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National Curriculum in English Primary Schools

A "Guide for Parents" can be found below. 

This publication is a document that explains the working of the new curriculum which was introduced in September 2014.  It details how the curriculum has changed as well as listing the new yearly curriculum onjectives in reading, writing and maths for each year group. 

As explained in the letter ‘Changes to Spring and Summer Term Parent Consultations and Annual Reports',  the government has scrapped levels of attainment. Each year group has a clearly defined set of objectives in writing, reading and maths.  These are very challenging.  Years 2 and 6 are still following the old curriculum for this year but they will start to follow the new curriculum in September 2015.  Pupils in reception follow their own curriculum and assessment systems.

Assessing and Tracking                                                                                               There is no nationally agreed system of assessing and tracking pupils’ progress through the new curriculum. The government has left it up to schools to decide how they do this. Babcock 4S are Surrey’s educational consultancy service. We, like many Surrey schools, have decided to adopt their assessment and tracking system. This system allows teachers to assess whether pupils are developing towards, are meeting or are surpassing end of year expectations.

Pupil Targets                                                                                                                          In the past with split levels of attainment, it was possible to set pupils targets based upon moving up to the next sub-level. We used this system for a number of years but stopped using it in 2013 as the process had become very unwieldy; trying to keep track of targets for 30 pupils who each had 3 or more targets in reading, writing and maths (that changed every half term) had become unmanageable. In 2013, we produced a new Marking and Feedback policy. This policy is designed to enable teachers to more accurately assess pupils’ progress; it also enables the pupils to know how they are doing and what they need to do to improve their work. The policy also allows pupils to be involved in their own assessment (self assessment) as well as peer assessment against that lesson’s learning outcomes. They may also be asked to respond to marking by, for example, correcting something, adding something or doing something again. As a result, pupils get weekly feedback on their work that helps them to improve their work. You will see evidence of this when you see your child’s books.