The new primary curriculum, which becomes statutory from September 2011, is now online. Its aims are to enable all young people to become:

• successful learners who enjoy learning, make progress and achieve,
• confident individuals who are able to live safe, healthy and fulfilling lives,
• responsible citizens who make a positive contribution to society.

http://curriculum.qcda.gov.uk/new-primary-curriculum/

Through the curriculum, children should develop the skills, attitudes and dispositions that they need to become well-rounded individuals and lifelong learners. These include literacy, numeracy and ICT capability, learning and thinking skills, and personal, social and emotional skills. There are also six areas of learning:

• Understanding the arts
• Understanding English, communication and languages
• Historical, geographical and social understanding
• Mathematical understanding
• Understanding physical development, health and wellbeing
• Scientific and technological understanding

Religious education is also a statutory subject, as it is in the current curriculum. However, there will also be a statutory requirement for all children to learn a modern foreign language. Dance, drama and citizenship also become part of the statutory curriculum through the new areas of learning.

Find out more at the New Primary Curriculum site.

I have recently been sent an email about a petition to reduce excessive paperwork in schools…

“We are a Primary School in Cambridgeshire whose Head teacher outreaches to many other schools in the locality and beyond. For many years he has been involved in a mentoring/coaching role with other heads and has been appalled at the amount of teachers/head teachers who are going through emotional trauma due to the amount of paperwork and bureaucracy involved in education today. Having previously spoken to Tony Blair about the state of the education system, he has recently visited Westminster once again to voice these issues on behalf of educators everywhere.

Image – Closing

He is very concerned about the effect that this bureaucracy is having on people’s professional and personal lives, having been told by many excellent heads that it is their reason for leaving education!

The time taken away from teachers being able to teach our children and costs involved in these excesses of bureaucracy are staggering and therefore we feel it is relevant for parents to also be involved in our protest.

We have recently produced a petition REPAIR (reduce excessive paperwork and irrelevant regulations) (in schools) which has been signed in various ways over 700 times in just a few weeks – as you can see, the comments made echo our Head teachers concerns.”

If you would like to sign the petition online, visit:
http://www.ipetitions.com/petition/kbconcepts/signatures

A report from Ofsted claims that some schools in England are struggling to teach citizenship properly. From the BBC report…

“…in some secondary schools, pupils have “important gaps” in their knowledge. However, inspectors say lessons have improved since they were made compulsory seven years ago.

The article goes on to say that…

“Often citizenship shared a timetable slot with Personal, Social, Health and Economic (PSHE) education, but the time allowed was “too little to do justice to either subject”, inspectors say.”

Image – Writing Exams

However, on the positive side…

“Ofsted chief inspector Christine Gilbert, said: “Citizenship is becoming a well established part of the school curriculum and this report highlights the ways in which schools are successfully promoting social responsibility, community involvement and political understanding.

“It is important that the good practice featured in the report is replicated more widely.”

How do you feel about the teaching of citizenship? Do your pupils have ‘important’ gaps in their knowledge? Is there too little time to do the subject justice?

A conference, aimed at helping to ease the transition between primary and secondary schools has been organised for 25th February in Manchester. The event aims to give practical ideas of how to ease transition, disseminate findings from a three year project and help staff to share experiences.

More details can be found in the PDF embedded below.

For further information, visit www.dep.org.uk.

What proportion of the children in your school have a computer and Internet access at home? With lots of schools introducing virtual learning environments to support learning outside of the classroom, what happens to those children who don’t have the right equipment?

From the Home Access site…

‘Home Access is a government drive which will help low-income families to get access to a computer and the internet to get online at home.

If you are a low income family in receipt of certain benefits you could qualify for a grant to buy a computer and/or a minimum of one years’ internet access. The programme is aimed at those that need it most and targets families that do not have access to a computer or the internet at home.’

Parents who would like to find out more should visit www.homeaccess.org.uk. Schools can help to support the scheme by visiting the partner area and requesting promotional materials. You can also download 10 handy sheets which explain the scheme in detail at Keen2Learn.

BETT, the ‘world’s largest educational technology event’ took place last week and I was very lucky to be able to spend a few days there. Here are some of the things that I discovered:

• Anithings – A ‘creativity tool’ which lets children create animations by simply dragging objects around on screen. It costs £250 for a site licence, but there is a 10% discount during January.

• Interactive Resources – This company makes the (extremely useful) Maths Packs, Teaching materials and Primary Games which can be used on interactive whiteboard and / or individual computers. During BETT, I was given a quick tour of the new online version of their site, allowing teachers (and pupils) to access the resources online at home and school. Teachers can also filter all of the resources by subject / topic and allocate activities to students who can try them when they next log in.
• Story Stage – I watched a demo of this software from Scholastic and was really impressed at the ability to connect multiple mice to the same computer, allowing children to work collaboratively. Why doesn’t all software allow multiple users like Story Stage?

• Smart – It was nice to hear about the release of Smart Notebook 10.6 (available now) which brings compatibility with Windows 7 and Snow Leopard on the Mac. It also has a ‘transparent’ tool which makes the Smart Notebook interface disappear, as well as a number of new Maths tools.
• 2Simple – I managed to get a final copy of 2Create a SuperStory, as well as trials of 2Assess ICT and the Online Tools. I’m really impressed with the potential of the online tools, allowing children to use creative software at home and school and save their work to an online storage area. Anthony Evans showed me 2Design&Make (built into the online tools) to make some fantastic 3D models.

• Linkbun.ch – Allows you to share lots of links with one small link which can then be shared via email / Twitter etc. Thanks to @ianyorston for sharing this gem.
• Stupflix – This looks a little like Animoto (as both allow you to combine audio / photos / video) but Stupeflix seems to have more customisation options. Shared by @digitalmaverick.

• Dabbleboard – An online collaborative whiteboard. I’ve used Dabbleboard at home once or twice, but never in the classroom. @bevevans22 talked about this during a Teachmeet Takeover session and I can definitely see it being a valuable addition to a lesson.
• Scratch – Scratch is a programming language which I’ve always thought was a bit complicated. However, @mberry gave us all an entertaining 7 minute demonstration of the program and made it all look incredibly easy. Downloading and trying Scratch is now high up on my ‘to do’ list.

• Newseum - @digitalmaverick mentioned this during his Teachmeet Takeover session about Glogster. The Front pages section lets you view the front pages of a huge collection of newspapers from around the world.
• Class blogging - Oliver Quinlan gave a really inspiring presentation about his class blogs and how time is given for the children to respond to each others’ blog posts. We regularly post items on our school website / blog but children rarely have time to add their own thoughts… something that is sure to change now!

Did you go to BETT? What did you discover?

The BBC recently reported an increase in children’s book sales, which they say is partly due to the success of Stephanie Meyer’s Twilight series. Sales of picture books have also increased.

The top selling books were:

• Top 5 – all Stephenie Meyer’s Twilight series – various editions
• 6 – Beano Annual 2010
• 7 – Miles to go by Mylie Cyrus
• 8 – Mr Gum in the Hound of Lamonic Bibber /Sephir the Storm Monster by Andy Stanton and Adam Blade
• 9 – Peppa Pig official annual
• 10 – New Moon by Stephenie Meyer
• 11 – Tales of Beedle the Bard by J.K Rowling

Image - Reading in the round

The best selling books for younger children were:

• The Very Hungry Caterpillar by Eric Carle
• The Tyrannosaurus Drip Song by Julia Donaldson
• Stick Man by Julia Donaldson
• Where the Wild Things Are by Maurice Sandak
• The Gurffalo’s Child by Julia Donaldson

My Year 3 class are currently enjoying the books in the Beaver Towers series by Nigel Hinton. I’ve also been gripped by the books in the Percy Jackson series, which I’m trying to read before the film is released soon!

Which books are popular with your children? What are your own favourite books?

From an article at guardian.co.uk… “Ed Balls is to publish a new curriculum for all primary schools which will reorganise traditional subject areas into “thematic” headings and introduce compulsory sex education for the first time, under plans set out in the Queen’s speech last week.

The bill will legislate for the new primary curriculum, starting in September 2011, to reorganise traditional subject areas such as history and science into thematic areas of learning, such as “historical, geographical and social” lessons. The aim is to try to ease the pressures of the cumbersome curriculum on schools and give schools more freedom to do cross-subject thematic lessons.

There is greater emphasis on children’s happiness and wellbeing. The bill also makes personal, social and health education – including sex education – mandatory in primary schools for the first time, though parents will still be allowed to opt their children out of lessons until they turn 15.”

How do you feel about these proposed changes? I know that some schools have decided to move towards thematic teaching anyway… each term, we have one theme and base our teaching and learning experiences around that theme (although sometimes this isn’t always possible).

How are you planning at the moment… and do you welcome the new ‘thematic’ lessons? Leave a comment…

Image – Ed Balls

Last week, the Guardian published an article about a Canadian couple who launched and won a court case to exempt their children from completing homework ‘after successfully arguing there is no clear evidence it improves academic performance’.

The article explains that ”Sherri and Tom Milley, two lawyers from Calgary, Alberta, launched their highly unusual case after years of struggling to make their three reluctant children do school work out of the classroom.

After waging a long war with their eldest son, Jay, now 18, over his homework, they decided to do things differently with their youngest two, Spencer, 11, and Brittany, 10. And being lawyers, they decided to make it official.

It took two years to negotiate the Milleys’ Differentiated Homework Plan, which ensures their youngest two children will never have to do homework again at their current school. The two-page plan, signed by the children, parents and teachers, stipulates that “homework will not be used as a form of evaluation for the children”. In return, the pupils promise to get their work done in class, to come to school prepared, and to revise for tests. They must also read daily and practise their musical instruments at home.”

How do you feel about homework? Do all of your children complete it? What benefits does it have?

In my experience, lots of children return homework but there are always some who don’t return it and it takes lots of time to chase them up and then organise the next set of differentiated work to go home. I would love to hear your opinions in the comments below…

Image – introspection