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Welcome to Upper Key Stage Two. Aims. Introduce the teaching team Routines and Expectations Demands of the National Curriculum - Reading - Writing - Maths Assessment -Statutory Assessment Arrangements -Interim Frameworks -Reporting at the end of Key Stage 2
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Aims • Introduce the teaching team • Routines and Expectations • Demands of the National Curriculum • - Reading • - Writing • - Maths • Assessment -Statutory Assessment Arrangements -Interim Frameworks -Reporting at the end of Key Stage 2 • How can parents help at home • Mathletics • Tycoons in Schools • Marvellous Me • Upcoming Workshops and SATs Meeting
Upper Key Stage Two Staff • Mrs Hall - Teaching Assistant in Year 5 • Mrs Thompson – Year 5 Teacher • Mr Durrani – Year 5 Teacher • Mrs Hurst – Teaching Assistant in Year 6 • Mrs Dawson – Teaching Assistant in Year 6 (afternoon only) • Miss Cuthbert – Year 6 Teacher • Miss Perkin – Year 6 Teacher and Team Leader
Our Routines • Our daily timetable • Early morning work • Homework is set on Friday and is usually due in the following Wednesday
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. • A good night’s sleep • Breakfast and hydration • Independent, self-motivated learners • Active participants • Ask questions • Willing to take a risk
Challenges of the New Curriculum • Curriculum 2014 • Expectations in core subjects raised considerably. • Writing – increased focus on spelling, punctuation and grammar • Reading • The development of a broad and rich vocabulary and word meaning • Reading for pleasure and book talk • English across the curriculum • In mathematics, an increased focus on formal written methods for the four operations (introduction of an arithmetic paper) • By the end of Y4, all children should be able to recall multiplication and corresponding division facts by heart up to 12 x 12 • Fractions, decimals and percentages • Roman numerals • Reasoning and application of understanding
How does this impact on your child? • The previous Year 6s were the first to sit the newly revised tests in May this year. • Challenging • Our current Year 6 children have worked on the New Curriculum since September 2014. The older the child, the more gaps in knowledge. • Although the gap is certainly decreasing, the children have not worked on Curriculum 2014 since Year 1. • DFE and OFSTED recognise gaps will be apparent. • An expectation that these gaps will be filled through an accelerated approach to teaching and learning.
The curriculum has become much more challenging and there has never been such high expectations on children of primary school age. We have to prepare your children to meet these new demands. To do this, we need to support children where and when necessary through structured intervention programmes but we also need to have the highest expectations of the children we teach.
Meeting the Challenges – Reading • English across the curriculum – reading and writing opportunities. KS1 – Learning to read KS2 – Reading to learn
Meeting the Challenges… Reading Understanding • Reads independently, with understanding, and explains the meaning of words in context. • Discusses and evaluates how authors use language, including figurative language, considering the impact on the reader • Summarises the main ideas across a text Attitudes and Responses • Love of reading – reading for pleasure! • Reads and discusses a more challenging range of fiction, poetry, plays, non-fiction. • Recommends books they have read to their peers, giving reasons for their choices.
Meeting the Challenges… Reading • Dedicated session within the day for structured reading lessons/activities planned to address the challenging objectives • The promotion of a love of books and reading • Encouraging children to read daily • Encouraging children to read a wide range of texts with more challenge • Book talk – recommendations • Class text • Discussion of vocabulary and promoting a love of words – word of the week • Structured intervention
The Dilemma Level of challenge? Mature themes?
Meeting the Challenges… Writing • Pie Corbett – Talk 4 Writing approach • Enables children to imitate orally keylanguage and patterns they need for aparticular topic • Reading and analysing the text • Lots of shared opportunities • Successful and enjoyable! • Writing opportunities across the curriculum • Non-negotiables – capital letters, full stops etc.
Meeting the Challenges… Writing • Pie Corbett – Talk 4 Writing approach • Enables children to imitate orally keylanguage and patterns they need for aparticular topic • Reading and analysing the text • Lots of shared opportunities • Successful and enjoyable! • Writing opportunities across the curriculum • Non-negotiables – capital letters, full stops etc.
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: For example; Big Elephants Can Always Understand Small Elephants. • Lots of other strategies
Meeting the Challenges… Maths • Times tables and core skills revised • Daily arithmetic • Problem solving and reasoning (the mastery approach) – once a skill is taught, presenting it in different ways to ensure a greater depth of understanding • Developing and encouraging resilience • Mathletics
Reported throughout the year. • Children will be assessed within their current year group. • Attainment judgements will now be measured against year group expectations as follows: • Working Towards (WT) Expected (EX) Greater Depth (GD) Assessment E.g. 5WT6WT 5EX6EX 5GD 6GD
Interim Framework Reading
Interim Framework Maths
Interim Framework Maths continued...
Writing • Teacher assessment • Judgement is based on their work over time across a range of genre • Subject to external moderation from Local Authority trained moderators (Department for Education select schools for moderation)
Writing and Levels of Independence • In 2015, all teacher judgements for attainment in writing had to be based on ‘high-level independence’ and ‘distance from teaching’. • Minimal direction and weeks or months after teaching. No support with spelling. • Now, writing that is assessed can be part of their normal classroom practice – not cold tasks or exam style experiences. • Discussion of ideas and immersion in vocabulary is all part of this. • Success criteria can be generated, discussed and displayed. • Use of dictionaries, working walls and word banks is fine as long as children are making the choice to refer to the resource. • The key point about independence is that children are making their own choices about how to apply the things they have been taught • Impact on marking
Statutory Assessment Arrangements The key stage 2 tests are timetabled from Monday 8th May to Thursday 11th May 2017. There is no science sampling for the 2016-2017 academic year.
Reporting at the end of Key Stage 2
Homework • Set on a Friday and will generally be due in the following Wednesday. • Initial focus on developing and consolidating core skills in English and mathematics (spellings, times tables etc.) • No homework books – homework folders • Homework diaries
Tycoon in Schools • Free national enterprise competition. • Encourages children to get involved in business by giving them a start up loan to run a business. • Mike Fairbairn – Egglescliffe Secondary School Teacher and School Governor • Weekly • Cross-curricular
Mathletics • Online • Meets the demands of the new curriculum • Differentiated learning • Homework can be set and linked to in class learning • Animated tutorials • Rich learning tasks • Games and rewards • Mathletics live!
Reminders! • PE – long hair must be fastened back with a bobble. Earrings and other jewellery should not be worn. Outdoor: jogging bottoms, warm top and trainers. Indoor: black/navy shorts, plain white t-shirt and plimsolls. • The end of the school day is the best time to talk to the class teacher • Walking home from school consent forms
How can parents help? • Attendance and punctuality • Read and discuss books with your child each evening • Encourage your child to complete their weekly homework tasks • Encourage your child to regularly practise times tables and spellings • Encourage your child to be independent and organised • Label belongings
Upcoming Workshops and Meetings • Monday 7th November 9.00am – Maths workshop (in class) • Tuesday 8th November 5.00pm – Maths workshop • Grammar and punctuation workshops to be arranged
All members of the team look forward to working closely with you to ensure that your child has a successful and enjoyable year. Thank you for attending. Questions?
