This half term we will:

• Recognise the importance of taking care of a shared environment.

• Spruce up our gardens and get busy planting in our school grounds.

• Name ways in which they can look after their learning environment.

• Think about what makes the world special and beautiful.

• Name ways in which they can help take care of the environment, e.g. recycling, saving energy, wasting less.

• Talk about what can happen to living things if the world is not cared for.

• Think about how to look after living things and what they need.

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:

• We will tell and record our news weekly.

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

• We will talk to our parents during chatty challenge supporting our metacognition. (Repeated)

• We will use our 'Come and talk about area' with weekly stimuli. (revisited)

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

• We will talk about preferences of books and justify why.

• Retell stories we have read such as 'The Tunnel by Anthony Browne, A Squash and a Squeeze by Julia Donaldson, The Seed by Eric Carle.

• Recall main events from stories such as the story of Guru Nanak.

• Be able to talk about people who are special to us, why we are special and what makes the world special.

• Listen to podcasts/clips about non fiction topics, such as 'how plants grow,' 'Farmer Ted' and 'Let's go for a Walk.' Comment on what we have watched and remember key facts.

• Develop storylines in our own play.

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

• Look at our own learning and recall what we can remember.

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:

• Write our RWI sounds

• Hold a sentence

• Conduct mini spelling sessions writing cvc words.

• Continue to complete lots of funky finger tasks to support muscle strength

• Complete dough disco and pen disco

• Play a variety of ball, bean bag games

• Use large equipment outside such as hoops, ropes and tyres to build muscles and add to our imaginative play.

• Practise gymnastics safely

• Have a weekly session with our PE specialist

• Learn short routines and perform them to our friends.

• Build and test different sized ramps.

• Build and create large marble runs, directing water/balls.

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 captions for pictures.

• Labels parts of a plant.

• Write full names on the line.

Phonics - Read, Write, Inc.

• Read red story books.

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.

Cardinality and Counting (revisited-consolidation)

• Use numeral dice in games ; matching numerals with varied groups of things.

• Correcting 'Maths Marvin' (puppet) who may say that there are more or fewer objects now as they have been moved around/spread out/pushed together.

• Sharing out and grouping things in different ways- puppet complaining that its not fair as they have more/less

• Encouraged to make different patterns with a given number of things.

• Active counting songs -identifying patterns and numbers

• Counting back from a given number

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 ahs 3 and this one only has 2. "

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

Composition

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

• Numicon towers- layering up Numicon pieces of the same total

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

Patterns

• Look at fabrics from different cultures and identify patterns

• Spot patterns and predict what will happen next

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

• Challenge a friend to copy their pattern

• Create a pattern around a circular plate

• Explore patterns that work and patters that dont.

• Go on a pattern hunt around school.

Shape and Space

• Build a dinosaur land

• Print using diffferent shapes and name them

• Direct a robot along a route

• Direct each other as robots

• 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

• Estimate how many shoes will fit in a dinosaurs footprint

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

• Compare the capacity of bottles and glasses

• Use class calendar to count down days/trips/celebrations

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:

• Look at plants and their parts and think about what each part does.

• Create 3d models and be able to explain our model to our peers.

• Design and develop a Parkfield flower show

• Plant seeds and ensure that we look after them enabling them to grow successfully

• Draw and make lifecycles of different insects

• Write non- fiction sentences about bees and what they do.

• Read a range of stories both fiction and non-fiction allowing us to identify flowers and their distinctive features

• Visit the church for an Easter Service

• Learn about the Easter story and why we celebrate Easter

• Make maps of our local area

• Make bicycle maps and tracks to follow

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.

• Understands and uses some language related to animals, e.g. camouflage, predator, nocturnal, diurnal.

This half term we will:

• Create a 3d flower

• Design our own mythical bugs/insects name them and talk about their features

• Sketch a range of flowers using observation and pastels on different coloured paper

• Play instruments in time thinking about pace and tempo

• Use chalk outside to make bicycle paths and direct our friends

• Use sticks and twigs to recreate artwork like Andy Goldworthy

• Make a range of 3d shapes that can be glued/cellotaped to look like bees.

• Use paint to make symmetrical butterflies

• Learn the Spring Chicken song and perform it in church

• Learn and perform a poem to the whole school and our parents

• Perform a special Mother's Day dance

• Perform a special Mother's day song with soloists

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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.