Monday, 20 September 2010

Alphablocks, A great find on the Cbeebies website.

Follow this link to a great online learning space:

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Just us and our learning. Our new outdoor space.

Helping at home.

You can help me to learn by playing a snap game with me.


We need to make a set of cards with these number facts on them. (set A)


1 +1













1 +1













And we ned to make a set with these numbers on (Set B)




















One of us has set A and one of us has set B.


To Play


We shuffle our set and hold them in our hands face down, we don’t peep at our cards!


We take it in turns to turn the top card from  our hand and lay it face up in front of us.


If the card a person lays goes with the card on top of the other persons pile, to make  10, the first person to shout snap can pick up all their cards again and put them at the bottom of the pile in their hand.


Play goes on until one person has put down all their cards


The winner is person left with some cards.




I can get extra practise if you ask me questions like


“ We have already put 3 scoops of powder in baby’s milk. If we put 2 more how many will that be altogether”






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Helping at home.

Mathematics Curriculum Update: Essential Facts and Skills.

Essential Addition Recall Facts 
Facts All numbers to 5
ALL pairs numbers totalling 10
ALL facts to 10
9 + 1
8 + 2
7 + 3
6 + 4
5 + 5
1 + 1
2 + 1
3 + 1
2 + 2
4 + 1
3 + 2
5 + 1
4 + 2
3 + 3
6 + 1
5 + 2
4 + 3
7 + 1
6 + 2
5 + 3
4 + 4
8 + 1
7 + 2
6 + 3                     5 + 4


Essential Vocabulary



Add, more,

make, Sum, total,


One more, two more, How many more, to make..?

How many is more than..?

 Take (away),leave

 how many are left/left over?

How many have gone?

One less, two less ..ten less..


Plus, near, how much more is…? Subtract, minus, ten more…

 how much less is…? Half, halve, =, equals, sign.

Count to/from Count on/back



Addition, one hundred more, subtraction, one hundred less, tens boundary.

Essential skills


Stage 1

Can partition a set of objects into 2 groups.

E.g. Can separate out 5 cubes into 4 and 1, 3 and 2 or cut up a number line into 4 and 1, 3 and 2

Stage 2

3 for free

Can use and apply the commutative rule in addition.

E.g. Can use knowledge of 3 +2 = 5 to know 2+3 also = 5.  

Can use and apply the inverse rule.

E.g. Can use Knowledge of 7+3 = 10 to know/work out 10-3=7 and 10-7=3.

Stage 3

Finding al the relatives

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Literacy Curriuculum updates.

The Tiger Who Came To Tea: Stories with familiar settings.
This is the first of a block of four narrative units in Year 1. It builds on children's experience and knowledge from the Early Years Foundation Stage and introduces new areas of learning that will be developed during the year.
Learning Overview:
We will be exploring the story of, "The Tiger Who Came To Tea" by Judith Kerr. While exploring this delightful; story we will be focusing on these areas of learning:
  • Supporting the children in their ability to identify where the story takes place, who is involved and what happens. Introduce the words 'character', 'setting', 'events'. Demonstrating how to apply word reading skills and strategies and involve the children in using these strategies themselves.
  • To support the children in being able to identify the main events in a story and re-enact them by using, for example, props, pictures or puppets.
  • To support the children in being able to identify and discuss a familiar experience in a story, for example, having a friend come round for tea, with the children making links between the story and with their own experiences.
  • Provide time to explore imaginative ideas arising from this using of role-play, for example, having our own tea parties and using this play to stimulate emergent pieces of writing. To make a simple story plan, for example using a sequence of photos from the drama activity. To demonstrate how to write sentences to tell the story. To reinforce the application of spelling strategies and correct sentence punctuation. Make a class book.
  • This learning project will conclude with each child creating a  recount their own real or imagined experiences orally. They record their plan by drawing a sequence of pictures, then by writing sentence(s) to retell the story in writing. After the children have had time to plan, record and revise their ideas they will create their own stories inspired by Judith Kerr's, "The Tiger Who Came To Tea" and the learning experiences they have been involved in over these few weeks.

Learning Expectations:

We will expect the children to develop these skills:

1. Speaking

  • Tell stories and describe incidents from their own experience in an audible voice
  • Retell stories, ordering events using story language

2. Listening and responding

  • Listen with sustained concentration, building new stores of words in different contexts

4. Drama

  • Explore familiar themes and characters through improvisation and role-play

5. Word recognition: decoding (reading) and encoding (spelling)

  • Recognise and use alternative ways of pronouncing the graphemes already taught
  • Recognise and use alternative ways of spelling the graphemes already taught
  • Identify the constituent parts of two-syllable and three-syllable words to support the application of phonic knowledge and skills
  • Recognise automatically an increasing number of familiar high frequency words
  • Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable
  • Read more challenging texts which can be decoded using their acquired phonic knowledge and skills, along with automatic recognition of high frequency words
  • Read and spell phonically decodable two-syllable and three-syllable words

6. Word structure and spelling

  • Spell new words using phonics as the prime approach
  • Segment sounds into their constituent phonemes in order to spell them correctly
  • Recognise and use alternative ways of spelling the graphemes already taught
  • Use knowledge of common inflections in spelling, such as plurals, -ly, -er
  • Read and spell phonically decodable two-syllable and three-syllable words

7. Understanding and interpreting texts

  • Identify the main events and characters in stories, and find specific information in simple texts
  • Use syntax and context when reading for meaning

8. Engaging with and responding to texts

  • Select books for personal reading and give reasons for choices
  • Visualise and comment on events, characters and ideas, making imaginative links to own experiences

9. Creating and shaping texts

10. Text structure and organisation

11. Sentence structure and punctuation


Learning outcomes:

  • Children can identify the main character and setting in a story using evidence from the illustrations and text.
  • Children can write three simple sentences to tell a story.
  • Children can re-enact a story, sequencing the main events and using phrases from the text.
  • Children can identify the main character and setting in a story using evidence from the illustrations and text.
  • Children can write three simple sentences to retell events based on personal experience.
The Tiger Who Came to Tea



Judith Kerr




This book has been a children’s classic since it was first published in 1968 by Judith Kerr. The story is about a little girl called Sophie, and her her mother, who have tea with a tiger. The tiger drinks all the tea, eats all the food in their house and drinks everything, including draining the water from the taps so that Sophie cannot have a bath! The tiger leaves her house, leaving a big mess behind.   

Sophie’s father comes home and suggests that they all go out for a wonderful meal in a cafĂ©. The next day Sophie and her mother go out to buy some food at the supermarket, including a big tin of tiger food, but the tiger never returns.  




Tiger in the kitchen


Judith Kerr was born in Germany.  In 1933, when the Nazis came to power and Judith was thirteen, she and her family moved to the United Kingdom as Jewish refuguees. They were forced to leave because her father, the noted drama critic Alfred Kerr, was wanted by the Nazi authorities.  

During the second World War, Kerr worked for the Red Cross before becoming an artist and a BBC televsion scriptwriter.  


Kerr thought of the story after visiting a zoo with her three year old daughter. The book took a year to write and illustrate (Kerr also drew the pictures). The Tiger Who Came to Tea is one of the best selling children's books of all time.  


In England, almost every city has a stage adaptation of this book. Children, including my daughter Naomi, love this book. She looks at the tiger and says “roar”. She also looks at each page and says what she sees in the pictures as the illustrations are magnificent!  


Tiger having tea


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Wednesday, 15 September 2010

Mini Monster Gardens.

Remember if you make a mini monster garden at home,take some photos and we will publish them here on this site.
Quick reminder of what you need:
Winter/late autumn flowering plants.
Salt Dough:
1 cup of water, table salt
2 cups flour
food colouring and lemon juice.

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A Mini Monster Garden.

Try this at home.
Get some late autumn/winter flowering plants from our local home centres, B and Q sell 12 to 24 plants from around three to five pounds, pot them and place the out on a patio, corner of the garden or a window box.Then, create some small mini monsters from salt dough and buttons. To create the monsters, add into a bowl one cup of table salt, one cup of water, half a table spoon of lemon juice, some food colouring and two cups of flour. Mix well, add additional flour if the mixture is to wet and you will soon have some salt dough ready to model with. Model the dough into a monster shape and then add buttons for eyes and mouth.
Click on our images to view the mini monsters and gardens our children have made this week.
If you do make some mini monster gardens, take some digital photos and send them to use n school and we can publish them on this site.

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Learning Theme Information...Continued...

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Autumn_1[1].doc (40 KB)

This is a provision map that outlines the key skills and learning focuses your child will experience and engage with this term.

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Information for parents about our Learning Themes in Year One. Autumn term 2010.


The focuses of mathematics learning/ impact of learning:

·         Compare, ordering, reading and writing numbers from 0 to at least 20

·         Using knowledge of place value to record numbers on tracks and lines

·         Learning and counting at least 20 objects

·         Recognising that when objects are rearranged the number is the same

·         Learning numbers names

·         Counting forwards and backwards from 0 to 20, then beyond

·         Place value

·         Early addition and subtraction and related language and symbols including equals (=) sign

·         Solving problems involving counting, adding and subtracting

·         Explaining methods and reasoning using related vocabulary

As practitioners we will be looking for the children to display these following skills and learning attributes:


The children recite number names in order from 0 to 20 or more, forwards and backwards, using objects, number tracks and number lines. They use the sequence of number names to count a small set of objects reliably by touching or moving each object in turn, recognising that the number of objects does not change if the set is rearranged. The children identify which of two sets contains more objects, by matching the objects and counting the number in each set. They compare the numbers using their positions on a number track or number line.
As children count objects, they are saying one number name for each object and understanding that the last number they say is the number in the set. The children are using strategies such as moving objects as they count them so that each object is counted just once. The children who, given a small number, count that number of objects from a larger set and know when to stop. We will be observing the numbers of objects that children recognise without counting, for example, dots in domino patterns or a randomly arranged group of counters.

The children are using appropriate language and symbols in context, children read and write numerals from 0 to 10, then to 20. They understand that, for example, the number 12 is written with two digits. They know that as they count from zero along a number track each number is one more and the numbers get bigger. As they count back, each number is one less and the numbers get smaller. They find missing or covered numbers on a number track.

As they develop their understanding of addition and subtraction, the children find the number that is one more or one less than a given number practically by adding another object or removing one object from a set then counting the new number. They use their knowledge of the counting sequence and number tracks to predict what number is one more or one less than a given number before checking using practical equipment. They relate addition to counting on and use the vocabulary of addition in practical activities.

When children use a number track to find the number that is one more than 7, they describe it as '7 add 1 is 8' or '7 plus 1 is 8' and record it in a number sentence as 7 + 1 = 8.
The children relate subtraction to taking away objects from a set and to counting back. They use the vocabulary of subtraction in practical activities; for example, they respond to instructions such as: Take away three spots. When they use a number track to find, say, the number that is one less than 8, they describe this as '8 take away 1 is 7' or '8 minus 1 is 7' and record it as 8 − 1 = 7.

Throughout the unit, children solve problems involving counting. For example: they work out whether there are enough pairs of scissors for everyone on the table to have a pair; they predict then check which of two containers will hold more pine cones; they make a collection of their ten favourite items for a display. Children describe how they solved the problem to the class. They listen to and ask questions about other children's descriptions.


Literacy Learning Themes

As practitioners we will be focussing our provision on these areas:

Prior Learning:

Checking that thechildren can already:


Tell you about the purpose of simple classroom labels and lists.

·         Read simple classroom labels with additional pictures or symbols.

·         Attempt to write labels, for instance in role-play area.


We will also be looking to develop the children's abilities to:

Phase 1

Say what the purposes of lists and labels in the classroom are.

Phase 2

Give a complete sentence as a caption for an object or picture.

Phase 3

Write a caption for an object or picture in a complete sentence with a capital letter and full stop.







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