draft great fire of london to entertain class 1 narratives class 2 - tbc€¦ · give examples of...

1

LONG TERM PLAN – CYCLE A CLASSES 1 & 2 AUTUMN TERM (1st HALF ONLY)

Draft – 30/01/2020 Great Fire of London

English Writing – 4 x 3-wk units

To Entertain Class 1 – Narratives Class 2 - TBC

To Inform Class 1 – Instructions Class 2 - TBC


To Inform Class 1 – Non-chronological Reports Class 2 - TBC

Maths Place Value: Add & Subtract:

Y1 Numbers to 20 - Y2 Numbers to 100 Y1 Numbers within 20 (inc money) Y2 Numbers within 100 (inc money)

Science

History

Great Fire of London

ELG – Understanding the World – People and Communities His~1 changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life His~2 events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]

Geography

Design Technology

Art and Design

Fire Collage (Charcoal, silhouette & collage)

ELG - Expressive Art and Design – Exploring Media and Materials Art~1 to use a range of materials creatively to design and make products Art~2 to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination Art~3 to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

Music

Rhythm In The Way We Walk and The Banana Rap (Class 1) Ho Ho Ho (Class 2)

ELG - Expressive Art and Design – Being Imaginative - Exploring Media and Materials Mus~1 use their voices expressively and creatively by singing songs and speaking chants and rhymes Mus~2 play tuned and untuned instruments musically Mus~3 listen with concentration and understanding to a range of high-quality live and recorded music Mus~4 experiment with, create, select and combine sounds using the inter-related dimensions of music.

Computing (and Digital Literacy)

Computer

Science

CAN WE

BUILD A

BRIDGE? 2Simple 2GO

Comp~1 understand what algorithms are; how they are implemented as programs on

digital devices; and that programs execute by following precise and unambiguous

instructions

Comp~2 create and debug simple programs

Comp~3 use logical reasoning to predict the behaviour of simple programs

Comp~5 recognise common uses of information technology beyond school

Cp~6 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.

Physical Education

Invasion

Games

PE~1 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

PE~2 participate in team games, developing simple tactics for attacking and defending

PE~3 perform dances using simple movement patterns.

2

Religious Education (Glos. Agreed Syllabus)

Who is Muslim and how do they live? (Part 1)

1 Recognise the words of the Shahadah and that it is very important for Muslims 2. Identify some of the key Muslim beliefs about God found in the Shahadah and the 99 names, and give a simple description of what some of them mean 3. Give examples of how stories about the Prophet show what Muslims believe about Muhammad. 4. Give examples of how Muslims use the Shahadah to show what matters to them 5. Give examples of how Muslims use stories about the Prophet to guide their beliefs and actions (e.g. care for creation, fast in Ramadan) 6. Give examples of how Muslims put their beliefs about prayer into action. 7. Think, talk about and ask questions about Muslim beliefs and ways of living 8. Talk about what they think is good for Muslims about prayer, respect, celebration and self-control, giving a good reason for their ideas 9. Give a good reason for their ideas about whether prayer, respect, celebration and self-control have something to say to them too.

Personal, Social & Health Education inc. Relationships & Sex Education

CORE THEME 1: Health and Wellbeing UNIT: Safety First

PSHE~38. identify some everyday dangers;

PSHE~39. understand some basic rules that help keep people safe;

PSHE~40. know what to do if they feel in danger;

PSHE~41. identify some dangers in the home;

PSHE~42. identify some dangers outside;

PSHE~43. identify which information they should never share on the Internet;

PSHE~44. know that their private body parts are private;

PSHE~45. recall the number to call in an emergency;

PSHE~ 46. list some people who can help them stay safe.

3

LONG TERM PLAN – CYCLE A CLASSES 1 & 2 AUTUMN TERM (2nd HALF ONLY)

Draft – 30/01/2020 Animals






Maths Add & Subtract: Number:

Y1 Numbers within 20 (inc money) Y2 Numbers within 100 (inc money) Y1 Place Value to 50 and multiplication Y2 Multiplication

Science

Living things & Animals, including Humans (Year 1) (Food Chains)

ELG – Understanding the World – The World Sc~1 asking simple questions and recognising that they can be answered in different ways Sc~2 observing closely, using simple equipment Sc~3 performing simple tests Sc~4 identifying and classifying Sc~5 using their observations and ideas to suggest answers to questions Sc~6 gathering and recording data to help in answering questions. Sc~9 identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals Sc~10 identify and name a variety of common animals that are carnivores, herbivores and omnivores Sc~11 describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) Sc~19 explore and compare the differences between things that are living, dead, and things that have never been alive Sc~20 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 Sc~21 identify and name a variety of plants and animals in their habitats, including micro-habitats Sc~22 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.

History

Geography

Design Technology

Moving Pictures

ELG - Expressive Art and Design – Exploring Media and Materials DT~1 design purposeful, functional, appealing products for themselves and other users based on design criteria DT~3 select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] DT~8 explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

Art and Design

Gaudi (Animal mosaic)

ELG - Expressive Art and Design – Exploring Media and Materials Art~1 to use a range of materials creatively to design and make products Art~2 to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination Art~3 to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space Art~4 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.

Music

Rhythm In The Way We Walk and The Banana Rap (Class 1) Ho Ho Ho (Class 2)


4


Physical Education

Gymnastics PE~1 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

PE~2 participate in team games, developing simple tactics for attacking and

defending


Religious Education (Understanding Christianity)

Why does Christmas matter to Christians?

RE~9 Christians believe that Jesus is God and that he was born as a baby in Bethlehem. RE~10 The Bible points out that his birth showed that he was extraordinary (for example, he is worshipped as a king, in Matthew) and that he came to bring good news (for example, to the poor, in Luke). RE~11 Christians celebrate Jesus’ birth; Advent for Christians is a time of getting ready for Jesus’ coming.


CORE THEME 2: Relationships UNIT: Be Yourself

PSHE~13. identify their own special traits and qualities; PSHE~14. identify and name common feelings; PSHE~15. select times and situations that make them feel happy; PSHE~16. talk about what makes them feel unhappy or cross; PSHE~17. explain how change and loss make them feel; PSHE~18. understand the importance of sharing their thoughts and feelings.

5

LONG TERM PLAN – CYCLE A CLASSES 1 & 2 SPRING TERM (1st & 2nd HALVES) Draft –

30/01/2020 Explorers






Maths Number: Data: Measurement: Geometry: Number:

Y1 Division & Consolidation Y2 Division Y1 Place Value to 100 Y2 Statistics Both: Length and Height Both: Length and Height Y1 Shape & consolidation Y2 Properties of Shape Y1 Fractions and consolidation Y2 Fractions

Science

Animals including Humans (Year 2) (Healthy Animals)

ELG – Understanding the World – The World Sc~1 asking simple questions and recognising that they can be answered in different ways Sc~2 observing closely, using simple equipment Sc~3 performing simple tests Sc~4 identifying and classifying Sc~12 identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. Sc~25 notice that animals, including humans, have offspring which grow into adults Sc~26 find out about and describe the basic needs of animals, including humans, for survival (water, food and air) Sc~27 describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

History

Christopher Columbus

ELG – Understanding the World – People and Communities His~3 the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods.

Geography

Contrasting location (Bahamas)

ELG – Understanding the World – The World Gg~1 name and locate the world’s seven continents and five oceans Gg~3 understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country Gg~4 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 the North and South Poles Gg~5 use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather Gg~6use basic geographical vocabulary to refer to: key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Gg~7 use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage

Design Technology

Lunchbox for an explorer

ELG – Physical Development – Health and Self-Care – Expressive art and design – Exploring using media and materials DT~1 design purposeful, functional, appealing products for themselves and other users based on design criteria DT~2 generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology DT~3 select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] DT~6 evaluate their ideas and products against design criteria

Art & Design

Music

Round And Round (Class 1) Zoo time (Class 2)


6


Information

Technology

CAN WE

WRITE A

GUIDE BOOK? Desk-Top

Publishing

Cp~4 use technology purposefully to create, organise, store, manipulate and retrieve

digital content

Cp~5 recognise common uses of information technology beyond school Cp~6 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.

Physical Education

Gymnastics,

Dance, Net/

Wall games

PE~1 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



Physical Education

Swimming

Years 1 & 2

PE~10 swim competently, confidently and proficiently over a distance of at least 25

metres

PE~11 use a range of strokes effectively [for example, front crawl, backstroke and

breaststroke]

PE~12 perform safe self-rescue in different water-based situations.


Why does Easter matter to Christians?

RE~16 Easter is very important in the ‘big story’ of the Bible.

RE~17 Christians believe Jesus rose again, giving people hope of a new life.


Who is Muslim and how do they live? (Part 2)

1 Recognise the words of the Shahadah and that it is very important for Muslims 2. Identify some of the key Muslim beliefs about God found in the Shahadah and the 99 names, and give a simple description of what some of them mean 3. Give examples of how stories about the Prophet show what Muslims believe about Muhammad. 4. Give examples of how Muslims use the Shahadah to show what matters to them 5. Give examples of how Muslims use stories about the Prophet to guide their beliefs and actions (e.g. care for creation, fast in Ramadan) 6. Give examples of how Muslims put their beliefs about prayer into action. 7. Think, talk about and ask questions about Muslim beliefs and ways of living 8. Talk about what they think is good for Muslims about prayer, respect, celebration and self-control, giving a good reason for their ideas 9. Give a good reason for their ideas about whether prayer, respect, celebration and self-

control have something to say to them too.


CORE THEME 1: Health and Well-Being UNIT: It’s My Body

PSHE~7. explain how much sleep they need; PSHE~8. discuss why exercise is good for them; PSHE~9. understand they can choose what happens to their bodies; PSHE~10. list healthy snacks; PSHE~11. know to ask a trusted adult if uncertain about whether something is safe to eat or drink; PSHE~12. demonstrate hygienic ways to look after their bodies.


CORE THEME 2: Relationships UNIT: Growing Up

PSHE~54. use the scientific names introduced to name male and female body parts; PSHE~55. identify some differences between males and females; PSHE~56. identify the body parts that we keep private; PSHE~57. understand the words ‘no’ and ‘stop’; PSHE~58. understand that people’s bodies and feelings can be hurt; PSHE~59. identify an adult they can talk to if they are concerned about inappropriate touch; PSHE~60. talk about their own likes and dislikes; PSHE~61. understand that different people like different things; PSHE~62. understand that girls and boys can like different things, or the same things; PSHE~63. describe how they have changed since they were a baby; PSHE~64. understand that peoples’ needs change as they grow older; PSHE~65. talk about things they would like to do when they are older; PSHE~66. discuss some changes that people might go through in life.

7

LONG TERM PLAN – CYCLE A CLASSES 1 & 2 SUMMER TERM (1st & 2nd HALVES)

Draft – 30/01/2020 Seaside Holidays In The Past






Maths Geometry: Measurement: Problem solving: Measurement:

Both: Position and Direction Both: Position and Direction Both: Time Both: Time Both: Problem solving and efficient methods Both: Problem solving and efficient methods Y1 Weight and Volume Y2 Mass Capacity and Temperature

Science

History

Seasides in the past (inc. Grace Darling) Toys

ELG – Understanding the World - People and Communities His~1 changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life His~3 the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods

Geography

What is it like where the land meets the sea?

ELG – Understanding the World – The World Gg~1 name and locate the world’s seven continents and five oceans Gg~2 name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Gg~5 use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather Gg~6use basic geographical vocabulary to refer to: key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Gg~7 use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage

Design Technology

Puppets ELG - Expressive Art and Design – Exploring Media and Materials DT~1 design purposeful, functional, appealing products for themselves and other users based on design criteria DT~2 generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology DT~3 select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] DT~4 select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics DT~5 explore and evaluate a range of existing products DT~6 evaluate their ideas and products against design criteria

Art and Design

Music

Oceans, Seas and Rivers (Class 1) Journeys (Class 2)



Information

Technology

HOW CAN

WE SHARE

OUR NEWS?

DTP & Data

Cp~4 use technology purposefully to create, organise, store, manipulate and retrieve digital

content

Cp~5 recognise common uses of information technology beyond school

Cp~6 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.

8

Physical Education

Athletics

Striking &

Fielding, OAA

PE~1 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


defending



What is the ‘good news’ Christians believe Jesus brings?

RE~12 Christians believe Jesus brings good news for all people. RE~13 For Christians, this good news includes being loved by God, and being forgiven for bad things. RE~14 Christians believe Jesus is a friend to the poor and friendless. RE~15 Christians believe Jesus’ teachings make people think hard about how to live and show them the right way.


What makes some places sacred to believers?

1. Recognise that there are special places where people go to worship, and talk about what people do there 2. Identify at least three objects used in worship in two religions and give a simple account of how they are used and something about what they mean 3. Identify a belief about worship and a belief about God, connecting these beliefs simply to a place of worship 4. Give examples of stories, objects, symbols and actions used in churches, mosques and/or synagogues which show what people believe 5. Give simple examples of how people worship at a church, mosque or synagogue 6. Talk about why some people like to belong to a sacred building or a community. 7. Think, talk and ask good questions about what happens in a church, synagogue or mosque, saying what they think about these questions, giving good reasons for their ideas 8. Talk about what makes some places special to people, and what the difference is between religious and non-religious special places.


CORE THEME 3: Living In The Wider World UNIT: Money Matters

PSHE~31. discuss things they can buy in the shops; PSHE~32. talk about different sources that money can come from; PSHE~33. identify things they want; PSHE~34. identify things they need; PSHE~35. talk about ways we can keep track of what we spend; PSHE~36. discuss ways they can keep money safe; PSHE~37. talk about ways they keep their belongings safe.


CORE THEME 3: Living In The Wider World UNIT: Respecting Rights

PSHE~79. know that all people have rights; PSHE~80. understand that there are people who protect their rights; PSHE~81. know what to do if they don’t feel safe; PSHE~82. talk about what respect means and how to show it; PSHE~83. identify ways in which people can be different; PSHE~84. explain what being fair means; PSHE~85. recognise that making a positive difference in school is important.

9

LONG TERM PLAN – CYCLE B CLASSES 1 & 2 AUTUMN TERM (1st & 2nd HALVES)

Draft – 30/01/2020 We Are Engineers


To Entertain Class 1 – Narratives Class 2 - Narratives

To Inform Class 1 – Instructions Class 2 - Instructions

To Entertain Class 1 – Narratives Class 2 - Poetry

To Inform Class 1 – Non-chronological Reports Class 2 - Recounts & Letter writing

Maths Place Value: Add & Subtract: Number:

Y1 Numbers to 20 - Y2 Numbers to 100 Y1 Numbers within 20 (inc money) Y2 Numbers within 100 (inc money) Y1 Place Value to 50 and multiplication Y2 Multiplication

Science

Every day materials (Brilliant Builders)

ELG - Understanding the world – The World Sc~1 asking simple questions and recognising that they can be answered in different ways Sc~2 observing closely, using simple equipment Sc~3 performing simple tests Sc~4 identifying and classifying Sc~5 using their observations and ideas to suggest answers to questions Sc~6 gathering and recording data to help in answering questions. Sc~13 distinguish between an object and the material from which it is made Sc~14 identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock Sc~15 describe the simple physical properties of a variety of everyday materials Sc~16 compare and group together a variety of everyday materials on the basis of their simple physical properties. Sc~28 identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses Sc~29 find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

History

Isambard Kingdom Brunel

ELG – Understanding the World –People and Communities His~1 changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life His~3 the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell] His~4 significant historical events, people and places in their own locality.

Geography

Design Technology

Building Bridges

ELG – Expressive Art and Design – Exploring Media and Materials DT~2 generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology DT~4 select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics DT~6 evaluate their ideas and products against design criteria DT~7 build structures, exploring how they can be made stronger, stiffer and more stable

Art and Design

L.S Lowry ELG – Expressive Art and Design – Exploring Media and Materials Art~1 to use a range of materials creatively to design and make products Art~2 to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination Art~3 to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space Art~4 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.

Music

Hey You! (Class 1) Hands Feet & Heart (Class 2)


10


Computer

Science

CAN BEE-

BOTS

DANCE?? Bee-bots &

other floor

robots

ELG – Understanding the World – Technology

Cp~1 understand what algorithms are; how they are implemented as programs on


instructions

Cp~2 create and debug simple programs

Cp~3 use logical reasoning to predict the behaviour of simple programs

Cp~6 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.

Physical Education

Invasion

Games,

Gymnastics

PE~1 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


defending



Who do Christians say made the World?

RE~5 Christians believe God created the universe. RE~6 The Earth and everything in it are important to God. RE~7 God has a unique relationship with human beings as their Creator and Sustainer. RE~8 Humans should care for the world because it belongs to God.


What does it mean to belong to a faith community?

1. Recognise that loving others is important in lots of communities. 2. Say simply what Jesus and one other religious leader taught about loving other people. 3. Give an account of what happens at a traditional Christian and Jewish or Muslim welcome ceremony, and suggest what the actions and symbols mean. 4. Identify at least two ways people show they love each other and belong to each other when they get married (Christian and/or Jewish and non-religious). 5. Give examples of ways in which people express their identity and belonging within faith communities and other communities, responding sensitively to differences. 6. Talk about what they think is good about being in a community, for people in faith communities and for themselves, giving a good reason for their ideas.

Personal, Social and Health Education inc. Relationships & Sex Education

CORE THEME 1: Health and Wellbeing UNIT: Aiming High

PSHE~1. discuss their star qualities PSHE~2. identify what a positive attitude is: PSHE~3. talk about the jobs they can do when they grow up; PSHE~4. discuss what different skills and interests are needed for different jobs; PSHE~5. talk about hopes they have for the future; PSHE~6. discuss what they are looking forward to about next year.

Personal, Social and Health Education inc. Relationships & Sex Education

CORE THEME 1: Health and Wellbeing UNIT: Think Positive

PSHE~47. identify and discuss emotions, using simple terms; PSHE~48. describe things which make them feel happy and unhappy; PSHE~49. understand that they have a choice about how to react to things that happen; PSHE~50. talk about personal achievements and goals; PSHE~51. describe difficult feelings and what might cause these feelings; PSHE~52. discuss things for which they are thankful; PSHE~53. focus on an activity, remaining clam and still

11

LONG TERM PLAN – CYCLE B CLASSES 1 & 2 SPRING TERM (1st & 2nd HALVES)

Draft – 30/01/2020 Wonderful Weather


To Entertain Class 1 – Narratives Class 2 - Narrative

To Inform Class 1 – Instructions Class 2 - Non-chronological report

To Entertain Class 1 – Narratives Class 2 - Poster/Debate

To Inform Class 1 – Non-chronological Reports Class 2 - Poetry

Maths Number: Data: Measurement: Geometry: Number:

Y1 Division & Consolidation Y2 Division Y1 Place Value to 100 Y2 Statistics Both: Length and Height Both: Length and Height Y1 Shape & consolidation Y2 Properties of Shape Y1 Fractions and consolidation Y2 Fractions

Science

Seasonal Changes (Wild Weather)

ELG – Understanding the World – The World Sc~1 asking simple questions and recognising that they can be answered in different ways Sc~2 observing closely, using simple equipment Sc~3 performing simple tests Sc~4 identifying and classifying Sc~5 using their observations and ideas to suggest answers to questions Sc~6 gathering and recording data to help in answering questions. Sc~17 observe changes across the four seasons Sc~18 observe and describe weather associated with the seasons and how day length varies.

History

Geography

Map Work and Weather

ELG - Understanding the World – The World Gg~7 use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage Gg~8 use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map Gg~4 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 the North and South Poles Gg~2 name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Gg~9 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

Design Technology

Art and Design

Seasonal Art (Weather Experts: Seasonal Change) Guiseppe Arcimboldo Stanley Spencer Everrett Millais Monet


Music

In the Groove (Class 1) I Wanna Play In A Band (Class 2)


12

omputing (and Digital Literacy)

Computer

Science

CAN BEE-BOTS

DANCE?? Flobot & other

screen ‘robots’

ELG – Understanding the World – Technology

Cp~1 understand what algorithms are; how they are implemented as programs on


instructions

Cp~2 create and debug simple programs

Cp~3 use logical reasoning to predict the behaviour of simple programs

Cp~6 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.

Physical Education

Gymnastics,

Dance,

Net/Wall games

PE~1 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


defending


Physical Education

Swimming –

Years 1 & 2

PE~10 swim competently, confidently and proficiently over a distance of at least 25

metres

PE~11 use a range of strokes effectively [for example, front crawl, backstroke and

breaststroke]

PE~12 perform safe self-rescue in different water-based situations.


What do Christians believe God is like?

RE~1 Christians believe in God, and that they find out about God in the Bible.

RE~2 Christians believe God is loving, kind, fair and forgiving, and also Lord and

King.

RE~3 Some stories show these Christian beliefs.

RE~4 Christians worship God and try to live in ways that please him.


Who is Jewish and how do they live (Part 1)

1. Recognise the words of the Shema as a Jewish prayer

2. Re-tell simply some stories used in Jewish celebrations (e.g. Chanukah)

3. Give examples of how the stories used in celebrations (e.g. Shabbat, Chanukah)

remind Jews about what God is like.

4. Give examples of how Jewish people celebrate special times (e.g. Shabbat,

Sukkot, Chanukah)

5. Make links between Jewish ideas of God found in the stories and how people live

6. Give an example of how some Jewish people might remember God in different

ways (e.g. mezuzah, on Shabbat)

7. Talk about what they think is good about reflecting, thanking, praising and

remembering for Jewish people, giving a good reason for their ideas

8. Give a good reason for their ideas about whether reflecting, thanking, praising

and remembering have something to say to them too.


CORE THEME 2: Relationships UNIT: Team

PSHE~19. show the teams they belong to through cutting out appropriate images; PSHE~20. follow instructions and create a tower by applying good listening; PSHE~21. use key vocabulary and Acts of Kindness Poster to think of ways to show kindness to others; PSHE~22. work in a group to discuss what they could do if they saw others being teased or bullied, using Chase the Cheetah to support if necessary. PSHE~23. Work as a group to sort thoughts given into helpful and not-so-helpful thought categories. PSHE~24. Sort images of behaviours into good and not-so-good choices.


CORE THEME 2: Relationships UNIT: V.I.P.s

PSHE~67. explain who the special people in their lives are; PSHE~68. talk about the importance of families; PSHE~69. describe what makes a good friend; PSHE~70. know how to resolve an argument in a positive way; PSHE~71. who the skills involved in successful cooperation; PSHE~72. identify a way to show others that they care.

13

LONG TERM PLAN – CYCLE B CLASSES 1 & 2 SUMMER TERM (1st & 2nd HALVES)

Draft – 30/01/2020 Local Area Study


To Entertain Class 1 – Narratives Class 2 - Narratives

To Inform Class 1 – Instructions

To Entertain Class 1 – Narratives

To Inform Class 1 – Non-chronological Reports

Maths Geometry: Measurement: Problem solving: Measurement:

Both: Position and Direction Both: Position and Direction Both: Time Both: Time Both: Problem solving and efficient methods Both: Problem solving and efficient methods Y1 Weight and Volume Y2 Mass Capacity and Temperature

Science

Plants (Art & Nature)

ELG – Understanding the World – The World Sc~1 asking simple questions and recognising that they can be answered in different ways Sc~2 observing closely, using simple equipment Sc~3 performing simple tests Sc~4 identifying and classifying Sc~5 using their observations and ideas to suggest answers to questions Sc~6 gathering and recording data to help in answering questions. Sc~7 identify and name a variety of common wild and garden plants, including deciduous and evergreen trees Sc~8 identify and describe the basic structure of a variety of common flowering plants, including trees. Sc~23 observe and describe how seeds and bulbs grow into mature plants Sc~24 find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

History

Geography

Local Area ELG – Understanding the World – The World Gg~5 use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather Gg~6use basic geographical vocabulary to refer to: key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Gg~9 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 Gg~8 use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map Gg~10 use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Design Technology

Designing a Playground

ELG - Expressive Art and Design – Exploring Media and Materials DT~1 design purposeful, functional, appealing products for themselves and other users based on design criteria DT~2 generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology DT~3 select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] DT~5 explore and evaluate a range of existing products

Art and Design

Sculpture (Andy Goldsworthy)


14

Music

Your Imagination (Class 1) Friendship Song (Class 2)



INFORMATION TECHNOLOGY

CAN WE READ A GRAPH? Graphs & Data

Cp~4 use technology purposefully to create, organise, store, manipulate and retrieve digital

content

Cp~6 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.

Physical Education

Athletics

Striking &

Fielding, OAA

PE~1 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




Who is Jewish and how do they live? (Part 2)

1. Recognise the words of the Shema as a Jewish prayer 2. Re-tell simply some stories used in Jewish celebrations (e.g. Chanukah) 3. Give examples of how the stories used in celebrations (e.g. Shabbat, Chanukah) remind Jews about what God is like. 4. Give examples of how Jewish people celebrate special times (e.g. Shabbat, Sukkot, Chanukah) 5. Make links between Jewish ideas of God found in the stories and how people live 6. Give an example of how some Jewish people might remember God in different ways (e.g. mezuzah, on Shabbat) 7. Talk about what they think is good about reflecting, thanking, praising and remembering for Jewish people, giving a good reason for their ideas 8. Give a good reason for their ideas about whether reflecting, thanking, praising and remembering have something to say to them too.


How should we care for the world and for others, and why does it matter?

1. Identify a story or text that says something about each person being unique and valuable 2. Give an example of a key belief some people find in one of these stories (e.g. that God loves all people) 3. Give a clear, simple account of what Genesis 1 tells Christians and Jews about the natural world 4. Give an example of how people show that they care for others (e.g. by giving to charity), making a link to one of the stories 5. Give examples of how Christians and Jews can show care for the natural earth 6. Say why Christians and Jews might look after the natural world. 7. Think, talk and ask questions about what difference believing in God makes to how people treat each other and the natural world 8. Give good reasons why everyone (religious and non-religious) should care for others and look after the natural world.

Personal, Social & Health Ed inc. Relationships & Sex Education

CORE THEME 3: Living In The Wider World UNIT: Britain

PSHE~25. identify groups and communities that they belong to; PSHE~26. explain how to be a good neighbour; PSHE~27. pick out things that harm and things that help a neighbourhood; PSHE~28. describe what it is like to live in Britain; PSHE~29. identify similarities and differences between British people; PSHE~30. talk about what makes them feel proud of being British.

Personal, Social & Health Ed inc. Relationships & Sex Education

CORE THEME 3: Living In The Wider World UNIT: One World

PSHE~73. talk about special people in their life and say why they are special; PSHE~74. talk about different homes around the world and identify how they are the same as and different from their own; PSHE~75. describe what their school is like; PSHE~76. explain what an environment is; PSHE~77. explain what natural resources are and identify how people use them; PSHE~78. say what they love about the world in which they live and describe how they would feel if these things disappeared.

draft great fire of london to entertain class 1 narratives class 2 - tbc€¦ · give examples of...

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