Literacy: Fiction and non-fiction writing is undertaken, in the form of story writing, recording observations, recording own ideas and experiences. Children develop independence in writing. Speaking and listening forms a fundamental part of all lessons. Children continue to expand their knowledge of spelling, through structured lessons and daily revision.
Grammar: work consists of developing knowledge about punctuation, spelling patterns, deciphering new words, tenses, sentence construction, speech marks etc. Comprehension skills are developed through analysis of visual images and written extracts.
Handwriting: children continue to develop their presentation skills by beginning to learn cursive writing.
Individual and group reading.
Daily reading homework.
Weekly spelling homework will be given.
Number work: number recognition, counting, addition, subtraction, problem solving, number patterns. Multiplication and division will be introduced and practised. Place value continues to be developed with children becoming familiar with thousands, hundreds, tens and units. Some ‘times tables’ are learnt by heart.
Geometry, properties of shapes: children continue to develop their skills with 2D and 3D shapes, their names and properties. They learn about symmetry, describing location using clockwise and anticlockwise etc.
Children become familiar with wholes, halves, quarters as units of measurement, quarter turns, right angles, straight lines.
Measures: standard units of measurement are introduced more fully. Work focuses on weight, length, height, balancing, volume and capacity. Time: as a unit of measurement, years, months, weeks, days, hours and minutes, analogue and digital.
Statistics: collecting information and making tally charts, block graphs, pictograms etc. We practise making predictions and obtaining information from these graphs.
Uses of Everyday Materials: indentifying and naming different materials, grouping objects by material, understanding that materials react in different ways in different conditions, that materials can be changed, that some materials are natural and others are manufactured. Look at the suitability of different materials for their uses.
Living things and their Habitats: explore and compare the differences between things that are living, dead, and things that have never been alive. Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other. Identify and name a variety of plants and animals in their habitats. Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.
Plants: observe and describe how seeds and bulbs grow into mature plants. Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
Animals, including Humans: notice that animals, including humans, have offspring which grow into adults. Find out about and describe the basic needs of animals, including humans, for survival (water, food and air). Identifying variation in living things. Look at similarities and differences between animals and humans.Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.
The Ice Age (Early People): finding out about the distant past. Looking at the way that the Earth has not always been as it is now. The way of life for people at that time. Animals that existed then and how they were adapted to the way of life.
Why do we remember Christopher Columbus? (an historical figure): ordering events in time. Understanding that our knowledge of the world has changed over time. Looking at the impact of events in an historical context.
The Aztecs: children locate where the Aztecs came from and when they lived. How they lived, their tools, way of dressing, worship and way of life will be studied and compared and contrasted with our own time.
Map work: discussing, locating, naming continents, countries in Europe and beyond, capital cities in Europe, rivers and major mountain ranges. Continue to develop geographical vocabulary.
Geography of Italy focus: learning about the geography of our immediate environment: regions, cities, rivers, mountains and seas.
A contrasting locality (an island, St Lucia): it’s location, way of life, similarities and differences to our own environment. How do we get there? Why would we go there? Looking at tourism. Drawing on own experiences and those of others to discuss the uses of different localities.
We have been doing lots of map work. Our focus recently has been on Italy, where we live.
Games skills: throwing, catching, fielding, bat and ball skills, kicking ball skills, controlling a ball with hands or feet.
Gymnastics: different ways of moving and using the space, sequence of moves, stretching, jumping, hopping, skipping, walking, running, slow and fast movements. Using increasingly more complex sequences of moves.
Children are instructed in correct gymnastic moves by a gymnastics teacher.
Athletics: running, jumping, obstacles, passing etc.
Dance: creative and interpretive movement: using own ideas, music and other stimuli.
Using a range of different media including paper, card, clay, paint, pencils, crayons, charcoal, pastels, chalks etc.
Drawing, collage, 3D work, painting, constructing, cutting and attaching. We look at line, colour, shape and texture in natural forms (things we find in our environment). We will record observations and look at the use of illustrations and photography.
Peter Swidrak, an artist, visited our school. We looked carefully at different paintings and then did some work of our own, influenced by Paul Mondrian.
Two lessons a week take place with specialist teachers.
Focus on singing, rhythm, tempo, volume, mood, pitch, use of percussion and tuned instruments. Some music appreciation. Introduction to simple notation. Songs, and sung rhymes, musical patterns and musical games. Children learn to play the recorder.