Transition from Early Years Foundation Stage

into Year 1

Aims

• To explore connections between the Early Years Foundation Stage Statutory Framework and the new Year 1 National Curriculum

• To elicit key skills that children need to develop through experiences of early mathematics – linked with developing conceptual understanding

• To explore implications on curriculum structures in the Early Years Foundation Stage and Year 1

Linking ‘Numbers and Patterns’ / ELG11 / Year 1 National Curriculum

Key Mathematical Skills

Equality

Ordinality Cardinality

Counting on and

back from any

number

Subitising

regular number

patterns Maths Language

Conservation of

number

Using apparatus and

objects to represent

and communicate

thinking

One-to-one

correspondence

Definitions

• Equality – the state of being equal. Having the same amount or value (60 seconds = 1 minute, 1+1=2)

• Ordinality – a number that tells the position of something in a list (1st, 2nd…..)

• Cardinality – numbers that say how many of something there are (1, 2, 3…. Answers the question how many)

Definitions

• Subitising – instantly recognising the number of objects in a small group, without counting

• Conservation of number - there are the same number of objects in a group however that group is structured

Developing Conceptual Understanding: Models and Images

1 2 3 4 5 6 7 8 9 10

Developing Conceptual Understanding: Practical Maths

‘First to 30’

Opportunities for exploring maths

and reasoning

Show me!

Prove it!

How do you know?

Can you check?

Implications for Curriculum Structure in the Reception Year

Daily: focus

group time,

plus maths in

everyday

routines

Over week:

adult focused

activities

inside outside

On-going:

continuous

provision

sand construction water role-play

small world

Consideration needed

around possible learning

objectives. Adult

interactions are vital.

register

rhymes and

games

counting

groups

Focus Group Time

• Possible forms of differentiation:

- Adult support

- Use of varied models and images

- Use of varied equipment

- Use of varied questioning

Developing a Learning Environment

Includes physical environment and learning culture:

• Interactive area

• Maths display / visual prompts

• Considered opportunities for use of role-play area

• Considered opportunities within other ‘play-based’ activities / areas of the classroom

• Access to resources – promoting independence

• Outdoor learning

• Prompts for adults around classroom, e.g. key questions/language to model and use

Assessment: Good Level of Development

Assessment: Characteristics of Effective Learning

Using Assessment to Inform Future Learning Opportunities

OfSTED Good Practice Video

Further Training Opportunity for Year 1 Teachers

Maths and Literacy in Year 1 – Supporting Teachers with Transition into Year 1

- Tuesday 1st July or Thursday 25th September

- 9.30am – 3.30pm

More information is available at: http://schools.oxfordshire.gov.uk/cms/content/primary-support-team