Goldfinch, Flamingo and Hummingbird
WHAT IS MY CHILD LEARNING?
Spring Term Curriculum 2020
Topic title and summary overview
The children will be learning about inspirational adults such as Nelson Mandela from Mveso, to teenagers such as Ofosu Yeboah from Ghana. They will have the opportunity to create traditional fabrics from Ghana to learning about children’s school experience in Sierra Leone. Some of the core texts we will be reading are Emmanuel’s Dream by Laurie Anna Thompson, One Plastic Bag by Miranda Paul and Nelson Mandela Long walk to freedom
What’s the weather?
The children will be learning all about weather, seasons and climate. We will be creating our own weather maps and weather reports
This term we will continue to revise and consolidate the set 1, 2 and 3 sounds in our own classes. The children will also be taught to identify and use some common suffixes (-ed, -ing, -est, -er, -s) where the root word does not change and the suffix is simply added to the root word. (e.g. play- playing, plays, played).
We will continue to immerse the children in books and encourage a love of reading through talk for writing, reading, acting and sequencing of traditional stories. The children will be using stories to develop their vocabulary and understanding of grammar. The children will be developing their understanding of compound sentences and begin using these more to develop their writing further. We have begun learning to identify nouns, verbs, adjectives and compound words; the children will continue using these in their writing to make their sentences interesting for the reader. We will also read a range of non-fiction books related to our growing topic.
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.)
We will continue following the ‘Inspire Maths’ scheme of work, this term we will be covering:
Addition and subtraction within 20
Numbers to 40
Mental Addition and Subtraction
The children will learn about the weather associated with the seasons. They will also be able to understand how the length of the day changes depending on the season.
We will also be exploring plants found locally and comparing them to plants found in West Africa.
We will be learning about Nelson Mandela and how he was a ‘freedom and peace warrior’.
We will be learning about the weather and making comparisons with the weather in South and West Africa to the United Kingdom. We will also be learning about the effects of drought and supporting a charity which helps provide access to clean water in Africa.
Art / Design Technology
The children will be making Kente cloth which is a traditional form of weaving from Ghana
Children will continue to develop their vocal skills with Mr Bean, our music specialist.
In the Spring term year 1 will focus on dance and ball games with their class teachers. They will also be taught ball skills and gymnastics with Mrs Koupland, particularly focussing on wide, narrow and curled movements.
We will be exploring how different religions celebrate the journey through life and significant festivals and celebrations.
As part of our values curriculum, we will be exploring empathy focussing on: moral imagination, self-regulation and practicing kindness.
Special events/ enrichment opportunities
During the spring term, we will be having a visit from the Eastside company who will give children some background into Kente cloths and give children the opportunity to create their own.
In Year 1, we will become ‘Palm Oil Detectives’ and learn all about the impact of large scale Palm Oil farming and how we can reduce our use of it.
How parents can be involved in home learning
Practising key words (reading and writing)
Practising letter and number formation
Helping the children to learn their 2s, 5s and 10 times tables
Practise spelling key words using ‘look, say, cover, write, check’ strategy
English Key Skills
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
- 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.