1. Rowan Class
Summer 1
2016

2. Year 1: Why are humans not like tigers?
Working scientifically: using their observations to compare and contrast animals at first hand or through videos and photographs, describing how they identify and group them; grouping animals according to what they eat; and using their senses to compare different textures, sounds and smells.
KS1 Science (Y1 Animals, including Humans)
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);
Identify, name, draw and label the basic parts of the human body and say which part of the human body is associated with each sense.
WOW: Read ‘The Tiger who came to tea’ and ‘Zoo’
Visit to a zoo (if possible)
LC1
Why do we call some animals ‘wild’?
LC2
What would you ask a zoo keeper?
LC3
Why would it not be sensible for all animals to live in England?
LC4
How are we humans different from most animals?
LC5
What do we mean by carnivore, herbivore and omnivore?
LC6
What do we need to do to keep our pets happy?
LC7
Who are the minibeasts that live in our school grounds?
LC8
Reflection: Can you create your own non fiction book on a ‘Visit to the Zoo’?
Literacy Link: Read the well known books associated with features of different animals and get children to talk about their favourite animals and the way they live.
Literacy Link: Pupils to create their own fact files based on a chosen wild animal.
They will also think of a specific question to ask a zoo keeper (ideally to find out when they are on their zoo visit or to work out from their own research). This will be linked to the reflection week when they put this information into a non-fiction book
Expressive Art Link: This LC will also provide opportunities to discuss humans’ ability to work together. To show this off they will create a special dance about wild animals and perform it to Years 2 and EYFS.
Creative Art Link: This LC will provide opportunities to talk about our ability to draw and write about other things. This will then be linked to the opportunity to make a self portrait.
The tiger
who Judith
came Kerr
to tea
Bog Jeanne
Baby Willis
© Focus Education 2014

3. Year 1: Why are humans not like tigers?
Year 1: Science, Art and Dance Knowledge, Skills and Understanding
Science
Working Scientifically/ Animals, including humans
Art & Design
Dance
Can they talk about what they <see, touch, smell, hear or taste>?
Can they use simple equipment to help them make observations?
Can they put some information in a chart or table?
Can they identify and classify things they observe?
Can they think of some questions to ask?
Can they answer some scientific questions?
Can they give a simple reason for their answers?
Can they explain what they have found out?
Can they point out some of the differences between different animals?
Can they sort photographs of living things and non-living things?
Can they classify common animals? (birds, fish, amphibians, reptiles, mammals, invertebrates)
Can they describe how an animal is suited to its environment?
Can they name the parts of the human body that they can see?
Can they identify the main parts of the human body and link them to their senses?
Can they name the parts of an animal’s body?
Can they name a range of domestic animals?
Can they classify animals by what they eat? (carnivore, herbivore, omnivore)
Can they compare the bodies of different animals?
Can they sort some animals by body covering, eg, scales, fur and skin?
Can they communicate something about themselves in their drawing?
Can they create moods in their drawings?
Can they draw using pencil and crayons?
Can they draw lines of different shapes and thickness, using 2 different grades of pencil?
Can they explore and perform basic body actions?
Do they use different parts of the body singly and in combination?
Do they show some sense of dynamic, expressive and rhythmic qualities in their own dance?
Do they choose appropriate movements for different dance ideas?
Can they remember and repeat short dance phrases and simple dances?
Do they move with control?
Do they vary the way they use space?
Do they describe how their lungs and heart work when dancing?
Do they describe basic body actions and simple expressive and dynamic qualities of movement?
Year 1 (Challenging)
Can they find out by watching, listening, tasting, smelling and touching?
Can they talk about similarities and differences?
Can they explain what they have found out using scientific vocabulary?
Can they use ICT to show their working?
Can they make accurate measurements?
Can they begin to classify animals according to a number of given criteria?
Can they name some parts of the human body that cannot be seen?
Can they say why certain animals have certain characteristics?
Can they name a range of wild animals?
© Focus Education 2014

4. Knowledge, Skills and Understanding breakdown for
Working Scientifically
Year 1
Observing closely
Performing Tests
Identifying and Classifying
Recording findings
Can they talk about what they <see, touch, smell, hear or taste>?
Can they use simple equipment to help them make observations?
Can they perform a simple test?
Can they tell other people about what they have done?
Can they identify and classify things they observe?
Can they think of some questions to ask?
Can they answer some scientific questions?
Can they give a simple reason for their answers?
Can they explain what they have found out?
Can they show their work using pictures, labels and captions?
Can they record their findings using standard units?
Can they put some information in a chart or table?
Year 1 (Challenging)
Can they find out by watching, listening, tasting, smelling and touching?
Can they talk about similarities and differences?
Can they explain what they have found out using scientific vocabulary?
Can they use ICT to show their working?
Can they make accurate measurements?
© Focus Education 2014

5. Knowledge, Skills and Understanding breakdown for
Plants and Animals, including humans
Year 1
Plants
Animals, including humans
Can they name the petals, stem, leaf, bulb, flower, seed, stem and root of a plant?
Can they identify and name a range of common plants and trees?
Can they recognise deciduous and evergreen trees?
Can they name the trunk, branches and root of a tree?
Can they describe the parts of a plant (roots, stem, leaves, flowers)?
Can they point out some of the differences between different animals?
Can they sort photographs of living things and non-living things?
Can they identify and name a variety of common animals? (birds, fish, amphibians, reptiles, mammals, invertebrates)
Can they describe how an animal is suited to its environment?
Can they identify and name a variety of common animals that are carnivores, herbivores and omnivores?
Can they name the parts of the human body that they can see?
Can they draw & label basic parts of the human body?
Can they identify the main parts of the human body and link them to their senses?
Can they name the parts of an animal’s body?
Can they name a range of domestic animals?
Can they classify animals by what they eat? (carnivore, herbivore, omnivore)
Can they compare the bodies of different animals?
Year 1 (Challenging)
Can they name the main parts of a flowering plant?
Can they begin to classify animals according to a number of given criteria?
Can they point out differences between living things and non-living things?
Can they name some parts of the human body that cannot be seen?
Can they say why certain animals have certain characteristics?
Can they name a range of wild animals?
© Focus Education 2014

6. Year 1 Science: Why are humans not like tigers?
Links to Year 1 mathematics: Me My
teacher
Can you calculate the number of legs on a group of tigers by counting in 2s?
Can you calculate the number of legs and tails on a group of tigers by counting in 5s?
Can you find out how long a tiger spends asleep each day?
Can you tell your own version of ‘The Tiger Who Came To Tea’ using before, next and after?
Can you make a timeline of a normal school day?
Can you make a timeline of a day in the life of a tiger?
Can you weigh how much food you eat in a day in kg and g?
Can you find out how much food a tiger eats in kg and g?
Can you measure your feet and legs in cm?
Can you compare the size of your body with a tiger?
© Focus Education (UK) Ltd 2014

7. Year 1: Can you write a report for A Bog Baby Spotters’ Guide?Me My
teacher
Can you talk about the different bog babies in the book?
Can you draw your own bog baby and label it?
Can you add an adjective to some of the labels?
Can you fill in the information form from the book about your bog baby?
Can you read reports about animals and find out about how they have been written?
Can you make a list of some sentence starters from the reports – Some, Many, All, Usually etc?
Can you write a first sentence which tells the reader what your report is about?
Can you use the information form and the list of starters to practise saying your sentences about your bog baby?
Can you use phonemes and syllables to help you spell words?
Can you write your sentences and check they make sense?
Can you write a last sentence with an interesting fact about your bog baby?
Can you be a bog baby expert and answer questions about your bog baby?
Can you talk about what you have written and how you have written it?

8. Year 1: Can you write a report for a Bog Baby Spotters’ Guide?
Link to Learning
Challenge:
Science: Why are humans not like tigers?
Text Type:
Non-chronological report
Spoken Language
Objectives:
Speak in complete sentences after modelling
Reading Objectives:
Link what they read to their own experiences
Writing Objectives:
Spell words using the phonemes taught.
Compose a sentence orally before writing it
Grammar Objectives:
Use sentence starters linked to reports

9. Year 1: Can you retell the Bog Baby story?Me My
teacher
Can you say what you like or do not like about the story?
Can you say why the girls kept the bog baby a secret?
Can you put pictures from the story in the right order?
Can you say which is the beginning, middle and end of the story?
Can you use the pictures and stick puppets to retell the story in sentences?
Can you make a story map with the beginning, middle and end of the story?
Can you find some adjectives to give more information about the bog baby?
Can you choose the best adjectives for your story?
Can you start some sentences with time adverbs – later, after, before, as soon as – and add them to your map?
Can you use your map to practise retelling your story in sentences?
Can you write your sentences and check they make sense?
Can you use phonemes and syllables to help you spell words?
Can you read your story aloud to a friend/group/the class?

10. Year 1: Can you retell the Bog baby story?
Link to Learning
Challenge:
Science: Why are humans not like tigers?
Text Type:
Narrative with beginning, middle and end
Spoken Language
Objectives:
Retell a familiar story in sentences, using key narrative language.
Reading Objectives:
Say what they like or dislike about a text.
Retell a story orally using key narrative language.
Writing Objectives:
Spell words using the phonemes taught.
Compose a sentence orally before writing it.
Grammar Objectives:
Choose the best adjectives for the context.
Use time adverbs to sequence the story.

11. Year 1: Can you explain how you made a shelter for a Bog Baby?Me My
teacher
Can you say a sentence to tell the listener what you made and why you made it?
Can you write this sentence and check it makes sense?
Can you draw pictures (sort photographs) of what you did in the right order?
Can you add labels using the right nouns for the materials and tools you used?
Can you add time adverbs to your pictures?
Can you say what you did in the right order in sentences using time adverbs?
Can you join some sentences using and, so, but?
Can you write at least one sentence to go with each picture?
Can you say a sentence to tell the listener how good your Bog Baby’s house is?
Can you re-read all your writing and check it makes sense?
Can you talk about what you have written and how you have written it?

12. Year 1: Can you explain how you made a shelter for a Bog Baby?
Link to Learning
Challenge:
Science: What do aliens think of life on planet earth?
Text Type:
Recount (explanation)
Spoken Language
Objectives:
Recount the experience in sentences.
Reading Objectives:
Blend sounds in unfamiliar words based on unknown GPCs.
Respond to the features of the text type.
Writing Objectives:
Compose a sentence orally before writing it.
Re-read what they have read to check it makes sense.
Grammar Objectives:
Use time adverbs to sequence the story.
Join sentences with and, so, but.

13. Year 1 Art & Design Knowledge, Skills and Understanding
Drawing
Printing
Knowledge of Art
Painting
Can they draw using pencil and crayons?
Can they draw lines of different shapes and thickness, using 2 different grades of pencil?
Can they print with sponges, vegetables and fruit?
Can they print onto paper and textile?
Can they design their own printing block?
Can they create a repeating pattern?
Can they describe what they can see and like in the work of another artist?
Can they ask sensible questions about a piece of art?
Can they choose to use thick and thin brushes as appropriate?
Can they name the primary and secondary colours?
Year 1 Music Knowledge, Skills and Understanding
Performing
Composing
Appraising
Can they use instruments to perform?
Do they look at their audience when they are performing?
Can they clap short rhythmic patterns?
Can they copy sounds?
Can they make loud and quiet sounds?
Do they know that the chorus keeps being repeated?
Can they make different sounds with instruments?
Can they identify changes in sounds?
Can they change the sound?
Can they repeat (short rhythmic and melodic) patterns?
Can they make a sequence of sounds?
Can they show sounds by using pictures?
Can they respond to different moods in music?
Can they say how a piece of music makes them feel?
Can they say whether they like or dislike a piece of music?
Can they choose sounds to represent different things?
Can they recognise repeated patterns?
© Focus Education 2014 13

14. Year 1: What’s that creepy crawly creature?3D
Pupils should be taught:
To use a range of materials creatively to design and make products.
WOW: Go on a mini-beast hunt around the school grounds.
LC1
What creepy, crawly creatures live around our school and can I draw them?
LC2
What tools and techniques will help us make our models of the creatures out of modelling clay?
LC3
How can we make different shapes as well as rough and smooth textures?
LC4
Can we make our models in the colours of our creatures?
LC5
How will we make sure our model looks just like the real creature?
LC6
Can we design and make a background to display our finished models?
Ref
Can we explain how we made our models?
Science Links: Links with living things and habitats.
Mathematics Link: Opportunities for the children
to compare the features of different creatures
numerically.
Literacy Links: Opportunities for the children
to develop their vocabulary as they describe
features.
Literacy Link: Opportunities for the children to
present to an audience.
Playing With Plasticine
Modeling Clay: Animals
Barbara
Reid
Bernadette Cuxart
© Focus Education 2014

15. What’s that creepy crawly creature?
Year 1 3D
Can they add texture by using tools?
Can they make different kinds of shapes?
Can they cut, roll and coil materials such as clay, dough or plasticine?
Use of IT
Can they use a simple painting program to create a picture?
Can they use tools like fill and brushes in a painting package?
Can they go back and change their picture?
Knowledge
Can they describe what they can see and like in the work of another artist?
Can they ask sensible questions about a piece of art?
© Focus Education 2013

16. Music
Singing Project