Module 7
PISA across the curriculum
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Module aim
• To develop an understanding of how PISA
sample questions and supported skills
development are linked to national
curriculum themes and GCSE syllabuses.
2
Module objectives
• Identify links between PISA sample
questions and their own subject area.
• Begin to generate a bank of GCSE
question stimuli that can be used across a
variety of subject areas to help learners:
– apply knowledge and skills in unfamiliar
situations
– work creatively and collaboratively to develop
thinking, literacy and numeracy skills.
3
Task 1:
Put yourself in
their shoes!
Put yourself in their shoes!
• Think of a learner that you teach in Year
10.
• Discuss and make some notes on the
following questions:
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Task sheet 1: Shoes
A). How well do they
perform in different
subjects?
B). What skills do
they use in other
subjects?
C). What skills could
they develop further
in your subject?
D). How well do they
engage with
unfamiliar contexts?
E). How effectively do
they interact with
teachers and peers in
different subjects?
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Wider opportunities
PISA as a learning
context
PISA seeks to answer
questions like:
• can they analyse, reason
and communicate
effectively?
• how well do they transfer
ideas and solve problems?
• do they have the capacity
to continue learning
throughout life?
(Welsh Government, DfES, 2012, page 2)
Skills framework
The goal should be to
develop a curriculum with
appropriate learning activities
that:
• equip learners with
transferable skills
• is relevant, challenging,
interesting and enjoyable for
all learners
• transforms learning to
produce resourceful,
resilient and reflective
lifelong learners.
(Welsh Government, DCELLS, 2008,
page 3)
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Wider opportunities
National Literacy and
Numeracy Framework
• The LNF focuses on the
learners’ acquisition of and
ability to apply the skills and
concepts they have learned to
complete realistic tasks
appropriate for their stage of
development.
(Welsh Government, DfES, 2013, page 8)
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Wider opportunities
National Literacy and
Numeracy Framework
Teachers will be able to:
• develop curriculum content to
ensure that all learners have
opportunities to develop and
refine . . . skills
• integrate literacy and numeracy
into their teaching – whatever
the subject matter.
(Welsh Government, DfES, 2013, page 8)
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Task 2:
Creative contexts
Creative contexts
• Choose at least two of the PISA contexts from
the resource sheets to discuss in your group.
• For each context chosen, complete a group
response sheet.
• Be ready to feed back your thoughts to other
groups.
OECD, 2009
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Creative contexts feedback
PISA areas
• Ideas, opportunities,
benefits, challenges?
Runners
Heartbeat
Moreland
In poor taste
Starlight
Mary Montagu
Reaction time
Plan international
 Reading
 Maths
Literacy
 Reading
 Reading
 Science
Literacy
 Science
Literacy
 Maths
Literacy
 Reading
ANSWERS
OECD, 2009
12
‘Comfort zone’ or ‘risk’
Many of the [PISA] questions require learners to
apply their problem-solving skills to new contexts.
Learners therefore need to have well-developed
skills, especially literacy, numeracy and
problem solving, and the confidence to take on
the challenge of questions that are outside their
‘comfort zone.’
(Welsh Government, DfES, 2012, page 3)
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‘Comfort zone’ or ‘risk’
Many of the [PISA] questions require learners to
apply their problem-solving skills to new contexts.
Learners therefore need to have well-developed
skills, especially literacy, numeracy and
problem solving, and the confidence to take on
the challenge of questions that are outside their
‘comfort zone.’
(Welsh Government, DfES, 2012, page 3)
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Task 3:
GCSE generation
GCSE generation
• Choose two of the GCSE contexts
presented and try to generate your own set
of PISA-style questions.
WJEC CBAC Ltd., 2013
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The subjects
Unemployment
in Wales
 History
Group 7
 Chemistry
Hairdryer
 Product design
Sales
 Food technology
School disco  ICT
3-D Logo
 Art and design
Smoking
cigarettes
 English
Human Rights  Religious studies
Music Box  Applied business
Gas bill
 Maths
Collate a
cross-curricular
resource bank?
Could learners
help develop this?
WJEC CBAC Ltd., 2013
17
Time for action?
• Read each statement and tick a box to
indicate your level of agreement.
• Also note any actions that you or your
department could take in relation to these
or other ideas raised in the session.
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References
• The Organisation for Economic Co-operation and Development (OECD) (2009),
PISA Take the Test: Sample Questions from the OECD’s PISA Assessments.
Available at: www.oecd.org/pisa/pisaproducts/pisa2000/41943106.pdf
• Welsh Government, Department for Children, Education, Lifelong Learning and
Skills (DCELLS) (2008), The skills framework for 3 to19-year-olds in Wales.
Available at:
www.wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurricul
umforwales/skillsdevelopment/SKILLS_FRAMEWORK_2007_Engli1.pdf?lang=en
• Welsh Government, Department for Education and Skills (2012), A guide to using
PISA as a learning context. Available at:
www.wales.gov.uk/docs/dcells/publications/120629pisabookleten.pdf
• Welsh Government, Department for Education and Skills (2013), National Literacy
and Numeracy Framework. Available at:
learning.wales.gov.uk/resources/nlnf/?skip=1&lang=en
• WJEC CBAC Ltd. (2013). GCSE Past Papers. Available at:
www.wjec.co.uk/index.php?nav=106
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