KEY STAGE 1 ~ 2017-2018
LONG TERM TOPIC PLAN
AUTUMN 1 ~ A MIXED UP FAIRYTALE
SCIENCE / GEOGRAPHY/HISTORY / COMPUTING / MUSIC / ART/D.T / VISITSNATIONAL CURRICULUM / asking simple questions and recognising that they can be answered in different ways
observing closely, using simple equipment
using their observations and ideas to suggest answers to questions
gathering and recording data to help in answering questions.
identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
compare and group together a variety of everyday materials on the basis of their simple physical properties.
identifying and classifying
using their observations and ideas to suggest answers to questions
distinguish between an object and the material from which it is made
compare and group together a variety of everyday materials on the basis of their simple physical properties. / 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. / listen with concentration and understanding to a range of high-quality live and recorded music / 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. / A visit from Grandma.
KEY SKILLS / I can say whether a test was unfair
I can suggest an idea and test it
I can give a simple prediction with some explanation,
I know and can make a generalisation
I can identify similarities and differences between living things, objects and events
I can make observations and comparisons / I can identify a beat and join in.
I can identify the mood of a piece of music.
I can explain to another which of two sounds is higher or lower. / I can push down when using a wax crayon to make bold and strong lines.
I can make different marks: dots, dashes, scribbles, sweeping lines, wavy lines, straight lines.
I can hold a brush correctly.
I can use a paint brush to: dab, smooth, wash, sponge, stipple, stroke.
LIFE VALUES / PE / BRITISH VALUES
I show respect for all people’s differences.
I greet people.
I use please and thank you.
I say excuse me when I need to pass someone.
I say sorry for my actions.
I stand up for people being bullied.
I am a good friend because I listen & share.Ikeep the classroom tidy. / Democracy: election of class council, special helpers in the classroom, establishing class rules, weekly class/ school council meetings.
Rule of law: establish class and school rules, routines and school expectations (PE kits, book bags, being on time, learning set words), keeping safe in the woods.
Individual liberty: independent learning areas, S & L activities, parents consultation, encouraging the children to talk about their own experiences.
Mutual respect: Looking at and caring for plants, trip – respecting the environment, being respectful and polite to visitors/ adults/ each other in school, picking up litter on the playground, sharing snack, harvest.
OUTCOME / WRITING GENRES
To Grandma when shefoundout visit school what they found out about all of the different fairy tales.
To write a letter to ______to tell them what they have found out. / Character description, Recount, Letter to LRRH.
KEY STAGE 1 ~ 2017-2018
LONG TERM TOPIC PLAN
AUTUMN 2 ~WHAT ARE WE CELEBRATING?
SCIENCE / GEOGRAPHY/HISTORY / COMPUTING / MUSIC / ART/D.T / VISITSNATIONAL CURRICULUM / asking simple questions and recognising that they can be answered in different ways
observing closely, using simple equipment
performing simple tests
distinguish between an object and the material from which it is made
describe the simple physical properties of a variety of everyday materials
asking simple questions and recognising that they can be answered in different ways
observing closely, using simple equipment
performing simple tests
using their observations and ideas to suggest answers to questions
identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. / 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
physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country
identify seasonal and daily weather patterns in the United Kingdom
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
changes within living memory. Where appropriate,
these should be used to reveal aspects of change in national life / use their voices expressively and creatively by singing songs and speaking chants and rhymes / 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
use the basic principles of a healthy and varied diet to prepare dishes / St Marks Church
Places of Worship
KEY SKILLS / I can ask questions
I can test an idea (given)
I can say what I think will happen
I can give a simple prediction with some explanation,
I can make a prediction explaining my reasonsI can record observations
I can say what I have found out and give an explanation of my observations.
I can explain whether what happened was what I expected / I can use pictures to retell stories from the past.
I can use role play to retell stories from the past. / I can perform to an audience.
I can sing in tune.
I can improve my performance by practising. / I can fold, tear & cut paper and card.
I can roll paper to create tubes.
I can cut along straight lines and curved lines.
I can create hinges
I can use a hole punch.
LIFE VALUES / RE / BRITISH VALUES
I show respect for all people’s differences.
I greet people.
I use please and thank you.
I say excuse me when I need to pass someone.
I say sorry for my actions.
I stand up for people being bullied.
I am a good friend because I listen & share.Ikeep the classroom tidy. / . I can ask questions about religious stories.
I can think of questions to ask a visitor in an interview
or on a visit to a place of worship.
I can identify religious art, symbols and words and talk about them / Democracy: election of class council, special helpers in the classroom, establishing class rules, weekly class/ school council meetings, bringing a toy of their choice in.
Rule of law: establish class and school rules, routines and school expectations (PE kits, book bags, being on time, learning set words), road safety, keeping safe on the way to places of worship, fire safety (Y2).
Individual liberty: independent learning areas, S & L activities, performing in the Christmas play, encouraging the children to talk about their own experiences.
Mutual respect: visiting places of worship – respecting the environment, being respectful and polite to visitors/ adults/ each other in school, planting daffodils, picking up litter on the playground, sharing snack, learning the Christmas Story.
OUTCOME / WRITING GENRES
To have a Christmas Party and understand why we are having it. / Story, recount, instructions, report about St Marks, Letter to Santa.
KEY STAGE 1 ~ 2017-2018
LONG TERM TOPIC PLAN
Spring 1~ COULD YOU BE A CASTAWAY?
SCIENCE / GEOGRAPHY/HISTORY / COMPUTING / MUSIC / ART/D.T / VISITSNATIONAL CURRICULUM /
- identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense
- 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
- observe changes across the four seasons
- observe and describe weather associated with the seasons and how day length varies.
- name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
- 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
- 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 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.
evaluate their ideas and products against design criteria
build structures, exploring how they can be made stronger, stiffer and more stable
KEY SKILLS / I can say what my observations showed
I can make simple comparisons and groupings based on similarities and differences
I can say what I have found out and give an explanation of my observations.
I can explain whether what happened was what I expected
I can identify similarities and differences between living things, objects and events
I can make simple interpretations of results
I can agree with/challenge observations made by others / I ask questions about places.
I use tally charts to collect information.
I can use: globes, maps & atlases.
I can use information books to compare similarities and differences between places.
RE / LIFE VALUES / BRITISH VALUES
I can talk about what happens to others with respect for their feelings.
I can talk about what is important to me and others
with respect for their feelings. / I can describe food using my senses.
I can use the right tools to cut, peel grate and chop.
I know why I must wash my hands.
I can read a scale to measure and weigh out ingredients.
I exercise to stay healthy.
I eat 5 portions of fruit or veg a day to stay healthy. / Democracy: election of class council, special helpers in the classroom, establishing class rules, weekly class/ school council meetings.
Rule of law: establish class and school rules, routines and school expectations (PE kits, book bags, being on time, learning set words), personal/ food hygiene.
Individual liberty: independent learning areas, S & L activities, encouraging the children to talk about their own experiences.
Mutual respect: respecting the environment, being respectful and polite to visitors/ adults/ each other in school, picking up litter on the playground, sharing snack, celebrating other children’s experience, taking turns at the summer fair.
OUTCOME / WRITING GENRES
To create a survival kit for a castaway. / Story, recount, instructions, report about different coutires.
KEY STAGE 1 ~ 2017-2018
LONG TERM TOPIC PLAN
SPRING 2 ~HOW WOULD YOU TRAVEL TO…?
SCIENCE / GEOGRAPHY/HISTORY / COMPUTING / MUSIC / ART/D.T / VISITSNATIONAL CURRICULUM /
- asking simple questions and recognising that they can be answered in different ways
- observing closely, using simple equipment
- sing their observations and ideas to suggest answers to questions
- asking simple questions and recognising that they can be answered in different ways
- using their observations and ideas to suggest answers to questions
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]
significant historical events, people and places in their own locality / create and debug simple programs / to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space / Butterley Train Station
KEY SKILLS /
- I can explain why a test is fair
- I can plan and carry out a fair test (Whole class adult support)I can say if a test was fair
- I can say whether a test was unfair
- I can make a prediction explaining my reasons
- I can make simple observations
- I can record observations
- I can use non-standard measures
- I can make measurements of length, mass, capacity in standard units of measurements
- I can make observations and comparisons
- I can measure, length, mass, volume of liquid, time in standard units of measurementI can make simple interpretations of results
- I can agree with/challenge observations made by others
- I can say what I have found out and give an explanation of my observations
I can use role play to retell stories from the past.
I can explain reasons of why major events in History happened i.e. The Great Fire of London.
I can ask questions about the past.
I can find information about the past using a range of sources, stories; eye- witness accounts; pictures; photographs.
I can find answers to questions about the past
using pictures, stories and
artifacts. /
- I use charcoal pieces to create: different lines, large sweeping movements.
- I can use a pastel lightly to make faint, soft lines.
- I can use a pastel to make strong lines.
- I can blend and smudge.I can load a brush with the correct amount of paint.
- I can use different brush types to make different marks: Lines, blobs, dots, dashes.
- I can choose the correct brush size for my work.
RE / PE / BRITISH VALUES
Democracy: election of class council, special helpers in the classroom, establishing class rules, weekly class/ school council meetings.
Rule of law: establish class and school rules, routines and school expectations (PE kits, book bags, being on time, learning set words), road safety, fire safety.
Individual liberty: independent learning areas, S & L activities, encouraging the children to talk about their own experiences.
Mutual respect: visiting Butterley Train Station – respecting the environment, being respectful and polite to visitors/ adults/ each other in school, picking up litter on the playground, sharing snack, celebrating other children’s experiences, celebrating St George’s Day.
OUTCOME / WRITING GENRES
To write a letter explaining how they would travel to…? / Story, recount, instructions, report about transport.
KEY STAGE 1 ~ 2017-2018
LONG TERM TOPIC PLAN
SUMMER 1 ~ CAN YOU DESIGN A GARDEN FOR…?
SCIENCE / GEOGRAPHY/HISTORY / COMPUTING / MUSIC / ART/D.T / VISITSNATIONAL CURRICULUM /
- asking simple questions and recognising that they can be answered in different ways
- identifying and classifying
- identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
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 (fish, amphibians, reptiles, birds and mammals, including pets)
- 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
- observe and describe how seeds and bulbs grow into mature plants
- find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
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 / understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions / experiment with, create, select and combine sounds using the inter-related dimensions of music. / 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
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.
understand where food comes from. / Chelsea Garden Show application
Nature reserve at da Vinci
KEY SKILLS / I can say what my observations showed
I can make simple comparisons and groupings based on similarities and differences
I can say what I have found out and give an explanation of my observations.
I can explain whether what happened was what I expected
I can identify similarities and differences between living things, objects and events / I ask questions about places.
I use tally charts to collect information.
I can use: globes, maps & atlases.
I can use information books to compare similarities and differences between places. / I can use my body to make sounds: Loud/quiet, Fast/slow, Long/short, High/low.
I can use my voice to do: humming, whispers, whistles.
I can make patterns with
sounds: e.g. loud - quiet / I can hold a brush correctly.
I can use a paint brush to: dab, smooth, wash, sponge, stipple, stroke.
I can use different brush sizes.
I can use different brush types.
I can mix colours and describe how to make them.
I can control paint and water to mix paint of different thicknesses.
RE / LIFE VALUES / BRITISH VALUES
I can talk about things that happen to me.
I can talk about what I find interesting or puzzling.
I can lie still to help me think.
I can talk about what happens to others with respect for their feelings.
I can talk about what is important to me and others
with respect for their feelings. / I exercise to stay healthy.
I eat 5 portions of fruit or veg a day to stay healthy.
I pick up litter that is not my own.
I say sorry if I makea mistake or upset someone. / Democracy: election of class council, special helpers in the classroom, establishing class rules, weekly class/ school council meetings.
Rule of law: establish class and school rules, routines and school expectations (PE kits, book bags, being on time, learning set words), road safety.
Individual liberty: independent learning areas, S & L activities, encouraging the children to talk about their own experiences.
Mutual respect: visiting gardens, looking after plants, trip – respecting the environment, being respectful and polite to visitors/ adults/ each other in school, planting spring bulbs, picking up litter on the playground, sharing snack, celebrating other children’s experiences, celebrating Easter.
OUTCOME / WRITING GENRES
To design and make a sensory garden. / Story, recount, instructions, report about different plants and animals.
KEY STAGE 1 ~ 2017-2018