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School Update – Coronavirus (COVID-19)

Following the Government’s most recent Covid-19 update on Sunday 10th May it is important to note that there are no immediate changes in the education or child care provision made by schools.

Therefore, schools will continue to provide distance learning support for students and child care for Key Workers who have provided 24 hours notice of their intention to use the child care facility. 

 

As you will be aware, the government has announced the expectation that Primary schools will begin a phased transition to school based learning from 1st June for Years R, 1 and 6.

We are working closely with the Local Authorities and the Department For Education to ensure the most effective and safe return to school for students and staff. We will be in contact you shortly to update you on our plans.

 

Please continue to check your mailboxes and this website for updates.


Thank you for your continued support.

Year 1

Year One English Statements for the Year

Spoken Language I can join in a talk about the title and what happens in a book
Spoken Language I can recite some poems and rhymes by heart
Spoken Language I can join in a discussion about what is read to me, taking turns and listening to what others say
Spoken Language I can explain clearly my understanding of what is read to me
Spoken Language I can say out loud what I am going to write about
Spoken Language I can speak a sentence before writing it
Spoken Language I can discuss what I have written with the teacher or other children
Spoken Language I can read aloud my writing clearly enough to be heard by the group and the teacher
Spoken Language I can recognise and use words relating to dates, including days of the week, weeks, months and years
Spoken Language I can use the words about the time (including telling the time using o’clock and half past)
Spoken Language I can use words for position, direction and movement, including whole, half, quarter and three-quarter turns <eg>left and right, top, middle and bottom, on top of, in front of, above, between, around, near, close and far, up and down, forwards and backwards, inside and outside</eg>
Spoken Language I can discuss and solve problems in familiar practical contexts, including using quantities
Spoken Language I can ask simple questions in science and know that they can be answered in different ways
 
Comprehension I can enjoy and understand a wide range of stories, poems and non-fiction text that I can’t yet read myself by hearing them read and talking about them with others
Comprehension I can enjoy stories and texts that I can read for myself or have had read to me which link to things I have experienced
Comprehension I can enjoy reading key stories, fairy stories and traditional tales because I know them well and and can retell them and comment on their special features
Comprehension I can enjoy and understand rhymes and poems, and can recite some by heart
Comprehension I can explain the meaning of words that I know and I can talk about the meaning of new words. I can link the meaning of new words to those I already know
Comprehension I can use what I have already read or heard, or information a teacher has given me, to help me understand what I am reading
Comprehension I can usually spot if a word has been read wrongly by following the sense of the text
Comprehension I can talk about the title and events in books I have read or heard
Comprehension I can say how the characters might feel in a story I have read or heard on the basis of what is said and done
Comprehension I can say what might happen next in a story
Comprehension I can take part in a group talk about what we have listened to. I take turns and listen to what others have to say
Comprehension I can explain clearly my understanding of texts which have been read to me
Spelling I can spell words containing each of the letter sounds I have been taught
Spelling I can spell common exception words
Spelling I can spell the days of the week
Spelling I can name the letters of the alphabet in order
Spelling I can name the letters of the alphabet using letter names to distinguish between alternative spellings of the same sound
Spelling I know the plural rule and can use -s and -es in the right place
Spelling I can add un- to the start of a word to make a different word
Spelling I can add -ing, -ed, -er and -est to the end of a word to make a new word <eg>helping, helped, helper, eating, quicker, quickest</eg>
Spelling I can use simple spelling rules
Spelling I can write the correct spellings in simple sentences I hear my teacher say
Handwriting I can sit correctly at a table, holding a pencil comfortably and correctly
Handwriting I can write lower-case letters in the correct direction, starting and finishing in the right place
Handwriting I can write capital letters
Handwriting I can write numbers 0-9
Handwriting I can see which letters belong to which handwriting ‘families’
Composition I can write sentences by saying out loud what I am going to write about
Composition I can say my sentence out loud before I write it
Composition I can join my sentences together to make a story
Composition I can read my sentence and check that it makes sense
Composition I can talk about my writing with my teacher or children in my class
Composition I can read my sentence out loud so that children in my class can hear and understand me
SPaG I can add s or es to words to make them plurals <eg> dog, dogs; wish, wishes</eg>
SPaG I can add -ing and -er to the end of a word to make a new word <eg> helping, helper</eg>
SPaG I can show you how un- added to the beginning of a word can change its meaning
SPaG I can put words together to make sentences
SPaG I can use joining words like ‘and’
SPaG I can write a short story using sentences
SPaG I can use spaces between words
SPaG I can use capital letters, full stops, question marks and exclamation marks at the end of sentences
SPaG I can use capital letters for names, places, the days of the week and the word ‘I’
SPaG I can explain what these words mean: letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark

 

Year One Maths Statements for the Year

Spoken Language I can recognise and use words relating to dates, including days of the week, weeks, months and years
Spoken Language I can use the words about the time (including telling the time using o’clock and half past)
Spoken Language I can use words for position, direction and movement, including whole, half, quarter and three-quarter turns <eg>left and right, top, middle and bottom, on top of, in front of, above, between, around, near, close and far, up and down, forwards and backwards, inside and outside</eg>
Spoken Language I can discuss and solve problems in familiar practical contexts, including using quantities
Number and Place Value I can count to and past 100, forwards and backwards starting from any number
Number and Place Value I can identify one more and one less, given a starting number
Number and Place Value I can find and show numbers using objects and pictures including number lines and use: equal to, more than, less than (fewer), most, least
Number and Place Value I can count and read numbers to 100 in numerals
Number and Place Value I can count and write numbers to 100 in numerals
Number and Place Value I can count in jumps of 2, 5 and 10s
Number and Place Value I can read and write numbers from 1 to 20 in numbers
Number and Place Value I can read and write numbers from 1 to 20 in words
Fractions I can find and name 1/2 (half) of an object, shape or amount
Fractions I can find and name 1/4 (quarter) as one of four equal parts of an object, shape or amount
Measurement I can solve problems for length and height by telling which objects are longer or shorter/ taller or shorter
Measurement I can solve problems for mass and weights by telling which objects are heavier or lighter
Measurement I can solve problems for capacity and volume by telling if a container is empty, half full or full and if there is more in one container than another
Measurement I can solve problems for time. I can tell if something is quicker or slower. I can tell if something happened earlier or later
Measurement I can measure weight or mass and write these measurements down
Measurement I can measure capacity or volume and write these measurements down
Measurement I can measure time in hours, seconds or minutes and write these measurements down
Measurement I can tell how much different coins or notes are worth
Measurement I can tell when things happened by using these words: before, after, next, first, today, yesterday, tomorrow, morning, afternoon, evening
Measurement I can talk about dates using the days of the week, weeks, months and years
Measurement I can tell what the time is in hours and half past the hour. I can draw these on a clock face
Measurement I can measure and begin to record length/height
Properties of Shape I can recognise and name common 2-D shapes such as rectangles, squares, circles and triangles
Properties of Shape I can recognise and name common 3-D shapes such as cuboids, cubes, pyramids and spheres
Position and Direction I can talk about whole, half, quarter and three quarter turns. I can then use this to explain movement, direction and position
Addition and Subtraction I can read and understand number statements using +, – and =
Addition and Subtraction I can write number statements using +, – and =
Addition and Subtraction I can use number bonds up to 20
Addition and Subtraction I can use subtraction facts up to 20
Addition and Subtraction I can add one digit and two digit numbers to 20
Addition and Subtraction I can subtract one digit and two digit numbers to 20
Addition and Subtraction I can answer problems that use addition and subtraction, including missing number problems, using objects and pictures
Multiplication and Division I can answer multiplication questions using objects, pictures and other equipment
Multiplication and Division I can answer division questions using objects, pictures and other equipment