New Curriculum Parents Meeting November 2014

Aims of the session To examine the changes in the National Curriculum and communicate how we are, as a school, delivering this. To explain the language and processes used for assessment and explain how, as a school, we are addressing this.

New National Curriculum September 2014 Came into effect for the majority of year groups from September For pupils in year 2 and year 6 the new English, Mathematics and Science programmes of study will be introduced from September Schools are free to choose how they organise their school day,/curriculum as long as the content of national curriculum programmes of study is taught to their pupils.

Why the Change? To raise standards To be more challenging and rigorous To be more competitive internationally

The national curriculum for mathematics aims to ensure that all pupils: Become fluent in the fundamentals of mathematics Reason mathematically Can solve problems

Calculators will not be introduced until near the end of KS2, to encourage mental arithmetic Five-year-olds will be expected to learn to count up to 100 (compared to 20 under the old curriculum) and learn number bonds to 20 (old curriculum up to 10) Simple fractions (1/4 and 1/2) will be taught from KS1, and by the end of primary school, children should be able to convert decimal fractions to simple fractions (e.g = 3/8) By the age of nine (Y4), children will be expected to know times tables up to 12x12 (old curriculum - 10x10 by the end of primary school)

65+ = 93 1 of 21 = 3 Write the correct number in the box x8 = 2 x

1.52x6= 54 x 23 95% of The number in a box is the product of the two numbers below

There is a heavy emphasis on the use of phonics in the early teaching of reading when children start school. Stronger emphasis on vocabulary development, grammar, punctuation and spelling (for example, the use of commas and apostrophes will be taught in KS1) Handwriting is expected to be fluent, legible and speedy Spoken English has a greater emphasis, with children to be taught debating and presenting skills. Teachers should develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject.

whale hurried peaceful Put the commas in the correct place: Aisha found some red blue and purple beads in the box. Circle the three nouns A whale has an enormous heart that can weigh as much as a small car. Change to the past tense visits visited take smiles

mission gymnastics edible Tick one box in each row to show whether the word after is used as a subordinating conjunction or as a preposition. Subordinjating conjunction preposition He moved here after the end of the war Entry is free after 5pm. I went to the cinema after dinner Complete the sentence with a possessive pronoun “Soon,” he thought, “I’ll be able to see my family.”

Carleton Park’s Response To The Changes New curriculum designed by staff, with children's input at the end of 2013 Last year Y1, 3, 4 and 5 were taught against the new objectives and standards. This year ALL year groups will be taught and assessed against the new National Standards

Carleton Park’s Response To The Changes We are delivering our new curriculum through termly themes on a two yearly cycle. Years 1 and 2 will have the same theme, years 3 and 4 and finally years 5 and 6. Children will be taught against objectives from their year group (or at their stage of development) but may have shared experiences and approaches.

The current Year 2 and Year 6 will be tested, as in previous years, in the Summer term but these tests will now be more demanding. National curriculum levels will be removed and not replaced. Instead the new NC sets out what pupils should be taught by the end of each key stage.

Instead of LEVELS we are assessing against BANDS Year 1 = Band 1Year 4 = Band 4 Year 2 = Band 2Year 5 = Band 5 Year 3 = Band 3Year 6 = Band 6

WORKING BELOW Not working in the band corresponding to their year group BEGINNING Starting to understand/know/use/apply some of the end of year expectations. WITHIN Can understand/know/use/apply the majority of the end of year expectations. SECURE Secure in almost all or all of the end of year expectations and is able to use and apply their knowledge and skills confidently across a range of different situations.

Under the old levels system children who were exceeding might have moved into the next level. The DfE now want children who are in the exceeding bracket to add more depth and breadth to their knowledge, and to have more opportunities to develop their using and applying skills. They are calling this phase of learning: Mastery and Depth. Only a small proportion of children in each year group will be working at this level by the end of the year due to raised expectations. Children who are unlikely to be working in the band for their year group will be assessed against a lower band at their level

HOW WILL THIS WORK IN SCHOOL? 3b BEGINNING to understand/know/use/apply some of the end of year expectations. 3b+ 3w Can understand/know/use/apply the majority of the end of year expectations. (WITHIN) 3w+ 3s SECURE in almost all or all of the end of year expectations and is able to use and apply their knowledge and skills confidently across a range of different situations. 3s+