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Year 1 transition

Discussion in 'Primary' started by schlairtay, Aug 4, 2009.

  1. Just 'renewing' this thead and also wanted to ask if anyone knew how many hours per week is supposed to be devoted to each subject in yr 1. I'm struggling to get 2 subjects in in the afternoon in this transition period and don't think it's right to cram too much in anyway.Just wondered if this is allowed for anyway in yr 1 or should I actually be worrying. Ta. x
  2. tick/star/smileyface

    tick/star/smileyface New commenter

    thank you geniegirl, that is really helpful - think I will try the standing up idea! It is hard drawing the line between what is just very young children and what is behavioral - but they must learn I guess! Thanks :)
  3. tick/star/smileyface

    tick/star/smileyface New commenter

    Hi everyone!
    I just wondered if anyone has done the topic of houses and homes and if so, do you have any ideas for continuous provision activities? My children are just far too young for and not ready for real sit down, structured lessons yet - going to keep trying with lots of CP activities as well as CP type Literacy and Numeracy lessons until October half term and see how it goes. :)
  4. why not focus on three little pigs? what would make the best house? why? get them outdoors with wet sand and bricks building a wall etc??? maybe a building site for roleplay with planning sheets for how to build a house and throw lego in there for them to actually build their design? junk modeling in workshop - can you build a house of straw, sticks etc? writing area labeling houses? visit to an estate agents? brick patterns in maths area?
  5. not sure about legal requirements apart from lit numeracy and re.....we have a topic based approach in afternoons though so only focus on one subject and that subject could last all week or a couple of weeks! maybe could try grouping subjects together under topics?
  6. tick/star/smileyface

    tick/star/smileyface New commenter

    thanks again hpy - you are an absolute star! RE your reply to elmo, when you do topic in the afternoon, do you have a wide range of CP activities linked to that topic for the children to choose e.g. art, writing, design, role play etc? How structured are your Numeracy and Literacy lessons - sorry to bombard you, but you seem to be a wealth of knowledge!
  7. Glad to be useful! [​IMG]
    Yeah I try to link as many CP activities as I can, lucky enough to have a TA that goes around and finds the resources and enhacements i want and puts them in there! I dont force children to do activities linked to topic in areas though, its still totally free choice but if enhancements are good enough they tend to 'want' to explore them anyway!
    Lit and Num are structured into intro and mental starters, games/activites and then a short plenary...children do struggle to sit for extended time during intros but theyre getting better. I try to make time away from carpet as fun as possible e.g. today children were doing chalk pictures of a scene from this is the bear and the scary night...kids loved getting messy and still generated lots of talk about text and sequenced pictures once done.
  8. tick/star/smileyface

    tick/star/smileyface New commenter

    thank you - you've given me so many helpful ideas! i hope to be this helpful next year :) when you do topic every afternoon, do the children do the same activity or is it free choice linked to topic? Sorry if you just said that!
  9. Yep children do an activity at table linked to topic and rest have free choice in areas, e.g. today everyone did a taste test when looking at senses and tomorrow everyone is making scratch and sniff smelly feet linking to sense of smell [​IMG]
  10. Thanks hypcroft! We're moving to a topic based curriculum after half term and I can't wait! Its all too much for them and me at the mo. I also have a boy with severe behavioural difficulties which means everything is taking longer as I constantly keep having to tend to his disruptions during a lesson- going through his choices etc. The current behavioural system he has in place at the moment is too confusing and I dont think he fully understands it. He starts the week with 10 gold stars, if I have to speak to him 3 times he gets a red one, 3 red and a gold goes to a yellow. If he redeems himself the yellow goes to green. He gets a green when he is good. 3 greens means a gold is added... but this is not linked to rewards or sanctions although I have tried linking it to what we have set up in class. I want to change it. He likes puzzles so I thought about making a puzzle kind of chart thing where he needs to collect pieces of the puzzle chart in order to earn a treat for example free time to work on an actual puzzle if he collects all the pieces or 2 mins of free puzzle time per piece. But I don't know how this would work with sanctions- take away a piece if I have to speak to him 3 times? But I don't like taking things away, its not really positive reinforcement. Any ideas? I really wanted to make a new behaviour system this past weekend for this week but after getting none of my PPA time last week I was busy doing all of my planning. I want to make sure whatever I change it to is well thought out and will work as I'm kicking out a system put in place by behavioural specialists and want to get him settled as soon as poss. Sorry this is a long post. Any help would be REALLY appreciated! x
  11. tick/star/smileyface

    tick/star/smileyface New commenter

    thanks hpy - do you call a group over at a time and the rest do choosing? Sorry, it's late! :) fab ideas by the way.
  12. Gosh that behaviour system was complecated for me just reading it !!! Defo change it . Anything he likes jump on straight away. Ive got a little boy who is obsessed with zebra's at the moment but apparently this changes all the time, which will prob happen. Keep at it it will be rewarding in the end. You have some good ideas.
  13. Yep [​IMG] I call them or children send in next group from CP or OP areas
  14. Whats OP?
  15. outdoor play [​IMG]
  16. sara2323

    sara2323 New commenter

    Just wanted to add that this thread is really helpful and I'm sure both NQTs and teachers with years of experience will find it beneficial. I was also worried about how the CP will work as I've never come across this during my training in KS1 and KS2, but after reading the comments I can see that it can be much more fun for the children especially during the first term.
    I also feel that working with one group at a time on a differentiated activity I'd get more done than running around frantically trying to get all groups to sit down and 'work', probably find the HA finishing their work quickly, LA struggling and medium requiring help :-(
  17. Just read this thread and learn so much. Thanku for all the ideas.
  18. Hey, another question. What are talking postcards and where do you get them from. Ive googled TTA talking postcards but to no avail. THanks Louise
  19. Msz

    Msz Established commenter

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  20. hi

    Just read the thread and can confirm that cp works really well in the year one classroom for any doubters. Just wondering how anyone manages the carpet space and the plenary session. I've tried limiting one activity to the carpet, but seem to spend more time tidying it up for the plenary than on the plenary itself?

    Thanks x

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