“The most effective way to manage change is to create it.” Peter Ducker CURRICULUM 2014 A TIME FOR CHANGE OUTLINE OF MORNING • Review of the core aims of our curriculum • New National Curriculum – Facts • Identification of what makes our school special. • Exploration of the new curriculum for each year group – identification of the challenges. • Learning Challenges approach to curriculum delivery vs. Mantle of the Expert • Marking policy • Summary and next steps OUR CORE AIMS… • Look at the sheet – have we got it right? • Are we missing anything? WHAT DO WE WANT OUR CHILDREN TO BE WHEN THEY LEAVE OUR SCHOOL? Resilient and reflective. Be able to learn independently and love learning! Competent readers, writers and mathematicians. Able to communicate effectively (high levels of oracy) Able to get on well with others – be able to show empathy. IT competent – able to use new technologies which may not even have been invented yet Responsible. Confident. Young adults with high aspirations for themselves. Honest, empathetic and trustworthy – effective members of society OUR CORE AIMS… • What do we need to add? • Now rag rate our current curriculum against these aims? NEW NATIONAL CURRICULUM FACTS • Pupils of compulsory school age in community and foundation schools, including special schools, and in voluntary aided and voluntary controlled schools must follow the National Curriculum. • Schools are free to choose how they organise their school day, as long as the content of the National Curriculum programmes of study is taught to all pupils. NEW NATIONAL CURRICULUM FACTS • By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programmes of study. • The new National Curriculum identifies what to teach but not how to teach. • The new National Curriculum does not have levels of attainment, but expectations at each banding. NEW NATIONAL CURRICULUM FACTS • ‘Literacy’ title has been replaced by ‘English’. • No PSHE or RE contained within the Curriculum 2014 (but still to be taught). • Act of daily worship expected. NEW NATIONAL CURRICULUM - DFE • English, Maths and Science are the building blocks of education –improving our performance in these subjects will be essential. • In Maths there will be greater rigour. There will be a greater emphasis on arithmetic, and the promotion of efficient written methods of long multiplication and division. There will also be more demainding content in fractions, decimals and percentages. • In Science there is a stronger focus on the importance of scientific knowledge and language and a greater emphasis on the core scientific concepts underpinning pupils’ understanding. For the first time primary aged children will learn about evolution and inheritance. NEW NATIONAL CURRICULUM - DFE • The proposed English programmes of study will embody higher standards of literacy. Pupils will be expected to develop a stronger command of the written and spoken word. Through the strengthening of the teaching of phonics pupils will be helped to read fluently. • The study of languages is compulsory in Key Stage 2. • Replace the current ICT curriculum with a new computing curriculum with a much greater emphasis on computational thinking and practical programming skills. NEW NATIONAL CURRICULUM - DFE • It is essential to distinguish between the statutory National Curriculum and the whole school curriculum. All schools must provide a curriculum that is broadly based, balanced and meets the needs of all pupils. • Academies and Free Schools have the freedom to depart from the National Curriculum. All schools must teach religious education at all key stages and secondary schools must provide sex education. • In other subjects and key stages we are aiming to give teachers more space and flexibility to design their lessons by focusing only on the essential knowledge to be taught in each subject. TIMETABLE FOR CHANGE WHEN? SUBJECTS NEW CURRICULUM 2013-2014 ICT Dis-applied Foundation Subjects Dis-applied for all year groups Core subjects Dis-applied Y3 and Y4 only All subjects All subjects must still be taught All subjects Full statutory implementation of the National Curriculum 2014 2014 Note: Current Y4 pupils will be the first pupils to be assessed using ‘new’ SATs tests in 2016 so they will need to start being taught English, Maths and Science using the Curriculum 2014 as soon as possible so they will not be disadvantaged. DFE: “The majority of the new national curriculum will come into force from September 2014, so schools have a year to prepare to teach it. From September 2015, the new national curriculum for English, Mathematics and Science will come into force for Years 2 and 6.” THEMES OFSTED DFE A curriculum that: • Raises achievement • Is enjoyable • Sparks learning (evidenced from children and staff) • Meets the needs of the children A curriculum that: • Provides knowledge • Ensures we are raising the game referenced against international comparators. • Ensures secondary ‘readiness’. WHAT MAKES OUR SCHOOL SPECIAL? • In the groups from earlier think about the things that make our school special and the impact this has on our children. • Think about the things which are challenges for us and what we try to do (or need to do) to overcome these. • Group leaders record these thoughts on the A3 sheets. NATIONAL CURRICULUM • In your current year groups (EYFS look at Year 1) look through the new curriculum requirements and discuss the following: • What are the challenges of this new curriculum? • What development would you need? HOW WILL WE DELIVER OUR CURRICULUM? • MANTLE OF THE EXPERT or something else? • https://www.surveymonkey.com/home/ LEARNING CHALLENGES APPROACH? Oracy Plan for the context of our school and our children BIG Question Prelearning Get the pitch right Small Question Small Question Small Question Small Question Reflection Review and celebrate Clear learning outcomes With defined knowledge and skills Small Question Small Question Enquiry based learning Application of basic skills Science: Year 2 Overview Key Features YEAR 2 PLANTS ALL LIVING THINGS AND THEIR HABITATS ANIMALS (INCLUDING HUMANS) MATERIALS SOUND • Living and non living things • Habitats •Exercise and healthy living. • Use of different everyday materials • Sources of sound • What plants need to grow •Early food chains •Growing seeds from bulbs LEARNING CHALLENGE HOW CAN WE GROW OUR OWN SALAD? •What animals and humans need to survive. •Animals have offspring which grow to be adults. WHY WOULD A DINOSAUR NOT MAKE A GOOD PET? HOW COULD YOU BE THE NEXT JESSICA ENNIS OR MO FARROW? • Louder and softer sounds •Classifying and grouping •Changing materials by bending etc. WHAT IS OUR SCHOOL MADE OF? WHERE DID THAT RACKET COME FROM? KEY CONSIDERATIONS Context Hook Progression and Continuity Meeting NC requirements LEARNING CHALLENGE Locality Reflection Oracy Interest YEAR 2: Why Would a Dinosaur Not Make a Good Pet? KS1 Science (Y2 All Living Things and their Habitats) • Identify that most living things live in habitats to which they are Working Scientifically: sorting and classifying things according to whether they are living, dead or were never alive, and recording their findings using charts. suited and describe how different habitats provide for the basic needs of different kinds of animals and plants and how they depend on each other. English Link: Research into which animals lay eggs and which do not. In addition they would need to find out about the sizes of eggs etc. They will then create fact files about specific dinosaurs. HOOK: Children find a very large egg in the class and they have to find out where it has come from and whose egg it is. Maths Link: Opportunities through the classification of dinosaurs to tally to make tables and graphs. LC1 Who does the egg belong to? LC2 What does a dinosaur need to survive? LC3 What can you find out about a particular dinosaur? LC4 How can you re-create your own dinosaur land? LC5 How can you classify dinosaurs? LC6 How can we re-create the sound and movement of dinosaurs? LC7 How do you know that dinosaurs really roamed the Earth? LC8 Reflection: How can you produce a TV programme about dinosaurs? Habitats Link: This LC is about working out what their own pets need to survive. They will then consider what dinosaurs would have needed and recognise the key components that are required for animals to live and flourish. Creative Art Link: This LC will see children re-create a dinosaur land. It will involve several DT skills as children plan, design, create and evaluate their models. Expressive Art Link: Children will try and simulate the sounds that would have heard in land where dinosaurs roamed. They will use a range of instruments to create the sounds and then aim to have the sounds linked to the dinosaur land models they have created. These will then feature as part of their reflection. Harry’s Dinosaurs Ian Whybrow Tyrannosa -urus Trip Julia Donaldson Geography and History: Year 5 Overview Key Features GEOGRAPHY Human Brazil – trade and grown economy - Fair Trade YEAR 5 LEARNING CHALLENGES Physical Rainforests of the Amazon Brazil – physical features HISTORY Anglo-Saxons -Settlements and kingdoms -Art and Culture -Christianity conversion Early Civilisations -Ancient Egyptians -Ancient Sumer -Indus Valley -Shang Dynasty of Ancient China A Study of an aspect or theme in British history, beyond 1066 -The execution of Charles 1 - Hitler’s invasion of Poland and its impact on Britain. WERE THE ANGLOSAXONS REALLY SMASHING? HOW CAN WE REDISCOVER THE WONDER OF ANCIENT EGYPT? WHY SHOULD GUNPOWDER, TREASON AND PLOT NEVER BE FORGOTTEN? Or HOW COULD HITLER HAVE CONVINCED A NATION LIKE GERMANY TO HAVE FOLLOWED HIM? • Locate the world’s countries, using maps to focus on Europe and North and South America and concentrating on their environmental regions, key physical and human characteristics, countries and major cities. WHY IS BRAZIL IN THE NEWS AGAIN? WHY SHOULD THE RAINFORESTS BE IMORTANT TO US ALL? YEAR 5: Why should the rainforest be important to us all? KS2 Geography: • Locate the world’s countries, using maps to focus on South America and concentrating on their environmental regions, key physical and human characteristic. HOOK: Show some film clips of the rainforests. LC1 How can you create your own class rainforest? LC2 Where are rainforests located and what are their main features? LC3 Why are rainforests often in the news and what can we do to help? LC4 What can you find out about an endangered animal that lives in the rainforest? LC5 How important is the Amazon to the South American rainforest? LC6 Can you create a print using the large leaves of rainforest plants as your inspiration? LC7 How would you survive in the rainforest? LC8 Reflection: Present a documentary on a day in the rainforest. English Link: LC4 provides opportunities for children to carry out their own research and to present their findings in a range of interesting ways which may involve ICT. LC3 will provide opportunities for children to use their persuasion skills when making cases for saving the rainforests. Maths Link: LC5 provides opportunities for children to use their measurements skills. Creative Art Link: LC1 sees children working together to design and create their own rainforests. This will involve dividing tasks up between them and making decisions about what they will have within the rainforest. LC6 sees children using large leaves to create their own designs and prints. LC7 – Design and build shelters. Forever Forest Kristin Joy Pratt Serafini The Lorax Dr Seuss The Great Kaphak tree Lynne Cherry LEARNING CHALLENGE OR MANTLE OF THE EXPERT? • You decide! UPDATE TO MARKING POLICY • Pink for perfect – no spelling or grammar mistakes, meets the LO. • Green for growth – mistakes related to the CG comment or spelling and grammar (appropriate for the developmental stage of each pupil) • Purple Polishing Pen – children correct their ‘green’ mistakes and answer the CG. HAVE A GO! • Look at the examples of writing on the sheets and have a go at marking them using the two colours (pink for perfect and green for growth) • Any issues or questions? SUMMARY • New NC to be in place for September 2014 – start trialling in Summer term. • Curriculum delivery approach and planning needs to start happening this year. • More flexibility with the timings – adapting our timetables (from Summer term). • More emphasis on oracy and the acquisition of knowledge – starting now. • Our curriculum needs to be relevant for our children so we need to ensure we keep in the things we value. • New Marking Policy will need to be explained to the children tomorrow and implemented immediately.