The new National Curriculum

1. The new National Curriculum - damaging children and education The Primary Charter team November 2013

2. This presentation aims tohighlight key features of the new curriculumand point out its problems.Comparisons are made with Finland, one of the world’s highest achieving countries – which Gove falsely claims to be imitating. This is not to put Finland on a pedestal but to show that high achievement can combine with a worthwhile education and without making children’s lives a misery.

3. The new National Curriculum is heavy on detail, but says next to nothing about educational / social aims. 2.1 promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, andprepares pupils for the opportunities, responsibilities and experiences of later life. 3.1 The national curriculum provides an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement. That is all.

4. Compare this expression of curricular aims in Finland:2.1 The underlying values of basic education are human rights, equality, democracy, natural diversity, preservation of environmental viability, and the endorsement of multiculturalism. Basic education promotes responsibility, a sense of community, and respect for the rights and freedoms of the individual. [It] helps to support the formation of the pupil’s own cultural identity, and his or her part in Finnish society and a globalizing world… helps to promote tolerance and intercultural understanding.

5. The Finnish curriculum is open to the future, and sees society as in need of improvement. Citizenship is not just ‘fitting in’ but engaging critically and bringing about change. 2.2 …to furnish society with a tool for enhancing equality and a sense of community…an opportunity for diversified growth, learning, and the development of a healthy sense of self-esteem. …as involved citizens, develop a democratic society. …transferring cultural tradition from one generation to the next… It is also the mission of basic education to create new culture, revitalize ways of thinking and acting, and develop the pupil’s ability to evaluate critically. (See also subject aims)

6. StructureEngland’s National Curriculum consists entirely of subjects, though it is recognised that literacy and numeracy operate across the curriculum. Even computing has lost most of its cross-curricular emphasis in the new NC. Finland also emphasizes 7 major cross-curricular themes.growth as a person cultural identity and internationalismmedia skills and communicationparticipatory citizenship and entrepreneurshipresponsibility for the environment, well-being and a sustainable futuresafety and traffictechnology and the individual.

7. Breadth and balanceIn England, all the subjects are taught from year 1 (except a foreign language, not beginning KS2) In Finland there is a phased introduction. For example, History starts at Grade 5 (same age of England’s Year 7, since they start school later). Also subjects separate out from a broader curriculum area. For example, Environmental and Natural Studies (grades 1-4, same age as Years 3-6)divides intoBiology / Geography and Physics / Chemistry at grade 5 (our Y7), then into four separate subjects two years later.

8. Breadth and balance 2The new National Curriculum is dominated by three subjects -evident even in the number of pages [KS1 and 2 only]. English 87 Maths 45 Science 32 Computing 2 Geography 3 etc. Also within English there are serious lack of balance:Spoken language 2Reading and writing 20alsoSpelling 25Grammar and terminology 18Drama has one paragraph, and modern media has disappeared.

9. Age appropriate ? Formal schooling in England begins a year younger than many countries, and two years earlier than Finland where 5-7 year olds are learning informally in kindergarten. There are serious cognitive, and psychological, problems in making demands at too young an age. Teachers are likely to feel pressured towards rote learning, and poor foundations will be laid. (See the 100 Academics Too Much Too Young letter)There is no sense of play, even in the early years. In Finland, care is taken to ensure that subjects relate to children’s development and interests. For example, much of Environmental and Natural Studies relates to children’s health, the local environment, and a practical introduction to maps and experiments. (See also information in specific subjects)

10. CompetitionAnother important point is that England’s National Curriculum serves to fuel competition between schools. Comparative judgements depend on how well schools fulfil its narrow demands. Competition operates between pupils (failure on the phonics test in Year 1), teachers (affecting pay) and schools (affecting local perceptions and ultimately the school’s survival). Academies and free schools do not have to follow it! Perhaps even Michael Gove doesn’t have much confidence in his new curriculum.

11. EnglishThe aims are mainly expressed in terms of technical competence, though with some social and cultural aims. read easily, fluently and with good understandingthe habit of reading widely and often, for pleasure and informationacquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions appreciate our rich and varied literary heritage

12. EnglishThe aims are mainly expressed in terms of technical competence, though with some social and cultural aims. write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiencesuse discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideasare competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debates

13. Spoken language is viewed functionally, as (i) a preparation for literacy (ii) to establish clear understanding. (+ one para. on drama). Finland sees language development as social development, egbased on a community-oriented view of language… builds his or her identity and self-esteem…becomes an active and ethically responsible communicator and reader who gets involved in culture and participates in and influences society. Language and literacy are seen not just in terms of fitting into society, but also in terms of improving society:They acquire not simply a means of analysing reality but also possibilities to break loose from reality, to construct new worlds and connect things to new contexts.

14. Spoken language years 1-6 (just 2 pages!) Language development is largely seen as technical skills:* ask relevant questions to extend their understanding* use relevant strategies to build their vocabulary* speak audibly and fluently with an increasing command of Standard Englishbut this is mixed with more social, cognitive and critical aims: * articulate and justify answers, arguments and opinions;* develop understanding through speculating, hypothesising, * imagining and exploring ideas;* consider and evaluate different viewpoints.There is a range of traditional speech genres (discussions, presentations, performances, role play, improvisations and debates) but the emphasis is formal rather than exploratory. There is no sense of new technologies.

15. Reading Reading is sharply divided into (a) word reading i.e. decoding (b) comprehension. ‘Word reading’ is mainly phonics, but with some common exception words. A separate phonics course is expected, rather than phonics being taught through enjoyable books. Comprehension strategies include drawing on background information provided by the teacher (not the pupils?), checking that the text makes sense, discussing significance of title and events, making inferences, predicting. The DfE admit there is no research evidence to show that a rigorous synthetic phonics program improves comprehension !

16. Writing is also seen in terms of two separate skills: • Transcription (b) composition. • Both are understand as deliberate processes of making a text out of linguistic bits (rules, sub-skills, etc.) • Spelling is to be formally taught from Y1, e.g. ‘writing simple dictated sentences’. • There is little spontaneity, or indeed inspiration from reading: • Pupils should be taught to write sentences by: • * saying out loud what they are going to write about • * sequencing sentences to form short narratives. Writing

17. Instructions appear very rigid, and assume that the teacher has no professional knowledge, eg • Pupils should be taught to: • sit correctly at a table, holding a pencil comfortably and correctly • begin to form lower-case letters in the correct direction • form capital letters • form digits 0-9. • The writing implement should not be too large for a pupil’s hand. Writing

18. . Punctuation to be taught from Year 1, including: spaces between words joining words and clauses with and sentence punctuation capitals of proper nouns and I. Pupils in Y1 are to speak about their writing in terms of: plural, sentence, personal pronoun, suffix, clauses. Writing

19. The document has 25 pages of spellings. No account is taken of the child’s vocabulary and language use. e.g. quantity, merriment, penniless (Y2) interrelated, outrageous, spontaneous, adoration (Y3-4) Y1 must spell Tuesday and Wednesday accurately. Y3 are to distinguish accept/except, affect/effect. Y1 includes the full range of sound / spelling possibilities for E and O vowels (meat, meant, verb, dear, bear; food, book, boat, about, blow, author, saw etc.) ph, wh + a list of 50 exception words Y2 wr, kn, -le, -el, y/ies (plural), y/ied (past tense) that it’s is never used for the possessive + distinguish there / their / they’re; here /hear; quite / quiet etc. Spelling

20. This is seen in terms of separate skills: • Transcription (b) composition. • Both are understand as deliberate processes of making a text out of the bits (rules, sub-skills, etc.) • Spelling is expected to be formally taught from Y1, e.g. writing simple dictated sentences. • There is little spontaneity: • Pupils should be taught to write sentences by: • saying out loud what they are going to write about • sequencing sentences to form short narratives. Writing

21. This approach to language is artificial and inhibiting. It neglects the tacit understanding of grammar which children gain very early. It sidelines the way children develop their writing through imitation, and estranges children from their own language. It assumes that English works according to a large number of rules – so many that it would be impossible to write at all, eg The digraphs ai and oi are virtually never used at the end of words. If the root word ends with –ic, -ally is added rather than just –ly, except in the word publicly. Expressing time, place and cause using conjunctions [when, before, after, while, so, because], adverbs [then, next, soon, therefore], or prepositions [before, after, during, in, because of] Writing

22. MathematicsThis section begins with a broad set of aims, reflecting different approaches to, and uses of, mathematics. It also emphasises the connectedness of different areas of maths. BUT little of this is reflected in the details for KS1 and 2, which is largely arithmetic fluency, plus a little geometry and statistics. (Algebra is quickly introduced in Year 6). Spoken language is valued in solving problems. Teachers should use their judgement about using ICT, but not allow calculators until near the end of KS2.

23. MathematicsIt argues that the majority of pupils will move through the programmes of study at broadly the same pace, but also that decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Furthermore, pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. It may be difficult for schools to reconcile these statements! Expectations are organised year by year. These annual boundaries are flexible, though pupils are expected to complete the content by the end of each key stage.

24. MathematicsA very rapid progression is expected, particularly in terms of fluent arithmetic calculations. There is little encouragement to relate symbols to reality. egY1 instantly subtract 7 from 16Y2 count in steps of 2, 3, 5 and 10, forwardand backward count in quarters up to 10Y3 add and subtract fractions with the same denominator within one whole (for example 5/7+1/7 = 6/7)Y5 mental calculations with large numbers, e.g. 12,462 – 2,300 squared and cubed numbersshift between different ways of representing parts e.g. 98 ÷ 4 = 24 r 2 = 24½ = 24.5 ≈ 25).

25. Mathematicsin FinlandThe aims are also broadly expressed. The emphasis from the start is on mathematical thinking. This includes the crucial recognition the discipline’s concrete nature serves as an important aid in bringing together the pupil’s experiences and systems of thought with the abstract system of mathematics. eg (grades 1 and 2)learn to justify their solutions and conclusions by means of pictures and concrete models and tools, in writing or orally; find similarities, differences, regularities and cause-and-effect relationships between phenomenabecome practised in making observations about mathematical problems that come up and are challenging and important from their personal standpoints.

26. Mathematics in FinlandMany specific expectations are pitched later, but more secure foundations are laid. For example, a good performance at the end of Grade 2 (Y4) is expressed as:know simple fractions, such as one half, one third and one quarter, and know how to present them by concrete meansRelationship between the fraction, decimal fraction and percentage is earmarked Grades 3-5 (Y5-7).There is a better balance between arithmetic, algebra, geometry and statistics.

27. Mathematics in FinlandNo fixed demands are made re arithmetic calculations. Instead (as good performance for fifth grade 5 i.e.Y7): understand the decimal system in terms of decimal fractions too, and know how to use it confidently; understand the concepts of the negative number and fraction, and be able to present them by different methods. NB None of the new National Curriculum expectations have been tried out in practice. In fact, the Department for Education admit that they are making demands 1 or 2 years earlier than Finland and Singapore, the highest attaining education systems in the world. They have so little sense of child development that they believe you can pack in more by starting earlier.

28. ScienceThis is the most professional section in the new National Curriculum. The subject association (ASE) was taken seriously, largely due to pressures from the science and engineering lobby.However, even here no attempt was made to verify whether the content could be covered in the available time, nor whether the expectations are age-appropriate.The aims include scientific knowledge and conceptual understanding; scientific methods and processes; the uses and implications of science. Unfortunately the latter is then placed at risk by the suggestion that it is taught most appropriately within the wider school curriculum.(Which wider curriculum?)

29. ScienceThe requirement to teach scientific method not separately but embedded with content is followed through in detail. The document makes thoughtful and generally practical suggestions throughout. For example: Pupils should use the local environment throughout the year to observe how different plants grow. Pupils should be introduced to the requirements of plants for germination, growth and survival, as well as to the processes of reproduction and growth in plants.(Y2)

30. ScienceHowever, this could be undermined: if the amount of content proves too much, rote learning / memorisation is likely to be substituted. For example, Year 4 includesclassification of living things; risks resulting from changing environments, nature reserves, problems of overpopulation and deforestation;the human digestive system; teeth of animals with different diets;various food chains;solids, liquids, gases and change of state (temperatures);evaporation and condensation in the water cycle;sound – pitch, transmission of vibrations, musical instruments, insulation;electricity – appliances, constructing a circuit, switches, conductors and insulators, safety.

31. ScienceThe expectations appear extremely high for the upper primary years. Examples directed at Y5 includecompare and group together everyday materials on the basis of their properties - hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets;demonstrate that dissolving, mixing and changes of state are reversible changes.Explore reversible changes, including, evaporating, filtering, sieving, melting and dissolving, recognising that melting and dissolving are different processes. Pupils should explore changes that are difficult to reverse (eg burning, rusting) and other reactions (eg vinegar with bicarbonate of soda). They should find out about how chemists create new materials, for example, Spencer Silver, who invented the glue for sticky notes or Ruth Benerito, who invented wrinkle-free cotton.

32. Science Michael Gove and the DfE justify the level of challenge in terms of catching up with high achieving countries. However, as with maths, it is clear that the demands exceed those high performers. Primary science in Finland is Environmental and Natural Studies. Its content relates to children’s health, the local environment, and a practical introduction to maps and scientific experiments. In Singapore, science begins at Grade 3 (the same age as Y4). The requirements for grades 3-5 (Y4-6) include metals are good conductors of heat, but wood and plastic are bad; state the functions of leaves, stems and roots; list some common sources of heat. They are much easier than for English children of the same age.

33. Other subjects The Government’s promise to slim down the National Curriculum has only been carried out where it was least needed – in subjects other than English, Maths and Science. Programmes of study which were already very short have been cut back further. Sometimes this is a matter of more concise summary, but also some activities appear to have disappeared which the present government might believe are too modern, progressive or creative – even enjoyable. There is also an ideological shift, for example away from a multicultural perspective.

34. Art and Design A shorter outline than previously. Among the aims, we find: Art and design contributes to the wealth of our nation. KS1 The tone is more purposeful and less exploratory (no more encouragement to try out or investigate). A narrower range of activities. Reference to collage, print making, digital media, textiles and photographers, textile designers gone. Visits to museums, galleries and site, and on the internet, gone. The word collaboration has disappeared.

35. Art and Design KS2 The emphasis on different cultures has gone: The roles and purposes of artists, craftspeople and designers working in different times and cultures [for example, Western Europe and the wider world] has become great artists, architects and designers in history. using a range of materials and processes, including ICT [for example, painting, collage, print making, digital media, textiles, sculpture] has been narrowed to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] Opportunities to link to other subjects no longer mentioned, eg digital and video cameras to record observations or digital images as a starting point for creative textile work.

36. Citizenship This was already non-statutory, but included so that schools can plan a whole curriculum. Now completely disappeared from primary schools. Among the activities lost: opportunities to show they can take some responsibility for themselves and their environment share their opinions on things that matter to them to take part in a simple debate about topical issue what improves and harms their local, natural and built environments consider social and moral dilemmas that they come across in everyday life [for example, aggressive behaviour, questions of fairness, right and wrong, simple political issues, use of money, simple environmental issues]

37. Computing (replacing ICT) No longer about confident, realistic use of a wide range of ICT. Some of the demands seem inappropriate to children’s ages. KS1 understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions create and debug simple programs use logical reasoning to predict the behaviour of simple programs use technology purposefully to create, organise, store, manipulate and retrieve digital content  KS2 Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems understand computer networks including the internet.

38. Design and technology The entire tone has changed: from the exploratory and creative They explore how familiar things work… explore the sensory qualities of materials… and talk about their ideas, saying what they like and dislike to a rigorous set of formal demands: KS1 design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups… KS2 cross-sectional and exploded diagrams, computer-aided design + electrical systems. Cooking and nutrition is now a separate addition, with an emphasis on healthy eating. The discourse here is child-friendly.

39. Geography The previous KS1 began with children’s local experience eg What is it like to live in this place? identify buildings in the street a pedestrian crossing near school gates This was then contrasted with another UK or overseas locality. The new KS1 prioritises the accumulation of facts: name and locate the world’s seven continents and five oceans name, locate and identify characteristics of the four countries and capital cities of the UK identify the location of hot and cold areas of the world

40. Geography At KS2 this is extended to: Russia, North and South America counties of the UK land-use patterns of British regions climate zones, biomes and vegetation belts six-figure grid references.

41. History This has been highly contentious, because of an attempt by Gove’s advisers to impose a narrow nationalistic version of history. Early drafts of KS1-2 involved detailed study of English history to 1700. KS1 used to be quite child friendly in terms of access to knowledge, eg changes in their own lives and that of their family the way of life of people in the more distant past who lived in the local area The new KS1 seems at odds with the age of the children. How will they understand the national significance of the Great Fire of London? Significant individuals who have contributed to national and international achievements include Tim Berners-Lee, Bruegel the Elder and Edith Cavell.

42. History KS2 demands children develop a chronologically secure knowledge of British, local and world history. Fortunately the specific details have been pruned back and become non-statutory. The compulsory requirements are stated as: changes in Britain from the Stone Age to the Iron Age the Roman Empire and its impact on Britain Britain’s settlement by Anglo-Saxons and Scots the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor a local history study a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 (e.g. crime and punishment)

43. History International elements are: an early civilization (Sumer, Indus, Egypt, or Shang) Ancient Greece a non-European society (early Islamic, Mayan, Benin). The detailed study of British history after 1066 is deferred to KS3.

44. Foreign languages New to KS2. This can be any modern or ancient foreign language. It is designed for making ‘substantial progress’ in one language, rather than a broader familiarisation with how languages work. The activities are child-friendly, and grammar is limited to gender, verb conjugations and differences from English in sentence structure.

45. Music Slimmed-down but still child friendly and practical. However the following are no longer mentioned (perhaps due to Gove’s authoritarian traditionalism – Calvinism even?): rehearse and perform with others movement, dance and expressive and musical language invented notations responding to a range of musical / non-musical starting points listening to music from different times and cultures The latter now reads Listening with concentration and understanding to a range of high-quality live and recorded music Some similar changes at KS2, but an understanding of the history of music is added.

46. Physical Education KS1 Again a shift from the child’s perspective eg Build on their natural enthusiasm for movement, using it to explore and learn about their world has become develop fundamental movement skills; extend their agility etc Explore basic skills, action and ideas has become master basic movements Exploratory aspects of movement are curtailed to perform dances. Team games included at KS1, but swimming activities and gymnastic activities gone – swimming now either KS1 or 2. KS2 appears mainly to be a change of discourse, with small changes of emphasis. More formal approach to team sports.

47. Some issues for discussion How to respond to the imbalance and lack of breadth? How will schools cope with ‘too much too young’, especially given pressure from Ofsted? How can they protect children, especially the more vulnerable? How can schools provide for holistic child development? How can creativity be sustained? Where is the space to engage young citizens? How can we avoid rote learning supplanting problem-solving and critical understanding? What will happen to modern technologies and genres? Is the new curriculum ‘Not right for our children’ or could it be damaging to all children?