GILBERT COLVIN PRIMARY:
PRIMARY: Termly Topic Skills
Starry Night
Year – Spring Term 1
ENGLISH
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Ask relevant questions to extend their understanding and knowledge
Articulate and justify answers, arguments and opinions
Give well-structured descriptions, explanations and narratives for different purposes, including
for expressing feelings
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, improvisations and debates
Gain, maintain and monitor the interest of the listener(s)
Consider and evaluate different viewpoints, attending to and building on the contributions of
others
Tell stories and describe incidents from their own experience in an audible voice.
Re-tell stories, ordering events using story language interpret a text by reading aloud with some
variety in pace and emphasis.
Recognise all common digraphs and trigraphs, including more complex long vowel phonemes
Read automatically high frequency words
Group written sentences together in chunks of meaning or subject
Participate in discussions, presentations, performances and role play.
Apply phonic knowledge and skills as the route to decode words.
Read accurately by blending sounds in unfamiliar words.
Read longer words including simple two and three syllable words, for example 'yesterday'.
Becoming familiar with key stories, fairy stories and traditional tales, retelling them and
considering their particular characteristics.
Drawing on information they already know or on background information and vocabulary
provided by the teacher.
Discussing the significance of titles and events
Participate in discussion about what is read to them taking turns and listening to what
other say.
Spell words containing each of the 40+ phonemes already taught.
Write from memory sentences dictated by the teacher.
Form letters correctly both (lower and upper case and digits).
Understanding which letters belong to which family (descenders and ascenders).
To orally say the sentence before writing it and sequencing sentences to form short
Narrative.
To be able to discuss what they have written with a teacher or peer and read it aloud.
When writing to leave spaces between words, joining words and clauses with ‘and’
Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation
mark.
To read a range of non-fiction texts and understand the structure and layout.
GEOGRAPHY
Locational knowledge
• Name, locate and identify characteristics of the four countries and capital cities of the
United Kingdom and its surrounding seas
• Name and locate your place within the region, England, Great Britain and United
Kingdom
• Name and locate your home and the home/s of your grandmother/s
• Name and locate the countries from which the stories/tales originate
• Name and locate the world’s seven continents and five oceans
Physical geography
• Location of the hot and cold areas of the world in relation to the equator and the
North and South Poles
• Use basic geographical vocabulary when describing the characteristics of the
countries visited – sea, ocean, island, coast, mountain, vegetation, weather
Geographical skills and fieldwork
• Use digital images, world maps, atlases and globes to identify the United Kingdom
and its countries, as well as the countries, continents and oceans studied at this key
stage
• 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
• Use digital images, aerial photographs, and plan perspectives to recognise
landmarks and basic human and physical features; devise a simple map
MATHS
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To find number bonds for 20
To add two single digits by making ten first
To add a 2-digit number and a 1-digit number by regrouping ten
To subtract by taking away from the ones
To subtract by regrouping the ten
To practise regrouping for addition and subtraction.
Related addition and subtraction facts
Applying knowledge of number bonds to bridge ten when subtracting
Applying knowledge of number bonds to bridge ten when adding
Using a number line to bridge ten for addition and subtraction
Adding three single-digit numbers
Solving word problems involving addition and subtraction
Measure time in seconds
Recognise time on an analogue clock
Tell the time using o’clock and half past
Sequence events in chronological order
Identify dates and months of the year
Count to 40
Recognise number bonds to 40
Sequence numbers to 40
Compare numbers to 40
Recognise the place values of tens and ones
Regroup tens and ones
Find ten more or ten fewer objects in a set
Order numbers within 40
Describe and complete number patterns
HISTORY
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SCIENCE
Science
Working Scientifically
• Asking simple questions and recognising that they can be answered in
different ways
• Observing closely, using simple equipment
• Performing simple tests
• Identifying and classifying
• Using their observations and ideas to suggest answers to questions
• Gathering and recording data to help in answering questions
Everyday materials
• Distinguish between an object and the material from which it is made
• Identify and name a variety of everyday materials, including wood, plastic,
glass, metal, water and rock
Develop an awareness of the past, using common words and phrases relating to the
passing of time
Know where the people and events they study fit within a chronological framework
Identify similarities and differences between ways of life in different periods
Ask and answer questions
Choose and use parts of stories and other sources of information to show that they
know and understand key features of events
Understand some of the ways in which we find out about the past
Identify different ways in which the past is represented
DT
Design
• Design purposeful, functional, appealing products for themselves and other users
based on design criteria
• Generate, develop, model and communicate their ideas through talking, drawing,
templates, mock-ups and, where appropriate, information and communication
technology
Make
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Select from and use a range of tools abs equipment to perform practical tasks (for
example, cutting, shaping, joining and finishing)
Select from and use a wide range of materials and components, including
construction materials, textiles and ingredients, according to their characteristics
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Describe simple physical properties of everyday materials
Compare and group together a variety of everyday materials on the basis of
their simple physical properties
Identify and compare the suitability of a variety of everyday materials,
including wood, metal, plastic, glass, brick, rock, paper and cardboard for
particular uses
Find out how shapes of solid objects made from some materials can be
changed by squashing, bending, twisting and stretching
Seasonal Changes
• Observe changes across the four seasons
• Observe and describe weather associated with the seasons and how day
length varies
Evaluate
• Explore and evaluate a range of existing products
• Evaluate their ideas and products against design criteria
Technical knowledge
• Build structures, exploring how they can be made stronger, stiffer and more stable
• Explore and use mechanisms (for example levers, sliders, wheels and axles) in their
products
Cooking & Nutrition
• Use the basic principles of a healthy and varied diet to prepare dishes
• Understand where food comes from
ART
COMPUTING
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To use a range of materials creatively to design and make products
To use drawing, painting & sculpture to develop and share their ideas,
experiences and imagination
To develop a wide range of art and design techniques in using colour,
pattern, texture, line, shape form and space
About the work of a range of artists, craft makers and designers, describing
the differences and similarities between different practices and disciplines,
and making links to their own work.
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Understand what algorithms are; how they are implemented as programs on digital
devices; and the programs execute by following precise and unambiguous
instructions
Create and debug simple programs
Use logical reasoning to predict the behaviour of simple programs
Use technology purposefully to create, organise, store, manipulate and retrieve
digital content
Recognise common uses of information technology beyond school
Use technology safely and respectfully, keeping personal information private; identify
where to go for help and support when they have concerns about content on internet
or other online technologies
PSHE
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To listen to other people, and play and work cooperatively.
To understand that rules and ways of keeping safe, including basic road
safety and how people can help them stay safe
To recognise how their behaviour affects other people
To identify & respect the differences & similarities between people
To understand that family & friends should care for each other
To understand that there are different types of teasing & bullying, that
bullying is wrong and how to get help to deal with bullying
To know how to make simple choices that improve their health & well being
To understand that they belong to various groups and communities, such as
family & school
To think about the lives of people living in other places and times, and
people with different values and customs.
RE
Level 1
Attainment target 1
• Pupils show awareness by using some religious words to
• recognise and name features of religious life and practice
• recall some events in religious stories and festivals
• Recognise verbal and visual forms of religious expression (e.g. sacred
• texts, symbols, artefacts, places of worship, ceremonies, rituals and
• clothing)
Attainment target 2
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their own experiences and feelings
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what they find interesting or puzzling
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what is special or of value to themselves and to others
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what matters or is of concern to themselves and to others
Level 2
Attainment target 1
• Pupils show some knowledge by using religious words and phrases to
• identify features of religion
• identify similarities in religions
• identify the importance of religion for some people
• retell religious stories
• identify how religion is expressed in different ways (e.g. through stories,
• sacred texts, festivals, symbols, artefacts, places of worship, ceremonies,
• rituals and clothing)
Attainment target 2
• ask, and respond sensitively to, questions about their own and others’
• experiences and feelings
• recognise that some questions cause people to wonder and are difficult to
• answer
• recognise their own values and those of others in relation to matters of
• right and wrong
• respond sensitively to the natural world and forms of artistic and spiritual
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expression
PE
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Master basic movements including running, jumping, throwing and catching,
as well developing balance, agility and coordination, and begin to apply
these in a range of activities
Participate in team games, developing simple tactics for attacking and
defending
Perform dances using simple movement patterns
MUSIC
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Use their voices expressively and creatively by singing songs and speaking chants
and rhymes
Play tuned and unturned instruments musically
Listen with concentration and understanding to a range of high-quality live and
recorded music
Experiment with, create, select and combine sounds using the inter related
dimensions of music