Key Texts: The Bear and the Piano (narrative) &My Footprints (non-fiction)

Class Reads: Edward Lear Poetry, Harriet Versus the Galaxy & Alice in Wonderland

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)

Key Texts: Anthony and Cleopatra & Moth

Class Reads: The Firework Maker's Daughter & The Wild Robot

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)

Number and Place Value:

•Recognise the place value of each digit in two-digit numbers and compose and decompose two-digit numbers using standard and non-standard partitioning.

•To compare numbers using place-value knowledge.

•To identify recognise the next  multiplies of 2, 3, 5 and 10.

Addition and Subtraction:

•To add a 2-digit number to a2-digit number with and without regrouping the ones.

•To add and subtract tens by recognising its relationship to adding ones.

Multiplication:

•To realise that multiplication is the same as repeated addition with equal groups.

•To use concrete materials and pictorial representations to multiply by 2, 5, 10 

•To understand commutative law

Multiplication and Division:

•To divide by sharing an amount into equal groups.

•To divide by 2, 5, 10 and identify links with multiplying by 2, 5,10. 

•To use multiplication and division skills to identify family facts in a number sentence.

Length:

•To measure in centimetre and metres.

•To compare length for objects using ‘greater than’ and ‘less than’ symbols.

•To compare different lengths using centimetres as the unit of measure.

•To compare and measure various line lengths: both straight and curvy.

Mass:

•To understand that mass is measured in kilograms and by using weighing scales.

•To measure mass in grams and to understand that it is a smaller unit of measure than a kilogram.

•To measure mass accurately in grams using weighing scales.

•To compare the mass of two different objects accurately.

Temperature:

•To accurately read temperature in Celsius.

•To read thermometers.

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Time:

•To tell and write time to 5-minute intervals.

•To tell time to 5-minute intervals and to the hour.

•To sequence events of the day by looking at analogue clocks and pictures.

•To draw hands on an analogue clock to show the correct time.

•To find the duration of time to 5,30, and 60 minute intervals.

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Volume:

•To compare volume indifferent-sized containers using the terms 'greater than,' 'less than, ''greatest' and 'least.'

•To compare the volume of different containers using non-standard units.

•To measure volume using litres and compare. 

•To measure volume using millilitres and litres; to determine how many ml there are in 1 l.

• 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 are performed

• Follow teacher's hand signs to sing soh and me

•Read 4 beat rhythms using quavers (1/2 beat) and crotchets (1 beat). Say to words tea and coffee

• Play Swampee. Children stand at end of room - they have to cross the swamp. Teacher has notes G and E chime bars (soh and me). One note is forbidden. Children make one step when they hear the OK note. If they move on the forbidden note they sink in the swamp and are out.

•Make up patterns individually using G&E, F&D or C&A chime bars (soh and me)

•Sort instruments into high and low sounds including the high and low chime bar C's. Sing song 'We can sing high, we can sing low' children play on appropriate word

•Listen to music noting higher lower sounds

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•Walk the pulse at different speeds

•Learn 5 new songs or chants

•Tap sticks to the pulse of known songs at different tempi (speeds).

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

•Follow teacher's hand signs to sing soh, me and whenready lah phrases

•Read 4 beat rhythms using quavers (1/2 beat) andcrotchets (1 beat). Say to words tea and coffee and then tap together usinghands as a class. Add sticks to this activity.

•Play instruments in 4 groups, wood, metal, rattles, skinned. Each group has a rhythm to play that they read from notation. Parts play in turn and then if sucessful some together. Build into a class piece.  At later sessions vary tempo, add loud/soft and different rhythms and instruments.

•Listen to music with strong repeated rhythms(ostinati) - identify and mime playing the instruments as appropriate. Discuss its mood.

•Listen and move to recorded music. Discuss its mood.

Structures:

• Generating and communicating ideas using sketching and modelling.

• Learning about different types of structures, found in the natural world and in everyday objects.

• Making a structure according to design criteria.

• Creating joints and structures from paper/card and tape.

• Building a strong and stiff structure by folding paper.

• Exploring the features of structures.

• Comparing the stability of different shapes.

• Testing the strength of own structures.

• Identifying the weakest part of a structure.

• Evaluating the strength, stiffness and stability of own structure.

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Mark Making:

• I can observe and make line-drawn details of my hand (when flat).

• I can draw my hand in different positions using different media to show 3D form.

• I can make an A4 tonal drawing of my hand to show 3D form.

•I can use my hand to help communicate my feelings and emotions.

•I can use chalk pastels to colour a self-portrait.

•I can make a cave painting inspired hand signature.

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Bird Sculptures:

•I can make and label a detailed close-up drawing of a bird.

•I can draw a red cardinal inspired y Charley Harper's bird artwork.

•I can make a pen and wash artwork of a bird in flight.

•I can experiment with coloured card to create a collage of a bird in flight.

•I can experiment with coloured card to create a whole class 'Migrants' artwork.

Textiles:

• Designing a pouch.

• Selecting and cutting fabrics for sewing.

• Decorating a pouch using fabric glue or running stitch.

• Threading a needle.

• Sewing running stitch, with evenly spaced, neat, even stitches to join fabric.

• Neatly pinning and cutting fabric using a template.

• Troubleshooting scenarios posed by teacher.

• Evaluating the quality of the stitching on others’ work.

• Discussing as a class, the success of their stitching against the success criteria.

• Identifying aspects of their peers’ work that they particularly like and why.

Being  Me In My World:

•Hopes and fears for the year

•Rights and responsibilities Rewards and consequences

•Safe and fair learning environment

•Valuing contributions Choices

•Recognising feelings

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Celebrating Difference:

•Assumptions and stereotypes about gender

•Understanding bullying Standing up for self and others

•Making new friends Gender diversity Celebrating difference and  remaining friends

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Relationships:

•Different types of family

•Physical  contact boundaries  

•Friendship and conflict Secrets  

•Trust and appreciation

•Expressing appreciation for special relationships

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Changing Me:

•Life cycles in nature

•Growing from young to old Increasing independence

•Differences in female and male bodies (correct terminology)

•Assertiveness Preparing for transition

Sacred Texts: Islam:

What is the Qur’an?

-Learning about what a sacred text is

-Looking at where Muslims live and what languages they speak

-Looking at some quotes and rules found in the Qur’an

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Why is Muhammad so important?

-Learning who Muhammad is and why his life is so important to Muslims

-Reading and discussing the stories of Muhammad’s life and their impact on Muslims

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Sacred Texts: Christianity and Festivals

Who were the people of the Old Testament?

-Looking at characters in the Old Testament through storytelling.

-Stories include: Adam and Eve, Abraham and Moses

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What religious festivals take place in our community?

-Learning the basic information about Hinduism, Sikhism, Judaism and Buddhism

-Looking at religious festivals taking place in London and why they are important to people

Animals Including  Humans: Needs for survival

•Know that to survive animals need  sunlight, water, air, food and a suitable habitat.

 •Knows that exercise is important to humans  and can explain why.

 •Knows the different food groups and  the benefits of each as part of a healthy, balanced diet

 •Knows which food groups common foods  belong to.

 •Knows about general hygiene and its  importance and can state examples of hygienic practice.

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Uses of Everyday  Materials:

•To explain why some materials,  including wood, metal, plastic, glass, brick, rock, paper and cardboard are  particularly suited to specific purpose.

• To identify the shapes of solid  objects made from some materials can be changed by squashing, bending,  twisting and stretching

• To identify the difference between  materials that are transparent, translucent and opaque.

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Animals Including  Humans:

•To explore and  compare differences between things that are living, dead, and things that  have never been alive

•To know that most  living things live in habitats to which they are suited

•To describe how  different habitats provide for the basic needs of different kinds of animals  and plants, and how they depend on each other.

•To name a variety of  plants and animals in their habitats, including micro-habitats

•To describe how  animals obtain their food from plants and other animals, using the idea of a  simple food chain, and identify and make the different sources of food.

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Plants:

•To observe and describe how seeds and  bulbs grow into mature plants.

•Knows that mature plants may have  flowers which then develop into seeds, berries and fruits etc.

•Knows that plants need water, light  and a suitable temperature to grow and stay healthy

The UK: 

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

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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Significant Individuals: Sayyida Al Hurra and Grace O'Malley

• What is a pirate?

•The main events of Grace O'Malley's life

•Grace & queen Elizabeth 1st

•The main events of Sayyida Al Hurra's life

• How do we know about Sayyida Al Hurra

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How We Change Our World: Land Use (North America)

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TBC

It  Around Us:

•Investigate  IT at school and beyond, in settings such as shops, hospitals, and libraries.

•Explain  how information technology benefits us.

•Show  how to use information technology safely.

•Recognise  that choices are made when using IT, and the responsibility associated with  them. 

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Digital  Photography:

•Use  a digital device to take a photograph.

•Explore  portrait and landscape and the reasons why a photographer may favour one over  the other. 

•Describe  what makes a good photograph.

•Decide  how photographs can be improved through different lighting.

•Use  tools to change an image

•Recognise  that photos can be changed.

Online Safety:

•Identify rules that help keep us safe and healthy when using technology

•Explain how passwords can be used to protect information, accounts and devices.

•Explain and give examples of what is meant by ‘private’ and ‘keeping things private’.

•Describe and explain some rules for keeping personal information private (e.g. creating and protecting passwords)

•Explain simple guidance for using technology in different environments and settings 

•Explain why some information I find online may not be real or true.

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Making Music: 

•To say how music can make us feel.

•Identify that there are patterns and rhythms in music.

•Explore how music can be used in different ways to express emotions and to trigger their imaginations.

•Show how music is made from a series of notes using IT. 

•Create, review refine their own piece of music on IT. 

Intro to Quizes:

•Explain that a sequence of commands has an outcome.

•Workout the actions of a sprite in a given algorithm.

•Look at an existing quiz design and think about how this can be realised within the Scratch Jr.

•Create their own quiz question designs including their own choices of question, artwork, and algorithms.

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Online Safety: 

•Explain how other people may look and act differently online and offline.

•Give examples of issues online that might make someone feel sad, worried, uncomfortable, or frightened, and give examples of how they might get help.

•Explain how information put online about someone can last for a long time. 

•Describe how someone's online information can be seen by others.

•To know who to talk to if something has been put online without consent or if it is incorrect. 

Attack, Defend & Shoot:

•Inside of foot kicking.

•Stopping the ball with the foot.

•Control on the ball. 

•Bounce the ball to send. 

•Basketball style dribbling.

•Pass forward to shoot.

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Send & Return:

•Stay on toes to move towards the path of the ball

•Identify dominant and non-dominant side – turn body to both sides to send the ball

•Serve the ball to a service line(throwing)

•Push off feet to change direction

•Use correct grip to hold a tennis racket and send & receive ball using the racket

•Understand and apply the basic ready position

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Run, Throw, Jump:

•Move in different ways, avoiding contact with others

•Create power with legs to turn

•Perform a burpee correctly

•Choose appropriate throws for different games

•Take part in ladder activities to improve quick feet

•Recognise the difference between static and dynamic balances

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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