The New National Curriculum 2014

1. Parents Information Evening The New National Curriculum 2014 30/09/14 Bredhurst CEP School

2. Headline changes… • Higher standards • Narrower and deeper - essential knowledge • ‘Secondary ready’

3. How is the National Curriculum made up? Core subjects: English, Maths, Science, Computing, RE, PSHE Foundation Subjects: Art, Music, History, Geography, Design Technology, French, PE

4. New PrimaryAssessment Arrangements “Assessment without levels”

5. Assessment Teacher assessment and reporting to parents • National curriculum levels will be removed and not replaced.  • The new national curriculum programmes of study set out what pupils should be taught by the end of each key stage.  • Teachers will continue to track pupils’ progress and provide regular information to parents. 

6. Assessment… National Curriculum Tests • Statutory national curriculum tests at key stages 1 and 2 will continue.  • The new national curriculum tests will be more demanding • Reporting of national curriculum test results using a scaled score, and compare pupils against the national cohort

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9. Introduction to the new Mathematics Primary Curriculum

10. Aims Reason mathematically Problem solving and using and applying in context Fluency with conceptual understanding

11. National Curriculum Key messages • the curriculum is presented on a year-on-year basis • content has generally become more challenging • calculators only to be used for those who are “secure in written and mental arithmetic to allow them to explore more complex problems” • ICT tools should be used “to aid conceptual development”.

12. National curriculum Key messages There is greater emphasis on- • fluency with understanding • quick accurate recall • precision • problem solving • analysis • use of mathematical vocabulary to communicate, justify or prove • mental expectations are explicit • algebra is explicit in 6

13. Primary Mathematics: what has changed? • Fewer things in more depth • Firmer foundations with less acceleration • Earlier and more challenging requirements for multiplication tables • Formal algebra • Clear expectations around both mental and written calculations 00/00/2013 Your Name

14. Year 1 • count to 100 instead of 10 • count in multiples of 2,5 and 10 instead of just 2 • multiplication and division problems including using arrays • fractions including quarters • volume • draw hands on a clock face (to show time to the hour/half past) Year 2 • Use < and > signs • Higher mental mathematics expectations • count forward or backward (in steps of 2, 3, 5, 10) • use number facts (to 20) to derive and use facts up to 100 • use multiplication/division facts (x2/x5/x10), including recognising odd/even numbers • compare and sequence intervals of time • Commutative rule • Inverse operations used to check calculations • Greater range of fractions • Use standard measures and read a thermometer

15. Year 3 • 4,8,10 and 100 • calculate mentally with 3 digit numbers • 8 x table • tenths • add and subtract fractions with the same denominator • measure perimeters • read Roman numerals I to XII • identify perpendicular and parallel lines

16. Year 5 Year 4 count in multiples of 6,7,9 and 1000 and negative numbers write Roman numerals to 100 column addition and subtraction of numbers up to 4 digits tables to 12x12 count up and down in hundredths more emphasis on decimals to two places solve two-step problems in contexts (addition/subtraction) and harder multiplication problems read write and order numbers to 1000000 count in steps of powers of 10 of any number read Roman numerals to 1000 interpret negative numbers in context work with prime numbers and factors including prime factors use rounding to check answers to calculations recognise and use cube numbers and the notation compare and order fractions whose denominators are multiples of the same number add and subtract fractions with the same denominators and related fractions multiply proper fractions and mixed numbers by whole numbers estimate the area of irregular shapes Year 6 efficient written methods are expected multiply and divide simple fractions explicit mention of algebra identify common factors, common multiples and prime numbers name the parts of a circle construct pie charts use common factors to simplify fractions; use common multiples to express fractions in the same denomination use decimal notation to 3dp (including Measures)

17. English

18. English Content of the curriculum Spoken language Reading – word reading and comprehension Writing – transcription, handwriting, composition, vocabulary, grammar and punctuation.

19. Key changes • Spoken language – • Recite poems by heart • Debates and performing compositions • Word reading – • Specific word lists for year groups. • Dictation • Reading for pleasure – reading at home

20. Key Changes Cont… • Grammar – • Use of correct technical vocabulary • Handwriting – • Statutory requirement • Writing – composition • Focus on quality of writing instead of genres

21. Computing Digital Natives vs. = Digital Divide (Marc Prensky) Digital Immigrants • A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world

22. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. • Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

23. KS1 understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions create and debug simple programs use logical reasoning to predict the behaviour of simple programs use technology purposefully to create, organise, store, manipulate and retrieve digital content recognise common uses of information technology beyond school use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

24. KS2 • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts • use sequence, selection, and repetition in programs; work with variables and various forms of input and output • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs • understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration

25. KS2 Cont…. • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

26. What is E-Safety? • Safeguarding young people (and indeed adults!) in the digital world. • Learning to understand and use new technologies and information communication technology (ICT) in a positive way. • NOT about restricting children, but EDUCATING them about the risks as well as the benefits so they can feel confident and happy online. • Being educated to be able to support and help young people.

27. What do you use the internet for?

28. Video clips/ Movies/ Animation Music/ Podcasts Pictures/Photos Characters/ Avatars Stories/Poems/ Songs/Blogs Websites Games Apps What can you create online?

29. What are your favourite sites and services?

30. Connecting with others

31. Mobile Technology What can phones do?

32. Functions Text Chat Location Online Images

33. Support and Report Report suspected online grooming – this could sexual chat, a child being asked to do something that makes them feel uncomfortable or someone insisting on meeting up www.ceop.police.uk Peer to peer support network for young people who are being bullied www.cybermentors.org.uk

34. Simple steps to protection • I have asked my child to show me sites they use • I have asked my child to set the security settings on all the technologies they use • I have asked my child to only accept people they know and trust in the real world as online “Friends” • I have set safe settings on our computer/laptop and set adult content filters on my child’s smart phone • My child has agreed to tell me if they are worried about something online

35. PE • Purpose of study • A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect. • Aims • The national curriculum for physical education aims to ensure that all pupils: • develop competence to excel in a broad range of physical activities • are physically active for sustained periods of time • engage in competitive sports and activities • lead healthy, active lives

38. Lots of Information! Any Questions??