| |
Autumn
Seaside
|
Spring
The Great Fire of London
|
Summer
Oceans and Continents
|
|
English
|
Narrative
Write stories set in places pupils have been. (Stories about the beach)
Write stories with imaginary settings.
Write stories that use the language of fairy tales. (3 Billy Goats Gruff)
Non-fiction
Write lists. (Things to take to the seaside)
|
Narrative
Write stories and plays that use the language of fairy tales and traditional tales.
Write narrative diaries. (1st person Samuel Pepys' diary)
Non-fiction
Write recounts. (for the school newsletter)
Present information. (produce a book)
|
Narrative
Write stories with imaginary settings.
Write stories that mimic significant authors. (Allan Ahlberg)
Non-fiction
Write instructions.
Poetry
Write poems that use pattern, rhyme and description.
|
|
Maths
|
Place Value within 10
Addition and Subtraction within 10
Shape
Algebra (Covered as part of the “Multiply and divide” threshold concept in the form of missing number problems)
Place value within 20
Describe position, direction and movement (taught through PE starters)
|
Addition and Subtraction within 20
Place Value within 50 (multiples of 2, 5, 10)
Length and Height
Weight and Volume
Algebra (Covered as part of the “Multiply and divide” threshold concept in the form of missing number problems)
|
Multiplication and Division (multiples of 2, 5, 10)
Fractions
Position and Direction
Place Value within 100
Money
Time
|
|
Science
|
Taught discretely:
Autumn 1:
Weather, Earth and space, observe seasonal changes, varying length of day.
Taught discretely:
Autumn 2:
Plants- identify and describe basic structure of common plants (BOLE)
|
Mostly integrated through the theme of The Great Fire of London
Taught discretely:
Spring 1:
Animals and humans- identify, name and label basic parts of the body and relate to the senses.)
Spring 2:
Materials - everyday materials, identify and name / describe (materials of buildings linking to theme)
|
Mostly integrated through the theme of Africa:
Summer 1:
Animals and humans -identify and name a variety of common animals, classify animals into carnivores, herbivores and omnivores and describe and compare the structure of animals, invesitagte differences, habitats, growing etc. (look at African animals).
Taught discretely:
Summer 2:
Light and seeing- how we see and light sources
|
|
RE
|
Taught discretely.
Autumn 1:
Christianity
Following the Discovery RE scheme of work:
The Creation Story - Does God want Christians to look after the world? Creation Story, Environmental Issues, Recycling / Stewardship
Autumn 2:
Christianity
Following the Understanding Christianity scheme of work:
The Christmas Story - Why does Christmas matter to Christians? The Nativity Story, Jesus' importance to Christians, Gospels, Christian beliefs and actions at Christmas, Thanksgiving
|
Taught discretely.
Spring 1:
Judaism
Following the Discovery RE scheme of work:
Chanukah - Does celebrating Chanukah make Jewish children feel closer to God? Chanukah Story, Miracle, Celebration
Spring 2:
Christianity
Following the Understanding Christianity scheme of work:
The Easter Story - Why does Easter matter to Christians? Stories of Holy Week and Easter, Christian beliefs about death and resurrection in church worship at Easter, Different responses to the Easter story (sadness, hope)
|
Taught discretely.
Summer 1:
Judaism
Following the Discovery RE scheme of work:
Shabbat - Is Shabbat important to Jewish children? Special Day, Shabbat Meal, Synagogue
Summer 2:
Judaism
Following the Discovery RE scheme of work:
Rosh Hashanah and Yom Kippur - Are Rosh Hashanah and Yom Kippur important to Jewish children? Forgiveness, Repentance,Food and Symbolism, New Year plans, Prayer, Synagogue
|
|
History
|
Mostly integrated through the theme of Seaside
Autumn 1 & 2:
Key events in the past.
The first use of the seaside for leisure (Victorian era)
|
Mostly integrated through the theme of The Great Fire of London
Spring 1 & 2:
Lives of significant individuals (Samuel Pepys.)
Events beyond living memory that are significant nationally or globally. (Tudor era)
|
Mostly integrated through the theme of Africa
Summer 1 & 2:
Lives of significant Individuals (Captain Cook)
|
|
Geography
|
Mostly integrated through the theme of Seaside
Autumn 1 & 2:
Use world maps, atlases and globes to locate seaside locations and use basic geographical vocabulary to refer to and describe key physical and human features of locations
Use fieldwork and observational skills to compare and contrast Binfield to the seaside.
Explore weather and climate in the United Kingdom
|
Mostly integrated through the theme of The Great Fire of London
Spring 1 & 2:
Locate London on a map of the UK.
Use language of country and capital
city.
|
Mostly integrated through the theme of Oceans and Continents
Summer 1 & 2:
Use maps, atlases and globes to identify the oceans and continents of the world.
Compare and contrast Binfield with an African country using basic geographical vocabulary to refer to and describe key physical and human features of locations
|
|
PSHCE
|
Autumn 1:
Being me in my world
-Feeling special and safe
-Being part of a class
- Rights and responsibilities
- Rewards and feeling proud
- Consequences
- owning the learning charter
Autumn 2:
Celebrating Difference
-Similarities and differences
- Understanding bullying and knowing how to deal with it
- Making new friends
- Celebrating the differences in everyone
|
Spring 1:
Dreams and Goals
- Setting goals
- Identifying successes and achievements
- Learning styles
- Working well and celebrating achievements with a partner
- Tackling challenges
- Identifying and overcoming obstacles
- Feelings of success
Spring 2:
Healthy Me
- Keeping myself healthy
- Healthier lifestyle choices
- Keeping clean
- Being safe
- Medicine safety/safety with household items
- Road safety
- Linking health and happiness
|
Summer 1 :
Relationships
- Belonging to a family
- Making Friends/ being a good friend
- Physical contact preferences
- People who help us
- Qualities as a friend and person
- Self-acknowledgement
- Being a good friend to myself
- Celebrating special relationships
Summer 2:
Changing me
- Life cycles - Human and animal
- Changes in me
- Changes since being a baby
- Differences between female and male bodies (correct terminology)
- Linking growing and learning
- Coping with change
- Transition
|
|
PE
|
Taught discretely
Autumn 1 & 2:
REAL PE
Personal and social cogs
Participate in team games, developing simple tactics for attacking and defending - Multiskills
|
Taught discretely
Spring 1 & 2:
REAL PE
Cognitive and creative cogs
Participate in team games, developing simple tactics for attacking and defending - Multiskills
|
Taught discretely
Summer 1 & 2
REAL PE
Applying physical skill and health and fitness cogs
Performing dances with simple movement patterns - African Dance
Participate in team games, developing simple tactics for attacking and defending - Athletics
|
|
Computing
|
Mostly integrated through theme of Seaside
Autumn 1:
Beebot World - to control a Beebot around a word creator by the children, looking at steps, direction and turns
Autumn 2:
Scratch Dance lesson - create a dance and program the Scratch cat to do the same dance, using loops and discussing algorithms.
|
Mostly integrated through theme of The Great Fire of London
Spring 1:
Communicating online - to understand the risks of being online and participating in uploading some work on the school Twitter page
Spring 2:
Databases - create a simple database on 2Simple linked to an area of the curriculum
Look at a library database
|
Mostly intergrated through theme of
Oceans and Continents
Summer 1 & 2:
Practise keyboard and typing skills
Then show the children how Book Creator works and allow them to produce a couple of pages on Africa which can then be shared.
|
|
Art
|
Mostly integrated through the theme of Seaside
Autumn 1 & 2:
This unit is based on experimentation and allowing fine motor skills to develop.
Drawing
• Draw lines of different sizes and thickness.
• Colour (own work) neatly following the lines.
• Show pattern and texture by adding dots and lines.
Painting:
|
Mostly integrated through the theme of The Great Fire of London
Spring 1
Painting:
• Use thick and thin brushes.
• Mix primary colours to make secondary.
• Add white to colours to make tints and black to colours to make tones.
(Painting houses from Tudor times)
Spring 2
|
Mostly integrated through the theme of Oceans and Continents
Summer 1 & 2:
Textiles:
• Use weaving to create a pattern.
• Use dip dye techniques.
(Taught discretely)
Collage:
• Use a combination of materials that are cut, torn and glued.
• Sort and arrange materials.
|
|
|
• Use thick and thin brushes.
• Mix primary colours to make secondary.
• Add white to colours to make tints and black to colours to make tones.
• Create colour wheels.
|
Discrete Teaching
Digital Media
• Use a wide range of tools to create different textures, lines, tones, colours and shapes.
(Linked with ICT and English through scratch and Goldilocks)
|
• Mix materials to create texture.
(Tinga Tinga Art)
|
|
DT
|
Mostly integrated through the theme of Seaside
Autumn 1:
Food Tech:
• Cut, peel or grate ingredients safely and hygienically.
(Fruit Kebabs)
Autumn 2:
Discrete Teaching:
Mechanics:
• Create products using levers, wheels and winding mechanisms.
(Christmas Card)
|
Mostly integrated through the theme of The Great Fire of London
Spring 1 & 2:
Materials:
• Demonstrate a range of joining techniques (such as gluing, hinges or combining materials to strengthen).
Construction
• Use materials to practise drilling, screwing, gluing and nailing materials to make and strengthen products.
(Making bridges)
Also create houses from Tudor times using cardboard boxes.
Discrete Teaching:
|
Mostly integrated through the theme of Oceans and Continents
Materials:
• Demonstrate a range of cutting and shaping techniques (such as tearing, cutting, folding and curling).
• Cut materials safely using tools provided.
• Measure and mark out to the nearest centimetre.
(Africa Pop Up Card)
|
|
|
|
Electrics and electronics
• Diagnose faults in battery operated devices (such as low battery, water damage or battery terminal damage)
|
|
|
Music
|
Taught discretely using Charanga Scheme alongside the theme of Seaside
Autumn 1:
Hey You! (Pulse Rhythm and Pitch) Rhythm in the way we walk/Banana Rap ( singing and rapping)
Autumn 2:
Ho Ho Ho Christmas nativity - Singing songs
|
Taught discretely using Charanga Scheme alongside The great Fire of London
Spring 1:
In the Groove Exploration of different types of music including: Blues, Baroque, Latin, Bhangra, Folk and Funk.
Spring 2:
Round and Round – Latin Mixed Styles
|
Taught discretely using Charanga Scheme alongside the theme of Oceans
Summer 1:
Your Imagination – Create your own lyrics
Summer 2:
Reflect Rewind Replay
|
