KS2 English Parent Workshop January 2015

1. KS2 English Parent Workshop January 2015

2. 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

3. 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.

4. 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.

5. 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

6. Reading with your child

7. 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

8. Spelling, Punctuation and Grammar (SPaG) Vocabulary: adverb, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, letter, vowel, inverted commas 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

9. 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

10. 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

11. 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. Vocabulary subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points

12. 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

13. Questions from the sample SPaG test for 2016

20. Let’s eat, Grandma.Let’s eat Grandma.

23. Glossary of Terms