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© Focus Education UK Ltd. 20141 Implementing the New National Curriculum in your School: Leading the Change The presentation contains the following sections:

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Presentation on theme: "© Focus Education UK Ltd. 20141 Implementing the New National Curriculum in your School: Leading the Change The presentation contains the following sections:"— Presentation transcript:

1 © Focus Education UK Ltd Implementing the New National Curriculum in your School: Leading the Change The presentation contains the following sections: Headlines – The new curriculum Subject specific headlines (the key changes in each subject) Copyright statement: This document should be used within the purchasing organisation only.

2 Implementing the New National Curriculum in your school: Leading the change © Focus Education UK Ltd

3 Contents © Focus Education UK Ltd Big picture: Curriculum 16Subject specific headlines

4 © Focus Education UK Ltd Big picture: Curriculum

5 Educational visits, Church/Collective worship, Buddy system, Peformances, ESB(?), P4C(?), KS1 Science What is the curriculum? Be clear about the place of the NC in your school. Be proactive and decide what your curriculum is. Whilst the NC is statutory, it is not the total offer. This requires thought and commitment from the staff team to decide what is right for your children in your context. © Focus Education UK Ltd The National Curriculum ‘The sum total of all learning and experiences that influence development and progress.’

6 Who does it apply to? To be taught in all maintained schools from September 2014 (see timetable). It provides the standard against which academies and free schools can benchmark their curricula, where they choose to develop their own. © Focus Education UK Ltd

7 Key themes linked to implementation of the new National Curriculum The combination of strong leadership and high quality teaching is critical to success. Schools need to articulate and embed high expectations. Schools should have the freedom to develop more innovative & effective approaches to learning. Government want to embed a sense of ambition and love of learning for its own sake. Schools need to be ambitious for all children ; regardless of background. The curriculum should maintain both breadth and balance. Each school should develop its own curriculum to achieve the above aspirations. © Focus Education UK Ltd

8 Timetable for the primary national curriculum changes: This year © Focus Education UK Ltd Key stage & year Core subjects (En, Ma, Sc) Foundation subjectsNC Tests KS1Y1 Current NCNC disapplied, so current or new NC can be taught No changes – national tests & reporting arrangements will reflect current NC Y2 Current NCNC disapplied, so current or new NC can be taught KS2Y3 NC disapplied, so current or new NC can be taught Y4 NC disapplied, so current or new NC can be taught Y5 Current NCNC disapplied, so current or new NC can be taught Y6 Current NCNC disapplied, so current or new NC can be taught

9 Timetable for the primary national curriculum changes: 2014 – 2015 © Focus Education UK Ltd Key stage & year Core subjects (En, Ma, Sc) Foundation subjectsNC Tests KS1Y1 New NC No changes – national tests & reporting arrangements will reflect current NC Y2Current NC New NC KS2Y3 New NC Y4 New NC Y5 New NC Y6Current NC New NC

10 Timetable for the primary national curriculum changes: 2015 – 2016 © Focus Education UK Ltd Key stage & year Core subjects (En, Ma, Sc) Foundation subjectsNC Tests KS1Y1 New NC National tests & reporting arrangements will reflect the new NC Y2 New NC KS2Y3 New NC Y4 New NC Y5 New NC Y6 New NC

11 What are the expectations and intentions? Aims to ensure that the new National Curriculum embodies rigour and high standards and creates coherence in what is taught in schools to ensure that all children are taught the essential knowledge in the key subject disciplines beyond that core, to allow teachers greater freedom to use their professionalism and expertise to help all children realise their potential. © Focus Education UK Ltd

12 Why a National Curriculum? Comparative data suggests that we are falling behind other nations with little improvement seen in our performance in mathematics, science and reading since 2007 One in five currently leaving schools without meeting the expected standards in English and maths All high-performing systems strongly emphasise the fundamentals of core academic subjects and allocate them substantial time – yet in England we have been moving away from this approach Our primary curriculum in mathematics and science focuses insufficiently on key elements of knowledge and is not demanding enough England is among the countries with the lowest levels of participation for 16 to 18-year olds, with fewer than 20% of young people studying mathematics to 18 © Focus Education UK Ltd

13 What will it look like? English, mathematics and science are the building blocks of education; improving our performance in these subjects will be essential Curriculum reform alone is not enough. No education system can be better than the quality of its teachers. We need to improve the quality of teaching. We also need to press ahead with other reforms such as the pupil premium, the extension of free pre-school learning and the growth of academies and Free Schools In mathematics there will be greater rigour. There will be a greater emphasis on arithmetic, and the promotion of efficient written methods of long multiplication and division. There will also be more demanding content in fractions, decimals and percentages In science there is a stronger focus on the importance of scientific knowledge and language and a greater emphasis on the core scientific concepts underpinning pupils’ understanding. For the first time primary aged children will learn about evolution and inheritance. © Focus Education UK Ltd

14 What will it look like? The proposed English programmes of study will embody higher standards of literacy. Pupils will be expected to develop a stronger command of the written and spoken word. Through the strengthening of the teaching of phonics pupils will be helped to read fluently. The study of languages to be compulsory in Key Stage 2 Replace the current ICT curriculum with a new computing curriculum with a much greater emphasis on computational thinking and practical programming skills © Focus Education UK Ltd

15 Flexibility? It is essential to distinguish between the statutory National Curriculum and the whole school curriculum. All schools must provide a curriculum that is broadly based, balanced and meets the needs of all pupils. Maintained schools must follow the statutory National Curriculum and teach the subjects specified at the appropriate key stages. Academies and Free Schools have the freedom to depart from the National Curriculum. All schools must teach religious education at all key stages, and secondary schools must provide sex education. There are detailed programmes to be followed in English, mathematics and science. In other subjects and key stages we are aiming to give teachers more space and flexibility to design their lessons by focusing only on the essential knowledge to be taught in each subject. 15 © Focus Education UK Ltd. 2014

16 16 Subject specific headlines

17 17 © Focus Education UK Ltd. 2014

18 18 Overview Like the rest of the new curriculum, the programme of study for English is knowledge-based; this means its focus is on knowing facts rather than developing skills and understanding. It’s also characterised by an increased emphasis on the technical aspects of language and less emphasis on the creative aspects. English is set out year-by-year in KS1 and two-yearly in KS2. Appendices give specific content to be covered in the areas of spelling and vocabulary, grammar and punctuation. These are set out yearly across both Key Stages. Within each Key Stage, schools are allowed to introduce the content earlier or later than described in the programme of study. Spoken language Speaking and listening (now called Spoken language) has been slimmed down. The initial draft of the new English curriculum didn’t have a programme of study for spoken language. After widespread criticism, one was added to the final draft and published version. Unlike Reading and Writing, it isn’t age- differentiated; a single, brief programme of study covers the whole of the primary age range. Drama has been reinstated as a statutory requirement after being relegated to non-statutory status in earlier versions of the draft programme of study. Reading Reading is to be taught using phonic strategies only. There is no longer a requirement for pupils to build up a sight vocabulary of high frequency words, or to use syntax and context when reading for meaning. Pupils across the primary age range are now required to learn a range of poetry by heart and perform it. At KS1 pupils are expected to re-read books to develop fluency and confidence in word reading. Pupils in years 1 and 2 now need to be able to make inferences from their reading. (This was previously not covered until year 3). Writing There are a significant number of new requirements in the area of writing. However, there are a couple of reasons why this may not be as challenging as it might first appear. Firstly, many of the new learning objectives cover activities that are already common practice in the classroom; they’re simply being stated explicitly for the first time. Secondly, the new curriculum is more specific about what pupils should learn in the areas of spelling, vocabulary, grammar and punctuation.

19 © Focus Education UK Ltd Spelling In all year groups the new programme of study for spelling consists of learning the spelling rules given in the appendix, learning to spell the words in the word lists, and performing dictation. An additional requirement in Key Stage 2 is using dictionaries to check spellings and meanings, and in upper Key Stage 2 pupils are also expected to use thesauruses. Handwriting All references to creating and presenting texts using electronic tools such as word processing programs have been removed. The rest of the requirements are very similar to the old programme of study, but more detailed, especially in Key Stage 1. Composition There are more specific objectives to do with the various stages in the writing process. These include forming and articulating ideas and planning, drafting, evaluating and revising texts. None of these will be unfamiliar to teachers – in fact, they’ve always been part of good classroom practice, but most of them are newly specified in the curriculum. In upper Key Stage 2, pupils are expected to summarise longer passages of text. Vocabulary, grammar and punctuation There is a very specific list of content to be taught in each year group, described in the appendices to the programme of study. Much of the new content, although newly specified in the curriculum, is not actually new to classroom practice. Here’s a list of the new content that’s most likely to be new in practice as well as in theory: Year 1: Question marks and exclamation marks Year 2: Adverbs, exclamations and commands, exclamation marks, present and past progressive (continuous) tenses, apostrophes of possession (singular only) Year 3: The present perfect tense Year 4: Fronted adverbials Year 5: Parenthesis and commas for clarification Year 6: Punctuation between independent clauses

20 English – KS1 © Focus Education UK Ltd  Only phonic reading strategies required  No specific mention of group work or drama strategies  References to ICT/typing removed  Learning of poetry (including reciting poetry) introduced  Specific spellings, e.g. days of the week  Joined writing expected in Year 2  Proof-reading of own writing

21 English – KS2 © Focus Education UK Ltd  Phonic 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  Précising and dictation  Greatly increased expectations in grammar and punctuation (detailed appendices)  Clearly defines editing and proof reading as two distinct processes and skills

22 © Focus Education UK Ltd

23 Aims of mathematics © Focus Education UK Ltd Before looking in detail at the specifics in the mathematics curriculum, it is worth spending some time considering the three stated aims of mathematics. These are the basis for all mathematics teaching. How do these stand up in your school? Aims Fluency Reasoning Problem solving

24 Mathematics – KS1 © Focus Education UK Ltd  Rounding to nearest 10 removed from KS1  Y1: No data handling 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 = symbols  Y2: Solve simple money problems using £/p

25 Mathematics – Lower KS2 © Focus Education UK Ltd  No 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 & + & — easy fractions  Y3: Vocabulary of angles & lines  Y3: 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 12

26 Mathematics – Upper KS2 © Focus Education UK Ltd  No calculator skills included  No probability included  Data handling 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 & volume of shapes  Y6: Calculate area of triangles & parallelograms  Y6: Introductory algebra & equation-solving

27 © Focus Education UK Ltd

28 © Focus Education UK Ltd BiologyChemistryPhysics Plants Animals, including humans Living things & habitats Evolution & inheritance Rocks Everyday materials Properties & changes of materials States of matter Light Sound Forces & magnets Seasonal changes Earth & space Electricity Yr 1 XX X X Yr 2 XXX X Yr 3 XX X X X Yr 4 XX X X X Yr 5 XX X X X X Yr 6 XXX X

29 Science – KS1 © Focus Education UK Ltd  Some physics topics moved to KS2 only: Light & Dark; Sound; Forces; Electricity  Reduce 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

30 Science – Lower KS2 © Focus Education UK Ltd  Some 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

31 Science – Upper KS2 © Focus Education UK Ltd  Some 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

32 Art © Focus Education UK Ltd  Greatly 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, craft makers, architects and designers Create & maintain sketch books (KS2)

33 Computing © Focus Education UK Ltd  Significant 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 (KS2)

34 Design & technology © Focus Education UK Ltd  Broadly similar requirements at both Key Stages for main aspects, although slightly less specific detail: o Design o Make o Evaluate o Technical Knowledge  Statutory requirement to include cooking at both key stages

35 Foreign languages © Focus Education UK Ltd  Newly statutory at KS2  No requirement to study from approved languages (as was originally planned)  Can include classical languages  No mention of intercultural understanding in programme of study  Focus on four skills of Speaking, Listening, Reading and Writing

36 Geography © Focus Education UK Ltd  Reduced 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

37 History © Focus Education UK Ltd  Reduced 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  Slightly changes to ancient civilisation options  A non-European study must be included  One period of study that stretches past 1066

38 Music © Focus Education UK Ltd  Slimmed-down Programme of Study  KS1 focus on experimentation with voice and tuned and untuned instruments  Musical elements (pitch, tempo, etc.) renamed as “inter-related dimensions”  KS2: Introduce staff and other notation  KS2: Develop understanding of history of music

39 Physical education © Focus Education UK Ltd  Slimmed-down Programme of Study  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 key stage


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