New Curriculum 2014 - Long Term Planning

Key Stage 1 Year 2

Cycle 1 2015- 2016

Term Autumn Spring Summer

THEME Journeys MemoriesBarnaby

Bear goes to Kenya

Japan Overtime - Homes

The sporting

world7 week half term 7 week half term 6 week half term 5 week half term 7 week half term 7 week half term

Narrative Writing

Explore fiction texts centred around stories with familiar and unfamiliar settings based around school and space. The children will write stories, character descriptions and story settings. Children will be writing narratives about personal experiences.

(1 Focus week on grammar and spelling)

Children will be introduced to the memories of teachers when they learnt to read based around the Happy Family series of stories by Allan Ahlberg.They will explore character traits of personality and behaviour and create their own character descriptions.

Christmas classic and contemporary Poetry – acrostic poetry. The children will learn what it is to recite, rehearse, prepare and perform poetry. Patterns on the page.

Visual English based on the Lion King. Exploring setting descriptions and comparision of character traits.

1 week focus on grammar and spelling.

Stories based on creating own Mr Men and Little Miss characters by Roger Hargreeves.

SATs Revision 2 week focus on grammar and spelling.

SATsNarrativeGeorges Marvellous Medicine (2 Weeks)

(1 week focus on grammar and spelling)

Focus on recurring language in Traditional Stories Discussing favourite words and phrases – Retelling fairy stories. Twist on traditional tales – The True Story of the Three Little Pigs. Drama and role play of traditional tales.

Classical verses contemporary poetry based on Roald Dahl dirty beasts and Edward Lear The owl and the Pussycat.

(Grammar and spelling focus 1 week)

Non Narrative Writing

Explore non –ficiton texts based on Neil Armstrong and George

Exploring instructional writing based around making balloon animals,

Identifying features of non chronological reports related to Kenya

SATs revision Biographies of famous Author Julia Donaldson. A comparision between

The children will take a stance from a traditional characters point of view.

Stephenson.Over this term the children will be exploring how to write a recount and will use first hand experience of their visit to the forestry school and York railway museum.The children will be identifying features of diary entries and putting themselves in the shoes of famous people who have made significant journeys in the past.

recipes and board games.

The children will have the opportunity to write their own instructions for creating and making a memory box.

Identifying features of letters to father christmas

and wildlife of the Savannah.

They will begin to articulate and justify answers arguments and opinions (Spoken Word)

Spoken Word

Performance and role play as part of the Christmas performance of the Nativity. (1 week)

Speak audibly and fluently with increasing command of standard English.

Performance and role play as part of the celebration assembly.

Speak audibly and fluently with increasing command of standard English.

Ongoing Writing

Composition Skills

writing for different purposes consider what they are going to write before beginning by: planning or saying out loud what they are going to write about writing down ideas and/or key words, including new vocabulary encapsulating what they want to say, sentence by sentence make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly] Read aloud what they have written with appropriate intonation to make the meaning clear.

Reading Narrative Focus on reading stories from familiar settings – The Lion who came to School and character descriptions based around Q Pootle 5.

Narrative Reading for writing based around Happy Families books by Allen Ahlberg. The children will learn to explain their understanding of text,

Narrative Reading for writing focus to discuss and clarifying the meanings of words, linking new meanings to known vocabulary

Narrative Mr Men stories By Roger Hargreeves

Non Narrative

Narrative Charlie and the Chocolate Factory – Roald Dahl

Non Narrative Biographies of various

Narrative Poems by Edward Lear the own and the pussy cat. Poems by Roald Dahl Dirty Beasts

Non Narrative Diary entries, newspaper articles and recounts of historical events.

Class Reader – Charlie and the Chocolate Factory To listen to, discuss and enjoys stories at a level beyond which they can read. Develop pleasure in reading and motivation to read

identifying new vocabulary and begin to use inference skills to suggest what the author is suggesting.

Non Narrative Instruction texts on board games, recipes and design technology crafts. Class Reader – Disscussion of favourite bedtime stories from when they were little.Children given the opportunity to read aloud their favourite bed time story to the class. Christmas Stories. Children will develop pleasure in reading and motivation to read.

based on the story of Handa’s surprise

Non Narrative Non chronological reports based on Kenya and animals in the Savannah.

Class Reader – Information texts related to Kenya and wild life to develop pleasure in reading and motivation to read.

The Lion King

Class Reader – Mr Men books by Roger Hargreeves Develop pleasure in reading and motivation to read

authors with a particular focus on Julia Donaldson and Roald Dahl Inference skills based on a selection of Julia Danaldosn stories. Julia Donaldson stories. The Snail and the whale,

Class Reader – Charlie and the Chocolate Factory Roald Dahl Develop pleasure in reading and motivation to read

Inference skills based around traditional tales.

Non Narrative

Class Reader – A selection of traditional Stories. Jack and the Beanstalk, Hansel and Gretel,

Word ReadingOngoing Skills

continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes read accurately words of two or more syllables that contain the same graphemes as above read words containing common suffixes read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation Re-read these books to build up their fluency and confidence in word reading.

Comprehension Ongoing Skills

understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher checking that the text makes sense to them as they read and correcting inaccurate reading making inferences on the basis of what is being said and done answering and asking questions predicting what might happen on the basis of what has been read so far participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what

others say Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.

Cross- History – Diary Entries, Design Technology – Geography – contrast of

Curricular

newspaper articles recounts

Instructions to make memory box.

localities identification of continets, Africa, Kenya, differences between climate, ways of life and traditions.

Grammar and Punctuation

Specific Teaching Objectives C2014 What is a clause, Identifying nouns, adjectives and verbs in simple sentences. Uses conjunctions for co-ordination (using or, and, or but)Uses expanded noun phrases for description and specification. Use of commas to separate items in a list. Capital letters for proper nouns and using pronoun I to write in first person.

Ongoing Accurate use of simple punctuation, capital letters and full stops. Recognising simple sentences. Recognising compound sentences.

Specific Teaching Objectives C2014 Identifying adverbs Use of he, she, they to write in third person. Uses expanded noun phrases for description and specification. Use conjunctions for subordination (using when, if, that, or because)Shows understanding of the grammatical patterns in a sentence, indicating its function as a statement, question, exclamation or command. Using punctuation marks to indicate questions exclamations.

Ongoing Word classes adjectives, nouns, verb definitions Uses expanded noun phrases for description and specification. Use of commas to separate items in a list. Capital Letters for proper nouns. Accurate use of capital letters and full stops. Identifying a clause. Recognising simple sentences. Recognising simple sentences as sentences which contain at least one

Specific Teaching Objectives C2014 Using headings, sub headings, Paragraphs Different sentence starters. Using apostrophes for contarctions. Correct choice and consistent use of present tense and past tense throughout writingUses the progressive form of verbs in the present and past tense to mark actions in progress. Uses suffix –ly to turn adjectives into adverbs

Identifying and using complex sentences

Ongoing Word classes adjectives, nouns, verb definitions Commas for lists and apostrophes for contracted forms. Uses expanded noun phrases for description and specification. Accurate use of capital letters and full stops. Identifying a clause. Identifying the function of a conjunction.

Specific Teaching Objectives C2014(2 Weeks on Grammar and spelling) Use some features ofwritten StandardEnglish e.g./ I was, wewere, I/we was orI/we were, thosebooks, them booksCorrect choice and consistent use of present tense and past tense throughout writingUses the progressive form of verbs in the present and past tense to mark actions in progress. Identifying homophones and near homophones (Using the snail and the Whale by Julia Donaldson)Uses apostrophes to mark singular possession in nouns (e.g. the girl’s name).Identifying and using complex sentences.

Ongoing Word classes adjectives, nouns, verb definitions Commas for lists. Identifying a clause. Recognising compound

Specific Teaching Objectives C2014 Identifying adverbials of more than one word. Uses expanded noun phrases for description and specification. Use of commas to separate items in a list. Use subordination (using when, if, that, or because)Question marks and exclamation marks

Ongoing Use some features ofwritten Standard English e.g. He did it.He done it. He came yesterday He come yesterday. Word classes adjectives, nouns, verb definitions Commas for lists and apostrophes for contracted forms. Identifying a clause. Recognising compound sentences. Capital letters for proper nouns and pronoun I.Identifying a subordinate clause. Uses expanded noun phrases for description and specification. Shows understanding of

Specific Teaching Objectives C2014 Question marks and exclamation marks

Uses conjunctions for co-ordination (using or, and, or but)

Use subordination (using when, if, that, or because)

Ongoing Use some features ofwritten Standard English e.g./ He ran really quickly. He ran real quick. I didn't break I I never broke it. He hasn't finished. He ain't finished.

Identification of adverbial phrarses

Word classes adjectives, nouns, verb definitions Commas for lists and apostrophes for contracted forms. Identifying a clause. Recognising compound sentences. Capital letters for proper nouns and pronoun I.Identifying a subordinate clause. Uses expanded noun

verb. Identifying compound sentences and noun phrase sentences. Capital letters for proper nouns and pronoun I.

Recognising simple sentences. Recognising compound sentences. Capital letters for proper nouns and pronoun I.Identifying a subordinate clause. Shows understanding of the grammatical patterns in a sentence, indicating its function as a statement, question, exclamation or command.

Identifying the function of a conjunction.

sentences. Capital letters for proper nouns and pronoun I.Identifying a subordinate clause. Uses expanded noun phrases for description and specification. Shows understanding of the grammatical patterns in a sentence, indicating its function as a statement, question, exclamation or command

Correct choice and consistent use of present tense and past tense throughout writingUses the progressive form of verbs in the present and past tense to mark actions in progress.

the grammatical patterns in a sentence, indicating its function as a statement, question, exclamation or commandCorrect choice and consistent use of present tense and past tense throughout writingUses the progressive

form of verbs in the present and past tense to mark actions in progress.

phrases for description and specification. Shows understanding of the grammatical patterns in a sentence, indicating its function as a statement, question, exclamation or commandCorrect choice and consistent use of present tense and past tense throughout writingUses the progressive form of verbs in the present and past tense to mark actions in progress.

Spelling C2014 Year 2 HFW/days of week Months of year Words ending –il The /ʒ/ sound spelt sThe /s/ sound spelt c before e, i and yThe /l/ or /əl/ sound spelt –le at the end of words The /l/ or /əl/ sound spelt –el at the end of wordsThe –el spelling is much less common than –le.The –el spelling is used after m, n, r, s, v, w and more often than not after s.

C2014 Year 2 Revisit The /s/ sound spelt c before e, i and yThe /ɔ:/ sound spelt a before l and ll The /ɔ:/ sound (‘or’) is usually spelt as a before l and ll.HFW RevisitAdding –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letterThe /r/ sound spelt wr at

C2014 Year 2 Other than the end of a word in other positions, the /dʒ/ sound is often (but not always) spelt as g before e, i, and y. The /dʒ/ sound is always spelt as j before a, o and u.Adding the endings –ing, –ed, –er, –est and –y to words ending in –e with a consonant before itHFW The /ɜ:/ sound spelt or after wThe /ɔ:/ sound spelt ar

C2014 Year 2 ContractionsRevisit Other than the end of a word in other positions, the /dʒ/ sound is often (but not always) spelt as g before e, i, and y. The /dʒ/ sound is always spelt as j before a, o and u.The /dʒ/ sound spelt as ge at the end of wordsAfter all other sounds, whether vowels or consonants, the /dʒ/ sound is spelt as –ge.

C2014 Year 2 Revisit Homophones and near-homophonesWords ending in –tionAdding –es to nouns and verbs ending in –yThe /dʒ/ sound spelt as dge at the end of wordsAt the end of a word, the /dʒ/ sound is spelt –dge straight after the /æ/, /ɛ/, /ɪ/, /ɒ/, /ʌ/ and /ʊ/ sounds (sometimes called ‘short’ vowels).The /dʒ/ sound spelt as

C2014 Year 2 Revisit Words ending in –tionRevisit The /dʒ/ sound spelt as dge at the end of wordsAt the end of a word, the /dʒ/ sound is spelt –dge straight after the /æ/, /ɛ/, /ɪ/, /ɒ/, /ʌ/ and /ʊ/ sounds (sometimes called ‘short’ vowels).Common exception words RevisitGreat, break and steak are the only common

The /n/ sound spelt kn and (less often) gn at the beginning of wordsThe /aɪ/ sound spelt –y at the end of wordsAdding –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letterThe /ɒ/ sound spelt a after w and qu.

the beginning of wordsAdding –ed, –ing, –er and –est to a root word ending in –y with a consonant before itRevisit two rules 1) The /l/ or /əl/ sound spelt –le at the end of words 2) The /l/ or /əl/ sound spelt –el at the end of wordsCommon exception words The /ʌ/ sound spelt oThe /i:/ sound spelt –ey The plural of these words is formed by the addition of –s (donkeys, monkeys, etc.)

after wRevisit The /ɔ:/ sound spelt a before l and ll The /ɔ:/ sound (‘or’) is usually spelt as a before l and ll.Revisit Adding –ed, –ing, –er and –est to a root word ending in –y with a consonant before itHomophones and near-homophones

The /l/ or /əl/ sound spelt –al at the end of wordsRevisit Adding the endings –ing, –ed, –er, –est and –y to words ending in –e with a consonant before itHFW The possessive apostrophe (singular nouns) the girl’s Megan’s the child’s the man’s RevisitContractionsIt’s means it is (e.g. It’s raining) or sometimes it has (e.g. It’s been raining)

ge at the end of wordsAfter all other sounds, whether vowels or consonants, the /dʒ/ sound is spelt as –ge.Other than the end of a word in other positions, the /dʒ/ sound is often (but not always) spelt as g before e, i, and y. The /dʒ/ sound is always spelt as j before a, o and u.The suffixes –ment, –ness, –ful ,The suffixes –ful , –less and –ly.

words where the /eɪ/ sound is spelt ea.Revisit The suffixes –ment, –ness, –ful ,Revisit The /r/ sound spelt wr at the beginning of wordsRevisit Adding –es to nouns and verbs ending in –y.Revisit The /l/ or /əl/ sound spelt –al at the end of words.

Ongoing Spelling Skills

Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

Assessment

Update Phase 3, 4, 5 phonics assessment in reading portfolio.Pupil Reading Pen Portraits, Single Word Reading Test and Y2 Parallel Spelling Tests,

Writing – Postcard, recount (Real Event/ Personal Event/ experience)

Reading – Predicting what might happen on the basis of what has been read so far.

Phonics Screening - (retest children who did not pass)

Writing – Diary Entry of a narrative character from Happy Families series

Update phase 3 and 4 phonics assessmentsBegin phase 5 assessment

Writing – Setting description, writes narratives about real events.

Reading – on going teacher assessment and comprehension.

Writing – letter from a Mr Men character.

Reading – on going teacher assessment and comprehension

Phonics Screening Y2

Writing- SAT

Reading – SAT

Update phase3, 4 and 5 assessments

Pupil Pen Portraits and SWRT Y2 Spelling Tests

HandwritingOngoing skills

form lower-case letters of the correct size relative to one another start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left un-joined

write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters Use spacing between words that reflects the size of the letters.

Mathematics

Key Concepts

Number – addition and subtractionTeach addition portioning / 100 square counting backDerive and recall all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100

Number and Place ValueTo estimate a group of objects up to 30.Group objects counting them in 2’s and 5’sOrdering 2 digit numbers correctlyRound 2 digit numbers to the nearest 10Explain what each digit in a two-digit number represents, including numbers where 0 is a place holderPartioning 2 digit numbers/ using a 100 square counting back

Number - Multiplication and divisionTo count reliably objects up to 20Group objects counting them in 2’sNumber and Place ValueOrdering numbers up to

Number - Multiplication and divisionDerive and recall multiplication facts for 2, 5 and 10 times table and the related division facts.

Number – addition and subtractionUse knowledge of number facts and operations to estimate and check answers to calculations/understand that subtraction is the inverse of addition and vice versa; use this to derive and record related addition and subtraction number sentences To be able to add 3 digits together

Geometry – Properties of shapeTo identify and sort shapes according to their propertiesTo become confident at 2,5 and 10 times tables

StatisticsSort, organise and interpret information in a block graph and a pictogram.Ask and answer questions regarding the data.Collecting data and

Number and PlaceValue Count up to 100 Counting objects in 2’s5’s and 10’s Recognising and matching theappropriate 2 digit and3 digit numeralsPlace value using hundreds tens and units

Number – addition and subtractionBegin to use place value to use the partitioning method to add Introduce the partition method to add 1 digit and 2 digit numbers then 2 digit to 2 digitTo solve addition and subtraction problems using practical and 100 square methods. To solve problems using own strategies to solve addition subtraction, using number line method, partitioning methods

Geometry – positionAnd DirectionIntroduce positional language forwards, backwards, turns, whole turns half turns quarter

Measurement Weight - to read scales using intervals and reading scales accurately to the nearest 10 or 5 grams, to read scales in kgWeight using grams, kilograms interpreting scales, Read the time to the hour and half hour digital time conversion

StatisticsTo use bar graphs, pictograms, Venn diagrams, Carroll diagrams to interpret sort data to represent findings – use 2 simpleto create own graphsusing IT

MeasurementTo recognise and understand the valueof coins, to count andmake a range ofamounts using skills in counting using multiples of 2 5 and 10as a supportRecord amounts including £ and pTo give exact amount of coins to pay for items

Number and PlaceValue Read and Write 2 digit and three-digit numbers in figuresRecognise odd and even numbersPartition using placevalue 2 and 3 digit numbers; hundreds, tens and unitsEstimate a number of objects; Round two-digit numbers to the nearest 10/100use rounding up and down skills to the nearest 10/100 in 2 and 3 digit numbers – rounding chart on 100 gridOrder two-digit numbers and position them on a number line; use the greater than (>) and less than (<) signsOrder numbers to hundreds and potentially thousands on a number line

Number – addition and subtractionUnderstand that subtraction is the inverse of addition and viceversa; use this to derive and record related

StatisticsAnswer a question by collecting and recording data in lists and tables;Represent the data as block graphs or pictograms to show results; use pictograms, Venn diagrams and Carroll diagrams

MeasurementEstimate, compare and measure lengths, weights and capacities,Choosing and using standard units (m, cm, kg, litre) and suitablemeasuring instrumentsExplore capacity,Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and penceUse units of time (seconds, minutes, hours, days) and know the relationships between them; read the time to the quarter hour; identify time intervals, including those that cross the hourTo recap on time, o clock,

10Round teen numbers to the nearest 10To estimate a group of objects up to 30Group objects counting them in 2’s and 5’sOrdering 2 digit numbers correctlyRound 2 digit numbers to the nearest 10Explain what each digit in a two-digit number represents, including numbers where 0 is a place holder

StatisticsUse lists, tables anddiagrams to sort objects;explain choices usingappropriate language,including ‘not’

Number – Multiplication and DivisionIntroduce the times table symbol and practise using practical equipment to begin to understand that multiplication can be known as the repeated addition method.To understand that halving is the inverse of doubling numbers up to 20

Measurement choose and useappropriate standard

representing it in various tables and graphs, answering and asking questions about the data.Use lists, tables and diagrams to sort money, numbers or shapes.

MeasurementTelling the time to o’clock, half past, quarter to and quarter pastEstimate, compare and measure lengths, weights and capacities using standard units of measurement.Read the numbered divisions on scales. Use a ruler to draw to the nearest cm.Telling the time

of a turn. To use bee bots to recognise 360 degree turns 180 half turns.

Number - Multiplication and divisionIntroduce the divisionsymbol and use knowledge of multiplication facts to solve related division problems such as how many 2’s are 10. Multiplication problems

in 2’s 5’s and 10’s Division problems in 2’s,

5 ’s and 10’s Number bonds to 10, 20 and 100

Geometry – Properties of shapeVisualise common 2-Dshapes and 3-D solids; identify shapes from pictures of them in different positions and orientations; sort, make and describe shapes, referring to their propertiesSymmetry using basic 2 shapes then pictures to Identify lines of symmetry horizontal vertical and

To measure lengths accurately using mm, cm, m and metre rulers and Begin to measure using TemperatureUse units of time (seconds, minutes, hours, days) and know the relationships between them; read the time to the quarter hour; identify time intervals, including those that cross the hour

FractionsTo use jotting method to help to support halving and quartering amounts. To begin to find out ¾ of amounts Counting in ½ and ¼ to tenKnowing and using the equivalent fractionsthird and two thirds

Number – addition and subtractionIntroduce the partition method to add 1 digit and 2 digit numbers then 2 digit to 2 digit numberBegin to bridge crossing the next multiple of tennumber line method for subtraction

Number – Multiplication and DivisionTo begin to work on

addition and subtraction number sentencesRecall number bonds to 10, 20 and 100Recap on addition facts and subtraction facts for 10,/20 Addition facts for multiples of 10’s to 100Subtraction facts for multiples of 10’s to 100Addition using multiples of 10’s such as 24 + 10 = Partioning addition number line subtraction.

Geometry – Properties of shapeRecap on 2D shapes and 3D shape names and propertiesRecognise Polygons and non – polygons describe propertiesRecognise Right triangular prism, quadrilaterals using a ruler to draw polygons accurately Introduce 3D prisms to look at shape properties – introduce right angles, corners, integers vertices – orientation create and recognise 3D shapes from nets

Geometry – position andDirectionUse shapes to explore orientation and position

half past quarter to quarter past, to begin to tell the time in 5 minute intervals To convert times into digital times

Number – addition and subtractionNumber line method to subtract to count on to work out the difference between the two numbers – to round up to the nearest ten then to hop up into tens to find the difference – subtraction by counting on

Use the symbols +, –, ×, ÷ and = to record and interpret number sentences involving all four operations; calculate the value of an unknown in a number sentence (e.g. ÷ 2 = 6, 30 – = 24)Consolidate- give the children missing symbols and missing number sentences for addition and subtraction sums

Number – Multiplication and DivisionIntroduce missing symbols for multiplication and division questionsTo use all 4 number

units to estimate and measure length/height in any direction (m/cmto the nearest appropriate unituse a ruler to meaure in cm

Geometry – Properties of shapeVisualise common 2D and3D shapes: recap on 2Dshapes names andproperties – sides, faces,vertices of main shapes - squares, rectangle, circle, hexagon, pentagon and octagonTo create patterns using 2D shapes.Introduce 3 d shapes cube, cuboid, sphere, cylinder, pyramid

then diagonal Introduce prisms to look at properties. Introduce right angles

division with remainders how many are left over if not shared equally

Change shape position in full turn, half turn, quarter turnIntroduce and explain degree amounts 90°, 180° and 360°- applying rotations

Number – addition and subtractionPartitioning method – bridging place value column addition Halving method for numbers to 20 (use inverse), sort into 2 groups or divide by 2

Number – Multiplication and DivisionDerive and recall multiplication facts for the 2,3 5 and 10 times tablesand the related division facts; Use multiplication facts to solve related division problems such as how many 2’s are there in 10?solve symbol and word multiplication and division problems in 2’s 5’s and 10’s

StatisticsUse IT to organise and present dataInterpret information from tally, bar graphs, pictograms,

operations to solve 1 or 2 step problems such as how much then what change will you be given. Represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division; use practical and informal written methods and related vocabulary to support multiplication and division, including calculations with remaindersDivision problems using knowledge of times table facts To use jotting methods then to introduce remainders and problems involving 2’s 3’s 5’s 10’s times table facts

Collect information into tally charts and present in bar graphssort data into pictograms using 1 picture = 2

Science

PlantsObserve 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.

Forestry school visitTo learn about plants and habitiats.

Living Things and their habitats Explore and compare the differences between things that are living, dead, and things that have never been alive

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

Identify and name a variety of plants and animals in their habitats, including micro-habitats

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.

Uses of Everyday MaterialsIdentify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular usesFind out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

Introduce forces element of friction

Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular usesFind out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

Animals Including HumansDescribe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Find out about and describe the basic needs of animals, including humans, for survival (water, food and air)

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

Living Things and their habitats Explore and compare the differences between things that are living, dead, and things that have never been alive

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

Identify and name a variety of plants and animals in their habitats, including micro-habitats

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.

Electricity and it’s dangers (introducing simple circuits)Children to learn about electricity danger. To make a simple circuit and discuss why some circuits will work and why some will not.

Animals Including Humans(linked to fitness week)

Computing

We are researchersResearching a topicComputer networks

(PowerPoint)

We are detectivesCommunicating clues (emails)Communication/Collaboration

(2email/school email)

We are PhotographersTaking, selecting and editing digital images

Creativity(Photoshop)

We are piratesAnimation

Programming(Scratch/iLife)

We are game testers

Exploring how computer games workComputational Thinking

(Online Games/Crystal Rainforest)

We are game testersExploring how computer games work

Computational Thinking(Online Games/Crystal Rainforest)

History To learn about significant journeys from significant Individuals: Neil Armstrong, Grace Darling, George Stephenson etc.

To explore events beyond living memory that are significant nationally or globally. (Also includes events commemorated through festivals or anniversaries.)

To explore the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in

To research the Royal Family within the living memory of the granparents of the children (The Coronation of Queen Elizabeth 2nd to present day royals, Prince William and the Duchess of Cambridge)

To use common words and phrases to recognise and discuss the passage of time

To recognise and talk about why people did things, why events happened and what happended as a result

To find out about the past using a range of resources including video, historical buildings, artefacts,

To learn about changes within living memory by studying home and school life over the past (Beamish as a focus)

To explore the aspects of change in national life.

To discover the lives of significant individuals in the past who have contributed to national and international achievements (the tourist industry of the UK is heavily base around the Royal Family)

To compare aspects of life in different periods by comparing Queen Victoria to Queen

To study events beyond living memory that are significant nationally or globally Rio de Janeiro, 2016 Olympics

To explore events commemorated through festivals or anniversaries by using video, historical buildings, artefacts, Computing based resources

To recognise and talk about why the Olympics are held and the different nations that have hosted it over the past

To communicate their findings about the Olympics in different ways

different periods. [compare Neil Armstrong with Grace Darling/George Stephenson etc.]

A visit to York Railway museum to explore the importance of George Stephenson’s Rocket and passenger trains by studying artefacts from a different period.

Computing based resources

Elizabeth 2nd as studied in Autumn Term.

using writing, pictures, talking, ICT and group presentation

Geography •Recognise key human and physical features in the school, Ingleby Barwick and the surrounding local area•Describe key human and physical features in the school, Ingleby Barwick and the surrounding local area

•Sort key human and physical features of the school, Ingleby Barwick or the surrounding local area Use maps, atlases,

globes to locate Ingleby Barwick, UK countries, continents.

Use GoogeEarth to locate human and

Recognise key human and physical features. Vocabulary to include city, town, village, vegetation, equator

To use maps, atlases and globes to identify Kenya and Africa

To understand geographical similarities and differences through studying the human and physical geography of a small area of the UK (Ingleby

To use maps, atlases and globes to locate; Japan in relation to the North and South Poles and the equator, to name and locate the 5 continents and 7 seas.

To recognise and discuss physical features; mountain, hill, vegetation

Understand geographical similarities and differences through studying the human and physical

To recognise human features; house, farm, factory relevant within a historical period

Name, locate and identify characteristics of the four countries and capital cities of the UK and its surrounding seas.

To use maps, atlases and globes to identify and locate Rio de Janeiro (2016 Olympic hosts) and other participating countries.

Identify seasonal and daily weather patterns in the UK and compare with Rio.

physical features of Ingleby Barwick

Use simple fieldwork and observational skills to study the Geography of school and its grounds

Use tally counters to conduct an investigation of types of transport in local area and the key human and physical features of its surrounding environment.

Barwick) and of a small area in a contrasting non-European country (Kenya).

To identify the location of hot and cold areas of the World (Kenya and the UK) in relation to the equator and North and South poles.

geography of a small area of the UK (London)and of a small area in a contrasting non-European country (Japan)

To use simple compass directions (North, South, East, West) to describe the features and location of features on a map of Japan

Physical Education

Gymnastics To explore basic gymnastic actions and develop some control and coordination.To begin to associate these actions with words, signs and symbols.To understand how to use space and apparatus safely.To change their movements to avoid other children.To develop standing, kneeling and large body part balances.To perform forwards and backwards rolls with confidence.

Outdoor GamesTo move confidently and safely in their own and general space, using changes of speed, level and direction.To explore movement ideas and respond imaginatively to a range of stimuli.To be able to run and bounce, move with ball into spaces, stop on command and keep control of ball at all times.To be able to keep the ball above, throw, catch, bat, volley.

Dance – supported by coachTo compose and link movement phrases to make simple dances with clear beginnings, middles and ends.To perform movement phrases using a range of body actions and body partsTo recognise how their body feels when still and when exercising.To talk about dance ideas inspired by different stimuli To copy, watch, and describe dance movement.

Outdoor SkillsTo develop throwing and catching skills To practise throwing the ball over arm using two hands.To practise bouncing the ball to one another.To work with bats and balls to learn how to balance with a ball on a bat.To begin to walk whilst balancing a ball on a bat.

Gymnastics – supported by coach

OrienteeringTo be able to orientate the map, establish direction and record information.To begin to have the ability to memorise locations and routes. To choose simple approaches to solve the problems they are set.To work cooperatively with others on taskTo demonstrate the ability to work as part of a team.

Dance – supported by coachTo compose and link movement phrases to make simple dances with clear beginnings, middles and ends.To perform movement phrases using a range of body actions and body partsTo recognise how their body feels when still and when exercising.To talk about dance ideas inspired by different stimuli To copy, watch, and describe dance movement.

FRENCHIntroduction to French through

Hocus & LotusFormat 8

This episode gives the opportunity to look at parts of

Hocus & LotusFormat 9

This format introduces animals, particularly pets.

Hocus & LotusFormat 10

This format is a springboard to studying months of

a Narrative Format – Hocus and Lotus Level

2

the body and common illnesses. It also includes a look at teddies, chocolate and lemonade as well as a recap of colours. Due to the time of year Christmas vocabulary will also be introduced.Topic Link to geography (Explore France: Barnaby in Brittany) – an opportunity to practice a basic conversation exchange in a café situation

It also covers room names: both at home and school.

Topic link to Citizenship - the pros and cons of keeping animals captive.

During the topic of Japan the childrenwill learn some Japanese language and will learn about the Japanse culture.

the year which leads to birthday vocabulary and also seasons.

Topic link to PHSE – the difference between borrowing and stealing

MUSIC JourneysBeat and rhythmPitch awareness

Exploring our voices Memories

Exploring our voices / performing / audience awareness

Experiment with, create and combine sounds using the inter-related dimensions of musicBeat and Rhythm To understand the difference between beat and

rhythm? To be able to clap / tap / stomp the beat. To be able to tap a rhythm accurately. To identify the beat within a rhythm.Pitch To understand what is meant by pitch and be able

to identify high and low pitched notes.

Use voices expressively and creatively by singing songs and speaking chants and rhymes To learn a song and identify within it the beat,

rhythm and pitch of notes, with a view to performing.

To perform a rehearsed song in front of an audience, showing the pitch of the notes.

Barnaby Bear goes to KenyaExplore duration (long and short)To start to use musical symbols

To explore classroom instruments and start to follow simple symbol compositions

JapanExplore duration (long and short)To start to use musical symbols

To explore classroom instruments and start to follow simple symbol compositions

Experiment with, create and combine sounds using the inter-related dimensions of musicDuration To recognise long and short sounds and be able

to make them with their voices. To respond to long and short sounds through

movement.

Play tuned and un-tuned instruments musically To recognise symbols related to the length of a

sound. To be able to explore and use instruments

imaginatively and in response to symbols. Create simple musical compositions using tuned

and un-tuned percussion

Use voices expressively and creatively by singing songs and speaking chants and rhymes To be able to work and perform together in a

group. To be able to appraise each other’s work using

Over time To explore tuned and untuned instruments,

relating to chosen composerComposer Study

The sporting worldMusician StudyMusician visit

Experiment with, create and combine sounds using the inter-related dimensions of music To choose appropriate instruments to make a

variety of sound effects. To be able to justify their choices using

appropriate musical vocabulary. To perform in front of the class and evaluate our

performances. To work in a small group to create an

appropriate soundtrack to a scary poem.

Listen with concentration and understanding to a range of high quality live and recorded music

To explore tuned and untuned instruments, relating to chosen composer

Composer/Musician Study -

musical language.

ART and Design

Topic 1 - Journeys

Going on a journey to discover a new land and species of new plants.

(Drawing and painting skills)

Artist link - Sydney Parkinson and other Botanical artists.Art Enrichment - KM

Topic 2 Memories

To create a series of pictures about ourselves.

To make a painting using our hand and foot prints. To

produce a self-portrait in the style of Any Warhol.

(Exploring ideas, using ICT and painting skills)

Artist link- Andy Warhol.

Topic 3 - Kenya

To create an animal print and a Batik design.

(Exploring textiles and materials)

Artist link – African Art

Topic 4 – Japan

To look at patterned Kimonos and symbolism.To create a blossom tree using specialist ink and

brushes.(exploring and developing ideas, painting skills and

using specialist equipment

Artist Link – Katsushika Hokusai

(The Great Wave of Kanagawa)

Topic 5 – Over timeLiteracy- George’s

Marvellous MedicineRoald Dahl

To create a Marvellous Medicine of our own.

To make a magical medicine bottle

Artist link- Quentin Blake

Art Enrichment KM

Topic 6 –The Sporitng world

To design and plan a play area. To make a 3D model.(Exploring and developing

ideas)

DT

Children to plan, design make and then evaluate. Making a memory box- linked to Memories History topic (simple cutting, shaping, joining, finishing)

Children to design, plan and evaluate making a Safari jeep for Barnaby Bear to travel on whilst on safari (cutting, sawing, axels etc)

Branding – design own healthy meal and packaging

We are Chefs ICT

RE

Sacred Texts:What is the Quran and why is it important?

Festivals/Beliefs and Practices:How and why do Christians celebrate Christmas?

Sacred TextsWhat is the Torah and why is it important?

Festivals/Beliefs and Practices:What is Easter and why is Palm Sunday important?

Founders and Leaders:Who was Jesus and who were his friends (disciples)?

Founders and LeadersWho is Guru Nanak and why is he important?

PSHCE

to recognise what they like and dislike, how to make real, informed choices that improve their physical and emotional health

to think about themselves, to learn from their experiences, to recognise and celebrate their strengths and set simple but challenging goals

about change and loss and the associated feelings (including moving home, losing toys, pets or friends)

how some diseases are spread and can be controlled and the responsibilities they have for their own health and that of others

the names for the main parts of the body (including external genitalia) the similarities and differences between boys and girls

that household products, including medicines, can be harmful if not used properly

rules for and ways of keeping physically and emotionally safe (including road safety, safety in the environment, safety online, the responsible use of ICT, the difference between secrets and surprises and understanding not to keep adults’ secrets)

the difference between secrets and surprises and the importance of not keeping adults’ secrets, only surprises

to listen to other people and play and work cooperatively (including strategies to resolve simple arguments through negotiation)

to offer constructive support and feedback to others

to identify and respect the differences and similarities between people

to judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how to tell them)

that there are different types of teasing and bullying, that these are wrong and unacceptable

how to resist teasing or bullying, if they experience or witness it, whom to go to and how to get help

what improves and harms their local, natural and built environments and about some of the ways people look after them

that money comes from different sources and can be used for different purposes, including the concepts of spending and saving

about the role money plays in their lives including how to manage their money, keep it safe, choices about spending money and what influences those choices

PHILOSOPHY

Spoken WordOngoing

English Skills

Introduction to P4C and generating questions by using a text familiar to the children.

speak audibly and fluently with an increasing command of Standard English

gain, maintain and monitor the interest of the listener(s)

listen and respond appropriately to adults and their peers

ask relevant questions to extend their understanding and knowledge

use relevant strategies to build their vocabulary articulate and justify answers, arguments and

opinions give well-structured descriptions, explanations

and narratives for different purposes, including for expressing feelings

maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.

use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

consider and evaluate different viewpoints, attending to and building on the contributions of others

Select and use appropriate registers for effective communication.