National Curriculum: Handbook for primary teachers

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National Curriculum Handbook for primary
teachers

• 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.
  (page 2)

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• The whole curriculum (includes whats taught in
  lessons, break times, assemblies,
  extra-curricular activities)

The legally required basic curriculum, including
RE
The National Curriculum
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Core and non-core foundation subjects

• The National Curriculum (2000) in England
  contains the teaching requirements for
• The core subjects English, Mathematics and
  Science
• The non-core foundation subjects Design and
  Technology, Information and Communication
  Technology, History, Geography, Music, Art and
  Design, and Physical Education.
• In secondary schools modern foreign languages and
  citizenship are also foundation subjects.

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The language of the National Curriculum

• Attainment Targets
• Level Descriptions
• Key Stages
• Programmes of Study
• Schemes of Work

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The Foundation Stage

• The six areas in the Foundation Stage are
• Personal, social and emotional development
• Communication, language and literacy
• Mathematical development
• Knowledge and understanding of the world
• Physical development
• Creative development

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Principles of inclusion

• All children are entitled to a relevant, broad
  and balanced curriculum.
• Access is an important consideration, and
  opportunities may have to be created to
  accommodate certain pupils needs.
• A positive approach should be followed, not one
  that concentrates on identifying pupils
  difficulties.
• The needs of most children will be met in
  mainstream education.

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The inclusive curriculum (Adapted from The
National Curriculum 2000)

• Schools have a responsibility to provide a broad
  and balanced curriculum for all pupils.
• The National Curriculum sets out three principles
  that are essential to developing a more
  inclusive curriculum
• setting suitable learning challenges
• responding to pupils diverse learning needs
• overcoming potential barriers to learning and
  assessment for individuals and groups of
  pupils.
• Schools are able to provide other curricular
  opportunities outside the National Curriculum to
  meet the needs of individuals or groups of pupils
  such as speech and language therapy and mobility
  training.

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The purpose of observation

• Observation is intended to
• provide secure evidence of pupil progress on
  the curriculum
• identify pupils strengths and weaknesses
• discover how well pupils are responding to the
  teaching resources
• enable feedback to pupils of what they need to
  do to progress
• enable feedback to teachers of the response of
  pupils to the work.

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