The New National Curriculum and Assessment at KS1

The New National Curriculum For your children, the New National curriculum became statutory in schools in September What’s changed? English, Maths and Science remain core subjects and will take up a substantial part of your child’s learning. The foundation subjects continue to be taught. We will continue to use our learning journey approach with the new curriculum.

What subjects make up the New Curriculum? Languages in KS2 Don’t forget, we also provide for an opportunity for collective worship. Also, we must make provision for SMSC (Spiritual, Moral, Social and cultural)

What has changed for Maths? Key aims of fluency, reasoning and problem solving Much greater focus on the skills of arithmetic ( mental and written methods) and also on working with fractions in Maths. The introduction of a Mastery Curriculum in which the expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. Children must master the curriculum for their year group, so that they have firm foundations to build on the following year.

What is mastery? If you drive a car, imagine the process you went through… The very first drive, lacking the knowledge of what to do to get moving The practice, gaining confidence that you are able to drive The driving test, fairly competent but maybe not fully confident A few years on, it’s automatic, you don’t have to think about how to change gears or use the brake Later still, you could teach someone else how to drive or drive in any situation

End of year expectations Number and Place Value count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward recognise the place value of each digit in a two-digit number (tens, ones) identify, represent and estimate numbers using different representations, including the number line compare and order numbers from 0 up to 100; use and = signs read and write numbers to at least 100 in numerals and in words use place value and number facts to solve problems.

Addition and Subtraction Solve problems with addition and subtraction: – using concrete objects and pictorial representations, including those involving numbers, quantities and measures – applying their increasing knowledge of mental and written methods recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 add and subtract numbers using concrete objects, pictorial representations, and mentally, including: – a two-digit number and ones – a two-digit number and tens – two two-digit numbers – adding three one-digit numbers show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

Multiplication and Division Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

Fractions, geometry and measures Fractions (including decimals and percentages) recognise, find, name and write fractions ⅓, ¼, 2⁄4 and ¾ of a length, shape, set of objects or quantity write simple fractions e.g. ½ of 6 = 3 and recognise the equivalence of two quarters and one half. Changes to geometry and measures Describing properties of shape (e.g. edges, vertices) Measuring temperature in °C Tell time to nearest 5 minutes

What has changed for Literacy? In Literacy, there is a greater focus on the study of grammar and spelling. Emphasis on reading more widely, for pleasure. Speaking and Listening – not just through drama (role-play) but through presentations and debates too. SPAG game

What’s New? Sooner use of phonics without overt blending. Contemporary and classical poetry. Reciting poetry. Evaluating and proof reading own writing. Higher expectations of spelling including from dictation. Required introduction of joined writing.

Assessment – What has changed? As you know we no longer use levels to assess your child’s learning. We assess your child’s learning and progress on a daily basis but formally monitor them every half term; 6 times a year. We do this by assessing their class work and using the teacher’s professional judgement. We use Target Tracker to track their progress. At the end of each school year, our expectation is that children will be on the ‘Secure’ step, which indicates that they have reached an expected age-related level of attainment. We will tell you if they have met or not met the end of year expectations. This is an interim year and assessment may well change next year.

End of Key Stage 1 Teacher Assessment Teacher assessment is the main focus for end of KS1 assessment and reporting. It is carried out as part of teaching and learning. TA provides a rounded judgement that: Is based on knowledge of how the pupil has performed over time and in a variety of contexts; Takes into account strengths and weaknesses of the pupil’s performance.

Teachers will base their TA judgement on a broad range of evidence from across the curriculum for each pupil and use their knowledge of a pupil’s work over time, taking into account the pupil’s; Written, practical and oral classwork; Home learning; Results of the statutory KS1 tests. Schools are not required to report test results to their LA or the next school when a pupil moves. Schools are not obliged to report test results to parents. However, we will be giving parents their child’s results. We will continue to report your child’s progress in their annual report in the Summer.

Key Stage 1 Tests Previous tests and tasks replaced by new set of tests which will be issued yearly. Each test has approximate timings, but these do not need to be strictly adhered to. English reading Two papers. All pupils should be given the opportunity to sit both papers. One with text and questions combined; One more challenging text with the questions in a separate booklet. Grammar, punctuation and spelling Two papers. Paper 1 Spelling and Paper 2 Grammar and punctuation. Emphasis on technical aspects of grammar; Separate spelling test; No English writing test. Share papers and examples – Q & A

Mathematics Two papers for all children. Paper 1 Arithmetic – it assesses pupils confidence and mathematical fluency with whole numbers, place value and counting; Paper 2 Reasoning – this assesses pupils’ mathematical fluency, problem solving and reasoning skills. No set days for the administration – all tests to be administered during May Children are not allowed to use any equipment e.g. number lines, 100 squares to help them with the maths papers. Share maths papers – Q & A

Phonic Screening Check 2016 Any child who did not pass the phonics screening in Year 1 will take the check in Year 2; Check administered in the week beginning 13 th June; Pupils’ Phonic Screening Check scores will be reported to parents;

What can you do at home? Read regularly at home – even if your child can read fluently, please hear them read and discuss the text, ask them questions, ask them to find verbs, adverbs etc. Read a wide range of material. Model reading for pleasure yourself. When your child is writing at home, encourage punctuation -., ! ? “” and accurate spelling. Practise the times tables – 2,3,5 and 10 up to 12 times the number. Practise reading the time to 5 minutes to and past the hour. Practise addition and subtraction facts for numbers up to 20 e.g. 3+4, 10+6, 17-3 Practise using addition and subtraction with two, 2 digit numbers e.g NOT using equipment. Don’t panic yourself or your child!