How to satisfy EWO that DS is following NC?

[StarlightMcKingsThree]

And how do a I make sure that he is, that his learning objectives and outcomes are appropriate and effective?

You don't need to follow the NC, you just have to provide an education appropriate to his age, ability, and needs. You also don't have to meet the EWO. If you do, you can meet them wherever you prefer.
You may find you would be more comfortable if you went to some of the HE websites, maybe Education Otherwise, to familiarise yourself with your rights and responsibilities. Some councils can be heavy handed and actually lie about what you are required to do, so it would be a a good idea to make sure you know what your rights are.

Thank you. I have a fairly complex situation which means I really do need to follow the national curriculum, so I'm just trying to figure out how exactly I can do thus and demonstrate it.

WH Smiths or Waterstones have revision guides for each key stage. (eg, Letts or CPG books). I tend to do my main teaching from these for maths and science. There are workbooks that go along with them and dd does these after I have gone through a section of the revision guide. She also used to do the Letts Mythical Maths and Enchanted English when she was on KS2.
BBC bitesize, Khan Accademy and nrich are websites I've found useful.

If they are requiring you to follow the NC, then surely it is their responsibility to give you the information you need to do that? I would ask them to give you a detailed list of what they expect you to have covered within the term/year, from whatever starting point your DS is currently at. That way both sides can be perfectly clear you are working towards the same goals.

Normally, there is no legal requirement in HE to do that, so we don't have experience of writing up that kind of 'learning outcomes' in NC terms.

If you can't ask them up front, then any kind of revision material aimed at his age/stage would be a reasonable starting point.

Thanks Everyone,

I'm trying to get a change of Special School placement for my ds on the basis that he is not achieving academically. The professionals say he is working at capacity though I know that he is not (well he might be but the method of teaching is not effective).
If the LA refuse the reallocation I will need to prove my case and remove him from school to do that. However, you need LA permission for that so I need a clear outcomes-based curriculum for that, and to show progress.

In that case, I'd aim pretty low, and list the kind of outcomes that the school say he is capable of, rather than what you think he's capable of. That way you should be able to show progress, whereas if you aim high and he doesn't quite get there it won't look so good.

Do you have copies of the kind of outcomes and objectives the school say he is currently working towards, or the ones from previous years? Maybe the SN boards on here could suggest wording from other schools as a starting point?

That's one of the issues I have with the school he currently attends.

I asked for his target and his science on is: to explore light and dark.

That could be a GSCE investigation target or a target for my toddler just as much as one for Ds.

I really need to know what does he have to be able to do, to reach a level 2 in science. The school use the BSquared assessment and will not give it to me as they say it is too big a document.

Hi Starlight.

I found these on the tes website along with all the level descriptors for each level.
Our situation is much different though and I didn't need them in the end. you will also find lesson plans and schemes of work if you need to go that in depth.
Good luck.

Are you sure home schooling against targets will.prove your case? Most children would do better academically with one to one tuition, than they would in a school. Don't you need to prove that an alternative school can meet his needs better? Unless there is an alternative school that is going to teach the same way that you willhome school, with the same ratios.

Oh, thanks. I'd forgotten about that site as the threads always seemed to be very anti-SEN so discarded it. But you're right, iirc it had curriculum materials and ideas and poss ready made plans?

It will prove his capability. It will prove school and parents need to work in partnership for better outcomes.

I also plan to teach in the way that the new school does, using their methodology.

It's really up to the LA to place Ds, not me.

At the extreme end, it would prove a case for funded home tuition, so I reckon the LA would be more inclined to try preferred school.

Well, taking your example of light and darkness, the NC handbook says:

"Light and sound
3 Pupils should be taught:
Light and dark
a to identify different light sources, including the Sun
b that darkness is the absence of light"

Yay!!!! lougle

Brilliant. Thanks.

Started to process for movement so guess I'm entering the anxious stage now. Though it's exciting.

this may be useful

webarchive.nationalarchives.gov.uk/20090608182316/standards.dfes.gov.uk/schemes3/

I think the main issue you will find is that as knowledge increases the demonstration of that knowledge requires more and more sophisticated language, Star.

But won't it prove his capability, when working in what could be considered an ideal environment? I'm sure my six year old would storm through the NC levels if I kept her at home and intensively tutored her. However no school has such an ideal environment.
Why can't you work with the current school in partnership? What does your preferred school do to make this partnership work, that the current school can't do? You must have a preferred school if you are going to try to emulate their teaching methods.

<a class="break-all" href="http://webarchive.nationalarchives.gov.uk/20090608182316/standards.dfes.gov.uk/schemes2/science/sci1d/?view=get" rel="nofollow" target="_blank">light and dark

Continuing that example, the Year 1's I help have been exploring light sources in a black tent, using torches, mirrors, shiny objects such as tinsel etc., and obviously seeing that if they don't have the torch they can't see. They've also been looking at nocturnal animals and making caves for bears, because caves are dark, etc.

In fact...reading Humphrey's link, my example shows how a school adapts the scheme to fit a topic they're covering. So they combined the Goldilocks story (with the bears) for literacy with light and dark for science, because then they can be making caves for the bears, etc.

Yes, Lougle, funnily enough I'm more confident about teaching the whole language curriculum. Perhaps it is because there is very little expertise 'out there' but tonnes on the SN board.

Thank you Humphrey!

Ilove, it takes two for a partnership and the current school prefer not to work that way.

I love, I don't plan on ideal environments or intense tutoring, just an individual curriculum which can be replicated in a school with the resources and knowledge to do this, which, incidentally is cheaper than Ds' current placement.

However, there is a risk they might not take him if he is too far behind because their cohort is supposed to be academically able children who need specialist teaching.

www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199179/science/attainment

Attainment target level descriptions are on left hand side.

Level 2 is teacher assessed which is probably why you're fighting a losing battle to get details. You might just find a friendly science teacher on TES.

Good schools build their own curriculum, state ones around the national curriculum, independent one's and academies don't have to follow it.

Bsquared assessment is just a assessment package, schools can buy into, to make life easier. They also sell workbooks. As far as I know the assessment is a tick box system.

If you know your child to have a reasonable iq/learning ability, don't be afraid to use earlier ideas of assessing breadth and depth of learning if they're rigorous and you can talk the talk round them.

Just, thank you for that very helpful post.

His IQ was estimated at 126, and he is an extremely fast learner though unable to learn anything not explicitly taught, which is why he needs specific and detailed learning goals, particularly around functional use of skills. He will also need a lot of work on inference generally and specifically to access group learning, which will also initially need to be explicitly taught.

I have a few options for next placement but the one I have in mind gives detailed specified targets which are shared with parents who are encouraged to work on them at home. The other options are ones that though not as good, allow a certain element of continued Home Education.