Curriculum KS1 2018-19

KS1

Year B

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
TOPIC Where We Live Nocturnal Animals Weather Dragons and St George Growing things Seaside holidays
SCIENCE Seasonal changes (A)

Animals inc Human y2

2c1: notice that animals, including humans, have offspring which grow into adults

2c2: find out about and describe the basic needs of animals, including humans, for survival (water, food and air)

2c3: describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Ask simple questions & answer questions

Identify & classify

Use observations & ideas to answer questions.

Animals inc Human Y1

1b1: Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals

1b2: Identify and name a variety of common animals that are carnivores, herbivores and omnivores

1b3: Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)

(Nocturnal animals)

Make observations

Observe closely using simple equipment

Gather & record data

Seasonal changes (W)

1d1: Observe changes across the four seasons

1d2: Observe and describe weather associated with the seasons and how day length varies

(Weather emphasis)Make observations

Observe closely using simple equipment

Perform simple tests

Seasonal changes  (Sp)

Plants Y1

1a1: Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

1a2: Identify and describe the basic structure of a variety of common flowering plants, including trees

Ask simple questions & answer questions

Identify & classify

Use observations & ideas to answer questions

Plants Y2

2b1: observe and describe how seeds and bulbs grow into mature plants

2b2: find out and describe how plants need water, light and a suitable temperature to grow and stay healthy. Make observations

Observe closely using simple equipment

Perform simple tests

Gather & record data

Seasonal changes (Su)

Animals and habitats Y2

2a1: explore and compare the differences between things that are living, dead, and things that have never been alive

2a2: 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

2a3: identify and name a variety of plants and animals in their habitats, Ask simple questions & answer questions

Identify & classify

Use observations & ideas to answer questions.

HISTORY -the lives of significant people in the past who have contributed to national achievements in their own locality-History of Fleetwood (Peter Hesketh)     Significant People-St George

Fit people into chronological order

Choose from stories to show understanding

Ask & answer questions

Choose from stories to show understanding

Use every day historical vocabulary

  -events beyond living memory that are significant (Comparing past and present seaside holidays)

Identify similarities & differences between periods

Understand some ways we find out about the past

Ask & answer questions

GEOG  -use world maps, atlases and globes to identify the UK and its 4 countries

-use simple compass directions and locational directional language like near, far, left, right to describe the location of features and routes on a map

-devise a simple map

-recognise landmarks and basic human and physical features

-use simple fieldwork and observational skills to study geography of their school and its grounds and the key human and physical features of the surrounding area

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

-name, locate and identify characteristics of the four countries of the uk and its surrounding seas

-Understand similarities and differences between physical geography of  small area in the uk and a contrasting non-EU country focussing on weather

-identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of the world in relation to the equator and the North and South poles

 

  Local study human and physical geography

Simple fieldwork & observational skills Use atlases, globes & maps

Use simple compass directions

Construct basic symbols in a key

 -Use maps to locate popular seaside holidays in the UK. Why do you think they are popular with tourists? Weather/location/physical and human features
ICT Information Technology

Use technology purposefully to create, organise, store, manipulate and retrieve digital content

2Type & Textease

Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Computer Science

Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.

Create and debug simple programs.

Use logical reasoning to predict the behaviour of simple programs.

Information Technology

Use technology purposefully to create, organise, store, manipulate and retrieve digital content

2Paint

Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

 

 

Digital Literacy

Recognise common uses of information technology beyond school

Websites

Information Technology

Use technology purposefully to create, organise, store, manipulate and retrieve digital content

Databases

 

 

Digital Literacy

Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Emails

Information Technology

Use technology purposefully to create, organise, store, manipulate and retrieve digital content

2Paint

Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

DT Make representations of the school using construction materials

Select from a range of tools & equipment for practical tasks.

Build structures; explore how they can be made stronger, stiffer & stable.

Make using a wide range of materials i.e. Christmas cards

Select from a range of tools & equipment for practical tasks.

Using a range of materials and tools

Design and make using textiles purposeful appealing products.

Select from a range of tools & equipment for practical tasks.

Finger puppets

  Where food comes from

Use basic principles of a healthy & varies diet

Understand where food comes from

Design and make a camper van/caravan using mechanisms

Select from a range of tools & equipment for practical tasks.

Build structures; explore how they can be made stronger, stiffer & stable.

ART To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

To use a range of materials creatively to design and make products

To use drawing, painting and sculpture to develop and share their ideas experiences and imagination

To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space .

Look at different ways of colouring fabrics.

Investigate collage & textile materials.

Develop a wide range of art and design techniques in using colour and space

To use a range of materials creatively to design and make products.

To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space 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..

Clay

To use a range of materials creatively to design and make products

To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space  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

Pupils should be taught:

To use a range of materials creatively to design and make products.

To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

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.

PE Core Skills Core Skills Core Skills Core Skills Core Skills Core Skills
PSHE            
MUSIC Be taught nursery rhymes, chants and simple songs and develop expression

Sing songs and speak chants and rhymes

Play tunes

Use their voice expressively Be taught nursery rhymes, chants and simple songs and develop expression

Sing songs and speak chants and rhymes

Play tunes

 

Listen to music with attention

Be taught nursery rhymes, chants and simple songs and develop expression

 

Listen to a range of high quality live and recorded music

Listen with concentration

Experiment with, create, select and combine sounds using music

Experiment with instruments and their voice to make sounds

Play tunes and untuned instruments musically

Know how to hold and play pitched and un pitched musical instruments

Be taught nursery rhymes, chants and simple songs and develop expression

Know how to hold and play pitched and un pitched musical instruments

RE Find out about questions of right and wrong and begin to express their ideas and opinions in response.

Children consider questions of right and wrong through key enquiry questions like Does God want us to look after the world? Was it always easy for Jesus to show friendship? Is it possible to be kind to people all the time?

Recall and name different beliefs and practices, including festivals, worship, rituals and ways of life, in order to find out about the meanings behind them.

Learn about different festivals and celebrations and discover the meanings behind them, notably

• Christmas and Easter in

Christianity

• Chanukah and Shabbat in

Judaism.

Recall and name different beliefs and practices, including festivals, worship, rituals and ways of life, in order to find out about the meanings behind them.

Islamic prayer is a focus. Children explore whether regular prayer would help a Muslim in everyday life Children examine special places like the Church, the Mosque and the Synagogue.

Recall and name different beliefs and practices, including festivals, worship, rituals and ways of life, in order to find out about the meanings behind them.

Learn about different festivals and celebrations and discover the meanings behind them, notably

• Christmas and Easter in

Christianity

• Chanukah and Shabbat in

Judaism.

Find out about and respond with ideas to examples of co-operation between people who are different.

Children use the module ‘What can we learn from stories?’ to see examples of co-operation between people. They recognise similarities in messages and in advice given to believers. They also share the belief that all people are special. They look at key beliefs of Christians, Muslims and Jews.

Retell and suggest meanings to some religious and moral stories, exploring and discussing sacred writings and sources of wisdom and recognising the traditions from which they come.

Children look at stories from many different cultures and traditions (India, China, Iran, and the Holy Land amongst others) during a module called ‘What can we learn from stories?