ࡱ>  bjbjS>S> t1T_1T_o!2 2 (((((]JQ g s ܓޓޓޓޓޓޓ$]{ / "Q { { yu&u&u&{ 8ܓu&{ ܓu&u&~X@=ӵf1&Xȓ-0]D1&"@@{ { u&{ { { { { S&"{ { { ]{ { { { { { { { { { { { { 2 X : Year One Curriculum Map Phonics / spelling Clover Hill Primary SchoolLong Term Phonics & Spelling Plan Year 1Phonics ShedAutumn 1Autumn 2Spring 1Spring 2Summer 1Summer 21Recap Chapter 3Chapter 4a Set 2b ie/ee ie/ighChapter 4a Set 5a split digraphs continuedChapter 4b Set 3b or/ur ey/aiChapter 4b Set 6b ear/ur ear/air Phonics Screening(16) Words with the digraph ee(29) Words where ie makes an /igh/ sound(12) Words with the split digraph i_e(27) Words ending in y/ee/ and ve/v/(35) Words where the trigraphs air and ear make an air sound2Recap Chapter 3Chapter 4a Set 3a aw/or au/or HFWs - sawAssessment WeekChapter 4b Set 4a ue/oo o/oa o/oo HFWs old dont oh Chapter 4b Set 7 zh HFWs their peopleChapter 4c Consonants j j z z recap (lessons 21-25)(22) (Words with the digraph oo /oo/(33) Words where aw and au make an /or/ sound(13) Words with the split digraph o_e(19) Words where the digraph er is stressed(3) Words with the trigraph tch (6) Adding the prefix un- and the suffixes -er and -est3Recap Chapter 3Chapter 4a Set 3b ir/ur oy/oiChapter 4b Set 1 recapChapter 4b Set 4b ch/k ch/shAssessment WeekChapter 4c Consonants s s s k k (lessons 26-30)(23) (Words with the digraph oo /u/(21) Words with the digraphs ir and or(14) Words with the split digraph u_e(8) Words with the digraphs ai and oi(30) words where ie makes an /ee/ sound(20) Words where the digraph er is unstressed4Assessment WeekChapter 4a Set 4a ou/ow are/air HFWs house out aboutChapter 4b Set 2a c/s g/jChapter 4b Set 5a a/ai a/o HFWs looked called askedChapter 4c Consonants p h y b l (lessons 1-5)Chapter 4c Consonant Digraphs w qu ng zh ch (lessons 31-35)(15) Words with the digraph ar(25) Words where the digraph ou makes an /ow/ sound(31) Words with the trigraph igh(1) Words ending in ff, ll, ss zz and ck (4) Adding -s and -es to make plurals (7) Compound words and words with unstressed vowels5Chapter 4a Set 1a oe/oa ay/ai HFWs - dayChapter 4a Set 4b ph/f wh/w HFWs when whatChapter 4b Set 2b i/igh u/ue e/ee HFWs ImChapter 4b Set 5b y/igh y/ee y/i HFWs by veryChapter 4c Consonants v d d r r (lessons 6-10)Chapter 4c Consonants Digraphs ch sh sh sh ch/ss (lessons 36-40)(24) Words where the digraphs oa and oe make an /oa/ sound(36) Words with the digraphs ph and wh(32) Words with the digraphs or and the trigraph ore(2) Words with the /k/ and /nk/ sound (26) Words where the digraph ow makes an /ow/ or /oa/ soundRecap work to date6Chapter 4a Set 1b ew/oo/ueChapter 4a Set 5a split digraphs HFWs made came make have here were thereChapter 4b Set 3a ea/e ow/oa HFWs Mr MrsChapter 4b Set 6a ou/oo ou/hard u HFWs your couldChapter 4c Consonants f f g g m (lessons 11-15)Assessment Week(28) Words with the digraphs ue and ew(10) Words with the split digraph a_e(18) Words where the digraph ea makes an /e/ sound(34) Words where the trigraphs air and ear(5) Adding the suffixes -ing and -ed 7Chapter 4a Set 2a ea/ee ey/eeChapter 4a Set 5a split digraphs continuedChapter 4c Consonants m n n t t (lessons 16-20)Recap work to date(17) Words where the digraph ea makes an /ee/ sound(11) Words with the split digraph e_e(9) Words with the digraphs ay and oy8From the start of Year 1, Spelling Shed will run alongside Phonics Shed with children having one spelling lesson and 4 phonics lessons per week lesson 80 (in Yr2) when Phonics Shed finishes. The Phonics focus for each week is written in the yellow shaded cells. The teaching order of the Spelling lessons has been altered to reflect and support the teaching of phonics Numbers in red before each spelling objective indicate the lesson number from Spelling Shed SubjectAutumnSpringSummerLiteracy GenresStories with familiar settings Lists Captions Non chronological report Rhyming stories Invitation Postcards Senses poems Fairy tales Recipe Instructions Informal letters Stories from other cultures Diary Formal letter Riddles Poetry Instructions Traditional tales Non chronological report Fantasy stories Newspaper reportPoetry Postcards Moral stories Stories by a well-known author (Julia Donaldson) Newspaper report Stories from other cultures Informal letter Non chronological report Poetry Instructions Persuasive writingGrammar focusBasic sentence structure (finger spaces, writing on the line) Using and to join words and clauses Nouns Adjectives Sequencing sentences through discussion, role play and writing Sequencing sentences to form short narratives Basic Sentence structure Using and to join words and clauses Add prefix un Add suffixes s or es (singular or plural) Add suffixes ing, -ed, -er, and est where no change in spelling is neededSequencing sentences to form short narratives Basic Sentence structure Using and to join words and clauses Add prefix un Add suffixes s or es (singular or plural) Add suffixes ing, -ed, -er, and est where no change in spelling is neededPunctuation focusFinger spaces Full stops Question marks Exclamation marks Capital letters names, places and I and days of the weekFinger spaces Full stops Question marks Exclamation marks Capital letters names, places and I and days of the weekFinger spaces Full stops Question marks Exclamation marks Capital letters names, places and I and days of the weekClass readerThe adventures of Harry Stephenson by Ali PyeNumeracyNumber and Place Value within 10 Count to and across 10/20, forwards and backwards, beginning with 0 or 1, or from any given number Count, read and write numbers to 10 in numerals. Identify one more and one less Identify 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, least Read and write numbers from 1 to 10 in numerals and words. Number Addition and Subtraction within 10 Read, write and interpret mathematical statements involving addition (+), subtraction () and equals (=) signs Represent and use number bonds and related subtraction facts within 10 Add and subtract one-digit and two-digit numbers to 10, including zero Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = 9. Geometry - shape Recognise and name common 2-D and 3-D shapes. Recognise and create repeating patterns with objects and shapes. Number and Place Value to 20 then 50 Count to and across 20/ 50, forwards and backwards, beginning with 0 or 1, or from any given number Count, read and write numbers to 20 /50 in numerals. Identify one more and one less Identify 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, least Read and write numbers from 1 to 20 / 50 in numerals and words. Count in multiples of 2s, 5s, 10s Number Addition and Subtraction within 20 Read, write and interpret mathematical statements involving addition (+), subtraction () and equals (=) signs Represent and use number bonds and related subtraction facts within 20 Add and subtract one-digit and two-digit numbers to 20, including zero Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems Measurement Weight Compare, describe and solve practical problems for weight heavy / light, heavier than, lighter than. Measure and begin to record mass / weight Length / height Compare, describe and solve practical problems for length / height long / short, tall/ short, longer/ taller, double / half Measure and begin to record height /length Volume / capacity Compare, describe and solve practical problems for volume / capacity full/ empty, more than, less than, half full, quarter Measure and begin to record volume / capacity (Statistics NOT NC Make and interpret simple bar graphs link to history) Number and Place Value to 100 Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens given a number Identify one more and one less Identify 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, least Read and write numbers from 1 to 100 in numerals and words. Number Multiplication and Division Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. Number Fractions Recognise, find and name a half as one of two equal parts of an object, shape or quantity Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. Measurement Time Compare, describe and solve practical problems for time quicker, slower, earlier,later Measure and begin to record time hours, minutes, seconds Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. Sequence events in chronological order using language before, after, yesterday etc Recognise and use language relating to dates. Geometry Position and Direction Describe position, direction and movement, including whole, half, quarter and three quarter turns. Money Recognise and know the values of different denominations of coins and notes ScienceHow do we know it is Autumn? How does my body work? What are objects around us made of and why? Seasons Autumn Observe changes across the four seasons Observe and describe weather associated with the seasons and how day length varies Plants deciduous and evergreen trees linked to autumn Animals including humans Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. Everyday materials Distinguish between an object and the material from which it is made Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock Describe the simple physical properties of a variety of everyday materials Compare and group together a variety of everyday materials on the basis of their simple physical properties How do we know it is winter? Do all animals have the same features? How do we know it is spring? Animals including humans 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, including pets) Seasons Winter and spring Observe changes across the four seasons Observe and describe weather associated with the seasons and how day length varies How do we know it is summer? Is a tree a plant?Which animals are living around us? Plants Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees Identify and describe the basic structure of a variety of common flowering plants, including trees Animals Habitats Seasons Summer Observe changes across the four seasons Observe and describe weather associated with the seasons and how day length varies Working Scientifically Ask simple questions and recognise that they can be answer in different ways. Observe closely, using simple equipment. Perform simple tests. Identify and classify Use their observations and ideas to suggest answers to questions. Gather and record data to help in answering questions. R.E Theme : Christianity Autumn 1 The Bible Old testament-Noah, Joseph, David and Goliath. Autumn 2 Giving Advent - Christmas Beliefs, Teachings and Sources Engage with stories and extracts from religious literature and talk about their meanings. Explore stories about the lives and teachings of key religious figures. Find out about ways in which texts are regarded, read and handled by believers. Practices and Ways of Life Explore the preparations for and find out about the celebration of festivals. Find out about how and when people worship and ask questions about why this is important to believers. Identify the importance for some people of belonging to a religion and recognise the difference this makes to their lives. Meaning, purpose and truth Explore a range of stories and extracts from sacred writings and talk about the value and meaning they have for believers Ask and respond imaginatively to questions that are interesting or puzzling in the world Values and Commitments Reflect and respond to stories highlighting the morals and values of believers in practice. Identity, diversity and belonging Find out about ceremonies in which special moments in the life cycle are marked Reflect and respond to stories about belonging and relating to religious communities. Expressing Meaning Explore as appropriate the special nature of artefacts used in worship. Identify symbolic actions, gestures and rituals and talk about how they are used as part of worship and ceremonies. Engage with religious beliefs and ideas expressed through story, symbol and other visual forms of expression. Theme: Christianity Spring 1The Bible New testament Jesus miracles healing the sick, feeding the 5000, walking on water. Spring 2 Easter Beliefs, Teachings and Sources Engage with stories and extracts from religious literature and talk about their meanings. Explore stories about the lives and teachings of key religious figures. Find out about ways in which texts and regarded, read and handled by believers. Practices and Ways of Life Find out about how and when people worship and ask questions about why this is important to believers. Explore the preparations for and find out about the celebration of festivals. Identify the importance for some people of belonging to a religion and recognise the difference this makes to their lives. Meaning, Purpose and Truth Ask and respond imaginatively to questions that are interesting or puzzling in the world. Values and Commitments Reflect and respond to stories highlighting the morals and values of believers in practice. Identity, diversity and belonging Reflect and respond to stories about belonging and relating to religious communities. Expressing Meaning Explore as appropriate the special nature of artefacts used in worship. Identify symbolic actions, gestures and rituals and talk about how they are used as part of worship and ceremonies. Engage with religious beliefs and ideas expressed through story, symbol and other visual forms of expression.Theme: Christianity Summer 2 The church Practices and Ways of Life Find out about how and when people worship and ask questions about why this is important to believers. Identity diversity and belonging Identify and ask questions about customs associated with particular religious communities Expressing Meaning Explore as appropriate the special nature of artefacts used in worship. Identify symbolic actions, gestures and rituals and talk about how they are used as part of worship and ceremonies. Engage with religious beliefs and ideas expressed through story, symbol and other visual forms of expression. By the end of Year On Explore Engage Reflect Pupils use some religious words and phrases relating to the practices of faiths they have explored. They can recall some religious stories and can recognise some symbols and artefacts relevant to the faiths they are learning about. Pupils can talk about their experience of the world around them and especially what they value and what concerns them. Pupils can demonstrate their understanding that there is more than one religious tradition or faith community.  P.E. Complete PE Scheme Autumn 1 Wide, narrow , curled ( Gymnastics) Running 1 ( Locomotion) Autumn 2 Health and wellbeing Hands 1 ( Ball skills) Spring 1 Body parts ( Gymnastics) x3 lessons Feet 1 ( Ball skills) (Yoga x3 lessons) Spring 2 (Yoga x3 lessons) The zoo ( dance) Hands 2 ( ball skills)Summer 1 Games for understanding (Attack v Defence) Jumping1 (locomotion) Summer 2 Growing ( Dance) Team buildingMusic Use their voices expressively and creatively by singing songs and speaking chants and rhymes Play tuned and un-tuned instruments musically Listen with concentration and understanding to a range of high-quality live and recorded music Experiment with, create, select and combine sounds using the inter-related dimensions of music. Charanga Unit 1 Hey You! Charanga Unit 2 Rhythm in the way we walk / The Banana rap Use their voices expressively and creatively by singing songs and speaking chants and rhymes Play tuned and un-tuned instruments musically Listen with concentration and understanding to a range of high-quality live and recorded music Experiment with, create, select and combine sounds using the inter-related dimensions of music. Charanga Unit 3 The Groove Charanga Unit 4 Round and roundUse their voices expressively and creatively by singing songs and speaking chants and rhymes Play tuned and un-tuned instruments musically Listen with concentration and understanding to a range of high-quality live and recorded music Experiment with, create, select and combine sounds using the inter-related dimensions of music. Charanga Unit 5 Your imagination Charanga Unit 6 Reflect, rewind, replayHistoryHouses and homes ( 6 weeks) Comparing our homes to homes in the past technology, toys. Ask parents/ grandparents How have homes changed from the past? Changes within living memory Identify similarities and differences between ways of life in different periods. Ask and answer questions Identify ways in which we find out about the past Use words and phrases relating to the passing of time Joseph Swan Know about the lives of significant individuals who have contributed to national and international achievements. Significant people from their own locality Kings / queens / castles (1 week) Compare features of castles to features of their home. Identify ways in which we find out about the past King Charles ( 1 week) time line of events in her life/ time line of events in their life Why do we have a king? The lives of significant individuals Guy Fawkes (1 week) Link to bonfire night / fireworks Why do we remember Guy Fawkes? Events beyond living memory that are significant nationally The lives of significant individuals in the past History of transport boats and cars ( 6 weeks) Link to Brazil topic in Geography How has transport changed from 100 years ago to now? Changes within living memory Identify similarities and differences between ways of life in different periods. Ask and answer questions Use words and phrases relating to the passing of time Seaside holidays in the past ( 4 weeks) How have seaside holidays changed from 100 years ago to now? Changes within living memory Identify similarities and differences between ways of life in different periods. Identify ways in which we find out about the past Ask and answer questions Use words and phrases relating to the passing of time Grace Darling ( 2 weeks) Why do we remember Grace Darling? Significant historical events people and places in own locality GeographyWhere I live What are the geographical features of where we live? Know about own locality school and local area Whickham / Sunniside. Discuss how we could use maps and routes to find our way around. Know about the countries of the UK Locational Knowledge Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. Place Knowledge Study the human and physical geography of a small area of the United Kingdom Whickham / Sunniside / London Human and Physical Geography Identify seasonal and daily weather patterns in the United Kingdom. Use basic geographical vocabulary to refer to key physical and human features hill, woods, river, season, weather. City, town, village, house, shop. Geographical Skills and Fieldwork Use world maps, atlases and globes to identify the United Kingdom and its countries. Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map. Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.Brazil What are the geographical features of Brazil? Study Brazil through the travels of Barnaby Bear Locational Knowledge Name and locate the worlds seven continents and five oceans Place Knowledge Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom ( Whickham / Sunniside) and of a small area in a contrasting non-European country (Rio De Janeiro) Human and Physical Geography Identify the location of hot and cold areas of the world in relation to the Equator. Use basic geographical vocabulary to refer to key physical and human features, including: beach, coast, forest, hill, mountain, sea, ocean, river, valley, vegetation, season and weather City, town, village, factory, farm, house, office, port, harbour, shop Geographical Skills and Fieldwork Use world maps, atlases and globes to identify the countries, continents and oceans studied at this key stage Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features on a map Use photographs to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key The Seaside in the UK What are the human and physical features of the seaside in the UK? Look at seaside / coastal locations in the UK and worldwide based on childrens own holidays. Visit the North East coast. Compare North East coast to cornwall. Locational Knowledge Name and locate the worlds seven continents and five oceans Name, locate and identify characteristics of the four countries of the United Kingdom and its surrounding seas. Human and Physical Geography Identify the location of hot and cold areas of the world in relation to the Equator and poles. Use basic geographical vocabulary to refer to key physical and human features, including: beach, coast, forest, hill, mountain, sea, ocean, river, valley, vegetation, season and weather City, town, village, factory, farm, house, office, port, harbour, shop Geographical Skills and Fieldwork Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key D.TStructures Make a dolls house Explore different joining materials man calendar 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. Select from and use a wide range of materials and components, including construction materials ( houses), reclaimed materials. 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 levers with split pins.Moving pictures pivot and lever transport link. Make a boat explore materials 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. Select from and use a wide range of materials and components. Evaluate Explore and evaluate a range of existing products Evaluate their ideas and products against design criteria Technical knowledge Build structures ( boats) exploring how they can be made stronger, stiffer and more stable. Explore and use mechanisms (sliders, pivots) Textiles a sock puppet Food technology pizza for lighthouse keepers lunch 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 Select from and use a wide range of materials and components, 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 Combine ingredients to make pizza. Know how to join fabric. ArtMarvellous me topic -Natural art using our environment explore printing / patterns/ Sculptor Barbara Hepworth Bonfire night collage Xmas art clay tree decoration / card / calendar/ decorative jar Skills Exploring and developing ideas To record and explore ideas from first hand experience and imagination. To ask and answer questions about the starting points for their work and develop their ideas. To explore the work of a sculptor Barbara Hepworth. Evaluating and developing work Review what they and others have done and say what they think and feel about it. Identify what they may change in their current work or develop in their future work. To use the appropriate language when describing media, tools and techniques. Printing To take rubbings showing a range of textures and patterns. To make marks in print with a variety of objects including natural and man- made objects. To build a repeating pattern using a variety of objects including natural and man-made objects and to recognise pattern in the environment. To produce simple pictures by printing objects. Painting To explore different types of paint.(glass paint- xmas) To create marks with a variety of tools (bonfire pictures) 3D Form To explore shape and form To cut shapes accurately using scissors. To use glue appropriately. To join appropriately. To manipulate a modelling medium e.g. clay. To impress and apply decoration. To construct and sculpt with a variety of objects including recycled, natural and man-made materials. Texture and Collage To use a wide range of media. To experience paper and fabric collage. To cut, glue and trim materials. To experience paper weaving. To explore fabric pens / fabric printing. National Curriculum To use a range of materials creatively to design and make products To use collage, printing and sculpture to develop and share their ideas, experiences and imagination To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space Learn about the work of a range of artists making links to their own work.Brazil topic -Drawing self portrait for passport Painting Brazil paintings inspired by Brazilian artist Totonho colour mixing Skills Exploring and developing ideas To record and explore ideas from first hand experience and imagination. To ask and answer questions about the starting points for their work and develop their ideas. To explore the work of a Brazilian artist - Totonho Evaluating and developing work Review what they and others have done and say what they think and feel about it. Identify what they may change in their current work or develop in their future work. To use the appropriate language when describing media, tools and techniques. Texture and Collage rainforest birds To use a wide range of media. To experience paper and fabric collage. To cut, glue and trim materials. Painting To hold and use a paintbrush comfortably. To recognise and name primary colours. To mix primary colours. To mix and match colours to artefacts and objects. To explore different types of paint. To create a range of marks with a variety of paint brushes. To create different textures with paint. To work on different types/sizes of paper Drawing (self-portrait for passport) To hold and use tools comfortably. To produce lines of different tones using the same pencil. To outline and record shape. National Curriculum To use a range of materials creatively to design and make products To use drawing, painting to develop and share their ideas, experiences and imagination To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space Learn about the work of a range of artists making links to their own work. Plants topic - compare artists Van Gogh to Alexander Marshal a botanical artist. Skills Exploring and developing ideas To record and explore ideas from first hand experience and imagination. To ask and answer questions about the starting points for their work and develop their ideas. To explore the difference and similarities within the work of artists the painter Van Gogh compared to the botanical artist Alexander Marshal. Look at the difference between a picture painted for beauty and a botanical artist who draws and paints scientifically accurate flowers / plants. Evaluating and developing work Review what they and others have done and say what they think and feel about it. Identify what they may change in their current work or develop in their future work. To use the appropriate language when describing media, tools and techniques. Texture and Collage To experience paper weaving seaside topic (seaside picture) To explore fabric pens / fabric printing DT link sun hat Painting To look at the work of Van Gogh. Drawing To begin to record simple media explorations in a book. To use a variety of tools including pencils, rubbers, crayons, pastels, felt tips, charcoals, chalk and other dry media. To hold and use tools comfortably. To produce lines of different tones using the same pencil. To outline and record shape. To begin to infill with coloured pencils. To experience use of soft pastels and oil pastels. To use pastels in different ways mixing and hatching. To produce patterns and textures that replicate those in the real world. To work on different types/sizes of paper and surfaces. To use a computer art package. National Curriculum To use a range of materials creatively to design and make products To use drawing, painting to develop and share their ideas, experiences and imagination To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space Learn about the work of a range of artists describing the differences and similarities between different practices and disciplines, and making links to their own work. ComputingAutumn 1 Online safety 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 internet or other online technologies. Autumn 2 Computer skills Use of ICT beyond school Recognise common uses of information technology beyond school Spring 1 Word processing skills Use technology purposefully to create, organise, store, manipulate and retrieve digital content. Spring 2 PaintingSummer 1 Programming toys Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. Use logical reasoning to predict the behaviour of simple programs. Summer 2 Programming with Scratch Jr Create and debug simple programsRHE Blue = Espresso unit Red = Statutory topics Zippys friendsAutumn 1 Being safe Healthy bodies, healthy minds Our bodies and the amazing things they can do. Learning the correct name for different body parts. Zippys friends unit 1 Feelings Online relationships/Being safe Computing unit Autumn 2 Being safe/ Caring friendships/ Families and people who care for me Healthy and happy friendships Forming friendships and how kind or unkind behaviours impact other people. Zippys friends unit 2 communication Spring 1 Families and people who care for me Caring and responsibility Identifying who our special people are and how they keep us safe. Zippys friends unit 3 making and breaking relationships Spring 2 Families and people who care for me/ Respectful relationships/ Being safe Families and committed relationships What a family is ( including difference and diversity between families) and why families are important and special. Zippys friends unit 4 conflict resolution Summer 1 Families and people who care for me/ Respectful relationships Similarities and differences Similarities and differences between people and how to respect and celebrate these. 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