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Through engagement with a range of stimuli, including peers, poetry, prose, drama, non-fiction, media and multimedia, which enhance creativity and stimulate curiosity and imagination, pupils should have opportunities to become critical, creative and effective communicators by:

expressing meaning, feelings and viewpoints;

talking, to include debate, role play, interviews, presentations and group discussions;

listening actively and reporting back;

reading and viewing for key ideas, enjoyment, engagement and empathy;

writing and presenting in different media and for different audiences and purposes;

participating in a range of drama activities;

interpreting visual stimuli including the moving image;

developing an understanding of different forms, genres and methods of communication and an understanding of how meaning is created;

developing their knowledge of how language works and their accuracy in using the conventions of language, including spelling, punctuation and grammar;

analysing critically their own and other texts;

using a range of techniques, forms and media to convey information creatively and appropriately.

Pupils should have opportunities to:

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

Personal Understanding

Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.

Develop the ability to use language (including body language) effectively in communicating with and relating to others.

Mutual Understanding

Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.

Spiritual Awareness

Opportunities must also be provided to explore issues related to:

Personal Health

Media Awareness

Pupils should have opportunities to:

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

Citizenship

Explore the power of a range of communication techniques to inform, entertain, influence and persuade.

Consider how meanings are changed when texts are adapted to different media.

Media Awareness

Explore how different cultures and beliefs are reflected in a range of communication methods.

Cultural Understanding

Opportunities must also be provided to explore issues related to:

Ethical Awareness

Pupils should have opportunities to:

Investigate the importance of communication skills in life/work situations.

Employability

Plan and create an effective communication campaign on an issue related to:

Education for Sustainable Development.

Opportunities must also be provided to explore issues related to:

Economic Awareness

Learning Outcomes

The learning outcomes require the demonstration of skills and application of knowledge and understanding of English with Media Education.

Pupils should be able to:

• research and manage information effectively, using Mathematics and ICT where appropriate;

• show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;

• demonstrate creativity and initiative when developing ideas and following them through;

• work effectively with others;

• demonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance;

• communicate effectively in oral, visual and written formats (including ICT and the moving image) showing clear awareness of audience and purpose and attention to accuracy.

Through engagement with a range of stimuli including peers, poetry, prose, drama, non-fiction, media and multimedia which enhance creativity and stimulate curiosity and imagination, pupils should have opportunities to become creative and effective communicators by:

expressing meaning, feelings and viewpoints;

talking - including debate, role play, interviews, presentations;

active listening and reporting back;

reading and viewing for key ideas, enjoyment, engagement and empathy;

writing for different audiences and purposes;

participation in a range of drama activities;

interpreting visual stimuli and the moving image;

developing an understanding of different forms, genres and methods of communication and understanding how meaning is created;

developing their knowledge of how language works and their accuracy in using the conventions of language, including spelling, punctuation and grammar;

using a range of techniques, forms and media to convey information creatively and appropriately.

Pupils should have opportunities to:

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore emotions and develop creative potential.

Personal Understanding

Explore and respond to others’ emotions through literature, moving image or peer discussion.

Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.

Mutual Understanding

Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.

Spiritual Awareness

Opportunities must also be provided to explore issues related to:

Personal Health

Moral Character

Pupils should have opportunities to:

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

Citizenship

Explore the power of a range of communication techniques to inform, entertain, influence and persuade.

Analyse and evaluate how a novel has been portrayed in film.

Media Awareness

Explore how different cultures and beliefs and language communities, here and globally are reflected in a range of communication methods.

Cultural Understanding

Investigate and evaluate communication techniques used to explore a relevant ethical issue.

Ethical Awareness

Pupils should have opportunities to:

Investigate how communication skills are vital to life/work situations.

Investigate how the skills developed through the Irish language will enhance career options and increase mobility.

Employability

Plan and create an effective communication campaign on an issue related to:

Education for Sustainable Development

Opportunities must also be provided to explore issues related to:

Economic Awareness

Learning Outcomes

The learning outcomes require the demonstration of skills and application of knowledge and understanding of Irish (in Irish-speaking schools) with Media Education.

Pupils should be able to:

• research and manage information effectively, using Mathematics and ICT where appropriate;

• show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;

• demonstrate creativity and initiative when developing ideas and following them through;

• work effectively with others;

• demonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance;

• communicate effectively in oral, visual and written formats (including ICT and the moving image) showing clear awareness of audience, purpose and attention to accuracy.

Pupils should have opportunities, through the contexts opposite, to develop:

knowledge and understanding of

• Number

• Algebra

• Shape, Space and Measures

• Handling Data;

knowledge and understanding of personal finance issues; and skills to enable competent and responsible financial decision making;

the application of mathematical skills to real life and work situations;

the creative use of technology to enhance mathematical understanding;

by demonstrating:

• creative thinking in their approach to solving mathematical problems;

• increasing competence in mental mathematics skills;

• increasing competence in pencil and paper methods;

• increasing confidence in the use of mathematical language and notation;

• practical skills using technology.

Young people should have opportunities to :

Investigate a personal and class lifestyle study of time.

Personal Understanding

Work collaboratively in problem solving, taking account of others’ viewpoints to reach consensus.

Mutual Understanding

Demonstrate an ability and willingness to develop logical arguments.

Moral Character

Opportunities must also be provided to explore issues related to:

Personal Health

Spiritual Awareness

Young people should have opportunities to:

Analyse and interpret information patterns relating to local and global trends.

Citizenship

Critically examine the use and misuse of mathematics to justify/support particular attitudes/opinions in different media, and the interpretation of data.

Media Awareness

Opportunities must also be provided to explore issues related to:

Cultural Understanding

Ethical Awareness

Young people should have opportunities to:

Examine the role of mathematics as a “key” to entry for future education, training and employment.

Explore how the skills developed through mathematics will be useful to a range of careers

Employability

Apply mathematical skills in everyday financial planning and decision making

Economic Awareness

Opportunities must also be provided to explore issues related to:

Education for Sustainable Development

Learning Outcomes

The Learning Outcomes require the demonstration of skills and application of knowledge and understanding of Mathematics.

Pupils should be able to:

• demonstrate mental mathematical capability with simple problems;

• decide on the appropriate method and equipment to solve problems–mental, written, calculator, mathematical instruments or a combination of these;

• demonstrate financial capability in a range of relevant everyday contexts;

• research and manage information effectively to investigate and solve mathematical problems, using ICT where appropriate;

• show deeper mathematical understanding by thinking critically and flexibly, solving problems and making informed decisions, using ICT where appropriate;

• demonstrate creativity and initiative when developing ideas and following them through;

• work effectively with others;

• demonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance;

• communicate effectively in oral, visual, written, mathematical and ICT formats, showing clear awareness of audience and purpose.

Pupils should have opportunities, through the contexts opposite, to become effective and creative communicators by:

listening and responding in oral and written form, in the target language, to a range of stimuli and for a variety of purposes;

talking about experience, feelings and opinions using the target language;

developing an awareness of language and how it works, and by improving accuracy;

comparing linguistic features in first and target language;

reading and viewing a range of stimuli in the target language for key ideas, detail, enjoyment and engagement;

writing in the target language to exchange information and ideas, establish and maintain contact;

using a range of techniques, including performance and multi-media, to convey, present and exchange information innovatively in the target language and as a means of creative expression;

using previously learnt language in unfamiliar contexts;

engaging with others including, where possible, partner schools;

applying the language-specific skills and transferable skills acquired through second language learning to real-life situations locally, nationally and internationally.

Pupils should have opportunities to:

Communicate an understanding of self.

Personal Understanding

Communicate an understanding of others.

Mutual Understanding

Explore issues relating to lifestyle choices.

Personal Health

Discover how second language learning can inspire an awareness of cultural similarities and differences.

Spiritual Awareness

Opportunities must also be provided to explore issues related to:

Moral Character

Pupils should have opportunities to:

Explore social issues which relate to everyday lives.

Citizenship

Present an understanding of their own culture and of the culture associated with the language.

Cultural Understanding

Develop an awareness of media and a knowledge of media resources in the target language country.

Media Awareness

Opportunities must also be provided to explore issues related to:

Ethical Awareness

Pupils should have opportunities to:

Investigate how the language-specific skills and learning skills developed through languages will enhance career options and increase mobility.

Employability

Enhance awareness of money matters in target language regions.

Economic Awareness

Consider local and global environmental issues.

Education for Sustainable Development

Learning Outcomes

The learning outcomes require the demonstration of skills and application of knowledge and understanding of the Target Language.

Pupils should be able to:

• research and manage information effectively to investigate target language issues, using Mathematics and ICT where appropriate;

• show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;

• demonstrate creativity and initiative when developing ideas and following them through;

• work effectively with others;

• demonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance;

• communicate effectively in oral, visual, written and ICT formats, improving accuracy and showing clear awareness of audience and purpose.

Pupils should have opportunities, through the contexts opposite, to develop their own personal and creative responses by:

researching, gathering and interpreting information from direct experiences, observations, memory, imagination and a range of traditional and digital sources;

developing an appreciation of the work of artists, designers and craft workers from their own and other cultures, past and present;

developing creative thinking skills and personal creative outcomes through investigating, realising, designing and making;

• drawing and graphic media,

• printmaking,

• textiles,

• ceramics,

• 3-dimensional construction or prototyping,

• lens based and digital media;

using the visual elements with understanding when engaging in art and design;

evaluating and appreciating their own and others’ work through discussion and reflection.

Pupils should have opportunities to:

Express themselves through Art and Design.

Personal Understanding

Work with other pupils to produce a creative response to group expressions of identity.

Mutual Understanding

Investigate and respond to works of art that inspire and relate to their lives and experiences.

Spiritual Awareness

Opportunities must also be provided to explore issues related to:

Personal Health

Moral Character

Pupils should have opportunities to:

Make an informed and critical response to a social/environmental issue.

Citizenship

Explore the diversity of various cultures that are expressed through Art & Design.

Cultural Understanding

Investigate and respond to the use of visual language, logos and catchphrases in advertising.

Media Awareness

Opportunities must also be provided to explore issues related to:

Ethical Awareness

Pupils should have opportunities to:

Develop awareness of employment opportunities within the creative industries in N. Ireland and beyond.

Employability

Opportunities must also be provided to explore issues related to:

Economic Awareness

Education for Sustainable Development

Learning Outcomes

The learning outcomes require the demonstration of skills and application of knowledge and understanding of Art and Design.

Pupils should be able to:

• research and manage information effectively to investigate and inform ideas in art, design, craft, digital media and moving image, using Mathematics and ICT where appropriate;

• show deeper artistic understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;

• demonstrate creativity and initiative when developing ideas and following them through;

• work effectively with others;

• demonstrate self management by working independently and systematically, persisting with tasks, evaluating and improving own performance;

• communicate effectively in oral, visual, written and digital media (ICT) formats, showing clear awareness of audience and purpose.

Pupils should develop their musical potential by having opportunities, through the contexts opposite, to:

improvise, compose and perform music in a range of styles;

explore and combine the elements of music (pitch, rhythm, dynamics, timbre, texture) to create structure and style when improvising and composing;

perform individually and in groups, and discuss and decide on points of interpretation in the music;

use existing and emerging music technology resources when composing and performing;

listen to and appraise their own music and that of others;

listen to a wide range of music from different styles and genres and respond critically to what they hear;

explore how the skills they learn through music-making are relevant to their present and future lives;

develop awareness of the range of employment opportunities in the music and music-related industries.

Pupils should have opportunities to:

Compose music which expresses their own personal responses to themes and issues.

Reflect on the personal processes used in developing a composition.

Personal Understanding

Listen to compositions and performances by other members of the class and discuss content and effect in the music.

Mutual Understanding

Take account of health and safety issues when composing and performing.

Personal Health

Demonstrate a willingness to respond positively to criticism during music-making activities and to challenge own and others pre-conceived ideas about different types and styles of music by listening to unfamiliar music with open minds.

Moral Character

Opportunities must also be provided to explore issues related to:

Spiritual Awareness

Pupils should have opportunities to:

Explore the power of music to evoke mood and atmosphere and to influence behaviour.

Citizenship

Listen to and perform music from different periods styles, and cultural traditions and discuss how the elements of music are used within the different contexts.

Cultural Understanding

Opportunities must also be provided to explore issues related to:

Media Awareness

Ethical Awareness

Pupils should have opportunities to:

Develop awareness of employment opportunities in the music industry and the skills required.

Develop the ability to be discriminating consumers of music through making and responding to music.

Employability

Opportunities must also be provided to explore issues related to:

Economic Awareness

Education for Sustainable Development

Learning Outcomes

The learning outcomes require the demonstration of skills and application of knowledge and understanding of Making Music and Responding to Music.

Pupils should be able to:

• demonstrate musical understanding and skills by expressing and communicating their thoughts, ideas and feelings through making and responding to music, showing a clear awareness of audience and purpose;

• demonstrate critical thinking and skilful decision-making when combining the elements of music to create compositions and performances;

• demonstrate musical understanding and creativity when making and responding to music;

• use a range of appropriate resources (including music technology) to explore and experiment with different approaches to composing and performing;

• demonstrate self management by working independently and systematically, persisting with tasks, evaluating and improving own performance;

• work effectively as members of a group when composing and performing.

Pupils should have opportunities, through the contexts opposite, to use dramatic skills appropriate to audience, context, purpose and task. They should have opportunities to:

engage with a range of stimuli to develop critical and creative thinking skills;

adopt a role;

take part in improvisation;

devise scripts and use drama forms and strategies effectively to explore and present ideas;

employ sign, symbol, metaphor and image;

engage in movement and/or dance;

experience live and recorded drama, and respond to a variety of texts;

begin to develop an appreciation of theatre styles, genres and vocabulary;

explore characterisation through use of masks, costume, props, puppets and electronic media;

evaluate their own and others’ work.

Pupils should have opportunities to:

Express themselves emotionally and imaginatively through drama and improvisation.

Personal Understanding

Explore and respond to the views and feelings of others.

Mutual Understanding

Explore ways in which uplifting/spiritual experiences can be conveyed through gesture, expression, movement, dance etc.

Spiritual Awareness

Opportunities must also be provided to explore issues related to:

Personal Health

Moral Character

Pupils should have opportunities to:

Explore how drama is used to educate about and resolve issues of social concern.

Citizenship

Explore how drama reflects and gives insight into a range of cultures.

Cultural Understanding

Explore the effects of media and ICT.

Media Awareness

Opportunities must also be provided to explore issues related to:

Ethical Awareness

Pupils should have opportunities to:

Investigate how skills developed through drama such as empathy, confidence, communication skills are vital to life/work situations and a range of careers.

Employability

Opportunities must also be provided to explore issues related to:

Economic Awareness

Education for Sustainable Development

Learning Outcomes

The learning outcomes require the demonstration of skills and application of knowledge and understanding of Drama.

Pupils should be able to:

• research and manage information effectively to investigate issues, using Mathematics and ICT where appropriate;

• show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;

• demonstrate creativity and initiative when developing ideas and following them through;

• work effectively with others;

• demonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance.

• communicate effectively in oral, visual, written and ICT formats, showing clear awareness of audience and purpose.

Pupils should have opportunities to:

investigate the past and its impact on our world today through an understanding of:

• different perspectives and interpretations;

• cause and effect;

• continuity and change;

• progression and regression;

and by developing:

• the enquiry skills to undertake historical investigations;

• critical thinking skills to evaluate a range of evidence and appreciate different interpretations;

• creative thinking skills in their approach to solving problems and making decisions;

• chronological awareness and the ability to make connections between historical periods, events and turning points;

• an ability to challenge stereotypical, biased or distorted viewpoints with appropriately sensitive, informed and balanced responses;

through a broad and balanced range of:

• historical periods;

• Irish, British, European and global contexts;

• significant political, social, economic, cultural and religious development.

Pupils should have opportunities to:

Explore how history has affected their personal identity, culture and lifestyle.

Personal Understanding

Investigate how history has been selectively interpreted to create stereotypical perceptions and to justify views and actions.

Mutual Understanding

Investigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy.

Moral Character

Opportunities must also be provided to explore issues related to:

Personal Health

Spiritual Awareness

Pupils should have opportunities to:

Investigate the long and short term causes and consequences of the partition of Ireland and how it has influenced Northern Ireland today including key events and turning points.

Citizenship

Investigate the impact of significant events/ideas of the 20^th century on the world.

Cultural Understanding

Critically investigate and evaluate the power of the media in their representation of a significant historical event or individual.

Media Awareness

Investigate critical issues in history or historical figures who have behaved ethically or unethically.

Ethical Awareness

Pupils should have opportunities to:

Investigate how the skills developed through history will be useful in a range of careers.

Employability

Investigate the need to preserve history in the local and global environment.

Education for Sustainable Development

Opportunities must also be provided to explore issues related to:

Economic Awareness

Learning Outcomes

The learning outcomes require the demonstration of skills and application of knowledge and understanding of History and its impact on the present.

Pupils should be able to:

• research and manage information effectively to investigate historical issues, using Mathematics and ICT where appropriate;

• show deeper historical understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;

• demonstrate creativity and initiative when developing ideas and following them through;

• work effectively with others;

• demonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance;

• communicate effectively in oral, visual, written, mathematical and ICT formats, showing clear awareness of audience and purpose.