Daily Mail 2 nd Sept 2003

1. Daily Mail 2nd Sept 2003

2. The National Curriculum - Secondary 3rd December 2009 Dr. Alison Daubney Associate Tutor in Education University of Sussex a.daubney@sussex.ac.uk

3. Overview of the session • Brief history of the National Curriculum • Why have a National Curriculum? • How is the curriculum organised? • Brief content of the National Curriculum • Other issues in primary education • Questions / comments

4. History of the NC • 1988 – introduction of the National Curriculum. 10 subjects.

5. Why have a National Curriculum? • all pupils should be entitled to access a broad and balanced curriculum.  • individual schools had complete autonomy on curriculum issues and many did not provide this entitlement. There was a strong tendency towards class and gender differentiation. • the state should intervene to secure pupils’ entitlement. 

6. Who does the NC apply to? • The National Curriculum applies to pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and voluntary aided and voluntary controlled schools.

7. How is the curriculum organised?

8. Mission statement • 'The curriculum should be treasured. There should be real pride in our curriculum: the learning that the nation has decided to set before its young. Teachers, parents, employers, the media and the public should all see the curriculum as something to embrace, support and celebrate. Most of all, young people should relish the opportunity for discovery and achievement that the curriculum offers.' (Mick Waters, Director of Curriculum, QCA)

9. CORE SUBJECTS: Mathematics English Science FOUNDATION SUBJECTS: Geography History Design and technology Art and design Music Physical Education ICT Modern Foreign Languages Citizenship What is in the NC at KS3?

10. Key principles of the new National Curriculum • raises achievement in all subjects, particularly in English and mathematics; • equips learners with the personal, learning and thinking skills they will need to succeed in education, life and work; • motivates and engages learners; • enables a smooth progression from primary, through secondary and beyond; • encourages more young people to go on to further and higher education; • gives schools the flexibility to tailor learning to individual and local needs; • ensures that assessment supports effective teaching and learning • provides more opportunities for focused support and challenge where needed.

11. Other requirements • Religious education • Personal, social, health and economic education • http://curriculum.qca.org.uk/key-stages-3-and-4/subjects/index.aspx

12. What’s in the curriculum at KS4? • Mathematics • English • Science • ICT • Physical education • Citizenship

13. English – Speaking and listening • prepared, formal presentations and debates • informal group or pair discussions • individual and group improvisation and performance • devising, scripting and performing plays. • The range of purposes for speaking and listening should include: • describing, instructing, narrating, explaining, justifying, persuading, entertaining, hypothesising; and exploring, shaping and expressing ideas, feelings and opinions. • http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/english/keystage3/index.aspx

14. English - reading of high quality, among the best of their type, that will encourage pupils to appreciate their characteristics and how, in some cases, they have influenced culture and thinking interesting and engaging, allowing pupils to explore their present situation or move beyond it to experience different times, cultures, viewpoints and situations challenging, using language imaginatively to create new meanings and effects, and encouraging pupils to try such writing for themselves. The range of literature studied should include: stories, poetry and drama drawn from different historical times, including contemporary writers texts that enable pupils to understand the appeal and importance over time of texts from the English literary heritage. This should include works selected from the following pre-twentieth-century writers: Jane Austen, Elizabeth Barrett Browning, William Blake, Charlotte Brontë, Robert Burns, Geoffrey Chaucer, Kate Chopin, John Clare, Samuel Taylor Coleridge, Charles Dickens, Arthur Conan Doyle, George Eliot, Thomas Gray, Thomas Hardy, John Keats, John Masefield, Christina Rossetti, William Shakespeare (sonnets), Mary Shelley, Robert Louis Stevenson, Jonathan Swift, Alfred Lord Tennyson, HG Wells, Oscar Wilde, Dorothy Wordsworth and William Wordsworth texts that enable pupils to appreciate the qualities and distinctiveness of textsfrom different cultures and traditions at least one play by Shakespeare. The range of non-fiction and non-literary texts studied should include: forms such as journalism, travel writing, essays, reportage, literary non-fiction and multimodal texts including film purposes such as to instruct, inform, explain, describe, analyse, review, discuss and persuade.

15. English - Writing • In their writing pupils should: • develop ideas, themes, imagery, settings and/or characters when writing to imagine, explore and entertain • analyse and evaluate subject matter, supporting views and opinions with evidence • present ideas and views logically and persuasively • explain or describe information and ideas relevantly and clearly. • The forms for such writing should be drawn from different kinds of: • stories, poems, play scripts, autobiographies, screenplays, diaries, minutes, accounts, information leaflets, plans, summaries, brochures, advertisements, editorials, articles and letters conveying opinions, campaign literature, polemics, reviews, commentaries, articles, essays and reports.

16. English - Language structure and variation • The study of English should include, across speaking and listening, reading and writing: • the principles of sentence grammar and whole-text cohesion, and the use of this knowledge in pupils’ writing • variations in written standard English and how it differs from standard and non-standard spoken language • the significance of standard English as the main language of public communication nationally and globally • influences on spoken and written language, including the impact of technology.

17. Mathematics There are a number of key concepts that underpin the study of mathematics. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. 1.1 Competence Applying suitable mathematics accurately within the classroom and beyond. Communicating mathematics effectively. Selecting appropriate mathematical tools and methods, including ICT. 1.2 Creativity Combining understanding, experiences, imagination and reasoning to construct new knowledge. Using existing mathematical knowledge to create solutions to unfamiliar problems. Posing questions and developing convincing arguments. 1.3 Applications and implications of mathematics Knowing that mathematics is a rigorous, coherent discipline. Understanding that mathematics is used as a tool in a wide range of contexts. Recognising the rich historical and cultural roots of mathematics. Engaging in mathematics as an interesting and worthwhile activity. 1.4 Critical understanding Knowing that mathematics is essentially abstract and can be used to model, interpret or represent situations. Recognising the limitations and scope of a model or representation. http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/mathematics/index.aspx

18. Science • During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. • The curriculum should provide opportunities for pupils to: • research, experiment, discuss and develop arguments • pursue an independent enquiry into an aspect of science of personal interest • use real-life examples as a basis for finding out about science • study science in local, national and global contexts, and appreciate the connections between these • experience science outside the school environment, including in the workplace, where possible • use creativity and innovation in science, and appreciate their importance in enterprise • recognise the importance of sustainability in scientific and technological developments • explore contemporary and historical scientific developments and how they have been communicated • prepare to specialise in a range of science subjects at key stage 4 and consider career opportunities both within science and in other areas that are provided by science qualifications • consider how knowledge and understanding of science informs personal and collective decisions, including those on substance abuse and sexual health • make links between science and other subjects and areas of the curriculum. • Creativity and innovation: Creativity is an important part of the scientific process. Scientific experimentation can generate new ideas that may not otherwise have been considered, leading to novel discoveries and applications. • Sustainability: This relates to the continuity of economic, social and environmental aspects of human society, as well as the non-human environment. It also incorporates sustainable development: meeting the needs of the present generation without compromising the ability of future generations to meet their needs. It could include examining issues surrounding the availability of finite resources, waste reduction and recycling, energy conservation and renewable energy resources, and environmental pollution. • Contemporary and historical: Pupils should learn about the global and diverse cultural nature of science, and the contributions made by men and women. • Communicated: This should include an appreciation of how science is represented and sometimes misrepresented in the media and by scientists themselves. • Career opportunities: The knowledge, skills and understanding developed through the study of science are highly regarded by employers. Many career pathways require qualifications in science, but science qualifications do not necessarily lead to laboratory-based occupations. • Substance abuse: This includes the abuse of alcohol, tobacco, cannabis and other drugs, and solvent and volatile substance abuse (see explanatory note for diet, drugs and disease in the ‘Range and content’ section). • Sexual health: This includes issues related to contraception, pregnancy and sexually transmitted infections (see explanatory note for diet, drugs and disease in the ‘Range and content’ section). • http://www.standards.dfes.gov.uk/schemes2/secondary_science/

19. The importance of history History fires pupils' curiosity and imagination, moving and inspiring them with the dilemmas, choices and beliefs of people in the past. It helps pupils develop their own identities through an understanding of history at personal, local, national and international levels. It helps them to ask and answer questions of the present by engaging with the past. Pupils find out about the history of their community, Britain, Europe and the world. They develop a chronological overview that enables them to make connections within and across different periods and societies. They investigate Britain's relationships with the wider world, and relate past events to the present day. As they develop their understanding of the nature of historical study, pupils ask and answer important questions, evaluate evidence, identify and analyse different interpretations of the past, and learn to substantiate any arguments and judgements they make. They appreciate why they are learning what they are learning and can debate its significance. History prepares pupils for the future, equipping them with knowledge and skills that are prized in adult life, enhancing employability and developing an ability to take part in a democratic society. It encourages mutual understanding of the historic origins of our ethnic and cultural diversity, and helps pupils become confident and questioning individuals. http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/history/index.aspx History

20. Geography Teaching should ensure that “geographic enquiry and skills” are used when developing “knowledge and understanding of places, patterns and processes” and “environmental change and sustainable development”. http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/geography/index.aspx

21. Performing Composing Listening Reviewing and evaluating http://www.numu.org.uk/ “In today’s world, deciding what music to listen to is a significant part of deciding and announcing to people not just who you are…but who you want to be”. (Cook, 1998:5) http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/music/index.aspx Music

22. The study of art, craft and design should include: work in, and across, the areas of fine art, craft and design, including both applied and fine art practices                                                                               exploration of media, processes and techniques in 2D, 3D and new technologies study of a range of artefacts from contemporary, historical, personal and cultural contexts understanding of art, craft and design processes, associated equipment and safe working practices. Applied: This refers to areas of art, craft and design such as textiles and jewellery, as well as to those that are work-related. Examples of work-related practice include working collaboratively on projects and taking on roles within the design and production stages. This could involve working to externally set briefs and within time constraints, and using new technologies that reflect those used in professional environments. 2D: This includes painting, drawing, printmaking, photography, ICT and surface pattern. 3D: This includes constructed textiles, sculpture, ceramics, jewellery, puppetry and installations. New technologies: This could include work with animation, film, video, or web-based products, and may present alternatives to traditional practices. Study of a range of artefacts: Pupils should consider images alongside a broad range of artefacts from the world of art, craft and design, investigating their function in relation to the setting and users’ needs. Art and design

23. Design and Technology This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes. The curriculum should include resistant materials, systems and control and at least one of food or textiles product areas. In each product area the study of designing should include understanding of: users’ needs and the problems arising from them the criteria used to judge the quality of products, including fitness for purpose, the extent to which they meet a clear need and whether resources have been used appropriately the impact of products beyond meeting their original purpose and how to assess products in terms of sustainability aesthetic, technical, constructional and relevant wider issues that may influence designing, selection of materials, making and product development. The study of making in food should include: a broad range of practical skills, techniques, equipment and standard recipes, and how to use them to develop, plan and cook meals and single or multiple products how to plan and carry out a broad range of practical cooking tasks safely and hygienically healthy eating models relating to a balanced diet, the nutritional needs of different groups in society and the factors affecting food choice and how to take these into account when planning, preparing and cooking meals and products the characteristics of a broad range of ingredients, including their nutritional, functional and sensory properties. The study of making in resistant materials and textiles should include: a broad range of techniques, including handcraft skills and CAD/CAM, and how to use them to ensure consistency and precision when making single and multiple products the behaviour of structural elements in a variety of materials how to use materials, smart materials, technology and aesthetic qualities to design and make products of worth how to prepare and assemble components to achieve functional results. The study of making in systems and control should include: the practical application of systems and control in design proposals electrical, electronic, mechanical, microprocessor and computer control systems and how to use them effectively using systems and control to assemble subsystems into more complex systems feedback and how a variety of inputs can give rise to a variety of outputs.

24. Modern Foreign Languages The study of languages should include: • the spoken and written forms of the target language • the interrelationship between sounds and writing in the target language • the grammar of the target language and how to apply it • a range of vocabulary and structures • learning about different countries and cultures • comparing pupils’ own experiences and perspectives with those of people in countries and communities where the target language is spoken. • http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/modern-foreign-languages/index.aspx

25. Physical education Acquiring and developing skills 1. Pupils should be taught to: consolidate their existing skills and gain new ones perform actions and skills with more consistent control and quality. Selecting and applying skills, tactics and compositional ideas 2. Pupils should be taught to: plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small-group and small-team activities develop and use their knowledge of the principles behind the strategies, tactics and ideas to improve their effectiveness apply rules and conventions for different activities. Evaluating and improving performance 3. Pupils should be taught to: identify what makes a performance effective suggest improvements based on this information. Knowledge and understanding of fitness and health 4. Pupils should be taught: how exercise affects the body in the short term to warm up and prepare appropriately for different activities why physical activity is good for their health and well-being why wearing appropriate clothing and being hygienic is good for their health and safety.

26. Citizenship • political, legal and human rights, and responsibilities of citizens • the roles of the law and the justice system and how they relate to young people • key features of parliamentary democracy and government in the constituent parts of the UK and at local level, including voting and elections • freedom of speech and diversity of views, and the role of the media in informing and influencing public opinion and holding those in power to account • actions that individuals, groups and organisations can take to influence decisions affecting communities and the environment • strategies for handling local and national disagreements and conflicts • the needs of the local community and how these are met through public services and the voluntary sector • how economic decisions are made, including where public money comes from and who decides how it is spent • the changing nature of UK society, including the diversity of ideas, beliefs, cultures, identities, traditions, perspectives and values that are shared • migration to, from and within the UK and the reasons for this • the UK’s relations with the European Union and the rest of Europe, the Commonwealth, the United Nations and the world as a global community. • Human rights: Human rights and the rights of the child can be revisited in many different contexts. Linking teaching to topical issues provides a way of engaging pupils in learning about the values and principles underpinning human rights, including exploring decisions that need to be made to balance conflicting rights and the extent to which conventions and declarations have been enshrined in national law. • Law and the justice system: This includes the criminal justice system. Some topical areas of law, such as antisocial behaviour legislation, can provide a focus for exploring the difference between criminal and civil justice. • Key features of parliamentary democracy and government: This includes an understanding of the role of political parties, the ‘first past the post’ system of elections, the role of government and opposition, and cabinet decision-making. • The constituent parts of the UK: This includes how democracy has changed in recent times with the devolution of power to the Scottish Parliament and the assemblies in Northern Ireland and Wales. This can be linked with the study of the origins of the UK in history. • Environment: This provides opportunities to evaluate individual and collective actions that contribute to sustainable practices. Pupils could consider the different ethical implications of actions, policies and behaviour. This work can be linked with work in science and geography. • Changing nature of UK society: Change is a constant feature of UK society and pupils should understand some reasons why change occurs (eg migration, economic factors, globalisation) and how communities change as a consequence (eg shops, food, schools, languages). • Diversity: Diversity includes our different and shared needs, abilities and membership of groups and communities such as gender, sexual orientation, race, ethnicity, physical and sensory ability, belief, religion and class. Learning about diversity involves recognising that culture, including the language, ideas, customs and traditions practised by people within a group, also forms part of identity. Pupils should explore the diversity of groups and communities and examine the changes that occur. They should also explore things that unify us, including the shared values that UK society is committed to, and what groups and communities have in common as we live together in society. • Europe: A European dimension can be incorporated when exploring many topical issues, including human rights, the environment, immigration, trade and economic issues, diversity and identities. • The Commonwealth: This includes the development, membership and purpose of the Commonwealth. It can be linked with the study of the British Empire in history. • The United Nations: This includes exploring the role of the United Nations in the context of topical events such as conflict situations affecting the international and/or global community.

27. Key Stage 4 choices • http://yp.direct.gov.uk/diplomas/ • GCSE’s • BTEC courses • http://www.connexions-direct.com/index.cfm?go=Careers

28. Other issues relevant to education • Inclusion • Transition • Assessment • Standards • Inspection • Extended schools • ECM & Children’s plan • Record keeping – National level • Introduction of new curriculum at KS3 • Creativity through the curriculum • Creative partnerships • PLTS curriculum

30. Telegraph 26th March 1999

31. Daily telegraph 22nd January 2003

32. Where can you find out more? University of Sussex education programmes Tel 01273 877888 http://www.sussex.ac.uk/education/1-2-14.html Science: James Williams Email: James.Williams@sussex.ac.uk Music: Duncan Mackrill Email: D.R.Mackrill@sussex.ac.uk Maths: Karen Gladwin Email: K.A.Gladwin@sussex.ac.uk English Joanna Westbrook Email: jlw24@sussex.ac.uk MFL: Gretel ScottEmail: G.scott@sussex.ac.uk History: Simon Thompson Email: s.j.thompson@sussex.ac.uk Geography Robert Rosenthal Email: R.D.Rosenthal@sussex.ac.uk 7-14 Science: James Williams Email: James.Williams@sussex.ac.uk 7-14 MFL: Gretel Scott Email: G.Scott@sussex.ac.uk 7-14 Maths: Karen Gladwin Email: k.a.gladwin@sussex.ac.uk

33. Thanks for listening! Any questions?

35. How is learning assessed?