the national curriculum in england common inspection framework maria landy helps you to check you...

THE NATIONAL CURRICULUM IN ENGLAND

COMMON INSPECTION FRAMEWORK

MARIA LANDY HELPS YOU TO CHECK YOU ARE READY AS OFSTED WILL INSPECT YOUR CURRICULUM FROM SEPTEMBER 2015

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Maria Landy helps you to check the new National Curriculum in England as OfSTED will inspect it from September 2015 marialandy.co.uk

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SUMMARY AND IMPLICATIONS OF THE NEW NATIONAL CURRICULUM FROM SEPTEMBER

2014 www.education.gov.uk/nationalcurriculum

• This document applies to state schools in England

• It says what must be taught to 5-14 year olds

• Academies are not required to do it!

• There are 224 pages and 12 subjects

• It includes the programmes of study and attainment targets


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THE CONTENTSSTRONGER EMPHASIS ON SKILLS

1. Introduction

2. The school curriculum in England

3. The national curriculum in England

4. Inclusion

5. Numeracy and mathematics

6. Language and Literacy

7. The programmes of study and attainment targets for National Curriculum subjects


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PAGE 6 SETS OUT WHAT MUST BE TAUGHT – LOOK AT THE GRID! THE MAIN ISSUES ARE:

•Modern languages taught to key stages 2 and 3

• PE is core in all four key stages

• ICT now called computing

• All schools still required to teach RE at all key stages

• Secondary schools must provide sex and relationships education


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ALL STATE SCHOOL REQUIRED TO TEACH RE AND PSHE (SRE)

• Religious Education must be taught – PoS not included

• Sex and Relationships must be taught KS3&4 – PoS not included

• All State schools required to 1) have a daily act of collective worship and 2) must publish their curriculum on line


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THE SCHOOL CURRICULUM COMPRISES ALL LEARNING The national curriculum forms one part of the school

curriculum

• 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 for the opportunities, responsibilities and experiences of later life (SMSC>SMCMP)


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At key stage four the core is English, mathematics, science, citizenship, computing and physical education

Plus RE and SRE • Foundation subjects must be offered – entitlement areas are:

• The Arts

• The Humanities

•Modern Foreign Languages

•Design and Technology


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STATUTORY REQUIREMENTS IN RELATION TO ENTITLEMENT AREAS

• Schools must provide access to a minimum of one course in each of the entitlement areas

•Must provide a course in all 4 areas if pupils so wish

•Must give pupils the opportunity to obtain an approved qualification


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INCLUSION – see page 8Teachers should set “deliberately ambitious” targets

Schools must meet their duties under the equal opportunities legislation in regard to:

1. Disability

2. Race

3. Religion or belief

4. Sex and sexual orientation


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SEN&D – SPECIAL NEEDS AND DISABILITY

• The new SEN Code of Practice will include “advice on approaches to identification of need”…and…”what needs to be done”. See page 8

• Teachers must plan lessons so that these pupils can study every national curriculum subject


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EAL – ENGLISH AS AN ADDITIONAL LANGUAGE

•Monitoring of progress should take account of:

1. Pupil’s age

2. Length of time in this country

3. Previous educational experience

4. Ability in other languages


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ENGLISH – page 10 Section 6

• 6.1 Language and Literacy

• 6.2 Spoken Language

• 6.3 Reading and Writing

• 6.4 Vocabulary development

• All schools are required to set out their school curriculum for English on a year by year basis and to make this information online (page 16)


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ENGLISH PROGRAMMES OF STUDY page 13 • PoS are set out year by year for KS1and two yearly

for KS2

• Lower KS2 (years 3&4) and Upper KS2(years 5&6)

• Schools are required to teach the relevant PoS by the end of the key stage

• Schools have “flexibility to introduce content earlier or later than set out in the programmes of study”


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SECTION 7 page 12 sets out the “proposed statutory programmes of study for all 12 subjects for Key Stages

1-4 except for English, mathematics and Science at KS4

•Where the text is black it is statutory

•Where the text is grey it is non-statutory guidance

• RE and PSHE >Personal Social Health and Economic Education programmes of study are NOT included


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ATTAINMENT TARGETS – page 16

“By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programmes of study.”


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SPOKEN LANGUAGE PROGRAMMES OF STUDY

Years 1-6 on page17

• Year 1> page 18

• Year2 > page 25

• Lower key stage 2 > page 33

•Upper key stage 2 > page 41

• Key stage 3 > page 87


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TEACHERS SHOULD BUILD ON THE EYFS PAGE 18

• Making sure that pupils can sound and blend printed words quickly and accurately using phonic knowledge and skills that they have already learnt.

• Those who are slow to develop this skill should have extra practice.

• Pupils entering year 1 who have not yet met the early learning goals for literacy should continue to follow the EYFS but should follow Year 1 books

• If still struggling to decode and spell they urgently need a rigorous and systematic phonics programme so that they catch up rapidly.


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READING – BIG EMHASIS ON PHONICS Read pages 19-49

• Essential you see English Appendix 1: Spelling page 50

• The left hand column is STATUTORY

• The middle and right hand columns are non-statutory guidance

• The IPA – International Phonetic Alphabet is on page 64 with 24 consonants and 20 vowels

• See WORD LISTS – page 59 for years 3&4 and page 63 for years 5&6


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ENGLISH Appendix 2: grammar and punctuation page 66

• “The table shows when concepts should be introduced first, not necessarily when they should be completely understood.”

• The content is to be revisited in subsequent years to consolidate knowledge and build on pupils’ understanding.

• Importance of Shakespeare stressed with 2 plays to be studied between 11 and 14 years


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Glossary for programmes of study for English pages 70-84 Look up definitions

for:

• Standard English

• Phoneme

• Morphology

• Grapheme

• Schwa

• Register


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KEY STAGE 3 ENGLISH – Subject content – page 85

• Reading> 1) develop love of reading 2) understanding challenging texts 3) read critically

•Writing> 1) write fluently for pleasure and information

2) plan, draft, edit and proof read 3) accurate grammar, punctuation and spelling

• See Appendix 1&2 – the key stages 1&2 Programmes of Study


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KEY STAGE 3 – GRAMMAR AND VOCABULARY

• Consolidate and build knowledge set out in Appendix 1 of the KS1&2 Programmes of Study

• Appendix 1 – page 50 - Spelling

• Appendix 2 – pages 66-69 – Vocabulary, grammar and punctuation


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KS3 – SPOKEN ENGLISH Page 87Pupils should be taught to speak confidently and

effectively

• Standard English – formal and informal contexts

• Classroom discussion

• Short speeches and presentations

• Formal debates

• Structured discussions

• Summarising or building on what has been said


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ALSO BY:

• Improvising rehearsing and performing play scripts and poetry

•Using – role, intonation, tone, volume, mood., silence, stillness and action to add impact


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NUMERACY AND MATHEMATICSTeachers should use every relevant subject

to develop “mathematical fluency”

• Pupils should be taught to:

1. Apply arithmetic fluency to problems

2. Understand and use measures

3. Make estimates and sense check their work


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PUPILS SHOULD APPLY THEIR MATHS SKILLS

•Geometric and algebraic skills

• Relate their understanding of probability to the notions of risk and uncertainty

•More expected at an earlier age – 12 times table by the age of 9 and basic fractions such as half and quarter to 5 year olds


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MATHEMATICS is essential and critical for financial literacy

All pupils must aim to:

1. Become fluent

2. Reason mathematically

3. Solve problems

Mathematics is an interconnected subject with the programmes of study organised into distinct domains but pupils should make “rich connections” and apply mathematics to science and other subjects.


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Expectation is that the majority of pupils will move through the PoS at broadly he

same pace…

• Pupils who grasp concepts rapidly should be challenged … while…

• Those who are not sufficiently fluent with earlier material should consolidate their understanding including through additional practice before moving on


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KS1 – MATHS – PAGE 90• Year 1 – pages 91-94 and Year 2 – pages 95-100

•Number

•Measurement

•Geometry

• Plus Statistics on page 100


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LOWER KEY STAGE 2 MATHS Page 101

• NUMBER > Year 3 p. 102 and Year 4 p. 107

• including fractions > and both fractions and decimals in Year 4

•MEASUREMENT > Year 3 p. 105 and Year 4 p.118

• GEOMETRY > Year 3 p. 106 and p.111

• STATISTICS > Year 3 p. 106 and p.112


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UPPER KEY STAGE 2 Page 113• NUMBER including decimals and percentages

• Year 5 p.114 and Year 6 p.121

• MEASUREMENT p. 118 Ratio and Proportion p.125

• GEOMETRY pages 119 and 126 ALGEBRA p.124

• STATISTICS pages 120 and 127

• Mathematics Appendix 1 gives examples of formal written methods of + - x and %(divide) – see page 128


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MATHS KEY STAGE 3 Page 130• Develop fluency

• Reason mathematically

• Solve problems

• Subject content > Number p.132

• Algebra> expressing relationships p.133& Using equations and functions

• Ratio, proportion and rates of change

• Probability

• Statistics


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SCIENCE Page 136 > understanding the World through the specific disciplines of

biology, chemistry and physics.

• Pupils will be encouraged to develop:

• Rational explanation

• Excitement, curiosity about natural phenomena


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SCIENTIFIC KNOWLEDGE & HARD FACTS

• Primary – new content on solar system, speed and evolution

• Secondary – clearer sense of separate subjects with climate change included

• Schools required to set out their school curriculum for science on a year by year basis and make this information available online.

• 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. Pages 137-182


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ART AND DESIGN Pages182-184 Key Stages 1-3

• Produce creative work, exploring ideas, recording experiences

• Become proficient in drawing, painting, sculpture and other art and craft techniques

• Evaluate and analyse creative works

• Know about great artists, craft makers and designers, and understand the historical and cultural developments of their art form


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CITIZENSHIP – Subject content for key stages 3 and 4 p.185

•Understand how the UK is governed

• The role of law and justice system in our society

•Develop an interest into volunteering

• Equipped with financial skills to manage money and plan for future financial needs

• Subject content on pages 186 and 187


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COMPUTING Pages 188-190 for Key Stages 1, 2 &3

• FOUR AIMS THAT ALL PUPILS:

1. can understand and apply fundamental principals and concepts of computer science including abstraction, logic, algorithms and data representation

2. can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems


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COMPUTING - To understand and change the World through logical thinking and

creativity• FOUR AIMS THAT ALL PUPILS:

3. can evaluate and apply information technology, including new and unfamiliar technologies, analytically to solve problems

4. are responsible, competent, confident and creative users of information and communication technology


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DESIGN AND TECHNOLOGY Pages 192-197aims:

1. develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world

2. build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users

3. critique, evaluate and test their ideas and products and the work of others

4. Understand and apply the principles of nutrition and learn how to cook


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GEOGRAPHY Pages 198-203

• Develop contextual knowledge of the location of places, seas and oceans

• Understand key physical and human geographical features

• Develop competent skills to collect, analyse and communicate with a range of data gathered through fieldwork

• Interpret a range of sources – maps, diagrams., globes, graphs and aerial photographs

• Communicate geographical information through maps and writing at length


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HISTORY PAGES 204-211-Know and understand

• the history of these islands as a coherent, chronological narrative, from earliest times to the present day

• significant aspects of the history of the wider world – ancient civilisations- empires- parliament and peasantry

• how to analyse trends and understand the methods of historical enquiry

• understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short and long-term timescales


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LANGUAGES Pages 212 to 216 – KS 2&3 focus on practical communication to make substantial progress in one language.

• Understand and respond to spoken and written language from a variety of authentic sources

• Speak with increasing confidence, fluency and spontaneity improving accuracy of pronunciation and intonation

• Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt

• discover and develop an appreciation of a range of writing in the language studied.


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MUSIC Pages 217 to 219 – engage and inspire – develop their love and talent – ensure that all pupils:

• Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of great composers and musicians

• Learn to sing and use their voices, to create and compose music and have the opportunity to learn a musical instrument plus use technology appropriately

• To understand and explore how music is created, produced and communicated, including pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.


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PHYSICAL EDUCATION Pages 220-223 – KS 123&4 To become physically confident in a way that supports their health and fitness

• develop competence to excel in a broad range of physical activities

• are physically active for sustained periods of time

• Engage in competitive sports and activities

• Lead healthy, active lives

• Swimming in KS1 or 2


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IMPLICATIONS FOR SPECIAL NEEDS • Think about what is most relevant to meet your learners needs!

• Change of assessment arrangement – end of key stage SATs

• P levels remain – check you have the latest version – NC levels?

•What about the Progression Guidance?

•What about the link to the new SEN&D Code of Practice?

• Independent Schools and Academies do not have to do the NC!

• Think about the training needed in key areas – computing?


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ANY OTHER KEY ISSUES TO ADDRESS? • So what do you do now? Check your website – is it up to date re your curriculum? What do you need to change? Does it help your parents and carers support learning?

• Keep the best – keep age and stage appropriate!

• Adapting the National Curriculum to meet the needs and wants of your learners and to prepare them for next stage and for life?

• Is your year-on-year curriculum clear? Is it up to date?

the national curriculum in england common inspection framework maria landy helps you to check you...

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