Lockerley C of E Primary School KS1 Curriculum Meeting June 2015.
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Transcript of Lockerley C of E Primary School KS1 Curriculum Meeting June 2015.
![Page 1: Lockerley C of E Primary School KS1 Curriculum Meeting June 2015.](https://reader036.fdocuments.us/reader036/viewer/2022070412/56649e665503460f94b60ab1/html5/thumbnails/1.jpg)
Lockerley C of E Primary School
KS1 Curriculum Meeting
June 2015
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Hopefully by the end you will…
• Greater understanding of the KS1 curriculum.• Knowledge of forthcoming KS1 topics.• Gather some ideas and techniques to
support children at home.
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English
• Spoken Language
• Reading
• Writing
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ReadingShared reading;Shared reading;Guided reading;Guided reading;Regular independent reading:Regular independent reading:
individual;individual; group and paired;group and paired;
Home/school reading;Home/school reading;Hearing books read aloud on a regular Hearing books read aloud on a regular
basis;basis;Selecting their own choice of texts.Selecting their own choice of texts.E-booksE-books
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Reading Books at Lockerley
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• Phonics based - sounding out words.• Basic comprehension e.g. How is that
character feeling? • Specific information recalled e.g. names• Predictions – What do you think will
happen next? • Pages of interest. I liked that page
because…• Punctuation recognition . ! , ? “ ”
Reading in Admirals
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Reading Diaries
• How much did they read? E.g. Read from page 5 – 8.
• Effort comment• Who did they read
with? Sign initials
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Writing
• Fiction
• Non-Fiction
• Poetry
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Big Writing
• Weekly, independent writing activity.
• Purpose – to improve all areas of
writing.
• VCOP
• Marked using ‘Two Stars and a Wish
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Phonics
Technical terms:
Phoneme
Grapheme
CVC / VC / CV / CVCC / CCVC
Digraph / vowel digraph
Segment
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Phonics
* Phoneme – the smallest single identifiable sound, e.g. ‘sh’ – one sound.* Grapheme - a letter or a group of letters representing one sound.* CVC / VC / CV / CVCC / CCVC – Consonant / Vowel e.g. cat, is, to, frog, duck* Digraph / vowel digraph – two letters making one sound / two vowels that make one sound.* Segment - to split up a word into its individual phonemes in order to spell it, e.g. the word 'cat' has three phonemes: /c/, /a/, /t/
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Phonics
• Phase 3 – Revision from Skippers• 25 new graphemes – mostly two
letters e.g. ai, sh, ch• Purpose of this phase – consolidate
children’s knowledge of graphemes in reading and spelling words.• Sound buttons
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Phonics
• Phase 4 – able to represent 42 phonemes.• two letters e.g. ai, sh, ch• CVC blending and segmenting
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Phonics
• Phase 5 – able to represent 42 phonemes.• two letters e.g. ai, sh, ch• CVC blending and segmenting• Alternative pronunciations• Alternative spellings
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Spelling
• Phonics• Half termly spellings• Word of the week• Class spelling races
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Phonics
• Phase 6 • Reading familiar words automatically• Decoding words quickly and silently
through an established sounding and blending routine.• Decoding them aloud• Children become fluent readers and
accurate spellers.
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Handwriting
• Cursive script
• Correct posture / positioning
• Pencil grip
• Correct formation of uppercase and
lowercase letters
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Maths
The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources
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Maths
Year 1•Count to 100, forwards and backwards, beginning with 0 or 1, or from any given number. •Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens •Given a number, identify one more and one less •Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least •Read and write numbers from 1 to 20 in numerals and words.
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Maths
Year 2•Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward •Recognise the place value of each digit in a two-digit number (tens, ones) •Identify, represent and estimate numbers using different representations, including the number line •Compare and order numbers from 0 up to 100; use <, > and = signs •Read and write numbers to at least 100 in numerals and in words •Use place value and number facts to solve problems.
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FAB Challenge
Weekly challenges which are completed throughout the school.
Children choose which challenge they would like to accept.
When they complete it they get a certificate.
Opportunities to move onto the Key Stage 2 challenges.
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Four Operations
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Addition Practical Addition(using objects and pictures)
3 + 2 = 5
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Using a number lineAddition
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32 + 6 = 38 34 + 26 = 6034 + 20 = 5454 + 6 = 60
Using a 100 squareAddition Partitioning the numbers
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Using an empty number lineAddition
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Subtraction Practical subtraction
8 – 2 = 6
5 – 3 = 2
4 – 3 = 1
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Subtraction Finding the difference
The difference between5 and 3 is 2
The difference between3 and 6 is 3
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Subtraction Using a 100 square
29 - 5 = 24 76 – 24 = 5276 – 20 = 5656 – 4 = 52
“Start at 29 and jump back 5”
“Start at 76 jump up 10, 20 and back 21, 22, 23, 24 ”
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Subtraction Using an empty number line
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Multiplication Repeated Addition
2 + 2 + 2 = 6
5 + 5 + 5 + 5 = 20
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Multiplication Drawing Arrays
3 + 3 + 3 = 93 “lots of” 3 = 93 x 3 = 9
5 + 5 + 5 = 153 “lots of” 5 = 153 x 5 = 15
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Multiplication Mental recall
Once the children can count confidently in 2s, 5s and 10s and we begin teaching multiplication, we can show how they are the same…
If children can count 2, 4, 6, 8, 10, 12… then they can work out 6 x 2!
Start by using the phrase… what is 6 ‘lots of’ 2?
Move on to…What is 6 ‘times’ 2?
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Division Sharing
Share 12 cookies between 4 people…
12 ÷ 4 = 3
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Division Repeated Subtraction
50 ÷ 5 =50 – 5 -5 -5 -5 -5 -5 -5 -5 -5 -5How many jumps?
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Division As grouping
Put 12 people into 6 groups…
12 ÷ 6 = 2
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Not Just Number…Other maths areas….
2D and 3D shapePatterns
SymmetryTime
LengthWeight
CapacityPosition & Direction
FractionsAngles
Data handling (Year 2)
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Other Subjects
• Art and Design• Computing• Design and Technology (D&T)• Geography• History• Music• Physical Education (PE)• RE• Science
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Art and Design
• Mother Nature Designer – Georgia O’Keefe• Impressionism – Claude Monet• Aboriginal Art
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Computing• Using the Computer• Using the Internet• Communicating and Collaborating
Online• Creating and Publishing • Digital Media• Programming and Control• Modelling and Simulations• Using Data
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Design and Technology
• What is a sculpture?• Vehicles• Winding up toys
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Geography
• Local environment• North and South Pole – Polar Regions• Name and location of continents• Non-European country study –
Australia• Weather Patterns and Seasons
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History
• Neil Armstrong and Robert Scott • The Great Fire of London• History of Toys
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Music• Tuned and untuned percussion
instruments• Use of voice• Pitch• Rhythm• Duration• Dynamics• Tempo
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PE• Gymnastics – gym weeks• Dance including dance days• Athletics• Specialised coaches• Daily Physical Activities (DPA) – 10
minutes
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RE
• Specialness – Special places• Stories of Christmas Journeys• Specialness - Books• The Easter Story• Creation• Christian and Jewish Stories
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Science• Living things and habitats• Plants• Light• Electricity• Materials• Animals
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First Hand ExperiencesIn School
Lockerley Village Walks
Church visits
Fire / Police visits
Australia / Explorers Day
Visits
Sculpture Park
Milestones
Hilliers
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Homework
• Reading• Year 2’s homework after Easter
holidays in preparation for Year 3• Number practise• Topic related homework
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Ways to Support your ChildProvide appropriate support and
encouragement with homework
Hear your child read regularly and write a positive comment in the reading diary
Provide support with learning number
Encourage joined handwriting
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Any Questions?