National Curriculum 2014
New curriculum 2014
•September 2014 – Years 1, 3, 4, 5
•September 2015 – Years 1-6
•Generally slimmed down in content
•Content is specific in terms of Programmes ofStudy
•No attainment targets or levels
Aims and structure
In the introduction, the new curriculum states:
•It ‘provides pupils with an introduction to theessential knowledge that they need to beeducated citizens’
•‘There is time and space in the school day andin each week, term and year to range beyondthe national curriculum specifications’
•‘Schools are free to choose how they organisetheir school day, as long as the content of thenational curriculum...is taught.’
The Core Subjects
•Maths
•English
•Science
The Foundation Subjects
•Art
•Computing
•Design and Technology
•Foreign Languages (KS2)
•Geography
•History
•Music
•PE
•(RE – not part of the National Curriculum but stilla statutory subject)
So...what has changed?
•Higher expectations in many subjects
–E.g. In maths there is a much greater focus on theskills of arithmetic and working with fractions
–E.g. In science there is a new unit of work onevolution, previously not studied until secondaryschool.
So..what has changed?English
KS1 Reading
•Greater emphasis on synthetic phonics
•Increased focus on reading for pleasure
•Greater emphasis on reading poetry and fiction
•Greater emphasis on the role of discussion duringreading
•Pupils to ask, and answer, questions about a text
•Pupils to read whole texts not just extracts
So..what has changed?English
KS1 Writing
•The introduction of ‘common exception words’
•An emphasis on the role of spelling, including the daysof the week
•Dictation
KS1 Handwriting
•Meeting the needs of left handed pupils in handwriting
•Write the numbers 1-9
•Discrete and direct teaching
•Horizontal and diagonal joins
•‘Stamina’ for writing in a range of styles
So...what has changed?English
KS2 Reading
•Discussion of fiction, poetry, plays, non-fiction andreference books or textbooks
•Poems and play scripts read out loud
•Different forms of poetry
•Textual reading and understanding emphasised
•Increase familiarity with a wide range of books
•Whole texts
•Shift from word reading to reading comprehension
•Reading for pleasure
•Making comparisons between texts
So...what has changed?English
KS2 Writing
•Increased focus on developing and improvinghandwriting
•A greater number of specific grammaticalstructures with which pupils will becomefamiliar
So...what has changed?Maths
Year 1
•Using a greater amount of numbers sooner –count to and across 100, read and writenumbers to 100 in numerals
•Addition and subtraction symbols
•One step multiplication and division problems
•Fractions – recognise, find and name one-halfand one-quarter
So...what has changed?Maths
Year 2
•Count in steps of 2, 3 and 5 from 0, and in tens from any numberforward or backward
•Use the symbols < and >
•Mental calculation with a wider range of numbers. Derive and usefacts for numbers up to 100
•2, 5 and 10 X tables
•Recognise and write fractions 1/3, ¼, 2/4 and ¾ of a length, shape,set of objects or quantity
•Use degrees Celcius and £ and p
•Tell and write the time to five minutes
•Pictograms, tally charts, block diagrams and tables
•Total and compare data
So...what has changed?Maths
Years 3
•Count from 0 in multiples of 4, 8, 50 and 100
•Compare and order numbers to 1000
•Estimate
•Read and write numbers to 1000 in numerals and words
•Add and subtract mentally, including 3 digit numbers
•Use inverse calculations
•3, 4 and 8 X tables
•A wide range of fractions
•Add and subtract amounts of money and give change
•Tell and write the time from an analogue clock, including Roman numeralsfrom I to XII; use 12 and 24 hour clocks
•Interpret and present data in bar charts, pictograms and tables, soling oneand two step problems
So...what has changed?Maths
Year 4
•Count in multiples of 6, 7, 9, 25 and 1000
•Count backwards from zero (including negativenumbers)
•Read Roman numerals to 100 (I to C)
•All multiplication and division facts up to 12 X 12
•Complex fractions
•Read, write and convert time between analogue anddigital clocks
•Solve time problems
•Estimate, compare and calculate different measures
So...what has changed?Maths
Year 5
•Read, write, order and compare numbers to at least 1,000,000
•Count forwards and backwards in 10 for any number to 1,000,000
•Round any number up to 1,000,000 to the nearest 10, 100, 1000,10,000 and 100,000
•Roman numerals to 1,000 (I to M) and recognise years in Romannumerals
•Add and subtract numbers with more than four digits, includingusing formal written methods
•Recognise and use cube numbers
•Establish whether a number to 100 is prime and recall primenumbers to 19
So...what has changed?Maths
Year 6
•Read, write and order numbers to 10,000,000 and determine the value of each digit
•Mental calculations with mixed operations and large numbers
•Decimal fraction equivalents
•Mixed fractions and equivalent fractions
•Multiply fractions
•Divide proper fractions
•Multiply decimals with whole numbers
•Use written division methods with answers to two decimal places
•Solve problems involving percentages
•Use simple formulae
•Express mathematical problems algebraically
•Convert between imperial and metric
•Formulae for area and volume of shapes
•Calculate area of parallelograms and triangles
•Volumes of cubes and cuboids
•Calculate and interpret the mean as an average
So...what has changed?
•There are changes in Science, but these areless wide ranging than in English and,especially, maths
•Computing has replaced ICT, and there arenow expectations that children learn aboutalgorithms and coding
•There is a greater emphasis on food andcooking in Design and Technology
So...what has changed?
•In geography there are a few changes aroundlocation knowledge at KS1 and KS2
•In History, there are no significant changes toKS1 but some topics have been added to KS2
•Languages are now statutory in KS2, with thefocus of study on practical communication
•There are few changes to music
•The content for PE has been slimmed down
Our curriculum
•Planned in topics with many aspects taughtthrough these topics
•Maths and English are taught discretely aswell as through opportunities presented intopics
•Our curriculum is available for you to look atat: http://www.castlebatch.n-somerset.sch.uk/topic/curriculum
At Castle Batch
•Curriculum Leaders for all subject areas
–Action plan for their subject
–Keep staff up to date
–Provide staff training in their subject
–Monitor standards and achievement in theirsubject
–Evaluate resource needs and source resources
Any questions?