sytchampton endowed primary school long term curriculum ... · light and a suitable temperature to...

Sytchampton Endowed Primary School Long Term Curriculum Map

Year 1 and 2

Year A Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Topic Victorians/Traditional Tales Habitats Superheroes English Key Texts

Goldilocks, Goldilocks and just One Bear.

You and Me Christmas stories

I love bugs. Greta and the Giants.

The Journey Home.

Traction Man. Eliot the midnight

hero. Avocado Baby.

Cops and Robbers, Poems, Michael Recycle.

English Text Genre Fiction Non-Fiction Poem

Year 1 Recount Narrative


Year 1 Instruction Sense poem Letter


Year 1 Recount Repetitive Poem Wanted poster

Year 2 Recount Repetitive Poem Wanted poster

Year 1 Narrative Letter

Year 2 Narrative Letter

Year 1

Recount Narrative


Year 1 Word play poem (If I..) Instructions


Science Knowledge

Distinguish between an object and the material from which it is made. Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock. Describe the simple physical properties of a variety of everyday materials. Compare and group together a variety of everyday materials on the basis of their simple physical properties.

Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses. Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other. Explore and compare the differences between things that are living, dead, and things that have never been alive. Identify and name a variety of plants and animals in their habitats, including microhabitats.

Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals. Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) Identify and name a variety of common animals that are carnivores, herbivores and omnivores

Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. Notice that animals, including humans, have offspring which grow into adults. Find out about and describe the basic needs of animals, including humans, for survival (water, food and air). Describe the importance for humans of exercise, eating the

Observe and describe how seeds and bulbs grow into mature plants. Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.


Year 1 and 2

Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees. Identify and describe the basic structure of a variety of common flowering plants, including trees. Observe changes across the four seasons. Observe and describe weather associated with the seasons and how day length varies.

Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

right amounts of different types of food, and hygiene.

Scientific Skills Asking Questions and Carrying Out Fair and Comparative Tests. Observing and Measuring Changes Identifying, Classifying, Recording and

Explore the world around them, leading them to ask some simple scientific questions about how and why things happen. Begin to recognize ways in which they might answer scientific questions. Ask people questions and use simple secondary sources to find answers. Carry out simple practical tests, using simple equipment.

Use simple features to compare objects and materials. Decide how to sort and classify objects into simple groups with some help. Talk about their findings to a variety of audiences in a variety of ways. Use simple and scientific language.

Observe the natural and humanly constructed world around them. Observe changes over time. Use simple measurements and equipment. Begin to draw simple conclusions. Begin to notice patterns and relationships with support.

Use simple features to compare living things. Record and communicate findings in a range of ways with support. Sort, group, gather and record data in a variety of ways to help in answering questions such as in simple sorting diagrams, pictograms, tally charts, block diagrams and simple tables.

Make careful observations, sometimes using equipment to help them observe carefully. Notice links between cause and effect with support. Identify and discuss differences between their results.


Year 1 and 2

Presenting Data Drawing Conclusions, Noticing Patterns and Presenting Findings.

Experience different types of scientific enquiries, including practical activities. Talk about the aim of scientific tests they are working on. with support, start to recognise a fair test.

Read and spell Scientific vocabulary at a level consistent with their increasing word reading and spelling knowledge at key stage 1.

History Historical Interpretations Historical Investigations Chronological Understanding Knowledge and Understanding of Events, People and Changes in the Past Presenting, Organising and Communicating

Observe and use pictures, photographs, and artefacts to find out about the past.

Explain that there are different types of evidence and sources that can be used to help represent the past.


Start to use stories or accounts to distinguish between fact and fiction.

Start to compare two versions of a past event.

Use words and phrases such as: old, new, earliest,

Observe or handle evidence to ask simple questions about the past.

Observe or handle evidence to find answers to simple questions about the past on the basis of simple observations.

Choose and select evidence and say how it can be used to find out about the past.

Recognise some similarities and differences between the past and the present.

Identify similarities and differences between ways of life in different periods.

X

X Order dates from earliest to latest on simple timelines.

Sequence pictures from different periods.

Understand that there are reasons why people in the past acted as they did.

Describe significant individuals from the past.

Describe memories and changes that have happened in their own lives.


Year 1 and 2

latest, past, present, future, century, new, newest, old, oldest, modern, before, after to show the passing of time.

Sequence artefacts and events that are close together in time.

Show an understanding of historical terms, such as monarch, parliament, government, war, remembrance.

Talk, write and draw about things from the past.

Use historical vocabulary to retell simple stories about the past.

Use drama/role play to communicate their knowledge about the past.

Know and recount episodes from stories and significant events in history.



Geography Locational Knowledge

X X

Name and locate the world’s seven continents and five oceans.

Compare the UK with a contrasting country in the world.

Use simple compass directions and locational and directional to describe

X


Year 1 and 2

Place Knowledge Human and Physical Geography

Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.

Use key vocabulary to demonstrate knowledge and understanding in this strand: United Kingdom, England, Scotland, Wales, Northern Ireland, town, city, village, sea, beach, hill, mountain, London, Belfast, Cardiff, Edinburgh, capital city, world map, continent, ocean, Europe, Africa, Asia, Australasia, North America, South America, Antarctica.

Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.

Use basic geographical vocabulary to refer to key physical features,

Compare a local city/town in the UK with a contrasting city/town in a different country. Use key vocabulary to demonstrate knowledge and understanding in this strand: South America, London, Brasilia, compare, capital city, China, Asia, country, population, weather, similarities, differences, farming, culture, Africa, Kenya, Nairobi, river, desert, volcano.

Use world maps, atlases, and globes to identify the countries, continents and oceans studied at this key stage.

the location of features and routes on a map. Use key vocabulary to demonstrate knowledge and understanding in this strand: compass, 4-point, direction, North, East, South, West, plan, record, observe, aerial view, key , map, symbols, direction, position, route, journey, the UK, changes, tally chart, pictogram, world map, country, continent, human, physical.

Devise a simple map; and use and construct basic symbols in a key.

Use simple fieldwork and observational skills to study the geography of the surrounding area, including key human and physical features, using a range of methods.


Year 1 and 2

including beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather.

Use basic geographical vocabulary to refer to key human features, including city, town, village, factory, farm, house, office, port, harbour and shop. Devise a simple map; and use and construct basic symbols in a key.


Year 1 and 2

Art Exploring and Developing Ideas. Drawing Painting Sculpture Collage Texiles Printing Work of other Artists.

Describe the work of famous, notable artists and designers.

Use inspiration from famous, notable artists to create their own work and compare (William Morris, Lowry) Use inspiration from famous, notable artists to create their own work and compare. Use key vocabulary to demonstrate knowledge and understanding in this strand.

Draw lines of varying thickness.

Use dots and lines to demonstrate pattern and texture.

Name the primary and secondary colours.

Experiment with different brushes (including brushstrokes) and other painting tools.

Respond positively to ideas and starting points.

Explore ideas and collect information.

Describe differences and similarities and make links to their own work.

Try different materials and methods to improve.

Use key vocabulary to demonstrate knowledge and understanding in this strand: work, work of art, idea, starting point, observe, focus, design, improve.

Copy an original print.

Use a variety of materials, e.g. sponges, fruit, blocks.

Demonstrate a range of techniques, e.g. rolling, pressing, stamping and rubbing.

Use key vocabulary to demonstrate knowledge and understanding in this


Use inspiration from famous, notable artists to create their own work and compare (Andy Goldsworthy, Van Gogh, Arcimboldo ) Use inspiration from famous, notable artists to create their own work and compare. Use key vocabulary to demonstrate knowledge and understanding in this strand.

Use a combination of materials that have been cut, torn and glued.

Sort and arrange materials.

Add texture by mixing materials.

Use key vocabulary to demonstrate knowledge and understanding in this strand: collage, squares, gaps, mosaic, features, cut, place, arrange.

Use a variety of techniques, e.g. rolling, cutting, pinching.

Use a variety of shapes, including lines and texture.

Use key vocabulary to demonstrate knowledge and understanding in this strand: sculpture, statue, model, work, work of art, 3D, land art, sculptor, carving, sculpture, installation, shapes, materials, pyramid, abstract, geometric.

Use different materials to draw, for example pastels, chalk, felt tips.


Use inspiration from famous, notable artists to create their own work and compare (Licntenstein, Warhol, Pollock) Use inspiration from famous, notable artists to create their own work and compare. Use key vocabulary to demonstrate knowledge and understanding in this strand.


Use key vocabulary to demonstrate knowledge and understanding in this strand: portrait, self-portrait, line drawing, detail, landscape, cityscape building, pastels, drawings, line, bold, size, space.

Show pattern by weaving.

Use a dyeing technique to alter a textile’s colour and pattern.

Decorate textiles with glue or stitching, to add colour and detail. Use key vocabulary to demonstrate knowledge and understanding in this strand: textiles, fabric, weaving, woven, placemat, loom, alternate, over, under, decoration, decorative, batik dye, dye, wax, resist, crayons, ink, apply, set.

Use a variety of natural, recycled, and manufactured materials for sculpting, e.g. clay, straw and card.


Year 1 and 2

Mix primary colours to make secondary colours.

Add white and black to alter tints and shades.

Use key vocabulary to demonstrate knowledge and understanding in this strand: primary colours, secondary colours, neutral colours, tints, shades, warm colours, cool colours, watercolour wash, sweep, dab, bold brushstroke, acrylic paint.

strand: colour, shape, printing, printmaking, woodcut, relief printing, objects.


Design and Technology Design Make Evaluate Technical Knowledge Cooking and Nutrition

(Link with Science)

Explore what materials products are made from.

Talk about their design ideas and what they are making.

As they work, start to identify strengths and possible changes they might make to refine their existing design.

Use their knowledge of existing products and their own experience to help generate their ideas.

Design products that have a purpose and are aimed at an intended user.

Explain how their products will look and work through talking and simple annotated drawings.

Explain where in the world different foods originate from.

Understand that all food comes from plants or animals.

Understand that food must be farmed, grown elsewhere (e.g. home) or caught.

Select from a range of materials, textiles, and components according to their characteristics. (Bear coat)

Cut, shape and score materials with some accuracy.

Demonstrate how to cut, shape and join fabric to make a simple product.

Name and sort foods into the five groups in the Eatwell Guide.

Understand that everyone should eat at least five portions of fruit and vegetables every day and start to explain why. Use what they know about the Eatwell Guide to design and prepare dishes.


Year 1 and 2

Start to understand that the iterative process sometimes involves repeating different stages of the process.

Build simple structures, exploring how they can be made stronger, stiffer and more stable.

Talk about and start to understand the simple working characteristics of materials and components

Explore and create products using mechanisms, such as levers, sliders and wheels.

With support, follow a simple plan or recipe.

Begin to select from a range of hand tools and equipment, such as scissors, graters, zesters, safe knives, juicer.

Learn to use hand tools and kitchen equipment safely and appropriately and learn to follow hygiene procedures.

Design models using simple computing software.

Plan and test ideas using templates and mock-ups.

Understand and follow simple design criteria. work in a range of relevant contexts, for example imaginary, story-based, home, school and the wider environment.

Explore and evaluate existing products mainly through discussions, comparisons, and simple written evaluations.

Explain positives and things to improve for existing products.



As they work, start to identify strengths and possible changes they

Manipulate fabrics in simple ways to create the desired effect.

Use a basic running stich.

Cut, peel and grate ingredients, including measuring and weighing ingredients using measuring cups. Assemble, join and combine ingredients


Year 1 and 2

Use a range of materials and components, including textiles and food ingredients.

With help, measure and mark out.

might make to refine their existing design.

Evaluate their products and ideas against their simple design criteria.

Begin to use simple finishing techniques to improve the appearance of their product, such as adding simple decorations.

Assemble, join and combine materials, components or ingredients.

Computing Multimedia Text and Images Multimedia Sound and Motion Technology in lives.

Recognise ways that technology is used in the home and community, e.g. taking photos, blogs, shopping.

Use key vocabulary to demonstrate knowledge and understanding in this strand: filter, Google, search engine, image, keyboard, email, internet,

Use various tools, such as brushes, pens, eraser, stamps and shapes, and set the size, colour and shape.

Identify what things count as personal information.

Identify what is appropriate and

Use links to websites to find information.

Recognise age-appropriate websites.

Use safe search filters. Use key vocabulary to demonstrate knowledge and understanding in this strand: paint, colour,

Use applications and devices in order to communicate ideas, work, messages and demonstrate control. (imovie)

Save, retrieve and organise work.

Use software to record sounds.

Add text strings, text boxes and show and hide objects and images, manipulating the features (speech bubbles) Use key vocabulary to demonstrate knowledge and understanding in this strand: paint, colour, brush, tools, settings, undo, redo, text, image, size, poster,

Give commands one at a time to control direction and movement, including straight, forwards, backwards, turn.

Control the nature of events: repeat, loops, single events and add and delete features.


Year 1 and 2

Coding and Programming Online Safety

subject, address, communicate, sender, safe, secure.

Use key vocabulary to demonstrate knowledge and understanding in this strand: paint, colour, brush, tools, settings, undo, redo, text, image, size, poster, launch, application, software, window, minimise, restore, size, move, screen, close, click, drag, log on, log off, keyboards, keys, mouse, click, button, double click, drag, present.

inappropriate behaviour on the internet.

Agree and follow sensible online safety rules, e.g. taking pictures, sharing information, storing passwords.

Seek help from an adult when they see something that is unexpected or worrying.

Demonstrate how to safely open and close applications and log on and log off from websites. use key vocabulary to demonstrate knowledge and understanding in this strand: safe, meet, accept, reliable, tell, online, trusted, adult, information, safety, personal, key, question, tell, safe, share, stranger, danger, internet.

brush, tools, settings, undo, redo, text, image, size, poster, launch, application, software, window, minimise, restore, size, move, screen, close, click, drag, log on, log off, keyboards, keys, mouse, click, button, double click, drag, present.

Change sounds recorded.

Save, retrieve and organise work. use key vocabulary to demonstrate knowledge and understanding in this strand: commands, add sound.

launch, application, software, window, minimise, restore, size, move, screen, close, click, drag, log on, log off, keyboards, keys, mouse, click, button, double click, drag, present.

Give a set of instructions to follow and predict what will happen.

Improve/change their sequence of commands by debugging.

Use key vocabulary to demonstrate knowledge and understanding in this strand: algorithm, instruction, order, debug, program, turn, left, right, clockwise, anticlockwise, blocks, sequence, project, repeat, repeat forever, invisible, grow, shrink.

Religious Education

Creation: Who made the world? Harvest

What does it mean to belong to a faith?

Who is a Christian and what do they believe God is like?

Who is Jewish and how do they live?

Who is Jewish and how do they live?

How should we care for the worlds and others, and why does it matter?

PSHE Myself and relationships 4

Myself and relationships 5

Citizenship 3

Citizenship 4 Healthier and safer lifestyles. 4/5

Healthier and safer lifestyles.6/7


Year 1 and 2

Music Use their voices expressively and creatively by singing songs and speaking chants and rhymes experiment with, create, select and combine sounds using the inter-related dimensions of music.

listen with concentration and understanding to a range of high-quality live and recorded music

experiment with, create, select and combine sounds using the inter-related dimensions of music.

Use their voices expressively and creatively by singing songs and speaking chants and rhymes.

Play tuned and un-tuned instruments musically


Physical Education

Multi-Skills Gymnastics Dance Multi-skills Athletics and games Sports Games


Year 1 and 2

Year B Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Topic What was It like to live in a castle? All Around the World Shall we move to Mars? English Key Texts

The Journey. Jack and the Beanstalk.

Tell me a dragon, There was an old dragon who swallowed a knight.

Cat in the Hat. Meerkat Mail

The Last Wolf, Into the wood, The big bad pig.

The way back home, Beegu

How to Catch a star.

English Text Genre Fiction Non-Fiction Poem





Year 1 Recount Repetitive Poem Letter

Year 2 Recount Repetitive Poem Letter

Year 1 Narrative Non-chronological report.

Year 2 Narrative Non-chronological report.

Year 1

Recount Narrative




Science Distinguish between an object and the material from which it is made. Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock. Describe the simple physical properties of a variety of everyday materials.

Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses. Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other. Explore and compare the differences between things that are living, dead, and things that have never been alive.

Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals. Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) Identify and name a variety of common animals that are carnivores, herbivores and omnivores

Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. Notice that animals, including humans, have offspring which grow into adults. Find out about and describe the basic

Observe changes across the four seasons. Observe and describe weather associated with the seasons and how day length varies. Observe and describe how seeds and bulbs grow into mature plants. Find out and describe how plants need water, light and a suitable


Year 1 and 2

Compare and group together a variety of everyday materials on the basis of their simple physical properties. Asking simple questions and recognising that they can be answered in different ways.

Identify and name a variety of plants and animals in their habitats, including microhabitats. Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees. Identify and describe the basic structure of a variety of common flowering plants, including trees.

Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

needs of animals, including humans, for survival (water, food and air). Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

temperature to grow and stay healthy.

Scientific Skills Asking Questions and Carrying Out Fair and Comparative Tests. Observing and Measuring Changes Identifying, Classifying,

Explore the world around them, leading them to ask some simple scientific questions about how and why things happen. Begin to recognize ways in which they might answer scientific questions. Ask people questions and use simple secondary sources to find answers.

Use simple features to compare objects and materials. Decide how to sort and classify objects into simple groups with some help. Talk about their findings to a variety of audiences in a variety of ways. Use simple and scientific language.

Observe the natural and humanly constructed world around them. Observe changes over time. Use simple measurements and equipment. Begin to draw simple conclusions. Begin to notice patterns and relationships with support.

Use simple features to compare living things. Record and communicate findings in a range of ways with support. Sort, group, gather and record data in a variety of ways to help in answering questions such as in simple sorting diagrams, pictograms, tally charts, block diagrams and simple tables. Read and spell Scientific vocabulary at a level consistent with their increasing

Make careful observations, sometimes using equipment to help them observe carefully. Notice links between cause and effect with support. Identify and discuss differences between their results.


Year 1 and 2

Recording and Presenting Data Drawing Conclusions, Noticing Patterns and Presenting Findings.

Carry out simple practical tests, using simple equipment. Experience different types of scientific enquiries, including practical activities. Talk about the aim of scientific tests they are working on. with support, start to recognise a fair test.

word reading and spelling knowledge at key stage 1.

History Historical Interpretations Historical Investigations Chronological Understanding Knowledge and Understanding of Events, People and Changes in the Past Presenting, Organising and Communicating


Explain that there are different types of evidence and sources that can be used to help represent the past.


Start to use stories or accounts to distinguish between fact and fiction.

Observe or handle evidence to ask simple questions about the past.

Observe or handle evidence to find answers to simple questions about the past on the basis of simple observations.

Choose and select evidence and say how it can be used to find out about the past.

Recognise some similarities and differences between the past and the present.

Order dates from earliest to latest on simple timelines.

Sequence pictures from different periods.



Describe memories and changes that have happened in their own lives.


Year 1 and 2

Use words and phrases such as: old, new, earliest, latest, past, present, future, century, new, newest, old, oldest, modern, before, after to show the passing of time.

Sequence artefacts and events that are close together in time.

Show an understanding of historical terms, such as monarch, parliament, government, war, remembrance.

Talk, write and draw about things from the past.

Use historical vocabulary to retell simple stories about the past.

Identify similarities and differences between ways of life in different periods.

Know and recount episodes from stories and significant events in history.


Describe significant individuals from the past


Year 1 and 2

Use drama/role play to communicate their knowledge about the past.

Geography Locational Knowledge Place Knowledge Human and Physical Geography

X X

Name and locate the world’s seven continents and five oceans.

Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.

Use key vocabulary to demonstrate knowledge and understanding in this strand: United Kingdom, England, Scotland, Wales, Northern Ireland, town, city, village, sea, beach, hill, mountain, London, Belfast, Cardiff, Edinburgh, capital city, world map, continent, ocean, Europe, Africa, Asia, Australasia, North America, South America, Antarctica.

Compare the UK with a contrasting country in the world.

Compare a local city/town in the UK with a contrasting city/town in a different country. Use key vocabulary to demonstrate knowledge and understanding in this strand: South America, London, Brasilia, compare, capital city, China, Asia, country, population, weather, similarities, differences, farming, culture, Africa, Kenya, Nairobi, river, desert, volcano.

Use world maps, atlases, and globes to identify the countries, continents and oceans studied at this key stage.

Use simple compass directions and locational and directional to describe the location of features and routes on a map. Use key vocabulary to demonstrate knowledge and understanding in this strand: compass, 4-point, direction, North, East, South, West, plan, record, observe, aerial view, key , map, symbols, direction, position, route, journey, the UK, changes, tally chart, pictogram, world map, country, continent, human, physical.

Devise a simple map; and use and construct basic symbols in a key.


Year 1 and 2

Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.

Use basic geographical vocabulary to refer to key physical features, including beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather.

Use basic geographical vocabulary to refer to key human features, including city, town, village, factory, farm, house, office, port, harbour and shop. Devise a simple map; and use and construct basic symbols in a key.

Use simple fieldwork and observational skills to study the geography of the surrounding area, including key human and physical features, using a range of methods.

Art Exploring and Developing Ideas.


Express an opinion on the work of famous,

Respond positively to ideas and starting points.

Explore ideas and collect information.


Name the primary and secondary colours.

Experiment with different brushes (including


Show pattern by weaving.

Decorate textiles with glue or stitching, to add colour and detail.


Year 1 and 2

Drawing Painting Sculpture Collage Texiles Printing Work of other Artists.

notable artists (Paul Klee)

Use inspiration from famous, notable artists to create their own work and compare.

Use inspiration from famous, notable artists to create their own work and compare. Use key vocabulary to demonstrate knowledge and understanding in this strand (Paul Klee)

Copy an original print (Paul Klee)

Use a variety of materials, e.g. sponges, fruit, blocks.

Demonstrate a range of techniques, e.g. rolling, pressing, stamping and rubbing.

Use key vocabulary to demonstrate knowledge and understanding in this

Describe differences and similarities and make links to their own work.

Try different materials and methods to improve.

Use key vocabulary to demonstrate knowledge and understanding in this strand: work, work of art, idea, starting point, observe, focus, design, improve.

Express an opinion on the work of famous, notable artists.

Use inspiration from famous, notable artists to create their own work and compare.

Use inspiration from famous, notable artists to create their own work and compare. Use key vocabulary to demonstrate knowledge and understanding in this strand: Gaudi, Wassily.

Use a combination of materials that have been cut, torn and glued.

Sort and arrange materials.

Add texture by mixing materials.

Use key vocabulary to demonstrate knowledge and understanding in this strand: collage, squares, gaps, mosaic, features, cut, place, arrange.

brushstrokes) and other painting tools.

Mix primary colours to make secondary colours.

Add white and black to alter tints and shades.

Use key vocabulary to demonstrate knowledge and understanding in this strand: primary colours, secondary colours, neutral colours, tints, shades, warm colours, cool colours, watercolour wash, sweep, dab, bold brushstroke, acrylic paint.

Express an opinion on the work of famous, notable artists.

Use inspiration from famous, notable artists to create their own work and compare (Paul Klee)

Use inspiration from famous, notable artists to create their own work and compare. Use key vocabulary to demonstrate knowledge and understanding in this strand: Seurat, Arcimboldo.


Use a variety of techniques, e.g. rolling, cutting, pinching. Use a variety of shapes, including lines and texture.

Use key vocabulary to demonstrate knowledge and understanding in this strand: textiles, fabric, weaving, woven, placemat, loom, alternate, over, under, decoration, decorative, batik dye, dye, wax, resist, crayons, ink, apply, set.

Use a variety of materials, e.g. sponges, fruit, blocks (Foil print moon)


Year 1 and 2

strand: colour, shape, printing, printmaking, woodcut, relief printing, objects.


Use key vocabulary to demonstrate knowledge and understanding in this strand: portrait, self-portrait, line drawing, detail, landscape, cityscape, building, pastels, drawings, line, bold, size, space.

Draw lines of varying thickness.

Use dots and lines to demonstrate pattern and texture.


Use key vocabulary to demonstrate knowledge and understanding in this strand: portrait, self-portrait, line drawing, detail, landscape, cityscape, building, pastels, drawings, line, bold, size, space. Draw lines of varying thickness

Use a variety of natural, recycled, and manufactured materials for sculpting, e.g. clay, straw and card.

Use key vocabulary to demonstrate knowledge and understanding in this strand: sculpture, statue, model, work, work of art, 3D, land art, sculptor, carving, sculpture, installation, shapes, materials, pyramid, abstract, geometric.

Design and Technology Design

(Link with Science)


Use their knowledge of existing products and their own experience to help generate their ideas.

Design products that have a purpose and are aimed at an intended user (pizza box).

Explain how their products will look and

Explain where in the world different foods originate from.

Understand that all food comes from plants or animals.

Select from a range of materials, textiles, and components according to their characteristics

Name and sort foods into the five groups in the Eatwell Guide.

Understand that everyone should eat at least five portions of fruit and


Year 1 and 2

Make Evaluate Technical Knowledge Cooking and Nutrition



Start to understand that the iterative process sometimes involves repeating different stages of the process.

Build simple structures, exploring how they can be made stronger, stiffer and more stable.

Talk about and start to understand the simple working characteristics of materials and components

Explore and create products using mechanisms, such as levers, sliders and wheels.

Design products that have a purpose and are aimed at an intended user.

Explain how their products will look and work through talking and simple annotated drawings.

Design models using simple computing software.

Plan and test ideas using templates and mock-ups.

Understand and follow simple design criteria. work in a range of relevant contexts, for example imaginary, story-based, home, school and the wider environment.

Explore and evaluate existing products mainly through discussions, comparisons, and simple written evaluations.

work through talking and simple annotated drawings.


Understand that food must be farmed, grown elsewhere (e.g. home) or caught.

(Making an ‘ugly doll’ alien)

Cut, shape and score materials with some accuracy.

Demonstrate how to cut, shape and join fabric to make a simple product.

Manipulate fabrics in simple ways to create the desired effect.

Use a basic running stich.



vegetables every day and start to explain why. Use what they know about the Eatwell Guide to design and prepare dishes.

Cut, peel and grate ingredients, including measuring and weighing ingredients using measuring cups. Assemble, join and combine ingredients


Year 1 and 2

With support, follow a simple plan or recipe.

Begin to select from a range of hand tools and equipment, such as scissors, graters, zesters, safe knives, juicer.

Learn to use hand tools and kitchen equipment safely and appropriately and learn to follow hygiene procedures.

Use a range of materials and components, including textiles and food ingredients.

With help, measure and mark out.

Explain positives and things to improve for existing products.




Evaluate their products and ideas against their simple design criteria.

Begin to use simple finishing techniques to improve the appearance of their product, such as adding simple decorations.

Assemble, join and combine materials, components or ingredient

Computing

Recognise ways that technology is used in the home and community, e.g. taking

Use various tools, such as brushes, pens, eraser, stamps and shapes, and

Use links to websites to find information.

Use applications and devices in order to communicate ideas, work, messages and demonstrate control. (imovie)

Add text strings, text boxes and show and hide objects and images, manipulating

Give commands one at a time to control direction and movement, including


Year 1 and 2

Multimedia Text and Images Multimedia Sound and Motion Technology in lives. Coding and Programming Online Safety

photos, blogs, shopping.

Use key vocabulary to demonstrate knowledge and understanding in this strand: filter, Google, search engine, image, keyboard, email, internet, subject, address, communicate, sender, safe, secure.

Use key vocabulary to demonstrate knowledge and understanding in this strand: paint, colour, brush, tools, settings, undo, redo, text, image, size, poster, launch, application, software, window, minimise, restore, size, move, screen, close, click, drag, log on, log off, keyboards, keys, mouse, click, button, double click, drag, present.

set the size, colour and shape.

Identify what things count as personal information.

Identify what is appropriate and inappropriate behaviour on the internet.

Agree and follow sensible online safety rules, e.g. taking pictures, sharing information, storing passwords.

Seek help from an adult when they see something that is unexpected or worrying.

Demonstrate how to safely open and close applications and log on and log off from websites. use key vocabulary to demonstrate knowledge and understanding in this strand: safe, meet, accept, reliable, tell, online, trusted, adult, information, safety,

Recognise age-appropriate websites.

Use safe search filters. Use key vocabulary to demonstrate knowledge and understanding in this strand: paint, colour, brush, tools, settings, undo, redo, text, image, size, poster, launch, application, software, window, minimise, restore, size, move, screen, close, click, drag, log on, log off, keyboards, keys, mouse, click, button, double click, drag, present.

Save, retrieve and organise work.

Use software to record sounds.

Change sounds recorded.

Save, retrieve and organise work. use key vocabulary to demonstrate knowledge and understanding in this strand: commands, add sound.

the features (speech bubbles) Use key vocabulary to demonstrate knowledge and understanding in this strand: paint, colour, brush, tools, settings, undo, redo, text, image, size, poster, launch, application, software, window, minimise, restore, size, move, screen, close, click, drag, log on, log off, keyboards, keys, mouse, click, button, double click, drag, present.

straight, forwards, backwards, turn.

Control the nature of events: repeat, loops, single events and add and delete features.

Give a set of instructions to follow and predict what will happen.

Improve/change their sequence of commands by debugging.

Use key vocabulary to demonstrate knowledge and understanding in this strand: algorithm, instruction, order, debug, program, turn, left, right, clockwise, anticlockwise, blocks, sequence, project, repeat, repeat forever, invisible, grow, shrink.


Year 1 and 2

personal, key, question, tell, safe, share, stranger, danger, internet.

Religious Education

Who is Muslim and how do they live?

Incarnation: Why does Christmas matter to Christians?

Who is Muslim and how do they live?

Salvation: Why does Easter Matter to Christians?

Gospel: What is the good news Jesus brings?

What makes some places sacred? ?

PSHE Myself and relationships 6, 7

Myself and relationships 8

Citizenship 5

Economic Wellbeing (charity) 1

Healthier and safer lifestyles.8/9

Healthier and safer lifestyles.10

Music Use their voices expressively and creatively by singing songs and speaking chants and rhymes experiment with, create, select and combine sounds using the inter-related dimensions of music.


Experiment with, create, select and combine sounds using the inter-related dimensions of music.

Use their voices expressively and creatively by singing songs and speaking chants and rhymes.

Play tuned and un- tuned instruments musically.

Listen with concentration and understanding to a range of high-quality live and recorded music

Physical Education

Multi-Skills Gymnastics Dance Games Multi- skills Athletics and Games

sytchampton endowed primary school long term curriculum ... · light and a suitable temperature to...

Documents