Year Plan 2017/2018

Class: Starlings

Autumn / Spring / Summer
Theme / Mail from a Meerkat!
Book: Meerkat Mail
Where in the world is the best place for Sunny? / A Spider’s View!
Book: Aaaargghh Spider!
Aaaarggghh Spider!
What neighbours do spiders have? / The Toys’ Story!
Book: Peepo
A Toy’s Story
Who has the best toys?
Literacy / Read, Write, Inc.
Traditional stories and fairy tales
Labels, lists and captions
Stories from a range of cultures/Stories with predictable and patterned language
Poetry – Pattern and rhyme / Instructions
Stories with familiar settings
Poetry – Using the senses / Recount
Information Text
Stories about fantasy worlds
Poetry – Poems on a theme
Mathematics / Please refer to Mathematics Long and Medium Term Plans.
Science / Working scientifically:
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
asking simple questions and recognising that they can be answered in different ways
observing closely, using simple equipment
performing simple tests
identifying and classifying
using their observations and ideas to suggest answers to questions
gathering and recording data to help in answering questions
Log Book –
Plants
identify and name a variety of common plants, including garden plants, wild plants and trees, and those classified as deciduous and evergreen
identify and describe the basic structure of a variety of common flowering plants, including roots, stem/trunk, leaves and flowers
Seasonal changes
Pupils should be taught to:
 observe changes across the four seasons
observe and describe weather associated with the seasons and how day length varies.
Light
Pupils should be taught to:
  •  observe and name a variety of sources of light, including electric lights, flames and the Sun
  •  associate shadows with a light source being blocked by something
/ Animals, including humans
Pupils should be taught to:
identify and name a variety of common animals that are birds, fish, amphibians, reptiles, mammals and invertebrates
identify and name a variety of common animals that are carnivores, herbivores and omnivores
describe and compare the structure of a variety of common animals (birds, fish, amphibians, reptiles, mammals and invertebrates, and including pets)
identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense / Everyday materials
Pupils should be taught to:
 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
find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching
History / Subject content:
Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.
  • Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
  • 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 (e.g. 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 Edith Cavell)
  • Visit to Weaver Hall Museum/Englesea Brook Museum – ‘Toys from the Past’ experience

Geography / Subject content:
Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.
  • name and locate the world’s seven continents and five oceans
  • 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
  • use simple compass directions (North, South, East and West) and locational and directional language (e.g. near and far; left and right) to describe the location of features and routes on a map
  • use world maps, atlases and globes to identify continents and oceans studied at this key stage
/
  • 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 its surrounding environment

Art / Subject content:
to use a range of materials creatively to design and make products
to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
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
Textiles
Meerkat’s Bag (see Design Technology)
3D
MeerkatModel
(Artist: Nick Mackman) / Drawing
Smiling Spider
Collage
Spider
(Artist: Redon and Matisse) / Painting
Children’s Games
Printing
Lego and Cars
(Artist: Bruegel and Lowry)
Music / Subject content:
use their voices expressively and creatively by singing songs and speaking chants and rhymes
play tuned and untuned instruments musically
listen with concentration and understanding to a range of high-quality live and recorded music
experiment with, create, select and combine sounds using the inter-related dimensions of music
Music for a Meerkat –
Creating sounds for the Meerkat’s.journey
Charanga
Hey You!
Voices Only
Little Angel Gets Her Wings
A Christmas Production / Scare the Spider –
Playing instruments to scare away spiders
Charanga
In The Groove
Voices and Classroom Percussion
Rhythm In The Way We Walk and Banana Rap
Listen and Appraise
Musical Activities
Perform and Share / Playground in the Past –
Singing and speaking chants and rhymes from the past
Charanga
Round And Round
Listen and Appraise
Musical Activities
Perform and Share
Reflect, Rewind, Replay
Consolidate Learning
Choose Favourite Unit to Perform
Computing / Subject content:
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
use technology purposefully to create, organise, store, manipulate and retrieve digital content
use technology safely and respectfully, keeping personal information private; know where to go for help and support when they have concerns about material on the internet
recognise common uses of information technology beyond school.
We are Storytellers –
Producing a Talking Book
Retelling the story of Meerkat Mail.
We are Collectors –
Finding Images using the Web
Searching for Meerkats and copying and pasting images to make a ‘missing’ poster. / We are TV Chefs –
Using Video Cameras to Film
Role-play Mum from Aaargghh Spider making her jam roly-poly and filming it.
We are Painters –
Illustrating an eBook
Creating a new story with a different mini-beast. / We are Treasure Hunters – Programmable Toys
Making the toys move in different directions.
We are Celebrating –
Creating a Digital Card
Making a card to send to grandparents to say thank you for sharing their toys from the past.
DT / Subject content:
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts, such as the home and school, gardens and playgrounds, the local community, industry and the wider environment.
When designing and making, pupils should be taught to:
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
Make
select from and use a range of tools and equipment to perform practical tasks such as 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
Evaluate
 explore and evaluate a range of existing products
 evaluate their ideas and products against design criteria
Technical knowledge
build structures, exploring how they can be made stronger, stiffer and more stable
explore and use mechanisms, such as levers, sliders, wheels and axles, in their products
Cooking and Nutrition
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.
 use the basic principles of a healthy and varied diet to prepare dishes
 understand where food comes from
Textiles –
Design a Bag for Meerkat’s Travels:
Research different types of bags and test different types of materials to find the strongest. Draw image of bag for Sunny and label with materials.
Make bag for Sunny based on the above.
Evaluate bag by testing in different conditions, for example if Sunny gets wet.
Decide areas for improvement. / Food –
Make a Healthy Pudding for Mum (instead of the jam roly-poly!)
Find healthy ingredients and research where they come from. Decide on pudding using chosen ingredients and follow recipe to make.
Evaluate recipe and decide areas for improvement. / Materials –
Make a Moving Toy:
Test a range of moving toys and look at how they are made. Look at materials given (tube and paper plates) and decide what toy will look like and how it will move.
Make toy using the tube and paper plates then decorate to suit a child in Reception.
Observe child (from Reception) playing with toy and evaluate, identifying areas for development.
PE / Subject content:
Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.
Pupils should be taught to:
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
participate in team games, developing simple tactics for attacking and defending
perform dances using simple movement patterns
Gymnastics
Travelling
Taking weight on different parts
Transferring weight form one body part

Games:

Bouncing and Travelling with the ball
Basketball /
Dance
Exploring Gesture and Formation Creating short dances
Exploring Patterns and pathways though structured task; developing a repertoire
Telling a story and responding to a music stimulus / Games
Creating games
Receiving and Sending
Dodgeball
Rounders
P.S.H.E / SUMO – Remember the Beach Ball
Understand how our thinking affects our behaviour in school, our performance and our self-belief.
Increase our belief in our capacity to learn and manage our emotions in order to learn.
Develop Fruity Thinking skills to increase our self-awareness and be empowered with tools to help us change. / SUMO – Develop Fruity Thinking
Understand how to manage emotions, build and maintain relationships.
Recognise the power of emotions.
Understand the importance of developing confidence, fairness and consideration in dealing with others. / SUMO – Hippo Time is OK
Develop an insight into working with others of differing perspective and the value of collaboration.
Understand and develop listening and empathy skills and build tolerance.
Develop social intelligence and the ability to work with others.
British Values
Values addressed throughout the year during worship.
Democracy – class charter/student council elections.
The rules of law.
Individual Liberty.
Mutual Respect.
Tolerance of those of different faiths and beliefs.
Sex and Relationship Education
RE / Beliefs Teaching and Sources
Creation
People who Met Jesus
What makes a good friend?
How do I choose a friend? / Identity Diversity and Belonging
Baptism/Belonging
Christmas - Gifts for a Baby
How do Christian people show they belong?
Why do they give gifts to each other? / Values and Commitments
Stories of Love and Forgiveness
What is love and forgiveness?
Is it important?
Why did Jesus teach about love and forgiveness? / Meaning Purpose and Truth
Easter Perspectives
What was the most important part of the Easter Story and why? / Practices and Ways of Life
Church as a place of Worship
Why is the church an important place? / Expressing Meaning
Symbols
What is a symbol?
What are symbols for?
How are they used?