Key Stage 1
Chris Quigley Assessment Guide
In September 2014, the Government introduced a new National Curriculum. The revised curriculum has higher expectations of learning and contains new and developed programmes of study. It is designed to provide children with the essential knowledge, skills and understanding that they require to become educated and responsible citizens.
Learning Environments in Key Stage One
Classroom management should reflect our aim to encourage children to be independent, well organised and to develop good learning behaviours. This will require flexibility in the organisation of furniture and creativity in learning. Each classroom should promote a positive learning ethos, that is calming and open ended.
In Year 1 children will continue, initially, to learn through play. They will experience hands on open ended activities that promote extensive communication and cooperation. This will develop into a structured learning environment.
Each learning environment will contain working walls in English and Maths to aid children in their learning. The classroom environment should be used to create a safe working environment that promotes good behaviours for learning and celebrates success.
Phonics in Key Stage One
Pre School and Reception
The aim of this Phase is to foster children’s speaking and listening skills as preparation for learning to read with phonics. Parents can play a vital role in helping their children develop these skills, by encouraging their children to listen carefully and talk extensively about what they hear, see and do.
Phases Two to Four
Phase Two is when systematic, high quality phonic work begins. During Phases Two to Four, children learn:
- How to represent each of the forty-two sounds by a letter or sequence of letters.
- How to blend sounds together for reading and how to segment (split) words for spelling.
- The letter names.
- How to read and spell some high frequency ‘tricky’ words containing sounds not yet learned (for example ‘they’, ‘my’, ‘her’ and ‘you’).
The Letters and Sounds Programme we use suggests an order for teaching the letters. We recognise, however, that children’s personal experience of letters varies enormously. Most importantly, we ensure that phonics is taught and practised at a pace that is suitable for individual and groups of children.
Children learn new ways of representing the sounds and practise blending for reading and segmenting for spelling.
During this phase, children become fluent readers and increasingly accurate spellers.
Statutory phonics screening check
At the end of year one, your child will undergo a statutory phonics screening check. This is a statutory assessment which began in 2012. All children in Year One must take the check and any Year Two children who did not meet the expected standard in the previous year will take the check again. The phonics screening check is designed to confirm whether or not individual children have learned phonics decoding to the appropriate standard.
English in Key Stage One
The overarching aim for English at Cavendish is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:
- read easily, fluently and with good understanding
- develop the habit of reading widely and often, for both pleasure and information
- acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
- appreciate our rich and varied literary heritage
- write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
- use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
- are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate
Maths in Key Stage One
The principal aim is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources. Pupils should begin to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. They should know a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
By the end of Year 2, pupils should know number bonds to 20 and be precise in using and understanding place value. Children should be able to fluently recall their 2x, 3x, 5x and 10x table by the end of Year 2 and be able to recall the related division facts. Pupils should read and spell mathematical vocabulary, appropriate to their level.