Transition to Year 1Tiverton Primary School

July 2014

Things we will talk about:

• Ways of learning in the Early Years.• Different approaches to learning in Key Stage 1.• Key elements of effective transition.• A brief look at the expected attainments by the end of Year 1.• How parents/carers can get involved.

Ways of learning in the Early Years

Children are making a ‘Halloween House’. • The principle of Early Years is learning through play. In play children link different elements of their knowledge. • Each child is unique and we

support their individual approaches to learning and problem solving.• Children are encouraged to be

independent in their choices of activities and resources.

Different approach to learning in Year 1• The children’s day is more

structured with a distinct separation between play and learning.• Children’s learning is

compartmentalised into clear subjects.• Children are expected to sit for

longer periods.• Children have less choice in

deciding how they learn.

Key elements of effective transition.

• Listening to children At the beginning of Year 1 children tell us that they do not enjoy year 1 because there are no toys and they only write in books. They sit all the time and they are not allowed to go outside.

• Listening to parents / carersWe would like to hear your opinions on how we could improve our transition process.

Key elements of effective transition

• Communication between Reception and Year 1 teachers.

Reception teachers pass on all the relevant information about your child’s attainments, interests and style of learning.

• Communication between Year 1 teachers and parents/carers.

If you need to talk to your child’s Year 1 teacher because of your child’s needs or because you need more information please ask for a meeting.

We ask all of you for your support in telling us about your child’s feelings and behaviour during the transition period so we can work together to provide a smooth transition.

Key elements of effective transition

An environment that supports continuity: • Accessible and clearly labelled

resources to promote decision making, independence, responsibility and choice.

• A range of challenging and stimulating resources to support delivery of the curriculum.

• Stimulating displays that encourage children to make connections with their world as they learn.

Children are interacting with the shape display. They are adding solid shapes that they found around their classroom. Self – initiated activity.

Key elements of effective learning

A curriculum that supports continuity:• There is a more flexible timetable

during the Autumn term allowing children time to focus and engage so they can work in depth.• Not all children at the beginning of

Year 1 have reached the expected level at the end of Foundation Stage; thus they should continue following the EY curriculum in the areas where their skills were still emerging.

Examples of Expected progress in writingReception

• Children are writing sentences in a meaningful context. Sometimes they use punctuation. They and others can read it back; some words are spelled correctly and some phonetically.

Year 1• Children have good handwriting skills.

Their sentences are well structured and always make sense. They remember about spaces between words, capital letters, full stops, etc. They use adjectives, adverbs, longer sentences.

Progression in readingReception

• Phonics: children know all single letter sounds and can sound out and blend regular words.

• Children know 45 High Frequency Reception words.

• Children read simple sentences and understand what they have read.

Year 1• Phonics: children know how to represent

sounds by groups of letters and decode unknown words confidently.

• Children can read High Frequency Year 1 words.

• Children read simple books confidently and with comprehension.

Progression in mathematics - numberReception• Children are working with numbers to 20.

They can count out up to 20 objects; they read, write and order numbers to 20.

• Children add and subtract one digit numbers using objects and other methods, such as counting on/back and begin to use a number line.

Year 1

Train with numbered carriages. How many passengers can board the train? How many passengers are in two carriages?

• Children count to and across 100, forwards and backwards. They count in multiples of twos, fives and tens; they read and write numbers to 20 in numerals and words.

• Children add and subtract two digit numbers to 20.

• They write and interpret mathematical statements using signs: +, -, =

• Children solve one-step problems involving multiplication and division.

• Children talk about fractions: halves and quarters.

Progression in mathematics - measurementReception

• Children talk about money and time using everyday language.• They compare weight, lengths and

capacity.• Children begin to recognise and

describe 2D and 3D shapes.

Year 1

• Children recognise and know the value of different denominations of coins and notes.• They tell time to the hour and half past

the hour.• Children measure and begin to record:

lengths and height, capacity and volume, time (hours, minutes, seconds)• They name and describe common 2D

and 3D shapes.

How parents / carers can get involved• Talking to us about your child’s

interests, activities at home, customs and celebrations.• Coming to your child’s classroom and

supporting with reading, writing, maths, art and other activities.• Supporting your child with

homework.• Please tell us how else you would like

to support us in providing the best learning opportunities for your child.

Thank you for coming. Your child’s new teachers are:

Ms Golebicka – Eagle Class Ms Ozyigit - Kestrel Class