Menu

Kempshott

Infant School

Learning Together, Achieving the Extraordinary!

Curriculum Plans

 Autumn 1Autumn 2
TopicWhat Makes Me Amazing!

Up, Up and Away!

Key Texts

Super Duper You!

The 3 Billy Goat’s Gruff

The Gingerbread Man

Goldilocks and the Three Bears

Hare and Tortoise

The Lion Inside

The Lion and the Mouse

British ValueIndividual LibertyTolerance
Learning ValueIndependenceResilience
Art

Pop Art – Andy Warhol

I can use a wide range of art and design techniques in using texture, line, shape, form and space.

I can use drawing, to develop and share my ideas, experiences and imagination.

I can learn about the work of a range of artists, describing the differences and similarities between different practices and disciplines, and making links to my own work.

Mali Morris

I can learn about the work of a range of artists, describing the differences and similarities between different practices and disciplines, and making links to my own work.

I can use a wide range of art and design techniques in using texture, line, shape, form and space.

Computing

I understand what an algorithm is.

I can create a computer program using simple algorithms.

I can use the button and turtle objects.

I understand how to use the repeat command.

I understand how to use the timer command.

I can compare the actions of the turtle and character objects.

I know what debugging means.

I understand the need to test and debug a program repeatedly.

I can debug simple programs.

I can create programs using different kinds of objects whose behaviours are limited to specific actions.

I can predict what the objects will do in other programs, based on their knowledge of what the object is capable of.

I can discuss how logic helped me understand that I could only predict specific actions, as that is what the objects were limited to.

I can learn to use technology safely and respectfully.

I understand that the information I put online leaves a digital footprint.

I use technology safely and respectfully.

I can recognise whether a website is appropriate for children.

I can use technology safely and respectfully.

I can rate and review informative websites.

I can debug simple programs.

I can talk about being safe online.

I can use technology safely and respectfully.

I can identify kind and unkind behaviour online.

I can access a learning platform safely.

DT 

I can select from and use a wide range of materials and components (ingredients)

I can follow instructions to make an aeroplane using a range of materials.

I can design and make a rocket. 

I can make a decoration out of clay.

I can make a pattern.

I can make a pop-up card.

Geography 

I can locate the United Kingdom on a map.

I can name and locate the four countries of the United Kingdom.

I can name and locate the four capital cities and surrounding seas of the United Kingdom.

I can research facts about the capital cities of the United Kingdom.

I can describe the characteristics of the capital cities of the United Kingdom.

I can describe the human and physical features of one of the United Kingdom’s capital cities.

History

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 from different periods

I can compare Victorian toys with modern toys.

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

I can research Guy Fawkes and the Gunpowder Plot.

I understand why we have Remembrance Sunday

I can identify the significant global impact the Wright Brothers had.

I can identify the changes the Wright Brothers have helped to make to the modern world.

I can research facts about Neil Armstrong.

I can identify the impact Neil Armstrong had on me and globally.

Music

Timbre

I can experiment with, create, select and combine sounds using the inter-related dimensions of music.

I can play tuned and untuned instruments musically. (Playing)

I can play tuned and untuned instruments musically. (Rehearsing and performing)

I can respond to, recognise and distinguish between steady beat and rhythm pattern and how they fit together.

I can identify the way sounds are made (vocalised, shaken, struck, scraped, plucked, strummed, blown or produced electronically).

I can recognise and respond to the different layers of sounds used in music.

I can demonstrate control and accuracy of technique on a range of instruments.

I can sing and play in time, follow a wider range of simple directions and develop awareness of why and how to improve.

I can begin to play with musical intent.

I can demonstrate control and accuracy of technique on a range of instruments.

I can use notation illustrating the musical dimensions of pitch.

I can recognise and distinguish between steady beat and rhythm pattern

PE

Fundamental movement skills

I can skip using a rope.

I can jump in a variety of ways.

I can dribble a ball with either foot.

I can travel with a ball with my head up and with the ball under control.

I can receive a ball and trap it.

I can cushion a pass sent to me.

I can pass in different ways.

I can pass accurately.

I can jump for height.

I can broad jump for distance.

I can catch consistently well.

I can signal that I want the ball. 

Gymnastics – pathways: straight, zipzag & curving

I can jump with a 90 degree turn.

I can turn through 180 degrees.

I can jump through 180 and 270 degrees from a standing start.

I can create a sequence in zig zag pathways.

I can demonstrate variety in my movements.

I can perform with clear starting and finishing positions.

I can demonstrate zig zag and straight pathways in my sequence work.

I can perform with control and adaptations to my original work.

I can work at all 3 levels.

I can perform a sequence of moves in a curved pathway.

I can improve my work by acting upon feedback.

I can travel backwards and sideways as part of a sequence.

I can link my movements together well.

I can perform a variety of moves on the floor using different pathways.

I can make my sequences flow.

Invasion game skills 2

I can throw overarm for my partner to catch after one bounce.

I can catch a ball consistently after one bounce.

I can catch a ball consistently on the fall.

I can move my opponent around court when playing against them.

I can track an opponent.

I can intercept a pass.

I can dodge to beat an opponent.

I can close the space down so that attackers have to work.

I can pass the ball consistently with control.

I can retain possession of the ball.

I can compete with some spatial awareness in team games.

I can pass and move decisively.

 

Gymnastics – spinning, turning & twisting

I can perform a twist and then roll.

I can change my pathway after each roll by spinning.

I can change the point of contact in balances by leading into the next balance by twisting.

I can twist my body, whilst firstly in motion and then in balance.

I can twist whilst in inversion.

I can perform counter balances against the apparatus.

I can work in synchronisation with a partner to perform different balances and twists.

I can work with a partner in counter balance and counter tension.

I can mirror the moves of my partner.

I can create a sequences of work with a clear start and controlled twists, spins and turns.

RE

Symbols

I can identify what a symbol is.

I understand that certain symbols can be special to some people.

I can identify special symbols within Christianity.

I can identify special symbols within Hinduism.

I can evaluate my understanding of symbolism within my own life and within the lives of those within the Christian and Hindu faith.

Journeys

I can discuss my experiences of a journey and a journey’s end.

I can discuss how different experiences of journey’s ends might affect the way we feel about it.

I can identify and discuss how and why some journeys might be important.

I can recognise the journey’s ends for different characters within the Christmas story.

I can discuss the importance of the journey’s end for Christians.

RHEd

I know about the skills necessary to contribute to the life of the classroom.

I can create a class charter.

I know how group and class rules help us.

I can recognise and name some feelings I might have.

I can describe how others might be feeling.

I can explain how feelings can make my body feel inside.

I can identify who can help them with feelings, and how they can help others.

I can identify feelings that are good or not so good.

I can recognise that people feel differently about things and situations.

I can explain what can change my feelings (from good to not so good and from not so good to good).

I can suggest things that can help myself and others to feel better.

I can recognise that feelings can get stronger.

I can describe how big feelings can affect my behaviour.

I can identify what can help me feel better when they have a big feeling.

I can use words or phrases to ask for help with feelings.

I know how to keep safe on Firework night.

I can learn about people who look after me, my family networks, whom I can go to if they’re worried and how to attract their attention.

I know the importance of listening to other people and find ways to resolve disagreements.

I can learn about groups and communities that I belong to. 

I know about ways to resist teasing and bullying and how coping strategies can be used.

I know about the importance of respect for differences and similarities between people.

I can communicate ideas and views.

I can be affirming to self and others.

Science

I can give reasons why humans need to exercise.

I can identify healthy and unhealthy food and say how much of them I should eat.

I know how and why I should keep myself clean.

I can identify and classify the uses of everyday materials, in the context of the local area.

I can gather and record data to help in answering questions, by exploring the purposes of different objects.

I can identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses, by exploring the purposes of different objects.

I know which material could be used to make a strong, stable chair for the space station.

I can find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching, in the context of recycling.

I can find out about people who have developed new materials, by learning about John McAdam.

 

Top