The New National Curriculum Briefing “It is not necessary to accept the choices handed down to you by life as you know it.” Hunter S. Thompson

DfE vision “…But what really matters is that this is a new approach to education, one that gives head teachers and schools far greater freedom. How they implement the national curriculum is down to them. There will be no new statutory document telling teachers how to do their job. No national strategies telling teachers everything that they have to do. No national roll-out. This is a huge cultural shift.” Elizabeth Truss, Parliamentary Under-Secretary of State (education and childcare) Speech at:

DfE vision: less prescription  It sets out only the core knowledge that students should acquire. It does not specify approaches to teaching, nor explain how to put the content into a teaching and learning sequence  Disapplication – giving schools chance to prepare by adapting curriculum in 2013/14  Communication ‘where teachers go’ – TESonline, Guardian, Teachit, SLT chat and through our media channels

Aims The National Curriculum provides pupils with an introduction to the core 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. Wandsworth Children's Services

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.

Structure and subjects The same key stage structure Three core subjects: – English – Mathematics – Science Nine foundation subjects: – Art and design – Citizenship (KS3 and 4 only) – Computing – Design and technology – Foreign Languages – Geography – History – Music – Physical Education Wandsworth Children's Services

Common themes to be considered by ALL relevant departments

Numeracy and Mathematics Teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum. Pupils should understand the cycle of collecting, presenting and analysing data. How can your department contribute to the mathematical development of pupils in your school? What are the implications for curriculum design?

Language and Literacy Teachers should develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. English is both a subject in its own right and the medium for teaching; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects.

Spoken Language Pupils should be taught to speak clearly and convey ideas confidently using Standard English. They should learn to justify ideas with reasons; ask questions to check understanding; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others; and select the appropriate register for effective communication. They should be taught to give well-structured descriptions and explanations and develop their understanding through speculating, hypothesising and exploring ideas.

Teachers should develop pupils’ reading and writing in all subjects to support their acquisition of knowledge. Pupils should be taught to read fluently, understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasure. They should be taught the correct use of grammar. They should build on what they have been taught to expand the range of their writing and the variety of the grammar they use. The writing they do should include narratives, explanations, descriptions, comparisons, summaries and evaluations. Reading and writing

Vocabulary development Pupils’ acquisition and command of vocabulary are key to their learning and progress across the whole curriculum. Teachers should therefore develop vocabulary actively, building systematically on pupils’ current knowledge. They should increase pupils’ store of words in general it is vital for pupils’ comprehension that they understand the meanings of words they meet in their reading across all subjects It is particularly important to induct pupils into the language which defines each subject in its own right, such as accurate mathematical and scientific language.

A whole school approach… How can your department contribute to the language and literacy development of pupils in your school? What are the implications for curriculum design? What are the implications for professional development and common marking and assessment polices? Where is the good practice that exists to support the development of language and literacy across the school?

Computing The subject of Computing replaces information and communication technology (ICT) Computer Science – Foundations Information Technology – Applications Digital Literacy - Implications Wandsworth Children's Services

Computing KS4 All pupils must have the opportunity to study aspects of information technology and computer science at sufficient depth to allow them to progress to higher levels of study or to a professional career.

Foundation Subjects – some key features Slimmed down PoS but more precise language often involving raised expectations In DT pupils are to ‘acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art’. Statutory languages at KS2; choice of language rests with the school (more emphasis on spoken skills, though could include ancient languages). Music – earlier introduction of standard notation and the expectation that all pupils should play a musical instrument. Strong subject leadership required to establish progress within slimmed down Programmes of Study

Citizenship Citizenship teaching should equip pupils with the skills and knowledge to explore political and social issues critically, to weigh evidence, debate and make reasoned arguments. Creates time and space for topics not included in core curriculum: today-programme-appearance

Assessment No levels or level descriptors The same for every subject: ‘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’. Consultations on assessment have taken place, and working groups developing effective models of assessment to share Outcomes awaited Wandsworth Children's Services

Responses range from ‘We won't be rushing into any new assessment/ grading at KS3. No one wants to be left holding the 'Beta-max' in yr's time! Patience’ to ‘Levels have set limits and have lead to pupils being viewed in terms of numbers & grades’

Exploring assessment models tasks.html (Maths) tasks.html beyond-national-curriculum-levels/ (English) beyond-national-curriculum-levels/ (Science) (Computing) 692

Timetable of changes 2013/ / / / /18 Year 7 KS3 curriculum disapplied Existing KS3 curriculum or New KS3 Curriculum Start new KS3 curriculum (All new NC subjects) Start new KS3 curriculum (All new NC subjects) Start new KS3 curriculum (All new NC subjects) First cohort to enter KS3 without NC leveled assessment data Start new KS3 curriculum (All new NC subjects) Year 8 KS3 curriculum disapplied Existing KS3 curriculum or New KS3 Curriculum New KS3 curriculum (All new NC subjects) New KS3 curriculum (All new NC subjects) New KS3 curriculum (All new NC subjects) New KS3 curriculum (All new NC subjects) Year 9 KS3 curriculum disapplied Complete existing KS3 curriculum or New KS3 Curriculum Complete new KS3 curriculum (All new NC subjects) Complete new KS3 curriculum (All new NC subjects) Complete new KS3 curriculum (All new NC subjects) Complete new KS3 curriculum (All new NC subjects) Year 10 Existing GCSE (Assessed in 2015 – schools can opt into Progress 8 measures) Existing GCSE (Assessed in 2016 – Progress 8 measures) New GCSE for Eng lang, Eng lit and maths Existing GCSE all other (Assessed 2017 – New GCSEs grades 9 – 1 – Existing GCSEs A* - G - Progress 8 measures) New GCSE for Eng lang, Eng lit. and maths, science, geography, history, languages modern and ancient Existing GCSE all other (Assessed 2018 – New GCSEs grades 9 – 1 – Existing GCSEs A* - G - Progress 8 measures) New GCSE for Eng lang, Eng lit. and maths,, science, geography, history, languages modern and ancient Existing GCSE all other (Assessed 2019 – New GCSEs grades 9 – 1 – Existing GCSEs A* - G - Progress 8 measures) Year 11 Existing GCSE (Assessed in 2014) Existing GCSE (Assessed in 2015 – schools can opt into Progress 8 measures) Existing GCSE (Assessed in 2016 – Progress 8 measures) New GCSE for Eng lang, Eng lit and maths Existing GCSE all other (Assessed 2017 – New GCSEs grades 9 – 1 – Existing GCSEs A* - G - Progress 8 measures) New GCSE for Eng lang, Eng lit. and maths, science, geography, history, languages modern and ancient Existing GCSE all other (Assessed 2018 – New GCSEs grades 9 – 1 – Existing GCSEs A* - G - Progress 8 measures) Wandsworth Children's Services

Changes to the GCSE assessment arrangements will influence curriculum and assessment at KS3 New GCSE English Language requires: wider range of “high quality, challenging” literature Reading and writing equal weighting Greater focus on Standard English in Spoken and Written form Speaking and Listening not part of the final mark/grade Examination papers with tiers to be removed. GCSE English Literature The following will be assessed: Increased assessment of Unseen Texts Tiered papers removed The quality of written response to be assessed.

What do Ofsted say about the curriculum? Inspectors will consider the extent to which leaders and managers provide a broad and balanced curriculum that meets the needs of all pupils, enables all pupils to achieve their full educational potential and make progress in their learning, and promotes their good behaviour and safety and their spiritual, moral, social and cultural development Wandsworth Children's Services

Davina Salmon

KS4 assessment updates Update on Progress /update_progress_8_measure_secondary_school_accountability_framework_ reforms.pdf English Literature and English Language for teaching from 2015: Gov: DfE: GCSE English Language: subject content and assessment objectives Gov: DfE: GCSE English Literature: subject content and assessment objectives