Curriculum ReviewCurriculum Review

Essentials for Learning -Essentials for Learning -

and Lifeand Life

Six areas of learning-Six areas of learning-from the Rose Reviewfrom the Rose Review

LiteracyLiteracy NumeracyNumeracy ICT capabilityICT capability Learning and thinking skillsLearning and thinking skills Personal and Emotional skillsPersonal and Emotional skills Social skillsSocial skills

Curriculum designCurriculum design

Staff meetingStaff meeting

1818thth March 2008 March 2008

Excellence and Enjoyment: Excellence and Enjoyment: what changed?what changed? Permission to be creativePermission to be creative ECMECM Assessment for learningAssessment for learning Personalised learningPersonalised learning

Then:Then: The Children’s PlanThe Children’s Plan MFLMFL Rose review of Primary curriculumRose review of Primary curriculum

Planning and Timetabling:Planning and Timetabling:the problemsthe problems Fine detail and time consumingFine detail and time consuming Assessment for learning- plan Assessment for learning- plan

for where you know the children for where you know the children need to go nextneed to go next

Overloaded week – shallow Overloaded week – shallow learninglearning

Pressures on teachers and Pressures on teachers and pupilspupils

Time to enjoy?Time to enjoy?

Cross curricular linksCross curricular links

Making connections between Making connections between subject – real lifesubject – real life

Subjects not discreteSubjects not discrete Use of ICT to stimulate and Use of ICT to stimulate and

enrichenrich Drama, speaking and listeningDrama, speaking and listening Sets of skills and transferable Sets of skills and transferable

knowledgeknowledge

Six areas of learningSix areas of learning Communication, Language and Communication, Language and

LiteracyLiteracy Problem Solving, Reasoning and Problem Solving, Reasoning and

NumeracyNumeracy Knowledge and Understanding of Knowledge and Understanding of

the Worldthe World Physical DevelopmentPhysical Development Creative DevelopmentCreative Development Social, Moral, Spiritual and CulturalSocial, Moral, Spiritual and Cultural

Curriculum design:Curriculum design:

Skills Skills KnowledgeKnowledge Whole school overviewWhole school overview ProgressionProgression Whole school focus weeksWhole school focus weeks Whole school practiceWhole school practice

What can’t be lost:

Foundation Stage into Year 1Foundation Stage into Year 1

6 areas of learning6 areas of learning 6 themes6 themes PhonicsPhonics Reading Reading

Plus the introduction of VCOP Plus the introduction of VCOP and spelling into year 1and spelling into year 1

Years 2, 3 and 4Years 2, 3 and 4

Themes through all of the six Themes through all of the six areas and based on a book areas and based on a book

PhonicsPhonics ReadingReading Mental ArithmeticMental Arithmetic VCOPVCOP Spelling made easySpelling made easy PEPE

Years 5 and 6Years 5 and 6

Themes through all of the six areas Themes through all of the six areas Phonics Phonics ReadingReading Mental ArithmeticMental Arithmetic VCOPVCOP Spelling made easySpelling made easy PEPE Revision of key skills and knowledgeRevision of key skills and knowledge

Theory into practice: what will Theory into practice: what will it look like?it look like?

3 or 4 key subjects3 or 4 key subjects Discrete, linked or integrated?Discrete, linked or integrated? ‘‘Blocks’ or discrete?Blocks’ or discrete? 10 NC subjects re- organised?10 NC subjects re- organised? 6 areas of learning?6 areas of learning? ‘‘Topics’ only, no subjects?Topics’ only, no subjects? Skills led?Skills led?

Planning and timetabling: more Planning and timetabling: more flexibility and given a contextflexibility and given a context

Weekly timetable with detail of Weekly timetable with detail of work to be coveredwork to be covered

Evidence in books and foldersEvidence in books and folders Some ‘fixed points’ in the Some ‘fixed points’ in the

timetable each weektimetable each week Blocks of time can be used Blocks of time can be used

creativelycreatively Use of adults both fixed and Use of adults both fixed and

flexibleflexible

MindmapMindmap

6 week overview6 week overview

An exampleAn example timetabletimetable

Monday Tuesday Wednesday Thursday Friday

8:50 Registration Registration Registration Registration Registration

9:00 Assembly

Outdoor PE

Vicar’s Assembly

RE (D) Speaking and

Listening

Assembly

CLL/KUW Wow Factor: Area of

classroom transformed into

dump. Examining, discussing,

questioning. Based on Stig of the Dump

KUWClassifying and

properties of materials

PSRNMaths Test

Mental ArithmeticProblem Solving

Activity

10:25Play Play Play Play Play

10:45

PSRN/KUWTheme Maths:Data handling

recycling materialsb (ICT)

PSRN/ Maths (D) PSRN/Maths (D) PSRN/Maths (D)

CLLSpellings

- igh - dictation

- test

French - PPA

CLL Character of StigMake mind map

(adjectives)

Enrichment/Skills(Left open for

necessary extra focus)

LibraryChange Books

Design and make room for Stig (cont)

12:45Lunch Lunch Lunch Lunch Lunch

1:40 CLL Visual LiteracyDiscussion of

excerpt from film clip

and asking and answering questions.

Singing Practice – PPA

Indoor PEAchievement

Assembly – PPA Guided Reading

Carousel of activities

3:15 Home Time Home Time Home Time Home Time Home Time

Short term: experimentationShort term: experimentation

10/03/0810/03/08 Each Theme has a strongly linked bookEach Theme has a strongly linked book Broad curriculum outline (6 areas and subject links)Broad curriculum outline (6 areas and subject links) SLT: draft planning example, including fixed points (6 SLT: draft planning example, including fixed points (6

weeks)weeks) Staff meeting – trialStaff meeting – trial ExperimentExperiment Permission to try anything, except change fixed Permission to try anything, except change fixed

points!points! Define the principlesDefine the principles Design teacher and child curriculum questionnaires Design teacher and child curriculum questionnaires

and collateand collate Decide a way to collect evidence of outcomesDecide a way to collect evidence of outcomes Find a source for skillsFind a source for skills Phase Meetings: share ideasPhase Meetings: share ideas

Implementation: from 21Implementation: from 21stst April April

Common planning formatCommon planning format Joint planning in year groupsJoint planning in year groups Full term’s planning (2 x 6 Full term’s planning (2 x 6

weeks)weeks) ImplementImplement Wild Life WeekWild Life Week Peer observation of ‘new’ Peer observation of ‘new’

approachesapproaches

Review just before half termReview just before half term

Review:Review: SLT observationsSLT observations Work sample Work sample Teacher viewsTeacher views Pupils’ views / celebrate successPupils’ views / celebrate success

ReviewReview Revised planningRevised planning Still collect work samplesStill collect work samples Shared evaluation (based on Shared evaluation (based on

children’s work samples)children’s work samples) Pupil and teacher questionnairesPupil and teacher questionnaires

What are we going to do next?What are we going to do next?

Decide on a theme for the first half of Decide on a theme for the first half of the summer termthe summer term

Choose a book for your year groupChoose a book for your year group Create a mind map for the theme – Create a mind map for the theme –

include the six areas of learninginclude the six areas of learning Start a six week overviewStart a six week overview Create a timetable for the first weekCreate a timetable for the first week