National Curriculum 2014. The main aim is to raise standards, particularly as the UK is slipping down international student assessment league tables

National Curriculum 2014

• The main aim is to raise standards, particularly as the UK is slipping down international student assessment league tables. Inspired by what is taught in the world’s most successful school systems, including Hong Kong, Singapore and Finland, as well as in the best UK schools, it’s designed to produce productive, creative and well educated students.

• Although the new curriculum is intended to be more challenging, the content is actually slimmer than the current curriculum, focusing on essential core subject knowledge and skills.

Why?

• Stronger emphasis on vocabulary development, grammar, punctuation and spelling (for example, the use of commas and apostrophes will be taught in KS1)• Handwriting – not currently assessed under the

national curriculum – is expected to be fluent, legible and speedy• Spoken English has a greater emphasis, with children

to be taught debating and presenting skills

What’s New in English?

• Five-year-olds will be expected to learn to count up to 100 (compared to 20 under the current curriculum) and learn number bonds to 20 (currently up to 10)• Simple fractions (1/4 and 1/2) will be taught from KS1, and by the end of primary school, children should be able to convert decimal fractions to simple fractions (e.g. 0.375 = 3/8)• By the age of nine, children will be expected to know times tables up to 12x12 (currently 10x10 by the end of primary school)• Calculators will not be introduced until near the end of

KS2, to encourage mental arithmetic

What’s New in Maths?

Science• Strong focus on scientific knowledge and language, rather than

understanding the nature and methods of science in abstract terms• Evolution will be taught in primary schools for the first time• Non-core subjects like caring for animals will be replaced by topics

like the human circulatory systemDesign Technology• Afforded greater importance under the new curriculum, setting

children on the path to becoming the designers and engineers of the future• More sophisticated use of design equipment such as electronics

and robotics• In KS2, children will learn about how key events and individuals in

design and technology have shaped the world

What Else Is New?

Computing• Computing replaces Information and Communication

Technology (ICT), with a greater focus on programming rather than on operating programs• From age five, children will learn to write and test

simple programs, and to organise, store and retrieve data• From seven, they will be taught to understand computer

networks, including the internet• Internet safety – currently only taught from 11-16 – will

be taught in primary schools

Languages• Currently not statutory, a modern foreign language or ancient language (Latin or Greek) will be mandatory in KS2• Children will be expected to master basic grammar and

accurate pronunciation and to converse, present, read and write in the language

Life Without LevelsLevels are no longer used. They have been replaced with End of Year/ Key Stage expectations.

Maths-individual year group expectationsReading-Year 1, Year 2, Lower Key Stage 2 and Upper Key Stage 2Writing-Year 1, Year 2, Lower Key Stage 2 and Upper Key Stage 2

Year 3 & 4 Writing Year 5 & 6 Reading

Writing transcript

use further prefixes and suffixes and understand how to add them (Appendix 1)

spell further homophones

spell words that are often misspelt (Appendix 1)

use the first two or three letters of a word to check its spelling in a dictionary

write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

Handwriting

use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined

increase the legibility, consistency and quality of their handwriting, e.g. by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch.

Composition plan their writing by:

discussing writing similar to that which they are planning to write in order to understand and learn from its structure, grammar and vocabulary

discussing and recording ideas

Composition draft and write by:

composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (See Appendix 2)

organising paragraphs around a theme

in narratives, creating settings, characters and plot

in non-narrative material, using simple organisational devices such as headings and sub-headings

Composition evaluate and edit by:

assessing the effectiveness of their own and others’ writing and suggesting improvements

proposing changes to grammar and vocabulary to improve consistency, e.g. the accurate use of pronouns in sentences

proof-read for spelling and punctuation errors

read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

Grammar and punctuation develop their understanding of the concepts set out in Appendix 2 by:

extending the range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although

using the perfect form of verbs to mark relationships of time and cause

choosing nouns or pronouns appropriately for clarity and cohesion

choosing nouns or pronouns appropriately within a sentence to avoid ambiguity and repetition

using conjunctions, adverbs and prepositions to express time and cause

using fronted adverbials

learning the grammar of word structure in Appendix 2

indicate grammatical and other features by:

using commas after fronted adverbials

indicating possession by using the possessive apostrophe with singular and plural nouns

using and punctuating direct speech

use and understand the grammatical terminology in Appendix 2 accurately and appropriately when discussing their writing and reading.

WORD READING

apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1, both to read aloud and to understand the meaning of new words that they meet

COMPREHENSIONmaintain positive attitudes to reading and understanding of what they read by:

continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

reading books that are structured in different ways and reading for a range of purposes

increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

recommending books that they have read to their peers, giving reasons for their choices

identifying and discussing themes and conventions in and across a wide range of writing

making comparisons within and across books

learning a wider range of poetry by heart

preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience

COMPREHENSIONUnderstand what they read by:

checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context

asking questions to improve their understanding

drawing inferences and justifying these with evidence from the text

predicting what might happen from details stated and implied

summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas

identifying how language, structure and presentation contribute to meaning

discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

distinguish between statements of fact and opinion

retrieve, record and present information from non-fiction

participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously

explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary

ask questions to improve their understanding of what they have read

provide reasoned justifications for their views

How will children be assessed?Teachers will continually assess children against the subject objectives and the End of Year Expectations.

Judgements will be made using the terms:EmergingDevelopingSecuringMastered

Year 1 Maths Objectives

•count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number

•count, read and write numbers to 100 in numerals

•read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs

•given a number, identify one more and one less

•represent and use number bonds and related subtraction facts within 20

•add and subtract one-digit and two-digit numbers to 20, including zero

•recognise, find and name a half as one of two equal parts of an object, shape or quantity

•recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

•measure and begin to record length/height, weight/mass, capacity/volume & time

•recognise and know the value of different denominations of coins and notes

•sequence events in chronological order using language

•recognise and use language relating to dates, including days of the week, weeks, months and years

•tell the time to the hour and half past the hour and draw the hands on a clock face to show these times

•recognise and name common 2-D shapes (e.g. Square, circle, triangle)

•recognise and name common 3-D shapes (e.g. Cubes, cuboids, pyramids & spheres)

This child would be assessed as ‘Emerging’

















This child would be assessed as ‘Developing’

















This child would be assessed as ‘Secure’

















This child would be assessed as ‘Mastered’

Children reaching the End of Year Expectations will not be moved on to the next year group’s objectives. Their knowledge will be extended further.

In Maths, this can be achieved through applying skills to problem solving and reasoning.

In Reading, children will be expected to read more complex texts.

In Writing, children’s vocabulary choices will be more adventurous and their composition will be secure in a range of genre.

‘Mastered’

National Tests are currently under review.As a school, we will be testing the children on Reading, Spelling and Maths.These tests will determine whether an individual is working at an age appropriate level.

Testing

Name Chronological. Age

Reading Age

Gap

5.9 5.11 +0.2

5.5 5.6 +0.1

5.6 6.4 +0.10

6.0 8.1 +2.1

5.7 5.1 -0.6

5.5 4.5 -1.0

Children will be retested at the end of each term in order to monitor their progress.

National Curriculum 2014

https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study

https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study

Documents

National Curriculum 2014. The main aim is to raise standards, particularly as the UK is slipping down international student assessment league tables