New Curriculum 2014 Science, ICT and Foundation Subjects

Aims: The National Curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum. All schools must publish their school curriculum by subject and academic year online.

Main points: The Primary Curriculum is still divided into two Key Stages. Within each key stage, schools have the flexibility to introduce content earlier or later than set out in the programme of study. In Science, where the subject knowledge is set out in Year groups, topic can be taught at any time in the Key Stage. In addition, schools can introduce key stage content during an earlier key stage if appropriate Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content.

Key Changes to Science: Key Stage 2 split into Lower and Upper Key stages Yearly required content with sequential content development Science Enquiry (SC1) replaced by Working Scientifically which is not to be taught or assessed discreetly Content identified within Biology, Chemistry and Physics, skills development integral to content Greater content demand with wider required vocabulary Skills development in English and Mathematics not necessarily synchronous with scientific content

What has not Changed Science is a practical subject with the development of practical skills as well as subject knowledge

Key Changes – Art and Design Less guidance on the progression through skills More freedom to choose the types of Art and Design to explore and teach Larger focus at KS2 for the use of sketch books to develop ideas and review and revisit Implication – teachers not clear on the development of a skill will need support in how to teach key techniques

Key Changes – Design and Technology In the content of the Design and Technology curriculum there appear to be no significant changes Separate section for cooking and nutrition which includes using the basic principles of a healthy diet to prepare dishes at KS1 and using a range of cooking techniques at KS2 Understand seasonality, looking at ingredients and know how they are grown, reared, caught or processed Implications - the current curriculum may need to be adapted to incorporate more opportunities for the explicit teaching of cooking. Resources may need to be sourced and safety and hygiene legislation adhered to securely.

Key Changes - Geography Greater emphasis on location knowledge e.g. naming the oceans and continents and the placement of the United Kingdom on the world map at KS1 or countries of the world and cities in the UK at KS2 Comparison between human and physical geography of an area in the United Kingdom and non-European area at KS1 extending to 3 way comparisons between UK, Europe and North or South America in KS2 Increased challenge in mapping skills development by use of basic compass directions, scales and keys at KS1 to the 8 point compass, O.S. symbols and complex scaling including six figure co-ordinates at KS2 Increased emphasis on geographical vocabulary

What has not Changed Content and skills defined as whole Key Stage expectations rather than yearly content The use of maps, atlases, charts and other references such as the internet The expectation of the use of fieldwork to develop skills

History -What has Changed Increased emphasis on chronological sequence Throughout KS2 there are 9 periods of History to be studied where previously there were 6 Pre 1066 has a more explicit programme of study although the other periods of time can be taught

OLD KS2 Choose a local History study, 3 British, a European and a world history study. NEW KS2 All statutory Nothing comparable(unless of particular interest for local history unit) Britain from the Stone Age to the Iron Age British History-Romans Roman Empire and its impact on Britain British History Anglo-Saxons Britain’s settlement by Anglo-Saxons and Scots British History - Vikings Viking and Anglo-Saxons to the time of Edward the Confessor An overview of how Britain was shaped before the Norman Conquest Victorian Britain or Britain since 1930 or Britain and the wider world in Tudor Times Study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 *A world History selected from: Ancient Egypt, Ancient Sumer, the Assyrian Empire, the Indus Valley, the Maya, Benin or Aztecs An overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China A European History Study ; Ancient Greece Ancient Greece – a study of Greek life and achievements and their influence on the western world *A world History selected from: Ancient Egypt, Ancient Sumer, the Assyrian Empire, the Indus Valley, the Maya, Benin or Aztecs One study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD A Local History Study

History- What has stayed the same More similarities to the old curriculum than original draft document Historical skills with which we are familiar are still in evidence The KS1 P.O.S. still works on the ‘looking backwards approach’ Within KS1 there are still opportunities to teach about key events such as The Great Fire of London and famous people such as Florence Nightingale

Foreign Languages Now statutory at KS2 Any modern or ancient foreign language can be taught The focus should be on enabling pupils to make substantial progress in one language There should be a balance of spoken and written work The focus of study in modern languages will be on practical communication If a schools chooses an ancient language they should provide ‘a linguistic foundation for reading comprehension and an appreciation of classical civilisation’ By comparison to the previous curriculum, a greater emphasis is placed on being able to write in another language

Music Not now split into separate components KS1 has 4 objectives so slimmed down but some objectives have been combined from across the different elements Now 6 objectives for KS2 In KS2 children are now expected to use and understand staff and other musical notations and learn about the history of music

Physical Education Competition has a much higher profile than in the previous curriculum (although the skills to be taught are broadly similar) e.g. – A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities – Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect Swimming must be taught in either KS1 or KS2 KS2 pupils must compare their performances with previous ones and demonstrate improvement to achieve their personal best

There are Implications for: Planning, Resources, Subject knowledge, Assessment, Progression.

What we need to do now: Decide on what we want our curriculum to look like - separate subject teaching or topics? It is vital we ensure skills continue to be developed. Create a long term plan for the school-ensuring the statutory requirements are fulfilled. Look at planning resources we already have: existing MTP and Prospects. Subject leaders should be familiar with the requirements and have an overview of their subject in both Key Stages Class teachers should have an overview of the curriculum for their year.

What we need to do next term: look at resourcing and training Consider how to make links with Literacy and Numeracy How we are going at assess