Killinghall Primary Killinghall Primary SchoolSchool

Helping your child in KS1

Aims- Explore the New Curriculum – what’s new in Key Stage 1?

- New reading assessments- SPaG (spelling, punctuation and grammar)- Writing

- Maths arithmetic (mental maths e.g. number bonds, timetables and mental strategies for + − × ÷)

- Maths reasoning paper (problem solving across all areas of Maths)

- How you can help at home: online applications and websites.

New 2016 KS1 Tests

• The Key stage 1 National tests or previously known as SATs are assessments that take place at the end of year 2. There are tests in:

Reading comprehension (paper 1 and paper 2)

SPaG (paper 1; spelling and paper 2: grammar, punctuation and vocabulary)

ｷ Maths (paper 1; arithmetic and paper 2 reasoning and problem solving)

No more levels• The new National Curriculum does not give sub-level indicators e.g.

2A, 2B or 2C.

• All children are expected to be working at or achieving the Year 2 objectives by the end of KS1.

• Schools have to develop their own assessment in order to meet the

demands of the NC

• KPS Y2E (emerging)

Y2D (developing)Y2S (secure)

NC English In reading, the English curriculum requires:• Greater emphasis on the role of synthetic phonics

• 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

Reading

Paper 1: reading prompt and answer booklet

• For the reading comprehension test the children will be given a reading booklet with a story or a piece of non-fiction writing in. The children are expected to read as much as they can independently and answer the questions that are in the booklet.

ReadingPaper 2: separate reading and answer booklet

• This test assesses thinking skills and processing.

• For this test the children will be given a separate reading booklet which will have a range of texts. Fiction (stories), or poetry and non- writing texts will be included in this.

• The children are expected to read as much as they

can independently and answer the questions that are in a separate booklet.

NC ReadingPupils working at the expected standard are able to:

1A identify meaning of vocabulary in context

1B retrieve and explain relevant details from fiction and non-fiction texts to demonstrate their understanding of characters, events and information

1C identify sequences of events in a range of texts

1D make simple and general inferences based on the text

1E make predictions based on the text

SPaGSpelling, Punctuation and

Grammar

• Paper 1: Spelling

• Paper 2: Grammar, Punctuation and Vocabulary

SPaG: Spelling: Paper 1

SPaGPaper 2 will assess:1. Grammatical terms and word classes: nouns, verbs, adjectives and adverbs.

1. Function of sentences: statements, questions, commands, and exclamations.

1. Combining words, phrases and clauses: sentences, noun phrases (for description) and co-ordinating conjunctions (or/and/but)

1. Verb tenses: distinguish between the past and present tense and do this consistently.

• Punctuation: capital letters (people/places/days/I), full stops, ?, !, commas in lists and apostrophes.

• Vocabulary: prefixes changes made to the beginning of words e.g. verbs/adjectives un and suffixes changes made to the end of a word e.g. ness/ment/er/ful and singular and plurals.

Writing

• Teacher assessment no writing tasks in a test situation.

• The children will be expected to work independently and spell and punctuate their work as best they can.

• The children are however expected to consistently apply the SPaG skills taught in their own writing.

• New NC expectations• To use capital letters, full stops, question marks and exclamation marks to demarcate sentences,

including the use of Proper Nouns. • To use commas to separate items in a list.• To use apostrophes to mark where letters are missing in spelling and to mark singular possession

in nouns.

• To identify nouns, proper nouns, adjectives and verbs within sentences.• To use adjectives and verbs accurately within sentences.• To be able to expand nouns phrases for description and specification.

• To use subordination within sentences (when, if, that, because) and co-ordination (or, and, but) for description and specification.

• To know the function of different sentences; statement, question, exclamation or command and to correct sentences.

• To use correct choice and consistent use of present and past tense throughout writing.

Writing

Maths• All the children will take two written Maths Test.

• Paper 1 arithmetic- mental calculations at speed, this paper will cover the areas of number and calculations.

• Paper 2 reasoning and problem solving- this will cover all aspects of maths.

Maths Paper 1: Arithmetic

– 5+7= 12 9. 8+5+4=17– 19-9=10 10. 36+24=60– 89+10=99 11. 87-40= 47– 17-6=11 12. 50-30=20– 15+3+3=21 13. 8×10=80– 39-8=31 14. 2×0=0– 4+5=9 15. 35÷5=7– 46+7=53 16. ¼ of 20=5

Maths• Paper2 : Maths content and sub-

strands:– Number and place value – Calculations + - ÷ ×– Fractions ½ ¼ 2/4 ¾ ⅓ ⅔– Measurement– Geometry- properties of shapes– Geometry- position and direction– Statistics

Maths Paper 2What skills do you think the children need to tackle this paper?

ｷｷNumber bonds to 10, 20 & 100.ｷ Finding more and less than given numbers.ｷ Add and subtract numbersｷ Recognise odd and even numbers. Sort odd and even numbers.ｷ Half and doubles of numbers.ｷ Find missing numbers.ｷ Find fractions of shapes and numbers.ｷ Place value of two and three digit numbers. Be able to break down number e.g. 324 H- 300 T- 20 U-4.ｷ Counting in 2’s 5’s, 10’s and 3’s from any given number.ｷ Count and spot number sequences.ｷ To set objects in different size groups.ｷ Read and write numbers in words e.g. 196 One hundred and ninety six.ｷ Divide numbers and objects. ｷ Recognise and use the following signs + - × ÷ ｷ Follow directions on a grid. ｷ Find amounts using different coins.

MathsWhat skills do you think the children need to tackle this paper?

ｷ Find an answer and provide reasoning for their answer.ｷ Read the measurements on a measuring scale (ml/cm/kg).ｷ Use a ruler to measure. ｷ Use a clock and tell the time including ½ past and ¼ to/¼past, tell the time in 5 minute

intervals. ｷ Identify and describe 2D and 3D shapes.ｷ Read information from a bar chart.ｷ Plot the bars on a graph.ｷ Answer questions about the data presented e.g. which was the most popular/ least

popular.

• Solve mathematical word problems using all areas of maths.

ｷ Understand the following mathematical vocabulary: answer; correct, altogether, square, lengths, models, between, graph, double, sentences, curves, corners, objects, estimate, amounts, signs, diagram, multiple, weight, exactly, smallest, height, meter, divided, equal, fraction, sequence, continues, liters, and reflection.

How to help at home

Key Stage 1: The Basics

•Understand place value:

•Put numbers in order

The Four Operations

Addition and Subtraction

Correctly understanding and using the symbols +, - and =9 + 7 = 167 + 9 = 1616 – 7 = 916 – 9 = 7

Addition – Practical Resources

-Number Line/Ruler. Starting with single ‘jumps’ and then moving onto jumps of 2, 5, 10

+ 2

+ 2

+ 2

14 + 6 = 20

14

16

18

20

Addition – Partitioning for 2 digit + 2 digit-Number Line/Ruler-2nd digit is partitioned

16 26 27 28

+ 10 + 1

+ 1

Addition – Written Method- Bridging through multiples of ten

56 + 38 = 94

+ 4

+ 30+ 4

56 60 90 94

OR 56 + 32 = 50 + 30 = 80 (partition tens first) 6 + 2 = 8 (partition units)

80 + 8 = 88 (+ tens and units together)

Subtraction – Practical Resources

-Number Line/Ruler and hundred square

13 – 6 =

1 2 3 4 5 6 7 8 9 10

11

12

13

Multiplication – Doubling

Multiplication – Doubling

Moving onto partitioning to double numbers

Double 23 = Double 20 + 3

40 + 6 = 46

Multiplication – Practical Resources/Repeated Addition3 x 5 = (3 groups of 5) = 5 + 5 + 5 =

5 x 3 = (5 groups of 3) = 3 + 3 + 3 + 3 + 3 =

Multiplication – Times Tables

Division – Halving

Division - Halving

Moving onto partitioning to halve numbers

Halve 28 = Halve 20 + 8

10 + 4 = 14

Division – Practical Resources – Sharing15 ÷ 3 = 15 ‘shared between’ 3 =

Division – GroupingThe number in the group is known but how many groups is unknown.

How many 3s in 12?

We need to count the number of groups.

Online Applications

Numberjacks: Addition facts up to 10

Math Bingo: Four operation bingo

Multi player mental maths game

Four operation practice

Amazing coin: Learn about different British currency

Squeebles Times Tables 2

How can I help my child?

Here are 7 ways you can help your child to do well at school:

• Make sure you encourage your child to do the homework that is set. Ensure their handwriting follows the schools cursive script.

• At home, encourage your child to read quietly for 10/15 minutes each day or if your child needs your help spend 10/15 minutes each day reading with them. Ask lots of questions, discuss the text, make predictions and help them to understand the vocabulary. Use the bookmark questions to do this.

• Find opportunities for your child to use numbers in everyday situations and encourage them to work out sums in their head.

• Encourage your child to follow up interests and talk to about them. Extend their vocabulary. Try to keep up to date with what your child is learning at school and talk about it with them.

• Help your child to be ready to learn and not tired when they go to school.

• Make sure your child does not miss any days off school, unless they are ill.

To sum upNational tests are an important milestone in school life. They give useful information

to your child’s teachers and to the Government. But it’s important to get

them in proportion. They are just one of the ways the school works out how well your child is doing. They shouldn’t be

stressful, and in fact many children enjoy the change in routine, as long as they

know they have your support and understanding.