Year 1 - Autumn 1
Meet The Teacher
Learning Values: Harmonious, Independent Learner
S.M.S.C: Developing a sense of self and realising own potential. Respect for own culture and that of others.
What makes somewhere or someone unique and special?
We will explore this question in our geography, history, art, computing and DT
Speaking and Listening
Develop ability to listen to a story and retell them in their own words.
1. To apply phonic knowledge and skills as the route to decode words, containing sounds such as ay, ee, igh, ow, oo, oo.
2. To explain clearly their understanding of what is read to them and answer questions based on setting, character and plot.
1. Writing postcards, short stories and labelling maps.
2. Writing simple sentences using the conjunction: and. Learning how to use punctuation correctly, including capital letters and full stops. 3. To introduce the use of adjective to describe and specify, e.g. Barnaby bear is fluffy / Barnaby is fluffy and he is adventurous.
Letter Formation and Handwriting
1. To use the correct tripod pencil grip.
2. To form all letters correctly using a lead out (flicks).
3. To form num- numbers correctly.
1. Can you find three words to describe a character or setting?
2. Why do you think the character did this?
3. How do you think Barnaby Bear will travel to his different locations?
4. What will Barnaby Bear need to take on holiday?
Number and Place Value
Given a number, identify one more and one less.
Count forwards to one hundred.
To use the language of: equal to, more than, less than (fewer), most, least.
To order numbers, filling in missing numbers up to 100.
To add two quantities together and record the calculation.
Shape and Space
Recognise, describe and name common 2-D shapes in different orientations and sizes i.e. including rectangles (including squares), circles and triangles.
Recognise and create simple repeating patterns with objects and shapes.
- Which shape will be next in the pattern?
- Which number is greater/smaller? How do you know?
- What do the + – = symbols mean?
- Can you describe this shape using mathematical language?
- Recognise evidence of seasonal changes in their school grounds and immediate local area throughout the academic year.
- Be able to describe the seasonal changes as they occur.
- Recognise and describe the weather associated with different seasons.
- Observe and describe how day length varies.
- Explain in simple terms how animals and plants are affected by weather conditions.
- Recording changes through diaries, descriptive writing, poetry .drawings and photographs.
- Select work and images for pages of their book which reflect a view from their classroom window throughout the year.
- What’s through the window?
See English – Cross Curricular link.
Art/DT: Art in the Landscape
Key artist: Andy Goldsworthy
Children will be able to
- Sketch and make detailed drawings of buildings in local area.
- Make colour palettes from natural objects found.
- Communicate observations, ideas and feelings in the images and sculptures made.
- Use ideas from Andy Goldsworthy’s work to recreate natural pieces of artwork and sculptures and then create their own from natural objects.
- Can you make a spiral?
- What would you do to improve your work?
- Use technology safely and respectfully
- Use technology purposefully to create, organise, store, manipulate and retrieve digital content
- Keyboard skills; using arrows, letters and numbers.
- Using the mouse control; the mouse to click.
- Is everything on YouTube good?
This half term pupils will be focusing on developing their balance and coordination skills through a range of group and paired activities. Over this half term, they will be developing their fundamental movement skills in preparation for further games, dance and gymnastic topics.
- Can you balance on one leg?
- How many different ways can you move around the room?
- How many different balances can you make?
- Identify places which are special to them, explaining why and describe how they make them feel.
- Understand that special rules apply when visiting special places, e.g. places of worship and be able to describe some of these rules.
- Describe some external and internal features of the place of worship they have visited and say how these are important in the religion.
- What makes a place special?
- How does a special place make you feel?
- Identify different sounds and change / use sounds expressively.
- Can I play a simple percussion instrument high / low / loud / soft?
- Can I sing high / low / loud / soft?
Understand what is meant by the term ‘unique’
- Be able to explain why they are unique.
- Be able to identify people in their lives who are unique and special to them and explain why.
- Be able to understand why and how we remember people who were special to them but are no longer alive.
- Be able to express their feelings about people who are special to them through words and visual images.
- Greetings, introducing oneself to others and asking others what their name is.
- How are you?
- Introduction to simple feelings, I am happy/ sad.
- Introduction to numbers.
- Phonics – a brief introduction to phonics in Spanish.
- Using maps to locate their school, their local area, Ealing, London, the UK.
- Identify key features of their school grounds and local area.
- Identify seasonal changes within the school grounds and local area.
- Draw maps to show their journey to school.
- Identify a range of buildings in the local area and their uses.
- Express their viewpoints about the local area.
- What makes somewhere or someone unique and special?
- Design Technology – Cross Curricular with Art