year one parent workshop

Year One Parent Workshop

Wednesday 12th September 2018

Year One Team Teachers:- Miss Newman – NewmanK@wroughtonfederation.co.uk Miss Bickle – BickleR@wroughtonfederation.co.uk Mr Wilding – WildingA@wroughtonfederation.co.uk (Head of KS1) Miss Keeping – InfantHead@wroughtonfederation.co.uk (Head of School)

Behaviour Policy at Wroughton Infant School

Consequence if you do not make the correct behaviour choices

Actions

• Disrupting other students learning (eg talking, being off task, interrupting others, not following instructions)

• Running in corridors

• Nail varnish

• Dropping litter

• Not lining up silently and moving around the school calmly

• Being unkind to others

Consequence

Verbal warning- time to put it right

Move seat

Behaviour 1

Actions • Failing to respond to warning • Disobedience • Poor work rate • No homework/reading records • Graffiti on work books • Not behaving appropriately when lining up

and moving around the school • Continues to be unkind to others

Consequence

Miss 5 minutes of playtime in Time Out Room (Orange)

Phone call home by class teacher if in Time Out Room 3 times

Your teacher will let your Year Group Leader know (Mr Wilding – Year 1 &2 Mrs Smith – Reception)

Behaviour 2

Actions • Continuous misbehaviour and failing

to respond to prior sanctions (above) • Inappropriate comments or rudeness

towards students or staff members • Persistent lack of homework/ reading

log • Persistent poor work rate

Consequence

Miss 10/20 minutes of playtime in Time Out Room (Orange)

Child spoken to by Year Group Leader

If in Time Out Room 3 times - Home to be

contacted and meeting arranged with class teacher and Year Group Leader

Behaviour 3

Actions • Persistent failure to respond to

prior sanctions • Refusal to follow repeated

instruction • Abusive language to other

students • Leaving the room without

permission • Vandalism of the schools

property or premises/ theft • Bullying including cyber bullying

Consequence

Child be withdrawn from the classroom and to be escorted to a senior leader

Head teacher/Senior Leader to meet with

parents

Behaviour 3

Actions • Violence towards another

pupil • Abusive language towards

staff

Consequence

• Sent to the Executive Headteacher • Home to be contacted and meeting

with Executive Headteacher

Behaviour Policy at Wroughton Infant School

• Verbal Praise

• Stickers

• Behaviour Bank

• Text to parents

• Own it Star Rewards

• Weekly celebration assembly / Gold Book

Key Stage One: National Curriculum

• Your children are now in Key Stage One.

• Children are planned for, taught and assessed following the National Curriculum guidelines.

• A new National Curriculum became statutory in September 2014.

• A transition period is planned, offering a gradual shift from the Foundation Stage Curriculum and environment, to that needed for Year One.

Key Stage One: Assessment

• In Year One we assess children according to their progress against nationally expected targets for their age group. Children are assessed as either:

working towards age related expectations working at age related expectations exceeding age related expectations

Key Assessments in Year 1

• All children in Year 1 will sit the Phonics Screening Check. • The Phonics Screening check is used to identify if a child has

learnt phonic decoding to the appropriate standard. • The Phonics Screening Check will take place week commencing

10th June 2019.

Reading • Any reading requires the children to develop their phonic

knowledge but…

• Reading is about a vast range of skills, far greater than

phonetically decoding text

• We would like to encourage you to help develop all those

skills by reading at home in a way that reflects what we are

trying to do at school.

What to read? Poetry

Reading

scheme books Non-fiction

Chapter

books Comics and

magazines

E-books

Phonics • Blending – remember those pure sounds! Merging phonemes together to pronounce a word In order to read an unfamiliar word, a child must attribute a phoneme to each letter or letter combination in the word, and then merge them together to pronounce the word. This is first learnt as an oral skill, with a practitioner speaking the sounds and the child blending them. Then independently practised by recognising graphemes and saying their sounds to merge together for themselves. A helpful tool for blending - SOUND BUTTONS!

e.g. shop

Does that sound right?

Skills

Discuss the significance of the front cover and blurb and use these to make predictions

Skills

• Retell familiar and unfamiliar stories and traditional tales.

• Become familiar with key text structures and patterns .

Skills • Make predictions about what will

happen based on what they have heard or read…

• Make inferences about characters based on what they have said or done…

Skills • Use pictures to support understanding.

• Read around a word to work out meaning.

Skills

• Discuss a text drawing on their own learning and linking it to their own experiences or to other books.

Writing – an area of focus Handwriting

In Year 1 children will be taught cursive handwriting. Forming letters correctly is important.

This includes capital

letters and digits 0 – 9.

Writing – an area of focus

Punctuation

All writing needs to include…

- Leaving spaces between words.

- Using a capital correctly for starting sentences, names of people and places, days of the week and using the personal pronoun ‘I’.

- To end a sentence with either a full stop, question mark or an exclamation mark.

Writing – an area of focus

Composition

Children need to…

- Orally compose a sentence before writing.

- Sequence sentences to form a short narratives.

- Re-read to check what they have written makes sense.

- Discuss what they have written with the teacher and pupils.

- Read their work clearly to be heard by their peers and the teacher.

Writing – an area of focus Grammar

Children need to use the following terminology

- Use ‘and’ to join words and clauses. Begin to use ‘because’, ’but’ and ‘so’.

- Using the prefix un- (untie, unhappy)

- Using plural noun suffixes –s and –es (bags, foxes)

- Use suffixes (ing, ed and er) to change verbs – helping, helped, helper

Common Exception Words

Maths – an area of focus

Number Bonds

The story of a number

for all numbers up to 10.

Children need to really

internalise these.

Maths – an area of focus

- Children need to be able to count to and across, forwards and backwards to 100.

- Children need to be able to count in multiples of 2, 5 and 10.

- Read and write numbers from 1 to 20 in words and write all numbers in numerals to 100.

Maths – an area of focus - Children need to apply their

number bond knowledge to 20. Eg 7 + 3 = 10 so

7 + [] = 20.

- Add and subtract one and two digit numbers within 20, including zero.

- Solve one step multiplication and division problems by using concrete objects with support from the teacher.

Maths – an area of focus

- Children need to recognise the value of coins and notes.

- Children need to know the days of the week and months of the year.

- Children need to tell the time to o’clock, half past and draw the hands on the clock face.

Homework Reading: Remember that it is not just reading their reading scheme book…

• Reading book, library books, home library, lists, comics, eBooks, bedtime stories;

• Record in the reading journals;

• Record all activities in the PACT books for 30 reads prizes!

Spellings: The children will bring home a set of spellings to learn each week. They will be tested on a Friday. These have different functions:

• To support phonic learning e.g. to learn words containing a particular phoneme;

• To learn common exception words which do not follow the usual phonic patterns;

• To learn key vocabulary related to the topics covered in school including number and time words.

Homework

• From Term 2, children will take home either a piece of English work or Maths work.

• It will be based on the learning during the week.

• All children will have a homework folder to put homework in.

• Homework will be sent out on a Friday and is expected back by the following Thursday.

General Reminders • Talk to the teachers (end of the day is

usually preferable).

• Keep us informed of absences with a phone

call on the day of absence and a letter on your child's return to school.

• Remember to label uniform and PE kit!

• To encourage independence, children need to hand in letters to adults. Please do not leave them in their reading books.

Uniform

Thank you for coming!

If you have any questions please ask.