KS1 (Maple Class) Autumn Planning Term 2 What jobs do farmers have to do?

Transcription

1 KS1 (Maple Class) Autumn Planning Term 2 What jobs do farmers have to do? Values Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Trust, Respect and Tolerance (Forest school focus; Co-operation, Resilience) - continue to spell by segmenting spoken words into phonemes and representing these by graphemes - learn to spell common exception words - continue to spell words with contracted forms - begin to learn to use the possessive apostrophe (singular) - apply spelling rules and guidance - write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far - continue to form lower-case letters of the correct size relative to one another - continue to use a growing range of the horizontal and diagonal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined - continue to form capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters - begin to use spacing between words that reflects the size of the letters Literacy Develop positive attitudes towards and stamina for writing by: - begin to write narratives about personal experiences and those of others (real and fictional), based on a learnt model - write about real events - begin to write for different purposes - Consider what they are going to write by: - plan or say out loud what they are going to write about - continue to write down ideas and/or key words, including new vocabulary - begin to encapsulate what they want to say, sentence by sentence - Make simple additions, revisions and corrections to their own writing by: - re-read to check that their writing makes sense - continue to proof-read to check for errors in spelling, grammar and punctuation - continue to read aloud what they have written with appropriate intonation to make meaning clear - develop understanding and embed use of familiar punctuation - continue to use new punctuation, eg. apostrophes for contracted forms, commas for lists - begin to introduce sentences with different forms, eg. statement, question, exclamation, command - continue to use expanded noun phrases to describe and specify - continue to use alliteration and similes and begin to consider their effect on the reader - continue to develop use of prepositions and use behind, above, along, before, between, after - develop and secure the use of compound sentences using co-ordinating conjunctions - continue to use because to develop subordination - develop and embed understanding of appropriate grammatical terminology Non-Chronological Report Can I identify the features of a nonchronological report? Non-Chronological Report Can I map out and retell a nonchronological report? Non-Chronological Report Can I innovate a nonchronological report? Non-Chronological Report / Traditional Tales Hot and cold tasks Traditional Tales Can I map out and retell a traditional tale? Traditional Tales Can I innovate a traditional tale? Traditional Tales Can I write my own traditional tale? Reading - continue to apply phonic knowledge and skills until automatic decoding has become embedded and reading is fluent - read accurately by blending the sounds in words containing taught graphemes and by recognising alternative sounds for graphemes - read with increasing accuracy words of two or more syllables containing taught graphemes - read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word - continue to read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered - read aloud books matched to their improving phonic knowledge, sounding out unfamiliar words accurately - re-read books to build up their fluency and confidence

2 Develop pleasure in reading, motivation to read, vocabulary and understanding by: - listen to, discuss and begin to express views about a growing range of non-fiction at a level beyond that at which they can read independently - begin to discuss how items of information in books are related - become familiar with non-fiction books that are structured in different ways - discuss and continue to clarify the meanings of words, linking new meanings to known vocabulary - Understand both the books that they can already read accurately and fluently and those that they listen to by: - draw on what they already know or on background information and vocabulary provided by the teacher - check that text makes sense to them as they read and correct inaccuracies - make inferences on the basis of what is being said and done - predict what might happen on the basis of what has been read so far - begin to answer and ask questions - participate in discussion about books that are read to them and those that they can read for themselves, taking turns and listening to what others say - explain and begin to discuss their understanding of books they hear or read for themselves Non- Fiction Non - Fiction Fiction Fiction Fiction Poetry Poetry Addition & Subtraction - solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures applying their increasing knowledge of mental and written methods - recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two-digit number and 1s a two-digit number and 10s 2 two-digit numbers adding 3 one-digit numbers - show that addition of 2 numbers can be done in any order (commutative) and subtraction of one number from another cannot - recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems. Multiplication & Division - recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers - calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication ( ), division ( ) and equals (=) signs - show that multiplication of 2 numbers can be done in any order (commutative) and division of 1 number by another cannot - solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts. Maths Measurement - choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature ( C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels - compare and order lengths, mass, volume/capacity and record the results using >, < and = - recognise and use symbols for pounds ( ) and pence (p); combine amounts to make a particular value - find different combinations of coins that equal the same amounts of money - solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change - compare and sequence intervals of time - tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times. - know the number of minutes in an hour and the number of hours in a day Addition Can I recognise each digit in a 1, 2 and 3-digit number? Can I say what each digit represents? Addition Can I create a number sentence and add using a numberline? Measure length Can I measure a length accurately? Can I order lengths? Subtraction Can I subtract using a numberline? Measure weight Can I weight items accurately and explain the process of weighing? Can I order masses? Subtraction Can I investigate how to use the inverse of a number sentence to check my answer? Measure capacity Can I estimate and measure the total liquid? Multiplication Can I recall multiplication facts for 2, 5 and 10 times tables? Measure time Can I compare and sequence intervals of time? Multiplication Can I calculate multiplication number sentences? Measure time Can I tell and write the time by drawing the hands on a blank clock? Can I say how many Division Can I recall division facts for 2, 5 and 10 times table? Measure money Can I recognise and use symbols for pounds and pence? Can I combine money

3 Science Can I compare volumes using? Can I say how many minutes are in an hour? hours are in a day? amounts to make a total? Can I find different combinations of coins that equal the same amount of money? - to explore and compare the differences between things that are living, dead and non-living (never been alive) - to identify that most living things live in a habitat to which they are best suited and describe how different habitats provide the basic needs of animals and plants and that they depend on each other - to identify and name a variety of plants and animals in their habitats, including microhabitats - to describe how animals obtain food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food Can I identify which animal a baby animal becomes? - I can match up animals and their babies. -I can explain the similarities and differences between babies and adult animals. - I can list the difference between human babies and human adults. Can I identify items that are dead and live in the local area? - I can define the words dead and alive. - I can give examples of things that have never been alive. - I can explain the key features of things that are living. - I can categorise items according to their features. Can I observe a microhabitat and explain why it is suitable for life? - I can observe microhabitats and their inhabitants. - I can explain why they live there. - I can understand that there are a variety of microhabitats which has different features and conditions.. Can I create a habitat diorama? habitats can be small or big creatures are adapted to live in their own habitats. - I can research a specific habitat. Can I create a habitat diorama? habitats can be small or big creatures are adapted to live in their own habitats. - I can research a specific habitat. - I can create a shoebox diorama based on a specific habitat. Can I explain what a food chain is? - I can define what is meant by a food chain. -I can understand that living needs need other living things to survive. - I can observe parts of a food chain in our local environment. - I can give suggestions as to what would happen in the rest of the food chain. PE Geography - to master basic movement in running, jumping, throwing, catching, balance, agility and co-ordination Team Games Team Games Team Games Team Games Team Games Team Games Team Games - to name& locate the world s 7 continents and 5 oceans, - to name and locate the 4 countries of the UK, - to understand geographical similarities & differences through studying human & physical geography of the UK, - to identify seasonal weather patterns in the UK and hot and cold countries of the world (Equator and N/S Poles) - to use basic geographical vocabulary - to use basic geographical skills. Initial topic brainstorm What do farmers have to do? - I can talk about different farms and what they produce (e.g. arable, livestock, dairy). - I can talk about differences between farms. Visit to Tesco. - I can identify different foods farmed in the UK and abroad. - I can plan a fictional farm. - I can use a map to navigate around a farm. - I can identify differences between life in the country and life in a busy town (link to own locality of Henley).

4 - to use a range of materials creatively to design and make products - to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and shape - to understand where food comes from - to design purposeful, functional, appealing products for themselves and other users based on design criteria. Art and Design Link to Diwali (RE). Can I make a diva pot? - I can use clay to produce a diva lamp. Can I draw a rangoli pattern? - I can use pencil to design a rangoli pattern for my hand. Can I draw a farm animal? - I can use a variety of materials, such as pencil and oil pastels, to draw a farm animal. Can I develop my range of art & design techniques? -I can draw a fruit or vegetable using different lines, textures and shapes. Design project either designing packaging for food, or designing a scarecrow. -I can use a range of materials to design and make my own packaging/scarecrow. -I can design a purposeful and functional packet/scarecrow based on a number of criteria. As week 4. Christmas designing and making a number of items around the Christmas theme, using a variety of skills and techniques. As week 6. ICT - to understand what algorithms are, how they are implemented as programs on digital devices and that programs execute by following precise and unambiguous instructions - to create and debug simple programs - to use logical reasoning to predict the behaviour of simple programs Can I use program simulation software to design my own game? - I can use a simulation software - I can design my own game. - I can discuss the pros and cons of my game ready for next week. Can I use program simulation software to design my own game? - I can use a simulation software - I can design my own game. - I can discuss the pros and cons of my game ready for next week. Can I use a program stimulate to create my own game? - I can use a simulation software - I can adapt my game. - I can program and edit my game. RE Christianity/Hinduism/Sikhism. to describe the key aspects of religions to describe the variety of practices and ways of life in religions to identify and begin to describe the similarities and differences within and between religions to consider the meaning of a range of forms of religious expression, understand why they are important in religion and note links between them to use specialist vocabulary in communicating their knowledge and understanding to discuss their own and others views of religious truth and belief, expressing their own ideas Celebrations focus on Diwali, Festival of light (30 th October). - I can name 4 celebrations. - I can say what Diwali is and know Naming key religions. - I can name three religions. - I can describe 2 key facts about one religion. Sikhism birthday of Guru Nanak (14/11). - I can describe why Sikhs celebrate Guru Nanak s birthday. Christianity Advent from November 27 th /Christmas. - I know why Christmas is celebrated (the Christmas story). - I know what Advent is.

5 Music one fact about it. - I can describe what my diva lamp pot is for. - to use voices expressively and creatively by singing songs and speaking chants and rhymes Can I learn and perform songs? - I can listen - I can learn a song - I can sing with expression Can I learn and perform songs? - I can listen - I can learn a song - I can sing with expression Can I learn and perform songs? - I can perform a song - I can think about my audience. PSHE Resilience Resilience Co-operation Co-operation Tolerance Tolerance Respect Can I perform my songs? - I can perform a song to an audience.

6