The New National Curriculum – an overview

~ Greater challenge ; More knowledge / facts ~

Why a new NC?

To raise standards - To improve UK ranking in the world- designed to produce ‘productive, creative and well educated students’

Slimmer content Although the new curriculum is intended to be more challenging, the content is actually slimmer than the current curriculum.

* Focus on what the current government sees as essential subject knowledge and skills *

World Top 20 Education Systems

Each country’s ranking is based on five educational levels:

• Early-childhood enrolment rates (4 and under)

• Elementary Maths, Science and Reading scores (5 -10 yrs)

• Middle-School Maths, Science and Reading scores (10 - 14 yrs)

• High School Graduation rates (14 – 19 yrs)

• College Graduation rates (19 – 34 yrs)

Current Rankings

1. Japan2. South Korea3. UK4. Singapore5. Russia6. Finland7. Canada8. Netherlands

KS1 compulsory subjects:

Core subjects:• English• Maths• Science

Foundation subjects:• Art and Design• Computing• Design and Technology• Geography• History• Music• Physical Education

• In addition to the compulsory subjects our curriculum will include Religious Education and PSHE and Citizenship.

KS2 compulsory subjects:

• All of the above plus modern foreign languages (French).

~ English ~

- Reading and Writing expectations remain high or raised

- Stronger emphasis on vocabulary development, grammar, punctuation and spelling (for example, the use of commas and apostrophes will be taught in KS1)

- Spoken English has a greater emphasis, with children to be taught debating and presenting skills (e.g. reciting poetry)

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

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)

~ Maths ~Expectations generally higher and more demanding.

For example:

Five-year-oldsExpected to learn to count up to 100 (currently up to 20 )Learn number bonds to 20 (currently up to 10)

Seven year-oldsKnow simple fractions (1/4 and 1/2)

Nine year oldsKnow times tables up to 12x12 (currently 10x10 by the end of primary school)

Eleven year oldsBe able to convert decimal fractions to simple fractions (e.g. 0.375 = 3/8)

New content or emphasis

• Yearly objectives• Larger numbers earlier• Tables to 12 x 12 by end of year 4• Earlier introduction of formal written methods• Earlier introduction of standard units of

measurement• Focus on fractions• Roman numerals• Use of formulae and algebra in year 6

~ Science ~

Content changesMuch of the content remains the same eg children still have to learn about key areas such as plants and animals, forces, electricity, earth and space, and rocks and soils. These areas have now been assigned to specific year groups rather than key stages.A few new areas of study have been added, eg fossils in year 3, evolution, gears, pulleys and levers in Years 5 and 6.

However, a significant change to the curriculum involves the use of the local environment. Pupils are expected to raise and answer questions about their local environment through environmental enquiry. It is expected that these investigations will be varied in form and time length, some involving looking at changes throughout the year.

For most schools this is a step change in using the outdoors to engage children in challenging and exciting enquiry based work (our new initiative to become a Trail Blazers school, fits well with this).

Foundation subjects

~ Design & Technology ~• More ‘technical’ range of drawing techniques e.g. computer aided design.• Understanding how key individuals and events have shaped the world e.g.

Tim Berners-Lee (inventor of the world-wide web).• Including mechanical and electrical systems in products.• Links to computing.

~ Art ~• Greater emphasis on knowing about great artists, architects and craftspeople• Greater focus on evaluating and analysing art works. • New emphasis on drawing, painting, sculpture

~ MFL (French) ~• Statutory to teach an MFL from age 7• Children will be expected to master basic grammar and accurate pronunciation and to converse, present, read and write in the language

~ PE ~• Focus on ‘putting the physical back into physical education’ through physical activity for sustained periods and competition• Focus on ‘performance’ and’ personal best’

~ History ~• A comprehensive understanding of British History.• KS2 History – chronological study of British History up until 1066. • Secondary to take the children from 1066 onwards.• Specific themes taking History beyond 1066.

~ Geography ~ 

Key Stage 1 

 Key Stage 2

 -Knowing the location of oceans and continents.  -Knowing the four countries of the UK, their capitals and the seas that surround the UK. -Knowing the key characteristics of the four countries of the UK -‘Their locality’ is hidden in the first line of text on the KS1 requirements. It is still a requirement -Additional area / locality ‘in a contrasting non-European country’ -Daily and seasonal weather patterns in the UK -Location of hot and cold areas of the world in relation to the Equator and North and South Poles

 -Location of world’s countries – focusing on Europe (including Russia) and N / S America – environmental regions, key characteristics, countries and major cities. -Name and locate counties and cities of the UK – geographical regions, topological features, land use and change -Significant lines of latitude and longitude as listed and time zones. -A region in a European country -A region within North or South America  -Physical geography extended to include climate zones / biomes, mountains and tectonic processes (volcanoes and earthquakes) -Human geography includes settlement, land-use (in previous order) plus economic activity / trade and resources. 

~ ICT ~

- Computing replaces ICT with an increased focus on programming than in previous years.

- 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 will continue to be taught in primary schools

New PoS Old PoS

Pupils should be taught to: Pupils should be taught to:

Computer Science

understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions

create and debug simple programs

use logical reasoning to predict the behaviour of simple programs

how to plan and give instructions to make things happen [for example, programming a floor turtle, placing instructions in the right order]

to try things out and explore what happens in real and imaginary situations [for example, trying out different colours on an image, using an adventure game or simulation].

review what they have done to help them develop their ideas

describe the effects of their actions

talk about what they might change in future work

Computing / ICT at Key Stage 1

We are keen to maintain the positive changes made recently to our curriculum and will be continuing to deliver a range of subjects through a rich topic based approach.

~ Tests and Assessments ~• SATs – remain unchanged for our current year 2 and year 6 children.

New tests will be in place from 2016.• Uncertainty – little guidance from the Government. • The Government will no longer be expecting schools to report

assessment levels.• Children will need to be ‘Secondary ready’.• Very specific expectations for each year group.• New system may be modelled on the current EYFS i.e. emerging,

expected, exceeding.

- We will keep parents informed of any developments