Year 1 Curriculum coverage

 

Term Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Identity and Belonging and Dragons, Knights and Castles

7 WEEKS

Enchanted Kingdom

(Fairytales)

8 WEEKS

Living in Low Fell

6 WEEKS

Out of this World!

(Space)

6 WEEKS

Jungle Adventure

 

5 WEEKS

Here Come the Dinosaurs

7 WEEKS

Education Visits

Visitors in School

Kells Lane Park Newcastle Castle

Pantomime Visit (Whole school)

Visit to local shops Rocket Workshop

Planetarium

 

Kirkley Hall Zoological Gardens Kells Lane Park
Science

 

 

 

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.

Bin Bag of Rubbish – To sort and discuss (Rubbish Monster – Eco Schools) (Help the Rubbish Monster sort the rubbish) Reduce, Reuse, Recycle

Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock.

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

Discuss objects we can and cannot recycle and why

Introduce Recycling Bins

 

 

 

Seasonal Changes –

Observe changes across the four seasons.

Walk to local park. – Art Project link – observe changes –

Observe and describe weather associated with the seasons and how the day varies

Have an ongoing season/weather diary for across the year.

 

Recognise deciduous and evergreen trees.

Identify and name a variety of common wild and garden plants.

Identify and describe the basic structure of common flowering plants, including trees.

Go to Snow White’s forest.

Hunt for evergreen and deciduous trees/ Oak and Pine (PARK VISIT)

Dressing for the season (link to materials)

 

Weather – Science week – Mr Elliott (W6)

Weather Station – outside – Rain gauge (measuring)

Wind Direction – Wind Wheel

Temperature

Seasonal Changes –

Observe changes across the four seasons.

Observe and describe weather associated with the season and how day length varies.

walk to local park. Observe changes to one tree, take photos on iPads and paint tree pictures

Observe and describe weather associated with the seasons and how the day varies.

Observe changes across the four seasons.

Have an ongoing season/weather diary for across the year.

 

Everyday Materials –

Describe 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

-waterproof test (how to keep an astronaut dry)

-Material hunt around school

Materials for different weathers / keep warm, cool, dry etc.

Space equipment – why is it made of that material?

 

Seasonal Changes –

Observe changes across the four seasons.

Observe and describe weather associated with the seasons and how the day varies

Walk to local park. – Art Project link – observe changes –

Observe and describe weather associated with the seasons and how the day varies.

Observe changes across the four seasons.

Have an ongoing season/weather diary for across the year.

Discuss how daylight changes.

 

Plants –

Identify and name a variety of common wild and garden plants.

Identify and describe the basic structure of common flowering plants, including trees.

Sketching and identify wildflowers.

Recognise deciduous and evergreen trees.

Identify and name a variety of common wild and garden plants.

Identify and describe the basic structure of common flowering plants, including trees.

 

PARK VISIT

Identify and describe the basic structure of a variety of common flowering plants.

Identify and name a variety of common wild and garden plants.

Recognise deciduous and evergreen trees.

Plant magic beans and watch them grow.

Belle’s Rose – Beauty and the Beast

Dissect flowers – stick parts onto paper and label

Art – Henri Rousseau Create a botanical garden – children to create their own jungle

 

Animals, including humans –

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

Animal top trumps

Guess the animal game

Research in the library – iPads

 

Identify and name a variety of common animals that are carnivores, herbivores and omnivores.

Dinosaur poo – dissect and observe what has been eaten and match to the dinosaur.

Facts about dinosaurs

Dinosaur top trumps based on skills/features

Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals – including humans).

Identify and name a variety of common animals.

 -sorting jungle animals -Questions – research answers safe search kids (Vertebrates and Invertebrates) Sorting Tree.

 

Animals, including 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.

Describe and compare the structure of a variety of common animals.

Identify and name a variety of common animals.

VR – blue t-shirt using green screen – look inside the body

Sensory walk and discuss which parts of the body are used

Link the parts of the body of humans and animals for each sense.

 

 

Seasonal Changes –

Observe changes across the four seasons.

Observe and describe weather associated with the seasons and how the day varies.

walk to local park. Observe changes to one tree, take photos on iPads and paint tree pictures

Observe and describe weather associated with the seasons and how the day varies.

Observe changes across the four seasons.

Have an ongoing season/weather diary for across the year.

 

R.E.

 

 

Christianity

Jesus as a friend

Was it always easy for Jesus to show friendship?

 

Christianity

Christmas Story

What gift would I have given Jesus if he had been born in my town, not in Bethlehem?

Christianity

Creation Story

Does God want Christians to look after the World?

Christianity

Easter – Palm Sunday

Why was Jesus welcomed like a king or celebrity by the crowds on Palm Sunday?

Understand BC and AD.

Judaism

Shabbat/Chanukah

Is Shabbat important to Jewish children?

Does celebrating Chanukah make Jewish children feel close to God?

History

 

 

Significant historical events, people and places in their own locality.

Identify similarities and differences between ways of life in different periods and give simple explanations for these.

Identify old and new from pictures.

Use stories as sources for answering questions about the past.

Observe and handle artefacts and use this to ask and answer questions.

Develop a simple awareness of the past.

Tell stories from the past.

Recognise a past and a present in their own and other people’s lives.

Identify some things from their own past.

Identify some differences between past and present.

Use simple words and phrases to describe the past – after, before, between.

Understand about time passing through birthdays.

Arrange objects in order of their age.

Looking at castles:

features and labelling,

jobs around the castle (following visit)

knights (job description)

jousting

how to protect the castle (moat, on a hill, high walls)

Female knights?

 

Changes within living memory

Themselves – Baby photo discuss changes

Families – siblings – PSHE.

 

 

 

The lives of significant individuals in the past who have contributed to national and international achievements –

Joseph Swan – Inventors

Inventor – Anthony Gormley (Angel of the North)

Know some of the main events and people studied in a topic.

Show some understanding of aspects of the past and beyond living memory.

 

Significant historical events, people and places in their own locality

Link to Geography

Looking at Low Fell

Angel of the North

Shipley Art Gallery

Local Shops

 

Dragons Den (DT link pupils to plan, design and evaluate a product- class to vote on best product- link to Fundamental British values

Invention Station

Research local inventors

Look at New Technology, Futuristic

Where do I live?

Aerial Photographs – Local

DT street

Changes within living memory.

Kells Lane – Blackboard, Boy/ Girls (Toys – old and new) Link to the school yard

Shops – Local area

Old Photographs

Shops – tills etc.

 

The lives of significant individuals in the past who have contributed to national and international achievements –

Know some of the main events and people studied in a topic.

Show some understanding of aspects of the past and beyond living memory.

Neil Armstrong/Tim Peake

Female scientists/astronauts

Katherine Johnson – NASA computers (100 years old)

51 years since Moon Landing

Planetarium visit

Timeline

Job description

 

  Events Beyond living memory that are significant nationally or globally

Know some of the main events and people studied in a topic

Show some understanding of aspects of the past and beyond living memory.

Begin to use very simple time lines to order some recent events.

Extinction of the dinosaurs – Jurassic Period etc.

Mary Anning

Timeline

 

 

Geography

 

 

 

 

Name, locate and identify characteristics of the four countries and capital cities and surrounding seas

play with a globe/atlas

-Identify where they have been on holiday using a map

Locate where we live on the map of the UK and world

Locate England, Ireland, Scotland and wales

-have a display of a map and pin and little tag with a picture of when they were there for UK can be a picture of the class

– Google the UK and find castles in 4 countries.

– Glue the UK back together

– Name the capital cities

– UK jigsaw

Knights flags.

Plot Castles on UK map

 

Use aerial photographs 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.

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

play with a globe

-use simple blocked maps and plans

-make simple plans and talk about them

-mark the location of a school on a simple local map

-half term project- cereal box shops – Kells Lane street

-walk to highstreet

-make own mini highstreet

– Aeriel photograph of Kells Lane

– Use google earth to search for places in Low Fell and write street names.

Geographical Vocabulary-

Forest, hill, mountain, river, city, town, village, factory, farm, house, office, shop

Describe places using their characteristics and simple vocabulary – e.g house, street, wood

-Make lists of places with similar characteristics – e.g. the seaside and towns

-Talk about places seen in books, videos, internet

-Describe different types buildings

Map of an old town. Where does the princess/knight/dragon live? Bee bots.

Rainbow – Settings – create own story? Story Dice

 

Geographical Vocabulary-

-Understand the concept of close and far away.

Telescopes

Link to maths – distance

 

Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and North and South Poles

-hot countries/cold countries

-The day the crayons came home

Rainforest Link

Fill in and use a class weather chart.

Enjoy books about places

-Record what they have seen in simple ways include pictures with diagrams and labels

-Remember and talk about what they have seen.

-Use digital cameras to record what they have seen

-Collect simple statistics- longest, shortest, highest

-look at different animals e.g. meerkats and polar bears

-if I were to go on holiday what would I pack

 

 

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 countries.

South American rainforest

Describe places using their characteristics and simple vocabulary – e.g house, street, wood

-Make lists of places with similar characteristics – e.g. the seaside and towns-Talk about places seen in books, videos, internet

-Describe different types buildings

-Understand the concept of close and far away.

-The day the crayons came home – postcards – English link

Art and Design

 

 

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.

Begin to learn about the work of a range of artists, craft makers and designers.

Try a wide range of art and design techniques.

Pointillism (George Seurat)

Colour wheel, rainbow colours

 

To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

Begin to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.

Try a wide range of art and design techniques.

Colour Wheels – seasons

 

 

 

To use a range of materials creatively to design and make products

Begin to use a range of materials to design and make a range of products.

Try a wide range of art and design techniques.

Design a Knights Shield (different animals lion=brave)

Large dragon collage

 

To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

Begin to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.

Try a wide range of art and design techniques.

Castle paintings

-chalk and sponge print

-paint

-watercolour

Snowman Video – drawing – Raymond Briggs

Christmas Calendars

Christmas Cards

 

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.

Begin to learn about the work of a range of artists, craft makers and designers.

Try a wide range of art and design techniques.

Anthony Gormley – Angel of the North

 

To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

Begin to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.

Try a wide range of art and design techniques.

Angel of the North pictures

Printing – bricks on Low Fell buildings

 

 

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.

Begin to learn about the work of a range of artists, craft makers and designers.

Try a wide range of art and design techniques.

Nigel Humphries – Easter Eggs/ Sweets

Easter Cards

Mother’s Day Cards

Marble Ink Eggs

 

Chalk – Space Art with rockets

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.

Begin to learn about the work of a range of artists, craft makers and designers.

Try a wide range of art and design techniques.-Henri Rousseau- Tiger in a Storm

Detailed Flower painting/drawing – still life

 

 

To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

Begin to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.

Try a wide range of art and design techniques.

Collage – Tiger in a storm

Charcoal Animal sillouhette

Animal skin/fur – pattern

 

4 sections of A4 – different part of the animal zoomed in, in each

To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

Begin to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.

Try a wide range of art and design techniques.

Clay Dinosaurs

Water colour background + dinosaur silhouette (charcoal?)

Design a dinosaur (mix and match)

Father’s Day Cards

Design Technology

 

Cooking and Nutrition

Use the basic principles of a healthy and varied diet to prepare dishes

Understand where food comes from.

Sort food ingredients according to their sensory characteristics.

Use techniques such as cutting, peeling and grating.

Follow procedures for safety with support

Soup and Bread – Harvest Festival

Create a senses human body – taste,smell, feel, sounds, look

Make a healthy basket for Little Red Riding Hoods Grandma.

 

Work confidently within a range of contexts, such as imaginary, story based, home, school and gardens.

Design

Design purposeful, functional, appealing products for themselves and other users based on design criteria

Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Generate own ideas for design, drawing on own

experiences or from reading

Follow procedures for safety with support

Make

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

Assemble, join and combine materials and components.

To discuss which materials products are made from.

Select from a range of materials and components according to their characteristics

Use simple fixing materials e.g. temporary—paper clips and tape and permanent—glue and staples etc.

Plan by suggesting what to do next

Evaluate

Explore and evaluate a range of existing products

Evaluate their ideas and products against design criteria

Develop and communicate ideas by talking (review time)

Talk about their design ideas and what they are making (e.g. likes and dislikes)

Making Castles from different materials.

-cut and stick

-lego

-scrap

-clay

-cardboard (half term project)

Recycling – sorting materials

Plastic waste – global issue

 

Work confidently within a range of contexts, such as imaginary, story based, home, school and gardens.

Design

Design purposeful, functional, appealing products for themselves and other users based on design criteria

Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Generate own ideas for design, drawing on own

experiences or from reading

Follow procedures for safety with support

Make

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

Assemble, join and combine materials and components.

To discuss which materials products are made from.

Select from a range of materials and components according to their characteristics

Use simple fixing materials e.g. temporary—paper clips and tape and permanent—glue and staples etc.

Plan by suggesting what to do next

Evaluate

Explore and evaluate a range of existing products

Evaluate their ideas and products against design criteria

Develop and communicate ideas by talking (review time)

Talk about their design ideas and what they are making (e.g. likes and dislikes)

-Making ropes stronger to reach the princess in the tower (Plaiting, twisting, weaving)

-Weaving- willow sticks to make 3 little pigs house.

Catapult – purposeful

Crowns/Tiaras – likes and dislikes

Fairytale Castle

Fairyhouses – stones/pebbles to decorate

Design different houses for the faires to live in

Create fairy gardens in outdoor area

Technical knowledge

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

Explore the movements of levers and sliders.

Design (drawings), Make and Evaluate (verbal) how freestanding structures can be made stronger, stiffer and more stable (bridges or furniture)

Santa coming out of a chimney – slider

Work confidently within a range of contexts, such as imaginary, story based, home, school and gardens.

Design

Design purposeful, functional, appealing products for themselves and other users based on design criteria

Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Generate own ideas for design, drawing on own

experiences or from reading

Follow procedures for safety with support

Make

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

Assemble, join and combine materials and components.

To discuss which materials products are made from.

Select from a range of materials and components according to their characteristics

Use simple fixing materials e.g. temporary—paper clips and tape and permanent—glue and staples etc.

Plan by suggesting what to do next

Evaluate

Explore and evaluate a range of existing products

Evaluate their ideas and products against design criteria

Develop and communicate ideas by talking (review time)

Talk about their design ideas and what they are making (e.g. likes and dislikes)

Technical knowledge

Build structures, exploring how they can be made stronger, stiffer and more stable

Can all materials work well for the same job? – Chocolate tea pot etc.- Experiment? – Science week?

Making a high street

Shoe box shops

Greengrocers, Library, School, Butcher etc.

Job description for their chosen shop

Dragons den (history link to Joseph swan inventor- pupils to plan, design and evaluate a product- class to vote on best product- link to Fundamental British values

Children rate different “made up” designs – based on the use and who they are for ( Link – The Apprentice)

Sort items based on their use e.g. household items, beach items etc.

 

Cooking and Nutrition

Use the basic principles of a healthy and varied diet to prepare dishes

Understand where food comes from.

Understand that everyone should eat at least five portions of fruit and vegetables every day.

Follow procedures for safety with support

Supertato – vegetables story

Discuss health benefits

Design your own menu – breakfast, lunch and dinner with snacks – discuss ratio of healthy to unhealthy – more healthy the items the more points for the team

Fruit and veg faces – links to emotions (children create faces)

Fruit and Veg printing – link with Art

 

Work confidently within a range of contexts, such as imaginary, story based, home, school and gardens.

Design

Design purposeful, functional, appealing products for themselves and other users based on design criteria

Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

 

 

Generate own ideas for design, drawing on own

experiences or from reading

Follow procedures for safety with support

Make

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

Assemble, join and combine materials and components.

To discuss which materials products are made from.

Select from a range of materials and components according to their characteristics

Use simple fixing materials e.g. temporary—paper clips and tape and permanent—glue and staples etc.

Plan by suggesting what to do next

Evaluate

Explore and evaluate a range of existing products

Evaluate their ideas and products against design criteria

Develop and communicate ideas by talking (review time)

Talk about their design ideas and what they are making (e.g. likes and dislikes)

Making rockets workshop with parents.

Making moving aliens (egg boxes/balloons)

How to catch a star – can you make a ladder or a “bridge” to reach the stars

Evaluate effective equipment for a trip to Mars etc.

 

Cooking and Nutrition

Use the basic principles of a healthy and varied diet to prepare dishes

Understand where food comes from.

Understand that all food comes from plants or animals.

Follow procedures for safety with support

Making Fruit Salad with local fruit (money-maths)

Investigate – Where does my food come from?

Link to computing for research

 

Work confidently within a range of contexts, such as imaginary, story based, home, school and gardens.

Design

Design purposeful, functional, appealing products for themselves and other users based on design criteria

Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Generate own ideas for design, drawing on own

experiences or from reading

Follow procedures for safety with support

Make

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

Assemble, join and combine materials and components.

To discuss which materials products are made from.

Select from a range of materials and components according to their characteristics

Use simple fixing materials e.g. temporary—paper clips and tape and permanent—glue and staples etc.

Plan by suggesting what to do next

Evaluate

Explore and evaluate a range of existing products

Evaluate their ideas and products against design criteria

Develop and communicate ideas by talking (review time)

Talk about their design ideas and what they are making (e.g. likes and dislikes)

Technical knowledge

Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products

Explore the movements of levers and sliders.

Making animal masks

Jungle wind-up boxes

 

Cooking and Nutrition

Use the basic principles of a healthy and varied diet to prepare dishes

Understand where food comes from.

Understand that everyone should eat at least five portions of fruit and vegetables every day.

Use techniques such as cutting, peeling and grating.

Follow procedures for safety with support

Create healthy snacks for Mr Grinling Mon- Fri (full week everyday)

Read Lighthouse Keeper series and discuss healthy and unhealthy food.

Paper Plate – sections to show how much healthy food (dinner time)

Human Body – affects of healthy and unhealthy food.

 

Work confidently within a range of contexts, such as imaginary, story based, home, school and gardens.

Design

Design purposeful, functional, appealing products for themselves and other users based on design criteria

Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Generate own ideas for design, drawing on own

experiences or from reading

Follow procedures for safety with support

Make

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

Assemble, join and combine materials and components.

To discuss which materials products are made from.

Select from a range of materials and components according to their characteristics

Use simple fixing materials e.g. temporary—paper clips and tape and permanent—glue and staples etc.

Plan by suggesting what to do next

Evaluate

Explore and evaluate a range of existing products

Evaluate their ideas and products against design criteria

Develop and communicate ideas by talking (review time)

Talk about their design ideas and what they are making (e.g. likes and dislikes)

Technical knowledge

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

Explore the movements of levers and sliders.

Design (drawings), Make and Evaluate (verbal) how freestanding structures can be made stronger, stiffer and more stable (bridges or furniture)

Split pin dinosaurs

Dinosaur bones/ fossils

Clay Dinosaurs

Dinosaur scenes

Open-ended – design your own moving picture eg. Boat across water etc.

Music

 

 

Use their voices expressively and creatively by singing songs and speaking chants and rhymes

-Use their own voices in different ways

-Sing simple songs from memory

Body Percussion

Virtual Piano Games

Call and Response singing

Play tuned and untuned instruments musically

Copy and perform simple rhythm patterns

-Follow simple verbal instructions

Switch Game (click, clap, stomp)

Tell a story through singing sounds/words

Peter and the Wolf – link to fairytale Little Red Riding Hood

Compare musical instruments to animals.

Listen with concentration and understanding to a range of high-quality live and recorded music

Enjoy listening to different types of music

-Respond to different moods of music in different ways

-Begin to say what they like and dislike

 

Listen to Live music and recorded music – discuss

Compare feelings to music (likes and dislikes)

 

Experiment with, create, select and combine sounds using the inter-related dimensions of music.

Create and choose sounds in response to different starting points

-Explore how sounds can be made and changed

Musical Instruments

DT – Design an instrument

Compare musical instruments to animals

Famous Musicians – research?

 

 

Computing

 

 

Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Recognise common uses of information technology beyond school

 

Digital Literacy

Use a username a password correctly (e.g. login, Abacus) and understand that passwords help to keep information safe and secure and that they should not be shared

-Log off computers to keep personal data safe Know that some information (full name, address, birthday etc…) is ‘special’ as it applies to them.

-Know who to tell when worried about using the internet e.g. a trusted adult

– Talk about the differences between real and online experiences

-Understand that there is a right and wrong way to communicate and this may be different depending on who you are communicating with

Laptops and IPads – log in and log out

Venn Diagram – compare personal data and data that can be shared online

Discuss special person to tell when worried

 

Use technology purposefully to create, organise, store, manipulate and retrieve digital content

 

Information Technology

-Write simple ideas and make lists

-Develop familiarity with the keyboard – spacebar, backspace, shift, enter

-Record own voice and that of others

-Use a simple art program

-Use shape tools to draw

-Take digital photos

-Use pre-defined layouts or templates for presentations

-Begin to find things on the internet

-Begin to use the library scanning system

-Print and save with help

-Search for pictures online e.g. Google safesearchkids, Kiddle

IPads to record video and voice – retell the story (fairytales)

Take photos of characters dressed up

Begin to research – fairytale characters?

Print and Save with support – letter to Santa

 

 

 

 

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

 

Computer Science- programming

-Play computer games

-Move objects around on a screen

-Repeat a series of actions for a purpose

-Recognise things around them which respond to signals and instructions

-Move and control a programmable toy -Give a single instruction to make something happen

-Control other devices such as sound recording devices, music players, video recording equipment and digital cameras

Laptop and IPad computer games – link to old and new toys

Discuss algorithms – signals and instructions – robotic

Beebots – Space travel?

Use recording/music devices.

Use technology purposefully to create, organise, store, manipulate and retrieve digital content

 

Information Technology

-Write simple ideas and make lists

-Develop familiarity with the keyboard – spacebar, backspace, shift, enter

-Record own voice and that of others

-Use a simple art program

-Use shape tools to draw

-Take digital photos

-Use pre-defined layouts or templates for presentations

-Begin to find things on the internet

-Begin to use the library scanning system

-Print and save with help

-Search for pictures online e.g. Google safesearchkids.

Laptop – Poster for Jungle animals/ Dinosaurs

IPad – story – written

Art programmes – pattern

Print and Save posters

Andy Warhol – Change sepia/tone of pictures to match Pop Art – display

 

 

 

S.M.S.C/ Citizenship Links

 

 

Children to collect specific memory, photographs and items relating to who they are, over the summer holidays. Children to present their ‘all about me bag’ to their friends. Create a class display flower to see that we are all different, but we fit together.

Interpretation

Empathy

Appreciation

Investigation

Application

Evaluation

Synthesis

Self-awareness

 

Link to English – Belonging and Identify

Circle time games and stories to discuss the importance of friendship, turn taking and being kind.

Interpretation

Empathy

Curiosity

Appreciation

Application

Discernment

Evaluation

Expression

Reflection

Synthesis

Growth mindset activities relating to Austin’s butterfly.

-Positive comments.

-How to improve.

Empathy

Curiosity

Appreciation

Wonder

Application

Evaluation

Expression

Reflection

Self-awareness

Growth mindset activities relating to tortoise and the hare.

-Not giving up.

-Keep trying.

Interpretation

Empathy

Wonder

Investigation

Application

Discernment

Evaluation

Open-mindedness

Reflection

Self-awareness

Children to work together to complete bushtucker jungle trials. I’m a celebrity get me out of here!

Interpretation

Empathy

Curiosity

Appreciation

Wonder

Investigation

Application

Discernment

Analysis

Evaluation

Open-mindedness

Expression

Reflection

Self-awareness

Children to work together as a team through practical challenges and physical games.

 

-End of Year Oscars – Rainbow challenge awards!

– Whose brain has grown over the year? – looking back at what we struggled with and now we can do.

P.E.

Ongoing

Evaluate and improve performance

Comment on others’ actions

Suggest simple improvements

Talks about how their body feels during activity

Understand that physical activity is good for them.

Perform dances using simple movement patterns.

Dance

Copy some movements

Jump in different ways

Change their body shape in a range of ways.

Perform simple and random dance moves

Show some rhythm in movement and dance

 

Master basic movements  developing balance, agility and co-ordination, and begin to apply these in a range of activities.

Gymnastics

Copy some movements

Jump in different ways

Change their body shape in a range of ways.

 

Master basic movements  developing balance, agility and co-ordination, and begin to apply these in a range of activities.

Gross Motor Skills

Large Apparatus

Copy some movements

Jump in different ways

Change their body shape in a range of ways.

 

Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.

Throwing and Catching

Move a ball using simple throwing techniques

Explore different ways of moving a ball

Sometimes catch a ball

Stop a ball moving in other ways

 

Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.

Athletics

Copy some movements.

Jump in different ways.

Change their body shape in a range of ways.

Suggest simple improvements.

Talks about how their body feels during activity.

Participate in team games, developing simple tactics for attacking and defending.

Games

Play simple ball games involving kicking, catching or throwing.

Move a ball using simple throwing techniques

Explore different ways of moving a ball

Sometimes catch a ball

Stop a ball moving in other ways