Loughton School s curriculum evening. 28 th February 2017

Transcription

1 Loughton School s curriculum evening 28 th February 2017

2 Aims of this session Share our approach to teaching writing, reading, SPaG and maths. Share resources, ideas and strategies to support children's reading and writing. Share ideas and resources to support mathematical fluency.

3 Where do the children need to get to by the end of year 6 with their writing?

4 Creating atmosphere, and integrating dialogue to convey character and advance the action Selecting vocabulary and grammatical structures that reflect the level of formality required mostly correct Using a range of cohesive devices, including adverbials, within and across sentences and paragraphs Using passive and modal verbs mostly appropriately Using a wide range of clause structure, sometimes varying their position within the sentence Using adverbs, preposition phrases and expanded noun phrases effectively to add detail, qualification and precision Using inverted commas, commas for clarity, and punctuation for parenthesis is mostly correct, and making some correct use of semi-colons, dashes, colons and hyphens Spelling most words correctly (yr5&6) Maintaining legibility, fluency and speed in handwriting through choosing whether or not to join specific letters

5 Subjunctive form Year 3 Year 4 Year 5 Year 6 Expanded noun phrases Expanded noun phrases Expanded noun phrases Expanded noun phrases Subordinating conjunctions Subordinating conjunctions Subordinating conjunctions Subordinating conjunctions Co-ordinating conjunctions Co-ordinating conjunctions Co-ordinating conjunctions Co-ordinating conjunctions Past simple Past progressive Present simple Present progressive Past perfect Present perfect Past simple Past progressive Present simple Present progressive Past perfect Present perfect Past simple Past progressive Present simple Present progressive Past perfect Present perfect Past simple Past progressive Present simple Present progressive Past perfect Present perfect Sentence types: Statement Command Question Exclamation Sentence types: Statement Command Question Exclamation Sentence types: Statement Command Question Exclamation Sentence types: Statement Command Question Exclamation Adverbials Adverbials Adverbials Adverbials Relative clauses and relative pronouns Relative clauses and relative pronouns Modal verbs Modal verbs

6 Year 3 Year 4 Year 5 Year 6 Aa.!? Aa.!? Aa.!? Aa.!? Inverted commas Inverted commas Inverted commas Inverted commas Commas to separate a list Commas to separate a list Commas to separate a list Commas to separate a list Apostrophe for omission and possession Apostrophe for omission and possession Apostrophe for omission and possession Apostrophe for omission and possession Commas for fronted adverbials Commas for fronted adverbials Commas for fronted adverbials Commas for fronted adverbials Commas for clarity Commas for clarity Parenthesis Parenthesis Dashes Brackets Commas Dashes Brackets Commas Hyphens Hyphens Dashes Colons Semi-colons

7 Let s look at the big picture for our new writing approach.

8 Spellings We have created a spelling progression program for the children to follow during their time with us at Loughton School. We have created lists of the most commonly misspelled words and high frequency words that the children need to know. All of these resources will be on our website for you to look through at home.

9 Loughton s reading curriculum includes: Guided reading Regular independent reading: individual group and paired Home/school reading Hearing books read aloud on a regular basis Selecting their own choice of texts Hearing books on cd E-books Newspapers Magazines and comics

10 Higher order reading skills What are they? Location - Finding information in a text. Inference - Implying from the text. Evaluation - Summing up what the text was about. Appreciation - Being able to explain why they did/didn t like it.

11 So, what can you do to help?

12 Voracious Vocabbers! One thing we ve noticed about children who have a wide range of vocabulary is that they read a lot. The KS2 SPAG tests will require your child to have a solid vocabulary. Try giving these a go: Give them a word and have them find three synonyms or antonyms within 45 seconds using a thesaurus. Give a Word of the Day and challenge your child to use it correctly and report back to you how they used it throughout the day. Make use of your local library with your child. Have them read various genres and keep a reading log. It ll not only help your child with their reading skills, but also their writing skills.

13 Punctuation Perfectionists! The KS2 SPAG test also tests your child on whether or not they know how to correctly punctuate sentences. It s important that you know the punctuation rules as well, so have a quick review before you work with your child. Here are some tips to help: Give your child silly sentences and have them correctly punctuate them. Tackle the common errors first. Children often struggle with colons & semi-colons, apostrophes and dashes. Look through your child s writing and work with them to identify correct usage of punctuation. Read through a book together and copy out a few examples of sentences. Read through these with and without punctuation to see what a difference it makes. This will help your child understand the importance of each punctuation mark.

14 Grammar Gurus! Many children struggle with labelling parts of speeches and using correct tenses. Help your child become a Grammar Guru by trying some of the following: Ask your child to highlight nouns in one colour, verbs in another, etc. Sometimes, children find it easier to memorise when things are colour-coded. Write down grammar terminologies on note cards and have your child give you one correct example. Challenge your children by having them race against the clock or their previous scores.

15 Keep a daily journal When we ask children to write stories or essays, many children find the idea of needing to write a lot daunting. You can help my having your child keep a daily journal that requires a certain grammar rule or punctuation rule. Afterwards, read through their journal with them, review the incorrect usages and have them correct themselves. It not only helps your child with their writing skills, but it will also let your child see where they are making mistakes.

16 Our new reading cloud. We recently updated our library system and the children can now access the reading cloud from home. There are several things your child can do on the cloud, all of which will help them grow their love of reading.

17 At Loughton we teach maths mastery. What does it mean to master something?

18 What does it mean to master something? I know how to do it It becomes automatic and I don t need to think about it- for example driving a car I m really good at doing it painting a room, or a picture I can show someone else how to do it.

19 Mastery of Mathematics is more.. Achievable for all Deep and sustainable learning The ability to build on something that has already been sufficiently mastered The ability to reason about a concept and make connections Conceptual and procedural fluency

20 Teaching for Mastery The belief that all pupils can achieve Keeping the class working together so that all can access and master mathematics Development of deep mathematical understanding Development of both factual/procedural and conceptual fluency Longer time on key topics, providing time to go deeper and embed learning

21 The new curriculum is a mastery curriculum The national curriculum for mathematics aims to ensure that all pupils:- become fluent in the fundamentals of mathematics reason mathematically using mathematical language can solve problems by applying their mathematics to a variety of problems

22 What is fluency? Efficiency implies that the student does not get bogged down in too many steps or lose track of the logic of the strategy. An efficient strategy is one that the student can carry out easily, keeping track of sub problems and making use of intermediate results to solve the problem. Accuracy depends on several aspects of the problem-solving process, among them careful recording, knowledge of number facts and other important number relationships, and double-checking results. Flexibility requires the knowledge of more than one approach to solving a particular kind of problem, such as two-digit multiplication. Students need to be flexible in order to choose an appropriate strategy for the problem at hand, and also to use one method to solve a problem and another method to double-check the results. Fluency demands more of students than the memorization of a single procedure (Russell

23 Fluency involves: Quick recall of facts and procedures The flexibility and fluidity to move between different contexts and representations of mathematics. The ability to recognise relationships/structures and make connections in mathematics = = = 25 x = = Which of these do you rely most heavily on factual recall to solve? Which of them do you rely more heavily on relationships and structure to solve? Discuss the knowledge & strategies which make you fluent. 23

24 Sally knows all her tables up to 12 x 12 When asked what is 12 x 13 she looks blank. Does she have fluency and understanding? 24

25 Why focus on fluency in addition and subtraction facts? * A defined set of addition and subtraction facts build the basis of all additive calculation, just as times tables are the building blocks for all multiplicative calculation. * If children are not fluent in these facts, then when they are solving more complex problems the working memory is taken up by calculating basic facts, and children have less working memory to focus on solving the actual problem.

26 Developing fluency with number facts

27 Some Reflections Outcomes are stronger where there is a combination of recall and strategies The route to memorisation is recognising relationships and making connections Need to move away as quickly as we can from counting strategies The ability to partition single digit numbers is crucial

28 So, what can you do to help?

29 Adding and subtracting Give children a number fact and ask what else they know. E.g = 7 so = 70, 700 = etc. Play kneesys to reach a target number Play Greedy Pig Quick fire questions establish which ones they don t know I say, you say using the inverse

30 Times tables and division facts Give children a number fact and ask what else they know. E.g 3 x 4 = 12 so 30 x 40 = 1200, 120 = 30 x 4 etc. Recite rolling numbers rhymes Play Greedy Pig Quick fire questions establish which ones they don t know Fizz buzz I say, you say using the inverse Look for patterns in multiples

31 And finally If you have any questions? Come and see me. Please use the Post-it notes to evaluate the session. Orange= What will you use from this session in your role? Green = What could we improve for next time? Thank you for coming along!