1. KS1 Key skills Workshop
16th November 2017

2. Today we’ll look at...
Phonics Spelling Maths

3. Phonics
Words are made up from small units of sound called phonemes and written with letters called graphemes. Children learn these sounds and put them together to learn to read words.

4. Phonics
Phonics is the system of ‘blending’ sounds together to read, and ‘segmenting’ sounds to spell.
You may hear your child use some vocabulary that you are not familiar with that they have learnt in their phonics lessons.
Phoneme - the smallest unit of sound that we use.
A grapheme is the way we spell a phoneme – a phoneme may have only one grapheme for example ‘a’. Or may have several different spellings e.g. ay, ai, a_e.

5. Phonics - Specific vocabulary
Identify blocks of letters that make sounds
graph (1 letter that makes 1 sounds, e.g. ‘b’ as in ‘bird’)
digraph (2 letters that make 1 sound, e.g. ‘sh’ as in ‘shark’)
Split digraph (2 letters that make 1 sound not adjacent, e.g. cake)
trigraph (3 letters that make 1 sound, e.g. ‘igh’ as in ‘light’)
quadgraph (4 letters that make 1 sound, e.g. ‘eigh’ as in ‘neighbour’
Blocks of letters can be consonant phonemes or vowel phonemes.

6. How we teach it. Phonics taught daily for 15-20 minutes
Sessions are interactive
We follow the letters and sounds scheme
Resources are used to reinforce learning including THRASS, magnetic letters, flashcards and ICT.
In KS2, Phonics is taught through spelling patterns.

7. How we track it
Each term the class teacher records which phase the child is currently working in.
This is analysed and updated to enable teachers to identify which children require extra support.
Children are assessed regularly to see which phase they are confident in.
../Phonics/Phonics%20Tracker/Blank%20phonics%20tracker.docx

8. Phonics screening test
We use real and nonsense words to rehearse the phonemes we’ve learned!
Phonics screening test
The phonics screening check is a short assessment to confirm whether individual children have learnt phonic decoding to an appropriate standard.
It will identify the children who need extra help.
This takes place in June on a 1:1 basis with the class teacher. The children will cover all of the sounds they need to know by the time of the check.
The children have practice tests throughout the year which is tracked to ensure children are working at the expected level.

9. Phonics screening test

10. Spelling
Foundation and Year 1 – spelling is taught through phonics e.g. The words which link with that sound.
Year 2 onwards – spelling is taught discreetly.
Year 2 do not have a word list – they focus on suffix endings.
Year 3 and 4 do have a word list and they also learn prefix and suffix endings as well as spelling patterns.
Children are also expected to spell key words correctly and common exception words correctly. A list of these can be provided.

11. How do the children learn?
KS1 –
Children practise spellings in a discrete lesson, guided writing sessions and also during early morning work.
The spellings are linked to a sound or a spelling rule.
Children practise spelling key words / common exception words.
Spellings are sent home each week to practise.
KS2 –
Practise 5 spellings every day. They test themselves on a Friday. Once they know the words they move on to the next five words.
They learn spellings through dictation every week.

12. Maths Curriculum Overview Approach to maths in KS1
Mastery / Greater depth
Calculation Policy
Assessment

13. Curriculum Overview Key stage 1 - years 1 and 2
Ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the 4 operations, including practical resources [for example, concrete objects and measuring tools].
At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.
Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word, reading and spelling knowledge at key stage 1.

14. Approach in KS1
Physical representation e.g. With the use of resources such as multilink, Numicon, diennes rods and shapes
Pictorial representation e.g. Through charts and pictures
Written strategies e.g. number tracks / lines, diennes rods, column method
Mental strategies e.g. Times tables, number bonds, making links

15. Mastery
The aim is for children to acquire mastery in maths at every level.
Mastering maths means acquiring a deep, long-term, secure and adaptable understanding of the subject.
In acquiring a solid enough understanding of the maths that’s been taught it will enable your child to move on to more advanced material.
This is developed through higher order questioning, problem solving and applying knowledge in different contexts.

16. Example of mastery
12 ÷ 2
24 ÷ 4
48 ÷ 8

17. Times Table / Number bond challenge
To support children with their mental maths we have developed a times table / number bond challenge to encourage children to practise this skill.
The children practise throughout the week.
On a Friday (Year 2) the children practise completing short, timed tests in preparation for a longer test.
This assesses which times tables they are confident in.
Currently in Year 1 the children are assessed at the end of each half term on their number bond facts.
Children’s names are displayed on a board in the classroom.

18. Classroom displays...

19. We have a calculation policy to ensure teaching is consistent
The policy outlines the written methods to be used at FLS and works to prepare the children for the calculation methods to be taught as they transfer to Middle School.
There is clear progression on methods taught throughout each year group.
Written methods are clearly outlined for each of the four operations.
..\Maths\FLS Maths Calculation Policy Updated Oct 2016.docx

20. How we assess the children
Each child has an assessment sheet in their maths books
When an objective has been achieved this is annotated on the children’s assessment sheet.
As children move through the school they use the assessment sheets themselves to see what gaps they have in their learning.
This information is then transferred to our data system.
../Maths/Maths%20I%20can%20statements%20grid%20Year%201.docx

21. Thank you
We really appreciate the time you have taken to come along today.
Please visit the tables to have a look at the resources we use.
We will be here if you have any questions.