Supporting your child with the new curriculum at home

Key changes - Writing

• Big focus on grammar, punctuation and spelling and understanding specific language related to this.

• Joined up writing (consistent by the end of y3)• Spelling accuracy – extended and specific list

of expectations.

Grammar and punctuation

• Glossary list• Ask children about the words they are using• When constructing sentences try to use the

correct vocabulary

Joined up writing

• Encourage children in KS2 to join up at home. • Focus on consistency in size and shape of

letters – especially relative capital & lower case letters

Spelling accuracy

• Support children learning their spellings:– Spelling stars app– Testing– Apply in sentences– Retest later– Expect those words to be spelt correctly

Key changes - Reading

• Use of phonics as ‘first line’ method from reception. (Reception/ KS1)

• Focus on reading aloud with expression and intonation to reflect meaning. ( KS1/KS2)

• Ability to justify opinions and responses with direct reference to the text. (KS2)

Phonics

Phonics tutorials

Reading aloudKS1 / Foundation• Encourage children to decode only words they don’t know• Once they recognise most words in their reading encourage them to

develop ‘flow. • Pause at full stops.Year ¾• Use appropriate intonation for punctuation including full stops, commas,

question marks and exclamation marks.• Try to encourage them to read ahead – not just word to word.Year 5/6• Take into account style or type of text (formal/informal) and adjust

expression according.• Use more expression when reading direct speech – reflecting the way it is

spoken. • Take into account a wider range of punctuation ie. pausing at a dash or

raising voice at a colon.

Justifying response

How is Sam feeling?Retrieve or infer an answer. ‘He is unhappy’

Identify the sentence in the text where the answer or the clue to the answer is. ‘Out of the sight of the others, Sam wept quietly in the corner’

Summarise & explain with direct referenceI know because….he is crying.The clue is….

Key changes - maths

Focus on knowing number facts by rote earlier:• Number bonds to 10 and 20 including subtraction facts (y1

&2)• Number bonds to 100 (y3)• Times tables to 12 x 12 including division facts (by end of

year 4)

Telling the time – to five minutes by the end of year 3 and 24 hour clock in year 4

Recognising money in £ and p (y2)

Number facts

• They must be learnt off by heart in random order

• Times tables are more than just counting

• Ask related division or subtraction questions to match.

Games for number facts

http://www.ictgames.com/numberFacts.htm

http://www.topmarks.co.uk/maths-games/7-11-years/multiplication-and-division

http://resources.woodlands-junior.kent.sch.uk/maths/timestable/

Telling the time

• Encourage the children to tell given times at home on a variety of clocks/ watches.

ExpectationY1 – analogue o’clock and half pastY2 – analogue quarter to, quarter pastY3 – analogue five minute intervalsY4 – analogue and digital 12hour and 24 hour to nearest minute. Y5/6 – apply to problem solving

Money

• Allow children to handle money – count out amounts and predict change.

Y1 – count up amounts in 1p, 2p and 10p Y2 – count up amounts up to £1 in all coins and recognise £ and p notation. Give change in coins to £1 Y3 – count up amounts over £1 and give change from £ amounts (ie. £2 £5) Relate money to decimalsY4 – give change from notes £5 and £10 . Count up amounts of money over £10

Y5/6 apply to problem solving

Vocabulary changes in place value

No longer tens and units – the ‘units’ place is now known as ‘ones’.