Literacy
Read and tell a range of traditional stories and fairy tales. Include well-known stories
and some that children will be less familiar with. Identify basic story elements and
represent outlines of plots. Talk about the reasons for events in stories.
Make comparisons between stories and identify typical features, for example
beginnings and endings, story language, typical characters.
Children use pictures, puppets or props to help them remember the main events and
characters as they re-enact stories. Individuals then retell whole stories for a group of
children. Include story language and present events in the correct order.
Look at particular story characters and identify information in the text, for example
appearance, behaviour, how they speak. Make predictions about how they will
behave in different situations. Demonstrate how to write a character profile. Children
select own character and write a simple profile based on evidence from the text.
Watch/listen to a film/tape version of a familiar traditional tale. Comment on how the
story is presented.
Read a version of a familiar traditional tale written as a playscript. Talk about
similarities and differences with a written story. Children join in with the script, using
voices for different characters.
Groups of children select a story and retell it using puppets. Use this as basis for a
written version of the story. Children retell a traditional tale in their own words using
a series of sentences to sequence events. Support children in organising the
sentences into three sections: beginning, middle and end.
Use written instructions in the form of labels, captions and lists to regulate
activities in the classroom and as reminders about safety. Use different wording
for instructions and ask the children to evaluate the effectiveness of each.
Children write instructions as labels, lists or captions for use in role-play area.
PE
The children will look at gymnastics this term.
They will look at different ways of travelling in
and through space. They will progress on to
using the various pieces of apparatus ranging
from small to large.
PSHE
‘Keeping Safe’
The children will look at why we have rules and
develop an understanding of health and safety in
the home.
Creative Curriculum
What are castles and why were they built?
Where were castles built and what do they look
like?
Who lived in a castle?
What was it like living in a castle?
What jobs did people do in the castle?
How are castles different to our homes?
What can we find out from visiting a castle?
What might a fairy tale country look like?
What is the story of St George and the dragon?
RE
The children will look at a Bible and how it is divided
into two main sections and many other
Books. They will discuss how the Bible is special for
Christians and how it (and every book)
should be treated. They will also look at some of the
characters and stories in the Old Testament e.g.
Abraham, Joseph, Moses, David. To finish they will look
at how the New Testament is about Jesus and the early
Christians.
Fairy tales, Castles and Dragons.
Year 1 Spring 1 2013
Science
This term our focus is on forces. Children will learn to appreciate the
difference between pushes and pulls. They will also start to learn a
little about magnetism and gravity and how these powerful forces
affect our lives.
WOW FACTOR – Castle role play area. King/Queen for the day.
Music
This unit develops children's ability to
recognise the difference between beat
and rhythm and to perform with a sense
of beat.
Numeracy
Children extend their counting and calculating skills. They estimate
a number of objects that can be checked by counting, such as how
many counters they can hold in one hand. Having counted how
many of a particular object will fit into a box, they use this to
estimate how many of a different object will fit into the box,
explaining how they made the estimate. As their experience grows
of using numbers to 20 and beyond, they begin to understand place
value in two-digit numbers. For example, they count 17 art-straws,
use an elastic band to group together a bundle of ten and identify
that they have 1 bundle of ten and 7 single straws. They count out
34p using 10p and 1p coins. They relate these activities to the way
that 17 and 34 are written.
Using the correct symbols and appropriate language, children read
and write numerals to 20 and beyond, identifying for example
where all the numbers that start with ‘twenty’ lie on a number line
or 100-square. They use this pattern of numbers to locate given
numbers and explain how to identify a hidden or missing number.
They continue to compare and order numbers, saying which of two
numbers is bigger and which is smaller using their knowledge of
where numbers lie on a number line. For example, they give
numbers smaller than 20, identify numbers bigger than 9, find
numbers lying between 25 and 35, and know numbers which are
beyond 50 but less than 100.
ICT
Children will be extending their I.C.T. skills through the topics
‘finding information’ and ‘controlling machines and devices’.
This will involve using CD ROMs, the Internet and various
programmable toys. I.C.T. will also be used to support all
areas of the curriculum.