Don’t Panic Mr Mainwaring! Life in Year 1

Letters and Sounds recap: What is it? Letters and Sounds is designed to help teach children how the alphabet works for reading and spelling by: Teaching high quality phonic work at an appropriate point in the child’s schooling Delivering a six-phase structure with boundaries between the phases which should not be regarded as fixed Teaching phonics in daily discrete sessions (approx 20 minutes)

Phase Four – beginning of Year 1 In Phase Four: Children learn to read and spell words containing adjacent consonants e.g. j-u-m-p and s-t-o-p This phase can be taught in conjunction with Phase 3 No new grapheme–phoneme correspondences are taught in this phase

Phase Four In Phase Four: Practising grapheme recognition for reading and recall for spelling Teaching blending for reading CVCC and CCVC words Teaching segmenting for spelling CVCC and CCVC words Practising reading and spelling words with adjacent consonants Practising segmentation for spelling Teaching and practising high frequency words Practising reading and spelling 2-syllable words Practising reading and writing sentences

Phases Five and Six Phase 5 (Year 1) includes: More graphemes for the 40+ phonemes taught in Phases Two and Three More ways of pronouncing graphemes introduced in Phases Two and Three Phase 6 (throughout Year 2) includes: Word-specific spellings i.e. when phonemes can be spelt in more than one way, children learn which words take which spelling (e.g. see/sea, bed/head/said, cloud/clown)

Examples of ccvc, cvcc, cccvc and ccvcc words black CCVC strong CCCVC felt CVCC blank CCVCC

Y1 Phonics Screening Takes place in June. It is statutory. Screening will be a ‘light touch’ assessment focussing on children’s decoding through phonic skills It must be administered by the class teacher through class release time or a teacher known to the child in a quiet room It should take about 10 minutes but there is no time limit and the chid can have a break if they need The test will comprise about 40 items – words and non-words

Y1 Phonics Screening By the end of Year 1 pupils should: Give the sound when shown any grapheme that has been taught Blend phonemes in order to read words Know most of the common GPCs Read phonically decodable 1-syllable and 2-syllable words

The screening check includes Section 1 (Phases 2-4): Grapheme-phoneme correspondences (GPCs) usually introduced first to pupils learning to decode using phonics Simple word structures Section 2 (Phase 5): GPCs usually introduced later and graphemes that correspond to more than one phoneme More complex structures, including 2-syllable words Not every sound can be covered in the single test

The screening check includes All pseudo words in the screening check are accompanied by a picture of an imaginary creature to provide a context for the pupil to ensure that they are not trying to match the pseudo word to a word in their vocabulary.

Pseudo word examples thazz snemp

Pseudo word examples jound blan

Pseudo word examples stroft fape

Pseudo word examples blurst spron

Results Information on your child’s results against the threshold will be given to you in your child’s end of year report Our 2014 phonics screening results for Year 1 put us in the top 5% of schools in the country!

Reading Reading books changes: We endeavour to change books and read in school with individuals twice a week, sending the book home on Tuesday and Friday This can rise to 3 times a week for those children taking part in Y5 reading club Please sign the reading diary when you have read with your child – we will not change a reading book if it has not been read at home! In addition Y1 has booster individual reading for specific children as well as weekly group reading and shared reading in class

Reading In addition, Y1 has a Parent Reading Workshop once a week on Thursday morning, when parents are invited to share books with their children and celebrate reading!

Spellings Spellings are sent home on Monday so that your child can practise them during the week Spellings will reflect the phonics programme as well as the ‘exception words’ suggested in the new National Curriculum Spellings will be tested on Friday – 10 house points on offer for a full house!

Library Books Library books are changed on Friday It would be helpful if you could return library books by Thursday on order for us to scan them in before our Library time Your child will not be able to take out a new library book until the previous one has been returned on the system!

A PE Plea! Please can you make sure all items in your child’s PE kit are labelled- it really does avoid ‘PE-mageddon’ when we get changed!

Maths – National Curriculum NUMBER Number and place value Pupils should be taught to: Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number (Pupils begin to recognise place value in numbers beyond 20 by reading, writing, counting and comparing numbers up to 100, supported by objects and pictorial representations.) Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens

Maths – National Curriculum NUMBER Number and place value Pupils should be taught to: 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 – National Curriculum NUMBER Addition and Subtraction Pupils should be taught to: Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs Represent and use number bonds and related subtraction facts within 20 Add and subtract one-digit and two-digit numbers to 20, including zero Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = - 9

Maths – National Curriculum NUMBER Multiplication and division Pupils should be taught to: Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher

Maths – National Curriculum NUMBER Fractions Pupils should be taught to: Recognise, find and name a half as one of two equal parts of an object, shape or quantity Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity

Maths – National Curriculum MEASUREMENT Pupils should be taught to: Compare, describe and solve practical problems for: lengths and heights mass or weight capacity/volume (full/empty, more than, less than, quarter) time (quicker, slower, earlier, later) Measure and begin to record the following: lengths and heights mass/weight capacity and volume time (hours, minutes, seconds)

Maths - Number MEASUREMENT Pupils should be taught to: Recognise and know the value of different denominations of coins and notes Sequence events in chronological order using language (e.g. before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening) Recognise and use language relating to dates, including days of the week, weeks, months and years Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times

Maths – National Curriculum GEOMETRY Properties of shapes Pupils should be taught to: Recognise and name common 2-D and 3-D shapes, including: 2-D shapes (e.g. rectangles (including squares), circles and triangles) 3-D shapes (e.g. cuboids (including cubes), pyramids and spheres)

Maths – National Curriculum GEOMETRY Position and direction Pupils should be taught to: Describe position, directions and movements, including half, quarter and three-quarter turns

Monitoring Results Your child’s monitoring results show their starting points in each subject in red, their end of year targets in green and any progress made so far this year towards their targets in yellow

Monitoring Results

Most children leave Reception Class working at an emerging or the expected level of development for the Early Learning Goals in each area of learning This information was given in your child’s end of Reception Year report

Monitoring Results The Early Years Curriculum and assessment levels are completely different to and do not form part of the National Curriculum (Key Stage 1 upwards) These levels have been ‘translated’ into W levels - working towards National Curriculum – for assessment and monitoring purposes in Year 1 This W band is shown on the monitoring results sheet as the Pre NC box The W band is a wide one and the printed monitoring results format you have received does not allow for any progress made in this band to be shown

Monitoring Results Do not despair at the lack of yellow progress blocks! Your child has most likely made some progress from their starting point within the W (or Pre NC) band Once your child has progressed through the W (or Pre NC) band, they will move onto the National Curriculum levels, which begin at a level 1c Those children who exceeded the levels of development for the Early Learning Goals at the end of Reception were given a National Curriculum level and this has been transferred onto their Year 1 assessment and monitoring results