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The Primary National Curriculum

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Presentation on theme: "The Primary National Curriculum"— Presentation transcript:

1 The Primary National Curriculum
Updated January 2015

2 Course aims: This course will outline
the statutory framework for the new National Curriculum in the primary phase the 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.

3 Ways of working… Input Discussions
Activities – in pairs and in threes or fours Video clip Please introduce yourself Name…How long have you been a Governor?

4 Programme Aims and purposes
Spiritual, Moral, Social and Cultural audit RE and PSHE Key stages and subject requirements Inclusion Curriculum design Early Years Foundation Stage (EYFS) Ofsted – outstanding Assessment Review

5 The National Curriculum
Handout 1 – NC Introduction

6 The 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, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

7 Academies Academies 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.

8 Aims The 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.

9 Aims The 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.

10 Schools 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.

11 Activity: to follow up with Governors
Handout: Using the grid - can you think of one or two activities in your school that contribute to… Spiritual development Moral development Social development Cultural development

12 Maintained 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

13 Curriculum Policy Governing 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.

14 All 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.

15 Guidance: DfE website The Religious education in English schools: Non-statutory guidance 2010 offers guidance on the following topics: the importance of RE the legal framework, rights and responsibilities providing high-quality RE good practice for governors and headteachers good practice for teachers and support staff

16 Personal, 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:

17 PSHE - SEAL SEAL 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.

18 SEAL Self-awareness Managing feelings Motivation Empathy Social skills
5 aspects Self-awareness Managing feelings Motivation Empathy Social skills 7 themes New Beginnings Getting on and falling out Say no to bullying Going for goals! Good to be me Relationships Changes

19 School Structure Pupils 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.

20 Key Stages Key stage 1: Ages 5-7 (Years 1 - 2)

21 School types in Somerset
EYFS Key Stage 1 Key Stage 2 Rec Y1 Y2 Y3 Y4 Y5 Y6 Infant First Primary Junior Middle

22 Structure The 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

23 Which subjects are compulsory?
Core: English (more than literacy) Mathematics (more than numeracy) Science Foundation Art and design Computing Design and technology Languages (KS2 only) Geography History Music Physical education Religious Education

24 Inclusion: 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.

25 Responding to pupils’ needs and overcoming potential barriers for individuals and groups of pupils
Equal opportunities legislation No barriers to every pupil achieving Specialist equipment and different approaches Teachers must plan lessons so that pupils can study every national curriculum subject English as an additional language

26 Curriculum 2014

27 For each subject: Purpose of Study Aims Useful tool for governor monitoring

28 English Spoken Language READING: Word reading Comprehension WRITING: Transcription Spelling Handwriting Composition Vocabulary, grammar and punctuation

29 Language and literacy Teachers 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 language Reading and writing Vocabulary development

30 Mathematics Y1 – 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

31 Mathematics Mathematics 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.

32 Science Working scientifically Plants Living things and their habitats Animals, including humans Everyday materials Rocks Light Sound Earth and space Forces and magnets Electricity

33 Browse time… Foundation Subjects Programmes of study
Art and design Computing Design and technology Geography History Languages Music Physical education (PE)

34 34

35 The 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.

36 The 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.

37 The Prime Areas of Learning and Development
Personal, social and emotional development Self-confidence and self-awareness Managing feelings and behaviour Making relationships Physical Development Moving and handling Health and self-care Communication and language Listening and attention Understanding Speaking

38 The Specific Areas of Learning and Development
Literacy Reading Writing Mathematics Numbers Shape, space and measures Understanding the world People and communities The world Technology Expressive arts and design Exploring and using media and materials Being imaginative

39 EYFS Profile – until September 2016
17 Early Learning Goals 3 stages – ‘best fit model’ Emerging Expected Exceeded Statement about the child as a learner

40 Mick Waters: Inspired Learning
Building a curriculum Long, medium and short term planning Mixed age classes – rolling programmes Published curriculums Mick Waters: Inspired Learning


42 How is the curriculum currently monitored in your school?
Internal and external monitoring? Committee? Link Governors? School Self Evaluation Form?

43 Somerset schools Handout 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.

44 Outstanding (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.

45 Inadequate (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.

46 Ofsted criteria How does your school curriculum rate against the new Ofsted criteria? Outstanding Good Requires improvement Inadequate What more do you need to find out to make a judgement?

47 Governor 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

48 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. Governor Handbook: While governors are not directly involved in these processes, they have responsibilities to drive up school and pupil level performance.

49 Governor 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.

50 From Summer 2016… What will be used to assess?
EYFS a 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 compulsory a phonics check near the end of year 1;

51 Key Stage One - 2016 Year 1 Phonics check
Teacher assessment - end of key stage 1 informed by externally-set but internally-marked tests mathematics reading writing (will be partly informed by the new grammar, punctuation and spelling test) Teacher assessment speaking and listening science

52 Key Stage Two - 2016 National tests at the end of key stage 2:
mathematics reading grammar, punctuation and spelling and a teacher assessment of writing science

53 Performance Descriptors Consultation Autumn 2014
KS1 Reading Writing Mathematics KS2 Writing Science Reading

54 We 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.

55 P scales The 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.

56 What does the future hold? Ken Robinson - 2010

57 Course aims: This course will outline
the statutory framework for the new National Curriculum in the primary phase the 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.

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