Curriculum

Expressive Arts

• Learners can explore and describe how artists and creative work communicate mood, feelings and ideas and the impact they have on an audience.
• Learners are beginning to talk about moods and emotions and use these to impact upon my creative work.
• Learners can combine knowledge, experience and understanding to plan and communicate my creative work for a range of different audiences, purposes and outcomes

Health and Well-being

• Learners can also be supported to become ethical, informed citizens of Wales and the world by developing their ability to show respect, to value equity, to listen to others and to evaluate the social influences affecting them.
• Learners have an awareness of perceptions and thoughts.
• Learners can see the benefits of communicating about feelings as one of a range of strategies which can help promote positive mental health and emotional well-being.
• Learners can interact pro-socially in different groups and situations.

Humanities

• Learners develop oracy through discussion, role play, questioning and presentations, and adapting oracy skills for audience and purpose while listening to and debating different viewpoints.
• Learners question and evaluate existing responses to challenges and opportunities can encourage learners to develop as self-aware, informed, ethical global citizens, who critically reflect on their own and others’ beliefs, values and attitudes.
• Learners develop oracy through discussion, role play, questioning and presentations, and adapting oracy skills for audience and purpose while listening to and debating different viewpoints.
• Learners can form, express and discuss own opinions on a range of issues after considering evidence and the views of others.

Languages, Literacy and Communication

• Different languages should be explored in relation to one another, so too the skills of listening, speaking, reading and writing.
• Learners use language effectively to convey their own ideas and viewpoints on various topics.
• Learners can listen to others and understand that they may have a different perspective from their own.
• Learners can recognise the appropriate language for different audiences and purposes, varying expression, vocabulary and tone to engage the audience. 
• Learners can reflect on the quality of my expression and use a range of strategies to ensure greater clarity in my spoken, written and visual communication.
• Leaners can interact with others, talking and writing about my thoughts, feelings and opinions showing empathy and respect.
• Learners can adapt and manipulate language and make appropriate choices about vocabulary, idiomatic language and syntax in order to express with fluency and clarity.

Mathematics and Numeracy

• Practitioners should develop engaging and accessible experiences where learners are given regular opportunities to describe, explain and justify their understanding of various mathematical concepts, using appropriate mathematical vocabulary. Literacy skills can also be developed in order to describe mathematical processes.
• Communicating about mathematical thinking and solving problems is a core aspect of mathematics.

Science and Technology

• Learners’ knowledge and use of scientific and technical vocabulary is essential in developing understanding of important ideas and concepts within this Area.
• Learners apply literacy skills such as instructional and observational languages in this Area, as well as accessing and producing texts and accurately using technical and scientific vocabulary. Design communication skills bring these two Areas together both in developing learners’ design thinking as well as communicating their ideas to others.