EMERSONS GREEN PRIMARY SCHOOL Long Term Plan – Yr 1

Term 1 – EYFS approach

COVID-19 – heavy phonics and early

reading focus

Term 2 – EYFS/Yr1 2 day cycle

Term 3 – Term 4 Term 5 Term 6

English

Phonics/SPAG

Recap Phase ¾ Yes/No questions Alien words

Phase 5.1 Reading polysyllabic words Phase 5.2, 5.3, 5.4, 5.6

Recap Phase 5.5 & 5.6 Phase 5.7, 5.8, Recap Phase 5.7 & 5.8 Phase 5.9, 5.10

Recap Phase 5 - gaps Phase 5.11, 5.12, 5.13, 5.14, 5.15

Phase 5.16, 5.17, 5.18, Phase 5.19, 5.20 Phase 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9

Reading – skills to be taught across the year not specifically in each term Writing

Range

Become very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics

Learn to appreciate rhymes and poems, and recite some by heart

White hat

Discuss a range of text beyond their independent reading level

Read aloud books matched to the Year 1 phonic knowledge

Answer questions orally about texts (appropriate to phonics reading level)

Verbally demonstrate their understanding

Red/BBlue Hat

Draw on what they already know to understand what they have read

Make simple inferences based on what is being said and done

Purple Hat

Discuss the significance of the title and events

Understand non-fiction texts provide information

Yellow Hat

Recognise and join in with predictable phrases

Green Hat

Make simple predictions based on their own experiences and on the basis of what has happened so far

Black Hat

Read words associated with the relevant phonic knowledg

Read most Year 1 common exception words

Check that the text makes sense to them as they read and correct inaccurate reading

Discuss word meanings, linking new meanings to those already known

Writing

Re-telling a known story Innovating a story Writing in character Sequencing stories Describing character’s feelings Information text – Giraffes

Re-telling a known story Innovating a story Setting description Character description Acrostic poems Recount Instructions

Writing in character Character description Diary entry Sequel Information – people who help us Interview questions

Character description Setting description Re-telling a known story Innovating a story Instructions – how to plant a bean Advert – pie shop Instructions – how to look after a rabbit

Re-telling a known story Character description Recount – castles trip Instructions – how to make an egg box dragon Letter of complaint

Re-telling a known story Poem/Song Wanted poster Postcard Travel journal Recount Information text – Sea creatures

Maths

Number and Place Value – within 10 Addition and Subtraction – within 10 Geometry – Shape Number and Place Value – within 20

Addition and Subtraction - within 20 Number and Place Value – within 50, multiples of 2, 5, 10 Measurement – length and height Measurement – weight and volume

Multiplication and Division – 2, 5, 10 Fractions Geometry – position and direction Number and Place Value – within 100 Measurement – time and money

Science

Animals, including humans

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, including pets)

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

Key Scientists: Chris Packham (animal conservationist); Carl Hagenbeck (zoos); Lind Brown Buck (mammal studies)

Plants

identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

identify and describe the basic structure of a variety of common flowering plants, including trees

Key Scientists: Beatrix Potter (author and botanist)

CC/PD: Gardening

CC/PD: Look after an animal (caterpillars)

Everyday material

distinguish between an object and the material from which it is made

identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock

describe the simple physical properties of a variety of everyday materials

compare and group together a variety of everyday materials on the basis of their simple physical properties

Key Scientists: Ole Kirk Christiansen (inventor of Lego); Charles Mackintosh (inventor of waterproof coat)

Seasonal changes

observe changes across the 4 seasons observe and describe weather associated with the seasons and how day length varies

Key Scientists: Holly Green (meteorologist); George James Symons (inventor of rain gauge)

PE

Games Dance

Multi-skills Gym

Games Dance

Gym Multi-skills

Dance Gym

Games Multi-skills

PSHE

Feeling special and safe

Being part of a class

Rights and responsibilities

Consequences

Owning the learning charter

Similarities and differences

Understanding bullying and knowing how to deal with it

Making new friends

Celebrating the differences in everyone

Setting goals

Identifying success and achievements

Learning styles

Working well and celebrating achievements with a partner

Tackling new challenges

Identifying and overcoming obstacles

Feelings of success

Keeping myself healthy

Healthier lifestyle choices

Keeping clean

Being safe

Medicine safety/safety with household items

Road safety

Linking health and happiness

Belonging to a family

Making friends/being a good friend

People who help us

Qualities as a friend and person

Self-acknowledgment

Being a good friend to myself

Celebrating special relationships

Life cycles – animal and human Changes in me Changes since being a body Differences between female and male bodies (correct terminology) Linking growing and learning Coping with change transition

EMERSONS GREEN PRIMARY SCHOOL Long Term Plan – Yr 1

Computing

BEING ME On-line safety Hector’s world ThinkUKnow

Take observational photographs to find out about something.

Use video and sound recording devices to record data to answer questions.

Sort and group pictures and objects by given and own criteria in a number of different ways.

Match pictures and grouped objects to name labels.

Ask questions to show what they want to find out.

Record information using tallying and tables.

Contribute to creating a pictogram.

Create their own pictogram.

Term 2: Space: Programming and coding Espresso and beebots

Follow and give instructions using forward, backward and whole, half, quarter and three quarter turns.

Control remote controlled and programmable toys using direction and turn.

Predict the effect of a given instruction on a programmable toy.

Plan and test a sequence of instructions.

Debug a sequence of instructions.

Know that controlling a programmable toy is more precise than a remote controlled toy.

Use an on screen resource to replicate movements of a programmable toy.

Plan and test a sequence of instructions on screen.

Use direction and turn cards to plan and record an algorithm to achieve a purpose using a remote controlled toy.

Predict what a given algorithm will do related to a real life context

Write their own algorithm relating to a real life context.

Debug a given algorithm.

Term 3: Super heroes: Digital literacy

Use different brushes and tools (including fill and shapes) in a paint program to create pictures.

Take a range of digital images and choose the best focused to share with an audience.

Record sounds and their voice on digital devices for a specific purpose.

Write sentences using a word processing program, using index fingers on a keyboard, spaces between words, return / enter to start a new line and backspace to delete as they go.

Add content to a page by selecting from an image and word bank and save their work.

Be supported to film something and watch it back.

Contribute ideas to an online discussion.

Term 4: Growing Data: Measure plants/people. Sort flowers

Take observational photographs to find out about something.

Use video and sound recording devices to record data to answer questions.

Sort and group pictures and objects by given and own criteria in a number of different ways.

Match pictures and grouped objects to name labels.

Ask questions to show what they want to find out.

Record information using tallying and tables.

Contribute to creating a pictogram.

Create their own pictogram.

Answer questions about a pictogram by counting.

Castles/Journeys: Impact technology How our lives are different from the past/3rd W

Recognise where technology is used at home and at school.

Know that there is a range of technology used at home and at school.

Describe some of the benefits with using technology at home and school.

Identify parts of a computer and what they are for.

Describe some of the dangers of using technology.

Know how the use of technology at home and at school have changed over time.

Know about the types of technology that can be used to communicate.

Castles/Journeys:

Recognise where technology is used at home and at school.

Know that there is a range of technology used at home and at school.

Describe some of the benefits with using technology at home and school.

Identify parts of a computer and what they are for.

Describe some of the dangers of using technology.

Know how the use of technology at home and at school have changed over time.

Know about the types of technology that can be used to communicate.

Art

Being Me Self-Portraits - Range of artists Focus medium – pencils and charcoal Focus skill – line and form

To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

To find out about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Space: Peter Thorpe and Jackson Pollack. Focus media – paint, splatter and printing Focus skill – creating texture and shape

To use a range of materials creatively to design and make products

To use drawing, painting, printing and sculpture to develop and share their ideas, experiences and imagination

To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

To find out about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Super-heroes Roy Lichtenstein Focus media – water colour, felt time pens Focus skill – exploring form and shape

To use a range of materials creatively to design and make products

To use drawing [Felt tips], painting [Watercolour], and sculpture to develop and share their ideas, experiences and imagination

To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

To find out about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Castles Focus media – clay Focus skill – sculpture Focus skill – shape, form, space.

To use a range of materials creatively to design and make products

To use drawing, painting, and sculpture [Junk Modelling] to develop and share their ideas, experiences and imagination

To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

DT simple joins:

Journeys Aboriginal Art / African Art Focus media – felt tip, paint Focus skill - pattern

To use a range of materials creatively to design and make products

To use drawing, painting, and sculpture to develop and share their ideas, experiences and imagination

To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

DT

Space: Making rockets: Joins, laps and levers

design purposeful, functional, appealing products for themselves and other users based on design criteria

select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing

select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

explore and use mechanisms

build structures, exploring how they can be made stronger, stiffer and more stable

explore and evaluate a range of existing products

evaluate their ideas and products against design criteria

Growing: Food tech, making salads

use the basic principles of a healthy and varied diet to prepare dishes;

understand where food comes from.

select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]

select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

explore and evaluate a range of existing products

evaluate their ideas and products against design criteria

Music

Charanga Hey You – Old School Hip Hop Unit theme: How pulse, rhythm and pitch work together

Use their voices expressively and creatively by singing songs and speaking chants and rhymes.

Play tuned and untuned instruments musically (Glockenspiels).

Listen with concentration and understanding to a range of high-quality live and recorded music (Hip Hop).

Experiment with, create, select and combine sounds using the inter-related dimensions of music.

Charanga Rhythm in the Way We Walk and The Banana Rap – Reggae Unit theme: pulse, rhythm and pitch; rapping, dancing and singing

Use their voices expressively and creatively by singing songs and speaking chants and rhymes.

Listen with concentration and understanding to a range of high-quality live and recorded music (Reggae/Hip Hop)

Christmas Performance

Use their voices expressively and creatively by singing songs and speaking chants and rhymes.

Charanga In The Groove – Blues, Baroque, Latin, Bhangra, Folk, Funk Unit theme: How to be in the groove with different styles of music

Use their voices expressively and creatively by singing songs and speaking chants and rhymes.

Play tuned and untuned instruments musically (Glockenspiels).

Listen with concentration and understanding to a range of high-quality live and recorded music (Blues; Baroque; Latin; Bhangra; Blues and Funk).

Experiment with, create, select and combine sounds using the inter-related dimensions of music.

Charanga Round and Round – Bossa Nova Unit theme: Pulse, rhythm and pitch in different styles of music

Use their voices expressively and creatively by singing songs and speaking chants and rhymes.

Play tuned and untuned instruments musically (Glockenspiels).

Listen with concentration and understanding to a range of high-quality live and recorded music (Bosanova; Latin Pop; Film Music; Latin/Big Band Jazz).

Experiment with, create, select and combine sounds using the inter-related dimensions of music.

Charanga Your Imagination – Pop Unit theme: Use your imagination

Use their voices expressively and creatively by singing songs and speaking chants and rhymes.

Play tuned and untuned instruments musically (Glockenspiels).

Listen with concentration and understanding to a range of high-quality live and recorded music (Various songs with a theme of Imagination).

Experiment with, create, select and combine sounds using the inter-related dimensions of music.

CC/PD: Visit the theatre

Charanga Reflect, Rewind and Replay – Classical Unit theme: The history of music

Listen with concentration and understanding to a range of high-quality live and recorded music (Music from across the 20th Century).

Experiment with, create, select and combine sounds using the inter-related dimensions of music.

Geography Locational Knowledge

- Name and locate the world’s seven continents and five oceans Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.

EMERSONS GREEN PRIMARY SCHOOL Long Term Plan – Yr 1

TOPIC: Seasonal Change

Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.

TOPIC: Local area study – Emersons

understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom

CC/PD: Explore the local area/Road safety

History

TOPIC: Significant people in the past Pupils should be taught about:

The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods

TOPIC: Seasides in the past Pupils should be taught about:

Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life.

RE

1.1 Who is a Christian and what do they believe?

1.5 What makes some places sacred?

1.6 How do we celebrate special and sacred times?

1.7 What does it mean to belong to a faith community?

MfL