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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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RE
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Form and experience good relationships with peers and with adults in the school community Know that they are special within their family and community What makes us special? Ways in which a Christian family and parish share and celebrate life and show care for one another
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Hear the story of Christmas Come to know that Mary is the Mother of Jesus |
Celebrations |
Hear the story of Easter Hear about the Good News of Pentecost |
Experience and recognise that prayer is taking and listening to God. Be able to join in simple prayers and hymns Experience and become familiar with the Sign of the Cross |
Experience that a church is a special place where God’s people gather to pray. | ||||||||||||
| Ongoing | Experience Liturgical celebrations in a variety of settings.Be able to join in with simple prayers and hymns (Lunch time prayer, He’s got the whole world in his hands, Give me joy in my heart). Experience and recognise prayer is talking and listening to God. Learn to take responsibility for choices and actions. Respect each other and respect adults. Learn to say ‘Sorry’. Children who know what the truth means. Children who do their best. | |||||||||||||||||
English |
See separate document: English Scheme of Learning |
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Mathematics
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Click to read separate document: Mathematics Scheme of Learning Other Documents
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| The following statements will be taught during the course of the year within UTW. A separate document is available to show the coverage of statements within the Topic themes. | ||||||||||||||||||
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Living Things 30-50 months |
Living Things Early Learning Goal |
Animals 22-36 months, 30-50 months 40-60 months |
Animals Early Learning Goal |
Materials 22-36 months, 30-50 months 40-60 months |
Materials Early Learning Goal |
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Science
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17. Can talk about some of the things they have observed such as plants |
They make observations of plants and explain why some things occur and talk about these changes
Exceeding They talk about the features of their environment and show how environments might vary |
22-36 months 15. Notices detailed features of objects in their environment 30-50 months 17. Can talk about some of the things they have observed such as animals 19. Developing an understanding of growth, decay and change over time 40-60 months 21. Looks closely at similarities and differences in relation to living things |
They make observations of animals and explain why some things occur and talk about changes
Exceeding |
22-36 months 15. Notices detailed features of objects in their environment 30-50 months 40-60 months |
Children know about similarities and differences in relation to objects and materials
Exceeding They know the properties of some materials and can suggest some of their purposes they are used for They are familiar with basic scientific concepts such as floating and sinking |
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TOPIC Theme |
Me my family and where I live |
The North Pole (Agreed based on interests of children) |
Artic Animals
Agreed based on interests of children |
Superheroes
Agreed based on interests of children |
Theme to be selected based on children’s interest and initiation (Themes will be filled in retrospectively as the year progresses) | Theme to be selected based on children’s interest and initiation (Themes will be filled in retrospectively as the year progresses) | ||||||||||||
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Understanding of the world – People and Communities |
Understanding of the world: The World |
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History
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40-60 months Orders and sequence familiar events Measures short periods of tie in simple ways Uses everyday language related to time
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Developing an understanding of decay, growth and changes over time
Looks closely at similarities, differences, patterns and change |
Early Learning Goal
Children talk about past and present events in their own lives and in the lives of family members |
Early Learning Goal Exceeding Children know the difference between past and present events in their own lives and some reasons why people’s lives were different in the past. |
Children know that the environment and living things are influenced by human activity and they can describe some actions which people in their own community | |||||||||||||
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30-50 months Exploring and Using Media and Materials |
40-60 months Exploring and Using Media and Materials |
40-60 months Being Imaginative |
Early Learning Goal Being Imaginative |
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Art
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Explores colour and how colours can be changed Understands that they can use lines to enclose a space and then begin to use these shapes to represent objects
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Understands that different media can be combined to create new effects. Manipulates materials to achieve a planned effect. Constructs with a purpose in mind, using a variety of resources. Uses simple tools and techniques competently and appropriately. Selects appropriate resources and adapts work where necessary. Selects tools and techniques needed to shape, assemble and join materials they are using. |
Explores what happens when they mix colours. Experiments to create different textures. |
Children talk about the ideas and processes which have led them to make music, designs, images or products. They can talk about features of their own and others work, recognising the differences between them and the strengths of others |
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30-50 months Exploring and Using Media and Materials |
Early Learning Goal Exploring and Using Media and Materials |
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DT
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Beginning to be interested in and describe the texture of things |
Children safely use and explore a variety of materials, tools and techniques experimenting with colour design, texture form and function.
Exceeding |
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PE
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40-60: Negotiate space successfully when playing, racing and chasing. Adjusts speed and change direction to avoid obstacles |
40-60: Travels with confidence and skill around, under, over and through. Balances, catches and kicks. 40-60: Jumps off object and lands appropriately. |
40-60: Shows increasing control over an object in pushing, patting, throwing, catching and kicking it. |
40-60: Repeat Autumn 2 objetives. |
40-60: Experiments with different ways of moving. ELG: Children show good control and co-ordination in large and small movements. |
ELG: Children move confidently in a range of ways, safely negotiating space. | ||||||||||||
PE
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24 mths. Runs safely on whole foot. 25. Squats with steadiness to rest or play with object on the ground, and rises to feet without using hands. |
34. Moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping. |
34. Moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping. 45. Experiments with different ways of moving. |
37. Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles. 39. Can catch a large ball.
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38. Can stand momentarily on one foot when shown. 48. Travels with confidence and skill around, under, over and through balancing and climbing equipment. |
46. Jumps off an object and lands appropriately. 47. Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles. |
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30-50 months Being Imaginative |
ELG Being Imaginative |
30-50 months Media and Materials |
40-60 months Media and Materials |
ELG Media and Materials |
Exceeding Physical |
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Music |
Creates movement in response to music |
They represent their own ideas thoughts and feelings through music and dance
Exceeding Children talk about ideas and processes which have led them to make music |
Sings a few familiar songs Beginning to move rhythmically Initiates movement in response to music Taps out simple repeated rhythms |
Begins to build a repertoire of songs/dances Explores the different sounds of instruments |
Children sing songs, make music and dance, and experiment with ways of changing them | Children can hop confidently and skip in time to music | ||||||||||||
| Knows how to operate simple equipment, e.g. turns on CD player and uses remote control. Shows an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones. Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images. Knows that information can be retrieved from computers |
Completes a simple program on a computer. Uses ICT hardware to interact with age-appropriate computer software. |
Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. |
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Educational Visits and Showcase |
Show and Tell Style Showcase. Children invite several relatives in for an afternoon tea activity. Children introduce their relatives in small groups. Event is recorded through film and photography activities within the school hall. Memory boxes taken home Summer Bag (Children were set an activity during transition/taster sessions to collect memories of their Summer Holiday) Collages and Speaking and Listening activities will be drawn from these |
Trip to the zoo to see the penguins.
Children to see the penguins being fed and have an opportunity to ask questions. Children to then share this knowledge through the production of fact files about penguins. |
Links made between school and an explorer who is based in Iceland. Children to send postcards to ask questions about the various animals in Iceland. Possible Skye sessions dependent on the internet connection with Iceland. |
Cinema trip to see Lego Batman film. | Showcases and Visits to be agreed once children’s interest have been clarified nearer the time (These will be filled in retrospectively as the year progresses) | Showcases and Visits to be agreed once children’s interest have been clarified nearer the time (These will be filled in retrospectively as the year progresses) | ||||||||||||
Ongoing Themes |
Science Themes Making Links |
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ICT |
See separate document for scheme of learning | |||||||||||||||||
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Know that they are special in their family and they can respect each other. Children notice others. Children can talk about why they are feeling happy or sad.Children who choose kindness Form and experience good relationships with peers and adults in the school community Children think about others Begin to hear about God’s Wonderful world |
Children know some things about God
Our approach to the planning and delivery of our curriculum is centered in the philosophy of developing young people with the necessary skills and knowledge to leave this year group in order to succeed in the next. Curriculum scheme of learning are organised in a systematic and progressive manner to ensure that each learning opportunity given to our children builds effectively on prior learning and knowledge. Should you require more information on the curriculum in our school please contact the school office.