key competences uk northern ireland

7/28/2019 Key Competences UK Northern Ireland

1/21

Developing Key Compete

at School in Europe:


2/21


3/21


4/21

Key Competences in the curriculum in the United Kingdom Northern Ireland, 2011/12 October 2012 2

Key Competence Mother Tongue (Reading)

National strategy / action plan In March 2011, a national strategy to improve literacy and numeracy Count, Read: Succeed. A Strategy to Improve

Outcomes in Literacy and Numeracywas launched.

http://www.deni.gov.uk/count_read_succeed_a_strategy_to_improve_outcomes_in_literacy_and_numeracy.pdf

The strategy aims to support teachers and school leaders in their work to raise overall levels of attainment in literacy

and numeracy among young people and narrow the attainment gap in educational outcomes.

Status in the curriculum Language and literacy (English) is a compulsory subject in the Northern Ireland Curriculum throughout compulsory

education (416).

At key stages 1 and 2 (ages 611) and key stage 4 (ages 1416), reading comes under the language and literacy area

of learning and at key stage 3 (ages 1114), it forms part of the syllabus for English.

There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Students are free to

choose any combination of the examination courses within the limitation of a school or colleges timetable and the

range of subjects it offers.

The curriculum is set out in terms of areas of learning and cross-curricular skills which are necessary for the other

areas of learning. At key stages 1 to 4 (ages 616), communication is a cross-curricular skill which embraces reading.

At primary level in particular, the cross-curricular application of language and literacy is emphasised.

In Irish-medium primary schools and units the foundation stage (ages 46) is an immersion programme and the

statutory language and literacy area of study is in Irish. In key stages 1 and 2 (ages 611) in these schools/units,

language and literacy in both Irish and English is compulsory. As with English-medium schools, reading forms part of

the language and literacy curriculum alongside writing, and talking and listening. The primary curriculum in Irish-

medium schools covers the same areas of learning and competences as English-medium schools. Further information

is available:http://www.nicurriculum.org.uk/docs/irish_medium/foundation/NIC_Primary_IrishMedium.pdf

Learning outcomes / objectives Language and literacy (in English and/or Irish as appropriate in Irish-medium schools), as a compulsory area of

learning, has a programme of study and attainment targets. The programmes of study set out the essential matters,

skills and processes which must be covered in schools and the eight attainment targets describe the range of

knowledge, skills and understanding which pupils are to master as they progress through school.

The programmes of study and attainment targets in reading for the foundation stage (ages 46) are available:

http://www.nicurriculum.org.uk/docs/foundation_stage/areas_of_learning/language_and_literacy/LL_Reading.pdf

The programmes of study and attainment targets for key stages 1 (ages 68) and 2 (ages 811) are available:
http://www.deni.gov.uk/count_read_succeed_a_strategy_to_improve_outcomes_in_literacy_and_numeracy.pdfhttp://www.deni.gov.uk/count_read_succeed_a_strategy_to_improve_outcomes_in_literacy_and_numeracy.pdfhttp://www.nicurriculum.org.uk/docs/irish_medium/foundation/NIC_Primary_IrishMedium.pdfhttp://www.nicurriculum.org.uk/docs/irish_medium/foundation/NIC_Primary_IrishMedium.pdfhttp://www.nicurriculum.org.uk/docs/irish_medium/foundation/NIC_Primary_IrishMedium.pdfhttp://www.nicurriculum.org.uk/docs/foundation_stage/areas_of_learning/language_and_literacy/LL_Reading.pdfhttp://www.nicurriculum.org.uk/docs/foundation_stage/areas_of_learning/language_and_literacy/LL_Reading.pdfhttp://www.nicurriculum.org.uk/docs/foundation_stage/areas_of_learning/language_and_literacy/LL_Reading.pdfhttp://www.nicurriculum.org.uk/docs/irish_medium/foundation/NIC_Primary_IrishMedium.pdfhttp://www.deni.gov.uk/count_read_succeed_a_strategy_to_improve_outcomes_in_literacy_and_numeracy.pdf


5/21


http://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-

assessment-programmes-of-study-index-pg.htm

The curriculum for Irish-medium primary schools (foundation stage, key stage 1 and key stage 2, ages 411) is also

available online:http://www.nicurriculum.org.uk/docs/irish_medium/foundation/NIC_Primary_IrishMedium.pdf

The programmes of study for key stages 3 (ages 1114) and 4 (ages 1416) and attainment targets for key stage 3 are

available here:http://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-

assessment-programmes-of-study-ks3-4posindex-pg.htm

For pupils in key stage 4 (ages 1416), learning outcomes and objectives are contained within subject criteria for

GCSE examinations. There are separate subject criteria for English, English Literature and English Language. Pupils

generally take either English (one GCSE) or English Language and English Literature (two GCSEs). The qualifications

themselves are offered by awarding organisations; more detailed information is provided in their GCSE specifications.

For students in post-compulsory education, the learning outcomes and objectives depend on the programmes

selected.

Cross-curricular skills

Communication is central to the whole curriculum. Children should be able to communicate in order to express

themselves socially, emotionally and physically, to develop as individuals, engage with others and contribute as

members of society. The modes of communication include talking and listening, reading and writing. However,

effective communication also includes non-verbal modes of communication, wider literacy and the use of multimedia

and ICT technologies which may combine different modes.

Further information about communication as a cross-curricular skill is available:

Foundation stage

http://www.nicurriculum.org.uk/foundation_stage/skills_and_capabilities/cross_curricular_skills/communication.asp

Reading in the foundation stage

http://www.nicurriculum.org.uk/docs/foundation_stage/areas_of_learning/language_and_literacy/LL_Reading.pdf

Key stages 1 and 2

http://www.nicurriculum.org.uk/key_stages_1_and_2/skills_and_capabilities/cross-

curricular_skills/communication.asp
http://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-index-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-index-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-index-pg.htmhttp://www.nicurriculum.org.uk/docs/irish_medium/foundation/NIC_Primary_IrishMedium.pdfhttp://www.nicurriculum.org.uk/docs/irish_medium/foundation/NIC_Primary_IrishMedium.pdfhttp://www.nicurriculum.org.uk/docs/irish_medium/foundation/NIC_Primary_IrishMedium.pdfhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-ks3-4posindex-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-ks3-4posindex-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-ks3-4posindex-pg.htmhttp://www.nicurriculum.org.uk/foundation_stage/skills_and_capabilities/cross_curricular_skills/communication.asphttp://www.nicurriculum.org.uk/foundation_stage/skills_and_capabilities/cross_curricular_skills/communication.asphttp://www.nicurriculum.org.uk/docs/foundation_stage/areas_of_learning/language_and_literacy/LL_Reading.pdfhttp://www.nicurriculum.org.uk/docs/foundation_stage/areas_of_learning/language_and_literacy/LL_Reading.pdfhttp://www.nicurriculum.org.uk/key_stages_1_and_2/skills_and_capabilities/cross-curricular_skills/communication.asphttp://www.nicurriculum.org.uk/key_stages_1_and_2/skills_and_capabilities/cross-curricular_skills/communication.asphttp://www.nicurriculum.org.uk/key_stages_1_and_2/skills_and_capabilities/cross-curricular_skills/communication.asphttp://www.nicurriculum.org.uk/key_stages_1_and_2/skills_and_capabilities/cross-curricular_skills/communication.asphttp://www.nicurriculum.org.uk/key_stages_1_and_2/skills_and_capabilities/cross-curricular_skills/communication.asphttp://www.nicurriculum.org.uk/docs/foundation_stage/areas_of_learning/language_and_literacy/LL_Reading.pdfhttp://www.nicurriculum.org.uk/foundation_stage/skills_and_capabilities/cross_curricular_skills/communication.asphttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-ks3-4posindex-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-ks3-4posindex-pg.htmhttp://www.nicurriculum.org.uk/docs/irish_medium/foundation/NIC_Primary_IrishMedium.pdfhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-index-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-index-pg.htm


6/21


Key stage 3

http://www.nicurriculum.org.uk/key_stage_3/skills_and_capabilities/cross-curricular_skills/communication.asp

Reading at key stage 3

http://www.nicurriculum.org.uk/docs/skills_and_capabilities/cross_curricular_skills/expansion/Reading_1-

7_web.pdf

Key stage 4:http://www.nicurriculum.org.uk/key_stage_4/skills_and_capabilities/cross_curricular_skills/

Nationally standardised tests and

examinations

Foundation stage (ages 46), key stages 1 and 2 (ages 611)

There is no formal assessment of learning at foundation stage (ages 46). Annually, pupil progress is assessed in each

of the areas of learning, including language and literacy, and in cross-curricular skills, such as communication and

reading. Annual assessment of the cross-curricular skills is done by reference to level descriptions.

At the end of key stage 1 (age 8), and the end of key stage 2 (age 11), pupils are assessed in each of the areas of

learning and in the cross-curricular skills of communication, which includes reading, and using mathematics by

reference to level descriptions/levels of progression. In addition, teachers are required to make a summative

judgement about the level each pupil has achieved in each cross-curricular skill.

Additionally, in the autumn term for pupils in key stage 2 (children aged 8 to 11), there is diagnostic assessment usinga computer-based method. InCAS (Interactive Computerised Assessment System) provides assessments in reading

and general mathematics and optional associated assessments and is designed to support schools in identifying

pupils strengths and areas for improvement. The outcomes from the InCAS asse ssments are intended to help

teachers plan their teaching during the school year to meet the needs of pupils in their classrooms and also to

provide schools with useful information for monitoring individual pupil progress.

Key stage 3 (ages 1114)

At the end of key stage 3 (age 14), teachers are required to assess pupils in language and literacy (English and/or Irish

as appropriate in Irish-medium schools) and send these results to the Northern Ireland Council for the Curriculum,

Examinations and Assessment (CCEA), so that standards across schools can be monitored. Assessment outcomes in

these subjects can be based purely on teacher assessment, or on a combination of teacher assessment and theresults of centrally provided tests. These tests, which used to be statutory, can now be used by schools on a

voluntary basis. End of key stage 3 assessment results must also be reported to parents.

Key stage 4 (ages 1416) and beyond (16+)

At key stage 4 (age 16), assessment is usually through the General Certificate of Secondary Education (GCSE), a single

subject qualification. The number and range of subjects to be taken are not regulated. However, most pupils take
http://www.nicurriculum.org.uk/key_stage_3/skills_and_capabilities/cross-curricular_skills/communication.asphttp://www.nicurriculum.org.uk/key_stage_3/skills_and_capabilities/cross-curricular_skills/communication.asphttp://www.nicurriculum.org.uk/docs/skills_and_capabilities/cross_curricular_skills/expansion/Reading_1-7_web.pdfhttp://www.nicurriculum.org.uk/docs/skills_and_capabilities/cross_curricular_skills/expansion/Reading_1-7_web.pdfhttp://www.nicurriculum.org.uk/docs/skills_and_capabilities/cross_curricular_skills/expansion/Reading_1-7_web.pdfhttp://www.nicurriculum.org.uk/key_stage_4/skills_and_capabilities/cross_curricular_skills/http://www.nicurriculum.org.uk/key_stage_4/skills_and_capabilities/cross_curricular_skills/http://www.nicurriculum.org.uk/key_stage_4/skills_and_capabilities/cross_curricular_skills/http://www.nicurriculum.org.uk/key_stage_4/skills_and_capabilities/cross_curricular_skills/http://www.nicurriculum.org.uk/docs/skills_and_capabilities/cross_curricular_skills/expansion/Reading_1-7_web.pdfhttp://www.nicurriculum.org.uk/docs/skills_and_capabilities/cross_curricular_skills/expansion/Reading_1-7_web.pdfhttp://www.nicurriculum.org.uk/key_stage_3/skills_and_capabilities/cross-curricular_skills/communication.asp


7/21


GCSE English (either as separate GCSEs in English Language and English Literature or as a single GCSE in English).

Success in this subject is highly valued by employers and for progression to further study.

There is no Northern Ireland National Curriculum for students aged 16 to 18/19 in post-compulsory education.

Programmes of study for students in this phase reflect their choice of courses leading to nationally recognised

qualifications. General Certificate of Education Advanced level examinations (GCE A levels) are the most widely taken

general qualification, with students typically selecting three subjects. A levels are available in English Literature and in

English Language and Literature combined.

Communication is included in the Key Skills suite of qualifications. Further information is available from:

http://www.ccea.org.uk/key_skills/

Main initiatives / measures to tackle

low achievement

Long term targets for improving achievement in literacy are set out in the Department of Education strategy

document Count, Read: Succeed. A Strategy to Improve Outcomes in Literacy and Numeracy.


In 2011/12, at key stages 2 (ages 811) and 3 (ages 1114), 80 per cent of pupils or more are expected to reach the

target level in communication. By 2019/20, targets have been set for these levels to have risen to 90 per cent at key

stage 2 and 85 per cent at key stage 3.

Main initiatives/measures to

improve motivation

Booktrust

Through funding from the Department of Education (Northern Ireland) and the backing of publishers, Booktrust

(http://www.booktrust.org.uk/) runs programmes such as Bookstart, Booktime, Booked Up and the Letterbox Club.

Bookstart aims to give a free pack of books to every baby in Northern Ireland at seven months and at three years.

Booktime is aimed at children shortly after they first start school and Booked Up is aimed at children in their first

year of secondary school. The Letterbox Club provides books for children in local authority care. Specialist books are

also offered for children who are blind or partially sighted (Booktouch) and for deaf children (Bookshine). Bookstart

was launched as a pilot programme in 1992. In 2012/13, the School Library Pack will replace Booked Up and will give

school libraries fiction and non-fiction books and resources to encourage a reading culture.

http://www.bookstart.org.uk/about-us/bookstart-around-the-world/northern-ireland/

Tesco reading programme

Tesco Supermarket and the Belfast Giants ice hockey team launched a joint literacy programme in 2011 in

partnership with the Northern Ireland Education Minister, through which the ice hockey players will visit 40 primary

schools and read to the children.

http://www.belfastgiants.com/archives/tesco-belfast-giants-team-up-for-literacy-programme-2/
http://www.ccea.org.uk/key_skills/http://www.ccea.org.uk/key_skills/http://www.deni.gov.uk/count_read_succeed_a_strategy_to_improve_outcomes_in_literacy_and_numeracy.pdfhttp://www.deni.gov.uk/count_read_succeed_a_strategy_to_improve_outcomes_in_literacy_and_numeracy.pdfhttp://www.booktrust.org.uk/http://www.booktrust.org.uk/http://www.booktrust.org.uk/http://www.bookstart.org.uk/about-us/bookstart-around-the-world/northern-ireland/http://www.bookstart.org.uk/about-us/bookstart-around-the-world/northern-ireland/http://www.belfastgiants.com/archives/tesco-belfast-giants-team-up-for-literacy-programme-2/http://www.belfastgiants.com/archives/tesco-belfast-giants-team-up-for-literacy-programme-2/http://www.belfastgiants.com/archives/tesco-belfast-giants-team-up-for-literacy-programme-2/http://www.bookstart.org.uk/about-us/bookstart-around-the-world/northern-ireland/http://www.booktrust.org.uk/http://www.deni.gov.uk/count_read_succeed_a_strategy_to_improve_outcomes_in_literacy_and_numeracy.pdfhttp://www.ccea.org.uk/key_skills/


8/21


The Summer Reading Challenge

The Summer Reading Challenge aims to encourage children, aged 411, to visit the public library and read six books

over the long summer break when their reading skills can decline without regular reading activity at school. The

challenge is promoted in schools before the summer holidays. It has a different theme each year and uses interactive

materials such as stickers to collect, a website with author blogging, and games and creative activities run by

libraries. This ongoing programme has been running since 1998 and is coordinated by the Reading Agency, a

charitable organisation which receives support from Libraries NI in Northern Ireland.

http://readingagency.org.uk/children/summer-reading-challenge/
http://readingagency.org.uk/children/summer-reading-challenge/http://readingagency.org.uk/children/summer-reading-challenge/http://readingagency.org.uk/children/summer-reading-challenge/


9/21


Key Competence Mathematics

National strategy / action plan In March 2011, the national strategy Count, Read: Succeed. A Strategy to Improve Outcomes in Literacy and Numeracy

was launched.


The strategy aims to support teachers and school leaders in their work to raise overall levels of attainment in literacy

and numeracy among young people and narrow the attainment gap in educational outcomes.

Status in the curriculum In Northern Ireland, mathematics and numeracy is a compulsory area of learning throughout compulsory education

(416). After age 16, pupils can opt to study the subject further.

Using mathematics is also a cross-curricular skill, which describes pupils confidence and ability to apply mathematical

skills in a range of meaningful contexts.

Learning outcomes / objectives Mathematics and numeracy, as a compulsory area of learning, has a programme of study and attainment targets.

Programmes of study set out the essential matters, skills and processes which must be covered in schools and the

attainment targets describe the range of knowledge, skills and understanding which pupils are to master as they

progress through school. Pupils progress in relation to the attainment targets from key stage 1 to 3 (ages 614) is

measured against level descriptions from 1 (lowest) to 8 (highest).For each stage of education, the statutory requirements for mathematics and numeracy are set out:.

Foundation stage (ages 46)

http://www.nicurriculum.org.uk/docs/foundation_stage/areas_of_learning/statutory_requirements/fs_mathematics_

numeracy.pdf


http://www.nicurriculum.org.uk/docs/key_stages_1_and_2/statutory_requirements/ks1_mathematics_numeracy.pdf


http://www.nicurriculum.org.uk/docs/key_stages_1_and_2/statutory_requirements/ks2_mathematics_numeracy.pdf


At key stage 3, mathematics includes the contributory elements mathematics and financial capability.

http://www.nicurriculum.org.uk/docs/key_stage_3/statutory_requirements/ks3_mathematics_new.pdf


At key stage 4, schools are obliged to offer students access to a course which will result in pupils taking a nationally

recognised qualification.

http://www.nicurriculum.org.uk/key_stage_4/areas_of_learning/mathematics_and_numeracy/
http://www.deni.gov.uk/count_read_succeed_a_strategy_to_improve_outcomes_in_literacy_and_numeracy.pdfhttp://www.deni.gov.uk/count_read_succeed_a_strategy_to_improve_outcomes_in_literacy_and_numeracy.pdfhttp://www.nicurriculum.org.uk/docs/foundation_stage/areas_of_learning/statutory_requirements/fs_mathematics_numeracy.pdfhttp://www.nicurriculum.org.uk/docs/foundation_stage/areas_of_learning/statutory_requirements/fs_mathematics_numeracy.pdfhttp://www.nicurriculum.org.uk/docs/foundation_stage/areas_of_learning/statutory_requirements/fs_mathematics_numeracy.pdfhttp://www.nicurriculum.org.uk/docs/key_stages_1_and_2/statutory_requirements/ks1_mathematics_numeracy.pdfhttp://www.nicurriculum.org.uk/docs/key_stages_1_and_2/statutory_requirements/ks1_mathematics_numeracy.pdfhttp://www.nicurriculum.org.uk/docs/key_stages_1_and_2/statutory_requirements/ks2_mathematics_numeracy.pdfhttp://www.nicurriculum.org.uk/docs/key_stages_1_and_2/statutory_requirements/ks2_mathematics_numeracy.pdfhttp://www.nicurriculum.org.uk/docs/key_stage_3/statutory_requirements/ks3_mathematics_new.pdfhttp://www.nicurriculum.org.uk/docs/key_stage_3/statutory_requirements/ks3_mathematics_new.pdfhttp://www.nicurriculum.org.uk/key_stage_4/areas_of_learning/mathematics_and_numeracy/http://www.nicurriculum.org.uk/key_stage_4/areas_of_learning/mathematics_and_numeracy/http://www.nicurriculum.org.uk/key_stage_4/areas_of_learning/mathematics_and_numeracy/http://www.nicurriculum.org.uk/docs/key_stage_3/statutory_requirements/ks3_mathematics_new.pdfhttp://www.nicurriculum.org.uk/docs/key_stages_1_and_2/statutory_requirements/ks2_mathematics_numeracy.pdfhttp://www.nicurriculum.org.uk/docs/key_stages_1_and_2/statutory_requirements/ks1_mathematics_numeracy.pdfhttp://www.nicurriculum.org.uk/docs/foundation_stage/areas_of_learning/statutory_requirements/fs_mathematics_numeracy.pdfhttp://www.nicurriculum.org.uk/docs/foundation_stage/areas_of_learning/statutory_requirements/fs_mathematics_numeracy.pdfhttp://www.deni.gov.uk/count_read_succeed_a_strategy_to_improve_outcomes_in_literacy_and_numeracy.pdf


10/21


The programmes of study and attainment targets for key stages 1 and 2 are available:



The programmes of study for key stages 3 and 4 (ages 1116), and attainment targets for key stage 3 (ages 1114), are

available online:




examinations

In the autumn term for pupils in key stage 2 (children aged 8 to 11), there is diagnostic assessment using a computer-

based method. InCAS (Interactive Computerised Assessment System) provides assessments in reading and general

mathematics and optional associated assessments and is designed to support schools in identifying pupils strengths

and areas for improvement. The outcomes from the InCAS assessments are intended to help teachers plan their

teaching during the school year to meet the needs of pupils in their classrooms and also to provide schools with useful

information for monitoring individual pupil progress.

At the end of key stage 3 (age 14), teachers are required to assess pupils in mathematics and numeracy' and send

these results to the Northern Ireland Council for the Curriculum, Examinations and Assessment (CCEA), so that

standards across schools can be monitored. Assessment outcomes in these subjects can be based purely on teacher

assessment, or on a combination of teacher assessment and the results of centrally provided tests. These tests, which

used to be statutory, can now be used by schools on a voluntary basis. End of key stage 3 assessment results must also

be reported to parents.

For pupils in key stage 4 (ages 1416), learning outcomes and objectives are contained within subject criteria for GCSE

examinations. There are separate subject criteria for mathematics and statistics, which can be taken as an additional

optional subject. The qualifications themselves are offered by awarding organisations; more detailed information is

provided in their GCSE specifications.

For students in post-compulsory education (16+), the learning outcomes and objectives depend on the programmes

selected.

Application of number is included in the Key Skills suite of qualifications. Further information is available from:

http://www.ccea.org.uk/key_skills/

Standards of pupil competence in mathematics and numeracy are assessed through the cross-curricular skill of using

mathematics at all key stages.

Across primary level (ages 411):

http://www.nicurriculum.org.uk/docs/skills_and_capabilities/cross_curricular_skills/expansion/UMaths_1-

5_forweb.pdf
http://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-index-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-index-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-index-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-ks3-4posindex-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-ks3-4posindex-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-ks3-4posindex-pg.htmhttp://www.ccea.org.uk/key_skills/http://www.ccea.org.uk/key_skills/http://www.nicurriculum.org.uk/docs/skills_and_capabilities/cross_curricular_skills/expansion/UMaths_1-5_forweb.pdfhttp://www.nicurriculum.org.uk/docs/skills_and_capabilities/cross_curricular_skills/expansion/UMaths_1-5_forweb.pdfhttp://www.nicurriculum.org.uk/docs/skills_and_capabilities/cross_curricular_skills/expansion/UMaths_1-5_forweb.pdfhttp://www.nicurriculum.org.uk/docs/skills_and_capabilities/cross_curricular_skills/expansion/UMaths_1-5_forweb.pdfhttp://www.nicurriculum.org.uk/docs/skills_and_capabilities/cross_curricular_skills/expansion/UMaths_1-5_forweb.pdfhttp://www.ccea.org.uk/key_skills/http://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-ks3-4posindex-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-ks3-4posindex-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-index-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-index-pg.htm


11/21


Key stages 1 and 2 (ages 611):

http://www.nicurriculum.org.uk/key_stages_1_and_2/skills_and_capabilities/cross-

curricular_skills/using_mathematics.asp

Key stage 3 (ages 1114):

http://www.nicurriculum.org.uk/key_stage_3/skills_and_capabilities/cross-curricular_skills/using_mathematics.asp

Key stage 4 (ages 1416):http://www.nicurriculum.org.uk/key_stage_4/skills_and_capabilities/cross_curricular_skills/

Main initiatives / measures to

tackle low achievement

Long term targets for achievement in numeracy are set out in the Department of Education Strategy document Count,

Read: Succeed.


In 2011/12, at key stages 2 (ages 811) and 3 (ages 1114), 80 per cent of pupils or more are expected to reach the

target level in mathematics. By 2019/20, targets have been set for these levels to have risen to 90 per cent at key

stage 2 and 85 per cent at key stage 3.


improve motivation

The STEM (science, technology, engineering and mathematics) Programmeaims to improve support for students aged

318 in the field of mathematics and to widen access to the formal science and mathematics curriculum for all.

STEMNET the Science, Technology, Engineering and Mathematics Network encourages young people to

understand STEM subjects and broaden their opportunities, while supporting Northern Ireland's futurecompetitiveness. The Network involves schools, colleges, business, other organisations and individuals such as local

experts. Over 24000 volunteers participate in the STEM Ambassadors Programme including employers. STEMAmbassadors are people from STEM backgrounds who volunteer as inspiring role models for young people. They can

contribute both to regular lessons or participate in extra-curricular activities such as STEM clubs, careers days and

visits.http://www.stemnet.org.uk/

STEMNET Northern Ireland provides advice, support and guidance on STEM enhancement and enrichment (E&E) to

schools and colleges, employers and other partners, and manages the STEM Ambassador Programme

http://www.stemnet.org.uk/regions/1526/content/northern-ireland-stemnet-presence

The STEMWORKS website containing case studies of good practice and useful teaching resources to support STEM is

available through the curriculum website.http://www.nicurriculum.org.uk/STEMWorks/

In 2009, the report of the STEM review in Northern Ireland was published by the Department for Employment and

Learning (DEL). This reviewed STEM provision at school level and made recommendations about areas for

improvement.http://www.delni.gov.uk/report_of_the_stem_review.pdf
http://www.nicurriculum.org.uk/key_stages_1_and_2/skills_and_capabilities/cross-curricular_skills/using_mathematics.asphttp://www.nicurriculum.org.uk/key_stages_1_and_2/skills_and_capabilities/cross-curricular_skills/using_mathematics.asphttp://www.nicurriculum.org.uk/key_stages_1_and_2/skills_and_capabilities/cross-curricular_skills/using_mathematics.asphttp://www.nicurriculum.org.uk/key_stage_3/skills_and_capabilities/cross-curricular_skills/using_mathematics.asphttp://www.nicurriculum.org.uk/key_stage_3/skills_and_capabilities/cross-curricular_skills/using_mathematics.asphttp://www.nicurriculum.org.uk/key_stage_4/skills_and_capabilities/cross_curricular_skills/http://www.nicurriculum.org.uk/key_stage_4/skills_and_capabilities/cross_curricular_skills/http://www.nicurriculum.org.uk/key_stage_4/skills_and_capabilities/cross_curricular_skills/http://www.deni.gov.uk/count_read_succeed_a_strategy_to_improve_outcomes_in_literacy_and_numeracy.pdfhttp://www.deni.gov.uk/count_read_succeed_a_strategy_to_improve_outcomes_in_literacy_and_numeracy.pdfhttp://www.stemnet.org.uk/http://www.stemnet.org.uk/http://www.stemnet.org.uk/http://www.stemnet.org.uk/regions/1526/content/northern-ireland-stemnet-presencehttp://www.stemnet.org.uk/regions/1526/content/northern-ireland-stemnet-presencehttp://www.nicurriculum.org.uk/STEMWorks/http://www.nicurriculum.org.uk/STEMWorks/http://www.nicurriculum.org.uk/STEMWorks/http://www.delni.gov.uk/report_of_the_stem_review.pdfhttp://www.delni.gov.uk/report_of_the_stem_review.pdfhttp://www.delni.gov.uk/report_of_the_stem_review.pdfhttp://www.delni.gov.uk/report_of_the_stem_review.pdfhttp://www.nicurriculum.org.uk/STEMWorks/http://www.stemnet.org.uk/regions/1526/content/northern-ireland-stemnet-presencehttp://www.stemnet.org.uk/http://www.deni.gov.uk/count_read_succeed_a_strategy_to_improve_outcomes_in_literacy_and_numeracy.pdfhttp://www.nicurriculum.org.uk/key_stage_4/skills_and_capabilities/cross_curricular_skills/http://www.nicurriculum.org.uk/key_stage_3/skills_and_capabilities/cross-curricular_skills/using_mathematics.asphttp://www.nicurriculum.org.uk/key_stages_1_and_2/skills_and_capabilities/cross-curricular_skills/using_mathematics.asphttp://www.nicurriculum.org.uk/key_stages_1_and_2/skills_and_capabilities/cross-curricular_skills/using_mathematics.asp


12/21


Key Competence Science

National strategy / action plan There is no national strategy or action plan for science and technology learning in Northern Ireland.

Status in the curriculum Science and technology is a compulsory subject throughout compulsory education (ages 416). At foundation stage

(ages 46) and key stages 1 (ages 68) and 2 (ages 811), it is taught as part of the area of learning The world

around us.

Curriculum documentation sets out what should be taught and schools decide how to implement this. As a result,

during any key stage, schools can decide to teach integrated science or separate science subjects. Typically, science

is taught in an integrated fashion in primary schools, but there is more variation at post-primary (secondary) level.

There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Students are free to

choose any combination of the examination courses within the limitation of a school or colleges timetable and the

range of subjects it offers.

Learning outcomes / objectives Science and technology as a compulsory area of learning has programmes of study and attainment targets. The

programmes of study set out the essential matters, skills and processes which must be covered in schools, and the

attainment targets describe the range of knowledge, skills and understanding which pupils are to master as they

progress through school.Pupils progress in relation to the attainment targets from key stages 1 to 3 (ages 614) is measured against level

descriptions from 1 (lowest) to 8 (highest).

http://www.deni.gov.uk/the_northern__ireland__curriculum_-_amended_05-2.pdf

The programmes of study and attainment targets for key stages 1 and 2 (ages 611) are available:



The programmes of study for key stages 3 and 4 (ages 1116) and attainment targets for key stage 3 are also online:




examinations

At key stage 4 (age 16), assessment is usually through the General Certificate of Secondary Education (GCSE), a

single subject qualification. Science subjects can be studied as one, two or three GCSEs. Pupils are offered a single

or double programme of study. The single programme covers the three science subjects of biology, physics and

chemistry together, leading to the award of one GCSE and the double programme covers the three subjects

together, leading to the award of two GCSEs. Alternatively, each of the subjects of biology, physics and chemistry

can be taken as individual GCSEs. The number and range of subjects to be taken are not regulated.
http://www.deni.gov.uk/the_northern__ireland__curriculum_-_amended_05-2.pdfhttp://www.deni.gov.uk/the_northern__ireland__curriculum_-_amended_05-2.pdfhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-index-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-index-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-index-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-ks3-4posindex-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-ks3-4posindex-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-ks3-4posindex-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-ks3-4posindex-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-ks3-4posindex-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-index-pg.htmhttp://www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/80-curriculum-and-assessment-programmes-of-study-index-pg.htmhttp://www.deni.gov.uk/the_northern__ireland__curriculum_-_amended_05-2.pdf


13/21


There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Programmes of study

for students in this phase reflect their choice of courses leading to nationally recognised qualifications. GCE A levels

are the most widely taken general qualification, with students typically selecting three subjects. Science subjects

available at A level include physics, chemistry and biology and others such as electronics and environmental science.


low achievement

There are no specific initiatives to tackle low achievement in science. All teachers are expected to differentiate their

teaching to meet the needs of all students. For pupils whose attainment falls significantly below the expected levels

at a particular stage, a much greater degree of differentiation will be necessary. Pupils with additional learning

needs may receive additional support.


improve motivation

See the main initiatives/measures to improve motivation sub-sectionin the Mathematics section above for details

of science, technology, engineering and mathematics (STEM) programmes to improve motivation to study science.
http://www.nicurriculum.org.uk/STEM/http://www.nicurriculum.org.uk/STEM/


14/21


Key Competence Foreign Languages

National strategy / action plan There is no national strategy or action plan for modern languages in Northern Ireland.

Note: the terminology used in Northern Ireland is modern languages, not modern foreign languages or foreign

languages. This is because, in English-speaking schools, Irish is included in the languages which may be studied, but

cannot be described as a foreign language.

Status in the curriculum All pupils start learning a modern language as a compulsory subject from the age of 11. For the last two years of

compulsory education, ages 1416, it is not compulsory for pupils to learn a language but all schools must offer a

language as an option. There is flexibility regarding which languages schools can teach: the language(s) must be any

official language of the EU (other than English and, in Irish-medium schools, Irish).

All schools have the autonomy to determine additional educational provision beyond the basic minimum in

accordance with their particular circumstances. In this context, although study of a language is compulsory for three

years only (age 1114), schools can choose to make the subject compulsory for older or younger pupils if they wish

to do so. At primary level, at least fifty per cent of schools teach modern languages.

There is no compulsory core curriculum for pupils aged 1618. However pupils may opt to study languages after the

age of 16, usually by taking A levels (see below).Learning outcomes / objectives Although no specific reference is made to the issue of priority regarding the acquisition of four major skills (speaking,

listening, reading, and writing) in the curricula, the equal importance of the four major skills is implied by the

organisation of the curriculum and assessment arrangements.

There are no recommendations establishing minimum levels of attainment for modern languages corresponding to

the six proficiency levels in modern languages as defined and described in the Common European Framework of

Reference for Languages (Council of Europe).

The non-statutory framework for modern languages in Northern Ireland mainly covers key stage 3 (ages 1114), as

this is the only key stage during which languages must be taught. The framework does, however, also refer to how

this fits in with possible learning at key stages 2 (ages 811) and 4 (ages 1416).

http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/non_statutory/ks3_modern_languages_ns_guidance.pdf

The statutory requirements at key stage 3 (ages 1114) are available online:

http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ks3_modernlanguag

es.pdf

Attainment targets at key stage 3 (ages 1114), and the programme of study at key stages 3 and 4 are also available
http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/non_statutory/ks3_modern_languages_ns_guidance.pdfhttp://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/non_statutory/ks3_modern_languages_ns_guidance.pdfhttp://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/non_statutory/ks3_modern_languages_ns_guidance.pdfhttp://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ks3_modernlanguages.pdfhttp://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ks3_modernlanguages.pdfhttp://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ks3_modernlanguages.pdfhttp://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ks3_modernlanguages.pdfhttp://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ks3_modernlanguages.pdfhttp://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/non_statutory/ks3_modern_languages_ns_guidance.pdfhttp://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/non_statutory/ks3_modern_languages_ns_guidance.pdf


15/21


online. The attainment targets relate to the individual skills of reading, writing, listening, and speaking:



At key stage 4 (age 16), pupils are assessed through the General Certificate of Secondary Education (GCSE), a single

subject qualification.

The Northern Ireland Curriculum also includes thematic units which show how a number of subject strands cancontribute to the teaching of key elements of the curriculum. One of these is employability, under which pupils may

take a module in modern languages. This thematic unit gives pupils opportunities to practise (functional) language

relevant to the world of work and to understand how language-specific and generic skills acquired through language

learning will enhance career options and increase mobility.

http://www.nicurriculum.org.uk/connected_learning/thematic_units/employability/modernlanguages.asp

Assessment There are no statutory tests in modern languages at key stages 1 to 3 (ages 6 to 14).

At key stage 4 (age 16), pupils are assessed through the General Certificate of Secondary Education (GCSE), a single

subject qualification. There are no regulations governing the number and range of subjects to be taken; these

depend on the policy of the school and the choices of the individual pupil. Schools may also offer alternative non-

GCSE accreditation, such as National Vocational Qualifications (NVQs) and Asset Languages.There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Programmes of study

for students in this phase reflect their choice of courses leading to nationally recognised qualifications. GCE A levels

are the most widely taken general qualification, with students typically selecting three subjects.


low achievement

In 2001, the Education and Training Inspectorate, (ETI), published the following document on improving modern

languages at post-primary (secondary) level. Areas for improvement and priorities for action are identified, and

include the under-developed use and provision of ICT and the lack of diversification in the languages taught.

http://www.etini.gov.uk/improving-modern-languages-in-post-primary-schools.pdf


improve motivation

There are no current initiatives aimed at improving motivation to study a modern language.
http://www.nicurriculum.org.uk/connected_learning/thematic_units/employability/modernlanguages.asphttp://www.nicurriculum.org.uk/connected_learning/thematic_units/employability/modernlanguages.asphttp://www.etini.gov.uk/improving-modern-languages-in-post-primary-schools.pdfhttp://www.etini.gov.uk/improving-modern-languages-in-post-primary-schools.pdfhttp://www.etini.gov.uk/improving-modern-languages-in-post-primary-schools.pdfhttp://www.nicurriculum.org.uk/connected_learning/thematic_units/employability/modernlanguages.asp


16/21


Key Competence Digital Competence

National strategy / action plan There is currently no national ICT strategy or action plan in Northern Ireland.

Status in the curriculum Using ICT, along with communication and using mathematics, is one of the three statutory cross-curricular skills

that form part of the Northern Ireland Curriculum. For more information on cross-curricular skills see the sub-

section status in the curriculum in the mother tongue (reading) section above.

Learning outcomes / objectives The expectations at key stages 1 and 2 (ages 611) are set out here:

http://www.nicurriculum.org.uk/key_stages_1_and_2/skills_and_capabilities/cross-curricular_skills/ict.asp

The expectations at key stage 3 (ages 1114) are set out here:

http://www.nicurriculum.org.uk/key_stage_3/skills_and_capabilities/cross-curricular_skills/ict.asp

The expectations at key stage 4 (ages 1416) are set out here:

http://www.nicurriculum.org.uk/key_stage_4/skills_and_capabilities/cross_curricular_skills/

Assessment Assessing and reporting the cross-curricular skill of using ICT will become a statutory requirement at the end of key

stages 1, 2 and 3 (ages 8, 11 and 14) from September 2013. In preparation for the introduction of the statutory

assessment schools can take part in a voluntary ICT accreditation scheme in which pupils are awarded with a

certificate detailing their level of competence at the end of each key stage.

At key stage 4 (age 16), pupils can take a GCSE in ICT or a short course GCSE. There are also non-GCSE qualificationsat the same level available for schools to offer.

After key stage 4, pupils may opt to take an A level in Applied ICT or ICT. Further information is available via the

CCEA web page for ICT A level:http://www.rewardinglearning.org.uk/microsites/ict/rev_gce/index.asp

Information and communications technology is also included in the Key Skills suite of qualifications. Further

information is available from:http://www.ccea.org.uk/key_skills/


low achievement

There are no special arrangements to tackle low achievement in ICT. Teachers are expected to differentiate their

teaching to meet the needs of all students. For pupils whose attainment falls significantly below the expected levels

at a particular stage, a much greater degree of differentiation will be necessary. Pupils with additional learning

needs may receive extra support.

Main initiatives / measures toimprove motivation

Bring IT On NI is an IT careers attractiveness programme designed by e-skills UK, a not-for-profit, employer-ledorganisation, licensed by government as the Sector Skills Council for Business and Information Technology.

With the bringitonni.info website and a full programme of talks and live events, Bring IT On NI aims to get 1419

year olds excited about IT careers by showing them how technology impacts their daily lives stimulating demand

among young people for technology-related degrees and careers, as well as reducing the gender imbalance in IT.

http://bringitonni.info/ http://www.e-skills.com/about-e-skills-uk/e-skills-in-the-nations/northern-ireland/
http://www.nicurriculum.org.uk/key_stages_1_and_2/skills_and_capabilities/cross-curricular_skills/ict.asphttp://www.nicurriculum.org.uk/key_stages_1_and_2/skills_and_capabilities/cross-curricular_skills/ict.asphttp://www.nicurriculum.org.uk/key_stage_3/skills_and_capabilities/cross-curricular_skills/ict.asphttp://www.nicurriculum.org.uk/key_stage_3/skills_and_capabilities/cross-curricular_skills/ict.asphttp://www.nicurriculum.org.uk/key_stage_4/skills_and_capabilities/cross_curricular_skills/http://www.nicurriculum.org.uk/key_stage_4/skills_and_capabilities/cross_curricular_skills/http://www.rewardinglearning.org.uk/microsites/ict/rev_gce/index.asphttp://www.rewardinglearning.org.uk/microsites/ict/rev_gce/index.asphttp://www.rewardinglearning.org.uk/microsites/ict/rev_gce/index.asphttp://www.ccea.org.uk/key_skills/http://www.ccea.org.uk/key_skills/http://www.ccea.org.uk/key_skills/http://bringitonni.info/http://bringitonni.info/http://www.e-skills.com/about-e-skills-uk/e-skills-in-the-nations/northern-ireland/http://www.e-skills.com/about-e-skills-uk/e-skills-in-the-nations/northern-ireland/http://www.e-skills.com/about-e-skills-uk/e-skills-in-the-nations/northern-ireland/http://bringitonni.info/http://www.ccea.org.uk/key_skills/http://www.rewardinglearning.org.uk/microsites/ict/rev_gce/index.asphttp://www.nicurriculum.org.uk/key_stage_4/skills_and_capabilities/cross_curricular_skills/http://www.nicurriculum.org.uk/key_stage_3/skills_and_capabilities/cross-curricular_skills/ict.asphttp://www.nicurriculum.org.uk/key_stages_1_and_2/skills_and_capabilities/cross-curricular_skills/ict.asp


17/21


Key Competence Social and Civic Competences

National strategy / action plan There is no national strategy for citizenship education, although it is included in the Northern Ireland Curriculum.

The community relations, equality and diversity in education policy was launched by the Department of Education in

2011. Specific to the Northern Ireland political context, the policy aims to contribute to improving relations between

communities by educating children and young people to develop self-respect and respect for others, by providing

them with opportunities to spend time and build relationships with those of different backgrounds, in both formaland non-formal education settings.

http://www.deni.gov.uk/cred_policy_doc1.pdf

Supporting materials are also available: http://www.deni.gov.uk/index/20-community-relations-pg/supporting-

materials.htm

Status in the curriculum Citizenship

Citizenship is not a separate area of the curriculum. It is covered in different learning areas depending on the phase

of education. At primary level (ages 411), citizenship education is part of the 'personal development and mutual

understanding' learning area.

At secondary level (ages 1116), citizenship is studied as part of the strand 'local and global citizenship' of the area oflearning 'learning for life and work'.

For both learning areas (personal development and mutual understanding, and local and global citizenship), schools

are expected to provide a variety of learning opportunities during play and in planned activities/topics in all

curricular areas.

Sex and relationships education

At primary school, in the foundation stage and key stages 1 and 2 (ages 411), sex and relationships education may

come under health education. Sex education itself is not statutory and guidance has been issued:

http://www.deni.gov.uk/2001-15-2.pdf

At key stages 3 and 4 (ages 1116), sex and relationships education is taught as part of the personal developmentstrand under the compulsory learning for life and work area of learning.

Learning outcomes / objectives Personal development and mutual understanding (PD&MU)

The compulsory Northern Ireland Curriculum area of learning personal development and mutual understanding

(PD&MU) in the foundation stage and key stages 1 and 2 (ages 4-11), focuses on encouraging pupils to become

personally, emotionally and socially effective; to lead healthy, safe and fulfilled lives; and to become confident,
http://www.deni.gov.uk/cred_policy_doc1.pdfhttp://www.deni.gov.uk/cred_policy_doc1.pdfhttp://www.deni.gov.uk/index/20-community-relations-pg/supporting-materials.htmhttp://www.deni.gov.uk/index/20-community-relations-pg/supporting-materials.htmhttp://www.deni.gov.uk/index/20-community-relations-pg/supporting-materials.htmhttp://www.deni.gov.uk/2001-15-2.pdfhttp://www.deni.gov.uk/2001-15-2.pdfhttp://www.deni.gov.uk/2001-15-2.pdfhttp://www.deni.gov.uk/index/20-community-relations-pg/supporting-materials.htmhttp://www.deni.gov.uk/index/20-community-relations-pg/supporting-materials.htmhttp://www.deni.gov.uk/cred_policy_doc1.pdf


18/21


independent and responsible citizens, making informed and responsible choices and decisions throughout their lives.

The strand mutual understanding in the local and wider community covers themes such as relationships; rules,

rights and responsibilities; managing conflict; and learning to live as members of the community.

The statutory requirements for the foundation stage (ages 46) are set out here:

http://www.nicurriculum.org.uk/docs/foundation_stage/areas_of_learning/statutory_requirements/fs_pdmu.pdf

The statutory requirements for key stages 1 and 2 (ages 611) are set out here:http://www.nicurriculum.org.uk/key_stages_1_and_2/areas_of_learning/pdmu/

Learning for life and work

At key stages 3 and 4 (ages 1116), the area of learning, learning for life and work covers local and global

citizenship.

The statutory requirements for key stage 3 (ages 1116) are online:

http://www.nicurriculum.org.uk/key_stage_3/areas_of_learning/learning_for_life_and_work/local_and_global_citiz

enship.asp

The statutory requirements for local and global citizenship at key stage 4 (ages 1416) are also available online:

http://www.nicurriculum.org.uk/key_stage_4/areas_of_learning/learning_for_life_and_work/

Sex and relationships education

At key stages 3 and 4 (ages 1116), sex and relationships education is taught as part of the personal development

strand under the compulsory learning for life and work area of learning. Guidance is available:


http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/non_statutory/ks3_PD_ns_guidance_Aug201

1.pdf


http://www.nicurriculum.org.uk/docs/key_stage_4/areas_of_learning/learning_for_life_and_work/ks4_PD_guidanc

e_Aug2011.pdfAssessment There is no nationally standardised test or examination in social and civic competences. At key stage 3 (ages 1114),

schools must assess pupils in the learning for life and work area of learning based on teacher assessment and report

to parents.


low achievement

There are no specific initiatives to tackle low achievement.
http://www.nicurriculum.org.uk/docs/foundation_stage/areas_of_learning/statutory_requirements/fs_pdmu.pdfhttp://www.nicurriculum.org.uk/docs/foundation_stage/areas_of_learning/statutory_requirements/fs_pdmu.pdfhttp://www.nicurriculum.org.uk/key_stages_1_and_2/areas_of_learning/pdmu/http://www.nicurriculum.org.uk/key_stages_1_and_2/areas_of_learning/pdmu/http://www.nicurriculum.org.uk/key_stage_3/areas_of_learning/learning_for_life_and_work/local_and_global_citizenship.asphttp://www.nicurriculum.org.uk/key_stage_3/areas_of_learning/learning_for_life_and_work/local_and_global_citizenship.asphttp://www.nicurriculum.org.uk/key_stage_3/areas_of_learning/learning_for_life_and_work/local_and_global_citizenship.asphttp://www.nicurriculum.org.uk/key_stage_4/areas_of_learning/learning_for_life_and_work/http://www.nicurriculum.org.uk/key_stage_4/areas_of_learning/learning_for_life_and_work/http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/non_statutory/ks3_PD_ns_guidance_Aug2011.pdfhttp://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/non_statutory/ks3_PD_ns_guidance_Aug2011.pdfhttp://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/non_statutory/ks3_PD_ns_guidance_Aug2011.pdfhttp://www.nicurriculum.org.uk/docs/key_stage_4/areas_of_learning/learning_for_life_and_work/ks4_PD_guidance_Aug2011.pdfhttp://www.nicurriculum.org.uk/docs/key_stage_4/areas_of_learning/learning_for_life_and_work/ks4_PD_guidance_Aug2011.pdfhttp://www.nicurriculum.org.uk/docs/key_stage_4/areas_of_learning/learning_for_life_and_work/ks4_PD_guidance_Aug2011.pdfhttp://www.nicurriculum.org.uk/docs/key_stage_4/areas_of_learning/learning_for_life_and_work/ks4_PD_guidance_Aug2011.pdfhttp://www.nicurriculum.org.uk/docs/key_stage_4/areas_of_learning/learning_for_life_and_work/ks4_PD_guidance_Aug2011.pdfhttp://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/non_statutory/ks3_PD_ns_guidance_Aug2011.pdfhttp://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/non_statutory/ks3_PD_ns_guidance_Aug2011.pdfhttp://www.nicurriculum.org.uk/key_stage_4/areas_of_learning/learning_for_life_and_work/http://www.nicurriculum.org.uk/key_stage_3/areas_of_learning/learning_for_life_and_work/local_and_global_citizenship.asphttp://www.nicurriculum.org.uk/key_stage_3/areas_of_learning/learning_for_life_and_work/local_and_global_citizenship.asphttp://www.nicurriculum.org.uk/key_stages_1_and_2/areas_of_learning/pdmu/http://www.nicurriculum.org.uk/docs/foundation_stage/areas_of_learning/statutory_requirements/fs_pdmu.pdf


19/21



improve motivation

A range of online resources for teachers in the local and global citizenship area of learning aims to assist the

teaching of civic and social competences in Northern Ireland:

http://www.nicurriculum.org.uk/key_stage_3/areas_of_learning/learning_for_life_and_work/local_and_global_citiz

enship.asp

A website supporting teachers in teaching aspects of the global dimension in schools is also available:

http://www.globaldimensioninschools.org/index.php
http://www.nicurriculum.org.uk/key_stage_3/areas_of_learning/learning_for_life_and_work/local_and_global_citizenship.asphttp://www.nicurriculum.org.uk/key_stage_3/areas_of_learning/learning_for_life_and_work/local_and_global_citizenship.asphttp://www.nicurriculum.org.uk/key_stage_3/areas_of_learning/learning_for_life_and_work/local_and_global_citizenship.asphttp://www.globaldimensioninschools.org/index.phphttp://www.globaldimensioninschools.org/index.phphttp://www.globaldimensioninschools.org/index.phphttp://www.nicurriculum.org.uk/key_stage_3/areas_of_learning/learning_for_life_and_work/local_and_global_citizenship.asphttp://www.nicurriculum.org.uk/key_stage_3/areas_of_learning/learning_for_life_and_work/local_and_global_citizenship.asp


20/21


Key Competence Sense of Initiative and Entrepreneurship

National strategy / action plan There is no national strategy or action plan for entrepreneurship education in Northern Ireland.

Status in the curriculum Entrepreneurship education is not a separate statutory subject in the Northern Ireland Curriculum, but is explicitly

recognised in employability, which is part of the compulsory area of learning learning for life and work at key

stages 3 and 4 (ages 1116).

Learning outcomes / objectives The requirements for the area of learning learning for life and work relating to employability at key stage 3 (11

14), are set out here:

http://www.nicurriculum.org.uk/key_stage_3/areas_of_learning/learning_for_life_and_work/employability.asp

The requirements for learning for life and work: employability at key stage 4 (1416), are set out below. One

specific area of this strand is to explore self-employment and identify relevant sources of support:


Assessment There is no nationally standardised test or examination in entrepreneurship.

For pupils who choose to take a GCSE in business studies, learning outcomes and objectives are contained in subject

criteria for GCSE examinations.

For students in post-compulsory education, the learning outcomes and objectives depend on the programmes

selected. Students can choose to study an A level in business studies.

The qualifications themselves are offered by awarding organisations; more detailed information is provided in their

GCSE and GCE A level specifications.


low achievement

There are no specific initiatives or measures to tackle low achievement in entrepreneurship or enterprise

education/business studies. However resources to support teaching in the general compulsory learning area

learning for life and work are available through this page:



improve motivation

There are no specific initiatives or measures to improve motivation in this subject area.
http://www.nicurriculum.org.uk/key_stage_3/areas_of_learning/learning_for_life_and_work/employability.asphttp://www.nicurriculum.org.uk/key_stage_3/areas_of_learning/learning_for_life_and_work/employability.asphttp://www.nicurriculum.org.uk/key_stage_4/areas_of_learning/learning_for_life_and_work/http://www.nicurriculum.org.uk/key_stage_4/areas_of_learning/learning_for_life_and_work/http://www.nicurriculum.org.uk/key_stage_3/areas_of_learning/learning_for_life_and_work/http://www.nicurriculum.org.uk/key_stage_3/areas_of_learning/learning_for_life_and_work/http://www.nicurriculum.org.uk/key_stage_3/areas_of_learning/learning_for_life_and_work/http://www.nicurriculum.org.uk/key_stage_4/areas_of_learning/learning_for_life_and_work/http://www.nicurriculum.org.uk/key_stage_3/areas_of_learning/learning_for_life_and_work/employability.asp


21/21


Planned Reforms Affecting Key Competences

Essential Skills are the basic skills qualifications available to pupils who are not at the level to sit GCSEs in English, English Literature or mathematics. The

Department of Education released a circular in November 2011 advising principals (headteachers) and governors of post-primary (secondary) schools, the

Education and Library Boards, the National Council for the Curriuclum, Examinations and Assessment (CCEA), education councils and teachers unions that it

is considering how best to increase opportunities for young people not taking GCSEs to achieve level 2 qualifications in communication and using

mathematics to support the literacy and numeracy strategy. For more information see:http://www.deni.gov.uk/essential_skills_qualifications_in_post-primary_schools_-_bilingual_version.pdf
http://www.deni.gov.uk/essential_skills_qualifications_in_post-primary_schools_-_bilingual_version.pdfhttp://www.deni.gov.uk/essential_skills_qualifications_in_post-primary_schools_-_bilingual_version.pdfhttp://www.deni.gov.uk/essential_skills_qualifications_in_post-primary_schools_-_bilingual_version.pdf

key competences uk northern ireland

Documents