Year 1 Spring Term 2
‘Are you hungry?’
Subject
Learning objectives
Programme Of
Study
Communication, Language & Literacy
English
Narrative Unit 3: Traditional & fairy tales
Non-Fiction Unit 5: Recount; fact and fiction, report.
Narrative Unit 2: Stories range of cultures.
Poetry Unit 2: Pattern and Rhyme
Mathematical Development
Maths
Science
ICT
Geography
Block D: Calculating, measuring and understanding shape
Block E: Securing number facts, relationships and
calculating
Knowledge & Understanding of the World
Growing Plants:
that there are different plants in the immediate
environment
to treat growing plants with care
to make careful observations of one or two plants and of
where they grow and to communicate these
that plants have leaves, stems and flowers
that plants grow
to make observations of the plants
to use drawings to record their observations and to
communicate what happened
that plants have leaves, stems and flowers
to treat growing plants with care
that plants provide food for humans
that plants have roots
to observe and compare the roots of different plants
to make careful observations of the plants and to record
these in a simple chart or table provided for them
to conclude that plants need water to grow
that green plants need light to grow
to turn ideas about whether green plants need light to
grow into a form that can be tested. Investigation:
to observe and compare green plants grown in light and
dark places
to conclude that green plants need light to grow well
that plants are living but that an artificial plant is not
living.
Visit the allotments
Work with a range of information to investigate the
different ways it can be presented.
Information can be collected and presented
as a pictogram.
ICT can be used to create pictograms.
Use pictograms to answer simple questions.
(Sc1) 1
2b, g, h, j
To decide whether our school is on a busy road.
To learn more about the character of our area.
To ask geographical questions.
To consolidate and learn further geographical terms.
1a. d
2a, b, c, d, e
3a, b, c
4a, b
(SC2)
1b
2a,d,e,f,g
4 a,b
1
To consider whether parking around school is a problem.
Carry out a small-scale investigation - parking in the local
area.
Observe, recognise and describe the main ways in which
parking is controlled.
Undertake simple mapping tasks.
Express views about making the area around school safer.
Recognise ways of changing the environment
Religious
Education
Explore stories about the lives and teachings of key
religious figures (1.1b)
What makes someone a leader?
2a, b
PSHCE
‘Healthy Eating’ (cont.) – School scheme of work:
How to make simple choices that improve their health and
wellbeing
Make real choices between healthy options in meals.
Take part in discussions e.g. talking about topics of
school, local, national, global concern, such as 'where our
food comes from.’
SEAL: ‘Good to be me!’
Community Cohesion: Links with Basford Allotments
1a, c
2a
4d
BOS 4
BOS 3
Creative Development
Art & Design
Make a Mother’s day card, Easter card, Easter
basket.
Design &
Technology
Designing and Making a Fruit salad
Know that there is a wide variety of fruit and
vegetables available which can be grouped and
individually named.
Understand that fruit may require treatment before
being eaten and know what the treatment is
eg washing, peeling.
Further develop sensory vocabulary.
Fruit and vegetables can be classified according to
their sensory and other properties.
Basic food handling, hygienic practices and personal
hygiene, including how to control risk by following
simple instructions.
Use a variety of simple tools and equipment.
Fruit and vegetables have nutritional value and are an
important part of our diet.
Food processing can affect appearance, texture,
odour, taste.
Record the results of their experiments.
Identify a target group for what they intend to
design and make.
Communicate what they intend to make.
Develop their design ideas, applying findings from
their earlier research.
Select and use appropriate fruit and vegetables,
processes and tools.
Evaluate their product by asking questions about
what they have made and how they have gone about
it.
1a, b, c, d, e
2a, b, c, d,
e, f
3a, b
B.O.S. 5b, c
2
Music
‘Taking Off’
Introduction: What is pitch?
what is meant by pitch
Exploration: How can we make sounds higher/ lower?
how to control the pitch of the voice
to respond to changes in pitch
to relate sounds to symbols
Bringing it all together: How can we use higher/lower
sounds?
that pitch can be used to describe action
1a
2a
3a, b
4a, c, d
5a, b, d
Physical Development
Physical
Education
Gymnastics Unit 2:
1a) explore basic skills, actions and ideas with increasing
understanding
1b)remember and repeat simple skills and actions with
increasing control and coordination.
2a) explore how to choose and apply skills and actions in
sequence and in combination
2b) vary the way they perform skills by using simple tactics
and movement phrases.
3a) describe what they have done -En1 Speaking and listening 1
3b) observe, describe and copy what others have done
3c) use what they have learnt to improve the quality and
control of their work.
4a) how important it is to be active
4b) to recognise and describe how their bodies feel during
different activities
5a)how important it is to be active
5b) to recognise and describe how their bodies feel during
different activities
8a) perform basic skills in travelling, being still, finding space
and using it safely, both on the floor and using apparatus
8b) develop the range of their skills and actions [ e.g.
balancing, taking off and landing, turning and rolling ]
8c) choose and link skills and actions in short movement phrases
8d) create and perform short, linked sequences that show a
clear beginning, middle and end and have contrasts in direction,
level and speed.
1a, b
2a, b
3a, b, c
4a, b
5a, b
8a, b, c, d
3