Thinking Skills and
Personal Capabilities
Development Teams Day 2
Slide 1
Aim:
• To begin to develop the Development Team in its role of
supporting the implementation of the Revised
Curriculum.
Learning Intentions:
• To clarify the role of the Development Team in the
support model for the implementation process.
• To consider the skills and approaches which they will use
to engage all staff in the process.
• To explore the learning experiences that characterise the
Revised Curriculum.
• To consider approaches to planning for implementation.
Thinking Skills and Personal Capabilities
Thinking Skills and Personal Capabilities – at the end of this day participants will:
At the end of this day participants will:
• Understand the contribution of Thinking Skills and
Personal Capabilities in the Revised Curriculum
• Be more familiar with the elements of the Thinking skills
and Personal Capabilities framework
• Appreciate how the individual skills and capabilities can
be developed through learning experiences
• Have considered implications for planning back at school
– first steps
Session 1
Session 1
• The rationale for the Thinking Skills and
Personal Capabilities framework
• The key contribution of Thinking Skills and
Personal Capabilities to the Revised
Curriculum
Thinking, Problem Solving
Decision Making
Managing Information
Being Creative
&
Working with Others
Self Management
The Northern Ireland Curriculum aims to empower young people to achieve their potential
and to make informed and responsible decisions throughout their lives.
Curriculum Aim
Curriculum
Objectives
To develop the young person as an
individual
To develop the young person as a
contributor to the economy & environment
To develop the young person as a
contributor to society
FOR
Learning for Life
and Work
Personal
Development
Home Economics
Local & Global
Citizenship
Education for
Employability
THROUGH
personal understanding
mutual understanding
personal health
moral character
spiritual awareness
Key
Elements
citizenship
cultural understanding
media awareness
ethical awareness
employability
economic awareness
education for sustainable
development
INFUSING
Whole
Curriculum Skills
and Capabilities
THINKING SKILLS & PERSONAL CAPABILITIES
• Managing Information
• Thinking, Problem Solving, Decision Making
• Being Creative
• Working with Others
• Self Management
FORMALLY ASSESSED SKILLS
•Communication
•Using Mathematics
•ICT
ACROSS
General
Learning Areas
The Arts
Environment &
Society
English &
Irish
Mathematics
Modern
including financial
capability
Languages
Science &
Technology
Physical
Education
Religious
Education
Promoting/Encouraging
Learning
Experiences
Assessment for
Learning
Attitudes and
Dispositions
Investigating & problem
solving
Linked to other curriculum
areas
Relevant &
enjoyable
Media
rich
Challenging & engaging Supportive environment Culturally diverse Positive reinforcement
Building a more
open relationship
between learner
and teacher
Clear learning
intentions
shared with
pupils
Personal responsibility
Self-belief-optimism-pragmatism
Shared/
negotiated
success criteria
Individual
target
setting
concern for others
curiosity
community spirit
Taking risks
for learning
Skills
integrated
Active & hands on
Varied to suit learning
style
Advice on
what to
improve & how
to improve it
Ongoing reflection
Peer and self
assessment
commitment-determination – resourcefulness
flexibility
tolerance
Offers choice
integrity-moral courage
Enquiry based
Celebrating
success
Peer and self
evaluation of
learning
openness to new ideas
respect
Activity
1
(10
minutes)
Activity 1 (10 minutes)
As a group,
•Discuss the contribution of the Thinking Skills
and Personal Capabilities framework to the
curriculum objectives of the Revised Curriculum
•Write your response on your flip chart paper.
Setting the context
• Neurological research
• Learning styles
• Thinking about thinking
• Recent research and
associated programmes
Coffee
Session 2:
Session 2
The Thinking Skills and Personal
Capabilities Framework:
• key elements
• infusion
• Implications for learners, teachers and
classrooms
Activity 2 (10+ 10 mins)
Interrogating the Framework
•
•
•
•
•
Each group has been assigned one strand from the
Thinking Skills and Personal Capabilities Framework
Read the description provided (extract from TS&PC
handbook)
Extract the words or phrases describing the activities
which capture the essence of the strand.
Record on flipchart
Reflect on the implications for classroom practice
Record on your individual sheet
Activity 3
Planning
for Infusion
Activity 3 (30+10 minutes)
Planning for Infusion
• Use the stimulus material to plan an innovative learning
activity which will promote one aspect of TS&PC
•
• Step 1: Generating ideas (10 mins)
• Step 2: Planning a lesson - Identify one TS&PC and
•
one GLA learning intention (20 mins)
• Step 3: Share your lesson ideas with another group
•
(10 mins)
An example of a creative tool for generating,
developing and evaluating ideas
Let’s generate some ideas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
All ideas,
Be uncritical
Take risks
Analyse
Judge
Question
Focus on
Quantity
Focus on
Quality
Best ideas
Planning
Planning for Infusion
Planning for Infusion
Planning for Infusion
for Infusion
Lunch
Session 3:
Session 3
Thinking Skills and Personal Capabilities
Key Messages and Implications
Activity 4:Review(15 minutes)
The experience so far
The experience so far
In pairs (5 minutes) and then as a group (10 minutes)
reflect on these questions
• What are the key learning points for you so far?
• How did you feel during the morning activities?
What Activity
next?
5 – Moving on (20 mins)
Problem Solving
Consider
Step 1: Where do you want to be after a year?
Step 2: What are the possible challenges or
obstacles
Step 3: What are your assets - people, practice,
resources, structures….
Step 4: Generate possible options and make
decision
Step 5: Action plan
Aim:
• To begin to develop the development Team in its role of
supporting the implementation of the Revised
Curriculum.
Learning Intentions:
• To clarify the role of the Curriculum Leader Team in the
support model for the implementation process.
• To consider the skills and approaches which they will use
to engage all staff in the process.
• To explore the learning experiences that characterise the
Revised Curriculum.
• To consider approaches to planning for implementation.