1. Year One Parent Workshop
Tuesday 19th September 2017

2. Year One Team
Mr Wilding – (Year 1 Leader)
Miss Newman –
Mr Yallop –
Miss Keeping –

3. Key Stage One: National Curriculum
Your children are now in Key Stage One.
Children are planned for, taught and assessed following the National Curriculum guidelines.
A new National Curriculum became statutory in September 2014.
A transition period is planned, offering a gradual shift from the Foundation Stage Curriculum and environment, to that needed for Year One.

4. Key Stage One: Assessment
In Year One we assess children according to their progress against nationally expected targets for their age group. Children are assessed as either:
working towards age related expectations
working at age related expectations
exceeding age related expectations

5. Key Assessments in Year 1
All children in Year 1 will sit the Phonics Screening Check.
The Phonics Screening check is used to identify if a child has learnt phonic decoding to the appropriate standard.
The Phonics Screening Check will take place the week commencing Monday 11th June 2018.

6. Reading
Any reading requires the children to develop their phonic knowledge but…
Reading is about a vast range of skills, far greater than phonetically decoding text
We would like to encourage you to help develop all those skills by reading at home in a way that reflects what we are trying to do at school.
Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.
Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds.

7. What to read? Poetry Reading scheme books Non-fiction Chapter books
Distingush between these
Chapter books
Comics and magazines
E-books

8. Phonics Blending – remember those pure sounds! Does that sound right?
Merging phonemes together to pronounce a word
In order to read an unfamiliar word, a child must attribute a phoneme to each letter or letter combination in the word, and then merge them together to pronounce the word.
This is first learnt as an oral skill, with a practitioner speaking the sounds and the child blending them. Then independently practised by recognising graphemes and saying their sounds to merge together for themselves.
A helpful tool for blending - SOUND BUTTONS!
e.g. shop
Does that sound right?

9. Skills
Discuss the significance of the front cover and blurb and use these to make predictions

10. Skills Retell familiar and unfamiliar stories and traditional tales.
Become familiar with key text structures and patterns .

11. Skills
Make predictions about what will happen based on what they have heard or read…
Make inferences about characters based on what they have said or done…

12. Skills Use pictures to support understanding.
Read around a word to work out meaning.

13. Skills
Discuss a text drawing on their own learning and linking it to their own experiences or to other books.

14. Writing – an area of focus
Handwriting Correct formation is increasingly a focus. Please practise and encourage this at home too! This includes capital letters and digits 0 – 9.
Emphasise that although we continue to praise all attempts at writing, we will be increasingly pushing correct formation of letters.
Increased focus as children must be forming letters correctly and ready to begin joining by Y2 – they can only join successfully if they start and finish letters in the correct places and have some flow to their writing.

15. Writing – an area of focus
Punctuation
All writing needs to include…
Leaving spaces between words.
Using a capital correctly for starting sentences, names of people and places, days of the week and using the personal pronoun ‘I’.
To end a sentence with either a full stop, question mark or an exclamation mark.
Emphasise that although we continue to praise all attempts at writing, we will be increasingly pushing correct formation of letters.
Increased focus as children must be forming letters correctly and ready to begin joining by Y2 – they can only join successfully if they start and finish letters in the correct places and have some flow to their writing.

16. Writing – an area of focus
Composition
Children need to…
Orally compose a sentence before writing.
Sequence sentences to form a short narratives.
Re-read to check what they have written makes sense.
Discuss what they have written with the teacher and pupils.
Read their work clearly to be heard by their peers and the teacher.
Emphasise that although we continue to praise all attempts at writing, we will be increasingly pushing correct formation of letters.
Increased focus as children must be forming letters correctly and ready to begin joining by Y2 – they can only join successfully if they start and finish letters in the correct places and have some flow to their writing.

17. Writing – an area of focus
Grammar
Children need to use the following terminology
Use ‘and’ to join words and clauses.
Using the prefix un- (untie, unhappy)
Using plural noun suffixes –s and –es (bags, foxes)
Use suffixes (ing, ed and er) to change verbs – helping, helped, helper
Emphasise that although we continue to praise all attempts at writing, we will be increasingly pushing correct formation of letters.
Increased focus as children must be forming letters correctly and ready to begin joining by Y2 – they can only join successfully if they start and finish letters in the correct places and have some flow to their writing.

18. Common Exception Words

19. Maths – an area of focus
Number Bonds The story of a number for all numbers up to 10. Children need to really internalise these.
We gave a list of all the skills developed in Y1 maths in your Year One booklet at the workshop before the holidays but would like to emphasise one really important area.
Childrens concept of a numbers to 10 and their story – what is 5 - it’s 3 and 2, or 4 and 1 or 5 and 0… so if you take 3 away from it, you will have 2 etc.
SHOW NUMICON EXAMPLE
This is so important - if you think about what happens in your mind when you calculate 43 – 5=
We can’t know facts for all numbers but we can use those we know inside out – so many of us would actually subtract 3 to make 40 and then 2 to make 38. We needed to know the story of 5 to do this.
Bonds to 10 (or the story of 10) also hugely important as it is used in so many calculations and can be applied to the whole number system as we develop our concept of place value and know that 8 + 2=10 can help us with or 18+2 or etc…
Play with the numbers and give the children enough exposure to these stories of numbers to allow them to internalise the facts and then they can use them.

20. Maths – an area of focus
Children need to be able to count to and across, forwards and backwards to 100.
Children need to be able to count in multiples of 2, 5 and 10.
Read and write numbers from 1 to 20 in words and write all numbers in numerals to 100.
We gave a list of all the skills developed in Y1 maths in your Year One booklet at the workshop before the holidays but would like to emphasise one really important area.
Childrens concept of a numbers to 10 and their story – what is 5 - it’s 3 and 2, or 4 and 1 or 5 and 0… so if you take 3 away from it, you will have 2 etc.
SHOW NUMICON EXAMPLE
This is so important - if you think about what happens in your mind when you calculate 43 – 5=
We can’t know facts for all numbers but we can use those we know inside out – so many of us would actually subtract 3 to make 40 and then 2 to make 38. We needed to know the story of 5 to do this.
Bonds to 10 (or the story of 10) also hugely important as it is used in so many calculations and can be applied to the whole number system as we develop our concept of place value and know that 8 + 2=10 can help us with or 18+2 or etc…
Play with the numbers and give the children enough exposure to these stories of numbers to allow them to internalise the facts and then they can use them.

21. Maths – an area of focus
Children need to apply their number bond knowledge to 20. Eg = 10 so
7 + [] = 20.
Add and subtract one and two digit numbers within 20, including zero.
Solve one step multiplication and division problems by using concrete objects with support from the teacher.
We gave a list of all the skills developed in Y1 maths in your Year One booklet at the workshop before the holidays but would like to emphasise one really important area.
Childrens concept of a numbers to 10 and their story – what is 5 - it’s 3 and 2, or 4 and 1 or 5 and 0… so if you take 3 away from it, you will have 2 etc.
SHOW NUMICON EXAMPLE
This is so important - if you think about what happens in your mind when you calculate 43 – 5=
We can’t know facts for all numbers but we can use those we know inside out – so many of us would actually subtract 3 to make 40 and then 2 to make 38. We needed to know the story of 5 to do this.
Bonds to 10 (or the story of 10) also hugely important as it is used in so many calculations and can be applied to the whole number system as we develop our concept of place value and know that 8 + 2=10 can help us with or 18+2 or etc…
Play with the numbers and give the children enough exposure to these stories of numbers to allow them to internalise the facts and then they can use them.

22. Maths – an area of focus
Children need to recognise the value of coins and notes.
Children need to know the days of the week and months of the year.
Children need to tell the time to o’clock, half past and draw the hands on the clock face.
We gave a list of all the skills developed in Y1 maths in your Year One booklet at the workshop before the holidays but would like to emphasise one really important area.
Childrens concept of a numbers to 10 and their story – what is 5 - it’s 3 and 2, or 4 and 1 or 5 and 0… so if you take 3 away from it, you will have 2 etc.
SHOW NUMICON EXAMPLE
This is so important - if you think about what happens in your mind when you calculate 43 – 5=
We can’t know facts for all numbers but we can use those we know inside out – so many of us would actually subtract 3 to make 40 and then 2 to make 38. We needed to know the story of 5 to do this.
Bonds to 10 (or the story of 10) also hugely important as it is used in so many calculations and can be applied to the whole number system as we develop our concept of place value and know that 8 + 2=10 can help us with or 18+2 or etc…
Play with the numbers and give the children enough exposure to these stories of numbers to allow them to internalise the facts and then they can use them.

23. Homework Reading: Spellings:
Remember that it is not just reading their reading scheme book…
Reading book, library books, home library, lists, comics, eBooks, bedtime stories;
Record in the reading journals;
Record all activities in the PACT books for 30 reads prizes!
Spellings:
From Term 2, the children will bring home a set of spellings to learn each week. These have different functions:
To support phonic learning e.g. to learn words containing a particular phoneme;
To learn common exception words which do not follow the usual phonic patterns;
To learn key vocabulary related to the topics covered in school including number and time words.

24. Homework
Maths:
Children will have a password allocated for the abacus maths site and can log on to complete ascribed homework.
In addition, a fortnightly suggested maths task will be sent home.
Most of all…
Pick your moment and don’t let it become a pressure!

25. General Reminders
Talk to the teachers (end of the day is usually preferable).
Keep us informed of absences with a phone call on the day of absence and a letter on your child's return to school.
Remember to label uniform and PE kit!
To encourage independence, children need to hand in letters to adults. Please do not leave them in their reading books.

26. Thank you for coming!
If you have any questions please ask.