Welcome to our page. We hope you enjoy looking at our photos and video clips as much as we do! Please click on Term 1 yellow star to see more! Thank you.
THINKING SKILLS AND PERSONAL CAPABILITIES
Our focus is ‘Being Creative’.
Our topic for January / February is: ‘Winter’.
Our January word of the month is ‘Forgiveness’.
In January we are learning to:
recount our own experiences
recite rhymes and poems
listen to and follow instructions
take turns in conversations and discussions
recognise the difference between print and pictures
use pictures to tell a story
demonstrate reading behaviour when handling books
understand and use correctly terms about books
distinguish between writing and drawing in books and in our own work
use a comfortable and efficient pencil grip
demonstrate fine motor skills, hand-eye co-ordination and spatial awareness
recognise and write the sounds ‘m ‘d’ ‘g’ ‘o’
blend these sounds orally to make simple CVC words
make simple CVC words using paper squares
Read simple high frequency words
Use 'Inference' during reading tasks.
Help the teacher to write non-chronological reports.
In January we are learning to:
Count orally during number rhymes, jingles and stories
Recite the days of the week
Count forwards from 1, within 10
Count forwards from different starting points, within 10 and beyond
recognise, read and write numbers within 7
touch count sets of objects within 7
match sets to numerals
make sets within 7
understand one to one correspondence by matching
recognise and name a rectangle, a cuboid, a hexagon.
Copy and complete repeating patterns.
use money in the context of play
understand and use the language associated with length
sort, without direction, random collections of materials in a range of ways, talk about the sorting.
help to create / complete a graph
read information from a graph.
Our Problem Solving focus for January is ‘Find all the possibilities'.
Effective questioning within Numeracy
Please find below questions which you could use to assist your child during the mathematical aspect of their homework. They will help to develop mathematical vocabulary and your child’s ability to explain their thinking.
Ask children who are getting started with a piece of work:
How are you going to tackle this?
What do you need to do?
Will you do it mentally, with pencil and paper, using a number line? Why?
What equipment will you need?
Can you estimate or predict?
Make positive interventions to check progress while children are working, by asking:
Can you explain what you have done so far?
Why did you decide to use this method or do it this way?
Can you think of another method that might have worked?
Could there be a quicker way of doing this?
Are you beginning to see a pattern?
Do you think that this would work with other numbers?
Ask children who are stuck:
Can you talk me through what you have done so far?
Could you try it using a number line…?
As your child is finishing their work:
How did you get your answer?
Can you describe your method/pattern/rule to us all?
Can you explain why it works?
What could you try next?
Would it work with different numbers?
What if you had started with… rather than…?
Is it a reasonable answer/result? What makes you say so?
How did you check it?
What have you learned or found out today?
If you were doing it again, what would you do differently?
Having done this, when could you use this method/information/idea again?
Did you use any new words today?
What do they mean?
What are the key points or ideas that you need to remember for the next time?
Our first day in Primary 1.
We met our teacher and teaching assistants. We made new friends and were delighted to see our old friends too! We had a tour of the school and said 'hello' to our brothers, sisters, cousins, older friends and staff. We learned new classroom rules and routines, enjoyed our healthy break and we played inside and out! What a busy day!
Please click on the video below to see our very busy first day at school! Thank you.