Professional PracticeYear 1 (KP)

The Primary Curriculum

To explore the context of schooling in Britain. Briefly to review the history of curriculum

change in England. To explore the current National Curriculum

and proposed new curriculum.To introduce the Every Child Matters agenda

and current initiatives in education. 

Learning Intentions (next 2 LL):

Work with the person next to you to a make a mind map of what you understand makes up a “curriculum”.

The Subjects comprising a course of study in a school or college [Oxford English Dictionary]

The reality is much broader than this simple definition

What is A Curriculum?

openscotland.gov.uk

Official or formal curriculumHidden or latent curriculumObserved curriculumExperienced curriculum

(after Pollard and Tann, 2004).

Curriculum Types

The National Curriculum is merely one particular construct of a curriculum – includes EYFS.

It is determined by central governmentSchools had a curriculum before the

national curriculumIt only applies to state schools in England

and WalesSupported by published Schemes of Work

and National Literacy and Numeracy strategies.

The official (formal) curriculum : The National Curriculum

The hidden curriculum

From Hughes, P. (2008) Principles of Primary Education Abingdon: Routledge

What actually takes place in the classroom – the lessons and activities you see.

May be different to the intended official curriculum as teachers respond to children’s learning needs

Needs careful and developed skills of observation.

The observed curriculum

That which is directly experienced by the children.

What the children “take away” from the lesson.

Not easy to monitor.

The experienced curriculum

1. The School Curriculum should aim to provide opportunities for all pupils to learn and achieve.

2. The School Curriculum should aim to promote pupil’s spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.

The National Curriculum & EYFS: Aims and Values [p10-12]http://curriculum.qca.org.uk/key-stages-1-and-2/index.aspx

http://www.standards.dfes.gov.uk/eyfs/

The National Curriculum Subjects – can you name them?

3 coreEnglishMathematicsScience7 FoundationDesign and TechnologyInformation and

Communication TechnologyHistoryGeographyArt and DesignMusicPhysical EducationAnd from 2010 (2011)…?

Another?

Religious EducationEducation Act 1996 – Schools must provide religious

education for all pupils, although parents can withdraw their children. The school must take account of the locally agreed syllabus. It is therefore a Christian expectation.

Sex EducationPrimary Schools must make their policy on Sex Education

available to parents. Parents have the right of withdrawal.

Other Requirements [p 19 – 20]

Citizenship?Personal, Social and Health Education?Modern Foreign Language ?

Non-Statutory Guidelines [p136-149]

SMSC – spiritual, moral, social, culturalFinancial capabilityEnterprise EducationSustainable Development

Learning across the National Curriculum (p 19 – 23)

CommunicationApplication of NumberInformation TechnologyWorking with OthersImproving Own Learning and PerformanceProblem Solving

Thinking Skills [5] Information processing Reasoning Enquiry Creative thinking Evaluation

Key Skills [p20-22]Embedded in the National Curriculum

1. Setting Suitable Learning Challenges

2. Responding to Pupil’s Diverse Needs

3. Overcoming Potential Barriers to Learning and Assessment for Individuals and Groups of Pupils

3 Principles of Inclusion [p30-37]

All the learning which a child does in any aspect of his or her school life

Dean J [2001] 3 Central Aspects1. The Taught curriculum – intentional or deliberate in

classroom or elsewhere, traditional view2. The Institutional curriculum – the culture, values, codes

and behaviour. The ethos.3. The Hidden curriculum – that which the school cannot

see or control e.g. children’s perceptions of what they do may not be what is intended. Do they have strategies [such as working slowly to avoid answering] or do girls feel inferior to boys. If discussed these things may no longer remain hidden but become part of the institutional curriculum

The Wider Curriculum

Structure of the National Curriculum

Programmes of Study (PoS)Set out the content

pupils should be taught in each subject at each Key Stage.

Provide the basis for planning schemes of work.

Attainment Targets and Level Descriptors

Set out expectations of the knowledge, skills and understanding which pupils of different abilities are expected to have achieved within the context of end of the different key stages.

Range of levels within which the majority of pupils are expected to work

KEY STAGE 1: Levels 1-3 InfantKEY STAGE 2: Levels 2-5 Junior

Expected attainment by the majority of pupils at the end of the key stage

KEY STAGE 1: Level 2 Age 7KEY STAGE 2: Level 4 Age 11

Expectations of the National Curriculum

Use of LanguageWriting, Speaking, Listening, Reading

Use of ICT

Health and Safety

Across the Curriculum [p38-40]

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Every Child Matters: Change for Children – The context

Being healthy: enjoying good physical and mental health and living a healthy

lifestyleStaying safe: being protected from harm

and neglectEnjoying and achieving: getting the

most out of life and developing the skills for adulthood

Making a positive contribution: being involved with the community and society and not engaging in anti-social or offending behaviour

Economic well-being: not being prevented by economic disadvantage from achieving their full potential in life

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Themes of ECMEvery service, every professional, every community,

every family must take responsibility for the protection of children;

Every organisation must have a positive vision of young people and high expectations for all of them, whoever they are, and wherever they live.

Early Intervention and Effective Provision Improving Information Sharing Between AgenciesDeveloping a Common Assessment Framework (CAF)

across services Introducing a named ‘ Lead Professional’Developing wraparound care multi-disciplinary

service deliverySafeguarding Children partnership arrangementsCommon occupational standards for all agencies

working with children Integrated Inspection Framework for Children’s

Services

The independent review of the primary curriculum – Sir Jim Rose

http://www.dcsf.gov.uk/primarycurriculumreview/

The Primary Review – Cambridge University and the Esme Foundation

http://www.primaryreview.org.uk/

Times of Change – The review of the Primary Curriculum

Executive summary – Independent Review (published 9/12/08)

Some of the 20 recommendations

http://curriculum.qca.org.uk/new-primary-curriculum/index.aspx

http://curriculum.qca.org.uk/new-primary-curriculum/About-the-new-primary-curriculum/index.aspx

http://curriculum.qca.org.uk/new-primary-curriculum/curriculum-tools/a-short-guide-to-the-new-primary-curriculum/index.aspx

http://www.qcda.gov.uk/resources/curriculum_reform/index.html

The New Primary Curriculum: