This half term we will:

Think about what we want to be when we are older. 

Talk about our families and what we like to do together.

• Know that if they see something online that makes that sad, scared or worried, they should tell an adult straight away.  (revisit)

• Know that rules keep us safe when using equipment. Safety rules include always listening carefully and following simple instructions, using equipment only for the tasks they are designed for and washing hands before touching food. (Revisit)

• Consider and manage some risks without direct adult supervision and is able to follow routines and structure with increasing independence. (revisit)

• We will think about people in our community that help us.

• We will think about how we can help each other and be kind both in and out of school.

• We wills set ourselves targets of things we want to achieve.

• We will talk about things that make us proud. 

• Use new resources in the water area - making 'tea' and sharing with others.

End of Spring Term Checkpoint

Self-Regulation

• Can label and talk about own and others’ emotions.

• Responds well to more complex instructions in smaller groups, but can need visual reminders in larger groups.

• Completes set challenges/tasks independently.

• Is able to talk about ways that skills can be improved and to demonstrate pride in achievements. 

Manages self

• More confident to tackle new challenges and with encouragement will keep going.

• Follows school and class rules and can talk about their importance.

• Knows some ways to keep healthy. 

Building Relationships

• Can cooperate with others, listening and sharing some ideas and will listen to advice about how to solve disagreements.

• Uses words to solve conflicts.

• Takes turns in group activities.

• Identifies how others feel and responds appropriately.

This half term we will:

• Work more independently on tasks and ask for help if we need it.

• We will vote for and listen to daily stories, non fiction books and poetry. 

• Retell stories from the past.

• Recall main events from stories in the past.

• Be able to talk about people from the past.

• Develop storylines in our own play.

• Tell stories based on stories we know changing bits using our own imagination. 

End of Spring Term Checkpoint

Listening, Attention and Understanding

• Can switch attention from one task to another.

• Follows complex instructions.

• Responds to discussion with comments and questions.

• Is able to listen in whole school Collective Worship and recall some of the themes and comments at a later stage.

Speaking

• Enjoys being part of conversations and discussions and uses new vocabulary in context.

• Uses talk in different ways, in imaginative play, to develop thinking, to collaborate and plan with others and to express ideas. 

This half term we will:

• Complete lots of funky finger tasks to support muscle strength

• Complete dough disco and pen disco

• Play a variety of ball, bean bag games

• Practise gymnastics safely

• Have a weekly session with our PE specialist

• Learn short routines and perform them to our friends.

• Learn how to play hopscotch, hopping and jumping.

• Dance to a range of music from previous decades.

• Making cards and letters for family members.

• Using black card and chalk for mark making.

• Painting portraits using photos dressed up in clothes from the past.

Comprehension 

• Enjoy a range of stories written many years ago and compare to life today.

• Look at a range of non-fiction books, linked to life in the past.

Reading 

• Recognise and say sounds represented by graphemes. 

• Blend sounds into words, so that they can read short words made up of known letter-sound correspondences.  Suggest what might happen at different points in a story 

• Describe the characters, events and settings in stories that have been read to them using recently introduced vocabulary. 

• Use phonic knowledge to blend sounds into words. 

• Join in with repeated refrains and anticipate key events and phrases in rhymes and stories. 

• Be aware of how the title and blurb give information about a book. 

Writing 

• Use writing to communicate thoughts, ideas, experiences and events. 

• Write our RWI sounds

• Hold a sentence

• Conduct mini spelling sessions writing cvc words.

• Use our Phonics knowledge to write codes in our Drawing Club time.

End of Spring Term Checkpoint

Comprehension

• Has a good understanding of story structure and can retell and make up own stories using vocabulary that has been learnt.

• Identifies non-fiction texts, remembering facts. 

Word Reading

• Reads books with a range of Phase 2 and 3 cvc words and tricky words and shows a good understanding of what has been read.

• Reads all Phase 2 and 3 tricky words.

• Says the sound for each Phase 2 and 3 grapheme.

 Writing

• Writes some upper case letters correctly.

• Writes most lower case letters correctly using a tripod grip.

• Says the sound for each Phase 2 and 3 grapheme.

• Writes cvc words and labels using Phase 2 and 3 phonemes.

• Spells some tricky words.

• Write captions.

• Is starting to write short sentences.

• Uses finger spacing between words.

• Reads sentences back to an adult.

Subitising

• use their perceptual subitising skills (seeing the quantity without counting) in increasingly complex arrangements, moving from dots in a line and arrangements of 2, to a focus on standard dice arrangements.

• begin to use skills of conceptual subitising, beginning to quickly see the sub-groups within these larger numbers. 

• developing skills of visualising; the children will be encouraged to look carefully at arrangements of dots and then to close their eyes and explain what they saw.

• using spatial language to describe sub-groups within these arrangements will deepen the children’s understanding of part–whole relations and allow them to further consider composition (the numbers within numbers).

• representing quantities in different ways, including by showing amounts on 1 hand ‘all at once’. 

• new focus on the symbolic representation of number and the children will work on their recognition of numerals to 5, matching numerals to correct quantities in various games.

• use a number track (with numbers placed in equal spaces in ascending order) to play dice-based games. 

Counting, ordinality and cardinality 

• understand the purpose of counting – to find out ‘how many’ objects there are. 

• name the objects being counted to emphasise the numerosity of the set, e.g. Would you please collect 6 crayons and bring them to me?

• concept of cardinality – that the last number in the count tells us how many things there are ALTOGETHER.

Comparison

• Convert two unequal groups into two that have the same number. Eg There are 6 apples in one bag and 2 in another bag; can we make the bags equal for the two hungry horses?

• Explaining unfair sharing - "This one has more because it has 3 and this one only has 2. "

• Comparing numbers that are far apart, near to, next to each other. 

Composition

• Children will explore composition of numbers and recall parts to 5. They will explore missing parts and develop a greater understanding of the whole. 

•  Children will secure their understanding of the pairs of numbers that make 5, and then use double dice frames to begin to explore 6, 7 and 8 as numbers that are composed of ‘5 and a bit’. 

• Play skittles, looking at how many have fallen how many are standing. How many are there altogether?

• Using whole part model to demonstrate composition of numbers to 10.

Patterns  

• Spot patterns and predict what will happen next 

• Spot mistakes in patterns and say why it is a mistake

• Explore patterns that work and patters that don't.

Shape and Space

• Make a huge marble run using the piping and outdoor water resources

• Make faces using shapes and a range of materials (Picasso style)

• Foil covered objects - pupils to guess the items inside 

Measures

•  Use class timetable to understand the routine of the day

• Odd one out games using length or height/ weight or size

• Use the balancing station inside and out to compare objects/items.

• Use the filling up station to compare capacities/investigate items around school

• Compare the capacity of bottles and glasses

End of Spring Term Checkpoint

Number

• Developing sense of numbers beyond 5 and can subitise to 6.

• Confidently talks about the different ways that numbers can be made to 5 and is now applying this knowledge to numbers to 10.

• Links subtraction facts to composition of numbers to 5.

• Recalls some double facts to 10.

Numerical Patterns

• Can count beyond 10 and is starting to recognise the pattern of the counting system to help count beyond 10.

• Recognises patterns within number. 

Shape, space and measure

• Uses mathematical language to compare and talk about shape and size.

This half term we will:

• Describe some similarities and differences between things in the past and the present.  

• Talk about the different occupations that familiar adults and members of their community have. 

• Explore and discuss similarities between aspects of their life and life in the past, using books, stories and pictures. 

• Walk the local area and identify our school on the map

• We will join in whole school assemblies and be part of the whole school community.

• We will use computer/iPads to support our learning. 

• Look after baby dolls in our Home Corner, using a range of baby equipment.

End of Spring Term Checkpoint

Past and Present

• Talks about significant historical events and how things were different in the past. 

People Culture and Communities

• Has a wider understanding of the wider world and draws comparisons between own local environment and other places.

• Looks at, and makes maps, of local environment.

• Describes a journey within the local environment.

• Talks about some features of a Christian Church and knows that the school is connected to the churches in the local area.

Natural World

• Has a good general knowledge about living things and the natural world and can describe features of different plants and animals recognising when they are the same and different.

This half term we will:

• To explore and recreate famous Art.

• To use resources to create their own props.

• Use ribbons and material to move to music from different cultures

• Play instruments to the pulse of the music 

• Begin to retell stories and act them out 

• Study Picasso and his portraits

• Recreate our own Picasso Portraits 

End of Spring Term Checkpoint

Creating with materials

• Uses different techniques and materials to achieve the desired effect and can talk about what has been created.

• Mixes colours to produce different shades and combines materials to create different textures.

• Is beginning to plan a design before starting.

• Uses a range of tools and equipment and selects the most appropriate tool or joining material for the job. 

Being imaginative and expressive

• Plays a range of percussion instruments and glockenspiel.

• Uses instruments to compose own music.

• Along with others, collects resources to develop own role play storylines.