

mus

ical

, for

exa

mpl

e, fi

nd o

ut

how

to a

cces

s fu

ndin

g, h

ow to

adv

ertis

e an

d m

arke

t the

sh

ow.

(Key

Ele

men

t: Ec

onom

ic A

war

enes

s)

Expl

ore

issu

es r

elat

ed to

Edu

catio

n fo

r Su

stai

nabl

e D

evel

opm

ent

Expl

ore

how

dra

ma

can

prov

ide

oppo

rtun

ities

for

pupi

ls to

de

velo

p re

spec

t for

thei

r en

viro

nmen

t and

that

of o

ther

s,

for

exam

ple,

cre

ate

a sc

ene

or p

erfo

rman

ce th

at h

ighl

ight

s th

e im

pact

of a

topi

cal,

envi

ronm

enta

l iss

ue.

(Key

Ele

men

t: Ed

ucat

ion

for

Sust

aina

ble

Dev

elop

men

t)

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

D

ram

a.

Pupi

ls s

houl

d be

abl

e to

:

rese

arch

and

man

age

info

rmat

ion

effe

ctiv

ely

to in

vest

igat

e is

sues

, inc

ludi

ng U

sing

Mat

hem

atic

s an

d U

sing

ICT

whe

re a

ppro

pria

te;

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

appr

opri

ate;

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;

wor

k ef

fect

ivel

y w

ith o

ther

s;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

.co

mm

unic

ate

effe

ctiv

ely

in o

ral,

visu

al, w

ritt

en a

nd IC

T fo

rmat

s, s

how

ing

clea

r aw

aren

ess

of a

udie

nce

and

purp

ose.

• • • • • •

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

.

a ccea publication © 2007 - curriculum

Documents