Over the last two years the National Curriculum in England has undergone a process of transition. At Throckley Primary School we followed the timetable for transition, between the National Curriculum (2000) and the National Curriculum (2014), as set out by the Department of Education. This timetable occurred in stages detailed below:
From September 2014, Year 1, Year 3, Year 4 and Year 5 adopted the programmes of study set out in the National Curriculum (2014) for Mathematics, English, Science and Foundation subjects: (Art & Design, Design Technology, Computing (formerly known as Information Technology), Music, History, Geography and Physical Education.
Year 2 and Year 6 remained on the old National Curriculum for Mathematics, English and Science and began to learn from the National Curriculum (2014) in September 2015. They did however adopt the new National Curriculum (2014) for Foundation subjects in September 2014.
The school uses a cross-curricular approach to teaching and learning. This means that skills, knowledge and understanding across a range of subjects are brought together and form a topic. Within the topic, children are able to practise and apply their reading, maths and English skills in other subject areas.
Nursery and Reception, Year 1 and 2, Year 3 and 4 and Year 5 and 6 have shared topic work, however, the skills taught will be differentiated for their year group and the ability of the pupils.
Our ‘Long Term Plans’ show each year group’s overview of topics and curriculum learning.
Our ‘Topic Maps’ show each year group’s half termly areas of learning. They are led by enquiry questions posed by the pupils to determine what they already know about the topic, what they would like to know and what they have learned. The topic maps detail the class novel, writing and maths across the curriculum and WOW experiences. These could include a class trip, a visitor to school or a celebration of learning event.
For more detailed information about Curriculum, please ask to speak to Mr Darren Kidger, Deputy Head Teacher.
Assessment without levels
As part of reforms to the National Curriculum, the old system of ‘levels’ used to report
children’s attainment and progress has been removed from year groups and at present will not be replaced by a National system .
The government believes by removing levels it will allow teachers greater flexibility in the way that they plan and assess pupils’ learning.
The programmes of study within the new National Curriculum (NC) set out expectations at the end of each key stage, and all maintained schools will be free to develop a curriculum relevant to their pupils that teaches this content.
The curriculum must include an assessment system which enables schools to check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and to report regularly to parents.
At Throckley Primary we are working with Newcastle Local Authority to implement a new assessment system.
Our school system will allow us to track children’s progress against age related expectations for all National Curriculum subjects. English, maths and science will be assessed half termly with other subjects being assessed on a termly basis. Teachers will assess children on the following scale against age related expectations:
E – emerging,
D – developing,
S – secure
M – mastery.
Assessment at End of Key Stages
From summer 2016, there will be more challenging SATs tests to reflect the new curriculum at the end of the Key Stages. Children will now receive a scaled score instead of a level. Their raw score - the actual number of marks they accrue - will be translated into a scaled score; this helps to allow for differences in the difficulty of the tests from year to year so that pupils' results can be compared accurately. You will be told your child's raw score, scaled score and whether they have reached the national standard for that subject. The score that equates to the national standard has yet to be announced.
More information about end of Key Stage tests can be found by clicking the links below: