1. Welcome to our Curriculum Meeting For Parents
Years 5 and 6

2. 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

3. 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

4. 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,

5. 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

6. 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,

7. 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,

8. 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

9. 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

10. 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?

11. 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

12. 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

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

14. Column Written Methods for Addition Y5
Children should extend the carrying method to numbers with at least four digits 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 cm.

15. Y6 Children should extend the carrying method to number with any number of digits.
1 2 1
401.20
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

16. 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 – 398 = 811  SHOW NUMBER LINE

17. 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 = 1005

18. 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

19. Written Method for MultiplicationY5
HTU x U (Short multiplication – multiplication by a single digit) x
300 40 6 9
2700
360 54
31 1 4 x 4
0.9 3 12
2.7
14.7

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

21. 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 2x 4x 5x
10x
20x 120
The key facts in the menu box should be extended to include 4x and 20x.
6 ) 196 x 16 x 4
32 r 4
Answer : remainder 4 or 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.

22. 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.

23. Fractions, decimals and percentagesY5
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

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

25. 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

26. 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

27. 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

28. Assessment
Show KLIPS

29. 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

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