Could anyone tell me about the "big" difference between Reception any Y1 please?

[wanttomakeadifference]

I've heard this "big" difference between YR and Y1 mentioned a few times- by parents and teachers.

I'm assuming this relates to more structured learning and less learning through play? Is this the case?

DD starts Y1 next week, and I would like to understand a little more about how things might change. Asking him about it is unlikely to help, he loves school but insists that he did "nothing" every day .

It really depends on the school. They are working to a different curriculum, as Reception follows the Early Years Foundation stage, Year 1 is the start of Keystage 1. I would go with the flow and ask teachers if you have any concerns. Good school aim to make the change pretty seamless.

I didn't notice any major changes from reception to year 1 for either DS or DD and in two different schools. Slightly less free play but both schools managed it well and there was a gradual change.

IME there was a bigger difference between Y2 and Y3. They are classed as juniors and given a lot more responsibility. My DD didn't cope well with this.

Ours found it quite tiring for the first term - expected to concentrate on things a lot more - less "planning" play time, more work.

One thing they both found quite hard to deal with was gradual move to being put on tables according to ability for whatever tasks were being done rather than sitting with a friend. You my want to prime her..

Also, they were suddenly expected to follow procedures for things like changing their reading book - I had one DD who was away with the faeries and if I did not remind her as she walked in the door to school she never got her head around putting the old book and reading record in the box - you may need to ask the procedure - they didn't tell parents, just the kids....

my DS1 was NOT looking forward to it - and still misses only be able to choose what he can do in golden time - however the school managed it fine - it was quite gradual over the first term - and actually he has progressed hugly

Much much more time sat at tables working as opposed to discovering I found. Less tolerance of those who could not sit quietly.

I was surprised at the big difference, but then at our old school, they had spent the whole of Reception running riot playing.

When they came to Year 1, they had set places to sit, no more sitting on the carpet and moving to different areas (i.e. construction, numbers, books, art etc.)

They had more structure to the day with set times for literacy, maths etc.

Generally it was more like 'proper' school, than a playgroup environment. I know some schools also start to do homework, or bringing home spellings, although our school didn't.

Guess it must depend on the school, but more structure, more obvious ability groups for literacy and maths, less free play. Bit of homework, spellings tests etc.

My eldest found the transition painless, so we'll see how DS2 gets on as he's more into the outdoor play.

Yr1: more sitting at desks completing specific tasks.
More obvious ability groups, homework beyond reading book.

DD's was very different. She was shattered the first few weeks unlike reception.

The teacher started as she meant to go on think some schools do a more gentle transition. No toys except friday pm - daughter told me the boys kept asking to play at first and the toys were locked in the cupboard.

Weekly spelling tests and written homework. Sitting in twos at desks. maths and phonics taught in abilty groups.

It did suit DD but I know some of the children struggled to adjust.

Our school also has a big shift. Much more "academic ", less focus on crowd control, colouring in nicely and sitting still, much more on reading, Maths, writing etc. The girly girls who played so nicely and didn't talk too much in reception start to fade from pole position and start to whine a bit, but all settles down by half term. Both my boys loved year one and really blossomed.

Dd3 is going to be in a mixed reception/year one class so I'm hoping things won't change too much for her. She isn't ready to cope with too much formality. Struggled enough with that in Reception.

I think its more about 'getting down to business' WRT learning in a structured way. My DD didn't notice the difference though.

In our school it seemed to be the year they identified any problems such as eyesight issues, speech therapy requirements etc. I don't have any experience of this, but a few other parents told me the school were advised on these matters so this is just me putting two and two together, so I may well be wrong.

Sorry that didn't make sense - I meant 'the school were advising'.

Think it just means more 'work' and less play.

Our school already started shifting after Easter. More structured lesson time, more and more reduction in free play.

DD was exhausted so we will see how it will be in September.

The school also advised that the TA will only be there in the morning, a weekly math homework sheet has to be done, more structured general homework where the child is required to write more and more herself.

The 10 (?) subjects in the curriculum are now in focus and incorporated into the daily lessons.

Being more independent all round otherwise just building on what they did in reception. It's considered "best practice" for at least the first half term of Y1 to be very similar to reception

Ds's (7) school did the "now you see it, now you don't"! unfortunatly he struggled with the whole thing (funnily enough...still does ) the school decided he had a problem with structure ...personally I think he learns better seeing and touching (like most kids do) rather than sitting staring at someone drone on forever but heyhoo what would I know??? I'm just his mother , think they just want too much too soon these days.

I wouldn't expect 7 year olds to be sitting staring at someone drone one ... most schools have a very hands on approach with lots of practical activities

mrz where are you based I want to send my ds to your school! :)

Ds had an IEP which stated that he was to help in class eg handing out books etc but he was not allowed to do this because he was not allowed to leave his seat during lesson time, and if that was not enough if they do not produce enough work during lesson they have to stay in at break/lunchtime....but if you struggle to digest the verbal information during class what are the chances of completing the same work on your own during break? they let my boy sit and stare at two lines of work for 2 WHOLE DAYS to force him to complete it! At home we work on a "if you don't do - you don't get" approach so for him to do this there was something else causing problems and I really believe it was down to the high school teaching approach.

Cloudy sorry but your experience doesn't cover my experience of modern Secondary classrooms never mind Primary. Learning should be, and in my experience is "interactive" which involves lots of speaking and movement, and relatively little sitting and listening.

Much more structured learning rather than learning through play.

Siting down at tables to do maths, writing, reading activities for set times each day.

Much more focus on getting children to do things independently. At a simple level children have to take letters, money etc out of their book bags and give them to the teacher or the school office, whereas in reception the TA would go through bags and do that for them. Going to the loo at break times rather than all day long as and when they feel like it.

I'm a Y2 teacher (from Sept) but taught Y1 for 4 years. This is what it was like at our school, but every school different.

Autumn - 1st half term, EXACTLY like reception. 2nd half term, we introduce an independent group as well as continue with one group adult led and 3 groups playing.

Spring - We introduce a third independent group with 2 groups playing.

Summer - 4 groups sit and do tasks with 1 group playing. So in effect, we have every child having 'learning through play' activities once in Literacy, Numeracy and the afternoon.

The afternoons are still very much 'learning through play' because once they have finished their set activity after teacher input, they go into 'Areas of Provision'.

Our Y2 only has 30 minutes 'free play' at the end of the day. We're introducing more play this year as we now have outdoor access and we're going to focus on building that up. But come Summer, there won't be any play except on a Friday afternoon so transition to Y3 (no play) is gradual.

No gradual transition at dd's school. She was incredibly tired all over again, for the first term and a half which manifested in my lovely even-tempered girl turning into a tantruming monster (slight exageration).

Looking back a big difference was much less info from the class teacher. A lot of telling the children stuff and expecting them to pass it on. I think often the teacher only expected some to remember and that was fine, but it caused a lot of texting between the mums!

A lovely teacher tho' and dd really enjoyed it - even the spellings/homework.