Guilden Sutton Parents’ Information Evening

1. Guilden SuttonParents’ Information Evening Mathematics and English Focus Thursday 19th January 2017

2. Aims of the evening • To gain an understanding of mastery in maths • To consider breadth of study in English • To be clear about the aims of the maths curriculum: focus on reasoning • To be clear about the aims of the English curriculum: focus on grammar • To become familiar with assessment without levels

3. Assessment Report- Mastery Final report of the Commission on Assessment without Levels September 2015

4. Assessment Report- Mastery Final report of the Commission on Assessment without Levels September 2015

5. English The new national curriculum is premised on this kind of understanding of mastery, as something which every child can aspire to and every teacher should promote. It is about deep, secure learning for all, with extension of able students (more things on the same topic) rather than acceleration (rapidly moving on to new content). Levels were not consistent with this approach because they encouraged undue pace and progression onto more difficult work while pupils still had gaps in their knowledge or understanding. In developing new approaches to assessment, schools have the opportunity to make “mastery for all” a genuine goal. What does this mean for English?

6. Depth and breadth A key concept of the new curriculum is that it encourages the learning of fewer things but with deeper learning. KS1 Produces a variety of written pieces for different purposes, maintaining form when: • Writing narratives about personal experiences and those of others • Writing about real events • Writing poetry KS2 Writing for a range of purposes and audiences demonstrates selection and use of a variety of forms with appropriate features drawn from models of similar writing, wider reading and research.

7. Mastery and greater depth

8. “Mastery” for All Mastery means having a deep understanding to enable: • solid foundations for future learning to avoid re-teaching • no need for separate catch-up programmes • attainment gaps between pupils to be narrowed whilst raising overall attainment 4 uses of term “mastery” • Mastery approach – all pupils are capable of understanding and doing mathematics given sufficient time, good teaching, appropriate resources • Mastery curriculum – one set of mathematical concepts for all; key ideas and building blocks are important for everyone • Teaching for mastery – pedagogy that enables all pupils to work together on the same concept, allowing mastery for all and greater depth of understanding for some; ensuring learning is sufficiently embedded and sustainable; early intervention; more time spent on each concept; engaging pupils in reasoning and developing mathematical thinking • Achieving mastery of particular topics and areas of mathematics - knowing why, that and how; use knowledge appropriately, flexibly, creatively and apply it to new situations

9. A pupil shows mastery of a concept, idea or technique if he/she is able to ... • describe it in his or her own words; • represent it in a variety of ways (e.g. using concrete materials, pictures and symbols – the CPA approach) • explain it to someone else; • make up his or her own examples (and non-examples) of it; • see connections between it and other facts or ideas; • recognise it in new situations and contexts; • make use of it in various ways, including in new situations.

10. A pupil showing mastery with greater depth is able to... • solve problems of greater complexity (i.e. Where the approach is not immediately obvious), demonstrating creativity and imagination; • independently explore and investigate mathematical contexts and structures, communicate results clearly and systematically explain and generalise the mathematics.

11. Year 3

12. Year 5

13. Activities to demonstrate mastery in writing: • Know a book inside and out, look at how writers use language and words to impact on the reader and use them as models for their own writing. (Reread texts) • Effective not formulaic writing. Considering the reader when writing. • Completing a long piece of extended writing, making sure that tenses, word choice, grammar and punctuation are used correctly throughout • Reading out a short story and writing a summary of the main points from memory • Using proofreading to check for accuracy – spelling, punctuation and correct grammar. This curriculum is all about effective and accurate writing. 

14. Name itSkill: selecting a precise noun A bird sat on the boy’s shoulder while he picked up the thingy reluctantly. The dog eyed the cat savagely. The girl helped herself to a sweet without thinking.

15. Name itSkill: selecting a precise noun The man had been driving the vehicle all morning, up and down the field. Now that it was midday he paused, turned off the engine and climbed down from his vehicle. He sat under a tree and ate his food. He sat there chewing, staring out across the field towards the distant mountains. High above, a bird hovered.

16. New Mathematics Curriculum - Aims • The National Curriculum for mathematics aims to ensure that all pupils: • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

17. Encouraging fluency

18. Encouraging fluency

19. Sample Test Questions –KS1

20. Arithmetic Paper –KS2

21. 3 6 9 11Which number is the odd one out? £2 2p 50p 20p 10p 70p Which one did you choose and why? Could the other numbers be the odd one out? Odd One Out

22. Top Tips

23. What’s the same? What’s different?

24. Would you rather have 3 bags of 10 sweets or 4 bags of 8 sweets? Would you rather have 10 x 1p or 3 x 5p? Would you rather have half of 12p or a quarter of 24p? Play on the iPad for 4 lots of 5 minutes or ¼ of your 1 hour lunchtime? Would you rather?

25. Children’s Reasoning – Key Stage 1

26. Children’s Reasoning – Key Stage 1

27. Children’s Reasoning – Key Stage 1

28. Children’s Reasoning – Key Stage 2

29. Reasoning in a substantial problem

30. Reasoning in a substantial problem

31. English National Curriculum 2014 The overarching aim for English in the national curriculum is to promote high standards of literacy by equipping pupils with a strong command of the written and spoken word, and to develop their love of literature through widespread reading for enjoyment.

32. Aims of the new curriculum for English That all pupils will: • read easily, fluently and with good understanding • develop the habit of reading widely and often, for both pleasure and information • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language • appreciate our rich and varied literary heritage • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

33. Words to get your head around…

34. Share cards out on your group.Look at your information and predict what the text could be about.Discuss and share sentences. Problem solving activity

35. Words to describe the front cover of Winter’s Child

36. Definitions Nouns: (People, places, things or ideas-subject or object of a verb) Mrs Smith ran along the road Pronouns: (Used instead of a noun to indicate someone or something) I, you, he, she, it, we, they (SUBJECTS) me, you, him, her, it, us, them (OBJECTS) Verbs: (they can have a tense) He looked out of the window The journey will take an hour Adjectives: (describe or modify a noun) The leaves were green Adverbs: (give extra meaning to a verb, an adjective, another adverb or a whole sentence) He walked clumsily. He walked really clumsily. I really enjoyed the party.

37. What can Tom hear and see?How does he feel? Senses grid Focus on noun phrases (Y2) and expanded noun phrases (Y4). Application: write a descriptive of the setting using the noun phrases generated.

38. Action verbs- tensesAuthor style (deep study of the text)

39. Year 2

40. Year 6 The Literacy Company

41. Year 2 Year 6

42. Creating sentences Conjunctions Year 1: and Year 2 : Subordination (using when, if, that, because) and co-ordination (using or, and, but) Year 3: Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], Conjunctions and relative pronouns Year 5:Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun

43. ‘They found a secret valley deep in drifted snow. Tom and the boy made polar bears and arctic hares and dazzling white horses.’Which year group is your child working in?Use the appropriate conjunctions/ relative pronouns to create sentences.Y1: Tom played in the snow and he made dazzling white horse.Y2: When Tom played in the snow…Y3: Before going home…Y5: The boy, who had ice-blue eyes,… Conjunctions and relative pronouns

44. ‘That night as Tom gazed out at the starry winter world, he heard a distant voice call from the mountains. But he didn’t see the pale figure sitting beneath his window.’ How does the boy feel? Synonyms The boy sat.

45. Teacher assessment framework at the end of each KS Mathematics KS1Working towards expected standardWorking at expected levelWorking at greater depth within the expected standard KS2Working at the expected level.

46. Teacher assessment framework at the end of each KS KS1: Reading and writing Working towards expected standard Working at expected standard Working at greater depth within the expected standard KS2: Reading Working at expected standard KS2: Writing Working towards expected standard Working at expected standard Working at greater depth within the expected standard

47. How to help your child to write • What are they interested in? Exploit it! Let them use the computer if this helps. • Talk to them about it…Children usually write better if they have discussed their ideas first. • Not everything has to be written down. Play word/sentence games whilst in the car or at bath-time! Compound word games. • Use a stimulus to make up a story- a picture, a piece of music, an object (like an old watch). • Set aside a special, quiet area for writing. Have different paper, pens, a dictionary, thesaurus etc.

48. Reading… • The more your children read, the more ideas they will have for their own writing. • They could have a go at writing their own story with the same characters in.

49. Correcting your child’s efforts! • Picking up on every mistake can be demoralising for your child. • Sometimes, you may just want to praise their great ideas and leave it at that! • When helping them to make it better, choose one or two areas to focus on: • Sense • Vocabulary • Spelling- not every word! • Punctuation