Secondary National Curriculum and changes to the KS4 landscape

Saturday Session J 11:45-12:45

John Westwell

Objectives of session• Share some information about what’s been

happening on curriculum change and about what’s still to come

• Consider some of the important themes and ideas in the proposed curriculum changes

• Discuss how we can respond to curriculum change and the implications for support and collaboration

Whose curriculum is it anyway?

• Intended curriculum (written, official)

• Implemented curriculum (taught, enacted)

• Achieved curriculum (learned)

• Hidden curriculum

What are people saying? – Michael Gove

“In line with our changes to the national curriculum, the new specifications are more challenging, more ambitious and more rigorous. That means …more testing of advanced problem-solving skills in mathematics and science; more testing of mathematics in science GCSEs, to improve progression to A Levels; more challenging mechanics problems in physics…”

(Statement to parliament – 11th June 2013)

What are people saying? – Charlie Stripp

“The new GCSE Mathematics subject content and assessment objectives, alongside the new National Curriculum Programmes of Study, emphasise the value of maths as a tool that helps us to make sense of the world and solve real problems. They can empower teachers to focus on supporting students to develop mathematical fluency, reasoning and problem solving skills. I believe this can help improve attitudes towards maths and raise achievement, so that young people are better prepared for employment and higher education, and are more likely to choose to study maths post-16.”

(News item on NCETM website – 11th June 2013)

What has been published so far?

• Key Stage 1 to 3 National Curriculum consultation (February 2013 – handout 1)

• Key Stage 4 National Curriculum information (February 2013 – handout 2)

• DfE GCSE subject content and assessment objectives consultation (June 2013 – handout 3)

• Ofqual GCSE reform consultation (June 2013 – handout 4)

• DfE statement about assessment without levels (14th June 2013)

What are the main emphases?

Read and compare:• Purpose and aims (Page 53 - handout 1)• Subject aims and learning outcomes (Page 3 – handout 3)

Discuss:• What comes across as important?• Are there any significant differences?• Are there things missing?

So what about the detail?

Read and compare:• Reason mathematically (Page 94 – handout 1)• Ratio, proportion and rate of change (Page 97 – handout 1)• Ratio, proportion and rates of change (Page 7 – handout 3)

Discuss:• What comes across as important?• Are there any surprises?• Are there things missing?

And what about assessment?

Read and compare:• Attainment targets (Page 54 - handout 1)• Assessment objectives (Page 11 – handout 3)• If the assessment is tiered…(Page 13 – handout 4)

Discuss:• What is most striking about the assessment plans?• Are there any significant changes?• Curriculum v Assessment?

What is happening next?• KS1 to 3 National Curriculum published for final formal

short-term consultation (July 2013)• DfE/Ofqual GCSE consultations end (20/8/13 & 3/9/13)• Final GCSE subject criteria and regulations published

(autumn 2013)• KS4 National Curriculum consultation (autumn 2013)• Awarding organisation prepare GCSE specifications

(2013/14)• New National Curriculum implemented (September 2014)• New GCSEs (first taught September 2015, first awarded

August 2017)

How might we respond?

Ignore it and hope it goes away

Get cross and moan

Give helpful feedback Get on and work together

Be a curriculum shaper

“I can only conclude that people, not just students, are really hungry for this. Math makes sense of the world. Math is the vocabulary for our own intuition. So, I just really encourage you, whatever your stake is in education, whether you are a student, parent, teacher, policy maker, whatever, insist on better math curriculum – we need more patient problem solvers”

(Dan Meyer – Math Class needs a makeover, TED talk, May 2010)