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BTEI LEVEL 3 INTEGRATED CURRICULUM: IRELAND TODAY
2010
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Acknowledgements
This curriculum framework for a Level Three Certificate in General Learning – ‘Ireland Today: Studying Ireland in the twenty-first century’ was
researched and written by Co. Wicklow VEC, in cooperation with the Further Education Development Unit of the Department of Education and
Skills.
Thanks are also due to the following for their advice, contributions and support:
Co. Donegal VEC
Co. Kilkenny VEC
Further Education and Training Awards Council
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Contents Section 1: Introduction ............................................................................................................................................................................................................ 6
BTEI Level 3 Certificate in General Learning: 'Ireland Today' - Studying Ireland in the twenty-first century. ........................................................................ 7
Duration of programme ....................................................................................................................................................................................................... 8
Entry Criteria ....................................................................................................................................................................................................................... 8
Certification ......................................................................................................................................................................................................................... 8
Progression Opportunities ................................................................................................................................................................................................. 10
The phased approach ......................................................................................................................................................................................................... 10
Section 2: Curriculum design and decision-making ................................................................................................................................................................ 13
A spiral curriculum ............................................................................................................................................................................................................ 13
The European Framework of Eight Competences .............................................................................................................................................................. 15
Digital Competence ............................................................................................................................................................................................................ 16
Section 3: Teaching, Learning and Assessment ....................................................................................................................................................................... 16
Characteristics of Adult learners ........................................................................................................................................................................................ 16
Discrete entry points for Adult Learners ........................................................................................................................................................................... 17
Ensuring transfer of Learning .............................................................................................................................................................................................. 18
A note on teaching methodologies. .................................................................................................................................................................................... 19
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Assessment ........................................................................................................................................................................................................................ 20
Purposes of Assessment .................................................................................................................................................................................................... 21
Formative Assessment - Assessment for Learning ........................................................................................................................................................... 21
Summative Assessment .................................................................................................................................................................................................. 21
Planning delivery ................................................................................................................................................................................................................ 22
Information to Learners ...................................................................................................................................................................................................... 22
Section 4: Outline of The Curriculum Phases ............................................................................................................................................................................ 23
Phase 1: Finding out about Ireland today ............................................................................................................................................................................... 23
Phase 1, Unit 1 ................................................................................................................................................................................................................ 24
Phase 1, Unit 2 ................................................................................................................................................................................................................ 25
Phase 2: Representation of Ireland Today in Art and Creativity ................................................................................................................................................. 26
Phase 2, Unit 3 ................................................................................................................................................................................................................ 26
Phase 2, Unit 4 ................................................................................................................................................................................................................ 27
Phase 3: Communicating knowledge and understanding of Ireland today to others .................................................................................................................... 27
Phase 3: Unit 5 ................................................................................................................................................................................................................ 28
Phase 3: Unit 6 ................................................................................................................................................................................................................ 28
Section 5: The Curriculum Framework ...................................................................................................................................................................................... 29
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Phase 1: Finding out about Ireland today ............................................................................................................................................................................... 29
Phase 2: Representations of Ireland today in art and creativity ............................................................................................................................................. 42
Phase 3: Communicating understanding and knowledge of Ireland Today to others............................................................................................................... 48
Section 6: Sample Lesson Plans for Ireland Today .................................................................................................................................................................. 53
Section 7: Assessment planning ............................................................................................................................................................................................. 61
Bibliography .......................................................................................................................................................................................................................... 67
Section 8: Appendices ............................................................................................................................................................................................................. 68
Appendix 1: The European Framework of Key Competences. ........................................................................................................................................... 68
Appendix 2: Resources ....................................................................................................................................................................................................... 71
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Section 1: Introduction
This document sets out a curricular framework as an exemplar for the implementation of a BTEI Level 3 Foundation Programme on a phased basis which
leads to a full FETAC Level 3 Certificate in General Learning.
This curricular framework is designed to serve as an example of how a programme might be structured in order to have learners achieve a FETAC Level 3
Certificate in General Learning. The framework sets out a structure for delivering seven components leading to a FETAC major award over two years, part-
time.
This framework has been created to support Back to Education Initiative (BTEI) Co-ordinators and practitioners in the development of integrated
programmes for delivery to learners who are primarily focused on the development of the skills necessary to progress further in their education in line with
the objectives of the Back to Education Initiative. The curriculum was drafted in the knowledge that FETAC are in the process of introducing the new
national Common Awards System, and it is hoped that this process will inform practice in terms of designing and submitting new programmes for validation
when this becomes possible.
The aims of the curricular framework are to:
• Provide learners with an appropriate, planned introduction to learning at Level 3 of the National Framework of Qualifications • To help learners to develop both lower and higher order skills, including knowledge, comprehension, application, analysis, synthesis, and
evaluation, which can be applied at higher levels of learning.
• To support learners to develop comprehensive literacy, numeracy, ICT and language skills through participation in an integrated programme, with a
focus on progression to Levels 4 and 5.
• To provide tutors with a guide to supporting learners to develop the core skills required to facilitate learners to progress with ease from FETAC
Level 3 to Level 4.
• To provide a framework within which to comprehensively plan BTEI programmes leading to a full award at FETAC Level 3.
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BTEI Level 3 Certificate in General Learning: 'Ireland Today' - Studying Ireland in the twenty-first century.
During this part-time programme, learners will have an opportunity to study Ireland in the twenty-first century, while developing and enhancing existing
knowledge and skills relevant to work and further learning. The programme curriculum is designed so that components can be delivered in an integrated
fashion. Core skills will be developed through a broad range of project work linked to the theme of Ireland Today. This programme will provide learners
with the skills to take an analytic and critical approach to issues in Irish society today. Learners will have an opportunity to explore dimensions of Irish life
and to develop opinions and points of view about relevant themes. The programme combines core skills with creative skills, to provide a vehicle for the
exploration of the theme of 'Ireland Today'.
Delivery based on this model would happen in an integrated fashion, with learners focusing on a topic or topics linked to the overall theme of 'Ireland
Today'. Teaching and learning methodologies will include project-based learning, in order to allow learners to explore their chosen topic in depth,
supported and facilitated by the tutor/teachers. Learners have the option to choose one or a number of topics of interest to them and related to the
overall theme of Ireland Today. This choice will be based on a process of negotiation, dialogue and discussion between learners and their tutors to
determine interests, motivations and goals. Together, learners and tutors are encouraged to engage in formative assessment throughout the delivery of
the programme. The programme itself will be iterative, and is designed to function in a cyclical fashion, with a high emphasis on reflection. It is intended
that learners will have opportunities to document their learning, and that their tutors will facilitate this process in order to make it a meaningful experience.
Positive decision-making processes, together with valid assessment processes will be strongly rooted in humane approaches to education which will feature a
strong emphasis on personal, interpersonal and collaborative interaction.
Through this process of dialogue and discussion with their peers and with their teachers and tutors, learners will decide upon a topic linked to the theme,
which they will then explore through the medium of the component modules. The following is a list of possible topics for the theme 'Ireland Today' (this is not
exhaustive): Society; Education; Work; Politics; Citizenship; History; Media; Culture; Art; Music; Sport; Diversity; European influences; the Environment; The
component modules themselves will provide learners with the skills necessary to deliver the project in the form of portfolios of work. It is important to note
that the topics are not intended as component modules, but as the vehicle through which learners will develop skills and competences. The tutors'
role is to support the learner in developing the skills associated with the specific learning outcomes set out in the module descriptors for the modules
selected. It is also the tutor's role to develop appropriate exercises for the learner, linked to the topic.
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Duration of programme
The programme is designed to run on a part-time basis over a period of two years, with learners participating in 10 hours of direct contact time per week.
There may be a requirement for learners to engage in self-directed learning from time to time, particularly towards the end of the programme. It is
advisable that discrete time be set aside each week for the delivery of Personal Effectiveness, Maths and Numeracy, and that the Specific Learning
Outcomes for these components is integrated into other components by using a collaborative team approach to planning and delivery of programmes
developed based on this framework. All tutors delivering will be responsible for ensuring that learners have opportunities to practice and improve core
skills. The curriculum is structured so that it is possible for learners to complete a number of components within their first year of participation. In this way, as
lifelong learners, people completing the award will be able to apply their skills in a cohesive fashion to a wide range of situations encountered in learning and
work.
Entry Criteria
While there will be no formal minimum entry criteria for programmes based on this model, learners will be required to have an interest in achieving the
programme objectives. This programme has been developed for learners who wish to achieve a FETAC Level 3 Certificate in General Learning which will
give them the skills necessary to participate in programmes at FETAC Levels 4 and 5. A programme at Level 3 is not an initial introduction to adult learning. It
is designed to meet the needs of learners who have made the transition back into second chance education and who now wish to progress on a more
formal basis. Participants may have completed a FETAC level 2 Award in General Learning or other programmes at a comparative level. Appropriate
screening processes should be put in place to ensure that participants are appropriately placed on the programme.
Certification
Completion of the full programme will result in the awarding of a FETAC Certificate in General Learning Level 3. The components chosen for integration in
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this exemplar are Communications (1 Credit); Personal Effectiveness (1 Credit); Maths (1 Credit); Computer Literacy (1 Credit); Living in a Diverse Society (1
Credit); Visual Arts Practice (2 Credits) and Video Expression (1 Credit). Should the need arise, learners can approach the Major Award in a flexible fashion,
achieving Minor Awards and credits during the phases of delivery(Figure : Phased approach).
Each unit of the programme will include Specific Learning Outcomes from the core component modules to be achieved in an integrated fashion with
Specific Learning Outcomes from associated elective component modules (see Section 5 for linkages). It is essential that all tutors delivering the
programme (or parts thereof) will have the training and capacity necessary to support learners to develop their core literacy, numeracy and ICT skills. It is
also recognised and recommended that discrete timetable periods should be set aside each week for the teaching of Maths and Communications in order to
support the development of these skills. All pieces of learner work, whether included in the final portfolio or not, will be assessed in the context of the
literacy, numeracy and/or ICT skills demonstrated and appropriate, timely feedback will be used as a mechanism to support learner improvement in these
areas.
The programme which evolves from this framework 'will place an emphasis not only on identifying learning needs and tailoring teaching to meet those
needs, but also on ensuring that learners are partners in the process, are deepening their own skills for peer and self-assessment and for learning-to-learn,
and are progressing to more sophisticated levels of understanding and greater autonomy' (Looney, J. (2008) Teaching, learning and Assessment for Adults:
Improving Foundation Skills). Organisation for Economic Co-operation and Development (OECD)/ National Research and Development Centre (NRDC)
research on embedding literacy, language and numeracy into vocational education found that there were four features which would ensure success when
developing and delivering programmes:
• Teamwork between LLN and vocational teachers.
• Staff understandings, values and beliefs
• Aspects of teaching and learning that connect LLN to vocational content
• Policies and organisational features at institutional level.
In Casey, H., Cara, O., Eldred, J., Grief, S., Hodge, R., Ivanič, R., Jupp, T., Lopez, D., McNeil, B. (2007) "You wouldn't expect a maths teacher to teach
plastering..."Embedding literacy, language and numeracy in post-16 vocational programmes - the impact on learning and achievement. London: NRDC.
Keeping this in mind, it is important to note that teamwork on the part of tutors delivering this programme is important and will ensure success for
learners.
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Progression Opportunities
Learners who successfully achieve a Level 3 Certificate in General Learning will develop general skills which are transferable to a Level 4 Certificate in
General Vocational Studies and this will then provide opportunities to progress to Level 5 awards. The curriculum framework is designed to emphasise the
development of transferrable competences, such as organisational skills, improved language and numeracy skills and digital competency. Through
participation in a full Level three programme, learners will develop understanding and knowledge of how they learn best, and will experience success which
will prepare them for progression.
The emphasis on project-based work and creativity, combined with the exploration of society in Ireland, will give learners skills which will underpin entry to
further vocational education and training. For example, studying diversity in Ireland, will contribute significantly to the knowledge and understanding of
issues related to childcare should the learner decide to progress to an Award in Childcare. The opportunity to participate in the planning, organization and
delivery of presentations and exhibitions during participation in the programme will help learners to develop skills associated with progression to Awards
related to Business Administration. Exploring creativity, aesthetic and artistic skills through the inclusion of the Visual Arts Practice component, will allow
learners with an interest in the arts to progress to awards which feature the arts and will develop competences linked to working with materials, tools and
equipment. It is important to note that, as a Certificate in General Learning, this Award should be delivered in a way that gives learners an opportunity to
practice skills that will remain with them and support their progression both to higher levels of education and to employment.
The phased approach
Figure 1 illustrates the concept of a phased approach. In this approach, Personal Effectiveness is delivered throughout two years of the proposed
programme, with objectives being met by learners throughout the duration of the programme. Likewise, the Communication component is delivered over
the two year period to give learners an opportunity to practice and improve the skills associated with verbal, non-verbal, written elements and IT. This
development can be significantly enhanced through integration with the other components, for example, by having learners participate in planning and
making verbal presentations to their peers initially and gradually building up to making more public presentations. This too can be integrated with IT skills by
combining verbal presentations with Power Point slides to illustrate points. Maths and Computer Literacy span two phases of the programme, giving
learners adequate time to learn basic skills and apply them to assignments such as surveying population and reading statistics and creating evidence for
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inclusion in student portfolios. The component Living in a Diverse Society is delivered over the period of the first phase, so that learners will be able to
research material which will contribute to the study of living in Ireland Today. The portfolio created by the learners will inspire the creative elements of the
following two phases: Visual Arts Practice and Video Expression. Figure 1 presents a breakdown in terms of proposed hours for delivery and assessment
periods. In the case of components which span the phases, these can be assessed on a continuous basis, ensuring that there is not a heavy assessment load.
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Suggested phased approach to delivery
Phase 1: 200 hours (can be
adjusted locally
Phase 2: 200 hours (can be
adjusted locally)
Phase 3: 175 Hours (can be adjusted
locally)
FETAC module (component) Code
Un
it 1
Un
it 2
Acc
red
itati
on
Un
it 3
Un
it 4
Acc
red
itati
on
Un
it 5
Un
it 6
Acc
red
itati
on
Personal Effectiveness GF0033 10 hours * 10 hours * 20
hours P
Communication GF0001 50 hours * 50 hours * 60
hours P
Maths CF0139 40 hours * 40 hours *
Computer Literacy BF0133 30 hours 30 hours P
Living in a Diverse Society EF0169 50 hours P
Visual Arts Practice AF0202 50 hours * 35
hours P
Video Expression EF0120 60
hours P
Personal Effectiveness is designed to be integrated with other components
P Fully assessed; * Partially Assessed. All elements can be adjusted and integrated to meet local needs.
Figure 1: The programme will be delivered on a phased basis, in three phases, each divided into two units
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Section 2: Curriculum design and decision-making
A spiral curriculum
This document attempts to outline a 'spiral' curriculum framework (Bruner, 1976), which introduces skills in a supportive environment initially, and as the
learner moves through the phases, the skills and concepts will be built on so that learners can become independent by the end of the programme. The
curriculum is divided into three phases, which in turn are divided into two units each. It is proposed that, in the first phase, a high emphasis would be
placed on the skills of verbal communication, discussion and dialogue, together with information-seeking skills, skills in ICT, goal setting and basic numeracy
skills, all of which will underpin other aspects of the programme throughout the following units. By the third phase, the learners would be expected to apply
some of these skills independently to their studies and assignments.
While it is evident that in this particular curriculum, the visual arts will be the medium through which learners consolidate their skills in meaningful contexts
related to Ireland Today, it is possible to adapt this model, using other components so that it is relevant to identified learner need locally.
Ideally, Co-ordinators and practitioners should take this framework as a guide and use it to support the development of timetables and schemes for the
delivery of a full award. The process followed for this framework included an analysis of each component and investigation of what kind of activities and
tasks can be used to meet the Specific learning Outcomes of the components in an integrated fashion. This can be achieved by analyzing what kind of tasks
will allow learners to practice their core skills while exploring a theme or topic. A selection of six sample lesson plans is included at a later stage to illustrate
how the content might be delivered.
It is recommended that curriculum be viewed as being an entity that is multi-layered and nested. The spiral curriculum is not a general description, but an
approach that is to be applied at every level - both to the whole programme and to distinct components. The bulk of this document consists of a
framework illustrating possible content, and this should be used as a guide for planning and timetabling delivery; recruiting tutors and devising lesson plans.
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Figure 2. For learners, the concept of this programme can be illustrated by placing core objectives of Critical Analysis, Self-assessment, Problem-
solving and Autonomy, at the centre, with the components supporting the development of core skills.
Critical
analysis
Self-
assessment
Autonomy Problem-
solving
Communications
Computer
Literacy Math
Personal Effectiveness
Living in a Diverse
Society
Visual Arts
Practice
Video Expression
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The European Framework of Eight Competences
This curriculum framework refers also to the European Framework of Eight Competences outlined in European Council objectives (2006). The design of the
framework has taken into account the European Framework of eight competences:
• Communication in the mother tongue
• Communication in a foreign language
• Mathematical competence and basic competence in science and technology
• Digital competence
• Learning to learn
• Social and civic competence
• Sense of initiative and entrepreneurship
• Cultural awareness and expression.
The skeleton of the 'Ireland Today' curriculum framework is based on core transferable skills such as planning, communication and reflection, and the
development of these skills, linked with the development of the competences outlined above which are key to success in all phases and units of the
curriculum(Appendix 6).
This skeleton is then supported by the teaching of specific skills such as verbal and non-verbal communication, math skills; using ICT (Information and
Communications Technology), creativity, and using tools and equipment required to present ideas and concepts to a wider audience. The emphasis is on
expressing and interpreting concepts; developing awareness of language; applying problem solving approaches; increasing digital competence; organisation
of learning; understanding of concepts such as democracy, justice, equality, citizenship and civil rights; creativity; innovation and appreciation of the arts,
and throughout the programme learners and their tutors will be encouraged to explore the chosen themes in consideration of these competences.
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Digital Competence
This curriculum is designed with the objective of helping learners to achieve levels of digital competence which will allow them to function independently as
informal learners, while at the same time using technology to engage learners in new forms of learning for the purpose of increasing other skills such as
writing; gathering data and creativity (Hague, Cassie; Logan, Ann;(2009) A review of the current landscape of adult informal learning using digital
technologies. UK: Futurelab (www.futurelab.org.uk) pp 22-23). During a programme developed using this framework as a guide, it is proposed that
learners be encouraged to communicate with peers and tutors, and record their activities through the use of a Closed Social Network. Further development
of this project could include a more detailed exploration of the use of ICT as a medium for the delivery of the programme.
Section 3: Teaching, Learning and Assessment
Characteristics of Adult learners
The curriculum takes into account the importance of recognizing the distinct characteristics of adult learners:
Adults have accumulated experience of work and family life which will enhance their understanding and levels of ability to participate as independent
learners. It is important for teachers facilitating adults to draw on this experience and apply it appropriately to learning for adults. This experience means
that adults tend to be realistic about what will work and what will not work. They will also relate their own experience to new facts and information.
Adults' established opinions, values and beliefs must be respected.
Adults learn best in a democratic, participatory and collaborative environment where they are actively involved in determining what and how they will
learn.
Adults are goal-oriented - they like to know what they are working towards and what will be involved - therefore, it is important to clearly state the
objectives of the programme or course, and to set out how these objectives will be met. This information should be given to participants early in the course.
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Adults are relevancy oriented. Theories and concepts should be relevant to a context familiar to adults. Participants should be allowed to choose projects
that reflect their own interests, because their motivation comes from need, interest or desire to learn.
Adults are practical and will focus on aspects of the lesson most useful to them - this means that tutors should identify how the content is relevant.
Adults should be shown respect. Adults should be treated as equals in the endeavour. Adults are self-reliant learners, who like to learn at their own pace.
They are also practical and problem-solvers and respond to learning that has immediate and direct application to their objectives.
(http://www.assetproject.info/learner_methodologies/)
Discrete entry points for Adult Learners
Howard Gardner (in Illeris, Knud, 2009) advocates the use of entry points associated with the multiple intelligences as a route for engaging students with
difficult, complex topics. In essence, in presenting this integrated curriculum with an overarching theme of Ireland Today, we are suggesting that tutors
engage their students in a student-lead investigation of key issues affecting Irish society today. This is a complex undertaking, which is underpinned by the
consistent objectives associated with attaining a full FETAC award. This complex exploration uses the content of FETAC module descriptors (Components) to
give students the skills to constructively explore and present their chosen topic. Gardner's 'discrete entry points' may be of assistance in identifying ways in which
tutors can support learners to engage with their topic in different ways. He identifies these discrete entry points, aligned with specific intelligences
as follows:
1. Narrative: Addresses students who like learning through stories- these learners will enjoy linguistic or filmic vehicles which feature 'protagonists,
conflict, problems to be solved, goals to be achieved, tensions aroused, and often allayed'.
2. Quantitative/numerical: for students intrigued by numbers, the patterns they make and operations that can be performed, together with insights
into size, ratio and change.
3. Foundational/existential: for students attracted to fundamental 'bottom line' questions. Philosophically oriented students will pose and argue
about issues verbally.
4. Aesthetic: students who derive inspiration from works of art r by materials arranged in ways that feature balance and harmony - 'a carefully
designed composition'.
5. Hands-on: engagement with a topic through activity - Practical experiments and tasks will attract these learners.
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6. Social - working in a group setting, interacting regularly, observing other students activities, working together and co-operating.
Gardner also recommends using analogies when working on complex topics with learners - drawing on previously known information to illustrate the topic
and help the learner to make sense of the topic. The third approach, which helps to ensure that learners develop deep understanding and knowledge of
their topic, is to ensure that learners can represent the core of the topic in more than one way - drawing on their own range of capabilities and also
allowing the tutor to engage with the range of different styles and interests in the classroom. As such, this curriculum is structured based on eight
component modules selected to provide a breadth of opportunities to address a range of styles and intelligences.
Ensuring transfer of Learning
The NALA document, 'Curriculum Development: an evolving model for adult literacy and numeracy education' identifies the importance for learners of the
development of skills to ensure transfer of learning, by
• Transferring existing strategies for learning to new tasks
• Identifying similarities between learning tasks, contexts or experiences
• Support provided by tutors or peers to build bridges between existing knowledge and potential new knowledge
• Using tasks that are as authentic as possible. (P.26)
This approach should be considered when delivering an integrated programme.
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A note on teaching methodologies.
Tutors are encouraged to use teaching practices which will appeal to the wide range of existing experience, learning styles and interests of their adult
learners. Ideally, the emphasis should be on the connections between ideas as a key tool in shaping understanding - (Askew et al in Longman and Hughes,
2006, Whole Class Teaching Strategies and Interactive Technology: towards a connectionist classroom).It also 'emphasises social connectivity as a key part of
effective teaching and learning, as are dialogue, problem-solving and we would add, enthusiasm and excitement' (Longman and Hughes, 2006). Social and
participatory strategies such as Co-operative Learning, Group Inquiry and Project-based Learning should be considered for the elements of this
programme which embrace the theme of Ireland Today. Ideally, these will be supported by the use of other appropriate methods which will support the
individual acquisition of skills at the learners' own pace, if necessary. Tutors should remain conscious of the potential of higher order questioning to
develop higher order thinking skills.
Teachers are encouraged to use, practice, develop and improve their questioning skills, and to engage the learners in question-and-answer sessions on a
teacher-group, teacher-learner and learner-learner basis. The core skills of literacy, numeracy, personal effectiveness, ICT and language will underpin all
aspects of the programme, which will be delivered flexibly, with a high emphasis on the integration of skills and competences such as those identified by
the European Council in 2006 (Appendix ) . There will be a requirement for documentation of success throughout the duration of the programme, in order
to ensure that progress is measured well and that final assessment is fair and valid.
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Assessment
Assessment for this curriculum framework should be carried out in accordance with the FETAC Component Descriptors used. Assessment is criterion
referenced and as such Sections 11 and 12 should be applied assiduously. In addition we are recommending the use of Formative Assessment as a matter of
good practice to support the process of learning.
It is important to note that assessment can be used for a range of purposes, as illustrated below:
Administrative
Instructional
Research
General assessment
Placement/exemption
Certification and promotion
Diagnosis
Evidence of progress
Feedback to the respondent
Evaluation of teaching or curriculum
Evaluation
Experimentation
Knowledge about learning
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Purposes of Assessment
Formative Assessment - Assessment for Learning
Formative assessment is intended to support the learning process through dialogue between teachers and learners and learners and learners. This type of
assessment can only be initiated by the tutor or teacher, and should be directly linked to the Specific Learning Outcomes. If it is used correctly, it assists the
learning process and indeed creates an atmosphere where learning becomes exciting, relevant and applicable. Formative assessment:
• Aims to improve performance through quality feedback
• Allows learners to become progressively and systematically involved in the evaluation of their own learning
• Helps learners to develop strategic awareness and skills which will assist them in becoming successful learners
• Can be delivered using diverse methods
(CASLT - accessed 16/10/09)
The design of this framework provides a high number of opportunities for reflection, critical analysis and formative assessment in order to give learners
opportunities to practice and develop the confidence and skill to control the direction of their own learning (Derbyshire; Hensey and NiChinneide: 2009:11).
Throughout their participation in the programme, the learners will participate in formative assessment, with the aim of helping them to develop skills in the
areas of reflection and improvement, which will help to build confidence, self-esteem and resilience. This will be achieved by giving learners constant,
timely and immediate feedback, engaging the group in peer assessment (training for formative assessment and peer assessment will be an essential part of
orientation to the programme), and by ensuring that feedback is enriching, encouraging and that it avoids validation of incorrect work.
Summative Assessment
This should be planned during the planning phases for the delivery of the programme. In the case of this curricular framework, assessment should be
planned so that Specific Learning Outcomes are integrated appropriately in order to reduce the assessment load for learners. Learners should also be
informed of assessment procedures from the beginning of the programme. Because this is a Level 3 Award, summative assessment will be based on
portfolios of work which will consist of materials recommended in Section 11 of each Module Descriptor.
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Success in the context of the FETAC certification process will be determined by learner participation in ongoing and formative assessment, and indeed by
learner participation in the setting of criteria for success in relation to certain tasks associated with their projects. The outcome of participation in the
programme will be a portfolio or a number of portfolios which clearly demonstrate learner investigation of the chosen topic and learner progress in terms
of the core skills and competences. These portfolios will form the basis of summative assessment and will be based on criteria outlined in the current
module descriptors.
Planning delivery
Responsibility for the planning and organisation of the delivery of the programme lies with BTEI Co-ordinators and tutors. This should be flexible, for
example, it may be decided that it would be useful for learners to learn and practice skills from the Computer Literacy element early in the first phase, as
learner will use computers for documentation and communications to do with their learning. High levels of collaboration and co-operation are necessary to
ensure that he objectives of the programme are met, and that learners are supported in order to ensure their progress through the programme over their
two years of participation. It is important too, to recognize the role of learners in this planning and to 'bend' with their needs without losing the integrity of the
programme. Each phase and unit is dependent on continuous planning and reflection by both learners and tutors to ensure that the programme is
sustained.
Information to Learners
The success of the programme hangs on clarity and commitment to delivering clear information to learners about the programme. It is important that
learners know what to expect when they embark on the programme. It must be clear that the programme will lead to a Level 3 Certificate in General
learning. In addition, it is important to advise learners about the structure of the programme, the content, teaching and learning and about assessment
requirements
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Section 4: Outline of The Curriculum Phases
The remainder of this document sets out an outline of the curriculum phases and units, a schematic (not exhaustive) of the tasks and activities learners
will be involved in, which will also be linked to the theme of Ireland Today, a sample schedule of assessment; the linkages between the activities and
the component module SLOs; and appendices. Please note that this framework outlines the range of tasks and activities which can be applied to the
theme of Ireland Today. Planning for delivery to specific groups is within the remit of those delivering, and so should be based on local circumstances.
This curriculum is designed to be delivered in three phases, over two years. Each phase is broken into two units. Teachers and tutors can be flexible in how they plan to deliver parts of each unit, but ideally, the content should remain in its assigned unit, because the curriculum is designed to build on skills acquired in each unit. The overall emphasis is on providing the learner with a rich range of sources to work from, and methods to present their work, in order to allow them to identify and apply their own favoured learning styles and to develop the range of abilities and skills associated with the overall
award.
Phase 1: Finding out about Ireland today
During this phase, learners and tutors will begin to explore the theme of Ireland Today, while developing the basic skills associated with
working as part of a team, planning, communicating well with others, using Personal Computers to assist planning, time and seeking information. In addition, learners will have opportunities to gather information associated with the theme of Ireland Today, by talking about culture and diversity in Ireland, and by sharing information with their peers. This discussion of culture and diversity will allow learners to become aware of some of the issues associated with the theme, and to identify particular topics for exploration, for example: sport in Ireland; media in Ireland; Employment in Ireland. Tutors are encouraged to embark on a decision-making process with learners in the early stages of delivery, to identify topic areas which could be explored through projects linked to the achievement of the objectives of the Level 3 Certificate in General Learning. The concept is that the study of these topics would be underpinned by consideration of diversity in Ireland and how
this is changing our society. Tutor facilitation skills are instrumental at this point of the programme, as it is through dialogue and discussion that learners
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will develop and maintain a sense of purpose in relation to their topic.
Phase 1, Unit 1
During Unit 1, learners will participate in dialogue with their peers, teachers or tutors to identify their topic, plan how they will meet the objectives of this
unit, and become familiar with questions of culture and identity and will gather information related to their own and other cultures represented in Irish
society. They will begin to record new words and technical terms which are of interest both in terms of society and new skills. The emphasis is on giving learners the skills to gather information, analyse it and present it to peers. In this way, learners will learn new skills, and will be
adding to their peers' knowledge about Irish society. Practical exercises will include
• Planning learning and projects
• Finding images and artefacts representing different cultures and traditions and describing them to peers
• Planning, role playing and interviewing a person who represents another culture in Ireland to collect stories about different traditions and cultures
• Viewing film clips or listening to music that represents different cultures to see how different cultures are represented
• Documenting how many different cultures or traditions are represented in the neighbourhood; in the media; in film
• Creating a presenting short Power Point presentation making a proposal for their own project
•Planning, cooking and serving a meal from another culture together.
When planning learning and projects, learners will use identification of personal learning styles; goal setting; maths skills related to time and estimation of
time required. They will also use computers to make a project plan. When finding images and writing related to different cultures, learners will be developing information seeking skills, reading skills, maths vocabulary - in
question and answer, for example, learners can discuss pattern and use terms associated with geometry in the description of items and how they are made;
they can use numbers to describe age of artefacts; When planning the interview, learners can use Word Processing to list questions; learn communication skills when role-playing to practice
interviewing skills, including listening - it is important to note that the preparedness of the learner to take part in this exercise must be taken into
account, and it may be necessary for learners to do this in pairs. When viewing and responding to film clips, learners can develop skills for observing non-verbal communications, descriptive skills; increased
vocabulary together with analytical skills associated with interpreting the film clips.
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Learners can become familiar with surveying, using a spreadsheet and calculating when documenting incidences and examples of representation of
diversity in Irish society. When making the presentation about their own topic, learners will draw together their understanding of key issues associated with the theme and present
these to their peers. They will also incorporate images, captions and words on a Power Point presentation, in addition to learning the computer skills
required to create a presentation.
When planning, cooking and serving a meal, reading recipes, diversity of foods, geographical source of food; 'food miles' weights and measures, budgeting,
health and safety and planning can be combined successfully as outcomes for learners.
All of the activities and exercises in this Phase will concentrate on the development of strong basic language, numeracy, digital competence and planning skills,
in order to prepare learners for progressing.
Phase 1, Unit 2
During Unit 2, learners will have an opportunity to develop their understanding of intercultural issues, using the medium of photography to continue this exploration.
The planning and reviewing cycle will continue, with learners reflecting on the achievements of Unit 1, and planning for Unit 2. Again, the skills associated with the core
modules will be practices and enhanced through practical exercises. The ultimate outcome for this unit is for the group to produce an exhibition of photographs which
will reflect the learners’ chosen topics. In the process, learners will
Consider the impact of images in society
Photograph cultural artefacts
Visit a photography exhibition
Learn about discrimination, racism and interculturalism in the Irish context
Plan and take part in a photography expedition
Create visual aids showing the work of organisations involved on Human Rights, Civil Rights and environmental issues
Plan, organise and host an exhibition of their photographs
The learners will also develop skills associated with the components being delivered, and will continue to use the skills developed in the previous unit, including:
Improving skills in project planning and review
Using a digital camera correctly, taking photographs, manipulating an sharing images, reading and interpreting visual images
Using technical vocabulary associated with diversity and photography
Using IT skills to take digital photographs, download, store and manipulate digital images
Using maths skills associated with photography, including laying out a visual aid; measuring and mounting photos for exhibition; laying out an exhibition space.
Discussing and talking about ways of developing equality and fighting discrimination with reference to the work of agencies involved in this work, to the history
of human rights, and using communication skills to articulate the issues
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Using planning and organisational skills, together with IT skills to plan the exhibition.
Phase 2: Representation of Ireland Today in Art and Creativity
In this phase, while learners will have completed the component ‘Living in a Diverse Society’, learners will draw on knowledge of Ireland as a diverse society to inform
their creative activities. The information and images gathered during the first phase will inform the development of learners’ responses to Irish society today.
Learners will explore the role of creativity in society, including the role and purpose of the arts, artists and artisans in creating objects which become important to our
culture and become part of our traditions. This will be achieved by looking at art and discussing and writing about this experience. Learners will also have opportunities
to try out skills which will contribute to their own creativity. All of these explorations will be underpinned by repeated practice of the skills and competence associated with
the core components and competences. Learners will participate in the use of a closed social network to publish details of their museum visit and their responses to the
art and to the experience.
Phase 2, Unit 3
During this unit, the learners will initially participate in team exercises to develop their understanding of how teams work together. In Phase 3, learners will participate as
part of a team to create a short video film, and this process is started with orientation to teamwork at this stage.
The visit to the museum during this unit is a vehicle to promote discussion of the role that museums and galleries play in our society, and of the impact of the work of
artists on the wider population. There will also be opportunities to explore who museums and galleries are for, and who makes choices about featured work. Learners
will also be asked to study the work of an artist they have selected. This selection is based on work which appeals to them. Research skills and critical analysis used
during this phase will reflect those learned during the first phase of the programme.
During the unit, learners will use verbal communication skills to plan and organise the visit with their peers. They will also apply reading skills by assessing reviews and
advertisements to determine the relevance of the museum or gallery for them. While planning the visit, learners will be expected to read timetables in order to plan
transport to the venue; use a map to identify the best route to the venue; become familiar with the layout of the museum or gallery, using their knowledge of common
signs and symbols; use mathematical skills to work out the cost of the visit; use a camera to record the visit; use writing skills to arrange visits if necessary in the form of a
formal letter to the Co-ordinator requesting permission to visit the museum , a letter to the museum asking about group rates, and an informal note to peers about the
date and details of the visit. Following the visit, each learner will document their own experience by creating a blog which could be loaded to the group’s closed social
network or to the centre’s VLE (Virtual Learning Environment); use mathematical skills to assess costs associated with producing art; use communications skills to talk
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to curators and artists, and to discuss the relative values – economic, aesthetic and to society, of art. Finally, learners will review their portfolios to consider how their work
so far could be used to inspire a piece of creative work.
Phase 2, Unit 4
During this unit, learners will continue to plan their own personal learning, with the support of tutors and peers; develop their skills in working as part of a team; plan,
organise a visit, and visit an artist, or work with an artist in residence; explore the artist’s work in relation to Irish society; apply their experience of Phase 1 in preparation
for the creation of a piece of art; explore the use of art materials and equipment, and create a piece of art; display their art work and document the processes involved.
Throughout this unit, learners will further develop communications, numeracy, organisational and ICT skills by
Planning their own learning
Planning a visit to an artist
Using maths to explore art materials and concepts such as pattern, shape, ratio, area, quantity and measurement
Documenting their visits and their work
Using communication skills to find out about the artist and their work
Manipulating art materials and equipment and reviewing the effects of the associated skills
Phase 3: Communicating knowledge and understanding of Ireland today to others
This phase draws together the opportunities presented to learners in the first two phases. Depending on the size of the group, learners will work in teams to produce a
video. Participants will use their skills independently to present their own ideas and views of their chosen topic in the form of video. At this stage, learners will be drawing
on the skills of working as part of a team, writing, creativity, using a digital camera and personal computer, among others to learn a new skill – using a video camera and
creating a short film. They will also draw on the knowledge of Ireland based on learning and research during the other phases of the programme to inform the
development of the film. During this phase, the experience of the previous two phases will be synthesised and learning will be reinforced through participation in a very
practical project.
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This phase of the programme includes a strong emphasis on teamwork, so methods and processes applied should be designed to enhance learners’ experience of
working as part of a team.
Phase 3: Unit 5
During this unit, learners will participate as part of a team to create a storyboard for a video based on their experience of exploring Ireland Today. The purpose of this
video will be to deliver a message about Ireland today. The video can include the use of real people as actors, can include puppetry or animation, or can take the form
of a documentary – these elements should all be resolved through group discussion, and the use of negotiation. Ion this unit, participants will learn how to use a digital
video camera, building on the knowledge of photography developed in Phase 2. Many of the skills required to navigate the digital still camera can be extended and
applied to the development of skills for using a digital video camera. The learners will also draw on their critical and analytical skills to review a number of films relevant
to the theme of Ireland Today. Experience of participating in role play will also support planning, preparation and participation in making a video, and it is advisable that
this strategy should be built into the delivery of this unit. It is expected that, by this stage, learners will have completed many if the requirements for success in the
Communications component, and that this experience will have equipped them for developing a plot or storyline for the video. Knowledge of letter writing and verbal
communication can be used in the event that permission is required for filming. The learners will begin to write a personal journal documenting their own experience
and this will be in a format which can be loaded as a blog or web page. In addition, planning and maths skills will be applied for timekeeping, costing and estimation of
the number of shots and amount of shooting time that will be required. It is important that a means of recording the learners’ use of these skills is put in place, as it is the
independent application of these skills that will show that learners are prepared for progression.
Phase 3: Unit 6
In this penultimate unit, learners will edit and complete their video film using ICT skills. They will also plan a viewing event, invite members of the wider public to the
event, and write a press release to publicise the event. Learners will also use their ICT skills to collate journal entries and publish these in one document. Learners will
take on different roles at the event where the videos are being presented, such as meeting and greeting guests; introducing the films and describing the background to
the films. Learners can also share their films by posting them to an on-line repository for videos. The final activity for the programme can include the planning, cooking
and serving of a celebratory meal if resources allow.
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Section 5: The Curriculum Framework
This section lays out a series of sample activities which can be used, and demonstrates how a range of component skills can be integrated. It is neither exhaustive nor
prescriptive and co-ordinators and practitioners are encouraged to create their own solutions to the delivery of an integrated programme, working in collaboration with
their peers and with learners, keeping in mind the principles of adult education.
In this section, you will find lists of activities and tasks, together with how these tasks link to the key competences identified earlier and to relevant components. The task
facing co-ordinators and practitioners is to plan the logistics of delivery over the timetable relevant to their own programme, and to ensure that assessment opportunities
are also planned and timetabled accordingly.
Phase 1: Finding out about Ireland today
Unit 1
Unit objectives
By the end of this unit, learners will be able to plan a project; use mathematical skills to develop a plan; use a personal computer; plan and carry out research into a
chosen topic; use reading skills; make a presentation to peers; engage in discussions and dialogue.
This unit lays the foundation for the following units, and requires learners to participate in initial exploration of the theme of Ireland Today, and to choose a topic or topics
for study. This process will be supported through a process of negotiation, dialogue and discussion between the learner, their peers and their teacher or tutor. This
process is a serious one, as the topic chosen should be substantial enough to provide enough material for sustained project work, with potential for deep inquiry and
learning about Ireland.
During this unit, learners will:
Explore and research the theme of Ireland Today
Select a project area of personal interest
Present it to peers
On completion of this unit, learners will have learned:
How to plan a project
How to research information
Communication skills associated with working as part of a group
How to use a personal computer to support, document and present their work
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How to review and evaluate their own work
Components (Modules)
Communications; Maths; Personal Effectiveness; Computer Literacy; Living in a Diverse Society
Duration of this phase
20 weeks X 10 hours per week: 200 hours
Assessment
During this unit, learners will complete appropriate assessment briefs, which will contribute to the final result for this award, and will be included in a portfolio of work for
the project. Throughout the programme, learners and their peers will also participate in formative assessment processes.
Activities Tasks and Exercises Key
competences
Components
Take part in induction to the
programme
Understand how the programme will be run.
Know about the content of the programme and expectations regarding choosing
a topic, learning and assessment.
Know how and when assessment will be carried out.
Know the details of personnel, location, contacts and safety guidelines for the
course.
Establish guidelines for the operation of the programme. Become informed about
the intention of the programme.
Participate as a
member of a
team
Personal
Effectiveness
Communications
Practising interpersonal skills;
exploring identity and diversity
Create own personal profile using a template.
Share information with a partner.
Present information about a partner to the rest of the group.
Discuss the meaning of culture and diversity.
Communication
Cultural
awareness
Communications
Living in a
Diverse Society
Practice communication
Explore definitions
Take part in discussion
Know what is meant by culture, diversity and tradition.
Define examples from Irish society.
Work in small groups to present definitions to the whole group.
Describe individual culture to peers.
Devise a group policy statement to reflect the ethos of the group.
Communication
Cultural
awareness and
expression
Communications
Living in a
Diverse Society
31
Find information about topics of
interest
Take part in discussion
Identify sources of information.
Select some books, newspapers or magazines and discuss their uses for
informing projects.
During class, look through newspapers and magazines to find images
representing different culture and tradition and the breadth of diversity in Ireland.
Provision of a broad range of resources is essential - ideally, the tutor should have
provided a wide range of diverse publications.
Talk about the images discovered – do they present an accurate representation of
Ireland Today?
Look at some of the articles too and discuss whether these present an accurate
impression of Ireland.
Communication
Cultural
awareness and
expression
Communication
Living in a
Diverse Society
Participate in group discussions Participate as a member of a group facilitated by the tutor to brainstorm project
ideas. Tutors should prepare to be open to all suggestions about how learners
want to explore Irish society. Discuss ideas.
Make a decision about a topic for project work (in some cases, it might be a good
idea to have a back-up idea). Explain why the area is interesting.
Communications Personal
Effectiveness
Communications
Living in a
Diverse Society
Planning Make a list of tasks associated with the project.
Identify what new information or knowledge is required.
Use a calendar to plan a timeline and timetable for the project.
Use a personal computer to document the draft timetable on one page.
Make a list of resources that will be required using a personal computer.
Identify additional skills required to complete the project.
Take account of personal situation and identify possibilities for engaging in
additional work outside of timetabled course time.
Identify personal costs involved/ financial considerations and discuss possible
solutions.
Identify personal criteria for success and agree how these will be assessed.
Set short term goals, including making judgements about quality of work to be
expected – for example that a presentation will include correct spelling and correct
use of numbers.
Learn to learn. Personal
Effectiveness
Communications
Math
Computer
Literacy
Use a personal computer *Know what is meant by ‘hardware’, ‘software’, ‘peripheral’... – this is when the
learner can start to create a personal glossary to enhance vocabulary
Digital
competence
Communications
Computer
32
development, using a software package.
Create a document.
Be able to name the parts of the computer.
Describe the functions of the parts of the computer.
Look at and name a number of software packages.
Describe the functions of the software packages.
Demonstrate how to start a personal computer.
Load a software package.
Demonstrate basic word processing functions.
Understand the meaning of symbols and icons used on the desktop.
Communication
Personal
Effectiveness
Literacy
Personal
Effectiveness
Use the word processing package to
develop a personal project plan and
associated lists.
The personal plan will set out what the learner wants to achieve and learn about
the chosen topic, or how they propose to learn about it. The learner will be
encouraged to use specific terminology related to the topic when drawing up the
plan, such as ‘learn about why people move from country to country’ or ‘find out
what folklore means and find examples of stories from my culture’.
Create a document recording experience to date and save it to a folder named
‘Journal’.
Create a table and insert a project plan.
Create a list of information sources, resources and personal costs.
Learn to learn.
Digital
Competence.
Personal
Effectiveness.
Computer
Literacy.
Living in a
Diverse Society.
Using a personal computer safely Discuss health and safety considerations when using a personal computer Social and civic
competence
Computer
Literacy
Personal
Effectiveness
Reading about the chosen topic Identify where information about the topic is available.
Make a list of places where information can be found.
Practice a range of reading techniques.
Read a number of pieces from different sources that are relevant to the topic –
e.g.: newspapers; literature; magazines and the worldwide web. Pick out key
points linked to the topic of choice – for example, a person who has chosen to
study sport in Ireland could pick out key points related to the portrayal of diversity in
sport in Ireland and relate these to specific images collected in a collage.
Use the sources provided to find out how many different cultures are represented
Communication
Learning to learn
Cultural
Awareness and
understanding
Communications
Living in a
Diverse Society
Personal
Effectiveness
Math
33
in Irish society. Find out what percentage of the population is represented by
different nationalities. Mark these on a map of the world with pins to illustrate the
countries of origin. Then find out where the different nationalities are grouped in
Ireland, and mark these on a map of Ireland. Find out how far away the countries
of origin are- an extension of this could be to look at the cost of travel to and from
these countries. This is also a good opportunity for looking at and discussing the
Irish census.
Analyse information, images and
other materials associated with the
chosen project topic.
Gather together information from a range of written sources.
Make a collection of information, including relevant visual images.
Explore terminology related to diversity – developing vocabulary, for example,
‘tradition, celebration, difference, racism’.
Explore experiences of diversity and associated issues by reading a selection of
articles or by viewing documentary footage.
Collect images relevant to the topic, including from the archives – this is a good
opportunity to explore on-line archive images of Ireland in the past – as a result of
this, a participant might decide to take similar photographs to document
experience and life in Ireland today. Good sources include the Traveller culture
and heritage website and the National Library website. The learner will choose
images which represent the topic of diversity, including images representing
traditions and cultural artefacts.
Communication Communication
Living in a
Diverse Society
Creating captions for images
selected
Following discussion and appraisal of images, and relation of images to topics,
learners will practice writing suitable captions for the images.
Communication
Living in a
Diverse Society.
Identifying and studying artefacts
which illustrate the topic
Find items which reflect tradition, culture, tradition and folklore. Study these and
identify key characteristics – this can be linked to the use of symbols in different
cultures. Show these items to peers and describe their use – the items can reflect
a participant’s own culture, or another culture – this should be a kind of ‘show and
tell’.
Cultural
awareness and
expression
Communication
Living in a
Diverse Society
Take part in a role play asking
another person for information about
their culture
Plan a set of questions for an interview based on understanding of the terms
culture, diversity and tradition.
Practice interviewing another person about their culture and traditions.
Communications
Cultural
awareness and
traditions
Communications
Living in a
Diverse Society
34
Collect stories about different cultures
and traditions
Interview a person from another cultural background who lives in Ireland and find
out about their story. Find out why and how they came to be living in Ireland. Ask
them about elements of their culture – did they always live in Ireland? What do
they celebrate? How do they celebrate? What sort of family structures do they
have? Who is left behind in their home place if they moved to Ireland? Remember
that a wide range of cultures are represented in Ireland, including Travellers; Jews;
Muslims...., some of whom are indigenous to Ireland, some who arrived during
the 19th century, and some more recently arrived. Use a digital recorder to record
the interview. Describe the culture to the rest of the group. Compare the stories
with own culture and traditions. Write down some of the words from the
interviewees’ language and their meanings.
Communications
Cultural
awareness and
expression
Digital
competence
Living in a
Diverse Society
Communications
View and discuss film and
documentary footage related to the
topic
Discuss how film makers choose and represent their topics – think of using
examples such as Pavee Lackeen, A Letter Home; My Big Fat Greek Wedding;
documentary footage of Martin Luther King; Traveller weddings...
Explore the use of verbal and non-verbal communication in the films. Discuss how
different cultures are presented in the films and the difference between
documentary and fictional film.
Discuss stereotyping. View a film and describe it to peers or write a review of the
film.
Communication
Cultural
awareness and
expression
Living in a
diverse society
Communication
Computer
Literacy
Listen to music linked to the topic Listen to Irish music and to music from another culture or music that is a fusion of
a number of cultures.
Discuss songs and read the words to see how they reflect the culture in question.
Discuss the music with the rest of the group, using a recording to illustrate the
discussion.
Describe instruments used, the words and the sounds.
Compare the piece of music to music normally heard in Ireland.
Write a short piece describing the music.
Listen to the radio for a period of time and find out how much diversity is
represented in the music played. Are minority groups featured often on radio?
When are they featured? Listen to a p [podcast of a programme featuring minority
groups.
Communication
Cultural
awareness and
expression
Living in a
diverse society
Communication
Computer
Literacy
Identify ways in which we can Research organisations that support human rights and explore different ways of Social and civic Living in a
35
combat discrimination promoting tolerance in Ireland.
Read about relevant legislation.
Participate in role play inspired by specific situations.
Create visual aids which show the work of a selection of organisations involved in
Human and Civil Rights work. (This can be presented as and assignments which
includes clear guidelines and instructions about the use of measurement and
shape to create a poster).
competence
Communications
Mathematical
and technical
competence
Digital
competence
diverse society
Communication
Math
Discussing intercultural issues Participate in discussion and debate about discrimination, racism, interculturalism
and human and civil rights – using collections of photographs and examples from
writing as sources.
Material collected during interviews carried out during Unit 1 and from Irish media
can also be used.
Cultural
awareness
Social and civic
competence
Communication
Communication
Developing technical glossary Set up a file for a glossary on a computer system.
Identify new words associated with the topic and with diversity – discuss
meanings, and look up words in a dictionary if necessary.
Set up an additional list of words from another language in a separate glossary file.
Communication
Language
Digital
Competence
Computer
Literacy
Communication
Present basic statistics associated
with the topic.
List statistics from a variety of sources related to the topic – based on a variety of
sources, including the most recent census.
Extrapolate other statistics from information gathered.
Find out how statistics are collected and understand their relevance and purpose.
Plan and conduct a small scale survey designed to add to knowledge of the topic
–this could be a survey of media and information sources to see how minority
groups are represented, or a survey of the local community to see what
nationalities are represented locally.
Mathematical
understanding
Math
Communication
Personal
Effectiveness
Create a presentation based on the
topic – present a project proposal
Design a power point presentation of 4-10 slides, including appropriate imagism
captions and statistics relevant to the topic.
Use design, symbols and colours representing own or another culture.
Clearly present and express opinions to peer group.
Describe what diversity means in terms of Irish society.
Explain interest in the topic, describing personal identity and cultural influences.
Participate in question and answer session.
Cultural
awareness and
expression
Communications
Digital
Competence
Mathematical
Computer
Literacy
Communication
Living in a
Diverse Society
36
Listen to peers presenting their topics and ask questions to find out more
information. Discuss the topics chosen.
and technical
competence
Plan, cook and serve a meal from
another culture
Read a recipe and find out where the ingredients come from.
Identify the source of the food on a map (use pins to illustrate the source).
Find out where the ingredients can be bought in Ireland and cost them. Calculate
how far the food has travelled.
Describe when people would eat this meal and what they might be wearing if it is
for a special celebration.
Know the purpose of the celebration.
Read the recipe accurately and follow the instructions, including using the right
temperatures and timing.
Serve the food artistically, with reference to the culture in question.
Observe health and safety guidelines.
Social and civic
competence
Cultural
Awareness and
Expression
Communication
Maths
Personal
Effectiveness
Living in a
Diverse Society
Review progress Referring to personal criteria for success, identify what work to date has been
successful in terms of learning.
Select work to be included in assessment portfolios.
Review original plan and identify changes or improvements to the plan.
Learning to
Learn
Personal
Effectiveness
Communications.
Phase 1: Finding out about Ireland Today
Unit 2
Unit objectives: At the end of this unit, learners will know how to plan a photography trip; use a digital camera; be familiar with cultural artefacts; share
photographs; and plan and organise a photographic exhibition; participate in a Closed Social Network on-line. During this unit, learners will start to use
creative processes to illustrate the outcomes of their research into Ireland Today, and will begin to identify with some elements which will arise during
Phases 2 and 3. Learners will develop skills in critical analysis; personal and interpersonal communication, and teamwork; learners will know about
37
organisations that support human and civil rights; learners will know about the effects of discrimination in a range of contexts.
During this unit, learners will use the medium of photography to explore, document and present their chosen topic.
On completion of this unit, learners will
• Improve skills in project planning and review;
• Use a digital camera correctly, take photographs, manipulate and share images; know about reading visual images;
• Know about cultural artefacts and identity;
• Be able to use technical vocabulary associated with diversity and photography;
• Be able to discuss ways of developing equality and fighting discrimination with reference to agencies involved in this work in Ireland;
• Know how to choose, frame and mount photographs;
• Know how to plan and stage an exhibition of photography. Components (modules): Communications; Maths; Personal Effectiveness; Computer Literacy; Living in a Diverse Society. Previous knowledge/experience: Have completed all tasks in Phase 1, Unit 1, and completed the required assessment, as outlined in the module descriptor. Duration of phase: 20 weeks X 10 hours per week - 200 hours Assessment: During this Unit, learners will complete assessments as required, and based on the module descriptor, which will contribute to the final result for this award.
Activities Tasks and exercises. Competences Components and
SLOs Plan projects for this unit
Participate in discussion with the
tutor. Write down criteria for personal success and how these will be
measured. Identify key tasks for this Unit. Update timeline and plan using the computer independently
Planning Learning to learn
Personal
Effectiveness
Work as part of a
team to plan
Participate in exercises to develop and practise
teamwork. Understand stereotyping and the dangers associated with
Personal
Effectiveness
38
stereotyping. Practise active listening. Explore intercultural dialogue and practise skills for good intercultural
dialogue. Participate actively in discussion.
Work as part of a team to plan an exhibition
Communications:
Use a digital camera Name the parts of the digital
camera. Add terms to the technical
vocabulary. Know how to focus a
shot correctly. Explain the purpose
of focus. Know the features and functions of the camera and demonstrate
their use. Understand health and safety issues.
Digital competence Mathematical and
technical
competence
Communications:
Understand the
importance of composition,
light and
colour in
images
Look at a range of photographs of different cultures and
traditions. Explain what makes a photograph 'good' or 'bad'. Refer to portfolio
of photographs and images gathered during first phase. Explain the effect of the photographer's decisions when taking the
photograph and after taking the photograph. Discuss how choices can
change the effect and impact of the photograph. Learners can refer to collection of images or to
images available on-
line
Talk about the effect of colour, light, shapes and composition in the
images. Mathematical and geometrical concepts such as 'horizontal', 'vertical'
and 'diagonal' can be introduced here, as can proportion and ration
in the form of the 'rule of thirds'. Know what settings on the digital camera can change the nature of the
photograph - again this would allow the exploitation of number and of signs
Cultural awareness and expression; digital competence.
Communications:
Math:
39
and symbols.
Take
photographs(1)
Select some cultural artefacts which represent diversity of life in Ireland
today or traditions of participants.
Set up a still life arrangement containing a number of cultural artefacts.
Take photographs of the objects using different composition and lighting
effects. Set up tableaux to represent different situations reflecting the
topic of cultural diversity, and use other images for inspiration if
necessary. Learners can collaborate in the design of compositions.
Learn about composition, light and colour.
Cultural
awareness and
expression
Digital
competence mathematical
competence
Communications:
Math:
Upload and store
digital photographs
Use specific software to import images from a digital camera to a
Personal Computer.
Know how to import images to a personal computer. Name the different media that can be used for storing
photographs, using mathematical terms to describe capacity. Set
up a filing system for images.
Select the file images appropriately.
Study photographs taken and evaluate their effectiveness in representing
the topic
Digital Competence Mathematical and
technical
competence
Computer Literacy: Math: Personal Effectiveness
Asses visual images - is it clear that these objects represent the nature of Irish society
today? How could they be improved? Apply knowledge of topic and discuss how the photographs illustrate
the topic. Decide how some images could be changed or improved.
Open a file.
Cultural awareness
and expression
Communication:
Manipulate digital
images
Crop, resize and save changes to the image. Demonstrate how to
change the impact of a photograph by manipulating the image.
Discuss the validity/appropriateness of digitally enhancing
photographs.
Identify methods for printing digital images
Mathematical and
technical
competence Digital competence Communications
Computer Literacy: Communication::
Print digital images Describe different ways of having images Digital Computer
40
printed; Know about different formats and surfaces for
printing; Know how to print an image. Know how to calculate the cost of printing one image; a number of
images; Compare the cost of printing from a home printer versus getting
images printed by another agency. This item also allows discussion of
peripherals such as printing, and reference back to vocabulary for
Computer Literacy.
competence,
Mathematical
and technical
competence.
Literacy: Communication::
Study photographs
taken by other
photographers/
Develop media
awareness
Visit an exhibition of photography and study photographic archives and
books; Use the correct terms to discuss the techniques used by the
photographers. Analyse the photographs in terms of relevance to the
topic or project and comment on their effectiveness. Document the visit to the gallery and/ or the biography of the
photographer - this introduces the writing of short descriptive pieces. Reflect on portrayals of diversity in photographs and other printed
media and publish these reflections on a closed Social Network. Discuss how different viewers might interpret the
photographs.
Digital competence
Communications
Communication:: Computer Literacy:
Plan a
photography
exhibition to
document an
aspect of the
topic being
studied.
Take
photographs
on expedition
Decide on a place to visit and take photographs that reflect what it is like
to live in Ireland Today Discuss and choose locations where it might be possible to record diversity
in Irish society. Discuss sensitivities and appropriate photographs. Plan
transport to and from the location. Read timetables accurately. Estimate the cost of the expedition.
Negotiate permission to take photographs if
necessary;
Take photographs using techniques learned earlier
Communications Mathematical and
technical
competence Cultural
awareness
and
expression.
Personal
Effectiveness:
Communications:
Math:
Document the
expedition and
Write a blog about the expedition and use a Closed Social Networking site to
publish a blog (or a number of blogs) about the experience. Upload a
Communications
Digital Competence
Computer Literacy:
Communication:
41
experience selection of images to the Social Network.
Respond to blogs written by peers.
Cultural awareness
and expression
Update technical
vocabulary
Add new technical terms learned to vocabulary file.
Correctly insert the new terms in the vocabulary file.
Communications
Digital Competence
Communication:
Computer Literacy:
Organise an
exhibition of
photographs
working as a team;
Identify different team roles;
Work as part of a team to plan the exhibition.
Know and practice some conflict resolution strategies;
Communication
Civic and social
competence
Personal
effectiveness:
Communication:
Make a plan for the exhibition, including setting a date, time and venue; Use
word processing to document the plan;
Publish notification of the event on the closed social networking site. Set up a
communication system for the project through the closed social network.
Write a list of tasks and items to be purchased.
Estimate the cost of the project, including printing, framing, catering.
Create invitations reflecting the theme of ‘Ireland Today’ and using an image
or images selected from previous activities.
Design using typefaces, font sizes and colour appropriately.
Make a guest list and send out invitations
Mathematical and
technical
competence.
Math:
Computer Literacy:
Mount the exhibition Select images to display, making choices relevant to the topic.
Create captions for images selected.
Work out what size images should be and how they will fit into the space
available. Choose formats correctly.
Plan the layout and hanging of the exhibition. Mount and frame the images
using measurement accurately. Know about safety when cutting mounting
board;
Hang the images.
Apply health and safety guidelines.
Social and civic
competence
Communication
Mathematical and
technical competence
entrepreneurship and
initiative.
Communication:
Math:
Personal
Effectiveness:
Host the exhibition Welcome and greet visitors to the exhibition;
Make a short speech describing work and topic;
Use language well to describe the background to the project.
Participate in informal conversations.
Social and civic
competence;
Communication:
Personal
Effectiveness:
Share photographs Know how to save images to disc for distribution; Digital competence Computer literacy:
42
Use PowerPoint to create a slideshow of images from the exhibition and
create a link to this from the social networking site.
Review progress Referring to personal criteria for success, identify what work to date has
been successful in terms of learning. Select work to be included in
assessment portfolios. Review original plan and identify changes or
improvements to plan.
Learning to learn Personal
Effectiveness:
Communication:
Phase 2: Representations of Ireland today in art and creativity
Unit 3
Unit objectives: Develop reading and writing skills; Learn about using sources of information; develop planning skills; Explore creativity;
On completion of this unit, learners will
• Know about museums and art galleries, and the role they play in society;
• Know about the creative processes used by artists to transmit a message;
• Know about the range of materials and equipment used by a variety of artists;
• Understand how choice of material can influence the outcome;
• Use Social Networking to describe their experiences and write blogs for publication;
• Know about financial aspects of creating artwork.
Components (modules): Communications; Personal Effectiveness; Maths; Computer Literacy; Visual Arts Practice; Previous knowledge/experience: Completion of Phase 1. Learners should be confident with using the computer; Duration of phase: 20 weeks X 10 hours per week - 200 hours Assessment: Completion of X Assignments to fulfil the requirements for the portfolio.
43
Activities Tasks and exercises. Competences Components and
SLOs
Plan projects for this
unit
Participate in discussion with the tutor.
Write down criteria for personal success and how these will be measured.
Identify key tasks for this Unit.
Update timeline and plan using the computer independently.
Planning Learning to
learn
Personal
Effectiveness:
Work as part of a
team to plan
Participate in exercises to develop and practise teamwork.
Practise active listening.
Participate actively in discussion.
Personal
Effectiveness:
Find out information
about exhibitions
being held
Use a variety of information sources to find out what exhibitions are taking
place in the locality and whether these relate to living in Ireland Today.
Identify different types of exhibition, particularly those that relate to the topic
being studied.
List the information discovered.
Share the information with peers.
Communications
Social and civic
competence
Develop cultural
awareness and
expression
Communications:
Communications: Computer Literacy: Visual Arts Practice:
Organise a museum
or gallery visit
Learners will work in co-operative teams to plan and prepare for the visit.
Read information and reviews about the exhibition to ensure it is relevant.
Use a map and the internet if necessary to find out how long the journey will
take. Plan a timetable and itinerary for visit.
Read travel timetables and plan travel arrangements.
Publicise details of the visit using a closed social network.
Publish directions to the museum together with travel details. Describe
expectations for visit.
Digital
competence
Communications
Mathematical and
technical
competence
Personal Effectiveness: Communications: Math: Computer Literacy: Visual Arts
Visit a museum Travel successfully to the venue.
Record a range of artefacts or objects on display using a variety of methods.
Make notes of observations about cultural diversity and tradition and how
these art works relate to Irish society.
Social and civic
competence
Communications
Practice:
Personal
Effectiveness:
44
Write notes about the range of materials, equipment and techniques used to
create objects.
Discuss the concepts and themes explored by artists.
Write a description of the visit, responding to the artist's work
Communications:
Visual Arts practice:
Understand the
purpose of
museums and
galleries
Explore ways in which museums display art works.
Describe the role that museums and art galleries play in our society. Describe
the display of work in the museum or gallery visited.
Understand how artists' work can challenge our perceptions and
assumptions
Social and civic
competence
Communications
Visual Arts
Practice:
Communications:
Study the work of
selected artist
Know the techniques and materials used by the artist.
Know about the life and work of a selected artist Know how the artist works.
Understand the creative process.
Visual Arts
Practice:
Communications:
Creative process Write a description of the creative process and publish it to the social
networking site.
Explore whether documents and images gathered to date during the
programme could inspire the production of a piece of art and how this might
be achieved.
Digital
competence
Communications
Mathematical and
technical
competence.
Visual Arts Practice:
Computer Literacy:
Personal
Effectiveness
Displaying art. Describe the process of arranging an exhibition
Accurately assess the costs associated with producing art, including time;
materials; value; insurance; profits; value to society. Talk about who goes to
exhibitions in Ireland - who in Ireland is art for?
Entrepreneurship
and initiative
Communication:
Math:
Review progress Referring to personal criteria for success, identify what work to date has been
successful in terms of learning.
Select work to be included in assessment portfolios.
Review original plan and identify changes or improvements to plan.
Learning to learn Personal
Effectiveness
45
Phase 2: Representations of Ireland Today in art and creativity
Unit 4 Unit objectives: Learn about creative process; Learn about the techniques used by artists; learn about materials used by artists; understand the work of
artists; understand how artists express concepts;
During this unit, learners will begin to use creative processes to make their own piece of art which is inspired by their chosen topic and informed by their
earlier research.
On completion of this unit, learners will
• Be confident in interpersonal skills associated with asking questions of an expert;
• Will understand the role of artists in society;
• Understand concepts
• Know about the qualities of a range of art materials;
• Have improved and extended technical vocabulary;
• Become comfortable with giving and taking feedback by using Social Networking as a vehicle for discussion of ideas;
• Know how to use a range of art materials and equipment safely;
• Know some basic techniques for constructing an artwork.
• Have made a piece of art expressing their own responses to their chosen topic.
Components (modules): Communications; Personal Effectiveness; Computer Literacy; Maths; Visual Arts Practice.
Duration of this phase: 20 weeks X 10 hours per week: 200 hours Assessment: During this Unit, learners will complete assessment briefs, which will contribute to the final result for this award. Throughout the programme,
learners and their peers will participate in formative assessment processes. Learners and their peers will participate in formative assessment processes.
46
Activities Tasks and exercises. Competences Components and
SLOs
Plan projects for this
unit
Participate in discussion with the tutor.
Write down criteria for personal success and how these will be measured.
Identify key tasks for this Unit.
Update timeline and plan using the computer independently.
Learning to learn Personal
Effectiveness:
Work as part of a
team to plan.
Participate in team
development
exercises’
Participate in exercises to develop and practise teamwork.
Practise active listening.
Participate actively in discussion.
Demonstrate good practice in conflict resolution.
Understand the different roles people can take in teams;
Know own strengths as a team member
Learning to learn
Communication
Communication
Social and civic
competence
Personal
Effectiveness:
Communications:
Write a production
plan
Write a production plan for a short film that draws on the experience of
studying diversity in Ireland today.
List the stages of the production.
Digital competence
Communication
Communication:
Video Expression:
Personal
Effectiveness:
Propose the plan to
peers
Present the proposal to peers Communications Communications:
View and analyse a
number of films
Know about different types of film;
Know about the techniques used by film makers to convey a message;
Evaluate a number of film clips with reference to the topic of diversity. Write a
film review.
Outline another way of approaching the topic in question.
Communications
Cultural awareness
and expression
Video Expression:
Communication:
Use a digital video
camera
Name the parts of a digital video camera and add these to glossary. Use
technical vocabulary associated with the digital video camera. Use the
techniques of zooming, panning and tilting. Use available light effectively
Digital competence
Communication s
Video Expression:
Communication:
47
when filming.
Understand the importance of health and safety and apply health and safety
guidelines.
Personal
Effectiveness:
Create a storyboard Use writing skills to develop plot/storyline
Use images and words to plan the video film, outlining the shots and actions
that will appear in the video;
Estimate how much footage might be needed for the completed film.
Draft a number of storyboards until there is consensus on the overall plan.
Communications
Mathematical and
technical
competence
Cultural
awareness and
expression
Communication
Video Expression:
Record film footage
Plan to record the film, making all arrangements required, including
identifying a location; individuals to be involved and team roles. Plan a
shooting timetable.
Use appropriate interpersonal communications to make arrangements;
Use the Closed Social Network to publish detail of the plan;
Referring to personal criteria for success, identify what work to date has been
Digital
competence
Personal
Effectiveness:
Video Expression:
Communication
Review Progress Successful in terms of learning.
Select work to be included in assessment portfolios.
Review original plan and identify changes or improvements to plan.
Learning to learn Personal
Effectiveness:
48
Phase 3: Communicating understanding and knowledge of Ireland Today to others
Unit 5
Unit objectives: At the end of this unit, learners will be able to use a digital video camera; learners will be able to plan, script and produce a short video
film; learners will be able to work as part of a team. Work completed for this unit will be a synthesis of the reading, writing and mathematical skills
learned during the previous units.
During Unit 5, learners will develop the skills to create a message about their chosen topic by using video. By the end of the unit, learners will
Know how to use a digital video camera
Understand how film makers use the medium of film to convey a range of messages
Know about a range of films dealing with the chosen topic
Work as part of a team
Know how to brainstorm, structure and write a storyboard
Know how to use communication skills to progress the project.
Components (modules): Video Expression; Communications; Personal Effectiveness
Duration of this phase: 20 weeks X 10 hours per week: 200 hours
Assessment: During this Unit, learners will complete assessment briefs, which will contribute to the final result for this award. Throughout the
programme, learners and their peers will participate in formative assessment processes.
49
Activities Tasks and exercises. Competences Components and SLOs
Plan projects for this
unit.
Participate in discussion with the tutor.
Write down criteria for personal success and how these will be measured.
Identify key tasks for this Unit.
Update timeline and plan using the computer independently.
Learning to learn Personal Effectiveness:
Work as part of a
team to plan
Participate in team
development
exercises
Participate in exercises to develop and practice teamwork.
Practice active listening.
Participate actively in discussion.
Demonstrate good practice in conflict resolution.
Understand the different roles people can take in teams.
Know own strengths as a team member.
Learning to learn.
Communicaiton
Social and civic
competence/
Personal Effectiveness
Communications
Write a production
plan
Write a production plan for a short film that draws on the experience of
studying diversity in Ireland today.
List the stages of the production.
Digital competence
Communication
Personal Effectiveness:
Communication
Video Expression
Propose the plan to
peers
Present the proposal to peers
Communications
Communication
View and analyse a
number of films
Know about different types of film.
Study and discuss the techniques used by film makers to convey a
message.
Evaluate a number of film clips with reference to the topic of diversity.
Write a film review.
Outline another way of approaching the subject of the film.
Communication
Cultural awareness
and expression
Communication
Video Expression
Use a digital video
camera
Name the parts of a digital video camera and add these to the technical
glossary.
Use technical vocabulary associated with the digital video camera. Use the
techniques of zooming, panning and tilting. Use available light effectively
when filming.
Understand the importance of health and safety and apply health and safety
guidelines.
Digital
competence
Communications
Video expression
Communication
Personal Effectiveness
50
Create a storyboard Use writing skills to develop a plot/storyline
Use images and words to plan the video film, outlining the shots and action
that will appear in the film.
Estimate how much footage might be needed for the completed film.
Draft a number of storyboards until there is consensus on the overall plan.
Communications
Mathematical and
Technical
Competence
Cultural awareness
and expression
Communication
Video Expression
Record film footage Plan to record the film, making all the arrangements required, including
identifying a location, individuals to be involved and team roles. Plan a
shooting timetable. Use appropriate interpersonal communications to make
arrangements. Use the closed social network to publish details of the plan.
Digital Competence Personal Effectiveness
Video Expression
Communication
Review progress Referring to personal criteria for success, identify what work to date has been
successful in terms of learning.
Select work to be included in assessment portfolios. Review original plan and
identify changes or improvements necessary.
Learning to learn Personal Effectiveness
Phase 3: Communicating understanding and knowledge of Ireland Today to others
Unit 6
Unit objectives: By the end of this unit, learners will know how to complete the making of a video film, including editing, adding title sequences and
additional sound; understand the importance of review and evaluation; synthesise experience of previous units to plan and run an event; use
communications skills to present their work to an invited audience;
During this unit, learners complete their video film and present it to an invited audience. By the end of the unit, learners will
51
• Know how to upload film clips;
• Know how to edit the film clips to reflect the original storyboard;
• Know how to plan an event;
• Know how to share the video film with others.
Components (modules): Video Expression; Communications; Personal Effectiveness
Duration of this phase: 20 weeks X 10 hours per week: 200 hours
Assessment: During this Unit, learners will complete assessment briefs, which will contribute to the final result for this award. Throughout the
programme, learners and their peers will participate in formative assessment processes.
Activities Tasks and exercises. Competences Components and
SLOs
Plan projects for this
unit
Participate in discussion with the tutor.
Write down criteria for personal success and how these will be measured.
Identify key tasks for this Unit.
Update timeline and plan using the computer independently.
Learning to learn Personal
Effectiveness
Work as part of a
team to plan
Participate in exercises to develop and practise teamwork.
Practise active listening.
Participate actively in discussion.
Personal
Effectiveness
Plan cook and serve
a meal from another
culture
Know where the ingredients come from;
Identify the source of the food on a map.
Calculate how far the food has travelled.
Describe when people would eat this meal and what they might wear if it is a
special meal;
Know the purpose of the celebration if it is a special meal.
Social and civic
competence
Cultural
awareness and
expression
Personal
Effectiveness
Communication
Video Expression
52
Read the recipe accurately and follow the instructions, including using the
right temperatures and timing. Make a video of the meal.
Serve the food artistically, with reference to the culture in question.
Apply health and safety guidelines.
Shoot film footage based on storyboard scripted during Unit 5.
Shooting, Editing
and production
Upload the film clips to a suitable software package.
Edit the film clips, create transitions and link them to create a final cut. Use the
appropriate sound tracks and effects. Use font and effects to create a title
sequence. Write a journal to document the experience.
Work as a member of a team to plan the screening of the outcome of the
project to an invited audience.
Mathematical and
technical
competence
Digital
competence
Personal
Effectiveness
Communication
Video Expression
Organise a
screening event
to present the films
to an audience.
Write a press release and send it out to local press.
Use Excel spreadsheets to create a guest list.
Set up the layout of the room where the screening will take place.
Make popcorn.
Use maths to accurately assess the cost of mounting the screening.
Use communication skills to welcome visitors.
Communicate the background to the films to the invited audience
Communications in
Mother
tongue/foreign
language
Social and civic
competence
Cultural
expression and
awareness
Mathematical and
technical
competence
Entrepreneurship
Communication
Personal
Effectiveness
Share video films
Use IT skills to publish the video films for others to watch.
Digital
competence
Communications
Personal
Effectiveness
Review progress Referring to personal criteria for success, identify what work to date has been
successful in terms of learning.
Learning to learn Personal
Effectiveness
53
Select work to be included in assessment portfolios.
Review original plan and identify changes or improvements to plan.
Section 6: Sample Lesson Plans for Ireland Today
This section shows one example of a lesson plan for each unit of the framework. Each of these lesson plans fits a particular stage of the unit, and would
be complemented by a suite of lesson plans. Each lesson plan seeks to draw on knowledge and understanding gained by the learner during previous
stages of the programme.
Phase 1: Finding out about Ireland Today Unit 1
Session Title: Defining Culture, diversity and tradition
Overview: This lesson allows learners to explore how diversity, culture and tradition are defined.
Objectives
Learners will:
• Observe representations of culture and tradition in a film and reflect on these
• Reflect on what defines Irish culture and tradition today
• Define the words 'Culture', 'Tradition' and 'Diversity'
Resources
• Film clip - for example a humorous clip from 'My Big Fat Greek Wedding' could be useful
• Projector
• Flip chart pad
• Whiteboard markers • Large
coloured cards
54
Procedure
1. Outline the purpose of the session to learners, including the skills to be taught, which will include an introduction to some terminology linked to
culture and tradition, and an introduction to the nuances of verbal and non-verbal communication. Explain to students that they will be watching a
film clip and that they should observe the objects and behaviour portrayed in the clip carefully in order to identify examples that illustrate the
impact of culture, tradition and diversity.
2. Show a film clip illustrating culture, diversity and tradition. Following the clip, have learners discuss interactions, objects or forms of dress which
illustrated diversity, culture or tradition. Ask learners to give examples of cultural practices, traditions or artefacts which represent their own
cultures and record these on the flipchart.
3. Divide the group into pairs, and ask each group to create a definition for 'culture', 'tradition' and 'diversity'. Following ten minutes of interaction,
ask the pairs to join with another pair and spend ten minutes agreeing joint definitions of the words in question. Ask each group to record these on
the coloured card. Discuss the definitions and introduce a number of definitions drawn from dictionary sources.
4. Ask students to write down the definitions on the cards so that they can refer to them at a later stage.
5. Review the exercise to determine whether learners have a clear understanding of the terms 'culture', 'tradition ' and 'diversity'.
Phase 1: Finding out about Ireland Today
Unit 2
Session Title: Who supports Human Rights in Ireland?
Overview: This lesson will introduce learners to the organisations who support human and civil rights in Ireland. It incorporates the use of skills associated
with finding information, together with mathematical and communications skills.
Objectives
Learners will:
• Understand why there are organisations to support human rights
55
• Identify a number of agencies that support human and civil rights
• Create a visual aid using geometric shapes that will represent the work of an
organisation of their choice Resources
• A range of art materials
• Personal Computers or Laptops with internet connection
• Whiteboard markers
• Large coloured cards
• Promotional materials for a range of human rights organisations Procedure
1. Discuss the reasons why there are Government and Non-government Organisations (NGOs) established to support human and civil rights in Ireland.
Introduce the Universal Declaration of Human Rights at this stage. It is also useful to refer to the history of the declaration too. Have learners
discuss in general what type of work these organisations do. Draw on existing knowledge of learners.
2. Ask learners to spend some time researching groups which work in Ireland on-line. Learners should identify who the organisation supports; when
they were formed; what their mission statement is; what sort of work they do - is it fundraising; legal; educational?
3. When they have identified a group that they want to feature in their visual aid, learners should proceed to the next step. Each learner will be
provided with a large (A2) sheet of coloured paper. Have ready an instruction sheet asking learners to cut a triangle, square and circle out of papers of
other colours, and specifying measurements for the positioning of these shapes on the larger sheet. Ask learners to position and glue the shapes
accordingly. Then ask learners to write the name of the organisation and three key types of work or objectives that the organisation does on the
poster in relation to the geometric shapes. Finally, ask learners to choose a number of images which illustrate the work of the organisation using
images available from the image bank.
4. Ask learners to hang their posters on the wall and then to explain the work of their chosen organisation.
56
5. Finally, summarise what information has been gathered and ask learners to review the experience.
Phase 2: Representations of Ireland Today in art and creativity Unit 3
Session Title: Planning a museum visit
Overview: During this session, learners will find out about local museums, decide what the focus of the visit is, find out where the museum is and make a
travel plan for getting to the museum. Learners will work in groups to plan various aspects of the visit.
Objectives
Learners will:
• Know about the museum to be visited
• Identify what aspect of Irish society can be studied by visiting the museum
• Practise information seeking skills, including using signs and symbols
• Know about using timetables, maps and giving directions
• Calculate the cost of the visit and estimate how time will be divided during the visit
• Write a set of instructions for the group which will be posted on a Social networking site. Resources
• Personal Computers or Laptops with internet connection
• Paper
• Writing implements
Procedure
57
1. Introduce learners to the plan for the lesson and start a discussion about information required for the visit. Discuss how the visit might reflect and
illustrate the work that has been completed previously in relation to culture, tradition and diversity. Decide on the tasks that have to be
accomplished during this session.
2. Ask learners to look up the museum in question and find out about it - Where is it? How do you get there? Does it cater for any particular
requirements? What is on display there? Is there an entrance fee?
3. Break the group into two, and ask each smaller group to carry out a specific task. One group should work out what signs and symbols they might
encounter on their way to the museum, and what these mean. By the end of this section, the group should have produced a printout of the signs
and symbols together with their meanings. The second group will look at a map or directions provided by the museum and determine how they
might travel to the museum. This group should refer to timetables and work out what time will be required to travel to the museum.
4. Both small groups should come together and share the information found. With the tutor, the group should calculate how much the trip would
cost, including the cost of lunch if necessary.
5. The group should then draft a set of instructions which can be posted to the Social Networking Site to inform everyone of details of the visit.
6. Finally, ask each member of the group to write down one item that they learned which was new to them, and collect these for reviewing the
outcome.
Phase 2: Representations of Ireland Today in art and creativity
Unit 4
Session Title: Using a range of art materials
Overview: during this session, learners will explore a range of art materials in order to determine what they like and to experience the effect of the
materials on different surfaces. Learners will draw on their experience of studying cultural artefacts and will respond to these by creating their own
impressions of the artefacts during this session. This can include using patterns or images to inspire their work. This session can be provided over a longer
period or split into two parts as required. Play some music during this session.
Objectives
58
Learners will:
• Use a variety of art materials
• Know about the characteristics of different surfaces and materials
• Identify how colour can create an impact in a piece of art
• Use equipment and materials safely
Resources
• Variety of paper, card and other surfaces
• Portfolio of images collected during previous phases
• Drawing materials including ink, pencils; pens; markers; wax crayons; pastels; sticks
• Painting tools including paintbrushes, sticks, stamps, sponges
• Paints which can be thinned or used thickly, such as acrylics; watercolours;
• Glue and collage materials
• Cleaning materials
• Work surfaces
• CD player
Procedure
1. Introduce the session by explaining that this is an opportunity to play with a range of art materials. This session is not about being brilliant at drawing or painting, but about trying the materials and equipment to see what the outcome is. Learners can use designs and images they have
found during previous phases to inspire their work. This session is about finding out how the different materials work together.
2. Ask learners to choose a surface and a number of the available materials and begin to try them out. 3. Encourage learners to try different effects like choosing one colour and gradually mixing it with another colour, applying it to a surface each time.
They can also try adding the colour gradually on the page to see what happens. They can then try using the same colours but with a different consistency. The possibilities are endless. The tutor's role in this case is to ensure that learners don't get disillusioned or fearful of trying things out.
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4. Throughout the session, encourage learners to try a range of the available materials. 5. At the end of the session, ask each learner to pick out one effect they really like and say why they like it. Hang this piece on the wall, and store other
work in a portfolio for future reference.
Phase 3: Communicating understanding and knowledge of Ireland Today Unit 5
Session Title: Using a digital video camera
Overview: During this session, learners will learn how to use a digital video camera, and become aware of the vocabulary of video. They will plan and shoot a
short piece of digital video.
Objectives
Learners will:
• Become familiar with the functions of a digital video camera
• Know how to frame a shot
• Know about zooming and panning
• Know how to frame and compose shots
Resources
• Projector
• Digital video cameras
Procedure
1. Introduce the session by asking learners to recall some of the films they have explored. Show some clips as a reminder. Introduce the learners to some of the techniques that they will use with the digital video camera. Tell learners that each will use the camera to create a short video clip.
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2. Introduce the video cameras, and introduce the features one by one to the learners. For this part of the session, you can draw on their experience of learning to use a digital camera and relate their knowledge from that experience to the new knowledge being learned. Ask learners to try out the
different features.
3. Introduce concepts such as 'wide shots' and panning gradually throughout the session and ask learners to try them out. 4. Ask each learner to plan a two minute sequence and record it. Other participants should be prepared to participate in these short clips. 5. Ask learners to add the new words to their technical vocabulary. Review the new information with learners and link to the next session, which will
be about uploading and editing. Phase 3: Communicating understanding and knowledge of Ireland Today
Unit 6
Session Title: Creative development of ideas for a film
Overview: During this session, learners will explore themes and topics for their video films in preparation for developing a storyboard. The group will
decide who will work together on a film, and will discuss timeframes for the work.
Objectives
Learners will:
• Identify themes which illustrate what it is like to live in Ireland Today
• Analyse how they might portray living in Ireland through the medium of film.
• Understand the reason for production planning and practice drawing up a production plan.
• Identify tasks to be carried out.
Resources
• Flip chart
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• Flipchart markers
Procedure Introduce learners to the final project. Ask them to identify what the stages of the project will be and record this on the flipchart.
Brainstorm themes that could be used for the film with learners. These themes should reflect life in 21st century Ireland. Learners should discuss these
themes in depth, based on their experiences of the programme, and should be identifying themes which reflect the diversity of Irish society. The tutor's
role in this case is as facilitator.
Introduce the concept of the production plan, and work with each group to draft a production plan. This phase will draw on learners' knowledge and
understanding of planning processes.
Ask each group to present their draft to the rest of the group.
Review the work, and introduce tasks for the next session.
Section 7: Assessment planning Assessment schedule/planning
Component Phase 1 Phase 2 Phase 3
Unit 1 and 2 Unit 3 and 4 Unit 5 and 6
Living in a diverse
society
Policy Statement reflecting the
ethos of the group.
Written piece(s) describing Ireland
Today in relation to the chosen
topic (Communications).
Presentation including images,
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statistics and captions
demonstrating the learner's interest
in the topic and the current
situation in Ireland
(Communications).
Photographs of cultural artefacts
(Communications).
Exhibition and Images of cultural
artefacts.
Participation in role plays to
demonstrate intercultural dialogue.
Visual Aid describing the work of
agencies involved in Human and
Civil Rights work
(Communications).
Audio stories collected from
representatives of different cultures
(Communications).
Read 1 piece of text - a newspaper
report/ magazine article (Living in a
Diverse Society).
Write captions(Expressive writing -
short piece)(Living in a Diverse
Society)
Written 'opinion' piece -
Museum/gallery visit /artist's
work - posted as blog to Social
Networking site (Visual Arts
Practice).
Correspondence - letter
requesting permission to visit
Correspondence: letter requesting
permission to film in a particular
location.
Reading: Read a review of a film that
covers the topic of diversity
Piece of expressive writing - scripting
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Write directions or instructions for
starting a personal
computer(Computer Literacy)
Write a summary of learning goals
Correspondence: letter telling a
friend about the course.
3 photographs used during
photography published to Social
Networking site project; set of
computer icons; or e-mailed to
others in group Visual Arts Practice
verbal/non-verbal communications
(photography project) (Living in a
Diverse Society).
Visual Aid showing work of a
selected number of Human and
Civil Rights organisations (Living in
a Diverse Society).
artist/ letter thanking artist for
visit.
Reading: read about the life and
work of the chosen artist (Visual
Arts Practice).
Directions for visit to
gallery/museum/artist's studio
of video content (Video Expression).
Press release about the screening of
the video films.
Expressive writing based on the
experience of participation - write as if
you are a person who has come to
live in Ireland
Math Exercises included in the maths portfolio can represent SLOS achieved during practical activities carried out to complete project work: Measuring time when planning; measuring out and using geometry to construct a visual aid;
Exercises included in the maths portfolio can represent SLOS achieved during practical activities carried out to complete project work: Using maths for art - measuring; comparative value.
Exercises included in the maths portfolio can represent SLOS achieved during practical activities carried out to complete project work: planning video; measuring time; calculating cost.* The curriculum is designed on the basis that learners should have completed all
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creating a small survey.
Interpreting and extrapolating from statistics in pieces learners have read about their topic.
Estimating space available on a memory card
Documenting the number of photographs Understanding the use of numbers on a digital camera Accurately costing activities Measuring volume when creating a meal.
Calculating materials required
Mixing paint
Measuring other materials.
requirements for assessment for maths by the end of Phase 2, with Phase 3 providing time for additional practice and bridging to higher levels if necessary.
Computer Literacy Use the internet to carry out some
research; set up an e-mail address; use
an excel spreadsheet when collecting
survey data; word processing tasks
associated with project work; Use
graphics in the creation of a PowerPoint
presentation.
Photographs; photo collages; Social
Networking site; personal journal ;
planning templates; spreadsheets
showing costing.
Visual Arts Practice Planning documents for
museum/gallery trip, including
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itineraries, timetables and maps.
Evidence of preliminary
research.
Review of visit in the form of
audio journal or journal posted
to Closed Social Network.
Photographs of the visit.
Description of the artist’s work
including materials and
equipment used creative
process, exhibiting and
inspiration.
Sketch book showing
background work.* (These
elements can be carried over
into Phase 3 if necessary)
Final 2D or 3D art work* (These
elements can be carried over
into Phase 3 if necessary)
Video Expression Group video project.
Storyboards, sketches and support
materials.
Project journal
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Personal
Effectiveness
*Ideally Personal
Effectiveness can be
assessed during all
phases of the
programme, based on
the achievements of
learners in completing
work for all other
elements. It is
necessary for
learners
to develop the skills
necessary for this
module before being
assessed and it is the
role of the tutor to
ensure that learners
have opportunities to
develop the skills in a
structured fashion. This
element is firmly rooted
in Kolb's 'Plan, do and
review' cycle associated
with Experiential
Learning, and it is
advisable to integrate
Draw up a Personal Learning Plan.
Gather information.
Review and adapt Personal
Learning Plan.
Practise different ways of learning
in different situations.
Evaluate the quality of work
completed.
Maintain a safe and efficient
working environment.
Observe hygienic work practices.
Draw up a Personal Learning
Plan.
Gather information.
Review and adapt Personal
Learning Plan.
Practise different ways of
learning in different situations.
Evaluate the quality of work
completed.
Work as a member of a team.
Evaluate the work of the team.
Maintain a safe and efficient
working environment
Observe safe work practices.
Observe hygienic work
practices.
Draw up a Personal Learning Plan.
Gather information.
Review and adapt Personal Learning
Plan.
Practise different ways of learning in
different situations.
Evaluate the quality of work
completed.
Work as a member of a team.
Evaluate the work of the team.
Maintain a safe and efficient working
environment
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'plan, do and review' at
all levels, so that
learners have lots of
opportunities to
practise reflection.
Bibliography
Banks, J.A. (2004) Diversity and Citizenship Education: Global Perspectives (ed.) New York: Jossey Bass.
Casey, H., Cara, O., Eldred, J., Grief, S., Hodge, R., Ivanič, R., Jupp, T., Lopez, D., McNeil, B. (2007) "You wouldn't expect a maths teacher to teach
plastering..."Embedding literacy, language and numeracy in post-16 vocational programmes - the impact on learning and achievement. London: NRDC.
Hague, Cassie; Logan, Ann ;( 2009) A review of the current landscape of adult informal learning using digital technologies. UK: Futurelab
(www.futurelab.org.uk) pp 22-23
Illeris, K., (2009) Contemporary Theories of Learning: Learning theorists ... in their own words (ed.). London/New York: Routledge
Jarvis, P. (2009) Towards a Comprehensive Theory of Lifelong Learning. London: Routledge Jarvis, P. (2009) Globalisation, Lifelong Learning and the Learning Society. London: Routledge
Jarvis, P. (2009) Democracy, Lifelong Learning and the Learning Society. London: Routledge
Looney, J. (2008) Teaching, learning and Assessment for Adults: Improving Foundation Skills. Organisation for Economic Co-operation and Development (OECD)
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Section 8: Appendices
Appendix 1: The European Framework of Key Competences.
The European framework of key competences for Lifelong Learning, published in 2006, identifies and defines the
key abilities and knowledge that everyone needs in order to achieve employment, personal fulfilment, social and
Inclusion and active citizenship in today’s rapidly changing world. The framework includes competences in
traditional subjects such as mother tongue literacy, numeracy, knowledge of foreign languages, science and IT
skills. However it also covers other skills, such as learning to learn, social and civic competence, initiative taking,
entrepreneurship, cultural awareness and self-expression.
The recommendation lists eight key competences which are deemed essential for acquisition by
Young people at the end of compulsory education and preparing them for working life whilst forming a basis for further learning.
Adults throughout their lives through a process of developing and updating skills.
The document cites this as an approach which fits with the principles of fairness and equality for all. The framework also applies to those
whose education potential requires some support. This includes people with low basic skills, early school leavers, the long-term unemployed and
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people with disabilities, or migrants.
The eight key competences.
Communication in the mother tongue: This is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral
and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of
societal and cultural contexts;
Communication in foreign languages: This involves, in addition to the main skill dimensions of communication in the mother tongue,
mediation and intercultural understanding. The level of proficiency depends on several factors and the capacity for listening, speaking, reading
and writing;
Mathematical competence and basic competence in science and technology: Mathematical competence is the ability to develop and apply
mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and
knowledge. Basic competences in science and technology refer to the mastery, use and application of knowledge and methodologies which
explain the natural world. These involve an understanding of the changes caused by human activity and the responsibility of each individual as
a citizen.
Digital competence: This involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);
Learning to Learn: This is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in
accordance with one's own needs, and awareness of methods and opportunities;
Social and civic competence: Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour
that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being.
An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence
and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips
70
individuals to engage in active and democratic participation;
Sense of initiative and entrepreneurship is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the
ability to plan and manage projects in order to achieve objectives. The individual is aware of the context of their work and is able to seize
opportunities which arise. It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to
social or commercial activity. This should include awareness of ethical values and promote good governance;
Cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and
emotions in a range of media (music, performing arts, literature, and the visual arts).
The emphasis in each case is on
• Critical thinking,
• Creativity
• Initiative
• Problem solving
• Risk assessment
• Decision taking
• Constructive management of feelings.
The key competences are recognised as being transversal.
Applying these competences will require changes in teaching methodologies and approaches. Notably, the advent of new technologies, including
Web 2.0 technologies will promote a substantial change in approach, as will a move towards an emphasis on more democratic
models of education. This focus on critical analysis, project-based learning and co-operative learning promotes a shift away from the concept
of the teacher solely as a subject matter expert, to one where the teacher will have responsibility for supporting the development of the
learner in their potential to learn effectively under many different conditions. The teacher will also depend on their own personal expertise,
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particularly at Level Three, ensuring accuracy is attained by learners, and that the knowledge acquired can be replicated at other times or that the
learning will contribute to the development of capacity in the learner to engage in more learning in a variety of contexts.
Appendix 2: Resources
FETAC: www.fetac.ie
www.fess.ie www.fetaconline.ie
Interpreting visual images: http://www.manchestergalleries.org.uk/ford-madox-brown/background-to-the-painting/
Stories of migrants: http://www.movinghere.org.uk/
Social issue debates: http://www.truetube.co.uk/
Collections of historical photographs:
http://digital.nli.ie/cdm4/browse.php?CISOOP1=all&CISOBOX1=Poole&CISOFIELD1=collec&CISOROOT=/glassplates&t=s
Genealogy: http://www.myguideireland.com/genealogy
http://www.igrsoc.org/links.html General links regarding diversity and equality
http://www.indymedia.ie/article/63647
http://www.itmtrav.com/equality.html
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http://www.cspe.ie/glossary/#a
http://www.glen.ie/education/teaching.html http://www.travellerheritage.ie/asp/default.asp?p=61 - very good website with photographs of Traveller culture and tradition.
Literacy and equality in Irish Society - Queen's University Belfast: http://www.qub.ac.uk/leis/ http://www.youtube.com/watch?v=miUKTDMtTXg - Video clip - great opportunities for discussion
www.teachunicef.org Cultural Diversity: curriculum.qca.org.uk/...dimensions/culturaldiversityidentity/index.aspx
Curriculum
http://www.doe.mass.edu/acls/frameworks/
www.communitiesscotland.gov.uk/stellent/.../alo_CFPractice2.doc http://www.caslt.org/resources/english-sl/classroom-resource-form-assess-toc-esl_en.php (accessed 16th October 2010 and 1st June 2010) Critical Thinking http://www.asa3.org/ASA/education/think/critical.htm
http://www.criticalthinking.net/goals.html
http://www.readwritethink.org/lessons/lesson_view.asp?id=326
http://www.readwritethink.org/lessons/lesson_view.asp?id=116
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http://www.readwritethink.org/lessons/lesson_view.asp?id=418
http://www.curriculumonline.ie/uploadedfiles/PDF/jc_envsocialstudies_sy.pdf http://www.curriculumonline.ie/uploadedfiles/PDF/jc_english_sy.pdf http://www.curriculumonline.ie/uploadedfiles/PDF/jc_technology_sy.pdf http://www.curriculumonline.ie/uploadedfiles/PDF/jc_maths_sy.pdf
http://www.curriculumonline.ie/uploadedfiles/PDF/jc_maths_sy.pdf http://www.nrdc.org.uk/content.asp?CategoryID=1430
www.fetaconline.ie
Assessment for learning
http://www.ltscotland.org.uk/assess/for/intro.asp
http://lin-ireland.com/index.php?title=Exploring_Formative_Assessment
http://www.ltscotland.org.uk/resources/p/genericresource_tcm4511798.asp?strReferringChannel=assess Scottish Adult Literacy and Numeracy Framework
http://www.aloscotland.co.uk/alo/123.html
Teaching and Learning Blog - spiral Curriculum
http://www.teachandlearn.ca/blog/
http://www.assetproject.info/learner_methodologies/during/strategies.htm
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Creative methodologies
www.qub.ac.uk/leis/ Integrated Assessment
http://mfaa.msde.state.md.us/source/MDFAintegrating_3e_1.asp Acc 8/07/09
http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B7XNV-4JT3FSK-
1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&_docanchor=&view=c&_searchStrId=951676563&_rerunOrigin=google&_acct=C000050221&_versio
n=1&_urlVersion=0&_userid=10&md5=86edd50dab7d9d9c27c47cd14e3056e6 ****Project design and themes - excellent site! Shows a good example of an assessment timeline
http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/GradeIndex/
Films
A Letter Home - a short YouTube video about racism in Ireland - excellent for starting discussions.
http://www.youtube.com/watch?v=miUKTDMtTXg
Lost in Translation
Pavee Lackeen Stories of migrants - a UK website which collates the different experiences of migrants to the UK:
http://www.movinghere.org.uk/
Film illustrating cultural diversity - short film illustrating how everyone has differences:
http://video.google.com/videosearch?sourceid=navclient&rlz=1T4DAIE_enIE228IE228&q=Films+that+illustrate+cultural+diversity&um=1&ie=UTF-
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8&ei=VTjbSvWdNNH54AbW4tX5CA&sa=X&oi=video_result_group&ct=title&resnum=4&ved=0CCEQqwQwAw#
The Crying Game
Bend it Like Beckham
The House of Sand and Fog (the book is excellent for passages for illustrating themes and topics)
Once Spike Lee: Do the Right Thing; She's Gotta have it; Malcolm X
My Big Fat Greek Wedding: http://www.youtube.com/watch?v=mWispEM3900 - good for artefacts, clothing, verbal and non-verbal communication. The Joy Luck Club
Rabbit Proof Fence
My Beautiful Launderette
The novel Small Island, by Andrea Levy also provides interesting passages which could be used to promote discussion of issues.
