Curriculum 2016/2017

Autumn 2016

Theme – Come dine with me ( minibeasts, food, harvest, plants, cooking)

Science

Y1 - Seasonal changes (daily)

       (a) Observe changes across the four seasons

       (b) Observe and describe weather associated with the                         seasons and how day length varies.

Harvest

        Y2 plants -(a) Observe and describe how seeds and bulbs grow into mature plants.

        Y2 plants - (b) Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

Healthy food (Animals including humans)

        Y1 animals – (a) Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

        Y2 animals – (c) Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Animal come dine with me (Animals, including humans, Living things and their habitats

        Y1 animals – (b) Identify and name a variety of common animals that are carnivores, herbivores and omnivores.

        Y1 animals – (d)Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

        Y2 animals – (b) Find out about and describe the basic needs of animals, including humans, for survival (water, food and air)

        Y2 living things –(d) 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.

History

Christmas food

Geography

Where food comes from – around the world

Geographical skills (a) 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

Farms /countryside – aerial photos

Human/physical features (d) key human features including: city, town, village, factory, farm, house, office, port, harbour and shop

 

RE

Caring1:4

Celebrations 1:1

PE

Gym

Dance

Art

Printing. Fruit & veg pictures

        (c) to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

Observational drawing and Sculptures

       (b) to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.

Archimboldo

        (d) taught about the work of a range of artists, craft makers and designers, describing the difference and similarities between different practices and discipline, and making links to their own work.

Textiles

       (a) to use a range of materials creatively to design and make products.

DT

Cooking – soup, salad

Cooking (a) use the basic principles of a healthy and varied diet to prepare dishes.

       Cooking (b) understand where food comes from.

Christmas card – moving slider.

        Design (a) design purposeful, function, appealing products for themselves and other users based on design criteria.

        Make (a) select from and use a range of tools and equipment to perform practical tasks (cutting, shaping, joining and finishing)

       Evaluate (b) evaluate their ideas ad products against design criteria.

        Technical knowledge (b) explore and use mechanisms (levers, sliders, wheels and axles), in their products.

Computing

 

Music

Unit 1 - Pulse

Unit 2 - Pitch

English

Instructions, Dictionaries, Poetry, Animal menus

 

 

 

 

Spring 2017

Theme – No place like home (castles, habitats, materials)  Easter

Science

Y1 - Seasonal changes (daily)

       (a) Observe changes across the four seasons

       (b) Observe and describe weather associated with the seasons and how day length varies.

        Y2 animals (a) Notice that animals, including humans, have offspring which grow into adults.

 

Building materials. (Everyday materials)

        Y1 – (a) Distinguish between an object and the material from which it is made.

        Y1 – (b) Identify and name a variety of everyday materials including wood, plastic, glass, metal, water and rock.

        Y1 – (c) Describe the simple physical properties of everyday materials.

        Y1 – (d) Compare and group together a variety of everyday materials on the basis of their simple properties.

        Y2 materials (a) Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper, cardboard of particular uses.

       Y2 materials (b) Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

History

Changes in the home, toys

        (a) changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life.

Ripon –workhouse, town hall, hornblower.

       (d) significant historical events, people and places in their own locality.

Geography

Ripon,

        Locational knowledge (b) name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surround seas.

       Geographical skills (d) Use simple fieldwork and observational skills to study the geography of their school and its grounds and key human and physical features of its surrounding environment.

       Geographical skills (b) use simple compass directions (north, south, east and west) and locational and directional language (for example, near and far; left and right) to describe the location of features and routes on a map.

      Human and physical (d) key human features including: city, town, village, factory, farm, house, office, port, harbour and shop.

          

Homes around the world

       Place knowledge (a) understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country.

      Human & physical (a) identify season and daily weather patterns in the United Kingdom the location of hot and cold areas of the world in relation to the Equator and the North and South Pole.

RE

Stories 1:3

Holy Places 1:6

PE

Dance

Games

Art

Collage

(a) to use a range of materials creatively to design and make products.

DT

Eco houses and 3 little pig’s house.

      Design (b) generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.

      Make (b) select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.

      Evaluate ((b) explore their ideas and products against design criteria.

       Technical knowledge (a) build structure, exploring how they can be made stronger, stiffer and more stable.

 

Cooking – Easter nests

Sewing – toy/cushion/animal

       Design (a) design purposeful, function, appealing products for themselves and other users based on design criteria.

       Make (b) select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.

       Evaluate (b) evaluate their ideas ad products against design criteria.

Computing

 

Music

Unit 3 - Rhythm

Unit 4 - Structure

 

Summer 2017

Theme – Sailing the seven seas

Science

Y1 - Seasonal changes (daily)

        (a) Observe changes across the four seasons

        (b) Observe and describe weather associated with the seasons and how day length varies.

Animals and Plants and habitats

        Living things Y2 – (a) Explore and compare the difference between things that are living, dead and things that have never been alive.

        Living things Y2 – (b) 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.

        Living things Y2 – (c) Identify and name a variety of plants and animals in their habitats, including micro-habitats.

       Plants Y1 –  (a) Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees.

       Plants Y1 –  (b) Identify and describe the basic structure of a variety of common flowering plants, including trees.

       Animals  Y1 – (a) Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.

       Animals Y1 (c) Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)

Materials – making boats (Y2 – a everyday materials)

        Y2 materials (a) Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper, cardboard of particular uses.

History

Explorers - Christopher Columbus, Scott, Captain Cook and Neil Armstrong and modern day explorers.

       (b) events beyond living memory that are significant nationally or globally (eg Gt fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries)

       (c) the lives of significant individuals in the past who have contribute to national and international achievements. Some should be used to compare aspects of life in different periods.

Geography

Continents, oceans.

Locational knowledge (a) name and locate the world’s seven continents and five oceans.

Maps, keys & compass directions

Geographical skills (a) 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.

Geographical skills ( c) 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.

Seaside

Human and physical (c) beach, cliff, coast, forest, hill, mountain, sea, ocean, rive, soil, valley, vegetation, season and weather.

Human & physical (a) identify season and daily weather patterns in the United Kingdom the location of hot and cold areas of the world in relation to the Equator and the North and South Pole

RE

Belonging Myself – families & homes

PE

Games

Art

Artists from different cultures – Australia

     (d) taught about the work of a range of artists, craft makers and designers, describing the difference and similarities between different practices and discipline, and making links to their own work.

 

Seascapes - Textile techniques – collage, painting, observational drawing

        (b) to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.

        (c) to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

DT

Making boats

      Design (b) generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.

        Make (b) select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.

        Evaluate (a) explore and evaluate a range of existing products

        Evaluate (b) explore their ideas and products against design criteria.

Technical knowledge (a) build structure, exploring how they can be made stronger, stiffer and more stable.

Cooking – traditional dishes for other countries.

        Cooking (a) use the basic principles of a healthy and varied diet to prepare dishes.

         Cooking (b) understand where food comes from.

Computing

 

Music

Unit 5 - Mood

Unit 6 - Musical Elements

English

Adventure stories, Pirates, Sea poetry