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
Trains
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 different materials and choose suitable ones to make a model train.
Pupils will experiment with wheels and axles, using their skills to add to their model trains
Learning in maths is very practical and meaningful. We follow the White Rose Maths Scheme at the correct level for individuals
Pupils will participate in a tour of the school, looking for different technology. They’ll also visit a train station to find out about the technology that’s there
Pupils will learn about the symbols found at a train station. They will visit a station to spot these symbols and look at other features there.
AUTUMN 2
Assessment
| Bronze (working towards) I can... | Silver (achieved) I can... | Gold (mastered) I can... | |
|---|---|---|---|
| Science | With support, label the materials used to make my train | Identify a range of materials that I can use for my train | Say why I would use a type of material to make my train |
| DT | Contribute to making a train Grasp and handle simple tools | Explore the different parts of a toy train With support, I can use basic tools | Make a preference for my train design Use basic tools / equipment in simple processes |
| Computing | Explore everyday technology used at school and at the train station | Use technology in and around school Use technology at the train station | Identify, name and indicate the purpose of technology around school and a train station |
| Geography | With support, recognise train station symbols | Recognise simple symbols linked to the train station and at school Use simple symbols at the train station and at school | Observe and list the types of jobs at a train station and around school |
SPRING 1
Jungles
Pupils will learn reading and writing skills through a bespoke SEND curriculum. Which includes RWI, Sensory stories, Colourful Semantics and Communication programmes
Pupils will:
Pupils will have the opportunity to taste tropical fruits, using their preferred ones to make fruit pots.
Learning in maths is very practical and meaningful. We follow the White Rose Maths Scheme at the correct level for individuals
Pupils will: learn how to print and create a picture of the jungle
Pupils will learn a jungle song and make rain makers (and other instruments) to play with the song
SPRING 1
Assessment
| Bronze (working towards) I can... | Silver (achieved) I can... | Gold (mastered) I can... | |
|---|---|---|---|
| Science | Take part in activities looking at jungle animals and plants | Name a variety of jungle animals and label their body parts Label parts of a plant | Sort jungle animals from farm animals Identify the things plants need in order to grow |
| Food Tech | Take part in food tasting activities With support, follow simple instructions to make a tropical fruit pot | Indicate a preference for foods Follow simple instructions to make a tropical fruit pot | Cut, grate and peel food safely Wash my hands properly before handling food |
| Art & 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 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 |
SPRING 2
Zoo Animals
Pupils will learn reading and writing skills through a bespoke SEND curriculum. Which includes RWI, Sensory stories, Colourful Semantics and Communication programmes
Pupils will:
Pupils will create a moving book about the animals they have studied
Learning in maths is very practical and meaningful. We follow the White Rose Maths Scheme at the correct level for individuals
Pupils will learn how to operate devices to watch wildlife multimedia about the animals they are studying. They will learn functions such as ‘stop’, ‘start’ and ‘pause’.
Pupils will visit a zoo and learn about the habitats/places that the animals live in.
SPRING 2
Assessment
| Bronze (working towards) I can... | Silver (achieved) I can... | Gold (mastered) I can... | |
|---|---|---|---|
| Science | Match adult animals to their offspring | Identify the foods that zoo animals eat | Match animals to habitats |
| DT | With support, contribute to making a book which has a moving part | With support, use the tools to create my moving parts book Choose pictures/labels to add to my book | Create a book with moving parts, using some skills independently |
| Computing | Explore technology (eg press record, stop, pause) | Use technology independently to watch wildlife programmes | Control a range of technology (eg IWB, iPad etc) to watch wildlife programmes |
| Geography | Label a zoo animal’s habitat | Label a range of zoo animals’ habitats | Sort animals into hot and cold places where they live |
SUMMER 1
Water & Ice
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 water and ice, learning about changes that water goes through (eg solid, liquid, gas)
Pupils will explore frozen desserts and make a healthy frozen smoothie
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 explore water instruments i.e. how the sounds change dependent upon how much water is in a bottle. They will play percussion instruments to a water song
SUMMER 1
Assessment
| Bronze (working towards) I can... | Silver (achieved) I can... | Gold (mastered) I can... | |
|---|---|---|---|
| Science | Science •Experience how ice changes from solid to liquid | With support, experiment with ice and how it changes (eg by adding heat) | Sort objects into solid or liquid Carry out investigations with some help (eg can you make the ice melt?) |
| Food Technology | Food Technology •Take part in frozen food tasting activities •With support, follow simple instructions to make a fruit smoothie | Indicate a preference for frozen desserts Follow simple instructions to make a fruit smoothie | Cut, grate and peel food safely to make a fruit smoothie Wash my hands properly before handling food |
| Art and design | Handle a paintbrush purposefully Mix colours | Mix primary colours to create a secondary colour Work in 2-dimensions | Mix and explore using a range of colour Design and make pictures using a range of tools and techniques |
| Music | With support, explore water instruments Follow and join in with the water song Copy some simple actions | Play a water instrument when prompted Follow simple instructions to play a water instrument Follow simple instructions to play a chosen instrument to the water song | Play an instrument with others Copy simple rhythms Describe the sounds the water instruments make |
SUMMER 2
The Snail and the Whale
Pupils will learn reading and writing skills through a bespoke SEND curriculum. Which includes RWI, Sensory stories, Colourful Semantics and Communication programmes
Pupils will:
Pupils will explore materials to make a boat that floats!
Learning in maths is very practical and meaningful. We follow the White Rose Maths Scheme at the correct level for individuals
Pupils will use a picture from ‘The Snail and the Whale’, applying text/labels to create a poster
Pupils will learn about the sea and features of coastlines
SUMMER 2
Assessment
| Bronze (working towards) I can... | Silver (achieved) I can... | Gold (mastered) I can... | |
|---|---|---|---|
| Science | Take part in activities looking at sea animals Explore items that float and sink | Identify a variety of sea animals and their body parts Independently find an item that floats | Identify which foods the sea animals eat Sort items that float and sink |
| DT | Contribute to making a boat Grasp and handle simple tools | Explore the different parts of a boat With support, I can use basic tools | Make a preference for my boat 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 | Match items that are found on a coastline | With support, I can answer simple questions about a coastline Identify key features of a coastline | I can respond to simple questions about a coastline I can use simple symbols to represent features of a coastline |