Transcript Transition to Year 1 - Tiverton Primary School

Transition to Year 1
Tiverton Primary School
July 2014
Things we will talk about:
• Ways of learning in the Early Years.
• Different approaches to learning in Key Stage 1.
• Key elements of effective transition.
• A brief look at the expected attainments by the end of Year 1.
• How parents/carers can get involved.
Ways of learning in the Early Years
Children are making a ‘Halloween House’.
• The principle of Early Years is
learning through play. In play
children link different elements
of their knowledge.
• Each child is unique and we
support their individual
approaches to learning and
problem solving.
• Children are encouraged to be
independent in their choices of
activities and resources.
Different approach to learning in Year 1
• The children’s day is more
structured with a distinct
separation between play and
learning.
• Children’s learning is
compartmentalised into clear
subjects.
• Children are expected to sit for
longer periods.
• Children have less choice in
deciding how they learn.
Key elements of effective transition.
• Listening to children
At the beginning of Year 1 children tell us that
they do not enjoy year 1 because there are no
toys and they only write in books. They sit all
the time and they are not allowed to go outside.
• Listening to parents / carers
We would like to hear your opinions on how we
could improve our transition process.
Key elements of effective transition
• Communication between
Reception and Year 1 teachers.
Reception teachers pass on all the relevant
information about your child’s attainments,
interests and style of learning.
• Communication between Year 1
teachers and parents/carers.
If you need to talk to your child’s Year 1 teacher
because of your child’s needs or because you need
more information please ask for a meeting.
We ask all of you for your support in telling us
about your child’s feelings and behaviour during
the transition period so we can work together to
provide a smooth transition.
Key elements of effective transition
An environment that supports
continuity:
• Accessible and clearly labelled
resources to promote decision
making, independence, responsibility
and choice.
• A range of challenging and stimulating
resources to support delivery of the
curriculum.
• Stimulating displays that encourage
children to make connections with
their world as they learn.
Children are interacting with the shape display. They
are adding solid shapes that they found around their
classroom. Self – initiated activity.
Key elements of effective learning
A curriculum that supports
continuity:
• There is a more flexible timetable
during the Autumn term allowing
children time to focus and engage so
they can work in depth.
• Not all children at the beginning of
Year 1 have reached the expected
level at the end of Foundation Stage;
thus they should continue following
the EY curriculum in the areas where
their skills were still emerging.
Examples of Expected progress in writing
Reception
• Children are writing sentences in a
meaningful context. Sometimes they
use punctuation. They and others can
read it back; some words are spelled
correctly and some phonetically.
Year 1
• Children have good handwriting skills.
Their sentences are well structured
and always make sense. They
remember about spaces between
words, capital letters, full stops, etc.
They use adjectives, adverbs, longer
sentences.
Progression in reading
Reception
Year 1
• Phonics: children know all single letter
sounds and can sound out and blend regular
words.
• Phonics: children know how to represent
sounds by groups of letters and decode
unknown words confidently.
• Children know 45 High Frequency Reception
words.
• Children can read High Frequency Year 1
words.
• Children read simple sentences and
understand what they have read.
• Children read simple books confidently and
with comprehension.
Progression in mathematics - number
Year 1
Reception
• Children are working with numbers to 20.
They can count out up to 20 objects; they
read, write and order numbers to 20.
• Children add and subtract one digit numbers
using objects and other methods, such as
counting on/back and begin to use a number
line.
Train with numbered
carriages. How many
passengers can board the
train? How many
passengers are in two
carriages?
• Children count to and across 100,
forwards and backwards. They count in
multiples of twos, fives and tens; they
read and write numbers to 20 in numerals
and words.
• Children add and subtract two digit
numbers to 20.
• They write and interpret mathematical
statements using signs: +, -, =
• Children solve one-step problems
involving multiplication and division.
• Children talk about fractions: halves and
quarters.
Progression in mathematics - measurement
Reception
Year 1
• Children talk about money and time
using everyday language.
• They compare weight, lengths and
capacity.
• Children begin to recognise and
describe 2D and 3D shapes.
• Children recognise and know the
value of different denominations of
coins and notes.
• They tell time to the hour and half
past the hour.
• Children measure and begin to record:
lengths and height, capacity and
volume, time (hours, minutes,
seconds)
• They name and describe common 2D
and 3D shapes.
How parents / carers can get involved
• Talking to us about your child’s
interests, activities at home,
customs and celebrations.
• Coming to your child’s classroom
and supporting with reading,
writing, maths, art and other
activities.
• Supporting your child with
homework.
• Please tell us how else you would
like to support us in providing the
best learning opportunities for
your child.
Thank you for coming.
Your child’s new teachers are:
Ms Golebicka – Eagle Class
Ms Ozyigit - Kestrel Class