Some reflection on our work so far towards moving to the new curriculum. The key areas of the new curriculum can be divided into the following areas:
· Composition
· Vocabulary, Grammar and Punctuation
· Spelling
· Handwriting
We have been making our transition to the new curriculum by reviewing our current provision and assessing pupil’s progress in light of the new expectations. Since we have taken away levels and the ‘Assessment Focusses (AFs)’, we have adopted the age expected bands and steps – B,W,S (beginning, working within and secure) – within those bands to monitor our pupils progress. Aspects of the old curriculum are clearly evident in the new bands and there are defined strands which focus more on the writing process rather than outcome. Some of these key themes in the composition element of the new curriculum are picked out below.
In KS1:
In KS2:
There is also a noticeable shift in expectations and this appears to be more weighted towards the technical aspects of writing and children’s understanding and use of terminology and features like clauses and pronouns. For example, KS1 children are expected to know about and use noun phrases, past and present tense and compound and KS2 pupils are expected to know and use determiners, subordinate clauses and adverbials.
Strengths:
· Writing opportunities across the curriculum for a range of purposes are good
· Opportunities for sustained writing are frequent
· Children’s writing stamina and enjoyment are clear
· Judgements about writing and next steps are really secure
· Children’s next steps are clearly identified
· Marking and feedback moves children on
Areas for Development:
· Technical aspects are not being clearly picked up in pupils’ writing
· Children need to be reviewing their work and more actively ‘polishing’ their writing
· Less able pupils need more scaffolded tasks to support their progress
· More able pupils need more engaging, challenging and open ended opportunities in their writing
Write sentences
Discuss what they have written
Read aloud
Write for different purposes: real events, narratives, poetry
Develop positive attitudes and stamina
Consider what he/she is going to write…
Make simple additions, revisions and corrections...
In KS2:
Plan his/her writing…
Draft and write…
Evaluate and edit…
Proof read
Read aloud
Paragraphs
Settings, characters and plot
There is also a noticeable shift in expectations and this appears to be more weighted towards the technical aspects of writing and children’s understanding and use of terminology and features like clauses and pronouns. For example, KS1 children are expected to know about and use noun phrases, past and present tense and compound and KS2 pupils are expected to know and use determiners, subordinate clauses and adverbials.
Strengths:
· Writing opportunities across the curriculum for a range of purposes are good
· Opportunities for sustained writing are frequent
· Children’s writing stamina and enjoyment are clear
· Judgements about writing and next steps are really secure
· Children’s next steps are clearly identified
· Marking and feedback moves children on
Areas for Development:
· Technical aspects are not being clearly picked up in pupils’ writing
· Children need to be reviewing their work and more actively ‘polishing’ their writing
· Less able pupils need more scaffolded tasks to support their progress
· More able pupils need more engaging, challenging and open ended opportunities in their writing
No comments:
Post a Comment