Welcome to Year 1
We are lucky to have lots of adults supporting the children as they make their transition into Year 1.
Miss Dodds and Miss Sleem are the class teachers. We are supported all day by Mrs Matthews and Miss O'Mahoney an in the classrooms and in the outdoor quad. On a Wednesday afternoon Mrs Bailey teaches Miss Dodds' class and Mrs Paxton teaches Miss Sleem's class.
Some of the Year 1 children access our Nurture Group, Smarties. This takes place every morning with the children returning to their own classes in the afternoon.
Children can change their books every day if they need to. We are encouraging the children to become more independent and to change their own books. Please help your child by reminding them in the morning if they need to change their book - thank you.
PE this term
This half term the children will all need a PE kit in school. This is a pair of blue or black shorts, a white t-shirt and pumps or trainers for outdoors. They will also need a hooded jacket to keep them warm if the weather is cold outside.
Miss Dodds' Class: Tuesdays- Outside Games
Thursdays- Real PE (cognitive development and static/dynamic balances)
Miss Sleem's Class: Mondays- Real PE (cognitive development and static/dynamic balances)
Tuesdays- Outside games
Phonics and Spelling
In Year 1 phonics is taught daily. Our children are supported to sound and blend unfamiliar printed words quickly and accurately using the phonic knowledge and skills that they have already learnt in Reception. Common exception words are practiced weekly, with some children accessing extra support daily if necessary.
We use the programme of ‘Letters and Sounds’ to review and consolidate Phase 2 and 3 phonemes and graphemes, with some moving on towards Phase 4 and Phase 5 when they are ready.
1-1 reading was the focus for the Autumn Term. In the Spring Term we learnt the four key skills to develop our comprehension skills. These include predict, clarify, question and summarise. Leading into the Summer Term, guided reading will begin with small groups of children. The primary focus is for the children to develop fluent decoding skills to blend the sounds in words they know and encounter. We will also apply the comprehension skills learnt in the Spring Term to a wider selection of texts. Retrieval skills will be supported and developed for children to clearly explain their understanding of what is read to them. They will use their own experiences, and/or previous knowledge, to use such skills to make inferences on the basis of what is being said and done. Alongside this they will hear, share and discuss a wide range of high-quality books to develop a love of reading and broaden their vocabulary. The children will be exposed to texts that will be fiction and non-fiction, pictorial and printed as well as audible via video clips.
We teach 4 key stages as defined in the National Curriculum. To write sentences by:
saying out loud what they are going to write about
composing a sentence orally before writing it
sequencing sentences to form short narratives
re-reading what they have written to check that it makes sense
Such an outcome is supported by an adult when appropriate. Dictated sentences are also used for children to write simple sentences from memory, including GPCs and common exception words taught so far. We also begin to introduce more of the Alan Peat Sentence types.
Writing is part of our daily routine and they have access to a wide range of resources to support their writing. In phonics children are encouraged to apply their new phoneme into either words, or sentences. Dedicated literacy session based around a text provides opportunities to write to inform or entertain. This includes narratives, descriptions, letters and instructions. Through these sessions we learn new skills and begin to use them appropriately and with some independence. These skills are then regularly used in Mantle of the Expert tasks. We also use texts, pictures and video clips as inspiration for writing.
We follow the White Rose Hub Maths planning.
In Year 1 we focus on using concrete strategies such as Numicom, Tens Frames and Base 10. The children will learn to use pictorial representations for problems. Both the concrete and pictorial strategies build towards the children using more abstract approaches.
We will be ensuring that the children are secure with the place value of 10, before teaching the 4 mathematical operations.
In the Autumn Term there was a history focus to our Mantle. We were are a team of media producers who create historical media including videos, photographs and voice clips. Our commission was to source reliable historians and members of the public who can provide artefacts or historical facts regarding the Titanic, through adverts. Children were learning about an event beyond living memory which is significant globally, whilst developing inquiry questions about the artefacts discovered using historical phrases e.g. old, new and a long time ago.
In Science the children were using water and ice to support specific observation skills linked to the senses.
Through the art curriculum, mood drawings were created to depict the human side of the tragedy and the landscape. Threading will also be taught as part of the museum exhibition. Data organising and communication during computing sessions linked to the skills needed to be media producers.
In the Spring Term the National Geographic received a report of what seems to be a large living creature roaming in Scotland. The descriptions do not explain clearly the animal classification. The team were commissioned to visit the place and take photos over time. The images were not clear, but the shadows gave us an idea of the features. This creature had 4 legs and sticky out ears and what seemed to be fur/hair, but the shadows looked as if it were changing at different points in the day.
Following discovering the key features of mammals the team identified that the creature was in fact a mammal; believed to be of the big cat variety originated from Africa according to research by the National Geographic. National Geographic assured us that animal welfare had been contacted and the big cat was re-homed. There was a local tribe that protected the big cats. Their history told us that these cats had once protected them. We were able to see and learn about tribes and how their villages are different to ours.
The National Geographic planned to make a documentary about these wild big cats being re-homed. They commissioned us to visit Africa and see the animals in their natural habitat. We explored other animals in this environment and were involved in the celebrations with the local tribe.
The main curriculum focus was narrative writing using scientific knowledge of animal classification to write for a purpose. The children learnt about the features of mammals, reptiles, amphibians, birds and fish.
A parcel containing an endangered flower arrives at an airport. As a team of gardeners, we have been developing our gardens to compete with another famous garden centre. We have been recognised for our ability to look after many British plants. We are looking to widen our knowledge and build on our flower collection by introducing rare flowers. We have a history of helping to set up memorial gardens and celebration gardens for many events including; the Queen’s birthday, The Titanic gardens, Chelsea Flower Show.
We will be commissioned by a local council to help an elderly volunteer renovate a garden. Within the garden there is a statue. The statue commemorates a British soldier and their service dog. There is concern building as a group of people raising money to mark 100 years since WW1 will be holding a charity bike ride, visiting all of the statues commemorating those who served during the war. The only garden commemorating service dogs is in disrepair. We must help get this garden ready.
The main curriculum focus this term is Science linked to living things and plants. We will have lots of opportunities to be outside to observe, identify and classify plants and trees by their characteristics. We will be incorporating links to DT to use fruit and vegetables to prepare for a picnic; including making a bag to carry our food in.
Our trip to the Building College!
Year 1 had a fantastic day at Redditch Building College and experienced what it is really like to be a builder! We saw a cement mixer, made a plaster mould and even built a brick wall.
Look out for us in the local newspaper soon...