Key Stage 2

Pupils following the Pre-Formal pathway are working below the standard of national curriculum assessments and are not engaged in subject-specific study.

Pre-Formal learners are assessed using the engagement model. The engagement model sits comfortably alongside our redeveloped school curriculum, allowing pupils to access learning on a similar theme to their peers, whilst still following their own interests.

Key Stage 2 Long Term Plan Planning Year 1

  2024-2025MyselfMy homeMy world -peopleMy Natural WorldMy Technological worldMy world-places
Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2
Subjects/TopicMe/My family and friendsWhere I LivePeople who help us in the communityMinibeastsImaginary WorldMajor Sporting events
Communication and Interaction  Fiction – Cinderella (Sensory adapted version)Poetry – The peas and the sneeze (Twinkl) (Sensory adapted version)Non-Fiction- When we grow up: First book of jobs (Sensory adapted version)Fiction – Eric Carie Texts (Sensory adapted version)Poetry – (Sensory adapted version)Non-Fiction – Ready, Steady, Mo (Sensory adapted version)
Refining Fine Motor Skills Pupils progress from basic grasping activities to more complex activities that involve precision and coordination.  Pupils work towards improving hand-eye coordination and development of pincer grasp.
Pinching and graspingBuilding and stackingPostingThreadingCuttingTwisting and turning
RHE  Family relationships: close relationships    Right and wrong  Community  Self-awareness and own voice  Healthy Lifestyles  Growing and changing
  Physical Development  GymnasticsDanceOutdoor & Adventurous ActivityBall skillsTeam gamesAthletics
    MathematicsMathematics When pupils are confident with concepts using concrete resources, they progress to pictorial representations. Pupils begin to make connections between the physical objects they handle and the abstract symbols they are learning to use.
  Focus: Number    Focus: Measuring LengthFocus: WeightFocus: ShapeFocus: MoneyFocus: Time
Using and Applying; Number; Shape, Space and Measure
Computing  2G – Working with text  2C – Photographs/photo editing  Key skills – Cause and effect  3B – Sorting  2E – Ebooks  3A – Counting
The World around Me  Holidays (History)  Plants in the garden (Science)  Forces & magnets (Science)  Where minibeasts  live (Geography)The beginning of time (Story creations) (History)  Seven Continents (Geography)
RE Pupils will be supported to experience a range of religions and worldviews, different beliefs, sacred books, special festivals and special places, using the 5 key’s – Connection, Knowledge, Sense, Symbols and Values
Christianity – Books Judaism -Beliefs Caring for others Hinduism- Beliefs Sikhism – Places Islam -Beliefs
Creative ArtsPrintingPaintingSculpturesMark makingTextilescollage
Me (Charanga)Our world (Charanga)Helping each other (Charanga)Minibeasts (Twinkl)Your imagination (Charanga)National anthems (Charanga)
Food  Spreading and cutting using a knife  Mixing and measuring  – using a spoon  Rolling and using cutters  Grating and chopping  Using appliances  Weighing and measuring using scales
Outdoor learning  Me and nature  Outdoor Life  Jobs in the forest and woodland  Creations inspired by nature  Being an explorer  Follow the trail

Key Stage 2 Long Term Plan Planning Year 1

  2024-2025MyselfMy homeMy world -peopleMy Natural WorldMy Technological worldMy world-places
Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2
Subjects/TopicMe/My family and friendsWhere I LivePeople who help us in the communityMinibeastsImaginary WorldMajor Sporting events
EnglishFiction – Cinderella  Indicate correctly pictures of characters and objects in response to questions such has ‘where is the…? Say a single sound for 10+graphees. Writing –Character Descriptions Say a clause to complete a sentence that is said aloud. Form correctly most of the 10+ lower case letters.  Identify or write 10+ graphemes on hearing corresponding phonemes.      Poetry – The peas and the sneeze (Twinkl)  Join in with some actions or repeat some words, rhymes and phrases when prompted. Read words by blending sounds with known graphemes with adult support. Say a single sound for 20+ graphemes. Writing –Rhyming couplets Write down one of the sentences that they have rehearsed. Form correctly most of the 20+ lower case letters. Identify or write 20+ graphemes on hearing the corresponding phonemes.Non-Fiction- When we grow up: First book of jobs Show anticipation about what is ging to happen (e.g., by turning the page). Say sounds for 40+ graphemes, including one grapheme for each of the 40+phonemes. Read accurately by blending the sounds in words with up to five known graphemes. Respond to questions that require simple recall.  Writing – Labels  Make up their own phrases or short sentences to express their thoughts aloud, relating to their experiences.  Form most lower-case letters correctly.  Identify or write the 40+ graphemes on hearing the corresponding phonemes. Fiction – Eric Carle Texts Demonstrate understanding e.g., by answering questions such a, ‘where is he/she/it?’ ‘What is this?’ ‘Who is this?’ ‘What is he/she doing?’ Read aloud books that are consistent with their phonic knowledge, without guessing words from pictures or the context of the sentences. Recount short sequence of events (e.g., by sequencing images or manipulating objects). Writing –Timelines Make up their own sentence and say them aloud, after discussion with an adult.  Spell words (known graphemes) by identifying the phonemes and representing the phonemes with graphemes (e.g., in, cat, pot).   Fiction – The way back home by Oliver Jeffers  Join in with predictable phrases or refrains. Retell some of the story. Read accurately by blending sounds in words with two or three known graphemes.  Writing –Postcards  Say an appropriate word to complete a sentence when an adult pauses, e.g. ‘We’re going to the ….).   Spell words identifying the phonemes and representing the phonemes with graphemes, including words with consonant clusters and simple digraphs (e.g. frog, hand, see, shop, storm, splash).Non-Fiction – Ready, Steady, Mo!  Talk about events in text and link them to their own experiences.  Read some common exception words. Writing –Captions Write a caption or short phrase using the graphemes that they already know.  Spell a few common exception words (e.g., I, the, he, said, of). 
MathsNumber- Place Value Say number names to 20 in the correct order Group objects 0-20 Identify how many in a group of up to 20 objects Geometry- Properties of Shapes Identify the big or small object from a selection of two Sort objects according to stated characteristic (e.g. small and big balls, triangles and circles)  Recognise some common 2-D shapesNumber- Place Value Read and write numerals up to 20 Recall number bonds to and within 5 Count to 20, demonstrating the next number in the count is one more and the previous number is one less   Measurement- Length & Height Compare, describe and solve practical problems for lengths and heights using non-standards unit of measure. Measure and begin to record lengths and heights using non-standards unit of measure.Number- Addition & Subtraction Understand that the last number counted represents the total number of the count Use real-life materials to add and subtract 1 from a group of objects and indicate how many now Understand the mathematical symbols of add, subtract and equal to Measurement- Mass & Capacity Compare, describe and solve practical problems for mass/weight, capacity/volume using non-standards unit of measure. Measure and begin to record mass/weight, capacity/volume using non-standards unit of measure.Number- 4 Operations Solve number problems involving addition and subtraction of single-digit numbers to 10 Geometry- Position & Direction Copy and continue simple patterns using real-life materialsNumber- 4 Operations Solve number problems involving addition and subtraction of single-digit numbers to 20 Measurement- Money Recognise different denominations of coins  Number- Fractions Recognise, find and name a half as one of two equal parts of an object, shape or quantity Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity Measurement- Time Compare, describe and solve practical problems for time e.g. now, next, quicker, slower) Measure and begin to record time (hours, minutes and seconds) Sequence events in chronological order using appropriate language. Recognise and use language relating to dates, including days of the week, weeks, months and year. Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.
    Science    Pets – Animals at home Identify and name a variety of common animals, inc fish, amphibian reptiles, birds and mammals. Identify and name a variety of common animals, that are carnivore, herbivores and omnivores. 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 how they depend of each other.    Plants – In my garden Identify and name a variety of common wild and garden plants, inc deciduous and evergreen trees. Identify and describe a basic structure of a variety of common flowering plants, inc trees.  Forces & magnets Identify and name a variety of everyday materials inc metals. Describe the simple physical properties of a variety of every day materials. Explore how things move on different surfaces. Observe how magnets attract and or repel each other and attract some materials and not others.  Science: Habitats – How habitats have developed Identify and name a variety of animals in their habitats, inc micro-habitats. Identify that most living things live in habitats to which they are suited.  Exploring Sound Identify how sounds are made. Find patterns between the pitch and volume of a sound Recognise that’s sounds get fainter as the distance from the sound source increases.  Everyday materials – Floating & sinking Distinguish between an object and the material from which it is made. Identify a name a variety of everyday materials inc, wood, plastics, glass, metal, water and rock. Describe the simple physical properties of a variety of everyday materials.
Art and Design  Printing – Repeating patterns  Pupils begin to develop a wide range of art techniques using pattern.  Pupils use a range of materials creatively to design patterns.      Painting – Waterscapes   Pupils begin to develop a wide range of art techniques using colour lines and shapes.  Pupils use a range of materials creatively to design and produce a painting.   Junk Modelling – Sculptures  Pupils begin to develop a wide range of art techniques using form and manipulation.   Pupils begin to use a range of materials creatively to make products.      Drawing -Animals   Pupils begin to develop a wide range of art techniques drawings, line and space.  Pupils begin to develop their knowledge of differences and similarities and make links to their own work.      Textiles -Batik  Pupils begin to develop a wide range of art techniques using a range of materials to design and make a piece of work using batik.  Pupils begin to develop a wide range of art techniques using colour and pattern.       Collage  Pupils begin to develop a wide range of art techniques using a range of materials to design and make a piece of work using collage skills.  Pupils begin to develop a wide range of art techniques using a variety of textures and space.   
Citizenship  Self   Pupils to recognise what makes them special.  Pupils to learn about personal identity.     Challenges  Pupils to begin to walkabout about different feelings that humans can experience when challenged.  Pupils to recognise that feelings can change over time and range in intensity when challenged.   Safe communities  Pupils begin to learn   about rules and age restrictions that keep us safe.  Pupils learn ways to keep safe in familiar and unfamiliar environments (e.g. beach, shopping centre, park, swimming pool, on the street) and how to cross the road safely.   How to help in the community.  Pupils begin to identify the people who love and care for them and what they do to help them feel cared for.  Pupils begin to understand and value the different contributions that people and groups make to the community.   Working & earning.  Pupils begin to learn that people make different choices about how to save and spend money.  Pupils begin to learn that jobs help people to earn money to pay for things.     Moving on Pupils begin to prepare to move to a new class/year group.  Pupils begin to have strategies of how to how to manage when finding things difficult. 
Computing2G – Working with text  Pupils begin to enter text into a document, using basic tools to change the appearance of text.  Pupils begin to use word-processing software to present as a purpose.  2C – Photographs/photo editing.  Pupils begin to choose a photograph from a selectin for a purpose.   Pupils begin to take photos using a camera or tablet.  Pupils begin to apply simple edits for a purpose.    Key skills – Cause and effect.  Pupils to begin to identify cause and effect appliances in their environment e.g. light switches.  Pupils to explore appliances that have more than one cause and effect e.g. a washing machine setting can be input differently using the same buttons.       3B – Sorting  Pupils begin to identify objects belonging to a category.  Pupils begin to sort objects by key features.   Pupils begin to answer questions about groups of objects.  2E – Ebooks  Pupils begin to follow a story using an eBook.  Pupils begin to use common gestures or controls to move through an eBook.  Pupils begin to create an eBook including a range of media to present information or tell a story.  3A – Counting  Pupils begin to access digital counting 1-3.  Pupils begin to create digital content to embed their knowledge of counting.   Pupils begin to implement counting skills when using digital programmes. 
Design and TechnologyTextiles  Pupils begin to design, make and evaluate their work, when using fabrics.  Pupil begin to develop their ideas through talking and drawing about a range of fabrics.  Pupils begin to evaluate their ideas when using fabrics.      Opposite swimming   Puppets   PupILs begin to explore and evaluate a range of different puppets.  Pupils begin to design, make and evaluate their work, when selecting and using a range of materials.  Pupil begin to develop their ideas through talking and drawing about a range of fabrics.  Pupils begin to evaluate their ideas when using materials.      Opposite swimming   Moving Vehicles  Pupils begin to design, make and evaluate their work when selecting and exploring different mechanisms.   Pupil begin to develop their ideas through talking and selecting tools for simple constructions.  Pupils begin to evaluate their ideas and products against their design criteria.  Opposite swimming 
Humanities  Local Holidays (Then and now)   (History) Pupils begin to explore significant historical events, people and places.   Pupils begin to develop an awareness of the past using common words and phrases relating to the passing of time.    Local Towns and villages (Geography)  Pupils participate in a local trip to the town, describing the different places and the uses.  Pupils begin to gain skills in describing a local town and a local village.   Explorers  (History) Pupils begin to explore the lives of significant historical individuals.    Pupils begin to develop an awareness of events beyond living memory that are significant nationally or globally.      Mapping: Where   minibeasts live  (Geography)  Pupils begin to explore maps, atlases and globes.  Pupils to explore minibeasts habitats and where they live around the world.   The beginning of time (Story creations)  (History)  Pupils begin to explores ways in which we find out the past and identify different ways in which it is presented.  Pupils begin to develop and use a wide vocabulary of everyday historical terms.    Seven continents  (Geography)  Pupils begin to name and locate the world’s seven continents.    Pupils begin to explore similarities and differences of the 7 continents.   
MusicMe  (Charanga)  Pupils listen to and respond to pulses. Pupils begin to learn to sing or sing along with nursery rhymes and action songs and encounter different instruments. Pupils begin to share and perform the learning that has taken place.   Our world  (Charanga)  Pupils listen to and respond to varying tempos. Pupils begin to learn to sing or sing along with nursery rhymes and action songs and encounter different instruments. Pupils begin to share and perform the learning that has taken place. Helping each other  (Charanga)  Pupils listen to and respond to loud and quiet sounds. Pupils begin to learn to sing or sing along with nursery rhymes and action songs and encounter different instruments. Pupils begin to share and perform the learning that has taken place. Minibeasts  (Twinkl)  Pupils listen to and respond to rhythm. Pupils begin to learn to sing or sing along with nursery rhymes and action songs and encounter different instruments. Pupils begin to share and perform the learning that has taken place. Your imagination  (Charanga)  Pupils listen to and create compositions with varying pitches. Pupils begin to learn to sing or sing along with nursery rhymes and action songs and encounter different instruments. Pupils begin to share and perform the learning that has taken place. National anthems   (Charanga)  Pupils listen to and respond to different musical traditions.  Pupils begin to learn to sing or sing along with nursery rhymes and action songs and encounter different instruments. Pupils begin to share and perform the learning that has taken place. 
  Physical EducationGymnastics Develop balance agility and co-ordination. Develop linking movements together using apparatus.Dance Respond to stimuli and movement through dance. Perform a dance using simple dance patterns.  Outdoor & Adventurous Activity Take part in outdoor and adventurous activities. Introduce teamwork and communication skills.Ball skills Begin to apply basic movements in a range of activities. Develop balls skills, including feet, hands rackets, bats and balls.Team games Participate in team games developing simple tactics for attacking and defending. Understanding the transition from defence to attack.Athletics Master basic movements including running, jumping, throwing and catching. Combine basic movements in athletic events.
  Religious EducationRE Pupils should develop their knowledge and understanding of religions and worldviews, different beliefs, sacred books, special festivals and special places. Pupils develop key vocabulary. Pupils will begin to express their own views, in response to the material they learn about. Pupils begin to develop key skills in relation to different religions.
Christianity- BooksJudaism- BeliefsCaring for OthersHinduism- BeliefsSikhism- PlacesIslam- Festivals
    RHE  Relationships: Families Begin to recognise that there are different types of relationships (e.g. friendships, family relationships, romantic relationships, online relationships). Begin to understand about the roles different people (e.g. acquaintances, friends and relatives) play in our lives.  Relationships: Managing hurtful behaviours. Begin to understand that it is important to tell someone (such as their teacher) if something about their family makes them unhappy or worried. Begin to use simple strategies to resolve arguments between friends positively.  Community: Living in the wider world. To begin to understand about what rules are, why they are needed, and why different rules are needed for different situations. To begin to recognise about the different groups that make up their community; what living in a community means.  Respecting self and others To begin to understand how people and other living things have different needs; about the responsibilities of caring for them. TO understand the importance of having compassion towards others; shared responsibilities we all have for caring for other people and living things; how to show care and concern for others.  Shared responsibilities. To begin to understand about the different roles and responsibilities people have in their community. To apply ways of carrying out shared responsibilities for protecting the environment in school and at home; how everyday choices can affect the environment (e.g. reducing, reusing, recycling; food choices.Health and well-being: Growing and changes. To name the main parts of the body including external genitalia (e.g. vulva, vagina, penis, testicles). To identify the external genitalia and internal reproductive organs in males and females and how the process of puberty relates to human reproduction.
  Food  Bring on breakfast – Spreading and cutting using a knife Pupils to begin to spread different textures of food on to breakfast items, e.g., crumpets. Pupils to begin to use the correct grip whilst chopping edge bridge., e.g., a cucumber.  Prepare a party Mixing and measuring  – using a spoon Pupils to experience make simple items, e.g., rocky roads and cornflake cakes. Pupils to experience measuring and presenting suing tools, ie measuring spoons and ice cream scoop etc.     Be a baker – Rolling and using cutters Pupils begin to experience using different rolling pins and different size cutters, e.g., make jam tarts. Pupils to construct savory dishes, using appropriate kitchen utensils e.g., pasties.    Root vegetables – Grating and chopping Pupils to begin experience the preparation of different root vegetables. Pupils to make dishes involving grating, e.g., potatoes rosti.    1 potato, two potatoes Using appliances Pupils to experience potatoes prepared in different ways, e.g., baked, boiled, mashed etc. Pupils to be able to prepare their favourite potato dish,   using appliances.      Lovely lunches Weighing and measuring using scales Pupils to begin to experience making simple lunches, eg making flat bread when using measuring scales. Pupils to weigh ingredients and use appliances to make soup.  
  Outdoor Learning  Me and nature Pupils to explore and experiences colours and textures. Pupils begin to use senses to explore the natural environment – (Touch- hug a tree. Sight- colour matching, Smell- to be able to make woodland perfumes, use sticks and woodland materials).    Outdoor Life Pupils begin to explore the different climates and changes of seasons. Pupils to begin to explore the natural environment and begin to reference safety. Pupils to use tools safely with a purpose.  Jobs in the forest and woodland Pupils to begin to use tools appropriately. Pupils to begin to follow instructions in a structured outdoor activity. Pupils to begin to make a choice in set tasks.    Creations inspired by nature Pupils begin to create their own 2D/3D pieces of work. Pupils begin to make simple comparisons between their own piece of work and nature.    Being an explorer Pupils to experience fictional and non-fictional stories about explores. Pupils to begin to experience simple exploration activities.  Follow the trail Pupils begin to experience environments and climates from across the world Pupils to begin to explore different nature trails.

Related Documents

Pre-Formal Pathway

Semi-Formal Pathway