Transcript The new literacy curriculum

The new literacy curriculum
What’s changed?
• Four main strands: Composition, Grammar (includes vocabulary and
punctuation), Spelling and Handwriting.
• All have equal weighting within the curriculum.
• Building a brick wall on a very firm foundation
• This means that unless all the ‘bricks’ from the previous ‘Band’ are
securely in place, your child cannot be assessed within the next band.
• Examples: Band 1 spelling statements include:
• spell the days of the week, know and apply the spelling rule for
adding s and –es as the plural marker for nouns.
Application across the curriculum
• Evidence in writing for a variety of different purposes across the
whole curriculum.
Expectations
Composition:
Band (Year) 2 – Write for different purposes to develop positive
attitudes and stamina for writing.
Band (Year) 4 – Draft and write by organising paragraphs around a
theme
Band (Year) 6 – Draft and write by selecting appropriate grammar and
vocabulary understanding how such choices can change and enhance
meaning.
Expectations:
Vocabulary, Grammar and Punctuation:
Band 2: Understand the following terminology: Noun (common,
proper, collective), noun phrase, statement, question, exclamation,
command, compound, suffix, adjective, adverb, verb, tense (past,
present), apostrophe and comma.
Band 4: Understand the follow terminology: determiner, pronoun,
possessive pronoun and adverbial.
Band 6: Understand the following terminology: subject, object, active,
passive, synonym, antonym, ellipsis, hyphen, colon, semi colon, and
bullet points.
Expectations:
Spelling:
Band 2: add suffixes to spell longer words, including ment, - ness, - ful,
- less and – ly.
Band 4: add endings which sound like ‘shun’ spelt – tion, - sion, - ssion,
- cian, for example invention, discussion, tension, magician.
Band 6: by now, children will be expected to have covered most rules
and to apply knowledge of morphology (a words internal make up –
root word, suffixes, prefixes) and etymology ( the study of the origin of
words) in spelling and understand that some words need to be learnt
specifically – they don’t follow a spelling pattern.
What can you do at home?
• The spelling activities suggested on homework sheet.
• Apps and websites specifically for children.
• Words on the fridge 
• Spell the word when out in the car.
• Share different types of texts with your child (magazines, newspapers,
books), pick out the different word classes used, punctuation,
sentence structure and examples of grammar.
• Cut up the words in newspapers to practise spellings, write sentences,