Primary 1 Curriculum Evening

1. Primary 1 Curriculum Evening 8th September 2015

2. Welcome! • The school day • The Learning and Teaching Team • Curriculum for Excellence • A Growth Mindset • Literacy and English • Mathematics and Numeracy • Cooperative Learning

3. School Clothes Please make sure that all school uniform, outdoor jackets and coats, PE kits and shoes are named.

4. The start of the school day Absence • Please let the school know before the start of the school day • Unknown absences Lining up • Standing back

5. Break Break is from 10.15 – 10.30 Children receive free fruit on a Tuesday, Wednesday and Thursday

6. Lunchtime Lunch is from 11.45 – 12.30

7. Hometime • Please let the office know in plenty of time if someone else is picking up your child • Give us time!

8. Our Learning Team P1A – Mrs Ellis, Mrs Baillie, P1B – Miss Hamilton and Mrs Hardie, Miss Dodds P1C – Miss Coleman, Mrs Thomson P1D – Miss Bremner, Mrs Johnston P1E – Mrs Hardie and Mrs Duke, Miss Dodds Mrs Mason-White Head teacher – Mrs Wilson Depute Head Teachers – Ms MacKenzie and Mrs Blair Support for Learning – Mrs McCaig Parents, carers and families are by far the most important influences in a child's life. Their support can play a vital role at all stages of education.

9. COME AND JOIN US! You are invited to come in to school and see what your child is learning throughout the session: P1 Curriculum Meeting Parent/Carer/Teacher Consultations Christmas Celebration Class Assemblies Sports Day and many, many more…

10. CURRICULUM FOR EXCELLENCE The purpose of the curriculum The curriculum aims to help every learner develop knowledge, skills and attributes for learning, life and work, which are encapsulated in the four capacities. Successful Learner Responsible Citizens Confident Individual Effective Contributors

11. CURRICULUM LEVELS • Early – Pre-school and P1 • First – To the end of P4, but earlier for some pupils • Second – To the end of P7, but earlier for some pupils Consolidating Secure Developing

12. Curricular Areas • Expressive arts • Health and wellbeing • Literacy and English • Mathematics and Numeracy • Religious and moral education • Sciences • Social studies • Technologies

13. School priorities 2015 - 2016 • Reporting will be on on-going partnership between school and home where learning is shared, targets known and achievement celebrated • Planning will allow each child to have their needs met through relevant and purposeful lessons by teachers who are confident in their knowledge of pedagogy and understanding of the links with assessment and reporting

14. School priorities 2015 - 2016 • Our pupils will enjoy a progressive, planned curriculum that offers flexibility and uses the best resources to deliver opportunities to be successful in their learning and prepared for their future. Attainment will be raised across all areas of the curriculum.

15. A Growth Mindset

16. Literacy and English Literacy is fundamental to all areas of learning, as it unlocks access to the wider curriculum and increases opportunities for the individual in all aspects of life. The principles and practice document is essential reading for teachers as they start working with the experiences and outcomes for literacy and English.

17. This evening… • Opportunity to find out about the Read Write Inc Programme and handwriting • Opportunity to browse resources

18. Why Read Write Inc? • Enables children to clearly make the links between Reading, Writing and Spelling in line with Curriculum for Excellence Competence and confidence in literacy, including competence in grammar, spelling and the spoken word, are essential for progress in all areas of the curriculum. Because of this, all teachers have responsibility for promoting language and literacy development. Every teacher in each area of the curriculum needs to find opportunities to encourage young people to explain their thinking, debate their ideas and read and write at a level which will help them to develop their language skills further. Building the Curriculum 1

19. Children who read at home do well at school • Read fluently • Write confidently • Speak articulately

20. What does it look like for my child in P1? • Currently 4 x 1hr sessions a week for main Read Write Inc Programme • Initially taught in own P1 class till October then the children are assess and put into ability groups. Each P1 teacher takes a group. • Sessions follow a set format • All sessions involve revision of sounds, spelling activities, handwriting, vocabulary discussions

21. Why Read Write Inc? • A complete literacy programme - systematic and structured. • Meets the demands of Curriculum for Excellence, giving your children the best chance of success • Taught in ability groups - no child is left behind. • Storybooks align with the sounds learnt in class.

25. You can have fun with Fred Talk! “What a tidy r-oo-m!” “Where’s your c-oa-t?” “Time for b-e-d!”

26. How to help your child at home… • Read favourite stories over and over again • Read some stories at a higher level than they can read themselves. • Practise sound sheets regularly. Listen to them reading their take home Phonics storybooks as well as exercises at beginning and end of books.

27. Handwriting in P1 What is our approach?

28. We start with fine motor skills..... The children need to develop their fine motor skills to be able to write. They need to develop the muscles in their hands for control and to be able to write for longer. These skills begin at home then nursery then into P1.

29. Examples of fine motor skills Scissor control, threading beads, playdough, using big paper and big pens, buckets of water and brushes, weaving, pipe cleaners through holes, finger painting, sand tray drawing, shaving foam,lego, sorting using fingers or tweezers. It's all about fun!

30. At Windygoul we use Cursive Script. Cursive, also known as longhand, script, joined-up writing, joint writing, running writing, or handwriting is any style of writing in which the symbols are written in a conjoined and/or flowing manner, generally for the purpose of making writing faster. It's good for our minds! Research shows cursive is good for children's fine motor skills. It helps children write quicker so children can retain more information and generate more ideas. Studies show that children who use cursive script score higher in spelling and reading tests as they see whole words instead of parts.

31. Windygoul's Script

32. How do we teach Cursive writing in Primary 1? Patterns Letters Words Reinforced in all lessons

33. How can I support my child at home? • Practice writing their name at home • Practise RWI homework sheets • Writing at home using script- we always start on the line….woosh!

34. Primary 7 child will: • Help their buddy stay focussed on the task. • Help them blend sounds. • Question them to make sure they understand.

35. Learning intentions: • I can read my shared reading book to my buddy and change it. • I can learn my sounds with my buddy. • I can tell my buddy what I am doing at the weekend!

36. Getting a child to write is an exciting process Use drawing as a catalyst as it’s familiar! Children can tell you a story by drawing first! Through drawing children learning the craft of writing child thinks, talks about drawing teacher scribes their story

37. How often: Writing with RWI every day. Story writing each week using interdisciplinary and different genres: Term 1 : Personal and imaginative writing Term 2: Posters, Instructions and Letter writing Term 3: Poetry Term 4: Report writing

38. Numeracy and Maths • Mathematics is important in our everyday life. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions. • The principles and practice document is essential reading for teachers as they start working with the experiences and outcomes for mathematics.

39. Forward and Backward Number Sequences Counting visible items Number Counts Finger Patterns Numerals to 10 Domino and Random Patterns Movements and clapping

40. 13 21 Numbers Before and Numbers After 12 18 20 15 16 17 16 20 18 15 19 17 Sequencing Numerals Can you put these numbers in the correct order, starting with the smallest?

41. Emergent Counting – Ascribing Numerosity to Patterns and Random Arrays • Flash domino patterns and random arrays – Tell me how many dots you see • As above – Make a pattern in the air to show the number of dots • As above – Clap your hands to show the number of dots An important goal is for children to develop strong ability to visualise patterns as this develops their ability to manipulate the numbers later

42. Finger patterns • Bunny Ears – to visualise numbers • Doubles – importance? • Example • What is 5+4? • 5 + 5 - 1 • 4 + 4 + 1 • 6 + 4 - 1

43. How can you help? • Count objects at home and listen carefully to their counting • Number Before and Number After • Encourage your child to count forwards and backwards..1s, 2s, 3s etc. • Play finger patterns • Dominoes and Dice • Talk about numbers and ask children how they worked it out • Look for numbers all around you…doors, buses, clocks!

44. Maths • Overview of Primary 1: • Time • Shape • Money • Symmetry • Pattern • Information Handling • Measure • Position and movement

45. Real life context • Time – looking at seasons • Money – shops and shopping, Number Counts • Symmetry – Art & Nature • Movement – Toys & Technology • Information Handling – surveys in class and around the school, presenting information.

46. Cooperative Learning What children can do together today, they can do alone tomorrow. Lev Vygotsky

47. What is Cooperative Learning? • Co-operative learning is a successful teaching strategy in which small teams, use a variety of learning activities to improve their understanding of a subject. • The ultimate success of co-operative learning is based on an important principle : Students must be taught how to participate in a group situation.

48. Why do we use this method? Research shows that children have: • Increased academic attainment • Improved social skills and social interaction • Developed oral communication skills • More active and involved learning experiences • Increased self- esteem

49. What does it look like in P1? • Used to teach new concepts or consolidate prior learning. • Mainly based around lots of pair work in P1. • Later on in the year, if or when the children are ready, they will be put into ‘home teams’ – usually consisting of 4 children. • Therefore, you may hear your child talking about several different partners… • Face Partners • Tray Partners • Shoulder/Elbow Partners • Talking Partners • RWI (read write inc)Partners

50. How will it benefit your child? • Helps them to feel a member of their class – class building is so important in P1 especially. • Allows them to get to know children that they may not usually mix with. • Helps to build their confidence and self esteem. • Allows them to gain trust in each other and not be afraid to speak out – they are more willing to talk freely both in cooperative learning lessons and out with. • Social Skills are explicitly taught and developed – such as ‘turn taking’ and ‘listening to others’.