| 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 |
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| Education Visits
Visitors in School |
Kells Lane Park | Newcastle Castle
Pantomime Visit (Whole school) |
Visit to local shops | Rocket Workshop
Planetarium
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Kirkley Hall Zoological Gardens | Kells Lane Park | |
| Science
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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.
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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.
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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.
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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.
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| R.E.
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Christianity
Jesus as a friend Was it always easy for Jesus to show friendship?
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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? |
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| History
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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.
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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.
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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
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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
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| Geography
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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
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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
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Geographical Vocabulary-
-Understand the concept of close and far away. Telescopes Link to maths – distance
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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
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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 |
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| Art and Design
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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
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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
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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
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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 |
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| Design Technology
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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
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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.
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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.
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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
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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. |
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| Music
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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)
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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?
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| Computing
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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
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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
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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
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| S.M.S.C/ Citizenship Links
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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. |
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| 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
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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.
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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.
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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
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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
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