St Michael’s

KS1 English and Maths Workshop

14th November 2022

Purpose of the meeting

• Outline how English is taught in the Lower Phase, including Reading, Writing and Spelling.
• Outline our approach to Maths teaching, including White Rose and the Maths mastery approach
• Answer any questions you may have about English or Maths

English in KS1

Reading - This is a high priority for our school and we want to ensure that we foster a love of reading. What you will see in KS1

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3 reading sessions in Year 1 with an adult. Teaching the three fundamental reading skills; decoding, prosody, comprehension.

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WCR session - once per week (verbal in Year 1)

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A class book that changes frequently and links in with English lessons

A structured comprehension lesson recorded in the English books (Year 2)

Teacher reading 1:1 with all children per week (Year 2)

Booster/keep up reading groups for children at risk of falling behind.

RFP - protected time for children to read alongside their peers around KS1 area

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How we support children to meet the reading expectations:

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Reading sessions: In Year 1 to ensure the fundamental skills are explicitly taught in isolation.

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WCR: During Whole Class reading sessions, staff will work through the different VIPERS skills. These sessions are designed to promote discussion and give children the opportunity to unpick a variety of texts and through different media: visual clips, music and pictures, which all relate back to the VIPERS skills.

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Comprehension sessions: In year 2 to ensure that children read age-related texts and answer V.I.P.E.R.S as our method to explicitly teach each skill. Carefully graded questions allow for children to develop their comprehension skills at an appropriate level.

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Reading expectations:

• Read with automaticity and develop expression.
• Basic retrieval - discussing what they have read.
• Make predictions based on what has happened.
• Make inferences on the basis of what is being said done.
• Order and retell key events from a text - focus on main context
• Explore new vocabulary through context and discussion

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Whole Class Reading

(WCR)

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1. Whose bedroom is this?
2. What can you tell about his personality and interests?
3. How old do you think the boy mouse is? Why?
4. Which fairy tale do you think they might be reading?
5. How long do you think they have been reading for?
6. Where do you think the mouse family live?

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English in KS1

Writing - Developing our children’s writing skills is at the heart of our English lessons. What you will see in KS1:

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Daily English lesson with a grammar, punctuation or spelling starters to allow for focused teaching

A Big Write cycle taking place across a 2 weekly period (although this can vary depending on the focus)

Weekly handwriting sessions

Phonic lessons that include sentence writing practise

Weekly spelling lessons - the teaching of spelling rules

Weekly spelling tests

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What is a Big Write Cycle?

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Writing is based on the text or genre covered each half term.

The genres will change, so that children have the opportunity to write for a

different audience.

It is a celebration of what they have learned over the period spend build up to

their writing.

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• Start by unpacking the text - explore together (comprehension)

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• Look at a range of models/examples to give the children the opportunity to understand the text type and the key features.

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• Provide models/skeletons for the children to use

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• Dedicate 2-3 lessons to the planning of their Big Write - including story mountains, plans, drafts.

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• Let the children co-construct the success criteria before they start.

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• Allow the children time to edit their work - broken down into section - sentence type, punctuation, vocabulary etc…

Spellings

Lists are introduced weekly during English lessons

Each phase has their own NC list, which can be found on our website.

Patterns and rules are discussed and revisited.

This links into homework, so that the children have an idea of what they are expected to learn at home.

Children are tested weekly

Staff will adapt, change or revisit words and some may link to common misconceptions and topics.

Year 1 will focus on phonics development

How to approach spellings:

• Discuss the rule/phoneme focus
• Look for patterns
• Practise using a range of strategies.

Maths in KS1

Maths for Mastery at St.Michael’s

At St.Michael’s we believe that Mathematical skills are essential to everyday life. Our aim is to maximise the individual potential of children's understanding and knowledge. We encourage children to develop skills using an interactive approach, providing opportunities for them to experiment with their ideas, test the reasonableness of their answers and to question what they do not understand. We believe in developing the children’s fluency, problem solving and reasoning through mastery of the Maths curriculum.

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What is Maths Mastery?

Maths Mastery is when pupils acquire a deep, long-term, secure and adaptable understanding of the subject.

The phrase ‘teaching for mastery’ describes the elements of classroom practice that combine to give pupils the best chances of mastering maths.

We teach in small steps, with gradual variation and development of a concept.

We use the CPA approach, which means concrete, pictorial and abstract.

Children are given lots of opportunity to solve mathematical problems and, importantly, to verbalise and justify their reasoning.

A typical Mastery lesson

Lessons are between 40 and 60 minutes.

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• Mental activities, reviews of previous learning or lesson linked activities which review, rehearse and sharpen strategies or core skills.

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• Teaching input which involves ‘ping-pong’ style pupil activities and talk tasks, followed by an independent pupil activity. Pupils should be seated according to mixed ability and will have time during the teacher input to talk and share strategies with their partner using manipulatives where possible. Pupils will be given the opportunity to apply their mathematical knowledge in both teacher input and independent activities for fluency, reasoning and problem solving.

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• Further teaching input in small group or 1:1 activities will be used, as appropriate, for children who are not able to show they understand the learning during the independent activity.

Maths in Year 1

• Count to and across 100, forwards, backwards – starting at 0 or 1 and from any number.
• Count, read and write number to 100 in numerals – counting in multiples of 2s, 5s, 10s.
• 1 more and 1 less.
• Addition and subtraction to 20 using 1 digit and 2 digit numbers, include number bonds
• Movement and direction in relation to whole, half, quarter and three quarter turns.
• Showing numbers using objects, pictures – number-lines.
• Language – equal to, more than, less than (fewer), most, least.
• Read and write numbers from 1 to 20 in numerals and words.
• Halves and quarters
• Simple 2D and 3D shapes

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Maths in Year 2

• SATS preparation
• Curriculum cover is the same as last year building on the knowledge from Year 1.
• Deeper understanding of each curriculum objective.
• More focus on reasoning and problem solving tasks and deeper understanding.
• Time tables – 2s, 5s and 10s

Resources we use in Maths

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6 + 2 = 8

10

7

3

How do we teach Addition and Subtraction?

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7 + 5 = 10 + 2

Number bonds are key in the teaching of addition and subtraction

23 + 9 = 30 + 2

7

2

How do we teach Multiplication and Division?

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2 + 2 + 2 = 6

3 groups of 2 = 6

3 X 2 = 6

Multiplication and division begins with developing the children’s understanding of repeated addition and ‘groups of’ / ‘lots of’

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Any questions