The Queen's Hat (Fiction: Narrative)

This writing unit uses the story The Queen’s Hat to develop pupils’ early writing skills in a meaningful and enjoyable context. Pupils will explore the events of the story, following the Queen as her hat flies across London, and use this as a model for their own writing. The unit provides opportunities for pupils to practise key writing skills, including forming simple sentences, using punctuation, and identifying nouns and verbs, while also developing their ability to sequence events and describe actions clearly. By connecting writing tasks to a familiar story with exciting events, pupils are motivated to write independently and begin to express ideas in full sentences. Children will demonstrate their understanding of simple sentence structure by:

• Using capital letters to demarcate the beginning of simple sentences and for proper nouns such as Queen, London, Big Ben, and place names from the story.
• Using full stops and beginning to use exclamation marks where appropriate to show surprise or excitement, for example when the hat blows away (“The hat flew off the Queen’s head!”).
• Identifying nouns and verbs in simple sentences from the text and in their own writing (e.g., hat, soldier, bridge as nouns; ran, flew, chased as verbs).
• Writing a sequence of logically ordered sentences to retell an event from the story, ensuring ideas are clear to the reader.
• Using simple descriptive vocabulary inspired by the illustrations and events (e.g., tall tower, big gust of wind).

By the end of the unit, children will produce a short written recount that shows clear sentence demarcation, early use of exclamation marks for effect, and accurate identification and application of nouns and verbs in their writing.

Example of Expected Writing:

The Queen went for a walk in London. She wore a big, red hat. A gust of wind blew the hat off her head! The Queen ran after the hat. A dog chased the hat too. The hat flew over a bridge and landed near a shop. The Queen picked up her hat and smiled.

Instructions (Non-Fiction)

In this unit, children will learn how to write clear and simple instructions. They will explore how to tell someone how to do something step by step, using complete sentences. The focus will be on using nouns to name objects, verbs to describe actions, and adjectives to make sentences more interesting. Children will also learn to extend their sentences by using the word and. By the end of the unit, they will be able to write their own short instructions that others can follow.

By the end of this unit, children will be able to:

1. Identify and use nouns and verbs in simple sentences to describe objects and actions.
2. Introduce adjectives to describe nouns and make instructions more detailed.
3. Extend sentences using “and” to link ideas and actions.
4. Write simple, sequential instructions that others can follow.
5. Use clear punctuation and spacing to make instructions easy to read.

 

Expected Writing Outcome Example:

How to Make a Jam Sandwich

1. Take two slices of soft bread.
2. Spread sweet strawberry jam on one slice.
3. Put the other slice of bread on top.

Cut the sandwich in half and eat it. Yum!

Place Value (within 20)

Addition and Subtraction (within 20)

This term we will be learning to identify and name body parts and conduct practical activities with the senses to spot patterns and answer questions.

Unit outcomes

Pupils who are secure will be able to:

• Draw and label human body parts.
• Identify the body parts associated with each sense.

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

• Compare and group body parts.
• Begin to recognise patterns in data and use these to answer questions.
• Record data in a table.
• Measure using non-standard units.

In this unit, Koala Class will be thinking about their own lives and the history they are making! We would love for families to send in photographs of core moments from their child's life (see Arbor app message on how to do this).

Unit outcomes

Pupils who are secure will be able to:

• Order three photographs correctly on a simple timeline.
• Use the terms ‘before’ and ‘after’ when discussing their timelines.
• Talk about three memories and place one of them on a timeline.
• Explain why memories are special and name four events that they celebrate throughout the year.
• Think of three ways they celebrate their birthday.
• Ask a visitor one question about childhood in the past.
• Know a similarity and a difference between childhood now and in the past.
• Add three ideas to a time capsule about themselves.
• Use key vocabulary to compare the present, the past and possible changes in the future.

Koala Class will be preparing foods by cutting and juicing and selecting fruits and vegetables to create a smoothie to meet a design brief.

Unit outcomes

Pupils who are secure will be able to:

• Describe fruits and vegetables and explain how to identify fruits.
• Name a range of places that fruits and vegetables grow.
• Describe basic characteristics of fruit and vegetables.
• Prepare fruits and vegetables to make a smoothie.

In this unit, children make links between music, sounds and environments and use percussion, vocal and body sounds to represent the seaside. 

Unit outcomes

Pupils who are secure will be able to:

• Use appropriate, justified movements to represent dynamics.
• Identify sounds within the music and describe them using adjectives.
• Recreate sounds using voice or body and extend ideas by adding dynamics.
• Create appropriate, original sounds with their voice and body.
• Use instruments to create loud and soft sounds.
• Justify instrument and sound choices.
• Follow instructions during a performance.
• Create and play a musical score that showcases understanding by using dynamic symbols.

Unit outcomes

Pupils who are secure will be able to:

• Know a number of adults in school.
• Know that they should speak to an adult if they are ever worried or feel uncomfortable about another adult.
• Understand ways to keep safe and not get lost and know the steps to take if they do get lost.
• Know the number for the emergency services and their own address.
• Understand that some types of physical contact are never acceptable.
• Know what can go into or onto the body and when they should check with an adult.
• Understand that there are hazards in houses and know how to avoid them.
• Understand and name jobs that people do to help keep us safe.

Koala Class will be developing keyboard and mouse skills by designing rockets, creating digital materials lists, using drawing software and recording data.

Unit outcomes

Pupils who are secure will be able to:

• Use a computer to make a list.
• Explain the benefits of making a list on the computer.
• Use a basic range of tools on art software to design a rocket.
• Sequence instructions.
• Follow instructions to build their model rocket.
• Evaluate and edit their rocket design.

This term children will be developing their PE skills and knowledge in Gymnastics and Fitness.