Year Autumn Cycle 1

Autumn Cycle 2

Spring1 Spring 2 Summer 1

Summer Cycle

2Topic Toys Light up the sky Around the World Home sweet

homePlants and Animals

Land Ahoy

Geography and History

Compare toys from the past and present. Sorting activities (Using ICT, electricity to power tools, wind -up toys ect.) How was it used, who by, materials made out of. Compare rich and poor families.

Visit from Historical Society to show artefacts and toys from the past.

Use search engines to research live of

Florence Nightingale/Mary Seacole compare her life to Modern nursing.

Great Fire of London Samuel Peyps

Invention of Electricity link to local mining

(Chasetown church first to have electricity.)

Neil Armstrong and the moon landing.

Write and research the lives of Neil Armstrong/ Christopher Columbus- look at their impact on a changing world.

Show an understanding of the concept of nation and a nation’s history by studying British Empire/Queen Victoria

Show an understanding of concepts such as civilisation, monarchy, parliament, democracy, and war and peace by

Visit to Shugborough Stately Home to compare past and presents home

• Identify some of the different ways the past has been represented.

• Place events and artefacts in order on a time line.

• Label time lines with words or phrases such as: past, present,

Read dinosaur adventure (ort stage 6)What does it tell us about dinosaurs? List names of common dinosaurs and match to pictures. Group according to features and lifestyle etc. Use common words and phrases relating to passing of time. Three stages of dinosaurs sort into a time line. Discuss possibilities for

Victorian seaside-Clothes, bathing huts, comparison past/present.

Postcard scene, postcard home.

Ipad research

Mary-Ann fossil finding

Titanic voyage newspaper report

Queen’s 90th birthday-timeline of the

Victorian children comparing wealthy/poor. Compare children lives from the past with the present day. Link to visit to Weston Park to investigate toys from the past.

• Recount changes that have occurred in their own lives.

Compare toys that the children have played with during their own lifetime and then with parents. Staff, Grandparents.

• Use dates where

Look at the industrial cities that Lowry painted and compare to town, coastal and rural locations.

Locate cities on a map.

Discuss the journey that Florence Nightingale took. Look at how she travelled and the seas she needed to cross.

Look at compass reading as a form of navigation

Northern lights

studying the: Berlin Wall Landing on the

moon Discovering

new places/countries

Find the countries found by Christopher Columbus.

Look at Spain/America and compare Spanish/American culture and way of life to British culture.

• Identify the key features of a location in order to say whether it is a city, town, village, coastal or rural area.

Compare Spanish cast line with a city.

Find British Empire on

older and newer.

Time line/of washing appliances

Create a family tree

Timeline of events in the past 7 years. Highlight an event for each year of their life.

Walk around Bridgtown with the historical society.

Look at the life of Lowry

Homes from around the world. How are they designed to suit

how they became extinct. Could dinosaurs live again today?find out about the past from a range of sources of information. Investigate how we know about dinosaurs e.g. fossils, bones etc and make/ draw fossils and skeletons. Set up an archaeological dig to find dinosaur evidence in a sand tray.

Investigate habitats that dinosaurs lived in. Make model dinosaurs and habitats for them. Compare prehistoric animals with animals today

Queen’s life-make

birthday cards for the Queen, letter to the

Queen significant things about her life.

Celebrate St Georges day

Compare coast line with a city/village or town

To identify the different countries within the U.K and label on a map

appropriate.

Look at most popular toy during different periods.

Look at North/South Pole link to Father Christmas

Locate countries on a map link to Father Christmas and his journey.

a map.

Find countries and places that Christopher Columbus discovered.

the environment.

Different types of houses

Looking at house plans-children to plan a village/town thinking about facilities.

Talk from Carrilion about use of material in a house.

Find our location on a map. Use a map to draw a route to a given place.

Special places: Tower of London, Golden Temple, Eifel Tower, Tower of Pisa.

e.g. mammoth- elephant/ birds- reptiles etc. Link to ice age.Communicate their knowledge of history in a variety of ways.

Discuss and follow General Election. Look at past elections and significant Prime ministers. Linking Margaret Thatcher to local History

Class vote for special helpers for summer term

. Animal habitats around the world.Woodlands junior has some very good materials related

to this topic.Discuss habitats in pairs.Polar regions – DesertRainforest/jungle – savannahOceans – human habitat.Investigate the kinds of animals which live in each, and why. Compare habitats.Match specific animals to continents, e.g. African/Indian elephants.

Visit to Cannock Chase, June. Fieldwork study.Compare this habitat with Bridgtown (human habitat).Which animals inhabit each environment?

Vocabulary - north, south, habitat, environment, continent, atlas, locality.

Education City – Y2, ‘Animal Homes’.Internet research to find out more about animals and their environments.Espresso.

Science Materials

To be able to distinguish between an object and the material from which it is made.

To be able to

Animals

To be able to identify how humans resemble their parents in many

Animals

To be able to identify and name a variety of common animals that are birds, fish, amphibians, reptiles, mammals and invertebrates.

Materials

To be able to compare and group together a variety of everyday materials on the basis of their simple physical

plants

To be able to identify and name a variety of common plants, including garden plants, wild plants and trees and those

Living things and their habitats

To be able to explore and compare the differences between things that are living,

identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock To be able to describe the simple physical properties of a variety of everyday materials.

Forces

To have made observations and described how things move, using simple comparisons such as faster and slower.

To be able to compare how different things

features.

To be able to identify name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

To have noticed that animals, including humans, offspring which grow into adults.

To be able to investigate and describe the basic needs of animals, including humans, for survival (water, food and air).

To be able to identify and name a variety of common animals that are carnivores, herbivores and omnivores.

To be able to describe and compare the structure of a variety of common animals (birds, fish, amphibians, reptiles, mammals and

invertebrates, including pets).

Electricity

To be able to identify common appliances that run on electricity.

To be able to construct a simple series electrical circuit.

properties.

•To be able to find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

To be able to identify and compare the uses of a variety of everyday materials, including wood, metal, plastic, glass, brick/rock, and paper/cardboard

classified as deciduous and evergreen.

• To be able to identify and describe the basic structure of a variety of common flowering plants, including roots, stem/trunk, leaves and flowers.

To be able to describe how seeds and bulbs grow into mature plants.

To be able to find out and describe how plants need water, light and a suitable temperature to grow and stay

that are dead and that have never been alive.

To be able to identify that most living things live in habitatliving 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.

ForcesTo be able to compare how different things moves.

move.

Seasonal change all year

To have observed the apparent movement of the Sun during the day.

To have observed changes across the four seasons.

To be able to observe and describe weather associated with the seasons and how day length varies.

• Use world maps, atlases and globes to identify the United Kingdom

To be able to describe the importance for humans of exercise, eating the right amounts of different types of food and hygiene.

To have observed and named a variety of sources of sound, noticing that we hear with our ears.

Light

To be able to observe and name a variety of sources of light, including electric lights, flames and the

healthy

and its countries, as well as the countries, continents and oceans studied.

Compare maps of the British Empire with the present day.

Toys from around the World.

Sun, explaining that we see things because light travels from them to our eyes.

Seasonal change

To have observed the apparent movement of the Sun during the day.

To have observed changes across the four seasons.

To be able to observe and describe weather associated with the seasons and how day length

varies.

Computing Bee-bot toy. Plan a route.

Control when drawings appear and set the pen colour, size and shape.

Design their puppet using paint spa.Specify user inputs (such as clicks) to control events.

Emails to MPWord documents fact file houses (copy and paste)Estate agent details.House images download (copy and paste)

Get the children to draw a picture of their pet by hand or on Colour magic. Use the information collated to make a class/ group graph about animals in their homes. The children need to count the correct number of animals and put that number

Booking holidays on line.

Holiday brochure

Poster a holiday place

Paint programme to create a seaside picture

Specify the nature of events (such as a single event or a loop).Create conditions for actions by waiting for a user input (such as responses to questions like: What is your name?)Pictograms for favourite toys.Investigate using different information sources such as internet, Google, espresso.

Children write their nonfiction article about a toy.Insert a picture, labels and write captions using key words.

onto their pictogram graph. Listen carefully about following instructions and make sure they understand how to delete an object if it is not needed.

Use programmes on Education City with direct links to Habitats and animals. Set the children some specific questions to answer. Teach the children how to use the links if necessary and how to exit the large screen/ video clips. As and extension activity, get the children to set

their own questions for other children to answer. Possibly use the recording buttons from the EYFS to help record their questions.Use Publisher to insert a picture of a chosen animal. Then insert a text box and write about their animal and where it lives. Make sure the children understand how to make a capital letter and where the full stop sign is on the keyboard. For the MA children they may wish to change the size and colour of their font

independently. Use Colour Magic to insert a picture of an animal and then use the jigsaw/ repeating tool to create their own pictures. This is a good link with camouflage work in art.

Art/DT Observational drawing/ painting of old and new toys.

Collage of toys collage of toy/collage using images of toys

Look at images using in Jane Hissey books or other images of old toys.

Look at the work of artist creating night scenesand learn about their lives and recreate paintings in that given style..

Divalli lamps clay modelling

Firework pictures

Night time scenes.Northern Lights

Look at the work of George Surat and Picasso and learn about their lives.Look at painting and recreate their works using a variety of techniques.

Create a model of a famous historical monument .Research how to make it stable and materials to use. Look at fixing and joining materials in different ways

Design their own

Look at the artist creating pictures in his style. (charcoal)Clay models of houses/tile use as Mother day gifts.Pictures of their own homes pencil drawings.

Investigating materials- fabrics from animals, animal habitats, nests, burrows etc.Investigate a range of materials. Explore effects of folding, scrunching, joining in different ways and colouring with dies and

Seaside picture

Printing sea creatures

Still life drawing of a plant

Collage using sea colours and different textures

Father’s day cards

D.TDesign and

Link to Lowry and children playing in the streets with old fashioned toys. Pointism investigate and recreate pictures using the technique.

creating using pastels. monument

paints. Tie- die using different techniques. Discuss what the children know about fabric. Discuss the fabrics they like and how they make them feel. Discuss whether certain fabrics come from, animal, plant or man- made. Children to look at the different construction of fabrics using magnifying glasses. Look at different weaving techniques.

make a fish tank using a shoebox

Investigate using pieces of paper first. Encourage children to think about pattern and texture of different papers. Show. Show the children how to dress the card loom with the warp and then practice the art of weaving using the weft. Show the children unconventional looms e.g. spokes, picture frames, in the shape of animals etc. Children to work in pairs or small groups to

develop a weaving using some thing they have found e.g. branches, tied twigs etc. The children make their weavings and describe what they are making, the materials they are using and the techniques they are using.The children to identify the colours and textures they have used in their weave. Review and evaluate.

African art workObservational

drawings of animals and animal patterns using different drawing techniques and dry media: charcoal, chalk pastel, oil pastel and graded pencils. Painting using colour mixing techniques to match colours.Camouflage pictures using strips of paper or paint.Fabric painting to make a butterfly attached to a wire frame.Printing of animal foot prints using made printing

blocks. Inspire workshop Making a pot out of clay for their planted seedClass collage of flower, using their hands and their parents hands. Plant seed

PE Games Ball skills Games Ball skills DanceGym

DanceGym

Football and roundersGamesSports Day

Football and roundersGamesSports Day

PSHE Being me in my World

Celebrating difference

Dreams and Goals Healthy Me Relationships Change Me

Languages

Music Exploring pulse and rhythm – Follow Music Express Scheme.

Musical toys –

Listen with concentration and understanding to a range of high-quality live

Listen to and appreciate a range of classical music form composers form around the world

Learning a song for Mother’s day assembly.

Linking DT/music children to

Use a picture of an animal on the whiteboard as a stimulus for making sounds with

Listen to and appreciate a range of classical that creates the sounds of the

bear with symbols, musical ballerinas and find any other old toys that made music.

Link to DT with making puppets create their own piece of music for their puppet show.

Listen to the Nutcracker suite link with older toys and puppets. Identify which part of music would represent what toy.

Links with History old playground songs.

and recorded music.Learn Christmas songs

Listen to and appreciate a range of classical music form composers from around the world

Creating music for a shadow theatre

Look artist that are popular in Britain from other countries and use percussion instruments to tap out the beat.

Learning simple songs from other countries.

Learning a song for Mother’s day assembly.

design a make a musical instrument then perform using their instrument. (Inspire morning)

Write their own song to a well know tune using it for a recycling campaign linked to MP.

their voices and bodies to represent that animal.Think about how it moves and relate that to changes in speed when chasing something.Explore ways of changes sounds with their voices torepresent different animals and environments. Explore different pitches and timbres by adding a simple percussion instrument.Explore ways of representing

sea.

Children to create their own music to sound the sea.

Learning simple songs about the sea.

different sounds using a variety of percussion instruments and then find ways of changing the sounds to create different moods.Make sequences of long and short sounds to represent the animals moving and the animals resting. Compose some music to represent animals using different pitches, timbres, speed and lengths of notes.

Try to write their music with a partner or in a small group in a story board, practice it, make changes if they want and then perform it to the rest of the group. Give each group time for evaluation and appraisal. Listen carefully to each others music and then ask each group to make a small change. Perform it again and get the other children to listen carefully and identify

the changes. Use African drums to represent elephants stampeding – start slowly and build up speed, start quietly with just one drum and gradually add more until everyone is playing.

Other/Whole School