Tilstock CE Primary School - Key Knowledge Organiser (Squirrel)

WRITING

Year 1 Checklist

- By end of the Spring term I can

Combine words to make sentences Begin to join words using and punctuate sentences using a capital letter and a full stop use a capital letter for names of people and the personal pronoun I Use plural noun suffixes -s and -es

Join words and clauses using and Add suffixes to verbs where no change is needed to the root punctuate sentences using a capital letter and a full stop question mark or exclamation mark join words and clauses using and Add suffixes to verbs where no change is needed to the root punctuate sentences using a capital letter and a full stop question mark or exclamation mark

Year 2 Checklist

- By end of the Spring term I can

Use punctuation correctly (full stops, capital letters) Use expanded noun phrases to describe and specify use subordination (because) and coordination (and) Use co ordination (but, or) Add -ly to turn adjectives into adverbs Use commas to separate items in a list

Write sentences with different forms: statement, question, exclamation, command

Use subordination (apply because, introduce when) Use present and past tenses correctly and sonsistently Use punctuation correctly- exclamation marks, question marks use the progressive form of verbs in the present and past tense Use present and past tenses correctly and consistently Use subordination (apply because, when; introduce that) Use puntuation correctly introduce apostophe for the possessive (singular)

WRITING

Handwriting Level Coloured Band Descriptions

1 Lilac Makes connections between their movements and the marks they make Holds a pencil with whole hand and makes random marks with different strokes.

2 Pink May begin to show a preference for dominant hand. Holds a pencil with all fingers Shows control in using mark making tools Imitates drawing simple shapes, such as circles and lines. Is developing hand/finger strength and dexterity through the use of malleable materials

3 Red Holds pencil between thumb and two fingers, using it with good control (may not yet be consistent). Can copy some letters and write some, or all of, their name. Can use animal positions (Meerkat, Gorilla, Penguin, Lizard and Lion) correctly in order to build stability

4 Yellow Uses a pencil and holds it effectively (holding fingers, pillow fingers and resting fingers) Forms recognisable letters Shows preference for dominant hand.

5 Blue Uses the floor-writing position and the table-writing position accurately. Positions work correctly and maintains the support of their forearms on the table. Can Assess, Detect, Correct (ADC) incorrect positions Recognises the 6 moves (Down, Up, Push, Pull, Slide and Flick). References Brave Monkey and Scared Monkey when looking at letter formation

6 Green Forms recognisable lower-case letters, most of which are correctly formed Uses the Tree Symbol to learn and practise letter formation, orientation and placement. Understands which letters belong to which handwriting families (Jumper, Abracadabra, Window Cleaner, Special Squirter, Fisher and Slider)

7 Orange Forms recognisable lower-case letters, starting and finishing at the right place Forms capital letters correctly, Forms digits 0-9 correctly, Writing sits on the line.

8 Turquoise Forms lower-case letters and capital letters correctly, starting and finishing at the right place. Lower-case and capital letter sizing may not yet be consistent. Uses spaces between words that reflects the size of the letters

9 Purple Forms lower-case letters and capital letters of the correct size relative to one another All letters are written in the correct orientation, and relationship to one another, in preparation for joining. Uses adequate and consistent spaces between words

10 Gold Begins to use some of the diagonal and horizontal strokes needed to join letters. Starts to understand which letters when adjacent to another are best left unjoined

SPELLING

Year 1 Spelling

- By end of the Spring term I can spell the following words:

the and to said in he of it was you they on she is for at his but that with all we

can are up had my her what there out this have went be like some so not then were go little as

Year 2 Spelling

- By end of the Spring term I can spell the following words: door floor poor because find kind mind behind child children wild climb most only both old cold gold hold told Christmas called

every everybody even great break steak pretty beautiful after fast last past father class grass pass plant path bath Hour move don’t

MATHS

Year 1 Checklist - By end of the Spring term I Number Calculation

Know the counting patterns from 1 to 100 Know how to say, read and write numbers correctly.

Know doubles up to 20

Knows that near doubles are ‘one more/less than’ in one number Knows that addition subtraction are inverse operations.

Knows fact families to 10 then 20.

Knows how to make connections between arrays, number patterns, and counting in twos, fives and tens

Knows that doubles are two groups of the same number.

Knows that equal groups can be represented as an array.

Knows the operation required and calculates using counting and known facts, including bridging the 10

Knows the most efficient method Counting back is ‘take away’ and counting on is ‘find the difference’.

Shape, Space & Measure

Knows that rectangles, triangles, cuboids and pyramids are not always similar to each other

Knows the correct measuring equipment for length, mass and capacity.

Knows that halves are two equal parts of a whole. Knows that quarters are 4 equal parts of a whole Knows shapes in different orientations and sizes

Time Money

Knows the days of the week and the months of the year.

Knows how to read the time to the hour and half hour

Knows the coins and notes by their value, size and colour

Knows how to add and subtract with money using the value of the coins.

Knows how to multiply and divide with money using the value of the coins

Statistics

Knows how to use criteria to sort objects and make sets.

MATHS

Year 2 Checklist - By end of the Spring term I

Number

Know how to represent numbers in different ways. Compare and orders on a number line. Know how to cross the 100 boundary

Calcualtion

Know number bonds to and within 20. Fact families for + and. Know efficient strategies for adding and subtracting for up to two 2 digit numbers

Know that addition is inverse to subtraction

Know the properties of place value. Use number knowledge to add and subtract.

Know the operations of multiplication (repeated addition) and division (equal groups of)

Know the 2s, 5s and 10s times tables and can find related facts Know that multiplication is inverse to division.

Know the operation to use and chooses the efficient method. Know facts to 100 using multiples of 10.

Shape, Space & Measure

Know the mathematical names and properties of 2d and 3d shapes Know symmetry is reflection in a vertical line. Know the relationships between units of measure for length, mass and capacity.

Know how to describe position and movement using clockwise, anti-clockwise, left and right

Fractions

Know simple equivalence in halves and quarters. Know thirds are three equal parts of a whole

Time Money Statistics

Know how to read the time to the 5 minute interval

Know how to find change in the context of money.

Know how data is represented and read

Year 1 Key facts Vocabulary

Add Key count sort represent forwards backwards numerals multiples one more one less equal to = more than > less than (fewer) < partition digit ones tens order compare

Year 2 Key knowledge

Key

SCIENCE

Science

Year 1: Everyday Materials

Learn how to distinguish between an object and the material from which it is made.

learn how to identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock. Describe the simple physical properties of a variety of everyday materials.

Learn how to compare and group together a variety of everyday materials on the basis of their simple physical properties.

Year 2: Uses of everyday materials

Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses. how to find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

Year 1: The Seasons

how to observe changes across the 4 seasons. observe and describe weather associated with the seasons how day length varies.

Year 2: ‘Living things and their habitats’

Explore and compare the differences between things that are living, dead, and things that have never been alive. They learn how to identify and name a variety of plants and animals in their habitats, including microhabitats; describe how animals obtain their food from plants and other animals, using the idea of a simple food chain identify and name different sources of food.

SCIENCE

Year 1 Seasons

Rocket words

• season

• spring

• summer

• autumn

• winter

• weather

• harvest

• hibernate

• protect

• weather

• sleet

• temperature

• frost

• grow

• chick

• spring

• changes

• compare

• heatwave

• warm

• sun protection

• temperature

• rainfall

• record

• results

• graph

• measuring

SCIENCE

Year 1 materials

Rocket words

• plastic

• material

• fabric

• wood

• metal

• object

• glass

• brick

• elastic

• property

• object

• glass

• brick

• elastic

• property

• opaque

• dull

• stiff

• transparent

• manmade

• factory

• rubber

• polyester

• natural

• sink

• predict

• float

• submerge

• buoyant

• umbrella

• absorbent

• sponge

• waterproof

• soak

Year 2 materials

Rocket Words

• material

• suitable • brick

• property

• object

• bridge

• structure

• triangle

• construction

• obstacle • elastic • hinder • floppy

GEOGRAPHY

Geography - Oceans

Contextual Knowledge Understanding

Yr 1: To keep a weather chart and answer questions about the weather

Yr 2: To name the seven continents. and to name the five world oceans.

Yr 1: To explain how the weather changes throughout the year and name the seasons.

Yr 2: To understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

Geographical Enquiry

Yr 1: To use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map.

Yr 2: To use maps, atlases and globes to locate the five oceans of the world and to use basic symbols in a simple key.

GEOGRAPHY

The world is made up of many countries.

• The countries can be grouped into continents.

• The large amounts of water between each continent are called oceans.

• Some of the continents are joined by land. Others are separated by oceans.

• Human features are made by people and physical features are created by nature.

Key Location Vocab Africa, Antarctica, Asia, Australia, Europe, North America and South America. The 5 Oceans: Pacific Ocean, Atlantic Ocean, Indian Ocean, Southern Ocean (Antarctic Ocean) and Arctic Ocean Britain, Equator, North Pole, South Pole, Wales, Cardiff, England, London, Ireland, Dublin, Scotland, Edinburgh

Key Physical Feature Vocab beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season, north, east, south, west and weather

Key Human Feature Vocab city, town, village, factory, farm, house, office, port, harbour and shop

Key Field Work Vocab map, atlas, globe, compass, observation

HISTORY

Evacuees - WW2

Chronological Knowledge

•Yr 1: Grasps that simple stories have a beginning, a middle and an end by correctly sequencing events

•Yr 2: Understands that the world was different in the olden days; Can sequence parts of more complex story where action takes place over a long period of time

Historical Enquiry

•Yr 1: Begins to use sources to identify some details and answer simple questions; Can describe the main features of an artefact.

Yr 2: Can find answers to questions about objects by looking in books; Realises that we can find out about a person’s life by using a range of sources, such as letters, as well as books; Can ask simple, but relevant, questions of the teacher in the role of someone in the past

Interpretations

•Yr 1: Gives a simple reason why we might have more than one version of an event or story.

•Yr 2: Can understand that people create different versions of the past for different audiences and therefore might give a different emphasis

WW2 Evacuees- children on the move