Key Stage One
As we gather this evening, let us be aware of all that unites us
as a school family.
Let us take a few moments of silent reflection to pray that we
will support and strengthen each other for the good of the
children.
Agenda
Key Stage One
• Aims
• The New National Curriculum 2014
• A summary of the main changes
• A closer look
- What is GPS?
- Y1 and Y2 expectations in Reading, Writing and
Mathematics
• 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?
• A Government document that states what your child is
supposed to learn in a range of subjects and when.
• In 2014 a new version of the National Curriculum was
introduced which led to many changes taking place in our
school.
How is St.Teresa’s meeting the
demands of the New Curriculum?
• Literacy and Maths schemes have been fully updated.
• Purchased fundamental Maths books from Y1 onwards to
support arithmetic.
• New maths and science resources – fully implemented to
support the changes.
• A change to the ICT provision to make it fit for purpose.
• Continued emphasis on basic skills (presentation,
handwriting, mental calculation)
• The overview of topics and subjects has undergone changes
to meet the requirements of the National Curriculum.
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
• Stronger emphasis on grammar and spelling, vocabulary
development and punctuation. (For example, the use of
commas and apostrophes in KS1) Handwriting should be
fluent, legible and speedy
• Spoken English has a greater emphasis
• In Mathematics, a greater focus on the skills of arithmetic
• In Science there is a strong focus on scientific knowledge
and language
• Computing replaces ICT with a greater focus on
programming rather than on operating programs
GPS
Key Stage One
GPS stands for Grammar, Punctuation and Spelling and is the
biggest change to what children are learning in school.
In Year One, children are expected to use these in their writing
and when talking about it;
• Sentence
• Letter
• Punctuation
• Capital letter including those for
• Full stop
names of places, people and pronoun ‘I’
• Question mark
• Word (including noun, verb and adjective) • Exclamation mark
• Singular
• Plural
Key Stage One
In Year Two, children are expected use these in their writing and
when talking about it;
• Verb
• Noun
• Suffix
• Noun phrase
• Tense (past, present)
• Statement
• Apostrophe
• Question
• Comma
• Exclamation
• Connective or conjunctions
• Adverbs
• Command
• Compound
• Adjective
GPS
Have a look at the jumbled glossary of terms in your pack.
Key Stage One
See if you can match the name with the definition.
Adjective
Noun
Statement
Contraction
A word which describes a noun.
A word that names a person,
place or thing.
a sentence that gives
information.
A word that is shortened by
missing out some letters.
Connective
Adverb
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
There are more examples in your pack.
Key Stage One
It is expected that children not only know these terms but
that they are confident in identifying, using and talking them.
A typical question your child may be given is;
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
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?
• 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.
What type of questions should I be
asking?
Look at the cards on your table showing some examples of
questions to ask. Certain ones will be more appropriate than others
depending on the book your child is reading.
Please take a question card away with you to use next time you are
reading with your child.
Happy reading
Maths in KS1
Key Stage One
• Take 2 minutes to have a look at some example
questions for Year 1 and Year 2.
Maths in Year 1
Key Stage One
• I can count forwards and backwards, read and write
numbers to 100 in numerals
• I can represent and use number bonds to 20 ( + and -)
• I can add and subtract one digit and two digit numbers
to 20, including zero
• I can recognise, find and name a half and a quarter
• I can tell the time to the hour and half hour and draw
the hands on the clock to show the time
• I can recognise and know the value of different
denominations of coins and notes
Year 1 maths examples
Dan buys half the cakes. How many does he buy?
What time will it be in 2 hours?
Maths in Year 2
Key Stage One
Continue with the expectations in Year 1
• I can count in steps of 2, 3, and 5 from 0, and in tens from any
number, forward and backward
• I can recall and use multiplication and division facts for the 2,
5 and 10 multiplication tables
• I can add and subtract two two digit numbers
• I can solve problems involving multiplication and division
• I can recognise, find name and write fractions ½, 1/3,1/4, 2/4,
3/4 of a length, shape, set of objects or quantity
• I can tell and write the time to five minutes, including quarter
past/to the hour;
• I can find different combinations of coins that equal the same
amounts of money and can recognise and use symbols for
pounds (£) and pence (p)
Year
2 Maths examples
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 Stage One
This is a typical example of what would
be expected from a child in Year 2.
Statutory Assessment in 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.
• The Department of Education has also overhauled the format and
content of SATs taken in Year 2 to reflect the New Curriculum.
• These will be taken for the first time in 2016 and will be
reported to parents in July using a new grading system that
replaces 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
(developing, meeting or mastering)
High Achievers
• 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.
Together we achieve more.
Home
• Read for pleasure, talk about
and discuss books
• Read school book daily
• Talk maths (count, number
bonds, play quizzes)
• Tell the time,
• Play with coins, empty money
boxes
• When completing homework: check
Handwriting, finger spaces, capital
letters
and full stops and try to use the correct
vocabulary
Key Stage One
School
• Individual reading opportunities every
week
• Reading book and reading diary sent
home daily
• Daily provision to read for pleasure
• Weekly guided read
• Additional arithmetic time every day
• Small group teaching of phonics
• Teacher led intervention (catch up)
• Better reading project
• Core skills and challenge embedded
across the curriculum