Presentation on theme: "The Primary National Curriculum"— Presentation transcript:
1The Primary National Curriculum Updated January 2015
2Course aims: This course will outline the statutory framework for the new National Curriculum in the primary phasethe framework for Early Years Foundation Stage (EYFS)We will consider of the roles and responsibilities of the Headteacher and Governing Body in relation to the curriculum.Examples of good practice from Somerset schools with a curriculum judged to be outstanding by Ofsted will be shared.
3Ways of working… Input Discussions Activities – in pairs and in threes or foursVideo clipPlease introduce yourselfName…How long have you been a Governor?
4Programme Aims and purposes Spiritual, Moral, Social and Cultural auditRE and PSHEKey stages and subject requirementsInclusionCurriculum designEarly Years Foundation Stage (EYFS)Ofsted – outstandingAssessmentReview
5The National Curriculum Handout 1 – NC Introduction
6The school curriculum in England 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, andprepares pupils at the school for the opportunities, responsibilities and experiences of later life.
7AcademiesAcademies do not have to teach the National Curriculum. However, they must teach a broad and balanced curriculum including English, mathematics, science and religious education. They do not have to follow the locally agreed syllabus for religious education but can devise their own. They must also provide a daily act of collective worship that should be broadly Christian, unless the school has been granted a determination to conduct collective worship of another faith.
8AimsThe national curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement.
9AimsThe national curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.
10Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education. Governor Handbook: September 2014 Responsibility for the school curriculum in state schools is shared between the headteacher, the governing body and (to a limited extent) LAs.
11Activity: to follow up with Governors Handout:Using the grid - can you think of one or two activities in your school that contribute to…Spiritual developmentMoral developmentSocial developmentCultural development
12Maintained schools in England are legally required to follow the statutory national curriculum which sets out in programmes of study, on the basis of key stages, subject content for those subjects that should be taught to all pupils. All schools must publish their school curriculum by subject and academic year online. Handout: website regulations
13Curriculum PolicyGoverning bodies and headteachers formerly had a duty to prepare a policy for the school curriculum. This duty was removed in September If schools do choose to adopt such a policy, it should be ’broad brush’; it does not need to be a detailed map of all secular curriculum activities.
14All state schools are also required to make provision for a daily act of collective worship and must teach religious education to pupils at every key stage and sex and relationship education to pupils in secondary education.
15Guidance: DfE websiteThe Religious education in English schools: Non-statutory guidance 2010 offers guidance on the following topics:the importance of REthe legal framework, rights and responsibilitiesproviding high-quality REgood practice for governors and headteachersgood practice for teachers and support staff
16Personal, social and health education (PSHE) All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice. The non-statutory programme of study for PSHE at key stages 1 and 2, and the attainment target level descriptions are accessible from the DfE website:
17PSHE - SEALSEAL Social and Emotional Aspects of Learning This curriculum resource aims to develop the underpinning qualities and skills that help promote positive behaviour and effective learning.
18SEAL Self-awareness Managing feelings Motivation Empathy Social skills 5 aspectsSelf-awarenessManaging feelingsMotivationEmpathySocial skills7 themesNew BeginningsGetting on and falling outSay no to bullyingGoing for goals!Good to be meRelationshipsChanges
19School StructurePupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and in voluntary aided and voluntary controlled schools, must follow the national curriculum. It is organised on the basis of four key stages and twelve subjects, classified in legal terms as ‘core’ and ‘other foundation’ subjects.
21School types in Somerset EYFSKey Stage 1Key Stage 2RecY1Y2Y3Y4Y5Y6InfantFirstPrimaryJuniorMiddle
22StructureThe Secretary of State for Education is required to publish programmes of study for each national curriculum subject, setting out the ‘matters, skills and processes’ to be taught at each key stage. Schools are free to choose how they organise their school day, as long as the content of the national curriculum programmes of study is taught to all pupils.Quiz
23Which subjects are compulsory? Core:English (more than literacy)Mathematics (more than numeracy)ScienceFoundationArt and designComputingDesign and technologyLanguages (KS2 only)GeographyHistoryMusicPhysical educationReligious Education
24Inclusion: Setting suitable challenges Teachers should set high expectations for every pupil. They should plan stretching work for pupils whose attainment is significantly above the expected standard. They have an even greater obligation to plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds. Teachers should use appropriate assessment to set targets which are deliberately ambitious.
25Responding to pupils’ needs and overcoming potential barriers for individuals and groups of pupils Equal opportunities legislationNo barriers to every pupil achievingSpecialist equipment and different approachesTeachers must plan lessons so that pupils can study every national curriculum subjectEnglish as an additional language
27For each subject:Purpose of Study Aims Useful tool for governor monitoring
28EnglishSpoken Language READING: Word reading Comprehension WRITING: Transcription Spelling Handwriting Composition Vocabulary, grammar and punctuation
29Language and literacyTeachers should develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject.Fluency in the English language is an essential foundation for success in all subjects.Spoken languageReading and writingVocabulary development
30MathematicsY1 – 6 Number and place value Addition and subtraction Multiplication and division Fractions (Y6 includes decimals and percentages) Measurement Geometry – properties of shape Geometry – position and direction Y2 – 6 Statistics Y6 only Ratio and proportion Algebra
31MathematicsMathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.They should also apply their mathematical knowledge to science and other subjects.
32ScienceWorking scientifically Plants Living things and their habitats Animals, including humans Everyday materials Rocks Light Sound Earth and space Forces and magnets Electricity
33Browse time… Foundation Subjects Programmes of study Art and designComputingDesign and technologyGeographyHistoryLanguagesMusicPhysical education (PE)
35The early years foundation stage (EYFS) The EYFS framework sets out requirements for both learning and development, and safeguarding and welfare in early years provision. It is mandatory for all providers. This includes maintained schools and academies and all providers on the Early Years Register.
36The EYFS statutory guidance outlines the framework The EYFS statutory guidance outlines the framework. A range of policies and procedures may be needed by schools delivering the EYFS; these are outlined in the statutory guidance. Governing bodies of establishments delivering the EYFS should reassure themselves that the policies and procedures are in place. Further guidance and supporting materials are available on the DFE website.
37The Prime Areas of Learning and Development Personal, social and emotional developmentSelf-confidence and self-awarenessManaging feelings and behaviourMaking relationshipsPhysical DevelopmentMoving and handlingHealth and self-careCommunication and languageListening and attentionUnderstandingSpeaking
38The Specific Areas of Learning and Development LiteracyReadingWritingMathematicsNumbersShape, space and measuresUnderstanding the worldPeople and communitiesThe worldTechnologyExpressive arts and designExploring and using media and materialsBeing imaginative
39EYFS Profile – until September 2016 17 Early Learning Goals3 stages – ‘best fit model’EmergingExpectedExceededStatement about the child as a learner
40Mick Waters: Inspired Learning Building a curriculumLong, medium and short term planningMixed age classes – rolling programmesPublished curriculumsMick Waters: Inspired Learning
42How is the curriculum currently monitored in your school? Internal and external monitoring?Committee?Link Governors?School Self Evaluation Form?
43Somerset schoolsHandout Ofsted Judgement: Outstanding : 1 Holy Trinity, Yeovil North Curry Spaxton Activity: in pairs Read the different Ofsted paragraphs about the curriculum in each school and pick out the key words and phrases that contribute to the outstanding judgement.
44Outstanding (1)The school’s curriculum promotes and sustains a thirst for knowledge and understanding and a love of learning. It covers a wide range of subjects and provides opportunities for academic, technical and sporting excellence. It has a very positive impact on all pupils’ behaviour and safety, and contributes very well to pupils’ academic achievement, their physical wellbeing, and their spiritual, moral, social and cultural development.Good (2)The school’s curriculum encourages a thirst for knowledge and understanding and a love of learning. It covers a range of subjects and provides opportunities for academic, technical and sporting excellence and contributes well to pupils’ academic achievement, their physical wellbeing and their spiritual, moral, social and cultural development. It promotes positive behaviour and a good understanding of safety matters.
45Inadequate (4)The curriculum fails to meet the needs of pupils or particular groups of pupils, or pupils are entered for public examinations inappropriately early. Pupils’ achievement, physical well-being and enjoyment of learning are significantly impaired. The range of subjects is too narrow and does not provide preparation for the opportunities, responsibilities and experiences of life in modern Britain. Too little is being done to promote the effective spiritual, moral, social and cultural development of the pupils.
46Ofsted criteriaHow does your school curriculum rate against the new Ofsted criteria?OutstandingGoodRequires improvementInadequateWhat more do you need to find out to make a judgement?
47Governor Handbook: September 2014 Governing bodies in maintained schools should reassure themselves that:enough teaching time is provided for pupils to cover the national curriculum and other statutory requirements;the relevant assessment arrangements are implemented
48Attainment targetsBy 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.Governor Handbook:While governors are not directly involved in these processes, they have responsibilities to drive up school and pupil level performance.
49Governor Handbook: 3.7 Assessing attainment Teachers should monitor their pupils’ progress in each subject as a normal part of their teaching. By law, schools must assess pupils’ attainment at key points in their compulsory education. These key points are when pupils have completed the early years foundation stage the programmes of study for key stages 1, 2 and 3, usually at the ages of 5, 7, 11 and 14. There is also a statutory check of phonics at the end of year 1 (age 6). This process is known as statutory assessment.
50From Summer 2016… What will be used to assess? EYFSa short reception baseline that will sit within the assessments that teachers make of children during reception;From September 2016 the EYFS profile will no longer be compulsorya phonics check near the end of year 1;
51Key Stage One - 2016 Year 1 Phonics check Teacher assessment - end of key stage 1informed by externally-set but internally-marked testsmathematicsreadingwriting (will be partly informed by the new grammar, punctuation and spelling test)Teacher assessmentspeaking and listeningscience
52Key Stage Two - 2016 National tests at the end of key stage 2: mathematicsreadinggrammar, punctuation and spellingand a teacher assessment ofwritingscience
54We will continue to set minimum requirements, known as floor standards, for schools. A school will come under additional scrutiny through inspection if it falls below this minimum standard. In some cases intervention may be required, and could result in the school becoming a sponsored academy. We will have a new floor standard that holds schools to account both on the progress they make and on how well their pupils achieve.
55P scalesThe use of performance scales (P scales) is statutory when reporting attainment for pupils with special educational needs who are working below level 1 of the National Curriculum.They are used at the end of Key Stage 1, Key Stage 2 and Key Stage 3 for reporting teacher assessment in English, mathematics and science to the Standards and Testing Agency (STA).P scales must only be used when assessing and reporting on pupils with special educational needs who are performing below level 1 of the National Curriculum.
57Course aims: This course will outline the statutory framework for the new National Curriculum in the primary phasethe framework for Early Years Foundation Stage (EYFS)We will consider of the roles and responsibilities of the Headteacher and Governing Body in relation to the curriculum.Examples of good practice from Somerset schools with a curriculum judged to be outstanding by Ofsted will be shared.