Curriculum Statement: September 2018
Long Ridings has been committed to meeting the requirements of the new primary curriculum since the national curriculum was reformed in September 2014.
We have updated our schemes of work to reflect the content and challenge of the new curriculum. Teachers received training in the key areas of curriculum change and we continue to develop and enhance our curriculum provision.
The curriculum is taught with the consideration of the needs of all learners. Our curriculum is exciting and will inspire children to nurture a passion for learning.
We have evolved to a system of three outcomes, in order to 'assess without levels', as National Curriculum levels were removed. A pupils may be Working Towards the standard expected nationally for their age, Working At the standard, or Greater depth - knowledge and understanding beyond national age expectations. We also use a range of commercial standardised tests from NfER to reinforce our assessments. The standardised scores from these also support as a progress measure.
National Curriculum subjects
The National Curriculum, taught to all pupils in state or maintained schools, is made up of blocks of years, known as key stages:
- Year 1 and Year 2 of primary school are known as Key Stage 1
- Years 3 to 6 of primary school are known as Key Stage 2
Compulsory National Curriculum subjects for Key Stages 1 and 2:
- Design and technology
- Art and design
- Physical education
- Modern Foreign Language - French (compulsory in KS2 but touched on in KS1)
Schools also have to teach religious education, though parents have the right to withdraw children for all or part of the religious education curriculum. In addition, schools are advised to teach personal, social and health education (PSHE).
Due to our thematic approach, subjects may overlap. For example, an element of history may be covered through writing a diary extract of an evacuee, linking to English skills of a writing genre.
National Curriculum levels
These have been dropped from the new national curriculum and schools are left to devise their own approaches as to assessing progress. (Our approach is simplified above).