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
bears
ponies
seals
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
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Simple, plausible inference about events and
information, using evidence from the text
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E.g. how a character is feeling, what makes a
plant grow
Level 3
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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
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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
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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
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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
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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 2
In 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
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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
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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
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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
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Talking helps reinforce learning
Using mathematical language
Talk partners
Parents could ask questions and encourage
children to explain what they are doing.
Strategies
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Why are children taught different strategies to solve
calculations?
 For
understanding
 Use most efficient method e.g. mental calculations
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School calculation policy
Practical Activities
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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
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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
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Children’s progress is continually assessed to enable the teacher to plan lessons
at the appropriate level
Teacher assessment
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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
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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
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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
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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?
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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,