Owls Class 2025-2026

Owls will have PE on a Monday - the children will need to be wearing their PE kit into school every Monday ready for their PE session!

The homework sheet will be sent out via Scopay at the beginning of every half term with ideas of projects they could complete to support their learning of the themes we will be covering. Attached below is a copy of the SPRING Term 2 homework sheet just in case; 

Year 1 Homework Spring 2 

 

EYFS Homework Spring 2 

/Owls_Class_2025-2026/Spring_2/EYFS_Homework_SPR_2_2026.pdf

Literacy

This half term we will be focussing on the children being able to write cvc words by segmenting the sounds that they can hear. We will also continue to develop their mark making skills, focussing on their fine motor skills to support their pencil grip as well as letter formations. The children will also continue to have lots of opportunities to listen to stories as well as sharing their thoughts on the stories as well as carrying out activities based around these books. 

There will be opportunities within the provision for children to develop all of the above skills as well as their communication and language through play based opportunities.  

We are continuing Drawing Club, which is the way in which we deliver our English curriculum to the EYFS children. For more information on how Drawing Club works follow this link. Early Years at Keinton Mandeville Primary (Curriculum menu tab)

Maths

In Spring Term 2 children will:

• Focus on the ‘staircase’ pattern and ordering numbers
• Focus on ordering of numbers to 8 Use language of less than
• Focus on 7
• Doubles – explore how some numbers can be made with 2 equal parts
• Sorting numbers according to attributes - odd and even numbers

Understanding the World

In our Understanding the World this half term our focus is the theme - Incredible India

Our enquiry questions for this half term are;

 

• Where is India, and what might we see if we visited there?
• What kinds of clothes do people in India wear, and how are they similar or different to ours?
• What colours, patterns, or shapes can we find in Indian celebrations?
• What foods do people in India eat, and which ones would you like to try?
• What animals live in India?
• What kinds of music and dancing can we hear or see in India?

• What buildings and homes can we find in India, and how are they the same or different from ours?
• What can we learn about the weather in India, and how might it feel to live there?

 

 Expressive Arts and Design

We will be exploring a variety of different art techniques and creating pieces to reflect the changing time of year. The children always have access to a variety of art materials which they can use to create their own artwork throughout the day as well as enhancements we have provided which link to celebrations, seasons or the books we are using. 

In addition to our in provision opportunities the children will be exploring a variety of different activities based around our Indian theme;

Exploring Colour: Holi Festival - To experiment with different ways of applying paint

Rangoli Patterns - To create symmetrical designs and use natural and craft materials creatively

Indian Textiles & Block Printing - To explore printing techniques and use tools to create repeating patterns

Animals of India: Elephant Art - To explore different textures in collage and create representational artwork

Indian Spice Paintings - To talk about textures and smells and experiment with mark-making tools

 Physical Development

This half term the children will be building their growth motor strength and fine motor skills through both practical activities as well as targeted work on their letter formation and development of their strength and stamina. 

In PE the children will be exploring - Multi skills Games, ABC’s

 Communication and Language

We will be developing the children`s ability to listen and respond to a variety of stories which are either our literacy focus texts as well as the books we read at various points within the day. We will encourage the children to share their thoughts and ideas throughout the day during group activities as well as during their individual explorations. 

Personal, Social and Emotional Development

Our PSHE focus this half term is 

EYFS: Self-regulation: Listening and following instructions

In this unit children will learn why it is important to be an honest, thoughtful and resilient active listener who can respond to instructions and how they can become one.

 

English

Book 1 - A Gift for Amma - Market day in India

Writing to Entertain:

Four sentences describing the market (one to include an exclamation) 

Writing to Inform:

A shopping list for items to buy at the market or ingredients as part of a recipe? 

 

Book 2 - Animal tales from India: Ten stories from the Panchatantra 

Writing to Entertain: A simple retell of one of the traditional tales

Writing to Inform: Asking questions to an animal of their choice to practise using question marks

Maths

Mastering Number -

Pupils will;

Composition

White Rose Maths - 

Our first focus this half term will be Addition and subtraction (within 20)

1.  

3. Subtraction – Finding the Difference - Learn to find the difference between two numbers by comparing them.

4. Explore Addition and Subtraction Relationships - Understand that addition and subtraction are inverse operations. Identify and write addition and subtraction fact families for numbers within 20
5. Solve Missing Number Problems - Use inverse operations to solve missing number problems.

Following this our next focus will be Place Value within 50 

• Children count forwards and backwards between 20 and 50
• Children develop their understanding of multiples of 10 up to 50
• Children learn how to count objects more efficiently by grouping into tens and ones.
• Children will be able to describe a number by the number of tens and ones the number is made from
• Children develop their understanding of place value for 2-digit numbers as they begin to partition numbers to 50.
• Children apply their counting skills to find 1 more and 1 less than any number between zero and 50.

 

Finally we will explore Measurement;

• children compare lengths and heights of objects using language such as “longer than”, “shorter than” and “taller than”. Children understand that height is a type of length and that the language they use changes, depending on what type of length they are describing and comparing.
• children begin to measure the lengths and heights of objects, using non-standard units of measure such as cubes or paper clips.
• children measure the lengths and heights of objects using a ruler and a standard unit of measure: centimetres. They are introduced to the abbreviation “cm”, so that they do not have to write the full word.
• children are formally introduced to mass for the first time.  Children begin by holding objects to compare them, using the language of “heavier” or “lighter”. They then use balance scales to check their comparisons. They need to understand that the heavier object is lower on the balance scale.
• children use a variety of non-standard units, such as cubes or bricks, to measure the mass of an object.
• children compare the masses of two objects, still using non-standard units of measure.
• children are introduced to volume and capacity for the first time. They begin by exploring practically the idea that capacity is the maximum amount that something can hold.
• children develop their understanding of volume further and start to compare volumes using the language of “more than” and “less than”
• children measure the capacity of different containers using non-standard units of measure. They formalise their understanding that the capacity of a container is how much of something it can hold. This can be cups of water or sand, cubes or marbles and so on.
• children compare the capacities of different containers, still using non-standard units of measurement.

Geography

The Moon Landings

By the end of the unit, children will know… 

• how to use a world map to find India, the UK and all seven continents.
• Where India is in the world
• What India looks like – the landscape in four different areas
• Key physical/human geography landmarks of India (Main rivers, Taj Mahal, etc)
• That there are indigenous and non-indigenous people
• How people live in different parts of India
• Similarities and differences between India and the UK
• The difference between a country and a continent
• the 4 points of the compass and use these to find places on a map of  India

 

By the end of the unit, children will be able to...

• Identify India on a world map
• describe different areas of India and the climate of India
• Name different landmarks in India
• Describe what it might be like to live in India
• Compare a small Indian village with Keinton Mandeville

PSHE 

Year 1 - 

After this unit children will be able to;

• Explain why the class and school rules are important.
• Discuss the different needs of a range of pets.
• Describe some of the needs of babies and young children.
• Recognise some similarities and differences between themselves and others.
• Identify some groups which they belong to.
• Recognise that different individuals belong to different groups.
• Explain why voting is a fair way to make a decision involving a lot of people.

 Art