Lancastrian Infant school Long term plans
Chichester- where do we live?
B1- Autumn term one
Geography
Geographical skills and fieldwork
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Use world maps, atlases and globes to identify the united kingdom and its countries as well as
countries, continents and oceans studied at this key stage
Use simple compass directions (north south east west) and locational and directional language for
example (near far left and right) to describe the location of features and routes on a map.
Use aerial photographs and plan perspectives to recognise landmarks and basic human and
physical features; devise a simple map; use and construct basic symbols in a key. Use basic
geographical language to refer to
Key features including --- season and weather,
Key human features, including city, town, village, --, --- house, ----
History
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Study Significant historical events, people and places in their locality ( within Chichester)
Art
Pupils should be taught
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To use a range of materials creatively to design and make products- ( batik)
To use drawing, sketching, painting to develop and share ideas, experiences and imagination (
from local area)
To develop a wide range of art and design techniques – colour, pattern
About the work of a range of artists, craft makers and designers describing differences and
similarities between different practices and disciplines and making links to their own work (
compared to a local artist)
Science- materials
Pupils should be taught to in year one
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Distinguish between an object and material from which it is made
Identify and name a variety of everyday materials including wood, plastic, glass, metal , water
and rock
Describe the simple physical properties of a variety of everyday materials.
Compare and group together a variety of everyday materials on the basis of their physical
properties.
Pupils should be taught to in year two
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Identify and compare the suitability of a variety of everyday materials, including wood,
plastic, glass, brick, rock, paper and cardboard for particular uses.
Find out how the shapes of solid objects made from some materials can be changed by
squashing, bending, twisting and stretching.
Working scientifically
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:
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asking simple questions and recognising that they can be answered in different ways
observing closely, using simple equipment eg using plastercine, clay
performing simple tests eg using a magnet
identifying and classifying
using their observations and ideas to suggest answers to questions
gathering and recording data to help in answering questions
Celebrations
B2- autumn term two
English
drama and speaking and listening - performance
History
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events beyond living memory that are significant nationally or globally , ( gun powder plot) and
festivals ( eg Diwali, Christmas or Eid)
Art
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To use a range of materials creatively to design and make productsTo use drawing, sketching, painting to develop and share ideas, experiences and imagination
To develop a wide range of art and design techniques – colour, pattern
design technology
( food technology)
make
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select from and use a wide range of tools and equipment to perform practical tasks.
select from a wide range of materials --- including --- ingredients
Human and physical geography
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Identify seasonal and daily weather patterns in the united kingdom
Seaside
Lighthouse keepers lunch
B3- spring term one
History
Pupils need to be taught about
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The lives of significant individuals in the past who have contributed to national and international
achievements
( lighthouse , grace darling, RNLI)some should be used to compare aspects of
life in different periods.
Geography
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Use basic geographical vocabulary to refer to
Key physical features including beach, cliff, coast,--- sea ocean, river--- season and weather
Science
Living things and their habitats ( visit to the beach)
Pupils should be taught to in year one
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Identify and name and variety of common animals including fish, --birds.
Describe and compare the structure of a variety of common animals eg fish—birds-
Pupils should be taught to in year 2
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Explore and compare the differences between things that are living , dead and things that have
never been alive.
Identify that most living things live in habitats to which they are suited and describe how different
habitats provide for the basic needs of different kinds of animals and plants and how they depend
on each other
Identify and name a variety of plants and animals in their habitats including micro habitats ( rock
pool and beach)
Describe how animals obtain their food from plants and other animals using the idea of simple
food chains and identify and name different sources of food.
Pupils should use the local environment throughout the year to explore answer and question
animals in their habitats they should understand how to take care of the Animals taken from their
local environment and the need to return them safely after study.( at the beach)
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Pupils need to work scientifically using their observations to compare and contrast animals at first
hand or through videos and photographs describing how they identify and group them according to
what they eat and using all their senses to compare textures smell and sounds.( at the beach )
Art - printing TBc
Design Technology
( food technology)
make
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select from and use a wide range of tools and equipment to perform practical tasks.
select from a wide range of materials --- including --- ingredients
Growing
book “George and Flora’s secret garden”
B4 spring term two
geography
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Identify seasonal and daily weather patterns in the united kingdom and the locations of hot and cold
areas of the world in relation to the equator and the north and south poles.
Art textiles
in key stage one pupils should be taught
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to use a range of materials creatively to design and make products
to use drawing, ------- to develop and share ideas, experiences and imagination
to develop a wide range of art and design techniques in using colour, and texture
about the work of a range of artists, ( compare painter and textile artist) - describing the
differences and similarities between practices and disciplines and making links to their own work (
in their sketch books)
Science –
Pupils in year one should be taught to
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identify and name a variety of common wold and garden plants, including deciduous and
evergreen trees.
Identify and describe the basic structure of a variety of common flowering plants including trees (
observe and compare trees in the school gardens)
Pupils in year two should be taught to
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Observe and describe how seeds and bulbs grow into mature plants
Find out and describe how plants need water light and suitable temperature to grow and stay
healthy
Pupils should use the local environment through out the year to explore and question about plants
growing in their habitat where possible they should observe the growth of flowers and vegetables
that they have planted ( class vegetable plot)
They should become familiar with common names of flowers, examples of deciduous and
evergreen trees and plant structures including leaves, flowers, blossoms, petals, fruit, roots, bulbs
seed, trunk, branches and stem.
Pupils might work scientifically by observing closely perhaps using magnifying glasses and
comparing and contrasting familiar plants describing how they were able to identify and group
them and drawing diagrams showing the parts of different plants including trees.
Pupils might keep records of how plants have changed over time e.g leaves falling off tress and
buds opening and compare and contrast what they have found out about different plants.
Transport
B5 summer term one
History
 events beyond living memory that are significant nationally or globally ,
DT
when designing and making, pupils should be taught to;
Design
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design purposeful, functional, appealing products for themselves and others users based on design
criteria
generate, develop, model and communicate their ideas through talking, drawing, templates, mockups and, where appropriate, information and communication technology.
Make
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select from and use a range of tools and equipment to perform practical tasks ( for example,
cutting, shaping, joining and finishing)
select from and use a wide range of materials and components including construction materials --according to their characteristics.
Evaluate
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explore and evaluate a range of existing products
evaluate their ideas and products against design criteria
Technical knowledge
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build structures, exploring how they can be made stronger, stiffer and more stable ( Try (lego or knex) kits the own models)
explore and use mechanisms ( for example, levers, sliders, wheels and axles) in their products
Art
in key stage one pupils should be taught
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
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to use a range of materials creatively to design and make products eg printing
to use drawing, ------- to develop and share ideas, experiences and imagination eg observational
drawing ( in their sketch books)
to develop a wide range of art and design techniques in using line and shape
Computing
in key stage one
Pupils should be taught to
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Understand what algorithms are; how they are implemented as programs on digital devices; and
that programs execute by following precise and ambiguous instructions.
Create and debug simple programmes
Use logical reasoning to predict the behaviour of simple programmes
Use technology purposefully to create, organise, store , manipulate and retrieve digital content.
Recognise common uses of information technology beyond school.
Use technology safely and respectfully, keeping personal information private; identify where to go
for help and support when they have concerns about content or contact on the internet or other
online technologies.
Sports
Olympics or Football world cup
B6- summer term two
Science
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identify that most living things live in habitats to which they are suited and describe how different
habitats provide for the basic needs of different kinds of animals and plants and how they depend
on each other ( comparing habitats around the world eg desert, rainforest, city, hot and cold etc)
Geography
Maps hot and cold areas of the world
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Use world maps, atlases and globes to identify the UK and its countries as well as the countries ,
continents and oceans studies at this key stage. ( buy large global map for hall wall)
Human and physical geography

Identify seasonal and daily weather patterns in the united kingdom and the locations of hot and cold
areas of the world in relation to the equator and the north and south poles.
Use basic geographical vocabulary to refer to ( use google maps etc)
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Key physical features including ----forest, hill, mountain---- season and weather
Key human features including city, town village farm house office --- shop
Place knowledge
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Understand geographical similarities and differences through studying the human and physical
geography of a small area of the united kingdom, and a small area in a contrasting non-European
country ( Chichester with country from Olympics or world cup)
location knowledge
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name and locate the worlds seven continents and five oceans
name and locate and identify characteristics of the four countries and capital cities of the united
kingdom and its surrounding seas
I am me, I am special
book “where the wild things are”
A1- autumn term one second cycle
Science
in year one pupils should be taught to:
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identify name and draw and label different parts of the human body and say which part of the
body is associated with each sense.
Pupils should have plenty of opportunities to learn to name parts of the body including head, neck.
Arm, elbows, knees, face, eyes, hair, mouth, teeth through games actions songs and rhymes.
in year two pupils should be taught to;
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notice that --------- humans, have offspring which grow into adults
find out about and describe the basic needs of --------------- humans for survival( water food and air)
describe the importance for humans of exercise, eating the right amounts of different types of food
and hygiene.
Working scientifically-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:





asking simple questions and recognising that they can be answered in different ways
observing closely, using simple equipment
performing simple tests eg who can run the fastest?
identifying and classifying eg healthy eating - lunchbox
using their observations and ideas to suggest answers to questions
Art pop art--- self portraits comparing 2 artist s
in key stage one pupils should be taught




to use a range of materials creatively to design and make products
to use drawing, painting ------- to develop and share ideas, experiences and imagination
to develop a wide range of art and design techniques in using colour, ----line , shape,about the work of a range of artists, craft makers and designers- describing the differences and
similarities between practices and disciplines and making links to their own work ( in their sketch
books)
History
pupils should be taught about;

changes within living memory, where appropriate these should be used to reveal aspects of change
in national life
Celebrations
A2 autumn term two second cycle
English
drama and speaking and listening - performance
History

events beyond living memory that are significant nationally or globally , ( gun powder plot) and
festivals ( eg Diwali, Christmas or Eid)
Art



To use a range of materials creatively to design and make productsTo use drawing, sketching, painting to develop and share ideas, experiences and imagination
To develop a wide range of art and design techniques – colour, pattern
design technology
( food technology)
make


select from and use a wide range of tools and equipment to perform practical tasks.
select from a wide range of materials --- including --- ingredients
Human and physical geography

Identify seasonal and daily weather patterns in the united kingdom
Mission to the moon
A3 spring term one – second cycle
Science - Working scientifically asking questions about the moon
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes
and skills



asking simple questions and recognising that they can be answered in different ways
observing closely, using simple equipment
using their observations and ideas to suggest answers to questions
DT
when designing and making, pupils should be taught to;
Design


design purposeful, functional, appealing products for themselves and others users based on design
criteria
generate, develop, model and communicate their ideas through talking, drawing, templates, mockups and, where appropriate, information and communication technology.
Make


select from and use a range of tools and equipment to perform practical tasks ( for example,
cutting, shaping, joining and finishing)
select from and use a wide range of materials and components including construction materials --according to their characteristics.
Evaluate


explore and evaluate a range of existing products
evaluate their ideas and products against design criteria
Technical knowledge


build structures, exploring how they can be made stronger, stiffer and more stable ( Try (lego or knex) kits the own models)
explore and use mechanisms ( for example, levers, sliders, wheels and axles) in their products
History
Pupils need to be taught about

The lives of significant individuals in the past who have contributed to national and international
achievements
( neil Armstrong )
Recycling
A4 spring term two second cycle
Art
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To develop a wide range of art and design techniques in using ------ form and space ( sculpture)
About the work of a wide range of artists and craft makes and designers ---eg recycling artists –
eg online green label
to use ---------- sculpture to develop and share ideas, experiences and imagination
Geography
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Use simple fieldwork and observational skills to study geography of their school and its grounds
and the key human and physical features of its surrounding environment.
Science
Pupils should be taught in year 1




Distinguish between an object and the material from which it is made
Identify and name a variety of everyday materials, including wood plastic, glass, metal and rock
Describe the simple physical properties of a variety of everyday materials
Compare and group together a variety of everyday materials on the basis of their simple physical
properties.

Pupils in year 2 should be taught to



Identify and compare the suitability of a variety of everyday materials including wood, metal,
plastic, glass, brick, rock, paper and cardboard for particular uses
Find out how the shapes of solid objects made from some materials can be changed by squashing,
bending a twisting and stretching
explore and compare the differences between living things that are dead and things that have
never been alive
Working scientifically During years 1 and 2, pupils should be taught to use the following practical
scientific methods, processes and skills




performing simple tests
identifying and classifying
using their observations and ideas to suggest answers to questions
gathering and recording data to help in answering questions
Paws and claws
A5 summer term one second cycle
Science – variety and classification of animals
As part of identifying with the tree from our class name:



Pupils might work scientifically by observing closely perhaps using magnifying glasses and
comparing and contrasting familiar plants describing how they were able to identify and group
them and drawing diagrams showing the parts of different plants including trees. keeping
Pupils might keep ( class ) records of how –trees--- have changed over time e.g leaves falling off
tress and buds opening and compare and contrast what they have found out about different plants.
( from class tree in the school grounds)
Pupils should use the –school grounds---through out the year to explore and question about plants
growing in their habitat where possible they should observe the growth of flowers and vegetables
that they have planted- (class vegetable plot)
in year one pupils should be taught to



identify and name a variety of common animals including fish, amphibians, reptiles birds and
mammals
identify and name a variety of common animals that are carnivores, herbivores and omnivores.
describe and compare the structure of a variety of common animals, fish amphibians, reptiles birds
and mammals including pets
pupils in year two should be taught to


notice that animals, ---------, have offspring which grow into adults
find out about and describe the basic needs of animals, --------- for survival( water food and air)
 identify that most living things live in habitats to which they are suited and describe how different
habitats provide for the basic need of different kinds of animals and plants and how they depend
on each other.

identify and name a variety of plants and animals in their habitats including micro-habitats
 describe how animals obtain their food from plants and other animals, using the idea of a simple
food chain and identify and name the different sources of food x
Playing detective
A6 summer term two second cycle
Computing
in key stage one
Pupils should be taught to






Understand what algorithms are; how they are implemented as programs on digital devices; and
that programs execute by following precise and ambiguous instructions.
Create and debug simple programmes
Use logical reasoning to predict the behaviour of simple programmes
Use technology purposefully to create, organise, store , manipulate and retrieve digital content.
Recognise common uses of information technology beyond school.
Use technology safely and respectfully, keeping personal information private; identify where to go
for help and support when they have concerns about content or contact on the internet or other
online technologies.
History
Pupils should be taught about

The lives of significant individuals in the past who have contributed to --- international
achievements. Some should be used to compare aspects of life in different periods
Bill Gates, Steve jobs , Richard Branson, Enigma codes etc