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.”

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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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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

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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

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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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QuestionsforDepartmentsHowcanEnglishmeaningfullydeveloptheThinkingSkillsandPersonalCapabilities?

WherearethekeyopportunitiesinEnglishforinfusion?

Action

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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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5.2 AssessmentforLearning‘AssessmentforLearning’focusesonthelearningprocessratherthantheendproductandattempts,nottoprovelearning,buttoimproveit.Itisformativeassessment.Itisawaytotakestockoflearningduringtheprocessanditcaninformteachersonhowlearningisprogressing.

In‘AssessmentforLearning’:thereisahighemphasisontransferablelearning;assessmentbecomesamuchmoretransparentprocessbecauseitisbasedoncriticalinformationthatissharedwiththelearners;andlearnersareabletotakeresponsibilityfortheirownlearning,andforaspectsofassessment.

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

••

•

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

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rpre

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• • • • • • • • •

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ider

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• • • • • • • •

Cros

s-Cu

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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

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robl

em-S

olvi

ng

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akin

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eing

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ose

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ople

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rs’

abili

ties

ina

nin

form

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ronm

ent

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ctiv

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llof

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linf

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man

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ws

ituat

ions

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ples

of

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esse

sin

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ch

pupi

lsa

rein

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ed

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sing

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ses

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tives

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tern

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om

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ive

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m

inor

cha

ract

er

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ana

logy

to

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trat

eid

eas

to

peer

s

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kba

ckw

ards

,m

akin

gup

que

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ns

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ided

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ath

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ly

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etap

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Acta

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Prac

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ords

,phr

ases

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rmal

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Neg

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onw

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tyto

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nfr

omth

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ays

inw

hich

cha

ract

ers

in

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atur

eac

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ean

dad

dres

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eir

own

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knes

ses

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ider

per

sona

lst

reng

ths

and

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knes

ses

ing

roup

in

volv

emen

tand

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awar

eof

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lco

ntri

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nto

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mic

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earc

han

dle

arn

from

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that

au

thor

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anag

eth

eir

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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