Stceciliasinfants.org.uk



ST CECILIA’S CATHOLIC INFANT & NURSERY SCHOOL

MEDIUM TERM PLANNER

Year 1 TERM Spring 2

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|Week |LITERACY |MATHS |PSED |R.E |

|1 |Recount Fact and Fiction |Length and Height |Meditation skills and wellbeing activities |Meals-Respond |

| |Pre-task | | | |

| |Tell and read simple recounts of events or |Pre-task | | |

| |observations |Non-standard measurements in height and length | | |

| |Identify, discuss and display common features of|Problem solving and reasoning problems. | | |

| |recounts | | | |

| |Compare and contrast with narrative texts | | | |

| |Children independently sequence a visual recount| | | |

| |of a familiar event. | | | |

|2 |Capture language ideas and learning to be able |Length and Height |Meditation skills and wellbeing activities |Change- Explore |

| |to use in the writing phase. |Introduce standard measurements | | |

| |Revisit features of recount |Measuring using standard measurements | | |

| |Model how to orally compose using language |Problem Solving and Reasoning | | |

| |features such as connective words. |End-task | | |

| |Children orally compose a recount using language| | | |

| |features such as connective words. | | | |

|3 |Proposed date for children to return to school- |Proposed date for children to return to school- |Meditation skills and wellbeing activities | Change-Reveal |

| |Assess and Review |Assess and Review | | |

|4 | | | | Change -Reveal |

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| | | | | |

|5 | | |Meditation skills and wellbeing activities | Change- Respond |

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| |SCIENCE |PHONICS |HISTORY |GEOGRAPHY |

|1 |FORCES-EXPLORTATORY UNIT |Revisit OW as in COW |QUEENS AND KINGS continued |THE UK AND MAPPING SKILLS |

| | |Teach OW as also making the OA sound as in snow | |TOWN AND COUNTRY |

| |To experiment with the force of pushing. |Revisit ER as in hammer |Family Trees |To understand geographical similarities and |

| |To work scientifically to make predications and |Teach ER as in term |To develop an awareness of the past, knowing where |differences through studying the human and |

| |conclusions. | |people and events studied fit within a |physical geography in the context of the UK |

| | | |chronological framework in the context of learning |• I can understand the differences between a |

| | | |about how the history of a royal family and their |‘town’ and the ‘countryside’. |

| | | |own family history can be represented in a family |• I can use key words about the town and |

| | | |tree. • I can find out how the title of king or |countryside |

| | | |queen is inherited. • I can find out about how | |

| | | |family history, such as Queen Victoria's and my own| |

| | | |family, can be represented | |

|2 |To experiment with the force of pulling. |Revisit EE as in feet |The Secrets of Richard III |WELCOME TO THE UK |

| |To work scientifically to make predications and |Teach Y as in EE e.g. happy |To develop an awareness of the past and identify |To name, locate and identify characteristics of |

| |come to conclusions. |Revisit EA as in beat |similarities, including differences between ways of|the four countries and capital cities of the UK |

| | |Revisit e-e as in these |life in different periods and an understanding of |and its surrounding seas. |

| | | |significant individuals in the past in the context |• I can name the countries of the UK. |

| | | |of learning about the life and death of Richard III|• I can locate the UK using a map. |

| | | |and the ways in which historians know about it. • I| |

| | | |can understand how we know about the life and death| |

| | | |of Richard III. • I can find out about some key | |

| | | |facts about the life of Richard III. | |

|3 |SEASONAL CHANGE-SPRING |Revisit ear |A Medieval Banquet |UP, UP AND AWAY |

| |Winter to Spring |Teach ear as in (UR) for example pear |To develop an awareness of the past and identify |To name, locate and identify characteristics of |

| |To observe changes across the four seasons by |Revisit air as in hair |similarities and differences between ways of life |the four countries and capital cities of the UK |

| |looking at how trees and the clothes that we |Teach are as air for example care |in different periods in the context of learning |and its surrounding seas. • I can understand a |

| |wear change from winter to spring. | |about what medieval kings and queens ate at |journey line. • I can understand what an ‘aerial |

| | | |banquets and comparing this to present day habits. |view’ shows. |

| | | |• I can find out about what kings and queens ate | |

| | | |during medieval banquets. | |

|4 |Seasonal Weather (Spring) |Revisit or as in torn |Comparing Elizabeth I and Queen Victoria |Let's Explore the UK |

| |To observe and describe weather associated with |Teach ore as in more |To find out about the lives of significant |To name, locate and identify characteristics of |

| |the seasons by observing the weather in spring. |Revisit aw as in saw |individuals in the past who have contributed to |the four countries and capital cities of the UK |

| | |Revisit au as in launch |national and international achievements. Some |and its surrounding seas. • I can identify key |

| | | |should be used to compare aspects of life in |features of the countries of the UK. • I can |

| | | |different periods in the context of learning about |observe aerial view photographs. |

| | | |and comparing the lives of Elizabeth I and Queen | |

| | | |Victoria. • I can find out about and compare the | |

| | | |lives of Elizabeth I and Queen Victoria. | |

|5 |Spring Walk |Consolidation Week |END- TASK |Travelling Ted Tours London |

| |To observe changes across the four seasons by | | |To name, locate and identify characteristics of |

| |going on a spring walk. • I can identify signs | | |the four countries and capital cities of the UK |

| |of spring. | | |and its surrounding seas. • I can name capital |

| | | | |cities of the UK. • I can explain what London is |

| | | | |like using key words. |

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