Science: 1st half: Seasons (Spring and Summer)

• Observe changes across Spring and Summer.
• Observe and describe the weather associated with seasons and how the day length varies.

SEE SCHEME OF WORK FOR MORE DETAILS

CROSS CURRICULAR LINKS:

• Count things we see in different seasons in 2,5 or 10
• Use comparative language to describe the seasons
• Write a sense poem about the seasons

Science: 2^nd half: Animals

• Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.
• Identify a variety of common animals that are carnivores, herbivores and omnivores.
• Describe and compare the structure of variety of common animals (fish/amphibians/reptiles/birds/mammals including pets)

SEE SCHEME OF WORK FOR MORE DETAILS

CROSS CURRICULAR LINKS:

• Make a fact file on different types of animals
• Write a leaflet on how to look after a pet or animal
• Use comparative language to describe the difference in animals

History: Homes

• Discuss what sort of homes people live in today.
• Know what homes look like from the outside (recognise windows, doors and chimneys)
• Describe and draw details of different homes from different eras through local visits.
• Identify how houses have changed through different periods.
• Describe the feature of a home built in Victorian times.
• Compare the main features of houses from different periods ( material/roof/windows/toilets etc.)
• Identify some of the differences between a modern/old house.
• Identify the rooms in a house from long ago (parlour/Larder)
• Use clues to infer the use of the object.
• Show understanding of an aspect of home life from the past by using role play (link into the home corner)

CROSS CURRICULAR LINKS:

• Write a description of your house
• Write a description of Victorian house
• Use comparative language to compare features of houses

Geography:

• Use the correct vocabulary to describe different types of dwellings.
• Understand how houses differ for their purpose and location.
• Know the difference between a city, a town and a village.
• Know the purpose of a factory, an office and a shop (building on work done in term 1) and know these are not houses.
• Identify a farm.

CROSS CURRICULAR LINKS:

• Write a short description of a village, a city and a town.
• Count houses in 2’s, 5’s or 10’s
• -write about the animals you find on a farm.
• Make a poster for a shop.

Art: MAKING A SCULPTURE OF AN  ANIMAL – 2^nd half (link with Science)

• Know the materials used in making a sculpture.
• Ask and answer questions about the starting points for their work.
• Choose from a range of materials.
• Try out tools and techniques.
• Create a sculpture for the school playground.
• Review what they have done and how they feel.

CHALLENGE ACTIVITIVES FOR THE MORE ABLE:

• Evaluate the pros and cons of using different types of materials.
• Design and create a more complex animal with extra details

D.T: DESIGN A HOME – 1^st half

• Use own experiences when developing ideas.
• Clarify their ideas through discussion.
• Make suggestions as to how to proceed.
• Assemble, join and combine 2D and 3D materials into a model.
• To use basic tools safely.
• Use basic joining techniques for 3D modelling using glues and masking tape.
• Make simple hinges.
• Know how to make structures more stable.
• Use construction kits to aid modelling.
• Evaluate the product they have made

CHALLENGE ACTIVITIVES FOR THE MORE ABLE:

• More detailed houses eg, different types of windows, roofs and doors.
• Use the more challenging joining techniques
• Combine with maths skills to get more exact measurements for their pieces that need to be joinedMusic:
• Use their voices creatively by singing songs, chants & rhymes
• Play un-tuned instruments musically.
• Listen with concentration to a range of high quality recorded music.
• Experiment with sounds using interrelated dimensions of music.

ICT Opportunities Digital Media

Use music software to create musical sounds & phrases  from icons or symbols

Computing: Robots, Control and sensors

• Know about everyday technology in the world around them, and how they are switched on/off
• Understand that some machines can use sensors (like the five human senses) to find out about external conditions
• Use simple commands to control the movement and actions of a person or robotPE: games, athletics

R.E: SEE AGREED SYLLABUS Hinduism unit 1, Islam unit 1

Entitlement and Enrichment: Surrey Docks farm/ visit to an aquarium (Hornimans?)/ local park/ visit the City of London/ Dulwich Village