Online Resources Information
- Approaches to the Primary English National Curriculum 2014

Are you looking for a resource which will help your school to introduce the new primary English curriculum 2014? Would you like help in managing the transition from a system with national curriculum levels, to one without? Do you need a starting point, packed with useful materials to help you on your way? ‘Approaches to the Primary English National Curriculum 2014’ may offer exactly what you need to get you started. Written by a team of Kent local authority and school-based professionals, this resource offers expert advice, together with a wide range of practical materials which will support teachers in both planning and assessment of English. It also provides specific support for your English subject leader. The resource covers every element of teaching and learning in English, throughout the primary age range. Progression documents even include Early Years, to help you with transition to the primary curriculum.

Brand new Tracking Statements for Reading and Writing are now available. These will help schools make those important decisions about whether a child is working at the emergent stage, or whether he or she has actually achieved the expected standard. They will also help schools to distinguish those pupils exceeding the national standard. If you felt confident using APP, you will like these Statements for Writing which can be highlighted or dated much in the same way. The Statements for Reading include suggested texts, book bands and reading schemes for each year group. This will help teachers to interpret the statements in a way which suits children of different ages. All tracking statements have been built on the new programmes of study, together with recent DfE guidance. This is a highly supportive resource to help schools with their introduction of assessment without levels.

Statutory requirements

The age-related statutory requirements for each element of English have been formatted into a handy, simple overview, in order that teachers can see the relevant requirements at a glance. Don’t forget to also look at requirements for pupils younger or older than those you are teaching, in order to gain insight into the whole learning journey.

Progression documents

These have been designed as linear documents which break down the statutory requirements into manageable steps. They are written in direct accordance with the national curriculum 2014, but go further in that they subdivide those two-year phases into single year groups where appropriate. Progression documents are available for the following:

  • spoken language
  • grammar and punctuation
  • handwriting
  • spelling
  • composition
  • comprehension

Supporting the subject leader

Resources and guidance are included which aim to support the English subject leader make challenging decisions about the way forward, together with advice about DfE requirements for your school’s website.

Planning models

Far from being a scheme of work, this resource allows for those all-important elements of creativity and flexibility promoted by the new curriculum. Examples of long term and short term planning are on offer, particularly text-based models which help schools to explore an enjoyable text in a cross-curricular way. Also included are resources to support links with the new History curriculum, together with suggested book lists.

A Model for Assessment

The resource includes a comprehensive guidance document to help you to manage the transition to assessment without levels. This includes an assessment timeline, optional class tracking grids and overview grids for school leaders. There is plenty of guidance, which aims to be supportive and flexible. The resource also offers the following:

  • A new assessment recording framework for SIMS Assessment Manager

This model uses a 6 point range which children move through as they master the curriculum.  These progressive steps will allow schools to input teacher assessments and monitor progress. In order to avoid confusion with previous terminology, these points are referred to as ‘bands’.

Data can be entered in a subject marksheet for each year group or class and can be used for data capture several times a year, depending on the requirement of the school.  The default set of resources developed are designed for tracking attainment and progress 5 times a year, i.e. Autumn Early, Autumn, Spring Early, Spring and Summer.  A baseline assessment is entered each year in order to measure progress from this baseline assessment.

Schools using SIMS as their Management Information System will quickly be able to view data about their more vulnerable groups of children, for example:  Pupil Premium, Free Schools Meals, EAL, summer-born etc. This system of measuring attainment is a summative assessment tool only and is designed to assist schools with self-evaluation and to inform discussions with Ofsted. Progress can be viewed in year and across key stages, thus enabling schools to look at pupils with a low starting point and whether or not they are narrowing the gap.

Performance descriptors

Performance descriptors for reading and writing will provide a starting point, as we await further DfE guidance.