Phonics:

• 26 letters of the English. Alphabet (1 year) and 44 phonemes (2 year).
• Consonants and vowels blends, simple stories.

3 projects:

• ABC mini book
• Short vowel story
• Dramatising a story

Skills:

• Know the alphabet and distinguish between letters and sounds; know phonemes and be able to read simple words, read graphemes, learn some sight words, know the correspondence of lowercase and uppercase letters.
• Listen and take part in discussions of simple poems, stories, fairy tales, determine the sequence of actions, answer simple questions on the content, predict the ending, share impressions.
• Recite simple poems.
• Spell words, copy and write from memory simple words and phrases.
• Use the punctuation marks: dot, comma, apostrophe, question and exclamation marks, capital letters.
• Understand and use some grammatical terms (subject, ending, apostrophe, etc.).

• Alphabet (review)
• Letter combinations
• Simple stories

3 projects:

• My poem
• My story
• Dramatising a story

Skills:

• Read small texts of different genres and take part in their discussion, determine their structure, answer questions about the content, guess the meaning of new words, give a simple description of the characters, determine the  scene,  the plot, the  topic and the idea of the text, retell and dramatize it.
• Recite poems.
• Record simple sentences from memory.
• Use of punctuation marks: period, comma, apostrophe, question and exclamation marks, capital letters.
• Writing simple stories.
• Know basic grammatical terms (parts of speech, types of sentences, etc.),  know and use in speech the main tenses of the English verb.
• Use the dictionary to enrich the vocabulary.

Skills:

• Read large volumes of texts of various genres, take part in their discussion, determine their structure.
• Reason arguments, describe the characters and the place of action, formulate the theme and idea of ​​the read work, express an opinion.
• Distinguish facts and opinions, read «between the lines», determining the author’s attitude to what is happening.
• Expand knowledge of grammar, spelling, morphology, punctuation.
• Write texts of different styles and genres (letters, announcements, stories, fairy tales) according to a plan, divide the text into paragraphs, proofread, correct errors.

5 modules:

1. Parts of the body
2. Seasons. Weather
3. Plants
4. Animals
5. Materials

5 projects

 Science vocabulary: About 120 words and phrases.

Skills:

• Describe, identify, name, and recognize the functions of the main parts of the human body;identify feelings.
• Name the seasons, describe the weather, read the weather symbols.
• Recognize, name and group some common plants into flowering plants and trees, deciduous and evergreen plants; plant seeds and observe the process of growing; make a herbarium.
• Recognize and group the common animals (domestic/ wild; mammals/birds/fish/reptiles/ amphibians); name their food, their cubs.
• Identify and name the basic materials and their properties; examine the properties of sand, clay, water, wood, tell what the favorite toy is made of, describe their properties.

6 modules:

1. Research
2. Animals and People
3. Planet Earth
4. Plants
5. Physics
6. Materials

6 projects

Science vocabulary: About 150 words and phrases.

Skills:

• Describe the differences in the life cycles of a mammals, amphibians, insects and a birds, name the stages of the life cycles; describe the human life cycle.
• Compare and group materials based on their properties, including hardness, solubility, transparency, conductivity, identify the areas where these materials can be used.
• Identify reversible and irreversible changes.
• Describe the structure of the solar system, describe the movement of the Earth and the Moon, explain the change of day and night, explain the gravity.
• Determine the effect of air resistance and friction; tell about simple mechanisms (levers, pulleys and gears).

8 modules:

1. Living creatures and their habitats
2. Animals and humans, Properties and state changes of substances
3. Earth and Space
4. Forces
5. Evolution
6. Light
7. Electricity

8 projects

Science vocabulary: About 200 words and phrases.

Skills:

• Describe the differences in the life cycles of a mammal, amphibian, insect and bird, name the stages of the life cycle of animals, describe the process of reproduction in some plants and animals, talk about the human life cycle, and talk about healthy lifestyle.
• Give a definition of evolution, talk about how plants and animals changed in the process of development and explain why this happened.
• Compare and group materials based on their properties (hardness, solubility, transparency, conductivity, reaction to magnets), predict solubility of materials, identify reversible and irreversible changes.
• Describe the structure of the solar system and talk about what place the earth occupies in it.
• Describe the movement of light, explain why we see objects.
• Build a simple electrical circuit that includes the main components (current source, switch, light bulb).

Learners are introduced to  text/word-processing software,  graphics software, learn using ICT to classify information and present their findings in the form of simple charts or graphs. Begin to plan simple programs, understand how to choose the most appropriate search technique, write and send email messages.

Projects:

• My first program
• My eSafety Rules

Skills:

• Enter simple words, using keyboard or other input device.
• Select and edit text.
• Name, save and retrieve documents.
• Use simple shapes and lines to create pictures or patterns.
• Edit pictures, using visual effects.
• Use ‘save as’ to store edited pictures.
• Store and classify information.
• Present information in charts or graphs.
• Use charts or graphs to answer simple questions and draw simple conclusions.
• Plan a short sequence of instructions (an algorithm) to achieve a specified objective.
• Correct (debug) a short program containing one error.
• Use buttons, menus and indexes to search for and navigate to information.
• Use keywords to search for information.
• Select appropriate results.
• Create, send and forward email messages.
• Use email folders.
• Stay safe online.

Learners expand their word-processing skills, learn to enter data, text and formulas into spreadsheets, learn the basic structure of databases, develop their programming skills,  make use of the internet for information gathering, extend the use of email by sending and receiving attachments and using an address book, produce a short presentation for a specific audience using Multimedia.

Projects:

• My email with attachments
• My first SHAPES program
• My eSafety Rules

Skills:

• Create and edit a text document for a specific audience
• Add images or other objects to a document
• Refine and organise the layout of a document for a specific audience
• Create repeating patterns, using stamps and/or copy tools
• Create pictures, using a variety of tools and effects
• Select appropriate objects, copy and resize them
• Enter labels, numbers and simple formulas into a spreadsheet
• Create a graph
• Use a spreadsheet to answer a modelled scenario (‘what if’)
• Modify data and add new records to a data file
• Use ‘equals’, ‘more than’ and ‘less than’ in searches
• Rephrase a given question in terms of search criteria
• Plan an algorithm and create a program involving repetition to draw a simple shape or pattern
• Plan an algorithm to draw a complex shape or pattern, using decomposition
• Create a procedure and use it in a program to draw a complex shape or pattern Use internet tools to find information
• Evaluate relevance and usefulness of material
• Store and retrieve information
• Copy and paste information from a website
• Save URLs and objects from a website
• Use extended search skills 
• Compose, edit, read and respond to emails
• Create and use an address book
• Create an attachment to an email
• Create a page of text, images and sounds which are activated by appropriately named and positioned buttons
• Use effective page design
• Organise screens and identify appropriate choices and links
• Create pages which offer the user options
• Demonstrate how the presentation meets the needs of the intended audience
• Stay safe online

Learners expand their word-processing skills, create an automated presentation for a target audience, s use spreadsheet software to create a working spreadsheet with a clear purpose, design and implement their own database, create interactive programs, create a simple series of connected webpages, become familiar with what makes up a network, get introduced to either video-editing or animation software.

Projects:

• My interactive presentation
• My database
• My webpage

Skills:

• Create and format text which is suitable for a particular purpose.
• Adjust properties to allow graphics, or other objects, to fit well within the document, insert table into a document.
• Use advanced formatting features and  page-formatting options.
• Create a plan for a presentation.
• Recognise and select appropriate source materials.
• Incorporate transition and animation, timings, audio and ‘build’ effects.
• Design and create a spreadsheet with a specific purpose.
• Design, create and develop a database for a specific purpose.
• Utilise different field types.
• Demonstrate an awareness of data security.
• Transfer data between applications.
• Plan and create an interactive program using abstraction.
• Test and correct (debug) a short program containing more than one error.
• Create a series of connected web pages.
• Include links, images
• Recognise HTML code.
• Design a simple network, iIdentify the purpose and components of a network Demonstrate understanding of management issues associated with networks Understand network security issues.
• Create a plan and source material for video or animation.
• Produce video or animation with appropriate software.
• Add soundtrack or narration to video or animation.
• Demonstrate awareness of how the finished media text addresses a specific audience.
• Stay safe online.

Learners are familiarized with the  features of the world,  globally significant places and the place they live, learn to  use maps, diagrams, globes.

Projects:

• The place I live
• Treasure island
• Name, locate and identify  the world’s seven continents and five oceans

Skills:

• Identify seasonal and daily weather patterns, hot and cold areas of the world know and describe key physical features ( beach, cliff, coast, forest, hill, mountain, sea,  ocean, river, etc.) and key human features (city, town, village, factory, farm, house, etc.).
• Use world maps, atlases and globes to identify the countries, continents and oceans.
• Know and use simple compass directions (North, South, East and West),  locational and directional language ( near and far; left and right], to describe the location of features and routes on a map.
• Devise a simple map; and use basic symbols in a key.
• Use simple fieldwork and observational skills to study the geography of the place they live.

Learners extend their knowledge and understanding beyond the local area to include the country they live in.

Projects:

• My country
• World wonders

Skills:

• Locate the world’s countries and major cities of  Europe , North and South America, Africa.
• Name and locate key topographical features (including hills, mountains, coasts and rivers).
• Identify the position in terms of latitude, longitude, Equator, Northern.
• Hemisphere, Southern Hemisphere, the Prime/Greenwich Meridian and time zones.
• Describe and understand key aspects of  physical geography, including: climate zones, biomes, rivers, mountains, volcanoes and earthquakes, and the water cycle; human geography, including: types of settlement and land use, economic activity, including trade links, and the distribution of natural resources.
• Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
• Use the eight points of a compass, symbols and key.
• Observe, measure, record and present data using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Pupils should develop an awareness of the past, know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods.

Projects:

• My family tree

Skills:

• Tell about their family, life of their grandparents, identify features which have changed or remained unchanged in home, family and immediate local environment.
• Learn about world-famous people or events that are both within and beyond living.
• Name and tell about significant historical events, people and places in their own locality.
• Use common words and phrases relating to the passing of time.
• Examine a range of simple historical evidence such as photographs, objects, memories of older people, buildings, stories and songs.

Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.

Skills:

• Learn all about the following periods of British history: Stone Age, Ancient Romans, Anglo Saxons and Scots, The Vikings, World War 2.
• Learn about some world civilizations in history: Ancient Greeks, Ancient Egyptians or Ancient Shang dynasty of China or the Indus Valley.
• Become familiar with aspects of the lives of these peoples (origins, homelands, homes of people, food and cooking, clothes, work and technologies, weapons, cultural or artistic achievements, myths and stories, faith and beliefs, leisure and pastimes).
• Use evidence and imagination to reconstruct elements of the past.
• Communicate the understanding of the past in a variety of ways: oral language, writing, drama, art work, modelling, other media, information.