YEAR 1 Topic – T4 Light and Colour
Science - light
ICT – graphing program
1 To use stories as a starting point for
1 To, compare information presented
discussion (The Owl Who Was Afraid of in different ways. Eg text/ pictogram
the Dark); To talk about own
2 To be aware, that information can
experiences of the dark; To know that
be collected and presented in
light is essential for seeing things; To
different ways (as pictograms). To be
know that when it is dark other senses
able to answer simple questions.
can be used to help us find things and
3 Consider, with adult support, the
identify things;
best ways to present particular types
2. To know that there are many sources of information
of light; To know that light sources vary 4/5 To use ICT to classify
in brightness; To be able to name some
information and present findings.
light sources and record these in a
Share and develop their ideas with
variety of ways; To sort pictures in to
text, tables, images and sounds
‘sources of light/not sources of light’;
6 Use a range of ICT to record their
3. To know that sources of light show up ideas and show their recordings to
best at night-time; To know that
different people e.g. other learners,
objects cannot be seen in darkness;
teachers, parents, visitors to the
to observe and make comparisons of
school
sources of light and to try to explain
Key questions:
what they observed;
4. To identify changes that occur when

How is information presented?
the Sun goes behind a cloud and

Why is information presented
recognise that these are different from
like that?
changes at nightfall; To explain that the 
How can we share our ideas?
Sun is a source of light even when it is

Who can we share our ideas with?
behind a cloud; To know that it is

How can we develop our ideas?
dangerous to look directly at the Sun;
To experiment with light and colour; To
PSHE – personal hygiene and safety
1 To be aware of ways of keeping safe;
to be aware of stranger danger;
2 To recognise what is right and wrong
and why;
3 To be aware of personal hygiene
related to washing and keeping clean;
4 To maintain personal hygiene related
to teeth; to know why it is important
to clean our teeth;
5 To maintain personal hygiene related
to hair care; to understand how headlice live;
6 To know how some diseases are
spread; To understand how to keep
safe in relation to medicines;
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begin to predict what they think will
happen;
5. To know that shiny objects need a
light source if they are to shine; To
understand that shiny objects are not
light sources; to suggest how to find out
about where a reflective strip will shine
brightly; to make observations and
simple comparisons and to say whether
what they found out was what they
expected;
6. To communicate their understanding
of light, dark and colour in a variety of
ways; To produce a collage or picture
which makes a clear distinction between
night/day or dark/light;
History – now and then
1. To listen to an account of what it was
like before electricity; To discuss what
it would have been like to not have
electrical light in our homes; To know
that candles and gas lamps were used;
To identify dangers of using gas lamps
and candles;
2. To identify fire-fighters today and in
the past; To use words associated with
the passing of time; To use a variety of
sources to gain information;
3. To find out about the life of a
Florence Nightingale; To use words
Key vocabulary:
Share, develop, present, technique,
onscreen, printout
Art – observational drawing
1 To observe and discuss works of art
related to flowers; To record from
first hand experience.
2 To record from first hand
experience; To use pencils to draw; To
look carefully at pattern, shape and
line;
3 To extend ideas and see the
potential of the use of additional
materials; to adapt ideas; To talk about
and plan their design;
4 & 5To know about visual and tactile
elements including colour pattern and
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associated with the passing of time; To
texture; To create design; To use a
use a variety of sources to gain
range of materials and processes.
information;
6. To talk about how they could
4. To use pictures to help them ask and
improve their design; To write a
answer questions about Florence
sentence or sentences about their
finished product, e.g what they have
Nightingale. To recount the main events
made and why they chose particular
in the life of a famous person
colours/materials.
5.To be able to gain information from
black and white photographs; To discuss
why they think the photographs do not
have any colour; To discuss black and
white television; To talk about what
they can see; To complete a ‘black and
white’ drawing (hospitals, clothes etc);
6. To identify differences and changes
in transport over the last 100 years; To
use words associated with the passing of
time; To use a variety of sources to
gain information; (How did Florence
Nightingale travel)
RE – Hinduism Beliefs and Practices
TERM 4
1. To understand that most faith
 DANCE 1 UNIT 3
FOG & SUNSHINE, WASHING DAY,
communities have special days and
HANDAS SURPRISE.
places for Worship; To know that
FOG & SUNSHINE
holy days are special days for
 to travel smoothly by rolling and sliding
worship; To know how the holy day is
 to change and vary actions – understand and demonstrate the
celebrated at home and in the place
contrasting dynamic elements of heavy and light.
of worship- Makar Sankrant
 work in pairs using simple relationships and compositional ideas.
2. To understand that religious
 observe each other and themselves.
artefacts often symbolise key
WASHING DAY
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3.
4.
5.
6.
beliefs; To be aware of Hindu
artefacts and understand ; how
they are used
To understand that religious
festivals are celebrations of
symbolic significance for believers to
make connections between their own
feelings and experiences of
celebrations, and those of others Holi
To understand that the main belief
or teaching represented by the
festival –Raksha Bandhan
To be aware of a Hindu wedding
ceremony and to understand the
importance of the colour or clothes
worn at a wedding.
To know the main stories concerning
religious leaders in a particular
religion
Music – Year 1 Term 4- Phrase
Objectives
1 To sing using a smooth voice
To draw a smooth phrase while singing
2 To draw a smooth phrase while singing
To use a variety of basic travelling actions to create a dance.
to perform the basic actions with increasing control.
to work co-operatively in small groups in different relationships.
To take the time to try different ideas and rehearse it to develop
quality.
HANDAS SURPRISE
 To explore actions in response to the stimuli.
 to use a variety of basic actions to create a dance (turning,
jumping, gesture, shape, stillness and travelling in different ways.)
 to select movements from those practice, to create a dance and
understand the structure of the dance.
 to talk about the dance and why they liked it, using appropriate
vocabulary.




GYM 1
UNIT F
ROCKING AND ROLLING
 to spin, rock, turn and roll with control, on various parts of the
body.
 to plan and link a series of movements together.
 to work safely with an awareness of others.
 to adapt work from the floor safely onto apparatus.
Activities
1 Warm up focus- Using smooth voice and contrasting robot voice. Sliding up
and down. Singing in one sustained steady long breath. Long hissss.
Teach Rain on the green grass.
Sing Rain is falling down. No splash. Put finger on lips on the rest at the end of
the phrase. How many parts/phrases were there? 2 short and 1 long. Draw a
rainbow for each phrase and sing the rainbow verse.
2 Warm up focus- Using smooth voice and contrasting robot voice. Sliding up
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To count the number of phrases in a
song
3 To begin to identify phrases which are
the same or different
To take it in turns to sing or perform a
phrase of a known song
4 To sing a phrase smoothly
To perform an accompaniment of their
own composition to a phrase of a known
song.
5 To compose their own ostinato
(repeating) accompaniment to a phrase
of a known song
To take it in turns to sing or perform a
phrase of a known song
6 To take it in turns to sing or perform
a phrase of a known song
To use tuned percussion to accompany a
phrase of a known song
and down. Singing in one sustained steady long breath. Long hissss.
Sing Rain is falling down with rainbow arm. Teach One little candle. Draw the
phrases as you learn the song. How many are there? 4 phrases. Use humming
voice top sing the song. Where is the phrase repeated? Phrases 1 & 3 are
identical, 2 and 4 are the same. Sing Engine, engine. Ask chn to think about the
phrases for next week.
3Warm up
Sing Engine, engine. Identify the phrases which are the same/ different. 2 and
4 are identical. 3rd is very different. Sing Rain on the Green grass. Are the
phrases the same or different? They are all the same. Use C and G chime bars
to play the tune. Model using different ways to perform each phrase eg. Sing,
thinking voice, tap it, play on chime bars, use un-tuned percussion. Perform
with groups performing a phrase each in different ways.
4 Warm up
Teach Starlight starbright. Try to get a smooth singing sound. Try rolling a
ball and get it to keep rolling for a whole phrase.
In groups of 4. Plan a performance of Rain on the Green grass. Use a different
ways of singing or performing each phrase.
Sing Doggie, goggie. Remind chn of which phrases and whole group and which
are solos.
5 Warm up
Revise the song One little Candle. Think about the phrases of the song. Try to
create a word pattern and play it continuously on un-tuned percussion. eg
shining bright, shining bright. Chn to think of own ideas. Try to keep your
pattern going throughout a phrase of the song
6 Warm up
Revise One little Candle and instrumental patterns created last week. Think
of other light sources and create additional verses to the song using the same
format. Use C and G chimes to accompany the song
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Year 1
Term: 3 (minimum of five weeks) Luton school term 4
Unit Name: Exploring how Information is Presented
PoS ICT links: 2a (4a, 4c, 5c). Learners should use text, tables, images and sounds to share and develop their ideas in a
simple way (see Year 2 Term 1 for progression).
Objectives:




Know that information is presented in different ways
Use a range of ICT to record their ideas and show their recordings to different people e.g. other learners, teachers,
parents, visitors to the school
Consider, with adult support, the best ways to present particular types of information
Share and develop their ideas with text, tables, images and sounds
Key questions:





How is information presented?
Why is information presented like that?
How can we share our ideas?
Who can we share our ideas with?
How can we develop our ideas?
Skills/Capability:



Recognise the ways in which information is presented text, table, image and sound
Consider, at an introductory level, why information has been presented using a particular technique
Use a range of ICT confidently to record and share their recording with others using a screen or printout
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Identify appropriate ICT to record and share their ideas

Develop their ideas, at a basic level, through talk
Key vocabulary:
Share, develop, present, technique, onscreen, printout
Resources:
Computer, desktop publishing program(s), information sources stored on a range of media, still cameras, movie cameras,
voice recorders, talking tins
Possible activities:

Notice that in the entrance to the school there are photos of the adults working there. With adult support, they
consider why the photos are at the entrance to the school. As a result of their talk, learners take photos of each
other, so that anyone entering the classroom will know who is in the class.

Notice that labels are used in the classroom on furniture and resources. With adult support, learners consider why
these are necessary and their appropriateness. As result of their talk, learners write their own labels using a simple
word processor, print them out and attach them.

Consider the talking tins that they use to help them with their learning. As a result of this, learners record their
own talking tins to help others.

Possible activities suggested by year group:
(Blank bullet points have been included below so that year groups can provide the activities based on their topic focus or
themed curriculum planning)
Assessment (element that might contribute towards an integrated assessment task):

Share an idea they have using ICT appropriately and showing an understanding for how the information shared with
others
Keyboard Skills:
Continue to develop keyboard skills using an age-appropriate program
Notes:
The focus of this unit is not on presenting information, but understanding the ways in which information is presented and
the purposes this fulfils.
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