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- Change
- Perspective
- Responsibility

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S.E Hinton - Outsiders (a book about stereotypes)

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the physical, emotional and mental changes that occur during adolescence

reasons for changes during adolescence

ways to deal with added responsibility during adoloescence

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The onset of adolescence bring about physical, emotional and mental changes.

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Communication skills: Listening, Speaking, Reading, Writing, Viewing, Presenting, Non-verbal communication.

Thinking skills: Acquisition of Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation, Dialectical Thought, Metacognition.

Social skills: Accepting responsibility, Respecting others, Cooperating, Resolving conflict, Group-decision making, Adopting a variety of group roles.

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Strand: Games ( games)
Phase: 4
Conceptual Understandings: there are physical, social and emotional changes associated with puberty

Learning Outcomes: identify and discuss the changes that occur during puberty and their impact of well-being.

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One point perspective.

RESPONDING
Phase: 4
Conceptual Understandings: We reflect and act on the responses to our creative work.
Learning Outcomes: critique and make informed judgements about artworks.
CREATING
Phase: 4
Conceptual Understandings: We act on the responses to our artwork to inform and challenge our artistic development.
Learning Outcomes: weadjust and refine their creative process in  response to constructive criticism.

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Phase:
Conceptual Understandings:
Learning Outcomes:

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Puberty, maturity, image and reproduction

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Perspective, change and responsibility

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Independence
Respect
Empathy

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Balanced
Principled
Communicators

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ READING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ WRITING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ READING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ WRITING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 5

Conceptual Undertsandings:
Listeners identify key ideas in spoken language and synthesize them to create their own understanding.

Learning Outcomes:
- participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations.
- listen and respond appropriately to instructions, questions and explanations.
- argue persuasivley and justify a point of view.
- use oral language to formulate and communicate possibilities and theories.

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 5

Conceptual Undertsandings:
- The aim of commercial media is to influence and persuade viewers.
- Individuals respond differently to visual texts, according to their previous experiences, preferences and perspectives.

Learning Outcomes:
- view and critically analyse a range of visual texts, communicating understanding through oral, written and visual media.
- show how body language, for example, facial expression, gesture and movement, posture and orientatation, eye contact and touch, can be used to achieve effects and influence meaning.
- examine and analyse text and illustrations in reference material, including online text, explaining how visual and written information work together to reinforce each other and make meaning more explicit.

WRITTEN LANGUAGE_ READING
Phase: 5

Conceptual Undertsandings:
- Authors structure stories around a significant themes.

Learning Outcomes:
- work in cooperative groups to locate and select texts appropriate to purpose and audience.
- identify genre (including fantasy, biography, sceince fiction, mystery, historical novel) and explain elements and literary forms that are associated with different genres.
- appreciate structural and stylistic differences between fiction and non-fiction; show understanding of this distinction when structuring their own writing.
- distinguish between fact and opinion, and reach their own conclusions about what represents valid information.

WRITTEN LANGUAGE_ WRITING
Phase: 5

Conceptual Undertsandings:
- Stories that people want to read are built around themes to which they can make connections.
- Through the process of planning, drafting, editing and revising, our writing improves over time.

Learning Outcomes:
- write independently and with confidence, showing the development of their own voice and style.
- write using a range of text types in order to communicate effectively, for example, narrative, instructional, persuasive.
- use appropriate paragraphing to organise ideas.
- demonstrate an increasing understanding of how grammar works.

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Strand: Social organisation and culture, continuity and change through time.

Skills:
- Formulate and ask questions about the past, the future, palces and society.
- Assess the accuracy, validity and possible bias of sources.

Learning Outcomes:
- identify and describe ways that different influences can affect personal choices.
- reflect on his or her changes in responsibility through adolescence.
- explain the physical, emotional and mental changes that occur during adolescence.

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Strand: Living things
Skills:
- Use scientific vocabulary to explain their observations and experiences.
- Identify or generate a question or problem to be explored.

Learning Outcomes:
- Identify the elements of the human reproductive system.
- Analyse the physical, emotional and mental changes that occur during adolescence and the affect these might have on him or her.

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Strand: Shape and space
Phase: 4

Conceptual Understandings:
Consolidating what we know of geometric concepts allows us to make sense of and interact with our world.

Learning Outcomes:
- describe lines and angles using geometric vocabulary.

- analyse, describe, classify and visualise 2D (including circles, triangles and quadrilaterals) and 3D shapes, using geometric vocabulary.

- describe lines and angles using geometric vocabulary.

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Role play/ Drama piece