The Maths Curriculum
- There are earlier and more challenging requirements for multiplication tables, which now go up to 12 x 12.
- The curriculum has clear expectations around written methods, in addition to mental methods.
- There is an earlier and more challenging requirement for understanding fractions and decimals.
- There is an increased requirement for pupils to use formulae for volume and to calculate the area of shapes other than squares and rectangles.
- Probability has been removed.
- There is an increased requirement for understanding of proportional reasoning - for example, through volume and calculations with fractions.
- Financial education has been reinforced, with a renewed emphasis on essential numeracy skills, using money and working with percentages.
- There is a strong implication that the use of calculators should be restricted until the later years of primary.
- There is a greater emphasis on the use of large numbers, algebra, ration and proportion at an earlier age.
- Roman numerals are introduced in Year 3.
- There is a focus on counting beyond whole numbers - for example, using decimals and fractions.
- Abstract symbols are introduced in Year 1.
- Data handling has decreased, but there is more reference to interpretation of data.
The English Curriculum
- Reading strategies will centre on phonics (letters and sounds), while comprehension skills will be developed separately.
- Each year group has specific spellings to learn.
- Proof reading and the learning of poetry by heart have been added.
- Joined-up writing is now expected by Year 2.
- "Reading for Pleasure" is now mentioned.
- Phonics teaching will continue for those who need it.
- The recitation and learning of "classic and modern" poetry have been added.
- Dictation and precising have been added.
- "Reading for Pleasure" is explicitly mentioned.
- Spelling rules are to be taught in prescribed year groups.
- Expectations in grammar and punctuation have significantly increased.
- Debating and presenting skills are emphasised.
Changes to both KS1 and 2
- Expectations are laid out by year group rather than key stage.
- There is a focus on the development of vocabulary.
- The reading and recitation of poetry are given increased value.
- Importance continues to be placed on speaking and listening skills
- Reading comprehension is explicitly mentioned separately from phonics.
The Computing Curriculum (ICT)
ICT is now known as computing at all key stages.
Students should be taught:
- To understand what algorithms are and how to create a debug simple programs.
- To use logical reasoning to predict the behaviour of simple programs.
- To use technology purposefully to create, organise, store, manipulate and retrieve digital content;
- To use technology safely and respectfully and knowledgeable, engaging in discussions around data protection.
Students should be taught:
- To design, use and evaluate computational abstractions that model the state of behaviour of real-world problems and physical systems.
- To use sequence, selection and repetition in programs and work with variables and various forms of input and output.
- To use logical reasoning to explain how simple algorithms work and to detect and correct errors in algorithms and programs.
- To understand computer networks including the internet, and how they can provide multiple services.
- To use search technologies effectively, appreciating how results are elected and ranked, and to be discerning in evaluating digital content.
- To use technology safely, respectfully and responsibly, recognising acceptable and unacceptable behaviour and identifying a range of ways to report concerns about content and contact.
- To be able to select, use and combine a variety of software, including internet services, on a number of digital devices to design and create a range of programs, systems and content that accomplish given goals.
School has completed coverage grids for the new curriculum so as to ensure correct content and a coverage schedule that allows for progression.