Year 5 curriculum evening
Aim
What are we doing?
What do we want children to do?
What would we like you to do?
Your feedback, suggestions and questions.
What is education about?
Where we start
Where we hope to end up
How it works
School and teachers
Parents and carers
Your children
Where your children are at…
• Until year 3 they were on
the ‘old’ curriculum.
• They were assessed
against ‘old’ levels.
• In KS1 they were
assessed as level 1,2 or 3.
Then they changed trains.
• Since year 4 they have
been on a new
curriculum and are
assessed against age
related expectations.
• Children are now either
below, at or exceeding
age related expectations.
• The two curricula are
NOT the same . The new
one has far higher
expectations.
What this means
A new year with higher
expectations means some
children have slipped into
the below age related
expectations band.
It means that plugging gaps
from previous years is
especially important in
school and at home.
Up the ladder to year 6.
Expectations are higher
but are based on
everything that has gone
before.
It is essential to have as
good a foundation as
possible. Skills from y 3,4
and 5 are key!
What is the end of the line?
• Y6 are assessed by tests
in reading and maths and
also in grammar, spelling • 100 = age related
and punctuation.
expectation
(GaPS)Receive a scaled
• <100 =below age related
score.
expectation
• In writing they are
• > 100 =above age related
assessed in school. These expectation
judgements may be
moderated. They go into
three categories .
What do we need children to do?
• The great work they do needs to
be done BY them FOR them.
• They need to work as hard as
they can because they are
caught in the middle of two
curricula.
• Homework is NOT an option. It
reinforces and it prepares.
• What do they WANT to
achieve?
What does that mean?
• Try their best all the time. They can do no more.
• Avoid avoidable mistakes. “Don’t be dozy!”
(Capital letters, high frequency words,( + ≠ x), answer the questions,
don’t forget to carry, follow the instructions-tick TWO, circle etc etc)
Be the best that they can be.
What we are doing
Regular reading sessions involving oral questioning to
model the type of questions they need to get used to.
Spoken answers come before written answers.
Written tasks based around similar question types.
Exposure in class to harder texts, different question
types AND model answers.
Reading- the main changes
Texts are MUCH harder.
Quantity of text is MUCH higher.
Test technique is MUCH more important.
The ability to read quickly BUT carefully is
VERY important.
But we do want them to enjoy reading!
Reading in Y6 (2016 SAT)
Dawn was casting spun-gold threads across a rosy
sky over Sawubona Game Reserve as Martine
Allen took a last look around to ensure there
weren’t any witnesses. She leaned forward like a
jockey on a track, wound her fingers through a
silver mane and cried, ‘Go Jemmy, go!’
What you can do to help
Read REGULARLY with your child.
Monitor WHAT they read.
Ask questions BEYOND retrieval .
Ask them to EXPLAIN and look beyond the literal.
Ask them to FIND EVIDENCE.
Encourage them to be PRECISE.
Get them to SUMMARISE and ORDER.
What does that look like?
Dawn was casting spungold threads across a rosy
sky over Sawubona Game
Reserve as Martine Allen
took a last look around to
ensure there weren’t any
witnesses. She leaned
forward like a jockey on a
track, wound her fingers
through a silver mane and
cried, ‘Go Jemmy, go!’
• How do you know Martine
doesn’t want anyone to see
what she is going to do?
• When is the story set? What
kind of atmosphere is the
author trying to create? How
does he do this?
• How do you think Martine is
feeling? Explain your answer.
• Write ONE word that is
closest in meaning to
entwined.
Writing-it’s still the hardest.
Have the ideas.
Make sense. (Grammar +
punctuation)
Write neatly.
Spell correctly.
Use interesting vocabulary.
Use an interesting range of
sentences and constructions.
Write enough.
What we are doing
Modelling of the skills they need. SAY IT!WRITE IT! READ IT!
Teaching children to self edit and improve as they go. A KEY SKILL.
Highlighting the importance of spelling.
Emphasis on using ALL the skills that they have while adding to them.
Writing has a higher priority-topic, science, homework…
What you can do to help
• ‘Say it! Write it! Read it!’ If they can’t say it, they can’t
write it!
• Self edit. Sense? Do spellings look right? Improve it?
• High frequency words NEED to be known. Use a
dictionary to help with spellings.
• Use different sentence types. Practice makes perfect.
Varying sentence types can become habit.
• Little and often. Even twice a night makes a
difference.
To help you
We are compiling an updated booklist.
On the website there is a list of examples of the kind of
questions that you might want to try with children.
Glossary list on the website-but feel free to ask!
Maths-the main changes
• A very clear focus on arithmetic. 40% of Y6
assessment is arithmetic based.
• Using and applying of maths skills tests HOW children
solve problems. They will be asked to EXPLAIN how
they know.
• Expectations are MUCH higher. Times tables are now
EXPECTED to be known at the end of Y4.
What we are doing
Teaching the curriculum while trying to revisit previous gaps.
Regular arithmetic, tables and revisit sessions.
Homework to revisit and reinforce.
Opportunities for using and applying skills.
Applying maths in other areas of the curriculum
Maths-what’s gone before supports
EVERYTHING.
What you can do to help
• Focus on arithmetic.
• Decimals, percentages and fractions are part of
arithmetic and are traditional minefields. Money is
decimals!
• Speed of recall of ALL number facts.
• Real life maths- rounding and estimating; measuring
and converting; money problems and numbers in
context. TELLING THE TIME!
In summary
Read –with/to/question/discuss/enjoy
Homework-check/help/don’t do it for them!
Spellings-tests are only part of the story.
Number and time-little and often so it’s second nature.
What can we do to help you?