KS1 LONG TERM FRAMEWORK – CYCLE B
YR 1/2
SUBJECT
English
*Cross curricular
links
AUTUMN TERM
People
Keeping Healthy
Celebrations
Term 1:
Labels, lists and captions – label movements
Instructions - recipes for healthy food
Stories with familiar settings (Oliver’s vegetables?)
Term 2:
Poems on a theme (bonfire night)
Stories as a theme – celebrations
(Polar Express)
Non-fiction – party menus, invitations
SPaG
SPRING TERM
Buildings
Castles
Homes
Term 1:
Traditional and fairy tales – stories linked to
homes (The Three Little Pigs, Goldilocks and the
three bears)
Poetry – Traditional rhymes (This is the house that
Jack built)
Recount - visit to the church
Term 2:
Information texts - castles
Stories about fantasy worlds – linked with a castle
(Shrek)
SUMMER TERM
Living things
Plants
Animals
Term 1:
Non-chronological reports (farm animals)
Animal Stories (The Gruffalo, Farmer Duck,
Fantastic Mr Fox, Owl babies)
Poems with a structure (animal riddles)
Term 2:
Explanations (plant growth)
Stories as a theme – plants (Jack and the
Beanstalk, The Enormous Turnip)
Year 1 Curriculum *Key terminology use throughout so children are secure in understanding of word classes etc.
Punctuation
Word Work
Sentence Structure
Text Structure
Word Work
Sentence Structure
Separation of words with Regular plural noun
How words can
spaces
suffixes –s or –es (e.g.
combine to make
Sequencing sentences
Suffixes that can be
Recap and Revision
Introduction to the use of dog, dogs; wish,
sentences
to form short narratives added to verbs where
capital letters, full stops,
wishes), including the
no change is needed in
question marks and
effects of these suffixes How and can join words
the spelling of root
exclamation marks to
on the meaning of the
and join sentences
words (e.g. helping,
demarcate sentences.
noun.
helped, helper).
Capital letters for names
and for the personal
pronoun
How the prefix unchanges the meaning of
verbs and adjectives
Capital letters, full stops,
question marks and
exclamation marks to
demarcate sentences
Year 2 *Key terminology use throughout so children are secure in understanding of word classes etc.
The consistent use of
Use of the suffixes –er,
Subordination (using
Formation of nouns
present tense versus
–est in adjectives and
using suffixes such as – when, if, that, or
because) and
past tense throughout
the use of –ly in
ness, –er and by
coordination
(using
or,
texts
Standard English to turn
compounding [for
and,
or
but)
adjectives into adverbs
example, whiteboard,
Commas to separate
Sentences with
different forms:
statement, question,
exclamation, command
items in a list
Guided Reading
Year 2
Expanded noun phrases
for description and
specification (e.g. the
blue butterfly, plain
flour, the man in the
moon)
Use of the continuous
form of verbs in the
present and past tense
to mark actions in the
progress (e.g. she is
drumming, he was
shouting.
Word Reading
1. Apply phonic knowledge and skills as the route to decode words.
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.
3. Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught.
4. Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.
5. Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
6. Read other words of more than one syllable that contain taught GPCs.
7. Read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s).
8. Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out
words.
9. Re-read these books to build up their fluency and confidence in word reading.
Comprehension
listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
Participate in discussion about what is read to them, taking turns and listening to what others say
discussing word meanings, linking new meanings to those already known
checking that the text makes sense to them as they read and correcting inaccurate reading
Drawing on what they
Explain clearly their
Being encouraged to link Recognising and
Learning to appreciate
Predicting
what
might
already
know
or
on
understanding of what
what they read or hear
rhymes
and
poems,
joining in with
and
to
recite
some
by
happen
on
the
basis
of
background
is read to them.
read to their own
predictable phrases
experiences
heart
what has been read so
information and
far
vocabulary provided by Becoming very familiar
Discussing the
the teacher
with key stories, fairy
Making inferences on
significance of the title the basis of what is
stories and traditional
and events
tales, retelling them
being said and done
and considering their
particular
characteristics
Word Reading
1. Continue to apply phonic knowledge and skills to decode words until automatic decoding has become embedded and reading is fluent
2. Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
Apostrophes to mark
contracted forms in
spelling
Guided Reading
Year 1
superman]
Formation of adjectives
using suffixes such as –
ful, –less
MATHS
3. Read accurately words of two or more syllables that contain the same graphemes as above
4. Read words containing common suffixes
5. Read further common exception words, noting unusual correspondences between spelling and sound where these occur in the word
6. Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
7. Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue
hesitation
8. Re-read these books to build up their fluency and confidence in word reading
Comprehension
Listen to, discuss and express views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can
read independently
Becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
Checking that the text makes sense to them as they read and correcting inaccurate reading
Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening
to what others say
Answering and asking questions
Drawing on what they
Making inferences on
Recognising simple
Discussing and
Discussing the sequence
Being introduced to
recurring
literary
clarifying
the
meanings
already
know
or
on
the basis of what is
of events in books and
non-fiction books that
language
in
stories
and
of
words,
linking
new
background
being said and done
how items of
are structured in
information are related
poetry
meanings
to
known
information
and
different ways
vocabulary; discussing
vocabulary provided by Explain and discuss
the teacher
their understanding of
Predicting what might
Continuing to build up
their favourite words
books, poems and
happen on the basis of
a repertoire of poems
and phrases
other material, both
what has been read so
learnt by heart,
those that they listen
appreciating these and
far
to and those that they
reciting some, with
read for themselves.
appropriate intonation
to make the meaning
clear
Year 1
Year 1
Year 1
Number and place value (2 weeks); length and
Number and place value; mass/ weight; 2D and 3D Number and place value; addition and subtraction;
shape; counting and money; multiplication;
mass/weight; addition and subtraction (2 weeks);
capacity and volume; fractions; position and
2D and 3D shape; sequencing and sorting; fractions; division; length and mass/weight; addition and
direction/time; 2D and 3D shape; time;
fractions, capacity and volume; money; time
subtraction; fractions; position and direction; time. multiplication and division; subtraction
(difference); measurement; sorting;
Year 2
Year 2
Year 2
Number and place value (2 weeks);
Number and place value; mass/ weight; 2D and 3D Number and place value; addition and subtraction;
length and mass/weight; addition and subtraction (2 shape; counting and money; multiplication;
capacity and volume; fractions; position and
weeks); 2D and 3D shape; counting, multiplication
direction/time; 2D and 3D shape; time;
division; length and mass/weight; addition and
and sorting; statistics, fractions, capacity and
subtraction; fractions; position and direction; time. multiplication and division; statistics (including
volume; money; time.
SCIENCE
Human health
Importance of exercise, food and hygiene.
*Label food in a healthy meal
Light
Sources of light and shadows.
finding the difference); measurement; sorting.
Everyday materials
Types of materials and their uses, physical
properties of materials, sorting materials,
squashing, bending, twisting and stretching of
materials.
Animals
Differences between living, non-living and dead,
types of animals, carnivores, herbivores and
omnivores, offspring, needs.
Plants
Plant structure, lifecycle of a plant, needs of
plants, identify a variety of plants.
*Instructions for how to plant a seed.
COMPUTING
(Y1) We are TV chefs –filming the steps of a recipe
(Y1) We are celebrating – creating a card
electronically
(Y1) We are story tellers – producing a talking
book
(Y2) We are photographers – taking better photos
(Y2) We are researchers – researching a topic
(Y1) We are treasure hunters – using
programmable toys
GEOGRAPHY
Local area
Caythorpe (Compare to India)
An Island home
Isle of Struay (linked to Katie Morag)
Around our school
Map skills and using compasses
HISTORY
Why do we remember a famous person?
Florence Nightingale
What were homes like a long time ago?
Local historical events
A local person/event/place
What are we remembering on remembrance day?
ART
DT
RE
PE
Pastel work
Bonfire night pictures
Rangoli patterns
The Great Fire of London.
*Recount the Great Fire of London.
Famous Artists
Lowry or other artists
Mother Nature Designer
William Morris/Van Gough
Mothers’ Day Cards
Fathers’ Day Cards
Design and make a home/castle model
Sculptures in clay (farm animals)
Visiting a Christian church
Talking about God
Dance
Dance
Athletics
Gymnastics
Gymnastics
Games
Design and make a healthy snack
Christmas decorations and cards
Celebrations for members from another world
religion (Hindu)
*Retell the story of Rama and Sita,
MUSIC
Our bodies – beat
Our land – exploring sounds
Citizenship
Unit 01. Taking part - developing skills of
communication and participation
Story time – exploring sounds
Travel - performance
Animals – pitch
Our school – exploring sounds
Unit 03. Animals and us
Unit 11. In the media - what's the news?
PSHE
SRE
Health and Wellbeing
Relationships
Living in the Wider World
(Y1) Know the importance of valuing oneself.
(Y1) Recognise their bodies capabilities and
uniqueness.
(Y1) Understand what friendship is.
(Y1) Recognise most children can make choices.
(Y1) To know that there are different types of
family and all families are special.
(Y2) Appreciate that everyone needs to be cared
for.
(Y2) Understand and respect differences between
girls and boys.
(Y2) Explore the differences between male and
female animals.
(Y2) Focus on sexual differences and name body
parts.
(Y2) Why it is important to keep clean.
CLASSROOM
AREAS
Doctors surgery/ Smoothie Bar
Dark/shadow den
Home corner
Castle
Farm shop
Garden Centre
VISITS/ VISITORS
Park/woods visit (outdoor)
Hindu workshop/speaker
Visit to a church (Baptism)
Castle visit
Farm visit
Local plant nursery