welcome to wheatfields infants’ and nursery key stage 1 meeting please help yourself to a drink
TRANSCRIPT
Welcome to Wheatfields Infants’ and Nursery Key
Stage 1 Meeting
Please help yourself to a drink
Vision and AimsOn their learning journey within our school our children will grow into confident, happy, independent individuals who can communicate effectively, achieve well and respect the diverse communities that make up our world. In an ever changing world we believe our children should develop a strong set of values that underpin their learning and enable them to become lifelong learners. Each child will learn a range of skills and knowledge that will enable them to recognize the contribution and responsibility they have to developing a sustainable world.
Achieve through School Improvement Plan 3 year and 1 year
Creating a safe sustainable learning
environment
Providing an enjoyable challenging and creative skills based curriculum
Developing a high quality school team who have high expectations for all children and act as positive role models
Teaching the children to respect and value the
ideas, beliefs and diversity of our inclusive
school community
Developing positive partnerships with
parents the local and wider community
Our Principles – EYFS and Key Stage 1
Unique Child Every child is a unique child who is constantly learning and can
be resilient, capable, confident and self-assured.
Positive Relationships Children learn to be strong and independent through positive
relationships.
Enabling Environments Children learn and develop well in enabling environments, in
which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers.
Learning and Development Children develop and learn in different ways. The curriculum
supports the development of all children – for Years 1 and 2 the National Curriculum. Effective transitions from the EYFS to the National Curriculum.
Characteristics of Effective Learning
• Engagement - Play and exploreFinding out and exploring
Playing with what they knowBeing willing to ‘have a go’
• Motivation - To actively learn Being involved and concentrating
Enjoying achieving what they set out to doKeeping trying
• Thinking - To be creative and to be able to think critically
Having their own ideasMaking links
Choosing ways to do thingsSolving ProblemsRufus
Rabbit – Reciprocity
Doris Dog-Resourcefulness
Tallulah Ted- Resilience
Krishna Cat - Reflectiveness
Building Learning Power
The Curriculum in Key Stage 1
Years 1 and 2
We always do our best We listen
· We look after our School· We tell the truth
· We are kind and polite· We help each other
· We keep safe
Values Personal, Social and Emotional Development, RE Building Learning Power, Behaviour , Rainbow Code, Rights Respecting, SustainabilityBasic SkillsMaths, Literacy (speaking and listening, reading and writing), Science, ICT, PEFoundation SubjectsArt, Design and Technology, Geography, History, Music
High Expectations
Attainment and Progress• Effective environments• Assessment for Learning• Planning• Basic skills track closely – targets, half
termly meetings
Immersion
• Enhance learning by offering opportunities to experience the area of learning before particular skills are taught.
• Visits /Visitors• Artefacts• Music• Food• Research and home learning• Discussion• Exposure to text genre
Outdoor Classroom• Supports and develops collaborative and
cooperative skills• Builds confidence and leadership skills• Develops independence and problem solving
skills• Develops creative thinking• Promotes risk taking and ability to assess risks• Reveals talents, capabilities, interests and
personalities not so obvious in the indoor environment.
• Cross Curricular links
Independent LearningDevelopment• Y1 gradually move from CIL (Early Years
curriculum) to National Curriculum and IL. Y2 3x weekly
• Offers three quality learning environments across the year group and across the curriculum, each with differentiated challenges
• Opportunities to revisit ,practise ,develop skills taught in earlier lessons
• Opportunities to begin to evaluate quality of own learning and where need more input or practise
Research
Home Learning and Speaking and Listening• Raising a question. Decide on keywords to use in
search engine/index• Ensure understanding • Put it into own words• Check it’s true. Look at other sources• Decide on a way to record research/remember • Source the information (book titles and authors,
web address)• Think about the audience• Make it interesting-pictures, props, audible voice,
varied pace
Maths
• Numbers and the Number System• Fractions• Operations and Relationships Between them• Mental Methods• Solving Numerical Problems• Written Methods• Shape (Properties, Position and Movement)• Measures (time, length, capacity, mass)• Data (Processing, Representing and Interpreting)
Numicon
Practical Resources
Literacy
• Phonics• Reading• Writing across the curriculum• Spelling• Handwriting
Phonics
• Letters and Sounds• Phases
Listening skills Sound recognition Letter recognition Reading Writing Spelling
• Application and practise, whole class and groups
• Relationship to book level
Writing
• Practical activities• Alternative forms of recording
Sound buttons Peer writing Illustration and diagram Mind maps and flow charts Drama Cloze procedures
• Writing across the Curriculum• Spelling• Handwriting
Reading• Guided Reading
• Main opportunity for teaching reading skills• Focus on practise and application of phonics
teaching• Importance of comprehension and higher order
reading skills
• Individual Reading • Reading at home
• Exposure to books, story telling and reading practise• Reading level• Reading Response book – importance of
comprehension• Enjoyment versus speed!
How you can support your child
Spending time with your child , talking. Talking doesn’t cost anything.
Enjoy stories and books with your child. Counting and playing games. Home Research
Our website• Guides to helping your child with number and
literacy • Activity ideas• How we teach maths and literacy
Partnerships
Parents are children’s first and most enduring educators. When parents and practitioners work together the results have a positive impact on children’s development and learning.
• Communicating - Talking to your teacher, emails, website
• Information sharing – Curriculum evenings, Parent meetings Maths Mornings
• Celebrating Learning – Assemblies, Performances, Open Evenings, Sports Day