{
  "url": "https://openlegislation.uk/education-curriculum-minimum-content-order-northern-ireland-2007/schedule-2/part-5",
  "json_url": "https://openlegislation.uk/education-curriculum-minimum-content-order-northern-ireland-2007/schedule-2/part-5.json",
  "legislation": "nisr/2007/46",
  "legislation_title": "The Education (Curriculum Minimum Content) Order (Northern Ireland) 2007",
  "legislation_url": "https://openlegislation.uk/education-curriculum-minimum-content-order-northern-ireland-2007",
  "path": "schedule/2/part/5",
  "kind": "part",
  "number": "5",
  "heading": "Key Stage 3",
  "text": "LANGUAGE AND LITERACY: English with Media Education\nThe minimum content is set out below\nDeveloping pupils’\nKnowledge, Understanding and Skills\n(Objective 1)\nDeveloping pupils as Individuals\n(Objective 2)\nDeveloping pupils as Contributors to Society\n(Objective 3)\nDeveloping pupils as Contributors to the Economy and the Environment\nThrough 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:\nexpressing meaning, feelings and viewpoints;\ntalking, to include debate, role play, interviews, presentations and group discussions;\nlistening actively and reporting back;\nreading and viewing for key ideas, enjoyment, engagement and empathy;\nwriting and presenting in different media and for different audiences and purposes;\nparticipating in a range of drama activities;\ninterpreting visual stimuli including the moving image;\ndeveloping an understanding of different forms, genres and methods of communication and an understanding of how meaning is created;\ndeveloping their knowledge of how language works and their accuracy in using the conventions of language, including spelling, punctuation and grammar;\nanalysing critically their own and other texts;\nusing a range of techniques, forms and media to convey information creatively and appropriately.\nPupils should have opportunities to:\nEngage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.\nPersonal Understanding\nExplore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.\nDevelop the ability to use language (including body language) effectively in communicating with and relating to others.\nMutual Understanding\nExplore the use of language and imagery in conveying and evoking a variety of powerful feelings.\nSpiritual Awareness\nOpportunities must also be provided to explore issues related to:\nPersonal Health\nMedia Awareness\nPupils should have opportunities to:\nUse literature, drama, poetry or the moving image to explore others’ needs and rights.\nCitizenship\nExplore the power of a range of communication techniques to inform, entertain, influence and persuade.\nConsider how meanings are changed when texts are adapted to different media.\nMedia Awareness\nExplore how different cultures and beliefs are reflected in a range of communication methods.\nCultural Understanding\nOpportunities must also be provided to explore issues related to:\nEthical Awareness\nPupils should have opportunities to:\nInvestigate the importance of communication skills in life/work situations.\nEmployability\nPlan and create an effective communication campaign on an issue related to:\nEducation for Sustainable Development.\nOpportunities must also be provided to explore issues related to:\nEconomic Awareness\nLearning Outcomes\nThe learning outcomes require the demonstration of skills and application of knowledge and understanding of English with Media Education.\nPupils should be able to:\nresearch and manage information effectively, using Mathematics and ICT where appropriate;\nshow deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;\ndemonstrate creativity and initiative when developing ideas and following them through;\nwork effectively with others;\ndemonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance;\ncommunicate effectively in oral, visual and written formats (including ICT and the moving image) showing clear awareness of audience and purpose and attention to accuracy.\nLANGUAGE AND LITERACY: Irish with Media Education in Irish-speaking schools\nThe minimum content is set out below\nDeveloping pupils’\nKnowledge, Understanding and Skills\n(Objective 1)\nDeveloping pupils as Individuals\n(Objective 2)\nDeveloping pupils as Contributors to Society\n(Objective 3)\nDeveloping pupils as Contributors to the Economy and the Environment\nThrough 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:\nexpressing meaning, feelings and viewpoints;\ntalking - including debate, role play, interviews, presentations;\nactive listening and reporting back;\nreading and viewing for key ideas, enjoyment, engagement and empathy;\nwriting for different audiences and purposes;\nparticipation in a range of drama activities;\ninterpreting visual stimuli and the moving image;\ndeveloping an understanding of different forms, genres and methods of communication and understanding how meaning is created;\ndeveloping their knowledge of how language works and their accuracy in using the conventions of language, including spelling, punctuation and grammar;\nusing a range of techniques, forms and media to convey information creatively and appropriately.\nPupils should have opportunities to:\nEngage, through language, with their peers and with fictional and real-life characters and situations, to explore emotions and develop creative potential.\nPersonal Understanding\nExplore and respond to others’ emotions through literature, moving image or peer discussion.\nDevelop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.\nMutual Understanding\nExplore the use of language and imagery in conveying and evoking a variety of powerful feelings.\nSpiritual Awareness\nOpportunities must also be provided to explore issues related to:\nPersonal Health\nMoral Character\nPupils should have opportunities to:\nUse literature, drama, poetry or the moving image to explore others’ needs and rights.\nCitizenship\nExplore the power of a range of communication techniques to inform, entertain, influence and persuade.\nAnalyse and evaluate how a novel has been portrayed in film.\nMedia Awareness\nExplore how different cultures and beliefs and language communities, here and globally are reflected in a range of communication methods.\nCultural Understanding\nInvestigate and evaluate communication techniques used to explore a relevant ethical issue.\nEthical Awareness\nPupils should have opportunities to:\nInvestigate how communication skills are vital to life/work situations.\nInvestigate how the skills developed through the Irish language will enhance career options and increase mobility.\nEmployability\nPlan and create an effective communication campaign on an issue related to:\nEducation for Sustainable Development\nOpportunities must also be provided to explore issues related to:\nEconomic Awareness\nLearning Outcomes\nThe learning outcomes require the demonstration of skills and application of knowledge and understanding of Irish (in Irish-speaking schools) with Media Education.\nPupils should be able to:\nresearch and manage information effectively, using Mathematics and ICT where appropriate;\nshow deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;\ndemonstrate creativity and initiative when developing ideas and following them through;\nwork effectively with others;\ndemonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance;\ncommunicate effectively in oral, visual and written formats (including ICT and the moving image) showing clear awareness of audience, purpose and attention to accuracy.\nMATHEMATICS AND NUMERACY: Mathematics with Financial Capability\nThe minimum content is set out below\nDeveloping pupils’\nKnowledge, Understanding and Skills\n(Objective 1)\nDeveloping pupils as Individuals\n(Objective 2)\nDeveloping pupils as Contributors to Society\n(Objective 3)\nDeveloping pupils as Contributors to the Economy and the Environment\nPupils should have opportunities, through the contexts opposite, to develop:\nknowledge and understanding of\nNumber\nAlgebra\nShape, Space and Measures\nHandling Data;\nknowledge and understanding of personal finance issues; and skills to enable competent and responsible financial decision making;\nthe application of mathematical skills to real life and work situations;\nthe creative use of technology to enhance mathematical understanding;\nby demonstrating:\ncreative thinking in their approach to solving mathematical problems;\nincreasing competence in mental mathematics skills;\nincreasing competence in pencil and paper methods;\nincreasing confidence in the use of mathematical language and notation;\npractical skills using technology.\nYoung people should have opportunities to :\nInvestigate a personal and class lifestyle study of time.\nPersonal Understanding\nWork collaboratively in problem solving, taking account of others’ viewpoints to reach consensus.\nMutual Understanding\nDemonstrate an ability and willingness to develop logical arguments.\nMoral Character\nOpportunities must also be provided to explore issues related to:\nPersonal Health\nSpiritual Awareness\nYoung people should have opportunities to:\nAnalyse and interpret information patterns relating to local and global trends.\nCitizenship\nCritically examine the use and misuse of mathematics to justify/support particular attitudes/opinions in different media, and the interpretation of data.\nMedia Awareness\nOpportunities must also be provided to explore issues related to:\nCultural Understanding\nEthical Awareness\nYoung people should have opportunities to:\nExamine the role of mathematics as a “key” to entry for future education, training and employment.\nExplore how the skills developed through mathematics will be useful to a range of careers\nEmployability\nApply mathematical skills in everyday financial planning and decision making\nEconomic Awareness\nOpportunities must also be provided to explore issues related to:\nEducation for Sustainable Development\nLearning Outcomes\nThe Learning Outcomes require the demonstration of skills and application of knowledge and understanding of Mathematics.\nPupils should be able to:\ndemonstrate mental mathematical capability with simple problems;\ndecide on the appropriate method and equipment to solve problems–mental, written, calculator, mathematical instruments or a combination of these;\ndemonstrate financial capability in a range of relevant everyday contexts;\nresearch and manage information effectively to investigate and solve mathematical problems, using ICT where appropriate;\nshow deeper mathematical understanding by thinking critically and flexibly, solving problems and making informed decisions, using ICT where appropriate;\ndemonstrate creativity and initiative when developing ideas and following them through;\nwork effectively with others;\ndemonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance;\ncommunicate effectively in oral, visual, written, mathematical and ICT formats, showing clear awareness of audience and purpose.\nMODERN LANGUAGES\nThe minimum content is set out below\nDeveloping pupils’\nKnowledge, Understanding and Skills\n(Objective 1)\nDeveloping pupils as Individuals\n(Objective 2)\nDeveloping pupils as Contributors to Society\n(Objective 3)\nDeveloping pupils as Contributors to the Economy and the Environment\nPupils should have opportunities, through the contexts opposite, to become effective and creative communicators by:\nlistening and responding in oral and written form, in the target language, to a range of stimuli and for a variety of purposes;\ntalking about experience, feelings and opinions using the target language;\ndeveloping an awareness of language and how it works, and by improving accuracy;\ncomparing linguistic features in first and target language;\nreading and viewing a range of stimuli in the target language for key ideas, detail, enjoyment and engagement;\nwriting in the target language to exchange information and ideas, establish and maintain contact;\nusing 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;\nusing previously learnt language in unfamiliar contexts;\nengaging with others including, where possible, partner schools;\napplying the language-specific skills and transferable skills acquired through second language learning to real-life situations locally, nationally and internationally.\nPupils should have opportunities to:\nCommunicate an understanding of self.\nPersonal Understanding\nCommunicate an understanding of others.\nMutual Understanding\nExplore issues relating to lifestyle choices.\nPersonal Health\nDiscover how second language learning can inspire an awareness of cultural similarities and differences.\nSpiritual Awareness\nOpportunities must also be provided to explore issues related to:\nMoral Character\nPupils should have opportunities to:\nExplore social issues which relate to everyday lives.\nCitizenship\nPresent an understanding of their own culture and of the culture associated with the language.\nCultural Understanding\nDevelop an awareness of media and a knowledge of media resources in the target language country.\nMedia Awareness\nOpportunities must also be provided to explore issues related to:\nEthical Awareness\nPupils should have opportunities to:\nInvestigate how the language-specific skills and learning skills developed through languages will enhance career options and increase mobility.\nEmployability\nEnhance awareness of money matters in target language regions.\nEconomic Awareness\nConsider local and global environmental issues.\nEducation for Sustainable Development\nLearning Outcomes\nThe learning outcomes require the demonstration of skills and application of knowledge and understanding of the Target Language.\nPupils should be able to:\nresearch and manage information effectively to investigate target language issues, using Mathematics and ICT where appropriate;\nshow deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;\ndemonstrate creativity and initiative when developing ideas and following them through;\nwork effectively with others;\ndemonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance;\ncommunicate effectively in oral, visual, written and ICT formats, improving accuracy and showing clear awareness of audience and purpose.\nTHE ARTS: Art and Design\nThe minimum content is set out below\nDeveloping pupils’\nKnowledge, Understanding and Skills\n(Objective 1)\nDeveloping pupils as Individuals\n(Objective 2)\nDeveloping pupils as Contributors to Society\n(Objective 3)\nDeveloping pupils as Contributors to the Economy and the Environment\nPupils should have opportunities, through the contexts opposite, to develop their own personal and creative responses by:\nresearching, gathering and interpreting information from direct experiences, observations, memory, imagination and a range of traditional and digital sources;\ndeveloping an appreciation of the work of artists, designers and craft workers from their own and other cultures, past and present;\ndeveloping creative thinking skills and personal creative outcomes through investigating, realising, designing and making;\ndrawing and graphic media,\nprintmaking,\ntextiles,\nceramics,\n3-dimensional construction or prototyping,\nlens based and digital media;\nusing the visual elements with understanding when engaging in art and design;\nevaluating and appreciating their own and others’ work through discussion and reflection.\nPupils should have opportunities to:\nExpress themselves through Art and Design.\nPersonal Understanding\nWork with other pupils to produce a creative response to group expressions of identity.\nMutual Understanding\nInvestigate and respond to works of art that inspire and relate to their lives and experiences.\nSpiritual Awareness\nOpportunities must also be provided to explore issues related to:\nPersonal Health\nMoral Character\nPupils should have opportunities to:\nMake an informed and critical response to a social/environmental issue.\nCitizenship\nExplore the diversity of various cultures that are expressed through Art & Design.\nCultural Understanding\nInvestigate and respond to the use of visual language, logos and catchphrases in advertising.\nMedia Awareness\nOpportunities must also be provided to explore issues related to:\nEthical Awareness\nPupils should have opportunities to:\nDevelop awareness of employment opportunities within the creative industries in N. Ireland and beyond.\nEmployability\nOpportunities must also be provided to explore issues related to:\nEconomic Awareness\nEducation for Sustainable Development\nLearning Outcomes\nThe learning outcomes require the demonstration of skills and application of knowledge and understanding of Art and Design.\nPupils should be able to:\nresearch and manage information effectively to investigate and inform ideas in art, design, craft, digital media and moving image, using Mathematics and ICT where appropriate;\nshow deeper artistic understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;\ndemonstrate creativity and initiative when developing ideas and following them through;\nwork effectively with others;\ndemonstrate self management by working independently and systematically, persisting with tasks, evaluating and improving own performance;\ncommunicate effectively in oral, visual, written and digital media (ICT) formats, showing clear awareness of audience and purpose.\nART AND DESIGN: MUSIC\nThe minimum content is set out below\nDeveloping pupils’\nKnowledge, Understanding and Skills\n(Objective 1)\nDeveloping pupils as Individuals\n(Objective 2)\nDeveloping pupils as Contributors to Society\n(Objective 3)\nDeveloping pupils as Contributors to the Economy and the Environment\nPupils should develop their musical potential by having opportunities, through the contexts opposite, to:\nimprovise, compose and perform music in a range of styles;\nexplore and combine the elements of music (pitch, rhythm, dynamics, timbre, texture) to create structure and style when improvising and composing;\nperform individually and in groups, and discuss and decide on points of interpretation in the music;\nuse existing and emerging music technology resources when composing and performing;\nlisten to and appraise their own music and that of others;\nlisten to a wide range of music from different styles and genres and respond critically to what they hear;\nexplore how the skills they learn through music-making are relevant to their present and future lives;\ndevelop awareness of the range of employment opportunities in the music and music-related industries.\nPupils should have opportunities to:\nCompose music which expresses their own personal responses to themes and issues.\nReflect on the personal processes used in developing a composition.\nPersonal Understanding\nListen to compositions and performances by other members of the class and discuss content and effect in the music.\nMutual Understanding\nTake account of health and safety issues when composing and performing.\nPersonal Health\nDemonstrate 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.\nMoral Character\nOpportunities must also be provided to explore issues related to:\nSpiritual Awareness\nPupils should have opportunities to:\nExplore the power of music to evoke mood and atmosphere and to influence behaviour.\nCitizenship\nListen to and perform music from different periods styles, and cultural traditions and discuss how the elements of music are used within the different contexts.\nCultural Understanding\nOpportunities must also be provided to explore issues related to:\nMedia Awareness\nEthical Awareness\nPupils should have opportunities to:\nDevelop awareness of employment opportunities in the music industry and the skills required.\nDevelop the ability to be discriminating consumers of music through making and responding to music.\nEmployability\nOpportunities must also be provided to explore issues related to:\nEconomic Awareness\nEducation for Sustainable Development\nLearning Outcomes\nThe learning outcomes require the demonstration of skills and application of knowledge and understanding of Making Music and Responding to Music.\nPupils should be able to:\ndemonstrate 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;\ndemonstrate critical thinking and skilful decision-making when combining the elements of music to create compositions and performances;\ndemonstrate musical understanding and creativity when making and responding to music;\nuse a range of appropriate resources (including music technology) to explore and experiment with different approaches to composing and performing;\ndemonstrate self management by working independently and systematically, persisting with tasks, evaluating and improving own performance;\nwork effectively as members of a group when composing and performing.\nTHE ARTS: Drama\nThe minimum content is set out below\nDeveloping pupils’\nKnowledge, Understanding and Skills\n(Objective 1)\nDeveloping pupils as Individuals\n(Objective 2)\nDeveloping pupils as Contributors to Society\n(Objective 3)\nDeveloping pupils as Contributors to the Economy and the Environment\nPupils should have opportunities, through the contexts opposite, to use dramatic skills appropriate to audience, context, purpose and task. They should have opportunities to:\nengage with a range of stimuli to develop critical and creative thinking skills;\nadopt a role;\ntake part in improvisation;\ndevise scripts and use drama forms and strategies effectively to explore and present ideas;\nemploy sign, symbol, metaphor and image;\nengage in movement and/or dance;\nexperience live and recorded drama, and respond to a variety of texts;\nbegin to develop an appreciation of theatre styles, genres and vocabulary;\nexplore characterisation through use of masks, costume, props, puppets and electronic media;\nevaluate their own and others’ work.\nPupils should have opportunities to:\nExpress themselves emotionally and imaginatively through drama and improvisation.\nPersonal Understanding\nExplore and respond to the views and feelings of others.\nMutual Understanding\nExplore ways in which uplifting/spiritual experiences can be conveyed through gesture, expression, movement, dance etc.\nSpiritual Awareness\nOpportunities must also be provided to explore issues related to:\nPersonal Health\nMoral Character\nPupils should have opportunities to:\nExplore how drama is used to educate about and resolve issues of social concern.\nCitizenship\nExplore how drama reflects and gives insight into a range of cultures.\nCultural Understanding\nExplore the effects of media and ICT.\nMedia Awareness\nOpportunities must also be provided to explore issues related to:\nEthical Awareness\nPupils should have opportunities to:\nInvestigate how skills developed through drama such as empathy, confidence, communication skills are vital to life/work situations and a range of careers.\nEmployability\nOpportunities must also be provided to explore issues related to:\nEconomic Awareness\nEducation for Sustainable Development\nLearning Outcomes\nThe learning outcomes require the demonstration of skills and application of knowledge and understanding of Drama.\nPupils should be able to:\nresearch and manage information effectively to investigate issues, using Mathematics and ICT where appropriate;\nshow deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;\ndemonstrate creativity and initiative when developing ideas and following them through;\nwork effectively with others;\ndemonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance.\ncommunicate effectively in oral, visual, written and ICT formats, showing clear awareness of audience and purpose.\nENVIRONMENT AND SOCIETY: History\nThe Minimum Content is set out below\nDeveloping pupils’\nKnowledge, Understanding and Skills\n(Objective 1)\nDeveloping pupils as Individuals\n(Objective 2)\nDeveloping pupils as Contributors to Society\n(Objective 3)\nDeveloping pupils as Contributors to the Economy and the Environment\nPupils should have opportunities to:\ninvestigate the past and its impact on our world today through an understanding of:\ndifferent perspectives and interpretations;\ncause and effect;\ncontinuity and change;\nprogression and regression;\nand by developing:\nthe enquiry skills to undertake historical investigations;\ncritical thinking skills to evaluate a range of evidence and appreciate different interpretations;\ncreative thinking skills in their approach to solving problems and making decisions;\nchronological awareness and the ability to make connections between historical periods, events and turning points;\nan ability to challenge stereotypical, biased or distorted viewpoints with appropriately sensitive, informed and balanced responses;\nthrough a broad and balanced range of:\nhistorical periods;\nIrish, British, European and global contexts;\nsignificant political, social, economic, cultural and religious development.\nPupils should have opportunities to:\nExplore how history has affected their personal identity, culture and lifestyle.\nPersonal Understanding\nInvestigate how history has been selectively interpreted to create stereotypical perceptions and to justify views and actions.\nMutual Understanding\nInvestigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy.\nMoral Character\nOpportunities must also be provided to explore issues related to:\nPersonal Health\nSpiritual Awareness\nPupils should have opportunities to:\nInvestigate 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.\nCitizenship\nInvestigate the impact of significant events/ideas of the 20th century on the world.\nCultural Understanding\nCritically investigate and evaluate the power of the media in their representation of a significant historical event or individual.\nMedia Awareness\nInvestigate critical issues in history or historical figures who have behaved ethically or unethically.\nEthical Awareness\nPupils should have opportunities to:\nInvestigate how the skills developed through history will be useful in a range of careers.\nEmployability\nInvestigate the need to preserve history in the local and global environment.\nEducation for Sustainable Development\nOpportunities must also be provided to explore issues related to:\nEconomic Awareness\nLearning Outcomes\nThe learning outcomes require the demonstration of skills and application of knowledge and understanding of History and its impact on the present.\nPupils should be able to:\nresearch and manage information effectively to investigate historical issues, using Mathematics and ICT where appropriate;\nshow deeper historical understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;\ndemonstrate creativity and initiative when developing ideas and following them through;\nwork effectively with others;\ndemonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance;\ncommunicate effectively in oral, visual, written, mathematical and ICT formats, showing clear awareness of audience and purpose.\nENVIRONMENT AND SOCIETY: Geography\nThe minimum content is set out below\nDeveloping pupils’\nKnowledge, Understanding and Skills\n(Objective 1)\nDeveloping pupils as Individuals\n(Objective 2)\nDeveloping pupils as Contributors to Society\n(Objective 3)\nDeveloping pupils as Contributors to the Economy and the Environment\nPupils should have opportunities, through the contexts opposite, to:\ndevelop geographical skills to interpret spatial patterns including atlas and map-work skills;\ndevelop enquiry and fieldwork skills–questioning, planning, collecting, recording, presenting, analysing, interpreting information and drawing conclusions relating to a range of primary and secondary sources;\ndevelop critical and creative thinking skills to solve geographical problems and make informed decisions;\ndevelop a sense of place through the study of:\na range of local, national, European and global contexts;\ncontrasting physical and human environments;\nissues of topical significance;\nin order to develop an understanding of:\nphysical processes of landscape development;\nthe interrelationships between physical and human environments;\nthe dynamic nature of physical and human environments;\nthe ways in which places are interdependent;\nthe need for social, economic and environmental change to be sustainable.\nPupils should have opportunities to:\nDevelop a sense of place and belonging at a local level.\nDemonstrate an awareness of their own relationships to other places, peoples and environments, from local to global.\nPersonal Understanding\nOpportunities must also be provided to explore issues related to:\nMutual Understanding\nPersonal Health\nMoral Character\nSpiritual Awareness\nPupils should have opportunities to:\nInvestigate differences in lifestyle within and between countries.\nExplore how we can play a role in helping to promote a fairer world for all.\nCitizenship\nDevelop an understanding of how people in different places interact with their environment.\nCultural Understanding\nOpportunities must also be provided to explore issues related to:\nMedia Awareness\nEthical Awareness\nPupils should have opportunities to:\nInvestigate how the skills developed through geography will be useful to a range of careers.\nEmployability\nInvestigate how physical processes operate to create distinct and diverse environments.\nInvestigate the impact of conflict between social, economic and environmental needs, both locally and globally.\nExplore 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\nOpportunities must also be provided to explore issues related to:\nEconomic Awareness\nLearning Outcomes\nThe learning outcomes require the demonstration of skills and application of knowledge and understanding of Geography.\nPupils should be able to:\ndemonstrate skills in using maps, fieldwork equipment and methods of data collection in undertaking geographical enquiry;\nresearch and manage information effectively to investigate geographical issues, using Mathematics and ICT where appropriate;\nshow deeper geographical understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;\ndemonstrate creativity and initiative when developing ideas and following them through;\nwork effectively with others;\ndemonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance;\ncommunicate effectively in oral, visual, written, mathematical and ICT formats, showing clear awareness of audience and purpose.\nSCIENCE AND TECHNOLOGY: Science\nThe minimum content is set out below\nDeveloping pupils’\nKnowledge, Understanding and Skills\n(Objective 1)\nDeveloping pupils as Individuals\n(Objective 2)\nDeveloping pupils as Contributors to Society\n(Objective 3)\nDeveloping pupils as Contributors to the Economy and the Environment\nPupils should have opportunities, through the contexts opposite, to:\ndevelop skills in scientific methods of enquiry to further scientific knowledge and understanding:\nplanning for investigations,\nobtaining evidence,\npresenting and interpreting results;\ndevelop creative and critical thinking in their approach to solving scientific problems;\nresearch scientific information from a range of sources;\ndevelop a range of practical skills, including the safe use of science equipment;\nlearn about:\nOrganisms and Health\nInterdependence of plants and animals\nCells, genes and reproduction\nHealthy body and mind\nChemical and material behaviour\nAtoms and chemical changes\nStructures, properties, uses of materials\nElements, compounds and mixtures\nForces and energy\nForces and energy transfer\nUsing electricity\nSound and light\nEarth and Universe\nThe environment and human influences\nThe solar system and universe.\nPupils should have opportunities to:\nExplore emotional development.\nInvestigate ways of improving own learning by finding out how the brain functions.\nPersonal Understanding\nExplore physical, chemical and biological effects on personal health.\nPersonal Health\nOpportunities must also be provided to explore issues related to:\nMutual Understanding\nMoral Character\nSpiritual Awareness\nPupils should have opportunities to:\nInvestigate how the media help inform the public about science and science related issues.\nMedia Awareness\nExplore some ethical dilemmas arising from scientific developments.\nEthical Awareness\nOpportunities must also be provided to explore issues related to:\nCitizenship\nCultural Understanding\nPupils should have opportunities to:\nIdentify how skills developed through science will be useful to a wide range of careers.\nEmployability\nInvestigate a product of economic importance to determine the science behind it.\nEconomic Awareness\nInvestigate the effects of pollution and specific measures to improve and protect the environment.\nExplore the importance of biodiversity, how it impacts on our lives and how it is affected by human activity.\nInvestigate what can be done to conserve and promote biodiversity.\nEducation for Sustainable Development\nLearning Outcomes\nThe learning outcomes require the demonstration of skills and application of knowledge and understanding of Science.\nPupils should be able to:\ndemonstrate a range of practical skills in undertaking experiments, including the safe use of scientific equipment and appropriate mathematical calculations;\nuse investigative skills to explore scientific issues, solve problems and make informed decisions;\nresearch and manage information effectively, using Mathematics and ICT where appropriate;\nshow deeper scientific understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;\ndemonstrate creativity and initiative when developing ideas and following them through;\nwork effectively with others;\ndemonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance;\ncommunicate effectively in oral, visual, written, mathematical and ICT formats, showing clear awareness of audience and purpose.\nSCIENCE AND TECHNOLOGY: Technology and Design\nThe minimum content is set out below\nDeveloping pupils’\nKnowledge, Understanding and Skills\n(Objective 1)\nDeveloping pupils as Individuals\n(Objective 2)\nDeveloping pupils as Contributors to Society\n(Objective 3)\nDeveloping pupils as Contributors to the Economy and the Environment\nPupils should have opportunities through the contexts opposite, to develop creative thinking and problem solving skills through:\nDesign – identifying problems; investigating, generating, developing, modelling and evaluating design proposals; giving consideration to form, function and safety;\nCommunication – use of free-hand sketching and formal drawing techniques and ICT tools (including 3D modelling);\nManufacturing – 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;\nControl – incorporate control systems, such as mechanical, electronic or computer-based, in products and understand how these can be employed to achieve desired effects.\nPupils should have opportunities to:\nRespond to a personal design challenge in relation to their own lifestyle.\nPersonal Understanding\nAbide by health and safety rules when using tools, machines and equipment.\nPersonal Health\nOpportunities must also be provided to explore issues related to:\nMutual Understanding\nMoral Character\nSpiritual Awareness\nPupils should have opportunities to:\nExplore technical inventions and designs that have met a social need cost-effectively.\nDesign cost effective and appropriate solutions to meet the specific needs of diverse local and global groups.\nCitizenship\nExplore how developments in Technology and Design have changed the way we can access the media.\nMedia Awareness\nOpportunities must also be provided to explore issues related to:\nCultural Understanding\nEthical Awareness\nPupils should have opportunities to:\nInvestigate how the skills developed through Technology and Design will be useful to a wide range of careers.\nEmployability\nPursue design solutions using environmental friendly materials and energy sources.\nIdentify product needs and pursue sustainable harmonious design solutions in a local outdoor/indoor context.\nEducation for Sustainable Development\nOpportunities must also be provided to explore issues related to:\nEconomic Awareness\nLearning Outcomes\nThe learning outcomes require the demonstration of skills and application of knowledge and understanding of Technology and Design.\nPupils should be able to:\ndemonstrate practical skills in the safe use of a range of tools, machines and equipment;\nresearch and manage information effectively to investigate design issues, using Mathematics and ICT where appropriate;\nshow deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;\ndemonstrate creativity and initiative when developing ideas and following them through;\nwork effectively with others;\ndemonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance;\ncommunicate effectively in oral, visual (including graphic), written, mathematical and ICT formats showing clear awareness of audience and purpose.\nLEARNING FOR LIFE AND WORK: Employability\nThe minimum content is set out below\nWork in the Local and Global Economy\nExploring 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.\nCareer Management\nExploring 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.\nEnterprise and Entrepreneurship\nExploring 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.\nPupils should have opportunities to:\nDescribe 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.\nInvestigate the local impact of the global market.\nInvestigate how technology is affecting life and work.\nInvestigate how an employer might deal with issues affecting work.\nInvestigate how environmental considerations are affecting work and work practices.\nInvestigate how work organisations contribute to the community.\nPupils should have opportunities to:\nAssess personal skills and achievements to date; identify areas of interest and set targets for self-improvement.\nExplore the changing concept of career.\nEngage 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.\nPractise presentational and self-marketing skills.\nInvestigate a variety of both familiar and unfamiliar jobs.\nMake use of appropriate information, advice and guidance to inform career management.\nPupils should have opportunities to:\nIdentify and practise the skills and attributes which make one enterprising.\nUnderstand the importance of innovation and develop strategies to promote an entrepreneurial spirit, considering possible implications for career planning.\nFind out what makes an entrepreneur and develop an awareness of the challenges and benefits of building your own business.\nExplore the range of small businesses in the life of the community and consider possible implications for career planning.\nLearning Outcomes\nThe learning outcomes require the demonstration of skills and application of knowledge and understanding of Employability.\nPupils should be able to:\nresearch and manage information effectively to investigate employability issues, using Mathematics and ICT where appropriate;\nshow deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;\ndemonstrate enterprise , creativity and initiative when developing ideas and following them through;\nwork effectively with others;\ndemonstrate self management by working systematically, persisting with tasks, evaluating and improving own learning and performance;\ncommunicate effectively in oral, visual, written, mathematical and ICT formats, showing clear awareness of audience and purpose.\nLEARNING FOR LIFE AND WORK: Local and Global Citizenship\nThe minimum content is set out below\nDiversity and Inclusion\nExploring 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.\nHuman Rights and Social Responsibility\nExploring 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.\nEquality and Social Justice\nExploring 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.\nDemocracy and Active Participation\nExploring 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.\nPupils should have opportunities to:\nInvestigate factors that influence individual and group identity.\nInvestigate ways in which individuals and groups express their identity.\nInvestigate how and why conflict, including prejudice, stereotyping, sectarianism and racism may arise in the community.\nInvestigate ways of managing conflict and promoting community relations, reconciliation.\nPupils should have opportunities to:\nInvestigate why it is important to uphold human rights standards in modern democratic societies, including meeting basic needs, protecting individuals and groups of people.\nInvestigate key human rights principles\nInvestigate why different rights must be limited or balanced in our society.\nInvestigate local and global scenarios where human rights have been seriously infringed.\nPupils should have opportunities to:\nExplore how inequalities can arise in society including how and why some people may experience inequality or discrimination on the basis of their group identity.\nInvestigate how and why some people may experience inequality/social exclusion on the basis of their material circumstances in local and global contexts.\nExplore the work of inter-governmental, governmental and non governmental organisations (NGO) which aim to promote equality and social justice.\nPupils should have opportunities to:\nInvestigate the basic characteristics of democracy.\nInvestigate various ways to participate in school and society.\nInvestigate why rules and laws are needed, how they are enforced and how breaches of the law affect the community.\nInvestigate an issue from a range of viewpoints and suggest action that might be taken to improve or resolve the situation.\nLearning Outcomes\nThe Learning outcomes require the demonstration of skills and application of knowledge and understanding of Local and Global Citizenship.\nPupils should be able to:\nresearch and manage information effectively to investigate Citizenship issues, using Mathematics and ICT where appropriate;\nshow deeper understanding by thinking critically and flexibly, exploring problems and making informed decisions, using Mathematics and ICT where appropriate;\ndemonstrate creativity and initiative when developing ideas and following them through;\nwork effectively with others;\ndemonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance;\ncommunicate effectively in oral, visual, written, mathematical and ICT formats, showing clear awareness of audience and purpose.\nLEARNING FOR LIFE AND WORK: Personal Development\nThe minimum content is set out below\nSelf Awareness\nExploring Self Awareness provides opportunities to consider the importance of self-confidence and self-esteem to physical and emotional/mental health throughout life.\nPersonal Health\nExploring Personal Health provides opportunities to understand the importance of recognising and managing factors that may influence physical and emotional/mental health throughout life.\nRelationships\nExploring Relationships provides opportunities to understand the importance of forming and maintaining relationships to physical and emotional/mental health throughout life.\nPupils should have opportunities to:\nExplore and express a sense of self.\nExplore personal morals, values and beliefs.\nInvestigate the influences on a young person.\nExplore the different ways to develop self-esteem.\nDevelop skills and strategies to improve own learning.\nPupils should have opportunities to:\nReceive training in (i) cardiopulmonary resuscitation (CPR); and (ii) automatic external defibrillator (AED) awareness.\nExplore the concept of Health as the development of a whole person.\nInvestigate the influences on physical and emotional /mental personal health.\nDevelop understanding about, and strategies to manage, the effects of change on body, mind and behaviour.\nInvestigate the effects on the body of legal and illegal substances and the risks and consequences of their misuse.\nDevelop preventative strategies in relation to accidents in the home, school and on the road.\nDevelop strategies to promote personal safety.\nPupils should have opportunities to:\nExplore the qualities of relationships including friendship.\nExplore the qualities of a loving, respectful relationship.\nDevelop coping strategies to deal with challenging relationship scenarios.\nDevelop strategies to avoid and resolve conflict.\nExplore the implications of sexual maturation.\nExplore the emotional, social and moral implications of early sexual activity.\nReceive age-appropriate, comprehensive and scientifically accurate education on sexual and reproductive health and rights covering prevention of early pregnancy and access to abortion.\nLearning Outcomes\nThe learning outcomes require the demonstration of skills and application of knowledge and understanding of Personal Development.\nPupils should be able to:\ndevelop an awareness of emergency first aid procedures;\nresearch and manage information effectively to investigate Personal Development issues; using Mathematics and ICT where appropriate;\nshow deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;\ndemonstrate creativity and initiative when developing ideas and following them through;\nwork effectively with others;\ndemonstrate self management by working systemically, persisting with tasks, evaluating and improving own performance;\ncommunicate effectively in oral, visual, written and ICT formats, showing clear awareness of audience and purpose.\nLEARNING FOR LIFE AND WORK: Home Economics\nThe minimum content is set out below\nHealthy Eating\nExploring Healthy Eating provides opportunities to develop understanding required in the choice, planning, storage, preparation, cooking and serving of food.\nHome and Family Life\nExploring Home and Family Life provides opportunities to understand the importance of the family as a caring unit.\nIndependent Living\nExploring Independent Living provides opportunities to understand the importance of becoming discerning consumers and effective managers of resources.\nPupils should have opportunities to:\nDevelop practical skills in the safe, hygienic, healthy and creative use of foods to plan, prepare, cook and serve a range of meals.\nDevelop 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.\nInvestigate the impact of storage, preparation and cooking on food.\nExplore ways to achieve a healthy diet.\nPupils should have opportunities to:\nExplore the roles and responsibilities of individuals within a variety of home and family structures.\nDevelop awareness of parenting skills.\nInvestigate some of the changing needs of family members at different stages of the life cycle.\nExplore strategies to manage family scenarios.\nPupils should have opportunities to:\nDevelop a range of skills to promote independence through planning, managing and using resources.\nInvestigate a range of factors that influence consumer choices and decisions.\nInvestigate consumer rights, responsibilities and support available in a range of scenarios.\nLearning Outcomes\nThe learning outcomes require the demonstration of skills and application of knowledge and understanding of Home Economics.\nPupils should be able to:\ndemonstrate skills in the safe, hygienic, healthy and creative use of food;\nresearch and manage information effectively to investigate Home Economics issues, using Mathematics and ICT where appropriate;\nshow deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;\ndemonstrate creativity and initiative when developing ideas and following them through;\nwork effectively with others;\ndemonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance;\ncommunicate effectively in oral, visual, written, mathematical and ICT formats, showing clear awareness of audience and purpose.\nPHYSICAL EDUCATION: Physical Education\nThe minimum content is set out below\nDeveloping pupils’\nKnowledge, Understanding and Skills\n(Objective 1)\nDeveloping pupils as Individuals\n(Objective 2)\nDeveloping pupils as Contributors to Society\n(Objective 3)\nDeveloping pupils as Contributors to the Economy and the Environment\nPupils should have opportunities to:\nincrease 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;\npractise, refine and develop skills and specific techniques and use these with consistency;\nexperience, monitor and understand a range of short-term effects of exercise on the body systems including cardiovascular and musculo-skeletal systems;\nmonitor and evaluate their own activity levels over a period of time and plan how they can fulfil the activity recommendations for health;\ndevelop their knowledge of safe practices and procedures when taking part in sport and physical activity;\ndevelop the skills and capabilities required to analyse and improve their own and others’ work;\ndevelop the skills and capabilities required to work effectively with others in tasks which require co-operation, creativity, problem solving, planning and team work.\nPupils should have opportunities to:\nMake decisions about what they want to achieve and how to improve the quality of their work.\nPersonal Understanding\nDevelop positive relationships and respect for the differing capabilities of others through participation in a range of competitive and co-operative physical activities.\nMutual Understanding\nExperience and evaluate the health and fitness benefits of a range of different physical activities, including their physical, social and psychological well-being.\nPersonal Health\nDevelop positive sporting behaviour and a sense of fair play.\nPlan, perform and evaluate their commitment to a personal activity programme.\nMoral Character\nExplore the aesthetic quality of movement, dedication, perseverance and strength of human spirit.\nSpiritual Awareness\nPupils should have opportunities to:\nWork with others to solve problems in a range of practical situations.\nCitizenship\nOpportunities must also be provided to explore issues related to:\nCultural Understanding\nMedia Awareness\nEthical Awareness\nPupils should have opportunities to:\nDevelop through practical tasks, their personal skills in preparation for future education/training/employment.\nEmployability\nOpportunities must also be provided to explore issues related to:\nEconomic Awareness\nEducation for Sustainable Development\nLearning Outcomes\nThe learning outcomes require the demonstration of skills applying knowledge and understanding of Physical Education.\nPupils should be able to:\ntake responsibility for their own safety in relation to warming-up and cooling-down, injury prevention and clothing and equipment;\nwork 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;\nshow deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;\ndemonstrate creativity and initiative when developing ideas and following them through;\nwork effectively with others;\ndemonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance;\ncommunicate effectively in practical, oral, visual, written and ICT formats, showing clear awareness of audience and purpose.",
  "extent": "N.I.",
  "status": null,
  "version": "current",
  "annotations": [
    {
      "type": "F",
      "label": "F1",
      "text": "Words in Sch. 2 Pt. 5 Table inserted (10.3.2022) by The Education (Curriculum Minimum Content) (Amendment) Order (Northern Ireland) 2022 (S.R. 2022/45), arts. 1, 2(2)"
    },
    {
      "type": "F",
      "label": "F2",
      "text": "Words in Sch. 2 Pt. 5 Table inserted (1.7.2023) by The Relationships and Sexuality Education (Northern Ireland) (Amendment) Regulations 2023 (S.I. 2023/602), regs. 1(2), 3(2)(a)"
    },
    {
      "type": "I",
      "label": "I1",
      "text": "Sch. 2 Pt. 5 in operation at 1.8.2007 for specified purposes, see art. 1, Sch. 1"
    },
    {
      "type": "I",
      "label": "I2",
      "text": "Sch. 2 Pt. 5 in operation at 1.8.2008 for specified purposes, see art. 1, Sch. 1"
    },
    {
      "type": "I",
      "label": "I3",
      "text": "Sch. 2 Pt. 5 in operation at 1.8.2009 for specified purposes, see art. 1, Sch. 1"
    }
  ],
  "outstanding_effects": [],
  "provenance": {
    "source": "legislation.gov.uk",
    "source_url": "https://www.legislation.gov.uk/nisr/2007/46/schedule/2/part/5",
    "retrieved_at": "2026-10-29T01:42:58.772351+00:00"
  },
  "licence": "Open Government Licence v3.0",
  "licence_url": "https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/",
  "attribution": "Contains public sector information licensed under the Open Government Licence v3.0. Source: legislation.gov.uk, The National Archives."
}