Every state-funded school must offer a curriculum which is balanced and broadly based and which:  promotes the spiritual, moral, cultural, mental and physical development of pupils at the school, and  prepares pupils at the school for the opportunities, responsibilities and experiences of later life. The school curriculum comprises all learning and other experiences that each school plans for its pupils. The national curriculum forms one part of the school curriculum.

 The national curriculum defines the programmes of study for key subjects in maintained primary and secondary schools in England.  Fundamentally it sets out what children will learn and when.  It is not compulsory for academies.

 All maintained schools have had to follow the new curriculum from September Although, this year, pupils in year 2 and year 6 continue to follow the old curriculum.  The main aim is to raise standards - the new curriculum is intended to be more challenging.  It focuses on essential core subject knowledge and skills.  Pupils in reception have their own curriculum, The Early Years Foundation Stage Curriculum, but will need to be ready to follow the new national curriculum by the end of their reception year.

 The curriculum for English is very comprehensively set out with detailed guidance.  The development of spoken language has a greater emphasis.  Stronger emphasis on grammar, punctuation and spelling.  Expectations for spelling in key stage 1 relate to what the children have been taught in phonics.

 Stronger focus on the importance of scientific knowledge and language.  Less content at key stage 1, for example, no electricity or material changes caused by temperature.  Evolution will be taught for the first time.  Continues to emphasise the development of practical skills as well as subject knowledge.

 The study of a language is compulsory in key stage 2.

 Computing replaces Information and Communication Technology (ICT).  A greater focus on programming rather than on operating programs.  E-safety mentioned at every key stage.

 In other subjects there is a greater amount of flexibility for schools and teachers to design their curriculum and lessons by focusing only on the essential knowledge to be taught in each subject.

“… 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…”

 National curriculum levels removed and not replaced.  Schools determine their own approach to assessment and tracking progress.  There will still be national curriculum tests at the end of key stage 1 and 2.  A baseline, at the start of reception, is being introduced to measure progress from.

 A real opportunity to develop our curriculum further.  Cross-curricular topic approach throughout school.  Well-received by the children.  Examples.