Helping children to achieve age-related expectations in English

Securing Level 4 in English by the end of Key Stage 2

How should I prepare my Year 6 children for the end of Key Stage 2 assessments?

• The PNS has produced a key actions timeline to help you structure, pace and focus your teaching, enabling children to approach the assessments with confidence.

How can I identify children that need to make accelerated progress to achieve Level 4?

• The PNS has produced an example pupil tracking grid to support the ongoing identification of children who are at risk of underachievement

• To support children’s progression there is also a whole-school mapping attainment grid

How can I use curricular targets effectively to support children’s achievement in literacy?Example curricular targets for Y5 and Y6for literacy• Example Year 6 literacy curricular targe

ts• Example Year 5 literacy curricular targe

ts• QCA analysis literacy implications for te

aching and learning

What are the subject specific elements which will support my teaching of literacy?

• Subject knowledge support for curricular targets reading

- Reading Comprehension Fliers

• Subject knowledge support for curricular targets writing

How can parents/carers support their child meeting their curricular targets?

• Parent/carer leaflets for Year 6

How can I support children who need to make accelerated progress to achieve Level 4 in English?

• Booster lessons introduction• Booster lessons: persuasion• Booster lessons: narrative• Booster lessons: reports

How can I support children to revise and consolidate what they have learned in literacy?

Additional detailed guidance based on the revision units from the Primary Framework• Literacy Revision Unit 1• Literacy Revision Unit 2• Literacy Revision unit 3

Web link to Primary Frameworkwww.standards.dfes.gov.uk/primaryframework

What specific materials are available to support bilingual learners?

Learning and Teaching for bilingual children in the primary phase

www.standards.dfes.gov.uk/primary/publications/inclusion/bi_children

• Curricular targets and related aspects of language development pg 39-43

• Graphic organisers pg 21-24• Integrated planning for language pg 29-30• Scaffolding learning pg18-26• Scaffolding comprehension pg 44-47• Writing text cohesion pg 49-50• Writing grammar pg 56-68• Vocabulary development pg 67-75• Guided talk for literacy pg 82-86

What specific materials are available to support the social and emotional aspects of learning?

Social and Emotional Aspects of Learning (SEAL) silver set ‘Going for Goals’,

• Guidance booklet• Going for Gold

• Learning about learning – supporting children to develop positive learning behaviour