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Curriculum overview Key Stage 1 2014-2015

  Y1 Y2
Topic All topic planning is based on skills objectives under which all subjects are taught with the exception of maths which is taught discretely
– All About Us (AAU)- In the Dark (ITD)- Make Believe Places and Far-Away Lands. (M&F)- Food Glorious Food (F)- Living and Growing (L&G)- Going Places. (GP) -Marvelous Me-Up and Away-Building Blocks-Animals Around the World-James and The Giant Peach-The Seaside
Science -Working Scientifically (F)-Plants-Animals including humans-Everyday materials (M&F)-Seasonal Changes (M&F)  -All living things and their habitats-Plants-Animals including humans- Uses of everyday materials- Sound
Geography Locational Knowledge – The UK, its capital city and surrounding seas. (AAU) (M&F)Place Knowledge – Our locality in comparison to an non-EU locality. (ITD – Mexico) (M&F)Human and Physical Geography – To acquire basic geographical knowledge, both physical and human, relevant to the localities studied. Identify seasonal changes and locate hot and cold areas of the world in relation to the equator.  (ITD – Mexico) (M&F)Geographical skills and fieldwork – Simple compass directions. The use of aerial photographs. Simple fieldwork within the locality. Locational Knowledge – 7 continents and 5 oceans, 3 countries , name locate and identify capital cities.Place Knowledge – Our locality in comparison to an non-EU localityHuman and Physical Geography – To acquire basic geographical knowledge, both  physical and human, relevant to the localities studied.Geographical skills and fieldwork – Use world maps, atlases and globes. The use of aerial photographs. Simple fieldwork within a different locality (Study of a coastal area, compare to local area, physical and human features). Devise simple maps. 
History -Changes within living memory revealing aspects of change in national life-Events beyond living memory that are significant nationally or globally.-The lives of significant individuals in the past who have contributed to national and international achievements. -Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life-Events beyond living memory that are significant nationally or globally The Great Fire of London.-The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods. Christopher Columbus and Neil Armstrong- Significant historical events, people and places in their own locality.  
RE -Who celebrates What and Why?-Special stories for Christians-How do we show we care? (Christian and Jewish focus)-Questions that puzzle us -Creation and Thanks giving-Special stories for Muslims-How do we show we care? (Muslim and Sikh focus)-Holy places
Art and Design -Use a range of materials creatively to design and make products-Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination (AAU)-Develop a wide range of art and design techniques in using colour, pattern and texture. (AAU)-Be taught about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. (ITD – Mexico) -Use a range of materials creatively to design and make products-Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination-Develop a wide range of art and design techniques in using colour, line, shape, form and space.-Be taught about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
PE – Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities-Participate in team games, developing simple tactics for attacking and defending-Perform dances using simple movement patterns. -Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities-Participate in team games, developing simple tactics for attacking and defending-Perform dances using simple movement patterns.
DT

(ITD – clay/ food) (M&F – construction) (F – food)

Design

– 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

Make

– select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]

– select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate

– explore and evaluate a range of existing products

– evaluate their ideas and products against design criteria

Technical knowledge

– build structures, exploring how they can be made stronger, stiffer and more stable

– explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

 

Maths We follow guidance in the revised Primary National Framework and teach calculations following the MATHS CALCULATION BOOKLET 2014 to ensure our children meet the expectations of the National Curriculum.
Writing Text types taught and revisited throughout the year linking to topics being covered and literary materials being used.-Description-Stories-Poems-Persuasive-Non-Chronological Report

-Play script

-Recount

-Instruction

-Letter

-Explanation

Text types taught and revisited throughout the year linking to topics being covered and literary materials being used.-Description-Stories-Poems-Persuasive-Non-Chronological Report

-Play script

-Recount

-Instruction

-Letter

-Explanation

SpellingPhonics The ‘Letters and Sounds’ document has been used to structure a bespoke programme of teaching for discrete phonics. We do not follow any one specific scheme, but draw from a range of resources including ‘Jolly Phonics’ and the Oxford Reading Tree reading books. This is supplemented by Support for Spelling and the North Yorkshire spelling program in Year 2.
Language   French
Computing Pupils should be taught to:-understand what algorithms are; how they are implemented as programs on digital devices-use logical reasoning to predict the behaviour of simple programs-use technology purposefully to create digital content-recognise common uses of information technology beyond school-use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

 

 

Pupils should be taught to:-understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions-create and debug simple programs-use logical reasoning to predict the behaviour of simple programs-use technology purposefully to create, organise, store, manipulate and retrieve digital contentrecognise common uses of information technology beyond school

-use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

 

PSHE -Me and My Relationships.-Keeping myself safe-My healthy lifestyle.-Me and my future.-Becoming an active citizen.-Moving on.