Sparkling Start: / Bringing favourite toy in from home to create a Toy Museum for parents – pupils to write information card about the toy. / Mastery
Enrichment
Questions: / Fabulous Finish: / Create Toy Museum for another class in school
Genres / Fiction:
Writing a story from a given point / Non-Fiction:
Write instructions for how to make a toy.
To use persuasive language to create advertising posters for toy museum. / Book Art: / Yes / No / Learning Journey / Yes / No
English (Inc SPAG) / Maths / Science
SPAG:
- Language detectives
- How words can combine to make sentences
- Joining words and joining clauses using and
- Separation of words with spaces
- Use capital letters, full stops, question marks and exclamation marks to demarcate sentences
- Capital letters for names, people, places, days of the week and for the personal pronoun
- Regular noun suffixes- s, -es
- Suffixes added to verbs where no change is needed in the root word e.g. helping, helped, helper
- How the prefix un- changes the meaning of the verbs and adjectives
- Understand the terms word, singular, plural.
Spelling
- Words containing each of the 40+ phonemes already taught
- Common exception words
- The days of the week
- To name the letters of the alphabet in order
- To write from memory simple sentences dictated by the teacher that includes words using the GPCs and common exception words taught so far.
- Using letter names to distinguish between alternative spellings of the same sound
- To add prefixes and suffixes
for nouns and the third person singular marker for verbs
-using the prefix un-
-using –ing, -ed, -er, and –est, where no change is needed in the
spelling of root word (for example, helping, helped, helper,)
Handwriting
- Sit correctly at a table, holding a pencil comfortably and correctly
- Begin to form lower-case letters in the correct direction, starting and finishing in the right place
- Form capital letters
- Understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.
To write sentences by:
- saying out loud what they are going to write about
- composing a sentence orally before writing it
- sequencing sentences to form short narratives
- re-reading what they have written to check that it makes sense
- discuss what they have written with the teacher or other pupils
- read aloud their writing clearly enough to be heard by their peers and the teacher.
Fiction – Lost in the Toy Museum
Immersion/ Imitation
- Reading story
- Performing story with actions
- Story mapping
- Comprehension
- Language Detectives
- Story boarding with sentences
- Changing the adventurein the story to alternative mode of transport – plane/spaceship/car.
- Role playing invented story
- Story boarding/mapping invented story
- Writing invented story
- Language detectives – searching for persuasive language features
- Designing and making persuasive posters advertising Toy Museum in class
- Recapping instructions features
- Making an old fashioned toy – cup and ball
- Writing instructions for how to make cup and ball
- Visitors to the Toy Museum to follow children’s written instructions to make cup and ball toy
- Daily counting to and beyond 100 forwards and backwards
- Daily counting in multiples of two, five and tens
- Recapping prior learning
- Number Bonds
- Place Value
- Four operations
Place Value
- Begin to recognise odd and even numbers to 20, and beyond
- Understand the vocabulary of estimation and provide sensible estimate of up to 30 objects
- Partition teens numbers into tens and ones
- Say the number that is 10 more than any given number to 20
- Begin to use place value and number facts to solve problems
- Investigate a general statement about familiar numbers by finding examples to explain it – odd and even numbers
Number: Four Operations
Multiplication
- Learn multiples of 2, 5, 10 (expand to 3, 4)
- Learn times tables for 2’s, 5, and 10’s by rote
- Addition and Subtraction methods recap
- Represent and use number bonds and related subtraction facts to 20 including zero
- Mental calculation strategies – add and subtract one-digit and two-digit numbers to 20, including zero
- Doubling and halving numbers
- Solve one-step problems involving addition, subtraction, multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.
- Recognising odd and even numbers
- Sorting odd and even numbers into Venn diagram
- Estimation of objects
- Partitioning teen numbers using base 10
- Using 100 square and base 10 to find 10 more of teen numbers
- Showing/representing all operations using objects and drawings
- Word problems involving all operations
Key skills - Investigative Skills:
- Observation over time
- Comparative and fair testing
- Pattern seeking
- Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
- Identify and describe the basic structure of a variety of common flowering plants, including trees
- Walking in wildlife garden identifying tree types – deciduous and evergreen
- Identifying flowering plants – wild and garden and features
- Creating and labelling flowering plant pictures using 3D form
- Plant seeds and grow plants in outdoor area
- Investigation – what does a plant need to grow?
Assessment:
Fiction-Writing alternative story in Toy Museum.
Non-fiction- Instructions.
Termly:Assessed against Assertive mentoring and KPIG
SPAG-Headstart test / Review:
Intervention
Focused groups / Follow-up Assessment:
Non-fiction- Explanation text / Assessment:
Quiz: Before and after each topic. (Headstart)
Termly: Assertive mentoring. / Review:
Intervention
Focused groups / Follow-up Assessment:
Parallel test / Assessment:
Weekly
Quiz: Before and After each topic.
Termly: Assertive Mentoring. / Review:
Focused groups / Follow-up Assessment:
Parallel test
Guided Reading Focus / Computing: / P.E:
Fiction/Non-Fiction:
- apply phonic knowledge and skills as the route to decode words
- respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes,
- read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
- read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
- read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
- read other words of more than one syllable that contain taught GPCs
- read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)
- read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
- re-read these books to build up their fluency and confidence in word reading.
Programming
Y1P1 To understand what an algorithm is (a series of instructions).
Y1P2 To understand that digital devices work using algorithms.
Y1P3 To understand that programs and devices (virtual or real) execute by following clear and accurate commands (algorithm).
Y1P4 Be able to control devicesthrough a series of commands(algorithm).
Y1P5 Recognise common uses oftechnology beyond school. Forexample programming Sky box orusing a washing machine ormicrowave.
Learning Journey:
- Human robots – making juice following steps
- Using Espresso Coding Step by Step program
Net Wall Activities- Striking and Fielding Activities – Cricket based activities
- Master basic movements including running, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
- Catching and throwing a ball
- Batting skills
- Ball control
History: / French: / RE:
Objectives:
- Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life.
- Researching modern and old toys
- Identifying similarities and differences between materials used in modern and old toys
- Identifying how toys have changed in the past 100 years.
- Putting toys in order of time (timeline)
What do believers do to show what they believe?
Concepts-Worship, Remembrance
Religion-Christianity, Islam, Hinduism
Learning Journey:
- Bring in the holy book for Hindus.
- Discuss-Rama and Sita story
- Make a book to retell the story of Rama and Sita
- Islamic, Christian and Hindu traditional dress. Children to discuss and share their ideas about what they see.
- Discuss the importance of the hijab and choice around it.
- Ask the children what they believe and why?
- Clips of other children discussing their beliefs.
- Compare all three religions when they go to worship.
- Christians celebration for a new baby-Christening.
- Muslim celebration for a new baby.
- Hindu celebration for a new baby.
- Compare and contrast, similarities and differences around the three religions and how they celebrate the arrival of a new baby.
Art/DT: / Music: / PSHCE:
Objectives:
- To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
- 3D Model of parts of a plant
- Design and make a toy
- Follow instructions to make a toy
- Use their voices expressively and creatively by singing songs and speaking chants and rhymes
- Play tuned and untuned instruments musically
- Listen with concentration and understanding to a range of high-quality live and recorded music
- Experiment with, create, select and combine sounds using the inter-related dimensions of music.
- Listening – recognising changes in timbre
- Performing – untuned percussion, keeping the pulse and experimenting with long and short sounds
- Composing – tuned percussion, creating short, musical phrases
- Transcribing – recording the compositions using graphic scores (symbols to represent sounds)
Safety
- Able to describe rules for and ways of keeping safe
- Able to identify people who can help them to stay safe
- Identify some strategies to keep strangers at reasonable distance
- Able to identify appropriate touch
- Stranger danger
- People who look after us
- People who help us
- Poster on staying safe
Active Independent Learning Challenges
Year: 1 / Term: Summer 1 / Theme:Lost in the Toy Museum
Challenge Type / Key Skills Promoted / Challenge / Subject Links
1, 2, 3, 4, 9 / 1, 2, 5,6, 10, 11 / Information card for toys brought in for toy museum. / English, History, PSHE
1, 2, 3, 5, 8, 9 / 2, 5, 9, 10, / Design, make and evaluate a musical instrument / Art, D&T, Science
2, 3, 4, 6, 7, 9 / 1, 4, 6, 10, / Comparing toys today to toys in the past and putting in chronological order / History, Literacy, Speaking and Listening
1, 2, 3, 4,6, 8, 9 / 1, 2, 4, 5, 6, 12 / Planting a seed, writing instructions and keeping a plant diary / Literacy, Science, Maths
1, 2, 3, 5, 8, 9 / 2, 5, 9, 10, / Design and make a toy / D&T, Art, History
At Brackenhill Active Independent Learning is……
exciting, challenging and of high quality. It allows children to take risks and increases their confidence. Opportunities are underpinned by Key Skills which develop strategies for life-long learning. Children are encouraged to take their learning further through practical exploration of ideas, indoors and outdoors, in order to maximise progress so children reach their potential. The adult’s role is to facilitate - guide, question and stretch their learning. / Challenge Types / Key Skills
1 / Make it! / Creative / 1 / Communication
2 / Get Going! / Physical – Fine and Gross Motor Skills / 2 / Creative Thinking
3 / Say it! / Communication and Presentation / 3 / Empathy
4 / Find it! / Information and Research / 4 / Enquiry
5 / Solve it! / Problem Solve to Identify a Solution / 5 / Evaluation
6 / Prove it! / Enquiry and Investigation / 6 / Information Processing
7 / Feel it! / Social Understanding / 7 / Managing Feelings
8 / Do it! / Plan, Design, Make, Evaluate / 8 / Motivation
9 / See it! / Observe, Classify and Report / 9 / Problem Solving
10 / Reasoning
11 / Self
12 / Social Skills