KS1 / Term:
Autumn 2 / Topic Name:
Journeys
Entry Point:
Trip to Central Station using the metro. Chn to find different modes of transport using a treasure trail sheet. / Resources:
Dowelling
Axels
Cardboard boxes
Wheels
Exit Point:
Car showroom – judges decide on best vehicle using the criteria
*distance travels down slope
*best finish
*creativity / SMSC/PSHE:
Visit the Safety Works at Benwell. How to be safe in different situations.
Week / Subject / Extended Writing Opportunities / Outcome
1 / Science / Writing in Foundation Subjects / Explanation text about sound experiment.
2 / History / Big Writing / Explanation text about George Stephenson’s invention.
3 / Geography / Writing in Foundation Subjects / Instructions for crossing the road safely.
4 / Music / Big Writing / Recount of our first few weeks in our new class.
5 / RE / Writing in Foundation Subjects / Christmas story narrative.
6 / Design and Technology / Big Writing / Nativity performance.
7 / Design and Technology / Writing in Foundation Subjects / Christmas Workshop.
Foundation Subjects – Journeys MTP
Content
Sound / Content
*use technology purposefully to create, organise, store, manipulate and retrieve digital content
*recognise common uses of information technology beyond school
*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 / Content
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 [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
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 [for example, levers, sliders, wheels and axles], in their products. / Content
*perform dances using simple movement patterns.
Working Scientifically
*asking simple questions and recognising that they
can be answered in different ways
*performing simple tests
*identifying and classifying
*using their observations and ideas to suggest
answers to questions
Skills/ Success Criteria
*observe and name a variety of sources of sound, noticing that we hear with our ears. / Skills/ Success Criteria
*use simple databases to record information in areas across the curriculum. / Skills/ Success Criteria
*use materials to practise drilling, screwing,gluing and nailing materials to make and strengthen products.
*design products that have a clear purposeand an intended user.
*make products, refining the design as workprogresses.
*use software to design.
*explore objects and designs to identify likesand dislikes of the designs.
*suggest improvements to existing designs.
*explore how products have been created. / Skills/ Success Criteria
*copy and remember moves and positions.
*move with careful control andcoordination.
*link two or more actions to perform asequence.
*choose movements to communicate amood, feeling or idea.
Investigative questions
How are sounds different around our school?
Why do sounds get quieter the further away you are?
What different sounds can you make?
Which sound travels the furthest? / Outcomes
Chn to upload and crop photographs of vehicles and produce a bar chart on excel to display their findings. / Outcomes
Making a moving car including axle and wheels. / Outcomes
To learn a dance which will be included in the nativity play.
History / Geography / Music / Religious Education
Content
* changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
*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]
*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]
*significant historical events, people and places in their own locality. / Content
*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
*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. / 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. / Content
*to retell the main events associated with Christmas.
*to identify some of the customs associated with Christmas.
*to retell the main events associated with Hannukkah.
*to identify some of the customs associated with Hannukkah.
*to reflect on what is meant by the idea of something special or precious.
*to communicate how it feels to give and receive gifts.
Skills/ Success Criteria History
*use artefacts, pictures, stories, online sources anddatabases to find out about the past.
*identify some of the different ways the past hasbeen represented.
*describe historical events.
*describe significant people from the past.
*recognise that there are reasons why people inthe past acted as they did.
*place events and artefacts in order on a timeline.
*label time lines with words or phrases such as:past, present, older and newer.
*recount changes that have occurred in theirown lives.
*use dates where appropriate. / Skills/ Success Criteria
*understand geographical similarities anddifferences through studying the human andphysical geography of a small area of the UnitedKingdom and of a contrasting non-Europeancountry.
*use simple fieldwork and observational skills tostudy the geography of the school and the keyhuman and physical features of its surroundingenvironment.
*use aerial images and plan perspectives torecognise landmarks and basic physical features. / Skills/ Success Criteria
*take part in singing, accurately following themelody.
*follow instructions on how and when to sing orplay an instrument.
*take and control long and short sounds, usingvoice and instruments.
*imitate changes in pitch. / Skills/ Success Criteria
*describe some of the main festivals orcelebrations of a religion.
Outcomes History
Explanation text about George Stephenson’s train (including when/where/why) / Outcomes
Traffic survey – discussion related to traffic control features. / Outcomes
Christmas nativity performance. / Outcomes
Christmas story narrative.