Key Texts: And Tango Makes Three & Bedtime for Monsters

Class Reads: Einstein the Penguin & Rabbit's Bad Habits

Written Outcomes:

Produce at least one piece of writing for each of the following purposes:

·  Inform (recount, instructions, facts)

·  Entertain (story, poetry, performance)

·  Persuade (letters, posters)

·  Discuss (newspapers, book reviews, debates)

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Key Texts: Pattan's Pumpkin & A Midsumer Night's Dream

Class Reads: The Enorous Turnip

Written Outcomes:

Produce at least one piece of writing for each of the following purposes:

·  Inform (recount, instructions, facts)

·  Entertain (story, poetry, performance)

·  Persuade (letters, posters)

·  Discuss (newspapers, book reviews, debates)

Addition and Subtraction:

•To subtract from 10

•To go through number facts derived from addition and subtraction sentences.

Properties of Shapes 

•Recognise common 2D and 3D shapes. 

•To be able to group shapes using different criteria. 

•To make patterns using common 2-Dshapes.

Measurement:

•To compare height and length by using key terminology.

•To be able to measure objects using other items, such as pencils or books. 

•To introduce the concept of using rulers for measuring.

Number and Place Value:

•To use the make 10 strategy to count numbers above 10

•To write numbers to 40

•To understand that digits represent tens and ones.

•To compare two or three numbers and determine which number is bigger/smaller

Word Problems:

•To decide whether addition or subtraction is the most appropriate operation

•To apply addition and subtraction to multi-step word problems

•To use and apply concepts of how many more and how many fewer/less. 

Multiplication:

•Count forwards and backwards in multiples of 2, 5 and 10.

•To understand we can count groups of the same quantity more efficiently.

•To organise objects into equal rows in order to begin counting equal numbers efficiently.

•To understand that doubling is the same as saying two groups of the same amount.

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Multiplication:

•To solve word problems using equal groupings as the basis for multiplication.

Division:

•To divide even numbers into equal groups using concrete materials.

Fractions:

•To split an object (shape) into two and four equal parts.

•To share and group objects into halves and quarters.

Number and Place Value:

• To count in sequences of 10in order to 100.

•To understand the value of the tens and ones digits in a number.

•To see patterns of numbers when increasing or decreasing by 1, 2 or 5; 

Time:

•To develop familiarity with the analogue clock. 

•To tell time to the half hour using the term 'half past'.

•To sequence events in order of time; 'next', 'before' and 'after'

•To estimate an amount of time using seconds, minutes and hours.

•To use the terms 'quicker', 'slower’, 'earlier’ and 'later' when comparing time.

•To order the days of week and months of the year. 

Money:

•To recognise coins and noted and determine their value using size, colour, markings and shape.

Volume and Capacity:

•To compare volume and capacity using 'more than' and 'less than', 'full' and 'empty'.

•To find the volume and capacity of a container using non-standard units.

•To describe volume using the terms 'half' and 'quarter'.

Mass:

•To compare the mass of objects using  'heavy' and 'light'. 

•To find the mass of an object using non-standard units

Position and Direction:

•To describe the position and  movement of objects in relation to one another using varied vocabulary.

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·  Explore long and short sounds vocally

·  Learn 5 new songs

·  Tap pulse and rhythm of known songs using hands and sticks, repeat the rhythms of some lines and use as an ostinato

·  Continue to learn about high/low, soft/loud, fast/slow by changing the way songs and instruments are performed

·  Move arm to show high/low/medium-high/medium-low pitches. (use C, E, G, & high C from tuned instrument) or sing these notes.

·  Play wooden, metal, shaking, skinned and tuned instruments and recognise which make short and long sounds and which can make either.  Make up sequences of long and short sounds in pairs. (Teacher provides the plan)

·  Listen for longer periods to live or recorded music. Note parts of the music which have long and short sounds. Move appropriately with long flowing movements or short sharp movements

·  Walk the pulse at different speeds

·  Learn 5 new songs or chants

·  Continue to learn about high/low, soft/loud, fast/slow by changing the way songs and instruments are performed

·  Move arm to show high/low/medium-high/medium-low pitches. (use C, E, G, & high C from tuned instrument) or sing these notes.

·  Play rhythm copy cats tapping or using instruments -.Use 4 and 8 beat rhythms. (Teacher does it first - children copy)

·  Play 'Pass the tambourine' Teacher has one tambourine and another is passed round the circle. Teacher chooses number of passes and children count steadily as the tambourine is passed round the circle. When the number is up the teacher taps a short rhythm and the child with the instrument copies it.

·  Tap pulse and rhythm of known songs using hands and sticks, repeat the rhythms of some lines and use as an ostinato - tap the rhythm of the song in 2 parts, group 1 - lines 1&3, group 2 - lines2&4, change speed

· Listen and move to recorded music noting its pulse and rhythm.

Painting:

•Recording from observation, working from natural seaside objects.

•Simplifying what they see when they look at an object and carry that vision forward into their drawing.

•Observing where shadows lie.

•Drawing by touch: making drawings of what a natural object feels like.

•Exploring the potential of making small, deliberate marks and patterns.

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Textiles: 

• Using a template to create a design for a puppet.

• Cutting fabric neatly with scissors.

• Using joining methods to decorate a puppet.

• Sequencing steps for construction.

• Reflecting on a finished product, explaining likes and dislikes.

Seaside Sculptures:

In this unit children develop the following artistic techniques:

• I understand the difference between two-dimensional and three-dimensional artworks.
• I can practise making patterns and shapes in preparation for my final design 
• I understand how to draw and paint onto foam board

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‍Cooking and Nutrition: 

• Designing smoothie carton packaging by-hand or on ICT software.

• Chopping fruit and vegetables safely to make a smoothie.

• Tasting and evaluating different food combinations.

• Describing appearance, smell and taste.

• Suggesting information to be included on packaging.

Dreams & Goals: 

•Setting goals Identifying successes  and achievements

•Learning styles Working well and celebrating achievement  with a partner  

•Tackling new challenges Identifying  and overcoming obstacles

•Feelings of success

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Healthy Me:

•Keeping myself healthy  

•Healthier lifestyle choices  

•Keeping clean Being safe Medicine  safety/safety with household items  

•Road safety Linking health and happiness

Relationships:

•Belonging to a family Making  friends/being a good friend  

•Physical contact preferences

•People who help us Qualities as a  friend and person  

•Self-acknowledgement Being a good  friend to myself  

•Celebrating special relationships

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Changing Me:

•Life cycles – animal and human  

•Changes in me Changes since being a  baby  

•Differences between female and male  bodies (correct terminology)

•Linking growing and learning

•Coping with change

•Transition

Introduction to Christianity:

What does it mean to be a Christian?

-Learning what it means to believe in God

-Looking at Christian prayer, church worship and baptism

-Talkingabout what God looks like in Christianity

Who was Jesus and why is he soimportant to Christians?

-Introducing Jesus as the Son of God

-Looking at miracles, parables and the story of Christmas through Bible stories

-Learning about the importance of symbols in Christianity

Islam: Practices

What is the Hajj?

-Learning about the idea of pilgrimage and the Hajj pilgrimage for Muslims

-Lookingat the different areas and activities that take place during the Hajj

What happens inside a mosque?

-Learning about what a mosque is and what happens in one

-Looking at wudu and salat

-Using Google Street View to tour famous mosques

Topic: Seasonal Changes:

• Know  when each of the four seasons occurs  

•Observe  changes across the four seasons

•Knows  what the features of autumn are and what happens to trees in this season  

•To  Know that days are longer in summer (sunshine hours) than in winter  

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Topic: Plants:

• Use of materials and plants  

• Observe and describe how seeds grow into mature plants.  

•Knows and can identify and describe the basic structure of a variety of common flowering plants, including trees.

Animals,  including Humans:

•Identify,  name, draw and label the basic parts of the human body and say which part of  the body is associated with each sense.

•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).

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Topic: Seasonal Changes:

• Know  when each of the four seasons occurs  

•Observe  changes across the four seasons

•Knows  what the features of autumn are and what happens to trees in this season  

•To  Know that days are longer in summer (sunshine hours) than in winter

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Geography - Shanghai:

Locational knowledge. Children will learn to:

•Name and locate the world’s seven continents and five oceans

•Name, locate and identify characteristics of the four countries and capital and major cities of the United Kingdom, including the importance of rivers to the growth of cities

•Name the UK’s and its surrounding seas

Place knowledge. Children will learn to:

•Understand geographical similarities and differences through studying the human and physical geography of the four countries of the UK

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Human and physical geography. Children will learn to:

•Identify key physical features of each of the countries of the UK

•Compare land usage in rural and urban areas.

Geographical skills. Children will learn to:

• Use world maps, atlases and globes to identify the United Kingdom and its countries

•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 Google Earth to recognise basic human and physical features

•Use simple fieldwork and observational skills to study the geography of the surrounding environment, through conducting surveys of land use and wildlife.

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World History- Space Exploration:

This unit covers events in humankinds exploration of space. They are:

•First  voyage into space (uncrewed & no sentient life).  

•First  voyage into space (Laika).

•First  Crewed voyage into space.  

•First  land rover exploration of Mars.

•Developments  of space travel (move towards space tourism).

Geography- Seaside:

•I can define a coast

•I can define a beach

•I can identify the coastline on a map

•I know what a physical feature is

•I know what a human feature is

•I can identify the wildlife found in a rockpool

•I knowhow to look after the seaside environment

•I can compare beaches in the UK to beaches around the world

•I can use grid references

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History- Significant Individuals (Walter Tull & Marcus Rashford): 

• Who was Walter Tull and why is he famous?

• What were the key events in Walter Tull’s life that made him famous?

• Who is Marcus Rashford and why is he famous?

• How has the life of a footballer changed over time?

• Which Lyndhurst value would you award Walter Tull and Marcus Rashford?

Programming:

•Identify what each floor robot commanddoes and predict the outcome of programs. 

•Give and follow instructions, i.e. Combine forwards and backwards commands to make a sequence. 

•Plan and simple program.  Findmore than one solution to a problem

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Data and Information:

•Begin to use labels to put objects intogroups, and labelling these groups. 

•Count a small number of objects, beforeand after the objects are grouped 

Sortobjects into different groups, based on the properties they choose.

Creating Media:

•Use a computer to write (word processor, identifying different keys and typing). 

•Identify that the look of text can be changed on a computer. 

1.Begin to understand when it is best to change the look of their text and which tool will achieve the most appropriate outcome. 

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Programming: 

•Find and use the commands to move asprite. 

•Show that a series of commands can bejoined together. 

•Identify the effect of changing a valueon a command block.  

•Explain that each sprite (character) hasits own instructions. 

Designthe parts of a project and use an algorithm to create a program.

Gymnastics:

•Refining shapes and jumps to improve co-ordination.

•To be able to carry equipment safely.

•To change and create new shapes. 

•Take-off and landing. 

•To perform basic skills in travelling. 

•Link movements together.

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Dance: 

•Master basic movements. 

•To perform basic shapes and adapt with a partner. 

•To perform using a simple compositional idea.

•To create a short dance based on a visual stimulus. 

•To show basic skills in a clearly defined sequence. 

•Link repetitive movements in a sequence. 

Run, Throw & Jump:

•Start and stop at speed

•Arm movement in running – use hips to lips movement when running quickly

•Jumping – taking off on two feet

•Using the leading arm to direct a throw

•Refine basic agility, balance and coordination skills

•Recall and use running, throwing and jumping techniques to compete

One Third Stories:

A series of storybooks which introduce French words.

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One Third Stories:

A series of storybooks which introduce French words.

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