Durham Gilesgate Primary School Year 1 Autumn Term I Overview. Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Wk 7

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1 Durham Gilesgate Primary School Year 1 Autumn Term I Overview Literacy Numeracy Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Wk 7 The Three Little Pigs Introduce and read write in speech bubbles what each character might be saying. Write a list of materials the pigs would need to build a house. Write instructions on how to build a house. Compare heights and introduce the < and > symbols. Explore and understand the terms more than, less than and the same. Find equivalent number rods. Sequence the story of using a storyboard. Write the beginning, middle and end of The Three Little Pigs. Compare numicon shapes and number rods using pan balance and introduce the term balances. Introduce the = symbol and write number sentences using numicon shapes or rods. Reason with numicon shapes and a dartboard use numicon pegs as darts and place 2 pegs on the dartboard to Edit the story of The Three Little Pigs. Sentence work building sentences using target train. Designing an ebook on The Three Little Pigs ipads Creative Book Builder. Investigation - investigate odd and even numbers what happens when we add 2 even numbers together? How do we make an odd number as an answer? Use numicon to investigate. PE hall sort objects into PE hoops explain how you sorted them. Organise sets using a grid sort objects into type and colour can you do it in a systematic way? Hansel and Gretel Introduce and read Hansel and Gretel act out the story using puppets. Focus on the forest in the story what could Hansel and Gretel see, hear and smell in the forest read descriptions from the story and look at pictures for clues take the ch outside for an outdoor senses walk record what they can see, hear and smell e.g. I can hear crunchy leaves beneath my feet, I can hear the birds in the sky, I can see tall trees. In pairs on a large A3 sheet, ch design a story trail draw a path through the forest and draw pictures of what they saw outside. Label with key words. Use their story trail and target train to write the beginning and middle of their own adventure story through a forest. Explore possible numicon shape patterns with 10 pegs using only three 10-shape numicon shapes can you place 10 pegs across all 3 shapes and record as number sentences? Work systematically. Work systematically and look for possibilities with number facts using only the numbers 1, 2, 3 and 4 can you work systematically to add 2 Hansel and Gretel Use their story trail and target train to write the end of their own adventure story through a forest. Edit their story. Write character descriptions based on Hansel and Gretel. Write a book review on Hansel and Gretel. Label numbers to 20 with numerals using number rods. Look for numerals in order (example, on a number line, on a hundred square, somewhere in the classroom, turning the pages in a book or on a clock face). Instructions can also be written in order and numbered. Revisit your board game you created last week and write a list of instructions of how to play it. Number your instructions. Non-Fiction Read non-fiction texts about different types of homes. Write about a home that you read about describe the features. Draw and label the home that you wrote about. Write about your own home, describing features. Draw and label your own home. Connecting 10 rods with the numicon 0-100cm number line and labelling tens numbers. Comparing tens numbers to teen numbers e.g. make 50 with numicon shapes and then make 15 with numicon shapes. What is the difference? Counting in twos. Counting in fives. Building, naming and labelling numbers with numicon shapes. Diary of a Wombat Introduce and read the story Diary of a Wombat. Plan a diary entry about an animal living in your home write a list of all the things they might get up to. Write a diary entry about an animal living in your home. Edit your diary entry. Looking at quantity value and column value using the balance scales to weigh 2 ten rods on one side and other rods on the other side can the ch make it equal? E.g. 2 ten rods on one side and 20 ones on the other side. Being in the right place ask ch to make a number line using numicon shapes and match them to numeral cards (single digit cards). In pairs ask one ch to close their eyes and their partner rearranges the digits of a number e.g. 23

2 Theme Science I can identify and name different materials glass, wood, plastic, metal, water and rocks. equal a score larger than 8. Record as number sentences. Work systematically to find out what numicon shapes could be hidden in my feely bag. Use numicon to add or subtract to make an answer (bingo card). I can tell the difference between an object and the material it is made from glass, wood, plastic, metal, water and rocks. Find possibilities of different ice cream flavours explore systematically. I can describe the properties of everyday materials use words to describe how materials look and feel. numbers together and find all possible answers? Explore number tracks go outdoors and draw number tracks with chalk roll dice and jump up the numbers come back to classroom and play snakes and ladders. Design your own board game write the numbers on assess ch in writing numbers 1-30 identify ch who need intervention. Use number rods to build and name numbers 1-20 how can we make numbers larger than 10 using number rods? Houses and Homes I can identify which materials have certain properties I can talk about how materials behave bendy? Waterproof? Transparent? Absorbent? Finding out how many by grouping objects. Finding out how many by grouping numicon pegs. Finding out how many 1p coins by grouping and counting in tens and making a tens number line using numicon shapes. I can test different materials and make a decision umbrella investigation. Can you make an umbrella for teddy? Building, naming and labelling numbers with number rods. I can test different materials and make a decision umbrella investigation. Can you make an umbrella for teddy? changed to 32. Talk about what is different. Recognising, saying and writing 2 digit numbers make 2 digit numbers with numicon shapes and write them emphasise the importance of tens e.g. 3 tens make 30 so 3 ten shapes and a 2 shape would equal 32. Use the numicon 10s number line and the number line have cards shuffled and placed face down. Turn over a card and read the number. Mark the number on number lines. Compare the size of 2 collections use the balance scales and show comparison by using the < and > symbols. I can sort materials by their properties use PE hoops to sort objects according to their materials or properties.

3 Art/DT Explore the life of artist LS Lowry and compare two of his paintings using magnifying glasses if you were in the painting what do you think you could see, hear, smell, taste, feel? LS Lowry liked to paint using the 3 primary colours red, yellow and blue. He also used white to lighten his paint and black to darken his paint. Experiment by mixing the primary colours to make other colours. Experiment by adding black or white to darken or lighten colours. Use these colours and your mixed colours to paint a seascape painting. Revisit the life of LS Lowry and some of his paintings. Learn about perspective and how he created this in his work paint a background paint the hills and a small church or building in the distance reinforce the idea that painting objects small makes them look far away. Revisit the life of LS Lowry and some of his paintings. Revisit perspective and how he created this in his work. Paint buildings on A3 sugar paper ( brick colour ). Paint the buildings large to show perspective. Revisit the life of LS Lowry and some of his paintings. Revisit perspective and how he created this in his work. Using pencils, pens, pastels or charcoal, draw matchstick people on A3 card fill the page with people look at examples of LS Lowry s work and how he drew people in lots of different positions talk about what each person might be doing or how they might be feeling. Revisit the life of LS Lowry and some of his paintings. Revisit perspective and how he created this in his work. Talk about the safety element of using scissors. Allow the ch to very carefully cut out their buildings and matchstick people they made in lessons 4 and 5 and stick onto their painted background that they created in lesson 3. Talk about their own LS Lowry City Collages and what they like and dislike or what they would do differently next time. Have a look at each other s work and talk about what they like and dislike. Record as sentences. Display these sentences along with their artwork in a display in the corridor. History Draw an label your own house. Compare poor and rich Victorian houses. Compare a modern house to a Victorian house. Trip to Beamish. Write about our trip to Beamish. Make a Victorian house shoe boxes and objects cut out and stuck into the correct room of the house. Compare poor and rich Victorian houses. RE (PPA alternate every week so that both NM and ND are teaching) Explore friendship and consider what makes a person a good friend. Explore The Miraculous Catching of Fish through drama. Explore and create artwork depicting the story of The Miraculous Catching of Fish. Talk about my own feelings and experiences of being scared what happened? Why were you scared? Who helped you feel calm? How did you become calm and happy again? Explore the story The Stilling of the Storm and create a display paint pictures. Listen to the story The Feeding of the Five Thousand and write the story from a character s point of view. Listen to the story of how Jesus turned water into wine and design wine glasses with a stained glass window effect.

4 COMPUTING. Cross-curricular links with literacy use Creative Book Builder on the ipads to design an ebook on The Three Little Pigs. Explore position and direction through Beebots. Explore position and direction through Beebots. Explore position and direction through Beebots. P.E. Games Music (PPA alternate every week so that Working in pairs, the ch set up an area for their game with tape for the halfway line and 2 hoops positioned on one side of the line as targets. The pupils stand on either side of the line, one as an attacker and the other as a defender. The attacker aims to throw a beanbag into one of the hoops, moving around the area and throwing when they think they have dodged their opponent. The defender tries to stop the beanbag landing in the hoop. The attacker scores 2 points for each beanbag that lands in the hoop. After 5 throws, the defender becomes the attacker and tries to beat their opponent s score. Working in pairs, the ch set up an area for their game with tape for the halfway line and 2 hoops positioned on one side of the line as targets. The pupils stand on either side of the line, one as an attacker and the other as a defender. The attacker aims to throw a beanbag into one of the hoops, moving around the area and throwing when they think they have dodged their opponent. The defender tries to stop the beanbag landing in the hoop. The attacker scores 2 points for each beanbag that lands in the hoop. After 5 throws, the defender becomes the attacker and tries to beat their opponent s score. Working in pairs, the ch set up an area for their game with tape for the halfway line and 2 hoops positioned on one side of the line as targets. The pupils stand on either side of the line, one as an attacker and the other as a defender. The attacker aims to throw a beanbag into one of the hoops, moving around the area and throwing when they think they have dodged their opponent. The defender tries to stop the beanbag landing in the hoop. The attacker scores 2 points for each beanbag that lands in the hoop. After 5 throws, the defender becomes the attacker and tries to beat their opponent s score. Piggy in the Middle Ch must try to score as many points as possible by throwing and catching a ball or beanbag between players on their team. They must work in groups of 4 with 1 defender and 3 attackers. The attackers pass the ball or beanbag between them the person with the ball must stand still but the others can move around. The defender tries to intercept the ball or beanbag without touching any of the attackers. The attackers score one point for each pass they make. If they drop the beanbag or ball they must start counting again. The aim of the game is to score as many points as possible in one go. Each team plays for 5 minutes before swapping roles. This core task can be easily adapted to striking or stopping a ball using a bat, racket or stick, or to kicking and stopping a ball using the feet. Piggy in the Middle Ch must try to score as many points as possible by throwing and catching a ball or beanbag between players on their team. They must work in groups of 4 with 1 defender and 3 attackers. The attackers pass the ball or beanbag between them the person with the ball must stand still but the others can move around. The defender tries to intercept the ball or beanbag without touching any of the attackers. The attackers score one point for each pass they make. If they drop the beanbag or ball they must start counting again. The aim of the game is to score as many points as possible in one go. Each team plays for 5 minutes before swapping roles. This core task can be easily adapted to striking or stopping a ball using a bat, racket or stick, or to kicking and stopping a ball using the feet.

5 both NM and ND are teaching)