Web viewLetter / word / sentence / Grammar ... * Listen with concentration and understanding to a range of high quality live/recorded music. ... (inc key human

AUTUMN TERM EYFS goals Year1 Year 2Literacy Genres

Lists / labels / captions / diagrams / message.Stories. Introduce story maps / story mountains. Beginning / middle / end.Whole class retelling.Simple 5 part story – Once upon a time / First or Then or Next / But / So/ Finally…happily ever after.PoemsInformationLetter

LITERACY: READING - Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

LITERACY: WRITING - Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

COMMUNICATION AND LANGUAGE: SPEAKING –Children express themselves effectively, showing awareness of listener’s needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

GenresKey storiesFairy storiesTraditional talesPoems / rhymesLettersInstructionsNon-fictionInformation

Planning tools– story maps / story mountain.Plan openings around characters / settings / time of day / type of weather.Understand beginning / middle / end.5 part story – opening, build-up, problem or dilemma, resolution, ending.Whole class retelling.

GenresFairy storiesNon-fictionContemporary poetryClassic poetryPlaysStoriesInstructionsLetters

Secure use of planning tools – story maps, story mountain story grids, boxing up grids.Plan openings around characters / settings / time of day / type of weather.Understand beginning / middle / end.5 part story – opening, build-up, problem or dilemma, resolution, ending.Ending to be a section rather than sentence.

HandwritingPencil grip

HandwritingNelson scheme. Whole year is shown here but recommended bits for this term are highlighted…adjust as necessary through the year.Unit 1 – p4-5 – holidays- first join un, um.

HandwritingNelson scheme. Whole year is shown here but recommended bits for this term are highlighted…adjust as necessary through the year.Unit 1 – p4-5 - first join revision – in, ine

Unit 2 – p6-7 – holidays- first join – ig, id.Unit 3 – p8-9 – birthdays – first join eg, ed.Unit 4 –p10-11 – birthdays – first join an, ar.Unit 5 –p12 – 13 – food – first join ing, ung.Unit 6 – p14-15 – food – second join ch, sh.Unit 7 – p16-17 – foxes – second join th, tl.Unit 8 – p18-19 – foxes – second join ll, ill.Unit 9 – p20 – 21 – beans – second join – sli, slu.Unit 10 – p22 – 23 – beans – second join ck, ack.Check up 1- p24-25Unit 11 – p26-27 – toys – second join st, sti.Unit 12 – p28-29 – toys – second join ink, unk.Unit 13 –p30-31 homes – third join od, og.Unit 14 – p32-33 – homes – third join – re, ve.Unit 15 – p34-35 – tigers – fourth join – oon, oom.Unit 16 – p36-37 – tigers – fourth join wl, vl,Unit 17 – p38-39 – myself – fourth join of, ff.Unit 18 – p40-41 – myself – fourth join fl, flo.Unit 19 – p42 – 43 – unjoined letters. b p g q y j zUnit 20 – p44-45 – unjoined letters - capitalsCheck up 2 – p46- 48

Unit 2 – p6-7 – second join revision – ut, uteUnit 3 – p8-9 – third join revision – ve, viUnit 4 –p10-11 – fourth join revision – ok, ohUnit 5 –p12 – 13 – 2 ways of joining the letter s – sh, as, esUnit 6 – p14-15 – secrets – join from r – ri, ru, ry.Unit 7 – p16-17 – roads – join to and from a – oa, ad, as.Unit 8 – p18-19 – roads – join from e – ee, ea, edUnit 9 – p20 – 21 – animals – join from o – ow, ov, ox.Unit 10 – p22 – 23 – join to y – ky, hy, ly.Check up 1 – p24-25Unit 11 – p26-27 – woods – join toa – ha, ta, fa.Unit 12 – p28-29 – woods- join from o – od, oo, og.Unit 13 –p30-31 reptiles – join to r – er, ir, ur.Unit 14 – p32-33 – reptiles – first and second join – ai, al, ay.Unit 15 – p34-35 – bridges – join from o – oy, ou, oi.Unit 16 – p36-37 – transport – join to e – re, oe, fe.Unit 17 – p38-39 – people – horizontal join to u – fu, wu, vu.Unit 18 – p40-41 – people- practice print.Unit 19 – p42 – 43 – weather – join to ascenders – ot, ol, ok.Unit 20 – p44-45 – weather- all joins – ai, al, ow, ol.Check up 2 – p46- 48

Phonics / spellingPhase 2 satp, inmd, gock,High frequency words – is, it, in, at, and, the, to

Phonics / spellingBook 1ABelow is whole year outline. Bold is suggested for this term. Adjust as necessary.

1. Alphabetical order 2. a,e,i,o,u3. sh, th4. ck, nk5. ch, tch

Phonics / spellingBelow is whole year outline. Bold is suggested for this term. Adjust as necessary.1. a-e, ai, ay2. ee, ea, e-e3. i-e, igh, y4. o-e, oa, ow5. u-e, oo, ew6. ar7. oi, oy,

6. s, es7. ing, ed, er8. er, est9. ll, ff, ss, zz10. a-e, ai, ay11. ee, ea, ie, e-e12. i-e, ie, igh, y13. oa, o-e, oe, ow14. oo, u-e, ue, ew

Check up 1Book 1B

15. y16. ar17. oi, oy18. ear, ea19. er, ir, ur20. ou, ow21. or, ore, aw, au22. air, ear, are23. oo24. Days of the week25. Compound words and syllables26. wh, ph27. ‘un’ beginnings28. Alphabet

Write words.1. Rhyming words

8. ear, ea9. er, ir, ur10. ou, ow11. or, ore, aw, au12. air, ear, are13. all, al14. Unusual ‘o’ wordsCheck up 115. un, dis16. Soft c17. Soft g, ge, dge18. le, el, al, il endings19. Adding ‘s or s20. y, ey21. ing, ed, er endings22. Silent letters23. wa, que24. Adding less, ful, ness, ment, ly25. Shortened words26. tion27. homophones28. y+er, y+est, y+edCheck up 2

Grammar ( progress through ‘introduce’, ‘consolidate’, ‘use’ throughout the year)Introduce…Simple sentences.Simple connectives (and, who, until, but).‘ly’ openers – Luckily, UnfortunatelyDeterminers – the, a, my, your,an, this, that, his, her, their, some, all.Prepositions – up, down, in, into, out, to, onto.AdjectivesAdverbsSimilies

Introduce…Finger spacesFull stopsCapital letters.Letter / word / sentence /

Grammar - Nelson – Below is whole year outline. Bold is suggested for this term. Adjust as necessary.

1. The alphabet- small and capital letters.

2. Naming words- simple common nouns

3. Describing words – colour adjectives

4. Naming words and describing words – common nouns and simple adjectives

5. Doing words – present simple tense.

6. Alphabetical order – first letter ordering.

7. Doing words – present simple tense of verb ‘to be’.

8. More than one – pluralisation of nouns by adding ‘s’.

9. Special naming words- names of people and animals.

Grammar Nelson – Below is whole year outline. Bold is suggested for this term. Adjust as necessary.

1. Nouns and adjectives – pairing nouns and adjectives.

2. Adjectives – opposites.3. Nouns – collective.4. Verbs – present continuous

tense.5. 5. Nouns – proper nouns –

places.6. Sentences – making sense.7. Apostrophes – contraction-

present tense of verb ‘to be’.8. Conjunctions – ‘and’ and ‘but’.9. Adverbs – manner.10. Verbs – regular simple past

tense.11. Nouns – compound.12. Sentences – statements/ questions/

exclamations.13. Pronouns –personal.

10. Doing words – present progressive tense.

11. Sentences – capital letters and full stops.

12. Doing words – present progressive tense.

13. Describing words – cardinal numbers.

14. Sentences – capital letters and full stops / sentence order.

15. Naming words – simple common nouns.

16. Sentences – statements and questions.

17. Doing words – present progressive tense/ noun-verb agreement.

18. Special naming words – proper nouns- days of the week.

19. Sentences – statements, questions, exclamations.

20. Describing words – simple describing words.

21. Special naming words – months of the year.

22. Doing words – regular past simple tense- adding ed / d.

23. More than one – s and es.24. Joining words – and.25. Special naming words – places.26. Doing words – past simple tense.27. Opposites: with prefix ‘un’.28. Naming words – formed from verbs

with suffix ‘er’.

14. Apostrophes – contractions – present tense of the verb ‘to have’.

15. Commas – lists in sentences.16. Adjectives – comparisons with ‘er’.17. Nouns – possessive – singular.18. Contractions – contractions with not;

apostrophes.19. Verbs – past progressive tense.20. Adjectives – superlative with ‘est’.21. Adverbs: when and where.22. Verbs – past tense progressive.23. Conjunctions – and/ but/ or.24. Confusing words – to/ two/ too,

there/ their, they’re/ were/ where/ we’re.

25. Conjunctions – so/ because/ and/ but.

26. Adverbs – comparative and superlative adverbs.

27. Nouns – formed with suffixes.28. Adjectives – formed with suffixes.

Mathematics MATHEMATICS: NUMBERS - Children count reliably with numbers from one to twenty, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

MATHEMATICS: SHAPE, SPACE AND MEASURES - Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and

Focus – conceptual development – concrete to abstract.Problem solving.Explaining misconceptions.Correct maths vocabulary.Progression – Assessment for Learning.


objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.


Science UNDERSTANDING THE WORLD: THE WORLD –Children know about similarities and differences in relation to…objects, materials and living things. They make observations of animals, plants and explain why some things occur, and talk about changes.

Questions, observing, tests, identifying, hypothesising and recording in all units.LIGHT: (Link to Guy Fawkes/Diwali)*Observe and name a variety of sources of light, including electric, flames and the sun.*Associate shadows with a light source being blocked.ONGOING SEASONAL CHANGES (link to geo): Observe changes across the 4 seasons. Describe weather associated with the season and how day length varies.

Scientific workingAsking simple questions and recognizing that they can be answered in different ways.*Observing closely, using simple equipment.*Performing simple tests.*Identifying and classifying.*Using their observations and ideas to suggest answers to questions.*Gathering and recording data to help in answering questions.

Living things and habitats*Explore and compare differences between things that are living, dead and 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 od 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.

Plant bulbs ready to study later in the year.Computing UNDERSTANDING THE WORLD:

TECHNOLOGY –Children recognise that a range of technology is used in places such as

*Using technology safely and respectfully, keeping personal info private – know where to go for help and support when they have concerns.

*Using technology safely and respectfully, keeping personal info private – know where to go for help and support when they have concerns.

homes and schools. They select and use technology for particular purposes.

*Recognise common uses of IT beyond the school- digital literacy.*Use technology purposefully to create, store, manipulate and retrieve digital content.*algorithms- verbally and physically learn commands F B R/L Go Clear On/Off*Create and de-bug programs.*Logical reasoning.

*Recognise common uses of IT beyond the school- digital literacy.*Use technology purposefully to create, store, manipulate and retrieve digital content.*algorithms - verbally and physically learn commands F B R/L Go Clear On/Off Wait Sound. Use I pads.*Create and de-bug programs.*Logical reasoning.

History UNDERSTANDING THE WORLD: PEOPLE AND COMMUNITIES –Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

Historical questions/ordering events & timelines: changes within living memory.(Linked/noticed changes in national life)

Historical questions: events within living memory that are significant nationally or globally -Remembrance Day

*Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life.

Study of a significant person- eg Neil Armstrong.

Awareness of the past, using common words related to the passing of time.Know where people and events fit within a chronological framework and identify similarities and differences between ways of life in different time periods.Use a wide vocabulary of everyday historical terms.Ask and answer questions to show they understand key events.Understand some ways of finding out about the past and identify different ways the past is represented.*Significant historical events, people and places in their own locality.*Events beyond living memory of national importance – Guy Fawkes.*Festivals / events.*Life of a significant individual of national importance.

Geography UNDERSTANDING THE WORLD: THE WORLD –Children know about similarities and differences in relations to places.

There will be a KS1 outdoor week focus – classes will ‘mix –up’ for a day

Human and phys geo:*Identify seasonal and daily weather patterns in the UK (linked to sci)*Vocabulary of physical and human features with location knowledge.Geo Skills and fieldwork: Use world maps, atlases and globes to identify the UK and it’s countries.Location knowledge: name, locate and identify characteristics of the 4 countries and capital cities of the UK and surrounding seas. (ENGLAND)


Develop knowledge about the world, UK and locality. Understand basic subject specific vocabulary relating to human and physical geography and begin to use geographical skills, including first hand observation, to enhance their locational awareness.*Name and locate 7 continents and 5 oceans.*Understand geographical similarities and differences through studying the human and physical geography of a small area of the UK, and of a small area in a contrasting non- European country (Japan).*Use world maps, atlases and globes to identify the UK and its countries, the continents and oceans.


PE PHYSICAL DEVELOPMENT: MOVING AND HANDLING –Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

HEALTH AND SELF-CARE:Children know the importance for good healthy and physical exercise, and a healthy diet and talk about ways to keep healthy and safe.

DanceGames

DanceGames

Real PE units 1 and 2

Art EXPRESSIVE ARTS AND DESIGN: EXPLORING AND USING MEDIA AND MATERIALS –Children safly use and explore a variety of materials, toold and techniques, experimenting with colour, design, texture, form and function.

EXPRESSIVE ARTS AND DESIGN: BEING IMAGINATIVE –Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

(Continuous Provision and D&T links this term)*Sculpture – D&T link*Use a range of materials creatively to design and make products* Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination*Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space*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.

*Use a range of materials creatively to design and make products* Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination*Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space*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.

D&T EXPRESSIVE ARTS AND DESIGN: BEING IMAGINATIVE –Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

Outdoor Learning Week – in the school, wider grounds and community: natural building materials (creatures and homes)- focus on the grounds.

Cooking project – include where food comes from and healthy eating.

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

Outdoor Learning Week – in the school, wider grounds and community: natural building materials (creatures and homes)- focus on gardens.

Textile project

Cooking project – include where food comes from and healthy eating.

Design*Design purposeful, functional, appealing products for themselves and other users based on design criteria*Generate, develop, model and

appropriate, information and communication technology

Make*Select from and use a range of tools and equipment to perform practical tasks such as 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

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 such as 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

Music EXPRESSIVE ARTS AND DESIGN: EXPLORING MEDIA AND MATERIALS – Children sing songs, make music and dance and experiment with ways of changing them.

* Voice: expressively and creatively, singing songs and speaking chants and rhymes.* Listen with concentration and understanding to a range of high quality live/recorded music.

Voice: expressively and creatively, singing songs and speaking chants and rhymes.

Play tuned and unturned instruments musically.

Listen with concentration and understanding to a range of high quality live/recorded music.

Experiment with, create, select and combine sounds using the inter-related dimensions of music.

RE Objectives

Where and how people belong – Christianity focus.

Leaders and teachers – local / national. Related symbols and artefacts

Important stories.

Celebrations – Harvest / Divali / Christmas.Ethics and relationships – as it comes up.

Ideas for enquiries to cover objectives.

Objectives

Where and how people belong- Judaism focus and relate to Christianity.

Leaders and teachers – global. Related symbols and artefacts

Celebrations – Harvest / Divali / Christmas.Ethics and relationships – as it comes up.


How do you know how to make good decisions? (examples from all religions)

How do we know how to behave? (examples from all religions)

What makes you happy? (include humanism)

Christianity- L1 – What can we learn about Jesus from the Nativity story?What stories can we find in the Bible? (dip in and out of other religious books?)

What makes you and your family happy? What does the humanist symbol mean?

Judaism – L1 – What happens at Yom Kippur?Christianity – L2- Why is Jesus important for Christians?

PSHE PHYSICAL DEVELOPMENT: HEALTH AND SELF-CARE –Children know the importance for good health and physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT: MAKING RELATIONSHIPS –Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

SELF-CONFIDENCE AND SELF AWARENESS –Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

MANAGING FEELINGS AND BEHAVIOUR –Children talk about how they and others show feelings, talk about their own and others’ behavior, and it’s consequences, and know that some behavior is

Living in the wider world:*Contributing to class life, class rules, *people/living things have needs, belonging to groups,*what improves/harms local natural and built environments.

Anti-bullying week

Anti-bullying week

Living in the wider world.*how to contribute to the life of the classroom*to help construct, and agree to follow, group and class rules and to understand how these rules help them*that people and other living things have needs and that they have responsibilities to meet them (including being able to take turns, share and understand the need to return things that have been borrowed)*that they belong to various groups and communities such as family and school*what improves and harms their local, natural and built environments and about some of the ways people look after them*that money comes from different sources and can be used for different purposes, including the concepts of spending and saving*about the role money plays in their lives including how to manage their money, keep it safe, choices about spending money and what influences those choices

unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behavior to different situations, and take changes of routine in their stride.

COMMUNICATION AND LANGUAGE: LISTENING AND ATTENTION –Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

COMMUNICATION AND LANGUAGE: UNDERSTANDING –Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories and events.

Anti-bullying weekInternational links

Christmas cards to Japanese pen friends Christmas cards to Japanese pen friends.Visiting Sucuru rabbit from Japanese link school.

Christmas cards to Japanese pen friendsLink story with Japanese school.

Outdoor learning Outdoor week focus – KS1Continuous provision in outdoor classroom.

Outdoor week focus – KS1DT- natural building materials. Structures.Sculpture.Seasonal weather changes –observations.Light in Science.Continuous provision in outdoor classroom.

Outdoor week focus – KS1Create paintings using colours we can see outside.Poetry – eg the rainbow on our field.Maths trails – shapeLiving things and habitats around school – science.

Community links Anti-bullying week visitors – church - Rainbows/ brownies – cubs / beavers – police – local martial arts clubs – high school reps etc.Police visit- safety aspect.Links with local library – completing summer reading challenge.Celebrate outside school club achievements.

RE – leaders and teachers – Reepham church visits.Anti-bullying week visitors – church - Rainbows/ brownies – cubs / beavers – police – local martial arts clubs – high school reps etc.Police visit- safety aspect.Links with local library – completing summer reading challenge.Celebrate outside school club achievements.

RE – leaders and teachers – Reepham church visits.Anti-bullying week visitors – church - Rainbows/ brownies – cubs / beavers – police – local martial arts clubs – high school reps etc.Police visit- safety aspect.Links with local library – completing summer reading challenge.Celebrate outside school club achievements.

SPRING TERM Foundation Year1 Year 2Literacy Genres

Lists / labels / captions / diagrams / message.Stories. Consolidate story maps / story mountains. Beginning / middle / end.Whole class retelling.Simple 5 part story – Once upon a time / First or Then or Next / But / So/ Finally…happily ever after.PoemsInformationLetter

GenresKey storiesTraditional talesPoems / rhymesLettersInstructionsNon-fictionInformation

GenresTraditional tales from UK- retellingNon-fictionInstructionsContemporary poetryClassic poetryStory

HandwritingLong ladder letters l,i,u,j,y.One armed robots r,b,n,h,m,k,pCapitals for one armed robots RBNHMKPCapitals for long ladder letters LITUJY

HandwritingNelson scheme. Whole year is shown here but recommended bits for this term are highlighted…adjust as necessary through the year.Unit 1 – p4-5 – holidays- first join un, um.Unit 2 – p6-7 – holidays- first join – ig, id.Unit 3 – p8-9 – birthdays – first join eg, ed.Unit 4 –p10-11 – birthdays – first join an, ar.Unit 5 –p12 – 13 – food – first join ing, ung.Unit 6 – p14-15 – food – second join ch, sh.Unit 7 – p16-17 – foxes – second join th, tl.Unit 8 – p18-19 – foxes – second join ll, ill.Unit 9 – p20 – 21 – beans – second join – sli, slu.Unit 10 – p22 – 23 – beans – second join ck, ack.Check up 1- p24-25Unit 11 – p26-27 – toys – second join st, sti.Unit 12 – p28-29 – toys – second join ink, unk.Unit 13 –p30-31 homes – third join od, og.Unit 14 – p32-33 – homes – third join – re, ve.Unit 15 – p34-35 – tigers – fourth join – oon, oom.Unit 16 – p36-37 – tigers – fourth join wl, vl,Unit 17 – p38-39 – myself – fourth join of, ff.Unit 18 – p40-41 – myself – fourth join fl, flo.Unit 19 – p42 – 43 – unjoined letters. b p g q y j zUnit 20 – p44-45 – unjoined letters - capitals

HandwritingNelson scheme. Whole year is shown here but recommended bits for this term are highlighted…adjust as necessary through the year.Unit 1 – p4-5 - first join revision – in, ineUnit 2 – p6-7 – second join revision – ut, uteUnit 3 – p8-9 – third join revision – ve, viUnit 4 –p10-11 – fourth join revision – ok, ohUnit 5 –p12 – 13 – 2 ways of joining the letter s – sh, as, esUnit 6 – p14-15 – secrets – join from r – ri, ru, ry.Unit 7 – p16-17 – roads – join to and from a – oa, ad, as.Unit 8 – p18-19 – roads – join from e – ee, ea, edUnit 9 – p20 – 21 – animals – join from o – ow, ov, ox.Unit 10 – p22 – 23 – join to y – ky, hy, ly.Check up 1 – p24-25Unit 11 – p26-27 – woods – join toa – ha, ta, fa.Unit 12 – p28-29 – woods- join from o – od, oo, og.Unit 13 –p30-31 reptiles – join to r – er, ir, ur.Unit 14 – p32-33 – reptiles – first and second join – ai, al, ay.Unit 15 – p34-35 – bridges – join from o – oy, ou, oi.

Check up 2 – p46- 48 Unit 16 – p36-37 – transport – join to e – re, oe, fe.Unit 17 – p38-39 – people – horizontal join to u – fu, wu, vu.Unit 18 – p40-41 – people- practice print.Unit 19 – p42 – 43 – weather – join to ascenders – ot, ol, ok.Unit 20 – p44-45 – weather- all joins – ai, al, ow, ol.Check up 2 – p46- 48

Phonics / spellingPhase 2 ck, e, u, rH, b, f/ff, l/llPhase 3j ,v ,w ,xy, z, qush, ch, ng, th

High Frequency wordsno, go, Ihe, shewe, me, be


1. Alphabetical order 2. a,e,i,o,u3. sh, th4. ck, nk5. ch, tch6. s, es7. ing, ed, er8. er, est9. ll, ff, ss, zz10. a-e, ai, ay11. ee, ea, ie, e-e12. i-e, ie, igh, y13. oa, o-e, oe, ow14. oo, u-e, ue, ew

Check up 1Book 1B

15. y16. ar17. oi, oy18. ear, ea19. er, ir, ur20. ou, ow21. or, ore, aw, au22. air, ear, are23. oo24. Days of the week25. Compound words and syllables26. wh, ph27. ‘un’ beginnings28. Alphabet

Write words.Rhyming words

Phonics / spellingContinue phase 5B if required.Phase 6High frequency words food, fox, way, been, stop, must, door, right, same, these, began, boy, animals, never, next, first, lots, need, that’s, baby, fish, gave, something, may, still, found, live, say, soon, night, narrator, small, car, couldn’t, three, head, king, town, I’ve, around, every, garden, fast, only, let’s much, suddenly, told, another, great, why, cried, keep, room, last, jumped, even, before, gran, clothes, tell, key, place, mother, sat, boat, window, sleep, feet, morning, queen, each, book, its, green, girl which, inside, under, snow, air, trees, tea, box, dark, granddad, there’s, looking, end, than. Best, better, hot, sun, across, gone, hard, floppy, really, wind, wish, eggs, things, stopped, ever, miss, most, cold, park, lived, birds, duck, horse, rabbit, white, coming, he’s, river, liked, giant, looks, use, along, plants, dragon, pulled, we’re, fly, grow.

Below is whole year outline. Bold is suggested for this term. Adjust as necessary.1. a-e, ai, ay2. ee, ea, e-e3. i-e, igh, y4. o-e, oa, ow5. u-e, oo, ew6. ar7. oi, oy,8. ear, ea9. er, ir, ur10. ou, ow11. or, ore, aw, au12. air, ear, are13. all, al14. Unusual ‘o’ wordsCheck up 1

15. un, dis16. Soft c17. Soft g, ge, dge18. le, el, al, il endings19. Adding ‘s or s20. y, ey21. ing, ed, er endings22. Silent letters23. wa, que24. Adding less, ful, ness, ment, ly25. Shortened words26. tion27. homophones28. y+er, y+est, y+edCheck up 2

GrammarReinforce…Simple sentences.Simple connectives (and, who, until, but).‘ly’ openers – Luckily, UnfortunatelyDeterminers – the, a, my, your, an, this, that, his, her, their, some, all.Prepositions – up, down, in, into, out, to, onto.AdjectivesAdverbsSimilies

Reinforce…Finger spacesFull stopsCapital letters.Letter / word / sentence




3. Describing words – colour adjectives4. Naming words and describing words

– common nouns and simple adjectives

5. Doing words – present simple tense.6. Alphabetical order – first letter

ordering.7. Doing words – present simple tense

of verb ‘to be’.8. More than one – pluralisation of

nouns by adding ‘s’.9. Special naming words- names of

people and animals.10. Doing words – present progressive

tense.11. Sentences – capital letters and

full stops.12. Doing words – present

progressive tense.13. Describing words – cardinal

numbers.14. Sentences – capital letters and

full stops / sentence order.15. Naming words – simple common

nouns.16. Sentences – statements and



2. Adjectives – opposites.3. Nouns – collective.4. Verbs – present continuous tense.5. 5. Nouns – proper nouns – places.6. Sentences – making sense.7. Apostrophes – contraction- present

tense of verb ‘to be’.8. Conjunctions – ‘and’ and ‘but’.9. Adverbs – manner.10. Verbs – regular simple past tense.11. Nouns – compound.12. Sentences – statements/

questions/ exclamations.13. Pronouns –personal.14. Apostrophes – contractions –

present tense of the verb ‘to have’.

15. Commas – lists in sentences.16. Adjectives – comparisons with

‘er’.17. Nouns – possessive – singular.18. Contractions – contractions

with not; apostrophes.19. Verbs – past progressive tense.20. Adjectives – superlative with

‘est’.21. Adverbs: when and where.22. Verbs – past tense progressive.

questions.17. Doing words – present

progressive tense/ noun-verb agreement.






23. More than one – s and es.24. Joining words – and.25. Special naming words – places.26. Doing words – past simple tense.27. Opposites: with prefix ‘un’.28. Naming words – formed from verbs

with suffix ‘er’.

23. Conjunctions – and/ but/ or.24. Confusing words – to/ two/ too,




27. Nouns – formed with suffixes.28. Adjectives – formed

Mathematics Focus – conceptual development – concrete to abstract.Problem solving.Explaining misconceptions.Correct maths vocabulary.Progression – Assessment for Learning.



Science Questions, observing, tests, identifying, hypothesising and recording in all units.PLANTS: Identify and describe the basic structure of flowering plants. Identify and name a variety of common plants and those classified as deciduous and evergreen.

EVERYDAY MATERIALS:*Distinguish between objects and the material from which it is made – ID and name a variety of everyday materials and compare/sort on the basis of simple properties.*Find out how the shapes of solid objects made from some materials can be changed (squashing, bending, twisting, stretching)

ONGOING SEASONAL CHANGES (link to geo): Observe changes across the 4 seasons. Describe weather associated with the season and how day length varies.

Scientific working*Asking simple questions and recognizing that they can be answered in different ways.*Observing closely, using simple equipment.*Performing simple tests.*Identifying and classifying.*Using their observations and ideas to suggest answers to questions.*Gathering and recording data to help in answering questions.

Everyday Materials*Identify and compare the uses of a variety of everyday materials including wood, metal, glass, brick, rock, paper and cardboard.*Compare how things move on different surfaces.

Sound

*Observe and name a variety of sources of sound, noticing that we hear with our ears.(eg identify bird song)*Recognise that sounds get fainter as the distance from the sound source increases.

Computing *Using technology safely and respectfully, keeping personal info private – know where to go for help and support when they have concerns.*Recognise common uses of IT beyond the school- digital literacy.*Use technology purposefully to create, store, manipulate and retrieve digital content.*algorithms – simple tracks – Roamer / step by step.*Create and de-bug programs.*Logical reasoning.

*Using technology safely and respectfully, keeping personal info private – know where to go for help and support when they have concerns.*Recognise common uses of IT beyond the school- digital literacy.*Use technology purposefully to create, store, manipulate and retrieve digital content.*algorithms – I pads / Roamer / screen turtle / step by step.*Create and de-bug programs.*Logical reasoning.

History Ordering events & timelines: our school year so far.

*Life of a significant individual – international.(Art week- Artists)

Awareness of the past, using common words related to the passing of time.Know where people and events fit within a chronological framework and identify similarities and differences between ways of life in different time periods.Use a wide vocabulary of everyday historical terms.Ask and answer questions to show they understand key events.Understand some ways of finding out about the past and identify different ways the past is represented.*Significant historical events, people and places in their own locality.*Events beyond living memory – Great Fire of London*Lives of significant individuals (national or international achievements) eg eyewitness account – Great Fire + another, also 2 artists for Art week.*Festivals / events

Geography Human and phys geo:*Identify seasonal and daily weather patterns in the UK (linked to Sci)*Vocabulary of physical and human features with location knowledge.Geo Skills and fieldwork: Use world maps, atlases and globes to identify the UK and it’s countries.

Develop knowledge about the world, UK and locality. Understand basic subject specific vocabulary relating to human and physical geography and begin to use geographical skills, including first hand observation, to enhance their locational awareness.

Location knowledge: name, locate and Identify characteristics of the 4 countries and capital cities of the UK and surrounding seas. (ALL COUNTRIES)

There will be a ‘world week’ study with Y2.

*Use basic vocabulary – refer to key physical features – beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season, weather.Key human features – city, town, village, factory, farm, house, office, port, harbor, shop.

There will be a ‘world week’ study with Y1 where these will be covered.Comparison between Reepham and London – link to History.

*Use simple fieldwork and observational skills to study the key human and physical features of the surrounding environment – relate to Reepham study connected to History topic.

PE Multiskills GamesGym

GamesGym

Real PE units 3 and 4Art *Use a range of materials creatively to

design and make products – drawing and painting: (seasonal observations (Sci and geo), planting/growing/Spring, Easter and Continuous Provision this term)*Textiles – D&T/Sci link

Link to History and DT projects.* 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.

D&T Structures: stronger, stiffer and more stable (link to Sci) eg bridges.Cooking – where food comes from and healthy eating.Focus – the wider environment.

Design* design purposeful, functional, appealing products for themselves and other users based on design criteria

Wheels and axles projectCooking project –include where food comes from and healthy eating.Focus – home eg cars.Design* design purposeful, functional, appealing products for themselves and other users based on design criteria*generate, develop, model and

*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 such as 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

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 such as 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


Music * Untuned instruments - musically.*Experiment with, create, select and combine sounds using the inter-related dimensions of music.* Listen with concentration and understanding to a range of high quality live/recorded music.

*Voice: expressively and creatively, singing songs and speaking chants and rhymes.*Play tuned and unturned instruments musically.*Listen with concentration and understanding to a range of high quality live/recorded music.*Experiment with, create, select and combine sounds using the inter-related dimensions of music.

RE Objectives

What some families believe about God, the natural world, human beings and significant figures – Christianity focus.

Important stories.

Celebrations – Easter / Holi

Related symbols and artefact.

Ethics and relationships – as it comes up.

Objectives

What some families believe about God, the natural world, human beings and significant figures – Judaism focus / relate to Christianity.

Celebrations – Easter / Holi

Related symbols and artefacts.



Christianity – L1- What words do Christians use to talk about God?Christianity – L1- What stories did Jesus tell about the Kingdom of God/ Kingdom of Heaven? – look at some examples from other religions of stories about God / s.


Judaism – L1- How do Jewish people welcome Shabbat?What does Messiah mean? (relate to Judaism / Christianity and others)

PSHE *Relationships: communicate feelings, recognise the feelings of others/how to respond, *recognise how their feelings affect others, *the difference between secrets and surprises and the importance of not keeping adults’ secrets, only surprises,*to recognise what is fair and unfair/kind and unkind/right and wrong,*to share opinions on things that matter to them and explain their views,*to listen to others, play and work cooperatively,*offer support and feedback,*to identify and respect diffs/similarities, *identify special people in your life,*judge what physical contact is acceptable/comfortable/unacceptable/uncomfortable and how to respond and how to tell them.*that bodies and feelings can be hurt, *recognise unkindness/how to respond,*that there are different types of teasing/bullying/who to go to for help.

Relationships.*to communicate their feelings to others, to recognise how others show feelings and how to respond*to recognise how their behaviour affects other people*the difference between secrets and surprises and the importance of not keeping adults’ secrets, only surprises*to recognise what is fair and unfair, kind and unkind, what is right and wrong*to share their opinions on things that matter to them and explain their views through discussions with one other person and the whole class*to listen to other people and play and work cooperatively (including strategies to resolve simple arguments through negotiation)*to offer constructive support and feedback to others*to identify and respect the differences and similarities between people*to identify their special people (family, friends, carers), what makes them special and how special people should care for one another*to judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how to tell them)*that people’s bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable)*to recognise when people are being unkind either to them or others, how to respond, who to tell and what to say*that there are different types of teasing and bullying, that these are wrong and unacceptable*how to resist teasing or bullying, if they

experience or witness it, whom to go to and how to get help

International links

World week as KS study.End of year good luck cards to Japanese friends.



Outdoor learning Outdoor classroom continuous provision. Outdoor classroom continuous provision.Science –plant studies.Man made /natural materials.

Maths trails – number.Outdoor sculpture from natural materials.Exploring how sound travels.Reephamwalk to discover Great Fire of Reepham history.

Community links. Visits to local library.Police- safety visit.Health professional visit – eg dentist.Celebrate outside school club achievements.

Visits to local library.Police- safety visit.Origins of food – local producers and products.Health professional visit – eg dentist.Celebrate outside school club achievements.

Visits to local library.Police- safety visit.Visit high school – play rehearsal.Origins of food – local producers and products.Health professional visit – eg dentist.Celebrate outside school club achievements.

SUMMER TERM EYFS End of year goal (and area of learning)

Year1 Year 2

Literacy GenresStories – picture books from a range of cultures.Information.Lists/ labels.PoemsLetters

GenresKey storiesFairy StoriesPoemsRhymesLettersInstructionsInformation

GenresTraditional tales from around the world- include retelling.Non-fictionClassic poetryContemporary poetryStories.

HandwritingCurly caterpillars c a d o s q e f.Zigzag monsters z v w x.Curly caterpillar capitals.Zigzag monster capitals.Ch, th, sh

HandwritingNelson scheme. Whole year is shown here but recommended bits for this term are highlighted…adjust as necessary through the year.Unit 1 – p4-5 – holidays- first join un, um.Unit 2 – p6-7 – holidays- first join – ig, id.Unit 3 – p8-9 – birthdays – first join eg, ed.Unit 4 –p10-11 – birthdays – first join an, ar.Unit 5 –p12 – 13 – food – first join ing, ung.Unit 6 – p14-15 – food – second join ch, sh.Unit 7 – p16-17 – foxes – second join th, tl.Unit 8 – p18-19 – foxes – second join ll, ill.Unit 9 – p20 – 21 – beans – second join – sli,

HandwritingNelson scheme. Whole year is shown here but recommended bits for this term are highlighted…adjust as necessary through the year.Unit 1 – p4-5 - first join revision – in, ineUnit 2 – p6-7 – second join revision – ut, uteUnit 3 – p8-9 – third join revision – ve, viUnit 4 –p10-11 – fourth join revision – ok, ohUnit 5 –p12 – 13 – 2 ways of joining the letter s – sh, as, esUnit 6 – p14-15 – secrets – join from r – ri, ru, ry.Unit 7 – p16-17 – roads – join to and from a

slu.Unit 10 – p22 – 23 – beans – second join ck, ack.Check up 1- p24-25Unit 11 – p26-27 – toys – second join st, sti.Unit 12 – p28-29 – toys – second join ink, unk.Unit 13 –p30-31 homes – third join od, og.Unit 14 – p32-33 – homes – third join – re, ve.Unit 15 – p34-35 – tigers – fourth join – oon, oom.Unit 16 – p36-37 – tigers – fourth join wl, vl,Unit 17 – p38-39 – myself – fourth join of, ff.Unit 18 – p40-41 – myself – fourth join fl, flo.Unit 19 – p42 – 43 – unjoined letters. b p g q y j zUnit 20 – p44-45 – unjoined letters - capitalsCheck up 2 – p46- 48

– oa, ad, as.Unit 8 – p18-19 – roads – join from e – ee, ea, edUnit 9 – p20 – 21 – animals – join from o – ow, ov, ox.Unit 10 – p22 – 23 – join to y – ky, hy, ly.Check up 1 – p24-25Unit 11 – p26-27 – woods – join toa – ha, ta, fa.Unit 12 – p28-29 – woods- join from o – od, oo, og.Unit 13 –p30-31 reptiles – join to r – er, ir, ur.Unit 14 – p32-33 – reptiles – first and second join – ai, al, ay.Unit 15 – p34-35 – bridges – join from o – oy, ou, oi.Unit 16 – p36-37 – transport – join to e – re, oe, fe.Unit 17 – p38-39 – people – horizontal join to u – fu, wu, vu.Unit 18 – p40-41 – people- practice print.Unit 19 – p42 – 43 – weather – join to ascenders – ot, ol, ok.Unit 20 – p44-45 – weather- all joins – ai, al, ow, ol.Check up 2 – p46- 48

Phonics / spellingPhase 3ai, ee, igh, oaoo, ar, orur, ow, oi, erHigh frequency words was, my, no, go, you, they, her, are, all.


1. Alphabetical order 2. a,e,i,o,u3. sh, th4. ck, nk5. ch, tch6. s, es7. ing, ed, er8. er, est9. ll, ff, ss, zz10. a-e, ai, ay11. ee, ea, ie, e-e12. i-e, ie, igh, y13. oa, o-e, oe, ow14. oo, u-e, ue, ew

Check up 1

Phonics / spellingBelow is whole year outline. Bold is suggested for this term. Adjust as necessary.1. a-e, ai, ay2. ee, ea, e-e3. i-e, igh, y4. o-e, oa, ow5. u-e, oo, ew6. ar7. oi, oy,8. ear, ea9. er, ir, ur10. ou, ow11. or, ore, aw, au12. air, ear, are13. all, al14. Unusual ‘o’ wordsCheck up 115. un, dis16. Soft c

Book 1B15. y16. ar17. oi, oy18. ear, ea19. er, ir, ur20. ou, ow21. or, ore, aw, au22. air, ear, are23. oo24. Days of the week25. Compound words and syllables26. wh, ph27. ‘un’ beginnings28. Alphabet

Write words.Rhyming words

17. Soft g, ge, dge18. le, el, al, il endings19. Adding ‘s or s20. y, ey21. ing, ed, er endings22. Silent letters23. wa, que24. Adding less, ful, ness, ment, ly25. Shortened words26. tion27. homophones28. y+er, y+est, y+edCheck up 2

GrammarUse…Simple sentences.Simple connectives (and, who, until, but).‘ly’ openers – Luckily, UnfortunatelyDeterminers – the, a, my, your, an, this, that, his, her, their, some, all.Prepositions – up, down, in, into, out, to, onto.AdjectivesAdverbsSimilies

Use….Finger spacesFull stopsCapital letters.Letter / word / sentence /




3. Describing words – colour adjectives4. Naming words and describing words

– common nouns and simple adjectives

5. Doing words – present simple tense.6. Alphabetical order – first letter

ordering.7. Doing words – present simple tense

of verb ‘to be’.8. More than one – pluralisation of

nouns by adding ‘s’.9. Special naming words- names of

people and animals.10. Doing words – present progressive

tense.11. Sentences – capital letters and full

stops.12. Doing words – present progressive

tense.13. Describing words – cardinal

numbers.14. Sentences – capital letters and full

stops / sentence order.15. Naming words – simple common

nouns.



2. Adjectives – opposites.3. Nouns – collective.4. Verbs – present continuous tense.5. 5. Nouns – proper nouns – places.6. Sentences – making sense.7. Apostrophes – contraction- present

tense of verb ‘to be’.8. Conjunctions – ‘and’ and ‘but’.9. Adverbs – manner.10. Verbs – regular simple past tense.11. Nouns – compound.12. Sentences – statements/ questions/

exclamations.13. Pronouns –personal.14. Apostrophes – contractions –

present tense of the verb ‘to have’.15. Commas – lists in sentences.16. Adjectives – comparisons with ‘er’.17. Nouns – possessive – singular.18. Contractions – contractions with

not; apostrophes.19. Verbs – past progressive tense.20. Adjectives – superlative with ‘est’.21. Adverbs: when and where.22. Verbs – past tense progressive.23. Conjunctions – and/ but/ or.24. Confusing words – to/ two/ too,

16. Sentences – statements and questions.

17. Doing words – present progressive tense/ noun-verb agreement.






23. More than one – s and es.24. Joining words – and.25. Special naming words – places.26. Doing words – past simple

tense.27. Opposites: with prefix ‘un’.28. Naming words – formed from

verbs with suffix ‘er’.




27. Nouns – formed with suffixes.28.Adjectives – formed

Mathematics Focus – conceptual development – concrete to abstract.Problem solving.Explaining misconceptions.Correct maths vocabulary.Progression – Assessment for Learning.



Science Questions, observing, tests, identifying, hypothesising and recording in all units.Animals, including humans:*Identify and name common birds, fish, amphibians, reptiles, mammals and invertebrates. (Specify carnivores, herbivores and omnivores and describe and compare the structure of animals)*Identify, name and draw the basic parts of the human body and link to senses.ONGOING SEASONAL CHANGES (link to geo): Observe changes across the 4 seasons. Describe weather associated with the season and how day length varies.

Scientific working*Asking simple questions and recognizing that they can be answered in different ways.*Observing closely, using simple equipment.*Performing simple tests.*Identifying and classifying.*Using their observations and ideas to suggest answers to questions.*Gathering and recording data to help in answering questions.

Plants*Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.*Observe and describe how seeds and bulbs grow into mature plants.

Computing *Using technology safely and respectfully, keeping personal info private – know where

*Using technology safely and respectfully, keeping personal info private – know where

to go for help and support when they have concerns.*Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.*Use logical reasoning to predict the behavior of simple programs- make own tracks and program a sequence of moves.

to go for help and support when they have concerns.*Use technology purposefully to create, store, manipulate and retrieve digital content- research.*Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.*Use logical reasoning to predict the behavior of simple programs- make own tracks and predict how the robot will move. Sequence a series of instructions to negotiate a hazard. Share tracks and try out other peoples.

History Historical questions, ordering events and timelines – ‘our school’ (Victorian links) or with interests/themes from the children.

Life of a significant person.

An event beyond living memory.

Awareness of the past, using common words related to the passing of time.Know where people and events fit within a chronological framework and identify similarities and differences between ways of life in different time periods.Use a wide vocabulary of everyday historical terms.Ask and answer questions to show they understand key events.Understand some ways of finding out about the past and identify different ways the past is represented.*Significant historical events, people and places in their own locality eg Basil Brown – link to Sutton Hoo.*Lives of significant individuals (national or international achievements) – archaeologists –*Festivals / events

Geography Human and phys geo:*Identify seasonal and daily weather patterns in the UK (linked to Sci)Geo skills and fieldwork:*Use aerial photos and plan perspectives to recognise landmarks and basic human and physical features, devise a simple map and use a simple key.*Use simple fieldwork and observational skills to study the geography of the school and its grounds (inc key human/phys features)

Develop knowledge about the world, UK and locality. Understand basic subject specific vocabulary relating to human and physical geography and begin to use geographical skills, including first hand observation, to enhance their locational awareness.

*Use simple compass directions ( N S E W) and locational and directional language (near, far, left, right) to describe the location of features and routes on a map.*Use aerial photos and plan perspectives to recognize landmarks and basic human and

physical features. Devise a simple map, and use and construct basic symbols in a key.

(Link to archaeology project.)

PE Multiskills

Sports day

Multiskills

Sports day

Multiskills

Real PE units 5 and 6Sports day.

Art *Use a range of materials creatively to design and make products – drawing, painting and sculpture: (seasonal observations (Sci/Geo), and Continuous Provision and challenges developing the use of colour, pattern, texture, line, shape, form and space this term.

* 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.

D&T Cooking: using school-grown, local & UK based produce (link to Geo)

Pop-ups – paper technology.

Focus – local community Reepham project.

Levers and sliders project.Cooking project –include where food comes from and healthy eating.Focus – local community Reepham project.

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 such as 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


Music * Voice: expressively and creatively, singing songs and speaking chants and rhymes.* Listen with concentration and understanding to a range of high quality live/recorded music.

*Voice: expressively and creatively, singing songs and speaking chants and rhymes.*Play tuned and unturned instruments musically.*Listen with concentration and understanding to a range of high quality live/recorded music.*Experiment with, create, select and combine sounds using the inter-related dimensions of music.

RE Objectives

How and why some people pray and what happens in a place of worship – Christianity focus

Related symbols and artefacts.



Christianity – L1 – What happens when a baby/ someone is baptised?

L1- Why is meeting together important for Christians?L1 – Why and where do people gather together? – include examples from different religions

Objectives

How and why some people pray and what happens in a place of worship –Judaism focus and relate to Christianity

Related symbols and artefacts

Important stories.



Christianity – L2 – Why are stories Jesus told important for Christians? (include parables)

L2- Why do some Christians share bread and wine together in a special way?

L2- What do people mean by the word ‘church’? (examples from different religions)

L2- Why is prayer important? (examples from different religions)

Judaism L1– what stories are there in the Torah?

Judaism – L1 – When do Jews say the Shema?

PSHE Health and Wellbeing:*What constitutes a healthy lifestyle (D&T links), benefits of physical activity/rest/healthy eating/dental health, *recognise likes/dislikes, how to make informed choices, recognise consequences,*think about themselves/learn from experiences/recognise and celebrate strengths and set challenging goals,*learn about good and not so good feelings/vocab to describe their feelings/simple strategies for managing feelings,*learn about change and loss,*the importance of personal hygiene, how some diseases are spread/can be controlled,*learn about the process of growing from young to old and how needs change.

Health and wellbeing.*what constitutes a healthy lifestyle including the benefits of physical activity, rest, healthy eating and dental health*to recognise what they like and dislike, how to make real, informed choices that improve their physical and emotional health, to recognise that choices can have good and not so good consequences*to think about themselves, to learn from their experiences, to recognise and celebrate their strengths and set simple but challenging goals*about good and not so good feelings, a vocabulary to describe their feelings to others and simple strategies for managing feelings*about change and loss and the associated feelings (including moving home, losing toys, pets or friends)*the importance of and how to maintain personal hygiene*how some diseases are spread and can be controlled and the responsibilities they have for their own health and that of others*about the process of growing from young to old and how people’s needs change*about growing and changing and new opportunities and responsibilities that increasing independence may bring*the names for the main parts of the body (including external genitalia) the similarities and differences between boys and girls*that household products, including medicines, can be harmful if not used properly*rules for and ways of keeping physically and emotionally safe (including road safety, safety in the environment, safety online, the responsible use of ICT, the difference between secrets and surprises and understanding not to keep adults’ secrets)*about people who look after them, their family networks, who to go to if they are

worried and how to attract their attention, ways that pupils can help these people to look after them*to recognise that they share a responsibility for keeping themselves and others safe, when to say, ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’

International links

Stories from other countries and cultures.Complete link story.

Outdoor learning

Class garden. Animal study.Maths trails.Wildlife area study.Continuous provision.Class vgarden.

Archaeological dig.Maths trails – calculations.Collage using shapes / colours / textures.Wildlife area- look at variety of plants.Class garden.

Community links.

Reepham Library –summer reading challenge.Art Open Studio.Celebrate outside school club achievements.

Reepham Library –summer reading challenge.Reepham focus for design project.Art Open Studio.Celebrate outside school club achievements.

Reepham Library –summer reading challenge.Reepham focus – local food. Survey – where does our food come from?Art Open Studio.Celebrate outside school club achievements.

Documents

Web viewLetter / word / sentence / Grammar ... * Listen with concentration and understanding to a range of high quality live/recorded music. ... (inc key human