understanding school

[pigeonduck]

My daughters have been at school for 5 years now, but I still don't really feel I know what's going on. Does anyone else feel the same? Despite talking to the teachers (lots- they prob think I'm really annoying) there's nothing to give a good overview of what they should be learning when - or am I missing something that's out there?

what is it you're looking for? At the start of each year, at Parent's evening we get a timetable and an overall plan (showing the broad sort of topics that will be covered through the year). Do you need or want more than that?

There's no such thing as an overview of "what they should be learning when" if you're talking about an extended period.

We (sort of) have a curriculum that specifies roughly what skills should be covered in each subject across each keystage. It's then up to the school, phase leaders and individual teachers where each bit is covered, in how much depth and under what topic.

Your school should be able to give you a broad look at the topics half-termly, and what will be covered under those in each curriculum area. To expect a longer view than that is probably excessive, unless your school is (too) rigid in its teaching.

And what is taught in each curriculum area can vary depending on the make up of the class rather than the demands of long term planning. For example, two years ago I had 13 year 6's, 10 girls and 3 boys. Last year I has 12 year 6's but 2 girls and 10 boys. Whilst I covered the same objectives-in terms of skills-the whole focus and style of teaching was completely different. Last year I also had a very bright cohort, this year's are not! So the skill and knowledge level we are starting from this year is considerably lower than last, which affects what I teach. SO unfortunately there isn't really a straightforward answer to "what should be taught and when!

We get a 2 page letter at the start of each half term listing all the work and topics they will be doing in each subject. But it is generalised, as the class is half yr 3 and half yr 4 and the ability range is enormous, so what each child is doing will vary enormously. But I get to look at my DCs work drawer and see what work has been going on and what progress has been made at least once a term, plus parents evenings to discuss progress.

Thanks, everyone. I guess I just don't know where we are in relation to the wider world - other schools, the national curriculum etc. Does that make sense? Guess I'm just floundering a bit - or maybe just being paranoid that we're missing out . Does anyone else feel the same?

Lots of parent's are actually very ill-informed about what their children are learning behind classroom doors! Rightly so that you are asking teachers what's going on and clearly you're not getting the answers you want. I'd take it up with the head if you have to keep on asking, what's so secretive? Don't they have an outline? Ask them what your child is expected to have learned by the end of the school year, or how you can encourage them at home if you knew what it was they are going to learn.

Yes, I really want to encourage them at home - will ask. What about stuff you can buy like workbooks etc? I've always sworn I wouldn't use them but am now feeling I should... Are they worth it? And which are the best ones?

pigeonduck:

I don't think your experience is unusual. I think schools are rather loath to clearly explain in plain English what they should be covering each year.

Campaign for Real Education has prepared very clear summaries of what should be covered for each year by area of curriculum in primary school here: www.cre.org.uk/primary_contents.html

I think this is a useful yardstick against which to measure what your school is doing for your DC. But do bear in mind that this is ideal world stuff and most schools will not be working to as high a standard. Nonetheless it gives you a clear idea of what is possible at a given age and makes it clear what my be happening elsewhere (at Outstanding maintained schools/ independent schools etc...).

I've found this a very useful guide because the milestones are clearly there - so it makes a useful reality check in terms of what is realistically possible.

HTH

I'd definitely recommend workbooks for the kids, they will make a great impact on your kids learning plus it gives kids greater confidence in the classroom so it's a win-win situation! I don't think there are specific books for primary school learning not like GSCE books anyway. I'd go to amazon and look for basic maths text books or the level your child is at. Ask your children what maths textbooks they use and get one for at home. Maybe in the next level up as well. With literacy I'd get them just general books they can read in bed. You can go through your child's bag and it might give an indication or ask teachers or your friends.

PastSellByDate:

I hadn't seen that - thank you. Really useful - and looks like it will be quite eye-opening too. Have you ever gone through what it says with your school? Or do you use it at home to tell you what to do?

And thanks, RomyMadison - will get off down to the bookshop.

We get a termly sheet of A4 which gives an outline of the topics which will be covered in each subject (DS in yr3). I don't buy workbooks though might work in some related reading/activity. Last term one topic was Vikings so we got Odd & the ice giants from the library but really I'm not a huge fan of homework at primary level.

Hi pigeonduck:

I have't gone through it line by line - but it has been useful when our bristly HT suggested my expectations are overly high to point out to them that they are actaully slightly lower than the Campaign for Real Education is suggesting.

The 'suck lemon' expression on the Head's face was rather an enjoyable sight to see. It's hard to argue with someone who isn't asking for the moon - I was literally just asking for subtraction with numbers up to 30 to be taught in Y2 and trying to get them to agree that this was a reasonable milestone for that age group.

I'm still battling the attitude that children develop in maths at their own rate (and without practice which is the belief at our school).

Unfortunately I fear the culture at our school is to supress performance in KS1 so that they can show good progress (without working terribly hard) in KS2. The target for KS2 Y6 is 4b - and there isn't a lot of effort put in to providing tuition beyond that benchmark. I've also come to realise that a lot of parents are doing more at home and many are terribly worried about the basic teaching of 3Rs, not just me. Those children that have done really well tend to be the ones who were also being tutored or prepared by parents for the eleven plus in this area.

Yes, PastSellByDate, I suspect the same thing too - it's all about value added. But at detriment of our kids as they move through the school. I know you can't expect the school to do everything but I wish they'd just give more indication that they see the need to make progress. I guess your point about practice is exactly the problem - I'd like to know they'd just getting lots and lots of regular practice and feedback (if they are, I certainly don't hear about it).

Pigeonduck
I feel the same, that helplessness, empty and angry in one instant.
And you've been in school system 5 years? I'm just in reception with DC1.

I am about to post a query about reading.
Our school send home a 2 sided sheet each half term. It is in large font. It has over 3/4 of print about book bag days, PE days, upcoming trips (usually none!!) uniform rules, and a tiny fraction on what they are actually going to be learning.
I have friends at nearby schools get more info in a week than we get in a half term.

That CRE document for science contains nothing about friction or air resistance, which are two topics covered quite early on in the NC.

So...?

MY experience is same as the OP. My dd is in y4 now but only last Sunday dd told me that she was in bottom group maths and literacy since she was in infant school. No one ever told me that before. It is too late now but I am still annoyed about the school. Her infant school teachers never mentioned anything about children learn in different groups etc. In fact I was told by her teacher that she was doing very well so I didn?t do much with her at home. Only until KS1 sat result showed that she got 2c in both subjects then I realised how much I ?d overlooked her progress for the infant years. Even now I am still feeling very guilty. I didn?t know that children were allocated into top/middle/bottom ability groups from such young ages. Since year 3 I started doing a lot more extra work with dd at home. Although dd managed to do very reasonable with her literacy now but she still needs to work extra hard with her maths. It keeps playing on my mind that she might have missed out on some basic numeracy skills during infant school. Nowadays I monitor closely and work a lot harder with my dcs learning at home because I don?t feel I can entirely rely on the school anymore.

Cleek:

I know exactly how you feel - guilty, mainly. But how do you know what to do with your DD at home? Where do you find stuff that's the right level? There's so much out there that I don't really know where to start.

It already feels too late... :(

Sunscorch:

Good point on friction and air resistance. However, I note that this document seems to be based on a 2007/2008 guidance - so possibly a bit out of date now. Nonetheless, it does generally gel with what is being taught at our school.

DD1 in Y4 has had friction this year, but not air resistance. Is that offered in the same year (Y4) or earlier? or later?

To be honest I've been so worried about basic teaching of maths and English that I've never been too concerned about other curriculum items - as it seems little point to worry about science if you can't add two measurements together (and that literally was our issue less than 18 months ago).

I took my dd to Kip McGrath centre for a free assessment the centre gave me better idea which level she was in both maths and English. I also arranged a meeting with her class teacher to ask which areas dc has problem with how you can help at home.

If you want to delegate and make sure work at home is at the right level, consider MangaMaths website. They base the games on KS objectives and choose the games for your DC on their individual performance. (no vested interest). We had a 12 week free trial and may go back when DS is older.