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Year 1

Programs of Study

Term 1 - Fairy Tales Science

Working Scientifically

During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

● asking simple questions and recognising that they can be answered in different ways ● observing closely, using simple equipment ● performing simple tests ● identifying and classifying ● using their observations and ideas to suggest answers to questions ● gathering and recording data to help in answering questions

Topic Program of Study Subject Knowledge Vocabulary

Fairy Tales Everyday Materials

National Curriculum Objectives

● distinguish between an object and the material from which it is made

● identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock

● describe the simple physical properties of a variety of everyday materials

● compare and group together a variety of everyday materials on the basis of their simple physical properties

What is Everything Made of?

● Know that everything is made of the same thing – atoms.

● Know that things can be solids and liquids. ● Understand that solids have a fixed shape. ● Understand that liquids do not have a

fixed shape.

What is Everything Made of?

Matter is any physical substance that has mass and volume. All matter consists of tiny particles called atoms. Matter is usually divided into three main states, also known as phases: solids, liquids and gases. Solids have a fixed shape and a fixed volume. Their particles are very close together, and strongly attracted to one another. They cannot move around freely, and so vibrate in fixed positions. Liquids have no fixed shape, but do have a fixed volume. The particles in a liquid are not as close together nor as strongly attracted to one another as in a solid, so they are able to move around more and flow. This means liquids take the shape of the container they are placed in. Gases have no fixed shape or volume. They take the shape of the container you put them in and fill it completely. Their particles are spaced very far apart and they move around freely, constantly and randomly.

Building a Home

Materials can be grouped according to a range of physical properties. Properties that may be used to identify and classify materials include (but are not limited to) density, rigidity, hardness, permeability, thermal/electrical conductivity, magnetism and opacity. The physical properties of a material determine what it can be used for.

How do we get Materials?

Natural materials are substances that occur naturally. They consist of or are produced by living things, or are found on our planet’s surface or in its atmosphere. We use lots of natural materials for a broad range of purposes: stone is used in the construction of buildings, trees are felled for wood, wool is shorn from sheep, fibres are picked from cotton plants and used for clothing, and fossil fuels are extracted from the Earth and burned for fuel. An artificial material is any man-made substance. Some artificial materials replicate substances that occur in nature. For example, glass occurs naturally when sand is subjected to high temperatures, but the glass we use for windows is industrially

Spring Summer Autumn Winter Months of the Year Material Mass Volume Solids Particles Liquids Gases Classifying Physical properties Density Rigidity Hardness Permeability Thermal Electrical Conductivity Magnetism Opacity Artificial Man made Natural

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● Be able to group materials together on the basis of whether they are solids or liquids.

Building a Home

● Know that materials can be grouped by their properties.

● Be able to group materials according to their shared properties.

● Know that the properties of a material help determine how that material is used.

How do we get Materials?

● Understand that materials can come from the earth, animals and plants.

● Appreciate the journey that some materials take from source to finished product.

manufactured, and designed to be clearer and stronger, and therefore more practical. A synthetic material is an artificial material that does not exist in nature. Their creation involves chemically reacting substances together. All plastics are synthetic materials.

Seasonal Changes

National Curriculum:

● observe changes across the 4 seasons ● observe and describe weather associated

with the seasons and how day length varies

CLA Program of Study:

● Know the four seasons: Spring, Summer, Autumn and Winter

● Know which months are in which season ● Know what typical weather is for each season

Pupils should observe and talk about changes in the weather and the seasons.

Note: pupils should be warned that it is not safe to look directly at the sun, even when wearing dark glasses.

Pupils might work scientifically by: making tables and charts about the weather; and making displays of what happens in the world around them, including day length, as the seasons change.

Spring Summer Autumn Winter Months of the Year

Key Assessment Questions

Everyday Materials ● I can distinguish between an object and the material it is made from. ● I can explain the materials that an object is made from.

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● I can name wood, plastic, glass, metal, water and rock. ● I can describe the properties of everyday materials. ● I can group objects based on the materials they are made from.

Seasonal Changes ● I can observe and comment on changes in the seasons. ● I can name the seasons and suggest the type of weather in each season.

Geography Topic Program of Study KS1 Subject Knowledge and Suggested Activities Vocabulary

Fairy Tales National Curriculum Human and Physical Geography

● 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: beach,

cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather

○ key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Geographical skills and fieldwork

● 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

● 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

● 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.

Physical ● Can they tell someone their address? (Writing letters to different fairy tale characters-linked with English-Role play of

different/own fairy tales) ● Can they explain the main features of a hot and cold place? (Identify different settings from stories and whether they are a

hot or cold place- where would you like to live and why?) Designing their own setting for a fairy tale- create a map of the setting and label key places. Is their setting a hot or a cold place?

● Can they describe a locality using words and pictures? ● Can they name key features associated with a town or village, e.g. ‘church’, ‘farm’, ‘shop’, ‘house’? ● Can they explain how the weather changes with each season?

Beyond- Use a fairy tale setting to look at different types of houses- this will link with the D.T. project ‘Structures’ on building a house for a fairy tale character.

● Can they name key features associated with a town or village, e.g. ‘factory’, ‘detached house’, ‘semi-detached house’, ‘terrace house’?

Human Linked with hot and cold fairy tale settings/time of the year (link with re-writing the stories in English)- What would the characters need to wear in an alternative setting? Designing outfits for the characters to keep them safe in their new setting.

● Can they begin to explain why they would wear different clothes at different times of the year? ● Can they tell something about the people who live in hot and cold places? ● Can they explain what they might wear if they lived in a very hot or a very cold place?

Beyond- Jobs of characters within the different fairy tales- can they add different characters to their map/new setting?

● Can they name different jobs that people living in their area might do? Geographical Skills- Use a text such as: The Little Red Hen, The Three Little Pigs, Billy Goats Gruff or the Ginger Bread Man to create- pictorial maps children identifying the journey of the characters using directional language- (narrate over podcasts, label maps, act out etc)

● Can they use directional language? Up, under, over, next to, near, far, left, right across, beyond, past, through ● Can they create maps using photographs and images to identify the features and locations of a setting?

Street Road Drive Avenue Village Town City Country Post Code Church Farm Shop House Post office Spring Summer Autumn Winter Detached Semi-detached Terrace Factory Seasons Weather Up Down Far Near Under Over Across Beyond Past Through

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Physical ● I can tell someone my address. ● I can explain the main features of a hot and cold place. ● I can describe a locality using words and pictures. ● I can name key features associated with a town or village, e.g. ‘church’, ‘farm’, ‘shop’, ‘house’ ● I can explain how the weather changes with each season.

Beyond-

● I can name key features associated with a town or village, e.g. ‘factory’, ‘detached house’, ‘semi-detached house’, ‘terrace house’

Human ● I can begin to explain why I (character) would wear different clothes at different times of the year. ● I can explain the difference between people who live in hot and cold places. ● I can explain what I (character) might wear if I/they lived in a very hot or a very cold place.

Beyond-

● I can name different jobs that people living in an area might do.

Geographical Skills- ● I can use directional language- Up, under, over, next to, near, far, left, right ● I can create maps using photographs and images to identify the features and locations of a setting.

Art Topic Program of Study Subject Knowledge and Suggested Activities

Vocabulary

Fairy Tales KS1 National Curriculum Pupils should be taught:

● to use a range of materials creatively to design and make products

● to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

● to develop a wider range of art and design techniques in using colour, pattern, texture, line, shape, form and space

● about the work of a range of artists, craft makers and designers, describing the differences and

Fairy Tales (Children to research different fairytale characters in order to design their own hand puppet of a character of their choice. Children to label their designs to show which materials, colours and details they will add. Using a simple running stitch and felt children to create a hand puppet of a fairytale character- this could later be used in English/Drama for story telling. Children to evaluate their puppets in their sketchbooks saying what they improved at and what they want to improve further.) Textiles

● Can they sort threads and fabrics? ● Can they group fabrics and threads by colour and texture? ● Can they weave with fabric and thread?

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similarities between different practices and disciplines, and making links to their own work.


Textiles ● I can sort threads and fabrics. ● I can group fabrics and threads by colour and texture. ● I can weave with fabric and thread?

Design and Technology Topic Program of Study Subject Knowledge and Suggested Activities

Fairy Tales National Curriculum When designing and making, pupils should be taught to: Design

● design purposeful, functional, appealing products for themselves and other users based on design criteria

● generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make ● select from and use a range of tools and equipment to perform

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

● select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate ● explore and evaluate a range of existing products ● evaluate their ideas and products against design criteria

Technical knowledge ● build structures, exploring how they can be made stronger,

stiffer and more stable ● explore and use mechanisms [for example, levers, sliders,

wheels and axles] in their products

Fairy Tales Structures (Building Houses) (Children to plan, design, create and evaluate a house/building for their fairytale character. These can then be combined together, as a class, to create a whole setting. E.g. houses, church, post office, bakers etc. Children to use their topic books to show the steps they have taken through the journey to create their finished products as well as evaluation of their work.) TRANSFERABLE SKILLS ACROSS DESIGN & TECHNOLOGY: Developing, planning and communicating ideas

● Can they think of some ideas of their own? ● Can they explain what they want to do? ● Can they use pictures and words to plan?

Working with tools, equipment, materials and components to make quality products

● Can they explain what they are making? ● Can they explain which tools are they using?

Evaluating processes and products

● Can they talk about their own work and things that other people have done? Developing, planning and communicating ideas


SPECIFIC SKILLS TO THIS TOPIC: Construction

★ Can they talk with others about how they want to construct their product? ★ Can they select appropriate resources and tools for their building projects?

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★ Can they make simple plans before making objects, e.g. drawings, arranging pieces of construction before building?

Use of materials ★ Can they make a structure/model using different materials? ★ Is their work tidy? ★ Can they make their model stronger if it needs to be?


Fairy Tales Construction ● I can talk with others about how I want to construct my product. ● I can select appropriate resources and tools for my building projects. ● I can make simple plans before making objects, e.g. drawings, arranging pieces of construction before building.

Use of materials ● I can make a structure/model using different materials. ● My work is tidy. ● I can make my model stronger if it needs to be.

Computing

Topic Program of Study Subject Knowledge and Suggested Activities

Fairy Tales National Curriculum

Pupils should be taught to:

● understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions

● create and debug simple programs ● use logical reasoning to predict the

behaviour of simple programs ● use technology purposefully to

create, organise, store, manipulate and retrieve digital content

● recognise common uses of information technology beyond school

● use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they

We are painters- (creating their own fairytale characters ready for their own stories using a paint program)

● To be able to use a paint program. ● To be able to edit an image. ● To use a paint program to show details of a character. ● To be able to put more than one image into a document. ● To be able to save work. ● To be able to save a document in a portable format, for example PDF. ● To be able to find images on the web. ● To provide helpful feedback to a friend. ● To understand how images are stored on a computer

E-Safety We are painters: In searching for images on the web, pupils work initially from a set of carefully chosen sites. They again learn that they should turn the screen off and tell their teacher if they encounter material that concerns them. If work is uploaded to a public area, the importance of protecting the children’s identities is recognised, as is their intellectual property rights over their original work. An extension activity provides an initial opportunity for the children to learn some aspects of using email safely.

We are collectors.- (to use the internet to find out about a fairytale character to create a simple presentation).

● To look for pictures on the web. ● To copy a picture and put it in my presentation. ● To move pictures in my presentation. ● To resize pictures.

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have concerns about content or contact on the internet or other online technologies

● To sort pictures in order of size. ● To resize pictures. ● To sort pictures in order of size. ● To choose the best pictures for my collection ● To know that there are some pictures I can copy and some that I can’t. ● To put pictures into groups. ● To use yes or no questions to find a picture. ● To be able to see how drawings and photos are different.

E-Safety We are collectors: As pupils will be working with the web and searching for images, they’ll need to make sure they use this technology safely, as well as showing respect for others’ intellectual property through observing copyright conditions. The pupils are taught to turn the screen off and let their teacher know if they have any concerns over content they encounter. The pupils are also introduced to the school’s Acceptable Use Policy, if they haven’t already had this explained.


Painters Assess pupils against skills outlined above based on their learning over the course of the project and the final product created.

Collectors Assess pupils against skills outlined above based on their learning over the course of the project and the final product created.

Music


Fairy Tales National Curriculum Pupils should be taught to:

● use their voices expressively and creatively by singing songs and speaking chants and rhymes

● play tuned and untuned instruments musically ● listen with concentration and understanding to a range of high-quality live and

recorded music ● experiment with, create, select and combine sounds using the interrelated

dimensions of music CLA Program of Study: Performing

● Can they use their voice to speak/sing/chant? ● Do they join in with singing? ● Can they use instruments to perform?

Using Charanga Music Scheme of Learning children will be taught the key musical skills. Once the skills have been developed there will then be the opportunity for children to apply these skills within their topic and other Curriculum learning. Hey You -Old School Hip Hop Suggested Links- Compose own rap or words to the existing rap, that could link to one of their favourite or own fairy tale. Different styles( Blues, Latin, Folk, Funk, Baroque, Bhangra) links to history, geography, countries and cultures. Ourselves. Action songs that link to the foundations of music. Latin American style of music - Countries from around the world. Film music. Historical context of musical styles - Western Classical music.

Using Charanga Music Scheme of Learning children will be taught the key musical skills. Once the skills have been developed there will then be the opportunity for children to apply these skills within their topic and other Curriculum learning. Little Angel gets her Wings (Christmas)

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● Do they look at their audience when they are performing? ● Can they clap short rhythmic patterns? ● Can they copy sounds?

Composing

● Can they make different sounds with their voice? ● Can they make different sounds with instruments? ● Can they identify changes in sounds? ● Can they change the sound? ● Can they repeat (short rhythmic and melodic) patterns? ● Can they make a sequence of sounds? ● Can they show sounds by using pictures?

Appraising

● Can they respond to different moods in music? ● Can they say how a piece of music makes them feel? ● Can they say whether they like or dislike a piece of music? ● Can they choose sounds to represent different things? ● Can they recognise repeated patterns? ● Can they follow instructions about when to play or sing?

Suggested Links- Christmas Performance


Hey You -(Rap) Performing ● I can use my voice to speak/sing/chant. ● I can join in with singing. ● I can use instruments to perform. ● I can look at my audience when I am performing. ● I can clap short rhythmic patterns. ● I can copy sounds.

Composing

● I can make different sounds with my voice. ● I can make different sounds with instruments. ● I can identify changes in sounds. ● I can change the sound. ● I can repeat (short rhythmic and melodic) patterns. ● I can make a sequence of sounds. ● I can show sounds by using pictures.

Appraising

● I can respond to different moods in music. ● I can say how a piece of music makes me feel. ● I can say whether I like or dislike a piece of music. ● I can choose sounds to represent different things. ● I can recognise repeated patterns. ● I can follow instructions about when to play or sing.

Little Angel gets her Wings (Christmas)

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R.E. Topic Subject Knowledge and Suggested Activities

Christianity Using Discovery R.E. Schemes of Learning to give children a detailed understanding of a range of religions during their KS1 and KS2 Learning of R.E. The Discovery R.E. schemes will break lessons down into individual lessons and areas of enquiry. It will also make links with SMSC and British Values in each ‘Theme of Learning’. Assessment questions for each unit are seen below. The areas of Enquiry are as follows: A. beliefs, teachings and sources B. practices and ways of life C. forms of expressing meaning D. identity, diversity, belonging E. meaning, purpose and truth F. values and commitments Term 1a-Christianity

★ Theme/Concept: God/Creation ★ Enquiry Question: Does God want Christians to look after the world? ★ SMSC- Spiritual, Moral ★ British Values-Rule of Law, Mutual Respect, Tolerance of those of different faiths and beliefs.

Term 1b-Christianity

★ Theme/Concept: Incarnation ★ Enquiry Question: What gifts might Christians in my town have given Jesus if he had been born here rather than in Bethlehem? ★ SMSC- Spiritual, Cultural ★ British Values- Mutual Respect, Tolerance of those of different faiths and beliefs.


Term 1A Does God want Christians to look after the world?

WORKING TOWARDS I can tell you what I made. I can say something about the Christian Creation story. I can show some awareness that Christians believe there is a God.

Year 1 expectation WORKING AT I can say how it felt to make something. I can remember the Christian Creation story and talk about it. I can express an opinion about the Christian belief about creation.

WORKING BEYOND

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I can say how it felt to make something and how I think my creation should be treated. I can re-tell the Christian Creation story and say some things that they believe God created on different days. I can start to talk about how I think the world got here.


Term 1B What gifts might Christians in my town have given Jesus if he had been born here rather than in Bethlehem?

WORKING TOWARDS I can tell you about a present I have received. I can say something about the Christmas story. I can show some awareness that Jesus is special to Christians.

Year 1 Expectation WORKING AT I can talk about a gift that is special to me I can remember some of the Christmas story. I can suggest a gift I would give to Jesus.

WORKING BEYOND I can talk about a gift that is special to me and explain how I felt when I received it. I can remember the Christmas story, including which gifts were given to Jesus. I can think of a gift Christians might choose for Jesus and start to explain why He is special to them. (Incarnation).

PSHCE Topic Program of Study

Subject Knowledge and Suggested Activities

Fairy Tales Philosophy for Children – The Process

● Warm-up -Often a game. ‘Thinking Games’ by Robert Fisher is a good resource for this, but any (short) activity that engages and focuses pupils can be used. ● Presentation of stimulus -Something that is Common, Central and Contestable. In the early stages of developing a philosophical class, anything that engages the children can be used, but as pupils become

more confident, links to the curriculum can be very fruitful. ● Thinking time/conversation- Quite simply, time for reflection on the stimulus. Also a chance for pupils who want to say something to air their ‘first thoughts’ to the class. ● Formulation of questions- In groups, preferably of 4 or 5, pupils discuss the stimulus and any questions it raises. They discuss any issues arising and formulate questions, from which they choose one to be put

forward to the class. ● Airing of questions-Questions, prominently displayed, are discussed, links suggested and ambiguities cleared up. ● Selection (voting)- A range of voting systems can be used. Blind voting (eyes closed) eliminates peer influence; omnivote (multiple votes allowed) avoids pupils choosing just their own question. Other creative

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systems can be used. ● First words-The group whose question is voted for by the class explain how they arrived at it, their rationale for choosing it and their thoughts on it. ● Building-From these first thoughts, the dialogue is opened to the class. The role of the facilitator is to challenge, clarify and encourage pupils to focus on the question and the concept(s) behind it and to

constructively agree or disagree with peers, building towards better understanding of the issue(s) discussed. ● Final thoughts- A chance for pupils to say their final words on what has been discussed, again uncontested. Often those who haven’t contributed during the session may do so here and show they have been

engaged. ● Review/plan-This may not take place straight after an enquiry, but should be seen as part of it. A chance for you to get participants’ views on the process, which can be taken into account when planning the

next activity/enquiry.

Children will create their own topic for discussion during the process outlined for this unit choose Stimuli that lead to discussion along the lines of: ★ Right/Wrong ★ Characters behaviour ★ Morals from Stories

As well as themes relevant to the age and stage of children’s development e.g. Friendship, Rules, Forgiveness, Fairness, Responsibility.

M.F.L.


Fairy Tales National Curriculum-N/A

Using the La Jolie Ronde ‘Little Languages’ Year 1 Program of Study for FRENCH- using songs, games and resources from the program. Children will be working purely on oral practise at this stage and reading some words but not recording or writing words. 10-15 minutes of learning which may be repeated during the week. Weeks 1-14 from the Overview:

★ Celebrating birthdays ★ Recognising similarities between words in different languages ★ Enjoying a short story ★ Reacting to food items ★ Reacting to food items ★ Observing the preparation of a simple dish; tasting and reacting ★ Reacting to food items while taking part in a circle game ★ Learning everyday language through a song ★ Celebrating other languages; recalling numbers 1-3 or 1-6 through a team game ★ Recognising previously learned language, problem solving ★ Emotions ★ Emotions ★ Christmas ★ Christmas

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P.E. Topic Program of Study Subject Knowledge and Suggested Activities

Fairy Tales National Curriculum Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations. Pupils should be taught to:

● master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities

● participate in team games, developing simple tactics for attacking and defending ● perform dances using simple movement patterns

The Real P.E. Program of Study is used to teach children the core principles of P.E. It provides fun and simple to follow Primary PE Schemes of Work and support for Early Years Foundation Stage, Key

Stage 1 and Key Stage 2 practitioners that give them the confidence and skills to deliver outstanding PE. It is fully

aligned to the National Curriculum and Ofsted requirements and focuses on the development of agility, balance and

coordination, healthy competition and cooperative learning through a unique and market leading approach to

teaching and learning in PE.

★ Unit 1: Coordination/ Static Balance ★ Unit 2: Dynamic Balance/Static Balance (seated)

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Term 2- Circus Science





Circus Plants

National Curriculum Objectives:

● identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

● identify and describe the basic structure of a variety of common flowering plants, including trees

CLA Program of Study

Plants:

● Understand that there are many different types of plants.

● Know that plants have different parts: the roots, stems, leaves and flowers.

Plant Uses

● Understand that plants are used to make different things, including food and clothing.

Plants

There are many kinds of plants, but they all share a similar structure. The main parts of a plant are roots, stems, leaves and flowers. Roots anchor the plant in the soil and absorb water and minerals. Stems keep the plant upright by supporting the leaves, flowers and fruit. They also transport water and nutrients. Leaves make food for the plant through the process of photosynthesis. During photosynthesis, the leaves use sunlight to turn carbon dioxide and water into food. Flowers are the reproductive organs of the plant.

Plant Uses

Plants are very important to us as they produce oxygen and reduce the amount of carbon dioxide in the atmosphere. We can use plants to make a variety of products, such as medicines, fabrics, wood products, soaps and cosmetics. Coal and oil are also made from the ancient remains of plants.

Roots Stems Leaves Flowers Anchor Soil Absorb Water Minerals Oxygen Carbon Dioxide

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● Be able to identify objects that are made from plants.

Seasonal Changes Pupils should observe and talk about changes in the weather and the seasons.



Thunderstorms and Where Does Rain Come From?

The Earth experiences many different types of weather, including wind, rain, sunshine, and snow. Lightning occurs when ice particles inside thunderstorm clouds collide with each other, causing an electrical charge to build up. Eventually this charge will become so big that a giant spark, lightning, can occur inside the cloud or between the cloud and the ground below. The lightning heats the air up very quickly, which causes an explosive sound – thunder. Rain is produced when water vapour in the clouds condenses and falls to the Earth’s surface.

Weather is the state of the atmosphere at a particular time and place. Weather is described in terms of temperature, wind speed and direction, precipitation (i.e. rain and snow), cloud cover and visibility. Changes in the weather are linked to differences in air pressure, as it is the movement of air in the atmosphere that causes the Earth’s various weather systems.

Earth’s water is billions of years old. It is constantly recycled in a process called the water cycle. The water cycle describes the constant movement of water around the Earth, as it circulates between the oceans, the atmosphere and the land.

Season Change Wind Rain Sunshine Snow Lightning Ice particles Thunderstorm Spark Water Vapour Atmosphere Temperature Wind Precipitation Air Pressure

National Curriculum

● observe changes across the 4 seasons ● observe and describe weather associated with the

seasons and how day length varies


Thunderstorms and Where Does Rain Come From?

● Understand that the Earth experiences different types of weather.

● Understand that thunderstorms are storms with thunder and lightning, and usually heavy rain.

● Know that rain is produced when a cloud is full of water and it falls to the Earth’s surface.


Plants ● I can name a variety of common wild and garden plants. ● I can name the petals, stem, leaf and root of a plant. ● I can name the roots, trunk, branches and leaves of a tree.

Seasonal Changes ● I can observe and comment on changes in the seasons. ● I can name the seasons and suggest the type of weather in each season. ● I can explain what happens during a thunderstorm ● Know how rain is produced

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Geography Topic Program of Study Subject Knowledge and Suggested Activities Vocabulary

Circus National Curriculum Locational Knowledge

● Name and locate the world’s seven continents and five oceans

● Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding areas.

Geographical skills and fieldwork



● 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.

Geographical Knowledge- Use maps, atlases and the internet to research and investigate the locations of some of the most famous circuses in the world- Canada, Russia and China. Study around map work using the key points in the UK as a skills practice in preparation for creating own maps of a local town.

● Can they identify the four countries making up the United Kingdom? ● Can they name some of the main towns and cities in the United Kingdom? ● Can they point out where the equator, north pole and south pole are on a globe or atlas? ● Can they name key countries in the world?

Geographical Skills and Fieldwork Create maps of a town/local area with key landmarks on the map (using symbols and keys) in order to give someone directions to the circus using appropriate directional language.



Key Information Four countries of the UK- England, Wales, Scotland, Northern Ireland Main Towns and Cities- London, Cardiff, Edinburgh, Birmingham, Leeds, Glasgow, Sheffield, Liverpool, Bradford, Manchester. Russia- The Moscow Circus

● Russia is the world’s largest country. ● Area: 17 098 242 square kilometres ● Coastline: 37 653 kilometres ● Climate: Russia's large geographical territory gives it a very diverse climate. Its northern coastline borders on the Arctic Ocean, which gives it

severe winters. In the south, Russia has hot desert areas. ● Highest Point: Mount Elbrus – 5642 metres ● Population: 142 905 208 ● Language: Russian ● Capital: Moscow

China- The Chinese State Circus

● China is the world’s fourth largest country (after Russia, Canada and the USA) ● Area: 9 640 011 square kilometres ● Coastline: 14 500 kilometres ● Climate: Because China is so large, it has many regional climates. Northern China can have severe winters with temperatures reaching below 0

degrees Fahrenheit. Central China is milder with temperatures ranging from 30 degrees in the winter to 80 degrees in the summer. Eastern China can have hot wet summers, while the western desert can have temperatures in the 100 degree range. Most of China's rainfall comes during the monsoon season between May and October.

Atlas Map Source United Kingdom Country Town City Population Capital City Language Area North South East West Near Far Left Right Key Symbols Landmarks

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● Highest Point: Mount Everest – 8850 metres (world’s tallest mountain) ● Language: Mandarin ● Capital: Beijing

Canada- Cirque du Soleil ● Land Area: 9 984 670 square kilometres ● Coastline: 202 080 kilometres ● Climate: With Canada being so large, the climate varies considerably throughout the country. Canada is generally known for its cold winters and

hot, but short, summers. ● Highest Point: Mount Logan – 5959 metres ● Language: English and French ● Capital: Ottawa


Geographical Knowledge ● I can identify the four countries making up the United Kingdom. ● I can name some of the main towns and cities in the United Kingdom. ● I point out where the equator, north pole and south pole are on a globe or atlas. ● I can name key countries linked to my topic.

Geographical Skills and Fieldwork ● I can 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 .

● I can 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.

History

Topic Program of Study Subject Knowledge and Suggested Activities Vocabulary

Circus National Curriculum Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. In planning to ensure the progression described above through teaching about the people, events and changes

Circus (past/present) Significant People Children to discover the world of the circus throughout history. Which traditions have been around since the start and which are more recent. Children should learn about Philip Astley who brought the modern circus to Britain as well as more medieval circus acts such as court jesters and the introduction of different clowns to the circus. Children should explore different sources of evidence to look at costumes, the layout of the circus and the make up different performers wore. Chronological Understanding

● Can they put up to three objects in chronological order? ● Can they use words and phrases like: old, new and a long time ago? ● Do they know that some objects belonged to the past?

Beyond

● Can they use the words before and after correctly? Historical enquiry

Circus Act Ring Philip Astley Acrobats Jester Medieval Trapeze Musician Hooper Tightrope walkers Jugglers Unicyclists Stunt Artist Time Period

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outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3. Pupils should be taught about:

● changes within living memory – where appropriate, these should be used to reveal aspects of change in national life

● events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]

● the lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]

● significant historical events, people and places in their own locality

● Can they ask and answer questions about old and new objects? ● Can they spot old and new things in a picture? ● Can they answer questions using a artefact/ photograph provided? ● Can they give a plausible explanation about what an object was used for in the past?

Beyond ● Can they answer questions using a range of artefacts/ photographs provided?

Knowledge and interpretation

● Do they recognise that we celebrate certain events, such as bonfire night, because of what happened many years ago? (within British Values assemblies)

● Do they understand that we have a queen who rules us and that Britain has had a king or queen for many years? (within British Values assemblies)

Beyond ● Do they know who will succeed the queen and how the succession works? (within British Values assemblies)

Key Information: A circus is a company of performers that may include clowns, acrobats, trained animals, trapeze acts, musicians, hoopers, tightrope walkers, jugglers, unicyclists and other object manipulation and stunt-oriented artists. The modern circus was developed in England by the son of a cabinetmaker and veneer cutter. Philip Astley (1742-1814) was a former Sergeant Major in the Fifteenth Light Dragoon Regiment and an outstanding horse trainer. In 1768, Astley settled in London and opened a riding-school near Westminster Bridge, where he taught riding in the morning and performed amazing "feats of horsemanship" in the afternoon. The school had a circular arena that Astley called his circle, or circus, which would later be known as the ring. By 1770, Astley had recognised that he needed to bring something new to his performances. Acrobats, rope-dancers and jugglers were added to his equestrian displays but Astley's real triumph was identifying the circus' need for clowns. Throughout the Middle Ages and early Renaissance, jesters or fools played an important role in the social culture of Medieval Europe. They alone could answer back to authority. By making fun and satirising social customs and more, jesters were often catalysts for social change. It was during this period that the colourful costumes associated with today's clowns had their beginnings. During this period, Jesters adopted a fairly standard "uniform' of brightly coloured – often green and saffron coloured coats, two coloured hose and a hooded cap which was topped by little bells that rang whenever the wearer moved. From the 1500's to the 1700's spontaneous Italian theatre thrived and gave birth to a host of comedic characters which till survive today. These include Harlequin, with his patchwork costume, and Pierrot, one of the earliest clowns to use whiteface makeup. French clowns began the type of funny clown we see in circuses nowadays. They performed juggling, tightrope walking, and tumbling shows in front of fairground theatres. These performances were used to entice fairgoers to pay to see the main show inside the fairgrounds. In Europe, the travelling circus and menagerie reached its peak between World War I and II. In the larger cities, tented circus shows were very rare as circus performances were still presented in permanent buildings.

Medieval Harlequin Pierrot Artefact Source Photograph Information Old New

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By the end of the nineteenth century, the smaller tents of the one-ring show had given way to the "big-top" and the circus enjoyed a golden age.


Chronological Understanding ● I can put up to three objects in chronological order. ● I can use words and phrases like: old, new and a long time ago. ● I know that some objects belonged to the past.

Beyond

● I can use the words before and after correctly.

Historical enquiry ● I can ask and answer questions about old and new objects. ● I can spot old and new things in a picture. ● I can answer questions using a artefact/ photograph provided. ● I can give a plausible explanation about what an object was used for in the past.

Beyond ● I can answer questions using a range of artefacts/ photographs provided.

Knowledge and interpretation ● I recognise that we celebrate certain events, such as bonfire night, because of what happened many years ago. (within British Values assemblies) ● I understand that we have a queen who rules us and that Britain has had a king or queen for many years? (within British Values assemblies)

Beyond ● I know who will succeed the queen and how the succession works. (within British Values assemblies)

Art Topic Program of Study Subject Knowledge and Suggested Activities

Circus KS1 National Curriculum Pupils should be taught:



● to develop a wider range of art and design techniques in using colour, pattern, texture, line, shape, form and space

● about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Clown Portraits (Drawing- Children to look at artist examples of clown portraits and the features they can see. Children to annotate examples in their sketchbooks of what they like and dislike about the examples they have seen. Children to use their likes and dislikes to design several examples of their own clown portraits- which features from which clowns do you want to combine for your own clown? Is your clown happy or sad? Before creating a final clown portrait. Paint- children to learn to use powder paints in the right powder to water ratios to create bold, striking primary colours. Children to learn to mix bright secondary colours to use in their painting. Once children are proficient in colour mixing the children can then add paint to their clown portraits-possibly outlining with oil pastels for a striking effect. Children to evaluate their art work.) Drawing

● Can they communicate something about a person or character in their drawing? ● Can they create moods in their drawings? ● Can they draw using pencil and crayons? ● Can they draw lines of different shapes and thickness, using 2 different grades of pencil?

Painting

● Can they communicate something about a person or character in their painting? ● Can they create moods in their paintings? ● Can they choose to use thick and thin brushes as appropriate? ● Can they paint a picture of something they can see?

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● Can they name the primary and secondary colours? Knowledge

● Can they describe what they can see and like in the work of another artist/craft maker/designer? ● Can they ask sensible questions about a piece of art?


Drawing ● I can communicate something about a person or character in my drawing. ● I can create moods in my drawings. ● I can draw using pencil and crayons. ● I can draw lines of different shapes and thickness, using 2 different grades of pencil.

Painting ● I can communicate something about a person or character in my painting. ● I can create moods in my paintings. ● I can choose to use thick and thin brushes as appropriate. ● I can paint a picture of something I can see. ● I can name the primary and secondary colours.

Knowledge ● I can describe what I can see and like in the work of another artist/craft maker/designer. ● I can ask sensible questions about a piece of art.

Design and Technology


Circus National Curriculum When designing and making, pupils should be taught to: Design






Evaluate ● explore and evaluate a range of existing products ● evaluate their ideas and products against design criteria

Technical knowledge

Circus Mechanisms (junk material from circus - trapeze swing) (Children to plan, design, create and evaluate a trapeze swing for a circus character. Children to use their topic books to show the steps they have taken through the journey to create their finished products as well as evaluation of their work.) TRANSFERABLE SKILLS ACROSS DESIGN & TECHNOLOGY: Developing, planning and communicating ideas


Working with tools, equipment, materials and components to make quality products

● Can they explain what they are making? ● Can they explain which tools are they using?

Evaluating processes and products

● Can they describe how something works? ● Can they talk about their own work and things that other people have done?

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● build structures, exploring how they can be made stronger, stiffer and more stable

● explore and use mechanisms [for example, levers, sliders, wheels and axles] in their products

Developing, planning and communicating ideas ● Can they think of some ideas of their own? ● Can they explain what they want to do? ● Can they use pictures and words to plan?

SPECIFIC SKILLS TO THIS TOPIC: Mechanisms

★ Can they make a product which moves? ★ Can they cut materials using scissors? ★ Can they describe the materials using different words? ★ Can they say why they have chosen moving parts?


Circus Mechanisms ● I can make a product which moves. ● I can cut materials using scissors. ● I can describe the materials using different words. ● I can say why I have chosen moving parts.

Computing


Circus National Curriculum







● use technology safely and

We are Storytellers -(Children to record their own Circus stories)

● I can see how talking books and reading books are different. ● To practise the sound effects for my book. ● To record the sound effects. ● To listen to the sound effects and make them even better. ● To practise the dialogue for my book. ● To record the dialogue. ● To listen to the dialogue and make it even better. ● To put the sound effects and dialogue together in my book. ● To give helpful feedback to my friends. ● To save my work and open it when I next need it. ● To understand how my recording is saved on the computer.

E-Safety We are storytellers: The pupils learn to use audio recorders or microphones and audio recording software safely and sensibly. The pupils need to be aware of copyright material, and show appropriate respect for the owners of intellectual property when using technology. Regard is shown for appropriate consent and assent, school policies and third party terms and conditions if the pupils’ stories are uploaded to external websites.

We are TV chefs- (Designing and making a recipe for Samson the Flea’s wedding- TV Chefs filming making their recipes.)

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respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies

● To write and/or draw the steps of a recipe. ● To be able to change my recipe to make it better. ● To understand what will happen when others use my recipe. ● To use a video camera to record video. ● To be able to move files from the camera onto the computer. ● To be able to edit video.

E-Safety We are TV chefs: The pupils learn how to use digital video cameras safely and to show respect to those they are filming, including recognising the need for consent and assent. The importance of not sharing videos more widely than is appropriate is considered, as is the need to exclude information that might identify individuals from video recordings. When using the web, pupils learn to turn the screen off and tell their teacher if they encounter material that concerns them. The pupils also start to learn about copyright, recognising that they own the copyright in their original work and that this cannot be published or copied without their permission.


Storytellers Assess pupils against skills outlined above based on their learning over the course of the project and the final product created.

TV Chefs Assess pupils against skills outlined above based on their learning over the course of the project and the final product created.

Music Topic Program of Study Subject Knowledge and Suggested Activities

Circus National Curriculum Pupils should be taught to:





● Can they use their voice to speak/sing/chant? ● Do they join in with singing? ● Can they use instruments to perform?

Using Charanga Music Scheme of Learning children will be taught the key musical skills. Once the skills have been developed there will then be the opportunity for children to apply these skills within their topic and other Curriculum learning. In the Groove-Blues, Latin, Folk, Funk, Baroque, Bhangra Suggested Links- 6 different styles of music- Blues, Latin, Folk, Funk, Baroque, Bhangra that link to history, geography, countries and cultures. Ourselves. Historical context of musical styles.

Using Charanga Music Scheme of Learning children will be taught the key musical skills. Once the skills have been developed there will then be the opportunity for children to apply these skills within their topic and other Curriculum learning. Rhythm in the Way we Walk and Banana Rap- Reggae, Hip Hop Suggested Links-

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● Do they look at their audience when they are performing? ● Can they clap short rhythmic patterns? ● Can they copy sounds?

Composing

● Can they make different sounds with their voice? ● Can they make different sounds with instruments? ● Can they identify changes in sounds? ● Can they change the sound? ● Can they repeat (short rhythmic and melodic) patterns? ● Can they make a sequence of sounds? ● Can they show sounds by using pictures?

Appraising


Action songs that link to the foundations of music.


In the Groove Performing ● I can use my voice to speak/sing/chant. ● I can join in with singing. ● I can use instruments to perform. ● I can look at my audience when I am performing. ● I can clap short rhythmic patterns. ● I can copy sounds.

Composing


Appraising


Rhythm in the Way we Walk

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R.E. Topic Program of Study

Christianity Using Discovery R.E. Schemes of Learning to give children a detailed understanding of a range of religions during their KS1 and KS2 Learning of R.E. The Discovery R.E. schemes will break lessons down into individual lessons and areas of enquiry. It will also make links with SMSC and British Values in each ‘Theme of Learning’. Assessment questions for each unit are seen below. The areas of Enquiry are as follows: A. beliefs, teachings and sources B. practices and ways of life C. forms of expressing meaning D. identity, diversity, belonging E. meaning, purpose and truth F. values and commitments Term 2a-Christianity

★ Theme/Concept: Jesus as a friend-Incarnation ★ Enquiry Question: Was it always easy for Jesus to show friendship? ★ SMSC- Moral, social ★ British Values-Individual liberty, Mutual respect, Tolerance of those of different faiths and beliefs

Term 2b-Christianity

★ Theme/Concept: Easter -Palm Sunday -Salvation ★ Enquiry Question: Why was Jesus welcomed like a king or celebrity by the crowds on Palm Sunday? ★ SMSC- Spiritual, Cultural ★ British Values-Democracy, Rule of Law, Mutual Respect, Tolerance of those of different faiths and beliefs.


Term 2A Was it always easy for Jesus to show friendship?

WORKING TOWARDS I can tell you who is my friend. I can say something about one of Jesus’ friends. I can say how Jesus was nice to people.

Year 1 expectation WORKING AT I can talk about my friends and why I like them. I can remember a story about Jesus showing friendship and talk about it. I can say how Jesus tried to be a good friend.

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WORKING BEYOND I can talk about times when I have been a good friend. I can tell a story about Jesus and His friends and say how He showed friendship in that story. I can say how Christians show friendship and how God helps them do this.


Term 2B Why was Jesus welcomed like a king or celebrity by the crowds on Palm Sunday?

WORKING TOWARDS I can tell you someone who is special to me. I can tell you something about Palm Sunday. I can show some awareness that Jesus is special to Christians.

Year 1 expectation WORKING AT I can talk about a person I admire. I can recall parts of the Easter story. I can recognise some symbols in the story. I can start to show understanding that Jesus is special to Christians and say why.

WORKING BEYOND I can discuss how I might treat a special person and say why. I can recall what happened on Palm Sunday and can say what some of the symbols in the Easter story mean. I can recognise that Jesus must be special to Christians to be welcomed in this way and start to explain their beliefs about Him..

PSHCE


Circus Philosophy for Children – The Process




systems can be used. ● First words-The group whose question is voted for by the class explain how they arrived at it, their rationale for choosing it and their thoughts on it.

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● Building-From these first thoughts, the dialogue is opened to the class. The role of the facilitator is to challenge, clarify and encourage pupils to focus on the question and the concept(s) behind it and to constructively agree or disagree with peers, building towards better understanding of the issue(s) discussed.

● Final thoughts- A chance for pupils to say their final words on what has been discussed, again uncontested. Often those who haven’t contributed during the session may do so here and show they have been engaged.

● Review/plan-This may not take place straight after an enquiry, but should be seen as part of it. A chance for you to get participants’ views on the process, which can be taken into account when planning the next activity/enquiry.

Children will create their own topic for discussion during the process outlined for this unit choose Stimuli that lead to discussion along the lines of: ★ Keeping animals in the circus ★ Welfare of animals


M.F.L. Topic Program of Study Subject Knowledge and Suggested Activities

Circus National Curriculum-N/A


★ New Year ★ Enjoying a short story ★ Watching (and performing) a simple finger rhyme ★ Numbers 1 to 3; noticing patterns ★ Exploring the sound of some words in a foreign language ★ Action Song ★ Exploring an aspect of Culture: Chinese New Year ★ Exploring an aspect of Culture: Chinese New Year


Circus National Curriculum Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.






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★ Unit 3: Dynamic Balance/Static Balance small base ★ Unit 4: Coordination Ball Skills/Counter Balance

*Circus Skills Workshop

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Term 3- Dinosaurs Science





Dinosaurs

Animals Including Humans What do Animals Eat?

Organisms can be classified according to their diet. A herbivore is any organism that has adapted to eat plant materials only. Herbivores include elephants, giraffes, butterflies, tortoises, and parrots. A carnivore’s diet consists entirely (or almost entirely) of animal tissue. Predators hunt, catch and kill live prey, while scavengers eat already-dead animals, called carrion. Carnivores include wolves, dolphins, crocodiles, vultures, sharks, frogs and jellyfish. Omnivores are physiologically able to consume both plants and animals. Humans are biologically omnivorous, even if some choose to eat a strictly vegetarian diet. Other omnivores include pigs, rats, squirrels, chickens, crows and turtles.

Dinosaurs

Millions of years ago, long before there were any humans, dinosaurs lived all over Earth. There were many different types of dinosaur, including plant-eaters like stegosaurus and meat-eaters like allosaurus. Some dinosaurs were very small while others were very, very big. Not everything that lived on Earth during this time was a dinosaur. There were also flying animals called pterosaurs, and swimming animals called plesiosaurs. No one has ever seen a living dinosaur, because all the dinosaurs died out a long, long time ago. We say that the dinosaurs are extinct. Their extinction was most likely caused by a huge asteroid hitting the Earth. This would have created lots and lots of dust, blocking out sunlight and causing plants to die. This meant that dinosaurs could no longer find enough food to eat.

Dinosaurs are a type of prehistoric reptile that once lived all over Earth. They first appeared around 230 million years ago, during a geological time period called the Triassic. Starting around 200 million years ago, dinosaurs were the dominant land animals on Earth, right up until their extinction 135 million years later. Dinosaurs varied greatly in size and

Animals Carnivore Herbivore Omnivore Predator Hunter Prey Scavengers Dinosaur Extinction Extinct Prehistoric Triassic Fossil

National Curriculum:

● identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals

● 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 (fish, amphibians, reptiles, birds and mammals including pets)


What do Animals Eat?

● Know that animals that eat plants are herbivores. ● Know that animals that eat meat are carnivores. ● Know that animals that eat plants and meat are

omnivores. ● Be able to classify some animals as herbivores,

carnivores or omnivores. ● Know that humans are omnivores.

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Dinosaurs

● Know that dinosaurs lived on Earth long ago, and came in many different shapes and sizes.

● Know that many other animals lived on Earth at the same time as the dinosaurs, and be able to give examples.

● Know that dinosaurs are now extinct, and that this was likely caused by a huge asteroid hitting Earth.

Fossils

● Know what a fossil is and be able to give examples of different types of fossil.

● Describe one of the ways that fossils are made. ● Appreciate that fossils give us clues about what life was

like a long time ago.

appearance. Some were no bigger than crows, while others were many times larger than any land animal alive today. Some dinosaurs, like allosaurus, walked on two legs and had sharp teeth that they used to kill and eat other dinosaurs. Others, like stegosaurus, walked on four legs and ate plants.

Dinosaurs were not the only type of prehistoric reptile. Pterosaurs were flying reptiles that, like dinosaurs, varied considerably in size, with the largest known species having a wingspan of over 10 metres. There were also many types of prehistoric reptiles living in the oceans, including a group called the plesiosaurs. There were two main types of plesiosaur: long-necked plesiosaurs that fed on fish and other small animals, and short-necked plesiosaurs – known as pliosaurs – that hunted much larger prey.

When a specific type of living thing completely dies out and no longer exists, we say that is extinct. Over 99% of all species that have ever lived are now extinct. Extinction can occur gradually – for instance when a species fails to adapt to changes in its environment over a long period of time. Extinction can also occur suddenly and on a large scale, known as mass extinction. The most recent mass extinction event took place around 66 million years ago. It wiped out around three quarters of all plants and animal species, including the dinosaurs, pterosaurs and plesiosaurs. The causes of this mass extinction are still the subject of debate, though most scientists believe it was the result of a large asteroid hitting into the Earth’s surface, creating huge clouds of dust and blocking out the Sun.

Fossils

Fossils are the remains or marks left behind by dinosaurs and other things that lived a long time ago. There are many different types of fossil, including footprint fossils, skeleton fossils, leaf fossils, insect fossils and egg fossils. Fossils give us lots of information about what life was like in the past. Everything we know about dinosaurs and other prehistoric life comes from studying fossils.

Skeleton fossils form when an animal dies and its body is quickly covered with lots of layers of mud and soil. The mud presses down and hardens into rock, and the animal’s bones gradually turn into rock as well. This process takes a very, very long time.

Seasonal Changes Pupils should observe and talk about changes in the weather and the seasons.



Shadows:

A shadow is an area where light cannot reach. This means that shadows form wherever light is blocked. Shadows take a similar shape to the object that is blocking the light.

If light from a source is blocked, an area of darkness forms, called a shadow. A shadow is always the same shape as the object that casts it, though its size and length change according to the relative position of the light source. A shadow that

Season Weather Sunlight Shadow Light

National Curriculum

● observe changes across the 4 seasons ● observe and describe weather associated with the

seasons and how day length varies


Shadows

● Understand that a shadow forms when light from a source is blocked.

● Appreciate that the size of a shadow can change

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depending on the position of the light source. ● Know that an object’s shadow is a similar shape to the

actual object.

is formed from blocked sunlight, for instance, will shrink and grow in length over the course of the day. This is caused by the changing position of the Sun in the sky: starting low in the east, moving directly overhead by the middle of the day, before setting in the west. When the Sun is at a low angle (i.e. at dawn or dusk), shadows are long, as more of the light is blocked; when the Sun is high, shadows are shorter, as comparatively little light is blocked.


Animals Including Humans ● I can name a variety of animals including fish, amphibians, reptiles birds and mammals. ● I can classify and name animals by what they eat (carnivore, herbivore and omnivore). ● I can sort animals into categories (including fish, amphibians, reptiles, birds and mammals). ● I can sort living and non-living things.

Seasonal Changes ● I can observe and comment on changes in the seasons. ● I can name the seasons and suggest the type of weather in each season. ● I know how shadows are formed. ● I can explain why the size and position of a shadow can change.

Geography

Topic Program of Study Subject Knowledge and Suggested Activities Vocabulary

Dinosaurs National Curriculum Locational Knowledge

● Name and locate the world’s seven continents and five oceans

Place knowledge

● 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

Geographical Knowledge- (Study Pangea through to how the modern continents now appear use videos and maps to look at how the world’s continents looked differently during Pangea to now- children to enquire how has our world changed since the time of Pangea and when dinosaurs roamed the Earth)

● Can they point out where the equator, north pole and south pole are on a globe or atlas? (Children to use maps of the world to locate where in the world fossils of different animals have been discovered. What does this tell us about those dinosaurs? Using evidence such as climate, vegetation etc. )

● Can they name key countries in the world? ● Can they begin to talk about what the weather would be like in different countries and why different dinosaurs would have lived

there? Geographical Enquiry- (Enquiry- design a modern-hybrid dinosaur that could live in our locality-research our local area to answer the lines of enquiry below then decide as teams/individually on a new hybrid of modern dinosaur that could live in these conditions based on knowledge and research of actual dinosaurs e.g. the diet of one dinosaurs, the structure of another etc.) • Can they say what they like about their locality? • Can they sort things they like and don’t like? • Can they answer some questions using different resources, such as books, the internet and atlases? • Can they think of a few relevant questions to ask about a locality? • Can they answer questions about the weather? * • Can they keep a weather chart?* *(this will also link with seasonal change work in Science) Key Information

Pangea Continent Continental Drift North Pole South Pole Equator Fossil Climate Weather Temperature Diet Seasons Herbivore Carnivore Omnivore Ocean

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Continental Drift from Pangea to modern continents- https://www.youtube.com/watch?v=_5q8hzF9VVE- This video explains for teachers how the world has changed and where fossils of different dinosaurs have been discovered across the world. At the start of the dinosaur times (Triassic period), all the continents were one big land mass (Pangea) Then over millions of years the continents started to shift. The, Pangea split apart by the sea into two continents during the Jurassic period with Laurasia in the north – North America, Europe and Asia- and Gondwana in the south – South America, Africa, India, Antarctica and Australia). Then it started to slowly drift into the continents that we have today. Continents Palaeontologists have found dinosaur fossils on all seven continents. Dinosaurs even roamed Antarctica, although, in the past, due to higher levels of carbon dioxide in the atmosphere and other factors, the landmass we now know as Antarctica was much warmer than it is today.


Geographical Knowledge ● I can point out where the equator, north pole and south pole are on a globe or atlas. ● I can name key countries in the world. ● I can begin to talk about what the weather would be like in different countries and why different dinosaurs would have lived there.

Geographical Enquiry ● I can say what I like about my locality ● I can sort things I like and don’t like. ● I can answer questions about the weather. ● I can keep a weather chart.

History Topic Program of Study Subject Knowledge and Suggested Activities Vocabulary

Dinosaurs National Curriculum Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3. Pupils should be taught about:

Dinosaurs & Significant Individuals - Explorers Children to take on the role of paleontologists in their history learning to discover more, through research, about dinosaurs. Children to look how we have used fossils to find out what we know about dinosaurs due to them being from millions of years ago when there would be humans alive. Children to develop their skills of chronology and timeline to see how dinosaurs lived an extremely long time ago. Children to also find out about which significant people (e.g. Mary Anning) have helped us learn the most about dinosaurs and what modern sources have helped current researchers to learn even more. In term 3 children will also look at their own history and create work about themselves and their family- this will also link into work they will build upon in September, in Year 2. Children to find ways to present to an audience how they have changed since they were born and use language linked with how they have changed and grown. Chronological Understanding

● Can they put up to three objects in chronological order? ● Can they use words and phrases like: old, new and a long time ago? ● Can they recognise that a story that is read to them may have happened a long time ago? ● Do they know that some objects belonged to the past? ● Can they retell a familiar story set in the past?

Beyond

● Can they use the words before and after correctly?

Chronological order Time period Long time ago Artefacts Old New Paleontologist Fossil Fossilisation Triassic Jurassic Cretaceous Past Present Future

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https://www.youtube.com/watch?v=_5q8hzF9VVE

● changes within living memory – where appropriate, these

should be used to reveal aspects of change in national life ● events beyond living memory that are significant

nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]

● the lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]

● significant historical events, people and places in their own locality

● Can they say why they think a story was set in the past? Historical enquiry

● Can they ask and answer questions about old and new objects? ● Can they spot old and new things in a picture? ● Can they answer questions using a artefact provided?

Beyond ● Can they find out more about a famous person from the past and carry out some research on him or her?

Knowledge and interpretation

● Do they appreciate that some famous people have helped our understanding of history? ● Can they begin to identify the main differences between old and new objects? ● Can they tell us about an important historical event that happened in the past?

My History (know how I have changed since I was born) Chronological Understanding

● Can they tell me about things that happened when they were little? ● Can they explain how they have changed since they were born?

Beyond- Can they use words and phrases like: very old, when mummy and daddy were little? Knowledge and Interpretation Beyond

● Can they explain differences between past and present in their life and that of other children from a different time in history?

Key Information When scientists talk about dinosaurs they mean a creature that lived on land during the Triassic, Jurassic, or Cretaceous period, many millions of years ago. A lot of people say "dinosaur" when they mean any prehistoric creature, such as sea creatures or pterodactyls. The Triassic period came first and was between 248 and 206 million years ago. Most of the dinosaurs were meat eaters and preyed on each other. The Jurassic Period was next, 206-144 million years ago, when dinosaurs became the lead creatures on Earth. They survived and thrived because the Earth's environment was very perfect for them, there were lots of plants and lots to eat. The Cretaceous period lasted from 146 to 127 million years ago. One of the most recognisable dinosaurs, the Tyrannosaurus Rex, lived during this period. The only dinosaurs we can know about are the ones that leave fossil remains, but fossilisation is an extremely rare process. We have lots of fossil evidence for the late Jurassic and late Cretaceous dinosaurs, but long stretches of geologic time, across various continents, remain unaccounted for. It would be surprising, though, if palaeontologists (scientists who explore prehistoric times) discovered an entirely new and unclassifiable type of dinosaur, since most dinosaur families have been well sorted out. Mary Anning Mary Anning was a famous fossil hunter and collector. She found and identified many pre-historic fossils from the time of the dinosaurs and sold them to make money for her family. Anning was one of the earliest fossil hunters to identify these pre-historic fossils, and she shared her specimens and impressive knowledge about them with scientists at the time. Anning was born and grew up in Lyme Regis, on the south coast of England. This is an area with lots of fossils.

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Chronological Understanding ● I can put up to three objects in chronological order. ● I can use words and phrases like: old, new and a long time ago. ● I can recognise that a story that is read to them may have happened a long time ago. ● I know that some objects belonged to the past. ● I can retell a familiar story set in the past.

Beyond

● I can use the words before and after correctly. ● I can say why they think a story was set in the past.

Historical enquiry ● I can ask and answer questions about old and new objects. ● I can spot old and new things in a picture. ● I can answer questions using a artefact provided.

Beyond ● I can find out more about a famous person from the past and carry out some research on him or her.

Knowledge and interpretation ● I appreciate that some famous people have helped our understanding of history. ● I can begin to identify the main differences between old and new objects. ● I can tell others about an important historical event that happened in the past.

My History (know how I have changed since I was born)

Chronological Understanding ● I can tell others about things that happened when I was little. ● I can explain how I have changed since I was born.

Beyond-

● I can use words and phrases like: very old, when mummy and daddy were little. Knowledge and Interpretation Beyond

● I can explain differences between past and present in my life and that of other children from a different time in history.

Art


Dinosaurs Year 1 KS1 National Curriculum Pupils should be taught:



● to develop a wider range of art and design techniques in using colour,

(Dinosaurs- Detailed Dinosaur Sketches- Children to study the work of artists who draw and sculpt dinosaurs such as John Gurche, Benjamin Waterhouse or illustrator Raul Martin. What do they like and dislike about their work? Make notes in sketchbooks. Children to work on their pencil control to create their own sketches of dinosaurs looking specifically at creating textures and details. This work can then be built up to the children designing their own dinosaur sculptures which they can create with junk model structures and papier mache. Children to use their previously used paint mixing skills to decorate their dinosaurs and sponges and other printing tools to create pattern and texture on the dinosaurs skin.) Sculptures Drawing

● Can they communicate something about a character in their drawing? ● Can they create moods in their drawings?

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pattern, texture, line, shape, form and space

● about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

● Can they draw using pencil and crayons? ● Can they draw lines of different shapes and thickness, using 2 different grades of pencil?

3D ● Can they add texture by using tools? ● Can they make different kinds of shapes?

Printing

● Can they print with sponges, vegetables and fruit? ● Can they print onto paper and textile?


Drawing ● I can communicate something about a character in my drawing. ● I can create moods in my drawings. ● I can draw using pencil and crayons. ● I can draw lines of different shapes and thickness, using 2 different grades of pencil.

3D ● I can add texture by using tools. ● I can make different kinds of shapes.

Printing ● I can print with sponges, vegetables and fruit. ● I can print onto paper and textile.

Design and Technology Topic Program of Study Subject Knowledge and Suggested Activities

Dinosaurs National Curriculum When designing and making, pupils should be taught to: Design






Evaluate ● explore and evaluate a range of existing products

Food Technology (Fitness Fortnight-Healthy Meal) (As part of Fitness Fortnight work children to design a healthy meal e.g. fruit salad, healthy cake, healthy sandwich/wrap etc) TRANSFERABLE SKILLS ACROSS DESIGN AND TECHNOLOGY: Developing, planning and communicating ideas


SPECIFIC SKILLS TO THIS TOPIC: Cooking and nutrition

★ Can they cut food safely? ★ Can they describe the texture of foods? ★ Do they wash their hands and make sure that surfaces are clean? ★ Can they think of interesting ways of decorating food they have made, eg, cakes?

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● evaluate their ideas and products against design criteria Technical knowledge

● build structures, exploring how they can be made stronger, stiffer and more stable

● explore and use mechanisms [for example, levers, sliders, wheels and axles] in their products


Dinosaurs Cooking and nutrition ● I can cut food safely. ● I can describe the texture of food. ● I wash my hands and make sure that surfaces are clean. ● I can think of interesting ways of decorating food I have made, eg, cakes.

Computing


Dinosaurs National Curriculum







● use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or

We are treasure hunters

● To follow instructions. ● To record a set of instructions. ● To program a toy. ● To be able to give instructions. ● To understand what input, program and output means for a robot toy ● To be able to create a program. ● To identify and correct mistakes in a program (debug). ● To be able to predict where a set of instructions will take a toy or person. ● To search for ways to make a program work better. ● To be able to give examples of input, program and Output in general contexts.

E-Safety We are treasure hunters: The children learn to use simple programmable toys safely and sensibly, as well as showing respect for the work of their peers. Web access is supervised and safe practices are encouraged. Similarly, any filming is done with appropriate consent and assent.

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contact on the internet or other online technologies


Treasure Hunters Assess pupils against skills outlined above based on their learning over the course of the project and the final product created.

Music Topic Program of Study Subject Knowledge and Suggested Activities

Dinosaurs National Curriculum Pupils should be taught to:





● Can they use their voice to speak/sing/chant? ● Can they join in with singing? ● Can they use instruments to perform? ● Can they look at the audience when they are performing? ● Can they clap short rhythmic patterns? ● Can they copy sounds?

Composing

● Can they make different sounds with their voice? ● Can they make different sounds with instruments? ● Can they identify changes in sounds? ● Can they change the sound?

Using Charanga Music Scheme of Learning children will be taught the key musical skills. Once the skills have been developed there will then be the opportunity for children to apply these skills within their topic and other Curriculum learning. Round and Round-Latin Bossa Nova, Film music, Big Band Jazz, Mash-up, Latin fusion Suggested Links- Latin American style of music - Countries from around the world. Film music. Historical context of musical styles.

Using Charanga Music Scheme of Learning children will be taught the key musical skills. Once the skills have been developed there will then be the opportunity for children to apply these skills within their topic and other Curriculum learning. Reflect, Rewind and Replay- Western Classical music and your choice from Year 1 Suggested Links- Think about the history of music in context, listen to some Western Classical music and place the music from the units you have worked through, in their correct time and space. Consolidate the foundations of the language of music.

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● Can they repeat (short rhythmic and melodic) patterns? ● Can they make a sequence of sounds? ● Can they show sounds by using pictures?

Appraising



Round and Round Performing ● I can use my voice to speak/sing/chant. ● I can join in with singing. ● I can use instruments to perform. ● I can look at my audience when I am performing. ● I can clap short rhythmic patterns. ● I can copy sounds.

Composing


Appraising


Reflect, Rewind and Replay

R.E.

Topic Program of Study

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Judaism Using Discovery R.E. Schemes of Learning to give children a detailed understanding of a range of religions during their KS1 and KS2 Learning of R.E. The Discovery R.E. schemes will break lessons down into individual lessons and areas of enquiry. It will also make links with SMSC and British Values in each ‘Theme of Learning’. Assessment questions for each unit are seen below. The areas of Enquiry are as follows: A. beliefs, teachings and sources B. practices and ways of life C. forms of expressing meaning D. identity, diversity, belonging E. meaning, purpose and truth F. values and commitments Term 3a-Judaism

★ Theme/Concept: Shabbat ★ Enquiry Question: Is Shabbat important to Jewish children? ★ SMSC- Spiritual, Cultural ★ British Values-Rule of Law, Individual Liberty, Mutual Respect, Tolerance of those of different faiths and beliefs.

Term 3b-Judaism

★ Theme/Concept: Rosh Hashanah and Yom Kippur ★ Enquiry Question: Are Rosh Hashanah and Yom Kippur important to Jewish children? ★ SMSC- Spiritual, Cultural ★ British Values-Individual Liberty, Mutual Respect, Tolerance of those of different faiths and beliefs.


Term 3A Is Shabbat important to Jewish children?

WORKING TOWARDS I can tell you my favourite day. I can tell you something on the special Shabbat table. I can tell you what Joshua might do on a Friday after school.

Year 1 expectation WORKING AT I can tell you which is my favourite day of the week and talk about food I would like to share in a special meal. I can use the right names for things that are special to Jewish people during Shabbat and explain why. I can start to make a connection between being Jewish and decisions about behaviour.

WORKING BEYOND I can explain why a particular day is my favourite and why, and can talk about when I would share a special meal. I can talk about some of the things that Jewish people do to celebrate Shabbat.

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I can start to explain how certain beliefs affect decision-making.


Term 3B Are Rosh Hashanah and Yom Kippur important to Jewish children?

WORKING TOWARDS I can tell you a time I said sorry. I can say something that Jews do at Rosh Hashanah or at Yom Kippur. I can show some awareness of what is important about Rosh Hashanah and Yom Kippur. Year 1 expectation

WORKING AT I can say how it feels to say sorry and what I have said sorry for. I can tell you something that either Rosh Hashanah or Yom Kippur is about. I can choose a picture and give my thinking on why this might be important to Jewish children at Rosh Hashanah or Yom Kippur.

WORKING BEYOND I can tell you how it feels to forgive someone. I can tell you what I think is an important part of Rosh Hashanah or Yom Kippur. I can give a reason why one of the pictures I chose is important to Jewish children at Rosh Hashanah or Yom Kippur.

PSHCE


Fairy Tales Philosophy for Children – The Process




systems can be used. ● First words-The group whose question is voted for by the class explain how they arrived at it, their rationale for choosing it and their thoughts on it. ● Building-From these first thoughts, the dialogue is opened to the class. The role of the facilitator is to challenge, clarify and encourage pupils to focus on the question and the concept(s) behind it and to

constructively agree or disagree with peers, building towards better understanding of the issue(s) discussed.

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● Final thoughts- A chance for pupils to say their final words on what has been discussed, again uncontested. Often those who haven’t contributed during the session may do so here and show they have been engaged.

● Review/plan-This may not take place straight after an enquiry, but should be seen as part of it. A chance for you to get participants’ views on the process, which can be taken into account when planning the next activity/enquiry.

Children will create their own topic for discussion during the process outlined for this unit choose Stimuli that lead to discussion along the lines of: ★ What would life be like if dinosaurs were alive today?


M.F.L.


Dinosaurs National Curriculum-N/A


★ Emotions-revisited ★ Emotions- revisited ★ Participating in a playground game ★ Playing with a vowel sound ★ Action Song and Warm up Game ★ Imitating Accents ★ Enjoying a fable ★ Recognising and applying patterns.


Dinosaurs National Curriculum Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.





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★ Unit 5: Coordination with Equipment/Tennis, Agility,Football ★ Unit 6: Agility, Multi-skills, Static Balance/Athletics

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year 1 - carrlodgeacademy.org€¦ · understand that solids have a fixed shape. ... and fossil...

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