Accelerating progress in

Y6

Objectives

To have a greater understanding of the challenges of the new Y6 English curriculum and the end-of-KS2 tests

To know what Y6 age related expectations looks like

Bradford Schools Online

Curriculum and AssessmentKS1/Resources/Links

ARAs

How does the curriculum match the interim assessment frameworks ?

Writing What is the spread across spelling, transcription, composition and vocabulary, grammar and punctuation ?

How are the curriculum requirements spread across working towards, working at expected and working at greater depth ?

How does the curriculum match the interim assessment frameworks ?

Reading

The Bradford Reading Record

Suggested reading non-negotiables

Supporting children with accessing textChoose guided reading texts that are linked to what the children are learning to write in Literacy to support them with gathering ideas from their reading to use in their writing

 

Give children the tools they need to be able to access the text – use prior knowledge activation’ to support them with this – discussions/activities/research around the characters, settings and new vocabulary – BEFORE they begin to access the text

 

Use guided reading sessions as a book group for children – plan questions around what they need to learn next and spend some time discussing them as a group, asking children to find evidence, give reasons, justify depending on their reading ability

 Do children’s formative assessment levels match their test outcomes ? Children in KS2 need to know how to write the answer to a questionThis should be regularly modelled by teachersChildren should be given lots of opportunities to practise writing answers to questions 

Gathering evidence to feed into assessment judgements

 

Use the following to support with gathering evidence -

 

Phonics tracker/individual phonics assessment

Guided reading sessions which deepen children’s comprehension skills

Assessment during guided reading – use the progression in the Bradford Reading Record

Independent tasks during guided reading to be linked to a previous or future guided reading session – children use reading journals to record their responses

Video/audio/scripts – film, record or scribe children’s responses to their reading

 

 

This reading record can be used to assess and plan from in Literacy and other areas of the curriculum, not just in guided reading sessions

  

Readers as writers – reading in guided writing and writing in guided reading – the pedagogies are very closely linked

Children who are already good at writing are so because they are good at reading – now take them one step further and encourage them to ‘read as writers’.

Reading as writers

If children are to become good writers, they need to read what other writers have written, thinking about why that person wrote it as they did

Reading strands

Comprehension (KS2)

identify language, structural and

presentational features

Language for Effect

identify and explain figurative language

Give children reading journals so they can collect, borrow and steal good vocabulary and ideas to use in their own writing.

IMPORTANT!

In order to effectively develop children’s writing, it is CRUCIAL that guided reading is linked to the current Literacy unit so that children are able to ‘steal’ ideas from real writers and put them into their own writing.

What does Y6 age related expectations for writing look like ?

Exemplification

Own writing

Target setting

What are your children’s next steps ? These are their targets and marking/feedback should be focused on these as well as the success criteria linked to the learning intention.

This is what will show PROGRESS.

Remember . . .

Y6 children don’t have to have all the genres at their fingertips – they just need to produce great writing !