Richmond schools are widely acknowledged as achieving high standards. The richness of curriculum provision in many schools is exceptional and we benefit considerably from the resources available to us in the local area. As we work towards the implementation of the new National Curriculum we have a collective opportunity to evaluate the strengths in our existing practice and also take stock of where we would like to make improvements as well as further raise the level of expectation for all our children. This brief section outlines the key themes in the framework document that should be taken into account as we move towards implementation of the new primary curriculum.

The PowerPoint below provides a conversation starter about how two schools are addressing the implementation of the new curriculum

 

 

The statutory orders as an outline framework

Although all maintained schools in England are legally required to follow the statutory National Curriculum, the framework document reminds us that: ‘The school curriculum comprises all learning and other experiences that each school plans for its pupils. The National Curriculum forms one part of the school curriculum’. There is a clear expectation that schools will go beyond this to ensure that the whole curriculum takes advantage of local opportunities and in particular meets the needs of the children it serves.

Organisation of the curriculum

The curriculum continues to be separated into core and foundation subjects. The core remains as English, Mathematics and Science. These subjects are sub-divided into programmes of study for key stage 1, lower key stage 2 and upper key stage 2. In comparison the programmes of study for the foundation subjects are cursory and give schools considerable flexibility for local interpretation. The programme of study for Religious Education is not part of the remit of this project and remains subject to local SACRE guidance. Sex and Relationships Education is not statutory in the primary phase but it would seem likely that schools will continue with their established practice. There is a clear expectation that the core skills of numeracy, reading, writing and in particular spoken language should be developed in all subjects where relevant. It is important to note that again the freedom to decide how the school day and provision are organised remains firmly within the domain of individual schools: ‘Schools are free to choose how they organise their school day’.

Essential knowledge

A further important theme in the curriculum is the emphasis given to what is described as ‘essential’ knowledge – an introduction ‘to the best that has been thought and said’. It goes on to say that the ‘curriculum provides an outline of core knowledge …’. The important word here is ‘outline’. Again it should be emphasised that the National Curriculum does not limit or prescribe everything that the children should know: it is a starting point. The emphasis is changed to knowledge being the starting point from which understanding and skills are developed. It says the role of teachers is to develop ‘exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum’.

Raised expectation

Schools in Richmond already have demonstrably high expectations of their children which are generally achieved! Nevertheless, it should be noted that the new curriculum does raise the bar for all children. This is particularly the case for some of our most able children as well as those children that have low levels of prior attainment or come from disadvantaged backgrounds. In moving towards implementation of the curriculum schools might pay particular regard to the expectations in the programme of study for English where Standard English is not the norm for the children at the school.

Inclusion

The curriculum document sets out its stall very clearly with regard to inclusion: ‘A wide range of pupils have special educational needs, many of whom also have disabilities. Lessons should be planned to ensure that there are no barriers to every pupil achieving. In many cases, such planning will mean that these pupils will be able to study the full national curriculum’. (It should be noted that the unusual underlining of the word ‘every’ is as written in the original document.) We also see this emphasis reflected in the inspection framework with regard to the achievement of all groups of pupils particularly those eligible for the Pupil Premium. There is a clear expectation that teachers should be resourceful and imaginative enough to adapt the programmes of study to meet the needs of all children – however, there is little if any guidance given beyond this exhortation and it is very much left to schools and teachers to make the necessary adaptations to make the curriculum ‘work’ for all their children.