Maths
Number
 To read, write numbers up to 50
 To use knowledge of place value to position numbers
on a number line
 To compare and order numbers using the related
vocabulary, using the = sign
 To count reliably a given number of objects up to 50
 To estimate a number of objects that can be checked
by counting
 To know that when rearranged, the number of objects
will stay the same
 To say the number that is 1 more or 1 less than any
given number
Measure
 To recognise all coins and notes and know their value
 To count amounts of objects in 1p, 2p (Fruit Tuckshop)
 To estimate, measure and compare objects, choosing
and using suitable uniform non-standard or standard
units and measuring equipment.
 To compare and describe lengths and heights.
Problem solving
 To solve problems in the context of measure
Mental maths (ongoing/daily)
 To count reliably to 100 forwards and backwards from
any given number.
 To count on or back in ones, twos, tens from any
given number to 100.
 To name the days of the week and months of the year.
Mental Maths/KIRFS (Key Install Recall Facts.)
 To know number bonds to 5 and
then 10
Communication & Language
Speaking and listening – link to Quiet reading, Show &Tell

To listen to tapes/videos and respond/express views about
how a story or information has been presented
 To make relevant contributions
 To retell a story
 To recite a some poems and rhyme by heart (The Owl and
the Pussy Cat)
Writing
 To write a recount (Owl Visit)
 To retell a story (The Owl and the Pussy Cat role play)
 To draw a story map linked to a story
 To write for different purposes (Label items you would
take on a boat)
 To write a poem
 To use our imaginations to write.
 To say my sentence before I write it.
 To re-read my writing to check it makes sense
 To begin to punctuate sentences using full stop,
question mark or exclamation mark (use terminology in
SPAG)
 To present our work carefully
Reading (and see SPAG focus)
 To listen to and discuss a wide range of poems, stories and
non-fiction at a level beyond at which they can read
independently
 To recognise and join in with predictable phrases
 To appreciate rhymes and poems and recite some by heart
 To use prior knowledge, context and vocabulary provided
to understand texts
 To discuss the significance of the title and events
 To check that the text makes sense to them as they read
and correct miscues
Weekly handwriting
To include:
 Form digits from 0-9
 Form letters correctly
 To begin to introduce lead-ins to form letters
Core text
“The Owl and the Pussy Cat”
Provocations
Owls visiting from Owls About
Town
Our Pea Green Boat!
Props from the story
Supporting Texts
Hoot Owl Master of Disguise” – Sean
Taylor.
“Good Luck, Baby Owls” – Giles and
Alexandra Milton,
“Barn Owls” – Non Fiction Texts
SPAG- Spelling Punctuation and Grammar
To be taught in context when reading or
writing.
 Proof Read
 Sentence of the day
Expressive Arts & Design (EAD) – Art, DT and Music
Understanding the World
Art - Painting





To communicate something about themselves in their drawing
To develop a wider range of techniques colour, pattern
To explore colour mixing (exploring shades and tones)
To name the primary and secondary colours
To try out tools (brushes) and techniques
Geography


Science – Seasonal Changes


Music

To use our voices expressively by singing songs & speaking chants and
rhymes
To clap short rhythmic patterns

To observe seasonal and daily weather patterns in the UK
To study the geography of the school and its grounds

To observe changes across the four seasons (Key focus Autumn)
To observe and describe weather associated with the seasons and how day length
varies (Clocks go back in the Autumn)
To identify and name common tress
Computing
DT








To use a range of materials that can be put together to make products
To design, make and evaluate their product
PSED




To agree on everyone’s rights and responsibilities and to implement
them
To work together
To use equipment safely
Proposed Activities
History


To begin to identify the difference between old and new, past and present.
To know about some changes within living memory.

To explore what it means to belong (Within the school community, family, out of school
clubs, church groups, community.)
RE


To create a Class Charter
To explore pastels for colour mixing, line and
tone- Owl Drawings
 To take part in Forest Schools
 To make a character (mask, puppet)
Physical Development
To describe how their body feels before,
during and after exercise.
Games
 To move and stop safely, show an
awareness of space and the others
around you.
Gym
 To travel and balance in different
ways, and to control your body
To understand that they can find a range of information on the internet (E-Safety)
To know what to do if they find something inappropriate online (E-Safety)
To follow a set of instructions to move around a large space
To understand what algorithms are
To use features of an IPAD – recording, video camera
Link with Outside learning
 work together
 use large building blocks
 retell/perform familiar stories
 role play
 to make up our own games
 play with water and sand
 use physical equipment
 use big paper etc.
 play musical instruments
 Explore the tree house