Long Term Scheme of Learning
Term 1(8w)
1/09/14 – 21/10/14
How to become FVA
citizens? (wk 1-2)
Enquiry
Question
English
Harvest – where
does our food come
from? (3 weeks – w6
– w8)
Term 2(7w)
2/11/14 –
18/11/14
Science: Why can’t
a whale live on
land?(w1-w4)
YEAR 2015 – 2016
Term 3(5w)
4/01/16 – 5/02/15
Where in the UK is
Pirate Blackbeard?
(w1-w5)
Science: Floating
and Sinking
Term 4(6w)
15/2/15 –
24/03/15
What are the
similarities and
differences
between chn’s
lives in Africa and
Oldbury court?
Books: Mama
Panya’s Pancakes;
For You are a
Kenyan Child.
Stories from
different cultures,
recounts, reports,
information texts
Class 1MC
Term 5(7w)
11/4/15 – 27/5/15
Science:
How do things
grow?
How are special
stories significant
to different
religions?
Stories with familiar
settings.(characters,
settings, adjectives,
story structures,
story mountains).
Descriptive text –
use all senses to
describe a setting
(adjectives).
Stories and Nonfiction.
Punctuation and
Sentence Starters.
PoR: Lila and The
Secret of Rain (3
weeks) – story
through actions
PoR: Beegu (3
weeks);
WOW starter – stage
a spaceship crash –
children to
investigate.
Pumpkin soup (3
weeks)
WOW starter – make
chocolate chip and
pumpkin cookies.
PoR: The Jolly
Postman (3 weeks)
Mama Panya’s
Pancakes (2 weeks) PoR: The Lonely
PoR: Snail and The
Whale (4 weeks)
Letter writing.
Posters and
persuasive writing.
WOW – wrap a book
as a present.
Introduce a mail box
– have a monitor for
each day.
PoR: Traction man
(5 weeks)
Non-fiction – write
a report.
Stories, poems and
non-fiction
Non-fiction –
creating
pamphlets and
writing up
investigations.
(plant diaries; How
to take care of…)
Beast by Chris
Judge (3 weeks)
PoR: The Bog Baby
(3 weeks)
Term 6(7w)
6/6/15 – 22/7/15
Science: How do our bodies keep us
safe?
How do we know when our school
began?
Stories, non-fiction and poems
Sentence level work – compound
sentences and connectives.
PoR: The Story Tree (4 weeks);
Heritage: reports, comparative
sentences.
Maths
Numbers to 10
including
objectives:
Read and write
numbers from 1 to
20 in numerals.
Count to and
across 100,
forwards and
backwards,
beginning with 0 or
1, or from any
given number.
Identify and
represent numbers
using objects and
pictorial
representations.
Identify and
represent numbers
using objects and
pictorial
representations
including the
number line, and
use the language
of: equal to, more
than, less than
(fewer), most,
least.
Represent and use
number bonds.
Addition and
Subtraction to 10
and Numbers to
20 including
objectives:
Count to and
across 100,
forwards and
backwards,
beginning with 0
or 1, or from any
given number.
Identify and
represent
numbers using
objects and
pictorial
representations
including the
number line, and
use the language
of: equal to, more
than, less than
(fewer), most,
least.
Given a number,
identify one more
and one less.
Adding and
subtracting
numbers to 20
including
objectives:
Read, write and
interpret
mathematical
statements
involving addition
(+), subtraction (–)
and equals (=)
signs. Identify and
represent
numbers using
objects and
pictorial
representations
including the
number line.
Numbers to 40
including
objectives
Identify and
represent
numbers using
objects and
pictorial
representations
including the
number line, and
use the language
of: equal to, more
than, less than
(fewer), most,
least. Count to
and across 100,
forwards and
backwards,
beginning with 0
or 1, or from any
Represent and use given number.
number bonds
Read and write
and related
numbers from 1
subtraction facts
to 20 in numerals
within 20. Add
and words.
and subtract onedigit and two-digit Count, read and
numbers to 20,
write numbers to
including zero.
100 in numerals;
Represent and use Given a number,
number bonds
identify one more
and related
and one less.
subtraction facts
Multiplication,
Division and
Fractions:
Count in
multiples of
twos, fives and
tens.
Solve one-step
problems involving
multiplication and
division, by
calculating the
answer using
concrete objects,
pictorial
representations
and arrays with
the support of the
teacher.
Recognise, find
and name a half as
one of two equal
parts of an object,
shape or quantity
Recognise, find
and name a
quarter as one of
four equal parts of
an object, shape or
quantity
Numbers to 100:
Identify and represent numbers using
objects and pictorial representations
including the number line, and use
the language of: equal to, more than,
less than (fewer), most, least. Count
to and across 100, forwards and
backwards, beginning with 0 or 1, or
from any given number.
Given a number, identify one more
and one less/ 10 more, 10 less.
Geometry - position and direction
Describe position, direction and
movement, including whole, half,
quarter and three-quarter turns.
Measurement
Compare, describe and solve practical
problems for:
o
o
o
lengths and heights [for
example, long/short,
longer/shorter,
tall/short, double/half]
mass/weight [for
example, heavy/light,
heavier than, lighter
than]
capacity and volume [for
example, full/empty,
Solve one-step
problems that
involve addition
and subtraction,
using concrete
objects and
pictorial
representations,
and missing
number problems
such as 7 = ___ – 9.
Read, write and
interpret
mathematical
statements
involving addition
(+), subtraction (-)
and equals (=)
signs.
Add one-digit and
two-digit numbers
to 20, including
zero.
Part Whole model
within 20. Add
and subtract onedigit and two-digit
numbers to 20,
including zero.
Solve one-step
problems that
involve addition
and subtraction,
using concrete
objects and
pictorial
representations,
and missing
number problems
such as 7 = ___ –
9.



Geometry properties of space

Recognise and
name common 2-D
and 3-D shapes,
including:

2-D shapes [for
example, rectangles
(including squares),
circles and
triangles]
3-D shapes [for
example, cuboids
(including cubes),
pyramids and
more than, less than,
half, half full, quarter]
o time [for example,
quicker, slower, earlier,
later]
measure and begin to record the
following:
o lengths and heights
o mass/weight
o capacity and volume
o time (hours, minutes,
seconds)
recognise and know the value of
different denominations of coins
and notes
sequence events in
chronological order using
language [for example, before
and after, next, first, today,
yesterday, tomorrow, morning,
afternoon and evening]
recognise and use language
relating to dates, including days
of the week, weeks, months and
years
tell the time to the hour and half
past the hour and draw the
hands on a clock face to show
these times.
spheres].
Science
Geography
Where do our
playtime snacks
come from?
Why can’t whales
live on land?
NA
7 Continents song
How do we know it How do our bodies keep us safe?
is spring?
Floating and sinking
How does Pirate
Blackbeard stay
afloat?
Where in the UK is
Pirate Blackbeard?
Human/physical
geography.
Name, locate and
identify
characteristics of
the 4 countries and
capital cities of the
UK and its
surrounding seas.
How do things
grow?
What are the
similarities and
differences
between children’s
lives in Africa and
Oldbury Court?
Place Knowledge:
Understand
geographical sims
and diffs through
studying the
human and physical
geography of a
small area of the
UK and of a small
area in a
contrasting nonEuropean country.
(Books: We All
Went on Safari: A
Counting Journey
Through Tanzania;
Jambo Means Hello
(Swahili Alphabet
Book); Letters to
NA
Y1 and Y2 HERITAGE Local Study
Where in Fishponds is FVA and how do
we know?
Y1 – map the school within the grounds
Africa)
History
NA
NA
Y1 Where in the UK
is Pirate
Blackbeard?
NA
NA
Y1 How do we know when our school
began?
Give examples of objects used in the
past that are no longer used or have
evolved.
Place simple events and objects in
chronological order and use common
words and
phrases relating to the passing of time
for example, before, after, a long time
ago, past.
Describe similarities and differences
between ways of life at different times
including
changes in their own lives and the way
of life of their family or others around
them
Lives of significant
individuals in the
past – Pirate
Blackbeard –
Edward Teach
Significant
historical events,
people and places
in their own
locality.
MFL
Simple Greetings
Numbers 1 to ten +
- = vocabulary
Colours
DT
Make chocolate chip
and pumpkin
cookies.
Design and evaluate
boats – which
material is more
appropriate?
-Taste a variety of
seasonal vegetables
Build and improve
Christmas
structures
Work of craft
makers and
compare
Days of the week,
months, seasons
(French calendar)
Design and make
African toys.
Explore examples
and watch videos.
-Explore edible parts
of fruit and
Christmas cookies
to sell at the Fair.
Christmas salt
dough decorations.
Designing and
making activities
related to pirates
e.g. Design and
make a waterproof
pirate hat (link to
Design, Make and
Evaluate a clay hut.
(Product design
and development
Use a range of tools
And materials
Animals
Body parts
Product design and
development
Use a range of
tools
And materials
Compare own
design to existing
products and
evaluate existing
products before
designing.
DT week - DT week: What can we have
for breakfast?
Use the basic principles of a healthy and
varied diet to prepare dishes
Understand where food comes from.
vegetables
science)
What materials are
waterproof
materials (link to
DT)and
investigating how
much “treasure”
can be loaded onto
a boat before it
sinks.
Art
Shape, texture,
drawing – explore
work of craft makers
and artists.
-Self-Portraits
-Autumn Pictures
Mixing autumnal
colours.
-Observational
drawings of natural
objects, using pastels
– drawing a range of
harvest vegetables.
Form - work of
artists and compare
Texture
Colour
Sculpture
Line and shape
African art –
traditional art and
Masai patterns.
Use voices
expressively singing
songs, chants and
rhymes
-Observational drawings
-Reproductions of original photographs
of Oldbury Court Primary
-Looking at
different landscape
drawings and
painting from
various artist:
-Designing
Christmas
decorations
Tinga-Tinga style
Njuguna art
-Colour and Pattern
– drawings of
Prayer Mats
Music
Drawing - work of artists and compare
-Masai necklases
Underwater scenes
– using different
medium – brusho +
crayons.
-Under the sea
scenes - Axel
Scheffler
Listen with
concentration and
understanding to a
range of live and
Compare own
design to existing
products and
evaluate existing
products before
designing.
)
Ogambi art
Experiment with,
create, select and
combine sounds
using interrelated
Play tuned and untuned instruments
musically.
NA
NA
recorded music
Use voices
expressively singing
songs, chants and
rhymes (Christmas
play)
Christianity
Places of Worship
Important People
Symbols and
Clothes
Special Books
Boyhood of Jesus
Story of Christmas
RE
PE
Developing balance,
agility and
coordination
Apply in a range of
activities.
Movement, rhythm
and dance
(Christmas Play)
dimensions of
music
Learning Pirate
sings and chants.
RE enquiry - How
are special stories
significant to
different religions?
How can I be an even better person next
year – Eid thoughts/transition.
PHSE
How do we show
belonging? (wk 1, 2)
How do we become
FVA citizens?
Road Safety
Firework safety
Making 999 calls
Master basic
movements
including running,
jumping, throwing
and catching.
Apply in a range of
activities.
Playing Pirate
games.
Getting on and
falling out and “Say
no to bullying”
Computing
We are treasure
hunters – using
programmable toys.
We are TV chefs –
filming the steps of
a recipe.
We are painters –
Illustrating an
eBook.
Listening games.
Wonderful World
Eid and Ramadan – what is the
significance?
Sharing Eid and Ramadan Experiences
Team games
Participating in
team games
Developing simple
tactics for
attacking and
defending
Master basic movements including
running, jumping, throwing and
catching.
Preparation for sports day activities –
practice all.
NA
Sun safety
Healthy eating
Transition – what have I achieved this
year?
We are collectors –
finding images
using the web.
We are storytellers
– producing a
talking book.
We are celebrating – creating a card
digitally.