Literacy  

Non-fiction: Recounts

Familiar stories

Stories within a familiar setting

Traditional tales/stories within familiar settings

To plan and write our own stories

Assessment & Instructions

Non-fiction & poetry: Information Texts and Poems using the senses

Numeracy

Number and place value

Addition and Subtraction

Money and time

Measures

Shape

Doubling and halving

      Data

Reading

Guided reading

Daily reading

Reading 4x a week at home

Phonics*

Phase 3

Phase 4 tricky words 

Phase 5

RE

To understand the importance of Harvest Festival and why it is important to thank others for what we have.

To understand the Christian story of The Creation and understand that other cultures have different creation stories

To understand the importance of caring for our world

To understand what a miracle is.  To understand that bible stories teach people about God.

To listen to stories that Jesus told and understand the lessons behind the stories

To listen to stories from the Bible and to be able to re tell a story

To learn about Diwali

PE

Personal Skills

Social Skills

Coordination

Static Balances

Dynamic Balances

Topic

Science

My Body

To identify, name, draw and label the basic parts of the human body in the context of drawing and labelling a diagram of the body.

Senses

To say which part of the body is associated with each sense in the context of drawing activities that use the sensory organs.

Sense Detectives

To perform simple tests in the context of investigating each of the five senses.

Grouping Animals

To identify and name a variety of common animals including, fish, amphibians, reptiles, birds and mammals in the context of naming animals.

Animal Bodies

To describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets in the context of describing pictures of common animals.

What Do I Eat?

To identify and name a variety of common animals that are carnivores, herbivores and omnivores in the context of recognising if animals are carnivores, herbivores or omnivores.

To identify and classify in the context of sorting animals into categories.

History

To understand what is meant by ‘harvest’.

To compare harvest today with harvest in the past.

To sequence and re-tell the story of the gunpowder plot.

To find out about the history of fireworks.

To compare fire engines today with fire service transport in the past.

To compare fire fighter uniforms today with fire fighter uniforms in the past.

To understand the main events of the Great Fire of London.

To compare London in Tudor times to nowadays.

Geography

To develop an understanding of the world and ask and answer questions about different localities.

To ask geographical questions about a particular place.

To make a pictorial map of an imaginary place.

To understand where food comes from.

To compare breads from around the world.

To locate different countries that provide the UK with food.

To use secondary information to find out why different foods are grown in different countries and how they get transported.

To find out about other places in the world that use fireworks to celebrate festivals or other events.

Music

Harvest festival songs

To find and clap in time with the pulse of a song.

To listen and appraise a piece of music.

Computing

Researching, planning and creating an audio book.

Programming toys

Recording algorithms.

Art, Design & Technology

To paint a self-portrait using accurate proportions, positions and colours

To use shape and proportion when painting a farmyard animal.

To print repeating patterns.

To develop observational drawing skills. (fruit)

DT: to design a balanced healthy pizza/fruit salad

DT: To be able to make and evaluate a food product based on a design.

To create art work in the style of Arcimboldo.

To make rangoli mats using rice.

To make symmetrical flowers.

* To teach phonics in Key Stage 1, we use 'Letters and Sounds' supplemented by 'Jolly Phonics'.

*To teach reading we use various reading schemes including Oxford reading tree, Ginn and Collins.

*If you require additional information relating to our school curriculum, please ask at the school office or the class teacher.