Primary NQT CPD

Network Meeting 5

Literacy numeracy amp ICT across the curriculum

Aims

bull To explore relevant aspects of the Teachersrsquo

Standards

bull To support you in evaluating your progress

towards meeting the Teachersrsquo Standards in

your Induction Year

bull To provide opportunities for you to collaborate

with other professionals

Agenda

130pm Introduction

135pm Numeracy across the curriculum

Tim Foster (LA Adviser)

205pm Literacy across the curriculum

Jane Pritchard-Meaker (LA Adviser)

235pm School input

Rachel Millard (GlosEd Leader Dunalley)

255pm Break

310pm ICT across the curriculum

Sarah Taylor (Independent Consultant)

Induction Timeline - Term 5

bull Formal observation - follow-up discussion

providing written feedback against the Teachers

Standards

bull Observes other lessons within and outside of the

departmentage range

bull Meet to review progress and objectives and

update the Tracker

Induction Timeline - Term 6 bull NQT attends local CPD events

bull Formal observation - follow-up discussion providing

written feedback against the Teachers Standards

bull Seek other CPD opportunities

bull Meet for progress review - review objectives and

update Tracker

bull Assessment meeting with NQT amp induction tutor

andor headteacher to review the year and confirm

Teachers Standards met satisfactorily

bull Final assessment completed with headteachers

recommendation due reference made to Teachers

Standards NQT assessment forms returned by 25th

June 2019

Core Meetings

Highnam Event 1 - 10th October Event 4 - 6th March

Event 2 - 5th December Event 5 - 24th April

Event 3 - 30th January

Event 6 - 3rd July

Meadowside

Event 1 - 11th October Event 4 - 7th March

Event 2 - 6th December Event 5 - 25th April

Event 3 - 31st January Event 6 - 4th July

Meeting 6 Focus Health and well-being

Teachersrsquo Standards

13 Demonstrate good subject and curriculum knowledge

b) demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of scholarship

c) demonstrate an understanding of and take responsibility for promoting high standards of literacy articulacy and the correct use of standard English whatever the teacherrsquos specialist subject

Literacy Numeracy and ICT

National Curriculum 1 Introduction 11 This document sets out the framework for the national curriculum and includes contextual information about both the overall school curriculum and the statutory national curriculum including the statutory basis of the latter aims for the statutory national curriculum statements on inclusion and on the development of pupilsrsquo competence in numeracy and mathematics language and literacy across the school curriculum and programmes of study for all the national curriculum subjects other than for KS4 English mathematics and science which will follow

Aims

bull To explore relevant aspects of the Teachersrsquo

Standards

bull To support you in evaluating your progress

towards meeting the Teachersrsquo Standards in

your Induction Year

bull To provide opportunities for you to collaborate

with other professionals

Agenda

130pm Introduction

135pm Numeracy across the curriculum

Tim Foster (LA Adviser)

205pm Literacy across the curriculum

Jane Pritchard-Meaker (LA Adviser)

235pm School input

Rachel Millard (GlosEd Leader Dunalley)

255pm Break

310pm ICT across the curriculum

Sarah Taylor (Independent Consultant)

Induction Timeline - Term 5

bull Formal observation - follow-up discussion

providing written feedback against the Teachers

Standards

bull Observes other lessons within and outside of the

departmentage range

bull Meet to review progress and objectives and

update the Tracker

Induction Timeline - Term 6 bull NQT attends local CPD events

bull Formal observation - follow-up discussion providing

written feedback against the Teachers Standards

bull Seek other CPD opportunities

bull Meet for progress review - review objectives and

update Tracker

bull Assessment meeting with NQT amp induction tutor

andor headteacher to review the year and confirm

Teachers Standards met satisfactorily

bull Final assessment completed with headteachers

recommendation due reference made to Teachers

Standards NQT assessment forms returned by 25th

June 2019

Core Meetings

Highnam Event 1 - 10th October Event 4 - 6th March

Event 2 - 5th December Event 5 - 24th April

Event 3 - 30th January

Event 6 - 3rd July

Meadowside

Event 1 - 11th October Event 4 - 7th March

Event 2 - 6th December Event 5 - 25th April

Event 3 - 31st January Event 6 - 4th July

Meeting 6 Focus Health and well-being

Teachersrsquo Standards

13 Demonstrate good subject and curriculum knowledge

b) demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of scholarship

c) demonstrate an understanding of and take responsibility for promoting high standards of literacy articulacy and the correct use of standard English whatever the teacherrsquos specialist subject

Literacy Numeracy and ICT

National Curriculum 1 Introduction 11 This document sets out the framework for the national curriculum and includes contextual information about both the overall school curriculum and the statutory national curriculum including the statutory basis of the latter aims for the statutory national curriculum statements on inclusion and on the development of pupilsrsquo competence in numeracy and mathematics language and literacy across the school curriculum and programmes of study for all the national curriculum subjects other than for KS4 English mathematics and science which will follow

Agenda

130pm Introduction

135pm Numeracy across the curriculum

Tim Foster (LA Adviser)

205pm Literacy across the curriculum

Jane Pritchard-Meaker (LA Adviser)

235pm School input

Rachel Millard (GlosEd Leader Dunalley)

255pm Break

310pm ICT across the curriculum

Sarah Taylor (Independent Consultant)

Induction Timeline - Term 5

bull Formal observation - follow-up discussion

providing written feedback against the Teachers

Standards

bull Observes other lessons within and outside of the

departmentage range

bull Meet to review progress and objectives and

update the Tracker

Induction Timeline - Term 6 bull NQT attends local CPD events

bull Formal observation - follow-up discussion providing

written feedback against the Teachers Standards

bull Seek other CPD opportunities

bull Meet for progress review - review objectives and

update Tracker

bull Assessment meeting with NQT amp induction tutor

andor headteacher to review the year and confirm

Teachers Standards met satisfactorily

bull Final assessment completed with headteachers

recommendation due reference made to Teachers

Standards NQT assessment forms returned by 25th

June 2019

Core Meetings

Highnam Event 1 - 10th October Event 4 - 6th March

Event 2 - 5th December Event 5 - 24th April

Event 3 - 30th January

Event 6 - 3rd July

Meadowside

Event 1 - 11th October Event 4 - 7th March

Event 2 - 6th December Event 5 - 25th April

Event 3 - 31st January Event 6 - 4th July

Meeting 6 Focus Health and well-being

Teachersrsquo Standards

13 Demonstrate good subject and curriculum knowledge

b) demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of scholarship

c) demonstrate an understanding of and take responsibility for promoting high standards of literacy articulacy and the correct use of standard English whatever the teacherrsquos specialist subject

Literacy Numeracy and ICT

National Curriculum 1 Introduction 11 This document sets out the framework for the national curriculum and includes contextual information about both the overall school curriculum and the statutory national curriculum including the statutory basis of the latter aims for the statutory national curriculum statements on inclusion and on the development of pupilsrsquo competence in numeracy and mathematics language and literacy across the school curriculum and programmes of study for all the national curriculum subjects other than for KS4 English mathematics and science which will follow

Induction Timeline - Term 5

bull Formal observation - follow-up discussion

providing written feedback against the Teachers

Standards

bull Observes other lessons within and outside of the

departmentage range

bull Meet to review progress and objectives and

update the Tracker

Induction Timeline - Term 6 bull NQT attends local CPD events

bull Formal observation - follow-up discussion providing

written feedback against the Teachers Standards

bull Seek other CPD opportunities

bull Meet for progress review - review objectives and

update Tracker

bull Assessment meeting with NQT amp induction tutor

andor headteacher to review the year and confirm

Teachers Standards met satisfactorily

bull Final assessment completed with headteachers

recommendation due reference made to Teachers

Standards NQT assessment forms returned by 25th

June 2019

Core Meetings

Highnam Event 1 - 10th October Event 4 - 6th March

Event 2 - 5th December Event 5 - 24th April

Event 3 - 30th January

Event 6 - 3rd July

Meadowside

Event 1 - 11th October Event 4 - 7th March

Event 2 - 6th December Event 5 - 25th April

Event 3 - 31st January Event 6 - 4th July

Meeting 6 Focus Health and well-being

Teachersrsquo Standards

13 Demonstrate good subject and curriculum knowledge

b) demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of scholarship

c) demonstrate an understanding of and take responsibility for promoting high standards of literacy articulacy and the correct use of standard English whatever the teacherrsquos specialist subject

Literacy Numeracy and ICT

National Curriculum 1 Introduction 11 This document sets out the framework for the national curriculum and includes contextual information about both the overall school curriculum and the statutory national curriculum including the statutory basis of the latter aims for the statutory national curriculum statements on inclusion and on the development of pupilsrsquo competence in numeracy and mathematics language and literacy across the school curriculum and programmes of study for all the national curriculum subjects other than for KS4 English mathematics and science which will follow

Induction Timeline - Term 6 bull NQT attends local CPD events

bull Formal observation - follow-up discussion providing

written feedback against the Teachers Standards

bull Seek other CPD opportunities

bull Meet for progress review - review objectives and

update Tracker

bull Assessment meeting with NQT amp induction tutor

andor headteacher to review the year and confirm

Teachers Standards met satisfactorily

bull Final assessment completed with headteachers

recommendation due reference made to Teachers

Standards NQT assessment forms returned by 25th

June 2019

Core Meetings

Highnam Event 1 - 10th October Event 4 - 6th March

Event 2 - 5th December Event 5 - 24th April

Event 3 - 30th January

Event 6 - 3rd July

Meadowside

Event 1 - 11th October Event 4 - 7th March

Event 2 - 6th December Event 5 - 25th April

Event 3 - 31st January Event 6 - 4th July

Meeting 6 Focus Health and well-being

Teachersrsquo Standards

13 Demonstrate good subject and curriculum knowledge

b) demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of scholarship

c) demonstrate an understanding of and take responsibility for promoting high standards of literacy articulacy and the correct use of standard English whatever the teacherrsquos specialist subject

Literacy Numeracy and ICT

National Curriculum 1 Introduction 11 This document sets out the framework for the national curriculum and includes contextual information about both the overall school curriculum and the statutory national curriculum including the statutory basis of the latter aims for the statutory national curriculum statements on inclusion and on the development of pupilsrsquo competence in numeracy and mathematics language and literacy across the school curriculum and programmes of study for all the national curriculum subjects other than for KS4 English mathematics and science which will follow

Core Meetings

Highnam Event 1 - 10th October Event 4 - 6th March

Event 2 - 5th December Event 5 - 24th April

Event 3 - 30th January

Event 6 - 3rd July

Meadowside

Event 1 - 11th October Event 4 - 7th March

Event 2 - 6th December Event 5 - 25th April

Event 3 - 31st January Event 6 - 4th July

Meeting 6 Focus Health and well-being

Teachersrsquo Standards

13 Demonstrate good subject and curriculum knowledge

b) demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of scholarship

c) demonstrate an understanding of and take responsibility for promoting high standards of literacy articulacy and the correct use of standard English whatever the teacherrsquos specialist subject

Literacy Numeracy and ICT

National Curriculum 1 Introduction 11 This document sets out the framework for the national curriculum and includes contextual information about both the overall school curriculum and the statutory national curriculum including the statutory basis of the latter aims for the statutory national curriculum statements on inclusion and on the development of pupilsrsquo competence in numeracy and mathematics language and literacy across the school curriculum and programmes of study for all the national curriculum subjects other than for KS4 English mathematics and science which will follow

Teachersrsquo Standards

13 Demonstrate good subject and curriculum knowledge

b) demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of scholarship

c) demonstrate an understanding of and take responsibility for promoting high standards of literacy articulacy and the correct use of standard English whatever the teacherrsquos specialist subject

Literacy Numeracy and ICT

National Curriculum 1 Introduction 11 This document sets out the framework for the national curriculum and includes contextual information about both the overall school curriculum and the statutory national curriculum including the statutory basis of the latter aims for the statutory national curriculum statements on inclusion and on the development of pupilsrsquo competence in numeracy and mathematics language and literacy across the school curriculum and programmes of study for all the national curriculum subjects other than for KS4 English mathematics and science which will follow

Literacy Numeracy and ICT

National Curriculum 1 Introduction 11 This document sets out the framework for the national curriculum and includes contextual information about both the overall school curriculum and the statutory national curriculum including the statutory basis of the latter aims for the statutory national curriculum statements on inclusion and on the development of pupilsrsquo competence in numeracy and mathematics language and literacy across the school curriculum and programmes of study for all the national curriculum subjects other than for KS4 English mathematics and science which will follow

National Curriculum 1 Introduction 11 This document sets out the framework for the national curriculum and includes contextual information about both the overall school curriculum and the statutory national curriculum including the statutory basis of the latter aims for the statutory national curriculum statements on inclusion and on the development of pupilsrsquo competence in numeracy and mathematics language and literacy across the school curriculum and programmes of study for all the national curriculum subjects other than for KS4 English mathematics and science which will follow

Main themes

Inclusion

Numeracy and Mathematics

Language and Literacy

Higher expectations

National Curriculum (2014) English aims read easily fluently and with good understanding develop the habit of reading widely and often for both pleasure

and information acquire a wide vocabulary an understanding of grammar and

knowledge of linguistic conventions for reading writing and spoken language

appreciate our rich and varied literary heritage write clearly accurately and coherently adapting their language

and style in and for a range of contexts purposes and audiences use discussion in order to learn they should be able to elaborate

and explain clearly their understanding and ideas and are competent in the arts of speaking and listening making formal

presentations demonstrating to others and participating in debate

Mathematics aims become fluent in the fundamentals of mathematics including

through varied and frequent practice with increasingly complex problems over time so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately

reason mathematically by following a line of enquiry conjecturing relationships and generalisations and developing an argument justification or proof using mathematical language

can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication including breaking down problems into a series of simpler steps and persevering in seeking solutions

National Curriculum (2014)

51 lsquoTeachers should use every relevant subject to develop pupilsrsquo mathematical fluency Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculumrsquo 52 lsquoTeachers should develop pupilsrsquo numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics Pupils should be taught to apply arithmetic fluently to problems understand and use measures make estimates and sense check their work Pupils should apply their geometric and algebraic understanding and relate their understanding of probability to the notions of risk and uncertainty They should also understand the cycle of collecting presenting and analysing data They should be taught to apply their mathematics to both routine and non-routine problems including breaking down more complex problems into a series of simpler stepsrsquo

National Curriculum Numeracy and mathematics

The National Curriculum Language and literacy

61 lsquoEnglish is both a subject in its own right and the medium for teaching for pupils understanding the language provides access to the whole curriculum Fluency in the English language is an essential foundation for success in all subjectsrsquo

62 Spoken language

lsquoPupils should be taught to speak clearly and convey ideas confidently using Standard English They should learn to justify ideas with reasons ask questions to check understanding develop vocabulary and build knowledge negotiate evaluate and build on the ideas of others and select the appropriate register for effective communicationrsquo

The National Curriculum Language and literacy 63 Reading and writing

lsquoTeachers should develop pupilsrsquo reading and writing in all subjects to support their acquisition of knowledge Pupils should be taught to read fluently understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasurersquo lsquoPupils should develop the stamina and skills to write at length with accurate spelling and punctuation They should be taught the correct use of grammar They should build on what they have been taught to expand the range of their writing and the variety of the grammar they usersquo

64 Vocabulary

lsquoPupilsrsquo acquisition and command of vocabulary are key to their learning and progress across the whole curriculum Teachers should therefore develop vocabulary actively building systematically on pupilsrsquo current knowledgersquo

Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people

English and mathematics enhance learning and teaching of the foundation subject

Literacy and numeracy skills should not devalue

knowledge skills and understanding of the foundation subject

Organisation in planning is essential

Effective Use of Literacy and Numeracy

Sharing effectiveinnovative practice

Music History

Art

Science PE

National Curriculum (2014) English aims read easily fluently and with good understanding develop the habit of reading widely and often for both pleasure

and information acquire a wide vocabulary an understanding of grammar and

knowledge of linguistic conventions for reading writing and spoken language

appreciate our rich and varied literary heritage write clearly accurately and coherently adapting their language

and style in and for a range of contexts purposes and audiences use discussion in order to learn they should be able to elaborate

and explain clearly their understanding and ideas and are competent in the arts of speaking and listening making formal

presentations demonstrating to others and participating in debate

Mathematics aims become fluent in the fundamentals of mathematics including

through varied and frequent practice with increasingly complex problems over time so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately

reason mathematically by following a line of enquiry conjecturing relationships and generalisations and developing an argument justification or proof using mathematical language

can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication including breaking down problems into a series of simpler steps and persevering in seeking solutions

National Curriculum (2014)

51 lsquoTeachers should use every relevant subject to develop pupilsrsquo mathematical fluency Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculumrsquo 52 lsquoTeachers should develop pupilsrsquo numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics Pupils should be taught to apply arithmetic fluently to problems understand and use measures make estimates and sense check their work Pupils should apply their geometric and algebraic understanding and relate their understanding of probability to the notions of risk and uncertainty They should also understand the cycle of collecting presenting and analysing data They should be taught to apply their mathematics to both routine and non-routine problems including breaking down more complex problems into a series of simpler stepsrsquo

National Curriculum Numeracy and mathematics

The National Curriculum Language and literacy

61 lsquoEnglish is both a subject in its own right and the medium for teaching for pupils understanding the language provides access to the whole curriculum Fluency in the English language is an essential foundation for success in all subjectsrsquo

62 Spoken language

lsquoPupils should be taught to speak clearly and convey ideas confidently using Standard English They should learn to justify ideas with reasons ask questions to check understanding develop vocabulary and build knowledge negotiate evaluate and build on the ideas of others and select the appropriate register for effective communicationrsquo

The National Curriculum Language and literacy 63 Reading and writing

lsquoTeachers should develop pupilsrsquo reading and writing in all subjects to support their acquisition of knowledge Pupils should be taught to read fluently understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasurersquo lsquoPupils should develop the stamina and skills to write at length with accurate spelling and punctuation They should be taught the correct use of grammar They should build on what they have been taught to expand the range of their writing and the variety of the grammar they usersquo

64 Vocabulary

lsquoPupilsrsquo acquisition and command of vocabulary are key to their learning and progress across the whole curriculum Teachers should therefore develop vocabulary actively building systematically on pupilsrsquo current knowledgersquo

Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people

English and mathematics enhance learning and teaching of the foundation subject

Literacy and numeracy skills should not devalue

knowledge skills and understanding of the foundation subject

Organisation in planning is essential

Effective Use of Literacy and Numeracy

Sharing effectiveinnovative practice

Music History

Art

Science PE

Mathematics aims become fluent in the fundamentals of mathematics including

through varied and frequent practice with increasingly complex problems over time so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately

reason mathematically by following a line of enquiry conjecturing relationships and generalisations and developing an argument justification or proof using mathematical language

can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication including breaking down problems into a series of simpler steps and persevering in seeking solutions

National Curriculum (2014)

51 lsquoTeachers should use every relevant subject to develop pupilsrsquo mathematical fluency Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculumrsquo 52 lsquoTeachers should develop pupilsrsquo numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics Pupils should be taught to apply arithmetic fluently to problems understand and use measures make estimates and sense check their work Pupils should apply their geometric and algebraic understanding and relate their understanding of probability to the notions of risk and uncertainty They should also understand the cycle of collecting presenting and analysing data They should be taught to apply their mathematics to both routine and non-routine problems including breaking down more complex problems into a series of simpler stepsrsquo

National Curriculum Numeracy and mathematics

The National Curriculum Language and literacy

61 lsquoEnglish is both a subject in its own right and the medium for teaching for pupils understanding the language provides access to the whole curriculum Fluency in the English language is an essential foundation for success in all subjectsrsquo

62 Spoken language

lsquoPupils should be taught to speak clearly and convey ideas confidently using Standard English They should learn to justify ideas with reasons ask questions to check understanding develop vocabulary and build knowledge negotiate evaluate and build on the ideas of others and select the appropriate register for effective communicationrsquo

The National Curriculum Language and literacy 63 Reading and writing

lsquoTeachers should develop pupilsrsquo reading and writing in all subjects to support their acquisition of knowledge Pupils should be taught to read fluently understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasurersquo lsquoPupils should develop the stamina and skills to write at length with accurate spelling and punctuation They should be taught the correct use of grammar They should build on what they have been taught to expand the range of their writing and the variety of the grammar they usersquo

64 Vocabulary

lsquoPupilsrsquo acquisition and command of vocabulary are key to their learning and progress across the whole curriculum Teachers should therefore develop vocabulary actively building systematically on pupilsrsquo current knowledgersquo

Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people

English and mathematics enhance learning and teaching of the foundation subject

Literacy and numeracy skills should not devalue

knowledge skills and understanding of the foundation subject

Organisation in planning is essential

Effective Use of Literacy and Numeracy

Sharing effectiveinnovative practice

Music History

Art

Science PE

51 lsquoTeachers should use every relevant subject to develop pupilsrsquo mathematical fluency Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculumrsquo 52 lsquoTeachers should develop pupilsrsquo numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics Pupils should be taught to apply arithmetic fluently to problems understand and use measures make estimates and sense check their work Pupils should apply their geometric and algebraic understanding and relate their understanding of probability to the notions of risk and uncertainty They should also understand the cycle of collecting presenting and analysing data They should be taught to apply their mathematics to both routine and non-routine problems including breaking down more complex problems into a series of simpler stepsrsquo

National Curriculum Numeracy and mathematics

The National Curriculum Language and literacy

61 lsquoEnglish is both a subject in its own right and the medium for teaching for pupils understanding the language provides access to the whole curriculum Fluency in the English language is an essential foundation for success in all subjectsrsquo

62 Spoken language

lsquoPupils should be taught to speak clearly and convey ideas confidently using Standard English They should learn to justify ideas with reasons ask questions to check understanding develop vocabulary and build knowledge negotiate evaluate and build on the ideas of others and select the appropriate register for effective communicationrsquo

The National Curriculum Language and literacy 63 Reading and writing

lsquoTeachers should develop pupilsrsquo reading and writing in all subjects to support their acquisition of knowledge Pupils should be taught to read fluently understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasurersquo lsquoPupils should develop the stamina and skills to write at length with accurate spelling and punctuation They should be taught the correct use of grammar They should build on what they have been taught to expand the range of their writing and the variety of the grammar they usersquo

64 Vocabulary

lsquoPupilsrsquo acquisition and command of vocabulary are key to their learning and progress across the whole curriculum Teachers should therefore develop vocabulary actively building systematically on pupilsrsquo current knowledgersquo

Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people

English and mathematics enhance learning and teaching of the foundation subject

Literacy and numeracy skills should not devalue

knowledge skills and understanding of the foundation subject

Organisation in planning is essential

Effective Use of Literacy and Numeracy

Sharing effectiveinnovative practice

Music History

Art

Science PE

The National Curriculum Language and literacy

61 lsquoEnglish is both a subject in its own right and the medium for teaching for pupils understanding the language provides access to the whole curriculum Fluency in the English language is an essential foundation for success in all subjectsrsquo

62 Spoken language

lsquoPupils should be taught to speak clearly and convey ideas confidently using Standard English They should learn to justify ideas with reasons ask questions to check understanding develop vocabulary and build knowledge negotiate evaluate and build on the ideas of others and select the appropriate register for effective communicationrsquo

The National Curriculum Language and literacy 63 Reading and writing

lsquoTeachers should develop pupilsrsquo reading and writing in all subjects to support their acquisition of knowledge Pupils should be taught to read fluently understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasurersquo lsquoPupils should develop the stamina and skills to write at length with accurate spelling and punctuation They should be taught the correct use of grammar They should build on what they have been taught to expand the range of their writing and the variety of the grammar they usersquo

64 Vocabulary

lsquoPupilsrsquo acquisition and command of vocabulary are key to their learning and progress across the whole curriculum Teachers should therefore develop vocabulary actively building systematically on pupilsrsquo current knowledgersquo

Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people

English and mathematics enhance learning and teaching of the foundation subject

Literacy and numeracy skills should not devalue

knowledge skills and understanding of the foundation subject

Organisation in planning is essential

Effective Use of Literacy and Numeracy

Sharing effectiveinnovative practice

Music History

Art

Science PE

The National Curriculum Language and literacy 63 Reading and writing

lsquoTeachers should develop pupilsrsquo reading and writing in all subjects to support their acquisition of knowledge Pupils should be taught to read fluently understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasurersquo lsquoPupils should develop the stamina and skills to write at length with accurate spelling and punctuation They should be taught the correct use of grammar They should build on what they have been taught to expand the range of their writing and the variety of the grammar they usersquo

64 Vocabulary

lsquoPupilsrsquo acquisition and command of vocabulary are key to their learning and progress across the whole curriculum Teachers should therefore develop vocabulary actively building systematically on pupilsrsquo current knowledgersquo

Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people

English and mathematics enhance learning and teaching of the foundation subject

Literacy and numeracy skills should not devalue

knowledge skills and understanding of the foundation subject

Organisation in planning is essential

Effective Use of Literacy and Numeracy

Sharing effectiveinnovative practice

Music History

Art

Science PE

Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people

English and mathematics enhance learning and teaching of the foundation subject

Literacy and numeracy skills should not devalue

knowledge skills and understanding of the foundation subject

Organisation in planning is essential

Effective Use of Literacy and Numeracy

Sharing effectiveinnovative practice

Music History

Art

Science PE

English and mathematics enhance learning and teaching of the foundation subject

Literacy and numeracy skills should not devalue

knowledge skills and understanding of the foundation subject

Organisation in planning is essential

Effective Use of Literacy and Numeracy

Sharing effectiveinnovative practice

Music History

Art

Science PE

Sharing effectiveinnovative practice

Music History

Art

Science PE

Mathematics is EVERYWHERE

The only number whose amount of letters is also its value

What do you notice

ONE + TWELVE = TWO + ELEVEN The only number in the English language that

is spelt in alphabetical order

Numeracy and English

Effective Cross-curricular Numeracy

Exploring and using the Mayan number system

Analysing pie charts and line graphs about casualties during WW1

Place value millions and billons (distance between planets)

Using different types of average to explore results of a friction experiment in science

Writing a non-chronological report about key events in space travel (including a labelled time line)

Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico

Venn Diagrams

RE (comparing religions)

History (comparing eras)

English (comparing texts)

Geography (comparing locations)

Spellings

Primary Magazine

Cross-curricular link

Age phase

Theme

Issue 64

SCIENCE

WORKING

SCIENTIFICALLY

Y3 Rocks Issue 65 Y1 Everyday materials

Issue 67 Y5 Living things and their habitats

Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity

Issue 76 Y2 Living things and their habitats

Issue 77 Y6 Evolution and Inheritance

Wherersquos the Maths in That Mathematics across the curriculum

Effective Cross-curricular Numeracy

Exploring and using the Mayan number system

Analysing pie charts and line graphs about casualties during WW1

Place value millions and billons (distance between planets)

Using different types of average to explore results of a friction experiment in science

Writing a non-chronological report about key events in space travel (including a labelled time line)

Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico

Venn Diagrams

RE (comparing religions)

History (comparing eras)

English (comparing texts)

Geography (comparing locations)

Spellings

Primary Magazine

Cross-curricular link

Age phase

Theme

Issue 64

SCIENCE

WORKING

SCIENTIFICALLY

Y3 Rocks Issue 65 Y1 Everyday materials

Issue 67 Y5 Living things and their habitats

Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity

Issue 76 Y2 Living things and their habitats

Issue 77 Y6 Evolution and Inheritance

Wherersquos the Maths in That Mathematics across the curriculum

Venn Diagrams

RE (comparing religions)

History (comparing eras)

English (comparing texts)

Geography (comparing locations)

Spellings

Primary Magazine

Cross-curricular link

Age phase

Theme

Issue 64

SCIENCE

WORKING

SCIENTIFICALLY

Y3 Rocks Issue 65 Y1 Everyday materials

Issue 67 Y5 Living things and their habitats

Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity

Issue 76 Y2 Living things and their habitats

Issue 77 Y6 Evolution and Inheritance

Wherersquos the Maths in That Mathematics across the curriculum

Primary Magazine

Cross-curricular link

Age phase

Theme

Issue 64

SCIENCE

WORKING

SCIENTIFICALLY

Y3 Rocks Issue 65 Y1 Everyday materials

Issue 67 Y5 Living things and their habitats

Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity

Issue 76 Y2 Living things and their habitats

Issue 77 Y6 Evolution and Inheritance

Wherersquos the Maths in That Mathematics across the curriculum

9 mins 3 secs 4 mins 20 secs

39045 m or 128100 ft (242 miles)

36529 m or 119846 ft (227 miles)

13428 kmh (373 ms) or 8339mph

34029 ms 13000 m

8848 m

2516 m _ _ _ _ m

httpwwwbbccouknewsscience-environment-19943590

World Book Day

Early Childhood Maths EChildhoodMaths

Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books

Using maths storybooks to engage children (NCETM)

MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction

Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination

We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach

MathsThroughStoriesorg

Maths through Stories picture books and logic games

Stories which develop Numeracy Number sense counting bonds within 10 (and 20)

Understanding multiplication and division introduction to remainders

Number sense

Time

Capacity shape pattern time counting and number

Length mass capacity

Hey diddle diddle the Medianrsquos the middle

You add and divide for the Mean

The Mode is the one that appears the most

And the Range is the difference between

Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION

Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share

Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers

NCETM Mastery in Action (lesson videos)

Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION

Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share

Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers

NCETM Mastery in Action (lesson videos)

Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck

The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking

Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures

Early Years Mathematics Support (NCETM)

The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking

Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures

Early Years Mathematics Support (NCETM)

wwwnationalnumeracyorguk

From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost

FACT 0 1 2 3 4 5 10

The number of species of bats that are blind (out of 1200 species)

On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath

The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)

The average number of poos a sloth does in one week

The number of hours sleep human children need per night

The number of websites there were in 1991 (today there are about 850m)

The percentage of the worldrsquos population that is left-handed

In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die

The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)

The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)

Henry VIrsquos age when he became King of England

The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo

If A = 1p B = 2p C = 3p then how much is your name worth

How many different ways can you cut a piece of toast in to quarters

The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo

If A = 1p B = 2p C = 3p then how much is your name worth

How many different ways can you cut a piece of toast in to quarters

EnglishLiteracy Across the Curriculum

Spoken language

Reading

Writing

Fluency ndash creating engaged and active readers

A range of quality texts with a range of purposes

and audiences ndash formal is important

Building vocabulary ndash access to subjects

Fluency

Range of purposes audiences and contexts

across the curriculum ndash formal

Writing appropriate to the subject eg science

Technical language all subjects

Drawing on reading to inform writing

Standard English

Speaking in full sentences

Building vocabulary

Formal and informal opportunities

EEF Documents EYFS Preparing for

Literacy KS1 and KS2 Improving Literacy

Sign up for email alerts to keep up to date

Explore the links the EYFS and primary documents for research evidence and

resources wwweducationendowmentfoundationorguk

EEF Documents EYFS Preparing for

Literacy KS1 and KS2 Improving Literacy

Sign up for email alerts to keep up to date

Explore the links the EYFS and primary documents for research evidence and

resources wwweducationendowmentfoundationorguk

Building and Developing Pupilsrsquo Knowledge

Sequence knowledge which has been carefully chosen

Build pupils knowledge so they can apply skills ndash they will

know how tohellip

Includes knowledge of

bull Vocabulary

bull Events People and places

bull Concepts

bull Procedures and processes

Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)

2 Review existing

evidence

1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in

Exploring vocabulary hellip

bull Children learn on average 7-8 new words a day

bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)

bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it

ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )

3

low frequency

specific

subjects lava

sonata herbivore

amphibian

The Three Tiers of Vocabulary

1

Basic every day words encountered in everyday

conversations dog go happy play

2

High frequencymultiple

meaningmulti-topicsubject words

used to access more complex

topics and discussions description

hypothesis resolve reluctant itemise

formula

Tier 1 words

Tier 2 words

Tier 3 words

Beck and McKeown (1985) 3 tier model

SOME POINTS TO REMEMBER

bull Adults use the word many times

bull Prompt children to use the word

bull Link vocabulary to activity

bull Reviewing words helps words lsquostickrsquo

bull Revisit at the end of the lesson day week

The national curriculum for English aims to ensure that all pupils

Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)

Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)

Range of Contexts Purposes Audiences

Revise for meaning (coherence) and suitability for audience cohesion - includes

grammar punctuation correct tense etc developing and sustaining the purpose

All are linked to composition

Edit accuracy of

spelling punctuation

grammar

Explicitly

model the

whole writing

process

Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)

2 Review existing

evidence

1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in

Exploring vocabulary hellip

bull Children learn on average 7-8 new words a day

bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)

bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it

ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )

3

low frequency

specific

subjects lava

sonata herbivore

amphibian

The Three Tiers of Vocabulary

1

Basic every day words encountered in everyday

conversations dog go happy play

2

High frequencymultiple

meaningmulti-topicsubject words

used to access more complex

topics and discussions description

hypothesis resolve reluctant itemise

formula

Tier 1 words

Tier 2 words

Tier 3 words

Beck and McKeown (1985) 3 tier model

SOME POINTS TO REMEMBER

bull Adults use the word many times

bull Prompt children to use the word

bull Link vocabulary to activity

bull Reviewing words helps words lsquostickrsquo

bull Revisit at the end of the lesson day week

The national curriculum for English aims to ensure that all pupils

Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)

Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)

Range of Contexts Purposes Audiences

Revise for meaning (coherence) and suitability for audience cohesion - includes

grammar punctuation correct tense etc developing and sustaining the purpose

All are linked to composition

Edit accuracy of

spelling punctuation

grammar

Explicitly

model the

whole writing

process

Exploring vocabulary hellip

bull Children learn on average 7-8 new words a day

bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)

bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it

ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )

3

low frequency

specific

subjects lava

sonata herbivore

amphibian

The Three Tiers of Vocabulary

1

Basic every day words encountered in everyday

conversations dog go happy play

2

High frequencymultiple

meaningmulti-topicsubject words

used to access more complex

topics and discussions description

hypothesis resolve reluctant itemise

formula

Tier 1 words

Tier 2 words

Tier 3 words

Beck and McKeown (1985) 3 tier model

SOME POINTS TO REMEMBER

bull Adults use the word many times

bull Prompt children to use the word

bull Link vocabulary to activity

bull Reviewing words helps words lsquostickrsquo

bull Revisit at the end of the lesson day week

The national curriculum for English aims to ensure that all pupils

Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)

Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)

Range of Contexts Purposes Audiences

Revise for meaning (coherence) and suitability for audience cohesion - includes

grammar punctuation correct tense etc developing and sustaining the purpose

All are linked to composition

Edit accuracy of

spelling punctuation

grammar

Explicitly

model the

whole writing

process

3

low frequency

specific

subjects lava

sonata herbivore

amphibian

The Three Tiers of Vocabulary

1

Basic every day words encountered in everyday

conversations dog go happy play

2

High frequencymultiple

meaningmulti-topicsubject words

used to access more complex

topics and discussions description

hypothesis resolve reluctant itemise

formula

Tier 1 words

Tier 2 words

Tier 3 words

Beck and McKeown (1985) 3 tier model

SOME POINTS TO REMEMBER

bull Adults use the word many times

bull Prompt children to use the word

bull Link vocabulary to activity

bull Reviewing words helps words lsquostickrsquo

bull Revisit at the end of the lesson day week

The national curriculum for English aims to ensure that all pupils

Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)

Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)

Range of Contexts Purposes Audiences

Revise for meaning (coherence) and suitability for audience cohesion - includes

grammar punctuation correct tense etc developing and sustaining the purpose

All are linked to composition

Edit accuracy of

spelling punctuation

grammar

Explicitly

model the

whole writing

process

SOME POINTS TO REMEMBER

bull Adults use the word many times

bull Prompt children to use the word

bull Link vocabulary to activity

bull Reviewing words helps words lsquostickrsquo

bull Revisit at the end of the lesson day week

The national curriculum for English aims to ensure that all pupils

Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)

Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)

Range of Contexts Purposes Audiences

Revise for meaning (coherence) and suitability for audience cohesion - includes

grammar punctuation correct tense etc developing and sustaining the purpose

All are linked to composition

Edit accuracy of

spelling punctuation

grammar

Explicitly

model the

whole writing

process

The national curriculum for English aims to ensure that all pupils

Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)

Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)

Range of Contexts Purposes Audiences

Revise for meaning (coherence) and suitability for audience cohesion - includes

grammar punctuation correct tense etc developing and sustaining the purpose

All are linked to composition

Edit accuracy of

spelling punctuation

grammar

Explicitly

model the

whole writing

process

Purpose Audience and Context range of

extended writing across the curriculum

All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills

What activitiestopics provide realauthentic writing in subjects

What purposes audiences and forms provide opportunities for pupils to

bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science

bull use appropriate technical language bull produce extended responses

CLPE Website Foundation KS1 and KS2

Reading Collections

bull Learning to read

bull Literature

bull Information

EYFS Key Stage 1 Key Stage 2

CLPE Website Foundation KS1 and KS2

Reading Collections

bull Learning to read

bull Literature

bull Information

EYFS Key Stage 1 Key Stage 2

CLPE Free Resources including

lsquoEnvironment Book Listrsquo Klaus Flugge

Short List

httpswwwauthors4oceansorg

authors4oceans

Weekly Magazine for 8-14 Year Olds

httptheweekjuniorcouksee-inside

First News Online and Hard Copy

Subscription wwwfirstnewscouk

Key Stage 2 Picture Books

History WW1 and WW2

Roberto Innocenti and

Ian McEwan Hilary Robinson and

Martin Impery

Shackletonrsquos Journey by William Grill

Key Stage 2ages 7-11

Teaching ideas

CLPE and schools

Refugees

Key Stage 1 Key Stage 1Key Stage 2

Key Stage 2

Website Unicef United Kingdom

a range of resources wwwuniceforguk

Free Resources including lsquoForced to Fleersquo ndash suitable

for KS2 Includes

bull Lesson plans

bull Information figures and statisitics

bull Links to other websites

Oxfam Education

wwwoxfamorguk

The Global Goals wwwglobalgoalsorg

Literacy Trust Fake News

wwwliteracytrustorguk

A range of freesubscription resources all ages

httpwwwwastebustercouk

Recycling

Marine Conservation Society Pollution

httpswwwmcsukorg

Marine Conservation Society Pollution

httpswwwmcsukorg

lsquoauthors4oceansrsquo- Conservation

httpswwwauthors4oceansorg

Kids Against Plastic

wwwkidsagainstplasticcouk

Recycling Activities and Resources

for ages 5-11 and secondary

Link to recycle-morecouk website

Recommendations

1 Everyone speaks in full sentences using Standard English ndash all

ages and stages Build vocabulary over time

Make explicit the differences between spoken and written language

2 Real purposes relevant to subject disciplines and creative

responses

bull Describe and explain analyse review evaluate

bull Speech drama role play discussions debate a serious issue

bull Letter of thanks to a visitor write to local MP eg about traffic

congestion

bull Recount recording what has been learned and experienced

following a visit ndash to be read and responded to by parents

bull SampL Re and Wr response to local issues ndash eg traffic problems

around the school ndash letter to parents report to governors and

bull A range of lsquoformalityrsquo in writing and writing relevant to subjects

3 Quality texts that provide models tackle issueshave

themeslearning opportunities build knowledge and vocabulary

4 High expectations for cohesion and coherence in writing which

includes technical accuracy in punctuation grammar and spelling

Literacy Numeracy and Computing across

the Curriculum

Rachel Millard

GlosEd Leader

rachelmillarddunalleygloucsschuk

Computing Across the Curriculum

Classroom Management

TechyTiles

Website of categorized

links for pupils to use to

access sites you want

them to from one

website

We have it on our

desktops and the pupils

are really familiar with

using it to find the

resources we are using

If you find websites that

you would like to add ndash

email me and I can add

them to the webpages

QR Codes ndash what are they

Quick Response codes

Can be scanned by mobile devices (you will need a QR

Code reader on your phone tablet) to give instant access

to webpages or text embedded into the QR code itself

Free to create

Link physical (eg worksheet) to the digital (online content)

Enable easy access to specific online resources for pupils

QR Codes ndash useful things to know

Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to

If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)

With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)

If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class

QR Codes ndash creating a QR code

httpswwwqrstuffcomindexhtml

1 Find the website you

want to share and

copy the web

address

2 Paste the web

address into the

Website URL box in

your QR Code

generator click on

enter and the QR

Code will be

downloaded (may ask

you if you want to

purchase something

but just click on no)

Literacy Numeracy and Computing across

the Curriculum

Rachel Millard

GlosEd Leader

rachelmillarddunalleygloucsschuk

Computing Across the Curriculum

Classroom Management

TechyTiles

Website of categorized

links for pupils to use to

access sites you want

them to from one

website

We have it on our

desktops and the pupils

are really familiar with

using it to find the

resources we are using

If you find websites that

you would like to add ndash

email me and I can add

them to the webpages

QR Codes ndash what are they

Quick Response codes

Can be scanned by mobile devices (you will need a QR

Code reader on your phone tablet) to give instant access

to webpages or text embedded into the QR code itself

Free to create

Link physical (eg worksheet) to the digital (online content)

Enable easy access to specific online resources for pupils

QR Codes ndash useful things to know

Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to

If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)

With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)

If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class

QR Codes ndash creating a QR code

httpswwwqrstuffcomindexhtml

1 Find the website you

want to share and

copy the web

address

2 Paste the web

address into the

Website URL box in

your QR Code

generator click on

enter and the QR

Code will be

downloaded (may ask

you if you want to

purchase something

but just click on no)

Computing Across the Curriculum

Classroom Management

TechyTiles

Website of categorized

links for pupils to use to

access sites you want

them to from one

website

We have it on our

desktops and the pupils

are really familiar with

using it to find the

resources we are using

If you find websites that

you would like to add ndash

email me and I can add

them to the webpages

QR Codes ndash what are they

Quick Response codes

Can be scanned by mobile devices (you will need a QR

Code reader on your phone tablet) to give instant access

to webpages or text embedded into the QR code itself

Free to create

Link physical (eg worksheet) to the digital (online content)

Enable easy access to specific online resources for pupils

QR Codes ndash useful things to know

Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to

If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)

With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)

If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class

QR Codes ndash creating a QR code

httpswwwqrstuffcomindexhtml

1 Find the website you

want to share and

copy the web

address

2 Paste the web

address into the

Website URL box in

your QR Code

generator click on

enter and the QR

Code will be

downloaded (may ask

you if you want to

purchase something

but just click on no)

Classroom Management

TechyTiles

Website of categorized

links for pupils to use to

access sites you want

them to from one

website

We have it on our

desktops and the pupils

are really familiar with

using it to find the

resources we are using

If you find websites that

you would like to add ndash

email me and I can add

them to the webpages

QR Codes ndash what are they

Quick Response codes

Can be scanned by mobile devices (you will need a QR

Code reader on your phone tablet) to give instant access

to webpages or text embedded into the QR code itself

Free to create

Link physical (eg worksheet) to the digital (online content)

Enable easy access to specific online resources for pupils

QR Codes ndash useful things to know

Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to

If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)

With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)

If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class

QR Codes ndash creating a QR code

httpswwwqrstuffcomindexhtml

1 Find the website you

want to share and

copy the web

address

2 Paste the web

address into the

Website URL box in

your QR Code

generator click on

enter and the QR

Code will be

downloaded (may ask

you if you want to

purchase something

but just click on no)

QR Codes ndash what are they

Quick Response codes

Can be scanned by mobile devices (you will need a QR

Code reader on your phone tablet) to give instant access

to webpages or text embedded into the QR code itself

Free to create

Link physical (eg worksheet) to the digital (online content)

Enable easy access to specific online resources for pupils

QR Codes ndash useful things to know

Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to

If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)

With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)

If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class

QR Codes ndash creating a QR code

httpswwwqrstuffcomindexhtml

1 Find the website you

want to share and

copy the web

address

2 Paste the web

address into the

Website URL box in

your QR Code

generator click on

enter and the QR

Code will be

downloaded (may ask

you if you want to

purchase something

but just click on no)

QR Codes ndash useful things to know

Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to

If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)

With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)

If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class

QR Codes ndash creating a QR code

httpswwwqrstuffcomindexhtml

1 Find the website you

want to share and

copy the web

address

2 Paste the web

address into the

Website URL box in

your QR Code

generator click on

enter and the QR

Code will be

downloaded (may ask

you if you want to

purchase something

but just click on no)

QR Codes ndash creating a QR code

httpswwwqrstuffcomindexhtml

1 Find the website you

want to share and

copy the web

address

2 Paste the web

address into the

Website URL box in

your QR Code

generator click on

enter and the QR

Code will be

downloaded (may ask

you if you want to

purchase something

but just click on no)

QR Codes ndash how might you use them

QR Codes

Which famous painting do

you think this is part of

Who was the artist who

painted it

What do you notice about

the painting

Go to Google Art Project

Google Art Project

Which famous painting do

you think this is part of

Who was the artist who

painted it

What do you notice about

the painting

Go to Google Art Project

Google Art Project

Cbeebies

Create a QR Code display for your

book area with childrenrsquos audio stories

httpswwwbb

ccoukcbeebi

escurationsra

dio-cbeebies-

radio-story-

time

Cbeebies

Non fiction too

Note that once yoursquove clicked on a radio

program it lists other programs which are part of

the same collection to the right

Cbeebies

View related collections Easily find several radio programs on a similar theme or

topic

Google Maps

Google Maps

Google Maps

Hover over the

map icon

Click here to

open split view

Google Maps

You can move

the peg man

and street view

above will

update

Google Maps

Google Maps

Right mouse

click select

measure

distance

Click along your

route

Reach your

destination

Google Maps

Google Maps

Right mouse

click select

measure

distance

Click along your

route

Reach your

destination

Close the box to

get information

about distance

and area

Online lesson videos

Music

KS1 experiment with create select

and combine sounds

Cbeebies

View related collections Easily find several radio programs on a similar theme or

topic

Google Maps

Google Maps

Google Maps

Hover over the

map icon

Click here to

open split view

Google Maps

You can move

the peg man

and street view

above will

update

Google Maps

Google Maps

Right mouse

click select

measure

distance

Click along your

route

Reach your

destination

Google Maps

Google Maps

Right mouse

click select

measure

distance

Click along your

route

Reach your

destination

Close the box to

get information

about distance

and area

Online lesson videos

Music

KS1 experiment with create select

and combine sounds

Google Maps

Google Maps

Google Maps

Hover over the

map icon

Click here to

open split view

Google Maps

You can move

the peg man

and street view

above will

update

Google Maps

Google Maps

Right mouse

click select

measure

distance

Click along your

route

Reach your

destination

Google Maps

Google Maps

Right mouse

click select

measure

distance

Click along your

route

Reach your

destination

Close the box to

get information

about distance

and area

Online lesson videos

Music

KS1 experiment with create select

and combine sounds

Google Maps

Google Maps

Hover over the

map icon

Click here to

open split view

Google Maps

You can move

the peg man

and street view

above will

update

Google Maps

Google Maps

Right mouse

click select

measure

distance

Click along your

route

Reach your

destination

Google Maps

Google Maps

Right mouse

click select

measure

distance

Click along your

route

Reach your

destination

Close the box to

get information

about distance

and area

Online lesson videos

Music

KS1 experiment with create select

and combine sounds

Google Maps

Hover over the

map icon

Click here to

open split view

Google Maps

You can move

the peg man

and street view

above will

update

Google Maps

Google Maps

Right mouse

click select

measure

distance

Click along your

route

Reach your

destination

Google Maps

Google Maps

Right mouse

click select

measure

distance

Click along your

route

Reach your

destination

Close the box to

get information

about distance

and area

Online lesson videos

Music

KS1 experiment with create select

and combine sounds

Google Maps

You can move

the peg man

and street view

above will

update

Google Maps

Google Maps

Right mouse

click select

measure

distance

Click along your

route

Reach your

destination

Google Maps

Google Maps

Right mouse

click select

measure

distance

Click along your

route

Reach your

destination

Close the box to

get information

about distance

and area

Online lesson videos

Music

KS1 experiment with create select

and combine sounds

Google Maps

Right mouse

click select

measure

distance

Click along your

route

Reach your

destination

Google Maps

Google Maps

Right mouse

click select

measure

distance

Click along your

route

Reach your

destination

Close the box to

get information

about distance

and area

Online lesson videos

Music

KS1 experiment with create select

and combine sounds

Google Maps

Right mouse

click select

measure

distance

Click along your

route

Reach your

destination

Close the box to

get information

about distance

and area

Online lesson videos

Music

KS1 experiment with create select

and combine sounds

Online lesson videos

Music

KS1 experiment with create select

and combine sounds

Music

KS1 experiment with create select

and combine sounds