Year 1 Autumn 1: Penguins, Possums and Pigs

Theme Overview

Lead Subjects Additional Subjects English

Geography

Science

Art and Design

Mathematics

PSHE

History

Computing

Stories by the same author

Non-chronological reports

Poems on a theme

Visits Visitors Experiences Events

Getting Started…

Be Curious Be Knowledgeable Be Adventurous Be Ambitious Be Creative Be Collaborative Be Reflective Be Positive

Engage in first-

hand experiences

Embrace

experiences which

are remarkable to

the individual

Invoke a sense of

awe and wonder

Develop an

appreciation of and

responsibility for

the environment

Engage in multi -

sensory learning Experience

contrasts

(polluted/unspoilt,

light/dark,

urban/rural,

loud/quiet)

Secure strong

Literacy/Numeracy

Skills

Develop subject

specific language

Manage, receive,

record and apply

information

Nurture a thirst for

knowledge

Apply cross -

curricular skills

Develop Information

processing skills

Work within one's

own comfort zone

and outside it

Work in the real world

with first-hand

experiences

Work practically

Work on a large scale

Experience

exhilaration, challenge

and achievement

Develop problem-

solving skills

Develop responsibility

for one's own learning

Link with experts

See possibilities

Strive for

improvement

Seek opportunities

Develop an open

outlook

Develop a 'Growth

Mindset'

Develop relevant

attributes of learning

Choose how to use

free time

Developing hobbies

and interests

Apply skills to new

situations

Explore alternatives

in problem solving

situations

Question 'What if...?'

'Why not....?', etc.

Develop creative

thinking skills

Work with others in

an interactive

learning process

Respect the opinions

and differences of

others

Value one's own

perceptions and

those of others

Challenging one's

own perceptions and

those of others

Work as a team

Develop empathy

Develop social skills

Make lifestyle choices

in response to

thoughts

Identify and use

one's aptitudes and

interests as a vehicle

for learning

Move towards the

understanding of a

wide range of

feelings

(success/failure,

apprehension,

anticipation)

Develop awareness of

individual strengths

and areas of

development Develop reasoning

skills

Listen and respond

to advice

Value pupil voice

Develop self-esteem

Be listened to

Manage one's own

behaviour

Develop own

opinions

Secure and articulate

preferences

Consider one's place

in the world

Foster intrinsic

motivation Develop relevant

attributes of learning

Year 1 Autumn 1: Penguins, Possums and Pigs

Geography

Key Learning

Locational Knowledge Name and locate the world’s the seven continents and five oceans.

Human and Physical Geography Identify seasonal and daily weather patterns in the United Kingdom.

Identify the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.

Use basic geographical vocabulary to refer to:

Key physical features, including: land, sea, ocean, season and weather.

Key human features, including: city, town, village.

Mapping Use a range of maps and globes (including picture maps) at different scales.

Know that maps give information about places in the world (where/what?).

Locate land and sea on maps.

Enquiry and Investigation Ask simple geographical, ‘where?’, ‘what?’, and ‘who?’ questions about the world.

Recognise differences between their own and others’ lives.

Communication Speak and write about, draw, observe and describe simple geographical concepts.

Use basic geographical vocabulary.

Use of ICT/Technology

Use simple electronic globes/maps.

Use the zoom facility of digital maps and understand that zooming in/out means more/less detail can be seen.

Year 1 Autumn 1: Penguins, Possums and Pigs

Geography

Creative Learning Opportunities and Outcomes

Purpose of this unit The purpose of geography study is to inspire in children a curiosity and fascination about the world. This unit aims to help children to think geographically and to equip them

with some knowledge about the hot and cold places of the world and how these are different from the UK.

Ask simple geographical questions What do we mean by the hot/cold places of the world?

Where are the hot/cold places in the world?

What is the weather like in the hot places of the world (near the Equator)?

What is the weather like near the cold places of the world (North or South Pole)?

How is the weather at the Equator/Poles different from the weather in our country?

What sorts of animals live in that hot/cold place?

What sorts of plants grow in that hot/cold place?

What would it be like to live in that hot/cold place?

Use a range of images (still and moving) and stories to help answer questions Identify physical features in hot and cold places of the world e.g. frozen environments, deserts, lack of vegetation etc.

Identify human features in hot and cold places of the world e.g. types of housing, towns etc.

Develop geographical vocabulary when naming and describing human and physical features.

Identify a range of animals (and plants) that live in hot and cold places of the world.

Compare the sorts of animals found in hot/cold places with animals in the UK.

Use a range of maps and globes (including picture maps, blank outline maps, inflatable globes, Google Earth etc) Locate and label the position of the Equator and the North and South Poles in relation to the seven continents and five oceans.

Name some of the countries through which the Equator passes.

Zoom in and identify specific physical and human features on Google Earth/Maps.

Identify hot and cold world weather using a live data app or website such as the Living Earth app (here).

Speak and write about, draw, observe and describe From images, videos etc simple geographical concepts e.g. the animals/plants in hot/cold places; types of homes in hot/cold places.

Year 1 Autumn 1: Penguins, Possums and Pigs

Science

Key Learning

Animals - Other Animals 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, and including pets).

Find out and describe how animals look different to one another.

Group together animals according to their different features.

Recognise similarities between animals:

- structure: head, body, way of moving, senses, body covering, tail.

Animals have senses to explore the world around them and to help them to survive.

Recognise that animals need to be treated with care and sensitivity to keep them alive and healthy.

Animals are alive; they move, feed, grow, use their senses and reproduce.

Notes and Guidance (Non-statutory) Pupils should use the local environment throughout the year to explore and answer questions about animals in their habitat. They should understand how to take care of animals

taken from their local environment and the need to return them safely after study. Pupils should become familiar with the common names of fish, amphibians, reptiles, birds and

mammals, including those that are kept as pets.

Pupils might work scientifically by using their observations To compare and contrast animals at first hand or through videos and photographs.

To describe how they identify and group them.

To group animals according to what they eat.

To use their senses.

Year 1 Autumn 1: Penguins, Possums and Pigs

Science

Creative Learning Opportunities and Outcomes

Real outcome What makes an animal an animal?

Find out all about animals and zoos and create a display. Invite other people to see your display. Where will you put the display; school entrance, hall, local village hall, etc.?

Wow / Launch - Explore / Observe / First hand experiences In this unit children need to observe and compare a variety of different animals from different groups (mammals, birds, fish, amphibians, reptiles). Either:

- Visit a zoo and get the children to come up with ideas for a zoo role play area. See video from Erdington Hall School at Teachers Media (here) (2:55mins - onwards) for

ideas which can be adapted for KS1.

- Visit a pet supplies store, a veterinary surgery and/or set up one in the role play area.

- Visit a farm and get the children to come up with ideas for a farm role play area to be set up in their outside area in school e.g. hen house, milking area, straw bales, etc.

Further information about the variety of animals can be provided by using the BBC Learning Zone website (here) (search Science and Animals)

Explore / Observe / First hand experiences Whilst on the visit to the zoo (or alternative), groups can be responsible for videoing different animals looking at how they move, feed and what they look like/body

covering. On return to the classroom, children can do a voiceover for their video.

Make me an animal. Label the six sides of a dice with the words push, pull, squash, twist, stretch, pinch (simplify by just repeating the words push and pull). Give each child

some malleable material and challenge them to make an animal (e.g. hedgehog, duck, fish). They can change the shape of their material with the movement they roll on the

dice, one movement per roll, taking it in turns to roll the dice. After several minutes stop them to see how their ‘creature’ is developing. Provide different ways for children

to record their end product (camera for photographs, notebook, clipboard). Can they label the different parts of their animal’s body?

Thinking activity What kind of animal do you think a possum is? Get the children to draw what they think a possum looks like. Can they label it (e.g. head, body, tail, etc.)? Can they find a

picture of a possum on the internet such as (here) or from a set of pictures and find something out about the head, tail, body/body covering, legs, eyes, ears, nose. Can the

children say or write one thing about each part of the possum. How does it compare to their initial thoughts of what a possum might be? Can they guess what its super

sense might be from the way it looks?

Using a picture of another animal (e.g. pig or penguin, etc.), a child looks at the picture and describes it to the rest of the class, pausing after each feature/structure/shape

they describe. The class then individually draw their representation of the description. A copy of the real image can be stuck next to their drawing and they can compare

their drawing with the real image. Which structures/features did they get correct? Which were harder to describe / draw?

Odd One Out - look at a picture of a penguin, possum and pig. What is the same about them? What things are different? (Same = they all have a head, body, way of

moving, body covering, senses). See Science Stories (here) for a video about a visit to a farm with a focus on pigs.

Year 1 Autumn 1: Penguins, Possums and Pigs

Science

Creative Learning Opportunities and Outcomes (contd.)

Sort / Group / Compare / Classify Compare, sort and group different animals. Provide children with photographs of different animals (fish, mammals, amphibians, birds, reptiles, pets, found on a farm and

found in a zoo). Can they take a photograph and find someone else in the class with an animal that is like theirs? Why is it like their animal? Could they keep the animal as a

pet? If not, why not? Children can then sort various images of different animals, devising their own reasons for sorting and can then focus on other reasons e.g. movement

(fly, swim, slither, run, climb - link with PE); body covering (fur, scales, skin, hair, feathers – link to camouflage can also be introduced here).

Compare the movement of different pets to how a human moves. In PE explore how a goldfish, mouse, tortoise, dog, lizard, snake, etc. would move.

Compare the children’s TV character ‘Peppa Pig’ with a real pig. What things are the same? What things are different?

Each table could use photos and books of an animal group, e.g. one table look at fish, one birds, one mammals, one amphibians, one reptiles. They could choose one of

their animal pictures from their table group and describe/say something about that animal’s head, body/body covering, how it moves, its eyes, ears, nose, mouth.

(annotated photograph or drawing or a simple two column table of feature/structure and descriptive words). They could then compare it with someone else’s animal from a

different table. Do this several times. What did they notice?

Can the children say three things that are similar about the animals on each table e.g. fish have fins, swim in water and have scales; birds have beaks, feathers, two legs etc.

Can the children pick one animal and say what features it has e.g. a bird has a head a body, two legs, feathers, beak, wings. Can they say what would happen if each of these

was missing e.g. what if a bird did not have feathers? What if a bird did not have wings? etc. This could be presented as a graphic organiser using a series of boxes (one box

to represent the whole animal, several boxes beneath this to represent the parts/features it is made up of, then a box underneath each part to describe what would happen

if this part/feature was missing.

Research Invite a pet owner, reptile specialist or bird of prey group to come and talk about a particular pet or even visit a pet supplies store. This would provide an opportunity for

the children to ask questions about animals but would also be a good opportunity to discuss different body coverings and allow the children first-hand experience of

touching different animal coverings e.g. scales, feathers, fur.

‘Hide and Seek’ on Webquest (here) is a free computer based webpage, part of ‘The National Museums Online Learning Project’ which can be used to explore camouflage

in more detail. On the search page look for KS1 Science ‘Hide and Seek’. Children can explore features of different animals including how they protect themselves and, how

they use colour and pattern. They use the ideas that they have found out to design a T-shirt that would help them during an outdoor game of hide and seek. After using

this resource, children could go one to find out how other animals use camouflage.

What do dogs/cats eat compared to humans? Possibly linked to a visit to a pet superstore and an interview with staff experts. This could be added to the display. What do

other animals eat? Link this with the animal they focused on in the fourth bullet point in Sort / Group / Compare / Classify above.

Year 1 Autumn 1: Penguins, Possums and Pigs

Science

Creative Learning Opportunities and Outcomes (contd.)

True/false/maybe: After some initial discussion about the statements, children can use books, pictures, video and the internet to help find evidence for the following to say

if they are true or not…

- All animals have legs.

- Penguins have wings.

- All elephants are old.

- All pigs are pink.

- All animals have four legs.

- Lions are always fierce.

- All animals have a tail.

Create / Invent / Design The key part of this unit is that children learn what makes an animal an animal, what basic features does it have - head, body, way of moving and some senses to help it

interact with the world around them. At the end of this unit the children should be able to invent their own creature and say what features it has. Can you invent an animal?

What is its head and body like? How does it move? What is it covered with? Does it have a tail? Which ‘super sense’ does it have? (You could also ask them to say where

their animal lives although habitats and various habitats around the world are introduced in Year Two ‘Living Things and Their Habitats’).

The ‘Animal Muddles’ app could be used throughout this unit to invent funny animals with different features.

Key questions How do we know they are animals?

What makes an animal an animal? What features do animals have? (head, body/body parts, body covering, way of moving, senses, number of legs, wings, etc.)

What things are similar between two different animals?

All animals are the same? True or false?

How do animals move?

What if animals couldn’t move around?

Can you invent an animal?

What is its head and body like? How does it move? What is it covered with? Does it have a tail? Which ‘super sense’ does it have?

Key vocabulary Parts of the body for animals: head, leg, body, beak, wing, senses (eyes, ears, nose, mouth/mouth parts, hands/paws/claws/talons), etc.

Features linked to movement: fly, swim, crawl, run, climb, etc.

Features linked to body covering: feathers, fur, scales, colour, camouflage, etc.

Common animal types: mammal, bird, fish, amphibians, reptiles, etc.

Comparative language: tall/taller/tallest, long/longer/longest, similar to, different from, etc.

Describe, observe, compare, because.

Expressions making generalisations, e.g. ‘most have…’

Year 1 Autumn 1: Penguins, Possums and Pigs

Art and Design

Key Learning

Drawing Experiment with a variety of media; pencils, rubbers, crayons, pastels, felt tips, charcoal, ballpoints, chalk.

Control the types of marks made with the range of media.

Observe and draw shapes from observations.

Invent new shapes ( e.g. icebergs).

Investigate tone by drawing light/dark lines, light/dark shapes.

Painting Use a variety different brush sizes and types.

Mix and match colours to objects.

Work on different scales.

Name different types of paint and their properties; e.g. watercolours/ready mix.

Identify primary and secondary colours by name.

Mix primary shades and tones.

3-d Clay Manipulate malleable materials in a variety of ways including rolling and kneading.

Manipulate malleable materials to make a sculpture.

Change the surface of a malleable material.

Understand the safety and basic care of materials and tools.

Evaluating Review what they and others have done and say what they think and feel about it.

Identify what they might change in their current work or develop in future work.

Year 1 Autumn 1: Penguins, Possums and Pigs

Art and Design

Creative Learning Opportunities and Outcomes

Drawing skills are essential to develop 3-d work. From observational drawings and paintings, children can better develop their sculptures.

Drawing and painting Experiment with mark-making; charcoal and chalk, graphite sticks and pens on large-scale, group/individual drawings e.g. iceberg shape, trees for possums, (after having

looked at images).

Experiment making shades and tones in greys using chalk and charcoal, encourage smudging.

Discuss images/video of penguins, discuss movement, shades, shapes when swimming or standing, tobogganing.

From images use pastels to make observational drawing of penguins, experiment with different scales.

If time, develop into paint; use pencils to draw and paint with watercolour paints, discuss the differences in other paint types. Explore in drawings and paint, standing,

swimming and tobogganing penguins or other animals.

Clay Allow time for children to investigate and play with clay/play dough, model making sausages and balls, egg shapes.

Make a clay penguin, pig or other small animal; this technique does not add clay but artists pull and form shapes from main lump of clay .

- Roll a lemon/egg shape from clay.

- Gently squeeze a head shape near top of egg.

Next step depends on penguin or animal sculpture.

- Pull from the clay wing shapes, beak and feet.

- If making pig or small animal draw cross shape with tool and from each section pull and form legs and feet.

- Use tools to pierce eyes or textures on wings and feet etc.

- Use tools to highlight wing shapes etc, use hands to smooth and sculpt if preferred.

- Allow to air dry.

- Paint with ready mix or Cromar paints if required, (try not to add water to paints, water only to clean brushes).

- Use this technique to develop any animal sculpture or own animal designs, including the basic features of an animal, as explored in science.

Evaluate Give children time to evaluate their work and that of others, describe what they like or might change next time, what materials they preferred using, what advice they may

give another artist.

Year 1 Autumn 1: Penguins, Possums and Pigs

Additional Curriculum Links

Subject Key Learning Creative Learning Opportunities and Outcomes

Mathematics Statistics Sort objects to a given criterion and their own.

Ask and answer questions by counting the number of objects in each

category.

Ask and answer questions by comparing categorical data.

Measurement Compare, describe and solve practical problems for:

- lengths and heights (e.g. long/short, longer/shorter).

- mass/weight (e.g. heavy/light, heavier than/lighter than).

Measure and begin to record using non-standard measures

- lengths and heights.

- mass/weight.

Number - number and place value Count in multiples of two.

Children can sort and classify the animals that they are learning about in

different ways, e.g. those that live in hot places, those that live in cold places,

the ways they move, their physical features (tail, number of legs, feathers

etc).

Linked to the science learning opportunity Make me an animal, children

could investigate creating animals that are longer or shorter, heavier or

lighter than the ones they make during the game. They could also make

animals to given criteria, e.g. make a snake that is seven matchsticks long;

make a giraffe that is six cubes high; make a penguin that balances five

cubes.

Linked to the literacy unit on poems on a theme, children can link their

knowledge of counting in twos to find out how many animals went into the

ark in the poem The Animals Went in Two by Two. They can represent this

by drawing pictures or by using animals from the small world area.

PSHE Develop the correct terminology for parts of the human body. Use Heads and Shoulders Knees and Toes and anatomically correct dolls to

discuss ‘doctors words’.

Play taking a baby to the clinic to be weighed or bathing the baby to initiate

the discussion.

History To place some parts of a story into chronological order using time

vocabulary.

To use pictures to answer questions.

Linked to the English key learning, read one or more of the suggested texts

(Lost and Found, Up and Down, The Perfect Pet, The Perfect Present), or a

story such as The Three Little Pigs and sequence key parts of the story into

the correct order. Talk about their favourite part of the story, and what

happened before or after it.

Year 1 Autumn 1: Penguins, Possums and Pigs

Additional Curriculum Links

Subject Key Learning Creative Learning Opportunities and Outcomes

Computing Create, manage and manipulate digital content

Text and images

Skills On a range of devices:

- Develop correct use of the keyboard (e.g. spacebar, backspace, delete,

shift (not caps lock) and enter keys).

- Add captions to photos and graphics.

- Select text appropriately e.g. highlighting or clicking text to select.

- Make simple changes to text e.g. colour, style and size.

- Select text from word lists (if necessary).

- Select appropriate images to add to work.

- Word process short texts directly onto the computer (i.e. do not just

copy up handwritten work).

- Navigate round text in a variety of ways e.g. mouse, arrow keys, touch,

when editing work.

Save and store work in an appropriate area, and be able to print,

retrieve and amend it.

Begin to add different forms of media together e.g. text and images in

blogs or word processing documents.

Talk about their use of graphics package and their choice of tools.

Knowledge Know that text can be different colours, sizes and styles and that these

can easily be changed.

Know that technology can be used to communicate ideas in different

ways, e.g. text, images, tables and sound.

Understand there are a variety of tools in graphics packages, each

fulfilling a different purpose.

Know the importance of giving an appropriate name to files.

Know that files can be stored in folders and how the structure of the

directory is ordered.

Understand that files can be retrieved from their location and edited.

Understand the differences between a graphics package and paper

based art activities.

Computing - text and images

This project aims at creating digital content for the theme ‘Penguins,

Possums and Pigs’. It shouldn’t be forgotten that a key element of the

computing skills and knowledge of this topic is for pupils to understand how

to store, edit and retrieve their files from their computer, network or online

area.

This work can be linked to the English work on retelling stories or the

English work producing posters and booklets. The computing can also be

used to support the review of knowledge in science and geography.

Teachers may choose to do several activities to allow pupils to experience a

number of different tools and to provide them with opportunities to obtain

the relevant skills and knowledge.

There are lots of good resources that can be used to support the use of text

and images (graphics) part of the computing curriculum. The choice of

software or app will be dependent on the type of equipment that the

teacher has access to. Schools might use commercial software such as

2Simple’s 2Create titles and 2Publish or suitable Microsoft tools including

Microsoft Word, PowerPoint or Photostory or apps such as Book Creator.

They may also choose to create and manipulate images in graphic software

and then use them in authoring tools such as Microsoft Photostory. The type

of tool(s) used is dependent on the required outcome but they might

include 2Simple’s 2Paint, Paint.net or Microsoft’s Autocollage. It could also

link to the art work on pastel drawings.

A more comprehensive list of software that is still relevant to these activities

can be found in the software toolkit document that supports the

Computing/ICT progressions.

Year 1 Autumn 1: Penguins, Possums and Pigs

Additional Curriculum Links

Subject Key Learning Creative Learning Opportunities and Outcomes

Computing

(contd.)

Digital literacy - eSafety opportunity

Skills Use technology safely.

Minimise screen, turn off the monitor, or use back buttons to return to

the home page if anything inappropriate appears on the screen.

Recognise situations involving content and contact that are not safe,

(e.g. in emails, text messages, videos) and know where to go for help.

Knowledge Know what it means to use technology safely.

Know where to go for help and support when they have concerns about

content they have seen on the internet or other technologies.

Know where to go for help and support when they have concerns about

contact on the internet or other technologies.

There is an opportunity to cover the eSafety element of the curriculum in

this topic. The eBook The Adventures of Smartie the Penguin from Childnet

International provides a good resource for teachers to use in EYFS or KS1.

Teachers can read the story making sure the key messages are emphasised

and then review the learning that has gone on by creating some digital

content such as a simple story or poster (see above).

Year 1 Autumn 1: Penguins, Possums and Pigs

English

Key Learning

Unit Stories by the Same Author Non-Chronological Reports Poems on a Theme

Outcome Narrative based on model text with innovation

of character/s and setting.

Information poster or booklet. Poem based on a model text.

Oral presentation of a poem.

Possible

Duration

2-3 weeks. 1-2 weeks. 1-2 weeks.

Key

Learning

Reading

Making predictions based on what has been

read so far.

Identify and discuss the main events in stories.

Identify and discuss the main characters in

stories.

Use patterns and repetition to support oral

retelling.

Relate texts to own experiences.

Retell familiar stories in a range of contexts e.g.

small world, role play, storytelling.

Make basic inferences about what is being said

and done.

Recall specific information in texts.

Introduce and discuss key vocabulary.

Activate prior knowledge e.g. what do you know

about this animal?

Explain clearly their understanding of what is

read to them.

Demonstrate understanding of texts by

answering questions related to who, what,

where, when and why.

Listening to a range of poems at a level beyond

at which they can read independently.

Recognise and join in with language patterns

and repetition.

Use patterns and repetition to support oral

retelling.

Recite rhymes and poems by heart.

Giving opinions and supporting with reasons.

Key

Learning

Writing

Orally compose every sentence before writing.

Re-read every sentence to check it makes sense.

Punctuate simple sentences with capital letters

and full stops.

Use formulaic phrases to open and close texts.

Use familiar plots for structuring the opening,

middle and end of their stories.

Write simple sentences that can be read by

themselves and others.

Use simple connectives to link ideas e.g. and.

Identify and use question marks.

Punctuate simple sentences with capital letters

and full stops.

Write information texts with simple text type

features.

Orally plan and rehearse ideas.

Write poems with simple structures.

Plurals – adding s to nouns.

Suggested

Texts

Lost and Found by Oliver Jeffers.

Up and Down by Oliver Jeffers.

The Perfect Pet by Fiona Roberton.

The Perfect Present by Fiona Roberton.

Range of information texts.

Kidzone website (here).

Penguin information and facts.

Range of poems linked to animals, penguins

etc.

- Teaching First (here).

- Kidzone website (here).

- The Animals Went in Two by Two - traditional

poem.

Year 1 Autumn 1: Penguins, Possums and Pigs

English

Stories by the Same Author – Creative Learning Opportunities and Outcomes

Creating interest Show an image, object, film clip or sound clip to promote interest in the text or theme e.g. a cardboard box, mime

lifting out an animal or give descriptive clues; children guess the animal. Alternatively, play a selection of animal noises

or show a short film extract.

Learning outcomes Children will be able to identify what they can

see and hear, and make predictions about the

theme or text to be read.

Reading

Reading and responding Read the text and use mini question hands to generate who, what, where, when questions. Use talk partners to answer

and provide short writing opportunities.

Continue reading the text and use drama techniques to explore characters in more detail. e.g. hot seating, freeze frames,

magic mirror, magic microphone. Link to a short writing opportunity.

Involve children in discussing what they would do if they were one of the characters.

Use role on the wall approaches to deepen understanding and infer character feelings.

Prepare and write character profiles.

Reading and analysing Teach children the story via oral storytelling. Modify the text, if necessary, so it is suitable for learning.

Use story maps, images, props and key vocabulary to support oral re-telling e.g. in the beginning, after that, a bit later.

Create a simple whole class checklist of features, e.g. two characters, setting, events, time connectives.

Learning outcomes Children will be able discuss and relate to own

experiences.

Children will be able to identify the characters,

settings and events.

Children will be able to respond in role as a

character and infer character feelings.

Children will be able to re-tell a story orally.

Children will be able to understand/know the

features of a simple narrative text.

Gathering content Use a whole class story map and innovate the characters. Provide suggestions for different characters for children to

select from, or use their own. Some children may innovate the setting and ending also.

Prepare new story maps in groups or individually with new characters/setting/ending.

Orally rehearse new stories several times to embed the pattern of narrative.

Learning outcomes Children will be able to create own story

maps/plans with events in order.

Children will be able to orally re-tell their

innovated story.

Writing Refer to innovated story map.

Use shared writing techniques to model a section at a time with the children. Focus on skills – formulaic phrases, events

in order, full stops and capital letters. Children complete their own section of writing, referring to their own story maps.

Continue this pattern over several days until the outcomes are completed.

Use AFL, marking and feedback to adjust shared writing focus daily.

Learning outcomes Children will be able to construct their own

short narrative based on a story map.

Children will be able to write using formulaic

phrases, events in order, full stops and capital

letters.

Outcome Narrative based on model text with innovation of character/s and setting.

Presentation

Present narrative to an audience using oral re-telling e.g. perform in assembly, read to peer/s or publish a book to put on display.

Year 1 Autumn 1: Penguins, Possums and Pigs

English

Non-Chronological Reports - Creative Learning Opportunities and Outcomes

Creating interest Show a photograph, film clip or sound clip to promote interest in the theme. Activate prior knowledge - What do you

know about this animal? KWL grid. Introduce and discuss key vocabulary.

Learning outcomes Children will be able to identify the

information presented via different media and

develop key vocabulary.

Reading

Reading and responding Use a film clip to provide information. Use stop, start, discuss technique with talk partners to comprehend the

information presented.

Write simple facts in sentences to record the information found out so far.

Use a whole class KWL grid to structure simple research.

Generate key questions together to add to KWL grid, modelling the use of question words and question marks.

Children generate own key questions and write on sticky notes or sentence strips.

Read a text and use key questions generated to structure responses. Use talk partners/get up and go - to ask and

answer questions then record in writing.

Focus on more key questions and demonstrate how to use a non-fiction text to locate answers e.g. appropriate text,

contents page, index.

Children read differentiated non-fiction texts in groups and pairs with key questions to challenge their ability to find the

appropriate information and record in writing.

Reading and analysing Box-up a non-chronological report, modelling the creation of a planning and writing frame e.g. heading, two or three

sections, picture, caption and fascinating facts box.

Create a simple whole class checklist of features to include in our non-chronological report e.g. headings, questions,

information, facts, captions and photographs.

Learning outcomes Children will be able to read and identify key

facts.

Children will be able to gather information

from a range of sources, asking and answering

questions e.g. film, ICT texts, books and

information exchange with others.

Children will be able to ask and answer

questions by finding information in non-

fiction texts.

Children will be able to identify a simple

structure and features of a non-chronological

report.

Gathering content Provide a new focus for research e.g. different types of penguins, or different animals.

Repeat the research process from the reading and responding phase.

Explore a mixture of sound files, film clips, information fact cards and whole class text/s to provide the content.

If appropriate, use a visit or visitor to provide content and information.

Model gathering the information – use prepared photographs to support each aspect.

Children to write key facts on sticky notes; display these.

Model organising key facts on sticky notes into the boxed-up planning frame.

Learning outcomes Children will be able to gather simple

information from a variety of sources, e.g. film

clip, photographs and fact cards.

Children will be able to make suggestions

about where information should be placed

within a non-chronological structure.

Year 1 Autumn 1: Penguins, Possums and Pigs

English

Non-Chronological Reports - Creative Learning Opportunities and Outcomes (contd.)

Writing Refer to whole class non-chronological plan with sticky notes.

Use shared writing techniques to model a section at a time with the children. Focus on skills – connectives to link ideas

(and), full stops, capital letters and question marks.

Children write sentences to complete their own section based on whole class model.

Continue this pattern over several days.

Use AFL, marking and feedback to adjust shared writing focus daily.

Learning outcomes Children will be able to construct their own

non-chronological poster or booklet organised

in specific sections.

Outcome Non-chronological/information poster or booklet.

Presentation

Publish a poster or booklet for display and/or to share in class.

Use ICT to publish some or all of the information.

Prepare a spoken presentation to present outcome and record with ICT e.g. iPAD, flip camera. Children can evaluate and improve if necessary.

Year 1 Autumn 1: Penguins, Possums and Pigs

English

Poems on a Theme - Creative Learning Opportunities and Outcomes

Creating interest Recite a poem to the children and ask them to listen and spot what the poem is about. Repeat saying the poem and use

props/images and text mapping to involve the children in joining in with the poem. Place the items/children hold items

as a visual reminder when saying the poem.

Learning outcomes Children will be able to understand what a

poem is about and join in with saying a poem.

Reading

Reading and responding Model reading a different poem with the children.

Ask the children to state preferences e.g. did they like the poem or not? What did they like about it? Provide scaffolds

via small cards to assist in making preferences e.g. rhymes, makes me laugh, makes me sad, I like these words... Record in

writing as a poetry review – marks out of ten etc.

Provide a selection of poetry books within reading area for children to access independently.

Reading and analysing Give out key vocabulary cards with some words taken from the next poem to be used. Children read their card and find

a partner who has the same card.

Provide a further poem e.g. by a poet on screen, film clip.

Children join with repetitive elements e.g. The Animals Went in Two by Two and when they hear their word, stand up

and join in with the poem – repeat this approach again.

Learning outcomes Children will be able to state preferences.

Children will be able to read poetry using

decoding skills.

Children will be able to identify vocabulary

used within a poem.

Gathering content Provide a poetry frame based on the model. Selected words should be omitted to provide opportunities for innovation.

e.g. The ________ went in two by two.

Select an object/ image of an animal from a box – children repeat back the plural e.g. zebra- zebras, tiger - tigers).

Model writing the word – singular and plural.

Children write plurals on cards/sticky notes.

Learning outcomes Children will be able to change singular to

plural with nouns – adding 's'.

Writing Refer to whole class poetry frame and say the first line/s with the blanks e.g. The _________ went in two by two, hurrah,

hurrah.

Use talk partners to decide which animal went in first. Provide images and props to scaffold.

Use shared writing techniques to model a line with the children. Focus on skills – segmenting for spelling, phonics

application, blending for reading, and writing plurals with ‘s’.

Children create their own poems based on model. Children may need poetry frame scaffolds and word banks to support

independent writing.

Learning outcomes Children will be able to create their own poem

based on a model, selecting key vocabulary

and using plurals with 's'.

Year 1 Autumn 1: Penguins, Possums and Pigs

English

Poems on a Theme - Creative Learning Opportunities and Outcomes (contd.)

Outcome Innovated poem based on a structure.

Presentation Publish a poem and make a whole class book to place in reading area or in library.

Poetry on a postcard – present your poem on a postcard and send it to family/friend.

Upload poem to school website or Perform a Poem website – (here).