Class Teacher: Mrs Fang
Email: hfang@bewickbridge.co.uk
Teaching Assistants: Mrs Woodruff and Ms Panagiota Lliadou
This is a typical week timetable for Year 1. Please, be aware this is subject to change.
This term we will write:
A newspaper report based on the book 'Supertato Carnival Catastro-Pea' by Sue Hendra.
A persuasive letter based on the book ' Greenling' by Levi Pinfold.
A poem based on Wayne the Stegosaurus by Kenn Nesbitt.
During these units we will be working hard on our handwriting and presentation and remembering all the things we need to include in our writing.
Maths this year!
Science
In science this term, we will be studying the topic ‘Everyday Materials’. We will distinguish between an object and the material from which it is made, identify and name a variety of everyday materials, describe the simple physical properties of a variety of everyday materials and compare and group together a variety of everyday materials on the basis of their simple physical properties.
Knowledge:
Matter (stuff) is made from tiny building blocks.
Know what wood, plastic, glass, metal, water, and rock are.
Know different objects made from wood, plastic, glass, metal, water, and rock.
Know different objects and materials which are hard, soft, strong, weak, absorbent, heavy, light, solid and runny, smooth and rough.
Geography
For the first half term, the topic for geography is ‘Wonderful Weather.’ Over this topic, children will be learning about the seasons and the weather patterns in the UK. They will be able to describe and explain different types of weather and even explore how symbols represent different types of weather. At the end of this half term, children will be conducting a fieldwork study of the school premises to identify, observe and record different human and physical features on the school site.
Knowledge:
There are four seasons in the UK: spring, summer, autumn and winter. Each season has typical weather patterns.
Types of weather include sun, rain, wind, snow, fog, hail and sleet.
In the United Kingdom, the length of the day varies depending on the season.
Symbols are used to show different types of weather.
Places can be compared by size, weather and climate (Amazon rainforest and a forest in Cambridge).
Fieldwork includes going out in the environment to look, ask questions, take photographs, take measurements and collect samples.
The topic for history is ‘Toy stories.’ Children will develop their ability to ask and answer questions, their understanding of the past and changes over time through learning about how toys have changed over time. Children will consider the distinction between ‘old’ and ‘new’ toys through reflecting on the materials that these toys were made from.
Knowledge:
Toys have been around for thousands of years. The earliest toys were dolls which were often made from wood.
Looking at the materials that toys are made of, gives us clues about how old it is.
Older toys are made from wood, tin, cloth or household materials.
They had to be moved by hand. They were made by hand, by toy makers, and would take a long time to make.
Teddy bears have been toys for over 100 years.
Teddy bears used to be stuffed with wood shavings.
Parts of dolls were made from porcelain (china clay) and were very delicate, this means they could easily break.
Lots of modern toys use electricity to work and are often made from plastic.
In the first half of the term the children will be introduced to data and information. Labelling, grouping, and searching are important aspects of data and information. Searching is a common operation in many applications, and requires an understanding that to search data, it must have labels.
In computing we will focus on assigning data (images) with different labels in order to demonstrate how computers are able to group and present data. Learners will be logging on to the computers, opening their documents, and saving their documents.
Later in the term, in the programming unit, learners will be introduced to on-screen programming through ScratchJr. Learners will explore the way a project looks by investigating sprites and backgrounds. They will use programming blocks to use, modify, and create programs. Learners will also be introduced to the early stages of program design through the introduction of algorithms.
Knowledge:
Data and information
Objects can be counted
Information can be presented in different ways
Programming
Words can be enacted
A command has a set outcome.
You press a button to run a command
A program is a set of commands a computer can run
A series of instructions can be issued before they are enacted
For the first part of the term, pupils will be exploring the question, ‘How do we know that new babies are special?’ They will begin the unit by exploring the belief in a God that created humans and suggest why babies are special to parents. After this, the children will learn that some Muslim people welcome a new baby with the Adhan, and Aqiqah. They will then explain how some Hindu people welcome a new baby by exploring Jatakarma. Finally the children will explore how promises are made during Christian baptism ceremonies, and identify why names are sometimes an important part of baby naming ceremonies. In the second part of the term, the children will be investigating the question, ‘Why should we care for others?’
Knowledge:
Some people believe that humans have a special relationship with God.
Many people have special ceremonies when babies are born.
Some religious and non-religious people carry out ceremonies when babies are born to welcome them into their community.
Religious baby welcoming ceremonies often include symbols and actions to show the baby’s relationship with God.
Identify reasons why some Muslim people welcome a new baby with Adhan.
Recognise the key parts of Aqiqah and why these are important to some Muslim people.
Identify the important parts of Jatakarma and why these are important to some Hindu people.
Explore similarities between Jatakarma, Adhan and Aqiqah.
Identify what a promise means in a Christian baptism.
Explain ways in which some people choose a name for a new baby.
Describe what happens at religious and Humanist baby naming ceremonies.
For the first half term our unit is textiles, in which the children will be making their own puppets using different joining techniques. In the second half term the unit will be cooking and nutrition, in which the children will be learning about different fruits and vegetables. They will then use this learning to make their own healthy smoothies.
Knowledge:
Textiles:
To know that ‘joining technique’ means connecting two pieces of material together.
To know that there are various temporary methods of joining fabric by using staples, glue or pins.
To understand that different techniques for joining materials can be used for different purposes.
To understand that a template (or fabric pattern) is used to cut out the same shape multiple times.
To know that drawing a design idea is useful to see how an idea will look.
Cooking and nutrition:
know the difference between fruits and vegetables
know that some foods typically known as vegetables are actually fruits (e.g. cucumber)
know that a blender is a machine which mixes ingredients together into a smooth liquid
know that a fruit has seeds and a vegetable does not
know that fruits grow on trees or vines
know that vegetables can grow either above or below ground
know that vegetables can come from different parts of the plant (e.g. roots: potatoes, leaves: lettuce, fruit: cucumber)
The first half term will be a return to developing our drawing and painting skills through the topic Toys. We will look at the work of Maurice Sendak and Andy Warhol for inspiration
We will then finish the year with our Amazing Animals unit in which we will be experimenting with clay work and printing. We will be learning about the work of Augusta Savage.
Knowledge:
An illustrator makes the pictures to go in a book alongside the writing.
Maurice Sendak (1928 – 2012) was an American illustrator and writer of children's books. He became widely known for his book 'Where the Wild Things Are'.
Sculpture is an art form made in 3 dimensions.
Clay is soft and malleable when wet and has a fixed hard shape when dry.
Augusta Savage was an American sculptor born 1892.
The town that she lived in had clay pits and from an early age she used clay from the ground to make figures. She fought against racism to create a place for Black women in the world of art.
In this unit we will be looking at ways of using music to accompany a story as a composer might when creating music for a piece of musical theatre. Using well-known Fairytales and unpitched percussion to develop rhythms, pupils will learn control of their instruments and group-based performance skills. The second half of the summer term will be time to ‘Revise and review’, in which all skills developed over the year will be revisited and improved upon. Instrumental techniques always require a regular refreshing and strategies for developing creative compositions will be further advanced in this way.
Knowledge:
Music can be used to represent mood or help tell a story.
Rhythms can derive from speech patterns.
Following a leader when we perform helps everyone play together accurately.
PE
In the striking and fielding unit, pupils will develop their basic understanding of striking and fielding games such as Rounders and Cricket. They will learn skills including throwing and catching, stopping a rolling ball, retrieving a ball and striking a ball. They will also learn how to score points and how to use simple tactics.
In the athletics unit, pupils will develop skills required in athletic activities such as running at different speeds, changing direction, jumping and throwing. In all athletic based activities, pupils will engage in performing skills and measuring performance, competing to improve on their own score and against others.
Knowledge:
Striking and fielding
Striking: understand that the harder I strike, the further the ball will travel.
Fielding: know that throwing the ball back is quicker than running with it.
Throwing: know which type of throw to use to throw over longer distances.
Catching: know to watch the ball as it comes towards me.
Tactics: know that tactics can help us when playing games.
Rules: know that rules help us to play fairly.
Athletics
Running: understand that if I swing my arms it will help me to run faster.
Jumping: know that landing on the balls of my feet helps me to land with control. Understand that if I bend my knees it will help me to jump further.
Throwing: know that stepping forward with my opposite foot to hand will help me to throw further.
Rules: know that rules help us to play fairly.
PE Kits: PE lessons will take place on Tuesdays and Fridays afternoon. Please ensure your child comes to school dressed in their PE kits. We will have a mixture of indoor and outdoor PE lessons so please ensure your child's PE kit is appropriate for all weathers.
Water bottles, and reading books should be in school everyday.
Please ensure that all items (including lunch boxes, spare clothes and water bottles) are named as this will help us to know who they belong to and return them to their owners. In Year 1, children might have occasional toileting accidents, this is why we encourage you to put some spare clothes in your child’s bag.
We expect children to read daily. School books need to be in school each day.
Over the course of the week, we expect children to spend time learning their weekly spellings (Year 1 common exception words and red words), and learn their Key Instant Recall Facts whist working on their home learning project.
Home learning will include:
Reading x 5 per week (10 mins)
Weekly - handwriting, spellings, maths
Topic based project (1 per term)
We recognise the value of a partnership between home and school to support children in the development of their reading skills. Children who read regularly for 10-15 minutes at home will gain a great deal. Please encourage your child to read at least 5 times a week.
Find a quiet space and a quiet time.
Have a look at the front cover together. Ask your child to tell you what they think the book will be about (predict).
Don’t worry if your child gets a word wrong. Encourage them to read till the end of the sentence. They might self-correct, however, if they are really stuck encourage them to use ’Special Friends’, ‘Fred Talk’, ‘read the word’.
Discuss the story and encourage their storyteller voice.
These are the KIRF(Key Instant Recall Facts) for year 1 this term.
By the end of this term, children should know the following facts. The aim is for them to recall these facts instantly.
I can tell the time to the nearest hour and to the nearest half hour.
I know addition and subtraction facts within 10.
Here is a list of books that you may want to read with your child.
The Smartest Giant in Town - Julia Donaldson
A Squash and a Squeeze - Julia Donaldson
The Gruffalo’s Child - Julia Donaldson
The Gigantic Turnip - Aleksei Tolstoy
The Whisperer - Nick Butterworth
The Blue Balloon - Nick Butterworth
The Cat in the Hat - Dr Seuss
Hairy Maclary - Lynley Dodd
The Incredible Book Eating Boy - Oliver Jeffers
The Large Family Collection - Jill Murphy
Charlie and Lola - Lauren Child
The Trouble with Jack - Shirley Hughes
My Friend Bear - Jez Alborough
Avocado Baby - John Burningham
The Jolly Postman - Allan Ahlberg
Mister Magnolia - Quentin Blake
Frog and Toad are Friends - Arnold Lobel
The Princess and the Pea - Minnie Grey
Don’t Forget the Bacon - Pat Hutchins
Emperor of Absurdia - Chris Riddell
The True Story of the Three Little Pigs - Jon Scieszka
Mixed up Fairy Tales Hillary Robinson - Nick Sharratt
Not Now Bernard - David Mckee
Professor Astro Cat’s Human Body Odyssey - Dominic Walliman
The Big Book Bugs - Yuval Zommer
Once Upon a Raindrop - James Carter
A Cat’s Guide to the Sky - Stuart Atkinson