Curriculum Coverage Map Year 1 and 2 Cycle B
Subjects/Terms / Autumn 1 / Autumn 2 / Spring 1 / Spring 2 / Summer 1 / Summer 2Science / Cornerstones Topic
The Enchanted Woodland / Cornerstones Topic
Muck, Mess and Mixtures / Cornerstones Topic
Bright lights, Bright City / Cornerstones Topic
Beachcombers / Cornerstones Topic
Moon Zoom / Cornerstones Topic
Wriggle and Crawl
National curriculum objectives
Plants
Y1
Identify & name a variety of common plants, including garden plants, wild plants & trees, and those classified as deciduous & evergreen
Identify & describe the basic structure of a variety of common flowering plants, including root, stem/trunk, leaves & flowers
Y2
Observe & describe how seeds & bulbs grow into mature plants
Find out about how plants need water, light & a suitable temperature to grow & stay healthy / National curriculum objectives
Seasonal Changes
Y1
Observe changes across the 4 seasons
Observe & describe weather associated with the seasons & how day length varies / National curriculum objectives
Light and Sound
Y1 light
Observe & name a variety of light sources, including electric lights, flames & the sun
Associate shadows with a light source being blocked by something
Y2 Sound
Observe & name a variety of sources of sound, noticing that we hear with our ears
Recognise that sounds get fainter as the distance from the source increases / National curriculum objectives
Animals, including humans
Y1
Identify & name a variety of common animals that are birds, fish, amphibians, reptiles, mammals & invertebrates
Identify & name a variety of common animals that are carnivores, herbivores & omnivores
Describe & compare the structure of a variety of common animals (birds,fish,amphibians,reptiles,mammalsinvertibrates & including pets)
Identify, name & draw & label the basic parts of the human body & say which part of the body is associated with each sense
Y2
Notice that animals, including humans, have offspring which grow into adults
Find out about & describe the basic needs of animals including humans for survival (water, food, air)
Describe the importance for humans to exercise, eating the right amounts of different types of food and hygiene / National curriculum objectives
Everyday Materials
Uses of everyday materials
Y1
Distinguish between an object & the material from which it is made
Identify & name a variety of everyday materials, including wood, plastic, glass, water & rock (y2 brick, paper & cardboard)
Describe the simple physical properties of a variety of everyday materials
Compare & 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 & stretching
Y2
Distinguish between an object & the material from which it is made
Identify & name a variety of everyday materials, including wood, plastic, glass, water & rock, brick, paper & cardboard
Compare how things move on different surfaces / National curriculum objectives
All living things & their habitats
Y2
Explore & compare the differences between things that are living/dead & things that have never been alive
Identify that most living things live in habitats to which they are suited & describe how different habitats provide for the basic need of different kinds of animals & plant s& how they depend upon one another
Identify & name a variety of plants & animals in their habitats, including micro-habitats
Describe how animals obtain their food from plants & other animals, using the idea of a simple food chain, & identify & name different sources of food.
Skill coverage
Identify common plants & trees in village
Use term evergreen and deciduous
Understand jobs of parts of plants
Carry out experiments on plants needing light, water / Skill coverage
Know names of 4 seasons
Know names of different types of weather and what is associated with each season
Understand the terms day, time, length, changes / Skill coverage
Understand term light source, understand where light sources come from
Understand term shadow, how shadow are formed practically
Understand term hearing, job of the ear, understand term fainter, louder, sources of sound / Skill coverage
Know terms of classification of animals
Understand term variety
Know basic needs of animals as well as humans
Understand importance of exercise, food & hygiene / Skill coverage
Know what a material is
Name varieties of material
Understand tem of properties
Compare / Skill coverage
Understand terms habitat, living, dead
RE / Cornerstones Topic
The Enchanted Woodland / Cornerstones Topic
Muck, Mess and Mixtures / Cornerstones Topic
Bright lights, Bright City / Cornerstones Topic
Beachcombers / Cornerstones Topic
Moon Zoom / Cornerstones Topic
Wriggle and Crawl
National curriculum objectives
Harvest
AT1
to be able to talk about Harvest Festival Celebrations; Level 1
know that there are Christian charities working worldwide to improve the living conditions of people in third world countries and other areas of poverty;Level 2
know that we believe that helping others is part of putting our Christian faith in action. Level 2
AT2
begin to develop their own response of gratitude to God for Harvest; Level 1
be able to express feelings about the issues raised by Christian Aid/Tear Fund materials etc;Level 2
to ask questions about their own and others’ experiences. Level 2 / National curriculum objectives
Journey to Bethlehem- other faiths link Judaism, Hanukkah
be able to retell the nativity story; Level 2
know that we/Christians believe that Jesus was the son of God and the saviour of the world; Level 2
be encouraged to use religious vocabulary. Level 2
AT2
ask and respond sensitively to questions about their own and others experiences and feelings; Level 2
begin to understand the mystery of the nativity story. Level 2 / National curriculum objectives
What is a saint?
AT1
recall stories about the disciples; Level 1
know that people past and present follow Jesus; Level 2
be able to name some Saints and followers of Jesus.Level 2
AT2
ask questions about the feelings and experiences of others; Level 2
recognise their own values and the values of others, Level 2 / National curriculum objectives
Easter celebrating new life- Other faiths Judaism- Passover
AT1
be able to retell the events of Palm Sunday, Good Friday and Easter Day; Level 2
know that we (Christians) believe that Jesus died and was raised to new life; Level 2
begin to understand that we ( Christians) believe that Easter is a new beginning. Level 2-3
AT2
be given opportunities to have time to reflect on the awe and wonder of new life and changes in nature;Level 2
begin to understand something of how people feel when they are bereaved. Level 1-3 / National curriculum objectives
God and Creation
AT1
know that we (Christians) believe that God created the world; Level 1
know that the creation stories are at the very beginning of the Bible and be able to recall details briefly; Level 1
know that we believe that people should be taking care of our world.Level 2
AT2
understand that they are creative beings and enjoy their creative skills; Level 1-2
be able to talk about what they find amazing, interesting or puzzling in creation.Level 1 / National curriculum objectives
Baptism
AT1
be able to identify a baptism from photographs; Level 1
be able to retell the story of Jesus baptism;Level 2
be able to suggest meanings for the symbols of baptism. Level 2
AT2
be able to talk about their experiences of belonging; Level 1
be able to ask and respond to questions about baptism and belonging.Level 2
Skill coverage
AT1
Understand term harvest festival celebrations;
talk about some of the Christian Charities that are helping to improve the way in which people live in poor countries.
AT2
say thank you to God for the Harvest;
say what I feel about some of the things we talked about during the Christian Aid/Tear Fund project;
think of ways in which I can help others. / Skill coverage
At1
retell the story of the nativity Level 2
talk about Christian beliefs about Jesus as Saviour; Level 2-3
use religious vocabulary associated with the nativity story Level 2
AT2
talk about my own feelings and experiences; Level 1
ask sensitive questions; Level 2
talk about the mystery of the events of the nativity. Level 2 / Skill coverage
AT1
Recall stories about Jesus and his disciples; Level 1
name some of the Saints and followers of Jesus; Level 2
talk about how people both in the past and in the present follow Jesus. Level 2
AT2
ask questions about the feelings and experiences of others; Level 2
tell you what is important to meLevel 2 / Skill coverage
AT1
tell the stories of Palm Sunday, Good Friday and Easter Day; Level 2
talk about the belief that Jesus died and was raised to new life; Level 2
describe why Easter is thought of as a new beginning. Level 2-3
AT2
think about and reflect on the wonder of new life and the changes in the natural world around me; Level 2
think about a person who has lost someone they love and try to understand how they feel. Level 2 / Skill coverage
AT1
talk about how we believe that God created the world;Level 1
talk about and recall the creation stories which are at the beginning of the Old Testament; Level 1
talk about ways in which we can all help to take care of the world;Level 1
talk about how creation illustrates Christian beliefs in God. Level 1-2
AT2
talk about being creative and what I enjoy doing when I am creative; Level 1
look around me and wonder how amazing God’s creation is;Level 1
talk about what I enjoy most in creation. Level 1 / Skill coverage
AT1
use some religious vocabulary e.g. church, font, vicar and baptism; Level 1 name the font; Level 1
retell the story of Jesus baptism; Level 2
recognise and identify the symbols of baptism;Level 2
tell you about the meaning of the symbols of baptism . Level 2
AT2
tell you about the groups to which I belong; Level 1
tell you how I joined these groups; Level 1
tell you why belonging to these group is important to me; Level 2
ask questions about baptism and belonging. Level 2
History / Cornerstones Topic
The Enchanted Woodland / Cornerstones Topic
Muck, Mess and Mixtures / Cornerstones Topic
Bright lights big city / Cornerstones Topic
Beachcombers / Cornerstones Topic
Moon Zoom / Cornerstones Topic
Wriggle and crawl
National curriculum objectives / National curriculum objectives
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
Pieter Brugel the Elder & LS Lowry / National curriculum objectives
Great fire of London
events beyond living memory that are significant nationally or globally (e.g. the Great Fire of London, the first aero plane flight or events commemorated through festivals or anniversaries) / National curriculum objectives / National curriculum objectives
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 / National curriculum objectives
Skill coverage
Geography Focus / Skill coverage
Find out more about a famous person from the past and carry out some research on him or her
Research the life of a famous Briton from the past using different resources to help them
Answer questions by using a specific source, such as an information book / Skill coverage
Use words and phrases like: before I was born, when I was younger
Use phrases and words like: ‘before’, ‘after’, ‘past’, ‘present’, ‘then’ and ‘now’; in my historical learning
Use the words past and present correctly
Use a range of appropriate words and phrases to describe the past
Describe events and periods using the words: BC, AD and decade
.Describe events from the past using dates when things happened
Sequence a set of events in chronological order and give reasons for their order
Explain why Britain has a special history by naming some famous events and some famous people / Skill coverage
Geography Focus / Skill coverage
Recognise that a story that is read to them may have happened a long time ago
Use words and phrases like: before I was born, when I was younger
Use phrases and words like: ‘before’, ‘after’, ‘past’, ‘present’, ‘then’ and ‘now’; in my historical learning
Use the words past and present correctly
Answer questions by using a specific source, such as an information book / Skill coverage
Geography Focus
Geography / Cornerstones Topic
Enchanted Woodland / Cornerstones Topic
Muck, Mess and Mixtures / Cornerstones Topic
Brightlights big city / Cornerstones Topic
Beachcombers / Cornerstones Topic
No coverage / Cornerstones Topic
Wriggle and crawl
National curriculum objectives
Geographical skills and fieldwork
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
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 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.
Place knowledge
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 / National curriculum objectives
History Focus / National curriculum objectives
Location knowledge
name and locate the world’s seven continents and five oceans
name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
Geographical skills and fieldwork
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
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 / National curriculum objectives
Human and physical geography
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 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
key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop / National curriculum objectives
History Focus / National curriculum objectives
Geographical skills and fieldwork
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
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 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.
Skill coverage / Skill coverage / Skill coverage / Skill coverage / Skill coverage / Skill coverage
Computing / Cornerstones Topic
The Enchanted Woodland / Cornerstones Topic
Muck, Mess and Mixtures / Cornerstones Topic
Bright lights, Bright City / Cornerstones Topic
Beachcombers / Cornerstones Topic
Moon Zoom / Cornerstones Topic
Wriggle and Crawl
National curriculum objectives
*Use technology purposefully to create, organise, store, manipulate and retrieve digital content. / National curriculum objectives
*Recognise common uses of information technology beyond school
*Use technology safely and respectfully, keeping personal information private; identify when to go for help and support when they have concerns about content or contact on the internet or other online technologies. / National curriculum objectives