Year 1 2020 – 2021 – Mrs Hammond Mrs Brant
Hello and welcome to Year One’s page. Mrs Hammond and Mrs Brant work in Year 1 and provide a lovely nurturing class to be part of.We have lots of fun in Year One and we love to learn! We are all very excited about the year ahead.You can look at our page to see all the activities that we have been up to.
Keep checking our page for regular updates including:
- curriculum maps
- dates of events
Key Learning in Maths
Number – number and place value
Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
- Count in multiples of twos, fives and tens
- Read and write numbers to 100 in numerals
- Read and write numbers from 1 to 20 in numerals and words
- Begin to recognise the place value of numbers beyond 20 (tens and ones)
- Identify and represent numbers using objects and pictorial representations including the number line (numbers to at least 30)
- Use the language of: equal to, more than, less than (fewer), most, least
- Given a number, identify one more and one less
- Recognise and create repeating patterns with numbers, objects and shapes
- Identify odd and even numbers linked to counting in twos from 0 and 1
- Solve problems and practical problems involving all of the above
Number – fractions
- Understand that a fraction can describe part of a whole
- Understand that a unit fraction represents one equal part of a whole
- Recognise, find and name a half as one of two equal parts of an object shape or quantity (including measure)
- Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity (including measure)
- Number – addition and subtraction
- Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs
- Represent and use number bonds and related subtraction facts within 20
- Add and subtract one-digit and two-digit numbers to 20, including zero (using concrete objects and pictorial representations)
Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? – 9
Number – multiplication and division
- Recall and use doubles of all numbers to 10 and corresponding halves
- Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher
Geometry – properties of shapes
- Recognise and name common 2-D shapes, including rectangles (including squares), circles and triangles
- Recognise and name common 3-D shapes, including cuboids (including cubes), pyramids and spheres
Geometry – position and direction
- Describe movement, including whole, half, quarter and three-quarter turns
- Recognise and create repeating patterns with objects and shapes
- Describe position and direction
Sort objects, numbers and shapes to a given criterion and their own
- Present and interpret data in block diagrams using practical equipment
- Ask and answer simple questions by counting the number of objects in each category
- Ask and answer questions by comparing categorical data
Measure and begin to record:
- lengths and heights, using non-standard and then manageable standard units (m/cm)
- mass/weight, using non-standard and then manageable standard units (kg/g)
- capacity and volume using non-standard and then manageable standard units (litres/ml)
- time (hours/minutes/seconds)
- within children’s range of counting competence
Compare, describe and solve practical problems for:
- lengths and heights (for example, long/short, longer/shorter, tall/short, double/half)
- mass/weight (for example, heavy/light, heavier than, lighter than)
- capacity and volume (for example, full/empty, more than, less than, half, half full, quarter)
- time (for example, quicker, slower, earlier, later)
- Recognise and use language relating to dates, including days of the week, weeks, months and years
- Sequence events in chronological order using language (for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening
- Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times
- Recognise and know the value of different denominations of coins and notes
Key Learning in Writing
Vocabulary, grammar and punctuation
- Say, and hold in memory whilst writing, simple sentences which make sense.
- Write simple sentences that can be read by themselves and others.
- Separate words with finger spaces.
- Punctuate simple sentences with capital letters and full stops.
- Use capital letter for the personal pronoun.
- Use capital letters for names of people, places and days of the week.
- Identify and use question marks and exclamation marks.
- Use simple connectives to link ideas e.g. and.
- Pluralise nouns using ‘s’ and ‘es’ e.g. dog, dogs; wish, wishes.
- Add suffixes to verbs where no spelling change is needed to the root word e.g. helping, helped, helper.
Add the prefix ‘un’ to verbs and adjectives to change the meaning e.g. untie, unkind.
- Orally compose every sentence before writing.
- Re-read every sentence to check it makes sense.
- Orally plan and rehearse ideas.
- Sequence ideas/events in order.
- Use formulaic phrases to open and close texts.
- Use familiar plots for structuring the opening, middle and end of their stories.
- Write in different forms with simple text type features e.g. instructions, narratives, recounts, poems, information texts.
- Discuss their writing with adults and peers.
- Read aloud their writing to adults and peers.
- Name the letters of the alphabet in order.
- Use letter names to distinguish between alternative spellings of the same sound.
- Spell words containing each of the phonemes already taught.
- Be able to encode the sounds they hear in words.
- Be able to read back words they have spelt.
Use their phonic knowledge when spelling unfamiliar words (i.e. produce phonically plausible spellings).
- Spell common exception words.
- Spell the days of the week.
- Use the spelling rule for adding –s or –es (i.e. when the word has a /ɪz/ sound).
- Use the prefix un– for words without any change to the spelling of the root word .
- Use suffixes –ing, –ed, –er and –est where no change is needed in the spelling of root words.
- Apply simple spelling rules and guidelines, as listed in
Appendix 1 Supporting Spelling document.
Write from memory simple sentences dictated by the teacher that include words taught so far.
- Hold a pencil with an effective grip.
- Form lower-case letters correctly – starting and finishing in the right place, going the right way round, correctly oriented.
- Have clear ascenders (‘tall letters’) and descenders (‘tails’).
- Form capital letters correctly.
Key Learning in Reading
- Letters and Sounds Phases 4 to 5.
- Respond speedily with the correct sound to grapheme for the 44 phonemes.
- Recognise and use the different ways of pronouncing the same grapheme; e.g. ow in snow and cow.
- Read accurately by blending sounds in unfamiliar words.
- Read words containing –s, -es, -ing, -ed, -er, -est endings.
- Split two and three syllable words into the separate syllables to support blending for reading.
- Read words with contractions e.g. I’m, I’ll, we’ll and understand that the apostrophe represents the omitted letter.
- Automatically recognise approximately 150 high frequency words (see bottom).
- Apply phonic knowledge for reading.
- Read aloud accurately books that are consistent with their developing phonic knowledge.
- Develop fluency, accuracy and confidence by re-reading books.
- Read more challenging texts using phonics and high frequency word recognition.
Develop pleasure in reading, motivation to read, vocabulary and understanding by:
- Listening to a range of texts at a level beyond that at which they can read independently including stories, non-fiction and poems.
- Identifying and discuss the main events in stories.
- Identifying and discuss the main characters in stories.
- Recalling specific information in texts.
- Recognising and join in with language patterns and repetition.
- Use patterns and repetition to support oral retelling.
- Reciting rhymes and poems by heart.
- Relating texts to own experiences.
- Re telling familiar stories in a range of contexts e.g. small world, role play, storytelling.
- Make personal reading choices and explain reasons for choices.
Understand both the books they can already read accurately and fluently and those that they listen to by:
- Introducing and discussing key vocabulary.
- Activating prior knowledge e.g. what do you know about minibeasts?
- Checking that texts make sense while reading and self-correct.
- Making predictions based on what has been read so far.
- Make basic inferences about what is being said and done.
- Discussing the title and how it relates to the events in the whole story e.g. Peace at Last by Jill Murphy.
Participating in discussion about what is read to them, taking turns and listening to what others say by:
- Listening to what others say.
- Taking turns.
- Giving opinions and supporting with reasons e.g. Hansel was clever when he put stones in his pocket.
- Explaining clearly their understanding of what is read to them.
Demonstrating understanding of texts by answering questions related to who, what, where, when, why, how.
Home Learning Subjects
Lancashire Maths Planning Link
Year 1 Gallery
Year 1 are learning about seasons throughout this year so we went on an Autumn walk in our local area. The next day we went into our playground to see if we could see any signs of Autumn beginning, like the leaves turning colour or falling onto the ground.
We spotted conkers and spinning seeds that had fallen from trees. We had such fun-and it didn’t rain!
Keep looking on your walks with your family to see any more signs of Autumn.