Autumn 1 

Autumn 2 

Spring 1 

Spring 2 

Summer 1 

Summer 2 

Food Glorious Food 

Marvellous Maps 

Epic Explorers 

Super Scientists 

Animals 

Animals 

PSHE (Jigsaw): Being Me in My World 

I understand the rights and responsibilities as a member of my class.  

I can recognise the choices I make and understand the consequences.   

PSHE (Jigsaw): Celebrating Difference 

I can identify the similarities and differences between people.  

I know who to talk to if I am feeling unhappy or bullied.  

I can make new friends.  

PSHE (Jigsaw): Dreams and Goals   

I can set a goal and work out how to achieve it. 

I can identify obstacles, work out how to overcome them and how to celebrate. 

PSHE (Jigsaw): Healthy Me 

I know how to make healthy lifestyle choices 

I know how to stay safe.  

PSHE (Jigsaw): Relationships 

I can identify what a good friend is to me and how to act appropriately as a friend.  

I can recognise my qualities as a person.  

PSHE (Jigsaw): Changing Me 

I can understand the life cycles of animals and humans.  

I understand some of the changes that happen to humans.  

English:  

To read and respond to stories and a range of texts. 

To sequence events in a story. 

To identify the beginning, middle and end of a story. 

To write a simple sentence (formation and structure). 

Texts: 

The Secret Pizza Party: 

Pizza Focus (Instructions) 

The Gruffalo 

The Highway Rat 

Information Texts (How foods are made, learning about rats following Highway Rat) 

Harvest Poems 

English:  

To hear, read and respond to poems and stories.  

To begin to use correct punctuation to write simple sentences. 

To read and recognise a non-fiction text.  

Texts: 

Firework Poems 

The Jolly Postman 

Information Texts 

Recounts of Journeys 

Story sequencing 

Drama (Christmas Production) 

Traditional tales & poems – Goldilocks and Jack and the Beanstalk 

The Christmas Jolly Postman 

English:  

To read and respond to stories and a range of texts. 

To plan what to sentences to write using key information and new vocabulary. 

To begin to sequence sentences to form short narratives. 

Texts: 

Claude Goes to Sea 

Lost and Found 

The Great Explorer 

Information Texts about Famous Explorers (Shackleton, Nelly Bly) 

English: 

To read and respond to a variety of non-fiction texts and poems.  

To be able to write a simple narrative with simple punctuation based on different fiction texts.  

Texts: 

Izzy Gizmo, Scientist like me, Llama destroys the world, Beegu, Information Texts about Scientists, familiar rhymes and poems

English - 

To be able to accurately punctuate sentences with capital letters and full stops.  

To be able to use joining words ‘and’ and ‘but’.  

To be able to sequence narratives and to write our own narratives with a clear beginning, middle and end.  

To be able to create a plan before writing a narrative using key information and new vocabulary.  

Texts

Recounts of trip to zoo, information texts about animals and familiar poems/rhymes. 

Stories about animals; Farmer Duck, Click Clack Moo Cows that Type, I’m trying to love spiders, Give Bees a chance, There’s a snake in my school, The Mixed up Chameleon, Howard the average gecko, a selection of Anthony Browne books, Cockatoos, A busy day for a bird, The go-away bird, The Ugly Five, Dodos are not extinct. 

Phonics Phase 3-5 

Phonics Phase 5 

(Phase 3 recap for some class members) 

Phonics Phase 5 

(Phase 3 recap for some class members) 

Phonics Phase 5 

(Phase 3 recap for some class members) 

Phonics Phase 5 

Phonics Phase 5 

Maths: Place value (within 10) 

Addition and Subtraction 

Maths: Addition and Subtraction within 10 

Geometry - Shape 

Maths: Place value (within 20)  

Addition and subtraction within 20 

Maths: Place value within 50 

Measurement (Length and height, mass and volume) 

Maths: Multiplication and division  

Fractions  

Geometry (Position and direction) 

Maths: Place Value within 100 

Measurement (money and time) 

Science: Weather / seasonal changes 

observe changes across the 4 seasons 

observe and describe weather associated with the seasons 

Our Body & Senses 

Food Investigations 

Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense 

Science: Weather / seasonal changes 

observe changes across the 4 seasons 

observe and describe weather associated with the seasons and how day length varies 

Science: Weather / seasonal changes 

observe changes across the 4 seasons 

observe and describe weather associated with the seasons and how day length varies 

Materials  

Distinguish between an object and the material from which it is made 

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

Science: Seasonal changes   

observe changes across the 4 seasons 

observe and describe weather associated with the seasons and how day length varies 

Plants 

To identify and name a variety of common and wild plants 

Science: Seasonal Changes 

observe changes across the 4 seasons 

observe and describe weather associated with the seasons and how day length varies 

Animals 

identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals 

Identify and name a variety of common animals that are carnivores, herbivores and omnivores 

Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets) 

History: 

Intro to sequencing 

To identify events from our own past, present and future. 

To use historical vocabulary. 

To identify similarities and differences between past and present foods and everyday objects. 

Texts/Area of interest: 

Stone Age Food (Stone Age Boy) 

Future Foods 

Geography:  

To identify key physical and human features of our local area. 

Local area (School environment) drawings/sketches 

History (link to English):  

To recognise and describe significant events and people 

(Shackleton, Captain Cook, James Cameron) 

Geography:  

To identify the countries and capitals of the UK, in addition to the surrounding seas. 

History: 

To describe significant people in history 

To identify events beyond living memory – significant scientific events  

Jane Goodall, Mary Anning, Stephen Hawking)

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 

Map Skills (Compass, map symbols, comparing countryside and towns, physical and human geographical features) 

History: 

To learn about Significant people in the past and present  

(David Attenborough, Charles Darwin, Steve Irwin, Diane Fossey, Steve Backshall) 

Art  

Twinkl Unit: 

Portraits – exploring and creating portraits inspired by famous artists such as Pablo Picasso, Paul Klee, Andy Warhol 

Art/DT: 

Twinkl unit: Exploring ‘moving pictures traditional tales’ - Developing an understanding of basic mechanisms (sliders, levers, wheels) 

Art/DT: 

Twinkl unit: Exploring structures and materials 

Art: 

Twinkl unit: Nature Sculptures- learn about different kinds of nature sculptures and explore the work of Andy Goldsworthy as well as other environmental artists 

Art:  

Twinkl unit: Colour chaos – exploring colour and artists such as Piet Mondrian, Mark Rothko, Paul Klee and Kandinsky. 

Art: 

Twinkl unit: Let’s Sculpt  - designing and creating own sculptures 

RE: 

How important are the groups people belong to? (For all questions see non-statutory guidance in Bucks agreed syllabus) 

Harvest and belonging to groups 

RE:  

What makes some people important?  

Important people and important places  

RE:  

What makes some things sacred to some groups of people?  

Special things 

R.E -  

What makes some stories so important to different people?  

Special books  

R.E -  

Why is it important to look after our world?  

Looking after our world  

R.E -  

Why do we celebrate important occasions?  

Special occasions  

ICT:  

Twinkl Y1  

Computer skills 

using technology purposefully to manipulate and retrieve  

ICT:  

Twinkl Y1  

Programming toys  

algorithms and what they are 

ICT:  

Twinkl Y1 

Online safety and digital literacy skills 

ICT:  

Twinkl Y1 

Painting – learning to use a painting application and the different features 

ICT:  

Twinkl Y1 

Scratch – basic principles of coding 

ICT:  

Twinkl Y1 

Word Processing Skills.

Learn basic typing and word processing skills.

Music:  

Sing Up Y1 Term 1 

Active listening (movement), beat, 

march, timbre, music from a film 

Music: 

Sing Up Y1 Term 1 

Timbre, pitch, structure, graphic 

symbols, classical music, dynamics, 

rhyme 

Music: 

Sing Up Y1 Term 2 

Beat, ostinato, pitched/unpitched 

patterns, mi-re-do  active listening  20th century classical music  

Music:  

Sing Up Y1 Term 2 

Question and answer, timbre, graphic score, beat, rests, rhythm patterns, higher/ 

lower 

Music:  

Sing Up Y1 Term 3 

Active listening , electronic music, Mood, tempo, dynamics, rhythm, dot 

notation 

Music:  

Sing Up Y1 Term 3 

Beat, march, Jig 

Call-and-response, tuned percussion 

skills, rhythm and syllables, pitch. 

PE: Ball skills / multi skills  

P:E: Hockey / dance tango 

PE: Bat and ball skills / gymnastics 

P.E - Team games / tennis 

P.E - Team games / golf 

P.E - Athletics / team building sports day activities  

Eco: Recycling – link to history sorting packaging and containers 

Eco: Looking after local area 

Eco – sustainable travel and pollution 

Eco – Growing sunflowers 

Eco – Endangered animals WWF 

Play – Weekly Tuff Spot Activities linked with Topic and Core Subjects 

 Play – Weekly Tuff Spot Activities linked with Topic and Core Subjects 

Play – Weekly Tuff Spot Activities linked with Topic and Core Subjects 

Play – Weekly Tuff Spot Activities linked with Topic and Core Subjects 

Play – Weekly Tuff Spot Activities linked with Topic and Core Subjects 

Play – Weekly Tuff Spot Activities linked with Topic and Core Subjects