Skills across the curriculum. Developing communication

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Skills across the curriculum

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Developing communication

Schools should provide opportunities, where appropriate, for learners to develop and apply communication across the curriculum through the skills of

oracy, reading, writing and wider communication.

The number and context of such opportunities are for schools to determine within their curriculum overview / curriculum planning.

This document highlights those statements or sections of a programme of study/learning outcomes that are explicitly linked to developing

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Foundation Phase

In the Foundation Phase, communication is taken to mean all forms of communication, not only that which depends on developed, unimpaired speech and hearing. Wider communication skills includes non-verbal communication of all kinds – including gesture, mime, signing and the

expression of ideas and emotions through other mediums such as music and art.

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English

In English, learners communicate through speaking, listening, reading and writing, developing these skills through appraisal of their own work and that of others. In doing so, they learn how to communicate effectively for a range of purposes and with a range of audiences. They deal with extended and increasingly complex language in order to develop as independent and confident users. Their communication skills in Welsh/English support and enhance the development of skills in other languages.

In English, opportunities to develop communication apply throughout the Skills and Range sections of the programmes of study for Key Stages 2, 3 and 4.

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Welsh

In Welsh, learners communicate through oracy, reading and writing,

developing these skills through evaluating their own work and that of others. In doing so, they learn how to communicate effectively for a range of purposes and with a range of audiences. They deal with extended and increasingly complex language in order to develop as independent and confident users. Their communication skills in Welsh support and enhance the development of skills in other languages.

In Welsh, opportunities to develop communication apply throughout the Skills and Range sections of the programmes of study for Key Stages 2, 3 and 4.

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Modern foreign languages

In modern foreign languages, learners develop skills in oracy, reading, writing and wider communication skills in the target language. They listen attentively, learn new sound patterns, speak with confidence, read a range of texts and produce a variety of types of writing. They deal with more extended and complex language in order to develop as independent language users. Their communication skills in a new language build on and support the development of communication skills in English and Welsh.

In modern foreign languages, opportunities to develop communication apply throughout the Skills and Range sections of the programmes of study for Key Stage 3.

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Mathematics

In mathematics, learners listen and respond to others. They discuss their work with others using appropriate mathematical language. They read and extract information from mathematical texts. When solving problems, they present their findings and reasoning orally and in writing, using symbols, diagrams, tables and graphs as appropriate.

In mathematics, opportunities to develop communication apply throughout the Skills and Range sections of the programmes of study for Key Stages 2, 3 and 4.

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Science

In science, learners communicate ideas, information and data in a variety of ways depending on the nature of the task, audience, purpose and the

learners’ own preferences. Communication can take a wide variety of forms, including the use of IT at times, and with increasing maturity should show progression in the use of scientific terminology, symbols and conventions and a more logical, systematic approach.

In science, opportunities to develop communication apply throughout the Skills and Range sections of the programmes of study for Key Stages 2, 3 and 4.

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Design and technology

In design and technology, learners ask questions and seek out information to develop and support their design ideas. They communicate and record their ideas and intentions by explaining, writing, sketching, using detailed technical drawings and three-dimensional models.

Key Stage 2 Skills

Designing Pupils should be given opportunities to

3. develop a simple specification/recipe for their products

indicating their intentions and approach

5. develop and communicate their design ideas in a variety of

ways, using ICT and models where appropriate

Making Pupils should be given opportunities to

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

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Information and communication technology

In ICT, learners communicate and present information in a variety of ways, including text, graphs, pictures and sound, to support their activities in a range of contexts. They read information from a wide range of ICT and non-ICT sources and discuss their work with their peers, teachers and others. They use ICT to interpret and analyse information and communicate their findings in ways suitable for their intended audience and purpose.

Find and analyse information

Pupils should be given opportunities to

1. discuss the purpose of their tasks, the intended audiences

and the resources needed

4. produce and use databases to ask and answer questions, e.g. search, sort and graph

Create and communicate information

1.

create and communicate information in the form of text, images and sound, using a range of ICT hardware and software

2.

create a range of presentations combining a variety of information and media, e.g. a poster combining text and graphics, a multimedia presentation

3. share and exchange information safely through electronic

means, e.g. use of e-mail, virtual learning environments. Key Stage 3

Skills Create and communicate information

1.

create and communicate information in the form of text, images and sound, using a range of ICT hardware and software

2.

create a range of presentations combining a variety of

information and media, for specific purposes and audiences, e.g. use higher order functions in a presentation package 3.

share and exchange information safely through electronic means, e.g. collaborative use of e-mail with attachments, virtual learning environments.

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Range

Pupils should be given opportunities to:

• use ICT to analyse and interpret data and produce new information on which to draw conclusions

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History

In history, learners develop their skills of oracy, reading and writing and wider communication skills through using aural and written sources and

communicating ideas, opinions, arguments and conclusions.

In history, opportunities to develop communication apply throughout the Skills and Range sections of the programmes of study for Key Stages 2 and 3.

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Geography

In geography, learners select, use, apply and combine a variety of skills to communicate their geographical understanding, through maps, images and extended writing with specialist terminology. Through their investigations they learn to acquire information, assess the authenticity and bias of data and media reports and adapt their own presentations to different audiences. In discussing geographical issues, they develop and justify their ideas, views and opinions in debates and through multimedia presentations.

In geography, opportunities to develop communication apply throughout the Skills and Range sections of the programmes of study for Key Stages 2 and 3.

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Art and design

In art and design, learners develop wider communications skills to express their ideas and emotions. They inform their own work by responding to the work of others.

Understanding Pupils should be given opportunities to

1. describe and make comparisons: _•

between their own work and that of others

3.

evaluate the methods and results of their own work and that of their fellow pupils through:

• discussion • reading • writing

3.

use their experience and knowledge of different materials, tools and techniques:

• experimentally • expressively.

Understanding Pupils should be given opportunities to

1.

use their knowledge about the work of other artists, craftworkers and designers to enrich and inform their work through:

• analysis • comparison • evaluation

e.g. collect information about an artist from the internet, library, galleries or interviews and use the information to influence their own work

3.

evaluate their work, methods and results of their

investigation, modifying and refining their work through: • discussion

• reading • writing

3.

experience a wide range of techniques and media to: • realise their ideas

• express their feelings • communicate meaning

e.g. produce a piece of site-specific sculpture for a multi-sensory garden.

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Music

In music, learners communicate through performing and composing, and develop and apply the skills of speaking and listening through appraising their own and others’ work.

In music, opportunities to develop communication apply throughout the Skills and Range sections of the programmes of study for Key Stages 2 and 3.

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Physical education

In physical education, learners communicate through the selection and use of key words related to their activity to help them analyse and improve their own and others' work. They ask questions and communicate their ideas using different forms depending on the audience and purpose of their activity. They listen to others' contributions, identify possible problems, suggest alternative approaches, and help to develop group activity.

Creative activities

Pupils should be given opportunities, as their work develops, to

5.

represent and respond to information in different forms including pictures, sounds, symbols showing some awareness of the audience and purpose

6.

evaluate their own and others’ performances, using ICT when appropriate, and ask relevant questions in order to improve and make progress

8. communicate ideas and emotions using gestures or other

non-verbal signals to convey and enhance meaning.

Adventurous activities

Pupils should be given opportunities, as their work develops, to

6. plan and evaluate their individual or group responses to

challenges using key words related to their activity

4. develop and communicate a variety of imaginative ideas and

information

5. listen carefully to others’ contributions, considering their ideas

and responding aptly

5.

listen carefully to the contribution of others, make individual and group decisions to identify problems and suggest alternative approaches.

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2. communicate ideas through more complex and elaborate

work

5. communicate ideas and information coherently and

consistently

6.

vary their presentations for different audiences and purposes, using ICT when appropriate, to improve the impact of their work.

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Religious education

In religious education, learners develop skills in oracy, reading and writing, and wider communication skills through a range of activities. Learners ask questions, communicate ideas and express their own feelings and opinions using different forms as appropriate to the audience and purpose of the activity. They listen carefully to others, noting the strengths and weaknesses of viewpoints or lines of reasoning. They use different reading/writing

strategies depending on the investigation or activity they are undertaking and show increasing understanding of religious/symbolic language with a growing awareness of the range of possible interpretation.

In religious education, opportunities to develop communication apply throughout the Skills and Range sections of the national exemplar programmes of study for Key Stages 2, 3 and 4 and Post-16.

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Personal and social education

In personal and social education, learners communicate through researching, listening to others and discussing in small and large groups, and sharing information and ideas with peers about a wide variety of personal, social and community issues.

Learners should be given opportunities to:

• listen carefully, question and respond to others

• express their views and ideas confidently through a range of appropriate methods

• contribute to class discussions and take part in debates.

• listen attentively in different situations and respond appropriately

• communicate confidently personal feelings and views through a range of appropriate methods

• express opinions clearly and justify a personal standpoint • take part in debates and vote on issues.

• listen perceptively in a range of situations, and respond appropriately • communicate personal feelings and views effectively in a wide range of

situations through a range of appropriate methods

• appreciate, reflect on and critically evaluate other points of view.

Post 16 Skills

• communicate complex views and express opinions in a wide range of situations through a range of appropriate methods

• listen, reflect on and critically evaluate another person’s point of view and respond appropriately.

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Careers and the world of work

In careers and the world of work, learners communicate through various means including speaking, listening, reading, writing and the way they take part in activities. They develop these skills through practice with people both within and beyond the immediate learning environment. This is supported by their review of their own work and that of others. In doing this, they learn how to communicate effectively in a range of situations.

In careers and the world of work, opportunities to develop communication apply throughout the Skills and Range sections of the learning outcomes for Key Stages 3 and 4 and Post-16.