1. Supporting the implementation of the new national curriculum Subject specific workshops

2. 9.30Introduction 10.00Mathematics and literacy across the curriculum 10.40Preparation for subject workshops 10.45Coffee 11.15Workshop: PE or History 12.15School group discussions 12.30Lunch 1.30Workshop: Science/DT or Geography 2.30Introduction to school group discussions School group discussions and independent time with advisers (as necessary) 3.30 Close Outline of the day

3. The national curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement. The national curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum. The school curriculum in England Aims

4. IMPLEMENT Checklists Procedures to follow Climates of compliance Introduction GROW Responsiveness Principles Climates of growth

5. Principles not content: Values, aims and principle Key competencies for learning and life The world’s major branches of learning Community, local, national and global contexts Designing your world class curriculum

6. x – no; P – partially; A – always; O - outstanding

7. How do the wider aims, values skills and competencies impact on the subjects?

9. Maths and Literacy across the curriculum

10. Why do we talk about linking maths and literacy with the rest of the curriculum? What are we being asked to do in the National Curriculum? How might we put this into practice in our schools? Making links

11. Teachers should develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. English is both a subject in its own right and the medium for teaching; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects. Pupils’ acquisition and command of vocabulary are key to their learning and progress across the whole curriculum…. It is particularly important to induct pupils into the language which defines each subject in its own right, such as accurate mathematical and scientific language. National Curriculum - Literacy

12. Teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum. Teachers should develop pupils’ numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics... They should be taught to apply their mathematics to both routine and non-routine problems, including breaking down more complex problems into a series of simpler steps. National Curriculum - Maths

13. Symbols Language Mathematical image/picture Context Adapted from Derek Haylock and Anne Cockburn 2003

14. Teaching concurrently Directly teach an aspect of literacy/maths in another subject Using and applying mathematical/literacy skills – planned and incidental Use of literacy/maths teaching strategies in other curriculum areasliteracy Homework Approaches to making links

15. Where should the penguin go?

16. Teaching concurrently Directly teach an aspect of literacy/maths in another subject Using and applying mathematical/literacy skills – planned and incidental Use of literacy/maths teaching strategies in other curriculum areasliteracy Homework Approaches to making links

17. Breeding pairs on islands in the Western Cape

18. Teaching concurrently Directly teach an aspect of literacy/maths in another subject Using and applying mathematical/literacy skills – planned and incidental Use of literacy/maths teaching strategies in other curriculum areasliteracy Homework Approaches to making links

19. Southern Rockhopper Length: 450 – 580mm Weight: 2000 – 3400g Pairs globally: 1 000 000 Age record: 29 years Breeding area: Islands off Argentina and Chile Dive depth: 28.9m Incubation: 32 – 34 days

20. A rockhopper penguin is at the bottom of a cliff which is 20m high. Every five minutes the penguin jumps up 1.5m then is washed back down the cliff ¾ m by a wave. How long does it take for the penguin to reach the top of the cliff? Show how you reached your solution. Classic problems to solve

21. There are two adult rockhoppers and two young rockhoppers sitting on rocks down a cliff with a rock between them. Rockhoppers can hop onto adjacent rocks or jump over a penguin; rockhoppers can't jump over more than one penguin. Can you swap the adult rockhoppers with young rockhoppers? Experiment with different numbers of adult and young penguins. Can you always swap the penguins over without having to move any penguins backwards? Can you predict how many moves it will take you? Can you swap the penguins over when the number of adult and young penguins is not the same? Can you predict how many moves it will take you? Classic problems to solve

23. The Subjects Music Maths English Geography History PE Art Science

24. The key skills Investigate Analyse and synthesise Develop and create Evaluate Communication

25. The Subjects Music Maths English Geography History PE Art Science Investigate Communication Evaluate Develop and create Analyse and synthesise

27. Learning expectations need to take account : Key skills Personal development Competencies eg communication, calculation, computer competency Subject areas Generally set out expectations for each year group or stage of development within these headings. The expectations may vary from year to year with different cohorts, and will be revised in the light of the actual learning that takes place Framework of expectations

29. Two possible routes: 1.Throw everything out and start again. 2. Take your present plans and ask searching questions Making a start

30. 1.Does our curriculum planning focus on learning needs for all our pupils? 2.Why have we included this element? 3.Does this piece of learning really need to be here? Is it a NC requirement? Or an element we want to include? 4.What key skills and competencies are we developing in this piece of work? 5.Will the experiences really bring about the intended learning? 6.How long will it take? (does it really need half a term?) 7.Where will it take place? 8.Who will be involved? 9.How can we make it even more exciting, challenging and memorable? Questions you might ask

31. Implications for different year groups – core subjects *recommendation that schools teach current PoS during the autumn term 2013 and prepare for new PoS to begin teaching from the spring term 2014 onwards Revised National Curriculum Year group Academic Year 2013/14 Academic Year 2014/15 Academic Year 205/16 1Old PoSNew PoS 2Old PoS New PoS 3Disapplied*New PoS 4Disapplied*New PoS 5Old PoSNew PoS 6Old PoS New PoS