English
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R.E
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Read Oliver’s Vegetables. Then explore
instructional writing and write instructions to make
a Salad Face.
Read ‘The Enormous Turnip’. Explore characters and
events through role play. Children to use story
mountains to plan and write their own ending to the
story.
Use ideas from the children’s own reading and
imagination to create a new character.
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Count to and across 100
Count, read and write numbers to
100 in numerals.
Identify numbers more and less
Solve and begin to recall number
bonds and related subtraction facts
within 20
And and subtract one-digit and 2digit numbers to 20
Read, write and interpret signs + =
Count in multiples of 2s, 5s and 10s
Solve one step word problems
involving simple multiplication and
division. (Share 10 apples equally
between 5 children. How many does
each child get?)
Art and Design
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Out and About
Maths
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Recognise features of Muslim life and practice
Learn about how Muslims pray and why the Qur’an is so
important
Compare aspects of Christianity and Islam
Respond sensitively to the experience and feelings of others
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Fox Class Summer 1
Explore art by
Goldsworthy and use as
the starting point for
making art from nature
Create a tree collage
Make observational
drawings of spring
flowers
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Games – play games to
practice skills for sports day
Dance – learn a traditional
May Pole dance
Gymnastics – develop balance
Music
ICT
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Explore teacher led internet
programs using the back and
search functions.
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Use ICT to present ideas
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Explore pitch, duration
and tempo.
Take part in whole class
singing and performances
Follow and give simple
instructions
PHSE
Geography
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Science
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P.E.
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Plant potatoes and help to care for their growth
Carry out a simple test – Can you get a seed to spout in a sandwich bag?
Explore our local area and plants on nature walks and hunts
Find out facts to compare different reptiles and amphibians
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Follow maps to locate areas on a
nature trail.
Use simple plans and maps to
recognise landmarks
Play games to become familiar with
common plants in our local area,
including trees.
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Consider who is important
each other
Discuss and learn about how
to make ourselves feel better
when we are hurt without
hurting others
English – Summer 1 Year 1 2017
Programme of Study
Activities
Success Criteria
Being encouraged to link what they read or hear
read to their own experiences
Drawing on what they already know or
background information and vocabulary provided
by the teacher
Using the spelling rule for adding –s or –es as the
plural
Using –ing –ed –er –est where no change is
needed in the spelling of the root words
Sequencing sentences to form short narratives
‘Oliver’s Vegetables’ – recipe writing
Follow instructions to plant potatoes.
Sequencing writing about potato planting
Plan for a vegetable box – plurals
Explore instructional writing – ing/ed word
endings & past/present tense
Reading, ordering and gap filling instructions
Writing instructions for own recipe
I can follow instructions.
I can find instruction words or numbers in
instructions
I can –s to a word to show there is more than 1
I can use –ing when writing about something that
happened in the past
Become very familiar with key stories, fairy
stories, and traditional tales, retelling them and
considering their particular characteristics
Recognising and joining in with predictable
phrases
Predicting what might happen on the basis of
what has been read so far
Apply simple spelling rules and guidance (common
exception words)
Say out loud what they are going to write about,
compose a sentence orally, sequence sentences
to form short narratives, re-reading what they
have written to check it makes sense
Read aloud their writing clearly enough to be
heard
Draw on what they already know or on the
background information and vocabulary provided.
Discuss word meanings, linking new meanings to
‘The Enormous Turnip’ – story planning and
writing
Recognise and discuss main characters.
Recognise, discuss and create familiar settings.
Investigate story language.
Sequence and plot main events – story
mountains/ story maps.
Role play main events in familiar stories.
Plan and then write a change to the resolution
and ending of the story.
Reading story endings to the class.
I can talk about the main characters in a story
I can say what happens in a story
I can talk about what happens in the beginning,
build up, problem, resolution and ending of a
story
I can use story words like once upon a time, one
day/night, unfortunately, suddenly and
sequencing words
I can use other stories to help me think of new
ideas
I can use the displays in the classroom to help
me with spelling
I can read my story to my class
Character profile – descriptive writing
Who, what, when, where, how character speaking
and listening games – relating to experience of
I join in whole class reading.
I can listen and talk about what I heard.
I know practising my idea aloud before I write it
those already known.
Composing sentences orally before writing it.
Sequencing sentences to form short narratives.
Use joining words.
Begin to punctuate sentences using a capital
letter and a full stop, question mark or
exclamation mark
Use capital letters for names of people and
places
Re-read to check writing makes sense.
fiction
Hot seating - forming and writing questions
Reading and finding information in texts about
characters to answer questions
Planning and descriptive writing about a
character of their choice.
will help me.
I know to only include facts, not feelings in
information writing.
St Johns Infant School
Medium Term Plan – Mathematical Understanding
Summer 1 2017 – Out and About
week
1
National Curriculum Learning
Objectives
Count, read and write numbers from
1-100 in numerals and words.
Count to and across 100, forwards
and backwards, beginning with 0 or
1, or from any given number.
Lesson Learning
Objectives
Counting to 100
Counting across 100
Counting forwards and
backwards
Writing numbers to 100
2
Count, read and write numbers from
1-100 in numerals and words.
Count to and across 100, forwards
and backwards, beginning with 0 or
1, or from any given number.
Identify and represent numbers
using objects and pictorial
representations including the
number line, and use the language
of: equal to, more than, less than,
most, least.
Thinking about numbers
to 100
Comparing numbers to
100
Applying understanding
of numbers to 100
Key questions, Teaching and Learning
Activities
Assessment/ learning outcomes
100 squares – counting forwards and
backwards from any given number
100 base ten block and base 10 to
count across 100 – when you reach
120, count back to 80.
Children to use reasoning and
problem solving questions
Play games to compare numbers and
discuss number values
Practise reading and writing
numbers to 100 in words
Giving children reasoning problems
with talk partners to explain to
compare numbers to 100
Completing number patterns using
grids and digit cards to make 2 digit
numbers and write them
I can count to 100 and forwards
and backwards form any given
number.
I can use drawings to show the
parts of a 2 digit number.
I know to count on for more and
count back for less.
I can explain my answers to word
problems and find as many answers
as possible or methods of solving
the problem.
I can read and write numbers 1100 in numerals and words.
I can use the learning tools to help
solve a problem and find as many
answers as possible.
Use practical games to solve
problems involving sharing small
quantities into equal groups moving
on to identifying one more and one
less
I can say which number is
more/less and why.
Identifying equal values
Represent equal values
Identify more than and
less than
3
Identify and represent numbers
using objects and pictorial
representations including the
number line, and use the language
of: equal to, more than, less than,
most, least.
Given a number, identify one more
and one less.
4
Represent and use number bonds
and related subtraction facts within
20.
Add and subtract one digit and two
digit numbers to 20, including 0.
5
Representing more than
and less than
Identify one more
Identify one less
Review learning of place
value
Assess learning of place
value
Recognising bonds to 20
Looking at relationships
to 20
Applying understanding
of bonds to 20
Adding within 20
Subtracting within 20
Add and subtract one digit and two
digit numbers to 20, including 0.
Applying understanding
of numbers to 20
Read, write and interpret
mathematical statements involving
addition (+) subtraction (-) and
equals (=) signs.
Writing statements
Writing equations –
missing
numbers/algebra
Solving problems
involving addition
Solving problems
involving subtraction
Solve one step problems that involve
addition and subtraction, using
concrete objects and pictorial
representations, and missing number
problems.
Use practical games to group items
and count them using equal to, more
than, less than, most and least
Use repeated addition to show
counting in groups
Use real life contexts to give
problems and children use their
reasoning to explain their answers
Missing numbers, tens frames, I am
thinking of a number game, magic
squares and number puzzles
I can use sharing circles.
I can use repeated addition to help
me count in groups.
I can use drawings to help me solve
problems.
I can explain my answers to word
problems and find as many answers
as possible or methods of solving
the problem.
I recognise and know number
bonds to 20 and can use them to
solve problems.
I know numbers can be made in
different ways.
Use objects, drawings and number
lines to solve calculation problems
Use base 10 to complete number
sentences
Use the ten frames to complete the
number sentences and missing
numbers/puzzles and word problems
Jasper’s beanstalk problem solving
activity – pg 48/49 Scholastic
Number lines to solve calculation
problems – addition and subtraction
I can talk about a take away
number sentence when looking at
an addition number sentence.
I can use counting on to find out
how many more I need.
I know addition can be done in any
order.
I know to use the largest number
first when subtracting.
6
Count in multiples of twos, fives and
tens.
Counting in multiples of
2
Counting in multiples of
5
Counting in multiples of
10
Recognise and continue number
patterns 2’s, 5’s and 10’s
Odd and even games
Using pattern to count, add and
subtract 2’s, 5’s and 10’s
Missing number problems
Identifying equal
groups
Understanding arrays
Using pictorial representations and
objects to share into equal groups
Using arrays with the support of
the teacher to solve one step
problems
I know to count on 2 jumps for the
2’s patter, 5 jumps for the5’s
pattern and 10 jumps for the 10’s
pattern.
I know that odd numbers cannot
be shared in half equally.
I can use drawings to help me solve
problems.