How are children extended in year 1?

[MinPinPuzzz]

Exactly that really, what are the typical methods and means of differentiating/ extending work for the more able students? The range of attainment must be so massive for such small children starting their more formal education.

The school said at a presentation for the parents that the children will be sat at tables by ability, is this a little strange for year 1?

Asking on mumsnet because I’d rather not ask the school and just observe what they do. But, curiousity has got the better of me.

I understand it will be different with every school and teacher, I’m just nosy about how these things work .

It's completely normal to group children by ability for various activities or curriculum areas. One would hope that these groups are fluid though, depending on the activity.

In my experience they change tables for English and maths, and very able children sometimes do lessons with the next year group up.

For everything else they sit on their home tables.

At my DS’ school they are sat by ability. They also have different homework and spellings. They move through the reading scheme at their own pace, which is a coloured level scheme for us. Their reading books will be expected to be read every night, but will be based on their ability and are extended well by that

Mine were definitely put on tables for ability and were aware of it (DS came home saying he was on pentagons because he was really good at maths). They also got extension spellings. Obviously for reading they all just read an appropriate level book - some will be free reading, some still on level 1-3.

At my DC's school they are also put on different tables based on ability. The school is very cagey about this though, and won't tell parents that they do this, or which table their DC is on.

Our school has streamed groups for KS1 - so years 1 and 2 together - for English and maths. Students work in an appropriate group and these are fluid throughout the year depending on progress.

In terms of extension, the emphasis is on breadth/depth not higher skills, so using word problems, real world problems in maths etc, or applying skills to other curriculum areas eg writing in history

Thank you, all very interesting and helpful.

I'm a Year 1 teacher and don't have any ability groups or indeed group tables (although I may push tables together for art or other activities that require sharing resources.
You will find there is a huge jump in expectations between reception and Key Stage 1 and it's a fairly simple matter to provide individual challenges.

My DS is so nervous about year 1, bless him. He is very concerned with the rules and behaviour policy. He also keeps telling me that they will be doing proper work.

Thank you for all of the insights, it’s helpful to be able to visualise how it may work. (My DD is starting reception next week but I feel like a dab hand at that now and she is the sort of child who isn’t phased.)

My DS, however, is a nervous wreck. I’m actually not particularly fussed if he is extended, my fear was that he would feel pressure from ability tables and differentiated work. Hopefully the children won’t notice. His reception teacher was lovely and left him to play but kept discussing his “potential”. His EYFS report was exceeding in every element, I honestly don’t see it! His anxiety does not display itself at all in school, he just behaves impeccably.

That kind of started as a reply to Norestformrz as I like the sound of your classroom and developed into an essay, sharing all the things I can’t tell anyone in real life. Apologies!

I differentiate by outcome in Literacy. All children do the same task- but they'd have their own success criteria. I would never dream of giving a 'fill in the gaps' activity to a child.

This would look like a child who is still developing writing ' I went to the shops' and a more able writer writing 'First, I went to the shiny new shops to buy some yummy chocolate'. The developing child would then be encouraged to add adjectives as part of their next steps.

With Maths I teach for mastery and we all solve the same problems but with different resources. Sometimes the number work is different, in that some children won't be able to bridge 10 or work with larger numbers- so activity sheets will reflect that. As a result of this, I do use ability tables. This means support can be targeted easily and helps with classroom set up. All children have equal access to the challenge box when they are done.

Mixed ability work is common though and tables are fluid. If I thought a 'middle ability' child was ready for extension as a result of my questioning- then I would give them the 'higher' set of questions and vice versa, if a usually bright-at-everything child found some concepts difficult.

It would take me an extra 30 minutes each lesson that I don't have to wander round and place different activities and resources individual to each child's seat. But there is so much benefit too- teachers can cluster the students by similar goals. One of my 'ability' tables is due to 'handwriting'. This means I can place myself or a TA there to praise and encourage legible writing... or lots of play dough for the session starter for them to do fine motor skill practice.

Schools are 'cagey' about it because I have had absolute hours of my time wasted by parents demanding to know why their child is on Blue table when they should be on Orange.

In my opinion- ability tables are the best way to differentiate, as long as it is complimented by lots of mixed ability work and the groups are fluid and changed often.

Some schools do chilli challenges where children self differentiate ('mild, medium, spicy') and I'd be wary of any schools that do that. It looks all 'promoting independence' but the brighter children end up choosing work that doesn't push them and those who need support can be attracted to 'big numbers'. Requires a lot of running around from the teacher to be done properly, which stops it being self differentiation - if they notice the correct work isn't being done...

@MinPinPuzzz I'd be questioning why he is stressed out by doing 'proper work' I am not Year 1 this year but I have been for 3 years. I always used to go into the reception class and tell them about our special tables and our marvellous maths challenges and the special stories they would write.

Year 1 is a lovely year. He will be exhausted for the first term and it will be a shock to the system...but it will get better.

I think it's the fear of the unknown. I had one boy last year who was very stressed about the move despite transition visits and class swaps. He was one of the most confident when doing familiar things yet anxious with each new thing despite being more than able. Just reassure him.

our school have tables with different abilities. It seems to work well.

The whole class will have the same "lesson" eg adding. The lower ability will have a TA sat with them and will have like bricks to help visualise the counting. The next table would have bricks but would have to work independently with the resources. higher abilities may have to count in their head or use column addition/etc.

It is likely that they will sit at tables according to ability in some lessons but in others they will be in their usual places or on the carpet with whiteboards. I wouldn't say anything to your son about it in case it causes more anxiety though. Hope he has a good year.

sailor Venus it's interesting to hear from you why school's are cagey. I've had mine outright deny having tables by ability, perhaps it is a school policy. My DD is on the highest ability tables so it's unlikely they would have thought I would have argued for her to go on a different table

Sailorvenus - Thank you for your detailed reply, it is very informative and interesting. You clearly think very carefully about your work and your students are fortunate to have you. It is reassuring to read how thoughtfully and gently you approach individual learning.

Norestformrz - I entirely agree that his issue is anxiety. He thinks very deeply. My concern (sparked by his) was surrounding how the ability tables and more formal learning may impact him.

Scabbyhorse, I agree and would never mention this structure to him.

Thank you all, the insights into different parent and teacher perspectives have been very helpful.

I’m sure he will be fine as soon as he understands the new routine and the new teachers. It’s just a case of getting him in on the first day!

Norestformrz - reading that back it sounds a little dismissive and confrontational, I meant it to sound in agreement. I enjoyed your anecdote which most likely mirrors my DS. Thank you for your replies.

To be honest, my children learnt a lot in YR and did reading, spelling, writing, maths, and lots more. They didn’t play much. They weren’t tired either. They followed school rules and good behaviour was expected and delivered by nearly every child - in YR. There was therefore not much difference between YR and Y1. Just a natural progression. As he is exceeding what is required, try and reassure him that there won’t be a massive difference and it will be exciting. The rules have not changed. YR isn’t normally exempt. If he behaves well then carry on behaving well. He knows what that means because he’s been doing it. I’m sure he will have a great year.

Suggest the teacher wants him to show what he can do. Who he sits with isn’t particularly relevant and some schools do mix high achieving with not so high achieving. They don’t necessarily put all the highest achievers on the “top” table. I hope he will just accept his table, changes to the table and is happy to work with a variety of children.

Obviously every school differs,but they won't get in the thick of it in the first day,sometimes not even in the first week. Their english work might be writing something about themselves,what they look forward to into y1 etc. Tables might be set based on previous years ,but they are fluid. You can move up or down. You can be in one group for english and one for maths. You can even be on a different group for a specific lesson of you're really good at it or really struggling.

Work is technically the same,the differentiation is the quantity and quality of work. So retell a story for example ..it can vary from just a few basic sentences,to writing paragraphs,using adjectives,conjunctions,adverbs etc. To going further in the year and making their own story based on one made in class. So they get to change settings,characters etc.
In maths they learn the same thing but different tables will have trickier/easier questions. Again this can be fluid as well as someone can start on the easier ones if they're not confident,or the lower ability group can work their way through them all if they are confident in that lesson.

Other topics again it can vary from drawings and labelling to writing a short paragraph . If someone finishes early we encourage them to add something from a different group,or a challenge specific to them. All children get one extension question at the end of the lesson in all subjects.

A lot of schools now are moving towards the first part of year 1 being play based learning in the style of reception and gradually getting more formal. This helps children transition well.

Actually sailor I have to disagree with you. 'Chilli challenge' questions, if introduced properly are a great way of differentiating and can be hugely beneficial. They empower the less children to choose their own tasks and work at their own pace and create some good talking points within the lesson. No one needs to be 'wary' of any school teaching a certain way; the government has pretty much left us all to our own devices after all. If a parent is unsure about any methods or strategies being used it's always useful to ask about it.

OP do voice any concerns to your son's teacher. I think lots of people underestimate the transition from Reception to Year 1, it can be a tricky one. As a teacher, I always find it really helpful to know about anything going on emotionally for a child and really appreciate parents talking to me about it. We need to meet their primal needs of love and safety before any learning gets done

But as other posters have said, it's a lovely year - lots of things click into place and you'll be astonished when you get his books home come July to see how much he's progressed.

Lots of schools that do same day intervention and/or use Singapore/White Rose/Shanghai maths etc no longer have fixed ability groups.

A lot of schools now are moving towards the first part of year 1 being play based learning in the style of reception and gradually getting more formal. This helps children transition well.

I would say the opposite. When we produced Continuing the Learning Journey in 2005 it was much more common than it is now. More schools seem to be moving away from it and Ofsted Bold Beginnings does not help.

Minipin I'm not a fan of ability tables and personally don't find them necessary and for some children they create a great deal of pressure or are totally demoralising.
I agree with babyinthacorner speak to the teacher and ensure they know how your son is feeling so they can reassure him.

@babyinthacorner - You've obviously had a good experience. Perhaps wary is not the word.

I have seen the opposite, and children actually being less independent because they'll select work that they can't access and a member of teaching staff will need to 1:1 support them through it or give them another activity. I've seen lots of very able children slack.

Also- even at 6 the kids know that lemon and herb means easy. Spicy means tricky. They just do. I don't want to demoralise children by coaxing them to the lemon and herb tray.

Fluid grouping by goals and specific leading focus is so much more effective.