at Leighterton: Achieving and progressing in learning and life. Believing in and respecting ourselves and others. Caring and communicating to ensure a better tomorrow. National Curriculum 2014 Outlines & overviews Assessment Progress updates

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

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

Writing Title Key Stage 1Key Stage 2 Narrative Write stories set in places pupils have been. Write stories with imaginary settings. Write stories and plays that use the language of fairy tales and traditional tales. Write stories that mimic significant authors. Write narrative diaries. Write stories set in places pupils have been. Write stories that contain mythical, legendary or historical characters or events. Write stories of adventure. Write stories of mystery and suspense. Write letters. Write plays. Write stories, letters, scripts and fictional biographies inspired by reading across the curriculum. Non-fiction Write labels. Write lists. Write captions. Write instructions. Write recounts. Write glossaries. Present information. Write non-chronological reports. Write instructions. Write recounts. Write persuasively. Write explanations. Write non-chronological reports. Write biographies. Write in a journalistic style. Write arguments. Write formally. Poetry Write poems that use pattern, rhyme and description. Write nonsense and humorous poems and limericks. Learn by heart and perform a significant poem. Write haiku. Write cinquain. Write poems that convey an image (simile, word play, rhyme and metaphor).

Reading Key Stage 1Key Stage 2 Listen to traditional tales. Listen to a range of texts. Learn some poems by heart. Become familiar with a wide range of texts of different lengths. Discuss books. Build up a repertoire of poems to recite. Use the class and school libraries. Listen to short novels over time. Read and listen to a wide range of styles of text, including fairy stories, myths and legends. Listen to and discuss a wide range of texts. Learn poetry by heart. Increase familiarity with a wide range of books, including myths and legends, traditional stories, modern fiction, classic British fiction and books from other cultures. Take part in conversations about books. Learn a wide range of poetry by heart. Use the school and community libraries. Look at classification systems. Look at books with a different alphabet to English. Read and listen to whole books.

Communication Key Stage 1Key Stage 2 Engage in meaningful discussions in all areas of the curriculum. Listen to and learn a wide range of subject specific vocabulary. Through reading identify vocabulary that enriches and enlivens stories. Speak to small and larger audiences at frequent intervals. Practise and rehearse sentences and stories, gaining feedback on the overall effect and the use of standard English. Listen to and tell stories often so as to internalise the structure. Debate issues and formulate well-constructed points.

Children will learn: Transcription To present neatly To spell correctly To punctuate accurately Composition To write with purpose To use imaginative description To organise writing appropriately To use paragraphs To use sentences appropriately Analysis and presentation To analyse writing To present writing To read words accurately To understand texts To listen carefully and understand To develop a wide and interesting vocabulary To speak with clarity To tell stories with structure To hold conversations and debates

English at Leighterton The ability to write fluently and with interesting detail on a number of topics throughout the curriculum. A vivid imagination which makes readers engage with and enjoy their writing. A highly developed vocabulary and an excellent knowledge of writing techniques to extend details or description. Well-organised and structured writing, which includes a variety of sentence structures. Excellent transcription skills that ensure their writing is well presented and punctuated, spelled correctly and neat. A love of writing and an appreciation of its educational, cultural and entertainment values. An exceptional talent for listening attentively so as to understand what is being said. A rich and varied vocabulary that gives clarity and interest to conversations. Clear speech that can be easily understood by a range of audiences. An excellent grasp of the rules used in English conversation, such as tenses and the grammatical structure of sentences. A highly developed ability to tell stories that capture the interest and imagination of the audience. A delight in initiating and joining in conversations. Respect for others when communicating, even when views differ. Excellent phonic knowledge and skills. Fluency and accuracy in reading across a wide range of contexts throughout the curriculum. Knowledge of an extensive and rich vocabulary. An excellent comprehension of texts. The motivation to read for both study and for pleasure. Extensive knowledge through having read a rich and varied range of texts. Our aim is that children at Leighterton develop

Maths Key Stage 1Key Stage 2 Count and calculate in a range of practical contexts. Use and apply mathematics in everyday activities and across the curriculum. Repeat key concepts in many different practical ways to secure retention. Explore numbers and place value up to at least 100. Add and subtract using mental and formal written methods in practical contexts. Multiply and divide using mental and formal written methods in practical contexts. Explore the properties of shapes. Use language to describe position, direction and movement. Use and apply in practical contexts a range of measures, including time. Handle data in practical contexts. Count and calculate in increasingly complex contexts, including those that cannot be experienced first hand. Rigorously apply mathematical knowledge across the curriculum, in particular in science, technology and computing. Deepen conceptual understanding of mathematics by frequent repetition and extension of key concepts in a range of engaging and purposeful contexts. Explore numbers and place value so as to read and understand the value of all numbers. Add and subtract using efficient mental and formal written methods. Multiply and divide using efficient mental and formal written methods. Use the properties of shapes and angles in increasingly complex and practical contexts, including in construction and engineering contexts. Describe position, direction and movement in increasingly precise ways. Use and apply measures to increasingly complex contexts. Gather, organise and interrogate data. Understand the practical value of using algebra.

Mathematics – KS1  Rounding to nearest 10 removed from KS1  Y1: No data handling required  Y1: Counting & writing numbers to 100  Y1: Write numbers words to 20  Y1: Number bonds to 20  Y2: Finding fractions of quantities  Y2: Adding two-digit numbers  Y2: Telling the time to nearest 5 minutes  Y2: Make comparisons using = symbols  Y2: Solve simple money problems using £/p

LKS2  No ratio required in LKS2  Written division moved to UKS2  No calculator skills included  Carroll / Venn diagrams no longer required  Y3: Formal written methods for + & —  Y3: Compare, order & + & — easy fractions  Y3: Vocabulary of angles & lines  Y3: Time including 24h clock & Roman numerals  Y4: Recognise equivalent fractions/decimals  Y4: Solve fractions & decimals problems  Y4: Perimeter/area of compound shapes  Y4: Know multiplication tables to 12 x 12

UKS2  No calculator skills included  No probability included  Data handling greatly reduced content  Y5: Use decimals to 3dp, including problems  Y5: Use standard multiplication & division methods  Y5: Add/subtract fractions with same denominator  Y5: Multiply fractions by whole numbers  Y6: Long division  Y6: Calculate decimal equivalent of fractions  Y6: Use formula for area & volume of shapes  Y6: Calculate area of triangles & parallelograms  Y6: Introductory algebra & equation-solving

Children will learn: To know and use numbers To add and subtract To multiply and divide To use fractions To understand the properties of shapes To describe position, direction and movement To use measures To use statistics To use algebra

Maths at Leighterton An understanding of the important concepts and an ability to make connections within mathematics. A broad range of skills in using and applying mathematics. Fluent knowledge and recall of number facts and the number system. The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual. The ability to think independently and to persevere when faced with challenges, showing a confidence of success. The ability to embrace the value of learning from mistakes and false starts. The ability to reason, generalise and make sense of solutions. Fluency in performing written and mental calculations and mathematical techniques. A wide range of mathematical vocabulary. Our aim is that children at Leighterton develop

Changes to the Science Curriculum

Biology Key Stage 1Key Stage 2 Plants Identify, classify and describe their basic structure. Observe and describe growth and conditions for growth. Habitats Look at the suitability of environments and at food chains. Animals and humans Identify, classify and observe. Look at growth, basic needs, exercise, food and hygiene. All living things* Investigate differences. Plants Look at the function of parts of flowering plants, requirements of growth, water transportation in plants, life cycles and seed dispersal. Evolution and inheritance Look at resemblance in offspring. Look at changes in animals over time. Look at adaptation to environments. Look at differences in offspring. Look at adaptation and evolution. Look at changes to the human skeleton over time. Animals and humans Look at nutrition, transportation of water and nutrients in the body, and the muscle and skeleton system of humans and animals. Look at the digestive system in humans. Look at teeth. Look at the human circulatory system. All living things Identify and name plants and animals Look at classification keys. Look at the life cycle of animals and plants. Look at classification of plants, animals and micro organisms. Look at reproduction in plants and animals, and human growth and changes. Look at the effect of diet, exercise and drugs.

Physics Key Stage 1Key Stage 2 Light* Look at sources and reflections. Sound* Look at sources. Electricity* Look at appliances and circuits. Forces Describe basic movements. Earth and space Observe seasonal changes. Light Look at sources, seeing, reflections and shadows. Explain how light appears to travel in straight lines and how this affects seeing and shadows. Sound Look at sources, vibration, volume and pitch. Electricity Look at appliances, circuits, lamps, switches, insulators and conductors. Look at circuits, the effect of the voltage in cells and the resistance and conductivity of materials. Forces and magnets Look at contact and distant forces, attraction and repulsion, comparing and grouping materials. Look at poles, attraction and repulsion. Look at the effect of gravity and drag forces. Look at transference of forces in gears, pulleys, levers and springs. Earth and space Look at the movement of the Earth and the Moon Explain day and night

Chemistry Key Stage 1Key Stage 2 Materials Identify, name, describe, classify, compare properties and changes. Look at the practical uses of everyday materials. Rocks and fossils Compare and group rocks and describe the formation of fossils. States of matter Look at solids, liquids and gases, changes of state, evaporation, condensation and the water cycle. Materials Examine the properties of materials using various tests. Look at solubility and recovering dissolved substances. Separate mixtures. Examine changes to materials that create new materials that are usually not reversible.

Children will learn:

Science at Leighterton The ability to think independently and raise questions about working scientifically and the knowledge and skills that it brings. Confidence and competence in the full range of practical skills, taking the initiative in, for example, planning and carrying out scientific investigations. Excellent scientific knowledge and understanding which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings. High levels of originality, imagination or innovation in the application of skills. The ability to undertake practical work in a variety of contexts, including fieldwork. A passion for science and its application in past, present and future technologies. Our aim is that children at Leighterton develop

Art  Greatly reduced detail in content, with much of the broader detail included in the aims.  Specific objectives include only 4 areas: Use a range of materials (KS1) Use drawing, paint & sculpture to share ideas Develop techniques in colour, line, form, etc. Learn about the work of artists and designers Create & maintain sketch books (KS2)Art  Greatly reduced detail in content, with much of the broader detail included in the aims.  Specific objectives include only 4 areas: Use a range of materials (KS1) Use drawing, paint & sculpture to share ideas Develop techniques in colour, line, form, etc. Learn about the work of artists and designers Create & maintain sketch books (KS2)

Computing  Significant change in focus from digital literacy and applications to control and programming  Introduction to creating programs in KS1 (e.g. roamer style sequences of instructions)  E-safety included in both key stages  Logical reasoning and problem-solving to identify flaws in instructions and correct them  Complex instruction systems and variables covered in KS2  Understand and use computer networks, including the internet (KS2)Computing  Significant change in focus from digital literacy and applications to control and programming  Introduction to creating programs in KS1 (e.g. roamer style sequences of instructions)  E-safety included in both key stages  Logical reasoning and problem-solving to identify flaws in instructions and correct them  Complex instruction systems and variables covered in KS2  Understand and use computer networks, including the internet (KS2)

Design & Technology  Broadly similar requirements at both Key Stages for main aspects, although slightly less specific detail:  Design  Make  Evaluate  Technical Knowledge  Statutory requirement to include cooking at both Key Stages Design & Technology  Broadly similar requirements at both Key Stages for main aspects, although slightly less specific detail:  Design  Make  Evaluate  Technical Knowledge  Statutory requirement to include cooking at both Key Stages

Foreign Languages  Newly statutory at KS2  No requirement to study from approved languages (as was originally planned)  Can include classical languages  No mention of intercultural understanding in Programme of Study  Focus on four skills of Speaking, Listening, Reading and Writing Foreign Languages  Newly statutory at KS2  No requirement to study from approved languages (as was originally planned)  Can include classical languages  No mention of intercultural understanding in Programme of Study  Focus on four skills of Speaking, Listening, Reading and Writing

Geography  Reduced emphasis on investigative Geography  Increased focus on geographical knowledge:  KS1: name continents and home countries  KS1: Compare local geography to UK & world  KS1: Introduce key geography vocabulary  KS2: locate world countries; UK cities & regions  KS2: Identify world feature, e.g. poles, tropics, etc.  KS2: Comparison study in Americas and Europe  KS2: Study climate, vegetation belts, land use, natural resources & trade links  KS2:Use compass points & 6-figure grid referencesGeography  Reduced emphasis on investigative Geography  Increased focus on geographical knowledge:  KS1: name continents and home countries  KS1: Compare local geography to UK & world  KS1: Introduce key geography vocabulary  KS2: locate world countries; UK cities & regions  KS2: Identify world feature, e.g. poles, tropics, etc.  KS2: Comparison study in Americas and Europe  KS2: Study climate, vegetation belts, land use, natural resources & trade links  KS2:Use compass points & 6-figure grid references

History  Reduced emphasis on sources & methodology  Relatively little change at KS1, with slight increase in national focus  Reduced emphasis on diversity & culture  Significant changes in KS2 breadth of study:  Victorians/Britain since 1930 & Tudors removed  Stone age added  Romans, Anglo-Saxons & Vikings all required  Slightly changes to ancient civilisation options  A non-European study must be included  One period of study that stretches past 1066History  Reduced emphasis on sources & methodology  Relatively little change at KS1, with slight increase in national focus  Reduced emphasis on diversity & culture  Significant changes in KS2 breadth of study:  Victorians/Britain since 1930 & Tudors removed  Stone age added  Romans, Anglo-Saxons & Vikings all required  Slightly changes to ancient civilisation options  A non-European study must be included  One period of study that stretches past 1066

Music  Slimmed-down Programme of Study  KS1 focus on experimentation with voice and tuned and untuned instruments  Musical elements (pitch, tempo, etc.) renamed as “inter-related dimensions”  KS2: Introduce staff and other notation  KS2: Develop understanding of history of musicMusic  Slimmed-down Programme of Study  KS1 focus on experimentation with voice and tuned and untuned instruments  Musical elements (pitch, tempo, etc.) renamed as “inter-related dimensions”  KS2: Introduce staff and other notation  KS2: Develop understanding of history of music

Physical Education  Slimmed-down Programme of Study  KS1 focus on mastering basic skills and playing in team games  KS2 includes discrete skills and in contexts of team games and competition  Less focus on evaluation, focus moves to improving personal bests  Swimming remains statutory at either KS Physical Education  Slimmed-down Programme of Study  KS1 focus on mastering basic skills and playing in team games  KS2 includes discrete skills and in contexts of team games and competition  Less focus on evaluation, focus moves to improving personal bests  Swimming remains statutory at either KS

RE  Religious Education does not form part of the National Curriculum, but remains statutory. Schools should continue to follow the locally- agreed syllabus. Citizenship & PSHE  Citizenship and PSHE are not statutory subjects in primary schools. Schools are free to choose what content is taught in these subjects.RE  Religious Education does not form part of the National Curriculum, but remains statutory. Schools should continue to follow the locally- agreed syllabus. Citizenship & PSHE  Citizenship and PSHE are not statutory subjects in primary schools. Schools are free to choose what content is taught in these subjects.

Overviews

Assessment In 2014/15 Years 2 and 6 will still be assessed against the old National Curriculum levels and pupils in reception will be assessed against the – they will be the last cohorts assessed under this system. Reception will continue to be assessed against the EYFS profile. Y1,3,4 & 5 will be assessed against the new curriculum.

From September 2015…and beyond… Y2 & 6 will be assessed against the new National Curriculum against performance descriptors, using a scaled score in KS2. Performance descriptors for reading, writing and Mathematics are currently in draft form. Reception children will be assessed against the Early Years Foundation Stage Profile for the last time. Reception baseline assessment available to use (from September 2016 it will be used as a progress baseline to measure schools – if they choose to do one!) For children in years 1,3,4 & 5 schools will monitor if children are on track to reach the required expectation at the end of each Key Stage. There is no standardised system for this, it is up to each individual school. The requirement for reporting to parents at the end of each key stage remains, using terms of ‘below, towards, at and exceeding’ in relation to expected standards.

Progress Updates Alongside our parent consultation evenings and our annual report to parents we are introducing ‘Progress Updates’ which will be issued at either February half term or the Easter break. This means the formalised feedback to parents will be as follows:

at Leighterton: Achieving and progressing in learning and life. Believing in and respecting ourselves and others. Caring and communicating to ensure a better tomorrow.