1 Year 5 Maths and English Parent Workshop Thursday 24th november 2016Aims and Format of Workshop The differences between the old and new National Curriculum English: Reading – in school and home reading; reading journals and homework. Spelling Year 6 Assessments Grammar and Punctuation – expectations and terminology. Maths: Mathletics Arithmetic vs Mental Maths National Curriculum

2 The New National Curriculum – what has changed?One of the main aims was to slim down the content in all subjects to focus on “the essential knowledge and skills every child should have” to give teachers the freedom to shape the curriculum to their pupils’ needs… …although this is not the case in English and Mathematics! New NC – breakdown of which subjects are taught and the different bits to teach - introduced in September Main aim – slim down to core knowledge and skills – not in Eng and Maths! English and maths – more content has been pushed lower so primary children have to know more and be able to demonstrate this knowledge at a higher level than previously. Old NC – levels – you could see a ‘pathway’ through education where most children would be expected to be a level 2 at the end of Year 2, and a level 4 at the end of year 6, with progress measured against these criteria which could be used at any point in a pupil’s career, including into secondary. New curriculum is different – it requires children at the end of each year/phase to be able to demonstrate proficiency in a definitive list of areas – and they are currently then judged to be ‘working towards’ a standard for that year group, ‘expected’ or ‘exceeding’ the standard. Still not sure how the govt. are going to map these results to GCSE/Secondary assessments yet.

3 The New National Curriculum – what has changed? (English and Maths)No more levels Year group/phase list of skills and knowledge that each child is expected to master (a depth of understanding) New performance judgements: Working towards the standard; at the expected standard; exceeding the standard. End of Key Stage 2 assessments will provide each child with a SAT score to be compared with 100 as the national average. New NC introduced in September Main aim – slim down to core knowledge and skills – not in Eng and Maths! English and maths – more content has been pushed lower so primary children have to know more and be able to demonstrate this knowledge at a higher level than previously. Old NC – levels – you could see a ‘pathway’ through education where most children would be expected to be a level 2 at the end of Year 2, and a level 4 at the end of year 6, with progress measured against these criteria which could be used at any point in a pupil’s career, including into secondary. New curriculum is different – it requires children at the end of each year/phase to be able to demonstrate proficiency in a definitive list of areas – and they are currently then judged to be ‘working towards’ a standard for that year group, ‘at the expected standard’ or ‘working at greater depth’ against the standard. End of KS2 tests – standardised score against 100.

4 English Three main components to the English curriculum: Reading, Writing and Spelling/punctuation/grammar. End of Key Stage tests in Reading and SPaG (writing to be teacher assessed) Reading – much greater emphasis on reading for pleasure and understanding vocabulary Writing – more technically accurate; less ‘genre’ based; handwriting has higher priority than before. Spelling – Specific word lists for each year group/phase and set rules and patterns to learn Punctuation and grammar – more emphasis on knowledge of the technical terms as well as being able to apply grammar accurately to own work English – 3 main areas that are assessed: Reading – much greater emphasis on reading for pleasure and vocabulary. Our reading results last year among the highest in the borough but Writing – more technically accurate; less ‘genre’ based Spelling – Specific word lists for each year group/phase and set rules and patterns to learn Punctuation and grammar – more emphasis on knowledge of the technical terms as well as being able to apply grammar accurately

5 English - Reading Why should children read for pleasure?Reading attainment and writing ability; Increased success in other curriculum areas – including maths and science. Text comprehension and grammar; Breadth of vocabulary; Positive reading attitudes; Greater self-confidence as a reader; Pleasure in reading in later life; General knowledge; A better understanding of other cultures; Community participation; and A greater insight into human nature and decision- making. Main area of reading want to cover is reading for pleasure – that’s where parents can really help most by encouraging it. Why do we want children to read more and enjoy reading more? Significant Research shows that: (slide), so from an educational perspective, it has massive benefits to children and their success at school and in wider contexts.

6 But educational success is not the only reasonBut educational success is not the only reason. This picture really demonstrates the power of reading. When we launched the new reading scheme, I showed the children this picture and most of them understood. Then I gave them a list of things that I had never done:

7 Taken a tour of a magical chocolate factoryI have never… Been to an alien planet Taken a tour of a magical chocolate factory Fought against Ancient Greek Monsters Lived through the Holocaust Found out what being a girl is like!

8 And you realise that books allow you to do all of those things, without leaving the safety of your bedroom. You tap into imagination, creativity, knowledge of the world and beyond. And yes, you can learn a lot from youtube as well but

9 English - Reading What have we done towards encouraging reading for pleasure? Significant investment in books – with pupils’ input Introduced more choice of books and a greater range is coming – PA investment and Book Fair profits Reading diaries to ‘encourage’ a minimum amount of reading Choice in homework tasks that reinforce the demands of the National Curriculum More reading for pleasure at school More reading aloud to the children Give out recommended reading list for developing confidence and confident readers

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12 English - Reading What can parents do towards encouraging reading for pleasure? Encourage reading and completion of reading diaries – if a child reads for 20 minutes a day they will have read for over 60 hours in a school year. 5 minutes a day = 15 hours per school year. Check and sign reading diaries to ‘encourage’ the children to read for a decent amount of time and to take their homework seriously Talk about what they are reading Mixture of reading aloud (you and them! – They then get to ‘hear’ how a book for their age should sound) and independent reading. Availability of other types of text Which child would you expect to have a better vocabulary and general knowledge and understanding of how people write?

13 Spelling Increased expectation around spelling for primary school children Rules/Patterns vs word lists Homework End of Year 6 expectations

14 Grammar and PunctuationIncreased expectations on understanding as well as using, and knowing correct terminology Important to understand word classes e.g. After eating Jack, the evil giant jumped quickly across the stream. Have a go! Letter/ Word Sentence Full stops/ Capitals Question mark Exclamation mark ‘Speech marks’ Direct speech Inverted commas Bullet points Apostrophe contractions/ possession Commas for sentence of 3 – description, action Colon - instructions Singular/ plural Suffix/ Prefix Word family Consonant/Vowel Adjective / noun Verb / Adverb Bossy vbs - imperative Tense (past, present, future) Conjunction / Connective Preposition Determiner/ generaliser Pronoun – relative/ possessive Clause Subordinate/ relative clause Adverbial Fronted adverbial Alliteration Simile – ‘as’/ ‘like’ Synonyms Introduce: Relative clause/ pronoun Phrase (definition) Modal verb Parenthesis Bracket- dash Cohesion Ambiguity Metaphor Personification Onomatopoeia Rhetorical question

15 English Any questions? Letter/ Word Sentence Full stops/ CapitalsQuestion mark Exclamation mark ‘Speech marks’ Direct speech Inverted commas Bullet points Apostrophe contractions/ possession Commas for sentence of 3 – description, action Colon - instructions Singular/ plural Suffix/ Prefix Word family Consonant/Vowel Adjective / noun Verb / Adverb Bossy vbs - imperative Tense (past, present, future) Conjunction / Connective Preposition Determiner/ generaliser Pronoun – relative/ possessive Clause Subordinate/ relative clause Adverbial Fronted adverbial Alliteration Simile – ‘as’/ ‘like’ Synonyms Introduce: Relative clause/ pronoun Phrase (definition) Modal verb Parenthesis Bracket- dash Cohesion Ambiguity Metaphor Personification Onomatopoeia Rhetorical question

16 The Year 5 Maths ProgrammeContent is on hand-out given at parents’ evening – copies available tonight. Arithmetic – four main operations Problem solving and Reasoning – Application of ‘Number’ – depth of understanding! Mental maths vs arithmetic? No mental maths testing – mental skills are used during arithmetic paper

17 Mathematics Depth of understanding rather than acceleration through curriculum to ‘higher level’ maths. The Mastery Approach and how Knowle is involved in its development in the UK. Yearly objectives 80% Number BIG focus on fractions Roman numerals Larger numbers earlier Tables to 12x12 by end of Y4 – need to know the facts not just ‘count on in 6s’ Earlier introduction of formal written methods

18 End of Key Stage 2 Maths AssessmentPaper 1: Arithmetic 40 marks – 30 minutes Paper 2: Problem solving and Reasoning – 35 marks – 40 minutes Paper 3: Problem solving and Reasoning – 35 marks – 40 minutes End of Year group expectations for calculation – not just getting to the answer in the quickest way but going through levels of understanding of each operation before learning ‘tricks’. Mastery = depth of understanding and application of skill to a problem.

19 End of Key Stage 2 Maths Assessment Sample QuestionsHave a go! Arithmetic – Combination of written methods (calculation policy) and mental methods. Problem solving and Reasoning – the rest End of Year group expectations for calculation – not just getting to the answer in the quickest way but going through levels of understanding of each operation before learning ‘tricks’. Mastery = depth of understanding and application of skill to a problem.

20 Calculation policy 4 main operations – addition, subtraction, multiplication and division Supported by strength of mental methods and times tables (fluency and flexibility) Have a look at the calculation methods, discuss with your partner – same/different? Any problems or particular areas that you want us to run through? If you want to go – go now! 

21 What can parents do to support their child’s maths?Times tables (up to 12 x 12) Encourage Mathletics to reinforce and consolidate work done in school Ask your children to ‘teach you’ how they are doing their homework. Avoid teaching them the ‘tricks’ that we all learned at school