Welcome to  Mrs Metcalfe's

Primary 1 Little Foxes 

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 Metcalfe on

ometcalfe296@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.

October 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 and recall a sequence of instructions.

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.

•       Use title, cover, blurb and illustrations to predict type of text and content.

•       Enjoy a range of computer-generated texts…Interactive books.

•       Recognise their name.

•       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

•       Experiment with mark making to share ideas.

•       Be able to distinguish between drawing and writing.

•       Talk about why people need to write.

•       See themselves as ‘writers’, as they experiment with ‘writing’

Weekly Spelling and dictation check up

Week 1: Check for knowledge of writing, sounding and naming the letter t. Can they read the word ‘want’?

Week 2: Check for knowledge of writing, sounding and naming the letter p. Can they read the word ‘to’?

Week 3: Check for knowledge of writing, sounding and naming the letter i. Can they read the word ‘play’.

Week 4: Check for knowledge of writing, sounding and naming the letter n. Can they read the word ‘here’.

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

• Recognise spoken numerals within 5
• 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.

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

• Talk about shapes in the environment.

World around Us

• To recognise the different materials used every day.
• How animals and plants are influenced by changes in weather
• About weather in the different seasons and how it affects living things.
• How the weather changes through the seasons.
• That other people share some seasonal and topical significant events.

Contact  Mrs Haddock on 

lhaddock127@c2kni.net

or

Mrs Metcalfe on

ometcalfe296@c2kni.net

or

Ms Mulholland on

ymulholland883@c2kni.net 

June Plans

In June we are learning to…

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 a variety of sounds in order to identify familiar sounds in the environment.
• Listen to the views and ideas of others.
• Play oral memory games.

Phonological awareness

• Explore the structure of words by identifying and manipulating phonemes.
• Focusing on sounds at the beginning, middle and end of words.
• Experiment with and enjoy rhyme through odd one out games.
• Identify words in phrases.
•  

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.
• Adopt a role relevant to context e.g Market seller/customer.

Language and thinking

• Talk about experiences, pictures, stories, rhymes, poems and information with adults/peers, for a range of purposes.
• Recognise that language is used for different purposes, for e.g humour.
• Listen with enjoyment and respond to stories, rhymes, poems and songs.
• Ask and answer questions for a range of purposes, with adults modelling questions for children where appropriate.

Extended Vocabulary

• Join in with familiar phrases in a story.
• Be immersed in the language of books.
• Join in focused experiences to introduce or generate vocabulary.

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.
• Develop visual memory and discrimination.
• Share a wide range of books with parents/carers.

Shared Reading

• Read a variety of texts in different ways, for e.g stories, lists, information books.
• Talk about what has been read and say what they have enjoyed or found out.
• Talk about personal experiences related to text.
• Use pictures and text to make predictions.
• Use title, blurb and illustrations to predict type of text and content.
• Talk about ways that unknown words can be read, e.g, using picture cues, contextual cues, second cues.
• Explore features in written language, e.g. the beginning, middle and end of words, spaces between words, direct speech, exclamation marks, question marks, capital letters and full stops.
• Make their own books.
• Encounter new words through text experience and begin to use appropriately.

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.
• Explain what they have done and give reasons for their choices.

Shared, guided and Independent writing

• Begin to explore how to write words.
• Use ICT to compose and draw e.g Book Creator.
• See themselves as writers as they experiment with writing in a range of informal contexts e.g writing messages or during play.
• Talk about what they want to write
• Talk about different forms of writing in context, for e.g recipes, stories or lists.

Weekly Spelling and dictation check up

Week 1: Can they read ‘don’t’? G1: Can they write the words led, fed, yet

Dictation: I am not fed yet.

Week 2: Can they read ‘jumped’? G1: Can they write the words vet, jet, jot

Dictation: The vet got on a jet to jot.

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

Given one container, find another object which holds more/less, and prove their choice is correct by filling one container and pouring into the other, using comparative language.  

Compare and talk about the area of two surfaces by placing one on top of the other.

World Around Us

That living things can be sorted into plants and animals.

That there is a wide variety of plants and animals in the locality.

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

To recognise things around us that move

That living things move in the water.

That we use light to keep us safe.

That some of our goods and services come from other places.

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

How the weather changes through the seasons.

Some of the ways we can change our immediate environment, both positively and negatively.

Some of the changes to their locality over time (River Bann)

In May we are learning to…

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 and respond to familiar phrases in stories.
• Listen to the views and ideas of others.
• Play oral memory games.

Phonological awareness

• Explore the structure of words by identifying and manipulating phonemes.
• Focusing on sounds at the beginning, middle and end of words.
• Experiment with and enjoy rhyme through odd one out games.
• Identify words in phrases.
•  

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.
• Adopt a role relevant to context e.g Market seller/customer.

Language and thinking

• Talk about experiences, pictures, stories, rhymes, poems and information with adults/peers, for a range of purposes.
• Re-tell a story. (Goldilocks and the three bears and The
• Gingerbread Man) by using props or picture prompts.
• Listen with enjoyment and respond to stories, rhymes, poems and songs.
• Ask and answer questions for a range of purposes, with adults modelling questions for children where appropriate.

Extended Vocabulary

• Join in with familiar phrases in a story.
• Be immersed in the language of books.
• Join in focused experiences to introduce or generate vocabulary.

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.
• Develop visual memory and discrimination.
• Share a wide range of books with parents/carers.

Shared Reading

• Talk about story structures, for example, actions, reactions, build up, conclusions.
• Talk about what has been read and say what they have enjoyed or found out.
• Talk about personal experiences related to text.
• Use pictures and text to make predictions.
• Use title, blurb and illustrations to predict type of text and content.
• Talk about ways that unknown words can be read, e.g, using picture cues, contextual cues, second cues.
• Explore features in written language, e.g. the beginning, middle and end of words, spaces between words, direct speech, exclamation marks, question marks, capital letters and full stops.
• Make their own books.

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.
• Explain what they have done and give reasons for their choices.

Shared, guided and Independent writing

• Begin to explore how to write words.
• Use ICT to compose and draw e.g Book Creator.
• See themselves as writers as they experiment with writing in a range of informal contexts e.g writing messages or during play.
• Talk about what they want to write

Weekly Spelling and dictation check up

Week 1: Check for knowledge of writing, sounding and naming all the letters in the alphabet.

Can they read ‘said’? G1: Can they write the words bop, top, help

Dictation: I want to help you bop to the top.

Week 2: Can they read ‘now’? G1: Can they write the words not, net, wet

Dictation: I will not get wet.

Week 3: Can they read ‘stop’? G1: Can they write the words dip, did, lip

Dictation: I did cut my lip.

Week 4: Can they read ‘ran’? G1: Can they write the words zip, zap, lap

Dictation: I have a zip on my lap.

Week 5: Can they read ‘don’t’? G1: Can they write the words led, fed, yet

Dictation: I am not fed yet.

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

World Around Us

That living things can be sorted into plants and animals.

That there is a wide variety of plants and animals in the locality.

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

That they share their world with other living things.

About other localities which are different from theirs.

How weather is different in different places and can have an impact on living things.

That people and places change.

Some of the ways we can change our immediate environment, both positively and negatively.

To recognise things around us that move

Some of the ways in which things are made to move (boats etc)

That living things move in the water.

April

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 and respond to familiar phrases in stories.
• Listen to the views and ideas of others.
• Play oral memory games.

Phonological awareness

• Explore the structure of words by identifying and manipulating phonemes.
• Focusing on sounds at the beginning, middle and end of words.
• Experiment with and enjoy rhyme through odd one out games.
• Identify words in phrases.
•  

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.
• Adopt a role relevant to context e.g Market seller/customer.

Language and thinking

• Talk about experiences, pictures, stories, rhymes, poems and information with adults/peers, for a range of purposes.
• Re-tell a story. (Goldilocks and the three bears and The
• Gingerbread Man) by using props or picture prompts.
• Listen with enjoyment and respond to stories, rhymes, poems and songs.
• Ask and answer questions for a range of purposes, with adults modelling questions for children where appropriate.

Extended Vocabulary

• Join in with familiar phrases in a story.
• Be immersed in the language of books.
• Join in focused experiences to introduce or generate vocabulary.

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.
• Develop visual memory and discrimination.
• Share a wide range of books with parents/carers.

Shared Reading

• Talk about story structures, for example, actions, reactions, build up, conclusions.
• Talk about what has been read and say what they have enjoyed or found out.
• Talk about personal experiences related to text.
• Use pictures and text to make predictions.
• Use title, blurb and illustrations to predict type of text and content.
• Talk about ways that unknown words can be read, e.g, using picture cues, contextual cues, second cues.
• Explore features in written language, e.g. the beginning, middle and end of words, spaces between words, direct speech, exclamation marks, question marks, capital letters and full stops.
• Make their own books.

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.
• Explain what they have done and give reasons for their choices.

Shared, guided and Independent writing

• Begin to explore how to write words.
• Use ICT to compose and draw e.g Book Creator.
• See themselves as writers as they experiment with writing in a range of informal contexts e.g writing messages or during play.
• Talk about what they want to write

Weekly Spelling and dictation check up

Week 1: Check for knowledge of writing, sounding and naming the letter w.  Can they read ‘help’’? G1: Can they write the words cut, but, Are

Sentence Dictation: I cut my leg.

Week 2: Check for knowledge of writing, sounding and naming the letter y.

Can they read ‘but’? G1: Can they write the words bat, fat, We

Sentence Dictation: We can see a fat bat.

Week 3 – Easter Holidays

Week 4: Check for knowledge of writing, sounding and naming the letter z. Can they read ‘said’? G1: Can they write the words fox, box, Yes

Sentence Dictation: Yes, the fox is in the box.

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.

by direct comparison, using comparative language.

Talk about events in the present, in the past and in the future.

Given one object, find another object which is longer/shorter; taller/ shorter, and prove their choice id correct

World Around Us

About weather in the different seasons and how it affects living things.

That there is a wide variety of plants and animals in the locality.

How the weather changes through the seasons.

How people change and grow (Frog lifecycle)

To have an awareness of features of the local landscape.

That they share their world with other living things.

Some of the similarities and differences among plants in their locality.

To be aware of the changing weather in the locality.

That some people and animals move from place to place.

March 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 and respond to familiar phrases in stories.
• Listen to the views and ideas of others.
• Play oral memory games.

Phonological awareness

• Explore the structure of words by identifying and manipulating phonemes.
• Focusing on sounds at the beginning, middle and end of words.
• Experiment with and enjoy rhyme through odd one out games.
• Identify words in phrases.
•  

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.
• Adopt a role relevant to context e.g Market seller/customer.

Language and thinking

• Talk about experiences, pictures, stories, rhymes, poems and information with adults/peers, for a range of purposes.
• Re-tell a story. (Three Little Pigs/Jack and the Beanstalk) by using props or picture prompts.
• Listen with enjoyment and respond to stories, rhymes, poems and songs.
• Ask and answer questions for a range of purposes, with adults modelling questions for children where appropriate.

Extended Vocabulary

• Join in with familiar phrases in a story.
• Be immersed in the language of books.

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.
• Develop visual memory and discrimination.
• Share a wide range of books with parents/carers.

Shared Reading

• Talk about story structures, for example, actions, reactions, build up, conclusions.
• Talk about what has been read and say what they have enjoyed or found out.
• Use pictures and text to make predictions.
• Use title, blurb and illustrations to predict type of text and content.
• Talk about ways that unknown words can be read, e.g, using picture cues, contextual cues, second cues.
• Explore features in written language, e.g. the beginning, middle and end of words, spaces between words, direct speech, exclamation marks, question marks, capital letters and full stops.

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

• Begin to explore how to write words.

• See themselves as writers as they experiment with writing in a range of informal contexts e.g writing messages or during play.
• Talk about what they want to write

Weekly Spelling and dictation check up

Week 1: Check for knowledge of writing, sounding and naming the letter e Can they read ‘will’’? G1: Can they write the words kid, rod, too

Week 2: Check for knowledge of writing, sounding and naming the letter v

Can they read ‘Are’? G1: Can they write the words hot, hat, big

Week 3: Check for knowledge of writing, sounding and naming the letter x Can they read ‘We’? G1: Can they write the words mop, map, eat

Week 3: Check for knowledge of writing, sounding and naming the letter l

Can they read ‘Yes’? G1: Can they write the words mat, cat, will

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

Mental Maths (Weeks 1-3)

• Count backwards from 10 to 1
• Know the number “after” within 10
• Know the number “before” within 10
• Identify missing numbers in a sequence within 10
• Order a set of consecutive numbers within 10 (increasing and decreasing)
• Continue simple repeating patterns using concrete materials or pictures.

Number (Weeks 1-4)

• Order sets of up to 10 sets.
• Understand conservation of numbers within 10.
• Compare the size of two sets by matching and counting, within 10., saying which one has more and which one has less. How many more/less, identifying two sets that are the same.

• Use 1p coins in shopping activities. Buy one item at a time. No Change.
• Use £1 coins in shopping activities – buy one item at a time – no change.

Measures(Week 2)

• Compare and talk about the weight of two objects.
• Compare and talk about the capacity of two containers.

Handling Data ( week 3)

• Sort two property sets for one criterion, then re-sort the set for a second criterion.

Shape & Space (week 1)

• Sort 2d and 3d shapes for one criterion and talk about their sorting.

World Around Us

• That living things can be sorted into plants and animals.
• To be aware that there are plants and animals in other parts of the world.
• That living things need food and water to keep them alive.
• About change all around them (buildings, clothing, food, school environment)
• To be aware where their home is.
• To recognise some basic features of their home (eg window, door, roof, chimney, bedroom, garden, garage)
• To have an awareness that different people live in different homes.
• About their journey to and from school.
• To have an awareness of features of the local landscape.
• That sound comes from a variety of sources.
• That electricity can be dangerous.
• That we use light and sound to keep us safe.

February

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 and respond to familiar phrases in stories.
• Listen to a variety of sounds in order to identify familiar sounds in the environment.
• Listen to and re-call a sequence of instructions.

Phonological awareness

• Explore the structure of words by identifying and manipulating phonemes.
• Focusing on sounds at the beginning, middle and end of words.
• Experiment with and enjoy rhyme.
• Identify words in phrases.

Conventions of speech

• Observe modelled behaviours
• Initiate and join in conversations, taking turns with adults/ another child/ children e.g during play.
• Adopt a role relevant to context e.g Vet

Language and thinking

• Talk about experiences, pictures, stories, rhymes, poems and information with adults/peers, for a range of purposes.
• Re-tell a story. (Farmer Duck)
• Listen with enjoyment and respond to stories, rhymes, poems and songs.
• Ask and answer questions for a range of purposes, with adults modelling questions for children where appropriate.

Extended Vocabulary

• Join in with familiar phrases in a story.

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.
• Develop visual memory and discrimination.
• Share a wide range of books with parents/carers.

Shared Reading

• Talk about story structures, for example, actions, reactions, build up, conclusions.
• Use pictures and text to make predictions.
• Make their own books. (Factual book on farm animals)
• Talk about ways that unknown words can be read, e.g, using picture cues, contextual cues, second cues.
• Explore features in written language, e.g. the beginning, middle and end of words, spaces between words, direct speech, exclamation marks, question marks, capital letters and full stops.

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

• Begin to explore how to write words.
• See themselves as writers as they experiment with writing in a range of informal contexts e.g writing messages or during play.
• Talk about the different forms of writing in context, for e.g Birthday cards, catalogues, lists, invitations
• Talk about what they want to write

Weekly Spelling and dictation check up

Week 1: Check for knowledge of writing, sounding and naming the letter k Can they read ‘too’’? G1: Can they write the words yes, hug, hog

Week 2: Check for knowledge of writing, sounding and naming the letter b Can they read ‘big’? G1: Can they write the words dog, dig, we

Week 3: Check for knowledge of writing, sounding and naming the letter j Can they read ‘eat’? G1: Can they write the words rug, fit, are

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

World Around Us

That living things can be sorted into plants and animals.

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

About weather in the different seasons and how it affects living things.

That living things need food and water to keep them alive.

That they share their world with other living things.

How weather is different in different places and can have an impact on living things.

To recognise the young of some familiar animals.

How animals and plants are influenced by changes in weather (seasons).

Some of the reasons why animals move from place to place.

That living things move on the ground, underground, in the air and in water.

January plans

Literacy

Learning Intentions

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 and respond to familiar phrases in stories.

•         Listen to a variety of sounds in order to identify familiar sounds in the environment.

Phonological awareness

•         Explore the structure of words by identifying and manipulating phonemes.

•         Focusing on sounds at the beginning, middle and end of words.

•         Experiment with and enjoy rhyme.

Conventions of speech

•         Observe modelled behaviours

•         Initiate and join in conversations, taking turns with adults/ another child/ children e.g during play.

•         Adopt a role relevant to context e.g Vet

Language and thinking

•         Talk about experiences, pictures, stories, rhymes, poems and information with adults/peers, for a range of purposes.

•         Re-tell a story. (Dear Zoo)

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

•         Ask and answer questions for a range of purposes, with adults modelling questions for children where appropriate.

Extended Vocabulary

•         Join in with familiar phrases in a story.

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.

•Develop visual memory and discrimination.

•Share a wide range of books with parents/carers.

Shared Reading

•Encounter new words through text experience and begin to use appropriately.

•Talk about ways that unknown words can be read, e.g, using picture cues, contextual cues, second cues.

•Explore features in written language, e.g. the beginning, middle and end of words, spaces between words, direct speech, exclamation marks, question marks, capital letters and full stops.

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

•Begin to explore how to write words.

•See themselves as writers as they experiment with writing in a range of informal contexts e.g writing messages or during play.

•Talk about the different forms of writing in context, for e.g Birthday cards, catalogues, lists, invitations

•Talk about what they want to write

Weekly Spelling and dictation check up

Week 1: Check for knowledge of writing, sounding and naming the letter u. Can they read ‘is’’? G1: Can they write the words tin, an, here

Week 2: Check for knowledge of writing, sounding and naming the letter d Can they read ‘yes’? G1: Can they write the words can, at, it.

Week 3: Check for knowledge of writing, sounding and naming the letter h Can they read ‘we’? G1: Can they write the words see, is, as.

Week 4: Check for knowledge of writing, sounding and naming the letter g

Can they read ‘are’? G1: Can they write the words you, mum, hum

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

Mental Maths (Weeks 1-4)

Count forwards from 1, within 10.

Count forwards from different starting points, within 10

Count backwards from 5 to 1

Extend range of counts to include 0

Recognise spoken numerals within 10

Read numerals within 10

Write numbers within 10

Number (Weeks 1-4)

Touch count sets of objects within 10, understanding that the size of the set is given by the last number in the count.

Understand that 0 means none.

Make a variety of sets for a given number 0-10

Match numerals to sets 0-10.

Recognise 1p and £1 coins.

Measures(Weeks 2 and 4)

Compare and talk and talk about the length/height of two objects.

Understand the concept of area as the idea of covering a surface.

Handling Data ( week 2)

Use mapping diagrams to show relationships between members of two sets.

Shape & Space (weeks1-4)

Make and describe patterns using a variety of materials.

Continue simple patterns.

World Around Us

That living things can be sorted into plants and animals.

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

About weather in the different seasons and how it affects living things.

That living things need food and water to keep them alive.

That they share their world with other living things.

How weather is different in different places and can have an impact on living things.

To recognise the young of some familiar animals.

How animals and plants are influenced by changes in weather (seasons).

Some of the reasons why animals move from place to place.

That living things move on the ground, underground, in the air and in water.

Internet Plans

December

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 and respond to familiar phrases in stories.

Phonological awareness

•Explore the structure of words by identifying and manipulating phonemes.

•Focusing on sounds at the beginning, middle and end of words.

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.

•Adopt a role relevant to context e.g Postman, firefighter and Policeman

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.

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

•Ask and answer questions for a range of purposes, with adults modelling questions for children where appropriate.

Extended Vocabulary

•Be immersed in the language of books

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.

•Develop visual memory and discrimination.

Share a wide range of books with parents/carers.

Shared Reading

•Read a variety of texts in different ways, for e.g stories, lists, information. (Various letters in the story of The Jolly Christmas Postman)

•Talk about ways that unknown words can be read, e.g, using picture cues, contextual cues, second cues.

•Explore features in written language, e.g. the beginning, middle and end of words, spaces between words, direct speech, exclamation marks, question marks, capital letters and full stops.

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

•Read or interpret their emergent/experimental writing.

•See themselves as writers as they experiment with writing in a range of informal contexts e.g writing messages or during play.

•Talk about the different forms of writing in context, for e.g Birthday cards, catalogues, lists, invitations

•Talk about what they want to write

Weekly Spelling and dictation check up

Week 1: Check for knowledge of writing, sounding and naming the letter c. Can they read ‘see’? G1: Can they write the words sip, tip and to

Week 2: Check for knowledge of writing, sounding and naming the letter f Can they read ‘you’? G1: Can they write the words tap, nap, want

Week 3: Check for knowledge of writing, sounding and naming the letter r Can they read ‘it/It’? G1: Can they write the words nan, tan, play.

Week 4: Three Day week

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

Mental Maths(Weeks 1-4)

Count orally during number rhymes, jingles and stories.

Count forwards from 1, within 5.

Count forwards from different starting points, within 5.

Number (Weeks 1-4)

Know the number “after” within 5.

Identify missing numbers in a sequence, within 5.

Order a set of consecutive numbers within 5 (increasing and decreasing).

Understand conservation of number within 5.

Make a variety of sets for a given number within 5.

Partition sets into subsets, within 5.

Combine sets to find a total, within 5.

Use money in the context of play (Post office)

Understand the idea of exchanging goods for money.

Measures(Weeks 2 and 4)

Understand and use language associated with time.

Handling Data ( week 2)

Sort one property sets for one criterion.

Shape & Space (weeks1-4)

Explore body space through different types of movement.

World Around Us

Some of the reasons why people and animals move to other places at different times of the year.

About the jobs people do in our local community

To be aware of where their home is.

About the variety of buildings in their locality, including their purpose.

Some of the jobs of familiar people in school and in the locality.

About the jobs people do in our local community

About the variety of buildings in their locality, including their purpose.

Some of the jobs of familiar people in school and in the locality.

About the jobs people do in our local community.

Some of the jobs of familiar people in school and in the locality.

In November,

We are learning to …

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 and respond to familiar phrases in stories.

Phonological awareness

•Explore the structure of words by identifying and manipulating phonemes.

•Focusing on sounds at the beginning, middle and end of words.

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.

•Adopt a role relevant to context e.g Postman, firefighter and Policeman

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.

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

•Ask and answer questions for a range of purposes, with adults modelling questions for children where appropriate.

Extended Vocabulary

•Be immersed in the language of books

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.

•Develop visual memory and discrimination.

Shared Reading

•Use title, cover, blurb and illustrations to predict type of text and content.

•Read a variety of texts in different ways, for e.g stories, lists, information. (Various letters in the story of The Jolly Postman)

•Talk about ways that unknown words can be read, e.g, using picture cues, contextual cues, second cues.

•Use books to find out about things that interest them.

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

•Read or interpret their emergent/experimental writing.

•See themselves as writers as they experiment with writing in a range of informal contexts e.g writing messages or during play.

•Develop manipulative skills in order to be able to handle writing materials.

•Talk about the different forms of writing in context, for e.g Birthday cards, catalogues, lists, invitations

Weekly Spelling and dictation check up

Week 1: Three-day week

Week 2: Check for knowledge of writing, sounding and naming the letter n. Can they read ‘here’? G1: Can they write the words sit, sat and I

Week 3: Check for knowledge of writing, sounding and naming the letter m Can they read ‘we’? G1: Can they write the words pat, pan and am

Week 4: Check for knowledge of writing, sounding and naming the letter o Can they read ‘can’? G1: Can they write the words pin, pit and a

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

Mental Maths(Weeks 1-4)

Count orally during number rhymes, jingles and stories.

Count forwards from 1, within 5.

Count forwards from different starting points, within 5.

Number (Weeks 1-4)

Know the number “after” within 5.

Identify missing numbers in a sequence, within 5.

Order a set of consecutive numbers within 5 (increasing and decreasing).

Look for and talk about patterns in the environment.

Copy simple repeated patterns using concrete materials or pictures.

Touch count sets of objects within 5, understanding that the size of the set is given by the last number in the count.

Make a variety of sets for a given number within 5.

Match numerals to sets within 5.

Order sets of up to 5 objects.

Understand conservation of number within 5.

Use money in the context of play (Post office)

Understand the idea of exchanging goods for money.

Measures(Weeks 2 and 4)

Understand and use language associated with weight.

Handling Data ( week 2)

Sort one property sets for one criterion.

Shape & Space (weeks1-4)

Copy simple patterns.

World Around Us

• About the jobs people do in our local community
• To be aware of where their home is.
• About the variety of buildings in their locality, including their purpose.
• Some of the jobs of familiar people in school and in the locality.
• Some of the reasons why people and animals move to other places at different times of the year.

October 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 and recall a sequence of instructions.

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.

•       Use title, cover, blurb and illustrations to predict type of text and content.

•       Enjoy a range of computer-generated texts…Interactive books.

•       Recognise their name.

•       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

•       Experiment with mark making to share ideas.

•       Be able to distinguish between drawing and writing.

•       Talk about why people need to write.

•       See themselves as ‘writers’, as they experiment with ‘writing’

Weekly Spelling and dictation check up

Week 1: Check for knowledge of writing, sounding and naming the letter t. Can they read the word ‘want’?

Week 2: Check for knowledge of writing, sounding and naming the letter p. Can they read the word ‘to’?

Week 3: Check for knowledge of writing, sounding and naming the letter i. Can they read the word ‘play’.

Week 4: Check for knowledge of writing, sounding and naming the letter n. Can they read the word ‘here’.

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

• Recognise spoken numerals within 5
• 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.

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

• Talk about shapes in the environment.

World around Us

• To recognise the different materials used every day.
• How animals and plants are influenced by changes in weather
• About weather in the different seasons and how it affects living things.
• How the weather changes through the seasons.
• That other people share some seasonal and topical significant events.

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/

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