Year 1/2 Year Long Term Plan (2017/18)

Brierley Primary School

Year 1/2 Year Long Term Plan (2017/18)

YEAR GROUP:
CYCLE: A / Term 1a
Transport / Term 1b
Space / Term 2a
The Arctic / Term 2b
Pirates / Term 3a
We’re going to the zoo / Term 3b
Castles and Knights / Transition/Move Up
Year ½
(See medium term plans for weekly objectives to be covered) / Number: PLACE VALUE
Reasoning / Problem solving
GEOMETRY
2D shapes / Number: ADDITION AND SUBTRACTION
Reasoning / problem solving
GEOMETRY
3D shapes / Number: Addition and Subtraction
Reasoning / Problem solving
MEASUREMENT
Money
Units of measure
YEAR 2 SATS BOOSTERS to plug gaps / Number: Multiplication and division
Reasoning / Problem solving
POSITION AND DIRECTION
MEASURMENT
Time
YEAR 2 SATS BOOSTERS to plug gaps / Number: Multiplication and division
Reasoning / Problem solving
Number: Fractions
Reasoning / Problem solving
MEASUREMENT
Time / Number: Fractions
Reasoning / Problem solving
Statistics –(Can be covered pre-sats through computing sessions)
MENTAL MATHS / Weekly mental arithmetic –Timed test – plug gaps from it for rest of week – re test end of week (Created by yourselves)
Times tables
To have completed 3 out of the 15 mental maths tests on staff share – once a fortnight / Weekly mental arithmetic –Timed test – plug gaps from it for rest of week – re test end of week (Created by yourselves)
Times tables
To have completed 3 out of the 15 mental maths tests on staff share – once a fortnight
(9 TO HAVE BEEN COMPLETED BY END OF THIS TERM) / Weekly mental arithmetic –Timed test – plug gaps from it for rest of week – re test end of week (Created by yourselves)
YEAR 2 LINKED WITH SATS BOOSTERS
Times tables
To have completed 3 out of the 15 mental maths tests on staff share – once a fortnight (12 to have been completed by end of this half term) / Weekly mental arithmetic –Timed test – plug gaps from it for rest of week – re test end of week (Created by yourselves)
YEAR 2 LINKED WITH SATS BOOSTERS
Times tables
To have completed 3 out of the 15 mental maths tests on staff share – once a fortnight (15 to have been completed by the end of term) / Weekly mental arithmetic –Timed test – plug gaps from it for rest of week – re test end of week (Created by yourselves)
YEAR 2 LINKED WITH SATS BOOSTERS
Times tables / Weekly mental arithmetic –Timed test – plug gaps from it for rest of week – re test end of week (Created by yourselves)
YEAR 2 LINKED WITH SATS BOOSTERS
Times tables
English / AUTHOR FOCUS: / Michael Rosen – Poetry / stories with predictable phrasing / AUTHOR FOCUS: / Margaret McNamara - Acrostic poetry (A poem in your pocket) / AUTHOR FOCUS: / Allan Ahlberg – poems they can relate to their personal experiences / MOVE UP THEME:
DRIVERS
(BOOKS TO BE USED) / Y1 - Foggy Foggy Forest
Y2 – We’re Going on a Bear Hunt
Phase – Goldilocks and Just One Bear
Sam’s Sandwich
Phase - Train Ride (recount) / DRIVERS
(BOOKS TO BE USED) / Phase – Emperors Egg
Phase – Library Lion
Phase – The Enormous Turnip / DRIVERS
(BOOKS TO BE USED) / Phase – Tinga Tinga Tales
Phase – The Crocodile who didn’t like water
Phase – Naughty Bus
NARRATIVE / Stories with predictable phrasing and recurring literary language / Traditional tale/Fairy Tales / NARRATIVE / Contemporary fiction – stories reflecting children’s own experience / Stories with recurring literary language / NARRATIVE / Traditional stories – myth based/creation stories / Contemporary fiction
SUGGESTED FINAL WRITTEN OUTCOME / Write sentences using patterned language, words and phrases taken from other stories / Write a retelling of a traditional story / SUGGESTED FINAL WRITTEN OUTCOME / Retell events based on own personal experience / Use a familiar story as a model to write a new story / SUGGESTED FINAL WRITTEN OUTCOME / Write a creation myth based on ones read – for example how the zebra go his stripes / Create own story, using imitation and innovation
NON-FICTION / Recount / Explanation / NON-FICTION / Report / Instructions / NON-FICTION / Diary writing/Recount / Favourite book
SUGGESTED FINAL WRITTEN OUTCOME / Write first person recounts retelling historical events, using adverbs of time to aid sequencing and maintaining consistency in tense and person / Following practical tasks, produce a simple flowchart or cyclical diagram and record a series of sentences to support the explanation / SUGGESTED FINAL WRITTEN OUTCOME / Assemble information on a subject, sorting and categorising information; use language to describe and differentiate / Following a practical experience, write up the instructions for a simple recipe / SUGGESTED FINAL WRITTEN OUTCOME / Write in first person using adverbs of time to aid sequencing and maintaining consistency in tense and person / To create one or more written outcomes linked with favourite fiction/non-fiction books already covered this year
POETRY / Vocabulary building poems
Structuring a rhyming couplet and create list poem / Structure- calligram – based on single words / POETRY / Vocabulary building / Structure – calligram
Based on shape poems / POETRY / Choose a favourite poet – explore the different poems written
SUGGESTED OUTCOME / Read, write and perform list poem
Recite familiar poems by heart / Write own calligrams based on single words / SUGGESTED OUTCOME / Read write and perform free verse / Create own shape poems / SUGGESTED OUTCOME / Personal response to poetry – which one is your favourite? Why? / Recite poems by heart – perform to an audience
Whole Class/Guided Reading – INCLUDING SPEED READ / NARRATIVE / Stories with predictable phrasing
Traditional tale and Fairy Tales / NARRATIVE / Contemporary fiction – stories reflecting children’s own experience
Stories with recurring literary language / NARRATIVE / Contemporary fiction
Traditional stories – myths / NARRATIVE
NON FICTION / Explanation texts
Recounts / NON FICTION / Reports
Instructions / NON FICTION / Diary writing/recount / NON FICTION
POETRY / Rhyming couplets (inc reciting and learning poems by heart)
Calliigrams - words
List poems / POETRY / Free verse
Calligrams - shape / POETRY / Choose one poet – explore poems
Suggested SPAG (refer to Talk 4 Writing document for more detail) / Y1 - Dave’s Cave / Y2 Don’t let the pigeon stay up late! / Y2 – Lazily, crazily, just a bit nasally / Y2 – eats, shoots, and leaves / Y2 – Girl’s like spaghetti / Y2 – Alfie the Apostrophe
Contraction
Simple sentences
(narrative)
Embellished simple sentences using adjectives
(narrative)
Capital letters for proper nouns including the personal pronoun ‘I’ (Recounts) / Sentence types – statements, questions and exclamations.
Compound sentences using coordinating conjunctions
Prepositions / Complex sentences (use of ‘who’ – relative clause)
‘ly’ openers / Precise clear language to give information (instructions)
Bullet points (instructions) / Apostrophes for singular possession / Apostrophes for contractions (diary writing)
Science / Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses.
Gathering and recording data to help in answering questions.
Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.
Observing closely using simple equipment
Performing simple tests / Find out about and describe the basic needs of animals including humans for survival (water, food and air)
Asking simple questions and recognising that they can be answered in different ways.
Explore and compare the differences between things that are living, dead and things that have never been alive.
Using observations and ideas to suggest answers to questions / 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.
Performing simple tests / Identify and name a variety of plants and animals in their habitats including microhabitats
Identifying and classifying
Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
Gathering and recording data to help in answering questions. / Observe and describe how seeds and bulbs grow into mature plants.
Gathering and recording data to help in answering questions.
Notice that animals, including humans, have offspring which grows into adults.
Asking simple questions and recognising that they can be answered in different ways.
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.
Identifying and classifying - teeth / Describe the importance for humans to exercise, eating the right amounts of different types of food and hygiene.
Performing simple tests
Using observations and ideas to suggest answers to questions
Gathering and recording data to help in answering questions.
RE / Christianity
Where do Christians go to worship?
Who goes to Church and why?
What are the symbols we might find in a church?
What do these symbols mean?
Identify key features of a church on visit to St Peters Church
What does it mean to belong to a faith community? Can I describe the church as a community?
Giving and receiving at Christmas
Special people in Christianity e.g. Jesus / Christianity
Who/ What who do I follow?
What are the beliefs about Jesus birth?
What is my image of God, the world and Humanity?
What are my beliefs about God? Eg as a loving father/ creator
What happened at Easter
How do we remember special events?
What are the Christian symbols for remembering the Easter story?
Looking after the world we live in
God’s love in creation.
Concepts: incarnation: good news / Who what do I follow?
What is the Jewish story of creation?
How might beliefs affect my thoughts and actions?
How does my faith/ worldview relate to the wider world?
Worship, prayer, reading the Torah, values in the 10 commandments
Mizvot, Shabbat and Friday night meal eating special bread (Challah)
Treating people equally.
People of Israel
Wider Jewish community
Geography / Our local area and school grounds:
-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.
Devise a simple plan/map of local area and creating basic symbols in a key – of the school grounds.
School grounds investigation – clipboards, drawing what they can see then coming back and discussing what we have found. / World Kitchen:
-Name and locate the world’s continents and oceans using maps, globes and atlases.
-Understanding and comparing geographical similarities and differences through studying the human and physical geography of our local area and a non-European country.
-Uses basic geographical vocabulary to refer to key human features: city, town, village, factory, farm, house, office, shop.
Learn about foods from other countries.
Use aerial photographs from local area and focus non-European country to compare (Antarctica) / Beeston Castle:
Map reading:
-Compass directions and locational and directional language to describe the location and features and routes on maps.
-Uses aerial photographs to recognise landmarks and basic human and physical features
Location and features of Beeston castle. Use Aerial photographs of the castle surroundings and grounds.
Take compasses on trip to use, encouraging the use of correct language – near, far, left, right.
History / Lives of significant historical figures including comparison of those from different periods.
George Stephenson – impact on Crewe Railway
Some should be used to compare aspects of life in different periods of time
(e.g. Elizabeth ! 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)
Sequence artefacts/ photographs closer in time together on a time line e.g. from their life, other people's lives
Compare two versions of a past event/ pictures or photographs / Key individuals:
Pupils should be taught about the lives of significant individuals in the past that have contributed to national and international achievements
Neil Armstrong
Events beyond living memory:
First Man on the Moon
Recognise why people did things, why events happened and what happened as a result
Use a source - observe or handle sources to answer simple questions about the past / Being taught about significant historical events, people and place in their own locality:
Beeston Castle
Identify differences between ways of life at different times.
Discuss reliability of photos/ accounts/ stories in History
Art / DT / Structures and mechanisms
LC: Select from and use a wide range of tools and equipment to perform practical tasks.
LC: Evaluate their products against the criteria.
LC: Explore and use mechanisms.
Focusing on wheels and axles.
Possible topics of links:
Science – materials – creating transport using wheels and axles, also exploring the different materials that would be appropriate for transport. / Cooking and Nutrition
LC: Begin to explore the basic principles of a healthy and varied diet to prepare dishes.
LC: Select and use a wide range of Ingredients.
LC: Explore and evaluate a range of existing products?
Skills to focus on: Wash, clean, cut and peel a variety of fruit and vegetables.
Possible topics or links:
Science – Healthy living– Children to make healthy fruit salads by cutting and peeling varied fruits.
Children to be shown a range of fruit, vegetables, dairy and protein products. Can they name them, taste them etc. Using cutting and peeling skills to prepare the foods.
Science – Food groups – Can the children categorise the different food types. / Textiles
LC: Design purposeful, functional and appealing products based on a design criteria.
LC: Select and use a wide range of materials and components?
LC: Evaluate their ideas and products against design criteria?
Skills to focus on: sewing – single/ cross stich, gluing and cutting materials.
Possible topic links:
Zoo topic – Make animal finger puppets, including adding extra material to create features of the animals.
Bookmarks – could link to topic or stand alone. Focusing on single and cross stitch.
Main focus: Sculpture and Collage
Skill: Sculpture: Exploring design and form.
Design and make products
using natural resources from woodland, common and field.
Artist: Andy Goldsworthy – sculpt with natural resources in the style of Andy Goldsworthy
Using materials creatively to design and make products.
Topic : seaside
Painting and drawing a range of shells (explore colour, shadow, line)
Collage pictures of the seaside using a range of paper materials and sand.
Collage pictures under the sea using paper materials.
Sculpture: create minibeasts with clay and natural resources.
Use clay creatively to design and make products.
Cross curricular links;
Geography and science.
Learn about the work of a range of artists:
John Piper (collage)
Science links: minibeasts,
Geography: links to local area
Links to D& T – Eating healthy foods.
Maths – data handling measure height, hands, feet, amount of people with same eye colour etc.
PE – staying healthy through exercise.
Create their own clay planet
Main focus: Printing
Use a range of materials creatively to design and make products.
Demonstrate an understanding of light/dark. evaluate and modify prints.
Use a variety of techniques including carbon, relief, press and fabric printing and rubbings.
Design patterns of increasing complexity and repetition to duplicate print.
Use a variety of materials, objects and techniques to print. / Main focus: Painting
Develop a wide range of art techniques in using colour and pattern.
Introduce the colour wheel and mixing paint to create secondary colours.
Mix a range of secondary colours, shades and tones and tints.
Be able to name different types of paint and their properties such as watercolour and acrylic.
Work on a range of scales such as large brush on large paper.
Artist:
Paul Klee
Cross curricular links;
Links to ICT - control technology
English - links to fantasy and mayhem.Easter Art
Decorate eggs using acrylic paints.
Creating chicks using feathers and wool
Cross curricular links
Geography: map work – location of Kenya (hot countries)
RE:Easter
Maths: multiples of 2 – doubling animal babies and parents.
Main focus: Collage
Use a range of materials creatively to design and make products.
Create textured collages from a variety of media.
Use the skills required:
Cutting, tearing, large scale, sorting,
sticking, use of line.
Use colour and collage to create seaside pictures from junk.
Artist: Matisse / Main focus: Drawing and printing