Years 1 and 2 Cycle A - Langafel C of E School Website


Years 1 and 2 Cycle A

Time to Grow

Classes: Turtle, Penguin and Starfish


Start Date: Jan - 2015

Attainment Targets 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

End Date: April - 2015

Teaching and Learning Focus

 KS1 – To create garden collage. Showing a variety of living things.

 Sketching a variety of different plants. Around the school and from home.

 Creating animals from clay making sculptures.

 Camouflage – patterns in nature.

Attainment Targets

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

Teaching and Learning Focus

DASCO Year 1 and 2 Term 2 Plan

 To know what an algorithm is.

 Create a simple algorithm to make a jam sandwich.

 Follow an algorithm to know what a bug is.

 Record an algorithm.

 Spot an error in algorithm.

 Using knowledge of algorithm to program a Beebot.

 Create a class book/poster advert for your healthy snack.

Attainment Targets


 design purposeful, functional, appealing products for themselves and other users based on design criteria

 generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology


 select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]

 select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics


 explore and evaluate a range of existing products

 evaluate their ideas and products against design criteria

Technical knowledge

 explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

Cooking and nutrition

 use the basic principles of a healthy and varied diet to prepare dishes

 understand where food comes from.

Teaching and Learning Focus

TASC project: design and make and evaluate a wind up Incy Wincy Spider Toy.

Grow vegetables/salad ingredients and use to create a healthy snack.

Attainment Targets Teaching and Learning Focus

use their voices expressively and creatively by singing songs and speaking chants and rhymes

 play tuned and un-tuned instruments musically

 listen with concentration and understanding to a range of high-quality live and recorded music

 experiment with, create, select and combine sounds using the inter-related dimensions of music.

Pupils should be taught to:

master basic movements such as running, jumping, throwing, catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities

perform dances using simple movement patterns.

 Listen to Carnival of the Animals and identify how the music is being represented to use different animals.

 Sing animal themed songs.

 Recreate the sound of animals using body sounds and percussion of animals.

 Compose a short animal piece of music. (use of ICT)

Working alongside Sports Coach to develop basic movement skills

Develop balance, agility and coordination in the context of gym activities

Learn to use Gym equipment safely

Learning about the effects of exercise on our bodies

Attainment Targets

Seasonal changes

Pupils should be taught to: gathering and recording data to help in answering questions. observe changes across the four seasons observe and describe weather associated with the seasons and how day length varies

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.


 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.

 observe and describe how seeds and bulbs grow into mature plants

 find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

Animals, including humans

Pupils should be taught to:

 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)

notice that animals, including humans, have offspring which grow into adults

Teaching and Learning Focus

Continue to monitor changes of Winter into

Spring. Look how plants and animals cope with these changes.

Regular monitoring and links to seasons.

Identify and classify animals; fish, herbivores, carnivores, amphibians, reptiles, birds and mammals.

Lifecycles of animals and plants.

Identifying different plants and trees.

Look at the structure of plants and conditions for growth. (planting seeds and observing growth).

Attainment Targets

SEAL PROGRAMME Going For Goals & Good to be me

Teaching and Learning Focus

I can choose a realistic goal.

I can break a goal down into small steps.

I can tell you what I have learned.

I can tell you what I might do differently to learn more effectively.

I can tell you why things have been successful.

I can tell you the things I am good at and those things I find more difficult.

I know when and how I learn best.

I can show or tell you what relaxed means.

I know some things that make me feel relaxed and some that make me feel stressed.

I can tell you when a feeling is weak and when it is strong.

I know what it feels like to be relaxed.

I can be still and quiet and relax my body.

I can tell when it is right to stand up for myself.

I know how to stand up for myself.

I can tell when I am being impulsive and when I am thinking things through.

I can change my behaviour if I stop and think about what I am doing.