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Medium Term PlanningHomework- Collect an egg box for 6 eggs.

Summer 1

Week 1

Foundation assessments o-track

AR

Topic- Science Topic- Science Topic- History Computing RE- PSHE PE Music

Research different superheroes

Sequence the story of a significant historical figure.Look at famous superheroes like superman/wonder woman/ batman

NoteChoose a historical hero you think will most interest your children. You could look for examples of contemporary heroes in newspaper reports.

Hi 3 Learn about the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods.En W C 1a, 1b; En SL 4, 9; PSHE 1b

What is superhuman power? PSHE- What makes an actual superhero?Label basic parts of the human body, including senses. Investigate who in the class has superhero skills… Find out who has super sight.Record

Sc A 4 Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.Sc WS 1, 2, 3, 4, 5, 6; PSHE 1d

1 singing practice Creating instructions for testing superpowers. Do this practically. Get children to type up instructions.Exploring Real and Imaginary SituationsWhat Happens If?•Know what instructions are for and begin to understand how to create successful instructions•Recognise that devices respond to instructions•Plan instructions to make things happen•Make choices when using such devices to produce different outcomes•Know how they use Computing to support their learning•Consider the use of Computing in the wider world

Unit 5 Keeping Safe

Sun Safety-it’s a cover up!

Dance – To link to performance - Jody to plan and lead.

Athletics – Rawmarsh Scheme Year 1; Matalan Top Sports

Y2: Swimming

Looking at Superstan Songs for performance- learn lyrics and practise songs

Maths Y1 Maths Y2 x2

Chapter 12– Multiplication2 revision days To revisit lessons 1–4.Lesson 5 – Solving Word Problems To solve word problems using equal groupings as the basis for multiplication.Chapter consolidation To practise various concepts that were covered in the chapter.1 consolidation day To be used if lessons take longer than expected or a topic needs to be revisited.

3d shape/Chapter 12/– 3-D ShapesLesson 1 – Recognising-Three-Dimensional Shapes To recognise 3-D shapes by identifying their properties.Lesson 2 – Describing-Three-Dimensional Shapes To describe 3-D shapes and classify them using faces, vertices and edges.Lesson 3 – Describing-Three-Dimensional ShapesTo describe 3-D shapes based on the number of faces and the 2-D shapes of these faces; to construct nets of shapes into 3-D shapes.Lesson 4 – Grouping-Three-Dimensional Shapes To group 3-D shapes by similar properties.Lesson 5 – Forming-Three-Dimensional Structures To form 3-D structures using multiple 3-D objects.Lesson 6 – Making Patterns To make and recognise patterns using 3-D shapes.Chapter consolidation To practise various concepts covered in the chapter.

Text 1+2 Writing Genre Tense Y1 focus Y2Focus Guided Reading

DERIC FOCUS

10 things to be a superhero

Instruction writing Present tense Using and/because questions retrieve

These materials are protected by Copyright Law. Reproducing them, either in whole or in part, in print or in digital form (sharing electronically or posting online), is strictly prohibited without the written consent of Cornerstones Education Limited.

Medium Term Planning

Summer 1

Week 2

Bank holiday- 4 days

DH

Topic- Geography Topic- History- Topic- History Computing RE- PSHE PE Music

Which countries do superheroes come from? - find on atlas

Compare area of American hero (e.g. Spiderman in New York) to English hero (e.g. Harry Potter in London/Hogwarts)

Compare features and create pictures for each environment.

History of superheroesHow has a superhero like superman evolved over time?

Sequence the story of a significant historical figure.Could look a British superhero- danger mouse, banana man, Harry Potter

NoteChoose a historical hero you think will most interest your children. You could look for examples of contemporary heroes in newspaper reports.

Hi 3 Learn about the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods.En W C 1a, 1b; En SL 4, 9; PSHE 1b

1 singing practice Follow children’s instructions for testing superpowers. Get children to problem solve. Where does it not work? Have another go.Exploring Real and Imaginary SituationsWhat Happens If?

•Know what instructions are for and begin to understand how to create successful instructions•Recognise that devices respond to instructions•Plan instructions to make things happen•Make choices when using such devices to produce different outcomes•Know how they use Computing to support their learning•Consider the use of Computing in the wider world

Lesson 2 Road safety – Green X code



Y2: Swimming



Chapter 13– Division Lesson 1 – Grouping Equally To understand how to divide even numbers into equal groups using concrete materials; to determine how many groups will becreated from sharing equally.Lesson 2 – Sharing Equally To understand how to divide even numbers equally into groups; to determine how many objects will be included in each group inorder to share equally.Chapter consolidation To practise various concepts covered in the chapter.2 consolidation days To be used if lessons take longer than expected or a topic needs to be revisited

ArthemiticLesson 1 – Simple Adding To be able to add a 1-digit number to a 2-digit number without regrouping the ones.Lesson 2 – Simple Adding To add tens by recognising its relationship to adding ones.Lesson 3 – Simple Adding To add 2-digit numbers where one is a multiple of 10.Lesson 4 – Simple Adding To add with tens and ones where the ones are both more than zero.Lesson 5 – Adding with Renaming To add 1-digit numbers to a 2-digit number resulting in renaming of ones.


DERIC FOCUS





Summer 1

Week 3

Sats

BH

Topic- Art & design Topic- History- Warwick castle trip Topic- History Computing RE- PSHE PE Music

Create own superhero- drawing/diagram

Use lines to represent a shape or outline.Draw an illustration of their favourite superhero, villain or sidekick using a variety of drawing materials.

Produce detailed, labelled drawings or models of a product based on design criteria.Design and help set up an outdoor kitchen for messy, muddy fun! Decide on the best location for the kitchen and list equipment they will need, such as pots, pans and utensils. Work in a small group to create a labelled plan for their kitchen using large pieces of paper or simple drawing software, such as Paint. Think about the essential elements in a kitchen – sufficient work surfaces are a good start!

DT D 2 Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.DT D 1; En SL 1, 4, 6, 7; En W C 2b; PSHE 4b; Co 4

AD 2 Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.AD 3

Create superhereo out of modelling materials.Then create a 3-D model using air-drying modelling clay or coloured dough.

NoteTake pictures of the children creating their 3-D models and provide a good range of inspiring stimulus materials for them to look at and handle.

AD 2 Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.AD 3

AD 2 Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.Sc EM 1, 2; Sc WS 2; AD 3; PSHE 5e; En SL 1, 2

1 singing practice Introduce one hour of code. Get children to worh their way through. Download certificate when they have completed.Extension –children can use harder versions of one hour code.Exploring Real and Imaginary SituationsWhat Happens If?•Know what instructions are for and begin to understand how to create successful instructions•Recognise that devices respond to instructions•Plan instructions to make things happen•Make choices when using such devices to produce different outcomes•Know how they use Computing to support their learning•Consider the use of Computing in the wider world

Lesson 3 – Drug safety – Magic Medicine



Y2: Swimming



Chapter 14– FractionsLesson 1 – Making Halves To split an object (shape) into two equal parts; to identify shapes that have been split into two equal parts.Lesson 2 – Making Quarters To split an object (shape) into four equal parts; to identify shapes that have been split into four equal parts.Lesson 3 – Sharing and Grouping To share and group objects into halves and quarters; to determine half of a number and a quarter of a number.Chapter consolidation To practise various concepts covered in the chapter.1 consolidation day To be used if lessons take longer than expected or a topic needs to be revisited

TimeLesson 1 – Telling and Writing Timeto 5 Minutes To tell and write time to 5-minute intervals.Lesson 2 – Telling and Writing Time To tell time to 5-minute intervals and to the hour.Lesson 3 – Sequencing Events To sequence events of the day by looking at analogue clocks and pictures.Lesson 4 – Drawing Clock Hands To draw hands on an analogue clock to show the correct time.Lesson 5 – Finding Durations of Time To find the duration of time using an analogue clock in 30- and 60-minute intervals.


DERIC FOCUS





Summer 1

Week 4

CR

Topic- Science Topic- History- Warwick castle trip Topic- History Computing RE- PSHE PE Music

Packaging for superhero model-using easter egg boxes

Describe others’ work, including work by professional craftspeople and designers, and say what they like and dislike about it.DT E 1 Explore and evaluate a range of existing products.DT M 1, 2; En SL 9

Creating packaging for superhereo box

Creating pricing and advert for superhero box

Singing practice

Y2 casting

Introduce one hour of code. Get children to worh their way through. Download certificate when they have completed.Extension –children can use harder versions of one hour code.Exploring Real and Imaginary SituationsWhat Happens If?•Know what instructions are for and begin to understand how to create successful instructions•Recognise that devices respond to instructions•Plan instructions to make things happen•Make choices when using such devices to produce different outcomes•Know how they use Computing to support their learning•Consider the use of Computing in the wider world

Lesson 4 – personal safety – Secret Surprise



Y2: Swimming



Chapter 15 – Numbers to 100 Lesson 1 – Counting to 100 To count in sequences of 10 followed by counting ones; to increase confidence with number lines and Base 10 materials in order to count numbers to 100.Lesson 2 – Finding Tens and Ones To understand the value of the tens and ones digits in a number; to use multiple methods of representing and constructing a number. Lesson 3 – Comparing Numbers To review and extend skills and strategies related to number comparison; to place numbers in order from smallest to greatest and vice versa.Lesson 4 – Making Number Patterns To see patterns of numbers when increasing or decreasing by 1, 2 or 5; to use a number line, a 100-chart and Base 10 materials to represent numbers.Chapter consolidation To practise various concepts covered in the chapter. 2 consolidation days To be used if lessons take longer than expected or a topic needs to be revisited.

TimeLesson 6 – Finding Durations of Time To find the duration of time to 5-minute intervals.Lesson 7 – Finding Ending Times To find the ending of a duration of time from different 5-minute starting points.Lesson 8 – Finding Ending Times To find the ending time in intervals of 5 minutes from delayed starts.Lesson 9 – Finding Starting Times To find the starting time from 30-minute and 1-hour interval durations.Lesson 10 – Finding Starting Times To find the start of multiple durations of time using a common end time.Lesson 11 – Comparing Time To compare durations of time from the least amount to the most amount of time and vice versa.Chapter consolidation To practise various concepts that were covered in the chapter


DERIC FOCUS





Holiday



Summer 2

Week 1

Inset -4 days

JF


TV advert for superheroStory planscript.

Film and watch

En W C 1a Say out loud what they are going to write about.

En W C 1c Sequence sentences to form short narratives.

En W C 3 Read aloud their writing clearly enough to be heard by their peers and the teacher.

1 singing practice

1 performance practice

Introduce one hour of code. Get children to worh their way through. Download certificate when they have completed.Extension –children can use harder versions of one hour code.Exploring Real and Imaginary SituationsWhat Happens If?•Know what instructions are for and begin to understand how to create successful instructions•Recognise that devices respond to instructions•Plan instructions to make things happen•Make choices when using such devices to produce different outcomes•Know how they use Computing to support their learning•Consider the use of Computing in the wider world

. Lesson 5 – Emotional Safety – Getting Help



Y2: Swimming



Chapter 16 – Time Lesson 1 – Telling Time to the Hour To develop familiarity with the analogue clock, including the minute and hour hands; to tell time to the hour on an analogue clock. Lesson 2 – Telling Time to the Half Hour To improve familiarity with the analogue clock; to tell time to the half hour using the term 'half past.' Lesson 3 – Using Next, Before and After To sequence events in order of time; to use the terms 'next', 'before' and 'after' to describe the order of events. Lesson 4 – Estimating Duration of Time To estimate an amount of time using seconds, minutes and hours. Lesson 5 – Comparing Time To use the terms 'quicker', 'slower’, 'earlier’ and 'later' when comparing time.Lesson 6 – Using a Calendar To learn the days of the week and the months of the year and to be able to put them in the correct order.Chapter consolidation To practise various concepts covered in the chapter. 1 consolidation day To be used if lessons take longer than expected or a topic needs to be revisited.

Number bonds Lesson 1 – Counting to 100 To count numbers up to 100 using concrete objects: counting up by ones and tens.Lesson 2 – Place Value To understand each digit in a number has its own value.Lesson 3 – Comparing Numbers To be able to compare numbers using place-value knowledge gained from previous lessons.Lesson 4 – Number Bonds To use the number bond strategy to deepen understanding of place value.Lesson 5 – Number Patterns To count in ones and tens; to introduce boundary crossing using tens and ones.Lesson 6 – Number Patterns To recognise and describe patterns with more complex numbers, in particular 3 and 5.Chapter consolidation To use place-value knowledge to think about the effects of each digit in a number.1 consolidation day To be used if lessons take longer than expected or a topic needs to be revisited.


DERIC FOCUS

Books for girls- Florence Nightingale

Biography past Using nouns/ pronouns Possession Choice



Summer 2

Week 2

AR


Local hero from local area to visit or for children to visit at premise-fireman-Police-ambulance

What do they do? What makes a hero?

Walter Evans poster- what made Walter Evans a hero?

1 singing practice

1 performance practice

Use command bar in textease turtle. Use to complete actions from one hour code.Exploring Real and Imaginary SituationsWhat Happens If?•Know what instructions are for and begin to understand how to create successful instructions•Recognise that devices respond to instructions•Plan instructions to make things happen•Make choices when using such devices to produce different outcomes•Know how they use Computing to support their learning•Consider the use of Computing in the wider world

Lesson 6 – Internet Safety – E-Safety



Y2: Swimming



Chapter 17– MoneyLesson 1 – Recognising Coins To recognise coins and determine their value using size, colour, markings and shape.Lesson 2 – Recognising Notes To recognise notes and determine their value using colour and markings.Chapter consolidation To practise various concepts covered in the chapter.2 consolidation days To be used if lessons take longer than expected or a topic needs to be revisited.

Word problems 2bChapter 9– More Word Problems Lesson 1 – Solving Word Problems To decide when it is appropriate to add and/or subtract when solving word problems; to improve the use of bar modelling anddecision making based on visual representations.Lesson 2 – Solving Word Problems To use the bar model method to solve word problems looking at the difference between two amounts.Lesson 3 – Solving Word Problems To solve multi-step word problems using bar modelling; to use more than one bar model in a problem to work out the answer.Lesson 4 – Solving Word Problems To use bar modelling to solve multi-step word problems involving unknown quantities.Chapter consolidation To practise various concepts covered in the chapter.


DERIC FOCUS


Biography past Using nouns/ pronouns Possession Choice

Summer 2 Topic- D&T Topic- Science Topic- History Computing RE- PSHE PE Music


Medium Term PlanningWeek 3

Walter evans topic work

BH

Identify the main food groups including fruit and vegetables.Describe how particular foods smell and taste, referring to laminated key words such as crisp, crunchy, juicy, sweet and sour. Sample distinctive flavours like mint, orange, lemon, banana, pepper, pineapple and ginger. Learn about healthy ‘superfoods’ that a superhero would need to eat to grow strong and stay fit and well. Try following simple recipes to prepare some superfood dishes!Explain where the food they eat comes from (e.g. by referring to countries, counties, animals and plants). Sort a range of foods in different ways to show where they have come from. Explain how and why foods have been sorted in a specific way.Children could display information about foods they do or don’t like, or those they eat and don’t eat, in Carroll or Venn diagrams. Be aware of any children with food allergies.DT CN 1 Use the basic principles of a healthy and varied diet to prepare dishes.En SL 4; Sc WS 6

Investigate importance of healthy diet/living?Use everyday language/begin to use simple scientific words to ask or answer a scientific question.Investigate their amazing senses and how they help them in everyday life. Explore numbered mystery boxes positioned around the classroom containing objects, food items or sound sources. Label the boxes, ‘Smell me’, ‘Touch me’, ‘Listen to me’, ‘Taste me’ or ‘Look at me’. Discuss their results and how they used their senses to discover what was in the box.

Explain, with help, what they think they have found out. Do things in the correct order when performing a simple test and begin to recognise when something is unfair.Note Provide children with a recording sheet on a clipboard to carry and record what they think is in each box. The boxes could simply contain objects that have interesting smells, textures, shapes, patterns, tastes, and sounds.Use simple scientific language to explain what they have found out.

Sc WS 5 Use their observations a Sc WS 6 Gather and record data to help in answering questions. Sc WS 3, 5; En SL 3, 5, 7; Ma S 1nd ideas to suggest answers to questions. En SL 5; Sc A 4; Sc WS 6

1 singing lesson1 performance practice

Use command bar in textease turtle. Use to complete actions from one hour code.Exploring Real and Imaginary SituationsWhat Happens If•Know what instructions are for and begin to understand how to create successful instructions•Recognise that devices respond to instructions•Plan instructions to make things happen•Make choices when using such devices to produce different outcomes•Know how they use Computing to support their learning•Consider the use of Computing in the wider world

RelationshipsLesson 1 – Feelings – How I feel



Y2: Swimming



Volume and CapacityLesson 1 – Comparing Volumeand Capacity To compare volume and capacity using the terms 'more than' and 'less than', 'full' and 'empty'.Lesson 2 – Finding Volumeand Capacity To find the volume and capacity of a container using non-standard ones.Lesson 3 – Describing VolumeUsing Half and a Quarter To describe volume using the terms 'half' and 'quarter'.Chapter consolidation To practise various concepts covered in the chapter.1 consolidation day To be used if lessons take longer than expected or a topic needs to be revisited.

VolumeLesson 1 – Comparing Volume To compare volume in different-sized containers using the terms 'greater than,' 'less than,' 'greatest' and 'least.'Lesson 2 – Comparing Volume To compare the volume of different containers using non-standard units.Lesson 3 – Measuring Volumein Litres To measure volume using litres and determine whether an amount is 'more than,' 'less than' or 'equal to' a litre.Lesson 4 – Measuring Volumein Millilitres To measure volume using millilitres and litres; to determine how many ml there are in 1 l.Lesson 5 – Solving Word Problems To solve word problems involving bar models with litres as the standard unit.Lesson 6 – Solving Word Problems To solve word problems using ml and l, including problems involving difference.Lesson 7 – Solving Word Problems To solve word problems involving volume and multiplication.Chapter consolidation To practise various concepts covered in the chapter.


DERIC FOCUS


Biography past Using nouns/ pronouns possesion Choice

Summer 2 Topic- D&T Topic- DT Topic- History Computing RE- PSHE PE MusicThese materials are protected by Copyright Law. Reproducing them, either in whole or in part, in print or in digital form (sharing electronically or posting online), is strictly prohibited without the written consent of Cornerstones Education Limited.

Medium Term PlanningWeek 4

Church celebration – picnic

Creating healthy cereal bars

Work safely and hygienically in construction and cooking activities.Taste a range of food and drink from around the world and describe the flavours. Express an opinion on the different foods, recording key words to describe each one. Take photos of the food and from the taste test activity, then create a display with speech bubbles to show their thoughts and comments. Discuss ways of ensuring the taste test is hygienic, such as washing hands, cleaning utensils, washing dishes, cleaning surfaces and disposing of leftover food properly.

DT E 1 Explore and evaluate a range of existing products.En SL 3, 4, 5; Ma S 1; En W C 1b, 1d, 2b; Co 4; PSHE 2a, 3c

Recognise the need for a variety of foods in a diet.Choose a number of healthy dishes and make them in a group with an adult.

Work safely and hygienically in construction and cooking activities.Follow a recipe that involves melting ingredients. Predict which ingredients will melt and how the mixture will change when heated and then cooled.NoteShow the children a food pyramid and point out the different food types needed for a healthy diet.DT CN 1 Use the basic principles of a healthy and varied diet to prepare dishes.En SL 1, 4, 6; Ma M 1; DT M 1, 2; PSHE 3g

Typing instructions on textease. Use to complete actions from one hour code.Exploring Real and Imaginary SituationsWhat Happens if?Know what instructions are for and begin to understand how to create successful instructions•Recognise that devices respond to instructions•Plan instructions to make things happen•Make choices when using such devices to produce different outcomes•Know how they use Computing to support their learning•Consider the use of Computing in the wider world

Lesson 2 –Responses – You and me



Y2: Swimming



Chapter 19– MassLesson 1 – Comparing Mass To compare the mass of objects using the terms 'heavy' and 'light', 'heavier than', 'lighter than' and 'as heavy as'.Lesson 2 – Finding Mass To find the mass of an object using non-standard ones; to use visualisation skills to estimate the number of ones.Chapter consolidation To practise various concepts covered in the chapter.2 consolidation days To be used if lessons take longer than expected or a topic needs to be revisited.

Review and revision


DERIC FOCUS

Supertato Wishing tale past Capitals for proper nouns Using contractions Interpret



Summer 2

Week 5

Musical week-Superstan

DH


Creating comics- planning sequence Adding words-wow words and narration

KERPOW! Let’s get moving!

3 performances Typing instructions on textease. Use to complete actions from one hour code.Exploring Real and Imaginary SituationsWhat Happens If?Know what instructions are for and begin to understand how to create successful instructions

•Recognise that devices respond to instructions

•Plan instructions to make things happen

•Make choices when using such devices to produce different outcomes

•Know how they use Computing to support their learning

•Consider the use of Computing in the wider world

Lesson 3 Opinions - I Think ……



Y2: Swimming



Chapter 20– SpaceLesson 1 – Describing Positions To describe the position of objects in relation to one another using varied vocabulary.Lesson 2 – Describing Movements To describe movements of objects using varied language.Lesson 3 – Making Turns To understand how to make turns using mathematical language and connect this knowledge to time.Chapter consolidation To practise various concepts covered in the chapter.1 consolidation day To be used if lessons take longer than expected or a topic needs to be revisited.

Review and revision


DERIC FOCUS

Supertato Wishing tale past Capitals for proper nouns Using contractions Interpret



Summer 2

Week 6

JF


Creating comics

Art & designMix paint colours to suit a task.Use a viewfinder to isolate a vibrantly coloured area of a painting and explain why they chose that particular section. Describe the colours they see in their ‘window’. Mix colours to match the area of the painting selected using powder and ready-mixed paints. Use a range of different sized brushes and sponges to apply the paint to their paper in imaginative ways.

NoteProvide a selection of coloured prints and postcards or project a larger painting on an IWB. As well as mixing colours, children could explore paint textures by sprinkling powder paint directly onto the surface of their paper or by using different consistencies of paint.

AD 3 Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.AD 2; DT M 1; En SL 3, 4, 5, 7

Geography

Usding local area maps find different crime locations and plotting their locations. Look at physical and human features.

Compare location with fighting crime in a city like New York

understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

Application of super hero knowledge and local geographical skills

Hero street orienteering- groups travelling around local area solving superhero problems.

understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

Typing instructions on textease. Use to complete actions from one hour code.Exploring Real and Imaginary SituationsWhat Happens If?Know what instructions are for and begin to understand how to create successful instructions•Recognise that devices respond to instructions•Plan instructions to make things happen•Make choices when using such devices to produce different outcomes•Know how they use Computing to support their learning•Consider the use of Computing in the wider world

.

Lesson 4 – Co-operation – Negotiation.

Fitness is fun (Derby City Scheme) – choose any activities from the Spring 2 plan


Y2: Swimming



Review and revision Review and revisionText 1+2 Writing Genre Tense Y1 focus Y2Focus Guided Reading

DERIC FOCUS

Supertato



Summer 2

Week 7

Take one book-transition

CR


Typing instructions on textease. Use to complete actions from one hour code.Exploring Real and Imaginary SituationsWhat Happens If?Know what instructions are for and begin to understand how to create successful instructions•Recognise that devices respond to instructions•Plan instructions to make things happen•Make choices when using such devices to produce different outcomes•Know how they use Computing to support their learning•Consider the use of Computing in the wider world

Lesson 5 – Co-operation – Want to play?

Fitness is fun (Derby City Scheme) – choose any activities from the Spring 2 plan


Y2: Swimming




DERIC FOCUS



Summer 2

Week 8

Last day- Thursday-4 days


Typing instructions on textease or for greater depth use Scratch Use to complete actions from one hour code.Exploring Real and Imaginary SituationsWhat Happens If?Know what instructions are for and begin to understand how to create successful instructions•Recognise that devices respond to instructions•Plan instructions to make things happen•Make choices when using such devices to produce different outcomes•Know how they use Computing to support their learning•Consider the use of Computing in the wider world

Lesson 6 – Co-operation: Let’s Debate.



Y2: Swimming




DERIC FOCUS

Supertato


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