St Lawrence CE Primary School

Curriculum information evening25.02.15

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The National Curriculum

• New statutory curriculum in place from September 2014 for all year groups other than Y2 & Y6

• New programmes of study for each year group – outline for reading, writing and maths sent out in autumn term but available in curriculum section of school website

• ‘Levels’ as a means of grading attainment no longer in place for year groups as above

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Assessing children now

• Y2 & Y6 will be assessed & reported using levels

• EYFS assessed against the 7 areas of learning as either ‘emerging’, ‘expected’ or ‘exceeding’

• All other years assessed against their mastery of the new curriculum objectives

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New assessment grades

• In each year group a child will be assessed as meeting one of the following criteria:

• Working below national age group expectations• Working towards national age group expectations• Working at national age group expectations• Working above national age group expectations• Mastery of age group expectations

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Expectations within a year

• As we move through a year the expectations grow for how much of the curriculum a child will have achieved

• Our internal tracking systems measure which and how many objectives have been achieved

• We will report the assessment grade to parents but you will need to be aware that, unlike a levelled system, your child may well be at a particular grade throughout a year or even over a number of years.

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End of key stage tests

• Baseline test for reception children• New tests from May 2016 for Y2 & Y6• A scaled score given rather than a level

• Progress measured from reception through to Y6• Secondary schools will continue with a similar

system

10080 90 110 120

Early Years Foundation Stage

What is EYFS?

• The Early Years Foundation Stage (EYFS) sets standards for the learning, development and care of children from birth to 5 years old.

• Assessment takes place at the end of the academic year in which the child turns 5. These are based on Early Years practitioners’ observations. Each child’s development is recorded by watching the child playing and learning in the classroom. The completed assessment is known as the Early Years Foundation Stage Profile.

• Information from these assessments is used for parents, practitioners and teachers to support children’s learning and development.

Early Years learning concentrates on 7 areas split between prime and specific areas of learning.

The prime areas of learning are:Communication and languagePhysical developmentPersonal, social and emotional developmentThe specific areas of learning are:LiteracyMathematicsUnderstanding the worldExpressive arts and design

Teaching is often done through play, where the child learns about subjects and other people through games.

The Early Years Foundation Stage Profile

A completed profile shows a child’s attainment assessed in relation to the 17 Early Learning Goal (ELG) descriptors, together with a short narrative describing the child’s three learning characteristics. Children are judged to be meeting expected levels of development, exceeding expected levels, or not yet reaching expected levels (‘emerging’) for each ELG. Children are defined as having reached a good level of development at the end of the EYFS if they have achieved at least the expected level in:• the Early Learning Goals in the prime areas of learning (personal, social

and emotional development; physical development; and communication and language) and;

• the Early Learning Goals in the specific areas of Mathematics and Literacy.

The Characteristics of Effective Learning move through all areas of learning and are:

• Playing and exploring• Active learning• Creating and thinking critically

These characteristics are recorded in the child’s Learning Journey as a picture of their progress as a learner is built through observations by practitioners and parents working in partnership. These are described as Learning Behaviours in Key stages 1 and 2.

National Curriculum for English 2014

How does the new National Curriculum for English compare to the old National Literacy Strategy?

• Reduced focus on children learning to write different text types.

• Children need to tailor their writing for audience and purpose.

• Structured writing process: Planning Drafting and Writing Evaluating and Editing Proof Reading Read Aloud and Sharing

How does the new National Curriculum for English compare to the old National Literacy Strategy?

• A greater focus on poetry. Recognising different forms of poetry, reciting, performing and

learning by heart.

• There is a greater emphasis on children using grammar and punctuation correctly.

Whilst this is not new the level of expectation is far higher. Key Stage 1 will begin formal grammar, vocabulary and punctuation

testing in 2016. More information can be found in National Curriculum for English

Appendix 2

• Clear outline of spellings by year group KS1 focuses on phonics with Y2 starting to look at spelling rules and

patterns. Spelling lists for Y3/4 and Y5/6

How does the new National Curriculum for English compare to the old National Literacy Strategy?

Year What has gone What has been added?

Y1 • Requirement to write non-narrative texts

• Chronological & non -chronological texts

• Typing skills

• Reading of phonically-suitable texts• Reading words with contractions• Reading words with regular endings• Making inferences from texts• Learning and reciting poetry• Re-reading own writing to check for sense• Using capital letters for proper nouns• Name the letters of the alphabet• Spell the names of the days of the week• Adopt a suitable writing position• Form capital letters and digits 0-9• Practise handwriting letter ‘families’

Year What has gone What has been added?Y2 • Specific mention of group-work

and discussion• Use of syntax & context for

reading unfamiliar vocabulary• Use of different presentational

features• Word processing

• Sooner use of phonics without overt blending

• Contemporary & classic poetry• Reciting poetry• Evaluating & proof-reading own writing• Increased use of subordination• Higher expectations of spelling, including

from dictation• Required introduction of joined writing

Y3 • Identifying presentational features of broadcast texts

• Explicit mentions of drama (except performing scripts)

• Use of layout, graphics & font for presentation

• Keyboard/typing skills

• Recognise different forms of poetry• Prepare poetry for performance• Using fronted adverbials• Increased requirements for spelling &

grammar (see appendices mentioned below)

• Evaluate, edit & proof-read own writing

Year What has gone What has been added?Y4 • Identifying presentational

features of broadcast texts• Explicit mentions of drama

(except performing scripts)• Explaining why writers write• Keyboard/typing skills

• Recognise different forms of poetry• Prepare poetry for performance• Using fronted adverbials• Increased requirements for spelling &

grammar (see appendices mentioned below)

• Evaluate, edit & proof-read own writing

Y5 • Specific mention of working in groups

• Specific mention of dramatic skills• Creating multi-layered texts

• Preparing poetry for performance• Learning poems by heart• Formal presentations about reading• Précising long passages of writing• Greatly detailed grammar rules

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Mathematics

General changes to the maths curriculum

• There is higher expectation overall – pupils will be benchmarked against age-related expectations in other nations.

• Progression shown year-by-year – but it will be for teachers to set out their year-by-year approach in their school curriculum.

• Conceptual development of number has been addressed in detail, especially in relation to arithmetic and proportionality.

• There are fewer things in more depth in primary, so data has less prominence and probability will not be introduced till Key Stage 3.

• All pupils will be expected to build firm foundations and not be accelerated to content expected in secondary school.

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Maths

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ScienceReception – Understanding the World

• Children can talk about the features of their own environment – including making observations of animals and plants and explain why some things occur, and talk about changes.

• Children recognise that a range of technology is used in places such as homes and schools. They can select and use technology for particular purposes.

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New National Curriculum – Science

3 main aims:

• Develop scientific knowledge through the specific disciplines of biology, chemistry and physics

• Develop understanding of the process and methods of science (how to think and work scientifically)

• Develop understanding of how scientific knowledge is used today and could be used in the future

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Year Biology Chemistry Physics 1 Plants

Identify and name some common plants Identify basic structure of a plant Animals Identify and name some common animals and their structures Identify basic parts of a human body

Materials Identify and name a range of different everyday materials Begin to identify properties of these materials Seasonal change Observe changes across the seasons

2 Living things – Habitats Classifying living and dead things Understanding which habitats suit which living things Creating simple food chains Plants Understand how seeds and bulbs grow into plants Identify what plants need to grow well Animals Understanding what animals need to survive Understanding how humans can stay healthy

Materials Identifying everyday uses of materials Observing how the shape of solid materials can be changed

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Year Biology Chemistry Physics 3 Plants

Identifying different functions of flowers and their role within the life cycle of a plant Investigate requirements of plants for life and growth Animals Skeletons and their role within animals Nutrition and how animals get this

Rocks Identifying rocks and their properties Understanding how fossils are formed Understanding how soil is made Light Understand how shadows are formed and can be changed Understand how light is reflected Forces Magnets – understand how they repel and attract Identify materials which are magnetic

4 Living things – Habitats Recognise how habitats can change Animals Understand the role of the digestive system Understand the different roles of teeth

States of matter Identify the three states of matter (gas, liquid, solid) Understand how states of matter can be changed (freezing, condensation, evaporation)

Sound Understand how sound travels to the ear Understand how sound can be changed (pitch, volume, vibration) Electricity Construct simple circuits Identify conductors and insulators

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5 Living things – habitats Describe the life process of reproduction in some plants and animals Animals Describe the changes as humans develop to old age

Properties of materials Understand how materials can be separated Identify reversible and irreversible changes

Properties of materials Compare and group different materials Understand how materials can be separated Identify reversible and irreversible changes Earth and Space Describe the movement of the earth, moon and planets within the solar system Explain why we have day and night Forces Understand gravity Identify the effects of air and water resistance

6 Living things - habitats Give reasons for classifying animals and plants Animals Identify the main parts of the human circulatory system Describe how nutrients and water are transported by animals Evolution Recognise that animals and plants have changed over millions of years Identify how animals and plants adapt to their environment

Light Recognise that light appears to travel in straight lines Explain how we see light Electricity Use recognised systems in simple circuit diagrams Identify why there might be variations in different circuits

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Working Scientifically - End of KS1

• Asking simple questions and recognising that they can be answered in different ways.

• Observing closely, using simple equipment.• Performing simple tests.• Identifying and classifying.

• Using their observations and ideas to suggest answers to questions.

• Gathering and recording data to help in answering questions.

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End of KS2

• Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.

• Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.

• Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.

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End of KS2

• Using test results to make predictions to set up further comparative and fair tests.

• Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.

• Identifying scientific evidence that has been used to support or refute ideas or arguments.

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What you can do at home

• Talk about what they have been doing in science

lessons

• Encourage your child to ask lots of questions

about the world around them – it’s ok not to know

– find things out together

• Do experiments at home - real or virtual! (BBC

Bitesize website is good for this)

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Any questions?