Finding Nemo & We're all going on a summer holiday 2015
Wow Starter: Summer 1 - create a variety of
sea creatures
Summer 2 - Trip to Goa
UNDERSTANDING THE WORLD
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Working scientifically KS1
• ge8 I can talk about the landscape and name some
skills.
YOU
CAN
CHANGE
THE
FONT
SIZE
and tick the
• sc2 asking simple questions and recognising that
human and physical features of a place far away
2 column
box toin fit
moreways
skills in.
they
can be answered
different
from the UK and what things are similar or
Please
select
fewer
Alternatively you
• sc3
observing
closely,
using skills.
simple equipment
different to the UK
could
create
more
than one wheel, for example,
• sc4
performing
simple
tests
• ge9 I can tell you about the differences between
• sc5
identifying
classifying
Wheel
Titleand
Part
1, Wheel Title Part 2, ifthe
youweather
wish and
to landscape in the UK and in a
• sc6
using
their
ideas
suggest
country far away and how it affects the way of life
add
lots
ofobservations
skills in 1 and
area
oftodevelopment.
answers to questions
of the people there
• sc7 gathering and recording data to help in
answering questions.
Human and physical geography KS1
• ge12 I can identify the Equator and North and
Animals, including humans KS1
South Poles on a map and globe
• sc10 identify and name a variety of common
• ge13 I know that it is very hot I places around the
animals including fish, amphibians, reptiles, birds
Equator and very cold around the Poles
and mammals
• sc11 identify and name a variety of common
use basic geographical vocabulary to refer to:
animals that are carnivores, herbivores and
KS1
omnivores
• ge14 I know what physical features in the
• sc12 describe and compare the structure of a
landscape are and can use the correct geographical
variety of common animals (fish, amphibians,
vocabulary to name various physical features
reptiles, birds and mammals, including pets)
• ge15 I know what human features in the landscape
• sc13 identify, name, draw and label the basic
are and can use the correct geographical vocabulary
parts of the human body and say which part of the
to name various human features
body is associated with each sense.
Geographical skills and fieldwork KS1
Living things and their habitats KS1
• ge16 I can use maps and globes to identify places
• sc20 explore and compare the differences
I am learning about
between things that are living, dead, and things that
• ge17 I understand the four basic compass
have never been alive
directions and know that on a British map North is
• sc21 identify that most living things live in
always at the top
habitats to which they are suited and describe how
• ge19 I can describe the location of places further
different habitats provide for the basic needs of
away and how I might travel to them
different kinds of animals and plants, and how they
• ge20 I can follow a simple route to a place familiar
depend on each other
to me using 'left' and 'right' to describe my
• sc22 identify and name a variety of plants and
journey
animals in their habitats, including micro-habitats
• ge23 I can create my own map showing imaginary
• sc23 describe how animals obtain their food from
human and physical features
plants and other animals, using the idea of a simple
• ge24 I can create symbols for the features on my
food chain, and identify and name different sources
map and create a key to explain what they
of food.
represent
• ge25 I have annotated my sketches to identify
Animals, including humans KS1
some of the human and physical features I saw
• sc26 notice that animals, including humans, have
offspring which grow into adults
KS1
• sc27 find out about and describe the basic needs
• hi1 I can use common words and phrases related
of animals, including humans, for survival (water,
to the passing of time
food and air)
• hi2 I can place objects, people and events into
• sc28 describe the importance for humans of
chronological order
exercise, eating the right amounts of different
• hi3 I can talk about different ways of life at
types of food, and hygiene.
different times
• hi4 I have a wide vocabulary of common historical
Location knowledge KS1
terms
• ge1 I can find and name the world's seven
• hi5 I can ask and answer questions about the past
continents on a map and globe
• hi6 I can identify key features of stories and
• ge2 I can find and name the world's five oceans on
events to help me to understanding their
a map and globe
importance
• ge5 I can find and name the seas surrounding the
• hi7 I can use sources of information to find out
UK on a map
about the past
• hi8 I know the past is represented in different
Place knowledge KS1
ways
• ge7 I can talk about the landscape and name some
• hi9 I can talk about differences between my life
human and physical features in a place in the UK I
and the lives of my parents and grandparents
have visited
• hi10 I know about some important events that
happened in Britain in the past
PHYSICAL EDUCATION
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KS1
• pe2.1 I can think of simple tactics to help attack
skills. YOU CAN CHANGE THE FONT SIZE
and tick the
• pe1 I can run safely, controlling my speed and
or defend in a team game
2
column
box
to
fit
more
skills
in.
direction
• pe3 I can respond to music with controlled
Please
select
fewer
skills.
Alternatively
you
• pe1.1 I can jump over obstacles safely and with
movements, creating and repeating simple dance
couldand
create
more knowing
than one
control,
off apparatus
how wheel,
to land for example,
sequences to express and communicate ideas and
safely
Wheel Title Part 1, Wheel Title Part 2, iffeelings
you wish to
• pe1.2
I
can
send
and
receive
a
ball
or
other
add lots of skills in 1 area of development.
equipment in different ways (hitting, kicking,
throwing, striking)
• pe2 I can play simple team games showing
awareness of my team-mates and opponents and
understanding the importance of the rules
LITERACY
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Reading - word reading KS1
skills. YOU CAN CHANGE THE FONT SIZE and tick the
Reading - word reading KS1
Teacher: rubeenahgunness
School: Roman Way
Final Event: School trip to Hunstanton sea life and beach
MATHEMATICS AND COMPUTING
SCIENCE
Yr1 - Animals inc Humans
Yr 2 - Living things and their Habitats
Name and label a variety of sea creatures
Compare their habitats
KS1 - Forces - changing speed and direction
Bubble investigation
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MATHS
Statistics - our favourite sea creature
Positional language
KS1 COMPUTING
Send digital text - emails
Recognise internet safety
Send non-digital text - postcards
GEOGRAPHY
Locate and name different seas and oceans
Compare seas and weather - both Poles and Equator
Map work of an island
HISTORY
Compare seaside holiday from the past and present
Compare seaside clothing, entertainment and clothing
Asking question to parents, granparents & visitors
PE
LCP DANCE-Seaside holiday dance or We're sailing to
Galapagos
Bat and Ball Games
Swimming
Finding Nemo
& We're all
going on a
summer
holiday 2015
LITERACY
Listen to/ watch the Finding Nemo story
- retell story and discuss character profiles.
Sea creature descriptive writing.
Look at a range of under the sea stories and texts:
The Rainbow fish
We're sailing to Galapagos
Commotion in the Ocean- Giles Andreae
Report writing about sea creatures
Poetry - sea poems
ART
Look at famous artists work- Seascapes
George Seurat, Eugene Boudin& David Hockney
Concertina fish puppets
Sculpture of sea creatures & shells
Salt paintings
Shoe box aquarium
Make a holiday souvenir
Make a sea habitat
DESIGN & TECHNOLOGY
Make a seaside picture with levers and slides
Design and make a boat.
PSED - SEAL
RE - Religious Leaders
(Follow Herts Scheme)
Geometry - position and direction KS1
• m78 interpret and present data using bar charts,
skills.
YOU
CAN
CHANGE
THE
FONT
SIZE
and tick the
• m30 describe position, direction and movement,
pictograms and tables
2 column
fit more
skills in.
including
whole,box
half,to
quarter
and three-quarter
• m79 solve one-step and two-step questions for
Please select fewer skills. Alternatively you
turns.
example, [How many more? and How many fewer]
could create more than one wheel, for example,
using information presented in scaled bar charts
Geometry
position
and 1,
direction
Wheel-Title
Part
WheelKS1
Title Part 2, ifand
youpictograms
wish toand tables.
• m68
mathematical
describe
adduse
lots
of skillsvocabulary
in 1 areatoof
development.
position, direction and movement, including
KS1
movement in a straight line and distinguishing
• co7 I can use a variety of technologies to create
between rotation as a turn and in terms of right
and save my work
angles for quarter, half and three-quarter turns
• co8 I can manipulate text and pictures
(clockwise and anti-clockwise).
• co9 I can find and retrieve my work or information
that I need
Statistics KS1
• co10 I can talk about how information technology
• m69 interpret and construct simple pictograms,
is used at home, in shops and in other places (mobile
tally charts, block diagrams and simple tables
phones, internet etc)
• m70 ask and answer simple questions by counting
• co11 I know how to use equipment safely and
the number of objects in each category and sorting
respectfully
the categories by quantity
• co12 I understand what 'personal information' is
• m71 ask and answer questions about totalling and
and why it must be kept private
comparing categorical data.
• co13 I know what to do if I am worried about
anything when I am using the internet
Statistics KS1
EXPRESSIVE ARTS AND DESIGN
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KS1
• dt8 I can use simple finishing techniques to
skills. YOU CAN CHANGE THE FONT SIZE
and tick the
• ad1 I can use different materials to design and
improve my product
2 column
make
things box to fit more skills in.
• dt9 I can select the appropriate materials and
Please
select
fewer
skills.
Alternatively
you
• ad2 I can use drawing to share my ideas.
tools for my design
could
more
thanmy
one
wheel, for example,
• ad3
I cancreate
use painting
to share
ideas.
• dt10 I can create things using a variety of
• ad4
I can use
sculpture
my Title
ideas. Part 2, ifmaterials
andto
components, including construction
Wheel
Title
Part to
1, share
Wheel
you wish
• ad5
I
can
use
colour,
texture
and
pattern
in
my
materials
add lots of skills in 1 area of development.
work
• dt13 I can explain why I have chosen particular
• ad6 I can use line ,shape ,form and space in my
materials, components or ingredients
work
• ad7 I can tell you about famous artists,
Evaluate KS1
craft-makers and designers and who my favourite is
• dt14 I can look at things other people have made
and why I like his/her work
and tell you what I like or dislike
• ad8 I can talk about different ways of creating
• dt15 I can talk about existing products and tell
work and which ways I have tried and which I liked
you how they might be improved for the
best
user/consumer
• ad9 I can show you how ideas from famous people
• dt16 I can talk about how closely my finished
have helped me to create my own work
product matches my design
• dt17 I can talk about what worked well with my
Design KS1
product and how it could be improved
• dt1 I can explain what my design will be like and
what it will do, how I am going to create my design
Technical knowledge KS1
and list the materials I will need
• dt18 I have made models and can explain how to
• dt2 I can explain how my design will meet the
make them stronger
needs of the users
• dt19 I can tell you some ways to make structures
• dt3 I can draw and talk about what I am going to
stiffer or more stable
make
• dt20 I have designed a product that uses a lever
• dt4 I can make a realistic model of my design
or slider
• dt5 I have used ICT to help develop or
communicate my design
Cooking and nutrition KS1
• dt22 I can describe the healthy food in the dishes
Make KS1
I prepare
• dt6 I can use scissors for cutting and shaping
• dt23 I know that a healthy diet has a variety of
• dt7 I can join materials in a variety of ways
foods that I can use in the dishes I prepare
PSED & RELIGIOUS EDUCATION
If you see this message you must have added too many
skills. YOU CAN CHANGE THE FONT SIZE and tick the
2 column box to fit more skills in.
Please select fewer skills. Alternatively you
could create more than one wheel, for example,
Wheel Title Part 1, Wheel Title Part 2, if you wish to
add lots of skills in 1 area of development.
Finding Nemo & We're all going on a summer holiday 2015 - Stage
UNDERSTANDING THE WORLD
MATHEMATICS AND COMPUTING
PHYSICAL EDUCATION
EXPRESSIVE ARTS AND DESIGN
Coverage
Working scientifically KS1
• sc2 asking simple questions and recognising that
they can be answered in different ways
• sc3 observing closely, using simple equipment
• sc4 performing simple tests
• sc5 identifying and classifying
• sc6 using their observations and ideas to suggest
answers to questions
• sc7 gathering and recording data to help in
answering questions.
Animals, including humans KS1
• sc10 identify and name a variety of common
animals including fish, amphibians, reptiles, birds and
mammals
• sc11 identify and name a variety of common
animals that are carnivores, herbivores and
omnivores
• sc12 describe and compare the structure of a
variety of common animals (fish, amphibians,
reptiles, birds and mammals, including pets)
• sc13 identify, name, draw and label the basic parts
of the human body and say which part of the body is
associated with each sense.
Living things and their habitats KS1
• sc20 explore and compare the differences between
things that are living, dead, and things that have
never been alive
• sc21 identify that most living things live in habitats
to which they are suited and describe how different
habitats provide for the basic needs of different kinds
of animals and plants, and how they depend on each
other
• sc22 identify and name a variety of plants and
animals in their habitats, including micro-habitats
• sc23 describe how animals obtain their food from
plants and other animals, using the idea of a simple
food chain, and identify and name different sources
of food.
Animals, including humans KS1
• sc26 notice that animals, including humans, have
offspring which grow into adults
• sc27 find out about and describe the basic needs of
animals, including humans, for survival (water, food
and air)
• sc28 describe the importance for humans of
exercise, eating the right amounts of different types
of food, and hygiene.
Location knowledge KS1
• ge1 name and locate the world's seven continents
• ge2 name and locate the world's five oceans
• ge5 name and locate the seas surrounding the UK
Place knowledge KS1
• ge7 understand the human and physical geography
of a small area of the United Kingdom
• ge8 understand the human and physical geography
of a small area in a contrasting non-European
country
• ge9 understand geographical similarities and
differences through studying the human and physical
geography of a small area in a contrasting
non-European country
Human and physical geography KS1
• ge12 identify the location of the Equator and the
North and South Poles
• ge13 identify the location of hot and cold areas of
the world in relation to the Equator and the North and
South Poles
use basic geographical vocabulary to refer to:
KS1
• ge14 key physical features, including: beach, cliff,
coast, forest, hill, mountain, sea, ocean, river, soil,
valley, vegetation, season and weather
• ge15 key human features, including: city, town,
village, factory, farm, house, office, port, harbour and
shop Geographical skills and fieldwork
Geographical skills and fieldwork KS1
• ge16 use world maps, atlases and globes to identify
the United Kingdom and its countries, as well as the
countries, continents and oceans studied at this key
Geometry - position and direction KS1
• m30 describe position, direction and movement,
including whole, half, quarter and three-quarter turns.
Geometry - position and direction KS1
• m68 use mathematical vocabulary to describe
position, direction and movement, including
movement in a straight line and distinguishing
between rotation as a turn and in terms of right
angles for quarter, half and three-quarter turns
(clockwise and anti-clockwise).
Statistics KS1
• m69 interpret and construct simple pictograms, tally
charts, block diagrams and simple tables
• m70 ask and answer simple questions by counting
the number of objects in each category and sorting
the categories by quantity
• m71 ask and answer questions about totalling and
comparing categorical data.
Statistics KS1
• m78 interpret and present data using bar charts,
pictograms and tables
• m79 solve one-step and two-step questions [for
example, 'How many more?' and 'How many fewer?']
using information presented in scaled bar charts and
pictograms and tables.
KS1
• co7 use technology purposefully to create digital
content
• co8 use technology purposefully to organise, store
and manipulate digital content
• co9 use technology purposefully to retrieve digital
content
• co10 recognise common uses of information
technology beyond school.
• co11 use technology safely and respectfully
• co12 keep personal information private
• co13 know where to go for help and support when
they have concerns about material on the internet
KS1
• pe1 master basic movements including running
• pe1.1 master basic movements including jumping
• pe1.2 master basic movements including throwing
and catching
• pe2 participate in team games
• pe2.1 in team games, develop simple tactics for
attacking and defending
• pe3 perform dances using simple movement
patterns.
KS1
• ad1 to use a range of materials creatively to design
and make products
• ad2 to use drawing to develop and share their
ideas, experiences and imagination
• ad3 to use painting to develop and share their
ideas, experiences and imagination
• ad4 to use sculpture to develop and share their
ideas, experiences and imagination
• ad5 to develop a wide range of art and design
techniques in using colour, pattern, texture,
• ad6 to develop a wide range of art and design
techniques in using line, shape, form and space
• ad7 about the work of a range of artists, craft
makers and designers.
• ad8 about the differences and similarities between
different practices and disciplines, and making links
to their own work.
• ad9 about the work of a range of artists, craft
makers and designers, making links to their own
work.
Design KS1
• dt1 design purposeful, functional, appealing
products
• dt2 design for themselves and other users based
on design criteria
• dt3 generate and communicate their ideas through
talking and drawing templates
• dt4 model and communicate their ideas through
mock-ups
• dt5 generate, develop, model and communicate
their ideas through information and communication
technology
Make KS1
• dt6 select from and use a range of tools and
equipment to perform practical tasks such as cutting
and shaping
• dt7 select from and use a range of tools and
equipment to perform practical tasks such as joining
• dt8 select from and use a range of tools and
equipment to perform practical tasks such as
finishing
• dt9 select from and use a range of tools and
equipment to perform practical tasks
• dt10 select from and use a wide range of materials
and components including construction materials
• dt13 select from and use a wide range of materials
and components according to their characteristics
Evaluate KS1
• dt14 explore a range of existing products
• dt15 evaluate a range of existing products
• dt16 evaluate their ideas
• dt17 evaluate their products against design criteria
Technical knowledge KS1
• dt18 build structures, exploring how they can be
made stronger
• dt19 build structures, exploring how they can be
made stiffer and more stable
• dt20 explore and use mechanisms, such as levers
and sliders in their products.
Cooking and nutrition KS1
• dt22 use the basic principles of a healthy diet to
prepare dishes
• dt23 use the basic principles of a varied diet to
prepare dishes
LITERACY
PSED & RELIGIOUS EDUCATION
Reading - word reading KS1
• e1 apply phonic knowledge and skills as the route
to decode words
• e2 respond speedily with the correct sound to
graphemes (letters or groups of letters) for all 40+
phonemes, including, where applicable, alternative
sounds for graphemes
• e3 read accurately by blending sounds in unfamiliar
words containing GPCs that have been taught
• e4 read common exception words, noting unusual
correspondences between spelling and sound and
where these occur in the word
• e5 read words containing taught GPCs and -s, -es,
-ing, -ed, -er and -est endings
• e6 read other words of more than one syllable that
contain taught GPCs
• e7 read words with contractions [for example, I'm,
I'll, we'll], and understand that the apostrophe
represents the omitted letter(s)
• e8 read aloud accurately books that are consistent
with their developing phonic knowledge and that do
not require them to use other strategies to work out
words
• e9 re-read these books to build up their fluency and
confidence in word reading.
PSED Preparing to play an active role as citizens
KS1
• pa5 Continue to develop empathy for others.
• pa6 Recognise what is right and wrong.
• pa7 Agree and follow rules for their group and
classroom.
• pa8 Know how to apologise and make amends.
• pa9 Realise that people and other living things have
needs.
• pa10 Develop understanding of groups they belong
to.
• pa11 Contribute to the life of the class and school.
Reading - word reading KS1
• e61 continue to apply phonic knowledge and skills
as the route to decode words until automatic
decoding has become embedded and reading is
fluent
• e62 read accurately by blending the sounds in
words that contain the graphemes taught so far,
especially recognising alternative sounds for
graphemes
• e63 read accurately words of two or more syllables
that contain the same graphemes as above
• e64 read words containing common suffixes
• e65 read further common exception words, noting
unusual correspondences between spelling and
sound and where these occur in the word
• e66 read most words quickly and accurately,
without overt sounding and blending, when they have
been frequently encountered
• e67 read aloud books closely matched to their
improving phonic knowledge, sounding out unfamiliar
words accurately, automatically and without undue
hesitation
• e68 re-read these books to build up their fluency
and confidence in word reading.
PSED Developing confidence and responsibility
and making the most of their abilities KS1
• pc18 Take and share responsibility, for example, for
their own behaviour.
• pc19 Make classroom rules and follow them.
• pc20 Recognise what they like and dislike, what is
fair and unfair, and what is right and wrong.
KS1
• ph4 Begin to make simple choices that improve
their health and well being.
PSED Developing a healthy, safer lifestyle KS1
• ph5 Begin to maintain personal hygiene.
• ph6 Begin to understand that certain actions spread
disease.
• ph7 Identify the main parts of the body.
PSED Developing good relationships and
respecting the differences between people KS1
• pr15 Listen to other people, and play and work
co-operatively.
• pr16 Develop a caring attitude towards family,
friends and each other.
• pr17 Greet and talk with adults.
• pr18 Develop positive relationships through work
and play.
• pr19 Be able to ask for help from an ‘appropriate’
adult.
RE - Learning From Religion KS1
• rf11 Reflect on and consider religious experiences
such as thanks and joy.
• rf12 Ask puzzling questions and respond
accordingly.
• rf13 Identify what matters to them and others and
link this to religion.
• rf14 Reflect on ideas of right and wrong and how
this relates to their own behaviour.
• rf15 Recognise that religious teaching and ideas
make a difference to individuals and families.
Learning About Religion KS1
• ra6 Explore a range of religious stories.
• ra7 Explore a range of sacred writings.
• ra8 Name and explore a range of celebrations.
• ra9 Name and explore a range of worship styles.
• ra10 Identify the importance, for some people, of
belonging to a religion.
• ra11 Identify religious symbols.
• ra12 Begin to use a range of religious words.
PSED Preparing to play an active role as citizens
KS1
• pa12 Listen and respond in group discussions.
• pa13 Express own views with increasing
confidence.
• pa14 Participate in a simple debate about school
issues.
• pa15 Identify different choices they can make.
• pa16 Recognise the difference between right and
wrong.
• pa17 Able to make ‘I’ statements instead of blaming
others.
• pa18 Beginning to understand that they have more
responsibilities to meet the needs of living things.
• pa19 Begin to understand what harms their local,
natural and built environments.
• pa20 To realise that money comes from different
sources and can be used for different purposes.
PSED Developing confidence and responsibility
and making the most of their abilities KS1
• pc21 Understand the difference between impulsive
Finding Nemo & We're all going on a summer holiday 2015