The first term in Year 1 will be based on the principles of the Foundation Stage to ease the children’s transition from Foundation to Key Stage 1, with learning opportunities in the seven areas of learning being offered.
Children in Years 1 and 2 work to National Curriculum requirements in all subjects at Key Stage 1.
The National Curriculum includes the following subjects:-
Core subjects: Mathematics, English, Science
Foundation Subjects: Computing, Art, Music, Physical Education, Religious Education, History, Geography, Design and Technology, PSHE (Personal, Social and Health Education)
Our assemblies are broadly Christian but cover a wide range of religious and moral themes which provide the children with the opportunity to consider every day issues and situations. They are shared times of thanksgiving, celebration, reflection, concern and participation, bringing us to the point of worship. They allow us all to broaden and develop our experience and to learn to respect and care for others.
We follow the agreed Religious Education Syllabus for Derby City. Children at Oakwood learn about different faiths and beliefs in order for them to make sense of the multi-cultural society in which we live. RE is taught through first hand experiences, artefacts, stories, drama and children visiting places of worship.
Whilst we try to respect the beliefs and traditions of different religions it might be that our delivery of RE/assembly is not acceptable to some parents. Any parent has the right to withdraw their child from RE or the daily act of worship. Please see Mrs Carter if you wish to discuss matters further.
Each day Years 1 and 2 spend time on English. In Year 2 the children are grouped according to their ability. Within the allocated time, emphasis will be placed on reading, handwriting, writing, grammar, spelling and speaking and listening. At Oakwood we encourage all of our children to believe that they are readers and writers. We aim to engage all genders and abilities to be independent readers and writers.
In the English session emphasis is placed on whole class shared learning experience based around either a story, poetry or information book. We also look at letter sounds and groups of letter sounds that are used within words as well as learning to read key words that appear in books throughout the day. We have a wide range of reading material including information, poetry and story books.
Our aim is to develop a love of books amongst our children and to give them the necessary skills to become independent learners. We use the Oxford Reading Tree and several other reading schemes from the earliest stages. The children will read at least once a week in a small group with adult support. These groups focus on the children’s next steps of learning. We use the Rapid Readers scheme for these sessions.
Books are sent home so that parents / carers can be involved in reading with their children. It is a great help to your child if you can encourage your child to practise their reading at home for 5 or 10 minutes each day, as well as practising any key words or letter sounds that are sent home. Please talk about the book with your child to make sure they understand what they are reading too. We believe that parental support and involvement with reading is invaluable and that it is most important to share and enjoy books together.
The Letters and Sounds programme focuses on children learning word building/word recognition skills as these are essential for children to read and spell words accurately with ease. Letters and Sounds enable children to see the relationship between reading and spelling from an early stage, such that the teaching of one reinforces understanding of the other. Reading and spelling are treated as reversible processes. The Jolly Phonics approach is used in Reception and the THRASS approach is used as the children become more able in phonics.
All our children are taught 15 - 20 minutes of Letters and Sounds four times a week from Reception through to Year 2. In Year 1 from January and Year 2 the children are grouped according to their ability. Children in Reception use the actions of the Jolly Phonics scheme to learn the sounds which letters make and children bring small books containing these to practise at home. We have found that children practising their letters and the sounds they make, both at home and school make the quickest progress. Letters and Sounds information sharing sessions will be offered during the first term of Reception to help you support your child at home.
We provide many opportunities for children to talk, question and express their thoughts about various tasks. We encourage our children to speak and perform in front of a range of audiences to develop their confidence.
Handwriting can be very difficult for some children. Children have discrete handwriting lessons which focus on the correct formation of letters and letter groups. Children in Year 2 are taught how to join their letters in preparation for transition to our junior school.
Writing in response to a wide variety of experiences is encouraged throughout the school and children are also encouraged to write for different purposes. Children are given opportunities to write stories, poetry, letters, instructions, recipes, menus, lists and accounts of experiences. These are regularly revisited in order to improve children’s knowledge and understanding and enable each child to be the best writer that they can be. The children are taught how to write in sentences with the correct use of capital letters and punctuation.
Children in Year 1 and Year 2 now receive a discrete grammar session each week. Grammar is also included in daily English lessons to embed the skills they learn.
Mathematics is taught on a daily basis within our school. Each session begins with a short warm up session that helps the child to focus on mathematics followed by teacher input about a specific area of mathematics and activities that reinforce the teaching.
We provide structured practical and exploratory activities to enable children to learn facts, gain skills, develop understanding and a positive attitude towards mathematics. Children are taught and develop according to individual ability, so that by the end of Key Stage 1 they have confidence, knowledge and understanding in number, money activities, pattern work, shape and measurement, and are able to apply these skills to real everyday situations. Connections are made across all mathematical concepts in order to develop fluency, mathematical reasoning and competence in solving problems. In Year 2 the children are grouped according to their ability.
Science is a subject area where children are given as much practical “hands on” learning as possible. Through our science teaching we hope to give our children the opportunity to observe and explore the world around them and increase their knowledge and understanding of science in everyday life. Children are taught through cross curricular topics and introduced to life processes, habitats, basic structures and classification of common plants and animals. In addition children explore night and day, forces causing movement, speed change and altered shape.
Children will be encouraged to plan and carry out investigations, to question, to predict, carry out observations and then be able to talk and write about their findings. The children follow carefully planned science topics that provide for progression of skills and knowledge.
Individual classrooms have two or three computers and access to a class set of Android tablets. Children learn computer skills, including keyboard skills and coding. Computing is used as a learning tool supported by the Learning Platform to enrich and support all areas of the curriculum. Children will have opportunities to use word processing to store and retrieve information, to access information from the Internet and to control a programmable toy or screen turtle. The children are taught to access the internet using the principles of E-safety.
Technology requires children to apply skills and knowledge to solve practical problems and may include elements of science, art, craft and food technology. Children are encouraged to explore their familiar surroundings, beginning with home and school and look at the ways in which technology changes our environment, homes, work and lifestyles.
Children will be actively involved in planning and making, using a wide range of materials such as paper, fabrics, wood, cotton reels and construction kits. In addition the children will also be encouraged to discuss how well their design fits the problem and to think about the changes that could have improved their work.
At our school we aim to provide children with daily musical experiences, encouraging them to gain enjoyment and understanding from music. An active participation in listening and performing is encouraged.
Children will explore sounds made by the voice and a range of instruments as well as learning to sing a variety of songs from memory. They will listen to pieces of music and talk about them and they will begin to understand rhythm. Children experience a wide variety of musical genres and music from different cultures and use tuned and untuned instruments to create simple compositions.
We aim to develop children’s creativity and imagination by providing many “hands on” and visual activities that build on children’s own experiences. Children are encouraged to express their thoughts and ideas through using a wide range of media including paint, textiles and clay.
We provide opportunities for children to explore colour mixing, shape, lines, texture and pattern in their own work and that of artists from a variety of periods and cultures. Children will be encouraged to begin to make connections between their own work and that of other artists. They will be able to represent in visual form what they observe, remember and imagine using a wide range of materials and tools.
Physical Education should give children the opportunity to be active and develop physically to their full potential in a fun, safe but exciting way. Gymnastics, games and dance are the main areas covered in P.E. and these activities may take place inside or outside school. Children also benefit from regular sessions of physical activity throughout the day known as ‘Activate to Concentrate’.
Children will use a range of small apparatus such as balls, bats, skipping ropes etc. in games that will help them develop basic game skills. In gymnastics children will begin with simple movements on the floor and progress to using sequences of movements on the larger apparatus and climbing frames.
Children will explore ways of responding to music and percussion in dance.
History is about real people and real events and we aim to give children the opportunity to develop awareness of the past, and of the ways in which it was different from the present. Historical facts are presented in an interesting and lively manner and where possible children visit places of historical interest, particularly where children can have first-hand experience of life at a particular time in history. Artefacts, photographs and people talking about their past are also used to enrich their experience.
Children will be given opportunities to question, sequence, tell the difference between fact and story and discuss feelings of what it would have been like to have lived in other times and cultures. Historical language is developed throughout KS1 as children start to realise how to place events in history and discover the key events and people in the past that shaped life for them today.
In Geography we aim to help children make sense of their immediate surroundings and the wider world including the continents and oceans. We look at our local environment, identifying how buildings are used and the different types of homes used. We begin simple map making and look at geographical features. In Year 2 children compare their locality with that of a locality in another part of the world.
PSHE and Citizenship enables children to develop the knowledge, skills and attitudes they will need throughout their lives. Children experience activities and opportunities which support and promote self -esteem, confidence, independence, respect, empathy and a sense of responsibility