Year One Network
Sunday, 3 July 2016
Map of Science topics in Year One
The Network recently completed a map of science knowledge content for Year One:
Thursday, 2 June 2016
Teaching science in Year One
Our thanks to Joe Wilson (Science SLE) for his excellent presentation to the network on 17th May. His powerpoint and handouts on the effective teaching of Science in Y1 are being uploaded onto the Gants Hill Partnership Teaching Alliance's website shortly (http://www.ghpta.co.uk/cpd/year-one-network).
Saturday, 19 March 2016
Strategies for supporting the teaching of Skills and Attitudes in Year One
The following list represents the summary of all the methods used by the members of the Year One network to support the development of children’s skills and attitudes:
• Whilst teaching, focus on offering feedback to children on the lesson’s success criteria. In addition, ask the children to self-review their progress against the success criteria.
• The use of circle time and Philosophy for Children model to reflect on learning and problem resolution
• Focus behaviour management around mutual respect and a high focus on agreed values, children’s rights and responsibilities
• Focus within the term on sharing the represented cultures, tolerating others and differences
• Embedding the UNESCO Rights Respecting culture into the curriculum
• Encouraging children’s curiosity through lesson planning
• Play-based activities centred around problem-solving and independence
• Planning learning that has a creative focus
• Responding to mistakes as a good opportunity for further learning
• Promotion of a can-do ethos
• Differentiating the curriculum with special high challenges that stretch children’s skills
• Awarding numerous responsibilities to children
• Encouraging children to take risks
• Share work and learning with other classes
• Encouraging children to choose own learning tasks
• The use of reward systems, including praise, rewards, stickers etc
• Focus of support from the SLT
• Using mini-plenaries to offer feedback and encourage learning from our mistakes
• Encouraging children to offer peer feedback
• Using older children as role models
Our thanks to the teachers in the network for this input
• Whilst teaching, focus on offering feedback to children on the lesson’s success criteria. In addition, ask the children to self-review their progress against the success criteria.
• The use of circle time and Philosophy for Children model to reflect on learning and problem resolution
• Focus behaviour management around mutual respect and a high focus on agreed values, children’s rights and responsibilities
• Focus within the term on sharing the represented cultures, tolerating others and differences
• Embedding the UNESCO Rights Respecting culture into the curriculum
• Encouraging children’s curiosity through lesson planning
• Play-based activities centred around problem-solving and independence
• Planning learning that has a creative focus
• Responding to mistakes as a good opportunity for further learning
• Promotion of a can-do ethos
• Differentiating the curriculum with special high challenges that stretch children’s skills
• Awarding numerous responsibilities to children
• Encouraging children to take risks
• Share work and learning with other classes
• Encouraging children to choose own learning tasks
• The use of reward systems, including praise, rewards, stickers etc
• Focus of support from the SLT
• Using mini-plenaries to offer feedback and encourage learning from our mistakes
• Encouraging children to offer peer feedback
• Using older children as role models
Our thanks to the teachers in the network for this input
Thursday, 18 February 2016
CLPE's Reading and writing scales
The CLPE have produced useful guides to learning progression in reading and writing. These can be used to support planning in English.
Online link to these free resources:
https://www.clpe.org.uk/aboutus/news/download-free-new-clpe-reading-and-writing-scales
Online link to these free resources:
https://www.clpe.org.uk/aboutus/news/download-free-new-clpe-reading-and-writing-scales
Baseline data
Member schools in the Network, all from the London Borough of Redbridge:
Highlands Primary
Fullwood Primary
Gearies Primary
Chadwell Primary
Downshall Primary
Redbridge Primary
Clore Tikva Primary
Mossford Green Primary
Gilbert Colvin Primary
Aldersbrook Primary
Schools have been grouped together to create "like-schools groups" based on variant factors, including SEN, EAL, FSM and mobility. Schools have been grouped into 3 categories.
Baseline data for the agreed milestones has now been collated. Our results show:
Highlands Primary
Fullwood Primary
Gearies Primary
Chadwell Primary
Downshall Primary
Redbridge Primary
Clore Tikva Primary
Mossford Green Primary
Gilbert Colvin Primary
Aldersbrook Primary
Schools have been grouped together to create "like-schools groups" based on variant factors, including SEN, EAL, FSM and mobility. Schools have been grouped into 3 categories.
Baseline data for the agreed milestones has now been collated. Our results show:
Group One schools
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Skills and Attitudes
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Reading
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Science
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Emerging/M1
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Secure/M2
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Embedded/ M3
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Emerging/M1
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Secure/M2
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Embedded/ M3
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Emerging/M1
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Secure/M2
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Embedded/M3
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Group Average
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13
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13
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1
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13
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12
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4
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13
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9
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8
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Group Two schools
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Skills and Attitudes
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Reading
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Science
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Emerging/M1
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Secure/M2
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Embedded/ M3
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Emerging/M1
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Secure/M2
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Embedded/ M3
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Emerging/M1
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Secure/M2
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Embedded/M3
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Group Average
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13
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13
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4
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11
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11
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7
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6
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14
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10
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Group Three schools
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Skills and Attitudes
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Reading
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Science
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Emerging/M1
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Secure/M2
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Embedded/ M3
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Emerging/M1
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Secure/M2
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Embedded/ M3
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Emerging/M1
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Secure/M2
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Embedded/M3
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Group Average
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15
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15
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0
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20
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9
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1
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11
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17
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2
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Learning pedagogy – it was agreed that all network schools organised their teaching and learning within a social constructivist pedagogical structure, characterized by cross curriculum topics, first-hand learning, an emphasis on dialogue and experiential learning.
Saturday, 12 December 2015
Reading Milestones
The Network has mapped a proposal for key learning milestones in Reading throughout Year One.
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