Welcome to  Mrs Haddock's

Primary 1 Little Deer's  Page

2024 and 2025

On this page you will find lots of important information about school and what's been going on in your child's class throughout the year.

Contact  Mrs Haddock  on 

lhaddock127@c2kni.net

or

Ms Mulholland on

ymulholland883@c2kni.net

September Plans

Literacy

Talking & listening

Weeks 1-4  

Children will have the opportunities to:

Attention & Listening

• Listen to a wide range of stories, songs, poems, music and writing of other children, using various media for e.g cds, interactive whiteboard.
• Listen to the views and ideas of others.

Phonological awareness

• Respond to a steady beat
• Discriminate between sounds, e.g loud/ quiet, high/low, odd one out.

Conventions of speech

• Observe modelled behaviours
• Initiate and join in conversations, taking turns with adults/ another child/ children e.g during play.
• Take part in oral language activities, e.g circle time.

Language and thinking

• Talk about experiences, pictures, stories, rhymes, poems and information with adults/peers, for a range of purposes.
• Talk about their work, play and things they have made.
• Repeat sound sequences, for example, short clapping or musical phrases.

• Listen with enjoyment and respond to stories, rhymes, poems and songs.

Extended Vocabulary

• Listen and respond to adults and peers.

Reading

Weeks 1-4  

Children will have the opportunities to:

• Enjoy a range of stories, poems and non- fiction texts, read to them by adults/ other children.

Shared Reading

• Talk about what has been read and say what they have enjoyed or found out.
• Talk about personal experiences related to text.
• Recognise their name.
• Follow pictorial instructions
• Understand and use some language associated with books, e.g cover, spine, author, illustrator.

Writing

Weeks 1-4   

Modelled writing

• See the teacher as a “writer”, e.g writing messages, recording observations, scribing shared text.
• Observe the teacher modelling specific writing strategies, including directionally, correspondence between spoken and written word, spacing, sound- symbol relationships, letter formation and simple punctuation.

Shared, guided and Independent writing

• Talk about the ideas represented in their drawings.
• Talk about why people need to write.
• See themselves as ‘writers’, as they experiment with ‘writing’

Weekly Spelling and dictation check up

P1 will begin check-ups after Halloween to allow time to develop appropriate skills.

ICT led activities:

Explore

• access, select, interpret and research information from safe and reliable sources.

Express

• create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products.

Evaluate

•  talk about, review and make improvements to work, reflecting on the process and outcome and consider the sources and resources used, including safety, reliability and acceptability.

Exhibit

• manage and present their stored work and showcase their learning across the curriculum, using ICT safely and responsibly.
• Children will recognise the print icon and go to the office to collect their work.

Exchange

• communicate safely and responsibly using a range of contemporary digital methods and tools, exchanging, sharing, collaborating and developing ideas digital
• Children will learn how to use See Saw as a way of sending observations and photographs home to their families.

Numeracy

• Read numerals within 5
• Write numerals 0 and 1
• See zero as an empty set.
• Understand one to one correspondence by matching
• Touch count sets of objects of either zero or one, understanding that the size of the set is given by the last number in the count.
• Recognise spoken numerals within 5

• Measures(Week 2)
• Understand and use language associated with length.

• Talk about shapes in the environment.

World Around Us

• An awareness that they move things by pushing them.
• How we can heat and cool things to change them.
• An awareness of what makes everyday things work
• To recognise and name parts of the body.
• To be aware of some of the similarities and differences between themselves and other children.
• About the main stages in human development.
• To recognise that they have a personal history.
• How people grow and change.

April 2024 Planner

Literacy

• Share a wide range of books with parents/cares.
• Explore features in written language, for example, the beginning, middle and end of words, spaces between words, direct speech, exclamation marks, question marks, capital letters and full stops.
• Encounter new words through text experience and begin to use appropriately.
• Extent vocab while exploring the difference between spoken and written language.
• Be able to talk about what has been read and say what they have enjoyed or found out and give reasons for opinions.
• Begin to read with expression in response to print variations and punctuation.
• Use sound symbol correspondence to read.
• Use more than one cue to cross-check.
• Read on sight some words in a range of meaningful contexts.

• Talk about own experience and feelings to help them understand the text.
• Transfer understanding to new situations by making connections.
• Read and use environmental print within the school.
• Extend understanding by exploring feelings and making connections.
• Understand the purpose of environmental text.
• Retell and sequence stories, in reasonable detail, using appropriate language.
• Begin to recognise specific features of some genres, for example, characters and settings.
• Use extended vocabulary when discussing text, retelling stories or in their emergent writing.
• Demonstrate an increased vocabulary through their text experiences.
• Compare structures of stories in order to recognise similarities.

Writing:

• See the teacher explicitly model specific writing genre, for example, recipe/ingredients. 
• Begin to talk about the most appropriate form for a specific purpose. E.g. letter, report, list.

• Make decisions about what and how they will write. E.g. s story, a label for a picture, a sentence about a topic.
• Begin to use pictures, prompts or simple frameworks to plan their writing.
• Think about the best words to use when writing.
• Use a range of writing forms across the curriculum.
• Write in a range of genre, with teacher guidance, following shared preparation, e.g. a report on an animal.
• Use rhymes, poems and patterned stories as model for writing their own story.
• Use a wider range of vocabulary in their writing.
• Begin to show evidence of sequence in recount.
• Show increased independence when writing words by applying sound-symbol correspondence, making analogies and accessing words from a range of sources.

• Understand that writing is formed directionally, one word at a time, for example, left to right or in a list.
• Improve physical writing skills in order to develop balance, co-ordination and space awareness.
• Develop manipulative skills in order to be able to handle writing materials, for example, finger exercises, action rhymes, threading beads, drawing and painting and using scissors. 
• Experiment with mark-making to share ideas.
• Be able to distinguish between drawing and writing.
• Use a comfortable and efficient pencil grip with some control.
• Begin to form letters correctly.

Talking & Listening

• Listening with increased attentiveness for longer periods of time.
• Express themselves with increasing clarity and confidence, using a wider vocabulary and more complex sentence structure.
• Be able to answer questions and ask questions to find out information or seek an explanation.
• Be able to retell stories, events or personal experiences in a sequence with reasonable detail.

Numeracy

Number (weeks 1-4)

• Show that numbers between 10 and 20 can be made up of a “ten” and so many “ones” (or “units”), e.g. using Cuisenaire rods, Base 10 material, blank 20 grids through
• Investigate different combinations of all coins up to 20p to make a particular amount within 20p

Mental Maths (weeks 1-4)

• Count forwards in 10’s from 0, answers within 50

Shape and Space (week 1-4)

• Revision of 2D and 3D shapes for end of year tests
• Comparing 2 different 2D shapes and say how they are similar/different. (pentagon/hexagon)

Handling Data (week 1)

• Talk about possible areas for data collection, and represent this data using block graphs

Measures (week 2)

• Develop an understanding of the passing of time (months of the year) through
• Understand and use analogue / digital time o’clock and half past.
• Given one container fin a second container which hold more and a third container which holds less; and prove their choices correct by filling one container and pouring it into the other, using comparative language.

ICT led activities

Pupils use ipads to create their own ‘How we get to school’ graph in mixed ability pairs based on information collected (Explore, Express, Evaluate)

World Around Us

Interdependence

• That there is a wide variety of plants and animal in the locality.
• To recognise the effects of seasonal change on humans (S&T);
• That other people share some seasonal and topical significant events;
• About weather in the different seasons and how it affects living things;
• That living things need food and water to keep them alive.

MOVEMENT AND ENERGY

• Light and sound come from variety of sources.
• An awareness of sound and light in their immediate environment.
• That electricity can be dangerous.

PLACE

• To recognise different materials used every day.
• An awareness of the sun, moon and stars in the sky;
• About changes between day and night

CHANGE OVER TIME

• How the weather changes through the seasons.
• To recognise the young of some familiar animals;

April

In Literacy we are learning…

Children will;

Focus- The Boy Who Switched Off The Sun.

Reading:

• Share a wide range of books with parents/cares.
• Explore features in written language, for example, the beginning, middle and end of words, spaces between words, direct speech, exclamation marks, question marks, capital letters and full stops.
• Encounter new words through text experience and begin to use appropriately.
• Extent vocab while exploring the difference between spoken and written language.
• Be able to talk about what has been read and say what they have enjoyed or found out and give reasons for opinions.
• Begin to read with expression in response to print variations and punctuation.
• Use sound symbol correspondence to read.
• Use more than one cue to cross-check.
• Read on sight some words in a range of meaningful contexts.

• Talk about own experience and feelings to help them understand the text.
• Transfer understanding to new situations by making connections.
• Read and use environmental print within the school.
• Extend understanding by exploring feelings and making connections.
• Understand the purpose of environmental text.
• Retell and sequence stories, in reasonable detail, using appropriate language.
• Begin to recognise specific features of some genres, for example, characters and settings.
• Use extended vocabulary when discussing text, retelling stories or in their emergent writing.
• Demonstrate an increased vocabulary through their text experiences.
• Compare structures of stories in order to recognise similarities.

Writing:

• See the teacher explicitly model specific writing genre, for example, recipe/ingredients. 
• Begin to talk about the most appropriate form for a specific purpose. E.g. letter, report, list.

• Make decisions about what and how they will write. E.g. s story, a label for a picture, a sentence about a topic.
• Begin to use pictures, prompts or simple frameworks to plan their writing.
• Think about the best words to use when writing.
• Use a range of writing forms across the curriculum.
• Write in a range of genre, with teacher guidance, following shared preparation, e.g. a report on an animal.
• Use rhymes, poems and patterned stories as model for writing their own story.
• Use a wider range of vocabulary in their writing.
• Begin to show evidence of sequence in recount.
• Show increased independence when writing words by applying sound-symbol correspondence, making analogies and accessing words from a range of sources.

• Understand that writing is formed directionally, one word at a time, for example, left to right or in a list.
• Improve physical writing skills in order to develop balance, co-ordination and space awareness.
• Develop manipulative skills in order to be able to handle writing materials, for example, finger exercises, action rhymes, threading beads, drawing and painting and using scissors. 
• Experiment with mark-making to share ideas.
• Be able to distinguish between drawing and writing.
• Use a comfortable and efficient pencil grip with some control.
• Begin to form letters correctly.

Talking & Listening

• Listening with increased attentiveness for longer periods of time.
• Express themselves with increasing clarity and confidence, using a wider vocabulary and more complex sentence structure.
• Be able to answer questions and ask questions to find out information or seek an explanation.
• Be able to retell stories, events or personal experiences in a sequence with reasonable detail.

In Numeracy we are learning…

Number (weeks 1-4)

• Show that numbers between 10 and 20 can be made up of a “ten” and so many “ones” (or “units”), e.g. using Cuisenaire rods, Base 10 material, blank 20 grids through
• Investigate different combinations of all coins up to 20p to make a particular amount within 20p

Mental Maths (weeks 1-4)

• Count forwards in 10’s from 0, answers within 50

Shape and Space (week 1-4)

• Revision of 2D and 3D shapes for end of year tests
• Comparing 2 different 2D shapes and say how they are similar/different. (pentagon/hexagon)

Handling Data (week 1)

• Talk about possible areas for data collection, and represent this data using block graphs

Measures (week 2)

• Develop an understanding of the passing of time (months of the year) through
• Understand and use analogue / digital time o’clock and half past.

In March we are Learning:

Literacy

Focus- The Owl Who Was Afraid Of The Dark.

Reading:

• Enjoy a range of stories, poem and non-fiction texts read to them by adults/other children.
• Share a wide range of books with parents/cares.
• Develop visual memory and discrimination.
• Talk about what has been read and say what they have enjoyed or found out.
• Explore features in written language, for example, the beginning, middle and end of words, spaces between words, direct speech, exclamation marks, question marks, capital letters and full stops.
• Encounter new words through text experience and begin to use appropriately.
• Extent vocab while exploring the difference between spoken and written language.
• Be able to talk about what has been read and say what they have enjoyed or found out and give reasons for opinions.
• Recognise the difference between a line and a sentence.
• Begin to read with expression in response to print variations and punctuation.
• Use sound symbol correspondence to read.
• Use more than one cue to cross-check.
• Read on sight some words in a range of meaningful contexts.

• Talk about own experience and feelings to help them understand the text.
• Transfer understanding to new situations by making connections.
• Understand the purpose of environmental text.
• Retell and sequence stories, in reasonable detail, using appropriate language.
• Begin to identify different genres. E.g. instruction, report, recount.
• Demonstrate an increased vocabulary through their text experiences.

• Writing:

• See the teacher explicitly model specific writing genre.
• Begin to talk about the most appropriate form for a specific purpose. E.g. letter, report, list.
• Make decisions about what and how they will write. E.g. s story, a label for a picture, a sentence about a topic.
• Begin to use pictures, prompts or simple frameworks to plan their writing.
• Think about the best words to use when writing.
• Use a range of writing forms across the curriculum.
• Write in a range of genre, with teacher guidance, following shared preparation, e.g. a report on an animal.
• Use rhymes, poems and patterned stories as model for writing their own story.
• Begin to show evidence of sequence in recount.
• Show increased independence when writing words by applying sound-symbol correspondence, making analogies and accessing words from a range of sources.

•  

• Understand that writing is formed directionally, one word at a time, for example, left to right or in a list.
• Improve physical writing skills in order to develop balance, co-ordination and space awareness.
• Develop manipulative skills in order to be able to handle writing materials, for example, finger exercises, action rhymes, threading beads, drawing and painting and using scissors. 
• Experiment with mark-making to share ideas.
• Be able to distinguish between drawing and writing.
• Use a comfortable and efficient pencil grip with some control.
• Begin to form letters correctly.

• Talking & Listening

• Listening with increased attentiveness for longer periods of time.
• be able to listen and carry out more complex instructions.
• Express themselves with increasing clarity and confidence, using a wider vocabulary and more complex sentence structure.
• Understand and use social convention in conversations and child-initiated interactions.
• be able to answer questions and ask questions to find out information or seek an explanation.
• Offer reasons to support opinions given.
• Be able to retell stories, events or personal experiences in a sequence with reasonable detail.
• Offer reasons to support opinions given.
• Show some awareness of the structure of words by recognising syllables and sounds within words.

Numeracy

Number (weeks 1-4)

Mental Maths (weeks 1-3)

• Recognising numerals to 20
• Know the number after, within15, within 20.
• Order numbers within 15, within 20.
• Missing numbers
• Counting in 2’s

Money (week 1-4)

• Exchange higher value coins (up to 10p) for 1p’s through:Directional language
• Representing data using a bar chart

Measures (week 1 - 2)

• Using directional language to move a character to different positions on the map.
•  
• Use everyday language to describe position

•  

  Handling Data (week 1-3)

• Talk about possible areas for data collection, and represent this data using block graphs:
•  

• Shape and Space (week 1- 3)

  make reasoned choices.

• combine 2 or more sets and talk about their arrangements.
• Become familiar with 3D shapes and understand some of their properties

                  ARTS / PE

Welcome to Mrs Mc Anespie’s

P2 Little Deers Class

2022 and 2023

In February we are....

Children will;

Focus- Dear Greenpeace

Reading:

• Share a wide range of books with parents/cares.
• Talk about what has been read and say what they have enjoyed or found out.
• Explore features in written language, for example, the beginning, middle and end of words, spaces between words, capital letters and full stops.
• Talk about ways that unknown words can be read, for example, using picture cues, contextual cues, sound cues.
• Use a range of reading cues at every opportunity across the curriculum.
• Encounter new words through text experience and begin to use appropriately.
• Extent vocab while exploring the difference between spoken and written language.  
• Be able to talk about what has been read and say what they have enjoyed or found out.
• Give reasons for predictions.
• Retell and sequence stories, in reasonable detail, using appropriate language.
• Know how to handle and care for books correctly.
• Develop concepts of print: understand the differences between print and picture, be able to track text, make one-to-one correspondence.
• Follow pictorial instructions.
• Be aware of features in written language capital letters and full stops.
• Understand that sounds are represented by letters.
• Use prior knowledge and pictures to make sense of a text.
• Use context and syntax to make predictions about words.
• Show some awareness of the sounds at the beginning, middle, end of a word.

  Children will;

  Focus- Dear Greenpeace

   

  Reading:

• Share a wide range of books with parents/cares.
• Talk about what has been read and say what they have enjoyed or found out.
• Explore features in written language, for example, the beginning, middle and end of words, spaces between words, capital letters and full stops.
• Talk about ways that unknown words can be read, for example, using picture cues, contextual cues, sound cues.
• Use a range of reading cues at every opportunity across the curriculum.
• Encounter new words through text experience and begin to use appropriately.
• Extent vocab while exploring the difference between spoken and written language.  
• Be able to talk about what has been read and say what they have enjoyed or found out.
• Give reasons for predictions.
• Retell and sequence stories, in reasonable detail, using appropriate language.
• Know how to handle and care for books correctly.
• Develop concepts of print: understand the differences between print and picture, be able to track text, make one-to-one correspondence.
• Follow pictorial instructions.
• Be aware of features in written language capital letters and full stops.
• Understand that sounds are represented by letters.
• Use prior knowledge and pictures to make sense of a text.
• Use context and syntax to make predictions about words.
• Show some awareness of the sounds at the beginning, middle, end of a word

• Writing:

• see the teacher explicitly model specific writing genre.
• Talk about why people need or chose to write.
• Make decisions about what and how they will write.
• Begin to use pictures, prompts or simple frameworks to plan their writing.
• Talk about different forms of writing in context, for example, recipes, stories and lists.
• Choose to write without prompting.
• Understand that writing is a means of communication, for example, writing messages for others to read.
• Understand that writing is formed directionally, one word at a time, for example, left to right or in a list.
• Improve physical writing skills in order to develop balance, co-ordination and space awareness.
• Develop manipulative skills in order to be able to handle writing materials, for example, finger exercises, action rhymes, threading beads, drawing and painting and using scissors. 
• Experiment with mark-making to share ideas.
• Be able to distinguish between drawing and writing.
• Use a comfortable and efficient pencil grip with some control.
• Begin to form letters correctly

• Talking & Listening

• Be able to listen to others and respond, demonstrating some social conventions
• Listening with increased attentiveness for longer periods of time.
• Be able to listen attentively to a range of stimuli.
• be able to listen and carry out instructions
• be able to talk about personal experiences
• be able to answer questions, and ask questions to find out information or seek an explanation.
• Give an opinion om a story of event.
• Be able to retell stories, events or personal experiences in a sequence with reasonable detail.
• Offer reasons to support opinions given.

Numeracy

Mental Maths (weeks 1-4)

• Count backwards in 1’s from different starting points within 20.
• Count forwards in 2’s from 0 to 20

Measures

• Use more refined mathematical language when comparing objects for weight: e.g. a little bit heavier (lighter) than, a lot heavier (lighter) than.
• Understand and use analogue time: o’clock only.
• Understand and use digital time: o’clock only.

Handling Data/Shape and Space

• Sort 2D and 3D shapes for one criterion and talk about their sorting (e.g. by number of sides). Graph activity.

ICT led activities:

Explore- investigate, make predictions and solve problems through interaction with digital tools

Express-create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products.

Evaluate- talk about, review and make improvements to work, reflecting on the process and outcome, and consider the sources and resources used, including safety, reliability and acceptability

WAU:

In December we are learning: 

Literacy

Children will;

Focus- Christmas play/nativity

Reading:

• Share a wide range of books with parents/cares.
• Talk about what has been read and say what they have enjoyed or found out.
• Explore features in written language, for example, the beginning, middle and end of words, spaces between words, capital letters and full stops.
• Talk about ways that unknown words can be read, for example, using picture cues, contextual cues, sound cues.
• Be able to talk about what has been read and say what they have enjoyed or found out.
• Know how to handle and care for books correctly.
• Develop concepts of print: understand the differences between print and picture, be able to track text, make one-to-one correspondence.
• Follow pictorial instructions.
• Be aware of features in written language capital letters and full stops.
• Understand that sounds are represented by letters.
• Show some awareness of the sounds at the beginning, middle, end of a word.

Writing:

• Talk about why people need or chose to write.
• Talk about different forms of writing in context, for example, recipes, stories and lists.
• Understand that writing is a means of communication, for example, writing messages for others to read.
• Understand that writing is formed directionally, one word at a time, for example, left to right or in a list.

• Improve physical writing skills in order to develop balance, co-ordination and space awareness.
• Develop manipulative skills in order to be able to handle writing materials, for example, finger exercises, action rhymes, threading beads, drawing and painting and using scissors. 
• Experiment with mark-making to share ideas.
• Be able to distinguish between drawing and writing.
• Use a comfortable and efficient pencil grip with some control.
• Begin to form letters correctly.

Talking & Listening

• Be able to listen to others and respond, demonstrating some social conventions
• Listening with increased attentiveness for longer periods of time.
• Ba able to listen attentively to a range of stimuli.
• be able to listen and carry out instructions
• be able to talk about personal experiences
• Show some awareness of the structure of words by recognising syllables and sounds within words.
• begin to plan and talk about what they are doing.
• Present dramatisations to a range of audiences.

Linguistic Phonics (Weeks 1-4)

Demonstrate knowledge of grapheme/phoneme correspondences

G1/2 ll, ss, cvc

Gr3 – vowel sounds, IEP words

Weekly Spelling and dictation check up

ICT led activities:

Children will spend time learning to log in on the computer.

Explore- investigate, make predictions and solve problems through interaction with digital tools

Express-create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products.

Evaluate- talk about, review and make improvements to work, reflecting on the process and outcome, and consider the sources and resources used, including safety, reliability and acceptability

Numeracy

Mental Maths (weeks 1-4)

• Count backwards in 1’s from different starting points within 20.
• Count forwards in 2’s from 0 to 20

Measures

• Use more refined mathematical language when comparing objects for weight: e.g. a little bit heavier (lighter) than, a lot heavier (lighter) than.
• Understand and use analogue time: o’clock only.
• Understand and use digital time: o’clock only.

Handling Data/Shape and Space

• Sort 2D and 3D shapes for one criterion and talk about their sorting (e.g. by number of sides). Graph activity.

ICT led activities:

Explore- investigate, make predictions and solve problems through interaction with digital tools

Express-create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products.

Evaluate- talk about, review and make improvements to work, reflecting on the process and outcome, and consider the sources and resources used, including safety, reliability and acceptability

WAU

In November we are Learning:

Numeracy

Mental Maths (weeks 1-4)

• Count backwards in 1’s from different starting points within 20.
• Count forwards in 2’s from 0 to 20

Measures

• Use more refined mathematical language when comparing objects for weight: e.g. a little bit heavier (lighter) than, a lot heavier (lighter) than.
• Understand and use analogue time: o’clock only.
• Understand and use digital time: o’clock only.

Handling Data/Shape and Space

• Sort 2D and 3D shapes for one criterion and talk about their sorting (e.g. by number of sides). Graph activity.

Literacy

Focus- poetry and non-fiction

Reading:

• Use title, cover, blurb and illustrations to predict type of text and content.
• Enjoy a range of stories, poems and non-fiction texts read to them by adults/other children.
• Use pictures and text to make prediction,
• Justify prediction using picture and text.
• Give reasons for your predictions.
• Read a variety of texts, stories, list, information books
• Understand and use some language associated with books, for example cover, spine, author, illustrator.
• Recognise different types of text – fiction and non-fiction.
• Know how to make predictions showing an understanding of ideas, events or characters.
• Learn about rhyme by extending patterns, inventing patterns and playing with rhymes.
• Understand the elements of story through role play using dolls or puppets.

Writing:

• Use a wide range of reading experiences in the construction of a variety of written texts e.g. using personal experience, making simple picture books, creating rhymes.
• Observe the teacher modelling specific writing.
• Choose independently what to write about, plan and follow it through.
• Use a wide range of vocabulary.
• Show evidence in structure if sentences.
• Talk about the ideas represented in their drawings
• Talk about what they want to write.
• Use increased knowledge of sound-symbol correspondence, analogy or word accessing to write in a way that other understand.
• Begin to talk about the most appropriate form for a specific purpose.
• Begin to use capital letters for the pronoun ‘I’ for names and for the start of a sentence.
• Show increased control over formation of upper-case and lower-case spacing.
• Write captions for their own work.
• Use a comfortable and efficient pencil grip.
• Write with spaces between words.

Sentence level

• Write captions and simple sentences and to re-read recognising whether or not they make sense.
• Recognise full stops and capital letters when reading and name them correctly.
• Begin using the term ‘sentence’ when identifying sentences in a text.

Word level

• recognise and generate rhymes and relate this to spelling patterns through; exploring and playing with rhyming patterns and generating rhyming strings e.g. fat, hat pat.

Talking & Listening

• Recite poems and rhymes with some variety in pace, emphasis and annotation.
• Listening with increased attentiveness for longer periods of time.
• Listen with enjoyment and respond to rhymes poems and songs.
• be able to listen and carry out instructions
• be able to talk about personal experiences
• Show some awareness of the structure of words by recognising syllables and sounds within words.
• begin to plan and talk about what they are doing.
• Present dramatisations to a range of audiences.

Linguistic Phonics (Weeks 1-4)

Demonstrate knowledge of grapheme/phoneme correspondences

G1/2 vcc/cvcc – and, went, help, jump

Gr3 – vowel sounds, IEP words

AFTERSCHOOLS CLUBS 

These clubs start on TUESDAY 20/9/22 To book a place and make payment click on this link  https://healthy-kidz.com/product/healthy-kidz-afterschools-at-presentation-ps-term-1-block-1/

In October we are learning:

Literacy

Children will;

Focus- poetry and non-fiction

Reading:

• Use title, cover, blurb and illustrations to predict type of text and content.
• Enjoy a range of stories, poems and non-fiction texts read to them by adults/other children.
• Use pictures and text to make prediction,
• Justify prediction using picture and text.
• Give reasons for your predictions.
• Read a variety of texts, stories, list, information books
• Understand and use some language associated with books, for example cover, spine, author, illustrator.
• Recognise different types of text – fiction and non-fiction.
• Know how to make predictions showing an understanding of ideas, events or characters.
• Learn about rhyme by extending patterns, inventing patterns and playing with rhymes.

Writing:

• Use a wide range of reading experiences in the construction of a variety of written texts e.g. using personal experience, making simple picture books, creating rhymes.
• Observe the teacher modelling specific writing.
• Talk about the ideas represented in their drawings
• Talk about what they want to write.
• Use increased knowledge of sound-symbol correspondence, analogy or word accessing to write in a way that other understand.
• Begin to talk about the most appropriate form for a specific purpose.
• Begin to use capital letters for the pronoun ‘I’ for names and for the start of a sentence.
• Show increased control over formation of upper-case and lower-case spacing.
• Write captions for their own work.
• Use a comfortable and efficient pencil grip.
• Write with spaces between words.

Sentence level

• Write captions and simple sentences and to re-read recognising whether or not they make sense.
• Recognise full stops and capital letters when reading and name them correctly.
• Begin using the term ‘sentence’ when identifying sentences in a text.

Word level

• recognise and generate rhymes and relate this to spelling patterns through; exploring and playing with rhyming patterns and generating rhyming strings e.g. fat, hat pat.

Talking & Listening

• Recite poems and rhymes with some variety in pace, emphasis and annotation.
• Listening with increased attentiveness for longer periods of time.
• Listen with enjoyment and respond to rhymes poems and songs.
• be able to listen and carry out instructions
• be able to talk about personal experiences
• Show some awareness of the structure of words by recognising syllables and sounds within words.
• begin to plan and talk about what they are doing.
• Present dramatisations to a range of audiences.

Linguistic Phonics (Weeks 1-4)

Demonstrate knowledge of grapheme/phoneme correspondences

dhgkb revision (Weeks 1&2)

jevxlwyz (weeks 3+4)

Weekly Spelling and dictation check up

ICT led activities:

Children will spend time learning to log in on the computer. They will design names for an ICT display using painter.

Explore- investigate, make predictions and solve problems through interaction with digital tools

Express-create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products.

Evaluate- talk about, review and make improvements to work, reflecting on the process and outcome, and consider the sources and resources used, including safety, reliability and acceptability

Numeracy

• Count forwards in 1s to 20
• Adding 1 within 10
• Count forwards in 1s from different starting points
• Count forwards and backwards in 1s from different starting points
• Adding 1 within 20
• Number before, after, between within 20

Measures

• Make and describe models, patterns and pictures using a variety of materials.

Handling Data/Shape and Space

• Sort 2D and 3D shapes for one criterion and talk about their sorting (e.g. by number of sides).
• Continue simple patterns

ICT led activities:

Use the IWB to create a picture of their house with shapes.

Explore- investigate, make predictions and solve problems through interaction with digital tools

Express-create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products.

Evaluate- talk about, review and make improvements to work, reflecting on the process and outcome, and consider the sources and resources used, including safety, reliability and acceptability

In September we are learning:

Literacy:

Reading:

• Use title, cover, blurb and illustrations to predict type of text and content.
• Enjoy a range of stories, poems and non-fiction texts read to them by adults/other children.
• Use pictures and text to make prediction,
• Use pictures and text to make prediction about what will happen next
• Justify prediction using picture and text.
• Give reasons for your predictions.
• Read a variety of texts, stories, list, information books
• Retell stories using picture prompts, oral prompts, memory
• Understand and use some language associated with books, for example cover, spine, author, illustrator.
• Recognise different types of text – fiction and non-fiction.

Writing:

• see the teacher model specific writing genre, for example, procedure, recount, report, narrative.
• Observe the teacher modelling specific writing.
• Talk about the ideas represented in their drawings
• Talk about what they want to write.
• Use increased knowledge of sound-symbol correspondence, analogy or word accessing to write in a way that other understand.
• Begin to talk about the most appropriate form for a specific purpose.
• Begin to use capital letters for the pronoun ‘I’ for names and for the start of a sentence.
• Show increased control over formation of upper-case and lower-case spacing.

Talking & Listening

• Listening with increased attentiveness for longer periods of time.
• Listen to a wide range of stories, poems, songs, music and writing of other children.
• be able to listen and carry out instructions
• be able to talk about personal experiences
• be able to retell stories in sequence.
• Show some awareness of the structure of words by recognising syllables and sounds within words.

Linguistic Phonics (Weeks 1-4)

Satpin revision (Weeks 1&2)

Mocfrudhgkb (weeks 3+4)

ICT led activities:

Children will spend time learning to log in on the computer. They will design names for an ICT display using painter.

Numeracy:

• Count forwards in 1s to 20
• Adding 1 within 10
• Count forwards in 1s from different starting points
• Count forwards and backwards in 1s from different starting points
• Adding 1 within 20
• Number bonds to 5 and then 10
• Number before, after, between within 20

Measures (weeks 2, 3)

• Use more refined language when comparing objects for length e.g. a little bit longer/shorter.

• Develop an understanding of times in the day which are important to them.

Handling Data/Shape and Space (Week 4)

• Compare different 2D shapes and say how they are similar/different
• Use Venn diagrams to sort

ICT led activities:

Pupils create an ‘Eye colour in Primary 2’ pictograph using 2graph app

WAU:

INTERDEPENDENCE

• To recognise that they have a personal history.
• About significant people in the past.
• That other people share some seasonal and topical significant events.
• About weather in the different seasons and how it effects different things.

MOVEMENT AND ENERGY

• That we use light and sound to keep us safe.

  PLACE

• To be aware of where their home is.
• To have an awareness of features of the local landscape.
• To know about the variety of buildings in their locality, including their purpose.
• Some of the changes to their locality over time.

CHANGE OVER TIME

• To know how the weather changes through the seasons
• To know about change all around them (buildings, clothing, food, school environment)
• How animals and plants are influenced by changes in the weather. 

2021 and 2022

In May We Are Learning.....

In Literacy

We are learning to…

use poems or part of poems as models for own writing, example by substituting words or elaborating on the text.

•Compose own poetic sentences using repetitive patterns, carefully selected sentences and imagery.

•Create short simple text on paper and on screen which combine words with images.

•Use phonological and graphic knowledge and sight vocab when spelling during shared, guided and independent work.

•Understand and anthology participate in reading poetry aloud.

•Understand the concept of theme by reading and discussing a variety of poems and stories.

•Know how to compare and contrast using stories with a variety of settings.

•Identify phonemes in speech and writing

•Blend phonemes for reading.

•Segment words into phonemes for reading.

•Identify and categories the most common representations of the same sound. Example boat, no, tow, note.

•Know and understand that the same spelling may be represented by more than one sound. Example cow and blow.

•Read familiar text aloud with pace and expression appropriate to the grammar.

•Understand the concept of question and exclamation marks and apply this understanding in reading and writing.

Linguistic Phonics u, ss/s, ar/or, igh.

In Numeracy

We are learning to

•Show that numbers between ten and one hundred can be made up of tens and so many ones

•Use number line to count back for subtraction within 20, recording calculations horizontally.

•Find the difference between two numbers within 20 practaclly.

•Identify odd and even numbers

•Use coins to pay for different amounts (within 20p)

•Find the difference between 2 numbers within 20

•Number bonds to 20

•Mentally subtract 1 from any number, answers within 20.

•Mentally subtract 2 from any number, answers within 20.

•Mentally subtract 0 from any number, answers within 20.

•Key in instructions for beebot, to move from one specific location to another. Estimating distances and using trial and improvements strategy.

•Understand and use analogue and digital time

•Record results of sorting on Tree, Venn and Carroll Diagrams using own drawings. Explain what their drawing represents.

•Measure using non-standard units

•Given one object find a second object which is long and a third object which is shorter; and prove their choice is correct by direct comparison, using comparative language

In World Around Us

We are learning  

To know about their journey to and from school

To recognise things around us that move

Some of the ways in which things are made to move

An awareness that they move things by pushing or pulling them

About some of the changes of familiar things over time

To be aware that there are plants and animals from other parts of the world

About other localities which are different from theirs

That some of our goods and services come from other places

That we can travel to other places, and the means of travel

To recognise the different materials used every day

In April…

We are learning to

Literacy

• know that factual information may be written in simple sentences
• know how to group written sentences together in chunks of meaning or subject, e.g. its appearance, habitat, food, etc.
• use simple structures to write non-chronological reports
• begin to understand the concept of organising ideas within a section/paragraph, using simple non-chronological reports
• know and understand how to locate parts of text that give particular information including labelled diagrams and charts, e.g. parts of a car, what pets eat, clothes that keep us warm
• use the grammar of a sentence in conjunction with decoding skills to read new or unfamiliar words, e.g. predict text from the grammar, read on, leave a gap and re-read
• predict words from preceding words in sentences and investigate the sorts of words that ‘fit’, suggesting appropriate alternatives, i.e. that make sense
• use features of punctuation in order to read in a phrased and fluent manner
• investigate and use new words from reading and shared experiences
• write correct spelling for common high frequency words
• spell new words using phonics and a range of self-checking strategies
• identify, segment and blend syllables in words orally, in reading and in writing

Numeracy

• Show that numbers between 10 and 20 can be made up of a “ten” and so many “ones” (or “units”), e.g. using Cuisenaire rods, Base 10 material, blank 20 grids through
• Investigate different combinations of all coins up to 20p to make a particular amount within 20p
• Count forwards in 10’s from 0, answers within 50
• Revision of 2D and 3D shapes for end of year tests
• Talk about possible areas for data collection, and represent this data using block graphs
• Develop an understanding of the passing of time (months of the year) through

World Around Us

• know some of the ways in which things are made to move
• know that they move things by pushing or pulling them
• be aware that there are plants and animals from other parts of the world
• understand how weather is different in different places and ways in which it can have an impact on living things
• know some of the reasons why people and animals move from place to place

In December we are learning:

Literacy

Children will;

Focus- Christmas play/nativity

Reading:

• Share a wide range of books with parents/cares.
• Talk about what has been read and say what they have enjoyed or found out.
• Explore features in written language, for example, the beginning, middle and end of words, spaces between words, capital letters and full stops.
• Talk about ways that unknown words can be read, for example, using picture cues, contextual cues, sound cues.
• Be able to talk about what has been read and say what they have enjoyed or found out.
• Know how to handle and care for books correctly.
• Develop concepts of print: understand the differences between print and picture, be able to track text, make one-to-one correspondence.
• Follow pictorial instructions.
• Be aware of features in written language capital letters and full stops.
• Understand that sounds are represented by letters.
• Show some awareness of the sounds at the beginning, middle, end of a word.

Writing:

• Talk about why people need or chose to write.
• Talk about different forms of writing in context, for example, recipes, stories and lists.
• Understand that writing is a means of communication, for example, writing messages for others to read.
• Understand that writing is formed directionally, one word at a time, for example, left to right or in a list.

• Improve physical writing skills in order to develop balance, co-ordination and space awareness.
• Develop manipulative skills in order to be able to handle writing materials, for example, finger exercises, action rhymes, threading beads, drawing and painting and using scissors. 
• Experiment with mark-making to share ideas.
• Be able to distinguish between drawing and writing.
• Use a comfortable and efficient pencil grip with some control.
• Begin to form letters correctly.

Talking & Listening

• Be able to listen to others and respond, demonstrating some social conventions
• Listening with increased attentiveness for longer periods of time.
• Ba able to listen attentively to a range of stimuli.
• be able to listen and carry out instructions
• be able to talk about personal experiences
• Show some awareness of the structure of words by recognising syllables and sounds within words.
• begin to plan and talk about what they are doing.
• Present dramatisations to a range of audiences.

Linguistic Phonics (Weeks 1-4)

Demonstrate knowledge of grapheme/phoneme correspondences

G1/2 ll, ss, cvc

Gr3 – vowel sounds, IEP words

Weekly Spelling and dictation check up

ICT led activities:

Children will spend time learning to log in on the computer.

Explore- investigate, make predictions and solve problems through interaction with digital tools

Express-create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products.

Evaluate- talk about, review and make improvements to work, reflecting on the process and outcome, and consider the sources and resources used, including safety, reliability and acceptability

Numeracy

Mental Maths (weeks 1-4)

• Count backwards in 1’s from different starting points within 20.
• Count forwards in 2’s from 0 to 20

Measures

• Use more refined mathematical language when comparing objects for weight: e.g. a little bit heavier (lighter) than, a lot heavier (lighter) than.
• Understand and use analogue time: o’clock only.
• Understand and use digital time: o’clock only.

Handling Data/Shape and Space

• Sort 2D and 3D shapes for one criterion and talk about their sorting (e.g. by number of sides). Graph activity.

ICT led activities:

Explore- investigate, make predictions and solve problems through interaction with digital tools

Express-create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products.

Evaluate- talk about, review and make improvements to work, reflecting on the process and outcome, and consider the sources and resources used, including safety, reliability and acceptability

WAU

In November we are Learning:

Numeracy

Mental Maths (weeks 1-4)

• Count backwards in 1’s from different starting points within 20.
• Count forwards in 2’s from 0 to 20

Measures

• Use more refined mathematical language when comparing objects for weight: e.g. a little bit heavier (lighter) than, a lot heavier (lighter) than.
• Understand and use analogue time: o’clock only.
• Understand and use digital time: o’clock only.

Handling Data/Shape and Space

• Sort 2D and 3D shapes for one criterion and talk about their sorting (e.g. by number of sides). Graph activity.

Literacy

Focus- poetry and non-fiction

Reading:

• Use title, cover, blurb and illustrations to predict type of text and content.
• Enjoy a range of stories, poems and non-fiction texts read to them by adults/other children.
• Use pictures and text to make prediction,
• Justify prediction using picture and text.
• Give reasons for your predictions.
• Read a variety of texts, stories, list, information books
• Understand and use some language associated with books, for example cover, spine, author, illustrator.
• Recognise different types of text – fiction and non-fiction.
• Know how to make predictions showing an understanding of ideas, events or characters.
• Learn about rhyme by extending patterns, inventing patterns and playing with rhymes.
• Understand the elements of story through role play using dolls or puppets.