Autumn

Spring

Summer

Topic:

From Antarctica to Africa.

How do the continents differ? Who found the continents?

Our United Kingdom

What lives in our country? Who has ruled the land?

Terrific Toys

How have toys changed? How do they move?

English

Autumn 1:

Lost and Found by Oliver Jeffers

Outcome - Fiction: adventure story based on the structure of the text

Autumn 2:

Nibbles the Book Monster by Emma Yarlett

Outcome - Recount: diary entry

Spring 1:

The Lion Inside by Rachel Bright

Outcome - Fiction: story based on the structure of the text

Spring 2:

The Curious Case Of The Missing Mammoth by Ellie Hattie

Outcome - Fiction: story based on the structure of the text

Summer 1:

Toys in Space by Mini Grey

Outcome - Fiction: story based on the structure of the text

Summer 2:

Goldilocks and Just The One Bear. by Leigh Hodgkinson

Outcome - Fiction: story based on the structure of the text

Maths

Autumn 1

Place value (within 10)

Addition and subtraction (within 10)

Autumn 2

Shape

Place value (within 20)

Spring 1

Addition and subtraction (within 20)

Place value (within 50)

2,5,10 times tables

Spring 2

Length and height

Weight and volume

Summer 1

Multiplication and division

Fractions

Position and direction

Summer 2

Place value within 100

Money

Time

Science

Animals including Humans - Humans

identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense

Seasonal Changes (Autumn Winter)

Observe changes across the 4 seasons

observe and describe weather associated with the seasons and how day length varies

Animals including Humans - Animals

identify and 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)

Seasonal Changes (Spring Summer)

observe changes across the 4 seasons

observe and describe weather associated with the seasons and how day length varies

Summer safety.

Everyday Materials

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

UK Plants

identify and name a variety of common wild and garden plants from the UK, including deciduous and evergreen trees

identify and describe the basic structure of a variety of common flowering plants, including trees

History

Exciting Explorers

Famous explorers who have explored the continents.

NC: Learn about 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

Kings and Queens

Learn about 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

Sequence events in their own lives and the lives on monarchs studied.

Begin to position monarchs/ the time period during which they reigned on a simple timeline.

Become familiar with phrases to support chronological understanding eg. 30-40 years ago = around the time my parents were born, etc.

Terrific Toys

Changes in Living history- Toys changes within living memory – where appropriate, these should be used to reveal aspects of change in national life

Sort & sequence objects (ie. Toys) from distinctly different periods of time.

Match objects to people from different ages.

Geography

Comparing Continents

Name and locate the world’s seven continents and five oceans.

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.

Use basic geographical vocabulary to refer to: Key physical features, including season and weather Identify seasonal and daily weather patterns in the United Kingdom. Identify the location of hot and cold areas of the world in relation to the Equator and the North and South Poles

The United Kingdom

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.

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.

Making  Maps

Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Use basic geographical vocabulary to refer to: Key physical features, including forest, hill, mountain, soil, vegetation.  Key human features, including city, town, village, factory, farm, house, office.

Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to direct toys (Beebots)

D&T

Structures  - Constructing a Windmill

Design - Learn the importance of a clear design criteria, and begin to discuss as a class the design criteria for this project

 Including individual preferences and requirements in a design in discussion with the teacher

Make - Make stable structures (with support where necessary) using a variety of materials

As a class, learn how to turn 2D nets into 3D structures

Following instructions to cut and assemble the supporting structure of a windmill

Making functioning turbines and axles

Technical Knowledge: Understand that the shape of materials can be changed to improve the strength and stiffness of structures

To understand that cylinders are a strong type of structure (e.g. the main shape used for windmills and lighthouses)

To understand why axles are used in structures

Textiles: Hand puppets

Design : Using a template to create a design for a puppet

Explore a range of puppets/images of puppets to develop own ideas

Make - Cutting fabric neatly with scissors

Using joining methods to decorate a puppet

In discussion with the teacher, sequence steps for construction

Evaluate -Understand that ‘joining technique’ means connecting two pieces of material together

To know that there are various temporary methods of joining fabric by using staples. glue or pins

To understand that a template (or fabric pattern) is used to cut out the same shape multiple times

To know that drawing a design idea is useful to see how an idea will look

Mechanisms  -Making moving toys.

Design: Work in a group to design a vehicle that includes wheels, axles and axle holders, which will allow the wheels to move

As part of a group, create clearly labelled drawings which illustrate movement

Make: Select a range of tools and equipment in discussion with the teacher

Work as a group to adapt mechanisms

Technical knowledge: Understand wheels are round to rotate/move

To understand that for a wheel to move it must be attached to a rotating axle

To know that an axle moves within an axle holder fixed to the vehicle or toy

Art

Spirals

Using drawing, collage and mark-making to explore spirals. Introducing sketchbooks.

Making Birds

Sculptural project beginning with making drawings from observation, exploring media, and transforming the drawings from 2d to 3d to make a bird

Simple Printmaking

Explore simple ways to make a print. Use line, shape, colour and texture to explore pattern, sequencing and symmetry.

Music

Jolly music Level 1

Autumn term:

Lessons 1-5

Jolly music Level 1

Autumn term:

Lessons 6-10

Jolly music Level 1

Spring term:

Lessons 1-5

Jolly music Level 1

Spring term:

Lessons 6-10

Jolly music Level 1

Summer term:

Lessons 1-5

Jolly music Level 1

Summer term:

Lessons 6-10

PSHE

BM (Being Me in My World)
'Who am I and how do I fit?'

CD (Celebrating Difference)
Respect for similarity and difference. Anti-bullying and being unique

DG (Dreams and Goals)
Aspirations, how to achieve goals and understanding the emotions that go with this

HM (Healthy Me)
Being and keeping safe and healthy

RL (Relationships)
Building positive, healthy relationships

CM (Changing Me)
Coping positively with change

Computing

Rising Stars Computing Scheme

Rising Stars Computing Scheme

Rising Stars Computing Scheme

Rising Stars Computing Scheme

Rising Stars Computing Scheme

Rising Stars Computing Scheme

PE

(red and blue = coach taught, black = teacher taught)

Fundamental Attacking & Defending

Fundamental Throwing & Catching

Indoor Athletics

Fundamental Equipment handling skills (bat, racket etc)

Tennis

Fundamental Ball Skills

Fundamental Attack & Defence- uni-hoc

Fundamental Throwing & Catching

Dance

Fundamental Ball Skills- football

Outdoor Athletics

RE

How did the world begin?

Exploring a range of creation stories in imaginative ways, children present their own ideas using art and language. They consider how creation stories help some people understand what God is like.

What do some people believe God looks like?

Exploring how other people understand God on Earth; considering different representations of God and understanding why this is challenging.

What is God's job?

Investigating the roles of God through stories and sacred texts, children look at the things God does and what this means to different people.

Why should we care for the world?

Building on their understanding of creation stories, children explore beliefs about the relationship between humans and nature.

How do we know that new babies are special?

Why should we care for others?