Curriculum 2014 Broadway First School A Guide for

Curriculum 2014 Broadway First School A Guide for Parents of Broadway First School

What are the main changes? 1. 2. 3. 4. There are changes to the subjects covered and what is covered in each subject. Expectations are higher. Previously the National Curriculum worked in levels. Children deemed ‘average ability’ would be level 2 by the end of Year 2, and level 4 by the end of Year 6. Now we work on Year Group Statements. Some Year Groups are joined (e. g. Year 5 and Year 6). Schools have to decide how to record attainment (where your child is now) and progress (how they have improved over time). It is all about DEPTH of knowledge.

Some examples of the changes: Mathematics (previously called ‘Numeracy’) � Five-year-olds will be expected to learn to count up to 100 (compared to 20 under the current curriculum) and learn number bonds to 20 (currently up to 10) � Simple fractions (1/4 and 1/2) will be taught from KS 1, and by the end of primary school, children should be able to convert decimal fractions to simple fractions (e. g. 0. 375 = 3/8) � By the age of nine, children will be expected to know times tables up to 12 x 12 (currently 10 x 10 by the end of primary school) � Calculators will not be introduced until near the end of KS 2, to encourage mental arithmetic

Year One

Year Two

Year Three

Year Four

Year Five

Some examples of the changes: English (previously called ‘Literacy’) � Stronger emphasis on vocabulary development, grammar, punctuation and spelling (for example, the use of commas and apostrophes will be taught in KS 1) � Spoken English has a greater emphasis, with children to be taught debating and presenting skills � Editing and refining are key skills in English and other areas – this is known as the ‘iterative curriculum’

Changes in the classroom: English � Imitate- learn good examples � Innovate� Invent- change/ tweak it significant changes to original Working walls Resources

What the children think… � Watch videos

Other changes… �Geography – greater knowledge of countries and capitals �Computing – increased focus on programming rather than using programs �Design technology – increased focus on redesigning to improve previous attempts �History – different areas of focus

So we have… �Used ‘Prospectus’ curriculum �Invested in new resources: Computing, RE, SPAG �Listened to the children…

From September

For Key Stage Two

How do we look at attainment? Ashton Under Hill Bredon Hancocks Bredon Hill Middle School Broadway First Cropthorne Eckington Elmley Castle Sedgeberrow Overbury

Consistent ‘levelling’ system

Depth of Knowledge �A – your child can remember this skill/piece of information. For example, if they are asked to use a line graph they can describe how to do it. � B- Your child apply this skill/piece of information in a new but similar situation. For example, they may choose to use a line graph to record data in Maths. � C- your child can evaluate this skill/piece of information. For example, they can explain to a member of staff why they chose to record their scientific data in a line graph rather than a bar chart.

Patterns and Progress � We are finding (as a group of schools) that children need to play ‘catch up’ with the new expectations (for example, the Year 5 statements expects all the higher expectations of previous year groups to have already been achieved) � If your child is ‘expected’ this year, we expect them to be ‘expected’ in the next year group statements too.

Useful links � http: //www. theschoolrun. com/primary-national-curriculum-2014 � http: //www. theschoolrun. com/primary-literacy-glossary-for-parents � https: //www. gov. uk/national-curriculum/other-compulsory-subjects