Year 1 and 2 - Key Stage 1
Learning is always surprising and can lead you into areas that you never thought you would be interested in. Being curious is the key to being a good learner – asking questions and seeking out more information. Boldly going where you have never been before. How often does a quick search on Google lead you to a fascinating piece of information than sparks your curiosity and tempts you to delve further.
Teachers use the National Curriculum (revised in 2014) as a basis from which to plan. Units of work, or topics, are planned to engage and challenge children’s learning.
Our curriculum is underpinned by a set of values and key approaches to learning. These form a filter through which the curriculum is planned. They encourage children to think aobut how they treat other people while they are learning, as well as think about the way they learn best. Click on Values in the curriculum menu to find out about our academy values. The powerpoint presentation introduces you to our Learnasaurs.
Different people use different strategies to help them learn to read. Teaching phonics (the breakdown of the sounds used to create words) is one strategy used by the academy to help children decode a text.
As a basis for teaching phonics, we use the ‘Letters and Sounds’ programme of study. Our core reading scheme is called Bug Club which follows Letters and Sounds. Books from Bug Club are available in print and online (accessible via www.activelearnprimary.co.uk). Questions accompany the online book to help teachers assess children’s understanding of the text as well as the decoding of the words. The range of books in Bug Club is extended by using other schemes including Oxford Reading Tree. Children are encouraged to choose from a wider range of reading books and begin to share books in ‘guided reading’ sessions. These sessions focus on how a story is put together – its characters, descriptions, use of language, impact on the reader.
Alongside recognising the sounds letters and combinations of letters make, children are encouraged to practice writing them using the academy’s handwriting style. Many opportunities are given to encourage writing. This develops an enjoyment of writing as well as demonstrating the need to master the skill in order to communicate.
Writing: Our aim is to develop keen and enthusiastic writers who seek to use language for effect on the reader. The technical side of writing is taught alongside opportunities to be creative in the way they write. By the end of year 1, children are expected to have mastered the following core aspects of writing:
forming all capital letters correctly and usually forming lower case letters correctly
composing accurate sentences before writing them; re-reading and correcting their own writing; sequencing sentences to form short narratives
finger spaces between words; capital letters and full stops are mostly accurate; using ‘and’ to extend sentences; beginning to use other punctuation marks.
Children are taught to self-assess these skills using SAM (Self-Assessment Man). During and after the writing process, SAM is used to ensure that children have used capital letters, full stops, phonics for spelling, finger spaces and good letter formation. In year 2 this is extended to reflect the increasing demands of the national curriculum.
In order to ensure high standards in mathematics, the academy has invested in Inspire Maths. This programme is based on leading international research on effective teaching and learning of mathematics. The programme ensures that pupils meet new concepts in practical, concrete contexts before moving on to diagrams and pictures. When this learning is secure, children move on to use abstract representatins such as numerals. The national curriculum for maths expects children to explore concepts in greater depth instead of moving onto the next year group's curriculum. Teachers will use Inspire Maths as a tool to ensure that all children are able to use mathematical concepts in a range of contexts that stretch their ability to solve problems.
Science is at the heart of our curriculum. Children in years 1 and 2 will cover the same topics across the year, extended for pupils in year 2 to ensure they are challenged. Click on the icon to open an overview of the key scientific topics and skills taught across KS1:
Personal, Social and Health Education (PSHE) including Sex Education
At John Locke Academy, we strive to ensure that children's wellbeing is looked after. Our PSHE curriculum 'Jigsaw' reflects the needs for children's mental health to be considered carefully. The broad themes across year 1 and 2 are:
dreams and goals
Sex Education is part of the Jigsaw curriculum.
Each child will be given the chance to shine. Some children will show themselves to be especially adept in a particular area of the curriculum. These children will be given every opportunity to explore these skills and hone them further whether in more academic subjects, in the arts or in sport. Planning for these children helps teachers to challenge and stretch all children.
Parents will be kept up to date with children’s progress through a variety of methods. Informal ‘how was today?’ chats can take place with the teacher and learning support staff in the morning during the ‘soft start’ or at the end of the day. More formal parent/teacher consultation will be organised each term. A progress report will be written for the end of each academic year.
The partnership between parents and teachers is vital. Therefore parents who have any concerns about their child’s progress should talk directly to the teacher at any time to organise a meeting.
Year 2 SAT's meeting information