My Curriculum

2012-2013 CURRICULUM



  • Developing a comfortable and efficient pencil grip.
  • Form lower case letters correctly.

Phonics and spelling

  • SOUNDS – ay, ee, igh, ow, oo, oo, ar, or, air, ir
  • Weekly spellings will be related to the sound of the week
  • Introduction to vowels

Grammar and Punctuation

  • To check that a text makes sense.
  •  To use awareness of the grammar of a sentence to decipher new or unfamiliar words.
  •  To draw on grammatical awareness, to read with appropriate expression and intonation.
  •  To write captions and simple sentences, and to re-read, recognising whether or not they make
  •  To recognise and begin using full stops and capital letters.
  •  To begin to use the term sentence.

Reading comprehension

  • To be encouraged to read with fluency and expression.
  • Read single-word labels and list
  • Understand how dictionaries work
  • Understand a range of poetic forms
  • Understand events and characters’ views in stories
  • Understand how we learn from non-fiction information texts

Writing composition

  • To write captions for their own work.
  • To make simple lists.
  • To write and draw simple instructions.
  • To spell words accurately.
  • To write about events in their personal experience.
  • Write descriptions, letters and stories



  • Introduce      formation of upper case letters


Phonics and spelling

  • SOUNDS – ou, oy, ea, oi, a-e, i-e, o-e, u-e, aw, are
  • Weekly spellings will be related to the sound of the week

Grammar and punctuation

  • To check if reading makes sense and to read aloud using appropriate expression.
  • To predict and decipher new words.
  • To recognise and use capital letters and full stops.
  • Practice and secure the ability to rhyme.

Reading comprehension

  • To choose and read familiar books.
  • To re-tell stories and discuss a range of themes and characters
  • Follow written instructions for how to make things
  • Follow the plots and characters of traditional tales and rhymes
  • Read a range of poems


Writing composition

  • To write one sentence/ or more poems
  • To write a story, with attention to characters and plot
  • To write instructions, following a specific layout
  • Write verses based on those they have read and discussed




  • To practice formation of lower case and upper case letters in all forms of writing

Phonics and spelling

  • SOUNDS – ur, er, ow, ai, oa, ew, ire, ear, ure
  • Weekly spellings will be related to the sound of the week

Grammar and punctuation

  • To read familiar texts aloud with pace and expression appropriate to the grammar.
  • Have experience of a range of different parts of speech, nouns, verbs, adjectives
  • To decipher new or unfamiliar words and check the word order is correct.
  • Consonants and vowels
  • ‘a’ or ‘an’
  • Speech marks and bubbles
  • Syllables
  • Capital letters and full stops
  • Plurals

Reading comprehension

  • Shared and guided reading.
  • To read familiar texts aloud with pace and expression appropriate to the grammar.
  • To expect reading to make sense and check if it does not.
  • Through daily one to one reading the children will learn to read text appropriate to the individual.
  • Understand how fantasy stories work

Writing composition

  • To write stories using simple settings.
  • To spell words accurately.
  • To write about significant incidents from known stories.


  • Count reliably upto 200
  • Count backwards from 100, initially starting from 10, 20 etc
  • Read, write and order numbers from 0 to at least 20, understand and use the vocabulary of comparing and ordering these numbers.
  • Know by heart all pairs of numbers with a total of 10.
  • Use mental strategies to solve simple problems using counting, addition, subtraction, doubling and halving, explaining methods and reasoning orally.
  • Compare two lengths, masses or capacities by direct comparison.
  • Suggest suitable standard or uniform non-standard units and measuring equipment to estimate, then measure a length, mass or capacity.
  • Understand and use the vocabulary related to time. Read time to the hour and half hour.


May study one or more of these topics throughout the year:

  • Minibeasts (insects)
  • Animals
  • Plants
  • People who help us
  • Festivals and celebrations
  • Ourselves
  • Where we live
  • Water
  • Seasons and weather
  • Communities and cultures
  • Time

As part of their topic work,  will also be developing a range of other skills:

Investigation and exploration

  • How to use their senses to investigate objects and materials
  • Looking at objects and observing similarities, differences, patterns and changes
  • Finding out and identifying features of living things, objects and events

Design and construction

  • Using a wide range of materials to build
  • Choosing the right tools to make, measure, cut and join
  • Making an object with a purpose and being able to describe it


  • How we use ICT in everyday situations
  • Programmable toys
  • How to complete a simple program on a computer
  • Using a mouse and keyboard and being able to click on an icon


Fun Tasks:

  • Go for a walk and make up a nature box with leaves, twigs, fir cones or anything else you find
  • Experiment with water – put objects in the bath and get your child to guess which will float, and which will sink
  • Blow bubbles – then see which way the wind blows them
  • Visit a museum and look for the oldest things your child can find
  • Take a magnifying glass into the garden and go on a bug hunt. Draw pictures of the insects you see with your child
  • Think about your route to school and make a map, including any important



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