Subjects



| |Autumn I |Autumn II |

| |(6 weeks) |(7 weeks) |

|RE |1.1 Gods Great Plan |1.2 Mary Mother of God |

| |To be aware of the beauty of God’s world and explore and respond to the wonders of creation |Know that God sent the Angel Gabriel to ask Mary to be the Mother of his son. |

| |Hear the story of Creation from Genesis and talk about its meaning |Mary visits her cousin Elizabeth |

| |Reflect on the knowledge that God made us because he loves us |Learn the story of the birth of Jesus |

| |Be aware that we have responsibility to look after God’s world |Mary’s role in the birth of Jesus |

| |The story of Noah and the flood |Learn that Mary is our Mother too and she looks after us |

|Maths |Place Value within 10 (4 weeks) |Addition and Subtraction within 10 (2 weeks) |

| |Sorting |Subtraction –taking away – crossing out –using the symbol |

| |Counting objects and groups up 10 |Subtraction – taking away – find a part |

| |Represent up to 10 numbers and objects |Fact families – the 8 facts |

| |Count forwards and backwards from 10 |Subtraction – counting back |

| |Count one more and one less within 10 |Subtraction – finding the difference |

| |One to one correspondence |Comparing addition and subtraction |

| |Compare up to 10 objects and numbers | |

| |Introduce and = fro number up to 10 |Geometry (1 week) |

| |Order up to 10 objects and numbers |Recognise and name 3D shapes |

| |Ordinal numbers |Sort 3d shapes |

| |Number live from 0 -10 |Recognise and name 2D shapes |

| | |Sort 2D shapes |

| |Addition and Subtraction within 10 (3 weeks) |Patterns with 3D and 2D shapes |

| |Introducing parts and wholes (singles and groups of objects) | |

| |Part whole model |Place Value within 20 (2 week) |

| |Addition symbol |Count forwards and backwards and write number to 20 |

| |Fact families – addition facts |Numbers from 11 to 20 |

| |Number bonds for number within 10 |Tens and ones |

| |Addition – adding together, adding more, using bonds |Count one more one less |

| | |Compare groups of objects |

| | |Compare numbers |

| | |Order groups of objects |

| | |Order numbers |

| | | |

| | |Consolidation week |

| | |Recap and consolidate learning from this term |

| | | |

| | |Activity Week |

| | |Themed activities linked to the learning from this term |

|English |Class Novel: Here We Are by Oliver Jeffers (2 weeks) |Class Novel: Handa’s Surprise & The Gigantic Turnip |

| |Writing Type: Narrative |Writing Type: Traditional Stories |

| | | |

| |[pic] |[pic] [pic] |

| | | |

| |Class Novel: The Tiger Who Came to Tea (3 wks) & Owl Babies(2 wk) |Composition (ongoing) |

| |Writing Types: Narratives/Traditional Stories |Write simple sentences captions and words by:- saying out loud what they are going to write |

| |[pic] [pic] |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. |

| |Composition (ongoing) |Discuss what they have written with the teacher or other pupils. |

| |Write simple sentences captions and words by:- saying out loud what they are going to write |Read aloud their writing clearly enough to be heard by their peers and the teacher. |

| |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. |Handwriting |

| |Discuss what they have written with the teacher or other pupils. |Sit correctly at a table, holding a pencil comfortably and correctly |

| |Read aloud their writing clearly enough to be heard by their peers and the teacher. |Begin to form lower-case letters in the correct direction, starting and finishing in the |

| | |right place. |

| | |Understand which letters belong to which handwriting families and to practise these. |

| |Handwriting | |

| |Sit correctly at a table, holding a pencil comfortably and correctly | |

| |Begin to form lower-case letters in the correct direction, starting and finishing in the right |Reading (comprehension) |

| |place. |Becoming very familiar with traditional tales, retelling them and considering their |

| |Understand which letters belong to which handwriting families and to practise these. |particular characteristics. |

| | |Recognising and joining in with predictable phrases |

| |Reading (comprehension) |Discussing word meanings, linking new meanings to those already known |

| |Becoming very familiar with traditional tales, retelling them and considering their particular |Make inferences on the basis of what is being said and done |

| |characteristics. |Predicting what might happen on the basis of what has been read so far |

| |Recognising and joining in with predictable phrases | |

| |Discussing word meanings, linking new meanings to those already known | |

| |Make inferences on the basis of what is being said and done | |

| |Predicting what might happen on the basis of what has been read so far | |

|Reading |Reading (comprehension) – ongoing during story time and book corner |Reading (comprehension) – ongoing during story time and book corner |

| |Develop pleasure in reading, motivation to read, vocabulary and understanding |Develop pleasure in reading, motivation to read, vocabulary and understanding |

| |Listen to and discuss a wide range of poems, stories and non-fiction at a level beyond that at |Listen to and discuss a wide range of poems, stories and non-fiction at a level beyond that |

| |which they can read independently |at which they can read independently |

| |Recognising and joining in with predictable phrases |Recognising and joining in with predictable phrases |

| | | |

| |Reading (comprehension) – ongoing during guided reading |Reading (comprehension) – ongoing during guided reading |

| |Drawing on what they already know or on background information and vocabulary provided by the |Drawing on what they already know or on background information and vocabulary provided by |

| |teacher. |the teacher. |

| |Checking that the text makes sense to them as they read and correcting inaccurate reading. |Checking that the text makes sense to them as they read and correcting inaccurate reading. |

| |Participate in discussions about what is read to them, taking turns and listening to what |Participate in discussions about what is read to them, taking turns and listening to what |

| |others say (VIPERS). |others say (VIPERS). |

| | | |

| |Reading (word reading) – phonics and guided reading |Reading (word reading) – phonics and guided reading |

| |Apply phonic knowledge and skills as the route to decode words |Apply phonic knowledge and skills as the route to decode words |

| |Respond speedily with the correct sound to graphemes for all 40+ phonemes. |Respond speedily with the correct sound to graphemes for all 40+ phonemes. |

| |Read common exception words, noting unusual correspondences between spelling and sound and |Read common exception words, noting unusual correspondences between spelling and sound and |

| |where these occur in the word |where these occur in the word |

| |Read words of more than one syllable that contain taught GPCs. |Read words of more than one syllable that contain taught GPCs. |

| |Re-read books to build up their fluency and confidence in word reading. |Re-read books to build up their fluency and confidence in word reading. |

|Grammar |Ongoing in writing |Ongoing in writing |

| |Leave spaces between words |Leave spaces between words |

| |Punctuate sentences with a full stop and capital letters |Punctuate sentences with a full stop and capital letters |

| |Begin to form lower case letters in the correct direction |Begin to form lower case letters in the correct direction |

| | | |

| |Punctuation |Punctuation |

| |Use the terms punctuation, sentence, capital letter and full stop |Use the terms punctuation, sentence, capital letter and full stop |

| |Name the letters of the alphabet in order |Name the letters of the alphabet in order |

| |Form capital letters |Form capital letters |

| |Use capital letter for names of people, places, the days of the week and the personal pronoun I|Use capital letter for names of people, places, the days of the week and the personal |

| | |pronoun I |

| |Conjunctions | |

| |Joining words and joining clauses using and |Conjunctions |

| | |Joining words and joining clauses using and |

|Spelling |Ongoing in writing and phonics |Ongoing in writing and phonics |

| |Words containing each of the 40+ phonemes already taught |Words containing each of the 40+ phonemes already taught |

| |Common exception words |Common exception words |

| |Write from memory simple sentences caption, dictated by the teacher that include words using |Write from memory simple sentences caption, dictated by the teacher that include words using|

| |the GPCs and common exception words taught so far. |the GPCs and common exception words taught so far. |

| |Use letter names to distinguish between alternative spellings of the same sound |Use letter names to distinguish between alternative spellings of the same sound |

|PSHE |Being Me in My World | Celebrating Differences |

| |• Help other to feel welcome |• Accept that everyone is different |

| |• Try to make our school community a better place |• Include others when working and playing |

| |• Think about everyone’s right to learn |• Know how to help if someone is being bullied |

| |• Care about other people’s feelings |• Try to solve problems |

| |• Work well with others |• Use kind words |

| |• Choose to follow the Learning Charter |• Know how to give and receive compliments |

|Geography/ History |Around the World |Childhood Then and Now |

| |To be able to locate Europe on a world map and identify some of its countries and features |To find out which toys were played with in the past |

| |To be able to locate Asia on a world map and explore the features and characteristics of China |To discuss different children’s crazes over time |

| |To be able to locate Australia on a world map and identify some of its features and |To investigate and identify how homes have changed over time |

| |characteristics |To compare how schools have changed over time |

| |To be able to locate Africa on a world map and explore the features and characteristics of |To compare what children wore at different times |

| |Kenya |To find out about children’s entertainment and how it has changed over time |

| |To be able to identify North America on a world map and explore the characteristics and | |

| |features of the USA | |

| |To be able to locate South America on a world map and explore the features and characteristics | |

| |of Brazil | |

| |To be able to locate Antarctica on a world map and identify some of its features and | |

| |characteristics | |

| |Self Portraits |Delightful Decorations |

|Art |Investigate portraits by a variety of artists |Explore different decorations |

| |Explore the use of objects to convey meaning in a portrait |Practise cutting skills |

|Design Technology/ |Investigate a range of drawing media and the marks they can make |Practise sewing skills |

| |To record self-portraits from observation |Design a Christmas tree decoration |

| |Explore how colour can be used to convey moods and emotions |Make a Christmas tree decoration |

| |To be able to create a portrait sculpture. |Evaluate your decoration |

| |Toys and Games |Toys and Games |

|Computing |e-Safety |Multimedia |

| |Agree and follow sensible e-safety rules for the classroom |Use ICT to organise and present their ideas |

| |Tell an adult when I see something unexpected or worrying online. |Use word banks, templates and paint programmes to create, develop and present their work |

| | | |

| |Programming (Beebot) |Technology in our lives |

| |Recognise that devices and on screen objects can be controlled by a sequence of actions and |Recognise uses of technology in their homes and in their community |

| |instructions |Understand that there are online tools that can help them create and communicate |

| |Understand that devices and software can be controlled by buttons |Use technology purposefully to retrieve digital contents |

| |Make predictions about the behaviour of simple programs | |

| |Begin to create and debug simple programs | |

|Science |Animals Including Humans |Seasonal Changes |

| | | |

|Main scientific enquiry |Common animals |What do we know about the weather |

|strand |Compare common animals |Weather watching |

| |Identify and name carnivores omnivores and herbivores |Shadow fun |

| |Basic body parts of the human body |Your weather station – Rain |

| |Senses |Your weather station - Wind |

| | |Your weather station – Temperature |

| |Identifying and classifying | |

| |Gather, record, classify and present data in a variety of ways to help in answering questions |Observing Closely |

| | |Make systematic and careful observations and, where appropriate, take accurate measurements |

| | |using standard units, using a range of equipment |

|Music |Charanga – Hey you |Charanga – Rhythm in the way we talk and banana Rap |

| |Listening skills |Listen and appraise |

| |Musical activity |Musical Activities |

| |Warm-up Games (including vocal warm-ups) |Flexible Games |

| |Learn to Sing the Song |Learn to Sing the Song: Vocal warm-ups and singing |

| |Play Instruments with the Song |Perform the Song - perform and share your learning as you progress through the Unit of Work.|

| |Improvise with the Song | |

| |Compose with the Song | |

| |Performa and share learning | |

|PE |Games & Ball skills |Games and ball skills |

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St Francis of Assisi Catholic Primary School

Year 1 Termly Overview of Planning

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