• The Adventures of Egg Box Dragon
• Pinocchio
• How to Find Gold

We are writing for the following purposes: Short Narrative, Recount, diary, letter, newspaper report, instructions, poems

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Reading:

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Writing:

We are writing for the following purposes:

• Short Narrative
• Recount
• Diary
• Letter
• Newspaper Report
• Instructions
• Poems

Grammar, Punctuation, and Spelling:

• Name the letters of the alphabet and put them in order.
• Punctuate using full stops and capital letters.
• Use capital letters for proper nouns and personal pronoun ‘I’.

Composition:

• Discuss writing with the teacher and/or other children.
• Compose sentences orally before writing them down.
• Read writing aloud to peers and/or teachers.
• Write simple, dictated sentences from memory.

• Learning numbers to 20.
• Addition to 10.
• Subtraction to 10.
• Addition and subtraction within 20.
• Shape and pattern.
• Height and length.
• Position and direction.

Spring 1:

• Extending understanding of addition and subtraction to include numbers up to 20.
• Consolidating knowledge of place value, one more/one less, ordering numbers, etc.
• Daily counting focusing on counting forwards and backward in steps of 2s and 10s.
• Exploring shapes, patterns, length, and height in play-based learning.

Spring 2:

• Furthering the concept of number and place value by exploring numbers up to 40.
• Continued examination of basic math operations.
• Numbers to 40
• Number bonds to 40
• Addition and Subtraction within 40
• Time
• Money

• Sounds Interesting
• Unit Aim - To develop children’s ability to identify different sounds and instruments, and to change and use them expressively in response to a stimulus.

Pulse and Rhythm

Learn and remember 5 new  songs to sing alone, with a partner and in a group

Walk the pulse at different  speeds

Continue to learn about high/low, quiet/loud and fast/slow by changing the way songs and instruments are performed

Play musical games to develop musical memory and steady beat

Listen and move to > recorded music, noting its > pulse and rhythm

• Drawing – observing anatomy, faces, and limbs
• Artists: Basquiat, Bill Traylor, Giuseppe Arcimboldo, Eduardo Paolozzi
• Texture – Weaving/Collage/Sort according to specific qualities of how textiles create things

DT - Freestanding structures: Creating egg box dragons. Knowing how to make freestanding structures stronger, stiffer, and more stable. Knowing and using technical vocabulary relevant to the project.

Patterns; Damien Hirst

Observe patterns in art work. Colour mixing.  Create paintings and collages using patterns and symmetry. 

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Clay pinch pots: Bernard Leach

Working with clay to create pots.  

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DT - Healthy Living

Making a healthy salad

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• BM (Being Me in My World): 'Who am I and how do I fit?'
• CD (Celebrating Difference): Respect for similarity and difference. Anti-bullying and being unique.

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Relationships and Changing me.

• Islam – What does it mean to be a Muslim? What does God look like in Islam?

Islam

What is the Hajj? What is pilgrimage? Where does the Hajj take place?

What do Muslims do on Hajj? What is a mosque? What do Muslims do at the mosque?  

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• Humans – All about me! Learning how to identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.
• Materials: Learning how to distinguish between an object and the material from which it is made and how to identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock. Describing the simple physical properties of a variety of everyday materials. Comparing and grouping together a variety of everyday materials based on their simple physical properties.

Plants

In plants children will learn how to identify and name a variety of common wild and garden plants, including deciduous and evergreen trees. They also learn how to identify and describe the basic structure of a variety of common flowering plants, including trees.

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Animals

Teaches children to identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals. They learn how to identify and name a variety of common animals that are carnivores, herbivores and omnivores. And finally, they learn how to describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets).

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• Geography topic: Maps - Follow simple directions, devise a route and follow it, read a map and key, learn N,S,E, and W.
• History topic: My past – Toys. Learn about toys throughout the past 100 years. Compare similarities and differences. Discuss changes within living memory.

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Geography:

• Welcome to the UK
• Explore the UK and its capital cities.
• UK and the surrounding seas.
• Explore seasonal weather patterns in the UK.

‍History:

• The Great Fire of London
• Exploring Stuart London.
• 2nd September 1666.
• How did London change?

• Creating digital paintings. Children will develop their understanding of a range of tools used for digital painting. They then use these tools to create their own digital paintings, while gaining inspiration from a range of artists’ work. The term children will be considering their preferences when painting with and without the use of digital devices.

• Creating digital paintings. Children will develop their understanding of a range of tools used for digital painting. They then use these tools to create their own digital paintings, while gaining inspiration from a range of artists’ work. The term children will be considering their preferences when painting with and without the use of digital devices.

Data & Information:

• Children will be looking at labels to put objects into groups and labeling these groups.
• They will demonstrate the ability to count a small number of objects before and after the objects are grouped.
• Pupils will begin to demonstrate their ability to sort objects into different groups based on the properties they choose.
• Finally, pupils will use their ability to sort objects into different groups to answer questions about data.

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• Say, read, write and understand: Using common greetings, recognizing and saying numbers, colors, and food.

Spanish

Say, read, write, and understand:

• Using common greetings.
• Recognizing and saying numbers, colors, and family members.