Workstream 4: Curriculum Ros Kendrew NatSIP Associate Rory Cobb RNIB Paul Simpson BATOD

NatSIP: National Sensory Impaired Partnership Is a unique national partnership of professional and voluntary organisations working to improve outcomes for children and young people with sensory impairments and their families.

DFE Contract A two year contract for the provision of specialist advice, support and training to improve the outcomes for children and young people with sensory impairments, in the context of the wider SEN reforms was agreed between NatSIP and the Department for Education in April 2013

Delivery of Contract Through 7 main objectives called Workstreams

Workstream 4 Advising on Teaching and Learning Strategies that support the curriculum reforms and improve access by children and young people with Sensory Impairments.

Workstream 4 The aim is to support all those involved by providing relevant up to date information about the current curriculum reforms including the examination system and to work to develop best practice guidance regarding teaching and learning strategies that is readily accessible by all.

Today we will: Summarise the Curriculum and Qualification reforms to date Explore in groups how classroom practice will have to change as a result of the reforms and how NatSIP can support you.

Curriculum and Qualification Reforms Main elements Revised National Curriculum for Key Stages 1-3 National Curriculum Assessment Qualification reforms Accountability measures for Schools.

National Curriculum Changes for most year groups will take effect in the main from Sept 2014 Pupils in year 2 and 6 new English, Maths and science the programmes of study will commence in Sept. 2015 DFE reminds schools that their curriculum should be wider than the NC Schools can organise their days as long as NC content is taught

National Curriculum continued Numeracy and mathematical reasoning to be included in all subjects Spoken language, reading, writing and vocabulary should be integral in the teaching of all subjects Emphasis on phonics in the early teaching of reading

National Curriculum continued End of the key stage pupils are expected to know, apply and understand the matters, skills and processes in the programme of study All schools required to publish online their curriculum for English mathematics and science on a year by year basis.

Assessment Issues National Curriculum levels removed PoS will set out what pupils need to be taught by the end of each key stage Schools create or choose their own forms of assessment Baseline testing probably for 5 year old but possibly at the end of KS1 SATs at KS1 will continue though more demanding. New version summer 2016

MFL P-scales From September 2014 the teaching of a Foreign Language will be a statutory obligation at KS2 Proposal is that existing MFL P-scales will be cross applied with the new subject of Foreign language at KS2

Testing for 7 year olds A document has been published (link on April Briefing note) to support developers of the new KS1 SPaG test for delivery from 2016

Qualifications Reform On 9th April Ofqual confirmed the assessment arrangements and structure of a range of GCSEs that will be taught from September 2016

Key Changes for GCSE A new grading system Tiering Linear GCSEs Assessment by external exam only New content

Assessment Courses started in September 2015 will be assessed in June 2017 New GCSEs in Sciences, History, Geography and Languages from September 2016, assessed in 2018

Geography History Untiered Assessed by examination only 2 pieces of fieldwork History Assessed entirely by exam

Science Will be tiered - those taking a foundation tier assessment will be able to achieve up to grade 5 Ofqual are to re-consult on the assessment arrangements

Modern foreign and ancient languages Ofqual has launched a consultation proposing assessment arrangements and design details for both of the above Both are due for first teaching in 2016

GCSE English, English language, speaking and listening Speaking and listening assessment results will not contribute to the overall GCSE English and English language in England from summer 2014. A score for speaking and listening will be reported separately on the GCSE certificate The balance between exams and internal assessments will change 60% exam/40% assessment

Grade Standards Ofqual is consulting on using numbers instead of letters Proposal 1-9, 9 being the top The top grade will be awarded to less students than currently get A*

AS and A Levels AS will be a stand alone qualification A and AS will be assessed at the end of the course. Exception at AS level could be ART And A level English Language up to 20 % non exam assessment First A Levels will begin in September 2015 with exams being sat June 2017

School Accountability Measures Primary assessment and Accountability Baseline check in reception-progress measured at the end of KS2 KS2 tests externally set and marked, results used for school performance measures from 2016 New floor standard Schools expected to ensure that 85% will achieve standard

Continued Early Years Foundation Stage profile will no longer be compulsory Grammar, punctuation and spelling test not part of floor standard fro 2014

Reforming the Accountability System for Secondary Schools Published October 2013 4 Key Measures that must be published by schools Pupils’ progress across 8 subjects The average grade a pupil achieves in these same ‘best 8’ subjects The percentage of pupils achieving a C grade in English and Maths The proportion of pupils gaining the EBacc, which will continue in its current form

Post 16 Accounability Progress, attainment, retention measures Destination measure – percentage of pupils who move on to further study or employment including training English and maths progress measures for those with poor grades at 16 New minimum standards.

Implications We need to be alert to these changes in whatever settings we work We must not underestimate curriculum changes because of increased knowledge based curriculum Equality impact assessments highlight possible disadvantages to certain groups

Implications cont… Strong voice for candidates with a Sensory Impairment NatSIP affiliates are encouraged to respond to all consultations, either individually, through NatSIP and other specialist organisations such as BATOD and RNIB. Changes to classroom practices

Group Work In groups choose either task or if you have time both. Please use sheets provided to record findings Task 1: Identify changes which cause you concern, be subject specific e.g. Computing, English, Science and Maths and suggest ways that they can be mitigated Task 2: Identify the main consequences for classroom practice on examination arrangements and assessment How can NatSIP support you as you implement these changes?

For more information contact: ros.kendrew@natsip.org.uk And visit the NatSIP Website: www.natsip.org.uk