KS 1 Autumn Term Spring Term Summer Term 1 2 1 2 1 2...Totally Weird Sea Creatures: Iqebal Hussain (Non-Fiction) Grammar During the year the children will learn about; Pupils should

2

Leen Mills Primary School

Year 2 Curriculum Overview

KS 1 Autumn Term

Spring Term

Summer Term

1

2

1

2

1

2

Events KS1 Harvest Festival

Educational Visit: Brooke

Farm and Sherwood

Forest

EBL: Fire Engine Visit

KS1 Christmas Production

Enterprise Week: Visit to

Alaskan Ice

Safer Internet Day

Educational Visit to

Yorkshire Wildlife Park

Wold Book Day

SATs Week Residential: The Deep

Educational Visit: Time

Travelling at Southwell

Minster

English -2 weeks All About Me

-Roald Dahl Day

-Assessment Week

-3 weeks Fiction- Same

author: David Melling ‘The

Kiss That Missed’ and

‘Good Knight, Sleep Tight’

-2 weeks of poetry linked

to knights and castles and

science topics.

-1 week bonfire shape

poems

-2 weeks real-life heroes

Non-Fiction Non-

Chronological Report

-2 week Fiction: Traction

Man

-Grammar related to

Traction Man

-CEW, GPS, Reading and

Independent Write

assessments

-2 weeks of Little Seal

Finds a Friend- Sue Harris

-1 week animal riddles

(poetry)

-2 week Inuit Non-Fiction

Non-Chronological reports

-Enterprise Week

Persuasive writing

-2 weeks Captain Cook

research writing- Non-

Fiction

-2 week Barnaby Bear

1 week writing of keeping

animals safe and

researcher Profiles

-GPS carousel

-1 week Alien and space

poetry

-1 week researching and

creating own planets and

Instruction writing

-2/3 week Fiction: Man on

the Moon (SATs week)

-1 week Non-Fiction:

researching ocean animals

-1 week ocean animal write-

up, creating reports

-Poetry Riddles: Commotion in

the Ocean- Giles Andreae

-3 weeks Tin Forest: Helen

Ward: Fiction work

-Time Travelling

Explanation/Recount

-Rainbow Grammar

Shared Reading FunnyBones: Alan Ahlberg Charlie Cook’s Favourite

Book: Julia Donaldson

The Owl Who if Afraid of

the Dark: Jill Tomlinson

How to Hide a Lion: Helen

Stephens

Doctor Xargle’s Book of

Earthlets: Tony Ross and

Jeanne Willis

Totally Weird Sea Creatures:

Iqebal Hussain (Non-Fiction)

Grammar During the year the children will learn about;

Pupils should be taught to:

-develop their understanding of the concepts set out in English appendix 2 by:

-learning how to use both familiar and new punctuation correctly - see English appendix 2, including full stops, capital letters, exclamation marks, question marks, commas for lists and

apostrophes for contracted forms and the possessive (singular)

-learn how to use:

-sentences with different forms: statement, question, exclamation, command

-expanded noun phrases to describe and specify [for example, the blue butterfly]

-the present and past tenses correctly and consistently, including the progressive form

-subordination (using when, if, that, or because) and co-ordination (using or, and, or but)

-the grammar for year 2 in English appendix 2

-some features of written Standard English

-use and understand the grammatical terminology in English appendix 2 in discussing their writing

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335190/English_Appendix_2_-_Vocabulary_grammar_and_punctuation.pdf




Maths

Place Value

- Recognise place value of

each digit in a 2 digit

number (10s 1s)

- To count in steps in 2, 3,

5 and 10 from any number

forward and back.

-To read and write

numbers to at least 100 in

numerals and words.

- Compare and order

numbers from 0 up to 100

using < > =.

- Use place value and

number facts to solve

problems.

Addition and Subtraction

-Recall and use addition

and subtraction facts to

20 fluently and derive and

use related facts up to

100.

-Add and subtract

numbers using concrete

objects, pictorial

representations and

mentally including 2 digit

and ones, 2 digit and tens,

2 2 digit numbers and 3 1

digit numbers.

-to show that addition can

be done in any order

(commutative) but

subtraction of one number

from another cannot.

Geometry - Shape

-Identify and describe the

properties of 2D shapes

including sides and lines of

symmetry in a vertical line.

-Identify and describe 3D

shapes, including the

number of edges, vertices

and faces.

-identify 2D shapes on the

surface of a 3D shape.

-compare and sort common

2D and 3D shapes and

everyday objects.

Multiplication and division

-Recall and use

multiplication and division

facts for the 2, 5 and 10

multiplication tables

including recognising odd

and even numbers.

-Calculate mathematical

statements of


within the multiplication

tables and write them

using x = and division signs.

-show that multiplication

of 2 numbers can be done

in any order but division

cannot.

-Solve problems involving


using materials, arrays,

repeated addition, mental

methods, facts including

problems in context.

Fractions

-Recognise, find and write

fractions including 1/2,

1/3, 2/4 and ¾ of a length,

shape or quantity.


-Recall and use addition and

subtraction facts to 20

fluently and derive and use

related facts up to 100.

-Add and subtract numbers

using concrete objects,

pictorial representations

and mentally including 2

digit and ones, 2 digit and

tens, 2 2 digit numbers and

3 1 digit numbers.

-to show that addition can

be done in any order

(commutative) but

subtraction of one number

from another cannot.

-Recognise and use the

inverse relationship

between addition and

subtraction and use this to

check calculations and solve

missing number problems.

Money

-Recognise and use symbols

for pounds £ and pence p

-Combine amounts to make

a particular value.

-Find different

combinations of coins that

equal the same amounts of

money.

-Solve simple problems in a

practical context involving

addition and subtraction of

money of the same unit,

including giving change.

Time

-Tell and write the time to

five minutes, including

quarter past/to the hour

and draw the hands on a

clock face to show the

times.

Fractions


fractions including 1/2,

1/3, 2/4 and ¾ of a length,

shape or quantity.

-Write simple fractions

1/2of 6 = 3 and recognise

the equivalence of 2/4 and

½.

Measurement

-Choose appropriate

standards of measure.

-Compare and order

length, capacity,

temperature and mass.

-Addition and subtraction

when measuring with

quantities

Place Value

-Recognise and use the < >

and = sign.

-Estimating on number

lines.

-Putting numbers on a

number line.


-Know the inverse of

addition is subtraction.

-Adding and subtracting

using number lines.

Statistics

-Interpret data on to a

pictogram.

-Use a tally chart.

-Create a bar graph from

data collected.

-Answer questions from

data provided.

-Addition and subtraction

word problems.

-To know addition can be

in any order.

Measurement

-Choose and use appropriate

standard units to estimate

and measure capacity

(litres/ml) to the nearest

appropriate unit.

-Compare and order

volume/capacity and record

the results using < > =.

Geometry-Position and

Direction

-Order and arrange

combinations of mathematical

objects in patterns and

sequences.

-Use mathematical

vocabulary to describe

position, direction and

movement including

movement in a straight line

and distinguishing between

rotation as a turn and in

terms of right angles for ¼, ½

and ¾ turns (clockwise and

anti-clockwise).

Statistics

-Interpret and construct

simple pictograms, tally

charts, block diagrams and

simple tables.

-Ask and answer simple

questions by counting the

number of objects in each

category and sorting the

categories by quantity.

-Ask and answer questions

about totalling and comparing

categorical data.

Geometry - Shape

-Identify and describe the

properties of 2D shapes

including sides and lines of

symmetry in a vertical line.

-Identify and describe 3D

shapes, including the number

of edges, vertices and faces.

Measurement

-Choose and use appropriate

standard units to estimate

and measure temperature

(degrees) to the nearest

appropriate unit.

-Compare and order

volume/capacity and record

the results using < > =.


and Place Value


inverse relationship between

addition and subtraction and

use this to check calculations

and solve missing number

problems.

Time

-Tell and write the time to

five minutes, including

quarter past/to the hour and

draw the hands on a clock

face to show the times.

-Know the number of minutes

in an hour and the number of

hours in a day.

Year 3 preparation of column

addition

-Know the number of

minutes in an hour and the

number of hours in a day.

-identify 2D shapes on the

surface of a 3D shape.

-compare and sort common

2D and 3D shapes and

everyday objects.

Multiplication and division

-Recall and use multiplication

and division facts for the 2,

5 and 10 multiplication tables

including recognising odd and

even numbers.

-Calculate mathematical

statements of multiplication

and division within the

multiplication tables and

write them using x = and

division signs.

-show that multiplication of 2

numbers can be done in any

order but division cannot.

-Solve problems involving


using materials, arrays,

repeated addition, mental

methods, facts including

problems in context.

Fractions


fractions including 1/2, 1/3,

2/4 and 3/4of a length,

shape or quantity.

-Write simple fractions

1/2of 6 = 3 and recognise the

equivalence of 2/4 and ½.


and Place Value

-Identify, represent and

estimate numbers using

different representations,

including the number line.

-Use place value and number

facts to solve problems.


inverse relationship between

add and subtraction and use

this to check calculations and

solve missing number

problems.

Humanities

Down the Road

Significant Person:

Zechariah Green

Fieldwork in Hucknall

Numerical data- tally of

different houses.

Aims:

Ensure the chn: develop a

contextual knowledge of

the location.

Interpret a range of

sources of geographical

information including

maps, aerial photographs

and communicate

geographical information

in a variety of ways

including maps.

Content:

Chn be taught to:

Understand geographical

similarities and

differences through

studying the human and

physical geography of a

small area of the UK. Use

basic geographical

vocabulary for example-

forest, city, town, house,

shop, office, village. Use

locational and directional

language for example-

near, far, left and right to

describe routes on a map.

Use aerial photographs

and plan perspectives to

recognise landmarks and

basic human physical

features and construct

basic symbols in a key. Use

simple fieldwork and

observational skills to

study the surrounding

environment. Learn to use

To the Rescue

The Plague

Significant Person: Samuel

Pepys

Remembrance Day

Aims:

Ensure the chn: understand

the method of historical

enquiry.

Content:

Learn about significant

national events beyond

living memory for example

The Plague. Learn about

the lives of significant

individuals in the past who

have contributed to

national and international

achievements. For example

Samuel Pepys.

Chilled Out

Comparisons of places,

animals, houses and

weather.

Continents and Oceans

Aims:

Ensure the chn:

develop contextual

knowledge of globally

significant places both

terrestrial and marine.

Understand the process

that give rise to key

physical and human

geographical features of

the world. Interpret a

range of sources of


including maps and globes.

Communicate geographical

information in a variety of

ways including maps and

writing at length.

Content:

Chn to be taught to:

Use world maps and atlases

to identify the continents

and oceans. Identify

seasonal and daily weather

patterns in the UK and the

location of cold areas of

the world. Use geographical

vocabulary including

equator, North Pole and

South Pole. Use world maps,

atlases and globes to

identify countries,

continents and oceans

studied at this key stage.

Feeling Hot Hot Hot!

Animals living in different

habitats- Savannah,

Sahara and Congo

Rainforest.

African Culture.

Aims:

Ensure the chn:

To know and understand

how people’s lives have

shaped this nation and

how Britain has influenced

the wider world. Develop

contextual knowledge of

globally significant places

both terrestrial and

marine. Understand the

process that give rise to

key physical and human

geographical features of

the world. Interpret a

range of sources of


including maps and globes.



ways including maps (birds

eye view of their own zoo)

and writing at length.

Content:


Use world maps and

atlases to identify the

continents and oceans.

Identify seasonal and

daily weather patterns in

the UK and the location of

cold areas of the world.

Use geographical

vocabulary including

equator. Use world maps,

atlases and globes to

identify countries,

continents and oceans

Blast Off!

Significant People: Helen

Sharman, Tim Peake and Neil

Armstrong.

Ordering planets.

Aims:

Ensure the chn:

To know and understand how

people’s lives have shaped

this nation and how Britain

has influenced the wider

world.

Content:

Chn to be taught to: Learn

about

the lives of significant

individuals in the past who

have contributed to

international achievements.

For example- Neil Armstrong,

Tim Peakes and Helen

Sharman. Significant

historical events, people and

places. Understand historical

concepts such as continuity

and change. Learn to use a

wide vocabulary of everyday

historical terms. Learn to

understand how we find out

about the past.

The Deep

Characteristics of oceans.

Titanic research and

exploring.

Animals in the ocean.

Aims:

Ensure the chn:

Develop contextual knowledge

of globally significant marine

places. Collect, analyse and

communicate with a range of

data gathered through

experiences of fieldwork.



ways including maps and

writing at length.

Content:

Label 4 parts of the UK and

its surrounding seas and

oceans. To use world maps

and atlases to identify and

name the five oceans of the

world. To use simple compass

directions to describe the

location of the oceans. Use

simple fieldwork and

observational skills. Learn to

use a wide vocabulary such as

cliff (drop off in the ocean).

a wide vocabulary such as

shop and factory.

studied at this key stage.

Learn about the lives of

significant individuals in

the past who have

contributed to

international

achievements. For

example- Captain Cook.

Learn to use a wide

vocabulary such as

harbour and coast.

Feeling Hot Hot Hot!

-Understand geographical

similarities and

differences of a small

area of the UK and

compare to a contrasting

non-European country.

-Use an atlas to identify

hot and cold areas of the

world in relation to the

equator.

Computing Purple Mash- sorting

animals into habitats

(Science link).

Coding and Directional

Language: Purple Mash

Maze.

Hector’s World:

E-safety.

Aims:

Ensure that children:

-Understand and apply the

fundamental principles and

concepts of computer

science, including

abstraction, logic,

algorithms and data

representation.

-Be responsible,

competent, confident and

creative users of

information and

communication technology.

Content:

Children should be taught

to:

-Use technology

purposefully to create,

organise, and manipulate

digital content using

Purple Mash.

-Use technology safely

and respectfully, keeping

personal information

private.

-Understand what

algorithms are and

understand how they are

implemented on

programmes on digitial

devices.

-Create and debug simple

programs.

Creating pictures.

A.L.E.X

Christmas Cams

Hector’s World:

E-safety.

Aims:





science, including

abstraction, logic,

algorithms and data

representation.

-Be responsible,


creative users of

information and


Content:


to:

-Use technology



digital content using Purple

Mash.

-Can analyse problems in

programmes and have

repeated experience of

writing computer

programmes in order to

solve such problems.

-Use logical reasoning to

predict the behaviour of

simple programmes.

Smartie the Penguin:

E-safety.

Researching using search

engines.

Safer Internet Day.

Aims:


-Be responsible, competent,

confident and creative

users of information and


Content:


to:

-Use technology



digital content using Purple

Mash.

-Use technology safely and

respectfully keeping

personal information

private, identify where to

go for support when they

have concerns about

content, contact on the

internet or other online

technologies.

Coding and Algorithms

with Purple Mash mazes

and Tynker.

Beebots using iPads.

Word Processing.

Aims:





science, including

abstraction, logic,

algorithms and data

representation.

-Be responsible,


creative users of

information and


-Can evaluate and apply

information technology,

including new and

unfamiliar technologies,

analytically to solve

problems.

Content:


to:

-Use technology



digital content using

Purple Mash.

-Understand what

algorithms are and

understand how they are

implemented on

programmes on digital

devices.



simple programmes.

Word Processing.

Purple Mash- Space Cams.

Kindle Practice- Hit the

Button and Spelling Shed.

Staying Safe Song- Designing

Internet Safety Song.

Aims:



confident and creative users

of information and


Content:

Children should be taught to:

-Use technology purposefully

to create, organise, and

manipulate digital content

using Purple Mash.

-Use technology safely and

respectfully keeping personal

information private, identify

where to go for support when

they have concerns about

content, contact on the

internet or other online

technologies.

Word Processing.

Beebots and A.L.E.X using

directional language.

Aims:





science, including abstraction,

logic, algorithms and data

representation.


confident and creative users

of information and


-Can evaluate and apply

information technology,

including new and unfamiliar

technologies, analytically to

solve problems.

Content:


-Use technology purposefully

to create, organise, and

manipulate digital content

using Purple Mash.

-Understand what algorithms

are and understand how they

are implemented on

programmes on digital

devices.

-Create and debug simple

programs.



simple programmes.

Working

Scientifically


ask simple questions and recognise that they can be answered in different ways

(EBL- big questions for topics, chn create own fitness games- child-led)

observe closely, using simple equipment perform simple tests (create blubber

and snow in experiments, experimenting with materials- testing)

identify and classify (food-chains, seeds to plants)

use their observations and ideas to suggest answers to questions (comparing baby

photos to now, plant diaries, creating spacesuits)

gather and recognise and record data to help in answering questions (tally-charts

when animal hunting and create bar graphs based on this information)

Science Animals including Humans

Aims:

Ensure the chn:

Develop an understanding

of nature through

different types of science

enquiries through the

specific disciplines of

biology. Develop an

understanding of the

nature, processes and

methods of science

through different types

of science enquires that

help them to answer

scientific questions about

the world around them.

Content:

Children to be taught to:

Notice that animals

including humans have

offspring that grow into

adults. Find out about and

describe the basic needs

of animals including

humans for survival.

Describe how animals

obtain their food from

plants and other animals

using the idea of a simple

food chain.

Animals including Humans

Aims:

Ensure the chn:


of nature through




biology. Develop an



methods of science

through different types of

science enquires that help

them to answer scientific

questions about the world

around them.

Content:

Chn to be taught to: Find

out about and describe the

basic needs of animals

including humans for

survival. Notice that

animals including humans

have offspring that grow

into adults. To ask

questions to help them

recognise growth in animals

and humans.

Plants

Aims:


of nature through




biology. Develop an



methods of science through


enquires that help them to

answer scientific questions

about the world around

them.

Content:


Observe and describe how

seeds and bulbs grow into

mature plants. Find out and

describe how plants need

water, light and a suitable

temperature to grow and

stay healthy.

Living Things and their

Habitats

Aims:


of nature through




biology. Develop an



methods of science

through different types

of science enquires that

help them to answer

scientific questions about

the world around them.

Content:


Compare the differences

between things that are

living, dead and 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

animals and plants.

Identify and name a

variety of plants and

animals in their habitats

including micro-habitats.

Uses of Everyday Materials

Aims:

Develop an understanding of

nature through different

types of science enquiries

through the specific

disciplines of physics and

chemistry. Develop an

understanding of the nature,

processes and methods of

science through different

types of science enquires

that help them to answer

scientific questions about the

world around them.

Content:

Chn to be taught to: Identify

and compare the suitability

of a variety of everyday

materials including wood,

metal, plastic, glass, brick,

rock, paper and cardboard

for particular uses. Find out

how the shapes of solid

objects made from some

materials can be changed by

squashing, bending, twisting

and stretching.

Animals Including Humans:

Staying Healthy

Aims:

Develop an understanding of

nature through different

types of science enquiries

through the specific

disciplines of biology. Are

equipped with the scientific

knowledge to understand the

uses and implications of

science today and for the

future.

Content:

Chn to be taught to: Describe

the importance for humans of

exercise, eating the right

amounts of different types

of food and hygiene.

Design and

Technology

Cooking and Nutrition:

Smoothie Making.

Healthy Diets.

Design, make and evaluate

smoothies.

Aims:



principles of nutrition and

learn how to cook.

-Critique, evaluate and

test their ideas and

products and the work of

others.

-Build and apply a

repertoire of knowledge,

understanding and skills in

order to design and make

high quality prototypes

and products for a wide

range of users.

Content:


to:

-Design purposeful,

functional and appealing

products for themselves

and others based on

design criteria.

-Explore and evaluate a

range of existing products

and evaluate their ideas

and products against

design criteria.

Design and make Christmas

decorations.

Exploring Mechanisms:

Elfie Selfies- Mechanism

split-pins.

Reindeer Food- Safety for

the environment (other

animals).

Aims:



principles of nutrition and

learn how to cook.

-Critique, evaluate and test

their ideas and products

and the work of others.

-Build and apply a

repertoire of knowledge,

understanding and skills in

order to design and make

high quality prototypes and

products for a wide range

of users.

Content:


to:

-Design purposeful,

functional and appealing

products for themselves

and others based on design

criteria.

-Explore and evaluate a

range of existing products

and evaluate their ideas

and products against

design criteria.

-Explore and use

mechanisms [for example,

levers, sliders, wheels and

axles], in their products.

Design to a brief and

create using a template

selecting from a wide range

of materials- stitching.

Create Blubber (link to

Science).

Aims:


-Develop the creative,

technical and practical

expertise needed to

perform everyday tasks

confidently and to

participate successfully in

an increasingly

technological world.

Content:


to:

-Generate, develop, model

and communicate their

ideas through talking,

drawing, templates, mock-

up and, where appropriate,

information and


-Select from and use a wide

range of materials and

components, including

construction materials,

textiles and ingredients,

according to their

characteristics

Optional homework: Building

structures: Design and make

a spaceship with an opening

door (lever or pully).

Make an alien using EBL

materials.

Aims:




expertise needed to perform

everyday tasks confidently

and to participate

successfully in an increasingly


Content:


-Build structures exploring

how they can be made

stronger, stiffer and more

stable.

Create and measure photo

frames for the end of year

gift.

Design and make chocolate

lollipop to sell.

Aims:




expertise needed to perform

everyday tasks confidently

and to participate

successfully in an increasingly


-Critique, evaluate and test

their ideas and products and

the work of others.

-Build and apply a repertoire

of knowledge, understanding

and skills in order to design

and make high quality

prototypes and products for a

wide range of users.

Content:


-Build structures exploring

how they can be made

stronger, stiffer and more

stable.

-Design purposeful, functional

and appealing products for

themselves and others based

on design criteria.

-Explore and evaluate a range

of existing products and

evaluate their ideas and

products against design

criteria.

Art and Design Observational Drawing

linked to local area (topic).

Famous Artist: Guiseppe

Acrimbaldo.

Aims:

-Become proficient in

drawing, painting,

sculpture and other art,

craft and design

techniques.

-Know about great artists,

craft makers and

designers, and understand

the historical and cultural

development of their art

forms.

Content:

-To use drawing, painting

and sculpture to develop

and share their ideas,

experiences and

imagination.

-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.

Poppy Art- Making clay

poppies joining two parts.

Pastel background of

Superhero, Me.

Aims:

-To produce creative work,

exploring their ideas and

recording their

experiences.

Content:

-To use a range of

materials creatively to

design and make products.

-To develop a wide range of

art and design techniques

in using colour, pattern,

texture, line, shape, form

and space.




experiences and

imagination.

Mixing colours, printing and

making patterns. Looking at

Inuit artists.

Aims:


drawing, painting, sculpture

and other art, craft and

design techniques.



recording their

experiences.

Content:

- 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




experiences and

imagination.

Pointillism Aboriginal

(Emily Kame Kngwarreye)

compared with Steven

Brown.

African Silhouettes

including cutting and

shaping on watercolour

background.

Aims:


drawing, painting,

sculpture and other art,

craft and design

techniques.

-To produce creative

work, exploring their ideas

and recording their

experiences.

Content:

-To use a range of

materials creatively to

design and make products.




experiences and

imagination.

-To develop a wide range

of art and design

techniques in using colour,

pattern, texture, line,

shape, form and space.

Space Pastel pictures.

Body-part printing.

Aims:


drawing, painting, sculpture

and other art, craft and

design techniques.



recording their experiences.

Content:

-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.

Famous Artisit: Georgia

O’Keeffe- watercolours.

Observation sea-life drawing

inspired by Simon Knight.

Aims:

-Know about great artists,

craft makers and designers,

and understand the historical

and cultural development of

their art forms.

-Evaluate and analyse

creative works using the

language of art, craft and

design.

Content:

-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.

RE Religions: Christianity

Theme: What did Jesus

teach?

Is it possible to be kind to

everyone all of the time?

Rights and

responsibilities: identify

the difference between

peoples’ needs and wants


-Retell Bible stories that

show kindness and explore

how Christians behave

towards people.

Religions: Christianity

Theme: Christmas – Jesus

a gift from God

Why did God give Jesus to

the world?

Democracy and justice:

They discuss what is fair

and unfair in different

situations


-Reflect on the Christmas

story and the reasons for

Jesus’ birth.

Religions: Judaism

Theme: Passover

How important is it for

Jewish people to do as god

asks? Identities and

diversity:

They identify similarities

and differences between

themselves and between

the communities to which

they belong


-Understand how

celebrating Passover and

keeping Kashrut help Jews

show God they value their

special relationship with

him.

Religions: Christianity

and Islam

Theme: Easter –

Resurrection

Is it true that Jesus came

back to life again?

Advocacy and

representation:

They give opinions about

their communities and

issues that affect them


-Retell the Easter story

and understand what

Jesus’ resurrection means

to for Christians.

Religions: Islam

Theme: Community and

belonging

Does going to the Mosque

give Muslims a sense of

belonging?

Identities and diversity:

They identify similarities and

differences between

themselves and between the

communities to which they

belong


-Understand why Muslims

visit the mosque and explore

whether this gives them a

sense of belonging.

Religions: Islam

Theme: Hajj

Does completing Hajj make a

person a better Muslim?

Taking informed and

responsible action: suggest

how things might be improved

through the actions that they

or others might take.


-Learn to understand what

happens during Hajj

-Explore the importance of

this to Muslims.

Music Ukulele lessons Christmas Production

Children will learn:

-A variety of Christmas

songs and accompaniments

for the performance

-Practice, rehearse and

refine, in preparation for

the production.

-Perform to an audience.

Ukulele lessons Taking Off


-What is meant by pitch?

- to respond to changes in

pitch

- how to control the pitch of

the voice

- to relate sounds to symbols

- how simple tunes are made

of different pitches

- that percussion instruments

produce different pitches

-how simple tunes are made

of

different pitches

-that pitch can be used

Descriptively

Rain rain go away


- how sounds can be used

descriptively

-that music can describe an

environment

- about sounds made by

different sound sources

-how sounds can be changed

-how sounds can be combined

-how to create a class

composition using simple

structures

PE Games- Individual and

Team

Aims:

Ensure that all chn:

- develop competence to

excel in a broad range of

physical activities

-are physically active for

sustained periods of time

-engage in competitive

sports and activities

-lead, healthy, active lives

Content:


-master basic movements

including throwing and

catching and begin to

apply in a range of

activities

-participate in team games

developing simple tactics

for attacking and

defending

Dance- Rhythms and

Beats

KS1 Production

Aims:




physical activities




Content:



developing balance, agility

and coordination and begin

to apply these in a range of

activities

-perform dances using

simple movements

Floor Gymnastics: Shapes

and Sequences

Aims:




physical activities




Content:


-develop balance, agility and

coordination and begin to

apply these in a range of

activities

Apparatus: Sequence and

Balance

Aims:




physical activities




Content:


-develop balance, agility

and coordination and begin

to apply these in a range

of activities

Games- Multi-Skills

Aims:




physical activities




-engage in competitive sports

and activities

Content:



including running, jumping

throwing and catching in a

range of activities

-participate in team games,

developing simple tactics for

attacking and defending

Athletics

Aims:




physical activities




-engage in competitive sports

and activities

Content:



including running, jumping

throwing and catching in a

range of activities

Documents

KS 1 Autumn Term Spring Term Summer Term 1 2 1 2 1 2...Totally Weird Sea Creatures: Iqebal Hussain (Non-Fiction) Grammar During the year the children will learn about; Pupils should