Transcript Curriculum Changes Presentation - Carmountside Primary Academy

Primary Curriculum 2014
Summary of changes in core
and other foundation subjects
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English
There are a couple of substantial changes of focus in the programmes of study
which affect the two key stages in turn. Firstly, there is very clear and
unequivocal expectation, particularly in KS1, that children will be taught to read
using phonic approaches. The teaching order of some elements is set out quite
clearly, and the focus of the reading strands is very much on decoding. This will
not be that new to many schools, but certainly bears noting.
Similarly, in KS2, the focus on grammatical language and structures is
substantially more notable than the 1999 curriculum, with far higher
expectations of metalanguage. We can reasonably expect a greater emphasis on
SPAG testing from 2016 onwards. I suspect the teacher assessment of Writing
may become incidental.
Spelling patterns to be taught in each phase are clearly set out, and the
expectations are high in this area.
Key things for schools to consider:
Does the current programme for teaching spelling fit the new requirements?
How does staff subject knowledge support the teaching of new grammar
specification?
© Michael Tidd, 2013
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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 >
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English – 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 (detailed appendices)
< KS1
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Mathematics
Although much has been made of changes in maths, much of it is a rearrangement
of content, with data largely slimmed down, and some objectives moved down
through the year groups to fill that gap. Most schools will already be aware of the
expectation that tables (to 12×12) are learned by the end of Year 4.
Some of the most notable increases in expectations are in the area of fractions and
decimals, with expectations by the end of KS1 including finding fractions of
quantities, and those for the end of KS2 covering skills previously taught at Y7+ such
as carrying out all 4 operations with fractions, and the ability to convert a fraction to
a decimal. Some of this may require further mathematics development for staff, as
may the introduction of formal algebra in Y6.
Calculation policies will also come under scrutiny as the balance changes. Again,
most schools are now aware that calculators will not be required for the main KS2
tests. However, some of the more significant changes are in terms of expectations
for methods. There is a clear expectation that formal written methods (column
addition/subtraction, short & long multiplication/division) will be taught during KS2,
and again we should expect assessments to reflect that.
Key things for schools to consider:
Is there a need to review calculation policies to reflect the new curriculum?
How well-equipped is the school for teaching the new expectations in fractions?
(including teacher subject knowledge)
© Michael Tidd, 2013
www.primarycurriculum.me.uk
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 >
© Michael Tidd, 2013
UKS2 >
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Mathematics – LKS2
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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
< KS1
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UKS2 >
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Mathematics – UKS2
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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
<KS1
© Michael Tidd, 2013
< LKS2
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Science
The changes in Science are by far the least
notable among the core subjects. Some new
content is required, including the teaching of
evolution in Year 6. Other than this, most
content remains broadly similar, with minor
changes of content between year groups and
key stages. For more detail, see the core
curriculum changes document at
www.primarycurriculum.me.uk/support
© Michael Tidd, 2013
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Science – KS1
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 Some physics topics moved to KS2 only:
• Light & Dark; Sound; Forces; Electricity
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 Reduce requirement to know life processes
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 No requirement to make predictions or fair tests
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 Drugs as medicines removed
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 Care for animals/others/environment removed
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 Changing materials with heat moves to KS2
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 Y1: Naming of plants and animals added
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 Y1: Seasonable changes & weather added
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 Y2: Introduce simple food chains
 Y2: Some study of movement on different surfaces E
Other
Support
LKS2 > UKS2 >
© Michael Tidd, 2013
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Science – LKS2
 Some movement between Y3 and Y4:
Skeletons to Y3; Teeth & digestion to Y4
 Some units delayed to upper KS2:
Forces; separating mixtures; insulators; adaptation
 Requirements reduced in electricity units
 All KS1 content for sound & light moves to LKS2
 Y3: Fossils and soils content added
 Y3: Flowers as part of the plant life cycle
 Y3: Light reflecting off surfaces
 Y4: Introduce changes of state & water cycle
 Y4: Common uses of electricity
 Y4: Changing environments
< KS1
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UKS2 >
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Science – UKS2
 Some movement between Y5 and Y6:
e.g. Health & Heart to Y6; Reversible changes to Y5
 Some units introduced earlier in KS2:
Water cycle; sound as vibrations to Y4
 Micro-organisms no longer required
 Y5: Life cycles of animals added
 Y5: Reversible & irreversible changes
 Y5: Planets, gravity and other forces added
 Y6: Classification of plants and animals
 Y6: New unit on evolution
 Y6: Diet, exercise, drugs & lifestyle added
< KS1
© Michael Tidd, 2013
< LKS2
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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)
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Computing
This has been one of the most widely publicised and talked
about changes, and so many schools are already beginning to
prepare for the changes. As mentioned in the previous blog, the
changes are not as overwhelming as they might first appear, but
there is clearly a renewed emphasis on areas which we might
previously have considered to be “control technology”, with an
expectation that all students will be introduced to some form of
programming in KS1 and KS2.
Expect a boom in sales of roamers, and for Scratch to become a
staple unit of work in KS2.
Key things for schools to consider:
How does the balance of control and applied ICT work need to
be altered?
What investment is needed in resources to support the new
control requirements?
© Michael Tidd, 2013
www.primarycurriculum.me.uk
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
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 Complex instruction systems and variables covered Hi
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in KS2
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 Understand and use computer networks, including
the internet (KS2)
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Design & Technology
After a radical first draft back in February, the final
version of the D&T curriculum is actually not that
different from what was previously in place. The main
change for primary schools is the new statutory
requirement for cooking to be included. Where schools
don’t have full kitchen facilities that could present
some real challenges.
Key things for schools to consider:
What food-related units of work do we already have,
and do they meet any of the new NC criteria?
What cooking techniques can we tackle given the
facilities in place?
© Michael Tidd, 2013
www.primarycurriculum.me.uk
Design & Technology
 Broadly similar requirements at both Key
Stages for main aspects, although slightly less
specific detail:
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Design
Make
Evaluate
Technical Knowledge
 Statutory requirement to include cooking at both
Key Stages
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Languages
In lots of schools, MFL is already in place and will
meet the new requirements. However, in schools
where existing programmes rely on taster sessions,
or a combination of languages, discussions will need
to take place about how schools meet the
requirement to “focus on enabling pupils to make
substantial progress in one language.”
Key things for schools to consider:
Do existing MFL plans allow for students to make
substantial progress in one language?
© Michael Tidd, 2013
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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
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Geography
Arguably, Geography is the subject where the programme of study is least
recognisable in comparison to its previous form. There is a substantial rebalancing in favour of acquiring knowledge about places with clear guidance
on the expected locations to be taught. For many schools they will already be
covering many of these areas. However, some teams may need to consider a
new unit covering an area of the Americas in KS2. There are also some more
specific expectations about aspects of human and physical geography to be
taught, which may need to be addressed in existing or new units of work,
including elements such as trade links and land use.
Key things for schools to consider:
Do existing units of work meet the requirements to study the UK and a nonEuropean country (KS1) and the UK, Europe and the Americas (KS2)?
How can existing units of work be adapted to incorporate new areas of
knowledge, especially relating to physical and human geography?
© Michael Tidd, 2013
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Geography
 Reduced emphasis on investigative Geography
 Increased focus on geographical knowledge:
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KS1: name continents and home countries
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KS1: Compare local geography to UK & world
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KS1: Introduce key geography vocabulary
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KS2: locate world countries; UK cities & regions
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KS2: Identify world feature, e.g. poles, tropics, etc. e
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KS2: Comparison study in Americas and Europe
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KS2: Study climate, vegetation belts, land use,
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natural resources & trade links
 KS2:Use compass points & 6-figure grid references E
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Support
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History
Another of the widely discussed subjects, where change is perhaps not as
daunting as it might first appear, particularly at KS1 where very little change is
needed. The two main areas of the subject which schools have not likely to
have covered in the past are the pre-Roman study (stone age, iron age, etc.),
and the world study which must focus on one of three 10th Century societies
(Benin, Mayan, or early Islamic). Schools which had previously taught the
Aztecs as their world study will also need to address a change there.
Consideration will also need to be given to the extended chronology and local
studies. Many schools will want to combine these with existing units of work
on Tudors, Victorians or Britain since 1930 (which are no longer required at
KS2), but others may need new units of work to cover these expectations.
Key things for schools to consider:
Will units on Tudors/Victorians/WW2 be scrapped, or modified to match new
local/extended study requirements?
Where and how will pre-Roman and World civilizations be taught in KS2?
© Michael Tidd, 2013
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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:
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Victorians/Britain since 1930 & Tudors removed G
Stone age added
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Romans, Anglo-Saxons & Vikings all required
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Slightly changes to ancient civilisation options
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 A non-European study must be included
 One period of study that stretches past 1066
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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
music
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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
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Other Support Available
 www.primarycurriculum.me.uk
Contains:
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 Objectives from Programmes of Study
organised by year group
 Detailed breakdown of changes for core
subjects (based on primary framework)
 Page-per-year-group documents containing
brief detail
 Support for other subjects (RE, PSHE, Citizenship)
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Religious Education
Religious Education does not form part of the
National Curriculum, but remains statutory.
Schools should continue to follow the locallyagreed 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.
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During the transition period all of the former foundation subjects'
Programmes of Study will be disapplied. However, some year groups will still
be bound by the old Programmes of Study to allow for the move towards new
end-of-key-stage assessments. The transition is illustrated below:
© Michael Tidd, 2013
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