1. Horrington Primary School
KS1 English
Parent Workshop
January 2015

2. Contents The New Curriculum – what’s new in Key Stage 1
sample questions 2016
How you can help at home

3. The New Curriculum Key changes
In reading, the post-2014 curriculum will require:
Greater emphasis on the role of synthetic phonics as the recommended strategy for teaching
Increased focus on reading for pleasure, and not simply reading for information
Greater emphasis on reading poetry and fiction
Greater emphasis on the role of discussion during reading activities
Pupils to ask, and answer, questions about a text
Pupils to read whole texts, and not just extracts

4. The New Curriculum Key changes
In writing, the post-2014 curriculum will require:
The introduction of ‘common exception words’
An emphasis on the role of spelling and, specifically, being able to spell the 40+ phonemes and days of the week
Pupils to write passages dictated by the teacher

5. The New Curriculum Raised expectations in Year 2:
Count in steps of 2,3 and 5 from and number forwards and backwards
Use < and > symbols
Use multiplication and division facts for the 2,5 and 10 times tables
Recognise and write fractions 1/3 ¼ 2/4 ¾
Use degrees Celsius
Tell time to the nearest 5 minutes
In statistics, interpret and construct simple pictograms, tally charts, block diagrams and tables.

6. The basics Recognise, read and write numbers: Three 3
Put numbers in order:

7. The basics Count forwards and backwards in same size steps
Number bonds to 10
Partition a number and recombine it

8. Addition - Year 1 Add with numbers up to 20
Use numbered number lines to add, by counting on in ones. Encourage children to start with the larger number and count on
Children should:
Have access to a wide range of counting equipment, everyday objects, number tracks and number lines (including blank number lines), missing number box sliders (teachers and children) and be shown numbers in different contexts.
Read and write the addition (+) and equals (=) signs within number sentences.
Interpret addition number sentences and solve missing box problems, using concrete objects and number line addition to solve them: =   = =   +  = 6
This builds on from prior learning of adding by combining two sets of objects into one group (5 cubes and 3 cubes) in Early Years.
8 + 5 =

9. Key skills for addition at Y1:
Read and write numbers to 100 in numerals, incl. 1—20 in words
Recall bonds to 10 and 20, and addition facts within 20
Count to and across 100
Count in multiples of 1, 2, 5 and 10
Solve simple 1-step problems involving addition, using objects, number lines and pictorial representations
Understand the place value of 2-digit numbers by partitioning into tens and ones.
Given a number, say one more or one less

10. Addition - Year 2
Add with 2-digit numbers Developing mental fluency with addition and place value involving 2-digit numbers, then establish more formal methods.
Add 2-digit numbers and tens: Add 2-digit numbers and units:

11. Addition - Year 2
Add pairs of 2-digit numbers, moving to the partitioned column method when secure adding tens and units:
step 1 not crossing the tens boundary =

12. Addition - Year 2
STEP 2: Once children can add a multiple of ten to a 2-digit number mentally (e.g ), they are ready for adding pairs of 2-digit numbers that DO cross the tens boundary (e.g ). :

13. Key skills for addition at Y2:
Add a 2-digit number and ones bridging the tens. (e.g )
Add a 2-digit number and tens (e.g )
Add pairs of 2-digit numbers (e.g )
Add three single-digit numbers (e.g )
Show that adding can be done in any order (the commutative law)
Recall bonds to 20 and bonds of tens to 100 ( etc.)
Count in steps of 2, 3 and 5 and count in tens from any number
Understand the place value of 2-digit numbers (tens and ones)
Compare and order numbers to 100 using < > and = signs
Read and write numbers to at least 100 in numerals and words

14. Subtraction – Year 1 Subtract from numbers up to 20
Children consolidate understanding of subtraction practically, showing subtraction on bead strings, using cubes, number lines and small world objects in familiar contexts, and are introduced to more formal recording using number lines as below:
Count back in ones on a numbered number line (and a blank number line) to take away,

15. Subtraction – Year 1 Finding the difference between
This will be introduced practically with the language ‘find the difference between’ and ‘how many more to make ___?’ (Complementary addition)

16. Key skills for subtraction at Y1:
Given a number, say one more or one less
Count to and over 100, forward and back, from any number
Represent and use subtraction facts to 20 and within 20
Subtract with one-digit and two-digit numbers to 20, including zero
Solve one-step problems that involve addition and subtraction, using concrete objects (ie bead string, objects, cubes) and pictures, and missing number problems
Read and write numbers from 0 to 20 in numerals and words

17. Subtraction – Year 2 Subtract with 2-digit numbers
Subtract on a number line by counting back, aiming to develop mental subtraction skills.
This strategy will be used for:
2-digit numbers subtract units (by taking away / counting back) e.g. 36—7
2-digit numbers subtract tens (by taking away / counting back) e.g. 48—30
Subtracting pairs of 2 digit numbers

18. Subtraction – Year 2 Subtracting by counting back :
Subtracting by finding the difference using a number line:

19. Key skills for subtraction at Y2
Recognise the place value of each digit in a two-digit number.
Recall and use subtraction facts to 20 fluently, and derive and use related facts up to 100.
Subtract using concrete objects, pictorial representations, 100 squares and mentally, including: a two-digit number and ones, a two-digit number and tens, and two two-digit numbers.
Show that subtraction of one number from another cannot be done in any order.
Recognise and use inverse relationship between addition and subtraction, using this to check calculations and missing number problems.
Solve simple addition and subtraction problems including measures, using concrete objects, pictorial representation, and also applying their increasing knowledge of mental and written methods.
Read and write numbers to at least 100 in numerals and in words.

20. Mental Mathematics Mental Maths Strategies:
Use number bonds to 10, 20 and 100
Use doubles and near doubles
Counting on and backward in ones, tens
Partition into tens and units
Put the biggest number first
Add 10 then add 1 = adding 11
Add 10 then subtract 1 = adding 9
Subtract 10 then subtract 1 = subtracting 11
Subtract 10 then add 1 = subtracting 9

21. Problem Solving Understanding mathematical vocabulary
Applying strategies taught
Explaining process
Reasoning for why doing that
Justifying answer

22. Sample questions for 2016 Sample questions: 45 ÷ 5 = 55 – 17 =
¾ of 20 =

23. Sample questions for 2016 Look at these signs.< = >
Write the correct sign in each box.

24. Sample questions 2016 Tick the number sentences that are correct
2 + 6 = 6 + 2
5 × 6 = 6 × 5
6 – 2 = 2 - 6

25. Sample questions 2016

26. Sample questions 2016

27. Sample questions 2016

28. Sample questions 2016

29. How you can help at home
Lots of practice – in the car, online games, counting stairs, cars, trees etc
Playing games – cards, snakes and ladders, dominoes
Cooking
Telling the time
Using money at the shops