Goldfinch, Flamingo and Hummingbird
WHAT IS MY CHILD LEARNING?
Summer Term 2018
|Topic title and summary overview 1st term
The children will be learning all about ‘Dinosaurs’. We will be finding out about the different types of dinosaurs, where they lived and what they ate! The children will be reading lots of different stories about dinosaurs and have some exciting cross curricular learning opportunities.
Topic title and summary overview 2nd term
The children will be learning about the different types of big cats. We will be writing non-fiction texts and incorporating our theme across the curriculum.
This term we will continue revising the set 1, 2 and 3 phonic sounds for 20 minutes a day as well as guided reading. The children will be taught to identify and use some common suffixes (-ed, -ing, -est, -er, -s, es) where the root word does not change and the suffix is simply added to the root word. (e.g. play- playing, play, played). They will be learning which letters are Vowels and which are Consonants.
We have found that ‘Talk for writing’ has been very effective in developing the children’s writing and has provided them with a wide range of vocabulary. They have developed their sentence structure and improved their use of punctuation. We will continue to develop this to further support children’s writing.
We will be using a five part story mountain and teaching these parts of the story explicitly (opening, build-up, problem, resolution, ending). We will continue to develop our understanding of compound and complex sentences and begin using these more to develop our writing. We will continue to identify nouns, verbs, adjectives and compound words. The children will be using these in their writing to make their sentences interesting for the reader.
Some of our key texts we will cover in the summer term include: ‘The Dinosaur Who Lost His Roar’, ‘Katie And The Dinosaurs’, ‘Dino-Sitting’ & ‘Library Lion’.
Simple sentence: Capital letter, full stop, subject and verb (e.g. The girl ran to the park.)
Compound sentence: Capital letter, conjunction, full stop, subject, verb (e.g. We went to the park and played on the swings. The girl ran to the park because she was meeting her friend.)
Complex sentence: She was a beautiful, young girl with a big, bright smile.
Finding the number of groups
Telling the time to the hour
Telling the time to the half hour
|Numbers to 100
Comparing, order and pattern
Getting to know our money
Work out the amount of money
Adding and subtracting in pence
Adding and subtracting in pounds
Solving word problems
The children will be learning about Mammals and reptiles. They will identify and name a variety of common animals that are carnivores, herbivores and omnivores. They will also name a variety of common animals including fish, amphibians, reptiles, birds and mammals.
In the second term we will be having a science week focussing on chemistry experiments.
|History & Geography
This term the children will name and locate the four countries of the UK and learn all of the capital cities. They will also learn the four compass directions. They will also learn what a fossil is and what they tell us about the past. The children will also be learning a little about archaeology.
The children will develop their simple programming skills by using SCRATCH software. They will begin to understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise instructions.
We will be designing and making dinosaur eggs. We will also be doing some artwork around the topic of ‘nature’ ready for Exhibition evening.
The children will also be making dinosaur skeletons when learning about animal structures and designing and making an African shaker.
Children will continue to sing with Ms Vetch, our music specialist. They will be doing some African drumming and singing African songs.
The children will be taught PE once a week with Mr Browning. In the first term they will be learning Tennis specifically focussing on racket skills. In the second term they will be learning dance.
Class teachers will continue teaching PE once a week with gymnastics/dance points and patches in the first term and athletics in the second term.
Mademoiselle Roberts, will continue to deliver weekly French lessons. Class teachers will reinforce this learning throughout the week. The topic the children will learn is ca pousse- growing things. They will learn the names of some vegetables grown in the garden and how to say which they like and don’t like. They will learn how to describe the life cycle of a plant in French and they will do some work on Jack and the beanstalk. They will also learn how to order in a restaurant.
Once they have finished that unit of work they will start the topic mon corps- my body. They will learn different body parts and learn how to visit the doctor in french!
The children will be learning about religious beliefs through whole school assemblies. They will also be reading different creation stories from Africa. For example; How Zebras Got Their Stripes, How The Rhino Got His Skin and The Leopard And The Sky God.
Our values during the Summer term include: Equality, Fairness, Enthusiasm, Responsibility.
We will be talking to the children about these values during assemblies and we will ensure they are at the centre of all of our learning throughout the term.
|Special events/ enrichment opportunities
During the summer term, we are planning some special days. We hope to have a life size dinosaur visit and an archaeological dig to find dinosaur bones and fossils.
We will also be taking part in a ‘big cats’ dance themed project.
|How parents can be involved in home learning
Revising set 1, 2 and 3 phonic sounds
Fine motor activities to develop handwriting
Helping the children to learn their 2’s, 5s and 10 times tables (chanting)
Practise spelling key words using look, say, cover, write, check strategy
English Key Skills
Speaking and listening
I can speak aloud to friends, in a group and to an adult.
I can talk about things that interest me including stories.
I can listen whilst others are speaking and wait for my turn to talk.
I can listen and follow simple instructions.
I can ask and answer questions appropriately during carpet time / circle time.
I can participate in discussions, presentations, performances and role play.
I can read all Reception key words and the majority of key words for Y1-Y2.
I can read words containing the suffixes –s, -es, -ing, -er and –est.
I can show an awareness of punctuation when reading aloud.
I can use all major strategies for decoding unknown words (initial sounds, blends, chunking, picture cues, reading on, does it make sense?).
I can read words with contractions (e.g. I’ll, we’ll, haven’t…).
I can talk about a favourite story, poem or character.
I can answer questions about a familiar story.
I can make simple predictions about a text.
I can read fiction, non-fiction and poetry (reciting some).
I can retell key points in a familiar story.
I can read in silence for 20 minutes, possibly more.
I can write five sentences, at least, independently, possibly more.
I can show an awareness of full stops, capital letters, question marks, commas in lists and apostrophe’s for contractions.
I can start sentences with openers such as ‘The’, ‘My’, ‘In the…’, ‘At the…
I can use connectives to link ideas in a sentence (e.g. and, but, so, because)
I can write simple texts such as lists, stories, instructions, poems and explanations.
I can prepare for writing by orally composing my sentences first.
I can identify simple mistakes in writing, such as words omitted, key words spelt incorrectly.
I can compose simple and compound sentences, including adjectives.
I can use my writing skills across the curriculum.
I can write simple and compound sentences with full stops and capital letters.
I can use simple connectives to join two sentences.
I know what nouns, verbs and adjectives are and use them in my writing.
I can start my sentences with a variety of openers.
I know the alphabet is made up of vowels and consonants.
I am starting to use statements, questions and commands in speech and writing.
I can show accurately in speech and writing an awareness of singular and plural (e.g. fox/foxes)
I understand alphabetical order based on initial sound.
I know that proper nouns and the personal pronoun ‘I’ begins with a capital letters and use this in my writing.
I can recognise and am beginning to use similes in my own poetry and some creative writing.
I can hold a pencil correctly, sit up correctly and steady my work.
I can use and form all letters and numbers (0-9) accurately.
I can keep my handwriting on the line.
I can show consistency in size of letters.
I can read and spell all key words for Reception and year 1 (red words).
I can recognise all phonic sounds and blends (set 1, 2 and 3).
I can use spelling rules and patterns: ‘ck’, ‘sh’, ‘ch’, ‘th’.
I can spell words containing the suffixes –ment, -ness, -ful, -less, -ly
I can write from memory simple sentences dictated to me by my teacher containing spellings learnt.
I can ‘have a go’ at spelling words using my phonic knowledge.
Consolidate: finger spaces, letter, word, sentence, full stops, capital letter, and simile –‘like’.
Introduce: punctuation, question mark, exclamation mark, speech bubble, bullet points, singular/plural, adjective, verb, connectives, alliteration, simile – ‘as’
Maths Key Skills
Number and Counting
- I can count, order and compare numbers to 10, 20, 40 and 100.
- I can recognise a simple pattern of numbers or objects.
- I can compare a set of objects by counting with 1:1 correspondence and say whether the group of objects is smaller, larger or the same.
- I know and can use ordinal numbers to describe position e.g. first, second, third
- I know that 1 ten equals 10 ones.
- I can arrange numbers from 10, 20, 40 and 100 in ascending and descending order.
- I can represent numbers to 20, 40 and 100 in a place value chart.
Addition and Subtraction
- I can understand the part-whole and adding on concepts in addition.
- I can understand the part-whole and taking away concepts in subtraction.
- I can make a family of number sentences from a set of 3 related numbers e.g. 2 +3 = 5 ,3+ 2 = 5, 5 -3 = 2 and 5- 2 = 3.
- I can add 2 1 digit numbers by using the ‘make 10 ‘ strategy e.g. 5 + 7 = (5 + 5) + 2 = 12
- I can apply the re-grouping concept in addition.
- I can add three numbers by using the ‘adding on’, ‘making ten’ and regrouping concepts.
- I can solve addition and subtraction word problems using the above strategies.
- Mentally, I can conceptualise addition as adding or putting parts together.
- Mentally, I can conceptualise subtraction as taking away from a whole.
- I can understand the concept of multiplication as repeated addition and apply this concept to solve word problems.
- I know my 2, 5 and 10 x tables
- I can understand division as repeated subtraction and use this concept to solve word problems.
- I can measure and compare lengths using non–standard units.
- I can use the language or tall/taller, long/longer, short/shorter, high/highest to compare lengths.
- I can compare mass and use non-standard units to compare it.
- I can tell the time to the hour and half past it.
- I can recognise all coins and notes.
- I can make amounts using by combining coins of different denominations e.g. 50p = 20p + 20p + 10p and that this is the same as 50p = 10p + 10p + 10p +10p + 10p
- I can recognise the names and properties of a circle, square, triangle, rectangle and compare them.
- I can collect and organise data into horizontal or vertical picture graphs or pictograms.
Year Team Leader
Graduate Teaching Assistant