Parent Curriculum Evening Year 5 & 6

Maths and the new curriculum Based on three strands, which should underpin all mathematics… FLUENCY: in the fundamentals of mathematics, through varied and frequent practise with increasingly complex concepts over time; REASONING: relationships and generalisations; developing an argument, justification or proof using mathematical language; PROBLEM SOLVING: applying their mathematics to a range of problems with increasing sophistication.

Fewer Things; Greater Depth https://www.youtube.com/watch?v=I4aDZEZaF_A There are fewer objectives to cover in a year, but many of these objectives are more difficult, with many being moved ‘down’ from a higher year group. This should mean that ‘deep learning’ rather than ‘superficial learning’ takes place; Children’s learning will be extended in depth within their own year group’s expectations rather than moving onto another year’s expectations; Children need to achieve all their year group’s objectives in order to be at ‘expected’ level. Purple Learners

Reasoning Always/Sometimes/Never: Hexagons have six lines of symmetry What is reasoning? Use what you know Logical thinking Applying different strategies Talking / discussing maths thinking Always/Sometimes/Never: Hexagons have six lines of symmetry Show me a five-digit number with a tens unit of ‘6’. And another. And another …

Working systematically Problem Solving Working systematically Trial and improvement Logical reasoning Spotting patterns Visualising Working backwards

Key Objectives Year 5 Identify multiples and factors of a number Count forwards and backwards through zero Round to one decimal place Use columnar addition and subtraction with numbers of any size Multiply a three- or four-digit number by a two-digit number using long multiplication Divide numbers up to four-digits by a single-digit number using short division and interpret the remainder Add and subtract fractions with denominators that are multiples of the same number Write decimals as fractions Understand that per cent relates to number of parts per hundred Convert between adjacent metric units of measure for length, capacity and mass Measure and draw angles Calculate the area of rectangles Distinguish between regular and irregular polygons Key Objectives Year 5

Key Objective Year 6 Mastery Indicators Multiply and divide numbers with up to three decimal places by 10, 100, and 1000 Use long division to divide numbers up to four digits by a two-digit number Use simple formulae expressed in words Generate and describe linear number sequences Use simple ratio to compare quantities Write a fraction in its lowest terms by cancelling common factors Add and subtract fractions and mixed numbers with different denominators Multiply pairs of fractions in simple cases Find percentages of quantities Solve missing angle problems involving triangles, quadrilaterals, angles at a point and angles on a straight line Calculate the volume of cubes and cuboids Use coordinates in all four quadrants Calculate and interpret the mean as an average of a set of discrete data Key Objective Year 6

Essential Knowledge Year 5 Know the place value headings up to millions Recall primes to 19 Know the first 12 square numbers Know times tables up to 12 x 12 Know the Roman numerals I, V, X, L, C, D, M Know percentage and decimal equivalents for 1/2, 1/4, 1/5, 2/5, 4/5 Know rough conversions between metric and Imperial units Know that angles are measured in degrees Know angles in one whole turn total 360° Know angles in half a turn total 180° Know that area of a rectangle = length × width Essential Knowledge Year 5

Essential Knowledge Year 6 Know percentage and decimal equivalents for fractions with a denominator of 2, 3, 4, 5, 8 and 10 Know the rough equivalence between miles and kilometres Know that vertically opposite angles are equal Know that the area of a triangle = base × height ÷ 2 Know that the area of a parallelogram = base × height Know that volume is measured in cubes Know the names of parts of a circle Know that the diameter of a circle is twice the radius Know the conventions for a 2D coordinate grid Know that mean = sum of data ÷ number of pieces of data Essential Knowledge Year 6

Assessment

Written Methods

Written Methods

Maths at Abbeymead Elicitation Differentiated Ladder Tasks Learning Tasks and Reasoning Consolidate Guided groups Guided marking Move learning on Assessment SPTO Mental Arithmetic Problem Solving Revisit Topic maths Gaps carousel

English and the new curriculum Communication Speaking and Listening Performing English across the curriculum Reading, Writing and Communicating for a real purpose. Reading Word Reading Comprehension Writing Composition Transcription (spelling and handwriting) Grammar

Reading – Key Objectives Year 5 I use some of the words and word parts that understand already to think about what new words mean and sound like. I am becoming familiar with a range of books. I check my understanding of a text through discussion and exploring the meaning of words. I am able to make simple summaries of a given number of paragraphs I have read. I can find and make notes on information from non-fiction. I am beginning to participate in discussions about books I have read by listening to others' ideas. I am able to explain my views.

Reading – Key Objectives Year 6 I use the words and word parts that I can read and understand already to think about what new words mean and sound like. I know authors use particular language which will have impact on me, the reader. I check my understanding of books I have read through discussion and exploring the meaning of words. I am able to identify key details and ideas in texts by summarising a given number of paragraphs I have read. I am able to identify and discuss themes and conventions in and across a wide range of writing. I show my understanding of what I have read by drawing inferences from within the text and justifying them with evidence. I am able to justify my views.

Writing – Key Objectives Year 5 Spelling and Punctuation: I use brackets, dashes or commas to create an explanation section in a sentence. Planning: I am beginning to plan the structure of my writing by thinking about the audience for my text and the purpose of the writing. Editing: I beginning to evaluate and edit my work to think about whether it can be improved based on what I have read. Grammar and Vocabulary: I begin sentence clauses with who, which, where, when, whose, that or with.

Writing – Key Objectives Grammar and Vocabulary: Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms. Composition: Describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action in narratives. Grammar and vocablulary: Using passive verbs to affect the presentation of information in a sentence. Editing: Proof-read for spelling and punctuation errors. Punctuation: Using a colon, semi-colon or hyphen to indicate clauses Spelling: Use dictionaries to check the spelling and meaning of words.

Example of SPAG activities: Vocabulary, Grammar and Punctuation Example of SPAG activities: Warm up SPAG activity

English at Abbeymead COLD WRITE Identify gaps and targets Immersion Addressing gaps Guided groups Guided marking Planning English at Abbeymead Writing SPTO HOT WRITE Assess Revisit SPTO Topic writing Gaps and spag

Helping at Home http://www.abbeymead.gloucs.sch.uk/ Handouts: Key objectives Maths written methods Email terminology for writing