CURRICULUM PLAN – WHAT IS MY CHILD LEARNING?

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.

Reading (word/comprehension)

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.

Writing

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.

Grammar

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.

Handwriting

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.

Phonics/Spelling

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.

Terminology

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’

Number – number and place value

Pupils should be taught to:

• count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number;
• count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens;
• given a number, identify one more and one less;
• identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least;
• read and write numbers from 1 to 20 in numerals and words.

Number – addition and subtraction

Pupils should be taught to:

• read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs;
• represent and use number bonds and related subtraction facts within 20;
• add and subtract one-digit and two-digit numbers to 20, including zero;
• solve one-step problems that involve addition and subtraction, using concrete; objects and pictorial representations, and missing number problems such as 7 = [ ] – 9.

Number – multiplication and division

Pupils should be taught to:

• solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

Number – fractions

Pupils should be taught to:

• recognise, find and name a half as one of two equal parts of an object, shape or Quantity;
• recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

Measurement

Pupils should be taught to:

• compare, describe and solve practical problems for: lengths and heights [for example, long/short, longer/shorter, tall/short, double/half];
• mass/weight [for example, heavy/light, heavier than, lighter than];
• capacity and volume [for example, full/empty, more than, less than, half, half full, quarter];
• time [for example, quicker, slower, earlier, later];
• measure and begin to record the following: lengths and heights; mass/weight; capacity and volume; time (hours, minutes, seconds);
• recognise and know the value of different denominations of coins and notes;
• sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening];
• recognise and use language relating to dates, including days of the week, weeks, months and years;
• tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

Geometry – properties of shapes

Pupils should be taught to:

• recognise and name common 2-D and 3-D shapes, including:
• 2-D shapes [for example, rectangles (including squares), circles and triangles]
• 3-D shapes [for example, cuboids (including cubes), pyramids and spheres].

Geometry – position and direction

Pupils should be taught to:

• • describe position, direction and movement, including whole, half, quarter and three quarter turns.