© Michael Tidd, 2013
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The main aim is to raise standards and address the perception that
children in England are falling behind some of their international
counterparts. It is 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.
The focus is very much on core skills and a body of core knowledge.
© Michael Tidd, 2013
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The goal posts have changed but
the DFE has this to say:
‘We make no apologies for having high
expectations for our children,’ DfE
spokesperson.
‘We believe they can achieve more, and we will
not stand by and allow pupils to lose ground with
their peers in countries across the world.’
© Michael Tidd, 2013
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For most children, the changes
have taken place from this
September, but children in Years
2 and 6 will follow the existing
programmes of study until
September 2015 in English,
Maths and Science.
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• English is set out in year by year
expectations for Year 1 and Year 2.
• They have merged Year 3 and Year 4
expectations and done the same
with Year 5 and Year 6.
• There are separate appendices for
specific content to be covered in
the areas of spelling and vocabulary,
grammar and punctuation.
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• The learning objectives have been organised
under new headings.
• Spoken language
• Reading – word reading and comprehension
• Writing – transcription (Spelling, Grammar and
Punctuation)
- composition (plan, draft, edit, proof
read)
- handwriting
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• Reading is to be taught mainly using phonic
strategies but:
• ‘ at the same time ‘hear, share and discuss a wide
range of high quality books to develop a love of
reading and broaden their vocabulary’
- ‘Spoken language’ has been slimmed down and is
not age differentiated
- SPaG is much more specific and the content is
more advanced
- There are more objectives to cover within the
writing process
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• There is a huge emphasis on reading for
pleasure
• Re-reading books because you have
enjoyed them is encouraged
• There is an emphasis on enjoying and
learning poetry
• There is more emphasis on writing
dictated sentences and summarising texts.
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Y1 Reading
Pupils should be taught to:
 apply phonic knowledge and skills as the route to decode words
 respond speedily with the correct sound to graphemes (letters or groups of letters)
for all 40+ phonemes, including, where applicable, alternative sounds for
graphemes
 read accurately by blending sounds in unfamiliar words containing GPCs that have
been taught
 read common exception words, noting unusual correspondences between spelling
and sound and where these occur in the word
 read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
 read other words of more than one syllable that contain taught GPCs
 read words with contractions [for example, I’m, I’ll, we’ll], and understand that the
apostrophe represents the omitted letter(s)
 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.
© Michael Tidd, 2013
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English – KS2
En
 Phonic decoding expected to be secure by
Y3
 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- see
example)
< KS1
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Years 5 & 6
Pupils should be taught to:
 develop their understanding of the concepts set out in English Appendix 2 by:
 recognising vocabulary and structures that are appropriate for formal speech and writing,
including subjunctive forms
 using passive verbs to affect the presentation of information in a sentence
 using the perfect form of verbs to mark relationships of time and cause
 using expanded noun phrases to convey complicated information concisely
 using modal verbs or adverbs to indicate degrees of possibility
 using relative clauses beginning with who, which, where, when, whose, that or with an implied
(i.e. omitted) relative pronoun
 learning the grammar for years 5 and 6 in English Appendix 2
 indicate grammatical and other features by:
 using commas to clarify meaning or avoid ambiguity in writing
 using hyphens to avoid ambiguity
 using brackets, dashes or commas to indicate parenthesis
 using semi-colons, colons or dashes to mark boundaries between independent clauses
 using a colon to introduce a list
 punctuating bullet points consistently
 use and understand the grammatical terminology in English Appendix 2 accurately and appropriately
in discussing their writing and reading.
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MATHS
The most significant impact comes from
increased expectation . More demands have
been put on pupils of all ages and many
objectives have been brought forward in the
curriculum – in some cases by multiple years –
with a number also receiving tweaks or
additions in order to make them more rigorous.
BUT there is an emphasis on BREADTH rather
than rushing on to the next stage.
© Michael Tidd, 2013
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Aims to ensure all children:
•Become fluent in the fundamentals of
mathematics
•Be able to reason mathematically by
following a line of enquiry
•Solve problems by applying their
mathematics to a variety of routine
and non-routine problems with
increasing sophistication
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The programme of study is set out on a year
by year basis, with objectives set for specific
year groups; the way the curriculum is
organised varies across the primary age range
– every year group has a unique combination of
areas to cover.
But,there is some flexibility in when schools
teach content within each Key Stage.
© Michael Tidd, 2013
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Main areas:
Number
Measurement
Geometry
Statistics ( from Y2)
Ratio and proportion ( from Y6)
Algebra ( from Y6)
© Michael Tidd, 2013
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- There is no longer a separate strand for
using and applying mathematics- it’s
across all areas
- Calculators (greater importance placed
on mental fluency and efficient written
methods)
- Informal written methods of calculationmore traditional methods for written
‘sums’
© Michael Tidd, 2013
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• More challenging objectives,
especially in number
• Formal written methods are
introduced earlier
• More work on fractions, and
increasingly complex
understanding of fractions and
decimals in Key Stage 2.
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Mathematics – KS1
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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 >
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UKS2 >
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Mathematics – LKS2
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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 and 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
< KS1
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Mathematics – UKS2
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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
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Why change from ICT? Apparently ‘ICT’ has a
bad reputation linked to a dated and unchallenging
curriculum.
Along with the new name a more ambitious and
rigorous set of Programmes of Study have
been created that will develop computational
and logical thinking. Stronger links to real
world systems are at its core.
© Michael Tidd, 2013
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Computing
En
 Introduction to creating programs in KS1 (e.g. roamer
style sequences of instructions- algorithms)
 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)
 Still need to use digital technologies as a tool to
create, present, manipulate and explore
information.
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Algorithms?
Algorithms are quite simply instructions.
The language we write these instructions in are
programs.
As a school we are using a variety of software
programs such as ‘Scratch’ , ‘Logo’ and ‘Purple Mash’
to support the children in programming.
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Science – KS1
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Some physics topics moved to KS2 only:
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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
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Science – KS2
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• Little change except all physics content
now taught at KS2
New evolution and inheritance unit
introduced in KS2: e.g
.Recognise that living things have changed
over time and that fossils provide
information about living things that
inhabited the Earth millions of years ago
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History Overview
Reception
Understanding of the World
People and communities
Children talk about past and
present events in their lives and
in the lives of family members.
The World
Children know about similarities
and differences in relation to
places, objects, materials and
living things.
Year 1
Year 2
© Michael Tidd, 2013
Autumn
Spring
Summer
Families
Our environment
Dinosaurs
Transport now and then
Share our holiday experiences
The lives of significant individuals
in the past- Florence Nightingale
Changes- How animals were
used in the past
Key historical events eg Bonfire
Night, The Great Fire of London
Significant events, people and
places in their own locality eg
Potteries, Reginald Mitchell
Find out about the lives of
individuals in the past that have
contributed to our nation’s
achievements eg Lowry, Isaac
Newton
Key events in the past that are
significant nationally- Saint’s
Days
Events beyond living
memory/research- famous pirates
Changes- seaside- past and
present
Significant individuals:
Christopher Columbus, James
Cook, Wright Brothers
Key events in the past: the first
aeroplane flight, the discovery of
new countries
Castles
Battle of Hastings
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AUTUMN
Year 3
Ancient Greeks- civilisation,
philosophy, literature and religion
Year 4
The Roman Empire and its
impact on Britain
Year 5
Jungle Book
The British in India
Timeline of events 1885-1905
A Christmas Carol
Differences and similarities in
past/present Christmas’
What has effected change?
Year 6
© Michael Tidd, 2013
SPRING
Summer
The local area (Stoke-on-Trent
And Kidsgrove)- canals, mining,
pottery, famous people and
places, urban/rural comparisons,
timelines etc
Changes in Britain from the
Stone Age to the Iron Agelifestyle comparisons, living
conditions, engineering,
timelines
Britain’s settlement by Anglo
Saxons and Scots
Why have Vikings gained such a
fearsome reputation?
How did they try to take over the
country?
Did they succeed?
How have recent excavations
changed our view of Vikings?
What can we learn about Viking
settlements from a study of place
names?
Raiders or settlers?
Pupil initiated study
Timeline of inventions
Great inventors of the past and
how they have affected our
lives?
History of graffiti
James Dyson awards
Achievements of early
civilisations- in depth studyAncient Egypt
Contrasting non-European
society with British history- Benin
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Geography
Reception
Autumn
Spring
Summer
Families
Our environment
Beebot
Christmas celebrations
Antarctica
Northern Lights
Chinese New Year
Shadows
Beebot
Maps
Transport now and then
Share our holiday experiences
Research space on internet
Beebot
Year 1
Use basic geographical vocab to refer
to and describe key physical and
human features of locations
Investigate countries and capitals of the
UK
Explore weather and climate in the UK
Identify where food is sourced- use
world maps
Use world maps, atlases and globes
Use aerial photographs
Use simple compass directions
Year 2
Name, locate and identify
characteristics of the four countries and
capital cities of the UK and its
surrounding seas.
Use geographical vocab to refer to key
human features including city, town,
village, factory, farm, house, office,
port, harbour and shop.
Use simple compass directions and
locational and directional language to
describe features and routes on a map.
Use aerial photographs
Use basic geographical vocab to refer
key physical features including beach,
cliff, coast, forest, hill, mountain, sea,
ocean, river, soil, valley, vegetation,
season and weather.
Understanding of the World
People and communities
They know about similarities and
differences between themselves and
others, and among families,
communities and traditions.
The World
Children know about similarities and
differences in relation to places,
objects, materials and living things.
They talk about the features of their
immediate environment and how
environments might vary from one
another.
© Michael Tidd, 2013
The world’s continents and oceans.
Compare and contrast UK to a nonEuropean country
Weather and climate in the UK and
around the world
Use world maps, atlases and globes
Use simple aerial photographs
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Geography in Key Stage 2
Most classes have at least one main Geography
Focus e.g.:
Y3
Y4
Y5
Y6
Local area study
Settlements
Rivers
Natural disasters
Other areas are woven through the rest of the
curriculum so that children may be studying a
History unit on Romans ( Y4)but are also using map
skills to identify where the Romans
originated from and which countries they
settled in and how the land was used etc:
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How does all this fit into
the New Secondary
School Curriculum?
Do we work closely with
High School partners?
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YES!
© Michael Tidd, 2013
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How will the new curriculum be
assessed?
Levels are out as a national comparative
measure but not for current Y2 and Y6 and
we need to have them ‘in the background’
for a little while yet.
After summer 2015 the government will be
introducing a new national comparative
measure for attainment and progress
( as yet this has not been specified).
© Michael Tidd, 2013
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How will teachers assess my
child in the other year groups
and after 2015, for all?
Teachers will continue to use their
professional expertise to judge
whether a child has grasped a taught
concept fully, partially or not at all.
The difference is that this knowledge
won’t be made to ‘best fit’ a level.
( it will in the background for this year to
ensure accurate progress benchmarks).
© Michael Tidd, 2013
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We have introduced a new system called
Classroom Monitor, which we hope to be able
to share with you in more detail by February
half term.
This plots exactly which taught concepts your
child has achieved and we hope will provide
much more meaningful information for you
in the long run.
BUT: Like all schools, grappling with this new
system will take time, which is why we need
levels running alongside for much of this
year so there is no danger of losing track of
how well your child is progressing.
© Michael Tidd, 2013
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One tiny section of the Classroom Monitor system
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More Information on reading
progress too:
Progress in Reading Assessment
computerised tool ( PIRA)
We hope to make more use of this to
inform you about
your child’s termly progress in Reading .
There are cautions however but a
useful part of our wider reading
assessment nonetheless!
© Michael Tidd, 2013
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The Department for Education is currently in the process of reforming KS1
and 2 tests. Sample copies of the draft versions are available to look at.
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Thank you for listening!
Staff here this evening will be
able to answer any further
questions you may have .
Have a safe journey home.
© Michael Tidd, 2013
www.primarycurriculum.me.uk