Year 1 Curriculum

What is our vision? What environment do we offer?

A progression from EYFS pedagogy, enabling children to be independent, active and engaged in their learning combined with a personalised approach to meet the national curriculum objectives for Year 1. Children challenge themselves because they love learning.

At Kestrel Mead we believe that children learn best through play based and active learning that develops their curiosity and independence.

Our staff understand the importance of giving children the toolkit to learn and allowing them the opportunities to apply these skills in different ways.

Our Year 1 environment is set up as 2 bases with areas shared between each classroom of Literacy, Maths, construction/ small world, malleable, deconstructed role play, loose parts and Mr Stretch. Children can access all areas of learning through continuous provision and the outdoor area.

How do we teach?

Our staff teach Phonics, Maths, English and Topic as a whole class. These sessions last no longer than 20 minutes and allow staff to teach children a new concept or build on an existing one.

Teachers plan active and exciting sessions based on the Early Years Framework and the Year 1 National Curriculum. These sessions allow teachers to add to the children’s ever growing toolkit and provide them with new ways of learning. Small group work allows children to build their confidence and teachers to identify and address misconceptions in a timely manner.

Continuous provision allows children to use their toolkit in different ways and move their learning forward in a safe and stimulating environment.

How do we teach early reading, writing and mathematics?

Children are taught how to read and write through teacher led shared reading and writing sessions through English time. We broadly follow the KTC approach. Teachers model how to use reading and writing strategies correctly and for different purposes. Children have a guided reading session and writing focus once a week either through objective led or guided writing. In continuous provision teachers sole focus is the early development of literacy.

Early Maths skills are taught during Mathematics sessions and followed up through objective led planning and practical problems in the provision. TAs have focus children, they report these findings back to the teacher in their dedicated additional time.

What is continuous provision?

“…should continue the provision for learning in the absence of an adult.”

“…dictated by need, linked to assessment and broadly levelled so that there is challenge and support in all areas for all children.”

Continuous Provision, The Skills, Alistair Bryce Clegg

 

Our indoor and outdoor environments ensure that our children have the opportunities to explore and learn in a range of different ways. When an adult is not there our children can continue their learning in a way that suits them and record their learning independently. Our environment consists of a wide variety of self-selection stations allowing children to have a choice and an opinion in their learning giving value to hands on experiences to embed learning into the long term memory.

How do we ensure continuous provision is challenging and purposeful?

“…we are aware of the sort of learning that our areas of provision promote and also how we are targeting specific skill development within those spaces.”

“…open ended experiences in CP allow them to discover, experiment and explore…”

“…a planning system that promotes high level attainment by capitalising on chn’s high level engagement.”

Continuous Provision, The Skills, Alistair Bryce Clegg

 

Our Year 1 teachers regularly enhance areas of continuous provision according to the children’s interests, next steps and the national curriculum. Teachers regularly take time to observe how the environments is working and adapt accordingly.

 

During main class teaching expectations are set with the children about national curriculum objectives that the children need to meet in the continuous provision. Children have a 2 colour challenge to complete independently that day. Children are set weekly challenges to extend their learning through the Mr Stretch table.

What is the role of the T/TA and how do we record it?

“Adults are ‘present’ with chn during periods of play and CP and not stuck behind a table..”

“If an adult can move through the setting they can ensure that they are supporting play as well as observing chn and maintaining engagement and challenge.”

Continuous Provision, The Skills, Alistair Bryce Clegg

 

Key questions: “I wonder what would happen if….” “Have you tried using these?”

Direct challenges: “I would like you to …’

 

Our staff are in the environment facilitating, asking questions, modelling, extending vocabulary and language and moving learning forward through first hand experiences. The children confidently and independently record their learning through the online platform of seesaw. A special book is used to record the children’s learning through continuous provision.

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