1. KS2 Reading Level 4+ 97% 90% 89% Level 4b+ 83% 94% 80% Level 5+ 67%
2013
2014
2015
National 2015
Reading
Level 4+
97%
90%
89%
Level 4b+
83%
94%
80%
Level 5+
67%
68%
48%
Level 6 0%
Writing
93%
97%*
87%
40%
47%
52%*
36% 7% 3%
13%* 2%
Maths
77%
57%
55%
41%
13%
16% 9%
Grammar, Punctuation and Spelling
73%
60%
71%
10% 4%
Progress from KS1
2013
2014
2015
National 2015
Reading
2 levels
96%
93%
100%
91%
3 levels
43%
42%
33 %
Writing
94%
33%
61%
36%
Maths
97%
90%
40%
52%
34%

2. Maths at KS2 New Curriculum in place throughout school
Higher expectations in all year groups
Deeper knowledge and challenge rather than acceleration through new content …
Fluency in the fundamentals of Maths
Reason mathematically
Problem solve

3. Maths at KS2 Key skills: Arithmetic Quick mental calculation
Fast recall of tables, including inverse facts
Number bonds
Efficient methods
Knowing when a written calculation is needed
Knowing which written calculation to use

4. Helping your child with Maths
Maths is in everything we do – use it!
Shopping
Adding up cost
Working out change
Discounts – 30% off
Buy one, get one half price
2 kg of potatoes – how much for 500grams?

5. Helping your child with Maths
Maths is in everything we do – use it!
At home:
Telling the time – how long until bedtime or a favourite TV programme?
Cooking – how long until the cake is cooked? How much flour? What is 250g in kgs?
If you have 1/6 of the cake, how much will be left?
If we have 32 chocolates in a box, how many can we each have? Will there be a remainder?
Measuring – what is the area of this room?
How far is it to…

6. Helping your child with Maths
Helping learn key skills: tables
In order, at random, inverse, in context
4 x table
8x4=32
4x8=32
32÷8=4
32÷4=8
8 people each put £4 towards a party. How much did they have altogether?
The Literacy Toolbox precisely mimics the way the children learned to read at their mother’s knee. At the computer, text is presented in such that the sight and the sound of individual words merge into a single perceptual experience rather than a fragmented decoding exercise and are therefore more readily accepted into memory as sight vocabulary. This makes it possible for even the poorest readers to get lots of experience of only reading correctly and within this experience, they internalise the skills and innate mechanisms of reading correctly without being formally ‘taught’ these skills. They acquire a knowledge of phonics perceptually just like the 2% who learned to read before they received ‘phonics instruction.’ The evidence from every school that uses PL suggests that when this experience is delivered on a daily basis, routinely reading correctly quickly becomes their norm.

7. Addition at KS2

8. Addition at KS2

9. Addition at KS2

10. Subtraction at KS2
The Literacy Toolbox precisely mimics the way the children learned to read at their mother’s knee. At the computer, text is presented in such that the sight and the sound of individual words merge into a single perceptual experience rather than a fragmented decoding exercise and are therefore more readily accepted into memory as sight vocabulary. This makes it possible for even the poorest readers to get lots of experience of only reading correctly and within this experience, they internalise the skills and innate mechanisms of reading correctly without being formally ‘taught’ these skills. They acquire a knowledge of phonics perceptually just like the 2% who learned to read before they received ‘phonics instruction.’ The evidence from every school that uses PL suggests that when this experience is delivered on a daily basis, routinely reading correctly quickly becomes their norm.

11. Subtraction at KS2
The Literacy Toolbox precisely mimics the way the children learned to read at their mother’s knee. At the computer, text is presented in such that the sight and the sound of individual words merge into a single perceptual experience rather than a fragmented decoding exercise and are therefore more readily accepted into memory as sight vocabulary. This makes it possible for even the poorest readers to get lots of experience of only reading correctly and within this experience, they internalise the skills and innate mechanisms of reading correctly without being formally ‘taught’ these skills. They acquire a knowledge of phonics perceptually just like the 2% who learned to read before they received ‘phonics instruction.’ The evidence from every school that uses PL suggests that when this experience is delivered on a daily basis, routinely reading correctly quickly becomes their norm.

12. Multiplication at KS2

13. Multiplication at KS2

14. Division at KS2

15. Division at KS2

16. Question analysis
Only 8 out of 30 Y6 children sampled in July 2015 in Enfield answered this correct.
What do you think the most popular incorrect answer was? Why?
How could you address this in your class? .

17. Using the Bar Model method

23. Questions