Torkington Primary School
Year 1
The New Curriculum
Yearly Overview
nurturing potential, inspiring excellence
Torkington Primary School
Autumn 1
Topic: Happily Ever After/Hazel Grove mini project
Science
Working Scientifically.
Asking simple questions and recognising that they can be answered in different ways

Observing closely, using simple equipment

Performing simple tests

identifying and classifying

using their observations and ideas to suggest answers to questions

Gathering and recording data to help in answering questions.
Everyday materials.

Distinguish between an object and the material from which it is made.

Identify and name a variety of everyday materials, including wood, plastic, glass,
metal, water and rock.

Describe the simple physical properties of a variety of everyday materials.

Compare and group together a variety of everyday materials on the basis of their
simple physical properties.
Subject Driver: History/Geography
History
NC


Changes within living memory. Where appropriate, these should be used to reveal
aspects of change in national life
Events beyond living memory that are significant nationally or globally
Skills
To investigate and interpret the past:

Observe or handle evidence to ask questions and find answers to questions about the
past.

Ask questions such as: What was it like for people? What happened? How long ago?

Use artefacts, pictures, stories, online sources and databases to find out about the past.

Identify some of the different ways the past has been represented.
To build an overview of world history

Recognise that there are reasons why people in the past acted as they did.
To understand chronology:

Place events and artefacts in order on a time line.

Label time lines with words or phrases such as: past, present, older and newer.

Recount changes that have occurred in their own lives.
To communicate historically:

Use words and phrases such as: a long time ago, recently, when my parents/carers
were children, years, decades and centuries to describe the passing of time.
Computing
Pupils should be taught to:

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

Use technology purposefully to create, organise, store, manipulate and retrieve digital
content

Recognise common uses of information technology beyond school

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.
Writing




Labels, lists and captions.
Traditional tales description.
Instructions.
Letters.
Design and Technology
Design and Technology Scheme of Work
Focus: Structures – free standing structures./ castles
Prior learning
• Experience of using construction kits to build walls, towers and frameworks.
• Experience of using of basic tools e.g. scissors or hole punches with construction materials
e.g. plastic, card.
• Experience of different methods of joining card and paper.
Designing
• Generate ideas based on simple design criteria and their own experiences, explaining what
they could make.
• Develop, model and communicate their ideas through talking, mock-ups and drawings.
Making
• Plan by suggesting what to do next.
• Select and use tools, skills and techniques, explaining their choices.
• Select new and reclaimed materials and construction kits to build their structures.
• Use simple finishing techniques suitable for the structure they are creating.
Evaluating
• Explore a range of existing freestanding structures in the school and local environment e.g.
everyday products and buildings.
• Evaluate their product by discussing how well it works in relation to the purpose, the user and
whether it meets the original design criteria.
Technical knowledge and understanding
• Know how to make freestanding structures stronger, stiffer and more stable.
• Know and use technical vocabulary relevant to the project.
Music
Childre
PSHE/SRE
SEAL: Creating a safe place / community.
Managing own feelings.
Children should be inspired to develop a love of music that increases their self-confidence,
creativity and sense of achievement. The music curriculum is a spiral curriculum, with key
skills being repeated constantly.
Rhythm
Copy a given rhythm
Clap the rhythm of a song
Clap a given ostinato
Geography
NC - Use basic geographical vocabulary to refer to:

Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean,
river, soil, valley, vegetation, season and weather

Key human features, including: city, town, village, factory, farm, house, office, port,
harbour and shop
Skills
To investigate places

Ask and answer geographical questions such as: what it this place like? What or who
will I see in this place? What do people do in this place?

Identify the key features of a location in order to say whether it is a city, town, and
village, coastal or rural area.

Use aerial images and plan perspectives to recognise landmarks and basic physical
features.

To investigate places

Identify land use around the school.
To communicate geographically

Key physical features, including: beach, coast, forest, hill, mountain, ocean, river, soil,
valley, vegetation and weather.

Key human features, including: including: city, town, village, factory, farm, house,
office and shop.

Devise a simple map.
Art and Design
NC - Pupils should be taught:

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

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.
Focus: Sculpture – salt dough / Painting – mixing colours / Drawing – Matisse style
portraits
Skills
Sculpture

Use techniques such as rolling, cutting, moulding and carving

Use rolled up paper, straws, card and clay as materials

Use a combination of shapes

Include lines and texture
Painting

Mix primary colours to make secondary colours
Drawing

Show different tones by using coloured pencils
Provision Areas: Please see separate planning for weekly art and design opportunities
RE
Stockport R.E Scheme of Work
Finding out about the Bible
To begin to understand that rules have positive benefits.
To begin to appreciate that many people value the Bible as God's book of rules.
To become familiar with the Christian concept of God as Creator.
Games
RSE: Feelings and recognising own qualities.
DATE: Choices about health & well-being.
Medicines and what goes into our bodies.
HEALTHY LIFESTYLES: Understand the importance of regular exercise and preventing injury.
ABC – ANTI-BULLYING,CELEBRATING DIFFERENCE E-safety
nurturing potential, inspiring excellence
Torkington Primary School
Autumn 2
Topic: Let it Shine/Festivals
Science
Working Scientifically.

Asking simple questions and recognising that they can be answered in different ways

Observing closely, using simple equipment

Performing simple tests

Identifying and classifying

Using their observations and ideas to suggest answers to questions

Gathering and recording data to help in answering questions.
Seasonal changes

Observe changes across the four season.

Observe and describe weather associated with the seasons.
Non Statutory

Observe and name a variety of sources of light, including electric lights, flames and the
Sun, explaining that we see things because light travels from them to our eyes.
Subject Driver: Science/RE
History
NC

Events beyond living memory that are significant nationally or globally
Skills
To investigate and interpret the past:

Ask questions such as: What was it like for people? What happened? How long ago?

Use artefacts, pictures, stories, online sources and databases to find out about the past.
To build an overview of world history

Recognise that there are reasons why people in the past acted as they did.
To communicate historically:

Use words and phrases such as: a long time ago, recently, when my parents/carers
were children, years, decades and centuries to describe the passing of time.
Computing
Pupils should be taught to:

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

Use technology purposefully to create, organise, store, manipulate and retrieve digital
content

Recognise common uses of information technology beyond school

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.
Design and Technology
Writing
Music
Children should be inspired to develop a love of music that increases their self-confidence,
creativity and sense of achievement. The music curriculum is a spiral curriculum, with key skills
being repeated constantly.
Vocal
Speak chants and rhymes
Explore the structure of a simple chant
Mark the phrases of a song
Tap the pulse whilst singing
Clap the words of a song whilst singing
Sing questions (call and response songs)
Sing in class/assembly
PSHE/SRE
SEAL: Friendships
Managing own feelings.
Games



Poems on a theme.
Stories from a range of cultures.
Present information.
Geography
NC - Use basic geographical vocabulary to refer to:

Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean,
river, soil, valley, vegetation, season and weather

Key human features, including: city, town, village, factory, farm, house, office, port,
harbour and shop
Skills
To investigate places

Ask and answer geographical questions such as: what it this place like? What or who
will I see in this place? What do people do in this place?

Identify the key features of a location in order to say whether it is a city, town, and
village, coastal or rural area.
To communicate geographically

Key physical features, including: beach, coast, forest, hill, mountain, ocean, river, soil,
valley, vegetation and weather.

Key human features, including: including: city, town, village, factory, farm, house,
office and shop.
Art and Design
NC - Pupils should be taught:

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
Focus: Printing / Fireworks – sculpture / diva lamps
Skills
Printing

Press roll , stamp and rub to make prints
Sculpture

Use techniques such as rolling, cutting, moulding and carving

Use rolled up paper, straws, card and clay as materials

Use a combination of shapes

Include lines and texture
Provision Areas: Please see separate planning for weekly art and design opportunities
RE
Stockport R.E Scheme of Work
Finding out about Jesus and Christmas
To explore the idea of Jesus as a gift to the world.
To become familiar with the Christian celebration of Advent.
To explore the idea of 'good news'.
RSE: Knowing the difference between right and wrong.
DATE: Choices about health & well-being. Hand hygiene and stopping the spread of infection
(hand washing)
ABC – ANTI-BULLYING,CELEBRATING DIFFERENCE Generic
GLOBAL/CITIZENSHIP: Celebrating different cultures. Multicultural understanding.
nurturing potential, inspiring excellence
Torkington Primary School
Spring 1
Topic: Iron Man
Science
Subject Driver: English/Geography
Working Scientifically.

asking simple questions and recognising that they can be answered in different ways

observing closely, using simple equipment

performing simple tests

identifying and classifying

using their observations and ideas to suggest answers to questions

Gathering and recording data to help in answering questions.
Everyday materials.

Distinguish between an object and the material from which it is made.

Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water
and rock.

Describe the simple physical properties of a variety of everyday materials.

Compare and group together a variety of everyday materials on the basis of their simple physical
properties.
History
NC

The lives of significant individuals in the past who have contributed to national and international
achievements.
Skills
To investigate and interpret the past:

Ask questions such as: What was it like for people? What happened? How long ago?

Use artefacts, pictures, stories, online sources and databases to find out about the past.
To build an overview of world history:

Describe significant people from the past.
Design and Technology
Writing
Music
Children should be inspired to develop a love of music that increases their self-confidence, creativity and
sense of achievement. The music curriculum is a spiral curriculum, with key skills being repeated
constantly.
Instrumental
Play the pulse of a song
Play the rhythm of a song
Play an ostinato
Play the melody of a simple song on the xylophone
Instructions.
Stories set in places pupils have been E.g Park (adventure based). (Describe the setting, what
happen next, conflict and resolution).
PSHE/SRE
SEAL: Solving problems.
Setting own goals and learning from own successes.
Human and physical geography

identify seasonal and daily weather patterns in the United Kingdom and the location of hot and
cold areas of the world in relation to the Equator and the North and South Poles
Use basic geographical vocabulary to refer to:

key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil,
valley, vegetation, season and weather

key human features, including: city, town, village, factory, farm, house, office, port, harbour and
shop
Skills
To investigate places

Ask and answer geographical questions such as: what it this place like? What or who will I see in
this place? What do people do in this place?

Identify the key features of a location in order to say whether it is a city, town, and village,
coastal or rural area.

Use aerial images and plan perspectives to recognise landmarks and basic physical features.

Use world maps, atlases and globes to identify the United Kingdom and its countries, as well
as the countries, continents and oceans studied.
Computing
Pupils should be taught to:

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

Use technology purposefully to create, organise, store, manipulate and retrieve digital content

Recognise common uses of information technology beyond school

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


Geography
NC - Place knowledge

understand geographical similarities and differences through studying the human and physical
geography of a small area of the United Kingdom, and of a small area in a contrasting nonEuropean country
To investigate patterns

Understand geographical similarities and differences through studying the human and physical
geography of a small area of the United Kingdom and of a contrasting non-European country.

To communicate geographically

Key physical features including: beach, coast, forest, hill, mountain, ocean, river, soil, valley,
vegetation and weather.

Key human features, including: including: city, town, village, factory, farm, house, office and
shop.
Art and Design
NC - Pupils should be taught:

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.
Focus: Drawing – sea side picture / Digital – Iron man image / Collage- Iron man
Skills
Drawing

Pastels – colour neatly following the lines

Show patterns and texture by adding dots and lines
Digital

Use a wide range of tools to create, textures, lines, tones , colures and shapes
Collage

Use a combination of materials that are cut, torn and glued

Sort and arrange materials

Mix materials to create texture
Provision Areas: Please see separate planning for weekly art and design opportunities
RE
Stockport R.E Scheme of Work
Preparing for Easter
To know that many Christians prepare themselves for Easter.
To explore / experience self-denial.
To explore the Palm Sunday narrative.
To become familiar with the Last Supper narrative.
To explore the associated rituals.
Games
RSE: Friends – what makes a good friend? Accepting the different needs of others.
(Ingredients for a good friend & Caring Friend Heart displays.)
DATE: Understanding what medicines are and why we need them.
HEALTHY LIFESTYLES: Understand the importance of a balanced diet and regular meals. Hygiene
when preparing food.
ABC – ANTI-BULLYING,CELEBRATING DIFFERENCE Disability
nurturing potential, inspiring excellence
Torkington Primary School
Spring 2
Topic: Animals
Subject Driver: Science
Science
History
Working Scientifically.
NC

asking simple questions and recognising that they can be answered in different ways

Events beyond living memory that are significant nationally or globally

observing closely, using simple equipment
Skills

performing simple tests
To investigate and interpret the past:

identifying and classifying

Ask questions such as: What was it like for people? What happened? How long ago?

using their observations and ideas to suggest answers to questions

Use artefacts, pictures, stories, online sources and databases to find out about the past.

Gathering and recording data to help in answering questions.
Animals including humans.

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).
To communicate historically:

Use words and phrases such as: a long time ago, recently, when my parents/carers
were children, years, decades and centuries to describe the passing of time.



Writing
Non-chronological reports (present information).
Recounts - visit.
Poetry using the senses.
PSHE/SRE
SEAL: Problem solving.
Own gifts & talents.
Skills
To investigate places

Ask and answer geographical questions such as: what it this place like? What or who
will I see in this place? What do people do in this place?

Identify the key features of a location in order to say whether it is a city, town, and
village, coastal or rural area.
To communicate geographically

Key physical features including: beach, coast, forest, hill, mountain, ocean, river, soil,
valley, vegetation and weather.

Key human features, including: including: city, town, village, factory, farm, house,
office and shop.
Non Statutory

Explore and compare the differences between things that are living, that are dead and
that have never been alive.

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.
Computing
Pupils should be taught to:

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

Use technology purposefully to create, organise, store, manipulate and retrieve digital
content

Recognise common uses of information technology beyond school

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.
Geography
NC Use basic geographical vocabulary to refer to:

key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean,
river, soil, valley, vegetation, season and weather

key human features, including: city, town, village, factory, farm, house, office, port,
harbour and shop
Design and Technology
Art
NC - Pupils should be taught:
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
Focus: Drawing/ Painting - observational animals
Skills
Drawing

Draw lines of different lines and thicknesses

Show tones by using coloured pencils
Painting

Mix primary colours to make secondary colours

Use thin and thick brushes
Music
Children should be inspired to develop a love of music that increases their self-confidence,
creativity and sense of achievement. The music curriculum is a spiral curriculum, with key
skills being repeated constantly.
Listening
Move with the pulse to a piece of music
Identify a repeated motif in a piece of music
Trace the shape of a song
Identify ascending and descending sounds on a xylophone
Recognise percussion instruments being played in music
Listen to & identify male/female voice in music
Listen to and respond to live music
Games
Provision Areas: Please see separate planning for weekly art and design opportunities
RE
Stockport R.E Scheme of Work
Death and resurrection – preparing for Easter
To become familiar with the Good Friday narrative.
To explore how these events are remembered by Christians.
To become familiar with the Resurrection narrative.
To explore how this event is celebrated by Christians.
To become familiar with the Gospel narrative.
To explore the theme of doubt.
RSE: Friends – making new friends. Peer group pressure (working & playing co-operatively
together.)
DATE: Harmful aspects of some household products & medicines. Ways of keeping safe.
ABC – ANTI-BULLYING,CELEBRATING DIFFERENCE Homophobia 1
GLOBAL/CITIZENSHIP: Understanding what money can buy (financial capability.)
nurturing potential, inspiring excellence
Torkington Primary School
Summer 1
Topic: Around the World
Science
Subject Driver: Geography
Working Scientifically.

asking simple questions and recognising that they can be answered in different ways

observing closely, using simple equipment

performing simple tests

identifying and classifying

using their observations and ideas to suggest answers to questions

Gathering and recording data to help in answering questions.
History
NC

Significant historical events, people and places in their own locality.
Skills
To investigate and interpret the past:

Observe or handle evidence to ask questions and find answers to questions about the past.
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.
Geography
NC - Place knowledge

understand geographical similarities and differences through studying the human and physical
geography of a small area of the United Kingdom, and of a small area in a contrasting nonEuropean country

Use basic geographical vocabulary to refer to:

key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil,
valley, vegetation, season and weather

key human features, including: city, town, village, factory, farm, house, office, port, harbour and
shop

Geographical skills and fieldwork

use aerial photographs and plan perspectives to recognise landmarks and basic human and
physical features; devise a simple map; and use and construct basic symbols in a key
Skills
To investigate places

Ask and answer geographical questions such as: what it this place like? What or who will I see in
this place? What do people do in this place?

Identify the key features of a location in order to say whether it is a city, town, and village,
coastal or rural area.

Use world maps, atlases and globes to identify the United Kingdom and its countries, as well
as the countries, continents and oceans studied.
To investigate places

Understand geographical similarities and differences through studying the human and physical
geography of a small area of the United Kingdom and of a contrasting non-European country.
Computing
Pupils should be taught to:

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

Use technology purposefully to create, organise, store, manipulate and retrieve digital content

Recognise common uses of information technology beyond school

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.



Writing
Speaking and listening – drama.
Traditional tales – change the setting for around the world– talk for writing.
Letters – persuasion.
PSHE/SRE
SEAL: Important people.
Feeling loved/cared for.
Understanding / sharing feelings.
Design and Technology
Design and Technology Scheme of Work
Focus - Mechanisms – wheel and axels – build a mode of transport to take you around the world.
Prior learning
• Assembled vehicles with moving wheels using construction kits.
• Explore moving vehicles through play.
• Gained some experience of designing, making and evaluating products for a specified user and
purpose.
• Developed some cutting, joining and finishing skills with card.
Designing
• Generate initial ideas and simple design criteria through talking and using own experiences.
• Develop and communicate ideas through drawings and mock-ups.
Making
• Select from and use a range of tools and equipment to perform practical tasks such as cutting and
joining to allow movement and finishing.
• Select from and use a range of materials and components such as paper, card, plastic and wood
according to their characteristics.
Evaluating
• Explore and evaluate a range of products with wheels and axles.
• Evaluate their ideas throughout and their products against original criteria.
Technical knowledge and understanding
• Explore and use wheels, axles and axle holders.
• Distinguish between fixed and freely moving axles.
• Know and use technical vocabulary relevant to the project.
Music
Children should be inspired to develop a love of music that increases their self-confidence, creativity and
sense of achievement. The music curriculum is a spiral curriculum, with key skills being repeated
constantly.
Compose
Improvise rhythms
Take turns when playing with a partner
Take turns to play phrases of an equal length with a partner
To be aware of rests in music
Choose sounds to illustrate a poem/picture/scene etc.
To communicate geographically

Key physical features including: beach, coast, forest, hill, mountain, ocean, river, soil, valley,
vegetation and weather.

Key human features, including: including: city, town, village, factory, farm, house, office and
shop.
Art and Design
NC - Pupils should be taught:

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.
Focus: Printing – pramids / painting - flags
Skills
Printing

Use repeated or overlapping shapes

Use objects to create prints e.g. fruit veg or sponges
Painting

Mix primary colours to make secondary colours
Provision Areas: Please see separate planning for weekly art and design opportunities
RE
Stockport R.E Scheme of Work
R.E Mini Topic
Stages of Life
Rakesh Bandhan
To help children appreciate that there are different stages of life.
To explore children's ambitions.
To familiarize children with story of Jesus' dedication
To help children reflect on becoming an adult.
To become familiar with the story of Jesus in the Temple.
Games
RSE: Growing Up – Body parts.
DATE: Using medicines safely. Understanding how Doctors can help us.
HEALTHY LIFESTYLES: Water safety.
ABC – ANTI-BULLYING,CELEBRATING DIFFERENCE Homophobia 2
nurturing potential, inspiring excellence
Torkington Primary School
Summer 2
Topic: Buds and Bugs
Subject Driver: Science
Science
Working Scientifically.

asking simple questions and recognising that they can be answered in different ways

observing closely, using simple equipment

performing simple tests

identifying and classifying

using their observations and ideas to suggest answers to questions

Gathering and recording data to help in answering questions.
Plants

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.
Computing
Pupils should be taught to:

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

Use technology purposefully to create, organise, store, manipulate and retrieve digital
content

Recognise common uses of information technology beyond school

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.
Writing


Recounts.
Pattern and rhyme.
PSHE/SRE
SEAL: Making change happen.
Understanding changes.
Overcoming obstacles.
History
Geography
Geographical skills and fieldwork

use simple fieldwork and observational skills to study the geography of their school and
its grounds and the key human and physical features of its
Skills
To investigate places

Use aerial images and plan perspectives to recognise landmarks and basic physical
features.
To investigate patterns

Identify land use around school.
Design and Technology
Design and Technology Scheme of Work
Focus: Sliders and levers – picture of bug moving across environment
Prior learning
• Early experiences of working with paper and card to make simple flaps and hinges.
• Experience of simple cutting, shaping and joining skills using scissors, glue, paper fasteners
and masking tape.
Designing
• Generate ideas based on simple design criteria and their own experiences, explaining what
they could make.
• Develop, model and communicate their ideas through drawings and mock-ups with card and
paper.
Making
• Plan by suggesting what to do next.
• Select and use tools, explaining their choices, to cut, shape and join paper and card.
• Use simple finishing techniques suitable for the product they are creating.
Evaluating
• Explore a range of existing books and everyday products that use simple sliders and levers.
• Evaluate their product by discussing how well it works in relation to the purpose and the user
and whether it meets design criteria.
Technical knowledge and understanding
• Explore and use sliders and levers.
• Understand that different mechanisms produce different types of movement.
• Know and use technical vocabulary relevant to the project.
Music
Children should be inspired to develop a love of music that increases their self-confidence,
creativity and sense of achievement. The music curriculum is a spiral curriculum, with key
skills being repeated constantly.
Compose
Improvise rhythms
Take turns when playing with a partner
Take turns to play phrases of an equal length with a partner
To be aware of rests in music
Choose sounds to illustrate a poem/picture/scene etc.
Art and Design
NC - Pupils should be taught:

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.
Focus: Collage – snail / Painting and drawing - water colour flower
Skills
Collage

Use a combination of materials that are cut, torn and glued

Sort and arrange materials

Mix materials to create texture
Painting

Mix primary colours to make secondary colours

Use thick and thin brushes
Drawing

Show patterns and texture by adding dots and lines
Provision Areas: Please see separate planning for weekly art and design opportunities
RE
Stockport R.E Scheme of Work
The Bible in Church
To begin to understand that a church is a family, not a building.
To reflect on the concept of the extended family.
To explore buildings which are special to the children.
To begin to understand why some buildings are important to Christians.
To appreciate the joy of singing.
To begin to understand that Christians praise God by singing.
Games
RSE: Growing Up – Needs of a baby.
DATE: Where should medicines be kept?
ABC – ANTI-BULLYING,CELEBRATING DIFFERENCE Race
GLOBAL/CITIZENSHIP: Understanding dilemmas – sharing with others.
nurturing potential, inspiring excellence