Curriculum EveningBuckstone Primary School

September 2014 Welcome

Personal Learning Plans

Literacy

Numeracy

Website

Outdoor Learning

Rights Respecting School

Lifelong Learner Social Being

A sense of self worth

Responsible

Resilient Respectful

Reflective Resourceful

Buckstone Values

PLPPersonal Learning Plan

A PLP is the process by which pupils, parents and teachers are involved in discussion about individual

strengths, areas of development and targets for improvement.

What are they?PLPs are the record we create of your child’s progress and achievements over the year. They are working documents which will build up over the year and which will contain group targets, personal targets and evidence collected to show progress. The PLPs replace the old fashioned annual report card and you will receive teachers’ comments termly for maths and literacy and annually on all other subjects. PLPs are sent home regularly but you can have your child’s PLP home at any me. Simply inform your child’s teacher in writing and return the PLP to school the following day.

What will they look like?

P1 – P5-Targets and comment sheets will be stored in a small file. -Evidence will be stored in a zipped A3 wallet.-Each piece of evidence will be stickered so that you can tell which target is evidenced.

P6 & P7- same contents but filed in a red folder, all evidence and targets together.

Wider Achievement

Contents

Why Change?We have changed our PLPs to ensure they are truly a reflection of

“personal” learning and to avoid them becoming generic. As with any new initiative we will no doubt experience some teething problems, but

we do hope you will welcome this more individualized approach. The children are certainly pleased to behaving “learning chats”.

• Reflect & represent the individual

• Appearance – P6 & P7 different

• Quality dialogue (Time to Talk)

Individual Pupil and Teacher - Learning Chats

Teachers will allocate a time slot so that every pupil in their class has the opportunity for an individual

chat to set a personal target in literacy and numeracy.

PLPs will come home at differing times.

Literacy

Writing

ious ible able

ious ible able

ious ible able

above, always, before, brought, great, important, right,

sometimes, through, together, walking

Handwriting

1.Readiness for handwriting; gross and fine motor skills

leading to letter formation.

2. Beginning to join.

3. Securing the joins.

4. Practising speed and fluency.

5.Presentation skills.

Development Process

Spelling

Vocabulary

Connectives

Openers

Punctuation

Writing Skills

Vocabulary Connectives

Openers

Punctuation

Vocabulary

ConnectivesOpeners

Punctuation

Vocabulary

Connectives

Openers Punctuation

Vocabulary

Connectives

Openers

Punctuation

“Together the development of these skills empower children to unlock

their potential as independent life-long learners.”

Reading

Reading at Buckstone Primary

Aim – to create readers who will actively engage with any text

Reading Skills

Reading aloud Inferring Questioning the text Building on existing knowledge Predicting Visualising Summarising

Numeracy

Why Maths?

Numeracy is a skill for life, learning and work

A numerate person can carry out number processes AND access and interpret information

A numerate person can weigh up options, problem solve and make appropriate decisions

What do we mean byActive Learning

“What we learn to do, we learn by doing”

Aristotle

“When I hear, I forget

What I see, I remember

What I do I understand”

Confucius

“What I hear, I forget

What I hear and see, I remember a little

What I hear, see and ask questions about or discuss with someone else, I begin to understand

When I hear see, discuss and do, I acquire knowledge and skill

What I teach to another, I master

(Active Learning Strategies – Mel Silberman)

Active Learning at Buckstone!

Classrooms = A Community of Enquiry Children thinking and solving problems Children making connections – “It’s nothing

new” Children talking maths Children asking questions Maths linked to real life Resources which encourage all of the above Children confident in key facts – “Learn Its” Children use ‘working walls’ to learn and

evaluate

Working Walls

Working walls are a resource that pupils engage with to promote learning and understanding.

They are a source of discussion.

Walls are pupil friendly and information should be relevant and useful.

Walls should be updated regularly inline with pupils learning.

Working Walls

EarlyEarly

FirstFirst

SecondSecond

5 Key Numerical Strategies

Counting on and back

Doubles and near doubles

Partitioning

Bridging

10 bonds

The FACT

Universe

Number Facts

Learn Its

1d + 1d

1d X 1d

Teaching Mental Agility

Every day

Use known fact to understand more facts (Nothing new)

Practical approaches – jottings, images, materials

Explain strategies – learn from mistakes

Higher Order Thinking

Remembering

Understanding

Applying

Analysing

Evaluating

Creating

Assessment and TrackingHow is my child doing and how will I know? Write, Say, Make and Do

PLPs

Curriculum for Excellence Levels

Standardised Testing

Learn Its and Check Ups

What can I do to help?

Share and comment in PLPs

Play with “Learn Its”

High expectations

Offer “real” opportunities

Have fun!

Website

• New site to improve Communication

• How to find us• Homework• Importance of

photograph permission

How to find us

• Google search- Buckstone Primary

Buckstone Primary School - schools-online.org

Communication

What we are including

What else/ how can we improve?

Outdoor Learning

“The natural world inspires children to be investigative and explorative and this underpins all their learning.” GFL 2012

Working Party

Wealth of inspirational and outstanding teaching going on throughout our school.

Our aims:to encourage teachers to get outdoors to enhance the children's learning use natural resources to teach, motivate and enthuse their pupils.we want everyone to get out there, feel alive, awake and ready to discover

Mud Kitchen

ScienceMixing materials Numeracy & Math

Measuring, estimating, reading numbers.

Literacy & EnglishImaginative writing, instruction text, recounts.

DramaRole play, movement, mime

Social skillsListening, talking, co-operating, negotiating.

Play – Learning•Sandpit supports and enhances science, numeracy and math experiences and outcomes.

•Stage sets the scene for many drama activities encouraging team work and confidence.

Rights Respecting SchoolLevel 2 Work to be done!Depth of understanding of children’s rightsGlobal aspectRaise awareness

Features of A Rights Respecting Classroom

Some Features of a Rights Respecting Classroom

Pupils and teachers negotiate a class charter

Pupils have opportunities to make choices in their learning

Displays are used to reinforce an awareness of rights and links to learning.

Pupils respect and value each others similarities and differences and support each other, there are few incidences of

negative behaviour, name-calling, racist or sexist comments

GroupsPupil Group – created from a class representative from P3 to P7

( 11 pupil members)

Remit – to promote RRS throughout the school and to consider ideas for promoting good health

Staff Group – Mrs Gordon, Miss Garven, Mrs Bailey and Mrs Donnelly

( 4 staff members)

Remit – to promote the Rights of the Child throughout the school and investigate educational ideas and resources to support this

Parent Group - ??

Remit – to work with pupil group and carry out an audit of current RRS knowledge and to produce a leaflet to inform new staff, pupils and parents of our work in the area of RRS.

Buckstone Primary School Charter

We (the children) are at the centre of every decision and action in Buckstone Primary. (article 3)

Everyone should respect each other and being in school should be fun and exciting. There should be a variety of things for us to do and we should be helped to do our best. School should/will always be a safe and healthy place to be. (articles 6, 29 and 31)

Everyone should be listened to and everyone should be heard. (articles 12 and 15)

We should treat others the way we want to be treated. Making good choices about behaviour and thinking about other people’s feelings is important. If we make a mistake we must try to make it better. (article 28)

The safety of all is the responsibility of the whole school community. (article 6)

In school we will learn about our rights. (article 42)

Thank You for Listening

Any Questions?