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Implementing the new national curriculum

Implementing the new national curriculum. Vision for Delivery.

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Implementing the new national curriculum

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  1. Implementing the new national curriculum

  2. Vision for Delivery “Government has a part to play in setting out the trellises and marking out the footpaths. How the garden grows is for schools to decide. “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.” Elizabeth Truss, Parliamentary Under-Secretary of State (education and childcare) Speech at:http://www.education.gov.uk/inthenews/speeches/a00222888/felcom • Govt setting out the ‘what’ (at a high level) and not the ‘how’; shorter programmes of study setting out core content. • Disapplication – giving schools chance to prepare for first teaching in Sept 2014 by adapting curriculum in 2013/14 – freedoms enjoyed by academies.

  3. Delivering the Vision • Real expansion of system leaders across England: • 306 teaching schools, with c.20 schools per alliance • over 800 national support schools. • Over 2000 LLEs

  4. Delivering the vision: curriculum change http://apps.nationalcollege.org.uk/resources/modules/curriculum

  5. Delivering the vision: ITE and CPD • ITE • working with NCTL and the sector to align training from September 2013 with curriculum changes – some new resources and guidance available • CPD • Identifying priority areas e.g. recently-announced Computing Network of Excellence • Existing government-funded CPD programmes adapted to support the delivery of the new curriculum, e.g. NCETM, Science Learning Centres, phonics match funding; and new funding for primary sport

  6. Delivering the vision: other factors • Inspection: reforms will have implications for Ofsted in their inspection work on ‘broad and balanced curriculum’ and assessment without levels, and we continue work with them • Further guidance: actively encouraging subject associations and others to develop further guidance and plans to support schools to develop curriculum • Curriculum resources: on-going work with the Publishers Association and British Educational Suppliers Association (BESA) to enable the market to respond to schools’ needs • Assessment: working with the Standards and Testing Agency (STA) and Ofqual to ensure that what we set out in the curriculum is genuinely assessed, tested and examined

  7. Looking ahead • Summer term 2013 • Primary assessment and accountability proposals • National curriculum consultation report and ‘near final’ programmes of study (July) • September 2013 • Final national curriculum published • Proposed disapplication of current curriculum • September 2014 • first teaching of national curriculum • May 2016 • first new key stage 1 and 2 assessment

  8. Computer science “The importance of Computer Science has never been greater. We’re discovering how to build just about everything out of small simple mechanisms glued together by software. We’re at the centre of the action in biology, nanotechnology, particle physics” Professor Kenneth P. Birman Cornell University (Source: Computerworld.com) “You look at all the countries who are successful in the digital world and, guess what, they've all got Computer Science on the curriculum, China, Israel - some of the best digital IPs in the world today are coming out of Israel. It's not rocket science to understand this” Dr Ian Livingstone Life President, Eidos (Source: Huffington Post)

  9. ICT curriculum in schools - ‘freeing-up’ from September 2012. Computing will continue to be a compulsory area at all four key stages. RAEng and the BCS have co-ordinated the development of new computer science focused statutory programmes of study for introduction in September 2014. Draft programmes of study for Computing published in February. Final versions will be published in September 2013 and will be statutory from September 2014. Computing/Computer Science GCSEs count as a fourth science in the EBacc Tech levels… Curriculum changes

  10. Computing curriculum drafting… 11

  11. Pupils: can understand and apply the fundamental principles of computer science, including logic, algorithms, data representation, and communication can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems are responsible, competent, confident and creative users of information and communication technology. New computing curriculum

  12. Challenge: over 60% of ICT teachers in secondary schools have no relevant post A-level qualification Source: School Workforce Census (November 2010) (DfE)

  13. Computer science: teachers and teaching New initial teacher training courses in Computer Science to run from September 2013. Computer science has replaced ‘ICT’ as a priority subject for initial teacher training, which means that PGCE (post-graduate) students get a bursary of £9k (1st) or £4k (2.1) plus maintenance loan/ grant. British Computer Society initial teacher training scholarships of £20k for top graduates to train as Computer Science teachers Standards of subject knowledge and attributes for new Computer Science teachers – drawn up by experts including representatives from the Computing at School Working Group and British Computer Society (BCS).

  14. Computer science: teachers and teaching • Government is supporting the British Computer Society Computing At School Network of Excellence and CPD programme • Universities and lead teachers deliver CPD to their local schools • ‘Master’ teachers seconded1 afternoon a week topackage their teaching schemes for others to use • Working closely with the Teaching Schools network

  15. Partnerships to support innovation Some of the organisations supporting and working with schools & young people (among many…) Computing at School http://www.computingplusplus.org - a match-making service between school teachers and IT professionals.

  16. Links - Sources of support • https://www.ncetm.org.uk/ • https://www.ncetm.org.uk/resources/40775 • http://www.nationalstemcentre.org.uk/ • https://www.sciencelearningcentres.org.uk/ • http://www.education.gov.uk/schools/teachingandlearning/pedagogy/a00191791/match-funding-for-systematic-synthetic-phonics-products-and-training • http://www.education.gov.uk/schools/adminandfinance/financialmanagement/b00222858/primary-school-sport-funding • http://academy.bcs.org/about-academy

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