The revised curriculum for parents

A new curriculum for St. Mary’s

So what’s the matter with the old one?

St. Mary’s CE Primary School, Albrighton

How unknown is our future?: Shift Happens

http://www.youtube.com/watch?v=ljbI-363A2Q

National Curriculum(and what happened to history?)

From 1960s to 1980s primary teachers had responsibility for their own school and class curriculum.

History was often not well taught (if at all) and in decline

National Curriculum(and what happened to history?)

From 1960s to 1980s primary teachers had responsibility for their own school and class curriculum.

1988 National CurriculumHistory has to be taught and the content is specified

History was often not well taught (if at all) and in decline

The Primary National Curriculum: History

Children in KS1 will learn about…..

Changes in pupils’ own lives and the way of life of their family or others around them.

The way of life of people in the more distant past who lived in the local area or elsewhere in Britain.

The lives of significant men, women and children drawn from the history of Britain and thewider world.

Past events from the history of Britain and the wider world.

Select from their knowledge of history and communicate in a variety of ways.

To ask and answer questions about the past.

Children in KS2 will learn about…..

How an aspect in the local area has changed over

time, or how the locality was changed by a significant

event, or development or a significant individual.

An overview of how society was shaped by movement and settlement prior to the Norman conquest and an in depth study of the effect on society by Roman or

Anglo Saxon or Viking settlement.

Britain and the wider world in Tudor times. Events andindividuals, including Tudor monarchs. Everyday lives of men women and children.

Victorian Britain or Britain since 1930 or the impact of

the Second World War or social andtechnological changes since 1930.

Life, beliefs and achievements in Ancient Greece and their influence on the world today.

World History chosen from: Ancient Egypt, Ancient Sumer, the Assyrian Empire, the Indus Valley, the

Maya, Benin or the Aztecs.

National Curriculum(and what happened to history?)

From 1960s to 1980s primary teachers had responsibility for their own school and class curriculum.

1988 National CurriculumHistory has to be taught – content specified

But history teaching became increasingly based on government and commercial guidance and ‘units of work’.

History was often not well taught (if at all) and in decline

QCA Units

Good for- ensuring that the school is teaching the National Curriculum- finding teaching resources (everyone does the same thing!)

Bad for- reflecting local needs and circumstances- engaging children- developing a sense of history, geography, DT, etc etc.- providing challenge for pupils- ensuring the development of skills (e.g. of historical enquiry)

Some example unit titles

Geography“A village in India”

History“What was it like for children in World War Two?”

Design Technology“Picture frames”

Art“Take a seat”

National Curriculum(and what happened to history?)

From 1960s to 1980s primary teachers had responsibility for their own school and class curriculum.

1988 National Curriculum

2000 - The effect of the literacy and numeracy hour

History has to be taught – content specified

But history teaching became increasingly based on government and commercial guidance and ‘units of work’.

History was often not well taught (if at all) and in decline

National Curriculum(and what happened to history?)

From 1960s to 1980s primary teachers had responsibility for their own school and class curriculum.

1988 National Curriculum

2000 - The effect of the literacy and numeracy hour

2011 – Government review of the primary curriculum

History has to be taught – content specified

But history teaching became increasingly based on government and commercial guidance and ‘units of work’.

History was often not well taught (if at all) and in decline

Schools can make the difference

“knowing that” (propositional) “knowing how” (procedural)Content ProcessPublic PersonalCan be determined by politicians Determined by teachers

…by being knowledgeable about knowledge

The ChoiceMcCurriculum Michelin Star Curriculum

1 size fits all(QCA units or QCA-like)Pretty much the same across theCountry.

BespokeUnique to institutionReflects context and locality

“If we always do what we’ve always done, we’ll only get what we’ve already got.”Henry Ford

Designing a new curriculum for St. Marys

What have we done

Identified drivers

- Community

- Outdoor Learning

- Enterprise

- Ambition

Considered how statutory curriculum will be divided up

All subjects will be taught in a more integrated way

- ensuring adherence to National Curriculum

- ensuring high expectations for all subjects

- using themes as a basis for literacy (with links made to science and maths where appropriate)

How will it look?: How will we teach what is required?

Planned activities to promote and use:

Community (physical and human)

Outdoor Learning

Enterprise

Ambition

Same subjects will be taught, with emphasis on reading, writing and mathematics.

Children can apply their learning to other areas = better learning.

The status of English and maths will be raised.

.

What have we done

-Less ‘subject overload’ means more meaningful (and memorable) teaching

- Drivers provide scope for imagination and engagement

- Flexible application of ICT means closer integration of ICT in other subjects

-Provided opportunities for pupils to (once engaged in a theme) to take part in determining the direction and focus.

How will it look?: How will we inspire and engage pupils?

More children will enjoy coming to school and learning

Staff have more freedom to be creative.

A more flexible school day.

Children may not have break at the same times.

Assemblies will be at the end of the day.

Children may spend longer on some tasks than they do at

present.

Children will record their work in a variety of forms (not necessarily one subject, one book)

Today is my first day on the ISS (International Space Station). Life is weird here. Every 24 hours there are 15 dawns! We also have to eat and sleep on special schedules or we will go into permanent jet lag…Dear Diary,…To have a wash I have to use a towel then get a container of water. You have to be good at catching because the water comes out like bubbles that float around. It’s highly dangerous as if the water hits the electrics they could blow up! When people on Earth go to the toilet they have the privacy of using a toilet but we have to wee in a tube and then this gets recycled and we drink it! Yuk!

Dear Diary,Another brilliant day at the space station.I have been on the station for about 3 months now and it never gets boring. The view out of the station is absolutely incredible and we have 15 dawns in 24 hours!...I’m going to bed now. Oh yeah, we have to be strapped in when we go to bed: we could fly away. We also have weird, weightless dreams!Night, night.

Dear DiaryI’ve now been in space on the ISS for nearly 5 months. It’s totally different from home, it scares me!…To sleep I have to strap myself to the wall, in this sack thing, so that I don’t float away! My bed is right next to the fan: it’s really hot in space!...

Dear Diary,

Blending science and literacy

What have we done

Looked afresh at National Curriculum

Examined the expectations for each curriculum area to ensure high expectations in every subject

How will it look?: How will will ensure that children succeed?

-Regular monitoring and examination to ensure

-school adheres to the National Curriculum

-High standards of teaching and learning in all areas of the curriculum

-Children continue to be provided with challenge (appropriate to their age and ability)

Piloting the approach: Year 1

Scutari Hospital Role

Play Area

Pics of Scutari Hospital Role Play area(REMOVED)

Piloting the approach: Year 1

Guided and child initiated writing.