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KS2 EnglishParent
WorkshopJanuary 2015
Agenda
• English and the 2014 Curriculum• How to help your children at home• How we teach SPaG• Sample questions from the 2016
SPaG test• Glossary of terms
Aims• Enable you to understand the changes
occurring in English due to the new curriculum
• Provide you with a greater understanding of how English is taught in school and progression of spelling, punctuation and grammar through Key Stage 2.
• Enable you to see the types of different questions children will be asked to do by the end of Year 6.
• Help you understand how you can help your child at home.
Key Changes• Stronger emphasis on vocabulary
development, grammar, punctuation and spelling (for example, the use of commas and apostrophes will be taught in KS1)
• Handwriting (not currently assessed under the national curriculum) is expected to be fluent, legible and speedy
• Spoken English has a greater emphasis, with children to be taught debating and presenting skills.
The New Curriculum: Reading
In reading, the curriculum will require:• Discussion of fiction, poetry, plays, non-fiction and reference
books or textbooks• The preparation of poems and play scripts to read out loud• The need to recognise different forms of poetry• An emphasis on close textual reading and understanding,
including literary and linguistic devices, and making inferences about a text
• The need to increase familiarity with a wide range of books• The need to read whole texts• Less reference to drama• A shift from word reading to reading comprehension• Greater emphasis on reading for pleasure• A focus on applying own knowledge to digest new words and
comprehend texts• Pupils to make comparisons between texts
Reading with your child
The New Curriculum: Writing
• In writing, the curriculum will require:• An increased focus on developing
and improving handwriting• A greater number of specific
grammatical structures with which pupils will become familiar
Spelling, Punctuation and Grammar (SPaG)
Year 3• To express time, place and cause using conjunctions
(e.g. when, before, after, while, so, because), adverbs or prepositions (e.g. before, after, during, in, because of)
• To introduce paragraphs as a way to group related material
• To use headings and subheadings to aid presentation
• To use the present perfect form of verbs instead of the simple past
Vocabulary:
adverb, preposition, conjunction, word family, prefix, clause, subordinate clause, direct
speech, consonant, letter, vowel, inverted commas
Spelling, Punctuation and Grammar
Year 4• To use noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases
• To use fronted adverbials
• To use paragraphs to organise ideas around a theme • To use the appropriate choice of the pronoun or noun
within and across sentences to aid cohesion and avoid repetition.
• To use inverted commas and other punctuation to indicate
direct speech. • To use apostrophes to mark singular and plural possession. • To use commas after fronted adverbials.
Vocabulary:
determiner, pronoun,
possessive pronoun, adverbial
Spelling , Punctuation and Grammar:
Year 5• To use relative clauses beginning with, who, which, where, when, whose, that or an omitted relative pronoun
• To indicate degrees of possibility using adverbs or modal
verbs • To use devices to build cohesion within a paragraph • To link ideas across paragraphs using adverbials of time,
place and number or tense choices • To use brackets, dashes or commas to indicate
parenthesis • To use commas to avoid ambiguity and to clarify
meaning
Vocabulary
modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity
Spelling, Punctuation and Grammar:
Year 6 (from 2016)• To use the passive to affect the presentation of information within a sentence
• To know the difference between structures typical of informal speech
and structures appropriate for formal speech and writing or the use of subjunctive forms
• To link ideas across paragraphs using a wider range of cohesive
devices: repetition of a word or phrase, grammatical connections and ellipsis
• To use layout devices – headings, subheadings, colons, bullets, tables • To use the semi-colon, colon and dash to mark the boundary between
independent clauses • To use the colon to introduce a list and use of semi-colons within
lists • To use bullet points to list information. To use hyphens to avoid
ambiguity.
Vocabularysubject, object, active,
passive, synonym, antonym, ellipsis, hyphen, colon, semi-
colon, bullet points
How we teach SPaG
• Discretely, for one lesson out of 5 English lessons each week
• As a part of an English lesson or as a starter/plenary activity
Questions from the sample SPaG test for
2016
Let’s eat, Grandma.
Let’s eat Grandma.
Glossary of Terms