year 1 cross-curricular planning autumn 2007

Suggested Curriculum Framework for R/Y1 Class 2007-2008Topic Bears Food, Health and Growth Castles; Homes and Houses

AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2Literacy Narrative; Units 1,3,2

Non-fiction; Units 1,2Poetry; Unit 2

Narrative; Units 1,2,3Non-fiction; Units 2,3,4Poetry; Unit 1

Narrative; Unit 4Non-fiction; Units 3,4,5Poetry; Unit 3

Science Pushes and pulls 1E

Light and Dark 1D

Ourselves 1A Growing Plants 1B

Sorting Materials 1C

Using Materials 1C

History Toys in the past(Castle workshop)

Own past/parents/grandparentsgrowing

Homes in the past

Visit to Brewhouse Yard – consolidation of all learningGeography Introduce Jet Set Jim and

holiday diaryAfrica (An island home-adapted)Water aid (see pack)

Local Environment(including Nottingham Castle)

Continuous Geography Unit - Jet Set JimICT Keyboard skills and mouse

control through a variety of programs

Drawing pictures using different programs

Wordprocessing skills

Ongoing cross curricular activities on computerDesign Technology

Moving pictures and models Healthy Eating Homes and houses

Ongoing skill development/progression Art Bears Celebrations Self portraits Patterns in

natureCan Buildings speak?Lowry Study

Ongoing skill development/progressionMusic Sounds interesting Making instruments and use in a

show. (sound 1F)Physical Education

Gymnastics Dance Gymnastics Dance Gymnastics DanceWeekly Games sessions- core stability, invasion sports, team games and ball skills

Religious Education

Celebrations –Light and dark Creation stories Bible lands(homes/houses/stories involving buildings)

Citizenship/PSHE

School/class codes of conduct & feelings

People who help us Care of the environment

Literacy overview 2007-2008 Using new Literacy Curriculum Framework Year Group; 1 AUTUMNTopic; Settling in/Bears (10 weeks, plus Bonfire Night, Diwali and Christmas)Unit; Narrative;

Unit 1 Stories with familiar Settings(x2 weeks)

Non-fiction; Unit 1Labels, lists and captions (x1 week)

Narrative; Unit 3 Traditional Tales(x2 weeks)

Poetry; Unit 2Pattern & rhyme(x2 weeks)

Narrative; Unit 2Stories with predictable texts(x2 weeks)

Non-Fiction; Unit 2Instructions(x1 week)

Texts; Settling in;Oh no Jo! No

Nelly paints a monster

Settling in;Label classroom,

Bears

Goldilocks(story) This is the Bear

This is the Bear and the Picnic Lunch

We’re going on a Bear Hunt

Oats so simple(Making porridge)Maps(Directions to Bears house)

SPRINGTopic; Health and growth (11 weeks)Unit; Narrative;

Unit 1Stories with familiar settings(x2 weeks)


Narrative; Unit 2Stories from a range of cultures(x2 weeks)

Non-fiction; Unit 3Dictionary(1 week)

Non-fiction; Unit 4Section I.01 Information texts(2 weeks)

Non-fiction; Unit 2Instructions (x1 week)

Poetry; Unit 1Using the senses(x1 weeks)

Texts; Vegetables;Olivers’ VegetablesOlivers’ Fruit Salad

Jack and the Beanstalk

Little Red Hen

Fruit;Handa’s SurpriseTortoise’s Dream

Dairy/Lifecycle of ButterflyOlivers’ MilkshakeHungry caterpillar

How to make a smoothie/milkshake

Various texts

To be decided(Literacy Times)

SUMMERTopic; Castles; Houses and homes/Local environment (12 weeks)Unit; Narrative;

Unit 4Fantasy texts(x4 weeks)

Non-fiction; Unit 4Section I.02 Information texts(x2 weeks)

Section I.03

Non-fiction; Unit 3Section I.04 Recounts, dictionary(x2 weeks)

Poetry; Unit 3Poems on a theme(x2 weeks)

Non-fiction; Unit 5Section I.05 Recount Section I.06 (fact and fiction)(2 weeks)


Texts; Shrek Buildings and materialsCastlesLowry

Lego day

Buildings and materials

Various textsTo be decided(Literacy times)

Trip to Brewhouse Yard Three Little Pigs Town Mouse & Country Mouse

Literacy end of year objectives from curriculum framework; page 11. Speaking

a) Tell stories and describe incidents from their own experience in an audible voice

b) Retell stories, ordering events using story language

c) Interpret a text by reading aloud with some variety in pace and emphasis d) Experiment with and build new stores of words to communicate in different contexts

2. Listening and responding

a) Listen with sustained concentration, building new stores of words in different contexts

b) Listen to and follow instructions accurately, asking for help and clarification if necessary

c)Listen to tapes or video and express views about how a story or information has been presented

3. Discussion and Interaction

a) Take turns to speak, listen to each other's suggestions and talk about what they are going to do

b) Ask and answer questions, make relevant contributions, offer suggestions and take turns

c) Explain their views to others in a small group, decide how to report the group's views to the class

4. Drama a) Explore familiar themes and characters through improvisation and role-play

b) Act out their own and well-known stories, using voices for characters

c) Discuss why they like a performance

5.Word recognition

a) Recognise and use alternative ways of pronouncing the graphemes already taught, for example, that the grapheme 'g' is pronounced differently in 'get' and

'gem'; the grapheme 'ow' is pronounced differently in 'how' and 'show'

b) Recognise and use alternative ways of spelling the phonemes already taught, for example that the /ae/ sound can be spelt with 'ai', 'ay' or 'a-e'; that the /ee/

sound can also be spelt as 'ea' and 'e'; and begin to know which words contain which spelling alternatives

c) Identify the constituent parts of two-syllable and three-syllable words to support the application of phonic knowledge and skills

d) Recognise automatically an increasing number of familiar high frequency words

e) Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable

f) Read more challenging texts which can be decoded using their acquired phonic knowledge and skills, along with automatic recognition of high frequency words

g) Read and spell phonically decodable two-syllable and three-syllable words

Literacy end of year objectives from curriculum framework; page 2

6. Word structure and spelling

Note

Some of the spelling objectives appear in both strands 5 and 6. This reflects that phonics should be the prime approach children use in both learning to read and

learning to spell. The objectives in strand 6 also cover the wider approaches children need to learn and deploy to spell words accurately.

a) Spell new words using phonics as the prime approach

b) Segment sounds into their constituent phonemes in order to spell them correctly

c) Children move from spelling simple CVC words to longer words that include common digraphs and adjacent consonants such as 'brush', 'crunch'

d)Recognise and use alternative ways of spelling the graphemes already taught, for example that the /ae/ sound can be spelt with 'ai', 'ay' or 'a-e'; that the /ee/

sound can also be spelt as 'ea' and 'e'; and begin to know which words contain which spelling alternatives

e) Use knowledge of common inflections in spelling, such as plurals, -ly, -er

f) Read and spell phonically decodable two-syllable and three-syllable words

7. Understand and interpret texts

a) Identify the main events and characters in stories, and find specific information in simple texts

b) Use syntax and context when reading for meaning

c) Make predictions showing an understanding of ideas, events and characters

d) Recognise the main elements that shape different texts

e) Explore the effect of patterns of language and repeated words and phrases

8.Engage with and respond to text

a) Select books for personal reading and give reasons for choices

b) Visualise and comment on events, characters and ideas, making imaginative links to their own experiences

c)Distinguish fiction and non-fiction texts and the different purposes for reading them

9.Creating and shaping texts

a) Independently choose what to write about, plan and follow it through

b) Use key features of narrative in their own writing

c) Convey information and ideas in simple non-narrative forms

d) Find and use new and interesting words and phrases, including story language

e) Create short simple texts on paper and screen that combine words with images (and sounds)

Literacy end of year objectives from curriculum framework; page 310. Text structure and organisation

a) Write chronological and non-chronological texts using simple structures

b) Group written sentences together in chunks of meaning or subject

11. Sentence structure and

a) Compose and write simple sentences independently to communicate meaning

punctuation b) Use capital letters and full stops when punctuating simple sentences

12. Presentation

a) Write most letters, correctly formed and orientated, using a comfortable and efficient pencil grip

b) Write with spaces between words accurately

c) Use the space bar and keyboard to type their name and simple texts

Autumn 2007 Settling In- Week 1&2; Oh no Jo! No/Nelly Paints a Monster

Unit 1; Literacy-Familiar settingsAssess;Sound knowledge a-z, A-ZReading- first 1-30 wordsMy monster (transfer writing to computer ? keyboard skills)Vocabulary- Labelling areas/equipment together around classroomTexts; Oh no, Jo! No! Nelly paints a monsterWriting; What Jo did! Match and read a simple sentence from text.Simple speech bubbles – ‘Oh no Jo! No!’ recognize and order using initial soundsCan children sequence story cards accurately?Write 3-5 simple sentences about their monster ‘My monster has blue arms….’Make a list of ‘o’ words, no, Jo, oh, toe, slow…. Discuss Speaking and Listening- Read story/ies and discuss main points, can children relay accurately?

PSEDSchool rules; discuss & decideClass rules; decide and make promise sheet for our classRewards; Introduce slips in box for kindness/helpfulness (anyone can nominate)Stamps on charts for good work

Mathematical Development (alongside abacus maths)

Assessment; no’s 1-20 match, recognize & write(jigsaws, cut & stick)

1;1 correspondence shape – towers 1-5/1-10/10-20

Pattern making; borders for numeracy display board (2 or 3 colour)

Match and name 2D shapes

Creative DevelopmentAssessment;Drama/role play;House – social skillsArt;A picture of themselves felt-tips (for Welcome sign)In the holidays paintingPaint a monster - Colour matching and naming

Knowledge and Understanding Assessment;DT; - making holes safely- cut accurately- join using splitpins, sellotape, paper clips, treasury tags etc…

Year 1 Literacy Planning Week beginning;

Oh no, Jo! No! by Michaela MorganObjectives;

Monday Tuesday Wednesday Thursday FridayHandwriting(10 mins) INSET INSET

Letter ‘o’ Letters‘n/h’ Use alphamat to find capital letters for their names (Gp 1 children can write whole name)

Phonics(15 mins)

Introduce Dilly Duck who helps us with ‘our sounds’

Make a letter sounds of names in air big-tiny!

n/j sack sort

Input(20 mins)

Introduce story. Discuss cover and predict contents. Read book and discuss story. Recap on story and what Jo does wrong. Discuss things they have done that have gone wrong!

Write labels for areas in the classroom, decide how many in Sand/water etc…

Use words from a sentence in book. Model making a sentence and how to look for clues, . , capitals ….Children help order a second sentence

Activities Assessment;Holds a pencil correctly

Assessment writing;Children draw themselves

Children cut, sort and stick n/j pics onto a simple chart

Physical DevelopmentAssessment; Small motor skills;- pencil control, cutting, L/R handed, jigsaws, lego, paintingGross motor skills;

- hall; gym, circle games, apparatus, - outdoor play (bikes, climbing frame …)-

(20 mins) (L or R handed)

Writes name independently

Independent picture of themselves for Welcome sign on the class door

getting in trouble and complete speech bubble - Oh no,(chilld’s name)….! No!Copying under writing to determine grouping for Literacy

Motor skills; tracing and cutting

Reading(5 mins per child)

Individual assessments;Letter/sounds/high frequency words (T)A-z jigsaws and discussion (TA)

Group 1; Independent/copy from separate sheet writers Group 2; Copy underneath Group 3; Yellow writingT = Teacher TA = Teaching Assistant I = Independent


Nelly paints a Monster by Pippa GoodhartMonday Tuesday Wednesday Thursday Friday

Handwriting(10 mins)

Recap n introduce N Letters p/m Monster tracers Name cards Wipeboards ‘Nelly’ ‘monster’ (joined)

Phonics(15 mins)

‘Monster’s got the Measles’ poem.Children listen then raise hands when hear ‘m’ sound

p/m sack sort Make a collection of m/p items children can find in room (collect in pairs) and bring back to carpet. Discuss if right or wrong.

Building words from story got, not, red, hand, then find and check in text.

Learn ‘Monster’s got the measles’Clap when you hear a ‘m’ sound, count how many ‘m’ sounds you hear.

Input(20 mins)

Introduce story. Discuss cover and predict contents. Read book together and discuss

Use strips and read sentences.Split sentence into words and ask children to help

Make a ‘monster wordbank’ with children to use through rest of week.

Discuss the use of colour in the book.Paint a monster on the board with children’s

Discuss sentence structure. Use a page in the book to help. Ask the children to think of a

story. ‘re-order the sentence’ correctly.(Extension; give new sentences (3-4 words) out in pairs to re-order)

( gp 3 a-z jigsaws TA)

directions. Children say sentences including colour names. Children choose flashcards from earlier to make sentences on board.

sentence about their own monster. ie. My monster is…My monster has..Children attempt to write on wipeboards, teacher scribes on board.

Activities(20 mins)

Gp 1; cut, match and stick simple sentences from story(T)Gp 2; Paint their own monster(I)Gp 3; Play dough monsters(TA)

Gp 1; cut and stick m/p pictures on a simple chart(TA)Gp 2; Play dough monsters (I)Gp 3; Sack sort and record (T)

Gp 1; Paint their own monster(I)Gp 2; Sack sort and record (T)Gp 3; cut & stick m/p pictures on simple chart(TA)

Gp; Write 3 sentences about their monster. My monster is…../has (T)Gp 2; cut & stick m/p pictures on simple chart (TA)Gp 3;Paint their own monsters(I)

Gp1; Playdough monsters(I)Gp 2; Playdough monsters(T) Gp 3;Write a sentence about their monster( TA)

Plenary(10 mins)

Group 3 show their playdough monsters

Group 2 show their playdough monsters

Group 1 tell Teach colours in makaton to sing I can sing a rainbow.

Group 1 show their monsters


All children independent (T &TA)

Guided Blue group (T)Red individual (TA)

Guided Red group (T)Green individual (TA)

Guided green group (T)Blue group individual (TA)


All books needing changing will be placed in a box and replaced daily.


Autumn 2007 Topic Web; Bears Week 3&4; Goldilocks

Unit 2; Literacy-Traditional TalesTexts; Goldilocks books, different versionsLook at endings, characters, story structure, sequencing storiesNon-fiction books on bearsInstructions for making porridge (Oatsosimple various to make & taste) Writing; Wanted Posters –GoldilocksSpeech bubbles-Goldilocks to baby bear/ mummy bear/daddy bearA walk in the woods- what would you find? story mapsFacts about bearsMy favourite toy Letters and listsMake lists for 3 bears/Goldilocks’ shopping…

Speaking and Listening; Taped story, tapes to record own versions using story boards and puppetsMake up own versions of story, Goldilocks and 7 little bears!

PSEDFeelings – Being scared, happy, sad etc. Feeling Bears – Examine and make facesFriendship/understanding - Letter to a bear to say sorry!


Using own bears;Size-small medium and large bears and objects, compare 3 bears & compare bears

Matching and grouping items, counting 1;1

Position – Instructions, places and maps.

Data collection- porridge preferencesMeasuring liquids for porridge/ using a timer

Knowledge and Understanding History;Origin of teddy bearsExplore toys from pastDesign questionnaires about parent/grandparents toysVisit Brewhouse Yard – workshop ‘Toys in the past’Compare old toys to new, materials, variety, cost…

Geography;

Introduce Jet Set JimBear, toothbrush, travel bag, diary, map etc…


Goldilocks and the Three Bears by various authorsMonday Tuesday Wednesday Thursday Friday


Letter g/G Letter t/T Letters g and t joined (gggg/tttt)

the/and spell and joined Writing words from story joined up bed, chair, table, spoon ….

Phonics(15 mins)

Words that start with ‘g’, ‘g’ and ‘not g’ sort

‘g’ and ‘t’ sack sort High frequency words bingo game

‘th’ hunt with partners ‘th’ word lists beginning/ ends – three, with

Input(20 mins)

Tell the story of Goldilocks using puppets/storyboards

Ask children to retell story back in the correct order.

Start a word bank of words, on cards, to develop through weeks.

Introduce books. Why are they all written by different people? Discuss it is a traditional Tale and has been written many times. Explain we will read some different stories and see how they differ.Discuss title, cover details and possible contents before starting.Encourage children to join in/read aloud.

Read together a short extract from Goldilocks book (or enlarged photocopy)Have some words covered for children to guess what the words might be.Could we change any of the words and it still make sense?Children have smaller sheets and highlighters. In pairs, can they find some key words and

Discuss what makes a sentence a sentence.Write Goldilocks was a little girl.Children suggest short sentences and write together using capital letters and full stops.

Discuss ways we could change the story, characters/setting

Write down ideas and choose basic elements

Read the story so far together and discuss next part together.

Feelings;How did the characters feel?

Write sentences together;Children use word bank words and add to them.Ie; Baby bear was sad.Goldilocks was naughty.(stress capitals and full stops)

Creative Development

Drama/role play;Home corner as Bears’ cottage (3 different sized chairs, beds, bowls, spoons etcGoldilocks wig, bear hats/masksDT;Design and make a hat, chair, bed (that fits!) for your bearMake own booksArt;Paintings of bears to match own and ‘real’ bearsTextured Teddy bears

Notes

mark.Activities(20 mins)

Gp 1;Write ideas for story setting in the story. (T)Gp 2; g/not g sort and stick pictures (TA)Gp 3; 3 Bears tracing cards (I)

Gp 1; Make Puppets to retell the story at home. (I)Gp 2;Write characteristics of Goldilocks in the story. (T) Gp 3;g/not g sort and stick pictures (TA)

Gp 1; g/not g sort and stick pictures (TA)Gp 2; Make puppets to retell the story at home (I)Gp 3; Write descriptions of the different bears in the story (T)

Gp 1; Act out story as group (TA)Gp 2; Begin our version of story (T)Gp 3; Make puppets to retell the story at home (I)

Gp 1;Write next part of our own story (T)Gp 2; Act out story (TA)Gp 3; bears and playmobil Goldilocks in sand

Ongoing Activities

Talk tapes, puppets/storyboard/ role play area, 3 Bears cottage

Plenary(10 mins)

Gp 1 Discuss ideasTeach ‘Goldilocks song’

Gp2 Discuss ideasSing ‘Goldilocks’ song

Gp 3 Share ideas Set up ‘th’ sheets for children to add to th…/ ..th

Read story so far -In groups discuss what might happen next…..








Group 1; Independent/copy from separate sheet writers Group 2; Copy underneath Group 3; Yell ow writingT = Teacher TA = Teaching Assistant I = Independent


Goldilocks and the Three Bears by various authorsMonday Tuesday Wednesday Thursday Friday


Numbers & names Letters ‘ee’ joined Tracers Three, bee, see … joined Three bears - joined

Phonics(15 mins)

Rhyming words; three, bee, see ….

Make ‘ee’ flap books

(Gp 3 _e_ word flap book)

Look at ‘e’ words - he, she, me, be and put each in a sentence verbally.

Wipeboards children write he, she, me, be … independently

Read a short passage from story building unknown words using sounds

Input(20 mins)

Show children a letter from ‘baby bear’ saying how sad he is. Write a speech bubble for Baby bear and a reply from Goldilocks.

Letter to Goldilocks from class

Why is Baby bear sad?How could we cheer him up?What should we tell Goldilocks?

Write a class letter to send

Discuss Instructions, why do we need them?

Read instructions and make porridge. LEAVE TO COOL!! Children then try different porridge - plain, syrup, chocolate and make charts of favourites.

Make a class ‘story map of a walk through the woods, what might they find?

Read reply from Goldilocks to children and Baby bear.

Discuss

Activities(20 mins)

Gp 1; ’ three’ rhyming sheet (I)Gp 2; ‘three’ rhyming

Gp 1; speech bubbles (T)Gp 2; Speech bubbles (TA)

Gp 1; Order sentences and illustrateGp 2; order illustrated

Gp 1; Start storyboardsGp 2; start storyboardsgp 3; start storyboards;

Gp 1; Finish storyboardsGp 2; Finish storyboardsgp 3; Finish storyboards

sheet (TA)gp 3; Finish class story (T)

gp 3; Speech bubbles (T) sentencesgp 3; Cut order and stick porridge making pictures (TA)

Plenary(10 mins)

Read and discuss finished story. Pick out some good describing words used.

Read examples and discuss

Teach Teddy Bears Picnic song

Watch Goldilocks video









Autumn 2007 Topic Web; Bears Week 5&6; This is the Bear

Unit 2; Literacy-Traditional TalesTexts; This is the Bear, This is the bear and the Scary Night, This is the Bear and the Picnic LunchLook at characters, story structure, sequencing Matching- Simple rhyming games/worksheets /wipeboards to generate ideas cat, mat, hat… Finish the sentence using rhymesExplore other pattern and rhymes bear, chair, stare/dump, stump, bump…Writing; Lost - Have You Seen this bear? (Reward posters)Descriptions - Teddy bears – I am brown, I am very small, I have blue eyes, I have brown fluffy ears……. Lift the flap with photo of children’s bearsAt the dump- words and poems stinky, smelly, crumpled….Speaking and Listening- Taped story and books to read and listen

PSEDLitter- recycling at school and homeCaring- Looking after your bearBeing special- Ruby


Matching and grouping items, counting 1;1

Measuring bears non-standard units/ standard units (height, weight, head size)Position – Instructions, places and maps.

Numberline work ordering/ counting bears


Drama/role play;Bear shop, tills, money, bears, posters, photos, bags and basketsArt;‘Moving things’ paintingsDustbins for sorting rubbish (metal, paper, plastic, peelings….)

Music;Don’t drop litter, put it in the binMilk Bottle tops

Notes

Knowledge and Understanding Science;Push/pull – simple forcesExplore how things move, sort, group, record physically (ie Cut, sort and stick moving toys from catalogues)

Artwork with objects that move , marbles, tractors, cars, balls, cotton reels ..

DT;Design, cut (with help), sew and make a bear of own from felt to put in Bear shop

Geography;Un-nature walk in grounds, with partners, record findings on grid & discuss as class


This is the Bear by Sarah HayesMonday Tuesday Wednesday Thursday Friday


Letter a Letter e Letter i Letter o Letter u

Phonics(15 mins)

Teach vowels songVowels medial ‘a’Slider c a t, f a t, etc…

Choose one word to write a sentence about

Vowels medial ‘e’Rhyming words vet, get … write on wipeboards


Vowels medial ‘I’Bin, tin etc…Make words with letter fans


Vowels medial ‘o’Got,hot not….Make words with magnetic letters


Vowels medial ‘u’Make a list of words from children’s ideas (dump, hump, jump, bump, grump…

Input(20 mins)

Introduce story. Discuss cover and predict contents. Read book together and discuss story.

Talk about rhyming and patterns within the text.

Lost!!Write a description for a poster to find the lost bear.

What other information will people need, contact address, phone no., reward …?

Explain task, poster

Read story slowly, blank out rhyming words on each page , children guess missing words and help teacher scribe. Check and see if right.

‘Match the rhymes’ game

Descriptions of a bear;Teacher shows 5-6 bears, then teacher says 3-4 sentences describing one of the bears from the shop.Repeat writing sentences stressing . and cap’s

Children have to listen carefully and identify the bear from in the group.

Read a poem using ‘This is the bear story as a guide.

this is the bear in a bit of a …………he went away to the rubbish ………the lorry went over a great big …….. and made poor teddy really …….Children add cap’s and full stops

Activities(20 mins)

Gp 1;Set up a bear Shop (TA)Gp 2; Rhyming words game.(T)Gp 3; Listen to story on

Gp 1; Poster; draw a picture of own bear and write 3 sentences describing him.Add contact info. (T)

Gp 1; Rhyming word game (I)Gp 2; Play in bear shop (TA)Gp 3; medial ‘i’ sheet (T)

All groups;Choose a bear and photograph (to print).Gp 1; write 4-5 sentences about their chosen bear.

(T) Gp 1; Play in bear shop (TA)Gp 2; Make Posters in pairs (T)Gp 3; bear jigsaws (I)

tape and follow in book Gp 2; medial ‘i’ sheetGp 3; Play in bear shop (TA)

(TA)Gp 2; write 2-3 sentences (T)Gp 3; Write 2-3 sentences with support

Plenary(10 mins)

Medial ‘a’ words, write and extend list

Medial ‘e’ words, write and extend list

Medial ‘i’ words, children work in pairs and write words themselves

See if children can guess each others bears correctly from descrip’s

Choose …ump words to write a sentence about










This is the Bear and the Picnic lunch by Sarah HayesMonday Tuesday Wednesday Thursday Friday


Handwriting sheet with basket and different ‘patterns’ on

Complete food handwriting sheet.

Cut and stick food on basket

Tracers of food stuffs Colour tracings appropriately

Phonics(15 mins)

L is for lunch, hunt in pairs with clipboards and pencils draw/write as app.

Alphabet mat a-z match as a class

Rhyming words; choose several words from book and children suggest rhymes ie; lunch/bunch…

Write me a …….. use letters covered this half term

Write me …. Use simple rhyming cvc words covered this half term

Input(20 mins)

Introduce story. Discuss cover and predict contents. Read book together and discuss story.

Talk about picnics and what they take/where they go/ what they do.

Looking at instructions;Write instructions for how to bath a bear. Empty bowl, bear, soap, towel, flannel …Children make suggestions, TA carries out task, (regardless of order) children discuss together and when happy instruction is in right place T scribes on board (you may need several bears!!)

Plant food wrappers/ plastic bottles, suitable on a picnic in one area of the garden. Arrange a visit from caretaker telling us off for leaving litter in the playground!

Discuss this, then go outside and look. Ask who could it be? (hopefully they’ll say the bears must have had a picnic after we’d gone home!!!!)

Collect items found for use tomorrow.

Write a list of rubbish found in sentences.(. And caps)

A metal coke can.A plastic water bottle.A red crisp packet.A chocolate wrapper. Etc…

Ordering sentences from text with partners.

Finish off any outstanding work.

Activities(20 mins)

Gp 1; Make a list of foods for a picnic (TA)

Gp 1; Follow instructions to make a sandwich (I)

Gp 1; Recycling game. (T)

Gp 1; Role play bears picnics (I)

Gp 1; Litter sheet- identify rubbish in play area and

Gp 2;Follow instructions for making a sandwich (T)Gp 3; Role play bears picnic (I)

Gp 2; Make a list of foods for a picnic (TA)Gp 3; Make a list of foods for a picnic as a group (T)

Gp 2; Role play bears picnics (I)Gp 3; Follow instructions to make a sandwich (TA)

Gp 2; Recycling game (TA)Gp 3; cut and stick ‘litter pictures’ (food items) and put in appropriate bin. (magazines)

circle. (T)Gp 2; Litter sheet (T)Gp 3; Recycling game (TA)

Plenary(10 mins)

Teach Teddy Bears Picnic song

Combine list ideas and share

Teach Don’t drop litter… song

Add other verses to Don’t drop litter song.









Term 2007 Topic Web; Week 7 ; Bonfire NightUnit 2; Literacy-Traditional TalesTexts; Powerpoint presentation, posters, Non-fictionWriting; sequence pictures of eventsRetell the story of Guy Fawkes (simple sentences) in a zig-zag book format (6 pics)Descriptive writing- fire, night, fireworks, noises……. Write poems using wordbanks madeWrite words and decorate appropriately ie sparkle, zoom etc .. (Word art?) Speaking and Listening; Listen to and discuss storyRetell story to friendsInstructions; Follow instructions to make a firework picture.Write instructions, How to make a guy.

PSED

Safety- issues around fireworksEmpathy- Feelings of people in the story from both sides of the story.


Measuring when following instructions to make a firework


Drama/role play;Bonfire night, sights and soundsDT;3D fireworks, make a guyArt; background washes for fireworks

Notes and other ideas

Knowledge and Understanding History;The story of the gunpowder plot and Guy Fawkes; historical knowledge- explore the differing religious perspectives (in simple terms!) Science; Links to light and darkRE; traditional, rather than religious festival.

Year 1 Literacy Planning Week beginning; 5.11.07

BONFIRE NIGHT various textsMonday Tuesday Wednesday Thursday Friday


Firework handwriting sheet

Letter ‘f’ Catherine wheel sheets, pencil control

Phonics(15 mins)

Use powerpoint presentation to tell the story of Guy Fawkes and the gunpowder plot.Discuss

Children sequence large pictures on board telling the story.

F is for fireworks- f hunt in pairs around class

Words that start/ finish with ‘f’

-ight words light, night, fright, sight, bright…. Children think of a sentence linking words to bonfire night

Re-read word banks, add other words suggested by children, together

Input(20 mins)

Wordbanks- Use 4 large pieces of paper and ask children to think of words to describe how the fire looked, write ideas on paper. Next, firework words,

Continue Wordbanks- noise words, smell or feelings words. Start thinking about/writing simple sentences with words from wordbank in

Make a ‘Guy’ with children, show them items collected and ask them for suggestions of how to make it.Recap on sequence at end. (Insist on sentences)

Read and write poems about Bonfire night.

Activities(20 mins)

Gp 1;Zig-zag books, sequence/order the story (T)Gp 2; Zig-zag books, sequence/order the story (T)Gp 3;Follow Instructions and make a firework (TA)

Gp 1; Write a simple sentence for each picture (T)Gp 2; Follow Instructions and make a firework (TA)Gp 3; alphabet jigsaws (I)

Gp 1; Follow Instructions and make a firework (TA)Gp 2; Write a simple sentence for each picture (T)Gp 3;

Gp 1;write instructions for making a guy. (T)Gp 2; write instructions for making a guy. (T)Gp 3; Zig zag book, sequence pics (TA)

Gp 1;Write firework poems indivially (T)Gp 2;Write firework poems with a partner (T)Gp 3;Write a group firework poem (TA)

Plenary(10 mins)

Read through all the word lists, any other ideas to add?

Group 3 share their work Ask 2/3 children to read out their instructions, children check order as read

Children read their poems









Term 2007 Topic Web; Week 7 ; Bonfire NightUnit 2; Literacy-Traditional TalesTexts; enlarged pictures, coloured and laminated, different texts to show presentation Puppets, postersWriting; sequence pictures of eventsRetell the story of Rama , Siata (simple sentences) Descriptive writing- different charactersMake wordbanks Sentence structureStory frames; beginning, middle, end Speaking and Listening; Listen to and discuss storyRetell story to friends/ parents using puppetsPhonics;r/s/hMake cvc words ‘bad, had…’Rhyming words; good & bad

PSED

Safety- issues around lampsFeelings- how did the different characters feel? Discuss as group, explaining their suggestions/ giving reasons


Measuring and weighing ingredients for sweets

Counting, adding and patterns in numbers

Symmetry


Drama/role play;The story of Rama and SitaDT; plasticene Diwas make sweetsArt; masks, puppets, garlands, rangoli patterns mehndi patternsMusic; This is the way……. Children add verses and actions

Notes and other ideas

Knowledge and Understanding History;The story of Rama and Sita; historical knowledgeScience; Links to light and darkRE; religious rather than traditional, festival.Importance of Diwali to Hindus, why!Introduce main characters/Gods and their role in both the story and as religious leaders.Comparison to Christian celebration of Christmas and events that take place(Mendhi story and patterns on hands with parental permission)

Year 1 Literacy Planning Week beginning; 11.11.07

Diwali various textsMonday Tuesday Wednesday Thursday Friday


Letter ‘d’ Diwali tracers Diwali activity day;

1.) Plasticene Diwas (teacher)

2.) character masks (I)

3.) rangoli patterns with rice (TA)

4.) garland necklaces (I)

5.) make sweets (parent)

6.) Diwali dance/drama and lighting of diwas

Phonics(15 mins)

Phonic hunt ‘d’ in pairs, find 3 things and return to carpet (who’ll be first back?)

Word building cvc words, bad, sad…

Rhyming words – good/bad to link with main emphasis of story

Word building good, wood, hood …

Input(20 mins)

Introduce another festival of light; Diwali.

Use large pictures to tell the story of Rama, Sita and Ravana. Discuss

Give out pictures for children to sequence re- telling the story.

Children use puppets to retell story of Diwali

Discuss different sections – beginning, middle, end and write a sentence for each

Sentence strips using sentences from yesterday cut into words

Children order words in pairs to make the sentences

Characteristics of two of the main characters, one ‘bad’, one ‘good’

Activities(20 mins)

Gp 1; Make puppets to retell story at home (I)Gp 2; Write a sentence about favourite part of story (TA)Gp 3; r/s sack sort and record (wrong things too) (T)

Gp 1; Make own simple story frames (T)Gp 2; Make puppets to retell story at home (I)Gp 3; Write a sentence about favourite part of story (TA)

Gp 1; sentence work continued, write a sentence about Sita, Rama, Hanuman and Ravana then illustrate their work.Gp 2; ; r/s sack sort and record (wrong things too)Gp 3; Make puppets to retell story at home (TA)

Gp 1; phonics collection d/r/s/hGp 2; sentence work continued, write a sentence about Sita, Rama,m Hanuman and Ravana then illustrate their work. (TA)Gp 3; Draw a picture of one character and label with appropriate describing words. (T)

Plenary(10 mins)

Teach song;This is the way we clean the house….

With actions

Recap (white boards) bad and rhyming words

Group 3 share their work Gp 1 show items found.








Autumn 2007 Topic Web; Bears Week 8&9; We’re Going on a bear Hunt


We’re Going on a Bear Hunt by Michael Rosen Helen Oxenbury

Unit 2; Literacy-Traditional TalesTexts; We’re Going on a Bear Hunt Writing; Letters to a bear, own versions of story, Descriptions of bear/cave/sounds/hazards words and simple sentencesMatching sound – hazardPhonics – b/h , ear/air, shZiz zag sequencing booksCharacter profilesSpelling simple words from story ‘trip, mud…Make up own describing words for different places/ objects; over the rockd-crunch, crunch!Speaking and Listening; Set up a ‘journey area’ using playmobil people/compare bears and trays of grass (grown from seed) mud, water, cornflour and water (for snow) …. Let playmobil people make journey seeing how wet/muddy etc… they get. Let children explore textures too!Prepositions work, under, over, through, round

PSEDFeelings – Being lonely, scared Friendship/understanding - Letter from a bear and replies


Position; Compare bears/teddy bears- use a box/table and ask children to place bears on top, next to, under …


Drama/role play;Go on a bear hunt, change the hunt and repeatArt; Bear/cave pictures (with describing words) 3DCollages for class displayModroc cavesClay bearsMusic; Explore instruments and noise to find relevant sounds to make a ‘musical version’ of storyCreate symbols to create simple musical pieces

Songs;What is the weather today?Antonio,AntonioThe bear went over the mountain.

Notes

Knowledge and Understanding History;Bears in the past

Science;Materials/senses- how things feel/ sound

Geography;Visit a Bestwood park for a ‘bear hunt’ look for maps and signs, take photos in woods of different areas

Take in clothes/equipment (sledge, umbrella) for different weather, discuss what to wear when then say a ‘weather’ type and child name, then they dress according to weather. (song; what is the…..)

Monday Tuesday Wednesday Thursday Friday


Letter ‘b’ Bear tracers Letter ‘h’ ‘bear’ joined up Letters joined ‘bear/hunt’

Phonics(15 mins)

‘b’ wordsChildren think of words starting with ‘b’ & try to wrte on wipe boards (I)T then makes list on board

‘h’ words Children try on wipe boardsT makes list on board

Flashcards;Use a sentence from book, read then cut into separate words– ch read then order sentence on board

Rhyming words ‘bear, chair….’T makes list, ch sort into groups

Flash cards;Read and match sounds – hazards on journey Deep, cold, river/splash, splosh!

Input(20 mins)

Introduce book.Discuss title, cover details and possible contents before starting.Encourage children to join in/read aloud.Discuss how the people felt in the story and why.Draw picture of bear on board and children suggest words to describe him.

Repeat story orally using classroom to make journey, use voice, expression and speed to set the scene

Discuss the ‘hazards’ met in story and set up a ‘journey area’ together with trays of grass, water, mud, cornflour …. Use children’s suggestions to complete.Once finished introduce playmobil family to ‘go on journey.’ Activity then ongoing for rest of week.(language development- ch retell story as use)

Re read ‘Bear Hunt’ Ask why were they scared of the bear?Discuss what they might be scared of and why. Record ideas on board.Explain we’re going to make our own version of story using one of the ideas, children discuss and decide which ideas to use.

Develop story using different hazards, think of appropriate sounds for those hazards.Do the phrases need changing ie ’What a spooky night!’ ‘What a gloomy day’

Explain next week we are all going to be writing the book together.

Activities(20 mins)

Gp 1; draw the bear and write 3 sentences about him (T)Gp 2; Draw a bear and write describing words around (TA)Gp 3; paint a picture of the bear

Gp 1; Sound hunt b/h indoors and outdoors with a partner (I)(clipboards and paper)Gp 2; Group storymap (T)Gp 3; b/h sack sort & record in phonics book (TA)

Gp 1; Group storymap(T)Gp 2; Sound hunt b/h indoors and outdoors with a partner (I)(clipboards and paper)Gp 3;b/h cut and stick (TA)

Gp 1; Sentence to cut order, sort and stick, then write under (joined) (I)Gp 2; Sentence to cut, sort, order and stick(TA)Gp 3;Use paintings from Monday, children describe their bear and write 2-3 words(T)

Gp1 & Gp 2; Match journey cards ie; long wavy grass- swishy swoshy and illustrate appropriately(TA)Gp 3; Group story map (T)

Plenary(10 mins)

Group 1 & 2 read their descriptionsDiscuss

Group 3 show their sorting activity and discuss findings

Group 1 shares their story mapDiscuss

Re-cap on ideas and choose one to develop

Group 3 shares their story map










We’re Going on a Bear Hunt by Michael Rosen Helen Oxenbury

Monday Tuesday Wednesday Thursday Friday


Letters ‘ea’ tracers Letter ‘sh’ Join dots, cut out and

stick a bear Letters joined We’ve been on a ‘bear/hunt’

Phonics(15 mins)

Rhyming words ‘bear, chair….’T makes list, children sort into groups(TA green group make ‘ot’ sliders- got/not/hot/pot/shot/cot /dot/jot/lot/rot ….)

Flash cards (HF words) going, big, on one, day, not, go, got, it

Sh! Sort sh/ch/th picture cardsHow to write sh words Explore words that start/end with sh

Use phonics to build ‘sound’ words from story especially sh, swash/yswish/y, splash, splosh, (look in books for more words – extension activity)

Build and write words from story; hunt, trip, big dark, mud and discuss where used

Input(20 mins)

Reintroduce our story.Discuss what they’re going to find, where might it be forest/jungle/ocean/ haunted house…

Develop their own pattern to use in the story

Repeat ideas so far

How will they get there?What hazards might get in way?

Think of sound descriptors for them

Letter from a bear.Read letter received by bear. Look at picture in back cover. Sad and lonely, no friendsDiscuss and make suggestions as to how to help solve his problems.

Talk about format of letters; addresses, date and ask why?How to start/finish. Recall ideas from yesterday

(TA; green group reading games)

Read our finished story, discuss and evaluate together

Activities(20 mins)

Gp 1; Design a cover for the class book using info so far to give them ideas(T)Gp 2; retell story with playmobil people( (TA)Gp 3; b/h cut, sort and stick (I)

Gp 1; sort ear/air/are words and compile lists (I)Gp 2; Start writing and illustrating class story (T)Gp 3; retell story with playmobil people(TA)

Gp 1; Continue writing and illustrating class story (T)Gp 2; (I)Gp 3; Write a group letter to the bear with their suggestions (TA)

Gp; cloze exercise using a passage from the book (I)Gp 2;Write individual letters to the bear with suggestions (TA)Gp 3; Finish writing and illustrating class story (T)

Gp1; Write individual letters to the bear (T)Gp 2; Cloze exercise(TA) Gp 3; alphabet/word jigsaws

Plenary(10 mins)

Gp 1 show covers & class discusses

Gp 2 read class story so far

Gp 1 read class story so far

Gp 3 read completed class story

Share letters to the bear









AUTUMN 2007 Year 1; Science Planning Page 1UNIT 1E; Pushes and Pulls; In this unit children learn about different sorts of movement and how to describe these. They relate movement to pushes and pulls. Experimental and investigative work focuses on: making observations and communicating these. Work in this unit also offers opportunities for children to relate

understanding of movement to everyday contexts such as road safety. Children sometimes think that 'movement' means only moving from place to place. It is important to emphasise movements in which objects change direction, speed up or slow down.

Session Objectives Shared learning and teaching Independent learning Assessment criteria

1

to observe and describe different ways of moving

to make suggestions about how objects can be made to move and to find out whether they were right

Challenge children to find things in the classroom that need either a pull or a push to make them move eg chair, door, drawer, piano keys.

Ask children to stick labels of 'push', 'pull', 'push and pull' to objects around classroom.

identify objects which they moved by pushing and those which they moved by pulling eg I moved the piano keys and the piece in a jigsaw by pushing and the sticky tape and desk drawer by pulling

Consolidate in PE; Ask children to move in different ways and talk with them about which parts of their body move, make sequences at other child’s request.

2

that pushing or pulling things can make objects start or stop moving

to identify similarities and differences between the movement of different objects

Ask them if they could move without being pushed or pulled. Present children with a collection of toys. Ask them to suggest how to start them moving, to test their ideas and to decide whether they were right. Children explore and observe the movement of different toys and describe movements, then find and match movements to other toys in box grouping according to their own criteria.

Children sort toys according to type of movement (photos for R) Y1 to record groups pictorially and label if appropriate

describe a series of movements made by a toy and match/identify the toy from movement description given by another child

say whether their predictions about getting an object moving were correct eg I was right, you push down on the jack-in-a-box and let go and it jumps up

3

that there are many sorts of movement which can be described in many ways

Visit the local park / Goose Fair/ School adventure playground and ask children about things they encountered that moved. Talk with children about them.

Children observe, test, describe and draw, labelling moving part.

describe the movement of objects eg in a park or busy street using words and phrases eg swing, turn, go round, go faster, slow, fast

4

that they can make moving models of their own using artefacts/ equipment/photos

Discuss rides/equipment/toys seen

Using equipment design a moving ride/toy to make

Make models of rides/ equipment with moving parts,(using sketches, books and photos to remind/inform) from a range of equipment

replicate simple movement observed in actual rides

5

To explore the movement of objects, speed and distance

Investigate a range of ‘balls’ various sizes, textures, weight Discuss how far children think they will roll if let down a slope, giving reasons for choices Discuss ‘fair testing’ and set up experiment, keep a record of predictions (Extra investigation; How high the different balls bounce)

Children complete experiment in small groups and decide how to record length travelled (measure, put down tape, leave each ball and compare at end…) Make and complete a simple chart of findings

decide how to create a fair test and reord findings accurately

AUTUMN 2007 Year 1; Science Planning Page 2

Session

Objectives

Shared learning and teaching

Independent learning

Assessment criteria

6 To explore the effects of friction on movement

Show 3-4 ramps with different surfaces Retry ball experiment using ‘best’ ball, see how far it travels when on the different surfaces

Children decide on how to carry out investigation in small groups, explore then, record and discuss findings

carry out a simple investigation, devising a ‘fair’ test make record and record findings

7 To reinforce ‘fair tests’ , carrying out investigations and recording: children can repeat both investigations independently using a variety of toy vehicles

8

to recognise hazards and risks to themselves in moving objects

Powerpoint presentation- push and pull

Show children an object eg a toy car moving and ask them to use different ways to stop it moving.

Ask children why it is dangerous to try to stop some moving objects. Extend the discussion to road safety using secondary sources eg video, CD-ROM.

How can we keep Jet Set Jim safe when riding in his car?

Children problem solve and investigate their suggestions with a friend

describe how an object might be stopped and explain why it can be dangerous to try to stop some moving objects eg I wouldn't be able to stop a car because it's heavy and it would push me over; I shouldn't go behind a moving swing because it could knock me over

9that it is not only ourselves that make things move by pushing

Explain that many things move in different ways, without being pushed or pulled.

Children work in pairs with clipboards to investigate garden area and classroom to find different ways of movingRecord independently, design chart for collective info

Children discuss findings and share info

identify the cause of motion eg the water pushed the wheel around or the wind made the branches move

10to ask questions about what is causing movement

Bring in kites, boats, bubbles, windmills and ask children to look at things speculating about what is causing the movement.

Extend to children blowing bubbles.

Children can sort objects into sets according to how they are moved

Children know that wind/water can also move things

11To recognise the dangers associated with motion of larger objects

Take children for a walk up road past tram stops looking for safe places to cross road. Look for signs, crossings etc… and explain how they work.Discuss road safety on returnInvite in a ‘Lollipop lady/man’ in to visit

Children play at road safety, using cars, tricycles, trolleys, crossing, lights etc…

Children will know the dangers of cars and traffic

RESOURCES; collection of toys which move in different ways, secondary sources eg video, CD-ROM about road safety, playground equipment or PE apparatus, toy windmills, water wheels, and sand wheels, equipment for blowing bubbles, Other activities; Sliders, paper falling, gliders, washing/drying clothes,

AUTUMN 2007 Year 1; Science Planning Page 1UNIT 1D; Light and Dark; This unit develops children's understanding of the need for light in order to see things. Children learn that darkness is the absence of light and that in the absence of sunlight other light sources are seen more easily.

Experimental and investigative work focuses on: making suggestions of how to investigate an idea, making observations and comparisons, explaining observations.

Work in this unit also offers opportunities for children to relate their understanding of science to everyday experiences of light and darkness and to health and safety.


1

that light is essential for seeing things

that when it is dark other senses can be used to help us find things and identify things

Create a 'dark area' in the classroom (Cave). Ask children to recognise a particular child or item in the cave. Gradually increase the light eg by opening the door, turning on lights one at a time and ask children to say when they can use their sense of sight to identify the item/child. Ask children to say how they tried to find the object and what they do if they wake up in a dark room. If necessary, prompt them to think about using other senses eg hearing and touch when it is dark.

Blind mans buff

Night pictures

describe how they try to find something when it is dark

recognise they cannot use their sense of sight in the dark

state that they can see things when there is some light

2

that there are many sources of light

to observe and make comparisons of sources of light

Explain they are going to be investigators and look round school , inside and out, for sources of light

the children go on a walk round the school to look for sources of light eg central lights, computer light, warning lights on switches, recording findings on clipboard and paper in pairs/small groups

identify a number of light sources of different kinds

3

that light sources vary in brightness

Ask children to think of as many light sources as they can.

Ask children to compare the light from different sources and suggest reasons for this.

Children explore a set of objects that give light (torches, candles, diwas..)

Children use pictures, make a collage showing a variety of light sources/ different lights in rooms of houses.

make comparisons between light sources in terms of brightness or colour

AUTUMN 2007 Year 1; Science Planning Page 2

Session Objectives

Shared learning and teaching

Independent learning

Assessment criteria

4that sources of light show up best at night-time

Ask children about light sources they use at particular times of the year eg fairy lights, bonfires, fireworks, lights at religious festivals.Talk about the time of year and time of day these are used and why eg firework displays take place at night when it is dark.

Firework pictures to illustrate lights in night time sky

recognise that lights eg bonfires, fireworks, candles, show up best when it is dark and that they can see these because they are light sources

5that objects cannot be seen in darkness to observe and make comparisons of sources of light and to try to explain what they observed

Present children with a 'black box' which has a small peephole in one end and a larger hole covered with cardboard in the top. Ask children to explore the 'black box' to find out if they can see an object when there is no light (cardboard over the hole) and when there is light

Give children torches of different brightness and ask them to find out what is in the box. Discuss what they can and cannot see Ask them to describe when it was easiest to see the object

recognise that a torch will enable an object in a 'black box' to be seen but that when there is no light they cannot see the object recognise that some torches give brighter light than others explain that objects are easier to see in brighter light eg this torch was brightest and I could see the toy car best

7that the Sun is the source of light for the Earth

that it is dangerous to look at the Sun because it is so bright

to make observations and to try to explain these

On a day when there is sunshine with some clouds, take the children into the playground and ask them to decide without looking at the Sun when it goes behind (or emerges from) a cloud.

Ask children to explain how they can tell. Make a list of children's suggestions.

On a sunny day go outsidePlay shadow catch

Note shadows made by sun, direction and why. Draw round shadows on ground return later, ask children why changed

Discuss movement of Earth around sun

identify changes that occur when the Sun goes behind a cloud and recognise that these are different from changes at nightfall

explain that the Sun is a source of light even when it is behind a cloud

explain why it is dangerous to look directly at the Sun

8

that shiny objects need a light source if they are to shine and that shiny objects are not light sources to make observations and simple comparisons and to say whether what they found out was what they expected

Ask children about how they can be seen more clearly at night on their way home. Ask them how they can stay safe and make a list of suggestions(reflective strips) show Sam’s leadTalk about shiny decorations eg tinsel and show children that this shines when it is near a light source

to suggest how to find out about where a reflective strip will shine brightly Help them to test suggestions about how they think reflective strips can be made to shine or show up eg put it in the dark, shine a light on it and to use observations to make comparisons

recognise that a shiny object needs a light source if it is to shine

explain that a shiny object doesn't shine in a dark room

say whether they expected the reflective strips to shine near a light source

HISTORY LINKS: Explore light in the past, fire/sun, oil & material, candles, gas, electricity using ‘A Street Through Time (Enough copies for 1 between 3) Start at beginning and look for signs of light sources. Complete activities, In my house, iron age houses, Victorian houses/ Timelines etc….

REVIEW; Review work on light with children and ask them 'What we can see in daylight' and 'What we can see when it is night' questioning them to check understanding.

AUTUMN 2007 Year 1; History Planning Page 1


1

to describe an artefact

how to find out about aspects of the past

Ask the children to bring a favourite toy to school. Let the children look at each other's toys and talk about them. Lead a discussion and encourage children to describe their toys.

Introduce the idea that they will find out about 'new' and 'old' toys. Ask the children who they might ask about 'old' toys.

Children draw their own toys and label/write about them

describe the characteristics of a selection of modern toys

suggest who might be able to tell them about toys in the past

2

how are our toys different from those in the past?

what were our parents' and grandparents' toys like?

Encourage the children to talk to a parent/carer/grandparent about the toys they had when they were small.

Design a questionnaire with the children to take home and question/discuss with parents/ grandparents (Ask them if possible to bring one of these toys to school if they can.)

Children can ask relevant questions and discuss answers in order to tell the rest of the class

Ability to recall and discuss findings from questionnaire

3

to use everyday words and phrases to describe an artefact

to speak about everyday objects in the past

encourage the children to ask questions.

Use a collection of old and new toys and show, some toys from when he or she was small. (mine/Judy’s) Ask children to sort them.

Discuss; How are they different from toys today? How are they similar to toys today? Why are there differences?

Ask the children to describe the toy they are holding or 'tell its story'. Who did it belong to? Has it had any adventures? etc.

Children sort and record their findings (take photos)

Ask the children to make a 'picture list' of old toys, babies' toys, metal toys, wooden toys, etc. for old/new

Children sort and record their findings old/new

describe the characteristics of old toys

speak about toys that belonged to their parents and grandparents

4

that oral sources and museum displays can be used to find out about the past

Visit to Castle Museum - ‘Toys from the Past’ Exploring original games and toys, seeing how they work and practising the skills needed to play with them.

Children will have a broader understanding of toys and games in past

Be able to discuss and show how games were originally played

AUTUMN 2007 Year 1; History Planning Page 2


5

how to decide whether an object is old or new

to describe the characteristics of old and new objects

to avoid common misunderstandings, eg all broken toys are old, all shiny toys are new.

Make a mixed collection of old and new toys and ask the children to sort them into two sets.

Talk about the characteristics of each set. Encourage the children to use adjectives.

Make a set of cards with adjectives written on them, eg broken, shiny, rusty, clean. Read a word and discuss its meaning. Ask the children to match the cards to the sets of toys.

introduce unfamiliar vocabulary, eg the names of toys no longer used

sort objects into 'old' and 'new' sets

explain why they have grouped objects in a particular way

match adjectives to the appropriate set of artefacts

the children can apply the knowledge they have learnt in the first four sessions

children will be able to generalise about how we know a toy is old.

6

to identify similarities and differences between old toys and new toys to speak about how they have found out about old and new toys

Show old and new toys of a similar type, eg two bears, two trains. Ask the children to talk about what is the same and what is different. Draw their attention to design, materials and how the toys move, as well as to what the toys look like.

Ask the children to draw a picture of each toy and help them to label it.

Ask the children to draw a picture of each toy and help them to label it.

show understanding that design, materials, and technology can indicate whether a toy is old or new

recognise similarities and differences between old and new toys

Setting up a class museum

Children should be able to communicate what they have learned about toys in a variety of ways ie how museum exhibits are organised, to sort objects in different ways, to sequence objects in time Talk about how the toys should be displayed. Explore different ways of organising the 'exhibits' eg by type, by age. Make a three-dimensional time line by arranging toys on a shelf or unit top. Ask the children to label exhibits, make a pictorial guidebook and give visitors guided tours. arrange toys in a classroom museum produce labels for the toys on display construct a time line

National Curriculum Links:5 - links with and build on En1/1, 4a and EN3/1,24a - links with and builds on En1/2 and EN2/2

Children presently working at levels 1 and 2

AUTUMN 2007 Year 1; Geography Planning UNIT 5 Page 1

Unit 5: Where in the world is Jet Set Jim? This is a 'continuous' unit, designed to be developed at various points throughout the key stage. It uses a first-hand object - Barnaby the teddy bear - to enable children to learn about other countries and places. Barnaby travels with different people connected to the school as well as on school visits, creating a sense of personal involvement for the children.


1To know that we live in England in the British Isles

Introduce children to a map of British Isles, ask if they know what it is. Introduce England, Nottingham- then Wales, Scotland and N/S Ireland. Explain we live on an island surrounded by sea.

Children explore the maps/globes and locate E/BI.Jigsaws and colourings to reinforce

Know that we live in Nottingham, England on an island called the British Isles

2

Section 1: Where has Barnaby Bear travelled to this week or month?

to locate a variety of places at home and abroad

Introduce Jet Set Jim and his suitcase, with photos, toothbrush, toothpaste and diary, passport. Explain that he loves to travel and would love to go ‘away’ with them on their holidays/trips/visits.Explain he always takes photos and writes in his diary (ongoing evidence) usually sends a postcard from the places he visits and sometimes brings back a little souvenir (artefacts to explore/ discuss/ display).

Identify places on maps of British Isles, World places he has already been.

Ask the children to think what the place might be like and compare this with what it was like on child’s return.

identify a variety of places around the world

begin to understand the concept of visiting other places

(Arrange for Barnaby Bear to be taken with parents, children, staff or governors when they visit places away from school, and for him to send postcards back to school or be photographed in these places.)

3

Section 2: Can we find these places on a map?to find places on a map

With the children's help, create a wall display of the postcards and photographs and a series of maps that identify Barnaby's destinations. Lower attaining children may be asked to sort the cards or photographs into labelled piles, eg local/not local, like/don't like, sunny/cloudy. Arrange for each child to take on the role of looking after Jim in holidays and at weekends! He also needs a place to live in the classroom

Children put markers/ labels of places visited on map alongside photos/ postcards…

Create an area for him to live/ display his souvenirs

understand that other places may be different from their own locality are aware of similarities and differences

4

Section 3: What will it be like when Barnaby is there? to recognise features of places identify types of weather experienced in places and seasonal change and their effects on people

With the children's help, set up a holiday table near the display. Ask children to choose, for example, the type of weather gear he may need for each place he visits and decide whether he needs his passport. Create a display of simple artefacts to show the life of the country visited, eg a newspaper, coins, food packaging and other everyday things.

Ask the traveller who took Jim about the place visited, weather, food, interesting sites ….. (use photos, books, postcards, internet to find out moreChildren draw weather signs to add to postcards on display to represent what weather was like during visit

show an interest in the world around them

develop a deeper understanding of the notion of travel to other places

understand that weather conditions in other countries may be different from those they are experiencing at the same time

AUTUMN 2007 Year 1; Geography Planning Page 2


5

Section 4: How did Barnaby travel to these places?

about the location of other places

about the types of transport used to get to other places

Ask the children to look at pictures of JSJ and discuss how he got there. (using different types of transport)

Location- ask whether it is a long way away/near, whether he would have to cross sea, mountains or rivers, or drive along a motorway,

Discuss if there are other ways of getting there and what would be the best way for him to travel to the place.

Ask the children to draw a graph to show the number of times Barnaby used different types of transport in a given time and find out which type of transport he used most.

Ask the children to think about how long the journeys took him.

Children draw buses, cars, boats, planes as suggested by children.Apply a picture to represent actual mode of transport used to travel to destination by child/JSJ

develop a sense of distance associated with travel

know about different ways of travelling to places

know that different types of transport will give different travel times

Prior Learning; Places; Broader context Skills; Use geographical terms, Use maps and plans, Identify major geographical features, Use secondary sources Themes; Effects of weather

AUTUMN 2007 Year 1; Design and Technology Planning page 1

Unit 1A: Moving pictures; In this unit, children develop an understanding of simple mechanisms through designing and making moving pictures. These can be based on characters or scenes from stories and could be designed for use in storytelling activities. Children develop their understanding of how movement can be created by investigating everyday products and making simple levers and sliders from given examples.

Prior learning; It is helpful if the children have: used scissors safely to cut paper and thin card, joined materials using tape, glue and paper fasteners, drawn pictures that they can cut out, followed simple oral instructions. This unit builds on children's early experiences of working with paper and card.


1

1: Investigative, disassembly and evaluative activities (IDEAs)

that levers are used in products eg scissors, balances and moving books

to use drawings to represent products

Discuss with the children a collection of books, cards and other products that have moving parts. What does the moving part do? How does it work? What effect does it have? ... Surprise? Does it show how something works? Does it work well?

Ask the children to investigate products that include levers eg a balance, a pair of scissors, moving toys. Encourage children to make drawings with arrows to show movement and label parts/materials eg blade, handle, metal.

Children can; identify simple levers and sliders in moving books/products and explain how they work make drawings of simple products to show how they work

2

that simple levers and sliding mechanisms can be used to create movement

how to use tools eg scissors and a hole punch safely

to make simple sliding and lever mechanisms

Use a simple moving picture book to talk about how levers and sliders can be used to make movement and bring stories to life.

Use some examples of simple lever and sliding mechanisms made from card or construction kits to discuss with the children how these mechanisms work. Introduce new vocabulary eg 'lever' and 'pivot'.

Create a ‘moving’ bear picture with woodland background.Discuss with children what the background will be like. Draw a picture on board using children’s ideas as a model for their pictures. Make a bear on a separate piece of card. Discuss how we can add it to the picture and make it move.Show safe ways to make holes and slits.

use appropriate vocabulary to describe mechanisms

production of a picture with an element which moves

3a

Section 2: Focused practical tasks (FPTs)1) how to use tools eg scissors and a hole punch safely

Explore use of split pins and strips to aid movement.

Practice making holes safely and discuss why. Ask the children to draw a picture of themselves/teddy on card and make one part of their body move. Remind children not to draw too small.

use appropriate vocabulary to describe equipment used

production of a moving figure

ability to use tools safely

3b

2) that construction kits can be used to try out ideas

Explore simple lever mechanisms using construction kits.

Children use a variety of construction toys to make a moving toy/ pieces of playground/fairground equipment following visit to Goose fair and forest playground. Children use books and photos taken to aid completion of task.

try out their ideas using construction kits to make simple levers

(with some adult support) assemble strips of card to make simple sliders and lever mechanisms

use tools safely

AUTUMN 2007 Year 1; Design and Technology Planning Page 2


4a

Section 3: Design and make assignment (DMA)

Design and make a moving picture for the teacher to use when telling a story to suggest ideas and explain what they are going to do

to model their ideas in card and paper

to make their design using appropriate techniques

Divide up a familiar story into sections. Organise the children to work on different sections of the story. What must the individual picture do? How is it going to move? Discuss with the children the order in which things need to be done. How could you do this? What could you use? What do you need to do first?

Ask the children to model their ideas first in paper or card (this mechanism could be used in the final picture or model).

Children create pages for a story book about Going on a bear hunt

apply what they have learnt through IDEAs/FPTs in their designing and making

develop their design ideas through talking and modelling

4b

to evaluate their product by discussing how well it works in relation to the purpose

Discuss with the children the types of finishing techniques that could be used eg collage, paint, felt-tip pens

Talk through ideas with the children as they begin to make and during different stages of making. How well is this working? What could you do to make it better?

Children complete pages, teacher puts together to form a book. Children read their book to other children in school.Children discuss their work and evaluate both individually and collectively

choose and use a given technique to make a simple slider or lever mechanism and incorporate it into a moving picture

evaluate strengths and weaknesses of their product

Cross curricular links;

Science: Unit 1E 'Pushes and pulls'

http://www.standards.dfes.gov.uk/schemes2/science/sci1e

Information technology: Units 1D 'Labelling and classifying', 2B 'Creating pictures'

Mathematics: Position and direction (slide, left, right, up, down)

Literacy: Responding to stories, storytelling. Relate moving pictures to stories the class are reading. Simple lists and captions could be introduced as a means of organising and labelling plans.

Notes;

Have simple examples of levers and sliders available for the children to investigate eg products, simple models from construction kits and teaching examples assembled from thin card.

Explain to the children that a lever has a pivot point. This can be shown with card strips and a paper fastener. Compare the movement of a lever to a slider. A slider moves backwards and forwards in a straight line. This can be shown by a strip of card that can move backwards and forwards through slots in another piece of card. Children could cut out their own pictures to attach to the card strips to create simple moving pictures.

More able children may be able to develop their ideas more fully using the examples as a starting point. Some children could be asked to draw and label their ideas before making.

Class management Some children may need adult support in using the hole punch for the first time. Children can practise punching holes accurately on a pre-drawn sheet.

Health and safety When carrying out a risk assessment for this activity, teachers will need to consider the materials, tools and equipment being used.

Out-of-school activities and homework Encourage children to practise skills in working with paper and card eg cutting out pictures from discarded magazines, using recycled paper and thin card to make other moving pictures. Children could be asked to look for examples of levers and sliders at home.

http://www.standards.dfes.gov.uk/schemes2/it/itx2b

http://www.standards.dfes.gov.uk/schemes2/it/itx1d

AUTUMN 2007 Year 1; Design and Technology Planning page 1

UNIT 2; PLAYGROUNDS; Children explore a range of full-size items of playground equipment and make their own models. This unit gives children opportunities to learn about framework structures and how to make them stable and able to support loads. They investigate materials used for the play equipment, what the different parts of the equipment are, and how they have been assembled. Through a range of focused tasks they develop their use of construction kits, combined with reclaimed materials. The main outcome of this unit will be to design and make a model of an item of playground equipment eg slides, swings, roundabouts, climbing frames and adventure playground equipment.PRIOR LEARNING; It is helpful if the children have: used construction kits to construct models, assembled and joined framework structures. This unit builds on Unit 1A 'Moving pictures'.


1

1: Investigative, disassembly and evaluative activities (IDEAs) to relate the way things work to their intended purpose

how materials and components have been used, people's needs, and what other users say about them

to collect and sort information

Visit a local playground to investigate the items of equipment found there. Why do we have playgrounds? Is the play equipment good? Why? Do we need special equipment to play with? Ask the children to name the different parts of the equipment. What materials have been used? Why have these been chosen? How have the parts been joined together?

Children could carry out a survey of favourite items of playground & fairground equipment.

Ask the children to draw the equipment at the playground/fairground that they liked most.

Children can; recognise the simple features of the playground equipment

investigate how materials and components have been used in the play equipment and have a basic idea of how the items have been assembled

2a

Section 2: Focused practical tasks (FPTs)

to assemble, join and combine materials and components together using a variety of temporary methods

to make their structures more stable and able to withstand greater loads

Discuss how modelling is used by designers to develop their ideas and test their products. Show the children how to construct a square or rectangular frame using construction kit framework components. Show them how they could make the frames more stable and able to withstand greater loads eg by adding further kit parts or materials such as string or card, or by adding supports.

Ask the children to construct a slide using bricks from a construction kit for ‘Jet Set Jim’. Show the children that a strip of card could be used for the slide part to make it more slippery. Try out the slide using different materials and see which works best.

use a limited range of materials and techniques to assemble and join components to make realistic models of playground equipment make their playground structures more stable eg by using a wide base and able to withstand greater loads eg by adding a support to their swing or climbing frame

http://www.standards.dfes.gov.uk/schemes2/designtech/det1b/det1a

http://www.standards.dfes.gov.uk/schemes2/designtech/det1b/det1a

to recognise shapes and their application in simple structures

2b

Show how, and give the children the opportunity, to combine components from different construction kits using small pieces of masking tape, rubber bands or string.

Ask the children to construct a see-saw(R) swing (Y1) string with suitable construction kit parts. Show the children how a seat could be made from a small cardboard box, or a section from an egg box. Show how the seat can be made to move by attaching it to the frame using string, wool or other thread.



4a

Section 3: Design and make assignment (DMA)

to draw on their own experience to help generate ideas

to use the appropriate vocabulary for naming and describing the equipment, materials and components they use

Explain to the children that they are going to design and make models of equipment for a playground. Discuss the intended user eg very young children, and the type of equipment that the user would like

Recap on their previous learning related to playgrounds and ensure that the children are aware of the construction kits and other materials available for them to use.

Give the children an opportunity to discuss their ideas and to explain in both pictures and words what they would like to make. What could you do? How could you do this? What do you need to know? Who could you ask? What does the model need to do?

Children make a plan and decide on materials/equipment to be used.

The design reflects the task set

The materials and tools chosen are suitable/appropriate for task

4b to make models which reflect their ideas

Encourage the children to incorporate other materials eg card, string or reclaimed materials to make the construction kit models more realistic.

Encourage the children to use the correct vocabulary for naming the construction kit components that they are using, and the parts of the playground equipment that they are creating.

At certain stages gather the children together to talk about their work so far. How will you make it stable? How could you make it stronger?

Children collect materials needed and begin constructing their models using their plans

apply what they have learnt through IDEAs/FPTs in their designing and making

use the correct names of the construction kit components and other materials

use materials and components to model ideas

make judgements about the outcome of their work eg the climbing frame is strong and will not tip over

Session Objectives Shared teaching and learningIndependent learning

Assessment criteria

5to evaluate their products as they are developed, identifying strengths and possible changes they might make

Encourage the children to evaluate their own work and that of others in a positive manner. Is the equipment that you have made suitable for the intended user? Is the model stable? Is it fun to use?

Children show models and discuss them in both a group and an individual setting

Give reasons for their choice of model, materiaks and tools used and the appropriateness of the model with consideration to task set.


Cross curricular links;

1C 'Sorting and using materials', 1E 'Pushes and pulls', 2E 'Forces and movement'

Information technology: Units 1A 'Assembling text', 1B 'Using a word bank', 1E 'Representing information graphically: pictograms'

http://www.standards.dfes.gov.uk/schemes2/it/itx1e

http://www.standards.dfes.gov.uk/schemes2/it/itx1b

http://www.standards.dfes.gov.uk/schemes2/it/itx1a



http://www.standards.dfes.gov.uk/schemes2/science/sci1c

Mathematics: Number (before, after, between, largest, smallest, how many, roughly, too many, too far), handling data (sorting, identifying most/least popular), measurement (length, balance, heavy, light)

Literacy: The class should discuss how to phrase and punctuate questions as part of their survey eg considering words which signal a question. Use collections of words from the topic to reinforce understanding of alphabetical order

Speaking and listening: Describing observations

Ensure that adult helpers are clear about the learning objectives and outcomes related to the visit to the playground. Both the IDEAs and the FPTs could be whole class sessions with follow-up work done in small groups (between four and six children). Children could work in small groups for the DMA at different times or, if there is sufficient equipment and adult support, at the same time.

Another way to manage the focused task is to ask each group of children to explore one piece of playground equipment eg swing, slide, roundabout, rocking horse. Ask them to make a model and tell the rest of the class how they got their model: - to be strong enough, - to be stiff enough, - to be stable enough, - to move properly, - to be safe enough Then ask each group of children to choose a particular type of playground ride and make the most exciting version given what they have learnt. A simple recording sheet may be useful for children to record notes and drawings made during their investigations. Take still or video photography for future reference in school.

Health and safety When carrying out a risk assessment for this activity, teachers will need to consider the materials, tools and equipment being used. In addition to this, the following point should be noted: ** items of playground equipment should be tested under close adult supervision

year 1 cross-curricular planning autumn 2007

Documents

christmas unit narrative

weeks unitnarrative

week nonfiction unit

nonfiction units

literacy narrative units

houses autumn

environment literacy

smoothiemilkshakevarious