Curriculum and Assessment Changes
Autumn 2014
Curriculum changes
• September 2014, New National Curriculum to be
implemented in primary schools. [ a slight phasing
over 2 years]
• The National Curriculum is statutory BUT it is not the
total offer.
• Need to be proactive to decide what is the SCHOOL
curriculum.
• Need to decide the curriculum that is right for our
pupils in our context.
Curriculum
Changes
‘
The sum total of all learning and experiences that
 influence development and progress.’
 The National Curriculum is only part of the Primary Curriculum
 The ‘Spaldwick Curriculum’ will be developed
to meet the needs of all our learners.
National
Curriculum
Curriculum Changes
Key themes linked to implementation of the new National
Curriculum
•
The combination of strong leadership and high quality teaching is critical to success.
•
Schools need to articulate and embed high expectations.
•
Schools should have the freedom to develop more innovative & effective approaches
to learning.
•
Government want to embed a sense of ambition and love of learning for its own sake.
•
Schools need to be ambitious for all children; regardless of background.
•
The curriculum should maintain both breadth and balance.
•
Each school should develop its own curriculum to achieve the above aspirations.
Curriculum Changes
•
Maintained schools must follow the statutory National Curriculum and teach the subjects
specified at the appropriate key stages.
•
There are detailed programmes to be followed in English, mathematics and science.
•
Specific content within subjects has changed as national expectations of attainment have
been raised.
•
The proposed English programmes of study will embody higher standards of literacy. Pupils will be expected
to develop a stronger command of the written and spoken word. Through the strengthening of the teaching of
phonics pupils will be helped to read fluently.
•
All schools must teach religious education at all key stages
•
In other subjects and key stages we are aiming to give teachers more space and flexibility to
design their lessons by focusing only on the essential knowledge to be taught in each subject.
•
The study of languages to be compulsory in Key Stage 2
•
Replace the current ICT curriculum with a new computing curriculum with a much greater emphasis on
computational thinking and practical programming skills
Curriculum Changes
 It is essential to distinguish between the statutory
National Curriculum and the whole school
curriculum. All schools must provide a curriculum
that is broadly based, balanced and meets the
needs of all pupils
At Spaldwick
• We have put together an academic year curriculum
•
•
•
•
overview for each class.
Within this curriculum overview we have planned for
the teaching and learning of both the national
curriculum and the Spaldwick curriculum.
The curriculum is planned using a range of
timeframes.
The school values are an important element of our
curriculum.
The curriculum will continue to be monitored and
reviewed as we move through the academic year.
Spaldwick Curriculum Examples
 National Curriculum Year curriculum summary
 Spaldwick Curriculum Outcomes, our starting list
 Our topic curriculum overview
 Autumn One Topic example
Changes to Attainment and
Assessment
• The current system of levels & level descriptors will be removed
and not replaced.
‘We agreed that levels have become too abstract, do not give
parents meaningful information about how their child is
performing, nor give pupils information about how to improve.’
(DFE)
• Schools will be responsible for developing their own
approaches to formative assessment.
• The DFE will provide examples of ‘good practice’.
Changes to Attainment and
Assessment
 Measurement of attainment, and progress, in LEVELS has disappeared,




EXCEPT for current Year 6 pupils.
Year 6 pupil attainment will be measured and reported in Levels [ eg
3a, 4b, 5c]
Measurement of attainment in LEVELS has disappeared, EXCEPT for
statutory assessment measurement to be provided on current year 2
pupils [ eg End of Key Stage One assessments, as Levels]
Attainment and progress for Foundation Stage Pupils will continue to
be made against the Foundation Stage Profile
Measurement of attainment, and progress in other year groups will be
reported using progress towards new national expectations at THREE
milestone stages
Changes to Attainment and
Assessment
• Milestone One, national expectation of achievement
at END of YEAR TWO
• Milestone Two, national expectation of achievement at
END of YEAR FOUR
• Milestone Three, national expectation of achievement
at END of YEAR SIX
• There are NO set measurements or nationally agreed
steps within the journey to the milestone
At Spaldwick
 We DO have a very rigorous and detailed attainment and
assessment system in place throughout the school.
 We have reviewed this system in relation to the attainment
milestones.
 We are developing detailed milestone progression steps to
support your child’s progress.
 At the moment we are developing a ‘five step’
journey to ensure the confident achievement of the
milestone content of skills, knowledge and
understanding.
At Spaldwick
 This is a time of NEW LANGUAGE.
 Moving away from Levels to Milestones.
 Moving away from ‘a,b c’ to
‘beginning, approaching,
working within, working at and secure’
 This is a time of development.