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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+
-
-
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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+
-
-
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
osk
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
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