Feeling Hot Hot Hot!/A Tiny Seed Was Sleeping Spring 2017
Wow Starter: Fire of London Workshop ?/
fire engine visit at school
Experiment with growing a variety of seeds
and bulbs
UNDERSTANDING THE WORLD
PSED & RELIGIOUS EDUCATION
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PSED Preparing to play an active role as citizens
Learning About Religion KS1
skills.
YOU
CAN
CHANGE
THE
FONT
SIZE
and tick the
KS1
• ra6 Explore a range of religious stories.
2
column
box
to
fit
more
skills
in.
• pa5 Continue to develop empathy for others.
• ra7 Explore a range of sacred writings.
Please
select
Alternatively you
• pa6
Recognise
whatfewer
is right skills.
and wrong.
• ra8 Name and explore a range of celebrations.
could
create
more
onegroup
wheel,
• pa7
Agree
and follow
rulesthan
for their
and for example,
• ra9 Name and explore a range of worship styles.
classroom.
ra10wish
Identify
Wheel Title Part 1, Wheel Title Part 2, if• you
to the importance, for some people, of
• pa8
Know
how
to
apologise
and
make
amends.
belonging
to
a
religion.
add lots of skills in 1 area of development.
• pa9 Realise that people and other living things
• ra11 Identify religious symbols.
have needs.
• ra12 Begin to use a range of religious words.
KS1
• ph4 Begin to make simple choices that improve
their health and well being.
PSED Developing a healthy, safer lifestyle KS1
• ph5 Begin to maintain personal hygiene.
• ph6 Begin to understand that certain actions
spread disease.
• ph7 Identify the main parts of the body.
PSED Developing good relationships and
respecting the differences between people KS1
• pr15 Listen to other people, and play and work
co-operatively.
• pr16 Develop a caring attitude towards family,
friends and each other.
• pr17 Greet and talk with adults.
• pr18 Develop positive relationships through work
and play.
• pr19 Be able to ask for help from an ‘appropriate’
adult.
RE - Learning From Religion KS1
• rf11 Reflect on and consider religious experiences
such as thanks and joy.
• rf12 Ask puzzling questions and respond
accordingly.
• rf13 Identify what matters to them and others
PSED Preparing to play an active role as citizens
KS1
• pa12 Listen and respond in group discussions.
• pa13 Express own views with increasing
confidence.
• pa14 Participate in a simple debate about school
issues.
• pa15 Identify different choices they can make.
• pa16 Recognise the difference between right and
wrong.
• pa17 Able to make ‘I’ statements instead of
blaming others.
RE - Learning From Religion KS1
• rf17 Ask puzzling questions and communicate
their responses.
• rf20 Recognise that religious teachings and ideas
make a difference to individuals, families and the
local community.
Learning About Religion KS1
• ra14 Name and explore a range of celebrations,
worship and rituals in religion, noting similarities
where appropriate.
• ra15 Identify the importance, for some people, of
belonging to a religion and recognise the difference
this makes to their lives.
Final Event: Visit to Fire Station
EXPRESSIVE ARTS AND DESIGN
SCIENCE:
Year 1: Everyday Materials
Year 2:Uses of everyday materials
Year 1 & 2: Plants (inc growing plants)
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Working scientifically KS1
• sc30 find out how the shapes of solid objects
skills.
YOU
CAN
CHANGE
THE
FONT
SIZE
and tick the
• sc1 During years 1 and 2, pupils should be taught
made from some materials can be changed by
column
box practical
to fit more
skills
in.
to 2
use
the following
scientific
methods,
squashing, bending, twisting and stretching.
Pleaseand
select
fewer the
skills.
Alternatively
you
processes
skills through
teaching
of the
could create
than one wheel, for example,
programme
of studymore
content:
Location knowledge KS1
• sc2
askingTitle
simple Part
questions
and recognising
ge3 Iwish
can find
Wheel
1, Wheel
Title that
Part 2, if• you
to and name the four countries of the
they
canlots
be answered
in different
ways
add
of skills
in 1 area
of development.UK on a map
• sc3 observing closely, using simple equipment
• ge4 I can find and name the capital cities of the
• sc4 performing simple tests
UK on a map
• sc5 identifying and classifying
• ge6 I can talk about some features of each
• sc6 using their observations and ideas to suggest
country in the UK and its capital city
answers to questions
• sc7 gathering and recording data to help in
Place knowledge KS1
answering questions.
• ge7 I can talk about the landscape and name some
human and physical features in a place in the UK I
Plants KS1
have visited
• sc8 identify and name a variety of common wild
and garden plants, including deciduous and
use basic geographical vocabulary to refer to:
evergreen trees
KS1
• sc9 identify and describe the basic structure of a
• ge15 I know what human features in the landscape
variety of common flowering plants, including trees.
are and can use the correct geographical vocabulary
to name various human features
Everyday materials KS1
• sc14 distinguish between an object and the
Geographical skills and fieldwork KS1
material from which it is made
• ge16 I can use maps and globes to identify places
• sc15 identify and name a variety of everyday
I am learning about
materials, including wood, plastic, glass, metal,
• ge18 I can describe the location of places near my
water, and rock
home
• sc16 describe the simple physical properties of a
variety of everyday materials
Core Skills across the Key Stage KS1
• sc17 compare and group together a variety of
• hi1 I can use common words and phrases related
everyday materials on the basis of their simple
to the passing of time
physical properties.
• hi2 I can place objects, people and events into
chronological order
Plants KS1
• hi3 I can talk about different ways of life at
• sc24 observe and describe how seeds and bulbs
different times
grow into mature plants
• hi4 I have a wide vocabulary of common historical
• sc25 find out and describe how plants need water,
terms
light and a suitable temperature to grow and stay
• hi5 I can ask and answer questions about the past
healthy.
• hi6 I can identify key features of stories and
events to help me to understanding their
Uses of everyday materials KS1
importance
• sc29 identify and compare the suitability of a
• hi7 I can use sources of information to find out
variety of everyday materials, including wood, metal,
about the past
plastic, glass, brick, rock, paper and cardboard for
• hi8 I know the past is represented in different
particular uses
ways
Teacher: rubeenahgunness
School: Roman Way
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GEOGRAPHY:
Locate London and other cities
Identify countries of UK
Features of London.
D&T:
Plan and make a Tudor House
Baking - cookies/bread
Designing and making fruit kebabs
HISTORY:
London-Past and present
Types of houses- tudor houses
The Monument
Great Fire of London
Diary of Samuel Pepys
Fire fighting equipment
Use different sources such as paintings to
find out about the Stuarts.
ART:
Fire silhouette pictures
Observational drawings of houses/plants
Rubbings and prints based on different
surfaces found in and around buildings.
Make regular and irregular patterns.
Look at examples of public buildings.
Visit public building and discuss purpose (Church).
Printing with fruit and vegetables to create plant.
Creating art in the style of Andy Goldsworthy
MUSIC:
Developing skills in timbre, rhythm and pulse
SEAL
Going for Goals
Good to Be Me
R.E
Special Places: Where do you like to go that is special to you?
Why do Christians go to church?
What do Christians do when they go to church?
VISIT CHURCH
What might we expect a church to be like?
What can I discover in my local church?
What have we learnt from our visit?
Why is Easter important to Christians?
Story of Palm Sunday
Last Supper
The Easter Story
Feeling Hot
Hot Hot!/A
Tiny Seed Was
Sleeping
Spring 2017
MATHS
Block A: exploring, understanding and applying the number system
Block B: securing numerical fluency and understanding geometry
Block C: understanding frcations, measures and statistics
Block D: developing frcations and calculating
Block E: securing numerical fluency, measures and geometry
Data collection
Time- ordering events of the Great Fire of London
Money problem solving- pudding lane bakery
ICT
Let's create
KS1
• dt7 I can join materials in a variety of ways
skills.
YOU
CAN
CHANGE
THE
FONT
SIZE
and tick the
• ad1 I can use different materials to design and
• dt8 I can use simple finishing techniques to
2 column
make
things box to fit more skills in.
improve my product
Please
fewer
skills.
Alternatively you
• ad2
I can select
use drawing
to share
my ideas.
• dt9 I can select the appropriate materials and
could
more
thanmy
one
wheel, for example,
• ad3
I cancreate
use painting
to share
ideas.
tools for my design
• ad4
I can use
sculpture
my Title
ideas. Part 2, if• you
dt10wish
I can create
Wheel
Title
Part to
1, share
Wheel
to things using a variety of
• ad5
useof
colour,
texture
and pattern
in my
materials and components, including construction
addI can
lots
skills
in 1 area
of development.
work
materials
• ad6 I can use line ,shape ,form and space in my
• dt12 I can create or follow simple recipes
work
• dt13 I can explain why I have chosen particular
• ad7 I can tell you about famous artists,
materials, components or ingredients
craft-makers and designers and who my favourite is
and why I like his/her work
Evaluate KS1
• ad8 I can talk about different ways of creating
• dt14 I can look at things other people have made
work and which ways I have tried and which I liked
and tell you what I like or dislike
best
• dt15 I can talk about existing products and tell
• ad9 I can show you how ideas from famous people
you how they might be improved for the
have helped me to create my own work
user/consumer
• dt16 I can talk about how closely my finished
Design KS1
product matches my design
• dt1 I can explain what my design will be like and
• dt17 I can talk about what worked well with my
what it will do, how I am going to create my design
product and how it could be improved
and list the materials I will need
• dt2 I can explain how my design will meet the
Technical knowledge KS1
needs of the users
• dt18 I have made models and can explain how to
• dt3 I can draw and talk about what I am going to
make them stronger
make
• dt19 I can tell you some ways to make structures
• dt4 I can make a realistic model of my design
stiffer or more stable
• dt5 I have used ICT to help develop or
communicate my design
Cooking and nutrition KS1
• dt24 I can tell you where some of the food I eat
Make KS1
comes from
• dt6 I can use scissors for cutting and shaping
MATHEMATICS AND COMPUTING
Year 1/2 Units:
Traditional tales- (true story of the 3 little pigs) 2 weeks
Non-fiction: Instructions- (series of fiction-based instructions
including diagrams- recipes)2 weeks
Recount- 1-2 weeks (Naughty bus & Great fire of London)
Poetry:traditional poems 1 week London's burning, nursery rhymes (1
week)
continue weather dance
continue Gymnastics
Games (spring 2)- throwing and aiming
Hot Seating of characters
Debate issues e.g. how the great fire could have been put out
quickly
Role play (Museum workshop)
Explanation about science activities.
Discussion about D & T projects.
Key Stage 1 assembly for Parents/Carers
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• co7 I can use a variety of technologies to create
SIZE
and tick the
and save my work
Statistics KS1
skills. YOU CAN CHANGE THE FONT
• m69 interpret and construct simple pictograms,
2 column
boxdiagrams
to fit and
more
skills
in.
tally
charts, block
simple
tables
• co8 I can manipulate text and pictures
Please select fewer skills. Alternatively you
• co9 I can find and retrieve my work or information
could create more than one wheel, for example,
KS1
that I need
• co6
I can predict
what will
happen byTitle
'reading'
a 2, if• you
co11wish
I knowto
how to use equipment safely and
Wheel
Title Part
1, Wheel
Part
program
add lots of skills in 1 area of development.respectfully
COMMUNICATION AND LANGUAGE
If you see this message you must have added too many
KS1
• sl7 use spoken language to develop understanding
skills. YOU CAN CHANGE THE FONT SIZE
and tick the
• sl1 listen and respond appropriately to adults and
through speculating, hypothesising, imagining and
2 column
box to fit more skills in.
their
peers
exploring ideas
Please
select
fewertoskills.
you
• sl2 ask relevant questions
extendAlternatively
their
• sl8 speak audibly and fluently with an increasing
could create
more than one wheel, for example,
understanding
and knowledge
command of Standard English
• sl3
use
relevant
strategies
to
build
their
sl9 participate
Wheel Title Part 1, Wheel Title Part 2, if• you
wish to in discussions, presentations,
vocabulary
add lots of skills in 1 area of development.performances, role play, improvisations and debates
• sl4 articulate and justify answers, arguments and
• sl10 gain, maintain and monitor the interest of the
opinions
listener(s)
• sl5 give well-structured descriptions, explanations
• sl11 consider and evaluate different viewpoints,
and narratives for different purposes, including for
attending to and building on the contributions of
expressing feelings
others
• sl6 maintain attention and participate actively in
• sl12 select and use appropriate registers for
collaborative conversations, staying on topic and
effective communication.
initiating and responding to comments
OUTDOOR LEARNING
Growing plants (flowering and vegetables).
Finding out about the plants that grow in
the school grounds.
PHYSICAL EDUCATION
If you see this message you must have added too many
KS1
• pe1.5 I can co-operate with a partner or small
skills. YOU CAN CHANGE THE FONT SIZE
and tick the
• pe1.3 I can control my movements in gymnastics
group to develop my skills, showing awareness of
2show
column
to fit roll,
more
skills
in.
and
how Ibox
can balance,
travel
or climb
others' needs
Please
select
fewer
skills.
Alternatively
you
safely
• pe3 I can respond to music with controlled
couldI can
create
more
than in
one
wheel, to
for example,
• pe1.4
perform
a sequence
gymnastics
movements, creating and repeating simple dance
demonstrate
controlled,
movements
express and communicate ideas and
Wheel Title
Partco-ordinated
1, Wheel Title
Partin 2, ifsequences
you wishto to
direction,
level
and
speed
feelings
add lots of skills in 1 area of development.
Feeling Hot Hot Hot!/A Tiny Seed Was Sleeping Spring 2017 - Stage
UNDERSTANDING THE WORLD
MATHEMATICS AND COMPUTING
PHYSICAL EDUCATION
EXPRESSIVE ARTS AND DESIGN
Coverage
Working scientifically KS1
• sc1 During years 1 and 2, pupils should be taught
to use the following practical scientific methods,
processes and skills through the teaching of the
programme of study content:
• sc2 asking simple questions and recognising that
they can be answered in different ways
• sc3 observing closely, using simple equipment
• sc4 performing simple tests
• sc5 identifying and classifying
• sc6 using their observations and ideas to suggest
answers to questions
• sc7 gathering and recording data to help in
answering questions.
Plants KS1
• sc8 identify and name a variety of common wild and
garden plants, including deciduous and evergreen
trees
• sc9 identify and describe the basic structure of a
variety of common flowering plants, including trees.
Everyday materials KS1
• sc14 distinguish between an object and the material
from which it is made
• sc15 identify and name a variety of everyday
materials, including wood, plastic, glass, metal,
water, and rock
• sc16 describe the simple physical properties of a
variety of everyday materials
• sc17 compare and group together a variety of
everyday materials on the basis of their simple
physical properties.
Plants KS1
• sc24 observe and describe how seeds and bulbs
grow into mature plants
• sc25 find out and describe how plants need water,
light and a suitable temperature to grow and stay
healthy.
Uses of everyday materials KS1
• sc29 identify and compare the suitability of a variety
of everyday materials, including wood, metal, plastic,
glass, brick, rock, paper and cardboard for particular
uses
• sc30 find out how the shapes of solid objects made
from some materials can be changed by squashing,
bending, twisting and stretching.
Location knowledge KS1
• ge3 name and locate the four countries of the
United Kingdom
• ge4 name and locate the capital cities of the four
countries of the United Kingdom
• ge6 name and identify characteristics of the four
countries and capital cities of the United Kingdom
Place knowledge KS1
• ge7 understand the human and physical geography
of a small area of the United Kingdom
use basic geographical vocabulary to refer to:
KS1
• ge15 key human features, including: city, town,
village, factory, farm, house, office, port, harbour and
shop Geographical skills and fieldwork
Geographical skills and fieldwork KS1
• ge16 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
• ge18 use locational language (e.g. near and far)
KS1
• hi1 Pupils should develop an awareness of the
past, using common words and phrases relating to
the passing of time.
• hi2 They should know where the people and events
they study fit within a chronological framework
• hi3 They should identify similarities and differences
between ways of life in different periods.
• hi4 They should use a wide vocabulary of everyday
historical terms.
• hi5 They should ask and answer questions
• hi6 They should choose and use parts of stories
Statistics KS1
• m69 interpret and construct simple pictograms, tally
charts, block diagrams and simple tables
KS1
• co6 use logical reasoning to predict the behaviour
of simple programs
• co7 use technology purposefully to create digital
content
• co8 use technology purposefully to organise, store
and manipulate digital content
• co9 use technology purposefully to retrieve digital
content
• co11 use technology safely and respectfully
KS1
• pe1.3 aster basic movements developing balance
co-ordination
• pe1.4 master basic movements, developing agility
• pe1.5 master basic movements and begin to apply
these in a range of activities
• pe3 perform dances using simple movement
patterns.
KS1
• ad1 to use a range of materials creatively to design
and make products
• ad2 to use drawing to develop and share their
ideas, experiences and imagination
• ad3 to use painting to develop and share their
ideas, experiences and imagination
• ad4 to use sculpture to develop and share their
ideas, experiences and imagination
• ad5 to develop a wide range of art and design
techniques in using colour, pattern, texture,
• ad6 to develop a wide range of art and design
techniques in using line, shape, form and space
• ad7 about the work of a range of artists, craft
makers and designers.
• ad8 about the differences and similarities between
different practices and disciplines, and making links
to their own work.
• ad9 about the work of a range of artists, craft
makers and designers, making links to their own
work.
Design KS1
• dt1 design purposeful, functional, appealing
products
• dt2 design for themselves and other users based
on design criteria
• dt3 generate and communicate their ideas through
talking and drawing templates
• dt4 model and communicate their ideas through
mock-ups
• dt5 generate, develop, model and communicate
their ideas through information and communication
technology
Make KS1
• dt6 select from and use a range of tools and
equipment to perform practical tasks such as cutting
and shaping
• dt7 select from and use a range of tools and
equipment to perform practical tasks such as joining
• dt8 select from and use a range of tools and
equipment to perform practical tasks such as
finishing
• dt9 select from and use a range of tools and
equipment to perform practical tasks
• dt10 select from and use a wide range of materials
and components including construction materials
• dt12 select from and use a wide range of materials
and components, including ingredients
• dt13 select from and use a wide range of materials
and components according to their characteristics
Evaluate KS1
• dt14 explore a range of existing products
• dt15 evaluate a range of existing products
• dt16 evaluate their ideas
• dt17 evaluate their products against design criteria
Technical knowledge KS1
• dt18 build structures, exploring how they can be
made stronger
• dt19 build structures, exploring how they can be
made stiffer and more stable
Cooking and nutrition KS1
• dt24 understand where food comes from.
LITERACY
COMMUNICATION AND LANGUAGE
PSED & RELIGIOUS EDUCATION
Reading - word reading KS1
• e1 apply phonic knowledge and skills as the route
to decode words
• e2 respond speedily with the correct sound to
graphemes (letters or groups of letters) for all 40+
phonemes, including, where applicable, alternative
sounds for graphemes
• e3 read accurately by blending sounds in unfamiliar
words containing GPCs that have been taught
• e4 read common exception words, noting unusual
correspondences between spelling and sound and
where these occur in the word
KS1
• sl1 listen and respond appropriately to adults and
their peers
• sl2 ask relevant questions to extend their
understanding and knowledge
• sl3 use relevant strategies to build their vocabulary
• sl4 articulate and justify answers, arguments and
opinions
• sl5 give well-structured descriptions, explanations
and narratives for different purposes, including for
expressing feelings
• sl6 maintain attention and participate actively in
collaborative conversations, staying on topic and
initiating and responding to comments
• sl7 use spoken language to develop understanding
through speculating, hypothesising, imagining and
exploring ideas
• sl8 speak audibly and fluently with an increasing
command of Standard English
• sl9 participate in discussions, presentations,
performances, role play, improvisations and debates
• sl10 gain, maintain and monitor the interest of the
listener(s)
• sl11 consider and evaluate different viewpoints,
attending to and building on the contributions of
others
• sl12 select and use appropriate registers for
effective communication.
PSED Preparing to play an active role as citizens
KS1
• pa5 Continue to develop empathy for others.
• pa6 Recognise what is right and wrong.
• pa7 Agree and follow rules for their group and
classroom.
• pa8 Know how to apologise and make amends.
• pa9 Realise that people and other living things have
needs.
KS1
• ph4 Begin to make simple choices that improve
their health and well being.
PSED Developing a healthy, safer lifestyle KS1
• ph5 Begin to maintain personal hygiene.
• ph6 Begin to understand that certain actions spread
disease.
• ph7 Identify the main parts of the body.
PSED Developing good relationships and
respecting the differences between people KS1
• pr15 Listen to other people, and play and work
co-operatively.
• pr16 Develop a caring attitude towards family,
friends and each other.
• pr17 Greet and talk with adults.
• pr18 Develop positive relationships through work
and play.
• pr19 Be able to ask for help from an ‘appropriate’
adult.
RE - Learning From Religion KS1
• rf11 Reflect on and consider religious experiences
such as thanks and joy.
• rf12 Ask puzzling questions and respond
accordingly.
• rf13 Identify what matters to them and others and
link this to religion.
• rf14 Reflect on ideas of right and wrong and how
this relates to their own behaviour.
• rf15 Recognise that religious teaching and ideas
make a difference to individuals and families.
Learning About Religion KS1
• ra6 Explore a range of religious stories.
• ra7 Explore a range of sacred writings.
• ra8 Name and explore a range of celebrations.
• ra9 Name and explore a range of worship styles.
• ra10 Identify the importance, for some people, of
belonging to a religion.
• ra11 Identify religious symbols.
• ra12 Begin to use a range of religious words.
PSED Preparing to play an active role as citizens
KS1
• pa12 Listen and respond in group discussions.
• pa13 Express own views with increasing
confidence.
• pa14 Participate in a simple debate about school
issues.
• pa15 Identify different choices they can make.
• pa16 Recognise the difference between right and
wrong.
• pa17 Able to make ‘I’ statements instead of blaming
others.
RE - Learning From Religion KS1
• rf17 Ask puzzling questions and communicate their
responses.
• rf20 Recognise that religious teachings and ideas
make a difference to individuals, families and the
local community.
Learning About Religion KS1
• ra14 Name and explore a range of celebrations,
worship and rituals in religion, noting similarities
where appropriate.
• ra15 Identify the importance, for some people, of
belonging to a religion and recognise the difference
this makes to their lives.
Feeling Hot Hot Hot!/A Tiny Seed Was Sleeping Spring 2017