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Archbishop Cranmer CofE Primary Academy Striving for life in all its fullness. John 10: 10

Mrs Lock and Mrs Marshall - Class 1

Contact Mrs Lock (Mon-Wed)

Contact Mrs Marshall (Thurs-Fri)

Welcome to Class 1!

We are so excited to welcome you into your Year 1 class where your teacher's are Mrs Lock and Mrs Marshall. Mrs Lock will teach Monday, Tuesday and Wednesday and Mrs Marshall Thursday and Friday each week. Our class page includes lots of useful information about all of the things that we get up to in our busy and exciting classroom.


In Class 1 we are very lucky to also have Mrs Chilton and Miss Maule as our teaching partners. These are all familiar faces so will help ease the transition from Foundation into year 1. Miss Wilkinson will also visit us on Wednesday afternoons.


This term our topic is 'Fire and Light.  We will learn about the historical significance of why we celebrate Bonfire Night through learning about Guy Fawkes and making our own moving pictures inspired by the Great Fire in DT. Through our scientific investigations we will also be learning about properties of materials and making the most of our outdoor area by observing first hand how the seasons change. In our art lessons we will be looking at the work of Mark Rothko to learn about colour, where we will create our own colour field paintings. Alongside this, we will also be learning how to take care of ourselves and others and learning through stories from other cultures and religions


Useful information:

  • Our PE lessons are on Wednesday and Thursday afternoons. We would ask that all pupils come to school in their P.E. kits on these days. Our PE will take place outside whenever possible so please ensure that your child has suitable clothing for the changing weather. We also want to utilise our wonderful outdoor area as much as possible so if you are able to make sure your child has a pair of wellingtons and a waterproof coat and/ trousers so that we can go outside all year round. You may wish to include some warmer clothing for our outdoor sessions until the weather gets warmer. Please ensure all extra clothing and footwear is clearly named. 
  • Please may we remind parents to discourage children from bringing toys into class - they can get lost or broken and act as a distraction during valuable learning time. In addition, during current times, we are trying to limit the transfer of objects that travel between home and school. Thank you!



We want all of our children to foster a deep love of reading so please enjoy this journey with them by reading with and to your child, immersing them in sharing favourite stories, talking to them about what they are reading and reading a wide range of fiction, poetry and non fiction to them so that they can broaden their vocabulary and understanding.

We will be arranging a parent's meeting early in the autumn term to explain about our reading strategies and how you can support your child on their reading adventures.

As we settle the children into their new class over the first half term we will be assessing their reading and phonics knowledge to ensure that their school reading book is linked to their reading level.

We would ask that all children read to an adult at home at least three times at week and to record this in their reading diaries. Ask your child to tell you about the book to check they are understanding what they are reading not just decoding words. If you are able to do this every day just for a few minutes you will be amazed how much your children will benefit from this. At school we read to the class daily right across the curriculum and teach your child to develop their reading skills so they are able to develop their comprehension skills through class and small group discussions and also differentiated guided reading sessions. We also wish to foster a genuine love of reading and regularly change the selection of books the children can choose to read in school.


As well as a school de-codable reading book, over the next few weeks, we will be sending home some individual words for your child to practise which will aid their sight vocabulary when they come across these words in their books.


Once your child has read and is secure in their understanding of their reading book a new books will be issued by school staff.



The teaching of spelling works in partnership with the teaching of phonics as we teach the children to blend the sounds to read a word and segment the sounds so that they are able to spell words and write them down. Look out for the videos on this class page which are designed to help with phonics rules, terms and pronunciation.



A Busy Ant newsletter will be emailed at the start of each unit so you can see what we are covering in class. There are some optional activities  for you to support your child with their learning should you wish to use them. We would love to see any photos of this home learning which can be put on your child's portfolio on Class Dojo. 


We will be using Class Dojo to keep you updated of upcoming events or additional information. Please keep an eye open for posts on our class story and feel free to send us messages using the dojo messaging during working hours. We will endeavour to respond at the earliest possible opportunity.


Click below to see our Twitter feed! Keep an eye on Twitter to see our progress.

How to help your child to be ready for Year 1 and for help with blending sounds.

Help with phonemes...

Still image for this video
Here is a short video to help you with the pronunciation of the sounds we teach the children. An important tip is to avoid adding an uh to sounds as this can make blending sounds more tricky.

Phonics terminology and definitions:

Pure Sounds – pronouncing the sounds of letters and combinations of letters correctly, for example not saying ‘muh’ but ‘mmmmm’. Avoid trying to say an ‘uh’ at the end of the sound. I uploaded a video to the Facebook page showing how to pronounce the sounds in Phase 2 and Phase 3.

Oral blending – hearing a series of sounds and merging them together to say the word, for example an adult says ‘b-u-s’ and the child says ‘bus’.

Blending – children see a word, say those individual sounds in the word and then merges those sounds together to hear the whole words like
c-a-t makes ‘cat’. This is vital for reading.

Segmenting – the opposite to blending. Children break up the word into its component sounds. This is vital for spelling and writing words.

Phoneme – The smallest unit of sound. There are approximately 44 in the English language to learn.

Grapheme – the written form of a phoneme. They can be made up of different numbers of letters for example 1 letter – s, 2 letters – ai, 3 letters – igh.

Digraph – two letters that make one phoneme, for example oo, oa, ee

Trigraph – three letters that make one phoneme, for example ear, igh, air

Split digraph – perhaps you know this as the’magic e’? It is when a digraph (ie) has been split and a consonant has been placed in the middle. The ‘ie’ is still making the sound despite a letter in the middle. There are five split digraphs to learn
i_e like in time
a_e like in cake
o_e like in joke
e_e like in theme
u_e like in tube

Decoding/decodable – being able to ‘sound out’ the word into its componant phonemes.

Polysyllabic – a word that is made up of more that one syllable.

Tricky words – there are words within each of the phonics phases that cannot be decoded and sounded out. These words just need to be learnt by sight. Sometimes a tricky word taught within a phase can become a decodable word once your child moves up the phases, for example ‘out’ and ‘like’

High Frequency words – these are words that occur most often in books and stories. They can be both decodable or tricky words.

Non-words/Alien Words – Words that can be decoded but are made up and do not make sense. These words really test phonics skills. If a child has good phonic knowledge they will be able to decode both real and alien words.

Sound buttons – a button drawn or placed under each individual grapheme. Every time the button is pressed your child makes the sound and then blends all the sounds together to read the words. The word ‘cat’ would have three dot sounds buttons and ‘moon’ would also have three but the ‘oo’ would have a longer line button underneath.

CVC – Consonant, vowel, consonant. These can be simple three letter words like ‘mat’ but also the word ‘rain’ is a CVC word as the ‘ai’ is a vowel digraph in the middle. This is the same for words like moon, chain, sheet. The ‘ch’ and ‘sh’ are a consonant digraph and one sound. The word ‘boy’, for example, even though has 3 letters is not a CVC word as it only has two phonemes b-oy. This is the same for words like cow, tie, say.

Alliteration – words that begin with the same phoneme (snake, sock, scissors, star)

Letter formation – the way each individual letter is formed. Children will need to learn where they need to start for each letter.

Recommended reading list for Year 1


Parent/ Carer Reading Comprehension Questions

Please use the powerpoint slides below to help your child practise their phonemes. Start with Phase 2 and practise each phase until they are confident with all their grapheme/phoneme knowledge up to phase 5.

Non negotiables for core subjects Y1

Writing end of year expectations

Heart Smart Parent's Newsletter

Playdough is brilliant for building muscle strength that is needed for pencil grip and letter formation. It is easy to make and can be used in many ways: try rolling it into lengths and use these to form letters or numbers. Or write words using sounds and use the playdough as 'sound buttons' to press as they say each sound.

Diary Notes 2021-22

Inset Days Thursday 2 and Friday 3 September 

First Day of Autumn Term 2021 for pupils  - Monday 6 September

Half Term week commencing Monday 25 October to Friday 29 October

Inset Day Monday 1 November

End of Autumn Term Friday 17 December


30 Days Wild in June is a daily activity challenge organised by The Wildlife Trust to promote health and wellbeing through enjoying a daily activity in the great outdoors whilst appreciating all that nature has to offer us. We hope you will join us in getting outdoors and adventurous and letting us know what you have been up to by sending in photos or videos of your wild adventures. Why not start off with a wild outdoor breakfast. Scroll down to find links to downloadable resources and activities to get you started on your adventures but above all -have fun!