Presentation on theme: "Primary Curriculum 2014 Statutory from September 2014 in Years 1, 3, 4 & 5. Years 2 & 6 from September 2015 (as they are currently in last year of a key."— Presentation transcript:
Primary Curriculum 2014 Statutory from September 2014 in Years 1, 3, 4 & 5. Years 2 & 6 from September 2015 (as they are currently in last year of a key stage) Sets out ‘what’ should be taught, not ‘how’. Enables schools to plan a curriculum that suits the needs of their children
St Alban’s New Curriculum Implementation began across the school from September 2014 New cycle of topics for all year groups Keeping what works Making adjustments to take into account new expectations Flexibility to change and adapt as necessary
Same but different!? Core subjects - English, Maths & Science Sets out in some detail what must be taught in each of these subjects Foundation subjects: Art, Computing, Design & Technology, Foreign Languages (age 7+ only), Geography, History, Music, and Physical Education. Details are significantly briefer: much more flexibility regarding what is covered in these subjects
2B or not 2B!! Levels 1-6 have been removed. Key performance indicators (KPIs) have been identified from the programmes of study that if mastered, demonstrate a child’s grasp of understanding of that facet of the national curriculum - an average for each year group. Focus is on being challenged in more depth, through investigative work in order to embed skills and knowledge rather than moving on to objectives of the next year group.
Testing! Statutory testing against new curriculum programmes of study will begin in 2015 for Years 2 & 6 Reading, Spelling Punctuation and Grammar and Mathematics From 2016 the tests will be reported as a scaled score, with a score of 100 representing the expected level for each age group.
Language and Literacy Aim The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.
Spoken Language Reading Writing Vocabulary development, Spelling, Punctuation and Grammar Component Parts
Spoken Language Statutory requirements which underpin all aspects of spoken language across the six years of primary education form part of the national curriculum Embedded through the Domains of Reading and Writing Contextualised for year groups e.g. ‘ Listen and respond appropriately to adults and their peers’ Year 1 – participate in discussion about what is read to them, taking turns and listening to what others say Year 5/6 - participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
Reading – for pleasure Word-Reading Speedy working out of the pronunciation of unfamiliar printed words (decoding) Speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. Phonics as the prime approach to early reading
Reading – for pleasure Comprehension – Listening & Reading Draws from linguistic knowledge (in particular of vocabulary and grammar) Draws on knowledge of the world Develops through pupils’ experience of high-quality discussion From reading and discussing a range of stories, poems and non-fiction.
Writing – Purpose and Audience Transcription - Spelling, Grammar, Punctuation, Handwriting Requires spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) Understanding the morphology (word structure) Understanding orthography (spelling structure) of words.
Composition - Articulating ideas and structuring in speech and writing Forming, articulating and communicating ideas Organising them coherently for a reader Clarity, awareness of the audience Purpose and context Increasingly wide knowledge of vocabulary and grammar Fluent, legible and, eventually, speedy handwriting Writing – Purpose and Audience
What is it that you are trying to achieve in this piece? Who are you writing for and can we make any assumptions about what they know? What are the conventions of the writing style? How should it be written?
English – The Key Changes Only phonic reading strategies required, expected to be secure by Yr3 No specific mention of group work or drama References to ICT removed Learning of poetry (including reciting poetry, classic & modern) Specific spellings, e.g. days of the week, commonly misspelt words Detailed spelling and grammar rules Joined writing expected in Year 2 Proof-reading of own writing Précising and dictation English – The Key Changes Only phonic reading strategies required, expected to be secure by Yr3 No specific mention of group work or drama References to ICT removed Learning of poetry (including reciting poetry, classic & modern) Specific spellings, e.g. days of the week, commonly misspelt words Detailed spelling and grammar rules Joined writing expected in Year 2 Proof-reading of own writing Précising and dictation En MaMa Sc Ar Co DTDT GeGe Hi FL MuMu PEPE Other Support
V.SPAG! Vocabulary, Spelling, Punctuation and Grammar How to understand the relationships between words How to understand nuances in meaning How to develop their understanding of, and ability to use, figurative language. How to work out and clarify the meanings of unknown words and words with more than one meaning Control their speaking and writing consciously and to use Standard English’ Vocabulary needed to discuss reading, writing and spoken language Correct grammatical terms in English
Parenthesis - word or phrase inserted as an explanation or afterthought into a passage which is grammatically complete without it, in writing usually marked off by brackets, dashes, or commas.
A word or phrase that normally comes after the verb may be moved before the verb: when this happens, we say it has been ‘fronted’. For example, a fronted adverbial is an adverbial which has been moved before the verb.verbadverbial When writing fronted phrases, we often follow them with a comma.