How structured is Yr 1 at your children's school, and what do you think of it?

[emkana]

At my children's school they are very keen to make the transition from Reception to Year 1 a very gradual one, and to still offer lots of child-led activities and play-based learning. One of the reasons I love the school! What is it like at your children's school, and what do you think of it?

marking my place

So now we can both sit back and wait for answers

I wish my son's school was more like yours. They say there is a transition but going into Y1 was a big shock to him and his first negative experience of school; he loved every minute of Rec. He has got used to it now but it took half a term. Y1 at his school isn't set up with the play opportunities that the Rec have; outdoor classroom, play resources etc unfortunately.

emkana - DC's school is like yours and I am very thankful for it! I don't think she would be able to cope yet with the pressure of formal lessons and homework. Our school follows a creative curriculum and she bounces out of school each day fizzing with excitement and very motivated to learn.

I suppose thinking about it my DD's school is more formal in YR1, although they obviously have a mixed resource area with a shop, painting, library etc. But TBH I have 2 academic girls who were more than ready for the challenge of yr1, and DD2 (A high achiever in schools words, not mine) seemed to thrive in a structured environment with setting for numeracy and literacy. But then this model would not suit everyone.

The way ours was explained to us was that each half term there would be a step up towards formal learning, which is a good idea for most, so a good model in my opinion.

My DD1 is academic too and is getting more enthusiastic about school as the formal learning is stepped up, but I know my DS1 will be devastated as he is August born and still loves playing all day!

My DD is in the first year of French primary. It is hyper structured, and has been since day 1. She is so much happier now than she was last year in the wishy-washy "child led" nursery!

I think ours has been a gradual transition too but no-one really tells us much.
Ds seems to be having tons of fun still but he is a bit of a girly swot so even if it is a bit more formal that would appeal to him.

To me badly done child-led activities (and I'm afraid I think in many schools this is done badly) simply mean kids running round in chaos and so I'm quite glad there's a bit more structure as it suits ds better. Teacher-led activities don't have to be boring and formal - they can be playful too.

My dd is in her first year of Italian primary, which is probably very similar to the French one, and is very structured.
Dd, despite being very keen and quite "mature" for her age, spent the first month of school crying, missing the fluffy environment of her super lovely nursery school.

They have distinct lessons, ie maths, writing, music etc. Finally! Classes that suit ds rather than loads of free time.

It has been good for him, he loves it and responds well. Naturally other children are drawn to him as he is better at it than play stuff. The teacher is excellent too. Glad reception is over!

Marsha, I agree! Glad it's not just me!

My dd is in Year 1 of Belgian primary - and like Bonsoir and Franca above - it is very structured. There is a time table, punctuality is uber important. They sit at desks facing the blackboard. They have homework 3 nights per week.

Dd loves it! Even the homework (long may this continue). I do think that the Maternelle system here works well. They spend 3 years learning through play whilst they get used to the school environment. And as they are a bit older when "formal" education starts, they have evened out a little in terms of maturity and are READY to learn.

We are just past half term, and dd has gone from zilch to creating sentences in the most immaculate joined up writing. My sister, whose youngest is 6 months older and in the UK, was astounded.

Portofino - I am constantly amazed by my DD's lovely cursive handwriting! And rather . No-one taught me how to do that!

Yes, I'm a great fan of the Maternelle system, and I have to say that we were really lucky with dd's nursery school (ds completely missed the experience, as we were still in the uk when he was at maternelle age).

Having said that, I really wish Italian primaries could be a bit more like to the English ones, allowing more time for creativity and group work.

Ds sits around tables with 4 or 5 others, so not facing the front. But does have homework every night. (bit of writing and a book)

lovecheese

Op, mine's like yours and a gradual transition. I am very very glad of it. And it is a school were child centred play is done well.

In our English state primary, year 1 is a lot more structured than Reception and my dd loves it. She prefers directed activities to free play and is far happier now than she ever was in reception. I appreciate that this doesn't work for every child, but personally I'm very pleased with how everything is going. (She doesn't get any homework apart from reading books - which again I feel is fine.)

Ours does not have a smooth transition. Straight from play-based, to structure. DS1 (9) hated it at the time and still hates that whole 'work' part of school.

However, DS2 (5) could not really handle too much of the 'play-based' thing in Reception, but is thriving in YR1's structure.

My DS's Y1 class is mixed Y1/2 and seems fairly structured - I just seem to find out gradually as nobody tells me much of what is going on.

They have a 1 hour literacy and numeracy/maths? lesson each day. They have 1/2 hour free play where they can choose an area to go and do what they like. That is all I know really.

DS liked reception but, despite him being very sociable, I feel he struggles socially in large groups and tries to cling to one person what is not always going down too well with the other child. The structure in Y1 seems to suit him better, working with a group of children and doing projects etc.

Also, I have to say that DS is not very mature and would ideally prefer to just play with 1 or 2 children. So the sturcture of his Y1/2 class is not ideal for him but he finds it easier to cope socially.

Bonsoir, Franca, Portofino - how old are your DC in the first year of school?

My DD is only in preschool but I'll be asking how the transition is handled when I look round the schools soon. I hope it's gradual :)

dds' school much the same as yours, emkana. It is a jump from Reception to Y1, but they still get lots of active play including outdoor area, and don't have named desk places until Y2.

They started homework in Y1, but it was pretty much up to individuals how much, if any, they did - and introduced very gradually. Most of them, given that they didn't HAVE to do it, chose to do it anyway.

I feel good about all of it

Recep was VERY unstructured in ds's case and his whole class were well ready to move on. Year 1 was still very 'English' - parts of the day were very structured but there were still some much freer parts of the day, aided by the teacher having effectively 2 rooms to play with (no doors between them though) so there was always a lower-stress area for those who were struggling. It worked really well and was an absolute diamond year 1. DS only complained of being 'bored' (which in his case meant challenged IMO) in the spring term, so i think they stepped up the structure gradually.

Gabid, children start primary school in the year they turn 6 here (Italy), I think it is similar n France and Belgium. Children can start nursery school the year they turn 3. It is not compulsory, but the majority of children will go, at least in the big cities.

Yes, in Germany they start at 6, they mainly sit on desks and seem to be much more ready for formal learning. They learn to read and write quickly and correctly. I am speaking of my own and some friend's DS's school experience - is that yours too?