THE NEW PRIMARY ENGLISH CURRICULUM

EI505 COMPUTING AND CONTEMPORARY CURRICULUM DEVELOPMENTS

WHAT’S IN WHAT’S OUT

EI505 Computing and Curriculum Developments

Learning Outcomes [and assessment criteria for set task]

1. Demonstrate computational thinking through process including: decompostion, logical reasoning, algorithms

2. 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.

TASK

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]

AIMS

PREVIOUSLY....Separate Aims and Objectives for • SPEAKING AND LISTENING• READING• WRITING

NOWSpeaking and Listening is addressed via one

statement covering Y1-6 – Spoken LanguageLeft implicit amongst the statutory requirements

for reading and writing

EARLY READING [KS1]

Predominately concerned with WORD reading via the prime approach of Systematic Synthetic Phonics [SSP]

Children reading books consistent with their phonic development not requiring any other strategies

[see Y1 Programme of study p10]

2 DIMENSIONS

• WORD RECOGNITION• LANGUAGE COMPREHENSION

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+

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Word

R

ecog

nit

ion

Good language

comprehension, poor word recognition

Good word recognition,

good language

comprehension

Poor word recognition,

poor language

comprehension

Good word recognition,

poor language comprehensio

n

Language comprehension

The Simple View of Reading

EARLY WRITING [KS1]

2 DIMENSIONS

• TRANSCRIPTION• COMPOSITION

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+

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-

En

cod

ing

S

tate

gie

s

Language comprehensibility

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’ embedded.

LOWER KEY STAGE 2 years 3 and 4 [p23]

UPPER KEY STAGE 2 Years 5 and 6 [p31]

LOWER KEY STAGE 2

Years 3 and 4 at this stage teaching comprehension should be

taking precedence over teaching word reading directly.

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.

UPPER KEY STAGE 2

• By Year 6 there should be no need for further direct teaching of word reading skills for almost all pupils.

STATUTORY - BY LAW

NON-STATUTORY - GUIDANCE

Years 3 and 4 READING

WRITING

Years 5 and 6 READING

WRITING

SPELLINGThroughout the New Curriculum there is a big

focus on SPELLINGLOOK AT THE APPENDIX 1 : SPELLING [p39]

This is accompanied by WORD LISTS for Y3/4 and Y5/6

The learning of these word lists [100] on each is statutory.

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.

vap

quemp chom

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National curriculum assessment and the new NC 2014

1. The current system of ‘levels’ used to report children’s attainment and progress will be removed. It will not be replaced.

2. 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 actually do.

3. 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.

4. 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.

5. 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 follow.http://www.education.gov.uk/schools/teachingandlearning/curriculum/

nationalcurriculum2014/a00225864/assessing-without-levels

REFERENCES Barton, G [2005] Grammar Survival-A Teacher’s Toolkit:

David Fulton Crystal, D [1996] Discover Grammar: LongmanDombey, H [2012] Core Subject Knowlegde Booklet:

University of BrightonPNS [2007] Letters and Sounds: DfESNLS [1999] Spelling Bank KS2: DfEEMartin,T [2010] Talk for Spelling: UKLA minibookO’Sullivan, O & Thomas, A [2007] Understanding

Spelling: CLPEReedy, D & Bearne, E [2013] Teaching grammar

effectively in primary schools: UKLA