Goldfinch, Flamingo and Hummingbird
WHAT IS MY CHILD LEARNING?
Spring Term Curriculum 2023
YEAR ONE CURRICULUM PLAN
Spring Term Learning
Tuesday 3rd January
In English this half term we will be learning about traditional tales. We begin our learning journey with Goldilocks and the 3 Bears. The children will be focusing on descriptive words. We will then be writing character descriptions.
In Maths this week we will be continuing to work within our addition and subtraction within 10 unit. This week our focus will be on making number bonds to 10 and answering addition problems by adding 2 groups together. We will be using ten frames and cubes to help us with this.
In History we will be considering the key question, who are some famous London people? We will focus our learning on David Attenborough.
Monday 9th January
On Friday 13th January we will have a year 1 fairy tale dress up day, where the children can come to school dressed up as their favourite fairy tale character to link with our English learning about Traditional Tales.
More details to follow.
In English, we will continue our learning on Goldilocks and the 3 Bears. This week we will be interviewing characters from the story and revisiting our question starters who, what, where, when and why.
In Maths, we will be focusing on adding one more within 10. We will also complete some one more word based problems.
In History, we will move to learn about famous London people from the past. We will focus on Mary Seacole.
Monday 16th January
Friday 20th January
Flamingo class assembly
In English, we will be learning about the traditional tale The 3 Billy Goats Gruff. We will be sequencing the story and revisiting alliteration. We will be thinking about where we can add alliteration in the story to add extra interest to the reader. We will also learn about how to write using inverted commas (speech marks) when writing what a character in the story is saying.
In Maths, we will return to finding a part. We will use a part, part whole model to help us find parts of whole numbers quickly and efficiently. We will then move onto subtraction within 10 and we will continue to use the part, part whole model to assist us with finding the answer.
In Design Technology we will be designing and making free standing structures using a variety of tools and equipment. We will link this learning to our story by creating bridges for the 3 Billy Goats Gruff to cross.
Monday 23rd January
Thursday 26th January- ‘How to help your child at home’ Parent meeting at 9:05am Main Hall.
Friday 27th January- Goldfinch class assembly
In English we are continuing our learning about the 3 Billy Goats Gruff. This week we will be moving onto using a simple story diagram to plan our retell using a beginning, middle and end. We will include some use of alliteration and inverted commas into our story writing.
In Maths, we will return to fact families where we will be writing number sentences that contain related number facts. We will think about the relationships between those numbers and we will answer some word based questions too. We will also re-visit subtraction and introduce the children to the crossing out method to help solve subtraction problems.
In DT we will be continuing with our free standing bridge structures project. This week our focus will be on testing our bridges and evaluating.
Monday 30th January
Friday 3rd February- Hummingbird class assembly.
In English, we will be moving onto a new traditional tale, The Gingerbread Man. This week we will be learning all about verbs and we will use them in our writing about the story. We will also learn about words that contain the suffix –ly to help describe the verbs we use in the story. For example, he ran quickly down the road.
In Maths, we will continue with subtraction. We will be using ten frames and cubes to help us work out the answers using the crossing out method. We will then move towards using the counting back on a number line method.
In Science, we will be learning about every day materials. We will be learning the names of different sorts of materials and learning how to describe them. We will also be undertaking some experiments to test which materials might be suited to different jobs. We will also take in experiments that help explain what happens when food materials change by making our own ice-cream.
Monday 6th February
We will be hosting a special parent involvement morning on Thursday 9th February. Please come and join us for a Gingerbread Man decorating and tasting session where we will enjoy the Gingerbread the children have made this week at school. More details to follow.
Valentines Disco- Friday 10th of Feb
In English, we will be focusing on writing recipes and instructions for making Gingerbread men, linked to our key story The Gingerbread Man. We will be learning all about imperative verbs and we will use these in our gingerbread instructions.
In Maths this week we will start to subtract more than 1. We will use both the crossing out method and the counting back using a number line method to help us with this. We will answer lots of word based problems and complete subtraction enquiries and investigations to help deepen our learning.
In Science, we will continue our learning about every day materials. This week we will be focusing on selecting the best materials to make a house for the 3 Little Pigs.
In Music, we will be learning about Musical Elements including singing, dynamics,tempo, pitch, timbre, Instrumentation, Soundscapes/ composition and graphic score.
In PE lessons with the class teacher, the children will do circuit training to develop strength and stamina. With PE staff, the children will develop their control, flexibility, agility and coordination in gymnastics.
In Computing, we will be learning to move a robot.
In PSHE, our units will be Being Mindful, Communication and A Problem Shared is a Problem Halved
Monday 20th February
In English we will begin our learning with poetry week. We will be learning about simple riddles based on the question who am I? and what am I? We will link this back to our fairy tales unit of work from the previous half term.
In Maths, we will be starting our new unit, place value within 20. We will begin by extending our knowledge of numbers to 10 to numbers to 20. We will see these teen numbers written as numerals and as words. The children will be writing and using numbers from 0-20. We will also revisit numbers to 10.
In RE we will be answering the key question, why are some places special?We will be linking this to Christianity and Hinduism.
Monday 27th February
In English we will begin a new focus book, Lost and Found by Oliver Jeffers. We will revisit simple sentence structure and extend our writing using and, but and because.
In Maths, this week we will be continuing with our unit place value within 20. We will be writing numbers 11-20 as numerals and words and reading these numbers in word based problems.
In Geography, we will begin to answer our key question, why are some places hot and some places cold? We will start by using maps and globes to find the North Pole, South Pole and equator. We will also explore what animals can be found in these places.
Monday 6th March
World Book Day on Friday 3rd March
In English we will be using the key text Lost and Found by Oliver Jeffers. This book is linked to our Geography unit that we are running at the same time all about hot places and cold places. This week we will be revisiting simple sentence structure and extending our sentences using connectives and, but and because. We will also revisit time adverbials such as first, then, after that and finally to help sequence our writing.
In Maths we will delve deeper into numbers 11, 12 and 13 using ten frames, cubes and diennes. We will then move on to explore numbers 14 15 and 16, followed by 17, 18 and 19.
In Geography, we will continue to answer our key question, why are some places hot and some places cold? This week we will be learning all about the north and South Pole in more detail and find what animals might be found there. We will also learn about how animals and humans have adapted to live there. We will be using maps and globes to find both the North and South Pole. We will also learn about the equator.
Monday 13th March
In English, we will be learning how to write a non-chronological report based on Antarctica and the animals that live there. This will be linked to both our learning in Geography about hot and cold places and our key text Lost and Found.
In Maths, we will begin the week by exploring the number 20 using lots of different resources. We will complete number tracks with numbers to 20 and use Dienes to make different numbers using tens and ones. We will then revisit 1 more and 1 less, but this time with numbers to 20.
In Geography this week we will move to learn about some of the hottest places on our planet. We will learn about how people and animals have adapted to live there. We will be able to compare the North and South Pole with countries nearer to the equator.
Monday 20th March
Parents evening 22nd-23rd March.
In English we will be continuing our learning about non-chronological reports. We will be creating fact files and extending our writing using list sentences. We will revisit compound sentences using connectives because and but.
In Maths, we will be using number lines using numbers to 20. We will be counting forwards and backwards and we will be labelling number lines to 20. We will use number lines to 20 to estimate and compare and contrast numbers found in different parts of a number line to 20.
In Science, we will be revisiting the topic of seasonal changes. This time our focus will be on Spring. We will complete some experiments to explore the idea of rainfall and why it is so important. We will also become weather forecasters and record our very own weather forecast for the UK.
Monday 27th March
Outdoor maths lessons week.
In English we will be enjoying poetry week. This time we will be focusing on performance poetry. By the end of the week we will be reciting familiar poems off by heart.
In Maths, we will compare numbers to 20. We will revisit key terminology greater than, less than and equal to and we will be using the greater than, less than and equal to symbols. (>,<, =). We will then move on to ordering numbers to 20. In this small step children will be using key terminology, greatest, smallest, most and fewest to order sets of 3 numbers.
In Art our focus artist will be Shona Kinloch who makes 3D sculpture. We will have a go at making our very own sculptures in the same style.
In Music, we will be continuing with our learning about Musical Elements including singing, dynamics, tempo, pitch, timbre, Instrumentation, Soundscapes/ composition and graphic score.
In PE lessons with the class teacher, we will be completing a unit of learning about dance.
In Computing we will be learning about grouping data.
In PSHE, our units will be Trust, Respecting Others and Safety Symbols.
Supporting Learning at Home
Please make sure that you spend time reading with your child at home. As well as listening to your child read, we recommend reading aloud to your child as a regular story time session. Please help your child practise their weekly spellings and help them practise their number bonds and/or times tables. Homework is set on Fridays and is due on Wednesdays. You may wish to use this overview to see what your child is learning each week so that you can discuss this learning with your child at home.
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
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.
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.
Games and activities you can do at home to help your child learn to read
Games to help children read the words
You need 2 sets of word cards. Pick out the word cards that your child already knows for the first few times you play the game so that they enjoy it and succeed. Then, gradually take out some of the word cards they know and replace them with a number of words they don’t know. Place the 2 sets of word cards you have chosen face down. Turn one card over and say the word, turn another card over and say the word. If they match and you have made a pair you can keep the pair and you have another go. If they did not match it is the next person’s turn. Keep going until all the words have been paired.
You need 2 sets of word cards. Each person has a pile of cards they keep face down. Each person turns a card over in turn and says the word they turn over. If they match you have to shout the word (and not snap). The first person to shout the word that matches is the winner of the cards on the table. Keep going until all the cards have been won.
Use one set of word cards. Spread the word cards out face down. Pick 3 cards and turn them face up, say the words as they are turned up. Now try and make up a silly sentence that includes all 3 words on the cards.
Shout out loud
Use one set of word cards. Spread the word cards out face down. Take it in turns to turn over one card at a time. The first person to shout the word out loud wins the card. Keep going until all the cards have been won. You can play this with silly voices. Before you turn over a card you have to decide what sort of voice you have to use to say the word e.g. whisper the word, say it like a gorilla, roar it like a lion, squeak it like a mouse.
Hunt the words
Use one set of word cards. Hide a number of them around a room (your child must not look). The child has to find the cards and bring them back to you saying the words they find as they find them.
Use one set of word cards. Spread a number of cards over the floor. Ask your children to jump from one word to another as if they are jumping from stepping stone to stepping stone. As they jump they have to say what word they are going to jump to next. Make sure they say the word before they jump!
Slap the word
Use one set of word cards. Spread a number of cards out on a table or the floor. Ask someone to say one of the words. Whoever is first to slap the word with their hand (or the back of a spoon) wins the word.
I’m thinking of a word
Use one set of word cards. Spread a number of cards out. You pick a word but don’t tell your child which word you are thinking of. Say “I’m thinking of a word, the word begins with…..” The child has to guess what the word might be from the ones spread out. If they guess correctly, they can keep the card. If they can’t guess, then give them another clue “I’m thinking of a word that has ……sounds” or “…. ends with….” or “…. has the word ant in it.” Keep giving clues until they guess the word.
Flash card activities
Select a few words from the word cards. Go through each card together first. If it is a word that can be sounded, then show them how to do this. If it is a word that can’t be sounded easily tell them the word if they don’t know and help them think of ways to remember it e.g. there is a hen in when ‘cluck, cluck’. Look for word within words like the word ‘ant’ in the word ‘want’ draw some little legs on the ant part to help your child remember. Then use them as flash cards. Hold up the word, if your child can read it they take the card. If they can’t put it to the back of the pile so they can come back to it at the end. If at the end they still can’t get it tell them the word. Remind them of the things you talked about to help them remember the word when you started the activity. With words children are becoming more familiar with set them a speed challenge. How quickly can they say all the words as you show them each card in turn. Remember to muddle up the words regularly so that they don’t just remember the sequence of words you are showing them. Use the flash cards in the same way but choose silly voices for each word.
Games to help children write the words
Some useful steps in learning to spell words
- Select a number of cards (not too many at a time). Say the word out loud
- If the word can be split into its sounds, say the word in a ‘robot voice’
- Look at the word trace over the letters with your finger
- Copy the word and say the letters or sounds as you write it. Copy it again.
- Cover the word and try and write the word saying it as you write – peep if you need to!
- Check the word you have written matches the word on the card and say it again as you check.
- Keep writing the word until you can write it without having to peep.
- For words that are tricky and that it is not as easy to learn take an imaginary picture of the word with your imaginary camera – imagine the word is big, coloured red, lit up by fireworks, has spiders crawling on it. Shut your eyes and try and picture the word. Try and write it down imagining the picture of the word you see in your head.
Play the game in the same way that you would to help your child read the words but this time have a large piece of paper and a pen in the middle of the table. When the words match rather than saying the word to win the cards you have to grab the pen and write the word to win the cards.
Play the game in the same way that you would to help your child read the words but this time have a large piece of paper and a pen in the middle of the table. If you find a pair you can only keep the pair if you can write the word. Give time to look at the word and talk through ways to remember it and then write the word to keep the pair. If they/you get it wrong (and sometimes it is a good idea if you get it wrong – they love correcting, you) give another chance making sure you help as much as you can as they are trying to remember the word and as they write.
Play the game in the same way that you would to help your child read the words but this time say the sentence and then you can write the silly sentence with gaps for the word card words which the child can fill in.
Hunt the word
Play the game in the same way that you would to help your child read the words but this time when they find a word they bring it to you, say the word and then write the word for you.
Ask the child to draw a squiggle or doodle. Select a word that you are going to learn to spell. Write the word over and over again around the doodle.
Ask the child to choose a favourite song. Give them a short list of words they are learning to spell. Spend some time looking at the words first and thinking of ways to remember how to spell them then put on the music. How many times can they write the list of words during the song? Can they improve on the number of times they have written the words the next day they do the same activity?
This works in the same way as ‘Musical words’ but rather than a song the child has one minute to write one word as many times as they can.
Year Team Leader