1. The aims of this briefing: Give a greater understanding of the new National Curriculum To explain why Depth and Mastery of Learning is important To give you an understanding of what to expect when we report on your child’s learning and what to expect as we move into the new academic year. Aims

2. In September 2014 the new National Curriculum was introduced. It is important to remember that... The DFE has made the biggest change to education in 20 years Levels have been removed. The bar of expectation has been raised for all children. Expectations have been deepened and assessments will change. This year is the year of transition from the old National Curriculum to the new National Curriculum. A year of change...

3. In maths, children will be expected to learn more at an earlier age - for example to know their 12 times table by the age of nine History will take a more chronological approach than under the old curriculum In English, pupils will learn more Shakespeare and there will be more importance placed on spelling The new computing curriculum will require pupils to learn how to write code In science, there will be a shift towards hard facts and "scientific knowledge“ There were changes to the content of all subjects in the national curriculum and summaries can be found on the Department for Education website.Department for Education website. Changes that hit the News?

4. Too broad and not detailed enough. A 4C child was still a Level 4 but was very different from a 4B or 4A. Not informative enough. They made a generic statement about a child and feeding back to parents needs to be about the learning a child has accomplished, not a label. Encouraged teaching and learning to race through higher and higher. They did not encourage or reward depth of learning. Levels went – but Why ?

5. Nick Gibb, February 25 th, 2015 “The new primary curriculum delivers ‘fewer things in greater depth’” However what children learn and when children are expected to learn new things has changed. Some things that children had to know in Year 3 now have to be known in Year 2. This is the same in other year groups. The impact of this is......... DFE statement, February 2015

6. We have see dips in what children can do when compared to expectations last year... These dips show how much a child must catch back up. They are normal for this year. Many schools have noticed that many pupils took a dip in national curriculum expectations when the New National Curriculum started in September 2014. This was to expected as it is an outcome of the new curriculum’s greater challenge. This drop demonstrate the amount a child needs to now catch up in order to meet the ARE expectations of the DFE. A child is not on track again until they have bridged the gap and re-met their expected learning.

7. ‘Teachers should set high expectations for every pupil. They should plan stretching work for pupils whose attainment is significantly above the expected standard.’ ‘They have an even greater obligation to plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds.’ Quotations from National Curriculum 2014

8. The DFE has given schools permission to use appropriate objectives for children in the order they require them but.........that before moving on, children should be able to apply their learning in new and exciting contexts – deepening their learning The DFE KS TESTS are designed so that Year 6 assessments will not include questioning of objectives beyond Y6 The DFE KS TESTS are designed so that Year 2 assessments will not include questioning of objectives beyond Y2 Depth and application of learning – another major change.

9. The DFE has added weight and focus to a child’s ability to apply their learning – this is called Mastery. We call using their knowledge, Mastery. How much I’ve learned How much I can apply my learning New learning Other subjects Mastery is a different dimension to the amount a child has learned. It is the application of a child’s learning across a subject – for example, looking at the Year 2 maths curriculum as a whole, how well can a child apply their knowledge? Some children can apply their learning a great deal whilst others need support to apply their understanding into other concepts.

10. The DFE has added weight and focus to a child’s ability to apply their learning – this is called Mastery. A child with better Mastery will score higher in a test than a child with lower Mastery, even if they know the same content. Mastery is how skilfully a child can apply their learning. Mastery is not just knowing a fact, but it is using that fact in increasingly more difficult situations. Mastery – a summary

11. DFE end of KS2 sample question

12. The things to expect this year: Possible dips in what your child has attained in relation to expectations for their current year group when referenced against the new National Curriculum. Comments on how well your child has progressed in bridging the gaps between the old and new National Curriculum Comments on your child’s Depth and Mastery of their learning. What to expect as the year ends and as we move into the new academic year.

13. Thank you for joining us today. And to finish.....