Primary Curriculum 2014 Summary of changes in core and other foundation subjects

© Michael Tidd, 2013 www.primarycurriculum.me.uk

Primary Curriculum 2014

Summary of changes in core and other foundation subjects

www.primarycurriculum.me.uk

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EnglishThere are a couple of substantial changes of focus in the programmes of study which affect the two key stages in turn. Firstly, there is very clear and unequivocal expectation, particularly in KS1, that children will be taught to read using phonic approaches. The teaching order of some elements is set out quite clearly, and the focus of the reading strands is very much on decoding. This will not be that new to many schools, but certainly bears noting.Similarly, in KS2, the focus on grammatical language and structures is substantially more notable than the 1999 curriculum, with far higher expectations of metalanguage. We can reasonably expect a greater emphasis on SPAG testing from 2016 onwards. I suspect the teacher assessment of Writing may become incidental.Spelling patterns to be taught in each phase are clearly set out, and the expectations are high in this area.Key things for schools to consider:Does the current programme for teaching spelling fit the new requirements?How does staff subject knowledge support the teaching of new grammar specification?


English – KS1

Only phonic reading strategies required No specific mention of group work or drama

strategies References to ICT/typing removed Learning of poetry (including reciting

poetry) introduced Specific spellings, e.g. days of the week Joined writing expected in Year 2 Proof-reading of own writing

KS2 >

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English – KS2 Phonic decoding expected to be secure by

Y3 No specific mention of group work, drama

strategies or use of ICT Learning of classic & modern poetry

(including reciting poetry) introduced Specific spelling rules to be taught Précising and dictation Greatly increased expectations in grammar

and punctuation (detailed appendices)< KS1

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MathematicsAlthough much has been made of changes in maths, much of it is a rearrangement of content, with data largely slimmed down, and some objectives moved down through the year groups to fill that gap. Most schools will already be aware of the expectation that tables (to 12×12) are learned by the end of Year 4.Some of the most notable increases in expectations are in the area of fractions and decimals, with expectations by the end of KS1 including finding fractions of quantities, and those for the end of KS2 covering skills previously taught at Y7+ such as carrying out all 4 operations with fractions, and the ability to convert a fraction to a decimal. Some of this may require further mathematics development for staff, as may the introduction of formal algebra in Y6.Calculation policies will also come under scrutiny as the balance changes. Again, most schools are now aware that calculators will not be required for the main KS2 tests. However, some of the more significant changes are in terms of expectations for methods. There is a clear expectation that formal written methods (column addition/subtraction, short & long multiplication/division) will be taught during KS2, and again we should expect assessments to reflect that.Key things for schools to consider:Is there a need to review calculation policies to reflect the new curriculum?How well-equipped is the school for teaching the new expectations in fractions? (including teacher subject knowledge)


Mathematics – KS1 Rounding to nearest 10 removed from KS1 Y1: No data handling required Y1: Counting & writing numbers to 100 Y1: Write numbers words to 20 Y1: Number bonds to 20 Y2: Finding fractions of quantities Y2: Adding two-digit numbers Y2: Telling the time to nearest 5 minutes Y2: Make comparisons using < > = symbols Y2: Solve simple money problems using £/p

LKS2 > UKS2 >

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Mathematics – LKS2 No ratio required in LKS2 Written division moved to UKS2 No calculator skills included Carroll / Venn diagrams no longer required Y3: Formal written methods for + & — Y3: Compare, order & + & — easy fractions Y3: Vocabulary of angles & lines Y3: Time including 24h clock & Roman numerals Y4: Recognise equivalent fractions/decimals Y4: Solve fractions & decimals problems Y4: Perimeter/area of compound shapes Y4: Know multiplication tables to 12 x 12

< KS1 UKS2 >

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Mathematics – UKS2 No calculator skills included No probability included Data handling greatly reduced content Y5: Use decimals to 3dp, including problems Y5: Use standard multiplication & division methods Y5: Add/subtract fractions with same denominator Y5: Multiply fractions by whole numbers Y6: Long division Y6: Calculate decimal equivalent of fractions Y6: Use formula for area & volume of shapes Y6: Calculate area of triangles & parallelograms Y6: Introductory algebra & equation-solving

<KS1 < LKS2

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ScienceThe changes in Science are by far the least notable among the core subjects. Some new content is required, including the teaching of evolution in Year 6. Other than this, most content remains broadly similar, with minor changes of content between year groups and key stages. For more detail, see the core curriculum changes document at www.primarycurriculum.me.uk/support

http://michaelt1979.wordpress.com/2014/01/18/headline-changes-for-the-primary-curriculum/www.primarycurriculum.me.uk/support


Science – KS1 Some physics topics moved to KS2 only:• Light & Dark; Sound; Forces; Electricity

Reduce requirement to know life processes No requirement to make predictions or fair tests Drugs as medicines removed Care for animals/others/environment removed Changing materials with heat moves to KS2 Y1: Naming of plants and animals added Y1: Seasonable changes & weather added Y2: Introduce simple food chains Y2: Some study of movement on different surfaces

LKS2 > UKS2 >

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Science – LKS2 Some movement between Y3 and Y4:

Skeletons to Y3; Teeth & digestion to Y4 Some units delayed to upper KS2:

Forces; separating mixtures; insulators; adaptation Requirements reduced in electricity units All KS1 content for sound & light moves to LKS2 Y3: Fossils and soils content added Y3: Flowers as part of the plant life cycle Y3: Light reflecting off surfaces Y4: Introduce changes of state & water cycle Y4: Common uses of electricity Y4: Changing environments

< KS1 UKS2 >

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Science – UKS2 Some movement between Y5 and Y6:

e.g. Health & Heart to Y6; Reversible changes to Y5 Some units introduced earlier in KS2:

Water cycle; sound as vibrations to Y4 Micro-organisms no longer required Y5: Life cycles of animals added Y5: Reversible & irreversible changes Y5: Planets, gravity and other forces added Y6: Classification of plants and animals Y6: New unit on evolution Y6: Diet, exercise, drugs & lifestyle added

< KS1 < LKS2

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Art Greatly reduced detail in content, with much of

the broader detail included in the aims.

Specific objectives include only 4 areas:• Use a range of materials (KS1)• Use drawing, paint & sculpture to share

ideas• Develop techniques in colour, line, form, etc.• Learn about the work of artists and

designers• Create & maintain sketch books (KS2)

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ComputingThis has been one of the most widely publicised and talked about changes, and so many schools are already beginning to prepare for the changes. As mentioned in the previous blog, the changes are not as overwhelming as they might first appear, but there is clearly a renewed emphasis on areas which we might previously have considered to be “control technology”, with an expectation that all students will be introduced to some form of programming in KS1 and KS2.Expect a boom in sales of roamers, and for Scratch to become a staple unit of work in KS2.Key things for schools to consider:How does the balance of control and applied ICT work need to be altered?What investment is needed in resources to support the new control requirements?


Computing Significant change in focus from digital literacy

and applications to control and programming Introduction to creating programs in KS1 (e.g.

roamer style sequences of instructions) E-safety included in both key stages Logical reasoning and problem-solving to

identify flaws in instructions and correct them Complex instruction systems and variables covered

in KS2 Understand and use computer networks, including

the internet (KS2)

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Design & TechnologyAfter a radical first draft back in February, the final version of the D&T curriculum is actually not that different from what was previously in place. The main change for primary schools is the new statutory requirement for cooking to be included. Where schools don’t have full kitchen facilities that could present some real challenges.Key things for schools to consider:What food-related units of work do we already have, and do they meet any of the new NC criteria?What cooking techniques can we tackle given the facilities in place?


Design & Technology Broadly similar requirements at both Key

Stages for main aspects, although slightly less specific detail: Design Make Evaluate Technical Knowledge

Statutory requirement to include cooking at both Key Stages

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LanguagesIn lots of schools, MFL is already in place and will meet the new requirements. However, in schools where existing programmes rely on taster sessions, or a combination of languages, discussions will need to take place about how schools meet the requirement to “focus on enabling pupils to make substantial progress in one language.”Key things for schools to consider:Do existing MFL plans allow for students to make substantial progress in one language?


Foreign Languages Newly statutory at KS2 No requirement to study from approved

languages (as was originally planned) Can include classical languages No mention of intercultural understanding

in Programme of Study Focus on four skills of Speaking, Listening,

Reading and Writing

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GeographyArguably, Geography is the subject where the programme of study is least recognisable in comparison to its previous form. There is a substantial re-balancing in favour of acquiring knowledge about places with clear guidance on the expected locations to be taught. For many schools they will already be covering many of these areas. However, some teams may need to consider a new unit covering an area of the Americas in KS2. There are also some more specific expectations about aspects of human and physical geography to be taught, which may need to be addressed in existing or new units of work, including elements such as trade links and land use.Key things for schools to consider:Do existing units of work meet the requirements to study the UK and a non-European country (KS1) and the UK, Europe and the Americas (KS2)?How can existing units of work be adapted to incorporate new areas of knowledge, especially relating to physical and human geography?


Geography Reduced emphasis on investigative Geography Increased focus on geographical knowledge: KS1: name continents and home countries KS1: Compare local geography to UK & world KS1: Introduce key geography vocabulary KS2: locate world countries; UK cities & regions KS2: Identify world feature, e.g. poles, tropics, etc. KS2: Comparison study in Americas and Europe KS2: Study climate, vegetation belts, land use,

natural resources & trade links KS2:Use compass points & 6-figure grid references

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HistoryAnother of the widely discussed subjects, where change is perhaps not as daunting as it might first appear, particularly at KS1 where very little change is needed. The two main areas of the subject which schools have not likely to have covered in the past are the pre-Roman study (stone age, iron age, etc.), and the world study which must focus on one of three 10th Century societies (Benin, Mayan, or early Islamic). Schools which had previously taught the Aztecs as their world study will also need to address a change there.Consideration will also need to be given to the extended chronology and local studies. Many schools will want to combine these with existing units of work on Tudors, Victorians or Britain since 1930 (which are no longer required at KS2), but others may need new units of work to cover these expectations.Key things for schools to consider:Will units on Tudors/Victorians/WW2 be scrapped, or modified to match new local/extended study requirements?Where and how will pre-Roman and World civilizations be taught in KS2?


History Reduced emphasis on sources & methodology Relatively little change at KS1, with slight

increase in national focus Reduced emphasis on diversity & culture Significant changes in KS2 breadth of study:

Victorians/Britain since 1930 & Tudors removed Stone age added Romans, Anglo-Saxons & Vikings all required Slightly changes to ancient civilisation options A non-European study must be included One period of study that stretches past 1066

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Music Slimmed-down Programme of Study KS1 focus on experimentation with voice

and tuned and untuned instruments Musical elements (pitch, tempo, etc.)

renamed as “inter-related dimensions” KS2: Introduce staff and other notation KS2: Develop understanding of history of

music

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Physical Education Slimmed-down Programme of Study KS1 focus on mastering basic skills and

playing in team games KS2 includes discrete skills and in contexts of

team games and competition Less focus on evaluation, focus moves to

improving personal bests Swimming remains statutory at either KS

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Other Support Available www.primarycurriculum.me.uk

Contains: Objectives from Programmes of Study

organised by year group Detailed breakdown of changes for core

subjects (based on primary framework) Page-per-year-group documents containing

brief detail Support for other subjects (RE, PSHE, Citizenship)

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http://www.primarycurriculum.me.uk/


Religious EducationReligious Education does not form part of the National Curriculum, but remains statutory. Schools should continue to follow the locally-agreed syllabus

Citizenship & PSHECitizenship and PSHE are not statutory subjects in primary schools. Schools are free to choose what content is taught in these subjects.

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During the transition period all of the former foundation subjects' Programmes of Study will be disapplied. However, some year groups will still be bound by the old Programmes of Study to allow for the move towards new end-of-key-stage assessments. The transition is illustrated below:

Documents

Primary Curriculum 2014 Summary of changes in core and other foundation subjects