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Technologyand Design

Key Stage 3 Non Statutory Guidance for Technology and Design

A CCEA Publication © 2007

Contents1 Section01 PurposeofthisGuidance

3 Section02 TechnologyandDesign

intheNorthernIrelandCurriculum

5 Section03 LinkstoKeyStage2andKeyStage45 3.1 KeyStage26 3.2 KeyStage4

9 Section04 UnderstandingtheStatutoryRequirementsfor TechnologyandDesign9 4.1 TheLayoutoftheStatutoryRequirements10 4.2 Knowledge,UnderstandingandSkills13 4.3 CurriculumObjectivesandKeyElements17 4.4 LearningOutcomes20 4.5 ThinkingSkillsandPersonalCapabilities

23 Section05 ApproachestoLearningandTeaching23 5.1 KeyMessages24 5.2 AssessmentforLearning26 5.3 ConnectingtheLearning29 5.4 ActiveLearning

31 Section06 AuditingandPlanning31 6.1 ConductingaDepartmentalAudit32 6.2 Long,MediumandShortTermPlanning

35 Appendices:35 Appendix1 Cross-CurricularSkills39 Appendix2 ThinkingSkillsandPersonalCapabilities

GuidanceforTechnologyandDesignatKeyStage3

1


ThisguidanceispartofthesupportandimplementationpackagefortheRevisedNorthernIrelandCurriculum(hereafterreferredtoasNorthernIrelandCurriculum)alreadywithyourschoolthatincludes:

TheStatutoryCurriculumatKeyStage3:SupplementaryGuidance;andTheCurriculumSupportandImplementationBox.

Boththeseresourcesandadditionallearningandteachingmaterialsarealsoavailableatwww.nicurriculum.org.uk.

TechnologyandDesignispartoftheminimumrequirementforeverypupilatKeyStage3.Thisguidanceseekstobuildongoodpracticeandtoprovideheadsofdepartmentwithinformationandpracticalapproachestohelpthemplanandroll-outtherequirementsforTechnologyandDesigninamanageableway.TheguidanceexplainsandprovidesinterpretationofthestatutoryrequirementsforTechnologyandDesign.

Therearedepartmentalquestionsandactivitiesaftereachsectionwhichcanhelpyouandthemembersofyourdepartmenttoreflectonandevaluateyourcurrentpracticeandidentifyactionsfordepartmentalplanning.

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

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Section01PurposeofthisGuidance

01

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TheNorthernIrelandCurriculumaimstoempowerpupilstoachievetheirpotentialandtomakeinformedandresponsiblechoicesanddecisionsthroughouttheirlives.Itisabouthelpingallpupilsprepareforlifeandwork:

asindividuals;ascontributorstosociety;ascontributorstotheeconomyandenvironment.

TechnologyandDesignhasasignificantroletoplayinthis.

Manypupilsatthisagehaveakeeninterestintryingtounderstandmajorissuesthattheyencounterwithintheirownculture,andthroughthemedia.Comingtoamoreinformedunderstandingofthepersonal,socialandenvironmentalissueswhichwillhaveanimpactonthemduringtheirlives,pupilsneedtoexplore:

theirsenseofidentityandbelonging;theircuriosityabouttheworldaroundthem;theirvaluesystemandhowweinteractwithourworldandwitheachother.

ThestudyandpracticesofTechnologyandDesignhelpusinmakingsenseoftheworld,bothintermsofthepracticalissuesofdesignandtheircloserelationshipwiththevaluesofsocietyandintheconsiderationofhowtheproductsofcultureenrichexperience.

MeetingCurriculumObjectivesTechnologyandDesigndevelops pupils as individualsby:

promotingcreativityandproblemsolvingskillsinresponsetodesignchallengesintheindividual’slife;helpingindividualsappreciatetheirownandother’sachievementsthroughresearch,investigationandevaluationofproducts;promotingsafeworkingpractice.

TechnologyandDesigndevelops pupils as contributorstosocietyby:investigatingthedesignandmanufactureofproductswhichaidparticulargroupswithinoursociety;evaluatingculturaltrendstoidentifyneedsandopportunities;exploringhowtechnologycontributestocommunicationwithinsociety;investigatingthevariousimpactswhichchangesintechnologyhaveonethicalissuesinourlives.

TechnologyandDesigndevelops pupils as contributors to the economy and environmentby:enablingpupilstodevelopskillsrelatingspecificallytodesign,manufactureandtestingwithinanengineeringenvironment;developingskillsvaluedbyemployerssuchas:analysisofproblems,researchfromvarioussources,analysisofinformation,problemsolving,practicalskillsincludinguseofnewtechnology,communicationandICTskills;analysingawidevarietyofproductsfromlocalandglobalcompanies;investigatingenvironmentalissuesintheworldtodayandseekingdesignsolutionswhicharemostsuitedtotakingaccountofthoseissues.

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Section02TechnologyandDesignintheNorthernIrelandCurriculum

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QuestionsforDepartmentsInordertocontributetothecurriculumobjectivesduringKeyStage3TechnologyandDesign,whatdowewantourpupilsto:

know(knowledgeandunderstanding);

beabletodo(skills);

belike(attitudesanddispositions)?

Action

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3.1 KeyStage2ScienceandTechnologyisacontributoryelementtoTheWorldAroundUsatKeyStages1and2,alongwithGeographyandHistory.

TheWorldAroundUsisorganisedunderthefollowingfourinterrelatedstrands:

Interdependence;Place;MovementandEnergy;ChangeOverTime.

ThestatutoryrequirementsforTheWorldAroundUsatKeyStage2aresetoutbelow.

ThroughthecontributoryelementsofScienceandTechnology,HistoryandGeography,teachersshouldenablepupilstodevelopknowledge,understandingandskillsin:

InterdependencePupilsshouldbeenabledtoexplore:

Howtheyandothersinteractintheworld;Howlivingthingsrelyoneachotherwithinthenaturalworld;Interdependenceofpeopleandtheenvironmentandhowthishasbeenacceleratedovertimebyadvancesintransportandcommunications;Theeffectofpeopleonthenaturalandbuiltenvironmentovertime.

PlacePupilsshouldbeenabledtoexplore:

Howplaceinfluencesthenatureoflife;Waysinwhichpeople,plantsandanimalsdependonthefeaturesandmaterialsinplacesandhowtheyadapttotheirenvironment;Featuresof,andvariationsinplaces,includingphysical,human,climatic,vegetationandanimallife;Ourplaceintheuniverse;Changeovertimeinplaces;Positiveandnegativeeffectsofnaturalandhumaneventsuponplaceovertime.

MovementandEnergyPupilsshouldbeenabledtoexplore:

Thecausesandeffectofenergy,forcesandmovement;Causesthateffectthemovementofpeopleandanimals;Howmovementcanbeacceleratedbyhumanandnaturaleventssuchaswars,earthquakes,famineorfloods;Positiveandnegativeconsequencesofmovementanditsimpactonpeople,placesandinterdependence.

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Section03LinkstoKeyStage2andKeyStage4

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ChangeoverTimePupilsshouldbeenabledtoexplore:

Howchangeisafeatureofthehumanandnaturalworldandmayhaveconsequencesforourlivesandtheworldaroundus;Waysinwhichchangeoccursoverbothshortandlongperiodsoftimeinthephysicalandnaturalworld;Theeffectsofpositiveandnegativechangesgloballyandhowwecontributetosomeofthesechanges.

Infulfillingthestatutoryrequirements,teachersshouldprovideabalanceofexperiencesacrossScienceandTechnology,GeographyandHistorytoconnectthesewherepossible.

Inaddition,teachinginTheWorldAroundUsshouldprovideopportunitiesforchildrenastheymovethroughKeyStages1and2toprogress:

frommakingfirsthandobservationsandcollectingprimarydatatoexaminingandcollectingrealdataandsamplesfromtheworldaroundthem;fromidentifyingsimilaritiesanddifferencestoinvestigatingsimilaritiesanddifferences,patternsandchange;fromusingeverydaylanguagetoincreasinglypreciseuseofsubjectspecificvocabulary,notationandsymbols;fromusingtools,componentsandmaterialstodesignandmaketocombiningdesigningandmakingskillsandtechniqueswithknowledgeandunderstandinginordertopresentsolutions.

3.2 KeyStage4TheflexibleframeworkatKeyStage3allows:

teacherstoestablishfoundationsforKeyStage4studybyprovidingopportunitiesforpupilstodemonstratedeeperunderstanding;pupilstobecomemoreindependentlearnerswhowillbeadeptandexperiencedinmanagingtheirownlearning.

KeyStage3experiencesshouldprovidearobustbasisforlearningatKeyStage4.Theknowledge,understandingandskillsoutlinedinthestatutoryrequirementsforKeyStage3TechnologyandDesignprovideaframeworkthatenablesteacherstotailorthebreadthanddepthofcoveragetomeettheneedsandinterestsofpupils.

AtKeyStage4thosepupilswhochoosetocontinuewithfurtherstudyinTechnologyandDesigncanselectfromarangeofqualifications,detailsofwhichareavailableontheCCEAwebsite.GCSEspecificationsinallsubjectsarecurrentlybeingreviewed.

ForthosepupilswhochoosenottocontinuewithfurtherstudyofTechnologyandDesignbeyondKeyStage3,theirexperiencesduringthekeystageshouldhaveprovidedthemwithsuchknowledge,understandingandskillsassociatedwithTechnologyandDesignaswillhelpthemengagemeaningfullywithrealandrelevantissuesintheirworld.

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QuestionsforDepartmentsWhatdoweknowaboutourpupils’previousexperiencesofTechnologyandDesign?

Howcanwefindoutmore?

IsourKeyStage3provisionpreparingpupilsforGCSEinthewaywewouldlike?

Forpupilswhodon’tcontinuewithGCSETechnologyandDesign,doesourKeyStage3provisionensureworthwhileexperienceswhichwillsupporttheirwiderlearning?

Action

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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)


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)


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

SkillstobedevelopedinTechnologyandDesign

duringKeyStage3.

ObjectivesThecurriculumobjectives

providetherealandrelevantcontextsinwhichTechnologyandDesignknowledge,understanding

andskillsaredeveloped.Theobjectivesshouldbedeveloped

throughoutthekeystage.

LearningOutcomesThesestatetheskillsand

capabilitiesthatpupilsshouldbeabletodemonstrate

throughoutthekeystageinthecontextofTechnology

andDesign.

4.1 TheLayoutoftheStatutoryRequirements

Thissectionincludesexplanationof:

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

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Section04UnderstandingtheStatutoryRequirementsforTechnologyandDesign

04

ExemplarSeebackcoverforanA3versionof

theStatutoryRequirementsforTechnologyandDesignwithadditionalguidanceandexamples

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4.2 Knowledge,UnderstandingandSkillsThefirstcolumninthestatutoryrequirementsforTechnologyandDesignisheaded‘Developingpupils’Knowledge,UnderstandingandSkills.’

Everythinginthiscolumnisastatutoryrequirementforthekeystageasawhole;notforindividualyearswithinthekeystage.Itisintendedthatschoolsinterpretanddeveloptheserequirementsasappropriatetotheirowncontext.ThenatureofTechnologyandDesignmeansthatthebulletpointsintheknowledge,understandingandskillscolumnarelikelytobecoveredanumberoftimeswithinthekeystage.

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Supportingnotes

Design–identifyingproblems;investigating,generating,developing,modellingandevaluatingdesignproposals;givingconsiderationtoform,functionandsafety;

Communication–useoffree-handsketchingandformaldrawingtechniquesandICTtools(including3Dmodelling);

Duringthekeystagepupilswillhavetheopportunitytodevelopideaswithinmanyareasofdesign.Problemswillbeclearlyunderstoodandrelevantareasofresearchwillbecarriedoutbeforedesignideasaredeveloped.Aclear,detailedspecificationofrequirementsshouldenablepupilstoproduceappropriateideasandevaluatethemastheirproductdevelops.Modellingofpartof,orofthecompleteprototypemaybeusefultoleadpupilstoafinaldesignproposal.Throughoutthedesignprocesspupilsshouldconsidersafetyasapriority.

Inthecourseofthedesignactivitypupilsshoulddeveloparangeofcommunicationskills,includingwrittenandoralcommunication.Anemphasisisplacedoncommunicationthroughsketchingandannotation,togetherwith3Dsolidmodellingofdesignsandpartsofadesign.Considerationshouldbegivento:colour,form,shapeandtexture.Formaldrawingapproachessuchasorthographicdrawingarepractisedandcompletedtorecognisedstandards,usingacceptedsymbols.Thecommunicationmethodchosenateachstageofthedesignprocesswillbeappropriateandsuitablefortheintendedaudience.

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Supportingnotes

Manufacturing–selectingandusingmaterialsfitforpurpose;safeuseofarangeoftoolsandprocessesappropriatetomaterials,demonstratingaccuracyandqualityofoutcome;

Control–incorporatecontrolsystems,suchasmechanical,electronicorcomputer-based,inproductsandunderstandhowthesecanbeemployedtoachievedesiredeffects.

Theselectionoftheappropriatematerialsiscarriedoutthroughevaluationofdesignideas,andwithconsiderationofrelevantpointswithinthedesignspecification.Manufacturingtechniquesandprocessesarealsoconsidered,soastodecidewhichmaterialsandprocessesaremostsuitable.Skillswithhandandmachinetoolsaredevelopedwithaccuracyandqualityinmind.Safetyisanimportantconsiderationatallstages.

Anunderstandingofvarioustypesofcontrolsystemswillbetaughtanddevelopedthroughoutthekeystage.Suitabilityofproposeddesignsforthepurposespecified,isdiscussedandtheappropriatecontrolsystemisincorporatedintoasuitablecasingorotherdesignsolution.

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QuestionsforDepartmentsWhatisthecurrentbalancebetweenknowledge,understandingandskillsinourdepartmentalprovision?

WhataretheimplicationsforfuturelearningandteachingatKeyStage3?

Action

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4.3 CurriculumObjectivesandKeyElementsThecurriculumobjectivesarebrokendownintokeyelements.ThekeyelementsareavehicleforensuringthatTechnologyandDesigndirectlyconnectstothecurriculumobjectives.ThekeyelementscanalsoprovideameansofconnectinglearninginEnglishtoothersubjectsandtoLearningforLifeandWork.UsingLearningforLifeandWorktomakeconnectionsisexploredfurtherin5.3ConnectingtheLearning.

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.

ThekeyelementsthatTechnologyandDesigncontributestomorefullyare:

PersonalUnderstanding;PersonalHealth;Citizenship;MediaAwareness;Employability;EducationforSustainableDevelopment.

Forexample,itisdifficulttoimagineanactivitywithinTechnologyandDesignwhichwouldnotinvolveaspectsofPersonalUnderstandingandCitizenship.Considerationofourownlifestyle,andtheworldwelivein,isofparamountimportancetothedevelopmentofusefulandappropriateproducts.

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Carefulconsiderationofthecontextuallinkswhichcanbedrawnoutbyusingclassroomactivitieswhichcloselymodelrealworldpractice,willleadtoprofitableconnectionswiththekeyelementsofCulturalUnderstanding,MediaAwarenessandEthicalAwareness,andthevariousaspectsofLearningforLifeandWork.

Thekeyelementsofferopportunitiestomakemeaningfullinkswithothersubjectsandpromotecoherenceacrossthewholecurriculumandfacilitatemorecollaborativeplanningandteaching.

ThetableoverleafgivesquestionswhichmayhelptoexplorewhatismeantbyeachkeyelementinTechnologyandDesign.SeealsotheexamplesofcontextswithinwhichactivitiescouldbeplannedtodevelopkeyelementsinAppendix1.

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QuestionsforDepartments•Whatkeyelementsdowe

addresswell;needtofocusmoreon;notaddressatall?

Arethereanykeyelementsthatwecoulddevelopwithanotherdepartmenttopromoteconnectedlearning?

Howcouldweusethecurriculumobjectivesorkeyelementstodriveplanninginourdepartment?

Whataretheimplicationsforourresources?

Action

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4.4 LearningOutcomesLearningoutcomesincorporatetheskillsandcapabilitiespupilsshouldbeabletodemonstratethroughoutKeyStage3ineachsubjectstrand.Thesearesimilaracrosseachsubjectstrandandpromotetheinfusionofthecross-curricularskills(Communication,UsingMathematicsandUsingICT)(pleaserefertoAppendix1forfurtherguidanceonthecross-curricularskills).ThelearningoutcomesalsopromotetheinfusionofThinkingSkillsandPersonalCapabilities(alsorefertoAppendix2forfurtherguidanceonThinkingSkillsandPersonalCapabilities).

Aswithallsubjects,itisstatutoryforteacherstoprovideopportunitiesforpupilstoacquireanddevelopthecross-curricularskillsandtheThinkingSkillsandPersonalCapabilitiesinTechnologyandDesign.PupilsshouldalsobegivenopportunitiestodemonstratetheirskillsandapplicationofknowledgeandunderstandingofTechnologyandDesigntomeetthelearningoutcomes.

EvidenceforLearningOutcomesEvidenceoftheapplicationofskills,knowledgeandunderstandingforalearningoutcomecanbedemonstratedatanypointinthelearningprocess.Learningoutcomescanbebasedonprocessorproduct.Theymaybeevidencedbyteacher,pupil,orpeerassessmentofarangeofpupils’workandperformance,includingworkgeneratedusingICT.Thenatureoffeedbackonlearningoutcomescanbequalitative,quantitative,verbalorwrittentosuitthepurposeoftheassessment.

UsingandRecordingEvidenceThenumberofoccasionswhenlearningoutcomesareinternallyrecorded,thesystemforinternalrecordingandtheusemadeofinternalrecordsisatthediscretionofdepartmentsinlinewithwholeschoolpolicy.Learningoutcomescanbedemonstratedthroughformalorinformalassessment,formativeand/orsummativeassessment.

EvidenceofLearningOutcomescanbe:

recordedinformally,thatis,primarilyforfeedbacktopupilsandforteacherreference;recordedformally,thatis,inlinewithdepartmentalandinternalwholeschoolassessmentpolicyrequirements;usedtoinformreporting,forexample,inrelationtoPupilProfilerequirements.

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SkillsandtheLearningOutcomesTherelationshipbetweenthelearningoutcomesandthecross-curricularskillsandThinkingSkillsandPersonalCapabilitiesissetoutinthetablebelow.

LearningOutcomesCross-CurricularSkills/ThinkingSkillsandPersonalCapabilities

Demonstratepracticalskillsinthesafeuseofarangeoftools,machinesandequipment

Self-ManagementThinking,Problem-Solving,Decision-MakingManagingInformationCommunicationUsingICTUsingMathematics

Researchandmanageinformationeffectively,includingUsingMathematicsandUsingICTwhereappropriate

ManagingInformation,Decision-MakingCommunicationUsingMathematicsUsingICT

Showdeeperunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,demonstratingUsingMathematicsandUsingICTwhereappropriate

Thinking,Problem-Solving,Decision-MakingCommunicationUsingMathematicsUsingICT

Demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough

BeingCreativeThinking,Problem-Solving,Decision-MakingCommunicationUsingMathematicsUsingICT

Workeffectivelywithothers WorkingwithOthersCommunication

Demonstrateself-managementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance

Self-ManagementThinking,Problem-Solving,Decision-MakingCommunication

Communicateeffectivelyinoral,visual,writtenandICTformats,showingclearawarenessofaudienceandpurpose

WorkingwithOthersSelf-ManagementCommunicationUsingICTUsingMathematics

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QuestionsforDepartmentsHowcanweplanforlearningoutcomes?

Howcanourexistingdepartmentalassessmentpolicybeamendedtomakereferencetothelearningoutcomes?

Whichlearningoutcomeswillbethemostchallengingforourdepartment?

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4.5 ThinkingSkillsandPersonalCapabilitiesTheThinkingSkills&PersonalCapabilitiesFrameworkconsistsoffiveoverlappingstrands:

ManagingInformation;Thinking,Problem-SolvingandDecision-Making;BeingCreative;Self-Management;WorkingwithOthers.

Eachstrandisbrokendownintofurtherdetail(seematerialavailableintheCurriculumSupportandImplementationBoxandatwww.nicurriculum.org.uk).Thebreakdownofthestrandscanfacilitatelessonplanningandprovidecriteriaagainstwhichpupils’performancescanbeassessedandreported;forexample,linkingcauseandeffect(adesignactivity),examiningevidence(lookingatcontextualexamples),planningatask,etc.

Manyofthesearenotnew,andarealreadybeingdevelopedacrossarangeofsubjects.Thissingleframeworkaimstomaketheirdevelopmentmorestructuredandexplicittoencourageapplicationacrossarangeofcontextsandprovideacommonlanguagethatpupilsandteacherscanusetotalkabouttheirthinkingandlearning.

ThereareanumberofteachingstrategiesthatwillpromotethedevelopmentofThinkingSkillsandPersonalCapabilitiesgenerally,forexample:settingopenendedtasks,effectivequestioning,usingthinkingframesanddiagrams,talkingaboutthinkingandlearning,providingmeaningfulopportunitiesforcollaborativelearningetc.

Manyoftheseactivitiesalsosupporttheprinciplesof‘AssessmentforLearning’.Thebigshift,however,istofocusonopportunitiesinTechnologyandDesignwhereaspecificthinkingskillorpersonalcapabilitycanbeusedtodeepenunderstandingofaparticulardesignconceptorcontext.

Thecontextusedinturnprovidesopportunitiesforthedevelopmentandpracticeofthethinkingskill/personalcapability.

Thispromoteslessonswherethereistheparalleldevelopmentofsubjectknowledgeandunderstandingaswellasthedevelopmentofaparticularmodeofthinking.Thisapproachisknownasinfusion;addingonethingtoanothertogiveitanewsignificance.

Planningforinfusioninvolves,forexample:

lookingacrossaseriesofunitsofworkinaparticularyeargroupandidentifyingwherethemostappropriatecontextsaretointroduceanddevelopspecificskills,suchas:evaluatingmostappropriateinformation,justifyingopinions,reachingagreementwithinagroupetc.

identifyingthespecificskillsandcapabilitiesbestdevelopedthroughTechnologyandDesignandsettingupcontextstointroduceandpracticethem,suchascomparingandevaluatingproducts,examiningoptionsandweighingupprosandcons(designanddevelopment),takingturns,sharingandcooperating(groupwork)etc.

ThisexplicitapproachtodevelopingThinkingSkillsandPersonalCapabilitiesprovidesopportunitiestoobserve,record,feedbackandreportonpupils’strengthsandareasforfuturefocusintermsoftheirdevelopmentinThinkingSkillsandPersonalCapabilities.Italsoenablespupilstotransferparticularthinkingskillsorpersonalcapabilitiestoothercontexts.

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ProgressioninThinkingSkillsandPersonalCapabilitiesisonlymadethroughpracticeandapplicationthrougharangeofcontextsandatincreasinglevelsofchallengeanddemand.

ContinuingProfessionalDevelopmentmaterialshavebeendevelopedtopromotetheinfusionofThinkingSkills&PersonalCapabilitiesacrossthecurriculum.Thesematerialsareavailableatwww.nicurriculum.org.uk.

QuestionsforDepartmentsHowcanTechnologyandDesignmeaningfullydevelopeachstrandoftheThinkingSkillsandPersonalCapabilitiesframework?

WherearethekeyopportunitiesinTechnologyandDesignforinfusion?

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5.1 KeyMessagesFlexibilityTeachersnowhavetheopportunitytousethestatutoryrequirementstodeviseschemesandunitsofworkinTechnologyandDesignthatfollowtheneedsandinterestsofpupils.Thisdoesnotmeanthrowingoutschemesofworkthathavebeencarefullydevelopedovertheyears.Itprovidesopportunitiesforteacherstobuildonthoseunitsthatbestengageanddeveloptheirpupilsandreplaceorrevitalisethoseunitsthatdidnotengagethepupilssomuch.

RelevanceTeachershaveopportunitiestolookforthemesandissuesthatarerealandrelevanttothelivesofpupilstoday.TechnologyandDesignskillsandtheconceptsinthefirstcolumnoftheTechnologyandDesignstrandcanbedevelopedthroughmanycurrentTechnologyandDesignissues,bothlocalandinthemedia,inwhichpupilsexpressaninterest.

IntegratedThestatutoryrequirementsforTechnologyandDesignarewrittentohelpteachersavoidteachingdiscretetopicsandtoformunitsofworkthatintegratetheknowledge,understandingandskills,soastomoveawayfromtechnicalcompetenceconsideredinisolation,tocontextualisedworkingactivitieswhichwillhelppupilsgainabetterunderstandingofhowtheworldaroundusworks.

ValuesBasedThekeyelementsprovideopportunitiesforpupilstoreflectonthemoral,ethical,spiritual,socialandculturaldimensionsofTechnologyandDesign,whichrelatetorealpeopleandrealplaces,andtoconsidertheirownviewsandopinionsaboutthem.

FutureFocusedPupilsarechallengedtothinkaboutthetypeofworldtheywouldliketoshareinyearstocomeandhowbesttoachieveit.TheycanexplorehowtheskillsdevelopedthroughTechnologyandDesignmighthelpthemandothersinthefuture.

ProcessnotProductProgressinlearningismadebyusingtheprocessesthatleadtofacilityinasubject’sknowledgeandskills.InTechnologyandDesignpupilsworktobuildconfidencewithusingmaterials,toolsandprocesses,andunderstandingthecontextsinwhichtheyareused.BecausethisemphasisonskillsisalreadyfamiliaritshouldposenomajordifficultiestoteachersofTechnologyandDesign.

Section05ApproachestoLearningandTeaching

05

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

In‘AssessmentforLearning’:thereisahighemphasisontransferable learning;assessmentbecomesamuchmoretransparentprocessbecauseitisbasedoncriticalinformationthatissharedwiththelearners;andlearnersareableto take responsibilityfortheirownlearning,andforaspectsofassessment.

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

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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;byincreasingthewaittimeto3or5secondsbetweenposingthequestionandaskingfortheanswer,teacherscanmakeasignificantdifferencetothequestion’seffectiveness.

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Selfandpeerassessment

Pupilreflectionpromotesindependentlearning,communicationandsupportintheclassroom.Teacherscandeveloppupilreflectionintheclassroomthroughtheuseofpeerandself-assessmentandself-evaluation.

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QuestionsforDepartmentsWhatarethebenefitsofAssessmentforLearningpracticeinourclassrooms?

WhichoftheAssessmentforLearningkeyactionsarepartofourexistingclassroompractice?

Whichdoweneedtogivemoreattentionto?

Howdowedothis?

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5.3 ConnectingtheLearningTheNorthernIrelandCurriculumisdesignedtoaccommodatelinksacrossthesubjects.Manynaturallinksexistalthoughtheymaybeunder-exploited.Wheretheselinksareidentifiedandplannedfor,theyhavethepotentialtomakelearningmoremeaningful,informedandpurposeful.Opportunitiestoconnectthelearningcanrangefromsmallandinformalactivitiestowholeschoolandformallyplannedactivities.Anyofthefollowingmaybeusedasdriversforconnectedlearningbetweentwoormoresubjects:

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

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QuestionsforDepartmentsWhichofthesecouldbestbeusedasastartingpointtomakemeaningfulconnectionswithothersubjects?

Action

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TechnologyandDesignhasmanystronglinkswithsubjectstaughtinthecurriculum.InparticularthedesignaspectsrelatetoskillstaughtinArtandDesign,whilemuchknowledgeandunderstandingoverlapswithScience,andinparticularPhysics.ItisimportanttobeawareofwhatistaughttopupilsacrossthekeystagethroughtheAreasofLearningandwhenitistaught,sothatpupilsmakerealandrelevantconnections.

ExamplesofconnectinglearningacrosssubjectsareavailableintheThematicUnitsandCollaborativeUnit.PleaserefertotheCurriculumSupportandImplementationBoxorgotowww.nicurriculum.org.uk.

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ConnectingtoLearningforLifeandWorkOnewayofbeginningtomakeconnectionsistouseLearningforLifeandWork.ThefoursubjectstrandswithinLearningforLifeandWork(PersonalDevelopment,LocalandGlobalCitizenship,HomeEconomicsandEmployability)contributedirectlytothethreecurriculumobjectives.

TheotherareasoflearningalsocontributetothecurriculumobjectivesandtoLearningforLifeandWork.Well-plannedandorganisedworkwithinsubjectsmakesadistinctiveandnaturalcontributiontoLearningforLifeandWorkandhelpstostrengthenandenrichLearningforLifeandWorkprovisionasawhole.RelevantkeyelementswithinsubjectscansupportlearningrelatedtoPersonalDevelopment,LocalandGlobalCitizenship,HomeEconomicsandEmployability.

Itisimportantthatopportunitiesforthedevelopmentofskills,knowledge,attitudesandvaluesinLearningforLifeandWorkareembeddedintopicalissues.Pupilsneedtobeprovidedwithstructuredopportunitiestoactivelyexploreissues,problemsandeventsthroughschoolandcommunityinvolvement,andtotakepartincriticaldiscussionsthatarechallengingandrelevanttotheirlives.

Teachershaveflexibilitytoenhancethebreadthanddepthoftheirsubject’scontributiontoLearningforLifeandWork.Subjectteacherscantherefore:

raiseawarenessaboutLearningfortheLifeandWorkkeyconcepts;developmoredetailedunderstandingabouttheLearningforLifeandWorkkeyconceptswithintheirsubjectcontext;exploreparticularLearningforLifeandWorkkeyconcepts.Whendeliveredinsufficientdepth,anareaoflearning/subjectstrandcantakefullresponsibilityformeetingaparticularstatementofrequirement.

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QuestionsforDepartmentsHowcanwemakeconnectionswithothercurriculumareasinrelationto:

knowledge,understandingandskills?

ThinkingSkillsandPersonalCapabilities?

Cross-curricularskills?

LearningforLifeandWork?

Whichaspectsofourcurrentpracticepromoteconnectedlearning?

Whataretheissuesaroundthemanagementofconnectedlearning?

Howwillweknowpupilsarelearningtomakeconnections?

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5.4 ActiveLearningEngagingpupilsmoreintheirlearningandprovidingthemwithopportunitiestodemonstrateThinkingSkillsandPersonalCapabilitiesrequiresanapproachbeyondtraditionaldidacticmethods.

TheglossaryActive Learning and Teaching Methods for Key Stage 3isavailableintheCurriculumSupportandImplementationBoxandatwww.nicurriculum.org.uk.Thisresourcecontainsawiderangeofactiveandexperientialstrategiestopromotepupils’participationandengagement.TechnologyandDesignteachersalreadyteachinaveryactiveandpracticalway,andthesubjectprovidesrichcontextstousearangeofactivelearningstrategies.

QuestionsforDepartmentsWhatactivelearningstrategiesmightworkforus?

Howdoestheclimateinyourclassroomsupporttheuseofactivelearning?

Whataretheimplicationsforclassroommanagement?

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ItisimportanttoevaluateexistingschemesofworkinrelationtothestatutoryrequirementsforTechnologyandDesign.DepartmentalplanningfortheNorthernIrelandCurriculumshouldbeinformedbyanevaluationprocess,andmayresultinacompletelyfreshapproach.

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

Auditsareastartingpointforthelongtermplanningprocess.Thereareanumberofpossible‘waysin’toanaudit.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,andworkupdetailssoastomatchplannedexperienceswithrevisedcurriculumrequirements.

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6.2 Long,MediumandShortTermPlanningLongTermPlanningInproducinglongtermplansorschemesofworkyouneedtothinkabout:

howTechnologyandDesignlinkswiththewidercurriculumobjectives;howTechnologyandDesignknowledge,understandingandskills(thelefthandcolumn)willbeaddressed;howandwhentodevelopspecificskillsandcapabilities;whereandwhencanwecontributetoassessmentofthecross-curricularskills;whatrangeofmaterials,techniquesandprocesseswillbestudied;howTechnologyandDesigncanactivelylinkwithothercurricularareas;howtheschemeofworkwillreflectwholeschoolcircumstancesanddevelopmentplanning.

MediumTermPlanningInplanningunitsofworkyouneedtothinkabout:

identifyingbigquestionsandissuestoengagepupilsandpromoteacreativeapproach;theteachingandlearningactivitiesandstrategiestobestdeveloptheskills;whatopportunitiescouldbedevelopedtocontributetoassessmentofthecross-curricularskills;howtobuildintimefortimeforreview,reflectionandremediation;resourceimplications:equipment,consumables,exemplarmaterials.

ShortTermPlanningInplanningalessonorseriesoflessonyouneedtothinkabout:

makingthelearningintentionsexplicittoclarifywhatyouwantthepupilstoknow,understandand/orbeabletodo;agreeingandnegotiatingwiththepupilswhatsuccessinthistask/activitywilllooklike;usingalaunchactivitytoengagethepupilsanddeveloptheirsenseofinquiry;usingarangeofactives/challenges;supportingandpromptingpupilperformance;planningplenariestofeedback,reflectonthinkingandlearning,makeconnectionstootherlearningandsetupnextlesson(s).

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Quitenaturally,teacherswanttheirlessonstoberelevantandstimulating,andbysodoingtoembodythevariouslearningexperienceshighlightedwithinthediagramofthe‘BigPicture’oftheKeyStage3Curriculum.Inplanningworkandactivitieswhichachievethisintention,TechnologyandDesignoffersreadyopportunitiestoreflecttheworkingpractices,contextsandconcernsofreal-worldexampleswithinadesignandmanufactureenvironment.

Theschemeofworkisthelongtermplanforthewholekeystage.Itwilltakeintoaccounttheprogressionofpupils’learningoverthethreeyears.ItalsocontainsthemediumtermplanningforeachYeargroupincludingthebroaderdimensionsoftheNorthernIrelandCurriculum:LearningforLifeandWork,keyelements,cross-curricularskillsandThinkingSkillsandPersonalCapabilities.

Theunitsofworkoutlinedintheschemeofworkarethemediumtermplans.Thesewillusuallycoveronetermorpartofaterm.Theywillgivedetailsofspecificlearningobjectives,teachingandlearningactivitiesandlearningoutcomes.

Shorttermplanswillgivedetailsofthesequenceandcontentoflessonsforaunitofwork.Longandmediumtermplanningwillinvolveallstaffwithinadepartment.Thisisnecessarytoachievecoherenceandcontinuityinplanningtheschemeofwork.

Shorttermplanningwillbecarriedoutbyindividualteachers,astheyrespondtotheneedsofpupils.

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QuestionsforDepartmentsWhenplanningaschemeofwork…

whatisthevisionoftheschool?whattimeisavailableforTechnologyandDesignineachyear?whatisthesubject’scontributiontothebroadercurriculumincludingCommunication,UsingMathsandUsingICT?howcanthesubjectmeetthecurriculumobjectives?howcanexperienceofarangeofskills,workingwithvariousmaterialsandcontrolsystemsandmanufacturingprocessesbestbecoveredineachyear?howwillpupils’progressbemeasured?howwillresourcesandmaterialsbeacquiredandused?whatlinkswithothercurriculumareaswillbeappropriate?

PlanningforProgressionwhatinformationisavailableaboutpupils’experiencesofScienceandTechnologyandDesignatKeyStage2?areunitsofworkadaptedtosuitpupils’earlierexperiences?areyourassumptionsofpupils’previoushands-onexperiencescorrect?aretheunitsarrangedsothatlaterworktakesearlierexperiencesfurther?whichaspectsarelikelytobemostdifficultandthereforerequiremoretime?isdevelopmentofpracticalskillstakingplace?howcanyouensuredesignskillsarebeingdevelopedthroughoutthekeystage?howwillablepupilsbechallengedbyplannedexperiences?

Curriculumdevelopmentisaprocessandrequiresongoingevaluation.Tryfiguringoutwhysomelessonswork,whileothersdon’tsucceedaswewouldlike.

Foranyschemeofworkitmightbeusefultoask:

Howwelldidthepupilsrespondtothat?didtheyenjoyit?didtheyseetherelevance?weretheymotivatedtolearn?

Howwelldidtheyachieve?whatevidenceofachievementwasthere?wasthereevidenceofdeeplearning?howdidIcollectit?

WhatmodificationscouldImake?inthecontent?inthelearningmaterials?inthelearningactivities?

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

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Action

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CommunicationAcrosstheCurriculumCommunicationiscentraltothewholecurriculum.Pupilsshouldbeabletocommunicateinordertoexpressthemselvessocially,emotionallyandphysically,todevelopasindividuals,engagewithothersandcontributeasmembersofsociety.Pupilsshouldbegivenopportunitiestoengagewithanddemonstratetheskillofcommunicationandtotransfertheirknowledgeaboutcommunicationconceptsandskillstoreal-life,meaningfulcontextsacrossthecurriculum.

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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Appendix1Cross-CurricularSkills

Appendices

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UsingMathematicsAcrosstheCurriculumUsingMathematicsistheskillofapplyingmathematicalconcepts,processesandunderstandingappropriatelyinavarietyofcontexts.Ideallytheseshouldbeinrelevantreallifesituationsthatrequireamathematicaldimension.

Pupilsarelikelytoacquireandconsolidatetheirmathematicalknowledge,conceptsandskillswithintheareaoflearningforMathematicsandNumeracy.However,theyshouldbegivenopportunitiestotransfertheirunderstanding,asappropriate,toothercontextsacrossthecurriculum.Pupilscandemonstratetheirmathematicalknowledge,understandingandskillsinavarietyofwaystocommunicate,manageinformation,thinkcritically,solveproblemsandmakedecisions.

TherequirementsforUsingMathematicsaresetoutbelow.

Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledto:

choosetheappropriatematerials,equipmentandmathematicstouseinaparticularsituation;usemathematicalknowledgeandconceptsaccuratelyworksystematicallyandchecktheirwork;usemathematicstosolveproblemsandmakedecisions;developmethodsandstrategies,includingmentalmathematics;exploreideas,makeandtestpredictionsandthinkcreatively;identifyandcollectinformation;read,interpret,organiseandpresentinformationinmathematicalformats;usemathematicalunderstandingandlanguagetoaskandanswerquestions,talkaboutanddiscussideasandexplainwayofworking;developfinancialcapability;useICTtosolveproblemsand/orpresenttheirwork.

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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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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,

dem

onst

ratio

n,

aski

ngq

uest

ions

,rea

ding

text

for

info

rmat

ion,

usi

nge

vide

nce

from

te

xtto

exp

lain

opi

nion

,com

mun

icat

ein

form

atio

nin

ac

lear

and

org

anis

edw

ay,

pres

enti

deas

ina

var

iety

off

orm

ats

for

diffe

rent

aud

ienc

esa

ndp

urpo

ses,

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,

men

tal

mat

hem

atic

s,m

ake

and

test

pre

dict

ions

,da

tah

andl

ing,

usi

ngs

tatis

tics,

de

velo

ping

fina

ncia

lcap

abili

ty,e

tc.

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

inT

echn

olog

yan

dD

esig

n

Use

ske

tche

sto

sho

wth

inki

nga

nd

conv

eyin

form

atio

nU

sete

xte

ffect

ivel

yto

pre

sent

find

ings

of

rese

arch

,des

crib

ean

dan

alys

ede

sign

s,s

how

dev

elop

men

tofa

nid

ea,

eval

uate

ap

rodu

ctD

ispl

ays

afet

yin

ap

ract

ical

en

viro

nmen

tthr

ough

att

itude

and

goo

dw

orki

ngp

ract

ice

Wor

kw

ithin

ag

roup

,and

repo

rtb

ack

toa

nau

dien

cew

ithd

ecis

ions

or

findi

ngs

Prod

uce

ade

taile

dm

anuf

actu

ring

pla

n

• • • • •

Use

mea

suri

ngto

ols

such

as

rule

ran

dpr

otra

ctor

toa

ccur

atel

ym

ark

out

mat

eria

lsU

sed

raw

ing

tool

ssu

cha

sco

mpa

ss

and

sets

quar

e,p

aral

lelm

otio

nru

ler

and

draw

ing

boar

d,to

pro

duce

or

thog

raph

icd

raw

ings

Calc

ulat

em

omen

tso

na

clas

s1

leve

rCa

lcul

ate

the

curr

entt

hrou

gha

re

sist

or,u

sing

V=I

RD

eter

min

eth

esp

eed

ofa

dri

ven

pulle

yus

ing

the

appr

opri

ate

form

ula

• • • • •

Res

earc

hin

form

atio

nab

outp

rodu

cts,

m

ater

ials

,man

ufac

turi

ng,d

esig

ners

Des

ign

3-D

pro

duct

sus

ing

appr

opri

ate

avai

labl

eso

ftw

are

Des

ign

and

test

ele

ctro

nic

circ

uits

us

ing

livew

ire/

croc

odile

clip

sCo

mpu

ter

cont

rolp

rogr

amm

ing

activ

ities

Pres

entin

gw

ritt

enp

roje

ctw

ork,

in

clud

ing

scan

ned

imag

es,d

igita

lph

otos

• • • • •

Cros

s-Cu

rric

ular

Ski

llsin

Tec

hnol

ogy

and

Des

ign

39


Thinkingskillsaretoolsthathelpchildrentogobeyondtheacquisitionofknowledgeinordertosearchformeaning,applyideas,analysepatternsandrelationships,createanddesignsomethingnewandmonitorandevaluatetheirprogress.

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

TeachersshouldhelpchildrentodevelopThinkingSkillsandPersonalCapabilitiesbyfocusingonthefollowingareas.

Appendix2ThinkingSkillsandPersonalCapabilities

40


Thin

king

ski

lls

and

Pers

onal

Ca

pabi

litie

sst

rand

s

Man

agin

gIn

form

atio

nTh

inki

ng,

Prob

lem

-Sol

ving

and

D

ecis

ion-

Mak

ing

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

in

activ

ele

arni

ngs

oth

at

they

can

go

beyo

nd

mer

ere

call

offa

ctua

lin

form

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

tob

ecom

em

ore

self-

dire

cted

so

that

they

ca

nm

anag

eth

eir

lear

ning

in

new

situ

atio

nsa

ndin

the

long

erte

rm

Exam

ples

of

proc

esse

sin

whi

ch

pupi

lsa

rein

volv

ed

Aski

ng,a

cces

sing

,se

lect

ing,

reco

rdin

g,

inte

grat

ing,

co

mm

unic

atin

g

Sear

chin

gfo

rm

eani

ng,d

eepe

ning

un

ders

tand

ing,

cop

ing

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,

set

ting

goal

san

dta

rget

s,m

anag

ing

and

regu

latin

gse

lf

Exam

ples

of

cont

exts

in

Tech

nolo

gya

nd

Des

ign

Rec

ord

inst

ruct

ions

and

re

tain

han

d-ou

ts.A

sk

appr

opri

ate

ques

tions

to

clar

ifyd

etai

lso

ftas

ks

Prod

uce

ade

sign

folio

w

hich

isw

ells

truc

ture

dan

dne

ata

ndti

dy

Stor

e,p

rint

and

retr

ieve

di

gita

lfile

s

Use

var

ious

sou

rces

of

info

rmat

ion

incl

udin

gus

ing

ase

arch

eng

ine,

to

loca

tere

leva

nts

ourc

esfo

rre

sear

ch

Anal

yse

agi

ven

prob

lem

,con

side

ring

al

lasp

ects

ind

etai

l

Cons

ider

whi

chg

ear

syst

emw

illc

ause

the

grea

test

redu

ctio

nin

sp

eed

Giv

eth

orou

gh

cons

ider

atio

nto

re

sear

chu

nder

take

nan

ddr

awc

oncl

usio

ns

Cons

ider

the

vari

ous

man

ufac

turi

ng

proc

esse

sav

aila

ble

and

dete

rmin

eth

em

osta

ppro

pria

te

Use

mat

eria

ls,m

edia

and

pr

oces

ses

inw

ays

whi

ch

are

pers

onal

lyc

hose

nan

din

divi

dual

lyd

irec

ted

toa

chie

vein

nova

tive

outc

omes

Exte

ndre

pert

oire

of

skill

sth

roug

hac

quir

ing

incr

ease

dfa

cilit

yin

m

anip

ulat

ing

tool

san

deq

uipm

ent

Inco

rpor

ate

adi

men

sion

of

per

sona

lexp

ress

ion

into

act

iviti

es

Exte

rior

ise

pers

onal

ae

sthe

ticp

refe

renc

es

thro

ugh

the

prod

uctio

nof

vi

sual

resp

onse

s

Take

par

tin

pair

and

gro

up

wor

kas

an

activ

em

embe

rof

ate

am

Iden

tify

how

toim

prov

ean

othe

rpe

rson

’s

perf

orm

ance

with

ina

co

llabo

rativ

eta

skb

ypr

ovid

ing

feed

back

and

ad

vice

bas

edo

now

nex

peri

ence

ofw

ork

bein

gun

dert

aken

Shar

eid

eas,

val

ueo

ther

s’

cont

ribu

tions

,acc

ept

chan

ging

role

sw

ithin

a

grou

p

Use

insi

ghti

nto

own

qual

ities

,ap

titud

esa

nds

kills

tod

ecid

eho

wto

app

roac

ha

desi

gnta

sk

Care

fully

pla

nco

urse

ofa

ctio

n,

cons

ider

ing

time

man

agem

ent

and

reso

urce

sre

quir

ed

Adap

tto

diffi

culti

esa

nds

et-

back

sw

ithin

the

prod

uctio

nof

wor

kby

per

seve

ring

and

st

ayin

gm

otiv

ated

Prac

tice

soci

als

kills

thro

ugh

shar

ing

mat

eria

ls,e

quip

men

tan

did

eas,

und

erst

and

resp

onsi

bilit

ies

for

colla

ting

and

pres

entin

gow

nw

ork

and

tidyi

ngu

p

Thin

king

Ski

llsa

ndP

erso

nalC

apab

ilitie

sin

Tec

hnol

ogy

and

Des

ign

41


Thin

king

ski

lls

and

Pers

onal

Ca

pabi

litie

sst

rand

s

Man

agin

gIn

form

atio

nTh

inki

ng,

Prob

lem

-Sol

ving

and

D

ecis

ion-

Mak

ing

Bei

ngC

reat

ive

Wor

king

with

Oth

ers

Self

-Man

agem

ent

Exam

ples

of

cont

exts

in

Tech

nolo

gya

nd

Des

ign

Pres

ento

wn

wor

kin

way

sw

hich

max

imis

ele

gibi

lity,

visu

alim

pact

,cla

rity

and

in

divi

dual

ityo

fres

pons

e

Prop

ose

ara

nge

of

poss

ible

resp

onse

sto

a

prob

lem

and

cla

rify

re

leva

ntp

ossi

bilit

ies

Exch

ange

idea

s,

insi

ghts

,res

pons

esa

nd

pref

eren

ces

with

oth

er

mem

bers

ofg

roup

Show

con

side

ratio

nfo

rot

hers

by

wor

king

saf

ely

ina

man

ufac

turi

ng

envi

ronm

ent

Chal

leng

ege

nder

st

ereo

type

s,a

ndq

uest

ion

assu

mpt

ions

Be

awar

eof

per

sona

llea

rnin

gpr

efer

ence

san

dst

yle,

and

use

th

isk

now

ledg

eto

opt

imis

epe

rson

alp

erfo

rman

ce

Scie

nce

and

Tech

nolo

gy: T

echn

olog

y an

d D

esig

nTh

e m

inim

um c

onte

nt is

set

out

bel

ow. T

he s

tatu

tory

requ

irem

ents

are

set

out

in b

old

unde

r K

now

ledg

e, U

nder

stan

ding

and

Ski

llsin

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

Pupi

ls s

houl

d ha

ve o

ppor

tuni

ties

thro

ugh

the

cont

exts

op

posi

te, t

o de

velo

p cr

eativ

e th

inki

ng a

nd p

robl

em s

olvi

ng

skill

s th

roug

h:

Des

ign

– id

entif

ying

pro

blem

s; in

vest

igat

ing,

gen

erat

ing,

de

velo

ping

, mod

ellin

g an

d ev

alua

ting

desi

gn p

ropo

sals

; gi

ving

con

side

ratio

n to

form

, fun

ctio

n an

d sa

fety

;

Com

mun

icat

ion

– us

e of

free

-han

d sk

etch

ing

and

form

al d

raw

ing

tech

niqu

es a

nd IC

T to

ols

(incl

udin

g 3D

m

odel

ling)

;

Man

ufac

turi

ng –

sel

ectin

g an

d us

ing

mat

eria

ls fi

t for

pu

rpos

e; s

afe

use

of a

ran

ge o

f too

ls a

nd p

roce

sses

ap

prop

riat

e to

mat

eria

ls, d

emon

stra

ting

accu

racy

and

qu

ality

of o

utco

me;

Cont

rol –

inco

rpor

ate

cont

rol s

yste

ms,

suc

h as

m

echa

nica

l, el

ectr

onic

or

com

pute

r-ba

sed,

in p

rodu

cts

and

unde

rsta

nd h

ow th

ese

can

be e

mpl

oyed

to a

chie

ve

desi

red

effe

cts.

Pupi

ls s

houl

d ha

ve o

ppor

tuni

ties

to:

Res

pond

to a

per

sona

l des

ign

chal

leng

e in

rel

atio

n to

th

eir

own

lifes

tyle

, for

exa

mpl

e, c

reat

e an

org

anis

atio

nal/

stor

age

syst

em fo

r pe

rson

al e

ffect

s.(K

ey E

lem

ent:

Pers

onal

Und

erst

andi

ng)

Abid

e by

hea

lth

and

safe

ty r

ules

whe

n us

ing

tool

s,

mac

hine

s an

d eq

uipm

ent.

Inve

stig

ate

the

desi

gn, o

pera

tion

and

safe

use

of a

ran

ge

of li

fest

yle

prod

ucts

, for

exa

mpl

e, d

evel

op g

uide

lines

for

the

use

of p

opul

ar g

adge

ts.

(Key

Ele

men

t: Pe

rson

al H

ealt

h)

Expl

ore

issu

es r

elat

ed to

Mut

ual U

nder

stan

ding

Agre

e cr

iteri

a to

eva

luat

e th

e qu

ality

of p

rodu

cts,

for

exam

ple,

thos

e of

pee

rs, l

ocal

or

inte

rnat

iona

l inn

ovat

ors/

desi

gner

s et

c.(K

ey E

lem

ent:

Mut

ual U

nder

stan

ding

)

Expl

ore

issu

es r

elat

ed to

Mor

al C

hara

cter

Dem

onst

rate

tena

city

to m

eet d

esig

n ch

alle

nges

, usi

ng

failu

re a

s a

lear

ning

exp

erie

nce.

(Key

Ele

men

t: M

oral

Cha

ract

er)

Expl

ore

issu

es r

elat

ed to

Spi

ritu

al A

war

enes

sD

evel

op a

n ap

prec

iatio

n of

ow

n or

oth

er’s

ach

ieve

men

ts,

for

exam

ple,

the

wor

k of

an

indi

vidu

al/g

roup

, an

hist

oric

or

cont

empo

rary

art

efac

t, a

man

-mad

e st

ruct

ure.

(Key

Ele

men

t: Sp

iritu

al A

war

enes

s)

Pupi

ls s

houl

d ha

ve o

ppor

tuni

ties

to:

Expl

ore

tech

nica

l inv

entio

ns a

nd d

esig

ns th

at h

ave

met

a

soci

al n

eed

cost

-eff

ectiv

ely,

for

exam

ple,

eva

luat

e th

e de

sign

of t

he c

lock

wor

k ra

dio,

flat

-pac

k pr

oduc

t, et

c.D

esig

n co

st e

ffec

tive

and

appr

opri

ate

solu

tions

to m

eet

the

spec

ific

need

s of

div

erse

loca

l and

glo

bal g

roup

s, fo

rex

ampl

e, to

ddle

rs, p

eopl

e su

fferi

ng fr

om a

rthr

itis

or v

isua

l im

pair

men

t, vi

llage

rs in

the

deve

lopi

ng w

orld

with

out c

lean

w

ater

, etc

.(K

ey E

lem

ent:

Citiz

ensh

ip)

Expl

ore

how

dev

elop

men

ts in

Tec

hnol

ogy

and

Des

ign

have

cha

nged

the

way

we

can

acce

ss th

e m

edia

, for

exam

ple,

the

deve

lopm

ents

in b

oth

sate

llite

com

mun

icat

ions

(s

uch

as S

atel

lite

phon

es) a

nd e

lect

roni

cs (i

nter

activ

e te

levi

sion

, mob

ile p

hone

s).

(Key

Ele

men

t: M

edia

Aw

aren

ess)

Expl

ore

issu

es r

elat

ed to

Cul

tura

l Und

erst

andi

ngCr

itica

lly e

valu

ate

the

influ

ence

of c

ultu

ral t

rend

s in

pr

oduc

ts d

esig

ned

for

youn

g pe

ople

, for

exa

mpl

e, th

e st

ylin

g, c

olou

r sc

hem

es a

nd m

ater

ials

use

d in

spo

rts

and

leis

ure

equi

pmen

t.(K

ey E

lem

ent:

Cult

ural

Und

erst

andi

ng)

Expl

ore

issu

es r

elat

ed to

Eth

ical

Aw

aren

ess

Inve

stig

ate

ethi

cal d

ilem

mas

that

can

ari

se th

roug

h te

chno

logi

cal c

hang

e, fo

r ex

ampl

e, th

e im

pact

of a

co

nsum

er d

rive

n so

ciet

y, p

irat

ing,

mas

s pr

oduc

tion

of

coun

terf

eit g

oods

, the

nee

d fo

r re

gula

tion

of th

e in

tern

et,

tech

nolo

gica

l war

fare

, etc

.(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

how

the

skill

s de

velo

ped

thro

ugh

Tech

nolo

gy

and

Des

ign

will

be

usef

ul to

a w

ide

rang

e of

car

eers

, fo

r ex

ampl

e, jo

bs in

volv

ing

desi

gnin

g, m

anuf

actu

ring

an

d pr

oduc

tion

in a

wid

e ra

nge

of c

onte

xts

incl

udin

g co

mm

unic

atio

ns, c

onst

ruct

ion,

eng

inee

ring

, lan

dsca

pe

desi

gn, p

rodu

ct d

esig

n, fa

shio

n, li

fest

yle

good

s, m

edia

, etc

.In

vest

igat

e jo

bs/c

ompa

nies

loca

lly, i

n w

hich

Tec

hnol

ogy

and

Des

ign

skill

s ar

e us

ed.

(Key

Ele

men

t: Em

ploy

abili

ty)

Purs

ue d

esig

n so

lutio

ns u

sing

env

iron

men

tal f

rien

dly

mat

eria

ls a

nd e

nerg

y so

urce

s.Id

entif

y pr

oduc

t nee

ds a

nd p

ursu

e su

stai

nabl

e ha

rmon

ious

des

ign

solu

tions

in a

loca

l out

door

/ind

oor

cont

ext,

for

exam

ple,

des

ign

a sc

hool

pla

ygro

und;

des

ign

a ga

rden

are

a w

ith c

onsi

dera

tion

of a

ll fiv

e se

nses

and

nat

ive

spec

ies;

des

ign

a re

st a

rea

in a

par

k, s

hopp

ing

cent

re.

(Key

Ele

men

t: Ed

ucat

ion

for

Sust

aina

ble

Dev

elop

men

t)

Expl

ore

issu

es r

elat

ed to

Eco

nom

ic A

war

enes

sEx

plor

e an

d as

sess

the

attr

ibut

es o

f a s

ucce

ssfu

l loc

al

prod

uct,

for

exam

ple,

in te

rms

of d

esig

n, q

ualit

y, v

alue

for

mon

ey, fi

tnes

s fo

r pu

rpos

e, m

arke

ting

stra

tegy

, etc

.R

espo

nd to

a d

esig

n ch

alle

nge

offe

red

by a

loca

l com

pany

or

indi

vidu

al.

(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

Te

chno

logy

and

Des

ign.

Pupi

ls s

houl

d be

abl

e to

:

dem

onst

rate

pra

ctic

al s

kills

in th

e sa

fe u

se o

f a r

ange

of t

ools

, mac

hine

s an

d eq

uipm

ent;

rese

arch

and

man

age

info

rmat

ion

effe

ctiv

ely

to in

vest

igat

e de

sign

issu

es, i

nclu

ding

Usi

ng M

athe

mat

ics

and

Usi

ng IC

T w

here

app

ropr

iate

;sh

ow d

eepe

r un

ders

tand

ing

by th

inki

ng c

ritic

ally

and

flex

ibly

, sol

ving

pro

blem

s an

d m

akin

g in

form

ed d

ecis

ions

, dem

onst

ratin

g U

sing

Mat

hem

atic

s an

d U

sing

ICT

whe

re

ap

prop

riat

e;de

mon

stra

te c

reat

ivity

and

initi

ativ

e w

hen

deve

lopi

ng id

eas

and

follo

win

g th

em th

roug

h;w

ork

effe

ctiv

ely

with

oth

ers;

dem

onst

rate

sel

f-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 (i

nclu

ding

gra

phic

), w

ritt

en, m

athe

mat

ical

and

ICT

form

ats

show

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

.

Technologyand Design

Key Stage 3 Non Statutory Guidance for Technology and Design

A CCEA Publication © 2007

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Technology and Design - Curriculum | CCEA · The questions and activities follow The 4A’s Model for Planning ... Technology and Design develops pupils as contributors ... , communication