Cornwall Learningsupporting schools

with the New Primary Curriculum 2014

Sally Griffin and Maria Rundle

The New CurriculumMichael Gove in 2012 invited ‘schools to shape

their own curricula’ and publish on line.

In Sept 11 2013 the DfE published The national curriculum for England to be taught in all maintained primary and secondary schools from September 2014.

https://www.gov.uk/government/organisations/department-for-education/series/national-curriculum

Subject Programmes of Study and Attainment targets

Each subject contains• Purpose of study• Aims• Subject domains (e.g. Reading • Statutory Programmes of Study (POS) • + non statutory exemplar/notes and guidance

POS are described as Matters, Skills and Processes

Core and Foundation Yrs 1-6

• English • Maths • Science

• Art and Design• Computing• Design and

Technology• Geography• History• Music• Pe• Languages KS2

Not in the POS

• PSHE All schools should make provision for personal, social, health and economic education drawing on good practice

• RE as per SACRE

• Schools are also free to include other subjects or topics in their choice of planning and designing their own programme of education

Tweak Adapt or New?

How should Cornwall Learning support Primary Schools implement a full new integrated curriculum starting with the programmes of study?

.

• More challenge in Mathematics (Calculators end of KS2)

• Calculation policies

• Greater emphasis in Science

• A new subject Computing

• An emphasis on British History

• Changes to years or Key Stages where some topics have previously been taught.

What do you need to do?Countdown to July

• Clear Philosophy beyond Framework

• Integrated and thematic for transferred learning; Broad and Balanced

• Ensure POS coverage through mapping

• Wrap Aims in Pedagogy

• Differentiate for support and challenge/mixed age

Countdown to July

• Objectives Outcomes Success Criteria

• Build in local flavour

• Publish Your Curriculum

• Plan and implement CPD Needs across subjects timed through the year

• Gather Resources

• Involve the community

Countdown to July

• Map genres across English

• Ensure Parental Engagement

• Long Term/ Medium Term Planning

• Plan for Mixed Age where relevant

• Prepare for computing

• Consider assessment and progression

• Differentiate for your classes

• Inspire does everything on the list except for differentiate for your class.

Upcoming Subject CPD onlineKS1

• Transition from Early Years to Year

• KS1 teaching the whole curriculum: where do I need support?

• Science• Geography• History• Design and Technology• Art and Design• English SPAG and Assessment• Computing• Mathematics• Drama: the tool, the learning

medium and the Art form.• PE• RE

• KS2• Years 3 and 4 teaching the new curriculum

generic• Years 5 and 6 teaching the new curriculum

generic and working towards assessment• MfL for non specialists teaching languages

for the first time. French and Spanish• Computing• Science• Geography• History• Design and Technology • English SPAG and Assessment• Computing• Art and Design• Mathematics and Assessment• Drama: the tool, the learning medium and

the Art form.• PE• RE

But how did we do it?

• The New National Curriculum is 201 pages long and contains thousands of programme of study statements (POS) to be mapped across the six years.

A Philosophy

Sir Robin Alexander Eden Project Feb 13th 2014 Chair of Cambridge Education Trust

• Applied, coherent, essential Knowledge• Transferred learning• Broad and balanced • Importance of Spoken language • Progress in everything matters • Preserve the primary phase and present needs of the child• Links to the Wider World and the locality • Exciting the imagination• Personality and talents developed• Purpose for learning • Embodies knowledge and skills • Links to the world of work

The curriculum might embodyChild centred and child led learningCreative Thinking and InnovationLearning through ExplorationStretch and ChallengeDeveloping Working MemoryCreativityIndependent and Learner-led Learning Collaborative LearningOutdoors and NatureApplied learningAuthentic tasks with a real audienceLearning and Life SkillsFUN and emotional links to learningLinks to the world of Work

The Day of a Thousand Post-its!

• Print out, number and chop up all the POS statements for each subject

• Decide which subjects were going to be our lead subject for each topic

• Put the POS statements in to topic groups e.g The Human body, The Ancient Greeks

• Think of inspiring ways to study these topics• Decide which POS statements would be covered in each topic, taking

into account progression and coverage

And then Mr Gove changed his mind……

…but we did not!

A best practice, contemporary solution to shaping an integrated curriculum : saving teachers time to concentrate on teaching and learning (and being inspirational!)

A best practice, contemporary solution to shaping an integrated curriculum : saving teachers time to concentrate on teaching and learning (and being inspirational!)

What’s in The Inspire Curriculum

54 Units to cover years 1 – 6

A framework which will help ensure whole school POS coverage and as a discussion tool for adapting and developing.

A community to build and share resources

Yr1 Yr 2

Yr 3

Yr 4

Yr 5

Yr 6

1 1 1 1 1 1

2 2 2 2 2 2

3 3 3 3 3 3

4 4 4 4 4 4

5 5 5 5 5 5

6 6 6 6 6 6

7 7 7 7 7 7

8 8 8 8 8 8

9 9 9 9 9 9

54 Thematic/topic units which cross different curriculum areas but with standalone and applied aspects of

a) Maths b) PE

Schools can integrate existing programmes for • Phonics • Guided Reading • Storytelling• Maths • PE • RE• PSHE

Subject Summaries

Music Harvest songs

Composition (song)

Art and Design Investigate animal patterns Create plasticine printing block of a pattern Mix inks to make new colours and print on animal shapes or group paper Look at still life fruit and vegetables: look at images by artists such as

Cezanne’s ‘Still Life with Apples’, Carol Keen’s ‘Modern still life fruit and basket art’, Roy De Maistre’s ‘Still Life: Fruit’ or Patrick Heron’s ‘The Long Table with Fruit’.

Discuss key features Learn to mix new colours with primary colours Develop own modern art still life images of fruit / veg using a range of

interesting colours and textures Mixed mediums can be used

English Life cycle fiction and non-fiction books –

structure and comprehension Poetry – riddles about animals Transcription – writing recounts and menus Chronological report Poetry (riddles) Recount Lists

Applied Maths Ordering prices at the café

Adding prices at the café

Giving change at the café

What do I need to be

me?

Science Lifecycle of butterfly - looking after, feeding correctly etc How do we change as we grow? Look at different animal life cycles and explore that some animals

change by just getting bigger and that other animals metamorphose Do humans change by just getting bigger? Explore by enlarging

images of a baby and a child so they are the same size as an adult image. What is different about the proportions? Why? As we get older we acquire certain skills – what are we good at now in our play? How is this different for older / younger people? Link to animals play

What do humans need to be fit and healthy? Food, exercise, water and clean air. Explore through the healthy café.

Ordered sequence Environment for successfully hatching butterfly eggs

Design and Technology Make smoothies:

Pupils design a smoothie for their parent

They learn about the importance of eating ‘5’ a day and use their knowledge to design a product that will encourage their parents to eat more healthily

Computing Take photos of caterpillars and

butterflies changing

Add information to create a multi-media PowerPoint or PhotoStory

Resources

What do I need to be me?

Art and Design Enlarged photographs of animal markings;

Giraffes, leopards and tigers and zebras would be recommended

Colouring pencils/sketch books

Plasticine, rollers & pairs of sticks about 1cm + thick

Flat printing trays and rollers

Printing inks red, blue, yellow for colour mixing (paint is runny and does not print well)

Still life images by well-known artists such as Cezanne’s ‘Still Life with Apples’, Carol Keen’s ‘Modern still life fruit and basket art’ (digital art), Roy De Maistre’s ‘Still Life: Fruit’ or Patrick Heron’s ‘The Long Table with Fruit’.

Still life set up in the room using fruit/veg and other objects

Paints – 2 yellows (lemon and brilliant), two blues (brilliant & turquoise), two reds (brilliant & crimson) and white, (black is rarely needed).

Science Photographs of various animals ranging from

baby animal, young animal to adult animal with question headings

Photographs of eggs (to scale) to display on whiteboard

Name labels for all creatures Embedded video clips Butterfly ‘cage’ and caterpillars Various items such as sweets, fruit, fizzy

drink, water (these could be toys or real) items of clothing etc.

English ‘Hurt no Living thing’ by Christina Rossetti

The Butterfly Riddle and other animal riddles

Butterfly Park recount

Arrange visit to a leisure centre

Prepare a questionnaire about the types of food on sale in the café and the leisure activities on offer.

Published menus (perhaps from the school canteen)

Design & Technology A selection of fruits, including some locally

grown and some globally imported fruits

Liquid ingredients for smoothies – full fat milk, low fat milk, juice and water

Every day fruits for pupils to practise washing, peeling, de-coring, discarding pips/seeds

Aprons

Chopping boards

Peelers

Paring knives

Forks

Glasses

Arrange invitations for Mum & Dad to visit the Happy & Healthy Café

Applied Maths

Café

Food and drink (real or play)

Price tickets

Play money

Computing Photos of caterpillars and butterflies changing

Create a Multimedia production in PowerPoint or PhotoStory

Music A selection of excerpts of

music (you can use recordings or play live music if possible)

A selection of classroom percussion instruments

Links

What do I need to be me? Pupils need to know we change as we grow from babies to old age. Although we look similar during this process some animals are unrecognisable as they change from egg to new born to adult stages.

Through this Unit pupils will have opportunities to consider what we need to stay fit and healthy in terms of food and exercise. They need to learn how to make the right choices and understand why.

Key questions that will be explored include:

What do I need to stay fit and healthy?

How do I change as I grow?

What changes do other animals make?

An important scientific idea that needs to be emphasised in this Unit is that of survival and the idea that features and behaviours of living things can be understood in terms of how they aid survival. For example, an animal may be camouflaged to avoid detection as an aid to survival or have distinct markings to warn off potential predators.

Two key scientific skills to develop here are that of observing and measuring (seeing how growth occurs) and asking questions (about what promotes health and aids survival).

Outdoor learning

In Science pupils will be exploring the life cycle of a butterfly and this will give opportunities for outdoor study whilst the focus on healthy living will include outdoor exercise.

National and international links

Looking at healthy food choices will give an opportunity to talk about and research foods from around the world.

Links to the world of work The theme includes a particular focus on what it means to be fit and healthy and the following roles can be studied as part of the Unit:

o Chef or other food worker o Personal Trainer/Fitness Instructor o Sports coach

Links to learning and life skills Knowing who I am and what I can do

French with embedded sound

So what does inspiration look like?

• Our two pilot schools, Wadebridge primary Academy and Prince Avenue School Southend have been trialling The Inspire Curriculum since September 2013.

• Lets look at them learning!

What’s happening now?Y6

In this unit the pupils study a recent natural disaster by looking

at the ways different charities support the people affected by it.

They will imagine what it would be like to be affected by a similar

disaster themselves.

Shelter building

concentrating

Co-operating

Completin

g!

The Big BuildYr 1

In this unit the pupils explore the properties of different materials through the story of the Three

Little Pigs.

Construction

Creation

Completion

Poles ApartY5

In this unit pupils study the worlds polar regions by learning about

some of the worlds greatest explorers.

Measuring

Making

Trying

Testing

12 weeks to go! What is your school doing? • Who is leading?• How are you getting buy in from all staff?• What is the philosophy behind your curriculum?• How will you ensure curriculum coverage without holes

and duplication of ideas, resources, subject matter?• How are you recording the planning ? • Can you involve learners in preparations? • Can you involve parents?

How can Cornwall Learning help?

• POS trackers• Categorised POS statements• CPD subject support (Summer Aututmn)• SPAG (Summer)• Assessment Guidance (Summer)• A complete curriculum• Individual units

What are we doing next?• Updating and refining units in response to

feedback from our pilot schools• Developing comprehensive mixed age guidance

for a range of settings• Writing further units to create a rolling

programme and include ‘special interest’, topical units based on subjects such as the World Cup.

• Creating assessment and tracking tools to reflect new guidance from the DfE

• Developing SPAG resources

But until then….

KEEP CALM

AND

CARRY ON INSPIRING