Spring 2 Overview 2015
W/B
Phonics - Reception
Class 1
Phonics – Year 1
Mr Taylor
Storytelling
Mathematics
R
9th March
Phase 3- Vowel Digraph revisit
Ai, ee, igh oa
HFW- all
Practise spelling two-syllable
words.
Phase 3- Vowel Digraph revisit
Oo, oo, oi
HFW- are
Practise spelling two-syllable
words.
Phase 5 assessments
TBC by assessments
Phase 4
Blending to read and segmenting to
spell words with adjacent
consonants.
Reading HFW- have, like, some,
come
Spelling HWF- was, you
TBC by assessments
Innovation
Model innovation and create new
story map. Demonstrate how to
use this to retell new version.
Retell new version.
Lead children to create own
version. Children draw own maps
and retell innovation.
1
R
1
R
Demonstrate shared writing of
class innovation. Children write
(Y1) or record (R) their own
innovations. Polishing and
publishing of stories.
TBC by assessments
Phase 4
16th March
Blending
to
read
and segmenting to
Fri- class
spell words with adjacent
TBC by assessments
assembly and
consonants.
learning
Reading HFW- said, so
journey drop in Spelling HWF- he, she, we, me, be
23rd March
TuesLanhydrock
Teddy Bears
Picnic visit
Tell story with actions. Children to
join in. Draw story map. Children
draw own story map.
Story circles/story pairs.
Hot seating/freeze frames.
We’re Going On a Bear Hunt
2nd March
Thurs- TT out
Phase 3- Consonant Digraph revisit
Ch, sh, th, ng
HFW- her
Practise spelling two-syllable
words.
Instructions (children to decide)
23rd February
Wed- 100 Day
Party
All children to experience process
which instructions will be recorded
for (TBC- how to catch a bear, how
to make marmalade sandwiches,
etc.) Tell instructions with actions.
Draw map. Children to draw own.
Instruction circle/pairs.
Model innovation and create new
map. Demonstrate how to use this
to retell new version. Retell new
version. Lead children to create
own version. Children draw own
maps and retell innovation.
Demonstrate shared writing of
class innovation. Children write
(Y1) or record (R) their own
innovations. Polishing and
publishing of instructions.
1
Beginning to use mathematical names for solid 3D shapes and flat 2D
shapes, and mathematical terms to describe shapes. Selects a
particular named shape. Uses familiar objects and common shapes to
create and recreate patterns and build models.
Recognise and name common 2D shapes (rectangles, squares, circles
and triangles). Recognise and name common 3D shapes (cuboids,
cubes, pyramids and spheres). Use shapes to make patterns, pictures
and models. Describe simple patterns and relationships involving
numbers or shapes; decide whether examples satisfy given
conditions.
Orders two or three items by length or height. Orders to or three
items by weight or capacity.
Compare, describe and solve practical problems for lengths and
heights, mass and weight. Measure and begin to record the following
in suitable standard units and measuring instruments; lengths and
heights, mass and weight. Solve problems involving counting, adding,
subtracting, doubling or halving, multiplying and dividing in the
context of measures.
Records, using marks that they can interpret and explain. Begins to
identify own mathematical problems based on own interests and
fascinations.
Answer a question by selecting and using suitable equipment, and
sorting information, shapes or objects, display results using tables and
pictures. Describe ways of solving puzzles and problems, explaining
choices and decisions orally or using pictures. Answer a question by
recording information in lists and tables. Use diagrams to sort objects
into groups according to a given criterion; suggest a different criterion
for grouping the same objects.
R
Beginning to use everyday language related to money.
1
Recognise and know the different denominations of coins and notes.
Solve problems involving counting, adding, subtracting, multiplying,
dividing, doubling or halving in the context of money, for example to
‘pay’ and ‘give change’, including missing number problems.
R
In practical activities and discussion, beginning to use the vocabulary
involved in adding and subtracting.
1
Count on or back in twos, fives and tens and use this knowledge to
derive the multiples of 2, 5 and 10 to the tenth multiple. Recall the
doubles of all numbers to at least 10. Solve one-step problems
involving multiplication and division, by calculating the answer using
concrete objects, pictorial representations and arrays with support of
the teacher. Solve practical problems that involve combining groups
of 2, 5 or 10, or sharing into equal groups.
Leap Into Life
Functional Movement
Progression 6- Push and
Pull- To develop a push
and pull using a variety of
body parts.
Functional Movement
Progression 7- Squat and
Roll- To rise up from a
squat. To run or travel
from a squat.
Movement Concepts
Progression 4Gallop/Slide- To leap
sideways and to join these
moves to form continuity
of movement. To hop on
alternate legs.
Aesthetic Movement
Progression 7- DirectionTo change the direction of
travel of isolated body
parts and the whole body.
To include balance.
Aesthetic MovementProgression 8- DirectionTo change and link
together different
directions of travel using
apparatus.