Monkshouse Primary School Key Stage OneYear B
Term 1 / Term 2 / Term 3 / Term 4 / Term 5 / Term 6

Overarching theme:

/ There’s No Place Like Home / There’s No Place Like Home / I’m A Celebrity / I’m A Celebrity / Scales and Tales / Scales and Tales
Whole school events: / World War 1 commemoration
E Safety
Harvest
School Council Election
Family Halloween Disco
Meet and Great Sessions / Inter House Competition
Remembrance
Children In Need
Enterprise Day
Xmas Fair
Xmas Parties
Anti-Bullying Week
Parents Evenings
Panto / Valentine Family Disco
World Book Day
Take One Picture / Easter Tea
Parents Evenings
Sports Relief / Disco
International Day
Inter house Competition
Reports Due
SATs / Language Day
Monkshouse Has Talent
Healthy Schools Survey
Sports Day/Week
Summer Fair
Parents Evening
Y6 leaver’s play
Year Group Events: / Key Stage One Talent Show / Dinosaur World
Suggested Books/Videos: / Fantastic Mr Fox
Town Mouse and Country Mouse
Home -Jeannie Baker / Home Alone / Scott-
Prince Harry expedition
Parables of Jesus
Superheroes of the Bible DVD
The Magical Garden of Claude Monet / Traction Man
The Dragon Machine
Dinosaur Cove
How to train a Dragon
Science / Ongoing
  • observe changes across the four seasons
  • observe and describe weather associated with the seasons and how day length varies.
Also see the plants and animals PoS to help focus areas to look at for seasonal change.
Most of the PoS to be covered below are / will be a repeat of those PoS taught during Africa near and far so the focus in this term must be on those that are locally found and linked to the Fantastic Mr Fox / Town and Country Mouse books with local animals and habitats.
  • identify and name a variety of common animals that are carnivores, herbivores and omnivores (Yr1)
  • identify and name a variety of plants and animals in their habitats, including micro-habitats (Yr2)
  • 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 (Yr2)
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. (Yr2) /
  • identify and describe the basic structure of a variety of common flowering plants, including trees. (yr1)
  • observe and describe how seeds and bulbs grow into mature plants (Yr2)
  • find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.(Yr2 )
  • identify and name a variety of common wild and garden plants, including deciduous and evergreen trees (Yr1) This needs to be taught alongside the ongoing seasonal changes
Links into Geography – local environment History – explorers (what plants found where they are exploring ) /
  • identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals (Yr1)
  • describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) (Yr1)
  • explore and compare the differences between things that are living, dead, and things that have never been alive (Yr2)

ICT /
  • Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
  • 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. /
  • use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • recognise common uses of information technology beyond school.
/
  • use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • create and debug simple programs
/
  • understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
  • use technology purposefully to create, organise, store, manipulate and retrieve digital 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
  • recognise common uses of information technology beyond school.
  • use technology purposefully to create, organise, store, manipulate and retrieve digital content
/
  • create and debug simple programs
  • use technology purposefully to create, organise, store, manipulate and retrieve digital content

Humanities /

History

/
  • Changes in Spalding over time
  • Photo timeline
  • Sequencing
  • Events of local importance
  • Significant local people
/
  • Local significant person
Robert Scott (arctic explorer) and Peter Scott (son of Robert, famous conservationist – Slimbridge Wildfowl Trust, lived in Sutton Bridge Light House).
Geography / Link to local history:
Use aerial photos, map work, landmarks human and physical
Use simple fieldwork and observational skills to study the immediate environment including the school.
Devise a simple map and construct basic symbols
Name ,locate and identify, four countries of the uk and capital cities.
Vocab:
City, town, village, farm and factory, farm, house, office, port, harbour and shop.
Beach, cliff, coast, forst, hill, mountain, sea, ocean, river, soil, valley and vegetation / Compare the local environment to a non-European country.
Identify seasonal/daily weather patterns in the UK and the locations of hot and cold areas of the world
Use basic geographic vocabulary to refer to the local and familiar features
Sir Robert Scott (explorer, linked to history). / Use simple compass directions (N,S, E and W); directional knowledge, (left, right etc..) Features on and routes on a map. (Beebots)
Expressive Arts / Art and Design / Pupils should be taught-
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
Van Gogh, Sunflowers
To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
Painting
I can use thick and thin brushes.
I can use ready mixed or powder paints to show my ideas.
I paint pictures of what I see.
I can name the primary and secondary colours.
I can say how an artist has used colour
I mix primary colours to make secondary colours.
I add white to colours make tints.
I add black to colours to make tones.
I know the positions of primary and secondary colours in relation to each other on the colour wheel.
I link colours to natural and man-made objects.
I can say how an artist has used colour / Monet
To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
William Morris Printing
I use printing tools such as fruit, vegetables and sponges.
I can print onto fabric or paper.
I make my own printing blocks eg: string patterns or Plasticine shapes.
I explore techniques such as repeating, overlapping, rotating and arranging shapes
I have printed by pressing, rolling, rubbing and stamping.
I have looked at print making in the environment. (e.g. wallpapers, fabrics etc)
I have created a print in response to the work of an artist or designer.
I have looked at how artists and designers have used colour, shapes and lines to create patterns. / Clay Dragons
Raphael’s George and the Dragon
Use a range of materials
Use drawing, painting and sculpture
Dinosaurs – junk models
I have used:
Clay
Dough
Plasticine.
I add texture to my models using tools.
I have added lines and shapes to my clay work.
I have added texture to my clay work by adding clay.
I make shapes from rolled up paper, straws, paper and card.
I cut materials
I roll materials,
I coil materials
Design and Technology / Growing and Cooking
Design purposeful, functional, appealing products for themselves and other users based on design criteria
-understand where food comes from
-use the basic principles of a healthy and varied diet to prepare dishes
Evaluate
-explore and evaluate a range of existing products
-evaluate their ideas and products against design criteria
understand where food comes from
-use the basic principles of a healthy and varied diet to prepare dishes / Bird Feeders
Design purposeful, functional, appealing products for themselves and other users based on design criteria
-select from and use a range of tools and equipment to perform practical tasks
Evaluate
-explore and evaluate a range of existing products
-evaluate their ideas and products against design criteria. / Super Hero Puppets
Design and make a Super Hero Puppet
design purposeful, functional, appealing products for themselves and other users based on design criteria
-select from and use a range of tools and equipment to perform practical tasks
Evaluate
-explore and evaluate a range of existing products
-evaluate their ideas and products against design criteria.
Music / Compare music e.g. traditional English music/National Athem
Look at traditional music from regions of the UK (bag pipes etc). / Compare modern day and traditional music.
Make instruments. / Dragon Music
Play tuned and untuned music instruments musically.
PE
Year 1 / Gym
Unit C
Travelling talking weight on different body parts
Games
Reception
Unit 1 / Dance
Dancing around the world
Games
Reception
Unit 2 / Gym
Unit D
Flight
Games
Reception
Unit 3 / Dance
Superheroes
Games
Reception
Unit 4 / Gym
Unit E
Points and Patches
Athletics
Year 1 Unit 1 / Dance
Dancing with dinosaurs
Athletics
Year 1 Unit 2
Year 1/2 / Gym
Unit F
Rocking and Rolling
Games
Year 1 Unit 1 / Dance
Dancing around the world
Games
Year 1 Unit 2 / Gym
Unit G
Wide, narrow and curled
Games
Year 1 Unit 3 / Dance
Superheroes
Games
Year 1 Unit 4 / Gym
Unit H
Parts high, parts low
Athletics
Year 1 Unit 2 / Dance
Dancing with dinosaurs
Athletics
Year 2 Unit 1
Year 2 / Gym
Unit I
Pathways
Games
Year 2 Unit 1 / Dance
Dancing around the world
Games
Year 2 Unit 2 / Gym
Unit J
Spinning, turning, twisting
Games
Year 2 Unit 3 / Dance
Superheroes
Games
Year 2 Unit 4 / Gym
Unit K
Linking movements together
Athletics
Year 2 Unit 1 / Dance
Dancing with dinosaurs
Athletics
Year 2 Unit 2
Personal, Social and Emotional Development / RE / Celebrations for Christians
Christmas
Harvest / Special Books (What can we find out about the Bible)
Other books special to the children. / Parables of Jesus / Talking about God / Superheroes across religions (own unit)
PSHE (SEAL) / Health
All about me- what goes in and out of my body. Healthy eating and how to maintain a healthy lifestyle.
Developing a healthy, safer lifestyle
a. how to make simple choices that improve their health and wellbeing.
c. how some diseases spread and can be controlled
e. the names of the main parts of the body
f. that all household products, including medicines, can be harmful if not used properly
g. rules for, and ways of, keeping safe, including basic road safety, and about people who can help them to stay safe.
New Beginnings
Circle time – use folders provided
Assemblies / Safety
Safety in the home- Electrical, fire.
Road safety travelling to and fro home.
rules for and ways of keeping physically and emotionally safe (including road safety, safety in the environment,
Getting on and falling out
Say no to bullying
Anti-bullying week
Circle time – use folders provided
Assemblies / Relationships
Difference and diversity – how does it feel to be a leader and a follower?
Developing good relationships and respecting the differences between people
a. to recognise how their behaviour affects other people
b. to listen to other people, and play and work cooperatively
c. to identify and respect the differences and similarities between people
Going for goals
Circle time – use folders provided
assemblies
Going for goals
No smoking DayCircle timeAssemblies / Citizenship
Can you describe the differences between your lives and that of a celebrity and can you decide if one is better than the other? – circle time.
Preparing to play an active role as citizens
a. to take part in discussions with one other person and the whole class
b. to take part in a simple debate about topical issues
c. to recognise choices they can make, and recognise the differences
f. that they belong to various groups and communities, such as family and school
i.that money comes from different sources and can be used for different purposes.
Good for me
Circle time – use folders provided
Assemblies / Social and emotional wellbeing
‘George and the Dragon’. St Georges Day.
Developing good relationships and respecting the differences between people
b. to listen to other people, and play and work cooperatively
c. to identify and respect the differences and similarities between people
d. that family and friends should care for each other.
Relationships
Circle time – use folders provided
Assemblies / Physical
Story of ‘Chameleon’s crazy colours’ – circle time
Developing confidence and responsibility and making the most of their abilities
a. what is fair and unfair, and what is right and wrong
b. to share their opinions on things that matter to them and explain their views
c. to recognise, name and deal with their feelings in a positive way
Changes
Circle time – use folders provided
Assemblies
Communication, Language and Literacy / Literacy
Spoken Language / Spoken Language (Year 1 and Year 2)
Pupils should be taught to:
  • Listen and respond appropriately to adults and their peers.
  • Ask relevant questions to extend their understanding and knowledge
  • Use relevant strategies to build up their vocabulary
  • Articulate and justify answers/arguments and opinions
  • Give well-structured descriptions, explanations and narratives for different purposes, including expressing feelings
  • Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
  • Use spoken language to develop understanding through speculation, hypothesising, imagining and exploring ideas
  • Speak audibly and fluently with an increasing command of Standard English
  • Participate in discussions, presentations, performances, role play, improvisations and debates
  • Gain, maintain and monitor the interest of the listener
  • Consider and evaluate different viewpoints, attending to and building on the contributions of others
  • Select and use appropriate vocabulary for effective communication

Literacy Reading / Reading
Word Reading – Year 1
Pupils should be taught to:
  • Apply phonic knowledge and skills as the route to decode words
  • Respond speedily with the correct sound to graphemes for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
  • Read accurately by blending sounds in unfamiliar words containing GPC’s that have been taught
  • Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • Read words containing taught GPCs and –s, -es, -ing, -ed, -er and –est spellings
  • Read other words of more than one syllable that contain taught GPCs
  • Read words with contractions (e.g. I’ll, I’m, we’ll) and understand that the apostrophe represents omitted letters
  • Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out the words
  • Re-read these books to build up their fluency and confidence in word reading
Word Reading – Year 2
Pupils should be taught to:
  • Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
  • Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
  • Read accurately word of two or more syllables that contain the same graphemes as above
  • Read words containing common suffixes
  • Read further common exception words, noting unusual correspondence between spelling and sound and where these occur in the word
  • Read most words quickly and accurately, without overt sounding and blending when these have been frequently encountered
  • Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
  • Re-read these books to build up their fluency and confidence in word reading
Reading Comprehension – Year 1
Pupils should be taught to:
  • Develop pleasure in reading, motivation to read, vocabulary and understanding by:
-listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
-being encouraged to link what they read or hear read to their own experiences
-becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
-recognising and joining in with predictable phrases
-learning to appreciate rhymes and poems, and to recite some by heart