Emma Fitzpatrick Key Leader for Key Stage One Y1 Expectations Emma Fitzpatrick Key Leader for Key Stage One

The National Curriculum for Key Stage One English PE Maths Computing Science Art RE Music PSHE Design Technology MFL Geography History

Integrated Day Transition between Early Years Foundation Stage and formal schooling Builds on Characteristics of Effective Learning from EYFS Teacher works with a small group Other children are independent at an activity of their choosing Range of activities and areas of the curriculum available to choose from Children work at their own pace Teacher’s activity builds on whole class teaching Fluid activities provide opportunities for returning after feedback

Characteristics of Effective Learning Playing and exploring – engagement Finding out and exploring Playing with what they know Being willing to ‘have a go’ Active learning – motivation Being involved and concentrating Keeping trying Enjoying achieving what they set out to do Creating and thinking critically – thinking Having their own ideas Making links Choosing ways to do things

Integrated Day Cross curricular links Different activities occurring at the same time Freedom of movement Developing independence Developing ability to manage own time Developing ability to prioritise Developing ability to judge their own work before moving on Time to concentrate on one aspect before moving on Variety of activities to suit different learning styles Use of indoors and outdoors

Progress from the EYFS to End of Key Stage One Reception Year One Year Two emerging working below standard developing working towards the standard met secure working at the standard exceeding secure + working at greater depth

By the end of Year One… Reading Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes. Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught. Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word. Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words. Develop pleasure in reading, motivation to read, vocabulary and understanding by listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently. Develop pleasure in reading, motivation to read, vocabulary and understanding by becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics. Understand both the books they can already read accurately and fluently and those they listen to by checking that the text makes sense to them as they read and correcting inaccurate reading. Understand both the books they can already read accurately and fluently and those they listen to by discussing the significance of the title and events. Understand 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.

Common Exception Words

Understanding Text What can you tell me about the characters? Children should be able to read about 90% of a text without struggling; this enables them to understand what they have read. What can you tell me about the characters? What was your favourite event? How was the character feeling? Which word tells you that? Reading with expression

Phonics Screening Test Takes place in June 1:1 with the class teacher Tests phonic ability rather than reading Asks children to sound out real words and ‘alien words’ Starts easy and gets progressively harder You will be informed if your child has ‘passed’ Children who do not meet the threshold will have to retake in Year Two Weekly practise sheets will be sent home from this half term

Examples of Words

By the end of Year One - Writing To spell words containing each of the 40+ phonemes already taught To name the letters of the alphabet in order To write from memory simple sentences dictated by the teacher that incudes words using the GPCs and common words taught so far To begin to form lower-case letters in the correct direction, starting and finishing in the right place To write stories by sequencing sentences to form short narratives To write sentences by re-reading what they have written to check that it makes sense To develop their understanding of vocabulary, grammar, and punctuation concepts by beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark

By the end of Year One - Maths Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.  I can count up and down from 0 to 100 and more. Count, read and write numbers to 100 in numerals. Given a number, identify one more and one less. Represent and use number bonds and related subtraction facts within 20. Recognise, find and name a half as one of two equal parts of an object, shape or quantity. Compare, describe and solve practical problems for lengths and heights [for example, long or short, longer or shorter, tall or short, double or half] Compare, describe and solve practical problems for mass or weight [for example, heavy or light, heavier than, lighter than]. Compare, describe and solve practical problems for capacity and volume [for example, full or empty, more than, less than, half, half full, quarter]. Compare, describe and solve practical problems for time [for example, quicker, slower, earlier, later]. Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. Recognise and name common 2-D and 3-D shapes, including 2-D shapes [for example, rectangles (including squares), circles and triangles]. Recognise and name common 2-D and 3-D shapes, including 3-D shapes [for example, cuboids (including cubes), pyramids and spheres].

How to Help at Home Read to them/with them every day Talk to them and extend their vocabulary Ask them questions from the front of the reading diary Practise reading common exception words Practise sounding out everything… Encourage them to write, respond in their reading diary and write their own homework Talk about time, weight, length, money etc

Questions…