P1/2 Christmas Show Lyrics

Little Snowflake

Little Snowflake – YouTube

Snowflake, snowflake, little snowflake

Little snowflake, falling from the sky.

Snowflake, snowflake, little snowflake

Falling, falling, falling, falling, falling, falling, falling, falling, falling,

Falling on my head.

 

Snowflake, snowflake, little snowflake

Little snowflake, falling from the sky.

Snowflake, snowflake, little snowflake

Falling, falling, falling, falling, falling, falling, falling, falling, falling,

Falling on my nose.

 

Snowflake, snowflake, little snowflake

Little snowflake, falling from the sky.

Snowflake, snowflake, little snowflake

Falling, falling, falling, falling, falling, falling, falling, falling, falling,

Falling in my hand.

 

Falling on my head

Falling on my nose

Falling in my hand

 

Snowflake, snowflake, little snowflake.

 

Teddy Bear Rock

Nobody knows about my teddy,

Nobody knows what he can do.

He does the teddy-bear stretch

He does the teddy-bear flop

He does the teddy-bear jig

He does the teddy-bear rock.

Do, do-be-do-wop, the teddy-bear rock,

Do, do-be-do-wop, the teddy-bear rock,

Do, do-be-do-wop, my very, very special teddy bear

Does the teddy-bear rock.

 

REPEAT

 

Do, do-be-do-wop, the teddy-bear rock,

Do, do-be-do-wop, the teddy-bear rock,

Do, do-be-do-wop, my very, very special teddy bear

Does the teddy-bear rock.

 

Give Love on Christmas Day

Give Love On Christmas Day – YouTube

People making lists
Buying special gifts
It’s a time to be kind to one and all
It’s that time of year
When good friends are near
And you wish you could give more
Than just presents from a store

Oh,Why don’t you give love on Christmas day
Even the man who has everything
Would be so happy if you would bring
Him love on Christmas day
No greater gift
Is there than love.

People you don’t know
Smiling and nod hello
Everywhere there’s an air of Christmas joy
It’s that once a year
When the world’s sincere
And you’d like to find a way
To show the things that words can’t say

Oh, Why don’t you give love on Christmas day
The man on the street and the couple upstairs
All need to know that there’s one who cares
Give love on Christmas day
No greater gift is there than love
What the world needs is love
Yes, the world needs more love

Why don’t you give love on Christmas day

Every little child on Santa’s knee

Has room for your love underneath his tree

Give love on Christmas day

No greater gift

Is there than love

 

What the world needs is love

Yes the world needs more love

Give love

Oh give love on Christmas day

No greater gift is there than love

No greater gift is there than love

Stockbridge Counts – Number recognition

OUR CURRENT FOCUS ACROSS THE SCHOOL IS NUMBER RECOGNITION

From Monday 27th November to Friday 22nd December

What will this look like for my child?

Number recognition within Early Level (Nursery and P1, but earlier or later for some)

Recognise numbers (e.g. “Point to the number 2”)

  • In the range 1 to 10
  • In the range 1 to 20

Identify numbers (e.g. “What number is this?”)

  • In the range 1 to 10
  • In the range 1 to 20

Number recognition within First Level (P2, P3 & P4, but earlier or later for some)

Recognise numbers

  • In the range 1 to 100 (e.g. “Point to the number 72”)
  • In the range 1 to 1000

Identify numbers

  • In the range 1 to 100 (e.g. “What number is this?”)
  • In the range 1 to 1000

Number recognition within Second Level (P5, P6 & P7, but earlier or later for some)

Recognise numbers

  • In the range 1 to 1000000
  • With a decimal part
  • With a fractional part
  • Including integers (e.g. -6)

Identify numbers

  • In the range 1 to 1000000 (e.g. “What number is this?”)
  • With a decimal part
  • With a fractional part
  • Including integers

Number recognition working towards Third Level (S1 – S3 but earlier or later for some)

Recognise numbers

  • Roots and powers (e.g. point to √4, 34)
  • Mixed numbers

Identify numbers

  • Roots and powers
  • Mixed numbers

Stockbridge Counts – Counting forwards & backwards

Our current focus across the school is Counting forwards and backwards.

From Monday 4th September to Friday 13th October

What will this look like for my child?

Counting forwards and backwards within Early Level (Nursery and P1, but earlier or later for some)

Count forwards

  • numbers in the range 1 to 20,
  • then 1 to 30,
  • (then 1 to 100);
  • ordinal numbers
  • starting from 1, then other starting numbers

Count backwards

  • numbers in the range 1 to 10,
  • then 1 to 20, then 1 to 30

Counting forwards and backwards within First Level (P2, P3 & P4, but earlier or later for some)

  • Count forwards and backwards in ones from x to y, within 100 then 1000
  • Count forwards and backwards by 2’s from 2 (e.g. 2, 4, 6, 8, …)
  • Count forwards and backwards by 10’s from 10 (e.g. 10, 20, 30, …)
  • Count forwards and backwards on the decade by tens (e.g. 20, 30, 40, …)
  • Count forwards and backwards by 5’s from 5
  • Count forwards and backwards by 3s from 3
  • Count forwards and backwards by 4s from 4
  • Count forwards and backwards by 6s from 6
  • Count forwards and backwards off the decade by tens (e.g. 37, 47, 57, …)
  • Count forwards and backwards by 100s on the hundred (e.g. 200, 300, 400, …), on the decade (e.g. 350, 450, 550,…) and then off the decade (e.g. 172, 272, 372,…)
  • Count forwards and backwards by halves (e.g. ½, 1 ½, 2, 2 ½,…)

Counting forwards and backwards within Second Level (P5, P6 & P7, but earlier or later for some)

  • Count forwards and backwards by 7s from 7
  • Count forwards and backwards by 8s from 8
  • Count forwards and backwards by 9s from 9
  • Count forwards and backwards in multiples off the times table (e.g. count in 3’s from 4)
  • Count forwards and backwards in decimal tenths (e.g. 2.3, 2.4, 2.5, 2.6, …)
  • Count forwards and backwards in multiple tenths (e.g. 0.2, 0.4, 0.6, … )
  • Count forwards and backwards in simple fractional steps

Counting forwards and backwards working towards Third Level (S1 – S3 but earlier or later for some)

  • Count forwards and backwards within, and beyond, any times table
  • Count forwards and backwards in decimal tenths off the tenths (e.g. 3.83, 3.93, 4.03, 4.13, …)
  • Count forwards and backwards in fractional steps (stating equivalent fractions where possible) (e.g. ¼, ½, ¾, 1, 1 ¼, 1 ½, 1 ¾, 2, …)
  • Count forwards and backwards for positive and negative numbers (e.g. forwards from -7…, -6, -5, -4, …)

Challenge Your Mindset

Article 29: Your education should help you use and develop your talents and abilities. It should also help you learn to live peacefully, protect the environment and respect other people.

This slideshow requires JavaScript.

STOCKBRIDGE COUNTS – ADDITION & SUBTRACTION

OUR CURRENT FOCUS ACROSS THE SCHOOL IS ADDITION AND SUBTRACTION

From Tuesday 18th April to Friday 25th May

What will this look like for my child?

Addition and subtraction within Early Level (Nursery and P1, but earlier or later for some)

  • Count items in one collection
  • Establish a collection of a given numerosity (e.g. get me 6 counters from the group)
  • Count items in two collections
  • Count items in two collections
  • With first collection screened
  • With second collection screened
  • With both collections screened
  • Explore adding using a count-on strategy
  • Explore doubles and near doubles
  • Know doubles (1 to 5)

Addition and subtraction within First Level (P2, P3 & P4, but earlier or later for some)

  • Add using a count-on strategy
  • Subtract using a count-on or count-back strategy (e.g for 5 – 3, count on from 3 to 5 or count back from 5 to 3)
  • Use doubles (and near doubles) in addition sums
  • Add numbers to 20 using number bond facts, bridging through ten, doubles and near-doubles
  • Subtract numbers to 20 using counting back, number bond facts, bridging through tens
  • Add 3 numbers together (e.g. 7 + 2 + 6)
  • Know and use addition and subtraction family facts (e.g. 6+3=9, 3+6=9, 9-3=6, 9-6=3)
  • Add on multiples of ten to a 2-digit number (e.g. 45 + 20)
  • Subtract multiples of ten from a 2-digit number (e.g. 72 – 40)
  • Add tens and units with no regrouping (e.g. 34 + 21)
  • Subtract tens and units with no regrouping (e.g. 76 – 35)
  • Add tens and units with regrouping (e.g. 65 + 27)

Subtract tens and units with regrouping (e.g. 51 – 38)

Addition and subtraction within Second Level (P5, P6 & P7, but earlier or later for some)

  • Add and subtract 2-digit numbers using a variety of strategies
  • Add and subtract multiples of ten and hundred (e.g. 300 + 520)
  • Use a variety of strategies to find a pair of numbers that add to make 100 (e.g. “What goes with 63 to make 100?”)
  • Add and subtract 3-digit numbers using a variety of mental/written strategies e.g. 477+8, 534+40, 624-200 (mental) and 751-36, 621+185 (written)
  • Identify the number partner to go with a decimal tenth to make one (e.g. “What goes with 0.3 to make 1?”)
  • Identify the number partner to go with a decimal hundredth to make one (e.g. “What goes with 0.37 to make 1?”)
  • Add and subtract decimal numbers using a variety of (written) strategies
  • Add and subtract simple fractions e.g. ½ + ¼

Stockbridge Counts – Combining & partitioning & place value

OUR CURRENT FOCUS ACROSS THE SCHOOL IS COMBINING & PARTITIONING AND PLACE VALUE

From Monday 20th February to Friday 31st March

What will this look like for my child?

Combining & partitioning and place value within Early Level (Nursery and P1, but earlier or later for some)

Make finger patterns:

  • To show numbers 1 to 5 using one hand
  • To show double patterns for 1 to 5 (two hands)
  • To show doubles plus one patterns (two hands e.g. double 3 plus 1)
  • To partition numbers (e.g. “Make 6 on your fingers. Can you make it another way?”)
  • To partition 10 (e.g. 9 fingers up and 1 down shows 9 + 1 = 10

Recognise flashed patterns (domino and random)

  • Explore partitions of numbers through dot patterns

Combining & partitioning and place value within First Level (P2, P3 & P4, but earlier or later for some)

Combining and partitioning

  • Partition numbers up to ten into number bonds (e.g. know that 5 = 1 + 4 and so on)
  • Use number bond knowledge to say what number gets us to/from a decade (e.g. 34 + ? = 40, 54 – ? = 50)

Place value

Split a number containing tens and units

  • In a standard way e.g. (36 is 3 tens and 6 units)
  • In a non-standard way (e.g. 36 is 2 tens and 16 units)

Demonstrate how the value of a digit depends on where it is placed e.g. the 3 in 236 means 3 tens or 30

Split a number into its place value parts e.g. 364 = 300 + 60 + 4 (numbers up to 1000)

Combining & partitioning and place value within Second Level (P5, P6 & P7, but earlier or later for some)

Combining and partitioning

  • Partition 100 (e.g. 23 + ? = 100) to help with percentage calculations
  • Partition 1000

Place value

  • Demonstrate how the value of a digit depends on where it is placed (numbers up to 1 million)
  • Split a number into its place value parts
    • In the range 1 to 1000000
    • For decimals up to 2 decimal places (e.g. 2.5 is 2 and 5 tenths)
  • Split a decimal up in a non-standard way (e.g. 3.2 can be 2 and 12 tenths)