Carrington Junior School Curriculum and Assessment ‘All Change Please’ A Guide for Parents

When? and Why?– The New Curriculum The National Curriculum is the Government’s ruling on what children in state/maintained schools should learn and when it should be learnt. In KS2 the New National Curriculum came into force in September 2014 for Years 3, 4 and 5 and September 2015 for Year 6 The Government have introduced the New National Curriculum to combine the best elements of what is taught in some of the world’s most successful education systems, including Hong Kong, Singapore, Massachusetts and Finland with some of the most impressive practice from schools in England. The Government wants to keep up with the demands from universities and employers for top-class knowledge and skills.

What are the main differences between the old curriculum and the new curriculum? Children now need to go further at an earlier age – the ‘bar’ has been raised! Examples: English Stronger emphasis on vocabulary, punctuation and grammar – commas and apostrophes introduced in Year 1 (Old Curriculum – Year 3) By Year 6 pupils to be able to use and identify past, present and perfect tenses, modal verbs and the passive voice. (Example sheet available for parents who are not sure!) Greater emphasis on spoken English – pupils to be taught debating skills Greater emphasis on quality writing including joined, legible and speedy handwriting

What are the main differences between the old curriculum and the new curriculum? Maths Five Year Olds will be expected to learn to count to 100 (20 under the old curriculum) and to learn number bonds to 20 (10 under the old curriculum) Fractions introduced in KS1 with pupils by the end of KS2 being able to convert decimal fractions to simple fractions (e.g. 0.375 = 3/8) By the end of Year 4 pupils will be expected to know times tables up to 12 x12 (10x10 by end of Year 6 under the old curriculum) Roman numerals and Binary in Year 6

What are the main differences between the old curriculum and the new curriculum? Science/Design and Technology Strong focus on scientific knowledge and language (developing scientists under the old curriculum) Evolution introduced for the first time in primary schools More sophisticated use of design equipment such as electronics and robotics Greater understanding of how key events and individuals have shaped the world we live in.

What are the main differences between the old curriculum and the new curriculum? ICT The term Computing replaces Information and Communication Technology (ICT) Greater focus on programming rather than operating programs From the age of 5 pupils will learn to write and test simple programs, and to organise, store and retrieve data From Year 3 pupils will be taught to understand computer networks, including the Internet Internet Safety taught across the Primary age range (11 – 16 in the old curriculum)

What are the main differences between the old curriculum and the new curriculum? Languages A modern foreign language or an ancient language is now compulsory at KS2 (non statutory under the old curriculum) Pupils will be expected to master basic grammar and accurate pronunciation and to converse, present, read and write in the language

Challenge of implementing the New Curriculum Although SOME pupils were already capable of working at levels equivalent to the new ARE the expectation is now that the MAJORITY will become secure in them. The New Curriculum has been introduced very quickly not allowing schools to make the necessary plans over time. Resource implications. Subject knowledge implications. Pupils will be assessed against the New Curriculum when they have only covered it for a short period of time. Not only has a New Curriculum been introduced, the way children will be assessed to show progress has been changed too!

Why have National Curriculum Levels Disappeared? The Government want to avoid what has been termed ‘The Level Race’ Levels were not linked to chronological age in any way The Government felt that parents did not understand levels The Government felt that pupils were often not secure in their levels - as schools were under pressure to ‘race’ through the levels to demonstrate how good the school is to external bodies The Government felt that the old levels system failed to adequately ensure depth and breadth of knowledge and understanding

Assessment Without Levels (AWOL) All pupils in Years 1 – 9 will now be working towards Age Related Expectations (ARE) set by the Government. The ARE are an integral part of the New Curriculum. Each year group has a set of objectives that the pupils will be assessed against. During the academic year pupils will make progress towards the End of Year ARE appropriate to their chronological age. Exceptions will be children who have Special Educational Needs and the EXCEPTIONALLY able.

Assessment Without Levels (AWOL) For those children making slower progress towards the ARE the curriculum will be differentiated in such a way to ensure they have extra support and guidance and if necessary intervention to aid progress. As children move from one year group to the next the ARE will provide consolidation and new learning. For those children who have a secure grasp of all the ARE before the end of the academic year a programme to provide support and challenge will be put in place.

Assessment Without Levels (AWOL) Pupils who are secure in the ARE will be supported to gain greater depth and understanding in their learning by applying their skills and knowledge in a variety of ways. Only the EXCEPTIONALLY able will work towards ARE beyond their chronological age. There will be End of Key Stage Expectations that pupils will work towards. At the end of the Key Stage there will be children who are working towards, secure and applying the End of Key Stage Expectations.

Why will pupils not be moved on to ARE beyond their chronological age? Depth and breadth of understanding, knowledge and skills are deemed to be vital for confident, secure learners who are able to tackle future learning with success and high levels of achievement. Examples: Poor spellers who get spelling tests correct Readers who can decode words but don’t have higher order reading skills e.g. comprehension Pupils who can learn how to do a mathematical task but don’t have the understanding to apply the skill

Louis Smith - Dancer Series 10 winner of Strictly Come Dancing ‘I don’t remember many of the steps and get the dances all mixed up’

Louis Smith - Gymnast 2015 World Silver Medal ‘11 competitions this year 11 clean routines 100% clean record. I just became world silver medalist and I'm so thankful 2 everyone who helped.’

How will the school assess and track progress? Regular Teacher Assessment Questioning – open and closed questions Marking of Written Work Talking to the pupils On-going Class Tests Standardised Tests Discussions between staff at time of transition Detailed record keeping How will we know we have got it right? National End of Key Stage Testing Moderation between teachers, schools and nationally External Moderation – LA, OFSTED

Talking to Parents How will parents know how well their child is doing? Parent Consultation in October – Attitudes to learning and ability to make progress towards securing ARE. Parent Consultation in February or March – Progress towards ARE. Annual Report – Progress towards ARE and, if appropriate, details of challenge provided to ensure depth and breadth of learning. Interim discussions for children needing additional support.

Questions?