Curriculum What does this mean for us at WIS Brief overview of the history of the English National Curriculum since the 1944 Education Act Summary of the New English 2014 Curriculum and the key ID: 574110
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Slide1
New 2014 CurriculumWhat does this mean for us at WIS?Slide2
Brief overview of the history of the English National Curriculum since the 1944 Education Act.Summary of the New English 2014 Curriculum and the key changes. Wider network picture e.g. our link with corporate and other GEMS schools.Curriculum
Leader review process and time
scale. Current UK government guidance (or lack of!) on Assessment- how it might look in the future.
Aims:Slide3
Pupils
will be tested at age four for
counting
and
letter
recognition as part of sweeping government reforms of exams
Daily Mail- 28
th
March 2014Slide4
Pupils will be tested at age four for counting and
letter
recognition as part of sweeping government reforms of
examsSlide5
Hasty
curriculum changes will
demoralise
teachers, review
told
Guardian- April 1st
2014Slide6
Hasty
curriculum changes will demoralise teachers, review
told
Guardian- April 1
st
2014Slide7
Teachers 'do not know enough
grammar
to teach new curriculum'
The Telegraph- October 4
th
2014Slide8
Teachers
'do not know enough grammar to teach new
curriculum‘
The Telegraph- October 4
th
2014Slide9
Twitter
and
text
are not GR8 for English skills, warns
head
The Times- March 24
th
2014Slide10
Twitter and text are not GR8 for English skills, warns head
The Times- March 24
th
2014Slide11
History of the Curriculum
1
944
– The 1944 Education Act- Butler- ‘Publicly Provided Education for all’
1985
- Sir Keith Joseph as Secretary of State, the Better Schools White Paper recommended moving towards a nationally-agreed curriculum.
1988
- Educational Reform Act-
established
a statutory
framework for the National
Curriculum (introduced into Primary Schools in 1989).
1995
- Revised National Curriculum- reduction in prescribed content and introduction of 8 Level Descriptors.
1999
- The National Curriculum underwent substantial revision again- ‘Curriculum Handbook for Teachers’ produced.Slide12
2002
- Curriculum Guidance for the Foundation Stage was made statutory. In the same year, ‘Birth to Three Matters’ introduced as a Guidance Document.
2003
- Primary National Strategy
(Primary
Framework)- outlined specific objectives- glossary of terms developed.2006- Renewed Primary Framework (non- statutory)- broke learning down into units/ phases- online resources.2006
-
Rose
Review-
The
review report provided clear recommendations on what constitutes 'high quality phonics
work’.
2011
-
Draft Curriculum-
change in government therefore it never became statutory.
2014
- New Primary
Curriculum- statutory from September 2014.
History of the CurriculumSlide13
What do you already know about the New 2014 Curriculum?Slide14
New 2014 Curriculum will be statutory in maintained Primary and Secondary schools in England from September 2014.Academies and Free Schools will be exempt (many critics think that the government is using the lure of not having to follow the national curriculum to encourage more schools to become academies). As an international school none of the curriculum changes are statutory for us at GEMS.
PSHE and RE are statutory subjects but there is no standardised framework for these subjects as teachers are “best placed to understand the needs of their pupils
”.
Points to consider…Slide15
Academic Year 2014 to 2015
Key Stage and Year
Core subjects (English, Maths and Science)
Foundation Subjects
National Curriculum Tests
Key Stage One
Year One
New Curriculum
New Curriculum
No change – national tests and
reporting arrangements will
reflect current national
curriculum
Year Two
Current National Curriculum
New Curriculum
Key Stage Two
Year Three
New Curriculum
New Curriculum
Year Four
New Curriculum
New Curriculum
Year Five
New Curriculum
New Curriculum
Year Six
Current National Curriculum
New Curriculum
Statutory Delivery of the New National Curriculum 2014Slide16
The main aim is to raise standards, particularly as the UK is slipping down international student assessment league tables. It has been inspired by what is taught in the world’s most successful school systems, including Hong Kong, Singapore and Finland, as well as in the best UK schools. It’s designed to produce productive, creative and well educated students. Why a new curriculum?Slide17
Slimmer yet more challenging content.Greater emphasis on basic skills such as spelling, handwriting, number and vocabulary (25 page Spelling and Phonics appendix and a 25 page Vocabulary, Grammar and Punctuation appendix).ICT has changed and will now be referred to as ‘Computing’ with an emphasis on programming rather than operating.In Maths, ‘Shape, Space and Measure’ has become ‘Geometry’ and ‘Data Handling has become ‘Statistics’.
Subject delivery timings no longer compulsory.
KS2 objectives are grouped into Lower and Upper KS2.Attainment targets are not included at the back.
Currently, tests will remain the same but the DFE are in the process of reforming them.
Summary of Key ChangesSlide18
http://www.espresso.co.uk/subject/module/video/item460776/?module=414498&collection=421111§ion=421112&Slide19
English – KS1Only phonic reading strategies required.
No specific mention of group work or drama
strategies.
References to ICT/typing
removed.
Learning and reciting of poetry introduced.Specific spellings, e.g. days of the week.
Joined writing expected in Year
2.
Proof-reading of own
writing.Slide20
English – KS2Phonic decoding expected to be secure
by Y3.
No specific mention of group work, drama strategies or use of
ICT.
Learning of classic & modern poetry (including reciting poetry)
introduced.Specific spelling rules to be taught (25 page detailed appendices).
Greatly
increased expectations in grammar and punctuation
(23 page detailed
appendices
).Slide21
Mathematics – KS1
Rounding to nearest 10 removed from
KS1.
Y1: No data handling
(Statistics) required.
Y1: Counting & writing numbers to 100.Y1: Write numbers words to 20.Y1: Number bonds to
20.
Y2: Finding fractions of
quantities.
Y2: Adding two-digit
numbers.
Y2: Telling the time to nearest 5
minutes.
Y2: Make comparisons using < > =Slide22
Mathematics – LKS2No ratio required in LKS2
Written division moved to UKS2
No calculator skills included
Carroll/Venn
diagrams no longer required
Y3: Formal written methods for + & —Y3: Compare, order and + and — easy fractionsY3: Vocabulary of angles & linesY3: Time including 24h clock & Roman numerals
Y4: Recognise equivalent fractions/decimals
Y4: Solve fractions & decimals problems
Y4: Perimeter/area of compound shapes
Y4: Know multiplication tables to 12 x 12Slide23
Mathematics – UKS2
No calculator skills
included.
No probability
included.
Data handling (Statistics) greatly reduced content.Y5: Use decimals to 3dp, including
problems.
Y5: Use standard multiplication & division
methods.
Y5: Add/subtract fractions with same
denominator.
Y5: Multiply fractions by whole
numbers.
Y6: Long
division.
Y6: Calculate decimal equivalent of
fractions.
Y6: Use formula for area
and
volume of
shapes.
Y6: Calculate area of triangles &
parallelograms.
Y6: Introductory algebra
and equation-solving.Slide24
Science- KS1Some physics topics moved to KS2
only: Light
& Dark; Sound; Forces; Electricity.
Reduced
requirement to know life
processes.No requirement to make predictions or fair tests.
Drugs as medicines
removed.
Care for animals/others/environment
removed.
Changing materials with heat moves to
KS2.
Y1: Naming of plants and animals
added.
Y1: Seasonable changes & weather
added.
Y2: Introduce simple food
chains.
Y2: Some study of movement on different
surfaces.Slide25
Science – LKS2Some movement between Y3 and
Y4: Skeletons
to Y3; Teeth & digestion to Y4.
Some units delayed to upper
KS2: Forces
; separating mixtures; insulators; adaptation.Requirements reduced in electricity units.
All KS1 content for sound & light moves to
LKS2.
Y3: Fossils and soils content
added.
Y3: Flowers as part of the plant life
cycle.
Y3: Light reflecting off
surfaces.
Y4: Introduce changes of state & water
cycle.
Y4: Common uses of
electricity.
Y4: Changing
environments.Slide26
Science – UKS2Some movement between Y5 and Y6: e.g. Health & Heart to Y6; Reversible changes to Y5.
Some units introduced earlier in
KS2: Water cycle; sound as vibrations to
Y4.
Micro-organisms no longer
required.Y5: Life cycles of animals added.Y5: Reversible & irreversible
changes.
Y5: Planets, gravity and other forces
added.
Y6: Classification of plants and
animals.
Y6: New unit on
evolution.
Y6: Diet, exercise, drugs & lifestyle
added.Slide27
ComputingSignificant change in focus from digital literacy and applications to control and programming.
Introduction to creating programs in KS1 (e.g. roamer style sequences of instructions
).
E-safety included in both key
stages.
Logical reasoning and problem-solving to identify flaws in instructions and correct them.Complex instruction systems and variables covered in KS2.
Understand and use computer networks, including the internet
in KS2.Slide28
ArtGreatly reduced detail in content, with much of the broader detail included in the aims.
Specific objectives include only 4 areas:
Use a range of materials (KS1)
Use drawing, paint & sculpture to share ideas
Develop techniques in colour, line, form, etc.
Learn about the work of artists and designersCreate & maintain sketch books in KS2.Slide29
Design & TechnologyBroadly similar requirements at both Key Stages for main aspects, although slightly less specific detail.
Specific
objectives include only 4 areas:
Design
Make
EvaluateTechnical KnowledgeStatutory requirement to include cooking at both Key
Stages.Slide30
Foreign LanguagesNewly statutory at KS2.
No requirement to study from approved languages (as was originally planned
).
Can include classical
languages (
e.g Latin).No mention of intercultural understanding in Programme of Study.Focus on four skills
of:
Speaking, Listening, Reading and WritingSlide31
GeographyReduced emphasis on investigative Geography.
Increased focus on geographical knowledge:
KS1: name continents and home countries.
KS1: Compare local geography to UK &
world.
KS1: Introduce key geography vocabulary.KS2: locate world countries; UK cities & regions.
KS2: Identify world feature, e.g. poles, tropics, etc.
KS2: Comparison study in Americas and
Europe.
KS2: Study climate, vegetation belts, land use, natural resources & trade
links.
KS2:Use compass points & 6-figure grid
references. Slide32
HistoryReduced emphasis on sources & methodology.
Relatively little change at KS1, with slight increase in national
focus.
Reduced emphasis on diversity &
culture.
Significant changes in KS2 breadth of study:Victorians/Britain since 1930 & Tudors removed.Stone age added.
Romans, Anglo-Saxons & Vikings all
required.
Slight
changes to ancient civilisation
options.
A non-European study must be
included.
One period of study that stretches past
1066.Slide33
MusicGreatly reduced detail in content, with much of the broader detail included in the aims.KS1
focus on experimentation with voice and tuned and
un-tuned instruments.
Musical elements (pitch, tempo, etc.) renamed as “inter-related dimensions
”.
KS2: Introduce staff and other notation.KS2: Develop understanding of history of music.Slide34
Physical EducationGreatly reduced detail in content, with much of the broader detail included in the aims.KS1 focus on mastering basic skills and playing in team
games.
KS2 includes discrete skills and in contexts of team games and
competition.
Less focus on evaluation, focus moves to improving personal
bests.Swimming remains statutory at either KS.Slide35
Wider GEMS Network
Attended initial 2014 Curriculum network meeting in February to which all GEMS schools were invited.
WIS is now forming part of a smaller group including a representative from:
Jumeirah
Primary School, GEMS Winchester School, GEMS Wellington Academy- Silicon Oasis and GEMS Wellington Academy- Al
Khail.Working collaboratively with both Secondary as a 3-18 model and the network group.
Opportunities for Curriculum Leaders to work as a group rather than in isolation.Slide36
Curriculum Leader Task Term 3
Maintain
Amend
Introduce
DiscardSlide37
Time Scale
Action
Term 2
2013-2014
Develop a progressive, differentiated Spelling Map in line with 2014 Primary Curriculum spelling patterns.
Term 3
2013-2014
Launch Spelling Map to all staff.
Term
3
2013-2014
All Curriculum Leaders to be fully aware to the changes in their subject’s curriculum.
Comprehensive review of current and new objectives to take place through use of MAID.
Schemes reviewed and adapted in line with minimum curriculum requirements.
Term 3
2013-2014
Develop and adapt the Literacy, Numeracy and Science schemes of work to incorporate parts of the 2014 Curriculum that best suit our students’ needs.
Term 1
2013-2014
Launch changes to the Literacy
Curriculum
to
all staff and new starters during Induction Week.
Term 1-2
2014-2015
Develop and adapt the Computing, Art, DT, Humanities, MFL, Music and PE schemes of work to incorporate parts of the 2014 Curriculum that best suit our students’ needs.
Term 2
2014-2015
Launch changes to the Numeracy Curriculum to all staff.
Term 3
2014-2015
Launch changes to the Science Curriculum to all staff.
Term 1
2015-2016
Launch changes to
Computing, Art
, DT and Humanities to all staff and New Starters during Induction Week.
Term 1
2015-2016
Specialists to start delivery of
adapted MFL, Music and PE Curriculums.
= Curriculum Leader.
= Teaching Staff.
= Specialist Staff.Slide38
Year 1- Phonics Screening CheckYear 2- Writing, Reading, Maths and ScienceYear 6- Writing, Reading, Maths, Science and Grammar, punctuation and spellingStatutory Assessments in the UKSlide39
“Assessment levels have now been removed and will not be replaced. Schools have the freedom to develop their own means of assessing pupils’ progress towards end of key stage expectations. Many schools already have good assessment systems in place and may choose to continue using these systems, provided they suit the new national curriculum” DFE- March 2014.NAHT Report in response suggests: Pupils might be formally assessed every term, with judgements then made as to whether they are “developing”, “meeting” or “exceeding” each relevant end-of-year criterion. Those
judged
to be “exceeding” expectations would then also be judged against the criteria for the next year.AssessmentSlide40
DFE have released ‘Assessment Principles’ this month. Their vision for the future of assessment procedures is to:Give reliable information to parents about how their child, and their child’s school, is performingHelp drive improvement for pupils and teachersMake sure the school is keeping up with external best practice and innovationAssessmentSlide41
https://sites.google.com/site/primarycurriculum2014/supporthttps://www.gov.uk/government/collections/national-curriculumhttp://www.espresso.co.uk/nc2014
http://www.curriculumsupport.co.uk/pathways/audit/1-5
/
Useful Websites