New National Curriculum  Tough” “rigorous”“flexible” “prescriptive” “better suited to 1950” “back to basics”  National Curriculum Levels phased out  Key Stages:KS1: Years 1 & 2 KS2: Lower KS2: Years 3 & 4 Upper KS2: Years 5 & 6

Themes  Memorising/rote learning  Punctuation: “Lets make History!”  Grammar: Leave primary school able to use and identify the past, present and perfect tenses; modal verbs and the passive voice. “Grammar is an essential topic that was once rightly prioritised and ought not to have been forgotten?”  Spellings: required lists in L & UKS2  Poetry: from Year 3, listen to, perform, recognise and learn a wide range of poems  No authors or genres specified but “fiction from our literary heritage and books from other cultures and traditions”.

 Greater focus on independent enquiry e.g. Science and History  ICT renamed Computing: KS1: algorithms; KS2: “designing writing and debugging programmes that accomplish specific goals”. Internet safety from Year 1.

English: what’s in? Required spelling and grammar objectives with specified wordlists Clearer expectations regarding spelling and handwriting (including dictated sentences) Priority for phonics in both key stages Focus on reading for pleasure Reciting poetry

English: what’s out ? Reduced focus on genre and a greater focus on the quality of writing

Data handling not included in Year 1 No use of calculators (except near the end of KS2) Yearly objectives Times tables: end of Year 4 up to 12x12 Earlier introduction of formal written methods and standard units of measurement Focus on fractions Roman Numerals and binary Year 6-algebra

high expectations for every child focus teaching on using mathematical principles to problem-solve use of manipulatives and mathematical vocabulary to explore maths understand basic concepts thoroughly and then build on these spend longer on topics so that pupils become fluent in them integrate problem-solving throughout every lesson build confidence, resilience and the ability to tackle any problem rather than repeating routines without grasping the principles

Sixteen coins fill the 4 x 4 grid. Remove six of them so that each row and column including the centre diagonal contains an even number of coins.

Science in the New Curriculum Mrs J Cutbush & Mr A Hardy

Aims of the New Science Curriculum Our Science Policy now follows The National Curriculum 2014 for Science and aims to ensure that all pupils: Develop scientific knowledge and conceptual understanding through specific disciplines of Biology, Chemistry and Physics. Develop understanding of the nature, processes and methods of Science through different types of scientific enquires that help them to answer specific questions about the world around them. Are equipped with the scientific knowledge required to understand the uses and implications of Science today and in the future.

Science Curriculum Outline Term 1Term 2Term 3Term 4Term 5Term 6 Year 1 Plants Animals Including Humans Types of Materials Living and Growing Senses Seasonal Changes Seasonal Changes (Running throughout the year) Year 2Animals Including Humans Use of Everyday Materials Living things and their Habitats Plants Year 3 Animals including Humans Forces and Magnets Rocks Sun and Shadows Plants Material Properties Year 4 Animals including Humans States of Matter Living things and their Habitats Electricity Separating solids and liquid Sound Year 5Forces Earth and Space Properties and changes of Materials Living things and their habitats Water Animals including Humans Year 6ElectricityHuman Reproduction and Relationships Evolution and Inheritance – Biology Light Animals including Humans Living things and their Habitats

Important Changes!  The new curriculum allows for deeper subject coverage and works upon building a solid knowledge base progressing into investigational Science.  There is less repetition of units with a shift to KS2 programmes of study of: light, sound, electricity and magnetism.  In Key Stage One, topics are based upon exploring Science related to the world around us.  Key Stage Two topics begin to introduce conceptual areas of Science e.g. Forces, Light and Sound.  Continued emphasis on working scientifically at each key stage.

Humanities R.E. History Geography Global Learning

R.E. Religious Education does not form part of the National Curriculum, but remains statutory. Schools should continue to follow the locally agreed syllabus.

Geography Changes Reduced emphasis on investigative Geography No explicit mention of environmental sustainability No African, Asian or Australasian Geography New Content Increased focus on geographical knowledge: KS1: name continents and home countries KS1: Compare local geography to UK & World KS1: Introduce key geographical vocabulary KS2: locate world countries; UK cities & regions KS2: Identify World features, 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

History Changes  Reduced emphasis on sources & methodology  Reduced emphasis on diversity & culture  Less choice about what to study New Content No significant changes at KS1 Significant changes in KS2 breadth of study: –Victorians/Britain since 1930 & Tudors removed –Stone Age added –Romans, Anglo-Saxons & Vikings all required –Slight changes to ancient civilisation options –A non-European study must be included –One period of study that stretches past 1066

Global Learning The main aim of the Global Learning is that pupils gain a critical understanding of global issues. One of the key focuses of GL is poverty and development. Pupils are encouraged to understand, explain and consider solutions to poverty and development issues.

Joint Curriculum Project Weald – Kanthenga:  Themes related to the topic of ‘Development’ are woven into the curriculum across subjects. Examples include:  History: development from the Stone Age to the Bronze Age  Geography: types of settlement and land use; economic activity; trade links and the distribution of natural resources including energy, food, minerals and water  R.E.: Justice; Poverty and Wealth; Creation and Stewardship of the World.  Literacy: non-fiction texts; persuasive writing  Numeracy: data-handling

Creative Arts and D.T Art and Music: no significant changes to the curriculum. Where there is a good scheme of work that meets the new programme of study requirements, schools do not need to change it. Art: new emphasis is placed on use of a range of materials (including sketch books in KS2) to develop techniques in drawing, painting and sculpture and to learn about the great artists. Music: the foci are singing and playing instruments; developing an understanding of the history of music in KS2 and music notation, including bass and treble clef and the stave.

D.T The most significant change in D.T is a refreshed emphasis on cookery. Healthy cooking is to be covered at every Key Stage. New emphasis on Design, Make and Evaluate at each Key Stage and ‘technical knowledge’.

Final thoughts A child has just under 10,500 hours in compulsory education. This is the amount of time it takes to become an expert in one field e.g. a piano player or chess master. Given this, we must be realistic about what can be stuffed into those hours. Therefore, at Weald, we strive to deliver a balanced and broadly based curriculum which: (a) promotes the spiritual, moral, cultural, psychological and physical development of children at the school and (b) prepares children at the school for the opportunities, responsibilities and experiences of later life.