Welcome to our Curriculum Meeting For Parents Years 5 and 6

Overview of the meeting Organisation of Diamond Class National Curriculum Expectations in Reading, Writing and Spelling Assessment using end of year expectations Ways to support your child in these areas National Curriculum Expectations in Mathematics Ways to support your child in this area

Organisation Guided Reading Monday’s Literacy Lesson Literacy Lessons during the rest of the week Spelling Lesson Homework – literacy and maths Handwriting Grammar, drill the skill, text examples, modelling, support throughout lesson, individual edit, response partner. Author’s chair. HW 3 week rotation

National Curriculum in English Reading Maintain positive attitudes to reading – range of literature Understand what they have read Discuss and evaluate how authors use language, considering the impact on the reader Participate in discussions Provide reasoned justification for their views Imp of hearing all children read. Also read to them. Answering questions on text, inference, prediction, summary, identify key details,

National Curriculum in English Writing - Spelling Prefixes and suffixes Silent letters and homophones Revise all NC spelling Using dictionaries and thesaurus See handout appendix 1 from NC

National Curriculum in English Handwriting and Presentation Write legibly, fluently and with increasing speed Handwriting lessons – school policy Adapt their presentation to the task Speaking and listening Drama opportunities Speak clearly with appropriate intonation and volume Plays, cross curricular, prod,

National Curriculum in English Composition Plan their writing – identify audience and purpose Write – based on their plan, appropriate grammar and vocabulary, cohesion, structure, organisation Evaluation – self and others Brainstorm, vocab, word banks, form ideas/imagination, time to think,

National Curriculum in English Vocabulary, Grammar and Punctuation Clauses – main, embedded, position in sentence Higher level punctuation - ; () : , … New vocabulary SPAG test at end of KS2 Give appendix 2 and explain!!! Demo clauses Inverted commas, statement, article, etc

Assessment Using End of Year Expectations End of each term – school judgements Continuously assessing through day to day work and understanding Tests Key words – entering, developing, secure “Mastery” of end of year expectations Moving into next year group – only after “mastery” Show KLIPS

Ways to support your child in English Weekly homework and spellings Reading aloud Reading to your child Keep the focus of task in mind Computer?

Mathematics Organisation Monday to Thursday Friday – using and applying problems / targets Mental starter – heavy focus on quick mental skills Multiplication tables – speed and instant recall New learning – children need to understand it in context and have visual / practical prompts

New National Curriculum Expectations in Mathematics NUMBER Importance of place value – Y5 numbers to at least 1,000,000 Y6 numbers up to 10,000,000 Rounding; multiplying and dividing by 10, 100, 1000; negative numbers; counting in steps; Roman numerals

Addition and subtraction Mentally Rounding, estimating to check accuracy Word problems – multi-step Y5 with more than 4 digit numbers Decimals Written method - column

Column Written Methods for Addition Y5 Children should extend the carrying method to numbers with at least four digits. 587 3587 + 475 + 675 1062 4262 1 1 1 1 1 3121 3.20 + 37 +2.88 + 148 6.08 3306 1 1 1 Using similar methods, children will: add several numbers with different numbers of digits; begin to add two or more decimal fractions with up to three digits and the same number of decimal places; know that decimal points should line up under each other, particularly when adding or subtracting mixed amounts, e.g. 3.2 m + 280 cm.

Y6 Children should extend the carrying method to number with any number of digits.   7648 6584 42 + 1486 5848 6432 9134 12432 786 1 1 1 1 1 1 3 + 4681 11944 1 2 1 401.20 + 26.85 + 0.71 428.76 1 Using similar methods, children will add several numbers with different numbers of digits; begin to add two or more decimal fractions with up to four digits and either one or two decimal places; know that decimal points should line up under each other, particularly when adding or subtracting mixed amounts, e.g. 401.2 + 26.85 + 0.71.

Written Methods for Subtraction Y5 Children should: be able to subtract numbers with different numbers of digits; SHOW WRITTEN METHOD begin to find the difference between two decimal fractions with up to three digits and the same number of decimal places; know that decimal points should line up under each other.  If the numbers involved in the calculation are close together or near to multiples of 10, 100 etc., children should be encouraged to recognise that it is more efficient to find the difference by counting up using a number line to support the mental calculation. e.g. 1209 – 398 = 811  SHOW NUMBER LINE

Y6 Children should: be able to subtract numbers with different numbers of digits; be able to subtract two or more decimal fractions with up to three digits and either one or two decimal places; know that decimal points should line up under each other. If the numbers involved in the calculation are close together or near to multiples of 10, 100 etc, children should be encouraged to recognise that it is more efficient to find the difference by counting up using a number line to support the mental calculation. e.g. 3002 - 1997 = 1005

Multiplication and Division Y5 – short up to 4 digits and long multiplication for 2 digit numbers Y6– multiply up to 4 digit numbers by 2 digits Long division and short up to 4 digits Remainders as fractions / decimals / rounding Word problems – multi step Estimation / accuracy Y5 squared / cubed / factors Y6 Factors / common multiples / prime

Written Method for Multiplication Y5 HTU x U (Short multiplication – multiplication by a single digit) x 300 40 6   9 2700 360 54 + 360 + 54 31 1 4 x 4 0.9   3 12 2.7 + 2.7 14.7

Y6 ThHTU x U (Short multiplication – multiplication by a single digit) Long multiplication – HTU by TU / THTU by TU Column Method

Written Method for Division Y5 Children can start to subtract larger multiples of the divisor (e.g. 20x). Short division (HTU ÷ U) 196 ÷ 6 1x 6 2x 12 4x 24 5x 30 10x 60 20x 120 The key facts in the menu box should be extended to include 4x and 20x. 6 ) 196 - 180 30x 16 - 12 2x 4 32 r 4 Answer : 32 remainder 4 or 32 r 4 Any remainders should be shown as integers, i.e. 14 remainder 2 or 14 r 2. Children need to be able to decide what to do after division and round up or down accordingly. They should make sensible decisions about rounding up or down after division. For example 240 ÷ 52 is 4 remainder 32, but whether the answer should be rounded up to 5 or rounded down to 4 depends on the context.

Y6 Short division (TTHTU / U) and Long division (HTU ÷ TU) 972 ÷ 36 Bus stop method Any remainders should be shown as fractions, i.e. if the children were dividing 352 by 6, the answer should be shown as 58 4/6 which could then be written as 58 2/3 in its lowest terms.

Fractions, decimals and percentages Y5 Equivalence Compare and order fractions Add and subtract fractions Mixed numbers / improper fractions Ordering decimals Calculating fractions of a quantity Solving problems Y6 Simplify fractions Multiply and divide fractions Calculating percentages

Y6 Ratio and Proportion Y6 Algebra Solving problems including scale factor Y6 Algebra Simple formulae Number puzzles Solve equations

Measurement Conversion of units – metric and imperial Perimeter and area – formulae. Y6 area of triangles and parallelograms Volume of cubes and cuboids Capacity Solving problems with all aspects of measure including time

Geometry Draw 2D and build 3D shapes Classify shapes Draw and measure angles Reason about properties of shapes Radius, diameter and circumference of circles Find missing angles Translation, reflection, coordinates in 4 quadrants – predicting missing coordinates

Statistics Y5 Complete, read and interpret information in tables (timetables) Solve comparison, sum and difference problems using info from line graph Y6 Interpret and construct pie charts and line graphs Mean of set of data

Assessment Show KLIPS

Ideas for helping at home Tables! Aims for end of year 5 Sharpen and speed up mental skills Solving problems in real life context Promote correct use of mathematical vocabulary Practical work – measuring – conversion of units IT – Ipad Apps; Interactive Resources Homework – Y6 spring term

Thank you so much for attending our workshop. Time for any questions.