1. Welcome to our Parent Workshop

2. Example questions

3. This morning we will… Inform you of the changes to the new Maths and English Curriculum. Explain how we teach both Maths and Grammar here at St Leonard’s.

4. The New Primary Mathematics Curriculum 2015

5. Key themes in mathematics in the new curriculum Spoken communication and reasoning Reading and spelling mathematical vocabulary Problem solving and application of knowledge Calculators not being used as a substitute for good written and mental arithmetic Focus on mental calculation and written calculation Strands now: number measurement geometry statistics

6. Key Changes - Mathematics Understanding of square numbers, cubed numbers, primes, factors, prime factors, common multiples etc. during Year 5 and Year 6 No probability Larger numbers introduced earlier No data handling in Year 1 Tables to 12x12 by end of Year 4 Earlier introduction to formal written methods Focus on fractions Simple fractions (1/4 and 1/2) are taught from KS1, and by the end of primary school, children should be able to convert decimal fractions to simple fractions (e.g. 0.375 = 3/8). No calculators Focus on problem solving

7. Your child will learn… How to use the four operations effectively.

8. Why so many methods? - Children are entitled to be taught and to acquire secure mental methods and efficient written methods of calculation for each operation which they know they can rely on when mental methods are not appropriate. We teach them a range so they can choose the one they prefer and proves most accurate for them. The four operations

9. Addition

11. Subtraction

13. Multiplication

21. Division

28. KS2 Grammar, Punctuation and Spelling Grammar has always been an important part of the English Curriculum however now children need to know the grammar terminology and when and where to apply it in their writing. Like Maths, the expectations are higher than they have previously been.

30. Clauses This is the type of question the children will be expected to answer

31. Children need to be able to identify main and subordinate clauses. They also need to write main and subordinate clauses independently (this is known as a complex sentence). A main clause is a sentence that makes sense on its own. The dog sat on the mat. A subordinate clause adds additional information. The dog sat on the mat whilst eating a bone. Both the main clause and subordinate clause must contain a verb. The subordinate clause could be written in various places in the sentence. The dog sat on the mat whilst eating a bone. Whilst eating a bone, the dog sat on the mat. The dog, whilst eating a bone, sat on the mat. Main and Subordinate clauses

32. Clauses

33. Prepositions and prepositional phrases express a relationship between two parts of a sentence, usually to do with location or time. Simple prepositions may include: about, across, after, at, before, behind, by, down, during, for, from, to, inside, into, of, off, on, onto, out, over, round, since, through, to, towards, under, up, with. Prepositions The ferocious dog barked noisily through the hole in the fence. The flowers sat on the table. We will be back in a few days.

35. Fronted Adverbials A fronted adverbial goes at the beginning of a sentence. It describes where, when and how. For example: In the winter, some animals hibernate. Outside my house, I found a pizza. Gently, she lifted the sleeping baby. Suddenly, the ground began to shake. At the park, I lost my coat.

36. Apostrophes Apostrophes have two main purposes. Contraction or omission and possession Contraction or omission – This is where two words become one. For example: did not = didn’t, could have = could’ve Possession – This shows that something belongs to something else. For example: John’s coat, dog’s kennel, When you add an apostrophe to a plural you must put the apostrophe after the s (dogs’ kennel, cats’ whiskers) unless the plural is irregular (children’s books)

37. Apostrophes

39. Determiners Determiners ‘home’ you in on the noun. The most common determiners are ‘the’ and ‘a’ Some more determiners: this dog, that dog, all dogs, every dog, some dogs, no dogs, each dog one dog, two dogs his dog, her dog, my dog

40. Relative Clauses/Pronouns A relative clause is a specific type of subordinate clause that adapts, describes or modifies a noun. Relative clauses add information to sentences by using a relative pronoun such as who, that or which. For example: The boy, who was 12 years old, chased the dog. I bought a new car that is very fast.

42. In an active sentence the subject of the sentence is ‘doing’ the action (the verb) and is generally at the beginning of the sentence: The boy ate the pie. In a passive sentence, the thing having the action ‘done’ to it is the subject of the sentence and the thing ‘doing’ the action is usually included near the end of the sentence (but may not be in the sentence at all): The pie was eaten by the boy. Jeff broke the vase. – Active (Jeff is more important than the vase) The vase was broken. – Passive (The vase is more important than Jeff) You can see that in the passive sentence the person or thing ‘doing’ the action does not always need to be included. Active and Passive Voice

43. Look at these two sentences: Jane cleaned the house. The house was cleaned by Jane. These are the steps the children are taught in order to find out if a sentence is active or passive. 1) First find the verb…cleaned 2) Next work out who/what is ‘doing’ the verb… Jane 3) If this noun is at the front of the sentence, it is the subject and therefore the sentence is active. 4) If the noun ‘doing’ the action is at the end of the sentence or is not there, the sentence is passive.

44. Synonyms and Antonyms A synonym is a word or phrase that means exactly or nearly the same as another word or phrase in the same language. Antonyms are words that have the opposite meaning. It is important that the children have a good vocabulary and are regularly reading books that challenge them. When they speak, children should be encouraged to use correct grammar and to try out different words.

45. Synonyms and Antonyms

46. Thank you for coming. Do you have any questions?