Welcome to  Mrs Haddock's

Primary 2 Little Bears Page

2023 and 2024

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 

June Planner

Literacy

•Understand and use social conventions in conversation and child-initiated interactions.

•Listening with increased attentiveness for longer periods of time.

•Listen to and carry out more complex instructions.

•Be able to retell stories, events or personal experiences about personal experiences in a sequence with reasonable detail.

Be able to answer questions and ask questions to find out information or seek an explanation. 

•Offer reasons to support opinions.

Show some awareness of the structure of words by recognising syllables and sounds within words.

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

•Use print features and/or punctuation when reading or dramatizing.

•Extend vocabulary while exploring the difference between spoken and written language.

•Begin to read with expression in response to print variations and punctuation, e.g. sounding surprised, angry, stopping at a full stop etc

•Used sound symbol correspondence to read.

•Use context and syntax to make predictions about words.

•Use more than one cue to cross check.

•Show some awareness of the sounds at the beginning, middle, end of a word.

•Read on sight some words in a range of meaningful contexts.

•Transfer understanding to new situations by making connections.

•Read and use environmental print within school.

•Retell and sequence stories in reasonable detail, using appropriate language, e.g. After a while, suddenly etc.

•Begin to recognise specific features of some genres, for example, characters and settings.

•Demonstrate an increased vocabulary through their text experiences.

•Use extended vocabulary when discussing text, retelling stories or in emergent writing.

•Compare structures of stories in order to recognise similarities.

•See the teacher as explicitly model specific writing genre, e.g. procedure, recount, report, narrative.

•Begin to talk about the most appropriate form for a specific purpose, e.g. letter of thanks, a list for things we need.

•Make decisions about what and how they will write, e.g. a story, a caption, a label, an order, a sentence, a shopping list.

•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.

Begin to demarcate sentences.

Numeracy

Given one object, find a second object which is longer (or taller) and a third object which is shorter; and prove their choice is correct by direct comparison, using comparative language.

Given one object, find a second object which is heavier and a third object which is lighter; and prove their choice is correct by using balance scales, using comparative language.

Given one container, find a second container which holds more and a third container which holds less; and prove their choice is correct by filling one container and pouring into the other, using comparative language.

Count backwards in 10’s from any number, answers within 50.

Solve problems using addition and subtraction skills, selecting the operation required.

Mentally subtract 2/0 from any number, answers within 20.

World Around Us

Travel and Transport.

May Planner

Literacy

Text Level Work (Genre: Poetry)

Writing:

● 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.

Reading:

• Understand and anothogly 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.

Word Level Work (Weeks 1-4) 

• 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.

Sentence Level Work (Weeks 1-4

• 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.

Numeracy

sort two-property collections in two different ways and talk about their arrangements.

make a simple pattern and talk about it.

understand the cardinal aspect of number within 10.

Changing digital time to analogue time/ changing analogue time to digital time

Develop an understanding of the passing of time (months of the year)

use Venn diagrams to sort in 3 different ways.  

partition sets into subsets within 5/10.  

order numbers to 20/15.

Understand and use digital time: o’clock & Half Past

Know the number words backwards from 15 to 1 and from 20 to 1.

use tree diagrams to sort in 3 different ways.  

partition sets into subsets within 5/10.  

understand the structure and pattern of 2-digit numbers within 15.

Measure using non-standard units:

count backwards from different starting points staring with 15, within 20.

calculate mentally within 5/10.  

understand the structure and pattern of 2-digit numbers within 15.

understand the structure and pattern of 2-digit numbers within 15.

Become familiar with 3D shapes and understand some of their properties

World Around Us

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

• To know about their journey to and from school
• That they share their world with other living things
• To recognise the different materials used every day
• About other localities which are different from theirs
• That some of our goods and services come from other places;
• How weather is different in different places and can have an impact on living things;
• That we can travel to other places, and the means of travel
• 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
• An awareness of what makes everyday things work
• Some of the reasons why people and animals move from place to place
•  That some people and animals move to other places at different times of the year
• About some of the changes of familiar things over time

April  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;

March Plans

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

World Around Us

• That there is a wide variety of plants and animal in the locality.
• 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.
• Light and sound come from variety of sources.
• An awareness of sound and light in their immediate environment.
• That electricity can be dangerous.
• To recognise different materials used every day.
• An awareness of the sun, moon and stars in the sky;
• About changes between day and night
• How the weather changes through the seasons.
• To recognise the young of some familiar animals;

February Plans

Literacy

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.
• 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 – ow, ay, v

G2 – ow, ay, v

Gr3 – cvc words

Numeracy

Count forwards/backwards in 2’s from any number within 20.

Investigate and talk about addition patterns within 20.

Use a numberline to count on for addition within 20, recording calculations horizontally.

Calculate change required when buying items at the class shop, from 5p, from 10p.

Recognise and use mathematical names for 2D shapes:

square, rectangle , triangle and circle – using given shapes, and also where they occur in the environment

Talk about things that turn.

Recognise  and describe turning movements using appropriate terms (e.g. left, right, turn towards / away from)

W.A.U

• To be aware of plants and animals from different places in the world.
• About weather in different seasons and how it affects living things.
• That living things need food and water to keep them alive.
• Some of the reasons why people and animal move from place to place.
• They share their world with other living things.
• to be aware of where their home is
• How weather is different in different places and can have an impact on living things.
• That we can heat or cool substance to change them.
• Some of the ways we can change our immediate environment both positively and negatively.

In January we are learning….

Literacy

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.
• 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.

Numeracy

Number

• Count forward/backwards in 2’s from any even number within 20.
• Know the number after, before and between within 10, then 20.
• Order a set of non-consecutive numbers within 20 (increasing/decreasing).
• Compare the size of 2 sets by counting and matching within 20, saying which has more/less; how many more/less.
• Investigate and talk about addition patterns within 15.
• Use a numberline to count on for addition within 15, recording calculations horizontally.
• Know doubles to 5+5
• Understand the commutative property of addition.
• Know 3+2 and 3+2 to complete addition facts to 5.
• Exchange higher value coins (up to 10p) for 1p’s.

Measure

• Talk about and order three objects of different length.
• Understand and use analogue time: o’clock only.
• Understand and use digital time: o’clock only.

Shape & Space

• Talk about and order three surfaces of different area.

WAU

December Plans

In Literacy

Children will …

• Interpret a text by reading aloud. With some variety in pace and emphasis.
• Listen with sustained concentration to other children and adults.
• Ask and answer different types of question.
• Act out own and well known stories to deepen understanding character motive and story.
• Use different voices for characters when reading aloud.
• experiment with ideas through writing in a variety of situations

• make simple lists for a range of purposes e.g. recipes, plan, remind and request.
• Know and understand the terms story/narrative, characters, setting.
• Understand the difference between spoken and written form through retelling know stories.
• Use a wide range of vocabulary through their writing.

• use features of punctuation in order to read in a phrased and fluent manner
• write, captions and simple sentences and to re-read, recognising whether or not they make sense, e.g. missing words, wrong word order
• 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
• use a capital letter for the personal pronoun ‘l’ and for the start of a sentence
• recognise full stops and capital letters when reading and name them correctly
• use full stops to demarcate sentences

• investigate, read and spell words containing digraphs such as ch, sh, th
• segmenting sounds and word – hearing ad identifying initial medial and final sounds in words.
• Hearing and saying sounds in words in the order in which the occur
• Linking sound to letters, naming and sound the letters of the alphabet.
• Knowing that letter names are not the same a letter sounds.
• blending sound to read and write cvc words.

In Numeracy

Children will…

• Know doubles to 5+5
• Count forwards in 2’s from 0 to 20 through

• Count forwards and backwards in 1s to 20
• Adding 1/2 within 20
• Count forwards and backwards in 1s from different starting points
• Adding 1/2 within 20
• Number bonds to 10
• Number before, after, between within 20
• Counting in 2s within 20 forwards and backwards
• Count forwards/backwards in 10s from different starting points within 100
• use everyday language to describe position

In World Around Us

Children will…

• Be aware of some similarities and differences between themselves and other children.
• Know about significant people in their past.
• Know about other localities which are different from theirs.
• Understand that some of our goods/services come from different places.
• To recognise and name parts of the body (Teeth)
• How people grow and change.
• About some of the changes of familiar things over time.
• Be aware of what makes everyday things work.
• Know that we can heat or cool substances to change them

November Plans

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.
• 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

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

World Around Us

• To be aware of some similarities and difference between themselves and other children.
• To recognise things around us that move
• Some of the ways in which things are made to move
• Awareness that they move things by pushing or pulling them 
• Awareness of what makes everyday thigs work
• About other localities that are different from theirs (toys)

• How they can chance the materials they play with
• About some of the chances about familiar things over time.
• To be aware of some similarities and difference between themselves and other children.
• Talk about their favourite/special toy.
• Draw a picture and write a sentences about their favourite/special toy.
• To recognise things around us that move
• Some of the ways in which things are made to move
• Awareness that they move things by pushing or pulling them 
• Awareness of what makes everyday thigs work
• How they can chance the materials they play with
• About some of the chances about familiar things over time.
• Compare similarities and differences between old/new toys.
• How they can chance the materials they play with.
• Design and label a toy
• Use recycled materials to construct a toy.
• Using 2D/3D shapes to design and construct a toy.
• Awareness of what makes everyday thigs work

October Plans

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.

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.

Numeracy

• Count forwards in 1s to 20
• Adding 1 within 10
• Count forwards in 1s from different starting points
• Count backwards in 1s from 20
• Count 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

World Around Us

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. 

September Plans

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.

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

World Around Us

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. 

Welcome to 

Primary 4 Bears

2022 and 2023

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  Mr Fox on

gfox424@c2kni.net

or

Ms Mulholland on

ymulholland883@c2kni.net 

February Learning

Add 9 to any number

Add 11 to any number

Count in 2’s, 4’s and 10’s

Recite 2, 4, 10 timetables

Write and read numbers within 999

Difference between 2 numbers

Be able to find the number between two numbers within 999.

Be able to find the number “after” within 999.

Be able to find the number “before” within 999.

Recite days of week, month of year, how many in each, seasons, number of days in a year etc.

Number weeks

Understand the 2, 4 and 10 times multiplication facts as repeated addition, and as arrays.

Develop quick recall, using understanding of commutativity.

Develop a standard written method for vertical subtraction TU with exchange (decomposition)

Find the area of shapes by counting squares where the area is made up of whole and half squares

Appreciate and use important dates in the calendar.

Read and interpret information using a calendar (within 1 month only)

Understand and use ‘clockwise’ and ‘anticlockwise’ to describe the direction of turn.

Understand and use term ‘right-angle’ to measure an amount of turn. Know that a turn of 1 right angle is the same as a quarter turn, two right angles is the same as a half turn, three right angles is the same as ¾ turn and 4 right angles is the same as a full turn.

Literacy

Talking and listening

• Present information in clear, detailed accounts.  Listen carefully to instructions
• Explain process or present information 

Text  (Genre: instruction texts)

• know what an instructional text is and understand its conventions and structure

•           know and understand that instructional texts can come in different forms depending on the audience, e.g. recipes, instructions, plans, rules, timetables

•           note key structural features, e.g. clear statement of purpose at start (title/goal), sequential steps set out in a list, direct language and command verb

• Extend understanding of use of alphabetically organised texts e.g. dictionary, thesaurus, glossary, index Speaking and listening; present information clear, detailed accounts.  Listen carefully to instructions
• Write instructions e.g. how to make something
• Make clear notes identifying the key ideas
• Make a class dictionary e.g. related to topic

Sentence level

•           demonstrate knowledge and understanding of pluralisation of nouns through: noticing which nouns can be pluralised and which cannot, e.g. trousers, rain;

•           recognising pluralisation as one test of a noun;

•           Understand and use the term singular and plural

Word level

• understand and use the terms ‘singular’ and ‘plural’ appropriately

•           know and understand the basic rules for plural nouns: adding ies, ves

•           know and understand how words change when er, est and y are added

• Understand the term definition
• Know how to organise words information alphabetically using the first 2 letters.

Our topic for the next 2 months is World War Two 

• children will learn about the countires involved in WW2
• why it started
• the leaders of countires
• evacuees
• the blitz
• rationing
• VE Day
• the changing roles of men and women 

In May we will be learning:

Literacy

Talking and Listening:

• explain ideas and processes using imaginative and extended vocabulary and non-verbal gestures to support communication
• talk about what they are learning

Text Level Work

• understand how humour is created in poetry by discussing words and phrases that create humour and sound effects, e.g. nonsense poems, tongue-twisters, riddles
• understand the importance of good planning for writing
• use humorous verse as a structure to write their own, e.g. riddles, language puzzles, jokes, nonsense sentences, tongue-twisters or alliterative sentences
• know books written by significant authors/illustrators

• know how to find out more about authors /illustrators, e.g. from book covers, blurbs, internet
• begin to understand similarities and differences in style by comparing books by same and different author(s)
• write simple evaluations of books read and discussed giving reasons for views expressed, using a structure or writing frame as appropriate

Sentence Level Work

• demonstrate understanding of concept of nouns by:
• identifying nouns in shared and guided reading
• collecting and classifying examples of nouns from reading and own knowledge
• experiment with changing nouns in sentences and discussing their impact on meaning
• use the term ‘noun’ appropriately

• write simple and compound sentences using the correct punctuation

Word Level Work

• identify and categorize the most common representations of the same sound, e.g. boat, no, tow, note
• know and understand that the same spelling may be represented by more than one sound, e.g. cow, blow
• use word endings, e.g. ‘s’ (plural), ‘ed’ (past tense), ‘ing’ (present tense) to support their reading and writing

ICT opportunities:

Use iPad / PC to explore and express whilst completing biographies of Julia Donaldson.

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

Numeracy

Number

• Mentally add a multiple of 10 to a multiple of 10, answers within 50, using and explaining number patterns Mentally add a multiple of 10 to any number, answers within 50, using and explaining number patterns.
• Know near doubles, answers within 10.
• Know remaining addition facts within 10 (3+5, 5+3,  3+6, 6+3)
• Mentally subtract a multiple of 10 from any number, answers within 50, using and explaining number patterns.
• From 3 given numbers within 10, give 2 addition and 2 subtraction facts
• Discuss ways of managing money effectively: e.g. keeping money safe, how to make pocket money last, advantages of saving a regular amount of money each week etc.
• Understand concept of multiplication as repeated addition of equal sets (initially with sets of 2).

Mental Maths

• Count forwards in tens within 100, from different starting numbers (multiples of 10, then any number).
• Count backwards in tens within 100, from different starting numbers (multiples of 10, then any number).
• Count forwards in fives within 100, from different starting numbers (multiples of 5).
• Count backwards in fives within 100, from different starting numbers (multiples of 5).

Handling Data

• Record results of sorting on given blank Tree, Venn and Carroll Diagrams using own drawings. Explain what their drawing represents. Suggest own ways of sorting, and label diagrams accordingly. (Literacy and ABL)

Measure

• Appreciate the conservation of capacity through practical investigations.
• Appreciate the need for a standard unit of capacity.

Shape and Space

• Program Beebot to move along straight line and through right-angled turns, e.g. through a simple maze. Initially enter commands one at a time, then entering a whole procedure of commands before pressing “go”. (ABL)
• Investigating symmetry in our immediate environment and making symmetrical patterns

World around us

This month’s topic is Minibeasts

The pupils will learn,

• There is a variety of plant and animal life in the world around them (s&T)
• To recognise the different environments in which plants and animals can live together.
• (S&T)
• To be aware that human waste can be harmful to living things in the environment.
• The basic need for plants and animals for survival (S&T)
• How peoples’ actions affect animals (G)
• About the variety of animals in a place (G)
• How colour is used in the natural environment (camouflage) (S&T)
• How living things grow and change. (S&T)
• Sorting Minibeasts
• Classification and decision trees.
• Writing fact files about chosen minibeast
• Compare two Minibeasts
• Ugly bug ball poster
• Learn minibeast ball song
• Make ugly bug masks
• Design and make a minibeast

SEESAW

Dear parents/ Queridos pais/ Drodzy Rodzice

If you have 2 or more children, you will have to log off and then log in on the Seesaw app. Each child has a separate code for the seesaw app. Please keep the codes you have been given for each child safe so you can sign in and out for each child.

This is only the case if you have 2 or more children on Seesaw using the same device.

We are sorry for any inconvenience but each child has a separate account for Seesaw as they have different classes. If you would like another copy of the code please do not hesitate to contact me on ymulholland883@c2kni.net or your teachers email address is on their webpage.

Se tem um ou mais filhos, tem que sair de uma conta Seesaw para poder entrar em outra. Cada aluno tem o seu proprio codigo para a sua conta Seesaw. Por favor, guarde os codigos que foram atribuidos aos seus filhos cuidadosamente para poder fazer o login e o logout sempre que necessário.

Este caso aplica-se apenas a quem tem mais que um filho a usar o mesmo dispositivo electronico para a Seesaw.

Pedimos desculpas pela incoveniencia mas cada aluno tem o seu proprio codigo de usuário pois estao em classes diferentes. Se necessita de uma outra copia do codigo, nao hesite em pedir-me atraves do email  ymulholland883@c2kni.net ou atraves do email do professor que está disponivel na nossa página online.

Jesli masz 2 lub wiecej dzieci, musisz sie calkowicie wylogowac, a nastepnie ponownie  zalogowac w aplikacji Seesaw. Kazde dziecko otrzymalo indywidualny  kod do app . Seesaw. Zachowaj kody, ktore otrzymales osobno dla kazdego z dzieci, abys mogl indywidualnie  zalogowac  i wylogowac  kazde z  dziecko  z osobna.

Informacja ta dotyczy rodzicow w  przypadku, gdy masz 2 lub wiecej dzieci  w szkole korzystajacych z app.Seesaw z tego samego urządzenia.

Przepraszamy za wszelkie niedogodnosci, ale  kazde dziecko ma oddzielne konto na app. Seesaw, poniewaz uczeszczaja do innej klasy. Jesli chcesz otrzymac kolejna kopie kodu, nie wahaj sie skontaktowac ze mna pod adresem ymulholland883@c2kni.net lub adres e-mail Twojego nauczyciela ktory znajduje sie na  stronie internetowej szkoly.

Kind regards/ Com os melhores comprimentos/ Z powazaniem

Ms Mulholland

Little Bears 2020 and 2021

 IMPORTANT MESSAGE

The Ni Executive has confirmed if you travel back from Portugal AFTER 4 am on Saturday 22/8/20 you do NOT have to quarantine for 2 weeks. Parents are reminded if their children have returned from Portugal BEFORE 22/8/20 they MUST still keep isolating for 14  days from the date of their return. We TRUST ALL parents will follow this advice and send their children back to school on the correct date if they are isolating currently. We are caring for the safety of our whole school community and ask parents to follow the this updated advice.

kindest regards

Ms Mulholland