New 2014 CurriculumWhat does this mean for us at WIS?

Brief overview of the history of the English National Curriculum since the 1944 Education Act.

Summary of the New English 2014 Curriculum and the key changes.

Wider network picture e.g. our link with corporate and other GEMS schools.

Curriculum Leader review process and time scale.

Current UK government guidance (or lack of!) on Assessment- how it might look in the future.

Aims:

Pupils will b

e tested at age four fo

r counting and

letter recognitio

n as part of sw

eeping government

reforms of exams

Daily Mail- 28th March 2014

Pupils will b

e tested at age four fo

r counting and

letter recognitio

n as part of sw

eeping government

reforms of exams

Hasty cu

rriculum ch

anges will d

emoralise teachers,

review told

Guardian- April 1st 2014

Hasty cu

rriculum ch

anges will d

emoralise teachers,

review told

Guardian- April 1st 2014

Teachers 'do not know enough grammar to

teach

new curric

ulum'

The Telegraph- October 4th 2014

Teachers 'do not know enough grammar to

teach

new curric

ulum‘

The Telegraph- October 4th 2014

Twitter and text are not G

R8 for English ski

lls, warns

head

The Times- March 24th 2014

Twitter and text are not G

R8 for English skills,

warns

head

The Times- March 24th 2014

History of the Curriculum• 1944 – The 1944 Education Act- Butler- ‘Publicly Provided

Education for all’• 1985- Sir Keith Joseph as Secretary of State, the Better

Schools White Paper recommended moving towards a nationally-agreed curriculum.

• 1988- Educational Reform Act- established a statutory framework for the National Curriculum (introduced into Primary Schools in 1989).

• 1995- Revised National Curriculum- reduction in prescribed content and introduction of 8 Level Descriptors.

• 1999- The National Curriculum underwent substantial revision again- ‘Curriculum Handbook for Teachers’ produced.

• 2002- Curriculum Guidance for the Foundation Stage was made statutory. In the same year, ‘Birth to Three Matters’ introduced as a Guidance Document.

• 2003- Primary National Strategy (Primary Framework)- outlined specific objectives- glossary of terms developed.

• 2006- Renewed Primary Framework (non- statutory)- broke learning down into units/ phases- online resources.

• 2006- Rose Review- The review report provided clear recommendations on what constitutes 'high quality phonics work’.

• 2011- Draft Curriculum- change in government therefore it never became statutory.

• 2014- New Primary Curriculum- statutory from September 2014.

History of the Curriculum

What do you already know about the New 2014 Curriculum?

New 2014 Curriculum will be statutory in maintained Primary and Secondary schools in England from September 2014.

Academies and Free Schools will be exempt (many critics think that the government is using the lure of not having to follow the national curriculum to encourage more schools to become academies).

As an international school none of the curriculum changes are statutory for us at GEMS.

PSHE and RE are statutory subjects but there is no standardised framework for these subjects as teachers are “best placed to understand the needs of their pupils”.

Points to consider…

Academic Year 2014 to 2015

Key Stage and Year Core subjects (English, Maths and Science)

Foundation Subjects

National Curriculum Tests

 Key Stage One

Year One New Curriculum New Curriculum   No change – national tests andreporting arrangements willreflect current nationalcurriculum

Year Two Current National Curriculum

New Curriculum

 Key Stage Two

Year Three New Curriculum New Curriculum

Year Four New Curriculum New Curriculum

Year Five New Curriculum New Curriculum

Year Six Current National Curriculum

New Curriculum

Statutory Delivery of the New National Curriculum 2014

The main aim is to raise standards, particularly as the UK is slipping down international student assessment league tables. It has been inspired by what is taught in the world’s most successful school systems, including Hong Kong, Singapore and Finland, as well as in the best UK schools. It’s designed to produce productive, creative and well educated students.

Why a new curriculum?

Slimmer yet more challenging content.

Greater emphasis on basic skills such as spelling, handwriting, number and vocabulary (25 page Spelling and Phonics appendix and a 25 page Vocabulary, Grammar and Punctuation appendix).

ICT has changed and will now be referred to as ‘Computing’ with an emphasis on programming rather than operating.

In Maths, ‘Shape, Space and Measure’ has become ‘Geometry’ and ‘Data Handling has become ‘Statistics’.

Subject delivery timings no longer compulsory.

KS2 objectives are grouped into Lower and Upper KS2.

Attainment targets are not included at the back.

Currently, tests will remain the same but the DFE are in the process of reforming them.

Summary of Key Changes

http://www.espresso.co.uk/subject/module/video/item460776/?module=414498&collection=421111&section=421112&

English – KS1• Only phonic reading strategies required.• No specific mention of group work or

drama strategies.• References to ICT/typing removed.• Learning and reciting of poetry

introduced.• Specific spellings, e.g. days of the

week.• Joined writing expected in Year 2.• Proof-reading of own writing.

English – KS2• Phonic decoding expected to be secure by

Y3.• No specific mention of group work, drama

strategies or use of ICT.• Learning of classic & modern poetry

(including reciting poetry) introduced.• Specific spelling rules to be taught (25 page

detailed appendices).• Greatly increased expectations in grammar

and punctuation (23 page detailed appendices).

Mathematics – KS1• Rounding to nearest 10 removed from KS1.• Y1: No data handling (Statistics) required.• Y1: Counting & writing numbers to 100.• Y1: Write numbers words to 20.• Y1: Number bonds to 20.• Y2: Finding fractions of quantities.• Y2: Adding two-digit numbers.• Y2: Telling the time to nearest 5 minutes.• Y2: Make comparisons using < > =

Mathematics – LKS2• No ratio required in LKS2• Written division moved to UKS2• No calculator skills included• Carroll/Venn diagrams no longer required• Y3: Formal written methods for + & —• Y3: Compare, order and + and — easy fractions• Y3: Vocabulary of angles & lines• Y3: Time including 24h clock & Roman numerals• Y4: Recognise equivalent fractions/decimals• Y4: Solve fractions & decimals problems• Y4: Perimeter/area of compound shapes• Y4: Know multiplication tables to 12 x 12

Mathematics – UKS2• No calculator skills included.• No probability included.• Data handling (Statistics) greatly reduced content.• Y5: Use decimals to 3dp, including problems.• Y5: Use standard multiplication & division methods.• Y5: Add/subtract fractions with same denominator.• Y5: Multiply fractions by whole numbers.• Y6: Long division.• Y6: Calculate decimal equivalent of fractions.• Y6: Use formula for area and volume of shapes.• Y6: Calculate area of triangles & parallelograms.• Y6: Introductory algebra and equation-solving.

Science- KS1• Some physics topics moved to KS2 only: Light &

Dark; Sound; Forces; Electricity.• Reduced requirement to know life processes.• No requirement to make predictions or fair tests.• Drugs as medicines removed.• Care for animals/others/environment removed.• Changing materials with heat moves to KS2.• Y1: Naming of plants and animals added.• Y1: Seasonable changes & weather added.• Y2: Introduce simple food chains.• Y2: Some study of movement on different surfaces.

Science – LKS2• Some movement between Y3 and Y4: Skeletons to

Y3; Teeth & digestion to Y4.• Some units delayed to upper KS2: Forces;

separating mixtures; insulators; adaptation.• Requirements reduced in electricity units.• All KS1 content for sound & light moves to LKS2.• Y3: Fossils and soils content added.• Y3: Flowers as part of the plant life cycle.• Y3: Light reflecting off surfaces.• Y4: Introduce changes of state & water cycle.• Y4: Common uses of electricity.• Y4: Changing environments.

Science – UKS2• Some movement between Y5 and Y6: e.g. Health &

Heart to Y6; Reversible changes to Y5.• Some units introduced earlier in KS2: Water cycle;

sound as vibrations to Y4.• Micro-organisms no longer required.• Y5: Life cycles of animals added.• Y5: Reversible & irreversible changes.• Y5: Planets, gravity and other forces added.• Y6: Classification of plants and animals.• Y6: New unit on evolution.• Y6: Diet, exercise, drugs & lifestyle added.

Computing• Significant change in focus from digital literacy and

applications to control and programming.• Introduction to creating programs in KS1 (e.g.

roamer style sequences of instructions).• E-safety included in both key stages.• Logical reasoning and problem-solving to identify

flaws in instructions and correct them.• Complex instruction systems and variables covered

in KS2.• Understand and use computer networks, including

the internet in KS2.

Art• Greatly reduced detail in content, with much of the

broader detail included in the aims.

• Specific objectives include only 4 areas: Use a range of materials (KS1) Use drawing, paint & sculpture to share ideas Develop techniques in colour, line, form, etc. Learn about the work of artists and designers

• Create & maintain sketch books in KS2.

Design & Technology• Broadly similar requirements at both Key Stages

for main aspects, although slightly less specific detail.

• Specific objectives include only 4 areas: Design Make Evaluate Technical Knowledge

• Statutory requirement to include cooking at both Key Stages.

Foreign Languages• Newly statutory at KS2.• No requirement to study from approved

languages (as was originally planned).• Can include classical languages (e.g Latin).• No mention of intercultural understanding in

Programme of Study.• Focus on four skills of: Speaking, Listening,

Reading and Writing

Geography• Reduced emphasis on investigative Geography.• Increased focus on geographical knowledge:• KS1: name continents and home countries.• KS1: Compare local geography to UK & world.• KS1: Introduce key geography vocabulary.• KS2: locate world countries; UK cities & regions.• KS2: Identify world feature, e.g. poles, tropics, etc.• KS2: Comparison study in Americas and Europe.• KS2: Study climate, vegetation belts, land use,

natural resources & trade links.• KS2:Use compass points & 6-figure grid references.

History• Reduced emphasis on sources & methodology.• Relatively little change at KS1, with slight increase in

national focus.• Reduced emphasis on diversity & culture.• Significant changes in KS2 breadth of study:• Victorians/Britain since 1930 & Tudors removed.• Stone age added.• Romans, Anglo-Saxons & Vikings all required.• Slight changes to ancient civilisation options.• A non-European study must be included.• One period of study that stretches past 1066.

Music• Greatly reduced detail in content, with much of the

broader detail included in the aims.• KS1 focus on experimentation with voice and tuned

and un-tuned instruments.• Musical elements (pitch, tempo, etc.) renamed as

“inter-related dimensions”.• KS2: Introduce staff and other notation.• KS2: Develop understanding of history of music.

Physical Education• Greatly reduced detail in content, with much of the

broader detail included in the aims.• KS1 focus on mastering basic skills and playing in

team games.• KS2 includes discrete skills and in contexts of team

games and competition.• Less focus on evaluation, focus moves to improving

personal bests.• Swimming remains statutory at either KS.

Wider GEMS Network• Attended initial 2014 Curriculum network meeting

in February to which all GEMS schools were invited.

• WIS is now forming part of a smaller group including a representative from: Jumeirah Primary School, GEMS Winchester School, GEMS Wellington Academy- Silicon Oasis and GEMS Wellington Academy- Al Khail.

• Working collaboratively with both Secondary as a 3-18 model and the network group.

• Opportunities for Curriculum Leaders to work as a group rather than in isolation.

Curriculum Leader Task Term 3 KEY STAGE 1 KEY STAGE 2

M What do we

need to maintain?

A What do we

need to amend?

I What do we

need to introduce?

D What do we

need to discard?

MaintainAmend

IntroduceDiscard

Time Scale ActionTerm 2

2013-2014 Develop a progressive, differentiated Spelling Map in line with 2014 Primary

Curriculum spelling patterns.Term 3

2013-2014 Launch Spelling Map to all staff.

Term 3 2013-2014

All Curriculum Leaders to be fully aware to the changes in their subject’s curriculum. Comprehensive review of current and new objectives to take place through use of

MAID. Schemes reviewed and adapted in line with minimum curriculum requirements.

Term 32013-2014

Develop and adapt the Literacy, Numeracy and Science schemes of work to incorporate parts of the 2014 Curriculum that best suit our students’ needs.

Term 12013-2014

Launch changes to the Literacy Curriculum to all staff and new starters during Induction Week.

Term 1-22014-2015

Develop and adapt the Computing, Art, DT, Humanities, MFL, Music and PE schemes of work to incorporate parts of the 2014 Curriculum that best suit our students’ needs.

Term 22014-2015

Launch changes to the Numeracy Curriculum to all staff.

Term 3 2014-2015

Launch changes to the Science Curriculum to all staff.

Term 12015-2016

Launch changes to Computing, Art, DT and Humanities to all staff and New Starters during Induction Week.

Term 12015-2016

Specialists to start delivery of adapted MFL, Music and PE Curriculums.

= Curriculum Leader. = Teaching Staff. = Specialist Staff.

Year 1- Phonics Screening Check

Year 2- Writing, Reading, Maths and Science

Year 6- Writing, Reading, Maths, Science and Grammar, punctuation and spelling

Statutory Assessments in the UK

“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”

DFE- March 2014.

NAHT Report in response suggests: Pupils might be formally assessed every term, with judgements then made as to whether they are “developing”, “meeting” or “exceeding” each relevant end-of-year criterion. Those judged to be “exceeding” expectations would then also be judged against the criteria for the next year.

Assessment

DFE have released ‘Assessment Principles’ this month. Their vision for the future of assessment procedures is to:

Give reliable information to parents about how their child, and their child’s school, is performing

Help drive improvement for pupils and teachers

Make sure the school is keeping up with external best practice and innovation

Assessment

https://sites.google.com/site/primarycurriculum2014/support

https://www.gov.uk/government/collections/national-curriculum

http://www.espresso.co.uk/nc2014

http://www.curriculumsupport.co.uk/pathways/audit/1-5/

Useful Websites