Assessment Focus 2

Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text.

Which of these animals live in Antartica?

penguins polar ponies seals

bears

Assessment Focus 3

Deduce, infer or interpret information, events or ideas from texts.

Whose letter was most likely to annoy Norman?

Explain why, referring to the letter in your answer.

Why do you think her attitude towards Norman changed?

Assessment Focus 4

Identify and comment on the structure and organisation of texts including grammatical and presentational features at text level.

Look at the diary entry for Sunday. Why does Lizzie put ‘very fast’ in brackets?

Assessment Focus 5

Explain and comment on the writers’ use of language, including grammatical and literary features at word and sentence level.

.

Why is ‘dotted’ a good word to describe where the people are in Antartica?

Assessment Focus 6

Identify and comment on the writers’ purposes and viewpoints and the overall effect of the text on the reader.

It says in the text that Antartica is about 60 times larger than the United Kingdom.

Why do you think the writer has included this fact?

PROGRESSION

Level 2

Simple, plausible inference about events and information, using evidence from the text

E.g. how a character is feeling, what makes a plant grow

Level 3

Straightforward inference based on a single point of reference in the text

E.g. ‘he was upset because it says “ he was crying”’

Level 4

Comments make inferences based on evidence from different points of the text.

E.g. interpreting a character’s motive from their actions at different points

WRITING: THE EXPECTATIONS AND HOW TO ACHIEVE THEM

Word Level Work

Aim- To use a range of vocabulary Discuss the meaning of new words and

record them for future use When watching TV discuss alternative

and new language When reading different genres talk about

how the language differs Encourage the use of a thesaurus

Spelling

Aim- To be confident to sound words out and to be familiar with common word prefixes and suffixes

Look at the difference between commonly misspelt words, such as practise and practice, which and witch etc

During homework tasks encourage the children to use a dictionary to check their spellings

When reading with your child note connections between words, for example the beginnings and endings

Sentence Level Work

Aim- To use a wide range of punctuation, sentence types and connectives and openers

Check the tense and person is consistent throughout all writing

Encourage them to use their reading books to confirm where and when punctuation should be used

Discuss with them where it is appropriate to use connectives and openers within their writing

Prompt them to think about the type of writing they are creating and how different sentence types can create different moods within their writing

Level 2In some forms of writing

· some variation in sentence openings, e.g. not always starting with name or pronoun.

· mainly simple sentences with ‘and’ used to connect clauses.

· past and present tense generally consistent Level 3

In most writing· reliance mainly on simply structured sentences,

variation with support, e.g. some complex sentences.

· ‘and’, ‘but’, ‘so’ are the most common connectives,· some limited variation in use of

tense and verb forms, not always secure.

Text Level Work

Aim- To have a clear idea of the direction of a piece of writing, considering their audience

Being able to plan a piece of writing Paragraphing consistently and with links between

paragraphs Writing within a particular genre showing an

awareness of the features for that genre When reading different text types they should be

thinking about who their audience is Showing imagination, relating their writing to

personal experiences and drawing on ideas from books

Handwriting

Aim- To use clear and joined handwriting Constant reminders to join their letters Discuss where letters should sit on the

line Consistent size and spacing Speed of writing

Maths

The seven strands

Using and Applying Counting and Understanding Number Knowing and Using Number Facts Calculating Understanding Shape Measuring Handling Data

Speaking and Listening

There is an emphasis on speaking and listening

Talking helps reinforce learning Using mathematical language Talk partners Parents could ask questions and encourage

children to explain what they are doing.

Strategies

Why are children taught different strategies to solve calculations? For understanding Use most efficient method e.g. mental

calculations

School calculation policy

Practical Activities

Wherever appropriate practical activities are included in a lesson :

Using equipment supports and develops the ability to visualise later

We aim to make maths fun when possible.

Differentiation

Different levels of ability Tasks differentiated Adult support for targeted children Extension– more open-ended tasks – e.g.

Zak has more than 10 counters and fewer than 20 counters. When he groups them in threes no counters are left over.

How many counters could Zak have?

Assessment

Children’s progress is continually assessed to enable the teacher to plan lessons at the appropriate level

Teacher assessment Questioning Observing Marking Written tests

Self assessment Expected level of progress is two sub levels By the end of Year 3 children should be working at a level 2a/3c By the end of year 4 children should be working at a level 3c/3b

Level 2

begin to understand the place value of each digit; use this to order numbers up to 100, e.g.

– know the relative size of numbers to 100 – use 0 as a placeholder

Level 3

understand place value in numbers to 1000, e.g.

– represent/compare numbers using number lines, 100-squares,

–– use understanding of place value to multiply/divide whole numbers by 10 (whole number answers)

· use place value to make approximations

Level 4

use place value to multiply and divide whole numbers by 10 or 100

Tables Tests: To begin with the class will study a table for the week,

which will be the focus of the test. Later, the weekly test will take the form of a mixed tables test. Finally tests will include division facts as well.

Mental maths tests: We regularly give timed tests which focus on mental

calculation and the ability to apply knowledge at speed. Some questions will be investigated as a class either

before or after a test to develop understanding.

It’s played on a CD and takes approximately 20 minutes.

How can you support the children’s learning?

By encouraging the children to speak and explain the strategies they are using and why.

To ensure they have an excellent knowledge of basic number facts including their number bonds/tables

Take opportunities to pose questions for them to solve e.g. calculating the change from shopping, working out how long their favourite programme is,