***** Class: Medium Term Plan
Topic: Transport
Term: Spring One
Understanding Communication and Language
 Pupil explores a greater repertoire of words.
 Children can match words to pictures and objects.
 Children can mimic and repeat sounds, joining in with songs
and rhymes where appropriate.
 Pupils combine two and three words to convey meaning.
 Children respond to and recognise their name.
Group Two
(Pupil Initials here)
Group Three
(Pupil Initials here)
 Pupil engages with familiar rhymes and songs, participating on
a basic and functional level.
 Pupils begin to show some knowledge of context in
conversation (‘Circle Time’ children come and sit down etc.)
 Responds to others in-group through vocalisation / signs /
gestures.
 Explore wider range of adjectives, beginning to match these to
pictures and objects.
 Examine prepositions, such as ‘in’ or ‘on’, and
pronouns, such as ‘my’ or ‘it’, correctly.
 Children can select favoured rhymes/songs or
stories and engage appropriately.
 Explore time concept words with greater accuracy
(yesterday/tomorrow etc).
 Children follow two actions upon adult instruction,
‘put the bottle in the bag.’
Group One
Group Two
Group Three
SOW Ref – KS1: Sorting and Using Materials
 Use their senses to explore a range of
tactile materials and objects.
 Use their senses to explore a range of visual
materials and objects.
 Respond to the sensory properties of
materials and objects.
 Demonstrate a like or dislike preference to
materials and properties.
 Explore groups of materials
with similar properties.
 Explore groups of materials
with contrasting properties.
 Indicate a preference for
particular objects, materials
or properties.
 Make collections of their
favourite materials and objects.
 Sort materials and objects
according
to
particular
properties.
 Communicate and describe
groups of objects and materials.
Science
S and L
Group One
(Pupil Initials here)
Scientific and Technological Understanding
Reading
 To use fine motor skills to hold and use small objects.
 To experience a range of sensory approaches to making marks
in tactile ways.
 Develop handwriting strokes on sand, paint or on paper.
 Pupils produce meaningful marks or symbols associated with
their own name.
 To experience a range of activities that encourages L-R
movements and ‘following’ skills.
 To use pens and pencils to develop fine motor control.
 To extend knowledge of letter sounds.
 To begin to trace, with adult support, along lines
and around shapes in the correct way.
 To join in with finishing a word, sentence or song.
 Pupil writes from left to right and down a page.
 They begin to demonstrate an awareness of the
sequence of letters, symbols and words.
 Children engage with and respond to familiar songs/rhymes
and stories.
 Pupils show some anticipation to stories (for example,
covering water splashes etc – sensory stories).
 Children examine books, holding them correctly and
examining pages.
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 Pupils begin to answer questions about familiar
texts.
 Pupils select familiar/key words from SRB.
 Can derive some meaning from text, symbols or
pictures.
They recognise a growing repertoire of familiar words.
They show curiosity about content.
They match objects to pictures and symbols.
To identify a picture linked to a missing word.
Shared Reading Books: The Big Red Bus, Wheels on the Bus,
Speaking & Listening – Communicating using PECS (communication books) – utilise across the curriculum - Food Tech expressing their dis/likes and making requests, Snack Time expressing their
wants (appropriate phases), Choosing Time requesting items (see individual targets). Participation in Circle Time as appropriate – follows and remains attentive, responding to peers, through
gesture, recognition and/or interaction. Begin to model and reinforce generic conversational conventions, link to ASC Targets of turn taking, waiting and sharing. Using PECS to create – ‘I can
see/hear’ sentences with two and three key words, ‘I can see a big, yellow sandpit’ or ‘I can hear Jack and Jill,’ beginning to explore adjectives etc. Occupational Therapy – Mr. Tongue’s House at the
end of the day to further develop physical manipulation and strength of the mouth and tongue. Shared Reading Book with focused 1-1 sessions tuning into children’s communication techniques and
quirks. Liaise with SALT to develop necessary steps where appropriate.
Writing – Increase opportunities for writing – carousel to Phonics session, morning session and before home. Tactile writing on wallpapers, gel packs and different coloured/fluorescent paper. Begin
to form shapes and lines correctly through overwriting, copying and tracing. Overwriting key words and letters (OT overwriting textures and use of black boards and wet, dry). Occupational Therapy
– Finger Gym at the end of the day encouraging finger dexterity, hand strength and joint stability. Use iPad apps developing and reinforcing accuracy – use of one finger tracing lines rather than
gripping an implement. Continue to use stylus with the iPad, developing writing through ‘Draw Something’ and ‘Doodle Buddy.’ Use letter cards to recognise letters in own name as part of a
workstation activity alongside FMS tasks. Explore creating a story using ‘Clicker-5’ and familiar pictures of a storyboard – cross-curricular link ICT/PSD (sharing, turn taking etc.).
Can make a choice in response to a
sensory experience
Can
combine
materials,
components and techniques.
Can explore a range of materials
through play-based activities.
Begin to use a range of simple tools
with support where required.
Can express what they like and
dislike.
Can use tools to shape materials.
Can make choices about what they
would like to use or what they
would like to make.
SOW Ref – KS1: Making Pictures
 Will use a switchoperated toy.
 Will observe and use a
variety of everyday
devices.
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Will make simple pictures appear on the screen.
Will make simple pictures appear on the screen.
Will add colours to pictures on a screen.
Will select icons to create shapes on a
computer.
 Will put features on a face on a
screen.
 Will create a picture of an
everyday object by using a
simple computer program.
ICT
 Pupils can explore a range of practical activities designed to
target elements for writing.
 Children experiment with writing implements, producing
marks.
 Examine labels in texts, finding similar pictures.
Design Technology
Writing
Science: Identifying and Classifying Materials.
Experience a range of everyday materials and engage with these in a sensory way, cellophane, fur, paper etc.
Categorise accordingly, give ownership to children - allow them to decide categories. Soft/Bumpy etc but move onto
dis/like and begin to encourage scientific discussion through describing materials and providing opinions. Hold
different experiments– for example how much water can paper/plastic hold?
Design Technology: Provide opportunities to develop children’s use of familiar equipment and materials, scissors, glue,
spreaders, pipe cleaners etc. Develop expression of opinion of favoured equipment/materials and techniques, begin to develop
some self -evaluation and celebrate children’s creations. Begin to share peers work and focus on developing confidence through
highlighting positives. Provide opportunities for children to explore new activities such as gel packs, foam monsters and cornstarch, continually drawing out children’s expression of opinions – positive or negative.
ICT: Operate on/off switches, choosing time and children’s toys, sensory room and curricular link to music in the iMuse Room.
Explore cause and effect programmes on touch screen - firework programme, Touch Balloons etc. Using programs for leisure,
selecting programmes and making choices, exploring PowerPoints and Clicker-5 stories. Starting and stopping DVD/CD player.
Further development of confidence of technology and reinforce ability with stylus.
Reading – texts, lists, letters and velcro’ed flash cards. Circle Time – identifying their names from a selection, some including pictures. Recognising and identifying initial letter sounds – meaningful
letters for individual children. Reminisce past events, through use of homework diaries and recalling things at school; adult play a heavy role in this and rely on children’s expressions to lead. Follow
Class Reading Regime – generic conventions of reading, finishing sentences, comprehension and recreating sentences. Address individual targets as set out in green files. Discuss texts and their
opinions; whether they like the story, if a character is good/bad etc. Participate in word play games experiencing and exploring rhyming couplets/strings and alliterative patterns. Explore and
experiment with computer programme ‘Clicker-5’ to create a book/story. Cross-curricular link with ICT.
Mathematical Understanding
 Join in with the creation and continuation of simple
mathematical patterns.
 Match with help, objects and pictures.
 Join in with activities involving counting money.
 To make a set with same amount in each.
Group Two
 Demonstrate their understanding of the concept of a simple
repeating mathematical pattern.
 Copy simple mathematical patterns.
 Use 1p coins in shopping for items up to 5p.
 In practical situations counts, when asked how many?
Group Three
 Recognise simple mathematical patterns.
 Identifies more/less with help and
experiences checking
Group One
 To experience a range of
different environments.
 Look at some physical features.
 To recognise some physical
features in the locality.
Group Two
 To recognise different buildings.
 To recognise that building have
different functions.
 Visit
different
buildings,
libraries, churches etc.
Group Three
 Begin to recognise common features
of different buildings.
 Begin to show awareness of people in
particular environments.
 To understand that people have
specific jobs.
Geography
U and A
Group One
Humanities
 Begin to remember learned responses and anticipate known events.
 Responds to activities exploring object permanence.
 Show an interest in activities in which two numbers are being
compared.
 Show recognition of the numbers being compared.
Counting
Numbers
 Join in with activities of finding 1 more and 1 less than a number
1 to 5.
 Demonstrate an understanding of the concepts 1 more and 1
less using 1 to 5 familiar objects.
 Count reliably up to 3 the total number of objects from the
combining of two groups.
Calculating
 Use numbers to 5 in familiar activities & games.
 Rote counts and knows the order of numbers to 5.
 Communicate number names to 5 in order.
 Recognise zero in stories and number
rhymes.
 Recite the number names in order 0-20.
 Join in with combining and partitioning activities.
Show recognition of the words ‘add’, ‘and’,
‘make’, ‘sum’, ‘total’, ‘altogether’, ‘take away.’
 Use the language associated with combining and
partitioning ‘add’, ‘and’, ‘make’, ‘altogether’, ‘take
away.’
 Know the order of numbers to 10.
 Count reliably up to 3 objects
 Demonstrate their understanding that
the last number names the set.
 To
experience
different
modes of transportation.
 To recognise big differences in
transport.
 Begin to make comparisons
between the ages.
 To recognise different modes of
transport from different ages.
 To learn about the advances in
modes of transport.
 Compare different modes of
transport.
 To sequence modes of transport with
some chronology.
 To investigate transport for leisure.
 Classify different modes and times of
transportation.
 Compare two familiar numbers, say which is more or
less and lies between them.
 Recognise that the size of the set is given by the last
number in the count.
 Use ordinal numbers.
 Find 1 more and 1 less than 1 to 5 objects.
 Responds to question ‘How many?’
 Count reliably up to at least 5 the total number of objects
from the combining of two groups.
History
Number
Facts
 Show anticipation in familiar number rhymes/ activities.
 Join in with familiar number rhymes, songs, stories & finger
games either by body movement or vocalisation.
Geography: Consolidate previous learning through cross curricular links where possible. Experience and explore different
localities, woods, beaches etc. Recognise appropriate clothing for these trips – wellies, raincoats etc. Tactile exploration of
environmental change – weathering etc. Community Based Visits to a range of places – introduce new experiences some
children may have never explored before. Begin to look at people in jobs – curricular link to PSHE – people who help us!
History: SOW Ref – KS1: Transport: Experience different modes of transportation, trains, metros, public buses etc. Examine
pictures and artefacts of olden transport – buses, cars, horse and cart. Classify and group pictures accordingly using historically
appropriate vocabulary; extend through comparing and spotting differences – games/flash cards. Practical and hands on as
much as possible and safe.
 Manipulate positions: stacking objects, lining them up, putting
them in & out of containers
 Join in with activities involving movement, and those describing
position, direction and movement.
 Show an understanding of vocabulary such as more or less when
working with capacities.
 Children can recognise everyday 2D and 3D
shapes.
 Pupils can sequence daily activities.
 Show recognition of positions, directions &
movements.
 Use familiar words to describe size, quantity,
time.
 Children can identify shapes with an adjective, ‘big
circle/short rectangle’ etc.
 Pupil can make a collect of shapes with familiar qualities,
‘all shapes with 3 sides.’
Using and applying: Colour sorting and matching. Organizing to set criteria and sorting to own. Focus colour and size. Simple shape sorters, inset puzzles, jigsaws and games. Explore patterned
fabric/paper, auditory and textile patterns. Make simple predictions of what will come next. Copy and continue repeating patterns, with support. Copy a simple pattern of repeated movements.
Counting and Understanding Numbers: Oral and Mental Starters – familiar counting songs; children to participate accordingly – ’10 pigs,’ ‘Who’s got number 1?’ and ’10 little fireworks’ etc.
Counting amounts to 5, 10 and 20. Ordering numbers on mirrors, writing numbers. Matching digits to amounts of children, animals, favoured objects etc. Mark-making on & overwriting numbers.
Printing, colouring, cutting numerals out of dough and number biscuits. 2D & 3D numerals in different textures. Colour by numbers, Rote counting/counting amounts. Touches items when counting.
Individual number lines, numerical activities in workstations – counting, ordering, rhymes & stories.
Understanding Shape: 2D identifying and making pictures with, 2D shape presents and gifts. Exploring and classifying objects according to 2D shapes (words and symbols) using direct comparison.
Cross-curricular link - Use iPad to complete shape games and jigsaws, identifying shapes and attributes through motivating technology. Touch screen computer completing control and
understanding children’s programmes.
 Can access opportunities to explore
colour, texture and shape.
 Can experiment with different materials
and processes.
 They make marks intentionally on a
surface with fingers/ tools.
 They purposefully choose colours/
technique.
 Can use some materials with greater
intent and purpose.
 They show an interest in a range of
tools and materials, taking part in
familiar activities.
 Can make a response to
the visual and tactile
qualities of materials,
with prompts.
 Can select materials and
tools to develop own
ideas, with prompts.
Art
Understanding
Shape/Measure
Understanding the Arts
Art: Making artistic choices and personal decisions – demonstrate opinions/dis/likes of techniques and creations. Use PECS to
request utensils and equipment – continually developing communication and expression. Experiment with different techniques
and explore different ways of doing things – comparing these and sharing each other’s work before taking home for parents.
Drama: Acting out class texts and stories. Exploring characters. Speaking and listening using masks. Role Play – use facility
rooms to infer game play and allow children to adopt different characters. Involve shared development between children.
Music: Explore different musical sounds and instruments. Children to listen to musical instrument and distinguish; describe and
match these using pictures, symbols and words to identify. Experiment with changing the sounds of the instruments and what
can be done to differ the sounds whilst it remaining the same instrument. Experiment with the iMuse Room.
Calculating: Adding 1 more stars to sky, spotlights to stage, and children to Green Class. Rote counting round the group, games counting on from and backwards from a given number to 0 -20.
Singing/ joining in number games and rhymes.
Food Technology: See ***’s Planning
Discrete Learning:
Religious Education
MFL – French – Integrate within Registration and Circle Time; experiential learning, immersing children into a modern foreign
language increasing their exposure to a wider syntax and familiar songs and rhymes.
SOW Ref- Year 1: Spring 1 – Why was Jesus special?
RE
 To learn about
Jesus as a boy.
 Know that Jesus is
God’s Son.
 Understand that Jesus
wanted to learn all that
he could about God.
 Understand that Jesus told stories
about everyday things to help
people understand about God.
 Understand that Jesus had
special powers.
 To begin to understand
Christians believe we are all
special to Jesus. He cares
for us.
PE: Hydro (See Large Group Plans), Community Based Walk (See Large Group Plans) and sessions with White and Black Class.
This half term: focus on Gymnastics. Introduction to mats, equipment, safety and skills. Start with movement to music,
balances and then techniques such as forward rolls and wheelbarrows etc.
 Respond to options or
choices via action or
gesture.
 Engage in activities and
actively explore objects
and events for longer
periods.
 Apply potential solutions –
moving round objects,
moving objects, reaching
etc.
 They purposefully choose
colours/technique.
 They recognise familiar
pieces of equipment –
mat, ribbons and hoops.
 Is aware of others around
them.
 Follow instructions using
symbols or other visual
cues – start/stop etc.
 They purposefully choose
techniques – balances.
 They are able to respond
to simple commands –
stop, turn, balance and
freeze.
 Develop
skills
using
equipment linked with
gymnastics.
 Learn to link movements –
walk, balance and jump.
 Learn to perform patterns
of movements.
 Show an awareness of
space.
 Ability to take turns and
wait.
 Begin to move in several
of ways using a variety of
equipment.