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
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.
THE NEW PRIMARY ENGLISH
EI505 COMPUTING AND CONTEMPORARY
EI505 Computing and Curriculum Developments
Learning Outcomes [and assessment criteria for
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.
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]
Separate Aims and Objectives for
• SPEAKING AND LISTENING
Speaking and Listening is addressed via one
statement covering Y1-6 – Spoken Language
Left implicit amongst the statutory requirements
for reading and writing
EARLY READING [KS1]
Predominately concerned with WORD reading
via the prime approach of Systematic Synthetic
Children reading books consistent with their
phonic development not requiring any other
[see Y1 Programme of study p10]
• WORD RECOGNITION
• LANGUAGE COMPREHENSION
The Simple View of Reading
EARLY WRITING [KS1]
The Simple View of Early Writing
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.
ORAL REHEARSAL IN WRITING
Specific guidance on writing includes reading
aloud to peers and teachers and rehearsing
orally what they want to write.
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’
LOWER KEY STAGE 2
years 3 and 4 [p23]
UPPER KEY STAGE 2
Years 5 and 6 [p31]
Years 3 and 4
at this stage teaching comprehension should be
taking precedence over teaching word reading
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.
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
The learning of these word lists  on each is
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.
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
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
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
Barton, G  Grammar Survival-A Teacher’s
Toolkit: David Fulton
Crystal, D  Discover Grammar: Longman
Dombey, H  Core Subject Knowlegde Booklet:
University of Brighton
PNS  Letters and Sounds: DfES
NLS  Spelling Bank KS2: DfEE
Martin,T  Talk for Spelling: UKLA minibook
O’Sullivan, O & Thomas, A  Understanding
Reedy, D & Bearne, E  Teaching grammar
effectively in primary schools: UKLA