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