Guilden Sutton
Parents’ Information Evening
Mathematics and English Focus
Monday 23rd November 2015
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
Assessment Report- Mastery
Final report of the Commission on
Assessment without Levels
September 2015
Assessment Report- Mastery
Final report of the Commission on
Assessment without Levels
September 2015
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?
Depth before breadth
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.
English Curriculum
Within each key stage schools have the flexibility
to introduce content earlier or later than set out in
the programme of study. In addition, schools can
introduce key stage content during an earlier key
stage if appropriate.
National Curriculum, 2014. Page 16
“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
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.
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.
Year 3
Year 5
English- Mastery for all
The emphasis:
•
•
•
•
•
•
Accuracy and correctness
The ‘basic’ skills
Mature, flexible sentence formation
Elegance
Sentence level rather than text level features
Expression rather than text types
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.
Name it
Skill: 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.
Name it
Skill: 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.
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.
Encouraging fluency
Encouraging fluency
Arithmetic Paper –KS2
Odd One Out
3
6
9
11
Which 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?
Top Tips
What’s the same? What’s different?
Would you rather?
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?
Reasoning in a substantial problem
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.
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.
Words to get your head around…
Problem solving activity
Share cards out on your group.
Look at your information and predict what the
text could be about.
Discuss and share sentences.
Words to describe Winter’s Child
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.
Senses grid
What can Tom hear,
feel, see, smell
How does he feel?
Focus on noun phrases (Y2) and
expanded noun phrases (Y4).
Application: write a descriptive of
the setting using the noun phrases
generated.
Action verbs- tenses
Author style (deep study of the text)
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
Conjunctions and relative pronouns
‘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,…
‘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.
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.
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.
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
Teacher assessment framework at the end of each KS
Mathematics
KS1
Working towards expected standard
Working at expected level
Working at greater depth within the expected standard
KS2
Working at the expected level.
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