National curriculum frameworks - Assignment Example

Activity 1. It is important to understand the national curriculum frameworks as they define the national learning objectives and provides schools with a guide as to what should be taught in order to meet learning objectives. The following report discusses the Literacy and Numeracy frameworks and how they influence classroom practice and management as evident through the Elliot Park School cast study. The Elliot School Park case study defines the national curriculum as one which, “sets out what pupils should study, what they should be taught and the standards that they should achieve” (p. 165) There are five key stages of the National Curriculum, three of which apply to Elliot Park School pupils.; the Foundation Stage, Key Stage 1 and Key Stage 2. There are four core subjects of the national curriculum that are required for primary pupils; English, Mathematics, Science, and Information Technology. The foundation subjects include: design and technology, history, geography, art and design, music, and physical education. Each of the key stage and subject areas of the National Curriculum include programmes of study, attainment targets and level descriptions. The programmes of study are important as they provide detailed information about what should be taught to pupils, in every subject and at every key stage. The framework for the planning schemes of work is provided by the programmes of study. As mentioned previously, the National Curriculum includes attainment targets and level descriptions. The attainment targets identify what “knowledge, skills and understanding that pupils of different abilities and maturities are expected to have by the end of each key stage” (p.166). There on nine level descriptions that increase in difficulty that are included in attainment targets, that describe the type and range of a pupil's performance at a particular level. The use of these levels form what is to be used for pupil performance assessments at the end of each key stage. Recent Changes to Frameworks The Literacy and Numeracy frameworks were edited in 2006 . The literacy framework reflects more simplified learning objectives and a broad literacy curriculum overview in the primary phase (171). The learning objectives of the literacy framework are “aligned to 12 strands to demonstrate progression in each strand” (p.171). One of the literacy framework learning objectives for pupils to speak and listen for a variety of purposes and in many contexts; and there are four strands under this objective that will demonstrate progression – (1) speaking, (2) listening and responding, (3) group discussion and interaction and (4) drama (p.171). The second learning objective of the primary national framework for literacy is to “read and write for a range of purposes on paper and on screen” (p. 171). The progression strands related to this objective are as follows: “Word recognition : decoding (reading) and encoding (spelling)” “Word structure and spelling” “Understanding and interpreting texts” “Engaging and responding to texts” “Creating and shaping texts” “Text structure and organisation” “Sentence structure and punctuation” “Presentation” The literacy framework demonstrates that literacy skills, particularly reading and writing, need to be applied in all subject areas; including numeracy. The Speaking and listening statutory requirements are also present in the literacy framework. The numeracy framework was renewed as well in 2006 with improvements observable in simplified learning objectives and a broad overview of the primary phase mathematics curriculum. Unlike the literacy framework, the mathematics frameworks contains seven strands that demonstrate progression which are aligned to the learning objectives. The seven strands of the mathematics framework is (1) using and applying mathematics, (2) counting and understanding number, (3) knowing and using number facts, (4) calculating, (5) understanding shape, (6) measuring, and (7) handling data (p. 172). Teaching programmes, based on the Numeracy framework, must take into account a pupil's need to revisit mathematics topics in which they regularly “revise, consolidate and extend their numeracy skills” (p.172). The Impact of Literacy and Numeracy Frameworks The national curriculum frameworks impact the classroom management and practice. In the Elliot Park School, for example, the curriculum and learning activities are based on reaching the outcomes and goals specified by the national frameworks. As the case study notes, “each year group at Elliot Park School uses a central topic and related themes to link teaching and learning across the curriculum” (p. 172). This is achieved by starting with a topic web for schemes of work and teaching plans. By following the Literacy and Numeracy frameworks, lesson plans can be well thought out and planned effectively through resource planning, the engagement of pupils of varying learning levels and the monitoring of pupils progress and behaviour. The Literacy and Numeracy National frameworks provide teachers and assistants guidelines as to what lessons needs be taught; allowing them to effectively create learning activities that will reach national learning objectives. By having a guideline, teachers are able to effectively manage the learning environment and the overall activities to be taken on throughout the year. Most importantly, teachers and assistants can use the frameworks to determine which pupils are making significant progress and which ones need assistance or have special needs that must be addressed. Activity 2 Task 2a. Literacy Plan: Literacy Hour; Year 2 Learning Objectives: Increase comprehension of vocabulary words through auditory and kinaesthetic learning. Resources: Camille and the Sunflowers by Laurence Anholt Vocabulary cards Drawing paper and coloured pencils Timing Structure Overview Teaching Methods and Organisation 15 Minutes Story time Q&A Whole class Read out loud to the class Camille and the Sunflowers Ask if there are any questions about the story 15 Minutes Historical background Discuss related vocabulary words Whole Class Brief explanation of who Vincent van Gogh was. Hand out student vocabulary cards 20 Minutes Group & Individual Activity Drawing pictures as Van Gogh did to express vocabulary words. Have pupils choose 3 vocabulary words as a group Each pupil then draws a picture that incorporates all 3 words Support Strategies Enhance auditory learning through read-aloud story time and discussion of story and vocabulary words. Enhance kinaesthetic learning through drawing pictures related to vocabulary words. 10 Minutes Whole Class Review and Share Review the main points of the story. Have students share their pictures with the class Task 2b. Daily Maths Lessons: Year 2 Learning Objectives: Introduce pupils to shape names and 90 degree angles. Promote kinaesthetic and auditory learning through auditory lesson and review and hands on group activity. Resources: Block Shapes Shapes worksheets Pencils Timing Structure Overview Teaching Methods and Organisation 10 Minutes Oral and mental starter: Whole Class What number am I? Have children guess the number their classmate or teacher is thinking. Clues are given as addition or subtraction – ex. “my number is 3 more than 6”. 40 Minutes Main teaching activity: Introducing Shapes by name and identify right angles. Group Activity 15 minutes will be used to teach shape names and 90 degree angles. Group activity – ability groups Have each group identify the shapes by holding and grouping similar shapes, then labelling each group on the worksheet. Identify which shapes have 90 degree angles and identify on the worksheets. 10 Minutes Plenary: Review of the main activity. Whole Class Children can ask questions about the activity. Groups can discuss what shapes they found and how many 90 degree angles they identified. Support Strategies: Use repetition to reinforce shape names. Encourage oral lesson and group discussion for auditory learning. Use hands on identification of shapes for kinaesthetic learners. Activity 3. Task 3a. Literacy Lesson: Year 2 Learning Objectives: To provide literacy lessons that will engage auditory, kinaesthetic and second language learners. Resources: Vocabulary word list Writing and drawing paper Pencils Crayons Timing Structure Overview Teaching Methods and Organisation All day – ongoing Identification of vocabulary words. Whole-class The pupils will be given 2 vocabulary words and told to listen for the words used throughout the day. When a pupil hears the word they are to raise their hand, tell the class the word, meaning and use it in a sentence. 40 Minutes Ability Group Activity during literacy hour Creative writing using vocabulary words (including the two daily focus words). Using the words, the pupils will work as a group in creating a story and drawing pictures to illustrate the story The group will then choose one person to read the story aloud to the class during review time. 20 Minutes Whole-class review and sharing The teacher will review the vocabulary list and the meaning of each word. The selected pupil from each group will read the group's story and share the pictures. Pupils will have the chance to ask questions about stories. Support Strategies - Through a daily word challenge the auditory & 2nd language learner is challenge to identify and define the vocabulary word encouraging retention of the word. - The group activity will encourage kinaesthetic learning through the writing and drawing of vocabulary words and auditory learning when reading aloud. This will also assist the 2nd language learner in using the words in different contexts. Task 3b. Numeracy Lesson: Year 2 Learning Objectives: Pupils can demonstrate the names of shapes and colours and can create a pattern using blocks of different shapes and colours. Resources: Transparencies Pattern worksheets Coloured blocks Timing Structure Overview Teaching Methods and Organisation 20 Minutes Whole-class instruction Introduce pupils to patterns through auditory lesson and the use of transparencies. The class will also be given pattern worksheets that demonstrate patterns. Ask if pupils have any questions. 30 Minutes Individual work Pupils will be given a bag of coloured blocks and asked to create patterns with those blocks. The instructor and teaching assistant will be going around the room and spend time with each child to assess their understanding of patterns by asking why they chose certain patters, 10 Minutes Plenary – whole-class review Pupils will be given time to ask questions, and demonstrate their understanding of the activity. They will also be asked to give a sample pattern that they see in the classroom. A homework assignment will be given to go home and find a pattern and draw a picture of the pattern they found. Support Strategies - Initial instruction will support auditory and visual learners. - By using a combination of auditory, visual and hands on instruction the lesson will be better retained by all types of learners including the 2nd language learner.. - Individual time with the teacher and teaching assistant will allow pupils who are having difficulty with the pattern activity to ask questions. Activity 4. Task 4a. Based on the literacy lesson in task 3a, I would use practical skills and strategies of motivation with Miriam. Since Miriam is hesitant to start work, she may be suffering boredom or anxiety, so to address that, I would get her excited about the vocabulary by introducing it as a game. I would also encourage her in her drawing. In order to keep Christine's attention during instruction, I would ask her specifically to repeat the teacher's instructions. Since Ali is a second language learner, I would spend more time individually with him in order to make sure he understands the instructions for literacy lesson; giving him extra time to ask me questions on the task at hand. I would encourage Ali to define the vocabulary and explain why he is drawing a specific picture to demonstrate that word. Task 4b. As a teaching assistant I would help Miriam, Christine and Ali in their numeracy lessons by adjusting my skills and strategies to their particular needs. Miriam, for example, hesitates to begin activities, therefore during whole-class instruction, I would ask Miriam to draw a pattern on the board to motivate her. Christine doesn't like listening to instruction so I would have her help the teacher pass out block bags to encourage her participation and increase her attainment of the teacher's instructions. Ali has difficulty in understanding instruction, so the pattern block instructions may be difficult. I would sit down with him before meeting with other pupils to walk him through the instructions with a hands on demonstration and have him repeat it by making a block pattern with me. Read More