In English this term, children will be building on their early writing skills with a particular focus on accurate letter formation and the confident use of their phonic knowledge. They will be encouraged to write carefully on the lines in their books, paying close attention to presentation by using capital letters, full stops, and finger spaces to ensure their work is clear and legible.

Alongside these technical skills, children will also be developing their creativity and understanding of narrative through the exploration of high-quality texts, including Not a Stick. These stories will provide valuable opportunities for discussion, comprehension, and imaginative writing, helping children to make meaningful links between reading and writing as they grow as young authors.

In Mathematics this term, children will begin by developing their understanding of place value through the White Rose Maths scheme. They will explore numbers within 10, building confidence in recognising, reading, and writing numerals as well as understanding their order and value. Using a range of practical, pictorial, and written methods, children will deepen their awareness of how numbers are composed and how they can be represented in different ways. This foundational work in place value will provide the building blocks for later skills in addition and subtraction, while also supporting children’s fluency and confidence in working with numbers.

Key skills children will focus on include:

• Counting forwards and backwards within 10.

• Recognising and writing numerals and number words.

• Understanding one more and one less.

• Comparing and ordering numbers.

• Using practical resources to represent numbers in different ways.

• Developing confidence in recognising the value of each digit.

In Science this term, children will be encouraged to develop their curiosity about the world around them through hands-on exploration and enquiry. They will begin to observe closely, use simple equipment, and record their findings in a variety of ways. Children will learn how to ask and answer questions, describe what they see, and make simple predictions. Topics will include exploring the seasons and changes in the weather, as well as recognising similarities and differences in the natural environment. These activities will help children build a strong foundation in scientific thinking and communication. 

Pupils who are secure will be able to:

• Name the four seasons in order and describe the typical weather in each.
• Name some activities and events in the four seasons.
• Describe the appearance of a tree’s leaves in each season.
• Recall that summer has the most daylight hours and winter has the least daylight hours.
• Record data about the temperature across the four seasons.
• Label a map of the UK with capital cities and seasonal weather symbols.

When working scientifically, pupils who are secure will be able to:

• Complete a pictogram and use it to answer simple questions.
• Record data about the temperature across the four seasons.

In History, children will be exploring the topic How Toys Have Changed. They will investigate similarities and differences between toys from the past and those they play with today, considering how materials, designs, and purposes have developed over time. Using artefacts, photographs, and stories, children will begin to understand what life was like in different periods and how toys can tell us about the past. They will also practise sequencing events to build a sense of chronology and develop their questioning skills as young historians. This topic provides an exciting and hands-on way to help children appreciate both continuity and change in everyday life.

Pupils who are secure will be able to:

• Discuss their favourite toy using language related to the past.
• Ask questions about toys in the past.
• Make comparisons between toys in the past and present.
• Sequence artefacts from different periods of time.
• Identify changes between teddy bears today and those from 100 years ago.
• Describe how toys have changed over time.

In Religious Education, children will be exploring the question How Did the World Begin? They will learn about different creation stories, including the Christian story of creation, and consider how people across the world explain the beginnings of life and the natural world. Through storytelling, discussion, and creative activities, children will reflect on their own ideas about the world around them and develop an understanding of how beliefs can shape the way people think and live. This topic encourages children to ask big questions, listen respectfully to different viewpoints, and begin to appreciate the diversity of religious and cultural perspectives.

Pupils who are secure will be able to:

• Identify things which are natural and man-made.
• Discuss ideas about how natural things were created.
• Recall the key elements of the Jewish and Christian creation story in the correct order.
• Understand that some Christian and Jewish people believe the story explains how the world was created.
• Correctly order the key events of a Hindu creation story.
• Make some links between the Hindu creation story and the Christian and Jewish creation story.
• Choose appropriate adjectives and adjectival phrases from a selection to describe what people might think about God.
• Share their own ‘I wonder’ questions.
• Recognise that Humanists use evidence to understand how the world began.
• Create a thoughtful representation that reflects the Humanist belief of how the world began.
• Use art to express their ideas about how they think the world began.

In Music, children will explore rhythm, pulse, and pitch through singing, listening, and playing a variety of tuned and untuned instruments. They will take part in activities that encourage them to listen carefully, respond to music, and begin to create simple patterns and compositions of their own. Children will also learn songs to perform as a group, developing their confidence and enjoyment of music-making. These experiences will nurture their creativity and begin to build an understanding of how music can be used to express ideas and emotions.

Pupils who are secure will be able to:

• Clap the rhythm of their name in time to the pulse.
• Sway or tap in time to the pulse.
• Sing a rhythm in time with the pulse.
• Copy rhythms based on word patterns using an instrument.
• Keep the pulse while playing a rhythm on an instrument.
• Follow instructions during a performance.

In PSHE, children will be focusing on developing their personal, social, and emotional skills to support their wellbeing and relationships with others. Lessons will explore themes such as recognising and expressing feelings, building friendships, and understanding how to work and play cooperatively. Children will also learn about keeping themselves safe, making healthy choices, and celebrating what makes them unique. These skills will help children develop confidence, resilience, and a sense of responsibility within the school community.