New Curriculum 2014 - Long Term Planning Key Stage 1 Year 1 Cycle 2 2017-2018 Term Autumn Spring Summer Dinosaur Planet Enchanted Woodland Bright Lights, Bright Cities! Konichiwa, Japan! Capturing Memories Week 7 weeks 8 weeks 5 weeks 6 weeks 6 weeks 7 weeks English Key Texts: Harry and His Bucket of Dinosaurs (stimulus) Range of non-fiction texts Key Texts: Hansel and Gretel Key Texts: Range of non-fiction texts /sources surrounding British Monarchy Key Texts: The and the Whale We’re Going on a Bear Hunt Journey Key The Boy from Dragon Palace (NEED TO ORDER) Key Texts: of poetry. Narrative and Non narrative Labels, and captions. Questions and answers Leaflets (T4W) Narrative and Non narrative Setting Description (SB) Traditional Tales (T4W) Recount (T4W) Instructions Narrative and Report (T4W) Features of a non-fiction text / Information books Narrative and Stories with a pattern (T4W) Character Description (T4W) Narrative and Fantasy stories (T4W) Post cards Letter writing (T4W) Narrative and Instructions (T4W) Poetry Recount Writing Transcription – Ongoing Pupils should be taught to: name the letters of the alphabet: naming the letters of the alphabet in order using letter names to distinguish between alternative spellings of the same sound write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.
Writing Composition Ongoing Pupils should be taught to: write sentences by: saying out loud what they are going to write about composing a sentence orally before writing it sequencing sentences to form short narratives re-reading what they have written to check that it makes sense discuss what they have written with the teacher or other pupils read aloud their writing clearly enough to be heard by their peers and the teacher. Reading Unit of work based on Dinosaurs read common exception noting unusual correspondences between spelling and sound and where these occur in the word re-read these books to build up their fluency and confidence in word reading. Reading Read examples of setting descriptions (Hansel and Gretel) Main body of work around Hansel and Gretel and other traditional tales. Read recounts. read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s) becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics Reading Look at different non texts and identify features listening to and discussing a wide of non-fiction texts at a level beyond that at which they can read independently Reading Read examples of stories with a pattern and look at the features of character description becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics recognising and joining in with predictable phrases Reading Read a range of fantasy stories. Children to identify features for use in their own writing. Look at features of a letter through T4W cycle. Look at features of a post card being encouraged to link what they read or hear to their own experiences becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics Reading Read and talk about poems with a pattern. Look at examples of alliteration in poems learning to appreciate rhymes and poems, and to recite some by heart listening to and discussing a wide range of poems, stories and at a level beyond that at which they can read independently Phonics Assess children’s phonics for reading and spelling. 2 and 3. Phonics Phase 3 and 4 Phonics Phase 4 and 5 Phonics Phase 4 and 5 Phonics Phonics assessment practise – phase 3,4,5. Phonics Phonics assessment practise – phase 3,4,5. High frequency words Past 6 suffixes Polysyllabic
Add and subtract 1 digit numbers to 10 including zero. To solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations and missing number problems. Read, write and interpret mathematical statements involving +, - and =. Geometry: Shape (1 week) Recognise and name common 2D and 3D shapes including rectangles, squares, circles, triangles, cuboids, pyramids and spheres. Describe position, direction and movement including whole, half, quarter and three quarter turns. Add and subtract 1 digit numbers to 20 including zero. To solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations and missing number problems. Count to 40 forwards and backwards, beginning with 0 or 1, or from any number. Count, read and write numbers from 1-40 in numerals. Read and write numbers from 1-20 in numerals and words. Identify and represent numbers using objects and pictorial representations. Given a number, identify 1 more or 1 less. Number: Addition and Subtraction (1 Week) Add and subtract one digit and two digit numbers to 20, including zero. Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs. Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations and missing number problems. Measures: Length and Height (1 week) Compare, describe and solve practical problems for: lengths and heights for example, long/short, Add and subtract one digit and two digit numbers to 20, including 0. Read, write and interpret mathematical statements involving addition (+) subtraction (-) and equals (=) signs. Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems. in multiples of twos, fives and tens. Solve one step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.
longer/shorter, tall/short, double/half Measure and begin to record lengths and heights. Science Seasonal Changes (Continuous) Observe changes across the four seasons – focus on Autumn/Winter -To observe changes across the 4 seasons in the context of the weather. -To observe and describe weather associated with the seasons by observing the weather in autumn. Animals Including humans (Continuous) 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, Seasonal Changes (Continuous) To observe and describe weather associated with the seasons by observing and recording the weather in winter. To observe changes across the 4 seasons by exploring how some animals adapt to survive in winter. Identify and describe the basic structure of a variety of common flowering plants, including trees. To observe and describe how day length varies in the context of autumn to winter. Light and dark Changes from dark nights to light nights Hibernation etc. Plants (Continuous) 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 Within English, Jack and the beanstalk. Broad beans Seasonal Changes Spring to summer changes Animals including Humans (continuous) Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense Everyday Materials 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 Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock Distinguish between an object and the material from it is made Scientists and Inventors Follow on unit from Everyday Materials focussing on specific scientists or inventors.