Supported by Ms Burns and Miss Hartley
Welcome to Year One!
Welcome to Blyton Class and another busy term. Important information about our class routines, PE timetables and our expectations for reading and learning at home can be found below.
Check out the maths, writing and reading learning goals that children in Year One are working hard to secure this half term. Each goal is progressive, and as your child secures one step they will move onto the next to ensure they are always moving forward with their learning. In maths, we are learning to count up in 2s, 5s and 10s, and begin to understand this as multiplication. In writing, we are learning to sequence our sentences to retell an event in order, or a story with a beginning, a middle and an end. In reading, we are learning to self-correct as we read text, knowing when something doesn't make sense.
At Yewdale, we offer a rich, broad and balanced curriculum. Please find below an overview of our current geography based topic ‘Hip Hip Hooray! We're off on holiday! In this topic, children will explore the continents and oceans of our world, and will begin to recognise and describe the hot and cold regions of our world. This curriculum overview shows all of the learning skills children in Year One will be developing in each subject this half term.
Blyton News - Read All About It!
Want to know what we get up to in Year One? Then check out our latest news stories and learning activities below.
Launching our topic
Welcome to Yewdale Travel
We opened the doors to our new travel agency and welcomed in some very excited customers. Children worked in small teams to look through a range of travel brochures showing travel destinations from around the world, to compare and contrast the different holidays on offer, and find an exotic holiday destinations that they would like to travel to. They had to think about the things that they would do at their destination, the things they would need to pack for their holiday, how long they would like to stay and how they might travel there.
Children shared their chosen destinations, using our globe to find the location of each destination in the world.
English - Exploring Instructions
How to Wash a Woolly Mammoth
A mysterious parcel arrived in class. We carefully opened it and discovered a very smelly woolly mammoth, a bath, a sponge, a bottle of shampoo, a towel and a letter asking for our help. We used the objects from the parcel, and the clues in the letter to decide how to help. We would wash the woolly mammoth. But...how on earth do you wash a woolly mammoth? Luckily, Mrs Roberts remembered washing a woolly mammoth many, many years ago and told us how. We listened to these step by step instructions, adding actions to help us remember the order. We then worked together to create a text story map for our classroom washing line.
Creating our own Story Text Maps
Having learnt the step by step instructions using our shared storymap, Mrs Roberts challenged us to work in small groups and draw our own storymaps to help us think about the structure of the story, and memorise the step by step instructions. We even created some of our own symbols and pictures for the storytelling actions we had learnt.
Drawing with charcoal
Our young artists are learning to use a variety of media to create pieces of art, and this half-term we are exploring charcoals.
We practised using charcoals in different ways to make faint, soft lines, stronger lines by applying pressure, and then larger sweeping lines. We looked at some black and white sketches of animals from around the world. Children were given a blank cartridge and charcoals, and challenged to create their own charcoal animal sketch. What animals can you see in our gallery?
Spring 1 - History Unit
3..2..1..Blast Off! A Timeline of Space Exploration
Welcome to Yewdale's School for Astronauts
Children in Year One were welcomed into Yewdale's new astronaut training school where they were given a series of 'astronaut' challenges to complete. Each challenge was designed to test their thinking and problem solving skills, powers of determination, team work, creativity and imagination. Our budding astronauts collected golden stars for each challenge they successfully completed. Children were awarded their astronaut 'stripes' at the end of our challenge.
Task 1: To know what a rocket launch is like
We watched a video about a rocket blasting off into space. We then held our own launch in our classroom, thinking about how it might feel to be in a real rocket. It was quite scary, noisy and definitely wobbly! We had to sit upside down!
Task 2 - Describing our journey into space
Task 3 - Packing an astronaut's suitcase for a visit to the International Space Station.
Before we launched into space, we wrote a list of 10 things that we wanted to pack ready for an adventure on the International Space Station. Some of us wanted things that we would miss from home, such as a special teddy bear, a favourite book or game and delicious snacks and drinks. Some of us wanted to take useful things such as tools so that we could fix things if they went wrong! What would you take to space?
Task 4 - Astronaut Food Tasting
What on earth do astronauts eat? We tried astronaut food as part of our entry point learning. The food came in small packets, but there was enough for all of us to try all three types of ice cream. It was freeze dried, which means the water has been taken out. We could crumble it and squash it, not like normal ice cream at all. However, when we tasted it, we found out that it was just like the real flavour! It was a bit odd though.
Task 7 - Moon Walk Adventure
We donned our space suits and breathing apparatus and we went on a moon walk. To help us imagine what an astronaut’s moon boot might be like, we put on one of Mrs Lloyd’s BIG wellies and made a footprint in some sand. Our footprints looked just like they would if we had actually stepped foot on the surface of the moon. We imagined what it might feel like wearing a suit that weighs 300lb.
Task 8 - Rocket Fuel Problem Solving
To use non-standard units to measure and compare the volume of rocket fuel in different sized containers.
Writing a non-chronological report
We have been learning how to write a non-chronological report. We know that a good report must have a title (that tells the reader what a report is about), sub-headings (to organise our information), paragraphs of facts (to tell the reader more), and an interesting ‘Did You Know’ fact (to amaze the reader). We read some simple non-chronological reports about the planets in our Solar System, and then we worked in writing team to write our own report about The Moon, Neptune and Pluto. Here are the interesting introductions we wrote.
Writing our own non-chronological reports to introduce some exciting, newly discovered planets in a galaxy far, far away ...
We used craft materials to design and build a model of a fantastic new planet for a distant galaxy, and then had a go at writing a non-chronological report about it. We named our planets, described their appearance, imagined what you might see or do if you visited it, and then dreamed up an exciting and interesting fact about it. We used our writer’s toolkit to help us write our reports.
Which planet would you like to visit?
Nrich Measurement Investigation 1
3..2..1..Blast Off! How far will my rocket fly?
Focus: To measure and begin to record length using non-standard units of measurement.
We received a letter from NASA asking for our help. They want to explore all of planets in our solar system, but their space shuttles are too old, and they worry that they won’t be able to fly far enough into space anymore. They need to find some new rockets quickly! NASA know that, as part of our training, we designed some exciting new rocket prototypes. NASA challenged us to test our rockets to measure how far they can fly. They sent us some measuring objects to help us carry out our investigation. We had to work together, measure each length accurately, record our results to send them to NASA as soon as possible.
Nrich Measurement Investigation 2:
3..2..1..Blast Off! How far will my rocket fly?
LS: To measure, record and compare length using a non-standard unit of measurement.
At the end of our first investigation we discovered a problem! We had all measured the distance our rockets had flown using different measuring objects like spiders, cones, dinner bands and hoops and so we couldn’t compare our results to see which rocket had actually flown the furthest. We thought about how we could solve the problem, and decided that we all should use the same measuring objects. We agreed to the paperclip rulers we made yesterday. We repeated our rocket launch investigation, recorded and compared our results and then sent them to NASA.
Maths - To read, write and represent numbers to 20.
We know that numbers can be represented using numerals, words, number lines, concrete equipment, coins and pictorial representations. In pairs, we picked a number to 20, and we tried to represent it as many different ways as we could. We challenged other teams to try and guess our number.
Fabric Sapce Art
This half-term in design technology, children were challenged to plan and make a space picture using different swatches of fabric. We searched for space scenes on the iPads, and used the ideas we collected to sketch and colour a design plan. We then collected the materials we wanted to use to create our fabric picture. We experiemented with joining the pieces of fabrics together in different ways using a simple running stitch, glue, safety pins and staples.
We think our finished pictures are out of this world!
Autumn 2 - Geography Unit
Our World - Discovering Carlisle
This half term, our young geographers will explore their local environment, and know that Yewdale is part of the city of Carlisle. They will use aerial and street maps to locate our school and their homes on the map. They will begin to notice map symbols, simple compass points and use directional language to read the maps and follow the routes. They will look at man-made (houses, roads, pathways and railways) features depicted on the map and those that are natural (woods, parkland, lakes and rivers). Children will then create their own map of their local area using pictures and symbols.
Launching our new topic - Discovering Carlisle
We launched our new topic in deepest darkest space with a challenge - can we spot Carlisle from space? We used an inflatable globe to find the United Kingdon and England. We noticed how big our world is and how small our country is. We looked at the shape of our country on the globe, and how it is surrounded by sea. We then used google maps of planet Earth to try and spot The United Kingdom. We zoomed from space into the northern hemisphere, and from there we zoomed into the United Kingdom, and then into Cumbria and Carlisle.
To find out what we already know about Carlisle, Mrs Roberts challenged us to work together to draw or write down eveything we know about our city. We know that we have a castle, a cathedral and a museum in the middle of our city, a railway station, swimming pool and lots of shops and restaurants like The Entertainer Toy Shop and McDonalds. Between us we could name lots of places where we like to go with our friends and family.
Mrs Roberts then asked us to write down all of the questions we had about our city and some of the buildings we see everyday. We added our questions to our question wall so that we can answer them as we learn all about our local area.
Here are some of our questions: Who lives in the castle? How old is the castle? What is the river called? How many people live in our city? Where do all of the cars go at night? How many shops are there? Why is there a big park in the middle of the city?
In Blyton this week, we have been comparing aerial maps and street maps of Yewdale, our local area. We talked about the human and physical features we could identify on each map and how they looked different from one another. We then stepped into the map using google street view, and walked up and down the streets around our school. We passed some of our homes, our local shop, church and community centre. We realised that there are a lot of buildings, parks and gardens where we live and that it could be easy to get lost without a map to follow. Using the aerial and street maps, we imagined our route home from school, and had a go at drawing our own street map of Yewdale. Do you recognise some of the features on our maps?
Christmas workshop - designing and building a snowman decoration
It's that time of year again when we get ready to decorate our school christmas tree. We surfed the internet to look at different decoration ideas, and we decided to transform our recyclable milk bottle cartons into cheery snowman decorations. We washed out our milk cartons, covered them in PVA glue and cotton wool, added carrot-nosed faces and made and decorated our own winter pom pom hats. Mrs Roberts helped us to assemble our decorations using a hot glue gun. Our snowmen will look amazing on our school tree.
Investigating Seasonal Changes
In science, we have been exploring seasonal change, and we know that the weather changes with each season of the year. We used the interent to search for images of spring, summer, autumn and winter and compared the pictures we found. We talked about the changes we could see in each season including the weather, plants, trees and animals and length of daylight. We used our understanding of seasons to make our own seasonal calendars.
Wishing you a very Merry Christmas!
This year, we used finger paints to design and paint our class christmas cards. We shared and combined our design ideas to create a master template, which we then copied to create our individual cards. We used our hands and fingers to paint a background winter scene and then we added some robins. We watched the robins through our classroom window feeding in our playground and noticed the colour markings on their head, wings and body.
Once again, we took part in a christingle workshop to help us understand the importance of Jesus and the Gospel, and its relevance at Christmas time. We made our Christingle candles, and used them in a special Christingle thanksgiving service. We know that the orange represents the world, the red tape symbolises the love and blood of Christ, the sweets and dried fruit represent all of God’s creations and the lit candle represents Jesus’s light in the world, bringing hope to people living in darkness.
Introducing our new class story - Stick Man by Julia Donaldson
A mystery bag, addressed to children in Year 1, was delivered to our classroom. The bag contained a stick and a set of clues about our new story. We used the clues to try and guess what our new story might be. We guessed Stick Man, and when we unwrapped the story, we found a letter from Stick Man asking for our help. He is desperate for a new adventure and wondered if we would be able to write him a new one. First however, he challenged us to find out more about him and his previous adventures, so we read the story and looked at the sequence of events. We then had a go at retelling the story using a Talk For Writing storymap.
What does Stick Man look like?
We are worried that not many people in Yewdale School know about Stick Man, and so we decided to write a character profile for him so that people visiting our classroom will be able to find out all about him. We looked at the illustrations of Stick Man from the story and used these to describe his appearance. We mind mapped all of the parts of Stick Man's body that we could describe and then created an adjective word bank of interesting words we could use in our writing. Did you know that Stick Man's body is rough, brown and bumpy and his arms are long, smooth and bendy? Read all of our descriptions below:
Creating an underwater character for a new
Stick Man adventure
We are writing a new adventure for Stick Man. We decided that his next adventure will take place under the sea. We illustrated an under water setting with a sandy sea bed, sharp underwater rocks and floating seaweed. We then filled our setting with a colourful crabs, a sneaky shark, a shimmery starfish and lots of stripy fish. We looked at Stick Man's previous adventures and decided that we needed to introduce a brand new character to add excitement to our story. Using large sheets of paper, felt pens and our boundless imagination, we worked in pairs to draw a new underwater creature. All of our creatures were colourful, unusual and unique. We hope you enjoy looking at Snappy, ScubaDiva, Scarly, Rainbow, Lines, Snapper, Smilee and Flubber.
Exploring tints and shade
We have been using primary colours to create our own tints and shades. We know that a tint is made when we add white paint to a colour, and that that more white we add, the lighter the tint we create. We know that a shade is made when we mix black into a colour, and the more black we add, the darker the shade we create. We used our tint palettes to paint a yewdale streetscape, and our shade palettes to paint key Carlisle landmarks, including Carlisle Castle, Carlisle Cathedral, the railway station, Tullie House Museum and Dixons Chimney. We hope you enjoy our painting. Can you identify the landmarks we painted?
Shop till we drop!
We know that different coins are worth different amounts of money, and that we can exchange between pennies and 2p, 5p and 10p coins. We are beginning to explore how we can combine coins in different ways to make different amounts of money.
In maths, Mrs Roberts divided us into shopping teams, and presented us with a selection of priced items to buy. We were given a purse of mixed coins and challenged to work as a team to pay for each item of shopping using three different combinations of coins.
Exploring primary and secondary colours in art.
This half-term, we are exploring colour in art. To help us learn more about primary and secondary colours, we created a colour wheel. We painted the primary colours onto our wheel first, before carefully mixing red, yellow and blue to make our secondary colours. We then grouped the colours we made into warm and cool colours.
Money, money, money!
Children were set a money challenge to solve this morning in maths. To help them recognise and name the different denominations of coins, children compared the shape and colour of each coin and used clues to identify and name hidden coins. Children were then given a tray of mixed coins to sort from the lowest value coin to the highest. Children worked in teams against the clock to sort and count the different combinations of coins on their table. They recorded the numbers of each coin on a simple results table, and used this information to answer questions.
Programming with Scratch Jr
Our young computer programmers were introduced to Scratch Jr, a simplified version of Scratch designed for younger children. Scratch Jr is an ipad coding app in which children snap together graphical blocks of instructions to make characters move, interact, speak and transform on the screen. By the end of our first lesson, children had navigated around the program and developed their own sprite character and created a simple animation.
Read All About It - Learning Number Bonds to 10
Our young mathematicians have been exploring the different ways to make 10? We know that mathematicians need to know these important number facts, and to so to help us to remember them, we made our own number bonds to 10 display posters to hang around our classroom. We used the internet to look at examples of different posters, noticing that a great poster has a clear title (to tell the reader what the poster is about), clear facts (that the reader can read and learn) and lots of eye-catching colours (to draw the reader in). We gave our posters a title, added, in order, all of the different pairs to 10, and then decorated our posters.
Multiskills with Carlisle United
This term, children in Year 1 have been working with a specialist PE coach from Carlisle United in a series of multiskill workshops. During the session, children played games and completed challenges to develop their spatial awareness, movement, coordination and balance.
Romans Invade Yewdale!
To celebrate the end of our roman topic, children were invited to come into school dressed as one of the roman people from 2000 years ago that we studied during our topic. Our classroom was invaded by roman gladiators and centurions wearing body armour and helmets and brandishing swords and shields, wealthy romans adorned in colourful silk robes and jewellery, and poor roman slaves wearing thin, colourless tunics. During the day, our young romans marched in tight formation around the school, tasted traditional roman foods, used pattern and symmetry to make a roman mosaic picture, used roman coins to create coin rubbing pictures, wrote non-fiction information captions about their chosen character and built a model of a roman soldier.
Whizz! Crackle! Pop! Firework Art with a bang!
Children in Year One were selected to take part in an annual workshop to create firework inspired music and art for the upcoming Carlisle Fire Show. The workshop was led by artist and graphic designer Kate Gilman Brundrett and musician, composer and director of BlueJam, Jilly Jarman.
Kate shared images of exploding fireworks and collected children’s ideas about the colours, shapes and patterns they could see. She then asked our young artists to design their own firework explosions using chalks, oil and chalk pastels and wax crayons. She photographed children’s work to use in her final design which will decorate the stage at the Fireshow.
Jilly then played a medley of classical, rock and film score music inspired by fireworks, and challenged children to create their own firework medley using percussion instruments to create lots of banging, crashing, whizzing and popping sounds. Jilly recorded their rhythmic ideas, chants and snatches of melody and will feed these into the final soundtrack which will be played live at the Fireshow.
Roman Shield Designers
Children were challenged to design and make a roman gladatorial shield as part of their learning in Design and Technology. They researched the history of traditional roman battle shields and explored different designs on the internet, noticing shape, colour and pattern. Children then used the ideas they found to plan and design their own battle shield. Children sketched their idea and listed the materials needed to construct their shield.
Our Roman Artefact Museum
In our non-fiction unit of writing, we have been exploring labels and captions. We know that labels and captions are used to give a reader more information about a picture, a person, a place or an object. We practised writing simple labels for some of the objects found in our classroom. We then had a go at writing more detailed captions, describing each object. We looked closely at the contents of a roman artefact box loaned to us from Tullie House and arranged the interesting objects in a 'pop-up' roman museum. In pairs, we labelled each artefact and wrote a detailed caption for each, describing its appearance and explaining its purpose. We then opened our museum to visitors, inviting children in Year 2 to explore and learn about the artefacts on display.
In Blyton, we are working hard to secure our understanding of numbers from 0 to 20. We know that numbers can be represented in different ways using numerals, words and pictorial representations. Through a series of practical investigations and challenges, we have been learning to recognise, read, and correctly form numbers, to use the language of more than, less than, equal to, most and few, and to accurately order numbers from smallest to biggest and place them on a blank number line.
In our first unit of fiction, we dived into the magical 'Rags to Riches' story of The Tin Forest by Helen Ward and Wayne Anderson. We used this quality text to develop our understanding of writing 'super' sentences using a capital letters, finger spaces and full stops. As grammar detectives, we were introduced to nouns as naming words and adjectives as describing words. We identified and categorised the nouns we found in our story into people, places, animals, objects and ideas. We created word banks full of exciting adjectives to help us begin to describe the familiar nouns we found in our shared text.
We are helping each other to get better at reading. Each day for 15 minutes, we grab a lolly stick, a book and our 'sticky' reading buddy and we dive into our reading. We practise our speed sounds and tricky words at the front of our book, before reading aloud to one another.
Young Chemists - Investigating Materials
An assortment of wood, plastics, glass and metal objects, trays of water, rocks and stones were placed around the classroom for children to investigate. Children were asked to look closely at each material and describe what they could see, feel, smell and hear when they handled it. They shared their ideas and compared the properties of the different materials. Children worked in small teams to label and annotate a recording sheet with the name and properties of each material.
National Phonics Screening Tests for children in Year One
Please click on the link below to see how your child will be tested in phonics in June.