1. Year 1 Curriculum Evening Monday 21st September 2015

2. 1. Welcome 2. Meet the Staff 3. General Overview 4. E-Safety 5. English Update 6. Maths Update 7. Forest Schools 8. Voluntary Contributions 9. Questions Agenda

3. 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

4. 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

5. Timetables- 1D

6. Timetables- 1F

7. 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

8. 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.

9. 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

10. Acceptable Use Policy

11. 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 ?

12. 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?

13. 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?

14. 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.

15.  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

16. 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

17. Spellings  Linked to key words  Parental support  List of tricky words  Check at end of each half term

18. 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.

19. 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

20. 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.www.ictgames.co.uk

21. 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

22.  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

23. Forest Schools

24. 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"

25. 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.

26. 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

27. Today’s children are suffering from ‘Nature Deficit Disorder’ Richard Louv, ‘Last Child in the Woods’

28. 1 65 4 32

29. 1 65 4 32 OakMapleHorse Chestnut BeechSilver BirchMountain Ash/Rowan

30. 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

31. Any Questions?