![Learn how to use:
write different sentences such as a statement,
question, exclamation and command
expanded noun phrases to describe and
specify [for example, the blue butterfly]
the present and past tenses correctly and
consistently
subordination (using when, if, that, or
because) and co-ordination (using or, and, or
but)
some features of written Standard English](https://image.slidesharecdn.com/lifewithoutlevels1-150702172601-lva1-app6892/85/Life-without-levels-1-6-320.jpg)
Life without levels (1)
- 1. Presentation to Parents July 2015
- 2. New National Curriculum came into force from September 2014. Expectations are much higher than previously. Children at the end of Year 4 are now expected to be working at a similar standard to the end of Year 5 under the previous curriculum.
- 3. Old Curriculum New Curriculum Find one half, one quarter and three quarters of shapes and sets of objects Recognise, find, name and write fractions ½ 1/3 ¼ 2/4 ¾ of a length, shape, set of objects or quantity Write simple fractions eg ½ of 6 = 3 and recognise the equivalence of two quarters and one half Read the time to the quarter hour Tell and write the time to 5 minutes, including quarter past/to the hour and draw the hands on a clock face to show these times Derive and recall all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100 Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts to 100.
- 4. Old Curriculum New Curriculum Count in 2’s, 5’s and 10’s Count in 2’s, 5’s,10’s and 3’s Polygons as pentagons, hexagons and octagons. Polygons as pentagons, hexagons, octagons and quadrilaterals such as kites, parallelograms and rhombuses. Recognise and use whole, half and quarter turns, both clockwise and anticlockwise; know that a right angle represents a quarter turn Use mathematical vocabulary to describe position, direction and movement, including distinguishing between rotation as a turn and in terms of right angles for quarter, half and three quarter turns (clockwise and anti-clockwise), and movement in a straight line Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments Choose and use appropriate standard unit to estimate and measure length/height in any direction (m/cm); mass (kg/g) temperature ( Oc); CAPACITY (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometer and measuring vessels
- 5. Develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others writing about real events writing poetry writing for different purposes Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about writing down ideas and/or key words, including new vocabulary recording what they want to say, sentence by sentence Make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils re-reading to check that their writing makes sense proof-reading to check for errors in spelling, grammar and punctuation read aloud what they have written with appropriate intonation to make the meaning clear.
- 6. Learn how to use: write different sentences such as a statement, question, exclamation and command expanded noun phrases to describe and specify [for example, the blue butterfly] the present and past tenses correctly and consistently subordination (using when, if, that, or because) and co-ordination (using or, and, or but) some features of written Standard English
- 7. : continue to apply phonic to decode words until reading is fluent read accurately by blending the sounds in words especially recognising alternative sounds for graphemes read accurately words of two or more syllables read words containing common suffixes read most words quickly and accurately, without overt sounding and blending. read aloud books closely matched to their improving phonic knowledge re-read these books to build up their fluency and confidence in word reading
- 8. Develop pleasure in reading vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non- fiction at a level beyond that at which they can read independently discussing the sequence of events in books and how items of information are related becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales being introduced to non-fiction books recognising simple recurring literary language in stories and poetry discussing and clarifying the meanings of words, linking new meanings to known vocabulary discussing their favourite words and phrases continuing to build up a repertoire of poems learnt by heart
- 9. Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher checking that the text makes sense to them as they read and correcting inaccurate reading making inferences on the basis of what is being said and done answering and asking questions predicting what might happen on the basis of what has been read so far participate in discussion about books, poems and other works that are read to them and those that they can read for themselves.
- 10. Levels are no longer to be reported with the exception of Year 2 and Year 6 in July 2015. Year 2 parents, however, will also receive notification of their children’s attainment under the new curriculum expectations.
- 11. Children are assessed formally and informally through the course of their lessons and activities each day. Assessment is used to inform the next stage of learning. This is called ‘Teacher Assessment’ and tracks the attainment of the children throughout the school year.
- 12. We are reporting your child’s attainment according to ‘Year Group Related Expectations’. Attainment in each of the subjects will be indicated as shown below. YEAR GROUP EXPECTATIONS N Working below expectations for the year group. B Beginning to work at the expectations for the year group. D Developing within the expectations for the year group. S Secure in the expectations for the year group. E Exceeding the expectations for the year group.
- 13. There is no direct correlation between the old system of levels and the new curriculum. However in approximate terms children in Year 6 who previously would be expected to be level 4b to be deemed average/secure, will now be expected to perform at an equivalent of an old level 5. Expectations are higher in every year group.
- 14. Some children are not able to access the curriculum for their year group in one or more subjects. These are reported as N. Class teachers will be able to inform you as to the curriculum expectations that your child is working at.
- 15. One major change with the disappearance of levels is that when challenging the more able learners, there is an emphasis on breadth of learning and deepening learning by using and applying their knowledge and skills. The expectation is that these children will develop a deeper and fuller understanding of the curriculum Year Group Expectations.
- 16. From next year, there are new SATS tests for both Year 2 and Year 6 which are significantly higher in their expectation of the children. We will be using rigorous end of year testing in the non- SATS year groups as well.