KS1 Curriculum Meeting Aims of the session : Where the children - - PowerPoint PPT Presentation

• Where the children have come from…
• Key Differences EYFS  KS1
• Assessment
• How you can help at home…

KS1 Curriculum Meeting

Aims of the session:

Where they have come from…

EYFS

• 17 areas of learning
• Emerging, Expected, Exceeding
• GLD
• Teacher Assessment

Key Differences EYFS  KS1

A day in Reception...

• Phonics:

Phase 1 (differentiating sounds, rhythms), Phase 2 (initial sounds: s, a, t, p…) Summer Term – Phase 3 (2 letters that make 1 sound: ‘digraphs’ ai, ee, oa…)

• Independent learning activities/free flow:

Includes teacher focus groups/observations/working on children’s next steps.

• Understanding of the World/Writing carpet sessions:

Story/Book focus along with children’s interests. Writing will be modelled and in Spring/Summer a focus on sentence structure and forming sentences etc. Opportunities to explore this further, independently and in groups, are around the classroom and

• utdoor learning environment.
• Mathematics carpet sessions carried out in the afternoons:

Areas in classroom for children to practise skills e.g. A shop set up in the role play area to practise recognising and using money.

Changing from EYFS Curriculum to KS1 Curriculum

• From Year 1, children will be assessed on the ‘Merryhills Milestones’ which are based on

the National Curriculum.

• We will formally assess their English, Mathematics, Reading and Science
• Children will have a set timetable each day which will include the subjects:

Geography History Art D&T Religious Education PSHE P4C Physical Education Music Spanish

Key Differences EYFS  KS1

From Year 1, children will also:

• Attend assemblies 3 times

a week

• Have a morning and

afternoon playtime

• Eat snacks during break

times/end of day

• Use the main girls and

boys toilets

• Be independent (for

changing, tidying,

• rganising belongings etc)
• Books will change from

‘Lips’ and ‘Ears’ to the colour book bands and free choice.

Key Differences EYFS  KS1

A day in Year 1 and Year 2…

• Phonics

Year 1: Phase 3 (digraphs ai, ee, igh), Phase 4 (consonant clusters e.g. bl, pr, fr, fl, sp…) and Phase 5 (alternative spellings for digraphs e.g. ay, ey, ie) Year 2: Phase 5 (alternative spellings continued e.g. dge, gn, tch), Phase 6 (suffixes e.g. ‘ed’, ‘ing’ and prefixes ‘un’ ‘non’) as well as other common spelling rules and grammar.

• Guided Reading

Year 1: Daily Supported Reading ‘DSR’ When able, pupils will move onto more advanced texts and practise comprehension skills with the support of an adult. Year 2: Group Reading Some days pupils will read independently and complete tasks on their given book, on other days the group will be supported by an adult and be read with at least twice a week in this way. When able, the class will move onto a ‘whole class’ text and work on vocabulary and develop different reading skills e.g. inference, sequencing. In addition, pupils will improve their comprehension skills.

Key Differences EYFS  KS1

A day in Year 1 and Year 2…

• English

Pupils will develop their writing skills using stories, non-fiction texts and other stimuli. Some of the things we are looking for:

Year 1:

• Pupils are developing their handwriting
• Using basic punctuation (ABC, . and ?)
• Correct sentence structure
• Beginning to write for different purposes: stories, information, recounts
• Using adjectives and simple conjunctions (and, but, because)
• Beginning to spell common words correctly (the, said, some, people…)

Year 2:

• Handwriting has developed accurately, ascenders (t, l, h…) and descenders (g, y, p…) used correctly, beginning to join

handwriting

• Beginning to use a range of punctuation (ABC . , ? ! and ‘ )
• Sentences flow and make sense
• Writing for different purposes and including correct features: e.g. non-fiction texts including subheadings and captions
• Children can use expanded noun phrases, adverbs and imaginative description.
• Co-ordinating conjunctions (and, so, but) Subordinating conjunctions (because, if, so that)
• Most common words are spelt accurately

Key Differences EYFS  KS1

A day in Year 1 and Year 2…

• Mathematics

Some of the things we are looking for: Year 1:

• Children continue to use concrete objects and practical resources to support
• They will practise recalling and using number facts to 10 and then 20
• They will use the four operations and learn strategies to calculate workings.

E.g. number lines, 100 squares, Numicon, Dienes

• Children will be expected to recognise and count to and from 100 and in 2s, 5s and 10s

Year 2:

• Children will begin to use mental strategies for calculations and show workings

e.g. drawing on a blank number line, partitioning 2 digit numbers and adding tens then ones.

• Children to use and recall number facts to 20 and then 100.
• Children to recall multiplication and division facts for the 2, 5 and 10 times table

The Merryhills Calculation Policy can be found on the school website: Curriculum  Maths  click link for calculation policy

Key Differences EYFS  KS1

Mathematics Some key terms:

Numicon: A colourful teaching resource used to support understanding of number and aid pupils in addition, subtraction, multiplication and division. Place Value: Understanding the value of a digit (knowing how much that digit represents) E.g. In 15, the 1 is not 1 but 10. Partitioning: Breaking up numbers into their place value – e.g. ‘how many tens and ones’ e.g. 23 has 2 tens and 3 ones. This is supported with equipment such as: Dienes or ‘Base 10’ Methods/Strategies: These are what the children will use to work out their

• answers. This could be in the form of:
• A number line
• Drawing out their workings
• Dividing amounts in to groups

KS1 ‘Mastery Curriculum’

• Don’t move ahead
• Acc. Teachers/groups

Can you name the people in the pictures? What’s the common link between them all?

Merryhills Assessment

Assessment What does it mean … Developing Your child is working below the end of year expectations. Secure - Your child is working at end of year expectations; however, there are still some gaps in their knowledge and understanding. Secure Your child is secure in most, if not all, of the end of year expectations. Mastered Your child is secure in all of the end of year expectations and has deepened their understanding of some or most of the curriculum.

• End of year report
• Y2 Secure –
• If developing at any stage….

Merryhills Assessment

• In front of books
• Mathematics, Writing, Reading, Science
• Targets

• Phonics Screening
• 32/40
• Real/psuedo
• NOT formal testing

Statutory Assessments

KS1 SATs

• Mathematics (arithmetic and reasoning)
• Reading Comprehension x2
• Writing (TA)
• SPAG - optional

What is tested?

Mathematics: Arithmetic

Mathematics: Reasoning

Reading

KS1 SATs

• Raw score (how many correct marks)  scaled score
• Scaled score 85 – 100
• 100 = Expected Standard at Year 2
• Teachers must use this to inform KS1 SATs
• End of year: pupils score, TA result, Merryhills ‘average’

The marks…

(25 marks out of 40 for Reading) (36 marks out of 60 for Mathematics)

How you can help at home…

Reading

• Read with your child at least 3 times a week
• Once able, ask your child questions on their book, promote discussion and if there is an opportunity to,

use it to make a learning opportunity (following instructions, investigating, making something)

• Bring your child’s book bag each week and have comments written in the reading journal.
• Share stories and show an interest! Be a role-model.

Writing

• Encourage opportunities to write around the home (making lists, writing stories, labelling and making)
• Support your child with their pencil grip, fine motor and handwriting skills.
• Where possible, go out, talk about and experience different things. This will support their

understanding of the world around them and support imagination and ideas.

• When doing homework, encourage the children to use pencil, not biro or felt tips.

How you can help at home…

Mathematics

• Practise counting, number recognition and sequencing.
• Practise the common number patterns, number bonds and times tables so the children can ‘use what they

already know’ to support them. e.g. If I know 6 + 4 = 10 then I know 60 + 40 = 100

• Strengthen problem solving skills through cooking, making, measuring
• Asking questions that promote thinking e.g. I need double the amount of…

If there’s 4 people and they shared…

• Earning and using money (even if pretend) and apply to real life situations.
• Reinforce the basic rules – e.g. If subtracting, numbers will get smaller.

Other useful things:

• Engage in a variety of different activities around the home e.g. cooking, cleaning, gardening that can promote

development of motor skills, investigative skills and an ability to engage with others and socialise.

• Limiting screen time can promote awareness of the wider world

How you can help at home…

How you can help at home…

How you can help at home…

How you can help at home…