Kings, Queens and Castles.

Writing

Week 1

02/01/17

(Inset)

Week 2

09/01/17

Week 3

16/01/17

Week 4

23/01/17

Week 5

30/01/17 (Chinese new

year)

Week 6

06/02/17 (Valentines)

Week 7

20/02/17 (Castles Trip)

Week 8

27/02/17 (Pancake day)

Week 9

06/03/17

Week 10

13/03/17

Week 11

20/03/17

Week 12

27/02/17

Week 13

03/03/17

Fairy tales – Rapunzel – Fiction - Narrative. Fairy tales – Jack and the Beanstalk – Non-fiction and Poetry.

To describe/explain and inform. Rhyming couplets. Assess and

review. Phase 1 – - Hook – Fairy tale party and

siege.

Phase 2 – - Cold write. - Re-tell a

familiar story. - Recite simple

stories by heart. - Act out stories.

Phase 3 - - Teach features. - SPAG lessons.

- Sequence events – beginning, middle and end.

- Character description. - Setting description.

Phase 3 (composition) – - Compose/adapt own fairy tale.

- Modelled writing. - Write the begging, middle and end.

- Edit work. - Hot write.

Phase 1 - Trip to a

castle. Phase 2

- Cold write.

- Read information

text.

Phase 3 - Teach

features of information

text. - SPAG lesson.

- Orally inform.

Phase 3

(comp) - - Compose info

text.

- Model.

- Edit work.

- Hot write.

Phase 1 - Trip to a

castle. Phase 2

- Cold write.

- Learn and recite poems.

Phase 3 - Teach

features of poems with

rhyming couplets.

- SPAG lesson.

Phase 3

(comp) - - Model.

- Compose

poem.

- Edit work.

- Hot write.

Phonics – Letters and Sounds

Guided Reading – Daily guided reading and comprehension activities.

Phonics – Letters and Sounds

Guided Reading – Daily guided reading and comprehension activities.

Reading

(Guided

reading

focus)

- I can tell you

of similar things

that have

happened to me.

- I can read

words by

breaking them

down into

sounds.

- I discuss what

words mean.

- I read new

words by

blending letter

sounds together.

- I understand

the books I

read.

- I can read

some unusual

words.

- I check what I

am reading

makes sense as

I am reading

through it.

- I know how to

read my word

list words

including words

end in –s, -es, -

ing, -ed, -er.

- I discuss the

titles and events

from the books

I read.

- I can correctly

read the longer

words in my

word list.

- I can tell you

about why a

character does

or says some

things.

- I can read

words that

contain missing

letter’s such as

I’m, I’ll and we’ll.

- I like to

predict what

happens next

based on what

I have read so

far.

- I can read

words that

contain missing

letters.

- I can explain

clearly what

has happened

in a story that

has been read

to me.

- I correctly

read aloud the

words from my

book.

- I discuss

what words

mean.

- I re-read

books so that I

become a

better reader.

- I have

learned some

rhymes and

poems.

- I can read

words by

breaking them

down into

sounds.

- I have

learned some

rhymes and

poems.

- I read new

words by

blending letter

sounds

together.

- I have

learned some

rhymes and

poems

- I can read

some unusual

words..

- I quickly read

my given

letters or

groups of

letters.

- I can

correctly read

the longer

words in my

word list.

Maths Calculation: Addition and Subtraction - Read, write and interpret mathematical statements

involving addition (+), subtraction (-), and equals (=) signs. - Add and subtract one-digit and two-digit numbers to

20, including 20. - Solve one step problems that involve addition and

subtraction using concrete objects and pictorial representation, and missing number problems such as 7 =

__ - 9.

Measuring Space - Measure and begin to record the following: lengths and heights; mass/weight; capacity and volume; time (hours,

minutes, seconds). - Compare, describe and solve practical problems for:

length and heights [for example, long/short, longer/shorter, tall/short, double/half]; mass/weight [for example heavy/light, heavier than, lighter than];

capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]; time [for example,

quicker, slower, earlier, later].

Exploring fractions - Recognise, find and name a half as one of two equal parts of an

objects/shape or quantity. - Recognise, find and name a

quarter as one of four equal parts of an objects/shape or quantity.

Mathematical Movement - Describe position, direction and movement, including whole, half, quarter and three-quarter turns.

Exploring Money - Recognise and know the value of different denominations of coins

and notes.

Assess and

review.

Science Seasonal changes Plants

I can

recognise

the cycle of

day and

night.

I can

observe the

changing

position of

the sun

during the

day.

I can

observe the

key

features of

the four

seasons.

I can

perform a

simple test

to measure

the rainfall

and write up

my findings.

I can

observe the

effects of

the wind

and explore

how wind

strength

can be

measured.

I can

observe

shadows

during the

day.

I can

identify

and name a

variety of

common

wild and

garden

plants.

I can

observe,

identify

and name

parts of a

small

flowering

plant.

I can

observe

and

compare

plants in

the local

environmen

t.

I can

observe,

recognise

and name

some local

trees.

I can learn

where

some food

come from.

I can

examine a

wide

variety of

plants and

identify

their

different

parts.

Assess and

review.

History Kings and Queens – To learn about the lives of significant individuals. Castles

N/A I can

identify the

role of the

Monarchy

and the

importance

of the

Magna

Carter.

I can

identify how

Henry the

8Th

contributed

to national

achievement

s.

I can

identify how

Elizabeth I

contributed

to national

achievement

s.

I can

identify how

Victoria I

contributed

to national

achievement

s.

I can

identify how

Elizabeth II

contributed

to national

achievement

s.

I can

identify

who built

the first

castle in

the UK and

why.

I can find

out about

UK castles

that were

built by

the

Normans.

I can find

out about

the

structure

of medieval

castles.

I can find

out about

the people

living in

medieval

castles.

I can find

out about

how the

common

people

were

treated in

medieval

times.

I can find

out about

how the

Tower of

London’s

use has

changed

over time.

Assess and

review.

Art/DT I can use a

range of

materials

creatively

to design a

crown.

I can use a

range of

materials

creatively

to make a

crown.

I can use

drawing and

painting to

create a

coat of

arms.

I can use

drawing and

painting to

create a

coat of

arms.

I can

develop a

range of art

skills to

draw a

portrait of

a famous

Queen/King.

I can

develop a

range of art

skills to

draw a self-

portrait.

I can use a

range of

ingredients

to make

pancakes.

I can build a structure

and explore using a lever

– Building a castle and

drawbridge.

I can learn

about the

work of a

range of

artists –

Paul Klee.

I can learn

about the

work of a

range of

artists –

Paul Klee.

I can learn

about the

work of a

range of

artists –

Turner.

Easter

Activities

PE SM – Core task: Rolling

MD – Gymnastic

SM – Core task: Overarm throwing

MD – Dance

Music Music Express – playing tuned and untuned instruments Music Express – playing tuned and untuned instruments

ICT/

Computi

ng

I can

identify how

to stay safe

on the

internet.

I can draw a

picture on

paint to tell

a story.

I can add

text to tell

a story.

I can add a

second

picture to

tell a story.

I can add

text to tell

a story.

I can print

and read my

story.

I can

identify

how to stay

safe on the

internet.

I can write

an

algorithm.

I can

program a

bee-bot to

move

around an

obstacle

course.

I can

program a

bee-bot to

move

around the

classroom.

I can

program a

bee-bot to

draw a

number.

I can

program a

bee-bot to

race

around the

playground.

Assess and

review.

RE Creation – Christianity Creation – Islam

N/A

I can

identify how

it feels to

create

I can retell

the story of

creation

from

I can retell

the story of

creation in a

different

I can

identify how

people

should live

I can

identify

what the

story tells

I can retell

the Islam

story of

I can retell

the Islam

story of

creation in

I can

identify

how

Muslims

I can

identify

what the

creation

Assess and

review.

I can retell

the Easter

story.

I can

identify

the

importance

something. Genesis 1. way – Music,

drawing,

drama.

if God

created the

world.

Christians

about God,

creation and

the world.

creation. different

ways -

Music,

drawing,

drama.

should live

if Allah

created

the world.

story says

about

Muslims,

Allah, and

creation.

behind the

Easter

story.

Reflect

ion

Time.

Corridor display –

What is perseverance? – Stories of

Perseverance.

What does a

persevering

person look

like?

What do we

need to

persevere

with?

What helps

us to not

give up?

Who helps

you to keep

going?

Who do I

keep

going?

How can I

encourage

other to

keep tying?

What is

the

hardest

thing about

sticking at

a task?

How does

it feel to

reach the

end of the

task?

What are

the

secrets to

keeping

going?

How can we

keep our

eye on the

goal?

Value Perseverance - (Reflection time focus and shown in red throughout critical path)

Finding Nemo – Just keep swimming.

Respect - (Reflection time focus and shown in red throughout critical path)

Finding Nemo – Just keep swimming.

Promoti

ng

British

Values

Democracy – Children elect different classroom monitors.

The Rule of Law – Children understand the school rules; the Good to be Green behaviour scheme is implemented in class and all children understand this fully; children write class rules together.

Individual Liberty – Children are learning how to make choices for themselves and are being taught how to do this safely through PSHCE, P4C and during E-safety.

Mutual respect – Taught through termly values. Reflected in teaching.

Tolerance of those different Faiths and Beliefs – Children are learning about Christian and Jewish celebrations. In P4C children will be sharing their own opinions and beliefs and learning to

respect one another.

Key

Drivers

Communities –School community and village community.

Knowledge and Understanding in the World – Comparison of countries and areas; exploring the local area and coastlines.

Personal Well-being/Physical Activity – Keeping safe when we are out and about/online.