Embed Size (px)
Citation preview
Summerseat Methodist Primary School Steps in Learning, Skills for Life
Expectations for Class Two (Cycle A, Year One)
What knowledge and skills will you gain on your learning journey this year?
Summerseat Methodist Primary School’s Steps in Learning
This booklet provides a summary for parents and carers of the end of year exceptions for children in our school.
We hold high aspirations for all our pupils and want them to grow into successful and responsible adults of the future with a rich ‘cultural capital’ formed through their experience of a high quality, holistic curriculum that has at its heart: key skills, knowledge, broad and engaging experiences and a focus on personal development. Children have regular opportunities to revisit and recall key knowledge and deepen their understanding of key concepts through the ‘power of practice’ across all areas of the curriculum. This is a ‘snapshot’ of our curriculum and more information on skills progression can be found in our subject ‘Steps in Learning’.
Any support you can provide in helping your child to achieve these is greatly valued.
Please find below an overview of our enquiry based topics that your child will cover this year in Class Two:
If you have any queries regarding the content of this booklet or want support in knowing how best to help your child please talk to your child’s class teacher.
Class Two Topics—Cycle A
Autumn 1 Have we always loved bears?
Autumn 2 Where is the lonely beast?
Spring 1 Why don’t penguins live on the equator?
Spring 2 What does it take to become a great
explorer?
Summer 1 What makes Britain so great?
Summer 2 Why do we like to be beside the seaside?
The school vision, ‘Love your neighbour as yourself’
motto, ‘Inspired by our faith in God, together we believe, explore, persevere
and flourish,’ and values, ‘respect, joy, love, care, trust, forgiveness and
equality’ are interwoven within our curriculum intent and design.
We recognise our own school context and have developed three curricu-
lum drivers that shape our curriculum, bring about the aims and values of
our school and respond to the particular needs of our school community:
Diversity – ‘Love your neighbour’
Aspiration – Believe and Flourish
Resilience – Explore and Persevere
Summerseat Methodist Primary School – Steps in Learning Class Two – Cycle A
Autumn1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Key Question Have we always loved
bears?
Where is the lonely
beast?
Why don’t penguins
live on the Equator?
What does it take to
become a great
explorer?
What makes Britain
so great?
Why do we like to be
beside the seaside?
Hook Discovery of an old toy box in the back of the
Wesley room
Receive a letter from the lonely beast who is
lost and needs help.
Something is hidden in the ice! Can we
discover what it is?
Find a set of luggage with a label.
Receive a letter from the queen asking you to
tour the country
Invitation to visit Lytham St Anne’s
Visits and Visitors Parents & Grandparents
Local area / school walks
/ / Visit to Skipton Castle Visit to Lytham St Anne’s
Key Texts -Boris starts school -A beginner’s guide to
bear spotting -100 facts about bears -Twisted Fairy tales—Goldilocks and the 3
bears -Paddington
-Old bear
The lonely beast -The baby beast
-The elves and the shoemaker
-There’s an elf in my book
We’re going on an elf chase
-Lost & found -The truth about pen-
guins -Antarctica
-One day on our blue planet in Antarctica
-Penguin poetry
-The great explorer -Shakleton’s journey
Who was Ernest Shack-leton?
Jack & the beanstalk Jack & the jelly bean-
stalk
The queen’s hanbag -The queen
-Tell me a dragon -The egg
-Dragons are real -See inside castles
Harry and the jaggedy daggers
-Sea shore -The sea saw
-Poems about the sea-side
-The treasure of pirate Frank
Writing Outcomes Description Speech bubbles
Letter of apology Fact file / non chrono-
logical report Performance poetry
Invitation Story imitation / inno-
vation
Poster Emotional speech Story innovation
Instruction Story endings
Class rhyming poem
Non-chronological re-port
Description Adventure stories Thank you letter
Recount Days of the week poem
Lists Diary entry
Simple biography Story innovation
Story innovation Information pages
Instruction list poem Non-chronological re-
port Recount
Description Speech bubbles
Non-chronological re-ports
Poems
Mathematics Place value Addition & subtraction
Addition & subtraction Capacity
Geometry Place value / multiplica-
tion
Multiplication & divi-sion
Fractions
Addition & subtraction Length
Place Value Statistics
Position & direction Time
Multiplication & divi-sion
Weight / mass Number—Place value /
investigations Addition & subtraction
Science Chemistry: What would Traction man use to build
our school? Everyday materials – nam-ing and selecting for differ-
ent tasks
Chemistry: What would Traction man use to build
our school? Everyday materials – nam-ing and selecting for differ-
ent tasks
Biology: Why would a dinosaur not make a good
pet? (Or a lonely beast) Animals – habitats & food
chains
Biology: Why would a dinosaur not make a good
pet? (Or a lonely beast) Animals – habitats & food
chains
Biology: How quickly do plants grow?
Plants – How do plants
grow? How do they stay
healthy?
Biology: How quickly do plants grow?
Plants – How do plants
grow? How do they stay
healthy?
History Have we always loved bears?
What does it take to become a great explor-
er?
Why do we like to be beside the seaside?
Geography Where is the lonely beast?
Why don’t penguins live on the equator?
What makes Britain so great?
Art Collage with different materials
Artist studied: Henri
Matisse
Hot and Cool colours using different mediums
Artists studied: Wassily Kandinsky and Paul Klee
Sketching and using view finders for different per-
spective and focus to study local and national British landmarks. Sculp-ture of chosen landmark Artist studied: LS Lowry
Design Technology Making teddy bear pup-pets
(Designing and Textiles) Links to History topic
Healthy snacks using seasonal fruit or vegeta-
bles (Designing and Food) Links to Science topic
Moving pictures - Sand castles at the sea-
side (Designing and making)
Links to History topic
Computing Unit 1.1 Online Safety &
Exploring Purple Mash /
Unit 2.5 Effective Search-
ing
Unit 1.4 Lego Builders
Unit 1.9 Technology out-
side school
Unit 1.2 Grouping &
Sorting
Unit 2.6 Creating Pic-
tures
Unit 1.8 Spreadsheets
We are TV Chefs - Film
making
Unit 1.7 Coding
Unit 2.1 Coding
Music Zoo Time (Reggae) Songs for Christmas
Ho, Ho, Ho
Baroque period: Bach /
Handel
Recorder In the Groove Round and Round (Latin
style)
RE Faith Communities: Ex-pressions of belonging
Faith Communities: Ex-pressions of belonging
Beliefs and Practise: Christians
Beliefs and Practise: Christians
World Faiths: Judaism, Torah and Shabbat
World Faiths: Beliefs and Practice
PSHE Knowing Me, Knowing You
Anti-Bullying
Jobs and Money
Keeping Healthy Keeping Safe (Inc. CWP Preventing Early
Use)
Friends, Family & SRE Friends, Family & SRE
Enhancement Create a class collage Plan a party
Bake a cake
Take part in play day
Walk to a local landmark
Learn a French song
Perform a dance
Perform in front of your
class
Start a vegetable patch
Create a piece of art for
an exhibition
Make a daisy chain
Buy something and
check your change
Make a puppet
Put on a shadow puppet
show
Take a trip to the seaside
Walk barefoot on the
sand
Summerseat Methodist Primary School – Steps in Learning Class Two – Cycle A
Autumn1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Speak clearly and confidently in front of others
Retell a well-known story, remembering the main
characters
Prepare to use ‘new’ words when communicating
Hold attention well when collaborating with others
Does not stray away from main topic when en-
gaged in collaborative talk
Prepare to ask relevant questions to extend under-
standing and knowledge
Initiate conversation in collaborative situation
Listen carefully to what others are saying in group
talk
Respond appropriately to what others saying
group talk
Happy to join in with role play
Reading Writing
A Year One Child English
Respond speedily with the correct sound to
grapheme for the 44 phonemes.
Read accurately by blending sounds in unfamiliar
words.
Split words into syllables to support blending for
reading, for example, pocket, rabbit, carrot, thunder,
sunset
Read compound words, for example, football,
playground, farmyard, bedroom
Read words with contractions, e.g. I’m, I’ll, we’ll, and
understand that the apostrophe represents the
omitted letter(s)
Read phonically decodable texts with confidence
Read words containing ‘s, es, ing, ed, er , est’
endings
Read words which have the prefix –un added
Recognise and use the different ways of
pronouncing the same grapheme e.g. ow in snow
and cow.
Read common exception words, noting tricky parts.
(1/2 from Y1 / Y2 list)
Say what they like or dislike about a text
Relate what they read or hear read to their own
experiences
Retell key stories orally using narrative language
Understand and talk about the main characteristics
within a known key story
Learn some poems and rhymes by heart
Use prior knowledge, context and vocabulary
provided to understand texts
Check that the text makes sense to them as they
read and self correct
Begin to draw inferences from the text and/or the
illustrations
Make predictions based on the events in the text
and give reasons
Explain what they understand about a text by
answering questions
compose a sentence orally before writing it
sequence sentences to form short narratives
sequence sentences to form short information texts
demarcate many sentences with capital letters and full
stops
begin to use exclamation marks
begin to use question marks
use a capital letter for names of the days of the week,
and the personal pronoun ‘I’
use some subordination (when / if / because) to join
clauses
Begin to use ‘and’, 'but' and ‘or’ to join sentences
together
spell many Y1 common exception words*
use known phonemes in unfamiliar words
use syllables to divide words when spelling
segment spoken words into phonemes and represent
these as graphemes, spelling some correctly
use the suffixes: s, es, ed, er and ing within their writing
know how the prefix ‘un’ can be added to words to
change meaning
sit correctly at a table, holding a pencil comfortably and
correctly
form lower case letters in the correct direction, starting
and finishing in the right place
know which letters sit below the line and which are tall
letters
form capital letters and the digits 0-9
match upper case and lower case letters
use finger spaces
re-read what they have written to check that it makes
sense and discuss with peers and teacher
Speaking
Being a mathematician
Number
Being a mathematician
Fractions, Measurement, geometry & statistics
A Year One Child Mathematics
Count reliably to 100 forwards and backwards
Count on in 2, 5, and 10s to 100
Count back in 2, 5, and 10s to 100
Write all numerals to 100
Write all numbers to 20 in words
Identify and represent place value to 100 (tens/
ones) - objects and pictorial representation
Compare numbers to 100 using the language
of equal, more, less than/fewer than, most and
least
Say the number that is one more or one less
than a number to 100
Know and use the signs +, -, and =
Recall doubles and halves from double 1 to
double 10/half of 2 to half of 20
Recall all pairs of additions and subtractions for
each number up to 20
Add and subtract 1 digit and 2 digit numbers
to 20
Solve a missing number problem, using the
equals sign. Eg: 8 = __+ 3
Solve a one-step problem involving addition
using concrete objects and pictorial represen-
tation
Solve a one-step problem involving subtraction
using concrete objects and pictorial represen-
tation
Solve a one-step problem involving multiplica-
tion using concrete objects, pictorial represen-
tations and arrays
Solve a one-step problem involving division
using concrete objects and pictorial represen-
Recognise, find and name a half as one of two
equal parts of an object, shape or quantity
Recognise, find and name a quarter as one of
four equal parts of an object, shape or quantity
Compare, describe and solve practical problems
for length, height, mass/weight and capacity/
volume
Measure and begin to record length, height,
mass/weight and capacity/volume
Recognise and name coins up to £2
Sequence events in chronological order using
language of time
Recognise and use language relating to dates,
including days of the week, months and years
Tell the time to the hour and half past the hour
and draw the hands on a clock face to show
these times
Recognise and name common 2-D shapes
Recognise and name common 3-D shapes
Describe position, direction and movement,
including whole, ½, ¼ and ¾ turns
Addition strategies
2 groups of 3 are 6 (3 + 3) 3 groups of 2 are 6 (2 + 2 + 2)
Sharing Grouping
Subtraction strategies
Multiplication strategies
Division strategies
For more detail on our mathematical strategies, please see our calculation policy.
Geography
Science History
A Class Two Child
Know how materials can be changed by squashing, bending, twisting and stretching
Know why a material might or might not be used for a specific job.
Identify and name a range of materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard.
know how to classify things as living, dead or never lived.
know how a specific habitat provides for the basic needs of things living there (plants and animals).
know how to match living things to their habitats.
know and can explain a simple food chain.
Know animals need water, food and air
Know how animals find their food.
Name some different sources of food for animals.
Identify and name plants and animals in a range of habitats.
Know and explain how seeds and bulbs grow into plants.
Know what plants need in order to grow and stay healthy (water, light & suitable temperature).
Identify and name plants and animals in a range of habitats.
Recognise some seeds and associate them with trees, e.g., horse chestnut.
Know which animals are woodland creatures
Working Scientifically • Ask simple questions. • Observe closely, using simple equipment. • Perform simple tests. • Identify and classify. • Use observations and ideas to suggest answers to questions. • Gather and record data to help in answering questions.
I can name and locate the countries and capital cities of the United Kingdom and their surrounding seas.
I can identify some characteristics of the four countries that make up the United Kingdom.
I can name and locate the names of the seven
continents and five oceans.
I can identify key features of my local area: Summerseat, Bury and Manchester.
I can compare my local area to a small village in Uganda.
I know the features of hot and cold places in the world.
I can locate hot and cold areas of the world in relation to the equator and the North and South poles.
I am confident explaining what a human feature and physical feature is.
I can identify the following physical features: forest, hill, mountain, sea, river, soil, vegetation, valley, beach.
I can identify the following human features: village, town, city, farm, house, port, harbour.
I can use world maps, atlases and globes to identify the United Kingdom and its countries.
I can use maps, atlases and globes to locate countries (Uganda), continents and oceans.
Know which is North, South, East and West on a compass.
I know my address including my postcode.
Use language of time including: old, new, young, days, weeks, years, past present, future, yesterday, today, tomorrow
Use simple stories and other sources to understand things that have happened in the past
Explain what an artefact is and order items by age
Ask questions about a theme whilst as we are learning
about it
Place three items on a timeline.
Identify some similarities and differences between my own present and aspects of the past from my own family
Explain what some artefacts were used for
Identify some similarities and differences between my own life and those of children long ago
Know what we use today instead of a number of older given
artefacts
Name a famous person from the past and explain why they
are famous
Know about a famous person from outside the UK and
explain why they are famous
A Class Two Child
Art and Design
Know how to cut, tear, coil or crumple and layer different materials.
Sort, group or select materials for different purposes such as colour or texture
Know how to create a piece of art with pressing and rolling.
Know how to join clay pieces together and how make a clay pot or other sculpture.
Use IT to create different effects using lines.
Know how to investigate tone by drawing different types of lines of shade and thickness.
Use more than one grades of pencil when drawing and sketching.
Draw and sketch from observation
Draw and sketch by using a view finder to focus on a specific area
Create a colour wheel to include primary and secondary colours.
Know how to create brown by mixing paint.
Know how to create tints with paint by adding white and tones by adding black.
Select and use different types of brushes.
Know how to create texture in a picture by
adding a material to paint such as sand.
Describe what can be seen in a piece of artwork by commenting on colour, patterns or shapes.
Ask questions and give an opinion about a piece of artwork.
Create artwork in response to the work of
another artist.
Review own work and give an opinion or feeling about it.
Make suggestions for changes or
improvements in own work.
Design and Technology
Use own ideas to design something and describe how their own idea works
Explain to someone else how they want to make their product and make a simple plan before mak-ing
Make a basic next step planning sheet
Explain why they have chosen specific materials including textile materials
Use a template to aid accuracy of design
Make a mock design before the final product
Choose appropriate materials and tools and explain why they have chosen them
Use measurement for accuracy
Join materials and components together using different ways
Make a finished product which moves
Explore and evaluate existing products
Explain how their finished product works
Explain what went well or works well in their fin-ished product
Explain what has not worked well or challenges faced in their finished product
Evaluate against a design criterion
Make their own produce stronger and more stable
Use levers in a product
Cut and chop food safely
Weigh ingredients to use in a recipe
Describe the ingredients being used in a recipe
Know where the ingredients used in the recipe
come from
Computing I can log on and off correctly.
I can be creative with different technology tools.
I can use technology to organise and present my ideas in different ways.
I talk about the different ways I use technology to collect information, including a camera, microscope or sound recorder.
I can make and save a chart or graph using the data I collect.
I can give instructions to my friend (using forward, backward and turn) and physically follow their instructions.
I can tell you the order I need to do things to make something happen and talk about this as an algorithm.
I can program a robot or software / apps to do a particular task and make objects move / create patterns on a screen.
I can begin to predict what will happen for a short sequence of instructions.
I can use the word debug when I correct mistakes when I program.
I can watch a program execute and spot where it goes wrong so that I can debug it.
Languages
I can join in with songs and rhymes.
I can answer with a single word/phrase
I can use set phrases.
I can ask a question
I can read and understand single words.
I can write single words correctly.
PSHE
To know about group and class rules and why they are important.
To know the importance of respecting others, even when they are very different, or make different choices.
To know the conventions of courtesy and manners
To recognize their own feelings and know that there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness)
To know the importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn.
To begin to know about personal hygiene – how germs and viruses are spread and the importance of handwashing
To understand that mental wellbeing is a normal part of daily life, in the same way as physical health
To demonstrate compassion, empathy and tolerance.
To identify what might make someone want to spend or save their money
For further detail of coverage, please see subject Steps in Learning as this area has multiple key elements,
A Class Two Child
Religious Education I know how a sense of belonging is expressed and
demonstrated
I know how religious people express their sense of community
I know about baptism
I know why Sunday is a special day for Christians I know what happens in Christian worship I know why artefacts and symbols are important to
believers I know what worship is and why it is so important to
religious people I know why festivals are important to believers I know what makes any day 'holy' for believers I know what the Torah is and why it is special to Jewish
people. I know what the Torah teaches about God and how believers should live their lives
I know what I can learn from the guidance in the Torah about how I should live my life
I know why Moses is so important to the Jewish faith
I know what it is like inside a synagogue and what
happens there and the role of the synagogue in Judaism
Physical Education
Dance I can:
Perform my own dance moves
Copy or make up a short dance
Move safely in a space
Change rhythm, speed, level and direction in a dance
Make a sequence by linking sections together
Use dance to show a mood or feeling
General I can:
know the lesson begins with a warm up & ends with cool down.
Describe how my heart is beating, and my breathing is normal /puffed at different times in the lesson.
Games
I can:
Throw an object underarm.
Throw and kick in different ways
Use hitting, kicking and / or rolling in a game
Decide the best space to be on during a game
Use a tactic in a game
Follow rules
Gymnastics
I can:
Make body curled, tense, stretched and relaxed
Control body when travelling and balancing
Copy sequences and repeat them
Curl, travel and balance in different ways
Plan and perform a sequence of movements
Improve sequence based on feedback
Think of more than one way to create a sequence which follows some rules
Outdoor and adventurous I can:
Recognise risks when
climbing, balancing, running
Begin to understand basic principles of working with a partner or group.
Music Make and control sounds with voice and with instruments
To know that some songs have a chorus or a response/answer.
Take part in singing, accurately following the melody.
Sing or clap increasing and decreasing tempo
Imitate changes in pitch
Perform simple patterns and accompaniments keeping a steady pulse
Use instruments to perform and choose sounds to represent different things
Play simple rhythmic patterns on an instrument
Order sounds to create a beginning, middle and an end
Create music in response to different starting points
Learning Qualities
Class Two
The following outlines the key year group skills that we are committed to developing which will help our
children to become successful life long learners. It is helpful to see these as ‘Learn to Learn’ skills.
Building Resilience
Have a go at something new Have a go even when something is difficult Never give up Keep going even when others find it easy Know we can learn from mistakes
Developing Confidence
Confident to share ideas with others Know and understand what they do well Recognise where work could have been better Understand what they need to do to improve Tell others why they enjoy a task Tell someone what they have learnt
Gaining Independence
Ask for help (if the time is appropriate) Choose and use equipment needed for a set
task
Set a simple target or goal Stop and think before acting
Think about more than one way to solve a problem
Don’t let others distract you
Becoming Collaborative
Work in a group and take turns
Prepared to listen to ideas of others without interrupting them
Confident to share ideas with others
Actively listen and share ideas
Confident to both lead and be directed by others Consider views of all group members during discussion
Being Inquisitive
Show curiosity about new things
Ask sensible questions about learning and tasks
Use ‘how’ and ‘why’ when trying to find things out
Give a simple opinion and explain why
Explain why they prefer one or two ideas that are proposed
Give opinions and say which they agree with
Staying Safe
I can explain why I need to keep my password and personal information private.
I can tell an adult when I see something unex-pected or worrying online.
I can talk about why it’s important to be kind and polite online and in real life.
I know that not everyone is who they say they are on the Internet.
I can recognise an age appropriate website. I can agree and follow the online safety rules. I can talk about why I should go online for a short amount of time.
To know that for most people the internet is an integral part of life and has many benefits.
To understand that all medicines are drugs and they can help you when you are ill
To know how medicines are distributed through prescriptions
To know when we should take medicines and who should give them to us
To know the rules about medicines To begin to understand that they have rights over their bodies
To begin to understand the concept of trust To recognise that if they feel unsure, uncomfort-able or hurt about something they have been asked to keep private, that they should tell an adult they trust (even if they have been asked to keep this private)
To be able to follow safety instructions and rules at home and at school
