National Curriculum reform: KS3 English Article | Published 7 February, 2013 | By: Chantel Mathias

Last Updated:

8 February, 2013

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General

It is surprisingly short in comparison to both the current programme of study (PoS) and also the draft PoS for English at primary level. Far less detail/recommendations/prescription than both.

The current PoS is structured around four areas: key concepts; key processes; range and content; and curriculum opportunities. In contrast, the new PoS appears to be trying to make the subject of English knowledge-based – and, in particular, based on knowledge of grammar and vocabulary.

No reference to assessment/attainment targets.

In the current PoS: “Pupils should be able to” whereas in the new draft PoS: “Pupils should be taught”.

Repetition of “challenging” or “increasingly challenging”.

Not compulsory for academies and free schools.

Main changes in three curriculum areas:

What is currently called “Speaking and listening” has been replaced with “Spoken English” in the draft PoS. “Listening” is no longer featured and instead there is an emphasis on presenting, recitation, debating, performing. (I was anticipating a larger focus on speaking and listening in the new PoS so this comes as a shock to me.)

Reading. Still a focus on literature over non-fiction. (No non-fiction text types suggested at all.) Sense of a curriculum that’s more “English” in terms of content. One play by Shakespeare is still compulsory over the key stage. However, it is now expected that students will study “two authors in depth each year”.

Writing. Increased focus on non-fiction/functional skills/formal types of writing over creative writing, and a greater emphasis on planning, drafting, editing, proofing.

And the big change:

There is a new, fourth area: “Grammar and vocabulary”. As presented, it appears to have equal weighting with the other three areas. (Currently, aspects of SPaG less prominent within the PoS.)

In addition, “Grammar and vocabulary” also feature quite significantly within the other curriculum areas of “Reading”, “Writing” and “Spoken English”.

As with the current PoS, students will still study “other varieties of language” but now the focus is on “using standard English confidently”.

Applying” and “extending” SPaG knowledge from primary PoS.

National Curriculum reform: KS4 English Article | Published 8 February, 2013 | By: Chantel Mathias

Last Updated:

8 February, 2013

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General:

Released, at this stage, for “information” and not “consultation”. Again, it is shorter than the current PoS – 7 pages.

It follows the structure of the KS3 draft. That is, four areas: “Reading”, “Writing”, “Grammar and vocabulary” and “Spoken English”

Similarly, the ideas underpinning the KS3 draft are echoed here.

“Listening” makes a tiny reappearance - within “Writing”, and “Grammar and vocabulary”.

Overall, very different to current GCSE specifications.

Reading:

A prominent place for reading, and the reading of literature in particular. Slight shift from KS3 with a move from “English” to “British” fiction.

A focus, throughout, on the British canon. It is, therefore, pretty weighty and specifies the study of “whole texts”. (Two plays by Shakespeare, Romantic poetry, a nineteenth-century novel, poetry of WWI and British fiction since WWI.)

A shift away from “different cultures” to “seminal world literature, written in English”. One text.

Non-fiction appears to be relegated to a bullet point under independent reading. Will it be assessed? As at KS3, no mention of media, multi-modal texts, or more contemporary texts/modes of communication.

As in the KS3 draft, students to “read for understanding” and to “read critically” - comprehension and analytical skills.

Plays to be studied as plays but analysis in this area focused on “great dramatists”.

Writing:

As in the KS3 draft, a focus on practical writing skills - non-fiction/functional skills/formal.

Analytical and essay writing skills – including SPaG – central.

Creative writing seemingly marginalised under the “write for pleasure” bullet point. Does this mean it will not be an assessed element?

Grammar and vocabulary

As at KS3, and as presented, it appears to have equal weighting with the other three areas.

In addition “Grammar and vocabulary” also feature quite significantly within the other curriculum areas of “Reading”, “Writing” and “Spoken English”.

And again, “extending” and “applying” knowledge from previous key stages.

Spoken language study is now detailed in this area of the curriculum. Students have to show “understanding” of topics relating to spoken language whereas, as at KS3, the focus is on “using” standard English.

Spoken English

Similar to the draft for KS3 with a focus on the use of standard English. Again, an emphasis on presenting and debating. Notion of audience made

explicit at KS4.

National Curriculum reform: KS3 Science Article | Published 7 February, 2013 | By: Alessio Bernadelli

Comment:

Last Updated:

8 February, 2013

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The proposed curriculum for science states: “They (the students) should build up an extended specialist vocabulary.”Scientific terms are important to construct understanding of scientific processes as well as communicating scientific ideas. Learners need a rich and accurate scientific vocabulary to achieve these high skills, but a scientific vocabulary needs to be developed whilst establishing strong associations with actual scientific processes and skills. Learning scientific words by heart and knowing their spelling will not be enough to ensure a sound understanding of science. I believe the proposed reforms emphasise the former though, as an extended specialist vocabulary can only be developed through understanding.

The emphasis on literacy appears again in other parts of the proposal: “They must be assisted in making their thinking clear, both to themselves and others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.” Using discussions in science lessons is a really useful strategy to develop and refine scientific ideas, as well as to assist learners in considering other people’s ideas and bias. Peer feedback and co-construction of learning can be fostered by well-planned discussion sessions. Ensuring discussions around important scientific issues is an exciting area to develop and use in the classroom with the new science curriculum, though many teachers already incorporate class discussions very effectively in their lessons.

The importance of numeracy is being highlighted: “They should also apply their mathematical knowledge to their understanding of science” More complex concepts, calculations and equations are introduced earlier on in the proposed national curriculum, such as calculations in “processes that cause change” like “rates of change measured in kW” and “audit calculations using measures of change in the energy associated with elastic deformation, moving and/or vibrating objects, heating materials, and chemical changes involving fuels”.

In general, the whole proposed programme of studies is a lot more prescriptive and detailed than the current N/C and the content required to be covered is much more.

For a full breakdown of the proposed changes, see Alessio’s resource on the current vs the proposed science curriculum.

National Curriculum reform: KS4 ScienceArticle | Published 8 February, 2013 | By: Alessio Bernadelli

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8 February, 2013

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The draft KS4 Science curriculum has a much broader and very detailed range of topics than the current version. The content covered is very specific and generally quite complex, although the topics proposed seem to be relevant to students’ experience and overall quite interesting.

The proposed science curriculum at KS4 separates the programmes of study into biology, chemistry and physics. However, it is good to see some areas of all three sciences appearing in these programmes of study, eg, in biology “the main parts of the ear and their functions; limitations and defects of the ear and ways of overcoming these, including cochlear implants (reference should be made to the wave model of sound)” and “measuring the effects of varying light intensity, the wavelength of light, carbon dioxide concentration and temperature on the rate of photosynthesis, including graphical treatment of the data and the relationships of these factors to the distribution of plants in different habitats”

At first glance, the chemistry programme of study seems to be the one that has introduced the fewest amount of changes compared to biology and physics. In physics, an emphasis that is not highlighted so strongly in the current curriculum is the concept of “changes and differences”, mainly within the concept of energy. Within this area of the curriculum (which is also emphasised in the proposed KS3 Science curriculum) we find opportunities to develop numeracy in statements like “quantitative calculations of such transfers: of work done; as electrical charge (charge x potential difference); heating and cooling as transfer of internal energy (mass x temperature rise x specific heat)”. Another interesting addition (also found in the KS3 proposed curriculum) is the concept of relative velocity: “relative velocity, net velocity in head-on collision”.

It is quite surprising to find this statement: “force as rate of change of momentum: Newton’s Third Law” in the curriculum. Force as the rate of change of momentum is actually linked to Newton’s Second Law. This statement is in the context of collisions, so the reference to Newton’s Third Law could be relevant, but I find it a bit confusing to have it stated in that way.

The use of sensors has been confined to the physics programme of studies, where the only reference to it is: “laboratory and commercial uses of a range of electronic sensors: e.g. position and motion, light and temperature, sound and vibration, force and stress”, but this should not prevent other departments from seeking opportunities to employ these powerful tools too.

This is just an overview of some of the main features of the draft KS4 Science curriculum.

National Curriculum reform: KS3 MathsArticle | Published 7 February, 2013 | By: Craig Barton

Comment: Last Updated:

9 February, 2013

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Article

The new curriculum could be seen as business as usual for maths teachers:o Teachers could continue doing exactly the same thing if they want.

o No need to re-write schemes of work.

o Perhaps just get some more “functional” resources.

o Generally lacks any meaningful detail (e.g. whole of Statistics summarised in three bullet point).

“Inside and outside maths” gets mentioned lots:

o “Behaviour of quadratic and geometric sequences within and outside of maths”.

o Express algebraic expressions that occur “inside and outside maths”.

Although this is more explicit coverage than before and seems to be building in functional and contextual maths, it is very vague and does not say how this would be achieved. It would be very easy for maths teachers to argue that they were doing this already.

Vagueness can lead to an over-reaction:

o I remember when Edexcel said the GCSE was going to become more functional.

o We panicked, especially when we saw the specimen papers, bought in new sample papers, changed our scheme, and the actual exam was pretty much the same as ever.

The use of cross-curricular maths is made more explicit:

o Use of data analysis in contexts including science and geography.

o No mention of other subjects – history and geography.

Some bits sound different, but it is hard to know what they mean:

o “Ratio and proportion working with geometry.”

o “Apply angle facts, congruence, etc. to derive results using transformational, axiomatic and property-based logical reasoning.”

Some bits that I cannot believe are still there:

o Long division – despite the fact that use of calculator and other technologies in Number.There is a great blog post by TES Teacher Panel member Owen Elton about this, how good skills of estimation are more important than being able to do £273.14 by 13 people: http://matheminutes.blogspot.co.uk/2013/02/why-gove-is-wrong-about-long-division.html.

o Simple Interest – who uses this?

The old “Using and Applying”, and “Calculating” has been replaced by “develop fluency, reason mathematically, and solve problems”

o Pretty much the same stuff is covered.

o Apart from more emphasis on context and “within and outside maths”.

National Curriculum reform: HistoryArticle | Published 8 February, 2013 | By: Dan Hartley

Comment: Last Updated:

10 February, 2013

Section:

Article

A very British-focused curriculum. The main purpose of study is centred on pupils knowing how British history has developed since the first settlers. It is supposed by doing this it will help pupils with the challenges of today.

Understanding the chronology and story of Britain is a key part of the curriculum.

A broad understanding and outline of World and European History is to be taught alongside British history, including the relationship between the two. Topics include the French and Russian Revolutions.

Some key historical words that pupils should learn and explore in Key Stage 3 include: Empire, Civilisation, Parliament and Peasantry.

Pupils will consolidate their knowledge by creating their own narratives and accounts of the main events. This is definitely Simon Schama territory!

The use of historical sources including their strengths and weaknesses need to be taught and analysis of how historians use them is to be explored.

Each Key Stage, especially 2-3, follows on from each other like a jigsaw. KS2 now covers the early Stone Age settlers right up to and including the Glorious Revolution. The KS3 course begins with Wolfe and the conquest of Canada up until the fall of the Berlin Wall.

Secondary school teachers will find the large parts of their resources of no use as their period begins with the British Empire. Many KS3 topics are now to be taught by primary school teachers instead, eg, Medieval, Tudors and Stuarts, etc.

Questions need to be raised about how primary school teachers will cover all of the topics proposed in KS2. Will more time be allocated to history at this level?

National Curriculum reform: GeographyArticle | Published 8 February, 2013 | By: Dan Hartley

Last Updated:

8 February, 2013

Section:

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The programme of study indicates that as pupils progress through the key stages they should learn more places, areas and landforms. Their geography pool of knowledge should be consolidated and built on through each school stage.

An understanding should be shown of how the formation of the earth has had a direct impact on the landscapes of different continents.

Much more focus will be on retaining facts, including key areas of the UK and the world. Specific attention is placed on knowing details about Africa, the Middle East, Russia and South East Asia – namely China and India. This is to do with preparing pupils for a world of emerging economies and a shifting of the balance of power.

Pupils should study specific areas in Africa and Asia using a mix of Human and Physical geography.

A large emphasis on map skills is required through the key stages. By KS3 pupils should also have experience of Geographical Information Systems (GIS) and be able to use them to help analyse data.

Pupils should not only communicate their knowledge through maps, but also by writing “at length” about topics and themes. There will have to be more of a focus on extended writing, essay skills and other literacy tools in the secondary classroom.

A key area of concern will be how the balance between learning facts of regions, places and processes will work alongside learning new skills.

National Curriculum reform: LanguagesArticle | Published 8 February, 2013 | By: Rachel Hawkes

Comment: Last Updated:

9 February, 2013

Section:

Article

The Purpose of Study

The Purpose of Study sets out clearly why learning a foreign language is important. The message that language learning is an antidote to insularity and deepens our understanding of the world is, whilst not new, one we can endorse wholeheartedly as languages teachers. We can also welcome the reference to real communication for practical purposes within the opening statement.

Aims

The four skills (listening, speaking, reading and writing) are clearly represented in the aims of the National Curriculum section. I welcome in particular the statement about speaking, with its emphasis on spontaneity and enabling learners to communicate ‘what they want to say’ and the reference to ‘discussion and asking questions’.

KS2

Headlines

Primary languages will be compulsory at KS2. The steer is for one language to be taught at primary over the 4 x years.

It should be one of the 7 languages listed (French, German, Spanish, Italian, Mandarin, Latin and Ancient Greek).

KS2 teaching will focus on listening, speaking, reading and writing, with a skills focus on sound-writing links (phonics) sentence-building and memorisation.

Commentary

Although not a surprise, we can welcome the firm proposal to add foreign languages to the primary national curriculum for the four years of KS2. Also positive is the clear commitment to providing a continuous schema of language learning from 7 – 14, whereby the importance of developing an understanding of how language works at the earliest stage lays the foundation for language learning throughout education and for later life. I view particularly positively the focus on sound-writing links (through phonics) and the emphasis on acquiring a secure vocabulary (including key verb structures) to aid independent sentence-building, both orally and in writing.

I am less convinced by the prominent inclusion of Latin and Ancient Greek alongside the five languages still spoken in today’s world. Whilst I would in no way wish to discourage schools from offering ancient languages in addition to a foreign language, I cannot see the purpose behind the suggestion that one might offer either Latin or Ancient Greek instead of a modern foreign language. As is clear from the wording in the documentation and the clumsy “*”, the purpose of learning is not the same for ancient and modern languages, such that they sit uncomfortably in the same list. I would much prefer that the two were presented separately, and that the strong encouragement to include either Latin or Ancient Greek were made in addition to the requirement to teach a modern language. Furthermore, it is highly unlikely that there are any schools that offer Ancient Greek without offering Latin, which makes the list more anomalous.

KS3

Headlines

Language learning at KS3 should:

build on KS2 develop grammatical knowledge and vocabulary

teach listening (for information and for accurate transcription)

develop speaking (spontaneously too) and with accurate pronunciation/intonation

enable reading for understanding (and some authentic texts, including literary texts) and for culturalunderstanding/appreciation

include translation into English

include translation into the foreign language

teach learners to write creatively (ie, from memory)

Commentary

From the Commons debate, it is clear that the main changes for foreign language learning are perceived by Michael Gove to be “a new stress on learning proper grammatical structures and practising translation”. Whilst this might at first sound like a return to grammar-translation methodology, I think that as languages teachers we must not allow ourselves to jump immediately to this conclusion. After all, we would not argue with a focus on grammar for practical communication. This is essential if students are to be able to say what they want to say. Furthermore, although absent from recent textbooks, I know that the vast majority of teachers make use of translation, both from and into the foreign language, as part of their classroom methodology. Instinctively we know that translation, when used appropriately and as one of a range of different teaching strategies, is a learning activity that helps students make real linguistic progress.

The steer towards the inclusion of authentic texts, including some literary texts, should not worry us either; rather I welcome the list of text types which includes “stories, songs, poems and letters”. Many of us will already have these in our schemes of work at KS3.

Broadly speaking, I concur with others who have welcomed a slimmed-down version of the national curriculum, which leaves a lot of room for flexibility, creativity and choice in the way we interpret it. What is essential though is that languages teachers and other languages professionals quickly find ways to work together to develop best practice in how we teach within this new framework. I think that subject associations have an absolutely key role to play here, and it is of paramount importance that teachers engage actively with the Association for Language Learning so that they are not left feeling that they must interpret the new curriculum in isolation.

KS4

The changes announced by Michael Gove did not only relate to KS2 and KS3. There are implications for languages of the announcement made in the Commons.

Headlines

The proposal is to replace the existing 5 A* - C standard measure with a progress measure based on pupils’ average scores across a suite of 8 qualifications. The 8 qualifications counted in the measure will be English, mathematics, 3 further English Baccalaureate (EBacc) subjects, and 3 other high value qualifications – EBacc, other academic, arts or vocational.

The Ebacc subject list (from which students must now choose a minimum of 3) are: Physics, Chemistry, Biology, Double Science (counting as 2), Geography, History, Computer Science, Languages.

Commentary

I think that a completely unintended consequence (on the government’s part at any rate) of the new 8-subject performance measure is to water down significantly the steer towards continuing with a language post-14. From the headlines above, you can see that the expansion of the Ebacc subject list, together with the 8-subject performance measure, makes it relatively easy to avoid opting for a language at KS4.

The reason I give the government the benefit of the doubt over this outcome and describe its consequence as unintended is because it is completely incongruous with the strong positive message about the importance of language learning in this country given by its statutory inclusion at KS2. What rightly-minded and forward-thinking government would give with one hand only to take away with the other? I can only imagine that in trying to balance the measure so that the rightful place of creative and technical subjects is upheld, whilst at the same time pushing up participation in foreign languages, something has been temporarily lost in translation. I say temporarily because therein lies the purpose of consultation. As languages teachers, it is now incumbent on us to provide the informed checks and balances on these proposals, such that unintended consequences can be avoided, and the position of languages at KS4 can be suitably supported so that its position within the curriculum is consistent with the new KS2 policy.