EYFS/Year One Transition.

EYFS/Year One Transition. Presentation led by Mrs Jepson & Mrs Smith

“Points of transfer are a critical time for young children and need to be managed sensitively... Successful transition relies on a high degree of continuity and consistency in approach. This requires adults working with young children to have a clear understanding of the principles of the Foundation Stage and those aspects that will need to be continued into Year 1.” Key Elements of Effective Transition Document.

Here at Gawsworth Primary School; • Myself & my EYFS team work together to ensure that children’s learning experiences are valuable in themselves, and prepare the ground for their move to Year 1. • Year 1 then continues to build on the successful principles and approach encapsulated in the EYFS.

We do this is many ways: • Developing independent learners is a crucial aspect of Early Years Foundation Stage. As their skills and knowledge improve, children become more able to use and apply their learning independently. This enables them to start to make decisions about what they need to support them with their learning and prepares them to meet the expectations in Year 1.

2. Early Years Foundation Stage curriculum links with the Key Stage 1 curriculum. This enables staff to extend the learning and progress of children who are ready to be challenged in Reception and for any remaining gaps in pupils’ learning to be filled early in Year 1.

3. We use our EYFSP (Learning Journeys) to provide a reliable and accurate assessment of individual children throughout the year. This in turn informs the professional dialogue between myself as EYFS Lead and Year 1 Teacher. 4. Year 1 teacher then uses this to plan an effective, responsive and appropriate curriculum that will meet the needs of all the children.

5. Whilst I visit my new children in their pre-school & nursery settings, Mrs Smith will take the Reception class.

EYFS End of year report. There is a statutory requirement to complete the EYFSP for each child at the end of the reception year. This provides parents and carers, practitioners and teachers with a well-rounded picture of the child’s knowledge, understanding and abilities, their progress against expected levels and their readiness for Year 1. (Below Expected/Expected/Exceeding) A copy of this profile report together with a short commentary on each child’s skills and abilities in relation to the three key characteristics of effective learning must be given to Year 1 teachers. This will then inform a dialogue between myself and Year 1 about each child’s stage of development and learning needs to assist with the planning of activities in Year 1.

Year 1 – Maths Expectations • Number and place value • Pupils should be taught to: • Count to and across 100, forwards and backwardsfrom any given number • Count, read and write numbers to 100 in numerals • Count in multiples of twos, fives and tens • Given a number, identify one more and one less • Identify and represent numbers using objects and pictorial representations including the number line • Use the language of: equal to, more than, less than (fewer), most, least • Read and write numbers from 1 to 20 in numerals and words.

Year 1 – Maths Expectations • Number – addition and subtraction • Pupils should be taught to: • Read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs represent and use these • Know number bonds and related subtraction facts within 20 • Add and subtract one-digit andtwo-digit numbers to 20, including zero • Solve problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = – 9

Key Methods and Strategies • Place value – understanding the tens and units in numbers to 20 ready for working with them • Positions of numbers on the number line • Understand the place value of the numbers up to 100; so they can be accessed whilst the children are learning to ‘read’ them… Number Splat! • Supported Investigation! • Children learn best when they are enjoying what they are doing – especially if they think it is a game! • Teacher, or adult, directed/supported investigations promote talk and allow you to encourage children to explain what they are doing and why they think they are doing it.

Why Investigation? A more abstract, and less literal, application can allow you to see if a child has actually understood a mathematical concept. CHILDREN CAN TAKE THESE AS FAR AS THEIR ABILITY ALLOWS – IF THEY DON’T COMPLETE, BUT HAVE TRIED THEIR BEST TO INVESTIGATE, THAT IS OK!

Year 1 – Writing Expectations • Composition • Pupils should be taught to: • Write sentences by: • Saying out loud what they are going to write about • Composing a sentence orally before writing it • Sequencing sentences to form short narratives • Re-reading what they have written to check that it makes sense • Discuss what they have written with the teacher or other pupils • Read aloud their writing clearly enough to be heard by their peers and the teacher.

Year 1 – Writing Expectations • Pupils should be taught to: • Develop their understanding of the concepts set out in English by: • Leaving spaces between words • Using a capital letter for nouns (names of people, places, the days of the week) and the personal pronoun ‘I’ • Using expanded noun phrases for description and specification - for example; • The enormous blue butterfly. • The tiny man in the luminous moon.

Joining words and joining clauses using connectives –Subordination (using when, if, that, because) and co-ordination (using or, and, but) • Punctuate sentences using a capital letter and a full stop, question mark or exclamation mark and understand howthe grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command • … And the childrenshould be able to use the grammatical terminology above in discussing their writing!

EYFS/Year One Transition.