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We shouldn’t talk about it. We can’t know what a child is capable of in the longer term. It’s arrogant to assume we can. It sets ceilings on achievement and, in doing so, sets ceilings on attainment Einstein didn’t speak till he was 4, read till he was 7 and was expelled from school. Darwin and Tolstoy were considered ordinary children. Thomas Edison was regarded as too stupid to learn anything at school. Winston Churchill struggled in school and failed his 6th form exams. Many of our greatest actors, dancers, painters were advised to give it up for lack of talent …………………….……………….and so on.
Potential
Mastery learning
• The New Curriculum expects that children will deepen their grasp of key ideas, over time, rather than move on and leave gaps behind
• Through being well taught and given curriculum opportunities they will develop and demonstrate their resourcefulness and versatility, (in an age appropriate way)
• This will be evident in their capacity to applying their knowledge, skills and
understanding with (sufficient): – Fluency over time – Independence – Resilience to deal with complexity and new contexts
• This does not mean that all pupils achieve the same degree of mastery… but it
is at least sufficient, so that they can make successful progress through the fundamental ideas. No one left behind
Like Building a Stone Wall (You cant have a strong wall if foundation
stones are missing)
Analogies for the New Curriculum!
Or Climbing a Mountain (The expectation is that all pupils will reach the summit and that no one is left along the way)
Fixed and Growth Mindsets Fixed Mindset Growth Mindset
Intelligence is static Intelligence can be developed
Leads to a desire to ‘look smart’ and so leads to a tendency to:
Leads to a desire to learn and therefore to a tendency to:
• avoid challenges • embrace challenges
• give up easily when presented with obstacles
• persevere despite obstacles
• see effort as fruitless • see effort as a path to mastery
• ignore useful feedback • learn from criticism
• be threatened by others’ success • be inspired by others’ success
Assessment in the classroom
Unit of learning
and objectives
Sufficiently Learnt?
Yes
No
enrich
Correct
Next unit of learning
and objectives
Correct No
Adapted from Bloom, 1971
NC Assessment
‘By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.’
(Age Related Expectation ARE)
National Curriculum (2014)
Term Reception Year.1 Year.2 Year.3 Year.4 Year.5 Year.6
Autumn.1 Baseline(Assessment
PUMA(Benchmark(against(previous(years(expectations.(
Salford(Reading(Test(
Y1(SEND(Review(&(Meetings
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Y3(SEND(Review(&(Meetings
PUMA(Benchmark(against(previous(years(expectations.(
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Y4(SEND(Review(&(Meetings
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Y5(SEND(Review(&(Meetings
PUMA(Benchmark(against(previous(years(expectations.(
Salford(Reading(Test(
SWST((
Y6(SEND(Review(&(Meetings
Autumn.2Parents(Evening(
YR(SEND(Review(&(Meetings
ARE(Reports(to(Parents(
Parents(Evening(
Letters(&(Sounds(Phonic(Screen.(
Year(1(Autumn(PUMA(
PERA(
Y1(SEND(Review(&(Meetings
ARE(Reports(to(Parents(
Parents(Evening(
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Year(2(Autumn(PUMA(
PHAB2(Phonological(Assessment(Battery(
Y2(SEND(Review(&(Meetings
ARE(Reports(to(Parents(
Letters(&(Sounds(Phonic(Screen.((
Parents(Evening(
Year(3(Autumn(PUMA(
Y3(SEND(Review(&(Meetings
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Parents(Evening((
Year(4((Autumn(PUMA(
(Y4(SEND(Review(&(Meetings
CAT4B(
ARE(Reports(to(Parents(
Parents(Evening((
Year(5(Autumn(PUMA(
Y5(SEND(Review(&(Meetings
Parents(Evening(
(Year(6(Autumn(PUMA(
(Y6(SEND(Review(&(Meetings
Spring.1 YR(SEND(Review(&(Meetings
PHAB2(Phonological(Assessment(Battery(
Salford(Reading(Test
Salford(Reading(Test Salford(Reading(TestSalford(Reading(Test(
Y4(SEND(Review(&(Meetings
Salford(Reading(Test(
(Y5(SEND(Review(&(Meetings
Salford(Reading(Test((
Y6(SEND(Review(&(Meetings
Spring.2 Parents(Evening
Year(1(Spring(Puma(
ARE(Reports(to(Parents(
Parents(Evening(
Y1(SEND(Review(&(Meetings
Year(2(Spring(Puma(
ARE(Reports(to(Parents(
Parents(Evening(
Y2(SEND(Review(&(Meetings
Year(3(Spring(Puma(
ARE(Reports(to(Parents(
Parents(Evening(
Y3(SEND(Review(&(Meetings
Year(4(Spring(Puma(
ARE(Reports(to(Parents(
Parents(Evening(
Year(5(Spring(Puma((
ARE(Reports(to(Parents(
Parents(Evening
Year(6(Spring(Puma(
ARE(Reports(to(Parents(
Parents(Evening
Summer.1 YR(SEND(Review(&(Meetings
Salford(Reading(Test(
SWST((
Y1(SEND(Review(&(Meetings
Salford(Reading(Test(
SWST(
Y2(SEND(Review(&(Meetings
CAT4a(
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SWST((
Y3(SEND(Review(&(Meetings
Salford(Reading(Test(
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(Y4(SEND(Review(&(Meetings
Salford(Reading(Test(
SWST(
Y5(SEND(Review(&(Meetings
Salford(Reading(Test(
SWST(
Y6(SEND(Review(&(Meetings(
End(of(Key(Stage(2(National(Curriculum(Tests(Maths(/(English(
Summer.2
Early(Years(Foundation(Stage(Profile(
YR(SEND(Review(&(Meetings(
Parent(update(meeting((available(if(required
National(Phonics(Screening(
Year(1(Summer(Puma(
Y1(SEND(Review(&(Meetings(
ARE(Reports(to(Parents(
Parent(update(meeting((available(if(required
National(Phonics(Screening(Catchup(
End(of(Key(Stage(1(National(Curriculum(Tests(Maths(/(English(
Year(2(Summer(Puma(
Y2(SEND(Review(&(Meetings(
ARE(Reports(to(Parents(
Parent(update(meeting((available(if(required
Year(3(Summer(Puma((
Y3(SEND(Review(&(Meetings((
ARE(Reports(to(Parents(
Parent(update(meeting((available(if(required
Year4(Summer(Puma(
Y4(SEND(Review(&(Meetings(
ARE(Reports(to(Parents(
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Year(5(Summer(Puma(
Y5(SEND(Review(&(Meetings(
ARE(Reports(to(Parents(
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Year(6(Summer(Puma(
Y6(SEND(Review(&(Transition(Meetings(
ARE(Reports(to(Parents(
Parent(update(meeting((available(if(required
Assessment at Holy Cross
Reading With Your Child
• Grow vocabulary and knowledge.
• Bond, and provide enriching engagement.
• Foster a love of books and learning.
Why Read Aloud?
There is an easy way to improve your child's chances at school. It will entertain and delight him. It will strengthen the bonds between him
and you. And it is virtually free.
Sound too good to be true? Actually, it isn't. The magical method: taking time to read aloud
to your child. (‘Read Aloud’ campaign)
The stakes could not be higher
Dodge the word gap Some children will hear 30 million fewer words
than their peers before age 4. Studies have shown the number of words a child knows when
entering kindergarten is predictive of future learning success.
(Hart and Risley 2003 ) !!!!! !
‘The evidence shows that the difference between those who get
bedtime stories and those who don’t—the difference in their life
chances—is bigger than the difference between those who get elite private schooling and those
that don’t.’ Adam Swift, philosopher.!
Reading For Pleasure and Information
• At school pupils are given opportunities to read for a range of purposes.
• Older pupils may have a class set of the same book and use it for a whole term’s work.
• Pupils read a range of genres- fiction and non-fiction, poetry, letters, newspaper
reports, etc. • Pupils investigate the texts and are
encouraged to ‘read as writers’. • D.E.A.R. time
• Pupils listen to stories read by an adult.
At Holy Cross we teach children to read and write using the government’s ‘Letters & Sounds ‘
programme.
• There are six ‘Letters and Sounds’ phases.!• Year R are taught in their class group. !
• Pupils in Years 1 through to 4 are assessed for their phonics knowledge and taught in phased
(mixed age) groups.!• Pupils in Years 5 & 6 who require additional
phonics instruction do so in small groups, using the successful Read Write Inc ‘Freshstart’
programme.!!
The intent of Phase One is to develop speaking and listening skills, preparing
children for reading. General sound discrimination –
!!!!!
instrumental sounds!
body percussion!
environmental sounds!
Rhythm
and
rhyme!Alliteration!
Voice sounds!
Oral
blending
and
segmenting!
In Phase Two, pupils are introduced to letters – the connection is made between the
written letter (grapheme) and the sound made (phoneme).
s a t p!i n m d!g o c k!ck e u r!
h b f, ff l, ll ss!
Two letters which combine
to make one sound are
called a ‘digraph’.
There are about 44 sounds in the English language.
We teach children ‘pure’ sounds for
reading, without the ‘uh’ sound as in the word ‘the’ (so, s is pronounced ‘sssssssss’ rather than ‘suh’).
https://www.youtube.com/watch?v=MOW3pB2KwGA !
As children move through the phases they learn to:
o blend phonemes for reading o segment words into graphemes for spelling
By Phase Six, pupils are familiar with alternative
spellings for the same sound:
through, threw, shoe, who, boo!
• They investigate suffixes and prefixes. • They learn a range of spelling strategies to
improve their independent writing.
For more information look at the government’s ‘Letters & Sounds’ document online.!
Children who have moved on from the Letters and Sounds phonics groups are
taught spelling in line with the new National Curriculum and Hants phased
assessment model.
Reading Books Pupils are regularly assessed for reading
attainment. Reading scheme books are ‘banded’ (the colour on the spine), and each child is allocated a band (until they progress beyond the
scheme). It is vital that children practise reading to an adult
at home.
We currently require additional volunteers to hear readers at school. If you could spare some time, please let us know.
Reciting Learning and reciting poems is an important part of the new curriculum through all year
groups. Pupils need to learn poems by heart, and to
recite with expression. You can help your child by including nursery rhymes and poems in their bedtime reading.
We begin writing in a ‘print’ style. Lower case letters are learned first.
• All letters begin at the top except for d and e.
• Correct formation and orientation is key.
• Letters should be in correct proportion to one another
(an s is the same size as an a. A letter t is tall, etc.).
• Pupils begin to join in Y2 (joined writing is said to
help with spelling). • b, g, j, p, q, y and z are
‘break letters’ (it can be difficult to join from these).
• Older pupils are encouraged to develop a ‘personal
style’.
Grammar and punctuation is taught in accordance with the
new National Curriculum, & the Hants phased assessment
model.
Usually grammar/punctuation is taught in context, but there will
be stand-alone lessons to address specific weaknesses.
Creative Writing Purpose:!
Audience:!Form:!
Stimulate & Generate!
!!!!!!!
!!!!!!
Capture, Sift & Sort!!!!!!!!!
!!!!!
Create, Refine, Evaluate!
!!!!!!!!
Talk4Writing Planning Phases!
Talk for Writing, developed by Pie Corbett… is powerful because it is based on the principles of
how children learn. It is powerful because it enables children to imitate the language they need
for a particular topic orally, before reading and analysing it and then writing their own version.!
Imitate→ Innovate→ Invent!
If you can’t say it, you can’t write it.
How You Can Help: Homework
Homework in one year group may look very different from homework in another.
Pupils will practise the skills required to improve their reading and writing.
• Your child reading to you. • Spelling practice. • Handwriting practice.
!
This is vital homework. !It makes a difference.!
It is on-going. !It may be more
appropriate/useful than a worksheet. It is still
‘homework’.!
What can we do to help you?
• Please fill in the short questionnaire.
• Feel free to take the handouts.
• Get back to us if you think of something at a later date.
Aims • To give you an overview of the new National
Curriculum for Maths • To talk briefly about our approach to
calculation methods • To introduce Mathletics • To introduce the sample assessment materials
for 2016 • To take feedback from parents on future
workshops relating to maths
Aims of the National Curriculum The national curriculum for mathematics aims to ensure that all pupils: • become fluent in the fundamentals of mathematics, including
through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
• can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
“The expecta5on 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 sophis5cated problems before any accelera5on through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through addi5onal prac5ce, before moving on.”
Na5onal Curriculum for Maths Sept 2014
Key Changes - overview • There are earlier and more challenging requirements for
multiplication tables, which have been increased to 12x12. • The curriculum has clear expectations around written
methods in addition to mental methods. • There is an earlier and more challenging requirement for
fractions and decimals. • There is an increased requirement for pupils to use formulae
for volume and to calculate the area of shapes other than squares and rectangles.
• Probability has been removed from the primary curriculum. • There is an increased requirement for understanding of
proportional reasoning – for example through volume and calculations with fractions.
• Financial education has been reinforced, with a renewed emphasis on essential numeracy skills, using money and working with percentages.
Continued… • The curriculum has a strong steer that the use of
calculators should be restricted until the later years of primary.
• There is a greater emphasis on the use of large numbers, algebra, ratio and proportion at an earlier age.
• Roman numerals have been introduced in the Year 3 curriculum.
• There is a focus on counting beyond whole numbers, e.g. decimals, fractions.
• Abstract symbols have been introduced in Year 1. • Data handling has decreased, but the curriculum
makes more reference to interpretation of data.
Year Group Content The content for each year group has been published in the Maths Parent Informa5on Booklet. It lists the objec5ves for each year group and gives sugges5ons for ac5vi5es that can be done at home to support children in their learning.
Calculation • Our aim is to teach calculation with understanding, and
not just as a process that is to be remembered. • Our Calculations Policy (see the school website) details
the stages of calculating for each of the four areas. • Key tools used in school to teach number sense:
• Practical resources • Number lines, tracks, and grids • Partitioning • Formal written methods
• We are not in a hurry for children to use formal methods. Some children may be able to remember a process but learning in this way without understanding is never a basis for future development.
Mathletics Mathletics is available to all pupils in school (see your child’s teacher for their log-in details). It provides activities, video clips, and support in all areas of the curriculum. Each class has access to a variety of activities to support the learning for their year group. It is used in school, and can also be accessed at home – on computers, laptops, tablets, and some mobile phones!
2016 Assessments In the booklets on your tables you will find some examples from the new assessments in maths for 2016. KS1 There are two papers for KS1 – Arithmetic (25 questions, 20 minutes),and Mathematical Reasoning (31 questions, 35 minutes). KS2 There will be three papers for KS2 – Arithmetic (35 questions, 30 minutes), and two Mathematical Reasoning papers (each one has 20 questions, 40 minutes). Across all the papers in both keystages there is a heavy reliance on quick recall of number facts – working mentally, quickly and efficiently, is key to completing the papers in the time given.
Thank you for your continued support.
Please take some time to add your feedback to the sheets on the tables, including any ideas you may have for future workshops or events around maths.
Religious Education at Holy Cross
• Learning is planned using topic specific level descriptors which describe what children should demonstrate as a result of their learning.
• There is a focus on developing children’s higher level skills, particularly in relation to Attainment Target 2, Learning from Religion, Reflection on Meaning.
• Learning is assessed against these level descriptors. Children may be working within different levels for different aspects of topics, or within each attainment target. However, for the purposes of recording or reporting, children may be given a level as a ‘best fit’.
• Our recent Section 48 inspection judged RE at Holy Cross to be ‘Good’ in Attainment and Progress in RE, Quality of teaching in RE and Leadership and Management of RE.
• The next step is to embed clarity and consistency in expectations of teaching and learning in RE.
• We follow the Portsmouth Catholic Diocese Scheme of Work ‘God Matters’.
• All classes follow the same annual pattern of topics, but learning is in each topic is deepened in each successive year.
• Planning and assessment is still based on National RE Levels.
• There are two Attainment Targets in RE:
• AT 1: Learning about Religion: Knowledge and Understanding of: • i) Beliefs, teachings and sources
• ii) Celebration and ritual • iii) Social and moral practices and way of life
• AT2: Learning from Religion: Reflection on Meaning • i) Engagement with own and others’ beliefs and values • ii) Engagement with questions of meaning & purpose
Religious Education at Holy Cross
Year Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10
Creation Prayer, Saints and Feasts
Advent Christmas Revelation Sacraments
Lent Holy Week
Easter Pentecost and
Mission
God Matters – Unit Planner
R Introduces God as creator of all and our response to the world He
created.
Explores ways of talking to God through prayer.
Explains and introduces the
Sign of the Cross.
Explores how the family help us get to know God through prayer.
Explores the role of Mary in the life of Jesus.
Introduces the Muslim faith and the importance of prayer in
Islam.
Introduces Advent as a special time
when we get ready for the birth of
Jesus.
Explores the story of the first Christmas.
Looks at how God is shown in our
lives and through the work of
others, including the priest.
Introduces the Sikh religion.
Introduces the idea of God’s presence at all
times in our lives. Uses language of sacraments.
Introduces Lent as a time when we get ready for Easter and introduces, through the example and
teaching of Jesus, different ways of getting ready.
Looks at how
Jesus followed the Jewish faith and explores how Jewish people
attend a synagogue to
pray.
Explores the events which led up to Easter.
Looks at the joy of the Easter season by
reflecting on the emotions of
those discovering the empty tomb.
Introduces the Hindu religion.
Looks at events of the upper room and
explores what a friend of Jesus
does.
1 Introduces the account of
creation in the Bible.
We learn how to praise God for His many gifts and that psalms are prayers of praise.
The Jewish religion is
introduced and that Jews give
thanks and praise to God.
Explores the purpose of prayer.
Introduces the
liturgical calendar.
Examines how saints help us to get to know God.
Explores the
faith of Islam and how Muslims
pray five times a day.
Looks at getting ready for the birth of Jesus through the eyes of Mary and Joseph and helps to identify their response to
God.
Looks at how the birth of Jesus
changed others.
Shares the story of the Wise Men and the reasons they brought gifts.
Reveals how God shows himself to
us in Jesus.
Looks at the signs Jesus gave us to show that God’s kingdom was in
him.
Looks at Jesus as a teacher and a
healer.
Looks at the Sikh religion and
introduces Guru Nanak.
Starts to focus on forgiveness and
healing.
Establishes the relationship of the actions of healing and
forgiveness with Jesus.
Explores the basic meaning of Lent and links it to the life and teachings
of Jesus.
Looks at how we can get ready for
Easter by changing.
The Sabbath day is explored in the
multi-‐faith element.
Highlights the importance of the Last Supper and introduces the Stations of the Cross as a
prayer.
Will look at the impact that the Resurrection
had on the lives of the ordinary people who witnessed it.
Explores stories of Hinduism.
Looks at the events of
Pentecost, its meaning and
how it changed the lives of the
followers.
Levels of attainment in Religious Education AT 1: Learning about Religion:
Knowledge and Understanding of: AT2: Learning from Religion: Reflection on Meaning
i) Beliefs, teachings and sources
ii) Celebration and ritual
iii) Social and moral practices and way of life
i) Engagement with own and others’ beliefs and values
ii) Engagement with questions of meaning & purpose
Pupils Pupils Pupils Pupils Pupils 1 Recognise some
religious stories Recognise some religious signs and symbols and use some religious words and phrases
Recognise that people because of their religion act in a particular way
Talk about their own experiences and feelings
Say what they wonder about
2 Retell some special stories about religious events and people
Use religious words and phrases to describe some religious actions and symbols
Describe some ways in which religions is lived out by believers
Ask and respond to questions about their own and others’ experiences and feelings
Ask questions about what they and others wonder about and realize that some of these questions are difficult to answer
3 Make links between religious stories and beliefs
Use a developing religious vocabulary to give reasons for religious actions and symbols
Give reasons for certain actions by believers
Make links to show how feelings and beliefs affect their behaviour and that of others
Compare their own and other people’s ideas about questions that are difficult to answer
4 Describe and show understanding of religious sources, beliefs, ideas, feelings and experiences: making links between them
Use religious terms to show an understanding of different liturgies
Show understanding of how religious belief shapes life
Show how own and others’ decisions are informed by beliefs and values
Engage with and respond to questions of life in the light of religious teaching
5 Identify sources of religious belief and explain how distinctive religious beliefs arise
Describe and explain the meaning and purpose of a variety of forms of worship
Identify similarities and differences between peoples’ responses to social and moral issues because of their beliefs
Explain what beliefs and values inspire and influence them and others
Demonstrate how religious beliefs and teaching give some explanation of the purpose and meaning of human life
Learning Support Code of Practice for SEND 2014: ‘All children and young people are entitled to an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential. This should enable them to: • achieve their best • become confident individuals living fulfilling lives, and • make a successful transition into the next phase of their education.’ (Page 92)
Learning Support Code of Practice for SEND 2014: ‘Teachers have a responsibility to identify SEN, and to make provision for and monitor the progress of ALL pupils, including those with SEND.’ (Page 92)
Priorities 2015-‐2016 1. To target the precise needs of individual pupils more effectively. 2. To monitor and evaluate the impact of support on the progress of individual pupils more frequently. 3. To improve our communication with you as parents about your child’s needs, progress and learning.
Review Cycle Improve assessment systems to ensure that needs or barriers to learning are identified as early or
quickly as possible.
Set specific individual targets for learning or behaviour.
Review provision regularly to
ensure that it is supporting pupils to meet their targets.
Communicate progress and next steps to parents through regular meetings with SENCO and Class
Teacher (every 8 weeks).
Provision
Wave 3 Additional highly
personalised provision
Wave 2 Targeted provision to enable
underachieving pupils to ‘catch up’ or ‘keep up’ with age-‐related
expectations
Wave 1 Universal high quality teaching for all
pupils
Learning Support Pathway Discussion with class teacher.
Universal assessments.
Short-‐term intervention, support or precision teaching.
Review
Targets are not achieved SENCO involvement
Specific assessment/provision Targets are achieved. Pupil makes progress.
Progress continues to be regularly reviewed.
‘Catch up’ and ‘Keep Up’ Review
Referral for specialist assessment and support