Humanities Team 23/03/17 Helen Beestin/Sarah Gibson PSHE Sarah - - PowerPoint PPT Presentation

Humanities Team

23/03/17

Helen Beestin/Sarah Gibson – PSHE Sarah Gibson – RE Rachel Wright – Geography Hannah Gomersall - History Ben Sutton - English Sarah Tate - MFL

Curriculum Overview

We use the IPC to plan units of work for History and

• Geography. The RE curriculum is taken from the Leeds Agreed

Syllabus and we have subscribed to the West Yorkshire Resource Hub for our scheme of work. Currently, PSHE is not a statutory subject until 2019. The curriculum is taught through

• ur PSHE curriculum. This is divided into three main themes:

Health and Well Being, Relationships and Living in the Wider World . The curriculum is delivered by all teachers and the Learning Mentor.

• French is taught through LA Jolie Ronde Scheme
• All subjects are tailored and plans are adapted to suit the needs of the

children.

• Curriculum coverage is checked termly
• Within these subjects there are assessment opportunities to develop

children’s progress.

Humanities in EYFS

• History
• Children talk about past and present events in their own lives and of family members
• Geography
• Children know about similarities and differences in relation to places
• PSHE
• They take account of one another’s ideas about how to organise their activity. They are sensitivity

to others’ needs and feelings, and form positive relationships with adults and other children. Children talk about their own and others’ behaviour. They know about similarities and differences between themselves and others, and among families, communities and traditions.

• RE
• Children follow the same scheme of work and focuses on their understanding of the world:

People and Communities strand.

• French
• Not statutory but is taught through topic by the class teachers. (KUW and Communication and

Language)

History/Geography Recent changes, curriculum and teaching standards

• A new more challenging National Curriculum which balances

knowledge with a skills based approach

• New assessment procedures brought in at the end of last year

and are evolving

• Theme weeks/Challenge days

Outcomes for Geography Outcomes for History

History/Geography– Resources and budget

• Audits carried out to establish resources for each

subject area.

• In geography each class has been provided with

a globe to enable cross curricular links to be made with other subject areas

• New set of atlases purchased to support

geography teaching in KS1

History/Geography – Current action plan

Monitor curriculum coverage termly to ensure adherence to the new curriculum Maintain links with other schools through network meetings Audit resources and provide staff with information to support classroom teaching Purchase a globe for each classroom to support cross curricular teaching Plan themed week and challenge day and local History/Geography whole school topics

Religious Education

• We are now in our second year of teaching from the new Leeds Agreed
• Syllabus. The school’s long term plan for RE is organised into a two year

cycle, apart from the EYFS which is annual plan.

• Christianity is taught every year along with a focus on Islam in KS1. In KS2

pupils will continue to learn about Islam as well as Sikhism and Judaism.

• Non-secular views will also be taught, developing pupils understanding of

non-religious approaches to life.

• Buddhism and Hinduism is now

taught in KS3, although it may be touched upon when children are sharing their own faiths in class.

Below NE National Expectations Exceeding NE

Y1

(1child) 2.2% (40chn) 88.9% (4chn) 8.9%

Y2

(5chn) 8.2% (55chn) 90.2% (1child) 1.6%

Y3

(5chn) 8.3% (51chn) 85% (4chn) 6.7%

Y4

(1child) 2.1% (38chn) 80.9% (8chn) 17%

Y5

(45chn) 100%

Y6

(49chn) 100%

Outcomes for RE

This year the data shows that fewer children are working below the end

• f year expectations than 2015, but

less are working above since the introduction of the new syllabus.

RE– Resources and budget

• All RE resources have been audited and a list has been

circulated to staff.

• Resources are organised in specific religions and stored

in the KS1 TArea. Books are stored in both key stage libraries.

• I have attended CPD courses and network meetings.

The appropriate information has been disseminated back to staff.

• Purchase of new RE scheme of work, which also

includes two years subscription to supporting resources.

• Additional resources may be required to support the

teaching and learning of specific faiths, which are year group appropriate.

Religious Education Current action plan

Continue to use the RE Hub plans to complete the two year cycle of the LTP Maintain links with other schools through network meetings Ensure all staff who are new to teaching RE know where resources, plans and artefacts are stored Develop assessment procedures and share these with Aireborough Family of Schools. Plan themed week and challenge day

PSHE

• The teaching of PSHE has improved this year due to the changes to the

PSHE curriculum. The curriculum is split into three areas - Health and Well Being, Relationships and Living in the Wider World .The curriculum is progressive and builds on the children’s knowledge year on year.

• SEAL has been taught discretely by the learning mentor and the rest of the

PSHE has been taught through daily classroom teaching and themed weeks.

• New assessment formats have been created to ensure that the EOY

assessments show a more rounded picture of the children’s attainment in PSHE.

Outcomes for PSHE

(2chn) 4.4% (36chn) 80% (7chn) 15.6% (3chn) 4.9% (47chn) 77% (11chn) 18% (6chn) 10% (41chn) 68.3% (13chn) 21.7% (25chn) 55.6% (20chn) 44.4% (45chn) 100% (35chn) 71.4% (14chn) 28.6%

PSHE– Resources and budget

• Audits carried out to establish resources

for each subject area.

• Staff have attended CPD course to ensure

all staff are up to date in how to plan and deliver of new curriculum.

• Purchase of new PSHE curriculum.
• Additional resources will be required to

implement the curriculum successfully

• ver the coming years

PSHE – Current action plan

Monitor that the LTP is embedded in the curriculum through the three core themes Review teaching of drugs within the curriculum - to be delivered through themed week Plan themed week and challenge day Develop CPD opportunities for staff

MFL– Resources and budget

• Audits carried out to establish resources.
• MFL is well resourced: a large variety of reading

books in the target language; a class set of bilingual dictionaries; games; CDs and DVDs in the target language and subscription to the Babelzone website.

• At present, no extra resources are required to

supplement the curriculum.

MFL – Current action plan

Plan challenge day. Continue to lead MFL network with other local primaries and high school . Continue to support colleagues in other primaries with Assessment and Planning of their French curriculum. Continue the link with Francois Mitterrand Ecole (Southern Alps) via penpal letters. Deliver training and support to students in the ALP in their teaching of MFL.

Challenge Days

Previous examples:

• History/Geography

Tempus Fugit came into school to complete an Viking workshop, about Freya a viking housewife, with the children. This was followed up by a session on the Viking settlements, looking at maps of the school and finding a suitable area in the grounds for a viking settlement.

• RE

A dance professional came in to teach a group of children specific dances based on stories from the Hindu religion. The children performed their dances to the whole school and parents.

• MFL

Visited La Terrasse French restaurant in Saltaire to sample authentic French cuisine and converse in the target language. Children learnt about the French Revolution and then practised and performed a play in French to the rest of the school.

Challenge Days

Coming up:

• History/Geography

Tempus Fugit came into school to complete an Ancient Greece workshop with the children. This was followed up by a session on the Olympics and the Geography of the countries that participated in the recent Rio Games 2016.

RE and Art

Motivational RE/Art project for the whole school – ‘Until you spread your wings, you’ll never be able to fly.’ This will incorporate the growth mindset work we have worked on

• ver the last couple of years.

Themed Week

Aim - To develop children’s awareness of Mental Health and Wellbeing Children were introduced to the themed week through an assembly which demonstrated different ways we might show anxiety. Children had opportunities to share their anxieties and each class developed a worry box within their classroom. Children were exposed to calming music when they came into class and staff were encouraged to ask the children how this made them feel. Children took part in yoga sessions during their PE lessons. Throughout the week all classes took part in two lessons of the PSHE Drug Wise Plans. EYFS- Early Year Plans KS1- Year 1 Unit-What goes into and on our bodies? LKS2-Year 3 Unit-Tobacco is a drug UKS2- Year 5 Unit-Different influences Our Learning Mentor also used the SEAL lessons to deliver different coping strategies to deal with issues. Staff were also encouraged to join in – relaxing tea and coffee was supplied during assembly time with the opportunity to join in with some peaceful art work .

Themed Week – Yoga

Archeological Dig - 2016

ENGLISH

ENGLISH

ENGLISH: Reading

CHALLENGES: ❏ Increased outcomes in the 2014 curriculum ❏ Outcomes reflected -somewhat unfairly- in KS1 and KS2 test level ❏ Greater focus on vocabulary ❏ KS2: Lower ARE (90%) than writing (96%) and maths (98%) RESPONSES: ❏ ‘Guided’ reading moves to ‘whole-class’ reading ❏ Assessment document produced ❏ Restructure of class timetables ❏ Renewed vocabulary focus / Dictionaries

ENGLISH.Timetable

ENGLISH.Assessment

ENGLISH.Whole-class reading

Year % ARE %GD 2016 90% 37% 2017 90% 52%

ENGLISH: Reading

WHERE NEXT: ❏ Review whole-class reading ❏ Analyse effect on KS1 / KS2 SATs results ❏ Evaluate and review reading culture of TPPS

ENGLISH: Writing / GPS

CHALLENGES: ❏ Consistency of spelling approach ❏ Ensuring continuation of Grammar and punctuation success ❏ Handwriting expectations / systems in KS2 RESPONSES: ❏ ‘No Nonsense’ spelling scheme implemented ❏ Explicit GP sessions timetabled: Grammar Hammer / Hamilton / Teacher identified focus ❏ Writing assessment document ❏ Trial of ‘Letter Join’ online handwriting scheme

ENGLISH.Assessment

ENGLISH: Writing

WHERE NEXT: ❏ Assess success of Letter Join handwriting scheme ❏ Review KS1 / KS2 SAT results for GPS / Writing ❏ Current: Evaluation of feedback/response in English ❏ Current: Audit and review level and consistency of challenge provided to higher skilled writers