What we intend the pupils to learn

Year

Autumn Term

Spring Term

Summer Term

EYFS first half term

SUPER ME (Autumn 1)

Stunning Starter - Finding out what a superhero is and making props to support play.

Marvellous Middle - Solving a mystery that required superhero skills!

Fabulous Finish - Super hero day

Role Play - House inside and outside initially then developed into a linked superhero role play based on children’s ideas

Author Focus - Allen Ahlberg

REACH FOR THE STARS (Spring 1)

Stunning Starter - Crash landing in the classroom from an alien friend.

Marvellous Middle - Rocket Launching

Fabulous Finish - Sending alien friend home in a new rocket.

Role Play - children’s ideas - space rocket and mission control

Author Focus - Oliver Jeffers

FOOD GLORIOUS FOOD (Summer 1)

Stunning Starter - Trip to Barleylands Farm linked to story of The Gingerbread Man

Marvellous Middle – Evil Pea captures some vegetables!

Fabulous Finish - Goldilocks arriving and knocking on the window

Role Play - children’s ideas - shop and restaurant

Author Focus - Julia Donaldson

Communication and Language

Communication and Language -

Develop listening and attention skills in small groups up to whole class for short sessions.

Understanding and following simple instructions to help build independence.

Develop children’s language skills to enable them retell past events, giving explanations and answering questions.

Building vocabulary through a wide variety of activities.

Communication and Language -

Maintain attention and concentrate during appropriate activities and in larger groups.

Follow stories without pictures or props.

Listen and respond to ideas expressed by others.

Extends vocabulary, exploring the meaning and sounds of new words.

Using language to imagine and recreate roles and experiences.

Communication and Language -

Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions.

Develop their own narratives and explanations by connecting ideas or events.

Listen attentively with sustained concentration to follow a story without pictures or props and can listen in a larger group, for example, at assembly

Carry out instructions which contain several parts in a sequence.

Physical

Physical –

CLASSROOM: Develop fine motor skills through cooking, malleable and use of tools.

Explore mark making through a variety of media.

HEALTH AND SELF CARE

Dresses and undresses with help.

Gym: Through indoor PE sessions children become familiar with hall and PE expectation through exploring a variety of ways of traveling – slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding, hopping. This will then progress to allowing the children the opportunity to explore jumping and landing using apparatus. Children can travel with increasing confidence, as well as balance and climb equipment.

Physical –

CLASSROOM: Continue to form recognisable letters and begin to join the letters in digraphs during handwriting and phonics.

HEALTH AND SELF CARE

Dresses and undresses with increasing independence.

Show some understanding that good practices with regards to exercise, eating, sleeping and hygiene can contribute to good health.

Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks.

Music and Movement: Through indoor PE sessions children develop skills in Music and Movement (Imaginative Space Travel).  Experiments with different ways of moving in order to complement the different aspects of space travel. Week one will focus on take-off, week two will focus on space exploration of the Moon and week three with focus on travelling back to earth. (3 weeks)

Cross Country: Children develop their running ability and stamina through Daily Mile and outdoor PE sessions. Children should be mindful of the need for arms and legs to work together. Children should be introduced to pacing in order to complete a longer race. They should end the unit by participating in school cross country race.

Physical –

CLASSROOM: Holds a pencil effectively and forms most letters correctly (at least half of the alphabet).

Become secure in their preferred hand for writing and hold a pencil using the correct pencil grip.

HEALTH AND SELF CARE

Dresses and undresses with some development towards managing buttons and zips.

Continue to learn about the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.

Balls: Through outdoor PE sessions children develop increasing control of a ball in pushing, patting, throwing, catching or kicking it. Children could progress to rolling and bouncing a ball and even be extended to using a bat and a ball simultaneously.

PSED

Personal, Social and Emotional Development –

Settling into the school environment and routines. 

Learning to access and play with resources and activities.

Make friends and building relationships with both children and adults.

Develop confidence in new social situations.

Learn to adapt behaviour and contribute towards a class charter.

These objectives are being supported through the Jigsaw PSED scheme of work.

Personal, Social and Emotional Development -

Play co-operatively, taking turns with others.

Develop confidence to try new activities and say why they like some activities more than others.

Develop awareness and understanding that their own actions affect other people.

These objectives are being supported through the Jigsaw PSED scheme of work.

Personal, Social and Emotional Development -

Talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable.

Choose the resources they need for their chosen activities.

Develop confidence to speak in a familiar group about their ideas.

Take account of one another’s ideas about how to organise their activity.

These objectives are being supported through the Jigsaw PSED scheme of work.

Literacy

Literacy -

Learning new songs, rhymes and an introduction to some classic stories.

Talking about the way stories are structured and talking about settings events and characters.

Recognising print in the environment such as familiar names, signs and logos.

Introduce phonics and individual reading.

Literacy -

Segment the sounds in simple words and blend them together to aid reading and writing.

Start to learn the names of the letters of the alphabet.

Apply phonic skills to write words and simple sentences.

Begin to know that information can be retrieved from books and computers.

Represent some sounds correctly and in sequence

Know that they can write for different purposes e.g. lists.

Start to spell common regular words e.g. it, in, on, at (Phase 2 Letters and Sounds)

Literacy -

Read phonically regular words of more than one syllable as well as many irregular but high frequency words.

Read some common irregular words (from Letters and Sounds phases 2 and 3).

Can describe the main events in a simple story they have read.

Enjoys an increasing range of books.

Know that information can be retrieved from books and computer.

Demonstrate understanding when talking about what they have read.

Write simple sentences that can be read by themselves and others.

Maths

Mathematics -

Recognising numbers to twenty.

Counting objects accurately to ten.

Counting by rote beyond ten.

Naming 2D shapes and using shapes to create patterns and models.

Recognising repeating patterns.

Order by height and length (up to three).

Introduce concept of adding and taking away.

Mathematics -

Finding numbers that are one more or less than a given number up to ten.

Count forwards and backwards from different starting points.

Using equipment to find the total of items in two groups by counting all of them.

Adding and taking away with Numicon.

In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.

Records, using marks that they can interpret and explain.

Begin to use mathematical names for ‘solid’ 3D shapes and mathematical terms to describe them.

Introduce the concept of doubling and halving using equipment.

Mathematics -

Counting and comparing using a pictogram.

Using quantities and objects, add and subtract two single-digit numbers and count on or back to find the answer.

Sharing amounts into equal groups.

Recognise, describe and know the value of coins from 1p up to £1.

Adding values of coins.

Measure items and distances using non-standard units of measure.

Introduce counting in 2s, 5s and 10s.

Solve practical problems that involve combining groups of 2, 5 and 10.

Understanding the World

Understanding the World -

Talking about significant events in our own experiences.

Know some of the things that make us unique and talk about similarities and difference.

Introduce daily discussions about the weather and the natural world.

Start to become familiar with technology within the classroom e.g. ipads, laptops, sound buttons

Introduce daily discussions about the weather and the natural world.

Know about similarities and differences in relation to places, objects, materials and living things – through Autumn walk.

Look closely at similarities, differences and patterns and change (water and ice).

Understanding the World -

Learn about different festival taking part at this time of year e.g. Shrove Tuesday, Chinese New Year.

(this paragraph moved down to computing)

Finding out about seasonal change into winter.

Know about similarities and differences in relation to places, objects, materials and living things through the topic of space – how astronauts stay healthy, rotting food experiment, rocket launching, waterproof materials.

Understanding the World -

Learn about different festival taking part at this time of year e.g. St. George’s Day, Pentecost

Continue to talk about the features of their own immediate environment and how environments might vary from one another.

Begin to know how the environment and living things are influenced by human activity.

Know that other children have different likes and dislikes and that they may be good at different things.

Observe the seasonal change into Summer – looking closely at similarities, differences, patterns and change.

Plant beans and cress, and observe how they grow and change.

Make observations of farm animals and explain why some things occur and talk about changes.

Expressive Arts and Design

Super Me and Let’s Celebrate

Area – drawing and painting

Media  - paint and clay (diva pots)

Artist – Jackson Pollock (firework link)

Self Portraits (Artist Focus – Leonardo Da Vinci ‘Mona Lisa’)

Explore colour mixing.

Media Focus - clay diva pots

Chooses particular colours to use for a purpose.

Reach for the Stars and Rumble in the Jungle

Area – textiles (weaving and sewing)

Media  – wool, thread, paper, range of textures

Artist  – Rousseau (Tiger in a Tropical Storm)

Media Focus – weaving and sewing.

Experiment to create different textures.

Create simple representations of events, people and objects.

Artist Focus – Rousseau (Tiger in a Tropical Storm)

Introduce a storyline or narrative into their play.

Represent their own ideas, thoughts and feeling through design and technology, art and music.

Food Glorious Food and Bug’s Life

Area – drawing, painting and collage - observational drawing (fruit/flowers)

Media Focus – pencil, paint, collage materials

Artist - Matisse ‘Snail’

Media Focus - observational drawing (fruit/flowers)

Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Artist - Matisse – Snail

Develop their own ideas through selecting and using materials and working on processes that interest them.

Use what they have learnt about media and materials in original ways, thinking about uses and purposes.

Computing

Computing -

Start to become familiar with technology within the classroom e.g. iPads, laptops, sound buttons.

Computing -

Learn how to take photos on an ipad.

Uses ICT hardware to interact with age-appropriate computer software.

Computing –

Becoming familiar with programmable toys through BeeBots.

Uses ICT hardware to interact with age-appropriate computer software.

RE –

To know that Christians pray.

To know that Harvest is a time to say thank you.

To know that some people want to thank God for their food.

(Participation in Harvest Festival)

Festivals

Diwali-To understand the Hindu festival of Diwali through Diva lamps.

Christmas -To understand the significance of Christmas for Christians?

Hanukkah-To appreciate the festival of Hannukah and its significance for Jews.

Compare similarities and differences between these three festivals of light

RE –

To know that Christians’ believe that God created the world.

To know that God’s name is special to Christians.

To know that God created humans to care for the world.

To think of ways that we could care for the world.

Festivals

Easter/Shrove Tuesday-How does Shrove Tuesday link to the Festival of Easter? How is Shrove Tuesday celebrated both now and in the past?

Chinese New Year- Where is this celebrated? How is this Celebrated? Also look at where China is to appreciate a different culture. Begin to understand how people from China celebrate in other countries outside China.

Holi- Understand why this festival of Holi is important to Hindus and the stories associated with this festival.

Mothering Sunday- Appreciate when Mothering Sunday began and recognise how servants visited their mothers once a year. Link to the Mother Church in each Parish.

Compare similarities and differences for each festival-focus on differences in culture.

RE –

To be able to retell some Old Testament stories through role-play, small world, story-telling and writing.

• David & Goliath
• Jonah & the Whale
• Noah’s Ark

To learn the story of St. George and participate in celebrations.

Multi-cultural Week

Festivals

St George’s Day- explore how the Feast of St. George is celebrated in various churches. Make the link to being the Patron Saint of England.

Pentecost-Begin to make links to the Christian Faith and the significance of the Holy Spirit being sent to the followers of Jesus.

Eid-ul-Fitr- introduction to the Muslim faith-breaking the fast of Ramadan.

Match each festival to each religion which they have looked at over the whole year.

Can they explore a festival from Sikhism and Buddhism to complete their introduction to other faiths?

EYFS Second Half Term

LET’S CELEBRATE (Autumn 2)

Stunning Starter - Receive Elf on the Shelf

Marvellous Middle - Locating the Elf’s new hiding place every day and receiving letters/gifts from him.

Fabulous Finish - Infant Nativity to school and parents

Role Play - Shop inside and outside initially then developed to link to a Christmas themed role play, based on children’s ideas

Author Focus - Nicholas Allan

JUNGLE FUN (Spring 2)

Stunning Starter - Discover classroom decorated like a jungle.

Marvellous Middle - Travelling zoo comes to school with animals.

Fabulous Finish - Parents coming in for a Jungle/Easter themed afternoon

Role Play - children’s ideas - Jungle hideout and Jungle with animals

Author Focus - Giles Andereau

BUGS LIFE (Summer 2)

Stunning Starter - Letter from a ladybird who doesn’t know who her mummy is.  Can they help?

Marvellous Middle - Growing mini-beasts - ladybirds or butterflies

Fabulous Finish - Releasing our mini-beasts in Butterfly Meadow

Role Play - children’s ideas - discovery centre and camping

Author Focus - Eric Carle

Communication and Language

Communication and Language -

Introduce Talking Partners and the opportunity to share news.

Begin to maintain attention during focussed activities.

Attend assemblies and listen attentively in a range of situations.

Begin to follow more complex directions

Communication and Language -

Listen attentively in a range of situations.

Begin to answer how and why questions about their experiences and response to stories or events.

Link statements and stick to a main theme or intention.

Use talk to organise, sequence and clarify thinking, ideas, feelings and events.

Introduce a storyline or narrative into their play.

Communication and Language -

Give their attention to what others say and respond appropriately, while engaged in another activity.

After listening to stories children can express views about events or characters in the story and answer questions about why things happened.

Express themselves effectively, showing awareness of listeners’ needs.

Physical

Physical –

CLASSROOM: Start to form recognisable letters holding pencil effectively and learn the cursive script.

Begin to master use of one handed tools e.g. scissors

Begin to use anticlockwise movement and retrace vertical lines.

HEALTH AND SELF CARE

Dresses and undresses with help.

Dance: Through indoor PE sessions children develop skills in Dance. Children should learn to listen and appraise the music. They should listen carefully to different beats and rhythms in order to dance in time with the music and with other children. The dance is for the Christmas Nativity.

Physical –

CLASSROOM: Holds a pencil effectively and forms most letters correctly, particularly those in their own name.

Uses simple tools to effect changes to materials.

HEALTH AND SELF CARE

Dresses and undresses with increasing independence.

Eats a healthy range of foodstuffs and understands need for variety in food.

Shows understanding of how to transport and store equipment safely.

Throwing and Catching: Through indoor PE sessions children are introduced to handling beanbags. Children work towards throwing and catching bean bags in a more confined space, before moving outside next term where the children will move onto working with different balls. Children develop confidence to throw and catch a beanbag to themselves, progressing to throwing and catching successfully to a partner.

Physical –

CLASSROOM: Hold a pencil effectively and forms most letters correctly (most of the alphabet).

Know about and can make healthy choices in relation to healthy eating and exercise.

Become secure in their preferred hand for writing and hold a pencil using the correct pencil grip.

HEALTH AND SELF CARE

Dresses and undresses with some development towards managing buttons and zips.

Team Games: Through outdoor PE sessions children will prepare for Sports Day (School Games Day) activities.  Negotiate space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles. They should develop their co-ordination skills too with a variety of equipment.

PSED

Personal, Social and Emotional Development -

Reflect upon own abilities and describing self in positive terms through the use of pupil’s Learning Journey.

Participate in whole school events such as Infant Nativity, Christmas display in house day and fundraising events.

Encouraged to say when they do and don’t need help.

Explain own knowledge and understanding and ask appropriate questions.

These objectives are being supported through the Jigsaw PSED scheme of work.

Personal, Social and Emotional Development -

Show sensitivity to others’ needs and feelings and form positive relationships with adults and peers.

Take steps to resolve conflicts with other children on their own e.g. finding a compromise.

Begin to be able to negotiate and solve problems without aggression e.g. when someone has taken their toy.

These objectives are being supported through the Jigsaw PSED scheme of work.

Personal, Social and Emotional Development -

Prepare for transition into Year One.

Talk about the things they enjoy, and are good at, and about the things they don’t find easy.

Listen to each other’s suggestions and plan how to achieve an outcome without adult help.

Resolve minor disagreements through listening to each other to come up with a fair solution.

These objectives are being supported through the Jigsaw PSED scheme of work.

Literacy

Literacy -

Hearing initial, medial and end sounds in words.

Apply phonic skills to read words and simple sentences.

Build up a bank of sight vocabulary to use in reading and writing.

Write own name and other things such as labels and captions.

Literacy -

Segment the sounds in simple words and blend them together to aid reading and writing, including digraphs from Phase 3 Letters and Sounds.

Match lower and upper case letters of the alphabet.

Think of own ideas and form into a sentence.

Continue to represent some sounds correctly and in sequence

Know that they can write for different purposes e.g. postcards

Start to spell common irregular words e.g. no, go, I, to, the, into (Phase 2 Letters and Sounds) and CVC words e.g. cat, will, bag,

Literacy -

Demonstrate understanding when talking with others about what they have read.

Apply knowledge of phonics when writing polysyllabic word.

Use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary.

Words are spelt correctly and other are phonetically plausible.

Begin to use key features of narrative in their own writing.

Demonstrate awareness of capital letters and full stops.

Maths

Mathematics -

Estimating how many objects and counting to check.

Finding numbers that are one more or less than a given number up to five.

Using the vocabulary involved in subtraction.

Becoming familiar with coins and learning their values.

Describing 2D shapes and positional language.

Adding using Numicon.

Exploring heavy and light objects and understanding how to use balancing scales.

Mathematics -

Count backwards from twenty.

Order numbers one to twenty and beyond.

Use quantities and objects to add and subtract two single-digit numbers.

Consolidating concept of addition and subtraction.

Compare numbers and identify which is more and less.

Become familiar with the concept of capacity and the associated language.

Sort items by own criteria e.g. 2D shapes

Comparing and ordering by height and length (more than three).

Measure height and length of objects using non-standard units of measure.

Identifying and matching patterns.

Mathematics -

Learn to recognise symmetry.

Explore patterns, shapes and tessellations.

Ordinal numbers.

Order days of the week.

Use everyday language related to time.

Learning to read o’clock times.

Revisit concept of doubling.

Repeated addition.

Adding parts to make a whole.

Subtraction and recording.

Understanding of the World

Understanding the World -

Learn about the different festivals that take place during this seasons e.g. Guy Fawkes, Diwali, Christmas, Hanukkah

Find out about animals that hibernate

Find out about animals which hibernate.

Know about similarities and differences in relation to places, objects, materials and living things through day and night.

Understanding the World -

Learn about different festival taking part at this time of year e.g. Mother’s day, Easter.

Know about similarities and differences between themselves and others, and among families, communities and traditions.

Observe the seasonal change into Spring - look closely at similarities, differences, patterns and change through animal patterns, exotic fruit tasting, travelling zoo visit, jungle layers, camouflage and food chains.

Understanding the World -

Observe seasonal change into Summer – looking closely at similarities, differences, patterns and change.

Learn about different festival taking part at this time of year e.g. Father’s Day

Make observations of minibeasts and explain why some things occur, and talk about changes through life cycles and habitats.

Expressive arts and design

Expressive Arts and Design -

Media Focus - clay diva pots

Builds a repertoire of songs and dances relating to Christmas.

Explore different songs of instruments linked to fireworks.

Constructs with a purpose in mind.

Chooses particular colours to use for a purpose.

Play co-operatively a part of a small group to act out a narrative.

Expressive Arts and Design -

Artist Focus – Rousseau (Tiger in a Tropical Storm)

Introduce a storyline or narrative into their play.

Explore the different sounds of instruments.

Sing songs, make music and dance, and experiment with ways of changing them.

Represent their own ideas, thoughts and feeling through design and technology, art and music.

Expressive Arts and Design -

Artist - Matisse – Snail

Develop their own ideas through selecting and using materials and working on processes that interest them.

Use what they have learnt about media and materials in original ways, thinking about uses and purposes.

Talk about the ideas and processes that have led them to make music, design, images or products.

Computing

Computing -

Start to become familiar with technology within the classroom e.g. iPads, laptops, sound buttons.

Computing -

Learn how to take photos on an iPad.

Uses ICT hardware to interact with age-appropriate computer software

Computing -

Beebots - help ladybird to search for their mother.

Videoing – using iPads to record what found on hunt.

Make a choice of how to record minibeast – choose photo, video – select for a particular purpose.

RE

RE –

To know the difference between good and bad actions in a story (King of the Darkness).

To participate in and have some understanding of Remembrance Day.

To recognise that birthdays are special.

To recognise they have grown and changed.

To describe what makes them special and unique.

To recognise that Christians’ believe that everyone is special and unique.

To identify who was important in the Christmas story(Participate in school Nativity).

RE –

To know why a palm cross is a special symbol.

To know how crosses are used to celebrate Easter at home and at Church.

To know and describe the big surprise at the end of the Easter story.

To know that the cross is a symbol of forgiveness for Christians.

To know that Christians’ believe in helping those in need.

RE –

To be able to retell some New Testament stories through role-play, small world, story-telling and writing.

Making links between stories.

• Feeding the 5,000
• Jesus walks on water
• Zacchaeus
• Jesus heals a leper

Celebrating ‘Father’s Day’ and recognition of significant fathers in the Bible (Joseph, Noah, Jacob)

Year 1

TOY STORY

Stunning Starter – Teddy bears picnic

Marvellous Middle – visit to toy museum

Fabulous Finish – Puppet show to EYFS

Role Play – Teddy Bears picnic, Toy Story Andy’s bedroom and Stable in Bethlehem.

Visit –Valence House toy museum. Barking and Dagenham.

Author focus Jane Hissey, Jez Albrough

THE ADVENTURES OF PADDINGTON BEAR

Stunning Starter – Who is Paddington?

Marvellous Middle - Paddington sandwich making.

Fabulous Finish – Visit to Zoo link to animals of UK.

Role play – Transportation centres tourist office vary UK country.

Author Focus – Michael Bond, Nick Butterworth

JACK AND THE BEANSTALK

Stunning Starter – A Jack and the Beanstalk adventure.

Marvellous Middle - Trip to Thorndon Park/forest school

Fabulous Finish – Andy Goldsworthy art (with parents)

Role Play – Garden Centre

Visit -Butterfly meadow / Thorndon Park

Author Focus – Nick Sharratt, Lynley Dodd

English

English -

Narrative – stories based on ‘Toy Story’.

Poetry – Rhyme, Sound collector – Roger McGough

Instructions – linked to planting bulb for Mothering Sunday.

English -

Narrative -  Paddington adventures, Where the Wild Things Are

Information text – animals

Recount- zoo trip writing in past tense.

English -

Narrative – traditional tales (inc Jack and the Beanstalk), extended story writing, stories from other cultures

Information leaflet - plants

Poems – Seasons poetry

Maths

Mathematics -

Numbers to 20 ordering, writing and counting 1:1.

Number bonds to 10.

Addition and subtraction within 10 and 20.

Ordinal numbers

Directions left and right

Length comparing length and height.

Shapes and patterns

Mathematics -

Recap part, part, whole reasoning problems.

Numbers to 50.

Addition and subtraction building up methods and skills.

Multiplication counting in 2, 5, 10.

Division by sharing.

 Data Handling and graphs

Time

Mathematics -

Column addition, subtraction

money

Numbers to 100. – sequence, ordering

Mass, Volume, capacity

Time

Position and turns.

Science

Science –

Who am I? - to identify, name, draw and label basic parts of the human body.

Which part of body is associated with senses? Humans versus toys.

To describe and group properties of materials transparent, translucent, opaque, waterproof and flexible.

To distinguish between objects and materials from which it is made. ( toys from past)

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 used in toys.

Compare and group together a variety of everyday materials on the basis of their simple physical properties.

Investigate- materials to wrap a present. Modelling, teaching asking questions,

Science-

Creatures of the British Isles v animals in Peru - To name animals that are bird, fish, mammals.

Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.

To describe and compare the common structure of common invertebrates. To compare the structure

To name 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)

Protecting ourselves and the environment.

Animal living in sea and sand,

Seasonal changes

Child led investigation – What do creatures eat?

Science –

Plants:

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.

Seasonal Changes:

Observe changes across the four seasons.

Child led investigation- What can I find out about plants?

Geography

Geography –

Toys around the world (Bk Children like Me.) Use world maps, Google earth, atlases and globes to countries, continents and oceans.

Africa, Central America, Russia, Germany and Australia.

Exploring different ways of celebrating Christmas around world and traditional toys.

Geography –

Name and locate characteristics for the 4 countries and capital cities of the UK and surrounding seas.

Identify seasonal changes and daily weather patterns in the UK and location of hot and cold areas of the world in relation to Equator and Poles.

Geography –

geography in our school, its grounds and the surrounding area

Use google earth and explore aerial photos and plan perspectives to recognise landmarks and basic human and physical features: devise a simple map and use and construct basic symbols in a key.

History

History –

Changes within living memory. Inventors Steiff bears, Hornby. Looking a toys as a baby and now. Visit to toy museum

What toys do children of different ages play with?

What toys did you grandparents and parents play with?

Can you say how toys have changed over time?

History –

Explore how London has changed. Focus on capital cities and industries. e.g river Thames, shipping, coal mines. Historical landmarks- Stonehenge, Hadrian’s Wall.

Why are landmarks important to the local area and country?

How transport has changed over time?

History –

Lives of significant individuals in the past, compared to life in different periods Darwin and Liz Bonnin.

Art

Toy story

Area – Painting (colour mixing) toys of the future

Media – paint

Artist focus – Walt Disney

The Adventures of Paddington

 Area - Sculpture of Paddington Bear

Media – clay

Artist focus – Marcus Cornish

Roots and shoots/Jack and the Beanstalk

Area – Drawing, painting and collage

Media – pencil, paint and collage materials

Artist focus – Van Gogh

DT

DT –

Puppets (textiles) - Select from and use a range of tools and equipment to perform practical tasks such as cutting, shaping, joining and finishing.

Generate, develop, model and communicate their ideas through talking, drawing, templates. (Designing puppets).

DT - 

Food technology – Investigate different breads, and fillings, link to diet and health.

Use the basic principles of a healthy and varied diet to plan, prepare, evaluate sandwiches.

DT –

Investigate simple pulley system at forest schools and in role play area.  Design, make and evaluate a mechanism for Jack to lower the golden egg, harp and money down the bean stalk.

Music

Music -

Introduce glockenspiels and chime bars. Hey You-

Listen to and appraise different styles of music., learn to sing adding percussion instrument to the beat and rhythm of the song. Improving with different sounds using instruments.

Learn about the glockenspiel and chime bars, playing in time and rhythm.

Christmas nativity – singing skills focus on singing as part of a group being aware of volume and speed.

Music -

Developing glockenspiels and chime bars. Building upon glockenspiel skill and being apply to play along to a tune understanding simple notation and the opportunity for improvisation.

Round and Round- Listen to and appraise different styles of music., learn to sing adding percussion instrument to the beat and rhythm of the song. Improving with different sounds using instruments.

Easter- singing skills focus on singing as part of a group being aware of volume and speed.

Music –

Banana Rap (rhythm in the way, In the groove)

Singing focus on rhythm, pace and harmony with other singers.

Drumming and use of percussion instruments exploring sound, pitch and tempo to create sound effects for parts of the Jack and the Beanstalk story for performance and appraisal of others compositions.

PE

Toy Story

INDOOR

Mighty Movers: explore running at a variety of speeds and in a variety of styles; run at different speeds and in different directions with control; understand the purpose of a circuit and how it can improve fitness; explore running at different speeds.

Boot Camp: understand how to prepare the body for exercise, understand what fitness means; complete a range of circuit-based activities and understand the reason for doing them, understand what happens to the heart rate during exercise; complete a circuit that includes activities practices with balance and co-ordination.

OUTDOOR

Story Time Dance: change direction during travelling moves, link travelling moves that change direction and level; link moves together, use a variety of moves; explore basic body patterns and movements to music; use a variety of moves that change speed and direction; link together dance moves with gestures and changing direction in time to music.  

Multi-Skills: explore static balancing and understand the concept of bases; combine a number of co-ordination drills, using upper and lower body movements; aim a variety of balls and equipment accurately, time running to stop or intercept the path of a ball; travel in different ways, showing clear transitions between movements; travel in different directions (side to side, up and down) with control and fluency; practise ABC (agility, balance and co-ordination) at circuit stations.

The Adventures of Paddington

INDOOR

Gymfit Circuits: identify techniques to improve balance; practise a range of gymnastic skills through a series of circuits; perform a range of gymnastic skills with increased accuracy; perform a sequence of gymnastic moves within a circuit; perform a sequence of moves at each station within a circuit with increased accuracy; evaluate my performance of gymnastic moves within a circuit.

Groovy Gymnastics: explore movement actions with control and link them together with flow; explore gymnastic actions and shapes; explore travelling on benches; explore movement actions with control, and to link them together with flow; choose and use simple compositional ideas by creating and performing sequences, repeat and link combination of gymnastic actions, link combinations of movements and shapes with control.

OUTDOOR

Skip to the Beat: develop foot patterns that aid skipping; develop skipping skills; improve agility, balance and co-ordination.

Brilliant Ball Skills (Football): master basic sending and receiving techniques, develop balance, agility and co-ordination; make use of co-ordination, accuracy and weight transfer; develop receiving skills; use ball skills in game-based activities.

Jack and the Beanstalk

INDOOR

Cool Core (Strength): identify techniques to improve core strength and agility; learn how to support body weight; perform movements which demonstrate core control; work through ladder activities to improve co-ordination and accuracy; use core to improve balance whilst running; support body weight on hands using the core muscles; demonstrate good posture and balance; learn the front and back support.

Fitness Frenzy: complete a circuit that includes activities learned throughout the year; explore running at different speeds; improve agility, balance and co-ordination; evaluate performance of gymnastic moves within a circuit; identify techniques to improve core strength and agility; use techniques already learned to improve performance.

OUTDOOR

Throwing and Catching (Field Games): 3 Tees Cricket – learn skills for striking and fielding games; practise basic striking, sending and receiving; use throwing and catching skills in a game; practise accuracy of throwing and consistent catching; strike with a racket or bat; play a game fairly and in a sporting manner, use fielding skills to play a game. 

Active Athletics: use varying speeds when running; explore footwork patterns; to explore arm mobility, explore different methods of throwing; practise short distance running; practise taking off from different positions; complete an obstacle course with control and agility.

RE

RE –

Christianity

God and Creation story. – Who made the world?

Incarnation – Christmas Why is Christmas important for Christians.

Harvest, Remembrance

Christian Values

Bible story – Daniel and the Lions Den. (OT)

Flower of Faiths

Symbols and People

A basic introduction to the 6 main religions including Christianity (not a focus), Buddhism- Buddha, Sikhism-Guru Nanak, Judaism- Moses, Islam- Muhammad

What do I know about key figures from different religions?

Name key figures from each religion.

Retell a story about a key person

How has the person influenced the religion?

How is the person celebrated/ worshipped?

RE –

Christianity

Incarnation – Christmas Why is Christmas important for Christians. Epiphany

Salvation- Why does Easter matter to Christians

St Georges day

Christian Values

 Bible story – Story of Joseph (OT)

Jesus calling disciples (NT)

Flower of Faiths

How do they worship?

Place of worship Mosque, temple, Gurdwara, Synagogue, shrines

Important elements

Days of worship

Worship leaders

How do different faiths congregate and worship?

Name different places of worship

Compare different places of worship

How is the place used during worship?

How place is the place of worship used within festivals?

Key places around the world focus for pilgrimages? e.g. Mecca. Jerusalem.

RE –

Christianity

Pentecost

Celebrating other Faiths - Sikhism

Christian Values

 Bible story – Prodigal Son ( NT)

Wise and foolish man (NT)

The Sower (NT)

Flower of Faiths

Special Books

How it’s treated, written, displayed, names, appearance.

Torah, Quran, Veda, Guru Granth Sahib.

Stories from other faiths and cultures.

How are special books and texts used?

Name special books for each religion.

Identify how it is written and treated

Retell story or event from holy text

Compare key texts identifying similarities within stories.

How is the text used within every day religious practises?

PSHE

PSHE –

Being Me in My World

Celebrating difference: ways I am different from my friends, understand these differences make us all special and unique

PSHE –

Dreams and Goals: how I felt when I succeeded in a new challenge and how I celebrated, how to store the feelings of success in my internal treasure chest

Healthy Me: why I think my body is amazing and can identify some ways to keep it safe and healthy, recognise how being healthy helps me to feel happy

PSHE –

Relationships: why I appreciate someone who is special to me and express how I feel about them

Changing Me: identify the parts of the body that make boys different to girls and can use the correct names for these, respect my body and understand which parts are private

Computing

Computing –

E-safety, reminder of rules

We are treasure hunters

Children are introduced to problem solving and what an algorithm is. They create their own sequence of movements and then have to solve a ‘given code bug’.

Final product: Beebots- programming

Computing –

E-safety, reminder of rules

We are collectors

Children use web search engines to collect pictures of different types of animals. They explore how pictures can be put in Powerpoint and then have text added.

Final product: PowerPoint creating a page which includes text and pictures

Computing –

E-safety reminder of rules

We are painters

Children are able to make their own digital content. They are making it using paint software to create and manipulate digital content.

Final product: Creating own picture in paint and adding text to the digital media.

Year 2

THE GREAT FIRE OF LONDON

Stunning Starter – The story of the Great Fire of London and bread making

Marvellous Middle – Great Fire of London ‘hands on learning’ History off the Page

Fabulous Finish – Animated ICT film of Great Fire of London

Role play - Pudding Lane Bakery

Visit – History off the page ‘the Great Fire of London’

Author Focus – Anthony Browne and Mini Grey

CHOCOLATE

Stunning Starter - Chocolate tasting!

Marvellous Middle – Aztec art

Fabulous Finish – Egg destroyer

Role Play -  The Chocolate Factory (from Charlie and the Chocolate Factory)

Visit - Drumming workshop (Aztec link)

Author Focus – Michael Foreman and Helen Cooper

PIRATES

Stunning Starter - Watch Pirates in an adventure cartoon

Marvellous Middle- visit/pirate day

Fabulous Finish - Year 2 End of Year production

Role play - Pirate ship (counting treasure)

Visit – Chatham Docks pirate day

Author Focus – Timothy Knapman and Jeanne Willis

English

English –

Narrative – based on Silly Billy by Anthony Browne (author focus) and Great Fire of London

Diary writing – based on the events in the Great Fire of London

Poetry – focus on ‘Really Looking’ emotive language, poetry based in fire and fireworks

English –

Narrative writing - Charlie and the Chocolate Factory themed story

Poetry – based on descriptive language

Non-Fiction texts – explanatory writing based on one of the sweets from Charlie and the Chocolate Factory (eg checking for bad nuts).

English –

Narrative story writing –‘The Man Whose Mother was a Pirate by Margaret Mahy, pirate adventures, ‘Mungo and the Pirate’ Adventures

Poetry – sea shanties

Non-fiction – pirate fact finding, writing a ship’s log

Instructions – to make a vile meal for a pirate to enjoy

Maths

Mathematics –

Count in steps of 2, 3 and 5 from 0 and in tens from any number, forward and backward.

Place value of each digit in a two digit number (tens, ones), solving problems

Identify, read, write, represent and estimate numbers to 100 using different representations including the number line.

Compare and order numbers from 0 up to 100; use <, > and = signs.

Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100.

Show that the addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot.

Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two digit number and ones; a two digit number and tens; two two digit numbers; adding three one digit numbers.

Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

Solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures; applying their increasing knowledge of mental and written methods.

Recognise and use symbols for pounds and pence. Combine amounts to make a particular value. Find different combinations of coins that equal the same amounts of money. Solve simple problems in a particular context involving addition and subtraction of money of the same unit, including giving change.

Mathematics –

Recall and use multiplication and division facts for the 2, 5 and 10 times tables, including recognising odd and even numbers.

Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs.

Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods and multiplication and division facts, including problems in contexts.

Show that the multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot.

Geometry- properties of shape

Identify and describe the properties of 2D shapes, including the number of sides and line symmetry in a vertical line.

Identify and describe the properties of 3D shapes, including the number of edges, vertices and faces.

Identify 2D shapes on the surface of 3D shapes, [for example, a circle on a cylinder and a triangle on a pyramid.]

Compare and sort common 2D and 3D shapes and everyday objects.

Order and arrange combinations of mathematical objects in patterns and sequences.

Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise)

Recognise, find, name and write fractions 13, 14, 24 and 34 of a length, shape, set of objects or quantity.

Write simple fractions for example, ½ of 6 = 3

Recognise the equivalence of 24 and 12.

Measurement – height and length.

Mathematics –

Locate, order and compare 2-digit numbers on 0-100 landmarked lines and on the 1-100 square; use < and > signs; locate numbers on an empty 0-100 line; introduce numbers 101 to 200 and count in 100s to 1000; add 2-digit numbers by counting on in 10s and 1s; subtract 2-digit numbers by counting back in 10s and 1s

Challenge use these digits to make a number. What combinations can you make and compare them.

Multiplication and relationship with divisions and remainders (SAT style questions)

1 step and 2 step problems

Division and multiplication 2, 5, 10 - Simple number sentences as well as word problems.

Measure weight using standard or uniform non-standard units; draw a block graph where one square represents two units; weigh items using 100g weights using scales marked in multiples of 1kg or 100g; measure capacity using uniform non-standard units; measure capacity in litres and in multiples of 100ml

Venn, Carroll and tree diagrams

Reading scales divisions of 1, 2, 5,10

Complex missing number problems where both sides of sum must equal. Addition and subtraction.

Multiplication and relationship with divisions and remainders

Science

Science-

Uses of everyday materials:

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. 

Science investigation: Investigation based on the properties of materials.

Science –

(Animals including humans)

Notice that animals, including humans, have offspring which grow into adults.

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.

Find out about and describe the basic needs of animals, including humans, for survival (water, food and air) [related to pets]

Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene [link with the main theme]. 

Science Investigation based on food and exercise 

Investigative skills (Child led)

Children to come up with their own questions and then plan their own investigation.

Science –

(Living things and their habitats) Explore and compare the difference between things that are living, dead and thing that have been alive.

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 animals and plants, and how they depend on each other [related to mini-beasts].

Identify and name a variety of plants and animals in their habitats, including microhabitats

(Plants) 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

Science investigation: Investigation based on the living conditions of plants

Geography

Geography –

Expansion of London/Thames before and after the fire

Name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas.  Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features.

Geography –

understand geographical similarities and differences through studying the human and physical geography of a small area of the UK, and of a small area in a contrasting non-European country [Ghana village to UK - produces cocoa beans in Ghana], name and locate the world’ seven continents and five oceans

Geography -

Key physical features that Pirates would encounter (eg beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather); use world maps, atlases and globes, to identify the UK and its countries, as well as countries, continents and oceans; use simple compass directions and (North, South, East and West) and locational and directional language (eg near and far; left and right to describe the location of features and routes on a map

History

History –

Great Fire of London: significant historical events in our own locality and events beyond living memory that are significant nationally

Link with Yr 1 – Paddingtons – looking at key building and use of river Thames.

What happened to London during the fire of 1666?

What was Stuart London like?

Could anyone have stopped what happened on 2 September 1666?

What did people do first?

What was it like at the height of the fire?

What was left of London?

What did the King do to make London better?

History –

link with Aztecs - To understand the nature of expansion and dissolution of empires.  To identify similarities and differences between ways of life in areas of the world (Aztecs v Spanish).

Who are the Aztecs?

 Why did the Aztecs move around?  Why did they choose the site for their city? 

How did the everyday lives of Aztecs differ to our own?

What was the importance of chocolate to the Aztecs?

History –

Lives of significant individuals in the past who have contributed to national and international achievements.  compared to life in different periods – Christopher Columbus, Grace O’Malley, Blackbeard

Can I mind map what I know about pirates?

Art

Great Fire of London

Area – Painting and collage, creating a ‘relief’ of the Great Fire

Media – paint and collage

Artist focus – Ben Johnson

Chocolate

Area - Printing

Media – stencilling, press printing

Artist focus – Aztec art

Pirates

Area – Textiles

Media – sewing and batik

Artist focus – Elisa Quevedo

DT

DT –

Bread baking – investigate different breads and dietary strengths/weaknesses, use the basic principles of a healthy and varied diet to prepare dishes.

understand where food comes from and investigate how methods of baking have changed between great fire of London time and now.

Big focus on evaluations, children compare the bread they have made to other pre-made bread

DT –

Using links with Ford, children will design, make and evaluate cars which move and will be designed for Umpa Lumpas to get around the chocolate factory.

Explore and evaluate a range of existing products, then design a car from a show box, with dowelling and wooden wheels. A lot of work will be done on measuring and discussions  of accuracy so the car can move straight. Ford engineers will come in to assist and will choose winning groups. Children will then take their cars to Ford to enter a competition against other schools.

DT –

Pneumatics- children to create sharks using a pneumatic system where the sharks open their mouths.

Music

Music –

I Want to Play in a Band - applying the key concepts of finding a pulse, clapping a rhythm, pitch, playing accompanying instrumental parts.

Ho, Ho, Ho- Christmas music and songs based on the theme of this time of the year.

Music –

Hands, feet, heart- listening and appraisal, applying key concepts of style of African music, composing their own music in the relevant style.

Zoo time’ – listen and appraise, discuss tyle and structure, pulse, pitch and rhythm, learn a song and add instrumental parts, compose simple musical piece, improvise music and performance

Music-

Friendship song- listening and appraisal, applying key concepts of finding a pulse, clapping a rhythm, pitch, playing accompany instrumental parts, including composing their own musical piece.

Reflect, rewind and replay – listening and appraisal, applying key concepts of finding a pulse, clapping a rhythm, pitch, playing accompany instrumental parts, including improvisation and own composition

PE

Great Fire of London

INDOOR

Boot Camp: understand how to prepare the body for exercise, understand what fitness means; complete a range of circuit-based activities and understand the reason for doing them; understand what happens to the heart rate during exercise; complete a circuit that includes activities practised; complete a circuit with balance and co-ordination.

Ugly Bug Ball Dance: explore different levels and speeds of movement; compose and perform simple dance phrases, show contrasts in simple dances with good body shape and position; develop a range of dance movements and improve timing; work to music, creating movements that show rhythm and control.

OUTDOOR

Mighty Movers (Running): run efficiently using the arms; demonstrate running with balance and co-ordination; understand the purpose of a circuit and how it can improve fitness.

Multi-Skills: explore static balancing, understand concepts of bases; combine a number of co-ordination drills, using upper and lower body movements; aim a variety of balls and equipment accurately; travel in different ways, showing clear transitions between movements; maintain balance when changing direction; use skills learned in a game.

Chocolate

INDOOR

Groovy Gymnastics: remember and repeat simple gymnastic actions with control; balance on isolated parts of the body using the floor and hold balance; develop a range of gymnastic moves; particularly balancing; link together a number of gymnastic actions into a sequence; explore ways of travelling around on large apparatus; choose and use a variety of gymnastic actions to make a sequence.

Gymfit Circuits: identify techniques to improve balance; practise a range of gymnastic skills through a series of circuits; perform a range of gymnastic skills with increased accuracy; perform a sequence of gymnastic moves within a circuit; perform a sequence of moves at each station within a circuit with increased accuracy; evaluate performance of gymnastic moves within a circuit.

OUTDOOR

Skip to the Beat: perform skipping moves with agility, balance and co-ordination; explore different ways of jumping/hopping with balance and accuracy; skip with control and balance.

Brilliant Ball Skills (Basketball): use hand-eye co-ordination to control a ball, catch a variety of objects; vary types of throw, move with a ball, develop catching and dribbling skills; use ball skills in a mini festival.

Pirates

INDOOR

Cool Core (Strength): develop and improve core strength and agility; learn how to maintain a good bridge using core strength; improve plank techniques; maintain a wheelbarrow walk for a longer period of time; perform a crunch and understand what it does; perform an activity/game which uses the abdominals; perform a squat and diagonal body twist and understand why they are valuable exercises to do; footwork patterns using a hoop; develop hoop skills that will aid core strength and balance.

Fitness Frenzy: complete a circuit of activities; understand the purpose of a circuit and how it can improve fitness; skip with control and balance; improve core strength, balance and agility; evaluate performance of gymnastic moves within a circuit. 

OUTDOOR

Throwing and Catching (3 Tees Cricket): learn skills for playing striking and fielding games; position the body to strike a ball, practise striking a small ball; develop catching skills; throw a ball for distance; practise throwing skills in circuit; play a game fairly and in a sporting manner, use fielding skills to play a game.

Active Athletics: run with agility and confidence; learn the best jumping techniques for distance; throw different objects in a variety of ways; hurdle an obstacle and maintain an effective running style; run for distance; complete an obstacle course with control and agility.

RE

RE –

Christianity

Creation – learn about the week of creation, looking after God’s creation, how would God feel about how our world is looked after, how can Christians look after the world, what rules might God create to look after our world?

Incarnation

Why is Jesus special to Christians?

What makes a good king?  Three gifts the kings gave and their symbolism.

Reflecting on the life that Jesus would lead and what Christians learn from this, what gifts can we give to others?

Islam

Learn about what is means to be a Muslim through birth ceremonies, weddings and how they dress (Ihram-2 pieces of plain white cloth worn during pilgrimage to Mecca)

Stories about Muhammed and animals-e.g. Muhammed is saved by a spider, Muhammed and a nesting dove, Muhammed and the thirsty camel, Muhammed and the ants.

Story of creation-Muslims believe that signs of Allah’s creation are seen in the natural world.

Crescent Moon- symbol

Qiblah compass-to show direction of Mecca.

Clocks to show prayer times. Pictures of the Ka’bah.

RE –

Christianity

Gospel – what is the good news Jesus brings? Stories from the Bible showing link with concept of ‘Gospel’ or ‘Good News’, what Bible texts mean to Christians, Jesus gives instructions for how people should behave (forgiveness and peach and brining Good News to the friendless), how Christians put Jesus’ teaching into practice

Parables of the lost sheep, prodigal son, paralysed man and Zacchaeus

Salvation – Why does Easter matter to Christians? Recognise incarnations and salvation are part of a ‘Big Story’ of the Bible, Stories of the Holy Week and Easter from the Bible, what Christians learn from them and their link with salvation.  How Christians show their beliefs about Jesus’ death and resurrection in church worship at Easter. What does the story of Easter say to Christians about sadness, hope or heaven? 

Sikhism

Stories about the young Guru Nanak e.g. Nanak and the mysterious shadow, Nank and te cows, Nanak and the snake (avoid those looked at in Year 1)

Naming Ceremonies. Amrit Pahul/Amrit Sanskar

Festivals- Divali/Bani Chhorh Divas Sikh festival of light. (celebrating how Guru Har Gobind rescued 52 princes from imprisonment)

The Gurdwara-a place of worship and The Golden Temple in Amritsar.

How the gurdwara is used as a community centre as well as a place of worship.

RE –

Christianity

Pentecost – Mementos are given to people to remind them of special people or times, how do you remember people? What gift would you give to a friend who you are not going to see for a long time? Understand why Jesus sent the Holy Spirit to his friends after he had left them.  Story of Ascension.  How do Christians believe the Holy Spirit could help people?

PSHE

PSHE –

Being Me in My World

Celebrating difference: identify some ways in which my friend is different from me, why I value this difference about him/her

PSHE –

Dreams and Goals: explain some of the ways I worked cooperatively in my group to create the end product, express how it felt to be working as part of this group

Healthy Me: make some healthy snacks and explain why they are good for my body, express how it feels to share healthy food with my friends

PSHE –

Relationships: identify some of the things that cause conflict between me and my friends, demonstrate how to use the positive problem solving technique to resolve conflicts with my friends

Changing Me: recognise the physical differences between boys and girls, use the correct names for parts of the body and appreciate that some parts of my body are private, tell you what I like/don’t like about being a boy/girl

Computing

Computing –

E-Safety rules and reminders

We are photographers

Children will be using technology to create and manipulate digital content. They will be making a stop motion animation using imovie and windows move maker to make a short film about the great fire of London.

Final Product: Short film using movie making apps.

Final product: Create a stop motion movie on imovie

Computing –

E-Safety rules and reminders

The children will use Scratch JNr to explore what blocks do by carrying out an informative cycle of predict>test>review. They will programme a familiar story and an animation of an animal, make their own musical instrument by creating buttons and recording sounds and follow an algorithm to record a joke.

.

Computing –

E-Safety rules and reminders

We are zoologists

Children will go on a bug hunt, recording and identifying the small animals they find. They will organise the data they have collected, record it using Excel and interpret the graph to answer questions about the animals.

Final product: Create a branching data base and graph (Excel).

Final product: Create an excel graph from inputted data.

Year 3

EXCITING EGYPTIANS

Stunning Starter – Make a Mummy

Marvellous Middle – Egyptian day

Fabulous Finish – Christmas production

Role play – Tutankhamun’s tomb (sarcophagus, Egyptian wall paintings, archaeologists)

Visit - Egyptian day

Author Focus: Roald Dahl and Quentin Blake

RAMPAGING ROMANS

Stunning Starter – Gladiator fights and chariot racing

Marvellous Middle – Roman Feast

Fabulous Finish – Colchester Castle Trip

Role play – The Roman Forum

Visit- Colchester Castle Trip

Author Focus: Liz Pichon and Francesca Simon

SHENFIELD ST MARY’S CHURCH OF ENGLAND PRIMARY SCHOOL

Stunning Starter – Treasure Hunt

Marvellous Middle – Local area walk

Fabulous Finish – Fashion show where children present information on the 1960s, showcasing their Flower Power pastel pictures and their tie-dye t-shirts.

Role Play – Victorian Classroom

Visit – Local Area walk, how has it changed over the years? Geography focus.

Author Focus: Lewis Carroll and Philippa Pearce

English

English – 

Narrative – familiar settings

Storm by Kevin Crossley-Holland. Children look at familiar settings, particularly at the sights and sounds. Look at settings and how they affected during different seasons.

Instructions – How to Make a Mummy

The children watch a combination of YouTube clips to learn about the process of mummification (Humanities link) SPAG focus is imperative verbs and time connectives. Children use these to create their own instructions from a comic strip they have written prior to the writing stage.

Non-fiction – Who Killed Tutankhamen?

Who Killed Tutankhamen? (Active Learn)

Study the historic versus the scientific sources to try and answer the question. Historic evidence shows that Tutankhamun may have been disabled from birth and some scientific CT scans show that he broke his leg before or just after his death.

Poetry: Performance Poetry

Link to Revolting Rhymes by Roald Dahl. Children learn all six rhymes, completing various tasks e.g. a wanted poster for Goldilocks, a comic strip for the Three Little Pigs or comprehension tasks for Little Red Riding Hood and Cinderella. The children then create their own ‘revolting rhyme character.’ They learn an extract of rhyming couplets in groups to perform.

English –

Narrative – link to topic

Romans on the Rampage by Jeremy Strong.

This tells the tale of boy who always dreams of being a chariot racer in the Colosseum. His dreams come true sooner than he ever imagined.

Poetry: Shape Poems

Children to explore drawing calligrams. They then could explore the gladiator arenas through the senses. Children to write a shape poem based on gladiators.

Information Texts

Children to write an information text on daily life as a Roman (social hierarchy, food, buildings, famous event – gladiator fighting, chariot racing.)

Letters

Children to write a letter from the Emperor requesting for more gladiators in order for his entertainment. The Emperor wants to remain popular with his people but must also outline what the job really entails. The letter should, above all, be persuasive.

English –

Myths and Legends

Write a myth or legend about how the Stone Age people created the wheel.

Could potentially look at ‘Early Man’ the film for inspiration?

Dialogue and Plays

Script based on Doctor Who.

Who would Doctor Who meet as he came out of his Tardis? New Companion?

Maths

Mathematics –

Number: Place Value

Identify, represent and estimate numbers using different representations.

Find 10 or 100 more or less than a given number

Recognise the place value of each digit in a three-digit number (hundreds, tens, ones).

Compare and order numbers up to 1000.

Read and write numbers up to 1000 in numerals and in words.

Solve number problems and practical problems involving these ideas.

Count from 0 in multiples of 4,

8, 50 and 100

Number: Addition and Subtraction

Add and subtract numbers mentally, including: a three-digit number and ones; a three-digit number and tens; a three-digit number and hundreds.

Add and subtract numbers with up to three digits, using formal written methods of columnar

addition and subtraction.

Estimate the answer to a calculation and use inverse operations to check answers.

Solve problems, including missing number problems, using number facts, place value,

and more complex addition and

subtraction.

Number Multiplication and Division

Write and calculate mathematical statements for multiplication and division using the multiplication tables and fact they know, including two digit numbers by a one-digit number for both multiplication and division, using mental progressing to written formats and methods.

Mathematics –

Money

Add and subtract amounts of money to give change in £ and p in practical contexts.

Statistics

Interpret and present data using bar charts, pictograms and tables.

Solve one-step and two-step questions using information presented in bar charts, pictograms and tables.

Measurement – Length and Perimeter

Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml).

Measure the perimeter of simple 2D shapes.

Fractions

Count up and down in tenths; recognise that tenths arise from dividing an objects into ten equal parts and in dividing one-digit numbers or quantities by 10.

Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators.

Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators.

Solve problems which include the aforementioned.

Mathematics –

Fractions

Count up and down in tenths; recognise that tenths arise from dividing an objects into ten equal parts and in dividing one-digit numbers or quantities by 10.

Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators.

Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators.

Solve problems which include the aforementioned.

Measurement: Time

Tell and write the time from an analogue clock, including using Roman numerals from I to XII and 12-hour and 24-hour clocks.

Estimate and read time with increasing accuracy to the nearest minute.

Record and compare time in terms of seconds, minutes and hours.

Use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight.

Know the number of seconds in a minute and the number of days in each month, year and leap year.

Compare durations of events [for example to calculate the time taken by particular events or tasks].

Geometry: Properties of Shape

Recognise angles as a property of shape or a description of a turn.

Identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle.

Identify horizontal and vertical lines and pairs of perpendicular and

parallel lines.

Draw 2-D shapes and make 3-D shapes using modelling materials.

Recognise 3-D shapes in different orientations and describe them.

Measurement: Mass and Capacity

Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)

Science

Science –

Teeth and Eating -  Child led investigation

To classify and identify different types of teeth and their functions.

To recognise why and how we must take good care of our teeth.

To make observations and form conclusions.

To understand the effect of advertising on the public about oral hygiene and cleaning of teeth.

To study the effects of tooth decay.

To describe the function of parts of the human digestive system.

To make observations and record finding using scientific language and labelled diagrams.

To create a digestive system using everyday items which would mimic the organs and replicate various processes needed for digestion.

To recognise what a food chain represents.

To construct and interpret a variety of food chains.

To identify producers, predators and prey.

Food and Our Bodies

To find out about healthy and balanced diets.

To gather, record and present data in different ways.

To compare the diets of different animals.

To study the effects of fats and sugars on our bodies.

To understand the locations of our bones are within our bodies.

To look at joints and how bones and muscles help us move.

To make systematic and careful observations.

To compare human skeletons with those of animal skeletons and exoskeletons.

To understand how muscle work in pairs.

Science –

Mirror, Mirror – Child led investigation

To describe the reflections when light is reflected from surfaces.

To record observations and make sense of them.

To study the difference between reflections made in dull and shiny surfaces.

To design and create a mirror maze.

To describe how shadows are formed.

To design and carry out a fair test.

To investigate making shadows using shadowgraphs.

To define terms such as ‘transparent’, ‘translucent’ and ‘opaque.’

To explore creating shadows using a variety of objects.

To research and gather some key facts about how mirrors have been made over the centuries.

To make a simple mirror and create a list of the key uses.

Opposites Attract

To observe the forces that magnets produce.

To report and present finding from enquiries.

To describe what a magnet is and its purposes.

To investigate the variety of magnetic forces and whether they can be strengthened or weakened.

To name some materials that magnets can attract and some they repel.

To list at least ten uses of magnets in everyday life.

To explore magnetic and non-magnetic metals.

To explain what a magnetic pole is and what it can do.

To predict whether two magnets will attract or repel each other.

To investigate the magnetic forces between bar magnets.

Science –

Earth Rocks!

To explore different kinds of rocks and their properties.

To collect and record data from observations and tests.

To test the properties of rocks against certain criteria (hardness, permeability, fizziness and floatability.)

To understand that minerals come from rocks.

To explore different types of rock families.

To recognise that soil comes from rock.

To set up and carry out simple, practical activities and fair tests.

To build replicas of the three rock families: igneous, metamorphic and sedimentary.

To investigate soil and its properties.

To find out how fossils are formed.

To use results to draw conclusions and suggest improvements or new questions.

We Are Astronauts - Child led investigation

To observe and draw the Moon from real life and secondary sources.

To make a model rocket and explain how it works.

To look at the cycle of the Moon in all its stages.

To describe what happened in the ‘Space Race’ in the 1960s.

To design and build some model rockets and a Moon lander.

To understand the difference of putting a rocket into space and the first human into space.

To study the first human landing of the Moon (20^th July 1969.)

To identify which foods are best to take into space and explain why.

To know which factors affect the design of a spacesuit.

Geography

Geography –

The Nile

Develop contextual knowledge of the location of places, seas and oceans, including their defining physical human characteristics.

Where is Egypt? (Upper and Lower Egypt)

Study the location of the Nile.

Understand the uses of the Nile.

Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.

Farming and agriculture in Ancient Egypt.

Make a farming season wheel.

Geography –

Rome

Use map, atlases, globes and digital/computer mapping to locate countries and describe features studied, use the eight points of a compass, four-figure grid references, symbols and key, to build their knowledge of the UK and wider world; locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions key physical characteristics, countries, and major cities.

Locate Rome using maps, globes and digital/computer mapping.

Human geography – look at uses of land and how they have changed over time (link to Roman roads.)

Geography –

Local Study of Shenfield

Look at the local area over time and investigate the local area, orienteering/treasure hunt - UK counties and cities, understand geographical similarities and differences through the study of human and physical geography of a region of the UK; interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and geographical information systems.

History

Egyptians

Who were the Ancient Egyptians?

Romans

Who were the Ancient Romans? 

Why were the Ancient Romans so powerful? 

Why did the Romans invade Britain? 

What was life like in a Roman town? 

Why did the Romans build new roads in Britain?

How did the invasion affect different people in Britain?

 What were the benefits of the Roman invasion? 

Shenfield St Mary’s Church of England Primary School

Children will be introduced to the idea that schools have been in the locality for some time but they have not always been the same.  They can look at similarities and differences as well as be introduced to some of the events that affected the schools.  The theme allows children to carry out some of their own investigations by using a range of different sources. Above all it allows the children to see some continuity between their lives and the past.

Is there any difference between schools today and in the time of their parents and grandparents?

What are some of the most important things about schools? 

Was it even more different at the time of your grandparents? 

How different were schools 100 years ago?

If a child from 100 years ago was suddenly transported into their classroom today, what would be the things that surprise them most?  Are there some things that would not surprise them?

Would you prefer to have been in school in the past or now?

What must it have been like to be at school in the past? 

What things would you have liked and what things would you have disliked about schools in the past? 

Art

Egyptians

Area – sculpture mask making

Media – recycled products, papier mache

Artist focus – Egyptian art

 Romans

Area – Painting (colour mixing only) and collage

Media – paint and clay

Artist focus – Sonia King

Shenfield St Mary’s CE Primary School

Area – Painting and drawing

Media – paint

Artist focus – local artists

DT

DT –

Egyptian Shadufs

Research a shaduf – an Egyptian irrigation tool

Uses and purposes