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Year 1JW

Welcome to Year 1JW Class Page, the place for you to find out all the amazing things that have and will be happening in your class this year.

So click on each of the headings to find out more information about the given topics.

Your Class Teachers

Mrs Walton is your class teacher this year.

Our teaching assistants this year are Mrs Brown on a Monday and Tuesday and Mrs Chaisty Wednesday to Thursday. 



PE will take place every Friday and this term we will be learning Gymnastics and Object Manipulation as a double PE session. Mrs Walton will be teaching Gymnastics - travelling Pathways through floorwork and apparatus work. and Mr Bridge Object Manipulation, moving objects using our bodies and equipment.  

For PE sessions please bring the following:

- Black shorts, leggings or jogging bottoms

- White t-shirt or polo shirt

- Black pumps or trainers

It is usually best to leave your child's PE kit in school for the half-term so that it is always available to use.


It is important that your child brings their reading book into school each day as the days on which they will be able to read with an adult may change from time to time. It is also crucial that you listen to your child read each evening and ensure that you sign their reading record highlighting what they have read and how they performed.

Within this class reading records will be checked and books changed on a Wednesday. 

The children will bring home a book bag book linked to their RWI group and an independent reading book. 



Homework will be set on a Tuesday through our online learning platform, SeeSaw. A link for which is placed below:

All homework should be completed by the following Monday and will be checked by your teacher on this day. Please make sure that if you are having difficulties with the homework, that you contact your class teacher with plenty of time so that they can assist your child in its completion. In addition, the school also run a homework club which can really help support those children that struggle completing their tasks independently.


What Makes This Place Special?

As Scientist we will be able to:

  • Name the four seasons in order and describe the typical weather in each.
  • Name some activities and events in the four seasons.
  • Describe the appearance of a tree’s leaves in each season.
  • Complete a pictogram and use it to answer simple questions.
  • Recall that summer has the most daylight hours and winter has the least daylight hours.
  • Recording data about the temperature across the four seasons.
  • Label a map of the UK with capital cities and seasonal weather symbols.

As Geographers this term we will become Arctic explorers:

  • We will learn what makes a polar region and their location in the world using globes and atlases. 
  • We will find out which countries and the continents they are part of make up the Arctic Circle and whether they are in the Northern or Southern Hemisphere.
  • We will consider why the climate is so different to the United Kingdom looking at the Arctic Circle in relation to the Equator, North and South Poles. 
  • We will compare the seasonal variations in the Arctic Circle in comparison to the countries of the UK and we visit the city of (Trum-suh)  in Norway via video where for several weeks of the year there is no sunrise.
  • We will investigate the human and physical features of the Arctic Circle comparing them to features we have identified in Kenya when we studied Africa and features seen in England – are they the same or different?
  • The children will spend some time experiencing the life of an Inuit child participating in activities they experience in their daily lives comparing it to their life in the UK

As Historians this term we will:

  • Understand what History is and that this topic links to the golden strand, society.
  • Identify different types of houses
  • Understand the type of house we live in ourselves.
  • Identify that houses look different because they were built in different time periods.
  • Know how to identify when a house was built by looking at how it was made and the materials that were used.
  • Learn that during Victorian times more people moved to industrial towns to work in factories.
  • Learn that factory owners built rows of terraced back-to-back houses so they could live close by. 
  • Learn what Victorian homes were like and how they compare to modern houses.

As Artists we will be learning about:

  • Learning about Hundertwasser, making comparisons and responding to a range of his artwork
  • Developing drawing techniques
  • Adding light and dark tones
  • Designing my artwork
  • Making my artwork.
  • Evaluating my artwork

As Design Technicians we will:

  • Understand what a free-standing structure is
  • Recognise how we can join and strengthen materials
  • Design and make a free-standing structure to solve a problem
  • Evaluate our products against the design brief

As learners of Religious education we will be exploring the big question:

  • What makes some places sacred?

We will be asking:

  • What is a sacred place for Christians? What does a church look like inside?
  • What is a sacred place for Muslims? What does a mosque look like inside?
  • What is a sacred place for Jewish people? What does synagogue look like inside?

As Computer Technicians we will:

Rocket to the Moon

  • Use a computer to make a list
  • Explain the benefits of making a list on the computer
  • Use a basic range of tools on graphics editing software to design a rocket
  • Sequence instructions
  • Follow instructions to build their model rocket
  • Input data about their rockets into a table or spreadsheet

Algorithms and Debugging

  • Decompose a game to predict the algorithms.
  • Give a definition for ‘decomposition’.
  • Write clear and precise algorithms.
  • Create algorithms to solve problems.
  • Use loops in their algorithms to make their code more efficient.
  • Explain what abstraction is.

As musicians we will:

Learning about British Song and Sounds

  • Sing, play and follow instructions to perform as a group.
  • Describe music using simple musical vocabulary.
  • Explore multiple ways of making the same sound.
  • Represent the same sound in different ways.
  • Describe how they have adapted a sound using musical vocabulary.
  • Contribute musically to a final performance.
  • Create a piece that clearly represents a particular environment.
  • Extend a piece of music so that it represents three distinct environments.