Lockerley C of E Primary School KS1 Curriculum Meeting June 2014

Lockerley C of E Primary School

KS1 Curriculum Meeting

June 2014

Hopefully by the end you will…

• Greater understanding of the KS1 curriculum.• Knowledge of forthcoming KS1 topics.• Gather some ideas and techniques to

support children at home.

English

• Spoken Language

• Reading

• Writing

ReadingShared reading;Shared reading;Guided reading;Guided reading;Regular independent reading:Regular independent reading:

individual;individual; group and paired;group and paired;

Home/school reading;Home/school reading;Hearing books read aloud on a regular Hearing books read aloud on a regular

basis;basis;Selecting their own choice of texts.Selecting their own choice of texts.E-booksE-books

Reading Books at Lockerley

• Phonics based - sounding out words.• Basic comprehension e.g. How is that

character feeling? • Specific information recalled e.g. names• Predictions – What do you think will

happen next? • Pages of interest. I liked that page

because…• Punctuation recognition . ! , ? “ ”

Reading in Admirals

Reading Diaries

• How much did they read? E.g. Read from page 5 – 8.

• Effort comment• Who did they read

with? Sign initials

Writing

• Fiction

• Non-Fiction

• Poetry

Big Writing

• Weekly, independent writing activity.

• Purpose – to improve all areas of

writing.

• VCOP

• Marked using ‘Two Stars and a Wish

Phonics

* Phoneme – the smallest single identifiable sound, e.g. ‘sh’ – one sound.* Grapheme - a letter or a group of letters representing one sound.* CVC / VC / CV / CVCC / CCVC – Consonant / Vowel e.g. cat, is, to, frog, duck* Digraph / vowel digraph – two letters making one sound / two vowels that make one sound.* Segment - to split up a word into its individual phonemes in order to spell it, e.g. the word 'cat' has three phonemes: /c/, /a/, /t/

Phonics

• Phase 3 – Revision from Skippers• 25 new graphemes – mostly two

letters e.g. ai, sh, ch• Purpose of this phase – consolidate

children’s knowledge of graphemes in reading and spelling words.• Sound buttons

Phonics

• Phase 4 – able to represent 42 phonemes.• two letters e.g. ai, sh, ch• CVC blending and segmenting

Phonics

• Phase 5 – able to represent 42 phonemes.• two letters e.g. ai, sh, ch• CVC blending and segmenting• Alternative pronunciations• Alternative spellings

Phonics

• Phase 6 • Reading familiar words automatically• Decoding words quickly and silently

through an established sounding and blending routine.• Decoding them aloud• Children become fluent readers and

accurate spellers.

Spelling

• Phonics• Half termly spellings• Word of the week• Class spelling races

Handwriting

• Cursive script

• Correct posture / positioning

• Pencil grip

• Correct formation of uppercase and

lowercase letters

Maths

The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources

Maths

Year 1•Count to 100, forwards and backwards, beginning with 0 or 1, or from any given number. •Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens •Given a number, identify one more and one less •Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least •Read and write numbers from 1 to 20 in numerals and words.

Maths

Year 2•Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward •Recognise the place value of each digit in a two-digit number (tens, ones) •Identify, represent and estimate numbers using different representations, including the number line •Compare and order numbers from 0 up to 100; use <, > and = signs •Read and write numbers to at least 100 in numerals and in words •Use place value and number facts to solve problems.

Four Operations

Addition Practical Addition(using objects and pictures)

3 + 2 = 5

Using a number lineAddition

32 + 6 = 38 34 + 26 = 6034 + 20 = 5454 + 6 = 60

Using a 100 squareAddition Partitioning the numbers

Using an empty number lineAddition

Subtraction Practical subtraction

8 – 2 = 6

5 – 3 = 2

4 – 3 = 1

Subtraction Finding the difference

The difference between5 and 3 is 2

The difference between3 and 6 is 3

Subtraction Using a number line

Subtraction Using a 100 square

29 - 5 = 24 76 – 24 = 5276 – 20 = 5656 – 4 = 52

“Start at 29 and jump back 5”

“Start at 76 jump up 10, 20 and back 21, 22, 23, 24 ”

Subtraction Using an empty number line

Multiplication Repeated Addition

2 + 2 + 2 = 6

5 + 5 + 5 + 5 = 20

Multiplication Drawing Arrays

3 + 3 + 3 = 93 “lots of” 3 = 93 x 3 = 9

5 + 5 + 5 = 153 “lots of” 5 = 153 x 5 = 15

Multiplication Mental recall

Once the children can count confidently in 2s, 5s and 10s and we begin teaching multiplication, we can show how they are the same…

If children can count 2, 4, 6, 8, 10, 12… then they can work out 6 x 2!

Start by using the phrase… what is 6 ‘lots of’ 2?

Move on to…What is 6 ‘times’ 2?

Division Sharing

Share 12 cookies between 4 people…

12 ÷ 4 = 3

Division Repeated Subtraction

50 ÷ 5 =50 – 5 -5 -5 -5 -5 -5 -5 -5 -5 -5How many jumps?

Division As grouping

Put 12 people into 6 groups…

12 ÷ 6 = 2

Not Just Number…Other maths areas….

2D and 3D shapePatterns

SymmetryTime

LengthWeight

CapacityPosition & Direction

FractionsAngles

Data handling (Year 2)

Other Subjects

• Art and Design• Computing• Design and Technology (D&T)• Geography• History• Music• Physical Education (PE)• RE• Science

Art and Design

• Investigating pattern - weaving• Painting – Famous British Artists• Self Portraits – Different Materials

Computing• Using the Computer• Using the Internet• Communicating and Collaborating

Online• Creating and Publishing • Digital Media• Programming and Control• Modelling and Simulations• Using Data

Design and Technology

• Eat more fruit and veg• Moving pictures• Sewing

Geography

• Weather patterns / seasons• Geography of Britain• 5 oceans• Investigating the Caribbean

History

• Florence Nightingale and Edith Cavell• Queens – Elizabeth I and Elizabeth II• Titanic

Music• Tuned and untuned percussion

instruments• Use of voice• Pitch• Rhythm• Duration• Dynamics• Tempo

PE• Gymnastics• Dance including dance days• Athletics• Specialised coaches• Daily Physical Activities – 10 minutes

RE

• Christian and Jewish stories• Light as a symbol• Special food• Welcoming – Palm Sunday• Remembering – Passover• Special things

Science• Seasonal changes• Plants• Animals• Materials• Living things and their habitats

First Hand ExperiencesIn School

Lockerley Village Walks

Talk from School Cook – Being Healthy

Talk from Nurses

Chicks / Butterflies

Pirate Day

Visits

St Margaret’s Church, Wellow

Woodland Visits / Hilliers

Longdown Activity Farm

Seacity Museum

Homework

• Reading• Year 2’s homework after Easter

holidays in preparation for Year 3• Number practise• Topic related homework

Ways to Support your ChildProvide appropriate support and

encouragement with homework

Hear your child read regularly and write a positive comment in the reading diary

Provide support with learning number

Encourage joined handwriting