3. 1 week Winter (revisit Seasons) 4. 1 week Spring (revisit Seasons) Animals and humans (Pets) The great Gruffalo hunt. What s in the toy chest?

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1 Year 1 National curriculum statutory requirements = bold key skills = italics (THIS NEEDS TO BE DONE) Subject 1.Seasons and the weather (set up Seasons book- Summer to Autumn) Clothes Watch out! A storms coming! 2. Moon landing- Destination outer space 3. 1 week Winter (revisit Seasons) Toys What s in the toy chest? Trips- Toy museum? 4. 1 week Spring (revisit Seasons) Animals and humans (Pets) The great Gruffalo hunt 5. Plants- Wonderland Paradise park? Wonderland (Based on excerpts from Alice in Wonderland) 6. Where We Live- Buildings local comparison Seaford/Brighton/Alfris ton On our doorstep Trip- walk to beach, look at features of seafront, look at buildings on the way, eg Morrsions, new library etc. Learning to Learn Reflective (planning, revising, reviewing) Relationships (Collaboration, empathy, listening) Resilience (Managing distractions, perseverance) Resourcefulness (questioning, imagining, making links) Risk taking (Having a go; not scared of being wrong) ICT application Red = Computer science / programming (to be taught in discrete computing lessons) Blue = Information technology / using software Green = Digital literacy / e-safety 1.3 We are painters Illustrate an ebook. Draw images and pictures that could illustrate a written story. Creativity 2paint TUX paint 1.6 We are celebrating To create a celebration card electronically using images words and other stylistic devices. Productivity Powerpoint Clicker 5 Publisher 1.2 We are TV chefs To record and film the process of following a recipe. Simple recipes, how to make a sandwich. Computation al thinking Art studio app Imovie app 1.4 We are collectors Finding and sourcing images using the internet, in particular search engines. Computer networks Internet browser PowerPoint 1.1 We are treasure hunters To input instructions into programmable toys in order to follow a planned route. Programming Beebots Beebot apps on ipad 1.5 We are story tellers To produce a talking book that can also include images and pictures to set the story. Communicati on and collaboration PowerPoint Photostory Imovie app Literacy Which phonics scheme Stories in a familiar setting Poetry on a theme Information text Fantasy writing Information textscontents/organisation Recount of trip to toy Stories by the same author and other cultures Instruction writing- how to become invisible! Classic and Traditional tales (2-3 weeks) Fairy tales (2-3 weeks)

2 are other schools using? (autumn) Information texts Red riding hood- walks through the forest through each season (2 weeks) Percy the Park keeper (After the Storm) (2 weeks) or Frog is a hero by Vel Stormy weather- Debbi Gloiri (2 weeks) Poetry focus- Autumn (1 week) Go for a walk. Autumn is (crunchy etc). I want to go to the moon- Tom Saunders Man on the moon- Simon Bartrum (TES) Aliens love underpants - Claire Freedman (twinkl) (2 weeks) Whatever next- Jill Murphy- link to making spaceships (twinkl) (2 weeks) Here come the aliens- Colin McNaughton Mr Ben Space man museum Dogger- Shirley Hughes Ruby- Maggie Glen- link with PSHE Kipper s toy box Information texts The great pet sale- Mick Inkpen (link to mathsmoney) (sparklebox) Gruffalo (twinkl) The owl who was afraid of the dark- Jill Murphy- Nocturnal animals Owl babies Handa s Surprise (twinkl) Greedy Zebra Mama Panya s Pancakes Mary and Rich Chamberlin contemporary Poetryrhyme in the same pattern of the Mad Hatter Alice in wonderland- (twinkl & TES) (setting) Sleeping beauty Cinderella (twinkl and sparklebox) Paper bag princess Billy goats gruff The three little pigs Science Working Scientifically Skills (AT1) throughout observe changes across the four seasons observe and describe weather associated with the seasons and how day length varies. Seasonal changesweather and day length across the seasons. Link to seasonal change learning about Sun/Light and Dark/Shadows? Rockets? Distinguish between an object and the material from which it is made. identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals identify and name a variety of common animals that are carnivores, herbivores and omnivores describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) 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 plants, including trees. Plants- common wild and garden plants and trees. The basic structure of flowering plants, including trees. We need progression between Y1 and 2 and Everyday materialsnaming, describing distinguish between an object and the material from which it is made. identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock describe the simple physical properties of a variety of everyday materials compare and group together a variety of everyday materials on

3 identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. KS2 the basis of their simple physical properties. Maths Place value Addition & Subtraction Money/Length Classifying shapes 2D 3D space craft? Place value Multiplication & Division Fractions Time/Sequencing Classifying shapes 3D How far do our vehicles travel? Measurement? Place value Addition & Subtraction Mass/Weight Position/ Direction/ Animals and humansdescribe and compare common animals including pets. Money Place value Multiplication & Division Fractions Money Place value Addition & Subtraction Capacity/Volume Time Fractions Place value Multiplication & Division Position/ Direction/ Movement Classifying shapes 3D Movement Classifying shapes 2D Geography city, town, village, factory, farm, house, office, shop, road Directional vocabulary right, left, north, south, east, west, near, far etc Use relative vocabulary (like, dislike, up, down etc) Seasonal and daily weather patterns Know how to travel between two places (holidays). Expressing views and giving reasons for likes and dislikes. Using simple geographical vocabulary (looking at local environment) n/a Use information and picture books of sources of information (space books, historical books about the moon landing) Use a programmable toy to follow a route Show simple maps and pictures. Communicate knowledge through: discussion, drawing pictures, role play, making models, writing and ICT (making toys) Sketching Drawing field sketches. (looking at changes in trees, drawing plants). Audio visual taking photographs, make sound recording Measuring recording non-standard and standard measurements (measuring plants) Use simple fieldwork and observational skills to study the geography of their school and the key human and physical features of its surrounding area Interview a local person. Create a questionnaire. Using globes, maps, plans and atlases Use maps and atlases to identify the UK and other countries

4 To be able to use a simple plan of the home or classroom Follow directions (up, down, left, right, forwards, backwards) Follow a route on a map Use compass directions (North, South, East, West) and locational language to describe the location of features and routes on a map Locate and name features on a UK map. Map knowledge To understand that places can be represented in maps and plans Drawing maps Draw picture maps and draw own symbols Observe and record. E.g. identify buildings in a street and make a chart Make sketches and diagrams Make memory maps Contrasting locality in UK and our own locality Naming countries/capital cities Seaford/Brighton/Alfrist on comparison.

5 History N/A Great events- moon landing Significant people- Neil Armstrong Recognise why people did things, why events happened and what happened as a result. Use stories to distinguish between fact and fiction; Compare adults talking about the past determine the reliability of memory. Identify different ways in which the past is represented. Select from the knowledge of history and communicate in a variety of ways. Key Individuals Lives of significant historical figures, including comparison of those from different periods Significant local people. Changes within living memory- how we play, schools Sequence events in their lives; sequence 3 or 4 artefacts from different periods of time; match objects to people of different ages. Use common words and phrases about the passing of time. Recognise the difference between past and present in their own and others lives; know and recount episodes from stories about the past. Identify different ways in which the past is represented. Find answers to simple questions about the past from sources of information eg artefacts. Identify differences between lives at different times. Changes within living memory. (family s memory) Key Individuals Lives of significant historical figures, including comparison of those from different periods Significant local people -Prince Regent link.

6 Art Use a variety of tools and techniques including the use of different brush sizes and types. Use a variety of tools, inc. pencils, rubbers, crayons, pastels, felt tips, charcoal, ballpoints, chalk and other dry media. Use a sketchbook to gather and collect artwork. Begin to explore the use of line, shape and colour Review what they and others have done and say what they think and feel about it. E.g. Annotate sketchbook Identify what they might change in their current work or develop in their future work. Record and explore ideas from first hand observation, experience and imagination. Ask and answer questions about the starting points for their work, and develop their ideas. Use a variety of techniques, (different collage for each season). (Link to Matisse) Create images from imagination, experience or observation. Use a wide variety of media, inc. photocopied material, fabric, plastic, tissue, magazines, crepe paper, etc. Textiles- colour and texture- dying, weaving fringing plating embellishing by stitching or gluing. (link with DT T-shirtdecorate by gluing, sewing) Collage- Summer/Autumnexplor e colour, shape and texture, range of materials, folding, tearing, crumpling, overlapping Make marks in print with a variety of objects, including natural and made objects. Carry out different printing techniques e.g. monoprint, block, relief and resist printing. (moon landing, fantasy planets and designing their own, papier mache) Work on different scales. (big moon landing painting) Printing- printing with objects, mono prints, stencils press printing. Use a variety of techniques, (different collage for each season) Create images from imagination, experience or observation. Use a wide variety of media, inc. photocopied material, fabric, plastic, tissue, magazines, crepe paper, etc. Mix and match colours to artefacts and objects. (using bright colours for new toys and water colours for old toys). Mix secondary colours and shades using different types of paint. Collage- Winter, explore colour, shape and texture, range of materials, folding, tearing, crumpling, overlapping Use a variety of techniques (different collage for each season). Create images from imagination, experience or observation. Use a wide variety of media, inc. photocopied material, fabric, plastic, tissue, magazines, crepe paper, etc. Explore the differences and similarities within the work of artists, craftspeople and designers in different times and cultures. (Link to Rousseau tigers, foxes, badgers) Collage- Spring, explore colour, shape and texture, range of materials, folding, tearing, crumpling, overlapping Manipulate clay in a variety of ways, e.g. rolling, kneading and shaping. Explore sculpture with a range of malleable media, especially clay. Experiment with, construct and join recycled, natural and man-made materials. Explore shape and form. (making a leaf print) Build a repeating pattern and recognise pattern in the environment. (repeating petals) Artist study- craft makers, artists or designers. Similarities and differences, links to own work. (Monet, Georgia O Keefe, Archimboldo?) Make rubbings. (different building) Drawing- lines and marks, tone, shape and texture DT to evaluate their Textiles- using a range of materials that can be to evaluate their product by asking Structures- working characteristics of a to select and use appropriate fruit and to identify a target group for what they

7 product by discussing how well it works in relation to the purpose. to draw on their own experience to help generate ideas put together to make a product. (design and decorate a T-shirt- fabric paint, sew on sequins, glue fabric) questions about what they have made and how they have gone about it. to evaluate their products as they are developed, identifying strengths and possible changes they might make (Design a toy). materials (folding papers to make it stiffer, plating yarn to make it stronger.)could make a kennel? Plait/French knit a lead?? vegetables, processes and tools basic food handling, hygienic practices and personal hygiene (link to fruit growing on trees, berries, pumpkin soup story link) Possibly could be linked to seasons. intend to design and make. (making a waterproof house for a toy). to suggest ideas and explain what they are going to do use simple finishing techniques to improve the appearance of their product. (link with toy making). to assemble, join and combine materials and components together using a variety of temporary methods e.g. glues or masking tape. Food- prepare simple dishes using the principles of healthy eating. Where does food come from? (Fruit salad day to develop their design ideas applying findings from their earlier research to model their ideas in card and paper how to use tools eg scissors and a hole punch safely With help measure, mark out, cut and shape a range of materials to make their design using appropriate techniques. Mechanisms- wheels and axles, levers,

8 Music To find their singing voice and use their voices confidently. Sing a melody accurately at their own pitch. Sing with a sense of awareness of pulse and control of rhythm. Recognise phrase lengths and know when to breathe. Sing songs expressively. Follow pitch movements with their hands and use high, low and middle voices. Begin to sing with control of pitch (e.g. following the shape of the melody). Sing with an awareness of other performers. Listening, Memory and Movement. To explore different sound sources. Identify different sound sources Control of instruments Make sounds and recognise how they can give a message. Identify and name classroom instruments. Create and chose sounds in response to a given stimulus. Evaluating and appraising Choose sounds and instruments carefully and make improvements to their own and others work. Composition Contribute to the creation of a class composition. Basic skills developments for composition in KS1 are to be found within Singing songs with control and using the voice expressively To find their singing voice and use their voices confidently. Recognise phrase lengths and know when to breathe. Sing with an awareness of other performers. Controlling pulse and rhythm Identify long and short sounds in music. Begin to internalise and create rhythmic patterns. Accompany a chant or song by clapping or playing the pulse or rhythm. Perform long and short sounds in response to symbols. Create long and short sounds on instruments. MUSIC EXPRESS the long and the short of it. sliders, winding mechanisms, joints that allow movement, design and make a toy eg skateboard, scooter, car, fire engine using chassis/axles etc Controlling pulse and rhythm Identify the pulse in different pieces of music. Identify the pulse and join in getting faster and slower together. Perform a rhythm to a given pulse. Sing with a sense of awareness of pulse and control of rhythm. Listening, Memory and Movement. Recall and remember short songs and sequences and patterns of sounds. Respond physically when performing, composing and appraising music. MUSIC EXPRESS feel the pulse, exploring pulse and rhythm. Singing songs with control and using the voice expressively. Sing a melody accurately at their own pitch. Sing songs expressively. Follow pitch movements with their hands and use high, low and middle voices. Begin to sing with control of pitch (e.g. following the shape of the melody). Reading and writing notation Play and sing phrase from dot notation. Record their own ideas. Make their own symbols as part of a class score. Performance skills Perform together and follow instructions that combine the musical elements. MUSIC EXPRESS taking off, exploring pitch. Exploring sounds, melody and accompaniment. Identify how sounds can be changed. Change sounds to reflect different stimuli. Control of instruments Play instruments in different ways and create sound effects. Handle and play instruments with control. Identify different groups of instruments. Identify well-defined musical features. Composition Contribute to the creation of a class composition. Basic skills developments for composition in KS1 are to be found within Exploring sounds. Evaluating and appraising Choose sounds and instruments carefully and make Controlling pulse and rhythm Identify the pulse in different pieces of music. Identify the pulse and join in getting faster and slower together. Identify long and short sounds in music. Perform a rhythm to a given pulse. Begin to internalise and create rhythmic patterns. Accompany a chant or song by clapping or playing the pulse or rhythm. Control of instruments Play instruments in different ways and create sound effects. Handle and play instruments with control. Identify different groups of instruments. Singing songs with control and using the

9 Exploring sounds. MUSIC EXPRESS exploring sounds. improvements to their own and others work. voice expressively. Sing with an awareness of other performers. MUSIC EXPRESS What s the score? MUSIC EXPRESS Rain rain go away. P.E.- PSHEE Learning To Learn Week Class Rules/Charters/Pupil Voice I can tell you about my likes and dislikes. I can listen well to other people when they are talking. I can tell you what the signs are that someone is listening. I feel good about my strengths I know we learn in different ways. I can resist distractions. I can learn from my successes I can tell you how I learn best I can tell you something that makes me feel proud I can help make my class a good place to Medicines I know what goes onto my body I can identify whether something that goes into my body can be harmful I know that all medicines are drugs. I know why medicines are taken. I know about some of the medicines and substances that are absorbed through the skin I know how medicines are taken. I know simple rules for taking and storing medicines. Anti-Bullying Week I can talk about a situation I thought was unfair; I can sometimes tell if other people are feeling sad or scared and I know how to make Going for Goals I can say something positive about myself. I can choose a realistic goal. I can break a goal down into small steps. I can predict and understand the consequences of reaching my goal Keeping safe Safer Internet Day E-Safety Week (February 2014) I recognise how to stay safe when I am using a computer. Citizenship (Diversity- Similarities/Differences ) I know that there are different types of families and I know which people I can ask for help I know the people who are important to me. I can tell you what being a good friend means to me. I can identify special people in my life; I can demonstrate some of the skills needed to make and maintain friendships; I can describe why certain people are special to me, I can describe my own family circumstances and I can describe different ways that families can show they care for each other. I know that I belong to Enterprise Week: Money management I know that money is used to trade and I am beginning to understand how money is used. Health and Fitness Week I recognise safe and unsafe situations and know some basic rules for keeping safe. I know the rules for crossing the road safely. I know what to do when I am lost. I know what to do if someone hurts themselves in the playground. I can explain how rules help keep us safe I can describe a situation where I would need adult help I can identify safe people in my community that I can ask for help. I can tell you five people who I can talk to if I am upset or worried I know when I am feeling unwell and who

10 learn. I know what I have to do myself to make the classroom and school a safe and fair place for everyone. I know what the school council is and can talk about things I would like to change at school. people feel better. I know when I am staring to feel angry I know what happens on the inside and the outside of my body when I start to get angry. I can tell when I am feeling proud a community I know that I belong to various groups and communities. could help me I know who can help me best when something is wrong. e.g., dentist for toothache I can tell when I am feeling worried or anxious I can tell when I am proud or jealous I can tell you something that has made me jealous. I understand that being unkind and hurting someone doesn t make me feel better. I know that when you feel sad, it affects the way you behave and how you think RE- My World Christingle Christmas story The Bible/Old Testament/ Moses in the Bulrushes Stories Jesus told Palm Sunday The Jewish Home and Kashrut (Kosher) The Local Church

Reception and Year 1 Curriculum Medium Term Plans (Tower)

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