AREA OF LEARNING DAY 2. Leading Learning 1November 2005 Leading Learning 2April/May 2006 Curriculum Leader Day 1September/October 2006 Curriculum Leader.

AREA OF LEARNING

DAY 2

Leading Learning 1 November 2005

Leading Learning 2 April/May 2006

Curriculum Leader Day 1 September/October 2006

Curriculum Leader Day 2 November/December 2006

Area of Learning Day 1 February/April 2007

Leading Learning 3 September 2007

Curriculum Leader Day 3 October 2007

CCEA Principals Assessment Conference November/December 2007

Area of Learning Day 2 January – March 2008

Co-ordinating the Assessment and Reporting of the Cross Curricular Skills

Summer Term 2008

COURSE OBJECTIVES

1.To reflect on practice and identify opportunities for skills development.

2.To deepen understanding of how the development of pupils’ thinking skills and personal capabilities enhances learning.

3.To deepen understanding of how the development of pupils’ skills in Communication, Using Mathematics and Using ICT enhances learning.

PROGRAMME

09.30 Welcome and IntroductionSession 1: Reflection on Yr 8 Implementation to date

10.30 COFFEE11.00 Session 2: Thinking Skills and Personal Capabilities

Session 3: Cross-Curricular Skill 1 - Communication12.30 LUNCH13.30 Session 4: Cross-Curricular Skill 2 – Using Maths

Session 5: Cross-Curricular Skill 3 – Using ICT15.00 Personal Evaluation and Next Steps

Course Evaluation

At the heart of the Northern Ireland Curriculum lies an explicit emphasis

on the development of skills and capabilities for life-long learning and

for contributing to society.

Curriculum AimCurriculum Aim The Northern Ireland Curriculum aims to empower young people to achieve their potentialThe Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives.and to make informed and responsible decisions throughout their lives.

Curriculum ObjectivesCurriculum Objectives To develop the young person as an To develop the young person as an individualindividual

To develop the young person as a To develop the young person as a contributor to societycontributor to society

To develop the young person as a contributor To develop the young person as a contributor to the economy & environmentto the economy & environment

The The ArtsArts

English (And IrishIn Irish medium

schools) with Media Education

Environment Environment & Society& Society

Mathematics Mathematics with Financial with Financial

CapabilityCapability

Modern Modern LanguagesLanguages

Physical Physical EducationEducation

Science & Science & TechnologyTechnology

Religious Religious EducationEducation

Areas of Areas of LearningLearning

ACROSSACROSS

Promoting/EncouragingPromoting/Encouraging

Learning Learning ExperiencesExperiences

Investigating & problem-solving linked to other curriculum areas relevant & enjoyable media rich skills integrated active & hands on offers choiceInvestigating & problem-solving linked to other curriculum areas relevant & enjoyable media rich skills integrated active & hands on offers choice

Challenging & engaging supportive environment culturally diverse positive reinforcement varied to suit learning style on-going reflection enquiry basedChallenging & engaging supportive environment culturally diverse positive reinforcement varied to suit learning style on-going reflection enquiry based

INFUSINGINFUSING

Cross-Curricular Skills Cross-Curricular Skills

Thinking Skills and Thinking Skills and Personal CapabilitiesPersonal Capabilities

Communication Using Mathematics Using ICT

Managing Information Thinking, Problem Solving, Decision Making Being Creative

Working with Others Self Management

CROSS CURRICULAR SKILLS

• All subject strands/Areas of Learning have a statutory requirement to provide opportunities for pupils to acquire and develop skills (CCSs) of Communication, Using Mathematics and Using ICT.

• It is the responsibility of every teacher in every subject to ensure that the CCSs are promoted and developed as part of learning and teaching within their subject.

• The CCSs are clearly visible in the Statutory Learning Outcomes for each subject at Key Stage 3.

Session 1

Changes to date

Whole School Initiatives

Working across Departments

Opportunities for pupils

Classroom Practice

Planning

• Coffee

SKILLS AND CAPABILITIES

Developing skills and capabilities enables pupils to:

• learn how to learn;

• manage their own emotions;

• interact effectively with others, and

therefore enhances the chances of success in all aspects of life.

Session 2

Thinking Skills & Personal Capabilities

People and Portraits

‘These indirect portraits take the form of an assembly of various things which have meaning for or relate to the subject. They make no representational image reference to the person. They are like portrait still lives, taking the form of an oval composition and are executed in blacks and browns, reminiscent of Braque and the life of the studio.’

(taken from Neil Shawcross, Forty Years of Portrait Painting’)

indirect portraits

Introduction to Practical Task 1

Learning intentions for practical task 1:

To know about the characteristics of still life composition

To understand and use art and design language to describe the artist’s works….‘ comparing how different artists explore the same subject in an infinite number of ways and relate this to their own (the pupil’s) approach to a theme or topic’

Skill ??????

PRACTICAL TASK 1

Look at the following slides……

Enjoy

these images……

think about

the common characteristics of the work as you

look

Brian Ballard- Still Life Images

Six Books, 2003

Tea pot and paints, 2004

White pot and jug, 2004

Tulips for Molly, 2004

Books and Jug, 2005

Model on chair, 2004

Red vase and tiles, 2002

Jackie in mirror, 2003

Weir at Lambeg, 2004

Giorgio Morandi

Still Life,1919

The Paintings

Still Life, 1920

Still Life, 1939

Still, Life 1955

Still Life, 1960

Still Life, 1963

The Watercolours

Still Life, 1962

Still Life, 1961

Still Life, 1963

Still Life, 1959

Still Life, 1958

Drawings

Still Life, 1956

Still Life, 1956

Still Life, 1959

Still Life, 1960

Still Life, 1963

The Etchings

Still Life with Small White Cup on the Left, 1930

Large Still Life with Petroleum Lamp, 1930

Still Life with Bold Lines, 1931

Still Life with Drapery, 1931

Still Life with Five Objects, 1956

Still Life with Four Objects and Three

Bottles, 1956

Small Still Life with Three Objects, 1961

Dahi

The Persistence of Memory

Still Life with Moonlight, 1925

Still Life with red bowl, 1925

Still Life Fast Moving, 1956

Still life Crystalline, 1923

Bonnard

In Front of the Window

Bonnard

Pears or

Lunch at La Grande-Lemps

Bonnard

The Bathroom Mirror

Bonnard

The Bowl of Milk

Bonnard

The White Tablecloth

Ballard

Rocks and Red Vase

Derrick Hawker

Jigsaw No4

Charles Brady

White Comb

Emma Connolly

Table, Chairs, Eurpoa

Juan Sanchez-Cotan

Still Life

Mark O Neill

Still Life in Red

Mark O Neill

Tall Merlot

Martin Mooney

Still Life with Gold and Red Cloth

Norah McGuiness

Still Life of Daisies

Norah McGuiness

Still Life with Roses and Pot Plant on Table

Picasso

Pipe Bottle of Bass, die

Picasso

Still Life with Guitar

Roderic O’Connor

Faience

Roderic O’Connor

Flowers, Bottles and Two Jugs

Roderic O’Connor

Still Life with Tureen

Trudi Mooney

Blue Glass

William Scott Eggs and Lemons

Main Activity

Look at two paintings.

Composition is the focus.

What have the artists thought about in composing these works of art?

William Scott Still Life with Candlestick

Bonnard

The Bowl of Milk

What have the artists thought about in composing these works of art?

FeedbackDo any of your responses

connect with these headings?

Viewpoint

Arrangement

Lighting

……….. If not put them under

Other

DISCUSS the outcomes.

Reflect on the Learning intentions……

To know about the characteristics of still life composition

To understand and use art and design language to describe the artist’s works

DID WE ACHIEVE THESE INTENTIONS?

HOW DO WE KNOW?

THINKING SKILLS and PERSONAL CAPABILITIES

What skill/s do you thing helped support the learning in art and design

Focus on one……..

Managing InformationAsking, accessing, selecting, recording,

integrating, communicating

•Ask focused questions•Plan and set goals, break task into sub-tasks•Use own and others’ ideas to locate sources of information•Select, classify, compare and evaluate information•Select most appropriate method for a task •Use a range of methods for collating, recording and representing information•Communicating with a sense of audience and purpose

Thinking, Problem Solving, Decision Making

Activating learning, deepening understanding, coping with challenges

•Sequence, order, classify, make comparisons•Make predictions, examine evidence, distinguish fact from opinion•Make links between cause and effect•Justify methods, opinions and conclusions•Generate possible solutions, try out alternative approaches, evaluate outcomes•Examine options, weigh up pros and cons•Use different types of questions•Make connections between learning in different contexts

Being CreativeImagining, generating, inventing, taking

risks

•Seek out questions to explore and problems to solve•Experiment with ideas and questions•Make new connections between ideas/information•Learn from and value other people’s ideas•Make ideas real by experimenting with different designs, actions, outcomes•Challenge the routine method•Value the unexpected or surprising•See opportunities in mistakes and failures•Take risks for learning

Working with OthersBeing collaborative, being sensitive to others’ feelings, being fair

and responsible•Listen actively and share opinions•Develop routines of turn-taking, sharing and co-operating•Give and respond to feedback•Understand how actions and words effect others•Adapt behaviour and language to suit different people and situations•Take personal responsibility for work with others and evaluate own contribution to the group•Be fair•Respect the views and opinions of others, reaching agreements using negotiation and compromise•Suggest ways of improving their approach to working collaboratively

Self ManagementKnowing strengths and weaknesses, setting goals and targets,

managing and regulating self•Be aware of personal strengths, limitations and interests•Set personal targets and review them•Manage behaviour in a range of situations•Organise and plan how to go about a task•Focus, sustain attention and persist with tasks•Review learning and some aspect that might be improved•Learn ways to manage own time•Seek advice when necessary•Compare own approach with others and in different contexts

THINKING SKILLS AND PERSONAL CAPABILITIES

Focus for the day…..

The second task will further develop the understanding through putting our knowledge into practice.

Together these two tasks will provide a context for our discussions about the cross curricular skills throughout the day.

PRACTICAL TASK 2

Composition elements……….

Some information that might help….

The rule of thirds that most photographers will tend to think of is the viewfinder grid division into nine sections, as seen here.

The central four points of the middle rectangle

-outlined in red –

represent the key points of the composition and it is at one of these four points that you would place an important subject matter.

This concept of the rule of thirds is so prevalent and accepted that some companies are offering cameras with auto focus points at the important grid sections as above.

The Contax 1N is an example of such a camera.

Main ActivityPRACTICAL TASK 2

Learning Intentions:

To understand and use the elements of composition in their work.

………. Skill

Respect the views and opinions of others reaching agreements using negotiation and compromise.

FIRST ………..1. Work in groups of four.

2. Some roles will be rotated. Each individual in the group needs to create TWO still life compositions using the objects provided.

Everyone in the group should contribute to the debate about the arrangement of the compositions.

3. Each still life should be recorded digitally, everyone takes a turn.

Main Activity

SECOND ………..The group needs to negotiate and decide on TWO compositions for a gallery session.

Be able to justify your choices.

Roles: Leader and time keeper / camera person / reporter / composition arranger

Viewing of selected compositions

Debrief (from main Powerpoint)

• Which specific descriptor of the skill did you focus on in this activity?

• How did the activity contribute to the development of this skill?

• How does this skill contribute to the learning in your area of learning/subject?

• What evidence do you have for your answers?• How might the activity be improved?

Thinking skills enable pupils to learn how to learn by helping pupils:• go beyond the acquisition of knowledge in order to deepen their understanding and apply ideas, generate new possibilities and make decisions as well as plan, monitor and evaluate their progress;• experiment with ideas, take initiative, learn from mistakes, work collaboratively and become more self-directed in their learning.

Thinking Skills and Personal Capabilities

• LUNCH

Cross-Curricular Skills

• The Cross-Curricular Skills of Communication, Using Mathematics and Using ICT are the bedrock skills through which young people access knowledge and develop understanding.

• Specific knowledge and techniques may be acquired initially in identified areas of learning/subjects, but an enhanced emphasis must be placed on the effective development of skills in other curriculum contexts.

Cross Curricular Skills

Session 3

Communication

COMMUNICATION

• Communication is central to the whole curriculum and to success in life.

• The modes of communication include talking and listening, reading and writing.

• Effective communication also includes non-verbal modes of communication, wider literacy and the use of multi-media and ICT technologies.

Across the curriculum, at a level appropriate to their ability, pupils should be enabled to develop skills in:

TALKING & LISTENING

Pupils should be enabled to:• Listen to and take part in discussions…• Contribute comments, ask questions …• Communicate information, ideas …• Speak clearly and structure talk …• Adapt ways of speaking to audience …• Use non-verbal methods to express ideas …

Think about…. the range of talking and listening opportunities that were part of the learning in the practical tasks.

TASK…. Can you order the Talking and Listening skills in terms of complexity.

Some were lower order skills….some higher order skills…..

Carry out the card task.

DISCUSS …….

DISCUSS……. the outcomes.

How many of these skills do we use in our classrooms?

Do we emphasis how to develop the skill or do we expect pupils to get on with it?

Do the skills contribute to the learning?

Session 4

Using Mathematics

USING MATHEMATICS

• Using Mathematics focuses on how pupils apply their mathematical knowledge and skills appropriately in a variety of contexts.

• Ideally these should be relevant real-life situations that require a mathematical dimension.

• Therefore, the opportunities should address not just what pupils know, but also how they are able to use their knowledge appropriately and accurately

Session 5

Using ICT

USING ICT

Across the curriculum, at a level appropriate to their ability, pupils should be enabled to develop skills to:• Explore• Express• Exchange• Evaluate• Exhibit

Look at the examples …..

How does each relate to the 5 ‘Es’

Debrief• Which specific descriptor of the skill did

you focus on in the activity?• How did the activity contribute to the

development of this skill?• How does this skill contribute to the

learning in your area of learning/subject?• What evidence do you have for your

answers?

Personal Evaluation

• What have I learned as a result of today?• What enabled me to learn?• How will I take my learning forward?

Next Steps• What is our next step as a

department?

• How can we ensure that we develop practice within our department?

• How can we benefit from good practice in other areas of the curriculum?