TOPIC – LONG TERM PLANNING ROLLING PROGRAMME

Starling Class [EYFS / Year 1]

Year A Brilliant Bears Our Marvellous Map Growing Up Green
Science Everyday Materials

 

·        Pupils should be taught to distinguish between an object and the material from which it is made [Yr1]

·        To identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock [Yr1]

·        Describe the simple physical properties of a variety of everyday materials [Yr1]

·        Compare and group together a variety of everyday materials on the basis of their simple physical properties [Yr1]

·        Use vocabulary such as hard/soft, stretchy/stiff, shiny/dull, rough/smooth, bendy/not bendy, waterproof/not waterproof, absorbent/not absorbent, opaque/transparent [Yr1]

·        To explore materials such as brick, paper, fabrics, elastic, foil [Yr1]

 

Everyday Materials

Adaption to the Environment

Senses of Sight and Hearing

 

·        Pupils should be taught to distinguish between an object and the material from which it is made [Yr1]

·        To identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock [Yr1]

·        Describe the simple physical properties of a variety of everyday materials [Yr1]

·        Compare and group together a variety of everyday materials on the basis of their simple physical properties [Yr1]

·        Use vocabulary such as hard/soft, stretchy/stiff, shiny/dull, rough/smooth, bendy/not bendy, waterproof/not waterproof, absorbent/not absorbent, opaque/transparent [Yr1]

·        To explore materials such as brick, paper, fabrics, elastic, foil [Yr1]

 

 

 

Animals, including humans

Life Cycles

Local Environment

Environmental issues

 

·        Pupils should be taught to identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals [Yr1]

·        Pupils should be taught to name a variety of common animals that are carnivores, herbivores and omnivores [Yr1]

·        Describe and compare the structure of a variety of common animals [fish, amphibians, reptiles, birds and mammals, including pets] [Yr1]

·        Identify, name, draw, label the parts of the human body and say which part of the body is associated with each sense. [Yr1]

·        Use the local environment to explore and answer questions about animals in their habitats [Yr1]

·        Use vocabulary such as head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth [Yr1]

·        Describe how to identify and group animals according to what they eat, live and can be grouped [Yr1]

History Changes within Living Memory

 

·        Pupils should be taught about changes within living memory and where appropriate reveal aspects of change in national life [KS1]

 

Significant Individuals and where they Lived

 

·        Study the lives of significant individuals in the past who have contributed to national and international achievements [KS1]

·        Study significant historical events, people and places in their own locality [KS1]

·        Compare aspects of life in different periods [KS1]

·        Use a chronological framework identifying similarities and differences between ways of life in different periods [KS1]

·        Understand ways in which we find out about the past and identify different ways in which it is represented [KS1]

Events Beyond Living Memory

 

·        Pupils should be taught about events beyond living memory that are significant nationally and globally [KS1]

·        Commemorate anniversaries and festivals [KS1]

Geography Place Knowledge

 

·        To understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom and of a non-European country [KS1]

 

Weather [Human and Physical Geography]

Creating Maps

Australia

 

·        To identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles [KS1]

·        Use basic geographical vocabulary to refer to key features including, beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather [KS1]

·        Use basic geographical vocabulary to refer to human features including city, town, village, factory, farm, house, office, port, harbour and shop [KS1]

·        Use world maps, atlases and globes to identify the UK and its countries [KS1]

·        Use simple compass directions [KS1]

·        Use aerial photos and plan perspectives to recognise landmarks [KS1]

 

 

Seasonal Changes

 

·        To identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles [KS1]

Use basic geographical

Music Nativity

 

·        To use voices expressively and creatively by singing songs and speaking chants and rhymes [KS1]

·        Play tuned and un tuned instruments [KS1]

·        Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression [KS2]

·         Listen with attention to detail and recall sounds with increasing aural memory [KS2]

 

Music Around the world

 

·        To understand and explore how and why music is composed and created [KS1 / KS2]

·        Evaluate music across a range of genres and traditions [KS1 / KS2]

Tuned Instruments

 

·        To play tuned instruments [such as the glockenspiel / xylophone / recorder] musically

Art and DT Collage and Display

 

·        To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space [KS1]

·        Perform practical tasks [for example cutting, shaping, joining and finishing [KS1]

 

Aboriginal Art

·        To use a range of materials creatively to design and make products [KS1]

·        To produce creative work [KS1]

·        Build structures and objects, exploring how they can be made stronger, stiffer and more stable [KS1]

 

 

Sculpture

·        To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination [KS1]

·        Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics [KS1]

Computing      
PE Team Games

 

·        Participate in team games, developing simple tactics for attacking and defending [KS1]

 

 

Dance and Movement

 

·        Perform dances using simple movement patterns [KS1]

Athletics

 

·        Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination, and begin to apply these in a range of activities [KS1]

 

Year B Story time Our Hero’s Green Fingers
Science Animals, including humans

Seasonal Changes

Local Environment

Identification and Classification

Habitats

Seasonal Changes

 

·        Pupils should be taught to identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals [Yr1]

·        Pupils should be taught to name a variety of common animals that are carnivores, herbivores and omnivores [Yr1]

·        Describe and compare the structure of a variety of common animals [fish, amphibians, reptiles, birds and mammals, including pets] [Yr1]

·        Identify, name, draw, label the parts of the human body and say which part of the body is associated with each sense. [Yr1]

·        Use the local environment to explore and answer questions about animals in their habitats [Yr1]

·        Use vocabulary such as head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth [Yr1]

·        Describe how to identify and group animals according to what they eat, live and can be grouped [Yr1]

 

 

·        Pupils should be taught to observe changes across the four seasons [Yr1]

·        Observe and describe weather associated with the seasons and how the day length varies [Yr1]

·        Pupils should know that it is not safe to look directly at the sun [Yr1]

·        To work scientifically by making tables and charts about the weather and making displays of what happens in the world around them [Yr1]

Seasonal Changes

 

·        Pupils should be taught to observe changes across the four seasons [Yr1]

·        Observe and describe weather associated with the seasons and how the day length varies [Yr1]

·        Pupils should know that it is not safe to look directly at the sun [Yr1]

·        To work scientifically by making tables and charts about the weather and making displays of what happens in the world around them [Yr1]

Plants

 

·        Pupils should be taught to identify and name a variety of common wild and garden plants, including deciduous and evergreen trees [Yr1]

·        Identify and describe the basic structure of a variety of common flowering plants, including trees [Yr1]

·        Ask and answer questions about plants growing in their local habitat [Yr1]

·        Observe the growth of flowers and vegetables that they have planted [Yr1]

·        Use vocabulary such as leaves, flowers, blossom, petals, fruit, roots, bulbs, seeds, trunk, branches, stem [Yr1]

·        To keep records of how plants have changed over seasonal changes [Yr1]

History Stories from the Past

 

·        Compare aspects of life in different periods [KS1]

·        To use a wide vocabulary of everyday historical terms [KS1]

 

The Lives of Significant individuals

 

·        Study the lives of significant individuals in the past who have contributed to national and international achievements [KS1]

·        Study significant historical events, people and places in their own locality [KS1]

·        Compare aspects of life in different periods [KS1]

·        Use a chronological framework identifying similarities and differences between ways of life in different periods [KS1]

·        Understand ways in which we find out about the past and identify different ways in which it is represented [KS1]

Comparing Different Periods

 

·        Compare aspects of life in different periods [KS1]

·        To use a wide vocabulary of everyday historical terms [KS1]

 

Geography Map of the Local Environment

 

·        Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems [GIS] [KS1 / KS2]

·        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 [KS1]

 

Where in the World [Continents]?

 

·        Name and locate the world’s 7 continents and 5 oceans [KS1]

·        Name, locate and identify characteristics of the 4 countries and capital cities of the UK and its surrounding seas [KS1]

 

Plants

 

·        An understanding of the Earth’s key natural resources [KS1 / KS2]

Music Nativity

 

·        To use voices expressively and creatively by singing songs and speaking chants and rhymes [KS1]

·        Play tuned and un tuned instruments [KS1]

·        Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression [KS2]

·         Listen with attention to detail and recall sounds with increasing aural memory [KS2]

 

Music Around the world

 

·        To understand and explore how and why music is composed and created [KS1 / KS2]

·        Evaluate music across a range of genres and traditions [KS1 / KS2]

Untuned Instruments

 

·        To play untuned instruments [such as the drum / tambourine / percussion] musically

Art and DT Using a Range of Materials

 

·        To use a range of materials creatively to design and make products [KS1]

·        To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination [KS1]

·        Evaluate their ideas and products against design criteria [KS1]

Famous Artists

 

·        Pupils should be taught about the work of a range of artists, craft makers and designers [KS1]

 

Collage and Display

 

·        To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space [KS1]

·        Explore mechanisms [for example levers, sliders, wheels and axles] in their products [KS1]

 

 

Computing      
PE Team Games

 

·        Participate in team games, developing simple tactics for attacking and defending [KS1]

 

 

Dance and Movement

 

·        Perform dances using simple movement patterns [KS1]

Athletics

 

·        Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination, and begin to apply these in a range of activities [KS1]