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Policy update

Policy update. Julie McCulloch Sept 2013. A quick rattle through…. the latest on the new National Curriculum recent developments in primary assessment what this means for primary schools this year. National Curriculum. The story so far. January 2011 National Curriculum Review launched

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Policy update

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  1. Policy update Julie McCulloch Sept 2013

  2. A quick rattle through… • the latest on the new National Curriculum • recent developments in primary assessment • what this means for primary schools this year

  3. National Curriculum

  4. 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

  5. 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)

  6. The response

  7. The story continues September 2013 – July 2014 Old National Curriculum disapplied in many subjects and years, to enable schools to start planning and implementing the new curriculum if they want September 2014 New National Curriculum becomes statutory for all maintained schools (except in English, maths and science in Years 2 & 6) September 2015 New National Curriculum becomes statutory for all maintained schools in English, maths and science in Years 2 & 6

  8. Assessment & accountability

  9. The story so far • June 2010 • Concern about SATs distorting primary education led to threats of mass boycotts • Autumn 2010 • Govt commissioned Lord Bew to examine KS2 testing, assessment and accountability, and to set out recommendations for how it could be improved • June 2011 • Bew Review published. Recommendations included: • teacher assessment of writing • new SPAG test • retaining National Curriculum levels for now, but re-examining this as part of the curriculum review process • ranking KS2 pupils on a vertical scale, and reporting their rank to pupils, parents and teachers

  10. The story so far (continued) June 12 Phonics check introduced June 13 SPAG test introduced July 13 Consultation on primary assessment and accountability launched

  11. 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

  12. The headlines (continued) • Ongoing assessment • National Curriculum levels will be removed and not replaced • It will be up to schools to decide how they measure children’s progress • Schools’ assessment systems should demonstrate whether or not children have acquired the core knowledge set out in the curriculum • Ofsted ‘will expect to see evidence of pupils’ progress, with inspections informed by the school’s chosen pupil tracking data’ • Accountability • New ‘floor standards’ will be based on both SATs results and pupil progress • Schools will be expected to get at least 85% of their pupils to the new ‘secondary ready’ standard

  13. The response

  14. The story continues October 2013 Consultation period closes June 2016 New, harder SATs begin ? Introduction of new baseline test in Reception?

  15. What do schools need to do now?

  16. What do we need to do now? • Assessment • Wait and see… • Start thinking about approaches to formative assessment • Consider responding to consultation • Curriculum • Some decisions to make and planning to do…

  17. Key questions to think about • 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’?

  18. 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 Sex & relationship education Methodology (mostly…) Core knowledge When content is introduced (within key stage) Local context

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