what governors need to know

What governors need to know

www.primarynationalcurriculum2014.wikispaces.com

“…But what really matters is that this is a new approach to education, one that gives head teachers and schools far greater freedom. How they implement the national curriculum is down to them.

There will be no new statutory document telling teachers how to do their job. No national strategies telling teachers everything that they have to do. No national roll-out. This is a huge cultural shift.”

Elizabeth Truss, Parliamentary Under-Secretary of State (education and childcare) Speech 2013 at: http://www.education.gov.uk/inthenews/speeches/a00222888/felcom

Wandsworth Council Education and Social Services Department

DfE vision for the curriculum: less prescription

A new approach to a national curriculum document. Sets out only the core knowledge Does not specify approaches to teaching, nor explain

how to put the content into a teaching and learning sequence

Shorter programmes of study setting out core content – especially in foundation subjects and key stage 3 and 4

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.


The National Curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the National Curriculum specifications. The National Curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons.


The same key stage structure•Three core subjects:

– English– Mathematics– Science

•Nine foundation subjects:– Art and design– Citizenship (KS3 and 4 only)– Computing– Design and technology– Languages– Geography– History– Music– Physical Education


A common theme across subjects is oracy ; developing pupils’ spoken language and vocabulary as integral aspects of the teaching of every subject.

Schools are expected to use every relevant subject to develop pupils’ mathematical fluency.


• No levels or level descriptors

• The same for every subject:‘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’.


All schools are also required to set out their school curriculum on a year-by-year basis and make this information available online.


Systematic phonics to ensure every child can decode

Strong focus on spelling, grammar and punctuation (use Standard English confidently)

Reading whole books Drama (within overview), ICT not

mentioned Spoken language; presentations, debating Reciting poetry by heart


• The importance of ‘making connections’ despite the organisation in the programme of study into domains.

• An emphasis on ‘mastery’of each year’s content

• The application of maths into other subjects.• Shape - geometry/ Handling Data - statistics• A shift upwards in expectations (but not in all aspects)

• No AT1(using and applying) – but reasoning, problem solving and fluency are underpinning all content

Wandsworth Children's Services


All “Physical processes" content has been moved to KS2 and there is more demand in Year 6 where children are required to study voltage of cells in electricity..

The study of Evolution and inheritance has been added to the new curriculum as a unit of study in Year 6

‘Much less content at KS1. Heavily leaning to observe nature – plants, animals, seasonal changes and materials.

Some content, including magnetism, the digestive system and respiration, will be taught much earlier than in the current curriculum.

New content has been added about the solar system, speed and evolution and there is an increased focus on practical scientific experiments and demonstrations.

It is suggested in the notes and guidance that pupils will also study the lives of famous scientists.


• The subject of Computing replaces information and communication technology (ICT)Computer Science - FoundationsInformation Technology - ApplicationsDigital Literacy - Implications

• Children as young as five will be taught how to write and develop their own computer programs as well as learn how to store and retrieve data

• Internet safety will also be taught from the age of five


• Time to explore…


• More precise language often involving raised expectations

• Although chronological order is promoted in History, more flexible than has been reported in the press.

• Cooking statutory part of DT curriculum at KS1 and KS2• Statutory languages at KS2; choice of language rests

with the school (more emphasis on spoken skills, though could include ancient languages).

• Music – earlier introduction of standard notation and the expectation that all pupils should play a musical instrument.

• PE – swimming still statutory (KS1 or KS2)• Strong subject leadership required to establish progress

within slimmed down Programmes of Study


Pull together the subject specific changes into a whole curriculum for appropriate for your pupils

Build on current strengths Consider what is required for ‘outstanding’

curriculum in Ofsted handbook


Extracted from School Inspection Handbook January 2015

Inspectors should consider how well leadership and management ensure that the curriculum…….


Examples of actions schools can take to promote British values within the guidance:include in suitable parts of the curriculum - as appropriate for the age of pupils - material on the strengths, advantages and disadvantages of democracy, and how democracy and the law works in Britain, in contrast to other forms of government in other countriesensure all pupils within the school have a voice that is listened to, and demonstrate how democracy works by actively promoting democratic processes such as a school council whose members are voted for by the pupilsuse opportunities such as general or local elections to hold mock elections to promote fundamental British values and provide pupils with the opportunity to learn how to argue and defend points of viewconsider the role of extra-curricular activity, including any run directly by pupils, in promoting fundamental British valueshttps://www.gov.uk/government/publications/improving-the-smsc-development-of-pupils-in-independent-schools


An outstanding curriculum:•is underpinned by aims, values and purpose•develops the whole person - knowledge, skills, understanding and attitudes•is broad, balanced and has clear progression in subject knowledge and skills•is filled with rich first-hand purposeful experiences•is flexible and responsive to individual needs and interests•embeds the principle of sustainability•has an eye on the future and the needs of future citizens•encourages the use of environments and expertise beyond the classroom•makes meaningful links between areas of knowledge across the curriculum and the major issues of our time•has a local, national and international dimension


The same for every subject:

‘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’.

All tests and assessments will reflect the content of the new curriculum.


Reasons for changes to assessment

• Need a system to measure progress against the new National Curriculum

• Secondary understanding of levels was different. • Too low expectations - proportion of L4 children

getting 5 A* - C not high enough• Current progress measures don't recognise work in

the Early Years

The existing statutory two-year-old progress check undertaken in early years settings will continue.

A new reception baseline assessment will be piloted from September 2015 becoming compulsory from 2016.

The reception baseline will be the only measure used to assess progress for children who start reception in September 2016 and beyond.

From September 2016 there will be no requirement to complete an EYFS profile for children. The EYFS framework will remain statutory.


Teacher administered Administered within first few weeks of child

starting school Each provider must secure a certain

number of schools to continue to be available – each school will choose which assessment by end of April 2015

Baseline from September 2015 available. In 2022 progress can be based on KS1 or Reception baseline. 2023, to have a progress measure, must have Reception baseline from 2016.


The baseline assessment will score each pupil against the knowledge and understanding typical for children at the start of reception year.

It will be linked to the learning and development requirements of the early years foundation stage (EYFS) and to the key stage 1 national curriculum in English and mathematics.

For further information..Reception baseline assessment: guide to signing up your school


This year (summer 2015) pupils who will be 5 years old on or before Monday 31 August 2015 must be assessed using the Early Years Foundation Stage Profile, although some exceptions can apply. The EYFSP results must be sent to the Research and Evaluation Unit by19th June 2015.No EYFSP from September 2016.


No change proposed to the Year 1 phonics check.

Judgements will continue to be made using teacher assessment.

There will be end of KS1 externally-set (but internally-marked) tests in mathematics and reading.

There will be end of KS1 externally-set test in grammar, punctuation and spelling.

Scaled scores will be provided for externally set tests, with 100 being the expected outcome.


New performance descriptors will be introduced to inform statutory teacher assessments at the end of key stage 1.

Pupils will be described in relation to a ‘National standard’

e.g. National standard in writing, mastery standard in reading, working towards national standard in maths

Standard will be set by two teacher panels who will decide what achievement (marks in test) constitutes the expected standard.


The check must be administered to all Year 1 pupils, and those Year 2 pupils that did not achieve the standard in Year 1 or for whom there is no data available, in the week beginning 15th June 2015.


• At the end of key stage 2 pupils will continue to sit externally-set and marked tests in mathematics, reading, and grammar, punctuation and spelling.

• Teacher assessment in mathematics, reading, writing and science will give a broader picture of children’s attainment.

• New performance descriptors will be introduced to inform the statutory teacher assessments at the end of key stage 2.


• For science, reading, and mathematics, there will be a single performance descriptor of the new expected standard.

• A sample of pupils will continue to sit tests in science to give a picture of national performance. (Not reported to parents).

• The results of the tests in reading; mathematics; and, grammar, punctuation and spelling will be reported to pupils and parents as scaled scores. (A scaled score is a score where 100 will represent the new expected standard for that stage)

• Parents will be provided with their child’s score alongside the average for their school, the local area and nationally. (Not decile rankings).


The tests for Year 6 pupils will take place in the week beginning 11th May 2015. All pupils working at Level 3 or above will be tested on reading, English Grammar, Punctuation and Spelling (GPS), and mathematics. Teacher assessment must be carried out for all pupils in Year 6 (whatever their level of attainment). Levels for all attainment targets in English, mathematics and science, and an overall level for each of these subjects, must be submitted to the REU by 19th June 2015. Teacher assessment will again be the only way in which a pupil’s writing attainment in assessed (no test will need to be administered). To be above the Floor Standard in 2015, a school must be above the 65% threshold of pupils attaining at least a Level 4 in reading (test) and writing (TA) and mathematics (test), and above the national median for expected progress in each of those three subjects.


There will be a small minority of pupils for whom assessment arrangements under the national curriculum will not be appropriate. These pupils will have their attainment assessed by teachers.

• P-scales will be retained for reporting teachers’ judgements. The content of the P-scales will remain unchanged.


• Schools will only meet the progress standard if pupils make sufficient progress in all of reading, writing and mathematics.

• Schools are expected to aim to have 85% of their pupils at this new higher standard for the end of key stage 2 by 2016.

An all-through primary school will be above the floor standard if:

• pupils make sufficient progress at key stage 2 from their starting point in the reception baseline; or,

• 85% or more of pupils meet the new expected standard at the end of key stage 2 (similar to a level 4b under the current system).

A junior or middle school will be above the floor standard if:

• pupils make sufficient progress at key stage 2 from their starting point at key stage 1; or,

• 85% or more of pupils meet the new expected standard at the end of key stage 2 (similar to a level 4b under the current system).


Schools will be required to publish a suite of indicators of performance on their website in a standard format: •the average progress made by pupils in reading, writing and mathematics; •the percentage of pupils achieving the expected standard in reading, writing and mathematics at the end of key stage 2; •the average score of pupils in their end of key stage 2 assessments; and, •the percentage of pupils who achieve a high score in all areas at the end of key stage 2.


• a phonics check near the end of year 1; • teacher assessment at the end of key stage 1

in mathematics; reading; and, writing, informed by pupils’ scores in externally-set but internally-marked tests (writing will be partly informed by the grammar, punctuation and spelling test); and teacher assessment of speaking and listening and science;

• national tests at the end of key stage 2 in: mathematics; reading; grammar, punctuation and spelling; and a teacher assessment of mathematics, reading, writing, and science.


Between statutory assessment points, assessment freedoms. A school's system must:

Align well with curriculum Set out what pupils are expected to know

understand and do and when Explain pupils progress and attainment to

parents and.....


“There will be a mixed economy in most schools as

they see current pupils through the final years of the old

system and engage with the new curriculum. Schools are

advised to evolve new structures, rather than try to cope with a barren landscape

devoid of the old.”Wandsworth Council Education and

Social Services Department

• Schools should review their assessment practice against the principles and checklist set out in the report.

• All schools should have clear assessment principles and practices to which all staff are committed and which are implemented.

• Pupils should be assessed against objective agreed criteria rather than ranked against each other.


• Schools should work in collaboration, for example in clusters, to ensure a consistent approach to assessment.

• External moderation is an essential element in producing teacher assessment that is reliable and comparable over time, and all schools should take part in such moderation.


Davina [email protected]


what governors need to know

Documents

social services departmentbut

national curriculum

school curriculum

national strategies

national roll

core content

outline of core knowledge

relevant subject