THE NEW
NATIONAL
CURRICULUM
National Curriculum
•Core subjects:
–English, Maths, Science
–Set out year-by-year, or in two-year cycles
•Foundation subjects:
–Art, Computing, Design & Technology,
Geography, History, Music, PE and Foreign
Languages
–Often taught in cross-curricular themes, or
blocks across the year
The Carlton Central
Curriculum
Made up of the National Curriculum and…
•Religious Education
•Personal, Social & Health Education
•Citizenship & ‘British Values’
•Carlton Central Values
•School trips & residential visits
•Sportsmanship
•Performing and Singing
National Curriculum
Changes
Significant changes overall:
•Higher expectations in core subjects
•More focus on traditional ‘knowledge’
•Much more vocabulary
•Clear year-by-year goals
Changes to English
Reading
• A focus on positive attitudes and reading for
pleasure
• Reading is treated as two interlinked elements
– word reading and comprehension
• Read a broad range of authors and text types
• Reciting poetry by heart
• A greater emphasis of word meaning and
language development
Changes to English
Writing
The writing process is broken down into a number
of steps:
Planning
Drafting and Writing
Evaluating and Editing
Proof-Reading
Reading Aloud and Sharing
This process of planning-writing-improvingsharing helps children to make sure they shape
their words to match their intended purpose and
audience.
Changes to English
There is more grammatical terminology, e.g.
By Year 2
noun
adjective
verb
adverb
tense
apostrophe
By Year 4
preposition
conjunction
clause
determiner
adverbial
pronoun
By Year 6
modal verb
relative clause
subject & object
active & passive
synonym & antonym
past progressive tense
Spelling Expectation
Year Group
Example Spellings
Year 1
miss, bank, rabbit, have, kitchen, made
Year 2
badge, change, flies, happiest, enjoyment
Year 4
forgotten, preferred, mystery, trouble,
immature, anti-clockwise, treasure, poisonous
Year 6
ambitious, official, innocent, changeable,
deceive, solemn, stationery / stationary
(including knowing difference)
Spoken Language
There is a focus on vocabulary development
and the importance of spoken language not
just in English, but also across the wider
curriculum. Spoken language is presented
not just as an aspect of one subject, but it
is also the medium through which children
explore ideas and ultimately learn.
Changes to Maths
• Focus on traditional written methods
• Much higher challenge on fractions
• Emphasis on learning number facts
• Larger numbers are encountered earlier
• Tables to 12x12 by the end of Year 4
• Focus on problem solving
• Roman numerals have been introduced in the
Year 3 curriculum
• No probability
• No use of calculators until the end of KS2
Changes to Maths
There is a higher expectation overall.
By Year 2
By Year 4
Number bonds to 20 Know all tables to
12x12
2x, 5x and 10x
tables
Know metric
conversions
Count in 2s, 3s and
5s
Count in 6s, 7s and
9s
Write numbers to
100 in words and
Count backwards,
digits
including negatives
By Year 6
Know prime numbers
to 20
Name parts of a
circle
Recognise equivalent
fractions, decimals
and percentages
Written Methods
Written Methods
Science
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Continued emphasis on working scientifically
Increased emphasis on terminology and
vocabulary
Includes history of Science and notable
Scientists
Evolution in Y6
Human life cycle now included
Computing
Main Changes
•Used to be ICT
•Bigger focus on e-Safety
•More emphasis on programming
History
Pupils should be taught:
• to know and understand the history of
Britain as a coherent narrative from
the earliest times to the present day.
• to know and understand significant
aspects of the history of the wider
world.
• to understand historical concepts.
• to understand the methods of
historical enquiry.
History
Year 3/4
Year 5/6
• The Stone Age to the
Iron Age
• Ancient Egypt
• Anglo-Saxons & Vikings
• Mayan Civilization
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Ancient Greece
Roman Britain
The Victorians
A local study - Impact
of WWII
Geography
• A greater focus on the UK
• Locational knowledge: the world’s countries
• Locational and place knowledge of Europe
[including Russia] and the Americas
• Position and significance of latitude, longitude,
Equator
• Key aspects of physical and human geography
[includes settlement, rivers, the water cycle]
• Compass directions, use of OS map
conventions.
• Greater emphasis on fieldwork
PE
Pupils should be taught to:
•
use running, jumping, throwing and catching in isolation and
in combination
•
play competitive games
•
develop flexibility, strength, technique, control and balance
•
perform dances using a range of movement patterns
•
take part in outdoor and adventurous activity challenges
both individually and within a team
•
swim competently, confidently and proficiently over a
distance of at least 25 metres
•
use a range of strokes effectively
•
perform safe self-rescue in different water-based
situations
MFL
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French (Upper School) Spanish (Lower
School)
Now statutory in KS2
Focuses on four skills; Speaking, Listening,
Reading and Writing.
By Year 6 children should be able to: greet
and respond to name; describe family, pets,
hobbies and school life; know different
colours, days of week and months of year,
names of food; describe the weather and
count up to 100.
Art
Pupils should be taught:
• to create sketch books to record their
observations and use them to review and
revisit ideas
• to improve their mastery of art and design
techniques, including drawing, painting and
sculpture with a range of materials [for
example, pencil, charcoal, paint, clay]
• about great artists, architects and designers
in history
DT
Designing and Making
Children will continue to:
• design and make products using a range of materials,
including textiles, construction materials and food
• create mechanical products and electrical products
• investigate and analyse existing products, as well as
evaluating their own ideas and products
Cooking and Nutrition
Children should have opportunities to learn how to prepare and
cook dishes whilst also learning about nutrition and healthy
eating.
RE
• The RE curriculum is split into 3 different strands:
• Pupils will delve into a variety of religions, discover the
underlying principles and learn how apply these principles
to their own lives.
• It is important that our pupils learn both tolerance and
respect of different cultures and religions. This can only
be achieved through a clear understanding of the beliefs
of those around them.
• Pupils will focus on both eastern and western religions
throughout Key Stage 2. They will receive an overview of
Christianity, Islam, Hinduism and Buddhism.
Citizenship and British Values
The DfE have recently reinforced the need “to create
and enforce a clear and rigorous expectation on all
schools to promote the fundamental British values of
democracy, the rule of law, individual liberty and
mutual respect and tolerance of those with different
faiths and beliefs.”
The Government set out its definition of British values
in the 2011 Prevent Strategy, and these values have
been reiterated in 2014.
PSHE
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PSHE is a non-statutory subject.
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Schools can concentrate on the needs of
their pupils.
Music
Pupils should be taught to:
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play and perform in solo and ensemble contexts, using
their voices and playing musical instruments with
increasing accuracy, fluency, control and expression
improvise and compose music for a range of purposes
using the inter-related dimensions of music
listen with attention to detail, recall sounds with
increasing aural memory and give their opinion
use and understand staff and other musical notations
appreciate and understand a wide range of high-quality
live and recorded music drawn from different
traditions and from great composers and musicians
develop an understanding of the history of music