Immersion into Context

Year 1/2
Journey to the
Rainforest role play
Rainforest
area/book corner/display

Explorers hideout

Animal Man – handling
Outcome

tropical animals

Books and objects as a
Maps and globes

Explorers tales
opportunities

Sequencing activities

Adjective hunts

Animal descriptions

Answer questions about
animals
change a known story

stimulus

Year 1: Retell and
Reading into writing/guided reading
Year 2: Invent and write

Selecting effective vocabulary
own story

Exploration samples – retell of
adventures
AFL – Next Steps for rapid
progress

Using paragraphs to
sequence the story

Using commas to extend
detail in sentences
Related Texts

Rainforest Romp

“Slowly, slowly, slowly,”
Role play and Spoken
Language

said the sloth.

Full sentences

Punctuation - . ? ! used
classroom
accurately
Animal man and

Use adjectives appropriately
around
discussions around

Commas in lists

The mixed-up chameleon
knowledge they have

Use conjunctions i.e. but,

Just So stories – how did
acquired
because, so, although, however
Explorers – re-tell
etc

The Rainforest grew all
Rainforest Area in
Contextualised grammar teaching
the elephant get his trunk?
How did the tiger get his
stripes?


expeditions

Use a variety of openers at the
beginning of each sentence e.g.
suddenly, next, luckily,
however.
Statutory Requirements
Writing
Sequence of learning - English

Year 1
Animal Man will provide children with
background information on animals from

Compose sentences orally before writing
the rainforest (including handling

Read own writing to peers and teachers
session)
Year 2

Begin to describe the rainforest setting

Begin to plan ideas for writing
using adjectives and pictures/knowledge

Record ideas sentence by sentence
of rainforests

Make simple additions and changes after proof

reading
tiger get it stripes? How did the elephant
Grammar
Year 1

Leave spaces between words

Capital letters for proper nouns

Use , ! ?
Retell a rainforest story e.g. How did the
get his trunk?

Write character descriptions of an animal
from a rainforest book

Begin to plan a story:

Year 2

Use . ! ? , ‘

Use simple conjunctions

Begin to expand noun phrases
Year 1 – Change an element of a
known story (e.g. character/animal
or setting)

Year 2 – plan, invent and write own
story
Speaking and Listening
Year 1

Listen and respond appropriately

Ask relevant questions

Maintain attention and participate
Year 2

Articulate and justify answers

Initiate and respond to comments

Use spoken language to develop understanding
Reading
Year 1

Link reading to own experiences

Join in with predictable phrases

Discuss significance of title and events

Make simple predictions
Sequence of Learning – Topic

Animal Man will provide children with
background information on animals from
the rainforest (including handling
session)

Locate areas around the world where
animals live

Discuss habitats and how they differ
around the world and for different types
of animals

Look at Henri Rosseau jungle art work
and replicate collage of the jungle
Year 2

Discuss and express views and fiction and nonfiction

Become familiar with and retell stories

Ask and answer questions make predictions

Begin to make inference
Science:
Year 1

Identify and compare common animals

Distinguish between objects and materials

Identify and name common materials
Activities
Science
Animal Man visit and handling session
Compare animals from different habitats
Science Days
Forces – how can we get the animals out of

Describe simple properties of some materials
Year 2
the rainforest? Use different surfaces to move
cars/trucks/objects and compare.
Which was

Basic needs of animals and off spring
the easiest to move? Which was the hardest?

Simple food chains and habitats
Why? Discuss scientific concepts of resistance,

Compare things moving on different surfaces
surfaces and friction.
Art:
Art
KS1
Explore the work of Henri Rosseau and

Use a range of materials
replicate and collage a scene using natural

Develop techniques of colour, texture and line
materials

Learn about a range of artists
Computing:
Computing
KS1
Use iPads to create programs using positional

Understand use of algorithms
language link to saving animals in the

Write and test simple programs
rainforest.

Use logical reasoning to make predictions

Communicate online safely and respectfully
Geography:
Geography
Year 1
Match animal habitats to their location in the


Identify season/daily weather patterns in the UK
world, discussing climates and physical
and the locations of hot and cold areas of the
features, e.g. desert or ice cap. Be able to
world
locate places using maps and globes,
Use basic geographical vocabulary to refer to
including using ICT equipment
local and familiar features
Year 2

Name and locate world’s continents and oceans

Use basic vocabulary to describe a less familiar
area
PE:
PE
KS1
Continue learning dance for Millfields Dance

Perform dances using simple movements
Festival.
Assess routine ready for

Balance, agility and coordination
performance.
RE
RE
KS1
Activities based on Easter and Christian
Understand the events of the Christian Easter Story
beliefs with a local reverend.

Why did Jesus come?

What did Jesus do?

Why was Jesus crucified?

What does Jesus mean today?
Performance at
St Johns church.
Music and Singing
Music and Singing
Develop singing and performing skills with Mrs
Weekly singing and music lessons
Tustain ready for Easter Bonnet Parade performance
Choose, learn and practise songs for Easter
and Easter Service at St. Johns Church later this
Bonnet Parade at Millfields School and Easter
term.
Service at St.Johns Church.