Primary Curriculum 2014 Statutory from September 2014 in Years 1, 3, 4 & 5. Years 2 & 6 from September 2015 (as they are currently in last year of a key.

Primary Curriculum 2014

• Statutory from September 2014 in Years 1, 3, 4 & 5.• Years 2 & 6 from September 2015 (as they

are currently in last year of a key stage)• Sets out ‘what’ should be taught, not ‘how’.• Enables schools to plan a curriculum that

suits the needs of their children

St Alban’s New Curriculum

• Implementation began across the school from September 2014

• New cycle of topics for all year groups• Keeping what works • Making adjustments to take into account new

expectations• Flexibility to change and adapt as necessary

Same but different!?

• Core subjects - English, Maths & Science Sets out in some detail what must be taught in each of

these subjects• Foundation subjects: Art, Computing, Design & Technology, Foreign Languages

(age 7+ only), Geography, History, Music, and Physical Education.

Details are significantly briefer: much more flexibility regarding what is covered in these subjects

2B or not 2B!!

• Levels 1-6 have been removed.• Key performance indicators (KPIs) have been identified from

the programmes of study that if mastered, demonstrate a child’s grasp of understanding of that facet of the national curriculum - an average for each year group.

• Focus is on being challenged in more depth, through investigative work in order to embed skills and knowledge rather than moving on to objectives of the next year group.

Testing!

• Statutory testing against new curriculum programmes of study will begin in 2015 for Years 2 & 6

• Reading, Spelling Punctuation and Grammar and Mathematics

• From 2016 the tests will be reported as a scaled score, with a score of 100 representing the expected level for each age group.

Language and Literacy

• AimThe overarching aim for English in the national

curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.

Spoken LanguageReadingWritingVocabulary development, Spelling, Punctuation and Grammar

Component Parts

Spoken Language

• Statutory requirements which underpin all aspects of spoken language across the six years of primary education form part of the national curriculum

• Embedded through the Domains of Reading and Writing• Contextualised for year groups e.g.

‘ Listen and respond appropriately to adults and their peers’Year 1 – participate in discussion about what is read to them,

taking turns and listening to what others sayYear 5/6 - participate in discussions about books that are

read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously

Reading – for pleasure

Word-Reading•Speedy working out of the pronunciation of unfamiliar printed words (decoding)•Speedy recognition of familiar printed words. •Underpinning both is the understanding that the letters on the page represent the sounds in spoken words.

Phonics as the prime approach to early reading

Reading – for pleasure

Comprehension – Listening & Reading• Draws from linguistic knowledge (in particular of

vocabulary and grammar) • Draws on knowledge of the world• Develops through pupils’ experience of high-quality

discussion • From reading and discussing a range of stories, poems

and non-fiction.

Writing – Purpose and AudienceTranscription - Spelling , Grammar, Punctuation, Handwriting

• Requires spelling quickly and accurately through knowing the relationship between sounds and letters (phonics)

• Understanding the morphology (word structure) • Understanding orthography (spelling structure) of words.

Composition - Articulating ideas and structuring in speech and writing

• Forming, articulating and communicating ideas• Organising them coherently for a reader• Clarity, awareness of the audience• Purpose and context• Increasingly wide knowledge of vocabulary and

grammar • Fluent, legible and, eventually, speedy handwriting

Writing – Purpose and Audience

What is it that you are trying to achieve in this piece?

Who are you writing for and can we make any assumptions about

what they know?

What are the conventions of the writing style? How should it be written?

English – The Key ChangesEnglish – The Key ChangesOnly phonic reading strategies required, expected to be secure by Yr3No specific mention of group work or drama References to ICT removedLearning of poetry (including reciting poetry, classic & modern) Specific spellings, e.g. days of the week, commonly misspelt wordsDetailed spelling and grammar rules Joined writing expected in Year 2Proof-reading of own writingPrécising and dictation

English – The Key ChangesEnglish – The Key ChangesOnly phonic reading strategies required, expected to be secure by Yr3No specific mention of group work or drama References to ICT removedLearning of poetry (including reciting poetry, classic & modern) Specific spellings, e.g. days of the week, commonly misspelt wordsDetailed spelling and grammar rules Joined writing expected in Year 2Proof-reading of own writingPrécising and dictation

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Support

V.SPAG!Vocabulary, Spelling, Punctuation and Grammar

• How to understand the relationships between words • How to understand nuances in meaning• How to develop their understanding of, and ability to use,

figurative language. • How to work out and clarify the meanings of unknown words

and words with more than one meaning• Control their speaking and writing consciously and to use

Standard English’• Vocabulary needed to discuss reading, writing and spoken

language• Correct grammatical terms in English

Parenthesis - word or phrase inserted as an

explanation or afterthought into a

passage which is grammatically complete

without it, in writing usually marked off by brackets, dashes, or

commas.

A word or phrase that normally comes after the verb may be moved before the verb: when this happens, we say it has been ‘fronted’. For example, a fronted adverbial is an adverbial which has been moved before the verb.When writing fronted phrases, we often follow them with a comma.