KS1 2018/2019 Year 1 cycle Autumn 1 Healthy Me! Science Focus

KS1 2018/2019 Year 1 cycle Autumn 1 Healthy Me! Science Focus
SMSC The Learning Team Rosie Resourceful Percy Vere Theo Thinker Sharma Share JIGSAW PSHE SCHEME Entry Week Focus New Beginnings Art self portrait/image Learning Challenge How have I changed since birth? What do I need to be healthy? How can I change and be healthier? How much have I grown since birth? Drivers Enterprise –Garden Shop Diversity – food from around the world Emotional awareness – independence Aspiration – We are Super Scientists KAGAN Collaborative learning Discovery Educational Visit Wider opportunities -Role play dentist, optician, baby clinic Eureka – Healthy me! Discovery Kitchen Craft morning Literacy RWI Phonics/Guided Reading RWI Writing Spoken Language Cross curricular to include performance discussion improvisation debate presentations role play Explanation Labels Recount – Visit T4W Traditional stories Spelling settlements Computing E.Safety programme Y1I can understand what algorithms are. I can create simple programs. I can create a series of instructions. I can plan a journey for a virtual toy. Y2•I can understand that algorithms are implemented as programs on digital devices. •I can understand that programs execute by following precise instructions. •I can debug simple programs. •I can use logical reasoning to predict the behaviour of simple programs. •I can use a range of instructions (e.g. direction, angles, turns). Sc1 Scientific enquiry /Woodfield Wanderers Outdoor learning Sc2 Life processes and living things Sc3 Materials and their properties Sc4 Physical processes Living things and their habitats Pupils should be taught to: 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. -Life cycle – Importance of exercise and healthy lifestyles. -Human, basic needs. Key Text Dr Xargle Tooth Fairy Healthy teeth Healthy Non – Fiction Funnybones “If I could keep you little.” Titch House inside my mummy Religious Education Christianity Special times in the church year: Harvest Festivals -CREATION Art/DT Outdoor Activities Observational drawings labelled drawings collage Portraits Funny bones pictures Healthy balanced plates Cooking and Nutrition Use the principles of a varied and healthy diet to prepare dishes Understand where food comes from Harvest images and foods Pumpkin carvings Discovery kitchen visit. Role Play -Doctors Dentist Optician Baby Clinic Numeracy Times tables olympics Weekly maths challenges Numeracy Curriculum Assertive mentoring C – P – A Fluency – Reasoning – Problem Solving Role play, measuring, comparative language -Statistics measuring bodies. Humanities History Understand ways in which we found out about the past Their own timeline Family trees Comparing old and new objects such as cots, baby equipment. Music Listen with concentration and understanding to a range of high quality live and recorded music. Harvest Festival Songs Use instruments including voices. Body percussion. Charanga music Topic songs “Them bones” RAINBOW CONNECTION CHOIR

History and Geography Focus
KS Year 2 cycle Autumn 1 History and Geography Focus Superhero’s Drivers: Enterprise – Making Model Aroplanes Diversity – Changes in lifestyles – multicultural Society Emotional Awareness – Independence Aspirational – I am a Superhero Discovery Educational Visit Wider opportunities Walk to Sprotbrough Village Rectory Visits from Local Emergency Service Learning Challenge Who is my Superhero? What makes a Superhero? Who are Superhero’s in our Community? SMSC The Learning Team Rosie Resourceful Percy Vere Theo Thinker Sharma Share JIGSAW PSHE SCHEME Religious Education Christianity Special times in the church year Harvest Festivals Literacy RWI Phonics/Guided Reading RWI Writing Spoken Language Cross curricular to include performance discussion improvisation debate presentations role play Performance Poetry Alliteration for Superhero Names T4W Biographies Recount – Letter to Superhero Non Chronological report - Creation **Real life V sfantasy superheroes* Humanities Geography Pupils should be taught to: Locational knowledge and capital cities of the United Kingdom and its surrounding seas Place knowledge understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country Human and physical geography identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles Geographical skills and fieldwork use world maps, atlases and globes to identify the United Kingdom and its countries, use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment History Pupils should be taught about: changes within living memory – where appropriate, these should be used to reveal aspects of change in national life events beyond living memory that are significant nationally or globally the first airplane flight, 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 different periods Amy Johnson Neil Armstrong, William Claxon Significant historical events, people and places in their own locality Douglas Bader?WW2 Neil Armstrong Baden Powell Role – Play -Supehero outfitters -Police station Fire station -Army Science Test our Super Powers Human powers S 1 We are superhero’s We are super testers We are super observers We are super recorders We are super Woodfield Wanderers Key Text Lily Lexington My dad is a superhero Paul Bright Charlies Superhero’s Underpants Superhero Pants Variety of comic strips related to superhero’s Non Fiction Text: Sir Douglas Bader First Flight Computing E-Safety 30 mins per half term. Y1I can use technology purposefully to create digital content. I can use technology to purposefully to store.I can use technology purposefully to retrieve I can use a camera. Y2• I can use technology to purposefully organise digital content. •I can use technology purposefully to manipulate digital content. •I can navigate the web to complete simple searches. Numeracy Olympic timest ables Numeracy Curriculum Weekly skills test Problem solving – how much to equip the superhero / bat cave? Assertive mentoring DT/Art Design a Superhero Meal & 3DSuperhero Sculpture (Clay) Design Make Evaluate Knowledge Superhero masks and capes. Music and Dance Linked to Computing Speaking chants and rhymes (Superman Song) Experiment with, create select and combine sounds “Jesus you’re my superhero. Army Chants.

KS1 2018-19 Year 1 cycle Autumn 2 Creative Focus Winter Wonderland
Drivers: Enterprise – Christmas Shop Diversity – compare and contrast relgious beleifs Emotional Awareness – Independence Aspirations –I can sparkle and make other’s shine KAGAN – Collaboration Christmas crafts and baubles. Discovery Educational Visit Wider opportunities Ice Rink Farmer’s market Panto Nativity show Learning Challenge Why did the Rainbow Fish Change? Describe the North Pole? What is a festival SMSC The Learning Team Rosie Resourceful Percy Vere Theo Thinker Sharma Share JIGSAW PSHE SCHEME Rainbow Fish Religious Education Christianity Christmas as a celebration of Jesus’ birth The Christmas story Humanities Linked to DT Place knowledge understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country Human and physical geography identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles History Pupils should be taught about: Arctic explorers: changes within living memory – where appropriate, these should be used to reveal aspects of change in national life events beyond living memory that are significant nationally or globally the lives of significant individuals in the past The Christmas Story Literacy RWI Phonics/Guided Reading RWI Writing Spoken Language Cross curricular to include performance discussion improvisation debate presentations role play Narrative Rainbow Fish Christmas Story Performance Poetry Procedure – Christingle Rainbow Fish conscience alley T 4W Art and Design Linked to Christmas Story Pupils should be taught: to use a range of materials creatively to design and make products to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work Design Technology Building Outdoor Stable/Igloo When designing and making, pupils should be taught to: Design design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Make select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Evaluate explore and evaluate a range of existing products evaluate their ideas and products against design criteria Technical knowledge build structures, exploring how they can be made stronger, stiffer and more stable explore and use mechanisms [for example, levers, sliders, wheels and axles] in their products Cooking and Nutrition Use the principles of a varied and healthy diet to prepare dishes Understand where food comes from Make party food and games Key Text Non Fiction Text based around the Christmas Story Variety of Christmas Text Snowman Laura’s Star Diwali Computing x E.Safety programme Y1I can understand what algorithms are. I can create simple programs. I can create a series of instructions. I can plan a journey for a virtual toy. Y2•I can understand that algorithms are implemented as programs on digital devices. •I can understand that programs execute by following precise instructions. •I can debug simple programs. •I can use logical reasoning to predict the behaviour of simple programs. •I can use a range of instructions (e.g. direction, angles, turns). Music and Dance Pupils should be taught to: use their voices expressively and creatively by Nativity production singing songs and speaking chants and rhymes Charanga play tuned and untuned instruments musically topic songs listen with concentration and understanding to range of high-quality live and recorded music experiment with, create, select and combine sounds using the interrelated dimensions of music Carols and performance Torvell and Dean Bolero Numeracy Times tables olympics Weekly maths challenges Numeracy Curriculum Assertive mentoring C – P – A Fluency – Reasoning – Problem Solving Role play, measuring, comparative language -Statistics measuring bodies. Science Woodfield Wanderers Sc 1 Use of everyday materials Outdoor Learning Outdoor 3d Stable Build an Igloo Polar Animals Penguins Animals in winter. Winter clothes Weather Role -Play -Jesus’ Birthday Sanat’s workshop Igloo Post office

Celebrations around the world
KS Year 2 cycle Autumn 2 Creative Focus Celebrations around the world Drivers: Enterprise – making crafts from around the world to sell at Christmas Fayre Diversity – Compare and contrast religions Emotional Awareness – Independence Aspiration – I want to travel to different countries SMSC The Learning Team Rosie Resourceful Percy Vere Theo Thinker Sharma Share JIGSAW PSHE SCHEME Discovery Educational Visit Wider opportunities St George’s Minster Nativity show Theatre – pano visit Learning Challenge How do you enjoy a party? Describe Reflection? How do countries celebrate Christmas? How does Christmas differ? When and how do different countries give presents? What do people eat at Christmas around the worll? Literacy RWI Phonics/Guided Reading RWI Writing Spoken Language Cross curricular to include performance discussion improvisation debate presentations role play Lauras star Narrative – Christmas Story Poetry Religious Education Christianity Christmas as a celebration Christmas story. Sikhism -Divali Christmas around the world Art and Design Pupils should be taught: to use a range of materials creatively to design and make products to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work Reflection/symmetry Henna Patterns to celebrate Eid Design Technolggy Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment]. When designing and making, pupils should be taught to: Design design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Make select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Evaluate explore and evaluate a range of existing products evaluate their ideas and products against design criteria Technical knowledge build structures, exploring how they can be made stronger, stiffer and more stable explore and use mechanisms [for example, levers, sliders, wheels and axles] in their products Cooking and Nutrition – Food around the world Use the principles of a varied and healthy diet to prepare dishes Understand where food comes from Baking Party Food/Design outdoor party area Humanities Linked to DT History Pupils should be taught about: changes within living memory – where appropriate, these should be used to reveal aspects of change in national life events beyond living memory that are significant nationally or globally the lives of significant individuals in the past The Christmas Story around the world. History of Christmas. Christmas for great grand – parents Role - play : Christmas homes Christmas market Nativity Cafes around the world Cookery school 1 country per class focus Computing E..Safety programme Y1I can understand what algorithms are. I can create simple programs. I can create a series of instructions. I can plan a journey for a virtual toy. Y2•I can understand that algorithms are implemented as programs on digital devices. •I can understand that programs execute by following precise instructions. •I can debug simple programs. •I can use logical reasoning to predict the behaviour of simple programs. •I can use a range of instructions (e.g. direction, angles, turns). Numeracy Olympic times tables Weekly skills test Numeracy Curriculum Patterns. Shapes on wrapping paper Assertive mentoring Science Woodfield Wanderers Sc 1 Use of everyday materials Outdoor Learning Party area Music and Dance Nativity performance Carols -Percussion Charanga Pupils should be taught to: use their voices expressively and creatively by singing songs and speaking chants and rhymes play tuned and untuned instruments musically listen with concentration and understanding to a range of high-quality live and recorded music experiment with, create, select and combine sounds using the interrelated dimensions of music Design their own party games/ dance/music To perform at their party Key Text Non Fiction text Christianity Jesus’s Christmas Party

History and Geography Focus
KS Year 1 cycle Spring 1 History and Geography Focus Steaming and a Rolling Drivers: Enterprise – Railway Station Diversity – Famous Trains From Around the World Emotional Awareness – Independence Aspiration – I can get to places Discovery Educational Visit: York railway museum Wider opportunities Doncaster Interchange Railway Station Steam Train Journey Learning Challenge How can we travel? Why is Doncaster famous? Can you name some famous inventors? SMSC The Learning Team Rosie Resourceful Percy Vere Theo Thinker Sharma Share) JIGSAW PSHE SCHEME Literacy RWI Phonics/Guided Reading RWI Writing Spoken Language Cross curricular to include performance discussion improvisation debate presentations role play Explanation -Designing tickets/leaflets Presentation of a Grand Opening Railway Signs Exposition –persuasive writing of why to use the new railways T4W Humanities Pupils should be taught to: TRANSPORT AND LOCAL AREA Locational knowledge name and locate the world’s 7 continents and 5 oceans name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas Place knowledge understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country Human and physical geography identify seasonal and daily weather patterns in the United Kingdom and 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: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Geographical skills and fieldwork 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 stage use simple compass directions (north, south, east and west) and locational and directional language [for example, near and far, left and right], to describe the location of features and routes on a map use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment Focus Railway lines around the world – The Blue Train SA The Orient Express To Venice Mallard Flying Scotsman History Pupils should be taught about: changes within living memory – where appropriate, these should be used to reveal aspects of change in national life events beyond living memory that are significant nationally or globally, 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 different periods Significant historical events, people and places in their own locality Focus Stephson’s Rocket Isambard Kingdom Brunell Railway plant Religious Education ISLAM Music and Dance Voice and Body Percussion Song Steam Train Rolling Review and Evaluate Music Use voice expressively Combine sound Role play: Train station Travel agentrs Mechanics Car Wash Large construction Focus Authors Christopher Vine Peter’s Railway Now and Then Elena De Roo The Rain Train Little Red Train Texts Non Fiction Text Queen Victoria Christopher Columbus The railway children Computing E-Safety 30 scheme. Y1I can use technology purposefully to create digital content. I can use technology to purposefully to store.I can use technology purposefully to retrieve I can use a camera. Y2• I can use technology to purposefully organise digital content. •I can use technology purposefully to manipulate digital content. •I can navigate the web to complete simple searches. Science Test Pushes and Pulss S 1 Pushes and Pulls linked to outdoor learning working scientifically To recognise ways that they might answer specific questions Numeracy Olympic times tables Numeracy Curriculum Assertive mentoring Role Play Time, directions Ticket Office DT/Art Woodfield Wanderers Outdoor learning Large Construction Observational Drawings of famous trains

KS1 2017-2018 Year 2 cycle Spring 1 Science Focus Dead or Alive
Drivers: Enterprise – Farm Shop Diversity – Cultural Differences Emotional Awareness – Independence Aspiration – I can care for living things Learning Challenge What do living things need to survive? What would me a good farmer? What new life will I see in Spring? When were dinosaurs alive? How big were dinosaurs. SMSC The Learning Team Rosie Resourceful Percy Vere Theo Thinker Sharma Share JIGSAW PSHE SCHEME Discovery Educational Visit Whitepost Farm / Dinosaur dome Literacy RWI Phonics/Guided Reading RWI Writing Spoken Language Cross curricular to include performance discussion improvisation debate presentations role play Plan for farm yard Poetry – linked to farm animals Alliteration simillies Narrative linked to key text Explanation – Healthy eating/Building a home Expostion – Persuasive writing – Healthy Eating NOW AND MOVE BACK TO LIFE BEFORE - **FARM ANIMALS to DINOS Woodfield Wanderers Sc1 Scientific enquiry Sc2 Life processes and living things Sc3 Materials and their properties Sc4 Physical processes Breadth of study Animals including Humans Pupils should be taught to: notice that animals, including humans, have offspring which grow into adults find out about and describe the basic needs of animals, including humans, for survival (water, food and air) describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene. Animals in the past – extinction, dinosaurs Animals in the present – habitat. Farm v wild v pets Life cycles Farm animals Humanities/DT/Art build a 3d Farm (animal home) Woodfield Wanderers Outdoor Learning Use geographical vocab of key physical and human features Use aerial photographs to identify physical and human features Design and make tray farm History: Extinction – dinosaurs Endangered animals Evolution Life cycles. Chronological words Past, now, present, future.” Key Text Chickens aren’t the only ones Dinosaur poop Dino poems How do dinosaurs……. Dinosaur fiction and non – fiction ROLE – PLAY -Dinosaur adventure land Farm Wildlife park Small world dinosaurs. Numeracy Olympic times tables Weekly skills test Numeracy Curriculum Time Measurement Statistics of dinos Assertive mentoring Computing E-Safety scheme. Y1I can use technology purposefully to create digital content. I can use technology to purposefully to store.I can use technology purposefully to retrieve I can use a camera. Y2• I can use technology to purposefully organise digital content. •I can use technology purposefully to manipulate digital content. •I can navigate the web to complete simple searches. Music and Dance Voice and Body Percussion Use everyday materials to recreate Farm Yard sounds Percusiion with different metals and woods. Design and make instruments. Charanga Topic songs

The Traditional Construction Company
KS Year 1 cycle Spring 2 Science Focus The Traditional Construction Company Drivers: Enterprise – Construction Diversity – Materials From Around the World Emotional Awareness – Independence Aspiration – we are amazing architects Discovery Educational Visit Brodsworth Local Area Walk- Woodfield Park Learning Challenge Which buildings do you see on the way to school? What materials can we build with? How would you make your home weather proof? SMSC The Learning Team Rosie Resourceful Percy Vere Theo Thinker Sharma Share JIGSAW PSHE SCHEME Literacy RWI Phonics/Guided Reading RWI Writing Spoken Language Cross curricular to include performance discussion improvisation debate presentations role play Job list/materials Exposition – persuasive writing -poster advertising companies Health and Safety Poster Narrative – Traditional Tale Explanation –Flight/Forces or Seasonal Changes T4W Sc1 Scientific enquiry Sc2 Life processes and living things Sc3 Materials and their properties Sc4 Physical processes Breadth of study Everyday Materials Woodfield Wanderers Outdoor Learning Pupils should be taught to: distinguish between an object and the material 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. Baking Gingerbread men to test physical properties Seasonal Changes observe changes across the four seasons observe and describe weather associated with the seasons and how day length varies MATERIALS Religious Education Christianity – Noah’s Ark EASTER Humanities Doncaster Tool Kit – Engage Explore and Invent Key questions about architecture in the local community Homes in the past similarities and differences Key Text Traditional Tales – Various Authors The Three Little Pigs The Gingerbread Man Moris Sendak The Wild Things . DT/Art Woodfield Wanderers Outdoor learning Den building with links To science Construction area Problem solving with Building materials Textured paint /pastels/chalk Observational worked linked To historical buildings Collage Weaving Waddle and dorb building materials Numeracy Olympic times tables Measuring area 2d and 3d shape Assertive mentoring Weekly skills test Computing E-Safety scheme. Y1I can use technology purposefully to create digital content. I can use technology to purposefully to store.I can use technology purposefully to retrieve I can use a camera. Y2• I can use technology to purposefully organise digital content. •I can use technology purposefully to manipulate digital content. •I can navigate the web to complete simple searches. Music and Dance Voice and Body Percussion Famous Classical Composers

History and Geography Focus Smugglers Cove
Learning Challenge What is a smuggler? Who is Robin Hood? How would you move your booty? Describe your day as a smuggler Discovery Visit Whitby Disney Robin Hood SMSC The Learning Team Rosie Resourceful Percy Vere Theo Thinker Sharma Share JIGSAW PSHE SCHEME Changes KS Year 2 cycle Spring 2 History and Geography Focus Smugglers Cove Drivers: Enterprise – Booty Diversity – Pirates from Around the World Emotional Awareness - Independence Geography Pupils should be taught to: Locational knowledge name and locate the world’s 7 continents and 5 oceans name, locate and identify characteristics of the 4 countries and recap capital cities of the United Kingdom and its surrounding seas Place knowledge understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country Human and Physical Geography use basic geographical vocabulary to refer to: key physical features and key human features. Geographical skills and fieldwork 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 stage use simple compass directions (north, south, east and west) and locational and directional language [for example, near and far, left and right], to describe the location of features and routes on a map use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment Focus: - Robin Hoods Bay Role – Play Pirate ship Peterpan Ship wreck Island Science Woodfield Wanderers Disease and medicines Den building - materials Music - Pupils should be taught to: use their voices expressively and creatively by singing songs and speaking chants and rhymes. Play tuned and untuned instruments listen with concentration and understanding Experiment with, create, select and combine sounds. It’s a pirates life for me/I want to be a pirate When I was one I’d just begun Focus Authors Colin McNaughton Captain Abduls Pirate School Max Elliott Anderson Lost Island Smugglers The Adventures of Robin Hood Marcia Williams Picture Book of Rosa Parks David A Adler History Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3. Pupils should be taught about: changes within living memory – where appropriate, these should be used to reveal aspects of change in national life events beyond living memory that are significant nationally or globally, the Great Fire of London, r events commemorated through festivals or anniversaries] 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 different periods Key Famous People; Robin Hood Literacy RWI Phonics/Guided Reading RWI Writing Spoken Language Cross curricular to include performance discussion improvisation debate presentations role play Non Chronological report Robin Hood/Rosa Parks/Mandela Exposition – wanted poster Recount – Mandela/Rosa Parks T4W Performance poetry Art and Design To use a range of materials creatively to design and make products to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work Symmetrical drawings (tall ships) Treasure map Painting in the style of Lowry Numeracy Weekly maths skills Position, compass, directions Numeracy Curriculum Olympiuc times tables Assertive mentoring Religious Education Christianity Good Friday and Easter Easter Creation 10 commandments – love thy neighbour. Computing e.Safety scheme .Y1•I can record sound and play it back. •I can use technology safely. •I know the importance of keeping personal information private. •I can recognise common uses of information technology beyond school/ Y2•I can respectfully use technology. •I know where to go for help if I am concerned. •I know how technology is used in school and outside of school. Artist LS Lowry Human Rights Activists Rosa Parks/Mandela

KS1 2018-19 Year 1 cycle Summer 1 Creative Focus Witches and Wizards
Drivers: Enterprise – Potions Diversity – Stories from around the world Emotional Awareness – Independence Aspirations – I can use my magic to have a voice Discovery Room on the Broom animation Wizard of Oz Learning Challenge Are witches and wizards real? Does Zog learn the same things that you do? Who would you put a spell on and why? SMSC The Learning Team Rosie Resourceful Percy Vere Theo Thinker Sharma Share JIGSAW PSHE SCHEME Art and Design Painting Colours as Potions Pupils should be taught: to use a range of materials creatively to design and make products to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work DT Link to Outdoor learning – building a witches cave Yellow brick road leading to cave Pulley System to lift door of witches cave When designing and making, pupils should be taught to: Design design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Make select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Evaluate explore and evaluate a range of existing products evaluate their ideas and products against design criteria Technical knowledge build structures, exploring how they can be made stronger, stiffer and more stable explore and use mechanisms [for example, levers, sliders, wheels and axles] in their products Cooking and Nutrition Use the principles of a varied and healthy diet to prepare dishes Understand where food comes from Literacy RWI Phonics/Guided Reading RWI Writing Spoken Language Cross curricular to include performance discussion improvisation debate presentations role play Wizard of Oz Drama Recount – Letter Magic Poems Procedure - Recipes for potions Exposition – persuasive poster Wizards V Witches Map Drawing T4W Religious Education SIKHISM Science Links with materials Plants as medicines Music Pupils should be taught to: use their voices xpressively and creatively by s inging songs and speaking chants and rhymes play tuned and untuned instruments musically listen with concentration and understanding to a range of high-quality live and recorded music experiment with, create, select and combine sounds using the interrelated dimensions of music Voice and Body Percussion Chanting spells Sound effects for bubble potions Wizard of Oz Key Text Julia Donaldson Room on the Broom Zog The Princess and the Wizard Winnie the Witch Valerie Thomas Into the Forest Anthoney Browne Autobiography of JK Rowling Computing e.Safety scheme .Y1•I can record sound and play it back. •I can use technology safely. •I know the importance of keeping personal information private. •I can recognise common uses of information technology beyond school/ Y2•I can respectfully use technology. •I know where to go for help if I am concerned. •I know how technology is used in school and outside of school. Numeracy Olympic times tables Weekly skills test Measuring potions. Numeracy Curriculum Assertive mentoring Humanities Geographical skills linked to directional language using a compass

KS 1 2017-2018 Year 2cycle Summer 1 Science Focus Greenfingers
Drivers Enterprise –Garden Shop Diversity – food from around the world Emotional awareness – independence Aspiration – We are Super Scientists KAGAN Discovery Educational Visit Wider opportunities Doncaster Market Discovery kitchen Harvest festival Garden centre visit Learning Challenge What do fruit and vegetables need to grow? What would prevent our worms from being healthy? How did my soup get in my bowl? Role – play: Farm to fork. Farmers market Smoothie Bar Flower shop. Sc1 Scientific enquiry /Woodfield Wanderers Outdoor Learning Sc2 Life processes and living things Sc3 Materials and their properties Sc4 Physical processes Plants Pupils should be taught to: identify and name a variety of common wild and garden plants, including deciduous and evergreen trees identify and describe the basic structure of a variety of common flowering plants, including trees. Seeds to be sent home Plants to sell Observing cress seeds growing. Observe and look at cross section of a bulb. Work alongside the gardener. SMSC The Learning Team Rosie Resourceful Percy Vere Theo Thinker Sharma Share JIGSAW PSHE SCHEME New Beginnings Literacy RWI Phonics/Guided Reading RWI Writing Spoken Language Cross curricular to include performance discussion improvisation debate presentations role play Explanation –Poster of habitats Non Chronological report - how animals obtain their food T4W Seed diary Instructions – fruit salad. Religious Education Christianity Jonah and the Whale Noah’s Ark. Focus Authors Titch Olivers Vegetables Olivers Milkshake Oliver’s Fruit Salad Nick Butterworth Jaspers Beanstalk Magic porridge pot The Enormous Turnip Wender Pfeffer From a seed to a Pumpkin Computing x 30 min E.Safety programme Y1I can understand what algorithms are. I can create simple programs. I can create a series of instructions. I can plan a journey for a virtual toy. Y2•I can understand that algorithms are implemented as programs on digital devices. •I can understand that programs execute by following precise instructions. •I can debug simple programs. •I can use logical reasoning to predict the behaviour of simple programs. •I can use a range of instructions (e.g. direction, angles, turns). Cameo Guy Fawkes Great Fire of London Music Create a crescendo Harvest festival songs Using instruments including voice “It’s time to fly” Charanga Weekly singing. RAINBOW CONNECTION CHOIR Art/DT Outdoor Activities Observational drawings using different media focusing on tone and shade Textile printing with veg to make bunting for Harvest Festival labelled drawings Collage – Andy GoldsworthyNatural Art. Cooking and Nutrition Use the principles of a varied and healthy diet to prepare dishes Understand where food comes from Preparing and cooking with veg Making a wormery/ garden box Flower pressing Numeracy Times tables olympics Weekly maths challenges Numeracy Curriculum Assertive mentoring C – P – A Fluency – Reasoning – Problem Solving Role play, measuring, comparative language -Statistics measuring bodies.

History and Geography Focus A Walk on the Wild Side
KS Year 1 cycle Summer 2 History and Geography Focus A Walk on the Wild Side Drivers: Enterprise – Endangered Species Diversity – Animals From Around the World Emotional Awareness - Independence Learning Challenge What are the big five? Who lives in a home like this? YWP What next? Describe your day as a ranger Discovery Visit Yorkshire Wild Life Park BBC Wildlife SMSC The Learning Team Rosie Resourceful Percy Vere Theo Thinker Sharma Share JIGSAW PSHE SCHEME Changes Role – Play -Wildlife park Vets Zoo Pet shop Geography Pupils should be taught to: Locational knowledge Capital cities of the United Kingdom and its surrounding seas Place knowledge understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country -Africa Human and physical geography identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles Geographical skills and fieldwork use world maps, atlases and globes to identify the United Kingdom and its countries, use simple compass directions (north, south, east and west) and locational and directional language [for example, near and far, left and right], to describe the location of features and routes on a map use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment Numeracy Olynmpic times tables Weekly skills animal patterns Problem solving - Comparative language Numeracy Curriculum Assertive mentoring Literacy RWI Phonics/Guided Reading RWI Writing Spoken Language Cross curricular to include performance discussion improvisation debate presentations role play Explanation YWLP Non Chronological report – Born Free Extinction Recount Narrative T4W Religious Education Christianity Ceremonies e.g Baptisms, weddings Hinduism - Looking at importance of extended family as a community Key Text Judith Kerr The Tiger who came to Tea Giles Andrea Giraffes Can’t Dance Non Fiction Steve Jenkins Almost Gone Joy Anderson Born Free Music Pupils should be taught to: use their voices expressively and creatively by singing songs and speaking chants and rhymes play tuned and untuned instruments musically listen with concentration and understanding to a range of high-quality live and recorded music experiment with, create, select and combine sounds using the interrelated dimensions of music - Jungle Book, Elephant March, Lion King –Circle of life Art and Design Pupils should be taught: to use a range of materials creatively ; to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work Observational drawings, Animal printing, Collage/textures, Painting/mixing colours Science Woodfield Wanderers Classification Habitats/life cycle Diet Humanities Pupils should be taught about: changes within living memory – where appropriate, these should be used to reveal aspects of change in national life events beyond living memory that are significant nationally or globally. 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 different periods significant historical events, people and places in their own locality Focus: Born Free Joy Anderson Endangered species History of Wildlife Park – Key people Computing e.Safety scheme .Y1•I can record sound and play it back. •I can use technology safely. •I know the importance of keeping personal information private. •I can recognise common uses of information technology beyond school/ Y2•I can respectfully use technology. •I know where to go for help if I am concerned. •I know how technology is used in school and outside of school.

KS1 2017-2018 Year 2 cycle Summer 2 Creative Focus Carnival
(World Cup / olympics) SMSC The Learning Team Rosie Resourceful Percy Vere Theo Thinker Sharma Share JIGSAW PSHE SCHEME Drivers: Enterprise – World Cup Memorablia Diversity – South American Cultures Emotional Awareness - Independence Learning Challenge What is a carnival Plan your own carnival what are your ideas for a carnival What is a tournament How would you celebrate? What sports would you compete in? Discovery Visit to Keep Moat Research for Carnival footage Balby Carr sports event World sporting events and carnivals Literacy RWI Phonics/Guided Reading RWI Writing Spoken Language Cross curricular to include performance discussion improvisation debate presentations role play Non Chronological report Recount Exposition Persuasive Poster T4W Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment]. When designing and making, pupils should be taught to: Design design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Make select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Evaluate explore and evaluate a range of existing products evaluate their ideas and products against design criteria Technical knowledge build structures, exploring how they can be made stronger, stiffer and more stable explore and use mechanisms [for example, levers, sliders, wheels and axles] in their products Cooking and Nutrition Use the principles of a varied and healthy diet to prepare dishes Understand where food comes from Religious Education Christianity – objects found in churches e.g. Bible lecturn musical instruments World religions Art and Design Pupils should be taught: to use a range of materials creatively to design and make products to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work Key Text Various Artisits Carnival of the Animals Billy the Whizz Anthony Browne Jump up Time Lynn Josheph Come to the Carnival John Fosters Science Woodfield Wanderers Healthy lifestyles Carnival food Numeracy Weekly maths Patterns, colours. Numeracy Curriculum Olympic times tables Assertive mentoring Timings, distances Computing e.Safety scheme .Y1•I can record sound and play it back. •I can use technology safely. •I know the importance of keeping personal information private. •I can recognise common uses of information technology beyond school/ Y2•I can respectfully use technology. •I know where to go for help if I am concerned. •I know how technology is used in school and outside of school. Music Pupils should be taught to: use their voices expressively and creatively by singing songs and speaking chants and rhymes play tuned and untuned instruments musically listen with concentration and understanding to a range of high-quality live and recorded music experiment with, create, select and combine sounds using the interrelated dimensions of music Samba Steel Drums Calypso Music Humanities Geographical skills linked to directional language using a compass Locations/routs/flags/venues Locating world sporting events and carnivals on map. Role – Play -Sports testing -Health Check -Healthy Café Personal trainer

KS1 2018/2019 Year 1 cycle Autumn 1 Healthy Me! Science Focus

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KS1 2018/2019 Year 1 cycle Autumn 1 Healthy Me! Science Focus

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