Year One Learning Projects 2014-2015

Summer Term

Title: Atists and Animals
Duration: 6 Weeks / Title: Parks and Playing
Duration: 8 Weeks
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E / English
To say out loud what they are going to write about.
To compose a sentence orally before writing it.
To sequence sentences to form short narratives.
To re-read what they have written to check that it makes sense.
To discuss what they have written with the teacher or other pupils.
To read aloud their writing clearly enough to be heard by their peers and the teacher.
To add suffixes using the spelling rule for adding -s or -es as the plural marker for nouns and the third person singular marker for verbs.
To add prefixes using the prefix un-.
To add suffixes using -ing, -ed, -er and -est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest].
To write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far. / English
To say out loud what they are going to write about.
To compose a sentence orally before writing it.
To sequence sentences to form short narratives.
To re-read what they have written to check that it makes sense.
To discuss what they have written with the teacher or other pupils.
To read aloud their writing clearly enough to be heard by their peers and the teacher.
To add suffixes using the spelling rule for adding -s or -es as the plural marker for nouns and the third person singular marker for verbs.
To add prefixes using the prefix un-.
To add suffixes using -ing, -ed, -er and -est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest].
To write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.
Maths
To solve one step problems that involve adding and subtraction using concrete objects and pictorial representations and missing number problems
To describe position , direction and movement including whole, half, quarter and three– quarter turns
To solve problems involving multiplication and division by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher
To measure and begin to record length and height
To solve one step problems that involve adding and subtraction using concrete objects and pictorial representations and missing number problems
To solve one step problems that involve adding and subtraction using concrete objects and pictorial representations and missing number problems / Maths
To measure and begin to record mass/weight
To measure and begin to record capacity and volume
To measure and begin to record time
To solve one –step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems
To solve one –step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems
Science
I can explore and compare the differences between things that are living, that are dead and that have never been alive.
I can identify and classify
I can gather and record data to help in answering questions
I can use observations and ideas to suggest answers to questions
(link to diversity/equality) / Science
I can identify and name a variety of common plants, including of common plants, including garden plants, wild plants and trees and those classified as deciduous and evergreen
I can identify and describe the basic structure of a variety of common flowering plants, including roots, stem/trunks, leaves and flowers
Planting Beans and using a Bean Diary
I can observe closely, using simple equipment
RE
To understand that we all have our own special places.
To illustrate and describe their special place
Identify feelings associated with their special place—either on their own or with others
CHURCH VISIT
Describe special places from two religions
Visit a place of worship and identify key features / RE
To understand that religious people have special places in the home and the community
To identify the key features of a sacred place in the home of two religions
Reflect on the importance for the believers in the special places they have studied
PE
Dance
I can choose movements to make into my own phrases with beginnings, middles and ends
I know where my heart is and understand why it beats faster when exercising
I can use simple dance vocabulary to describe movement
Athletics / PE
Ball skills– Planned by PE Coach
Gymnastics– Stretch and Curl
I can perform basic gymnastic actions
I can watch and describe accurately a short sequence of basic gymnastic actions, using appropriate language
I can link and repeat basic gymnastic actions
I can perform movement phrases with control and accuracy
Art and Design
Ongoing Project-
I can join materials using stitching.
I can use weaving to create a pattern.
I can use a wide range of tools to create different textures, lines, tones, colours and shapes.
I can use a combination of shapes.
Diversity—Aboriginal Art / Art and Design
I can use objects to create prints (e.g fruits, vegetables, or sponges)
I can press, roll, rub and stamp to make prints
Geography
Link to Artwork from different countries and cultures / Geography
I can ask and answer geographical questions
PSHE
I can name different feelings
I understand ways I am unique and how others can be different from me / PSHE
I can identify where I feel safe and less safe
History
To identify some of the ways in which the past has been represented.
I can ask questions such as ‘What was it like for people? What happened? How long ago?
I can place events and artefacts on a time line
I can use dates where appropriate / History
Toys from the Past
I can observe or handle evidence to ask questions and find answers to questions about the past
I can label time lines with words or phrases such as: past, present, older and newer
Computing
‘We Are Painters’
I can use a range of applications and devices in order to communicate ideas, work and messages.
I can control pen colour, size and shape / Computing
‘We are TV Presenters’: Instructions of how to play a game
I can use a range of application and devices in order to communicate ideas, work and messages
‘We are Collectors’: Finding images of minibeasts and sort
I can use simple databases to record information in areas across the curriculum