YEAR 1 – 5 weeks
Hook: The Tiger Who Came to Tea by Judith Kerr
The slightly annoying elephant By David Walliams
Science
Literacy
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1.1.a.1 Spell words containing each of the 40+ phonemes
already taught
1.1.a.2 Spell common exception words
1.1.a.3 Spell the days of the week
1.1.a.4 Naming the letters of the alphabet in order
1.1.a.5 Using letter names to distinguish between
alternative spellings of the same sound
1.1.b.1 Add prefixes and suffixes using the spelling rule for
adding -s or -es as the plural marker for nouns and the third
person singular marker for verbs
1.1.b.2 Add prefixes and suffixes using the prefix un–
1.1.b.3 Add prefixes and suffixes using -ing, -ed, -er and est where no change is needed in the spelling of root
words: e.g. helping, helped, helper, eating, quicker,
quickest
1.1.c.1 Write from memory simple sentences dictated by
the teacher that include words using the GPCs and
common exception words taught so far
1.1.d.1 Sit correctly at a table, holding a pencil comfortably
and correctly
1.1.d.2 Begin to form lower-case letters in the correct
direction, starting and finishing in the right place
1.1.d.3 Form capital letters
1.1.d.4 Form digits 0-9
1.1.d.5 Understand which letters belong to which
handwriting ‘families’ (i.e. letters that are formed in similar
ways) and to practise these
1.2.b.1 Write sentences by: saying out loud what they are
going to write about
1.2.b.2 Write sentences by: composing a sentence orally
before writing it
1.2.b.3 Write sentences by: sequencing sentences to form
short narratives
1.2.b.4 Write sentences by: re-reading what they have
written to check that it makes sense
1.2.c.1 Discuss what they have written with the teacher or
other pupils
1.2.d.1 Read aloud their writing clearly enough to be heard
by their peers and the teacher
1.3.a.1 Develop their understanding of the concepts set out
in English Appendix 2 by: leaving spaces between words
1.3.b.1 Develop their understanding of the concepts set out
in English Appendix 2 by: joining words and joining clauses
using and
1.3.c.1 Capital letters, full stops, question marks and
exclamation marks to demarcate sentences
Science
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Identify and name a variety of common wild and garden plants,
including deciduous and evergreen trees
Identify and describe the basic structure of a variety of common
flowering plants, including trees
Explore and compare the differences between things that are living,
dead, and things that have never been alive
Identify and name a variety of common animals including fish,
amphibians, reptiles, birds and mammals
Identify and name a variety of common animals that are carnivores,
Outcome: Put together a presentation for Reception about their visit to the zoo?
Who Will We Find At The Zoo?
Visits/Visitors
London Zoo
or
Battersea Park Zoo
Learning questions
What do I know about Zoos?
What do I want to find out?
LC: What would you ask a zoo keeper?
Watch a short clip focussing on the role of a zoo keeper, then think of questions
they would wish to ask a zoo keeper during their visit to London zoo, this could
be made into a book ‘What would you ask a zoo keeper’
LC: How can we create our own guide to London Zoo?
During the visit focus on specific animal of their choice and create a small fact
file. This info could then be displayed on a large map of the zoos layout. They
could also make small pens and cages that could bring it to life.
LC: Why would it not be sensible for all animals to live in
England?
Find out the natural habitat of some of the animals seen at the zoo. Link this to
year 1 outcome of continents. Why is the natural habitat where it is? How is the
zoo making adaptations to make the animals more comfortable?
LC: Why are tigers not like humans?
Classifying lesson what humans can do and most animals cannot. This will
involve children considering parts of their body and hands that most animals
cannot do. Consider how humans can create things e.g. dance, which animals
work together to do various things.
LC: What do we mean by carnivore, herbivore and
omnivore?
This is another chance to classify animals groups and be familiar with the three
terms, they can present their work in various ways – graphs and tables.
LC: How can we create our own outdoor zoo?
Possible writing outcomes
 London Zoo guide
 Non-fiction
reports/posters on
chosen animals
 Story writing
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herbivores and omnivores
Describe and compare the structure of a variety of common animals
(fish, amphibians, reptiles, birds and mammals, including pets)
Identify, name, draw and label the basic parts of the human body and
say which part of the body is associated with each sense
British Values
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enable pupils to develop their self-knowledge, self esteem
and self-confidence
A special week involving parents working alongside the children in making an
outdoor zoo. Children will plan, design and then go on to make habitats and
then put soft toys inside the habitats. Use photographs following the
development over the week.
LC: How can Henri Rousseau’s art work inspire us?
Through considering the work of Henri Rousseau the children will be
encouraged to use colour to create a camouflage of his work. They will then
create their own artwork taking the artist work as a stimulus. Discuss the
difference between primary and secondary colours.
LC: Can I retell the story of the tiger that came to tea?
Drama, dance, writing task
LC: Can I write story about a different animal that came
to tea?
Story board, Story boxes, pictorial ordering
LC: What do we think that animals think of zoos?
This could be debate discussions putting themselves in the place of animals.
Extinction, protection of wildlife. WWF.