TERM 1	TERM 2	TERM 3
Text	The Tiger Who Came to Tea/ Elmer	Lost and Found/ Beegu	Cops and Robbers/ Avocado Baby
Unit Title	Animal Planet	Big Wide World	Heroes and Villains
Engage/Hook	An intruder has eaten all of our food, drank our milk and made a mess of the classroom! Who could it have been? (Mon 9th Sep)	Heritage Day - Children to bring in traditional food/ dress/ instruments or family trees for a show and tell about their heritage.	Superhero/Villain fancy dress day Mission for a superhero
Additional Experiences	The Yorkshire Wildlife Park	Trip to Lakeside	Fire/ambulance/police services coming in to school to speak to children Heritage day
Outcomes (including published work)	Letter from YWP – they have a new animal and we need to design an enclosure. Design a tea party menu for a teddy bear’s picnic at the end of term. Tinga Tinga artwork. Elmer – quilt art. Instruction writing – making food. Innovate stories – “the giraffe that came for breakfast”. Explanation text – elephant facts. Innovate – Elmer. Multi-coloured elephants – see Elmer book.	Design a spaceship/ boat to transport a lost character back home. Create city skylines using different artistic mediums. Write a dilemma story based on a lost item, person or thing. Children participate in a detective activity to find a lost item, person or thing. Nebula/ space artwork to represent Beegu’s home planet.	Speaking to aspirational people about the jobs that they do. Celebrating individuality and different heritages - things that make us special and unique. Self portrait sketches. Clay models. Writing about ourselves to provide ideas for transition?

Spoken Language Children will take part in daily spoken language activities.	Listening and Responding I ask questions in order to get more information.   Use of Language I keep to the main topic when we are talking in a group.   Participating I start a conversation with an adult I know well or with my friends.	Listening and Responding I listen carefully to the things other people have to say in a group. Use of Language I hold attention when playing and learning with others.   Participating I retell a well-known story and remember the main characters. I join in with role play. I speak clearly and confidently in front of people in my glass.	Participating I join in with conversations in a group.
Drama
Reading	Read Write Inc.	Read Write Inc.	Read Write Inc.
Writing	Innovate – Children will write their own version of ‘The Tiger Who Came to Tea’, plus a ‘Lost’ poster for Elmer. To use capital letters for names, places, the days of the week and the pronoun ‘I’. To sometimes use question marks. To independently write a sequence of sentences to create fiction and non-fiction texts. To write lower-case and capital letters in the right direction, starting and finishing in the right place.	Innovate - Dilemma story Children will write a story based on losing something/ finding something that someone has lost. To use some features of different text types (although these may not be consistent). Some use of exclamation marks. To use the joining word (conjunction) ‘and’ to link ideas and sentences. To use -s and -es to form regular plurals correctly. To add the suffixes –ing, -ed, -er and –est to root words.	Innovate - Warning story
Mathematics	Numbers within 10 Adding and Subtracting within 10 Shapes and Patterns Numbers within 20 Addition and Subtraction within 20 Time Exploring Calculation Strategies within 20	Numbers to 50 Addition and Subtraction within 20 Fractions Length and Mass Numbers 50-100 and Beyond	Addition and Subtraction within 100 Money Multiplication and Division Capacity and Volume
Science	Animals Including Humans Rising Stars: On Safari   Materials Rising Stars: Polar Adventure   Seasonal Changes	Materials Rising Stars: Holiday Rising Stars: Treasure Island       Seasonal Changes	Plants Rising Stars: Growing our own avocados. Rising Stars: Tending the school gardens.   Seasonal Changes
Art & Design	Textiles – Creating an Elmer-themed patchwork class quilt. To sort threads and fabrics. To group fabrics and threads by colour and texture. To weave with fabric and thread. Collage – Individual Elmer art work for displays. To cut and tear paper and card for their collages. To gather and sort the materials they will need.	Children to use print and colour to create a city skyline (Beegu).   Children to use chalk and templates to create arctic animal art (Lost and Found).   Painting To paint a picture of something they can see?   Printing To print with sponges, vegetables and fruit. To design their own printing block. To create a repeating pattern.   3D To be able to make different kinds of shapes. To be able to cut, roll and coil materials such as clay and dough.	Drawing To  communicate something about themselves in their drawing.   Painting To communicate something about themselves in their paintings.   Collage To cut and tear paper and card for their collage. To gather and sort the materials they will need.   Knowledge To describe what they can see and like in the work of another artist, craft, maker and designer.
Computing (Purple Mash)	E Safety To know that personal information should not be shared online. To act if they find something they are unsure of (including identifying people who can help; minimising screen; online reporting using school system etc).   Computer Science Programming a Beebot through the jungle. To understand forwards, backwards, up and down.   Digital Literacy Send a tweet to David Attenborough about plastic pollution.	Computer Science To understand forwards, backwards, up and down in programming.   Information Technology To create original content using digital technology. To use digital technology to store and retrieve content.   Digital Literacy To develop awareness and use of keyboard layout. To understand the appropriate vocabulary according to equipment available.	Computer Science To put two instructions together to control a programmable device. To begin to plan and test their instructions.   Information Technology To create original content using digital technology.   Digital Literacy To understand the appropriate vocabulary according to the equipment available.
DT	Cooking and Nutrition – designing and creating a teddy bear’s picnic menu.     Children will design and create an animal habitat based on a letter received from YWP about a new arrival at the park.	Children to create a box model spaceship to get Beegu home/ a row-boat to help the boy get the penguin home.   Mechanisms Can they make a product which moves?  Can they cut materials using scissors?  Can they describe the materials using different words?  Can they say why they have chosen moving parts?   Construction Can they arrange pieces of the construction before building?  Can they make a structure/model using different materials?  Can they make their model stronger if it needs to be?	Making a clay model of themselves expressing their individuality. Can they think of some ideas of their own? Can they plan an outcome thoroughly.  Can they explain their ideas orally?  Can they explain what they are making? Can they select appropriate resources and tools? Can they explain which tools are they using? Can they use tools safely? Can they describe how their product works? Can they identify success and next steps? Can they make a structure/model using different materials?
Geography	Geographical Knowledge To point out where the equator, north pole and south pole are on a globe or atlas. Chn to identify where different animals live.   Human Geography To begin to explain why they would wear different clothes at different times of the year. To tell something about the people who live in hot and cold places. To explain what they might wear if they lived in a very hot or a very cold place.   Physical Geography To explain the main features of hot and cold places.	Geographical Enquiry To say what they like about their locality. To sort things they like and don’t like. To answer some questions using different resources, such as books, the internet and atlases. To think of a few relevant questions to ask about a locality. To answer questions about the weather. To keep a weather chart.   Physical Geography To tell someone their address. To describe a locality using words and pictures. To explain how the weather changes with each season. To name key features associated with a town or village, e.g. ‘church’, ‘farm’, ‘shop’, ‘house’.	Human Geography To begin to explain why they would wear different clothes at different times of the year.   Geographical Knowledge To identify the four countries making up the United Kingdom. To name some of the main towns and cities in the United Kingdom. To point out where the equator, north pole, south pole are on a globe or atlas.
History	Knowledge and Interpretation To appreciate that some famous people have helped our lives be better today – Mary Anning.   Continuous recognition of different celebrations.	Chronological Understanding To put three objects in chronological order. To use words, phrases like old, new and a long time ago. To know that some objects belonged to the past. Knowledge and Interpretation To begin to identify the main differences between old and new objects. To be able to identify objects from the past.   Historical Enquiry To answer questions about old and new objects. To spot old and new things in a picture. To answer questions using an artefact/photograph provided. To give a plausible explanation about what an object was used for in the past. Continuous recognition of different celebrations.	Chronological Understanding To talk about things that happened when they were little. To recognise that a story that is read to them may have happened a long time ago. To retell a familiar story set in the past. To explain how they have changed since they were born.   Knowledge and Interpretation To appreciate that some famous people helped our lives be better today. To recognise that we celebrate events such as Bonfire night, because of what happened many years ago. To understand that we have a Queen that rules Britain. Continuous recognition of different celebrations.
Foreign Language
Music	Carnival of the Animals Story, Bird songs, fossils, animal safari, animal representation verbal and non-verbal, Instrumentation – how specific instruments were chosen to represent specific animals, explore music dimensions (fast, slow, high, low etc – in relation to animals.) Instrument study – strings, flute, clarinet, piano) Composition: Choose different sound to represent animals	Sea shanty – accompaniment of chants. Instrumentation – how specific instruments were chosen to represent specific sounds, (sea) weather – create different weather soundscapes.  explore music dimensions (long and short sounds using classroom instruments.) Singing – Wolfblood theme song, lost and found & Lost Composition: Choose different sound to represent weather. Combine sounds to create a soundscape. To write new words for a sea shanty. Term 2b – Performance showcase to families.	Explore 5 superhero’s who have musical powers. (The Hypno Hustler. Johnny Guitar & Doctor Sax. Johnny Dune. Music Meister. ..Dazzler) Singing & accompaniment to singing. Recorders Composition: Using compose software online create a composition both a theme tune for their superhero character. (T3a) and song writing (T3b) Holding out for a hero – Bonnie Tyler Hero – David Bowie Hero  - Enrique Iglesias Heroes – Mariah Carey
Physical Education	Multi Skills Activ8/Active Fusion Basketball	Multi Skills Cricket Football	Multi skills Rounders Athletics
Dance	Eye of the tiger		Holding out for a hero – Bonnie Tyler Hero – David Bowie Hero  - Enrique Iglesias Heroes – Mariah Carey
PSHE	JIGSAW	JIGSAW	JIGSAW
Religious Education	Expressing/ Celebrations Consider the importance and value of celebration and remembrance in children’s own lives. Learn about festivals in Christianity, including Christmas, Easter, Harvest and Pentecost in Christianity: the stories and meanings associated with them. Explore stories of Jesus in Holy Week such as riding into Jerusalem on a donkey, turning over tables in the temple, washing his friends’ feet, being arrested, being deserted, crucifixion, resurrection on Sunday morning. Explore feelings of Jesus and disciples. Explore how these are shown in the ways Christians celebrate Easter today e.g. Palm Sunday processions; washing feet; sorrow of Good Friday; darkness on Saturday services; light and joy of Easter day etc. Learn about the significance of festivals to the Jewish way of life and what they mean, e.g. Shabbat (Genesis 1; God as creator), Pesach (Moses and the Exodus; freedom), Chanukah (hope and dedication), Sukkot (reliance on God). Explore the meaning and significance of Jewish rituals and practices during each festival. Learn about how Muslims celebrate Eid-ul-Fitr as the completion of a month of fasting (Ramadan). Find out what happens in a Muslim household at Eid-ul- Fitr. Talk about what the stories and events means for the children themselves. Compare the importance of the symbol of light within different festivals, e.g. Christmas, Chanukah; how believers express beliefs through this symbol, and how light can mean different things to believers in different communities.	Believing Share stories that help to show how Christians think of God e.g. the book of Jonah in the Old Testament, the Annunciation (Luke1:26–56), the lost son (Luke 15:11–32) and Pentecost (Acts 2:1–13). Describe some of the beliefs that Christians hold about God e.g. all-powerful, loving, close to every person, forgiving. Look at art and recognise some symbols and images used to express ideas about God. Listen to pieces of music that express ideas about God.  Talk to Christians about what they believe about God. Give opportunities for children to reflect on and express their own big questions about life and God, in particular through discussion, art, music and drama e.g responding to the question ‘Where is God?’ through art. Using a suitable children’s Bible (e.g. The Lion Storyteller Bible or New International Children’s Version), share stories that show the importance of Jesus to Christians e.g. a parable, a miracle, a teaching of Jesus, birth and death and resurrection of Jesus. Linking with these stories, describe some of the beliefs that Christians hold about Jesus e.g. that he was kind to people in need, that he performed miracles, that he is the son of God, that he lives. Investigate how Christians follow teaching from the Bible about how to live their lives e.g. prayer and worship, treating others kindly. Hear and think about some prayers Christians use. Experience thanking and being thanked, praising and being praised, and connect this experience simply to an idea about worship. Explore what the idea of God means for the children themselves.	Living Talk about stories of people who belong to groups; groups to which children belong, including their families and school, what they enjoy about them and why they are important to them. Find out about some symbols of ‘belonging’ used in Christianity and at least one other religion, and what they mean (Christianity e.g. baptismal candles, christening clothes, crosses as badges or necklaces, fish/ICHTHUS badges, What Would Jesus Do bracelets WWJD); symbols of belonging in children’s own lives and experience. Explore the idea that everyone is valuable and how Christians show this through infant baptism and dedication, finding out what the actions and symbols mean. Compare this with a welcoming ceremony from another religion e.g. Judaism: naming ceremony for girls – brit bat or zeved habat; Islam: Aqiqah. Find out how people can show they belong with another person, for example, through the promises made in a wedding ceremony, through symbols (e.g. rings, gifts; standing under the chuppah in Jewish weddings). Listen to some music used at Christian weddings. Find out about what the words mean in promises, hymns and prayers at a wedding. Compare the promises made in a Christian wedding with the Jewish ketubah (wedding contract). Talk to some Christians, and members of another religion, about what is good about being in a community, and what kinds of things they do when they meet in groups for worship and community activities. Explore the idea that different people belong to different religions, and that some people are not part of religious communities. Find out about times when people from different religions work together, e.g. in charity work or to remember special events. Examples might include Christian Aid and Islamic Relief or Remembrance on 11th November.
Global Citizenship	Globalisation and Interdependence Immediate and local environment – litter picking?   Sustainable Development Living things and their needs. How to take care of immediate environment. Possibility of change in the future. – Growing our own food to use at the picnic.	Sense of Identity and Self-Esteem Awareness of self and own uniqueness. Sense of self-worth and the worth of others – we are all equal.   Value Diversity Positive attitude towards differences and diversity.   Values and Attitudes Appreciation and care for living things and own environment. Sense of wonder and curiosity about the world.	Social justice and equity To know what is fair and what is unfair.   Identity and diversity Uniqueness and value of every person. Similarities and differences between themselves and others.   Values and attitudes Awareness to self and own uniqueness Sense of self worth and worth of others. Belief that everyone can do things to improve surroundings and support others.   Value Diversity Willingness to listen to the ideas of others.