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Robins – New Topic : 2014-2015

We have been busy preparing a new and exciting topic for the children in Robins Class for the Spring Term. We are very excited to tell you that our new topic is called; ‘FROZEN’. The children will be learning all about the cold, cold places, temperatures, animals that live where things are exceptionally cold and FROZEN. Please enjoy reading the newsletter for the Spring Term – a copy of this letter will be sent home with your child at the start of term. Best wishes, Mrs Hearn

Early Years Class Information Sheet


1stHalf of Spring Term 2015




Robins Class

Mrs Hearn, Mrs Botterill and Mrs Jones

In Personal, Social and Emotional Development we will be:
  • Continuing to be interested, excited and motivated to learn.
  • Having a developing respect for our own cultures and beliefs and those of other people.
  • Continuing to initiate conversations with adults and children and listen carefully to what others say.
  • Developing our compromising skills when playing with others and sharing resources.
  • Continuing to develop our knowledge of how our actions affect others.
  • Continuing to demonstrate the school ‘Values’ in everyday life.
  • Learning to work co-operatively as a group and taking into consideration others thoughts and opinions.
  • Describing ourselves in positive terms and continuing to talk about what we are good at.
In Communication and Language we will be:
  • Continuing to maintain attention and concentration during a range of activities.
  • Anticipating and predicting what will happen next in a story.
  • Listening carefully to and following instructions.
  • Developing responses to ‘how’ and ‘why’ questions when talking about personal experiences and Frozen / Arctic stories.
  • Using talk to organise, sequence and clarify thinking, ideas, feelings and events.
  • Continuing to develop and apply storylines and narratives into play situations, for example role play.


In Literacy we will be:
  • Enjoying a range of Frozen/Arctic stories to develop our knowledge and vocabulary of different environments.
  • Linking sounds to letters, naming and sounding the letters of the alphabet.
  • Continuing to learn and read digraphs and to identify them within words.
  • Continuing to write recognisable letters.
  • Using our phonics knowledge to write simple regular words in ways which match their spoken sounds.  
  • To read daily at home – either phonics, digraphs, key words or reading books.


In Mathematics we will be:
  • To count up to and back, within 20 and beyond.
  • Ordering two or three items by length or height and use size related vocabulary.
  • Counting reliably up to ten regular and irregular arrangements of everyday (and beyond) objects.
  • Estimating how many objects we can see and checking by counting them.
  • Saying the number that is one more or less than a given number of up to and beyond 10.
  • Beginning to relate and use the vocabulary for addition, to combining two groups of objects, and subtraction, to ‘taking away’.
  • Learning to use mathematical terms to describe the basic properties of ‘flat’ 2D shapes and ‘solid’ 3D shapes.
  • Using everyday words to describe their own position such as ‘behind’ or ‘next to’.
In Understanding of the World our topic this half term is ‘Frozen’  which we will be using to teach the skills across all areas of the curriculum. We will be learning about a range of Arctic animals and their habitats, snow and ice and who and where people live in the Arctic, for example igloos. We will be using our construction and ICT skills to explore our theme further.We will therefore be:
  • Learning about similarities and differences in relation to places and living things.
  • Understanding and talking about how where we live is different to the Arctic.
  • Finding out about, and identifying, some features of living things, objects and events we observe.
  • Investigating objects and materials by using all of our senses as appropriate.
  • Talking about observations of animals and plants and begin to explain why they think some things change, for example a plant growing.
In Physical Development we will be:
  • Continuing to experiment with different ways of moving and travelling around, under, over and though balancing and climbing equipment safely.
  • Develop our understanding of space when playing, for example racing games, with others by adjusting speed and changing direction to avoid each other and obstacles.
  • Continuing to use an effective pencil hold to form recognisable letters and numbers.
  • Developing the accuracy of our fine skills when using a range of simple tools to change or mould materials.
  • Understanding the importance of exercise and a healthy diet and talking about ways to keep healthy and safe.
  Our PE sessions will take place for ROBINS on Monday and Friday in the hall. All children will need their indoor PE kit: shorts and t-shirt, but they do not need outdoor PE clothing or plimsolls or trainers. Please ensure it remains in school every day.  Thank you.                
In Expressive Arts and Design we will be:
  • Continuing to learn a range of songs and dances and repeat from memory.
  • Exploring what happens when we mix different colours.
  • Exploring and using different materials to create a range of effects.
  • Using our imaginations to represent our ideas, thoughts and feelings through art, music, dance, role play and stories.
  • Using different media to represent people and objects, for example the computer.

There are many ways in which you can support your child’s learning:


  • Please ensure pink books, the home / school diary, words and reading books are in school each day. Please record any positive comments in your child’s Reading Diary.
  • Continue to help your child to practice writing their names (and any other words they would like to write) independently.  Please help your child to write lower case letters and to form letters correctly.
  • Continue to help your child with their Letters and Sounds, particularly their blending and segmentation skills when reading at home. This website will be useful for guidance on how to help your child at home:
  • Continue to encourage the use of number in everyday contexts such as ages, house numbers etc. Also encourage your child to get involved with everyday mathematical problems, such as helping with the shopping, laying the table in order to encourage the use of everyday mathematical language (big/small, heavy/light, more/less etc).

Thank you very much for your support.

Mrs Hearn, Mrs Botterill and Mrs Jones