Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Y1 ME: Local Area Where do I live? Queen and Country: Our Country/Kings and Queens

Transcription

1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Y1 ME: Local Area Where do I live? Antarctica: Lost and Found Weather/Hot cold Queen and Country: Our Country/Kings and Queens We re going on a Bear Hunt Writing of summer activities (assessment) Description of themselves Recount of local are trip Writing map Senses poem Write Bear hunt story local area features Geog: use simple compass directions (North, South, East and West) and locational and directional language [for example, Blast from the Past: Toys What toys did my nan play with? I love you Blue Kangaroo Emma Chichester Clark Christmas list Letter to Santa Description of toy then and now Recount of trip Norton Priory Fact file teddy bears History: changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life identify and Where does a penguin live? Lost and Found The Leaf Man Lois Elhert Speech between characters Poster of missing penguin Story lost and found Letter to penguin being lost Story how penguin arrived? Alternative story jungle animal moving to the jungle List of what to take the Antarctica Penguin fact file ICT Weather report - Weather comparisons/ here and Antarctica Geog: identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold Who is the Queen and where does she go? The Naughty Bus Jan and Jerry Oke The Queen s Knickers Spring 2: The Queen s knickers Letter to the Queen Fact file - dogs Description of Queen Description of knickers made Instructions on how to make knickers Summer 1: Non- fiction Fact file of Queen Elizabeth 1 Description of Queen Elizabeth 1 Comparison of life now and in Queen Elizabeth s time Diary entry of someone who lived in Queen Elizabeth s time Geog: name and locate the world s seven continents and five oceans name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage Magical Garden s Plants What grows in my garden? Mabel s Magical Garden by Paula Metcalf The Flower by John Light Names of flowers How to look after flowers Description of flowers Describe a magical garden Traditional tales? identify and name a variety of common wild and garden plants, including deciduous and evergreen trees identify and describe the basic structure of a variety of common flowering plants, including trees. Art and Design: about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and

2 near and far; left and right], to describe the location of features and routes on a map use aerial photograph s and plan perspective s to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key use simple fieldwork and observation al skills to study the geography name a variety of common animals including fish, amphibians, reptiles, birds and mammals identify and name a variety of common animals that are carnivores, herbivores and omnivores describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) areas of the world in relation to the Equator and the North and South Poles understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non- European country observe and describe weather associated with the seasons and how day length varies. Art and Design: about the work of a range of artists, craft makers and Design Technology: select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics explore and evaluate a range of existing products evaluate their ideas and products against design criteria distinguish between an object and the material from which it is made identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock describe the simple physical properties of a variety of everyday materials compare and group together a variety of everyday materials on the basis of their simple physical properties. Computing: understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise disciplines, and making links to their own work.

3 of their school and its grounds and the key human and physical features of its surrounding environmen t. identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. Computing: designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. use technology purposefully to create, organise, store, manipulate and retrieve digital content and unambiguous instructions create and debug simple programs use logical reasoning to predict the behaviour of simple programs History: the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell] Working Scientifically During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: asking simple questions and recognising that they can be answered in different ways observing closely, using simple equipment performing simple tests identifying and classifying

4 using their observations and ideas to suggest answers to questions gathering and recording data to help in answering questions

5 Year 2 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 PSHE Rights and Responsibilities Responsibilities - Could the world ever run out of water? How can we save water? (Lila story) PSHE Rules British Values Rule of Law own planet laws. Rules Keeping safe at home (fire link GFoL) PSHE Choices PSHE Health and Hygiene RE Could a meerkat live in the Arctic? Meerkat Mail Emily Gravett English links Recount of meerkat mail and innovate story. Postcards Instructions Masai Maran necklace Meerkat habitat description explanation text. Lila and the Secret of Rain David Conway Use of similes as in text and developing others Using power of three sentences in text as a model, create own sentences Weather poem - based on one weather type that they have experience of (Rain!) Science Who would make a good nurse? History - Florence Nightingale Please Help Miss Nightingale! Popcorn History Corner: Florence Nightingale A Picture Book Florence Nightingale English links Letter to Gov asking for supplies Exclamations What an awful mess! How terrible! Quiz questions & statement answers. Fact sheet How Florence helped at Scutari. Why should Florence be on a new 5 note? the lives of significant individuals in the past who have RE Christianity Was it scary to live in London during the Great Fire? Science (Animals inc humans) Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene. Bog Baby List - what a bog baby needs Instructions - how to look after a bog baby Fact file/information form (included in text) As applicable look at prepositions and use to support description of environment. (Next to the ferns, creamy flowers were growing./on the waterlily pads were many different insects.) History events beyond living memory that are significant This topic should fit in whichever half term Fox Howl is booked for Why are owls night birds and not day birds? The Owl Who was Afraid of the Dark English Plop Character description Write a new conversation with dialogue. Recount writing (Fox Howl) Descriptive poetry (Fox Howl) Create Fox Howl Powerpoints. Science Animals inc humans Revise at Fox Howl - find out about and describe the basic needs of animals, including humans, for survival (water, food and air) explore and compare the differences between things that Are there really dragons in China? Jin Jin the Dragon China Non-Fiction The Magic Paintbrush Geography Place knowledge understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-european country Locality study Bejing Science Use of Everyday materials Pupils should be taught How can I grow my own garden? The Rabbit Problem Emily Gravett Oliver s Vegetables Vivian French Jack and The Beanstalk (write from perspective of giant) English links Science Pupils should be taught to: observe and describe how seeds and bulbs grow into mature plants find out and describe how plants need water, light and a suitable temperature to grow and stay healthy. DT designing and make a rabbit shelter use the basic principles of a healthy and varied diet to prepare dishes understand where food

6 Animals inc humans Pupils should be taught to: notice that animals, including humans, have offspring which grow into adults find out about and describe the basic needs of animals, including humans, for survival (water, food and air) Living things and their Habitats Pupils should be taught to: identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell] Short topic Remembrance day changes within living memory. Where nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]. significant historical events, people and places in their own locality. English links Diary entry day in the fire Revise statements/questions with questions to the people of London (How did you feel etc?) Description using senses (expanded noun phrases). Tense work buildings now and then. Letter to King Charles for help are living, dead, and things that have never been alive Living things and their Habitats identify and name a variety of plants and animals in their habitats, including micro-habitats Computing Fox Howl link use technology purposefully to create, organise, store, manipulate and retrieve digital content recognise common uses of information technology beyond school use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns to: identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. Art Chinese Watercolours Use Twinkl Colour Chaos to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination to develop a wide range of art and design techniques comes from. Rabbit hutch build structures, exploring how they can be made stronger, stiffer and more stable explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products. Computing Pupils should be taught to: understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions create and debug simple programs use logical reasoning to predict the behaviour of simple programs

7 animals and plants, and how they depend on each other describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. Art Masai Maran necklaces Pupils should be taught: to use a range of materials creatively to design and make products DT Make a wheel for life cycle for offspring explore and use mechanisms [for example, levers, sliders, wheels and appropriate, these should be used to reveal aspects of change in national life Science - Living things and their Habitats Pupils should be taught to: explore and compare the differences between things that are living, dead, and things that have never been alive DT Pop up Christmas cards and Christmas craft Design design purposeful, functional, appealing products for themselves and other users based on design about content or contact on the internet or other online technologies Art Andy Goldsworthy about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work in using colour, pattern, texture, line, shape, form and space

8 axles], in their products. (Twinkl plan it DT Y2) criteria Make select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] Working Scientifically During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: asking simple questions and recognising that they can be answered in different ways observing closely, using simple equipment performing simple tests identifying and classifying using their observations and ideas to suggest answers to questions gathering and recording data to help in answering questions