1. Year 1: How does the lighthouse keeper get his lunch?
NC – links: D&T
Cooking and nutrition
Can they cut food safely?
Can they describe the texture of foods?
Do they wash their hands and make sure that surfaces are clean?
Can they think of interesting ways of decorating food they have made, e.g., cakes?
Can they explain what they are making?
Which tools are they using?
Can they think of some ideas of their own?
Can they explain what they want to do?
Can they use pictures and words to plan?
WOW:
LC1
How can I keep myself safe at the seaside?
What is there to do at the seaside?
(Information texts)
LC2
What’s it like to live beside the seaside? (Poems)
LC3
Who is Mr Grinling? (Diaries and stories)
LC4
Can I write a postcard from my trip to the seaside?
LC5
Can we create our own ice cream parlour? (instructions)
Wow: Trip to the seaside
D&T: Ice cream making
The lighthouse keepers
lunch
At the seaside
Forest Academy

2. How does the lighthouse keeper get his lunch?
Year :
D&T
Art
Geography
NC – links: D&T
Cooking and nutrition
Can they cut food safely?
Can they describe the texture of foods?
Do they wash their hands and make sure that surfaces are clean?
Can they think of interesting ways of decorating food they have made, e.g., cakes?
Can they explain what they are making?
Which tools are they using?
Can they think of some ideas of their own?
Can they explain what they want to do?
Can they use pictures and words to plan?
Textiles
Can they sort threads and fabrics?
Can they group fabrics and threads by colour and texture?
Can they weave with fabric and thread?
Drawing
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 identify the four countries making up the United Kingdom?
Can they name some of the main towns and cities in the United Kingdom?
Can they name key features associated with a town or village, eg, church, farm, shop, house?
Historical Enquiry
Can they spot old and new things in a picture?
Can they answer questions using a artefact/ photograph provided?
Forest Academy

3. How does the lighthouse keeper get his lunch?
How can I keep myself safe at the seaside?
What is there to do at the seaside?
What’s it like to live beside the seaside? (Poems)
Remind children about internet safety and how to use the internet and computers safely. Children will research using the following resources - LGFL – Talking stories – Trip to the seaside - What is there to do at the beach? Expresso – English 1 – At the seaside – Geography 1 – Journey to the seaside   Look at leaflets – look at the titles, headings, labels – what can we identify? Children to look at leaflets information books and organise / cut out / sort titles, headings, labels etc.
LGFL – talking stories – trip to the seaside – what to wear - Look at Espresso and do some research on different tips to keep safe in the sun – Read slip, slap, slop phonic groups about how to keep safe in the sun.
Look at pictures of the seaside and children will draw and explore pictures of past seaside's and now.
Children will write a countdown poem and a big focus on using ing, est, er endings. E.g. Down by the sea there were 10 dirty seagulls fighting,
Two _____ had a contest to see who was the ____ (est)
Ed poems
The dirty seagulls squawked
The tall lighthouses twirled
Children will perform their poem to the class.
Children will be weaving in the afternoons - Collecting of cardboard boxes and twigs.
LC3: Who is Mr Grinlin? (Diaries and stories) (2 weeks)
LC4: Can I write a postcard from my trip to the seaside?
Children will use role play and hot seating to act out the story of the lighthouse keeper from the perspective of Mr Grinlin and the seagulls. The children will also role play being the pesky seagulls. Encourage use of un words e.g. unhappy, unclean, etc. Children can use puppet pals and speech bubbles to take on the perspective of Mr Grinlin.
They will write two diary entries – one from the perspective of Mr Grinlin when he’s lunch is stolen and one from the seagulls when they are tricked with the mustard. Experience tasting of the disgusting sandwiches to develop their writing.
Create lighthouses – design and construct
Create seagull crafts to support role play and hot seating
Designing sandwiches and making them
Children will go to the seaside and write a postcard about their experiences at the seaside.
The children will also write a postcard from their experiences at the woods to compare localities.
Espresso – Geography 1 – maps and mapping – comparing two local areas. Journey to the coast.
Locate the seaside we went to on google maps – what do we notice? Make a map of what they can see – label with geographical language from pictures taken. Locate the woods we visit on google maps – what do we notice? Make a map of our trip through the woods using geographical language.
Compare the woods and the seaside – using senses and different words, what animals seen, what noises can be heard etc. As groups create a 3d seaside model to include merry go rounds, punch and judy shows, the sea, the pier, shops, beach huts. Create a 3d woodland environment and compare.
Forest Academy

4. Espresso – Keeping safe in the sun, wearing stronger sun cream etc.
Bbc – sandwich making
Espresso – Keeping safe in the sun, wearing stronger sun cream etc.
Can we create our own ice cream parlour? (instructions)
Children will design and create their own ice cream parlour with instructions being the focus of the writing. A picnic parlour will be held with drinks and ice cream. Children will write instructions on how they made the ice cream. Use pictures to help them sequence the instructions. Invite parents to take part in the making of the ice cream and the picnic.
Forest Academy