GEOGRAPHY
HISTORY
LONG TERM PLAN – 2015/16 – MRS CHELL - BEES - YEAR 1/2
AUTUTMN 1
AUTUMN 2
SPRING 1
VICTORIAN CHILDREN AT PLAY
Changes within living memory
To show their emerging sense of
chronology by placing a few events and
objects in order, and by using everyday
terms about the passing of time.
To find answers to some simple questions
about the past from sources of
information.
BONFIRE NIGHT AND
CHRISTMAS
Events beyond living memory
Pupils recognise the distinction
between present and past in
their own and other people's
lives. To show their emerging
sense of chronology by placing a
few events and objects in order,
and by using everyday terms
about the passing of time
To know and recount episodes
from stories about the past.
To find answers to some simple
questions about the past from
sources of information.
UP, UP AND AWAY
Locational knowledge
• To name, locate and identify
characteristics of the four
countries and capital cities of
the United Kingdom and its
surrounding seas.
Human and physical geography
• To use basic geographical
vocabulary to refer to key
physical features and key human
features.
Geographical skills and
fieldwork
• To use world maps, atlases and
globes to identify the United
Kingdom and its countries.
• To use aerial photographs and
plan perspectives to recognise
landmarks and basic human and
physical features.
THE GREAT FIRE OF LONDON
Events beyond living memory
Pupils recognise the distinction
between present and past in their
own and other people's lives. To show
their emerging sense of chronology
by placing a few events and objects in
order, and by using everyday terms
about the passing of time. To know
and recount episodes from stories
about the past. To find answers to
some simple questions about the past
from sources of information.
FOLK STORIES AND CASTLES
Places in their own locality
Events beyond living memory
To show their emerging sense of
chronology by placing a few
events and objects in order, and
by using everyday terms about
the passing of time. To know and
recount episodes from stories
about the past. To find answers
to some simple questions about
the past from sources of
information.
POLAR BEAR OR PENGUINS!
Locational knowledge
• To name and locate the world’s five
oceans.
Human and physical geography
• To identify the location of cold
areas of the world in relation to the
North and South Poles; to identify
seasonal weather patterns in relation
to the North and South Poles; to use
basic geographical vocabulary for key
physical features and key human
features.
Geographical skills and fieldwork
• To use world maps, atlases and
globes to identify continents and
oceans studied at this key stage.
Place knowledge
• To understand geographical
similarities and differences.
SUN HATS OR UMBRELLAS!
Human and physical geography
• To identify seasonal and daily
weather patterns in the United
Kingdom; to use basic
geographical vocabulary to refer
to key physical features and key
human features; to use basic
geographical vocabulary to refer
to key physical features, including
stream, river, reservoir, sea,
ocean; to identify the location of
hot and cold areas of the world in
relation to the equator and the
North and South Poles.
Place knowledge
• To understand similarities and
differences through studying
human and physical geography.
HAVE YOU EVER BEEN LOST?
Geographical skills and fieldwork
The location of features and routes on a
map. To use simple fieldwork and
observational skills to study the
geography of their school. To use plan
perspectives to recognise landmarks and
basic human and physical features; devise
a simple map; and use basic symbols in a
key. To use simple compass directions (N,
S, E, W) and locational and directional
language to describe the location of
features and routes on a map.
Human and physical geography
To use basic geographical vocabulary to
refer to key physical features and key
human features.
SPRING 2
SUMMER 1
SUMMER 2
Josiah Wedgewood
Pottery / Canals
The lives of significant people
in our own locality
Pupils recognise the distinction
between present and past in
their own and other people's
lives
To show their emerging sense of
chronology by placing a few
events and objects in order, and
by using everyday terms about
the passing of time. To find
answers to some simple
questions about the past from
sources of information.
WHAT IF I LIVE IN…..
Place knowledge
• To understand similarities and
differences through studying
human and physical geography;
to understand similarities and
differences through studying
the human and physical
geography of a small area of the
United Kingdom.
Human and physical geography
• To use basic geographical
vocabulary to refer to key
physical features and key human
features.
SEASIDE / PAST –PRESENTRESCUE
Lives of significant individuals
Pupils recognise the distinction
between present and past in
their own and other people's
lives To show their emerging
sense of chronology by placing a
few events and objects in order,
and by using everyday terms
about the passing of time. To
know and recount episodes from
stories about the past. To find
answers to some simple
questions about the past from
sources of information.
WHAT IF I LIVE IN…..
Place knowledge
• To understand similarities and
differences through studying
the human and physical
geography of a small area of the
United Kingdom.
Human and physical geography
• To use basic geographical
vocabulary to refer to key
physical features and key human
features.
SCIENCE
SEASONAL CHANGES
Observe changes across the four seasons
Observe and describe weather associated with the seasons and how day length varies.
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)
Identify, name, draw and label the basic parts of the human body and say which part of
the body is associated with each sense.
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.
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.
ART
D & T
RE
DRAWING – LINE AND SHAPE
Use drawing as a medium to develop and
share ideas. Incorporate known
experiences. Focus on using lines and
known geometric shapes to create.
Primary and secondary colours.
Artists – Making links to their own workLOWRY
PAINTING COLOUR – SPACE
Use painting as a medium to develop and
share ideas. Involve experiences and
imagination. Focus on using colour and
space for effect.
Artists – Making links to their own workJACKSON POLLOCK
SCULPTING – TEXTURE AND
FORM
Use painting as a medium to
develop and share ideas. Create
using imagination. Develop and use
a texture for effect. Incorporate
known experiences or imagination.
Artists – Making links to their own
work
TOYS
Textiles:
To shape textiles using templates.
To colour and decorate textiles
CHRISTMAS DECORATIONS
Textiles:
To shape textiles using templates.
To colour and decorate textiles
Materials:
I can cut materials safely using tools
provided.
I can demonstrate a range of cutting and
shaping techniques (such as tearing,
cutting, folding and curling).
LEARNING ABOUT RELIGIONS (WHAT
PEOPLE D0)
Knowledge and understanding of practices
and lifestyles
recognise features of religious life and
practice
FOOD
To cut ingredients safely and
hygienically.
To assemble or cook ingredients.
TRADITIONAL TALES
ALGORRITHMS AND PROGRAMMING
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
COMPUTERS IN EVERYDAY
LIVES
HOW COMPUTERS WORK
Recognise common uses of
information technology beyond
school
LEARNING ABOUT RELIGIONS (WHAT
PEOPLE BELIEVE)
Knowledge and understanding of beliefs
and teachings
recount outlines of some religious stories
COMPUTING
DINOSAURS
DATA AND INFORMATION
Use technology purposefully to create,
organise, store, manipulate and retrieve
digital content
LEARNING ABOUT RELIGIONS
(HOW PEOPLE EXPRESS
THEMSELVES) Knowledge and
understanding of expression and
language
recognise some religious symbols
and words
PAINTING COLOUR –
SPACE
Use painting as a medium to
develop and share ideas.
Involve experiences and
imagination. Focus on using
colour and space for effect.
Artists – Making links to
their own work- CLAUDE
MONET
CASTLE
Construction:
I can use materials to
practise drilling, screwing,
gluing and nailing to make
and strengthen products.
Mechanics:
I can create products using
levers and wheels.gt
MATERIALS – PATTERN
Use a range of materials
creatively to design and make
products. Use a wide range of
patterns.
Artists – Making links to their
own work- CLARICE CLIFFE
AND MODRIAN
DRAWING – LINE AND SHAPE
PAINTING COLOUR – SPACE
Use drawing as a medium to
develop and share ideas.
Incorporate known experiences.
Focus on using lines and known
geometric shapes to create.
Artists – Making links to their
own work- ALFRED WALLIS
CLAY SCULPTURES
Materials:
I can cut materials safely using
tools provided.
I can demonstrate a range of
cutting and shaping techniques
(such as tearing, cutting, folding
and curling).
LIGHTHOUSES
Electricals and electronics:
I can recognise if a battery
operated device works or not.
Construction:
I can use materials to practise
drilling, screwing, gluing and
nailing to make and strengthen
products
LEARNING FROM
RELIGION
(MAKING SENSE OF WHO
WE ARE)
Response, evaluation and
application of questions of:
identity and experience
identify aspects of own
experience and feelings, in
religious material studied
PLANTS AND ANIMALS
ALGORRITHMS AND
PROGRAMMING
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
LEARNING FROM RELIGION
(MAKING SENSE OF LIFE)
Response, evaluation and
application of questions of:
meaning and purpose
identify things they find
interesting or puzzling, in
religious materials studied
LEARNING FROM RELIGION
(MAKING SENSE OF RIGHT
AND WRONG)
Response, evaluation and
application of questions of:
values and commitments
identify what is of value and
concern to themselves, in
religious material studied
HANDA’S SURPRISE
DATA AND INFORMATION
Use technology purposefully to
create, organise, store,
manipulate and retrieve digital
content
SEA AND COAST
COMMUNICATION AND
SAFETY
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
MUSIC
LISTENING AND APPLYING
KNOWLEDGE AND UNDERSTANDING
Listen for different types of sounds.
Know how sounds are made and changed.
Make sounds with a slight difference,
with help.
Use voice in different ways to create
different effects.
CREATING AND DEVELOPING MUSICAL
IDEAS (COMPOSING)
Make a sequence of long and short sounds
with help (duration).
Clap longer rhythms with help.
Make different sounds (high and low–
pitch; loud and quiet– dynamics; fast and
slow-tempo; quality of the sound- smooth,
crisp, scratchy, rattling, tinkling etc.
timbre).
PSHE
PE
GYMNASTICS
Acquiring and developing skills. Explore gymnastics actions and still shapes. Move
confidently and safely in their own and general space, using change of speed and
direction.
Selecting and applying skills, Tactics and compositional ideas. Copy or create and
link movement phrases with beginnings, middles and ends. Perform movement phrases
using a range of body actions and body parts.
Knowledge and understanding of fitness and health. Know how to carry and place
equipment
recognise how their body feels when still and when exercising
Evaluating and improving performance. Watch, copy and describe what they and
others have done
CONTROLLING SOUNDS THROUGH SINGING AND PLAYING
(PERFORMING)
Take part in singing.
Follow instructions on how and when to sing/play an instrument.
Take notice of others when performing.
Make and control long and short sounds (duration).
Imitate changes in pitch– high and low.
DANCE
Acquiring and developing skills
Explore movement ideas and
respond imaginatively to a range
of stimuli. Move confidently and
safely in their own and general
space, using changes of speed,
level and direction
Selecting and applying skills,
tactics and compositional ideas
Compose and link movement to
make simple dances with clear
beginnings, middles and ends
Perform movement phrases using
a range of body actions and body
parts
Knowledge and understanding of
fitness and health Recognise how
their body feels when still and
exercising
Evaluating and improving
performance Talk about dance
ideas inspired by different stimuli
Copy, watch and describe dance
movement
ATHLETICS ACTIVITIES
Acquiring and developing
skills Remember, repeat and
link combinations of actions.
Use their bodies and a
variety of equipment with
greater control and
coordination
Selecting and applying
skills, tactics and
compositional ideas Use
their bodies and a variety of
equipment with greater
control and coordination
Knowledge and
understanding of fitness
and health Recognise and
describe what their bodies
feel like during different
types of activity
Evaluating and improving
performance Watch, copy
and describe what they and
others have done
RESPONDING AND REVIEWING (APPRAISING)
Hear the pulse in music.
Hear different moods in music.
Identify texture– one sound or several sounds?
Choose sounds to represent different things (ideas, thoughts,
feelings, moods etc.).
OUTDOOR AND ADENTUROUS
ACTIVITIES
Acquiring and developing skills
Recognise their own space.
Explore finding different places
Selecting and applying skills,
tactics and compositional ideas
Follow simple routes
and trails, orientating
themselves successfully. Solve
simple challenges and problems
successfully
Knowledge and understanding
of fitness and health Recognise
and describe how their body
feels during exercise
Evaluating and improving
performance Observe what they
and others have done and use
their observations to
GAMES
Acquiring and developing skills
Be confident and safe in the
spaces used to play games
Explore and use skills, actions
and ideas individually and in
combination to suit the game
they are playing
Selecting and applying skills,
tactics and compositional ideas
choose and use skills
effectively for particular games
Knowledge and understanding
of fitness and health Know
that being active is good for
them and fun
Evaluating and improving
performance Watch, copy and
describe what others are doing
describe what they are doing
PHONICS
MATHS
Phase 3
Phase 4
Phase 5
Phase 6
Develops children's knowledge of GPCs,
Develops children's knowledge of GPCs,
Develops children's knowledge of GPCs, their skills of blending and
Develops children's knowledge of GPCs, their skills of blending and
their skills of blending and segmenting
their skills of blending and segmenting
segmenting with letters and recognition of high frequency words
segmenting with letters and recognition of high frequency words
with letters and recognition of high
with letters and recognition of high
containing GPCs not taught at that phase. Children learn more
containing GPCs not taught at that phase. Increases fluency of the
frequency words containing GPCs not
frequency words containing GPCs not
graphemes for the 40+ phonemes taught in Phases Two and Three
blending of words encountered for the first time in reading and
taught at that phase. Develops children's
taught at that phase. There are no new
and more ways of pronouncing graphemes introduced in Phases
accuracy of spelling choices.
knowledge of the seven remaining letters
GPCs to be learnt in this phase. Develops
Two and Three. Teaches and practices the skills of blending and
of the alphabet and graphemes to cover
children's knowledge and skills of
segmenting using all GPCs taught.
most of the phonemes represented by
blending and segmenting words with
more than one letter. Teaches and
adjacent consonants.
practises the skills of blending and
segmenting sounds represented by single
letters and graphemes of more than one
letter.
Number and place
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count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
value
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count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens
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given a number, identify one more and one less
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identify and represent numbers using objects and pictorial representations including numberlines, and use the language of: equal to, more than, less than (fewer), most, least
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read and write numbers from 1 to 20 in numerals and words.
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recognise and create repeating patterns with objects and
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practise counting (1, 2, 3…), ordering (first, second, third…), and to indicate a quantity (3 apples, 2 centimetres), including solving simple concrete problems, until fluent
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begin to recognise place value in numbers beyond 20 by reading, writing, counting and comparing numbers up to 100, supported by objects and pictorial representations
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practise counting as reciting numbers and counting as enumerating objects, and counting in twos, fives and tens from different multiples including varied and frequent practice through
increasingly complex questions.
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use the terms odd and even
Addition and
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read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs
subtraction
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represent and use number bonds and related subtraction facts within 20
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add and subtract one-digit and two-digit numbers to 20, including zero
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solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 =
– 9.
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memorise and reason with number bonds to 10 and 20 in several forms (for example, 9 + 7 = 16; 16 – 7 = 9; 7 = 16 – 9).
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realise the effect of adding or subtracting zero to establish addition and subtraction as related operations.
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combine and increase numbers, counting forwards and backwards.
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discuss and solve problems in familiar practical contexts, including using quantities and include the terms: put together, add, altogether, total, take away, distance between, difference between,
more than and less than, to develop the concept of addition and subtraction and use these operations flexibly.
Multiplication and
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solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with support
division
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begin to understand:
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multiplication and division through grouping and sharing small quantities;
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doubling numbers and quantities;
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finding simple fractions of objects, numbers and quantities.
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make connections between arrays, number patterns, and counting in twos, fives and tens.
Fractions
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recognise, find and name a half as one of two equal parts of an object, shape or quantity
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recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.
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recognise and find half of a length, quantity, set of objects or shape.
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connect halves and quarters to the equal sharing and grouping of sets of objects and to measures, as well as recognising and combining halves and quarters as parts of a whole.
Measurement
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compare, describe and solve practical problems for:
lengths and heights [Eg. long/short, longer/shorter, tall/short, double/half];
mass/weight [Eg. heavy/light, heavier than, lighter than];
capacity and volume [Eg. full/empty, more than, less than, half, half full, quarter];
time [Eg. quicker, slower, earlier, later]
measure and begin to record:
lengths and heights
mass/weight
capacity and volume
time (hours, minutes, seconds)
recognise and know the value of different denominations of coins and notes
sequence events in chronological order using language [for example, before, after, next, first, today, yesterday, tomorrow, morning, afternoon, evening]
recognise and use language relating to dates: days of the week, weeks, months, years
tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.
move from using and comparing different types of quantities and measures using non-standard units, including discrete (Eg. counting) and continuous (Eg. liquid) measurement, to using manageable
common standard units (cm, m, l, kg).
begin to use measuring tools such as a ruler, weighing scales and containers.
use the language of time, including telling the time throughout the day, first using o’clock and then half past.
recognise and name common 2-D and 3-D shapes, including:
2-D shapes [rectangle, square, circle triangle]
3-D shapes [cuboid, cube, pyramid sphere].
handle common 2-D and 3-D shapes, naming these and related everyday objects fluently.
recognise common 2-D and 3-D shapes in different orientations and sizes, and know that rectangles, triangles, cuboids and pyramids are not always similar to each other.
apply phonic knowledge to decode words
speedily read all 40+ letters/groups for 40+ phonemes
read accurately by blending taught GPC
read common exception words
read common suffixes (-s, -es, -ing, -ed, etc.)
read multisyllable words containing taught GPCs
read contractions and understanding use of apostrophe
read aloud phonically-decodable texts
listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
being encouraged to link what they read or hear read to their own experiences
becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
recognising and joining in with predictable phrases
learning to appreciate rhymes and poems, and to recite some by heart
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discussing word meanings, linking new meanings to those already known
Prediction
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drawing on what they already know or on background information and vocabulary provided by the teacher
checking that the text makes sense to them as they read and correcting inaccurate reading
discussing the significance of the title and events
making inferences on the basis of what is being said and done
predicting what might happen on the basis of what has been read so far
Non-fiction
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being introduced to non-fiction books that are structured in different ways
Discussing reading
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participate in discussion about what is read to them, taking turns and listening to what others say
explain clearly their understanding of what is read to them
words containing each of the 40+ phonemes taught
common exception words • the days of the week
name the letters of the alphabet in order
using letter names to distinguish between alternative spellings of the same sound
Geometry –
properties of
shapes
ENGLISH - READING
Decoding
Range of Reading
Familiarity with
texts
Poetry &
Performance
Word meanings
Understanding
Inference
ENGLIS
H –
WRITI
NG
Phonic & Whole
word spelling
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Other word building
spelling
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using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs
using the prefix un– • using –ing, –ed, –er and –est where no change is needed in the spelling of root words
apply simple spelling rules and guidance from Appendix 1
write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far
Editing Writing
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sit correctly at a table, holding a pencil comfortably and correctly
begin to form lower-case letters in the correct direction, starting and finishing in the right place
form capital letters • form digits 0-9
understand which letters belong to which handwriting ‘families’ and to practise these
saying out loud what they are going to write about
composing a sentence orally before writing it
sequencing sentences to form short narratives
re-reading what they have written to check that it makes sense
discuss what they have written with the teacher or other pupils
Performing Writing
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read their writing aloud clearly enough to be heard by their peers and the teacher.
Vocabulary
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leaving spaces between words • joining words and joining clauses using "and
Grammar
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regular plural noun suffixes (-s, -es)
verb suffixes where root word is unchanged (-ing, -ed, -er)
un- prefix to change meaning of adjectives/adverbs
to combine words to make sentences, including using and
Sequencing sentences to form short narratives
separation of words with spaces
sentence demarcation (. ! ?)
capital letters for names and pronoun 'I')
beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’
letter, capital letter, word, singular, plural , sentence punctuation, full stop, question mark, exclamation mark
Transcription
Handwriting
Planning Writing
Drafting Writing
Punctuation
Grammatical
Terminology