1. KS2 English Parent Workshop January 2015

2. Agenda English and the 2014 Curriculum
How to help your children at home
How we teach SPaG
Sample questions from the 2016 SPaG test
Glossary of terms

3. Aims
Enable you to understand the changes occurring in English due to the new curriculum
Provide 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 Changes
Stronger 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 speedy
Spoken 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 textbooks
The preparation of poems and play scripts to read out loud
The need to recognise different forms of poetry
An emphasis on close textual reading and understanding, including literary and linguistic devices, and making inferences about a text
The need to increase familiarity with a wide range of books
The need to read whole texts
Less reference to drama
A shift from word reading to reading comprehension
Greater emphasis on reading for pleasure
A focus on applying own knowledge to digest new words and comprehend texts
Pupils to make comparisons between texts

6. Reading with your child

7. The New Curriculum: Writing
In writing, the curriculum will require:
An increased focus on developing and improving handwriting
A 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 commas
Year 3
To 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 material
To use headings and subheadings to aid presentation
To use the present perfect form of verbs instead of the simple past

9. Spelling, Punctuation and Grammar Year 4
Vocabulary:
determiner,
pronoun,
possessive pronoun, adverbial
To use noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases
To use fronted adverbials
To use paragraphs to organise ideas around a theme
To 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
Vocabulary
modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity
To use relative clauses beginning with, who, which, where, when, whose, that or an omitted relative pronoun
To indicate degrees of possibility using adverbs or modal verbs
To use devices to build cohesion within a paragraph
To link ideas across paragraphs using adverbials of time, place and number or tense choices
To use brackets, dashes or commas to indicate parenthesis
To use commas to avoid ambiguity and to clarify meaning

11. Spelling, Punctuation and Grammar: Year 6 (from 2016)
Vocabulary
subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points
To use the passive to affect the presentation of information within a sentence
To know the difference between structures typical of informal speech and structures appropriate for formal speech and writing or the use of subjunctive forms
To link ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections and ellipsis
To use layout devices – headings, subheadings, colons, bullets, tables
To use the semi-colon, colon and dash to mark the boundary between independent clauses
To use the colon to introduce a list and use of semi-colons within lists
To use bullet points to list information. To use hyphens to avoid ambiguity.

12. How we teach SPaG
Discretely, for one lesson out of 5 English lessons each week
As a part of an English lesson or as a starter/plenary activity
Use lego figures/choc to teach prepositions?!! (Year 3 obj)

13. Questions from the sample SPaG test for 2016

20. Let’s eat, Grandma. Let’s eat Grandma.
Should we put in more examples from paper?

23. Glossary of Terms