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All Aboard!

Autumn 1

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Riddles

  • Read a riddle and explain what it is about.
  • Identify the key features of a riddle.
  • Identify nouns.
  • Identify adjectives.
  • Write a descriptive sentence.
  • Write riddle.
  • Edit writing.

Paddington Stories 

  • Identify the structure of a story.
  • Identify and record examples of the contracted form.
  • Map the stages of a story.
  • Identify some of the features of a story.
  • Formulate a spoken sentence and say it clearly to a partner.
  • Use a noun phrase/extended noun phrase to describe a character.
  • Check my work and add missing punctuation.
  • Recognise different sentences from a range of exclamations, questions, commands and statements.
  • Write these types of sentences.
  • Create a story plan for a story that they will write.
  • Use a capital letter for a proper noun.
  • Write the beginning of a story- remembering what a beginning of a story includes.
  • Write the middle part of a story.
  • Use a conjunction to extend a sentence to give more detail.
  • Write the ending to a story.
  • Proof read writing.
  • Edit and improve writing with some help.  

Personal Recounts

  • Recall key events.
  • Formulate a spoken sentence and say it clearly to a partner.
  • Use a noun phrase/extended noun phrase to describe an event.
  • Check writing and add missing punctuation.
  • Use a capital letter for a proper noun.
  • Plan a recount.
  • Write a recount using a plan.
  • Use a conjunction to extend a sentence to give more detail.
  • Proof read writing.
  • Edit and improve writing with some help.

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Place Value

  • Count numbers up to 100 using concrete objects: counting in ones and tens, forwards and backwards.
  • Know the place value of each digit in a 2-digit number.
  • Compare numbers from 0 to 100 using <, > and = signs.
  • Deepen understanding of the place value of each digit in 2-digit numbers using number bonds.
  • Count in steps of 2 and 10 from any number, forwards and backwards.
  • Count in steps of 3 and 5 from any number, forwards and backwards. 

Addition and Subtraction

  • Add a 2-digit number and ones, without renaming.
  • Add tens by recognising its relationship to adding ones.
  • Add a 2-digit number and tens, without regrouping.
  • Add two 2-digit numbers without renaming.
  • Add 1-digit numbers to a 2-digit number resulting in renaming of ones.
  • Add two 2-digit numbers, with renaming of ones.
  • Subtract ones from a 2-digit number without renaming.
  • Subtract tens by recognising its relationship to subtracting ones.
  • Subtract tens from a 2-digit number without renaming.
  • Subtract a 2-digit number from another 2-digit number without renaming.
  • Subtract a 1-digit number from a 2-digit number with renaming.
  • Subtract a 2-digit number from another 2-digit number with renaming.
  • Add three single-digit numbers. 

Multiplication and Division

  • Understand that multiplication is the same as repeated addition of equal groups.
  • Understand and learn the 2 times table.
  • Recall and use the 2 times table.
  • Understand and learn the 5 times table.
  • Recall and use the 5 times table.
  • Understand and learn the 10 times table.
  • Recall and use the 10 times table.
  • Use knowledge of the 2, 5 and 10 times tables to explore commutative law.
  • Use knowledge of the 2, 5 and 10 times tables to further investigate commutative law.
  • Solve word problems using multiplication facts from the 2, 5 and 10 times tables.

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Materials 

  • Recap prior learning from Year 1 and find out what we already know.
  • Using skills of scientific enquiry begin to ask some simple questions and make suggestions about what we could find out about materials.
  • Identify and classify objects according to what materials they are made from and use our own criteria.
  • Recognise and describe the properties of these materials, and begin to suggest what they are suitable for making and why.
  • Develop identification and classification skills, whilst extending our vocabulary to describe the properties of materials.
  • Gather and record data to help us compare how different materials could and couldn’t be used and why. Discuss their suitability for particular uses.
  • Carry out a test to compare the suitability of different materials for keeping sandwiches dry.
  • Decide what to observe and measure.
  • Perform a fair test and record what we find out.
  • Use our observations and ideas to answer the question and talk about what we did.
  • Learn how some solid materials can change shape when different forces are exerted on them.
  • Explore how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting, stretching, pushing & pulling
  • Develop our scientific vocabulary to describe these forces.
  • Perform a simple test to find out and explain why some solid objects need to change shape.
  • Gather and record data to help us identify why some materials are more suitable for particular uses.
  • Identify and classify objects that are made from more than one material.
  • Sort data into a Venn Diagram to show the criteria we have chosen.

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Basic Skills

  • Create a document and save it.
  • Change the font size and colour.
  • Open my saved work.
  • Add a picture to my work.
  • Understand online risks and the age rules for sites.
  • Participate in class social media.
  • Print and save my work.
  • Use word processing skills to write an information text.

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Yoga/Multi-skills

  • Move with some control and awareness of space.
  • Hold a position whilst balancing on different parts of the body.
  • Copy and remember actions (poses).
  • Learn how to control the breath and mind through breathing techniques.
  • Link two or more actions to make a sequence.
  • Show contrasts (such as small/tall, straight/curved and wide/narrow)
  • Relax body during meditation.
  • Throw and catch with control and accuracy.

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Me and My Relationships

  • Recognise ways in which their own choices and behaviour affects others.
  • Show some responsibility for self and others in and out of school.
  • Recognise worth in others, and say why someone is special to them.
  • Listen to the teacher and to a friend.
  • Know there are different types of negative behaviours, bullying and teasing.
  • Know that these behaviours are wrong and I know how to deal with them including if they experience or witness it.
  • Know how to get help.
  • Identify and respect differences and similarities between people of different ethnic, cultural and faith backgrounds.
  • Know how to be a good friend.
  • Recognise the importance of valuing our own body and recognising uniqueness.
  • Recognise the similarities and difference between boys and girls.
  • Identify people who are special to them, what makes them special and how they should care for each other.
  • Listen to others and value their view points.
  • Know where they can go if they are worried about something.
  • Know about the changes that have happened to their body since birth.
  • Question whether boys and girls should behave differently (this includes trans children).
  • Know about the process of growing from young to old and how people’s needs change.

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To investigate and interpret the past:

  • Ask questions such as: What was it like for people? What happened? How long ago?
  • To understand chronology: Place events in order on a time line.
  • To communicate historically: Use words and phrases such as: a long time ago, centuries, to describe the passing of time.
  • To build an overview of world history: Describe significant people from the past.
  • To build an overview of world history: Describe historical events.
  • To investigate and interpret the past: Use artefacts, pictures, stories, online sources and databases to find out about the past.
  • Talk about how the invention of the railways changed the local area.

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Local Journeys

  • Use the correct words to talk about the local area.
  • Recognise landmarks and both physical and human features on aerial images.
  • Find human and physical features on a map.
  • Use simple compass directions to locate a place or landmark on a map.
  • Use a key to talk about a place on a map.
  • Identify land use around the school.
  • Working with Hidden Horizons to learn how to use simple compass directions to locate a hidden object in the playground, using a map.
  • Walk to Scarborough Railway Station, using our maps and compasses.
  • Use the correct words to talk about the local area.
  • Follow a range of directions.
  • Describe and draw where places and how to get to them.
  • Record landmarks and both physical and human features on our own maps. 

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Drawing

  • Draw lines of different sizes and thickness.
  • Colour (own work) neatly following the lines.
  • Show pattern and texture by adding dots and lines.
  • Draw lines of different sizes and thickness. 

Axcels

  • Explore and use mechanisms [for example: levers, sliders, wheels and axles], in their work
  • Explore how products have been created.
  • Design products that a have clear purpose and an intended user.
  • Make products, refining the design as work progresses.
  • Cut materials safely using tools provided.
  • Measure and mark out to the nearest cm.
  • Demonstrate a range of joining techniques (such as gluing, hinges or combining materials to strengthen).
  • Use materials to practise drilling, screwing, gluing and nailing materials to make and strengthen products)
  • Suggest improvements to existing designs.

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Easy Questions, Difficult Answers

  • Talk about feelings associated with making and creating things.
  • Respond sensitively to ideas from other children about creating and making.
  • Retell a story from my own life about making things and feeling good about it.
  • Talk about what happened on different days in the story.
  • Respond sensitively to the ideas and questions that come from the story of Genesis 1.
  • Describe what a Christian or a Jew might believe about the beginnings of the earth.
  • Talk about caring for the earth and identify actions that sow care for the planet.
  • Recognise that some ways of behaving might spoil the earth.
  • Recognise that a Christian might love the earth because s/he believes that God made it.
  • Ask mysterious questions about caring for the earth and about God.
  • Link up believing in a creation story with an idea about how to look after the world.
  • Name and recognise some features of the story of creation.
  • Recognise a Christian belief about God.
  • Talk about questions to do with creation simply.
  • I can name and recognise some features of Harvest Festival Celebrations.
  • I can recognise how Christians thank God for the Earth.
  • Respond sensitively to the idea of being thankful for the Earth for myself.
  • Ask some big questions of their own about where we come from and why we live on such a beautiful earth.
  • Make a link between our behaviour and how the world is cared for or spoiled. 

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Pitch and Melody

  • Listen to pitch changes in a song phrase.
  • Show its melodic line through hand movement.
  • Imitate changes in pitch.
  • Follow instructions on how and when to sing.
  • Imitate changes in pitch.
  • Identify and show pitch changes more precisely.
  • Use singing-names [solfa] to identify specific pitch relationships.
  • Associate ‘soh’ and ‘me’ with their supporting hand signs.
  • Listen to a specific interval between 2 levels of pitch in song melodies.
  • Take part in singing, accurately following the melody.
  • Recognise some symbols and use them to sing a phrase.
  • Hear when the pitch changes and match it.
  • Work towards creating short, rhythmic phrases. 

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