Information Evening for Parents

Monday 21st September

Agenda

Expectations of new National Curriculum Assessment without levels Stoke Pathways Targets for parents Helping your child at home Measuring Progress Questions

Expectations of new National Curriculum (2014)

New curriculum came in September 2014 for all years except Year 2 and Year 6

This September all year groups are now on new Curriculum

Raised expectations for all year groups in all areas; Reading, Writing and Maths

Greenways started to bridge the gaps last year using ‘Stages’

Expectations of new National Curriculum (2014)

Teachers worked hard to get all pupils in their class on the relevant stage for their year group by July 15

Any gaps in understanding were addressed through interventions last year

Keen to avoid ‘Swiss’ cheese effect. Any children still behind have been

identified and planned for this academic year, within their new classes

Assessment without levels Government bought in new curriculum and gave no

direction on how to assess the children against age related expectations

Across the country various systems were adapted by schools to address this issue.

Huge problem as comparing like for like is impossible – especially when children transfer from school to school

Last year we moved to stages to assess pupils against age related expectations

No longer a ascending scale of values – complete change of ‘mind-set’ for all staff

Stoke Pathways Stoke on Trent identified the need for an

assessment system that was universal across all schools in the city

This system was developed last year and trailed across the city by pilot schools

Stoke Pathways enables easier transfer of pupil’s data across schools

Enables cross moderation of children’s work to ensure judgments are sound.

Stoke Pathways Stoke Pathways is organised up into the sets

of skills needed to achieve the age related expectations from the new National Curriculum

Path 1 = Year 1, Path 6 = Year 6 etc. Each Path is then sub-divided into steps Step 1 = Autumn, Step 2= Spring, Step 3 =

Summer Focus is on ‘mastering’ the year group, not

progressing onto the next year group’s skills

Stoke Reads Assessment tool for assessing reading Each step is the skills that the children need to cover that

term. The skills in reading are broad and deep and cannot be

reached in a quick lesson or intervention session Skills are progressive and build as the year goes on. Reading skills will need to be continually taught and

assessed in each English lesson Children will need to read widely across the curriculum to

attain the expectations for each term Reading is integral to all we do at Greenways and we plan

many opportunities for children to read in other curriculum lessons

Stoke Reads

Stoke Reads ~ Path 3 - Emerging Sept A1 A2 Sp1 Sp2 S1 S2

Word Reading SR1

To read books that are structured in diff erent ways – and read for a range of purposes

To use the context of the sentence to help to read unfamiliar words

To understand how simple and complex sentences influence meaning

To read expressively

To read with sustained concentration

Understand and interpret

SR2

To summarise main events within a story or key facts with the appropriate amount of detail

To identif y themes and conventions in a wide range of books

To retrieve and record information f rom non-fiction texts ie quotes, diagrams, key technical vocabulary etc.

To interpret the eff ects of words and phrases f or example to create humour, images and atmosphere

To have an increasing ability to explain characters’ f eelings and motivations

To locate information using skimming, scanning and text marking

To generate questions before reading and fi nd answers in text

Structure and organisation

SR3

To make comparisons between books noting similarities and diff erence

To recognise diff erent f orms of poetry, f ree verse and narrative poems

To understand how paragraphs are used to order and build up ideas

To routinely make use of non-fiction features to find information f rom the text

To routinely use layout to find inf ormation across the curriculum

Writers Style SR4

To ask questions to improve understanding of a text

To comment on the choice of language to create moods and build tension

To begin to select words and phrases which carry ‘weight’ and explain their eff ect

Writers viewpoint & how it

makes the reader feel

SR5

To make choices about which texts to read based on prior reading and knowledge of the author

To evaluate specific texts with reference to text types

To give an overview of text and explain personal response

To draw inferences such as inferring characters feelings, thoughts, and motives f rom their actions. J ustif y inferences with evidence f rom the text

Stoke Writes Assessment tool to assess writing Includes the grammar, spelling and

presentation elements of writing Looks at the skills through the writing

process and allows creativity to thrive Writing will be continually taught and

assessed across the curriculum Children will work on skills holistically, with

some elements being taught discretely

Stoke Writes  I can start!

 SW1

I can join! SW2

I can write it! SW3

I can say it! SW5

My PunctuationSW6

My Spelling SW7

My PresentationSW8

Path 3: Step 1

A wider range of time connectives are used to start sentences: Lastly Immediatel

y However After a

while Although   Starting to use prepositional clauses and adverbs to begin sentences in different ways,

Consistently use time, place and cause using conjunctions: when before next then meanwhile until during

 Note: to award this level children must use the conjunction to express time, place and cause – it is not enough to use the conjunction inaccurately.

 

Work is proof read for errors and corrected appropriately for spelling, grammar and punctuation.  Details which add humour, suspense and contrast are included in writing.  Prepositions are used routinely when appropriate: next to, by the side of, in front of, during, through, throughout. Beginning to use a range of techniques including similes and alliteration etc to enhance description. Narrative is beginning to contain direct speech, although this may not always be correctly punctuate. Nouns chosen are specific, eg. ‘poodle’ instead of ‘dog’. Writing demonstrates thoughts and feelings of characters to create mood.Narrative settings are beginning to create different moods.

Begin to create improvised, devised and scripted drama for each other and a range of audiences. Begin to orally rehearse, refine, share and respond to drama opportunities.  Show awareness of ways in which speakers vary talk, and why, through exploring different ways of speaking. Write from memory sentences dictated by an adult, including punctuation learnt so far.

 

Knows the difference between consonants and vowels when using the forms of a or an.  Inverted commas (speech marks) are shown as a double for direct speech, eg. ‘’Hello’’. (Not always consistently) Apostrophe for contractions are used without reminder. 

Able to read and spell 25 words and 5 irregular from the 50 Y3 word list. Aware of some homophones and can describe what they are. Use prefixes:Dis-, mis-, in- and im- Check spellings in a dictionary using the first letter. Understand the ‘n’ sound used for ‘ou’ eg. young, touch  

Handwriting is always legible. No mixing of upper and lower case letters can be seen. Children are still developing their own style.   

Stoke Counts Assessment tool to assess maths Each step is the coverage for that term Each step is divided into the different elements of

maths Each child will need to access the skills within

each step Skills will be differentiated to enable children to

meet the age related expectation Within a lesson/week the skills will build and

enable the children to apply and possibly ‘master’ that skill

Stoke CountsStoke Counts ~ Path 3 - Emerging Se

ptA1 A2 Sp

1Sp2

S1 S2

Number & Place ValueSC1

To count in multiples of 4 and 100; find 10 or 100 more or less than a given number

             

To recognise the place value of each digit in a three digit number (hundreds, tens, ones)

             

To compare and order numbers up to 1000

Addition & SubtractionSC2

To add and subtract numbers mentally, including: A three digit number and ones

To add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction

Multiplication & DivisionSC3

To recall and use multiplication facts for the multiplication tables: 3, 4 and 8

FractionsSC4

To count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one digit numbers or quantities by 10.

To recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators

MeasurementSC5

To measure the perimeter of simple 2d shapes

To use vocabulary such as o’clock, am/pm, morning, afternoon, noon and midnight

To estimate and read time with increasing accuracy to the nearest minute

To tell and write the time from: an analogue clock and 12hr and 24hr clocks

ShapeSC6

To draw 2d shapes and make 3d shapes using modelling materials

StatisticsSC8

To interpret and present data using bar charts, pictograms and tables              

Targets for parents Targets that have come home are the deeper skills

that will take a lot to achieve in reading and maths These will need to be re-visited with pupils

constantly throughout the term Children will not get these targets in couple of

lessons Targets will take half a term to a term to achieve Key is that the children ‘master’ the skills In writing, the targets are the small steps that will

improve their writing. Children will be assessed against these skills in

each piece of writing they do and when they can do the skill 3x independently, they get a new target to move their writing on.

Helping your child at homeReading Phonics need to be secure Children need to read widely and often Children need questioning on what they have

read, from various elementsWriting Practise the key skills in lots of different

contexts Encourage good presentation and spellingMaths Number based skills need continual practise Maths skills need applying in real life contexts

Measuring Progress All children (unless SEN) will be now on the Pathway

that applies to their year group Autumn = emerging, Spring = developing, Summer =

securing To show progress through the steps, we will be able to

use a plus+ All children will be expected to ‘master’ the pathway

that applies to their year group and meet the age related expectations

Year 6 and Year 2 SAT test will assess across a broad range of skills to ascertain if they have met the age related expectations (Year 6 SAT will cover skills from Path 3 to Path 6)

Children will be reported as working below, at or above age related expectations

Questions?