# The Education (Curriculum Minimum Content) Order (Northern Ireland) 2007

S.R. 2007/46 · made 26 January 2007 · revised to 1 July 2023

The Order specifies the Minimum Content for each area of learning of the curriculum at each key stage. At Key Stage 4, Minimum Content is only specified for Learning for Life and Work and Physical Education. In addition the cross-curricular skills, other skills and provision for religious education apply at this as well as all other Key Stages.

Made under: The Education (Northern Ireland) Order 2006 (Article 7, Article 43)

PDFs: Printed copy https://openlegislation.uk/education-curriculum-minimum-content-order-northern-ireland-2007/pdf/nisr_20070046_en.pdf

## Introductory text

EDUCATION
Made 26th January 2007
Coming into operation 1st August 2007
The Department of Education makes the following Order in exercise of the powers conferred on it by Articles 7(2) and 43(5) of the Education (Northern Ireland) Order 2006:

## 1 Citation and commencement

This Order may be cited as The Education (Curriculum Minimum Content) Order (Northern Ireland) 2007 and shall come into operation as set out in Schedule 1.

## 2 Specification of Minimum Content

The Minimum Content for the area of learning at each Key Stage is specified in Schedule 2.

## Signature

Sealed with the Official Seal of the Department of Education on 26th January 2007.
L.S.
David Woods
Assistant Secretary
Department of Education

## Schedule 1 Commencement

The provisions of this Order shall come into operation for pupils in each year of each key stage on 1st August of the school year shown in the following table:
Commencement Date
Year Group
2007/2008
1st year of the Foundation Stage
1st year of Key Stage 2
1st year of Key Stage 3
1st year of Key Stage 4
2008/2009
2nd year of the Foundation Stage
2nd year of Key Stage 2
2nd year of Key Stage 3
2nd year of Key Stage 4
2009/2010
1st and 2nd years of Key Stage 1
3rd year of Key Stage 2
3rd year of Key Stage 3

## Schedule 2: Specification of Minimum Content

## 1 Statutory Requirements Relating to the Curriculum

The statutory Northern Ireland Curriculum from Foundation Stage to Key Stage 4
is a balanced and broadly based curriculum which—
(a) promotes the spiritual, emotional, moral, cultural, intellectual and physical development of pupils at the school and thereby of society; and
(b) prepares such pupils for the opportunities, responsibilities and experiences of life by equipping them with appropriate knowledge, understanding and skills.
In order to meet their statutory requirements, schools must provide learning opportunities in relation to the following:
(a) Religious Education – in accordance with the core syllabus drafted by the four main Christian Churches in Northern Ireland and specified by the Department of Education.
(b) the following Areas of Learning:
At Foundation Stage:
Areas of Learning
Contributory Elements
Language and Literacy
Talking and Listening
Reading
Writing
Mathematics and Numeracy
Number
Measures
Shape and Space
Sorting
Patterns and Relationships
The Arts
Art and design
Music
Drama
The World Around Us
The World Around Us
Personal Development and Mutual Understanding
Personal Understanding and Health
Mutual Understanding in the Local and Wider Community
Physical Development and Movement
Physical Development and Movement
At Key Stages 1 and 2:
Areas of Learning
Contributory Elements
Language and Literacy
Talking and Listening
Reading
Writing
Mathematics and Numeracy
Processes in Mathematics
Number
Measures
Shape and Space
Handling Data
The Arts
Art and Design
Music
Drama
The World Around Us
History
Geography
Science and Technology
Personal Development and Mutual Understanding
Personal Understanding and Health
Mutual Understanding in the Local and Wider Community
Physical Education
Physical Education
At Key Stage 3:
Areas of Learning
Contributory Elements
Language and Literacy
English
Irish (in Irish-speaking schools)
Media education
Mathematics and Numeracy
Mathematics
Financial capability
Modern Languages
Any official language of the European Union (other than English and, in Irish speaking schools, Irish).
The Arts
Art and Design
Music
Drama
Environment and Society
History
Geography
Science and Technology
Science
Technology and Design
Learning for Life and Work
Employability
Local and Global Citizenship
Personal Development
Home Economics
Physical Education
Physical Education
At Key Stage 4:
Areas of Learning
Contributory Elements
Language and Literacy
Mathematics and Numeracy
Modern Languages
The Arts
Environment and Society
Science and Technology
Learning for Life and Work
Employability
Local and Global Citizenship
Personal Development
Physical Education
Physical Education

## 2 Foundation Stage

The minimum content for Language and Literacy is set out below.
Teachers should enable children to develop knowledge, understanding and skills in:

## 3 Key Stage 1

The minimum content for Language and Literacy is set out below.
Teachers should enable pupils to develop knowledge, understanding and skills in:

## 4 Key Stage 2

The minimum content for Language and Literacy is set out below.
Teachers should enable pupils to develop knowledge, understanding and skills in:

## 5 Key Stage 3

LANGUAGE AND LITERACY: English with Media Education
The minimum content is set out below
Developing pupils’
Knowledge, Understanding and Skills
(Objective 1)
Developing pupils as Individuals
(Objective 2)
Developing pupils as Contributors to Society
(Objective 3)
Developing pupils as Contributors to the Economy and the Environment
Through engagement with a range of stimuli, including peers, poetry, prose, drama, non-fiction, media and multimedia, which enhance creativity and stimulate curiosity and imagination, pupils should have opportunities to become critical, creative and effective communicators by:
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.
Pupils should have opportunities to:
Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.
Personal Understanding
Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.
Develop the ability to use language (including body language) effectively in communicating with and relating to others.
Mutual Understanding
Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.
Spiritual Awareness
Opportunities must also be provided to explore issues related to:
Personal Health
Media Awareness
Pupils should have opportunities to:
Use literature, drama, poetry or the moving image to explore others’ needs and rights.
Citizenship
Explore the power of a range of communication techniques to inform, entertain, influence and persuade.
Consider how meanings are changed when texts are adapted to different media.
Media Awareness
Explore how different cultures and beliefs are reflected in a range of communication methods.
Cultural Understanding
Opportunities must also be provided to explore issues related to:
Ethical Awareness
Pupils should have opportunities to:
Investigate the importance of communication skills in life/work situations.
Employability
Plan and create an effective communication campaign on an issue related to:
Education for Sustainable Development.
Opportunities must also be provided to explore issues related to:
Economic Awareness
Learning Outcomes
The learning outcomes require the demonstration of skills and application of knowledge and understanding of English with Media Education.
Pupils should be able to:
research and manage information effectively, using Mathematics and ICT where appropriate;
show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and 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.
LANGUAGE AND LITERACY: Irish with Media Education in Irish-speaking schools
The minimum content is set out below
Developing pupils’
Knowledge, Understanding and Skills
(Objective 1)
Developing pupils as Individuals
(Objective 2)
Developing pupils as Contributors to Society
(Objective 3)
Developing pupils as Contributors to the Economy and the Environment
Through engagement with a range of stimuli including peers, poetry, prose, drama, non-fiction, media and multimedia which enhance creativity and stimulate curiosity and imagination, pupils should have opportunities to become creative and effective communicators by:
expressing meaning, feelings and viewpoints;
talking - including debate, role play, interviews, presentations;
active listening and reporting back;
reading and viewing for key ideas, enjoyment, engagement and empathy;
writing for different audiences and purposes;
participation in a range of drama activities;
interpreting visual stimuli and the moving image;
developing an understanding of different forms, genres and methods of communication and understanding 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;
using a range of techniques, forms and media to convey information creatively and appropriately.
Pupils should have opportunities to:
Engage, through language, with their peers and with fictional and real-life characters and situations, to explore emotions and develop creative potential.
Personal Understanding
Explore and respond to others’ emotions through literature, moving image or peer discussion.
Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.
Mutual Understanding
Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.
Spiritual Awareness
Opportunities must also be provided to explore issues related to:
Personal Health
Moral Character
Pupils should have opportunities to:
Use literature, drama, poetry or the moving image to explore others’ needs and rights.
Citizenship
Explore the power of a range of communication techniques to inform, entertain, influence and persuade.
Analyse and evaluate how a novel has been portrayed in film.
Media Awareness
Explore how different cultures and beliefs and language communities, here and globally are reflected in a range of communication methods.
Cultural Understanding
Investigate and evaluate communication techniques used to explore a relevant ethical issue.
Ethical Awareness
Pupils should have opportunities to:
Investigate how communication skills are vital to life/work situations.
Investigate how the skills developed through the Irish language will enhance career options and increase mobility.
Employability
Plan and create an effective communication campaign on an issue related to:
Education for Sustainable Development
Opportunities must also be provided to explore issues related to:
Economic Awareness
Learning Outcomes
The learning outcomes require the demonstration of skills and application of knowledge and understanding of Irish (in Irish-speaking schools) with Media Education.
Pupils should be able to:
research and manage information effectively, using Mathematics and ICT where appropriate;
show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and 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, purpose and attention to accuracy.
MATHEMATICS AND NUMERACY: Mathematics with Financial Capability
The minimum content is set out below
Developing pupils’
Knowledge, Understanding and Skills
(Objective 1)
Developing pupils as Individuals
(Objective 2)
Developing pupils as Contributors to Society
(Objective 3)
Developing pupils as Contributors to the Economy and the Environment
Pupils should have opportunities, through the contexts opposite, to develop:
knowledge and understanding of
Number
Algebra
Shape, Space and Measures
Handling Data;
knowledge and understanding of personal finance issues; and skills to enable competent and responsible financial decision making;
the application of mathematical skills to real life and work situations;
the creative use of technology to enhance mathematical understanding;
by demonstrating:
creative thinking in their approach to solving mathematical problems;
increasing competence in mental mathematics skills;
increasing competence in pencil and paper methods;
increasing confidence in the use of mathematical language and notation;
practical skills using technology.
Young people should have opportunities to :
Investigate a personal and class lifestyle study of time.
Personal Understanding
Work collaboratively in problem solving, taking account of others’ viewpoints to reach consensus.
Mutual Understanding
Demonstrate an ability and willingness to develop logical arguments.
Moral Character
Opportunities must also be provided to explore issues related to:
Personal Health
Spiritual Awareness
Young people should have opportunities to:
Analyse and interpret information patterns relating to local and global trends.
Citizenship
Critically examine the use and misuse of mathematics to justify/support particular attitudes/opinions in different media, and the interpretation of data.
Media Awareness
Opportunities must also be provided to explore issues related to:
Cultural Understanding
Ethical Awareness
Young people should have opportunities to:
Examine the role of mathematics as a “key” to entry for future education, training and employment.
Explore how the skills developed through mathematics will be useful to a range of careers
Employability
Apply mathematical skills in everyday financial planning and decision making
Economic Awareness
Opportunities must also be provided to explore issues related to:
Education for Sustainable Development
Learning Outcomes
The Learning Outcomes require the demonstration of skills and application of knowledge and understanding of Mathematics.
Pupils should be able to:
demonstrate mental mathematical capability with simple problems;
decide on the appropriate method and equipment to solve problems–mental, written, calculator, mathematical instruments or a combination of these;
demonstrate financial capability in a range of relevant everyday contexts;
research and manage information effectively to investigate and solve mathematical problems, using ICT where appropriate;
show deeper mathematical understanding by thinking critically and flexibly, solving problems and making informed decisions, 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, written, mathematical and ICT formats, showing clear awareness of audience and purpose.
MODERN LANGUAGES
The minimum content is set out below
Developing pupils’
Knowledge, Understanding and Skills
(Objective 1)
Developing pupils as Individuals
(Objective 2)
Developing pupils as Contributors to Society
(Objective 3)
Developing pupils as Contributors to the Economy and the Environment
Pupils should have opportunities, through the contexts opposite, to become effective and creative communicators by:
listening and responding in oral and written form, in the target language, to a range of stimuli and for a variety of purposes;
talking about experience, feelings and opinions using the target language;
developing an awareness of language and how it works, and by improving accuracy;
comparing linguistic features in first and target language;
reading and viewing a range of stimuli in the target language for key ideas, detail, enjoyment and engagement;
writing in the target language to exchange information and ideas, establish and maintain contact;
using a range of techniques, including performance and multi-media, to convey, present and exchange information innovatively in the target language and as a means of creative expression;
using previously learnt language in unfamiliar contexts;
engaging with others including, where possible, partner schools;
applying the language-specific skills and transferable skills acquired through second language learning to real-life situations locally, nationally and internationally.
Pupils should have opportunities to:
Communicate an understanding of self.
Personal Understanding
Communicate an understanding of others.
Mutual Understanding
Explore issues relating to lifestyle choices.
Personal Health
Discover how second language learning can inspire an awareness of cultural similarities and differences.
Spiritual Awareness
Opportunities must also be provided to explore issues related to:
Moral Character
Pupils should have opportunities to:
Explore social issues which relate to everyday lives.
Citizenship
Present an understanding of their own culture and of the culture associated with the language.
Cultural Understanding
Develop an awareness of media and a knowledge of media resources in the target language country.
Media Awareness
Opportunities must also be provided to explore issues related to:
Ethical Awareness
Pupils should have opportunities to:
Investigate how the language-specific skills and learning skills developed through languages will enhance career options and increase mobility.
Employability
Enhance awareness of money matters in target language regions.
Economic Awareness
Consider local and global environmental issues.
Education for Sustainable Development
Learning Outcomes
The learning outcomes require the demonstration of skills and application of knowledge and understanding of the Target Language.
Pupils should be able to:
research and manage information effectively to investigate target language issues, using Mathematics and ICT where appropriate;
show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and 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, written and ICT formats, improving accuracy and showing clear awareness of audience and purpose.
THE ARTS: Art and Design
The minimum content is set out below
Developing pupils’
Knowledge, Understanding and Skills
(Objective 1)
Developing pupils as Individuals
(Objective 2)
Developing pupils as Contributors to Society
(Objective 3)
Developing pupils as Contributors to the Economy and the Environment
Pupils should have opportunities, through the contexts opposite, to develop their own personal and creative responses by:
researching, gathering and interpreting information from direct experiences, observations, memory, imagination and a range of traditional and digital sources;
developing an appreciation of the work of artists, designers and craft workers from their own and other cultures, past and present;
developing creative thinking skills and personal creative outcomes through investigating, realising, designing and making;
drawing and graphic media,
printmaking,
textiles,
ceramics,
3-dimensional construction or prototyping,
lens based and digital media;
using the visual elements with understanding when engaging in art and design;
evaluating and appreciating their own and others’ work through discussion and reflection.
Pupils should have opportunities to:
Express themselves through Art and Design.
Personal Understanding
Work with other pupils to produce a creative response to group expressions of identity.
Mutual Understanding
Investigate and respond to works of art that inspire and relate to their lives and experiences.
Spiritual Awareness
Opportunities must also be provided to explore issues related to:
Personal Health
Moral Character
Pupils should have opportunities to:
Make an informed and critical response to a social/environmental issue.
Citizenship
Explore the diversity of various cultures that are expressed through Art & Design.
Cultural Understanding
Investigate and respond to the use of visual language, logos and catchphrases in advertising.
Media Awareness
Opportunities must also be provided to explore issues related to:
Ethical Awareness
Pupils should have opportunities to:
Develop awareness of employment opportunities within the creative industries in N. Ireland and beyond.
Employability
Opportunities must also be provided to explore issues related to:
Economic Awareness
Education for Sustainable Development
Learning Outcomes
The learning outcomes require the demonstration of skills and application of knowledge and understanding of Art and Design.
Pupils should be able to:
research and manage information effectively to investigate and inform ideas in art, design, craft, digital media and moving image, using Mathematics and ICT where appropriate;
show deeper artistic understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;
demonstrate creativity and initiative when developing ideas and following them through;
work effectively with others;
demonstrate self management by working independently and systematically, persisting with tasks, evaluating and improving own performance;
communicate effectively in oral, visual, written and digital media (ICT) formats, showing clear awareness of audience and purpose.
ART AND DESIGN: MUSIC
The minimum content is set out below
Developing pupils’
Knowledge, Understanding and Skills
(Objective 1)
Developing pupils as Individuals
(Objective 2)
Developing pupils as Contributors to Society
(Objective 3)
Developing pupils as Contributors to the Economy and the Environment
Pupils should develop their musical potential by having opportunities, through the contexts opposite, to:
improvise, compose and perform music in a range of styles;
explore and combine the elements of music (pitch, rhythm, dynamics, timbre, texture) to create structure and style when improvising and composing;
perform individually and in groups, and discuss and decide on points of interpretation in the music;
use existing and emerging music technology resources when composing and performing;
listen to and appraise their own music and that of others;
listen to a wide range of music from different styles and genres and respond critically to what they hear;
explore how the skills they learn through music-making are relevant to their present and future lives;
develop awareness of the range of employment opportunities in the music and music-related industries.
Pupils should have opportunities to:
Compose music which expresses their own personal responses to themes and issues.
Reflect on the personal processes used in developing a composition.
Personal Understanding
Listen to compositions and performances by other members of the class and discuss content and effect in the music.
Mutual Understanding
Take account of health and safety issues when composing and performing.
Personal Health
Demonstrate a willingness to respond positively to criticism during music-making activities and to challenge own and others pre-conceived ideas about different types and styles of music by listening to unfamiliar music with open minds.
Moral Character
Opportunities must also be provided to explore issues related to:
Spiritual Awareness
Pupils should have opportunities to:
Explore the power of music to evoke mood and atmosphere and to influence behaviour.
Citizenship
Listen to and perform music from different periods styles, and cultural traditions and discuss how the elements of music are used within the different contexts.
Cultural Understanding
Opportunities must also be provided to explore issues related to:
Media Awareness
Ethical Awareness
Pupils should have opportunities to:
Develop awareness of employment opportunities in the music industry and the skills required.
Develop the ability to be discriminating consumers of music through making and responding to music.
Employability
Opportunities must also be provided to explore issues related to:
Economic Awareness
Education for Sustainable Development
Learning Outcomes
The learning outcomes require the demonstration of skills and application of knowledge and understanding of Making Music and Responding to Music.
Pupils should be able to:
demonstrate musical understanding and skills by expressing and communicating their thoughts, ideas and feelings through making and responding to music, showing a clear awareness of audience and purpose;
demonstrate critical thinking and skilful decision-making when combining the elements of music to create compositions and performances;
demonstrate musical understanding and creativity when making and responding to music;
use a range of appropriate resources (including music technology) to explore and experiment with different approaches to composing and performing;
demonstrate self management by working independently and systematically, persisting with tasks, evaluating and improving own performance;
work effectively as members of a group when composing and performing.
THE ARTS: Drama
The minimum content is set out below
Developing pupils’
Knowledge, Understanding and Skills
(Objective 1)
Developing pupils as Individuals
(Objective 2)
Developing pupils as Contributors to Society
(Objective 3)
Developing pupils as Contributors to the Economy and the Environment
Pupils should have opportunities, through the contexts opposite, to use dramatic skills appropriate to audience, context, purpose and task. They should have opportunities to:
engage with a range of stimuli to develop critical and creative thinking skills;
adopt a role;
take part in improvisation;
devise scripts and use drama forms and strategies effectively to explore and present ideas;
employ sign, symbol, metaphor and image;
engage in movement and/or dance;
experience live and recorded drama, and respond to a variety of texts;
begin to develop an appreciation of theatre styles, genres and vocabulary;
explore characterisation through use of masks, costume, props, puppets and electronic media;
evaluate their own and others’ work.
Pupils should have opportunities to:
Express themselves emotionally and imaginatively through drama and improvisation.
Personal Understanding
Explore and respond to the views and feelings of others.
Mutual Understanding
Explore ways in which uplifting/spiritual experiences can be conveyed through gesture, expression, movement, dance etc.
Spiritual Awareness
Opportunities must also be provided to explore issues related to:
Personal Health
Moral Character
Pupils should have opportunities to:
Explore how drama is used to educate about and resolve issues of social concern.
Citizenship
Explore how drama reflects and gives insight into a range of cultures.
Cultural Understanding
Explore the effects of media and ICT.
Media Awareness
Opportunities must also be provided to explore issues related to:
Ethical Awareness
Pupils should have opportunities to:
Investigate how skills developed through drama such as empathy, confidence, communication skills are vital to life/work situations and a range of careers.
Employability
Opportunities must also be provided to explore issues related to:
Economic Awareness
Education for Sustainable Development
Learning Outcomes
The learning outcomes require the demonstration of skills and application of knowledge and understanding of Drama.
Pupils should be able to:
research and manage information effectively to investigate issues, using Mathematics and ICT where appropriate;
show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and 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, written and ICT formats, showing clear awareness of audience and purpose.
ENVIRONMENT AND SOCIETY: History
The Minimum Content is set out below
Developing pupils’
Knowledge, Understanding and Skills
(Objective 1)
Developing pupils as Individuals
(Objective 2)
Developing pupils as Contributors to Society
(Objective 3)
Developing pupils as Contributors to the Economy and the Environment
Pupils should have opportunities to:
investigate the past and its impact on our world today through an understanding of:
different perspectives and interpretations;
cause and effect;
continuity and change;
progression and regression;
and by developing:
the enquiry skills to undertake historical investigations;
critical thinking skills to evaluate a range of evidence and appreciate different interpretations;
creative thinking skills in their approach to solving problems and making decisions;
chronological awareness and the ability to make connections between historical periods, events and turning points;
an ability to challenge stereotypical, biased or distorted viewpoints with appropriately sensitive, informed and balanced responses;
through a broad and balanced range of:
historical periods;
Irish, British, European and global contexts;
significant political, social, economic, cultural and religious development.
Pupils should have opportunities to:
Explore how history has affected their personal identity, culture and lifestyle.
Personal Understanding
Investigate how history has been selectively interpreted to create stereotypical perceptions and to justify views and actions.
Mutual Understanding
Investigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy.
Moral Character
Opportunities must also be provided to explore issues related to:
Personal Health
Spiritual Awareness
Pupils should have opportunities to:
Investigate the long and short term causes and consequences of the partition of Ireland and how it has influenced Northern Ireland today including key events and turning points.
Citizenship
Investigate the impact of significant events/ideas of the 20th century on the world.
Cultural Understanding
Critically investigate and evaluate the power of the media in their representation of a significant historical event or individual.
Media Awareness
Investigate critical issues in history or historical figures who have behaved ethically or unethically.
Ethical Awareness
Pupils should have opportunities to:
Investigate how the skills developed through history will be useful in a range of careers.
Employability
Investigate the need to preserve history in the local and global environment.
Education for Sustainable Development
Opportunities must also be provided to explore issues related to:
Economic Awareness
Learning Outcomes
The learning outcomes require the demonstration of skills and application of knowledge and understanding of History and its impact on the present.
Pupils should be able to:
research and manage information effectively to investigate historical issues, using Mathematics and ICT where appropriate;
show deeper historical understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and 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, written, mathematical and ICT formats, showing clear awareness of audience and purpose.
ENVIRONMENT AND SOCIETY: Geography
The minimum content is set out below
Developing pupils’
Knowledge, Understanding and Skills
(Objective 1)
Developing pupils as Individuals
(Objective 2)
Developing pupils as Contributors to Society
(Objective 3)
Developing pupils as Contributors to the Economy and the Environment
Pupils should have opportunities, through the contexts opposite, to:
develop geographical skills to interpret spatial patterns including atlas and map-work skills;
develop enquiry and fieldwork skills–questioning, planning, collecting, recording, presenting, analysing, interpreting information and drawing conclusions relating to a range of primary and secondary sources;
develop critical and creative thinking skills to solve geographical problems and make informed decisions;
develop a sense of place through the study of:
a range of local, national, European and global contexts;
contrasting physical and human environments;
issues of topical significance;
in order to develop an understanding of:
physical processes of landscape development;
the interrelationships between physical and human environments;
the dynamic nature of physical and human environments;
the ways in which places are interdependent;
the need for social, economic and environmental change to be sustainable.
Pupils should have opportunities to:
Develop a sense of place and belonging at a local level.
Demonstrate an awareness of their own relationships to other places, peoples and environments, from local to global.
Personal Understanding
Opportunities must also be provided to explore issues related to:
Mutual Understanding
Personal Health
Moral Character
Spiritual Awareness
Pupils should have opportunities to:
Investigate differences in lifestyle within and between countries.
Explore how we can play a role in helping to promote a fairer world for all.
Citizenship
Develop an understanding of how people in different places interact with their environment.
Cultural Understanding
Opportunities must also be provided to explore issues related to:
Media Awareness
Ethical Awareness
Pupils should have opportunities to:
Investigate how the skills developed through geography will be useful to a range of careers.
Employability
Investigate how physical processes operate to create distinct and diverse environments.
Investigate the impact of conflict between social, economic and environmental needs, both locally and globally.
Explore how we can exercise environmental stewardship and help promote a better quality of life for present and future generations, both locally and globally. Education for Sustainable Development
Opportunities must also be provided to explore issues related to:
Economic Awareness
Learning Outcomes
The learning outcomes require the demonstration of skills and application of knowledge and understanding of Geography.
Pupils should be able to:
demonstrate skills in using maps, fieldwork equipment and methods of data collection in undertaking geographical enquiry;
research and manage information effectively to investigate geographical issues, using Mathematics and ICT where appropriate;
show deeper geographical understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and 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, written, mathematical and ICT formats, showing clear awareness of audience and purpose.
SCIENCE AND TECHNOLOGY: Science
The minimum content is set out below
Developing pupils’
Knowledge, Understanding and Skills
(Objective 1)
Developing pupils as Individuals
(Objective 2)
Developing pupils as Contributors to Society
(Objective 3)
Developing pupils as Contributors to the Economy and the Environment
Pupils should have opportunities, through the contexts opposite, to:
develop skills in scientific methods of enquiry to further scientific knowledge and understanding:
planning for investigations,
obtaining evidence,
presenting and interpreting results;
develop creative and critical thinking in their approach to solving scientific problems;
research scientific information from a range of sources;
develop a range of practical skills, including the safe use of science equipment;
learn about:
Organisms and Health
Interdependence of plants and animals
Cells, genes and reproduction
Healthy body and mind
Chemical and material behaviour
Atoms and chemical changes
Structures, properties, uses of materials
Elements, compounds and mixtures
Forces and energy
Forces and energy transfer
Using electricity
Sound and light
Earth and Universe
The environment and human influences
The solar system and universe.
Pupils should have opportunities to:
Explore emotional development.
Investigate ways of improving own learning by finding out how the brain functions.
Personal Understanding
Explore physical, chemical and biological effects on personal health.
Personal Health
Opportunities must also be provided to explore issues related to:
Mutual Understanding
Moral Character
Spiritual Awareness
Pupils should have opportunities to:
Investigate how the media help inform the public about science and science related issues.
Media Awareness
Explore some ethical dilemmas arising from scientific developments.
Ethical Awareness
Opportunities must also be provided to explore issues related to:
Citizenship
Cultural Understanding
Pupils should have opportunities to:
Identify how skills developed through science will be useful to a wide range of careers.
Employability
Investigate a product of economic importance to determine the science behind it.
Economic Awareness
Investigate the effects of pollution and specific measures to improve and protect the environment.
Explore the importance of biodiversity, how it impacts on our lives and how it is affected by human activity.
Investigate what can be done to conserve and promote biodiversity.
Education for Sustainable Development
Learning Outcomes
The learning outcomes require the demonstration of skills and application of knowledge and understanding of Science.
Pupils should be able to:
demonstrate a range of practical skills in undertaking experiments, including the safe use of scientific equipment and appropriate mathematical calculations;
use investigative skills to explore scientific issues, solve problems and make informed decisions;
research and manage information effectively, using Mathematics and ICT where appropriate;
show deeper scientific understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and 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, written, mathematical and ICT formats, showing clear awareness of audience and purpose.
SCIENCE AND TECHNOLOGY: Technology and Design
The minimum content is set out below
Developing pupils’
Knowledge, Understanding and Skills
(Objective 1)
Developing pupils as Individuals
(Objective 2)
Developing pupils as Contributors to Society
(Objective 3)
Developing pupils as Contributors to the Economy and the Environment
Pupils should have opportunities through the contexts opposite, to develop creative thinking and problem solving skills through:
Design – identifying problems; investigating, generating, developing, modelling and evaluating design proposals; giving consideration to form, function and safety;
Communication – use of free-hand sketching and formal drawing techniques and ICT tools (including 3D modelling);
Manufacturing – selecting and using materials fit for purpose; safe use of a range of tools and processes appropriate to materials, demonstrating accuracy and quality of outcome;
Control – incorporate control systems, such as mechanical, electronic or computer-based, in products and understand how these can be employed to achieve desired effects.
Pupils should have opportunities to:
Respond to a personal design challenge in relation to their own lifestyle.
Personal Understanding
Abide by health and safety rules when using tools, machines and equipment.
Personal Health
Opportunities must also be provided to explore issues related to:
Mutual Understanding
Moral Character
Spiritual Awareness
Pupils should have opportunities to:
Explore technical inventions and designs that have met a social need cost-effectively.
Design cost effective and appropriate solutions to meet the specific needs of diverse local and global groups.
Citizenship
Explore how developments in Technology and Design have changed the way we can access the media.
Media Awareness
Opportunities must also be provided to explore issues related to:
Cultural Understanding
Ethical Awareness
Pupils should have opportunities to:
Investigate how the skills developed through Technology and Design will be useful to a wide range of careers.
Employability
Pursue design solutions using environmental friendly materials and energy sources.
Identify product needs and pursue sustainable harmonious design solutions in a local outdoor/indoor context.
Education for Sustainable Development
Opportunities must also be provided to explore issues related to:
Economic Awareness
Learning Outcomes
The learning outcomes require the demonstration of skills and application of knowledge and understanding of Technology and Design.
Pupils should be able to:
demonstrate practical skills in the safe use of a range of tools, machines and equipment;
research and manage information effectively to investigate design issues, using Mathematics and ICT where appropriate;
show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and 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 (including graphic), written, mathematical and ICT formats showing clear awareness of audience and purpose.
LEARNING FOR LIFE AND WORK: Employability
The minimum content is set out below
Work in the Local and Global Economy
Exploring work in the Local and Global Economy allows young people opportunities to investigate the impact of the global market on Northern Ireland and to reflect on the implications for their personal career planning.
Career Management
Exploring Career Management provides opportunities for young people to investigate the changing concept of career which is moving away from the likelihood of a job for life to the expectation that individuals will experience several career changes and this will involve lifelong learning, updating knowledge and skills, self marketing and effective personal career planning.
Enterprise and Entrepreneurship
Exploring Enterprise and Entrepreneurship provides opportunities for young people to investigate the need for creativity and enterprise, whether as an employer or employee, and to identify and practise some of the skills and develop the attributes associated with being enterprising.
Pupils should have opportunities to:
Describe different types of work and investigate the range of employment in the local area, including any changes in employment trends, taking account of the implications for career planning.
Investigate the local impact of the global market.
Investigate how technology is affecting life and work.
Investigate how an employer might deal with issues affecting work.
Investigate how environmental considerations are affecting work and work practices.
Investigate how work organisations contribute to the community.
Pupils should have opportunities to:
Assess personal skills and achievements to date; identify areas of interest and set targets for self-improvement.
Explore the changing concept of career.
Engage in the personal career planning process to investigate and reach decisions about post-14 options, recognising that attitudes to work will change over time and are influenced by family and community values.
Practise presentational and self-marketing skills.
Investigate a variety of both familiar and unfamiliar jobs.
Make use of appropriate information, advice and guidance to inform career management.
Pupils should have opportunities to:
Identify and practise the skills and attributes which make one enterprising.
Understand the importance of innovation and develop strategies to promote an entrepreneurial spirit, considering possible implications for career planning.
Find out what makes an entrepreneur and develop an awareness of the challenges and benefits of building your own business.
Explore the range of small businesses in the life of the community and consider possible implications for career planning.
Learning Outcomes
The learning outcomes require the demonstration of skills and application of knowledge and understanding of Employability.
Pupils should be able to:
research and manage information effectively to investigate employability issues, using Mathematics and ICT where appropriate;
show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;
demonstrate enterprise , 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 learning and performance;
communicate effectively in oral, visual, written, mathematical and ICT formats, showing clear awareness of audience and purpose.
LEARNING FOR LIFE AND WORK: Local and Global Citizenship
The minimum content is set out below
Diversity and Inclusion
Exploring Diversity and Inclusion provides opportunities to consider the range and extent of diversity in societies locally and globally and to identify the challenges and opportunities which diversity and inclusion present in local, national, European and global contexts.
Human Rights and Social Responsibility
Exploring Human Rights and Social Responsibility provides opportunities to understand that a globally accepted values base exists that reflects the rights, as outlined within various international human rights instruments, and responsibilities of individuals and groups in democratic society.
Equality and Social Justice
Exploring Equality and Social Justice provides opportunities to understand that society needs to safeguard individual and collective rights to try and ensure that everyone is treated fairly.
Democracy and Active Participation
Exploring Democracy and Active Participation provides opportunities for young people to understand how to participate in and to influence democratic processes and to be aware of some key democratic institutions and their role in promoting inclusion, justice and democracy.
Pupils should have opportunities to:
Investigate factors that influence individual and group identity.
Investigate ways in which individuals and groups express their identity.
Investigate how and why conflict, including prejudice, stereotyping, sectarianism and racism may arise in the community.
Investigate ways of managing conflict and promoting community relations, reconciliation.
Pupils should have opportunities to:
Investigate why it is important to uphold human rights standards in modern democratic societies, including meeting basic needs, protecting individuals and groups of people.
Investigate key human rights principles
Investigate why different rights must be limited or balanced in our society.
Investigate local and global scenarios where human rights have been seriously infringed.
Pupils should have opportunities to:
Explore how inequalities can arise in society including how and why some people may experience inequality or discrimination on the basis of their group identity.
Investigate how and why some people may experience inequality/social exclusion on the basis of their material circumstances in local and global contexts.
Explore the work of inter-governmental, governmental and non governmental organisations (NGO) which aim to promote equality and social justice.
Pupils should have opportunities to:
Investigate the basic characteristics of democracy.
Investigate various ways to participate in school and society.
Investigate why rules and laws are needed, how they are enforced and how breaches of the law affect the community.
Investigate an issue from a range of viewpoints and suggest action that might be taken to improve or resolve the situation.
Learning Outcomes
The Learning outcomes require the demonstration of skills and application of knowledge and understanding of Local and Global Citizenship.
Pupils should be able to:
research and manage information effectively to investigate Citizenship issues, using Mathematics and ICT where appropriate;
show deeper understanding by thinking critically and flexibly, exploring problems and making informed decisions, using Mathematics and 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, written, mathematical and ICT formats, showing clear awareness of audience and purpose.
LEARNING FOR LIFE AND WORK: Personal Development
The minimum content is set out below
Self Awareness
Exploring Self Awareness provides opportunities to consider the importance of self-confidence and self-esteem to physical and emotional/mental health throughout life.
Personal Health
Exploring Personal Health provides opportunities to understand the importance of recognising and managing factors that may influence physical and emotional/mental health throughout life.
Relationships
Exploring Relationships provides opportunities to understand the importance of forming and maintaining relationships to physical and emotional/mental health throughout life.
Pupils should have opportunities to:
Explore and express a sense of self.
Explore personal morals, values and beliefs.
Investigate the influences on a young person.
Explore the different ways to develop self-esteem.
Develop skills and strategies to improve own learning.
Pupils should have opportunities to:
Receive training in (i) cardiopulmonary resuscitation (CPR); and (ii) automatic external defibrillator (AED) awareness.
Explore the concept of Health as the development of a whole person.
Investigate the influences on physical and emotional /mental personal health.
Develop understanding about, and strategies to manage, the effects of change on body, mind and behaviour.
Investigate the effects on the body of legal and illegal substances and the risks and consequences of their misuse.
Develop preventative strategies in relation to accidents in the home, school and on the road.
Develop strategies to promote personal safety.
Pupils should have opportunities to:
Explore the qualities of relationships including friendship.
Explore the qualities of a loving, respectful relationship.
Develop coping strategies to deal with challenging relationship scenarios.
Develop strategies to avoid and resolve conflict.
Explore the implications of sexual maturation.
Explore the emotional, social and moral implications of early sexual activity.
Receive age-appropriate, comprehensive and scientifically accurate education on sexual and reproductive health and rights covering prevention of early pregnancy and access to abortion.
Learning Outcomes
The learning outcomes require the demonstration of skills and application of knowledge and understanding of Personal Development.
Pupils should be able to:
develop an awareness of emergency first aid procedures;
research and manage information effectively to investigate Personal Development issues; using Mathematics and ICT where appropriate;
show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;
demonstrate creativity and initiative when developing ideas and following them through;
work effectively with others;
demonstrate self management by working systemically, persisting with tasks, evaluating and improving own performance;
communicate effectively in oral, visual, written and ICT formats, showing clear awareness of audience and purpose.
LEARNING FOR LIFE AND WORK: Home Economics
The minimum content is set out below
Healthy Eating
Exploring Healthy Eating provides opportunities to develop understanding required in the choice, planning, storage, preparation, cooking and serving of food.
Home and Family Life
Exploring Home and Family Life provides opportunities to understand the importance of the family as a caring unit.
Independent Living
Exploring Independent Living provides opportunities to understand the importance of becoming discerning consumers and effective managers of resources.
Pupils should have opportunities to:
Develop practical skills in the safe, hygienic, healthy and creative use of foods to plan, prepare, cook and serve a range of meals.
Develop the practical skills in the safe use of a range of utensils and appliances in the preparation, cooking and serving of a variety of dishes.
Investigate the impact of storage, preparation and cooking on food.
Explore ways to achieve a healthy diet.
Pupils should have opportunities to:
Explore the roles and responsibilities of individuals within a variety of home and family structures.
Develop awareness of parenting skills.
Investigate some of the changing needs of family members at different stages of the life cycle.
Explore strategies to manage family scenarios.
Pupils should have opportunities to:
Develop a range of skills to promote independence through planning, managing and using resources.
Investigate a range of factors that influence consumer choices and decisions.
Investigate consumer rights, responsibilities and support available in a range of scenarios.
Learning Outcomes
The learning outcomes require the demonstration of skills and application of knowledge and understanding of Home Economics.
Pupils should be able to:
demonstrate skills in the safe, hygienic, healthy and creative use of food;
research and manage information effectively to investigate Home Economics issues, using Mathematics and ICT where appropriate;
show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and 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, written, mathematical and ICT formats, showing clear awareness of audience and purpose.
PHYSICAL EDUCATION: Physical Education
The minimum content is set out below
Developing pupils’
Knowledge, Understanding and Skills
(Objective 1)
Developing pupils as Individuals
(Objective 2)
Developing pupils as Contributors to Society
(Objective 3)
Developing pupils as Contributors to the Economy and the Environment
Pupils should have opportunities to:
increase their knowledge, understanding and skills through frequent and regular participation in a balanced programme of Athletics, Games (invasion, fielding/striking and net/wall), Gymnastics, Swimming;
practise, refine and develop skills and specific techniques and use these with consistency;
experience, monitor and understand a range of short-term effects of exercise on the body systems including cardiovascular and musculo-skeletal systems;
monitor and evaluate their own activity levels over a period of time and plan how they can fulfil the activity recommendations for health;
develop their knowledge of safe practices and procedures when taking part in sport and physical activity;
develop the skills and capabilities required to analyse and improve their own and others’ work;
develop the skills and capabilities required to work effectively with others in tasks which require co-operation, creativity, problem solving, planning and team work.
Pupils should have opportunities to:
Make decisions about what they want to achieve and how to improve the quality of their work.
Personal Understanding
Develop positive relationships and respect for the differing capabilities of others through participation in a range of competitive and co-operative physical activities.
Mutual Understanding
Experience and evaluate the health and fitness benefits of a range of different physical activities, including their physical, social and psychological well-being.
Personal Health
Develop positive sporting behaviour and a sense of fair play.
Plan, perform and evaluate their commitment to a personal activity programme.
Moral Character
Explore the aesthetic quality of movement, dedication, perseverance and strength of human spirit.
Spiritual Awareness
Pupils should have opportunities to:
Work with others to solve problems in a range of practical situations.
Citizenship
Opportunities must also be provided to explore issues related to:
Cultural Understanding
Media Awareness
Ethical Awareness
Pupils should have opportunities to:
Develop through practical tasks, their personal skills in preparation for future education/training/employment.
Employability
Opportunities must also be provided to explore issues related to:
Economic Awareness
Education for Sustainable Development
Learning Outcomes
The learning outcomes require the demonstration of skills applying knowledge and understanding of Physical Education.
Pupils should be able to:
take responsibility for their own safety in relation to warming-up and cooling-down, injury prevention and clothing and equipment;
work independently to plan, undertake and evaluate a personal physical activity programme to meet up-to -date health recommendations; research and manage information effectively, using Mathematics and ICT where appropriate;
show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and 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 practical, oral, visual, written and ICT formats, showing clear awareness of audience and purpose.

## 6 Key Stage 4

In addition to the Minimum Content for Learning and Life and Work and Physical Education, schools will be required to provide pupils with access to each of the areas of learning at Key Stage 4 set out above.

## Explanatory note

(This note is not part of the Order)
The Order specifies the Minimum Content for each area of learning of the curriculum at each key stage. At Key Stage 4, Minimum Content is only specified for Learning for Life and Work and Physical Education. In addition the cross-curricular skills, other skills and provision for religious education apply at this as well as all other Key Stages.
The provisions of this Order come into operation on a phased basis from 1st August 2007, as set out in Schedule 1.

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Source: https://www.legislation.gov.uk/nisr/2007/46 (the official version)
Page: https://openlegislation.uk/education-curriculum-minimum-content-order-northern-ireland-2007
Contains public sector information licensed under the Open Government Licence v3.0. Source: legislation.gov.uk, The National Archives.