Key Stage 1 Spring – Year A

Science

Year 1: Continuous Provision Nature Table – Plants & Seasons

Year 1: Which materials should the Three Little Pigs have used to build their house? or Year 1: What do Aliens think of ;life on planet Earth? Year 1: Science and DT Knowledge, Skills and Understanding Science Everyday Materials Design Technology 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 finding using standard units? Can they put some information in a chart or table? Can they describe materials using their senses? Can they describe materials using their senses, using specific scientific words? Can they explain what material objects are made from? Can they explain why a material might be useful for a specific job? Can they name some different materials? Can they sort materials into groups by a given criteria? Can they think of some ideas of their own? Can they explain what they want to do? Can they use pictures and words to plan? Can they explain what they are making? Which tools are they using? Can they make a structure/model using different materials? Is their work tidy? Can they make their model stronger if it needs to be? Year 1 (Challenging) 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? Can they describe things that are similar and different between materials? Can they explain what happens to certain materials when they are heated, eg, bread, ice, chocolate? Can they explain what happens to certain materials when they are cooled, eg, jelly, heated chocolate? Can they tell which materials are changed by bending, twisting and stretching? © Focus Education 20144

Year 2: Old Curriculum Unit 2D – Changing Materials Unit 2E – Forces & Movement

Year 1: Which materials should the Three Little Pigs have used to build their house? KS1 Science (Y1: Everyday Materials) Distinguish between an object and the materials from which it is made; Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock; Describe the simple physical properties of a variety of everyday materials; Compare and group together a variety of everyday materials on the basis of their simple physical properties. WOW : Start with a discussion about the materials used by the Three Little Pigs to build each house. Visit from a builder or Bob the Builder. LC1What are the advantages and disadvantages of using straw, wood and bricks for different structures? LC2How are bricks joined together? LC3How can we make very strong structures from straw? LC4Which materials were used to build our school and why were they chosen? LC5How can you build a bridge using only paper? LC6Can you create a dance that shows strong structures using your bodies? LC7Reflection: How can you design and make your ideal bedroom? Literacy Link: Link this to generally looking at Traditional Tales. Working Scientifically: The idea here is to test each of these three materials to find out about their qualities. They should perform simple tests to explore questions such as: ‘What is the best material for ……? Creative Arts Link: This is an opportunity for children to work in small groups to create structures that they will have to test. Their bridges should be designed and built so as to hold 1Km in weight. Numeracy Links: Many opportunities here for pupils to measure and to classify. Expressive Arts Link: Create dance which shows their understanding of strength in structures. This will be performed to Year 2 and EYFS/ © Focus Education Let’s Mick Build a Manning & House Brita Granstrom

History

Year 2 History Knowledge, Skills and Understanding Chronological understandingKnowledge and interpretationHistorical enquiry Can they use words and phrases like: ‘before I was born’, ‘when I was younger’? Can they use phrases and words like: ‘before’, ‘after’, ‘past’, ‘present’, ‘then’ and ‘now’; in their historical learning? Can they use the words ‘past’ and ‘present’ correctly? Can they use a range of appropriate words and phrases to describe the past? Can they recount the life of someone famous from Britain who lived in the past, giving attention to what they did earlier and what they did later? Can they give examples of things that are different in their life from that of their grandparents when they were young? Can they explain why Britain has a special history by naming some famous events and some famous people? Can they explain what is meant by a parliament? Can they find out something about the past by talking to an older person? Can they answer questions by using a specific source, such as an information book? Can they research the life of a famous Briton from the past using different resources to help them? Can they research about a famous event that happens in Britain and why it has been happening for some time? Year 2 (Challenging) Can they sequence a set of events in chronological order and give reasons for their order? Can they sequence a set of objects in chronological order and give reasons for their order? Can they sequence events about their own life? Can they try to work out how long ago an event happened? Can they give examples of things that are different in their life from that of a long time ago in a specific period of history such as 1953? Can they explain why their locality (as wide as it needs to be) is associated with a special historical event? Can they explain what is meant by a democracy and why it is a good thing? Can they say at least two ways they can find out about the past, for example using books and the internet? Can they explain why eye-witness accounts may vary? Year 2 Additional Geography Knowledge, Skills and Understanding Can they name the continents of the world and find them in an atlas? Can they name the world’s oceans and find them in an atlas? Can they name the major cities of England, Wales, Scotland and Ireland? Can they find where they live on a map of the UK? © Focus Education 20148

Year 2: What was it like when the Queen came to the throne in 1953? KS1 History: events beyond living memory that are significant nationally or globally WOW : Children to carry out a mock coronation giving particular attention to the key events in a coronation. LC1What is a coronation and what does one look like? LC2 What would you have done after school if you had lived in 1953? LC3 What would your favourite football team have looked like in 1953? Or, What would your favourite dress have looked like in 1953? LC4What was the British Empire? LC5 What key events have happened since the Queen has reigned? LC6 What job does the Queen do? LC7How much would our shopping basket have cost in 1953? LC8Reflection: Children to put together a presentation to do with our monarchy. Literacy Link: Opportunities for children to role play a coronation and develop oracy skills during LC1. Additional opportunities for research provided through LC2, LC3, LC4 and LC6. Numeracy Link: Great opportunity provided in LC5 for linking dates with events and in LC7 for developing number skills through money. Additional Geography Link : Children to use maps to find out about the location of countries within the British Empire and at the same time locate continents and oceans on their maps. © Focus Education Creative Arts Link: Children could research in the first instance and then design their own football team kit based around this time or they could design a special dress that might have been worn at this time.

Year 1 Chronological understanding Can they put up to three objects in chronological order (recent history)? Can they use words and phrases like: ‘old’, ‘new’ and ‘a long time ago’? Do they know that some objects belonged to the past? Knowledge and interpretation Do they appreciate that some famous people have helped our lives be better today? Historical enquiry Can they ask and answer questions about old and new objects? Can they spot old and new objects in a picture? Can they answer questions using an artefact/ photograph provided? Can they give a plausible explanation about what an object was used for in the past? Year 1 (Challenging) Can they use the words ‘before’ and ‘after’ correctly? Can they say why they think a story was set in the past? Can they explain differences between past and present in relation to hospitals and nursing? Can they begin to identify the main differences between old and new objects? Can they answer questions using a range of artefacts/ photographs provided? History Knowledge, Skills and Understanding breakdown Year 2 Chronological understanding Can they use words and phrases like: ‘before I was born’, ‘when I was younger’? Can they use phrases and words like: ‘before’, ‘after’, ‘past’, ‘present’, ‘then’ and ‘now’; in their historical learning? Can they use the words ‘past’ and ‘present’ correctly? Can they use a range of appropriate words and phrases to describe the past? Can they sequence a set of events in chronological order and give reasons for their order? Knowledge and interpretation Can they recount the life of someone famous from outside Britain who lived in the past giving attention to what they did earlier and what they did later? Can they recount some interesting facts from an historical event? Historical enquiry Can they find out something about the past by talking to an older person? Can they answer questions by using a specific source, such as an information book? Can they research the life of a famous person from the past using different resources to help them? Year 2 (Challenging) Can they sequence a set of objects in chronological order and give reasons for their order? Can they sequence events about the life of a famous person? Can they try to work out how long ago an event happened? Can they explain why someone in the past acted in the way they did? Can they say at least two ways they can find out about the past, for example using books and the internet? Can they explain why eye- witness accounts may vary?

Year 1 Developing, planning and communicating ideas Can they think of some ideas of their own? Can they explain what they want to do? Can they use pictures and words to plan? Working with tools, equipment, materials and components to make quality products Can they explain what they are making? Which tools are they using? Evaluating processes and products Can they describe how something works? Can they talk about their own work and things that other people have done? Technical Knowledge Can they cut materials using scissors? Can they describe the materials using different words? Year 2 Developing, planning and communicating ideas Can they think of ideas and plan what to do next? Can they choose the best tools and materials? Can they give a reason why these are best? Can they describe their design by using pictures, diagrams, models and words? Working with tools, equipment, materials and components to make quality products Can they join things (materials/ components) together in different ways? Evaluating processes and products What went well with their work? If they did it again, what would they want to improve? Technical Knowledge Can they measure materials to use in a model or structure? Can they join material in different ways? Can they use joining, folding or rolling to make it stronger? D.T. Knowledge, Skills and Understanding breakdown

Books: Start up Connections – Florence Nightingale – Evans Brothers Limited History Makers – Florence Nightingale – Ways into History – Franklin Watts Famous People Famous Lives – Florence Nightingale – Franklin Watts Beginning History – The Life of Florence Nightingale – Wayland History Corner – Florence Nightingale – Wayland Florence Nightingale Picture Resource Pack – The Florence Nightingale Museum The Life a Mary Seacole – Heinemann Who was Mary Seacole? – Wayland History Makers – Mary Seacole – and the Crimean War – Franklin Watts DVD: Animated Hero Classics – Florence Nightingale Weblinks: Edith Cavell: Mary Seacole: Florence Nightingale:

Years 1 & 2 Years 1 & 2 (Year A) - How did Florence Nightingale, Mary Seacole & Edith Cavell save lives? KS1 History: the lives of significant individuals in the past who have contributed to national and international achievements. WOW: A visit from a nurse – the children could prepare questions about their job and why they wanted to be a nurse. Pre Learning Challenge: Record what children already know about these famous women. LC1: Who was Florence Nightingale? LC2: Why and how did she travel to the Crimea? LC3: How did she help soldiers in the Crimea? LC4: Why is she called ‘The Lady with the Lamp’? LC5: How did Florence Nightingale change nursing and hospitals? LC6: Who was Mary Seacole and what did she do? LC7: Who was Edith Cavell and what did she do? LC8: Reflection: Why do we remember Florence Nightingale, Mary Seacole and Edith Cavell today? Post Learning Challenge: Record what children now know about these famous women. Literacy Link: Diary entries for significant events in lives of Florence Nightingale, Mary Seacole & Edith Cavell. Letter Writing – from a soldier or to a newspaper. Research: Using books and ICT. Role Play: Hospital DT: Make a lantern – linked to LC4. Science: Hygiene – Glow Germ Kit Speaking & Listening / Group Work: Presentations – LC8