Www.breckschool.co.uk



EnglishReceptionYear 1Year 2ActivitiesMake marks as they draw, write and paint Apply Phase 2/3/4 phonics Identify and write initial sounds Identify and write final and middle sounds in cvc words. Segment and blend orally Practise correct letter formation Give meaning to marks they make as they draw, write and paint. Begin to break the flow of speech into words. Link sounds to letters, naming and sounding the letters of the alphabet. Use some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. Write own name and other things such as labels, captions. Attempt to write short sentences in meaningful contexts.Say, and hold in memory whilst writing, simple sentences which make sense. Write simple sentences that can be read by themselves and others. Separate words with finger spaces. Punctuate simple sentences with capital letters and full stops. Use capital letter for the personal pronoun. Use capital letters for names of people, places and days of the week. Identify and use question marks and exclamation marks. Use simple connectives to link ideas e.g. and. Pluralise nouns using ‘s’ and ‘es’ e.g. dog, dogs; wish, wishes. Orally compose every sentence before writing. Re-read every sentence to check it makes sense. Orally plan and rehearse ideas. Sequence ideas/events in order. Use formulaic phrases to open and close texts. Use familiar plots for structuring the opening, middle and end of their stories. Write in different forms with simple text type features e.g. instructions, narratives, recounts, poems, information texts.Write about real and fictional events. Use correct tense. Say, write and punctuate simple and compound sentences using the connectives and, but and or. Use commas to separate items in a list. Use apostrophes for contracted forms e.g. don’t, can’t, wouldn’t, you’re, I’ll. Select, generate and effectively use verbs and adjectives Sequence and discuss the main events in stories. Identify, discuss and collect favourite words and phrases. Make predictions using evidence from the text. Demonstrate understanding of texts by asking and answering questions related to who, what, where, when, why, how. Make inferences about characters and events using evidence from the text e.g. what is a character thinking, saying and feeling? Use subordination for time using the word ‘when’. Select, generate and effectively use nouns. Plan and discuss what to write about e.g. story mapping, collecting new vocabulary, key words and ideas. Use specific text type features to write for a range of audiences and purposes e.g. letters and narrative. Learn new ways of spelling phonemes for which one or more spellings are already known. Form lower-case letters of the correct size relative to one another. Read a range of non-fiction texts including information, explanations, instructions, recounts, reports. Discussing how specific information is organised within a non-fiction text e.g. text boxes, sub-headings, contents, bullet points, glossary, diagrams. Activating prior knowledge and raising questions e.g. What do we know? What do we want to know? What have we learned?Use sentences with different forms: statement, question, exclamation. Use subordination for reason with ‘because/so’. Plan and discuss what to write about e.g. text mapping, collecting new vocabulary, key words and ideas. Use specific text type features to write for a range of audiences and purposes e.g. to inform.Create own stories built upon those heard and using small world to re-enact and change events.Draw/write in different mediums, e.g. sand, glitter, plasticine etc. to build pencil grip and practise letter formation and writing flow. Make labels and signs for Role play area- Jungle Tours, Street food stand.Label animal pictures.Write descriptive sentences about Rainforest scenes using senses.Guess what I am? Write descriptive clues.Write about if you were a specific animal in the rainforest… Writing starters… If I were a Toucan…..If animals could talk what would they say? Find out facts about the animals in each layer. Make little books- concertina, snake shape, triangular shaped book. Make fact files about specific animals. Use I pads to research and non-fiction books.Read story ‘The Great Kapok tree’ by Lynne Cherry. What did each animal say. Link to art- use made animals and add speech bubbles next to them and write the full sentence underneath, e.g. the parrot squawked etc. Create a storyboard of events in sequence.Use pictures as a stimulus to write using their senses. Imagine you are walking through the rainforest… What can you see, hear? How do you feel? Listen to story starter and fill in missing words and extend by adding own ideas.Write instructions of how to carry out an experiment, design a t-shirt etc.Write persuasive texts/posters about saving the rainforest/deforestation.Write letters to express concern about deforestation.Imagine you are a Rainforest explorer and write about a Day in the life of…, commenting on your observations, feelings etc.Write a diary entries of your time spent as an explorer. MathsCounting 1-1 correspondence. Number recognition 0-10/20/30/40Number formation practise- write in sand, glitter, paint, chalk etc. Air writing.Ordering numbers. 1 more/1 less. Addition and subtraction using 1 digit numbers Repeating patterns of rainforest animals.Identify and name 2D and 3D shapes.Weight-. Use balance to find out which is heavier/lighter. Positional language – where is the Rainforest Explorer? Counting on and back using a number line. Adding single digits crossing 10. Write out calculation correctly. Size- order Rainforest trees from smallest to largest. Time - Sequence events.Money- recognising coins and using 1ps and 2ps to pay for items in the Joypur Souvenir shop. Number & Place ValueCount to and across 100, forwards and backwards, beginning with 0 or 1, or from any given numberCount, read and write numbers to 100 in numerals; count in multiples of 2s, 5s and 10sFrom given a number, identify 1 more and 1 lessidentify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, leastread and write numbers from 1 to 20 in numerals and words.Measurement: length and height Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels Compare and order lengths, mass, volume/capacity and record the results using >, < and = Measurement: Money Recognise and use symbols for pounds (?) and pence (p); combine amounts to make a particular value. Find different combinations of coins that equal the same amounts of money. Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change.Pay for items in the Indian Street food stall and buy souvenirs in the Joypur Tours souvenir shop.Problem SolvingSolve one step problems involving multiplication and division and addition and subtraction.FractionsRecognise, find and name a half as 1 of 2 equal parts of an object, shape or quantity.Recognise, find and name a quarter as 1 of 4 equal parts of an object, shape or quantity.Make items using playdough/plasticine, for the Indian Street food stand and split into halves and quarters.Number & Place ValueRecognise the place value of each digit in a two-digit number (10s, 1s)Compare and order numbers from 0 up to 100; use <, > and = signs.Read and write numbers to at least 100 in numerals and in words.Use place value and number facts to solve problems.Addition and SubtractionSolve problems using concrete objects and pictorial representations, including those involving numbers, quantities and measures applying their increasing knowledge of mental and written methodsMoneyRecognise and use symbols for pounds (?) and pence (p); combine amounts to make a particular valueFind different combinations of coins that equal the same amounts of moneySolve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving changePosition and DirectionOrder and arrange combinations of mathematical objects in patterns and sequences.Use mathematical vocabulary to describe position, direction and movement including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise).FractionsRecognise, find, name and write fractions 1/3 , 1/ 4 , 2 /4 3 /4, of a length, shape, set of objects or quantity.Write simple fractions e.g. half of 6 is 3.StatisticsInterpret and construct simple pictograms, tally charts, block diagrams and tables. Indian Food tasting- compile results of likes/dislikes and convert into table and block graph.Science30-50 months Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world. Can talk about some of the things they have observed such as plants, animals, natural and found objects. Talks about why things happen and how things work. Developing an understanding of growth, decay and changes over time. Shows care and concern for living things and the environment. 40-60months Looks closely at similarities, differences, patterns and change Early Learning Goal Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.Year 1 Animals – Humans Identify, name, draw and label the basic parts of the animal and say which part of the body is associated. Compare and contrast animals (humans) at first hand or through videos and photographs. Using their senses to compare different textures, sounds and smells. Animals - Other Animals 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, and including pets). Find out and describe how animals look different to one another. Group together animals according to their different features. Recognise similarities between animals: - Structure: head, body, way of moving, senses, body covering, tail. Animals have senses to explore the world around them and to help them to survive. Recognise that animals need to be treated with care and sensitivity to keep them alive and healthy. Animals are alive; they move, feed, grow, use their senses and reproduce. Compare and contrast animals at first hand or through videos and photographs. Describing how they identify and group them. Grouping animals according to what they eat. Using their senses.Year 1 and 2 ‘Explore / Observe’ Begin to communicate and record their findings using simple scientific language. Begin to use simple scientific language to talk about what they have. Use their own ideas to offer answers to questions. Observe and discuss / talk about / draw/ keep records of changes over different periods of time. Observe closely and discuss / talk about / draw /record the features/properties of things in the real world.Questioning Ask simple questions stimulated by the world around them.Equipment and measurement Observe using non-standard units Observe closely, using simple equipment Observe closely using their senses Explain results Draw conclusions based on evidence Read and spell scientific vocabulary (Y1/2). Suggest how things happen. Use their observations and ideas to suggest answers to questions. Begin to use simple scientific language to talk about what they have found out. Talk about what they have found out.Explain results Draw conclusions based on evidence Read and spell scientific vocabulary (Y1/2). Suggest how things happen. Use their observations and ideas to suggest answers to questions. Begin to use simple scientific language to talk about what they have found out. Talk about what they have found out.Year 2 Environment - Living things and their habitats Explore and compare the differences between things that are living, dead, and things that have never been alive. Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other. Identify and name a variety of plants and animals in their habitats, including micro-habitats. Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. Different kinds of plants and animals live in different kinds of places. Habitats provide the preferred conditions for the animals/plants that live there (compare local habitats and less familiar examples).What different types of rainforest plants are there? - Identify a variety of rainforest plants - Describing a variety of rainforest plants and matching plants to their descriptions. Link to art- make collage plants and flowers.How do plants survive in the rainforest? Make own rainforest terrarium in a plastic bottle. Use area outside to plant in. How do the plants survive without watering them?What animals live in the rainforest? Investigate the behaviour of particular animals. Write menus for chosen animals. Identify animals of the Amazon rainforest by their features. Sort into sets-those that live in the different layers, sort in to birds, reptiles, mammals and insects. Write facts on cards for display: Did you know…………Follow branching databases to identify different animals according to their characteristics. Make own branching databases. (Y2)What do we get from the rainforest? Food? Look at the journey of the coffee bean, chocolate etc. Draw flow chart and describe what’s happening. ComputingEarly Learning Goal Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.ProgrammingGive and follow commands (one at a time) to navigate other children and programmable toys around a course or a familiar journey, including straight and turning movements. Plan, generate and follow a sequence of instructions (actual and on-screen) to make something happen; or complete a given task or problem to create a simple program.Explore and create sequences of commands/instructions in a variety of programs/devices.Identify errors in instructions.Use logical reasoning to predict what will happen in simple programs.Digital ResearchBegin to understand that some websites are more useful than others when searching for topics.Understand and discuss how information can be obtained and used to answer specific questions. Create, Manage and Manipulate Digital ContentText and imagesUnderstand the differences between a graphics package and paper based art activities.Understand there are a variety of tools in graphics packages, each fulfilling a different purpose.Use I pads to search for information about Jungle- e.g facts, pictures etc. Model how to obtain the information you need. Be specific in your questioning. Select the most appropriate website from your search and explain how the search results are ranked according to their relevance. Use the information found to copy and paste into a word document to create a poster/information leaflet. Create a tourist poster and a polar bear warning posterUse ‘My Create’ app to make own short animations. Use small world to create a short story or sequence of events. Teach children how to use the app and how it works by taking photos of each step. Use paint programs to create - Softease Learn how to select the different drawing tools, colours and images. To use Google Maps to locate rainforests and to locate the many area as we visit them. Allow children time to explore how to use Google Maps and how it works. Use a bee bot to program in a sequence of instructions to travel to around a map.Children program instructions to travel from one part to the next.MusicEAD (EMM) 40-60mBegins to build a repertoire of songs and dances.Explores the different sounds of instruments.ELGChildren sing songs, make music and dance, and experiment with ways of changing them.Accompany stories and create effects using un-tuned and tuned percussion instruments and body sounds. Pitch Identify high and low sounds. Duration Copy simple patterns of sound of long and short duration. Recognise the difference between steady beat and no beat. Identify similar rhythmic patterns. Dynamics Differentiate between loud sounds, quiet sounds and silence. Tempo Identify the differences between fast and slow tempos. Timbre Recognise the difference between singing and speaking. Recognise the difference between wood, metal, skin (drum) and ‘shaker’ sounds. Explore the different kinds of sound that my singing and speaking voice can make. Identify different voices by their vocal qualities.PerformingUse their voices expressively by singing songs and speaking chants and rhymes. Play tuned and untuned instruments. Rehearse and perform with others (for example, starting and finishing together, keeping to a steady pulse). Listening Experience how sounds can be made in different ways (for example, vocalising, clapping, by musical instruments, in the environment) and described using given and invented signs and symbols. Creating Explore, choose and organise sounds and musical ideas. Explore and express their ideas and feelings about music using movement, dance and expressive and musical language.Listen to the sounds of the rainforests. Watch a video clip. Identify the dynamics- loud and quiet, crescendo and diminuendo. Create the sounds of the rainforest- rain composition. Layers of rain- make a crescendo. Look at the different sound it makes- the timbre. Create a musical score of how the sounds build up. Use body sounds to create a rain composition. Split into groups- each taking one layer of the rainforest. Ensure children know which animals live in their chosen layer. Create sounds using body and un-tuned and tuned percussion instruments. Choose instruments/sounds that match the animal or weather type. Draw a sound picture for your layer. Then create a music score using pictures of instruments to depict when and how long to play for. Do the sounds overlap? Think about the dynamics of the sounds. Each group practise separately until confident with their composition. Then perform as a whole, all 4 layers together. Learn/listen to various songs about the rainforest:- ‘Listen to the rain’, ‘Rhythm of the rain.’David Walliams- rainforest song from you tube.Make rain sticks using tubes and various fillings. Link to Art and DT. Explore the different sounds that can be made. Decorate with pictures of rainforest animals, animal patterns. Use to create rain sounds in composition.ArtEarly Learning Goal Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.Exploring and Developing and Evaluating and Developing WorkRecord and explore ideas from first hand observations.Develop their ideas – try things out, change their minds.Explore the work of artists, craftspeople and designers from different times and cultures for differences and similaritiesReview what they and others have done and say what they think and feel about it.Identify what they might change in their current work or develop in future work.DrawingExperiment with a variety of media; pencils, rubbers, crayons, pastels, felt tips, charcoal, ballpoints, chalk.Name, match and draw lines/marks from observations.Invent new lines.Draw on different surfaces with a range of media.Observe and draw shapes from observations.Investigate tone by drawing light/dark lines, light/dark patterns, light/dark shapes.Investigate textures by describing, naming, rubbing, copying.PaintingUse a variety of tools and techniques including different brush sizes and types.Work on different scales.Experiment with tools and techniques e.g. layering, mixing media, scrapping through.Name different types of paint and their properties.ColourIdentify primary and secondary colours by name.Mix primary shades and tones.Mix secondary colours.CollageArrange and glue materials to different backgrounds.Fold, crumple, tear and overlap papers.Work on different scales.Collect, sort, name match colours appropriate for an image.Create and arrange shapes appropriately.Create, select and use textured paper for an image.3-DManipulate malleable materials in a variety of ways including rolling and kneading.Explore sculpture with a range of malleable media.FormExperiment with constructing and joining recycled, natural and manmade materials.Use simple 2-D shapes to create a 3-D form.TextureChange the surface of a malleable material e.g. build a textured tile.Access to the Creative Area, use of design paper and materials to select and build own 3d models of objects, people, animals or places we learn about throughout the topic. Make a miniature Jungle scene in the Small World. Add various trees, plants, terrain. Develop by adding and constructing boat. Find the best way to do this. Add further details over time including the Jungle booking office. Add further temples, scenery and back drop. Construct other ideas using children’s ideas and using free choice of materials as the topic develops.Add appropriate rainforest animals as we found out about themUse cutting, drawing and painting skills to create rainforest environment. Make leaves, vines and flowers to begin to make the room become the amazon rainforest. Use tissue paper, paper, plastic cup to make exotic flowers. Make expndable trees using newspaper and then paint. Make a waterfall using tissue paper, glitter, material etc.Use a variety of techniques and mediums to create various animals. Make animals that live in the different layers of the rainforest, e.g. forest floor- tigers, jaguars, Understory- birds, monkeys, butterflies, Use different techniques to create various animals: collage, paint, pastel etc. Make slinky snakes using paper chain effect, toucans using paper plates and split pins, monkeys using brown paper bags, red eyed tree frog using paper plates, crocodiles from egg boxes.Know the artist Henri Rousseau and how he creates his jungle themed pictures. Learn about the Artist:- when and where he lived. The style of his work. Look at his jungle themed pictures and identify the style he uses. Cut out pictures of his work and write about what you can see and what you like about it. Link to ICT- create your own jungle picture from: a piece of art work in the style of the artist. Create a rainforest in the style of Rousseau. Use paint and collage to create layers. Make animal puppets to move and slide in picture. Be confident when using a specific medium and understand the qualities and match to the specific theme. Choose an animal from the rainforest and pick a medium to re-create it in. E.g. a toucan in pastels, tiger using paint.GeographyEarly Learning GoalChildren know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.Locational knowledgeName and locate the world’s seven continents and five oceans.Human and Physical GeographyIdentify 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.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 weatherkey human features, including: city, town, village, factory, farm, house, office, port, harbour and shopMappingUse a range of maps and globes (including picture maps) at different scales.Use vocabulary such as bigger/smaller, near/far.Know that maps give information about places in the world (where/what?).Locate land and sea on maps.Recognise landmarks and basic human features on aerial photos.Know which direction is North on an OS map.Draw a simple map e.g. of a garden, route map, place in a story.Use and construct basic symbols in a map key. Enquiry and InvestigationAsk simple geographical, ‘where?’, ‘what?’, and ‘who?’ questions about the world and their environment e.g. ‘What is it like to live in this place?’Investigate through observation and description.Recognise differences between their own and others’ municationSpeak and write about, draw, observe and describe simple geographical concepts such as what they can see where. Give and follow simple instructions to get from one place to another using positional and directional language such as near, far, left and right. Use maps and other images to talk about everyday life e.g. where we live, journey to school etc.FieldworkUse cameras and audio equipment to record geographical features, changes, differences e.g. weather, seasons, vegetation, buildings etc.Use simple compass directions (NSEW). Use locational and directional language to describe feature and routes e.g. left/right, forwards and backwards.Make a mind map of comments and questions the children have and make. Look at powerpoint and various pictures and sounds from the rainforest. Use website to explore and answer any questions. Draw a rainforest in books as a start to our topic. Refer to pictures and photographs. Make own passport to enable us to visit. Discuss why the rainforests are situated between the 2 tropics and identify these on the globe. Use powerpoint to aid explanation. Discuss the Amazon Rainforest being the largest rainforest and the Indian rainforests are where we are going to visit. Locate on map. Use a world map to locate where rainforests are and colour in.What are rainforests like? Discuss the term ‘Climate’. What is the weather like and why? How is the rainforest climate different to ours and why? Imagine we have arrived at our holiday destination in the rainforest. Write a postcard describing the characteristics and climate. Identify the 4 main layers of vegetation in a tropical rainforest: emergent layer, canopy, under storey and forest floor. What animals and plants live in each layer and why? Link to literacy, art and science - writing fact files about animals, making layers of rainforests using shoe boxes, making craft animals, etc (See other medium term plans)Why is the rain so important to the habitat? Compare that to the rain here in UK. How does the rain in the rainforest affect the animal and plant life? Look at graphs of rainfall in India and collect the rainfall here in Blackpool to make a contrastExplore why rainforests are under threat and what we can do to help save and protect them. Discuss issues such as the animals and plants that are being destroyed, medicines that come from rainforest plants that help cure diseases such as cancer. Cutting down rainforests will reduce the amount of rain the earth receives. Create poster to help save the rainforests. Write a letter to encourage a rainforest organisation and tell them your views.HistoryEarly Learning Goal Children talk about past and present events in their own lives and in the lives of family members.They know about similarities and differences between themselves and others, and among families, communities and traditions.ChronologyPlace a few events and objects in order by using common phrases to show the passing of time (old, new/young, days and months).Enquiry Interpretation and Using SourcesUse sources to answer simple questions about the past.Events, People and ChangesUse simple stories and other sources to show that they know and understand key features of pare explorer’s equipment from now and equipment from the past. Look for clues. Make and explain ideas. Place on simple timeline Find out about famous explorers and expeditions into jungleIdentify what an explorer is and why they explore. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download