1. The New National Curriculum

2. Aims of this session. To explain some of the changes to the National Curriculum. To explain how we are implementing these changes at St. Andrew’s. To explain how we are assessing the children and ensuring continued progression.

3. Why has the National Curriculum changed? (DFE) To ensure that the new National Curriculum embodies rigour and high standards and creates coherence in what is taught in schools. To ensure that all children are taught the essential knowledge in the key subject disciplines. Beyond that core, to allow teachers greater freedom to use their professionalism and expertise to help all children realise their potential.

4. Key stage 1 and 2 (Y1-Y6) Compulsory Core subjects English Maths Science Religious Education Foundation subjects Art and Design Computing Geography History Music Physical Education Design and Technology Languages (K.S.2)

5. The New Curriculum – has been introduced in stages. 2014-15 Year 1 Year 5 2015- 2016 Year 2 Year 6 2013-14 Year 3 Year 4

6. Weaving our curriculum 1. Begin with content laden parts of the N.C to provide our framework (science, history and geography) 2. Allocate according to our half termly topic headings Amazing Stories How Does It Work? Time Travellers Here and There Get Set Go!The Great Outdoors

7. Science K.S1 The principal focus of science teaching in key stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. Working scientifically asking simple questions and recognising that they can be answered in different ways observing closely, using simple equipment performing simple tests identifying and classifying using their observations and ideas to suggest answers to questions gathering and recording data to help in answering questions.

8. K.S1 science In Plants Animals including humans Materials and uses of materials Seasonal changes Living things and their habitats Out Forces Light Electricity

9. K.S 2 science The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. All to be taught through ‘working scientifically.’ More emphasis on children devising their own lines of enquiry. Upper KS2 – need to justify their arguments Be able to talk about how scientific ideas have developed over time.

10. Lower K.S 2 Plants Animals, including humans Rocks Light Forces and magnets Living things and their habitats States of matter Sound Electricity Upper K.S 2 Living things and their habitats Animals, including humans Properties and their changes Earth and space forces Electricity Evolution and inheritance Light

11. History – old topic headings have disappeared K.S.1 – freedom of interpretation changes within living memory. events beyond living memory that are significant nationally or globally. the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods. significant historical events, people and places in their own locality.

12. Amazing Stories How Does it Work? Time Travellers Here and ThereThe Great OutdoorsGet Set Go! 1 st Yr Pirates and Explorers Significant people: Charles Darwin Captain Cooke Visit the Cutty Sark Toys Events beyond living memory: Toys through the past. Visit: Toy Museum The Tudors Significant people and events beyond living memory: King Henry viii Queen Elizabeth I Forge Link History off the page Much Hadham and Australia Significant historical events, people and places in their own locality. : Henry Moore - visit – Perry Green? Investigate local links with development of the Brownies Farms and Fields Wimpole Hall Farm/ Keeping ourselves healthy 2 nd Yr Fairy Tales Castles Significant people and events beyond living memory: William the conqueror Visit a castle? The Weather Significant people: Guy Fawkes The Victorians Significant people and events beyond living memory: Queen Victoria Florence Nightingale William Morris Victorian inventors Forge Link The United Kingdom Events beyond living memory: James 1 – first King of a United Kingdom The Seaside Events within living memory: Investigate the development of the seaside. Historic seaside entertainment Animals and Humans

13. Key stage 2 changes in Britain from the Stone Age to the Iron Age the Roman Empire and its impact on Britain Britain’s settlement by Anglo-Saxons and Scots the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor a local history study a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 the achievements of the earliest civilizations – 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 Ancient Greece – a study of Greek life and achievements and their influence on the western world a non-European society that provides contrasts with British history – 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 900- 1300.

14. Y3Stone Age to Iron AgeThe Ancient Greeks Y4Mayan CivilisationThe Roman Empire Y5Vikings and Anglo- Saxons The Indus Valley Y6Local history: Story of Much Hadham World War 11: The Home Front

15. Geography K.S1 Locational knowledge name and locate the world’s seven continents and five oceans name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Place knowledge of a small area of the United Kingdom, and of a small area in a contrasting non-European country Human and physical geography identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles Geographical skills and fieldwork

16. Amazing StoriesHow Does it Work? Time TravellersHere and ThereThe Great Outdoors Get Set Go! KS1 1 st Yr Pirates and Explorers Exploring the seven world oceans. use simple compass directions devise simple maps and symbols in a key Toys The Tudors Much Hadham and Australia Village life comparing life in Much Hadham and in a contrasting non-European country Farms and Fields use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; Visit Wimpole Hall Farm/ Keeping ourselves healthy KS1 2 nd Yr Fairy Tales Compass directions Making maps The Weather Weather in Britain. Weather around the World – exploring the continents. Winter weather study The Victorians Looking at our village – what was it like in Victorian times? The United Kingdom Compare and contrast the different UK regions. Physical characteristics Major cities Making maps Spring weather study The Seaside Explore the position and names of seas in the British Isles. Comparing the contrasting physical characteristics of Much Hadham and the seaside. Animals and Humans Summer weather study

17. K.S.2 Locational knowledge locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) Place knowledge a region of the United Kingdom, a region in a European country, and a region within North or South America Human and physical geography physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Geographical skills and fieldwork

18. Year GroupKey Topic Area Year 3Volcanoes and Earthquakes New Zealand Local Geography Year 4North America Rivers Year 5Mountains Biomes and Vegetation Belts Year 6Comparing Much Hadham and the surrounding area with Corfe Castle and the surrounding area. Coasts

19. English Reading word reading, inference and comprehension Early years and KS1 - phonics Writing composition (articulating ideas and structuring them in speech and writing). transcription (spelling, grammar and handwriting)

20. Challenges Expectations for year groups have been raised. Phonics – Rec will now have to complete to phase 4 Much of Phase 6 (L and S) – now in Y1 expectations Progression across KS2 not explicit Genres not specified – therefore whole school mapping will be essential Speaking and listening progression not explicit Big emphasis upon grammar knowledge – requiring up-skilling of staff. Assessment levels gone

21. Herts for Learning Guidance We are following their long term guidance for English but dove tailing into appropriate topics.

22. Maths: Old Curriculum Ma1: Using and applying mathematics Ma2: Number and algebra Ma3:Shape, space and measures Ma4: Handling Data 4 attainment targets Using and applying Number and Algebra Shape, space and measures Handling Data

23. New Curriculum: Domains Number and place value Number- addition and subtraction Number- multiplication and division Number –fractions (y4: decimals, Y5: percentages) Ratio and proportion (y6) Algebra (Y6) Measurement Geometry- proportions of shapes Geometry – position and direction Statistics (y2+)

24. Maths - aims To become fluent in the fundamentals of mathematics To reason mathematically To solve problems by applying their mathematics in a variety of problems with increasing sophistication.

25. Maths challenges Raised expectations Content is introduced earlier Connecting mathematical ideas and learning between the domains Unpicking the domain statements into learning objectives Depth and breadth Assessment without levels

26. Other Curricular areas Computing - Greater emphasis upon computer science, especially programming and data handling (HFL scheme) Art and Design P.E Music (following HFL guidance) R.E – following St.Alban’s Diocese and HCC schemes of work

27. School website Click on the class pages for year group long term plans. In curriculum area there are the statutory requirements for maths and English for each year group.

28. Planning the Curriculum Long term Plans– identifies key areas of study throughout the year. (on website in each class area) Teachers also complete: Medium term Plans (Half termly plans) which outline: Subjects Statutory requirements Ideas Weekly overview Weekly plans (Maths, English, phonics and all other subjects) These outline the Learning objectives Learning journey Differentiation Success tips Resources Weekly timetables

29. Assessment without levels There are two types of assessment: Formative assessment This is ongoing throughout the teaching session. It helps to inform teachers about what else needs to be done to support the learning. Summative Assessment Is completed at the end of a session or module of work. This helps to inform where the child is in terms of age related expectations.

30. Formative Assessment – on going Clear learning objectives – which are shared with the children Clear success tips – these explain what the teacher is looking for/ expecting in the work. Marking according to the success tips – (Tickled pink – ‘Great you’ve got it’ and Green for growth’ – why not try this, or look at it from this direction.) We allow time for the children to respond and improve.

31. ‘I can statements’ – involving the children.

32. Summative Assessment We are following Herts for Learning guidance and systems. These are presented as age related expectations for maths, English and science Summative assessment takes place each term or at the end of a module of work. May be either based on teacher assessment or tests. Children not making progress are identified and extra support is provided. This may be as Pupil passports SEN intervention