Briefings about the Statutory changes to the National Curriculum

Spring Term 2014

Animal School

‘It is the Government's intention that the National Curriculumbe slimmed down so that it properly reflects the body ofessential knowledge which all children should learn and doesnot absorb the overwhelming majority of teaching time inschools. Individual schools should have greater freedomto construct their own programmes of study in subjectsoutside the National Curriculum and developapproaches to learning and study which complement it.’

Remit for Review of the National Curriculum in England - DfE Website

Aims

• Review the statutory obligations during the changes to the National Curriculum

• Overview of key changes and subject specific guidance

• Review assessment implications for the curriculum• Ensure the school curriculum is right for your

learners

PISA – Programme for International Student Assessment

• Announced in December that UK failed to make top 20 in maths, reading and science

• 26th for maths and 23rd for reading (similar to 3 years ago)

• So the present curriculum is not supporting enough improvement.

OECD survey of Adult Skills

• 16 – 24 year olds falling behind Asian and European counterparts

• England ranked 22nd for literacy and 21st for numeracy out of 24 countries

• No better at the tests than the 55 – 65 age range• Only country where older cohort doing better than

the younger cohort• Much of UK flat lining is about other countries

improving

World Top 20 Education Systems

Each country’s ranking is based on five educational levels:

• Early-childhood enrolment rates (4 and under)

• Elementary Maths, Science and Reading scores (5 -10 yrs)

• Middle-School Maths, Science and Reading scores (10 - 14 yrs)

• High School Graduation rates (14 – 19 yrs)

• College Graduation rates (19 –34 yrs)

Current Rankings

1. Japan2. South Korea3. UK4. Singapore5. Russia6. Finland7. Canada8. Netherlands

Context

The Issue in Hampshire

Children whose prior attainment is described as ‘high’ make very good progress.

Children whose prior attainment is in the middle range make about the same progress as made nationally.

Overall, lower attaining children make poor progress against that made nationally.

This applies equally in primary and secondary schools

There is a close correlation between low attainment and eligibility for free school meals

If England is to compete on the world stage it must focus on two related challenges: raising the

performance of the lowest achievers and breaking the link between family income and educational

achievement

The evidence from world-leading systems shows that excellence can only be achieved by having an equitable system…….and a system that believes its children can

achieve.

“A Long Division; IPPR: September 2012”

Discussion Point

As part of the Governing Body what questions might you ask to identify how successful the school is in reducing the gap between and advantage and disadvantage?

Reflection

• What do I know about the current curriculum at the school where I am governor?

• How can I find out more?

• How much needs to be done?

New Curriculum - Key Headlines

New NC programmes of study - challenging, slimmer, and focused on what the current government sees as essential subject knowledge

Maths, science and English - detailed and prescriptive, with new lists of objectives for year and/or stage

Non-core subjects - programmes of study are radically slimmed down

‘It is the Government's intention that the National Curriculumbe slimmed down so that it properly reflects the body ofessential knowledge which all children should learn and doesnot absorb the overwhelming majority of teaching time inschools. Individual schools should have greater freedomto construct their own programmes of study in subjectsoutside the National Curriculum and developapproaches to learning and study which complement it.’

Remit for Review of the National Curriculum in England - DfE Website

S

The Specified Curriculum for ALL phases

National Curriculum

School’s own programmes of study including knowledge that is contextually relevant to their pupils

Design of the Planned Curriculum

Child centred

Syllabus focused

An Example of a Process

A Revisit what the school curriculum needs to be about (aims, context, core beliefs)

B Establish what is already working really well and meets the needs of your pupils

C Identify what is ESSENTIAL and what is DESIRABLE

D What is left can be removed if wishedE Consider the progression of skills needed

Economic and social backgroundDistinctive features

Where is our school?

What is it like?

Performance data

#Cognition and learningPedagogy Epistemology

What do we want to achieve?What is our

vision?

What types of teaching styles work in our school?

What will it look like in the classroom?

Understanding how your children learn and make the best progress

Decisions about what knowledge to include in the curriculum

For children?Community? Staff?

Design of the planned curriculum

Learning in action (the experience of learning)

Achieving and attainment

What standards do we need to improveor maintain?

What do we teach?When do we teach it?

Layer 1 – Important that widely consulted

Layer 2 - Principally staff decisions (curriculum committee?)

Layer 3 - as layer 2

Layer 4 Governor involvement – financial? How do we organise the space?

How do we organise children?

How do we know we have been successful?How do outcomes compare?What does Ofsted say?

Layer 5 (governor involvement in schoolself evaluation

A primary curriculum for learning: an entitlement for Hampshire children

# The process must be underpinned by a rigorous understanding of children’s cognitive development and learning.

Reflection

• Look at the Governors’ layers document

• What does the governing body need to know to move through these layers effectively?

• What are the aims of values of the school where I am governor?

The Hants booklet

Leaders and teachers who attended LA briefings received this booklet

An overview of current changes

Art and Design

New emphasis on drawing, painting and sculptureKS3 - development of critical understanding of architects, artists and designersPupils making more connections and selecting contextual art to inform their knowledge and understanding.Consideration of:• techniques and recording/observing and using

sketchbooks• Range of techniques and media• Increased proficiency of handling materials• Analysing and evaluating work

Computing

ICT becomes Computing• Greater emphasis on computer science and

computational thinking• ICT has now become digital literacy• E-Safety must now be taught

Design and Technology

Two strands• Designing and making

– Thoughts lead to actions– Increased focus on the acquisition and application of

technical knowledge and understanding

• Cooking and nutrition

English

Ofqual GCSE assessment methods

Language• No combined English option• Due to the high accountability of the Eng

Lang qualification, any teacher marked assessment will not contribute to the overall grade (S&L)

• Acknowledgement that plan/draft/review writing process should be teacher assessed but ‘accountability pressures distort assessment’

• Reliability (externally marked exam, so fewer assessors) seems to be carrying more weight than validity: is the test a valid test of the skills/knowledge/understanding

Literature• Written exams alone,

even though extended response to texts is better suited to internal assessment

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. This will enable them to clarify their thinking as well as organise their ideas for writing.

Reading and writingTeachers 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. Schools should do everything to promote wider reading. They should provide library facilities and set ambitious expectations for reading at home. Pupils should develop the stamina and skills to write at length, with accurate spelling and punctuation. 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: such writing supports them in rehearsing, understanding and consolidating what they have heard or read.

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; simultaneously, they should also make links between known and new vocabulary and discuss the shades of meaning in similar words. In this way, pupils expand the vocabulary choices that are available to them when they write. In addition, it is vital for pupils’ comprehension that they understand the meanings of words they meet in their reading across all subjects, and older pupils should be taught the meaning of instruction verbs that they may meet in examination questions. 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.

English has a pre-eminent place in education and in society. It is a subject in its own right and the medium for teaching; for pupils, understanding language provides access to the whole curriculum. Through being taught to write and speak fluently, pupils learn to communicate their ideas and emotions to others; through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, spiritually and socially. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to read and write fluently

and confidently, are, in every sense, disenfranchised.

English NC purpose of study across all key stages

KS3 English big picture

• Reading widely, often and for pleasure• Reading easily, fluently and with understanding

(Comprehension: monitor, summarise, clarify, infer)• Critical, analytical, comparative reading (move to evaluation)• Vocabulary development (morphemic knowledge not just

synonyms)• Writing clearly, accurately, coherently for a range of purposes

and audiences, in a range of forms: build resilience in the process

• Grammar for reading, writing and spoken language: ‘disenfranchised’ without Standard English

• The ‘arts’ of speaking and listening: formal contexts, speeches, debates, presentations, performing play scripts, take part in ‘structured discussion’

Challenge or opportunity?

• Read aloud and learn by heart: vocabulary growth and written grammar link

• Reading for pleasure: for functional, cognitive as well as humanitarian reasons

• Reading breadth, comparison, analysis and evaluation: GCSE language exam will be entirely unseen texts

• Confident teachers of grammar: accuracy and variety, obligations and choices: SPAG 20% of Lang GCSE, 5% of all subjects with some extended written answers

• Adaptive writers, not recipe writers: GCSE writing will all be in exam conditions

Geography

KS1 – UK– Comparison to one other European Country

KS2– Focus on Europe– N/S America– Counties and cities of the UK– Topological features

KS3– Complex geographical systems– Africa, Russia, Asia and the Middle East

History

KS1– Living memory– Beyond living memory– Significant individuals– Significant historical events

KS2– Stone age to Iron Age– Roman Empire in Britain– Anglo Saxons and Scots– Local history study– Ancient Greece– Non – European society

KS3– Church, state and society – Medieval Britain– Church, state and society – Britain 1509-1745– Ideas, political power, industry and empire – Britain 1745 – 1901– 1901 – present day – challenges for Britain, Europe and the wider world– Local history study– Aspect or theme in British History– Significant issue within world history

Maths

Content: What has changed ?

Significant changes in Key Stages 1 and 2

• More challenging demands on number and calculation, including mentalfacility, with some non-formal algebra in year 6

• An expectation that pupils will calculate using fractions from year 3• Less emphasis on statistics (data handling) as this is now a secondary focus• Probability no longer included ~ moved to ks3• ‘Shape and space’ is now Geometry:

~ divided into two sections: ‘position and direction’ and ‘properties of shape’• Emphasis on consolidating understanding at a key stage rather than racing

through stages

Key Stage 3

A focus on consolidation of key skills from KS2 and exploring topics in readiness for more formal teaching at KS4.

Developing problem solving techniques and resilience are seen as key areas for secondary pupils. The challenges in key stage 3 are:

• All students expected to be introduced to traditionally “Higher” topics such as quadratics, non-linear graphs and trigonometry during key stage 3

• A focus on multiplicative reasoning – essentially how fractions, decimals, ratio, proportion and percentages all link together through many topic areas

• Increased opportunities for the use of generalisations, reasoning and making conjectures with opportunities to develop more formal proof

• A focus on modelling mathematical ideas including ready access to ICT to enable lower attaining students to explore more complex relationships.

Key Stage 4 / GCSE

Change from GCSE grades G-A* (8 grades) to 1-9 to allow for greater differentiation for more able students and a broader spectrum of skills for foundation students.

Foundation will be grades1-5 and Higher will be grades 4-9The ‘C’ grade threshold has not yet been identified. Grade 5?

New bold content for highest achieving students- set theory and notation; geometric progressions; expectation of more formal proof

More content required for the Lower Tier paper, akin to the old intermediate tier in approach, but now for traditionally Foundation Tier students too

Emphasis throughout on applying knowledge and skills to non-routine situations. New assessment objectives place more emphasis on reasoning and connections.

Fully linear structure (Summer only exam except for students who are already 16)

The new GCSE will be double weighted (count for two GCSEs). DfE are suggesting that to cope with the increased content maths needs 7 hours per fortnight at KS4 (138-143 hours per year)

Key Stage 5:

An expectation that mathematics will continue to be studied by all aged 16-18

A level 3 core mathematics programme of study is proposed for those who achieve theexpected GCSE standard but do not wish to study maths at A Level.

Students who have not achieved a GCSE threshold pass in maths by age 16 will continue to study towards achieving this as a part of their 16 to 19 study programmes. This requirement will be enforced by making the study of English and mathematics a condition of the student place being funded from September 2014.

MFL

• Compulsory language at KS2• Free choice on the language chosen • Carousel of languages no longer acceptable

Music

• Retained an emphasis on practical music• Describing musical activity rather than learning• Reducing challenge• Music education rather than music• Reduced emphasis on creativity

PSHE

• Non – statutory although ‘an important part of all pupils’ education’

PE

• Focus on physical• Wide range of activities• Fundamental and games skills at KS1• Swimming and water activity – KS2• Dance provision and team games at all key stages• Focus on ‘performance’ and ‘personal best’

Science

Years 1 and 2 – seasonal changesYear 3 and 4 – rocks and soil, large intestine, melting and boiling pointYear 5 and 6 – Life cycles, simple chemical reactions, forces, evolution and inheritance

The head lines about assessment as we know them currently

The head lines about assessment as we know them currently

Headlines

Legal implementation September 2014 KS 1-3

First assessment of the new primary NC is in 2016

Some schools have started teaching the new Year 3 and Year 4 programmes of study for English, maths and science

Disapplication from September 2013

Current NC for English, maths and science must still be taught in Years 1, 2, 5 and 6 in 2013/14

The Y2 and Y6 national tests in 2014 and 2015 will test children on the current NC.

Current NC for English, maths and science must still be taught in Years 2 and 6 in 2014/15.

Removal of Levels

With the removal of levels and the proposed changes to assessment at KS1 and 2 how are secondary schools going to establish accurately and consistently what is the prior attainment of pupils entering the school?

KS3 Tests ??

National curriculum tests for 14-year-olds in England's school should be reintroduced, says the chief inspector of schools

Sir Michael Wilshaw - 11th December 2013

GCSE Reform

• Maths, English Language and Literature from first teaching 2015.

• Biology, chemistry, physics, combined science (double award), geography, history and modern and ancient languages from first teaching 2016– a new grading scale that uses the numbers 1 to 9 to identify levels of

performance, with 9 being the top grade– a structure where all assessment happens at the end of the course and

content is not divided into modules– exams as the default method of assessment, except where they cannot

provide valid assessment of the skills required– new rules on tiering, which will only apply for subjects where untiered

papers do not allow all students to demonstrate their knowledge and skills, or will not stretch the most able - mathematics will be tiered; English language and English literature will not be tiered

September 2015?

For first teaching in September 2015:• English language: Untiered and fully assessed by an

external exam with, as now, a speaking assessment that will be reported separately.

• English literature: Untiered and assessed by external exam only;

• Maths: Tiered with an improved overlapping tiers model. A foundation tier will cover grades 1-5 and the higher tier will cover grades 4-9. Assessed by external exam only, as now.

Assessment and Accountability?

Pupil’s progress and attainment

Assessed in 8 subjects: – English and maths (double weighted to reflect the

importance of these subjects)

– 3 further EBacc subjects

– 3 other high-value qualifications (include further traditional academic subjects, subjects such as art, music and drama, and vocational subjects, such as engineering and business)

Proposed Changes to Secondary Accountability and Assessment

From September 2016 (opt in 2015)Schools will be required to publish on their website:• Progress across a suite of 8 subjects, as measured from

end of key stage 2 statutory assessments ("Progress 8")• Average attainment across 8 subjects ("Attainment 8")• The percentage of pupils achieving grade C in GCSE

English and maths• The percentage of pupils achieving the EBacc

• Change in discount codes – RAISE online.

Floor Standard (2016)

• Schools one grade higher than expected attainment won’t receive an Ofsted inspection in the following year

• Schools half a grade below will be below floor standards and will trigger an Ofsted inspection (currently about 400 schools)

Schools will now be held to account for:

(a) the attainment of their disadvantaged pupils(b) the progress made by their disadvantaged pupils(c) the in-school gap in attainment between disadvantaged pupils and their peers.

In addition to the one year performance data, the DFE will show the performance of disadvantaged pupils in each school using three year rolling averages.

Data Portal

Introduced March 2015• Interrogate performance by the students in the

school– Vocational qualifications– % achieving top grades in GCSEs– Average grade per subject

“ We believe that the single most important outcome that any primary school should strive to achieve is making sure as many of its pupils as possible are secondary ready by the time they leave”

“We will set the definition……so that it means that pupils are on track to succeed at secondary school”

Assessment consultation – the future

• Changes in baseline assessments• On-going assessment responsibility of schools• Levels and level descriptions to be removed• New end of Key Stage assessments• Floor standards based on threshold attainment and

value-added progress measures• Secondary readiness

Economic and social backgroundDistinctive features

Where is our school?

What is it like?

Performance data

#Cognition and learningPedagogy Epistemology

What do we want to achieve?What is our

vision?

What types of teaching styles work in our school?

What will it look like in the classroom?

Understanding how your children learn and make the best progress

Decisions about what knowledge to include in the curriculum

For children?Community? Staff?

Design of the planned curriculum

Learning in action (the experience of learning)

Achieving and attainment

What standards do we need to improveor maintain?

What do we teach?When do we teach it?

Layer 1 – Important that widely consulted

Layer 2 - Principally staff decisions (curriculum committee?)

Layer 3 - as layer 2

Layer 4 Governor involvement – financial? How do we organise the space?

How do we organise children?

How do we know we have been successful?How do outcomes compare?What does Ofsted say?

Layer 5 (governor involvement in schoolself evaluation

A primary curriculum for learning: an entitlement for Hampshire children

# The process must be underpinned by a rigorous understanding of children’s cognitive development and learning.

What might be the process of change/adaptation in your

school?

Matt Bromley (Secondary Ed –September 2013)

The art of being wise• The 19th century philosopher William James once said

that “the art of being wise is knowing what to overlook” and I believe – in improving teaching and learning – we should do just this.

• To put it less eloquently, the main thing is to keep the main thing the main thing.

• In other words, we should focus on the most important aspects of teaching and learning – the real drivers of change – and take small but sustainable steps forward.