the primary curriculum
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The Primary Curriculum. Professional Practice Year 1 (KP). Learning Intentions (next 2 LL):. To explore the context of schooling in Britain. Briefly to review the history of curriculum change in England. To explore the current National Curriculum and proposed new curriculum. - PowerPoint PPT PresentationTRANSCRIPT
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Professional PracticeYear 1 (KP)
The Primary Curriculum
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To explore the context of schooling in Britain. Briefly to review the history of curriculum
change in England. To explore the current National Curriculum
and proposed new curriculum.To introduce the Every Child Matters agenda
and current initiatives in education.
Learning Intentions (next 2 LL):
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Work with the person next to you to a make a mind map of what you understand makes up a “curriculum”.
The Subjects comprising a course of study in a school or college [Oxford English Dictionary]
The reality is much broader than this simple definition
What is A Curriculum?
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openscotland.gov.uk
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Official or formal curriculumHidden or latent curriculumObserved curriculumExperienced curriculum
(after Pollard and Tann, 2004).
Curriculum Types
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The National Curriculum is merely one particular construct of a curriculum – includes EYFS.
It is determined by central governmentSchools had a curriculum before the
national curriculumIt only applies to state schools in England
and WalesSupported by published Schemes of Work
and National Literacy and Numeracy strategies.
The official (formal) curriculum : The National Curriculum
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The hidden curriculum
From Hughes, P. (2008) Principles of Primary Education Abingdon: Routledge
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What actually takes place in the classroom – the lessons and activities you see.
May be different to the intended official curriculum as teachers respond to children’s learning needs
Needs careful and developed skills of observation.
The observed curriculum
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That which is directly experienced by the children.
What the children “take away” from the lesson.
Not easy to monitor.
The experienced curriculum
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1. The School Curriculum should aim to provide opportunities for all pupils to learn and achieve.
2. The School Curriculum should aim to promote pupil’s spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.
The National Curriculum & EYFS: Aims and Values [p10-12]http://curriculum.qca.org.uk/key-stages-1-and-2/index.aspx
http://www.standards.dfes.gov.uk/eyfs/
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The National Curriculum Subjects – can you name them?
3 coreEnglishMathematicsScience7 FoundationDesign and TechnologyInformation and
Communication TechnologyHistoryGeographyArt and DesignMusicPhysical EducationAnd from 2010 (2011)…?
Another?
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Religious EducationEducation Act 1996 – Schools must provide religious
education for all pupils, although parents can withdraw their children. The school must take account of the locally agreed syllabus. It is therefore a Christian expectation.
Sex EducationPrimary Schools must make their policy on Sex Education
available to parents. Parents have the right of withdrawal.
Other Requirements [p 19 – 20]
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Citizenship?Personal, Social and Health Education?Modern Foreign Language ?
Non-Statutory Guidelines [p136-149]
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SMSC – spiritual, moral, social, culturalFinancial capabilityEnterprise EducationSustainable Development
Learning across the National Curriculum (p 19 – 23)
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CommunicationApplication of NumberInformation TechnologyWorking with OthersImproving Own Learning and PerformanceProblem Solving
Thinking Skills [5] Information processing Reasoning Enquiry Creative thinking Evaluation
Key Skills [p20-22]Embedded in the National Curriculum
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1. Setting Suitable Learning Challenges
2. Responding to Pupil’s Diverse Needs
3. Overcoming Potential Barriers to Learning and Assessment for Individuals and Groups of Pupils
3 Principles of Inclusion [p30-37]
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All the learning which a child does in any aspect of his or her school life
Dean J [2001] 3 Central Aspects1. The Taught curriculum – intentional or deliberate in
classroom or elsewhere, traditional view2. The Institutional curriculum – the culture, values, codes
and behaviour. The ethos.3. The Hidden curriculum – that which the school cannot
see or control e.g. children’s perceptions of what they do may not be what is intended. Do they have strategies [such as working slowly to avoid answering] or do girls feel inferior to boys. If discussed these things may no longer remain hidden but become part of the institutional curriculum
The Wider Curriculum
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Structure of the National Curriculum
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Programmes of Study (PoS)Set out the content
pupils should be taught in each subject at each Key Stage.
Provide the basis for planning schemes of work.
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Attainment Targets and Level Descriptors
Set out expectations of the knowledge, skills and understanding which pupils of different abilities are expected to have achieved within the context of end of the different key stages.
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Range of levels within which the majority of pupils are expected to work
KEY STAGE 1: Levels 1-3 InfantKEY STAGE 2: Levels 2-5 Junior
Expected attainment by the majority of pupils at the end of the key stage
KEY STAGE 1: Level 2 Age 7KEY STAGE 2: Level 4 Age 11
Expectations of the National Curriculum
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Use of LanguageWriting, Speaking, Listening, Reading
Use of ICT
Health and Safety
Across the Curriculum [p38-40]
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Every Child Matters: Change for Children – The context
Being healthy: enjoying good physical and mental health and living a healthy
lifestyleStaying safe: being protected from harm
and neglectEnjoying and achieving: getting the
most out of life and developing the skills for adulthood
Making a positive contribution: being involved with the community and society and not engaging in anti-social or offending behaviour
Economic well-being: not being prevented by economic disadvantage from achieving their full potential in life
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Themes of ECMEvery service, every professional, every community,
every family must take responsibility for the protection of children;
Every organisation must have a positive vision of young people and high expectations for all of them, whoever they are, and wherever they live.
Early Intervention and Effective Provision Improving Information Sharing Between AgenciesDeveloping a Common Assessment Framework (CAF)
across services Introducing a named ‘ Lead Professional’Developing wraparound care multi-disciplinary
service deliverySafeguarding Children partnership arrangementsCommon occupational standards for all agencies
working with children Integrated Inspection Framework for Children’s
Services
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The independent review of the primary curriculum – Sir Jim Rose
http://www.dcsf.gov.uk/primarycurriculumreview/
The Primary Review – Cambridge University and the Esme Foundation
http://www.primaryreview.org.uk/
Times of Change – The review of the Primary Curriculum
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Executive summary – Independent Review (published 9/12/08)
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Some of the 20 recommendations
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http://curriculum.qca.org.uk/new-primary-curriculum/index.aspx
http://curriculum.qca.org.uk/new-primary-curriculum/About-the-new-primary-curriculum/index.aspx
http://curriculum.qca.org.uk/new-primary-curriculum/curriculum-tools/a-short-guide-to-the-new-primary-curriculum/index.aspx
http://www.qcda.gov.uk/resources/curriculum_reform/index.html
The New Primary Curriculum: