Parent Curriculum Evening Year 4

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 four-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

Round any number to the nearest 10, 100, 1000 and round a number with one decimal place to the nearest whole number Count backwards through zero Use columnar addition and subtraction with numbers up to four digits Multiply two- and three-digit numbers by a one-digit number using short multiplication Use known facts to multiply and divide mentally Write any number of tenths or hundredths as a decimal Find families of common equivalent fractions Add and subtract fractions with the same denominator Find areas of rectilinear shapes by counting squares Find perimeters of rectilinear shapes Use a line of symmetry to complete a symmetric shape or pattern Use coordinates in the first quadrant Interpret and construct bar charts for discrete data and time graphs for continuous data Key Objectives

Know the place value headings of ones, tens, hundreds and thousands Know the Roman numerals I, V, X, L, C Know multiplication facts up to 12 × 12 Know division facts related to tables up to 12 × 12 Know decimals equivalents of 1/2, 1/4, 3/4 Know adjacent time facts involving years, months, weeks, days, hours, minutes and seconds Know 12- and 24-hour clock conversions Know the names and connected properties of triangles and quadrilaterals Know the definitions of acute and obtuse angles Know that area is measured in squares Know that perimeter is a measure of length Essential Knowledge

Assessment

Written Methods

Written Methods X1 = 6 X2 = 12 X5 = 10 X10 = 60 Number lines (start from zero) [GOLF] 96  6 = 16 10 x 6 6 x 6 0 60 96

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 I can use my existing knowledge of a range of different words to help with reading aloud and understanding the meaning of new words. I can show you I have understood an increasing wide range of texts I have read. I check what I have read to ensure it makes sense. I use evidence from different parts of the text to support my inferences such as showing characters' feelings, thoughts and motives from their actions across the story.

Writing – Key Objectives Spelling and Punctuation: I can write simple sentences from memory that have been dictated to me, using the correct punctuation. Planning: I can draft my work into paragraphs. Editing: When I finish a piece of work I will read it through to correct spelling and punctuation errors if present. Grammar and Vocabulary: I am beginning to use fronted adverbials (adverbs at the beginning of a sentence) in my writing - for example, 'Later that day, I heard the bad news'.

Example of a SPAG activity Vocabulary, Grammar and Punctuation Example of a 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