1. The National CurriculumPrimary phase 12th January 2011 The National CurriculumPrimary phase Dr. Alison Daubney 3rd December 2008 Dr. Alison Daubney Associate Tutor in Education University of Sussex a.daubney@sussex.ac.uk

2. Overview of the session Brief history of the National Curriculum Why have a National Curriculum? How is the curriculum organised? Brief content of the National Curriculum Other issues in primary education Questions / comments

3. History of the NC 1988 – introduction of the National Curriculum. 10 subjects.

4. Why have a National Curriculum? all pupils should be entitled to access a broad and balanced curriculum. individual schools had complete autonomy on curriculum issues and many did not provide this entitlement. There was a strong tendency towards class and gender differentiation. the state should intervene to secure pupils’ entitlement.

5. Who does the NC apply to? The National Curriculum applies to pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and voluntary aided and voluntary controlled schools.

6. How is the curriculum organised?

7. Mission statement 'The curriculum should be treasured. There should be real pride in our curriculum: the learning that the nation has decided to set before its young. Teachers, parents, employers, the media and the public should all see the curriculum as something to embrace, support and celebrate. Most of all, young people should relish the opportunity for discovery and achievement that the curriculum offers.' (Mick Waters, Director of Curriculum, QCA)

8. What is in the NC? CORE SUBJECTS: Mathematics English Science FOUNDATION SUBJECTS: Geography History Design and technology Art and design Music Physical Education ICT

9. Other requirements Religious education Sex education Personal, social and health education (incl. citizenship) Modern Foreign Languages (from Sept 2010)

10. Literacy Embedded across the curriculum through: recognising and using standard English writing speaking listening reading

11. Numeracy Numbers Shapes Measures Space Handling datahttp://www.standards.dfes.gov.uk/primary/teachingresources/mathematics/nns_itps/measuring_cylinder/ http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/852/3timer.swf

12. Science Scientific enquiry Life processes and living things Materials and their properties Physical processes

13. History The importance of history History fires pupils’ curiosity about the past in Britain and the wider world. Pupils consider how the past influences the present, what past societies were like, how these societies organised their politics, and what beliefs and cultures influenced people’s actions. As they do this, pupils develop a chronological framework for their knowledge of significant events and people. They see the diversity of human experience, and understand more about themselves as individuals and members of society. What they learn can influence their decisions about personal choices, attitudes and values. In history, pupils find evidence, weigh it up and reach their own conclusions. To do this they need to be able to research, sift through evidence, and argue for their point of view – skills that are prized in adult life

14. Geography Teaching should ensure that “geographic enquiry and skills” are used when developing “knowledge and understanding of places, patterns and processes” and “environmental change and sustainable development”.

15. Music Performing Composing Listening Appraising http://www.singup.org/songbank/search.php

16. Art and design Investigating Making Exploring Developing ideas Evaluating and developing work

17. Physical education Acquiring and developing skills 1. Pupils should be taught to: consolidate their existing skills and gain new ones perform actions and skills with more consistent control and quality. Selecting and applying skills, tactics and compositional ideas 2. Pupils should be taught to: plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small-group and small-team activities develop and use their knowledge of the principles behind the strategies, tactics and ideas to improve their effectiveness apply rules and conventions for different activities. Evaluating and improving performance 3. Pupils should be taught to: identify what makes a performance effective suggest improvements based on this information. Knowledge and understanding of fitness and health 4. Pupils should be taught: how exercise affects the body in the short term to warm up and prepare appropriately for different activities why physical activity is good for their health and well-being why wearing appropriate clothing and being hygienic is good for their health and safety.

18. Primary curriculum reviews – changes afoot? The Rose Review – Now not going ahead http://www.dcsf.gov.uk/primarycurriculumreview/ The Cambridge Primary Review - independent http://www.primaryreview.org.uk/ New government white paper (Nov 2010) mentions a curriculum review.

19. Other issues relevant to primary education Inclusion Transition Assessment Standards / inspection “Troops to teachers” Extended schools ECM & Children’s plan Record keeping – National level Creativity through the curriculum Primary Curriculum review Free Schools / academies Creative partnerships

20. How is learning assessed?

21. Telegraph 26th March 1999

22. Daily telegraph 22nd January 2003

23. Where can you find out more? University of Sussex education programmes Tel 01273 877888 http://www.sussex.ac.uk/education/1-2-14.html Science: James Williams Email: James.Williams@sussex.ac.uk Music: Duncan Mackrill Email: D.R.Mackrill@sussex.ac.uk Maths: Karen Gladwin Email: K.A.Gladwin@sussex.ac.uk English Julia SutherlandEmail: j.e.sutherland@sussex.ac.uk MFL: Gretel ScottEmail: G.scott@sussex.ac.uk History: Simon Thompson Email: s.j.thompson@sussex.ac.uk Geography Robert Rosenthal Email: R.D.Rosenthal@sussex.ac.uk 7-14 Science: James Williams Email: James.Williams@sussex.ac.uk 7-14 MFL: Gretel Scott Email: G.Scott@sussex.ac.uk 7-14 Maths: Karen Gladwin Email: k.a.gladwin@sussex.ac.uk

24. Useful links Graduate teacher training register: www.gttr.ac.uk Training and development agency: www.tda.gov.uk

25. Thanks for listening! Any questions?