1. Curriculum and Assessment in England
2015 and beyond

2. Changes
A new national curriculum has been taught in all maintained primary and secondary schools since September 2014.
Schools are now implementing the new curriculum and, since most of the former curriculum has now been disapplied, some schools are already using this freedom to adopt new programmes of study.

3. The Structure of the National Curriculum
Key Stage 1
Key Stage 2
Key Stage 3
Key Stage 4
Age
5 - 7
7 – 11
11 – 14
Year Groups
1 – 2
3 – 6
7 – 9
Core Subjects
English 
Mathematics
Science
Foundation Subjects
Art and Design
Citizenship
Computing
Design and Technology
Languages3
Geography
History
Music
Physical Education

4. The Structure of the National Curriculum
Key Stage 1
Key Stage 2
Key Stage 3
Key Stage 4
Age
5 - 7
7 – 11
11 – 14
Year Groups
1 – 2
3 – 6
7 – 9
Core Subjects
English 
Mathematics
Science
Foundation Subjects
Art and Design
Citizenship
Computing
Design and Technology
Languages3
Geography
History
Music
Physical Education

5. All schools are required to teach Religious Education at all key stages. Secondary Schools must provide Sex and Relationship Education.
Key Stage
Key Stage 1
Key Stage 2
Key Stage 3
Key Stage 4
Age
5 - 7
7 – 11
11 – 14
Year Groups
1 – 2
3 – 6
7 – 9
Religious Education 
Sex and Relationship Education

6. Curriculum
The curriculum contains the programmes of study and attainment targets for all subjects, at all key stages.
All maintained schools in England must be teaching these programmes of study from September 2014:
In the 2014 to 2015 academic year, all maintained schools in England must teach pupils in years 2 and 6 the pre-2014 programmes of study in English, mathematics and science
These pupils will sit the current key stage 1 and 2 tests respectively
New tests will be available from 2016
All maintained schools in England must teach key stage 4 programmes of study for English and mathematics in year 10 from September 2015 and year 11 from September 2016
All maintained schools in England must teach the new key stage 4 programme of study for science in year 10 from September 2016, and to all key stage 4 pupils from September 2017

7. Two aims of the National Curriculum
Aim 1: The school curriculum should aim to provide opportunities for all pupils to learn and to achieve. The school curriculum should develop enjoyment of, and commitment to, learning as a means of encouraging and stimulating the best possible progress and the highest attainment for all pupils.
It should build on pupils' strengths, interests and experiences and develop their confidence in their capacity to learn and work independently and collaboratively.
It should equip them with the essential learning skills of literacy, numeracy, and information and communication technology, and promote an enquiring mind and capacity to think rationally.
The school curriculum should contribute to the development of pupils' sense of identity through knowledge and understanding of the spiritual, moral, social and cultural heritages of Britain's diverse society and of the local, national, European, Commonwealth and global dimensions of their lives.
It should encourage pupils to appreciate human aspirations and achievements in aesthetic, scientific, technological and social fields, and prompt a personal response to a range of experiences and ideas.
By providing rich and varied contexts for pupils to acquire, develop and apply a broad range of knowledge, understanding and skills, the curriculum should enable pupils to think creatively and critically, to solve problems and to make a difference for the better.
It should give them the opportunity to become creative, innovative, enterprising and capable of leadership to equip them for their future lives as workers and citizens.
It should also develop their physical skills and encourage them to recognise the importance of pursuing a healthy lifestyle and keeping themselves and others safe.

8. Aim 2:
The school curriculum will aim to promote pupils' spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life. The school curriculum should promote pupils' spiritual, moral, social and cultural development and, in particular, develop principles for distinguishing between right and wrong.
It should develop their knowledge, understanding and appreciation of their own and different beliefs and cultures, and how these influence individuals and societies.
The school curriculum should pass on enduring values, develop pupils' integrity and autonomy and help them to be responsible and caring citizens capable of contributing to the development of a just society.
It should promote equal opportunities and enable pupils to challenge discrimination and stereotyping.
It should develop their awareness and understanding of, and respect for, the environments in which they live, and secure their commitment to sustainable development at a personal, local, national and global level.
It should also equip pupils as consumers to make informed judgements and independent decisions and to understand their responsibilities and rights.
The school curriculum should promote pupils' self-esteem and emotional wellbeing and help them to form and maintain worthwhile and satisfying relationships, based on respect for themselves and for others, at home, school, work and in the community.
It should develop their ability to relate to others and work for the common good.
It should enable pupils to respond positively to opportunities, challenges and responsibilities, to manage risk and to cope with change and adversity.
It should prepare pupils for the next steps in their education, training and employment and equip them to make informed choices at school and throughout their lives, enabling them to appreciate the relevance of their achievements to life and society outside school, including leisure, community engagement and employment.

9. KS3 Curriculum 11-14
English, Maths, Science, Art and design, Computing, Design and technology, Languages, Geography, History, Music Physical education. All schools are required to teach religious education at all key stages and secondary schools must provide sex and relationship education.

10. The Senior Curriculum 14 -16
Core Subjects +
Curriculum 2 parts
Compulsory core
Option courses
Option Courses

11. The Core Subjects: Mathematics (1 GCSE) English (2 GCSEs)
The core subjects are those which all students must take.
Students will take the following subjects in Year 10
Mathematics (1 GCSE)
English (2 GCSEs)
Science (2 or 3 GCSEs)
Non- Examined Subjects PE
PSHE, Guidance and RE
Enrichment
ICT will be developed through core subjects.
Core Subjects
English Language and Literature
Science could be dual or triple science/ decision rests with sc dept.
DT – Technology College
RE Yr PE PSE Enrichment
7½ GCSEs
Typically the core subjects makes up 5-6 GCSEs

12. GCSEs Art Business Studies Child Development Citizenship
Design Technology
Drama
French
Geography
German
History
ICT Computer Science
Music
PE Option (GCSE or BTEC)
Philosophy and Ethics
Spanish
Statistics
GCSEs
15 subjects
Choose 5 and you will be offered 3
95% satisfaction

13. English Baccalaureate
Mathematics GCSE
English GCSE
2 Science GCSEs
Geography or History GCSE
Modern Foreign Language GCSE
English Baccalaureate
You may have read about this.
Certificate / no extra exams.
Grade C or above in these
Only currency is progression
Choose the subjects you are good at

14. Assessment Principles
Give reliable information to parents about how their child, and their child’s school, is performing
a. Allow meaningful tracking of pupils towards end of key stage expectations in the new curriculum, including regular feedback to parents.
b. Provide information which is transferable and easily understood and covers both qualitative and quantitative assessment.
c. Differentiate attainment between pupils of different abilities, giving early recognition of pupils who are falling behind and those who are excelling.
d. Are reliable and free from bias.
Help drive improvement for pupils and teachers
a. Are closely linked to improving the quality of teaching.
b. Ensure feedback to pupils contributes to improved learning and is focused on specific and tangible objectives.
c. Produce recordable measures which can demonstrate comparison against expected standards and reflect progress over time.
Make sure the school is keeping up with external best practice and innovation
a. Are created in consultation with those delivering best practice locally.
b. Are created in consideration of, and are benchmarked against, international best practice.

15. Assessment
As part of reforms to the national curriculum, the system of ‘levels’ used to report children’s attainment and progress were removed from September 2014 and will not be replaced. By removing levels the DfE says ‘we will allow teachers greater flexibility in the way that they plan and assess pupils’ learning.’
The programmes of study within the new National Curriculum (NC) set out expectations at the end of each key stage, and all maintained schools are free to develop a curriculum relevant to their pupils that teaches this content. The curriculum must include an assessment system which enables schools to check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and to report regularly to parents.

16. Assessment
The national curriculum tests and teacher assessment at the end of key stages 1 and 2 will be reported in levels for the last time in summer 2015, as pupils in Year 2 and Year 6 that year will not have been taught the new national curriculum.
The first new key stage 1 and key stage 2 tests in English, mathematics and science, based on the new national curriculum, will be sat by pupils for the first time in the summer of 2016.
From the academic year , it will move from an absolute measure of progress (i.e. two levels of progress required between KS1 and KS2) to a relative measure. At the same time, KS2 test outcomes will be reported as a scaled score, where the expected score is 100. Pupil progress will be determined in relation to the average progress made by pupils with the same baseline (i.e. the same KS1 average point score). For example, if a pupil had an APS of 19 at KS1, we will calculate the average scaled score in the KS2 tests for all pupils with an APS of 19 and see whether the pupil in question achieved a higher or lower scaled score than that average The exact methodology of how this will be reported is still to be determined

17. New GCSEs in English and Maths
English Language
English Literature
Mathematics
Grading
9 to 1
All Other
Subjects

18. How do we ensure progress…
Flight Paths

19. How do we ensure progress…
Data Capture- 3 times a year.

20. How do we ensure progress…
Data Capture- 3 times a year.

21. How do we ensure progress…
Data Capture- 3 times a year.

22. Disadvantaged Students
Students who:
Free school meals ever
Looked after students

23. Disadvantaged Students
What is gap between:
Disadvantaged students and the rest in terms of:
Progress in maths
Progress in English.