Programme of StudyTopic: Coast to Coast

Year: 1Term: Autumn

Geography: To investigate places•Name, locate and identify characteristics of the 4 countries and capital cities of the UK.Similarities and differences of human and physical geography of UK and other.

• Ask and answer geographical questions (such as: What is this place like? What or who will I see in this place? What do people do in this place?).• Use world maps, atlases and globes to identify the United Kingdom.• Use simple fieldwork and observational skills to study the geography of the school and the key human and physical features of its surrounding environment.• Use aerial images and plan perspectives to recognise landmarks and basic physical features.To investigate patterns• Identify seasonal and daily weather patterns in the United Kingdom• Identify land use around the school.

To communicate geographically • Use basic geographical vocabulary to refer to:

• key physical features, including: forest, hill, mountain, river, valley and weather. • key human features, including: city, town, village, factory, farm, house, office and shop.• Use compass directions (north, south, east and west) and locational language (e.g. near and far) to describe the location of features and routes on a map.• Devise a simple map; and use and construct basic symbols in a key.

Computing:Use technology purposefully to create, organise, store, manipulate and retrieve digital content. Recognise common uses of information technology beyond school.Use technology safely and respectfully keeping personal information

private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies..To code.To communicate.To connect.To collect.

Science:

Plants• Identify and name a variety of common plants, including garden plants, wild plants and trees and those classified as deciduous and evergreen.• Identify and describe the basic structure of a variety of common flowering plants, including roots, stem/trunk, leaves and flowers.•Observe closely, using simple equipment (Plants)•become familiar with common names of flowers, examples of deciduous and evergreen trees, and plant structures (including leaves, flowers (blossom), petals, fruit, roots, bulb, seed, trunk, branches, stem).•Pupils might keep records of how plants have changed over time, for example the leaves falling off trees and buds opening; and compare and contrast what they have found out about different plants.

Seasonal changes•Observe changes across the four seasons•Observe and describe weather associated with the seasons and how day length varies•Compare changes in weather and day length in Autumn.•Record data on charts and table about weather, rainfall, wind speed, hours of day light.

Art and Design:Use a range of materials creatively to design and make products.Use drawing, painting and sculptureUse colour, pattern and textureTo develop ideas• Respond to ideas and starting points.• Explore ideas and collect visual information.• Explore different methods and materials asideas develop.Drawing• Draw lines of different sizes and thickness.• Colour (own work) neatly following the lines.•Explore work of artists: similarities, differences, link to own work.

Design and Technology:•Design purposeful, functional, appealing products for themselves and other users based on design criteria•Select from and use a range of tools and equipment to perform practical tasks (eg 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.•Build structures, exploring how they can be made stronger, stiffer and more stable.•Explore and evaluate a range of existing products.Evaluate their ideas & products against design criteria.

To master practical skills• Cut, peel or grate ingredients safely and hygienically.• Measure or weigh using measuring cups or electronic scales.• Assemble or cook ingredients.

History:To investigate and interpret the pastChanges within living memory (changes in national life)Events beyond living memory.• Observe or handle evidence to ask questions and find answers to questions about the past.• Ask questions such as: What was it like for people? What happened? How long ago?• Use artefacts, pictures, stories,to find out about the past.• Identify some of the different ways the past has been representedTo build an overview of world history• Describe historical events.• Describe significant people from the pastTo understand chronology• Place events and artefacts in order on a time lineTo communicate historically• Recount changes that have occurred in their own lives.• Use words and phrases such as: a long time ago, recently, when my parents/carers were children to describe the passing of time

Music:Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression. 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 pitch, duration, dynamics, tempo, timbre, texture and structure.

RE – Recognise, name and describe some religious artefacts, places and practices.Describe some of the teachings of a religionDescribe some of the main festivals or celebrations of a religion

Physical Education:Master basic movements including running, jumping, throwing, catching, develop balance, agility and coordination. Begin to apply these in a range of activities.Participate in team games, developing simple tactics for attacking and defending.Perform dances using simple movement patterns.

Trips, Visitors and Outdoor Learning:Firefighters,Church, Local sensory walk, Suntrap, International Day.

English:

Beegu- Letter writing

The shopping basket- Lists

We’re going on a bear hunt- setting description/Time connective

Not now Bernard- prepositions and story telling

Tree, Rock and Cloud- describing character

The Twits- List poem/ repeating poem

Poetry- senses poem/ repeating poems-Step poems inspired by nature

(autumn, environments)

We all went on Safari (stories from different cultures)

Instruction writing/ Time connectives linked with song (Cha cha

slide)

Gruffalo- Instructions/ Lists (Making Gruffalo crumble)

Enterprise Week- Persuasive writing (Song lyrics for advert)

The night before Christmas – similes and opposites

Peter rabbit / Winnie the poohh, Katie morag (diary entry-past tense)

Subject SummariesTopic: Coast to CoastYear: Y1Term: Autumn

Mathematics:

Physically adding and taking away using objects/coins (Class

shop)

Linking adding/takeaway to Football goals

Place value houses activity

Sydney Spider and Kevin Caterpillar for 100 square

Shape hunt around the school

Shapes (Football pitch)

Fractions- pizza toppings/ shape pictures

Measurement – Time (how many activities you can do in a minute)

Geography:

Aerial photographs of the Olympic park, Physical changes to

Stratford

Trip to Olympic Park

Use atlases, maps and globes to find continents and oceans, and

to find UK.

Aerial Photogragh of play ground- treasure hunt

Sorting/labelling countries’ flags, symbols, landscape, famous

people, landmarks etc. ( Scavenger hunt.)

Exploring different aspects of each country: Week 1 food, Week 2

landscape etc.

Types of houses- draw a picture of your house (Homework)

Computing:

ICT safety posters

Google Earth (locate cities and other given places beyond school)

Use computers to research information (David Beckham).

Science:

Season experience – create the seasons within the classrooms

(fan/heater/imagery/sound effects)

Monitoring daily rainfall/temperature and record

(tables/graphs/pictograms).

Sunrise and sunset am/pm – sort activities you do during these parts of

the day.

Link activities to seasons.

National flower

Matching seeds to plants

Life cycle of plants

Leaf rubbings

Andy Goldsworthy

Eco garden- explore and record findings (drawings/names)

Learning walk – tally features they see on their journey.

Class names (trees) – make a factual poster.

Match parts of a flower to the function.

Plant bulbs/seeds and observe changes. (Science in action/Eco garden)

Seasonal Changes

Art and Design:Look at national flags and design own (eg things that mean something to me) Each flag in the style of a famous British artist. (4 flags) – Display board link.Texture rubbings –brick/wood/tiles/brassLeaf sewing Andy goldsworthyChristmas cards using hands and feet (Rudoph, snowman)Barbara Hepworth Drawing App(David Hockney Landscape drawings.)

Design and Technology:Design, make and evaluate own musical instruments (sound scape see music).

Make a Gruffalo Crumble (instructions – Lit).

Enterprise week Rudolph biscuits/Santa strawberries

Weaving a basket / Creating food for different countries matching design criteria relating to the size of food

Design and create a pasta/salad using native uk vegatables

History:

Changes in Stratford- Westfield/Olympic park

Changes in technology

David Beckham- Timeline of achievements

Neil Armstrong- Significant event (landing on the moon) Diary

entry

Black History Month.

RE – Christianity – Baptism and NamingChristening / infant baptism, symbolism of words, clothes, actions and artefacts, the font. The church as a place where the ceremony takes place. The priest is the person who presides over the ceremony. Christianity – Jesus’ birth celebrated at ChristmasThe birth of Jesus.Festival of ChristmasThe Bible is a sacred text for Christians, which teaches about Jesus.To know the Christmas Story.

Christmas cards

Music:

Musical

National anthems (link with geog/history)

Listen to Clair de Lune (Debussy) and Fingals Cave (Mendelssohn)

Listen to Irish, Scottish, Welsh and English traditional music

(compare and contrast.)

Create own sound scape with dance/movement based on Bear Hunt

Christmas Carols

Physical Education:

Football / Dance / Gym (large apparatus)

Irish and country dance.

English:

Toolkits: language features used in writing.

Connective word banks.

Sound boxes/talking tins.

Books: The Shopping Basket, Beegu, We’re going on a

bear hunt, Not now Bernard, Tree, Rock and Cloud,

The Twits, Gregory Cool, We all went on Safari,

Gruffalo, The night before Christmas. (For all 4

classes)

Gregory Cool: Sand, shells, pineapple, coconut,

bottled water, plantain crisps

Gruffalo: Crumble ingredients, body part clues.

Twits: Beard, objects and pictures.

ResourcesTopic: Coast to CoastYear: 1Term: Autumn

Mathematics:

Multilink cubes, coins, counters, number lines, 2D

shapes, Diennes, hundred square, number fans.

Pizza rounds and coloured card toppings, clocks,

stop watches.

Geography:

Aerial photographs, atlases, globes, flags, google

earth.

National objects: foods/drinks, flags, birds, buildings,

sport/dance, national anthem.

Arrange trip to Olympic Park.

Computing:

Laptops! Ipads, google earth, visuliser.

Science:Magnifying glasses, plants, cameras, visualise, IWB, photographs, videos

Art and Design:

Flags

Andy Goldsworthy work, clay, David Hockney work, iPads and

apps, paint, brushes, oil pastels, printing rollers

Design and Technology:

Chicken wire, fabrics, wire cutters

Cooking equipment (knives, boards, bowls, cutlery)

History:

Photographs of local areas: including aerial.

David Beckham youtube, pictures, biography,

significant things from local area: Whipps

Cross/Chingford.

Music:

Script, CDs, CD player, YouTube, tuned and un-tuned instruments,

sessions with music co-ordinator

Physical Education:

CD player and large apparatus