learning journey 2020-2021 year: 1

Learning Journey 2020-2021

Year: 1

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Global Themes Identity, Diversity

and Equality Home, Belonging and Community

Curiosity and Intrigue I wonder…?

Global Awareness and Sustainability The World

Around Me

Enterprise Everyone a Leader

Peace and Conflict Getting On and Falling Out

Transformations Changes

Quality Text(s)

-Hairy McClairy books -Oliver Jeffers books -All About me

-Commotion in the Ocean -The Snail and the Whale -Somebody swallowed Stanley -A Whales Tale - video

-How to Wash a Woolly -Woolly Mammoth Mick -Manning - non-fiction -The curious case of the missing mammoth

-Jim and the Beanstalk -Jasper and the Beanstalk -All about plants – non-fiction

-3 Little pigs -The true story of the three little pigs -The three little wolves and the big bad pig

-Stone Age Boy -Cave Baby - (A Neolithic Stone Age book around farming)

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Learning Destination (outcome)

Settling into year 1 (feeling safe)

Local litter picking

Raise money to adopt an endangered animal.

Selling plants and vegetables on market stalls.

Den Building day Create a stone age cave gallery.

WOW – Enrichment Experiences

-Hook – letter from local councillor ‘we have a problem in Stapleford!’ -Visit to the Sea Life Centre -inviting local councillor to school. -Local area visit spreading awareness of a local issue. -Exploring the local area-litter pick -Landmarks -Map work- Stapleford on floor with tape -Christmas performance -Plastic awareness posters letters to supermarkets about plastic usage Letter

-Hook- woolly mammoth footprint - archaeologist visitor in school for hands on experience with artefacts -Wow morning – day in the life of ice age people (Performance to raise money via tickets for adoption) -baking to sell to parents (rock cakes/ice lollies etc). -Create a ‘save the animal’ campaign (Research, designing, planning and creating 2D and 3D enclosures for endangered animals).

-Hook- trip to Bardills -Make our own market stall to sell cress heads to parents/carers -Planting, caring for and harvesting vegetables in our outdoor area -Plant, grow and sell plants and vegetables wow afternoon

-Hook- arrive to school to find the three pigs sat on straw/sticks/bricks how can we help them? -Den making (Sherwood Pines) -Designing project Create dens -3 little pigs linked den building day -making structures and testing their strength

-Hook- trip to Brackenhurst stone age experience -Stone age tools. -Cave painting using crushed berries – foraging for materials. -Create a Stone Age cave gallery for our parents to visit. Children to lead visitors round explaining their knowledge.

Engl

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Speaking and Listening - Oracy

Local councillor visit – children asking questions and coming to conclusions about issues in our local area.

Understanding and discussing a global issue Christmas performance

Explain what is happening to the endangered animals.

Selling the plants talking to parents about why they should buy produce

Story telling Guided tour of gallery art for visitors/parents. Being able to discuss the significance of the artwork.


Reading Developing a love of reading and books – VIPERS (Vocabulary, Infer, Predict, Explain, Retrieve, Sequence/Summarise

Writing Talk for Writing / Alan Peat

Building words using phonics, sentence structure skills (capital letters and full stops) Cursive handwriting Letter writing Posters/leaflets about local issue

Writing opportunity: Composing simple sentences from the stories. Use very common prefixes & suffixes

Save the animal- Persuasive writing

Writing opportunity: Instructions for planting Sequencing

Story writing – creating our own traditional tales

Trip Recount

Punctuation and Grammar

Rainbow Grammar

Spelling Spelling of Year 1 words Spelling of Year 1 words Adding s and es to words (plural of nouns and the third person singular of verbs)

Adding –er and –est to adjectives where no change is needed to the root word

Adding the endings –ing, –ed and –er to verbs where no change is needed to the root word

Adding the endings –ing, –ed and –er to verbs where no change is needed to the root word

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hs

Fluency Reasoning

Problem Solving

Addition and Subtraction within 10

Positions

Addition and Subtraction within 20 Shapes and Patterns

Addition and Subtraction word problems (Within 20)

Multiplication Division Fractions

Time Money Volume and Capacity Mass and Space

Number Facts

Numbers to 10 Number bonds

Numbers to 20 Numbers to 40

Numbers to 100

Scie

nce

Biology Chemistry

Physics

• Identify name, draw and label the basic parts of the human body and say which part of the body is associated with each sense • Identify how humans resemble their parents in many features.

Working scient • Describe and compare the structure of a variety of common animals (birds, fish, amphibians, reptiles, mammals and invertebrates, including pets).

• Identify and name a variety of common animals that are birds, fish, amphibians, reptiles, mammals and invertebrates. • Identify and name a variety of common animals that are carnivores, herbivores and omnivores. • Describe and compare the structure of a variety of common animals (birds, fish, amphibians, reptiles, mammals and invertebrates, including pets).

• Identify and name a variety of common plants, including garden plants, wild plants and trees and those classified as deciduous and evergreen. • Identify and describe the basic structure of a variety of common flowering plants, including roots, stem/trunk, leaves and flowers.

• Distinguish between an object and the material from which it is made. • Describe the simple physical properties of a variety of everyday materials.


Working Scientifically Scientific

experiment/investigation to be completed to meet

working scientifically milestones.

• Identify and name a variety of common animals that are birds, fish, amphibians, reptiles, mammals and invertebrates.

• Observe changes across the four seasons.

• Observe and describe weather associated with the seasons and how day length

varies.

• Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock.

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Expressive Art and Design- Develop ideas

Produce creative work, explore ideas, record experiences, develop

techniques, evaluate and analyse, know about great

artists, craft makers, designers.

Develop ideas from starting points throughout the curriculum. • Colle•Respond to ideas and starting points. • Explore ideas and collect visual information. • Explore different methods and materials as ideas develop.ct information, sketches and resources. • Adapt and refine ideas as they progress. • Explore ideas in a variety of ways. • Comment on artworks using visual language.


Expressive Art and Design- Master

Techniques This concept involves developing a skill set so that ideas may be communicated

COLLAGE • Use a combination of materials that are cut, torn or glued. Sort and arrange materials Mix materials to create texture Creative area exploring equipment

DRAWING • Draw lines of different sizes and thickness. • Colour (own work) neatly following the lines. • Show pattern and texture by adding dots and lines. • Show different tones by using coloured pencils. Flower drawing/colouring and notable artists ARTIST-Vincent Van Gogh (Dutch)

PRINTING and TEXTILES Printing • Use repeating or overlapping shapes • Mimic print from the environment • Use objects to create prints (e.g. fruit, vegetables or sponges). • Press, roll, rub and stamp to make prints. Cave paintings ARTIST-Artrageous Art Teacher You tube Lascaux cave paintings (French) https://www.youtube.com/watch?v=aPpM_7SB91c Textiles Cave person outfits • Use dip dye techniques. • Join materials using glue and/or a stitch. • Use weaving to create a pattern. • Join materials using glue and/or stitch. • Use plaiting. Cave person outfits

Take inspiration from the greats This concept involves learning from both the artistic process and techniques of great artists and artisans throughout history.

• Describe the work of notable artists, artisans and designers. • Use some of the ideas of artists studied to create pieces.

https://www.youtube.com/watch?v=aPpM_7SB91c

https://www.youtube.com/watch?v=aPpM_7SB91c


Computing and E-Safety Online Research

Staying Safe Problem Solving

Presenting Information

• Use a range of applications and devices in order to communicate ideas, work and messages.

• Add text strings, show and hide objects and change the features of an object. Control when drawings appear and set the pen colour, size and shape. Create conditions for actions by waiting for a user input (such as responses to questions like: What is your name?).

• Understand online risks and the age rules for sites.

• Understand online risks and the age rules for sites.

• Participate in class social media accounts.

Design and Technology Design, Make, Evaluate

Animal Enclosures • Design products that have a clear purpose and an intended user.

Grow and sell plants, vegetables and food • Cut, peel or grate ingredients safely and hygienically • Assemble or cook ingredients. • Measure or weigh using measuring cups or electronic scales. • Assemble or cook ingredients.

3 little pigs linked den building day • Use materials to practise drilling, screwing, gluing and nailing materials to make and strengthen products.

Caveman/woman outfits • Colour and decorate textiles using a number of techniques (such as dyeing, adding sequins or printing). Caveman/woman outfits Shape textiles using templates. • Join textiles using running stitch.

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History To inspire curiosity, ask

questions, think critically, weigh evidence, sift arguments, develop

perspective and judgement

• Use words and phrases such as: a long time ago, recently, when my parents/carers were children, years, decades and centuries to describe the passing of time.

Ice age • Ask questions such as: What was it like for people? What happened? How long ago? • Describe historical events. • Use dates where appropriate.

Stone Age • Identify some of the different ways the past has been represented. • Describe historical events. • Recognise that there are reasons why people in the past acted as they did • Use dates where appropriate.


Geography Collect, analyse,

communicate, interpret, understand

• Ask and answer geographical questions (such as: What is this place like? What or who will I see in this place? What do people do in this place?). • Use aerial images and plan perspectives to recognise landmarks and basic physical features. • Identify land use around the school. • Use basic geographical vocabulary to refer to: • key human features, including: city, town, village, house, office and shop.

• Name and locate the world’s oceans • Use basic geographical vocabulary to refer to: key physical features, including: beach, coast,

• 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. • Use basic geographical vocabulary to refer to: key physical features, including: weather.

*Use simple fieldwork and observational skills to study the geography of the school and the key human and physical features of its surrounding environment. • Use basic geographical vocabulary to refer to: key physical features, including: soil and vegetation • key human features, including: farm, and shop.

Religious Education Know about and understand

religions and world views. Express ideas and insights into religions and world

views. Gain and deploy the skills for learning from religions and

world views.

Agreed Syllabus for RE in Nottinghamshire 2015-2020

SCARF FOCUS: • What does it mean to belong? (family, school,

community) • How do we show we care for others? • Celebrations (birthdays, anniversaries, weddings,

parties ect) • What are beliefs?

Christianity: • What is religion? • What is Christianity? • What does it mean to belong? • How do we show we care for others? • Celebrations and Festivals (Christmas and Easter)

Islam: • What is religion? • What is Islam? • What does it mean to belong? • How do we show we care for others? • Celebrations and Festivals (Ramadan and Eid)

French Understand and respond Speak with confidence,

fluency and spontaneity, ask questions, write, discover and develop appreciation.

French songs with Madame Gaspare Body parts

French songs with Madame Gaspare Christmas songs

French songs with Madame Gaspare Animals (Sea creatures)

French songs with Madame Gaspare Food and restaurants

French songs with Madame Gaspare Nursery Rhymes

French songs with Madame Gaspare Numbers


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Physical Education

Playground games • Use the terms ‘opponent’ and ‘team-mate’. • Use rolling, hitting, running, jumping, catching and kicking skills in combination.

Playground games • Use the terms ‘opponent’ and ‘team-mate’. • Use rolling, hitting, running, jumping, catching and kicking skills in combination.

Dance • Copy and remember moves and positions. • Move with careful control and coordination

Gymnastics • Copy and remember actions. • Move with some control and awareness of space. • Travel by rolling forwards, backwards and sideways. • Jump in a variety of ways and land with increasing control and balance.

Athletics Introduction to athletics

Athletics Practise for Sports Day Beginning a race.

SMSC, PSHE British Values

SCARF: Me and My Relationships • Classroom rules • Understanding feelings, body language and expression • Understand how feelings make us behave • Understand that bodies and feelings can be hurt • Recognise that they belong to various groups and communities

SCARF: Valuing Difference (British Values) • Understand that people have similarities and differences • Explain the difference between unkindness, teasing and bullying • Explain some of their rules and how those rules help to keep everybody safe • People who are special to me • Fair and unfair, kind and unkind and how these can be shown

SCARF: Keeping Myself Safe •Healthy lifestyles •Sleep and bedtime routines •Feeling unsafe and who can help •Feelings associated with loss •Medicine safety Understand and learn the PANTS rules; •Name and know which parts should be private; •Explain the difference between appropriate and inappropriate touch; •Understand that they have the right to say “no” to unwanted touch;

SCARF: Rights and Responsibilities (Money) •Hygiene routines •School and caring for our environment •Looking after things •How people get money and how money is spent •What money looks like and keeping money safe •Basic first aid

SCARF: Being My Best •Fruits and vegetables and a healthy diet •Understanding foods we need to eat more of and ones we need to eat less of •Understand how germs are spread and strategies to prevent spreading germs •Learning new skills with practise •Listening to others and conflict resolution •Recognise how a person's behaviour (including their own) can affect other people.

SCARF: Growing and Changing (RSE) •Name major internal body parts and their function •Taking care of a baby •Recognise things that they couldn’t do as a baby that they can do now •Bullying and who can help •The difference between secrets and surprises •Keeping our private parts private

Music Perform, listen, review,

evaluate, sing, understand and explore how music is

created and communicated.

Sounds of the sea and water Winter musical • Take part in singing, accurately following the melody. • Follow instructions on how and when to sing or play an instrument. • Make and control long and short sounds, using voice and instruments. • Imitate changes in pitch.

Drums – creating giant and miniature sounds • Clap rhythms. • Create a mixture of different sounds (long and short, loud and quiet, high and low). • Choose sounds to create an effect. • Create short, rhythmic phrases.

Nursery rhymes- pitch and dynamics • Identify the beat of a tune.

Life Skills/ Forest Schools

Show and tell something special to you. Know your address.

Go on a coach. Play in the rain.

Attend an extra-curricular club. Visit a library. Take part in a bug hunt.

Eat something I’ve made myself. Grow something from seed. Make a musical instrument.

Build a den. Make a daisy chain.

Roll down a hill. Do some cloud watching. Meet a new animal.

Pitching a presentation conservation for future generations

footprint


Wider World Passport - 20 Experiences

learning journey 2020-2021 year: 1

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