Transcript Emley First School INSET DAY – 2/06/14

The New National Curriculum
……and all that stuff
How is the National Curriculum
organised?
 The reorganisation does not include any changes to the four
key stages in England. These are:
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Key Stage 1: Ages 5 to 7 (Years 1-2)
Key Stage 2: Ages 7 to 11 (Years 3-6)
Key Stage 3: Ages 11-14 (Years 7-9)
Key Stage 4: Ages 14-16 (Years 10-11)
Key Stage 5: Ages 16-19 (Years 12-13)
 The new curriculum retains the main subject areas - English,
Maths, Sciences, History, Geography, Art, Foreign Languages,
Design Technology, Music, Sport and PE, Drama etc
Statutory Subjects Taught
Old National Curriculum
New National Curriculum
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Maths
English including Drama
Sciences
I.C.T.
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(Information, communication technology)
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Maths
English including Drama
Sciences
Computing
Design Technology
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(food, textiles, materials, mechanics)
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Geography
History
Art
Music
Physical Education /Sport
Languages
 Design Technology
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(food, textiles, materials, mechanics)
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Geography
History
Art
Music
Physical Education /Sport
Modern Foreign Languages
Citizenship
So what's changing?
 There are changes to the content of all subjects in the national curriculum. A summary
can be found on the Department for Education website.
 In Maths, children will be expected to learn more at an earlier age - for example to
know their 12 times table by the age of nine
 History will take a more chronological approach than under the old curriculum for
example Stone age, Iron age, Romans. Saxons, Vikings, Normans etc
 In English, pupils will learn more Shakespeare and there will be more importance
placed on spelling
 The new computing curriculum will require pupils to learn how to write code as well as
use computers
 In science, there will be a shift towards hard facts and "scientific knowledge"
An over view of changes?
 The aim is to slim down the content of the curriculum in almost all
subjects, though not in primary school English, Maths and Science.
There is certainly a greater content in Maths.
 The government says the new curriculum does not tell teachers "how
to teach", but concentrates on "the essential knowledge and skills
every child should have" so that teachers "have the freedom to
shape the curriculum to their pupils' needs".
 The new curriculum covers primary school pupils, aged 5 to 11, and
secondary schools pupils up to the age of 14.
 A new curriculum for 15- and 16-year-olds will come into force from
September 2015.
The National Curriculum
in England at a glance
 The elements that require statutory force will come into effect for the majority of year
groups from September 2014.
 For pupils in year 2 and year 6 the new English, Mathematics and Science
programmes of study will be introduced from September 2015.
 Schools should remember that the school curriculum comprises all learning and other
experiences that each school plans for its pupils. The National Curriculum forms
just one part of the school curriculum.
 Schools are free to choose how they organise their school day as long as the
content of National Curriculum programmes of study is taught to their pupils.
 Schools need to plan their curriculum with their children, their own ethos and the
demographic and geographical location of the school in mind.
Assessment
 No longer levels such as 2b, 3c etc. It will be a gradual change over
the next two years…
 You will hear teachers talk about three key words when discussing
your child’s attainment :
Your child is either:
Emerging
Expected (met)
Exceeding
 Formative and summative assessments will still take place
 We will work towards outstanding progress irrespective of outcomes
(the distance that children have come)
ASSESSMENT
Progress
(milestones):
milestone 1 – end of
Year 2
milestone 2 – end of
Year 4
milestone 3 – end of
Year 6
Milestone 1
To write
with
purpose
Say first and
then write to
tell others
about ideas
A
C
E
Write for a
variety of
purposes
A
C
E
Plan by talking
about ideas and
writing notes
A
C
E
Children will have baseline
checks and then termly
assessments in line with
their age and ability.
Composition (writing)
Milestone 2
Write for a
wider range of
purposes using
the main
features
identified in
reading
A
Use techniques
used by authors
to create
character and
setting
A
Compose and
rehearse
sentences orally
A
C
Milestone 3
Identify the
audience for
writing
E
C
E
C
E
A
C
E
Choose the
most
appropriate
form of
writing
A
Use main
features of
texts as
identified in
reading
A
C
E
C
E
Our children
are our main curriculum drivers!
The principles that underpin and drive
our curriculum at Emley First School ?
For children to :
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be physically, mentally and emotionally healthy with good self-esteem,
happiness and confidence so that they are equipped to learn and make
outstanding progress.
•
be resilient and resourceful children who believe in themselves have a
sense of belonging and are able to take risks in order to reach for
possibilities, have healthy relationships and make good life choices.
•
have strong links and pride in our community and its history and future, with
tolerance and understanding of the diverse world in and beyond Emley
village.
•
be enriched by art, music, sport and nature
We know children learn best by:
 Feeling good about themselves
 Being healthy
 Feeling loved, safe and secure
 Being involved
 Doing and exploring
 Being outside
So, firmly rooted in our curriculum
at Emley is:
 Kaleidoscope:
this underpins the entire curriculum and
forms the basis or our school ethos, good self-esteem and self belief,
being able to have a go, not being afraid to make mistakes, bouncing
back, resilience
 Outdoor Learning:
one full day per week ‘whatever the
weather’ cross curricular, hands on, fun!
 Food Technology:
healthy eating, ‘cookery’
as a strand of Design Technology which includes textiles,
mechanics and materials
 Sport: team spirit, self–esteem skills, choices, health
 Arts: our culture and others, enrichment, knowledge and skills
Study weeks
 Arts week – Mon 13th -17th Oct 2014
 Well-being week – Mon 17th -21st Nov 2014
 Science and Maths week – Mon 19th – 21st Jan 2015
 Book week – Mon 2nd March – 6th March 2015
 Emley Study week- Mon 15th – 19th June 2015
 Sports week – Mon 29th June – 3rd July 2015
Planning for mixed age classes
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By choosing to send your child to a small village school with the capacity and budget for 5
classrooms and 6 age groups we inevitably will have mixed age groups
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Children still remain in the year group for their age irrespective of their age
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All teachers work together at special planning meetings with other teachers who teach children of
the same age
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All planning is overseen by myself as Head teacher
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Children work at their ability level alongside mixed ability groups for thematic, studies, science, art,
productions etc.
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Children are assessed individually and may be in different groups for different subjects as children
are better at some subjects than others
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Children of the same age group are given overall equal opportunities in outdoor learning, visits,
cultural exchange, swimming, clubs, access to curriculum milestones and assessment
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Homework is differentiated for each age group within the class
Maths
Milestone 1 (Year 1-2)
To add
and
subtract
Milestone 2 (Years 3-4)
Milestone 3 (Years 5-6)
Checking
• Recognise and use the
inverse relationship between
addition and subtraction and
use this to check calculations
and solve missing number
problems.
• Estimate and use inverse operations to
check answers to a calculation.
• Use rounding to check answers to
calculations and determine, in the context
of a problem, levels of accuracy.
Using number facts
• Represent and use number
bonds and related
subtraction facts within 20.
• Recall and use addition and
subtraction facts to 20
fluently, and derive and use
related facts up to 100.
• Solve problems, including missing number • Add and subtract negative integers.
problems, using number facts, place value
and more complex addition and
subtraction.
Complexity
• Solve one-step problems
• Solve two-step addition and subtraction
with addition
problems in contexts, deciding which
and subtraction:
operations and methods to use and why.
• Using concrete objects
and pictorial representations
including those
involving numbers, quantities
and measures.
• Using the addition (+),
subtraction (-) and equals (=)
signs.
• Applying their increasing
knowledge of mental and
written methods.
• Solve multi-step addition and subtraction
problems in contexts, deciding which
operations and methods to use and why.
Milestone 1 (Years 1-2)
Composition
Milestone 2 (Years 3-4)
Milestone 3 (Years 5-6)
To write with purpose
• Say first and then write to tell
others about ideas.
• Write for a variety of purposes.
• Plan by talking about ideas and
writing notes.
• Use some of the characteristic
features of the type of writing used.
• Write, review and improve.
• Write for a wide range of purposes
using the main
features identified in reading.
• Use techniques used by authors to
create characters and settings.
• Compose and rehearse sentences
orally.
• Plan, write, edit and improve.
• Identify the audience for
writing.
• Choose the appropriate form of
writing using the main features
identified in reading.
• Note, develop and research
ideas.
• Plan, draft, write, edit and
improve.
To use imaginative description
• Use adjectives to add detail.
• Use names of people, places and
things.
• Use well-chosen adjectives.
• Use nouns and pronouns for variety.
• Use adverbs for extra detail.
• Create characters, settings and
plots.
• Use alliteration effectively.
• Use similes effectively.
• Use a range of descriptive phrases
including some collective nouns.
• Use the techniques that authors
use to create characters, settings
and plots.
• Create vivid images by using
alliteration, similes, metaphors
and personification.
• Interweave descriptions of
characters, settings and
atmosphere with dialogue.
To organise writing appropriately
• Re-read writing to check it makes
sense.
• Use the correct tenses.
• Organise writing in line with its
purpose.
• Use organisational devices such as
headings and sub headings.
• Use the perfect form of verbs to
mark relationships of time and
cause.
• Use connectives that signal time,
shift attention, inject suspense and
shift the setting.
• Guide the reader by using a
range of organisational devices,
including a range of connectives.
• Choose effective grammar and
punctuation and propose changes
to improve clarity.
• Ensure correct use of tenses
throughout a piece of writing.
Activities to get involved with
this evening
The Kaleidoscope Room
 Wellbeing, confidence, self-esteem, self belief, getting involved, non threatening, in a
real hands on environment
The Woodland Classroom
 Outdoor learning, getting involved, exploration, fun in a real hands on environment,
cross curricular
The School Kitchen
 Learning about healthy eating, food preparation, getting involved, fun in a real hands
on environment
Summary
 Partnership with parents is crucial
 Become involved with school as much as possible
 Hear your child read or share a short story every
day!!
 Remember our school aims, values and mission
statement
 Thank you for coming this evening.