Year Group
Subject
Science
History
Year 1
Theme: Magic Pots
Duration
Approx 6
weeks
Skills (National Curriculum ref)
Materials
Describe the properties of a material.
Working scientifically – perform simple
tests to explore questions.
Observe closely, using simple equipment.
Perform simple tests. Identify and
classify. Gather and record data to help
in answering questions.
Seasonal changes – Describe and observe
weather associated with spring.
Seasonal changes- make tables charts
about the weather. Talk about changes
across the seasons.
Significant historical events, people and
places in their locality.
(Geography Link: Make observations
about pottery industry in the local area.
Use photographs to recognise landmarks
and humans features related to the
pottery industry in the local area)
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DT and
Art
Distinguish between present and past
people’s lives.
Show knowledge and understanding of
aspects of the past beyond living
memory.
To shown an emerging sense of
chronology by placing a few events on a
simple time line, relating to Josiah
Wedgwood and pottery industry.
To find begin to identify some of the
different ways the past is represented
e.g. photographs of old kilns, related to
modern factories, and use of artefacts
related to the pottery industry, visiting a
factory, speakers.
Find answers to simple questions about
the past from sources of information.
How the past has influenced modern day
industry in our locality.
ART: To be taught about the work of a
range of artists and designers, describing
the differences and similarities. In
particular looking at a range of pottery
styles, Moorcroft, Wedgwood, Doulton.
To use drawing to represent designs they
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Term
Spring 2
Teaching activities
Children to select and draw objects and describe
the properties of each object.
To explore making a house number of their
choice using different materials.
To carry out a simple test to decide what the
best material is for an umbrella.
To carry out a simple test to decide what the
best material is for the lining of a dog basket.
To understand the weather patterns, record the
temperature, make a rain catcher, make a
weather dice.
Record rain fall and air temperature. Draw and
describe a tree in spring comparing to autumn
and winter.
To use a map to locate the Potteries, start at UK
level and filter in. Use Google map, and
classroom map of UK. To look at places found in
the potteries, what do children know is in their
local area, have a variety of leaflets of
attractions for children to look at and discuss.
Assessment of previous knowledge of UK.
Introduce Josiah Wedgwood. Add birth onto
classroom time line and other local events.
(Spitfire, Stoke City football club, when school
built) Distinguish between past and present.
Look at photographs of past landscape of the
potteries, what is a kiln?
Discuss jobs in the potteries industry and what
life would be like as a worker in an old factory.
Look at a range of artefacts that were used in
the pottery industry, children to understand
their uses.
Explore the events of Josiah Wedgwood’s lifevisit to Barlaston.
Look at pottery industry now and invite a current
employee in to school to discuss the factories
now.
To look at a range of pottery styles, Moorcroft,
Wedgwood and Doulton, observe the
differences/similarities, and children’s likes and
dislikes. Draw favourite design using line and
shape, colour if appropriate.
Draw and design a plate or cup, add own designs
Music
RE
PHSE
have observed.
To recreate 3D pieces.
To use painting and brushes to
experiment with and enjoy colour.
Create pattern using different tools and
colours.
DT: To use pictures and word to convey
what item of pottery they want to design
and make.
Describe their drawings of their ideas
and intentions. Add notes to drawings to
help explanations.
Identify good and bad points of their
designs.
Use clay/salt dough to mould 3D objects.
To evaluate what they like and don’t like
about their model and why.
To know the names of percussion
instruments.
To explore and have experience of
playing a wide variety of percussion
instruments both tuned and untuned.
To make simple rhythms using percussion
instruments.
To perform a piece of music relating to a
literacy text, use piano, forte and
dynamics.
Perform the sound picture using
percussion instruments to an audience.
To record composition and evaluate.
Engage with stories and extracts from
religious literature and talk about their
meanings.
To know different books are special to
different people.
To listen to a story from the Bible, Torah
and Qur’an.
To understand the story has a meaning.
How should we behave to one another in
the classroom.
Muslims put their trust in Allah.
Good to be me.
To understand how different things can
make us special.
To be able to think of one thing that
makes them special.
To talk about what they are good at.
To explore feelings, and in particular
feeling proud.
To understand that we all good at
different things.
To listen carefully whilst others discuss
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onto them either using style of favourite
designer or events that occurred in the
Potteries.
Make and mould a piece of pottery using design.
Transfer decorative design onto their piece of
pottery, using paints.
Evaluate their piece of pottery.
To explore a range of percussion instruments.
To learn the names of the names of the
instruments and discuss how to correctly play
them.
To copy rhythms performed by an adult and then
other children in the class.
To play instruments to make quiet, loud, long,
short, fast, slow sounds.
Using a piece of text children to explore which
percussion instruments could accompany the
mains events of the story, children to practise,
evaluate, and change ready to perform.
To perform and record the piece of music and
evaluate.
 Look at different stories from different
religious sacred books.
 To explain that stories have meanings.
 To ask children to draw their special book
and explain why it is special to them.
 What is a neighbour, read the story of the
Good Samaritan, children design a card for a
neighbour.
 To investigate different books that religions
read, use website for clips.
Begin to understand that everyone has special
gifts, show through a story.
Games to discuss what they are good at or what
others are good at.
To explore when we feel proud, and explain that
is good to feel proud, Use the story of Leon.
To understand and tell when we are feeling
worried or anxious, read the story of the wobbly
tooth. Discuss when we feel like this and what
we can do to help ourselves.
ICT
their talents.
I can help another person feel proud.
I can use the problem-solving process.
Understand that our actions affect
others.
I can tell when I am feeling worried or
anxious.
I can explain some things that help me
stop worrying.
Text - to use the spacebar, backspace,
enter, shift and arrow keys.
Text- word process short texts. Change
font and size.
Text and graphics , to use save, retrieve,
amend and print. To begin to use two
hands when typing.
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Graphics- Use ICT to generate ideas for
their own work. To save using paint and to
use brushes, pens, spray and lines.
Gymnastics
Graphics and text, retrieve and amend
work and use the stamp and spay tools.
•To travel in different ways from low to
high
•To combine travelling actions together
and remember a short sequence
•To describe and copy simple ways of
travelling
•To be aware of others in space
•How the body feels when relaxed and
tense
•To balance on small body parts e.g. hands
and feet
• To explore different ways of moving
e.g. under, over, through apparatus
•Know the names of pieces of apparatus
•Learn how to carry apparatus safely
To combine balancing and travelling using
the same combination of body parts to
make a short sequence
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To type both names on the computer using the
the special keys of shift to type a capital letter.
Backspace to delete.Enter/return to make a new
line.
To explore typing a short text and experiment
changing the font style, size and colour.
To type a piece of text relating to topic and
they will learn to save, retrieve and print their
work.
To design a piece of art using paint and use the
following tools; brush, pen, shape and flood fill.
To retrieve and amend a picture adding text
using paint and add detail using stamps and
spray.
To practise different ways of travelling on the
floor and on the apparatus around the hall.
To create a short sequence using a balance, push,
pull and a slide.
To use the apparatus safely and learn how to
assemble and put away pieces of equipment
safely.
To observe other performances and discuss good
points and points to be improved upon.