© Michael Tidd, Primary Curriculum 2014 Summary of changes in core and other foundation subjects Primary Curriculum 2014 Summary of changes in core and other foundation subjects En MaMa Sc Ar Co DTDT GeGe Hi FL MuMu PEPE Other Support

© Michael Tidd, 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, 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 > 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 > En MaMa Sc Ar Co DTDT GeGe Hi FL MuMu PEPE Other Support

© Michael Tidd, 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 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 En MaMa Sc Ar Co DTDT GeGe Hi FL MuMu PEPE Other Support

© Michael Tidd, 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, 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 >UKS2 > 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 >UKS2 > En MaMa Sc Ar Co DTDT GeGe Hi FL MuMu PEPE Other Support

© Michael Tidd, Mathematics – LKS2  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 < KS1UKS2 > Mathematics – LKS2  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 < KS1UKS2 > En MaMa Sc Ar Co DTDT GeGe Hi FL MuMu PEPE Other Support

© Michael Tidd, Mathematics – UKS2  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< LKS2 Mathematics – UKS2  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< LKS2 En MaMa Sc Ar Co DTDT GeGe Hi FL MuMu PEPE Other Support

© Michael Tidd, 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

© Michael Tidd, Science – KS1  Some physics topics moved to KS2 only: Light & Dark; Sound; Forces; Electricity  Reduce requirement to know life processes  No requirement to make predictions or fair tests  Drugs as medicines removed  Care for animals/others/environment removed  Changing materials with heat moves to KS2  Y1: Naming of plants and animals added  Y1: Seasonable changes & weather added  Y2: Introduce simple food chains  Y2: Some study of movement on different surfaces LKS2 >UKS2 > Science – KS1  Some physics topics moved to KS2 only: Light & Dark; Sound; Forces; Electricity  Reduce requirement to know life processes  No requirement to make predictions or fair tests  Drugs as medicines removed  Care for animals/others/environment removed  Changing materials with heat moves to KS2  Y1: Naming of plants and animals added  Y1: Seasonable changes & weather added  Y2: Introduce simple food chains  Y2: Some study of movement on different surfaces LKS2 >UKS2 > En MaMa Sc Ar Co DTDT GeGe Hi FL MuMu PEPE Other Support

© Michael Tidd, 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 < KS1UKS2 > 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 < KS1UKS2 > En MaMa Sc Ar Co DTDT GeGe Hi FL MuMu PEPE Other Support

© Michael Tidd, 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< LKS2 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< LKS2 En MaMa Sc Ar Co DTDT GeGe Hi FL MuMu PEPE Other Support

© Michael Tidd, 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)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) En MaMa Sc Ar Co DTDT GeGe Hi FL MuMu PEPE Other Support

© Michael Tidd, 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, 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  Complex instruction systems and variables covered in KS2  Understand and use computer networks, including the internet (KS2)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  Complex instruction systems and variables covered in KS2  Understand and use computer networks, including the internet (KS2) En MaMa Sc Ar Co DTDT GeGe Hi FL MuMu PEPE Other Support

© Michael Tidd, 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, Design & Technology  Broadly similar requirements at both Key Stages for main aspects, although slightly less specific detail:  Design  Make  Evaluate  Technical Knowledge  Statutory requirement to include cooking at both Key Stages Design & Technology  Broadly similar requirements at both Key Stages for main aspects, although slightly less specific detail:  Design  Make  Evaluate  Technical Knowledge  Statutory requirement to include cooking at both Key Stages En MaMa Sc Ar Co DTDT GeGe Hi FL MuMu PEPE Other Support

© Michael Tidd, 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, 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 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 En MaMa Sc Ar Co DTDT GeGe Hi FL MuMu PEPE Other Support

© Michael Tidd, Geography Arguably, Geography is the subject where the programme of study is least recognisable in comparison to its previous form. There is a substantial re- balancing 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 non- European 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, Geography  Reduced emphasis on investigative Geography  Increased focus on geographical knowledge:  KS1: name continents and home countries  KS1: Compare local geography to UK & world  KS1: Introduce key geography vocabulary  KS2: locate world countries; UK cities & regions  KS2: Identify world feature, e.g. poles, tropics, etc.  KS2: Comparison study in Americas and Europe  KS2: Study climate, vegetation belts, land use, natural resources & trade links  KS2:Use compass points & 6-figure grid referencesGeography  Reduced emphasis on investigative Geography  Increased focus on geographical knowledge:  KS1: name continents and home countries  KS1: Compare local geography to UK & world  KS1: Introduce key geography vocabulary  KS2: locate world countries; UK cities & regions  KS2: Identify world feature, e.g. poles, tropics, etc.  KS2: Comparison study in Americas and Europe  KS2: Study climate, vegetation belts, land use, natural resources & trade links  KS2:Use compass points & 6-figure grid references En MaMa Sc Ar Co DTDT GeGe Hi FL MuMu PEPE Other Support

© Michael Tidd, 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, 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:  Victorians/Britain since 1930 & Tudors removed  Stone age added  Romans, Anglo-Saxons & Vikings all required  Slightly changes to ancient civilisation options  A non-European study must be included  One period of study that stretches past 1066History  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:  Victorians/Britain since 1930 & Tudors removed  Stone age added  Romans, Anglo-Saxons & Vikings all required  Slightly changes to ancient civilisation options  A non-European study must be included  One period of study that stretches past 1066 En MaMa Sc Ar Co DTDT GeGe Hi FL MuMu PEPE Other Support

© Michael Tidd, 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 musicMusic  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 En MaMa Sc Ar Co DTDT GeGe Hi FL MuMu PEPE Other Support

© Michael Tidd, 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 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 En MaMa Sc Ar Co DTDT GeGe Hi FL MuMu PEPE Other Support

© Michael Tidd, Other Support Available  Contains:  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) Support for other subjects Other Support Available  Contains:  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) Support for other subjects En MaMa Sc Ar Co DTDT GeGe Hi FL MuMu PEPE Other Support

© Michael Tidd, Religious Education Religious Education does not form part of the National Curriculum, but remains statutory. Schools should continue to follow the locally- agreed 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. En MaMa Sc Ar Co DTDT GeGe Hi FL MuMu PEPE Other Support

© Michael Tidd, 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: