Focus – / Geography
(10 weeks) / Art/Music/Dance
(5 Weeks) / History/DT
(11 weeks) / Science/Environmental/PE
(12 weeks)
Land Ahoy-
Australia / Splendid Skies-
Winter/Festivals / Memory Box
World Wars/Southend Airport History / Bounce, Wriggle and Crawl
Healthy Choices
Maths / See separate SOW
English / See separate SOW
Computing / Electronic communication
- Author their own homepage on their own Learning Platform adding text and images.
- To understand that many different people can contribute to a Learning Platform or blog.
- Recognise and use an email address to send an (class) email.
- Find the @ key on a keyboards.
- Open and select to reply to a class email.
- To understand the different ways that messages can be sent; email, text, letter, phone, messaging, blogging. Begin to consider the advantages of each.
- To know how to keep personal information safe
- To know how to use tools on a paint package
- Use search engine to find a range of media, eg, text, images.
- Enter text into a search engine and URL's in the address bar to find specific given websites.
- Understand that ICT can give rapid access to a wide variety of information and resources.
- To know how to use a digital camera
- To know how to edit photographs
- To understand how ICT can help learn about the world
- To know how to use a range of games
- Create a sequence of images which together form a short animation that conveys meaning.
- Add simple titles and credits.
- Discuss which videos to keep and why.
- To follow a set of instructions
- To compose an algorithm
- To use ICT to present information
- To interpret graphs
Science / Living things and their habitats
•explore and compare the differences between things that are living, dead, and things that 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 of 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 / Use of Everyday Materials
- Identify and compare the uses of a variety of everyday materials
- Find out how the shapes of solid objects can be changed by squashing, bending, twisting and stretching
- Observe 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
- To know animals including humans have offspring
- To know the basic needs of animals for survival,
- To understand why exercise and nutrition are important
- To understand the need for basic hygeine
History / Significant People
- todevelop an awareness of the past, using common words and phrases relating to the passing of time.
- •to know where the people and events they study fit within a chronological framework
- to identify similarities and differences between ways of life in different periods.
- •to use a wide vocabulary of everyday historical terms.
- •to ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.
- to understand some of the ways in which we find out about the past and identify different ways in which it is represented.
- To place events and objects in chronological order
- To use common words and phrases relating to the passing of time
- To recognise why people did things and why things happened
- To identify differences between ways of life at different times
- To identify different ways the past is represented
- To observe and handle a range of sources of information to find out about the past
- To ask and answer questions about the past
Geography / Geographical and Fieldwork Studies
•to identify seasonal and daily weather patterns in hot areas of the world
•to ask geographical questions
•to use simple geographical vocabulary
- to use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans
•to discuss what places are like and where they are located
•to recognise and compare places of study
•to identify the human and and physical features of a contrasting location of a small area in a contrasting non-European country
Human and physical geography
- to use basic geographical vocabulary to refer to
- to use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
- To use simple compass directions (North, South, East and West) and locational and directional language (e.g. near and far; left and right) to describe the location of features and routes on a map
- to use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
- to use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment
- To identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
- To identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
Art / Drawing
- To draw with control.
- To make a range of marks with the same medium eg. Cross-hatching, swirls, spirals. To create different effects.
- To explore tone: to recognize light and dark areas of an object.
- To explore tone: to make light and dark marks and shading.Printing
- To create a simple printing block with support.
- To apply ink / paint evenly to a surface.
- To apply even pressure with hands or a roller to create a print.
- To design a print.
- To create different effects by applying paint with different techniques and different sized brushes.
- To explore the effect on paint texture when adding water / sawdust/ sand etc.
- To choose appropriate colours for a painting.
- To mix primary colours to make secondary colours.
- To join textiles together using glue.
- To thread a needle.
- To sew a simple running stitch.
- To recognise the difference between 2D and 3D forms.
- To join simple objects together.
- To decorate a 3D model.
- To use a more complex casting methods with support e.g. plaster of paris.
- To manipulate a malleable material for a purpose and to add detail.
- To record visual images using a camera.
- To use tools with control on a visual graphics program.
- camera with control and confidence.
- To manipulate film.
- To cut and glue materials to different surfaces.
- To cut with confidence and control.
- To fold, crumple, tear and overlap materials.
- To create a simple printing block with support.
- To apply ink / paint evenly to a surface.
- To apply even pressure with hands or a roller to create a print.
- To design a print.
D&T / Sewing
•To generate and talk about ideas
•To create plans
•To use tools and materials safely
•To explore the properties of different materials
•To know how to join different materials
•To know how to make materials stronger
To evaluate their product and identify ways to improve / Mechanisms
Structures
- To generate and talk about ideas
- To create plans
- To use tools and materials safely
- To explore the properties of different materials
- To know how to join different materials
- To know how to make materials stronger
- To evaluate their product and identify ways to improve
- To understand basic food hygiene
- To use equipment safely
- To understand chopping, slicing, grating and mixing.
- To prepare un cooked food
- To evaluate their product and identify ways to improve
PHSRE/SEALS / New Beginnings / Getting On and Falling Out / Going For Goals / Good to be me
Road safety / Relationships
Protective behaviours / Changes
RE / Religious Teachers: What do we know about Jesus
- To know about Jesus and his life
- To listen to the stories of Jesus and compare to other faith leaders
- To know about religious leaders in other faiths
•To listen to stories featuring light and dark
•To recognise the symbolism of light in the Christmas story e.g. Jesus, the light of the world (for Christians)
•To understand the theme of light at Advent-advent candles, Christingle, the star guiding the wise men to Jesus, Christmas lights in houses and towns.
•To understand the common theme of Light in festivals and celebrations e.g. Hannukah, Diwali
•To talk about light and darkness and how it makes me feel
•To talk about the theme of light shining in the darkness to develop an understanding of the significance of the Christmas story. / Why, how and where do people worship?
- To identify key features of religious buildings in the local area e.g. St Margaret’s, St Clements, West Leigh Baptist Church
- To talk about how and why such buildings are special for the communities who use them
- To know that the home is a special place for Muslims
- To know that the home is the focus of Jewish religious life e.g. the dining room is the place where special meals are held for the start of Shabbat
- Visit or virtual visit a place of worship e.g. mosque, synagogue
•To know about care and respect for others from stories about Jesus e.g. Jesus the healer
•To know that Christians believe they have a responsibility to care for and help others
•To know about religious teachings about care and respect for others e.g. Islam – commitment to zakat
•To read stories about care and responsibility from a variety of religions (being clear about the sources of stories)
•What does it mean to treat people fairly?
•Do we treat everyone fairly?
•Why should we care whether people we don’t know are being treated fairly?
•What motivates people to help others? E.g. their faith, being good human beings?
•Focus on a charity linked to school e.g. World Vision, Water Aid, Samaritan’s Purse / Why do stories matter? Stories in Christianity and other faiths
•Read a parable from the Bible
•Discuss how these stories were used by Jesus to teach people about God and how people should behave- focus on stories of forgiveness, jealousy, humility, caring and reconciliation
•Introduce moral stories from another faith
•Locate these stories in their sacred texts
•Discuss why stories are important, exploring how some stories are passed down through families as a way of passing on memories
•Use a Philosophy for Children approach to exploring stories setting up a Community of Enquiry / Who am I? Where do I fit in? What is my place in the world?
•Use examples from the Christian faith to answer the big questions in life. E.g. Who am I? Where do humans fit into the great scheme of things? Purpose in life, experiences in life…..What does Christianity teach about these.
• What do religions teach about the answers to questions such as……Who am I? Where do humans fit into the great scheme of things?
•Ask questions about the things that are interesting or puzzling that raise issues about their identity and place in the world
•Use thinking skills/Philosophy for Children approaches to explore some ultimate questions (use pictures and stories)
PE / Gymnastics
Fitness
Skills
Swimming / Gymnastics
Fitness
Skills
Swimming / Gymnastics
Fitness
Skills
Swimming / Gymnastics
Fitness
Skills
Swimming / Dance
Fitness
Skills
Swimming / Dance
Fitness
Skills
Swimming
Music / Finding Your Voice
I can find my voice.(1)
- I can match my voice to a given pitch in class and group work.(1)
- I can match my voice to a pitch independently / individually.(2)
- I can understand and recognise phrases in simple sings.(3)
- I can begin to sing with a controlled, unbroken sound using one breath for a phrase.(3)
- I can feel, recognise and perform a steady pulse. (4)
- I can recognise, understand and use rests in music. (9)
- I can distinguish louder and quieter. (5)
- I can distinguish faster and slower (tempo.)
- I can feel the pulse internally and begin to make the pulse conscious. (6
- I can recognise and explore melodic shapes. I can hear when a melody moves down/ moves up/ stays on the same note. (7)
- I can distinguish between pulse and rhythm. (8)
- I can hear when there are 2 notes to 1 pulse. (10.)
- I can recognise rhythms in simple time by using their names (ta ti-ti.) (11)
- I can feel, recognise and count phrases (20)
- I can construct melodies by combining what I know about pitch and rhythm and write them by combining pitch and rhythm symbols (simple time only.) (21)
•I can distinguish higher and lower by large gesture and symbol. (pitch-15.)
- I can construct melodies by combining what I know about pitch and rhythm and by writing them by combining pitch and rhythm symbols (simple time only.) (21)
- I can read, write and understand the quarter-note (crotchet) and eighth –note (quaver) rhythm symbols to represent the rhythm names ta ti-ti / simple time only.) (12.)
- I can feel the strong beat in each bar (metre-13.)
- I recognise and understand what a barline is for. (13.)
- I can hear and recognise the minor third by pitch names
- (soh and me) and use hand signs to match. (16.)
- I can hear and recognise the pitch lah and use it with hand signs – l-s- m (aural- 18.)
- I can feel and recognise compound time patterns (aural- 17.)
- I can hear and recognise the pattern of three notes to one pulse, using rhythm names (ti-ti-ti / tai):I can recognise the rhythm notation and the rest
Entitlement