Non Negotiables

Non-Negotiables

 Non –negotiables: Minimum expectations years N to 6 that all pupils must attain by the end of year.

Introduction

 These prompts sheets have been designed to assist teachers with planning. This format identifies the basics for each year group. The content includes work that has been carried out against the new curriculum 2014.

These are the essential ingredients, which make a difference to securing rapid progress for children.

Content

 Each year group outline contains key objectives for the non-negotiable basics in

  • Reading
  • Writing
  • Speaking and Listening
  • Maths
  • Science
  • ICT
  • PE
  • Music

These non-negotiables have been designed with age appropriate expectations in mind. The list are the basics that help children make progress and access learning in other areas, as well as securing success in terms of preparing children for the next stages in their learning.

 

The second part for each year group outlines the ‘empowering learning’ skills, which need to be taught, and nurtures in each phase of the school. These can be viewed as ‘learning to learn’ skills.

 

Key Skills Independent enquirer  Reflective Learner Creative Thinker Team Worker As a Self manager As an effective Participator
EnquireProblem solveApply knowledge Evaluation EnquireProblem solveApply knowledge Evaluation EnquireProblem solveApply knowledge Evaluation

 Rationale

  • Providing a simple source of information.
  • Ensure that there is a focus on the basics which will make a difference to progress and outcomes for all children.
  • Help teachers to weave basic skills into all areas of the curriculum, e.g. teach basic skills in writing through topic lessons.
  • Ensure that teachers are clear about the basic skills, which need to be present in all aspects of the classroom, i.e.. Through language, modeling, interactions etc.
  • Helps teachers to focus their time on ‘how’ to deliver rather than ‘what’ to deliver.

Limitations

  • In no way are these outlines intended to outline the entirety of the curriculum – they are simply intended to be used as an on going reminder of key objectives.
  • These outlines are intended to outline the basic ingredients. It is firmly acknowledged that the skills need to be taught in a way which for constant application in different areas of the curriculum in order to embed deep and meaningful learning.

Pitch and differentiation

  • The expectations for each year group are based on those of the average pupil in the cohort. This means that there is a clear need for differentiation to meet the needs of the range of attainers represented in each class.

Personalisation

  • These are set to raise our expectations for each year group-and is suited to our aspirations for our children.
  • The empowering learning examples for each year group are intended to give examples of how that aspect could be developed. Teachers should look carefully at the general traits for each empowering learning strand. To ensure that they can promote these aspects in many different ways.

The empowering learning strands are intended to be woven into the curriculum and made meaningful for children through existing aspects of work. E.g. Self management strands link with PSHCE and SEAL work and Reflective Learners strand with formative assessment etc

 

nursery non negotiables

reception non negotiables

Y1 non negotiables

Y2 non negotiables

Y3 non negotiables

Y4 non negotiables

Y5 non negotiables

Y6 non negotiables