Children attend the ARP from Key Stage One (years 1 and 2). Therefore the ARP curriculum incorporates both topics from across these year groups as well as incorporating skills from EYFS (Early Years Foundation Stage), where appropriate.
SPRING TERM 1
In phonics this half term we will be moving on to Phase 4. We will blend and segment words (for reading and spelling) with adjacent consonants at the end (eg: went, help, think, chest, toast) at the beginning (eg: stop, from, train, snail, crash) and in both places (eg: stand, crust, frost).
In class we use ‘Robot Arms’ to support our sounding out and blending. Ask your children to show you at home how to do this and practise together when reading new words. You may see the children using actions for their sounds- this is called cued articulation. This helps them to remember the sound and to think about how they are making the sound.
We also have new ‘tricky words’ to read without sounding out and these are:
said so do out
have like some
come were there
little one when what
Please continue to support your child with their reading book at home. You can also help them by reading to them a range of fiction and non-fiction books. Don’t forget to use Bug Club at home, too. The books and games really reinforce the work we are doing in class.
We will be writing sentences and then sequences of sentences to form short stories. We will use ‘and’ to join words and clauses in our sentences. We will retell stories verbally and then in writing.
When reading at home encourage your child to retell the story out loud that you or they have just read. If they find this hard then give them clues, or you can retell parts of it yourself.
This term we will also be writing non-fiction reports about animals.
When writing we always say what we are going to write first, as this helps us to check that it makes sense and helps us to hear the sounds in the words.
We will count, order, read and write numbers to 50 and begin to partition these into tens and ones.
Every Friday we will do problem solving such as ‘What is the highest number I can get from rolling 2 or 3 dice?’ or ‘How many different ways can you make 20?’
At home please encourage your child to practise counting in ones (and then twos) to 50 without missing any numbers out. Try to look for house numbers when you are out walking and get the children to read them.