Inshes Primary School



|Curricular Areas / Focus of Learning |

|Literacy and English |

|Reading |Writing |Listening and Talking |

|Comprehension |Genre: Functional: |Listening and Talking |

|Using text structure to find information. |Letters, reports, instructions. |Explains preference for certain sources. |

|Finding info from more than one source. |Extending word count through connectives/ openers. |Uses facial expression and eye contact when talking to an audience. |

|Using information to create own text. |Using suitable format for genre. |Recognise if what is being listened to or watched is fact or opinion. |

|Collecting info from skimming, scanning and text-marking. Using this for |Plan and organise ideas using headings. |Is beginning to evaluate the reliability of sources. |

|my own writing. |Note making to plan a text. |Sustains focus, makes eye contact and can maintain the discussion. |

|Identify main structural features of texts. |Using an appropriate format to plan. |Uses tools for speaking such as language, gesture, tone and facial |

|Draw comparison between two texts of same genre. |Displaying writing attractively. |expression, as appropriate |

|Scanning for key words and phrases. |Learn to sustain ’person’ within writing. |Develops ideas, opinions, information and experiences through listening to|

|Underlining key words to make notes. |Grammar/ punctuation. |others. |

|Organising my notes under simple headings. |Continuation of all term 1 punctuation. | |

|Using notes to explain my understanding. |Develop dictionary skills. | |

|Using notes to create new text. Acknowledge sources. |Use of thesaurus. | |

| |Introduce narrative/ direct speech. | |

|Numeracy and Mathematics |

|Throughout the term. |Jan- Feb |Feb-April |

|Working with number |Fractions, decimals and percentages |Time |

|This is taught through a continuation of the SEAL Progression. (Stages of |Identify, create and calculate unit fractions and record them in different|Talk about how people plan their lives using times and dates. |

|early arithmetical learning). Pupils work at their own level to develop |ways. |Estimate and then measure how long tasks or events will take and what I |

|their numeracy skills and this supports all other areas of their math |Find simple fractions of a number using my multiplication facts. |can achieve in a given time or period. |

|learning. |Compare and order simple fractions. |Tell any time on a 12 hour digital and analogue clock. |

| | |Money and Finance |

|Mental agility progression. | |Talk about the different ways that money is represented and accessed. |

|As a school, we work through modules together. We are currently working on| |Talk about the different products and services people spend money on and |

|‘counting on and back.’ We will then move on to ‘numbers after and before’| |the choices they make. |

|and then ‘number recognition.’ We work on this each day. Little and often.| |Developing a sense of costs, value and pricing. |

|Health and Wellbeing |

|Mental, Emotional and Social Wellbeing |Physical Wellbeing |

|Health & Well Being / PSEE | |

| |Crossover- Many aspects of the mental, emotional and social wellbeing column to left will also have a an |

|Beliefs and values- relationships with others. Personal passport. Relationships with others. Relationships |inextricably linked aspect to physical wellbeing. Teaching of this will be interdisciplinary. |

|and responsibilities. Growing up. | |

|Positive relationships - keeping myself safe, respecting others, naming different sorts of abuse and why |Physical Education |

|they are wrong. | |

|Developing my understanding of how my body works: keeping healthy and safe, managing risks. |Fun themed fitness. |

| |Exploring Outdoors. |

|Relationships, Sexual health, Parenthood. (RSHP Resource) |Our local areas. |

|My Body, Friends and friendship, A fair and equal life for boys and girls, My senses: Things I like, things |JASS Adventure. |

|I don’t like, Consent, Social media/popular culture. Protecting me/Abuse and relationships. | |

|Opportunities for Personal Achievement |Contribution to the Ethos and Life of the School as a Community |Class or School Events |

| | | |

|JASS |Class reps: Eco rep, Health rep, Junior road safety officers, Art Rep. |Many class and school events are currently on hold. We are planning for |

|On track behavior tracking. |Pupil Council. |online opportunities to allow pupils to celebrate success and share |

|Rewards for staying on green each term. |Activities with nursery buddies. |learning with families. |

|House points, house certificates, house cup. |Dynamites- Playground representatives. | |

|Star of the week. |World book day. |Class showcase- Fri 26th March (Online?) |

|Fantastic Friday. |School Newspaper. |Art Gallery opening. |

|Above and Beyond- Treat with Head Teacher. | |British Science week. |

|Postcard of recognition from class teacher. | |World Book Day |

|Certificates posted. | |First day of Spring walk. |

|‘We are proud of each other’ display in classroom. Pupils can add | |LGBTQ History Month |

|recognition for their peers or bring in something that they are proud of | |Day of Happiness |

|such as extra curricular achievements/ photographs. Displaying work that | |World Poetry Day |

|we are proud of. | | |

|Art Gallery. | | |

|Learning Across The Curriculum – This includes areas of Discrete Study and Interdisciplinary Topics |

|Sciences |

|Exploring light and sound. |

|Identify and classify. Food webs, chains and keys. |

| |

|Social Studies: People, past events and societies; People, place and environment; People in society, economy and business |

|Scots and the Arts (Rabbie Burns, William McGonagall, Henry Raeburn.) |

|Africa |

| |

|Modern Languages: Reading; Writing; Listening and Talking |

|Continuation of Spanish as L2 |

|Continuation of Gaelic as L3 |

| |

|Technologies: Digital Literacy, Food and Textile Technology; Technological Developments in Society and Business; Craft, Design, Engineering and Graphics; Computing Science. |

|Apps to support learning. |

|Use of games to support learning. |

|Online resources for topic. |

|Research skills. |

|Learning how to present using ICT. |

|Media and editing skills. |

| |

|Expressive Arts |

|Art. Linked to topic. |

|Art gallery planning. |

|Drama to support literacy and topic. |

| |

|Religious & Moral Education |

|New year, new intentions |

|Chinese new year. |

|Learning about morals and values through fables. |

|Easter- Christianity |

|UPPER SCHOOL |

|Homework |

| |

|Every Monday, your child will be issued with homework on Teams and on their class blog: |

|Tasks may include spelling, maths, reading journal, research tasks and project work, which may cover several weeks but guidance will be given. Tasks should be completed and returned to school in your homework folder for |

|Thursday morning. |

|There is a lunchtime homework club in school to support pupils and CYP are also running a homework club.   |

| |

|Here are some ideas which you may find useful to assist your child with their learning this term: |

|▪ continue to practise times tables/ number bonds/ mental agility |

|▪ discuss reading books at home and encourage reading of a wide variety of texts and genres, both fiction and non-fiction |

|▪ reinforce and discuss spelling words and rules |

|▪ encourage your child to take ownership and responsibility for their homework and wider learning and value opportunities to learn |

| |

|Every day your child will need to bring: |

|▪A pencil, rubber and ruler |

|▪A water bottle |

|▪A full PE kit and indoor shoes |

|▪A school bag with their homework folder |

|▪A coat (not a hoody)– weather is changeable and we want children to be outdoors whenever possible and not miss out |

| |

|All pupils are expected to stay ON TRACK: |

|ON time and ready to Learn |

|Taking care of our school |

|Respectful and welcoming to all |

|Always willing to have a go |

|Considerate and kind to others |

|Keeping to the rules |

| Children who break school rules are spoken to by staff members and incidents are recorded for reference. Parents are contacted if there are incidences of breaking the school rules and sanctions are used. |

|We appreciate your support with all aspects of school life and look forward to working with you to support your child this session. |

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