Transcript Document

“How will the new Primary
Curriculum affect my school?”
and other deliciously difficult
questions…
Peter Flew
17th May 2014
What is a curriculum?
What is the new Primary Curriculum?
The role of the governing body
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How do you know when your school is
succeeding?
Always think of the success of the curriculum
in terms of how you judge the success of
your school.
Does the curriculum help you meet your
aims?
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What should it include or exclude?
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Subjects
Knowledge
Skills
Understanding
Experiences
Attitudes
The future or the present?
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Official Curriculum
Hidden Curriculum
Planned course of study
Learning that is not part of
the official curriculum
Observed Curriculum
Curriculum as
experienced
Effectiveness of teaching
strategies to promote
learning
Meaningful connection with
children
Pollard, A (2008) Reflective Teaching p.210211 London: Continuum
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“The school curriculum comprises all learning
and other experiences that each school plans
for its pupils. The national curriculum forms
one part of the school curriculum.”
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“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.”
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1988: Education Reform Act. Major act establishing the
National Curriculum, testing regime, Local Management of
Schools (LMS)
2000: Revised National Curriculum introduced
2000: Introduction of The Curriculum Guidance for the
Foundation Stage (3-5)
2003 Excellence and Enjoyment: A strategy for Primary
Schools
2008: Introduction of the Early Years Foundation Stage (05)
2010: The Independent Review of the National Curriculum
published but not implemented
2012 Revised Early Years Foundation Stage (0-5)
2013: DfE Consultation of NC Framework
2014: The New National Curriculum
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“3.1 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.
3.2 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.”
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All schools are
also required to
teach religious
education at all key
stages. Secondary
schools must
provide sex and
relationship
education
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“Assessment levels have now been removed
and will not be replaced. Schools have the
freedom to develop their own means of
assessing pupils’ progress towards end of
key stage expectations.
Many schools already have good assessment
systems in place and may choose to continue
using these systems, provided they suit the
new national curriculum.”
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“New assessments will reflect the more challenging
national curriculum. Specifically we will:
◦ introduce more challenging tests that will report a scaled
score at the end of the key stages rather than a level;
◦ make detailed performance descriptors available to inform
teacher assessment at the end of key stage 1 and key stage
2. These will be directly linked to the content of the new
curriculum; and
◦ improve the moderation regime to ensure that teacher
assessments are more consistent.”
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Expectations:
◦ The expected level will be the equivalent of a 4b not a 4c
◦ The floor target is for 85% of pupils to reach 4b at Year 6
unless they are lower and have made significant progress
since Y2 or YR
◦ From 2023 progress, for primaries, will be based on the YR
results not Y2
◦ Expected progress for a student means progressing in all
three subjects (Reading, Writing and Mathematics), not just
one of them
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How would you define the main role of a school’s
governing body?
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How are preparations progressing?
How are we coping with the change in emphasis in
mathematics and English?
Will this raise standards?
If the new curriculum is the base, how are we going to
complement it to be broad and balanced?
How can the new curriculum breathe new life into the
teaching?
How can the new curriculum be geared around the
school’s aims?
How are we planning to track progress without levels?
How much will it cost?
* deliciously difficult!
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Contact details:
Peter Flew
020 8392 3494
[email protected]
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