Royd Nursery Infant School Long Term Plan Key Stage 1 Year: 2017/2018 Year Group: KS1

AUTUMN 1 (8 WEEKS) AUTUMN 2 (7 WEEKS) SPRING 1 (6 WEEKS) SPRING 2 (5 WEEKS) SUMMER 1 (6 WEEKS) SUMMER 2 (7 WEEKS) Topic title (main Bounce Memory Box Rio di Vida Bright Lights, Big City The Enchanted Moon Zoom theme) Woodland WOW Event Parents in school Visit Victorian Classroom Music Hub teachers (visitor) Walk around Set up garden/ florist Visit The Deep Carousal of activities neighbourhood role play area in P factor (poetry) classroom Invite stocksbridge mayor in to find out about Make a fragranced children's ideas for product improving the local area Visits/visitors in school Walk around Visit The Glenn The Deep Parents in for phonics Victorian Classroom Hucklow primary school neighbourhood (woodland) Parents – making a Y2 residential Whirlow Music Hub teachers (visitor) woodland residential Carousal of activities Y2 Hucklow

Home activity Art project Design or build: Design or build: Make a city (skyscrapers) Play games in the Make a spaceship/rocket A Victorian toy Music instrument (suitable woodland – Fact file and the for a carnival) Woodland potion planets/space Timeline about toys. Hide and seek Record a piece of music. Colour chart Fact file. Den buildings

School Events Book week- stories from Art week Safety week Comic relief- Enterprise Project other culture Christmas performance World Book day Sports day Art week Children in Need Story telling week Spend or save? Summer Fayre Christmas party Film premiere/leavers Panto concert School sale Parental Parent workshop Purple Parent’s evening Parent workshop - E safety Parent’s evening Parents in for Parent workshop- Engagement/worksho mash Structured conversations Parents maths information Maths workshop- cornerstones activity transition ps Whirlow info session Parents phonics evening calculation methods and Drop in parent’s evening Parents in for cornerstones information evening mental an oral Parents in for activity and phonics structured conversations cornerstones activity Parents in for cornerstones activity Royd Nursery Infant School Long Term Plan Key Stage 1 Year: 2017/2018 Year Group: KS1

Literacy- Genres Genres Genres Genres Genres Genres Recount – retell a story (Little Formal letter of Extended story – Information text – Story writing – children Formal letter – applying Red Riding Hood) complaint – (historical figure) create their own story for a vacancy as an Persuasive speech – astronaut Information text – Stocksbridge Library Diary Entry – role of a Victorians Poetry – astronaut Poetry – Poetry –

SPAG SPAG SPAG SPAG SPAG SPAG -Punctuation – CL, FS, ? ! . -Punctuation – CL, -Punctuation – CL, FS, ? ! . -Punctuation – CL, -Punctuation – CL, FS, ? ! -Punctuation – CL, FS, ? ! . -Past and Present tense FS, ? ! . -Past and -Past and Present tense FS, ? ! . -Past and . -Past and Present tense -Past and Present tense - commas to separate items Present tense - commas to separate items Present tense - commas to separate - commas to separate in a list - commas to separate in a list - commas to separate items in a list items in a list - Expanded noun phrases items in a list - Expanded noun phrases items in a list - Expanded noun phrases - Expanded noun phrases -Apostrophes to mark where - Expanded noun phrases -Apostrophes to mark where - Expanded noun phrases -Apostrophes to mark -Apostrophes to mark letters are missing in spelling -Apostrophes to mark letters are missing in spelling -Apostrophes to mark where letters are missing where letters are missing and to mark singular where letters are missing and to mark singular where letters are missing in spelling and to mark in spelling and to mark possession in nouns. in spelling and to mark possession in nouns. in spelling and to mark singular possession in singular possession in -Use of the progressive form singular possession in -Use of the progressive form singular possession in nouns. nouns. of verbs in the present and nouns. of verbs in the present and nouns. -Use of the progressive -Use of the progressive past tense to mark actions in -Use of the progressive past tense to mark actions in -Use of the progressive form of verbs in the form of verbs in the progress (e.g. she is form of verbs in the progress (e.g. she is form of verbs in the present and past tense present and past tense to drumming, he was shouting) present and past tense to drumming, he was shouting) present and past tense to to mark actions in mark actions in progress -Use of the suffixes –er, -est mark actions in progress -Use of the suffixes –er, -est mark actions in progress progress (e.g. she is (e.g. she is drumming, he in adjectives and –ly to turn (e.g. she is drumming, he in adjectives and –ly to turn (e.g. she is drumming, he drumming, he was was shouting) adjectives into adverbs. was shouting) adjectives into adverbs. was shouting) shouting) -Use of the suffixes –er, - Formation of nouns using -Use of the suffixes –er, - Formation of nouns using -Use of the suffixes –er, -Use of the suffixes –er, -est in adjectives and –ly suffixes (-ness, -er) -est in adjectives and –ly suffixes (-ness, -er) -est in adjectives and –ly -est in adjectives and –ly to turn adjectives into -Formation of adjectives to turn adjectives into -Formation of adjectives to turn adjectives into to turn adjectives into adverbs. using suffixes such as –ful and adverbs. using suffixes such as –ful and adverbs. adverbs. - Formation of nouns using –less - Formation of nouns –less - Formation of nouns - Formation of nouns suffixes (-ness, -er) - Add suffixes to spell longer using suffixes (-ness, -er) - Add suffixes to spell longer using suffixes (-ness, -er) using suffixes (-ness, -er) -Formation of adjectives words, using the suffixes – -Formation of adjectives words, using the suffixes – -Formation of adjectives -Formation of adjectives using suffixes such as –ful ment and –ly using suffixes such as –ful ment and –ly using suffixes such as –ful using suffixes such as – and –less - Spelling ( common and –less - Spelling ( common and –less ful and –less - Add suffixes to spell exception words) - Add suffixes to spell exception words) - Add suffixes to spell - Add suffixes to spell longer words, using the -subordination (using when, longer words, using the -subordination (using when, longer words, using the longer words, using the suffixes – ment and –ly if, that, because) and co- suffixes – ment and –ly if, that, because) and co- suffixes – ment and –ly suffixes – ment and –ly - Spelling ( common ordination (using or, and, but) - Spelling ( common ordination (using or, and, - Spelling ( common - Spelling ( common exception words) Royd Nursery Infant School Long Term Plan Key Stage 1 Year: 2017/2018 Year Group: KS1

exception words) but) exception words) exception words) -subordination (using -subordination (using -subordination (using -subordination (using when, if, that, because) when, if, that, because) when, if, that, because) when, if, that, because) and co-ordination (using and co-ordination (using and co-ordination (using and co-ordination (using or, and, but) or, and, but) or, and, but) or, and, but)

Mathematics Place value Measuring Addition Subtraction continued… -Division -Addition - partition (tens and ones) (length/height) - two digit and ones - two digit and ones -Fractions -Subtraction - reorder numbers (smallest - Estimating - two digit and tens - two digit and tens -Measure - multiplication to largest, and, largest to - Measuring (cm, m) - two two-digit numbers - two two-digit numbers -Position and direction - Division smallest) - Recording - Commutative order - Word problem -Word problems -Measure - Word problems - Word Problems - Word problem Counting 2s, 5s, 10s -Investigations -Time - Read and write numbers Mass (g, kg) Counting 2s, 5s, 10s Counting in 3s -2d and 3d Shape - More than and less than - Estimating Counting in 3s - Measure - continue number patterns - Comparing Number bonds to 10 -Number bonds Shape space measure - Prediction - two digit and ones -Counting 3s, 4s & 6s -Word problems - Naming 2D and 3D shapes - Word problem - two digit and tens x2, x5, x10 -Investigations - Properties 2D and 3D Capacity - two two-digit numbers -Number sequences shapes - Estimating - Commutative order -Multiplication - Sorting 2D and 3D shapes - Comparing - Word problem - Investigations Counting 2s, 5s, 10s - Prediction - Word problem Subtraction - two digit and ones Doubles and halves to 20 - two digit and tens - two two-digit numbers - Word problem Counting 2s, 5s, 10s Counting in 3s

Science Y1 Y1 Y1 Y1 Y1 Y1 - Name a range of - Identify whether an -Identify and name a range of -Name a range of -Identify and name -Use everyday language/begin animal is a carnivore, common animals from the local different types of common flowers and to use simple scientific words everyday materials, and wider environment to ask or answer a scientific including wood, plastic, herbivore or omnivore weather from pictures trees found growing in and how we might know -Classify and sort familiar the locality question metal, rock and glass. animals according to whether or sounds -Follow instructions to this from their physical they are invertebrates, fish, -Sort trees into groups to complete a simple test -Group and sort appearance -Describe some show those that are amphibians, reptiles, birds or positive and negative individually or in a group materials according to their - Draw and label basic mammals evergreen and those that -Observe objects, materials simple physical properties. parts of the human body, -Name animals living in a range effects of the weather are deciduous. and living things and describe -Identify the material an including those related to of familiar environments, such as for ourselves and our -Identify the basic what they see object is made from, the senses their homes, woodland or school environment structural parts of -Use simple, non-standard Royd Nursery Infant School Long Term Plan Key Stage 1 Year: 2017/2018 Year Group: KS1

suggesting why it is made Y2 grounds -Observe and record common flowering plants measurements in a practical from that material. - Construct a simple food -Explain how to take care of an the daily weather on a and trees, including root, task animal from the local habitat -Sort and group objects, -Identify some materials chain that includes chart or in a table stem, stalk, leaves, humans as the top -Describe in simple terms the life flowers, bulb, fruit, seeds materials and living things, that help physical cycle of a familiar animal such as -Broadly assign with help, according to simple consumer a frog, butterfly or human and trunk. observational features processes (e.g. - Explain simply how different weather types -Identify their locality as woollen fabric keeps us -Compare animals that are kept as to seasons -Talk about their findings and humans and some pets, knowing which group they a habitat for living things explain what they have found warm). familiar animals change belong to -Describe how day -Care for a growing out -Describe properties of a as they grow Y2 length changes over a seedling, observing and -Use every day or simple material using everyday -Name and match animals to their year, from experience describing its growth scientific language to ask language or simple offspring and know how it -Identify the seeds, as a and/or answer a question to -Sort and classify things part of a plant, that given data scientific vocabulary according to whether they are affects their lives -Explain, with help, what they (e.g. hard/soft or bendy/not dead, alive or have never been Y2 makes a whole new think they have found out bendy). alive -Identify less familiar plant. Y2 -Define the terms ‘habitat’ and -Describe how plants -Suggest ideas, ask simple -Compare two or more ‘micro-habitat’ giving examples weather conditions that change over time, questions and know that they different materials for their of animals that live in each place are more common in including seasonal can be answered/investigated performance at a particular -Identify the basic needs of other parts of the world change (leaves fall off, in different ways including task (e.g. mopping up a animals and humans for survival, -Explain how any why blossom, buds opening). simple secondary sources, including nutrition and regular -Name, compare and such as books and video clips spill). exercise the weather influences -Do things in the correct order Y2 -Recognise the need for animals our choice of clothing contrast familiar plants when performing a simple test - Identify the uses of and humans to grow and and affects what we according to their and begin to recognise when everyday materials in a reproduce. Describe the life can do observable features something is unfair cycles of some common animals Y2 -Observe something closely familiar location (e.g. -Identify patterns and and humans -Identify what eats plants and describe changes over school or home), -Compare living things in similarities and as a food source and time recording their findings. familiar habitats with the living differences within recognise simple food -Use simple equipment, such -Sort and grade a range things in a less familiar habitat recorded weather over chains as hand lenses or egg timers ti take measurements, make of materials for a specific a given period of time -Sort seeds and bulbs observations and carry out property (e.g. smoothness). -Explain how animals into groups according to simple tests -Identify and describe the or plants are affected physical features. -Decide, with help, how to range of materials that can by the seasons, using a -Describe the different group materials, living things and objects, noticing changes be used to make a single specific animal or plant plant parts and give examples of different over time and beginning to given object (e.g. cup, as an example foods that we eat which see patterns chair, table or shelter). -Make comparisons to are derived from these -Gather data, record and talk -Describe how the shape of other parts of the world their findings, in a range of plant parts, for example ways, using simple scientific some materials can be where day length rhubarb (stem), carrot vocabulary changed by twisting, changes to a greater or (root). -Identify simple patterns bending, squashing lesser degree, such as -Explain how plants are and/or relationships using or stretching. Artic or equatorial suited to their habitats simple comparative language -Use simple scientific -Relate a material’s regions and give examples of plants growing in language to explain what they Royd Nursery Infant School Long Term Plan Key Stage 1 Year: 2017/2018 Year Group: KS1

physical properties to its different habitats have found out uses (e.g. describe or -Describe how plants demonstrate how grow, identifying what a a material can be plant needs for healthy growth and survival unsuitable for a given task -Recognise that plants due to its ability to be produce seeds in order to changed by squashing reproduce and generate and bending). new plants. - Compare significant -Describe how bulbs help individuals who have plants to grow in winter. developed useful materials -Make comparisons or (e.g. Charles Macintosh or bulbs grown in different John Dunlop) and conditions (e.g. with and without light or water) decide which individual’s material is of most use to them. History Y1 Y1 Y1 - Ask and respond to -Begin to describe -Sequence the story of a simple questions about similarities significant historical figure the past, using sources and differences between -Compare own life and of information historical artefacts and interests now with their babyhood (e.g. food, - Retell a story or pictures. -Use simple vocabulary to clothes, toys, food, size, significant event from abilities) recalling a describe passing of time their own past significant memory from (e.g. now, them long ago, Y2 their past before and after) - Ask and answer -Describe in simple terms, -Begin to order artefacts questions about a range why a significant and pictures from of historical sources. individual acted the way significantly different -Show increased they did time periods. knowledge of events -Use simple source -Describe, in simple beyond living memory material (e.g. photographs) terms, the importance of through simple recording, to answer questions about a local place of landmark an event beyond living using text and drawings Y2 memory -Describe how their own Y2 life is different from past -Use stories of famous generations of their own historical figures to family. compare aspects of life in -Use further terms different times -Describe changes in the associated with the past Royd Nursery Infant School Long Term Plan Key Stage 1 Year: 2017/2018 Year Group: KS1

(e.g. year,, decade and local area during their own century) lifetimes and that of their -Order events in a period parents and grandparents of history studied and -Begin to understand cause begin to recall the dates and effect by looking at a of important festivals or significant individuals actions and what happened celebrations as a result -Describe how people, -Build a ‘bigger picture’ of places and events in their a historical period, using a own locality have range of source material. changed over time. Geography Y1 Y1 Y1 Y1 -Use maps, pictures and -Use the correct terms for -Name the four -Answer simple stories to find out about simple geographical seasons and describe questions regarding different places features in the typical weather straight forward -Name and locate the four local environment. conditions for each of geographical patterns countries of the UK on a -Describe how pollution them (e.g. what are the map or globe. (e.g litter) affects the - Find and name some -Ask and respond to busiest times at the local environment. questions about park?) continents on a world map -Explain what changes are - Identify the similarities places/environments -Collect data during taking place in the local and differences between the Y2 fieldwork such as the environment local environment and one -Locate hot and cold number of trees/houses -Draw a simple picture other place areas of the world in -Recognise simple map (e.g. of an imaginary Y2 place from a relation to the Equator human and physical -Use information texts and story), labelling particular and the North and features on an aerial the web to gather features. South Poles and photograph or simple information about the worlds -Name, describe and explain how the map, showing an human and physical group features of the weather affects these awareness that objects geography home/school areas look different from -Name and locate the capital environment from first - Use given above cities of the UK and its hand observation, information and Y2 surrounding areas. responding to simple observations to ask -Explain simple patterns -Name and locate the world’s questions. and respond to and offer an explanation continents and oceans on a -Use basic geographical world map of globe. questions about the (e.g. count traffic and vocabulary to name -Describe and compare the environment suggest reasons why the physical and human physical similarities and recognising how flow changes at features of familiar places differences between an area people affect this different times) -Use simple locational in the UK and one of a -Collect and organise language, including front, contrasting European country simple data from first Royd Nursery Infant School Long Term Plan Key Stage 1 Year: 2017/2018 Year Group: KS1

behind, next to, far away and second hand and near to, to describe resources including the location of fieldwork geographical features on -Identify and describe a map and in fieldwork. geographical human and Y2 physical features using -Describe and compare an aerial photograph human and physical features seen in their local environment and other places in the world. -Suggest ways of improving the local environment. -Explain how a place has changed over time -Draw simple maps or plans using symbols for a key. -Name, describe and compare human and physical features of their own locality ad another named place, asking and responding to questions. -Use geographical vocabulary to name features of familiar and unfamiliar places - Uses compass directions (North, East, South, West) to describe the location of geographical features and routes on a map. Royd Nursery Infant School Long Term Plan Key Stage 1 Year: 2017/2018 Year Group: KS1

Computing E-Safety: E-Safety: E-Safety Week E-Safety E-Safety E-Safety -Begin to evaluate websites -Use a password to Y1 -Follow the school’s safer -Know that bookmarking -Follow the E safety rules and know that everything on access the secure - Identify different devices internet rules. is a way to find safe sites -Act if they find something the internet is not true. network. that can go online, and -Act if they find again quickly. inappropriate online or -Follow the school’s safer -Cyber bullying separate those that do not. something inappropriate -Know that personal something they are unsure internet rules. -Understand rules around online or something they information should not of -Use the internet for learning safety and know who to are unsure of be shared online. -Use the internet for and communicating with tell if something concerns -Use the internet for -Know they must tell a learning and others. them online learning and trusted adult communicating with . communicating with immediately if anyone others, making choices Y2 others, making choices tries to meet them via when navigating through -Identify obviously false when navigating through the internet. sites. information in a variety of sites. contexts, identify personal information that should be kept private - Communicate safely, respecting and considering other people’s feelings online

Y1 - 2paint (Art) Y1 – 2Publish Y1 – animate IT Y1 Beebots Y1 – Internet Explorer Y1- 2Graph 2Simple music toolkit - Show an awareness of - -Give simple instructions -Open internet browser, -Explain the images (Music) information in different Children to be introduced to everyday devices to type a web address in give information. Say -Discuss and share how forms to framing and shooting make things happen. URL and to that site, what pictogram is and when they use ICT in - Make decisions about video. Children to work as -Make choices to control navigate pages using showing them everyday life simple models or links. whether or not a team investigating the simulations - Put data into a - Complete simple tasks on statements or images animate IT. -Solve a problem using Y2 Internet Explorer program (pictogram). a computer by following found online are likely ICT and 2SimpleEmail Sort objects and instructions to be true Y2 - animate IT pictures in lists or - As Year 1. Y2 – Beebots and 2Logo simple tables - Analyse making stop of Open search window, Y2 - 2paint (Art) Y2 - Powerpoint -Recognise what animation. Work as a type in a search window, algorithms are, how they 2Simple music toolkit - Recognise common team. Create a simple carry out the search, visit Y2 – 2Investigate (Music) are implemented as uses of ICT beyond storyboard. Open, capture 3 sites found. -Explain how a school programs on digital branching diagram of Royd Nursery Infant School Long Term Plan Key Stage 1 Year: 2017/2018 Year Group: KS1

- Explain why digital - Organise, store and save images. Begin to devices, and that Search a CD rom tree works folders are used manipulate and retrieve use editing software to programs execute by •Search using a menu -Place objects and following a sequence of - Organise work into data in a range of add titles/credits. Add •Mouse control to select pictures in a list or a instructions digital folder digital formats • simple table. Make a soundtrack voiceover. -Write and test simple Use of speakers to programs listen to info simple yes.no diagram -Use logical reasoning to to sort information predict the behaviour of -Open an email software simple programs program, open a window to compose a new message, type in a message and send, check account for replies. Art and Design Y1 ( Paulo Jimenez) Y1 (relation to classes Y1 ( John Brickels) - Describe the sensory own art week) -Create simple mono properties of a range of -Record ideas and prints using a range of different materials and experiences in a sketch printing utensils. book or journal decide which ones to use -Use modelling when making something -Use lines to represent a shape or outline materials to create a -Apply paint using a range -Use lines of different realistic or imagined of tools (e.g large brushes, thickness form hands, feet, rollers and -Outline personal likes Y2 pads). and dislikes regarding a -Create single and - Names primary colours piece of art multi-coloured prints and collate colours into Y2 using a range of -Make/use a simple groups of similar shades printing techniques - Outline personal likes sketch book, using a range of joining -Build simple thumb and dislikes regarding their techniques including pots using clay, own work gluing, tying and sapling including rolling out Y2 -Use line and tone to clay on a board -Choose appropriate draw shapes, pattern and materials and techniques texture for a give n project - Use tone to show light - Mix paint colours to suit and shade a task - Explain what they - Select and match colours like/dislike about an artwork, comparing it when painting from with other pieces of art. observation explaining how different colours make them feel. Royd Nursery Infant School Long Term Plan Key Stage 1 Year: 2017/2018 Year Group: KS1

- Explain the main successes and challenges encouraged when completing a piece of artwork Design and Technology Y1 Y1 Y1 Y1 - Explain how to keep safe - Draw a simple picture of -Select and explain -Describe others work, during a practical task an intended design with why they have chosen including work by - Measure and weigh food basic labelling a particular tool for a professional craftspeople and designers and say items using on standard -With help put ideas into task practice what they like and dislike measures (e.g. spoons and -Talk about their own -Explain how they about it cups) others work identifying would fix simple -Design how an existing - Identify main food strengths or weaknesses products product works (e.g. the toy groups (including fruit a - Use wheels, axles, -Cut out shape from a moves when I turn the vegetables levers and sliders range of fabrics and handle) Y2 Y2 papers -Order products or designs - Work safely and -Produce detailed, -Fold, tear, roll and cut chronologically and begin hygienically in labelled drawings or paper and card to explain reasons why models of products based they are ordered in that construction and cooking -Cut accurately and on design criteria way activities -Think of ideas and plan safely with scissors -Identify and talk about - Cut, peel, grate and chop what to do next, based on -Build simple products that use a range of ingredients to their experiences of structures electricity to make them make dishes from other working with materials Y2 work countries and components -Use tools safely for -Identify the source of - Recognise the need for a -Explain how closely, cutting and joining common foods variety of food groups finished products, meet materials and their design criteria and components say what they could do -Cut, measure form better in the future -Create and use wheels and shape materials to and axles, levers and fix or repair sliders something, explaining objectives -Join fabrics using running stitch, glue, staples, oversewing and tape -Create simple hinges and pop ups using card Royd Nursery Infant School Long Term Plan Key Stage 1 Year: 2017/2018 Year Group: KS1

-Cut wood/dowel using a bench hook and hacksaw -Improve structures by making them stronger, stiffer and more stable Music Y1 Y1 -Listen to a piece of -Sing with a sense of music, identifying if it is fast or slow, happy or sad. shape and melody -Make sounds in different -Begin to represent ways including hitting, blowing, sounds with drawings and shaking. Y2 -Talk about the song/pieces of music which they enjoy. -Use own voice in -Perform with awareness of different ways, others (e.g. take turns in a including using a loud performance and sing/play or soft voice and sing with peers). -Copy a simple rhythm by simple repeated phrases clapping or using percussion. -Follow a simple piece -State what they like or dislike of written rhythmic about a piece of music. notation Y2 - Describe how an instrument has been used to represent a sound or object (e.g. a flute for a bird or a drum for thunder). Begin to recall sounds. -Carefully choose instruments to combine layers of sound, showing awareness of the combined effect. -Describe basic elements of a piece of music (e.g. pace, volume, emotion). -Use own voice in different ways including speaking, singing, and chanting for different effects. -Identify the difference between rhythm and pulse. -Explain what they like or dislike about a piece of music and why. Royd Nursery Infant School Long Term Plan Key Stage 1 Year: 2017/2018 Year Group: KS1

PE Y1 (rugby) Y1 (hockey) Y1 (football) Y1 (athletics) Games -Negotiate space when -Negotiate space when -Negotiate space when Run a short distance with Gymnastics racing and chasing, adjusting racing and chasing, racing and chasing, adjusting some control. Jump with Dance speed or changing direction adjusting speed or speed or changing direction both feet from standing. to avoid obstacles. changing direction to to avoid obstacles. -Throw a projectile in a - Pat, throw, kick, stop avoid obstacles. - Pat, throw, kick, stop given direction. Y2 (athletics) and sometimes catch a ball. - Pat, throw, kick, stop and sometimes catch a ball. -Run a short distance with Y2 and sometimes catch a Y2 (football) co-ordination and speed. -Swimming ball. - Pass a ball, bean bag or -Throw a projectile Y2 (hockey) tag in a team game, overarm. Jump from one - Pass a ball, bean bag or working collaboratively. foot, landing on the tag in a team game, - Stop or catch a projectile, opposite or both feet. working collaboratively. such as a bean bag or ball, - Stop or catch a and hit with a bat or racket. projectile, such as a bean bag or ball, and hit with a bat or racket. Dance: Cheer Dance Dance: Sports Jam Dance : Road to Rio Gymnastics Gymnastics Gymnastics Travel Flight Rotation - I am becoming aware of -I can recall the 2 basic -Learn through a structured 1. Feet 1. Feet, shape 1. Rolls Beats & Rhythms from and creative environment different features of dance 2. Complex 2. Type of jumps 2. More rolls and can practise and perform the previous session. -To improve technique, fine 3. Different body 3. Name of jumps 3. Different body steps, formations and short -I can perform and gross motor skills parts parts dance. MOVEMENTS that -To enjoy moving to music 4. Hand -I enjoy creating short dance EITHER: TRAVEL, TURN, using Samba as a theme. 4. Hand apparatus apparatus 4. Hand apparatus sequences, using travel, turn, JUMP, and BALANCE to - To enjoy creating and 5. Low apparatus 5. Low apparatus 5. Low apparatus jump, gesture, pause and fall, build Sporty themed performing short gymnastic 6. Partner work 6. Partner work 6. Partner work dance. within safe practice. sequences around balance 7. Large apparatus 7. Large -I can show that I 7. Large apparatus -I can recognise the 2 - Learning to communicate -I can move and apparatus understand the -I can move and specified Rhythms and Beats positively with others set up -I can move difference between a set up apparatus within the music. -To enjoy moving to music apparatus and set up jumping movement, a safely and - I can perform MOVEMENTS using Gymnastics as a theme safely and apparatus turning movement etc. sensibly. that EITHER: TRAVEL, TURN, - Learn and understand how sensibly. safely and JUMP, and BALANCE - I enjoy creating short to perform correct sensibly. - I can show that I understand dance sequences, using techniques for Pilates Dance: the difference between a travel, turn, jump, focusing on the fundamental No Dance this half term Dance: No dance this half term jumping movement, a turning gesture, pause and fall, skills around balance and co- Dance: No dance this half term movement etc within safe practice. ordination. No dance this half term -With support, I can replicate a Cheer Dance movement to - To enjoy moving to music using Pilates as a theme. Royd Nursery Infant School Long Term Plan Key Stage 1 Year: 2017/2018 Year Group: KS1

fit within the 8 or 16 count - To work well with others phrasing, each time I perform and in a team. the choreography. - To enjoy creating and performing short games sequence to music.

SEAL/ PSHE Relationships: Relationships: Health and Wellbeing: Health and Wellbeing: Living In The Wider Living In The Wider World: - How to develop and - How to - What is meant by a - About World: - The importance maintain a variety recognise risky healthy lifestyle. managing - Respect for self of respecting of healthy or negative - How to maintain change, and others and and protecting relationships, relationships physical, emotional including the importance the within a range of and ask for and mental health puberty, of responsible environment. social/cultural help. and wellbeing. transition and behaviours and - Where money contexts. - How to respect - How to manage loss. actions. comes from, - How to recognise equality and risks to physical and - How to make - Rights and keeping it safe and manage a diversity in emotional health informed responsibilities and the range of emotions relationships and wellbeing. choices about as members of importance of within a range of - Recognise and - Ways of keeping health and families, other managing it relationships. wellbeing and groups and effectively. manage ‘dares’ physically and to recognise ultimately as - How to recognise and challenge emotionally safe. - How money risky or negative stereotypes. sources of help citizens. plays and relationships with this. - About different important part including all forms - How to respond groups and in people’s lives. of bullying and in an communities. - A basic abuse. emergency. - To respect understanding equality and to of enterprise. be a productive member of a diverse community. Royd Nursery Infant School Long Term Plan Key Stage 1 Year: 2017/2018 Year Group: KS1

RE (new scheme) Recall and name different Recognise some different Ask and respond to questions Notice and respond Explore questions about Retell and suggest beliefs and practices symbols and actions about what communities do sensitively to some belonging, meaning and meanings to some including festivals, worship, which express and why, so that they can similarities between truth so that they can religious and moral rituals and ways of life, in community’s way of life, identify what different different religions and express their own ideas stories, exploring and order to find out about the appreciating some belongings to a community world views. and opinions in response discussing sacred writings meanings behind them. similarities between might make. Find out about and using words, music, art and sources of wisdom communities. respond with ideas to or poetry, and recognising the examples of co-operation communities from which Observe and recount between people who are Find out about questions they come. different ways of expressing different. of right and wrong and identity and belonging, begin to express their responding sensitively for ideas and opinions in themselves. response. Preparing children for Elections Raising money for Spend and save - class How the past influences Fairtrade Enterprise actvity– Fair- modern Britain Awareness of other cultures Children in Need earning pocket money the present day. Animal welfare Enterprise week- £15 to Meeting with two other Aware ness of other each class make a profit in infants re joint issues culture the summer fayre Issues playtime lunches bullying etc

School council topics -Council elections- Fs2 Y1 -Environmental review -Fundraising for eco-schools -Switch off fortnight -Make eco-school display -Meet with Taylor Shaw to Y1 and Y2 and Y2 -Action plan created - Introduce switch off -Eco-council lunchtime - Royd eco-code speak about school -Fundraising for school -Litter picking looking fortnight to the children monitoring of classrooms competition dinners- discuss -Road safety campaign after school grounds -Switch off assembly daily -Prize given to winner likes/dislikes and changes -Meeting about what school -Switch off certificates -Latest campaign is to the menu council is and aims for year to given each month waste – variety of -Feedback to make school better different projects related Headteacher (report) -Update golden table and to waste. Started. Waste make sure it is back in use week is ongoing into -Children discuss aims to Autumn term. improve outside area

Throughout all topics -work collaboratively in pairs, groups as a class-learning to discuss and co-operate -think why we need to learn about… -children’s voice drives learning within each topic and theme -apply for jobs/monitors around the school, future careers discussed -apply for School Council, vote SMSC in all subjects Royd Nursery Infant School Long Term Plan Key Stage 1 Year: 2017/2018 Year Group: KS1