Key Texts: Hoot Owl & The Storm Whale

Class Reads: The Owl Who was Afraid of the Dark & The Snail and the Whale

Written Outcomes:

Produce at least one piece of writing for each of the following purposes:

·  Inform (recount, instructions, facts)

·  Entertain (story, poetry, performance)

·  Persuade (letters, posters)

·  Discuss (newspapers, book reviews, debates)

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Key Texts: Pattan's Pumpkin & A Midsumer Night's Dream

Class Reads: The Enorous Turnip

Written Outcomes:

Produce at least one piece of writing for each of the following purposes:

·  Inform (recount, instructions, facts)

·  Entertain (story, poetry, performance)

·  Persuade (letters, posters)

·  Discuss (newspapers, book reviews, debates)

Number and Place Value: 

•Count forwards and backwards within 10/ 

•To read and write  numbers to 10 in numerals and words.

•To compare numbers using the terms '1 more' or '1 less'.

Addition and Subtraction:

•To add  and subtract facts within 10.

•To add by counting on.

•To be able to subtract using number bonds and counting back. 

•To make addition and subtraction sentences or stories. 

Position and Direction:

•Learn positional language (ordinal numbers) for up to 10 positions.

•To name positions including left and right.

Number and Place Value: 

•Count forwards and backwards within 20.

•To recognise, read and write numbers up to 20 in words and numerals.

•To compare numbers with 20 using ‘greater than’ or ‘less than’

•To arrange numbers up to 20 in ascending and descending order.

Addition and Subtraction:  

•To add to numbers  using the make 10 strategy. 

•To add by separating the ones and ten. 

•To subtract by counting back from the largest number.  

•To gain an understanding of inverse.

•To solve problems in the context of addition and subtraction and find the corresponding number families.

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Multiplication:

•To solve word problems using equal groupings as the basis for multiplication.

Division:

•To divide even numbers into equal groups using concrete materials.

Fractions:

•To split an object (shape) into two and four equal parts.

•To share and group objects into halves and quarters.

Number and Place Value:

• To count in sequences of 10in order to 100.

•To understand the value of the tens and ones digits in a number.

•To see patterns of numbers when increasing or decreasing by 1, 2 or 5; 

Time:

•To develop familiarity with the analogue clock. 

•To tell time to the half hour using the term 'half past'.

•To sequence events in order of time; 'next', 'before' and 'after'

•To estimate an amount of time using seconds, minutes and hours.

•To use the terms 'quicker', 'slower’, 'earlier’ and 'later' when comparing time.

•To order the days of week and months of the year. 

Money:

•To recognise coins and noted and determine their value using size, colour, markings and shape.

Volume and Capacity:

•To compare volume and capacity using 'more than' and 'less than', 'full' and 'empty'.

•To find the volume and capacity of a container using non-standard units.

•To describe volume using the terms 'half' and 'quarter'.

Mass:

•To compare the mass of objects using  'heavy' and 'light'. 

•To find the mass of an object using non-standard units

Position and Direction:

•To describe the position and  movement of objects in relation to one another using varied vocabulary.

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· Explore the different sounds the body and voice can make

· Learn 5 new songs

· Tap pulse and rhythm of known songs using hands and then sticks, note difference between pulse and rhythm

· Continue to learn about high/low, soft/loud, fast/slow by changing the way songs and instruments are performed

· Move arm to show high/low/medium-high/medium-low pitches. (use C, E, G, & high C from tuned instrument) or sing these notes.

· Recognise wooden, metal, shaking, skinned and tuned instruments from sound alone

· Explore the different sounds wooden, metal, shaking, skinned and tuned instruments can make and make up sound effects for a story such as 'Peace at Last' by Jill Murphy

·Listen for longer periods to live or recorded music. Listen for the sound of different instruments and move appropriately to loud/soft and fast/slow parts.

·  Walk the pulse at different speeds

·  Learn 5 new songs or chants

·  Continue to learn about high/low, soft/loud, fast/slow by changing the way songs and instruments are performed

·  Move arm to show high/low/medium-high/medium-low pitches. (use C, E, G, & high C from tuned instrument) or sing these notes.

·  Play rhythm copy cats tapping or using instruments -.Use 4 and 8 beat rhythms. (Teacher does it first - children copy)

·  Play 'Pass the tambourine' Teacher has one tambourine and another is passed round the circle. Teacher chooses number of passes and children count steadily as the tambourine is passed round the circle. When the number is up the teacher taps a short rhythm and the child with the instrument copies it.

·  Tap pulse and rhythm of known songs using hands and sticks, repeat the rhythms of some lines and use as an ostinato - tap the rhythm of the song in 2 parts, group 1 - lines 1&3, group 2 - lines2&4, change speed

· Listen and move to recorded music noting its pulse and rhythm.

Mark Making:

    In this  unit children develop the following Artistic techniques:  

• Why looking skills are important

•Looking through talking

• Making different types of line in pencil

•Experimenting with line in mixed media

•Making different lines with fine, medium and broad  line pens

•Drawing different textures

•Making pattern with line and colour

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Structures: 

 • Learning the importance of a clear design criteria.

• Including individual preferences and requirements in a design.

• Making stable structures from card, tape and glue .

• Learning how to turn 2D nets into 3D structures.

• Following instructions to cut and assemble the supporting structure of a windmill.

• Making functioning turbines and axles which are assembled into a main supporting structure.

• Evaluating a windmill according to the design criteria, testing whether the structure is strong and stable and altering it if it isn’t.

• Suggest points for improvements.

Seaside Sculptures:

In this unit children develop the following artistic techniques:

• I understand the difference between two-dimensional and three-dimensional artworks.
• I can practise making patterns and shapes in preparation for my final design 
• I understand how to draw and paint onto foam board

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‍Cooking and Nutrition: 

• Designing smoothie carton packaging by-hand or on ICT software.

• Chopping fruit and vegetables safely to make a smoothie.

• Tasting and evaluating different food combinations.

• Describing appearance, smell and taste.

• Suggesting information to be included on packaging.

Being  Me In My World:

•Feeling special and safe

•Being part of a class

•Rights and responsibilities

•Rewards and feeling proud

•Consequences

•Owning the Learning Charter

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Celebrating Difference:

•Similarities and differences

•Understanding bullying and knowing how to deal with it

•Making new friends Celebrating the differences in everyone

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Relationships:

•Belonging to a family Making  friends/being a good friend  

•Physical contact preferences

•People who help us Qualities as a  friend and person  

•Self-acknowledgement Being a good  friend to myself  

•Celebrating special relationships

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Changing Me:

•Life cycles – animal and human  

•Changes in me Changes since being a  baby  

•Differences between female and male  bodies (correct terminology)

•Linking growing and learning

•Coping with change

•Transition

Introduction to Islam:

What does it mean to be a Muslim?

-Learningthe vocabulary of Allah, Muslim, mosque, Islam

-Lookingat halal food, Ramadan and Eid festival

What does God look like in Islam?

-Looking at Muslim ideas on Creation and stewardship

-InvestigatingIslamic ideas about Allah through art

-Learningabout Islamic prayer

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Islam: Practices

What is the Hajj?

-Learning about the idea of pilgrimage and the Hajj pilgrimage for Muslims

-Lookingat the different areas and activities that take place during the Hajj

What happens inside a mosque?

-Learning about what a mosque is and what happens in one

-Looking at wudu and salat

-Using Google Street View to tour famous mosques

Animals,  including Humans:

•Identify,  name, draw and label the basic parts of the human body and say which part of  the body is associated with each sense.

•Identify  and name a variety of common animals including fish, amphibians, reptiles, birds  and mammals . 

•Identify  and name a variety of common animals that are carnivores, herbivores and  omnivores.

•Describe  and compare the structure of a variety of common animals (fish,  amphibians, reptiles, birds and mammals, including pets).

Topic: Everyday Materials:

•Distinguish between am object and the material it is made from.

•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 material materials.  

•Identify and classify

•Gather and record data to help in answering questions

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Animals,  including Humans:

•Identify,  name, draw and label the basic parts of the human body and say which part of  the body is associated with each sense.

•Identify  and name a variety of common animals including fish, amphibians, reptiles, birds  and mammals . 

•Identify  and name a variety of common animals that are carnivores, herbivores and  omnivores.

•Describe  and compare the structure of a variety of common animals (fish,  amphibians, reptiles, birds and mammals, including pets).

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Topic: Seasonal Changes:

• Know  when each of the four seasons occurs  

•Observe  changes across the four seasons

•Knows  what the features of autumn are and what happens to trees in this season  

•To  Know that days are longer in summer (sunshine hours) than in winter

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Geography - Our Local Area:

Locational knowledge

•Children will  use google maps to understand how the local area fits into London, the UK, Europe  and the world

Place knowledge

•Children will  learn major landmarks of London

•Children will  learn about the importance of the River Thames

•Children will  compare and contrast our local area with a UK seaside location

Human geography

•Children will  learn the vocabulary associated with key human features, including: city,  town, village, house, office, museum and shop

Geographical skills

•Children will  label maps of the classroom and school environment, including adding keys

•Children will  draw routes from school to the park on existing maps

•Children will  use the four compass points to give each other directions

•Children will  use positional and locational language

British History- Gunpowder, Fleabites & Flame:

This unit covers four key events between 1605 and 1666. They are:

• The Gunpowder Plot 1605

• The Civil War which began in 1641

•The Great Plague of London 1665

• The Great Fire of London 1666

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Geography- Seaside:

•I can define a coast

•I can define a beach

•I can identify the coastline on a map

•I know what a physical feature is

•I know what a human feature is

•I can identify the wildlife found in a rockpool

•I knowhow to look after the seaside environment

•I can compare beaches in the UK to beaches around the world

•I can use grid references

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History- Significant Individuals (Walter Tull & Marcus Rashford): 

• Who was Walter Tull and why is he famous?

• What were the key events in Walter Tull’s life that made him famous?

• Who is Marcus Rashford and why is he famous?

• How has the life of a footballer changed over time?

• Which Lyndhurst value would you award Walter Tull and Marcus Rashford?

Technology Around Us:

•Explain  what technology is and give examples. 

•Identify  a computer and its’ main parts. 

•Use  a mouse in different way.  

•Use  a keyboard to edit text.  

•Create  rules for using technology responsibly 

Digital Painting:

•Describe  what different freehand tools do. 

•Use  the shape tool and the line tools. 

•Select  appropriate colours, brush sizes, and brush tools to independently create  their own image in the style of an artist. 

Online Safety:

•Identify rules that help keep us safe and healthy in and beyond the home.

•Know that the work I create belongs to 

•Name my work so that others know it belongs to me

•Describehow to behave online in ways that do not upset others and can give examples

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Creating Media:

•Use a computer to write (word processor, identifying different keys and typing). 

•Identify that the look of text can be changed on a computer. 

1.Begin to understand when it is best to change the look of their text and which tool will achieve the most appropriate outcome. 

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Programming: 

•Find and use the commands to move asprite. 

•Show that a series of commands can bejoined together. 

•Identify the effect of changing a valueon a command block.  

•Explain that each sprite (character) hasits own instructions. 

Designthe parts of a project and use an algorithm to create a program.

Attach, Defend & Shoot:

•Sending to targets.

•Catching to intercepting.

•Rolling.

•Attacking and defending. 

•Attacking and defending with a partner. 

•Competing in a game.

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Send & Return:

•Slide and receive a ball/ beanbag

•Hit the ball with hand in a variety of ways

•Move position to get in line with the ball and return it

•Work with a partner to receive and return balls to score points against opposition

•Play in a rally with a partner

•Hit the ball over a bench with hand

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Run, Throw & Jump:

•Start and stop at speed

•Arm movement in running – use hips to lips movement when running quickly

•Jumping – taking off on two feet

•Using the leading arm to direct a throw

•Refine basic agility, balance and coordination skills

•Recall and use running, throwing and jumping techniques to compete

One Third Stories:

A series of storybooks which introduce French words.

One Third Stories:

A series of storybooks which introduce French words.

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