Year 1 Learning Term 4 Week 5


As you now know our Year 1 Performance will hopefully happen in the final week of term. I can confirm that we  will be doing a performance at 9:30 on Wednesday 6th April and a second on Thursday 7th April. The booking form will be available for both performances which will be in the morning at 9:30. You will be sent the link to the forms for your class early this week via school comms. (Delay due to staff absence) We aim for 15 sets of parents at each performance for each class. Please still be mindful that arrangements may need to change if required due to any new COVID restrictions.

For our performance of the Litter Muncher we need your child to bring in some clothes that are bright colours. This could include trousers, leggings, dresses, skirts, T shirts etc. Please don’t buy anything especially. Some children will have additional pieces of costume on top that we will be providing. There is no need for shoes as we will be bare foot.
Please could you send their clothes in by Wednesday of this week at the latest in a named bag. Thank you.

Please look out for an email from Mrs Hibbard about the exciting developments for our school library. Year 1 will be using designated sessions in the library from Term 5, after rehearsals and performances have finished.

Sustrans Big Walk and Wheel 2022

Please check our school newsletter for more information about the initiative that we are going to be running. As a school we have chosen to get involved with the second week of the ‘Sustrans Big Walk and Wheel 2022’, starting on Monday (28th March). This is an active travel competition between schools across the UK where children are encouraged to walk, wheel, scoot or cycle to school once a day. With the weather getting warmer we thought this coming week would be a perfect opportunity for us to try and kick start an active travel initiative!

As you are aware, Year 1 are currently experiencing higher levels of both COVID and other viral infections. Please keep your child off school if they display any of the main COVID symptoms or are generally unwell and take test. We are currently increasing measures in school to help the best we can. Thank you for your ongoing support.

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A link to plans and resources if you are needing to self-isolate can be accessed HERE

Daily Wellbeing Activities

Monday – Connect – Are you more like … with Blazer Fresh
Tuesday – Take Notice-  Be mindful of your fruit at fruit time – describe the colour/ taste/ texture. you could make a guessing game out of it.
Wednesday – Be Active – Move and Freeze
Thursday – Keep Learning – Courageous people who changed the world
Friday – Give –  How do they feel? Being kind means thinking about how others are feeling. How would you be kind to the children in these pictures


Text: The Odd Egg by Emily Gravett

Phonics: Phase 5b – Alternative Pronunciations
Information for Sounds and Words Books
: Children will write in these sounds and keywords – Differentiated where necessary. Please use the books for the children to practice in. Guidance is in the front of your child’s book.

Assessment of Phonics Progress
Teach new pronunciation: y(very) ch(school)  ch(chef)    c (cell)   g (gent)  ey  (they)
Use subordination (using when, if, that, or because) and coordination (using or, and, or but) 
Words ending -y  happy, funny
Spellings: going, its, next, end, happy, funny, but, put, when, please

Writing: Vocabulary: letter, word, finger space, sentence, punctuation, lower case, capital, full stop, adjective, noun

Session 1 : Look at the front cover. What’s the book about?  What kind of egg is this? 
Discussion- display spotty egg on PPT. What could hatch out of it? Children design an egg (they’ll have to draw the egg outline themselves) and write underneath what they think will hatch out of it and why. 
Session 2: Read book up to Then… (where all the eggs are about to crack). What could be in all of these eggs and why? Then they can stick down an egg and write next to it.  Ask children to predict which creatures they think these eggs may belong to (e.g. dinosaurs) and why, for example because of its appearance.  Who do the eggs belong to? Predict what animals they may come from. 
Session 3 and 4 – Read book through to the end. What unusual thing has happened?  What other creatures like alligators have eggs?  Tell children that we have received an email from Emily Gravett asking for their help to prevent an accident like this happening again. Tell them that she has asked us to make an ‘Egg Spotter’s Guide’. Use Fact sheets for guidance. Children create ‘book’ each using proforma (fold it themselves). 
Session 5- Handwriting: Focus on correct letter formation to practice keywords and sounds from the week.

Reading: Focus: Reading Comprehension –  Making inferences on the basis of what is being said and done.

  • Read as part of a group. Look at front cover details and explore making predictions, using phonetic knowledge to decode unknown words and to extend vocabulary. Read aloud and look at increasing fluency and use discussion as a group to discuss comprehension and start to answer written questions.
  • In reading groups, continue to continue on phonic and CEW recognition gaps identified.

Whole Class – Planned story sessions each day.


Length and Assessment

Non standard and standard units of measure

Learning Objectives: 

To know that height is a type of length.
To compare length and height using language long(er)(est)/short(er)(est)/tall(er)(est).
To order 3 or more things by length/height.
To use non-standard units to measure length and height.
To understand that the non-standard units they use need to be of equal length (ie. can’t mix the units they use to measure).
To know how to use a ruler to measure length, starting from 0cm.
To understand that a standard unit of measurement is required as non-standard units vary in length and size.

Key difficulty points:

  • Length usually refers to the length of the longest side of something (e.g. the length of the table generally refer to the length of the longest side). This can be confusing when talking about
  • Know that the vocab changes depending on what they are describing, tall/taller/tallest are used to describe height only.
  • Know that the units should line up exactly with the start point and the end point of what they are measuring to get an accurate measurement.
  • Line ruler up at 0 cm (different rulers can have 0 in different places). 
  • Make sure you put ruler just below the line/thing you are trying to measure so that you can actually see that object too and know where the start and end of it is.
  • Orientating the ruler in line with the thing you are trying to measure.

Wider Curriculum

PE-  SHINE Outside Session 
Jasmine PE RealGym – Unit 2: Lesson 6 – Rotation

Science  Bring together our work on hygiene and our own personal hygiene. Discuss why good handwashing remains more important than ever. Make our learning into a fact sheet.
DT To begin to understand where food comes from, both in the UK and from around the world.
R+WV Assessment of unit.
Music/Drama – Practice all songs and start to put scenes/play together in hall on stage.
PSHE Being Healthy – Road Safety

Computing – Work with a partner to design a story board for an animation and create a back drop (scenery) for it.

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Class 4 – Theseus
Class 5 – Adinika
Class 6 – Hugo

Reading Stars

Bronze Award:
Class 5 – Evie
Class 6 – Rehan

Silver Award:
Class 4 – Mabel
Class 6 – Theo W and Theo H

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