Our New Year 1 Curriculum

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1 Our New Year 1 Curriculum The New National Curriculum is concise and sets out the core knowledge that pupils should acquire. It states that pupils need to be ready for the next level of their learning at secondary school.

2 Our curriculum: Develops the whole child Has clear progression in subject knowledge, skills and understanding Offers purposeful experiences Makes effective cross-curricular links Assessment: Each year group has clear end of year expectations. Pupils are expected to know, apply and understand the matters, skills and processes specified.

3 Your child will no longer be assessed on levels of attainment, but expectations at the end of each year group. This will be defined and reported to you in the following way: Emerging A child who is beginning to access the curriculum appropriate for their age with some level of support. They do not yet meet the expected year group expectation. Meeting - A child who is working at an age related level and has achieved the expectation for the year group. Exceeding A child who is working beyond the expectation for their particular age. The next pages inform you of your child s year group expectations which they will be assessed against. Please be aware that each year group has different and progressively harder expectations. Your child may start each new academic year at the emerging expectation.

4 The goalposts have moved significantly in every year group. Even though children may have made excellent progress this year, they may only be emerging or meeting the required standard. Content that was previously in Y7 and Y8 is suddenly now expected of our Y6 children. This issue is repeated across the subjects and age ranges. We ask you to be aware of progressively harder expectations for all year groups within the new National Curriculum. Each year group has heightened expectations which would previously have been expected when in a higher year group. Unfortunately, this has required lots of work on consolidating their basic skills so that they are able to meet these higher expectations. Some children still require support to consolidate these skills and apply them independently. Each child will start the new academic year at the year group emerging expectation and will require support throughout the year to meet these new year group expectations. Unless they meet 85% of the expectations for their year group, they still fit into the emerging level. We assess and track each child against their year group expectations and even though they enter the year as emerging, there are four stages of emerging. This has been a year of major changes within education. We are consistently monitoring each child s progress against these harder expectations and supporting each child where necessary so that they are able to progress within their year group expectations.

5 Assessing Reading: Meeting Year 1 Expectations Year 1 Expectations: Word Reading Match all 40+ graphemes to their phonemes (Phase 3) Blend sounds in unfamiliar words Divide words into syllables, for example, pocket, rabbit, carrot, thunder, sunset Read compound words, for example, football, playground, farmyard, bedroom Read words with contractions, e.g. I m, I ll, we ll, and understand that the apostrophe represents the omitted letter(s) Read phonically decodable texts with confidence Read words containing s, es, ing, ed, er, est endings Read words which have the prefix un added Add the endings ing, ed and er to verbs where no change is needed to the root word Read words of more than one syllable that contain taught GPCs (grapheme, phoneme correspondence) Year 1 Expectations: Reading Comprehension Say what they like or dislike about a text Link what they read or hear read to their own experiences Retell key stories orally using narrative language Understand and talk about the main characteristics within a known key story Learn some poems and rhymes by heart Use prior knowledge, context and vocabulary provided to understand texts Check that the text makes sense to them as they read and correct miscues Begin to draw inferences from the text and/or the illustrations Make predictions based on the events in the text Explain what they understand about a text

6 Assessing Writing: Meeting Year 1 Expectations Year 1 Expectations: Transcription Sit correctly at a table, holding a pencil comfortably and correctly. Begin to form lower case letters in the correct direction, starting and finishing in the right place Form capital letters and the digits 0-9 Understand which letters belong to which handwriting families (i.e. letters that are formed in similar ways) and to practise these Identify known phonemes in unfamiliar words Use syllables to divide words when spelling Use knowledge of alternative phonemes to narrow down possibilities for accurate spelling Use the spelling rule for adding s or es for verbs in 3 rd person singular Name the letters of the alphabet in order Use letter names to show alternative spellings of the same phoneme Year 1 Expectations: Composition Compose a sentence orally before writing it Sequence sentences to form short narratives Sequence sentences in chronological order to recount an event or an experience Re-read what they have written to check that it makes sense Leave spaces between words Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark Use a capital letter for names of people, places, the days of the week, and the personal pronoun I Use and to join sentences together Know how the prefix un can be added to words to change meaning Use the suffixes: s, es, ed, er and ing within their writing

7 Assessing Spoken Language Meeting Year 1 Expectations Year 1 Expectations: Spoken Language Speak clearly and confidently in front of others Retell a well-known story, remembering the main characters Prepare to use new words when communicating Hold attention well when collaborating with others Does not stray away from main topic when engaged in collaborative talk Prepare to ask relevant questions to extend understanding and knowledge Initiate conversation in collaborative situation Listen carefully to what others are saying in group talk Respond appropriately to what others say in group talk Happy to join in with role play

8 Assessing Mathematics: Meeting Year 1 Expectations Year 1 Expectations: Number Count reliably to 100 Count on and back in 1s, 2s, 5s, and 10s from any given number to 100 Write all numbers in words to 20 Say the number that is one more or one less than a number to 100 Recall all pairs of additions and subtractions number bonds to 20 Add and subtract 1-digit and 2-digit numbers to 20, including zero Year 1 Expectations: Measurement and Geometry Recognise all coins: 1; 50p; 20p; 10p; and 1p Recognise and name the 2D shapes: circle; triangle; square and oblong Recognise and name the 3D shapes: cube; sphere; cuboid Name the days of the week and months of the year Tell the time to o clock and half past the hour Know the signs (+); (-) and (=) Solve a missing number problem, such as: 5 = 8 - Solve a one-step problem involving an addition and subtraction, using concrete objects, pictorial representations and arrays Solve a one-step problem involving a multiplication and division, using concrete objects, pictorial representations and arrays

9 Assessing Reading: Exceeding Year 1 Expectations Year 1 Exceeding Expectations: Reading Read accurately and confidently words of 2 or more syllables Talk about favourite authors or genre of books Can predict what happens next in familiar stories Happy to read aloud in front of others Tell someone about likes and dislikes related to story they have read or a story they have had read to them Read a number of signs and labels in the environment drawing from phonic knowledge when doing so Aware of mistakes made because reading does not make sense Re-read a passage if unhappy with own comprehension Growing awareness of how non fiction texts are organised Use illustrations as an important feature in aiding reading

10 Assessing Writing: Exceeding Year 1 Expectations Year 1 Exceeding Expectations: Writing Write short stories about something personal to them Sequence a short story or series of events related to learning in science, history and geography Writing makes sense to the reader without additional explanation Confident in changing the way sentences start Make sentences longer and use words other than and and then to join ideas together Use new vocabulary for the first time in story or explanations and is excited about experimenting with new vocabulary Know which letters sit below the line and which are tall letters Consistent in use of lower case and capital letters Sound out spelling when not sure and come up with phonetically plausible attempts at spelling unfamiliar words Spell almost all words in the Year 1 and 2 list accurately.

11 Assessing Spoken Language Exceeding Year 1 Expectations Year 1 Exceeding Expectations: Spoken Language Justify answers, arguments and opinions when challenged Give well-structured descriptions, explanations and narratives for different purposes Express personal feelings when involved in discussions Participate keenly in discussions and debates Retell known story, remembering detail and adding own point of view Change events (usually endings) in a familiar story when asked to do so Consider the views of everyone in a collaborative talk situation Use appropriate language to ensure listener knows when something happened Understand consequences of what is said to others Summarise the outcome of collaborative talk

12 Assessing Mathematics Exceeding Year 1 Expectations Year 1 Exceeding Expectations: Count reliably well beyond 100 Count on and back in 3s from any given number to beyond 100 Say the number that is 10 more or 10 less than a number to 100 Know the signs (+); (-); (=); (<); (>) Apply knowledge of number to solve a one-step problem involving a addition, subtraction and simple multiplication and division Add and subtract 1-digit and 2-digit numbers to 50, including zero Recognise all coins and notes and know their value Use coins to pay for items bought up to 1 Use knowledge of time to know when key periods of the day happen, for example, lunchtime, home time, etc. Recognise different 2D and 3D shapes in the environment

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