THE NATIONAL CURRICULUM

Programme of Study

Aims

Develop your understanding of : The content, structure and aims of the NC The broader aims of the NC How these concepts form the basis of your

future lesson planning How these concepts underpin the

discussion of pedagogic issues throughout the course.

Demonstrate the use of Assessment for learning strategies.

Introduction to the National Curriculum

9.30 -4.30pm

Overview

Part 1 - What is the NC? Why have a NC? - Advantages and

Disadvantages of the NC Part 2 - Brief History of British Education

System Background to development of NC Recent changes to NC - Curriculum Review

Part 3 - Overview of NC for MFL Content and aims – what contribution to MFL

make to the NC? Part 4 - Programmes of Study

Part 1

Task 1 – Group DiscussionWhat is the national Curriculum?

What do you think the curriculum should be for? (purpose) What do you think the broad and narrow aims of the NC are?What are the advantages and disadvantages of having a NC?What other National Curriula do you know of?

What is the National Curriculum? The National Curriculum subjects for Key Stages

1, 2 and 3 are set out in section 84 of the Education Act 2002. Religious education must be provided to all pupils

on the school roll, unless withdrawn by their parents.

Who does the NC apply to? Maintained schools are required to follow the locally

agreed syllabus approved by their local authority. Secondary schools must also provide sex

education to pupils unless withdrawn by their parents.

National Curriculum

National Curriculum – controversial issue ‘The Curriculum is what school is for. Whatever

other functions and purposes the school may serve. What it sets out to teach and what it does are at the heart of its existence (Mike Golby in Moon et al.)

‘A national curriculum sets out the body of knowledge, skills and understanding that a society wishes to pass on to its children and young people.’ Houses of Parliament – Children, Schools and Family Committee. Report of 4th session.

http://www.publications.parliament.uk/pa/cm200809/cmselect/cmchilsch/344/344i.pdf

‘Education both influences and reflects the values of our society, and the kind of society we want to be. It is therefore important to recognise a set of common aims, values and purposes that underpin the curriculum and the work of schools.

The school curriculum comprises all learning and other experiences that each school plans for its pupils. The National Curriculum is an important element of the school curriculum’ (Department for Education)

http://www.education.gov.uk/schools/teachingandlearning/curriculum/b00199676/aims-values-and-purposes/aims

Aims of the Curriculum

The curriculum should enable all youngpeople to become:• successful learners who enjoylearning, make progress and achieve• confident individuals who are able tolive safe, healthy and fulfilling lives• responsible citizens who make apositive contribution to society.(Department for Education)

http://www.education.gov.uk/schools/teachingandlearning/curriculum/b00199676/aims-values-and-purposes/aims

Advantages

Standardisation across the country Provide an entitlement for all children –

irrespective of differences in background, gender, ability, culture, race.

Continuity/progression Public confidence

Disadvantages

Overly prescriptive Inflexible Lack of freedom

Practitioners and policy makers may differ about how much to teach and what to focus on.

Content, structure and aims

The revised National Curriculum 2007

The National curriculum

How is the NC structured? Who does it apply to? What subjects are taught?

How is the NC organised?

Statutory subjects at KS3

• Art and design• Citizenship• English• ICT *• Geography• History• MFL• Music• PE• Science

Statutory at KS4

• Citizenship• English• ICT• Mathematics• PE• Science

Structure of NC

Programme of Study – guidance on what and how

Attainment targets –

For MFL Attainment targets are the four skill areas Listening and Responding Speaking Reading and responding Writing Levels of attainment – NC levels 1-8 + EP

Part 1 – Assessment for Learning

Plenary Review

Thumbs I get it

Sort of – half way there...

I don’t get it

teachmeet.pbworks.com/f/12+AFL+Strategies+Teach+Meet+(1).ppt

Lesley Ann McDermott

Quiz - Can you match up these events with the relevant dates/time periods?

Can you match up these events with the relevant dates/time periods?

Introduction of the GCSE exams

Education Act (re Sp. Needs)

Education Reform Act Comprehensive schools

introduced Grammar and secondary

modern schools introduced

NC revisions from Year 7

1944 1960s/1970s 1981 1986 1988 2008

History of the Education System

ButlerAct 1944

1960s/70sComprehensive schools

1981 Education Act

1986 GCSEs introduced

1988 Education Reform Act

The Butler Act - 1944

Landmark social and welfare reform – Country still at war – access to education limited.

1938 – 1/5 children –formal education after 14.Free milk, medical exams, transport paid by LA. Focus on

whole child (Bell, 2004) introduced grammar and secondary modern schools (11+ ) Also technical schools (few of these)

Two-tier system Grammar schools – 11+ exam Secondary modern – less academic focus Schools required to contribute to social, moral and

mental and physical development.

Comprehensive schooling 1960s/70s

Attempts to make the system more equitable. All in the same school – no exam.

(Special schools for those with physical disabilities and learning difficulties)

Students – ‘banded’ or ‘streamed’.

1981 Education Act

Baroness Warnock reviewed education of children with special educational needs.

Made a number of recommendations which were embodies in the 1981 Act

GCSE replaces ‘ O’ levels

General Certificate of Secondary Education – previous dual system replaced. (GCE/CSE)

Modular format/possiblity to re-take modules Continual assessment Coursework Pass rates continually going up (except 2012) Exams ‘too easy’? New proposed changes – exam New single exam qualification -2015 (Govelevel!)

First exams in 2017

1988 Education Reform Act

Introduced National Curriculum Before 1988 Religious Education (RE) as

the only compulsory subject. NC made three core subjects compulsory

English, Maths and Science7 Foundation subjects:Art, geography, history, physical education,

technology and in secondary schools only MFL

Background to introduction of NC Perception that standards were falling (‘trendy’

teachers doing their own thing) Tories in power –return to traditional values Government mistrust of local management of

curriculum content (LEA and schools). Greater transparency/consistency

(centralisation of curriculum and assessment )

Greater parental choice, higher quality (pressures of market economy)

1999 curriculum revised – more focus on language structure and attainment levels.

Revised National Curriculum

Main changes No restrictions on languages taught Emphasis on developing pupils’ creativity

and cultural aspects Encouragement to link with other areas of

the curriculum

Thumbs I get it

Sort of – half way there...

I don’t get it

Check class understanding of what you are teaching by asking them to show their

thumbs.

Lesley Ann McDermott

What is MFL’s unique contribution to the NC?

Think, Pair Share! (AFL)Think about the question above and then

discuss with a partner. Then discuss with another pair/group.

Unique contribution of MFL to NC Cultural awareness Language awareness School trips (Lawes, 2000)

Important for inclusion: Learning another language is a good way to

make sure that tolerance, respect and understanding among people are not lost in translation (Davis, Strasbourg, 24/9/2004)

Secretary General, Council of Europe

Unique contribution of MFL to NC Citizenship

‘...language competence and intercultural understanding are not optional extras, they are an essential part of being a citizen (DfES. 2002:5)

McColl (2005) –Year of People with disabilities – no groups of young people who should be denied access to foreign language learning because it is in their ‘better interests ‘.(McColl, 2005:1)

Student created problems

Students in pairs/groups pose a question for the class to answer – write it on mini whiteboards or post its.

At end of the lesson take the questions and ask other groups to answer them.

Students in groups then work on answers –

Groups feedback to class with answers.

Programmes of Study

Click icon to add picture

Modern Foreign Languages

Key Concepts

• Key • Concep

ts

Key Processes

• Key Processes

Range and Content

• Range and Content

Curriculum Opportunities

Modifications

2002 – Citizenship statutory 2003 –MFL and Design and Technology disapplied at

KS4 – no longer compulsory but schools must have facility to offer them as ‘entitlement areas’.

Schools may make them compulsory if they wish. Consequences of entitlement - massive drop in take

up RE can be built into KS4 Personal, Social, Health

Education (PSHE). Citizenship not necessarily taught as separate

subject (in PSHE, through other subjects/assemblies). GCSE most commonly taken exam – KS4 GNVQ

Group work

Task – Each group studies a different heading.

Prepare a poster presentation to summarise and present the key aspects of each heading.

Key concepts Key process Range and content Curriculum Opportunities

Group work

Design an activity for each element of the POS heading you have been given

Key concepts Key process Range and content Curriculum Opportunities Each group to present activities at

plenary

Review

Two things I found useful today/learned today

Something I would like to find out more about

A question