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|SUBJECT |Autumn Term |Spring Term |Summer Term |
| |Time Detectives - Mary Seacole and Florence Nightingale + famous people |Grand Designs - Great Fire of London / Flight |Wild World – Animal studies and habitats around the world. |
| |from the past. | | |
|ENGLISH |Phonics / Spelling – Continuing learning and applying Phonics – Stage 5 |Phonics / spelling - Continuing learning and applying Phonics. |Phonics / spelling – Continuing learning and applying Phonics. |
| |and 6 |First 100 and next 200 common words |Year 2 spelling lists of words with patterns. |
| |First 100 and next 200 common words. |New Curriculum Year 2 spelling lists. |Rules for adding –tion. |
| |Suffixes, rules for adding ed and ing. |Suffixes, rules for adding ed and ing. |Dictation including spelling words and punctuation. Common homophones, |
| | |Common homophones, apostrophes for contractions. |apostrophes for contractions and possession. |
| |Handwriting – upstroke joining and correct formation. | | |
| | |Handwriting – upstroke joining focus on size and fluency. |Handwriting – upstroke joining focus on size and fluency. |
| |Reading - fiction, non-fiction, poetry and plays with fluency and | | |
| |expression. Learning poems by heart. Comprehension skills – recall, |Reading - fiction, non-fiction, poetry and plays with fluency and |Reading - fiction, non-fiction, poetry and plays with fluency and |
| |vocabulary and inference. |expression. Learning poems by heart. |expression. Novel Study. Using Dictionaries Learning poems by heart. |
| | |Comprehension skills recording answers in writing – recall, vocabulary |Comprehension skills recording answers in writing – recall, vocabulary |
| |Writing genres: see genre progression maps |and inference. |and inference. |
| |Diary entries | | |
| |Recounts |Writing genres: see genre progression maps |Writing genres: see genre progression maps |
| |Simple biography |Diary entries |Non-fiction reports – ICT processing |
| |Letters |Recount |Narrative story writing |
| |Instructions |Description |Animal fables |
| |Narrative |Newspaper report – discussion text |Instructions |
| | |Letters |Poetry |
| |Main focus for writing: |Instructions |Explanatory text – flowchart |
| |Secure basic punctuation, use of ! and ?. |Narrative story writing - Story from Music festival. |Glossary |
| |Planning and organising ideas, time connectives, descriptive writing |Persuasive text – poster/advert | |
| |using our senses. | |Main focus for writing: organising ideas in a mind map. Paragraphs, |
| | |Main focus for writing: |headings and sub-headings. Editing writing. |
| |Grammar: nouns, verbs, adjectives; correct use of past tense. |Description, connectives, different ways to begin sentences; |Bullet points, captions, glossary, contents etc. |
| | |punctuation including commas in lists, speech marks; editing writing. |Narrative: speech marks, descriptive language, organisation of story |
| | | |into paragraphs using a story map. |
| | |Grammar: nouns, verbs, adjectives, suffix, contractions and possessive | |
| | |apostrophe. |Grammar: nouns, verbs, adjectives, suffix, possessive apostrophe. |
| | | | |
|MATHS |Number and place value – |Number and place value – |Number and place value – |
| |Represent numbers with equipment. |Represent numbers with equipment. |Represent numbers with equipment. |
| |Recognise tens and units to 100 |Recognise tens and units to 100 |Recognise tens and units to 100 |
| |Partition numbers. |Partition numbers. |Partition numbers. |
| |Use < > to compare number to 50. |Use < > to compare number to 100 |Use < > to compare number to 50. |
| |Count in multiples of 2, 5 and 10. |Count in multiples of 2, 5 and 10. |Count in multiples of 2, 5 and 10. |
| |Addition and subtraction- |Count in multiple of 3. |Count in multiple of 3. |
| |Know addition and subtraction facts to 20. |Addition and subtraction- |Model and write numbers beyond 100. |
| |Derive tens facts from units facts 3 + 7 = 10 so 30 + 70 = 100 etc. |Know addition and subtraction facts to 20. |Addition and subtraction- |
| |Families of facts. |Use Place Value equipment to subtract numbers: |Know addition and subtraction facts to 20. |
| |Missing number problems to 20 |2 digit - 1 digit; 2 digit - tens number. |Use Place Value equipment to subtract numbers: |
| |Use Place Value equipment to add numbers: |2 digit - 2 digit; |2 digit - 1 digit; 2 digit - tens number. |
| |2 digit + 1 digit; 2 digit + tens number. |Understand that subtraction cannot be done in any order. |2 digit - 2 digit; |
| |2 digit + 2 digit; add 3 one digit numbers. |Missing number problems with subtraction |Understand that subtraction cannot be done in any order. |
| |Show that addition can be done in any order – commutative property. |Find the difference |Find the difference |
| |Multiplication and division |Multiplication and division |Missing number problems |
| |Recall multiplication tables for x2, x5 and x10 tables. |Recall multiplication tables for x2, x5 and x10 tables. |Multiplication and division |
| |Sort and recognsie odd and even numbers. |Sort and recognsie odd and even numbers |Write statements using ÷ |
| |Fractions |Know x3 and x4 tables |Relate fraction to the use of ÷ for example half is dividing by 2. |
| |Find halves and quarters of a group of objects, shape or object. |Write statements using x using array and relate x to repeated addition.|Quarter is dividing by 4. |
| |Write fractions such as ½ of 6 = 3 |Show that multiplication can be done in any order. |Know the inverse of the multiplication tables using division. 4 x 5 = |
| |Measurement |Fractions |20 so 20 ÷ 5 = 4 |
| |Measure in cm and m |Recognise, find, name and write fractions: ½, ¼, 1/3, ¾ |Fractions |
| |Compare lengths using < and > and = |Count in fractions of ½ up to 10. |Find ½, ¼ 1/3, ¾ of a set of objects. |
| |Find different combinations of coins that make the same amount. |Measurement |Recognise, find, name and write fractions: ½, ¼, 1/3, ¾ |
| |Tell the time using o’clock, half past, quarter to and quarter past. |Record pound and pence accurately using £ p |Count in fractions of ½ up to 10 and in ¼ to 10. |
| |Geometry – Shape |Give change |Measurement |
| |2D shape names and properties: right angles. |Tell to time to 5 minute intervals. |Measure in kg/g and ml/ l. |
| |Patterns and sequences. |Know the number of minute in an hour and number of hours in a day. |Tell the time to 5 minutes. |
| |Statistics |Read degrees◦ Celsius off a thermometer. |Add up money amounts and give change. |
| |Construct and interpret simple tally charts, pictograms, block diagrams:|Geometry – Shape |Geometry – Shape |
| |scale of 1. |3D shapes naming and properties: faces, edges, vertices. |Review 2D and 3D shapes and properties. |
| |Make graphs with scale of 2, 5 or 10. |Identify 2D shapes on the faces of 3D objects. |Symmetry in 2D shapes. |
| | |Geometry - position and direction |Statistics |
| | |Patterns and sequences |Total data and compare data from different graphs. |
| | |Programing robots etc. to turn or rotate ¼, ½, ¾ turns etc. |Answer questions about data in graphs and tables. |
| | |Statistics | |
| | |Answer simple questions about graphs. | |
| | |Making and recording in a table. | |
|Numeracy | Reading dates. |Reading dates and years. |Sorting and graphing data about animals. |
|linked to |Reading numbers into hundreds and thousands. |Knowing number of years in a decade and century. | |
|Topic. | |Ordering events and using language of time. | |
| | |Reading degrees Celsius science | |
| | | | |
|SCIENCE |Animals Including Humans |Uses of Everyday Materials |Follow up on bulbs early in summer term. |
| |Basic needs of animals / humans– food, water, air. |Name and compare materials fit for different purposes. | |
| |Exercise and the effect on the body. |Compare the same item made from different materials and give reasons |Living things and their habitats. |
| |Different food groups. |why this is the case. |Compare living, dead and things that have never been alive. |
| |Hygiene. |Classify man-made and natural materials. | |
| |(Link to Florence Nightingale/Mary Seacole – germs and the spread of |Find out how materials can be changed by squashing, bending, twisting |Habitat studies and dependence of living things. |
| |these). |and stretching: forces. |Recap on animal groups. |
| | |Describe materials using scientific vocabulary: opaque, transparent, | |
| |Life cycles – caterpillars in the classroom. |flexible, rigid etc. |Name plants and animals and study different habitats such as ocean, |
| |Learning about other life cycles. |Find out how materials change by heating and cooling. |forest, desert, rainforest, rivers etc. |
| | | | |
| | |Plants. |Food chains. |
| |Plant bulbs for spring. |Observe and describe how seeds and bulbs grow into mature plants. | |
| | | | |
| |Working scientifically – skills: observe closely. |Find out and describe how plants need water, light and a suitable |Working scientifically – skills: identify and classify animals. |
| |Use their observations and ideas to suggest answers to questions. |temperature to grow and stay healthy. |Ask questions and perform simple test. Use observations to answer |
| | |Working scientifically – skills: gather and record data. Identify and |questions – plants. |
| | |classify materials. | |
| | |Observe closely using simple equipment. | |
|HISTORY |Time Detectives Topic |Grand Designs Topic |Wild World Topic |
| |Changes within living memory. |Events beyond living memory |Significant historical events. |
| |Begin with personal timelines to develop a sense of chronology. |Significant historical events |Race to the south pole. |
| | |The Great fire of London | |
| |Changes beyond living memory |Comparison of houses then and now. |The lives of Significant individuals. |
| |The lives of significant individuals. |Finding reasons why did the fire spread? |Christopher Columbus. |
| |Famous people (Florence Nightingale, Thomas Edison, Mary Seacole, Guy |Time line of Great Fire of London. | |
| |Fawkes, Marconi – Chelmsford and Jesus) |Was there anything good about the fire? | |
| | |The Plague. | |
| |Finding evidence in photographs, paintings and texts. |Great Fire of London discrepancies in death toll. | |
| |Timelines and chronological order. |Census – what is a census? Was it accurate then? | |
| |The vocabulary of time. Describing when people lived. | | |
| |Guessing the famous person or discovery by looking at a variety of |Grand Designs – Flight | |
| |primary and secondary sources. |The first and other famous aeroplanes / rockets – plotting these on a | |
| |Sorting statements from different famous people to gain an insight into |time line. | |
| |their lives. | | |
| | |Learning about the Wright Brothers, Neil Armstrong, | |
| | |Tim Berners-Lee (internet and how this changed flight) | |
| | | | |
| | |Significant historical events. | |
| | |Remembrance Day. | |
|GEOGRAPHY |Time Detectives |Grand Designs Topic |Wild World Topic |
| |Locational Knowledge |Geographical skills and fieldwork |Locational Knowledge |
| |Name, locate and identify the four countries and |Use aerial photographs and plan perspectives to recognise landmarks and|Name seven continents and five oceans. |
| |capital cities of the UK and the surrounding seas. |basic human and physical features; devise a simple map; and use and |Link with animals of the world. |
| | |construct basic symbols in a key. | |
| |Place Knowledge: | |Place Knowledge: |
| |Understand geographical similarities and differences through studying |Looking at maps of London now and then. |Understand geographical similarities and differences through studying |
| |the human and physical geography of the UK and a small area in |Designing our maps of a new London. |the human and physical geography of the UK and a small area in |
| |contrasting non-European country | |contrasting non-European country such as Brazil – linked to Mini Games.|
| | |Use simple compass directions (NSEW) and locational and directional |Link to animal country study. |
| |Summer holiday destinations |language (eg near, far, left, right) to describe the location of | |
| |Finding locations of famous people and their travels |features and routes on a map. |Human and Physical geography |
| |Link the travels of Florence Nightingale and Mary Seacole. | |Identify the location of the hot and cold areas of the world in |
| | |Geographical skills and fieldwork |relation to the equator and the north and south poles. |
| | |Use simple fieldwork and observational skills to study the geography of| |
| | |their school and its grounds and the key human and physical features of|Use basic geographical vocabulary to refer to key physical features, |
| | |its surrounding environment. |including: beach, cliff, coast, forest, hill, mountain, sea, ocean, |
| | |Orienteering activities. |river, soil, valley, vegetation, season and weather. Link to animal |
| | | |habitats. |
|DESIGN AND |Textiles - templates and joining techniques. |Structures – Freestanding structures 3 weeks |Mechanisms – Cam mechanisms |
|TECHNOOGY |Christmas textile decoration – stocking |– making houses in the style of Great Fire of London. |Making a roly poly toy. Link to animals in science. |
| | |Making houses stable so they stand up on their own. |Understand through experimentation that the position of the circle on |
| | | |the cam makes the roly poly toy move differently. Making one of each |
| | |Mechanisms - Wheels and axles - 3 weeks |type of toy with a different position for each cam. |
| |Food Technology related to Christmas Fayre. |–making fire carts or horse drawn carriages. | |
|RE (ESSEX |Diocese Unit: Harvest – God’s Creation |Essex Unit: Special Places – different places of worship: |Diocese Unit Pentecost: The Holy Spirit |
|+DIOCESE) |Essex Unit: Special things in nature: Judaism. |Hinduism. Religious buildings – visit to church. |Essex Unit Special places: Hinduism |
| | | |Essex Unit Special symbols and objects: Sikhism |
| |Essex Unit: Special People |Essex Unit - Judaism – special words and stories Passover with Year 5.|Diocese Unit : Jesus the Teacher |
| |Diocese Unit: Christmas Lights | | |
| | | | |
| | |Diocese Unit : Easter: Symbols of Easter | |
|COMPUTING |Develop basic word processing skills: |Researching using Great Fire of London websites. |Continue to develop word processing skills. inserting and changing |
| |changing font | |pictures. Making choices about presenting our own work. |
| |inserting picture |Continue to develop word processing skills. Inserting and changing | |
| |Saving and filing work. |pictures. |Email using dB Primary |
| |Retrieving work. | | |
| | | |Research places around the world. |
| |Studying how files work and names for hardware. |Programming linking programing to space control. | |
| | | |Find out about animals given a website. |
| |Use of specific programs to learn about Florence and Mary. |Using the internet: | |
| | |Use technology safely, respectfully and responsibly. |Using the internet: |
| | | |Use technology safely, respectfully and responsibly when emailing or |
| | | |messaging. |
|ART |Linked to Florence Nightingale. |Linked to Great Fire of London |Linked to Wild World |
| | | | |
| |Sculpture: Clay skills: pinch pots for lamps. |Collage skills and Cutting skills - silhouettes of buildings in the |Sculpture - Clay animals and insects. |
| |Clay owls linked to Florence Nightingale’s owl. |skyline. | |
| | | |Rubbings and dye. Eric Carle animals. |
| |Famous portrait artists - How people were portrayed before cameras |Print making of houses to make Puddiing Lane using press pads. | |
| |invented. Charcoal and paint portraits. | | |
|MUSIC | | | |
| |Christmas Nativity – singing, chanting. Use their voices expressively |Music Festival – singing, playing instruments, |End of year Performance – inventing musical pieces. |
| |and creatively by singing songs and speaking chants |Recorder for London’s Burning. |Listen with concentration and understanding to a range of high-quality |
| | |Play tuned and untuned instruments musically |live and recorded music. |
| | | |Experiment with, create, select and combine sounds using the |
| | | |inter-related dimensions of music. |
|PSHE AND |Me and my Relationships: special people, making and breaking friends |Me and Keeping Safe: dangers and hazards, safety rules, people who keep|Me and Growing and Changing: growth and change-independence, |
|CITIZENSHIP |Me and Drugs and Medicine: medicines and injections, people who make |them safe, road safety |responsibility, growing older |
| |them better, safety |Me and my Healthy Lifestyle: balanced diet, fruit and vegetables, |Me and my Feelings: feelings of excitement, being treated unfairly, |
| |Me and Making a Positive Contribution: anti-bullying week |cleanliness, hygiene, healthy routines |losing, dealing with change |
|PE |Whole School Cup Stacking Competition |Whole School Cross Country Competition |Mini Games |
| | | |Whole School Sports Day |
| |Gymnastics: |Dance : Music Festival |Triathlon |
| |Making different shapes, travelling in different ways, changing |Great Fire of London Dance – Great Balls of Fire. | |
| |dynamics: level, speed, pathway, different body parts, adding simple |Control and coordination, different dynamic qualities to express ideas,|Games – Tag Rugby and Cricket |
| |apparatus, shape-travel-shape (repeat), copying a simple sequence, |moods and feelings, link actions together, remember and repeat sequence|Relay type games for Mini Games. |
| |sequence of 4-6 elements | | |
| | |Games: Tag Rugby |Athletics: Outdoor Athletics |
| |Games: Skills |Rugby: passing, catching, passing behind, passing while running. |Sprint, Hurdles, Long Distance, Long Jump, Javelin |
| |Ball skills: rolling, hitting, dribbling, bouncing, stopping, |Catching and intercepting. Scoring a try. | |
| |retrieving, intercepting | |Dance : Summer Fayre. |
| |Cricket: throwing, striking the ball off a tee, fielding skills: |Swimming |Control and coordination, different dynamic qualities to express ideas,|
| |rolling, throwing and catching. | |moods and feelings, link actions together, remember and repeat sequence|
| | | | |
| |Swimming | |Swimming |
|SCHOOL |Harvest Festival |Music Festival |SATs |
|EVENTS |Christmas Preparations |Easter Preparations |Mini Games |
| |Cup Stacking Competition |Cross-Country |Sports Day |
| | |3 Tees Cricket tournament | |
| | |Tag Rugby tournament preparation for April | |
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