Westdene Primary School & Nursery

AUTUMN

Unit 1: Key Skills

In this unit, the children will revise how to perform key skills on the computer, including logging in, saving and retrieving work and using a keyboard and mouse proficiently. These skills will be developed using both the school computers and on our online learning platform. Pupils will revisit key aspects of the platform, including how to find their online classroom, saving, uploading and retrieving work, and sending messages.

Unit 2:  Computing systems and networks – IT around us

How is information technology (IT) being used for good in our lives? With an initial focus on IT in the home, our pupils explore how IT benefits society in places such as shops, libraries, and hospitals, whilst discussing the responsible use of technology, and how to make smart choices when using it.

SPRING

Unit 3: Creating media - making music

Our pupils will explore how music can make them think and feel. They will make patterns and use those patterns to make music with both percussion instruments and digital tools. They will also create different rhythms and tunes, using the movement of animals for inspiration. Finally, pupils will share their creations and compare creating music digitally and non-digitally.

Unit 4: Data and information – Pictograms

This unit introduces our pupils to the term ‘data’. Pupils will begin to understand what data means and how this can be collected in the form of a tally chart. They will learn the term ‘attribute’ and use this to help them organise data. They will then progress onto presenting data in the form of pictograms and finally block diagrams. Pupils will use the data presented to answer questions.

SUMMER

Unit 5: Programming A – Robot algorithms

This unit develops pupils’ understanding of instructions in sequences and the use of logical reasoning to predict outcomes. Pupils will use given commands in different orders to investigate how the order affects the outcome. Pupils will also learn about design in programming. They will develop artwork and test it for use in a program. They will design algorithms and then test those algorithms as programs and debug them.

Unit 6: Programming B – An introduction to quizzes

This unit initially recaps on learning from the Year 1 Scratch Junior unit ‘Programming B - Introduction to animation’. Our pupils begin to understand that sequences of commands have an outcome and make predictions based on their learning. They use and modify designs to create their own quiz questions in ScratchJr and realise these designs in ScratchJr using blocks of code. Finally, pupils evaluate their work and make improvements to their programming projects.

AUTUMN

Global citizenship: Celebrating a multicultural Britain and finding out about the British values of democracy, rule of law, mutual respect, individual liberty and tolerance.

Internet safety: Taught through computing

New beginnings: Creating class rules and exploring ways of ensuring everyone is included

Protective behaviours: Feeling of safety and what to do if we feel unsafe

Getting on and falling out: Seeing other’s points of view and working positively with others

Say no to bullying: Taught during anti-bullying week

SPRING

Disability equality education: Celebrating the ways we are the same and different and discussing what fair means

Healthy eating: Taught through science and PE

Going for goals:  Setting realistic goals and breaking them down into steps

Gender and careers: Exploring jobs and gender equality

Money management: Taught during Finance fortnight

Good to be me: Feeling good about myself and exploring ways to relax

SUMMER

Safety: Our safety rights, spotting the warning signs of risk and protective behaviours

Relationships: Exploring love and feeling cared for

Growing and caring for ourselves: Life cycles and naming body parts

Changes: Understanding what a habit is and how to change them

AUTUMN
Unit 1 What is the Torah and why is it important to Jewish people?

• Children and teacher bring in books special to them and explain why.
• Look at the Torah scroll and understand that it is a special book to Jewish people.
• Learn about the history of the Torah scroll.
• Learn some facts about the Torah scroll.
• Look at Hebrew writing.
• Think about items in their or relatives homes which they are not allowed to touch and relate to the Yad. Learn about the yad.
• Compare the Torah and the Bible – remind children of the story of creation from year 1 which is in both books.
• Retell the story of the 10 commandments – relate to their behaviour/school rules.

Unit 2 Hanukkah

• Build on work on creation story from year 1 and last term and the 10 commandments from last term and relate these to Jewish celebration of Shabbat. Compare to their own weekends.
• Hear and retell the story of Hanukkah.
• Discuss ordinary holidays and religious holidays.
• Look at a time line of Christian and Jewish holidays.
• Investigate how Jewish people celebrate Hanukkah – play dredials.
• Learn about what a symbol is in relation to the menorah – relate to their own holiday souvenirs. Introduce the word artefact.

SPRING
Unit 3 Why did Jesus tell stories?

• Examine what the word story means to them.
• Learn that Jesus told stories, parables, which held meanings.
• Hear and retell the story of the Prodigal son.
• Identify key ideas from the story – forgiveness and reconciliation.
• Repeat with other parables.

Unit 4 Celebrations – a focus on Easter

• Hear and retell the story of Jesus visit to the Temple when he was 12 years old to celebrate Passover.
• Build on work from year 1 comparing their family celebrations and things they do with celebrations at Passover. Make posters with written explanations.
• Reflect on and consider religious and spiritual feelings, experiences and concepts such as worship, praise, thanks, joy, concern and sadness.
• Build on work from year 1 (Christmas) and last term (Hanukkah) and think about how Easter compares to ordinary holidays.
• Hear and discuss the East story and its importance to Christians.
• Discuss how Easter affects them.
• Investigate how Easter is celebrated around the world.
• Invite local minister in to discuss Easter in their Church.
• Discuss the cross as a Christian symbol and compare to other symbols they know about.

SUMMER

Unti 5 -  Pilgrimage 

• Our Lady of Lourdes – hear and retell the story of Bernadette 
• Discuss the concept of pilgrimage 
• Relate the story to own feelings – unhappy, left out. 
• Relate the story to a personal long journey. 
• Talk about the meaning of the story. 
• Examine why the story is important to Christians 
• Explore and compare symbols used in different religions. 

Unit 6 Judaism and visit to Synagogue

Discuss places of worship in general and any personal experiences.

• Find out about the inside and outside of a Synagogue.
• Prepare some questions for visit.
• Think about words – symbol, artefact, respect
• Look at various aspects of synagogues,  furniture and what happens in a Synagogue
• Visit a Synagogue and hear from minister what happens in church, why people go to church
• Look at and draw parts of the inside and outside of a Synagogue.
• Reflect on visit and compare to building important to themselves.
• Build on work from last term rites of passage and find out about Bamitzver.

AUTUMN

Seaside Science

Uses of everyday materials

• identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
• find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

They should think about the properties of materials that make them suitable or unsuitable for particular purposes and they should be encouraged to think about unusual and creative uses for everyday materials. Pupils might find out about people who have developed useful new materials, for example John Dunlop, Charles Macintosh or John McAdam.

SPRING

Survival & Explorers

Animals including humans

• Notice that animals, including humans, have offspring which grow into adults
• Find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
• Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Pupils should be introduced to the basic needs of animals for survival, as well as the importance of exercise and nutrition for humans. They should also be introduced to the processes of reproduction and growth in animals. The focus at this stage should be on questions that help pupils to recognise growth; they should not be expected to understand how reproduction occurs.

SUMMER

Wonderful Westdene

Living things and their habitat: Minibeasts

• explore and compare the differences between things that are living, dead, and things that have never been alive
• identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other eg.plants serving as a source of food and shelter for animals
• identify and name a variety of plants and animals in their habitats, including micro-habitats(a very small habitat, for example for woodlice under stones, logs or leaf litter).
• describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

Pupils should compare animals in familiar habitats with animals found in less familiar habitats, for example, on the seashore, in woodland, in the ocean.