Revised Curriculum 2008 Skills
Index Subject Area Page Language Literacy and Communication FP 3 Language Literacy and Communication KS 2 English Modern Foreign Languages 5 5 7 Knowledge and Understanding of the World FP 8 Knowledge and Understanding of the World KS 2 Science Geography History IT 9 9 10 11 12 Mathematical Development FP 13 Mathematical Development KS 2 14 Creative Development FP 15 Creative Development KS 2 Art and Design Music Design and Technology Physical 16 16 17 18 19 Personal and Social FP 20 Personal and Social KS 2 21 Physical Development FP 22 Physical Development KS 2 23
Index continued Subject Area Page Welsh Language Development FP 25 Welsh Language Development KS 2 26 Religious Education FP 28 Religious Education KS 2 30
Guide to Symbols Developing ICT Learners develop their ICT skills across the curriculum by finding, developing, creating and presenting information and ideas and by using a wide range of equipment and software. Developing number Learners develop their number skills across the curriculum by using mathematical information, calculating, and interpreting and presenting findings. Developing thinking Learners develop their thinking across the curriculum through the processes of planning, developing and reflecting. Developing communication Learners develop their communication skills across the curriculum through the skills of oracy, reading, writing and wider communication. 1
Guide to Symbols continued Curriculum Cymreig (7 -14) and Wales, Europe and the World (14 -19) Learners aged 7 – 14 should be given opportunities to develop and apply knowledge and understanding of the cultural, economic, environmental and linguistic characteristics of Wales. Learners aged 14 -19 should have opportunities for active engagement in understanding the political, social, economic and cultural aspects of Wales as part of the world as a whole. Personal and social education Learners should be given opportunities to promote their health and emotional well-being and moral and spiritual development; to become active citizens and to promote sustainable development and global citizenship; and to prepare for lifelong learning. Careers and the world of work Learners aged 11 -19 should be given opportunities to develop their awareness of careers and the world of work and how their studies contribute to their readiness for a working life. 2
Language, Literacy and Communication Foundation Phase Oracy Skills Reading Skills Children’s oracy skills should be fostered and promoted through first-hand sensory experiences. Speaking, listening and viewing activities in the Foundation Phase should enable children to make progress in their ability to: Opportunities throughout the Foundation Phase should enable children to enjoy reading and to make progress in their ability to: • make themselves understood • listen to and carry out instructions • use appropriate language in spontaneous and structured • show an interest in books and enjoy their content • follow stories read to them and respond as appropriate • look at books with or without an adult, handling them as play activities and when conveying meaning • view and listen carefully to a variety of visual and audiovisual stimuli • listen to a variety of stories, traditional folk tales and poems from Wales and around the world • listen and respond appropriately and effectively, with growing attention and concentration • build on previous experience, speak confidently, and make themselves clear by: • organising what they say • choosing words deliberately • relating their contributions in discussion to what has gone on before by taking similar/different views into account, using the conventions of discussion and conversation • speak clearly with appropriate intonation in their own accents, modifying their talk to the requirements of the audience • recognise the importance of clarity, fluency and interest in effective communication • in their explanations, descriptions and narratives, incorporate relevant detail and identify what is essential • understand that there is a variety in the language they hear around them • adopt a role, making a conscious use of movement, gesture and speech using language appropriate to a role or situation • respond to a drama they have watched, as well as that in which they have participated. a reader • understand that written symbols have sound and meaning and develop phonological, graphic and grammatical knowledge, word recognition and contextual understanding within a balanced and coherent programme]read with increasing fluency, accuracy, understanding and independence, building on what they already know • be aware of different types of books • read their own work and other texts aloud and respond in different ways for different purposes, being able to talk about characters, events, language and information as they predict events and explore meaning • respond appropriately to books, considering what they read in terms of content, ideas, presentation, organisation and the language used. i k S s l l 3
Language, Literacy and Communication Foundation Phase Writing Skills The Foundation Phase should enable children to enjoy experimenting with written communication and to make progress in their ability to communicate by: • experimenting with mark-making, using a variety of media • producing pieces of emergent writing • understand the connections and differences between: • writing and communication • speech and language • print and pictures • recognise the alphabetic nature of writing and discriminate between letters • communicate by using symbols, pictures and words • play with language, as a means of developing their interest in language • begin to write in a conventional way, communications by using words, phrases and short sentences, linked to familiar patterns • understand the different purposes and function of written language as a means of : • remembering • organising • developing ideas and information and as a source of enjoyment • organise and present imaginative and factual writing in different ways, e. g. a cumulative pattern in a poem, a list of ingredients for a cake, helpful to the purpose, task and reader, using ICT as appropriate, and incorporating some of the different characteristics of forms that are used • plan and review their writing, assembling and developing their ideas on paper, using ICT as appropriate, and presenting their writing clearly and neatly in order communicate their meaning effectively • writing with increasing confidence, fluency and accuracy, making choices about vocabulary • use a dictionary • recognise that punctuation is essential to help a reader understand what is written • develop their ability to spell common and familiar words in a recognisable way • develop a legible style of handwriting in order to follow the conventions of written English and Welsh. i k S s l l 4
Language, Literacy and Communication Key Stage 2 - English Oracy Skills Reading Skills Pupils should be given opportunities to: 1. 2. 3. 4. 5. 6. 7. listen and view attentively, responding to a wide range of communication identify key points and follow up ideas through question and comment, developing response to others, in order to learn through talk communicate clearly and confidently, expressing opinions, adapting talk to audience and purpose, using appropriate gesture, intonation and register in order to engage the listener develop their awareness of the social conventions of conversation and discussion develop their ability to use a range of sentence structures and vocabulary with precision, including terminology that allows them to discuss their work develop their understanding of when it is necessary to use standard English, and use formal and informal language appropriately evaluate their own and others’ talk and drama activities and develop understanding of how to improve, considering how speakers adapt their vocabulary, tone, pace and style to suit a range of situations. 2. 3. 4. 5. 6. 7. 8. 9. develop phonic, graphic and grammatical knowledge, word recognition and contextual understanding within a balanced and coherent programme develop their ability to read with fluency, accuracy , understanding and enjoyment read in different ways for different purposes, including • skimming, scanning and detailed reading • using prediction, inference and deduction • distinguishing between fact and opinion, bias and objectivity in what they read/view recognise and understand the characteristics of different genres in terms of language, structure and presentation consider what they read/view, responding orally and in writing to the ideas, vocabulary, style, presentation and organisation of image and language, and be able to select evidence to support their views use a range of appropriate information retrieval strategies including ICT, e. g. the alphabet, indexes and catalogues Retrieve and collate information and ideas from a range of sources including printed, visual, audio, media, ICT and drama in performance Use the knowledge gained from reading to develop their understanding of the structure, vocabulary, grammar and punctuation of English and of how these clarify meaning Consider how texts change when they are adopted for different media and audiences i k S s l l 5
Language, Literacy and Communication Key Stage 2 - English Writing Skills Pupils should be given opportunities to communicate in writing and to: 1. 2. 3. 4. 5. 6. 7. 8. 9. use the characteristic features to literary and non-literary texts in their own writing, adapting their style to suit the audience and purpose use a range of sentence structures, linking them coherently and developing the ability to use paragraphs effectively use punctuation to clarify meaning including full stop, exclamation and question marks, comma, apostrophe, bullet points, speech marks choose and use appropriate vocabulary use the standard forms of English: nouns, pronouns, adjectives, adverbs, prepositions, connectives and verb tenses develop and use a variety of strategies to enable them to spell correctly use appropriate vocabulary and terminology to consider and evaluate their own work and that of others draft and improve their work, using ICT as appropriate, to: • plan • draft • revise • proof-read • prepare a final copy present writing appropriately: • developing legible handwriting • using appropriate features of layout and presentation, including ICT. i k S s l l 6
Language, Literacy and Communication Key Stage 2 – Modern Foreign Languages Oracy Skills Reading Skills Pupils should have opportunities to: 1. 2. 3. 4. 5. 6. 7. use and respond to incidental language in everyday classroom activities listen carefully and respond appropriately to different types of spoken language speak with correct pronunciation and intonation communicate with each other and their teacher understand take part in simple conversations use and respond to language relevant to their personal interests and immediate environment use previously learnt structures and language patterns to create new language. 2. 3. 4. 5. recognise the relationship between sounds and the written word including learning the alphabet read aloud in a familiar language read words, phrases and simple texts for consolidation and interest use dictionaries, glossaries, ICT and other reference materials as appropriate read and respond to a variety of written language. Writing Skills Pupils should have opportunities to: 1. 2. 3. copy words and phrases for a real purpose write words, phrases and simple texts for consolidation and interest use language creatively, including ICT as appropriate. i k S s l l 7
Knowledge and Understanding of the World Foundation Phase Skills To experience the familiar world through investigating the indoor and outdoor environment, children should be encouraged to be curious and find out by: • exploring and experimenting • thinking about questions and then asking them and listening to the answers • listening to others’ ideas • identifying what they want to find out and how to do it • thinking about what might happen if… • becoming aware of human achievements and the ‘big ideas’ that have shaped the world • investigating sources and issues • thinking about how they will know if something has worked • making observations and measurements and keeping records • making comparisons and identifying similarities and differences • sorting and grouping information using ICT on some occasions • seeing links between cause and effect • making links within the different elements of Knowledge and Understanding of the world • thinking creatively and imaginatively • communicating observations and measurements • recognising simple patterns in their findings • describing what they have found out and offering simple explanations • expressing their own opinions and feelings, and making decisions while considering the viewpoints of others • using and becoming familiar with common words and phrases for their world reflecting on and evaluating their own and others’ work i k S s l l 8
Knowledge and Understanding of the World Key Stage 2 - Science Enquiry Developing Pupils should be given opportunities to carry out different types of enquiry, e. g. pattern-seeking, exploring, classifying and identifying, making things, fair testing, using and applying models, by: Pupils follow the planned approach/method, revise it where necessary, and where appropriate: Planning 1. 2. 3. 4. 5. 6. 7. 8. Pupils turn ideas suggested to them, and their own ideas, into a form that can be investigated. They outline the planned approach/method recognising, deciding upon and giving some justification for each of the following when appropriate: the choice of success criteria predictions using some previous knowledge and understanding where and how to find relevant information and ideas when carrying out a fair test, the key variables that need to be controlled and how to change the independent variable whilst keeping other key variables the same the observations or measurements that need to be made the equipment and techniques required for the enquiry any hazards and risks to themselves and others Reflecting 1. 2. 3. 4. 5. 6. 7. Communication Pupils think about what they have done in order to consolidate learning and transfer skills, knowledge and understanding to other contexts by: 1. 2. 3. 4. 5. 6. beginning to evaluate outcomes against success criteria deciding whether the approach/method was successful describing any amendments made to the planned approach/method suggesting how the approach/method could have been improved describing how they have learned and identifying the ways that worked the best linking the learning to similar situations, within and outside school use apparatus and equipment correctly and safely make careful observations and accurate measurements, using digital and ICT equipment at times check observations and measurements by repeating them in order to collect reliable data make comparisons and identify and describe trends or patters in data and information use some prior knowledge to explain links between cause and effect when concluding consider different interpretations and distinguish between ‘facts’, beliefs and opinions, giving reasons and begin to recognise bias form considered opinions and make informed decisions Pupils should be given opportunities to: 1. 2. 3. s l l Search for, access and select relevant scientific information, from a range of sources, including ICT Communicate clearly by speech, writing, drawings, diagrams, charts, tables, bar charts, line graphs, videos, and ICT packages, using relevant scientific vocabulary Use standard measures and S. I. Units, e. g. kg, s, N, m. i k S 9
Knowledge and Understanding of the World Key Stage 2 - Geography Investigating Locating places, environments and patterns Pupils should be given opportunities to: 1. 2. 3. observe and ask questions about a place, environment or geographical issue, e. g. Why does it flood? How and why is our village changing? measure, collect and record data through carrying out practical investigations and fieldwork, and using secondary sources, e. g. use instruments to measure rainfall, use GIS, design questionnaires organise and analyse evidence, develop ideas to find answers and draw conclusions, e. g. use a data spreadsheet, compare weather data. Understanding places, environments and processes Pupils should be given opportunities to: 1. 2. 3. 4. Communicating Pupils should be given opportunities to: 1. 2. 3. identify and describe natural and human features, e. g. weather conditions, types of buildings identify similarities and differences to describe, compare and contrast places and environments describe the causes and consequences of how places and environments change, e. g. by season; from past to present; the need for sustainability. identify and locate places and environments using globes, atlases, and maps e. g. use coordinates and four-figure references follow directions, estimate and calculate distances, e. g. follow map and ground routes, calculate map-to-ground distances use maps, imagery and ICT to find and present locational information, e. g. draw sketch maps, and photographs including oblique, aerial and satellite images identify and describe the spatial patterns (distributions) of places and environments and how they are connected, e. g. line of towns in a valley, the pattern of areas affected by a tsunami. Pupils should be given opportunities to: 1. 2. 3. s l l express their own opinions and be aware that people have different points of view about places, environments and geographical issues, e. g. about wind farms, fair trade make decisions about geographical issues by distinguishing between fact and opinion and considering different arguments, e. g. a traffic problem communicate findings in a variety of ways, e. g. using geographical terms, annotated photographs, maps, diagrams, or ICT. i k S 10
Knowledge and Understanding of the World Key Stage 2 – History Historical enquiry Chronological awareness Pupils should be given opportunities to: 1. 2. 3. 4. ask and answer relevant questions about the past plan the investigative approach to be used, suggesting how to find relevant information use a range of sources, including ICT, e. g. artefacts, buildings and sites, adults talking about their own past, visual sources, data and appropriate written sources reflect on their findings and the investigative approach used. 1. 2. Historical knowledge and understanding Pupils should be given opportunities to: 1. 2. 3. Interpretations of history 2. identify the ways in which the past is represented and interpreted distinguish between ‘fact’ and ‘opinion’, giving some evidence/knowledge-based reasons for this. Identify differences between ways of life at different times Identify significant people and describe events within and across periods Understand why people did things, what caused specific events and the consequences of those events. Organisation and communication Pupils should be given opportunities to: 1. use timelines to sequence events use appropriate key words to estimate, measure and describe the passage of time. Pupils should be given the opportunity to: 1. 2. s l l Select, record, and organise historical information Communicate ideas, opinions and conclusions with increasing independence in a variety of ways, including ICT, e. g. graphs, charts, extended writing, visual and oral presentations. i k S 11
Knowledge and Understanding of the World Key Stage 2 – IT Find analyse information Create and communicate information Pupils should be given opportunities to: 1. 2. 3. 4. 5. 6. discuss the purpose of their tasks, the intended audiences and the resources needed find information from a variety of sources for a defined purpose select suitable information and make simple judgements about sources of information produce and use databases to ask and answer questions, e. g. search, sort and graph produce and use models and/or simulations to ask and answer questions, e. g. use a spreadsheet to calculate and graph sales in a shop investigate the effect of changing variables in models and/or simulations to ask and answer ‘what if…? ’ type questions. Pupils should be given opportunities to: 1. 2. 3. create and communicate information in the format of text, images and sound, using a range of ICT hardware and software create a range of presentations combining a variety of information and media, e. g. a poster combining text and graphics, a multimedia presentation share and exchange information safely through electronic means, e. g. use of e-mail, virtual learning environments. i k S s l l 12
Mathematical Development Foundation Phase Children should develop their application and understanding of their mathematical skills using contexts and techniques from across the range. They should be given opportunities to: Solve mathematical problems • select and use appropriate mathematical ideas, equipment and materials to solve practical problems • identify, collect and organise information in purposeful contexts • develop a variety mathematical approaches and strategies • estimate solutions to calculations; check their answers in various ways • estimate the sixe of a measure Communicate mathematically • develop their mathematical language across the range of mathematics, and use it in their role play and in communicating/talking to adults about their work • present their work orally, pictorially and in written form, moving on to using more formal methods of recording when they are developmentally ready • extract information from variety of ways to represent collected data • use a variety of ways to represent collected data • devise and refine informal, personal methods of recording mental calculations, gradually moving to using words and symbols in number sentences Reason mathematically • develop a variety of mental and written strategies of computation • interpret solutions to calculations within the context of the given problem • recognise patterns, sequences and relationships through practical activities and discussion • investigate repeating patterns and relationships and make simple predictions • interpret information presented in simple graphs or diagrams. i k S s l l 13
Mathematical Development Key Stage 2 - Mathematics 1. Solve mathematical problems Pupils should be given opportunities to: 2. Communicate mathematically Pupils should be given opportunities to: • select and use the appropriate mathematics, materials, units of measure and resources to solve problems in a variety of contexts • identify, obtain and process information needed to carry out the work • develop their own mathematical strategies and ideas and consider those of others • try different approaches; use a variety of strategies, sequences of operation and methods of calculating • use their prior knowledge to find mathematical facts that they have not learned, and to solve numerical problems • use flexible and effective methods of computation and recording • estimate solutions to calculations; use alternative strategies to check the accuracy of answers • appreciate the continuous nature of measures, and that measurement is approximate; estimate measures, and measure to an appropriate degree of accuracy in a range of contexts. • use correct mathematical language, notation, symbols and conventions to talk about or to represent their work to others • recognise, and generalise in words, patterns that arise in numerical, spatial or practical situations • visualise and describe shapes, movements and transformations • read information from charts, diagrams, graphs and text • use a variety of methods to represent data • devise and refine their own ways of recording • explain strategies, methods, choices and conclusions to others in a variety of ways – verbally, graphically, using informal written methods. 3. Reason mathematically Pupils should be given opportunities to: • develop a variety of mental and written strategies of computation • check results and interpret solutions to calculations, including calculator displays; check against the context of the problem that solutions are reasonable • develop early ideas of algebra and mathematical structure by exploring number sequences and relationships; explain and predict subsequent terms • investigate and generalise repeating patterns and relationships; search for pattern in their own results • present and interpret a wide range of graphs and diagrams that represent data; draw conclusions from this data; recognise that some can be uncertain or misleading • make and investigate mathematical hypotheses, predictions and conjectures. i k S s l l 14
Creative Development Foundation Phase Art , craft and design 1. 2. 3. 4. 5. 6. 7. 8. Music Children’s art, craft and design skills should be fostered and promoted through using their senses, imagination and experience. Creative art, craft and design activities in the Foundation Phase should enable children to express themselves freely and make progress in their ability to: explore and experiment with a variety of techniques and materials make choices when choosing materials and resources mix, shape, arrange and combine materials to create their own images and objects that communicate and express their ideas, feelings and memories creatively develop and use their understanding of colour, line, tone, texture, pattern, shape and form develop their understanding of planning, designing, modelling, modifying and reflecting use a variety of materials and tools for experimentation and problem solving design and make simple products and mechanisms reflect on their own and others’ work. Children’s musical skills should be fostered and promoted through using their senses, imagination and experience. Creative music activities in the Foundation Phase should enable children to make progress in their ability to: 1. 2. 3. 4. 5. 6. 7. 8. explore a range of sound sources and experiment with different ways of making and organising sounds create their own musical ideas and contribute to simple compositions sing a range of songs with others play simple rhythmic and melodic patterns on a variety of instruments recognise and describe sounds, and listen and respond to music reflect on their own and others’ music develop increasing control of the musical elements when making music make broad distinctions within the musical elements when listening to music Creative movement Children’ s creative movement skills should be fostered and promoted through using their senses, imagination and experience. Creative movement activities in the Foundation Phase should enable children to make progress in their ability to: 1. 2. 3. 4. 5. 6. explore and express a range of moods and feelings through a variety of movements develop their responses to different stimuli such as music, pictures, words and ideas develop their control by linking movements to create a series of changing body shapes and pathways work on their own and with other to pretend, improvise and think imaginatively work on their own, with a partner or in a small group to develop their own and others’ ideas and help them to reflect on them perform movements or patterns, including some from traditional Welsh dances and from other cultures i k S s l l 15
Creative Development Key Stage 2 – Art and Design Understanding Pupils should be given opportunities to: 1. describe and make comparisons: between their own work and that of others 2. experiment with and examine the methods used by other artists, craftworkers and designers from different: • periods • places • cultures e. g. consider how work from unfamiliar cultures may influence pattern design for their own textile project 3. evaluate the methods and results of their own work and that of their fellow pupils through: • discussion • reading • writing • Reflection Making Pupils should be given opportunities to: 1. explore, experiment with and apply the elements of the visual, tactile and sensory language of art, craft and design which include: • line, e. g. long lines, short lines, wavy lines, heavy lines • tone, e. g. light, medium and dark tones • colour, e. g. primary and tertiary, matching colours, cold, warm • pattern, e. g. natural, made patterns, patterns from other cultures, repetitive patterns • texture, e. g. rough and smooth textures in a range of materials • shape, e. g. shapes from nature, from the made world, and from their imagination • form, e. g. various three-dimensional shapes 2. design and make: • two-dimensional images • three-dimensional objects and artefacts using a range of various materials for a variety of purposes e. g. use a range of media to make a two- or three-dimensional representation based on a poem or story 3. use their experience and knowledge • different materials, tools and techniques: • experimentally • expressively. Investigating Pupils should be given opportunities to: 1. select and record from: • observation • experience • memory • imagination 2. investigate: • the natural environment • the made environment • the world of imagination • using a variety of materials organise: • reference materials • resources • to develop ideas themes and feelings, e. g. collect information for a design project from the internet, library or local gallery about endangered species. keep a sketchbook to: • develop ideas and feelings • explore themes • experiment with processes and media • research and enquire. 3. 4. i k S s l l 16
Creative Development Key Stage 2 – Music Performing Composing Pupils should be given opportunities to: 1. sing with increasing control of breathing, posture, diction, dynamics, phrasing, pitch and duration 2. play instruments, using appropriate playing techniques and with increasing dexterity and control of sound 3. practise and evaluate their performing in order to improve during which they should: 1. maintain a part as a member of a group in a part song 2. maintain an individual instrumental part in a group piece 3. imitate, memorise, internalise (hear in their heads) and recall musical patterns and songs 4. communicate with others when performing 5. plan and make decisions about which music to perform and to perform it. Pupils should be given opportunities to: 1. improvise, compose and arrange music during which they should: 1. explore, use, create, select and organise sounds for a musical purpose 2. develop and refine musical ideas, and evaluate their work in order to improve it Appraising 1. 2. 3. Pupils should be given opportunities to: listen to and appraise music during which they should: make distinctions within the musical elements recognise and describe musical characteristics discuss and evaluate music, making connections between their own and others’ work. i k S s l l 17
Creative Development Key Stage 2 – Design and Technology Designing Pupils should be given opportunities to: 1. 2. 3. 4. 5. 6. 7. use a range of information sources to generate ideas for products investigate how existing products look and function as a source of ideas for their own products, e. g. examine a range of products related to their task, toys, healthy eating develop a simple specification/recipe for their products indicating their intentions and approach demonstrate their creative thinking when considering and recording solutions to problems that arise during their designing and making, e. g. realise that it would be quicker and easier to use ready-made materials, components and ingredients rather than make their own develop and communicate their design ideas in a variety of ways, using ICT and models where appropriate consider the safety, reliability and sustainability of their activities/ products, e. g. consider how use or misuse of their products might cause injury, damage or poor health evaluate their design ideas as they develop, considering the needs of the user. Making Pupils should be given opportunities: 1. work to their specification/ recipe to make products 2. choose appropriate materials, ingredients, equipment, tools/utensils and techniques, from a range made available to them 3. measure, mark out, cut, shape, join, weigh and mix a range of materials and ingredients, using appropriate tools/ utensils, equipment and techniques 4. find alternative ways of making if the first attempt fails 5. apply appropriate finishes to their products 6. discuss their products, and evaluate their work, e. g. explain why and how they made their product and what they think about its function, features, performance taste Food 1. 2. 3. plan and carry out a broad range of practical food preparation tasks safely and hygienically apply current healthy eating messages and consider nutritional needs when undertaking food preparation tasks classify food by commodity/group and understand the characteristics of a broad range of ingredients, including their nutritional, functional and sensory properties, e. g. meat, fish, fruit vegetables Rigid and flexible materials 1. use a range of materials and components, making choices based on their developing knowledge of how they should be used, e. g. using squaresection timber or lollypop sticks to strengthen a cardboard structure 2. learn about the efficient use of materials, e. g. planning cutting from sheet materials to minimise waste 3. use techniques for reinforcing and strengthening structures in their products, e. g. use triangulation and gussets in frame structures, use fabric reinforcing bags, clothing and kites Systems and control 1. construct simple mechanisms to produce different types of movement, e. g. use simple levers to move the wings on a bird made from flat card 2. build simple low-voltage electrical circuits within products, e. g. add a simple lighting system to a model house that includes a battery, switch 3. and bulbs 4. use programmable/computer control systems that can create, test, modify and store instructions to control events, e. g. enter and store instructions in a programmable toy, write a simple programme for a floor turtle, control their products using computer hardware/software. i k S s l l 18
Creative Development Key Stage 2 – Physical Creative activities 1. 2. 3. 1. 2. 3. 4. 5. Pupils should be given opportunities to: develop, consolidate, and then apply, the basic actions of travelling, balancing and stillness, jumping and landing and rotation. Action should be developed using the floor and apparatus, as appropriate recognise the principles of simple composition and choreography in order to use them to plan sequences and a range of movement patterns respond to a range of stimuli and accompaniment and as their work develops: determine success criteria relating to the development of their performance using key words relates to their activity represent and respond to information in different forms including pictures, sounds, symbols showing some awareness of the audience and purpose evaluate their own and others’ performances, using ICT when appropriate, and ask relevant questions in order to improve and make progress perform and develop an appreciation of movement from different traditions, time and places, including some traditional dances form Wales communicate ideas and emotions using gestures or other non-verbal signals to convey and enhance meaning. i k S s l l 19
Personal and Social – Well being and Cultural Diversity Foundation Phase Personal development Social development Children should be given opportunities to: • become independent in their personal hygiene needs and • be aware of and respect the needs of others • take responsibility for their own actions • consider the consequences of words and actions for to be more aware of personal safety • express and communicate different feelings and emotions – their own and those of others • show curiosity and develop positive attitudes to new experience and learning • take risks and become confident explorers of their indoor and outdoor environment • experiment with new learning opportunities, including ICT • become independent thinkers and learners • develop an awareness of what they are good at and understand how they can improve their learning and use feedback to improve their work • concentrate for lengthening periods • value the learning, success and achievements of themselves and other people. themselves and others • develop an understanding of the behavioural expectations of the setting/school and understand that rules are essential in an ordered community • develop an understanding of what is fair and unfair and to be willing to compromise • form relationships and feel confident to play and work cooperatively • value friends and families and show care and consideration • appreciate what makes a good friend • develop a positive self-image and a sense of belonging as part of different communities and have an understanding of their own Welsh identity • develop an awareness of different cultures and the differing needs, views and beliefs of other people in their own and in other cultures • treat people from all cultural backgrounds in a respectful and tolerant manner • develop an understanding of the diversity of roles that people play in different groups and communities • begin to question stereotyping. Moral and spiritual development Well-being Children should be given opportunities to: • respond to ideas and questions enthusiastically, • value and contribute to their own well-being and to the sensitively , creatively and intuitively • communicate about what is good and bad, right and wrong, fair and unfair, caring and inconsiderate • communicate and reflect on the decisions made in stories, situations or personally, suggesting alternative responses • respond personally to simple imaginary moral situations giving reasons for decisions made • use stories or situations to raise questions about why some things are special • express ideas and feelings creatively, explaining why they are significant • talk about the choices available to individuals and discuss whether the choices available make a decision easier or more complex • ask questions about how and why special things should be treated with respect and respond personally • ask questions about what is important in life from a personal perspective and from the perspective of others. s l l well-being of others • be aware of their own feelings and develop the ability to express them in an appropriate way • understand the relationship between feelings and actions and that other people have feelings • demonstrate care, respect and affection for other children, adults and their environment • develop a growing interest in the world around them and understand what their environment has to offer when playing alone and with others • understand recognise the changes that happen to their bodies as they exercise and describe the changes to their breathing, heart rate, appearance and feelings • develop an understanding that exercise and hygiene and the right types of food and drink are important for healthy bodies • ask for assistance when needed • develop an understanding about dangers in the home and outside environment • understand that medicines are taken to make them feel better and that some drugs are dangerous. i k S 20
Personal and Social – Well being and Cultural Diversity Key Stage 2 - PSE Improving own learning Develop thinking Learners should be given opportunities to: • experience various learning styles and recognise the ways • identify links between cause and effect • distinguish between ‘facts’, beliefs and opinions • form personal opinions and make informed decisions • use appropriate techniques for personal reflection. Developing communication Developing ICT Learners should be given opportunities to: • listen carefully, question and respond to others • express their views and ideas confidently through a range • find and develop information and ideas • create and present information and ideas • use ICT safely with appropriate support and guidance. in which they learn best • reflect on progress, identify strengths and weaknesses and set targets for improvement • apply learning to similar situations within school • develop practical skills necessary for everyday life. of appropriate methods • contribute to class discussions and take part in debates. Working with others Developing number Learners should be given opportunities to: • work cooperatively to solve problems • make and maintain friendships and other relationships • resist unwanted peer pressure and behaviour • empathise with others’ experiences and feelings • manage different emotions and develop strategies to • select data from given information presented in a range resolve conflict and deal with bullying • ask for personal support and advice. s l l of numerical and graphical ways • gather information in a variety of ways, including simple questionnaires or databases to support understanding of PSE-related issues. i k S 21
Physical Development Foundation Phase Personal Health, fitness and safety Children should be given opportunities to: • develop coordination • develop gross motor skills • develop fine manipulative skills • develop confidence • control body movements • develop muscle tone, appropriate tension and balance • develop sensory awareness • use a range of small and large equipment and stimuli • link the basic actions in sequence and gradually improve • recognise the effects exercise has on their bodies as their control and use of different shapes, levels and direction of travel • use and handle a range of tools they move • describe what happens to their breathing and how they look and feel after exercise • begin to understand that regular exercise improves health and fitness and that it helps body parts to work well • use both large apparatus and small equipment • become aware of dangers and safety issues in their environment • begin to understand how important it is to lift, carry, place and use equipment safely. Adventurous and physical play Children should be given opportunities to: • develop and understanding of how their bodies move • be able to move safely with increasing control and coordination • become proficient at the basic actions of travelling, including stepping, jumping and landing, transferring weight from feet to hands, balancing, rolling, turning, climbing and swinging, both on the floor and when using a range of equipment and apparatus • link the basic actions in sequence and gradually improve their control and use of different shapes, levels and direction of travel • understand, appreciate and enjoy the differences between running, walking, skipping, jumping, climbing and hopping • become knowledgeable about spatial awareness and relationships such as behind, underneath, below, over, under and on top of • understand rules and elements of games and be able to play simple cooperative and competitive games • be able to apply knowledge, e. g. dodging to avoid others and how to attack and defend a target • work out and practise a variety of ways of sending, receiving and travelling with small equipment • solve simple problems with a partner, such as how to use, find, retrieve or carry objects, score points, etc. i k S s l l 22
Physical Development Key Stage 2 Competitive activities Adventurous activities Pupils should be given opportunities to: 1. 2. 3. develop, consolidate and then apply the skills and techniques needed to take part in a variety of competitive activities, including sending (throwing, tossing, bowling); receiving (catching, fielding); striking (hitting, batting, volleying, serving); travelling (with a ball or other equipment); running (different speeds); jumping (for height or length); and throwing (for distance) improve the efficiency and effectiveness of these skills and specific techniques explore the principles underpinning their different activities, e. g. attack and defence; outwitting an opponent; maximising speed, distance, height or length and as their work develops: 1. 2. 3. 4. 5. determine success criteria for the development of their activity using key words related to their activity plan how to improve performance through setting targets, e. g. a time, distance, goals, points evaluate their own and others’ performances and ask relevant questions in order to improve and make progress take part in, and design, small-sided, modified versions of their competitive activity cooperate with others and observe the conventions of fair play, equality and appropriate conduct in individual and team activities. 2. 3. 4. 5. 6. 7. 8. 9. 10. overcome challenges of a physical and problem-solving nature with a partner or in a small group acquire the skills necessary for the activities undertaken, e. g. reading a compass, map or instructions, tying a rope or constructing a shelter identify why they should be mindful of their own and others’ safety and how to respect the environment Pupils should be taught to: develop skills of water safety and personal survival swim unaided for a sustained period of time and as their work develops: plan and evaluate their individual or group responses to challenges using key words related to their activity use what they find out to plan how to improve their next attempts apply their skills in familiar and unfamiliar environments. i k S s l l 23
Physical Development Key Stage 2 Health, fitness and well-being activities Pupils should be given opportunities to: 1. 2. 3. 4. 5. engage in frequent and regular physical activity beneficial to their health, fitness and well-being plan daily physical activity through opportunities in school, at home and in the community identify how to eat and drink healthily in order to meet the energy requirements of different activities find out how to exercise affects the body sustain activity over appropriate periods of time in a range of different activities, e. g. a short walk, a longer run, cycle ride or swim, a short dance, etc. and as their work develops: 1. 2. 3. follow relevant rule and safety procedures when exercising, and begin to understand risk and how to take responsibility for actions describe how they feel when doing different activities find out about opportunities in the community to try different activities. i k S s l l 24
Welsh Language Development Foundation Phase Oracy Skills Children’s oracy skills should be fostered and promoted through first-hand sensory experiences. Through taking part in speaking, listening and viewing activities, both structured and spontaneous, the Foundation Phase should enable children to make progress in their ability to: Reading Skills Opportunities throughout the Foundation Phase should enable children to enjoy reading and to make progress in their ability to: • make themselves understood • show that they understand basic instructions • listen to familiar and unfamiliar voices • use appropriate language in spontaneous and structures • follow stories read to them and respond as appropriate • listen to others reading appropriate imaginative material • look at books, handling them a s a reader, with or play activities and when conveying meaning • view and listen carefully to a variety of visual and audio -visual stimuli • listen and respond simply to what they hear in familiar circumstances, with growing attention and concentration • speaking clearly, using simple words, greetings and expressions • listen to increasingly complex phrases and instructions and respond as appropriate • building on previous experience, speak with confidence • speak using correct punctuation and appropriate intonation • understand that there is variety in the language they hear around them • adopt a role, making a conscious use of movement, gesture and speech, using language appropriate to a role or situation • respond to drama they have watched, as well as that in which they have participated. Writing Skills Activities undertaken throughout the Foundation Phase in Welsh should enable children to enjoy experimenting with written communication and to make progress in their ability to: • communicate by: • experimenting with mark-making, using a variety of media • producing emergent writing • understand the connections and difference between: • writing and communication • speech and language • print and pictures • recognise the alphabetic nature of writing and discriminate between letters • communicate by using symbols, pictures, words, phrases and short sentences • play with language, as a means of developing their interest in the language • begin to write in a conventional way, communicating by using words, phrases and short sentences, linked to familiar patterns without an adult • listen to a story being read by following the print • understand the significance of the printed word and the relationship between printed symbols and sound patterns • use context to perceive the meaning of familiar words and decode new words by means of clues in pictures, letter sounds and word forms • read aloud their own work and other printed resources • re-read extracts that have been enjoyed and memorise passages • begin to read independently • show an understanding of what they or others have read by responding orally or non-verbally to the content. Writing Skills continued • understand the different purposes and functions of written language as a means of: • remembering • communicating • organising and developing ideas and information and as a source of enjoyment • plan and review their written work • organise and present imaginative and factual writing in different ways, e. g. a cumulative pattern in a poem, a list of ingredients for a cake, helpful to the purpose, task and reader, using ICT as appropriate • write with increasing confidence, fluency and accuracy • spell simple words correctly and check their spelling by using vocabularies or ICT • recognise the importance of punctuation as a way of communicating meaning • develop their ability to spell common and familiar words in a recognisable way • develop a legible style of handwriting in order to follow the conventions of written Welsh. i k S s l l 25
Welsh Language Development Key Stage 2 Oracy Skills Pupils Should be given opportunities to: 1. 2. 3. 4. 5. 6. 7. view and listen carefully responding orally, in writing and non-verbally respond by asking questions and offering comments communicate clearly and confidently and use intelligible Welsh pronunciation and intonation respond courteously and begin to establish a relationship when conversing reinforce Welsh syntax by the accurate use of a variety of: • vocabulary • phrases • questions • sentence patterns use accurate and clear language and words and patterns that are appropriate for the situation, e. g. the correct use of ‘ti’ and ‘chi’, and develop accuracy by: • a. using verb forms (tense and person) • b. forming negative sentences • c. using prepositions • d. using mutations • e. differentiating between similar words evaluate their own talk and that of others and consider ways of improving. Reading Skills Pupils should be given opportunities to: 1. use various strategies, e. g. phonics, word recognition, as required in order to develop readers. 2. read their own and others’ work • confidently • meaningfully • with enjoyment 3. use different strategies to establish meaning and gather information in texts including: • skimming • scanning • detailed reading • predicting • using context and knowledge of language 4. identify the characteristics of different genres in terms of organisation, structures and presentation, and differentiate between 5. fact and opinion. 6. use the characteristics of chosen forms 7. use and link a variety of phrases, questions and sentences accurately, reinforcing Welsh syntax and using paragraphs as appropriate 8. use punctuation to convey appropriate meaning, including: • commas • full stops • question marks • quotation marks • exclamation marks • apostrophes • circumflexes • bullet points 9. Choose and use appropriate vocabulary, and use language to create effects. i k S s l l 26
Welsh Language Development Key Stage 2 Writing Skills Pupils should be given opportunities to: 1. 2. 3. 4. 5. 6. 7. 8. 9. use the characteristics of chosen forms use and link a variety of phrases, questions and sentences accurately, reinforcing Welsh syntax and using paragraphs as appropriate use punctuation to convey appropriate meaning, including: • commas • full stops • question marks • quotation marks • exclamation marks • apostrophes • circumflexes • bullet points choose and use appropriate vocabulary, and use language to create effects develop accuracy by: • using verb forms (tense and person) • forming negative sentences • using prepositions • using mutations • using noun gender spell simple words correctly, check spelling by using various methods, including ICT consider their own and others’ work draft and improve their work, using ICT as required to: • prepare and plan • draft and redraft content and language • proof-read • prepare a final copy present their work appropriately by: • developing legible handwriting in accordance with convention • using appropriate presentation and layout including ICT. i k S s l l 27
Religious Education Foundation Phase Knowledge and Understanding of the World Moral and spiritual development • Children should be given opportunities to: • • • To experience the familiar world through investigating the indoor and outdoor environment, children should be encouraged to be curious and find out by: exploring and experimenting with new learning opportunities, including role play, visiting special/religious places, making and using artefacts and foods and ICT thinking about and asking questions about themselves, other people and living things, and listening to the answers responding to their own ideas and the ideas of others, including their hopes, dreams, opinions, rules and ways in which they approach happy and sad times becoming aware of human achievements including influential religious people past and present and the ‘big ideas’ that have shaped the world investigation sources and issues raised through stories, holy books, festivals, celebrations and rights of passage making comparisons and identifying similarities and differences of identity, lifestyle, community and tradition thinking creatively and imaginatively about important human and religious questions describing what they have found out about People, beliefs and questions and offering simple explanations expressing their own opinions and feelings, and making decisions while considering the viewpoints of others using and becoming familiar with common words and phrases for their world and the ways in which people express ideas, beliefs and meaning. *Where duplication occurs, statements are in italics • • • respond to ideas and questions enthusiastically, sensitively, creatively, and intuitively communicate about what is good and bad, right and wrong , fair and unfair, caring and inconsiderate communicate and reflect on the decisions made in stories and situations, or personally, suggesting alternative responses, including those from religious perspectives respond personally to simple imaginary moral situations, considering them from religious perspectives and giving reasons for decisions made experience exciting, wonderful, inspirational, creative and/or quiet times and express ideas and feelings about these times creatively, explaining why they are significant consider why people, including religious people, value and seek times of creativity, inspiration, awe and wonder, peace and tranquillity and revelation talk about the choices available to individuals and discuss whether the choices available make a decision easier or more complex ask questions about what is important in life from a personal perspective and from the perspective of other people communicate ideas, values and beliefs about themselves, others and the world. i k S s l l 28
Religious Education Foundation Phase Personal and Social Development, Well-Being and Cultural Diversity Well-being Personal development Children should be given opportunities to: • • • express and communicate different feelings and emotions - their own and those of other people show curiosity and develop positive attitudes to new experiences and learning particularly when learning about people from other religions and cultures become independent thinkers and learners by using well-considered ideas and strategies value the learning, success and achievements of themselves and other people Social development Children should be given opportunities to: • • • be aware of and respect the needs of others take responsibility for their own actions consider the consequences of words and actions on themselves and others develop an understanding of what is fair and unfair, while showing mutual respect value friends and families and show care and consideration develop a positive self-image and a sense of belonging as part of different communities and to have an understanding of their own identity develop an awareness of different cultures and the differing needs, views and beliefs of other people on their own and in other cultures treat people from all cultural backgrounds in a manner that shows respect and understanding develop an understanding of the diversity of roles that people play in different religious groups and communities begin to question stereotyping *Where duplication occurs, statements are in italics • • • value and contribute to their own well-being and to the well-being of others be aware of their own feelings and opinions and develop the ability to express them in an appropriate balanced way understand the relationship between feelings, beliefs and actions understand that other people have feelings and beliefs that affect the way they think and behave demonstrate care, respect and affection for other children, adults, other living things and their environment develop a growing interest in the world around them and develop understanding and responsibility for living things and the environment. i k S s l l 29
Religious Education Key Stage 2 Engaging with fundamental questions Fundamental questions are human and religious questions that focus on the search for meaning, significance and value in life. They have a profundity and intensity that underpins any aspect of study in religious education. Exploring religious beliefs, teachings and practice(s) this includes exploring religious stories, sacred texts, lifestyle, rituals and symbolism, which provide insight regarding these fundamental questions and raise further religious and human questions. Pupils should be given opportunities to: • • • ask, discuss and respond to fundamental questions raised by their own experiences, the world around them and aspects of religion interrogate a range of evidence from religious and non-religious sources, including other disciplines, in order to consider the issues raised use evidence from a range of sources effectively in order to present and support arguments and opinions develop alternative explanations and suggest new possibilities carry out investigation in an open-minded way and be prepared to accept challenge in the light if new information or evidence. • • recall, describe and begin to explain religious beliefs, teachings and practices explore and make links between religious beliefs, teachings and practices describe and begin to explain the impact that religion has on the lives of believers identify the similarities and differences within and across religions recognise and begin to interpret layers of meaning/symbolism within religious stories, rituals, art dance and music. Expressing personal responses this includes relating the issues raised during study to pupils’ own experiences and allowing the development of personal responses to, and evaluations of, beliefs, teachings and practice(s) and fundamental questions. *Where duplication occurs, statements are in italics Pupils should be given opportunities to: • • • express and begin to justify their own feelings and opinions in different ways, e. g. orally, in writing, and through creative arts demonstrate how what they have learned has impacted on their own views/ideas consider, appreciate, empathise with and respect the viewpoints of others recognise, explore and reflect on the spiritual side of life use a range of religious language appropriately use ICT and other means to gain access to information and to communicate religious concepts. i k S s l l 30
Скачать презентацию Revised Curriculum 2008 Skills Index Subject Area
8498a55686ebd9f6048b2fad6953f514.ppt