Goldfinch, Flamingo and Hummingbird
WHAT IS MY CHILD LEARNING?
Autumn Term Curriculum 2020
Topic title and summary overview 1st term
We’re going on safari hunt…
The children will be learning all about the amazing animals found in Africa and making comparisons to animals found in the UK. We will be reading a range of story books about animals and using them to inspire creativity across the curriculum.
We will begin year one by continuing to work on the key skills that the children were working on before the lockdown. We will continue to follow the RML phonics programme, specifically focussing on set 2 and 3 sounds however we will consolidate on the set 1 sounds first. We will be ensuring that pupils can read and write unfamiliar words quickly and accurately using their phonic knowledge. Children will be able to apply their skills in their English lessons when writing simple sentences. We will immerse the children in books and encourage a love of reading through talk for writing, acting and sequencing a range of stories. The stories that we share will develop their vocabulary and understanding of grammar.
The children will continue to develop their handwriting, using the continuous cursive style.
Year 1 will be following the ‘Inspire Maths’ scheme. They will also have maths meetings most mornings where they will develop their fluency and mental maths skills.
Numbers to 10
Addition within 10
Subtraction within 10
Shapes and Patterns
Numbers to 20
Addition and Subtraction within 20
This term’s focus is animals. The children will learn that animals and humans need food and water to survive as well as how animals use their senses to move, feed and grow. The children will be introduced to habitats and will begin to identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.
The children will learn about the weather associated with the seasons. They will also begin to understand how the length of the day changes depending on the season.
In the second part of the term, we will move on to learn about materials. The children will identify and name a variety of everyday materials, including wood, plastic, glass, metal and rock. They will learn to describe their physical properties and make comparisons between them.
We will be learning about the history of our families and how they have changed over time.
We will introduce the continent of Africa and begin our journey on the east coast in Kenya. We will then travel (with our homemade passports!) to the neighbouring countries of Tanzania and Zambia where safaris are popular. We will also be locating parts of Africa and using basic geographical vocabulary to refer to key physical features, including: beach, cliff, mountain, sea, valley, season and weather. They will also be referring to key human features, including: city, town, village, house and office.
Art / Design Technology
We will begin the year by creating our very own class birds and self-portraits using a very using a range of materials and methods. The children will be designing their own fruit kebab based on the African fruits they learn about in our key text ‘Handa’s Surprise’. They will also be making their own passports for their journey around Africa. In the second part of the term, the children will be using their knowledge of materials to design and make a model of a zoo and African animals.
Children will continue to develop their vocal skills with Mr Bean.
This term we will be focusing on non-contact games during the first half and indoor athletics during the second half of term. Children will be taught to master basic movements such as running, jumping, kicking and developing their balance and co-ordination.
This term we will be learning about Christmas. Christmas is a Christian festival that marks the birth of Jesus who Christians believe to be the son of God.
As part of the transition into year one, the children will be doing lots of work around new beginnings with Miss Bunston. We will be learning about keeping safe and healthy and growing and taking care of ourselves. As part of our values curriculum, we will continue exploring empathy and the meaning of Ubuntu.
Special events/ enrichment opportunities
Drama 4 all workshop (t.b.c)
How parents can be involved in home learning
Practising key words (reading and writing)
Practising letter and number formation using the continuous cursive style.
Cooking to support fine motor and mathematical skills (mixing, chopping, measuring)
Helping the children to learn their 2, 5 and 10 times tables
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.