PPT-The national curriculum in England

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. Using the New England Collaborative Data Management Curriculum to Teach RDM. Elaine Martin, MLS, DA. Director of Library Services, Lamar . Soutter. Library. Director of the National Network of Libraries of Medicine, New England Region. Addition – Years 1-3. Year. 1. Year. 2. Year. 3. + = signs and missing numbers. Children need to understand the concept of equality before using the ‘=’ sign. Calculations should be written either side of the equality sign so that the sign is not just interpreted as ‘the answer’.. Multiplication – Years . 4-6. Year. 4. Year. 5. Year. 6. Continue with a range of equations as in Year 2 but with appropriate numbers. Also include equations with missing digits. 2 x 5 = 160. məktəb-liseyin . 7. 4 . şagirdi Musayev Tərlan. Topic:England tradition. İnformation. Architecture and gardens. English architecture begins with the architecture of the Anglo-Saxons. At least fifty surviving English churches are of Anglo-Saxon origin, although in some cases the Anglo-Saxon part is small and much-altered. All except one timber church are built of stone or brick, and in some cases show evidence of reused Roman work. The architectural character of Anglo-Saxon ecclesiastical buildings ranges from Coptic-influenced architecture in the early period, through Early Christian basilica influenced architecture, to (in the later Anglo-Saxon period) an architecture characterized by pilaster-strips, blank arcading, baluster shafts and triangular-headed openings. Almost no secular work remains above ground.. Multiplication – Years 1-3. Year. 1. Year. 2. Year. 3. Understand multiplication is related to doubling and combing groups of the same size (repeated addition). Washing line, and other practical resources for counting. Concrete objects. . What are the . aims and structure . of the National Curriculum?. What changes did the 2008 curriculum bring?. The National Curriculum. National Curriculum PE . (1988-2008). By the end of the 1980s the government wanted. Summary of changes and . our approach. J Helsby and J Patterson. 1. st. October 2014. English KS1. Year by year objectives . Only phonic reading strategies required. No specific mention of group work or drama strategies. Thank you for attending this meeting to discuss assessment of learning, pupil progress and end of year school reports.. The aims of this meeting are:. . To provide an overview of how the National Curriculum links to the Assessment Framework (. An English National Costume group are trying to make England's national dress be the clothes worn by the Anglo Saxons.. Who were the Anglo- Saxons?. The Anglo-Saxons were warrior-farmers and came from north-western Europe. They began to invade Britain while the Romans were still in control.. A summary of the key changes and implications for Governors. .. ‘It . was . the Government's intention that the National Curriculum be slimmed down so that it properly reflects the body of essential knowledge which all children should learn and does not absorb the overwhelming majority of teaching time in schools. Individual schools should have greater freedom to construct their own programmes of study in subjects outside the National Curriculum and develop approaches to learning and study which complement it.’ . Regina . Fisher . Raboin . Research Data Management Services Group Coordinator/Science . Librarian . Tisch. Library, Tufts . University. Scholarly Communications . Interest Group. Association for Library Collections and Technical Services (ALCTS). 4-6. Year. 4. Year. 5. Year. 6. Continue with a range of equations as in Year 2 but with appropriate numbers. Also include equations with missing digits. 2 x 5 = 160. . Mental methods. . Counting in . Year. 4. Year. 5. Year. 6. Missing number/digit problems:. Mental methods. . should continue to develop, supported by a range of models and images, including the number line. The bar model should continue to be used to help with problem solving.. Year. 1. Year. 2. Year. 3. = signs and missing numbers. Children need to understand the concept of equality before using the ‘=’ sign. Calculations should be written either side of the equality sign so that the sign is not just interpreted as ‘the answer’..