1. Grade 1 Term 3

2. Welcome to Term 3 It’s the Summer term. The weather is getting warmer and all of the end of year fun with Trips week and Sports day is about to begin. However, there is still plenty of work to be done. In the pages that follow you will find the units that your child will study this term along with the expectations at the end of each unit. Not every child progresses at the same rate so please compare your child’s ability at the end of the unit to what he or she could do at the start. If you have any questions about your child’s levels of attainment, please speak to the class teacher, who is the person who know your child best of all.

3. Term 3 overview LiteracyNumeracyScienceHumanitiesDT/ArtICTPSHE Narrative Extended Stories Significant Author Non-Fiction Information Texts Based on Revised Framework for Numeracy Block A3, C3, D3, E3 QCA Unit Plants and Animals in the Environment QCA Unit 2C Variation QCA Unit 22G A contrasting Locality (the island of Hawaii) QCA Unit 2D Joseph’s coat (DT) QCA Unit 2c Can buildings speak? (Art) QCA Unit 2D Routes: controlling a floor turtle Friendships

4. Literacy We will focus on two specific genres this term: Narrative and Non-fiction. Narrative Extended Stories Significant Author – this will look at the work of a children’s author. Non-Fiction Information Texts We follow the Renewed Primary Framework for England. For further information please see: www.nationalstrategies.standards.dcsf.gov.uk/node/150263

5. Numeracy Numeracy teaching is divided into 5 Blocks of study: A Counting, Partitioning and Calculating B Securing number facts and Understanding Shape C Handling Data and Measure D Calculating, Measuring and Understanding Shape E Securing Number facts, relationships and Calculating These blocks are then divided into 3 Units of study. This term, children will cover Blocks A3, C3, D3, and E3. Further information on the content of these blocks, including objectives, can be found at: www.nationalstrategies.standards.dcsf.gov.uk/nodes/18234 Our teachers use the Abacus Evolve scheme to support their teaching. www.abacusevolve.com Please be aware that this scheme supports practical learning and our teachers use the pages that are appropriate rather than following the scheme page by page.

6. Science QCA Unit 2B - Plants and Animals in the Local Environment About this unit Through this unit children learn about plants and animals in their immediate environment and how differences between places very close to each other result in a different range of plants and animals being found. They learn that like humans, plants and other animals reproduce. Experimental and investigative work focuses on: turning ideas into questions that can be investigated presenting results drawing conclusions. Work in this unit also offers opportunities to relate understanding of science to the local environment, to consider how to treat living things and the environment with care and sensitivity and to recognise hazards to themselves and to take action to control the risks from these hazards. EXPECTATIONS: at the end of this unit most children will:recognise that different plants and animals live in the local environment and name some of them; know that flowering plants produce seeds which grow into new plants; describe what they observe as new plants grow; record observations in tables, using these to draw conclusions some children will not have made so much progress and will: recognise that different plants and animals live in the local environment and name some of them; know that plants produce seeds; make observations of plants and animals, recording these, with help, in tables some children will have progressed further and will also: suggest reasons why different plants and animals are found in the different environments Vocabulary In this unit children will have opportunities to use: words and phrases relating to life processes eg produce new plants, produce young, reproduce names for animals eg worm, snail, fly, robin names for plants eg daisy, dandelion, oak tree words which have a different meaning in other contexts eg shoot, fruit, earth, table expressions to describe location eg within, under, next to comparative expressions.

7. Science 2 QCA Unit 2C -Variation About this Unit Through this unit children will become more aware of the huge variety of living things within their local environment and of differences between them. They will learn that although individual living things are different there are similarities which can help to sort them into groups and that this is helpful. Experimental and investigative work focuses on: making observations, measurements and comparisons presenting findings in drawings and block graphs using results to draw conclusions. Work in this unit also offers opportunities for children to relate understanding of science to environmental contexts and to consider how to treat living things with sensitivity. Some of this unit may be undertaken in relation to the school’s programme for personal, social and health education. EXPECTATIONS at the end of this unit most children will:recognise similarities between animals and between plants and differences within these groups; suggest questions relating to differences between living things; make measurements of length using standard units and, with help, present results in block graphs, making simple interpretations of these some children will not have made so much progress and will: recognise differences between animals and plants; make some measurements using non-standard units some children will have progressed further and will also: identify ways in which the appearance of humans changes as they get older and some characteristics that will not alter; explain what their block graphs and charts show Vocabulary In this unit children will have opportunities to use: words naming features of animals and plants eg feathers, fur, shell, branch comparative expressions eg long, longer, longest, small, smaller, smallest, similar to, different from expressions making generalisations eg ‘we all...’, ‘most have...’ expressions of time related to change.

8. Humanities QCA Unit 22G - A contrasting locality overseas (the island of Hawaii) About this Unit This ‘short’ unit introduces a distant locality through aspects of life that will be familiar to children such as housing, cooking and going to school. The unit is based on a small area; this allows children to compare it more easily with their own local area. The main focus of the unit is on knowledge and understanding of places. It is intended as an introduction to looking at a distant locality and therefore uses selected information for the children to work with. The unit offers links to art and design, PSHE and citizenship, history and literacy. The unit’s links with other curriculum areas such as art and design give children a more rounded view of a place. The links to other subjects could be extended to, for example, music and design and technology. EXPECTATIONS: At the end of this unit most children will:have a sound knowledge of aspects of life in Hawaii such as homes, food and the surrounding countryside; use information from a variety of secondary sources; make comparisons between Hawaii and their local area some children will not have made so much progress and will: show a more limited appreciation of life in Hawaii some children will have progressed further and will also: show a deeper knowledge of Hawaii; transfer the skills developed in looking at Hawaii to a range of other places Vocabulary In this unit, children are likely to use: Hawaii, hot, cold, sea, land, transport, food, cooking, spices, shopping, homes, jobs, school, village, maize, traditional, modern They may also use: landscape, temperature, continent, ocean, journey, cereal

9. Art QCA Unit 2C - Can buildings speak? About this Unit In this unit children explore shape and pattern in buildings. They begin by producing prints and rubbings of patterns found in buildings and go on to look at, and record, the use of shape, space and pattern in local buildings. They question how these features tell us something about the purpose of the building. They work in groups to produce a relief sculpture for temporary display, using their first-hand observations as a starting point Expectations: At the end of this unit most children will be able to: explore ideas about shape and pattern; make prints based on pattern in buildings; work with others to develop a relief panel based on observations of pattern in buildings; say what they think and feel about their own and others’ work some children will not have made so much progress. They will be able to: work with others; use materials and techniques to communicate ideas and experiences; talk about their own and others’ work some children will have pro­gressed further. They will be able to: investigate and use materials and processes to communicate ideas and meanings about buildings; work with others to design and create a relief panel based on drawings and other information about buildings; comment on differences in own and others’ work; suggest ways of improving their own work Vocabulary In this unit children will have an opportunity to use words and phrases related to: skills of observation and recording, eg viewpoint, viewfinder, drawing, camera, photograph visual qualities, eg shape, pattern, decoration, natural, mathematical shapes, patterns, symmetry tactile qualities, eg malleable, form, three-dimensional, relief (raised surface) buildings and their purposes, eg public, private, leisure, learning features of buildings, eg materials, surfaces, doorways, window sills, slates, tiles, murals materials and processes, eg frottage (rubbings), print making, clay, modelling

10. DT QCA Unit 2D – Joseph’s Coat About this Unit Through this unit children will learn to use a graphics program to design a model of a simple coat linked to the story of Joseph’s coat of many colours. They learn to use simple paper patterns to make a coat and simple joining techniques for fabrics. They learn to communicate their ideas through talking, freehand drawing and using a graphics program. This unit can be adapted by focusing on an alternative product eg a fabric mat, bookmark or simple bag. EXPECTATIONS : at the end of this unit most children will:have used a graphics program to try out their ideas and suggest improvements in order to create a design for Joseph’s coat; have worked with minimal guidance and with increasing care using safely and with some accuracy the tools and techniques shown to them some children will not have made so much progress and will: have used a graphics program with support; have used pre-drawn patterns or templates to create a coat for Joseph; have required support in cutting and joining fabric; have found it difficult to achieve a good-quality finish some children will have progressed further and will: have used a graphics program competently to show realistic ideas for a coat for Joseph; have clear plans for the order of their work; have used materials with care and some accuracy; have made a coat that is similar to their original design Vocabulary In this unit, children will use words and phrases relating to: designing eg discuss, choose, try out ideas, adapt, design, experiment, evaluate, decide, mock-up, predict, expensive making eg pin, pattern, join, cut, shape, measure, fabric, template, needle, thread, ruler, tape measure knowledge and understanding eg outline, background, coat, strengthen, stitch, quality, pattern repeat, seam, centre, side, line, flat, symmetry, turn

11. ICT QCA Unit 2D- Routes: Controlling a floor turtle About this Unit In this unit children learn how to create, test, modify and store instructions to control the movements of a floor turtle. They learn to programme the floor turtle to move around an area by using single instructions, a sequence of instructions and repeated sequences. The unit will develop children’s understanding of programmed devices used outside school. Children should be able to apply what they have learnt in this unit when: creating and using maps in geography; working with shape and space in mathematics; and using devices in design and technology. EXPECTATIONS: at the end of this unit most children will:produce an accurate set of instructions but will need to amend them to make them correct; combine three forward movements into one by adding units together; accurately predict the results of a set of instructions some children will not have made so much progress and will: produce a set of instructions but make mistakes with directions and distances; incorrectly predict or guess the results of a set of instructions some children will have progressed further and will: produce an accurate set of instructions with little need for amendment; incorporate instructions that involve difficult angles other than 90 and 180 degrees; accurately predict results of a set of instructions by identifying patterns Vocabulary floor turtle control devices instructions data commands program

12. Homework In Primary, the day is quite intense for young children working in two languages. For this reason we limit our homework to 15 minutes per day in Grade 1. We suggest: 8 minutes - reading 2 minutes - spelling 5 minutes – completing homework sheet/finishing off If you would like to further consolidate this term’s work we would suggest: www.bbc.co.uk/schools/bitesize www.woodlands-junior.kent.sch.co.uk We also suggest the CGP books: www.cgpbooks.co.uk