Transcript New Curriculum Headteacher briefing Autumn 2013

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Education Consultancy
Headteacher Briefing
New curriculum
Autumn 2013
Education Consultancy, Essex Education
Services
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Headlines
• Disapplication - from the beginning of September Years 3 and 4
are disapplied from teaching the current national curriculum for
all subjects.
• Years 1, 2, 5 and 6 are disapplied from all other aspects of the
curriculum except English, Mathematics and Science.
• Years 2 and 6 - for English, Mathematics and Science the new
curriculum will become compulsory from September 2015 to
reflect that the national curriculum tests in Summer 2015 will be
based on the existing curriculum.
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Aim of the Curriculum
• 3.1 The National Curriculum provides pupils with an introduction to
the essential knowledge that they need to be educated
citizens. It introduces pupils to the best that has been thought and
said and helps engender an appreciation of human creativity and
achievement.
• 3.2 The National Curriculum is just one element in the education of
every child. There is time and space in the school day and in each
week, term and year to range beyond The National Curriculum
specifications. The National Curriculum provides an outline of
core knowledge around which teachers can develop exciting
and stimulating lessons to promote the development of pupils’
knowledge, understanding and skills as part of the wider
school curriculum.
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2.1 Every state-funded school must offer a curriculum which is
balanced and broadly based and which:
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promotes the spiritual, moral, cultural, mental and physical
development of pupils at the school and of society;
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prepares pupils at the school for the opportunities,
responsibilities and experiences of later life.
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2.3 All state schools are also required to make provision for a daily
act of collective worship and must teach religious education to
pupils at every key stage.
2.4 Maintained schools in England are legally required to follow the
statutory national curriculum which sets out in programmes of study,
on the basis of key stages, subject content for those subjects that
should be taught to all pupils. All schools must publish their
school curriculum by subject and academic year online.
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3.3 Pupils of compulsory school age in community and foundation
schools, including community special schools and foundation
special schools and in voluntary aided and voluntary controlled
schools, must follow The National Curriculum. It is organised on the
basis of four key stages and twelve subjects classified in legal terms
as ‘core’ and ‘other foundation’ subjects.
The key stage 2 programmes of study for English, Mathematics and
Science are presented in this document as ‘lower’ (years 3 and 4)
and ‘upper’ (years 5 and 6). This distinction is made as guidance for
teachers and is not reflected in legislation. The legal requirement
is to cover the content of the programmes of study for years 3
to 6 by the end of key stage 2.
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Setting Suitable Challenges
• 4.1 Teachers should set high expectations for every pupil. They
should plan stretching work for pupils whose attainment is
significantly above the expected standard. They have an
even greater obligation to plan lessons for pupils who have
low levels of prior attainment or come from disadvantaged
backgrounds.
• Within each key stage, schools have the flexibility to introduce
content earlier or later than set out in the programme of study. In
addition, schools can introduce key stage content during an
earlier key stage if appropriate Pg. 16 and 104
• Pupils who grasp concepts rapidly should be challenged through
being offered rich and sophisticated problems before any
acceleration through new content. Pg. 103 (mathematics)
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Key Themes in English
• The development of spoken language underpins every aspect of
the English curriculum and features as an important factor
throughout the other subject areas. Statutory requirements for
speaking and listening have been included in the final draft.
• Pupils will be expected to apply and develop their English skills
throughout every other subject area.
• Learning to read (decode and recognise familiar printed words) is
a high priority but so is the pleasure, appreciation and love of
reading.
• High priority is also given to being able to communicate
accurately and clearly both through the written and spoken
word.
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Changes in English
• The curriculum is divided into 3 phases - KS1, lower KS2 and
Upper KS2.
• These phases are split into ‘Reading’ and ‘Writing’ programmes
of study. In KS2 they are not split in to year groups just upper
and lower phases.
• Reading consists of Word (phonics and decoding) and
Comprehension (listening, discussing, retelling etc).
• Writing consists of Transcription (spelling, grammar,
handwriting) and Composition.
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Changes in English
• A higher profile is given to discussion and the learning, oral
retelling and role playing of text.
• All pupils should be enabled to participate in and gain
knowledge, skills and understanding associated with the artistic
practice of drama.
• A statutory appendix is included which makes explicit which
skills need to be taught relating to grammar and spelling. It
includes lists of words which are statutory for pupils to learn.
• There are no prescribed ‘units’ or time allocation given to text
types as with the National Primary Framework. Text types are
specified in the English and other programmes of study.
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Implications for the Teaching of English
• There needs to be a thorough cross referencing of the literacy
skills that are referenced in other subjects. This may influence
the order in which the features of certain text types are taught.
• There is no ‘national’ progression sequence suggested for the
different text types.
• Current phonic schemes will need to be mapped to the new
statutory programme of study.
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Phonics and Spelling in KS1
• No major changes to the teaching of phonics but several of the
less common phase 5 graphemes are now taught at a later stage
• Some Y2 objectives from Support for Spelling are now taught in
Y1 and Y3 objectives taught in Y2.
• Clear message that pupils who are struggling to read and spell in
Y1 need to be taught to do this urgently … so they catch up
rapidly
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Key Themes in Mathematics
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Spoken language, communication and reasoning
Read and spell mathematical vocabulary
Problem solving and application of knowledge
Calculators should not be used as a substitute for
good written and mental arithmetic
• Focus on mental calculation and written calculation
• Strands now number, measurement, geometry,
statistics
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Key Changes - Mathematics
• Aspects of standard methods encountered earlier in
the phase. Initial introduction of writing in columns for
addition and subtraction encountered in Year 2. Full
use of formal written methods for addition and
subtraction from Year 3
• Initial moves to formal methods for multiplication and
short division from Year 3
• Multiplication tables 12 x 12 by Year 4
• Understanding of square numbers, cubed numbers,
primes, factors, prime factors, common multiples etc.
over Year 5 and Year 6
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Key Changes - Mathematics
• Long multiplication in Year 5 and long division in Year
6
• Increased expectations in fractions leading to
multiplication and division of fractions by Year 6
• Roman numerals in Year 3, 4 and 5
• Ratio / proportion and algebra not explicitly mentioned
until Year 6
• Mean introduced in Year 6. Reference to other
measures of central tendency (mode and median) in
Key Stage 3
• Standard measures from Year 1 (metres etc.)
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Key Changes - Mathematics
• No mention of data handling in Year 1
• No explicit reference to sorting or classifying in
data handling but appears in shape and sorting
• No probability
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Implications for Teaching Mathematics
• Consistent approaches to calculation
• Most effective models and images being used (Do teachers
really know how to use Base 10, especially for multiplication and
division?)
• Raised expectations e.g fractions, with implications for subject
knowledge
• Secure subject knowledge to support progression
• Strength of teaching concepts not just processes
• Published materials that are currently in school
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Key Changes - Science
• Key Stage 2 split into Lower and Upper Key stages
• Yearly required content with sequential content development
• Science Enquiry (SC1) replaced by Working Scientifically which
is not to be taught or assessed discreetly
• Content identified within Biology, Chemistry and Physics, skills
development integral to content
• Greater content demand with wider required vocabulary
• Skills development in English and Mathematics not necessarily
synchronous with scientific content
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What has not Changed
• Science is a practical subject with the development of practical
skills as well as subject knowledge
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Key Changes – Art and Design
• Less guidance on the progression through skills
• More freedom to choose the types of Art and Design to explore
and teach
• Larger focus at KS2 for the use of sketch books to develop ideas
and review and revisit
• Implication – teachers not clear on the development of a skill will
need support in how to teach key techniques
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Key Changes – Design and Technology
• In the content of the Design and Technology curriculum there
appear to be no significant changes
• Separate section for cooking and nutrition which includes using the
basic principles of a healthy diet to prepare dishes at KS1 and
using a range of cooking techniques at KS2
• Understand seasonality, looking at ingredients and know how they
are grown, reared, caught or processed
Implications - the current curriculum may need to be adapted to
incorporate more opportunities for the explicit teaching of cooking.
Resources may need to be sourced and safety and hygiene
legislation adhered to securely.
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Key Changes - Geography
• Greater emphasis on location knowledge e.g. naming the oceans
and continents and the placement of the United Kingdom on the
world map at KS1 or countries of the world and cities in the UK at
KS2
• Comparison between human and physical geography of an area
in the United Kingdom and non-European area at KS1 extending
to 3 way comparisons between UK , Europe and North or South
America in KS2
• Increased challenge in mapping skills development by use of
basic compass directions, scales and keys at KS1 to the 8 point
compass , O.S. symbols and complex scaling including six figure
co-ordinates at KS2
• Increased emphasis on geographical vocabulary
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What has not Changed
• Content and skills defined as whole Key Stage expectations
rather than yearly content
• The use of maps, atlases, charts and other references such as
the internet
• The expectation of the use of fieldwork to develop skills
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History -What has Changed
• Increased emphasis on chronological sequence
• Throughout KS2 there are 9 periods of History to be studied
where previously there were 6
• Pre 1066 has a more explicit programme of study although the
other periods of time can be taught
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OLD KS2
Choose a local History study, 3 British, a European and a
world history study.
NEW KS2
All statutory
Nothing comparable(unless
of particular interest for
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Britain from the Stone Age to the Iron Age
British History-Romans
Roman Empire and its impact on Britain
British History Anglo-Saxons
Britain’s settlement by Anglo-Saxons and Scots
British History - Vikings
Viking and Anglo-Saxons to the time of Edward the
Confessor
local history unit)
An overview of how Britain was shaped before the
Norman
Conquest
Victorian Britain or Britain since 1930
or
Britain and the wider world in Tudor Times
Study of an aspect or theme in British history that extends
pupils’ chronological knowledge beyond 1066
*A world History selected from: Ancient Egypt, Ancient An overview of where and when the first civilizations
Sumer, the Assyrian Empire, the Indus Valley, the Maya, appeared and a depth study of one of the following:
Ancient Sumer; The Indus Valley; Ancient Egypt; The
Benin or Aztecs
Shang Dynasty of Ancient China
Ancient Greece – a study of Greek life and achievements
and their influence on the western world
*A world History selected from: Ancient Egypt, Ancient One study chosen from: early Islamic civilization, including
Sumer, the Assyrian Empire, the Indus Valley, the Maya, a study of Baghdad c. AD 900; Mayan civilization c. AD
900; Benin (West Africa) c. AD 900-1300.
Benin or Aztecs
A European History Study ; Ancient Greece
A Local History Study
A Local History Study
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History- What has stayed the same
• More similarities to the old curriculum than original draft
document
• Historical skills with which we are familiar are still in evidence
• The KS1 P.O.S. still works on the ‘looking backwards approach’
• Within KS1 there are still opportunities to teach about key events
such as The Great Fire of London and famous people such as
Florence Nightingale
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Foreign Languages
• Now statutory at KS2
• Any modern or ancient foreign language can be taught
• The focus should be on enabling pupils to make substantial
progress in one language
• There should be a balance of spoken and written work
• The focus of study in modern languages will be on practical
communication
• If a schools chooses an ancient language they should provide ‘a
linguistic foundation for reading comprehension and an
appreciation of classical civilisation’
• By comparison to the previous curriculum, a greater emphasis is
placed on being able to write in another language
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Music
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Not now split into separate components
KS1 has 4 objectives so slimmed down but some objectives have been
combined from across the different elements
Now 6 objectives for KS2
In KS2 children are now expected to use and understand staff and other
musical notations and learn about the history of music
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Physical Education
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Competition has a much higher profile than in the previous curriculum
(although the skills to be taught are broadly similar) e.g.
– A high-quality physical education curriculum inspires all pupils to
succeed and excel in competitive sport and other physically
demanding activities
– Opportunities to compete in sport and other activities build character
and help to embed values such as fairness and respect
Swimming must be taught in either KS1 or KS2
KS2 pupils must compare their performances with previous ones and
demonstrate improvement to achieve their personal best
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There are Implications for:
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Planning,
Resources,
Subject knowledge,
Assessment,
Progression,
Curriculum mapping.
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Key Principles Underpinning Assessment
and Reporting
Schools are expected to have a curriculum and assessment framework
that:
• sets out steps so that pupils reach or exceed the end of key stage
expectations;
• enables them to measure whether pupils are on track to meet end of key
stage expectations;
• enables them to pinpoint aspects of the curriculum in which pupils are
falling behind, and recognise exceptional performance;
• supports teaching planning for all pupils;
• enables them to report regularly to parents and where pupils move to
other schools, provide clear information about each pupils strengths,
weaknesses and progress towards the end of key stage expectations.
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Schools Should Decide how they Assess
Each Subject as they Develop their
Curriculum
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No prescribed national system for on-going assessment;
Groups of schools may wish to use a common approach across a local
area, academy chain or federation;
Ofsted’s inspections will be informed by the school’s chosen pupil
tracking data (Statutory National Curriculum tests will allow schools to
benchmark their performance nationally, locally and against schools
with similar intake.);
Commercial providers and subject organisations may offer curriculum
schemes of work with inbuilt assessment, including class exercises,
homework and summative tests.
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National Curriculum Tests Need to Show
Whether and How Well Pupils Have Met
the Secondary Readiness Standard
• It is proposed that attainment will be reported using raw test
marks converted into a scaled score.
• The secondary readiness standard will remain the same each
year.
• Each pupil’s ranking in the national cohort will be reported to
parents by decile (i.e. 10% of the cohort) showing each pupil’s
performance relative to their peers nationally. The scaled score
would be compared to the scores of other pupils with the same
prior attainment identifying whether an individual made more or
less progress than pupils with similar prior attainment.
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Proposed Suggestions for Baselines to Measure Progress
• Retain KS1 National Curriculum tests in English and
Mathematics
• Introduce a simple check at the start of reception
• Consider an optional reception baseline check, schools would be
judged by attainment alone in performance tables and floor
standards. They would still track pupils’ progress internally and
make this data available to Ofsted.
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Floor Targets
• Very few pupils should leave primary schools without being
secondary ready.
• 85% of pupils should meet the secondary readiness standard in
all the floor standard measures (including writing teacher
assessment).
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Performance Tables Will Show:
• The percentage of pupils meeting the secondary readiness
standard, the average scaled score, where the school’s pupils fit
in the national cohort, and their rate of progress;
• How many of the school’s pupils are among the highest-attaining
nationally, by including a measure showing the percentage of
pupils attaining a high scaled score in each subject;
• End of key stage teacher assessments in English, Mathematics
and Science;
• A three-year rolling averages in addition to annual results;
• Headline measures to show the attainment and progress of
pupils for whom the school is in receipt of the pupil premium and
a three-year rolling average;
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Performance Tables Will Show:
• A comparison of each school’s performance with that of schools
with similar intake.
Schools that perform poorly compared to other similar schools are
unlikely to be rated as ‘good’ and schools that do not excel
compared to similar schools are unlikely to be ‘outstanding’.
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What We Can Offer:
• Central National Curriculum courses for Subject Leaders, Lower
KS2 teachers, KS1 teachers and Upper KS2 teachers;
• Bespoke training for schools or consortia;
• Published resources including documents to support planning
and progression in core subjects;
• ‘Monitoring Made Easy’ courses;
• Development of ‘Target Tracker’ to support ‘assessment beyond
levels’;
• Regular updates for School Assessment Leaders (SALs) and
Subject Leaders www.mycourses.e-gfl.org.
Please let us know of any other support you would like us to offer.