1. Curriculum Review Essentials for Learning - and Life and Life

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

3. Curriculum design Staff meeting 18 th March 2008

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

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

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

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

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

9. Foundation Stage into Year 1 6 areas of learning 6 areas of learning 6 themes 6 themes Phonics Phonics Reading Reading Plus the introduction of VCOP and spelling into year 1 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 Themes through all of the six areas and based on a book Phonics Phonics Reading Reading Mental Arithmetic Mental Arithmetic VCOP VCOP Spelling made easy Spelling made easy PE PE

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

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

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

14. Mindmap

15. 6 week overview

16. An example timetable MondayTuesdayWednesdayThursdayFriday 8:50 Registration 9:00 Assembly Outdoor PE Vicar’s Assembly RE (D) Speaking and Listening Assembly CLL/KUW Wow Factor: Area of classroom transformed into dump. Examining, discussing, questioning. Based on Stig of the Dump KUW Classifying and properties of materials PSRN Maths Test Mental Arithmetic Problem Solving Activity 10:25 Play 10:45 PSRN/KUW Theme Maths: Data handling recycling materialsb (ICT) PSRN/ Maths (D) CLL Spellings - igh - dictation - test French - PPA CLL Character of Stig Make mind map (adjectives) Enrichment/Skills (Left open for necessary extra focus) Library Change Books Design and make room for Stig (cont) 12:45 Lunch 1:40 CLL Visual Literacy Discussion of excerpt from film clip and asking and answering questions. Singing Practice – PPA Indoor PE Achievement Assembly – PPA Guided Reading Carousel of activities 3:15 Home Time

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

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

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

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