The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. As their decoding skills become increasingly secure, teaching should be directed more towards developing their vocabulary and the breadth and depth of their reading, making sure that they become independent, fluent and enthusiastic readers who read widely and frequently. Finally, they should be able to form individual letters correctly, establishing good handwriting habits from the beginning. Spell words containing each of the 40+ phonemes already taught

Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. develop an appreciation and love of reading, and read increasingly challenging material independently through: reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors, including high-quality works from English literature, both pre-1914 and contemporary, including prose, poetry and drama; Shakespeare (2 plays) and seminal world literature, choosing and reading books independently for challenge, interest and enjoyment, rereading books encountered earlier to increase familiarity with them and provide a basis for making comparisons. We use this information to make the website work as well as possible and improve government services. Author: Created by PaigeFahy. Purpose of study . Pupils should continue to have opportunities to write for a range of real purposes and audiences as part of their work across the curriculum. Pupils move from using and comparing different types of quantities and measures using non-standard units, including discrete (for example, counting) and continuous (for example, liquid) measurement, to using manageable common standard units. A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. In using non-fiction, pupils should know what information they need to look for before they begin and be clear about the task. This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. compare, describe and solve practical problems for: lengths and heights [for example, long/short, longer/shorter, tall/short, double/half], mass/weight [for example, heavy/light, heavier than, lighter than], capacity and volume [for example, full/empty, more than, less than, half, half full, quarter], time [for example, quicker, slower, earlier, later]. This is why phonics should be emphasised in the early teaching of reading to beginners (ie unskilled readers) when they start school. Pupils should be shown how to segment spoken words into individual phonemes and then how to represent the phonemes by the appropriate grapheme(s). This is because they need to encode the sounds they hear in words (spelling skills), develop the physical skill needed for handwriting, and learn how to organise their ideas in writing. They should demonstrate understanding of figurative language, distinguish shades of meaning among related words and use age-appropriate, academic vocabulary.

solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 =    – 9. solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. As soon as they can read words comprising the year 1 GPCs accurately and speedily, they should move on to the year 2 programme of study for word reading. When teachers are reading with or to pupils, attention should be paid to new vocabulary – both a word’s meaning(s) and its correct pronunciation. The exception words taught will vary slightly, depending on the phonics programme being used. Contents Pupils should be encouraged to apply their knowledge of suffixes from their word reading to their spelling. We use cookies to collect information about how you use GOV.UK. They should be able to read silently, with good understanding, inferring the meanings of unfamiliar words, and then discuss what they have read. The meaning of some new words should be introduced to pupils before they start to read on their own, so that these unknown words do not hold up their comprehension. Pupils should begin to use some of the distinctive features of Standard English in their writing. The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading: It is essential that teaching develops pupils’ competence in these 2 dimensions. They should be taught to write formal and academic essays as well as writing imaginatively. Working Scientifically. Pupils should be shown how to compare characters, settings, themes and other aspects of what they read.

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