The New National Curriculum

Aims of this session.

To explain some of the changes to the National Curriculum.

To explain how we are implementing these changes at St. Andrew’s.

To explain how we are assessing the children and ensuring continued progression.

Why has the National Curriculum changed? (DFE)To ensure that the new National

Curriculum embodies rigour and high standards and creates coherence in what is taught in schools.

To ensure that all children are taught the essential knowledge in the key subject disciplines.

Beyond that core, to allow teachers greater freedom to use their professionalism and expertise to help all children realise their potential.

Key stage 1 and 2(Y1-Y6)Compulsory Core subjectsEnglishMathsScience

Religious Education

Foundation subjects

Art and DesignComputingGeographyHistoryMusicPhysical EducationDesign and TechnologyLanguages (K.S.2)

The New Curriculum – has been introduced in stages.

2014-15

Year 1Year 5

2015- 2016

Year 2Year 6

2013-14

Year 3Year 4

Weaving our curriculum

1. Begin with content laden parts of the N.C to provide our framework (science, history and geography)

2. Allocate according to our half termly topic headings

Amazing Stories

How Does It Work? 

Time Travellers 

Here and There

Get Set Go!

The Great Outdoors

Science K.S1The principal focus of science teaching in key stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them.

Working scientifically 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.

K.S1 science

InPlantsAnimals

including humans

Materials and uses of materials

Seasonal changes

Living things and their habitats

OutForcesLightElectricity

K.S 2 scienceThe principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them.

The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas.

All to be taught through ‘working scientifically.’ • More emphasis on children devising their

own lines of enquiry.• Upper KS2 – need to justify their

arguments• Be able to talk about how scientific ideas

have developed over time.

Lower K.S 2PlantsAnimals, including

humansRocksLightForces and

magnetsLiving things and

their habitatsStates of matterSoundElectricity

Upper K.S 2Living things and

their habitatsAnimals,

including humansProperties and

their changesEarth and spaceforcesElectricityEvolution and

inheritanceLight

History – old topic headings have disappearedK.S.1 – freedom of interpretation

changes within living memory. events beyond living memory that are

significant nationally or globally.the lives of significant individuals in the

past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods.

significant historical events, people and places in their own locality.

  Amazing Stories

How Does it Work?

Time Travellers

Here and There The Great Outdoors

Get Set Go!

 1st Yr

Pirates and Explorers  Significant people:  Charles DarwinCaptain Cooke Visit the Cutty Sark

Toys  Events beyond living memory:  Toys through the past.  Visit: Toy Museum  

The Tudors Significant people and events beyond living memory: King Henry viiiQueen Elizabeth I  Forge LinkHistory off the page   

Much Hadham and Australia Significant historical events, people and places in their own locality. : Henry Moore - visit – Perry Green?Investigate local links with development of the Brownies  

Farms and Fields  Wimpole Hall Farm/

Keeping ourselves healthy

2nd Yr 

Fairy Tales CastlesSignificant people and events beyond living memory: William the conquerorVisit a castle? 

The Weather  Significant people:Guy Fawkes

The Victorians Significant people and events beyond living memory: Queen VictoriaFlorence NightingaleWilliam MorrisVictorian inventorsForge Link 

The United Kingdom  Events beyond living memory: James 1 – first King of a United Kingdom  

The Seaside Events within living memory: Investigate the development of the seaside.Historic seaside entertainment

Animals and Humans

Key stage 2 changes in Britain from the Stone Age to the Iron Age the Roman Empire and its impact on Britain Britain’s settlement by Anglo-Saxons and Scots the Viking and Anglo-Saxon struggle for the Kingdom of England

to the time of Edward the Confessor a local history study a study of an aspect or theme in British history that extends

pupils’ chronological knowledge beyond 1066

the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China

Ancient Greece – a study of Greek life and achievements and their influence on the western world

a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.

Y3 Stone Age to Iron Age

The Ancient Greeks

Y4 Mayan Civilisation

The Roman Empire

Y5 Vikings and Anglo-Saxons

The Indus Valley

Y6 Local history: Story of Much Hadham

World War 11: The Home Front

GeographyK.S1Locational knowledge

name and locate the world’s seven continents and five oceans

name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge of a small area of the United

Kingdom, and of a small area in a contrasting non-European country

Human and physical geography

identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles

Geographical skills and fieldwork

  Amazing Stories

How Does it Work?

Time Travellers

Here and There

The Great Outdoors

Get Set Go!

    

KS1 

1st Yr

Pirates and Explorers  Exploring the seven world oceans. use simple compass directions

  devise simple maps and symbols in a key

Toys   

The Tudors     

Much Hadham and Australia  Village life comparing life in Much Hadham and in a contrasting non-European country 

Farms and Fields use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features;  Visit Wimpole Hall Farm/

Keeping ourselves healthy   

   

KS12nd Yr

 

Fairy Tales Compass directionsMaking maps  

The Weather Weather in Britain.Weather around the World – exploring the continents.  Winter weather study

The Victorians Looking at our village – what was it like in Victorian times? 

The United Kingdom Compare and contrast the different UK regions.Physical characteristicsMajor citiesMaking maps Spring weather study  

The Seaside Explore the position and names of seas in the British Isles.Comparing the contrasting physical characteristics ofMuch Hadham and the seaside.

Animals and Humans Summer weather study 

K.S.2Locational knowledge

locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America,

name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics,

identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Place knowledge a region of the United Kingdom, a region in a European country,

and a region within North or South

America

Human and physical geography physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Geographical skills and fieldwork

Year Group Key Topic Area

Year 3 Volcanoes and Earthquakes

New Zealand

Local Geography

Year 4 North America

Rivers

Year 5 Mountains

Biomes and Vegetation Belts

Year 6 Comparing Much Hadham and the surrounding area with Corfe Castle and the surrounding area. Coasts

English

Readingword reading,

inference and comprehension

Early years and KS1 - phonics

Writing composition

(articulating ideas and structuring them in speech and writing).

transcription (spelling, grammar and handwriting)

ChallengesExpectations for

year groups have been raised.

Phonics – Rec will now have to complete to phase 4

Much of Phase 6 (L and S) – now in Y1 expectations

Progression across KS2 not explicit

Genres not specified – therefore whole school mapping will be essential

Speaking and listening progression not explicit

Big emphasis upon grammar knowledge – requiring up-skilling of staff.

Assessment levels gone

Herts for Learning GuidanceWe are following their long term guidance for English but dove tailing into appropriate topics.

Maths: Old Curriculum

Ma1: Using and applying mathematics

Ma2: Number and algebra

Ma3:Shape, space and measures

Ma4: Handling Data

4 attainment targetsUsing and

applyingNumber and

AlgebraShape, space

and measuresHandling Data

New Curriculum: DomainsNumber and

place valueNumber- addition

and subtractionNumber-

multiplication and division

Number –fractions (y4: decimals, Y5: percentages)

Ratio and proportion (y6)

Algebra (Y6)MeasurementGeometry-

proportions of shapes

Geometry – position and direction

Statistics (y2+)

Maths - aims

To become fluent in the fundamentals of mathematics

To reason mathematicallyTo solve problems by applying their mathematics in a variety of problems with increasing sophistication.

Maths challengesRaised expectationsContent is

introduced earlierConnecting

mathematical ideas and learning between the domains

Unpicking the domain statements into learning objectives

Depth and breadth

Assessment without levels

Other Curricular areas

Computing - Greater emphasis upon computer science, especially programming and data handling (HFL scheme)

Art and DesignP.EMusic (following HFL guidance)

R.E – following St.Alban’s Diocese and HCC schemes of work

School website

Click on the class pages for year group long term plans.

In curriculum area there are the statutory requirements for maths and English for each year group.

Planning the Curriculum Long term Plans–identifies key areas of study throughout the year. (on website in each class area)

Teachers also complete:Medium term Plans (Half termly plans) which outline:SubjectsStatutory requirements IdeasWeekly overview

Weekly plans (Maths, English, phonics and all other subjects)These outline theLearning objectivesLearning journeyDifferentiationSuccess tipsResources

Weekly timetables

Assessment without levels

There are two types of assessment:Formative assessment This is ongoing throughout the teaching session. It helps to inform teachers about what else needs to be done to support the learning.

Summative Assessment Is completed at the end of a session or module of work.

This helps to inform where the child is in terms of age related expectations.

Formative Assessment – on goingClear learning objectives – which are shared with the children

Clear success tips – these explain what the teacher is looking for/ expecting in the work.

Marking according to the success tips – (Tickled pink – ‘Great you’ve got it’ and Green for growth’ – why not try this, or look at it from this direction.)

We allow time for the children to respond and improve.

‘I can statements’ – involving the children. St Andrews Year 1 ‘I can’ Maths Statements

Understanding the number system Calculation

I can count to and across 100, f orward and backwards, beginning with 0 or 1, or f rom any given number I can count, read and write numbers to 100 in numerals and numbers I can read 1-20 in words I can fi nd one more and one less I can count in multiples of twos, fi ves and tens I can make numbers using objects and pictorial representations including the number line I can use the language of equal to, more than, less than (f ewer), most, least I can recognise and name half as one of two equal parts and a quarter as one of f our equal parts of an object, shape or quantity

I am beginning to see the relationship between addition and subtraction e.g. 2 + 5 = 7, 7 – 2 = 5, 2 = 7 – 5 I realise the eff ect of adding and subtracting zero Mental fluency I can make up using material number bonds to 20. I can use number bonds and related subtraction f acts to 20 I can add and subtract one-digit and two-digit numbers to 20, including zero Written fluency I can read, write and interpret mathematical sentences involving addition (+), subtraction (–) and equals (=) signs Solving numerical problems I can solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations I can solve missing number problems such as 7 = □ – 9 I can solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher Fractions, decimals and percentages I can fi nd half and a quarter of an object, shape or quantity – discrete quantities (e.g. cherries on a plate) and continuous quantities (e.g. water) Algebra I can recognise and create repeating patterns with objects and shapes I can create create equivalent expressions (2 + 5 = 5 + 2)

Summative Assessment We are following Herts for Learning guidance and systems.

These are presented as age related expectations for maths, English and science

Summative assessment takes place each term or at the end of a module of work.

May be either based on teacher assessment or tests.

Children not making progress are identified and extra support is provided.

This may be as Pupil passports SEN intervention