area of learning day 2. leading learning 1november 2005 leading learning 2april/may 2006 curriculum...
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Leading Learning 1 November 2005
Leading Learning 2 April/May 2006
Curriculum Leader Day 1 September/October 2006
Curriculum Leader Day 2 November/December 2006
Area of Learning Day 1 February/April 2007
Leading Learning 3 September 2007
Curriculum Leader Day 3 October 2007
CCEA Principals Assessment Conference November/December 2007
Area of Learning Day 2 January – March 2008
Co-ordinating the Assessment and Reporting of the Cross Curricular Skills
Summer Term 2008
COURSE OBJECTIVES
1.To reflect on practice and identify opportunities for skills development.
2.To deepen understanding of how the development of pupils’ thinking skills and personal capabilities enhances learning.
3.To deepen understanding of how the development of pupils’ skills in Communication, Using Mathematics and Using ICT enhances learning.
PROGRAMME
09.30 Welcome and IntroductionSession 1: Reflection on Yr 8 Implementation to date
10.30 COFFEE11.00 Session 2: Thinking Skills and Personal Capabilities
Session 3: Cross-Curricular Skill 1 - Communication12.30 LUNCH13.30 Session 4: Cross-Curricular Skill 2 – Using Maths
Session 5: Cross-Curricular Skill 3 – Using ICT15.00 Personal Evaluation and Next Steps
Course Evaluation
At the heart of the Northern Ireland Curriculum lies an explicit emphasis
on the development of skills and capabilities for life-long learning and
for contributing to society.
Curriculum AimCurriculum Aim The Northern Ireland Curriculum aims to empower young people to achieve their potentialThe Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives.and to make informed and responsible decisions throughout their lives.
Curriculum ObjectivesCurriculum Objectives To develop the young person as an To develop the young person as an individualindividual
To develop the young person as a To develop the young person as a contributor to societycontributor to society
To develop the young person as a contributor To develop the young person as a contributor to the economy & environmentto the economy & environment
The The ArtsArts
English (And IrishIn Irish medium
schools) with Media Education
Environment Environment & Society& Society
Mathematics Mathematics with Financial with Financial
CapabilityCapability
Modern Modern LanguagesLanguages
Physical Physical EducationEducation
Science & Science & TechnologyTechnology
Religious Religious EducationEducation
Areas of Areas of LearningLearning
ACROSSACROSS
Promoting/EncouragingPromoting/Encouraging
Learning Learning ExperiencesExperiences
Investigating & problem-solving linked to other curriculum areas relevant & enjoyable media rich skills integrated active & hands on offers choiceInvestigating & problem-solving linked to other curriculum areas relevant & enjoyable media rich skills integrated active & hands on offers choice
Challenging & engaging supportive environment culturally diverse positive reinforcement varied to suit learning style on-going reflection enquiry basedChallenging & engaging supportive environment culturally diverse positive reinforcement varied to suit learning style on-going reflection enquiry based
INFUSINGINFUSING
Cross-Curricular Skills Cross-Curricular Skills
Thinking Skills and Thinking Skills and Personal CapabilitiesPersonal Capabilities
Communication Using Mathematics Using ICT
Managing Information Thinking, Problem Solving, Decision Making Being Creative
Working with Others Self Management
CROSS CURRICULAR SKILLS
• All subject strands/Areas of Learning have a statutory requirement to provide opportunities for pupils to acquire and develop skills (CCSs) of Communication, Using Mathematics and Using ICT.
• It is the responsibility of every teacher in every subject to ensure that the CCSs are promoted and developed as part of learning and teaching within their subject.
• The CCSs are clearly visible in the Statutory Learning Outcomes for each subject at Key Stage 3.
Whole School Initiatives
Working across Departments
Opportunities for pupils
Classroom Practice
Planning
SKILLS AND CAPABILITIES
Developing skills and capabilities enables pupils to:
• learn how to learn;
• manage their own emotions;
• interact effectively with others, and
therefore enhances the chances of success in all aspects of life.
‘These indirect portraits take the form of an assembly of various things which have meaning for or relate to the subject. They make no representational image reference to the person. They are like portrait still lives, taking the form of an oval composition and are executed in blacks and browns, reminiscent of Braque and the life of the studio.’
(taken from Neil Shawcross, Forty Years of Portrait Painting’)
indirect portraits
Introduction to Practical Task 1
Learning intentions for practical task 1:
To know about the characteristics of still life composition
To understand and use art and design language to describe the artist’s works….‘ comparing how different artists explore the same subject in an infinite number of ways and relate this to their own (the pupil’s) approach to a theme or topic’
Skill ??????
Look at the following slides……
Enjoy
these images……
think about
the common characteristics of the work as you
look
Main Activity
Look at two paintings.
Composition is the focus.
What have the artists thought about in composing these works of art?
What have the artists thought about in composing these works of art?
FeedbackDo any of your responses
connect with these headings?
Viewpoint
Arrangement
Lighting
……….. If not put them under
Other
DISCUSS the outcomes.
Reflect on the Learning intentions……
To know about the characteristics of still life composition
To understand and use art and design language to describe the artist’s works
DID WE ACHIEVE THESE INTENTIONS?
HOW DO WE KNOW?
THINKING SKILLS and PERSONAL CAPABILITIES
What skill/s do you thing helped support the learning in art and design
Focus on one……..
Managing InformationAsking, accessing, selecting, recording,
integrating, communicating
•Ask focused questions•Plan and set goals, break task into sub-tasks•Use own and others’ ideas to locate sources of information•Select, classify, compare and evaluate information•Select most appropriate method for a task •Use a range of methods for collating, recording and representing information•Communicating with a sense of audience and purpose
Thinking, Problem Solving, Decision Making
Activating learning, deepening understanding, coping with challenges
•Sequence, order, classify, make comparisons•Make predictions, examine evidence, distinguish fact from opinion•Make links between cause and effect•Justify methods, opinions and conclusions•Generate possible solutions, try out alternative approaches, evaluate outcomes•Examine options, weigh up pros and cons•Use different types of questions•Make connections between learning in different contexts
Being CreativeImagining, generating, inventing, taking
risks
•Seek out questions to explore and problems to solve•Experiment with ideas and questions•Make new connections between ideas/information•Learn from and value other people’s ideas•Make ideas real by experimenting with different designs, actions, outcomes•Challenge the routine method•Value the unexpected or surprising•See opportunities in mistakes and failures•Take risks for learning
Working with OthersBeing collaborative, being sensitive to others’ feelings, being fair
and responsible•Listen actively and share opinions•Develop routines of turn-taking, sharing and co-operating•Give and respond to feedback•Understand how actions and words effect others•Adapt behaviour and language to suit different people and situations•Take personal responsibility for work with others and evaluate own contribution to the group•Be fair•Respect the views and opinions of others, reaching agreements using negotiation and compromise•Suggest ways of improving their approach to working collaboratively
Self ManagementKnowing strengths and weaknesses, setting goals and targets,
managing and regulating self•Be aware of personal strengths, limitations and interests•Set personal targets and review them•Manage behaviour in a range of situations•Organise and plan how to go about a task•Focus, sustain attention and persist with tasks•Review learning and some aspect that might be improved•Learn ways to manage own time•Seek advice when necessary•Compare own approach with others and in different contexts
THINKING SKILLS AND PERSONAL CAPABILITIES
Focus for the day…..
The second task will further develop the understanding through putting our knowledge into practice.
Together these two tasks will provide a context for our discussions about the cross curricular skills throughout the day.
The rule of thirds that most photographers will tend to think of is the viewfinder grid division into nine sections, as seen here.
The central four points of the middle rectangle
-outlined in red –
represent the key points of the composition and it is at one of these four points that you would place an important subject matter.
This concept of the rule of thirds is so prevalent and accepted that some companies are offering cameras with auto focus points at the important grid sections as above.
The Contax 1N is an example of such a camera.
Main ActivityPRACTICAL TASK 2
Learning Intentions:
To understand and use the elements of composition in their work.
………. Skill
Respect the views and opinions of others reaching agreements using negotiation and compromise.
FIRST ………..1. Work in groups of four.
2. Some roles will be rotated. Each individual in the group needs to create TWO still life compositions using the objects provided.
Everyone in the group should contribute to the debate about the arrangement of the compositions.
3. Each still life should be recorded digitally, everyone takes a turn.
Main Activity
SECOND ………..The group needs to negotiate and decide on TWO compositions for a gallery session.
Be able to justify your choices.
Roles: Leader and time keeper / camera person / reporter / composition arranger
Debrief (from main Powerpoint)
• Which specific descriptor of the skill did you focus on in this activity?
• How did the activity contribute to the development of this skill?
• How does this skill contribute to the learning in your area of learning/subject?
• What evidence do you have for your answers?• How might the activity be improved?
Thinking skills enable pupils to learn how to learn by helping pupils:• go beyond the acquisition of knowledge in order to deepen their understanding and apply ideas, generate new possibilities and make decisions as well as plan, monitor and evaluate their progress;• experiment with ideas, take initiative, learn from mistakes, work collaboratively and become more self-directed in their learning.
Thinking Skills and Personal Capabilities
• The Cross-Curricular Skills of Communication, Using Mathematics and Using ICT are the bedrock skills through which young people access knowledge and develop understanding.
• Specific knowledge and techniques may be acquired initially in identified areas of learning/subjects, but an enhanced emphasis must be placed on the effective development of skills in other curriculum contexts.
Cross Curricular Skills
COMMUNICATION
• Communication is central to the whole curriculum and to success in life.
• The modes of communication include talking and listening, reading and writing.
• Effective communication also includes non-verbal modes of communication, wider literacy and the use of multi-media and ICT technologies.
Across the curriculum, at a level appropriate to their ability, pupils should be enabled to develop skills in:
TALKING & LISTENING
Pupils should be enabled to:• Listen to and take part in discussions…• Contribute comments, ask questions …• Communicate information, ideas …• Speak clearly and structure talk …• Adapt ways of speaking to audience …• Use non-verbal methods to express ideas …
Think about…. the range of talking and listening opportunities that were part of the learning in the practical tasks.
TASK…. Can you order the Talking and Listening skills in terms of complexity.
Some were lower order skills….some higher order skills…..
Carry out the card task.
DISCUSS …….
DISCUSS……. the outcomes.
How many of these skills do we use in our classrooms?
Do we emphasis how to develop the skill or do we expect pupils to get on with it?
Do the skills contribute to the learning?
USING MATHEMATICS
• Using Mathematics focuses on how pupils apply their mathematical knowledge and skills appropriately in a variety of contexts.
• Ideally these should be relevant real-life situations that require a mathematical dimension.
• Therefore, the opportunities should address not just what pupils know, but also how they are able to use their knowledge appropriately and accurately
USING ICT
Across the curriculum, at a level appropriate to their ability, pupils should be enabled to develop skills to:• Explore• Express• Exchange• Evaluate• Exhibit
Debrief• Which specific descriptor of the skill did
you focus on in the activity?• How did the activity contribute to the
development of this skill?• How does this skill contribute to the
learning in your area of learning/subject?• What evidence do you have for your
answers?
Personal Evaluation
• What have I learned as a result of today?• What enabled me to learn?• How will I take my learning forward?