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Countess-Anne

Year Group 1 

Spring Term

Year Group: 1

EYP Corridor displays: there are two for the Spring term; one to explore Epiphany and the other is to be focused around part of the Easter narrative, and are based on the work of Jan Richardson. They should be a mix of a whole class piece of art work and written reflections/ thoughts:

https://janrichardsonimages.com/gallery.php?gid=62

Classroom displays:

Behaviour class rules: use one of the parables as a discussion point from which you build and agree your class rules.

Bloom’s Taxonomy display: this should be clearly be displayed and referred to throughout the year helping pupil to identify the different ways in which they can use what they have learnt in order to progress in their learning.

 

 

Religious Education:

Incarnation: To begin with the programme focuses on how The New Testament presents this as a Christian concept, Jesus as the answer: the Messiah and Saviour, who will repair the effects of sin and the Fall offering a way for humans to be at one with God again. For Christians incarnation means that Jesus is God in the flesh, and that, in Jesus, God came to live among humans. The programme goes on to support pupils in their learning of how the concepts of incarnation and being saved are used in the religion of Hinduism.

 

In Y1 pupils will be introduced to Hinduism. They will learn about Hindus’ belief in reincarnation, how Brahman is expressed though different gods and goddesses and have an opportunity to compare a church to a Hindu temple.

 

Remembering and Understanding:  The learner will know that Christians believe that Jesus is God and that he was born as a baby in Bethlehem.

Applying:   The learner will know that Christians believe that the bible points out that his birth showed that he was extraordinary for example, he is  worshipped as a king) and that he came to bring good news, for example to the poor.

Analysing, Creating & Evaluating:   The learner will know that Christians celebrate Jesus’ birth, and Advent for Christians is a time for getting ready for Jesus’s coming.

English:

English assessments:

N.B: External assessment: Phonic screening test

Phonic stages – ongoing assessment as the children progress throughout the year to ensure that they are on track to pass their phonics screening.

 

To work towards English procedures in readiness for phase 1:-

§  Daily phonics lesson.

§  Reading books changed as often as needed.

§  Individual reading with an adult x

§  Daily spelling practise –Early Morning Work and weekly spelling test. (Should include spelling patterns identified from SWST and spellings from the NC programmes of study for the relevant year group.)

§  Guided reading – Cracking comprehension used to teach pupils vocabulary and specific reading skills with follow up tasks x 4 sessions a week.

§  Handwriting- 1 EMW a week to teach letter formation; 2 x other in week to practise handwriting at the start of an English lesson. (Link to spelling – with use of Charles Cripps handwriting scheme.)

§  Weekly idiom.

§  Priority reading list – identifying those pupils needing adult intervention more often.  EFSM pupils heard every day.

 

Reading:

Guided reading – Cracking comprehension used to teach pupils vocabulary and specific reading skills with follow up tasks x 4 sessions a week.

Priority reading list – identifying those pupils needing adult intervention more often.  EFSM pupils heard every day.

 

Writing Genres for assessment supported by grammar focus:

Stories with predictable phrasing.

(6 weeks or 2+2+2 or 3+3 weeks)

The Three Billy Goats Gruff

The Gruffalo.

Write simple sentences using patterned language, words and phrases taken from familiar stories.

Grammar to improve writing.

W1, W2, S1, S2, T1, P1, P2, P3, W3.

Report. (Link to courageous advocacy.)

A simple non-chronological report with a series of sentences to describe aspects of the subject; distinguish between a description of a single member of a group and the group in general.

(2-3 weeks)

Grammar to improve writing.

W1, W2, S1, S2, T1, P1, P2, P3.

Instructions.

Following a practical experience, write up the instructions for a simple recipe.

(2 weeks)

Grammar to improve writing.

W1, W2, S1, S2, T1, P1, P2, P3, W3.

Vocabulary building.

Read, write and perform free verse.

(1 week)

Structure –rhyming couplets.

Recite familiar poems by heart.

(1 week)

Year 1 Grammar and Spellings - see detailed English medium term plan Year 1

Maths:

Week 1: Calculations: Addition and subtraction within 20

Weeks 2-3: Geometry: Properties of shapes: shapes and patterns

Weeks 3-4: Measurement: Length and Height

Week 5: Revision and mid-year tests

Weeks 6-7: Review and Remediation

Weeks 8 -9: Number and place value: Numbers up to 40

Weeks 10 – 11: Calculations - Addition and subtraction

Week 12: Calculations - Multiplication

Science:

Scientific enquiry:

  • Can ask simple , relevant questions
  • Can observe closely , using simple questions
  • Can perform simple test
  • Can identify and classify items into big groups
  • Can suggest an explanation based on observation
  • Can gather and record simple data

 

Physics based – Seasonal Changes

·         Observe changes across the four seasons.

·         Observe and describe weather associated with the seasons and how day length varies.

 

Design and Technology:

Making: the manipulation of materials and tools to create a product.

Remembering and Understanding:  The learner can work with a variety of materials.

Applying:  The learner can attach and manipulate a range of materials.

Analysing, Creating & Evaluating:  The learner can use a range of simple methods to attach differing materials together to create a desired effect.

Computing:

Programming – the automation of a process:

Remembering and Understanding:  The child can understand that goals can be achieved by following a sequence of steps.

Applying:  The learner can use algorithms as sequences of instructions in everyday

contexts; taking real-world problems and planning a sequence of steps to solve these, e.g. moving a Bee Bot from one point to another.

Analysing, Creating & Evaluating:  A learner will create and record a series of instructions to evaluate and correct potential errors.

Physical Education:

Movement – the control of a person’s travel and specific gestures in response to changing and challenging scenarios when trying to achieve a specific goal or target.

Sequence - the fitting together of a series of increasingly complex movements and patterns

Agility – the ability to use a range of skills

Art:

Shape and form: Shape - Formed when a line or lines cross to enclose a space, giving an object height and width but no depth .Form -A 3-dimensional shape.

Focus artist: Henri Matisse

Remembering and Understanding: A learner can experiment with their drawing of geometric and organic shapes (free-flowing, informal and irregular shapes in nature).

Applying: Using geometric an organic shapes, a learner can try out a range of materials and processes recognising that they have different qualities. A learner can use materials purposefully to achieve a positive drawing of an object (the shape of an object).

Analysing, Creating & Evaluating:  A learner can recognise key features of geometric, organic and positive shapes in their own work. A learner uses their understanding of those by forming a line or lines across an enclosed space, giving height and width but no depth.

Music:

Tempo - the rate of pace at which the pulse (heartbeat) moves.

Remembering and Understanding: A learner can understand that tempo means fast or slow. They are exploring understanding of the pulse.

Applying: A learner can sing an age appropriate song faster or slower than the original. They can tap the pulse to a steady beat.

Analysing, Creating & Evaluating: A learner shows understanding of pulse and can set the tempo of a familiar song.

Time and Place:

History:

Significance – to ‘carry’ a level of importance/distinctiveness.

Remembering and Understanding: A learner can identify people and events within their own life which are significant.

Applying: A learner can consider one reason why a historical event or person might be significant, e.g. explain why we remember a particular event of person.

Analysing, Creating & Evaluating: A learner can create an imaginary significant person; giving reasons why they are significant.

 

Geography:

Physical Processes – how natural processes form our landscapes and local environments.

Remembering and Understanding: A learner can talk about a natural environment and usual weather patterns within their locality.

Applying: The learner can talk about seasonal patterns and the changes that occur during these seasons.

Analysing, Creating & Evaluating:  The learner can recognise differing local natural environments allocating specific vocabulary to each.