AUTUMN 1
All About Me
Pupils will learn reading and writing skills through a bespoke SEND curriculum. Which includes RWI, Sensory stories, Colourful Semantics and Communication programmes
Pupils will have the opportunity to play with toys and dolls, and learn about basic body parts
Pupils will explore their favourite foods
Learning in maths is very practical and meaningful. We follow the White Rose Maths Scheme at the correct level for individuals
Pupils will create faces using a range of drawing and painting techniques
Pupils will look at photos of themselves now and when they were a baby. They’ll also create a family photo album using simple vocab
*For pupils who are not new to school, they will also include their class in the album
AUTUMN 1
Assessment
| Bronze (working towards) I can... | Silver (achieved) I can... | Gold (mastered) I can... | |
|---|---|---|---|
| Science | Match body parts symbols/pictures | Label parts of the human body | Name and label parts of the human body |
| History | With support, recognise myself in pictures of the recent past With support, recognise some of my friends in pictures of recent past | Recognise myself in pictures of recent past Recognise my friends in pictures of recent past | Recognise family members in pictures of recent past |
| Food Technology | Take part in food tasting activities | Indicate a preference for foods | Sort likes and dislikes |
| Art & Design | With support, intentionally draw a face with various materials | Add detail to my face drawing | Mix colours to create a face painting |
AUTUMN 2
How Do I Get To School?
Pupils will learn reading and writing skills through a bespoke SEND curriculum. Which includes RWI, Sensory stories, Colourful Semantics and Communication programmes
Pupils will explore the best materials for an umbrella when walking to school
Pupils will use recyclable materials to make a moving vehicle
Learning in maths is very practical and meaningful. We follow the White Rose Maths Scheme at the correct level for individuals
Pupils will take part in a weekly walk identifying different technology we use in school. The term ends with a presentation of their findings
Pupils will explore routes around school. They will visit a different location each week
AUTUMN 2
Assessment
| Bronze (working towards) I can... | Silver (achieved) I can... | Gold (mastered) I can... | |
|---|---|---|---|
| Science | Explore objects and materials provided | Experiment with water and materials Choose the best material for my umbrella Experiment with various materials Choose the best material for each little pig | Sort materials that are good for an umbrella and those that are not |
| DT | Explore options within a limited range of materials Grasp and move simple tools | Demonstrate preferences for materials Use basic tools with support | Use basic tools or equipment in simple processes Communicate preferences to others |
| Computing | With support, recognise different technology With support, recognise different household appliances | Name and use a piece of technology in school | Choose technology from a limited selection to fulfil a familiar task |
| Geography | With support, find my way to a familiar place (eg soft play) | Independently find my way to a familiar location | Demonstrate an awareness of direction Use symbols to represent direction |
SPRING 1
Pets
Pupils will learn reading and writing skills through a bespoke SEND curriculum. Which includes RWI, Sensory stories, Colourful Semantics and Communication programmes
Pupils will explore the best materials for an umbrella when walking to school
Pupils will use recyclable materials to make a moving vehicle
Learning in maths is very practical and meaningful. We follow the White Rose Maths Scheme at the correct level for individuals
Pupils will take part in a weekly walk identifying different technology we use in school. The term ends with a presentation of their findings
Pupils will explore routes around school. They will visit a different location each week
SPRING 1
Assessment
| Bronze (working towards) I can... | Silver (achieved) I can... | Gold (mastered) I can... | |
|---|---|---|---|
| Science | Explore objects and materials provided | Experiment with water and materials Choose the best material for my umbrella | Sort materials that are good for an umbrella and those that are not |
| DT | Explore options within a limited range of materials Grasp and move simple tools | Demonstrate preferences for materials Use basic tools with support | Use basic tools or equipment in simple processes Communicate preferences to others |
| Computing | With support, recognise different technology | Name and use a piece of technology in school | Choose technology from a limited selection to fulfil a familiar task |
| Geography | With support, find my way to a familiar place (eg soft play) | Independently find my way to a familiar location | Demonstrate an awareness of direction Use symbols to represent direction |
SPRING 2
The Zoo
Pupils will learn reading and writing skills through a bespoke SEND curriculum. Which includes RWI, Sensory stories, Colourful Semantics and Communication programmes
Pupils will learn about zoo animals, including body parts and what they like to eat
Pupils will be creating their own version of Dear Zoo
Learning in maths is very practical and meaningful. We follow the White Rose Maths Scheme at the correct level for individuals
Pupils will:
Pupils will learn about a hot area and a cold area and an animal that lives in each of those habitats
SPRING 2
Assessment
| Bronze (working towards) I can... | Silver (achieved) I can... | Gold (mastered) I can... | |
|---|---|---|---|
| Science | Take part in activities looking at zoo animals | Identify a variety of zoo animals | Identify which foods zoo animals eat |
| DT | With support, contribute to making a 3-page lift the flap book | With support, use the tools to create my book Choose pictures to add to my book | Create a lift the flap book, using some skills independently |
| Computing | Explore technology | Operate a digital device with some support | Operate 1-2 devices to take photographs of toy zoo animals independently |
| Geography | With support, demonstrate an understanding of hot and cold | Identify a hot area and a cold area Match an animal that lives in a hot area / cold area | Label simple features of hot and cold areas, and sort animals into each area |
SUMMER 1
Rain
Pupils will learn reading and writing skills through a bespoke SEND curriculum. Which includes RWI, Sensory stories, Colourful Semantics and Communication programmes
Pupils will experiment with different materials, exploring how to keep themselves dry when it rains
Pupils will apply their cutlery skills to ‘taste a rainbow’. They’ll try fruits/veg of one colour each week
Learning in maths is very practical and meaningful. We follow the White Rose Maths Scheme at the correct level for individuals
Using different materials, textures and colours, pupils will create a rainbow collage
Pupils will:
SUMMER 1
Assessment
| Bronze (working towards) I can... | Silver (achieved) I can... | Gold (mastered) I can... | |
|---|---|---|---|
| Science | Explore objects and materials provided | Experiment with water and materials Choose the best clothing to keep me dry | Sort clothing that is good to wear in rainy weather and clothing that is not |
| Food Technology | Take part in food tasting activities | Indicate a preference for foods | Sort likes and dislikes |
| Art and design | Explore different textures Explore various materials | Demonstrate a preference for materials Create a collage using different materials | Identify and name some colours Independently select the appropriate coloured material to create my collage |
| Music | Follow and join in with familiar songs With support, make and use a simple instrument Copy some simple actions | Play an instrument when prompted Follow simple instructions to play an instrument loudly; quickly; slowly; quietly | Play an instrument with others Copy simple rhythms |
SUMMER 2
Owl Babies
Pupils will learn reading and writing skills through a bespoke SEND curriculum. Which includes RWI, Sensory stories, Colourful Semantics and Communication programmes
Pupils will learn about trees in our local area, identifying basic parts. Each pupil will plant their own tree and care for it
Pupils will build dens – both in the woodland and on the school grounds, using different materials
Learning in maths is very practical and meaningful. We follow the White Rose Maths Scheme at the correct level for individuals
Computing (2b Sound and Music)Pupils will listen and join into the Owl song. They’ll use an iPad to stop and start the song
Pupils will explore local woodlands, learning basic vocab, handling objects and identifying key features
SUMMER 2
Assessment
| Bronze (working towards) I can... | Silver (achieved) I can... | Gold (mastered) I can... | |
|---|---|---|---|
| Science | Take part in activities exploring plants and trees Contribute to growing plants | Match pictures of plants Plant a seed and care for a plant | Label a plant / tree |
| DT | With support, contribute to making a den/shelter | Follow instructions to build a den/shelter | Create a den/shelter, using some skills independently |
| Computing | Explore technology With support, control an iPad to stop/start a song | Operate an iPad (or digital device) independently to play songs | Operate different digital devices eg IWB, computer, iPad |
| Geography | With support, identify various natural objects Handle natural objects with care Demonstrate an awareness of woodland plants | Identify various natural objects With support, answer simple questions about woodlands Use pictures/symbols to label woodland features | Use simple language / vocab to describe a woodland Answer simple questions about a familiar place |