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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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RE |
The love shown to them and how they show love to others Relationships of love and love received and given Neighbours and Jesus’ call to love your neighbour as yourself Relationships they have in the family, at school, in the parish, neighbourhood and world. |
The role of Mary and her ‘yes’ to God’s word Hear and re-tell the story of Christmas |
The main rites and symbols of Baptism |
Hear and retell the story of Easter Hear and retell about the Good News of Pentecost Celebrate the ways in which Jesus invited men and women to friendship and discipleship |
Jesus praying to God as his Father Jesus’ prayer to the Father Scripture passages which reveal God’s love |
The church as a ‘house of God’ where God’s people gather with Jesus Roles in the communities to which they belong (e.g. children, parents, parishioners, priest, bishop, pope. The role of the priest in the love and service of God’s family |
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Ongoing |
Learn about the need to say sorry and ask forgiveness. Think about their behavior, recognise the choices they make and how the affect other people. Jesus’ prayer to his Father. Self- esteem and respect for others. That sometimes they need to say sorry to people because of their behavior. | |||||||||
English |
See separate document: English Scheme of Learning |
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MathematicsPDF files |
Click to read separate document: Mathematics Scheme of Learning |
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Science |
1.Grouping animals - identifying preconceptions 2. Characteristics of mammals and birds. 3.Characteristics of fish and amphibians 4. Characteristics of reptiles. 5. Looking at carnivore, herbivore, omnivore - what indicators do we have - food, teeth, way they catch food 6. SI design an animal and classify it based on features |
Material Content currently under review. It will be revealed the half term before it is due to be taught.
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Energy Content currently under review. It will be revealed the half term before it is due to be taught. |
Plants Content currently under review. It will be revealed the half term before it is due to be taught. |
Forces Content currently under review. It will be revealed the half term before it is due to be taught. |
Habitats Content currently under review. It will be revealed the half term before it is due to be taught. |
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TOPIC Theme |
Superhero Who is strongest? |
Colour |
Blackpool | Travel to ……. (destination decided by children) | Wha grows? | Travel to... (destination decided by the children) | ||||
History & Geography
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Weather (daily and seasonal) | Blackpool (maps) | Knights and Castles | Blackpool in the past | Blackpool maps (maps) | Moon Landings | ||||
Art |
Painting – colour, space Use painting as a medium to develop and share ideas. Focus on colour and space for effect |
Drawing – line, shape Use drawing as a medium to develop, share ideas experiences and imagination. Focus on line and shape. |
Materials – pattern Use a range of materials creatively to design and make products. Use a wide range of patterns |
Artists – Making links to their own work. Make links to artists, craft makers and designers through each of the mediums |
Materials – pattern Use a range of materials creatively to design and make products. Use a wide range of patterns. |
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DT |
Planning, Practical skills and techniques Plan by suggesting what to do next. Select from and use a range of tools and equipment to perform practical tasks. For example cutting, shaping and joining. Select from a range of materials and components according to their characteristics. Join and combine materials and components. Follow procedures for safety and hygiene Own ideas and products Begin to talk about their design ideas and what they are making. Make simple judgements about their products and ideas against design criteria. |
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Making products work Explore the movement of simple mechanisms such as leavers, sliders, wheels and axles Generating, developing, modelling and communicating ideas Generate ideas by drawing on their own experiences. Begin to develop and communicate ideas by talking and drawing. Model ideas by exploring materials and making templates. Begin to use information and communication technology, where appropriate, to develop and communicate ideas. Use of Design and Make assignment in the context of the zoo visit – children produce reason for designing) |
Where food comes from Understand that all food comes from a plant or animal. Food preparation, cooking and nutrition How to prepare simple dishes safely and hygienically without a heat source. To understand that everyone should eat five portions of fruit and vegetables every day. |
How to prepare simple dishes safely and hygienically without a heat source. To understand that everyone should eat five portions of fruit and vegetables every day. Follow procedures for safety and hygiene |
Making products work Build structures, exploring how they can be made stronger, stiffer and more stable. (Building Model Village) Existing products (Real life models) Across ks1 pupils should explore: What products are / Who/what products are for. How and where products might be used. What materials a product is made from? What they like and dislike about a product |
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PHSE |
See separate document: PHSE Curriculum Map
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See separate document: PHSE Curriculum Map
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See separate document: PHSE Curriculum Map
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See separate document: PHSE Curriculum Map
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See separate document: PHSE Curriculum Map
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See separate document: PHSE Curriculum Map
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PE
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Baseline Assessment, Kicking |
Gymnastics | Dance | Catching & Bouncing | Rolling & Overarm Throwing | Athletics | ||||
Music |
To use their voices expressively and creatively by singing songs and speaking chants and rhymes Excellence Outcome: to sing/speak in unison in time with the music |
To play tuned and un-tuned instruments musically Excellence Outcome: to create long/short sounds on a variety of instruments. |
To experiment with, create, select and combine sounds using the inter-related dimensions of music (made by body and voice) Excellence Outcome: to clap longer rhythms with support and make different sounds (high and low– pitch; loud and quiet– dynamics; fast and slow-tempo) |
To experiment with, create, select and combine sounds using the inter-related dimensions of music (made by instruments) Excellence Outcome: to perform a 2 bar melody in common time (4/4) |
To play and perform in solo and ensemble contexts combining the use of their voices with playing musical instruments with increasing accuracy, fluency, control and expression To experiment with, create, select and combine sounds using the inter-related dimensions of music. Excellence Outcome: to create & record simple patterns using non-standard musical notation. |
To listen with concentration and understanding to a range of high-quality live and recorded music. Excellence Outcome: To distinguish between fast and slow / loud and quiet music To begin to identify instruments in a range of music genres. (classical, jazz, hip-hop) |
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ICT |
See separate document for scheme of learning | |||||||||
Educational Visits and Showcase |
Salisbury Woodland Showcase of models to parents |
Trip to Illuminasia Visit B and Q to mix colours of paint |
Blackpool tower visit Year 1 become tour guides for Blackpool |
Zoo trip Showcase models |
Garden Centre Visit What grows, grow products (herbs) |
Depends on country chosen by the children Manchester Airport trip |
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Ongoing Themes |
Science - Seasonal Changes observe changes across the four seasons observe and describe weather associated with the seasons and how day length varies. This is the only time in the science curriculum that seasonal changes are studied During Years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
RE Learn about the need to say sorry and ask forgiveness. Jesus’ prayer to his Father. Learn about the need to say sorry and ask forgiveness.
Music Listen with attention to detail and recall sounds with increasing aural memory |
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Core task – Rolling Equipment
Gymnastics – Core task
Our approach to the planning and delivery of our curriculum is centered in the philosophy of developing young people with the necessary skills and knowledge to leave this year group in order to succeed in the next. Curriculum scheme of learning are organised in a systematic and progressive manner to ensure that each learning opportunity given to our children builds effectively on prior learning and knowledge. Should you require more information on the curriculum in our school please contact the school office.