Presentation on theme: "Supporting your child with the new curriculum at home."— Presentation transcript:
Supporting your child with the new curriculum at home
Key changes - Writing Big focus on grammar, punctuation and spelling and understanding specific language related to this. Joined up writing (consistent by the end of y3) Spelling accuracy – extended and specific list of expectations.
Grammar and punctuation Glossary list Ask children about the words they are using When constructing sentences try to use the correct vocabulary
Joined up writing Encourage children in KS2 to join up at home. Focus on consistency in size and shape of letters – especially relative capital & lower case letters
Spelling accuracy Support children learning their spellings: – Spelling stars app – Testing – Apply in sentences – Retest later – Expect those words to be spelt correctly
Key changes - Reading Use of phonics as ‘first line’ method from reception. (Reception/ KS1) Focus on reading aloud with expression and intonation to reflect meaning. ( KS1/KS2) Ability to justify opinions and responses with direct reference to the text. (KS2)
Reading aloud KS1 / Foundation Encourage children to decode only words they don’t know Once they recognise most words in their reading encourage them to develop ‘flow. Pause at full stops. Year ¾ Use appropriate intonation for punctuation including full stops, commas, question marks and exclamation marks. Try to encourage them to read ahead – not just word to word. Year 5/6 Take into account style or type of text (formal/informal) and adjust expression according. Use more expression when reading direct speech – reflecting the way it is spoken. Take into account a wider range of punctuation ie. pausing at a dash or raising voice at a colon.
Justifying response How is Sam feeling? Retrieve or infer an answer. ‘He is unhappy’ Identify the sentence in the text where the answer or the clue to the answer is. ‘Out of the sight of the others, Sam wept quietly in the corner’ Summarise & explain with direct reference I know because….he is crying. The clue is….
Key changes - maths Focus on knowing number facts by rote earlier: Number bonds to 10 and 20 including subtraction facts (y1 &2) Number bonds to 100 (y3) Times tables to 12 x 12 including division facts (by end of year 4) Telling the time – to five minutes by the end of year 3 and 24 hour clock in year 4 Recognising money in £ and p (y2)
Number facts They must be learnt off by heart in random order Times tables are more than just counting Ask related division or subtraction questions to match.
Games for number facts http://www.ictgames.com/numberFacts.htm http://www.topmarks.co.uk/maths-games/7-11- years/multiplication-and-division http://resources.woodlands- junior.kent.sch.uk/maths/timestable/
Telling the time Encourage the children to tell given times at home on a variety of clocks/ watches. Expectation Y1 – analogue o’clock and half past Y2 – analogue quarter to, quarter past Y3 – analogue five minute intervals Y4 – analogue and digital 12hour and 24 hour to nearest minute. Y5/6 – apply to problem solving
Money Allow children to handle money – count out amounts and predict change. Y1 – count up amounts in 1p, 2p and 10p Y2 – count up amounts up to £1 in all coins and recognise £ and p notation. Give change in coins to £1 Y3 – count up amounts over £1 and give change from £ amounts (ie. £2 £5) Relate money to decimals Y4 – give change from notes £5 and £10. Count up amounts of money over £10 Y5/6 apply to problem solving
Vocabulary changes in place value No longer tens and units – the ‘units’ place is now known as ‘ones’.