2 Agenda English and the 2014 Curriculum How to help your children at homeHow we teach SPaGSample questions from the 2016 SPaG testGlossary of terms
3 AimsEnable you to understand the changes occurring in English due to the new curriculumProvide you with a greater understanding of how English is taught in school and progression of spelling, punctuation and grammar through Key Stage 2.Enable you to see the types of different questions children will be asked to do by the end of Year 6.Help you understand how you can help your child at home.
4 Key ChangesStronger emphasis on vocabulary development, grammar, punctuation and spelling (for example, the use of commas and apostrophes will be taught in KS1)Handwriting (not currently assessed under the national curriculum) is expected to be fluent, legible and speedySpoken English has a greater emphasis, with children to be taught debating and presenting skills.
5 The New Curriculum: Reading In reading, the curriculum will require:Discussion of fiction, poetry, plays, non-fiction and reference books or textbooksThe preparation of poems and play scripts to read out loudThe need to recognise different forms of poetryAn emphasis on close textual reading and understanding, including literary and linguistic devices, and making inferences about a textThe need to increase familiarity with a wide range of booksThe need to read whole textsLess reference to dramaA shift from word reading to reading comprehensionGreater emphasis on reading for pleasureA focus on applying own knowledge to digest new words and comprehend textsPupils to make comparisons between texts
7 The New Curriculum: Writing In writing, the curriculum will require:An increased focus on developing and improving handwritingA greater number of specific grammatical structures with which pupils will become familiar
8 Spelling, Punctuation and Grammar (SPaG) Vocabulary:adverb, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, letter, vowel, inverted commasYear 3To express time, place and cause using conjunctions (e.g. when, before, after, while, so, because), adverbs or prepositions (e.g. before, after, during, in, because of)To introduce paragraphs as a way to group related materialTo use headings and subheadings to aid presentationTo use the present perfect form of verbs instead of the simple past
9 Spelling, Punctuation and Grammar Year 4 Vocabulary:determiner,pronoun,possessive pronoun, adverbialTo use noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrasesTo use fronted adverbialsTo use paragraphs to organise ideas around a themeTo use the appropriate choice of the pronoun or noun within and across sentences to aid cohesion and avoid repetition.To use inverted commas and other punctuation to indicate direct speech.To use apostrophes to mark singular and plural possession.To use commas after fronted adverbials.
10 Spelling , Punctuation and Grammar: Year 5 Vocabularymodal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguityTo use relative clauses beginning with, who, which, where, when, whose, that or an omitted relative pronounTo indicate degrees of possibility using adverbs or modal verbsTo use devices to build cohesion within a paragraphTo link ideas across paragraphs using adverbials of time, place and number or tense choicesTo use brackets, dashes or commas to indicate parenthesisTo use commas to avoid ambiguity and to clarify meaning
11 Spelling, Punctuation and Grammar: Year 6 (from 2016) Vocabularysubject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet pointsTo use the passive to affect the presentation of information within a sentenceTo know the difference between structures typical of informal speech and structures appropriate for formal speech and writing or the use of subjunctive formsTo link ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections and ellipsisTo use layout devices – headings, subheadings, colons, bullets, tablesTo use the semi-colon, colon and dash to mark the boundary between independent clausesTo use the colon to introduce a list and use of semi-colons within listsTo use bullet points to list information. To use hyphens to avoid ambiguity.
12 How we teach SPaGDiscretely, for one lesson out of 5 English lessons each weekAs a part of an English lesson or as a starter/plenary activityUse lego figures/choc to teach prepositions?!! (Year 3 obj)