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The move from the Red Room to the Yellow Room is an exciting one for our boys and girls – and one that we prepare them for carefully. After all, they now feel as if they are joining the ‘big children’ – they get to come into school via the main entrance and head up the stairs for the first time to enjoy life in a more formal classroom environment.

This feeling is reinforced in other ways too. They are given a voice on the school council, they start swimming lessons at Golden Lane, and they are encouraged to take extra pride in their work – earning ‘presentation points’ for their efforts.

They are also made to feel particularly special in their first term by preparing for and performing in the school nativity at the Christmas Carol Service. It is an experience that places them right at the heart of the school, and it is one that they tend to remember for years afterwards.

Please use the links below to download all the details you need to know about life in the Yellow 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.

Yellow Room Curriculum

The expectations for your child are that by the end of the Yellow Room they are able to:

Using and applying mathematics

  • Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence.
  • Identify and record the information or calculation needed to solve a puzzle or problem; carry out the steps or calculations and check the solution in the context of the problem.
  • Follow a line of enquiry; answer questions by choosing and using suitable equipment and selecting, organising and presenting information in lists, tables and simple diagrams
  • Describe patterns and relationships involving numbers or shapes, make predictions and test these with examples.
  • Present solutions to puzzles and problems in an organised way; explain decisions, methods and results in pictorial, spoken or written form, using mathematical language and number sentences.

Counting and understanding numbers

  • Read and write two-digit and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers.
  • Count up to 100 objects by grouping them and counting in tens, fives or twos; explain what each digit in a two-digit number represents.  Partition two-digit numbers in different ways, including into multiples of 10 and 1.
  • Estimate a number of objects; round two-digit numbers to the nearest 10.
  • Find one half, one quarter and three quarters of shapes and sets of objects

Knowing and using number facts

  • Derive and recall all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100.
  • Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to 20, and the corresponding halves.
  • Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts; recognise multiples of 2, 5 and 10.
  • Use knowledge of number facts and operations to estimate and check answers to calculations.

Calculating

  • Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to add and subtract two-digit numbers.
  • Understand that subtraction is the inverse of addition and vice versa; use this to derive and record related addition and subtraction number sentences.
  • Represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division; use practical and informal written methods and related vocabulary to support multiplication and division.
  • Use the symbols +, -, ×, and = to record and interpret number sentences; calculate the value of an unknown in a number sentence.

Understanding shapes

  • Visualise common 2-D shapes and 3-D solids; identify shapes from pictures of them in different positions and orientations; sort, make and describe shapes, referring to their properties.
  • Identify reflective symmetry in patterns and 2-D shapes and draw lines of symmetry in shapes.
  • Recognise and use whole, half and quarter turns, both clockwise and anticlockwise; know that a right angle represents a quarter turn.
  • Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments.
  • Read the numbered divisions on a scale, and interpret the divisions between them; use a ruler to draw and measure lines to the nearest centimetre.
  • Use units of time (seconds, minutes, hours, days, months and seasons) and know the relationships between them.  Read the time to the hour, half hour on analogue and digital clocks.

Handling data

  • Answer a question by collecting and recording data in lists and tables; represent the data as block graphs or pictograms to show results; use ICT to organise and present data.
  • Use lists, tables and diagrams to sort objects; explain choices using appropriate language.

By the end of the Yellow Room children should be able to:

Speaking

  • Speak with clarity and use appropriate intonation when reading and reciting texts.
  • Tell real and imagined stories using the conventions of familiar story language.
  • Explain ideas and processes using imaginative and adventurous vocabulary.

Listening and responding

  • Listen to others in class, ask relevant questions and follow instructions.
  • Listen to talk by an adult, remember some specific points and identify what they have learned.
  • Respond to presentations by describing characters, repeating some highlights and commenting constructively.

Group discussion and interaction 

  • Ensure that everyone contributes, allocate tasks, and consider alternatives and reach agreement.
  • Listen to each other’s views and preferences, agree the next steps to take and identify contributions by each group member.

Word recognition: reading and spelling

  • Read independently and with increasing fluency longer and less familiar texts.
  • Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns.
  • Know how to tackle unfamiliar words that are not completely decodable.
  • Read and spell less common alternative graphemes.
  • Read high and medium frequency words independently and automatically

Understanding and interpreting texts

  • Draw together ideas and information from across a whole text.
  • Give some reasons why things happen or characters change.
  • Explain organisational features of texts.
  • Use language rules and context to build their store of vocabulary when reading for meaning.
  • Explore how particular words are used in texts.

Engaging and responding to texts

  • Read whole books on their own, choosing and justifying selections.
  • Engage with books through exploring and enacting interpretations.
  • Explain their reactions to texts, commenting on important aspects.

Creating and shaping texts

  • Draw on knowledge and experience of texts in deciding and planning what and how to write.
  • Sustain form in narrative, including use of person and time.
  • Maintain consistency in non-narrative, including purpose and tense.
  • Select from different presentational features to suit particular writing purposes on paper.
  • Made adventerous word and language choices appropriate to the style and purpose of the text.

Text structure and organisation

  • Use language appropriate to the type of text concerned.
  • Use planning to establish clear sections for writing.

Sentence structure and punctuation 

  • Write simple and compound sentences and begin to use connectives.
  • Compose sentences using tense consistently (present and past).
  • Use question marks, and use commas to separate items in a list.

Presentation 

  • Write legibly, using upper and lower case letters appropriately within words, and observing correct spacing within and between words.

Autumn Term

Science

  • Forces
  • Health and Growth

Geography

  • Barnaby Bear

History

  • Toys
  • Homes in the Past

Spring Term

Science

  • Electricity
  • Materials

Geography

  • London

History

  • The Great Fire
  • The Titanic

Summer Term

Science

  • Forces and Movement
  • Health and Growth

Geography

  • Barnaby Bear around the world

History

  • Fire Of London