welcome’to’holy’cross’’ … curriculum... · • be threatened by others’ success ......

Welcome to Holy Cross’

Parent Curriculum Information Evening

•  Why was there a change to the curriculum?

Setting Expectations: everyone making expected progress?

•  What is the rational behind the new curriculum?

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

What Does The New Curriculum Look Like?

National Curriculum Subjects & Expectations!

Holy Cross Curriculum

C.A.R.E.S

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)

Learning in depth: from apprentice to competent to expert

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

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Assessment at Holy Cross

Holy Cross School working together with

parents to improve children’s literacy skills.

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.

Your Child Learning to

Read & Write

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’.

Some Phase 5 Digraphs

Split vowel digraphs Previously you may have known these as ‘magic e’.

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.

Handwriting

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’.

Numerals and upper case letters must also be formed correctly:

Bad habits are hard to break.

Grammar and Punctuation

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.

The New Maths Curriculum

An Overview

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

Communication Pupil Support Surgeries Wednesday 25th November 9.00 am – 10.00am or 2.30pm – 3.30pm Regular meetings with SENCO and Class Teacher (every 8 weeks) Pupil Support Newsletter every half-‐term

welcome’to’holy’cross’’ … curriculum... · • be threatened by others’ success ......

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