Year 1

The teachers in Year 1 are:

                

Hazel - Miss Dadzie     Elder - Mrs Binks       Beech - Mrs Bailey

Autumn 1

 Medium Term Plan

 Newsletter

Welcome to Year 1!

On this page you will be able to find out about all the exciting learning happening in Year 1. Below you will find our half termly planning, newsletter and link to our Twitter page. First, we’d like to introduce you to the Year 1 team.

  • Elder’s class teacher is Mrs Binks and she is the Leader of Learning for Key Stage One and the school’s Computing Leader.
  • Beech’s class teacher is Mrs Bailey and she is one of the Assistant Head teachers at our school. Miss Panesar will also be teaching in Beech class.
  • Hazel’s class teacher is Miss Dadzie who has an excellent understanding of early learning.
  • The LSAs supporting the children in Year 1 are Mrs Bhoday, Ms McClay, Mr O’Flaherty, Ms Ngough, Miss Young and Mrs Collins.

Year 1 is a very exciting year as children move from the Early Years Foundation Stage into Key Stage One. As well as teaching the Year 1 National Curriculum, we will also be recapping important learning from the Early Years Framework. This will ensure any gaps in children’s learning from Reception are closed and the framework is mastered, which ensures great stepping stones for them as they continue their learning journey at Alexander McLeod.

Albert Einstein stated that ‘play is the highest form of research’. This year, Year 1 will be using continuous provision to cover our curriculum. We will use child-initiated play, along with small teacher led focus groups to cover our curriculum. Each day we will provide various resources for children to explore freely in different areas of the classroom. Each area will be engaging, offer challenge and allow children to develop important life skills such as critical thinking and problem solving.

The characteristics of effective learning will underpin everything we do. These characteristics focus on engagement, motivation and critical thinking. They are further broken down into:

Playing and exploring – engagement

  • Finding out and exploring
  • Playing with what they know
  • Being willing to have a go

Active learning – motivation

  • Being involved and concentrating
  • Keeping trying
  • Enjoying achieving what they set out to do

Creating and thinking critically – thinking

  • Having their own ideas
  • Making links
  • Choosing to do things

To embed these characteristics in our classrooms, we use three key principles with the children. Throughout the day, we will be looking to see that each child is an explorer, an investigator and a creator. To help all of our children to fully understand these principles we will link them to animals such as the ‘I know Rhino’ and the ‘Go For It Gorilla’. At the end of each week, we will have a celebration in class and award an explorer, investigator and creator of the week. Please see below a PowerPoint Presentation with more information regarding these key principles.

The topics that are being covered in Year 1 this year are Home Sweet Home (local area focus), Dinosaurs, Journeys, Superheroes and The Park. We have chosen these topics as they all lend themselves well to cross curricular learning which will enable children to develop knowledge, skills and understanding, while motivating them to learn in a variety of creative ways. We will also focus on the current issue of ‘kindness’ and explore why it is important to be kind consider how we can show kindness in our local community.

In Year 1, children will complete a Phonics Screening Check. Children will take this test in an informal setting one-to-one with a teacher. Whilst children learn phonics to help them with both word reading and spelling, the Phonics Screening Check only tests their skills at word reading. This is sometimes called decoding. During the Phonics Screening Check, children are asked to read (decode) 40 words. Most of these words are real words but some are pseudo-words. Pseudo-words are included to ensure that children are using their decoding skills and not just relying on their memory of words they’ve read before. As some children may misread these pseudo-words based on their similarity to words in their existing vocabulary, each pseudo-word is clearly identified with an image of an alien. Most teachers and children, therefore, refer to pseudo-words as alien words. Children are taught phonics every day and they will be taught the difference between pseudo-words and real words throughout the school year.

Towards the end of Year 1 we will start to use a more formal learning timetable to help children prepare for Year 2. We are really excited for the year ahead and look forward to seeing all of the amazing progress your children make throughout the year.