Trans disciplinary Skills

  • Trans disciplinary Skills

    The 3c’s identifies five Tran disciplinary skills:


    DRS Kids expects all students to demonstrate certain level of social skills to enable all students to have a good working environment.

    The facilitators and adults who work in the community model and encourage all students to demonstrate the following social skills.

    Accepting responsibility

    • Taking on and completing tasks in an appropriate manner; being willing to assume a share of the responsibility.
    • Respecting others
    • Listening sensitively to others; making decisions based on fairness and equality; recognizing that others’ beliefs, view points, religions and ideas may differ from one’s own; stating one’s opinion without hurting others.
    • Working cooperatively in a group; being courteous to others; sharing materials; taking turns.
    • Resolving conflict
    • Listening carefully to others; compromising; reacting reasonably to the situation; accepting responsibility appropriately; being fair.
    • Making group decision
    • Listening to others; discussing ideas; asking questions; working towards and obtaining consensus.
    • Adopting a variety of group roles
    • Understanding what behavior is appropriate in a given situation and acting accordingly; being a leader in some circumstances, a follower in others.

    Thinking skills are developed through the Inquiry. All students are monitored and assessed during the inquiry and supported individually to develop their thinking skills.

    • Acquisition of knowledge
    • Gaining specific facts, ideas, vocabulary; remembering in a similar form.
    • Comprehension
    • Grasping meaning from material learned; communicating and interpreting learning.
    • Application making use of previously acquired knowledge in practical or new ways.
    • Analysis
    • Taking knowledge or ideas apart; separating into component parts; seeing relationships; finding unique characteristics.
    • Synthesis
    • Combining parts to create wholes; creating, designing, developing and innovating.
    • Evaluation
    • Making judgments or decisions based on chosen criteria; standards and conditions.

    Thinking about two or more different points of view at the same time; understanding both points of view; being able to construct an argument for either point of view based on knowledge of the other; realizing that others can also take one’s own point of view.

    Metacognition- Analyzing one’s own and others’ thought processes; thinking about thinking and thinking about how one thinks and how one learns.

    • Students will be encouraged to develop the following communication skills.
    • Listening

    • Listening to directions; listening to others; listening to information.
    • Speaking

    • Speaking clearly; giving oral reports to small and large groups; expressing ideas clearly and logically; stating opinions.
    • Reading

    • Reading a variety of sources for information and pleasure; comprehending what has been read; making inferences and drawing conclusions.
    • Writing

    • Recording information and observations; taking notes and paraphrasing; writing summaries; writing reports; keeping a journal or record.
    • Non-verbal communication
    • Recognizing the meaning of visual and kinesthetic communication.

    Research skills are developed through the school’s Programme of Inquiry. All students are monitored and assessed during the Inquiry and supported individually to develop their research skills.

    Formulating Questions

    Identifying something one wants or needs to know and asking compelling and relevant questions which can be researched.


    Using all the senses to notice relevant details.


    Developing a course of action; writing an outline; devising ways of finding out necessary information.

    Collecting data

    Gathering information from a variety of sources, such as measuring, maps, polls, surveys, direct observation, resource books, films, people and exhibitions.

    Recording data

    Describing and recording observations, by drawing, note taking, making charts, tallying, and writing statements.

    Organizing data

    Sorting and categorizing information; arranging into understandable forms, such as narrative descriptions, tables, timelines, graphs and diagrams.

    Interpreting data

    Drawing conclusions from relationships and patterns which emerge from organized data.

    Presenting research findings.


    Self-management skills will be developed individually on an on-going basis.

    Gross Motor skills

    Exhibiting skills in which groups of large muscles are used and the factor of strength is kindergarten

    Fine motor skills

    Exhibiting skills in which precision in delicate muscle systems is required.

    Spatial awareness

    Displaying a sensitivity to the position of objects in relation to oneself or each other.

    Organization Planning and carrying out activities effectively.

    Time management

    Using time effectively and appropriately.

    Safety Engaging in personal behaviour which avoids placing oneself or others in danger or at risk.

    Healthy lifestyle

    Making informed choices to achieve a balance in nutrition, rest, relaxation and exercise; practicing appropriate hygiene and self-care.

    Codes of behavior

    Knowing and applying appropriate rules or operating procedures of groups of people.

    Informed choices

    Selecting an appropriate course of action or behaviour based on fact or opinion.

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