An introduction to the Year One curriculum

Mastery- Mathematics CPA Approach to mathematics Concrete This is the enactive stage. Children are introduced to an idea of skill by acting it out with real objects. This is the ‘hands on’ component using real objects and it is the foundation for conceptual learning. Pictorial Representation The iconic stage- children have significantly understood the hands on experiences and can now relate them to representations such as diagrams or a picture of the problem. - Abstract Representation The symbolic stage – children are now capable of representing problems by using mathematical notation.

Maths ‘No Problem’ CPA Approach, Spiral curriculum, Breadth not depth. Setting in year 1 Assessment Homework

Progression in Calculation- Addition Combining two parts to make a whole: part-part-whole model Concrete Add two numbers together as a group or as a bar. Pictorial Use pictures to add two numbers together as a group or in a bar. Ensure that the ‘whole’ is a variety of numbers and that you explore the many different ‘parts’ of the whole.

Abstract Use the part – part whole diagram as shown to move into the abstract. 4 + 3 = 7 10 = 6 + 4 Then progress onto the methods of adding by starting at the biggest number and counting on. 5 + 12 = 17 Place the larger number in your head and count on the smaller number to find your answer. Explore the commutative nature of addition (adding can be done in any order – tell Maths stories to demonstrate this. After the method taught is by regrouping – making 10.

Progression in Calculation- Subtraction Taking away ones Concrete Use physical objects, counters, cubes etc to show how objects can be taken away. 6 – 2 = 4 Ensure that pupils are told ‘stories’ about the subtraction and that they tell stories about what is represented. Pictorial Cross out drawn objects to show what has been taken away. Abstract 18 – 3 = 15

13 – 4 = Counting Back Concrete Make the larger number in your subtraction. Move the beads along your bead string as you count backwards in ones. 13 – 4 = Use counters and move them away from the group as you take them away counting backwards as you go.

Pictorial Count back on a number line or number track. 13 – 4 = Start at the bigger number and count back the smaller number showing the jumps on the number line. 57 – 23 = Abstract 14 - = 11 Put 13 in your head, count back 4. What number are you at?

Progression in Calculation- Multiplication Doubling Concrete Use practical activities to show how to double a number. Pictorial Draw pictures to show how to double a Abstract Partition a number and then double each part before recombining it back together.

Counting in multiples Concrete Count in multiples supported by concrete objects in equal groups. Pictorial Use a number line or pictures to continue support in counting in multiples. Abstract Count in multiples of a number aloud. Write sequences with multiples of numbers. 2,4,6,8,10 5, 10, 15, 20, 25 Next method, repeated addition.

Progression in Calculation- Division Sharing Objects into groups Concrete I have 10 cubes, can you share them equally in 2 groups? Pictorial Children use pictures or shapes to share quantities. 8 ÷ 2 =4 Abstract Share 9 buns between three people. 9 ÷ 3 = 3

Division as grouping Concrete Divide quantities into equal groups Division as grouping Concrete Divide quantities into equal groups. Use cubes, counters, objects or place value counters to aid understanding. Pictorial Use a number line to show jumps in groups. The number of jumps equals the number of groups.

Think of the bar as a whole Think of the bar as a whole. Split it into the number of groups you are dividing by and work out how many would be within each group. Abstract 28 ÷ 7 = 4 Divide 28 into 7 groups. How many are in each group?

Phonics

Phonics

Year One Phonics Screening

Reading

Assessment

Reading – KPI’s Responds speedily with the correct sound to graphemes for all 40+ phonemes, including, where applicable, alternative sounds for graphemes. Reads accurately by blending sounds in unfamiliar words and discusses meaning. Reads all the common exception words. Reads aloud accurately books that are consistent with their developing phonic knowledge. Self corrects when reading aloud to maintain sense. Reads aloud with some intonation and expression. Makes simple inferences about characters and events.

Understands both the books they can already read accurately and fluently and those they listen to by checking that the text makes sense to them. Understands both the books they can already read accurately and fluently and those they listen to by predicting what might happen on the basis of what has been read so far. Understands both the books they can already read and those they listen to by discussing the significance of the events or information. Develops pleasure in reading, motivation to read and understanding by listening to and discussing a wide range of poems, stories and non- fiction linked to own experiences, background information and vocabulary provided.

Reading – OPI’s Reads accurately words with contractions Reads words with common suffixes, with support to build on root words: s, es, ing, ed, er Joins in with predictable and repetitive phrases when listening to stories and poems Understands how texts can be structured and sequenced in different ways, through repetition of events and layout for example: Retells some familiar stories Knows some poems by heart Exercises choice in selecting books themselves for pleasure

What is that word? What does it mean?

Reading out loud and performing poems and plays.

Finding Information

Recognising features, structure, significant events and information.

Listening to, discussing and recommending books.

Looking for clues in the text.

Reading at school Children have the opportunity to change their reading book each Monday, Wednesday and Friday. Guided reading –teaching reading as a group. This is often linked to work in class eg looking for adjectives, finding out about characters, reading poetry, researching topics, following instructions. We read a range of fiction and non-fiction genres. Common Exception Words – a list of words that the children learn to read and write in Year 1. (Included in your handout)

Reading at home Think about all the reading skills when you are reading at home with your child – phonics skills, describing characters and how they feel, predicting the ending, finding out facts. Enjoy lots of texts with your child – not just the books from school. Practise phonics skills especially spotting graphemes in pseudo words. Read the Year 1 Common Exception words.

Writing Key Performance Indicators Forms many lower-case and capital letters correctly, starting and finishing in the right place. (Pre-cursive font) Separates words with even spaces consistently. Spells words containing each of the 40+ phonemes already taught. Uses the suffixes -s, -es, -ing, -ed, -er and -est correctly. Uses the prefix un- correctly. Recognises and names the letters of the alphabet Those exceeding in reception may not necessarily be exceeding in Year One because the expectation and criteria they need to achieve is much more complicated. 7 of the 11 for meeting the expectation for the end of the year. All children are currently working towards the Year One curriculum.

Sequences sentences to form short compositions, using some adjectives. Uses capital letters, full stops, question marks and exclamation marks to demarcate sentences. Sequences sentences to form short compositions, using some adjectives. Re-reads what has been written to check that it makes sense, making simple changes. Extends sentences by joining clauses with 'and', 'but' and 'so‘. Writes from memory simple sentences dictated to them that include words using the GPCs (Grapheme, Phoneme Correspondence) and common exception words. Prefix un- example adding to verbs click – unclip un means the reverse action adding to adjective – happy – unhappy un means not

Other Performance Indicators Sounds and blends unfamiliar words using the phonic knowledge and rules that have already been learnt. Spells most common exception words in the Year 1 list, and days of the week. Uses the grammar terminology for Year 1 Uses some of the features of standard English in their writing Demonstrates the skills and processes essential to writing by thinking aloud as they collect ideas, sequence the ideas, draft and edit to check that the writing makes sense. Letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark

Supporting you child’s writing at home. Write in the pre- cursive style yourself! Dictate simple sentences inc questions and statements using that weeks spellings. Encourage writing - shopping lists, book reviews, facts, diaries, recounts of visits and greetings cards.

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