Graduate Employment Based Programme CPLD Day 5 KS1 and 2 – The broader curriculum

1. EYITT Early Years Initial Teacher Training Graduate Employment Based Programme CPLD Day 5 KS1 and 2 – The broader curriculum Safeguarding and Professional Responsibilities 17 January 2019

2. Aims of this session • To explore the continuum from EYFS through key stages 1 and 2 • To make links to KS1 and KS2 placement tasks and foci • To use the tracked children focus as exemplification of learning through EYFS, KS1 and KS2 • To further develop understanding and practice in relation to Standard 7 (safeguarding) and Standard 8 (fulfilling wider professional responsibilities)

3. Memories of primary school • Think • Pair • Share

4. Standard 3.3 • Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of key stage 1 and 2

5. The national curriculum Every state-funded school must offer a curriculum which is balanced and broadly based and which: • Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and • Prepares pupils at the school for the opportunities, responsibilities and experiences of later life. 4 key stages; 12 subjects (p7)-core and foundation; Programmes of Study

6. Aims • “The national curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement. • The national curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. • The national curriculum provides and outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.”

7. Content of the National Curriculum All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice. Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education. “The national curriculum forms one part of the school curriculum”

8. Structure of the National Curriculum

9. Getting to know the NCDecide on your team name! • What are the sub divisions within the PoS for English? • What are the sub divisions within the PoS for mathematics? • Science: in what year group would children learn the following: • Identify and name a variety of common animals that are carnivores, herbivores and omnivores • Describe the movement of the Earth, and other planets, relative to the Sun in the solar system • Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal • Compare and group materials together according to whether they are solids, liquids or gases • List the statutory foundation subjects in KS1 and 2 • How does the organisation of the foundation subject content differ from the core subjects? • In which foundation subjects would pupils be taught the following (include subject, key stage and page reference): • About great artists, architects and designers in history • About significant historical events, people and places in their own locality • Use the eight points of the compass, four and six figure grid references, symbols and keys… • How to use technology safely and respectfully, keeping personal information private • Experiment with, create, select and combine sounds using the inter-related dimensions of music Then : create a question for the other teams to answer - don’t be too mean!

10. Cross cutting themes In 3 groups read the following sections and • summarise the key messages • relate these to practice in Early Years • 4. Inclusion (p8) • 5. Numeracy and mathematics (p9) • 6. Language and literacy (p10)

12. Exploring the continuum • Using the focus area of learning for your tracked children, research how it develops and progresses through key stages 1 and 2 in the NC. 1. Make brief notes using the NC document 2. Plan how you could develop this further in your KS1 placement (e.g. what questions will you ask; what documents could you look at; what could you observe). How could you record this for your portfolio? 3.3 Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of key stages 1 and 2.

13. Organising the curriculum in KS1 and 2 Models: “The national in the local context” • Thematic planning including core subjects • Thematic planning for the foundation subjects only • Subject based planning (with or without links) • Specialist subject teaching • Key skills led Examples…. “All schools must publish their school curriculum by subject and academic year online”

14. The planning process • Long term curriculum map – allocates content to terms/half terms • Medium term plan – define key knowledge and concepts to be taught, with progression and possible key activity outline • Timetables (whole school/class) • Short term plan – week or day plans with details of objectives, activities, differentiation methods of assessment: usually annotated with outcomes and implications for future teaching.

15. Communicating about the curriculum • What can you learn about the organisation and ethos of the primary curriculum from the websites of the following schools; • Newlands Spring primary School • https://www.newlandsspring.essex.sch.uk/essex/primary/newlandsspring • Braiswick Primary School • http://www.braiswickprimary.org.uk/ • Montgomery Infant School • https://www.montgomery-inf.essex.sch.uk/

16. Supporting transition (5.4) Your KS1 placement will give you the opportunity to explore further how the school addresses the needs of those not yet meeting the ELGs on transition to KS1. How does your setting support the transition into school (as a partnership)? How does this link to evidence for your portfolio?

17. Promoting effective learning Development Matters Creating and thinking critically: thinking • Having their own ideas • Making links • Choosing ways to do things Playing and exploring: engagement • Finding out and exploring • Playing with what they know • Being willing to ‘have a go’ Active learning; motivation • Being involved and concentrating • Keeping on trying • Enjoying achieving what they set out to do Positive relationships Unique child Enabling environment

18. Effective learning and teaching NC2004 • How • Set high expectations and give every learner confidence they can succeed • Establish what learners already know and build on it • Structure and pace the learning experience to make it challenging and enjoyable • Inspire learning through passion for the subject • Make individuals active partners in their learning • Develop learning skills and personal qualities What • Communication Skills • Creative Thinking • Empathy • Enquiry • Evaluation • Information Processing • Managing Feelings • Motivation • Problem Solving • Reasoning • Self-Awareness • Social Skills

19. Development Matters NC 2004 Communication Skills Creative Thinking Empathy Enquiry Evaluation Information Processing Managing Feelings Motivation Problem Solving Reasoning Self-Awareness Social Skills Creating and thinking critically: thinking • Having their own ideas • Making links • Choosing ways to do things Playing and exploring: engagement • Finding out and exploring • Playing with what they know • Being willing to ‘have a go’ Active learning; motivation • Being involved and concentrating • Keeping on trying • Enjoying achieving what they set out to do

20. Promoting effective learning behaviours • What evidence can you see of how the school promotes effective learning behaviours and self regulation?

21. Teaching to promote learning Grouping • Ability • Mixed ability • Guided groups • Friendship • Supported/independent • Whole class • Self-selected level of challenge • Pairs/learning partners/triads

22. Exploring the continuum further via the KS1 and KS2 placements Training plan overview • Any questions / issues about the placements?

24. Enabling access to the curriculum • Practitioner input: using story sacks to support reticent speakers

25. 7.3 Safeguarding • 7.3 Know and understand child protection policies and procedures, recognise when a child is in danger or at risk of abuse, and know how to act to protect them. Amplification: Apply policies, procedures and protocols in order to keep children safe. They recognise the signs and symptoms of actual or potential harm and recognise when children are in danger. They know how and when to act to safeguard them, including liaising with and referring matters to professionals working in children’s social care. Early Years Professionals understand their responsibility to act proactively to safeguard children.

26. Practitioner input : leading effective safeguarding practice

27. Leading practice and developing colleagues With reference to your IDP select an opportunity for developing leadership that you identified. With your partner discuss and reflect on your progress. Issues remaining? Solution focused open forum……

28. Leading practice and developing colleagues • Theme: With reference to your IDP identify an opportunity for developing leadership that you initially identified. • With your partner discuss and reflect on your progress. • Issues remaining? Solution focused open forum……

29. Additional task 2 Task:  Research Attachment theories and their associated behavioural categories. Choose one of the children you are tracking and assess, in terms of ‘best fit’, which of the behavioural categories applies to them. In no more than 1,500 words, discuss how you know your subject falls into that category, the implications for your own practice (including practical examples) and the impact this had on the child’s outcomes. Understanding of theories and links to child behaviour Good links to practice Adequate tracking of child Impact on child Parent dialogue Implications for future practice Submission date: 29/03/18 by 5.00p.m. amandajames@e.essexprimaryscitt.co.uk