Maths number concept Number - Consolidate number bonds to 10 and 20. - Read and write numbers to 100 in numerals and words. - Understand the value of each number in a two-digit number. - Comparing numbers up to 100 using < > =. - Identify, represent, and estimate numbers using different representations. - Count in steps of 2, 3 & 5 from 0 - Count in steps of 10 from any number, forwards and backwards. - To add and subtract 1 and 2-digit numbers to 100. Measurement - Telling the time including quarter past/ quarter to, half past and o’clock - Knowing number of seconds in a minute, minutes in an hour and hours in a day Number - Solving problems using place value. - Partitioning two-digit numbers in different ways. - Use addition and subtraction facts to 20 and derive and use related facts to 100. - Multiplication repeated addition. - Multiplication for the 2, 3, 5 and 10 times tables. - Division facts for the 2, 3, 5 and 10 times tables. Geometry - Draw 2d shapes - Identify 2D shapes - Give properties of common 2D shapes - Lines of symmetry Number - Solving problems using number and place value. - To add and subtract 1 and 2-digit numbers to 100. - Multiplication & associated division facts - Understand the commutative rule. Statistics - Bar charts, tallies, pictograms - Interpret and construct graphs & charts - Sorting and comparing data Measurement Money: - Recognise coins. - Add and subtract amounts. Mass, capacity, temperature and length: - Reading and using scales (cm/m, l, ml and kg/g, ˚C) - Comparing measures Number - Solving addition and subtraction problems mentally. - Using the inverse. Fractions: ¼ 1/3, ½ ¾ - Understand that all parts of a fraction are equal. -Finding fractions of amounts and shapes -Recognise equivalent fraction ½ = 2/4 - Comparing fractions Geometry - Identify 3D shapes and properties. - Compare and sort 2D and 3D shapes. Position & Direction: Clockwise and and rotations as turns - Using vocabulary to describe position and movement Measurement Time: - 5 minute intervals - Ordering and comparing times Revision Unit - Revision for SATs based on teacher assessment of pupils’ needs. - Reasoning and problem solving. - Mental arithmetic strategies. Consolidation. - Maths investigations and problem solving. - Efficient methods and working systematically. - Developing reasoning and explanations. - Real life mathematics.
Create conditions for actions by waiting for a user input (such as responses to questions like: What is your name?) Editing and debugging instructions. Discuss how to improve/ change their sequence of commands. Create conditions for actions by waiting for a user input (such as responses to questions like: What is your name?) Editing and debugging instructions. Understand online risks and the age rule for sites E-safety. History skills Great Fire of London To know the events leading up to and during the Fire of London. To be able to explain how the fire started and why it spread so quickly. To know the difference between Primary and secondary sources and give an example of each. Be able to place The Great Fire in a chronological sequence. To know what the impact of the fire was on the future building materials used in London. Label time lines with words or phrases such as: past, present, older and newer. Observe or handle evidence to ask questions and find Real Life Heroes Children will learn about the lives of significant individuals in the past who have contributed to national and international achievements. Children to compare aspects of life in different periods (Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell) Children will learn to locate events on a timeline and describe key events in the life of a significant person. The Space Race- changes in space travel. In history we will be looking at how far space travel has advanced since the first rockets were launched into space during the 1940s. The children will be creating timeline and look at factors that impacted the changes in space crafts and how we explore space.
answers to questions about the past. Use artefacts, pictures, stories, online sources and databases to find out about the past. Use evidence to ask questions and find answers to questions about the past. Suggest causes and consequences of some of the main events and changes in history. Use sources of evidence to deduce information about the past. Show an understanding of concepts such as civilisation, monarchy, parliament, democracy, and war and peace. Children will think about the reasons for and against an innovative idea. Children will discuss the challenges these individuals faced. Children will look at significant historical events, people and places in their own locality. Geography skills Around the World To be able to name and locate the world's seven continents and five oceans. Name and locate the Equator, Northern Hemisphere and the Southern Hemisphere. Arctic Adventures Locating the Arctic Circle on a world map. Investigating the countries in the Arctic Circle, describing the appearance of Arctic cities. Describe the difference between summer and winter in the Arctic. Australia Investigate the world’s continents and oceans and locate Australia on a map/globe. To know the difference between life in London and life in a rural Australian farm To be able to compare
Use basic geographical vocabulary to refer to key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop use world maps, atlases and globes To identify the United Kingdom and its countries. Understanding information can be recorded in charts. Understanding what physical features are. Investigating physical features found in the Arctic. Exploring the physical landscapes of the Arctic. Explore Arctic cities and the countries they are in. Investigate features in Arctic cities. View and describing city images. Understanding where Greenland is in relation to the United Kingdom. Investigate physical and humans features in two cities. Compare and contrasting two cities’ features. landscape and cultural differences. To know how people live in each country. Use maps, atlases, globes and digital/computer to locate countries and describe features. Understand key physical features, including: beach, coast, forest, hill, mountain, ocean. Identify and describe how the physical features affect the activity within a location. Art skills Creating Silhouettes To be able to use charcoal and to create silhouette images of London during The Great Fire. Draw lines of different sizes and thickness. Magical worlds To look at Dean’s work and think about how we know the lands are magical. Touch upon surrealism and the work of Dali. The children use inspiration from these artists and images from our topic to create and Aurora Borealis formations Understanding what the Aurora Borealis is and it occurs. Identifying colours and shapes in the Auroara Borealis events. Creating the Aurora Borealis with different art materials. Paul Signac and Pointillism To learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and Space Landscapes The children will have the opportunity to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. They will use these skills to create a variety of
Colour (own work) neatly following the lines. Show pattern and texture by adding dots and lines. Sketch lightly (no need to use a rubber to correct mistakes). Use shading to show light and shadow. Use different hardness’s of pencils to show line, tone and texture. Use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of sunlight). sketch their own magical lands. Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space making links to their own work. Link Paul Signac’s style to Aboriginal Art, where there is always a continuous use of dotting, patterns, lines or hatching. Create patterns and symbols using only the colours seen in nature pieces based on space landscapes. Design Tech skills Design and Create Superhero Capes. 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. PE skills Games Throwing and catching Gymnastics Balance Dance Communicate different moods, feelings and ideas Games Dribbling Gymnastics Parts high and low Summer festivals Latin dances (10) Games Sending skills Dance Exploring Patterns and pathways; Developing a repertoire Dances from our Heritage: Enfield DVD Games Hitting and striking Gymnastics Spinning and turning Games Running jumping and hopping Music skills Ourselves The children discover ways to use their voices to describe feelings and moods. They create and notate vocal sounds, building to a performance. Toys The children move and play to a steady beat to sound sequences. They learn to control changing tempo as they take a scooter ride. Our Land The children explore timbre and texture as they explore descriptive sounds. They listen to, and perform, music inspired by myths. Our Bodies The children develop a of steady beat using their own bodies. They respond to music and play rhythm patterns on body percussion and instruments. Animals The children link animal movement with pitch movement to help develop understanding and recognition of changing pitch. They interpret pitch line notation using voices and tuned instruments. Number The children explore steady beat and rhythm patterns. They play beats and patters from Renaissance Italy to West Africa, and create their own with body percussion, voices and instruments. Storytime The children are introduced to famous pieces to stimulate composition. The children interpret a storyboard with sound effects, and develop their own ideas using voices and percussion. Seasons The children develop an understanding of pitch through movement, songs and listening games. They become familiar with pitch Weather The children have opportunities to create descriptive sounds and word rhythms with raps and about the weather. They create descriptive class composition using voices and instruments. Pattern Using simple notations, the children play, create and combine rhythms using body percussion and instruments. Water The children sing and play a variety of pitch shapes, using movement and reading from scores. They create a class composition which describes the sounds and creatures of a pond. Travel In this unit the children learn a Tanzanian game song and accompany a travelling song using voices and instruments. They listen to an orchestral
shapes and perform them in a variety of musical arrangements. piece and improvise their own descriptive ‘theme park’ music. RE skills Christianity Growing up in a Christian family Christianity What can we learn from Biblical tales (David and Goliath, The Good Samaritan) The story of Christmas Hinduism Holi Festival The story of Rama and Sita Hinduism Growing up in a Hindu family. Islam Growing up in a Muslim family. How children learn about Allah and their Muslim identify. Islam Ramadan and Festivals and giving thanks for the things we have. skills New Beginnings To agree and follow rules for their group and classroom, and to understand how rules help them. To recognise what they like and dislike, what is fair and unfair, and what is right and wrong. To contribute to the life of the class and school. Talk about new experiences with others. Talk about some things of personal interest. Getting On and Falling Out. To recognise, name and deal with feelings in a positive way. To recognise choices they can make and recognise the difference between right and wrong. To recognise how their behaviour affects others. To listen to others, and play and work cooperatively. To identify and respect the differences and similarities between people. Choices To recognise what they like and dislike. To share opinions on things that matters to them and explain their views. To recognise choices they can make. To understand how to make simple choices that improves their health and well-being. To maintain personal hygieneTo appreciate rules for and ways of keeping safe and about people who can help them to stay safe Good To Be Me To think about themselves, learn from their experiences and recognise what they are good at. How to set a simple goal. Clearly identify own strengths. Identify areas for improvement. Seek the opinion of others to help identify improvements. Show effort and commitment in refining and adjusting work. Rights and responsibilities (Link to Animals and Us/Children’s rights) To take part in discussions with one other person and the whole class To understand how rules help them. Think about the process of growing from young to old and how people’s needs change. To be able to identify positive and negative aspects about taking on a responsibility. Feelings and Relationships To share their opinions on things that matter to them and explain their views. To recognise that they belong to various groups and communities, such as family and school. Think about how family and friends should care for each other. listening to others and working and playing cooperatively.