Creating a Primary English Curriculum using Evidence and Research Tarjinder Gill teachwell Lead Teacher in Primary English Inspiration Trust Literacy Background Cultural Literacy ED Hirsch ID: 766786
Download Presentation The PPT/PDF document "Creating a Primary English Curriculum us..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Creating a Primary English Curriculum using Evidence and Research Tarjinder Gill @teach_well Lead Teacher in Primary English Inspiration Trust
Literacy
Background Cultural Literacy E.D. Hirsch Illustration by Oliver Caviglioli (https://www.olicav.com/)
Background Powerful Knowledge “Renders the contours of knowledge and learning invisible to the very learners the pedagogy was designed to favour….those from low income homes..” Young and Muller, 2010
Curriculum Rationale
Background Prototypes Schema Eleanor Rosch Anderson and Pearson Illustrations by Oliver Caviglioli ( https://www.olicav.com/ )
Background Cognitive Load Theory “I've come to the conclusion Sweller's Cognitive Load Theory is the single most important thing for teachers to know.” Dylan William, Emeritus Professor of Educational Assessment, UCL Illustration by Oliver Caviglioli ( https://www.olicav.com/#/icons/ )
Background Memory and Learning Illustration by Oliver Caviglioli ( https://www.olicav.com/#/icons/ )
Why teach a Knowledge Rich Curriculum in Literature? Schemas (maps of organised knowledge) Powerful knowledge Knowledge as part of tradition
Year Group Autumn Term Spring Term Summer Term Reception The Three little Pigs Little Red Riding HoodThree Billy Goats GruffDr Seuss one fish two fish (Poem) The Hare and the Tortoise The Owl and the Pussy Cat (Poem) 1 The Boy Who Cried Wolf A.A. Milne, Now We Are Six from When We Were Very Young (Poem) The Frog Prince ‘Snow’ Walter de la Mare (Poem) Beatrix Potter - The Tale of Peter Rabbit Silver Walter De La Mare (Poem) A Bear called Paddington 2 The Velveteen Rabbit Alfred Noyes, ‘Daddy Fell into the Pond (Poem) King Arthur stories - The sword and the stone Robert Louis Stevenson, ‘Bed in Summer’, ‘Good and Bad Children’ (Poem) Theseus and the Minotaur The True Story of The Three Little Pigs ‘The Jumblies’, ‘The Pobble Who Has No Toes’ (Poem) Jack and the Beanstalk (taught at some stage during Key Stage 1) 3 Ali Baba and the Forty Thieves Elizabeth Godley, ‘Extremely Naughty Children’ (Poem) Charlotte’s web Hilaire Belloc, ‘Matilda’ (Poem) (Spring 2 or Summer 1) The Lion, the Witch and the Wardrobe 4 Perseus and Medusa Robin Hood - selected chapters/stories The Iron Man Robert Browning, ‘The Pied Piper of Hamelin’ (Poem) Where the Mountain Meets the Moon 5 The Railway Children ‘The Highwayman’ (Poem) The Tempest The Hobbit J.R.R. Tolkien* Chip the Glasses and Crack the Plates’ and ‘Far Over the Misty Mountains’ (from The Hobbit) (Poem) 6 Alice in Wonderland Lewis Carroll, ‘The Jabberwocky’ (Poem A Christmas Carol (extracts) Y6 Short stories anthology ‘Black Beauty’ ’Lady of Shalott’ (Poem) When Hitler Stole Pink Rabbit
Teacher Guides Literary Context Historical and Geographical Context Main Characters and Settings Themes Scheme of Work Key Vocabulary and GrammarEmbedded Non-Fiction
Reading Word Reading (Phonics) Reading Comprehension Sources: https://educationendowmentfoundation.org.uk/tools/guidance-reports/literacy-ks-1/ https://educationendowmentfoundation.org.uk/tools/guidance-reports/literacy-ks-2/
Reading 1. Phonemic awareness 2. Phonics 3. Fluency 4. Vocabulary 5. Comprehension Source: Five from Five (https://www.fivefromfive.org.au/)
Reading Knowledge/ Skills Teaching and Learning Wider Reading Culture RWI Trust-wide Literature Curriculum Spelling/ Grammar Curriculum Trust-wide Wider Curriculum Reading in Class/ School Reading at Home / GYPA 100 1. Phonemic awareness Y N Y N Y - Early Years/ KS1 N /N 2. Phonics Y N Y N Y N /N 3. Fluency Y - through teaching phonics Y - teacher modelling fluent reading of text Y Y - teacher modelling fluent reading of text Y Y /N 4. Vocabulary N Y - explicit vocabulary instruction from high quality literature Y - teaching etymology and morphology of words Y - explicit vocabulary instruction Y Y 5. Comprehension N Y - through questioning (related back to reading strands) and some high leverage activities N Y - through questioning, retrieval and some high leverage activities Y N
Writing Transcription (Spelling and Handwriting) Composition (Grammar and Writing)
Writing Novice learners require: Explicit instruc tion Modelling Scaffolding Source: Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching - Kirschner, Sweller and Clark http://www.cogtech.usc.edu/publications/kirschner_Sweller_Clark.pdf
Writing To be successful when composing texts pupils need to master and be fluent in: Handwriting Spelling Sentence Composition Sources: https://educationendowmentfoundation.org.uk/tools/guidance-reports/literacy-ks-1/https://educationendowmentfoundation.org.uk/tools/guidance-reports/literacy-ks-2/
Writing - Transcription Handwriting Taught explicitly Daily Practice
Writing - Transcription Spelling Phonics Etymology Morphology
Spelling Strands Principle of Instruction How this is achieved through the teaching of spelling at GYPA. Reviewing material 1. Daily Review Spelling will be taught daily. Review previous lesson in subsequent lessons. 10. Weekly/Monthly Review Spelling Tests Review previously taught spelling patterns, common exception words/statutory spellings and homophones/near homophones. Recall knowledge of phoneme-grapheme correspondences, morphology and etymology.
Monday Tuesday Wednesday Thursday Friday Week 1 Spelling Pattern KS2 statutory spellings Homophone for the week. Dictated sentences Spelling test. Monday Tuesday Wednesday Thursday Friday Week 2 Teach the prefix or suffix KS2 statutory spellings Recap on prefix or suffix. Dictated sentences Spelling test.
Writing - Composition Sentence Composition
Teaching and Learning RWI Spelling Lessons Grammar Lessons Literature Lessons Wider Curriculum Lessons Maths Lessons 1. Word Taught and applied Taught and applied Taught and applied Taught and applied Taught and applied Taught and applied 2. Sentence Applied Applied Taught and applied Taught and applied Applied Applied 3. Text N N N Taught and applied N* N * Wider curriculum - focus on the acquisition of knowledge not for writing. Years 1 to 4 - sentence level high leverage activities will be set from. Years 5 and 6 - transition from sentence to paragraph high leverage activities.
Writing - Composition Sentence Composition Expressive Writing (Years 2 - 4) The Writing Revolution Sentence Combining Reducing Text Types
Writing Curriculum - Text Types Narrative - retell Narrative - change character/ setting/plot Narrative - integrated dialogue Narrative - convey character Narrative - advance action Character Description Setting Description Analytical Task Poem ( Yrs 2 and 6 only) Information Text Explanation Text Biography Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6