National curriculum level 3: What are national curriculum levels?

ABANA National Curriculum Level Three: February 27, 2023

ABANA National Curriculum training for Level III

The National Curriculum is limited in its scope and deals only with developing a blacksmith’s skills in the forge environment. The lessons are exercises, and are usually criterion based rather than project-based unless required for the Grille Projects.

The National Curriculum has been divided into 3 levels, with some levels having multiple subjects, each requiring considerable time requirements by the student/instructor.

The Level III curriculum is expected to take the student years to develop the skills necessary to complete. Self-study outside of the school is essential to practice and perfect the techniques necessary for this level.

Individual items have been grouped, where possible, with similar subject materials. Levels can be taught out-of-sequence.

The level three curriculum is divided into three parts: A. the grille project, B. large-scale joinery, and C. repoussé.

The core lessons of level IIIA  (Grille Project) are broken down into six courses.

The first course includes safety, project planning and review of standards, assessment of tooling made in previous levels of the NC training, and transfer of the scale drawing of the grille to a full-sized layout.

The second course will be dedicated to making test pieces for all the pertinent infill elements, tracking dimensional changes due to forging, testing tooling, and refining technique. Some useable elements may be made in this course.

The third course will be spent on making the scroll foliate elements in the grille and refining them to match the layout.

The fourth course will be used to create the grille frame and blown-over center scrolls.

The fifth course includes making the center stile with welded collars, creating the tooling, producing the stock for and making the central fluted collar.

The sixth course will be devoted to cleaning all the elements, assembling the full grille, and applying a finish.

The core lessons of level IIIB (Large Scale Joinery) are broken down into five courses.

The first course includes safety, and producing a heel-tenon monkey tool and corresponding drift, or a side set and drift.

The second course will be used to produce a heel bar with heel tenon.

The third course includes making square and rectangular blockings on flat stock, and punch and drift sets to match blockings.

The fourth course will be used to punch both round and square holes in large gate frame stock. Multiple holes will be punched in the same bar to demonstrate understanding and methods of accommodating for stretch over the length of the bar per hole punched.

The fifth course will be used to produce a hinge stile in the scale of a small pedestrian gate with a heel tenon, an upper hinge journal with strap and bar, and punched holes to accommodate two middle rails.

The core lessons of level IIIC (Repoussé) are broken into two courses.

The first course includes safety, making a repoussé hammer, and a basic set of repoussé tools.

The second course will be dedicated to making an Acanthus leaf of classic design and appropriate tooling.

When you sign up indicate which course you require as they will be taught concurrently on each Level I Monday class. Core lessons are 8 AM till 5 PM and cost $180. Lab time for that class will be the Tuesday immediately following and will be paid by the amount of time spent at $10/hr. The sign-up sheet for lab time will be available during class.

 

 

 

 

 

Refund, Transfer, and Cancellation Policy

Please Note:   A parent, guardian or responsible adult must be on site for students under 18 years of age for the duration of the class.  Adults accompanying minors do not have to take the class, but they are welcome to if they wish.

After you have successfully registered for this class on PayPal by clicking on the Buy Now button below, PayPal should redirect you to a page “What You Need To Know Before Class”.  This page contains some important information.

The End Of National Curriculum Levels!

28/4/2015

0 Comments

 

From this September, the Government has made a huge change in the way that children in schools are to be assessed. This is to tie in with the New National Curriculum that started to be used by all schools at the beginning of this Academic Year. This is a new way of thinking for schools, and assessment will look very different to how it has done for the past 20 years. Hopefully this blog post will give you some clear information about all the changes that are happening in Education across the country 
and what that means for the children in our school. Before we even think about assessment we need to be clear on what changes the new curriculum has brought to subjects that are traditionally assessed. 

Curriculum 2014 
So, what are the changes to the curriculum? It would take far too long to cover the whole curriculum, particularly in any great depth. But the main changes to the key core subjects are highlighted below. 

English -The new programme of study for English is knowledge-based; this means its focus is on knowing facts rather than developing skills and understanding. 
It is also characterised by an increased emphasis on the technical aspects of language and less emphasis on the creative aspects. 
English is set out year by year in Key Stage 1 and two-yearly in Key Stage 2. 
These are set out yearly across both key stages. 

Mathematics -The main areas in the new programme of study for mathematics are called domains. 
Most of the changes to the mathematics curriculum involve content being brought down to earlier years; meaning that year group expectations will be tougher to meet, Children may be experience maths in Year 2 that was previously taught in year 3 or 4. 
A copy of the new National Curriculum is stored on this website.

The End of Curriculum Levels (apart from Year 2 and Year 6) 
The Department for Education (DfE) has decided that the children who are currently in Years 2 and 6 will be the last pupils to be awarded a level in their end of Key Stage tests (Summer 2015). Please note that this means that children in Year 2 and Year 6 during the academic year Sept 2014 to July 2015 will still be taught and assessed the levels/sublevels system of Assessment. 
Therefore, school tracking systems and conversations with Parents will be still around levels and sublevels. 

So why are levels disappearing? 
The DfE want to avoid what has been termed ‘The level Race’ where children have moved through the old National Curriculum levels quickly to achieve higher attainment. The old National Curriculum was sub-divided into levels, but these were not linked to their national curriculum year group. For example, a child in Year 4 could be a Level 3 or even a level 5. Children were achieving Level 5 and 6 at the end of Key Stage 2, but the DfE thought that a significant number were able to achieve a Level 5 or 
6 in a test—but were not secure at that level. 
The feeling from the DfE was that the old national curriculum and the levels system failed to adequately ensure that children had a breadth and depth of knowledge at each national curriculum level. Under the old levels system children who were exceeding might have moved into the next level. The DfE now want children who are the highest achievers to add more depth and breadth to their knowledge, and to have more opportunities to develop their using and applying skills. They are calling this phase of learning Mastery and Depth. Only exceptional children will move into working towards the end of year expectations from the year above. Similarly, children who are unlikely to be emerging at the end of the 
year may work towards the expectations from the year below. 

Assessing Without Levels
The DfE announced last year that there would no longer be National Curriculum levels, and that schools would have to set up their own way of assessing pupils. The Leadership team at TSM worked during the Autumn term to research various different methods of assessment and we have now developed our own system for tracking progress and assessing progress and will trialling it over this next term so it is ready to be fully implemented from September.  

So how will the process in school work? 
Reading, Writing and Maths will be assessed by teacher judgement and evidence of learning that the children are showing in their books, through questioning and discussion and in summative tests. This is an ongoing process. 
At the beginning of a new academic year, as children are being judged against the End of Year statements, they will be only be beginning to develop their knowledge . By using professional knowledge and judgement teachers will know what the children can already do and what they think the children can 
achieve. At different stages across the school year, children will either be ‘working towards the National expectation’ for their year group, ‘achieving the National expectation’ or ‘mastering’ the national expectation. 
The Government have said that at least 85% of children should be ‘achieving that National Expectation’ by the end of the academic year.  
The other biggest change is that high achievers will work on the mastery element of the curriculum; once achieving the National Expectation for their year group. They will not move on to objectives from the year group above. 

Talking to Parents about Attainment and Progress. 
The biggest difference is how we will talk to you about how your child is progressing during the year. With the old National Curriculum levels, each year children were given a target for the end of the year, and during the year we would tell you what National Curriculum level your child was at. For Example: A child could finish Year 3 with a level 3a, and in Year 4 would have a target of a 4b for the end of the year. 
At Parent’s Evenings throughout the year you may be told that they have moved to a 4c and then on to a 4b. We could use the levels system this way because there was no correlation between a level and a child’s year group, and this can be seen in the way that in a Year 6 class there could be a range of levels, from level 2 to a level 6.  
However, the new National Curriculum sets out expectations for each year group and children will be assessed against those every year, so a child in Year 4 will always be judged against the expectations for the end of Year 4. 

During the year, when we have conversations with you about your child’s progress we will show you the progress seen in your child’s work, we will talk you through where the strengths and gaps are in your child’s learning and how this compares to the expectation for the year group your child is in. As the system becomes more embedded, your child will be able to talk about their learning from the check lists and learning ladders that will be used in the classroom. 

Key Facts from the DFE

0 Comments

The transition to the national curriculum will be completed by 2025 — Gazeta.uz

By 2025, the schools of Uzbekistan will completely switch to the national curriculum, which the Republican Education Center (RCE) adopted in 2020. To do this, it will be necessary to change the teaching methods and form a school of authors capable of writing new textbooks. Director of the RCO Shukhrat Sattorov spoke about this on Monday at a press conference on changes in the content of education.

According to the center, 246 experts were involved in the development of curricula in 22 subjects, including school teachers, methodologists, professors and university lecturers, as well as international experts from the United Nations Children’s Fund (UNICEF) and the United States Agency for International Development (USAID). ).

Shukhrat Sattorov reported that the biggest problems in school education were outdated content, as well as textbooks aimed at memorizing theoretical knowledge and written in academic language.

The national curriculum, which began development in 2020, defines the skills that students need to develop based on the demands of the 21st century, he said.

For example, within the framework of the native language, emphasis will be placed on the development of oral and written speech skills and understanding of various texts, the subject of «mathematics» — the development of mathematical thinking, logical thinking and problem solving, natural sciences — research skills and the formation of a careful attitude to the environment environment, history — the ability to compare historical periods and identify causal relationships of historical events, fine arts — the development of creative thinking, and within the framework of computer science — the skills of creating digital content. Also each item is sent for the development of students’ cognitive skills, critical and creative thinking and polyliteracy.

Advertisement on Gazeta.uz

Another important difference of the national curriculum is the transition from a linear to a spiral approach, noted Shukhrat Sattorov. With this approach, topics learned in previous classes will be repeated and deepened in subsequent classes.

According to the national curriculum, the weekly load in all disciplines is 114 hours. Excessive study load is also one of the factors hindering quality education, therefore, measures will be taken to gradually reduce this load, the head of the center said. For example, in Finland, students study less compared to other countries, but at the same time, Finnish students show higher results in international studies, he cited an example.

Based on the national curriculum, with the participation of 154 authors selected on a competitive basis, 326 textbooks, workbooks and teaching aids for grades 1 and 2 for the 2021-2022 academic year were created.

The phased implementation of the national curriculum in schools is planned to be completed by 2025. For this, 431 titles of educational and methodical literature for grades 3, 6, 7 and 10 will be prepared for the next academic year, and further — 582 titles for grades 4, 5, 8, 9-th and 11th grades.

As part of a project to improve education in Uzbekistan, together with USAID, textbooks on computer science and information technology for grades 5-11 and English for grades 1-11 published by Cambridge University Press were selected and localized. From the 2022-2023 academic year, these textbooks will be introduced in all schools.

Russian language textbooks for schools with a non-Russian language of instruction were created jointly with Russian specialists on the basis of the Russian as a foreign language methodology.

Answering a question from a Gazeta.uz correspondent about plans to localize and introduce foreign textbooks in other disciplines (for example, natural and exact sciences), Shukhrat Sattorov noted that negotiations are underway on the localization of French and German textbooks by the leading publishing houses of France and Germany. However, he considers the formation of a school of local authors to be a priority task.

According to Shukhrat Sattorov, in Uzbekistan it is necessary to form a school of authors in order to switch to the creation of textbooks by publishers, and not by the ministry, as is done in other countries. In the future, it will be achieved that not the ministry, but publishers prepare textbooks.

In order for the quality of education to reach a new level, it is necessary to achieve the academic independence of teachers, that is, the teacher should not be tied to one textbook, but should be able to organize the educational process based on educational standards using their own developments, the head of the RCO emphasized.

Commenting on complaints about the complexity of the textbook «Mother tongue and reading literacy» for the 2nd grade, he emphasized that these textbooks were tested before being replicated, and the methodological approach laid down in the textbook differs from previous textbooks aimed at memorization grammar rules.

When asked what will happen to textbooks published in the current alphabet if changes to the Uzbek alphabet in the Latin script are approved, responsible officer of the Ministry of Public Education Uchkun Khamutov replied that if the alphabet is changed, 130 million textbooks in schools will need to be replaced and this will require 1.7-1.8 trillion soums.

Earlier, Gazeta.uz talked with the director of the Republican Educational Center Shukhrat Sattorov about the introduction of the national curriculum and new textbooks, as well as about the difficulties in this process.

Moon Lander standards | CodeMonkey

Uniform Basic State Standards

MATH.PRACTICE.MP1

Understand problems and solve them persistently. Plans a path to a solution rather than simply attempting a solution.

MATH.PRACTICE.MP1

Understand problems and persevere. Uses specific objects or images to help make sense of and solve a problem.

MATH.PRACTICE.MP4

Model with mathematics. Reflects on whether the results make sense.

MATH.PRACTICE.MP4

Model with mathematics. Makes assumptions and approximations to simplify a complex situation, recognizing that they may need to be refined later.

MATH.PRACTICE.MP4

Model with mathematics. Improves the model to better serve its purpose.

MATH.PRACTICE.MP4

Model with mathematics. Reflects on whether the results make sense.

MATH.CONTENT.6.EE.A.2

Apply and expand on previous understanding of arithmetic for algebraic expressions. Write, read and evaluate expressions in which letters replace numbers.

MATH.PRACTICE.MP5

Use the right tools strategically. Uses technological tools to explore and deepen conceptual understanding.

CSTA K-12 Computer Science Standards

Level 1/K-3

Computational thinking.

Understanding that software is designed to manage computer operations.

Level 1/3-6

Computational Thinking: Make a list of subtasks to consider when solving a larger problem.

Level 1 / K-3

Computational Practice and Programming: Create a set of statements that will be executed to perform a simple task (like turtle instructions).

LEVEL 1 / K-3

Computing and programming: Create developmentally appropriate multimedia products with the support of teachers, family members or student partners.

LEVEL 2 / 6-9

Computing Practice and Programming: Designing, developing, publishing, and presenting products (eg, web pages, mobile apps, animations) using technological resources that demonstrate and communicate curriculum concepts.

Level 2 / 6-9.

Computational Thinking: Use the basic steps in algorithmic problem solving to develop solutions (eg problem statement and research, case studies, design, solution implementation, testing, evaluation).

LEVEL 2 / 6-9

Computational thinking: describe and analyze the sequence of instructions to be executed (for example, describe the behavior of a character in a video game, governed by rules and algorithms).

Level 2/6-9.

Computers and communication devices: Use developmentally accurate terminology when talking about technology.

National Curriculum in England

Milestone 1

Write and debug simple programs.

Milestone 1

Use logical reasoning to predict the behavior of simple programs.

Milestone 2

Design, write, and debug programs that achieve specific goals, including controlling or modeling physical systems; solve problems by breaking them down into smaller parts

Milestone 2

Use sequence, choice and repetition in programs; working with variables and various forms of input and output

Milestone 3

Use 2 or more programming languages, at least one of which is text-based, to solve various computational problems; use data structures appropriately [for example, lists, tables, or arrays]; design and develop modular programs using procedures or functions.