The Curriculum – preparing for September 2014

A downloadable version is available at the bottom of the page

Current NC Programmes of Study for all Foundation Subjects have been disapplied from September 2013 for all pupils in Years 1-6 in order that schools can begin to work on being prepared to deliver the new Programmes of Study in September 2014 to KS1 & KS2.

The current Programmes of Study for English and Maths and Science have also been disapplied for Years 3 & 4

Teachers should note that in the 2014 to 2015 academic year, pupils in years 2 and 6 should be taught the current programmes of study in English, mathematics and science. These pupils will sit the current key stage 1 and 2 tests respectively. New tests will be available from 2016.

Schools can choose to continue to teach the current programmes of study or they may use the flexibility that disapplication to adapt their curricula to ensure that pupils are well-prepared to start learning the new programmes of study which will be introduced from September 2014.

Primary National Curriculum - Download pdf from DfE website.

What does this mean?

Over this academic year 2013/14 Years 3 & 4 should be beginning to work from the new Programmes of Study for English, mathematics and science.

The pupils in the current years 5 & 6 and 1 & 2 will continue to work from the Programmes of Study for English, mathematics and science set out in the current NC until they finish the Key Stage or July 2015 – whichever comes first.


Core Subject Leaders

Core Subject Leaders should be supporting teachers in Years 3 & 4 to understand and use the new detailed Programmes of Study whilst gaining an overview for all year groups for themselves ready to introduce to all year group teachers/staff during the spring & summer terms 2014 ready for delivery in September 2014.

Foundation Subject Leaders/Teams

Foundation Subject Leaders/Teams should begin to familiarise themselves with the briefer Programmes of Study for the Foundation subjects and start to think about what they mean for their school. Plan a timeline for the work needed over the year.

An audit of any current/existing entitlement and skill progression for each subject is a good starting point. Don't throw the baby out with the bath water. Take the opportunity to ensure that any existing resources are included and continue to be well used where content is not specified. Pay attention to what is statutory and what is guidance.

A simple way to start preparation for 2014 would be to draw up/ revise an existing entitlement document aligned with the new PoS that sets out the clear expectations of entitlement in each subject by year group/double year group depending on the organisation in the school. This will then inform the creation of a simple skill progression/acquisition document, in the first instance, for each subject drawing upon the very broad new PoS.

Year groups can then begin to see what they are expected to include in across the year and what the school skill progression looks like. This will provide the information needed to scope out a framework/a plan for the year.

A PARK activity for each subject may support this work:



Opportunities to develop reading, writing and
  maths skills.



 Keep out



The national curriculum in England Key stages 1 and 2 framework document

5.1 Teachers should use every relevant subject to develop pupils' mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum.

5.2 Teachers should develop pupils' numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics.

6.1 Teachers should develop pupils' spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. English is both a subject in its own right and the medium for teaching; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects

6.3 Teachers should develop pupils' reading and writing in all subjects to support their acquisition of knowledge.

This work needs to be completed before considering the overall approach to be taken – thematic, separate subject teaching – that will best meet the needs of the learners at the school.

The new Foundation PoS set out a bare minimum. The expectation will be that schools develop, from these statements, a broad, balanced, enriched curriculum that meets the needs of their learners. Localisation can play a large part in this making learning meaningful by providing real life experiences using the locality of the school and by linking with other localities in the UK and around the world.

Schools should consider a realistic subject time allocation – the balance of time spent on Core Subjects against Foundation Subjects according to the needs of the learners at the school.

Aim not to overload with content when it is not a statutory specification. It will always promote better learning, when teachers focus on less but well chosen content and allow for some depth of study rather than 'cover' more, but superficially.

The National Curriculum is only part of the School Curriculum.

Schools should teach PSHE (Personal, Social, Health and Economic Education) although the Government do not consider it necessary to provide any new non statutory PoS or framework preferring to allow schools to decide for themselves what their learners need.
View on DfE website

RE continues to be statutory and organised by Local Syllabus written by local SACREs.

Sex and Relationship Education SRE is no longer statutory requirement at KS2 and schools will want to decide for themselves what they do in these circumstances bearing in mind the curriculum they deliver should meet the needs of their learners.

From Edisonlearning Back to School Newsletter Sep 13 - History and Computing...

Our changes will be driven by an increased emphasis on learners understanding the chronological sequence (not necessarily being taught strictly in time order) and links across and between events, people and periods in history. The purpose of this will be for learners to be able to tell, at any point, their own growing, coherent story of the past. We are basing much of our thinking around engaging and motivating ways to use timelines across the year and from year to year to support learners in building that coherent understanding. We are working on including many more questions as starting points, throughout the LUs and also as ways to review learning. This will make the learning process far more enquiry based and less teacher taught. In order to accommodate periods of history not previously included in the LUs we will be balancing in depth enquiries with overviews in both LUs that have a history focus and also in some of the other LUs.

Click to view full content on History and Computing - Back to School Newsletter - Sep 2013


October newsletter articles

Strategies for Developing Independence and Responsibility in Year 6 Pupils
For ideas from schools who use CLS to encourage independence in Year 6. Find out more...

The Curriculum – preparing for September 2014 Current NC Programmes of Study for all Foundation Subjects have been disapplied from September 2013 for all pupils in Years 1-6 in order that schools can begin to work on being prepared to deliver the new Programmes of Study in September 2014 to KS1 & KS2. Find out more...

Curriculum: Suggested Timeline - Preparing for September 2014 Developing the curriculum in line with the National Curriculum in England Framework Document, September 2013 - Find out more...




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