National Curriculum cross referencing

Transcription

1 National Curriculum cross referencing National Curriculum 2014 Update

2 National Curriculum 2014 The introduction of the new National Curriculum in September 2014 brought with it significant changes to the subjects supported by these resources, Computing (formerly ICT), PSHE and Citizenship. These notes have been updated to help teachers identify links to the new National Curriculum and identify ways to incorporate the resources into their own schemes of work. PSHE Following a review of PSHE in schools, the Department for Education (DfE) decided that whilst PSHE would remain non-statutory at all Key Stages, All schools should make provision for PSHE education, drawing on good practice. The links indicated below refer to the model Programme of Study published by the PSHE Association ( Citizenship The Programme of Study for Citizenship showing key concepts and key processes has been disapplied, meaning that although the subject remains statutory at Key Stage 3 and 4, the Programme of Study is not. The new National Curriculum framework refers to subject content rather than key concepts and key processes, giving schools the freedom to develop their own curriculum for Citizenship. Links to the new curriculum guidelines are included below. Schools using the original Programme of Study as a framework for their own Citizenship curriculum will find these resources useful when addressing: preparing to play an active role as citizens rights and responsibilities taking informed and responsible action democracy and justice 2

3 Computing The study of Computing ensures that pupils become digitally literate able to use, and express themselves and develop their ideas through, information and communication technology at a level suitable for the future workplace and as active participants in a digital world. The National Curriculum for Computing aims to ensure that all pupils are responsible, competent, confident and creative users of information and communication technology. Pupils should be taught to: recognise common uses of information technology beyond school; use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies. Pupils should be taught to: understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration; use technology safely, respectfully and responsibly; recognise acceptable/ unacceptable behaviour; identify a range of ways to report concerns about content and contact. Pupils should be taught to: understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns. Pupils should be taught to: understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to identify and report a range of concerns. 3

4 PSHE The overarching aim for PSHE education is to provide pupils with: accurate and relevant knowledge opportunities to turn that knowledge into personal understanding opportunities to explore, clarify and if necessary challenge, their own and others values, attitudes, beliefs, rights and responsibilities the skills, language and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives. PSHE prepares pupils for both their futures and their present day-to-day lives. It is essential that pupils have the opportunity to recognise and reflect on how learning is relevant to them and can be applied in their own lives. The range of concepts pupils can explore through PSHE includes: risk (identification, assessment and how to manage risk rather than simply the avoidance of risk for self and others) and safety (including behaviour and strategies to employ in different settings) rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different contexts). Relationships Relationships to recognise what they like and dislike, how to make real, informed choices that improve their physical and emotional health, to recognise that choices can have good and not so good consequences; to deepen their understanding of risk by recognising, predicting and assessing risks in different situations and deciding how to manage them responsibly and to use this as an opportunity to build resilience; the safe and responsible use of information and communication technology (including safe management of own and others personal data including images). to further develop study and employability skills (including time management, self-organisation and presentation, project planning, team-working, networking and managing online presence); 4

5 to think about themselves, to learn from their experiences, to recognise and celebrate their strengths and set simple but challenging goals; to recognise that they share a responsibility for keeping themselves and others safe, when to say, yes, no, I ll ask and I ll tell. to recognise their increasing independence brings increased responsibility to keep themselves and others safe; that pressure to behave in an unacceptable, unhealthy or risky way can come from a variety of sources, including people they know and the media; strategies for keeping physically and emotionally safe, and safety online (including social media, the responsible use of ICT and mobile phones); the importance of protecting personal information, including passwords, addresses and the distribution of images of themselves and others; Relationships about rights and responsibilities at work (including their roles as workers, and the roles and responsibilities of employers and unions). 5

6 about people who are responsible for helping them stay healthy and safe and ways that they can help these people. 6

7 Citizenship The National Curriculum for Citizenship aims to ensure that all pupils: acquire a sound knowledge and understanding of how the United Kingdom is governed, its political system and how citizens participate actively in its democratic systems of government develop a sound knowledge and understanding of the role of law and the justice system in our society and how laws are shaped and enforced develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood are equipped with the skills to think critically and debate political questions. Teaching should develop pupils' understanding of democracy, government and the rights and responsibilities of citizens. Pupils should use and apply their knowledge and understanding whilst developing skills to research Teaching should build on the Key Stage 3 Programme of Study to deepen pupils' understanding of democracy, government and the rights and responsibilities of citizens. Pupils should develop their skills to be able to use a range 7

8 Citizenship and interrogate evidence, debate and evaluate viewpoints, present reasoned arguments and take informed action. Pupils should be taught about: the nature of rules and laws and the justice system, including the role of the police and the operation of courts and tribunals; the roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities. Citizenship of research strategies, weigh up evidence, make persuasive arguments and substantiate their conclusions. They should experience and evaluate different ways that citizens can act together to solve problems and contribute to society. Pupils should be taught about: the legal system in the UK, different sources of law and how the law helps society deal with complex problems the different ways in which a citizen can contribute to the improvement of his or her community, to include the opportunity to participate actively in community volunteering, as well as other forms of responsible activity. 8

9 Local ICO office Information Commissioner s Office Wycliffe House Water Lane Wilmslow Cheshire SK9 5AF Tel: or Fax: