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It is in the Red Room that our boys and girls really begin to enter into the wider life of our school community. They start to use the library and attend assemblies, and they venture out of the classroom to enjoy a termly school trip and regular PE sessions at Golden Lane Leisure Centre.

In the classroom we build on their growing confidence by introducing ‘Show and Tell’ sessions, and we give them the chance to take advantage of extracurricular activities such as music and drama club. Then, in the summer term, we also introduce IT lessons – giving them another chance to familiarise themselves with the rest of the school building in the process.

Please use the links below to download all the details you need to know about life in the Red Room, including a letter from the classroom teacher, our weekly timetable, an overview of our curriculum, and the latest spelling lists. And please don’t hesitate to talk to one of the classroom teachers if you have any questions.

Red Room Curriculum

Self-confidence and Self-awareness

  • Confidently try new activities, and say why they prefer some more than others.
  • Confident to speak in different group settings.
  • Choose resources they need for their chosen activity independently.
  • Say when they do or don’t need help.

Making Relationships

  • Take account others’ ideas about how to organise their activity.
  • Show sensitivity to others’ needs and feelings.
  • Form positive relationships with adults and other children.

Managing Feelings and Behaviour

  • Talk about their own and others’ feelings and behaviour.
  • Understand that some behaviour is unacceptable.
  • Work as part of a group to understand and follow the rules.
  • Accept changes in daily routine.

Listening and Attention

  • Maintains attention, concentration and sits quietly during appropriate activity.
  • Sustain attentive listening in a range of situations.
  • Listen to stories, accurately anticipating key events and respond with relevant comments, questions or actions.
  • Give their attention to others and respond appropriately to what they say.

Understanding

  • Responds to instructions involving several ideas or actions.
  • Answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
  • Able to follow a story without pictures or props.

Speaking

  • Links statements and adheres to a main theme or intention.
  • Introduces a storyline or narrative into their play.
  • Express themselves effectively, showing awareness of listeners’ needs.
  • Use past, present and future forms accurately.

Moving and Handling

  • Shows increasing control and co-ordination in large and small movements, including catching, throwing or kicking an object.
  • Handle various pieces of equipment and tools effectively.
  • Move confidently in a range of ways, safely negotiating space.
  • Travels with confidence and skill around, under, over and through balancing and climbing equipment.

Health and Self-care

  • Shows understanding of the need for safety when tackling new challenges, considering and managing some risks.
  • Knows the importance of physical exercise and a healthy diet for good health, and can talk about ways to keep healthy and safe.
  • Understands and can manage own personal hygiene, including the importance of hand washing.

Reading

  • Continues and creates rhyming strings.
  • Uses vocabulary and forms of speech that are increasingly influenced by books.
  • To read a range of familiar and common words and simple sentences independently, through both shared and individual texts.
  • Demonstrate understanding when talking with others about what they have read.
  • To recognise high-frequency and familiar words.

Writing

  • Uses their phonic knowledge to write words which match their spoken sounds, representing most sounds correctly and in sequence.
  • Writes common high frequency words correctly.
  • To attempt writing for various purposes, using features of different forms such as lists, stories, captions, labels and instructions.
  • To form simple sentences and begin to use punctuation.
  • To retell narratives in the correct sequence, drawing on the language patterns of stories.

Numbers

  • Begins to identify own mathematical problems based on own interest and fascinations.
  • Add and subtract using numbers up to 20 by counting on or back.
  • Recall all number bonds and doubles with a total of 10.
  • Solve problems including doubling, halving and sharing.
  • To read and write numerals from 0-20, then beyond; use knowledge of place value to position these numbers on a number line.
  • Say the number that is one more than a given number, up to twenty.

Shape, Space and Measure

  • Uses everyday language related to size, weight, capacity and distance.
  • Explore characteristics, patterns and relationships of everyday objects and shapes, using mathematical language to describe them.
  • Order and sequence different events.
  • To begin to understand money and ‘real life’ problems; recognizing coins one pence to one pound
  • To use vocabulary related to time; order days of the week; read the time to the hour and half hour.
  • To estimate, measure, weigh and compare objects, suggesting suitable standard or uniform non-standard units and measuring equipment.

Handling Data

  • To use diagrams to sort objects into groups according to a given criterion.
  • To record information in lists and tables, block graphs and pictograms.

People and Communities

  • Talk about past and present events in their own and family members’ lives.
  •  Know about similarities and differences between themselves and others, and among families, communities and traditions.

The World

  • Show care and concern for living things and the environment.
  • Know about similarities and differences in relation to places, objects, materials and living things.
  • Talk about features in their own immediate environment and how environments might vary from one another.
  • Make observations of the natural world, explain why some things occur and talk about changes.

Technology

  • Interacts with age-appropriate software and technological toys.
  • Recognise that a range of technology is used in places such as hones and schools.
  • Uses simple programmes on the computer.
  • Developing control when using a mouse.

Being Imaginative

  • Plays cooperatively as part of a group to develop and act out a narrative.
  • Use what they have learnt about media and materials in original ways.
  • Represent their own ideas, thoughts and feelings through design, art, music, role play and stories.

Exploring and Using Media and Materials

  • Explores what happens when they mix colours.
  • Understands that different media can be combined to create new effects.
  • Uses simple tools and techniques competently and appropriately.
  • Selects appropriate resources and adapts work where necessary.