1. Deputy Heads’ Briefing
Update on the New Primary National Curriculum
Michel Laurent-Régisse School Improvement Manager (0-19)
Tuesday 26th November 2013

2. Aims of this presentation
The government’s vision
Less prescription
System leadership
ITE, CPD and teaching materials
Awareness raising
… the latest on the new National Curriculum
… recent developments in primary assessment
… what this means for Leicester’s schools

3. The story so far … January 2011 National Curriculum Review launched
February 2013
Draft programmes of study released for consultation
July 2013
Revised programmes of study released for consultation
September 2013
Final programmes of study released

4. Vision for delivery
“…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 at:

5. Delivering the vision: less prescription
new national curriculum sees government setting out the ‘what’ (at a high level) – making sure that pupils grasp the concepts – and not the ‘how’
shorter programmes of study setting out core content – especially in foundation subjects and key stage 3
Fuller for key stage 1-2 maths and English, but because these are “so important”
disapplication – giving schools chance to prepare by adapting curriculum in 2013/14

6. Delivering the vision: system leadership
key feature of the government’s policy – less well reported
real expansion of system leaders across England:
355 teaching schools, 299 alliances, with c.20 schools per alliance
over 800 national support schools (NLEs)
Over 2000 LLEs
Schools Direct – major shift in delivering ITE
National College Fellowship Commission

7. Delivering the vision: system leadership
announced £2m to help teaching schools to support schools in their alliance and beyond to plan for change
aiming for geographical coverage, some proposals working with hundreds of schools
focus on primary, mathematics, English, science, computing and languages
supporting change management – auditing strengths, identifying materials

8. The headlines All subjects remain
Core subjects very detailed, foundation subjects ‘light touch’
Greater challenge – especially in maths
Focus on core knowledge and ‘nuts and bolts’ – phonics, SPAG, written algorithms, times tables, trees and animals of Britain, kings and queens, rivers and mountains…
ICT now computing – aimed at creating a new generation of computer scientists, getting children writing simple programs by the end of KS1
Languages now statutory for KS2 – any language can now be taught (previous suggestion was just French, German, Italian, Spanish, Mandarin, Latin or Ancient Greek)

9. The responses ……

10. 2011 Results | 27 February 2012 10 10

11. 2011 Results | 27 February 2012 11 11

12. 2011 Results | 27 February 2012 12 12

13. 2011 Results | 27 February 2012 13 13

14. 2011 Results | 27 February 2012 14 14

15. To be taught from September 2014
Current situation
New NC published
To be taught from September 2014
Note that in the 2014 to 2015 academic year, pupils in years 2 and 6 should be taught the current programmes of study in English, mathematics and science
These pupils will sit the current key stage 1 and 2 tests respectively
New tests will be available from 2016

16. The headlines …
Driving principle is ‘secondary readiness’: ‘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.’
SATs
English, maths and science SATs remain, but will be more demanding
Children will be ranked against the national cohort by decile
Baseline assessment
A proposed new ‘baseline’ check on entry to Reception will enable schools to demonstrate children’s progress throughout Primary school

17. The responses ……

18. 2011 Results | 27 February 2012 18 18

19. 2011 Results | 27 February 2012 19 19

20. 2011 Results | 27 February 2012 20 20

21. Delivering the vision: ITE/materials/CPD
This curriculum makes new demands of teachers’ subject knowledge
schools’ needs will differ and it is for them to identify their areas for development
government is focussing investment in priority areas:
maths – NCETM has a range of support
science – national STEM centre has new materials
computing – recently announced £2m for additional master computer teachers
‘expert groups’ have been looking at the challenges of the new curriculum for ITE and serving teachers and how they might be addressed: computing and geography expert groups have already published their work
subject associations and publishers developing new materials

22. Delivering the vision: raising awareness
there’s a need to raise awareness of:
the curriculum reforms themselves
what’s already available to support teachers – there’s quite a lot out there
schools that have already introduced elements of the new curriculum, such as those in the maths mastery network
go to where teachers go – TESonline, Guardian, Teachit, SLT chat and media channels

23. Assessment reforms
Consultation on assessment and accountability closed in early October
announced that national curriculum levels will be removed and not replaced; government will not prescribe approaches to formative assessment; end of key stage 2 tests will remain
consultation on what the baseline assessment might look like, and a proposal for scaled scores at key stage 2, relative attainment (by decile) and progression

24. NC Disapplication
From September 2013 the current national curriculum programmes of study, attainment targets and statutory assessment arrangements will be disapplied for English, mathematics and science for pupils in years 3 and 4 and all foundation subjects for pupils at key stages 1 and 2.
This means that schools will still be required to teach the relevant subjects, but “will have the freedom to adjust their curriculum to help prepare for the introduction of the new national curriculum from September 2014.”

25. The reason why disapplication will not apply to English, mathematics and science for pupils in years 1, 2, 5 and 6 is to retain the statutory underpinning for statutory assessment at the end of key stage 1 and key stage 2 for those cohorts of pupils in summer 2014

26. Disapplication of the current national curriculum in this way means that schools will still be required to teach the statutory subjects but will not have to follow the centrally prescribed programmes of study (and associated attainment targets and assessment arrangements) from September They can choose to continue teaching the current programmes of study if they wish

27. Issues about disapplication
How will you mitigate any disruption to pupils “flow” of education provision?
What are you doing to prepare a timetable leading from the disapplication date to the new NC implementation date?
What are the key “reactions” for your school?
How will you adjust your website to ensure you still meet the regulations regarding information about the school curriculum?

28. Some key questions
What will be your approach to formative assessment (without using Levels)?
How will you integrate the assessment framework within your curriculum?
What sources of external expertise will you need to tap into?
Who are the right leaders in your school to lead and manage on this work?
Will you wish to connect with other schools (feeder schools, destination schools, DG schools?)
What would be the right mode for such collaboration?

29. Some key questions - 2
How might you ensure your tracking systems are robust and Ofsted-capable?
How will you be alert to good practice information from the DfE, local or national Outstanding schools’ practice and advice, and that from Teaching Schools, locally and nationally?
How will you pick up on “signposts” from subject associations, education publishers and external test developers – what are your “go to” options?

30. What do schools do now? Assessment Wait and see…
Start thinking about approaches to formative assessment
Consider the consultation issues ….
Curriculum
Some decisions to make and planning to do…

31.
Children starting Reception in 2013
Year 1
New curric
Year 2
New KS1 SAT
Year 3
Year 4
Year 5
Children starting Y1 in 2013
Old curric (core)
Old or new curric (found)
New curric (found)
Old KS1 SAT
Year 6
New KS2 SAT
Children starting Y2 in 2013
Children starting Y3 in 2013
Old or new curric
Children starting Y4 in 2013
Children starting Y5 in 2013
Old KS2 SAT
Children starting Y6 in 2013

32. Some questions to think through …
Are staff confident to teach harder content, especially in maths?
How will we help staff prepare to teach new content, e.g. computing, new topics in history?
Do we need to rethink our languages provision?
How will we help children who are already part way through their primary education make the leap to meet the new, higher expectations?
When should we move over to the new curriculum? Different plan for different years and subjects?
How do we make sure we hold on to what we believe is right for children, and don’t ‘abolish childhood’?

33. Don’t forget the National Curriculum isn’t everything…
School Curriculum
‘It is important to distinguish between the National Curriculum and the wider school curriculum. There are a number of components of a broad and balanced school curriculum that should be developed on the basis of local or school-level decision making, rather than prescribed national Programmes of Study.’
Organisation of school day RE
Core subjects
Foundation subjects
National Curriculum
Sex & relationship education
Methodology
Core knowledge
When content is introduced (within key stage)
Local context
2011 Results | 27 February 2012 33 33

34. The hallmarks of an outstanding curriculum
1. is underpinned by aims, values and purpose 2. develops the whole person - knowledge, skills, understanding and attitudes 3. is broad, balanced and has clear progression in subject knowledge and skills 4. is filled with rich first-hand purposeful experiences 5. is flexible and responsive to individual needs and interests 6. embeds the principle of sustainability 7. has an eye on the future and the needs of future citizens 8. encourages the use of environments and expertise beyond the classroom 9.makes meaningful links between areas of knowledge across the curriculum and the major issues of our time 10. has a local, national and international dimension

35. What we can do in support …
Primary National Curriculum Support Strategy – through the Leicester Teaching School
Focus on three subject areas: maths, MFL, Computing
Groups of schools working together with SLEs (see the MFL flyer)
Similar proposals will follow for maths (Nicola Harwood) and Computing (Michel Laurent-Régisse)
Please register your interest with the appropriate LA Lead officer to contribute / participate
On-going Teaching School support for school to school work – Jasbir Mann

36. Key principles
A commitment to collaborative working
School commitment to the broad principles for curriculum improvement and mission for managing the change
A focus on the system leaders who will provide vision, leadership, guidance and support
Built around a Learning Community construct
Excellence within all phases

37. Working with you … If you need support, please let us know:
Jasbir Mann
Nicola Harwood
Michel Laurent-Régisse
If there is anything that could be of benefit (sources of ideas, top tips), please let us know for dissemination to all schools
If you have sources of expertise to share, or wish to host a “collaborative”, please work with us
Further information will follow at Getting to Good and Beyond – January 28th 2014

38. Some website sources …

39. Thank you Michel Laurent-Régisse, School Improvement Manager (0-19)