Implementing The National Curriculum in your school: Leading the change

Transcription

1 Implementing the National Curriculum in your School: Leading the Change In response to requests, we have produced a PowerPoint presentation that leaders can use to work with their staff on planning for the implementation of the National Curriculum. The whole point is to save you time searching for information. The reason for producing as a PowerPoint rather than a paper document is so that leaders can supplement and amend with context-specific information. The presentation contains the following sections: Headlines The new curriculum Headlines Changes to assessment The process of change Subject specific headlines (the key changes in each subject) Questions for evaluating your new curriculum Questionnaire to gather information from staff Will be a useful tool for use with staff and governors. Copyright statement: This document should be used within the purchasing organisation only. Supplied by Not As We Know It Limited Focus Education UK Ltd. 1

2 Implementing The National Curriculum in your school: Leading the change

3 Introduction This document is intended for school and academy leaders. It has been designed to assist with the implementation of the National Curriculum. It is intended to be used as a PowerPoint presentation with leaders adding elements which are specific to their school context. Focus Education UK Ltd. 3

4 Contents 5 Big picture: Curriculum 14 Big picture: Assessment 24 Other things to consider 27 The process of change 38 Subject specific headlines 62 Questions for evaluating the curriculum 69 Annex: Questionnaire for staff Focus Education UK Ltd. 4

5 Big picture: Curriculum Focus Education UK Ltd. 5

6 What is the curriculum? Be clear about the place of the NC in your school. Be proactive and decide what your curriculum is. Whilst the NC is statutory, it is not the total offer. This requires thought and commitment from the staff team to decide what is right for your children in your context. Your Curriculum The National Curriculum The sum total of all learning and experiences that influence development and progress. Focus Education UK Ltd. 6

7 Who does it apply to? To be taught in all maintained schools from September It provides the standard against which academies and free schools can benchmark their curricula, where they choose to develop their own. Focus Education UK Ltd. 7

8 Key themes linked to implementation of the new National Curriculum The combination of strong leadership and high quality teaching is critical to success. Schools need to articulate and embed high expectations. Schools should have the freedom to develop more innovative & effective approaches to learning. Government want to embed a sense of ambition and love of learning for its own sake. Schools need to be ambitious for all children; regardless of background. The curriculum should maintain both breadth and balance. Each school should develop its own curriculum to achieve the above aspirations. Focus Education UK Ltd. 8

9 What are the expectations and intentions? Aims to ensure that the new National Curriculum embodies rigour and high standards and creates coherence in what is taught in schools to ensure that all children are taught the essential knowledge in the key subject disciplines beyond that core, to allow teachers greater freedom to use their professionalism and expertise to help all children realise their potential. Focus Education UK Ltd. 9

10 Why a National Curriculum? Comparative data suggests that we are falling behind other nations with little improvement seen in our performance in mathematics, science and reading since 2007 One in five currently leaving schools without meeting the expected standards in English and maths All high-performing systems strongly emphasise the fundamentals of core academic subjects and allocate them substantial time yet in England we have been moving away from this approach Our primary curriculum in mathematics and science focuses insufficiently on key elements of knowledge and is not demanding enough England is among the countries with the lowest levels of participation for 16 to 18-year olds, with fewer than 20% of young people studying mathematics to 18 Focus Education UK Ltd. 10

11 What will it look like? English, mathematics and science are the building blocks of education; improving our performance in these subjects will be essential Curriculum reform alone is not enough. No education system can be better than the quality of its teachers. We need to improve the quality of teaching. We also need to press ahead with other reforms such as the pupil premium, the extension of free pre-school learning and the growth of academies and Free Schools In mathematics there will be greater rigour. There will be a greater emphasis on arithmetic, and the promotion of efficient written methods of long multiplication and division. There will also be more demanding content in fractions, decimals and percentages In science there is a stronger focus on the importance of scientific knowledge and language and a greater emphasis on the core scientific concepts underpinning pupils understanding. For the first time primary aged children will learn about evolution and inheritance. Focus Education UK Ltd. 11

12 What will it look like? The proposed English programmes of study will embody higher standards of literacy. Pupils will be expected to develop a stronger command of the written and spoken word. Through the strengthening of the teaching of phonics pupils will be helped to read fluently. The study of languages to be compulsory in Key Stage 2 Replace the current ICT curriculum with a new computing curriculum with a much greater emphasis on computational thinking and practical programming skills Focus Education UK Ltd. 12

13 Flexibility? It is essential to distinguish between the statutory National Curriculum and the whole school curriculum. All schools must provide a curriculum that is broadly based, balanced and meets the needs of all pupils. Maintained schools must follow the statutory National Curriculum and teach the subjects specified at the appropriate key stages. Academies and Free Schools have the freedom to depart from the National Curriculum. All schools must teach religious education at all key stages, and secondary schools must provide sex education. There are detailed programmes to be followed in English, mathematics and science. In other subjects and key stages we are aiming to give teachers more space and flexibility to design their lessons by focusing only on the essential knowledge to be taught in each subject. Focus Education UK Ltd. APPROVAL COPY 13

14 Big picture: Assessment Focus Education UK Ltd. 14

15 Assessment arrangements The current system of levels & level descriptors will be removed and not replaced. We agreed that levels have become too abstract, do not give parents meaningful information about how their child is performing, nor give pupils information about how to improve. (DFE) Schools will be responsible for developing their own approaches to formative assessment. The DFE will provide examples of good practice. The government will prescribe statutory summary assessment. Focus Education UK Ltd. 15

16 Designing assessment The NAHT published a report in Feb 2014 which outlines the outcomes from their Commission on Assessment. The following pages outline the specific recommendations from their Design checklist which can be used by schools and groups of school seeking to develop or acquire an assessment system. These criteria could also be used as the basis for revising an assessment policy. Focus Education UK Ltd. 16

17 Our approach to assessment NAHT Commission Our method of assessment Our use of assessment Focus Education UK Ltd. 17

18 Our approach to assessment Assessment is integral to high quality teaching and learning. It helps us to ensure that our teaching is appropriate and that learners are making expected progress. All staff are regularly trained in our approach to assessment. We have a senior leader who is responsible for assessment. (NAHT, 2014) Focus Education UK Ltd. 18

19 Our method of assessment 1 Assessment serves many purposes, but the main purpose of assessment in our school is to help teachers, parents and pupils plan their next steps in learning. We also use the outcomes of assessment to check and support our teaching standards and help us improve. Through working with other schools and using external tests and assessments, we will compare our performance with that of other schools. We assess pupils against assessment criteria, which are short, discrete, qualitative and concrete descriptions of what a pupil is expected to know and be able to do. Assessment criteria are derived from the school curriculum, which is composed of the National Curriculum and our own local design. Assessment criteria for periodic assessment are arranged into a hierarchy, setting out what children are normally expected to have mastered by the end of each year. (NAHT, 2014) Focus Education UK Ltd. 19

20 Our method of assessment 2 The achievement of each pupil is assessed against all the relevant criteria at appropriate times of the school year. Each pupil is assessed as either developing, meeting or exceeding each relevant criterion contained in our expectations for that year. Where a pupil is assessed as exceeding the relevant criteria in a subject for that year they will also be assessed against the criteria in that subject for the next year. For those pupils meeting and exceeding the expected standards, we provide more challenging work. Assessment judgements are recorded and backed by a body of evidence created using observations, records of work and testing. Assessment judgements are moderated by colleagues in school and by colleagues in other schools to make sure our assessments are fair, reliable and valid. (NAHT, 2014) Focus Education UK Ltd. 20

21 Our use of assessment Teachers use the outcomes of our assessments to summarise and analyse attainment and progress for their pupils and classes. Teachers use this data to plan the learning for every pupil to ensure they meet or exceed expectations. Teachers and leaders analyse the data across the school to ensure that pupils identified as vulnerable or at particular risk in this school are making appropriate progress and that all pupils are suitably stretched. The information from assessment is communicated to parents and pupils on a termly basis through a structured conversation. Parents and pupils receive rich, qualitative profiles of what has been achieved and indications of what they need to do next. We celebrate all achievements across a broad and balanced curriculum, including sport, art and performance, behaviour, and social and emotional development. (NAHT, 2014) Focus Education UK Ltd. 21

22 Proposals for statutory assessment At the present time, the precise details about statutory assessment are unclear. The big picture themes which are clear: The government will hold schools to account for pupils attainment & progress. Data from primary schools will be used by secondary schools and to measure progress in secondary schools. Data will be used to benchmark school and monitor performance locally and nationally. Floor standards will become more challenging. Focus Education UK Ltd. 22

23 Testing from Summer 2016 English & Mathematics tests at the end of KS1 and KS2. National sampling in Science at the end of KS2. There will be higher expectations linked to the concept of secondary readiness (more demanding than the current L4 threshold). L6 content will be included in the tests (not separate test). Focus Education UK Ltd. 23

24 Other things to consider Focus Education UK Ltd. 24

25 Other things to consider Given the current pace of change in education, there are a number of other factors which you may wish to consider when planning and implementing curriculum change: Change to assessment system (no levels) Change to SEN regulations Implementation of performance related pay Universal free school meals for KS1 pupils Sports premium funding and reporting Focus Education UK Ltd. 25

26 Online content Remember there is a statutory obligation on all schools to publish: Information about your school s curriculum: in relation to each academic year, the content of the curriculum followed by the school for each subject and details as to how additional information relating to the curriculum may be obtained; and in relation to KS1, the names of any phonics or reading schemes in operation. Focus Education UK Ltd. 26

27 The process of change Focus Education UK Ltd. 27

28 The process of change Communicate clear vision & purpose Doing Audit & gather evidence Action planning Monitoring & evaluation Important for having an agreed starting point. Without this you are in danger of implementing the new curriculum because there is a national change rather than getting the right curriculum for your children in your school, delivered by your teachers. This will ensure that all key people understand the change process. Remember to include governors, parents and children in this not just staff. Involve colleagues in deciding what this vision is. This should be more than implementing the new national curriculum. Create a simple and clear plan which identifies: targets, success criteria, milestones, responsibilities, resources, criteria for evaluation. During this period implement training and professional development for all staff. Try to make this bespoke based on the outcomes from the audit. Also consider resource implications and timetabling. Decide how you will monitor and evaluate and who will monitor and evaluate. Focus Education UK Ltd. 28 Communicate

29 Managing change Vision Skills Incentives Resources Action Plans Success Skills Incentives Resources Action Plans Confusion Vision Incentives Resources Action Plans Anxiety Vision Skills Resources Action Plans Slow Change Vision Skills Incentives Action Plans Frustration Vision Skills Incentives Resources False Starts Jacqueline S. Thousand & Richard A. Villa Managing Complex Change Focus Education UK Ltd. 29

30 Key questions The following slides contain key questions and prompts to guide your thinking in having a conversation about your current position and where you want to be. You can also use the questionnaire (annex) to gather evidence from members of the staff team. Focus Education UK Ltd. 30

31 Key questions What makes a great curriculum? What are the ingredients? What do you want your curriculum to be characterised by? Focus Education UK Ltd

32 What makes a great curriculum? It may be worth articulating what, in your collective view, makes a great curriculum. These are some pointers from the National College: 1. Is underpinned by aims, values and purpose. 2. Develops the whole person - knowledge, skills, understanding and attitudes. 3. Is broad, balanced and has clear progression in subject knowledge and skills. 4. Is filled with rich first-hand purposeful experiences. 5. Is flexible and responsive to individual needs and interests. 6. Embeds the principle of sustainability. 7. Has an eye on the future and the needs of future citizens. 8. Encourages the use of environments and expertise beyond the classroom. 9. Makes meaningful links between areas of knowledge across the curriculum and the major issues of our time. 10. Has a local, national and international dimension. Focus Education UK Ltd. 32

33 Key questions What is the difference between the national curriculum and your school s curriculum? What do you need to add in order to achieve a great curriculum? Focus Education UK Ltd

34 Key questions What elements of your current curriculum offer significant impact on children s learning and progress? What do you not want to lose? Focus Education UK Ltd

35 Key questions Where are the gaps with your current curricular offer? Focus Education UK Ltd

36 Key questions What type of learner do you want to leave your school? What impact with the combination of good quality teaching and the curriculum have had? Focus Education UK Ltd

37 Pulling it together Want Got Need Scrap What do you want as an outcome? What have you got that you do not want to lose? What do you need in order to achieve your vision? What do you need to get rid of? Focus Education UK Ltd. 37

38 Subject specific headlines Focus Education UK Ltd. 38

39 Focus Education UK Ltd.APPROVAL COPY 39

40 Overview Like the rest of the new curriculum, the programme of study for English is knowledge-based; this means its focus is on knowing facts rather than developing skills and understanding. It s also characterised by an increased emphasis on the technical aspects of language and less emphasis on the creative aspects. English is set out year-by-year in KS1 and two-yearly in KS2. Appendices give specific content to be covered in the areas of spelling and vocabulary, grammar and punctuation. These are set out yearly across both Key Stages. Within each Key Stage, schools are allowed to introduce the content earlier or later than described in the programme of study. Spoken language Speaking and listening (now called Spoken language) has been slimmed down. The initial draft of the new English curriculum didn t have a programme of study for spoken language. After widespread criticism, one was added to the final draft and published version. Unlike Reading and Writing, it isn t agedifferentiated; a single, brief programme of study covers the whole of the primary age range. Drama has been reinstated as a statutory requirement after being relegated to non-statutory status in earlier versions of the draft programme of study. Reading Reading is to be taught using phonic strategies only. There is no longer a requirement for pupils to build up a sight vocabulary of high frequency words, or to use syntax and context when reading for meaning. Pupils across the primary age range are now required to learn a range of poetry by heart and perform it. At KS1 pupils are expected to re-read books to develop fluency and confidence in word reading. Pupils in years 1 and 2 now need to be able to make inferences from their reading. (This was previously not covered until year 3). Writing There are a significant number of new requirements in the area of writing. However, there are a couple of reasons why this may not be as challenging as it might first appear. Firstly, many of the new learning objectives cover activities that are already common practice in the classroom; they re simply being stated explicitly for the first time. Secondly, the new curriculum is more specific about what pupils should learn in the areas of spelling, vocabulary, grammar and punctuation. Focus Education UK Ltd. 40

41 Spelling In all year groups the new programme of study for spelling consists of learning the spelling rules given in the appendix, learning to spell the words in the word lists, and performing dictation. An additional requirement in Key Stage 2 is using dictionaries to check spellings and meanings, and in upper Key Stage 2 pupils are also expected to use thesauruses. Handwriting All references to creating and presenting texts using electronic tools such as word processing programs have been removed. The rest of the requirements are very similar to the old programme of study, but more detailed, especially in Key Stage 1. Composition There are more specific objectives to do with the various stages in the writing process. These include forming and articulating ideas and planning, drafting, evaluating and revising texts. None of these will be unfamiliar to teachers in fact, they ve always been part of good classroom practice, but most of them are newly specified in the curriculum. In upper Key Stage 2, pupils are expected to summarise longer passages of text. Vocabulary, grammar and punctuation There is a very specific list of content to be taught in each year group, described in the appendices to the programme of study. Much of the new content, although newly specified in the curriculum, is not actually new to classroom practice. Here s a list of the new content that s most likely to be new in practice as well as in theory: Year 1: Question marks and exclamation marks Year 2: Adverbs, exclamations and commands, exclamation marks, present and past progressive (continuous) tenses, apostrophes of possession (singular only) Year 3: The present perfect tense Year 4: Fronted adverbials Year 5: Parenthesis and commas for clarification Year 6: Punctuation between independent clauses Focus Education UK Ltd. 41

42 English KS1 Only phonic reading strategies required No specific mention of group work or drama strategies References to ICT/typing removed Learning of poetry (including reciting poetry) introduced Specific spellings, e.g. days of the week Joined writing expected in Year 2 Proof-reading of own writing Focus Education UK Ltd. 42

43 English KS2 Phonic decoding expected to be secure by Y3 No specific mention of group work, drama strategies or use of ICT Learning of classic & modern poetry (including reciting poetry) introduced Specific spelling rules to be taught Précising and dictation Greatly increased expectations in grammar and punctuation (detailed appendices) Clearly defines editing and proof reading as two distinct processes and skills Focus Education UK Ltd. 43

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45 Aims of mathematics Before looking in detail at the specifics in the mathematics curriculum, it is worth spending some time considering the three stated aims of mathematics. These are the basis for all mathematics teaching. How do these stand up in your school? Aims Fluency Reasoning Problem solving Focus Education UK Ltd. 45

46 Mathematics KS1 Rounding to nearest 10 removed from KS1 Y1: No data handling required Y1: Counting & writing numbers to 100 Y1: Write numbers words to 20 Y1: Number bonds to 20 Y2: Finding fractions of quantities Y2: Adding two-digit numbers Y2: Telling the time to nearest 5 minutes Y2: Make comparisons using < > = symbols Y2: Solve simple money problems using /p Focus Education UK Ltd. 46

47 Mathematics Lower KS2 No ratio required in LKS2 Written division moved to UKS2 No calculator skills included Carroll / Venn diagrams no longer required Y3: Formal written methods for + & Y3: Compare, order & + & easy fractions Y3: Vocabulary of angles & lines Y3: Time including 24h clock & Roman numerals Y4: Recognise equivalent fractions/decimals Y4: Solve fractions & decimals problems Y4: Perimeter/area of compound shapes Y4: Know multiplication tables to 12 x 12 Focus Education UK Ltd. 47

48 Mathematics Upper KS2 No calculator skills included No probability included Data handling greatly reduced content Y5: Use decimals to 3dp, including problems Y5: Use standard multiplication & division methods Y5: Add/subtract fractions with same denominator Y5: Multiply fractions by whole numbers Y6: Long division Y6: Calculate decimal equivalent of fractions Y6: Use formula for area & volume of shapes Y6: Calculate area of triangles & parallelograms Y6: Introductory algebra & equation-solving Focus Education UK Ltd. 48

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50 Biology Chemistry Physics Plants Animals, including humans Living things & habitats Evolution & inheritance Rocks Everyday materials Properties & changes of materials Yr 1 X X X X Yr 2 X X X X Yr 3 X X X X X Yr 4 X X X X X Yr 5 X X X X X X Yr 6 X X X X Focus Education UK Ltd. 50 States of matter Light Sound Forces & magnets Seasonal changes Earth & space Electricity

51 Science KS1 Some physics topics moved to KS2 only: Light & Dark; Sound; Forces; Electricity Reduce requirement to know life processes No requirement to make predictions or fair tests Drugs as medicines removed Care for animals/others/environment removed Changing materials with heat moves to KS2 Y1: Naming of plants and animals added Y1: Seasonable changes & weather added Y2: Introduce simple food chains Y2: Some study of movement on different surfaces Focus Education UK Ltd. 51

52 Science Lower KS2 Some movement between Y3 and Y4: Skeletons to Y3; Teeth & digestion to Y4 Some units delayed to upper KS2: Forces; separating mixtures; insulators; adaptation Requirements reduced in electricity units All KS1 content for sound & light moves to LKS2 Y3: Fossils and soils content added Y3: Flowers as part of the plant life cycle Y3: Light reflecting off surfaces Y4: Introduce changes of state & water cycle Y4: Common uses of electricity Y4: Changing environments Focus Education UK Ltd. 52

53 Science Upper KS2 Some movement between Y5 and Y6: e.g. Health & Heart to Y6; Reversible changes to Y5 Some units introduced earlier in KS2: Water cycle; sound as vibrations to Y4 Micro-organisms no longer required Y5: Life cycles of animals added Y5: Reversible & irreversible changes Y5: Planets, gravity and other forces added Y6: Classification of plants and animals Y6: New unit on evolution Y6: Diet, exercise, drugs & lifestyle added Focus Education UK Ltd. 53

54 Art Greatly reduced detail in content, with much of the broader detail included in the aims. Specific objectives include only 4 areas: Use a range of materials (KS1) Use drawing, paint & sculpture to share ideas Develop techniques in colour, line, form, etc. Learn about the work of artists, craft makers, architects and designers Create & maintain sketch books (KS2) Focus Education UK Ltd. 54

55 Computing Significant change in focus from digital literacy and applications to control and programming Introduction to creating programs in KS1 (e.g. roamer style sequences of instructions) E-safety included in both key stages Logical reasoning and problem-solving to identify flaws in instructions and correct them Complex instruction systems and variables covered in KS2 Understand and use computer networks, including the internet (KS2) Focus Education UK Ltd. 55

56 Design & technology Broadly similar requirements at both Key Stages for main aspects, although slightly less specific detail: o Design o Make o Evaluate o Technical Knowledge Statutory requirement to include cooking at both key stages Focus Education UK Ltd. 56

57 Foreign languages Newly statutory at KS2 No requirement to study from approved languages (as was originally planned) Can include classical languages No mention of intercultural understanding in programme of study Focus on four skills of Speaking, Listening, Reading and Writing Focus Education UK Ltd. 57

58 Geography Reduced emphasis on investigative Geography Increased focus on geographical knowledge KS1: name continents and home countries KS1: Compare local geography to UK & world KS1: Introduce key geography vocabulary KS2: locate world countries; UK cities & regions KS2: Identify world feature, e.g. poles, tropics, etc. KS2: Comparison study in Americas and Europe KS2: Study climate, vegetation belts, land use, natural resources & trade links KS2:Use compass points & 6-figure grid references Focus Education UK Ltd. 58

59 History Reduced emphasis on sources & methodology Relatively little change at KS1, with slight increase in national focus Reduced emphasis on diversity & culture Significant changes in KS2 breadth of study: Victorians/Britain since 1930 & Tudors removed Stone age added Romans, Anglo-Saxons & Vikings all required Slightly changes to ancient civilisation options A non-european study must be included One period of study that stretches past 1066 Focus Education UK Ltd. 59

60 Music Slimmed-down Programme of Study KS1 focus on experimentation with voice and tuned and untuned instruments Musical elements (pitch, tempo, etc.) renamed as inter-related dimensions KS2: Introduce staff and other notation KS2: Develop understanding of history of music Focus Education UK Ltd. 60

61 Physical education Slimmed-down Programme of Study KS1 focus on mastering basic skills and playing in team games KS2 includes discrete skills and in contexts of team games and competition Less focus on evaluation, focus moves to improving personal bests Swimming remains statutory at either key stage Focus Education UK Ltd. 61

62 Questions for evaluating your curriculum Focus Education UK Ltd. 62

63 13 important questions Is the curriculum underpinned by a set of aims and design principles? Is the curriculum presented to challenge, inspire, engage & motivate all learners? Is the curriculum promoting coherent personal development, skills & attitudes? Does the curriculum articulate the essential knowledge, skills & understanding you want for your children? Is the curriculum allow for personalisation & flexibility? Does the curriculum promote a wide repertoire of T+L approaches? Does the curriculum make clear expectations of progression against national standards? Is the curriculum built on a good understanding of child development? Is the curriculum underpinned by quality assessment which makes a difference? Is the curriculum underpinned by opportunities for children to reflect? Does the curriculum focus on a learning challenge approach? Have pre-learning tasks been well used to make the curriculum work? Are basic skills woven in where meaningful? Focus Education UK Ltd. 63

64 13 important questions 1. Is the Curriculum underpinned by a set of aims and design principles? Are learning challenges being developed to be sympathetic to what we stand for? Are standards in literacy, numeracy and ICT being enhanced by this way of working? Are children being involved, at any level, in developing the work within the theme? Are children enjoying their learning at a better level than ever before? Are teachers showing more enthusiasm for this way of working? 2. Is the curriculum presented to challenge, inspire, engage and motivate all learners? Is AfL embedded? As part of classroom practice and planned for Do the activities taking place challenge learners? Are the topics engaging the learners? Are the learners involved in planning of the curriculum? Are discrete skills from literacy, numeracy and ICT being applied? 3. Is the curriculum promoting coherent personal development, skills and attitudes? Are learners more confident in their approach to learning? Can learners articulate their feelings? What links are being made with the community? Is there clear, identified progression of skills being acquired in PSHCE? Do learners know how and why they can become better learners? Focus Education UK Ltd. 64

65 13 important questions 4. Does the curriculum articulate the essential knowledge, understanding, skills, attitudes and attributes that we want our children to acquire for the future - in more coherent areas of learning/subjects? What skills are being taught? What knowledge will be included in the new curriculum? Are we covering all that is required of us? What kind of people would we like our learners to become? 5. Is the curriculum articulated in the form of a common national framework to promote flexibility and personalisation? Does the medium term plan reflect the learner s interest? Are learners motivated and on-task during lessons? Is the new curriculum impacting on achievement and standards in all areas? 6. Does the curriculum promote a wide repertoire of teaching and learning approaches and encourages matching strategies to contexts and needs? Are all learners fully catered for? Where is learning taking place? Is there enough out-of-school experiences? Can we make it easier or teachers to organise visits? Are enough experts being invited into the classrooms? How are teachers making the learning relevant? Focus Education UK Ltd. 65

66 13 important questions 7. Does the curriculum make clear expectations of progression and how expectations relate to national standards and desire outcomes? Does everyone have good knowledge of the skills structure? Is everyone taking full advantage to help develop literacy, numeracy and ICT through the curriculum? Are the personal development skills being recognised and used fully? Are skills aiding the process of the planning? Are skills being helpful in relation to assessment? 8. Is the curriculum built on a good understanding of child development? Are learners given planned opportunities to develop thinking skills? Are teachers planning for developing speaking and listening skills? (talk across the curriculum) How is role play being used to impact on learning? Does the planning through skills allow for progression across the school? 9. Is the curriculum underpinned by assessment which is integral to teaching and learning, offers children useful feedback and engages them actively in the learning process? What methods/ strategies of assessment are being used? Do learners have enough time/ opportunity to reflect on their own learning? Are learners encouraged to improve their own work? How is APP used within classrooms? How is evidence recorded on a day-to-day basis? Are opportunities for assessment planned into the curriculum? Focus Education UK Ltd. 66

67 13 important questions 10. Is the curriculum underpinned by opportunities for children to reflect? What are the different ways of reflection/ reviewing? Are we giving learners the right skills to reflect? Do we have the resources needed to reflect? Is peer and self assessment understood and used by staff? How do we show progression in the skills of reflection? Is quality time in-built for reflection? 11. Is the curriculum focus on a learning challenge approach? Are effective questions being planned into the lessons? Are learners motivated and engaged in their learning? What AfL opportunities are teachers employing? Is the challenge being promoted at the right level? Are questioning walls being used effectively? Are learners being encouraged to improve their own questions? 12. Have pre-learning tasks been used or is there account given to learners interest levels? Are teachers using pre-learning tasks to assess starting points? When are they being done? How can we help to develop learners ability to develop their own questions? What strategies/ activities are being used as pre-learning tasks? How do results of pre-learning tasks inform planning? Focus Education UK Ltd. 67

68 13 important questions 13. How are the skills of English, mathematics and computing inter-woven into the curriculum design? Is there effort being made to help learners to apply their English, mathematics and computing skills where applicable? Are we teaching the learners computing skills that are engaging and demand thinking? Is the use of computing structured? Focus Education UK Ltd. 68

69 Annex Focus Education UK Ltd. 69

70 Staff Questionnaire The purpose of this questionnaire is to help us plan thoroughly for the implementation of the National Curriculum. Please answer honestly so that we can do the best job possible for all staff in school. Name (optional).. Key stage Role.. Focus Education UK Ltd. 70

71 Question 1: Please indicate how confident you feel to plan and teach in the following areas (in the new NC) English Mathematics Science Art Computing Design technology Foreign language Geography History Music PE Confident (could help others) Focus Education UK Ltd. 71 OK Would benefit from support Question 2 How well do you know what is being planned and taught in the year groups above and below your year group? Very well Mostly Not at all well

72 Question 3: Please indicate any subject knowledge concerns you have regarding the implementation of the curriculum. English Mathematics Science Art Computing Design technology Foreign language Geography History Music PE Question 4: Are there any aspects of teaching that you would like us to focus on in the lead up to Sep 2014? Focus Education UK Ltd. 72

73 Question 5: What are the strengths of our current curriculum? Question 6: What are the things we could usefully improve when re-launching our curriculum? Focus Education UK Ltd. 73

74 Question 7: Have you read the national curriculum? Yes Partly Not yet Question 8: Which changes create the biggest challenges in your teaching? Question 9: Which changes are positive? Question 10: Which aspects are you confused about? Focus Education UK Ltd. 74

75 Question 11: Any other comments? Thank you for taking the time to complete this questionnaire. Focus Education UK Ltd. 75