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 explore the texture of clay, plasticine and play-doh, understanding that it can be moved and manipulated into different shapes.
Pupils will follow recipes to create local foods (eg oatcakes, lobby)
Learning in maths is very practical and meaningful. We follow the White Rose Maths Scheme at the correct level for individuals
Pupils will make and decorate an everyday item out of clay and paint
Pupils will participate in visits to local historical places eg: Gladstone, Hanley museum, Middleport
AUTUMN 1
Assessment
| Bronze (working towards) I can... | Silver (achieved) I can... | Gold (mastered) I can... | |
|---|---|---|---|
| Science | Explore clay, plasticine, play-doh, changing the shape by physical means | Manipulate materials into chosen shapes by pushing and pulling | Describe changes to the clay, plasticine and play-doh (eg I have squashed it; I have rolled it; I have twisted it) |
| Food Technology | With support, follow simple instructions to make local food | Follow simple instructions to make local food | Measure ingredients (with support) to prepare local food |
| Art & Design | Use malleable materials to make an everyday item | With support, use some clay tools to make an everyday item | Use a range of tools for shaping clay to make a 3D sculpture |
| History | With support, answer simple questions about historical buildings Participate in visits to historical places With support, recognise some of my friends in pictures of recent past | Answer simple questions about historical buildings Show curiosity during visits to historical places | Find out about the past of local historical places |
AUTUMN 2
The Tiger Who Came To Tea
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 appropriate materials that could be used to make a tiger puppet (e.g. different fabric, card)
Pupils will make a tiger puppet using fabric and basic joining techniques
Learning in maths is very practical and meaningful. We follow the White Rose Maths Scheme at the correct level for individuals
Pupils will explore everyday technology used in the story (e.g. doorbell, kettle, oven, fridge)
Pupils will learn about the different places they could go to eat in our locality. They’ll have the opportunity to visit several of these
AUTUMN 2
Assessment
| Bronze (working towards) I can... | Silver (achieved) I can... | Gold (mastered) I can... | |
|---|---|---|---|
| Science | Explore different types of textiles | Identify a range of common materials that I use for my puppet | Say why I would use a type of material for my puppet |
| DT | Use textiles to contribute to making a puppet | With support, use joining techniques to make a puppet Choose from different materials that I want to use | Independently use joining techniques to make a puppet Make a puppet following my design |
| Computing | Explore everyday technology used in the story | Choose appropriate technology to fulfil a task | Identify, name and indicate the purpose of all the technology used in the story |
| Geography | Indicate the purpose of a restaurant | Answer simple questions about the restaurants I have visited | Match restaurants I have visited to their towns/location |
SPRING 1
Tress: Seasons Come, Seasons Go
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 the seasons using the book ‘Tree’. What happens to the tree in each season?
Pupils will cook with fruits that grow on trees (e.g. apples, plums, pears)
Learning in maths is very practical and meaningful. We follow the White Rose Maths Scheme at the correct level for individuals
Pupils will create a tree collage of the different seasons
Pupils will visit our woodland area to explore natural objects and participate in caring for our environment
SPRING 1
Assessment
| Bronze (working towards) I can... | Silver (achieved) I can... | Gold (mastered) I can... | |
|---|---|---|---|
| Science | With support, match weather and clothing to seasons | Independently match weather and clothing to seasons | Select words to describe each season |
| Food Tech | With support, follow simple instructions to make food with fruit | Follow simple instructions to make food with fruit | Measure ingredients (with support) to prepare food with fruit |
| Art & Design | Demonstrate a preference for materials With support, create a collage using different materials | Identify and name some colours Independently select the appropriate coloured material to create my collage | Choose from the different materials that I want to use Design and make a collage using a range of tools and techniques |
| Geography | Identify natural objects Select signs and symbols that relate to a woodland I have visited | Participate in environmental care activities Record key features of a woodland | Demonstrate some understanding of the importance of caring for the environment Answer simple questions about a woodland |
SPRING 2
Tipis
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 to find the best material to make a tent out of
Using natural and handmade materials, pupils will build their very own dens
Learning in maths is very practical and meaningful. We follow the White Rose Maths Scheme at the correct level for individuals
With support, pupils will create a short film showing others how to put up a simple tent
Pupils will learn “Tipi Tales” and play drums with the songs, leading to a performance in the tipis
SPRING 2
Assessment
| Bronze (working towards) I can... | Silver (achieved) I can... | Gold (mastered) I can... | |
|---|---|---|---|
| Science | With support, label the materials used to make tents/shelters | Identify a range of materials that I can use for my tent/shelter | Identify which foods zoo animals eat |
| DT | Contribute to making a den Grasp and handle simple tools | Explore the different parts of a den With support, I can use basic tools | Make a preference for my den design Use basic tools / equipment in simple processes |
| Computing | Explore technology (eg press record, stop, pause) | Record a film with support | Independently control an iPad to record my film |
| Music | With support, use a drum Follow and join in with “Tipi Tales” 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 1
Because of an Acorn…
Pupils will learn reading and writing skills through a bespoke SEND curriculum. Which includes RWI, Sensory stories, Colourful Semantics and Communication programmes
Pupils will begin learn about simple food chains, starting with how plants provide food for animals
Pupils will follow instructions to make food items for animals (eg hedgehogs, birds)
Learning in maths is very practical and meaningful. We follow the White Rose Maths Scheme at the correct level for individuals
Pupils will learn ‘I’m a little acorn’ song and tell the story of an acorn growing through Makaton and movement
Pupils will use leaves to do rubbings and prints
SUMMER 1
Assessment
| Bronze (working towards) I can... | Silver (achieved) I can... | Gold (mastered) I can... | |
|---|---|---|---|
| Science | Match animals to food they eat | Place animals and plants in the correct order to create a simple food chain | Create a more complex food chain linked to the story |
| Food Technology | With support, follow simple instructions to make a fat ball | Follow simple instructions to make food for animals | Measure ingredients (with support) to prepare food for animals |
| Art and design | Participate in printing activities Show a preference for colours and shapes | Use different shapes to create a pattern Use simple printing actions to produce a piece of work | Mix and explore a range of colour Respond and use ideas that my teacher gives me in art Experiment with pattern and print |
| Music | Follow and join in with a song Copy some simple actions, learning 2 Makaton signs | •Follow and join in with a song •Copy some simple actions, learning 2 Makaton signs •Follow simple instructions •Join in with Makaton when prompted | Use Makaton with others Independently use Makaton at the correct part of the song |
SUMMER 2
Rivers
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 different plants and animals that live in a river
Pupils will explore and build bridges out of different materials (inc lego). Whose bridge will be the strongest?
Learning in maths is very practical and meaningful. We follow the White Rose Maths Scheme at the correct level for individuals
Pupils will create a poster or PowerPoint about rivers.
Pupils will:
SUMMER 2
Assessment
| Bronze (working towards) I can... | Silver (achieved) I can... | Gold (mastered) I can... | |
|---|---|---|---|
| Science | Assemble the parts of a cut up fish (eg tale, fin, scale, eye) | Select appropriate animals/plants that I find in a river | Match infants and adult river animals Identify a range of river animals |
| DT | With support, use the tools to create a bridge | Create a bridge, using some skills independently | Design a bridge Use tools linked to cutting, joining and finishing Make a bridge following my design |
| Computing | With support, I can create a poster and a PowerPoint page | Demonstrate a preference for digital content for my poster / PowerPoint page from a selection | Select basic options in an application to create a poster and PowerPoint page |
| Geography | Label basic features of river picture | Label where a river is on a simple map With support, answer simple questions about a place | Identify differences between natural and manmade features Identify key features of a place Name a local river |