Wednesday 17 September Orton Wistow Primary School Taking PRIDE in all we do.

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1 Wednesday 17 September 2014 Orton Wistow Primary School Taking PRIDE in all we do.

2 Aims New National Curriculum Assessment Impact in Learning

3 Ofsted The school regards parent/carer and child as one; staff have built very good relationships and provide excellent support for families. Engagement with parents and carers is outstanding. Many are closely involved in the school s work and readily share their interests and skills, including via a thriving Parents and Friends Association.

4 Working Together Always making clear the school s expectations of how parents are to be involved in their children s learning.

5 Why the change? Raise standards (comparison with international student assessment league tables) Inspired by what is taught in the world s most successful school systems, as well as in the best UK schools Designed to produce productive, creative and well educated students. Although the new curriculum is intended to be more challenging, the content is actually slimmer than the current curriculum, focusing on essential core subject knowledge and skills *

6 When do the changes begin? For most children, these changes will take effect from September 2014 Children in Years 2 and 6 will follow the existing programmes of study until September 2015 in English, maths and science. *

7 What about levels? Until September, state schools had to use a standard system of assessing and reporting pupil s attainment - 1a, 1b, 1a, etc This has now been scrapped and schools are able to choose their own arrangements, although they still have to track progress and report it to parents. *

8 Speed of Change

9 Changes at OWPS Changes to the National Curiculum Explore pilot examples of new assessment and tracking systems Inform and educate staff, parents and governors *

10 THE NEW ENGLISH CURRICULUM 2014 KEY STAGE 1 & 2

11 AIMS OF THE ENGLISH CURRICULUM Read fluently and with good understanding Develop the habit of reading widely and often, for both pleasure and information Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language Appreciate our rich and varied literary heritage Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas Children should be competent in the art of speaking and listening, making formal presentations, demonstrating to others and participating in debates

12 THE ENGLISH CURRICULUM The English curriculum is now put into four different areas, each with their own programme of study. These are: Spoken Language Reading Writing Spelling, vocabulary, grammar and punctuation

13 SPOKEN LANGUAGE Children should be given regular opportunities to work in groups of different sizes Key difference within this aspect of the English Curriculum is introduction of debating in Year 5 and 6 Emphasis on developing good listening skills.

14 READING Two dimensions to this: Word reading Comprehension Key changes: Phonic decoding expected to be secure by end of Year 2 Regular opportunities for discussing texts across all ages KS2 are expected to learn material by heart this was only KS1 previously A major emphasis placed on children s ability to debate and take part in formal presentations

15 WRITING Two dimensions to this: Transcription (spelling and handwriting) Composition (articulating ideas and structuring them) Key changes: Specific word lists for spelling are given to KS1 and KS2 children (200 words in each list) Children in Year 2 will be expected to learn expanded noun-phrases (previously Year 3/4) Handwriting will be expected to be neat, legible and speedy by the time children leave Year 6 Year 5 and 6 have to précis long passages more than 1 paragraph long.

16 SPELLINGS Aggressive Immediately Exaggerate Convenience Conscience Embarrass

17 SPELLING, VOCABULARY, GRAMMAR & PUNCTUATION Key changes: Use of the exclamation mark is introduced in Year 1 (previously expected to be introduced in year 3) Understanding that the use of the apostrophe within a contraction represents an omitted letter is now introduced in Year 1 Level of grammar expected by Year 6 has greatly increased Greater emphasis on SPAG tests

18 howeverr s

19 WHAT WILL THE SCHOOL DO DIFFERENTLY? There will be an emphasis on ensuring children are learning specific spellings from the designated list of 200 complex words from the KS1 and KS2 spelling lists. Greater development of children s presentation skills Development of children s ability to debate different issues and texts SPAG sessions during school which will focus on spelling, punctuation and grammar

20 WHAT CAN YOU DO TO HELP? Read a wide range of poetry with your child & encourage them to recite poems Discuss texts and children s viewpoints Encourage your child to practise the specific word list of spellings for their designated age group Encourage your child to read a wide range of texts types at home and take the time to record in their reading diaries as much as possible

21 THE NEW MATHEMATICS CURRICULUM 2014 KEY STAGE 1 & 2

22 AIMS OF THE MATHEMATICS CURRICULUM become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

23 WHY IS MATHEMATICS IMPORTANT? A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. National Curriculum for Mathematics DfE, September 2013

24 Calculations

25 Time

26 Measures

27 HOW DOES THE NEW CURRICULUM AFFECT THE WAY MY CHID WILL LEARN MATHS? Higher expectations -Number bonds secured to 20 by Year 1 -Finding and writing fractions of quantities and length by Year 2 -Formal written methods of addition and subtraction introduced, adding and subtracting fractions, telling the time to the nearest minute in Year 3 -Knowing all times tables to 12 x 12, knowing equivalent fractions and related decimals by Year 4 -multiply proper fractions and mixed numbers by whole numbers by Year 5 -Solving calculations using the four operations with fractions, long division and multiplication and algebra by Year 6 Age related Focus more on calculations -Mental -Written

28 WHAT WILL MY CHILD S LEARNING LOOK LIKE? Firm roots grown: -Routine memorisation -Mental maths sessions (Big Maths) -Real Life contextual learning -Use of models, images and practical equipment -Reduced calculator use -Fewer things in greater depth -Consolidation of understanding

29 HOW CAN I HELP MY CHILD? Have a positive attitude towards maths. Talk about maths with your child How much change will I get? Can you see 5 rectangles? Involve children when taking measurements: How much have you grown since September? We need 50g of can you measure that for me? Take note of numbers in real life contexts: Telephone numbers, bus numbers, lottery numbers, house numbers etc Talk about maths in sport: How many points does your team need to beat? How fast did Usain Bolt run? How fast can you run the same distance? Challenge quick recall of number facts (Times tables, number bonds to 20 or 100). Play number puzzles from the newspaper, number games. Allow your child to be the expert and teach you the strategies that they have been taught.

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31 Good schools with good stuff = 5% on average Parents who are involved and informed = 30% on average

32 69% of parents do not help children with their homework because Everything has changed since they were at school at they are not confident in the new methods.

33 My dad thinks that the way he does maths is easier and better than my ways but he doesn t understand my ways and his way confuses me. Pupil Catford High School

34 Parental Involvement V Parental Engagement

35 The Impact Aims: To achieve more effective partnerships between school and home. To enhance and increase opportunities for learning in and through the home. For schools to share with parents information about teaching and learning in school. To contribute to raising achievement in English, Maths and Science.

36 The Impact Model: Assess Teach Parents and children together Set homework Monitor and chase over 5/6 weeks Re-assess

37 Teach Every child MUST have an adult family member to join them for a one-off workshop. For 1 hour only Led by child s class teacher It will be practical children work with parents

38 7 add 3 = 10 9 add 4 = 6 add 2 = 11 add 5 = 5 add 12 =

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41 Addition - Partitioning tens and units

42 Addition on the number line = =

43 How to support Parental Engagement? Give parents minimum 6 weeks notice School cycle Y6 and Y2 in Autumn Term; Running a Crèche Y3 and Y4 in the Spring Term Y1 and Y5 in the Summer Term Provide refreshments at the end of the session Goody Bag of practical resources By making it 9:00 a.m. it will fit in with a school drop off

44 Homework After the workshop, you will have the knowledge and resources to become your child s 1:1 tutor. All you need to do is sit down and play the game with your child, once a day and to keep a simple record of the outcome, in a diary. Each week focuses on a different calculation strategy and there is an element of problem solving.

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46 Ryders Hayes Academy Key Stage 1 maths programme with year 1. NC Level Control Group Impact Pupils Raised 41% 77% Stayed same 42% 23% Decreased 17% 0% 36% of the Impact pupils made 2 sub-levels progress in 5 weeks in maths.

47 A Successful Model: Repeat the process for English and hold writing workshops.

48 Year 1 Child A at start of programme

49 Year 1 Child A after the programme

50 Year 1 Child B at start of programme

51 Year 1 Child B after the programme

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53 Details of the Impact in Learning sessions for 2014/15 Class Date/Time of Session Letters will go out on: Mountain Lions Tues 11 Nov, Thurs 18 Sept Merlins (Y6 children) Tues 11 Nov, Thurs 18 Sept Merlins (Y5 children) Thurs 16 Apr Thurs 26 Feb Geckos Thurs 16 Apr Thurs 26 Feb Wombats Mon 12 Jan, Thurs 27 Nov Crocodiles Tues 13 Jan, Thurs 27 Nov Chameleons Wed 14 Jan Thurs 27 Nov Monkeys Tues 4 Nov, Thurs 18 Sept Bats Wed 5 Nov, Thurs 18 Sept Wallabies Wed 22 April, Thurs 26 Feb Marmosets Tues 21 April, Thurs 26 Feb

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