ks1 parents meeting thursday 25 th september 2014

KS1 PARENTS MEETING

Thursday 25th September 2014

BEFORE YEAR 1

The children learn through play.Short whole class sessions.One to one or very small group work.Profile points to assess.

Transition

To bridge the gap between Reception and the formalities of KS1.

Mainly focussed practical activities, with an emphasis on developing mathematical, writing, reading and social skills.

Encouraging independent working and sustained periods of concentration.

IN YEAR 1

Encouraging independence and formal working.

Sitting at own desk. Working more independently. Following a set of instructions. Moving to National Curriculums

programmes of study.

WRITING in Year 1

Use phrases and simple statements to convey ideas.

To be able to use some appropriate choices of vocabulary.

To write simple and more complex sentences, using connectives ‘and’ ‘then’.

To be able to correctly use capital letters and full stops in their writing.

To be able to use a range high frequency words. In handwriting, all letters are clearly shaped and

correctly orientated.

READING in Year 1

To use their knowledge of phonics to make plausible attempts at unknown words.

To be able to use other strategies.

To be able to comment on ideas and events in a story.

To be able to re-tell the story in their own words and to ask and answer questions based on the text.

 RED TED

Read Every Day…Talk Every Day

A motivational scheme to encourage children and parents to read more together

at home.

Once you have heard your child read, please write a comment in their reading record. Every dated entry will earn 1 RED TED point.

Any comments which include what you and your child talked about will earn an extra point e.g. Jane read well and made use of her sounds. We talked about what it would be like to live in Ancient Rome.

After…10 entries: a sticker 25 entries: a bookmark 60 entries: a certificate

100 entries: Child photographed (if you have signed that you

allow photographs) with their classroom Red Ted. Your child will also have the opportunity to take

their class Red Ted home for the night.

Phonic Screening Assessment

Takes place in June Children are given 40 words to read based on the sounds

that they are supposed to know by the end of Year 1 The words are both real words and non-real words. The

non-real words are called alien words Pass mark is 32 words pronounced correctly Most children pass and those who do not, will take the test

again in Year 2. We continue to put emphasis on improving phonic

knowledge throughout KS2

Mathematics Mastery

Parent Information

A belief and a frustration

Success in mathematics for every child Close the attainment gap

Mathematics Mastery

Ark schools wanted a new taught curriculum to ensure that their aspirations for every child’s mathematics success becomes reality, through significantly raising

standards.

Mathematics Mastery

Two Beliefs about Intellectual Ability

• Innate Ability

• Effort-Based Ability

Belief in Innate Ability

ASSUMPTIONS

Ability is fixed

“You either

have it or you

don’t”

BELIEFS

Inborn

intelligence is

the main

determinant of

success

OUTCOMES

Poor Results

Defeatism

Belief in Effort-Based Ability

ASSUMPTIONS

Effort =

Development

BELIEFS

Consistent effort

and effective

strategies are

the main

determinants of

success.

OUTCOME

Engagement

Confidence

Results

Mathematics Mastery

National Curriculum Reform

In mathematics there will be additional stretch, with much more challenging content than in the current National Curriculum. We will expect pupils to be more proficient in arithmetic, including knowing number bonds to 20 by Year 2 and times tables up to 12 x 12 by the end of Year 4. The development of written methods - including long multiplication and division - will be given greater emphasis, and pupils will be taught more challenging content using fractions, decimals and negative numbers so that they have a more secure foundation for secondary school.

Mathematics Mastery

TIMSS

•UK has been surpassed internationally in its mathematics performance. •Singapore’s students have consistently been top performers in the TIMSS assessment. •Clearly, Singapore maths is effective.

Mathematics MasteryCurricular principles

Fewer topics in greater depth Opportunities are provided throughout Mathematics Mastery for pupils to use reasoning skills to make connections between prior knowledge and newly presented material. These connections will help foster a deeper understanding of the maths concepts.

Mastery for all pupilsDifferentiation through depth, cumulative learning, AfL

Number sense and place value come firstTraditional algorithms meaningfully taught

Problem solving is central Comprehension, calculation and problem solving developed simultaneously.

Mathematics Mastery

Key lesson features

Mastering mathematical understanding Mastering mathematical thinking Mastering mathematical language Mastery for all: Structure of learning

Mathematics Mastery

Mastering mathematical understanding

Concrete-Pictorial-Abstract approach Bruner, 1960 Reaches out to a variety of learners Sequence is critical – every concept, within a lesson, within a

unit. Concrete allows discovery Pictorial allows conceptual understanding Abstract allows a shorter and more efficient way to represent

numerical ideas using symbols.

Concrete Pictorial Abstract

Mathematics Mastery

Mastering mathematical thinking

Whole class, paired, individual opportunities to Compare (sort, organise) Modify (change, vary, reverse, alter) Generalise (pattern spotting, exemplifying, predict)

Learning is generalisation. We want children to think like mathematicians. Not just DO maths…

Mathematics Mastery

Mastering mathematical language

Mathematics Mastery lessons provide opportunities for pupils to communicate and develop mathematical language through:

Sharing essential vocabulary at the beginning of every lesson and insisting on its use throughout

Modelling clear sentence structures using mathematical language

Paired language development activities (toolkit lesson)

Plenaries which give a further opportunity to assess understanding through pupil explanations

Mathematics Mastery

Mastery for all: Structure of learningMulti-part lessons

Allow for cumulative, scaffolded learning where assessment is crucially feeding in to subsequent segments.

Pupils are ‘doing’ straight away.

No time is wasted

Do Now Task; New Learning; Paired Language Development; Develop Learning; Independent Task; Plenary

Mathematics Mastery•Mastery for all: Structure of learning

Transitions Used to recall quick number facts or mathematical concepts through chants, actions and songs and to prepare children for learning.

Mathematics Mastery

Mathematics Mastery

Mathematics Mastery

Children’s work

Task sheets File Books Videos Photographs

Mathematics Curriculum 2014

Progression in Written Calculation- Year 1

http://www.st-stephens.bexley.sch.uk/site/

HOW YOU CAN HELP

Encourage your children to discuss their learning at school.

Read a variety of texts to and with your children – not just school books!

Ensure homework is completed to a high standard.

To continue to practise areas of difficulty that your child may be experiencing.

Make each home learning experience enjoyable!

Listening and concentration games.

School Website

Visit our School Website for a copyof this presentation at:

www.st-stephens.bexley.sch.ukAlso find us on: Twitter: @ststephenscpsFacebook: St Stephen’s Catholic Primary School