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Acorns Class - Year One (Mrs Clark)



Welcome back to Spring 1!

I hope you have had a super Christmas and I wish you a fantastic 2020.


We will be continuing our push on vocabulary throughout the school.  Within each section on this page, you will see a list of vocabulary that the children will becoming more familiar with over the course of the half term.  Please talk to your child about each word and their meanings regularly to check their understanding.




will continue to use class dojo and will reset all the children's points to zero for this next half term.  We use Dojo throughout the school as this allows the teachers to reward children in different areas e.g. helping others, persistence and teamwork.  Each child is set up with an account and a letter has been sent home to you explaining how you can join our Dojo community.  I believe that the benefits to connecting with parents are:

✓ Parents are in the know about their child and are able to provide better support at home

✓ Sharing moments from school fosters a sense of community

✓ Messaging directly (in 50+ languages) breaks communication barriers


The programme also allows parents to comment on their child’s progress, what their child is particularly enjoying in class and to inform us of upcoming events that could be discussed in school in preparation.



In English we will be completing work on Supertato from last half term.

‘Oh my goodness, whatever can we do? There's an evil pea on the loose in the supermarket, causing havoc wherever he goes! He has sticky-plastered poor carrot to the conveyor belt, and drawn a moustache and glasses on broccoli, and poor old cucumber has been mummified with a bandage! Still, try to calm your frayed nerves because, never fear, Supertato is here to save the day!’

Havoc will reign within the Year 1 classroom as we experience how evil ‘Peas’ can really be.  Children will become immersed in the life of frozen veg and will begin to think about how everyday objects can be used against the gentlest of vegetables.  Throughout the topic, children will be given opportunities to complete short and opportunistic writes, building up their skills to enable them to write their own version of ‘Supertato’.

Children will continue to work on the Year 1 common exception words and will be expected to continue to use these within their independent writing.




vegetables, supermarket, reign, evil, rescue, plasters, mummified, bandaged, conveyor belt, moustache


In Math, this half term, we will be focusing on Place Value, within 20.  Children will build on their existing knowledge of counting forwards and backwards by introducing the numbers 11-20.  Children should explore the meaning of the suffix ‘teen’ and what this tells us about a number. 

Children will learn to:

  • Count forward and backwards and write numbers to 20 in numerals and words
  • Numbers from 11-20
  • Tens and ones
  • Count one more and one less
  • Compare groups of objects
  • Compare numbers
  • Order groups of objects
  • Order numbers

Children will then move on to Reasoning and Problem Solving.  We will be ordering abstract digits from 0-20 and then choosing concrete or pictorial representations to help them order.  Children will use their knowledge of tens and ones to help them work with the abstract.


Vocabulary: order, largest, smallest, easiest to group, numbers, strategy, comparing, opposite, why?


Our topic this term is ‘Plants’.  Throughout the topic the children will be observing plants and trees within the local area, with visits to the gardens and to the local parks.  Children will be developing a garden area within the EYFS playground.  Here we will be planting bulbs, vegetables, herbs and wildflowers and watching their development.  We will be keeping track of this within our Nature book.

Within lessons, we will be exploring plants and trees and making comparisons.  We will be looking at the changes through the seasons and making observational drawings showing these changes.  We will use a range of techniques to identify and name different plants and flowers.  We will look at the inside of plants and discuss seeds and their purpose.  They will grow their own seeds and watch their development.

Children will look at the make-up of plants and will be able to label a plant confidently.  They will compare with trees and wildflowers and ask relevant questions about how these grow.  Children will make predictions about the planting process.  How do you think it will grow?  What colour will the petals be?  How long will the roots be?


Vocabulary: trees, plants, wildflowers, grow, food, sun, water, exploration, bulbs, planting, observations, herbs, roots, labelling, seeds, purpose



Our topic this half term is ‘The Great Fire of London’.  Throughout the topic children will be examining maps of the UK to find London.  Children will compare a picture of present day London to a picture of London before the Fire of 1666. Discussions on what is the same, and what is different will encourage the children to ask questions and attempt to answer them.  Children will look at pictures of Tudor and Stuart houses, and discuss their details and building materials. They will look at the crowded streets of London a long time ago – how they lived, what they wore, how they traded and how they d#isposed of toilet waste.


Children will read the story of the fire, and put the events into chronological order. Children will make suggestions as to why the fire might have spread so quickly and discuss why was it called 'The Great Fire'.  They will look at the diaries of Samuel Pepys and compare his diaries to the events they have learnt about.

Design and Technology – Children will create a picture with moving parts to illustrate a burning building during the Great Fire of London.

After exploring existing products and investigating how they have been made, children will decide how they do or do not achieve their purpose. Children will begin to discuss what they would like to illustrate then use pictures and words to convey their ideas, exploring more than one idea initially. Children will be encouraged to use kits or reclaimed materials to develop their ideas and decide which one they may pursue. Children will select from pictures, including diagrams of levers and their movements, to help them develop and record their ideas. They will select appropriate techniques explaining First… Next… Last…., recording their ideas as they go with notes and captions. Children will orally describe their models and drawings of ideas and intentions, with some idea of user and simple definition of design criteria.

As their illustrations and mechanisms progress, children will discuss their work, identifying good and bad points. Any changes made during the making process will be recorded as annotations to plans and drawings. They will be given opportunities to select materials from a limited range that will meet the design criteria, also selecting and naming the tools they will need. Children will be able to explain what they are making, which materials they are using and why. They will also be able to describe what they need to do next at any stage of the iterative process.

When their product is complete, the children will be able to say what they like and do not like about their product and attempt to say why.



Vocabulary: Great Fire of London, fire, spreading, diary, captions, firefighters, questions, explore, Samuel Pepys


In ICT this term, we will be looking at algorithms.  Children will be taught to

 · 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 behaviour of simple programs


Computational Thinking - Algorithm is a precise set of instructions or rules to achieve an outcome or solve a problem.


In Year 1, phonics sessions take place daily.  Children will continue working on Phase 5.  We have begun looking at alternative spellings for sounds e.g. 'igh' The children are now beginning to master these new sounds in reading first, and as their fluency develops, we will begin to see them using them correctly in their spelling.  Children will be given weekly spellings based on their phonics and the Year 1 High Frequency words.

During Phase 5, children will begin to learn new graphemes (different ways of spelling each sound) and alternative pronunciations for these: for example, learning that the grapheme ow makes a different sound in snow and cow. 

The children will become quicker at blending, and will start to do this silently as they are reading.


By the end of Year 1, children should be able to:

  • Say the sound for any grapheme they are shown
  • Write the common graphemes for any given sound (e.g. ‘e,’ ‘ee,’ ‘ie,’ ‘ea’)
  • Use their phonics knowledge to read and spell unfamiliar words of up to three syllables
  • Read all of the 100 high frequency words, and be able to spell most of them
  • Form letters correctly


At the end of Year 1, all children are given a Phonics Screening Check to ensure they have mastered the appropriate knowledge.




There will be a change to spellings this half term.

Children will be given their spellings each Monday and will have a test the following week (Monday).  The spellings will link to their phonic sounds that they are learning that week.  Please practise these spellings with them regularly as this will aid their progress in writing.


The skill of reading is one of the most important we teach our children. It is a life skill that enables them to extend their concepts, gain information as the basis for other learning and to gain access to the magical world of fantasy. Just as children walk talk and grow at different times, so their progression through the skills of reading will be at different rates. The key is for your child to feel positive about themselves as a reader right from the start. To become a fluent reader, your child needs to take on many skills and continue to practice these throughout their lives. Some are specific skills which can be taught, others relate to attitudes, and these they will gain from the adults around them.  We ask therefore that you read with your child at least 3 times a week.  Children will be supplied a reading book, however to keep them engaged feel free to read with them the books that interest them, those that take them to a world of make believe, that encourage them to dream and introduce them to the amazing vocabulary that surrounds them.  Children's books will be changed 2/3 times a week and they will be listened to by the class teacher, teaching assistant and with our parent volunteers throughout the week.



PE sessions will take place each Tuesday morning for the term.  Please ensure children's PE kits are in school on this day and each item is clearly labelled.



Snack & Water

Toast is available to children for snack.  Children must pay £1 at the beginning of the week for a slice of toast each day.  Children are able to bring in their own snack for playtime.  This can be a cereal/breakfast bar (please no sugary cereal bars), fruit or veg.  Water will be available to the children throughout the day.  If you would like your child to bring in their own bottle, please ensure the bottle is clearly labelled with your child's name.



If you have any queries, then feel free to use ClassDojo to send a message or catch me in the playground at the end of the school day. Alternatively, please make an appointment with me through Mrs Thompson in the school office if you feel the issue is of an urgent or sensitive nature.  


Year 1 Overview

Helpful websites

· Includes further information on each phase as well as printable resources and links to online games

· Games mainly aimed at year 1 and year 2 looking at sounds and high frequency words. Some printable activities, particularly for the phase 4 blends

· Wide range of games for sounds, words and rhyming

· Lots of free games for each phase, especially good for reading non-words. You can also subscribe to access more games

· Search engine designed for schools where you can find a wide range of resources and activities with a phonics focus


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