A mastery approach to the new National Curriculum Michael Tidd www.primarycurriculum.me.uk @michaelt1979 michaelt1979.wordpress.com

Who? www.primarycurriculum.me.uk (c) Michael Tidd, 2015

Who? michaelt1979.wordpress.com/freeresources (c) Michael Tidd, 2015

Reality of Assessment G&T / mastery (was level 6) Sit back, enjoy – think ‘Wow, I couldn’t have written that! Clever plot, twists and tuns and an unexpected ending. Amazing vocabulary and turn of phrase. You immediately call whoever is in your house and insist on reading it to them. (I’ve had perhaps 2 of these in 25 years!) Above Expected (was level 5) Enjoyable to read. Flows. It’s interesting and clever in its content. It’s a ‘phew’ piece of writing – the book you pick up and enjoy marking. What stop it being a 6? Sometimes you hear the voice of a child – maybe over- experimenting with gizmos or using words or phrases incorrectly – a slightly clunkiness still exists but essentially great. Main influence is books. (c) Michael Tidd, 2015

Reality of Assessment Expected level (old level 4) Not too painful to mark. Generally solid in grammar and sentence structure. Truing out lots of new language features, but these can be overworked. Either over safe in plot, or too ambitious so the reader has to work too hard to follow the plot. Sometimes it seems like the writer is telling you happens in the story, rather than telling the story! Ending often a bit disappointing as they seem to run out of steam. Main influence is film. Working towards (used to be a 3) Need a coffee break before marking, possibly wine! Overly complicated plots which are hard to follow or stuck in dialogue alley – or a re-telling of a Scooby Doo plot! Slips in and out of tense more than Marty McFly. Some effort to use complex devices, but slips back to mediocrity easily. Main influence is… computer games! (c) Michael Tidd, 2015

A little test Which way does the Queen’s head face on a stamp? What about on coins? Put these in order of distance from Croydon: Lands End Newcastle Paris? 261miles 257 miles 205miles (c) Michael Tidd, 2015

Is Edinburgh to the East or West of the Greenwich Meridian? (c) Michael Tidd, 2015

Memory is as thinking does Exposure ≠ Learning We need to ensure that children are thinking about what we want them to learn Context is vital A T C I R S V H N (c) Michael Tidd, 2015

Planning for Progress What does planning look like in your school? (c) Michael Tidd, 2015

(c) Michael Tidd, 2015

Planning for Progress What we like to imagine happening... ...and reality (c) Michael Tidd, 2015

Discussion Points What provides the cohesion in your curriculum? If I asked the children in your class what they learned in Writing last week, what would they say? What about last half-term? Or in the autumn? (c) Michael Tidd, 2015

Whose idea was this? (c) Michael Tidd, 2015

Planning for Progress What we like to imagine happening... ...and reality (c) Michael Tidd, 2015

Little vs Large Spirals Teach Column addition every term (but use bigger numbers) Teach, say column addition, once Use it for adding perimeters Use it in money problems Use it for adding in long multiplication Use it for adding fractions (c) Michael Tidd, 2015

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on. (c) Michael Tidd, 2015

A mastery approach (c) Michael Tidd, 2015

Little vs Large Spirals Teach speech marks repeatedly every year Teach it really well once over a period with reasons Use it again and again and again - briefly! (c) Michael Tidd, 2015

Assess for teaching Assess Plan Teach (c) Michael Tidd, 2015

A similar model for English (c) Michael Tidd, 2015

Do less but better There’s never enough time in the curriculum He was as tall as a massive house Georgian Period: Most Georgians are Eastern Orthodox Christians I really like cheese. Moreover I like apples. He wanted to go outside however it was raining (c) Michael Tidd, 2015

Key Objectives for Year 2 1 Know some spellings which use variations of standard phonemes 2 Use the possessive apostrophe 3 Spell some words with contracted forms 4 Use suffixes to spell longer words, including -ment, -ness, -less, -ful, -ly 5 Form lower-case letters of the correct size relative to one another 6 Write capital letters of appropriate size 7 Write for different purposes 8 Read aloud using appropriate intonation 9 Use noun phrases 10 Use four main types of sentence appropriately 11 Use present and past tense correctly 12 Use some coordinating and subordinating conjunctions 13 Use appropriate demarcation punctuation 14 Use commas for lists 15 Break words into phonemes for spelling (c) Michael Tidd, 2015

Discussion Points Does your curriculum currently focus on links rather than cohesion? Could some of the aspects of a mastery approach work for you? What challenges could you foresee? (I may have overcome some of them, but probably not all) Can you strip back your curriculum to make space? (c) Michael Tidd, 2015

The Scourge of Differentiation 3 levels of differentiated task? 5 levels? Personalised curriculum? (c) Michael Tidd, 2015

Closing the attainment gap (c) Michael Tidd, 2015

Michael Tidd @michaelt1979 michaelt1979.wordpress.com www.primarycurriculum.me.uk