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Year 1 transition

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

  1. tick/star/smileyface

    tick/star/smileyface New commenter

    I've just remembered a question I forgot this morning - been bugging me all day! Do the CP activities link to early learning goal areas? I need to find out what these are, but things like malleable area, construction etc. are these to do with the early learning goals or foundation stage profile targets? Or are they the same? Sorry to be a pain, I just keep thinking of things I want to get sorted :) x
     
  2. I would never have just a roleplay area, when i say more formal teaching i mean more sitting down and writing independently rather than games... My classroom is pretty small but i have all 10 areas all year, Y2 also have their areas all year. The children in my school just cannot sit down at a desk for an hour, theyre not ready for that but this will vary from school to school i guess. If thats the way your head wants it though thats what you have to do, im sure its worked in your school that way before if they like that idea. From what i have heard from other teachers in my school, when it was more formal children used to sit there for the hour and not finish their work and were bored and were expected just to carry on with the work until it was finished. I prefer small group work because children are motivated for that short burst and you get the most out of them, the skills they also learn independently are brilliant and the children have such an enthusiasm for learning. I have never seen a formal Y1 class in my area but thats mainly because our LEA is hot on the Foundation Phase and transition. Y2 have 4 work tables, 1 for each group but still the areas of provision around them. [​IMG]

    Im heading into school on monday to pick up class lists etc so i could take a couple of photos to show what i have done with the space, its all empty toys wise until i set up for Sept but you could see how i arranged the space?
     
  3. The CP areas have been brought up from the Foundation unit. Im not sure what you mean about if theyre to do with the early learning goals/profile - the areas help children to meet the requirements of the EYFS and the requirements of the curriculum when in Y1....not sure what you mean though....im not hot on the profile, just know as much as i need to function in a Y1 sense. [​IMG]
     
  4. Thanks hpycorft, I would really like my classroom to be like yours!!! It sounds amazing, I'm early years trained (specialism at uni) so CP is what I know, Year 1/ 2 and transition is new to me as an NQT. So just to get my head round it. Later in the year the children are still using the CP areas, correct? How do your session change in length/ time as the children develop and sit for longer periods. E.g. the literacy hour, I saw before the time table you gave, this is how I have planned my sessions for Sept, having 4 groups, moving them round etc, I'm just a little confused has to how this changes as the children sit for longer? On school visits I observed whole class sessions for literacy and numeracy and then the children being sent off to do individual tasks on their tables i.e. all working at the same time, no children accessing CP, as like I said there wasn't any, from what I could see. ......... Having read that back, it sounds like my school work very differently from yours... I wonder if I could adapt things slowly?? Thanks again!
     
  5. Ohhh also, just thought of a question, are your phonics sessions whole class or grouped? With year 1/ 2 I'm a bit worried how I can address the needs of year 2 as well as year 1 in the same session. Any ideas?
     
  6. Yep they used the CP all year, the session length never changed just the content of what i was expecting them to do in group work, at the start of the year it was very practical, playdough and finger paint etc for Numeracy. Starters went from 10ish mins at the start to 20ish at the end. Like i said before towards the end i expected them to be doing more written work, as in the amount of it and would have 3 groups on the go at a time, some working independently - so the format never changed that much more what i was expecting of them. I have worked in a Y1 on placements where they all sat down and it was ok but this is how my school wants it and it works so not tried the whole class sit down and do work at all on my own class. Its really what your school expect, the Foundation Unit at our school is huge, bigger than a sports hall, so you cant expect the children in our school to work in that way but maybe children coming from a 'classroom' in reception could do?

    In Y2 they all have activities to do at their own tables as you described. [​IMG]
     
  7. I teach whole class although i dont necesserily agree with whole class teaching - 30 children is a bit much getting them all motivated and involved for a 20 min session when they are v young, not so bad later in the year. In the foundation unit in our school they get taught in groups of EIGHT (all same work just small groups) then in Y1 they get flung into a group of 30...very hard for them to ajust and be able to join in as thoroughly as they will have been before!!!! Im hoping to take 20 this year and trial a group going out with TA...there wasnt enough space in my class for 30 children at once to join in some of the phonics games i had!

    I would say your best contacting your LEA advisor about how best to do it, i know some LEAs advise streaming whereas my own LEA strongly advises against it. Are your Y2 lower level? whats the average phonic phase in your class? this is where you should be aiming your teaching at. E.g next year 15 of my class are on phase 3ii 6 on phase 2 etc....so the majority of my class are on a secure phase 3ii so im going to start teaching at phase 3iii. You should be able to find the phonic phase for Y1 from the profile scores and the Y2 phases from their old teacher.
     
  8. tick/star/smileyface

    tick/star/smileyface New commenter

    thank you again for all of the information and tips! it has made life a lot easier - when getting my head around things! Can I just ask what you mean by phase 3ii for phonics? I didn't think there were sub sections? :)
     
  9. Maybe its just my LEA that subcatergorises it...
    3i: j, v, w, x, y, z, zz, qu
    3ii: ch, sh, th, ng
    3iii: ai, ee, igh, oa, oo / ar, or, ur, ow, oi / ear, air, ure, er

    It makes progression through the phases easier to track, saying a child is a secure 2 because they dont know the phonemes in 3iii is unfair....we say children are a secure 3i, 3ii, 3iii then we can show progression through phase 3. Makes judging where to start teaching within a phase easier....i just wish they subcategorised phase 5 too!
     
  10. winni1

    winni1 New commenter

    Would you believe that we are still not doing transition? And when I went into Y1 last year and suggested it I was told...not really for us because we have to think about the SATs results?!
    Sort of did it under cover but ofsted are on their way next term and we have a new head so really want to do it properly this year! Or we will be in the poo and it will be my fault although it isn't if you see what I mean!
    Any chance you could please send me an example of how you plan for the start of term?
    firoach@btinternet.com
    Thanks in advance xx[​IMG]
     

  11. Haha thats brilliant! As if its the only school that has to think about SAT results. [​IMG]
    Im changing planning this year to link in with the way FS plan, my plans from start of term arent the best example...this time last year I was an NQT and so was my year partner so we muddled our way through the first plans!!!! (which is why i totally sympathise with new starters to Y1!)
    Can forward outline of plans once met with new KS1 co-ord at end of Aug/beginning of Sept. [​IMG] We are planning from childrens ideas this year so we are effectivly going in blind except for Numeracy.
     
  12. Thanks for the phonics advice, I looked through the assessments and it looks like I've got a big gap between my HA and LA. My year 2s are LA, so going to see where they slot in. Very confused now as to how to plan and teach phonics, if you have children who are on phase 4 already and some only just getting to grips with phase 1 and 2, how can a whole class phonics session cater for all abilities??? Confused.... just a bit!
     

  13. You have a Y1 on phase 1!!!!??? thats Nursery level, that child should really have some extra support....possibly speak to reception teacher and see if they can go back for 20 mins a day and join in some of their activities!?
    I have about 8 on phase 4 but it wont do them any harm recapping 3iii for a couple of weeks when we go back, theirs bound to be slippage over the holidays. Phonics sessions are differentiated as with any other lesson, even though you may be teaching a P5 grapheme in a session you can still direct P2 work to a LA child - e.g. reading a VC or CVC word in a sentence. Flashcards at the beginning should suffice in recapping known graphemes for the LA children. I've been advised to do a focused phonics session for children not at 3ii yet in Literacy instead of a focus Literacy activity. If they are a P2 they are not ready for Y1 literacy curriculum yet anyway, they could join in the starter then get their focused phonic support in their group at the tables later? [​IMG]
     
  14. This sounds very similar to how i run my class too. But instead of teaching literacy AND numeracy everyday I do a morning of one. this ensures either me or my TA gets to work with each group.
    i phase this out as the year progresses, having a group with me, TA and independent. and then usually half way through or summer term I start to have both lit & num everyday because the children are in my experience much more ready and confident to work independently
    i do a short whole class session and then send the children off, to work with me, the TA and in CP. if I want the children to do a particular task in CP during the lesson then I tell their group to start in that area. they can then move on when they are ready but at least you know they have been! or have a 'challenge area' where the children need to visit during the week & tick their name off
    we group all KS1in phonics and they go to their groups for 30 min daily. i enhance a different area each week with phonics activities.
    i do a guided reading carousel for 15min daily so i get to read/write with each group in the week while the other groups are using a storysack/tape/cdrom or in the book corner or an activity to do with the book they read with me the previous day
    if you have children who havent yet achieved all the ELGs then we have been told to continue these objectives with the children who need it. otherwise I use the national curriculum and primary strategies to plan as normal. but using lots of practical, hands on activities to motivate the children
    i teach Y1 alongside a mixed Y1/2 class and I would say my children are further on because they are more independent and motivated to learn
     
  15. winni1

    winni1 New commenter

    Ta, that'd be great! As you will probably have guessed, I do work at quite a singular place...
    If anybody else has got some start of year transition planning I can put my eyes on then please get in touch. Want to hit the ground running and have stuff together so I can launch it on my year partner at the start of sept. that way they can't really say anything![​IMG]
    Anyone..?
     
  16. Sorry got my phases confused before, all my children are either phase 2 or 3 in year 1, not phase 1. Getting all mixed with year 1/2, phase 2, 3, 4. Another 1 slipped in there somehow. [​IMG]
     
  17. yeah we assess all the KS1 children each term and then group them in ability
     
  18. Hi Hpycroft,
    Thanks for all your patience - I have one or two more questions if you dont mind. How do you manage snack? Do you all have it together or do you find it easier to let the children access it when they want it and monitor the access by perhaps getting them to move a name card etc.
    As the literacy and numeracy is initially informal, when you are assessing what the children know or can do, what do you do about evidencing that? For example if you are playing games etc or doing anything that doesnt produce some kind of written/visual evidence do you just make notes on who can do what? (and is that okay for Ofsted etc) Finally (for now!!! as more questions keep popping into my head) do you find it easier as time progresses to use books (literacy, numeracy, topic etc) for the children's work or do you just keep a file for each child?
    Thanks
     
  19. The children have snack outside with Y2 at playtime, i have 2 monitors who go and collect fruit and milk at playtime (from fridge/baskets in open area that TA has already sorted for KS1) and place on table outside, they are also responsible for taking it back at the end of play too.
    Use post it notes and observe and assess during games like in FS2 - these help when i am filling in Abacus Evolve ticklists of objectives at end of week/half term. We do assessments at the end of a half term which also help to evidence the objectives have been met - again post it notes suffice (we had a Quality Mark inspection this year followed 2 months later by OFSTED and it was fine....saying that they didnt look at day-day assessments at all, just yearly progress made etc). I photocopy whiteboards and take photos to stick in files/books to evidence work (not all the time however).
    We use a mixture of files to keep loose paper in and books, this year we have bought big packs of lines paper to use to go in loose files aswell. I find i rarely use books and use them more as a 'formality' when it comes to writing outcomes at the end of a unit...again this will differ from school to school, some will expect you to use books.
     

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