IPC Rolling Programme KS1
Year 1
Autumn 1- Who Am I?
Autumn 2- Let’s Celebrate
Spring 1- Stories People Tell
Spring 2- Jobs People Do
Summer 1- Our World
Summer 2- From A to B
Year 2
Autumn 1- How Are You?
Autumn 2- Let’s Celebrate
Spring 1- The Magic Toymaker
Spring 2- Flowers & Insects
Summer 1- Circus
Summer 2- Horary…Lets Go On Holiday
Assessment Opportunities
Who Am I?
History
Geography
Science
N/A
-Be able to describe the
geographical features of the
school site and other familiar
places
-Be able to make maps and plans of
real and imaginary places, using
pictures and symbols
-Know about the countries their
families originated in and be able
to locate these on a map or globe
-Be able to express views on the
-Be able to pose simple scientific
questions
-Be able to identify ways of
finding out about themselves
-Be able, with help, to conduct
simple investigations:
-Thinking about what will happen
-Using, with help, simple scientific
equipment
-Recognising when a test or
comparison with one variable is
attractive and unattractive
features of an environment
The Stories People Tell
-Be able to use key words and
phrases relating to the passing of
time
-Be able to order events and
objects into a sequence
-Be able to identify differences
between their own lives and those
of people who have lived in the
past
-Be able to find out about aspects
of the past from a range of
sources of information
The Circus is Coming to
Town
-Be able to use key words and
phrases relating to the passing of
time
-Be able to use geographical terms
-Be able to follow directions
-Be able to make maps and plans of
real and imaginary places, using
pictures and symbols
-Be able to use secondary sources
to obtain simple geographical
information
-Be able to express views on the
attractive and unattractive
features of an environment
-Be able to communicate their
geographical knowledge and
understanding in a variety of ways
-Be able to make maps and plans of
real and imaginary places, using
pictures and symbols
fair
-Observing what happens
-Comparing what happened with
what they thought would happen
-Offering explanations for what
happened and why it happened
-Making simple comparisons,
identifying similarities,
differences and simple patterns
-Recording and communicating
their observations – orally, in
writing and through ICT
-Be able, with help, to gather
information from simple texts
N/A
-Be able to pose simple scientific
questions
-Be able to identify ways of
finding out about scientific issues
-Be able, with help, to conduct
simple investigations:
-Thinking about what will happen
Our World
N/A
-Be able to use geographical terms
-Be able to describe the
geographical features of the
school site and other familiar
places
-Be able to make maps and plans of
real and imaginary places, using
pictures and symbols
-Be able to use maps at a variety
of scales to locate the position and
simple geographical features of
the host country and their home
country
-Using, with help, simple scientific
equipment
-Recognising when a test or
comparison with one variable is
fair
-Observing what happens
-Comparing what happened with
what they thought would happen
-Offering explanations for what
happened, and why it happened
-Making simple comparisons,
identifying similarities,
differences and simple patterns
-Recording and communicating
their observations – orally, in
writing and through ICT
-Be able, with help, to gather
information from simple texts
-Be able to pose simple scientific
questions
-Be able to identify ways of
finding out about scientific issues
-Be able, with help, to conduct
simple investigations:
-Thinking about what will happen
-Using, with help, simple scientific
equipment
-Recognising when a test or
comparison with one variable is
fair
-Observing what happens
Comparing what happened with
what they thought would happen
-Offering explanations for what
happened, and why it happened
From A to B
How Are You?
-Be able to ask and answer
questions about the past
-Be able to order events and
objects into a sequence
-Be able to identify differences
between their own lives and those
of people who have lived in the
past
-Be able to find out about aspects
of the past from a range of
sources of information
-Be able to use geographical terms
-Be able to follow directions
-Be able to make maps and plans of
real and imaginary places, using
pictures and symbols
-Be able to use maps at a variety
of scales to locate the position of
features in the host country
-Be able to use secondary sources
to obtain simple geographical
information
-Be able to communicate their
geographical knowledge and
understanding in a variety of ways
History
Geography
N/A
-Be able to use key words and
phrases relating to the passing of
time
-Be able to identify differences
between their own lives and those
of people who have lived in the
past
-Making simple comparisons,
identifying similarities,
differences and simple patterns
-Recording and communicating
their observations – orally, in
writing and through ICT
-Be able to pose simple scientific
questions about forces and motion
-Be able, with help, to conduct
simple investigations
-Thinking about what will happen
-Using, with help, simple scientific
equipment
-Recognising when a test or
comparison with one variable is
fair
-Observing what happens
-Comparing what happened with
what they thought would happen
-Offering explanations for what
happened, and why it happened
-Making simple comparisons,
identifying similarities,
differences and simple patterns
-Recording and communicating
their observations – orally, in
writing and through ICT
Science
-Be able to pose simple scientific
questions
-Be able to identify ways of
finding out about scientific issues
-Be able, with help, to conduct
simple investigations
-Thinking about what will happen
-Be able to find out about aspects
of the past from a range of
sources of information
Let’s Celebrate
The Magic Toymaker
-Be able to use key words and
phrases relating to the passing of
time
-Be able to order events and
objects into a sequence
-Be able to identify differences
between their own lives and those
of people who have lived in the
past
-Be able to find out about aspects
of the past from a range of
sources of information
-Be able to use key words and
phrases relating to the passing of
time
-Be able to order events and
objects into a sequence
-Using, with help, simple scientific
equipment
-Recognising when a test or
comparison with one variable is
fair
-Observing what happens
-Comparing what happened with
what they thought would happen
-Offering explanations for what
happened, and why it happened
-Making simple comparisons,
identifying similarities,
differences and simple patterns
-Recording and communicating
their observations - orally, in
writing and through ICT
-Be able, with help, to gather
information from simple texts
N/A
N/A
N/A
-Be able to pose simple scientific
questions
-Be able to identify ways of
finding out about scientific issues
-Be able, with help, to conduct
-Be able to identify differences
between their own lives and those
of people who have lived in the
past
-Be able to find out about aspects
of the past from a range of
sources of information
Flowers & Insects
The Things People Do
N/A
-Be able to use key words and
phrases relating to the passing of
-Be able to use secondary sources
to obtain simple geographical
information
-Be able to communicate their
knowledge and understanding in a
variety of ways
-Be able to use geographical terms
-Be able to describe the
simple investigations:
-Thinking about what will happen
-Using, with help, simple scientific
equipment
-Recognising when a test or
comparison with one variable is
fair
-Observing what happens
-Be able to pose simple scientific
question
-Be able to identify ways of
finding out about scientific issues
-Be able, with help, to conduct
simple investigations
-Thinking about what will happen
-Using, with help, simple scientific
equipment
-Recognising when a test or
comparison with one variable is
fair
-Observing what happens
-Comparing what happened with
what they thought would happen
-Offering explanations for what
happened, and why it happened
-Making simple comparisons,
identifying similarities,
differences and simple patterns
-Recording and communicating
their observations – orally, in
writing and through ICT
-Be able, with help, to gather
information from simple texts
N/A
time
-Be able to order events and
objects into a sequence
-Be able to identify differences
between their own lives and those
of people who have lived in the
past
-Be able to find out about aspects
of the past from a range of
sources of information
Hooray…Lets Go On
Holiday
-Be able to use words and phrases
relating to the passing of time
-Be able to order events and
objects into a sequence
-Be able to identify differences
between their own lives and those
of people who have lived in the
past
-Be able to find out aspects of the
past from a range of sources of
information
geographical features of the
school site and other familiar
places
-Be able to make and maps and
plans of real and imaginary places,
using pictures and symbols
-Be able to use maps at a variety
of scales to locate the position and
simple geographical features of
the host country and their home
country
-Be able to communicate their
geographical knowledge and
understanding in a variety of ways
-Be able to use geographical terms
-Be able to follow directions
-Be able to describe the
geographical features of the
school site and other familiar
places
-Be able to make maps and plans of
real or imaginary places, using
pictures and symbols
-Be able to use maps at a variety
of scales to locate the position and
simple geographical features of
the host country and their home
country
-Be able to use secondary sources
to obtain simple geographical
information
-Be able to express views on the
attractive and unattractive
features of an environment
-Be able to communicate their
N/A
Who Am I?
N/A
The Stories People Tell
-Be able to use key words and
phrases relating to the passing of
time
-Be able to order events and
objects into a sequence
-Be able to identify differences
between their own lives and those
of people who have lived in the
geographical knowledge and
understanding in a variety of ways
-Be able to describe the
geographical features of the
school site and other familiar
places
-Be able to make maps and plans of
real and imaginary places, using
pictures and symbols
-Know about the countries their
families originated in and be able
to locate these on a map or globe
-Be able to express views on the
attractive and unattractive
features of an environment
-Be able to use geographical terms
-Be able to follow directions
-Be able to make maps and plans of
real and imaginary places, using
pictures and symbols
-Be able to use secondary sources
to obtain simple geographical
information
-Be able to pose simple scientific
questions
-Be able to identify ways of
finding out about themselves
-Be able, with help, to conduct
simple investigations:
-Thinking about what will happen
-Using, with help, simple scientific
equipment
-Recognising when a test or
comparison with one variable is
fair
-Observing what happens
-Comparing what happened with
what they thought would happen
-Offering explanations for what
happened and why it happened
-Making simple comparisons,
identifying similarities,
differences and simple patterns
-Recording and communicating
their observations – orally, in
writing and through ICT
-Be able, with help, to gather
information from simple texts
N/A
past
-Be able to find out about aspects
of the past from a range of
sources of information
The Circus is Coming to
Town
Our World
-Be able to use key words and
phrases relating to the passing of
time
N/A
-Be able to express views on the
attractive and unattractive
features of an environment
-Be able to communicate their
geographical knowledge and
understanding in a variety of ways
-Be able to make maps and plans of
real and imaginary places, using
pictures and symbols
-Be able to use geographical terms
-Be able to describe the
geographical features of the
school site and other familiar
places
-Be able to make maps and plans of
-Be able to pose simple scientific
questions
-Be able to identify ways of
finding out about scientific issues
-Be able, with help, to conduct
simple investigations:
-Thinking about what will happen
-Using, with help, simple scientific
equipment
-Recognising when a test or
comparison with one variable is
fair
-Observing what happens
-Comparing what happened with
what they thought would happen
-Offering explanations for what
happened, and why it happened
-Making simple comparisons,
identifying similarities,
differences and simple patterns
-Recording and communicating
their observations – orally, in
writing and through ICT
-Be able, with help, to gather
information from simple texts
-Be able to pose simple scientific
questions
-Be able to identify ways of
finding out about scientific issues
real and imaginary places, using
pictures and symbols
-Be able to use maps at a variety
of scales to locate the position and
simple geographical features of
the host country and their home
country
From A to B
-Be able to ask and answer
questions about the past
-Be able to order events and
objects into a sequence
-Be able to identify differences
between their own lives and those
of people who have lived in the
past
-Be able to find out about aspects
of the past from a range of
sources of information
-Be able to use geographical terms
-Be able to follow directions
-Be able to make maps and plans of
real and imaginary places, using
pictures and symbols
-Be able to use maps at a variety
of scales to locate the position of
features in the host country
-Be able to use secondary sources
to obtain simple geographical
information
-Be able to communicate their
geographical knowledge and
understanding in a variety of ways
-Be able, with help, to conduct
simple investigations:
-Thinking about what will happen
-Using, with help, simple scientific
equipment
-Recognising when a test or
comparison with one variable is
fair
-Observing what happens
Comparing what happened with
what they thought would happen
-Offering explanations for what
happened, and why it happened
-Making simple comparisons,
identifying similarities,
differences and simple patterns
-Recording and communicating
their observations – orally, in
writing and through ICT
-Be able to pose simple scientific
questions about forces and motion
-Be able, with help, to conduct
simple investigations
-Thinking about what will happen
-Using, with help, simple scientific
equipment
-Recognising when a test or
comparison with one variable is
fair
-Observing what happens
-Comparing what happened with
what they thought would happen
-Offering explanations for what
happened, and why it happened
-Making simple comparisons,
identifying similarities,
differences and simple patterns
-Recording and communicating
their observations – orally, in
writing and through ICT