Cranmore Infant School
Key Stage 1 long term plan
YEAR
Starters /
Outcomes
Maths
AUTUMN
Children in the past
Victorian visitors come Museum or Presentation to
to school
Parents
Number and Place value
 count to and across 100, forwards and
backwards, beginning with 0 or 1, or from any
given number;
 count, read and write and order numbers to
100 in numerals; count in multiples of twos,
fives and tens;
 given a number, identify one more and one
less;
 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;
 read and write numbers from 1 to 20 in
numerals and words.
Pupils practice counting (1, 2, 3…), ordering (for
example, first, second, third…), and to indicate a
quantity (for example, 3 apples, 2 centimetres),
including solving simple concrete problems, until they
are fluent.
Pupils consolidate place value in numbers up to 20 by
reading, writing, counting and comparing, supported by
objects and pictorial representations.(Using apparatus
to support their understanding that e.g. 18 is 10 and 8
more)
They practice counting as reciting numbers and
counting as enumerating objects, and counting in twos,
fives and tens from different multiples to develop their
recognition of patterns in the number system (for
example, odd and even numbers), including varied and
frequent practice through increasingly complex
questions.
They recognise and create repeating patterns with
objects and with shapes.
Addition and Subtraction
 read, write and interpret mathematical
statements involving addition (+), subtraction
Year group 1
2016-2017
SPRING
Putting on a show
Theatre
Production
SUMMER
Looking after the world
Eco day
Fundraising
Number and Place value
 count to and across 100, forwards and
backwards, beginning with 0 or 1, or from
any given number;
 count, read and write numbers to 100 in
numerals; count in multiples of twos, fives
and tens;
 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.
Number and Place value
 count to and across 100, forwards and
backwards, beginning with 0 or 1, or
from any given number;
 count, read and write numbers to 100 in
numerals; count in multiples of twos,
fives and tens;
 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.
Notes and guidance (non-statutory)
Pupils begin to recognise place value in numbers
beyond 20 by reading, writing, counting and
comparing numbers up to 100, supported by
objects and pictorial representations, to support
understanding that e.g. 42 is 40 and 2 more.
They practice counting as reciting numbers and
counting as enumerating objects, and counting in
twos, fives and tens from different multiples to
develop their recognition of patterns in the number
system (for example, odd and even numbers),
including varied and frequent practice through
increasingly complex questions.
They recognise and create repeating patterns with
objects and with shapes.
Notes and guidance (non-statutory)
Pupils begin to recognise place value in
numbers beyond 20 by reading, writing, counting
and comparing numbers up to 100, supported by
objects and pictorial representations.
They practice counting as reciting numbers and
counting as enumerating objects, and counting
in twos, fives and tens from different multiples to
develop their recognition of patterns in the
number system (for example, odd and even
numbers), including varied and frequent practice
through increasingly complex questions.
They recognise and create repeating patterns
with objects and with shapes.
Addition and Subtraction
 read, write and interpret mathematical
statements involving addition (+),
subtraction (–) and equals (=) signs;
 represent and use number bonds and
related subtraction facts within 20;
 add and subtract one-digit and two-digit
numbers to 20, including zero;
 solve one-step problems that involve
Addition and Subtraction
 represent and use number bonds and
related subtraction facts within 20;
 solve one-step problems that involve
addition and subtraction, using concrete
objects and pictorial representations,
and missing number problems such as 7
= – 9.
Notes and guidance (non-statutory)
(–) and equals (=) signs;
add and subtract one-digit 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.
Notes and guidance (non-statutory)
Pupils memorise and reason with number bonds to 10
and begin to know number bonds to 20 in several
forms (for example, 9 + 7 = 16; 16 – 7 = 9; 7 = 16 – 9).
They should realise the effect of adding or subtracting
zero. This establishes addition and subtraction as
related operations.
Pupils combine and increase numbers, counting
forwards and backwards.
They discuss and solve problems in familiar practical
contexts, including using quantities. Problems should
include the terms: put together, add, altogether, total,
take away, distance between, difference between,
more than and less than, so that pupils develop the
concept of addition and subtraction and are enabled to
use these operations flexibly.
addition and subtraction, using concrete
objects and pictorial representations, and
missing number problems such as 7 = –
9.
Notes and guidance (non-statutory)
Pupils memorise and reason with number bonds
to 10 and 20 in several forms (for example, 9 + 7
= 16; 16 – 7 = 9; 7 = 16 – 9). Link their
understanding of bonds to 10 and place value.
E.g. Know that if 8+2=10; 18+2=20. They should
realise the effect of adding or subtracting zero.
This establishes addition and subtraction as
related operations.
Pupils combine and increase numbers, counting
forwards and backwards.
They discuss and solve problems in familiar
practical contexts, including using quantities.
Problems should include the terms: put together,
add, altogether, total, take away, distance
between, difference between, more than and less
than, so that pupils develop the concept of
addition and subtraction and are enabled to use
these operations flexibly.
Pupils memorise and reason with number bonds
to 10 and 20 in several forms (for example, 9 + 7
= 16; 16 – 7 = 9; 7 = 16 – 9). They should realise
the effect of adding or subtracting zero. This
establishes addition and subtraction as related
operations.
Pupils combine and increase numbers, counting
forwards and backwards.
They discuss and solve problems in familiar
practical contexts, including using quantities.
Problems should include the terms: put together,
add, altogether, total, take away, distance
between, difference between, more than and
less than, so that pupils develop the concept of
addition and subtraction and are enabled to use
these operations flexibly.
Multiplication and Division
Multiplication and Division
 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.
Notes and guidance (non-statutory)
Through grouping and sharing small quantities,
pupils begin to understand: multiplication and
division; doubling numbers and quantities; and
finding simple fractions of objects, numbers and
quantities.
They count in twos, fives and tens.
Multiplication and Division
Fractions
Fractions


solve one-step problems involving
multiplication and division, by calculating the
answer using concrete objects and pictorial
representations.
Notes and guidance (non-statutory)
Through grouping and sharing small quantities, pupils
begin to understand: multiplication and division;
doubling numbers and quantities…;
They count in twos, fives and tens.
Fractions

recognise, find and name a half as one of two
equal parts of an object, shape or quantity.
Notes and guidance (non-statutory)
Pupils are taught half and quarter as ‘fractions of’
discrete and continuous quantities by solving problems
using shapes, objects and quantities. For example,
they could recognise and find half a length, quantity,
set of objects or shape. Pupils connect halves to the
equal sharing and grouping of sets of objects and to
measures.
Measures
 Compare, describe and solve practical problems


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.
Notes and guidance (non-statutory)

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.
Notes and guidance (non-statutory)
Through grouping and sharing small quantities,
pupils begin to understand: multiplication and
division; doubling numbers and quantities; and
finding simple fractions of objects, numbers and
quantities.
They make connections between arrays,
number patterns, and counting in twos, fives and
tens.


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.
Notes and guidance (non-statutory)




for:
 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,
more than, less than, half, half full, quarter]
 time [for example, quicker, slower, earlier,
later]
Measure and begin to record the following:
 lengths and heights
 mass/weight
 capacity and volume
 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]
tell the time to the hour and half past the hour…
Notes and guidance (non-statutory)
The pairs of terms: mass and weight, volume and
capacity, are used interchangeably at this stage.
Pupils use and compare different types of quantities
and measures using non-standard units, including
discrete (for example, counting) and continuous (for
example, liquid) measurement. Pupils use the
language of time, including telling the time throughout
the day, first using o’clock and then half past.
Geometry
Properties of shapes
 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 spheres].
Notes and guidance (non-statutory)
Pupils handle common 2-D and 3-D shapes, naming
these and related everyday objects fluently. They
recognise these shapes in different orientations and
sizes, and know that rectangles, triangles, cuboids and
pyramids are not always similar to each other.
Pupils are taught half and quarter as ‘fractions of’
discrete and continuous quantities by solving
problems using shapes, objects and quantities.
For example, they could recognise and find half a
length, quantity, set of objects or shape. Pupils
connect halves and quarters to the equal sharing
and grouping of sets of objects and to measures.
Pupils are taught half and quarter as ‘fractions
of’ discrete and continuous quantities by solving
problems using shapes, objects and quantities.
For example, they could recognise and find half
a length, quantity, set of objects or shape. Pupils
connect halves and quarters to the equal
sharing and grouping of sets of objects and to
measures.
Measures





Compare, describe and solve practical
problems for:
 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, more than, less than, half, half
full, quarter]
 time [for example, quicker, slower, earlier,
later]
Measure and begin to record the following:
 lengths and heights
 mass/weight
 capacity and volume
 time (hours, minutes, seconds)
recognise and know the value of different
denominations of coins and notes;
Tell the time to the hour and half past the hour
and set the hands on a clock face with
moveable hands to show these times.
Recognise and use language relating to
dates, including days of the week, weeks,
months and years
Notes and guidance (non-statutory)
The pairs of terms: mass and weight, volume and
capacity, are used interchangeably at this stage.
Pupils move from using and comparing different
types of quantities and measures using nonstandard units, including discrete (for example,
counting) and continuous (for example, liquid)
measurement, to using manageable common
standard units.
In order to become familiar with standard
measures, pupils begin to use measuring tools
such as a ruler, weighing scales and containers.
Pupils use the language of time, including telling
Measures




Compare, describe and solve practical
problems for:
 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, more than, less than, half,
half full, quarter]
 time [for example, quicker, slower,
earlier, later]
Measure and begin to record the following:
 lengths and heights
 mass/weight
 capacity and volume
 time (hours, minutes, seconds)
recognise and know the value of different
denominations of coins and notes;
Tell the time to the hour and half past the
hour and draw the hands on a clock face to
show these times.
Notes and guidance (non-statutory)
The pairs of terms: mass and weight, volume
and capacity, are used interchangeably at this
stage.
Pupils move from using and comparing different
types of quantities and measures using nonstandard units, including discrete (for example,
counting) and continuous (for example, liquid)
measurement, to using manageable common
standard units.
In order to become familiar with standard
measures, pupils begin to use measuring tools
such as a ruler, weighing scales and containers.
Pupils use the language of time, including telling
the time throughout the day, first using o’clock
the time throughout the day, first using o’clock and
then half past.
and then half past.
Geometry
Geometry
Properties of shapes
 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 spheres].
Notes and guidance (non-statutory)
Pupils handle common 2-D and 3-D shapes,
naming these and related everyday objects
fluently. They recognise these shapes in different
orientations and sizes, and know that rectangles,
triangles, cuboids and pyramids are not always
similar to each other.
Properties of shapes
 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
spheres].
Notes and guidance (non-statutory)
Pupils handle common 2-D and 3-D shapes,
naming these and related everyday objects
fluently. They recognise these shapes in
different orientations and sizes, and know that
rectangles, triangles, cuboids and pyramids are
not always similar to each other.
Geometry: position and direction
 Describe position, direction and movement,
including whole, half, quarter and threequarter turns.
Notes and guidance (non-statutory)
Pupils make whole, half, quarter and threequarter turns in both directions and connect
turning clockwise with movement on a clock
face.
Literacy
Phonics and Spelling
RW1.1 apply phonic knowledge and skills as the route to decode words
RW1.2 respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
RW1.3 read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
RW1.4 read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
RW1.5 read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
RW1.6 read other words of more than one syllable that
Grammar, Vocabulary and Punctuation
Regular plural noun suffixes –s or –es [for example, dog, dogs; wish, wishes], including the effects of these suffixes on the meaning of the noun
Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper)
How the prefix un– changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat
How words can combine to make sentences
Joining words and joining clauses using and
Sequencing sentences to form short narratives
Separation of words with spaces
Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences
Handwriting
WHW1.1 sit correctly at a table, holding a pencil comfortably and correctly
WHW1.2 begin to form lower-case letters in the correct direction, starting and finishing in the right place
WHW1.3 form capital letters
WHW1.4 form digits 0-9
WHW1.5 understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.
Pupils should follow the school’s agreed handwriting approach with explicit teaching and practise opportunities several times per week. Link handwriting to phonics and spelling
patterns identified in the unit. Address any errors in letter formation at an early stage.
Literacy
Recounts and Instructions
Curricular aims of this unit:
-To explore simple recounts linked to topics of
interest. These could be events from History or RE
for example, anecdotes and personal recounts
-To describe incidents from own experience in an
audible voice using sequencing words and
phrases such as 'then', 'after that'
-To listen to others' recounts and ask relevant
questions
-To read a variety of recounts and discuss the
difference between recounts and stories, fact and
fiction
-To explore the generic structure of recounts, for
example ordered sequence of events, use of
words like 'first', 'next', 'after', 'when'
-To understand the logical sequence involved as
well as the use of past and present tenses and use
of time connections
-To listen to recounts and ask relevant questions
to provide more information or extend the recount
-To write simple first-person recounts linked to
personal experience
-To write simple instructions for others to follow
-To the use of the alphabet to order items in a
dictionary or encyclopedia
Spoken Language
Describe incidents from their own experience in an
audible voice
Recall events in an ordered sequence
Interpret a text by reading aloud with some variety in
pace and expression
Listen with sustained concentration, building new
vocabulary in different contexts
Give instructions in a clear and audible voice
SpL1 listen and respond appropriately to adults and
their peers
SpL2 ask relevant questions to extend their
understanding and knowledge
SpL3 use relevant strategies to build their vocabulary
SpL4 articulate and justify answers and opinions
SpL6 maintain attention and participate actively in
collaborative conversations, staying on topic and
Narrative: Traditional and
Fairy Tales
Curricular aims of this unit:
-To read and retell a range of traditional stories and fairy
tales, identifying basic story elements and outlines of
plots. Talk about the reasons for events in stories
-To make comparisons between stories and identify
typical features, for example beginnings, middles and
endings, story language, typical characters
-To use pictures, puppets and props to help pupils
remember the main events and characters and support
retelling stories in an appropriate order
-To explore particular story characters for example
through appearance and behaviour, Make predictions
about how they will behave in different situations
-To watch/listen to different versions of traditional stories
and fairy tales. Comment on likes/dislikes of how the
story is presented. Talk about similarities and differences
-To use phonic knowledge and illustrations to read with
increasing independence
-To use reading as basis for written versions of stories.
Pupils retell traditional or fairy tales in their own words as
preparation for writing using a series of sentences to
sequence events: beginning, middle and end, and typical
story language and vocabulary
Spoken Language
Tell stories and describe incidents from them in an
audible voice
Retell stories, ordering some events using story language
Interpret a text by reading aloud with some attention to
pace and expression
Listen with sustained concentration, learning new
vocabulary in different contexts
Take turns to speak, listen to others' ideas and respond
appropriately
Explore familiar themes and characters through
improvisation and role-play
Act out their own and well-known stories, using voices for
different characters
NC Links
SpL1 listen and respond appropriately to adults and their
peers
SpL3 use relevant strategies to build their vocabulary
Poetry and Word Play
Curricular aims of this unit:
-To listen to and join in with a range of poems, identifying
rhythm and rhyme
-To recite some rhymes by heart for performance
-To enhance spoken language through developing
enunciation skills and acquiring new and unusual
vocabulary
-To explore structures and patterns and identify key
information and themes
-To watch/listen to poets reading and reciting their own
work. Comment on likes/dislikes of how poetry is
presented.
-To read a variety of rhymes and poems in shared,
guided and independent reading. Explore similarities and
differences
-To use reading as basis for writing own rhymes and
poems
Spoken Language
Discuss themes and preferences in poetry
Interpret a poem by reading aloud with some variety in
pace and emphasis on rhythm and rhyme
Listen with sustained concentration, joining in and
completing rhyming words and strings
Take turns to speak, listen to others' suggestions and talk
about what they are going to do
Recite poems for performance
NC Links
SpL1 listen and respond appropriately to adults and their
peers
SpL2 ask relevant questions to extend their
understanding and knowledge
SpL3 use relevant strategies to build their vocabulary
SpL4 articulate and justify answer and opinions
SpL6 maintain attention and participate actively in
collaborative conversations, staying on topic and
initiating and responding to comments
SpL7 use spoken language to develop understanding
through imagining and exploring ideas
SpL8 speak audibly and fluently with an increasing
command of Standard English
SpL9 participate in discussions, presentations and
performances
SpL10 gain, maintain and monitor the interest of the
initiating and responding to comments
SpL7 use spoken language to develop understanding
through speculating, hypothesising, imagining and
exploring ideas
SpL8 speak audibly and fluently with an increasing
command of Standard English
SpL9 participate in discussions, presentations,
performances, role play and improvisations
SpL10 gain, maintain and monitor the interest of the
listener(s)
SpL11 consider and evaluate different viewpoints,
attending to and building on the contributions of
others
SpL12 select and use appropriate registers for effective
communication.
Reading Comprehension and
Enjoyment
Develop pleasure in reading, motivation to read,
vocabulary and understanding by:
RC1.1 listening to and discussing a wide range of
recounts and instructions at a level beyond that at
which they can read independently
RC1.2 being encouraged to link what they read or hear
read to their own experiences
RC1.6 discussing word meanings, linking new
meanings to those already known
Understand both the books they can already read
accurately and fluently and those they listen to by:
RC1.7 drawing on what they already know or on
background information and vocabulary provided by the
teacher
RC1.8 checking that the text makes sense to them as
they read and correcting inaccurate reading
RC1.9 discussing the significance of the title and events
RC1.12 participate in discussion about what is read to
them, taking turns and listening to what others say
RC1.13 explain clearly their understanding of what is
read to them.
Writing, including purposes
WC1.1 saying out loud what they are going to write
about
WC1.2 composing a sentences orally before writing
WC1.3 sequencing sentences to form short narratives
WC1.4 re-reading what they have written to check that
it makes sense
WC1.5 discuss what they have written with the teacher
or other pupils
WC1.6 read aloud their writing clearly enough to be
heard by their peers and the teacher.
Information Texts (linked to
SpL4 articulate and justify answers and opinions
SpL7 use spoken language to develop understanding
through speculating, hypothesising, imagining and
exploring ideas
SpL8 speak audibly and fluently with an increasing
command of Standard English
SpL9 participate in discussions, performances and role
play
SpL12 select and use appropriate registers for effective
communication.
Reading Comprehension and
Enjoyment
Develop pleasure in reading, motivation to read,
vocabulary and understanding by:
RC1.1 listening to and discussing a wide range of stories
at a level beyond that at which they can read
independently
RC1.2 being encouraged to link what they read or hear
read to their own experiences
RC1.3 becoming very familiar with fairy stories and
traditional tales, retelling them and considering their
particular characteristics
RC1.4 recognising and joining in with predictable phrases
RC1.5 learning to appreciate rhymes
RC1.6 discussing word meanings, linking new meanings
to those already known
Understand both the books they can already read
accurately and fluently and those they listen to by:
RC1.7 drawing on what they already know or on
background information and vocabulary provided by the
teacher
RC1.8 checking that the text makes sense to them as
they read and correcting inaccurate reading
RC1.9 discussing the significance of the title and events
RC1.10 making inferences on the basis of what is being
said and done
RC1.11 predicting what might happen on the basis of
what has been read so far
RC1.12 participate in discussion about what is read to
them, taking turns and listening to what others say
RC1.13 explain clearly their understanding of what is
read to them.
listener(s)
SpL12 select and use appropriate registers for effective
communication.
Reading Comprehension and
Enjoyment
Develop pleasure in reading, motivation to read,
vocabulary and understanding by:
RC1.1 listening to and discussing a wide range of poems
at a level beyond that at which they can read
independently
RC1.2 being encouraged to link what they read or hear
read to their own experiences
RC1.3 becoming very familiar with some poems
RC1.4 recognising and joining in with predictable phrases
RC1.5 learning to appreciate rhymes and poems, and to
recite some by heart
RC1.6 discussing word meanings, linking new meanings
to those already known
Understand both the books they can already read
accurately and fluently and those they listen to by:
RC1.7 drawing on what they already know or on
background information and vocabulary provided by the
teacher
RC1.8 checking that the text makes sense to them as
they read and correcting inaccurate reading
RC1.10 making inferences on the basis of what is being
said and done
RC1.12 participate in discussion about what is read to
them, taking turns and listening to what others say
RC1.13 explain clearly their understanding of what is
read to them.
Writing, including purposes
WC1.1 saying out loud what they are going to write about
WC1.2 composing sentences orally before writing
WC1.3 sequencing sentences to form short poems
WC1.4 re-reading what they have written to check that it
makes sense
WC1.5 discuss what they have written with the teacher or
other pupils
WC1.6 read aloud their writing clearly enough to be heard
by their peers and the teacher.
Writing, including purposes
WC1.1 saying out loud what they are going to write about
WC1.2 composing a sentences orally before writing
WC1.3 sequencing sentences to form short narratives
WC1.4 re-reading what they have written to check that it
makes sense
WC1.5 discuss what they have written with the teacher or
other pupils
WC1.6 read aloud their writing clearly enough to be heard
by their peers and the teacher.
Author study of choice
Curricular aims of this unit:
-To read and retell a selection of stories written by a
particular author. Talk about the different books, themes
and preferences.
-To make comparisons between stories and identify
characters, settings and plot lines.
-To use pictures, puppets and other props to support
other subjects)
Curricular aims of this unit:







-To read a range of information texts linked to subjects
studied, identifying basic features and need for subject
related vocabulary. Talk about the use of
organisational devices
-To make comparisons between fiction and non-fiction
texts
-To use pictures, diagrams and captions to convey
information
-To explore different types of non-fiction and identify
key information in the text, for example introduction,
headings, facts and conclusion
-To read for themselves a variety of non-fiction.
Comment on how well information is presented
-To read a variety of non-fiction in shared, guided and
independent reading linked to curriculum subjects. Talk
about similarities and differences. Use phonic
knowledge to read with increasing independence
-To use reading as basis for written information texts.
Pupils recall the main features of information texts
Spoken Language
Develop knowledge of subject specific vocabulary
Interpret a text by reading aloud with some variety in
pace and expression
Listen with sustained concentration, building new
stores of words in different contexts
Take turns to speak, listen to others' suggestions and
talk about what they are going to do
NC Links
SpL1 listen and respond appropriately to adults and their
peers
SpL3 use relevant strategies to build their vocabulary
SpL4 articulate and justify answers and opinions
SpL7 use spoken language to develop understanding
through speculating, hypothesising, imagining and
exploring ideas
SpL8 speak audibly and fluently with an increasing
command of Standard English
SpL9 participate in discussions and presentations
SpL12 select and use appropriate registers for
effective communication.
Reading Comprehension and
Enjoyment
Develop pleasure in reading, motivation to read, vocabulary
and understanding by:
RC1.1 listening to and discussing a wide range of nonfiction at a level beyond that at which they can read
independently
RC1.2 being encouraged to link what they read or hear
Poetry and Word Play
Curricular aims of this unit:
-To listen to and join in with a range of poems, identifying
rhythm and rhyme
-To recite some rhymes by heart for performance
-To enhance spoken language through developing
enunciation skills and acquiring new and unusual
vocabulary
-To explore structures and patterns and identify key
information and themes
-To watch/listen to poets reading and reciting their own
work. Comment on likes/dislikes of how poetry is
presented.
-To read a variety of rhymes and poems in shared,
guided and independent reading. Explore similarities and
differences
-To use reading as basis for writing own rhymes and
poems
Spoken Language
Discuss themes and preferences in poetry
Interpret a poem by reading aloud with some variety in
pace and emphasis on rhythm and rhyme
Listen with sustained concentration, joining in and
completing rhyming words and strings
Take turns to speak, listen to others' suggestions and talk
about what they are going to do
Recite poems for performance
NC Links
SpL1 listen and respond appropriately to adults and their
peers
SpL2 ask relevant questions to extend their
understanding and knowledge
SpL3 use relevant strategies to build their vocabulary
SpL4 articulate and justify answer and opinions
SpL6 maintain attention and participate actively in
collaborative conversations, staying on topic and initiating
and responding to comments
SpL7 use spoken language to develop understanding
through imagining and exploring ideas
SpL8 speak audibly and fluently with an increasing
command of Standard English
SpL9 participate in discussions, presentations and
performances
SpL10 gain, maintain and monitor the interest of the
listener(s)
SpL12 select and use appropriate registers for effective
communication.
Reading Comprehension and
Enjoyment
retelling the stories in the correct order.
-To make predictions and inferences about the texts and
explore the vocabulary used for effect.
-To watch/listen to different stories. Comment on
likes/dislikes of how the story is presented.
-To read a variety of the author’s texts in shared, guided
and independent reading. Talk about similarities and
differences.
-To use phonic knowledge and a wider range of
strategies to read with increasing independence and
fluency.
-To use reading as a basis for writing in a wide range of
genres both fiction and non-fiction.
Spoken Language
Tell stories and describe incidents from them in a clear
and audible voice
Retell stories, ordering events and using phrases and
vocabulary they have heard
Interpret a text by reading aloud with some variety in
pace and emphasis
Listen with sustained concentration, building new
vocabulary in different contexts
Take turns to speak, listen to others and talk about the
author’s work
Explore familiar themes and characters through
improvisation and role-play, and through discussion
Act out stories, using voices for characters
NC Links
SpL1 listen and respond appropriately to adults and their
peers
SpL3 use relevant strategies to build their vocabulary
SpL4 articulate and justify answers, arguments and
opinions
SpL7 use spoken language to develop understanding
through speculating, hypothesising, imagining and
exploring ideas
SpL8 speak audibly and fluently with an increasing
command of Standard English
SpL9 participate in discussions, presentations,
performances, role play, improvisations and debates
SpL12 select and use appropriate registers for effective
communication.
Reading Comprehension and
Enjoyment
Develop pleasure in reading, motivation to read,
vocabulary and understanding by:
RC1.1 listening to and discussing a wide range of texts at
a level beyond that at which they can read independently
RC1.2 being encouraged to link what they read or hear
read to their own experiences
RC1.3 becoming very familiar with key stories retelling
them and considering their particular characteristics
read to their own experiences
RC1.6 discussing word meanings, linking new
meanings to those already known
Understand both the books they can already read
accurately and fluently and those they listen to by:
RC1.7 drawing on what they already know or on
background information and vocabulary provided by
the teacher
RC1.8 checking that the text makes sense to them as
they read and correcting inaccurate reading
RC1.9 discussing the significance of the title and
events
RC1.10 making inferences on the basis of what is
being said and done
RC1.12 participate in discussion about what is read to
them, taking turns and listening to what others say
RC1.13 explain clearly their understanding of what is
read to them.
Writing, including purposes
WC1.1 saying out loud what they are going to write
about
WC1.2 composing sentences orally before writing
WC1.3 sequencing sentences to provide information
about a topic
WC1.4 re-reading what they have written to check that
it makes sense
WC1.5 discuss what they have written with the teacher or
other pupils
WC1.6 read aloud their writing clearly enough to be
heard by their peers and the teacher.
Narrative: Cumulative
Stories
Curricular aims of this unit:
-To read and tell a range of cumulative stories,
identifying basic story structures and outlines of plots.
Talk about the reasons for events, objects and
characters in stories.
-To make comparisons between stories and identify
typical features, for example beginnings and endings,
problems and resolutions, repetitive sections and
phrases.
-To explore particular story characters and identify key
information about them in the text, for example
appearance, behaviour, how they speak. Make
predictions about how they will behave in different
situations.
-To watch/listen to a range of cumulative stories.
Comment on structure and join in with repetition.
-To read a variety of cumulative stories in shared,
guided and independent reading. Talk about similarities
and differences. Use phonic knowledge to read with
increasing independence and fluency.
Develop pleasure in reading, motivation to read,
vocabulary and understanding by:
RC1.1 listening to and discussing a wide range of poems
at a level beyond that at which they can read
independently
RC1.2 being encouraged to link what they read or hear
read to their own experiences
RC1.3 becoming very familiar with some poems
RC1.4 recognising and joining in with predictable phrases
RC1.5 learning to appreciate rhymes and poems, and to
recite some by heart
RC1.6 discussing word meanings, linking new meanings
to those already known
Understand both the books they can already read
accurately and fluently and those they listen to by:
RC1.7 drawing on what they already know or on
background information and vocabulary provided by the
teacher
RC1.8 checking that the text makes sense to them as
they read and correcting inaccurate reading
RC1.10 making inferences on the basis of what is being
said and done
RC1.12 participate in discussion about what is read to
them, taking turns and listening to what others say
RC1.13 explain clearly their understanding of what is
read to them.
Writing, including purposes
WC1.1 saying out loud what they are going to write about
WC1.2 composing sentences orally before writing
WC1.3 sequencing sentences to form short poems
WC1.4 re-reading what they have written to check that it
makes sense
WC1.5 discuss what they have written with the teacher or
other pupils
WC1.6 read aloud their writing clearly enough to be heard
by their peers and the teacher.
Recounts and Instructions
Curricular aims of this unit:
-To explore simple recounts linked to topics of
interest. These could be events from History or RE
for example, anecdotes and personal recounts
-To describe incidents from own experience in an
audible voice using sequencing words and phrases
such as 'then', 'after that'
-To listen to others' recounts and ask relevant
questions
-To read a variety of recounts and discuss the
difference between recounts and stories, fact and
fiction
-To explore the generic structure of recounts, for
example ordered sequence of events, use of words
like 'first', 'next', 'after', 'when'
RC1.4 recognising and joining in with predictable phrases
RC1.5 learning to appreciate rhymes and poems, and to
recite some by heart (where appropriate)
RC1.6 discussing word meanings, linking new meanings
to those already known
Understand both the books they can already read
accurately and fluently and those they listen to by:
RC1.7 drawing on what they already know or on
background information and vocabulary provided by the
teacher
RC1.8 checking that the text makes sense to them as
they read and correcting inaccurate reading
RC1.9 discussing the significance of the title and events
RC1.10 making inferences on the basis of what is being
said and done
RC1.11 predicting what might happen on the basis of
what has been read so far
RC1.12 participate in discussion about what is read to
them, taking turns and listening to what others say
RC1.13 explain clearly their understanding of what is
read to them.
Writing, including purposes
WC1.1 saying out loud what they are going to write about
WC1.2 composing sentences orally before writing
WC1.3 sequencing sentences to form short narratives,
letters and information texts
WC1.4 re-reading what they have written to check that it
makes sense
WC1.5 discuss what they have written with the teacher or
other pupils
WC1.6 read aloud their writing clearly enough to be heard
by their peers and the teacher.
Narrative: Cumulative Stories
Curricular aims of this unit:
-To read and tell a range of cumulative stories, identifying
basic story structures and outlines of plots. Talk about the
reasons for events, objects and characters in stories.
-To make comparisons between stories and identify
typical features, for example beginnings and endings,
problems and resolutions, repetitive sections and
phrases.
-To explore particular story characters and identify key
information about them in the text, for example
appearance, behaviour, how they speak. Make
predictions about how they will behave in different
situations.
-To watch/listen to a range of cumulative stories.
-To use reading as basis for written stories. Pupils retell
stories in their own words using a series of sentences
to sequence events logically.
Spoken Language
Tell stories and describe incidents and events in a
clear and audible voice
Retell stories, ordering events using appropriate story
language and vocabulary
Interpret a text by reading aloud with some variety in
pace and expression
Listen with sustained concentration, building new stores
of vocabulary in different contexts
Take turns to speak, listen to others' suggestions and
talk about what they are learning
Explore familiar themes and characters through
improvisation and role-play
Act out their own and well-known stories, using voices
for characters
NC Links
SpL1 listen and respond appropriately to adults and
their peers
SpL3 use relevant strategies to build their vocabulary
SpL4 articulate and justify answers, arguments and
opinions
SpL7 use spoken language to develop understanding
through speculating, hypothesising, imagining and
exploring ideas
SpL8 speak audibly and fluently with an increasing
command of Standard English
SpL9 participate in discussions, presentations,
performances, role play, improvisations and
debates
SpL12 select and use appropriate registers for
effective communication.
Reading Comprehension and
Enjoyment
Develop pleasure in reading, motivation to read,
vocabulary and understanding by:
RC1.1 listening to and discussing a wide range of
stories at a level beyond that at which they can read
independently
RC1.2 being encouraged to link what they read or hear
read to their own experiences
RC1.3 becoming very familiar with key stories, retelling
them and considering their particular characteristics
RC1.4 recognising and joining in with predictable
phrases
RC1.5 learning to appreciate rhymes
RC1.6 discussing word meanings, linking new
meanings to those already known.
Understand both the books they can already read
accurately and fluently and those they listen to by:
-To understand the logical sequence involved as
well as the use of past and present tenses and use
of time connections
-To listen to recounts and ask relevant questions to
provide more information or extend the recount
-To write simple first-person recounts linked to
personal experience
-To write simple instructions for others to follow
-To the use of the alphabet to order items in a
dictionary or encyclopedia
Speaking and Listening
Spoken Language
Describe incidents from their own experience in an
audible voice
Recall events in an ordered sequence
Interpret a text by reading aloud with some variety in
pace and expression
Listen with sustained concentration, building new
vocabulary in different contexts
Give instructions in a clear and audible voice
SpL1 listen and respond appropriately to adults and their
peers
SpL2 ask relevant questions to extend their
understanding and knowledge
SpL3 use relevant strategies to build their vocabulary
SpL4 articulate and justify answers and opinions
SpL6 maintain attention and participate actively in
collaborative conversations, staying on topic and
initiating and responding to comments
SpL7 use spoken language to develop understanding
through speculating, hypothesising, imagining and
exploring ideas
SpL8 speak audibly and fluently with an increasing
command of Standard English
SpL9 participate in discussions, presentations,
performances, role play and improvisations
SpL10 gain, maintain and monitor the interest of the
listener(s)
SpL11 consider and evaluate different viewpoints,
attending to and building on the contributions of
others
SpL12 select and use appropriate registers for effective
communication.
Reading Comprehension and
Enjoyment
Develop pleasure in reading, motivation to read,
vocabulary and understanding by:
RC1.1 listening to and discussing a wide range of
recounts and instructions at a level beyond that at which
they can read independently
RC1.2 being encouraged to link what they read or hear
Comment on structure and join in with repetition.
-To read a variety of cumulative stories in shared, guided
and independent reading. Talk about similarities and
differences. Use phonic knowledge to read with
increasing independence and fluency.
-To use reading as basis for written stories. Pupils retell
stories in their own words using a series of sentences to
sequence events logically.
Spoken Language
Tell stories and describe incidents and events in a clear
and audible voice
Retell stories, ordering events using appropriate story
language and vocabulary
Interpret a text by reading aloud with some variety in
pace and expression
Listen with sustained concentration, building new stores
of vocabulary in different contexts
Take turns to speak, listen to others' suggestions and talk
about what they are learning
Explore familiar themes and characters through
improvisation and role-play
Act out their own and well-known stories, using voices for
characters
NC Links
SpL1 listen and respond appropriately to adults and their
peers
SpL3 use relevant strategies to build their vocabulary
SpL4 articulate and justify answers, arguments and
opinions
SpL7 use spoken language to develop understanding
through speculating, hypothesising, imagining and
exploring ideas
SpL8 speak audibly and fluently with an increasing
command of Standard English
SpL9 participate in discussions, presentations,
performances, role play, improvisations and debates
SpL12 select and use appropriate registers for effective
communication.
Reading Comprehension and
Enjoyment
Develop pleasure in reading, motivation to read,
vocabulary and understanding by:
RC1.1 listening to and discussing a wide range of stories
at a level beyond that at which they can read
independently
RC1.2 being encouraged to link what they read or hear
read to their own experiences
RC1.3 becoming very familiar with key stories, retelling
them and considering their particular characteristics
RC1.4 recognising and joining in with predictable phrases
RC1.5 learning to appreciate rhymes
RC1.6 discussing word meanings, linking new meanings
RC1.7 drawing on what they already know or on
background information and vocabulary provided by the
teacher
RC1.8 checking that the text makes sense to them as
they read and correcting inaccurate reading
RC1.9 discussing the significance of the title and events
RC1.10 making inferences on the basis of what is being
said and done
RC1.11 predicting what might happen on the basis of
what has been read so far
RC1.12 participate in discussion about what is read to
them, taking turns and listening to what others say
RC1.13 explain clearly their understanding of what is
read to them.
Writing, including purposes
WC1.1 saying out loud what they are going to write
about
WC1.2 composing sentences orally before writing
WC1.3 sequencing sentences to form short narratives
WC1.4 re-reading what they have written to check that
it makes sense
WC1.5 discuss what they have written with the teacher
or other pupils
WC1.6 read aloud their writing clearly enough to be
heard by their peers and the teacher.
Recounts – diary of a working child / day
at school
Instructions – Recipes (Victorian – gruel)
Information texts – Reports about children
in the past / their school.
Reports on toys in the past and how they
are different
Stories – Victorian day out at the seaside adventure
Role play – Victorian school / house
Traditional rhymes
Science
read to their own experiences
RC1.6 discussing word meanings, linking new meanings
to those already known
Understand both the books they can already read
accurately and fluently and those they listen to by:
RC1.7 drawing on what they already know or on
background information and vocabulary provided by the
teacher
RC1.8 checking that the text makes sense to them as
they read and correcting inaccurate reading
RC1.9 discussing the significance of the title and events
RC1.12 participate in discussion about what is read to
them, taking turns and listening to what others say
RC1.13 explain clearly their understanding of what is
read to them.
Writing, including purposes
WC1.1 saying out loud what they are going to write about
WC1.2 composing a sentences orally before writing
WC1.3 sequencing sentences to form short narratives
WC1.4 re-reading what they have written to check that it
makes sense
WC1.5 discuss what they have written with the teacher or
other pupils
WC1.6 read aloud their writing clearly enough to be heard
by their peers and the teacher.
Retelling and rewriting traditional tales
Writing own traditional tale (with a twist)
Poetry – riddles (which character is it?)
Rhymes including fairy tale characters
Valentines Day poems
Instructions – How to make dragon blood /
potion to turn you into a fairy creature
Invitations
Programmes
Dramatizing a story – acting out known
tales using puppets
Bean Diary – linked to growing
Labelling plants
Working scientifically:
Working scientifically: (see term 1)
they can be answered in different ways
answering questions.
to those already known.
Understand both the books they can already read
accurately and fluently and those they listen to by:
RC1.7 drawing on what they already know or on
background information and vocabulary provided by the
teacher
RC1.8 checking that the text makes sense to them as
they read and correcting inaccurate reading
RC1.9 discussing the significance of the title and events
RC1.10 making inferences on the basis of what is being
said and done
RC1.11 predicting what might happen on the basis of
what has been read so far
RC1.12 participate in discussion about what is read to
them, taking turns and listening to what others say
RC1.13 explain clearly their understanding of what is
read to them.
Writing, including purposes
WC1.1 saying out loud what they are going to write about
WC1.2 composing sentences orally before writing
WC1.3 sequencing sentences to form short narratives
WC1.4 re-reading what they have written to check that it
makes sense
WC1.5 discuss what they have written with the teacher or
other pupils
WC1.6 read aloud their writing clearly enough to be heard
by their peers and the teacher.
Poems – acrostic (linked to helping and
kindness)
Author study – Dr Suess? The Lorax?
Narrative stories – superhero story
Information leaflets about charities
Posters advertising fund raising
Letters to children in Africa
Dear Greenpeace
Mike Recycle
Working scientifically: (see term 1)
Animals and Humans:
that are birds, fish, amphibians, reptiles, mammals
simple tests
answers to questions
Materials:
distinguish between an object and the material
from which it is made
materials, including wood, plastic, glass, metal,
water, and rock
Plants
identify and name a variety of common plants,
including garden plants, wild plants and trees, and
those classified as deciduous and evergreen
e of a
variety of common flowering plants, including
roots, stem/trunk, leaves and flowers.
and invertebrates
Seasonal changes:
Observe changes across the four seasons
Observe and describe weather associated with the
seasons and how day length varies.
the human body and say which part of the body is
associated with each sense.
variety of everyday materials
everyday materials on the basis of their simple
physical properties
s of solid objects made
from some materials can be changed by
squashing, bending, twisting and stretching.
Seasonal changes:
Observe changes across the four seasons
Observe and describe weather associated with
the seasons and how day length varies.
Plants (6 lessons) – links to maths (charts /
measuring) and Literacy (wanted weed)
Seasons work (2 lessons) + Forest School
that are carnivores, herbivores and omnivores
riety
of common animals (birds, fish, amphibians,
reptiles, mammals and invertebrates, and including
pets)
Seasonal changes:
Observe changes across the four seasons
Observe and describe weather associated with the
seasons and how day length varies.
Light:
• observe and name a variety of sources of light,
including electric lights, flames and the Sun
• associate shadows with a light source being
blocked by something.
Seasons work (2 lessons) + Forest School
Seasons work (2 lessons) + Forest School
Animals (6 lessons) – includes researching and
writing about an animal (could be endangered)
Materials – now and from the past (6 lessons)
Literacy (planning / evaluating investigation)
Scientist – from the past (1 lesson)
AUTUMN
SPRING
SUMMER
History
appropriate, these should be used to reveal
aspects of change in national life
appropriate, these should be used to reveal aspects
of change in national life
significant nationally or globally
Punch and Judy shoes
Fairy tales – stories from the past
who have contributed to national and
international achievements. Some should be used
to compare aspects of life in different periods
past who have contributed to national and
international achievements. Some should be
used to compare aspects of life in different
periods
Famous charity campaigners
in their own locality.
Study of Victorian schoolrooms, homes, toys,
holidays, clothes
Life before electricity
Famous people from Victorian time – Queen
Victoria, Lewis Carroll, Florence Nightingale
Invention of telephone, abolition of children in
workplace, Queen Victoria’s changes, inventions
Geography
Location knowledge
the United Kingdom and the location of hot and
cold areas of the world in relation to the Equator
and the North and South Poles
coast, forest, hill, mountain, sea, ocean, river, soil,
valley, vegetation, season and weather
g: city, town,
village, factory, farm, house, office, port, harbour
and shop
Seasons work
Compare town and beach now to town and
beach in Victorian times
Label pictures / maps
recognise landmarks and basic human and physical
features; devise a simple map; and use and
construct basic symbols in a key
and West) and locational and directional language
(e.g. near and far; left and right) to describe the
location of features and routes on a map
study the geography of their school and its grounds
and the key human and physical features of its
surrounding environment.
Forest Schools – fieldwork skills / compass work
Planning maps for fairy tale place
Links to science seasons work – observational skills
continents and five oceans
of the four countries and capital cities of the
United Kingdom and its surrounding seas
differences through studying the human and
physical geography of a small area of the
United Kingdom, and of a small area in a
contrasting non-European country
identify the United Kingdom and its
countries, as well as the countries,
continents and oceans studied at this key
stage
Charities around the world
Visit other countries and match endangered
animals to the correct countries
RE
Living Things
Creation
Safety and Protection
Mary Jones; The Peace
The Mystery of God
What is God like?
We also study the Festivals of Eid, Diwali and why
we celebrate Christmas.
-The Story of Passover COOKING
OPPORTUNITY
-The Torah Scroll
Moses
Passover
-Easter
Mary lessons 1-5; Preparing for Easter; Mary
lessons 6-7
Art
and make products
makers and designers, describing the differences
and similarities between different practices and
disciplines, and making links to their own work.
Design and
Technology
and make products
re to develop
and share their ideas, experiences and imagination
techniques in using colour, pattern, texture, line,
shape, form and space
Victorian materials – how have art materials
changed? – science link
Compare / contrast art materials
Lowry – study work and create own
Create scenery and props
Puppets
Collage mood boards
Design
Design
The Bible
The Eagle; Reading the Bible; What’s in the
Bible; parable of the Mustard Seeds
God and Nature
He’s got the whole world; new year for
trees; the lotus
painting and sculpture to
develop and share their ideas, experiences
and imagination
Eco sculpture
Goldsworthy?
Technical knowledge
products for themselves and other users based on
design criteria
ideas through talking, drawing, templates, mock-ups
and, where appropriate, information and
communication technology
Make
and components, including construction
materials, textiles and ingredients, according to
their characteristics
Make
levers, sliders, wheels and axles, in their
products.
d
equipment to perform practical tasks such as
cutting, shaping, joining and finishing
Eco link – newspaper structures
??
Evaluate
Making vehicles for time travel
Scientist link – creating our own invention
Looking at materials from now and in the past
be made stronger, stiffer and more stable
criteria
Making costumes and props
Evaluating props before make own
Evaluate our work afterwards
Music
singing songs and speaking chants and rhymes
sounds using the inter-related dimensions of music.
Victorian nursery rhymes and songs
range of high-quality live and recorded music
Make own instruments out of junk
modelling
Music and singing for show
Ocarina
Computing
and Digital
Technology
Technology all around us
Technology in the home
Combining text, images and sound
(See schemes of work in ICT folder)
How technology has changed over time
Create labels for pictures
Type captions for pictures linked to visitors
People
Families
Caring for ourselves
Caring for each other
Differences
Similarities
Listening to others
Computer Science
Scratch
Simple inputs and Outputs
Algorithms
Writing and following instructions
Puppets / Beebots
Coding to create fairy tale story
Programming terry the turtle
PSED
Ourselves
Targets, Golden rules
Myself
My feelings
My strengths
Right/wrong
Achievements
SEAL
New beginnings
Values
Responsibility
Respect
Sharing
Fairness
jumping, throwing and catching, as well as
developing balance, agility and co-ordination, and
begin to apply these in a range of activities
ts including running,
jumping, throwing and catching, as well as
developing balance, agility and co-ordination, and
begin to apply these in a range of activities
Getting on and falling
out
PE
You and Me
Golden rules, behaviour
choices
Thinking for myself
My friends
Taking turns
Working together
Going for goals
musically
Behaviour
Groups
Family
School
Rules
Choices
Good to be me
Transferable skills
Photostory3
Better picture talking and video recording.
Using the internet
Introduction to wikis
Introduction to email
Email charities to ask them to come into
school / ask more questions to
Create posters for fundraising
Keeping safe and
healthy
Cleanliness/hygiene
Health – germs
Medicines, harmful
substances
Road safety
People who help us
Relationships
Our school
People at school
Inside school
Outside school
Caring for school
Changing times
Moving on
Changes
Kindness
Integrity
running, jumping, throwing and catching, as
well as developing balance, agility and coordination, and begin to apply these in a
range of activities
patterns.
ames,
developing simple tactics for attacking and
defending
Enrichment
Victorian Experience in school
Strict Victorian Classroom
Theatre trip
Our own show
Visitors
Victorian Experience
Parents to watch show
NDCS and Guide dogs
Akamba
Bake sale?
Julie’s Mum