Scarcroft Primary School

Curriculum Evening - January 2016

Changes in the English and Maths Curriculum

AgendaAn overview of changes to

teacher assessment and target setting

An overview of changes in the content of the English and Maths curriculum

A brief introduction to changes in the end of Key Stage assessments

Question and Answers

Changes to Assessment

Principles for assessment Assessment outcomes provide meaningful

and understandable information for:pupils in developing their learning, particularly

through the use of targets and marking feedback

parents in supporting children with their learning, ensuring parents are aware of the next steps for their child

teachers in planning teaching and learning. It allows teachers to tailor their teaching to meet the needs of all children, ensuring they reach their potential

school leaders and governors in planning and allocating resources

Assessment without Levels‘Reforming assessment and accountability for primary schools’ stated ‘schools should have the freedom to decide how to teach their curriculum and how to track the progress that pupils make’ (DfE, 2014:p4)

Approaches to AssessmentAt Scarcroft we have based our assessment approach on research carried out by the National Association of Head Teachers (NAHT).

This uses a set of assessment criteria or Key Performance Indicators (KPIs) which are derived from the National Curriculum.

Target Sheets

When a child is exceeding… To assess a pupil as exceeding they must

have achieved all of the criteria within their year group.

Step 7 may be used to describe children who demonstrate a deeper understanding within their current year group criteria

For example this may includeApplying the knowledge and skills learned within the

context of more extended problem solving and more challenging and unfamiliar contexts.

Extended project work with children conducting their own research and following their own lines of enquiry.

Producing projects for different audiences

Changes to the English Curriculum

MAIN CHANGES• Higher expectation across all year

groups e.g. possessive apostrophe taught in Y2

• Greater focus on grammar and punctuation

• Expectation that children will know the grammar terms and be able to recognise them and use them

• Greater focus on the technical aspects of writing e.g. sentence construction

• Greater focus on handwriting legibility, speed and fluency – limiting factor

• Greater focus on spelling – limiting factor

SPELLING

• Greater focus on spellings (Y1 objective is to be able to spell words that use all 40+ graphemes already taught by the end of the year)

• Y3/4 and Y5/6 have specific word lists that they need to be able to spell by the end of the year – not sure if these will be the main focus for KS2 SATs. Words need to also feature in pieces of writing to demonstrate understanding.

• Spelling will be a limiting factor for assessment

SPELLING AS A LIMITING FACTOR

• KEY STAGE ONE – END OF YEAR EXPECTATIONSTo be at the expected level (meeting) at the end of KS1 children need to be:• spelling many common exception words• spelling some words with contracted forms• adding suffixes to spell some words

correctly in their writing e.g. – ment, -ness, -ful, -less, -ly

SPELLING AS A LIMITING FACTOR

• KEY STAGE TWO – END OF YEAR EXPECTATIONSTo be at the expected level (meeting) at the end of KS2 children need to be:• Spelling most words correctly – including

Year 5 & 6 word list and programme of study within the new curriculum (this presumes that they are already spelling Year 3 &4 content correctly

• This objective applies to ALL pupils. Without it pupil CAN NOT be classed as working at the expected level.

HANDWRITING

• Handwriting will be a limiting factor for assessment

• End of KS1 to be working at the EXPECTED LEVEL• Use the diagonal and horizontal

strokes needed to join letters in some of their writing

• Writing capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters

• Using spacing between words that reflects the size of the letters

HANDWRITING• Handwriting will be a limiting factor for

assessment• End of KS2 to be working at the

EXPECTED LEVEL pupils must be able to:• Maintain legibility, fluency and speed

in handwriting through choosing whether or not to join specific letters.

• Unlike spelling, can make expected level without handwriting objective

• However, CAN NOT be exceeding without handwriting objective

• Can be disapplied for only certain pupils

Changes to the Maths Curriculum

MathematicsThe national curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of

mathematics, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

reason mathematically by following a line of enquiry, finding relationships and making generalisations, and developing an argument, justification or proof using mathematical language

can solve problems by applying their mathematics to a variety of routine and non-routine problems.

Main ChangesNEW STRUCTURENumber – including Number and Place Value,

Addition and Subtraction, Multiplication and Division and Fractions (including Decimals (Year 4, 5 & 6) and Percentages (Year 5 & 6)

MeasurementRatio and Proportion (Year 6 only)Algebra (Year 6 only – all new content)Geometry – including Position and DirectionStatistics

Main ChangesInformation and communication technology (ICT) Calculators should not be used as a

substitute for good written and mental arithmetic. They should therefore only be introduced near the end of key stage 2 to support pupils’ conceptual understanding and exploration of more complex number problems, if written and mental arithmetic are secure. In both primary and secondary schools, teachers should use their judgement about when ICT tools should be used.

Main ChangesOne of the biggest things that

has emerged from the New Curriculum is that by the time the children are at the end of Year 3 they must be able to use a formal written method for all operations and the differentiated outcomes throughout the years will be the size of the numbers the children are using.

Raised ExpectationsOne of the main changes is the

raised expectations in terms of taught aspects.

Examples: NumberIn Year 1 children must now be

able to count, read and write numbers to 100.

In Year 6 children must be familiar with numbers up to 10 million.

Raised ExpectationsExamples: MultiplicationChildren in Year 1 must be able to

complete problems involving multiplication and division using practical equipment.

In Year 3, they should know their 8 times table and solve problems involving integer scaling and correspondence problems.

Raised ExpectationsExamples: FractionsIn Year 2 children must now find 1/3 of a

shape and recognise equivalents of half.In Year 3 they must recognise and

understand tenths and add and subtract fractions.

In Year 4 they must recognise decimal equivalents.

In Year 6 they must multiply and divide proper factions.

Changes to the end of key stage tests

KEY STAGE ONE• More formal• New tests• Results still inform teacher judgement• 2 tests in maths for all pupils

• 1 arithmetic paper (expected to take 20 minutes, but not strictly timed)

• 1 reasoning paper (expected to take 35 minutes, but not strictly timed)

• NOT allowed to use number apparatus – this was previously allowed for the level 2 paper

KEY STAGE ONE

• No writing task – based on writing throughout the year

• 2 Reading papers• New grammar test

• Made up of 2 papers (1 spelling and 1 questions)

• In questions paper will be asked to add the missing punctuation, identify the verbs etc. in the sentence, identify the statement etc.

KEY STAGE ONE

KEY STAGE ONE

KEY STAGE ONE

KEY STAGE ONE

KEY STAGE ONE

KEY STAGE TWO• Writing will remain teacher assessed

based on the Interim Performance Indicators

• Spelling and Grammar paper (SpaG) will remain – content will be based on the new curriculum

• Reading paper will remain • Maths – mental arithmetic replaced

with arithmetic paper (30 minutes to answer 36 questions that get progressively harder)

• 2 further reasoning papers• NO LEVEL 6 PAPER

KEY STAGE TWO - GRAMMAR

KEY STAGE TWO - GRAMMAR

KEY STAGE TWO - GRAMMAR

KEY STAGE TWO - GRAMMAR

KEY STAGE TWO - GRAMMAR

KEY STAGE TWO - GRAMMAR

KEY STAGE TWO - MATHS

KEY STAGE TWO - MATHS

KEY STAGE TWO - MATHS

KEY STAGE TWO - MATHS

KEY STAGE TWO - MATHS

KEY STAGE TWO - MATHS