WHAT IS MY CHILD LEARNING?

CURRICULUM PLAN

Summer Term Curriculum 2023

YEAR ONE CURRICULUM PLAN

Week beginning:

Monday 17th April – TAD day.

Campaign Week

It’s campaign week! We will be thinking about the impact that we have on the environment and what we can do to help keep our planet beautiful.

In Maths this week we will be revisiting using a number line to 20, begin to use estimation within 20 and finally compare and order numbers to 20.

In Science this half term our key question will be what are the names of different parts of plants? We will be planting seeds and watching what happens as things grow. We will know the names of the main parts of plants, including roots, stem, leaf and petal. We will know the part that each part of a plant plays in keeping a plant healthy and we will be able to name a number of wild and garden flowers. We will also learn about the main parts of a tree and learn how to identify some common trees found on our school grounds.

Monday 24th April

In English this week we will begin a new key text, Sulwe. Over the next 2 weeks we will use this book to plan and re-tell events of the story of the sisters, Day and Night. We will revisit adjectives and use these wonderful descriptive words in our story writing. We will extend our writing using connectives, because, and, with and but and we will use a variety of sentence openers to help re-tell the story.

In Maths we will begin our new unit Addition and subtraction within 20. This week we will build on our learning from earlier in the year as we explore addition by counting on from a given number within 20 using cubes and ten frames. We will then use number bonds and related facts when adding within 20, as an alternative to counting on. Finally, we will explore further number bonds to 20 to assist with speedy calculation.

In DT this week we will be designing and making our own smoothies. We will be learning all about the ingredients needed to make a smoothie and learn how to prepare fruits and vegetables to make our own Smoothies.

In Science this half term our key question will be what are the names of different parts of plants? We will be planting seeds and watching what happens as things grow. We will know the names of the main parts of plants, including roots, stem, leaf and petal. We will know the part that each part of a plant plays in keeping a plant healthy and we will be able to name a number of wild and garden flowers. We will also learn about the main parts of a tree and learn how to identify some common trees found on our school grounds.

(Monday 1st May- Bank Holiday)

Tuesday 2nd May

(Visit from Fire Brigade ☺-linked to Great Fire of London, date TBC)

In English this week we will be enjoying Poetry Week and focusing on poems about senses. We will introduce the concept of similies and use them in our own senses poems all about the fruits and vegetables we have tasted as part of our DT learning.

In Maths, we will be looking at doubles within 20. We will also explore near doubles, where we use our doubles facts to help with addition and subtraction problems. Finally we will focus on subtraction using our number bonds to 20.

In History we will be answering the questions Why did the Great Fire of London Spread so quickly? How did it change London? We will start by explore primary and secondary resources about the fire while looking at different artefacts too. We will learn which sources are reliable and which are not.

In Science this half term our key question will be what are the names of different parts of plants? We will be planting seeds and watching what happens as things grow. We will know the names of the main parts of plants, including roots, stem, leaf and petal. We will know the part that each part of a plant plays in keeping a plant healthy and we will be able to name a number of wild and garden flowers. We will also learn about the main parts of a tree and learn how to identify some common trees found on our school grounds.

(Monday 8th May- bank holiday)

Tuesday 9th May

In English we will begin a new unit of learning all about Explanation texts. We will be putting events into chronological and using time phrases to help explain the order of events leading up to The Great Fire of London.

In Maths, we will revisit subtraction by counting back. We will be using number lines and the crossing out method to help us with this. We will then move on to finding the difference and explore it as a form of subtraction. We will use our skills of counting back and counting on to help us with this. Now that children have spent some time exploring addition and subtraction separately we will then look at how they relate to each other, considering the addition and subtraction fact families for numbers within 20.

In History this week we will learn key facts about what happened in the lead up to and during the Great fire of London. We will think about why the fire spread so quickly and compare firefighting at the time to modern day firefighting equipment.

In Science this half term our key question will be what are the names of different parts of plants? We will be planting seeds and watching what happens as things grow. We will know the names of the main parts of plants, including roots, stem, leaf and petal. We will know the part that each part of a plant plays in keeping a plant healthy and we will be able to name a number of wild and garden flowers. We will also learn about the main parts of a tree and learn how to identify some common trees found on our school grounds.

Monday 15th May

(Friday 19th May- School trip to Monument- Great Fire of London trail ☺)

In English, we will continue our learning all about writing an explanation text linked to our History unit all about The Great Fire of London.

In Maths, we will explore missing number problems. They will use the idea of inverse operations to see that if they start with a number and add 2 to it, then to “undo” that they need to subtract 2. We will use bar models and part-whole models to help us with this.

In History, we will explore what people learnt from The Great Fire of London and how it improved London. We consider why The Great Fire of London was so significant.

In Science this half term our key question will be what are the names of different parts of plants? We will be planting seeds and watching what happens as things grow. We will know the names of the main parts of plants, including roots, stem, leaf and petal. We will know the part that each part of a plant plays in keeping a plant healthy and we will be able to name a number of wild and garden flowers. We will also learn about the main parts of a tree and learn how to identify some common trees found on our school grounds.

Monday 22nd May

In English this week we will revisit writing a recount. We will be writing diary entries just like Samuel Peepys’ famous diary work during The Great Fire of London. We will jump into the shoes of someone experiencing The Great Fire and write our diaries about what we might have seen, heard, felt and touched.

In Maths this week we will begin our new unit Place Value within 50. We will begin by count forwards and backwards between 20 and 50. We will explore this idea further using lots of number games using number tracks and half 100’s squares. We will then move onto developing their understanding of multiples of 10 up to 50.

In History this week we will be recounting historic details from eye-witness accounts, paintings and artefacts as we consider what it might have been like to experience The Great Fire of London.

In Science this half term our key question will be what are the names of different parts of plants? We will be planting seeds and watching what happens as things grow. We will know the names of the main parts of plants, including roots, stem, leaf and petal. We will know the part that each part of a plant plays in keeping a plant healthy and we will be able to name a number of wild and garden flowers. We will also learn about the main parts of a tree and learn how to identify some common trees found on our school grounds.

Wider Curriculum

In Music, we will be completing a unit based on The Great Fire of London. We will learn how to compose our own pieces of music inspired by fire.

In PE lessons with the class teacher, we will be learning about orienteering. We will learn to use a basic map, recognise key points, plan a basic route, problem solve and take part in orienteering games.

In Computing we will be looking at digital writing. We will learn how to use a keyboard to write and will learn about how to change fonts, colour and font size to achieve a desired effect.

In PSHE, we will cover the following units. Food Safety & What Not to Eat, Water Safety and My Body Belongs to Me.

Half Term

Monday 5th June

Friday 9th June- Flamingo class assembly

In English this week we will be celebrating all things poetry. This week we will look at Performance poetry. We will learn some poems off by heart and learn how to perform them using big performance voices, lots of actions and expression.

In Maths, we will continue with our unit, Place Value to 50. This week children learn how to count objects more efficiently by grouping into tens and ones. We will then visit the idea of describing numbers by the number of tens and ones to consolidate their understanding of numbers to 50. We will also learn to partition numbers to 50 using tens and ones. We will use Diennes and Par-Whole models to help us with this.

In Geography we will be considering the key question, Why is London different to Southend? We begin our learning by thinking about the human and physical features of Muswell Hill. We will then move to learning the key physical and human features of a coastal location- Southend. We will be using maps to help us locate Southend. We will compare it to maps of London and see what is the same and what is different.

In Science this half term we will be revisiting seasonal changes and link it to our previous learning about plants. We will observe changes in plants and trees that we have seen throughout the year. We will learn how to identify different trees from the many different leaves we find in our school grounds and we will continue to learn all about the different seasonal plants and flowers that occur during the summer months.

Monday 12th June

Assessment week

Year 1Phonics screening check

Friday 16th June Goldfinch class assembly

Monday 19th June

Friday 23rd June Hummingbird class assembly.

In English we will be learning how to write a non-chronological report. We will link our writing to our Geography learning all about Southend.

In Maths we will revisit number lines, this time to 50. We will be revisiting estimation and use our number lines to find 1 more and 1 less. We will use lots of practical resources here such as ten frames, cubes and Diennes to help us with this concept.

In Geography this week we will learn why hotels, cafes and souvenir shops are often found in seaside resorts and we will learn why people often go on holiday to seaside resorts like Southend.

In Science this half term we will be revisiting seasonal changes and link it to our previous learning about plants. We will observe changes in plants and trees that we have seen throughout the year. We will learn how to identify different trees from the many different leaves we find in our school grounds and we will continue to learn all about the different seasonal plants and flowers that occur during the summer months.

Monday 26th June

Thursday 29th June-

School trip to Southend ☺

Friday 30th June- TAD day

In English, we will continue our learning about non-chronological reports all about Southend and how it differs to London.

In Maths, we will start our new unit Multiplication and division. This week we will focus on counting in 2’s, 5’s and 10’s.

In Geography we will delve deeper into the physical features of the coastal town of Southend. We will also learn why some coastal resorts have lighthouses and learn about the importance of the RNLI.

In Science this half term we will be revisiting seasonal changes and link it to our previous learning about plants. We will observe changes in plants and trees that we have seen throughout the year. We will learn how to identify different trees from the many different leaves we find in our school grounds and we will continue to learn all about the different seasonal plants and flowers that occur during the summer months.

Monday 3rd July

In English we will be using a new key text, Bog Baby. This week we will focus on writing a character description of a bog baby using lots of description. We will revisit list sentences and 2A sentences and use these skills to help us in our writing.

In Maths, we will move on to first recognising and then adding equal groups together as a representation of multiplication. We will use and make out own arrays to help us with this.

In Art, our focus artist will be Bridget Riley. We will learn all about her intricate pattern and shape work and have a go at creating our own.

In Science this half term we will be revisiting seasonal changes and link it to our previous learning about plants. We will observe changes in plants and trees that we have seen throughout the year. We will learn how to identify different trees from the many different leaves we find in our school grounds and we will continue to learn all about the different seasonal plants and flowers that occur during the summer months.

Monday 10th July

Thursday 13th July- Exhibition Evening

In English, we continue to use our key text The Bog Baby. This week we will write instructions about how to catch a bog baby! We will re-visit using imperative verbs and use our imaginations to come up with some creative plans to catch a bog baby.

In Maths, we will complete our final stage of this unit by focusing on doubling numbers and then move to division by making equal groups by grouping and sharing. We will be practising this skill with lots of different objects before moving onto using numbers.

In RE, we will consider the question, Why is our world special? We will link this key question to stories from Christianity, Hinduism and Humanism.

In Science this half term we will be revisiting seasonal changes and link it to our previous learning about plants. We will observe changes in plants and trees that we have seen throughout the year. We will learn how to identify different trees from the many different leaves we find in our school grounds and we will continue to learn all about the different seasonal plants and flowers that occur during the summer months.

Monday 17th July

Friday 21st July- End of school year.

In English this week we will be collating all of our work we have created about The Bog Baby and we will make our own Bog Baby books to take home.

In Maths, we will be consolidating our learning in maths by doing lots of practical activities linked to addition, subtraction, multiplication and division.

In Science this half term we will be revisiting seasonal changes and link it to our previous learning about plants. We will observe changes in plants and trees that we have seen throughout the year. We will learn how to identify different trees from the many different leaves we find in our school grounds and we will continue to learn all about the different seasonal plants and flowers that occur during the summer months.

Wider Curriculum

In Music, we will complete a unit of work all about the seaside. We will listen to lots of different sea inspired songs, compose our own seaside music and perform our own pieces using lots of different musical instruments.

In PE lessons with the class teacher we will be playing hockey.

In Computing we will learn how to do basic coding using the computer program Scratch.

In PSHE, we will cover the following units, Getting Your Sleep Hygiene & Me and Signalling & Sign Language.

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

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.

Games and activities you can do at home to help your child learn to read

Games to help children read the words

Pairs

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.

Snap

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.

Silly sentence

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.

Stepping stones

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.

Snap

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.

Pairs

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.

Silly sentence

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.

Spell-a–ma-doodle

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.

Musical words

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?

Minute words

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.