Topic

In Autumn 1, our geography enquiry question is 'What is the United Kingdom?'

Lesson 1 - What are the countries of the United Kingdom? (Space)

Lesson 2 - What are the capital cities of the four countries of the UK? (Scale)

Lesson 3 - What are the seas that surround the United Kingdom? (Space)

Lesson 4 - What can you find in the United Kingdom, which country are they in and what is the capital city?(Place and Cultural Awareness)

Lesson 5 - What famous landmarks are in our capital city and what would you do if you were a tourist in London? (Place)

In Autumn 1, our history enquiry question will be 'How have toys changed in the last 100 years?' (changes within living memory). 

Lesson 1 - What are our toys like today?

Lesson 2 - Who plays with these toys?

Lesson 3 - What toys did people (parents/grandparents) play with in the past and how do we know?

Lesson 4 - How can we tell these toys are old?

Lesson 5 - How can we set up our own toy museum?

In Autumn 1, our DT focus will be 'Textiles' and we will be making Puppets.

Lesson 1 - Joining fabrics 

Lesson 2 - Designing my puppet

Lesson 3 - Making and joining my puppet

Lesson 4 - Decorating my puppet 

Our history topic for summer 2 is always a firm favourite amongst the children! It is focussed around the Great Fire of London. Our enquiry question is: What caused the Great Fire of London and what changed as a result of it? Our key knowledge is structured around a series of questions which we investigate in each lesson.

Lesson 1: What was London like in 1666?

Lesson 2: How did the fire start?

Lesson 3: What did people do to help stop the fire?

Lesson 4: What happened during the fire and how do we know?

Lesson 5: Why did this fire spread so far, so quickly?

Lesson 6: What happened after the fire?

The key skills that we will be working on are:

To understand and use common words related to the passing of time: 'then and now’, old, new 'the olden days', 'a long time ago’ (chronology).

•To use basic vocabulary relating to the passing of time (first, then, after) to describe events within a simple narrative (chronology).

•Can make deductions about artefacts, spotting clues to function and use (enquiry).

•Can orally retell the main episodes of famous past events (communication).

•Can ask simple, but relevant, questions of the teacher in the role of, for example Samuel Pepys/Christopher Columbus (enquiry).

•Can give a simple reason why a historical event happened (cause and consequence).

Our next Art unit is focussed around creating bird sculptures and our focussed enquiry question is: How can we transform materials into sculptures?

Lesson 1: How can I be inspired by images of birds?

Lesson 2: How can I use mark making to draw a feather?

Lesson 3: What is a sculpture and how can I use materials to create one?

Lesson 4: How can my individual sculpture become part of a group installation?