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Kempshott

Infant School

Learning Together, Achieving the Extraordinary!

Curriculum Plans

 Autumn 1Autumn 2
TopicSensational SensesHere, There and Everywhere
Key Texts

Shark in the Park

Animalalphabet

Oi Frog

Handa’s Surprise

Each Peach Pear Plum

Dear Mother Goose

The Lighthouse Keeper’s Lunch

The Tiger Who Came to Tea

British ValueIndividual LibertyTolerance
Learning ValueIndependenceResilience
Art

Artist – Giuseppe Arcimboldi

Julian Opie

I am developing a range of art and design techniques using colour, pattern, texture, line, shape, form and space.

I know about the work of a range of artists and make links to my own work.

I can create a self-portrait placing the facial features in the correct position.

Diwali

I can use a range of media to create a Rangoli pattern.

I can use and sculpt clay to make a Diva lamp.

Remembrance Sunday

I can use tissue paper to design and create paper poppies. 

I can use a wide range of art and design techniques in using texture, line, shape, form and space (creating a background scene experimenting with different tones of blue and white).
Computing

I can log in safely and understand why it is important.

I can create an avatar, understand what this is and how it is used.

I can create a picture and add text to my work.

I can save my work.

I know the common icons used in Purple Mash for Save, Print, Open and New.

I understand the importance of logging out when I have finished.

Coding

I can understand what algorithms are; how they are implemented as programs on digital devices. 

I know that programs work by following precise and unambiguous instructions. 

I can create and debug simple programs on Purple Mash.

I can use logical reasoning to predict the behaviour of simple programs.
DT

I can design and make my own piece of playground equipment.

I can generate, develop, model and communicate my ideas through talking and drawing.

I can select from a range of tools and equipment to perform practical tasks e.g. cutting, shaping, joining and finishing.

I can select from and use a wide range of materials.

I can evaluate my ideas and products against design criteria. 

I can explore and use mechanisms (sliders) to make a moving picture.

Geography

I can identify seasonal and daily weather patterns in the United Kingdom. 

I can locate the UK and Basingstoke on a map.

Local area study: Kempshott

I can identify the differences between rural and urban areas and know what type of settlement I live in. 

I can use basic geographical vocabulary to refer to key physical features, including beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation and season.

I can use basic geographical vocabulary to refer to key human features, including city, town, village, factory, farm, house, office, port, harbour and shop. 

I can use locational and directional language when locating features e.g. near, far, left, right.

Small area in a contrasting non-European country: Kassambya in Uganda

I can identify similarities and differences in a contrasting non-European locality, comparing Kempshott, Basingstoke and Kassambya, Uganda.

I can identify and compare human and physical features of both localities (Kempshott and Kassambya).

I can identify seasonal and daily weather patterns in Autumn/Winter.

History

I can use pictures to explore how Kempshott Infant School has changed over time (changes within living memory).

Toys

I can find out about toys today.

I can explain how we can find out about the past.

I can use sources to ask and answer questions about toys from the past.

I can identify similarities and differences between ways of life in different periods by comparing similar toys.

I can compare Victorian toys with modern toys.

I can identify changes in living memory by understanding how toys have changed over time

Music

Exploring Sounds

I can learn and perform a piece of music using voice and body percussion.

I can learn and perform a piece of music using unturned percussion instruments.

I can develop skills in handling different percussion instruments.  

I can explore, respond to and recognise high, middle and low sounds.

I can explore and recognise fast, moderate and slow.

I can use a range of sounds and show percussion techniques. 

I can sing and play in time and follow a range of simple directions including ideas about how to improve.

I can use a range of sounds and show percussion techniques. 

PE

Dance – Mini Beasts

I can use my body and create and express theme related shapes, movements and actions.

I can show good listening skills and communicate effectively with a partner.

I can travel safely and creatively in a space.

I can show different levels when I travel.

I can use pictures to create shapes, movements and actions.

I can use poems to create shapes, movements and actions.

I can remember and perform a simple sequence of movements.

I can identify what good looks like and give feedback to help my partner improve. 

Gymnastics – Balancing and spinning on Points and Patches

I can perform controlled spins.

I can support my body weight in symmetrical balances.

I can spin on apparatus.

I can perform asymmetrical spins on side, front, back and bottom.

I can demonstrate quality work on the floor and apparatus.

I can balance asymmetrically.

I can work with a partner to perform routines in different formations.

I can perform a combination of symmetrical and asymmetrical spins on patches.

I can spin at different levels on points.

I can perform a sequence of spins on points, with a mixture of symmetrical and asymmetrical shapes.

I can hold balances on different points of the body.

I can hold balances at different levels.

I can spin out balances to form a sequence.

I can perform spins and balances in different formations as part of a wider routine.

I can perform in different formations i.e. adjacent, front and back, mirroring.

RE

Celebration

I can talk about a celebration that is important to me.

I can identify simple examples of how celebration relates to my own and others’ lives.

I can talk about what a celebration is and list some of the features.

I can recognise ways in which Christians celebrate Harvest.

I can talk about the importance for Christians of celebrating Harvest.

Light as a symbol

I can talk about what a symbol is.

I can talk about how and why some Christians use candlelight as a symbol.

I can talk about how and why some Hindus use candlelight as a symbol.

I can discuss how candlelight is an important symbol for some Christians and some Hindus.

I can discuss what candlelight symbolises to me.

RHEd

I talk about my rights and responsibilities.

I can contribute to the life of the classroom.

I can create a class charter.

I know about group and class rules.

I can learn about a wide range of feelings including happy, sad, angry, worried and excited.

I know how to help myself and others to manage sad feelings. 

I can talk about what makes me feel calm.

I can recognise and name feelings in myself and others.

I know about people who care for me, their different roles and how they care for me.

I know which people are special in my life.

I know the importance of including everyone.

I understand that boys and girls can play the same games. 

Science

I can adopt a deciduous and an evergreen tree and notice changes throughout the year.

I can observe and describe weather associated with the seasons and how day length varies.

I can identify and name different parts of the body and say which part of the body is associated with each sense. 

I can identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.

I can describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets).

I can observe changes throughout the year to our adopted deciduous and evergreen tree.

I can observe and describe weather associated with the seasons and how day length varies. 

 

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