1. Welcome to the Year 1 parents’ information meeting.
Tuesday 1st November 2016

2. home
school
child

3. Moving into Year 1
All Reception and Year 1 staff have met together to ensure that transition has been smooth for all the children.
The staff in Year 1 plan together in a variety of ways to ensure that children still receive a practical curriculum, this enables children to build on the key skills they have developed in Reception.

4. Thank you for your support with this!
Independence
We encourage all the children in Year 1 to look after their own belongings and to be responsible for their own things.
We are delighted with how well the children have settled into Year 1. All the children are now coming down the corridor independently in the morning!
Thank you for your support with this!

5. Year 1 Topics
CORNERSTONES CURRICULUM
Engage Develop Innovate Express
Superheroes
Memory Box
Bright Lights, Big City
Carnival
Paws, Claws and Whiskers
Dinosaur Planet
Teachers are looking at the ILP’s this year and maybe subject to change.

6. Mathematics
The children are grouped within their class according to their ability. This ensures that they can reach their full potential.
We use a range of strategies to engage the children and incorporate computing into our teaching. The children are given problem solving and reasoning activities to complete which allow them to apply the skills and concepts that they have been taught.
All children have already started to, or will soon, bring home a maths game which supports the teaching that takes place in Year 1. We will also send home maths targets each term. There will be an opportunity for you to attend a maths workshop later in the year.

7. End of Year Expectations
· I can count to and across 100 forward and backwards from 0 and 1
· I can read and write numbers to 100
· I can say one more and one less than any given number
· I can identify numbers from pictures or objects and I can make numbers
using pictures or representations
· I can read and write numbers from 0-20 in words and numerals
· I can make and use number bonds and related subtraction for all numbers
to 20
· I can add and subtract one and two digit numbers to 20
· I can solve simple problems including missing numbers
· I can solve one step problems for multiplication and division
· I can compare, describe and solve measure problems (length, weight,
capacity, time)
· I can tell the time to the hour and half past and show these times on clock
faces
· I can name, recognise and describe some 2d and 3d shapes

8. English-Reading
In Year 1 we will continue to build upon the learning that has taken place in the Foundation Stage.
We will listen to the children read throughout the week in small groups. The books are chosen to meet the children’s needs and are linked to the Literacy teaching focus.
We will continue to provide support for those children who need it. For more able readers we have independent books which they may access in addition to their reading book.
Children all have a log in for Bug Club, the books are updated as the children move through the reading scheme in school.

9. Phonics
We teach a daily lesson in ability groups in our classes which teaches the children new phonemes and graphemes and tricky words.
Although we do not have a weekly spelling test, we continually assess the children to ensure that our planning meets the needs of all children. The children are encouraged to apply their spellings in their writing.
A national phonics screening check will take place next June. It will be carried out by your child’s class teacher and will be based on the reading of words made up of sounds that all the children have been taught – these could be real or nonsense words! Any child that does not pass the phonic test will need to retake the test in Year 2.

10. End of Year Expectation - Reading
Word Reading - Recognition:
Pupils should be taught to:
apply phonic knowledge and skills as the route to decode words
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 words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
read other words of more than one syllable that contain taught GPCs
read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)
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

11. Reading Comprehension
Pupils should be taught to:
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
being encouraged to link what they read or hear read to their own experiences
becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
recognising and joining in with predictable phrases
learning to appreciate rhymes and poems, and to recite some by heart
discussing word meanings, linking new meanings to those already known
understand both the books they can already read accurately and fluently and those they listen to by:
drawing on what they already know or on background information and vocabulary provided by the teacher
checking that the text makes sense to them as they read and correcting inaccurate reading
discussing the significance of the title and events
making inferences on the basis of what is being said and done
predicting what might happen on the basis of what has been read so far
participate in discussion about what is read to them, taking turns and listening to what others say
explain clearly their understanding of what is read to them

12. English-Writing
We are developing our teaching of handwriting to ensure that our teaching is differentiated and in line with other lessons.
We use a ‘Talk for Writing’ approach for teaching literacy, we make thematic links to topics taught.
Talk for Writing encourages children to orally learn a story using visual clues, physical actions and story mapping.
Once the story is learnt children are encouraged to change one element; character, setting or language used. From this they will then write their own story beginning with a story map before moving onto to writing.

13. End of Year Expectation - Writing
Writing Transcription
spell:
words containing each of the 40+ phonemes already taught
common exception words
the days of the week
name the letters of the alphabet:
naming the letters of the alphabet in order
using letter names to distinguish between alternative spellings of the same sound
add prefixes and suffixes:
using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs
using the prefix un–
using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]
write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far

14. Pupils should be taught to:
Handwriting
Pupils should be taught to:
sit correctly at a table, holding a pencil comfortably and correctly
begin to form lower-case letters in the correct direction, starting and finishing in the right place
form capital letters
form digits 0-9
understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these
Writing Composition
Pupils should be taught to:
write sentences by:
saying out loud what they are going to write about
composing a sentence orally before writing it
sequencing sentences to form short narratives
re-reading what they have written to check that it makes sense
discuss what they have written with the teacher or other pupils
read aloud their writing clearly enough to be heard by their peers and the teacher

15. Writing: Vocabulary, grammar and punctuation
Pupils should be taught to:
develop their understanding of leaving spaces between words
joining words and joining clauses using and
beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

16. Assessment This year the children will be assessed as follows
Working towards the expected standard— Yet to be secure in the end of year expectations.
Working at the expected standard—Secure in the majority of the end of year expectations.
Working at greater depth within the expected level—Secure in almost all or all the end of year expectations and is able to use and apply their knowledge and skills confidently.

17. Homework
This year we are going to be sending work to be completed at home on a weekly basis.
There will be a range of homework set, it will focus on either; maths, handwriting, reading or spelling.
Homework will be sent home on a Friday and children will be asked to return it to school by the following Thursday.
All homework completed will be rewarded with a dojo.
The homework will not be differentiated, so some weeks it may be more difficult to complete than others.
We politely request that you encourage your child to complete the homework and not yourselves.

18. Year 1 residential
Year 1 children will have the opportunity to participate in a residential visit to Alfrey Activity Centre on Wednesday 28th to Friday 30th June 2017.
At the moment this is only provisional and maybe be subject to change!

19. School Website
Twitter
@LyndonGInfant

20. Remember, learning should be fun and we want every child to have a positive experience in
Year 1.