Year 3 and 4Parents’ Meeting

Expectations in MathematicsMuch of what was previously taught in Y4 is now being covered in Y3.

Likewise, objectives which were previously taught in Y5 are now to be covered in Y4.

Expectations have been greatly raised!

By the age of nine, children are expected to know times tables up to 12x12 (prior to the changes it had been 10x10 by the end of primary school)

They should also have a secure knowledge of formal calculation methods.

Aims• The principal focus of mathematics teaching in lower key stage 2 is

to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. Pupils will develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.

• At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching will ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. We will ensure that they can use measuring instruments with accuracy and make connections between measure and number.

• By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.

• Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.

Pencil and paper procedures

587+ 675 1262

1 1

+This is known as the COMPACT method. Children will be expected to set their work out in columns and add vertically.

- Pencil and paper proceduresColumn subtraction

153 47106

4 1

-

Children will be expected to carry out this calculation with increasingly larger numbers as well as decimals and where taking is required across several columns.

Multiplication Pencil and paper procedures

2 3 4X 5 117 0

21

2 4X 2 5 1 2 0 4 8 0

2

6 0 0

7 332

14 R 1

73 ÷ 3

What can you do?- Be aware that true potential is

achieved when school, parents and child are equally focussed.

- Your child must play his / her part.- Support your child with homework.

New English Curriculum

Aims:The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment

English Curriculum 2014

Changes to the Yr3&4 Curriculum:

Focus on the fundamentals

There’s a much deeper focus on learning grammar explicitly. Where the old curriculum requires that pupils be taught ‘some of the grammatical features of written standard English’, and learn to ‘consider’ language structure when composing their own texts, the new curriculum contains a long list of often complex grammatical concepts, punctuation and spelling rules that children will have to identify and label as well as use.

Reading for pleasure

The new curriculum’s intention is that children should read widely and voraciously for pleasure and for meaning, while the previous curriculum stipulated that children should experience a range of literature and non-fiction and non-literary texts

Recitation and debateThe old curriculum used drama as an important vehicle for children to explore and convey a range of situations, characters and emotions. The new curriculum relegates drama to ‘role-play’ as part of a wider assortment of oral performance that includes presentation, improvisation and debate. The main emphasis is on children being able to organise their thoughts and ideas for the purposes of debate, discussion, explanation and narration.

SPaG

The key stage 2 English grammar, punctuation and spelling test is designed to assessgrammar, punctuation, language strategies and spelling. Language strategies refers tothose parts of the content domain that relate to words and word building (includingsynonyms, antonyms, prefixes and suffixes).

SPaG

SPaG

SPaG

SPaG

SPaG

SPaG

SPaG

Sentence Types

By using these sentence types, children are able to write in an interesting manner, use a variety of punctuation and write a range of sentence types from simple to complex.

These sentence types will help your child to work towards becoming an effective writer when they are in Year Six.

Sentence Types

LIST Sentence

Medusa was a foul, evil and hideous monster.

Sentence Types

4A Sentence

She was a hideous, grotesque creature with green, leathery skin.

2A phrases…dark, murky…

Sentence Types

BOYS Sentence

Hercules knew it was a dangerous mission, yet he carried on towards the monster’s lair.

Sentence Types

Simile

The Cyclops roared like a lion.

It was as dark as night in the cave

Sentence Types

Metaphor

The snow was a soft, white carpet.

Sentence Types

2 Pairs

Cold and blustery, dark and grey, the Antarctic is not a welcoming place.

Sentence Types

Ad, Same ad

Cyclops was evil, evil because he tore his victims apart, limb by limb.

Sentence Types

ly Starter

Gradually, the sun crept behind the rugged, icy mountain.

Sentence Types

ing starter

Struggling across the ice, the unfortunate penguin fell again.