Loughton School’s
curriculum evening
th
28
February 2017
Aims of this session
 Share our approach to teaching writing, reading, SPaG
and maths.
 Share resources, ideas and strategies to support
children's reading and writing.
 Share ideas and resources to support mathematical
fluency.
Where do the children need to
get to by the end of year 6 with
their writing?
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Creating atmosphere, and integrating dialogue to convey
character and advance the action
Selecting vocabulary and grammatical structures that reflect
the level of formality required mostly correct
Using a range of cohesive devices, including adverbials,
within and across sentences and paragraphs
Using passive and modal verbs mostly appropriately
Using a wide range of clause structure, sometimes varying
their position within the sentence
Using adverbs, preposition phrases and expanded noun
phrases effectively to add detail, qualification and precision
Using inverted commas, commas for clarity, and punctuation
for parenthesis is mostly correct, and making some correct
use of semi-colons, dashes, colons and hyphens
Spelling most words correctly (yr5&6)
Maintaining legibility, fluency and speed in handwriting
through choosing whether or not to join specific letters
Year 3
Expanded noun phrases
Year 4
Expanded noun phrases
Year 5
Expanded noun phrases
Year 6
Expanded noun phrases
Subordinating
conjunctions
Subordinating
conjunctions
Subordinating
conjunctions
Subordinating
conjunctions
Co-ordinating
conjunctions
Co-ordinating
conjunctions
Co-ordinating
conjunctions
Co-ordinating
conjunctions
Past simple
Past progressive
Present simple
Present progressive
Past perfect
Present perfect
Past simple
Past progressive
Present simple
Present progressive
Past perfect
Present perfect
Past simple
Past progressive
Present simple
Present progressive
Past perfect
Present perfect
Past simple
Past progressive
Present simple
Present progressive
Past perfect
Present perfect
Sentence types:
Statement
Command
Question
Exclamation
Sentence types:
Statement
Command
Question
Exclamation
Sentence types:
Statement
Command
Question
Exclamation
Sentence types:
Statement
Command
Question
Exclamation
Adverbials
Adverbials
Adverbials
Adverbials
Relative clauses and
relative pronouns
Relative clauses and
relative pronouns
Modal verbs
Modal verbs
Subjunctive form
Year 3
Year 4
Year 5
Year 6
Aa.!?
Aa.!?
Aa.!?
Aa.!?
Inverted commas
Inverted commas
Inverted commas
Inverted commas
Commas to separate a list
Commas to separate a list
Commas to separate a list
Commas to separate a list
Apostrophe for omission and
possession
Apostrophe for omission and
possession
Apostrophe for omission and
possession
Apostrophe for omission and
possession
Commas for fronted
adverbials
Commas for fronted
adverbials
Commas for fronted
adverbials
Commas for fronted
adverbials
Commas for clarity
Commas for clarity
Parenthesis
Parenthesis
Dashes
Brackets
Commas
Dashes
Brackets
Commas
Hyphens
Hyphens
Dashes
Colons
Semi-colons
Let’s look at the big picture for
our new writing approach.
Spellings
We have created a spelling progression
program for the children to follow during
their time with us at Loughton School.
We have created lists of the most
commonly misspelled words and high
frequency words that the children need
to know. All of these resources will be
on our website for you to look through at
home.
Loughton’s reading
curriculum includes:
 Guided reading
 Regular independent reading:
 individual
 group and paired
 Home/school reading
 Hearing books read aloud on a regular basis
 Selecting their own choice of texts
 Hearing books on cd
 E-books
 Newspapers
 Magazines and comics
Higher order reading skills
What are they?
Location - Finding information in a text.
Inference - Implying from the text.
Evaluation - Summing up what the text
was about.
 Appreciation - Being able to explain why
they did/didn’t like it.
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So, what can you
do to help?
Voracious Vocabbers!
One thing we’ve noticed about children who have a wide
range of vocabulary is that they read a lot. The KS2 SPAG
tests will require your child to have a solid vocabulary.
Try giving these a go:
• Give them a word and have them find three synonyms or
antonyms within 45 seconds using a thesaurus.
•
Give a ‘Word of the Day’ and challenge your child to use it
correctly and report back to you how they used it throughout
the day.
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Make use of your local library with your child. Have them read
various genres and keep a reading log. It’ll not only help your
child with their reading skills, but also their writing skills.
Punctuation Perfectionists!
The KS2 SPAG test also tests your child on whether or not they know
how to correctly punctuate sentences. It’s important that you know the
punctuation rules as well, so have a quick review before you work with
your child. Here are some tips to help:
• Give your child silly sentences and have them correctly punctuate
them.
• Tackle the common errors first. Children often struggle with colons &
semi-colons, apostrophes and dashes. Look through your child’s
writing and work with them to identify correct usage of punctuation.
• Read through a book together and copy out a few examples of
sentences. Read through these with and without punctuation to see
what a difference it makes. This will help your child understand the
importance of each punctuation mark.
Grammar Gurus!
Many children struggle with labelling parts of speeches
and using correct tenses. Help your child become a
Grammar Guru by trying some of the following:
Ask your child to highlight nouns in one colour, verbs in
another, etc. Sometimes, children find it easier to
memorise when things are colour-coded.
•
Write down grammar terminologies on note cards and
have your child give you one correct example.
Challenge your children by having them race against
the clock or their previous scores.
Keep a daily journal
When we ask children to write stories or essays, many children
find the idea of needing to write a lot daunting. You can help my
having your child keep a daily journal that requires a certain
grammar rule or punctuation rule. Afterwards, read through their
journal with them, review the incorrect usages and have them
correct themselves. It not only helps your child with their writing
skills, but it will also let your child see where they are making
mistakes.
Our new reading cloud.
We recently updated our library
system and the children can now
access the reading cloud from
home. There are several things your
child can do on the cloud, all of
which will help them grow their love
of reading.
At Loughton we teach
maths mastery.
What does it mean to
master something?
What does it mean to
master something?
• I know how to do it
• It becomes automatic and I don’t need to
think about it- for example driving a car
• I’m really good at doing it – painting a
room, or a picture
• I can show someone else how to do it.
Mastery of Mathematics is
more…..
• Achievable for all
• Deep and sustainable learning
• The ability to build on something that has
already been sufficiently mastered
• The ability to reason about a concept and
make connections
• Conceptual and procedural fluency
Teaching for Mastery
• The belief that all pupils can achieve
• Keeping the class working together so that
all can access and master mathematics
• Development of deep mathematical
understanding
• Development of both factual/procedural and
conceptual fluency
• Longer time on key topics, providing time to
go deeper and embed learning
The new curriculum is a
mastery curriculum
The national curriculum for mathematics aims
to ensure that all pupils:•
•
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become fluent in the fundamentals of mathematics
reason mathematically using mathematical language
can solve problems by applying their mathematics to a
variety of problems
What is fluency?
Efficiency implies that the student does not get bogged down in too many
steps or lose track of the logic of the strategy. An efficient strategy is one that
the student can carry out easily, keeping track of sub problems and making use
of intermediate results to solve the problem.
Accuracy depends on several aspects of the problem-solving process, among
them careful recording, knowledge of number facts and other important number
relationships, and double-checking results.
Flexibility requires the knowledge of more than one approach to solving a
particular kind of problem, such as two-digit multiplication. Students need to be
flexible in order to choose an appropriate strategy for the problem at hand, and
also to use one method to solve a problem and another method to double-check
the results.
Fluency demands more of students than the memorization of a single procedure

(Russell 2000 http://investigations.terc.edu/library/bookpapers/comp_fluency.cfm
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Fluency involves:
• Quick recall of facts and procedures
• The flexibility and fluidity to move between different contexts and
representations of mathematics.
• The ability to recognise relationships/structures and make connections
in mathematics
18 + 14 =
32 – 27 =
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= 25 x 9
42 ÷ 3 =
2.4 – 0.7 =
+ 15
•Which of these do you rely most
heavily on factual recall to solve?
•Which of them do you rely more
heavily on relationships and structure
to solve?
•Discuss the knowledge & strategies
which make you fluent.
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Sally knows all her tables up to 12 x 12
When asked what is 12 x 13 she looks blank.
Does she have fluency and understanding?
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Why focus on fluency in addition and
subtraction facts?
* A defined set of addition and subtraction facts
build the basis of all additive calculation, just as
times tables are the building blocks for all
multiplicative calculation.
* If children are not fluent in these facts, then
when they are solving more complex problems
the working memory is taken up by calculating
basic facts, and children have less working
memory to focus on solving the actual problem.
Developing fluency with
number facts
900 - 700
90 - 70
Some Reflections
 Outcomes are stronger where there is a
combination of recall and strategies
 The route to memorisation is recognising
relationships and making connections
 Need to move away as quickly as we can from counting
strategies
 The ability to partition single digit numbers is crucial
So, what can you
do to help?
Adding and subtracting
• Give children a number fact and ask what
else they know.
• E.g 3 + 4 = 7 so 30 + 40 = 70,
700 = 300 + 400 etc.
• Play ‘kneesys’ to reach a target number
• Play ‘Greedy Pig’
• Quick fire questions – establish which
ones they don’t know
• ‘I say…, you say’ using the inverse
Times tables and division facts
• Give children a number fact and ask what
else they know.
• E.g 3 x 4 = 12 so 30 x 40 = 1200,
120 = 30 x 4 etc.
• Recite rolling numbers rhymes
• Play ‘Greedy Pig’
• Quick fire questions – establish which
ones they don’t know
• Fizz buzz
• ‘I say…, you say’ using the inverse
• Look for patterns in multiples
And finally…
 If you have any questions? Come and see
me.…
 Please use the Post-it notes to evaluate the
session.
 Orange= What will you use from this session
in your role?
 Green = What could we improve for next time?
 Thank you for coming along!