1. The National Curriculum

2. Objective Understand social political factors leading to the formation of the National Curriculum. Understand the broad requirements of the National Curriculum at key stages 3 and 4. Use given sections of the National Curriculum to guide lesson planning. Understand strengths and limitations of the National Curriculum.

3. What is the National Curriculum? The National Curriculum is the agenda for teaching and learning in schools. It establishes the subjects taught and the knowledge, skills and understanding required for each subject. It also sets standards for each subject, outlining targets that children should be encouraged to achieve. Additionally, the National Curriculum determines the assessment methods that are used to measure children’s progress.

4. Understanding the National Curriculum Schools have the opportunity to choose how to best teach the National Curriculum to their pupils, and to create their own lesson plans and learning methods according to their pupils’ individual requirements.

5. The curriculum and its assessment

6. Schools

7. The National Curriculum is divided into four key stages: key stage 1: 5 to 7 years old key stage 2: 7 to 11 years old key stage 3: 11 to 14 years old, and key stage 4: 14 to 16 years old. There is also a notional key stage 5, which covers 17-19 year olds.

8. Schools In primary schools, a class of pupils is taught by one teacher for everything; at the end of the year, they will move to a new class and a new teacher In secondary schools, teachers teach subjects and ‘classes’ of children move around the school and are taught each subject by a specialist teacher in that subject. The same children in each year group may not always be part of the same group for each subject, as subjects may be ‘streamed’ or ‘setted’ – e.g. there may be more than one mathematics class for each year group, with different classes for different abilities in mathematics

9. Foundation Stage Voluntary (the law only requires that children should begin full time education on the term after their fifth birthday) May take place in nursery departments of school, in dedicated nursery schools or in various types of private settings (e.g. playgroups, child-minders) Not subject-based, but centred around ‘Early Learning Goals’ (areas of learning); these are:  Personal, social and emotional development  Communication, language and literacy  Mathematical development  Knowledge and understanding of the world  Physical development  Creative development ‘Assessed’ through the Foundation Stage Profile when children start full-time education

10. The National Curriculum Compulsory in maintained (state-funded) schools for all children during the period of statutory full-time education (from 5-16 or Reception year to Year 11) Subject-based:  English  Mathematics  Science  Design & Technology  Information & Communications Technology  Modern Foreign Languages 1  Geography 2  History 2  Art 2  Music 2  Physical Education  Citizenship 1 Core subjects Foundation subjects 1 Modern Foreign Languages and Citizenship are not compulsory until Key Stage 3 2 Geography, History, Art and Music are not compulsory after Key Stage 3

11. The National Curriculum Religious Education and Sex Education are also statutory, but are not part of the National Curriculum The curriculum can be adapted for children with Special Educational Needs, and they may be able to take national curriculum tests in an adapted form, or they may be disapplied altogether

12. The National Curriculum Each subject is divided into Attainment Targets (ATs), which run through the subject all the way through the key stages; e.g. science has four ATs:  Scientific enquiry  Life processes and living things  Materials and their properties  Physical processes Each subject has a Programme of Study associated with it – a guide to teachers on what kinds of things they should teach and to what level; sometimes these Programmes of Study are linked to particular ATs The depth of knowledge, skills and understanding increases in each Programme of Study as the children move on to higher key stages

13. National Curriculum Assessment National Curriculum Assessment Teacher Assessment All subjects at key stages 1-3 are assessed through teacher assessment (by considering a pupil’s progress throughout the key stage, teachers make a judgement on what level they have achieved); Teacher assessment results are reported to parents every year Teacher assessments in core subjects (English mathematics, science) are also formally recorded for national data collection at the end of key stages 1 and 2; at the end of Key Stage 3, teacher assessments in all subjects are formally recorded for national data collection

14. National Curriculum Assessment National Curriculum Assessment Statutory tests and tasks All children in maintained schools (except those disapplied because of Special Educational Needs) must take these tests Key Stage 1: tests/tasks at the end of year 2 in English and mathematics; marked by teachers and results nationally collected Key Stage 2: tests in English, mathematics and science; externally marked and results nationally collected Key Stage 3: tests in English, mathematics and science; externally marked and results nationally collected

15. National Curriculum Assessment National Curriculum Assessment Key Stage 4 Although the Programmes of Study are detailed within the National Curriculum, Key Stage 4 is assessed through the National Qualifications Framework There are no compulsory tests/examinations at KS4, but most pupils will take at least one qualification – usually GCSE (General Certificate of Secondary Education).

16. The National Qualifications Framework This is a framework of qualifications at different levels and in different subjects/sectors which fill all the different requirements for qualifications in England; the framework is maintained by QCA, but the individual qualifications are produced and examined by independent awarding bodies Qualifications are specified in terms of what is required to be studied and what the assessment scheme will be Qualifications can be general (‘academic’) or vocational Most of the qualifications are not age-limited (i.e. they can be taken at any time) The post-14 curriculum is flexible and allows for qualifications beyond the National Curriculum subjects; the post-16 curriculum is absolutely flexible and, for an individual student, defined by the qualifications he/she takes

17. The National Qualifications Framework Types of qualification KS4: most pupils will take ‘level 2’ qualifications; these will include GCSEs, Vocational GCSEs, GNVQs (General National Vocational Qualifications) Post-16: students will mostly study for ‘level 3’ qualifications; these include AS levels, A levels, AVCEs, (Advanced Certificate of Vocational Education) GNVQs and NVQs (National Vocational Qualifications)

18. The National Qualifications Framework Typical routes for post-16 students A ‘general’ student will typically take 5 or more GCSEs at the end of Year 11, take 3 or more AS levels in Year 12 and 3 or more A2s in Year 13 (AS+A2= A level, but AS is also a free- standing qualification) A ‘vocational’ student will take GCSEs or vocational GCSEs at the end of Year 11 and may go on to an F.E. (Further Education) college to take an NVQ, or may start work and take an NVQ on a part-time or work-incorporated basis

19. QCA’s rôle The Qualifications and Curriculum Authority is a government body established by statute; its rôle is to: set out, monitor and update the National Curriculum for 5-14 year-olds set out, monitor and update the foundation stage curriculum provide information and guidance on the 14-19 curriculum develop, write, produce, distribute and oversee national curriculum tests/tasks for statutory assessment (KS1, KS2, KS3) ensure that data from these tests is collected at a national level maintain and monitor the National Qualifications Framework oversee, monitor and evaluate the standards of public examinations/qualifications through close relationships with the awarding bodies – these include general and vocational qualifications and occupational standards provide guidance, as necessary on all aspects of the above

20. Department for Education and Skills (DfES) overall government policy on education and training Some of the main organisations involved in education and training for 3-19 year-olds Qualifications and Curriculum Authority (QCA) Curriculum, assessment, qualification and examinations standards Office for Standards in Education (Ofsted) Quality of teaching and Learning; school inspection Teacher Training Agency (TTA) Overall policy and guidance on teacher training Learning and Skills Council (LSC) National and local funding and planning for education and training at 16+ Local Education Authorities (LEAs) Funding and advice For maintained schools Sixth form and Further Education Colleges Awarding Bodies Maintained Schools/settings

21. THE NEW NATIONAL CURRICULUM A brief overview of changes and implications. October 2007.

22. What has changed – flexibility and coherence Less prescribed content More focus on key concepts and processes A coherent structure showing clearer links between subjects, and therefore – More potential for cross curricular work in dimensions such as – Health, enterprise, global issues etc.

23. Programmes of study Share a common format – An importance statement Key concepts that underpin the subject Key skills and processes of the subject Breadth of subject matter to draw from to develop knowledge, concepts and skills Opportunities available to enhance and enrich, making links to the wider curriculum Two new non-statutory PoS, personal wellbeing and economic wellbeing/financial capability.

24. What has changed – aims and skills Aims incorporate ECM five outcomes to enable young people to become – Successful learners who enjoy and achieve Confident individuals who are safe and healthy Responsible citizens who make a positive contribution

25. Skills - the new curriculum, Places emphasis on skills for life and a framework for PeLT skills, under six headings – independent enquirer, creative thinker, team worker, self-manager, effective participator, reflective learner. Insists upon development of functional skills of English, Maths and ICT, which also lead into Vocational Diploma working

26. Aims – the new curriculum, Aims will drive curriculum design in schools, specific to their own learners. Coherence will give teachers more opportunity to help all learners secure basic skills for life and work. Will ensure that all young people are equipped to meet the demands of employers in 21st Century - being flexible, team working, functional, decision makers and problem solvers.

27. What has changed – personalised assessment A range of approaches to assessment. AfL personalises support and challenge. Modified level descriptions to complement new PoS. APP in core subjects. New level descriptions for Citizenship. RE level descriptions unchanged.

28. Diplomas and Functional Skills Diplomas – Combine practical skill with theoretical understanding Working in an applied context Written in the same format as subject PoS to ensure coherence across KS4 Functional skills Will be stand alone qualifications for English, Maths and ICT, But also incorporated into Diplomas, and GCSEs in English, Maths and ICT.

29. When planning the curriculum, Schools will work with other schools, colleges and employers to provide learning experiences. Schools will be enabled by the more common formats of Diplomas and other Programmes of Study to construct a coherent key stage 4 experience

30. Support available Curriculum implementation – Regional workshops Nov. 07 – Jan 08 Resource pack from lead practitioners Local workshops Local curriculum design groups Subject implementation – In Eng. Maths, Science and ICT, Sub. Leader meetings, LA strategy managers, KS3 framework, electronic planning tools. In other subjects, regional training events and on-line support in the format of case studies, resources and Webcasts. Shaping curriculum – HT conferences, oct/nov 07 Curriculum website of Models, guidance, Teaching the Diploma Training on a VLE Peer support from lead practitioners