Transcript Key Stage 1 Year A Spring

Key Stage 1
Spring – Year A
Science
Year 1: Continuous Provision
Nature Table – Plants & Seasons
Year 1: Which materials should the Three Little Pigs have used to build their house? or
Year 1: What do Aliens think of ;life on planet Earth?
Year 1: Science and DT Knowledge, Skills and Understanding
Science
Everyday Materials
Design Technology
•
•
•
•
•
•
•
•
•
•
Can they perform a simple test?
Can they tell other people about what they have done?
Can they identify and classify things they observe?
Can they think of some questions to ask?
Can they answer some scientific questions?
Can they give a simple reason for their answers?
Can they explain what they have found out?
Can they show their work using pictures, labels and captions?
Can they record their finding using standard units?
Can they put some information in a chart or table?
•
•
•
•
•
•
Can they describe materials using their senses?
Can they describe materials using their senses, using specific scientific words?
Can they explain what material objects are made from?
Can they explain why a material might be useful for a specific job?
Can they name some different materials?
Can they sort materials into groups by a given criteria?
•
•
•
•
•
•
•
•
Can they think of some ideas of their own?
Can they explain what they want to do?
Can they use pictures and words to plan?
Can they explain what they are making?
Which tools are they using?
Can they make a structure/model using
different materials?
Is their work tidy?
Can they make their model stronger if it
needs to be?
Year 1 (Challenging)
•
•
•
•
•
Can they give a simple reason for their answers?
Can they talk about similarities and differences?
Can they explain what they have found out using scientific vocabulary?
Can they use ICT to show their working?
Can they make accurate measurements?
•
•
Can they describe things that are similar and different between materials?
Can they explain what happens to certain materials when they are heated, eg, bread, ice,
chocolate?
Can they explain what happens to certain materials when they are cooled, eg, jelly, heated
chocolate?
Can they tell which materials are changed by bending, twisting and stretching?
•
•
© Focus Education 2014
4
Year 2: Old Curriculum
Unit 2D – Changing Materials
Unit 2E – Forces & Movement
Year 1: Which materials should the Three Little Pigs have
used to build their house?
KS1 Science (Y1: Everyday Materials)
•
•
•
•
Distinguish between an object and the materials 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.
WOW: Start with a discussion about the materials used by the Three
Little Pigs to build each house . Visit from a builder or Bob the Builder.
LC1
What are the advantages and disadvantages of
using straw, wood and bricks for different
structures?
LC2
How are bricks joined together?
LC3
How can we make very strong structures from
straw?
LC4
Which materials were used to build our school and
why were they chosen?
LC5
How can you build a bridge using only paper?
LC6
Can you create a dance that shows strong
structures using your bodies?
LC7
Working Scientifically: The idea here is to test
each of these three materials to find out about
their qualities.
They should perform simple tests to explore
questions such as: ‘What is the best material for
……?
Literacy Link: Link this to generally looking at
Traditional Tales.
Numeracy Links: Many opportunities here for
pupils to measure and to classify.
Creative Arts Link: This is an opportunity for
children to work in small groups to create
structures that they will have to test. Their
bridges should be designed and built so as
to hold 1Km in weight.
Expressive Arts Link: Create dance which shows
their understanding of strength in structures.
This will be performed to Year 2 and EYFS/
Reflection: How can you design and make your
ideal bedroom?
© Focus Education 2014
Let’s
Build a
House
Mick
Manning &
Brita
Granstrom
6
History
Year 2 History Knowledge, Skills and Understanding
Chronological understanding
•
•
•
•
Can they use words and phrases like:
‘before I was born’, ‘when I was younger’?
Can they use phrases and words like:
‘before’, ‘after’, ‘past’, ‘present’, ‘then’
and ‘now’; in their historical learning?
Can they use the words ‘past’ and
‘present’ correctly?
Can they use a range of appropriate
words and phrases to describe the past?
Knowledge and interpretation
•
•
•
•
Can they recount the life of someone
famous from Britain who lived in the past,
giving attention to what they did earlier
and what they did later?
Can they give examples of things that are
different in their life from that of their
grandparents when they were young?
Can they explain why Britain has a special
history by naming some famous events
and some famous people?
Can they explain what is meant by a
parliament?
Historical enquiry
•
•
•
•
Can they find out something about the
past by talking to an older person?
Can they answer questions by using a
specific source, such as an information
book?
Can they research the life of a famous
Briton from the past using different
resources to help them?
Can they research about a famous event
that happens in Britain and why it has
been happening for some time?
Year 2 (Challenging)
•
•
•
•
Can they sequence a set of events in
chronological order and give reasons for
their order?
Can they sequence a set of objects in
chronological order and give reasons for
their order?
Can they sequence events about their
own life?
Can they try to work out how long ago an
event happened?
•
•
•
Can they give examples of things that are
different in their life from that of a long
time ago in a specific period of history
such as 1953?
Can they explain why their locality (as
wide as it needs to be) is associated with
a special historical event?
Can they explain what is meant by a
democracy and why it is a good thing?
•
•
Can they say at least two ways they can
find out about the past, for example using
books and the internet?
Can they explain why eye-witness
accounts may vary?
Year 2 Additional Geography Knowledge, Skills and Understanding
•
•
•
•
Can they name the continents of the world and find them in an atlas?
Can they name the world’s oceans and find them in an atlas?
Can they name the major cities of England, Wales, Scotland and Ireland?
Can they find where they live on a map of the UK?
© Focus Education 2014
8
Year 2: What was it like when the Queen came to
the throne in 1953?
KS1 History: events beyond living memory that are significant
nationally or globally
WOW: Children to carry out a mock coronation giving particular
attention to the key events in a coronation.
LC1
What is a coronation and what does one look like?
LC2
What would you have done after school if you had
lived in 1953?
LC3
What would your favourite football team have
looked like in 1953? Or, What would your favourite
dress have looked like in 1953?
LC4
What was the British Empire?
LC5
What key events have happened since the Queen
has reigned?
LC6
What job does the Queen do?
LC7
How much would our shopping basket have cost in
1953?
LC8
Reflection: Children to put together a presentation
to do with our monarchy.
Literacy Link: Opportunities for children to role
play a coronation and develop oracy skills
during LC1. Additional opportunities for
research provided through LC2, LC3, LC4 and
LC6.
Numeracy Link: Great opportunity provided in
LC5 for linking dates with events and in LC7 for
developing number skills through money.
Creative Arts Link: Children could research in the
first instance and then design their own football
team kit based around this time or they could
design a special dress that might have been
worn at this time.
Additional Geography Link: Children to use
maps to find out about the location of countries
within the British Empire and at the same time
locate continents and oceans on their maps.
© Focus Education 2014
9
History Knowledge, Skills and Understanding breakdown
Chronological
understanding
•
Can they put up to
three objects in
chronological order
(recent history)?
•
Can they use words
and phrases like:
‘old’, ‘new’ and ‘a
long time ago’?
•
Do they know that
some objects
belonged to the
past?
•
•
Can they use the
words ‘before’ and
‘after’ correctly?
Can they say why
they think a story
was set in the past?
Year 1
Knowledge and
interpretation
•
Do they appreciate
that some famous
people have helped
our lives be better
today?
•
Year 1 (Challenging)
Can they explain
differences between
past and present in
relation to hospitals
and nursing?
Year 2
Historical enquiry
•
Can they ask and
answer questions
about old and new
objects?
•
Can they spot old
and new objects in a
picture?
•
Can they answer
questions using an
artefact/ photograph
provided?
•
Can they give a
plausible explanation
about what an
object was used for
in the past?
•
•
Can they begin to
identify the main
differences between
old and new objects?
Can they answer
questions using a
range of artefacts/
photographs
provided?
Chronological understanding
Knowledge and interpretation
•
Can they use words and phrases •
Can they recount the life of
like: ‘before I was born’, ‘when I
someone famous from outside
was younger’?
Britain who lived in the past
•
Can they use phrases and words
giving attention to what they did
like: ‘before’, ‘after’, ‘past’,
earlier and what they did later?
‘present’, ‘then’ and ‘now’; in
•
Can they recount some
their historical learning?
interesting facts from an
•
Can they use the words ‘past’
historical event?
and ‘present’ correctly?
•
Can they use a range of
appropriate words and phrases
to describe the past?
•
Can they sequence a set of
events in chronological order
and give reasons for their
order?
Historical enquiry
•
Can they find out something
about the past by talking to an
older person?
•
Can they answer questions by
using a specific source, such as
an information book?
•
Can they research the life of a
famous person from the past
using different resources to help
them?
Year 2 (Challenging)
•
•
•
Can they sequence a set of
objects in chronological order
and give reasons for their
order?
Can they sequence events
about the life of a famous
person?
Can they try to work out how
long ago an event happened?
•
Can they explain why someone
in the past acted in the way they
did?
•
•
Can they say at least two ways
they can find out about the past,
for example using books and the
internet?
Can they explain why eyewitness accounts may vary?
D.T. Knowledge, Skills and Understanding breakdown
Year 1
Developing, planning and communicating ideas
•
Can they think of some ideas of their own?
•
Can they explain what they want to do?
•
Can they use pictures and words to plan?
Working with tools, equipment, materials and
components to make quality products
•
Can they explain what they are making?
•
Which tools are they using?
Evaluating processes and products
•
Can they describe how something works?
•
Can they talk about their own work and
things that other people have done?
Technical Knowledge
•
Can they cut materials using scissors?
•
Can they describe the materials using
different words?
Year 2
Developing, planning and communicating ideas
•
Can they think of ideas and plan what to do
next?
•
Can they choose the best tools and
materials?
•
Can they give a reason why these are best?
•
Can they describe their design by using
pictures, diagrams, models and words?
Working with tools, equipment, materials and
components to make quality products
•
Can they join things (materials/ components)
together in different ways?
Evaluating processes and products
•
What went well with their work?
•
If they did it again, what would they want to
improve?
•
Technical Knowledge
•
Can they measure materials to use in a model
or structure?
•
Can they join material in different ways?
•
Can they use joining, folding or rolling to
make it stronger?
Books:
Start up Connections – Florence Nightingale – Evans Brothers Limited
History Makers – Florence Nightingale – Ways into History – Franklin Watts
Famous People Famous Lives – Florence Nightingale – Franklin Watts
Beginning History – The Life of Florence Nightingale – Wayland
History Corner – Florence Nightingale – Wayland
Florence Nightingale Picture Resource Pack – The Florence Nightingale Museum
The Life a Mary Seacole – Heinemann
Who was Mary Seacole? – Wayland
History Makers – Mary Seacole – and the Crimean War – Franklin Watts
DVD:Animated Hero Classics – Florence Nightingale
Weblinks:
Edith Cavell:
www.bbc.co.uk/schools/0/ww1/25582807
www.historynet.com/edith-cavell.htm
www.edithcavell.org.uk/
www.firstworldwar.com/bio/cavell.htm
Mary Seacole:
www.bbc.co.uk/schools/primaryhistory/famouspeople/mary_seacole/
www.spartacus.schoolnet.co.uk/REseacole.htm
www.youtube.com/watch?v=mmhZn5gFyik
http://primaryfacts.com/56/interesting-facts-and-information-about-mary-seacole/
Florence Nightingale:
www.bbc.co.uk/schools/primaryhistory/famouspeople/florence_nightingale/
http://resources.woodlands-junior.kent.sch.uk/Homework/victorians/florence/index.htm
http://primaryfacts.com/30/facts-about-florence-nightingale/
www.primaryresources.co.uk/history/history0.htm
www.everyschool.co.uk/history-key-stage-1-florence-nightingale.html
www.youtube.com/watch?v=SBF3X2vkK7w
Years 1 & 2 Years 1 & 2 (Year A) - How did Florence Nightingale, Mary Seacole & Edith
Cavell save lives?
KS1 History: the lives of significant individuals in the past who have contributed to national and
international achievements.
WOW: A visit from a nurse – the children could prepare questions about their job and why they wanted to be a nurse.
Pre Learning Challenge: Record what children already know about these famous women.
LC2: Why and how did she travel to the Crimea?
Literacy Link: Diary entries for significant
events in lives of Florence Nightingale, Mary
Seacole & Edith Cavell. Letter Writing – from
a soldier or to a newspaper.
LC3: How did she help soldiers in the Crimea?
Research: Using books and ICT.
LC4: Why is she called ‘The Lady with the Lamp’?
Role Play: Hospital
LC1: Who was Florence Nightingale?
LC5: How did Florence Nightingale change nursing and hospitals?
LC6: Who was Mary Seacole and what did she do?
LC7: Who was Edith Cavell and what did she do?
LC8: Reflection:
Why do we remember Florence Nightingale, Mary Seacole and Edith Cavell today?
Post Learning Challenge: Record what children now know about these famous women.
DT: Make a lantern – linked to LC4.
Science: Hygiene – Glow Germ Kit
Speaking & Listening / Group Work:
Presentations – LC8