1. Scantabout Primary School Curriculum Evening Wednesday 19 th November 2014

2. Revised Curriculum 2014 IntroductionVeronica Shaw Foundation subjects Ali Lloyd ScienceAli Lloyd EnglishMatt Abbott MathsNikki Douch & Matt Abbott ComputingNikki Douch Assessment Veronica Shaw

3. The Revised Curriculum Introduced from September 2014 Year 2 and Year 6 still following previous curriculum Our preparation Our ethos Will you notice the difference?

4. The New National Curriculum English Mathematics Science History Art Computing Design & Technology Geography Modern Languages Music Physical Education Religious Education

5. Every state-funded school must offer a curriculum which is balanced and broadly based and which:  promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society.  prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

6. Aims The national curriculum for science aims to ensure that all pupils: develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

7. Key stage 1 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. They should be encouraged to be curious and ask questions about what they notice. They should be helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests... They should begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science should be done through the use of first-hand practical experiences, but there should also be some use of appropriate secondary sources, such as books, photographs and videos.

8. Lower key stage 2 – years 3-4 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. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.

9. Upper key stage 2 – years 5-6 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. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At upper key stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.

10. A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.

11. A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

12. Curriculum Overview

13. English Curriculum Changes at Scantabout

14. What will your children encounter at each stage of their learning?

15. Speaking and listening – for years 1 to 6.

16. YearStatutory 1  Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words; re-read these books to build up their fluency and confidence in word reading  Listen to and discuss a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently  Become very familiar with key stories, fairy stories and traditional tales  Learn to appreciate rhymes and poems, and to recite some by heart 2  Read aloud books closely matched to their improving phonic knowledge  Listen to, discuss and express views about a wide range of poetry (including contemporary and classic), stories and non-fiction at a level beyond that at which they can read independently  Wider range of stories, fairy stories and traditional tales  Non-fiction books that are structured in different ways  Build up a repertoire of poems learnt by heart The teaching of reading must include:

17. 3/4  Listen to and discuss a wide range of fiction, poetry, plays, non- fiction and reference books or textbooks  Read books that are structured in different ways and read for a range of purposes  Fairy stories, myths and legends  Prepare poems and play scripts to read aloud and to perform  Recognise some different forms of poetry e.g. free verse, narrative etc… 5/6  Read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks  Read books that are structured in different ways and reading for a range of purposes  Increase their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.  Wider range of poetry

18. YearStatutory 1  Write sentences 2  Write narratives about personal experiences and those of others (real and fictional)  Write about real events  Write poetry  Write for different purposes 3/4  Organise paragraphs around a theme  In narratives, creating settings, characters and plot  In non-narrative material, use simple organisational devices such as headings and sub-headings 5/6  Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own Writing

19. But – this is not the whole story!

20. We also have to cover an increasingly challenging range of spelling and grammar.

21. KS2 question example.

23. Numeracy Key Stage One

24. The curriculum aims to ensure all pupils… Become fluent in the fundamentals of mathematics. Reason mathematically (by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof…) There is a big emphasis on the children talking about the maths they are doing. They are encouraged to make their thinking clear to themselves as well as to others! Can solve problems (by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Pupils who grasp concepts rapidly are challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material will consolidate their understanding, including through additional practice, before moving on. All of the above is NOT NEW! We have always used RICH mathematical tasks and encouraged the children to develop their spoken, practical and written numeracy skills.

25. So what has changed? It is intended that children study “fewer things in greater depth” in order to secure deep learning in the key concepts, ideas, knowledge and skills. Some objectives the children are expected to achieve in Key Stage One have moved down from the year group above, for example… In Year 1 children are now expected to… count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number (from Year 2) count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens (from Year 2) In Year 2 children are now expected to… Count in steps of 3 (from Year3) Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times (from Year 3)

26. Changes in Key Stage 2

30. Computing

31. What is the new computing curriculum about? Computer Science The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. At Scantabout we are using Beebots and two programmes called FMS Logo and Scratch to do the above. Digital Literacy Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world. At Scantabout the children learn to word process, create presentations on PowerPoint, create and use spreadsheets, develop animations and above all use the internet safely.

32. YEAR AUTUMNSPRINGSUMMER R 1 General ICT Skills Word ProcessingProgramming: Bee- Bots AnimationUsing the InternetTablet Skills 2 General ICT Skills Word ProcessingProgramming: Bee- Bots Desktop PublishingWeb Research/ Using the Internet/ Internet safety Emailing 3 General ICT Skills Word ProcessingProgramming: FMS Logo Presentation Media Power-point Web research/Internet Safety Desktop Publishing 4 General ICT Skills Web research/ Internet Safety Programming: ScratchPresentation Media Power-point Class ComicBranching Databases/Emailing 5 General ICT Skills Web research/ Internet Safety Programming: ScratchSpreadsheetsAnimationDance E-Jay 6 General ICT Skills Web research/ Internet Safety Programming: Scratch3D modelling/Prezi vs powerpoint Web publishingPodcasting to Blog

33. At the heart of our computing curriculum is teaching the children… 1.To use technology safely, respectfully and responsibly 2.To recognise acceptable/unacceptable behaviour; identifying a range of ways to report concerns about content. We have always had our Acceptable Use Policy!

34. Tablets We have just purchased 15 new tablets for the children to use within the computing curriculum but also to support and develop other areas of the curriculum!

35. Assessment Removal of levels No replacement Schools told to develop own systems Testing at end of KS1 and KS2 in Reading Maths Spelling and grammar (SPAG) Writing – teacher assessment Science – teacher assessment

36. Assessment - Ongoing assessment Reading target cards Writing target cards Learning Ladders – maths and writing Phonics checks Spelling and times tables Grammar checks

37. Assessment End of year 85% of pupils should reach age related expectation We will report if your child is: W – working towards expectation ( a small number) M – meeting expectation (the vast majority) E – exceeding expectation ( a small number) These will be subdivided further A, B, C – where A is at the top end of expectation

38. Assessment – what next? Information still coming from: The Government The Local Authority Other schools Our own self evaluation So some of this language might change between now and the end of the year or beyond