Download File - BISC, Wroclaw

Autumn Term
Week
Date
Topic/ Unit
Possible Teaching Activities
Outcomes
Resources
book pages / web
1
5 SEPT
- Introduction to year 1
- Activities getting to know the
school and their classmates
All children can:
- Become comfortable and confident
within the school environment
- Learn what is expected from them
in year 1
2
12 SEPT
- Learn human body
parts
-
Song ‘Head, shoulders, knees
and toes’
- Draw around a partner and
label the different parts of the
body
- Discuss what different body
parts do
All children can:
- Be able to identify, name, draw and
label the basic parts of the body
Large paper,
marker pens
Some children can:
- Know what our body parts do
3
19 SEPT
- Learn animal body
parts
- Know different types of
animals
- Drawing and labeling animal
bodies
- Describing pets
- Sorting different animals into
categories
- Matching animal body parts to
names
All children can:
Pictures of
- Know some names of animal types different animals,
matching game
Some children can:
- Describe and compare the different
structure of common animals
4
26 SEPT
- Identify and explore
the five senses
-Explore the differences
between the senses of
people and senses of
animals
- Feeling objects in a bag and
guessing what they are
- Identify different foods using
only smell
- With eyes closed guess who is
speaking
- Taste different types of food,
All children can:
- Be able to name the five senses
- Know which body part is associated
with which sense
Small objects in a
bag, foods that
have different
tastes, objects that
make sound,
Some children can:
audio of animal
- Be able to discuss the importance of sounds, strong
sour, sweet etc
our senses
- Sight game where an object is
removed while their eyes are
closed
- Discuss the difference between
senses of animals and senses of
humans e.g. a dog’s sense of
smell
5
6
7
3 OCT
10 OCT
17 OCT
- Identify the visual
differences between
people
- Identify and name a
variety of common
animals
- Difference between
herbivores, carnivores
and omnivores
smelling foods,
braille
- Using drawings of themselves,
create a class pictogram
showing different hair colour
- Use hair and eye colour sorting
cards
All children can:
- Understand that living things have
many differences
- Describe their pets and how
they look after them
- Design posters on how to care
for a pet
- Design a medal for a brave pet
All children can:
Medal template,
-Be able to identify common pets and poster materials
animals
- Sort animals using Venn
diagrams based on their diet
- Play online animal diet game
Sorting cards,
Stickers, A3 paper,
mirrors
Some children can:
- Understand how a pictogram is
made and how to read them
Some children can:
- Understand what pets need to be
happy, safe and healthy
All children can:
-Venn diagrams,
- Be able to sort pets and other
pictures of
animals into groups based on diet
animals, internet
- Understand a simple Venn diagram
Some children can:
- Understand vocabulary herbivore,
carnivore and omnivore
8
24 OCT
- Identify and name a
variety of common
animals including fish,
reptiles, birds and
mammals
- Sort different animals using
tree diagrams
- Bird watching around the
school
All children can:
- Be able to name animals found in
the local environment and school
grounds
Pictures of
different animals,
bird table
Some children can:
- Be able to sort animals using
different criteria
- Understand how to make a simple
tree diagram
Half term break
9
7 NOV
(* 11 NOV BANK
HOLIDAY)
- Introduction to mini
beasts
- Go on a nature walk
- Collect mini beasts, draw and
label them
All children can:
- Know to handle animals with care
- Understand the importance of
returning animals to their habitat
Insect viewers,
magnifying
glasses, tubs,
pencils
Some children can:
- Be able to ask and answer
questions about mini beasts
10
14 NOV
- Learn about farm
animals
All children can:
- Read story ‘Farmer Duck’
- Children create a class farm by - Know which animals are commonly
making paper animals from ‘Fun kept on a farm
With Paper’ book
- Know which products come from
- Make a collage of their
which animal e.g. eggs, milk and
favourite farm animal
wool
- Class trip to a farm
Some children can:
- Understand why these animals are
there
Book ‘Fun with
Paper’, card,
collage materials
11
12
13
21 NOV
28 NOV
5 DEC
- Exploring different
materials
Describe the simple
physical properties of a
variety of everyday
materials
-
- Identify and name a
variety of everyday
materials, including
wood, plastic, glass,
metal, water, and rock
- Explore different materials by
looking at them and feeling them
- Find objects in the classroom
made of certain materials
- Material sorting game on BBC
website
All children can:
- Be able to name some different
materials
- Group objects together by
material
- Introduce vocabulary for
describing objects
- Shipwreck challenge on BBC
website
All children can:
- List some common properties of
materials.
- Look at a group of objects and
discuss which are man-made
and which are natural
- Watch videos about making
paper from trees and making a
jumper starting with a sheep
All children can:
Be able to list some materials that
occur naturally
- Be able to list some materials that
are man-made
selection of
materials, internet
Some children can:
- Understand the scientific meaning of
the word material
- Be able to talk about the properties
of different materials
Selection of
materials, internet
Some children can:
- Describe the properties of a
material.
- Explain what the term property
means in a scientific context.
Some children can:
- Understand that some natural
materials are shaped to make them
useful.
- Understand that lots of different
Videos, natural
materials and
man-made objects
things can be made from the same
material.
14
12 DEC
(* 16 DEC halfday)
- Distinguish between an
object and the material
from which it is made
- Describe the simple
physical properties of a
variety of everyday
materials
- Read ‘The Three Little Pigs’
- Discuss why the bricks are
better for building a house
- Construct their own houses
using straw, sticks or Lego
-Test their houses with a
watering can and a hairdryer
-Discuss what went well and
what they would do differently
next time
All children can:
- Construct a house for one of the
Three Little Pigs.
Some children can:
- Be able to talk about why some
materials are good for different
purposes (their properties).
- Be able to talk about their ideas in a
group.
Book ‘Three Little
Pigs’ string, wood,
Sellotape glue,
watering can,
hairdryer
XMAS BREAK
Spring Term
Week
Date
Topic/ Unit
Possible Teaching Activities
Outcomes
Resources
book pages / web
1
3 JAN
(* 6 JAN BANK
HOLIDAY)
- Compare and group
together a variety of
everyday materials on
the basis of their simple
physical properties
- Looking at and touching
different types of paper
- Making paper aeroplanes from
different types of paper
- Papier mâché balloons to make
All children can:
- Know what paper is made from.
Some children can:
- Be able to explain that paper is a
A large selection of
different papers,
newspaper strips,
PVA glue, balloons
faces
2
9 JAN
- Learn that some
materials and objects
float in water and some
sink
material with many different uses.
- Be able to describe the properties of
different papers.
- Make predictions and carry out All children can:
an experiment to see which
- Understand what is meant by float
objects float and which sink
and sink.
- Be able to carry out a simple
enquiry.
Selection of
objects that float or
sink, container
filled with water
Some children can:
- Record the results of an enquiry
using drawings and simple scientific
language.
3
4
16 JAN
23 JAN
-Looking at why some
things float and some
sink
- Identify and name a
variety of common wild
and garden plants
- Experiment to see how many
stones it takes to sink a
container
- Making different shaped boats
to see which shape helps them
to float
- Using a straw to fill a
submerged bottle with air until it
floats.
All children can:
- Understand why objects made from
the same material can sink or float
depending on their shape.
- Read story, Oliver’s Vegetables
- Look at a selection of seeds
- Plant our own vegetable seeds
- Grow a virtual plant
All children can:
- Be able to list some edible plants.
- Understand that plants will grow
from seeds they have planted.
Container of water,
plastic bottle,
margarine tubs,
stones, tin foil,
plasticine, straws
Some children can:
- Explain that putting air in some
objects can make them float.
- Talk about why some materials float
and some sink.
Some children can:
- Be able to list some plants.
Internet, book
‘Oliver’s
Vegetables’, soil,
pots, seeds
- Explain why plants are important to
humans.
5
30 JAN
6
6 FEB
7
13 FEB
- Learning about
different flowers and
plants
- Learning about
different flowers and
plants
- Plant cress seeds
- Discuss the importance of Bees
- look at pictures of wild flowers
with their names
- Colour in accurately wild flower
colouring sheets
- Make a small flower book
All children can:
Cress seeds, pots,
- Be able to name some common wild soil, colouring
flowers.
sheets, pictures of
common wild
Some children can:
flowers
- Be able to identify some common
wild flowers.
- Continue flower book
- Make a collage of a bee using
crate paper and pipe cleaners
- If possible cut the cress, wash
and eat
All children can:
- Be able to name some common
garden flowers.
- Identifying wild flowers - Nature walk around school and
in our local area
to the park
- Take pictures of flowers found
and see if we know any of their
names
- Using photos we find out the
names of the flowers we found
- Children draw their favourite
flower from our walk
Some children can:
- Talk about the importance of bees.
Crate paper, pipe
cleaners, PVA
glue, cress from
previous lesson,
books from
previous lesson
All children can:
Extra adult,
- Understand how to be careful in the camera, internet,
environment.
flower books
Some children can:
- Identify plants in the countryside
and in gardens.
Half term break
8
27 FEB
- Identify and describe
the basic structure of a
variety of common
flowering plants,
including trees
- Leaf rubbing pictures
- Label and colour the different
parts of plants
- Look at different shaped leaves
and draw them
All children can:
Leaves, chalk,
- Name the main parts of a plant.
flower diagram
- Understand that plants have leaves with labels
of different shapes and colours.
9
10
11
12
6 MARCH
- Identify and describe
the basic structure of a
variety of common
flowering plants,
including trees
13 MARCH - Looking at parts of
plants in detail
- Go for a walk around school
only looking at trees
- Wax crayon bark rubbing
pictures
- Compare the different textures
of tree bark
- Make tree paintings using
realistic colours
All children can:
- Be able to name the parts of
flowering plants including trees.
- Look at pictures of close-up
plant parts, can they guess
which parts they are?
- Discuss and demonstrate
different ways of drawing e.g
light/ soft
- Give out leaves, petals and
other parts of plants with
magnifying glasses
- Children draw what they see
through the magnifying glass
All children can:
- Observe details using a magnifying
glass.
Wax crayons,
paper, paints
Some children can:
- Explain that tree trunks and leaves
of plants vary in colour.
Plants, pictures,
paper, pencils and
magnifying glasses
Some children can:
- Make a detailed drawing of the
parts of a plant.
20 MARCH - Learn about harvesting - If appropriate harvest our
food
vegetables planted earlier in the
year
- Discuss about harvest and
harvest festival
- Make corn dollies using art
straws
All children can:
- Know that people all over the world
celebrate the harvest with special
festivals and traditions.
27 MARCH
All children can:
Buds if available,
- Be able to name the four seasons of video of the
Learning about the
seasons
-
- Discuss what the weather is
like in each season
Straws, vegetables
Some children can:
- Be able to describe how some food
they have eaten was grown.
- Look at different buds on trees
- Draw a twig with buds
Look at the colour of leaves in
Autumn
13
3 APRIL
(*7 AP half day)
the year.
Some children can:
- Explain how plants change during
the four seasons.
- Explain how buds grow and change
in the Spring.
changing seasons,
pictures of trees in
all four seasons
All children can:
- Week of consolidation, - Different activities to help
revision and revisiting
consolidate their learning and to - Gain a better understanding.
areas of work the class fill gaps in their understanding.
- Be more confident with certain
found difficult.
tasks.
EASTER BREAK
Summer Term
Week
Date
Topic/ Unit
Possible Teaching Activities
Outcomes
Resources
book pages / web
1
24 APRIL
- Observe changes
- Read the poem What is the
across the four seasons Sun? by Wes Magee
All children can:
- Be able to describe the Sun in
Torch, ball, sun
picture, library
- Think of questions they want
simple terms.
answered about the sun
Some children can:
- Look for information in topic
books
- Know facts about the Sun.
- Colour a picture of the sun and
write facts around it
- Demonstrate night and day with
a torch and a ball
2
1 MAY
(* 1-3 May bank
holidays)
3
4
8 APRIL
15 APRIL
books, poem
- How do we stay safe in
the sun?
- Positions of the sun
throughout the day
- Discuss the dangers of the sun
- Think of how we protect
ourselves from the sun
- Design their own sun hats
- Check the position of the sun in
the sky throughout the day
taking care not to look directly at
the sun
All children can:
- Understand that it is dangerous to
look directly at the Sun.
- See that the Sun appears to move
across the sky during the day.
Sun hat template,
picture of the
school building to
record the position
of the sun
throughout the day
- Exploring shadows
- Draw round our shadows with
chalk
- Stand in a line and look at all of
our shadows
- Draw themselves, a sun and
where their shadow would be
- Make shadow puppets
All children can:
- Understand that it is dangerous to
look directly at the Sun.
- Describe shadows as a patch of
darkness.
Chalk, bright light
- Make silhouette pictures of the
children’s heads
- Cut shapes and make shadow
patterns on the wall
- Experiment to see what affects
All children can:
- Describe and create a silhouette.
- Use different materials to create
different shadows: dark, faint and
coloured.
- More shadows
Some children can:
- Explain that shadows change in
length and position during the day.
Black card, white
pencil, bright light,
card, scissors
5
6
7
8
22 MAY
29 MAY
5 JUNE
12 JUNE
(* 15-16 June
CC holiday)
- Exploring the four
seasons
the colour and shape of our
shadows
- Identify silhouettes in daily life.
- Make a tally chart and
pictogram of birthdays
- Show which months are in
which season
- Discuss important holidays in
each season
- Draw different clothing
they need for each season
All children can:
- Describe each season.
- Name the four seasons.
Some children can:
- Put the months into the correct
seasons
- Recording the weather - Read the poem The Months of
the Year by Sara Coleridge
- Learn weather vocabulary and
match with the weather symbol
- Fill in a weather chart every
day for a week
- Think about the weather in their
home countries
All children can:
- Describe the weather.
- Use simple equipment to measure
some aspects of the weather.
- Seasonal weather
All children can:
- State that the weather changes
during the four seasons.
- Migration and
hibernation
- Draw pictures of what they like
to do in winter/ summer
- Draw appropriate clothes on
children template for the different
seasons
- Create a weather map for the
four seasons
- Look at a pile of clothes and
sort them into the correct season
List of their
birthdays, blank
table for tally chart,
blank graph axis
Weather flash
cards, weather
chart, thermometer,
poem
Some children can:
- Record the weather on a chart.
Children picture, a
selection of
different clothing,
weather symbols
Some children can:
- Explain that the days are longer in
the summer than in winter (and
nights are shorter in the summer
than in winter)
- Look at a map of the world and All children can:
discuss the different weather
- Explain that the seasons (and
- Watch animated tale ‘The
associated weather) occur at
Clay, shoe box,
animated tale,
map, paper
Swallow’
- Draw Swallow’s route on a map
- Create a hibernating animal
using a shoe box, shredded
paper and clay
different times of the year in the
Northern and Southern Hemispheres.
- Understand that some animals
migrate because of this
Some children can:
- Understand that some animals
hibernate through Winter instead
9
10
19 JUNE
26 JUNE
- Sun myths
- End of year revision
and consolidation
- Read a selection of myths
about the sun
- Discuss which myths they liked
the best
- In mixed ability groups they
choose a myth to practise and
act out in front of the class
- Write about why the sun is
important to us
All children can:
- Understand that the Sun is
important to us.
- Revision
- Discussions
- Look back at work from the
past year
All children can:
- Talk about things they have learnt in
year 1
- Say what they would like to learn
more about in year 2
Some children can:
- Explain that myths about the Sun
try to explain how the Sun was
created, why it appears to move
across the sky & how it ‘disappears’
at night & rises again the next day.
SUMMER HOLIDAY
Selection of myths,
library books