Text: The Very helpful hedgehog. Narrative: sp. Bubbles, story map, re-write. Non-fiction: hedgehog habitat questions Instructions: How to make a hedgehog home. Writing outcome: Hedgehog fact file Harriet Dancing (PSHE) Making friends/being kind) 2018-19 OLIVERS BATTERY LONG TERM CURRICULUM PLANNING Year 1-2 Year Group: 1-2 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 TOPIC Getting to Know you Ice and Snow Fairy Tales Toys Julia Donaldson Master Class Adventure ENGLISH English: Narrative English: English: Narrative English: Author study Narrative/information Narrative/information writing. Text: Sleeping Beauty writing. Sharing a shell: Narrative Learn story (Pie Inform Innovate Text: Lost and found Corbett style) Own toys: Discussion: By Oliver Jeffers Why is it special? Letter writing What does special Setting description mean? Writing outcome: two diary entries Long Way home (animation ) Polar habitat research. Research on computer. Writing outcome: Habitat fact file. Character/setting description. Innovate text : change characters/wishes Thought bubbles/letter writing/diary entries. Writing outcome Outcome: Own fairy tale. Expanded noun phrases. Label. Text: That Rabbit Belongs to Emily Brown. Drama opportunities/poster to the queen/letter to the queen/thought bubbles before and after event/diary entry Information writing: How to look after your special toy. (using statements, questions, expanded noun phrases, coordination: or and but) Naughty Bus: Create your own naughty bus story. Tiddler The Snail and the Whale A Squash and a Squeeze. The smartest Giant in town. English: Texts: The Fantastic Jungles of Henri Rousseau or Camille and the Sunflowers Drama opportunities. Speech bubble writing. Newspaper report. Biography writing. MATHS of shapes
SCIENCE Animals including Humans: Basic needs of humans for survival. Uses of everyday materials *Identify and compare the suitability of a variety of everyday materials *Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. Living Things and their habitats.. *Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other. *Identify and name a variety of plants and animals in their habitats, including micro-habitats Living things and their habitats *Explore and compare the differences between things that are living, dead, and things that have never been alive Animals including Humans: Importance of exercise, eating healthy food and hygiene. Living Things and their habitats.. *Identify and name a variety of plants and animals in their habitats, including micro-habitats *Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food Identify allegries, take necessary precautions, warn pupils about hand, eye and mouth contact. Plants *Observe and describe how seeds and bulbs grow into mature plants *Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy Wash hands after handling plants/soil - 12 GEOGRAPHY Geography skills: Location Knowledge: *Name and locate the world s seven continents and five oceans on a map. *Name, locate and identify characteristics of the four countries and capital cities of the UK and its Geography: Geographical Skills and Fieldwork: *Use world maps, atlases and globes to identify the UK and its countries, as well as the countries, continents and oceans studied at this key stage. Use beebots to Geography: Locational Knowledge: Name, locate and identify characteristics of the four countries and capital cities of the UK and its surrounding seas.
surrounding seas. Place Knowledge: *Understand geographical similarities and differences through studying the human and physical geography of a small area of the UK, and a small area in a contrasting locality. Compare Winchester and non-european location. Location study. Human and Physical Geography Key human features including city, town, village, factory, farm, house, office, port, harbour and shop. Geographical Skills and Fieldwork: *Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key. find and locate. *Use simple compass directions (North, South, East and West) and locational and directional language( for example near and far, left and right), to describe the location of features and routes on a map. Use beebots to find and locate. Human and Physical Geography. *Use basic geographical vocabulary to refer to: Key physical features including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, valley. Human and Physical Geography. *Identify seasonal and daily weather patterns in the UK and location of hot and cold areas of the world in relation to the Equator and the North and South Poles. *Use basic geographical vocabulary to refer to: Key physical features
HISTORY COMPUTING Creating documents and presentations on the Learn Pads. including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, valley. History: The lives of significant individuals in the past who have contributed to national and international achievements. Earnest Shackelton Coding and computational thinking with code.org Learning about your digital tail. Understanding other people online. History: Changes in living memory, revealing aspects of change in national life. Toys Understanding the school computer network. Using computers to present a graph and charts for a traffic survey. History: *The lives of significant individuals in the past who have contributed to national and international achievements. Henri Rousseau Making digital books on the Learn Pads. ART & DESIGN Art and Design: *To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. (Portrait of a friend or self- portraits.) Art &Design *To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination. Ice and snow pictures. Art and Design: *To develop a wide range of art and design techniques in using colour. (Clay: make a rockpool or animal and habitat using a range of materials). Art and Design: *Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. *Learn 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. (Henri Rousseau) DT Design *Design purposeful, functional products for themselves and other users based on design criteria. Make
*Select from and use a range of tools and equipment to perform practical tasks eg. cutting, shaping, joining and finishing. Evaluate: *Explore and evaluate a range of existing products. *Evaluate their ideas and products against design criteria. Technical Knowledge *Build structures, exploring how they can be made stronger, stiffer and more stable. PE MUSIC Gym Basic shapes Ball skills netball/basketball Ukulele Dance Animal Magic, Jungles Ball skills Hockey/football Ukulele Gym apparatus Invasion games Samba Drumming Dance Journeys Throwing and catching Samba Drumming Net/Wall Athletics Listen to Me Recorders OAA Striking and fielding Listen to Me Recorders RE Christianity and Judaism Special Books (Bible and Torah) (Specialness) their response to the concept of specialness in relation to books examples of how and why books can be special to themselves and others Candles at Hannukah and Advent (Symbol) Talk about their own responses to candle flame Identify how candle flame relates to their own lives Talk about candle flame as a reminder (a symbol) of important people or events Recognise how candle flames are Ideas about God (God) their own response to the idea of God examples of how ideas about God relate to their own life and the lives of others Key events in the Life of Jesus (Authority) their own responses to authority figures examples of ways in which people with authority affect theirs and others lives Special foods (Specialness) or SHABBAT simply describe foods that are special to them describe how different foods are important to different people describe simply why some foods are special describe simply what Christians think about when they share their special food Water (Ritual) identify and talk about the concept of ritual simply describe how Christians use water in the baptism ritual and simply describe some Hindu rituals in the River Ganges
the meaning of specialness simply describe ways in which the Bible is special to Christians and the Torah to Jews evaluate the concept by describing in the value of these special books to believers. used at Hannukah and Advent Talk about the importance of candle flames in the concept of God simply describe how the idea of God is expressed in Judaism and Christianity the importance of ideas about God to Jews and Christians. the meaning of the concept authority give a simple description about events in Jesus life which demonstrate his authority the importance of Jesus authority to Christians. PALM SUNDAY (bread and wine) (Symbol) describe simply how Jews share their special food (Shabbat) describe simply why bread and wine is important for Christians/ why Kosher food is important for Jews SHABBAT (remembering) identify and talk about words associated with remembering recognise that Jews remember creation and the day of rest when they celebrate Shabbat evaluate remembering when talking about how important it is for Jews talk about their own responses to remembering the value of these rituals to Christians and Hindus and talk about an issue raised their own water rituals examples of how their response to water rituals relates to their own lives. PSHE Keeping Safe/Relationships /Hygiene. Happy Class Circle Time Happy Class Poster School Charter Circle Time/Discussion Name body parts. Label body picture in detail Relationships. What are the different relationships we have in our lives. Changing friendships. Drama/role play scenarios for changing friendships. Explain human and adult life cycle. PSHE People and their work. Invite working parents in to talk to children about their job. I can find things that are similar and different with jobs. Sort jobs into working with people, working with
Sing body song Understand why we have injections. Circle time/discussion Cut and stick pictures in sequence. animals, working in an office, caring jobs. ASSEMBLY (Learning behaviours) RESILIENCE CURIOSITY RESILIENCE CURIOSITY INDEPENDENCE CO-OPERATION INDEPENDENCE CO-OPERATION CO-OPERATION RESILIENCE CURIOSITY ADAPTABILITY SPECIAL EVENTS/ VISITS/VISITORS Bring in your toys and any old toys from home. Fairy Tale dress up day. Trip: The Living Rainforest. Julia Donaldson day. Share homework projects. Art exhibition for parents.