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Our ‘Roots and Wings’ Curriculum

“There are two lasting bequests we can hope to give our children. One is roots and the other is wings.”

Hodding Carter

Through our curriculum we aim to provide children with knowledge and skills to support their development (‘roots’), as well as opportunities to enhance their aspirations and

develop individually (‘wings’); creating personalised learning experiences for the children in our local community. Hodding Carter’s quote embodies our schools vision and values

and with this in mind, we have call this ‘The Highgate Roots and Wings Curriculum’.

The roots at the bottom of the tree link closely with the ‘Characteristics of Effective Learning’ identified in the EYFS Curriculum as they are skills which we feel

all children should be given experiences of in order to gain independence, social and emotional awareness and personal resilience for their successful futures.

Our ‘Roots and Wings’ Curriculum 2017-18

Our curriculum journey Our ‘Roots and Wings’ curriculum has been developed in consultation with staff and children alike. Our curriculum is mapped against the Early Years Foundation Stage and the National

Curriculum objectives and class teachers have planned themed learning opportunities to meet these curriculum needs. Through thematic learning teachers add challenge to ensure pupils

will meet the new expected standard at the end of Key Stage 1. The curriculum is balanced with key skills and extra-curricular opportunities to apply these skills in realistic, meaningful

contexts; while being creative to inspire pupils and encourage their curiosity.

The Curriculum is woven with opportunities for pupils to develop their awareness and understanding of PSHE, promotion of British values and ways of keeping themselves safe. Every

opportunity is made to engage pupils with extra-curricular experiences and visits, promoting high aspirations. Aim HIGH, GATE way to your future is the motto we wish our children to

aspire to and we believe that our ‘Roots and Wings ‘Curriculum embodies this ethos.

Our school and curriculum values KS1 follow and teach programmes of study set out in the National Curriculum (2014) for Mathematics, English, Science and Foundation subjects: (Art & Design, Design Technology,

Computing, Music, History, Geography and Physical Education. EYFS follows the Early Years Foundation Stage Curriculum (2012) linked with Development Matters. At Highgate we have

designed our own curriculum which supports and enhances the statutory curriculums; providing children with knowledge and skills to support their development (roots) and opportunities

to enhance their aspirations and develop individually (wings). We call this The Highgate Roots and Wings curriculum.

Designing a curriculum to meet the needs of our children…

As part of our ‘Roots and Wings’ Curriculum as a staff we collaboratively train, plan and provide purposeful and engaging opportunities for children to develop individually as well as widening and developing their

own personal aspirations. Many of these opportunities take place within school as group interventions or extra-curricular activities. All staff are aware of these programmes and teachers plan opportunities

within their lessons to support children’s development in line with their personal focusses.

Supporting PESH

As a school we follow and deliver the PATHS Programme (Providing Alternative THinking Strategies for children) to enhance the social competence and social understanding of children, supporting them to

recognise their own and other’s feelings and ways to help solve social and emotional problems they may encounter. PATHS Assemblies take place twice a week (one in class and one whole school).

We also provide additional curriculum interventions and opportunities to support children’s social and emotional well-being, such as:

THRIVE Approach (supporting children in becoming more self-assured and ready to engage with life and learning),

Lego therapy (supporting children’s team work and communication skills)

‘Woodland Walks’ (similar to Forest Schools, supporting children’s confidence and social and emotional awareness)

Sensory Circuits (supporting children’s readiness to learn whilst also encouraging the development of the child’s sensory processing skills).

Designing a curriculum to meet the needs of our children continued…

Supporting core curriculum subjects Numicon (identifies and supports children kinaesthetically in their understanding of number)

Numbers count (specifically supports children’s understanding of number and place value as well as additional mathematical concepts including shape, space and measure)

Magic maths- daily opportunities developed by Highgate staff for children to use and apply their fluency, reasoning and problem solving skills specifically for mathematics

FFT (A literacy based intervention programme addressing skills and knowledge at word, sentence and text level).

Booster phonic sessions (A KS1 in-class intervention to support children’s phonic recognition an appliance from phases 2-5)

Literacy Group (An experienced literacy lead teacher works with children from Reception through to Year 2 providing group support to secure and extend key literacy concepts in line with the EYFS and National

Curriculum)

Supporting language across the curriculum

We actively promote correct use of spoken language and provide opportunities through carefully planned learning opportunities to support and extend children’s use and understanding of

language. Many of our children speak English as an Additional Language so lesson activities often incorporate visual, as well as auditory and kinaesthetic support. Alongside the children we, as

a staff have created actions to consistently support delivery from Reception through to Year 2 of key literacy concepts (specifically for punctuation and grammar) and mathematical

concepts (addition, subtraction, multiplication and division). Through high quality chosen texts we also use Pie Corbett’s Talk Writing approach along with additional dramatic conventions to

support children’s understanding of text specific language and structures.

By training staff alongside Speech and Language therapists we also offer language rich support programmes to enhance children’s experiences of language, such as:

Talk Boost and Early Talk Boost (a targeted and evidence-based intervention programme, which supports children to make progress with their language and communication skills.)

ELKLAN (supporting children’s acquisition of language: as well as verbal and non-verbal communication skills, memory and independent learning).

NASSEA (a cross-curricular tool which helps practitioners to observe, document and accelerate the ways bilingual pupils start to use English as a tool for learning in school, then continue to develop their use of

English through all their subject areas)

Racing to English (flexible language activities to support children’s acquisition, understanding and use of English language)

Language structures paired with Kagan (a multi-faceted pedagogical approach using cooperative learning structures to support engagement and develop oral language and interpersonal skills.

School Council Our School Council comprises of 2 children from each year group and are elected democratically during the Autumn Term. The School Council present their agenda to their classes and then report back during

School Council Meetings to represent the voices of their classmates. They meet termly with a member of the SLT and discuss issues linked to the SIDP and issues that may be ongoing and have arisen as part of our

daily learning processes.

Parental and community engagement Throughout the school year we plan in opportunities for parents to engage with, and review their child’s learning. Through parent evenings, home learning menus, updates on our website and weekly updates parents

are regularly informed of their child’s developments and next step targets. We hold community assemblies during Harvest, Easter and in the Summer term. We also invite families to watch our whole school

Christmas event in December. Every year our children visit our local Residential Care Home, providing a mini-concert for residents and members of the community also come in and deliver assemblies and support

delivery of our thematic curriculum. Our Learning Catalyst works hard to engage the parents, particularly supporting their understanding of good attendance. Our Learning Catalyst and PTA also organise and run

discos and fayres to engage families and our local community. Whole school and class reading cafes and parent workshops are additional organised throughout the year to continue to strengthen our successful home

school partnerships.

Clubs

The school currently provides a daily Breakfast Club as well as after school clubs including Computer club and Street Dance. A curriculum which offers transitional support Transitional support is very important to us as a school both between year groups but also in supporting children before they join us and when they move on from us, either, before or at

the end of KS1. During the Summer Term class teachers meet regularly to discuss their next cohorts with previous practitioners and implications for their proposed curriculum content.

EYFS staff visit children, where applicable, within their previous educational settings and also offer home visits for all children. Children with identified educational or transitional needs

are further invited to visit the school to the events and visits already planned in.

A similar process takes place with the Year 2 teaching staff in meeting with Year 3 colleagues from the children’s next Primary Schools. Events and visits are also planned in to support a

smooth transition. Again children are identified at the end of Spring Term and extra transitional support is provided where needed.

As a small school we plan collaborative events for children to learn together alongside staff throughout the year, however at the end of the summer term we also plan for at least 3 days in

which children to meet their new teaching and support staff and become familiar with their new learning environments.

HIGHGATE INFANT SCHOOL

Curriculum overviews from Reception to Year 2, 2017-18

Autumn 1 7weeks Autumn 2 8 weeks Spring 1 5 weeks Spring 2 5 ½ weeks Summer 1 6 weeks Summer 2 7 ½ weeks

Whole school

topics

The Magic of Me Whizz, Bang, Pop! Food! Glorious food! Let’s go travelling! All creatures great and small Explorers

Stunning start Family portraits session/ reading café Guy Fawkes and Bonfire Farm to fork Tescos visits Train trip Vets with animals, pet to school day Treasure hunt/ trail

Fabulous finish Sensory afternoon- parents in Christmas crafts, plays, parties Sharing food festival Easter event Trip- zoo/ farm Camping day

Dates Diwali: 19th October, Halloween half term Guy Fawkes, Remembrance,

Christmas

Shrove Tuesday 13th Valentines 14th

CNY 15th Mothers Day 11th March

Easter 1st April

Gressenhall (fa irskjld

PE

Reception

Balance-ability

Co-ordination/static balance

(Gymnastics)

Reception

Balance-ability

Health and fitness (core

movements)

Reception

Balance-ability

Dynamic balance (dance)

Reception

Balance-ability

Coordination (team

games/catching/throwing)

Reception

Balance-ability

Coordination with equipment

Reception

Balance-ability

Agility (athletics)

Year 1

Co-ordination/static balance (Gymnastics)

Year 1

Health and fitness (core movements) Year 1

Swimming

Dynamic balance (dance)

Year 1

Coordination (team


Year 1

Opportunities to embed skills through

different sports e.g (tennis, cricket,

rounders, hockey and with different

equipment)

Games- NC

Year 1

Agility (athletics)

Opportunities to embed coordination skills

through different athletic events and activities.

Year 2

General- core movements and skills. NC

Health and fitness (core movements)

(Gymnastics)

Year 2

Gymnastics; NC

Coordination/ static balance

(Gymnastics)

Year 2

Dynamic balance (dance) Year 2

Coordination (team


Year 2

Opportunities to embed skills through

different sports e.g (tennis, cricket,

rounders, hockey and with different

equipment)

Games-NC

Year 2

Agility (athletics)

Opportunities to embed coordination skills

through different athletic events and activities.

Swimming all year round Thursdays am

RE R Who am I?

How do I feel?

What makes me happy?

1 Christianity

Does God want Christians to look after the

world?

Does the world belong to God?

Should people take care of the world?

2 Christianity

Is it possible to be kind to everyone all of the

time?

What can I learn from religious traditions?

Should people follow

religious leaders and teachings?

R What is Christmas?

How do Christians celebrate

Jesus' birthday?

1 Christianity

What gift would I have given to

Jesus if he had been born in my

town and not in Bethlehem?

What can I learn from stories

from religious traditions?

Are symbols better than words at

expressing religious beliefs?

2 Christianity

Why did God give Jesus to the

world?

Is God important to everyone?

R How do people celebrate?

1 Christianity

Was it always easy for Jesus to show

friendship?

What can I learn from religious

traditions?

Should people follow religious leaders

and teachings?

2 Islam

Does praying at regular intervals

everyday help a Muslim in his/her

everyday life?

Who do I believe I am?

Does it feel special to belong?

R Why is the cross important to

Christians?

Is Easter happy or sad?

1 Christianity

Why was Jesus welcomed like a king or

celebrity by the crowds on Palm Sunday?

Should people follow religious leaders and

teachings?

Are Symbols better than words at


2 Christianity

Is it true that Jesus came back to life

again?


Are symbols better than words at


R What can we learn from stories?

1 Judaism

Is Shabbat important to Jewish

children?

Are religious celebrations important

to people?

2 Islam

Does going to the mosque give

Muslims a sense of belonging?

Does it feel special to belong?

Who do I believe I am?

R What places are special to me?

Which people are important in my life?

1 Judaism

Does celebrating Chanukah make Jewish children

feel closer to God?

Are religious celebrations important to people?

Are Symbols better than words at expressing

religious beliefs?

2 Judaism

What is the best way for a Jew to show

commitment to God?

Should people follow religious leaders and

teachings?


ICT Discrete

teaching

Rec: following development matters objective led plans 30-50months

Year 1:Autumn Term – Where I live / belong

Outcome - Sequence of instructions guiding a person, followed by a robot, around a

map of the local area

Areas of Computing programme of study covered:

use logical reasoning to predict the behaviour of simple programs

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

content

Year 2:Autumn Term – Rainforests and tribal people

Outcome - Create and edit rainforest and tribal artwork, then present within

PowerPoint; Touch Typing



content recognise common uses of information technology beyond school

Rec: following development matters objective led plans 40-60months

Year 1:Spring Term – Where the wild animals are

Outcome - Program with animals moving around the screen, each with sound effects

recorded by pupils


understand what algorithms are, how they are implemented as programs on digital

devices, and that programs execute by following precise and unambiguous

instructions

create and debug simple programs

use logical reasoning to predict the behaviour of simple programs Year 2: Spring Term – Fire fire – the Great fire of London

Outcome - Program containing pupils' own background, sprites, sound and text which tells

the story of an event related to the fire


understand what algorithms are, how they are implemented as programs on digital devices,

and that programs execute by following precise and unambiguous instructions

create and debug simple programs

use logical reasoning to predict the behaviour of simple programs

Rec: following development matters objective led plans 40-60months+- ELGs

Year 1:Summer Term – All the fun of the seaside

Outcome - e-book containing images, sound and text about a visit to the seaside



content

recognise common uses of information technology beyond school

Year 2 Summer Term – Jetting off

Outcome - Video about how IT is used at the airport


use technology purposefully to create, organise, store, manipulate and

retrieve digital content

recognise common uses of information technology beyond school


Curriculum overviews from Reception to Year 2, 2017-18 Allotment and

outdoor learning

overview

objectives

EYFS Coverage

Expressive arts and design:

Exploring and using media and materials:

ELG: They safely use and explore a variety of materials, tools and techniques,

experimenting with colour, design, texture, form and function.

Physical development:

Moving and handling:

ELG They handle equipment and tools effectively, including pencils for writing.

Understanding the World:

The World

ELG: Children know about similarities and differences in relation to places, objects,

materials and living things.

They talk about the features of their own immediate environment and how

environments might vary from one another.

They make observations of animals and plants and explain why some things occur, and

talk about changes.

Year 1

Science: Working scientifically

Identify and classify

Use observations and ideas to suggest answers to questions

Gather and record data to help in answering questions.

Science; Biology: Plants: Identify and describe the basic structure of a variety of

common flowering plants, including trees.

Geography:

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

Year 2

Science: Working scientifically

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

Observe closely, using simple equipment

Perform simple tests




Science: Biology: Plants

Identify and name a variety of common wild and garden plants, including deciduous and

evergreen trees

EYFS Coverage

Expressive arts and design:

Exploring and using media and materials: ELG: They safely use and

explore a variety of materials, tools and techniques, experimenting with

colour, design, texture, form and function.

Understanding the World:

The World

ELG: Children know about similarities and differences in relation to

places, objects, materials and living things.

They talk about the features of their own immediate environment and

how environments might vary from one another.

They make observations of animals and plants and explain why some

things occur, and talk about changes.

Communication and language:

Speaking: ELG They use past, present and future forms accurately

when talking about events that have happened or are to happen in the

future.

Year 1

Working scientifically

Ask simple questions and recognise that they can be answered in

different ways




Science: Physics: Seasonal changes

Observe changes across the four seasons

Science; Biology: Plants: Identify and describe the basic structure of a

variety of common flowering plants, including trees.

Identify and name a variety of common wild and garden plants

Year 2

Working scientifically




Science: Physics: Seasonal changes

Observe and describe weather associated with the seasons and how day

length varies.

Science: Biology:Plants

Identify and name a variety of deciduous and evergreen trees

EYFS Coverage

Exploring and using media and materials:

Being imaginative: ELG:

They represent their own ideas, thoughts and feeling through design and technology, art, music, dance,

role-play and stories.

Understanding the world:

The World:

ELG They make observations of animals and plants and explain why some things occur, and talk about

changes.

Year 1

Working scientifically:







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

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.

Science: Physics: Materials

Identify and name a variety of everyday materials, including wood plastic glass, metal, water, and rock

Art:

Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

Year 2

Working scientifically:







Geography – geographical skills and fieldwork

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.

Science: Physics: Materials

Describe the simple physical properties of a variety of everyday materials

SMSC PESH

Safeguarding

As a school we also follow and deliver the PATHS Programme (Providing Alternative THinking Strategies for children) to enhance the social competence and social understanding of children, supporting them to recognise their own and other’s feelings and ways to help solve social and emotional

problems they may encounter. PATHS Assemblies take place twice a week (one in class and one whole school).

We also provide additional curriculum interventions and opportunities to support children’s social and emotional well-being, such as THRIVE Approach (supporting children in becoming more self-assured and ready to engage with life and learning), Lego therapy (supporting children’s teamwork and

communication skills) and ‘Woodland Walks’ (similar to Forest Schools).

British

Values

PROMOTING BRITISH VALUES

Democracy: making decisions together

Staff will encourage children to see their role in the bigger picture, encouraging children to know their views count, value each other’s views and values and talk about their feelings, for example when they do or do not need help. We will encourage democracy with children sharing views on what

the theme of their role play area could be and what their golden time choices could be. School council will be elected and used to share ideas represent views of pupils across the school. Staff will support the decisions that children make and provide activities that involve turn-taking, sharing and

collaboration. Children will also be given opportunities to develop enquiring minds in an atmosphere where questions are valued.

Rule of law

Understanding rules matter as cited in Personal Social and Emotional development (EYFS). Encouraging children to understand their own and others’ behaviour and its consequences, and learn to distinguish right from wrong. Staff will collaborate with children to create the rules and the codes of

behaviour (class golden rules and school vision and values) and ensure that all children understand rules apply to everyone.

Individual liberty: freedom for all

To support children in developing a positive sense of themselves staff will provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on obstacle courses, problem solve

collaboratively and individually throughout the curriculum and encouraging children to talk about their experiences and learning. Staff will encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we

are free to have different opinions, for example in considering transitions.

Mutual respect and tolerance: treat others as you want to be treated

Staff will create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community. Staff will support children to acquire a tolerance, appreciation of and respect for their own and other cultures and offered experiences

that will enhance children’s understanding about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions. We shall offer opportunities for children to share and discuss practices, celebrations and experiences of other faiths

(Diwali, CNY).

Staff will encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions and will promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources

and activities that challenge gender, cultural and racial stereotyping.

RECEPTION

TOPIC OVERVIEWS 2017-2018 These overviews have also been mapped in collaboration with Year 1 and Year 2, alongside the EYFS Curriculum, KS1 National Curriculum and school agreed expected standards

in order to ensure progression throughout the school year as well as providing ongoing opportunities for assessing pupil progress relative to their individual starting points and

end of year expectations.

Literacy

Reading

Phonics recognition and appliance- phase 2 and 3 GPCs and tricky words

Reading recipes

Texts: first cookery book, eat your peas, little red hen, pancakes, pancakes by Eric

Carle, runaway pancake, eating the alphabet by Lois Ehlert, the enormous turnip,

the gingerbread man, the giant jam sandwich, Oliver’s vegetables by Vivian French

Writing Using phonics to decode unfamiliar words, write h.f words and tricky words phase

2 and 3 correctly

Write first name without aid, food labels, writing instructions, shopping lists,

menus, retelling stories, talk for writing,

Phonics

Phase 3

j v w x y z zz qu

SMSC (including British Values)

British Values:

Shrove Tuesday

Individual liberty

Mutual Respect

The Rule of Law

Tolerance of those with different faiths and beliefs

Chinese New Year

Understanding the world

People and Communities

R.E - How do people celebrate? Multi-cultural food event - foods eaten for

special occasions. Shrove Tuesday

The World

Planting and growing vegetables, farm to fork trail, cress, foods around the

world

Technology

using a keyboard, number pad and keys, operating food blender

Personal Social and Emotional Development

Making relationships

Sharing and friendship, Cookery groups, sharing food,

Self-awareness and self-care

learning about importance of a healthy and balanced diet, making fruit salad/smoothies

Managing feelings and behaviour

PATHs – Sharing, caring and friendship

being confident to try new activities, initiate ideas and speaking in a familiar group.

Topic

Spring 1

Food glorious food

Communication and Language Listening and Attention

Reading groups,

Understanding

Cooking – understanding and following instructions

Speaking

Retelling stories using props – masks/puppets, talking groups – favourite

foods

Mathematical Development

Numbers

number recognition and counting games and rhymes, sorting / comparing,

ordering numbers 0-10, recognition of teen numbers, addition and subtraction

using fingers and objects, number bonds, counting in 10's, estimating, 1

more/less, calculations, number problems linked to topic – e.g sharing food

Shape, space and measure

Cooking (nrich) - Using everyday language to talk about size, weight, capacity

and volume.

Positional language - 2D/3D shapes , size ordering smallest to biggest,

Physical development

Moving and handling

Pen pals for handwriting - long-legged giraffe letters (l, i, u, t, j, y)

dragon dance, balance ability program with balance bikes,

Dynamic balance – dance, gardening - allotment

Health and self-care

healthy eating (growing own veg - making soups, salads, fruit salad, smoothies,

bread), healthy lunchboxes,

Exploring and using Art and Design

Exploring and using media and materials

Enhancements to mud kitchen to facilitate experience with a range of

media and materials, collage with beans and pulses, observational

drawings/paintings of food,

Being imaginative

Gruffalo cafe in mud kitchen, pizzeria in mud kitchen, cafe role-play,

smoothie bar role-play, food delivery service, greengrocers, bakery

Year Group: EYFS Term: Spring 1


*Proposed focusses may be subject to change depending on the children’s interests, understandings and own routes of enquiry*

Literacy

Reading

Reading simple sentences and captions for pictures,

cvc words, tricky words challenge and h.f words,

hearing and saying rhyming words,

Demonstrating understanding of what they have read, minibeast books, non-fiction

texts about minibeasts and life cycles

The very hungry caterpillar, The bad tempered ladybird

Writing Retelling stories,

Non-fiction- information,

I can... I like… I went….sentences. Writing sentences using hf words and known

gpcs that they and others can read

labelling pictures,

Phonics

Reinforcement of previous learnt gpc’s from phase 2 and 3

Phase 3 continued: ur, ow, oi, ear, air, ure, er

SMSC (including British Values) Caring for others and our environment

British Values

Democracy (school council)

Individual liberty making safe and informed choices)

Mutual Respect (respect for each other and school and classroom)

The Rule of Law (school, class and world rules)

Tolerance of those with different faiths and beliefs (understanding each other,

customs, traditions, what makes us all unique but equally special) Understanding the world

People and Communities

Find out about people who work in vets/ RSPCA

R.E - What can we learn from stories? (Noah's ark)

The World

care and concern for environment, natural world, talk about things observed -,

animals, natural and found objects, similarities, differences, pattern and change

- life cycles, - Egg to chick life cycle

Technology

Beebots, researching minibeasts, Watch videos of living things, Use the

microscope to examine objects (e.g. minibeasts) and take videos and pictures,

monitor duck eggs on webcam, Look at live webcams (e.g. The Smithsonian Zoo)

Personal Social and Emotional Development

Making relationships

Self-awareness and self-care

caring for minibeasts and environment,

Managing feelings and behaviour

bad tempered ladybird - explore feeling cross.

PATHs – intermediate feelings – comfortable/uncomfortable, excited, tired, frustrated,

proud

Summer 1

'All creatures great and small'

Communication and Language Listening and Attention

listening to minibeast stories/ non-fiction texts

Using tense correctly

Understanding

Responding to questions about minibeasts using previous

knowledge

Following instructions

Speaking

role-play, minibeast lab, describing minibeasts

talking about things they have found out

Mathematical Development

Numbers

Counting in 2’s, Odd/ even numbers

sorting, counting, comparing, ordering, estimating, number recognition, 1

more/less, calculations, number problems - doubling,

Incy wincy (nrich) - counting

Shape, space and measure

Positional language (positioning minibeasts), 2D/3D shapes, patterns, Money-

coin recognition halving and sharing, time,

money

Long creatures (nrich) Using everyday language to talk about size, Exploring

characteristics of objects and using mathematical language to describe them

Physical development

Moving and handling

Penpals for handwriting - curly caterpillar letters (c, a, d, o, s, g, q, e, f)

Co-ordination with equipment

Throwing and catching, moving and travelling,

gardening, minibeast movement

Health and self-care

Managing own personal hygiene (handwashing, toileting, brushing teeth, washing,

dressing, undressing independently) Exploring and using Art and Design

Exploring and using media and materials

selecting resources and adapting work where necessary, using variety of

tools and techniques, woodland arts and crafts, minibeast pebbles

Being imaginative

butterfly symmetry, ugly bug ball.

Year Group: EYFS Term: Summer 1

HIGHGATE INFANTS SCHOOL

YEAR 1

TOPIC OVERVIEWS 2017-2018 These overviews have also been mapped in collaboration with EYFS and Year 2, alongside the EYFS Curriculum, KS1 National Curriculum and school agreed expected standards

in order to ensure progression throughout the school year as well as providing ongoing opportunities for assessing pupil progress relative to their individual starting points and

end of year expectations.

Enquiry/ focus: Food festival

English focuses: Ketchup on your cornflakes- Nick Sharrat. Mama Panyas pancakes-

linnkign to Shrove Tuesday comparing and contrasting story settings

Maths focusses: Commutativity and inverse: reinforcing relationship between + and

-, then exploring missing number additions and subtractions.

Topic focuses: Chinese New Year- 18th February- explaining Chinese New Year,

trying different Chinese foods/ foods from around the world- matching to their

countries of origin and explaining reasoning

Allotment- planning fruits and vegetables to be planted from seed and then planted

out

Enquiry/ focus: Healthy eating

English: Storytelling into writing- Olivers vegetables: punctuation and

conjunction use

Muncha muncha muncha- using contracted words- cartoon strips

Maths focusses:

Understanding multiplication, counting in 2’s, 5’s, 10s

Topic: Tasting fruits and vegetables

Where does food come from- common foods- meats, dairy etc

Visit to Morrisons supermarket/ Frankie and Bennies restaurant

Making vegetable soup/ pizza faces

Topic

Food Glorious Food!

Home learning menu:

Project tasks will be given as a menu

and weekly learning updates also given.

Enquiry/ focus: Topic introduction: 2 days

English focuses: Read ‘The dinosaur who pooped Christmas’ and ‘The

Ravenous Beast’

Reminding chdn of letter formation, correct punctuation: list writing:

what else would the dinosaur eat? What have we eaten over

Christmas? The longest list!

Maths focusses: shape 2D and 3D shapes

Topic focuses: Maths/ art focus- creating role play areas

Beginning to think about different ways of storing foods- how

many examples of food storage can we find?

Enquiry/ focus: Where in the world do our foods come

from?

English focuses: Handa’s Surprise- storytelling into writing

Describing fruits, retelling the story, focussing on

punctuation

Maths focusses: Sharing and grouping, Doubling and halving

introducing division.

Topic focuses: Healthy eating- food groups

Learning about different food which are grown in different

parts of the world- e.g bananas fruit and vegetable printing,

Arcimboldo- fruit and vegetable faces- link with Year 2?

Enquiry/ focus: Fruit Salad

English focuses: suffixes- er, est endings- describing fruits, heaviest, shortest, widest, smelliest etc

Instructional texts: Olivers Fruit Salad- writing instructions for making fruit salad

Maths focusses Number bonds to 10 and to 20, addition- increasing fluency- counting on rom the largest number, missing

number additions

Topic focuses: Make fruit salad- cookery, handling data- pictograms and recording data to show favourite fruits/

vegetables.

Art work: drawing effects, stippling, hatching, cross-hatching and scumbling- observational drawings of fruit

Enquiry/ focus: The Tiger who came to tea

English focuses: Past and present tense- ed and ing suffixes. Read the

story- The Tiger who came to tea and describe what the Tiger did/ is

doing- link to verbs. Come up with own ideas for things the Tiger might do/

has done in the house.

Maths focusses: 3D shapes continued

Measurement- mass, length, capacity: use various food items and discover

how much they weight, how long/ short they are/ how many cubes/ water

can they hold.

Topic focuses: Materials- different ways of storing foods (packets, tins,

crates, bottles etc)- similarities and differences between materials,

sorting and grouping materials.

Andy Warhol- Campbell soup cans/ coca-cola bottle paintings-create own

pop-art type painting

Stunning start: Tea party visit to Morrisons

Fabulous finish: Food festival

Year Group: 1 Term: Spring 1 2018


Topic books:

The tiger who came to tea, Handa’s surprise, Olivers vegetables,

Olivers fruit salad, Muncha muncha muncha, Olivers fruit salad,

Ketchup on your cornflakes, I went to the zoopermarket, Don’t put

your finger in the jelly Nelly, Never use a knife and fork, Daisy: eat

your peas, Tasty poems, How did that get into my lunchbox?

YEAR 2

TOPIC OVERVIEWS 2017-2018 These overviews have also been mapped in collaboration with Year 1 and Year 2 and alongside the EYFS Curriculum, KS1 National Curriculum and school agreed expected

standards in order to ensure progression throughout the school year as well as providing ongoing opportunities for assessing pupil progress relative to their individual

starting points and end of year expectations.

our ‘roots and wings’ curriculum - highgate€¦ · fft (a literacy based intervention...

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