Meet The Teacher
Learning Values: Engaged and Determined to achieve our best.
S.M.S.C: Developing a sense of self and realising own potential. Respect for own culture and that of others.
Speaking and Listening
Develop ability to discuss views and opinions with peers. To share ideas and work collaboratively across the curriculum.
- Developing a love of reading, fluency and comprehension through daily RWI phonics sessions, sharing whole class texts, weekly comprehension lessons, group guided reading and individual reading.
- Set 2 Read Write Inc. Sounds: a, ee, igh, ow, oo, oo, ar, or, air, ir, ou, oy
- Set 3 Read Write Inc. Sounds: a-e, ea, i-e,. o-e, u-e, aw, are, ur, er, ow, ai, oa, ew, ire, ear, ure.
- To read my work aloud to my friends.
- Fiction Texts:
- Don’t let the Pigeon Stay up Late
Hansel and Gretel
- To re-read writing to check that it makes sense, and starting to correct mistakes.
- To write sentences that make sense and are linked together.
- To begin to write stories showing a beginning, middle and end.
- Learning how to use punctua on correctly, including capital letters and full stops.
- To use ‘and’ to link words and clauses.
Letter Formation and Handwriting
- Form letters correctly by practising le er forma on and letter joins.
- Can you reread your work to check that it makes sense?
- Can you retell a story in your own words?
Multiplication and Division
I can recognise and find one half (or 1⁄2) of an object, shape, quantity and length. I can understand that a half is one of two equal parts.
Shape and Space
I can understand and use words relating to direction and movement: left, right, up, down. I can understand and use a range of words relating to position: top, middle, bottom, above, below, between. I can describe movement, and recognise and make whole and half turns.
- Key Questions:
- Can you describe how to get to treasure on a map?
- Can you make a 1/2 turn? Where will you be facing?
- How do you know if you have half?
- Can you half the amount shown?
- Can you share this amount equally?
- How many does each person have?
What if we had a tail? – Living things continued
To compare human and animal bodies.
To understand the vocabulary ‘herbivore’, ‘carnivore’ and ‘omnivore’.
To sort and group animals based on similarities and differences.
To record information on Venn diagrams, pictograms and tally charts.
To research animals’ tails and their uses.
- What do humans have that other animals don’t?
- What do animals with tails have in common?
- Why don’t humans have tails?
Describing weather, making observations, causes of different types of weather.
Describing the climate in different countries.
Exploring temperatures changes.
- Where can we find extreme weather?
- Is the weather the same around the world?
- How do you know?
- I can hold a brush correctly .
- I can use different sizes and types of brush
- I can use a paint brush to paint, smooth, wash, sponge, stipple and stroke.
- We will be making weather related art using our painting skills.
- How do I create an effective weather pattern?
We are Painters
I can use technology purposefully to create, organise, store, manipulate and retrieve digital content.
I can recognise common uses of ICT beyond school.
I can use technology respectfully and safely.
We will be illustrating a weather story / report using software.
- Can you use a program to create your illustration?
- Can you change it using the tools?
- How could you improve your illustration?
Dynamic and Static balances
I can begin to order instructions, movements and skills.
I can explain why someone is working or performing well.
With help, I can recognise similarities and differences in performance.
I can understand and follow simple rules.
- What will help you move smoothly?
- Why do you think you need to keep your head up?
Learning from stories
Talking and learning about books that are special to us.
E.g. children’s own special books-baby books, books for a specific purpose.
Holy books from major world religions.
- Why are these books special to people?
- What is special to you?
- Can you explain why?
Feel the Pulse
Pulse: fast and slow
Recognise the difference between pulse and rhythm
- Can I perform with a sense of pulse?
Living in the wider world
Learning about how different people live around the world.
Talking about people and families living outside/homelessness
Learning about what charity is. Setting up a fundraiser for charity.
- How have our actions affected the world? (Climate change)
- How has the weather changed since we’ve been alive?
- What can we do to improve our world?
Learn about the four different seasons and weather related to each.
Revise greetings, numbers to 10 and colours.
We will not be studying history this half term.
We will not be studying DT this half term.