Framework Document for consultation Jasbir Mann Nicola Harwood Michel Laurent-Regisse 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 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 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 ! 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 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 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 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) 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 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 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: 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 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 The 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 There 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 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 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 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 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 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 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: Knowledge and understanding of patterns and processes Knowledge and understanding of environmental change and sustainable development 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? 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 “A knowledge of Britain's past, and our place in the world, helps us understand the challenges of our own time.” Key Stage 1 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 Currently have WW2/Victorian New units: Britain & Settlers, 14th Century England, Glorious Revolution National Curriculum framework for consultation – February 2013 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. 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. Staff confidence and ability Resources National Curriculum framework for consultation – February 2013 Key Stage One: 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: 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 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 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 What do you see are the immediate challenges for managing the curriculum changes in your school? What are the three key points your table wants to feed into the consultation?