Transcript Slide 1

KS2 English
Parent Workshop
January 2015
Agenda
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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
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.
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.
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
Reading with your child
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
Spelling, Punctuation and
Grammar (SPaG)
Year
3
Vocabulary:
• To express time, place and cause using conjunctions
preposition,
word
family, prefix,adverbs or
(e.g. when, adverb,
before,
after, conjunction,
while, so,
because),
clause,
subordinate
clause,
direct during,
speech, consonant,
letter, of)
prepositions
(e.g.
before,
after,
in, because
vowel, inverted commas
• 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
Spelling, Punctuation and Grammar
Year 4
• To use noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases
• To use fronted adverbials
Vocabulary:
• To use paragraphs to organise ideas around a theme
determiner,
• To use the appropriate choice of the pronoun orpronoun,
noun within and across sentences to aid cohesion and
avoid repetition.
possessive pronoun, adverbial
• 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.
Spelling , Punctuation and Grammar:
Year 5
• To use relative clauses beginning with, who, which, where, when, whose, that or an omitted
relative pronoun
Vocabulary
• To indicate degrees of possibility using adverbs or modal verbs
modal verb, relative pronoun, relative clause,
parenthesis,
bracket, within
dash, cohesion,
• To use devices
to build cohesion
a paragraphambiguity
• 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
Spelling, Punctuation and Grammar:
Year 6 (from 2016)
• 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
Vocabulary
and writing or the use of subjunctive forms
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subject, object, active, passive, synonym, antonym,
To link ideas acrossellipsis,
paragraphshyphen,
using a wider
range semi-colon,
of cohesive devices:
repetition
of a word or phrase, grammatical
colon,
bullet
points
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.
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
Questions from the sample
SPaG test for 2016
Let’s eat, Grandma.
Let’s eat Grandma.
Glossary of Terms