1. 1 Learning Meeting in Year 1 25 th January 2016 Serious Learning, Serious Play, Serious Fun

2. Aims of our Meeting To outline the expectations of the new curriculum To inform you of how we assess the children in Year 1 To share the format of and approach to the Statutory Phonics Screening Check in Year 1 To offer guidance on how you can support your child 2

3. What is the National Curriculum? A Government document that states what your child is supposed to learn in a range of subjects and when. National Curriculum is statutory in maintained primary schools. In 2014 a new version of the National Curriculum was introduced. 3

4. What does the New Curriculum mean? A greater focus on core skills. More ambitious end of year expectations for every year group. Changes to what your children learn at school. 4

5. Assessment Language 5 At the end of Year 1 your child will either be: Working at greater depth within the expected standard Working at the expected standard Working towards the expected standard Growing development of the expected standard P-levels

6. Criteria for working at “Expected Standard” at End of Year 1. 6 ReadingWritingMaths Using age related texts they accurately apply their taught phonic knowledge to decode age appropriate texts accurately, including the blending of sounds for unfamiliar words, They accurately read the common exception words as set out in Y1 Appendix 1, taught suffixes and contractions when reading books. The reader sees reading as a pleasurable activity; enjoying reading books aloud and reciting learned poems individually or with others. They can retell a range of familiar stories and can discuss key ideas from a recent text. They can sequence events in a story so far and make simple predictions.  Fluently reads graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes.  Reads accurately by blending sounds in unfamiliar words containing GPCs that have been taught.  Accurately reads common exception words as set out in Appendix 1  Accurately reads words containing taught GPCs and –s, – es, –ing, –ed, –er and –est endings  Reads words of more than one syllable that contain taught GPCs.  Reads words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents omitted letters.  Reading is seen as a pleasurable activity.  Checks that the text makes sense to them as they read and corrects inaccurate reading (of words).  Makes simple links between what they read or heard to their own experiences.  Can retell key stories, fairy stories and traditional tales.  Recognises and joins in with predictable phrases.  Can recite some rhymes and poems by heart.  Can discuss the significance of the title and events.  Makes simple inferences on the basis of what is being said and done.  Can predict what might happen on the basis of what has been read so far.  Participates in discussion about what is read to them, taking turns and listening to what others say.  Can explain clearly their understanding of what has been read to them. Word Reading Comprehension Independent writing shows some features of the given text type when writing about personal experiences and those of others (real and fictional), writing about real events and writing poetry, however pieces may not always maintain form. The writer rehearses what they are going to write about and composes sentences orally before writing them. Sentences build short narratives, with some evidence of simple clauses. Spellings set out in Appendix 1 are mainly accurate including days of the week. The use of punctuation marks outlined in Y1 Appendix 2 is starting to develop. Letters and numbers are mostly formed accurately. Writing is read out loud to check it makes sense.  Single clause sentences are sequenced to form short narratives.  Some use of simple co-ordination is evident using ‘and’ to join clauses.  Beginning to punctuate sentences using capital letters and a full stops, question marks or exclamation marks.  Capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’.  Most words containing previously taught phonemes, GPCs and common exception words set out in Y1 Appendix 1.  Days of the week are spelt accurately.  –s/-es is used for plurals and there is increasingly accurate use of the prefix un- and suffixes –ing, -ed, - er, and –est where no change is needed in the spelling of the root word. [eg helping, helped, helper, eating, quicker, quickest].  Lower case letters are mostly formed and orientated accurately, starting and finishing in the correct place.  Capital letters and digits 0 to 9 are mostly formed and orientated accurately.  There is some consistency in the size and spacing of digits and letters throughout the writing.  Spacing between words is mostly appropriate. Writing is read out loud to check it makes sense and some changes made independently. Composition Grammar & Punctuation Spelling Handwriting Fluently counts, reads and writes numbers up to 100 and can identify 1 more or less from any given number. Can count in multiples of 2, 5 and 10 and knows number bonds up to 20. Can create simple number sentences and solve one-step problems using equipment, including missing number problems. Can find ¼ and ½ of shape or quantity. Can compare lengths, mass and volumes and recognises the denominations of coins and notes. Can tell the time to the nearest hour and half hour. Can identify common 2- D and 3-D shapes. With support, is beginning to explain their methods when problem solving.  Count to and across 100, forwards and backwards, beginning from 0 or 1, or from any given number.  Count, read and write numbers to 100 in numerals with correct orientation.  Count in multiples of twos, fives and tens (up and back).  Given a number, identify one more and one less up to 100.  Identify and represent numbers using objects.  Identify and represent numbers using pictorial representations including the number line.  Use the language of: equal to, more than, less than (fewer), most, least.  Read and write numbers from 1 to 20 in numerals and words and spelling them correctly.  Read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs.  Represent and use number bonds and related subtraction facts within 20.  Add and subtract one-digit and two-digit numbers to 20, including zero.  Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = – 9.  Solve one-step problems involving multiplication (by 2 and 5) and division (by 2 and 4) using concrete objects  Solve one-step problems involving multiplication (by 2 and 5) and division (by 2 and 4) using pictorial representations and arrays with the support of the teacher.  Recognise, find and name a half as one of two equal parts of an object or shape.  Recognise, find and name a half of a quantity. Recognise, find and name a quarter as one of four equal parts of an object, shape. Recognise, find and name a quarter of a quantity. Number Calculation Fractions Measures Geometry Statistics

7. How do we make assessments? Collecting evidence all day every day. Reading 1:1, in a group or conversations during story time. Written pieces of learning. Talking to the children. Working along side the children Observations of activities. 7

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9. 9 Children are taught to read by breaking down words into separate sounds or ‘phonemes’. They are then taught how to blend these sounds together to read the whole word. Children have a phonics lesson each day and they are encouraged to use these strategies to read and write in other lessons. There are around 40 different sounds.

10. 10 Phonic Mats

11. 11 Every Year 1 child in the country will be taking the phonics screening check in the same week in June. The aim of the check is to ensure that all children are able to read confidently and to identify children that might need extra support with this.

12. 12 The check is very similar to tasks the children already complete during phonics lessons. Children will be asked to ‘sound out’ a word and blend the sounds together, e.g. d-o-g - dog The focus of the check is to see which sounds the children know and therefore the children will be asked to read made up ‘nonsense’ words. We call these alien words, e.g. chid.

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14. 14 Children will either reach the ‘standard’ or ‘not reach the standard’ in the phonics screening check. This information will be shared with you at the end of the Summer Term. Previously the ‘standard mark ’ has been 32 out of 40. Those children who do not reach the standard mark will be supported and will re- take the phonics screening check in Year 2.

15. 15 Encourage your child to ‘sound out’ and blend when reading or writing. Focusing particularly on spotting more unusual sound patterns. Eg Digraph- 2 letters making one sound cow Trigraphs- 3 letters making one sound night Split digraphs- 2 vowels with a consonant inbetween- spine - i_e

16. 16 Encourage your child to use their sound mat when writing and use their actions to find the sound they need. Children can practise their phonics by playing games online. The children particularly like ‘Buried Treasure’ http://www.phonicsplay.co.uk

17. 17 REMEMBER: Phonics is not the only thing needed to become a fluent reader. Please continue to read with your child each night (or as often as possible) and encourage them to: Sound out Re-read to check it makes sense. Use pictures for clues. Ask questions about the book. And most importantly ENJOY READING!

18. 18 Criteria of what ‘expected’ looks like in Year 1 for Reading, Writing and Maths. Year 1 common exception words for spelling. Phoneme and grapheme mat. Maths leaflet – how you can help. GPS glossary.

19. Thank you for joining us this evening Any questions? 19