Autumn 1

People who help us

(History)

Autumn 2

Festivals

(Geography)

Spring 1

Explorers

(History)

Spring 2

Enchanted woods

(Geography)

Summer 1

My amazing world

(History)

Summer 2

The Olympics

(Geography)

English

Stories with

repetitive patterns

or structures

Stories by same author

Instructions e.g. recipe

Recounts of familiar events

Poems on a theme

Traditional rhymes including innovation e.g. This is the house that Jack built

Maths

Review and assess (1), Length (2), Weight and mass (2), addition (1)

Subtraction (1), money (2), Capacity / volume (2), shape (1)

Review and assess (1), time (2), sorting and sequencing (2), money (1)

Money (1), length (2), weight/mass (2), position and direction (1)

Review and assess (1), time (2), subtraction (2), addition (1)

Capacity/volume (1), position and direction (2), shape (2), sorting and sequencing (1)

Science

Observe plants throughout the year and observe seasonal changes (sunlight weather etc)

Plants (function of plant parts and growth)

Animals including humans (humans: basic structure and senses)

Everyday materials

Everyday materials

Animals

(other animals and basic structure)

Plants

Computing

Data handling

Creating and thinking critically.

To use technology to create content. To have own ideas and make links between them.

Coding

To interact and explore their environment using multimedia equipment including digital cameras and video cameras.

Algorithms

To use technology safely.

PHSE

Getting to know you

• Class rules
• Getting to know each other
• Problem solving
• Looking after each other
• Happy play times
• Making choices

We’re all friends and staying safe

• Making friends
• Falling out with friends
• Managing anger
• Anti-bullying
• Hazards in the home and fire safety
• Road safety

Staying healthy

• Keeping clean
• Growing and changing
• Families and care
• Looking after our teeth
• Staying healthy
• Setting a simple goal

We are all different

• Our likes and dislikes
• Feeling proud
• Being special
• Recognising worries
• Staying calm and relaxed
• Standing up for myself

Feelings, feelings everywhere

• Asking for help
• Feeling loved and cared for
• Managing uncomfortable feelings and behaviour
• Dealing with worries
• Supporting each other

Joining in and joining up

• Listening effectively
• Expressing opinions
• Knowing right and wrong
• Needs of living things
• Developing responsibilities-looking after animals
• Who else?

RE

Why is Muhammed important to Muslims?

Islam

How is Ganesh worshiped by Hindus?

Hinduism

Who was St Francis and what did he teach us about caring for animals Christianity

What makes Guru Nanak a special teacher

Sikhism

Why is Jesus a special person?

Christianity

History

People who help us:

Florence Nightingale

Mary Seacole

Families—Family tree

Churches/ Mosses—Local Area

Hospitals –Doctors & Nurses

Post– workers

Emergency services

Farmers

Explorers:

Past explorers: Neil Armstrong

Christopher Columbus

Marco Polo

Current / modern explorers:

Bear Grylls

Benedict Allen

Bryan Kakuk

My amazing world:

Cowboys and Indians

Around the world in 80 days

Families from around the world

Geography

Festivals:

Guy Fawkes and the houses of Parliament

Diwali

Christmas around the world

New years eve celebrations

Enchanted Forest:

Map reading

Maps of local areas

Creating personalised maps of an enchanted forest

.

The Olympics:

Antient Greece and where it all began

Compare and contrast Olympic games throughout time

 History of the Olympics

   Music

Charanga music

SEND scheme

Unit 7 : Contrast

Charanga music

SEND scheme

 Unit 8 : Imitation

Charanga music

SEND scheme

 Unit 9 : Waltz

Charanga music

SEND scheme

 Unit 10 : March

Charanga music

SEND scheme

Unit 11 : Loud and Quiet

Charanga music

SEND scheme

 Unit 12 : Boogie Train

PE

Bike ability

Bat and ball games

Invasion games

Dance

Gymnastics

Athletics

Bat and ball games (Cricket, rounders)

Art

 Drawing focus:

• Klee
• Seurat
• O’Keefe

Sensory- Finding and making new lines with hand/fingers/ sponges

Makes deliberate marks on paper including circles and lines

Painting focus:

• Chagall
• Pollock
• Picasso

Sensory- Is assisted to explore wet paint

Notices colour and light

Create marks with tools (brushes, hands, twigs etc)

Differentiate between colours

Printing focus:

• Wallpaper
• Wrapping paper
• Newspapers

Sensory - Explore patterns with vegetable prints

Uses some pressure when handling objects, materials

Exploring shapes made by natural and man made materials/ hard and soft materials

Collage:

• Braque
• Magazines and storybooks

Sensory - Tearing and scrunching paper and tissue paper 

Decorating shapes by folding, tearing and adding paper

Textiles:

• Clothing (jumpers/ socks)
• Tartan

Sensory - Lie on and be covered by different materials with  different qualities e.g weight, colour, texture

Sort, select and arrange fabrics

Change a; knotting, fraying, twisting, painting over, sticking together

 Sculpture:

• parcels, presents
• Henry Moore
• Paul Soldner

Sensory - Handles objects of different sizes

Explores clay, play do with assistance (warm and cool)

Rolling, cutting and making marks in clay tiles

DT

Structures and Mechanisms:

Sensory: Interact with objects spontaneously Pay attention to events/ people/ objects being moved or handled

•  Make vehicles with construction kits

Dip and make patterns with wheels (toy cars etc), exploring direction

• Fold paper in half

Tear paper and card

Food Technology:

Sensory: Experience taste, texture, smell and appearance of a range of foods.

• Group familiar food products e.g. fruit and vegetables
• Cut open and examine raw fruit and veg (with support)
• Explore fruit and veg with own senses (taste, smell etc.)
• Mix and cut a range of ingredients with support
•  

Food Technology:

Sensory: Experience taste, texture, smell and appearance of a range of foods.

• Group familiar food products e.g. fruit and vegetables
• Cut open and examine raw fruit and veg (with support)
• Explore fruit and veg with own senses (taste, smell etc.)
• Mix and cut a range of ingredients with support
•  

Structures and Mechanisms:

Sensory: Interact with objects spontaneously Pay attention to events/ people/ objects being moved or handled

• Make vehicles with construction kits

Dip and make patterns with wheels (toy cars etc), exploring direction

• Fold paper in half

Tear paper and card

Textiles:

Sensory:  Tolerate different textures and sensory stimulus on body

• Explore the sensory qualities of fabric: texture, length, colour, transparency, absorbency
• Use touch to explore, feel and hold textures in one/both hands
• Tolerate different textures

Food Technology

Sensory: Experience taste, texture, smell and appearance of a range of foods.

• Group familiar food products e.g. fruit and vegetables
• Cut open and examine raw fruit and veg (with support)
• Explore fruit and veg with own senses (taste, smell etc.)
• Mix and cut a range of ingredients with support
•  

Outdoor Learning

The World around me challenge

Woodland challenge

The World around me challenge

Woodland challenge

Local water way observations

 The World around me challenge

Local History walks

Woodland challenge