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St Martin’s C of E Primary and

Nursery School Learning Narrative

Musical/Auditory

Interpersonal

Naturalistic

Bodily/Kinaesthetic

Linguistic

Spatial

Intrapersonal Logical

Spiritual

Year Group: Year 1

The Big Idea

The Rhythm of Life

What is the rhythm of life?

What is rhythm?

How do we have rhythms in our lives?

Add the children’s ideas to the buzz board

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Key Question/Mystery (To start with and return to)

The storyteller is taking us on a journey around the world to learn about the rhythm of life in different places, what is the rhythm of life? Gather ideas for buzz board about what rhythm means and what it might mean within the phrase ‘rhythm of life’. What continent are we going to visit first? Give clues using a world map; recap continent names and refer to the equator. We are going to look at the rhythm of life on the land and the rhythm of life on the sea. The first two stories will be on land (Africa, India and England), the second two stories will be on the sea.

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Hooks for Learning (experiences which excite, motivate and hook the children into the learning to come)

Texts: Fatou Fetch the Water, non-fiction text about India, non-fiction text about the seaside (Bug Club book ‘Beach’?), The Snail and the Whale Phase 1 Hooks

• Instrument making (rubber band guitars, rice shakers etc)

• Dancing room with different types of dances: Bollywood, Morris dancing, country line dancing, Maypole dancing, ribbon gymnastics

• Drumming outside

• Under the sea creature puppets on straws. Use blue fabric to make sea ripples and move the fish in and out

Year 1 Learning Hooks

• Life in Africa based on Fatou Fetch the Water

• Explore the rhythm of African life; look at daily routines and compare them to our routines (for example fetching water)

• Poetry about rhythm of life by Michael Rosen

• http://www.michaelrosen.co.uk/poems_hand.html

• Use the drums to develop understanding of African music and learn African dancing

• Invent to life in India (create our own fact-file about life in India and how it compares with life in Africa)

• Learn Bollywood dancing and compare to English Morris dancing and Maypole dancing

• Morris Dancing visit?

• English tea party during Wimbledon to celebrate the Queen’s birthday (during half term); cucumber

sandwiches, scones and jam, Maypole dancing and Morris dancing, cricket and tennis, bunting decoration, strawberries and cream

• Sea creature facts; learn about life cycles and how coral bleaching and people over-fishing affects these life cycles

• Snail and the Whale; looking at the humpback whale video from Start Bay and how it was rescued by the RNLI

• http://www.bbc.co.uk/news/uk-england-devon-39343772

• http://www.kingsbridge-today.co.uk/article.cfm?id=108970&headline=The%20Start%20Bay%20whale%20is%20rescued&sectionIs=news&searchyear=2017

• How can we help sea creatures? Fundraising project or beach clean?

• Recap poetry and rhyming

• Beach trip! Use our new knowledge to identify beach features and go rock pooling. Perform a beach clean as part of our consideration for the planet

• Create mini beaches using plant saucers, sand and materials

• Create under the sea habitats using bowls of water, pebbles and shells collected from the beach

(talk about how the teacher will return these so we don’t impact upon the environment)

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Playing and Exploring

Engagement

Role play – ice cream parlour, African/Indian home, lifeguard

station

Forest School

Looking at school Values and applying them to our learning

Think about the effect of people on the land and sea

Develop outside area and

think about how we can look after it

Performing different musical

rhythms in a class band

Morris dancing

Country line dancing

Maypole dancing

Bollywood dancing

Classes perform different dances to each other

English tea party as part of Wimbledon

Active Learning Motivation

What can we change about

something to make it the best it can be? 2 stars and a wish.

Develop our planting area and link to caring for living things in the

wider world.

Inviting parents in regularly to see our learning and to make things

with the children (DT and art projects)

HT awards Stickers/Dojos

Praise for self-motivation.

Science experiments with cooking sweet cakes using vegetables

How can I find things out?

Can I make something that helps

others to find things out?

How can I talk about something so that people understand me well?

Use the flowers to help make the

children’s positive behaviour explicit

Creating and Thinking Critically

Thinking/learning Process

How can I work independently? Use of-

Paired work Talk partners Set groups

Small group discussion

How can we help the planet? Beach clean?

Co-operative learning Collaborative Learning

Role play

Comparing lives of children in different countries and link to

our skip-a-thon for Comic Relief. Link to other fundraising

opportunities

Hands-on projects Open ended questioning.

What can I do to make…?

What can I do to fix…?

I want to make…what shall I

use?

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Key Skills

Reading/ Speaking

Decoding words with phase 2, 3, 4 and 5 sounds. Reading aloud regularly to an adult both at home and at school. Re-reading books to build fluency and confidence. Develop pleasure in reading, motivation to read, vocabulary.

Writing

To write a sentence with finger spaces, a capital letter and full stop. To join clauses using and. To sequence a series of sentences to form a short narrative. To begin to form letters starting and finishing in the correct direction.

Number

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Counting to and across 100 forwards and backwards from 0 or any given number. One more/one less. Understanding/recognizing coins and money. Number bond facts to 20 (addition and subtraction). One step multiplication and division problems. Naming and recognizing 2D and 3D shapes.

Measurement –

lengths/heights, mass/weight, capacity/volume. Sequencing events. Days of the week/months of the year.

Opportunities for Outdoor Learning

Forest School Gardening in our planters outside class Beach trip linked to class learning and natural and human features and how people impact the planet

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Reflection on Learning Children understanding their sense of trust - opportunities for commitment, participation, responsibility, resilience through talking, questioning, clarifying, identifying, negotiating, setting goals and evaluating. What have we learnt? What do we still need to find out? How did we find things out? What was the best way? Write weekly reflections on learning (referring to Learning Flowers) straight onto post-it notes/leaves to attach straight to the buzz board.

Reflections Reflections Reflections

Cross-Curricular Links (referencing Primary Curriculum/EYFS)

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PSED Nurture afternoon – circle time and small group work. Looking after the planet – fundraising, raising awarenss of looking after the world, beach clean

English

Spoken Language Ask relevant questions to extend their understanding and knowledge Use relevant strategies to build their vocabulary Articulate and justify answers, arguments and opinions Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments Speak audibly and fluently with an increasing command of Standard English Participate in discussions, presentations, performances, role play, improvisations and debates Select and use appropriate registers for effective communication. Reading – Word Reading Apply phonic knowledge and skills as the route to decode words Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings Read other words of more than one syllable that contain taught GPCs developing phonic knowledge and that do not require them to use other strategies to work out words Re-read these books to build up their fluency and confidence in word reading. Reading – Comprehension Develop pleasure in reading, motivation to read, vocabulary and understanding by: Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently accurately and fluently and those they listen to by: Drawing on what they already know or on background information and vocabulary provided by the teacher Checking that the text makes sense to them as they read and correcting inaccurate reading Being encouraged to link what they read or hear read to their own experiences Recognising and joining in with predictable phrases Discussing word meanings, linking new meanings to those already known Understand both the books they can already read accurately and fluently and those they listen to by: Drawing on what they already know or on background information and vocabulary provided by the teacher Checking that the text makes sense to them as they read and correcting inaccurate reading Making inferences on the basis of what is being said and done Participate in discussion about what is read to them, taking turns and listening to what others say Explain clearly their understanding of what is read to them. Writing – Spelling/Transcription Spell: Words containing each of the 40+ phonemes already taught Common exception words The days of the week Name the letters of the alphabet: Naming the letters of the alphabet in order Using letter names to distinguish between alternative spellings of the same sound Using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs 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] Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far. Writing – Handwriting Begin to form lower-case letters in the correct direction, starting and finishing in the right place Form capital letters Understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.

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Writing – Composition Sequencing sentences to form short narratives Re-reading what they have written to check that it makes sense Discuss what they have written with the teacher or other pupils Read aloud their writing clearly enough to be heard by their peers and the teacher. Writing transcription – vocab, grammar, punctuation Develop their understanding of the concepts set out in English Appendix 2 by: Leaving spaces between words Joining words and joining clauses using and Beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark Using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

earning the grammar for year 1 in English Appendix 2 Use the grammatical terminology in English Appendix 2 in discussing their writing.

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Maths Number Sense 1.6

Number and place value

• count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number

• count, read and write numbers to 100 in numerals; count

in multiples of twos and tens

• given a number, identify one more and one less

• identify and represent numbers using objects and

pictorial representations including the number line, and

use the language of: equal to, more than, less than

(fewer), most, least

Measurement

• recognise and know the value of different denominations

of coins and notes.

Multipilicative Reasoning 1.7

• solve one-step problems involving multiplication and division, by calculating the answer using concrete

objects, pictorial representations and arrays with the support of the teacher

Number Sense 1.8

Measurement

• measure and begin to record the following:

– lengths and heights

– mass/weight

– capacity and volume

Additive Reasoning 1.9

Addition and subtraction

• read, write and interpret mathematical statements involving

addition (+), subtraction (–) and equals (=) signs

• represent and use number bonds and related subtraction

facts within 20

• add and subtract one-digit and two-digit numbers to 20,

including zero

• solve one-step problems that involve addition and subtraction, using concrete objects and pictorial

representations, and missing number problems such

as 7 = –29

Measurement

• sequence events in chronological order using language

[for example, before and after, next, first, today, yesterday,

tomorrow, morning, afternoon and evening]

• recognise and use language relating to dates, including

days of the week, weeks, months and years.

Geometric Reasoning 1.10

Geometry: properties of shapes

• recognise and name common 2-D and 3-D shapes,

including:

– 2-D shapes [for example, rectangles (including

squares), circles and triangles]

– 3-D shapes [for example, cuboids (including cubes),

pyramids and spheres]

Geometry: position and direction

• describe position, direction and movement.

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Science Animals

• identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

Seasonal Changes

• Observe and describe weather associated with the season and how day length varies Plants

• Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

Working Scientifically

• Asking simple questions and recognising that they can be answered in different ways

• Observing closely using simple equipment

• Performing simple tests

• Using their observations and ideas to suggest answers to questions

• Gathering and recording data to help in answering questions

Foundation

Subjects

Geography Human and physical geography

• Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles

Locational knowledge

• Name and locate the world’s seven continents and five oceans (recap)

• Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and it’s surrounding areas

Place knowledge

• Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

History

• Significant historical events, people and places in their own locality

• Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

Design and Technology Design

• Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make

• Select from and use a range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate

• Explore and evaluate a range of existing products Technical Knowledge

• Build structures, exploring how they can be made stronger, stiffer and more stable Computing

• Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.

• Create and debug simple programs.

• Use logical reasoning to predict the behavior of simple programs.

• Use technology purposefully to create, organize, store, manipulate and retrieve digital content.

• Recognize common uses of information technology beyond school.

• Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns or other online technologies.

Modules in Computing – Digital Literacy: Sending Email Computer Science: Discovery Coding 1b IT: Animations/Puppet Pals

RE

Summer 1 – Celebrations (Pentecost)

Summer 2 - Stories (Parables)

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PE/ Physical

Leap / Take Ten / Sports Day

The Arts

Art To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. To use a range of materials creatively to design and make products Music Use their voices expressively and creatively by singing songs and speaking chants and rhymes Play tuned and un-tuned instruments musically

Identify 8-10 writing outcomes for the term: 1. Writing up jelly experiment 2. Write a story about forgetting an item (based

on Fatou Fetch the Water) 3. Write a fact page about a country 4. Write a poem about the seaside 5. Write up findings from our sense experiment 6. Beach clean poster 7. Fact sheets about sea creatures and

habitats 8. Posters about telling the time to describe

different routines and different times of day

Opportunities for Home Learning for the term:

Musical/Auditory Practise and perform different types of dances for friends and family

Interpersonal Make posters to raise awareness of littering for local area

Naturalistic Litter picking in local area (street, garden park etc).

Bodily/Kinaesthetic Practise and perform

Linguistic Read regularly

Spatial Create own mini

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Every class will use ‘Buzz Boards’ to encourage questioning and reflection and will produce a ‘Learning Story’ for each theme. The ‘Learning Story’ will tell the story of learning, both in terms of content and the way in which learning happened. Children will be encouraged to engage with the learning stories, the stories can be created in physically or electronically.

different types of dances for friends and family

on Bug Club and enjoy being read to by an adult at home.

worlds using natural resources

Intrapersonal Logical

My Maths

Spiritual Fundraising using local events, for example fun runs to raise money for people in need