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Year 1 and 2

Welcome back to the start of a new term!


During the Summer Term, Miss Moseley will teach the class, supported by Miss Sampson, the Key Stage 1 HLTA. Mrs. Patterson will teach Science and Computing, and Mr. Carpenter will teach music lessons to the class weekly.


As part of the school’s drive to promote and encourage healthy eating, the children are provided with a FREE snack every day. You do NOT have to provide your child with a snack for breaktime.

Mantle of the Expert

Our Mantle of the Expert theme for the Summer Term involves Town Planning. Worcester City Council has given permission for a local land owner, Mr. Notpit to create a new town. Mr. Notpit is desperate to produce a successful design. He needs the plans approved by the commission so he can develop the land and continue being a successful entrepreneur. He has many financial commitments that he needs to continue therefore he needs a company to complete a successful design. They will be linking learning in Art, Design and Technology, Computing, History, Geography and Science through their adventures.

Children will be solving problems, asking questions, working collaboratively and expressing themselves creatively in a variety of different situations and tensions.


The children will continue to follow the literacy scheme, Read Write Inc phonics and Literacy and Language. Identified children will continue to have additional support so they can complete the programme through interventions. An additional English lesson will also be taught each day of the week which may focus on books linked to our mantle theme. Children will complete various tasks through sequences of learning which will result in a final independent piece of writing that will be completed on Fridays. However, some Fridays will include a ‘free write’ which will also be independent. We focus on handwriting each day.


Maths will be taught every day of the week following the National Curriculum framework. However, additional maths may be covered during Mantle to assist with the fictional scenarios that are being explored. We will also complete interventions to support children with their learning in addition to delivering short, discrete sessions focussing on Early Number Sense.

All children in Class 1/2 will have free access to Times Table Rock Stars. Their login details will be listed at the back of their reading records. The platform can be accessed through any browser using a range of devices. Initially, it will be beneficial for the children to practise their number bonds using NumBots before moving on to times table games and challenges as they approach the end of year two. This will provide them a great understanding of numbers and mental calculations ready for their learning in key stage 2.


Just a polite reminder, PE kit is a green t-shirt with green shorts and black pumps. Trainers can be worn outside especially when the field is damp or muddy and tracksuits in school colours are useful during the colder weather conditions. Please make sure all of their PE kit is named.

PE will be taught twice a week. However, due to different activities taking place, PE may take place during any day of the week. Therefore, PE kits MUST be in school every day of the week and we will send children home with their kit at the end of the week so it can be washed before the start of the following week (unless it is wet and dirty after the first session).


Reading with your child each day has a dramatic effect on their learning. It builds their confidence, understanding and their knowledge of sounds, helps them to blend words and builds on comprehension, through asking questions about the story or the facts it provides. Please also be aware that reading covers many areas and can take shape in the form of comics, magazines, leaflets, newspapers and so much more. It can also make an improvement to their writing and spelling as they are able to take ideas and build them into their own thoughts for further development. The schools Reading Rocket Challenge is to read at least 4 times a week which will lead to a prize at the end of every half term.  Please initial that your child has read in their Home Reading record which will come in and out of school each day. 

Children can read any home books as part of their daily reading or use Bug Club (Usernames and passwords will be listed at the back of their reading record).  Children will also be shown the love of books through a class reader and other opportunities to read and explore texts in the class.


Homework will be set each week will include spellings, reading 4 times a week and either an English task (in a homework book) or a Maths task set on the MyMaths platform (login details will be listed at the back of your reading record). Some homework will be set on Teams (login listed at the back of your reading record) which is optional and will relate to our mantle theme. This homework can be completed at any time during the term and can be brought into school or loaded digitally on Teams.

Philosophy For Children

Philosophy for Children (P4C) is a way of teaching and learning that encourages children to ask and answer philosophical questions. P4C helps children to think more clearly, communicate better, feel more confident and behave better. It encourages teachers and pupils to think together in a caring, creative, collaborative and critical way. By doing this, it helps children become more thoughtful, reflective and reasonable.

Year 1/2 contact times

Please contact us through ClassDojo messenger with any questions or concerns you may have and we will respond to you as soon as possible. You can also see us for a short chat after school after we have returned children to their parents or carers.

Summer Term Mantle of the Expert Curriculum coverage

Year 1 Expectations

Information for Parents/Carers

Reading Targets

A Year 1 Reader

Word Reading
I can match all 40+ graphemes to their phonemes.
I can blend sounds in unfamiliar words.
I can divide words into syllables.
I can read compound words.
I can read words with contractions and understand that the apostrophe represents the missing letters.
I can read phonetically decodable words.
I can read words that end with ‘s, -ing, -ed, -est
I can read words which start with un-.
I can add –ing, -ed and –er to verbs. (Where no change is needed to the root word)
I can read words of more than one syllable that contain taught GPCs.
I can say what I like and do not like about a text.
I can link what I have heard or read to my own experiences.
I can retell key stories orally using narrative language.
I can talk about the main characters within a well known story.
I can learn some poems and rhymes by heart.
I can use what I already know to understand texts.
I can check that my reading makes sense and go back to correct myself when it doesn’t.
I can draw inferences from the text and/or the illustrations. (Beginning)
I can make predictions about the events in the text.
I can explain what I think a text is about.

Information for Parents/Carers

Reading Targets

Year 1: Reading at Greater Depth

I can use my phonic knowledge confidently in combination with a range of reading strategies to read appropriate texts fluently and confidently .
I read for an extended period because I really enjoy stories.
I am aware that I will learn a great deal from non-fiction books.
I readily and confidently ask questions to clarify understanding.
I can explain to others why I have enjoyed a book and can summarise the story if asked to do so.
My reading makes me think deeply about things which are associated with the stories I read.
I can make suggestions about events and characters in the books I read which go beyond what is written in the text.
I can express a preference for the type of book I enjoy and can explain why I like that type of book.
I can explain the difference between a fiction and a non fiction book and can talk about the way each is organised.
I can respond personally to poetry that I read.
I am beginning to use some of the features I see in the books I read in my own writing, eg, repeated texts.

Information for Parents/Carers

Writing Targets – A Year 1 Writer

I can identify known phonemes in unfamiliar words.
I can use syllables to divide words when spelling.
I use what I know about alternative phonemes to narrow down possibilities for accurate spelling.
I can use the spelling rule for adding ‘s’ or ‘es’ for verbs in the 3rd person singular. 
I can name all the letters of the alphabet in order.
I can use letter names to show alternative spellings of the same phoneme.
I can sit correctly at a table, holding a pencil comfortably and correctly.
I can form lower case letters in the correct direction, starting and finishing in the right place.
I can form capital letters and digits 0-9.
I can compose a sentence orally before writing it.
I can sequence sentences in chronological order to recount an event or experience.
I can re-read what I have written to check that it makes sense.
I leave spaces between words.
I know how the prefix ‘un’ can be added to words to change meaning.
I can use the suffixes ‘s’, ‘es’, ‘ed’, and ‘ing’ within my writing. 
Grammar and punctuation
Sentence structure
I can combine words to make a sentence.
I can join two sentences using ‘and’.
Text structure
I can sequence sentences to form a narrative.
I can separate words using finger spaces.
I can use capital letters to start a sentence.
I can use a full stop to end a sentence.
I can use a question mark.
I can use an exclamation mark.
I can use capital letters for names.
I can use ‘I’.

Information for Parents/Carers

Writing Targets

Year 1: Writing at Greater Depth

I can write short stories about something personal to me.
I can sequence a short story or series of events related to my learning in other lessons.
My writing makes sense to the reader without additional explanation.
I am confident in changing the way sentences start.
I can make sentences longer and use words other than ‘and’ and ‘then’ to join ideas together.
I can use new words for the first time in stories or explanations and I enjoy experimenting with new words.
I know which letters sit below the line and which are tall letters.
I am consistent in my use of lowercase and capital letters.
I sound out spelling when I am not sure and I can come up with phonetically close attempts at spelling unfamiliar words.
I can spell almost all of the words in the Year 1 and 2 list accurately.

Information for Parents/Carers

Targets in Spoken Language

A Year 1 Speaker

I speak clearly and confidently in front of people in my class.
I can re-tell a well known story and remember the main characters.
I can hold attention when playing and learning with others.
I can keep to the main topic when we are talking in a group.
I can ask questions in order to get more information.
I can start a conversation with an adult I know well or with my friends.
I listen carefully to the things other people have to say in a group.
I join in with conversations in a group.
I join in with role play.

Information for Parents/Carers

Targets in Spoken Language

Exceeding Year 1 Expectations

I can explain my answers, arguments and opinions when challenged.
I can give careful descriptions, explanations and narratives for different purposes.
I can express my personal feelings when involved in discussions.
I can take part keenly in discussions and debates.
I can retell a story I know, remembering details and adding my own point of view.
I can make changes to events (usually endings) in a familiar story when asked to do so.
I can consider the views of everyone in a discussion.
I can use appropriate language to ensure the listener knows when something happened.
I can understand the consequences of what is said to others.
I can summarise the outcome of a discussion.

Information for Parents/Carers

Mathematics Targets – A Year 1 Mathematician

I can count reliably to 100.
I can count on and back in 1s, 2s, 5s and 10s from any given number up to 100.
I can write all numbers in words to 20.
I can say the number that is one more or one less than a number to 100.
I can recall all pairs of addition and subtraction number bonds to 20.
I can add and subtract 1-digit and 2-digit numbers to 20, including zero.
I know the signs + – =.
I can solve a missing number problem.
I can solve a one-step problem using addition and subtraction, using concrete objects and pictorial representations.
Measurement and geometry
I recognise all coins.
I recognise and can name the 2D shapes: circle, triangle, square and rectangle.
I recognise and can name the 3D shapes: cuboid, pyramid, sphere.
I can name the days of the week and months of the year.
I can tell the time to o’clock and half past the hour.

Information for Parents/Carers

Mathematics Targets

Exceeding Year 1 Expectations

I can count reliably well beyond 100.
I can count on and back in 3s from any given number to beyond 100.
I can say the number that is 10 more or 10 less than a number – up to 100.
I know the signs (+); (-); (=); (<); (>).
I can apply my knowledge of number to solve a one-step problem involving an addition, a subtraction and simple multiplication and division.
I can add and subtract 1-digit and 2-digit numbers to 50, including zero.
I can recognise all coins and notes and know their value.
I can use coins to pay for items bought up to £1.
I can use my knowledge of time to know when key periods of the day happen, for example, lunchtime, home time, etc.
I can recognise different 2D and 3D shapes in the environment.

Year 2 Expectations

Reading Targets

A Year 2 Reader

Word Reading
I can decode automatically and fluently.
I can blend sounds in words that contain the graphemes we have learnt.
I can recognise and read alternative sounds for graphemes.
I can read accurately words of two or more syllables that contain the same GPCs.
I can read words with common suffixes.
I can read common exception words.
I can read and comment on unusual correspondence between grapheme and phoneme.
I read most words quickly and accurately when I have read them before without sounding out and blending.
I can read most suitable books accurately, showing fluency and confidence.
I can talk about and give an opinion on a range of texts.
I can discuss the sequence of events in books and how they relate to each other.
I use prior knowledge, including context and vocabulary, to understand texts.
I can retell stories, including fairy stories and traditional tales.
I can read for meaning and check that the text makes sense.  I go back and re-read when it does not make sense.
I can find recurring language in stories and poems.
I can talk about my favourite words and phrases in stories and poems.
I can recite some poems by heart, with appropriate intonation.
I can answer and ask questions about the text.
I can make predictions based on what I have read.
I can draw (simple) inferences from illustrations, events, characters’ actions and speech.

Reading Targets

Year 2: Reading at Greater Depth

When reading aloud I can improve my meaning through my expression and intonation.
I can identify and comment on the main characters in stories and the way they relate to one another.
I can self-correct, look backwards and forwards in the text and search for meaning.
I can comment on the way the characters relate to one another
I can show an understanding of the main points of the text and re-tell the story.
I can make sensible predictions about what is likely to happen in the story and to different characters.
I know how suspense and humour are built up in a story, including the development of the plot.
I can recognise similarities in the plot or characters within different stories.
I can extract information from non-fiction texts, appropriately using contents, index, chapters, headings and glossary.
I can read poetry, using intonation and expression, and I can handle humour appropriately when needed.

Writing Targets – A Year 2 Writer

I can segment spoken words into phonemes and record these as graphemes.
I can spell words with alternatives spellings, including a few common homophones.
I can spell longer words using suffixes such as ‘ment’, ‘ness’, ‘ful’, ‘less’, ‘ly’.
I can use my knowledge of alternative phonemes to narrow down possibilities for accurate spelling.
I can identify phonemes in unfamiliar words and use syllables to divide words.
I can form lower-case letters of the correct size relative to one another.
I can begin to use some of the diagonal and horizontal strokes needed to join letters.
I show that I know which letters are best left unjoined.
I use capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters.
I use spacing between words that reflects the size of the letters.
I can write narratives about personal experiences and those of others, both real and fictional.
I can write for different purposes, including real events.
I can plan and discuss the content of writing and record my ideas.
I am able to orally rehearse structured sentences or sequences of sentences.
I can evaluate my own writing independently, with friends and with an adult.
I can proof-read to check for errors in spelling, grammar and punctuation.
Grammar and punctuation
Sentence structure
I can use subordination and co-ordination.
I can use expanded noun phrases.
I can say how the grammatical patterns in a sentence indicate its function.
Text structure
I consistently use the present tense and past tense correctly.
I can use the progressive forms of verbs in the present and past tense.
I use capital letters for names of people,  places, days of the week and the personal pronoun ‘I’.
I use question marks and exclamation marks correctly.
I can use commas to separate items in a list.
I can use apostrophes to show where letters are missing and to mark singular possession in nouns.

Writing Targets

Year 2: Writing at Greater Depth

I can write at length without losing the purpose of the main idea.
I can apply the skills I have learnt in writing when asked to do so in scientific, historical and geographical tasks.
My stories are clearly structured and the endings are well thought out.
I show good stamina when writing and I am confident that my writing will interest others that read it.
When I use dialogue in my writing it is done appropriately and accurately without losing the flow of my story.
I am happy to explain why I have made decisions about the plot, characters and settings.
I have given a great deal of thought to my word choices and will from time to time use ambitious words.
I am accurate with my grammatical and punctuation features that I have been taught so far.
My writing includes some ideas I have noticed in the books I read.
I check the effectiveness of my writing and listen to what others say and act on their ideas.
Non-narrative texts are organised and laid out appropriately with headings and related material is grouped in to sections.

Targets in Spoken Language

A Year 2 Speaker

I can ask question to get more information and clarify meaning.
I can talk in complete sentences.
I can decide when I need to use specific vocabulary.
I can take turns when talking in pairs or a small group.
I am aware that formal and informal situations require different language (beginning).
I can retell a story using narrative language and linking words and phrases.
I can hold the attention of people I am speaking to by adapting the way I talk.
I understand how to speak for different purposes and audiences (beginning).
I can perform a simple poem from memory.

Targets in Spoken Language

Exceeding Year 2 Expectations

I can use different style, tone and loudness of speech when speaking to a larger audience.
I can help the discussion to go well by listening and responding to others’ ideas.
I can think of a some questions about a group of objects that is shared or discussed with the class.
I can explain the main things I have learnt from a presentation by someone else.
I can talk about why I think certain things happen in science.
I can talk about own feelings when thinking about a story.
I can choose persuasive language to suit the listener
I know when to vary my voice and language to express my feelings at  a key moment.
I can make sure instructions follow one another in sequence.
I can decide how to present a poem dramatically, using all members of the group.

Mathematics Targets – A Year 2 Mathematician

I can read and write all numbers to at least 100 in numerals and words.
I recognise odd and even numbers to 100.
I can count in steps of 2, 3 and 5 from 0.
I recognise and can define the place value of each digit in a 2 digit number.
I can compare and order numbers from 0 to 100 using the <  > and = signs.
I can name the fractions 1/3, 1/4, 1/2 and 3/4 and can find fractional values of shapes, lengths and numbers.
I can recall and use multiplication and division facts for the 2, 5 and 10x tables.
I can add and subtract a 2-digit number and ones.
I can add and subtract a 2-digit number and tens.
I can add and subtract two 2-digit numbers.
I can add three 1-digit numbers.
I can solve problems involving addition and subtraction.
I understand and can use commutativity in relation to addition, subtraction, multiplication and division.
Measurement and geometry
I can choose and use appropriate standard units to estimate length, height, temperature and capacity.
I can tell and write the time to 5 minute intervals.
I recognise and can use the symbols £ and p when solving problems involving addition and subtraction of money.
I can describe the properties of 2D and 3D shapes to include edges, vertices and faces.
I can interpret and construct pictograms, tally charts, block diagram and simple tables.

Mathematics Targets

Exceeding Year 2 Expectations

I can apply my knowledge of number up to 100 to solve a one-step problem involving addition, subtraction and simple multiplication and division.
I can count reliably at speed up to 100 in 2s, 5s and 10s.
I can use my knowledge of counting and addition to buy items using money.
When it is appropriate, I can apply all the mathematical concepts I know to other areas of the curriculum.
I can explain to others how I have arrived at an answer to a mathematical problem and at the same time deepen my own understanding.
I can work independently and reach my own conclusions without always referring to my teachers.
I very rarely make a mistake and when I have not been working on an area I can come back to it without needing to be re-taught it.
I can measure, compare, add and subtract using common metric measures.
I know about right angles and where they can be seen in the environment.
I can tell time to 5 minute intervals in both analogue and digital and relate one to the other.

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Mantle of the Expert


What is it?

Mantle of the Expert is a teaching approach that uses drama and inquiry to create meaningful and purposeful activities for learning. This method involves the students taking on the role of an expert team that is commissioned by a fictional client to perform specific tasks that involve problem-solving and dealing with a pre-designed situation.

The teacher plays multiple roles, including being a member of the team, to add tension and guide the students’ learning both inside and outside the context. This approach is not a “discovery” approach where the teacher sits back and observes, but one where the teacher guides and supports the students throughout the learning process. It is essential that students are aware from the beginning that they are participating in a fictional context.

Mantle of the Expert was developed by British educator Dorothy Heathcote and is an inquiry-drama-based learning approach that puts the community at its centre. 

The name “Mantle of the Expert” alludes to the Polynesian people of New Zealand, the Māori tribe, and the korowai mantle that the wise members of the tribe wore in celebration of their knowledge. It may also refer to the “mantle of Elijah” passage in the Bible (2 Kings 2:11-14). Heathcote was awarded an MBE for her work in education.

An example task of Mantle of the Expert might involve students taking on the role of scientists and dealing with a dinosaur egg discovered on an uninhabited island. The teacher would lead the creation of the island and facilitate the learning by providing images of islands, habitats, and geographical features.

The context would properly begin when the teacher gathers the students and tells them the story/ commission/ team objective (but in a peer-to-peer tone rather than story time) and guides them on their learning task. The teacher provides various activities designed to develop curriculum learning and reflects on the students’ work while introducing other steps, all while guiding and shaping their journey.

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