primary national curriculum training slides
TRANSCRIPT
The National CurriculumPrimary phaseDr. Alison Daubney3rd December 2008
The National CurriculumPrimary phase
12th January 2011
Dr. Alison DaubneyAssociate Tutor in Education
University of Sussex
Overview of the session
• Brief history of the National Curriculum• Why have a National Curriculum?• How is the curriculum organised?• Brief content of the National Curriculum• Other issues in primary education• Questions / comments
History of the NC
• 1988 – introduction of the National Curriculum. 10 subjects.
Why have a National Curriculum?
• all pupils should be entitled to access a broad and balanced curriculum.
• individual schools had complete autonomy on curriculum issues and many did not provide this entitlement. There was a strong tendency towards class and gender differentiation.
• the state should intervene to secure pupils’ entitlement.
Who does the NC apply to?
• The National Curriculum applies to pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and voluntary aided and voluntary controlled schools.
How is the curriculum organised?Foundation stage
Ages 3 to 5 Pre-school & reception class
Key Stage 1 Ages 5 to 7 Years 1 & 2
Key Stage 2 Ages 7 to 11 Years 3 to 6
Key Stage 3 Ages 11 to 14 Years 7 to 9
Key Stage 4 Ages 14 to 16 Years 10 & 11
Key Stage 5 Ages 16 to 19 Years 12 & 13
Mission statement
• 'The curriculum should be treasured. There should be real pride in our curriculum: the learning that the nation has decided to set before its young. Teachers, parents, employers, the media and the public should all see the curriculum as something to embrace, support and celebrate. Most of all, young people should relish the opportunity for discovery and achievement that the curriculum offers.'
(Mick Waters, Director of Curriculum, QCA)
What is in the NC?
CORE SUBJECTS:• Mathematics• English • Science
FOUNDATION SUBJECTS:
• Geography• History• Design and technology• Art and design• Music• Physical Education• ICT
Other requirements
• Religious education• Sex education• Personal, social and health education
(incl. citizenship)• Modern Foreign Languages (from Sept
2010)
Literacy
• Embedded across the curriculum through:
– recognising and using standard English– writing– speaking– listening– reading
Numeracy• Numbers• Shapes• Measures• Space• Handling
• datahttp://www.standards.dfes.gov.uk/primary/teachingresources/mathematics/nns_itps/measuring_cylinder/
• http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/852/3timer.swf
Science
• Scientific enquiry• Life processes and living things• Materials and their properties• Physical processes
History• The importance of historyHistory fires pupils’ curiosity about the past inBritain and the wider world. Pupils consider howthe past influences the present, what past societies were like, how these societies organised their
politics, and what beliefs and cultures influenced people’s actions. As they do this, pupils develop a chronological framework for their knowledge of significant events and people. They see the diversity of human experience, and understand more about themselves as individuals and members of society.
What they learn can influence their decisions about personal choices, attitudes and values.In history, pupils find evidence, weigh it up and reach their own conclusions. To do this they need to
be able to research, sift through evidence, and argue for their point of view – skills that are prized in adult life
Geography
Teaching should ensure that “geographic enquiry and skills” are used when
developing “knowledge and understanding of places, patterns and processes” and “environmental change and sustainable
development”.
Music
PerformingComposingListening Appraising
http://www.singup.org/songbank/search.php
Art and design• Investigating• Making• Exploring• Developing ideas• Evaluating and
developing work
Physical education• Acquiring and developing skills• 1. Pupils should be taught to:• consolidate their existing skills and gain new ones • perform actions and skills with more consistent control and quality.• Selecting and applying skills, tactics and compositional ideas• 2. Pupils should be taught to:• plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small-group
and small-team activities • develop and use their knowledge of the principles behind the strategies, tactics and ideas to
improve their effectiveness • apply rules and conventions for different activities.• Evaluating and improving performance• 3. Pupils should be taught to:• identify what makes a performance effective• suggest improvements based on this information.• Knowledge and understanding of fitness and health• 4. Pupils should be taught:• how exercise affects the body in the short term • to warm up and prepare appropriately for different activities • why physical activity is good for their health and well-being • why wearing appropriate clothing and being hygienic is good for their health and safety.
Primary curriculum reviews – changes afoot?
• The Rose Review – Now not going aheadhttp://www.dcsf.gov.uk/primarycurriculumreview/
• The Cambridge Primary Review - independent
http://www.primaryreview.org.uk/
New government white paper (Nov 2010) mentions a curriculum review.
Other issues relevant to primary education
• Inclusion• Transition• Assessment• Standards / inspection• “Troops to teachers”• Extended schools• ECM & Children’s plan• Record keeping – National level• Creativity through the curriculum• Primary Curriculum review• Free Schools / academies• Creative partnerships
Where can you find out more?University of Sussex education programmes Tel 01273 877888http://www.sussex.ac.uk/education/1-2-14.html
Science: James Williams Email: [email protected]
Music: Duncan Mackrill Email: [email protected]
Maths: Karen Gladwin Email: [email protected]
English Julia Sutherland Email: [email protected]
MFL: Gretel Scott Email: [email protected]
History: Simon Thompson Email: [email protected]
Geography Robert Rosenthal Email: [email protected]
7-14 Science: James Williams Email: [email protected]
7-14 MFL: Gretel Scott Email: [email protected]
7-14 Maths: Karen Gladwin Email: [email protected]
Useful links
• Graduate teacher training register:www.gttr.ac.uk
• Training and development agency:www.tda.gov.uk
