Monday 26 th January 2015 Welbourn CofE Primary School Learning to live, living to learn.

AIMS  New National Curriculum  Assessment  Our Curriculum

A New Curriculum? Why the change? Raise standards Inspired by what is taught in the world’s most successful school systems, as well as in the best UK schools Designed to produce productive, creative and well educated students. Although the new curriculum is intended to be more challenging, the content is actually slimmer than the current curriculum, focusing on essential core subject knowledge and skills

When the changes began? For most children, these changes took effect from September Children in Years 2 and 6 however, will follow the existing programmes of study until September 2015 in English, maths and science

What about levels? Until September, schools had to use a standard system of assessing and reporting pupil’s attainment - 1a, 1b, 1a, etc This has now been scrapped and schools are able to choose their own arrangements, although they still have to track progress and report it to parents. *

Changes at Welbourn Changes to the National Curriculum Explore pilot examples of new assessment and tracking systems Inform and educate staff, parents and governors *

Curriculum Overview Long term planning map Emerald Space Map

THE NEW ENGLISH CURRICULUM 2014 – KEY STAGE 1 & 2

AIMS OF THE ENGLISH CURRICULUM Read fluently and with good understanding Develop the habit of reading widely and often, for both pleasure and information Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language Appreciate our rich and varied literary heritage Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas Children should be competent in the art of speaking and listening, making formal presentations, demonstrating to others and participating in debates

THE ENGLISH CURRICULUM The English curriculum is now put into four different areas, each with their own programme of study. These are: Spoken Language Reading Writing Spelling, vocabulary, grammar and punctuation

SPOKEN LANGUAGE Children should be given regular opportunities to work in groups of different sizes Key difference within this aspect of the English Curriculum is introduction of debating in Year 5 and 6 Emphasis on developing good listening skills.

READING Two dimensions to this: Word reading Comprehension Key changes: Phonic decoding expected to be secure by end of Year 2 Regular opportunities for “discussing” texts across all ages KS2 are expected to learn material by heart A major emphasis placed on children’s ability to debate and take part in formal presentations

WRITING Two dimensions to this: Transcription (spelling and handwriting) Composition (articulating ideas and structuring them) Key changes: Specific word lists for spelling are given to KS1 and KS2 children (200 words in each list) Children in Year 2 will be expected to learn expanded noun-phrases (previously Year 3/4) Handwriting will be expected to be neat, legible and speedy by the time children leave Year 6 Year 5 and 6 have to précis long passages – more than 1 paragraph long.

SPELLING, VOCABULARY, GRAMMAR & PUNCTUATION Key changes: Use of the exclamation mark is introduced in Year 1 (previously expected to be introduced in year 3) Understanding that the use of the apostrophe within a contraction represents an omitted letter is now introduced in Year 1 Level of grammar expected by Year 6 has greatly increased Greater emphasis on SPAG tests*

15. Read the following sentence and circle the connective. While I made breakfast, Dad made a cup of tea.

21. Which sentence uses commas correctly? Tick one. The ballet dancers who were only nine years old, danced beautifully. The ballet dancers, who were only nine years old danced beautifully. The ballet dancers, who were only nine years old, danced beautifully. The ballet dancers who were only nine years old, danced, beautifully.

There is an emphasis on ensuring children are learning specific spellings from the designated list of 200 complex words from the KS1 and KS2 spelling lists. Greater development of children’s presentation skills Development of children’s ability to debate different issues and texts SPAG sessions within and additional to Literacy which will focus on spelling, punctuation and grammar Raising focus on reading (including for pleasure) WHAT IS THE SCHOOL DOING?

WHAT CAN YOU DO TO HELP? Read a wide range of poetry with your child & encourage them to recite poems Discuss texts and children’s viewpoints Encourage your child to practise the specific word list of spellings for their designated age group Encourage your child to read a wide range of texts types at home and take the time to record in their reading diaries as much as possible

THE NEW MATHEMATICS CURRICULUM 2014 – KEY STAGE 1 & 2

WHY IS MATHEMATICS IMPORTANT? ‘A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.’ National Curriculum for Mathematics DfE, September 2013

Calculations ‘

Time ‘

Measures

HOW DOES THE NEW CURRICULUM AFFECT THE WAY MY CHILD WILL LEARN MATHS? Higher expectations -Number bonds secured to 20 by Year 1 -Finding and writing fractions of quantities and length by Year 2 -Formal written methods of addition and subtraction introduced, adding and subtracting fractions, telling the time to the nearest minute in Year 3 -Knowing all times tables to 12 x 12, knowing equivalent fractions and related decimals by Year 4 -multiply proper fractions and mixed numbers by whole numbers by Year 5 -Solving calculations using the four operations with fractions, long division and multiplication and algebra by Year 6 Age related Focus more on application and use of calculation skills -Mental -Written

WHAT WILL MY CHILD’S LEARNING LOOK LIKE? Firm roots grown: -Routine memorisation -Mental maths sessions -Real Life contextual learning -Use of models, images and practical equipment -Reduced calculator use -Fewer things in greater depth -Consolidation of understanding

HOW CAN I HELP MY CHILD? Have a positive attitude towards maths. Talk about maths with your child… “How much change will I get…? “Can you see 5 rectangles…? Involve children when taking measurements: “How much have you grown since September?” “We need 50g of… can you measure that for me?” Take note of numbers in real life contexts: Telephone numbers, bus numbers, lottery numbers, house numbers etc… Talk about maths in sport: “How many points does your team need to beat…?” “How fast did Usain Bolt run? How fast can you run the same distance? Challenge quick recall of number facts (Times tables, number bonds to 20 or 100). Play number puzzles from the newspaper, number games. Allow your child to be the expert and teach you the strategies that they have been taught.

Useful links for parents Please collect a year group guide – these give detailed information on what you can expect your child to learn during their time in a specific year group in: Maths, Science, English and the Foundation Subjects