Programme of Study

Learning Outcomes

Activities

Children should be given opportunities to:

Children should:

P1

P2

P3

P4

Find out about some uses of electricity in the home and classroom.

P3 – Be able to name and identify familiar electrical appliances founding the home and the classroom.

P3 – Know the uses of some electrical appliances.

Identify electrical devices in the classroom.

Discuss electrical appliances in the home.

Cut out pictures of electrical devices from catalogues.

Use an outline of a house to stick pictures of appliances on to the appropriate rooms.

Sort pictures of objects into those which use electricity and those which do not.

Know that electricity can be dangerous.

P3 – Know not to touch electrical appliances without permission.

P3 – Know that it is dangerous to interfere with plugs and switches.

Talk about the dangers of electricity.

Look at appropriate pictures to identify uses of electricity.

Know about the safe use of mains electricity and its associated dangers.

P4 – Know the important safety points for using mains electricity.

P4 – Be able to identify the dangers of misuse of electricity.

Identify the sources o mains electricity in a variety of rooms, i.e. the classroom or at home.

Discuss the dangers in the use of electrical appliances, i.e. wet hangs on plugs, frayed wires, overloaded plugs and metal instruments being poked into appliances.

Look at symbols warning of electrical dangers.

Programme of Study

Learning Outcomes

Activities

Children should be given opportunities to:

Children should:

P1

P2

P3

P4

Identify the range of litter in and around their own locality.

P1 – P4 – Know that waste material should be disposed of in the proper way.

P1 – Know that litter is waste material that has been carelessly discarded.

P4 – Know that litter can be made of paper, card, plastic, metal or glass.

Identify the position and use of bins around the school.

Observe litter in and around the school.

Discuss the use of the classroom bin.

Sort litter into different types, i.e. paper, metal, plastic, fabric, glass and left-over food.

Find out how human activities create a variety of waste products.

P3 & P4 – Know where waste comes from.

P3 & P4 – Know how to dispose of their waste.

P3 – Know that household waste is collected and disposed of by the local Borough Council.

P4 – Know that waste can be unnecessary.

Discuss activities in the home which create waste, i.e. cooking, washing, use of packaging and disposable goods.

Make a list of activities in school which create waste.

Find out what happens to waste.

Visit the local borough council’s website.

Review activities in the home which create waste, i.e. cooking, washing, use of packaging and disposable goods.

Make a list of activities in school which create waste.

Find out what happens to waste that does not fit into a bin.

Design a poster to show how we can create less waste.

Find out that some materials decay naturally while others do not.

P4 – Know that parts of plants can rot and that these are good for the soil.

P4 – Know that plastic, aluminium and glass do not decay.

Walk around the school and obvserve which materials have decayed.

Find out which materials decay over a period of time.

Classify materials into those which decay and those which do not decay.

Programmes of Study

Learning Outcomes

Activities

Children should be given opportunities to:

Children should

P1

P2

P3

P4

Explore forces which push, pull or make things move.

P1 – P4 – Know that a push can make things move.

P1 – P4 – Know that a pull can make things move.

P1 – P4 – Know that wheels help movement.

P2 – P4 – Know that air and water can make things move.

Explore pushes and pulls in a PE lesson.

Explore pushes and pulls when dressing an undressing.

Examine doors, windows, drawers and other things which are designed to be pushed or pulled.

Find out how wheels help to make things easier to move.

Explore how magnets can push and pull.

Which toy vehicle moves furthest with the same push?

Make a push or pull toy.

Make a magnetic game.

Investigate movement of objects using air.

Use a straw to find out who can blow the hardest to make an object move the furthest.

Investigate movement of objects using water.

Use a straw to find out who can blow the hardest to make an object move the furthest.

Review movement by air and water.

Explore devices including toys which move.

P2 – Know how to operate a variety of mechanical and programmable toys.

P2 – Know what makes them move.

Sort a collection of toys into those which are designed to move and those which do not move.

Examine the toys which move and sort into those with wheels and those without wheels.

Explore how to make the toys move.

Make a wheeled vehicle which will travel freely.

Explore how pushes and pulls make things speed up or stop.

P2 – Know that a stronger push will make a moving object speed up.

P2 – Know that a stronger pull will make a moving object speed up.

P2 – Know that the use of a ramp will make an object speed up.

P2 – Be able to demonstrate how to make a moving object stop.

Find out the effect of different pushes and pull on objects.

Explore speeding up and stopping in PE. Lessons.

Explore different ways of making an object speed up or stop.

Explore different ways of making an object stop such as using a ramp at different heights.

Does the size of push affect the distance a toy car will travel?

Does the height of a ramp affect the distance a toy car will travel?

Find out about the range of energy sources used in school and at home.

P3 & P4 – Know the different sources of energy used to heat homes.

P3 & P4 – Be able to name the energy sources used by different appliances.

Explore the forms of heating used in school and at home.

Discuss what energy sources make the heating system work, i.e. oil, gas etc.

Discuss which energy sources are used in cooking, lighting and other appliances. Match the appropriate energy source to the appliance.

Review the forms of heating used in school and at home.

Discuss what energy sources make the heating system work, i.e. oil, gas etc.

Revise which energy sources are used in cooking, lighting and other appliances. Match the appropriate energy source to the appliance.

Programmes of Study

Learning Outcomes

Activities

Children should be given opportunities to:

Children should

P1

P2

P3

P4

Recognise and name the main external parts of the human body.

P1- Be able to identify and name eyes, ears, nose, mouth, hair, arms, hands, finger, legs, feet and toes.

P2 - Review body parts and also identify elbows, shoulders, knees and ankles.

Identify body parts using games, action rhymes and songs.

Identify body parts using games, action rhymes and songs.

Complete body jigsaws.

Reinforce the names and uses of body parts in structured play.

Use computer programme to label body parts.

Observe seasonal changes and talk about how these affect themselves.

P2 - Be able to name and sequence the four seasons.

Know the type of clothes worn in summer and winter time.

P2 - Know that in winter the mornings are dark and that they should dress in a way which makes them obviously visible to other road users.

Talk about the seasons and the clothes worn in each, i.e. warmer clothes in winter.

Dress a teddy or a doll for the appropriate weather.

Discuss how changes in temperature can affect them, i.e. safety in the sun.

Make a moving mechanism for a card or picture.

Explore similarities and differences between themselves and other children.

P1 - Know that children have similarities.

P2 - Know and identify differences in children in terms of size, shape, skin colour, hair colour and eye colour.

P3 - Know that some differences can be measured.

Discuss similarities and differences between children in the class.

Use a mirror to look at themselves and note eye colour, hair colour and any distinguishing features.

Discuss differences between children in the class.

Compare size of hands by making handprints and compare foot sizes.

Use computer programme to identify body parts.

Record eye colour.

Make 3-D pictograms of eye colours.

Use a graphing package to make 2-D pictograms of eye colour.

Measure area of hand.

Develop ideas about how to keep healthy through exercise, rest, diet, personal hygiene and safety.

P1 – P4 - Know that to be healthy they should exercise and have plenty of sleep.

 P1 – P4 - Be able to name and identify foods which contribute to good health.

 P3 - Know that personal hygiene is maintained by keeping their bodies clean including hair and teeth.

P3 & P4 - Know about potential dangers in and outside the home.

Discuss the need for rest.

Analyse the contents of lunch boxes and encourage a “Healthy Break” week.

Set up a café in structured play.

Sort pictures of food using traffic lights system.

Discuss personal hygiene.

Listen to a talk by the dental nurse.

Talk about the pictures of different ways to exercise.

Set up a café in structured play.

Discuss favourite foods.

Make a favourite meal paper plate.

Listen to a talk by the dental nurse.

Carry out a survey of bed times and getting up times.

Discuss safety in the home.

Identify dangers on the way to school.

Observe changes in their bodies before and after exercise.

Discuss safety in the home.

Identify dangers on the way to school.

Be introduced to the main stages of human development.

P1 – Know that they have developed from babies and will grow into adults.

Know that some women five birth to babies.

Be able to sequence pictures of babies and children.

Discuss what they can do now that they could not do when they were babies.

Sort photographs into sets of babies and children.

Sequence pictures of a baby and a child.

Set up a baby clinic in structured play.

Find out about themselves including how they grow, move and use their senses.

P3 - Know that they grow in different ways over a period of time.

Be able to demonstrate the different ways they can move.

Know the importance and function of their senses.

Record their height and compare with class members.

In PE. Explore different ways of moving different body parts.

Compare how they move with how other living things move.

Discuss how they use their senses to find out about the world around them.

Use a range of activities to focus on each of the senses.

Identify food flavours as sweet, savoury or sour.

Identify objects by touch.

How can be find out which of our senses is best for identifying the flavour of crisps?

Senses walk in the forest.

Programmes of Study

Learning Outcomes

Activities

Children should be given opportunities to:

Children should:

P1

P2

P3

P4

Find out about the variety of animal and plant life both through direct observations and by using secondary sources.

P1 – P4 – Know that there are many different kings of animals.

P1 – P4 – Know that there are many different plants including flowering plants such as trees and grasses.

P1 – P4 – Be able to name and identify animals and plants in their environment.

Observe the variety of animal and plant life around the school and at the seashore.

Use computer programmes to record animal groupings.

Sort models or pictures of animals into groups, i.e. pets.

Identify and name some pets.

Observe the variety of animal and plant life around the school and at the farm.

Sort models or pictures of animals into groups, i.e. farm.

Identify and name some animals at the farm.

Make farm animal masks and clay models.

Make farm animals with moving parts.

Observe the variety of animal and plant life around the school and at the zoo.

Sort models or pictures of animals into groups, i.e. zoo.

Identify and name some animals at the zoo.

Make wild animal masks.

Observe the variety of animal and plant life around the school and in the woodland.

Sort models or pictures of animals into groups, i.e. local woodland.

Count the number of living things seen or heard during a playground walk.

Sort living things into the two broad groups of animals and plants.

P1 – P4 – Know that animals and plants are livi