We hope you enjoy looking at our Year 1 blog which will show you some of the learning we have been doing in class.


Miss Parker set us challenges to do around the playground. In groups we took turns to count how many seconds it took to complete each task. They included: blink your eyes 10 times, sing the alphabet, run to the wall and back, do 10 star jumps and write your name in the air.


Today, Year 1 went to Sheringham Park on a school trip. We travelled on a coach and met Rob who works for the National Trust. We made land art, hunted for bugs and went pond dipping. It was great fun!


To help us learn the story of ‘The Three Little Pigs’, we drew our own text maps with a partner. We created a small world area used sticks, bricks and straw to make the pigs’ houses.

Today we were investigating the number 56. We had to correct our friend who thought that 56 is made up of 5 ones and 6 tens. Miss Parker put a timer on and we had to find as many ways as possible to show the number 56 using resources around the classroom.

After that, we had a competition! We all worked with our Maths partner to see who could fill in the most place value charts. Partner 1 chose a number and wrote it down. They then had to make the number using Base 10 and draw it as Base 10 too. Partner 2 had to say what the number was and explain how many tens and ones it had and fill in the place value chart. Lots of us filled the sheet in just 8 minutes!


07/06/17 Learning Objective.
I can use a storymap to re-enact a story.
I can read a text and re-enact a story.
I can read a text, re-enact a story and assess my performance.

A lady called Sheila from the RSPB charity came to speak to us about how we can discover different parts of wildlife in our very own playground! She first spoke to us about what plants and animals grow in our local environment. We were great at spotting snails, blackbirds and mole hills in the pictures she showed us!

Afterwards, we went outside to the use the equipment to collect and observe different animals we found. Using a checklist on our clipboards, we recorded everything we found. Some of us looked under logs and plant pots. Others of us looked among plants and bushes.

In our school grounds we found beetles, ladybirds, ants, wasps and many more interesting animals! We look forward to doing this at home too using our bug detectors.


Number Bonds, Subtraction, Mental Calculations, Multiplication, Long Division, Bar Model 1 and Bar Model 2.

If you would like support with Maths calculations click on the link below to see short videos on:

Fundamental Idea


Dr Yeap talks about one of the fundamental ideas in mathematics: that items can only be counted, added, and subtracted if they have the same nouns. He uses a simple example with concrete objects, chocolates and glue sticks to illustrate the point and then shows how it relates to column addition and the addition of fractions.

Number Bonds


Dr. Yeap explains how young children can use concrete materials and later use pictorial representations as number bonds. Number bonds represent how numbers can be split up into their component parts. Children can explore number bonds using a variety of concrete materials, such as counters with containers and ten frames or with symbols.



Dr. Yeap explains how standard column subtraction can be taught meaningfully by using children’s knowledge of number bonds. Once children can explain how numbers can be split into their component parts, they can adapt their understanding to the conventional column subtraction method.

Mental Calculations


Dr. Yeap discusses how children can develop an ability to calculate the four operations (addition, subtraction, multiplication and division) in their heads without the use of paper and pencil or calculators.



Dr. Yeap discusses how children can learn their times tables meaningfully by using visualisation and other strategies.

Long Division


Dr Yeap discusses how children can learn to do long division meaningfully by first using concrete apparatus, such as base-10 materials, to perform the operations. They can then explore how this idea is represented in the long division algorithm.

Bar Model 1


Dr. Yeap discusses how diagrams can be used to represent a situation in a problem: such as rectangles representing (unknown) quantities. This method of visualising problems is known as the bar model.

Bar Model 2


Dr. Yeap gives another example of the bar model: how diagrams can be used to represent situations in a problem.

Today we acted out the story in front of the other Year 1 Class to show them the actions we had come up with! Then we were given pictures of each verse of the poem but they were all muddled up. We had to look very carefully and say the words out loud to help us to sort them into the correct order.

What is a pattern?

We talked about what a pattern is and created some of our own! We learnt that a pattern is a special way of arranging shapes so that they repeat.

LO: To use T4W techniques to learn a poem off by heart.
 I can use a text map to help me learn a poem.
 I can copy actions to help me learn to poem.
 I can think of my own actions to go with a poem.
We read through the poem to remind ourselves what it was about. Then we thought of our own actions for the different verses. We shared our actions and decided on the best ones to use. It was great fun!
LO: To create a text map.
 I can act out the poem using props.
 I can read the poem and discuss what is happening.
 I can draw pictures to illustrate what the poem is about.
After reading ‘Ten Dancing Dinosaurs’ by John Foster, we created our own pictures which
included what the poem is about.
Below is our whole class text map. We used this to help us learn the poem off by heart. As a
class we discussed and decided what Miss Parker should draw.


To begin our investigation we explored the shapes by having some time to play and experiment with them. We then brain stormed ideas together about how we could sort the shapes into different groups.

In small groups we worked together to find as many different ways to sort the shapes as we could. 

After this we looked together at how we could record our findings and discussed which way we thought worked the best. Some of us liked the Venn diagram and some of us preferred the Carroll diagram.


After reading ‘Handa’s Surprise’ and looking at the pictures, we discussed how Handa’s village in Kenya was different to the UK. We decided how the book would be different if it was set in England. We drew and made our own British settings in tuff trays using building blocks, small objects, pictures and our own drawings. As a challenge, we labelled what we had made.



After being inspired by the poem ‘An Alphabet For the Planet’ by Riad Nouralla, we decided to write our own class poem about the planet!

Click on the link below to have a look.

Year 1 Poem


LO: To be able to arrange numbers up to 20 in ascending and descending order.

Success Criteria:

  •  I can use concrete objects to compare amounts. I can use the language ’less’, ’more’,
  • ’greater’, ’smallest’, ’largest’.
  •  I can compare numbers from greatest to smallest and smallest to greatest.
  •  I can compare numbers using pictures.

We first looked at the picture below and discussed the patterns we could see.

We noticed that there is one more cube in each line compared with the line directly above. Moreover, tens are in red and ones are in different colours. We then compared 11 and 15 using the terms, more than and less than. We then comparted different numbers, counting out cubes and putting them in size from smallest to biggest. We used the key words ‘fewer’ and ‘more’.


After we had read the book ‘Oliver’s Vegetables’, as a class we went on a hunt for clues to try and find out who stole Grandpa’s carrots! We then wrote down all the evidence we had found and created wanted posters on the ipads!


Year 1 Nativity called ‘It’s a Baby!’

Big thank you to all the grownups who came to the performances and provided a costume. The children did brilliantly and sang fantastically well!





We were amazed to come into our classroom and see a massive beanstalk in our classroom! Today we all pretended we lived in a village. We acted out going to sleep and waking up to see the beanstalk. We thought about why it was there, how it felt when it grew and who the magic beans were from. We worked in pairs and groups to brainstorm ideas.

2b 1a

We went on a hunt for clues to find out who had grown a beanstalk in our classroom. We found lots of clues that made us think it was a giant. We used these to help us write warnings to the rest of the school.

2g 1f 1d

Thursday 6th October

LO: To carry out an experiment. To make an observation.

We have been learning about the properties of different materials. To test out our knowledge we challenged ourselves to make boats which float! We thought about what materials we wanted to use to try to make sure our boat would float. We used a variety of materials such as plastic, tin foil, cardboard, paper and straws. We then tested our boats on water and found that some floated and some did not! Some boats floated for a few minutes and then began to soak. Look at our conclusions to see what we found out!

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Go and have a look at the amazing home learning from Year 1, in the main front entrance, who have made some fantastic castles. Also, we now have the GOLD winning summer scrap books displayed in the Fizzlewizz writing cabinet. Well done to everyone who has work on display and thank you for supporting your child’s home learning.



Year 1 Moose Cafe
Last week Year 1 held a fantastic Moose Cafe! Parents and carers were invited to join in with fun maths related games, books and activities. We had squash and biscuits too, it was great fun! Miss Parker and Miss Corbett shared one of their favourite books (all about a moose and different shapes) and then gave everyone ideas to use when completing marvellous maths each week. 


LO: To discuss the qualities of a real princess. 

After reading the story of The Princess and the Pea, we thought about what a princess is like and what words we can use to describe her. We went outside and drew round each other in chalk then wrote relevant ‘wow’ words including graceful, funny, pretty and healthy! Next, we shared our ideas as a class. This class discussion helped us when it came to writing our ‘wanted’ posters for the Prince to use!

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We have been looking at positional language so far this week

The children have worked individually, in pairs and as a whole class to have a go at placing and to compare bears in different locations or giving instructions to a partner about where to place them.
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September: Maths Investigation Day!

Year 1 were given the task to design and build three castles for Henry VIII’s children!

There needed to be one large castle, one medium castle and one small castle. Each side of the castles had to be the same length.

The children used multilink cubes to work out what size the castles could be. They then used rulers to measure the length of the sides to check they were equal.

We certainly have some future architects in our school!

Estimating numbers!

We had two pots with a different number of objects in. The children estimated how many objects were in each pot. After that, we counted these objects and decided which pot had more and which had less. Then the children wrote how many objects there were to practise their number formation.

Teen numbers

We learnt what tens and units mean then we had a go at making teen numbers with numicon!


estimating-numbers-1 teen-numbers-1