1. Unit 4 The new national curriculum in context © Curriculum Foundation Part 3 Keeping track of progress

2. © Curriculum Foundation In order to track progress, first we must have some idea of what progress needs to be made. This, of course, is set out in the new national curriculum year by year (or key stage by key stage in the case of some subjects and phases). But this would give us at best an annual benchmark of progress – more summative than formative. So we need to look at the learning expected within a year.

3. © Curriculum Foundation Of course, what happens within a year depends upon the way in which the curriculum has been designed by the school. So the sequence of progress within a year depends upon curriculum design – and assessment depends upon this sequence. So assessment follows curriculum design. This has been a key message of the Curriculum Design and the Assessment parts of these “Year of the Curriculum” programmes. The Year of the Curriculum Life without Levels

4. © Curriculum Foundation Do you remember Unit 4 of the Year of the Curriculum (YoC) Curriculum Design programme? (Did you do the Curriculum Design programme? If not, it’s on the website!) Unit 4 How shall we organise learning?

5. © Curriculum Foundation Unit 4 of YoC pointed out that: our own aims, together with the national curriculum, set out what we want young people to learn. curriculum design puts that learning together in a meaningful series of ‘packages’ such as study units, topics or series of lessons. Together, these cover the learning expected in the year. the composition of these ‘units’ determines how how learning is grouped together. the sequence of these ‘units’ (and the learning expected in them), therefore sets out progress within a year, and so determines the order in which learning needs to be assessed.

6. © Curriculum Foundation For example, this element of Y4 Science could be taught as one ‘unit’ or sequence of lessons. Or it could be split into two or three separate pieces of learning carried out at different times of year. It is up to the school to decide. That decision will determine when each part of the assessment is carried out – and so how progress is tracked. This is all rather obvious and straightforward (so obvious and straightforward that you are probably wondering why it is even being mentioned!). What makes it slightly more complex (and interesting) is the way in which we ‘package’ different sorts of learning, and the impact this has on assessment.

7. © Curriculum Foundation Do you remember that in Unit 4, we looked at the “triangulation” of design (there seems to be a lot of triangulation about). Do you remember? Yes? If so, what were the three points of the triangle?

8. © Curriculum Foundation The “Subject Content” is the knowledge aspect of the learning expectations, the “Key Concept” is the understanding, and the “Key Skill” is exactly what it says on the tin. Do you remember how they impacted on design? Here are some clues:

9. © Curriculum Foundation9 Subject content Key concept The Victorians Change We looked at an example of a Year 6 class investigating changes in marriage patterns in the Parish Register. Do you remember? The subject content here was ‘The Victorians’ and the key concept was the understanding of the causes of change. The key concept gave us a criterion by which we can select from the whole range of the content. We ask ourselves, ‘What aspects of the content will help our pupils understand about change?’ In this case, we need look only at the the Parish Register. We looked at an example of a Year 6 class investigating changes in marriage patterns in the Parish Register. Do you remember? The subject content here was ‘The Victorians’ and the key concept was the understanding of the causes of change. The key concept gave us a criterion by which we can select from the whole range of the content. We ask ourselves, ‘What aspects of the content will help our pupils understand about change?’ In this case, we need look only at the the Parish Register. Parish Register

10. © Curriculum Foundation10 Subject content Key concept Erosion and deposition Interactions Beach Study In the Secondary example we looked at in Unit 3, a Year 8 class was engaged in a beach study. Do you remember? The subject content here was ‘erosion and deposition’ and the key concept was ‘how interactions between physical and human processes change places and environments'. Again, the key concept gives us a criterion by which we can select from the whole range of the content. In this case, the building of the groynes by humans has impacted on the shape of the beach. This gave us our focus. In the Secondary example we looked at in Unit 3, a Year 8 class was engaged in a beach study. Do you remember? The subject content here was ‘erosion and deposition’ and the key concept was ‘how interactions between physical and human processes change places and environments'. Again, the key concept gives us a criterion by which we can select from the whole range of the content. In this case, the building of the groynes by humans has impacted on the shape of the beach. This gave us our focus.

11. © Curriculum Foundation11 Subject content Key concept The Victorians Economic development Factories and mines The key to this model is that if we change the key concept, we change the learning experience even if the content stays the same. For example, if we want our pupils to learn about economic development in the Victorian period, then the Parish Register will not be too helpful. Instead we need to look at factories or mines. So changing the key concept, changes the learning experience that we need to design. The key to this model is that if we change the key concept, we change the learning experience even if the content stays the same. For example, if we want our pupils to learn about economic development in the Victorian period, then the Parish Register will not be too helpful. Instead we need to look at factories or mines. So changing the key concept, changes the learning experience that we need to design.

12. © Curriculum Foundation The implication for assessment is that if we have designed our curriculum in terms of the key content and concepts to be learned in each unit or topic, then what do we need to look for when we are assessing? Yes, the very learning that we planned. So planning for assessment should already have occurred as part of curriculum design – in that the learning that we plan in each unit or topic is exactly the learning that we look for in assessment. What could be simpler? But there was a third point on the triangle: the key skill. What happened to that?

13. © Curriculum Foundation13 Subject content Key concept The Victorians Change Parish Register If you remember, in the Victorians example the key subject skills were historical investigation and evaluating evidence. Key skills Investigation & evaluation

14. © Curriculum Foundation This all suggests that when we put learning together in Curriculum Design, we need to distinguish between the forms of learning: knowledge, understanding and skills. Unit 2 of “life without levels” pointed out that in the new national curriculum these are rather muddled up – and not all subjects and phases are set out in the same way. However, all three forms of learning are there – it just takes a while to unpick them.

15. © Curriculum Foundation 15 Do you remember that: In Maths and Science there are specifications for the end of each year from Y1 to Y6, and then at the end of the key stage for KS3 and KS4 In English there are end of year specifications for Y1 and Y2, then specifications for Lower Primary (end of Y4) and Upper Primary (end of Y6), then at the end of the key stage for KS3 and 4 For all other subjects, there are only end of key stage specifications.

16. © Curriculum Foundation 16 Science has a “Thinking Scientifically” section at all key stages that list skills. Maths has a “Thinking Mathematically” section at KS3 only. At KS1 and KS2, the skills are buried in the “subject content” sections. English does not have a corresponding section – but the “Aims” at the beginning of each key stage set out corresponding skills.

17. © Curriculum Foundation17 So the model of increasing range and complexity works well for all subjects – but we have to look in different places to find the skills information that we need. (Who decided to set it out like this? Is it really intentional? Which theory of history do we use here: the conspiracy theory – ot the other one? The assumption in this Unit is that KS4 assessment will be based on GCSE criteria. We shall look at EYFS separately. So the model of increasing range and complexity works well for all subjects – but we have to look in different places to find the skills information that we need. (Who decided to set it out like this? Is it really intentional? Which theory of history do we use here: the conspiracy theory – ot the other one? The assumption in this Unit is that KS4 assessment will be based on GCSE criteria. We shall look at EYFS separately. So, we have sets of skills set out for: Science at all key stages Maths at Key Stage 3 English at Key Stages 1, 2 & 3 and Maths at Key Stage 1 & 2 have sets of ‘Aims” for each key stage that essentially set out subject skills. In all other subjects, they are within the programmes of study at all key stages. So, we have sets of skills set out for: Science at all key stages Maths at Key Stage 3 English at Key Stages 1, 2 & 3 and Maths at Key Stage 1 & 2 have sets of ‘Aims” for each key stage that essentially set out subject skills. In all other subjects, they are within the programmes of study at all key stages. What could be simpler?

18. © Curriculum Foundation In fact, some countries have made it easier for their schools by distinguishing these things in the first place. Here is the format that one country uses to set out its national curriculum. First, which country do you think it is?

19. © Curriculum Foundation Learn about Students should appreciate that there is a great variety of living and non-living things in the world. The study of diversity will also allow students to appreciate the importance and necessity of maintaining it. We seek to organise this great variety to better understand the world. There are common threads that connect all living things, and unifying factors that help to classify them. In this theme we study the diversity of living and non-living things as well as materials. Key Inquiry Questions What is our environment made up of? Why is it important to maintain diversity? How do we go about understanding the diverse range of living and non-living things? Learning Outcomes Knowledge and understanding SkillsAttitudes & values Be able to sort living and non-living things into different groups, giving reasons for their choices Understand why diversity is important to life Recognise broad groups of living things(eg birds, fish, mammals, fungi, bacteria) Observe a variety of living things and infer the differences between them. Classify living things into broad groups Show curiosity about living and non living things Appreciate, value and care for the natural world.

20. © Curriculum Foundation Do you notice that they distinguish three sorts of “learning outcomes”? And that they separate these from the “learn about” section that sets out in prose the overall learning of the “syllabus unit”. It is interesting that our government was keen to learn from Singapore, but did not seek to learn this particular lesson.

21. © Curriculum Foundation But that does not stop your school from using this sort of format in its curriculum design – which can then make assessment easier. If each ‘unit’ or series of lessons has set out learning expectations in this way, then three things can happen: 1)You can put all the units together across the year and check for coverage and progression. 2)The expectations for each unit can be the basis of assessment. 3)Learners can be made aware of the expectations which will help with self and peer assessment.

22. © Curriculum Foundation Here is a format – based on Singapore’s – that the Curriculum Foundation has been using in its work in South Sudan. These are the expected learning outcomes of a Primary 5 Social Studies unit. These then become the basis for formative assessment through the unit and summative assessment at the end of the unit. Have a close look at the expected outcomes. Where would they come in terms of Bloom, SOLO or Webb?

23. © Curriculum Foundation As this has not been done for us in England, we shall have to pick through the national curriculum to find the knowledge, understanding and skills - and we may wish to add some of our own attitudes and values. We may even wish to add some of the “generic competencies” we talked about in Unit 2 of “The Year of the Curriculum”. (Do you remember those?). And don’t forget to ensure an appropriate level of challenge in terms of Bloom, SOLO or Webb. You may even wish to give thought to the categories that you use. You do not have to copy Singapore – you can develop your own. If you do, please let us know!

24. © Curriculum Foundation The examples given so far are all of a single subject – but many schools will wish to combine elements of different subjects. There are huge advantages of time and understanding in doing so – as was pointed out in Unit 3 of “The Year of the Curriculum”. The same model will still work – and you might even wish to help future assessment by making clear the expectations for the different subjects.

25. © Curriculum Foundation Well, that’s it – and it must be homework time. If you have been following all these units you will know the routine by now – and have probably worked out the impeccable logic of the units and guessed what the homework is. Look at the learning you have planned for this term (if you haven’t planned any, then this would be a good time to start!) and think of the learning that you expect. Can you track these to the new curriculum? Have you added anything of your own? Can you set these out in terms of knowledge, understanding and skills? Can you think of even better categories?

26. © Curriculum Foundation We’ll end with someone you probably won’t recognise. It’s Dr John Gai Yoch, the South Sudanese Minister of Education. He said: “Our new curriculum sets out out our ambition as a nation, and by working together we shall be able to realise it for all young people of South Sudan” We must not get too lost in the detail of assessment to remember the importance of the task we have undertaken as teachers – the realisation of national ambitions for all young people of our country!