Year 1 Curriculum Evening

Monday 21st September 2015

1. Welcome 2. Meet the Staff3. General Overview4. E-Safety5. English Update6. Maths Update7. Forest Schools8. Voluntary Contributions9. Questions

Agenda

A day in the life of Year 1…

Expectations we have of the children

The differences you will experience from Reception

Swimming Library Named uniform, including PE kit Water bottles Paint aprons Contact book Zone board

A typical day in Year 1…

Morning: Register Letters and Sounds English Playtime Maths

Afternoon: Topic work Playtime (when children need one) Assembly Story/ Singing

Timetables- 1D

8.45-9.00

9.00-9.20 9.20-10.45 (including

snack)

10.45-11..00

11.00-12.00 12.00 - 1.10

1.10 1.10-2.45 (afternoon break at teacher’s

discretion)

2.45-3.00 3.00-3.15

Monday

Register

Letters and Sounds

English

Playtim

e

Mathematics

Lunchtim

e

Register

Art / Swimming Collective W

orship

Singing / Story Time

Tuesday English Mathematics Library PE

Assem

bly (Hym

n

Practise)

Wednesday English Mathematics Topic Assem

bly

Thursday English Mathematics PPA (Cookery / Music and Forest School)

Assem

bly

Friday English Mathematics Computing / Golden Time

Celebration

Assem

bly

Timetables- 1F

8.45-9.00

9.00-9.20 9.20-10.45 (including

snack)

10.45-11..00

11.00-12.00 12.00 - 1.10

1.10 1.10-2.45 (afternoon break at teacher’s

discretion)

2.45-3.00 3.00-3.15

Monday

Re

gister

Lett

ers a

nd

Sou

nd

s

English

Pla

ytim

e

Mathematics

Lun

chti

me

Re

gister

PE Co

llecti

ve W

orsh

ip

Singin

g / Story T

ime

Tuesday English Mathematics Library Computing

Asse

mb

ly (Hym

n

Pra

ctise

)

Wednesday English Mathematics Topic Asse

mb

ly

Thursday English Mathematics PPA (Cookery / Music and Forest School)

Asse

mb

ly

Friday English Mathematics Art / Swimming / Golden Time

Ce

leb

rati

on

Asse

mb

ly

Homework

Home reading Extension books Home/school diary Supporting your child with their reading

Maths activity every Friday (Due back the following Wednesday)

Topic work when required

E-Safety

With ever expanding new technologies such as blogs (online diaries), social networking spaces, online chat and mobile phones children are using technology in a way never seen before.

The increased use of technology at school and home also exposes children to a number of risks and dangers.

In its simplest form e-safety is about ensuring children use new technologies in a way which will keep them safe without limiting their opportunities for creation and innovation.

E-Safety Rules

Safe ~ to remain safe by protecting personal information;

Meeting ~ never meet somebody you have only been in touch with online without a parent or guardian;

Accepting ~ do not accept email, files or messages from people you don’t know;

Reliable ~ not all information on the Internet is true, including the identity of others

Tell ~ it is never to late to tell a parent, carer or responsible adult if someone or something makes you feel afraid online.

Children will sign their own acceptable use policy in school

Acceptable Use Policy

Streetsbrook Infant School and Nursery

Acceptable Use Policy for Children This Acceptable Use Policy is intended to ensure that: • our children will be responsible users and stay safe while using the internet and other

communications technologies for educational, personal and recreational use. • school ICT systems and users are protected from accidental or deliberate misuse that could

put the security of the systems and users at risk. At Streetsbrook we ensure that our children have good access to ICT to enhance their learning and we, in return, expect the children to agree to be responsible users.

Acceptable Use Policy Agreement (Key Stage 1): I want to feel safe all the time. When using the Internet, I agree that I will:

always keep my passwords a secret only open pages which my teacher has said are okay only work with people I know in real life tell my teacher if anything makes me feel scared or uncomfortable make sure all messages I send are polite show my teacher if I get a nasty message not reply to any nasty message or anything which makes me feel uncomfortable not give my phone number to anyone who is not a friend in real life only email people I know or if my teacher agrees only use my school email talk to my teacher before using anything on the internet not tell people about myself online (I will not tell them my name, anything about my home

and family and pets) not load photographs of myself on to the computer without my teacher knowing never agree to meet a stranger

I know that anything I do on the computer may be seen by someone else.

Name of Child:…………………………………… Class:…………………………..

Signed:……………………………………. Date:……………………………

Learning across Year 1

Autumn 1- Back to the Future

•What was life like a long time ago?

•What famous people lived at this time?

•What were homes like at this time?

•Was life different if you were rich or poor?

Autumn 2 – Let’s celebrate

•What do we celebrate?

•Do all people celebrate in the same

way?

Spring 1 – The whole world in our hands•How can we care for our world?

•If the world was a person, what might he tell us?

•If the world had feelings what might they be?

•Do we do anything that is harmful to the world?

•Who is responsible for looking after the world?

Spring 2 – it’s a mystery

How do I solve things?

What helps me to solve things?

What makes me curious?

How do I go about solving problems?

What skills do I need to be a good problem solver?

What do symbols and signs tell us?

Summer 1 – Underground, Overground•What happens underground?

•What do we use to find our way around?

•Why do creatures live in different places?

•Why do different creatures behave in different ways?

•What are the conditions needed for plants and animals to grow?

Summer 2 - Here and there•Are all places the same or different?

•What’s it like to be in this place?

•What happens in this place?

•Do you prefer here or there?

English

The aims of the English curriculum are defined as enabling children to:

read easily, fluently and with good understanding develop the habit of reading widely and often, for both pleasure and

information acquire a wide vocabulary, an understanding of grammar and knowledge of

linguistic conventions for reading, writing and spoken language appreciate our rich and varied literary heritage write clearly, accurately and coherently, adapting their language and style in

and for a range of contexts, purposes and audiences use discussion in order to learn; they should be able to elaborate and explain

clearly their understanding and ideas are competent in the arts of speaking and listening, making formal

presentations, demonstrating to others and participating in debate.

Phonics and Writing Workshops

- Spring Term 2016

Phonics Majority of Year 1 are working on Phase 5 of ‘Letters and Sounds’ Phonics Check – June 2016

Children have to read 20 real words and 20 nonsense words Extremely strict guidelines for administrating the test

Spellings

I haven’t learnt my spellings

And I’m sobbing off to sleep.

My pillow's wet and sticky

And it’s like it every week.

I have not learnt my ten words

And tomorrow there’s a test…

Flowers on my duvet,

FAILURE on my chest.Peter Dixon

Spellings

Linked to key words Parental support List of tricky words Check at end of each half term

Maths

The aims of the maths curriculum are to enable all children to:

become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Maths in KS1

In Key Stage 1, pupils will be able to: fluently work with whole numbers, counting and place value (i.e. tens and

ones) work with numerals and words to 100 and beyond work with the four operations (addition, subtraction, multiplication, division)

with concrete, practical activities recognise, describe, draw, compare and sort different shapes use a range of measures to describe and compare different quantities, e.g.

length, mass, capacity, volume, time and money read and spell mathematical vocabulary at a level consistent with their

reading and spelling knowledge

Adapted from The National Curriculum

How Can You Help?

Please support your child in completing their weekly homework and play lots of games! Ideas include:

counting games such as: snakes and ladders, counting buttons, choose two dominoes and count the total number of spots

ordering games such as: choose ten buttons and order them by size from smallest to largest; shuffle up the numbered cards from a deck, choose any 10 and order them

pattern-making games such as: using tiddlywinks to make patterns such as 2 red, 1 blue, 2 red 1 blue…

sorting games such as: sorting a collection of buttons, shells or leaves by colour or by size

There are also many brilliant websites, such as www.ictgames.co.uk, and many more that feature on our school website.

Assessment

As part of everyday teaching and learning children are being assessed by Teaching staff e.g. observations discussions group work books informs the teacher of each child’s progress and what the next

steps for learning should be Planning adapted

Assessments are made termly and entered into a tracking grid

Data analysed

National expectation by the end of Year 1 is a 1 Secure

Focus on breadth and depth

This differs to previous years where children could attain levels beyond the standard year group levels

End of Year Expectations

Forest Schools

Forest Schools?

“An inspirational process that offers children, young people and adults regular opportunities to achieve and develop confidence and self esteem through hands on learning experiences in a woodland environment"

Background

• Forest schools originated in Scandanavia during the 1950’s.

• Concept - originally for pre-school children to visit a woodland site on a regular basis as part of their early years education.

• During the mid 1990’s a group of Nursery Nurse Students and Lecturers from Bridgwater in Somerset visited Forest Schools in Denmark and brought the idea back to England.

Typical session in Year 1

• Small groups

• Observing seasonal changes

• Developing team building skills

• Focused learning activity – all areas of the curriculum

• Opportunity for exploratory play

• Game

Today’s children are suffering from ‘Nature Deficit Disorder’

Richard Louv, ‘Last Child in the Woods’

1

654

32

1

654

32

Oak Maple Horse Chestnut

Beech Silver Birch Mountain Ash/Rowan

Voluntary Contributions

Year 1 Activities that were funded by Voluntary contributions in 2014-15: Autumn Term

Diwali Workshop Swimming Lessons Christmas Costumes Christmas Presents

Spring Term The Mighty Prince production Swimming Lessons Trip to the Synagogue Baisakhi Workshop

Summer Term Swimming Lessons Living Eggs Weston-Super-Mare Visitors in Special Week

Any Questions?