Medium Term Planning And The Teaching Sequence
In order to develop the curriculum that we seek, and fulfil our aims, our teaching sequence needs to balance the subject domain, teaching sequence and relational learning. All teachers must have this in mind when subjects are delivered. The mastery curriculum advocates a thinner curriculum and more time to embed knowledge and skills. Again, it is the independent application of higher order skills where deeper learning takes place. Planned units must take account for this and decide the end tasks that would best deliver this and work its way back.
The teaching sequence would be:
- Knowledge acquisition
- Enhancement of knowledge
- Development and refinement of skills
- Independent application of knowledge and skills in a meaningful or purposeful context.
The application of these skills will involve setting tasks that provide opportunities for children to:
- Think Critically
Example Medium Term Plan for Year 1
DfE Statutory Requirements
– end of primary statements
SCARF Lesson Plan title &
SCARF Lesson Plan Learning Outcomes Y1
Me and My Relationships
Why we have classroom rules
•Explain their classroom rules and be able to contribute to making these.
BS5, MW2, MW3, MW4, MW7
Thinking about feelings
•Recognise how others might be feeling by reading body language/facial expressions;
•Understand and explain how our emotions can give a physical reaction in our body (e.g. butterflies in the tummy etc.)
MW1, MW2, MW4, MW7
•Identify a range of feelings;
•Identify how feelings might make us behave:
•Suggest strategies for someone experiencing 'not so good' feelings to manage these.
MW2, MW3, MW6, MW7
Feelings and bodies
•Recognise that people's bodies and feelings can be hurt;
•Suggest ways of dealing with different kinds of hurt.
Our special people balloons
•Recognise that they belong to various groups and communities such as their family;
•Explain how these people help us and we can also help them to help us.
CF1, CF2, CF3
•Identify simple qualities of friendship;
•Suggest simple strategies for making up.
RR1, CF2, CF4, CF5
How are you listening?
•Demonstrate attentive listening skills;
•Suggest simple strategies for resolving conflict situations;
•Give and receive positive feedback, and experience how this makes them feel.
FPC3, FPC4, RR1, RR2
Same or different?
•Identify the differences and similarities between people;
•Empathise with those who are different from them;
•Begin to appreciate the positive aspects of these differences.
CF2, CF3, CF4, RR5, RR6, MW8
Unkind, tease or bully?
•Explain the difference between unkindness, teasing and bullying;
•Understand that bullying is usually quite rare.
RR3, RR5, BS1
Harold’s school rules
•Explain some of their school rules and how those rules help to keep everybody safe.
FPC1, FPC2, FPC3, FPC4, MW6
Who are our special people?
•Identify some of the people who are special to them;
•Recognise and name some of the qualities that make a person special to them.
CF2, CF3, CF4, RR2, RR3
It’s not fair!
•Recognise and explain what is fair and unfair, kind and unkind;
•Suggest ways they can show kindness to others.
Keeping Myself Safe
PHF1, PHF3, HP3, HP4
•Understand that the body gets energy from food, water and air (oxygen);
•Recognise that exercise and sleep are important parts of a healthy lifestyle.