Autumn Term 1
During the first three weeks of Autumn 1, we will be focusing on Poetry. Pupils in Year 1 will look at poems about the local area and London. The main outcomes will be:
- To experience poetry as pleasurable and meaningful.
- To compare how a common theme is presented in poetry.
- To explore the language and style of poetry through talk, performance, visual art, reading and writing.
- To learn how to bring out the meaning of a poem through performance.
- To learn more about writing poems (as a class, group and individually) based on observation and experience.
- To write and perform two of their own poems, based on the themes/forms in the anthology.
- Learn common exception words.
- Spell words with –ff, -ll, -ss, -zz, and ck, e.g. off, well, miss, buzz, back.
- Use the –nk sound, e.g. bank, think, honk, sunk.
- Words containing each of the 40+ phonemes already taught.
- Division of words into syllables.
- The ‘v’ sound at the end of words, e.g. have, live, give.
- Correct formation of letters and numerals.
- Correct spacing between letters and words.
- Joining words to create sentences.
- Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences.
- Joining words and joining clauses using and.
The second book we will be exploring will be ‘Willy the Wizard’ by Anthony Browne.
“Willy the chimp loves football and dreams of being a star player. But he doesn't have any boots so he's never been picked for the team. Then, one evening, Willy meets a mysterious stranger and his luck begins to change ...”
During this half term we will also be focusing on:
- Sequencing the story and putting events in chronological order.
- Work on character descriptions.
- Creating a story map to write a narrative to retell the story.
- Writing speech bubbles for what the characters are thinking.
Rhyme, stanza, poem, poet
letter, capital letter, word, plural, singular, sentence, punctuation, full stop, question mark, exclamation mark
problem, afford, eagerly, harried, to and fro, thoroughly, lavatory, curiously, familiar, routine, emerged
Our first Maths topic will be focusing on numbers and place value. This includes building on fluency skills, such as: knowing one more/less than a given number, counting in 2s, 5s and 10s and number bonds to 10. Children will also work on reasoning Mathematically throughout the term and use a range of practical resources such as Numicon and Diennes to support their understanding. We will cover the following objectives:
Numbers and place value
- Read and write numbers from 1 to 20 in numerals and words.
- Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
- Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens.
- Identify one more and one less than a given number.
- Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least.
Later in the term, we will be focusing on:
Addition and subtraction
- Represent and use number bonds and related subtraction facts within 20.
- Read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs.
- Add and subtract one-digit and two-digit numbers to 20, including zero.
- Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems.
One, Two, Three, Four, Five, Six, Seven, Eight, Nine, Ten
More than, greater, larger, bigger
Less than, fewer, smaller
Equal to, the same amount as, as many as
Count on, count back
Number bonds/ number facts
Count on, count back
Plus, minus, total, sum
Equal, equal to
Understanding the world
This term the children will revisit some of the topics from Reception, to support their transition into Year 1. Children will:
- Select and use technology for particular purposes. (ELG)
- Talk about the features of their own immediate environment and how environments might vary from one another. (ELG)
- Become familiar with basic scientific concepts such as floating, sinking and experimentation. (ELG+)
- Discuss about the physical features in different places, locations or environments and discussing how they are similar or how they may be different.
- Locate the sea, mountains, trees, rivers, beach etc. on aerial photographs.
- Explore books and stories set in different contexts, and non-fiction featuring natural environments.
Landmark, travel, adventure, London, money
Communication and language
Throughout this term, our children will be supported to continue to develop their communication and language skills. We will plan a range of lessons where we support the children’s listening and attention skills. We will also develop the children’s understanding and will give them enough time to develop their speaking skills.
- Children to give their attention to what others say and respond appropriately, while engaged in another activity. (ELG)
- Children to use past and present forms accurately when talking about events that have happened or are to happen in the future. (ELG)
- Develop their own narratives and explanations by connecting ideas or events. (ELG)
- Use talk to rehearse, reorder and reflect on past experiences, linking significant events from their own experience and from stories, paying attention to sequences and how events lead into one another.
- Use language for an increasing range of purposes. Use talk, actions and objects to recall and relive past experiences.
- Use vocabulary and forms of speech that are increasingly influenced by the experience of books.
Vocabulary – use an increasing range of vocabulary appropriately, understanding the meaning of new words
Vocabulary - use past, present and future tenses – in conversations with peers/adults about themselves and their experiences, activities, ideas and events
Children will have a range of opportunities to continue to develop their fine motor and gross motor skills. We will also teach the children how to be healthy and safe. They will explore large and small equipment in our indoor and outdoor provision. They will be supported to take risks in the way that they move on and around equipment. Children will be learning to:
- Move confidently in a range of ways safely negotiating space. (ELG)
- Know the importance for good health of physical exercise and a healthy diet, and can talk about ways to keep healthy and safe. (ELG)
Vocabulary – language of movement linked to body parts and how they move
Vocabulary- language linked to diet and health
PSED (Personal, Social, Emotional Development)
This term the children will continue to focus on the following objectives:
- Children to talk about how they and others show feelings, talk about their own and others behaviour, and its consequences, and know that some behaviour is unacceptable. (ELG)
- Children to take account of one another’s ideas about how to organise their activity. (ELG)
- To feel confident to speak in a familiar group, will talk about their ideas, and will chose the resources they need for their chosen activities. (ELG)
- To say when they do or do not need help. (ELG)
Vocabulary- language linked to expressing feelings and ideas
This term the children will be learning about Locomotion running and ball skills. The key skills they will be learning are:
- Master basic movements including, running, jumping, throwing and catching.
- Developing balance, agility and co-ordination and begin to apply these in arrange of activities.
- Participate in team games, developing simple tactics for attacking and defending.
Space, direction, adjust, speed, rules, attacker, defender, acceleration
This term the children will be looking at the genre of hip hop in music. The key skills pupils will be learning are:
- Finding a pulse
- Notice how music can be used to create different moods and effects
- Use simple musical vocabulary to describe what is being heard (eg the music is slow and smooth)
- Create short musical patterns
- Explore changes in pitch and tempo
- Choose sounds carefully
- Represent sounds with a range of symbols, shapes or marks
- Perform simple patterns, keeping to a steady pulse
- Follow and lead simple performance directions
- Perform with an awareness of pulse
- Perform simple patterns, keeping to a steady pulse
- Begin to demonstrate an awareness of other people and their contributions to developing music
- Sing new repertoire within a limited pitch range
- Have some awareness of pitch-matching.
Composition, improvisation, band, dynamics,
ending, introduction, melody/tune, notation,
original, performance, pitch, pulse/beat, rhythm,
solo, style, tempo, verse, chorus.