Download KS1 English Parent Workshop

Agenda
Key Stage One
• Aims
• The New National Curriculum 2014
• A summary of the main changes
• A closer look
- What is GPS/SpaG?
- Y1 and Y2 expectations in Reading and Writing
• Assessing, testing and reporting to parents
• How can parent/school partnership make a difference?
Aims
• To provide an insight into the 2014 New National
Curriculum, how it has changed and how it will be assessed
• To inform parents of the Y1 and Y2 expectations of the
New Curriculum and the Statutory Assessments
Key Stage One
• To help you support your child’s learning
What is the National Curriculum?
• In 2014 a new version of the National Curriculum was
introduced which led to many changes taking place in our
school.
Key Stage One
• A Government document that states what your child is
supposed to learn in a range of subjects and when.
What does the New Curriculum
mean?
• More ambitious end of year expectations for every group
• Big changes to what your children learn at school
• Do we have to do it? Yes, it is statutory for all
maintained primary schools.
Key Stage One
• A greater focus on core skills
Why the Change?
• To compete internationally
• Be more challenging and rigorous
Key Stage One
• To raise standards
Summary of the Main Changes
• Handwriting should be fluent, legible and speedy
• Spoken English has a greater emphasis
Key Stage One
• Stronger emphasis on grammar and spelling, vocabulary
development and punctuation. (For example, the use of
commas and apostrophes in KS1)
Spelling, Punctuation and Grammar – Yr1
Key Stage One
• To leave spaces between words
• Recognise capital letters and full stops when reading and name them
correctly
• Begin to use the term sentence
• Know that a line of writing is not necessarily a sentence
• To use full stops to demarcate sentences
• To use a capital letter for the personal pronoun ‘I’ and the start of a
sentence
• To join words and join sentences using ‘and’
• Recognise full stops and capital letters when reading and understand how
they affect the way a passage is read
• To recognise other common uses of capitalisation e.g. for personal titles,
headings, book titles, emphasis, days of the week
• To add question marks to questions
• To use exclamation marks
Spelling , Punctuation and Grammar - Yr 2
Key Stage One
• To use capital letters, full stops, question marks and
exclamation marks to demarcate sentences, including in the
use of Proper Nouns.
• To identify nouns within sentences
• To use nouns accurately within sentences
• To know and use Proper Nouns
• To be able to expand nouns phrases for description and
specification
• To use subordination within sentences (when, if, that,
because) and co-ordination (or, and, but) for description and
specification
• To know what an adjective is
• To identify adjectives within sentences
• To use adjectives accurately within sentences
Spelling, Punctuation and Grammar - Yr 2
• To know how the grammatical patterns in a sentence indicate its function
as a statement, question, exclamation or command
• To know what a verb is
• To identify verbs within sentences
• To use verbs accurately within sentences
• To write sentences with subject-verb agreements
• To correct sentences with subject/verb agreements that are incorrect
• To use apostrophes to mark where letters are missing in spelling and to
mark singular possession in nouns.
• To use commas to separate items in a list
• Selecting correct punctuation to end a sentence. (!...?.)
Key Stage One
• To use correct choice and consistent use of present and past tense
throughout writing. To use the progressive form of verbs in the present
and past tense to mark actions in progress (e.g. she is drumming, he was
shouting).
GPS/SPaG
See if you can match the name with the definition.
Key Stage One
Have a look at the jumbled glossary of terms in your
envelope.
Adjective
Noun
Statement
Contraction
A word which describes a noun.
Connective
A word that names a person,
place or thing.
Adverb
a sentence that gives
information.
A word that is shortened by
missing out some letters.
Verb
Command
A word or phrase that links two
ideas or sentences.
A word which describes a verb.
A word that tells you what a
person or thing does or how
they are.
A sentence that tells someone
what to do.
GPS/SPaG
Key Stage One
It is expected that children not only know these terms but
that they are confident in identifying, using and talking about
them.
GPS/SPaG
Key Stage One
GPS/SPaG
Key Stage One
GPS/SPaG
Key
Key
Stage
Stage
One
One
GPS/SPaG
Key Stage One
Reading in Year 1
Key Stage One
A typical Y1 child in reading is expected to…
• Recognise if what they are reading makes sense.
• Use their phonic knowledge when reading books.
• Show awareness of punctuation marks, e.g. full stops,
questions marks and exclamation mark.
• To make plausible predictions about a story.
• Recall the plot of a story. Discuss characters and their
actions.
Reading in Year 2
Key Stage One
A typical Y2 child in reading is expected to…
• Continue with the above expectations of Y1.
• Read most words quickly and accurately, without sounding
out.
• Show awareness of punctuation marks, e.g. pausing at full
stops when reading with expression and intonation, taking
into account when question marks, exclamation marks and
inverted commas for dialogue are used.
• Identify when reading does not make sense and quickly selfcorrect.
• Use clues from what they have already read to make
predictions.
• Discuss reasons for events, using inference (Why? When?
How?)
• Summarise a story giving the main parts in the correct order.
What can I do at home to help develop my
child’s reading skills?
Key Stage One
• Listen to your children read at some point every day.
Even if they have already read at school.
• Talk about the reading book. Show that you are looking
forward to finding out what the book is about.
• Encourage children to make predictions. This could be at
the start, middle or near the end of the book.
• Ask about characters’ feelings and talk about their
actions.
• Discuss the meaning of words specific to the book that
you think your child might be unsure of.
• Ask questions throughout (especially why do you think…?
questions) to ensure your child is understanding what
they are reading.
Writing in Year 1.
Key Stage One
This is a typical example of what would
be expected from a child in Year 1.
Key Stage One
Key Stage One
Writing in Year 2.
Key
KeyStage
StageOne
One
This is a typical example of what would
be expected from a child in Year 2.
Key Stage One
Key Stage One
Statutory Assessment in Key Stage One
• The Department of Education has also overhauled the format and content
of SATs taken in Year 2 to reflect the New Curriculum.
• These were taken for the first time this year and were reported to
parents using a new grading system that replaced NC Levels.
• Example papers are available on the DFE website.
• The way schools assess and report children’s progress has also changed.
Old NC Levels are no longer used. Your child’s progress will be tracked and
reported to you in terms of age related expectations
(emerging and developing/working towards, meeting/secure or greater
depth)
Key Stage One
• At the end of Year 1 children are required to complete a phonics screening
test. Approximately 5-10 minutes with a pass or fail result.
High Achievers
Key Stage One
• If your child is achieving above the expected level, rather
than moving onto the following year group’s work they will
focus on more in-depth and investigative work to allow a
greater mastery and understanding of concepts and ideas.
Working together for the achievement of all
Home
• Read for pleasure, talk about
and discuss books
• Read school book daily
• When completing homework:
check handwriting, finger spaces,
capital letters and full stops and
try to use the correct vocabulary
• Practise spellings and encourage
correct spelling of common
exception words
• Encourage use of phonics for
spelling
• Play, talk, draw, bake and write
about experiences
Key Stage One
School
• Guided reading
opportunities every week
• Reading books and
reading record sent home
weekly
• Daily provision to read
for pleasure
• Phonics sessions daily
• Teacher led intervention
(catch up)
• Weekly spelling tests
• Core skills and challenge
embedded across the
curriculum