overview and outcomes: - killingholme primary school web viewread several stories as part of guided...

Killingholme Primary School

Year 1

Long Term Plan

Cycle A

January 2017

Introduction and Vision

Giving our children the skills to fly but the belief that the sky is not the limit!

At Killingholme Primary School every child matters, we believe that teaching, learning and play go hand in hand and have developed a broad and balanced curriculum which is committed to high quality teaching and the enjoyment of our pupils.

Key Stage 1:

Year One

Cycle A

English Curriculum Genre Coverage KS1

Maths Medium Term Plan (Maths No Problem)

Spring Term (12 Weeks)

Working from Textbook and Workbook 1B

Chapter Number

Week

Lesson

Theme

WALT (Learning Objective)

10

1

1

Numbers to 40

Counting to 40 pg. 2

2

Writing Numbers to 40 pg.5

3

Counting in Tens and Ones pg.8

4

Comparing Numbers pg.10

2

5

Finding How Much More pg.14

6

Making Number Patterns pg.16

11

1

Addition and Subtraction Word Problems

Solving Word Problems pg. 22

2

Solving Word Problems pg.24

3

3


4


5


6


12

4

1

Multiplication

Making Equal Groups pg. 36

2

Adding Equal Groups pg. 39

3

Making Equal Rows pg. 42

4

Making Doubles pg. 44

5

5

Solving Word Problems pg 46

13

1

Division

Grouping Equally pg. 50

2

Sharing Equally pg. 53

14

1

Fractions

Making Halves pg. 58

2

Making Quarters pg. 60

6

3

Sharing and Grouping pg. 63

15

1

Numbers to 100

Counting to 100 pg. 68

2

Finding Tens and Ones pg. 72

3

Comparing Numbers pg. 74

Spring Half Term

1

4

Making Number Patterns pg. 77

16

1

Time

Telling Time to the Hour pg. 84

2

Telling Time to the Half Hour pg. 88

3

Using Next, Before and After pg. 91

2

4

Estimating Duration of Time pg. 98

5

Comparing Time pg. 98

6

Using a Calendar pg. 101

17

1

Money

Recognising Coins pg. 108

3

2

Recognising Notes pg. 110

18

1

Volume and Capacity

Comparing Volume and Capacity pg. 114

2

Finding Volume and Capacity pg. 116

3

Describing Volume using Half and a Quarter pg. 118

19

4

1

Mass

Comparing Mass pg. 124

2

Finding Mass pg. 127

20

1

Space

Describing Positions pg. 132

2

Describing Movements pg. 136

3

Making Turns pg. 139

The National Curriculum for Y1 Maths has now been covered, therefore teaching can now focusing on achieving mastery/greater depth in these areas or revisiting areas to consolidate childrens understanding.

Y1 RE: Spring Term: How can we keep the world Special? (Taught by RS)

Y1 PSHE: Spring Term: Health for Life (Taught by RS)

Core Theme

Lessons (Health for Life)

NC Coverage (Pre 2014)

Where do things go when they enter my body?

Content Box 2:

Activity 1 pg. 137

Activity 2 pg. 138

2a, 3e,

1a, 1b, 1c, 2a, 2c, 2e, 3a, 3b, 3f, 4e, 5a, 5g,

Me!

Content Box 2:

Activity 1 pg. 153

Activity 2 pg. 154

Activity 3 pg. 154

Activity 4 pg. 154

Activity 5 pg. 156

Activity 6 pg. 157

Activity 7 pg. 158

1a, 2a, 2f, 3g,

1d, 2a, 2d, 2f, 3g,

1a, 2d, 2c, 3a, 3g, 5a, 5h,

2a, 3g, 5h,

2a, 3g

1d, 2a, 3a, 3d, 3g, 4e, 5a, 5h,

Friends

Content Box 2

Activity 1 pg. 180

Activity 2 pg. 181

Activity 3 pg. 182

Activity 4 pg. 184

1a, 1b, 1c, 2a, 2f, 4b, 5f,

2a, 2c, 4e, 5a,

1c, 2a, 4a, 4b, 4c, 5a,

3a, 3g, 5g,

Seal

Aspects of Learning

Changes

Motivation

Social Skills

Managing Feelings

Good to be ME

Self Awareness

Social Skills

Managing Feelings

Guidance for Teachers on the

Spiritual, Moral, Social and Cultural Values of Learning (SMSC)

Year 1: Spring Term 1: Lost and Found

Author: Oliver Jeffers

Overview and outcomes:

Create a situation, before introducing the author or text, where the penguin appears in the classroom with a sign hanging around his neck, saying I am lost. Introduce Oliver Jeffers and display a collection of his books within the classroom and book area. Read several stories as part of Guided Reading and story time, particularly books containing the boy (Noah) from Lost and Found, e.g. How to Catch a Star, Up and Down and The Way Back Home. Encourage children to read more by the same author.Write a sequence of instructions using consistent tense, detailed diagrams and numbers or words indicating chronological order (marking and feedback against agreed success criteria).

Synopsis:

From the rising star of childrens picture books comes the magical tale of friendship and loneliness, a boy and a penguin. There once was a boy and one day a penguin arrives on his doorstep. The boy decides the penguin must be lost and tries to return him. But no one seems to be missing a penguin. So the boy decides to take the penguin home himself, and they set out in his row boat on a journey to the South Pole. But when they get there, the boy discovers that maybe home wasnt what the penguin was looking for after all.

Y1 Spring Term 1: Lost and Found

Year 1: Spring Term 1: Lost and Found

Enrichment and Enterprise Opportunities

Science Curriculum Y1: Spring Term: Scholastic Science Scheme

Lost and Found

Knowledge, Skills and Understanding breakdown for

Working Scientifically

Year 1

Observing closely

Performing Tests

Identifying and Classifying

Recording findings

Can they talk about what they ?

Can they use simple equipment to help them make observations?

Can they perform a simple test?

Can they tell other people about what they have done?

Can they identify and classify things they observe?

Can they think of some questions to ask?

Can they answer some scientific questions?

Can they give a simple reason for their answers?

Can they explain what they have found out?

Can they show their work using pictures, labels and captions?

Can they record their findings using standard units?

Can they put some information in a chart or table?

Year 1 (Challenging)

Can they find out by watching, listening, tasting, smelling and touching?

Can they give a simple reason for their answers?

Can they talk about similarities and differences?

Can they explain what they have found out using scientific vocabulary?

Can they use ICT to show their working?

Can they make accurate measurements?


Plants and Animals, including humans

Year 1

Plants

Animals, including humans

Can they name the petals, stem, leaf, bulb, flower, seed, stem and root of a plant?

Can they identify and name a range of common plants and trees?

Can they recognise deciduous and evergreen trees?

Can they name the trunk, branches and root of a tree?

Can they describe the parts of a plant (roots, stem, leaves, flowers)?

Can they point out some of the differences between different animals?

Can they sort photographs of living things and non-living things?

Can they identify and name a variety of common animals? (birds, fish, amphibians, reptiles, mammals, invertebrates)

Can they describe how an animal is suited to its environment?

Can they identify and name a variety of common animals that are carnivores, herbivores and omnivores?

Can they name the parts of the human body that they can see?

Can they draw & label basic parts of the human body?

Can they identify the main parts of the human body and link them to their senses?

Can they name the parts of an animals body?

Can they name a range of domestic animals?

Can they classify animals by what they eat? (carnivore, herbivore, omnivore)

Can they compare the bodies of different animals?

Year 1 (Challenging)

Can they name the main parts of a flowering plant?

Can they begin to classify animals according to a number of given criteria?

Can they point out differences between living things and non-living things?

Can they name some parts of the human body that cannot be seen?

Can they say why certain animals have certain characteristics?

Can they name a range of wild animals?


Everyday Materials

Year 1

Everyday materials (classifying and grouping)

Can they distinguish between an object and the material from which it is made?

Can they describe materials using th

overview and outcomes: - killingholme primary school web viewread several stories as part of guided...

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