Year 1

Summer Term

Medium Term Plan

Hot, Hot, Hot!

Learning targets

Literacy Targets

Spoken Word

Children will:

§ listen and respond appropriately to adults and their peers

§ ask relevant questions to extend their understanding and knowledge

§ use relevant strategies to build their vocabulary

§ articulate and justify answers, arguments and opinions

§ give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

§ maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

§ speak audibly and fluently with an increasing command of Standard English

§ participate in discussions, presentations and role play

§ gain, maintain and monitor the interest of listeners

§ consider and evaluate different viewpoints, attending to and building on the contributions of others

§ select and use appropriate registers for effective communication

Word Reading

Children will:

§ apply phonic knowledge and skills as the route to decode words

§ read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words

§ re-read these books to build up their fluency and confidence in word reading.

Comprehension

Children will:

§ develop pleasure in reading, motivation to read, vocabulary and understanding by:

§ listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently

§ being encouraged to link what they read or hear read to their own experiences

§ discussing word meanings, linking new meanings to those already known

§ understand both the books they can already read accurately and fluently and those they listen to by:

§ drawing on what they already know or on background information and vocabulary provided by the teacher

§ checking that the text makes sense to them as they are reading and correcting inaccurate reading

§ discussing the significance of the title and events

§ making inferences on the basis of what is being said and done

§ predicting what might happen on the basis of what has been read so far

§ participate in discussion about what is read to them, taking turns and listening to what others say

§ explain clearly their understanding of what is read to them.

Composition

Children will:

§ write sentences by:

§ saying out loud what they are going to write about

§ composing a sentence orally before writing it

§ sequencing sentences to form short narratives

§ re-reading what they have written to check that it makes sense

§ discuss what they have written with the teacher or other pupils

§ read aloud their writing clearly enough to be heard by their peers and the teacher.

Composition

Children will:

§ leave spaces between words

§ join words and clauses using and, because, so and but

§ punctuate sentences using a capital letter and a full stop, question mark or exclamation mark

§ use capital letters for names of people, places, the days of the week and the personal pronoun I

Maths Targets

Number and Place Value

Children will:

§ count, read and write numbers to 100 in numerals

§ read and write numbers from 1 to 20 in numerals and words.

Addition and Subtraction

§ read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs

§ add and subtract one-digit and two-digit numbers to 100, including zero

§ solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations

Measurement

Children will:

§ sequence events in chronological order using language

§ describe time using key vocabulary - quicker, slower, earlier, later

§ recognise and know the value of different denominations of coins and notes

§ sequence events in chronological order using language including before and after, next, first etc

Statistics

§ interpret and construct simple block and Venn diagrams

Science Targets

Working scientifically

Children will:

§ ask simple questions and recognise that they can be answered in different ways

§ observe closely using simple equipment

§ perform simple tests

§ identify and classify using a given criteria

§ use their observations and ideas to suggest answers to questions

§ gather and record data to help answer questions

Everyday materials

Children will:

§ 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

ICT Targets

Children will:

§ use technology purposefully to create, organise, store, manipulate and retrieve digital content

§ recognise common uses of information technology beyond school

§ use technology safely and respectfully

History Targets

Children will:

§ explore events beyond living memory that are significant nationally or globally

§ explore the lives of significant individuals in the past who have contributed to national and international achievements

Geography Targets

Locational Knowledge

Children will:

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

Place knowledge

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

Human and Physical Geography

Children will:

§ use basic geographical vocabulary to refer to:

§ key physical features, including: sea, ocean, beach, coast, forest, soil and weather

§ key human features, including: city, farm, house, and harbour

Geographical skills and fieldwork

Children will:

§ use world maps, atlases and globes to identify the United Kingdom

§ devise a simple map, construct and use basic symbols in a key

§ 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

Art and Design Targets

Children will:

§ use a range of materials creatively to design and make products

§ use drawing and painting to develop and share their ideas, experiences and imagination

§ develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

§ explore the work of a range of artists, craft makers and designers

Design and Technology Targets

Design

Children will:

§ 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 and mock-ups

Make

Children will:

§ select from and use a range of tools and equipment to perform practical tasks

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

Evaluate

Children will:

§ explore and evaluate a range of existing products

§ evaluate their ideas and products against design criteria

Technical knowledge

Children will:

§ build structures, exploring how they can be made stronger, stiffer and more stable

Cooking and Nutrition

Children will:

§ use the basic principles of a healthy and varied diet to prepare dishes

§ understand where food comes from

RE Targets

Children will:

§ listen to examples of care and concern shown by believers in the Sikh community and explore reasons for their actions

§ listen to ask questions about stories of individuals and their relationship with God

Music Targets

Children will:

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

§ play tuned and untuned instruments musically

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

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

PE Targets

Children will:

§ master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities

§ perform dances using simple movement patterns

§ participate in team games, developing simple tactics for attacking and defending

PSHE Targets

Health and Wellbeing

Children will learn:

§ how to maintain physical, mental and emotional health and wellbeing

§ ways of keeping physically and emotionally safe

§ how to manage risks to emotional and physical wellbeing

§ how to respond in an emergency

Living in the wider world

Children will learn:

§ about respect for self and others and the importance of responsible behaviours and actions

§ about rights and responsibilities as members of families, other groups and ultimately as citizens

§ about different groups and communities

§ to respect equality and to be a productive member of a diverse community

§ about the importance of respecting and protecting the environment

Building Learning Power Targets

Resourcefulness

During this topic the children will be developing resourcefulness. They will do this by:

§ being curious about things and people

§ playing with ideas and asking ‘What if…?’ and ‘How come…?’

§ making connections between experiences or ideas to see how things fit together

§ looking carefully for evidence to support their ideas

§ exploring different ways to learn and what helps us to learn

British Values Through the provision of SMSC we will: § enable students to distinguish right from wrong and to respect the civil and

criminal law of England

§ encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely

§ enable students to acquire a broad general knowledge of and respect for public institutions and services in England

Entry Point

The children will prepare questions and interview Miss Tonkinson on the school’s fire drill procedure. Miss Tonkinson will then leave the children and set off the fire bell for a practice. The children will then speak to Miss Tonkinson about the fire drill and find out information, for example how long it took and if there were any problems.

Classroom Environment

The classrooms will be lit up with flames and bushfires to spark the children’s imagination! The children’s holiday task to create a fire collage will be displayed in the corridor to introduce visitors to our sizzling summer topic. A life size mannequin of a fireman’s uniform will keep watch over the Year 1 classrooms to make sure the children are fire safety experts. A wombat’s burrow will be engulfed by a bushfire display as an entry point for exploring Australian bushfires.

Knowledge Harvest

Children will:

§ record ideas about the fire service and the impact they have on our lives (Why do we need a fire service? How do we contact them? What are their routines and responsibilities? How can they help us?)

§ explore how schools follow fire safety procedures

§ create a fire safety poster to educate children in school

§ record questions for a local fireman (daily routine, responsibilities etc.)

PGA 50 Experiences

§ visit from the fire crew with a fire engine

§ visit from a fireman to explain the responsibilities and routines of the job

§ visit a fire station

§ complete a safety check of a model home

Explaining the Theme In Literacy we will:

§ share a range of stories, poems and non-fiction books

§ explore stories books and poetry by Anthony Browne

§ write instructions for a fire drill at school

§ write a shape poem using descriptive language

§ write an incident report about the Great Fire of London

§ write a diary entry from a child’s point of view during the Great Fire of London

§ write a recount summarising the key events from our visit to Safeside

§ write a recipe for baking a loaf of bread

§ write a fact file using internet research about Australia

§ write a newspaper report for an Australian bushfire

§ write an original story based on Wombat goes Walkabout

In Maths we will:

§ record directions for a tourist travelling around Australia

§ create a graph comparing the temperatures in the UK and Australia

§ plan a day of activities for a tourist in Australia calculating total costs

§ sort information into a Venn diagram

In Science we will:

§ explore everyday materials and their properties

§ sort and classify a range of objects based on physical properties

§ plan, predict and carry out an investigation to identify the best material to use for a waterproof object

In History we will:

§ explore the changes in London over time

§ compare the equipment used by the fire service in the past and present

§ create a timeline of key events during the Great Fire of London

§ explore how key historical events are commemorated

§ explore significant events in the life of Samuel Pepys and why he should be remembered today

In Geography we will:

§ locate and label London on a map of the British Isles

§ locate and label the UK, Australia and the continents that they are part of

§ describe routes using the four compass points

§ explore how climate can affect the Australian landscape and the people living within it

§ research Australia and compare and contrast it with England

§ create a fact file on Australia showing the country’s landscape, wildlife and typical weather patterns

In ICT we will:

§ create and organise a number of different audio clips that will be stored and retrieved from the school network

§ create a talking book to be shared with others

§ use sound expressively to illustrate a story

§ create a digital greetings card to celebrating their achievements in Year 1

§ organise and manipulate text and images

In Art we will:

§ create artwork in the style of Kandinsky using warm colours

§ explore different cityscapes to create a silhouette of London

§ create a fire scene by printing using marbling inks

§ explore traditional aboriginal patterns and create a frame using them

In Design and Technology we will:

§ design, create and evaluate a clay model of the Monument to the Great Fire of London

§ design and make a suitable box for a bread product

§ follow a recipe to make a loaf of bread

In PE we will:

§ apply our throwing and catching skills to play simple team games

§ being to explore the concepts of attacking and defending in team games

§ create rhythmic sequences to music using balances and simple transitions