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Year 1

IPC Letters 2016-17

Term 1 – A day in the life

Subject

NC objective (statutory coverage)

Guidance / topic ideas

Science

Living things and their habitats:

Pupils should be taught to:

  • explore and compare the differences between things that are living, dead, and things that have never been alive

Everyday materials:

  • distinguish between an object and the material from which it is made

Thinking Scientifically:

  • identifying and classifying

 

 

People, other animals, plants, objects – sorting and classifying

 

 

Fireman Sam – what materials are his uniforms made from? What materials are waterproof? What burn easily?

History

  • Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time.

Pupils should be taught about:

  • changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

 

People who have helped us in our lives – use vocab of past

 

How have emergency services changed? Look at different uniforms etc

Geography

Geographical skills and fieldwork:

  • use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map

 

Get chn to be ambulance drivers and give directions

D&T

Technical knowledge

  • build structures, exploring how they can be made stronger, stiffer and more stable
  • explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

Build an emergency vehicle – use building materials such as knex, lego etc.

Computing

  • Recognise common uses of information technology beyond school

Where do computers help us?

 

Term 2 – Let’s celebrate

Subject

NC objective (statutory coverage)

Guidance / topic ideas

Science

Seasonal changes:

Pupils should be taught to:

  • observe changes across the four seasons
  •  observe and describe weather associated with the seasons and how day length varies.

Thinking scientifically:

  • observing closely, using simple equipment

Winter coming – what changes are there?

 

Geography

Human and physical geography

  • 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

 

Look at Christmas in Australia and UK – how is it different?

Look at weather in North Pole

Look at India – where Diwali is celebrated – how is the weather different to here?

Music

  • use their voices expressively and creatively by singing songs and speaking chants and rhymes

Christmas songs

Computing

  • Use technology to create, organise, store, manipulate and retrieve digital content

making parts of Christmas cards e.g. typing merry Christmas and adding a picture on word for a card

Art

  • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

Art from other cultures:

Festival art – Rangoli patterns- rice, chalk- Diwali

Colour – firework pictures- paint, pastel

Clay – make a diva lamp

History

  • know about events beyond living memory that are significant nationally

Guy Fawkes night

Citizenship

  • To recognise how their behaviour affects other people.
  • To take and share responsibility (e.g. for their own behaviour, by helping to make classroom rules and following them).
  •  

 

 

Term 3 – The magic toymaker

Subject

NC objective (statutory coverage)

Guidance / topic ideas

Science

Everyday materials:

Pupils should be taught to:

  • 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.

Thinking scientifically:

During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking simple questions and recognising that they can be answered in different ways
  • performing simple tests
  • using their observations and ideas to suggest answers to questions
  •  gathering and recording data to help in answering questions

Best materials for teddy’s rain coats, boats etc

 

Carry out tests and find answer.

DT

Design

  • design purposeful, functional, appealing products for themselves and other users based on design criteria
  • generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make

  • select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Puppets – look at different types – how they are made.

 

Design a sock puppet / finger puppet.

 

 

 

Use textiles / sewing to make a puppet

History

  • They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods.
  • They should use a wide vocabulary of everyday historical terms.

 

Compare toys past and present (e.g. use toy story, Mr potato head, Victorian toys etc)

 

Term 4 – Time travellers

Subject

NC objective (statutory coverage)

Guidance / topic ideas

Science

Recap materials

Thinking scientifically:

During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking simple questions and recognising that they can be answered in different ways
  • performing simple tests
  • using their observations and ideas to suggest answers to questions
  •  gathering and recording data to help in answering questions

What should we make our time capsule out of? - waterproof

Art

  • to use a range of materials creatively to design and make products
  • about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Local artists???

Geography

Use basic geographical vocabulary to refer to:

  • key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Geographical skills and fieldwork

  • use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
  • use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
  • use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Local study – how Dartford has changed

 

Find Dartford in an Atlas

 

Make map of the school when it first opened and now using aerial photographs

 

Look at old and new maps of Dartford and spot differences

History

  • know about significant historical events, people and places in their own locality.
  • They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.

Dartford history – look at different sources of information to find out about events in Dartford’s history

Citizenship

  • To know what they like and dislike, what is fair and unfair and what is right and wrong.
  • To take part in discussions with one other person and the whole class.
  •  

 

 

Term 5 – Flowers and Insects

Subject

NC objective (statutory coverage)

Guidance / topic ideas

Science

Animals:

  • 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
  •  identify and name a variety of plants and animals in their habitats, including microhabitats
  • 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

Thinking Scientifically:

  • identifying and classifying

 

Art

  • about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Andy Goldsworthy

Music

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

 

Geography

Locational knowledge

  • name and locate the world’s seven continents and five oceans

Find on a world map

And identify animals that live in each continent

 

Term 6 – Hooray, let’s go on holiday!

Subject

NC objective (statutory coverage)

Guidance / topic ideas

Science

Plants:

Pupils should be taught to:

  • 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

Thinking scientifically:

  • using their observations and ideas to suggest answers to questions
  • gathering and recording data to help in answering questions

 

Geography

Place knowledge

  • understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

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

 

DT

Make

  • select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]

 

Evaluate

  • explore and evaluate a range of existing products
  • evaluate their ideas and products against design criteria

 

Make and evaluate plant pots?

 

Music

  • play tuned and untuned instruments musically

 

 

 

PE taught through providers in PPA.

French, RE and PSHE to be taught discretely.

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