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.