[Advisory] RE: [Primary] New curriculum signed off
Mould,Susan (Children and Younger Adults)
Susan.Mould@Derbyshire.gov.uk
Wed, 25 Nov 2009 13:08:29 -0000
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Sounds very interesting. Is there any possibility these might be shared
more widely?
=20
=20
=20
Sue =20
=20
Learning & Teaching (LP)
Education Improvement, John Hadfield House
Tel: 01629 580000 ext 32887
-----Original Message-----
From: primary-admin@talk.naace.org [mailto:primary-admin@talk.naace.org]
On Behalf Of Bush Andrew
Sent: 25 November 2009 12:00
To: Kathy.Smedley@longcrest.co.uk; ian.lynch@theingots.org;
allison.allen@outstream.co.uk
Cc: advisory@talk.naace.org; primary@talk.naace.org
Subject: Re: [Advisory] RE: [Primary] New curriculum signed off
=20
There are only APP grids for ICT from the KS3 ICT strategy. These are
from level 3 upwards. My colleague and I work in primary. We've borrowed
the KS3 documents and written level 1 and 2 ourselves. We've shared them
with our schools if they've asked.
----- Original Message -----
From: primary-admin@talk.naace.org <primary-admin@talk.naace.org>
To: ian.lynch@theingots.org <ian.lynch@theingots.org>; Allison Allen
<allison.allen@outstream.co.uk>
Cc: advisory@talk.naace.org <advisory@talk.naace.org>;
primary@talk.naace.org <primary@talk.naace.org>
Sent: Sat Nov 21 14:13:02 2009
Subject: RE: [Advisory] RE: [Primary] New curriculum signed off
Hi does anyone have any more details on APP mentioned here. Is there
going to be a Primary APP for ICT?
Kathy
Kathy Smedley
ICT Consultant
www.supporting-ict.co.uk
The information transmitted is intended only for the person or entity to
which it is addressed and may contain confidential and/or privileged
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this in error, please contact the sender and delete the material from
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-----Original Message-----
From: advisory-admin@talk.naace.org
[mailto:advisory-admin@talk.naace.org] On Behalf Of Ian
Sent: 20 November 2009 20:01
To: Allison Allen
Cc: advisory@talk.naace.org; primary@talk.naace.org
Subject: [Advisory] RE: [Primary] New curriculum signed off
On Fri, 2009-11-20 at 19:00 +0000, Allison Allen wrote:
> I see that the new curriculum has been reorganised into six areas of
> learning - ICT is once again inferred and not explicit. Will this
> give us the same problems all over again?
Presumably schools will have to show OFSTED etc that they cover the NC
and the new APP requirements will make it very difficult to avoid ICT.
To be honest I think a fair bit of ICT stuff should be in scientific and
technological understanding as well as using the tools. With these
generic headings we could say where is the fine art or the chemistry?
Which periods in history etc. As usual the devil is in the detail.
> I refer to
>
> *understanding English, communication and languages
>
> *mathematical understanding
>
> *understanding the arts
>
> *historical, geographical and social understanding
>
> *understanding physical development, health and well-being
>
> *scientific and technological understanding.
>
>=20
>
> Best Wishes
>
>=20
>
> Allison Allen
>
>=20
>
> Outstream, London
>
>=20
>
> w: http://www.outstream.co.uk/ =20
>
> vle: http://www.outstream.lgfl.net =20
>
> ple: http://www.aallen.outstream.lgfl.net
>
>=20
>
> -----Original Message-----
> From: primary-admin@talk.naace.org
> [mailto:primary-admin@talk.naace.org] On Behalf Of Miles Berry
> Sent: 20 November 2009 10:56
> To: advisory@talk.naace.org; primary@talk.naace.org
> Subject: [Primary] New curriculum signed off
>
>=20
>
> The following text is from
>
> =
http://www.dcsf.gov.uk/news/content.cfm?landing=3Dmajor_reform_of_curric
> ulum_at_the_heart_of_a_renewed_push_to_drive_up_standards&type=3D1
>
>=20
>
> Any comments?
>
>=20
>
> Miles.
>
>=20
>
> -
>
>=20
>
> Major reform of curriculum at the heart of a renewed push to drive up
> standards
>
>=20
>
> In the news feed
>
> 19 November 2009
>
>=20
>
> Schools Minister Vernon Coaker has today confirmed plans to bring in a
>
> new curriculum to shake-up primary education - with overwhelming
>
> support from pupils, parents, teachers and experts. He said that it is
>
> time for Government to step back and let schools take more
>
> responsibility for their own curriculum.
>
>=20
>
> New legislation introduced today on primary curriculum reform in
>
> England will drive up education standards across the board. Vernon
>
> Coaker confirmed that evolution will become a compulsory part of
>
> science education and that British history will be a key, and
>
> permanent, feature of the historical, geographical and social
>
> understanding area of learning.
>
>=20
>
> The new legislation is based on recommendations from an independent
>
> review of the primary curriculum by Sir Jim Rose, which sought the
>
> views of teachers, parents, pupils and subject experts and took over a
>
> year to complete. The Government accepted Jim Rose's recommendations
>
> in full in April this year.
>
>=20
>
> The reforms included creating six 'Areas of learning' that will shape
>
> what children learn from September 2011, the right to learn a foreign
>
> language for seven-year-olds, a new focus on speaking and listening,
>
> increased expectations of ICT skills, and giving all parents the
>
> option to send their child to school in the September after they are
>
> four.
>
>=20
>
> Along with the final six areas of learning, the Government today also
>
> published the findings of the public consultation, showing
>
> overwhelming support - with over 70 per cent of teachers, parents,
>
> pupils and education experts saying the new curriculum will provide a
>
> sound basis for primary education. The results also showed that seven
>
> out of ten people think Jim Rose's proposals will reduce prescription
>
> in teaching, and increase flexibility in learning.
>
>=20
>
> Schools Minister Vernon Coaker said:
>
>=20
>
> What and how our children learn lies at the heart of our policies
>
> to raise standards. We've seen that an inspiring and rigorous
>
> curriculum can transform failing schools, which is why these plans are
>
> based on the very best practice from this country's top-class
>
> teachers.
>
>=20
>
> Ten years ago, we had to take a direct approach to drive up
>
> standards in primary schools - and fast. We introduced new national
>
> strategies to get children up to speed with the three Rs and we now
>
> have pioneering programmes like Every Child a Reader and Every Child
>
> Counts. Coupled with record increases in per pupil funding, we know
>
> our interventions have worked. Since the mid-nineties, we've leapt
>
> from 17th to 7th in the international league tables for maths, around
>
> 100,000 more 11-year-olds now leave primary school secure in English
>
> and science results at Key Stage two have risen by 19 percentage
>
> points since 1997.
>
>=20
>
> Laying firm foundations in our primary schools was vital, but it
>
> resulted in a top-down approach with too much prescription from the
>
> centre and a curriculum cluttered with too many must-dos. If we truly
>
> expect schools to reach the next level and become not just good, but
>
> great, the power has to rest with Heads to drive their own
>
> improvement.
>
>=20
>
> This is why we're moving to a new curriculum, with 6 areas of
>
> learning rather than stand alone subjects. Teachers will have more
>
> freedom to use their professional judgement and creativity to make
>
> links between subjects that make sense to their pupils: from linking
>
> history to the arts, or science to PE.
>
>=20
>
> But what we are absolutely clear on is that a more flexible, more
>
> locally determined curriculum will still focus on the basics. We're
>
> making literacy, numeracy and ICT the backbone of every lesson and are
>
> underpinning everything schools do with developing pupils' personal,
>
> emotional and social skills. And along with the guarantee of 1 to 1
>
> tuition for those falling behind in English and maths, all pupils
>
> should leave primary school with the skills they need.
>
>=20
>
> I believe that giving schools the freedom and flexibility to build
>
> on the solid foundations of Jim Rose's new curriculum will set a new
>
> standard in primary education in this country.
>
>=20
>
> Sir Jim Rose said:
>
>=20
>
> I am delighted that the recommendations of the Primary Curriculum
>
> Review have been accepted. This is a curriculum for the 21st Century
>
> that seeks to secure the best possible progress and outcomes for every
>
> child, throughout their primary years.
>
>=20
>
> The findings of the consultation showed high levels of support for Sir
>
> Jim's main proposals. In addition:
>
>=20
>
> * 71 per cent agreed that they will help children make useful
>
> links between related subjects
>
> * 83 per cent agreed that the proposals to integrate ICT through
>
> the curriculum will help children use technology to enhance their
>
> learning
>
> * 70 per cent agreed that the proposed curriculum will give
>
> schools more flexibility to adapt to the needs of their children
>
> * 69 per cent agreed that the proposed curriculum is less
>
> prescriptive than the existing curriculum and provides schools with
>
> greater flexibility to adapt the curriculum to the needs of their
>
> pupils.
>
>=20
>
> Due to the positive response to Jim Rose's proposals, few changes were
>
> made to the proposed Areas of Learning. However, after consulting with
>
> parents, teachers, the science community and other interested parties,
>
> pupils will be expected to explicitly cover evolution as part of their
>
> learning. Learning about evolution is an important part of science
>
> education, and pupils already learn about it at secondary school. The
>
> revised Area of Learning for historical, geographical and social
>
> understanding also confirms that learning about British history will
>
> be a key feature of the new primary curriculum.
>
>=20
>
> Further information
>
>=20
>
> See the press notice for more.
>
>=20
>
> The Review in addition to supporting documents, can be viewed on the
>
> DCSF's publications page.
>
>=20
>
> Ed Balls has laid a Written Ministerial Statement before the House on
>
> primary schools.
>
>=20
>
> Vernon Coaker has written a piece for today's 'Comment is free'
>
> section of the online Guardian on the new primary curriculum.
>
>=20
>
> View Vernon Coaker's article in this site's 'Articles and letters'
> section.
>
>=20
>
> Today's announcement on primary curriculum reform includes the results
>
> of surveys and polling conducted as part of the QCDA consultation. It
>
> found that three out of four respondents to the survey (75 per cent)
>
> agreed that the proposed curriculum aims provide an appropriate
>
> foundation for primary education.
>
>=20
>
> Seven in ten respondents (70 per cent) agreed that the six areas of
>
> learning help teachers plan meaningful learning experiences. The same
>
> number of respondents (71 per cent) agreed that these areas of
>
> learning will help children make useful links between related
>
> subjects.
>
>=20
>
> The consultation report and the final Areas of Learning can be found
>
> on the Teachernet publications pages.
>
>=20
>
> The independent review of the primary curriculum, the first in ten
>
> years, was led by educational expert Sir Jim Rose and began in spring
>
> 2008. During the review, he listened to thousands of teachers,
>
> children and parents and met with education specialists. He looked at
>
> what is already happening in good schools to bring learning to life.
>
> And he looked at what other successful countries are doing with their
>
> national curricula.
>
>=20
>
> In April 2009 Sir Jim Rose published the findings of his review and
>
> made a series of recommendations to modernise the curriculum for 21st
>
> century pupils. Ed Balls, Secretary of State for Children, Schools and
>
> Families, accepted all of the recommendations which can be found
>
> online.
>
>=20
>
> The new curriculum has been reorganised into six areas of learning.
> These are:
>
>=20
>
> * understanding English, communication and languages
>
> * mathematical understanding
>
> * understanding the arts
>
> * historical, geographical and social understanding
>
> * understanding physical development, health and well-being
>
> * scientific and technological understanding.
>
>=20
>
>=20
>
>=20
>
>=20
>
> The areas of learning will continue to incorporate traditional
>
> subjects - such as English, mathematics, science, history and
>
> geography for example - but will also contain more provision for ICT,
>
> personal development and health and wellbeing and include essential
>
> skills for learning and life. The range of learning will allow for
>
> more cross-curriculum activities and give teachers more opportunities
>
> to provide interactive and practical lessons.
>
>=20
>
>=20
>
> --
>
> Miles Berry
>
> Senior Lecturer, ICT | Roehampton University | roehampton.ac.uk | 0208
> 392 3241
>
> Community Manager | Open Source Schools | opensourceschools.org.uk |
>
> 07779 628656
>
> Blogger | milesberry.net
>
> Twit | twitter.com/mberry
>
>=20
>
> _______________________________________________
>
> Primary mailing list
>
> Primary@talk.naace.org
>
> http://talk.naace.org/mm/listinfo/primary
>
>
--
Ian
Ofqual Accredited IT Qualifications
A new approach to assessment for learning www.theINGOTs.org - 01827
305940
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<div class=3DSection1>
<p class=3DMsoNormal><font size=3D2 color=3Dblue face=3DArial><span =
style=3D'font-size:
11.0pt;font-family:Arial;color:blue'><!-- Converted from text/plain =
format -->Sounds
very interesting. Is there any possibility these might be shared more =
widely?</span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dblue face=3DArial><span =
style=3D'font-size:
11.0pt;font-family:Arial;color:blue'> </span></font></p>
<div>
<p class=3DMsoNormal><img width=3D59 height=3D107
src=3D"cid:image001.jpg@01CA6DD0.6D2AB120" align=3Dleft =
hspace=3D12><font size=3D3
color=3Dblue face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt;color:blue'> </span></font></p>
<p class=3DMsoNormal><font size=3D3 color=3Dblue face=3D"Times New =
Roman"><span
style=3D'font-size:12.0pt;color:blue'> </span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dpurple face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:purple'>Sue =
</span></font></p>
<p class=3DMsoNormal><font size=3D3 color=3Dblue face=3D"Times New =
Roman"><span
style=3D'font-size:12.0pt;color:blue'> </span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dpurple face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:purple'>Learning & Teaching =
(LP)</span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dpurple face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:purple'>Education Improvement, John =
Hadfield
House</span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dpurple face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:purple'>Tel: 01629 580000 ext =
32887</span></font></p>
</div>
<p class=3DMsoNormal style=3D'margin-left:36.0pt'><font size=3D2 =
face=3DTahoma><span
lang=3DEN-US style=3D'font-size:10.0pt;font-family:Tahoma'>-----Original
Message-----<br>
<b><span style=3D'font-weight:bold'>From:</span></b> =
primary-admin@talk.naace.org
[mailto:primary-admin@talk.naace.org] <b><span =
style=3D'font-weight:bold'>On
Behalf Of </span></b>Bush Andrew<br>
<b><span style=3D'font-weight:bold'>Sent:</span></b> 25 November 2009 =
12:00<br>
<b><span style=3D'font-weight:bold'>To:</span></b> =
Kathy.Smedley@longcrest.co.uk;
ian.lynch@theingots.org; allison.allen@outstream.co.uk<br>
<b><span style=3D'font-weight:bold'>Cc:</span></b> =
advisory@talk.naace.org;
primary@talk.naace.org<br>
<b><span style=3D'font-weight:bold'>Subject:</span></b> Re: [Advisory] =
RE:
[Primary] New curriculum signed off</span></font></p>
<p class=3DMsoNormal style=3D'margin-left:36.0pt'><font size=3D3
face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'> </span></font></p>
<p =
style=3D'margin-right:0cm;margin-bottom:12.0pt;margin-left:36.0pt'><font
size=3D2 face=3D"Times New Roman"><span style=3D'font-size:10.0pt'>There =
are only APP
grids for ICT from the KS3 ICT strategy. These are from level 3 upwards. =
My
colleague and I work in primary. We've borrowed the KS3 documents and =
written
level 1 and 2 ourselves. We've shared them with our schools if they've =
asked.<br>
<br>
<br>
----- Original Message -----<br>
From: primary-admin@talk.naace.org =
<primary-admin@talk.naace.org><br>
To: ian.lynch@theingots.org <ian.lynch@theingots.org>; Allison =
Allen
<allison.allen@outstream.co.uk><br>
Cc: advisory@talk.naace.org <advisory@talk.naace.org>;
primary@talk.naace.org <primary@talk.naace.org><br>
Sent: Sat Nov 21 14:13:02 2009<br>
Subject: RE: [Advisory] RE: [Primary] New curriculum signed off<br>
<br>
Hi does anyone have any more details on APP mentioned here. Is there<br>
going to be a Primary APP for ICT?<br>
Kathy<br>
<br>
<br>
Kathy Smedley<br>
ICT Consultant<br>
<br>
www.supporting-ict.co.uk<br>
<br>
<br>
<br>
<br>
The information transmitted is intended only for the person or entity =
to<br>
which it is addressed and may contain confidential and/or privileged<br>
material. Any review, retransmission, dissemination or other use of, =
or<br>
taking of any action in reliance upon, this information by persons =
or<br>
entities other than the intended recipient is prohibited. If you =
receive<br>
this in error, please contact the sender and delete the material =
from<br>
any computer. Although this message and any attachments are believed =
to<br>
be free of any virus or other defect that might affect any computer<br>
system into which it is received and opened it is the responsibility =
of<br>
the recipient to ensure that it is virus free and no responsibility =
is<br>
accepted by Longcrest Systems Ltd for any loss or damage in any way<br>
arising from its use. The views expressed in this e-mail do not<br>
necessarily reflect Longcrest Systems Ltd policy.<br>
<br>
<br>
<br>
-----Original Message-----<br>
From: advisory-admin@talk.naace.org<br>
[<a =
href=3D"mailto:advisory-admin@talk.naace.org">mailto:advisory-admin@talk.=
naace.org</a>]
On Behalf Of Ian<br>
Sent: 20 November 2009 20:01<br>
To: Allison Allen<br>
Cc: advisory@talk.naace.org; primary@talk.naace.org<br>
Subject: [Advisory] RE: [Primary] New curriculum signed off<br>
<br>
On Fri, 2009-11-20 at 19:00 +0000, Allison Allen wrote:<br>
> I see that the new curriculum has been reorganised into six areas =
of<br>
> learning - ICT is once again inferred and not explicit. Will =
this<br>
> give us the same problems all over again?<br>
<br>
Presumably schools will have to show OFSTED etc that they cover the =
NC<br>
and the new APP requirements will make it very difficult to avoid =
ICT.<br>
<br>
To be honest I think a fair bit of ICT stuff should be in scientific =
and<br>
technological understanding as well as using the tools. With these<br>
generic headings we could say where is the fine art or the =
chemistry?<br>
Which periods in history etc. As usual the devil is in the detail.<br>
<br>
<br>
> I refer to<br>
><br>
> *understanding English, communication and languages<br>
><br>
> *mathematical understanding<br>
><br>
> *understanding the arts<br>
><br>
> *historical, geographical and social understanding<br>
><br>
> *understanding physical development, health and well-being<br>
><br>
> *scientific and technological understanding.<br>
><br>
> <br>
><br>
> Best Wishes<br>
><br>
> <br>
><br>
> Allison Allen<br>
><br>
> <br>
><br>
> Outstream, London<br>
><br>
> <br>
><br>
> w: <a =
href=3D"http://www.outstream.co.uk/">http://www.outstream.co.uk/</a> =
; <br>
><br>
> vle: <a =
href=3D"http://www.outstream.lgfl.net">http://www.outstream.lgfl.net</a>&=
nbsp; <br>
><br>
> ple: <a =
href=3D"http://www.aallen.outstream.lgfl.net">http://www.aallen.outstream=
.lgfl.net</a><br>
><br>
> <br>
><br>
> -----Original Message-----<br>
> From: primary-admin@talk.naace.org<br>
> [<a =
href=3D"mailto:primary-admin@talk.naace.org">mailto:primary-admin@talk.na=
ace.org</a>]
On Behalf Of Miles Berry<br>
> Sent: 20 November 2009 10:56<br>
> To: advisory@talk.naace.org; primary@talk.naace.org<br>
> Subject: [Primary] New curriculum signed off<br>
><br>
> <br>
><br>
> The following text is from<br>
><br>
> <a
href=3D"http://www.dcsf.gov.uk/news/content.cfm?landing=3Dmajor_reform_of=
_curric">http://www.dcsf.gov.uk/news/content.cfm?landing=3Dmajor_reform_o=
f_curric</a><br>
> =
ulum_at_the_heart_of_a_renewed_push_to_drive_up_standards&type=3D1<br=
>
><br>
> <br>
><br>
> Any comments?<br>
><br>
> <br>
><br>
> Miles.<br>
><br>
> <br>
><br>
> -<br>
><br>
> <br>
><br>
> Major reform of curriculum at the heart of a renewed push to drive =
up<br>
> standards<br>
><br>
> <br>
><br>
> In the news feed<br>
><br>
> 19 November 2009<br>
><br>
> <br>
><br>
> Schools Minister Vernon Coaker has today confirmed plans to bring =
in a<br>
><br>
> new curriculum to shake-up primary education - with =
overwhelming<br>
><br>
> support from pupils, parents, teachers and experts. He said that it =
is<br>
><br>
> time for Government to step back and let schools take more<br>
><br>
> responsibility for their own curriculum.<br>
><br>
> <br>
><br>
> New legislation introduced today on primary curriculum reform =
in<br>
><br>
> England will drive up education standards across the board. =
Vernon<br>
><br>
> Coaker confirmed that evolution will become a compulsory part =
of<br>
><br>
> science education and that British history will be a key, and<br>
><br>
> permanent, feature of the historical, geographical and social<br>
><br>
> understanding area of learning.<br>
><br>
> <br>
><br>
> The new legislation is based on recommendations from an =
independent<br>
><br>
> review of the primary curriculum by Sir Jim Rose, which sought =
the<br>
><br>
> views of teachers, parents, pupils and subject experts and took =
over a<br>
><br>
> year to complete. The Government accepted Jim Rose's =
recommendations<br>
><br>
> in full in April this year.<br>
><br>
> <br>
><br>
> The reforms included creating six 'Areas of learning' that will =
shape<br>
><br>
> what children learn from September 2011, the right to learn a =
foreign<br>
><br>
> language for seven-year-olds, a new focus on speaking and =
listening,<br>
><br>
> increased expectations of ICT skills, and giving all parents =
the<br>
><br>
> option to send their child to school in the September after they =
are<br>
><br>
> four.<br>
><br>
> <br>
><br>
> Along with the final six areas of learning, the Government today =
also<br>
><br>
> published the findings of the public consultation, showing<br>
><br>
> overwhelming support - with over 70 per cent of teachers, =
parents,<br>
><br>
> pupils and education experts saying the new curriculum will provide =
a<br>
><br>
> sound basis for primary education. The results also showed that =
seven<br>
><br>
> out of ten people think Jim Rose's proposals will reduce =
prescription<br>
><br>
> in teaching, and increase flexibility in learning.<br>
><br>
> <br>
><br>
> Schools Minister Vernon Coaker said:<br>
><br>
> <br>
><br>
> What and how our children learn lies at the =
heart
of our policies<br>
><br>
> to raise standards. We've seen that an inspiring and rigorous<br>
><br>
> curriculum can transform failing schools, which is why these plans =
are<br>
><br>
> based on the very best practice from this country's top-class<br>
><br>
> teachers.<br>
><br>
> <br>
><br>
> Ten years ago, we had to take a direct =
approach to
drive up<br>
><br>
> standards in primary schools - and fast. We introduced new =
national<br>
><br>
> strategies to get children up to speed with the three Rs and we =
now<br>
><br>
> have pioneering programmes like Every Child a Reader and Every =
Child<br>
><br>
> Counts. Coupled with record increases in per pupil funding, =
we know<br>
><br>
> our interventions have worked. Since the mid-nineties, we've =
leapt<br>
><br>
> from 17th to 7th in the international league tables for maths, =
around<br>
><br>
> 100,000 more 11-year-olds now leave primary school secure in =
English<br>
><br>
> and science results at Key Stage two have risen by 19 =
percentage<br>
><br>
> points since 1997.<br>
><br>
> <br>
><br>
> Laying firm foundations in our primary =
schools was
vital, but it<br>
><br>
> resulted in a top-down approach with too much prescription from =
the<br>
><br>
> centre and a curriculum cluttered with too many must-dos. If we =
truly<br>
><br>
> expect schools to reach the next level and become not just good, =
but<br>
><br>
> great, the power has to rest with Heads to drive their own<br>
><br>
> improvement.<br>
><br>
> <br>
><br>
> This is why we're moving to a new =
curriculum, with
6 areas of<br>
><br>
> learning rather than stand alone subjects. Teachers will have =
more<br>
><br>
> freedom to use their professional judgement and creativity to =
make<br>
><br>
> links between subjects that make sense to their pupils: from =
linking<br>
><br>
> history to the arts, or science to PE.<br>
><br>
> <br>
><br>
> But what we are absolutely clear on is that =
a more
flexible, more<br>
><br>
> locally determined curriculum will still focus on the basics. =
We're<br>
><br>
> making literacy, numeracy and ICT the backbone of every lesson and =
are<br>
><br>
> underpinning everything schools do with developing pupils' =
personal,<br>
><br>
> emotional and social skills. And along with the guarantee of 1 to =
1<br>
><br>
> tuition for those falling behind in English and maths, all =
pupils<br>
><br>
> should leave primary school with the skills they need.<br>
><br>
> <br>
><br>
> I believe that giving schools the freedom =
and
flexibility to build<br>
><br>
> on the solid foundations of Jim Rose's new curriculum will set a =
new<br>
><br>
> standard in primary education in this country.<br>
><br>
> <br>
><br>
> Sir Jim Rose said:<br>
><br>
> <br>
><br>
> I am delighted that the recommendations of =
the
Primary Curriculum<br>
><br>
> Review have been accepted. This is a curriculum for the 21st =
Century<br>
><br>
> that seeks to secure the best possible progress and outcomes for =
every<br>
><br>
> child, throughout their primary years.<br>
><br>
> <br>
><br>
> The findings of the consultation showed high levels of support for =
Sir<br>
><br>
> Jim's main proposals. In addition:<br>
><br>
> <br>
><br>
> * 71 per cent agreed that they will help =
children
make useful<br>
><br>
> links between related subjects<br>
><br>
> * 83 per cent agreed that the proposals to
integrate ICT through<br>
><br>
> the curriculum will help children use technology to enhance =
their<br>
><br>
> learning<br>
><br>
> * 70 per cent agreed that the proposed =
curriculum
will give<br>
><br>
> schools more flexibility to adapt to the needs of their =
children<br>
><br>
> * 69 per cent agreed that the proposed =
curriculum
is less<br>
><br>
> prescriptive than the existing curriculum and provides schools =
with<br>
><br>
> greater flexibility to adapt the curriculum to the needs of =
their<br>
><br>
> pupils.<br>
><br>
> <br>
><br>
> Due to the positive response to Jim Rose's proposals, few changes =
were<br>
><br>
> made to the proposed Areas of Learning. However, after consulting =
with<br>
><br>
> parents, teachers, the science community and other interested =
parties,<br>
><br>
> pupils will be expected to explicitly cover evolution as part of =
their<br>
><br>
> learning. Learning about evolution is an important part of =
science<br>
><br>
> education, and pupils already learn about it at secondary school. =
The<br>
><br>
> revised Area of Learning for historical, geographical and =
social<br>
><br>
> understanding also confirms that learning about British history =
will<br>
><br>
> be a key feature of the new primary curriculum.<br>
><br>
> <br>
><br>
> Further information<br>
><br>
> <br>
><br>
> See the press notice for more.<br>
><br>
> <br>
><br>
> The Review in addition to supporting documents, can be viewed on =
the<br>
><br>
> DCSF's publications page.<br>
><br>
> <br>
><br>
> Ed Balls has laid a Written Ministerial Statement before the House =
on<br>
><br>
> primary schools.<br>
><br>
> <br>
><br>
> Vernon Coaker has written a piece for today's 'Comment is free'<br>
><br>
> section of the online Guardian on the new primary curriculum.<br>
><br>
> <br>
><br>
> View Vernon Coaker's article in this site's 'Articles and =
letters'<br>
> section.<br>
><br>
> <br>
><br>
> Today's announcement on primary curriculum reform includes the =
results<br>
><br>
> of surveys and polling conducted as part of the QCDA consultation. =
It<br>
><br>
> found that three out of four respondents to the survey (75 per =
cent)<br>
><br>
> agreed that the proposed curriculum aims provide an appropriate<br>
><br>
> foundation for primary education.<br>
><br>
> <br>
><br>
> Seven in ten respondents (70 per cent) agreed that the six =
areas of<br>
><br>
> learning help teachers plan meaningful learning experiences. The =
same<br>
><br>
> number of respondents (71 per cent) agreed that these areas of<br>
><br>
> learning will help children make useful links between related<br>
><br>
> subjects.<br>
><br>
> <br>
><br>
> The consultation report and the final Areas of Learning can be =
found<br>
><br>
> on the Teachernet publications pages.<br>
><br>
> <br>
><br>
> The independent review of the primary curriculum, the first in =
ten<br>
><br>
> years, was led by educational expert Sir Jim Rose and began in =
spring<br>
><br>
> 2008. During the review, he listened to thousands of teachers,<br>
><br>
> children and parents and met with education specialists. He looked =
at<br>
><br>
> what is already happening in good schools to bring learning to =
life.<br>
><br>
> And he looked at what other successful countries are doing with =
their<br>
><br>
> national curricula.<br>
><br>
> <br>
><br>
> In April 2009 Sir Jim Rose published the findings of his review =
and<br>
><br>
> made a series of recommendations to modernise the curriculum for =
21st<br>
><br>
> century pupils. Ed Balls, Secretary of State for Children, Schools =
and<br>
><br>
> Families, accepted all of the recommendations which can be =
found<br>
><br>
> online.<br>
><br>
> <br>
><br>
> The new curriculum has been reorganised into six areas of =
learning.<br>
> These are:<br>
><br>
> <br>
><br>
> * understanding English, communication and
languages<br>
><br>
> * mathematical understanding<br>
><br>
> * understanding the arts<br>
><br>
> * historical, geographical and social
understanding<br>
><br>
> * understanding physical development, =
health and
well-being<br>
><br>
> * scientific and technological =
understanding.<br>
><br>
> <br>
><br>
> <br>
><br>
> <br>
><br>
> <br>
><br>
> The areas of learning will continue to incorporate traditional<br>
><br>
> subjects - such as English, mathematics, science, history and<br>
><br>
> geography for example - but will also contain more provision for =
ICT,<br>
><br>
> personal development and health and wellbeing and include =
essential<br>
><br>
> skills for learning and life. The range of learning will allow =
for<br>
><br>
> more cross-curriculum activities and give teachers more =
opportunities<br>
><br>
> to provide interactive and practical lessons.<br>
><br>
> <br>
><br>
> <br>
><br>
> --<br>
><br>
> Miles Berry<br>
><br>
> Senior Lecturer, ICT | Roehampton University | roehampton.ac.uk | =
0208<br>
> 392 3241<br>
><br>
> Community Manager | Open Source Schools | opensourceschools.org.uk =
|<br>
><br>
> 07779 628656<br>
><br>
> Blogger | milesberry.net<br>
><br>
> Twit | twitter.com/mberry<br>
><br>
> <br>
><br>
> _______________________________________________<br>
><br>
> Primary mailing list<br>
><br>
> Primary@talk.naace.org<br>
><br>
> <a =
href=3D"http://talk.naace.org/mm/listinfo/primary">http://talk.naace.org/=
mm/listinfo/primary</a><br>
><br>
><br>
<br>
<br>
--<br>
Ian<br>
Ofqual Accredited IT Qualifications<br>
A new approach to assessment for learning www.theINGOTs.org - 01827<br>
305940<br>
<br>
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