From September 2014 the primary school curriculum has had a radical shake-up.

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2 From September 2014 the primary school curriculum has had a radical shake-up. The main aim is to raise standards The Government believe that it has been designed to produce productive, creative and well educated students. All maintained schools will have to follow the new curriculum but Academies and Free Schools are exempt

3 The new curriculum is intended to be more challenging The content is slimmer than the current curriculum It focuses on essential core subject knowledge and skills such as essay writing and computer programming

4 Schools are free to choose how they organise their school day, as long as the content of the National Curriculum programmes of study is taught to all pupils. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programmes of study. The new National Curriculum identifies what to teach but not how to teach. The new National Curriculum does not have levels of attainment, but expectations at each banding.

5 WHAT DO WE WANT OUR CHILDREN TO BE WHEN THEY LEAVE OUR SCHOOL? Resilient and reflective. Be able to learn independently and love learning! Confident. Able to communicate effectively (high levels of oracy) IT competent able to use new technologies which may not even have been invented yet Competent readers, writers and mathematicians. Able to get on well with others be able to show empathy. Responsible. Young adults with high aspirations for themselves. Honest, empathetic and trustworthy effective members of society

6 Literacy title has been replaced by English. ICT title is replaced by Computing No PSHE or RE contained within the Curriculum 2014 (but still to be taught). An Act of Daily Worship is expected in all schools.

7 The English programmes of study will embody higher standards of literacy. Pupils will be expected to develop a stronger command of the written and spoken word. Through the teaching of phonics pupils will be helped to read fluently. Stronger emphasis on vocabulary development, grammar, punctuation and spelling (for example, the use of commas and apostrophes will be taught in KS1) Reading is at the core of the whole curriculum with a big emphasis on reading for pleasure both at home and at school. Handwriting (not currently assessed under the national curriculum) is expected to be fluent, legible and speedy Spoken English is given greater emphasis, with children being taught debating and presentation skills.

8 Simple fractions (1/2 and 1/4) will now be taught from Key Stage 1. By the end of Year 6, children should be able to convert a decimal to a fraction- ie: = 3/8 By the age of 9 (end of Year 3) children will be expected to know by heart all of the times tables facts, up to 12x12, including the division facts. Formal written calculations will be introduced at a far earlier stage, and formal long multiplication and division will now be introduced. The ability to solve problems will be woven through every strand of the curriculum. Calculators are now not introduced until the end of Key Stage 2, in order to encourage secure mental calculation.

9 In Science there is a stronger focus on the importance of scientific knowledge and language and a greater emphasis on the core scientific concepts underpinning pupils understanding. For the first time primary aged children will learn about evolution and inheritance.

10 The study of languages is compulsory in Key Stage 2. We will be teaching French. The current ICT curriculum is replaced with a new computing curriculum with a much greater emphasis on computational thinking and practical programming skills 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 will be taught in primary schools

11 End of Key Stage 1 testing (at Year 2) has been left much as it was with external tests that are internally marked and moderated but with the addition of a new Grammar, Spelling and Punctuation Test. End of Key Stage 2 tests will be in Reading, Spelling, Punctuation and Grammar and maths. Writing will be internally assessed and externally moderated There will be some form of baseline assessment either when children first join the school in Early Years Foundation Stage (EYFS) but the exact format of the test is still not confirmed. This is being changed so that the DfE has some way of measuring progress of children from the start of their primary education to the end.

12 Depending on your child s year group in September 2014 their progress will be calculated based on any testing or assessments that they have already had. It will not be until 2022 that the whole school will be being assessed in the same way.

13 The current standard system of assessing and reporting pupil's attainment and progress in all year groups has been scrapped. Consequently, National Curriculum Levels e.g Level 2, Level 4b etc. have ceased to exist. (except in Years 2 and 6 for this year only) There is no nationally agreed new system. Therefore, schools will be able to choose their own arrangements, although they will still have to track progress and attainment and report it to parents

14 We have used our INSET training days and staff meetings to look at our existing Schemes of Work and have adapted these to include the new requirements so that we fulfil our statutory obligations. Our school website shows our subject overviews and schemes of work. We are adding to these term on term. We are using a high interest, topic based approach to cover the requirements of the new curriculum. Maths, RE and PE are taught as discreet subjects, along with the SPAG skills elements of the English curriculum.

15 At Reculver, the tracking of every child s progress is ongoing both in lessons and through teacher assessments and testing. For the most part this will not change as we need to assess what our children understand in order to plan our lessons. The way in which Teacher Assessments and tests are carried out and recorded and reported will change with the removal of Levels. With regards to testing we will not be able to use any of our current tests in maths or reading as these were developed for the old curriculum and will not include the relevant areas that have been taught for testing.

16 All data that comes from either testing or Teacher Assessments is then analysed This is how we can then report your child s current level and progress to you. This will be reported using the language below emerging, expected or exceeding age related expectations (ARE) We are following the system implemented by Kent in order to be in line with other local schools, so that we can carry out moderation exercises and comparisons in work, using a common language.

17 The requirements of the new national curriculum programmes of study are very different. Whole units of work have shifted down between year groups. Therefore, it s going to be very difficult to make year on year comparisons between old national curriculum levels and the new national curriculum bands of attainment.