1. Grade 1Term 1

2. Welcome to Term 1 Welcome to the first term. After the long holidays it will take a couple of weeks for your children to settle back into routines. In this time, the teachers will informally assess your children to ensure that the planning fully meets the individual needs of each child. 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 childs ability at the end of the unit to what he or she could do at the start. If you have any questions about your childs levels of attainment, please speak to the class teacher, who is the person who know your child best of all.

3. Term 1 Overview LiteracyNumeracyScienceHumanitiesDT/ArtICTPSHE Narrative Stories with Familiar Settings Traditional Stories Poetry Patterns on a page Non-Fiction Instructions Kitchen Fire Safety code Recipes Instructions and recounts Based on Revised Framework for Numeracy Block A1, B1, C1, D1, E1, A2 QCA Unit 2A Health and Growth QCA Unit 2D Grouping and changing Materials QCA Unit 3H What were seaside holidays like in the past? QCA Unit 4G Going to the seaside QCA Unit 2A Picture this! (Art) QCA Unit 2B Puppets (DT) QCA Unit 2A Writing Stories communicating information using text QCA Unit 2B Creating Pictures Classroom rules School rules: GREAT Health

4. Literacy We will focus on three specific genres this term: Narrative, Poetry and Non-fiction Narrative Stories with Familiar Settings Traditional Stories Poetry Patterns on a page Non-Fiction Instructions Kitchen Fire Safety code Recipes Instructions and recounts 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 A1, B1, C1, D1, E1 and A2. 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 2A – Health and Growth About this Unit Through this unit children learn that animals (including humans) grow and reproduce. They can use ideas about feeding and growth to learn about ways we need to look after ourselves to stay healthy. Experimental and investigative work focuses on: making and recording observations and simple comparisons presenting information in charts and tables. Children will also have opportunities to consider ways in which science is relevant to their personal health and to relate science to aspects of their everyday life (food, exercise, medicines), and to recognise and control hazards and risks to themselves. Expectations: At the end of this unit most children will:identify some types of food that make up their diet and name some examples of each; recognise that an adequate diet and exercise are necessary for them to grow and stay healthy; ask questions in order to make comparisons and describe differences they observe eg between babies and toddlers; recognise that care needs to be taken with medicines and recognise that animals produce young some children will not have made so much progress and will: name some foods or types of food; recognise that exercise is important; describe some differences they observe eg between babies and toddlers; recognise that medicines can be dangerous and recognise that animals produce young some children will have progressed further and will also: describe how their diet is balanced and give several reasons why it is sometimes necessary to take medicines Vocabulary In this unit children will have opportunities to use: words and phrases relating to life processes eg grow, growth, move, have young, reproduce, feed words relating to health eg diet, variety, germ, healthy/unhealthy, medicines, safety, packaging, exercise words describing tastes eg salty, sweet comparative expressions eg most, more expressions of time using when, after expressions of reason using because.

7. Science 2 QCA Unit 2D – Grouping and Changing materials About this Unit Through this unit children learn to distinguish between an object and the material from which it is made. They learn about some of the ways materials can be changed and that heating can cause changes which produce materials which are often useful. Experimental and investigative work in this unit focuses on: thinking about what is expected to happen making and recording observations and comparisons deciding whether a test is fair. Work also offers opportunities for children to relate science to domestic contexts eg cooking and to recognise hazards and risks to themselves and to control these. EXPECTATIONS: at the end of this unit most children will:identify some naturally occurring materials; predict and describe how heating can change some materials into new and useful materials and state the dangers of hot water or naked flame; describe what happens to water when it is heated and cooled; record observations in tables and recognise when simple comparisons are unfair some children will not have made so much progress and will: describe how heating can change some materials and make observations which, with help, they record in tables some children will have progressed further and will also: state that ice, water and steam are the same material and describe how water can be changed into ice and steam and how these changes can be reversed; recognise and explain when a comparison is unfair Vocabulary In this unit children will have opportunities to use: names of a variety of materials eg wood, metal, leather, plastic, clay and of groups of material eg natural, manufactured words giving ways of changing materials eg squash, bend, twist, stretch, heat, cool, freeze, melt, boil words which have a different meaning in other contexts eg fair, material expressions of comparison eg warm/warmer/warmest expressions of reason using because expressions making predictions.

8. Humanities QCA Unit 3H – What were seaside holidays like in the past About this Unit This unit compares seaside holidays in the recent past with those taken a long time ago. Children will develop an understanding of chronology and an ability to ask and answer questions about different sources of information. The unit could be developed further by visiting a seaside resort and its local museum. Expectations: At the end of this unit most children will:order objects correctly in chronological sequence; recognise some similarities and differences between holidays now and in the past; collect information about the past by asking questions of people who were alive before the children were born, and from objects and pictures; recognise that there are several ways they can find out about the past; write sentences about seaside holidays in the past, using words related to the passing of time some children will not have made so much progress and will: identify some features related to seaside holidays; recognise one or more similarity(ies) and difference(s) between holidays now and holidays in the past; identify objects as belonging to the past or to now; draw and play with seaside objects some children will have progressed further and will: place objects/pictures in the appropriate time period eg Second World War, 1960s; provide explanations for why they have placed objects/features at different times in the past; explain in writing what they have learnt about seaside holidays in the past Vocabulary In this unit, children will have opportunities to use: words associated with geographical features, eg seaside, sand, cliff, beach, shingle everyday words associated with the seaside, eg windbreak, picnic, sun hat, sun cream, sunglasses, flip-flops, souvenirs, bucket, spade, sandals, luggage, swimsuit, sandcastle period-specific seaside vocabulary, eg steam boat, Punch and Judy show, amusement arcade, steam train, pier time-related vocabulary, eg when your parents/carers/grandparents were young, long ago, after the war, 1960s, recent, modern, older, oldest

9. Humanities 2 QCA Unit 4G – Going to the seaside About this unit This is a medium unit. The theme of the seaside is set mainly in a geographical context but uses a historical perspective to help children understand how seaside places have evolved over time. The activities at the end of the unit have a more global emphasis which will be particularly suitable for more able children. The seaside is also the theme of Unit 3 in the history scheme of work. Schools may wish to use them in combination. This unit offers links with literacy, speaking and listening, history and IT. Expectations: At the end of this unit most children will:recall information about their local area and use this to help them study a contrasting area, eg the seaside; recognise how each environment is different and changing; use a variety of resources to find out information some children will not have made so much progress and will: use selected information to form a picture of what the seaside places were like in the past; identify, with help, other places in the world where seaside holidays may be taken some children will have progressed further and will also: identify a variety of seaside places around the world and give some reasons for their popularity Vocabulary In this unit, children are likely to use: seaside, beach, weather, town, country, holiday, human, physical, features, buildings, lifestyle, bathing, transport, poster, postcard, costume They may also use: words linked to Victorian England words associated with specific pictures they are shown

10. Art QCA Unit 2A – Picture this! Picture this! About this unit In this unit children explore an issue or event in their lives. They learn how to use a viewfinder and record their observations and ideas using a variety of methods, including photography and collage. They look at and comment on the work of photographers and illustrators Expectations: At the end of this Unit most children will be able to: explore ways of framing images; investigate and use drawing, print making, collage and photography to communicate ideas and meanings in their own images; comment on differences in others work; suggest ways of improving their own work some children will not have made so much progress. They will be able to: communicate ideas and meanings in different ways; describe what they think or feel about their own and others work some children will have pro­gressed further. They will be able to: investigate and use line, shape, colour and tone to communicate ideas and experiences in different media; comment on similarities and differences between their own and others work; adapt and improve their own work Vocabulary In this unit children will have an opportunity to use words and phrases related to: visual images, eg photograph, picture, illustration, painting, collage, sequence design, eg plan, outline, shape illustration, eg illuminated, pictured, decorated, drawn, illustrators style and size of letterforms layouts and arrangement collage, eg combining, overlapping, layering print, eg monoprint, press print

11. DT QCA Unit 2B - Puppets About this Unit This unit involves children making a textile product by marking out, cutting and joining pieces of fabric. Children look at a selection of hand puppets and base their design on their investigations into how the puppets have been made and who they have been designed for. This unit provides a context for work in literacy and offers an opportunity for children to make up their own play or to retell a familiar story using their puppets. This unit could be adapted by focusing on another simple textile product eg a protective bag that can be made from a limited number of pieces. EXPECTATIONS: at the end of this unit most children will:have discussed their ideas as they developed and be able to say what their design has to do; have created a puppet that works (ie is the right size and reflects the character) using a given technique; have stitched two pieces of fabric together and added features using appropriate materials and techniques some children will not have made so much progress and will: have made suggestions as to what they intend to do; have created a puppet with support by gluing two pieces of fabric together and added features using appropriate materials and techniques some children will have progressed further and will: have reflected on their own ideas and have worked independently to create their puppet using appropriate techniques to measure, mark out and join the fabric pieces they have selected; have added features to their puppet to capture particular characteristics and expressions; have been able to identify how well the puppet works in relation to simple design criteria Vocabulary In this unit, children will use words and phrases relating to: designing eg user, list, label, drawing, ideas, mock-up, choose, decide, evaluate, try out ideas, standard unit making eg plan, template, fabric, cutting out, sewing, needle, running stitch, gluing, adding knowledge and understanding, eg character, puppet, seam, stitch, thread, strong, quality, features, strengthen, reflective symmetry, position, to, towards

12. ICT QCA Unit 2A – Writing stories About this Unit In this unit children learn to use words to communicate messages and recognise that ICT lets them correct and improve their work, as they are working or at a later date. Children will also have opportunities to discuss their experiences of using ICT. Children will be able to apply what they have learnt in this unit when: writing stories with a clear sequence of events in a sustained style; using and punctuating a range of sentence types; commenting on the features which distinguish texts such as narrative, information and poetry. They will also be able to use these skills when: producing creative writing in English; producing accounts of their work in science and geography; describing sequences of events in history. EXPECTATIONS: at the end of this unit most children will:use a word processor to produce sentences that communicate meaning some children will not have made so much progress and will: enter words into a word processor some children will have progressed further and will: use a word processor to produce sentences that communicate meaning; refine sentences by adding words and making corrections; alter sentences in the light of comments Vocabulary shift spacebar return/enter insert backspace delete

13. ICT 2 QCA Unit 2B Creating Pictures About this Unit In this unit children develop visual ideas for different purposes by using ICT and other methods. They use the features of an ICT graphics package to explore and realise their ideas and to identify ways to develop and improve their work. They will need to select and use simple tools (pen, brush, fill, and spray) in their mark making, and understand that work can be easily amended and ideas can be tried out without spoiling earlier versions. They will learn how ICT techniques can inform other techniques and vice versa, and that sometimes a screen version is the final version of a piece of work. Children will be able to apply what they have learnt in this unit when creating work in design and technology, and art. EXPECTATIONS: at the end of this unit most children will:use a computer graphics package to create a picture; select the most appropriate tools to match their purposes some children will not have made so much progress and will: use a computer graphics package to create a picture some children will have progressed further and will: use a computer graphics package to create a picture; select the most appropriate tools to match their purposes; develop an image and modify and correct their work as they go Vocabulary graphics icon pencil tool brush tool spray tool flood fill line texture save as

14. 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 terms work we would suggest: www.bbc.co.uk/schools/bitesize www.woodlands-junior.kent.sch.co.uk We also suggest CGP books: www.cgpbooks.co.uk