Welcome to term 3! Below is an overview of your child’s learning and development. Please feel free to speak to me if you have any questions.
Daily maths lesson will continue to begin by consolidating and strengthening the children’s understanding of number with counting practise. All of the children have completed their 10 times tables and have started to practise their 2s! (Next term we will be practising our 5s). During term 3, daily maths lessons will see children beginning to develop their reasoning and problem solving skills; practise counting forwards and backwards to 50 and beyond; and practise reading, writing and ordering numbers to 50 correctly. Children will also develop skills in identifying and representing numbers using pictures, objects and practical equipment such as ‘Numicon’. Children will use informal written methods, such as blank number lines, for support with recording. We have started this term with Place Value, where La Danse class have been looking at the ‘tens’ and ‘ones’ which make up two digit numbers, exchanging and recording ‘ten more’ and ‘ten less’ on number lines. At the end of week 2, children will look at 2D and 3D shapes. They will handle them, name them and begin to describe them in order to recognise the shapes in different orientations. During week 3, we will also revisit ‘money’ and children will have the opportunity to play in role as a bank cashier/shopkeeper in order to practise giving change and exchanging between pennies, 2p, 5p, 10p, 20p and 50p coins. During weeks 4 and 5 children will practise addition to secure their number bond knowledge and related subtraction facts within 20 and challenging themselves beyond. Children will use physical objects and pictures to give meaning to number sentences in order to support their understanding of the relationship between addition and subtraction. Finally, we will be moving on to measurement; children will work practically to measure length and height, and recognise that both are measurements of distance. Children will then go on to measure and begin to record mass/weight, using non-standard and then standard units.
So far this term, children have been learning about stories from other cultures. We have started with ‘Handa’s Surprise’, where I have remodelled a short version of the story with a repetitive sentence structure. Children use the ‘Talk for Writing’ principles to imitate the language they need for a particular topic orally before reading and analysing it and then writing their own version. We have been practising our story-telling daily, and the children have created actions to go with the story – which helps them to remember the sequence. Children have practised ‘Language through Experience’ where they hot-seated and questioned Handa and Akeyo! They will also be engaging in further drama strategies and role-play activities to allow them to take on the role of different characters in different settings. Further activities in English this term will involve reading and writing Traditional Tales.
All of the children’s handwriting has already made progress and we will continue to develop their cursive handwriting style with ongoing practise of their letter formations. Using their phonic knowledge to help them sound out words they need to spell, children have begun to practise and write simple sentences to sequence stories.
Grammar foci has included verbally applying the –ed and –ing suffixes to root words, continuously practising capital letters and full stops and will begin include using commas, question marks and exclamation marks. Children will touch upon using ‘connectives’ or ‘joining words’ in their writing during this term. Speaking and listening skills will be continually developed using drama methods and utilising the role play area, so that the children build up a store of useful words and their imagination is stimulated with ideas for them to write about.
Children will continue to have two phonics sessions every day as well as a daily guided reading session.
Animals including Humans During years 1 and 2, pupils are taught to use practical scientific methods, processes and skills. Children are provided with opportunities to ask simple questions and recognise that they can be answered in different ways. Children conduct investigations which allow them to observe closely, using simple equipment. They will perform simple tests; identify and classify objects; use their observations and ideas to suggest answers to questions and gather and record data to help in answering questions. This term, children are continuing to learn about Animals including Humans. The Academic year started off with children identifying and naming body parts, looking at/labelling the human skeleton and identifying/labelling each sense. Children are now beginning to identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals and will identify animals as carnivores, herbivores and omnivores.
Our class theme this term is ‘What is happening to the Rainforests?’ Children will mainly focus on The Amazon Rainforest - its location on a map, its animal and human inhabitants, its climate and the issues surrounding deforestation. Children will describe the key features of The Rainforest using ‘locational words’ like country, hill, mountain, ocean, river etc. Children will explore how ‘jobs’ and life may be different in The Amazon, and compare the different facilities that a village, town and city may have. As the children have a choice with their learning, they will choose 6 questions which they want to find the answer to over the duration of the term. This will then result in a piece of writing to show the answers and what the children have learnt.
In Key Stage 1, pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and cooperative physical activities, in a range of increasingly challenging situations.
PE this term has commenced with Ball skills. Each week, children will learn a new skill which will be built upon each week. Children will practise throwing underarm, hitting a ball with a bat, moving and stopping safely, throwing and catching with both hands and throwing and kick in different ways.
Children will then have the opportunity to participate in team games, developing simple tactics for attacking and defending.
PE takes place each week on a Friday. PLEASE make sure ALL earrings are removed prior to children arriving at school; staff are not permitted to remove children’s piercings and consequently we are regularly having distressed children unable to participate due to the health and safety risk. As you are also aware PE kits need to be labelled and long hair tied back. Thank you.
Children will continue to study aspects Christianity this term. They will retell stories and discuss things that important to them with a specific focus on the creation of the world.
Every Monday, children will be given a list of 5 spelling words to practise in class upon arriving at school each morning. On Friday the children will bring their spellings home for you to test them. They will bring them back to show the class teacher on Monday. The words are a mixture of ‘High Frequency Words’, ‘Common Exception Words’ and words incorporating sounds relating to our Phonics. Please also practise the ‘Year 1’ words with you child frequently as once they are confident with these, they will be tested to win a spelling bee!
Maths homework will be set and given to children each Friday for them to complete over the weekend. This homework will enable children to practise skills already taught in class and will prepare them for the following week’s learning. Children should bring their completed task back to school on Monday morning. Mathletics: Children may also choose to participate in extra Maths games and competitions from the Mathletics website (http://uk.mathletics.com) at home. Mathletics is a fun, online approach to maths. It is engaging, supportive and targeted to the National Curriculum. Each child has log-in details on the inside cover of their yellow Reading Record.
A piece of written work will also be set each Friday for completion over the weekend. This work will either re-enforce children’s learning of grammar or it will link to the book that your child is studying. Please ensure that your child scribes their own handwriting as this allows them to practise and improve their own skills.
Children should be reading at home every day for a minimum of 10-15 minutes. Children should use sounding out to help them decode the words on the page, but it is also important that they continue to think about what would make sense in the context of the sentence and in the story they are reading. It is also helpful for children to use the pictures as a clue to support their reading. Each child should have a named book bag in which to keep their reading book and reading record. This book bag should be brought into school and then taken home every day.
Here are some suggestions that you may find helpful during reading sessions:
• Who is/are the main character(s)?
• What are they doing? (What are the main events?)
• Where is the setting? (Where does the story take place? / describe it)
• How do you think the character’s feel at certain parts? (happy, sad, angry, jealous, etc.) and ask if they know any other words that mean the same (very important for developing vocabulary!)
• Why do you think the character feels this way?
• How do they predict the story may end?
• Did you think the story had a good ending? Why/Why not?
• Are there any words you didn't understand? How can you find out their meaning?
• Did they like the story? Why or why not?
• Can they find the title? Blurb? A capital letter? An exclamation mark? A sub-heading?