Topic Plan
Title
Year Group
1
The four seasons
Term
Autumn 2
Topic Summary
In our classes we had a discussion about the seasons; what we know and what we would like to learn. We created a mind map and came up with a lot of questions!
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What’s a season?
Why is it dark outside when you go to bed in winter but it is light outside when you go to bed in summer?
Why do flowers grow in summer?
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Why does it snow in winter?
Why do conkers fall off trees in autumn?
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Why do the leaves fall off trees in autumn?
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Why do leaves change colours?
What can you make in different seasons?
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What food can you eat in different seasons?
How does the weather change in different seasons?
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Subject
History/Geography
National Curriculum Objectives
Human and physical geography
identify seasonal and daily weather patterns in the United
Kingdom
Rebecca Bingham
2013
Activities
Week 4 – Over the week keep a class weather diary –
Creative task – complete four trees representing different seasons
using different mediums.
Week 5
Over the week keep a class weather diary
Guided work –
Art/D&T
Science
Rebecca Bingham
2013
Cooking and Nutrition
•understand and apply the principles of a healthy and varied
diet.
•understand seasonality, and know where and how a variety
of ingredients are grown, reared, caught and processed
Plants
Pupils should be taught to:
 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
Seasonal changes
 observe changes across the 4 seasons
 observe and describe weather associated with the
seasons and how day length varies
LAPS – Draw features of each season around a tree for each
season.
MAPS – Complete a sentence describing the weather in each
seasons “In spring the weather is …”
HAPS – Write a sentence to describe the weather in each season
Week 6
Design a recipe for mince pies.
LAPS – Supported – sort words – what I will need/ what I will use.
MAPS – Guided – Design a mince pie – what I will need/ use – what
it will look like.
HAPS – Independent – Same as MAPS – write the instructions
sequenced correctly.
Week 7
Bake mince pies and evaluate – “I liked it/ I didn’t like it”
Week 1 – Introduce plants.
Guided work –
LAPS – Make a plant.
MAPS – Label features of a plant.
HAPS – Label and explain role of features.
All children planting a plant over the week. – What has happened to
our seed? How has it changed? What do you think will happen if the
seed has/ has not got water/ light/ soil?
Week 2 – Signs of Autumn.
Discuss seasons/ introduce signs of Autumn.
Walk to Robin wood/ around school to look for signs of Autumn.
LAPS – Take photo/ make notes with sign of Autumn.
MAPS – Take photo – write sentence about that sign of Autumn.
HAPS – Take photo – use photo to write about signs of Autumn/
changes in seasons.
Week 3 – Recap signs of Autumn.
Introduce evergreen and deciduous trees.
LAPS – Sorting evergreen and deciduous trees.
MAPS – Name/ match tree and leaf.
HAPS – Name/ Match tree, leaf and seed.
TRIP
PE
Gymnastics/Strike and field.
Computing
Music
Compose a musical piece to represent the different
seasons
Listen to and appraise some seasonal songs/music (could the children guess
the season and discuss why? When told the season, can they explain some
of the sounds with seasonal representations?)
https://www.youtube.com/watch?v=3oSMuTvDHCM (winter music)
https://www.youtube.com/watch?v=n47Bw0HTcFM (winter music)
https://www.youtube.com/watch?v=yFBwXxqvI8k (summer music)
https://www.youtube.com/watch?v=4-ZU3rtWmhM (spring music)
https://www.youtube.com/watch?v=110Jl_JK9VE (autumn music)
https://www.youtube.com/watch?v=B-MyZuYB83E ( autumn sounds)
(big opportunity for classical focus- can listen to these in handwriting/milk and fruit
time too.. Also: Summertime https://www.youtube.com/watch?v=K6DI6ysDemk )
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Consider the different elements of every season and sounds that could
represent them (eg, which percussion instrument could represent
snowflakes? Crunching leaves? Wind? Rain? Sunshine? Etc)
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Children create a short musical composition using percussion instruments
and voice and body percussion- encourage the children to be repetitive so
there is a continued sequence
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Can the children record this composition using pictures or symbols?
Topical songs to sing:
https://www.youtube.com/watch?v=ksGiLaIx39c
https://www.youtube.com/watch?v=x5Lig67t2xg
https://www.youtube.com/watch?v=hSshYqDrKTo
(Lots more seasons songs on YouTube)
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RE
Rebecca Bingham
2013
Programme of study
1.7 some basic vocabulary used in a religious context;
Christianity and Judaism
Light –
Week 1
1.8 about a variety of ways of celebrating special occasions within faith
communities, the meaning behind the celebration/s and the importance
for those participating;
1.9 about how and why symbols express religious meaning;
1.11 about relationships, considering their own experiences, including
challenging times;
Curriculum Drivers-
SMSC
Mental and Physical
Development
Enterprise
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Nativity.
Christmas fair.
School calendars.
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Rebecca Bingham
2013
Pyramids art projects –
British values.
Visit St. Pauls for
Christmas carols.
Anti-bullying week.
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Why is light important in everyday life? (Link with bonfire night)
Week 2 & 3
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How and why is light used in the Jewish festival of Hanukkah?
Week 4 & 5
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How and why is light used in the Christian celebration of
Christmas?
Week 6 & 7
The Christmas story.
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PE – changing
independently.
Mr Cullen teaching
gymnastics in 1G.
Staying safe at
Bonfire night.
Building Learning Power
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Super learning days.
Learning powers
reflection sheet.
Wentworth castle
trip.
Baking mince pies.
Parental Community
involvement
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Stay and learn
mornings.
Parents supporting on
trips.
Home learning tasks.
Celebration morning.
Rebecca Bingham
2013