1. ‘Getting to know you evening’
Welcome to the
Year 3
‘Getting to know you evening’
Please make sure you take a copy of the ‘supporting materials’ handbook.
Could we also ask you to tick your child’s name on the class list so we can send on copies to those who were unable to make the meeting tonight.
Thank you!
Inspiring today’s children for tomorrow’s world

2. Developing the New Curriculum
Over the past year there has been a big change in the way the government expect schools to develop children’s learning. We started on this last year. There is now a complete move away from the old levels. From September 2015 all pupils in years 1 to 6 will be taught and assessed against Age Related Expectations. (These were introduced for years 1,3,4 and 5 last year.) There is a shift towards developing the ability to reason and explain as well as learn and understand the content of a subject.
All pupils in each year group will be expected to achieve the AREs in each subject. (SEND pupils may have specific learning programmes and expectations based on the AREs)
Pupils will not be moved on to the next years’ programme of study but their learning will be extended and challenged by reasoning and deeper thinking tasks. These will support the development of deeper thinking skills and application of knowledge.

3. EXAMPLES OF DEEPER THINKING TASKS FOR YEAR 3
Maths:
When investigating place value, the children may be asked to explore how many 3-digit numbers they can make with a set of given digits, and be questioned about how they know they have found all the examples. This would be a far more beneficial task than simply being asked to name the 100s, 10s, and ones in a group of given numbers.
Literacy:
When writing, children may be asked to explain their choice of vocabulary within certain contexts and genres, leading to them gaining a better understanding of how vocabulary can be chosen to create a more specific effect on the reader.
For example:
Charlie paced awkwardly through the corridor.
Charlie raced gleefully through the corridor.
Reading:
Reciprocal Reading: Children are exposed to a range of skills including prediction, summarising, questioning and clarification. Children’s understanding can be deepened by asking questions such as “Can you predict what may happen next in the story?”
“If you were this character, what would you do and why?”
“If you were to summarise that chapter as a news paper article, what would the headline be and why?”
“Think about what you just read; what do you think the next line will be?”

4. Supporting Your Child To Develop Deeper Thinking and Learning.
When helping your child with homework or talking with them about things that interest them there are ways you can develop deeper thinking and reasoning. This provides them with the opportunity to really think about things then explain and explore. Putting this into words and sharing it develops the key skills to deeper thinking and learning.

5. Here are some ideas that can help to do this (see hand out):
Try to use open questioning where it is not possible to give a 'yes' or a 'no' answer so that children have to think carefully about their answer.  "What would have happened if?” "How could you find out more?” "Where else is that likely to happen?” Can you explain a bit more?
Try not to use the word 'why' - it is judgemental and suggests that you know better and the child is wrong, it is nearly always possible to find another open beginning to change a why into a 'what', a 'how' or 'when'.  "Why did you do it that way?" could be changed to "What was your reason for choosing that method?"

6. When reading with children ask them where else they may have come across something similar, help them to make connections with other subjects, skills and experiences. Take the opportunity to problem solve by asking them questions such as 'What would happen if?" "How would you respond if?" "What would you do in that situation?"
Challenge your child to use words such as; but, because, therefore, however or alternatively to extend their thinking and help them to think beyond what they are being told.

7. When doing maths with children you may ask: How do you know you are right? Can you explain? Prove it. Can you give me another example that you think might be easier or harder? What makes it easier or harder? Even with very young children this challenges them to think, talk and internalise. It takes their thinking beyond just doing the sum.
Use the power of the pause.  Allow your child to have some thinking time to come up with answers to questions.

8. Assessment
Assessment will take place during lessons and from marking books as before. This information will then be used to support children who do not know or understand something. It will help us to target that support where it is needed. What children achieve will be recorded. This will build up to an end of year teacher assessment based on whether children have achieved the Age Related Expectations or not. It will also take account of how well children are able to reason and explain – the deeper thinking we looked at earlier. National Tests Year 1 children will take the national phonics test. Year 2 pupils will sit tests for Reading, Grammar Spelling and Punctuation and Maths. These will give a scaled score where 100 represents achieving the ARE. This will inform the Teacher Assessments. Year 6 pupils will sit tests for Reading, Grammar Spelling and Punctuation and Maths. These will give a scaled score where 100 represents achieving the ARE. These will be reported to parents along side Teacher Assessments.

9. At the moment we do not have any more details of the scaled scores or how higher or lower results than 100 might be interpreted. We are also awaiting the details of the end of key stage teacher assessments and how they will be reported to parents. We will inform you of this as we receive them. This is a really exciting opportunity for us to support the way children are expected to learn. We can open up their thinking and allow them to become much more active and challenged in their learning.

10. Inspiring today’s children for tomorrow’s world
How to help
Continue to listen to reading and encourage deeper thinking through questioning
Be involved in homework – ask children about how it relates to their work in class
Help with developing basic numeracy – e.g. Times tables, number bonds and mental strategies
Encourage independence/organisation – notes, reading books, water bottles etc.
Male role model especially for boys
Coming on trips if you are available
Inspiring today’s children for tomorrow’s world

11. E- Safety. This is an important issue for children and adults.
There are some documents to support
E- Safety in your pack.
They will be available along with the PowerPoint for this evening in your ‘Supporting Materials’ pack.
Inspiring today’s children for tomorrow’s world

12. Expectations and Daily Organisation
Mr. S. Griggs
Inspiring today’s children for tomorrow’s world

13. Inspiring today’s children for tomorrow’s world
More emphasis on subjects – less play and discovery related activities
Less activity time
Movement away from ability groupings in order to achieve AREs / mastery
Learning partners
Increased independence and responsibility
- Personal organisation, books, bags, playground,
homework, letters, behaviour (developing strategies to deal with different situations etc.
Importance of water bottles (named and refilled regularly)
Break time snacks (healthy fruit / veg or similar) as no free fruit scheme in KS2 – no nuts please!!
Inspiring today’s children for tomorrow’s world

14. Mrs Butler (Tues / Thurs) Other supporting adults:
Adults that help us
3AC
Mrs Churchill
Mrs Preston (Tues pm)
Mrs Butler (Tues / Thurs)
3SG
Mrs Senior
Mrs Harvey (Tues pm)
Mrs Rees
Other supporting adults:
Mrs Ferme
Mrs Fox
Mrs Lakey

15. Inspiring today’s children for tomorrow’s world
Literacy
Miss A Collinson
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16. Inspiring today’s children for tomorrow’s world
Literacy Organisation Two classes of 30/30 Mr Griggs Miss Collinson Friday – children set into 4 groups for spelling tests and spelling activities (linked to weekly homework)
Inspiring today’s children for tomorrow’s world

17. Inspiring today’s children for tomorrow’s world
Introduction
New Curriculum objectives
Working in Groups
Learning Objectives linked to AREs
Focus on pride in all written work
Homework:
20 minutes SPaG homework linked to weekly spelling work.
New weekly spelling investigations. You will find fun spelling strategies on the website on our Year 3 page.
Extended Writing Time
Daily reading for approx minutes
Inspiring today’s children for tomorrow’s world

18. Inspiring today’s children for tomorrow’s world
Reading
Home reading books – Project X
Plymouth Library Services e-Book Platform –
Shared reading
Guided reading – Reciprocal Reading to develop deeper thinking
Independent reading
Inspiring today’s children for tomorrow’s world

19. Speaking and Listening
Speaking to different audiences
Vocabulary
Learning partners / groupings
Expressing ideas and reasoning
Encouraging children to speak in full sentences
Weekly Presentations
Inspiring today’s children for tomorrow’s world

20. Inspiring today’s children for tomorrow’s world
Writing
Handwriting
Spelling & phonic strategies
Sentence construction and punctuation
Vocabulary
Extended writing: particular focus on GHaSP aspect.
Please see supporting materials
Inspiring today’s children for tomorrow’s world

21. Inspiring today’s children for tomorrow’s world
Spelling
Continuation of phonics with the emphasis on spelling
Weekly spelling input
Spelling to be sent home and tested the following Friday.
Correcting and testing of High Frequency words
Inspiring today’s children for tomorrow’s world

22. Inspiring today’s children for tomorrow’s world
Mathematics
Mr. S. Griggs
Inspiring today’s children for tomorrow’s world

23. New Curriculum Objectives
These are grouped under the following headings:
Number Place Value
Addition and Subtraction
Multiplication and Division
Fractions
Measurement
Shape (Geometry)
Statistics
(see supporting materials for breakdown of objectives)
Inspiring today’s children for tomorrow’s world

24. Inspiring today’s children for tomorrow’s world
Introduction
Mixed groups and learning partners
L.I.s to support children meeting ARE requirements)
Homework – 20 minutes per week & weekly times tables
Weekly Mental Maths Tests & times tables starting after October half term
Parental support at home – methods & strategies
First 5 weeks of term investigating the 4 number operations and place value
Inspiring today’s children for tomorrow’s world

25. Inspiring today’s children for tomorrow’s world
Addition
Rapid recall of addition facts inc. number bonds to 10, 20 and 100.
Big emphasis on mental methods & strategies
Pencil and paper methods (non-formal methods)
Investigations designed to enable children to deepen their understanding through applying skills and knowledge
Inspiring today’s children for tomorrow’s world

26. Subtraction Rapid recall of subtraction facts.
Big emphasis on mental methods & strategies
Pencil and paper methods (non-formal methods)
Investigations designed to enable children to deepen their understanding through applying skills and knowledge
*Examples – demonstration*
Inspiring today’s children for tomorrow’s world

27. Inspiring today’s children for tomorrow’s world
Multiplication
Know by heart multiplication facts for 2, 3, 4, 5, 8 and 10 up to 12 x
Mental methods through jottings
Using place value knowledge to support understanding of larger number multiplications e.g.
3 x 5 = 15
30 x 5 = 150
3 x 50 = 150
Inspiring today’s children for tomorrow’s world

28. Inspiring today’s children for tomorrow’s world
Division
Division by grouping rather than by ‘sharing’; in KS2 we concentrate on grouping.
For example, in the number sentence 12 ÷ 3 =, we want to find out how many lots of 3 make 12, rather than ‘sharing’ 12 [sweets] between 3 [children].
Mental Methods through jottings – e.g. number lines.
Inspiring today’s children for tomorrow’s world

29. Other key areas within Maths
Fractions of shapes and numbers – ½ , ⅓, ¼ , ¹/5, ¹/10.
Time
Money
Problem solving (to develop a deeper understanding)
Symmetry and right angles
Interpreting data and statistics
Inspiring today’s children for tomorrow’s world

30. Thank you for attending tonight; we hope it has been useful!
We look forward to seeing you at the forthcoming parents’ evenings on 19th and 20th October.
Remember you will find lots of information and supporting materials on the school website:
Year 3 have their own class page which is regularly updated with subject-specific content, website links, games etc. including a link to Mathletics.
Inspiring today’s children for tomorrow’s world