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Amazing Animals

Spring 1  

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Meerkat Mail Book
  • Can I ask questions to extend my understanding and knowledge? 
  • Can I use the correct punctuation? (, ‘ ? CL)
  • Can I talk about non-fiction books? 
  • Can I answer and ask questions about what I have read? 
  • Can I write down ideas and/or key words, including new vocabulary?
  • Can I listen and respond appropriately to others? 
  • Can I give clear, well-structured description? 
  • Can I plan what I am going to say?
  • Can I review my writing with my friend? 
  • Can I edit and improve my own writing?
  • Can I listen to and respond to a new text?
  • Can I take it in turns to retell the story?
  • Can I talk about what a postcard is like?
  • Can I locate information in the text?
  • Can I plan a postcard using images?
  • Can I identify different types of sentences?
  • Can I draft a postcard?
  • Can I proof-read my writing?
  • Can I re-read my writing and make changes?
  • Can I use joined handwriting to present my writing?
  • Can I identify features of a non-chronological report?
  • Can I plan a non-chronological report?
  • Can I write an introduction??
  • Can I write a paragraph with a sub heading?
  • Can I sequence events in a familiar story?
  • Can I use a story map and actions to orally retell a story?
  • Can I use words to join ideas? (and, but, so, when, if, because)
  • Can I write in the past tense?
  • Can I retell the events in a story?
  • Can I use time conjunctions to sequence ideas?
  • Can I include exciting description in a story?

Story Writing

  • Can I sequence events in a familiar story? 
  • Can I use a story map and actions to orally retell a familiar story?
  • Can I use words to join ideas? (and but so or) 
  • Can I write in the past tense? 
  • Can I retell the opening of the story?
  • Can I use words to join ideas? (when if because)
  • Can I time conjunctions to sequence ideas?
  • Can I retell the events of the story?
  • Can I include exciting description in my story?
  • Can I include different types of sentences?
  • Can I retell the ending of the story?
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  • To make equal parts from a whole using simple and complex methods.
  • To show and recognise halves and quarters.
  • To show and identify more than one quarter using materials and pictures.
  • To show and identify thirds in shapes.
  • To identify and name fractions by looking at the number of pieces and how many are shaded in.
  • To count the number of wholes and parts to form mixed numbers.
  • To count in halves, quarters and thirds and place halves onto a number line using pictures.
  • Finding Part of a Set To find fractions (half, quarter, third) of whole 
  • numbers.
  • Finding Part of a Quantity To find a fraction (half, third, quarter) of a quantity (length)
  • To identify the number of sides on basic 2-D shapes.
  • To identify and count the vertices in regular polygons.
  • To identify lines of symmetry in basic 2-D shapes.
  • To construct shapes using pattern blocks that have lines of symmetry.
  • To sort shapes based on number of sides, vertices and other factors.
  • To recognise patterns of familiar shapes and colours of up to three objects.
  • To describe patterns using ordinal numbers and shape names.
  • To move shapes on a square grid from one position to another using common language.
  • To recognise 3-D shapes by identifying their properties.
  • To describe 3-D shapes and classify them using faces, vertices and edges.
  • To describe 3-D shapes based on the number of faces and the 2-D shapes of these faces; to construct nets of shapes into 3-D shapes.
  • To group 3-D shapes by similar properties.
  • To form 3-D structures using multiple 3-D objects.
  • To make and recognise patterns using 3-D shapes.
  • To identify standard UK coins and notes and write their names.
  • To count notes in sequences of 5 and 10; to recognise the value of notes by appearance.
  • To count coins in sequences of their value; to recognise the value of coins by appearance.
  • To represent amounts of money using coins and notes; to count coins and notes using their denominations.
  • To create equal amounts of money using different coins.
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  • Can I describe the importance for humans of hygiene?
  • Can I describe the effect of, and importance for, humans of exercise?
  • Do I understand that animals, including humans, have offspring which grow into adults?
  • Can I sequence and describe the lifecycles of different animals?
  • Can I explain why it is important for humans to eat the right amount of food?
  • Can I find out about and describe the basic needs of animals, including humans, for survival. (water, food, air)
  • Commander Classify – sorting and grouping.
  • Can I explain why it is important for humans to eat the right amount of different types of food?
  • Roger Research – finding out what animals, including humans, need to survive.
  • I can find out about and describe the basic need of animals, including humans, for survival (water, food and air)
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  • Open saved work.
  • Add a picture to work.
  • Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
  • Use a range of applications and devices in order to communicate ideas, work and messages.
  • Understand online risks and the age rules for sites.
  • Be able to print and save work.
  • Use word processing skills to write an information text.
  • Understand the online risks and the age rules for sites.
  • Understand online risks and the age rules for sites.
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content.
  • To use a range of applications and devices in order to communicate ideas, work and messages.
  • Understand online risks and the age rules for sites.
  • Participate in class social media
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content.
  • To use a range of applications and devices in order to communicate ideas, work and messages.
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  • I can work with a team mate to control the ball.
  • I can show control with equipment (ball) when rolling.
  • Copy and remember moves and positions.
  • Move with careful control and coordination.
  • I can show increasing control with the ball when working with a group.
  • I can encourage and inspire my team mates.
  • Choose movements to communicate a mood, feeling or idea.
  • I can control the ball using a combination of throwing and bouncing.
  • Copy and remember moves and positions.
  • Move with careful control and coordination.
  • Link two or more actions to perform a sequence.
  • Move with some control and awareness of space whilst kicking and moving with the ball.
  • Copy and remember moves and positions.
  • Choose movements to communicate a mood, feeling or idea.
  • I can develop tactics and use appropriately.
  • Lead others where appropriate.
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  • I can make simple choices to improve my physical and emotional health.
  • I have developed my vocabulary to describe my feelings to others.
  • I have simple strategies to manage my feelings
  • I know that a healthy lifestyle includes being physically active, rest, healthy eating, dental health and emotional health and I can give examples of what to do to keep myself healthy.
  • I know how diseases are spread and how they can be controlled and my responsibilities for own and others health.
  • I am able to wash my hands properly.
  • I have developed my vocabulary to describe my feelings to others.
  • I have simple strategies to manage my feelings.
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  • Use maps, atlases, globes and digital mapping to locate the UK and its countries as well as the countries, continents and oceans studied.
  • Name and find the 7 continents and 5 oceans.
  • Use simple compass directions (North, South, East and West) and directions (e.g. near, far, left and right) to describe where things are and how to get somewhere on a map.
  • Look at the location of hot and cold areas of the world in relation to the Equator and the North and south Poles.
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  • Use sculpture to develop and share ideas, experiences and imagination. 
  • Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. 
  • Use techniques such as rolling, cutting, moulding and carving.
  • Use a range of materials creatively to design and make products. 
  • Use clay as material.
  • Include lines and texture.
  • Use rolled up paper, straws, paper, card as materials.
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  • Know that books are special for different reasons for different groups of people.
  • Know that there are 7 signs of respect Muslims show to the Qur’an.
  • Understand that the Bible is the sacred book which forms the basis of Christianity.
  • Describe some of the teachings of a religion.
  • Ask questions about puzzling aspects of life.
  • Know that the Prophet Muhammad matters to Muslims.
  • Know that Muslims usually say ‘Peace Be Upon Him’ (PBUH) when they mention the Prophet. 
  • Think about what makes us make up our minds about other people, and why it is good to change our minds.
  • Know that appearances are not everything.
  • Think about times when I might have been negative about a person they found out was good.
  • Relate emotions to some of the experiences of religious figures studied.
  • Identify how they have to make their own choices in life.
  • Explain how actions affect others.
  • Understand what is inspiring to Christians about a miracle story of Jesus, what it shows about him.
  • Reflect on the ways other people can inspire us.
  • Relate emotions to some of the experiences of religious figures studied.
  • Identify how they have to make their own choices in life.
  • Pupils will learn to think about how stories can be compared.
  • They will speak and listen to clarify their ideas.
  • Respond sensitively to the stories by suggesting why I like each one.
  • Relate emotions to some of the experiences of religious figures studied.
  • Identify how they have to make their own choices in life.
  • Identify the things that are important in their own lives and compare these to religious beliefs.
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  • Show the difference between the rhythm and the pulse.
  • Clap rhythms. 
  • Identify the beat of a tune. 
  • Take part in singing, accurately following the melody
  • Recognise the difference between the pulse and the rhythm.
  • Recognise changes in dynamics, timbre and pitch.
  • Listen to recorded music and recognise changes in tempo.
  • Recognise songs from their rhythm only.
  • Recognise changes in timbre and dynamics.
  • Listen to longer pieces of recorded music.
  • Recognise songs from their rhythm only.
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