1. Term 1 Healthy Me Happy Me
Music / Forest School
Mu2/ play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
Mu2/ improvise and compose music for a range of purposes using the interrelated dimensions of music
Science
Sc3/ Animals including humans
Sc3/2.2a identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
Sc3/2.2b identify that humans and some other animals have skeletons and muscles for support, protection and movement
Computing
Co2/ design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
Co2/ use sequence, selection, and repetition in programs; work with variables and various forms of input and output
Co2/ use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
I can recognise musical instruments in compositions.
I can read simple musical notes
I can repeat a simple rhythm
I can compose my own piece of music.
I can evaluate my composition
I can identify types of nutrition for animals.
I can sort vertebrates and invertebrates.
I can test how my muscles contract and relax.
I can create a healthy snack (Topic Link)
I can explain what my commands do.
I can describe how to change my object.
I can use an ‘if’ statement in my program
I can explain what steps to follow to debug a program
I can create a program with variables.
Term 1
Healthy Me
Happy Me
PSHE
Identify what positively and negatively affects physical, mental and emotional health
Reflect on and celebrate achievements, identify strengths and areas for improvement, set high aspirations and goals
Deepen their understanding of good and not so good feelings, to extend vocabulary to enable them to explain both the range and intensity of their feelings to others
Recognise that they may experience conflicting emotions and when they might need to listen to, or overcome these
Recognise when they need help and to develop the skills to ask for help; to use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable or anxious or that they think is wrong
Art
Ar2/ to create sketch books to record their observations and use them to review and revisit ideas
I can select my material and media to create mood.
I can observe details closely.
I can investigate different techniques to create my artwork.
I can evaluate my artwork.
D.T
DT2/ Cooking & Nutrition
DT2/2.1a understand and apply the principles of a healthy and varied diet
DT2/2.1b cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
DT2/2.1c become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]
DT2/2.1c understand the source, seasonality and characteristics of a broad range of ingredients
History
Hi2/ Extended chronological study
Pupils should be taught:
changes in an aspect of social history, such as crime and punishment from the Anglo-Saxons to the present or leisure and entertainment in the 20th Century
Significant figures in history that have stood up for their beliefs (Rosa Parks, Emmeline Pankhurst etc)
I can name and recognise my feelings.
I can identify my achievements and achievements in others.
I can use correct language in the classroom and playground.
I can compare my emotions and link these to situations.
I can create safe and friendly games to play with my peers.
I can develop my reactions and seek help where needed.
I can order historic events by famous people.
I can identify important changes in time.
I can speculate how my life would be different if it were not for the achievements of others.
I can debate the actions of others.
I can write instructions to make a healthy snack.
I can review different snacks
I can use utensils safely.
I can test different textures and tastes.
I can evaluate the strengths and next steps of my finished product.

2. Animals including Humans Animals including Humans
Term 1
Animals including Humans
nutrition diet healthy unhealthy
salt sugar fat protein carbohydrates
grow move balanced skeleton ribs
skull spine function protect support
muscles heart biceps triceps
vitamins minerals calcium fibre iron
Term 1
Animals including Humans
nutrition diet healthy unhealthy
salt sugar fat protein carbohydrates
grow move balanced skeleton ribs
skull spine function protect support
muscles heart biceps triceps
vitamins minerals calcium fibre iron
Science
Sc3/ Animals including humans
Sc3/2.2a identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
Sc3/2.2b identify that humans and some other animals have skeletons and muscles for support, protection and movement
Science
Sc3/ Animals including humans
Sc3/2.2a identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
Sc3/2.2b identify that humans and some other animals have skeletons and muscles for support, protection and movement
I can identify types of nutrition for animals.
I can sort vertebrates and invertebrates.
I can test how my muscles contract and relax.
I can create a healthy snack (Topic Link)
I can identify types of nutrition for animals.
I can sort vertebrates and invertebrates.
I can test how my muscles contract and relax.
I can create a healthy snack (Topic Link)

3. Term 1 Believing Term 1 Believing
Key Questions
Who is religious and what do they believe?
Why do some people believe God exists?
Do we need to prove God’s existence?
Term 1
Believing
Key Questions
Who is religious and what do they believe?
Why do some people believe God exists?
Do we need to prove God’s existence?
R.E
L2.1 What do different people believe about God?
Strand: Believing
R.E
L2.1 What do different people believe about God?
Strand: Believing
I can identify beliefs about God that are held by Christians and Hindus.
I can identify how and say why it makes a difference in people’s lives to believe in God
I can ask questions and suggest some of my own responses to ideas about God
I can suggest why having a faith or belief in something can be hard.
I can identify beliefs about God that are held by Christians and Hindus.
I can identify how and say why it makes a difference in people’s lives to believe in God
I can ask questions and suggest some of my own responses to ideas about God
I can suggest why having a faith or belief in something can be hard.