1. Key Stage One As we gather this evening, let us be aware of all that unites us as a school family. Let us take a few moments of silent reflection to pray that we will support and strengthen each other for the good of the children.

2. Agenda Aims The New National Curriculum 2014 A summary of the main changes A closer look - What is GPS? - Y1 and Y2 expectations in Reading, Writing and Mathematics Assessing, testing and reporting to parents How can parent/school partnership make a difference? Key Stage One

3. Aims To help you support your child’s learning To provide an insight into the 2014 New National Curriculum, how it has changed and how it will be assessed To inform parents of the Y1 and Y2 expectations of the New Curriculum and the Statutory Assessments Key Stage One

4. What is the National Curriculum? A Government document that states what your child is supposed to learn in a range of subjects and when. In 2014 a new version of the National Curriculum was introduced which led to many changes taking place in our school.

5. How is St.Teresa’s meeting the demands of the New Curriculum? Literacy and Maths schemes have been fully updated. Purchased fundamental Maths books from Y1 onwards to support arithmetic. New maths and science resources – fully implemented to support the changes. A change to the ICT provision to make it fit for purpose. Continued emphasis on basic skills (presentation, handwriting, mental calculation) The overview of topics and subjects has undergone changes to meet the requirements of the National Curriculum.

6. What does the New Curriculum mean? A greater focus on core skills More ambitious end of year expectations for every group Big changes to what your children learn at school Do we have to do it? Yes, it is statutory for all maintained primary schools. Key Stage One

7. Why the Change? To raise standards To compete internationally Be more challenging and rigorous Key Stage One

8. Summary of the Main Changes Stronger emphasis on grammar and spelling, vocabulary development and punctuation. (For example, the use of commas and apostrophes in KS1) Handwriting should be fluent, legible and speedy Spoken English has a greater emphasis In Mathematics, a greater focus on the skills of arithmetic In Science there is a strong focus on scientific knowledge and language Computing replaces ICT with a greater focus on programming rather than on operating programs

9. GPS GPS stands for Grammar, Punctuation and Spelling and is the biggest change to what children are learning in school. In Year One, children are expected to use these in their writing and when talking about it; Letter Capital letter including those for names of places, people and pronoun ‘I’ Word (including noun, verb and adjective) Singular Plural Key Stage One Sentence Punctuation Full stop Question mark Exclamation mark

10. In Year Two, children are expected use these in their writing and when talking about it; Noun Noun phrase Statement Question Exclamation Command Compound Adjective Verb Suffix Tense (past, present) Apostrophe Comma Connective or conjunctions Adverbs Key Stage One

11. GPS Have a look at the jumbled glossary of terms in your pack. See if you can match the name with the definition. Key Stage One

12. Contraction Adjective Adverb Statement Noun Verb Command A word that is shortened by missing out some letters. A word which describes a verb. a sentence that gives information. A word which describes a noun. A word or phrase that links two ideas or sentences. A sentence that tells someone what to do. A word that tells you what a person or thing does or how they are. A word that names a person, place or thing. Connective

13. GPS It is expected that children not only know these terms but that they are confident in identifying, using and talking them. A typical question your child may be given is; There are more examples in your pack. Key Stage One

14. Reading in Year 1 A typical Y1 child in reading is expected to… Recognise if what they are reading makes sense. Use their phonic knowledge when reading books. Show awareness of punctuation marks, e.g. full stops, questions marks and exclamation mark. To make plausible predictions about a story. Recall the plot of a story. Discuss characters and their actions. Key Stage One

15. Reading in Year 2 A typical Y2 child in reading is expected to… Continue with the above expectations of Y1. Read most words quickly and accurately, without sounding out. Show awareness of punctuation marks, e.g. pausing at full stops when reading with expression and intonation, taking into account when question marks, exclamation marks and inverted commas for dialogue are used. Identify when reading does not make sense and quickly self- correct. Use clues from what they have already read to make predictions. Discuss reasons for events, using inference (Why? When? How?) Summarise a story giving the main parts in the correct order.

16. What can I do at home to help develop my child’s reading skills? Listen to your children read at some point every day. Even if they have already read at school. Talk about the reading book. Show that you are looking forward to finding out what the book is about. Encourage children to make predictions. This could be at the start, middle or near the end of the book. Ask about characters feelings and talk about their actions. Discuss the meaning of words specific to the book that you think your child might be unsure of. Ask questions throughout (especially why do you think…? questions) to ensure your child is understanding what they are reading.

17. What type of questions should I be asking? Look at the cards on your table showing some examples of questions to ask. Certain ones will be more appropriate than others depending on the book your child is reading. Please take a question card away with you to use next time you are reading with your child. Happy reading

18. Maths in KS1 Take 2 minutes to have a look at some example questions for Year 1 and Year 2. Key Stage One

19. Maths in Year 1 I can count forwards and backwards, read and write numbers to 100 in numerals I can represent and use number bonds to 20 ( + and -) I can add and subtract one digit and two digit numbers to 20, including zero I can recognise, find and name a half and a quarter I can tell the time to the hour and half hour and draw the hands on the clock to show the time I can recognise and know the value of different denominations of coins and notes Key Stage One

21. Maths in Year 2 Continue with the expectations in Year 1 I can count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward I can recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables I can add and subtract two two digit numbers I can solve problems involving multiplication and division I can recognise, find name and write fractions ½, 1/3,1/4, 2/4, 3/4 of a length, shape, set of objects or quantity I can tell and write the time to five minutes, including quarter past/to the hour; I can find different combinations of coins that equal the same amounts of money and can recognise and use symbols for pounds (£) and pence (p) Key Stage One

23. Writing in Year 1. This is a typical example of what would be expected from a child in Year 1. Key Stage One

26. Writing in Year 2. This is a typical example of what would be expected from a child in Year 2. Key Stage One

29. Statutory Assessment in Key Stage One At the end of Year 1 children are required to complete a phonics screening test. Approximately 5-10 minutes with a pass or fail result. The Department of Education has also overhauled the format and content of SATs taken in Year 2 to reflect the New Curriculum. These will be taken for the first time in 2016 and will be reported to parents in July using a new grading system that replaces NC Levels. Example papers are available on the DFE website. The way schools assess and report children’s progress has also changed. Old NC Levels are no longer used. Your child’s progress will be tracked and reported to you in terms of age related expectations (developing, meeting or mastering)

30. High Achievers If your child is achieving above the expected level, rather than moving onto the following year group’s work they will focus on more in-depth and investigative work to allow a greater mastery and understanding of concepts and ideas.

31. Together we achieve more. School Individual reading opportunities every week Reading book and reading diary sent home daily Daily provision to read for pleasure Weekly guided read Additional arithmetic time every day Small group teaching of phonics Teacher led intervention (catch up) Better reading project Core skills and challenge embedded across the curriculum Key Stage One Home Read for pleasure, talk about and discuss books Read school book daily Talk maths (count, number bonds, play quizzes) Tell the time, Play with coins, empty money boxes When completing homework: check Handwriting, finger spaces, capital letters and full stops and try to use the correct vocabulary