welcome! upper key stage 2 curriculum evening
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Welcome!
Upper Key Stage 2
Curriculum Evening
SPAG
Stands for Spelling,
Punctuation and Grammar
Importance of SPAG The SPAG element of the curriculum was
brought in a couple of years ago by the
government as a way of testing Year 6
on their understanding of grammatical
knowledge.
‘The Government wants all children to leave
primary school with a sound grasp of essential
English skills,’ says a Department for Education
(DfE) spokesperson. ‘The test will put an
additional focus on writing skills and encourage
good teaching.
What are they expected to know?
You should have a
copy of the SPAG
overview.
All the content on
these documents is
what your children
should know.
There is a lot!
However over
Years 5 and 6 we
cover it in class
and children have
lots of practice to
learn and apply to
lots of areas.
Using and applying
As well as being able to answer the
questions in the SPAG test, children
need to be able to use and apply
this knowledge within their reading
and writing.
This is also an important life skill
that will stand them in good stead
for later on in life.
Timings of the tests.
Paper 1
• The test looks at challenging all children .
There are 50 questions in Paper 1
Each worth set marks
It is a 45 minute test and therefore children
need to be aware of the time frames and answer
the questions both accurately and quickly
We do practice questions and tests in school and
the children are well prepared
Timings of the tests.
Paper 2
• Is a spelling test.
• Children are tested on 20 spellings through a
dictation exercise these will be a selection of
unrelated words and sentences.
• For example
• The word is unconscious
• The boy fell into an unconscious state when he came
off his bike.
• The word is unconscious
Examples
Children should be able to demonstrate
that they have a solid understanding of
grammar and when to use it
appropriately in their writing. They
should be able to name key
grammatical features using the correct
name. See the handout in the pack.
Spelling lists The new interim
assessment
document for 2016
states that in
order to meet
national standard
children must be
able to read and
spell all of these
words.
If they can’t spell
these - they will
not meet National
Standard.
Spelling…
• Weekly spellings –
important to
support your child.
Be aware of what
rule they are
learning so you can
point out the
spelling patterns
when you hear them
read.
Learning the rule
for spellings allows
children to then
apply to a range of
words and
therefore give
them more skills
for later life.
Reading
Orleans Primary – read every night for 10-15
minutes and record in diaries.
Be asked questions about the text
(see diaries and handout)
Reading Model
Example questions
Just because they are fluent word
readers does not mean they are
‘good’ comprehenders – this is what
the new test covers.
We must use the new style of
questioning to infer meaning.
See question stems
Comprehension questions
Comprehension questions
Comprehension questions
Reading paper
Given 1 hour
To read the three texts – one
poetry, one fiction, one non-fiction
and answer questions
Last year there was no poetry, but
that doesn’t mean it won’t appear
this year.
Reading
It is still vitally important for your
child to read every night as although
they may be able to read all of the
words on the page, there may be some
gaps in their understanding.
Dictionaries and thesauruses are a
useful tool in aiding children’s
understanding of words.
Although children can be competent
readers in KS2, it is good for children to
have stories to read to them to get ideas
for their writing and also to hear how to
adopt a story telling voice.
Reading
The quality of the texts is also vital.
Although children enjoy reading books such as
Diary of a Wimpy kid, Dork Diaries etc. The
content such as War horse, Northern lights
are much more valuable for children to read
and understand as they can magpie high
quality writing techniques as well as varied
vocabulary
Reading
Although children can be competent
readers in KS2, it is still important
for children to have stories that are
above their reading level, read to them
to get ideas for their writing and also
to hear how to adopt a story telling
voice. This also assists comprehension.
It could also be an audio book.
Reading Diaries
They should be reading every day for
10- 15 minutes and then recording
this in their reading diaries in the
notes section.
They should come in every day.
Children can write in their own
diaries but an adult needs to sign it.
Ensure your child reads a variety of
genres, use our library and the local
library.
In the reading diaries there is a grid
for them to record what genres
they have read
Government expectations
Year 5 Year 5
Writing
It is essential that teaching develops pupils’
competence in transcription (spelling and handwriting)
and composition (articulating ideas and structuring
them in speech and writing). . In addition, pupils
should be taught how to plan, revise and evaluate
their writing. These aspects of writing have been
incorporated into the programmes of study for
composition.
All year groups cover the following
areas:
Narrative- which includes play-scripts, myths and
legends, stories from other cultures, traditional
stories and stories with flashbacks.
Non Fiction- which includes instructions,
explanations, reports, diaries, recounts and
persuasive texts.
Poetry
In order to be a ‘good’ writer they have to be
able to write in all these genres and use the correct
features.
PREWRITE PLAN DRAFT WRITE REVISE EDIT WRITE INCLUDING EDITING PUBLISH
How do we start?
We start with a stimulus, and this
might be:
• A book (fiction or non-fiction)
• Poem
• An clip from a film or book
• A photograph or painting
• A piece of music or an object
Images for writing
Children were given this picture
and the following story opener
and asked to continue the story
on.
The scuttling noise had disturbed
Michael, and he’d shot bolt
upright in bed. After taking a
deep breath, he flung himself
onto the smooth wooden boards
of his bedroom floor and took a
peek…
Reading linking to writing
• Children cannot write a certain text type
without having experienced it first. Therefore,
writing is always preceded by:
• Reading a text that will support their writing.
• Looking at ‘good models’ of the text
• Using this as a tool to teach reading
comprehension.
• Collecting helpful words or phrases.
• Magpie ideas from others and discussions.
Writing
•Before children are expected to write a piece they
will go through a process.
•Modelled writing, shared writing, paired writing,
group writing.
•By this point the children are very much prepared
to produce a piece of writing of a high level.
•They will have learnt new words and phrases,
worked on punctuation and sentence structure,
interlinked SPAG and studied ‘good’ examples of
texts.
The whole process is covered over
several weeks.
It will be documented in various
forms in their books and children will
be confident in what they will be
doing!
We encourage VCOP in all
writing!
Display photo
Ask your child about VCOP!
V- VOCABULARY or adjectives!
C- CONNECTIVES/CONJUNCTIONS – once, after, besides, however…
O- OPENERS – connectives, -ly words, -ing words
P- PUNCTUATION
This is working towards the standard in Year 6.
You will notice that it is actually quite good.
Therefore in order for your child to meet national standard
they need to produce work consistently to this standard.
Government expectations
How to help your child to write
Every time they write something, get them to go back and re
read it aloud.
- Firstly checking full stops and capitals are correctly demarcated.
- No words have been omitted
- Nouns have adjectives to describe them where necessary
- They have varied conjunctions (not just ‘and’, ‘then’)
- Sophisticated punctuation is used
This is not only a skill they need at school but also in the real
world in future jobs.
How to help your child to write
Encourage your child to read a variety of texts –
fiction, information books, comics, newspapers,
magazines, etc – to broaden their vocabulary.
Use the questions in their reading journals to illicit
information.
Ensure your house is literature heavy and they see
you reading and writing.
Ways to motivate them
Get them to write their own travel blogs or
recommendations.
Get them to write up match reports of their favourite
sporting events.
Biographies of famous people.
A daily diary for their future self
Penpal letters or letters to grandparents
Make up a bedtime story for a younger sibling/cousin
SATs are fast approaching and I would like to point you towards
certain sites that can be used to help your children practice:
http://sats.highamstjohns.com/PastPapers.html A site
that splits SATs questions into different areas.
http://satspapers.org/mathsKS2SATS.htm All previous
SATs papers to print and use.
http://www.bbc.co.uk/bitesize/ks2/ Lots of help.
http://resources.woodlands-
junior.kent.sch.uk/revision/ A great site for all school
topics.
http://sats.highamstjohns.com/ Fun ideas
Hope these will help.
http://www.ictgames.com/index.html
lots of interactive games to play
Try to keep it fun!
If it isn’t working, abandon it
and try again another time!
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