Emley First SchoolWednesday 17th September 2014

Parent Workshop

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:

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 Maths English including Drama Sciences I.C.T. (Information, communication technology)

Design Technology (food, textiles, materials, mechanics)

Geography History Art Music Physical Education /Sport Modern Foreign Languages Citizenship

MathsEnglish including Drama Sciences ComputingDesign Technology (food, textiles, materials, mechanics)

GeographyHistoryArt Music Physical Education /SportLanguages

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 2milestone 2 – end of Year 4milestone 3 – end of Year 6

Children will have baseline checks and then termly assessments in line with their age and ability.

Composition (writing)  Milestone 1 Milestone 2 Milestone 3

   To write with purpose

Say first and then write to tell others about ideas

A   Write for a wider range of purposes using the main features identified in reading

A   Identify the audience for writing

A  

C   C   C  

E   E   E  

Write for a variety of purposes

A   Use techniques used by authors to create character and setting

A   Choose the most appropriate form of writing

A  

C   C   C  

E   E   E   

Plan by talking about ideas and writing notes

A   Compose and rehearse sentences orally

A   Use main features of texts as identified in reading

A  

C   C   C  

E   E   E  

Our children are our main curriculum drivers!

The principles that underpin and drive our curriculum at Emley First School ?

For children to :• 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 themselvesBeing healthy Feeling loved, safe and secureBeing involvedDoing 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 weeksArts 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 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

Children still remain in the year group for their age irrespective of their age

All teachers work together at special planning meetings with other teachers who teach children of the same age

All planning is overseen by myself as Head teacher

Children work at their ability level alongside mixed ability groups for thematic, studies, science, art, productions etc.

Children are assessed individually and may be in different groups for different subjects as children are

better at some subjects than others

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

Homework is differentiated for each age group within the class

How we plan for split age classes to ensure progression

Maths

    Milestone 1 (Year 1-2) Milestone 2 (Years 3-4) Milestone 3 (Years 5-6)

To add and subtract

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 problems, using number facts, place value and more complex addition and subtraction.

• Add and subtract negative integers.

Complexity • Solve one-step problems with addition and subtraction:    • 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 two-step addition and subtraction problems in contexts, deciding which operations and methods to use and why.

• Solve multi-step addition and subtraction problems in contexts, deciding which operations and methods to use and why.

WritingMilestone 1 (Years 1-2) Milestone 2 (Years 3-4) Milestone 3 (Years 5-6)

Composition 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.