1. National Curriculum 2014

2. The main aim is to raise standards, particularly as the UK is slipping down international student assessment league tables. Inspired by what is taught in the world’s most successful school systems, including Hong Kong, Singapore and Finland, as well as in the best UK schools, it’s designed to produce productive, creative and well educated students. Although the new curriculum is intended to be more challenging, the content is actually slimmer than the current curriculum, focusing on essential core subject knowledge and skills. Why?

3. Stronger emphasis on vocabulary development, grammar, punctuation and spelling (for example, the use of commas and apostrophes will be taught in KS1) Handwriting – not currently assessed under the national curriculum – is expected to be fluent, legible and speedy Spoken English has a greater emphasis, with children to be taught debating and presenting skills What’s New in English?

4. Five-year-olds will be expected to learn to count up to 100 (compared to 20 under the current curriculum) and learn number bonds to 20 (currently up to 10) Simple fractions (1/4 and 1/2) will be taught from KS1, and by the end of primary school, children should be able to convert decimal fractions to simple fractions (e.g. 0.375 = 3/8) By the age of nine, children will be expected to know times tables up to 12x12 (currently 10x10 by the end of primary school) Calculators will not be introduced until near the end of KS2, to encourage mental arithmetic What’s New in Maths?

5. Science Strong focus on scientific knowledge and language, rather than understanding the nature and methods of science in abstract terms Evolution will be taught in primary schools for the first time Non-core subjects like caring for animals will be replaced by topics like the human circulatory system Design Technology Afforded greater importance under the new curriculum, setting children on the path to becoming the designers and engineers of the future More sophisticated use of design equipment such as electronics and robotics In KS2, children will learn about how key events and individuals in design and technology have shaped the world What Else Is New?

6. Computing Computing replaces Information and Communication Technology (ICT), with a greater focus on programming rather than on operating programs From age five, children will learn to write and test simple programs, and to organise, store and retrieve data From seven, they will be taught to understand computer networks, including the internet Internet safety – currently only taught from 11-16 – will be taught in primary schools

7. Languages Currently not statutory, a modern foreign language or ancient language (Latin or Greek) will be mandatory in KS2 Children will be expected to master basic grammar and accurate pronunciation and to converse, present, read and write in the language

8. Life Without Levels Levels are no longer used. They have been replaced with End of Year/ Key Stage expectations. Maths-individual year group expectations Reading-Year 1, Year 2, Lower Key Stage 2 and Upper Key Stage 2 Writing-Year 1, Year 2, Lower Key Stage 2 and Upper Key Stage 2

9. Year 3 & 4 WritingYear 5 & 6 Reading Writing transcript use further prefixes and suffixes and understand how to add them (Appendix 1) spell further homophones spell words that are often misspelt (Appendix 1) use the first two or three letters of a word to check its spelling in a dictionary write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far. Handwriting use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined increase the legibility, consistency and quality of their handwriting, e.g. by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch. Composition plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, grammar and vocabulary discussing and recording ideas Composition draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (See Appendix 2) organising paragraphs around a theme in narratives, creating settings, characters and plot in non-narrative material, using simple organisational devices such as headings and sub-headings Composition evaluate and edit by: assessing the effectiveness of their own and others’ writing and suggesting improvements proposing changes to grammar and vocabulary to improve consistency, e.g. the accurate use of pronouns in sentences proof-read for spelling and punctuation errors read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear. Grammar and punctuation develop their understanding of the concepts set out in Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although using the perfect form of verbs to mark relationships of time and cause choosing nouns or pronouns appropriately for clarity and cohesion choosing nouns or pronouns appropriately within a sentence to avoid ambiguity and repetition using conjunctions, adverbs and prepositions to express time and cause using fronted adverbials learning the grammar of word structure in Appendix 2 indicate grammatical and other features by: using commas after fronted adverbials indicating possession by using the possessive apostrophe with singular and plural nouns using and punctuating direct speech use and understand the grammatical terminology in Appendix 2 accurately and appropriately when discussing their writing and reading. WORD READING apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1, both to read aloud and to understand the meaning of new words that they meet COMPREHENSION maintain positive attitudes to reading and understanding of what they read by: continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions recommending books that they have read to their peers, giving reasons for their choices identifying and discussing themes and conventions in and across a wide range of writing making comparisons within and across books learning a wider range of poetry by heart preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience COMPREHENSION Understand what they read by: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context asking questions to improve their understanding drawing inferences and justifying these with evidence from the text predicting what might happen from details stated and implied summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas identifying how language, structure and presentation contribute to meaning discuss and evaluate how authors use language, including figurative language, considering the impact on the reader distinguish between statements of fact and opinion retrieve, record and present information from non-fiction participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary ask questions to improve their understanding of what they have read provide reasoned justifications for their views

10. How will children be assessed? Teachers will continually assess children against the subject objectives and the End of Year Expectations. Judgements will be made using the terms: Emerging Developing Securing Mastered

11. Year 1 Maths Objectives count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number count, read and write numbers to 100 in numerals read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs given a number, identify one more and one less represent and use number bonds and related subtraction facts within 20 add and subtract one-digit and two-digit numbers to 20, including zero recognise, find and name a half as one of two equal parts of an object, shape or quantity recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. measure and begin to record length/height, weight/mass, capacity/volume & time recognise and know the value of different denominations of coins and notes sequence events in chronological order using language recognise and use language relating to dates, including days of the week, weeks, months and years tell the time to the hour and half past the hour and draw the hands on a clock face to show these times recognise and name common 2-D shapes (e.g. Square, circle, triangle) recognise and name common 3-D shapes (e.g. Cubes, cuboids, pyramids & spheres) This child would be assessed as ‘Emerging’

12. Year 1 Maths Objectives count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number count, read and write numbers to 100 in numerals read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs given a number, identify one more and one less represent and use number bonds and related subtraction facts within 20 add and subtract one-digit and two-digit numbers to 20, including zero recognise, find and name a half as one of two equal parts of an object, shape or quantity recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. measure and begin to record length/height, weight/mass, capacity/volume & time recognise and know the value of different denominations of coins and notes sequence events in chronological order using language recognise and use language relating to dates, including days of the week, weeks, months and years tell the time to the hour and half past the hour and draw the hands on a clock face to show these times recognise and name common 2-D shapes (e.g. Square, circle, triangle) recognise and name common 3-D shapes (e.g. Cubes, cuboids, pyramids & spheres) This child would be assessed as ‘Developing’

13. Year 1 Maths Objectives count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number count, read and write numbers to 100 in numerals read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs given a number, identify one more and one less represent and use number bonds and related subtraction facts within 20 add and subtract one-digit and two-digit numbers to 20, including zero recognise, find and name a half as one of two equal parts of an object, shape or quantity recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. measure and begin to record length/height, weight/mass, capacity/volume & time recognise and know the value of different denominations of coins and notes sequence events in chronological order using language recognise and use language relating to dates, including days of the week, weeks, months and years tell the time to the hour and half past the hour and draw the hands on a clock face to show these times recognise and name common 2-D shapes (e.g. Square, circle, triangle) recognise and name common 3-D shapes (e.g. Cubes, cuboids, pyramids & spheres) This child would be assessed as ‘Secure’

14. Year 1 Maths Objectives count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number count, read and write numbers to 100 in numerals read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs given a number, identify one more and one less represent and use number bonds and related subtraction facts within 20 add and subtract one-digit and two-digit numbers to 20, including zero recognise, find and name a half as one of two equal parts of an object, shape or quantity recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. measure and begin to record length/height, weight/mass, capacity/volume & time recognise and know the value of different denominations of coins and notes sequence events in chronological order using language recognise and use language relating to dates, including days of the week, weeks, months and years tell the time to the hour and half past the hour and draw the hands on a clock face to show these times recognise and name common 2-D shapes (e.g. Square, circle, triangle) recognise and name common 3-D shapes (e.g. Cubes, cuboids, pyramids & spheres) This child would be assessed as ‘Mastered’

15. Children reaching the End of Year Expectations will not be moved on to the next year group’s objectives. Their knowledge will be extended further. In Maths, this can be achieved through applying skills to problem solving and reasoning. In Reading, children will be expected to read more complex texts. In Writing, children’s vocabulary choices will be more adventurous and their composition will be secure in a range of genre. ‘Mastered’

16. National Tests are currently under review. As a school, we will be testing the children on Reading, Spelling and Maths. These tests will determine whether an individual is working at an age appropriate level. Testing Name Chronological. Age Reading Age Gap 5.95.11+0.2 5.55.6+0.1 5.66.4+0.10 6.08.1+2.1 5.75.1-0.6 5.54.5 Children will be retested at the end of each term in order to monitor their progress.

17. National Curriculum 2014 https://www.gov.uk/government/publications/national- curriculum-in-england-english-programmes-of-study https://www.gov.uk/government/publications/national- curriculum-in-england-mathematics-programmes-of- study