Northern Ireland

Skills available for Northern Ireland secondary 1 English curriculum

Objectives are in black and IXL English skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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The Northern Ireland Curriculum: Key Stage 3, Secondary 1 The Northern Ireland Curriculum: Key Stage 3, Secondary 1

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Developing pupils' Knowledge, Understanding and Skills

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
- Compare illustrations of literary and historical subjects (7-I.1)
Developing an understanding of different forms, genres and methods of communication and an understanding of how meaning is created
- Compare two texts with different genres (7-H.1)
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
- Suggest appropriate revisions (7-M.3)
Using a range of techniques, forms and media to convey information creatively and appropriately
- Use personification (7-L.1)

Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential, for example, discuss what they would have done or how they would have felt when faced with a situation in a novel; produce a digital portfolio highlighting their personal qualities.
Explore and respond to others' emotions as encountered in literature, the media, moving image and peer discussion, for example, in role-play, empathise with someone whose experience is different from their own.
- Analyse short stories (7-F.1)
Develop the ability to use language (including body language) effectively in communicating with and relating to others, for example, explore situations in which tone, choice of words, gesture and facial expression can alter meaning and impact.
Explore the use of language and imagery in conveying and evoking a variety of powerful feelings, for example, comment on a film, novel, performance or poem which has stimulated a personal insight.
Explore issues related to Personal Health: Consider the effectiveness of language in current health campaigns, for example, explore the use of imagery and emotive language in posters, leaflets, television, etc. Create a campaign to promote a health and safety issue for example, misuse of substances. Improvise a scene demonstrating peer support or peer pressure about a health related issue.
Explore issues related to Moral Character: Demonstrate a willingness to challenge stereotypical, biased or distorted viewpoints with appropriately sensitive, informed and balanced responses, for example, discuss moral choices of real-life and fictional characters. Take responsibility for choices and actions.

Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others' needs and rights, for example, consider the needs of a fictional character; participate in a role play involving conflicting rights.
Explore the power of a range of communication techniques to inform, entertain, influence and persuade, for example, compile and justify a list of top ten television advertisements or web sites for young people; create an innovative lifestyle article or feature for young people.
- Which sentence is more formal? (7-C.1)
- Identify the author's purpose (7-C.3)
Consider how meanings are changed when texts are adapted to different media, for example, compare and contrast a film and book version of the same story.
Explore how different cultures and beliefs are reflected in a range of communication methods, for example, investigate local oral traditions and dialects; compare and contrast how the culture and lifestyle of different countries are represented in stories, poems, images, etc.
Explore issues related to Ethical Awareness: Investigate and evaluate communication techniques used to explore a relevant ethical issue, for example, track coverage of the same issue in a range of media; design and produce own current affairs programme or news sheet for a young audience.

Developing pupils as Contributors to the Economy and the Environment

Investigate the importance of communication skills in life/work situations, for example, participate in interviews and self-marketing; develop an advertising campaign for a local company or product; investigate jobs in companies in Northern Ireland and elsewhere in which good communication is essential to business.
Plan and create an effective communication campaign, for example, produce promotional literature with eco-friendly guidelines for a visit to a natural/cultural heritage site; present the case for preserving a local site/building; participate in a model youth assembly or parliament about a global issue.
Explore issues related to Economic Awareness: Explore the impact of economics on the lives of people, for example, debate whether you should buy items produced by child labour; consider reasons and consequences of financial difficulties of a character in literature.

Learning Outcomes

Research and manage information effectively, including Using Mathematics and Using ICT where appropriate.
Show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, demonstrating Using Mathematics and 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 and written formats (including ICT and the moving image) showing clear awareness of audience and purpose and attention to accuracy.

Northern Ireland

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Actions

Developing pupils' Knowledge, Understanding and Skills

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

Developing pupils as Individuals

Explore and respond to others' emotions as encountered in literature, the media, moving image and peer discussion, for example, in role-play, empathise with someone whose experience is different from their own.

Develop the ability to use language (including body language) effectively in communicating with and relating to others, for example, explore situations in which tone, choice of words, gesture and facial expression can alter meaning and impact.

Explore the use of language and imagery in conveying and evoking a variety of powerful feelings, for example, comment on a film, novel, performance or poem which has stimulated a personal insight.

Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others' needs and rights, for example, consider the needs of a fictional character; participate in a role play involving conflicting rights.

Explore the power of a range of communication techniques to inform, entertain, influence and persuade, for example, compile and justify a list of top ten television advertisements or web sites for young people; create an innovative lifestyle article or feature for young people.

Consider how meanings are changed when texts are adapted to different media, for example, compare and contrast a film and book version of the same story.

Explore how different cultures and beliefs are reflected in a range of communication methods, for example, investigate local oral traditions and dialects; compare and contrast how the culture and lifestyle of different countries are represented in stories, poems, images, etc.

Explore issues related to Ethical Awareness: Investigate and evaluate communication techniques used to explore a relevant ethical issue, for example, track coverage of the same issue in a range of media; design and produce own current affairs programme or news sheet for a young audience.

Developing pupils as Contributors to the Economy and the Environment

Explore issues related to Economic Awareness: Explore the impact of economics on the lives of people, for example, debate whether you should buy items produced by child labour; consider reasons and consequences of financial difficulties of a character in literature.

Learning Outcomes

Research and manage information effectively, including Using Mathematics and Using ICT where appropriate.

Show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, demonstrating Using Mathematics and 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 and written formats (including ICT and the moving image) showing clear awareness of audience and purpose and attention to accuracy.