Curriculum Update Curriculum Update 16 th June 2015
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Curriculum UpdateCurriculum Update16th June 2015
WelcomeWelcomeThe aims of the session are:
•To inform you about the changes to the curriculum•Inform you about the testing/assessment the school undertakes•Answer parent questions
Curriculum ChangesCurriculum Changes
Year 2: EnglishYear 2: English
What’s new?Learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive.
Examples:
You shouldn’t be doing that.
The dog’s tail would not stop wagging.
The kittens’ mother shielded them protectively.
Old: Use question marks and use commas to separate items in a list.
Year 3: MathsYear 3: MathsOld: Read the time on a 12-hour digital clock and to the nearest five minutes on an analogue clock; calculate time intervals and find start or end times for a given time interval
Year 4: Maths Year 4: Maths
What’s new?Finding the area and perimeter of compound shapes
Old: Draw rectangles and measure and calculate their perimeters, find the area of rectilinear shapes drawn on a square grid by counting squares.
Year 4: MathsYear 4: MathsWhat’s new?
Read roman numerals to 100
XXIX = XLIII = XCVIII =
V x VI = LV ÷ V =
Year 4: MathsYear 4: MathsWhat’s new?
Read roman numerals to 100
XXIX =29 XLIII = 43XCVIII = 98
V x VI = XXX = 30 LV ÷ V = XI = 11
Year 4: MathsYear 4: Maths
What’s new?Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as units, tenths and hundredths.
14.5 ÷ 10 = ? x 100 = 120
Old: Multiply or divide numbers to 1000 by 10 and then 100 (whole number answers), understanding the effect; relate to scaling up or down.
Place Value ChartPlace Value Chart
Year 4: English Year 4: English (Grammar)(Grammar)
Less focus on genre; more of an emphasis on ‘quality’ writing.
What’s new?Using conjunctions, adverbs and prepositions to express time and cause.
Using fronted adverbials.
Example: Like a venomous adder, Lady Macbeth hissed viciously at her husband, forcing him pull himself together.
Year 5: MathsYear 5: MathsWhat’s new?
•Use decimal notation for tenths, hundredths and thousandths, partition and order numbers with up to three decimal places, and position them on the number line.
•Calculate with, measure, and convert imperial units (to metric ones)
•Use standard multiplication & division methods for up to 4 digits.
•Recognise and use square numbers and cube numbers, and the notation for squared and cubed
Year 6: Maths Year 6: Maths What’s new?•Divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context.
•Use their knowledge of the order of operations to carry out calculations involving the four operations.
Year 6: MathsYear 6: Maths• Add and subtract fractions with different
denominators and mixed numbers, using the concept of equivalent fractions.
• Multiply simple pairs of proper fractions, writing the answer in its simplest form.
• Divide proper fractions by whole numbers (e.g. 1/3 ÷ 2 = 1/6)
• Associate a fraction with division and calculate decimal. Know a range of fraction equivalents (e.g. 0.375) for a simple fraction (eg. 3/8)
• Calculate, estimate and compare volume of cubes and
cuboids using standard units.
Year 5: Year 5: Grammar/WritingGrammar/Writing
What’s new?
•Terminology: modal verb, parenthesis, relative pronoun, cohesion, ambiguity
•Brackets, dashes and commas
•Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
•Use of the passive voice
Year 6: Year 6: Grammar/WritingGrammar/Writing
What’s new?•Punctuation marks such as semicolons, colons and dashes (differentiate from hyphens)•Use of subjunctive forms
Reading Reading New to year 5/6• Learn a wider range of poetry by
heart• Prepare poems and plays to read
aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.
Curriculum Curriculum Changes:Changes:School Reports
Vocabulary
Emerging ....... Expected ....... Exceeding
Curriculum ChangesCurriculum Changes
The New Rolling Programme for non-core
subjects
Statutory Statutory AssessmentAssessment
EYFS Baseline EYFS Baseline Assessment Assessment
EYFS Baseline EYFS Baseline Assessment Assessment
The assessment was developed by speech and language therapists and specialist teachers. It can be used on a laptop, tablet or desktop computer. The adult and child sit together and listen to a series of recorded prompts. The child simply points to the picture that matches what he or she hears. The adult controls the mouse, clicking on the picture the child has pointed to.
The assessment has been designed with young children in mind. It is delivered in three short blocks of about 10 minutes each. These can be delivered in separate sessions or in one longer session, depending on the pupil.
A motivational animation is used to engage children and provide visual rewards and ‘brain breaks’ throughout. Each child always achieves the same visual rewards regardless of performance.
Online reports and analysis with standardised results both for individual pupils and the whole class are available immediately to the school. The information is also provided in an optional parent-friendly format.
Year 1 Phonics Year 1 Phonics ScreeningScreening
Using your knowledge of phonics, can you read the word below?
Clue: it is a familiar animal name.
Answer = Answer =
????????
•Write down the letters that are making the ‘f’ sound in the word rough.
• Next, the ‘i’ sound from the word women.
• Then, the letters that make ‘sh’ in station
• rough• women• station
They all make: ghoti!
• Children are expected to know one, two and three letter phonemes (sounds) and their alternatives to be able to read the words set out in the test.
• The words they will be expected to read will be a mix of real and pseudo (unreal) words.
Are you Are you smartersmarter than the than the Year One reading test?Year One reading test?
Write down all the ways of making ‘s’, ‘j’, ‘z’, ‘k’
sounds.
Are you Are you smartersmarter than the than the Year One reading test?Year One reading test?
Write down the number of phonemes in the following words...• caterpillar •church •quoid •thake
How did you do?How did you do?• S ce, c, se, ss• J g, ge, dge• Z x, se, ze, zz• K qu, c, ch, ck
• 1. c a t er p i ll ar (8) • 2. ch ur ch (3) • 3. qu oi d (3) • 4. th a k e (3)
Mandatory Tests:Mandatory Tests:MathsMaths
• Arithmetic paper testing ‘fluency’
• Arithmetic paper testing reasoning and application
Mandatory Tests Mandatory Tests (Maths)(Maths)
Key stage 1 Maths test (At the end of Year 2)
• Paper 1: (approx 15 mins) Majority of the questions are aimed at recall answers with a few where calculations are needed to find the answers. Based on areas of the curriculum e.g. number, fractions, calculations
• Paper 2: (approx 35 mins) Questions give pupils opportunity to apply their knowledge to solve problems. The test will contain a mixture of contextualised/ context-free questions, and real life and abstract problems.
Paper 1Paper 1
Paper 2Paper 2
Mandatory tests: KS2 Mandatory tests: KS2 (Maths)(Maths)
• Paper 1: (30 mins) Context free. Number, calculation and fractions (including decimals and percentages) Children expected to use formal calculation methods e.g. long multiplication and long division. There will be clear guidance in the test booklet and the administration guide to indicate when a formal method is required.
• Paper 2 and Paper 3 (40 mins) Questions give pupils opportunity to apply their knowledge to solve problems. The test will contain a mixture of contextualised/ context-free questions, and real life and abstract problems.
• No difference in the difficulty of each paper
Paper 1Paper 1
Paper Paper 2/32/3
Mandatory Tests Mandatory Tests (English)(English)
Using noun phrases KS1
Mandatory Tests Mandatory Tests (English)(English)Identifying and using modal verbs.
KS2
Year 4: Assessment for Year 4: Assessment for Learning Learning
• Continuous – Use of white boards– Questioning – Small group work
• Oral/ written feedback• Testing
Science curriculum Science curriculum changes at a glancechanges at a glance
• Renaming• ‘working scientifically’ has been renamed
‘scientific enquiry’ (which explicitly states that children should use simple equipment and perform simple tests. This makes the science more hands-on for the children and enables them to fully experience science for themselves rather than by just videos and demonstrations.)
• ‘life processes and living things’ has been split out into ‘animals, including humans’ (NEW), ‘plants’, and ‘living things and their habitats’.
• ‘materials and their properties’ has been split out into ‘states of matter’ and ‘properties and changes of materials’ (NEW).
• ‘physical processes’ has been split out into ‘electricity’, ‘forces and magnets’, ‘forces’, ‘light’, ‘sound’, and ‘earth and space’.
Introduction of New Introduction of New TopicsTopics
• ‘Rocks’
• ‘Evolution and inheritance’
New learning objectives, New learning objectives, regarding...regarding...
• the digestive system in humans along with nutrition and nutrients in animals and humans.
• the way light travels and the pattern of shadows.
• the pitch and volume of sound.
• the movement of the earth, moon and other planets in our solar system.
Movements between Key Movements between Key StagesStages
• Former KS1 ‘materials and their properties’ KS2
• Former KS1 ‘physical processes’ KS2
• Former KS2 ‘adaptation’ (animals and plants) KS1
• Former KS2 ‘nutrition’(food, growth, diet) KS1
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