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New Draft Curriculum for September 2014 - well?

Discussion in 'Primary' started by Yogs, Feb 7, 2013.

  1. The history is bonkers! How on earth are we supposed to teach all of that properly? 2000 years of British history: a Whistle stop tour with no opportunity for the 'deeper' learning and understanding Mr Gove is so fond of.
     
  2. Lara mfl 05

    Lara mfl 05 Star commenter

    Just clicked on the link and there's<u> 221 pages!</u> I speed read, but will take a while to look thro'- be back later! (Mind you from looking at some of the English & Maths draft docs when they came out I don't expect to be impressed!)
     
  3. Lara mfl 05

    Lara mfl 05 Star commenter

    Well I've done my own 'quick whistle-stop tour- of the draft.
    Some of the terminolgy is hard to understand as a teacher and the 'load' seems to be incredible. How most Primary teachers who are in the main not specialists across all subjects will be able to deliver what this suggests is to be wondered at.
    Example of 'terminology' -Under Computing at KS1 it says " Pupils should be taught to;understand what algorithms are and how they are implemented as programs on digital devices and that programs execute by following a sequence of instructions' .
    In MFL, as a linguist I do not disagree with the subject content, but question how it can be delivered by teachers who do not feel confident themselves in languages.
    Whistle-stop tour seems to be what we may have to do with this- or alternatively perhaps when we see it in action, we may think well not much has changed and it's not as bad as it looks on paper?

     
  4. Stiltskin

    Stiltskin Star commenter

    Apparently it's a slimmed down curriculum!

    Teaching algorithms to KS1 should be fun! Looking at the music, does "appreciate and understand a wide range of high-quality live and recorded music
    from different traditions and from great musicians and composers" mean the Beatles, Take That, the Wildhearts? And I think I shall be re-reading John O'Farrell's book to remind me of the history.
     
  5. deanow

    deanow New commenter

    Oh, dear. Why? (Not read the rest of it yet but if this is typical I am not feeling hopeful.)
     
  6. alexanderosman

    alexanderosman Occasional commenter

    The maths is just [​IMG]
    The order of progression doesn't make any sense to me. Did any current classroom teachers have any input into this at all???? I don't understand a curriculum that has in year 3 place value only for three digit numbers, but expects them to be able to add fractions and read time to the nearest minute. How can they add 4 digit numbers in Year 4 if they only know place value to 9999?
     
  7. tafkam

    tafkam Occasional commenter

    I'm finding it hard to know which bit to get most angry about. Is it the prioritising of Spelling at the top of the Writing PoS? Or the complete failure to include any Speaking & Listening? Or the ridicule of forcing children who already speak perhaps Punjabi and English to learn a language such as Ancient Greek? Or maybe the complete lack of actual problem-solving in Maths? (just saying "solve problems" doesn't help!) Or it could be the nonsense of trying to explain conversion to Christianity to 7-year-olds, or the Glorious Revolution in Year 6?

    Where does one begin?!
     
  8. Geekie

    Geekie Occasional commenter

    Have you noticed that it doesn't refer at all to Intercultural Understanding? But, compulsory KS2 languages woohoooo!
     
  9. akimbo

    akimbo New commenter

    What are we going to do about it?
    Secondary schools seem to have been listened to..
    This is something we need to get together and make our views clear.
    Are we up for it ?


     
  10. lardylegs

    lardylegs Occasional commenter

  11. The history I think is particularly horrendous...just dull. No variation, really.
    The geography is bizarre - why only Europe and North/South America at KS2? No Africa, Asia, Oceania.
    I don't think the computing is quite as bad as it looks - that KS1 paragraph could really boil down to using a floor turtle/roamer or a beebot. You decide on the instructions, put them in in the right way, it does what you want. Voila, you programmed it.
    I agree completely with comments above about Maths/English - no Sp&L, no problem solving...arghh!
     
  12. Grandsire

    Grandsire Star commenter

    I totally agree. Bet you all can't wait to start teaching the Heptarchy and de Montfort's parliament to Years 3 and 4...
    Actually, I can't help wondering why Gove doesn't just send out a giant wall-frieze for each school - one which depicts the History of Britain in glorious technicolour pictures. (I'm sure we used to have something at my school blu-tacked around the cloakrooms: a series of pictures with dates in the top corner; people like Canute and William the Conqueror near the door, and further round near the toilets were Brunel and Queen Victoria.) The pupils could just gaze in awe and wonder at our long and proud history as they come in from play, and afterwards we could get on with our normal, inspiring history lessons.
    It would be a much better gift for each school than a King James Bible.
     
  13. Lara mfl 05

    Lara mfl 05 Star commenter

    No, I hadn't, but as I say I only scan read it, getting more & more depressed going through English & Maths, (probably why the terminolgy in the computing just defeated me) and I then looked at the terminolgy in MFL to compare if, as a linguist I understood that terminolgy better. As to the Hist & Geog . . ..!(Rather glad I'm nearer the end of my career than the beginning and can remember when teaching was really much more about children than trying to impart facts, many of which are not naturally interesting to them.)
     
  14. Ishamel

    Ishamel New commenter

    Maybe (as I haven't started teaching yet) I am just being naiive, but as a mediaeval history graduate I'm glad to see the earlier history stuff. It doesn't have to be whistle-stoppy I don't think - in the early days there's more 'continuity' than 'change' ... and we barely know anything about the neolithic stuff. As a kid I found getting 'stuck' in Tudors more dull than anything, we had all these timelines on the wall and we only 'did' a teeny fraction of them.
    I agree the geography seems a bit... Orwellian ...

    The computing I am glad to see - and yes, for established ICT and primary teachers it will be a big jump in adults learning too, but is that a hugely bad thing in this day and age? That we expect 25-40 year olds to understand how to program something? I think it's a great opportunity to create genuine 'digital natives' and catch up ourselves. I can't program for sh*t at the moment but I look forward to being 1 chapter ahead of my class in 2014.
     
  15. Read through the History part of the 'SLIMMED DOWN' curriculum. While I agree that a sense of narrative is important, this is a stunningly inept way of doing it. It means that not only do Year 3 and 4 have to study incredibly obscure and distant events like the Heptarchy (whatever that might be), but children don't learn about the Second World War until maybe Year 8 or Year 9. It's basically the prep school history syllabus gone mad. I can only assume that the new curriculum is designed to force schools to become academies so they don't have to force this **** down the kids' throats.
    We must stand up to this. Consultation here we come.
     
  16. Just spent a morning going through it. Didn't think the english was too bad but thought the spelling was quite prescriptive. Do you think our lessons are going to be very different in future, more basic skills & less whole text?
    I also thought the KS1 ICT sounded awful but if it just means Beebots then not too bad.
    The History however- good God- it's like Britain's greatest hits, can tell it's written by a load of Tories harking back to the days of the Empire- Fusty is what springs to mind!! I also thought the geog was a bit weird too but not bad to spend a bit more time in Infants about the UK so they know basic things about their own country. I'm in Y2 & as part of an Africa topic we cover the continents- they love it. I thought it odd how in KS2 it's Europe & S & N America- yes, what about the rest of the world?? Do the tories think we should be learning lots about S America because they're going to be the next Financial powerhouse? Everyone give your feedback, after all they won't change anything if we don't speak up.
     
  17. Just read the part for Art abd Design (p.148) They have certainly slimmed that down! 1 page for primary.

    Mo and Seb might be a bit worried about that legacy too. Check out p.179. Do we think that Gove liked History and didn't like running around or kicking a pig's ladder around?
     
  18. Trackerthecat

    Trackerthecat New commenter

    Like most of you, I've only scanned across most of the document for KS1 and 2.

    I have to say, I'm quite pleased with most of the foundation subjects (although leaving WWs out of history is unforgivable).

    However, I think the literacy is lacking in speaking and listening, with far too much emphasis on spelling and grammar. As for maths, where to start! All objectives seemed to have been moved down a year group (e.g. Y1 expected to achieve what Y2 should currently achieve; Y2 expected to achieve what Y3 should currently achieve, etc, etc.).
     
  19. Wotton

    Wotton Lead commenter

    Think I'll just retire.
    Suppose I'll have to read it sometime.
     
  20. Now if I can find them I'm sure I've got some old Child Education posters which will do just fine for the history. And some pre - decimalisation times tables posters, after all that's why some of use oldies learnt up to the 12Xs table because there were 12d in a shilling etc.
    Deus adiuva nos or should that be Govus adiuva nos.
     

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