Framework Document for
consultation
Jasbir Mann
Nicola Harwood
Michel Laurent-Regisse
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Raise awareness of the National Curriculum
proposals
Gather comments and thoughts from Primary
school leaders to inform the consultation
Encourage individual Primary schools to
participate in the consultation
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This is a consultation document
Consultation ends on 16th April 2013
Subject to ministers’ final decisions and
approval of parliament, aim is to publish final
version of the curriculum framework in the
autumn 2013
New curriculum will come into force in
September 2014
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Every state funded school must offer a broad,
balanced curriculum which promotes SMSC and
prepares pupils for future life.
Must make provision for daily act of worship
Must teach RE at every key stage
Must teach Sex Ed in secondary education
Maintained schools are legally required to
follow the statutory National Curriculum
All schools must make provision for PSHE
Schools are of course free to add in anything
else !
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To provide pupils with an introduction to core
knowledge they need to be educated citizens
To introduce them to the best that has been
thought and said
Organised on basis of four key stages
Twelve subjects classified as “core” and
“other foundation subjects”
School are free to choose how to organise
their school day but must ensure the
programmes of study are taught to all pupils
National Curriculum framework for
consultation – February 2013
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PoS are split into Y1, 2, 3/4 & 5/6
Clear purpose and rationale
Emphasises reading and writing for
pleasure
More accessible: reading and writing
split into dimensions; guidance notes
included; appendices and glossaries
Speaking and listening is embedded into
reading and writing
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Word reading is to be taught through
phonics
Range of genres are not given
Use of high-quality whole books
Progressive appendices for spelling,
punctuation & grammar
Advice for children working behind
age-related expectations
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Quality and range of texts
Grammatical subject knowledge &
consistency of terminology
Teaching of reading comprehension
strategies
Use of the teaching sequence for writing
Use of phonic interventions in KS2
(timetabling / staffing)
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Y1 staff will have to become familiar with
EYFS curriculum and EYFSP ELG
Texts will have to be progressional
Data tracking will be a challenge as there
are no Levels or ATs at present
Much more transition dialogue and internal
moderation from year group to year group
and cross phase
Schools have to provide a school curriculum
each year on line
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More guidance needed on the range and
progression of genres
Clarification required over use of the terms
connectives and conjunctions
GAPS tests should reflect the terminology
from the new glossary
National Curriculum framework for
consultation – February 2013
 It
goes further in that there is quite a bit of
new content, such as addition and subtraction
of fractions, which, up until now, has been
regarded as the province of ‘secondary
maths’
 The pace of teaching and learning is greatly
accelerated – many topics are introduced
earlier and are taught faster
 It is a ‘mastery curriculum’. Children will be
expected to master a bank of specific agerelated skills
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There is a strong emphasis on both written
and mental calculation, including more
advanced calculations involving fractions and
decimals
There is a further emphasis on the
importance of rote-learning in relation to
number facts and underlying principles
Greater emphasis on arithmetic - difficulties increase
with each year group eg:
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Yr2 – two digit number,
 Yr3 – three digit number and
 Yr4 – four digit number
 Numbers to 20 now in EY - pathway to 100 will be faster
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Use of column method in the guidance notes – no
mention of number lines for calculating
More demanding content in fractions, decimals and
percentages eg Yr2 – 1/3 ¼ and equivalence
Add and subtract fractions in Yr3
Knowledge of tables up to 12x12 by Yr4
Know, read, understand Roman Numerals to M (Yr5)
Knowledge and use of squared and cubed numbers in
Yr5 previously Yr6
 Calculations
routeways may need revising
 Developing teacher subject knowledge
especially for upper key stage 2
 How will schools build in the opportunities
for real problem solving and creative maths
across the curriculum when this POS seems to
have a great focus on arithmetic ?
National Curriculum framework for
consultation – February 2013
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PoS describe a sequence of knowledge and
concepts. A secure understanding of each key
block of knowledge and concepts is required in
order to progress to the next stage
 Working scientifically – new term for SC1
 Stronger focus on importance of scientific
knowledge and language
 Mathematical aspects of science are stronger
 New area – evolution and inheritance at KS2
 Pupils should read and spell scientific vocabulary
at a level consistent with their increasing word
reading and spelling knowledge at KS1
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is a potential for a mismatch between
children's understanding and use of scientific
language and their subject knowledge and
skills
 Teaching of evolution and inheritance could
become a challenge in schools where there is
a high proportion of “faith pupils”
 Greater clarity needed on “working
scientifically”
National Curriculum framework for
consultation – February 2013
 Programmes
of study not published at present
 They will probably be less demanding than
the existing national curriculum requirements
so teachers can have more opportunity to
innovate
National Curriculum framework for
consultation – February 2013
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Very little change indicated
At KS1 pupils should be taught creativity in
art, craft and design
At KS2 pupils should be taught to develop
their techniques, use of materials and an
increasing awareness of different kinds of
art, craft and design
National Curriculum framework for
consultation – February 2013
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This has now moved from Primary to KS3
The importance of PSE needs to be
recognised and supported for all age groups
as it has an impact on all other areas of
learning/subjects
National Curriculum framework for
consultation – February 2013
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Subject name to be changed to reflect the science
and engineering discipline of computer science - rejoining of developers and users
Improved balance of three elements of computer
science (CS), information technology (IT) and digital
literacy (DL)
Improved links with maths, science and design &
technology – focus on using logic and ideas about
systems and patterns
Distinct shift from skills to knowledge of how
technology works rather than pupils just as users of
technology
Includes emphasis on progression in coding from KS1
to KS3
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Computer science – what is in the bank of
professional knowledge?
CS may be irrelevant knowledge for many pupils
Targets for KS1 – 3 are very focused on CS with little
mention of IT and DL
The proposals document is currently inconsistent –
the Targets don’t fully align with the Aims
Misses the aspect of learning “digital citizenship” –
the implications of publishing on the internet (libel,
sexts and online security) – “assume good faith”?
Requires a shift in pedagogy and assessment
Need to “embed” the subject across the curriculum –
out of IT Suites – use of wider range of digital devices
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No mention of creativity at KS1 or 2
Safe and responsible usage is underdeveloped – assumes schools’ programmes of
study will provide coverage
Consideration of child development seems
not to have been taken into account when
prescribing subject content at KS1 –
potential to lose learning gain from creating,
collaborative play, development of stages of
logical thinking
National Curriculum framework for
consultation – February 2013
The National Curriculum for design and technology
aims to ensure that all pupils:
 understand
food and nutrition and, where
possible, have opportunities to learn to cook.
It also includes the following areas to focus on:
 materials (including textiles)
 horticulture
 electricals and electronics
 construction
 and mechanics
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Need for facilities for cooking and studying
horticulture
Teacher subject knowledge of diagnosis and
repair (construction, electrics and
electronics and mechanics)
Limited reference to use of and application
of skills in ICT/maths/science
Studying about the Industrial Revolution and
key historical developments in design and
technology
National Curriculum framework for
consultation – February 2013
Focus on knowledge:
Key Stage 1
Pupils should develop knowledge about the
world, the United Kingdom and their locality.
Key Stage 2
Pupils should extend their knowledge and
understanding beyond the local area and the
United Kingdom to include Europe, North and
South America
Much more condensed at KS1 and KS2
 No longer required to use enquiry skills to
recognise and explain patterns, cause and
effect and impact of people on the
environment
Therefore, no content under headings for:
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Knowledge and understanding of patterns
and processes
Knowledge and understanding of
environmental change and sustainable
development
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Much less required content – easier to cover
More knowledge and skills, less enquiry
skills and understanding of the impact of
people on their environment and vice versa?
Although this is implied in the ‘Purpose of
Study’ it is less prescribed in the attainment
targets
Is it not the understanding and developing
of children’s skills to question and enquire
that help them make sense of local and
world geography and its implications on the
way that people live?
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Should there be more specific targets for
enquiry and more targets for geographical
understanding rather than to be able to
name, identify, describe and use,
particularly in KS1?
National Curriculum framework for
consultation – February 2013
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“A knowledge of Britain's past, and our place
in the world, helps us understand the
challenges of our own time.”
Key Stage 1
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Focus on local history
Much about understanding the vocabulary and
concepts associated with history
Past events that are significant nationally and
globally & events that are commemorated
throughout the year
Some significant individuals suggested for study –
Isaac Newton, Elizabeth Fry, Florence Nightingale
Key Stage 2
Pupils should be taught about the ancient
civilisations of Greece and Rome.
 In addition, across Key Stages 2 and 3, pupils
should be taught the essential chronology of
Britain’s history
 Maybe this is the biggest challenge for schools
as it should be taught chronologically and
sequentially !
Autumn
Year 3
1. Ancient
civilisation
of Greece
Year 4
4. Anglo-Saxon
and Viking
settlement
Year 5
8. Life in 14thcentury England
9. The Later Middle
Ages and Early
modern period
10. The Tudor
14. The Stuart
period
period (ii)
Spring
2. Early
Britons and
settlers
5. Norman
Conquest &
rule
Summer
3. Roman
conquest
and rule
6. Plantagenet
11. Elizabeth I's
rule - 12th & 13th reign and English
centuries
expansion
7. Relations
between
England,
Wales, Scotland
and France
Year 6
13. The Stuart
period (i)
12. The
Renaissance in
England
15. The Glorious
Revolution
Can the breadth proposed be realistically
covered in the time constraints imposed by the
curriculum?
Do teachers have enough specialist knowledge?
Content of programmes of study are too narrow
in their focus on British political history
Loss of 20th Century history
Resource issue
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Currently have WW2/Victorian
New units: Britain & Settlers, 14th Century England,
Glorious Revolution
National Curriculum framework for
consultation – February 2013
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Key Stage 2 compulsory
Teaching should focus on enabling pupils to
make substantial progress in one of the
following languages: French, German, Italian,
Mandarin, Spanish, Latin or Ancient Greek.
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Teacher subject knowledge
What constitutes ‘substantial progress’?
Resource issue
National Curriculum framework for
consultation – February 2013
Key Stage 1
Pupils should be taught to:
 use their voices expressively by singing songs
and speaking chants and rhymes
 play tuned and untuned instruments musically
 listen with concentration and understanding to
a range of high-quality live and recorded music
 make and combine sounds using the interrelated dimensions of music.
Key Stage 2
Pupils should be taught to:
 play and perform in solo and ensemble contexts, using
their voice and playing musical instruments with
increasing accuracy, control and expression
 improvise and compose music using the inter-related
dimensions of music separately and in combination
 listen with attention to detail and recall sounds with
increasing aural memory
 use and understand the basics of staff and other musical
notations
 appreciate and understand a wide range of high-quality
live and recorded music from different traditions and
from great musicians and composers
 develop an understanding of the history of music.
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Staff confidence and ability
Resources
National Curriculum framework for
consultation – February 2013
Key Stage One:
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Much reduced content and breadth of study – “play”,
“development”, “acquire” and “explore” now gone
Drive to develop “core movement” and mastery of running,
jumping, throwing, catching
Develop balance, agility and coordination and begin to apply
in a range of activities
Knowledge and understanding of fitness and health removed
Swimming and water safety “either in KS1 or KS2” but not in
KS1 programme of study
Dance reduced to “simple movement patterns” only
Introduction at KS1 of competitive activities and team games
developing simple tactics for attacking and defending
Pupils no longer required to evaluate and improve
performance
Key Stage Two:
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Much reduced content and breadth of study – reduced
emphasis on enjoyment and loss of “creativity and
imagination” in physical activity
Change from small group and “modified” team games and
activities to competitive major games, such as football,
netball, rounders, cricket, hockey, basketball, badminton
and tennis
Outdoor and adventurous activity challenges now required
to be met as an individual and “within a team” (not just
“with others”) Evaluation now to include achievement of
“personal best”
In swimming and water safety introduces “safe selfrescue” rather than “personal survival” and requires a
range of specific swimming styles
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Teachers need to know and be able to referee a range of
competitive team games
More formal range of physical requirements
More formal expectations of development of “flexibility,
strength, technique, control and balance” in gymnastics
and athletics
Non-specialist teachers may not have the required
subject-specific knowledge of team games, gymnastics,
athletics and specific swimming techniques – referencing
skills?
Time to deliver the PoS is not identified – formal major
games require more time to complete
Health-related aspects of learning are lost
National Curriculum framework for
consultation – February 2013
1)
Do you have any comments on the proposed aims for the NC as a
whole as set out in the framework document?
2)
Do you agree that instead of detailed subject-level aims we should
free teachers to shape their own curriculum study aims based on the
content in the programmes of study (POS)?
3)
Do you have any comments on the content set out in the draft POS?
4)
Does the content set out in the draft POS represent a sufficiently
ambitious level of challenge for pupils at each key stage?
5)
Do you have any comments on the proposed wording of the
attainment targets?
6)
Do you agree that the draft POS provide for effective progression
between the key stages?
7)
Do you agree that we should change the subject ICT to computing,
to reflect the content of the new POS for this subject?
8)
Does the new NC embody an expectation of higher standards for all
children? What impact – either positive or negative – will our
proposals have on the “protected characteristics” group ?
9)
To what extent will the new NC make clear to parents that their
children should be learning at each stage of their education ?
10)
What key factors will affect schools’ ability to implement the new
NC successfully from September 2014 ?
11)
Who is best placed to support schools and/or develop resources
that schools will need to teach the new National Curriculum?
12)
Do you agree that we should amend the legislation to disapply the
NC POS, attainment targets and statutory assessment
arrangements, as set out in section 12 of the consultation
document ?
Respond via email, a consultation form or online.
There may be other points of view that we would wish to get across
National Curriculum framework for
consultation – February 2013
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Transition of ELGs from FS to Y1
Tracking data no Levels are provided – knock-on
implication on PM
The “mastery curriculum” – no Levels of
attainment
Need for exemplification
CPD – knowledge bank deficits
Resourcing
Managing time
Mapping overall provision and cross-curricular
links
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What do you see are the immediate challenges
for managing the curriculum changes in your
school?
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What are the three key points your table wants
to feed into the consultation?
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The National Curriculum in England