Lisnagarvey High School

Staff

Mrs H Dowse (Subject Leader), Mr A Porter, Mrs L Moore

Departmental Aim

Learning for Life and Work contains the contributory strands of: Education for Employability, Local and Global Citizenship and Personal Development.

Strand 1: Education for Employability
‘The aim of Education for Employability is to ensure that all young people develop the personal qualities, skills, knowledge, understanding and attitudes which will give them a strong foundation for lifelong learning and work in a rapidly changing economic environment.’

Strand 2: Local and Global Citizenship
‘The Northern Ireland curriculum seeks to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives: as individuals, as contributors to society and as contributors to the economy and the environment. Local and Global Citizenship, therefore is central to the aim and objectives of the curriculum’.

Strand 3: Personal Development
‘To promote the holistic development of the pupil by encouraging a set of interrelated concepts, skills, attitudes and values’.

An Overview of Key Stage 3 Curriculum

Work in the Local and Global Economy

Pupils will have the opportunity to:
 

• Investigate the local impact of the global market.
• 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 of career planning.
• Investigate how an employer might deal with issues affecting work
• Investigate how organisations contribute to the economy.
• Find out what makes an entrepreneur and develop an awareness of the challenges and benefits of building your own business.

Career Management
 

• Assess personal skills and achievements
• Explore the changing concept of a career.
• Engage in personal career planning.
• Practice presentational and self marketing skills.
• Investigate a variety of familiar and unfamiliar jobs.

Diversity and Inclusion:
Investigating diversity in a local and global citizenship context is about encouraging young people to see the breadth of diversity in their own
community ie gender, sexuality, ethnicity, religion etc.

Equality and Social:
Examining how inequalities can arise in
Justice: society and how some people can experience inequality or discrimination ie
Homelessness, poverty, immigration.

Democracy and Active Participation:
Investigating not only the characteristics
of democracy and institutions, but investigating the democratic process and how pupils may see how they can narrow the gap between the world as it is and their ideal world.

Human Rights and Responsibilities:
Consider how to handle conflicts through democratic processes.

An Overview of Key Stage 4 Curriculum

Pupils should be enabled to respond to the specific challenges and opportunities which diversity and inclusion present in Northern Ireland and the wider world ie sectarianism, racism, discrimination, homophobia, community relations, refugees. Students can investigate race hatred through local issues and compare this to similar scenarios in USA and South Africa.

Pupils should be enabled to identify and exercise their rights and social responsibilities in relation to local, national and global issues. At Key stage 4 the identification of human rights will necessitate a deeper investigation of the main international human rights documents eg universal declaration of human rights and the united nations conventions on the rights of the child. Pupils can suggest how human rights values/standards can promote a culture of rights and contribute to the promotion of the bigger local and global citizenship themes ie inclusion, equity, democracy and social justice eg marching rights, freedom of expression, right to privacy etc.

Pupils should be enabled to develop their understanding of the role of society and government in safeguarding individual and collective rights in order to promote equality and to ensure that everyone is treated fairly. Matters such as disability, age, sexuality and race can be explored in an equality context, using human rights standards as a guide for identifying individual and collective rights, as well as a point of reference for identifying and challenging things that are neither equitable nor just.

Pupils should be enabled to develop their understanding how to participate in a range of democratic processes.

Pupils should be enabled to develop awareness of key democratic institutions and their role in promoting inclusion, justice and democracy ie local government/councils, Northern Ireland Assembly, Parliament, European Union. The pupils may engage in research work in chosen institutions or specialist areas like the criminal justice system or age-related law.

Pupils should be enabled to develop awareness of the role of non-governmental organisations. At Key Stage 4 pupils will be encouraged to move towards a critical evaluation of the effectiveness of such groups, their role in democracy and their connection to human rights and social justice issues.

Pupils should be enabled to develop and understanding of how to maximise and sustain their own health and well being. Pupils know how to evaluate how they have progressed and developed in the five areas of health (social, physical, emotional, cognitive and spiritual). Pupils will have the opportunity to investigate determinants of health ie social status. Pupils will explore the consequences to the individual, community and economy of not addressing potential health issues ie mental health, etc.

Pupils should be enabled to reflect on and respond to, their developing concept of self, including managing emotions and reactions to on-going life experiences.

Pupils should be enabled to recognise, assess and manage risk in a range of real life contexts.

Pupils should be enabled to develop an understanding of relationships and sexuality and the responsibilities of healthy relationships.

Pupils should be enabled to develop and understanding of the roles and responsibilities of parenting.

Pupils should be enabled to develop further their competence as discerning consumers in preparation for independent living. Pupils will explore how to manage finances effectively ie the implications of debt, credit schemes etc.