Berkhamsted Pre-Prep Curriculum Evening Presentation

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A Presentation by Samantha Jaspal to Parents on 16/09/2013 on the Early Years and KS1 Curriculum. How parents can help children learn to read.

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Berkhamsted Pre-Prep Curriculum Evening Presentation

  1. 1. Berkhamsted Pre-Prep Curriculum Evening Samantha L. Jaspal B.A. (QTS) Headteacher Monday 16th September 2013
  2. 2. The Purpose of this Evening So that • you can learn about the Berkhamsted Pre-Prep Curriculum. • you can know how to support the school at home. • you can meet you child’s teacher.
  3. 3. The Curriculum What do we mean by ‘Curriculum’?
  4. 4. The Curriculum Daily Telegraph Friday 13th Sept. 2013
  5. 5. Debates about the National Curriculum The National Curriculum The on-going debate about the content of the national curriculum has distorted consideration of children’s wider needs.
  6. 6. What is the Curriculum? The National Curriculum The national curriculum is simply a part of that overall programme for learning.
  7. 7. Debates about the Curriculum The School Curriculum The school curriculum is what the children need to learn.
  8. 8. Debates about the National Curriculum Our role at Berkhamsted Pre-Prep To maintain a steadfast hand on the tiller as we navigate the challenging waters of today’s fast-changing educational landscape.
  9. 9. Berkhamsted Pre-Prep The Curriculum Classroom Lessons • Literacy • Reading • Writing • Numeracy • Science Routines and Event • Line-up • Assemblies • Meal times • Carol Service • Nativity Play Co-Curricular Activities • Clubs • Team Sport • Music Concerts • Drama • Ballet
  10. 10. Berkhamsted Pre-Prep The Curriculum Classroom Lessons • Literacy • Reading • Writing • Numeracy • Science Routines and Events • Line-up • Assemblies • Meal times • Carol Service • Nativity Play Co-Curricular Activities • Clubs • Team Sport • Music Concerts • Drama • Ballet
  11. 11. Berkhamsted Pre-Prep The Curriculum Classroom Lessons • Literacy • Reading • Writing • Numeracy • Science Routines and Events • Line-up • Assemblies • Meal times • Carol Service • Nativity Play Co-Curricular Activities • Clubs • Team Sport • Music Concerts • Drama • Ballet
  12. 12. Berkhamsted Pre-Prep The Curriculum Classroom Lessons • Literacy • Reading • Writing • Numeracy • Science Routines and Events • Line-up • Assemblies • Meal times • Carol Service • Nativity Play Co-Curricular Activities • Clubs • Sports • Music • Drama • Community contacts • Charity work
  13. 13. Berkhamsted Pre-Prep The Curriculum Classroom Lessons • Literacy • Reading • Writing • Numeracy • Science Routines and Events • Line-up • Assemblies • Meal times • Carol Service • Nativity Play Co-Curricular Activities • Clubs • Sports • Music • Drama • Community contacts • Charity work
  14. 14. Berkhamsted School The Curriculum Qualifications • GCSE • AS-level • A-level • University Entrance Skills • Public Speaking • Problem- Solving • Collaborative Working Interests and Hobbies • Clubs • Sports • Music • Drama • Community contacts • Charity work
  15. 15. Berkhamsted Pre-Prep Our Aim Here at Berkhamsted Pre-Prep, we want pupils to have an all-round, balanced education
  16. 16. Early Years’ Curriculum
  17. 17. The Teaching of Reading
  18. 18. Children aged 3 who later become successful readers • They have a favourite book which they enjoy hearing repeatedly. • They are able to recite nursery rhymes • They can identify the beginning and ending sounds (not letters) of words • They can identify words which rhyme • They have experience of book language
  19. 19. Approaches to Teaching Reading Phonics • letter sounds, letter blending • c-a-t sh-i-p bl-a-ck Look and Say • Was the Elephant Real Books • Once upon a . . . .
  20. 20. The Process of Learning to Read What do we do when we read?
  21. 21. The Process of Learning to Read As I sauntered along the avenue I suddenly saw a dog in the distance. As it came closer I saw that it was a large dog with shaggy, brown hair and a wagging tail. I was rooted to the spot because I have been afraid of dogs all my life.
  22. 22. The Process of Learning to Read In some experimental models, haem protein cytotoxicity could be blocked by iron chelators and glutathione, but this has not been evaluated clinically. Dantrolene sodium blocks the release of calcium from the sarcoplasmic reticulum and can reduce calcium mediated myolysis. Occasionally, fasciotomy may be required to prevent irreversible peripheral nerve injury by muscle swelling in tight fascial planes. Disseminated intravascular coagulopathy is rare in uncomplicated rhabdomyolysis but may occur in more complex cases - for example , with associated sepsis.
  23. 23. The Process of Learning to Read The Krinklejup A krinklejup was parling a tristlebin when a barjam stipped. The barjam then grupped the krinklejup. The krinklejup zisked zoelly.
  24. 24. The Process of Learning to Read The Krinklejup A krinklejup was parling a tristlebin when a barjam stipped. The barjam then grupped the krinklejup. The krinklejup zisked zoelly. Comprehension: • What was the krinklejup doing? • What stipped? • What did the barjam grup? • Why did the barjam stip?
  25. 25. Ik heet Irene en ik lees graag. Ik lees graag longe boeken. Ik lees graag grappige boeken. Ik lees graag boeken met plaatjes. Ik lees graag kort Ik lees graag verrie Ik lees gewoon graag.
  26. 26. The Process of Learning to Read Hearing Your Child Read • Choose a quiet, relaxed place • Warm up the text, particularly for young readers • Always encourage the use of expression • Vary the approach e.g. read a page each • Don’t persist with books that are too difficult
  27. 27. The Process of Learning to Read Remember… • Children learn to read at different rates, • Early reading is not a predictor of later academic success. • Children learn to read by reading!
  28. 28. The Process of Learning to Read Learning English is tough . . . Answer: “Fish” Question: How do you pronounce “Ghoti”? Explanation: “gh” as in “tough” “o” as in “women” (plural) “ti” as in “nation”
  29. 29. The Process of Learning to Read . . . but your brain is amazing. I cdnuolt blveiee that I cluod aulaclty uesdnatnrd what I was rdgnieg. The phaonmneal pweor of the hmuan mnid! Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn’t mttaer in what oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can still raed it wouthit a porbelm. This is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. I awlyas thuoght slpeling was ipmorantt!!
  30. 30. Debates about the National Curriculum The National Curriculum Mick Waters’ Conclusion Thinking Allowed • Classrooms are becoming drier • There is less experimentation • Less mess • Little time for the use of equipment • We have this need to record work as evidence
  31. 31. Debates about the Curriculum The National Curriculum “We want high attainment and good performance for young people, meeting the standards expected nationally but also within school at an individual level”. Thinking Allowed on Schooling Mick Waters, 2013
  32. 32. Debates about the National Curriculum The National Curriculum A good curriculum includes every learner and provides opportunities for learner choice and personalisation.
  33. 33. Debates about the National Curriculum The KS1 Curriculum The more learning becomes a treadmill through the workbook or death by worksheets, the more it loses vibrancy.
  34. 34. Pupil Profiles Likelihood to SURVIVE Apgar Vital Signs at Birth 1. Appearance 2. Pulse 3. Grimace 4. Activity 5. Respiration
  35. 35. Pupil Profiles Likelihood to SURVIVE Apgar Vital Signs at Birth 1. Appearance 2. Pulse 3. Grimace 4. Activity 5. Respiration Likelihood to THRIVE at School Educational Vital Signs 1. Articulacy, Literacy and Numeracy 2. Getting on with Teachers 3. General Knowledge 4. Contributing to School 5. Wide Friendship Groups
  36. 36. Pupil Profiles Well-rounded Articulacy, literacy and numeracy Getting on with teachers Contributing to SchoolGeneral Knowledge Wide friendship
  37. 37. Pupil Profile Imbalanced Articulacy, literacy and numeracy Getting on with teachers Contributing to SchoolGeneral Knowledge Wide friendship
  38. 38. The KS1 Curriculum The Aim of Berkhamsted Pre-Prep We want our young people to: • Be competent and confident in themselves • Act with integrity • Take responsibility, to support and nurture others • Be fascinated by the natural world • Be ready and qualified to take on the next stage of their learning
  39. 39. Samantha L. Jaspal, B.A. (QTS) Headteacher, Berkhamsted Pre-Prep Email: preprephead@berkhamstedschool.org Twitter: @preprephead Blog: www.preprephead.blogspot.com
  40. 40. Debates about the National Curriculum The KS1 Curriculum If we want the curriculum to make sense and do its job in a school, we might begin with 3 key questions: 1. What are we trying to achieve? 2. How do we organise learning? 3. How well are we achieving our aims?

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