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SID 2013 Primary Assembly


Parents Information Evening The New National Curriculum 2014 30/09/14 Bredhurst CEP School – PowerPoint PPT presentation

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Title: SID 2013 Primary Assembly

Parents Information Evening
The New National Curriculum 2014
30/09/14 Bredhurst CEP School
Headline changes
  • Higher standards
  • Narrower and deeper - essential knowledge
  • Secondary ready

How is the National Curriculum made up?
  • Core subjects
  • English, Maths, Science, Computing, RE, PSHE
  • Foundation Subjects
  • Art, Music, History, Geography, Design
    Technology, French, PE

New Primary Assessment Arrangements
  • Assessment without levels

  • Teacher assessment and reporting to parents
  • National curriculum levels will be removed and
    not replaced. 
  • The new national curriculum programmes of study
    set out what pupils should be taught by the end
    of each key stage. 
  • Teachers will continue to track pupils progress
    and provide regular information to parents. 

  • National Curriculum Tests
  • Statutory national curriculum tests at key stages
    1 and 2 will continue. 
  • The new national curriculum tests will be more
  • Reporting of national curriculum test results
    using a scaled score, and compare pupils against
    the national cohort

Introduction to the new Mathematics Primary
Reason mathematically
Problem solving and using and applying in context
Fluency with conceptual understanding
National Curriculum Key messages
  • the curriculum is presented on a year-on-year
  • content has generally become more challenging
  • calculators only to be used for those who are
    secure in written and mental arithmetic to allow
    them to explore more complex problems
  • ICT tools should be used to aid conceptual

National curriculum Key messages
  • There is greater emphasis on-
  • fluency with understanding
  • quick accurate recall
  • precision
  • problem solving
  • analysis
  • use of mathematical vocabulary to communicate,
    justify or prove
  • mental expectations are explicit
  • algebra is explicit in 6

Primary Mathematics what has changed?
  • Fewer things in more depth
  • Firmer foundations with less acceleration
  • Earlier and more challenging requirements for
    multiplication tables
  • Formal algebra
  • Clear expectations around both mental and written
  • calculations

Your Name
Year 1
  • count to 100 instead of 10
  • count in multiples of 2,5 and 10 instead of just
  • multiplication and division problems including
    using arrays
  • fractions including quarters
  • volume
  • draw hands on a clock face (to show time to the
    hour/half past)

Year 2
  • Use lt and gt signs
  • Higher mental mathematics expectations
  • count forward or backward (in steps of 2, 3, 5,
  • use number facts (to 20) to derive and use facts
    up to 100
  • use multiplication/division facts (x2/x5/x10),
    including recognising odd/even numbers
  • compare and sequence intervals of time
  • Commutative rule
  • Inverse operations used to check calculations
  • Greater range of fractions
  • Use standard measures and read a thermometer

Year 3
  • 4,8,10 and 100
  • calculate mentally with 3 digit numbers
  • 8 x table
  • tenths
  • add and subtract fractions with the same
  • measure perimeters
  • read Roman numerals I to XII
  • identify perpendicular and parallel lines

Year 4
Year 5
count in multiples of 6,7,9 and 1000 and negative
numbers write Roman numerals to 100 column
addition and subtraction of numbers up to 4
digits tables to 12x12 count up and down in
hundredths more emphasis on decimals to two
places solve two-step problems in contexts
(addition/subtraction) and harder multiplication
read write and order numbers to 1000000 count in
steps of powers of 10 of any number read Roman
numerals to 1000 interpret negative numbers in
context work with prime numbers and factors
including prime factors use rounding to check
answers to calculations recognise and use cube
numbers and the notation compare and order
fractions whose denominators are multiples of the
same number add and subtract fractions with the
same denominators and related fractions multiply
proper fractions and mixed numbers by whole
numbers estimate the area of irregular shapes
Year 6
efficient written methods are expected multiply
and divide simple fractions explicit mention of
algebra identify common factors, common
multiples and prime numbers name the parts of a
circle construct pie charts use common factors
to simplify fractions use common multiples to
express fractions in the same denomination use
decimal notation to 3dp (including Measures)
  • Content of the curriculum
  • Spoken language
  • Reading word reading and comprehension
  • Writing transcription, handwriting,
    composition, vocabulary, grammar and punctuation.

Key changes
  • Spoken language
  • Recite poems by heart
  • Debates and performing compositions
  • Word reading
  • Specific word lists for year groups.
  • Dictation
  • Reading for pleasure reading at home

Key Changes Cont
  • Grammar
  • Use of correct technical vocabulary
  • Handwriting
  • Statutory requirement
  • Writing composition
  • Focus on quality of writing instead of genres

  • Digital Natives
  • vs. Digital Divide
    (Marc Prensky)
  • Digital Immigrants
  • A high-quality computing education equips pupils
    to use computational thinking and creativity to
    understand and change the world

  • The core of computing is computer science, in
    which pupils are taught the principles of
    information and computation, how digital systems
    work, and how to put this knowledge to use
    through programming.
  • Computing also ensures that pupils become
    digitally literate able to use, and express
    themselves and develop their ideas through,
    information and communication technology at a
    level suitable for the future workplace and as
    active participants in a digital world.

  • understand what algorithms are how they are
    implemented as programs on digital devices and
    that programs execute by following precise and
    unambiguous instructions
  • create and debug simple programs
  • use logical reasoning to predict the behaviour of
    simple programs
  • use technology purposefully to create, organise,
    store, manipulate and retrieve digital content
  • recognise common uses of information technology
    beyond school
  • use technology safely and respectfully, keeping
    personal information private identify where to
    go for help and support when they have concerns
    about content or contact on the internet or other
    online technologies.

  • design, write and debug programs that accomplish
    specific goals, including controlling or
    simulating physical systems solve problems by
    decomposing them into smaller parts
  • use sequence, selection, and repetition in
    programs work with variables and various forms
    of input and output
  • use logical reasoning to explain how some simple
    algorithms work and to detect and correct errors
    in algorithms and programs
  • understand computer networks including the
    internet how they can provide multiple services,
    such as the world wide web and the opportunities
    they offer for communication and collaboration

KS2 Cont.
  • use search technologies effectively, appreciate
    how results are selected and ranked, and be
    discerning in evaluating digital content
  • select, use and combine a variety of software
    (including internet services) on a range of
    digital devices to design and create a range of
    programs, systems and content that accomplish
    given goals, including collecting, analysing,
    evaluating and presenting data and information
  • use technology safely, respectfully and
    responsibly recognise acceptable/unacceptable
    behaviour identify a range of ways to report
    concerns about content and contact.

What is E-Safety?
  • Safeguarding young people (and indeed adults!) in
    the digital world.
  • Learning to understand and use new technologies
    and information communication technology (ICT) in
    a positive way.
  • NOT about restricting children, but EDUCATING
    them about the risks as well as the benefits so
    they can feel confident and happy online.
  • Being educated to be able to support and help
    young people.

What do you use the internet for?
What can you create online?
What are your favourite sites and services?
Connecting with others
Mobile Technology What can phones do?
Support and Report
Report suspected online grooming this could
sexual chat, a child being asked to do something
that makes them feel uncomfortable or someone
insisting on meeting up
Peer to peer support network for young people who
are being bullied
Simple steps to protection
  • I have asked my child to show me sites they use
  • I have asked my child to set the security
    settings on all the technologies they use
  • I have asked my child to only accept people they
    know and trust in the real world as online
  • I have set safe settings on our computer/laptop
    and set adult content filters on my childs smart
  • My child has agreed to tell me if they are
    worried about something online

  • Purpose of study
  • A high-quality physical education curriculum
    inspires all pupils to succeed and excel in
    competitive sport and other physically demanding
    activities. It should provide opportunities for
    pupils to become physically confident in a way
    which supports their health and fitness.
    Opportunities to compete in sport and other
    activities build character and help to embed
    values such as fairness and respect.
  • Aims
  • The national curriculum for physical education
    aims to ensure that all pupils
  • develop competence to excel in a broad range of
    physical activities
  • are physically active for sustained periods of
  • engage in competitive sports and activities
  • lead healthy, active lives

Key Stage 1 Pupils should develop knowledge about the world, the UK and their locality. They should understand basic vocabulary related to human and physical geography and begin to use geographical skills, including first-hand observations, to enhance their locational awareness. Key Stage 2 Pupils should extend their knowledge and understanding beyond the local area to include the UK, Europe, North and South America. This will include the location and characteristics of a range of the worlds most significant and human features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.
Name and locate the worlds seven continents (Europe, N. America, S. America, Asia, Australia, Antarctica Africa) and five oceans (Pacific, Southern, Atlantic, Indian Arctic)   Name locate and identify characteristics of the four countries and capital cities of the UK   Identify seasonal and daily weather patterns in the UK and compare hot and cold areas of the world in relation to the Equator and the North and South Poles   Use basic geographical vocabulary for human and physical features beach, cliff, mountain, sea, river, soil, valley, city, town, factory, farm, office, port, harbour and shop.   Use world maps, atlases and globes to identify UK and other countries and continents being studied     Use simple compass directions NSEW and directional language (left, right) to describe the location of features and routes on a map   Name and locate the worlds countries using maps to focus on Europe, Russia, North and South America     Name and locate counties and cities of the UK identifying human and physical features   Identify the position and significance of latitude and longitude, Equator, Northern Southern Hemisphere, the Tropics of Cancer and Capricorn, Antarctic Circle, Greenwich Meridian and time zones   Use basic geographical vocabulary for human and physical features climate zones, mountains, volcanoes, earthquakes, the water cycle, economic activity including trade links, types of settlements and the distribution of natural resources, including energy, food and water.   Use computer/digital mapping to locate countries and describe features being studied   Use the eight compass points, four and six figure grid references, symbols and keys to build their knowledge of the UK and the wider world  
Key Stage 1 Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide variety of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is presented. Key Stage 2 Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.
Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life   Events beyond living memory that is significant nationally or globally examples Great Fire of London   The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods examples Neil Armstrong, Florence Nightingale   Significant historical events, people and places in their own locality Changes in Britain from the Stone Age to the Iron Age examples Bronze Age religion (Stonehenge)   The Roman Empire and its impact on Britain examples Julius Caesars attempted invasion in 55-54BC   Britains settlement by Anglo-Saxons and Scots   The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor examples Viking raids and invasion   A local history study examples a study over time tracing how several aspects of national history are reflected in the locality   The achievements of the earliest civilisations examples Ancient Egypt   Ancient Greece   A non-European society that provides contrasts with British history
Lots of Information! Any Questions??