Brookburn Community Primary
School
Meet the Teacher event
September 9th 2014
Big picture and context of change
Key changes :• The National Curriculum in England 2014
• Primary assessment and accountability under the new
national curriculum
• New SEN Code of Practice 2014
• The framework for school inspection –revised Sept2014
• New Reception Baseline assessment from Sept 2015
• New KS1 and 2 SATs – from 2016
Why?
• Current National curriculum was deemed not fit for purpose.
• Need to raise standards, particularly as the UK is slipping
down international student assessment league tables- our
young people are unable to compete on a global stage.
• Need a curriculum equip our children with the skills,
knowledge and attitudes to thrive/survive and be able to deal
with the demands of a 21st century workplace?
• Current assessment system of ‘levelling’ children is not fit for
purpose and has been detrimental in labelling children rather
than assessing their true ability.
Expectations of the New Curriculum
• To ensure that the new national curriculum embodies rigour and
high standards and creates coherence in what is taught in schools.
• To ensure that all children are taught the essential knowledge in
the key subject disciplines.
• Beyond that core, to allow teachers greater freedom to use their
professionalism and expertise to help all children realise their
potential.
• SO – What does it look like?
Subject
What’s new
English
Stronger emphasis on vocabulary development, grammar, punctuation and spelling (for
example, the use of commas and apostrophes will be taught in KS1)
Handwriting – not currently assessed under the national curriculum – is expected to be fluent,
legible and speedy
Spoken English has a greater emphasis, with children to be taught debating and presenting skills.
Maths
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 KS1, 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 12x12 (currently 10x10 by
the end of primary school)
Calculators will not be introduced until near the end of KS2, to encourage mental arithmetic
Science
Strong focus on scientific knowledge and language, rather than understanding the nature and
methods of science in abstract terms
Evolution will be taught in primary schools for the first time
Non-core subjects like caring for animals will be replaced by topics like the human circulatory
system
ICT
Computing replaces Information and Communication Technology (ICT), with a greater focus on
programming rather than on operating programs
From age five, children will learn to write and test simple programs, and to organise, store and
retrieve data
From seven, they will be taught to understand computer networks, including the internet
Internet safety – currently only taught from 11-16 – will be taught in primary schools
Design & technology
Afforded greater importance under the new curriculum, setting children on the path to becoming
the designers and engineers of the future
More sophisticated use of design equipment such as electronics and robotics
In KS2, children will learn about how key events and individuals in design and technology have
shaped the world
Modern Foreign Languages
Currently not statutory, a modern foreign language or ancient language (Latin or Greek) will be
mandatory in KS2
Children will be expected to master basic grammar and accurate pronunciation and to converse,
present, read and write in the language
End of Key Stage tests
The Department for Education is currently in the process of reforming KS2 tests, but details have
not yet been published.
Primary Curriculum 2014
Summary of changes in core
and other foundation subjects
www.primarycurriculum.me.uk
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Support
Other Support Available
 www.primarycurriculum.me.uk
Contains:
 Objectives from Programmes of Study
organised by year group
 Detailed breakdown of changes for core
subjects (based on primary framework)
 Page-per-year-group documents containing
brief detail
 Support for other subjects (RE, PSHE, Citizenship)
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Brookburn’s approach to the new National Curriculum
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It will form only ‘part’ of our whole curriculum.
It will fit our unique context.
We will audit what we do currently.
Analyse what we do well and what we don’t do enough of.
Look for gaps and opportunities.
Ask our parents, pupils, staff and governors for their
ideas.
Build a bespoke curriculum that will equip Brookburn
pupils with the skills, knowledge, attitudes and qualities
they need for a happy, successful future.
BROOKBURN ALUMNI
What do we want for our children when they leave Brookburn? What
skills, knowledge, attitudes, qualities etc do we want them to have so
they will have success and happiness?
What experiences do we want them to have had to equip them with
confidence to face the challenges ahead in their lives?
Knowledge &
skills
Experiences
What do we do well?
Attitudes & qualities
What don’t we do/do
enough of?
Knowledge & skills
Attitudes & qualities
Numeracy,
literacy, oracy,be a fluent reader, writer and mathematician
Problem solving, research skills, note- making ,presentation skills(rulers,scissor skills
Computing, coding, debugging
Technical,
Creative – basic art skills(process, not just product), drawing, sewing, cooking
Sports –athletic, gymnastic, dance, games
Life skills- common sense, to be practical, personal safety, risk taking, money savvy,
communicating, socialising, friendship issues, turn taking, team working, co
operating, collaborating, adaptability, speaking and listening, street-wise
Knowledge of the world around them
NC knowledge, current affairs, Local area/geography, local knowledge, history
Positive,sharing and caring,sociable,resourceful,
passionate, resilient, hard working,determined,take pride
in work, inclusive, tolerant,
Considerate, respect for all people, property &
environment, able to cope with failure, emotionally
strong,willing to and wanting to learn, find out more,
open minded, polite,well mannered, honest, charitable,
self confidence,independent, accountable, open/growth
mindset, taking time/appreciation,imaginative,curiosity,
aware of the world-not ego-centric, boundaries, ability to
deal with conflict, humble, empathetic, learn to deal with
disappointment ( perseverance), less sheltered, rigour-all
staff promote positive behaviour management, empathy
– all children, not just ‘a job’.
Experiences
Outdoor education, Ghyll Head & other trips,(Yr3/4 residential?)The Arts, theatre
trips, performing, organising, volunteering, working in the community, money
raising, using money,(children plan their own trips-costings etc) charity events,
opportunities to meet other people who are different to them, visitors, confident
and safe social media and internet use, school grounds and wildlife experiences,
global communications, visits to other places or countries, multi faith experiences,
sharing a book or story with another, designing and making something from
beginning to end, gardening, growing , cooking, sports and physical activities,
competitions-winning and losing, music, transition, enrichment days- deep learning,
be resourceful-make your own learning, more linked experiences, more practical
experiences,
Happy school
What do we do well?
Enrichment, creativity, school, language-enhanced from home, great
grounds,enhancement,cooking,team work,cross-curricular,use of
outdoors, great topics, use of creativity/imagination, display work,
transition, parental links, Ghyll Head,productions/assemblies, hard
working staff,encourage independence, PTA,community, assessment
Other
Good memories,
May need more parent support with
competitive sports or children not always
getting things right etc.
What don’t we do/do enough of?
Manners, being thoughtful, respect for
property,handwriting, specific art skills, DT, PHSCE –
our children not all street-wise, playtimes and use of
equipment, outdoor learning and effective use of our
grounds, time for children to ‘learn’ not to be rushedchildren to know clear strategies which help them
learn. Deeper understanding due to events being last
minute or rushed children sometimes lack deep
understanding
Learning
Challenges
Knowledge,
Skills and
Understanding
Reflection
Using
Science,
History &
Geography
as drivers
Pre
Learning
Tasks
Making
sure your
context is
taken into
account
Applying
Literacy,
Numeracy
and ICT
skills
Wow
Impact
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Year 3: How did that blossom become an apple?
Year 3: Science, Art and DT Knowledge, Skills and Understanding
Science - Plants
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Art
Can they record their observations in different ways? (labelled diagrams,
charts etc.)
Can they describe what they have found using scientific words?
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Can they identify and describe the functions of different parts of plants?
(roots, stem, leaves and flowers)
Can they identify what a plants needs for life and growth?
Can they describe the ways in which nutrients, water and oxygen are
transported within plants?
Can they explain how the needs and functions of plant parts vary from
plant to plant e.g. insect and wind pollinated plants?
Can they investigate the way in which water is transported within plants?
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Year 3 (Challenging)
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Can they explain their findings in different ways (display, presentation,
writing)?
Can they use their findings to draw a simple conclusion?
Can they record and present what they have found using scientific
language, drawings, labeled diagrams, bar charts and tables?
Can they classify a range of common plants according to many criteria
(environment found, size, climate required, etc.)?
Can they explore the role of flowers in the life cycle of flowering plants.
Including pollination, seed formation and seed dispersal?
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DT
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© Focus Education 2013
Can they predict with accuracy the colours that
they mix?
Do they know where each of the primary and
secondary colours sits on the colour wheel?
Can they create a background using a wash?
Can they use a range of brushes to create different
effects?
Can they use their sketch books to express feelings
about a subject and to describe likes and dislikes?
Can they make notes in their sketch book about
techniques used by artists?
Can they suggest improvements to their work by
keeping notes in their sketch books?
Can they explore work from other periods of time?
Are they beginning to understand the viewpoints of
others by looking at images, people and
understand how they are feeling and what the
artist is trying to express in their work?
Can they show that their design meets a range of
requirements?
Can they put together a step-by-step plan which
shows the order and also what equipment and
tools they need?
Can they describe their design using an accurately
labelled sketch and words?
How realistic is their plan?
Can they use equipment and tools accurately?
What did they change which made their design
even better?
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