The new National Curriculum in England 2014

Report
THE NATIONAL CURRICULUM IN
ENGLAND
Framework Document July 2013
MARIA LANDY HELPS YOU TO PREPARE
www.marialandy.co.uk
SUMMARY AND IMPLICATIONS OF THE NEW
NATIONAL CURRICULUM FROM SEPTEMBER 2014
www.education.gov.uk/nationalcurriculum
• This document applies to state schools in England
• It says what must be taught to 5-14 year olds
• Academies are not required to do it!
• There are 224 pages and 12 subjects
• It includes the programmes of study and attainment targets
Maria Landy helps you prepare for the new National Curriculum in England 2014 – www.marialandy.co.uk
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THE CONTENTS
STRONGER EMPHASIS ON SKILLS
1. Introduction
2. The school curriculum in England
3. The national curriculum in England
4. Inclusion
5. Numeracy and mathematics
6. Language and Literacy
7. The programmes of study and attainment targets for National Curriculum
subjects
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PAGE 6 SETS OUT WHAT MUST BE TAUGHT – LOOK
AT THE GRID! THE MAIN ISSUES ARE:
• Modern languages taught to key stages 2 and 3
• PE is core in all four key stages
• ICT now called computing
• All schools still required to teach RE at all key stages
• Secondary schools must provide sex and relationships education
Maria Landy helps you prepare for the new National Curriculum in England 2014 – www.marialandy.co.uk
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ALL STATE SCHOOL REQUIRED TO TEACH RE AND
PSHE (SRE)
• Religious Education must be taught – PoS not included
• Sex and Relationships must be taught KS3&4 – PoS not
included
• All State schools required to 1) have a daily act of collective
worship and 2) must publish their curriculum on line
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THE SCHOOL CURRICULUM COMPRISES ALL LEARNING
The national curriculum forms one part of the school curriculum
• Every state-funded school must offer a curriculum which is
balanced and broadly based and which
• Promotes the spiritual, moral, cultural, mental and physical
development of pupils at the school and of society, and
• Prepares pupils for the opportunities, responsibilities and
experiences of later life (SMSC>SMCMP)
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At key stage four the core is English, mathematics,
science, citizenship, computing and physical education
Plus RE and SRE
• Foundation subjects must be offered – entitlement areas are:
• The Arts
• The Humanities
• Modern Foreign Languages
• Design and Technology
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STATUTORY REQUIREMENTS IN RELATION TO
ENTITLEMENT AREAS
• Schools must provide access to a minimum of one course in
each of the entitlement areas
• Must provide a course in all 4 areas if pupils so wish
• Must give pupils the opportunity to obtain an approved
qualification
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INCLUSION – see page 8
Teachers should set “deliberately ambitious” targets
Schools must meet their duties under the equal opportunities
legislation in regard to:
1. Disability
2. Race
3. Religion or belief
4. Sex and sexual orientation
Maria Landy helps you prepare for the new National Curriculum in England 2014 – www.marialandy.co.uk
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SEN&D – SPECIAL NEEDS AND DISABILITY
• The new SEN Code of Practice will include “advice on
approaches to identification of need”…and…”what needs to
be done”. See page 8
• Teachers must plan lessons so that these pupils can study
every national curriculum subject
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EAL – ENGLISH AS AN ADDITIONAL LANGUAGE
• Monitoring of progress should take account of:
1. Pupil’s age
2. Length of time in this country
3. Previous educational experience
4. Ability in other languages
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ENGLISH – page 10 Section 6
• 6.1 Language and Literacy
• 6.2 Spoken Language
• 6.3 Reading and Writing
• 6.4 Vocabulary development
• All schools are required to set out their school curriculum for English on a
year by year basis and to make this information online (page 16)
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ENGLISH PROGRAMMES OF STUDY page 13
• PoS are set out year by year for KS1and two yearly for KS2
• Lower KS2 (years 3&4) and Upper KS2(years 5&6)
• Schools are required to teach the relevant PoS by the end of
the key stage
• Schools have “flexibility to introduce content earlier or later
than set out in the programmes of study”
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SECTION 7 page 12 sets out the “proposed statutory
programmes of study for all 12 subjects for Key Stages
1-4 except for English, mathematics and Science at KS4
• Where the text is black it is statutory
• Where the text is grey it is non-statutory guidance
• RE and PSHE >Personal Social Health and Economic
Education programmes of study are NOT included
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ATTAINMENT TARGETS – page 16
“By the end of each key stage, pupils are
expected to know, apply and understand the
matters, skills and processes specified in the
relevant programmes of study.”
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SPOKEN LANGUAGE PROGRAMMES OF STUDY
Years 1-6 on page17
• Year 1> page 18
• Year2 > page 25
• Lower key stage 2 > page 33
• Upper key stage 2 > page 41
• Key stage 3 > page 87
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TEACHERS SHOULD BUILD ON THE EYFS PAGE 18
• Making sure that pupils can sound and blend printed words quickly and
accurately using phonic knowledge and skills that they have already
learnt.
• Those who are slow to develop this skill should have extra practice.
• Pupils entering year 1 who have not yet met the early learning goals
for literacy should continue to follow the EYFS but should follow Year 1
books
• If still struggling to decode and spell they urgently need a rigorous and
systematic phonics programme so that they catch up rapidly.
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READING – BIG EMHASIS ON PHONICS
Read pages 19-49
• Essential you see English Appendix 1: Spelling page 50
• The left hand column is STATUTORY
• The middle and right hand columns are non-statutory guidance
• The IPA – International Phonetic Alphabet is on page 64 with 24
consonants and 20 vowels
• See WORD LISTS – page 59 for years 3&4 and page 63 for years
5&6
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ENGLISH Appendix 2:
grammar and punctuation page 66
• “The table shows when concepts should be introduced first, not
necessarily when they should be completely understood.”
• The content is to be revisited in subsequent years to consolidate
knowledge and build on pupils’ understanding.
• Importance of Shakespeare stressed with 2 plays to be
studied between 11 and 14 years
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Glossary for programmes of study for English
pages 70-84 Look up definitions for:
• Standard English
• Phoneme
• Morphology
• Grapheme
• Schwa
• Register
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KEY STAGE 3 ENGLISH – Subject content – page 85
• Reading> 1) develop love of reading 2) understanding
challenging texts 3) read critically
• Writing> 1) write fluently for pleasure and information
2) plan, draft, edit and proof read 3) accurate grammar,
punctuation and spelling
• See Appendix 1&2 – the key stages 1&2 Programmes of Study
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KEY STAGE 3 – GRAMMAR AND VOCABULARY
• Consolidate and build knowledge set out in Appendix 1 of the
KS1&2 Programmes of Study
• Appendix 1 – page 50 - Spelling
• Appendix 2 – pages 66-69 – Vocabulary, grammar and
punctuation
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KS3 – SPOKEN ENGLISH Page 87
Pupils should be taught to speak confidently and effectively
• Standard English – formal and informal contexts
• Classroom discussion
• Short speeches and presentations
• Formal debates
• Structured discussions
• Summarising or building on what has been said
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ALSO BY:
• Improvising rehearsing and performing play scripts
and poetry
• Using – role, intonation, tone, volume, mood., silence,
stillness and action to add impact
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NUMERACY AND MATHEMATICS
Teachers should use every relevant subject to develop
“mathematical fluency”
• Pupils should be taught to:
1. Apply arithmetic fluency to problems
2. Understand and use measures
3. Make estimates and sense check their work
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PUPILS SHOULD APPLY THEIR MATHS SKILLS
• Geometric and algebraic skills
• Relate their understanding of probability to the notions of risk
and uncertainty
• More expected at an earlier age – 12 times table by the age of
9 and basic fractions such as half and quarter to 5 year olds
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MATHEMATICS is essential and critical for financial
literacy
All pupils must aim to:
1. Become fluent
2. Reason mathematically
3. Solve problems
Mathematics is an interconnected subject with the programmes of
study organised into distinct domains but pupils should make “rich
connections” and apply mathematics to science and other subjects.
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Expectation is that the majority of pupils will move
through the PoS at broadly he same pace…
• Pupils who grasp concepts rapidly should be challenged …
while…
• Those who are not sufficiently fluent with earlier material
should consolidate their understanding including through
additional practice before moving on
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KS1 – MATHS – PAGE 90
• Year 1 – pages 91-94 and Year 2 – pages 95-100
• Number
• Measurement
• Geometry
• Plus Statistics on page 100
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LOWER KEY STAGE 2 MATHS Page 101
• NUMBER
> Year 3 p. 102 and Year 4 p. 107
• including fractions > and both fractions and decimals in Year 4
• MEASUREMENT
> Year 3 p. 105 and Year 4 p.118
• GEOMETRY
> Year 3 p. 106 and p.111
• STATISTICS
> Year 3 p. 106 and p.112
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UPPER KEY STAGE 2 Page 113
• NUMBER including decimals and percentages
• Year 5 p.114 and Year 6 p.121
• MEASUREMENT p. 118 Ratio and Proportion p.125
• GEOMETRY pages 119 and 126
ALGEBRA p.124
• STATISTICS pages 120 and 127
• Mathematics Appendix 1 gives examples of formal written
methods of + - x and %(divide) – see page 128
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MATHS KEY STAGE 3 Page 130
• Develop fluency
• Reason mathematically
• Solve problems
• Subject content > Number p.132
• Algebra> expressing relationships p.133& Using equations and functions
• Ratio, proportion and rates of change
• Probability
• Statistics
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SCIENCE Page 136 > understanding the World through
the specific disciplines of biology, chemistry and physics.
• Pupils will be encouraged to develop:
• Rational explanation
• Excitement, curiosity about natural phenomena
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SCIENTIFIC KNOWLEDGE & HARD FACTS
• Primary – new content on solar system, speed and evolution
• Secondary – clearer sense of separate subjects with climate change
included
• Schools required to set out their school curriculum for science on a
year by year basis and make this information available online.
• Attainment targets – by the end of each key stage, pupils are
expected to know, apply and understand the matters, skills and
processes specified in the relevant programme of study. Pages 137182
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ART AND DESIGN Pages182-184 Key Stages 1-3
• Produce creative work, exploring ideas, recording experiences
• Become proficient in drawing, painting, sculpture and other art and craft
techniques
• Evaluate and analyse creative works
• Know about great artists, craft makers and designers, and understand the
historical and cultural developments of their art form
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CITIZENSHIP – Subject content for key stages 3 and 4 p.185
• Understand how the UK is governed
• The role of law and justice system in our society
• Develop an interest into volunteering
• Equipped with financial skills to manage money and plan for
future financial needs
• Subject content on pages 186 and 187
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COMPUTING Pages 188-190 for Key Stages 1, 2 &3
• FOUR AIMS THAT ALL PUPILS:
1. can understand and apply fundamental principals and concepts
of computer science including abstraction, logic, algorithms and
data representation
2. can analyse problems in computational terms, and have
repeated practical experience of writing computer programs in
order to solve such problems
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COMPUTING - To understand and change the World
through logical thinking and creativity
• FOUR AIMS THAT ALL PUPILS:
3. can evaluate and apply information technology, including
new and unfamiliar technologies, analytically to solve
problems
4. are responsible, competent, confident and creative users of
information and communication technology
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DESIGN AND TECHNOLOGY Pages 192-197aims:
1. develop the creative, technical and practical expertise needed to
perform everyday tasks confidently and to participate successfully in an
increasingly technological world
2. build and apply a repertoire of knowledge, understanding and skills in
order to design and make high-quality prototypes and products for a wide
range of users
3. critique, evaluate and test their ideas and products and the work of
others
4. Understand and apply the principles of nutrition and learn how to cook
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GEOGRAPHY Pages 198-203
• Develop contextual knowledge of the location of places, seas and oceans
• Understand key physical and human geographical features
• Develop competent skills to collect, analyse and communicate with a range of
data gathered through fieldwork
• Interpret a range of sources – maps, diagrams., globes, graphs and aerial
photographs
• Communicate geographical information through maps and writing at length
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HISTORY PAGES 204-211-Know and understand
• the history of these islands as a coherent, chronological narrative, from
earliest times to the present day
• significant aspects of the history of the wider world – ancient civilisationsempires- parliament and peasantry
• how to analyse trends and understand the methods of historical enquiry
• understanding the connections between local, regional, national and
international history; between cultural, economic, military, political, religious
and social history; and between short and long-term timescales
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LANGUAGES Pages 212 to 216 – KS 2&3 focus on practical
communication to make substantial progress in one language.
• Understand and respond to spoken and written language from a
variety of authentic sources
• Speak with increasing confidence, fluency and spontaneity improving
accuracy of pronunciation and intonation
• Can write at varying length, for different purposes and audiences,
using the variety of grammatical structures that they have learnt
• discover and develop an appreciation of a range of writing in the
language studied.
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MUSIC Pages 217 to 219 – engage and inspire – develop
their love and talent – ensure that all pupils:
• Perform, listen to, review and evaluate music across a range of
historical periods, genres, styles and traditions, including the
works of great composers and musicians
• Learn to sing and use their voices, to create and compose music
and have the opportunity to learn a musical instrument plus use
technology appropriately
• To understand and explore how music is created, produced and
communicated, including pitch, duration, dynamics, tempo, timbre,
texture, structure and appropriate musical notations.
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PHYSICAL EDUCATION Pages 220-223 – KS 123&4 To become
physically confident in a way that supports their health and fitness
• develop competence to excel in a broad range of physical
activities
• are physically active for sustained periods of time
• Engage in competitive sports and activities
• Lead healthy, active lives
• Swimming in KS1 or 2
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IMPLICATIONS FOR SPECIAL NEEDS
• Think about what is most relevant
• Change to attainment targets
• What about NC and P levels?
• What about the Progression Guidance?
• What about the link to the new SEN Code of Practice?
• Independent Schools and Academies do not have to do it?
• Think about the training needed in key areas – computing?
Maria Landy helps you prepare for the new National Curriculum in England 2014 – www.marialandy.co.uk
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ANY OTHER KEY ISSUES TO ADDRESS?
• So what do you do now?
• Is it so different? What do you need to change?
• Keep the best – keep age and stage appropriate!
• Adapting NC to needs and wants and to prepare for life?
• What have you published online?
• Is your year-on-year curriculum clear? Is it up to date?
• What do you need to do?
Maria Landy helps you prepare for the new National Curriculum in England 2014 – www.marialandy.co.uk
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