1 Barley Fields Primary SchoolLower Key Stage 2 Meeting for Parents and Carers Autumn 2016

2 Aims: To introduce the Lower Key Stage 2 team.To outline our daily routines. To provide an overview of the challenges of the new National Curriculum. To provide an overview of the Maths and English curriculum. To provide an insight into where LKS2 fits into the assessment system. To outline what makes a successful learner. How you can help your child.

3 LKS2 Staff Team Mrs Shildrick (Year 4 teacher and Team Leader)Mr Bakewell (Year 4 teacher) Mrs Burton (Year 4 teacher) Mrs Foster (Year 4 TA) Mrs Stewart ( Year 4 TA) Mrs Ward (Year 3 teacher) Mr Barlow (Year 3 teacher) Mrs Forrester (Year 3 teacher) Mrs Taylor (Year 3 TA) Mrs Cooper (Year 3 TA) PPA Mrs Forster (Music) Mrs Richardson (RE) Mrs Thomson (French)

4 Our Routines Early Morning WorkAM PM English Writing / SPaG Break Maths Assembly Reading Lunch 15 min maths All other subjects Early Morning Work Homework (set on a Friday and due in on a Wednesday)

5 All other subjects! Science Topic Art PE PSHE PPA Music French RE

6 Homework Homework will focus on developing and consolidating core skills in English and Mathematics. No homework books – homework folders. Spelling weekly – spelling rules and the Year 3 and Year 4 key spellings which can be found in the back of the new Green Reading Records. Reading – non-negotiable. We would like you to read with your child regularly at home. Mathletics

7 Challenges of the New CurriculumExpectations in core subjects have been raised considerably. Y2 is more like old Y4 therefore Y4 is more like old Y6. Increased expectations of correct use of spelling, punctuation and grammar in writing. Reading – bigger focus on use of vocabulary and the meaning of words. Reading for pleasure and being able to talk about books and authors. English across the curriculum.

8 Challenges of the New Curriculum (Maths)Mathematics – increased focus on formal written methods. By the end of Y4, pupils should be fluent in written methods for addition and subtraction up to 4 digits. Pupils should be fluent in formal short multiplication and division. Increased focus on reasoning and problem solving. By the end of Year 4 children are expected to be able to recall multiplication and division facts up to 12 x 12. Read and use Roman numerals up to 100 and recognise years written in Roman numerals. Read, spell and pronounce mathematical vocabulary correctly. To be able to convert between analogue and digital time and to be able to convert between hours and minutes; minutes to seconds; years to months and weeks to days.

9 Written methods that children will be expected to use in Year 3

10 Written methods that children will be expected to use in Year 4

11 Multiplication and Division Methods used in Year 3

12 Multiplication and Division Methods used in Year 4

13 Some in Year 4 will move onto Long Multiplication

14 Vocabulary

15 What do we mean by reasoning?

16 Mathletics It’s an online activity that is accessible from anywhere.It’s designed to meet the needs of the new curriculum. It’s differentiated to meet the needs of individuals. There are animated tutorials for children and parents to access together. There’s games and rewards and Mathletics live where they can compete with children from around the world.

17 Example of the Activities

18 Challenges of the New Curriculum (English)

19 Spelling NC 2014 Year 3 & 4 Spelling Listaccident(ally) actual(ly) address answer appear arrive believe bicycle breath breathe build busy/business Ok so just to sum up particular Spelling Grammar and Punctuation that will be taught in each Year group. So in Year 1 Point 1 – Phonics The Year 1 writing curriculum is still very heavily reliant on phonics. Children will be working towards spelling words with each of the 40+ phonic phonemes already taught in the Early Years. This is reflected in spellings which are sent home every week where children will be expected to spell words which are related to a specific phonics sound. Children will also be expected to use and spell the first 100 HFW from set 1 and half the words in set 2 (Action words which children have learnt in reception) which are still practiced during lesson times. Children will be expected to learn to spell a number of words which are classed as ‘common exception words’. These are words which are classed as not phonetically plausible to spell such as - because, come, was, of. And to spell the days of the week correctly. Point 2 & 3 - The punctuation which I have previously covered is Capital letters, full stops, finger spaces. Moving onto question marks and exclamation marks. Point 4 – Word classes expected in year 1 are adjective, noun and verbs (Just to be clear the children do not begin to look at adverbs until Year 2) Point 5 – Compound words such as football, playground, blackberry Point 6 - Suffixes – Children will look at suffixes such as ing, ed, and er at the end of words and adding s or es to regular nouns to make them plural. Point 7 – Prefixes – placing un at the beginning of words to change their meaning so kind becomes unkind, tie becomes untie.

20 Strategies for Spelling:During extended writing activities, we encourage the children to ‘Dot not Dodge’ words which they find tricky, or are not confident spelling. This prevents children from interrupting their writing flow. Magic Spelling is a visual strategy which can be used to support the teaching of unfamiliar and complex words. This can be a highly effective strategy for children who find spelling particularly challenging. Mnemonics- a useful strategy for the teaching of key words: Should, would, could- Oh U Lucky Duck/Said-Sally Anne in Dubai/Because- Big Elephants Can Always Understand Small Elephants. Individual Spelling Dictionaries

21 Magical Spelling

22 Year 3 and 4 Spelling, Grammar & Punctuation (SPaG) Expectations:Year 3 Terminology: Preposition, Conjunction, Prefix, Subordinate Clause, Direct speech, Consonant, Vowel, Inverted Commas (Speech Marks) Year 4: Plural and Possessive –s, Fronted adverbials (Later that day, I heard the news.) Use of commas after fronted adverbials, Apostrophes to mark plural possession (The girl’s name, The girls’ names.) Use of inverted commas and other punctuation to indicate direct speech (The conductor shouted, “Sit down!”)

23 Barley Field’s Writing Process: Talk for WritingTalk for Writing, developed by Pie Corbett, is powerful because it enables children to imitate the language they need for a particular genre orally before reading and analysing it, and then writing their own version.

24 Talk for Writing & SPaG combined:As part of our ‘Imitate’ stage, we have focused on how to correctly punctuate speech sentences, and how to use commas for a range of purposes: fronted adverbials, subordination, etc. The children are given a range of opportunities to work on these skills throughout the Imitation and Innovation process, before applying it to their independent writing. (Invent stage)

25 Assessment Challenging! Reported throughout the year.Children will be assessed within the year group that they are currently working at. For example: Year Year Year 4 3 WT WT 3 EX EX 3 GD GD New Key Stage assessment tests came into effect in Summer 2016. The children are assessed on Maths, Writing, Reading and Spelling, Punctuation and Grammar. Challenging! 2 WT 2 EX 2 GD

26 Sample assessment material Y2 SATs 2016

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31 Sample KS2 Y6 SATs

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33 One fifth of the KS2 Y6 Reading SAT:Give / explain the meaning of words in context.

34 Sample Y2 SATs

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38 Sample Y6 SATs

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43 Our Response KS1 = Learning to read KS2 = Reading to learnA reformed curriculum with English at its heart. The promotion of a love of books and reading… KS1 = Learning to read KS2 = Reading to learn

44 Successful Learners We want your child to enjoy coming to school so the following things are really important. Attendance – anything below 90% is now below expectation. In a six week half term this means anything in excess of 3 days is below national expectations. Gaps in learning. A good night’s sleep. Breakfast and hydration. Active Participants. Risk Takers . Inquisitive – willingness to ask questions.

45 Our Response Reading Can your child name six contemporary children’s authors and significant books written by them? Is your child suitably challenging themselves at home? Those children who read are those children who succeed…

46 Robinwood 24th – 26th March 2017

47 Dates: Robinwood - Meeting Monday 17th October 2016 Maths Workshop - Monday 14th November 2016

48 Thanks for attending! Questions?