Year 1

Goldfinch, Flamingo and Hummingbird

Value of the Month

Freedom

According to a recent study only 21% of today’s children regularly play outside, compared with 71% of their parents, who regularly played outside as children.

WHAT IS MY CHILD LEARNING?

CURRICULUM PLAN

Spring Term Curriculum 2022

CURRICULUM PLAN – WHAT IS MY CHILD LEARNING?

Year 1

Term: Spring

Topic title:

The Museum of Me and Changing Seasons

 

English

We will continue the children’s development of punctuation, word choices and sentence building.  The Children will retell traditional stories such as Goldilocks and the Three Bears.  They will also write step-by-step instructions, non-chronological reports and rhyming couplets in poems.

We will continue to follow the RML phonics programme, which encompasses reading, spelling and writing appropriate to each child’s ability. 

We love reading in year 1 and will continue to immerse the children in books and encourage a love of reading through talk for writing, acting and sequencing a range of stories. We will read exciting and engaging books together that develop their love of reading and desire to try out new books and authors.

The children will continue to develop their handwriting, using the continuous cursive style.

Maths

Year 1 will be following the ‘WhiteRose’ scheme. We will also have maths meetings most mornings where they will develop their fluency and mental maths skills.

 

Addition and Subtraction Within 20

Adding by making 10

Subtracting crossing and not crossing 10 (e.g. 17-9)

Place Value Within 50

Count to 50 by making 10s

Counting forward and backwards to 50 in 1s, 2s, 5s and 10s

Length and Height

Comparing different lengths and heights

Measuring lengths

Using rulers

Adding and subtracting lengths

Weight and Volume

Introducing weight and mass

Comparing masses

Measuring masses

Introducing volume and capacity

Comparing and measuring capacities

Science

The children will be learning about the different seasons and learning how we can conduct experiments to observe the changes in weather between seasons.  The children will conduct experiments to study rainfall and temperature.  We will also learn how the length of day changes throughout the year.

History

The children are going to share their own histories and learn about the histories of their peers and their families.  We will also learn how the area around the school has changed over time and how we can use artefacts to better understand people and places throughout history.

Art / Design Technology

We will be creating mosaics and stained glass windows.

In D.T. the children will be creating and making delicious fruit dishes.

Music

Children will continue to sing with Ms Vetch, our music specialist working on the following key skills: singing simple songs with some accuracy of tuning, repeating and perform rhythms, keeping a steady beat with an awareness of pulse and tempo. They will be creating musical patterns and organise sounds in response to a stimulus, moving in response to the character and mood of the music. They will use a range of un-tuned percussion instruments to play rhythms and keep a steady beat.

PE

This term the children will be studying dance with their class teacher and gymnastics with Mr. Browning and Ms. Duggan.

Computing

The children will be learning how to use a computer to create digital art works and they will be beginning to explore algorithms as a way to control robots.

P.S.E.D.

We will be learning how to express different opinions and knowing what to do if we are unhappy.

R.E.

We will be exploring the question: How do we celebrate our journey through life?

The children will consider why some times in our life are significant, how we celebrate important milestones in our lives and how members of different faiths celebrate these milestones.

Health and Wellbeing

The children will be learning how to keep themselves clean, the similarities and differences between themselves and the opposite gender and they will be considering different emotions and how to manage them to keep themselves happy.

Special events/ enrichment opportunities

●        Visit from a local person to explain how the local area has change over time

●        Forest School

●        Class Assemblies

●        World Book Day

 

How parents can be involved in home learning

Help the children to learn their assembly lines

Daily reading (10 – 15 minutes a day is great).

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.

Playing lots of ball games (catching, kicking, throwing) and going for walks.

 

 

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.

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’

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.

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.

Mr Kitchen

Year Team Leader

Miss Roberts

Class Teacher

Miss Roberts

Class Teacher

Ms Hickman

Trainee Teacher

Ms Osorno

Trainee Teacher

Ms Verpiot

Teaching Assistant