The New National Curriculum 2014

What will change?

Subject Programmes of Study and Attainment targets

Each subject contains• Purpose of study• Aims• Subject domains (e.g. Reading • Statutory Programmes of Study (POS) • + non statutory exemplar/notes and guidancePOS are described as Matters, Skills and

Processes

Core and Foundation Yrs 1-6

• English • Maths • Science

• Art and Design• Computing• Design and Technology• Geography• History• Music• Pe• Languages KS2

Other areas

• PSHE All schools should make provision for personal, social, health and economic education drawing on good practice

• RE as per SACRE• Schools are also free to include other subjects or

topics in their choice of planning and designing their own programme of education

Changes

• More challenge in Mathematics (Calculators end of KS2)

• Calculation policies• Greater emphasis in Science• A new subject Computing • An emphasis on British History• Changes to years or Key Stages where some topics

have previously been taught

The new assessment procedure

• In September 2014 the new National Curriculum became compulsory for all children in Years 1 – 6, in all subjects with the exception of Year 2 and Year 6 in English, Maths and Science.

• Year 2 and Year 6 will be using LEVELS in English, Maths and Science for this academic year ONLY!

What the government says

• “… schools should then be free to design their approaches to assessment to support pupil attainment and progression. The assessment framework must be built into the curriculum, so that schools can check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and so that they can report regularly to parents.”

• Source: Reform of the national curriculum in England Government response to the consultation conducted February – April 2013 (July 2013)

Types of assessment

Assessment for Learning – AfL assessment is on-going and used to check students’ learning. AfL is happening constantly in a classroom. The information is used to amend planning, support pupils etc.

SUMMATIVE - The goal is to evaluate student attainment by comparing it against some sort of standard or benchmark.

This is the area we are changing

The new assessment procedure

• Early Years Foundation Stage Curriculum (Nursery and Reception) remains the same. Assessment procedures in EYFS are the same for this academic year.

• The Government plans to introduce a baseline test for all reception pupils next year. The results from the test will be used to predict outcomes for each child at the end of Year 6.

The new assessment procedure

We use a system called Pupil Asset to track pupils progress. This allows us to track children’s progress both as individuals, compared to the rest of the class/ year group and against national expectations.

We are continuing to use national curriculum levels and running the new criteria alongside.

Children’s progress in the summer term reports will be provided in the new format

What does Pupil Asset plan to provide?

• A system which will move between Levels in years 2 and 6 and Age Band Assessments in years 1, 3, 4 and 5

• The New Curriculum framework itself to support and enable teaching and assessment

• A linear progress model which will cover all stages and incorporate Development Matters, the Early Learning Goals and current p-Scales

• Predictions of attainment at any standardised test points (we anticipate that this will happen at the end of each Key Stage as a minimum but this isn’t known for sure at this time)

• Support for assessment in Levels for schools who wish to take this route whilst still highlighting assessment in terms of likely performance at standardised test points

• This is not yet possible to do accurately as the criteria which will determine the standardised scores haven’t yet been released

English - Reading • 1. Word reading• Phonics remains at the heart of early reading.

• 2. Comprehension (both listening and reading)• There is a greater emphasis on comprehension, with more

continuity between the year groups and an emphasis on working on increasingly challenging texts.

• 3. Reading for pleasure• Encouraging a love of reading is at the core of the new English

Programme of Study• with a greater emphasis on reading non-fiction (now required at

Year 1) as well as fiction:

• 4. Making rapid progress• The new curriculum emphasises the need for children who may be • struggling to learn to decode rapidly.

Drama and the English curriculum:

• Role play and drama are referred to across the curriculum

• as part of spoken language. • There will also be a statutory

requirement to prepare poems• and play scripts to read aloud and to

perform, showing • understanding through intonation,

tone, volume and action.

English – KS1

Only phonic reading strategies required No specific mention of group work or drama strategies References to ICT/typing removed Learning of poetry (including reciting poetry) introduced Specific spellings, e.g. days of the week Joined writing expected in Year 2 Proof-reading of own writing

• KS2 >

English – KS2

Phonic decoding expected to be secure by Y3 No specific mention of group work, drama

strategies or use of ICT Learning of classic & modern poetry

(including reciting poetry) introduced Specific spelling rules to be taught Précising and dictation Greatly increased expectations in grammar

and punctuation (detailed appendices)

English

• 10-15 minutes reading at home each day makes a big difference

• Positive encouragement• Adults modelling life long love of

reading. • Opportunities for writing for a

purpose• Seeing adults write for a purpose

Mathematics – KS1 Rounding to nearest 10 removed from KS1 Y1: No data handling required Y1: Counting & writing numbers to 100 Y1: Write numbers words to 20 Y1: Number bonds to 20 Y2: Finding fractions of quantities Y2: Adding two-digit numbers Y2: Telling the time to nearest 5 minutes Y2: Make comparisons using < > = symbols Y2: Solve simple money problems using £/p

Mathematics – LKS2 No ratio required in LKS2 Written division moved to UKS2 No calculator skills included Carroll / Venn diagrams no longer required Y3: Formal written methods for + & — Y3: Compare, order & + & — easy fractions Y3: Vocabulary of angles & lines Y3: Time including 24h clock & Roman numerals Y4: Recognise equivalent fractions/decimals Y4: Solve fractions & decimals problems Y4: Perimeter/area of compound shapes Y4: Know multiplication tables to 12 x 12

Mathematics – UKS2 No calculator skills included No probability included Data handling greatly reduced content Y5: Use decimals to 3dp, including problems Y5: Use standard multiplication & division methods Y5: Add/subtract fractions with same denominator Y5: Multiply fractions by whole numbers Y6: Long division Y6: Calculate decimal equivalent of fractions Y6: Use formula for area & volume of shapes Y6: Calculate area of triangles & parallelograms Y6: Introductory algebra & equation-solving

• <KS1 < LKS2

ScienceWhat’s out?

• Much less content at KS1: No mention of medicines, electricity, light & dark, or material changes caused by temperatures

• No forces before Y6 (except looking at simple magnets work)

What’s in?• Yearly objectives (34 pages)• Continued emphasis on

investigation across all areas

• Evolution in Y4 & Y6• Classification into kingdoms

at Y6

Science – KS1Some physics topics moved to KS2 only:• Light & Dark; Sound; Forces; Electricity

Reduce requirement to know life processesNo requirement to make predictions or fair testsDrugs as medicines removedCare for animals/others/environment removedChanging materials with heat moves to KS2Y1: Naming of plants and animals addedY1: Seasonable changes & weather addedY2: Introduce simple food chainsY2: Some study of movement on different surfaces

LKS2 > UKS2 >

Science – KS1Some physics topics moved to KS2 only:• Light & Dark; Sound; Forces; Electricity

Reduce requirement to know life processesNo requirement to make predictions or fair testsDrugs as medicines removedCare for animals/others/environment removedChanging materials with heat moves to KS2Y1: Naming of plants and animals addedY1: Seasonable changes & weather addedY2: Introduce simple food chainsY2: Some study of movement on different surfaces

LKS2 > UKS2 >

Science – LKS2Some movement between Y3 and Y4:

Skeletons to Y3; Teeth & digestion to Y4Some units delayed to upper KS2:

Forces; separating mixtures; insulators; adaptationRequirements reduced in electricity unitsAll KS1 content for sound & light moves to LKS2Y3: Fossils and soils content addedY3: Flowers as part of the plant life cycleY3: Light reflecting off surfacesY4: Introduce changes of state & water cycleY4: Common uses of electricityY4: Changing environments

< KS1 UKS2 >

Science – LKS2Some movement between Y3 and Y4:

Skeletons to Y3; Teeth & digestion to Y4Some units delayed to upper KS2:

Forces; separating mixtures; insulators; adaptationRequirements reduced in electricity unitsAll KS1 content for sound & light moves to LKS2Y3: Fossils and soils content addedY3: Flowers as part of the plant life cycleY3: Light reflecting off surfacesY4: Introduce changes of state & water cycleY4: Common uses of electricityY4: Changing environments

< KS1 UKS2 >

Science – UKS2Some movement between Y5 and Y6:

e.g. Health & Heart to Y6; Reversible changes to Y5Some units introduced earlier in KS2:

Water cycle; sound as vibrations to Y4Micro-organisms no longer requiredY5: Life cycles of animals addedY5: Reversible & irreversible changesY5: Planets, gravity and other forces addedY6: Classification of plants and animalsY6: New unit on evolutionY6: Diet, exercise, drugs & lifestyle added

< KS1 < LKS2

Science – UKS2Some movement between Y5 and Y6:

e.g. Health & Heart to Y6; Reversible changes to Y5Some units introduced earlier in KS2:

Water cycle; sound as vibrations to Y4Micro-organisms no longer requiredY5: Life cycles of animals addedY5: Reversible & irreversible changesY5: Planets, gravity and other forces addedY6: Classification of plants and animalsY6: New unit on evolutionY6: Diet, exercise, drugs & lifestyle added

< KS1 < LKS2

ICT Now called computing

Computing Significant change in focus from digital literacy

and applications to control and programming Introduction to creating programs in KS1 (e.g.

roamer style sequences of instructions) E-safety included in both key stages Logical reasoning and problem-solving to identify

flaws in instructions and correct them Complex instruction systems and variables covered in

KS2 Understand and use computer networks, including

the internet (KS2)

Computing Significant change in focus from digital literacy

and applications to control and programming Introduction to creating programs in KS1 (e.g.

roamer style sequences of instructions) E-safety included in both key stages Logical reasoning and problem-solving to identify

flaws in instructions and correct them Complex instruction systems and variables covered in

KS2 Understand and use computer networks, including

the internet (KS2)

Art

Greatly reduced detail in content, with much of the broader detail included in the aims.

Specific objectives include only 4 areas:• Use a range of materials (KS1)• Use drawing, paint & sculpture to share ideas• Develop techniques in colour, line, form, etc.• Learn about the work of artists and designers• Create & maintain sketch books (KS2)

Design & Technology Broadly similar requirements at both Key

Stages for main aspects, although slightly less specific detail: Design Make Evaluate Technical Knowledge

Statutory requirement to include cooking at both Key Stages

Design & Technology Broadly similar requirements at both Key

Stages for main aspects, although slightly less specific detail: Design Make Evaluate Technical Knowledge

Statutory requirement to include cooking at both Key Stages

GeographyWhat’s out?

• No KS1 comparison with other UK locations

• No mention of environmental sustainability

• No African, Asian or Australasian geography

What’s in?• Factual knowledge, e.g.

continents & oceans at KS1• UK focus at KS1, plus one

non-European comparison• Europe & the Americas

covered at KS2• Identification of rivers,

mountains, etc. in UK• OS four-figure grid

references

Geography Reduced emphasis on investigative Geography Increased focus on geographical knowledge: KS1: name continents and home countries KS1: Compare local geography to UK & world KS1: Introduce key geography vocabulary KS2: locate world countries; UK cities & regions KS2: Identify world feature, e.g. poles, tropics, etc. KS2: Comparison study in Americas and Europe KS2: Study climate, vegetation belts, land use,

natural resources & trade links KS2:Use compass points & 6-figure grid references

Geography Reduced emphasis on investigative Geography Increased focus on geographical knowledge: KS1: name continents and home countries KS1: Compare local geography to UK & world KS1: Introduce key geography vocabulary KS2: locate world countries; UK cities & regions KS2: Identify world feature, e.g. poles, tropics, etc. KS2: Comparison study in Americas and Europe KS2: Study climate, vegetation belts, land use,

natural resources & trade links KS2:Use compass points & 6-figure grid references

HistoryWhat’s out?

• Britain since 1930s• Victorians and Tudors (we teach Tudors as a

thematic unit post 1066 UK history )

• Aztecs, Incas. (currently we teach Aztecs as part of the creative curriculum topic – Chocolate) .

• World War II (we will teach as local history study or after 1066 study)

• Diversity in the UK & the world

What’s in?• KS1: Concepts of monarchy,

parliament, civilisation, democracy and war & peace

• KS2: Strictly chronological progression through history of Britain from Anglo Saxons to 18th Century

• Requirement to teach Ancient Rome & Greece

History Reduced emphasis on sources & methodology Relatively little change at KS1, with slight

increase in national focus Reduced emphasis on diversity & culture Significant changes in KS2 breadth of study:

Victorians/Britain since 1930 removed Stone age added Romans, Anglo-Saxons & Vikings all required Slightly changes to ancient civilisation options A non-European study must be included One period of study that stretches past 1066

History Reduced emphasis on sources & methodology Relatively little change at KS1, with slight

increase in national focus Reduced emphasis on diversity & culture Significant changes in KS2 breadth of study:

Victorians/Britain since 1930 removed Stone age added Romans, Anglo-Saxons & Vikings all required Slightly changes to ancient civilisation options A non-European study must be included One period of study that stretches past 1066

Physical EducationSlimmed-down Programme of StudyKS1 focus on mastering basic skills and

playing in team gamesKS2 includes discrete skills and in contexts of

team games and competitionLess focus on evaluation, focus moves to

improving personal bestsSwimming remains statutory at either KS

Physical EducationSlimmed-down Programme of StudyKS1 focus on mastering basic skills and

playing in team gamesKS2 includes discrete skills and in contexts of

team games and competitionLess focus on evaluation, focus moves to

improving personal bestsSwimming remains statutory at either KS

Other Support Availablewww.primarycurriculum.me.uk

Contains:

Objectives from Programmes of Study organised by year group

Detailed breakdown of changes for core subjects (based on primary framework)

Page-per-year-group documents containing brief detail

Support for other subjects (RE, PSHE, Citizenship)http://www.schoolzone.co.uk/schools/NewCurriculum.asp

Other Support Availablewww.primarycurriculum.me.uk

Contains:

Objectives from Programmes of Study organised by year group

Detailed breakdown of changes for core subjects (based on primary framework)

Page-per-year-group documents containing brief detail

Support for other subjects (RE, PSHE, Citizenship)http://www.schoolzone.co.uk/schools/NewCurriculum.asp