Milnthorpe Primary School

Curriculum and Assessment EveningNovember 2015

Changing Education Paradigms

Our VisionMission Statement and Aims Excellence and enjoyment in learning and life Our Aims Together we all aim to: Achieve our full potential as well-rounded individuals. Acquire the knowledge and skills relevant to life in a fast changing world. Develop as confident learners, able to take risks within a secure environment. Be curious, ambitious and take pride in our achievements. Achieve high standards in all we do. Develop as self-motivated independent and collaborative learners. Value and care for ourselves and others in our community. Understand our rights and accept our responsibilities as citizens. Enjoy what we do and have fun.

Our Mission To achieve these aims, we will provide: A happy, healthy, safe and secure environment. Quality first teaching with individualised support. An exciting curriculum, based on the needs of the children which provides first-hand practical experiences.

A stimulating, evolving environment. A professional, skilled, highly-motivated staff team . School leadership focussed on continuous improvement. Opportunities for parents to play an active part in their child’s education and the life of the school.

Opportunities outside the classroom, and the chance to extend our close links with the local community.

Curriculum Drivers

Curriculum DriversThe curriculum is based around the four main themes of:

National Curriculum Compulsory national curriculum subjects at primary school are:• English• maths• science• design and technology• history• geography• art and design• music• physical education (PE), including swimming• computing• ancient and modern foreign languages (at key stage 2)

Schools must provide religious education (RE) but parents can ask for their children to be taken out of the whole lesson or part of it.

Schools often also teach:• personal, social and health education (PSHE)• citizenship• modern foreign languages (at key stage 1)

https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4

Challenge Curriculum

What are the main principles?

The Learning Challenge concept is built around the principle of greater learner involvement in their work. It requires deep thinking and encourages learners to work using a question as the starting point.

In designing the curriculum teachers and learners are using a prime learning challenge, expressed as a question, as the starting point. Using the information gained from pre- learning tasks and the school’s context a series of additional challenges are then planned. Each additional learning challenge is also expressed as a question.

The important point is that the learning challenges need to make sense to the learners and it is something that is within their immediate understanding.

Knowledge, Skills and Understanding breakdown for Working Scientifically

Year 3

Planning Obtaining and presenting evidence

Considering evidence and evaluating

• Can they use different ideas and suggest how to find something out?

• Can they make and record a prediction before testing?

• Can they plan a fair test and explain why it was fair?

• Can they set up a simple fair test to make comparisons?

• Can they explain why they need to collect information to answer a question?

• Can they measure using different equipment and units of measure?

• Can they record their observations in different ways? (labelled diagrams, charts etc)

• Can they describe what they have found using scientific words?

• Can they make accurate measurements using standard units?

• Can they explain what they have found out and use their measurements to say whether it helps to answer their question?

• Can they use a range of equipment (including a data-logger) in a simple test?

Year 3 (Challenging)

Planning Obtaining and presenting evidence

Considering evidence and evaluating

• Can they record and present what they have found using scientific language, drawings, labelled diagrams, bar charts and tables?

• Can they explain their findings in different ways (display, presentation, writing)?

• Can they use their findings to draw a simple conclusion?

• Can they suggest improvements and predictions for further tests?

• Can they suggest how to improve their work if they did it again?

Our CurriculumCURRICULUM AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2

SCIENCE What do rocks tell us about the way the Earth was formed?

How can Usain Bolt move so quickly?

Are you attractive enough? How did that blossom become an apple?

How far can you throw your shadow?

ICT Multimedia2Publish

E-safety Handling Data   Tech in Our Lives Programming

R.E. What do we know about Jesus? 

Why is Hannukah celebrated?

Why celebrate Pesach?

How, where & why do people worship?

What does it mean to be a Buddhist?

How do people’s beliefs influence their actions?

HISTORYGEOGRAPHY 

How can we re-discover the wonders of Ancient Egypt? 

Why is Brazil in the news again?

Who first lived in Britain? 

How did British inventions change the world? 

How did the Victorianperiod help to shapethe Milnthorpe we know today? 

Why do so many people go to the Mediterranean for their holidays? 

P.E. 

GamesDance – lottery dance 

Gymnastics (i) Key Steps Dance- Dorset Ring Dance

Gymnastics (ii)OAA 

DanceMachines

Games Athletics 

Athletics OAA

MUSIC Three Little BirdsReggaeCharanga Autumn 1

Ho ho hoA Christmas songCharanga Autumn 2 

Glockenspiel Stage 2Developing playing skills through the glockenspiel or recorderCharanga Spring 1

Easter performance preparation with year 4  (and Benjamin Britten – There was a monkeyCharanga Spring 2)

Let your spirit flyR and BCharanga Summer 1

Reflect, rewind and replayHistory of musicCharanga Summer 2

D.T. Levers and linkages

Moving pictures

 

Pneumatics linked to inventions

Link to history

 

Sewing and weaving (previously Victorian sewing)

ART Egyptian Death Masks Using different grades of pencil to sketch movementUse small manequin

Printing techniques, including layering Link to Stoneage 

  Paint – colour mixing, colour washes, thickened paint

Look at artists who use light eg Rembrandt/ local Card/scoring Make Shadow puppets

PSHE New BeginningsEnvironment

Getting On and Falling OutOther people’s lives

Going for GoalsThe world of work 

Good to Be MeRights and Responsibilities

RelationshipsSelf-esteem

ChangesNutrition, drugs

http://www.milnthorpe.cumbria.sch.uk/cumbria/primary/milnthorpe/site/pages/schoolinformation/curriculum

How do we know what we need to teach next?

Assessment until 2014/15

Levels from 1C to 5A (Level 6 additional assessment )

Key Stage 1 expectations – 2B

Key Stage 2 expectations – 4B

SATs at KS 2 Levels 3/4/5/6

Assessing without Levels

2016 onwards. Description of children’s progress. Based on age expectations.

Emerging

Developing

Secure

Exceeding

Assessing Without Levels

Emerging

Working below the age expected level

Focus on supporting the individual child to bridge the gap to the expected levels.

Assessing Without Levels

Developing

Working within age expected levels but not completely secure with all aspects of the curriculum.

Assessing Without Levels

Secure

Child working at the expected level for his/her age.

Assessing Without Levels

Exceeding

Working at a level beyond that expected for age

Confident with all aspects of the curriculum strand

Assessing Without Levels

Assessing Without Levels

Assessment Without Levels

Assessing Without Levels

Key Stage 2 test outcomes “will be reported as a scaled score (in Mathematics, reading and SPAG), where the expected score is 100.”

Expected Score will be determined after the tests have been taken.

Assessment Without Levels

Rumour has it that the expected level will be equivalent to the old level 5B

Effectively a Year difference in expectation.

Assessing Without Levels

Tick to show which sentence uses the past progressive.

Tick one. After Ali finished his homework, he went out

to play. Gemma was doing her science homework. Jamie learnt his spellings every night. Anna found her history homework difficult.

Assessing Without Levels

Complete the sentence below so that it uses the subjunctive form.

If I __________ to have one wish, it would be for good health.

Assessing Without Levels

Large pizzas cost £8.50 each. Small pizzas cost £6.75 each. Five children together buy one large pizza and three small pizzas. They share the cost equally. How much does each child pay?

On Saturday Lara read 2/5 of her book. On Sunday she read the other 90 pages to finish the book. How many pages are there in Lara’s book?

Assessing Without Levels