Sparkling Start: / Arrival of a Goldfish / Mastery
Enrichment
Questions: / Where in the world would we find the deep sea?
What is it like to live in the underwater?
Can you tell me about the creatures that live in the sea? / Fabulous Finish: / Trip to an Aquarium/Chester Zoo
Genres / Fiction: Dougal Deep Sea Diary / Non-Fiction: Diary entry, recount of trip, explanation text. / Book Art: / Yes / No / Learning Journey / Yes / No
English (Inc SPAG) / Maths / Science
SPAG:
- Introduction to 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 I
- Separation of words with spaces
- Language detectives
- How words can combine to make sentences
- Joining words and joining clauses using and
- Language Detectives-Explanation texts, causal conjunctions
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
- Name the letters of the alphabet:
- Naming the letters of the alphabet in order
- Using letter names to distinguish between alternative spellings of the same sound
- 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.
Immersion
- Class Text-Explanation Text How to Look after A Cat. Dougal’s Deep Sea Diary, Under the Sea, Commotion in the Ocean.
- Reading story
- Comprehension
- Organisational Features
- Language Detectives
- Carousel of activities to learn the story (role play, learning the text, timeline, sequencing, story mapping, comprehension)
- Story mountains
- Story boarding with sentences
Non-Fiction
- Language Isolation-Causal Conjunctions
- Speaking and Listening-Role Play Vets
- Researching information about goldfish
- Looking a diary entries
- Features of a Poem
- Rhyming words
Non-Fiction-
- Planning an explanation text on goldfish
- Making a leaflet on how to look after a goldfish
- Edit and Improve
- Planning a recount (diary entry)
- Writing diary entry based on trip to aquarium
- Writing poem about an adventure under the sea (Commotion the Ocean)
- Edit and Improve
- Counting amounts
- Counting reliably
- Daily counting to 100 forwards and backwards
- Daily counting in multiples of two, five and tens
- Recapping prior learning
- Subitising
Number: Place Value
- Count to twenty, forwards and backwards, beginning with 0 or 1, from any given number
- Count, read and write numbers from 1 to 20 in numerals and words
- Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least
- Count in multiples of twos and fives
- Number: Addition and Subtraction
- Represent and use number bonds and related subtraction facts within 20
- Add and subtraction one digit and two digit numbers to 20, including 0
- Read, write and interpret mathematical statements involving addition, subtraction and equals signs
- Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? – 9
- Sequencing numbers
- Fill in the missing number sequence inc multiples of 2
- Number recognition
- Addition and subtraction to 20
- Missing number addition and subtraction problems to 10 interpreting addition, subtraction and equals
- Solving one step addition and subtraction problems
- Addition using counting on, using tens frames and objects and pictures
- Finding and making Number bonds to 10 and 20-making using practical resources, pictures
- Add by making 10
- Subtraction to 20 but not crossing the ten boundary
- Subtraction to 20 crossing the ten boundary
- Exploring related addition and subtraction facts to 20 (inverse)
- Comparing number sentences using the language of more than and greater than
- Place Value within 50
Key skills - Investigative Skills
- Asking simple questions and recognising that they can be answered in different ways
- Observing closely, using simple equipment
- Identifying and classifying
- Using their observations and ideas to suggest answers to questions
- Gathering and recording data to help in answering questions.
NC Knowledge and Understanding
- Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
- Identify and name a variety of common animals that are carnivores, herbivores and omnivores Science
Learning Journey:
- Naming and identifying animals and birds
- Recognising and sort carnivores, herbivores and omnivores
- Describe and compare birds and mammals
- Naming and identifying common animals- fish, amphibians, reptiles, birds and mammals
- Describe and compare two groups of animals e.g. mammals and fish
Assessment:
Weekly
Quiz: Before and after each topic.
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 / 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.
Modelling
- To understand computerscan represent real or fantasysituations/scenarios.
- To understand computerrepresentation allows the user tomake choices and that differentdecisions produce differentoutcomes.
- Using an art package or drag and drop software to create a representation of a real or a fantasy situation
- Explore a simulation to support a given topic and talk about what happens and why
- Explore the effects of changing the variables in simulations and use them to make and test predictions e.g. BBC science clips or using an art package (Purple Mash 2Paint)
- Children choose animals to create a picture for different scenesto show habitats
- Children use a simple modelling software or website to explorechoices and make something happen e.g. Charlie Chimp'sModelling Party, Teddy bears Picnic, Cbeebies, BBC Science Clips, Simple City.
- Children use Bee-Bots and Bee-Bot mats to explore – forexample sending the Bee-bot to the park
Net Wall Activities- Football
- Develop competence to excel in a broad range of physical activities
- Are physically active for sustained periods of time
- Engage in competitive sports and activities
- Lead healthy, active lives.
- Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
- Participate in team games, developing simple tactics for attacking and defending
- Describe what it feels like to breath quickly during exercise
- Catching and throwing a ball
- Batting skills
- Dribbling
- Passing the ball
- Ball control
Geography/History: / French: / RE:
Objectives:
No Geography this half term / Objectives:
Learning Journey:
KS2 Only / Objectives:
What is special to faith communities?
- Concepts: Identity, Belonging, God, Family
- Religions focused on: Christianity; Islam; Judaism; Hinduism; Sikhism
- Circle time- What does belief mean? Discuss the different beliefs that exist. What do you believe in?
- Treating each other well the Golden Rule.
- What kind of class? What kind of world?
- Focus on Islam. Basic belief, how they look. What is special to the followers of that religion?
- Focus on Christianity. Basic belief, how they look. What is special to the followers of that religion?
- Focus on Judaism. Basic belief, how they look. What is special to the followers of that religion?
- Focus on Hinduism and Sikhism. Basic belief, how they look. What is special to the followers of that religion?
Art/DT: / Music: / PSHCE:
Objectives:
Design
- design purposeful, functional, appealing products for themselves and other users based on design criteria
- generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
- select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
- select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
- explore and evaluate a range of existing products
- evaluate their ideas and products against design criteria
- build structures, exploring how they can be made stronger, stiffer and more stable
- explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.
Art
- to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
- to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
- about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
- Painting a deep sea setting
- Design and make a musical instrument-shakers
- 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 to music and recognising changes in dynamics
- Performing- class singing, focussing on when and how to sing
- Composing-choosing sounds to create an effect
- Playing the instruments made –shakers, in tune
- Singing a variety of songs
Myself
- Can express some of their positive qualities
- Can recognise and talk about others positive qualities
- Can talk about what they like and they do not like
- Able to share their views and opinions
- Can set themselves simple goals
- Likes and dislikes
- Rules and consequences
- Personal safety
- People who look after us
- Looking after our body
- Looking after animals
- Caring for the local environment
Active Independent Learning Challenges
Year: 1 / Term: Spring 1 / Theme:Under the Sea
Challenge Type / Key Skills Promoted / Challenge / Subject Links
2, 3, / 1, 2, 7, 11, 12 / Role play- acting out a phone conversation in a pet shop (buying a goldfish) / English Speaking and Listening, Drama
2, 3, 4, 5, 6, 7, 9 / 1, 4, 5, 6, 8, 9, 10 / Sorting animals into the groups (mammals, fish, birds etc) and discussing their common features / Science, English
1, 2, 8, / 2, 5 / Under the Sea pictures using various techniques / D&T, Art
1, 2, 3, 4, 6, 9 / 1, 2 3, 4, 5, 6 8, / Chinese New Year-Writing a historical report / History, English, Geography
1, 3, 4, 6, 9 / 4, 5, 6 / Write a non-chronological report on an underwater creature / English, Geography, Science
1, 2, 3, 4, 5, 6, 7, 8, 9 / 1, 2, 4, 5, 6, 8, 9, 10, 12 / Design a piece of technology for the future / D&T, Science, English,
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