Skip to content ↓
Newton Burgoland Primary School

Newton Burgoland Primary School

Together We Can Achieve Excellence

Information for Parents

Spring term 2021

In the case of a school bubble closure or a "lock down" information on what to do can be found on the Learning at Home pages.

This term our learning will be based around the theme of Space and the Moon Landings.

See class 1 home page for details about what we will be focusing our learning on.  

General Information

  • PE will take place on a Monday and Thursday- children should come into school wearing their PE kits on these days.
  • All children will have forest schools and will need appropriate clothing.  These dates will be given in the newsletter and term dates. 
  • The children will need to bring reading books and records into school every day so that we can listen to them read. These should be taken home and daily reading at home should be recorded in the reading records. Key words will also be sent home so that the children can practise them alongside their reading. 
  • Water bottles must contain water* and be bought in each day.  The children will be offered snack (fruit) for morning break but can bring an extra piece of fruit if they would like. It would be helpful to put softer fruits in a container if possible.  

* NHS advice is that only water should be drunk between meals for healthy teeth.

Please continue to read at home each day, practise your spellings and complete your homework. All homework should be completed in pencil and should be presented beautifully.


the foundation stage/reception

The Foundation Stage (EYFS)

In the Foundation Stage (also known as Reception) the curriculum is based on the Early Years Foundation Stage. There are seven areas of learning:

Prime areas:

  • Personal, social and emotional development 
  • Communication and language
  • Physical development

Specific areas:

  • Mathematics
  • Literacy
  • Understanding of the world
  • Expressive arts and design 


The Characteristics of Effective Learning

These underpin the learning and development across all areas and support the child to remain an effective and motivated learner.

Playing and exploring- engagement:

  • Finding out and exploring
  • Playing with what they know
  • Being willing to have a go

Active learning – motivation:

  • Being involved and concentrating
  • Keeping trying
  • Enjoying achieving what they set out to do

Creating and thinking critically – thinking

  • Having their own ideas
  • Making links
  • Choosing ways to do things


We follow a very structured approach to teaching phonics by following 'Letters and Sounds' in daily sessions in EYFS and Year 1. Children are taught by listening to and saying the sounds and reading the sounds through repetition and review. They begin to blend these sounds into written words in directly instructed and sequenced sessions and they develop their skills of placing words into context within sentences, building their vocabulary as well.

Children have reading books that are matched to their phonological awareness and are also encouraged through carefully structured play and whole class shared stories to have a passion and love of reading, developing increasing independence and automaticity of retelling stories with familiar story language, settings and structure. 

The children will be split into two groups for phonics; EYFS and year one. The children will work through the letters and sounds programme and will learn using practical and interactive activities.

There will be a phonics test at the end of year one. Further information/resources to support on this can be found in the learning at home section.

british values

We will be learning about making decisions, understanding feelings, following rules, understanding right and wrong, developing self -confidence, understanding differences, showing respect for others and taking part in celebrations. This is woven into all the activities and learning that takes place in and out of the classroom. 

Reading and key words

In the early years/KS1 it is important that the children read as often as possible. In school the children will read at least twice a week individually and once in a guided reading session where the children complete follow up tasks.

To support reading development it is also important that you hear your child read every day at home so that we can work together to support your child. This reading should be recorded in the children’s reading records.

Key word flash cards will be sent home regularly as these are the words that we expect the children to be able to read by sight by the end of their school year. It would be helpful to choose a few of these to focus on each time you read with your child.

Ideas for practising key words at home:

  • Flashcards
  • Display them in a place where your child will see them regularly.
  • Make them with magnetic letters.
  • Write them down.
  • Play games with them e.g. pairs/snap etc. (Let me know if you need any extra photocopies!)
  • Draw your child’s attention to them when reading e.g. can you point to the word “the” on this page.

The sooner these are learnt the easier your child will find it to learn to read.



  • Children listen attentively in a range of situations.
  • They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions.
  • They give their attention to what others say and respond appropriately, while engaged in another activity.


  • Children follow instructions involving several ideas or actions.
  • They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.


  • Children express themselves effectively, showing awareness of listeners’ needs.
  • They use past, present and future forms accurately when talking about events that have happened or are to happen in the future.
  • They develop their own narratives and explanations by connecting ideas or events.



Ask questions to find out things using ‘how’ and ‘why’ when prompted

Use language consistently to express likes and dislikes

Understand 2-3 part instructions that may include time concepts, for example using ‘first’, ‘before’, ‘after’ or ‘when’

Able to group and name members of categories and to suggest possible category names

Able to use early ‘story language’

Use language to talk through a series of steps for example for simple problem solving

Maintain attention and participate in conversation and small groups providing there are minimal external distractions. Attention and participation in larger groups is sustained for most of the activity

Able to use appropriate tenses and word order

Respond to points of interest when listening to contributions of others





  • Children read and understand simple sentences.
  • They use phonic knowledge to decode regular words and read them aloud accurately.
  • They read some common irregular words.
  • They demonstrate understanding when talking with others about what they have read.

Some children will:

  • read phonetically regular words of more than 1 syllable as well as many irregular but high frequency words.
  • use phonics, semantic and syntactic knowledge to understand unfamiliar vocabulary.
  • describe the main events in the simple stories they have read.

YEAR 1 - Word Reading

Apply phonic knowledge and skills as the route to decode words.

Respond speedily with the correct sound to graphemes (letter or group of letters) for all 40+ phonemes, including, where applicable sounds for graphemes.

Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught.

Read common exception words, noting unusual correspondents between spelling and sound and where these occur in words.

Read words containing taught GPCs and –s, -es, -ing, -ed, -er and –est endings.

Read other words of more than one syllable that contain taught GPCs.

Read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s).

Read aloud accurately books that are consistent with the developing phonic knowledge and that do not require them to use other strategies to work out words.

Re-read these books to build up fluency and confidence in word reading.


Children should be taught to develop pleasure in reading, motivation to read, vocabulary and understanding by:

Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently.

Being encouraged to link what they read or hear to their own experiences.

Becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics. 

Recognising and joining in with predictable phrases.

Learning to appreciate rhymes and poems, and to recite some by heart.

Discussing word meanings, linking new meanings to those already known.

Understand both the books they can already read accurately and fluently and those they listen to by:

Drawing on what they already know or on background information and vocabulary provided by the teacher.

Checking that the text makes sense to them as they read and correcting inaccurate reading.

Discussing the significance of the title and events.

Making inferences on the basis of what is being said and done.

Predicting what might happen on the basis of what has been read so far.


Participate in discussions about what is read to them, tasking turns and listening to what others say.

Explain clearly their understanding of what is read to them.



  • Children use their phonic knowledge to write words in ways which match their spoken sounds.
  • They also write some irregular common words.
  • They write simple sentences which can be read by themselves and others.
  • Some words are spelt correctly and others are phonetically plausible.

Some children will:

  • spell phonically regular words of more than 1 syllable as well as many irregular but high frequency words.
  • They use key features of narrative in their own writing.


YEAR 1 - Spelling

Words containing each of the 40+ phonemes already taught

Common exception words

Days of the week

Name the letters of the alphabet in order.

Use letter names to distinguish between alternative spellings of the same sound.

Using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker of verbs.

Using the prefix un-

Using –ing, -ed, -er and –est where no change is needed in the spelling of root words. [For example, helping, helped, helper, eating, quicker, quickest]

Apply simple spelling rules

Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.



Sit correctly at a table, holding a pencil comfortably and correctly.

Begin to form lower-case letters in the correct direction, starting and finishing in the right place (cursive)

Form capital letters.

Form digits 0-9

Understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.



Write sentences by:

Saying out loud what they are going to write about.

Composing a sentence orally before writing it.

Sequencing sentences to form short narratives.

Re-reading what they have written to check that it makes sense.

Discuss what they have written with the teacher or other pupils.

Read aloud their writing clearly enough to be heard by their peers and the teacher.

Vocabulary, grammar and punctuation

Develop their understanding of the concepts by:

Leaving spaces between words.

Joining words and joining clauses using and.

Beginning to punctuate sentences using capital letters and full stop, question mark or exclamation mark.

Using capital letter for names of people, places, the days of the week, and the personal pronoun I.

Regular plural noun suffixes – s or –es [dog, dogs, wish, wishes] including the effect of these suffixes on the meaning of the noun.

Suffixes that can be added to verbs where no change is needed in the spelling of the root words.

How the prefix un- changes the meaning of verbs and adjectives.




  • Children count reliably with numbers from 1 to 20.
  • They place them in order.
  • They say which number is one more or one less than a given number.
  • Using quantities and objects, they add and subtract 2 single-digit numbers and count on or back to find the answer.
  •  They solve problems, including doubling, halving and sharing.This term we will be focusing on number skills and where possible these will be linked into our topic. Some of the areas we will cover will be

Some children will:

  • Estimate a number of objects and check quantities by counting up to 20.
  • Solve practical problems that involve combining groups of 2,5 and 10, or sharing into equal groups.


YEAR 1 - Number and Place Value

Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.

Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens.

Given a number, identify one more and one less.

Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least.

Read and write numbers from 1 to 20 in numerals and words.

Addition and Subtraction

Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs.

Represent and use number bonds and related subtraction facts within 20.

Add and subtract one-digit and two-digit numbers to 20, including zero.

Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = [] - 9.

Multiplication and Division

Solve one-step problems involving multiplication and division, by calculating the  answer using concrete objects, pictorial representations and arrays with the support of the teacher.


Recognise, find and name a half as one of two equal parts of an object, shape or quantity.

Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity



  • Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.
  •  They recognise, create and describe patterns.
  • They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Some children will:

  • estimate, measure, weigh and compare and order objects and talk about properties, position and time.


YEAR 1 - Measurement

Compare, describe and solve practical problems for:

lengths and heights (e.g. long/short, longer/shorter, tall/short, double/half)

mass or weight (e.g. heavy/light, heavier than, lighter than)

capacity/volume (full/empty, more than, less than, quarter)

time (quicker, slower, earlier, later)

Measure and begin to record the following:

lengths and heights


capacity and volume

time (hours, minutes, seconds)

Recognise and know the value of different denominations of coins and notes.

Sequence events in chronological order using language such as: before and after, next, first, today, Yesterday, tomorrow, morning, afternoon and evening.

Recognise and use language relating to dates, including days of the week, weeks, months and years.

Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.


Properties of Shape

Recognise and name common 2-D and 3-D shapes, including:

2D shapes (e.g. rectangles (including squares), circles and triangles)

Recognise and name common 2-D and 3-D shapes, including:

3-Dshapes (e.g. cuboids (including cubes), pyramids and spheres).


Position and Direction

Describe position, directions and movements, including half, quarter and three-quarter turns.




  • Children know about similarities and differences in relation to places, objects, materials and living things.
  • They talk about the features of their own immediate environment and how environments might vary from one another.
  • They make observations of animals and plants and explain why some things occur, and talk about changes.

Some children will:

  • Children know that the environment and living things are influenced by human activity.
  • They can describe some actions which people in their own communities do that help to maintain the area they live in.
  • They know the properties of some materials and can suggest some of the purposes they are used for.
  • They are familiar with basic scientific concepts such as floating, sinking, experimentation.


Working scientifically

During year 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

Asking simple questions and recognising that they can be answered in different ways.

Observing closely, using simple equipment.

Performing simple tests.

Identifying and classifying.

Using their observations and ideas to suggest answers to questions.

Gathering and recording data to help in answering questions.



Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees.

Identify and describe the basic structure of a variety of common flowering plants, including trees.


Animals, including humans

Identify and name a variety of common animals, including fish, amphibians, reptiles, birds and mammals.

Identify and name a variety of common animals that are carnivores, herbivores and omnivores.

Describe and compare the structure of common animals (fish, amphibians, reptiles, birds and mammals, including pets.)

Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.


Everyday materials

Distinguish between an object and the material from which it is made.

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.

Compare and group together a variety of everyday materials on the basis of their simple physical properties.


Seasonal change

Observe changes across the four seasons.

Observe and describe weather associated with the seasons and how day length varies.

pe and forest school

EYFS - Moving and Handling  ELG

  • Children show good control and co-ordination in large and small movements.
  • Children move confidently in a range of ways, safely negotiating space.
  • They handle equipment and tools effectively, including pencils for writing.

EYFS - Exploring and using media and materials ELG

  •  Children dance, and experiment with ways of changing them.

Some children will:

  • can hop confidently and skip in time to music.
  • hold paper in position and use their preferred hand for writing, using a correct pencil grip.
  • are beginning to be able to write on lines and control letter size.

EYFS - Health & Self-care  ELG

  • Children know the importance for good health of physical exercise, and a healthy diet and talk about ways to keep healthy and safe.
  • They manage their own basic hygiene and person needs successfully, including dressing and going to the toilet independently.


KS1 - YEAR 1 AND 2

Pupils should develop fundamental movement skills, becoming increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.

Participate in team games, developing simple tactics for attacking and defending.

Perform dances using simple movement patterns.




EYFS - The World  ELG

  • Children know about similarities and differences in relation to places, objects, materials and living things.
  • They talk about the features of their own immediate environment and how environments might vary from one another.

Some children will:

  • know that the environment and living things are influenced by human activity.
  • can describe some actions which people in their own communities do that help to maintain the area they live in.

KS1 - YEAR 1 AND  2

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observations, to enhance their locational awareness.


Locational Knowledge

Name and locate the world’s seven continents and five oceans.

Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.


Place Knowledge

Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and a small area in a contrasting non-European country.


Human and physical knowledge

Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.

Use basic geographical vocabulary to refer to:

Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather.

Use basic geographical vocabulary to refer to:

Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop.


Geographical skills and fieldwork

Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studies at this key sage.

Use simple compass directions (North, South, East, 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.

Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key.

Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.



EYFS - People and Communities  ELG

  • Children talk about past and present events in their own lives and in the lives of family members.
  • They know that other children don’t always enjoy the same things, and are sensitive to this.
  • They know about similarities and differences between themselves and others, and among families, communities and traditions.

Some children will:

  • know the difference between past and present events in their own lives and some reasons why people’s lives were different in the past.
  • They know that other children have different likes and dislikes and that they may be good at different things.
  • They understand that different people have different beliefs, attitudes, customs and traditions and why it is important to treat them with respect.

KS1 - YEAR 1 AND  2

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time.

They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods.

They should use a wide vocabulary of everyday historical terms.

They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand some of the ways in which we find out about the past and identify different ways in which it is represented. 

Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life.

Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]

The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods.

[For example. Elizabeth 1 and Queen Victoria, Ernest Shackleton and Neil Armstrong,  Mary Seacole and /or Florence Nightingale and Edith Cavell.]

Significant historical events, people, places in their own locality.


Art and design technology


EYFS - Exploring and using media and materials ELG

  • They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

EYFS - Being imaginative ELG

  • Children use what they have learnt about media and materials in original ways, thinking about uses and purposes.
  • They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.


KS1 - YEAR 1 AND 2

To use a range of materials creatively to design and make products.

To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.

To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

About the work of a range of artists, craft makers and designers, describing the difference and similarities between different practices and disciplines, and making links to their own work.


EYFS - Exploring and using media and materials ELG

  • They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

EYFS - Being imaginative ELG

  • Children use what they have learnt about media and materials in original ways, thinking about uses and purposes.
  • They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.


KS1 - YEAR 1 AND 2

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of context [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].


Design purposeful, functional, appealing products for themselves and other users based on design criteria.

Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.


Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]

Select from and use a wide variety of materials and components, including construction materials, textiles and ingredients, according to their characteristics.


Explore and evaluate a range of existing products.

Evaluate their ideas and products against design criteria.

Technical knowledge

Build structures, exploring how they can be made stronger, stiffer and more stable.

Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

Cooking and nutrition

Use the basic principles of a healthy and varied diet.

Understand where food comes from.





EYFS - Making Relationships ELG

  • Children play co-operatively, taking turns with others.
  • They take account of one another’s ideas about how to organise their activity.
  • They show sensitivity to others’ needs and feelings.
  •           They form positive relationships with adults and other children.

EYFS - Self-confidence & Self-awareness  ELG

  • Children are confident to try new activities.
  • They can say why they like some activities more than others.
  • They are confident to speak in a familiar group.
  • They will talk about their ideas.
  • They will choose the resources they need for their chosen activities.
  •                          They say when they do or don’t need help.

EYFS - Managing Feelings & Behaviour  ELG

  • Children talk about how they and others show feelings.
  • Children talk about their own and others’ behaviour and its consequences and know that some behaviour is unacceptable.
  • They work as part of a group or class and understand and follow the rules.
  • They adjust their behaviour to different situations.
  • They take changes of routine in their stride.


EYFS - Exploring and using media and materials ELG

  • Children sing songs, make music and dance, and experiment with ways of changing them.

EYFS - Being imaginative ELG

  • They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.


KS1 - YEAR 1 AND 2

Use their voices expressively and creatively by singing songs and speaking chants and rhymes.

Play tuned and unturned instruments musically.

Listen with concentration and understanding to a range of high-quality live and recorded music.

Experiment with, create, select and combine sounds using the inter-related dimensions of music.


EYFS - Being imaginative ELG

  • Children recognise that a range of technology is used in places such as homes and schools.
  • They select and use technology for particular purposes.


KS1 - YEAR 1 AND 2


Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.

Create and debug simple programs.

Use logical reasoning to predict the behaviour of simple programs.

Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

Recognise common uses of information technology beyond school.

Use technology safely and respectively, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technology.


Support staff

The LSA in class one this term is Miss Topliss.

Questions or queries

As always if you have any questions or concerns please contact the office at present.

Thank you for your support.

Mrs. Chloe Lupion

(Foundation and Year 1 Teacher)