KS1 PARENTS MEETING Thursday 25 th September 2014

BEFORE YEAR 1  The children learn through play.  Short whole class sessions.  One to one or very small group work.  Profile points to assess.

Transition To bridge the gap between Reception and the formalities of KS1. Mainly focussed practical activities, with an emphasis on developing mathematical, writing, reading and social skills. Encouraging independent working and sustained periods of concentration.

IN YEAR 1 Encouraging independence and formal working. Sitting at own desk. Working more independently. Following a set of instructions. Moving to National Curriculums programmes of study.

WRITING in Year 1  Use phrases and simple statements to convey ideas.  To be able to use some appropriate choices of vocabulary.  To write simple and more complex sentences, using connectives ‘and’ ‘then’.  To be able to correctly use capital letters and full stops in their writing.  To be able to use a range high frequency words.  In handwriting, all letters are clearly shaped and correctly orientated.

READING in Year 1  To use their knowledge of phonics to make plausible attempts at unknown words.  To be able to use other strategies.  To be able to comment on ideas and events in a story.  To be able to re-tell the story in their own words and to ask and answer questions based on the text.

RED TED Read Every Day…Talk Every Day A motivational scheme to encourage children and parents to read more together at home.

Once you have heard your child read, please write a comment in their reading record. Every dated entry will earn 1 RED TED point. Any comments which include what you and your child talked about will earn an extra point e.g. Jane read well and made use of her sounds. We talked about what it would be like to live in Ancient Rome.

After… 10 entries: a sticker 25 entries: a bookmark 60 entries: a certificate 100 entries: Child photographed (if you have signed that you allow photographs) with their classroom Red Ted. Your child will also have the opportunity to take their class Red Ted home for the night.

Phonic Screening Assessment Takes place in June Children are given 40 words to read based on the sounds that they are supposed to know by the end of Year 1 The words are both real words and non-real words. The non-real words are called alien words Pass mark is 32 words pronounced correctly Most children pass and those who do not, will take the test again in Year 2. We continue to put emphasis on improving phonic knowledge throughout KS2

Mathematics Mastery Parent Information

A belief and a frustration Success in mathematics for every child Close the attainment gap Mathematics Mastery Ark schools wanted a new taught curriculum to ensure that their aspirations for every child’s mathematics success becomes reality, through significantly raising standards.

Mathematics Mastery Two Beliefs about Intellectual Ability Innate Ability Effort-Based Ability

Belief in Innate Ability ASSUMPTIONS Ability is fixed “You either have it or you don’t” BELIEFS Inborn intelligence is the main determinant of success OUTCOMES Poor Results Defeatism

Belief in Effort-Based Ability ASSUMPTIONS Effort = Development BELIEFS Consistent effort and effective strategies are the main determinants of success. OUTCOME Engagement Confidence Results

Mathematics Mastery National Curriculum Reform In mathematics there will be additional stretch, with much more challenging content than in the current National Curriculum. We will expect pupils to be more proficient in arithmetic, including knowing number bonds to 20 by Year 2 and times tables up to 12 x 12 by the end of Year 4. The development of written methods - including long multiplication and division - will be given greater emphasis, and pupils will be taught more challenging content using fractions, decimals and negative numbers so that they have a more secure foundation for secondary school.

Mathematics Mastery TIMSS UK has been surpassed internationally in its mathematics performance. Singapore’s students have consistently been top performers in the TIMSS assessment. Clearly, Singapore maths is effective.

Mathematics Mastery Curricular principles Fewer topics in greater depth Opportunities are provided throughout Mathematics Mastery for pupils to use reasoning skills to make connections between prior knowledge and newly presented material. These connections will help foster a deeper understanding of the maths concepts. Mastery for all pupils Differentiation through depth, cumulative learning, AfL Number sense and place value come first Traditional algorithms meaningfully taught Problem solving is central Comprehension, calculation and problem solving developed simultaneously.

Mathematics Mastery Key lesson features Mastering mathematical understanding Mastering mathematical thinking Mastering mathematical language Mastery for all: Structure of learning

Mathematics Mastery Mastering mathematical understanding Concrete-Pictorial-Abstract approach Bruner, 1960 Reaches out to a variety of learners Sequence is critical – every concept, within a lesson, within a unit. Concrete allows discovery Pictorial allows conceptual understanding Abstract allows a shorter and more efficient way to represent numerical ideas using symbols.

Concrete Pictorial Abstract

Mathematics Mastery Mastering mathematical thinking Whole class, paired, individual opportunities to Compare (sort, organise) Modify (change, vary, reverse, alter) Generalise (pattern spotting, exemplifying, predict) Learning is generalisation. We want children to think like mathematicians. Not just DO maths…

Mastering mathematical language Mathematics Mastery lessons provide opportunities for pupils to communicate and develop mathematical language through: Sharing essential vocabulary at the beginning of every lesson and insisting on its use throughout Modelling clear sentence structures using mathematical language Paired language development activities (toolkit lesson) Plenaries which give a further opportunity to assess understanding through pupil explanations

Mathematics Mastery Mastery for all: Structure of learning Multi-part lessons Allow for cumulative, scaffolded learning where assessment is crucially feeding in to subsequent segments. Pupils are ‘doing’ straight away. No time is wasted Do Now Task; New Learning; Paired Language Development; Develop Learning; Independent Task; Plenary

Mastery for all: Structure of learning Transitions Used to recall quick number facts or mathematical concepts through chants, actions and songs and to prepare children for learning.

Mathematics Mastery

Children’s work Task sheets File Books Videos Photographs

Mathematics Curriculum 2014 Progression in Written Calculation- Year 1

HOW YOU CAN HELP Encourage your children to discuss their learning at school. Read a variety of texts to and with your children – not just school books! Ensure homework is completed to a high standard. To continue to practise areas of difficulty that your child may be experiencing. Make each home learning experience enjoyable! Listening and concentration games.

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