Mellor Primary School Mellor Primary School Curriculum DevelopmentsCurriculum Developments

An evening to share with An evening to share with parents future developments parents future developments of our ‘Challenge Curriculum’of our ‘Challenge Curriculum’

Thursday 17Thursday 17thth November 2011 November 2011

What will you learn tonight?What will you learn tonight? Our reasons for curriculum developmentOur reasons for curriculum development An understanding of the structure of the An understanding of the structure of the

curriculumcurriculum The changing face of education and the The changing face of education and the

skills development that school needs to skills development that school needs to considerconsider

The methods we use to engage children in The methods we use to engage children in their learningtheir learning

The type of learning experiences that your The type of learning experiences that your children will havechildren will have

Parents and teachers worked together to identify what we believe to be the core attributes that a young person should have…

There were of course many more thoughts…

• Technology• Population• Gap rich vs poor • Global culture• Ethnicity • Sustainability • View of knowledge• What we know

about learning• Economy

We have a responsibility to review and develop our curriculum. Our children live in a world that is subject to great changes in the following aspects…

Diamond Nine Activity Place the

attributes in order of importance from top to bottom.

Learning Development at Mellor Primary SchoolForest

School Approach

Challenge Curriculum

TASC Wheel

Non-negotiables

What is a challenge What is a challenge curriculum?curriculum?

A way of workingA way of working A mind setA mind set Not a new QCANot a new QCA Not off the peg curriculumNot off the peg curriculum

What drives the learning What drives the learning challenge approach?challenge approach?

Learners at the centreLearners at the centre Enquiry based learningEnquiry based learning Outcomes of high quality and valuedOutcomes of high quality and valued Embedding application of basic skillsEmbedding application of basic skills Writing for a purposeWriting for a purpose Research about learning and Research about learning and

neurologyneurology Matching to the contextMatching to the context Cross-curricular (where meaningful)Cross-curricular (where meaningful)

Outstanding LessonOutstanding Lesson

ActiveActive MeaningfulMeaningful QuestioningQuestioning ReflectiveReflective

What is the underlying pedagogy?Teaching and learning•Build around a questioning and enquiry approach; helping to hook children into learning•Incorporates curiosity into the teaching sequences•Incorporates challenge and differentiation

Meta-cognition•Incorporating’ thinking about thinking and learning’

Curriculum•Allows you to demonstrate statutory coverage•Ensures an incremental approach to skill development•Driven by driving standards in all subjects.•Supported differentiation •Weaves together subject specific skills; the basics and genre-features in writing

Assessment•Assessment pro-actively built into the planning process•Skill progression used to ensure clarity of levelling in all subjects•Allows assessment to be used to make a difference to what actually happens in the classroom

Belle WallaceBelle WallaceA leading mind in understanding how best we learn…A leading mind in understanding how best we learn…

For further information look at the following web address http://www.tascwheel.com/belle-wallace

Thinking Actively in a Social ContextThinking Actively in a Social Context

TASC Wheel

This wheel demonstrates some of the ways that we engage our children during the learning process.

Learning Challenge

s

Creating Enquiry-based ethos

Putting Questioning at theheart of the school’s ethos and culture

Aiming for more learners involvement in the process

Deepen the ThinkingImproving Teacher and Learner questioning

Prime Learning Challenge

Subsidiary Learning Challenges

Prime Learning Challenge

s

• Where have all the puddles gone?

• Why didn’t Granddad have a play station

when he was little?

• Where do the stars go to in the daytime?

• Why are there so many leaves on the

floor?

• Should Goldilocks really have said sorry?

• Why can’t I fly?

• How can we save Frosty the Snowman?

• What causes the Earth get angry?

Prime Learning Challenges that work

SubsidiaryChallenges

Year 6 Year 6 Prime LC: How has Nelson Mandela helped to Prime LC: How has Nelson Mandela helped to change people’s attitudes to discrimination?change people’s attitudes to discrimination?

LC1LC1 What is it like to be discriminated What is it like to be discriminated against?against?

LC2LC2 What can I find out about the life of What can I find out about the life of Nelson Mandela?Nelson Mandela?

LC3LC3 Does discrimination exist in Britain Does discrimination exist in Britain today?today?

LC4LC4 Why should Britain apologise for Why should Britain apologise for slavery?slavery?

LC5LC5 Which other Black people are respected Which other Black people are respected for their stand against discrimination?for their stand against discrimination?

LC6LC6 Why have so many people in different Why have so many people in different parts of the world found Britain to be a parts of the world found Britain to be a good place to come to live?good place to come to live?

LC7LC7 Reflection: ? Is it a good thing that Reflection: ? Is it a good thing that America now has a Black president?America now has a Black president?

The WowEvent

Lower Key Stage 2Lower Key Stage 2Year 4 Prime LC: Year 4 Prime LC: How do our actions impact on How do our actions impact on the wider world?the wider world?Wow: Spend a day in and out of school without Wow: Spend a day in and out of school without electricity. How would learners cope without TV or electricity. How would learners cope without TV or play stations? What will they eat? play stations? What will they eat?

Year 3 Prime LC: Year 3 Prime LC: What happened to most of the What happened to most of the children who lived in London during the war?children who lived in London during the war?Children from six school start the school day by Children from six school start the school day by assembling on one of the school’s playground. They assembling on one of the school’s playground. They are dressed in war time clothing, they are then taken are dressed in war time clothing, they are then taken to the train station where a steam train has been to the train station where a steam train has been hired to take them along at least one station. When hired to take them along at least one station. When they get off they are met by a number of adults they get off they are met by a number of adults whom were actually evacuated during the war.whom were actually evacuated during the war.

Year 3: Why did people invade and settle in Britain?Year 3: Why did people invade and settle in Britain?Wow: Children in Year 3 have an unexpected Wow: Children in Year 3 have an unexpected playtime. In the meantime Year 4 move into their playtime. In the meantime Year 4 move into their class and use their pencils, books, etc. They ensure class and use their pencils, books, etc. They ensure that they contaminate their water bottles. Just at the that they contaminate their water bottles. Just at the right time bring Year 3 back in and make sure Year 4 right time bring Year 3 back in and make sure Year 4 are not for moving. are not for moving.

The aim of the WOW event is to tap in to the natural curiosity of the learners, so that children will be compelled to ask questions, want to know more and be ready to plunge in to the learning experience.

Non Negotiables : Year 2

Unlocking learning through oracyUnlocking learning through oracyTalking to othersTalking to others Talking with othersTalking with others Recount experiences, giving some detail and using Recount experiences, giving some detail and using

appropriate descriptive language.appropriate descriptive language. Think of a range of questions to ask a visitor or when on a Think of a range of questions to ask a visitor or when on a

visit.visit. Know how to vary talk to hold listeners’ attention.Know how to vary talk to hold listeners’ attention. Make specific vocabulary choices and use non-verbal Make specific vocabulary choices and use non-verbal

features to engage listener.features to engage listener.

Help to organise group to take on different roles.Help to organise group to take on different roles. Recognise the need to take equal turns in a group Recognise the need to take equal turns in a group

situation.situation. Listen to and build on the contribution of the previous Listen to and build on the contribution of the previous

speaker.speaker. Make helpful contributions when speaking in turn.Make helpful contributions when speaking in turn. Try to hear and consider the different preferences and Try to hear and consider the different preferences and

interests in the group.interests in the group.

ReadingReading WritingWriting ICTICT MathematicsMathematics Can read ahead to help Can read ahead to help

with fluency and with fluency and expression.expression.

Can comment on plot, Can comment on plot, setting and characters in setting and characters in familiar and unfamiliar familiar and unfamiliar stories.stories.

Self correct when mistake Self correct when mistake is made.is made.

Know whether text being Know whether text being read refers to the present read refers to the present or the past.or the past.

Make good attempt at Make good attempt at reading unfamiliar words.reading unfamiliar words.

Write simple compound Write simple compound sentences.sentences.

Use ‘and’ and ‘then’ to join Use ‘and’ and ‘then’ to join ideas.ideas.

Use time connectives such Use time connectives such as ‘then’, ‘before’, as ‘then’, ‘before’, ‘meanwhile’.‘meanwhile’.

Begin to use subordination Begin to use subordination in relation to time and in relation to time and reason.reason.

Use present and past Use present and past tenses consistently and tenses consistently and correctly.correctly.

Use capital letters, Use capital letters, including I, and full stops including I, and full stops correctly. correctly.

Use question marks.Use question marks. Use commas in a list.Use commas in a list.

Create pictures.Create pictures. Input data into prepared Input data into prepared

spreadsheet and use to spreadsheet and use to answer questions.answer questions.

Create class storyboard.Create class storyboard. Film short scenes and edit Film short scenes and edit

with others. with others. Predict outcomes of set of Predict outcomes of set of

instructions when using instructions when using control.control.

Create simple series of Create simple series of instructions: using right instructions: using right angle turns and simple angle turns and simple repeats. Test and amend a repeats. Test and amend a series of instructions. series of instructions.

Use pre-saved selection of Use pre-saved selection of websites and resources to websites and resources to answer research answer research questions.questions.

Contribute to group email.Contribute to group email. Create group presentation, Create group presentation,

including recording including recording narration.narration.

Save work to a personal Save work to a personal folder. folder.

Count to at least 100.Count to at least 100. Explain value of digits (to 3 Explain value of digits (to 3

digits).digits). Read, write & order Read, write & order

numbers up to 100.numbers up to 100. Count on and back in ones Count on and back in ones

& tens from any number & tens from any number under 100.under 100.

Know & use all bonds to Know & use all bonds to 20.20.

Know and use number Know and use number families to 20.families to 20.

Know all number pairs to Know all number pairs to 100 using ‘ten’ numbers.100 using ‘ten’ numbers.

Can double all numbers up Can double all numbers up to 10 and halve all even to 10 and halve all even numbers up to 20.numbers up to 20.

Know by heart x2, x5 and Know by heart x2, x5 and x10.x10.

Tell time to half & quarter Tell time to half & quarter hour.hour.

Core skill development age appropriate.

Empowering Learning (Years 1 and 2)Empowering Learning (Years 1 and 2)

SelfSelfmanagersmanagers

Effective Effective participatorparticipator

Resourceful Resourceful thinkersthinkers

Reflective Reflective learnerslearners

IndependentIndependentenquirersenquirers

TeamTeamworkersworkers

Think about more Think about more than one way to than one way to solve a problem.solve a problem.  Ask for help if the Ask for help if the time is time is appropriate. appropriate.   Choose and use Choose and use equipment needed equipment needed for a set task.for a set task.  Use a variety of Use a variety of strategies to strategies to control feelings.control feelings.

Recognise when Recognise when they need to talk they need to talk to someone about to someone about a concern and that a concern and that this can help them.this can help them.  Listen to the point Listen to the point of view of others in of view of others in a dispute.a dispute.  Suggest a way Suggest a way forward following a forward following a dispute.dispute.

Think of own ideas Think of own ideas once given a once given a starting point.starting point.  Play, observe and Play, observe and experiment to find experiment to find things out.things out.  Have a go at Have a go at something new.something new.  Leave an activity Leave an activity and go back if it and go back if it takes a long time takes a long time to solve.to solve.  Generate Generate questions linked to questions linked to learning challenge.learning challenge.

Know and Know and understand what understand what they do well.they do well.  Understand what Understand what they need to do they need to do next to improve.next to improve.  Recognise where Recognise where work could have work could have been done better.been done better.  Know what helps Know what helps them learn well.them learn well.  Tell others why Tell others why they enjoy a task.they enjoy a task.  Pick the best time Pick the best time to talk to someone.to talk to someone.

Use all senses to Use all senses to gather information gather information about what is being about what is being investigated. investigated.   Ask sensible Ask sensible questions about questions about their work.their work.  Take enough time Take enough time to make sense of a to make sense of a problem that is problem that is presented.presented.

Work Work collaboratively in collaboratively in a group; taking a group; taking turns.turns.  Happy both to Happy both to lead and to be lead and to be directed by directed by others.others.  Enjoy Enjoy collaborative collaborative tasks.tasks.  Prepared to listen Prepared to listen to the ideas of to the ideas of others without others without interrupting them.interrupting them.  Consider views of Consider views of all group all group members during members during discussions.discussions.

Non Negotiables

All year groups have areas to develop children’s learning skills as exemplified above.

So what is creativity?So what is creativity?It is part of the challenge It is part of the challenge

Curriculum.Curriculum. When you think of hand painting what do When you think of hand painting what do

you see?you see?

Imagination is more Imagination is more important than knowledgeimportant than knowledge

Albert EinsteinAlbert Einstein

The question is.. The question is.. Can we give our children the opportunity to express their Can we give our children the opportunity to express their

imaginations and develop their creativity?imaginations and develop their creativity?

The work of The work of Guido DanieleGuido Daniele

Click your way through the amazing creative work of this inspirational artist.Click your way through the amazing creative work of this inspirational artist.

Class information sessionClass information sessionBut before you go!But before you go!

On a post it write:

One thing that has made you think or struck a chord with you.

Parents’ thoughts at the end of the evening• Made me think that ‘thinking outside the box’ probably happens more often than I thought.

• The need for a WOW to start the process of learning ………………..

• How does the challenge curriculum affect Maths?

• It’s all about questioning.

• Reflective – makes you think of ways to improve and learn.

• Thinking outside the box and this encourages creativity.

• Thinking outside the box – creative minds!!

• Being imaginative, thinking ‘differently’ is a strength!

• Importance of responding to children’s questions no matter how silly they seem such as ‘Why can’t I fly?’

• Do schools help or hinder creative development?

• Love the idea of the ‘WOW’!

• Thinking outside the box! Not conforming to Government standardisation.

• What Albert said – imagination is more important than knowledge

• No boundaries – good to allow children to free up their imagination.

• WOW events are a good idea!

• Engaging children to think about why they are learning something.

• Parents think about how learning has changed since we were at school.

• What a challenge? Balance between ‘non negotiables’ and challenge curriculum.

• It hit home how many things our children learn in their lifetime and what a difficult job it must be to balance their learning so everything is covered.

• Starting with a WOW factor at the start of a topic!