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

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

3. 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

4. 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

5. 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

6. 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

7. 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.

8. Common Exception Words

9. 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

10. 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

11. Examples of Words

12. 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

13. 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].

14. 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

15. Questions…