Domestic Church

Families
God's love and care for every family

Local Church

Special People
People in the parish family

Pentecost

HOLIDAYS & HOLY DAYS
Pentecost: feast of the Holy Spirit

Baptism / Confirmation

Belonging
Baptism: an invitation to belong to God's family

Eucharist

Meals
Mass, Jesus' special meal

Reconciliation / Anointing of the sick

BEING SORRY
God helps us choose well.

Judaism

Abraham and Moses

Islam

Muhammad

Advent / Christmas

Waiting
Advent: a time to look forward to Christmas

Lent / Easter

CHANGE
Lent: a time for change

Universal Church

TREASURES
God's treasures; the world

• 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
• Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
• Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
• Speak audibly and fluently with an increasing command of Standard English
• Participate in discussions, presentations, performances, role-play and debates
• Gain, maintain and monitor the interest of the listener(s)
• Considering different viewpoints, attending to and building on the contributions of others.
• Select and use appropriate registers for effective communication.

• Spell words containing the 40+ phonemes taught
• Spell the days of the week
• Spell common exception words
• Name letters of the alphabet in order
• Use letter names to distinguish between alternative spellings of the same sound. Use regular plural noun suffixes –s or –es
• Add suffixes to verbs where no change is needed in the spelling of root words (see appendix 1)
• Know how the prefix un– changes the meaning of verbs and adjectives

Handwriting

• Sit correctly at a table, holding a pencil comfortably and correctly.
• Form lower-case letters in the correct direction, starting and finishing in the right place.
• Form capital letters:

Straight line: E F H I L T

Straight and slant line: A K M N V W X Y Z

Straight and curly line: B D G J P Q R U

Curly line: C S O

• Understand which letters belong to which handwriting ‘families’:
•  (l, I, t, u, j, y),   (r, b, n, h, m, p),  (c, a, d, o, g, q and s, e, f),  (z, v, w, x)
• Form digits 0-9

• Apply phonic knowledge and skills as the route to decode words
• Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes.
• Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
• Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.
• Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
• Read other words of more than one syllable that contain taught GPCs
• Read words with contractions, and understand that the apostrophe represents the omitted letter(s)
• Read books aloud, accurately that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words.
• Reread these books to build up their fluency and confidence in word reading.

Reading comprehension

Develop pleasure in reading, motivation to read, vocabulary and understanding.

• Listen to and discuss a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently.
• Link what they read or hear to their own experiences
• Become very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics.
• Recognise and join in with predictable phrases
• Learn to appreciate rhymes and poems
• To recite rhymes and poems by heart
• Discuss word meanings, linking new meanings to those already known
• Develop understanding by drawing on what they already know or on background information and vocabulary provided by the teacher.
• Check that the text makes sense to them as they read and correct inaccurate reading
• Discuss the significance of the title and events
• Make inferences on the basis of what is being said and done
• Predict 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

Planning

• Say out loud what they are going to write about
• Independently choose what to write about, orally rehearse, plan and develop your own imaginative ideas for settings and characters in stories, using ideas from reading about some incidents and events.
• Begin to plan stories with a simple structure: beginning/middle/end
• Assemble information on a subject e.g. food, pets

Drafting and writing

Narrative

• Compose a sentence orally before writing it
• Write stories by sequencing sentences to form short narratives
• Use time words to aid sequencing and organise events.
• Retell/imitate familiar stories and recount events; include main events in sequence, focusing on who is in the event, where events take place and what happens in each event including story language and sentence patterns, e.g. one day, suddenly
• Continue and use a repeating pattern
• List words and phrases to describe details of first-hand experiences using your senses
• Make some choices of appropriate vocabulary
• Act out stories and portray characters and their motives

Poetry

• Continue and use a repeating pattern in poetry writing

Non-narrative

• Sequence sentences to write simple non-fiction text types linked to topics of interest/study or to personal experience.
• Begin to make some choices of appropriate vocabulary (e.g. defensive, wooden castle as opposed to haunted, spooky castle)
• Use simple features correctly e.g. greeting in a letter, numbers in a list.

Proofreading, editing and evaluating

• Discuss what they have written with the teacher or other pupils
• Re-read what they have written to check that it makes sense and attempt to edit for sense.

Presenting

Read aloud their writing clearly enough to be heard by peers and teachers.

• Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
• Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens.
• Given a number, identify one more and one less
• Identify and represent numbers using objects and pictorial representations, including the number line, and use the language of: equal to, more than, less than (fewer), most, least
• Read and write numbers from 1 to 20 in numerals and words

• Read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs
• Represent and use number bonds and related subtraction facts within 20
• Add and subtract one-digit and two-digit numbers to 20, including zero.
• Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = – 9.

• Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

• Recognise, find and name a half as one of two equal parts of an object, shape or quantity
• Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity

Compare, describe and solve practical problems for:

• Lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]
• Mass/weight [for example, heavy/light, heavier than, lighter than]
• Capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]
• Time [for example, quicker, slower, earlier, later]
• Measure and begin to record the following: length and height; mass/weight; capacity and volume; time (hours, minutes, seconds)
• Recognise and know the value of different denominations of coins and notes
• Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]
• Recognise and use language relating to dates, including days of the week, weeks, months and years
• Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

Recognise and name common 2-D and 3-D shapes, including:

• 2-D shapes [for example, rectangles (including squares), circles and triangles]
• 3-D shapes [for example, cuboids (including cubes), pyramids and spheres]

• Describe position, direction and movement, including whole, half, quarter and three-quarter turns.

Paws, claws and whiskers

• Identify and name a variety of common animals, including fish, amphibians, reptiles, birds and mammals.
• Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets).
• Identify and name a variety of common animals that are carnivores, herbivores and omnivores.
• Identify, name, draw and label the basic parts of the human body.
• Say which part of the body is associated with each sense.

Making stuff

• To identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock by matching a material to its name
• To distinguish between an object and the material from which it is made by naming objects and identifying the material which they are made from.
• To distinguish between an object and the material from which it is made by looking and touching different materials.
• To describe the simple physical properties of a variety of everyday materials by testing different objects
• To observe closely by watching what happens to teddy.
• To perform simple tests to find out which material would be suitable to make an umbrella from.
• To use their observations and ideas to suggest answers to questions by deciding which materials would be suitable to make an umbrella from.
• To compare and group together a variety of everyday materials on the basis of their simple physical properties by sorting objects.

How does your garden grow?

• Identify and describe the basic structure of a variety of common flowering plants, including trees. Observing closely, using simple equipment.
• Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees. Observing closely, using simple equipment.
• Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees. Observing closely, using simple equipment identifying and classifying
• Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees. Identifying and classifying.
• Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees using their observations and ideas to suggest answers to questions.

Autumn and winter

• To observe and describe how day length varies by exploring the average number of hours of daylight in autumn.
• To observe and describe weather associated with the seasons by observing the weather in autumn and winter.
• To gather and record data to help in answering questions by recording the weather, temperature, rainfall and wind direction in autumn and winter.
• To observe changes across the 4 seasons by going on an autumn walk and by looking at how trees and the clothes that we wear change from autumn to winter.
• To observe and describe how day length varies in the context of autumn to winter.
• To observe changes across the 4 seasons by exploring how some animals adapt to survive in winter

Spring

• To observe and describe how day length varies in the context of winter to spring.
• To observe changes across the four seasons by looking at how trees and the clothes that we wear change from winter to spring.
• To observe and describe weather associated with the seasons by observing the weather in spring.
• To gather and record data to help in answering questions by recording the weather, temperature, rainfall and wind direction in spring.
• To observe changes across the four seasons by going on a spring walk.

Summer (May start later in the spring term)

• To observe and describe how day length varies in the context of spring to summer.
• To observe changes across the four seasons by looking at how trees and the clothes that we wear change from spring to summer.
• To observe and describe weather associated with the seasons by observing and recording the weather in summer.
• To gather and record data to help in answering questions by recording the weather, temperature, rainfall and wind direction in summer.
• Observe and describe weather associated with the seasons in the context of the summer sun.

Technology around us 

Recognising technology in school and using it responsibly

Digital painting 

Choosing appropriate tools in a program to create art, and making comparisons with working non-digitally

Moving a robot

Writing short algorithms and programs for floor robots, and predicting program outcomes.

Grouping data 

Exploring object labels, then using them to sort and group objects by properties.

Digital writing

Using a computer to create and format text, before comparing it to writing non-digitally

Programming 

Animations Designing and programming the movement of a character on screen to tell stories.

• Experiment with sounds using related areas of music, e.g louder, softer, quicker, slower, simple music notations

• Develop listening skills top some recorded and live music

• Begin to use voice expressively
• Begin to use voice creatively by singing simple songs
• Begin to play tuned and untuned instruments

• Discuss music they like/dislike

All About Me

Self-portraits Superheroes

In pencil, draw lines of different length and thickness.

In painting, mix colours to make secondary colours.

In textiles, join materials using glue.

In print, use repeat or overlapping shapes (using objects to create print).

In collage, sort and use a range of materials that are cut, torn and glued.

Begin to use art and design techniques in using colour, patterns, texture, line, shape form, and space with a range of materials.

Discuss their own and others’ work.

Talk about the work of artist, craft maker or designer.

In pencil, draw lines of different length and thickness.

In painting, mix colours to make secondary colours.

In textiles, join materials using glue.

In print, use repeat or overlapping shapes (using objects to create print).

In collage, sort and use a range of materials that are cut, torn and glued.

Discuss their own and others’ work.

Talk about the work of artist, craft maker or designer.

In textiles, join materials using glue.

In print, use repeat or overlapping shapes (using objects to create print).

Discuss their own and others’ work.

Talk about the work of artist, craft maker or designer.

Begin to use art and design techniques in using colour, patterns, texture, line, shape

form, and space with a range of materials.

Design simple products that work and look appealing.

(Christmas cards)

Use a range of materials and components e.g. construction, textiles and ingredients.

Use a range of tools and equipment to perform practical tasks e.g. cut, shape, join and finish.

Use a range of materials and components e.g. construction, textiles and ingredients.

Use a range of tools and equipment to perform practical tasks e.g. cut, shape, join and finish.

Explore existing products e.g. home school.

Discuss own ideas and designs.

Start to build structures, exploring ways to stiffen, stable and strengthen.

Explore simple mechanisms.

Explore existing products e.g. home school.

Discuss own ideas and designs.

Begin to understand where food comes from.

Prepare simple dishes using knowledge of healthy food.

Use a range of materials and components e.g. construction, textiles and ingredients.

Use a range of tools and equipment to perform practical tasks e.g. cut, shape, join and finish.

Use a range of materials and components e.g. construction, textiles and ingredients.

Discuss own ideas and designs.

Start to build structures, exploring ways to stiffen, stable and strengthen.

Explore simple mechanisms

Me, My Body, My Health

Session 1: I am unique

Children will learn:

• That we are all unique, with individual gifts, talents and skills.

The Communities we live in

Session 2: Who is my Neighbour?

Children will learn:

• That they belong to various communities such as home, school, parish, the wider local community, nation and global community
• That they should help at home with practical tasks such as keeping their room tidy, helping in the kitchen etc
• That we have a duty of care for others and for the world we live in (charity work, recycling etc.)
• About what harms and what improves the world in which we live

Emotional Well being

Session 3: Feelings, likes and dislikes 

Children will learn:

• That it is natural for us to relate to and trust one another
• That we all have different ‘tastes’ (likes and dislikes), but also similar needs (to be loved and respected, to be safe etc)

Session 4: Feeling inside out

Children will learn:

• Children will have a basic understanding that feelings and actions are two different things and that our good actions can ‘form’ our feelings and our character.

Session 3: Super Susie Gets Angry

Children will learn:

• Simple strategies for managing feelings and for good behaviour
• That choices have consequences: that when we make mistakes we are called to receive forgiveness and to forgive others when they do
• Jesus died on the cross so that we would be forgiven

Keeping safe

Session 1; Real Life Online
Children will learn:

• To understand safe and unsafe situations, including online.

Session 7: Good Secrets and Bad Secrets

 Children will learn

• The difference between ‘good’ and ‘bad’ secrets and that they can and should be open with ‘special people’ they trust if anything troubles them
• How to resist pressure when feeling unsafe