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2014 Draft Primary National Curriculum
Transcript of 2014 Draft Primary National Curriculum
...no education system can be better than the quality of it's teachers. We need to improve the quality of teaching? RE! Bearing this in mind... Maths
MFL Is the existing curriculum as good as it could be? Rigour
Freedom Enjoyment Future In mathematics there is an emphasis on greater rigour, in particular arithmetic, and promoting efficient written methods of long multiplication and division. There is to be more demanding content in fractions, decimals and percentages. As widely reported, the removal of calculator and other ICT devices is encouraged as strong written and mental strategies should be developed. The proposed programmes of study for science are also more ambitious, with a stronger focus on the importance of scientific knowledge and a greater emphasis on the core scientific concepts underpinning pupils’ understanding. The mathematical aspects of science are to be strengthened and for the first time primary pupils will be taught about evolution and inheritance. In Year 6 Pupils might study Charles Darwin’s work on evolution and species The proposed English programmes of study require higher standards of literacy. Pupils are expected to develop a stronger command of the written and spoken word. Through the strengthening of the teaching of phonics more pupils should read fluently. Word lists are included for Key Stage 2, with the expected focus on Spelling, Grammar and Punctuation. The retention of the current subject composition of the National Curriculum is accompanied by the addition of foreign languages at Key Stage 2. The languages mentioned are: French, German, Italian, Mandarin, Spanish, Latin or Ancient Greek! There is an intention to make the study of a foreign language compulsory at Key Stage 2. This is to enable schools to be more ambitious about teaching language in secondary school. The replacement of the current ICT curriculum encompasses a new computing curriculum with a much greater emphasis on practical programming skills. Pupils in Key Stage 1 are to be taught what algorithms are, how they are used in digital devices, and that programmes execute by following a sequence of instructions. Pupils in Key Stage 2 are encouraged to design and write programs that accomplish specific goals, as well as use logical reasoning to explain how a simple algorithm work. There is also a responsible emphasis on online safety and responsibility. History – At Key Stage 1, pupils are to learn about the lives of significant individuals in Britain’s past – scientists such as Isaac Newton or Michael Faraday, reformers such as Elizabeth Fry or William Wilberforce, medical pioneers such as William Harvey or Florence Nightingale, or creative geniuses such as Isambard Kingdom Brunel or Christina Rossetti.
The Key Stage 2 history curriculum is expanded to include: early Britons and settlers; relations between England, Wales, Scotland and France; the Renaissance in England; and the Glorious Revolution, constitutional monarchy and the Union of the Parliaments. World War 1 and 2 are only specified at Key Stage 3 while Remembrance Day is not mentioned at all 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 education to pupils in secondary education.
All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice. Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education. Respond by 16 April 2013 A wide range of pupils have special educational needs, many of whom also have
disabilities. Lessons should be planned to ensure that there are no barriers to every
pupil achieving. In many cases, such planning will mean that these pupils will be able
to study the full National Curriculum. The SEN Code of Practice will include advice on
approaches to identification of need which can support this. A minority of pupils will
need access to specialist equipment and different approaches. The SEN Code of
Practice will outline what needs to be done for them. SEN Respondents should refer to ‘The National Curriculum in England: Framework document for consultation’ when responding to this consultation. Attainment Question 4: Does the content set out in the draft programmes of study represent a sufficiently ambitious level of challenge for pupils at each key stage?
7.2 Changing the form of attainment targets
Legally, the National Curriculum for each subject must comprise both programmes of study and attainment targets. While programmes of study set out the curriculum content that pupils should be taught, attainment targets define the expected standard that pupils should achieve by the end of each key stage. Under the current National Curriculum, the standard is set out through a system of levels and level descriptions for each subject. The national expectation is defined as a particular level for the end of Key Stages 1, 2 and 3. At Key Stage 4, GCSE qualifications at grade C currently define the expected standard.
7.3 The Government has already announced its intention to simplify the National Curriculum by reforming how we report progress. We believe that the focus of teaching should be on subject content as set out in the programmes of study, rather than on a series of abstract level descriptions. Parents deserve a clear assessment of what their children have learned rather than a ‘level description’ which does not convey clear information.
7.4 A single statement of attainment that sets out that pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study will encourage all pupils to aspire to reach demanding standards. Parents will be given clear information on what their children should know at each stage in their education and teachers will be able to report on how every pupil is progressing in acquiring this knowledge. A high-quality geography education should inspire in pupils a curiosity and fascination
about the world and its people that will remain with them for the rest of their lives.
Teaching should equip pupils with knowledge about diverse places, people, resources
and environments, together with a deep understanding of the Earth’s key physical and
human processes. As pupils progress, their growing knowledge about the world helps
them to deepen their understanding of the interaction between physical and human
processes, and of the formation of landscapes and environments. Geographical
knowledge provides the tools and approaches that explain how the Earth’s features at
different scales are shaped, interconnected and change over time. Key Stage 1
Pupils should begin to develop an awareness of the past and the ways in which it is
similar to and different from the present. They should understand simple subject-specific
vocabulary relating to the passing of time and begin to develop an understanding of the
key features of a range of different events and historical periods.
Pupils should be taught about:
simple vocabulary relating to the passing of time such as ‘before’, ‘after’, ‘past’,
‘present’, ‘then’ and ‘now’
the concept of nation and of a nation’s history
concepts such as civilisation, monarchy, parliament, democracy, and war and
peace that are essential to understanding history
the lives of significant individuals in Britain's past who have contributed to our
nation's achievements – scientists such as Isaac Newton or Michael Faraday,
reformers such as Elizabeth Fry or William Wilberforce, medical pioneers such as
William Harvey or Florence Nightingale, or creative geniuses such as Isambard
Kingdom Brunel or Christina Rossetti
key events in the past that are significant nationally and globally, particularly those
that coincide with festivals or other events that are commemorated throughout the
significant historical events, people and places in their own locality. Key Stage 2
Pupils should be taught about the ancient civilisations of Greece and Rome.
In addition, across Key Stages 2 and 3, pupils should be taught the essential chronology
of Britain’s history. This will serve as an essential frame of reference for more in-depth
study. Pupils should be made aware that history takes many forms, including cultural,
economic, military, political, religious and social history. Pupils should be taught about
key dates, events and significant individuals. They should also be given the opportunity
to study local history.
Pupils should be taught the following chronology of British history sequentially:
early Britons and settlers, including:
the Stone, Bronze and Iron Ages
Celtic culture and patterns of settlement
Roman conquest and rule, including:
Caesar, Augustus, and Claudius
Britain as part of the Roman Empire
the decline and fall of the Western Roman Empire
Anglo-Saxon and Viking settlement, including:
the spread of Christianity
key developments in the reigns of Alfred, Athelstan, Cnut and Edward the
the Norman Conquest and Norman rule, including:
the Domesday Book
Plantagenet rule in the 12th and 13th centuries, including:
key developments in the reign of Henry II, including the murder of Thomas
de Montfort's Parliament
relations between England, Wales, Scotland and France, including:
Robert the Bruce
Llywelyn and Dafydd ap Gruffydd
the Hundred Years War Music is a universal language and every pupil should have the opportunity to become
fluent. A high-quality music education should provide all pupils with the opportunity to
sing and to learn a musical instrument. Pupils should leave school with an appreciation of
how music is composed and performed, allowing them to listen with discrimination and
judgement to the best in the musical canon. Programmes of Study... Implications? Geography PE A high-quality physical education curriculum inspires all pupils to succeed and excel in
competitive sport and other physically-demanding activities. It should provide
opportunities for pupils to become physically confident in a way which supports their
health and fitness. Opportunities to compete in sport and other activities build character
and help to embed values such as fairness and respect. Art
Art and design embody the highest form of human creativity. Art and design teaching
should instil in pupils an appreciation of beauty and an awareness of how creativity
depends on technical mastery. They should learn to draw, paint and sculpt as well as
design and create aesthetically pleasing objects in two and three dimensions. Pupils
should learn about the achievements of great artists and designers