Year 1

Welcome to Year 1

Spring Term 2019

Areas of study for Year 1*

 

Literacy  

 

Recount of holiday and Christmas presents New Year resolution

Stories with familiar setting:

‘Bobbo’

‘The tiger who came to tea’

Information text: Louis Braille/ Helen Keller/Science week: Bee fact file

Fantasy stories ‘Katie and the Waterlily Pond’

Numeracy

 

Number and place value

Addition and Subtraction

Money and time

Measures

Shape

Doubling and halving

Data

Reading

 

Guided reading

Daily reading

Reading 4x a week at home

Phonics*

 

Phase 3

Phase 4 tricky words 

Phase 5

RE

 

How do some people’s religious beliefs encourage them to care for the world?

 

What is in the world?

How should we look after our world?

Who created the world?

What is the creation story for Christians?

What is the creation story for Hindus?

What is similar about the creation stories for Christians and Hindus?

Why are trees and cows important to Hindus?

How do Hindus care for the world?

How do Christians care for the world?

How did Jesus show us how to care?

 

What is the Easter story?

Why is the egg a symbol of Easter?

PE

 

Personal Skills

Social Skills

Coordination

Static Balances

Dynamic Balances

Topic

Science

Every day materials

To identify and name a variety of everyday

materials, including wood, plastic, glass,

metal, water, and rock by matching a material to its name.

To distinguish between an object and the

material from which it is made by naming

objects and identifying the material which they are made from.

To describe the simple physical properties

of a variety of everyday materials by

looking at and touching different materials.

I can describe the properties of everyday materials.

To describe the simple physical properties

of a variety of everyday materials by

testing different objects.

To observe closely by watching what happens to teddy. I can watch closely.

To perform simple tests to find out which material would be suitable to make an umbrella from. I can test different materials.

To use their observations and ideas to suggest answers to questions by deciding which materials would be suitable to make an umbrella from. I can use what I have learnt to make a decision.

Science Week: Bee Topic

To identify and describe the basic structure of a variety of common flowering plants by planting a bean.

I can describe how to plant a bean.

Plants:

To ask simple questions and recognise

that they can be answered in different

ways in the context of considering what plants need to grow.

I can suggest a question about plants and

a way we could answer it.

I can plant a bean.

I can write instructions to describe how to plant a bean.

I can say a question we could ask about plants.

I can tell a way we could use our equipment to find out the answer.

To identify and name a variety of common wild plants by going on a wild plant hunt.

I can identify and name common wild plants.

To gather and record data to help in

answering questions by finding out which

wild plant is the most common.

I can gather information to answer a question.

I can find plants in the wild and identify them by a picture.

I can say the name of some wild plants that I see.

I can collect information.

I can use it to answer a question.

To identify and name a variety of common

garden plants in the context of drawing a garden featuring common garden plants.

I can identify and name some garden plants.

I can say the name of some garden plants that I see.

I can name some garden plants that I remember.

To identify and name a variety of

common wild and garden plants, including

deciduous and evergreen trees by identifying trees by their leaves.

I can identify trees by their leaves.

To identify and classify by classifying leaves as deciduous or evergreen.

I can sort deciduous and evergreen leaves.

I can match leaves I have collected to pictures of a leaf.

I can use my activity sheet to say the

names of the trees that the leaves belong to.

I can look closely at the leaves and match the description to what I see.

I can sort the cards into two groups.

To identify and describe the basic

structure of a variety of common

flowering plants, including trees by making and labelling plant pictures.

I can identify and describe the parts of plants and trees.

I can label the parts of a plant.

I can say the names of parts of trees.      To observe closely, using simple

equipment in the context of observing the growth of bean plants.

I can talk about how my bean plant has grown.

To use their observations and ideas

to suggest answers to questions by

answering questions about what plants need to grow.

I can say what plants need to grow well and give reasons for my answers.

I can measure my bean plant with a ruler.

I can describe my bean plant using words from a word bank.

I can say three things that plants need to grow.

I can say how I know this.

History

 

Florence Nightingale

Mary Seacole

Louis Braille

Helen Keller

Edward Jenner

Geography

Introduction to France Map of Paris

Landmarks  of Paris – including the Eiffel Tower

Comparing Paris to other locations

French day

 

Music

Charanga: In the Groove

To begin to recognize the basic aspects of Blues music.

To listen and appraise a piece of music.

To learn a song and perform it.

To learn a song and perform it.

To use instruments.

Charange: Rhythm in the way we walk and bandana rap.

To listen and appraise a piece of music.       .

To listen and appraise a piece of music.

To learn and perform a song

To use instruments with a known song

To perform a song with instruments

Use voices expressively and creatively by singing songs and speaking chants and rhymes and play untuned instruments musically.

Computing

We are collectors:

Use search engines to collect pictures & images. Explore ways of organizing them.

Word

Google images

Bing images

Art, Design & Technology

Making Nightingale lamps

Van Gogh sunflowers.

John Bramblitt: Pencil portraits

Esref Armagan(blind painter) landscapes

Colour mixing – primary colours

Jean Dubuffet

Mothers day cards

Georges Seurat The Eiffel Tower 1889

DT challenge – structure

Monet – waterlilies

Easter cards

* To teach phonics in Key Stage 1, we use 'Letters and Sounds' supplemented by 'Jolly Phonics'.

*To teach reading we use various reading schemes including Oxford reading tree, Ginn and Collins.

*If you require additional information relating to our school curriculum, please ask at the school office or the class teacher.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TOP tips

  • Read, read and read!
  • Share books with your children- you read to them, they read to you.
  • Discuss books and stories — characters, events, endings etc.
  • Make suggestions for a different ending, new character etc
  • Join the local library & encourage your child to choose their books— this helps to develop preferences etc.
  • Don’t forget rhymes and poems!
  • Encourage your child to write shopping lists, notes, postcards, diaries.
  • Encourage correct letter formation — this will help with cursive writing later.
  • Play I spy using phonic/sounds- don’t forget endings!
  • Practise reading and spelling keywords.
  • Have fun!