AUTUMN 1
Clay
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 an everyday item out of clay and paint / decorate it
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 | Answer simple questions about historical buildings Show curiosity during visits to historical places | Find out about the past of local historical places |
AUTUMN 2
Parks
Pupils will learn reading and writing skills through a bespoke SEND curriculum. Which includes RWI, Sensory stories, Colourful Semantics and Communication programmes
Pupils will become ‘weather watchers’, monitoring and observing the daily weather. They will explore suitable clothing in different weathers
Pupils will create a moving swing or other park equipment
Learning in maths is very practical and meaningful. We follow the White Rose Maths Scheme at the correct level for individuals
Pupils will practise the early stages of travel training using model equipment. They will also visit the local area to learn how to use pedestrian crosses, in preparation for visits to the park.
Pupils will create a map of a park, deciding where to put different items
AUTUMN 2
Assessment
| Bronze (working towards) I can... | Silver (achieved) I can... | Gold (mastered) I can... | |
|---|---|---|---|
| Science | Match items of clothing to types of weather With support, collect rain | Observe and select the type of weather from a range of symbols/words Collect rain | Make my own observations and record types of weather Measure a rain catcher |
| DT | Explore the different parts of a swing Contribute to making a model swing With support, use basic tools | Communicate preferences for my swing Choose and use simple tools in simple processes in order to make my swing | Design a swing Use tools linked to cutting, joining and finishing Make a swing following my design |
| Computing | Experience using a pedestrian crossings (eg: pressing the button, listening for sounds, and looking at lights) | Recognise different pedestrian crossings and demonstrate the process required to cross a road safely | Use a pedestrian crossing safely |
| Geography | With support, place pictures and symbols on a simple map | Use pictures and symbols to create my park | Recognise simple symbols on a map or plan Use simple symbols to represent simple features |
SPRING 1
Entertain 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 materials to make a puppet show, including puppets and theatre
Pupils will explore portable snacks that can be taken to a live show (eg popcorn, healthy bars, fruit pots, ice cream)
Learning in maths is very practical and meaningful. We follow the White Rose Maths Scheme at the correct level for individuals
Pupils will explore textiles using joining techniques to make puppets
Pupils will learn about and visit our local cinemas and theatres
SPRING 1
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 theatre | Say why I would use a type of material for my puppet show |
| Food Tech | With support, follow simple instructions to make theatre snacks | Follow simple instructions to make theatre snacks | Measure ingredients (with support) to prepare theatre snacks |
| Art & Design | Use textiles to contribute to making a puppet | With support, design and make a puppet Choose from different materials that I want to use | Independently design and make a puppet |
| Geography | Indicate the purpose of a theatre / cinema | Discuss a place that I have visited | Match places I have visited to their towns/location |
SPRING 2
Entertain 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 be looking at farms and the animals that live in them, what the animals eat and labelling body parts
Pupils will create a poster about the animals that they have seen and the things they eat. Pupils will create a moving part on the poster using split pins.
Learning in maths is very practical and meaningful. We follow the White Rose Maths Scheme at the correct level for individuals
Pupils will film each other singing and playing their instruments to Old MacDonald had a Farm, creating their very own short film
Pupils will learn the song Old MacDonald had a Farm, and add musical instruments to mimic the sounds the animals make
SPRING 2
Assessment
| Bronze (working towards) I can... | Silver (achieved) I can... | Gold (mastered) I can... | |
|---|---|---|---|
| Science | Take part in activities looking at farm animals | Identify a variety of farm animals and their body parts | Identify which foods the animals eat |
| DT | With support, contribute to making a poster which has a moving part | With support, use the tools to create my moving parts poster Choose pictures/labels to add to my poster | Create a poster with moving parts, using some skills independently |
| Computing | Explore technology (eg press a switch to make music) | Operate a digital device with some support | Control multimedia content (eg stop and start the video using a switch) |
| Music | Follow and join in with a familiar song 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 Create a simple composition Choosing instruments for each animal |
SUMMER 1
Growing Food
Pupils will learn reading and writing skills through a bespoke SEND curriculum. Which includes RWI, Sensory stories, Colourful Semantics and Communication programmes
Pupils will use a raised bed to create an edible garden, learning all about plants and their parts
Using a range of new and familiar ingredients, pupils will explore the making of salad pots
Learning in maths is very practical and meaningful. We follow the White Rose Maths Scheme at the correct level for individuals
Pupils will be using fruit and veg to print pictures
Pupils will explore a range of percussion instruments – a new one each week – then choose their favourite to play a song about food
SUMMER 1
Assessment
| Bronze (working towards) I can... | Silver (achieved) I can... | Gold (mastered) I can... | |
|---|---|---|---|
| Science | Explore plants Contribute to growing plants Name one part of a plant | Recognise some basic parts of a plant Plant a seed to grow a plant Care for a growing plant | Name a variety of common plants Name the 4 basic parts of a plant (eg petal, stem, leaf, root) |
| Food Technology | Contribute to making a salad pot Demonstrate preferences for ingredients | Follow simple instructions with support Express likes and dislikes | Prepare simple foods by washing, cutting and peeling Follow simple instructions independently |
| 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 Play a musical instrument when prompted | Explore a range of musical instruments With support, copy simple rhythms Make and communicate choices when performing | Select appropriate musical instruments Copy simple rhythms independently Demonstrate an awareness of starting/stopping |
SUMMER 2
Summertime
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 season of Summer. They will learn about the weather and sun safety
Pupils will learn how to build sun shelters and dens using canopies and poles. They will have the opportunity to make a shelter for a teddy or a toy
Learning in maths is very practical and meaningful. We follow the White Rose Maths Scheme at the correct level for individuals
Pupils will collect summer images to add to a poster or story sequence
Pupils will learn about the beech and use the geographical names for features: sand, rock, cliff, sea
SUMMER 2
Assessment
| Bronze (working towards) I can... | Silver (achieved) I can... | Gold (mastered) I can... | |
|---|---|---|---|
| Science | Identify 'hot' and 'cold' Wear sun-safe items | Identify key features of summertime (eg hot, sunny, plants) With support, select appropriate clothing to keep myself safe in the sun | Demonstrate an understanding of the difference between summer and winter Identify the appropriate clothing and additional measures to keep safe in the sun |
| DT | Contribute to making a shelter Grasp and handle simple tools | Explore the different parts of a shelter With support, I can use basic tools | Make a preference for my teddy den design Use basic tools / equipment in simple processes |
| Computing | With support, I can create a poster | Demonstrate a preference for digital content for my poster from a selection | Select basic options in an application to create a poster |
| Geography | Select items that would be found on a beach Handle beach items with care | With support, I can answer simple questions about a beach Identify key features of a beach | I can respond to simple questions about a beach I can use simple symbols to represent features of a beach |