1. Year 1 Information Evening July 2018

2. Our Aims To reassure you that your children will be fine
Give a brief outline of the KS1 curriculum
Provide information about Maths and English

3. The Year 1 Maths Curriculum
Number and Place Value
Number in Addition and Subtraction
Number in Multiplication and Division
Number in Fractions
Measurement
Geometry – Properties of Shapes
Geometry – Position and Direction
Maths lessons – a learning journey over a few days
Underlying aims
Pupils should become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
Pupils should develop the ability to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
Pupils should be able to 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.

4. Approaches to Teaching
Enhanced learning
Revise and consolidate key skills and previous teaching
Focus group teaching
New knowledge, concepts and skills
Whole class teaching involving elements of mental fluency, reasoning, practice and application

5. Number and Place Value
Count reliably with numbers from 1 to 20, place them in order and say which number is one less or one more than a given number.
Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens.
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.
Red = YR (where we are at the beginning of Y1)
Green = where we want to be at the end of Y1

6. How to help with Number and Place Value
Practise different counting strategies, especially with traditional board games.
Make amounts using 10p and 1p coins to support place value.
Describe numbers accurately e.g. 12 is made of 10 and 2.
Count in 10s from any number, not just zero, as this will aid addition and subtraction on the unstructured number line.
Count by moving objects, count 1-1, count in lines, count out an amount from a larger set, arrange in 2s, 5s and 10s, count on
Number sense on the number line

7. Number in Addition and Subtraction
Using quantities and objects, add and subtract two single digit numbers and count on or back to find the answers.
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.
Emphasize representation – helps to secure conceptual understanding

8. How to help with Addition and Subtraction
Practise quick recall of number facts within 10 then 20.
If you know = 15 then what else do you know?
Use these facts to play missing numbers e.g ? = 20.
Talk about addition and subtraction in real-life contexts.
Now try with 20

9. Number in Multiplication and Division
Solve problems including doubling, halving and sharing.
Solve one step problems that involve multiplication and division, using objects, pictorial representations and arrays.
If I have 6 socks how many pairs do I have?
If there are 4 strawberries in one bowl how many in 5 bowls?

10. Fractions Solve problems including doubling, halving and sharing.
Recognize, find and name a half as one of two equal parts of an object, shape or quantity and a quarter as one of four equal parts of an object, shape or quantity.

11. Measurement
Using everyday language, talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.
Compare, describe and solve practical problems for length, height, weight, capacity and time; measure and begin to record length, height, weight, capacity and time.
Recognize 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.
Recognize 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.
Learn those sequences – days, months
Measurement is usually about comparison – language of more than, greater than, larger than etc. Sentences.

12. Geometry
Explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Recognize and name 2-D and 3-D shapes.
Recognize, create and describe patterns.
Describe position, direction and movement including whole, half, quarter and three quarter turns.
Use the language of position to describe where things should be placed at tidy up time.
Make a simple Lego model and describe how to make it without showing it.
Ask your child to describe where something is, encouraging the use of between, under, behind, in front of etc. in full sentence
Find a strategy for helping to remember left and right, clockwise and anti-clockwise.

13. The Year 1 English Curriculum
Speaking and listening
Phonic sessions
Guided reading
Spelling
English lessons – 2/3 week units of work
Explain how speaking and listening is integral to all that we do in school – speaking in full sentences is really important aid accurate writing.
Listening is a vital skill – behaviours of a good listener – practise this at home
Phonics – 4 weekly – knowledge and skill of blending
Spellings – teach in school ,send home for reinforcement and learning
English units – start with hook/stimulus, teach grammar skills needed to complete final piece of writing

14. Approaches to Teaching
Enhanced learning
Revise and consolidate key skills and previous teaching
Focus group teaching
New knowledge, concept and skills
Whole class teaching
Year 1 key year for developing independence (link to start of day and hanging up coats)
Move form enhanced learning – explain what this is and how it link to learning style undertaken in Year R
As year goes on whole class teaching and more ‘formal’ teaching increases to prepare for Year 2 and demand s of the curriculum

15. End of Year Expectations
Reading an age appropriate text with 95% accuracy.
Use punctuation to aid fluency and expression.
Re-reads to self correct if meaning is lost.
Answer simple question about what they have read.
Explain why characters behave as they do.
Understand the difference between fiction and non-fiction texts.
What are children expected to be able to do by the end of year 1?
2014 Curriculum has higher expectations of previous curriculum with a focus on technical accurately.
Stress importance of phonics as first approach & not jumping in too quickly when hearing child read at home also importance of listening to what they read and so should re-read to self correct.

16. Example of Reading Book
Children should be able to stop and full stop and start to use some expression e.g. !
Use phonics knowledge as first approach to decoding – link to phonic videos on website (about us, curriculum, scroll down to phonics)
Answer questions such as – What type of light surrounded Nok? How is Nok feeling on this page? What word tells you this?

17. End of Year Expectations
Write in grammatically accurate sentences beginning to punctuate them correctly
Use capital letters correctly
Exclamations and questions
Use ‘and’ to join ideas
Add ‘ed’ to create past tense verbs
Use ‘s’ and ‘es’ to make plurals
Spell Year 1 Common Exception Words correctly
Writing curriculum has big focus of spelling, grammar and punctuation
Use of CL and FS should be fairly well established
Capital letters for start of sentences, names of people and places, days of week, months of year, personal pronoun I
Spelling of CEWs with writing not just for a test. To help with this words are tested within sentences. Children will be asked to relearn words that they do not spell correctly in tests to ensure the spelling of these key words is automatic prior to entering Year 2.

18. Year 1 Common Exception Words
the a do to
today of
said
says
are
were
was is
his
has I
you
your
they be he me
she we no go so by my
here
there
where
love
come
some
one
once
ask
friend
school
put
push
pull
full
house
our
Here are the Year 1 CEWs and in addition children need to spell, days of week, months of year and numbers to 20.

19. Example of Writing This is an example of ARE writing. Point out:
Grammatical accuracy
CL & FS
Spelling – phonics & CEWs
CL for names
s/es for plurals
past tense verbs
Handwriting – most letters formed correctly
Question

20. Year 1 Phonic Screening Check
The national Phonics Screening Check is a statutory assessment that was introduced in 2012 to all Year 1 pupils and is a quick and easy check of your child's phonics knowledge.
It is a list of 40 real words and nonsense words.
It will assess phonics skills and knowledge learnt through Reception and Year 1.
Your child will read one‐one with their class teacher.
They will be asked to ‘sound out’ a word and blend the sounds together.
Undertaken in June each year.
Not a reading test in that it does not test comprehension.
Importance that children have secure knowledge of phonics so that they can decode all texts quickly and efficiently – particularly important when texts about a new content (non-fiction) when children cannot use the structure of a story and story language to help them predict words.

21. What does the check look like?

22. What are nonsense or pseudo words and why are they included?

23. How can you help your child?
Letter formation – videos
Phonic knowledge – videos
Speaking/answering in sentences
Blending games
Read, read and read some more!
Writing numbers
Highest possible attendance and good punctuality
Show parents link on website to where they can find the phonic and Letter formation videos
Give example of blending games - can you bring me your h-a-t
Reading doesn’t have to be a book – read wherever you go. Little and often much better then half an hour every day during last week on holiday.