All about me! Who am I and what makes me special?
Autumn Term 1 Rosies Walk, We’re going on a bear hunt and Mr Gumpy’s outing. A cross curricular project relating Literacy (reading/ writing),Geography, Science and PSHE.
Igniting and inspiring Project Question: Who am I and what makes me special? Project Product: Family open day to produce a family book.
Blooms questions to guide of stage your project
PSHE
Geography
Science
Creating Evaluating
How do I get to school? What do I like about it/not like about it?
How do I get to school? What do I like about it/not like about it?
Analysing
Why am I important? What is the same or different about me and my friends? I would improve my house or school by...
Applying
Why am I important? Why am I special? How do I keep myself safe?
Understanding
What keeps me safe? Can I identify my strengths and weaknesses?
How do I cross the road safely?
Can I name internal and external body parts? What are my senses?
Remembering
How many people are in my family? What are my hobbies? How do I get to school? Who is in my family? What do they do? Who do I live with?
Where do I live? What is around my house/school?
Can I name my body parts? What do I eat? What do I do to stay healthy?
Is my route to school safe? Could it be safer?
Do we all have to be the same?
Can I say what body parts are the same and different on me and my friends? How do I use my senses everyday?
Learning Gaps Reading ● Baseline children with reading ● Close gaps from before summer (during transition) ● Running records to establish children’s reading level after summer holidays. Phonics ● Teach Phonics Phase 4 for 4-5 weeks before moving on to Phase 5. ● Practical activities - Phonics play available in all classrooms ● Phonics assessment Year 1 baseline. Writing ● ● ● ● ●
Cut up sentences in small groups Sentence construction for more able Emphasis on using phonics knowledge and robot arms to write words. Writing Prove it baseline for Year 1 Write dance and fine motor skills groups.
P scale
1c
1b
1a
2c
2b
Personalisation Who is making slow key skill progress and will need to be involved in small group teaching activities during the project Name
Focus Reading
Writing
Phonics
Assessment
National Curriculum Coverage
Science
% of children achieved the statement
Pupils should be taught to: ● identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. ● observe changes across the four seasons (focus on Autumn) ● observe and describe weather associated with the seasons and how day length varies (focus on wind, rain and cloudy days)
Geography
% of children achieved the statement
Use basic geographical vocabulary to refer to: ● key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop ● human and physical features; devise a simple map; and use and construct basic symbols in a key. ● use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.
Literacy Statutory requirements Writing ● Listen and respond appropriately to adults and their peers ● Ask relevant questions to extend their understanding and knowledge Write sentences by: saying out loud what they are going to write about . ● Composing a sentence orally before writing it ● Sequencing sentences orally before writing it ( labels and captions) ● Discuss what they have written with the teacher or other pupils. ● Beginning to punctuate sentences using a capital letter and a full stop.
% of children achieved the statement
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Learning the grammar for year 1 in English Appendix 2. ● Write dance and fine motor skills. Reading ● Teach Phase 4 phonics for four to five weeks before moving into phase 5. ● Phonics Play ● Phonics Assessment for year 1 baseline.
compare, describe and solve practical problems for: ● lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]measure and begin to record the following: ● lengths and heights ● ●
PSHE (NON-STATUTORY - from Cabridgeshire Primary Personal Development Programme) Unit Healthy and Safer lifestyle 6 - Sex Education At the end of this unit, most pupils will: ● To be able to recognise names for the main external parts of the body. ● To be able to name the sexual parts using colloquial words ● To be able to understand what their bodies can do and how amazing their body is. ● Show some understanding that their body belongs to them ● to be able to understand some basic personal hygiene routines and understand how these can prevent the spread of disease.
Brooklands entitlement
% of children achieved the statement
All about me reflection. What went well?
What could be improved?
What will I do differently next time?