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So could we start a general dicussion on the above. How are people coping with it's delivery? Are you trying for themes: themes but keeping maths and language separate: lessons but incorporating the skills. How's it affecting your delivery of the range? Has anyone had any effective training or support?
What's happening in secondary schools? Locally, some are losing subject time to the skills curriculum in years 7 and 8 others are having "skills days" and others seem to have changed very little.
For me I'm finding it really hard to get the coverage and the pace feels too slow. I love all the talking and disussing and the writing is deffinitely better as a result but there really doesn't feel like enough of it.
Apparently 100 people have now looked at this post and not felt moved to reply in any way.
I know it's been holidays (and only sad people post in the holdiays) but does no one have any thing to say or have I asked the wrong question?
Is every one succeeding with the Skills Curriculum? If so please share your success.
If it's the wrong question what should I have asked?
I will reply :)
The skills cirriculum looks confusing to me- school is not how i remember it.
I am a teaching assistant and applying for a PGCE in wales and am looking for some help understanding how the skills cirriculum works- and how the needed information is included. (primary)
How do you explain it?
mjkthorpeHow do you explain it?
Well that is a good question!
If you send me a message with a contact e-mail I can send you some examples of planning which might help you understand how I run the skills currruculum against the "subject" curriculum.
I think the reason you've had so many views but little in the way of response is that people don't like to show too much ignorance!
In my case, we've had no training and are just muddling along, fitting skills in where we think appropriate. I'd love to know what other people are doing.
dimeto In my case, we've had no training and are just muddling along, fitting skills in where we think appropriate. I'd love to know what other people are doing.
Well, I was sort of thinking people would reply like you have or to say that thye have found something that really works.
We've had no formal training. I'm trying to do a theme based term plan that looks like a foundation one but shows separate subjects - its cross linked to the range and skills-I'm hyperlink queen! As I do that I keep a range and skills audit for my class which I then review with the other KS2 teacher at the end of each term to assess where we are missing bits of the range.
All my teaching plans then have this in them:-
And I take out the bits I'm not going to do.
And then at some time I have to assess at what point on the skills continuum children are.
I also have to include AfL activities (we're targetting six this year).
So I've displayed my ignorance over to the rest of you.
PlanAsking questions (to understand the problem)Activating prior knowledge, skills and understandingGathering informationDetermining the process/method and strategyDetermining success criteriaDevelopGenerating and developing ideasValuing errors and unexpected outcomesEntrepreneurial thinkingThinking about cause and effect and making inferencesThinking logically and seeking patternsConsidering evidence, information and ideasForming opinions and making decisionsMonitoring progress ReflectReviewing outcomes and success criteriaReviewing the process/methodEvaluating own learning and thinkingLinking and lateral thinking DEVELOPING COMMUNICATION ACROSS THE CURRICULUMOracyDeveloping information and ideasPresenting information and ideasReadingLocating, selecting and using information using reading strategiesResponding to what has been read.WritingOrganising ideas and informationWriting accurately Wider communication skillsCommunicating ideas and emotionsCommutating information DEVELOPING ICT ACROSS THE CURRICULUMICT skills frameworkFinding and developing information and ideasCreating and presenting information and ideas
DEVELOPING NUMBER ACROSS THE CURRICULUMUse mathematical informationUsing numbersMeasuringGathering informationCalculateUsing the number system
OMG!! That's so much. We have inserted the skills framework into our medium term topic plans (inc. literacy and maths) We picked out the skills relevant to what was intended to be taught during each week and slotted them in alongside.
At least we can show that we are covering the skills framework. We are a primary school and as the skills framework goes up to 19 years, we have only taken the first few skills of each strand.
Thanks for joining in! After the struggle to get an expanded forum everyone seems to have disappeared.
greta444 At least we can show that we are covering the skills framework. We are a primary school and as the skills framework goes up to 19 years, we have only taken the first few skills of each strand.
I must say I'm bitterly disappointed with the NC; there is too much weighting on skills. I too find the pace painstakingly slow.
WAG have been utterly useless with support and the LEA networking is just as poor (I don't think having to network in our own time helps!)
I think the biggest impact has been in assessment of these skills (I teach science by the way). It has added a great deal to my workload (unless I'm doing it all wrong!).
I'd be interested to hear from fellow science teachers.
Our County has pushed the thematic approach and I can def see on the boards here that a lot of people are planning like this.
We've resisted it and I, for one am not sorry about that.
We make as many cross-curricular links as possible, but are not planning across all subjects like that. I have taught thematically before and (in my experience) have found that some children can become bored if everything is covered through the same topic. Instead we have a few different themes running, with plenty of links as appropriate. We all know that the skills are being covered and co-ordinators know that there is continuity and progression
It worries me on here when people post things like "I'm doing xxx next half term, has anyone got some planning for it".
As far as science is concerned, in Primary we have been given a trial scheme of work based on the skills to be covered. Many schools across Wales have found a dip in level 5s at the end of KS2 and I am currently looking at how to address this. The needs of the new curriculum and the many new skills (especially in science) have not been able to be thoroughly absorbed by simply introducing the curriculum to year 6 a year later than the rest.
Waterfin Many schools across Wales have found a dip in level 5s at the end of KS2 and I am currently looking at how to address this.
Could this be due to a lack of understanding of the assessment criteria at KS2?
The Primaries within my family of schools certainly demonstrate this, and many have openly said they go on 'gut feeling'! They're awarding level 5s based on a single skill. This is exasperated by the fact that the primary advisor fails to see an issue and the primary science/maths advisor is a retired teacher of 10 years. Additionally, during the (statutory) cluster moderation they failed to attend or produced no work.
I understand the difficulties involved with KS2 assessment; KS2 teachers need to have an I understanding of all the skills criteria for all subjects, but they have not moved forward since the abolition of SATs. I have little faith in TA at the end of KS2, and this is rapidly be eroded to zero.
This I base this on my experiences with my feeder schools and appreciate that it may be an isolated case and that many other primaries may be 'operating' 'correctly'.
What about pupils with learning disabilities who are below level 1 and the descriptors for the skills??? I nmy school we have pupils from p1 to p8 but are asked to teach skills . any ideas?
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