Year 1 Parents Evening

[oldbeforetime]

Tomorrow I have my ds parents evening.

I always feel that I do not benefit from these occassions, because I never really understand what they are telling me means.

I would like to know 3 levels for the following:

The 3 levels I would like are:

1. assistance required,
   
2. bang on average,
   
3. wow what a clever boy I have
   
   Then I accept that everything else falls in between these levels.
   
   Reading level - his books are pink - whatever that means, but I understand there is other aspects to reading/literacy not just colour of book.
   
   Numeracy - how is this measured for year 1.
   
   PSHE - I think social aspect is as, if not more so, important that academic ability at this age, but is it something that is 'measured'?
   
   Anything else that I need to know?
   
   TIA

[oldbeforetime]

Okay now even more confused I've looked up pink reading level, and that appears to be the first stage.

The school obviously use colours differently to government recommendation - his books tonight are an ORT stage 9 and a I Can Read book that doesn't appear to have a level.

No wonder I always feel I've got no idea of how things are going good/bad/indifferent when talking to the school.

[CharlieBoo]

ok snap...am watching and waiting for your replies...my ds is in year 1 also and I always come away from these things thinking I didn't get enough out of it...

Hope you get some replies...

[TmiEdward]

Reading level schemes vary greatly between schools. It is often based on what stickers were to hand when the books were labelled!

I'm a Yr1 teacher and would be quite happy if you presented your list of questions to me at parents evening, and we could talk through it together. Actually, I would prefer it if you gave me your questions beforehand, but I know not all my colleagues would agree!

Ok, levels...
By the end of Yr1, children would be expected to be working at 1b. 1a, 2c, 2b, 2a are all above average (2b being expected by end of yr 2). W means Working toward level 1. If your child is graded with P scales, it means they are not yet Working toward level 1. Clear as mud?!
IMO, 5&6yo's vary so much. Yr1 is a real transition year. A lot of yr 1 are still in Reception play mode, and lots of their learning is done in a play-led way. Don't panic if there is little work in his books, he is learning by doing practical activities.

[oldbeforetime]

TMIE thanks for that - please may I have you as my teacher, I will happily always send emails before meeting with this is what I want to know in my 5 minute slot.

Are children given a generic level - i.e they are a 1b? Or are they given many grades? i.e. Maths W, English 1b, ??? 1c.

So yr1 isn't cranked up working. That's interesting - I had thought it was, would of been a shock to see little evidence of work. But now I won't have concern over that.

[TmiEdward]

Year 1 is a progression from Reception. Still lots of play, learning through play, experiencing the world they live in.
From about now onwards, things may step up a little. They will be expected to sit and work for longer etc but that does depend on the cohort.
My class is very boy-heavy, and they are not quite as ready to learn as some other classes I have taught. Now is the time to help them learn how to learn IYKWIM!

Re levels: By the end of Yr 2, your child will be given a level (part of the Statutory Assessment) for Speaking & Listening, Reading (inc Comprehension), Writing (inc handwriting and spelling), Numeracy and Science.
Some schools level children under these headings at Yr1, some don't.

I think what you need to ask is "What can I expect my child to acheieve in the next few months, and how can I support him?"

[mrz]

TmiEdward I have never known a school band books by your method. Most publishers use the same book banding/colour system and there are published lists for older books available. I know many teachers who have toiled over lists getting the coloured stickers correct.

[TmiEdward]

I knew you'd end up posting on here soon enough mrz.

We have a variety of reading schemes in our school, all different levels etc. The books were last levelled about 10 years ago (before my time) and are yet to be regraded. All the new books that have come into school in that time have been stickered. We don't have the money to have one big reading scheme so make do with a variety of books.
So anyway, my point is you may never have known a school band like this, but obviously some do.

[mrz]

We have lots of different schemes TmiEdwards (allows children to have breadth of reading) but I'm sure the person who levelled yours before your time didn't stick random colours on the books just because they were at hand even though you believe so.

[TmiEdward]

I didn't say they stuck random colours on, I said they used what stickers were to hand.

What is labelled as a pink book in my school may well be classed as orange in yours. My point to the OP was that it was no good me saying that "my YR1's read books pink to green but don't generally read black books until YR2". The coloured stickers are arbitrary, especially if a school doesn't follow one particular scheme.

[LauraSmurf]

Hi!

As a teacher preparing for parent's evening next week i ca offer a little help.

First things first be totally up front with the teacher. Walk in and say " I want a completely honest answer about how x is doing. If there is a problem i want to know now not in 3 years time!" or something slightly less blunt! I would particularly advise this for a young teacher. We are often quite scared of parents and their responses!!

Secondly after recepetion their is a level grading system. Starts with 1c and continues upwards.
2a
2b
2c
1a
1b
1c

The 'holy grail' at the end of year six is level 5. It is however worth remembering that level 5 is actually an 'expected' level for year 7.

A child is 'expected' to make 3 steps progress in 2 years. However most school work on 2 points progress a year (leaves a little wiggle room as no child ever does anything expected!!)

When i say expected i mean by the government. It is their entitlement or right as a 'normal' child to have reached this level by this stage! (BTW i have yet to meet a 'normal' child who ever does anything 'expected')

Sadly this does not take into account things like family situations (grief, moving, new child) all of which can slow or change a child's learning, but of course these happen as we live in the real world. It also does not take into account school situations (teacher off ill, maternity leaves, school plays etc)

Here is a little crib sheet i hope will help.
A 'normal'child should have:
Year 2: 2b
Year 4: 3b
Year 6: 4b
I have only included every other year as they may make 1 or 2 or even 3 levels inbetween, but the end of year 2, 4 and 6 are the only solid ones which we extrapolate the others from.

I really hope this helps and feel free to pm me of post more questions. This helps me to know what to tell parents!!

[mrz]

What is labelled as a pink book in my school may well be classed as orange in yours.

which is my interpretation of random colours as they don't follow the established book banding system which isn't linked to any particular scheme.