Curriculum Review

1. Curriculum Review Essentials for Learning - and Life

2. Six areas of learning-from the Rose Review • Literacy • Numeracy • ICT capability • Learning and thinking skills • Personal and Emotional skills • Social skills

3. Curriculum design Staff meeting 18th March 2008

4. Excellence and Enjoyment: what changed? • Permission to be creative • ECM • Assessment for learning • Personalised learning Then: • The Children’s Plan • MFL • Rose review of Primary curriculum

5. Planning and Timetabling:the problems • Fine detail and time consuming • Assessment for learning- plan for where you know the children need to go next • Overloaded week – shallow learning • Pressures on teachers and pupils • Time to enjoy?

6. Cross curricular links • Making connections between subject – real life • Subjects not discrete • Use of ICT to stimulate and enrich • Drama, speaking and listening • Sets of skills and transferable knowledge

7. Six areas of learning • Communication, Language and Literacy • Problem Solving, Reasoning and Numeracy • Knowledge and Understanding of the World • Physical Development • Creative Development • Social, Moral, Spiritual and Cultural

8. Curriculum design: What can’t be lost: • Skills • Knowledge • Whole school overview • Progression • Whole school focus weeks • Whole school practice

9. Foundation Stage into Year 1 • 6 areas of learning • 6 themes • Phonics • Reading • Plus the introduction of VCOP and spelling into year 1

10. Years 2, 3 and 4 • Themes through all of the six areas and based on a book • Phonics • Reading • Mental Arithmetic • VCOP • Spelling made easy • PE

11. Years 5 and 6 • Themes through all of the six areas • Phonics • Reading • Mental Arithmetic • VCOP • Spelling made easy • PE • Revision of key skills and knowledge

12. Theory into practice: what will it look like? • 3 or 4 key subjects • Discrete, linked or integrated? • ‘Blocks’ or discrete? • 10 NC subjects re- organised? • 6 areas of learning? • ‘Topics’ only, no subjects? • Skills led?

13. Planning and timetabling: more flexibility and given a context • Weekly timetable with detail of work to be covered • Evidence in books and folders • Some ‘fixed points’ in the timetable each week • Blocks of time can be used creatively • Use of adults both fixed and flexible

14. Mindmap

15. 6 week overview

16. An exampletimetable

17. Short term: experimentation • 10/03/08 • Each Theme has a strongly linked book • Broad curriculum outline (6 areas and subject links) • SLT: draft planning example, including fixed points (6 weeks) • Staff meeting – trial • Experiment • Permission to try anything, except change fixed points! • Define the principles • Design teacher and child curriculum questionnaires and collate • Decide a way to collect evidence of outcomes • Find a source for skills • Phase Meetings: share ideas

18. Implementation: from 21st April • Common planning format • Joint planning in year groups • Full term’s planning (2 x 6 weeks) • Implement • Wild Life Week • Peer observation of ‘new’ approaches

19. Review just before half term • Review: • SLT observations • Work sample • Teacher views • Pupils’ views / celebrate success • Review • Revised planning • Still collect work samples • Shared evaluation (based on children’s work samples) • Pupil and teacher questionnaires

20. What are we going to do next? • Decide on a theme for the first half of the summer term • Choose a book for your year group • Create a mind map for the theme – include the six areas of learning • Start a six week overview • Create a timetable for the first week