The Primary National Curriculum

1. The Primary National Curriculum Updated January 2015

2. Course aims: This course will outline • the statutory framework for the new National Curriculum in the primary phase • the framework for Early Years Foundation Stage (EYFS) We will consider of the roles and responsibilities of the Headteacher and Governing Body in relation to the curriculum. Examples of good practice from Somerset schools with a curriculum judged to be outstanding by Ofsted will be shared.

3. Ways of working… • Input • Discussions • Activities – in pairs and in threes or fours • Video clip Please introduce yourself Name…How long have you been a Governor?

4. Programme • Aims and purposes • Spiritual, Moral, Social and Cultural audit • RE and PSHE • Key stages and subject requirements • Inclusion • Curriculum design • Early Years Foundation Stage (EYFS) • Ofsted – outstanding • Assessment • Review

5. The National Curriculum Handout 1 – NC Introduction

6. The school curriculum in England Every state-funded school must offer a curriculum which is balanced and broadly based and which: • promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and • prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

7. Academies Academies do not have to teach the National Curriculum. However, they must teach a broad and balanced curriculum including English, mathematics, science and religious education.  They do not have to follow the locally agreed syllabus for religious education but can devise their own.  They must also provide a daily act of collective worship that should be broadly Christian, unless the school has been granted a determination to conduct collective worship of another faith.

8. Aims The national curriculum provides pupils with an introduction to the essential 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.

9. Aims 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 to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.

10. Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education. Governor Handbook: September 2014 Responsibility for the school curriculum in state schools is shared between the headteacher, the governing body and (to a limited extent) LAs.

11. Activity: to follow up with Governors Handout: Using the grid - can you think of one or two activities in your school that contribute to… • Spiritual development • Moral development • Social development • Cultural development

12. Maintained schools in England are legally required to follow the statutory national curriculum which sets out in programmes of study, on the basis of key stages, subject content for those subjects that should be taught to all pupils. All schools must publish their school curriculum by subject and academic year online. Handout: website regulations

13. Curriculum Policy Governing bodies and headteachers formerly had a duty to prepare a policy for the school curriculum. This duty was removed in September 2012. If schools do choose to adopt such a policy, it should be ’broad brush’; it does not need to be a detailed map of all secular curriculum activities.

14. All state schools are also required to make provision for a daily act of collective worship and must teach religious education to pupils at every key stage and sex and relationship education to pupils in secondary education.

15. Guidance: DfE website • The Religious education in English schools: Non-statutory guidance 2010 offers guidance on the following topics: • the importance of RE • the legal framework, rights and responsibilities • providing high-quality RE • good practice for governors and headteachers • good practice for teachers and support staff

16. Personal, social and health education (PSHE) All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice. The non-statutory programme of study for PSHE at key stages 1 and 2, and the attainment target level descriptions are accessible from the DfE website: http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199209/pshe

17. PSHE - SEAL SEAL Social and Emotional Aspects of Learning This curriculum resource aims to develop the underpinning qualities and skills that help promote positive behaviour and effective learning.

18. SEAL 5 aspects • Self-awareness • Managing feelings • Motivation • Empathy • Social skills 7 themes • New Beginnings • Getting on and falling out • Say no to bullying • Going for goals! • Good to be me • Relationships • Changes

19. School Structure Pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and in voluntary aided and voluntary controlled schools, must follow the national curriculum. It is organised on the basis of four key stages and twelve subjects, classified in legal terms as ‘core’ and ‘other foundation’ subjects.

20. Key Stages Key stage 1: Ages 5-7 (Years 1 - 2) Key stage 2: Ages 7-11 (Years 3 - 6) Key stage 3: Ages 11-14 (Years 7 - 9) Key stage 4: Ages 14-16 (Years 10 - 11)

21. School types in Somerset

22. Structure The Secretary of State for Education is required to publish programmes of study for each national curriculum subject, setting out the ‘matters, skills and processes’ to be taught at each key stage. Schools are free to choose how they organise their school day, as long as the content of the national curriculum programmes of study is taught to all pupils. Quiz

23. Which subjects are compulsory? Core: • English (more than literacy) • Mathematics (more than numeracy) • Science Foundation • Art and design • Computing • Design and technology • Languages (KS2 only) • Geography • History • Music • Physical education • Religious Education

24. Inclusion: Setting suitable challenges Teachers should set high expectations for every pupil. They should plan stretching work for pupils whose attainment is significantly above the expected standard. They have an even greater obligation to plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds. Teachers should use appropriate assessment to set targets which are deliberately ambitious.

25. Responding to pupils’ needs and overcoming potential barriers for individuals and groups of pupils • Equal opportunities legislation • No barriers to every pupil achieving • Specialist equipment and different approaches • Teachers must plan lessons so that pupils can study every national curriculum subject • English as an additional language

26. Curriculum 2014

27. For each subject: Purpose of Study Aims Useful tool for governor monitoring

28. English Spoken Language READING: Word reading Comprehension WRITING: Transcription Spelling Handwriting Composition Vocabulary, grammar and punctuation

29. Language and literacy Teachers should develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. Fluency in the English language is an essential foundation for success in all subjects. • Spoken language • Reading and writing • Vocabulary development

30. Mathematics Y1 – 6 Number and place value Addition and subtraction Multiplication and division Fractions (Y6 includes decimals and percentages) Measurement Geometry – properties of shape Geometry – position and direction Y2 – 6 Statistics Y6 only Ratio and proportion Algebra

31. Mathematics • Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. • The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. • They should also apply their mathematical knowledge to science and other subjects.

32. Science Working scientifically Plants Living things and their habitats Animals, including humans Everyday materials Rocks Light Sound Earth and space Forces and magnets Electricity

33. Browse time… Foundation SubjectsProgrammes of study Art and design Computing Design and technology Geography History Languages Music Physical education (PE)

35. The early years foundation stage (EYFS) The EYFS framework sets out requirements for both learning and development, and safeguarding and welfare in early years provision. It is mandatory for all providers. This includes maintained schools and academies and all providers on the Early Years Register.

36. The EYFS statutory guidance outlines the framework. A range of policies and procedures may be needed by schools delivering the EYFS; these are outlined in the statutory guidance. Governing bodies of establishments delivering the EYFS should reassure themselves that the policies and procedures are in place. Further guidance and supporting materials are available on the DFE website.

37. The Prime Areas of Learning and Development Personal, social and emotional development • Self-confidence and self-awareness • Managing feelings and behaviour • Making relationships Physical Development • Moving and handling • Health and self-care Communication and language • Listening and attention • Understanding • Speaking

38. The Specific Areas of Learning and Development Literacy • Reading • Writing Mathematics • Numbers • Shape, space and measures Understanding the world • People and communities • The world • Technology Expressive arts and design • Exploring and using media and materials • Being imaginative

39. EYFS Profile – until September 2016 17 Early Learning Goals 3 stages – ‘best fit model’ • Emerging • Expected • Exceeded Statement about the child as a learner

40. Building a curriculum • Long, medium and short term planning • Mixed age classes – rolling programmes • Published curriculums Mick Waters: Inspired Learning

42. How is the curriculum currently monitored in your school? • Internal and external monitoring? • Committee? • Link Governors? • School Self Evaluation Form?

43. Somerset schools Handout Ofsted Judgement: Outstanding : 1 Holy Trinity, Yeovil North Curry Spaxton Activity: in pairs Read the different Ofsted paragraphs about the curriculum in each school and pick out the key words and phrases that contribute to the outstanding judgement.

46. Ofsted criteria How does your school curriculum rate against the new Ofsted criteria? • Outstanding • Good • Requires improvement • Inadequate What more do you need to find out to make a judgement?

47. Governor Handbook: September 2014 Governing bodies in maintained schools should reassure themselves that: • enough teaching time is provided for pupils to cover the national curriculum and other statutory requirements; • the relevant assessment arrangements are implemented

48. Attainment targets 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. Governor Handbook: While governors are not directly involved in these processes, they have responsibilities to drive up school and pupil level performance.

49. Governor Handbook: 3.7 Assessing attainment Teachers should monitor their pupils’ progress in each subject as a normal part of their teaching. By law, schools must assess pupils’ attainment at key points in their compulsory education. These key points are when pupils have completed the early years foundation stage the programmes of study for key stages 1, 2 and 3, usually at the ages of 5, 7, 11 and 14. There is also a statutory check of phonics at the end of year 1 (age 6). This process is known as statutory assessment.

50. From Summer 2016…What will be used to assess? EYFS • a short reception baseline that will sit within the assessments that teachers make of children during reception; • From September 2016 the EYFS profile will no longer be compulsory • a phonics check near the end of year 1;