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Sir John Heron Primary School

Together we learn. Together we achieve.

Year 1

Year 1 parent/ carer expectation presentation

Still image for this video

Year 1

Autumn Term 1

Key Vocabulary

Literacy

During Autumn Term, the first book we will be reading will be ‘A Walk In London’.

London – the perfect place for a girl and her mother to spend the day! Follow them as they board the classic red bus and begin a whirlwind tour of some of London’s most iconic landmarks. Try to climb the awe-inspiring lions at Trafalgar Square, take in the ritualistic Changing of the Guard, experience the whispering gallery at St Paul’s and – if you’re lucky – you may even spot the Queen!

The second book we will be exploring will be ‘Naughty Bus’.

The bright red toy London bus in this story gets into all sorts of mischief: playing with other toys, making a mess in the house and exploring the garden.

During this term, we will cover the following Reception objectives which were missed during the Summer term to ensure children reach the Early Learning Goals (ELGs):

  • Linking sounds to letters, naming and sounding the letters of the alphabet.
  • Beginning to break the flow of speech into words.
  • Knowing that information can be retrieved from books and computers.
  • Attempting to write short sentences in meaningful contexts.
  • Using phonic knowledge to decode regular words and read them aloud accurately. (ELG)
  • Using their phonic knowledge to write words in ways which match their spoken sounds. (ELG)
  • Writing some irregular common words. (ELG)
  • Writing simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. (ELG)

 

local area, London, walk,  map, sounds, Walk in London, Big Ben, park, Queen, Naughty Bus, house, describe, role play, red bus

Maths

This term the children will be focussing on the following objectives that were missed during the summer term:

  • Counting out up to six objects from a larger group.
  • Counting an irregular arrangement of up to ten objects.
  • Using the language of more and fewer to compare two sets of objects.
  • Saying the number that is one more than a given number.
  • Finding one more or one less from a group of up to five objects, then ten objects.
  • Describing their relative position such as behind or next to.
  • In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.
  • Estimating how many objects they can see and checks by counting them.
  • Using marks they can interpret and explain.
  • Beginning to use everyday language related to money.
  • Counting reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, children add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. (ELG)

dice, 10 frame, number, 1 more, 1 less, fewer, estimating, position, money

Understanding the world

This term the children will learn about their families and their Communities. We will also learn about the world in which they live and will explore technology.

  • Responding to instructions involving a two-part sequence.
  • Understanding humour, e.g. nonsense rhymes, jokes.
  • Being able to follow a story without pictures or props.
  • Listening and responding to ideas expressed by others in conversation or discussion.
  • Following instructions involving several ideas or actions. Children will answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. (ELG)

Vocabulary will be linked the local area.

Communication and language

Throughout this term, our children will be supported 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.

  • Extending vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words.
  • Using language to imagine and recreate roles and experiences in play situations.
  • Linking statements and sticking to a main theme or intention.
  • Using talk to organise, sequence and clarify thinking, ideas, feelings and events.
  • Expressing themselves effectively, showing awareness of listeners’ needs. Children to use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events. (ELG)

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

 

Physical Development

Children will have a range of opportunities 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.

  • Showing increasing control over an object in pushing, patting, throwing, catching or kicking it.
  • Using simple tools to effect changes to materials.
  • Handling tools, objects, construction and malleable materials safely and with increasing control.
  • Showing a preference for a dominant hand.
  • Beginning to use anticlockwise movement and retrace vertical lines.
  • Beginning to form recognisable letters.
  • Using a pencil and holding it effectively to form recognisable letters, most of which are correctly formed.
  • Showing good control and coordination in large and small movements. Children to move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. (ELG)
  • Showing some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.
  • Showing understanding of the need for safety when tackling new challenges, and considers and manages some risks.
  • Showing understanding of how to transport and store equipment safely.
  • Practicing some appropriate safety  measures without direct supervision.

Vocabulary – language of movement linked to body parts and how they move

PSED (Physical, Social, Emotional Development)

This term the children will be focussing on the following objectives:

  • Initiating conversations, attending to and taking account of what others say.
  • Explaining own knowledge and understanding, and asking appropriate questions of others.
  • Taking steps to resolve conflicts with other children, e.g. finding a compromise.
  • Playing cooperatively, taking turns with others. Children will take into account, each other’s  ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children. (ELG)
  • Being confident to speak to others about their own needs, wants, interests and opinions.
  • Describing self in positive terms and talking about abilities.
  • Being confident to try new activities, and say why they like some activities more than others. Children are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help. (ELG)

Words for developing self-confidence and self-esteem – proud, going, to, can do, try, goal succeed, now, before, after, next

 

Vocabulary for working together and relationships – hello, please, play with, watch, copy, smile, build, make, feel, give, take, ask, tell, share

 

Positive adjectives – active, kind, thoughtful, friendly, careful, confident, creative, helpful, considerate, strong, quick, courageous, artistic, warm, musical, gentle, caring

 

PE

This term children will be learning about ‘Agility, Balance, Coordination’. The key skills they will be learning are:

  • To master basic movements including running, jumping, throwing and catching.
  • To develop balance, agility and coordination.
  • To begin to apply these in a range of activities.
  • running, jumping, throwing and catching.
  • balance, agility and coordination
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