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English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
English   New Curriculum 1
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English New Curriculum 1

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English New Curriculum 1

English New Curriculum 1

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  • Ask students to split into English and Maths. Pair up students 1 Eng/ 1 MathsExplain this session is to alert students to the context for the module assignmentAlready had Diana’s input now English
  • Assignment drafting form to be given out today for students to begin to consider their program and subject knowledge area.
  • Form for drafting first thoughts to be given out today. Ask students to look at the AIMS. Can they summarise these aims into 2 words.
  • Look at Aims. Summarise each bullet point into 2 or 3 words.
  • Turn to page 7. Read statement on SPOKEN LANGUAGE
  • REVISION.
  • Divide group to look at one of the key stages. Read the introduction and summarise ready to feed back key points to other side.
  • The shift in knowledge shifts to understanding of our spelling system However, you will meet students in secondary schools still needing reading support therefore its important that you understand the complex skills needed to be a reader.
  • Ask students to divide further, some looking at the READING requirements, some looking at the WRITING requirements. Feedback.
  • Scribe key findings. Reading and writing.
  • Go to the requirements for spelling and words lists for both upper and lower ks2Show spelling text books that will help their knowledge and understanding.
  • Have a go at the test. Then turn to punctuation. Test each other on common punctuation are they sure of their usage.
  • YEAR ONE PHONICS CHECK
  • End of levels...
  • Give out drafting ideas form. To bring back next term.
  • Transcript

    • 1. THE NEW PRIMARY ENGLISH CURRICULUM EI505 COMPUTING AND CONTEMPORARY CURRICULUM DEVELOPMENTS WHAT’S IN WHAT’S OUT
    • 2. EI505 Computing and Curriculum Developments Learning Outcomes [and assessment criteria for set task] 1. 2. Demonstrate computational thinking through process including: decompostion, logical reasoning, algorithms Make discerning use of digital content to achieve specific goals 3. Demonstrate an applied understanding of a key aspect of either English [or maths] education for KS2.
    • 3. TASK Design and write a program to accomplish a specific educations goal relating to the KS2 curriculum in either English [or mathematics] [Students should select their non-specialist subject]
    • 4. AIMS
    • 5. PREVIOUSLY.... Separate Aims and Objectives for • SPEAKING AND LISTENING • READING • WRITING NOW Speaking and Listening is addressed via one statement covering Y1-6 – Spoken Language Left implicit amongst the statutory requirements for reading and writing
    • 6. EARLY READING [KS1] Predominately concerned with WORD reading via the prime approach of Systematic Synthetic Phonics [SSP] Children reading books consistent with their phonic development not requiring any other strategies [see Y1 Programme of study p10]
    • 7. 2 DIMENSIONS • WORD RECOGNITION • LANGUAGE COMPREHENSION
    • 8. Word Recognition The Simple View of Reading + Good word recognition, good language comprehension Good language comprehension, poor word recognition - + Good word recognition, poor language comprehension Poor word recognition, poor language comprehension Language comprehension
    • 9. EARLY WRITING [KS1] 2 DIMENSIONS • TRANSCRIPTION • COMPOSITION
    • 10. Encoding Stategies The Simple View of Early Writing + - + Language comprehensibility
    • 11. EARLY READING AND WRITING previously TRICKY WORDS The understanding that the letter[s] on the page represent the sounds in spoken words should underpin pupils’ reading and spelling of all words. This includes common words containing unusual GPCs. The term ‘common exception words’ is used throughout the programmes of study for such words.
    • 12. ORAL REHEARSAL IN WRITING Specific guidance on writing includes reading aloud to peers and teachers and rehearsing orally what they want to write.
    • 13. POS Y1/2 READING EXPECTATIONS • Year 1 – read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words • Year 2 – read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without due hesitation. Independent reading developing rapidly once ‘decoding’ embedded.
    • 14. LOWER KEY STAGE 2 years 3 and 4 [p23] UPPER KEY STAGE 2 Years 5 and 6 [p31]
    • 15. LOWER KEY STAGE 2
    • 16. Years 3 and 4 at this stage teaching comprehension should be taking precedence over teaching word reading directly. However, pupils still struggling need urgent action through rigorous SSP programme. The inclusion of other reading strategies in NOT mentioned, considered or recommended in the POS.
    • 17. UPPER KEY STAGE 2
    • 18. • By Year 6 there should be no need for further direct teaching of word reading skills for almost all pupils.
    • 19. STATUTORY - BY LAW NON-STATUTORY - GUIDANCE
    • 20. Years 3 and 4 READING WRITING
    • 21. Years 5 and 6 READING WRITING
    • 22. SPELLING Throughout the New Curriculum there is a big focus on SPELLING LOOK AT THE APPENDIX 1 : SPELLING [p39] This is accompanied by WORD LISTS for Y3/4 and Y5/6 The learning of these word lists [100] on each is statutory.
    • 23. Vocabulary, grammar, punctuation Last summer a new GRAMMAR, PUNCTUATION AND SPELLING TEST was completed for the first time by Year 6 pupils. This is now a feature of the Y6 SATs tests and will continue this year. Have a go at the ‘practice’ example. Work together if you like.
    • 24. vap quemp osk chom
    • 25. 1. 2. 3. 4. 5. National curriculum assessment and the new NC 2014 The current system of ‘levels’ used to report children’s attainment and progress will be removed. It will not be replaced. This system is complicated and difficult to understand and it encourages teachers to focus on a pupil’s current level, rather than consider more broadly what the pupil can actually do. The new programmes of study set out what should be taught by the end of each key stage. Schools will be able to introduce their own approaches to formative assessment, to support pupil attainment and progression. Ofsted’s inspections will be informed by whatever pupil tracking data schools choose to keep. Schools will continue to benchmark their performance through statutory end of key stage assessments, including national curriculum tests. Although schools will be free to devise their own curriculum and assessment system, we will provide examples of good practice which schools may wish to follow. http://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurri culum2014/a00225864/assessing-without-levels
    • 26. REFERENCES Barton, G [2005] Grammar Survival-A Teacher’s Toolkit: David Fulton Crystal, D [1996] Discover Grammar: Longman Dombey, H [2012] Core Subject Knowlegde Booklet: University of Brighton PNS [2007] Letters and Sounds: DfES NLS [1999] Spelling Bank KS2: DfEE Martin,T [2010] Talk for Spelling: UKLA minibook O’Sullivan, O & Thomas, A [2007] Understanding Spelling: CLPE Reedy, D & Bearne, E [2013] Teaching grammar effectively in primary schools: UKLA

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