1. Helping children to achieve age-related expectations in English Securing Level 4 in English by the end of Key Stage 2

2. How should I prepare my Year 6 children for the end of Key Stage 2 assessments? The PNS has produced a key actions timeline to help you structure, pace and focus your teaching, enabling children to approach the assessments with confidence. key actions timeline

3. How can I identify children that need to make accelerated progress to achieve Level 4? The PNS has produced an example pupil tracking grid to support the ongoing identification of children who are at risk of underachievement pupil tracking grid To support children’s progression there is also a whole-school mapping attainment gridmapping attainment grid

4. How can I use curricular targets effectively to support children’s achievement in literacy? Example curricular targets for Y5 and Y6 for literacy Example Year 6 literacy curricular targets Example Year 5 literacy curricular targets QCA analysis literacy implications for teaching and learningQCA analysis literacy implications for teaching and learning

5. How can I support children with reading comprehension? This series of three leaflets gives detailed guidance on teaching comprehension strategies Reading comprehension 1 Reading comprehension 2 Reading comprehension 3

6. What are the subject specific elements which will support my teaching of literacy? Subject knowledge support for curricular targets readingSubject knowledge support for curricular targets reading - Reading Comprehension FliersReading Comprehension Fliers Subject knowledge support for curricular targets writingSubject knowledge support for curricular targets writing

7. How can parents/carers support their child meeting their curricular targets? Parent/carer leaflets for Year 6

8. How can I support children who need to make accelerated progress to achieve Level 4 in English? Booster lessons introduction Booster lessons: persuasion Booster lessons: narrative Booster lessons: reports

9. How can I support children to revise and consolidate what they have learned in literacy? Additional detailed guidance based on the revision units from the Primary Framework Literacy Revision Unit 1Revision Unit 1 Literacy Revision Unit 2Revision Unit 2 Literacy Revision unit 3Revision unit 3 Web link to Primary Framework www.standards.dfes.gov.uk/primaryframework

10. What specific materials are available to support bilingual learners? Learning and Teaching for bilingual children in the primary phase www.standards.dfes.gov.uk/primary/publications/inclusion /bi_children Curricular targets and related aspects of language development pg 39-43 Graphic organisers pg 21-24 Integrated planning for language pg 29-30 Scaffolding learning pg18-26 Scaffolding comprehension pg 44-47 Writing text cohesion pg 49-50 Writing grammar pg 56-68 Vocabulary development pg 67-75 Guided talk for literacy pg 82-86

11. What specific materials are available to support the social and emotional aspects of learning? Social and Emotional Aspects of Learning (SEAL) silver set ‘Going for Goals’, Guidance booklet Going for Gold Learning about learning – supporting children to develop positive learning behaviourLearning about learning – supporting children to develop positive learning behaviour