Information for Parent’s Afternoon

WELCOME!OUR AIMS FOR THIS AFTERNOON

• To officially introduce you to, and show you our new, wonderful and engaging environment!

• To explore our philosophy of learning - how and why we teach our children what they learn.

• To inform you and discuss expectations for learning across the core subjects.• Maths • Phonics• Reading • Spelling • Handwriting

• To discover some new ways of helping our children at home.

• To provide you with some resources that will help your child at home.

MATHS KEY FACTS

NUMBER BONDS TO 20

• Children are expected to be able to recall addition and subtraction facts for number bonds within and to 20.

If you know 6 + 4 = 10; what’s 6 + __ = 20?

• Lots of mental recall and linking facts that they already know!

• Can you play number bonds to 10 hopscotch?• Clapping, using objects – Make it fun!!

TIMES TABLES

• The National Curriculum expects that children in Year 4 are expected to know their times tables up to 12x12, as well as their related division facts.

• For each part of a times tables there are therefore 4 facts.

• Eg: 1 x 2 = 2 2 x 2 = 4 3 x 2 = 6 4 x 2 = 8 2 x 1 = 2 2 x 3 = 6 2 x 4 = 8 2 ÷ 2 = 1 4 ÷ 2 = 2 6 ÷ 2 = 3 8 ÷ 2 = 4 2 ÷ 1 = 2 6 ÷ 3 = 2 8 ÷ 4 = 2

(etc – up to 12 x 12)

• Times table target!

Maths games and websites to help your child learn.

These are a great way to engage your child in practicing mental recall facts for +/-/x/÷, as well as skills such as partitioning,

ordering, comparing, and much more!

www.topmarks.co.uk

www.ictgames.com

www.coolmath-games.com

http://www.maths-games.org/

HOW WE TEACH MATHS…

Concrete Pictorial Abstract‘The CPA approach’

https://youtu.be/2Ss8xAXs_ns

A student is first introduced to an idea or a skill by acting it out with real objects. In division, for example, this might be done by separating apples into groups of red ones and green ones or by sharing 12 biscuits amongst 6 children. This is a 'hands on' component using real objects and it is the foundation for conceptual understanding.

A student has sufficiently understood the hands-on experiences performed and can now relate them to representations, such as a diagram or picture of the problem. In the case of a division exercise this could be the action of circling objects.

A student is now capable of representing problems by using mathematical notation, for example: 12 ÷2 = 6 This is the ultimate mode, for it "is clearly the most mysterious of the three."

SO, HOW ARE WE TEACHING MATHS?

Maths competition time!

Time for mental recall competition –

WE HOPE YOU KNOW YOUR FACTS!

MATHS ANXIETYIT’S A REAL WORRY

Maths anxiety, a fear about maths, is key problem in UK maths education today.

It is believed to affect about a quarter of our population (around 2 million schoolchildren).

Our approach to maths has changed. We NEED to start getting rid of maths anxiety!

CONVINCE ME MATHS! MASTERY IN MATHS

• We now teach a mastery curriculum. • it is a belief that all children can learn mathematics. • An approach that keeps children working together so that they can all master

mathematics. • It promotes the importance of developing deep mathematical understanding and

knowledge that be applied to anything and anywhere!

• We are developing children’s ability to: • reason• make connections • have conceptual understanding • apply their learning • to become independent, future citizens who can always pull on a vast wealth of

deeply embedded mathematical knowledge.

CONVINCE ME MATHS!

Fluency

It’s time to get our children thinking!

Probing

Deeper

Rich, complex, enriching

CONVINCE ME MATHS!

Convince me that…

What’s the same? What’s

different?

What is always,

sometimes or never true?

ShowCPA

Do Fluency

Think Explain Solve

PLACE VALUE – Y3

Show me: the number six hundred and thirty-two.

Can you represent 351?

Can you position 350 on this blank number line from 0-1000?

Which number is the greatest? Which number is the least?

Convince me that…

324 is less than 342

What’s the same? What’s

different?

1, 10, 100, 1000

What is always, sometimes or never true?

If you take three digits, there are six different three-digit numbers that you

can make with them.

ShowCPA

Do Fluency

Think Explain Solve

WHY READ AT HOME?

- It isn’t necessary to read the whole book at once. Discussion is key to understanding.

-They could read you a bedtime story; read while in the bath or while you are preparing food.

Top

Tip

s

THE SIMPLE VIEW OF READING

READING

• Wide range of reading texts (menus, signs, letters, emails, books, TV guide, magazines, newspapers etc.)

• Comprehension – questioning for understanding/inference/ (see resource)

• Asking and Answering Questions.

• KS1 - Frequently - 1 to 1 with a focus on questioning

• KS2 - Frequently - Guided Reading with a focus on questioning

OUR READING TREE!

PHONICS

Letters and Sounds – Government Guidance

Phases 1-6 (phonics mat for progression)

PHONICSVOCABULARY

• Phoneme – is the sounds that make up a word.

s a t p i n m d g o c k

c-a-t b-i-n

p i n

Children are taught to blend the phonemes to read!

• Grapheme – is the way of writing a phoneme.

PHONICSDigraph – 2 graphemes that are joined together to make one sound (phoneme).

ai ee oi ow

rain sleep join crowd

Trigraph – 3 graphemes that are joined together to make one sound.

igh ure air ear

high sure hair hear

Split digraph – a digraph that is split by a consonant

a_e u_ec a k e f l u t e

• Consonant Blend beginnings tr dr str spr

str aw tram draw spring

• Consonant Blend endings nd st mp sk

band list lump dusk

PHONICS

PHONICSCompound Words

laptop lap/top

superstar super/star

dustbin dust/bin

Polysyllabic words

sitting sitt/ing

hoover hoo/ver

Recap, Teach, Practise, Apply

- in reading/dictation for spelling.

PHONICS

SPELLING

• Segment to spell!• KEY REQUIREMENT FOR ALL

-Word Lists are progressive y1/ 2 y3/ 4 y5/ 6(display them everywhere in the bathroom, bedroom door, fridge)

• DAILY check – This can be verbal - doesn’t always have to be written.

• Continual practise

- Days of the Week/ Months of the Year

- Numbers in words to 100. Including ordinal numbers (first, second, third, etc)

SPELLING STRATEGIES

• Phase 6 phonics – spelling rules

singular vs plural adding –ed adding –ing

• Suffix spellings

-ous -ance -tion - sion

HANDWRITING

• Pre-cursive begins in Reception

• Progressing into cursive – from the line (see examples) (begin strokes in year 2/ legible requirement by year 4)

VOCABULARY

• Ascender – b d f h k l t

• Descender – f g j p q y

• Lower case, upper case (capital letters)

• Capital letters always sit on the line!

HOW CAN YOU HELP?

• Encourage your child to practise cursive handwriting when writing at home.

• Spellings – encourage cursive when spelling, but if it is becoming a hindrance and affecting spellings, children can print.

GRAMMAR AND PUNCTUATION

• KEY TO IMPROVING - Re-reading their writing and correcting errors.

Edit and improve

• SPAG mat for vocabulary

• Practise at home:

Can you tell me the conjunctions?

Can you use _____ in a sentence?

Tell me a sentence that would use inverted commas. When writing it, where would they go?

HOW WE LEARN:

• Adult Support – an adult works with a small group throughout the task.

• Independent – children are motivated to complete task with minimal support as they take ownership of their learning needs and are motivated to challenge themselves!

• Interdependent – children are motivated and confident to complete tasks independently and seek appropriate support.

– They are encouraged to ask a friend

– They are encouraged to go and find resources to support their learning.

“Learning through play and exploration encourages invaluable skills in which children learn about themselves and their environment that often can not be taught in the classroom.”

Dr. Gummer

OUR PHILOSOPHY

• It is okay to make mistakes because that is how we learn.

• Children are active participants in their own learning.

•They have the self confidence to aim high and seize

independence.

‘Those who don’t believe in magic will never find it’.

Roald Dahl.

CHILD-INITIATED/CHILD LED LEARNING:

We promote child-led learning to fully engage and inspire our children.

Teaching and activities/tasks that follow motivate and inspire our children because they are based upon the children’s interests and learning needs.

Child-led and teacher-directed activities introduce children to new ideas and provide opportunities for them to explore and develop skills, while accessing all of the curriculum.

OUR AFTERNOONS

• Teacher-directed tasks relating to their Year Group Objectives.

• Differentiated Year Group input around the same topic to support collaborative learning.

-Rainforest DT, Artwork, Science.

- Survival Geography, DT, Writing, Science.

Thank you so much for coming and for your continued support!