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AREA OF LEARNING DAY 2 Environment and Society: Geography

Feb-Mar 2008

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Leading Learning 1 November 2005

Leading Learning 2 April/May 2006

Curriculum Leader Day 1 September/October 2006

Curriculum Leader Day 2 November/December 2006

Area of Learning Day 1 February/April 2007

Leading Learning 3 September 2007

Curriculum Leader Day 3 October 2007

CCEA Principals Assessment Conference November/December 2007

Area of Learning Day 2 February – March 2008

Co-ordinating the Assessment and Reporting of the Cross Curricular Skills

Summer Term 2008

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COURSE OBJECTIVES

1.To reflect on practice and identify opportunities for skills development.

2.To deepen understanding of how the development of pupils’ thinking skills and personal capabilities enhances learning.

3.To deepen understanding of how the development of pupils’ skills in Communication, Using Mathematics and Using ICT enhances learning.

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PROGRAMME

09.30 Welcome and Introduction09.45 Session 1: Reflection on Yr 8 Implementation to

date 10.30 COFFEE11.00 Session 2: Thinking Skills and Personal Capabilities12.00 Session 3: Cross-Curricular Skill 1 - Communication12.30 LUNCH13.30 Session 4: Cross-Curricular Skill 2 – Using Maths14.00 Session 5: Cross-Curricular Skill 3 – Using ICT14.45 Personal Evaluation and Next Steps

Course Evaluation

15.15 Close

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At the heart of the Northern Ireland Curriculum lies an explicit emphasis

on the development of skills and capabilities for life-long learning and

for contributing to society.

Curriculum AimCurriculum Aim The Northern Ireland Curriculum aims to empower young people to achieve their potentialThe Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives.and to make informed and responsible decisions throughout their lives.

Curriculum ObjectivesCurriculum Objectives To develop the young person as an To develop the young person as an individualindividual

To develop the young person as a To develop the young person as a contributor to societycontributor to society

To develop the young person as a contributor To develop the young person as a contributor to the economy & environmentto the economy & environment

The The ArtsArts

English (And IrishIn Irish medium

schools) with Media Education

Environment Environment & Society& Society

Mathematics Mathematics with Financial with Financial

CapabilityCapability

Modern Modern LanguagesLanguages

Physical Physical EducationEducation

Science & Science & TechnologyTechnology

Religious Religious EducationEducation

Areas of Areas of LearningLearning

ACROSSACROSS

Promoting/EncouragingPromoting/Encouraging

Learning Learning ExperiencesExperiences

Investigating & problem-solving linked to other curriculum areas relevant & enjoyable media rich skills integrated active & hands on offers choiceInvestigating & problem-solving linked to other curriculum areas relevant & enjoyable media rich skills integrated active & hands on offers choice

Challenging & engaging supportive environment culturally diverse positive reinforcement varied to suit learning style on-going reflection enquiry basedChallenging & engaging supportive environment culturally diverse positive reinforcement varied to suit learning style on-going reflection enquiry based

INFUSINGINFUSING

Cross-Curricular Skills Cross-Curricular Skills

Thinking Skills and Thinking Skills and Personal CapabilitiesPersonal Capabilities

Communication Using Mathematics Using ICT

Managing Information Thinking, Problem Solving, Decision Making Being Creative

Working with Others Self Management

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CROSS CURRICULAR SKILLS• All subject strands/Areas of Learning have a

statutory requirement to provide opportunities for pupils to acquire and develop skills (CCSs) of Communication, Using Mathematics and Using ICT.

• It is the responsibility of every teacher in every subject to ensure that the CCSs are promoted and developed as part of learning and teaching within their subject.

• The CCSs are clearly visible in the Statutory Learning Outcomes for each subject at Key Stage 3.

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Session 1

Reflection

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• What changes in approaches to learning have you tried and how did this work in practice?

• How did these changes impact on:– Pupil learning? (evidence)– Teacher strategies? – Departmental planning?

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COFFEE

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SKILLS AND CAPABILITIES

Developing skills and capabilities enables pupils to:

• learn how to learn;

• manage their own emotions;

• interact effectively with others, and

therefore enhances the chances of success in all aspects of life.

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Session 2

TS & PC

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Thinking skills enable pupils to learn how to learn by helping pupils:• go beyond the acquisition of knowledge in order to deepen their understanding and apply ideas, generate new possibilities and make decisions as well as plan, monitor and evaluate their progress;• experiment with ideas, take initiative, learn from mistakes, work collaboratively and become more self-directed in their learning.

Thinking Skills and Personal Capabilities

Managing InformationAsking, accessing, selecting, recording,

integrating, communicating

•Ask focused questions•Plan and set goals, break task into sub-tasks•Use own and others’ ideas to locate sources of information•Select, classify, compare and evaluate information•Select most appropriate method for a task •Use a range of methods for collating, recording and representing information•Communicating with a sense of audience and purpose

Thinking, Problem Solving, Decision Making

Activating learning, deepening understanding, coping with challenges

•Sequence, order, classify, make comparisons•Make predictions, examine evidence, distinguish fact from opinion•Make links between cause and effect•Justify methods, opinions and conclusions•Generate possible solutions, try out alternative approaches, evaluate outcomes•Examine options, weigh up pros and cons•Use different types of questions•Make connections between learning in different contexts

Being CreativeImagining, generating, inventing, taking

risks

•Seek out questions to explore and problems to solve•Experiment with ideas and questions•Make new connections between ideas/information•Learn from and value other people’s ideas•Make ideas real by experimenting with different designs, actions, outcomes•Challenge the routine method•Value the unexpected or surprising•See opportunities in mistakes and failures•Take risks for learning

Working with OthersBeing collaborative, being sensitive to others’ feelings, being fair

and responsible•Listen actively and share opinions•Develop routines of turn-taking, sharing and co-operating•Give and respond to feedback•Understand how actions and words affect others•Adapt behaviour and language to suit different people and situations•Take personal responsibility for work with others and evaluate own contribution to the group•Be fair•Respect the views and opinions of others, reaching agreements using negotiation and compromise•Suggest ways of improving their approach to working collaboratively

Self ManagementKnowing strengths and weaknesses, setting goals and targets,

managing and regulating self•Be aware of personal strengths, limitations and interests•Set personal targets and review them•Manage behaviour in a range of situations•Organise and plan how to go about a task•Focus, sustain attention and persist with tasks•Review learning and some aspect that might be improved•Learn ways to manage own time•Seek advice when necessary•Compare own approach with others and in different contexts

THINKING SKILLS AND PERSONAL CAPABILITIES

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Lesson Activity

Energy for the Future:

Sustainable Energy Choices for

Northern Ireland

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Debrief• Which specific descriptor of the skill did you

focus on in this activity?• How did the activity contribute to the

development of this skill?• How does this skill contribute to learning in

geography?• What evidence do you have for your answers?• How might the activity be improved?

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Cross-Curricular Skills

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

• Specific knowledge and techniques may be acquired initially in identified areas of learning/subjects, but an enhanced emphasis must be placed on the effective development of skills in other curriculum contexts.

Cross Curricular Skills

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Session 3

Communication

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COMMUNICATION

• Communication is central to the whole curriculum and to success in life.

• The modes of communication include talking and listening, reading and writing.

• Effective communication also includes non-verbal modes of communication, wider literacy and the use of multi-media and ICT technologies.

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Across the curriculum, at a level appropriate to their ability, pupils should be enabled to develop skills in:

TALKING & LISTENING

Pupils should be enabled to:• Listen to and take part in discussions…• Contribute comments, ask questions …• Communicate information, ideas …• Speak clearly and structure talk …• Adapt ways of speaking to audience …• Use non-verbal methods to express ideas …

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Assumptions• We tend to believe that the teacher’s job is to

teach, i.e. TALK.• We also tend to believe that language

acquisition and development is an ongoing, natural process and that the job of school is to teach READING & WRITING.

• The result of this is passive, sometimes even “disabled” learners

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Research • It is through speech that children learn to

organise their thinking and focus their ideas. (Lyle, 1993)

• Oral Language is one of the most important means of learning and acquiring knowledge. (Lemke, 1989)

• In the development of oral communication skills, critical thinking and reasoning abilities are developed along the way. (Aiex,1990)

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Effective Group Talking & Listening• Establish timelines

• Appoint roles (leader, reporter, researcher, timekeeper, recorder,)

• Allow time for individual thinking before sharing with others.

• Outline expectations for processes and products i.e. clear learning outcomes

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Effective Group Talking & Listening

• The teacher needs to explain, clarify and model each role within the group and get the pupils used to what is expected from each role

• Pupils need to be taught the kind of language that can be used in each role so that everyone gets a chance to speak and be HEARD

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The Role of the Teacher as Listener & Monitor

• The teacher should only intervene to facilitate the discussion so that productive learning through talk occurs. If the teacher “takes over” the pupils will stop talking and the real learning stops.

• Useful ways of moving the discussion along can be– “has anyone here ever..?”– “What would happen if…?”– “Does anyone have another point of view..?”– “Can you explain reasons for that..?”– “Stop for two minutes and jot down some arguments for…”

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Normal Classroom ActivityThe teacher sets the tone for group

talking and listening.

If the activity is well organised with clear learning intentions, time-limited and with structured feedback then pupils see it as a serious learning tool as opposed to a

break in normal classroom activity.

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Debrief• Which specific descriptor of the skill did you

focus on in the lesson? • How did the activity contribute to the

development of this skill?• How does this skill contribute to the learning in

your area of learning/subject?• What evidence do you have for your answers?• How might the activity be improved?

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Session 4

Using Mathematics

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USING MATHEMATICS

• Using Mathematics focuses on how pupils apply their mathematical knowledge and skills appropriately in a variety of contexts.

• Ideally these should be relevant real-life situations that require a mathematical dimension.

• Therefore, the opportunities should address not just what pupils know, but also how they are able to use their knowledge appropriately and accurately

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Living Graph Activity

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Debrief• Which specific descriptor of the skill did you

focus on in this activity?• How did the activity contribute to the

development of this skill?• How does this skill contribute to the learning in

your area of learning/subject?• What evidence do you have for your answers?• How might the activity be improved?

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Session 5

Using ICT

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USING ICT

Across the curriculum, at a level appropriate to their ability, pupils should be enabled to develop skills to:• Explore• Express• Exchange• Evaluate• Exhibit

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ICT activity

Identify and share examples of ICT strategies you have used to develop the five Es in Geography

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Debrief

• How does ICT improve the learning in Geography?

• What aspects of the five Es of ICT need further development in Geography?

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Personal Evaluation

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

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Next Steps• What is our next step as a

department?

• How can we ensure that we develop practice within our department?

• How can we benefit from good practice in other areas of the curriculum?