Lickey Hills Primary School Contexts for Learning Key Stage 1
Geography
History
Art & Design
Breadth of study
Breadth of study
Breadth of study
6 2 localities:
a The locality of the
School
b A locality with
contrasting physical
and/or human features
either in the UK or
Overseas
7a In the study of
localities, pupils should:
Study at a local scale
b Carry out fieldwork
investigations outside
the classroom
6a Changes in pupils’
own lives and the way of
life of their family or
others around them
b The way of life of
people in the more
distant past who lived in
the local area or
elsewhere in Britain
c The lives of
significant men, women
and children drawn from
the history of Britain and
the wider world
d Past events from the
history of Britain and the
wider world
5a Explore a range of
starting points for
practical work (Egg
themselves, experiences,
stories, natural and manmade objects and the
environment)
b Working
independently and
collaborating with others
on projects in 2d and 3d
and on different scales
c Using a range of
materials and processes
(Egg painting, collage,
print making, digital
media, textiles,
sculpture)
d Investigating different
kinds of art, craft and
design (Egg in the
locality, during visits, on
the internet)
Design
Technology
Breadth of study
5a Investigating and
evaluating a range of
familiar products (Egg
talking about how they
work, and whether they
do what they are
supposed to do)
b Focused Practical
Tasks that develop a
range of techniques,
skills, processes and
knowledge
c Designing and making
assignments using a
range of materials,
including
food, items that can be
put together to make
products, and
textiles.
-
Music
Breadth of study
5a A range of musical
activities that integrate
performing, composing
and appraising
b Responding to a range
of musical and nonmusical starting points
c Working
independently and in
groups of different sizes
and as a class
d A range of live and
recorded music from
different times and
cultures
NC programme of study
PSHE &
Citizenship
Breadth of study
5a Opportunities to take
and share responsibility
b Feel positive about
themselves
c Take part in
discussions
d Make real choices
e Meet and talk with
people
f Develop relationships
through work and play
g Consider social and
moral dilemmas that
they come across in
everyday life
h Ask for help
Science
RE
ICT
Breadth of study
Breadth of study
Breadth of study
Learning should be
related to pupil’s own
thoughts, feelings and
experience.
Begin to understand
Christianity and
Judaism.
Through a balance of
the four strands:
Beliefs
Expression and
celebration
Living and belonging
The search for meaning
and purpose
5 Pupils will be taught
the knowledge skills and
understanding through:
a Working with a range
of information to
investigate the different
ways it can be presented;
e.g. information about
the sun being presented
as a poem, picture or
sound pattern.
b Exploring a variety of
ICT tools
c Talking about the uses
of ICT inside and
outside school.
1 Use a range of
domestic and
environmental contexts,
a range of sources and
first hand and secondary
data.
2 Use simple scientific
language to
communicate, name and
describe.
Recognise hazards,
assess risks and take
action to ensure health
and safety.
1a Collect evidence by
making observations and
measurements when
trying to answer a
question.
2a Ask questions and
decide how they might
find the answer
b Use first hand
experience and
information sources to
answer questions
c Think about what
might happen before
deciding what to do
d Recognise when a test
or comparison is unfair
e Follow simple
instructions to control
risks
f Explore using senses
and record observations
and measurements
g Communicate what
happens in a variety of
ways
h Make simple
comparisons and
identify patterns
I Compare what
happened, with
expectations and explain
J Review and explain
work to others
Knowledge &
Understanding
Knowledge &
Understanding
Knowledge and
Understanding
Knowledge &
Understanding
Knowledge &
Understanding
Knowledge and
understanding
Knowledge and
understanding
1a Ask geographical
questions
b Observe and record
c Express own views
d Communicate in
different ways
2a Use geographical
language
b Use fieldwork skills
c Use globes maps and
plans
d Use secondary
sources of information
e make maps and plans
3a Identify and describe
what places are like.
b Identify and describe
where places are
1a Place events and
objects in chronological
order
b Use common words
and phrases about the
passing of time
1 Exploring and
Developing Ideas
a Record from firsthand evidence,
experience and
imagination
b Ask and answer
questions about starting
points for work
1 a Generate ideas from
experience
b Develop ideas by
shaping materials and
putting together
components
c Talk about ideas
d Plan by suggesting
what to do next as ideas
develop
e Communicate ideas
using a variety of
methods, including
drawing and models
1a Use voices to sing
songs, chants and
rhymes.
b Play tuned and
untuned instruments.
c Rehearse and perform
with others.
1 To develop confidence
and responsibility and
make the most of their
abilities e.g. making
class room rules, looking
after pets.
Recognising their
achievements and being
given positive feedback.
2.1 The differences
between living and nonliving things.
Life processes. Animals
and plants in the local
environment.
2.2 External parts of the
body. Need for food and
water. Exercise and
keeping healthy. Drugs
as medicine. Care of
animals. Animal and
human babies. Senses
2.3 Growth of plants.
Parts of a plant. Seeds.
2.4 Group living things
according to observable
similarities and
differences.
2.5 Plants and animals in
the local environment.
Similarities and
differences between
environments. Care of
the environment.
3.1 Similarities and
differences between
materials. Sort by simple
properties. Recognise
and name common
materials, their uses and
why they are used for
this.
3.2 Find out how the
shape of some objects
can be changed. Heating
and cooling materials.
4.1 Appliances that use
electricity. Simple
circuits. The use of a
switch to break a circuit.
4.2 Find out and
describe movement.
Pushes and pulls.
Motion.
4.3 Light sources.
Darkness. Sound and
sound sources.
Movement of sound and
hearing.
c Recognise how places
have become the way
they are and how they
are changing
d Recognise how places
compare with other
places
e Recognise how places
are linked to other places
in the world.
4a Make observations
about where things are
located and about other
features in the
environment
b Recognise changes in
physical and human
features
5a Recognise changes in
the environment
b Recognise how the
environment may be
improved and sustained
2a Recognise why
people did things, why
events happened and
what happened as a
result
b Identify differences
between ways of life at
different times
3a Identify different
ways in which the past is
represented
4a Find out about the
past from a range of
sources
b To ask and answer
questions about the past
5a Select from their
knowledge of history
and communicate in a
variety of ways.
2 Investigating and
Making
a Investigate the
possibilities of a range
of materials and
processes
b Try out tools and
techniques, including
drawing
c Represent
observations, ideas and
feelings
Design and make images
and artefacts
3 Evaluating
a Review what they and
others have done and say
what they think and feel
about it
b Say what they may
change or improve in the
future
4 Knowledge and
understanding
a Using visual and
tactile elements,
including colour,
pattern, texture, line,
tone, shape, form and
space.
b Materials and
processes used in
making art, craft and
design
c Differences and
similarities in the work
of artists, craftspeople
and designers in
different times and
cultures.
Paula Rudd - Lickey Hills Primary School 2006
2 a Select tools,
techniques and materials
from a range selected by
the teacher
b Explore the sensory
qualities of materials
c Measure, mark out,
cut and shape
d Assemble, join and
combine materials
e Use simple finishing
techniques
f Follow safe
procedures for food
safety and hygiene
3 a Talk about ideas,
saying what they like
and dislike
b Identify what they
could have done
differently or how they
could improve work in
the future
4 a Learn about the
working characteristics
of materials (e.g. folding
paper, plaiting yarn to
make it stronger)
b How mechanisms can
be used in different ways
(e.g. wheels and axels
that allow movement)
2a Create musical
patterns.
b Explore, choose and
organise sounds and
musical ideas.
3a Explore ideas and
feelings about music
using movement, dance
and musical language.
b Make improvements
to their own work
4a Internalise and recall
sounds.
b Know how the
combined musical
elements of pitch,
duration, dynamics,
tempo, timbre, texture
and silence can be
organised and used.
c Know that sounds can
be made in different
ways and described
using given and invented
signs and symbols.
d The purposes of
music.
2 To prepare to play an
active role as citizens
E.g. Take part in
discussions about issues.
3 To develop a healthy,
safer lifestyle e.g.
healthy meals
4 To develop good
relationships and
respecting the
differences between
people e.g. sharing,
behaviour
Knowledge and
understanding
Knowledge &
Understanding
Beliefs:
Learn that Christians
believe in God and they
share this belief with
other faiths.
Key aspects of Christian
belief relating to the life
of Jesus and stories from
the Old and New
Testaments.
Learn about the Jewish
belief in God, about
Tenakh, the Jewish
scriptures, as a special
book and key figures in
Judaism.
Expression and
celebration:
Worship and festivals in
Christianity and
Judaism.
Visit to a local place of
worship, buildings art,
artefacts associated with
worship.
Living and Belonging:
The ways in which
religion affects lives,
behaviour and
relationships.
Reflect upon feelings
actions and codes of
conduct at home and in
school.
Thinking of and
respecting others.
The search for
meaning and purpose:
Explore own identity,
feelings and experiences
and of others in the class
and family.
Reflect on questions
about life and investigate
some of the answers
given by religious
groups.
Pupils should be taught
how to:
1a Gather information
from a variety of sources
b Enter and store
information in a variety
of forms
c Retrieve information
that has been stored
2a To use text, tables
images and sound to
develop their ideas.
b How to select from
and add to information
they have retrieved for
particular purposes.
c How to plan and give
instructions to make
things happen.
d To try things out and
explore what happens in
real and imaginary
situations.
3a How to share their
ideas by presenting
information in a variety
of forms.
b To present their
completed work
effectively.
4a Review what they
have done
b Describe the effects of
their actions
c Talk about what they
might change in the
future