Year One
Summer Term 1
Rainforests
Art & DT
Print - Carnival Capes and Masks
Musical Instruments
Maths
Number sense 1.11 Focus on
Additive Reasoning 1.12 Focus on
English
Non-fiction: non-chronological reports rainforest animals
Poetry: Rainforest poems
Music
Singing & Ocarinas
RE/PSHE
Rainforest sounds
(Mrs Bavinton)
Precious Things
Science
Animals including Humans
ICT
Multimedia
PE
Gymnastics
Rainforests
Question of the Week
Q1:
What is a rainforest?
Q2:
Where are rainforests?
Q3:
What animals live in the rainforests?
Q4:
What is the weather like in the rainforest?
Q5:
Are rainforests important?
Hook:
Role play area – rainforest
Small world – Rainforest
Story Telling – Way Up High in a Tall Green Tree
Outcome: Children will understand what rainforests are and the
animals that live there. They will also be able to write non-chronological
reports about rainforest animals.
Visit / Experience:
Topic Title
Role play area and small world.
Outdoor Learning:
Exploring the outdoor areas in our woods – similarities and
differences to a rainforest.
Key Text/s:
Lots of non-fiction books based on rainforests and rainforest
animals.
Poems about rainforests.
Way Up High in a Tall Green Tree
English
Pupils can write a non-chronological report based on animals from the Rainforest. (3 weeks)
Cold Write – Report about an animal (dog, cat, rabbit?)
Learning text map – The Three Toed Sloth.
Look at features of a non-chronological report – heading, subheading, facts, photographs,
captions, fact bubbles.
Research animals living in the rainforest, collect facts and ideas to write about – subheading
ideas: what do they look like? What do they eat? Where in the rainforest do they live?
Innovate text map of Sloth report.
Shared write Sloth report.
Chn to innovate their own map to create own report – using animals they have researched.
Hot Task - Independent write own report.
Pupils can learn and perform poetry and write their own poem about Rainforests. (2 weeks)
Rainforests
Cold Write – write an acrostic poem for rainforests, using adjectives.
Learn poem –
Perform poem in small groups/pairs, using musical instruments they have made.
Innovate poem
Hot Task – write own poem about rainforest noises.
Maths
1.11 – Number Sense
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
 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
Measurement
 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].
1.12 - Additive Reasoning
Number and place value
count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
given a number, identify one more and one less
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, using concrete objects and pictorial
representations, and missing number problems such as 7 =
–9
P.E
One session a week is taught by a peripatetic teacher the second weekly PE lesson will have a focus on learning new skills and working as a
team.
Gymnastics
Aims:
Develop competence to excel in a broad range of physical activities
Are physically active for sustained periods of time
Engage in competitive sports and activities
Lead healthy, active lives.
Pupils will be taught to:

Master basic movements 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.

Participate in team games, developing simple tactics for attacking and defending.
Science
Plants
Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
Identify and describe the basic structure of a variety of common flowering plant, including trees.
Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
Animals including Humans
Identify and name a variety of common animals that are herbivores, carnivores and omnivores
Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.
Seasonal Changes
Observe changes across the four seasons.
Observe and describe weather associated with the seasons and how day length varies.
Computing – Multimedia
Creating a report using Microsoft Word – adding text/captions to photographs initially, then creating their own report on rainforests.
Pupils will be taught to:

To understand that multimedia includes sound, text and graphics

To understand that ICT can be used to communicate ideas

To be able to use text, images and sound to communicate ideas

To understand that text comes in different colours, sizes and styles

To talk about how ICT has been used
Art and Design
Aims:



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Produce creative work, exploring ideas and recording experiences.
Become proficient in drawing, painting, sculpture and other art, craft design techniques.
Know about great artists, craft makers and designers and understand the historical and cultural development of their art forms.
evaluate and analyse creative works using the language of art, craft and design.
Pupils should be taught to:

to use a range of materials creatively to design and make products

to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

about the work of a range of artists, craft makers and designers, describing the differences and similarities between different
practices and disciplines, and making links to their own work.
Print: Carnival Capes and Masks
Painting – painting rainforest scenes

Use thick and thin brushes.

Mix primary colours to make secondary colours.

Add white to colours to make hints and black to colours to make tones.
Sculpture – Rainforest animals

Use a combination of shapes.

Include lines and texture.

Use rolled up paper, straws, paper, card and clay as materials.

Use techniques such as rolling, cutting, moulding and carving.
Print – Leaf printing

Use repeating or overlapping shapes.

Mimic print from the environment.

Use objects to create prints – leaves found in school grounds.

Press, roll, rub and stamp to make prints.
Digital Media – ICT design a print for their carnival cape

Use a wide range of tools to create different textures, lines, tones, colours and shapes.
Music
Pupils should be taught to:
Use their voices expressively and creatively by singing songs and speaking chants and rhymes.
Play tuned and untuned instruments musically
Listen with concentration and understanding to a range of high quality live and recorded music.
Experiment with, create, select and combine sounds using the interrelated dimensions of music.
This is taught by peripatetic teacher this term she will be teaching the children how to play new notes on the Ocarina, she will also teach them
how to warm up their voices and learn about tone and pitch using the Ocarinas and their voices. Children will also be practising singing in their
weekly singing assemblies


Pupils can read music and perform a short tune on a tuned instrument
Pupils can sing with expression to an audience
Musical Instruments – Rain makers
Chn to create rain makers in DT and use them to enhance poetry performance in English.
Design and Technology
Rain makers
National Curriculum
Design

design purposeful, functional, appealing products for themselves and other users based on design criteria

generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups 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, textiles and ingredients, according
to their characteristics
Evaluate
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
explore and evaluate a range of existing products

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build structures, exploring how they can be made stronger, stiffer and more stable
evaluate their ideas and products against design criteria
Technical knowledge
explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.
Materials

Cut materials safely using tools provided.

Measure and mark out to the nearest cm.
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Demonstrate a range of cutting and shaping techniques (such as tearing, cutting, folding and curling)
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Demonstrate a range of joining techniques (such as gluing, hinges, or combining materials to strengthen them)
To design, make, evaluate and improve

Design products that have a clear purpose and an intended user.

Make products, refining as the work progresses.

Use software to design.
Geography
What are Rainforests?
Where in the world are rainforests? – looking at where Rainforest are using maps – what continent?
What is the weather like in rainforests? – similarities and differences in the UK weather.
What animals live in the rainforests? – research into animals, similarities and differences in the UK.
What seasons do rainforests have? – looking at the seasons, are they the same as the ones we have?
To investigate places
• Ask and answer geographical questions (such as: What is this place like? What or who will I see in this place? What do people do in this
place?).
 Identify the key features of a location in order to say whether it is a city, town, village, costal or rural area.
• Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied.
• Name and locate the world’s continents and oceans.
To investigate patterns
• Understand geographical similarities and differences through studying the human and physical geography of a contrasting non-European
country.
• Identify seasonal and daily weather patterns in 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.