· 2 Table of Contents Our Vision statement

1

Smithy Street

Primary School

Teaching and Learning Handbook

September 2015

2

Table of Contents Our Vision statement: ................................................................................................................................................................................................................................................. 6

Our School Values: ...................................................................................................................................................................................................................................................... 6

Approaches to Teaching and Learning in Smithy Street ............................................................................................................................................................................................. 7

General approach in all subjects: ................................................................................................................................................................................................................................ 7

English ......................................................................................................................................................................................................................................................................... 8

Mathematics ............................................................................................................................................................................................................................................................. 10

Topic work ................................................................................................................................................................................................................................................................. 13

Science ...................................................................................................................................................................................................................................................................... 15

Guidelines for PSHE planning .................................................................................................................................................................................................................................... 17

PSHE planning pro forma .......................................................................................................................................................................................................................................... 19

Religious Education & Collective Worship ................................................................................................................................................................................................................ 20

Music ......................................................................................................................................................................................................................................................................... 23

ICT………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 28

Overview of supplementary schemes of work we use: ............................................................................................................................................................................................ 30

Presentation expectations and guidance on sharing and celebrating work: displays, working walls, class assemblies, exit point celebrations, sharing work with parents ....... 31

Approaches to yearly planning ................................................................................................................................................................................................................................. 33

Approaches to termly planning ................................................................................................................................................................................................................................ 35

Approaches to planning a unit .................................................................................................................................................................................................................................. 36

The use of Smartboards and PowerPoints ................................................................................................................................................................................................................ 37

Time allocation and guidance per subject ................................................................................................................................................................................................................ 38

Unit plan Pro-formas: ................................................................................................................................................................................................................................................ 40

Literacy and Numeracy ............................................................................................................................................................................................................................................. 40

Topic .......................................................................................................................................................................................................................................................................... 41

Year 1 Curriculum ...................................................................................................................................................................................................................................................... 42

3

Yearly overview of all Learning Objectives ............................................................................................................................................................................................................... 42

Year 1 Termly Overview of Learning Objectives ....................................................................................................................................................................................................... 69

Autumn ..................................................................................................................................................................................................................................................................... 69

Spring ........................................................................................................................................................................................................................................................................ 71

Summer ..................................................................................................................................................................................................................................................................... 73

Termly Topic Map Year 1 ........................................................................................................................................................................................................................................ 75

Autumn ..................................................................................................................................................................................................................................................................... 75

Spring ........................................................................................................................................................................................................................................................................ 77

Summer ..................................................................................................................................................................................................................................................................... 79

Year 2 Curriculum ...................................................................................................................................................................................................................................................... 81

Yearly overview of all Learning Objectives ............................................................................................................................................................................................................... 81

Year 2 Termly Overview of Learning Objectives ..................................................................................................................................................................................................... 107

Autumn ................................................................................................................................................................................................................................................................... 107

Spring ...................................................................................................................................................................................................................................................................... 110

Summer ................................................................................................................................................................................................................................................................... 112

Termly Topic Map Year 2 ...................................................................................................................................................................................................................................... 114

Autumn ................................................................................................................................................................................................................................................................... 114

Spring ...................................................................................................................................................................................................................................................................... 116

Summer ................................................................................................................................................................................................................................................................... 118

Year 3 Curriculum .................................................................................................................................................................................................................................................... 120

Yearly overview of all Learning Objectives ............................................................................................................................................................................................................. 120


Autumn ................................................................................................................................................................................................................................................................... 153

Spring ...................................................................................................................................................................................................................................................................... 156

Summer ................................................................................................................................................................................................................................................................... 158

4


Autumn ................................................................................................................................................................................................................................................................... 160

Spring ...................................................................................................................................................................................................................................................................... 162

Summer ................................................................................................................................................................................................................................................................... 164

Year 4 Curriculum .................................................................................................................................................................................................................................................... 166



Autumn ................................................................................................................................................................................................................................................................... 200

Spring ...................................................................................................................................................................................................................................................................... 203

Summer ................................................................................................................................................................................................................................................................... 205


Autumn ................................................................................................................................................................................................................................................................... 207

Spring ...................................................................................................................................................................................................................................................................... 209

Summer ................................................................................................................................................................................................................................................................... 211

Year 5 Curriculum .................................................................................................................................................................................................................................................... 213


Year 5 Termly overview of Learning objectives ...................................................................................................................................................................................................... 247

Autumn ................................................................................................................................................................................................................................................................... 247

Spring ...................................................................................................................................................................................................................................................................... 250

Summer ................................................................................................................................................................................................................................................................... 252


Autumn ................................................................................................................................................................................................................................................................... 254

Spring ...................................................................................................................................................................................................................................................................... 256

Summer ................................................................................................................................................................................................................................................................... 258

Year 6 Curriculum .................................................................................................................................................................................................................................................... 260

5


Year 6 Termly overview of Learning objectives ...................................................................................................................................................................................................... 293

Autumn ................................................................................................................................................................................................................................................................... 293

Spring ...................................................................................................................................................................................................................................................................... 296

Summer ................................................................................................................................................................................................................................................................... 298


Autumn ................................................................................................................................................................................................................................................................... 300

Spring ...................................................................................................................................................................................................................................................................... 302

Summer ................................................................................................................................................................................................................................................................... 304

6

Our Vision statement: At Smithy Street you will:

Become a positive, creative thinker and resourceful problem solver.

See yourself as a global citizen with a responsibility to help create a better future for yourself and others.

Be adaptable and have the skills to be a successful life-long learner in an ever changing world.

Be confident and able to challenge yourself to be the best that you can be.

Understand your own emotions and show kindness, empathy and tolerance towards others.

Be aware of your own cultural heritage and respect those of others.

Belong to a caring community where everyone enjoys learning together and celebrating success.

Our School Values: Respect

Care

Responsibility

Positive Attitude

Collaboration

Honesty

7

Approaches to Teaching and Learning in Smithy Street

General approach in all subjects:

We aim to develop children’s interpersonal and collaborative skills. We want them to have frequent opportunities to work

together and learn from each other in pairs and groups. This will means that children will have opportunities to work in ability

groups as well as mixed ability groups.

We want all children to feel included. This means we take their individual learning needs in to account, and ensure that each

child is supported to be successful in each lesson.

We offer a suitable range of resources to support children’s learning. This includes visual (images/ video clips), auditory and

kinaesthetic (hands-on/ practical) resources.

We want our children to be excited by learning, and will try to find ways of teaching them that acknowledge their interests.

We aim to place learning in a real life context where possible, giving children a real purpose to learn, makes learning more

relevant to them and encourages them to try their best. This means we will often take our children on trips.

We aim to teach children in a cross- curricular way, enabling them to apply skills in different contexts and make links and

connections between areas of learning. This also enables us to place learning in a (real-life) context

We want our children to be active learners, so we make our teaching interactive and encourage children to ask and answer

questions, and challenge themselves and others.

We want our children to be reflective learners, so we give them lots of feedback, both verbally and though our marking. We aim

to involve children in self and peer assessment too.

We want to make full use to the local resources London has to offer, such as museums, music venues, parks and rivers.

We want our children to develop an appreciation for The Arts. We encourage them to take part in musical and artistic activities,

as part of the curriculum, as well as offering them extra- curricular opportunities. This may involve children missing some

regular lessons to take part in additional activities.

We want our children to develop a love for sports. We will enable them to take part in sporting events and competitions, as part

of the regular curriculum, as well as extra-curricular activities. This may involve children missing some regular lessons to take

part in additional activities.

8

English

How we structure a unit of work All the objectives and units for our literacy work are based on the suggested Tower Hamlets curriculum. For the majority of our units we follow the suggested texts and teaching sequences from the CLPE’s Power of Reading project. We extend some of the units to include non-fiction work. Other units which are not drawn from the Power of Reading are structured according to the phases outlined by the Tower Hamlets literacy team. Wherever possible links are made with other subject areas to provide real life contexts and opportunities for reading and writing across the curriculum.

The termly topic maps

These set out the units/ texts that are to be taught each term in each year group.

Literacy Unit plans

These documents give details of all the learning objectives and the teaching sequence for each unit. The literacy unit plans are kept in the Planning folder- Unit Plans- Literacy. Frequent techniques we use

Bookmaking

Literature circles

Book-based reading games

Readers theatre

Diagrams and comparison charts

Make puppets

Make a PowerPoint book

Writing in role

‘Tell me’ booktalk

Debate and argument

Drawing, annotating and mapping

Visual approaches

Drama and role play

Reading aloud

Storytelling

Reading journals/ working walls

9

Shared writing

Why we have decided we teach this subject in this way and how is this benefitting our children The Power of Reading, which is part of our whole school approach to the literacy curriculum, engages teachers and children in the literacy curriculum through using high quality whole texts and proven teaching approaches. It draws on the CLPE’s highly regarded classroom-based research and experience working in schools. It fosters an English curriculum that is creative, engaging and develops a love of literacy for all involved.

In PoR project schools children in all year groups have made nearly twice national expected progress in reading and writing. In the project schools the increased rate of progress for boys has narrowed the attainment gap between boys and girls. Project data shows children are also developing more positive attitudes to reading.

In our school we believe teachers’ deeper knowledge of children’s books, combined with innovative teaching approaches, increases children’s enjoyment of reading and writing and raises achievement.

10

Mathematics

How we structure a unit of work The content for our mathematics units of work is taken from National Curriculum 2014.

Planning

The termly overview maps

Each year group has a termly overview grid which outlines the strand of maths to be taught each week.

Mathematics Medium Term Unit Plans

Each year group has a set of three termly plans. Each termly plan gives a breakdown of the objectives to be taught each week. Each year group also has a separate document, ‘Mental maths objectives for each year group’, outlining mental maths objectives which need to be practised throughout the year. These plans are kept in the Planning folder- Unit Plans- Mathematics.

Weekly plans

Weekly plans should be completed using the template found in the teaching and learning handbook.

Key Supporting Documents

Smithy Street Calculations Policy

This policy contains the key pencil and paper procedures that will be taught within our school. It has been written to ensure consistency and progression throughout the school and reflects a whole school agreement. Hard copies of the policy are in each class and a copy is stored in the Whole School Maths folder on the server.

Progression through sub-levels

This document supports teachers in making sublevel judgements from levels 1 to 5. It will be reviewed when new assessment arrangements are announced by government. This can be found in the Maths 14-15 folder.

11

Frequent techniques we use An emphasis on Mental Calculation

Mental calculation strategies We are aiming for children to be confident, flexible and secure with a wide range of mental calculation strategies. These are taught throughout the key stages.

Recall of Key Facts The recall of multiplication and division facts, number bonds, doubles and halves and FDP equivalences is an essential part of maths learning that is on-going throughout the year. A structure for this is ‘The Mighty Multipliers’ programme which gives a hierarchy of learning and provides a system of rewarding the children as they master their times tables and number bonds. The details of this programme are stored in the Whole School Maths folder on the server

Maths Starters We use the 5 – 10 minutes at the start of the lesson to revisit and practise mental strategies and recall of number facts so that children become and remain fluent in all areas of mental calculation It does not have to be of the same strand of maths learning as the main lesson.

The use of models, images and practical resources Number lines and arrays are used to develop secure understanding of the four number operations. Visual images and hands-on practical resources are also frequently used to provide additional support. The use of learning walls will support children as they progress through a unit of work and re-visit previously learning content. Problem solving and investigating Problem solving and investigative activities should be integrated into daily lessons as much as possible to develop a deeper understanding of mathematical concepts and reasoning skills. Often, activities that include the use of practical equipment such as dice or digit cards help the children to achieve well. When practical activities are carried out by children, this should be recorded in their books with the learning Intention and steps to success, alongside a note or photo of the activity undertaken. Cross- curricular links and a real life context Links between maths and other areas of the curriculum should be made were possible in a unit of work. Obvious links can be made in measuring and data handling activities within science but creative links with literacy, I.C.T and other non- core subjects can enhance the learning in each of the linked subject areas. Where possible, the learning should be placed in a real life context.

12

Why we have decided we teach this subject in this way and how is this benefitting our children We recognise that children work best using a range of visual, kinaesthetic and auditory strategies (VAK strategies), depending on the type of learner they are. Through encouraging reasoning, problem solving and investigating we believe children will build resilience and creativity in their learning and applying of maths. Providing children with a real life context and making cross curricular links results in them to be more engaged and motivated. We teach in these ways as they are the most effective ways of children becoming confident and secure mathematicians, by deepening and enriching their understanding of mathematical concepts.

13

Topic work

How we structure a unit of work Teachers plan for a hook, an entry level activity to get children engaged

Prior knowledge is determined through a knowledge harvest (what I know/what I think I know/what I want to know) giving children the opportunity to ask and answer questions and initiating child-led learning. This is recorded in their books and referred back to when evaluating what they know at the end of the unit/topic (evaluation)

Lots of research and practical opportunities are planned for if there is not a sound foundation knowledge base at the start of a unit

Cross-curricular learning opportunities and all opportunities for reading, writing and integrating ICT ensure that children get to regularly apply knowledge and skills

Objectives show a progression of knowledge and skills. These can be mapped out on the learning wall to visually display the learning journey.

Key vocabulary and visuals ensure that EAL have better access to learning activities

Key open questions are used to direct talk and assess understanding Teacher ensure coverage of key learning skills in plans: information processing, reasoning, research, enquiry, creative thinking, evaluation, self-awareness, managing feelings, motivation, evaluation, self-awareness, motivation, empathy, social skills, communication, application of number, working with others, improving learning and problem solving. Frequent techniques we use

Real life experiences Trips, workshops, drama, research opportunities Each topic should be launched with an entry level activity, something that immerses them in the topic. At this point, there is also a focus on key vocabulary that will be used throughout the topic.

Knowledge harvest A session dedicated to what children know, what they think they know and what they would like to know. Reflecting on what they’d like to know is vital as we want to encourage children to have some ownership in the direction of learning.

Learning journey The learning wall is used to display the knowledge harvest, key vocabulary and the main objectives to be covered in that subject/s. This gives them a visual ‘big picture’, an idea of the end goal, what they are working towards.

14

Research Children are given opportunities to use a variety of sources to gain knowledge about a particular subject.

Collaboration Constructive talk is valuable when fostering a learning culture in class. Speaking and listening is fostered by regular talk partner opportunities, debate, drama, sharing of information, question and answer sessions etc. Learning is not the only positive outcome, children develop their communication skills & social skills through the following; enquiry, resilience, morality, thoughtfulness, cooperation, respect and adaptability.

Evaluation The end of a unit is a time to reflect on what they enjoyed/didn’t enjoy about the topic. It also allows them to compare to what they said they knew at the start of the topic and what they now know (add to knowledge harvest). If there is still more they would like to know, they can explain how they plan to find out more about the topic in the future.

Exit point Children decide what they have enjoyed or excelled at the most to share with other classes/parents. This gives them the opportunity to reflect & present their learning further consolidating what they have learnt. Children get to present their learning to a variety of audiences; this can include parallel classes, cross phase or key stage and phase assemblies.

Why we have decided we teach this subject in this way and how is this benefitting our children Subjects are taught practically, whilst planning for every possible opportunity for cross-curricular teaching. Plans highlight not only the progression in subject knowledge and skills, but key skills like collaboration, enquiry etc. Speaking and listening activities will also be made explicit and are central to sound curriculum planning. This approach also ensures consistency throughout the school. Resources, especially those locally sourced, will ensure learning is made exciting and ‘real’. As a result, children are engaged, become curious and start asking questions and directing the learning. The ownership of learning challenges children to think critically and want to learn more; planning must allow some flexibility to take this into account.

15

Science

How we structure a unit of work The content for our science units of work has been taken from the National Curriculum. Learning objectives have been made up from the Focus Education Scheme of Work

The Termly Topic maps

These set out the topics that are to be taught each term in each year group in each term.

Science Termly Learning Objectives

The Teaching and Learning Handbook specifies which Learning Objectives are to be taught in each

year group in each unit of work

Some teachers like to refer to the old QCA Scheme of work to help them plan a sequence of lessons

Frequent techniques we use Year groups plan their unit starting with a ‘hook’ into the topic to provide context. These hooks allow for a context to be applied to the learning and it also allows for an engaging opening for the children to investigate and question. In science we value investigative lessons, and therefore each lesson is required to include objectives related to this. The majority of the lessons in a unit plan will be practical to develop children’s investigative skills and develops their understanding of a range of experiments. We aim to use practical resources, and want children have’ hands-on’ experiences. The application of ICT is encouraged and opportunities should be utilised when they arise

Why we have decided we teach this subject in this way and

16

how is this benefitting our children Children need a range of investigative experiences to learn and consolidate. In order to be successful, children need to be engaged in their learning. Providing them with a real life context, or ‘hook’, will enable them to do this.

17

Guidelines for PSHE planning

All plans are saved in the relevant year group folder.

Use the topic map to identify the unit to be taught.

Look through the unit and choose a range of lessons from each section to be taught.

Use the planning template to plan the unit.

Plan 30 minute lessons using Cambridge scheme of work based on discussion/ role play/ whole class recording/ story.

Links can be made with Tuesday’s class assemblies e.g. if there is a theme on safety the teacher could read a story/ introduce the topic on Tuesday and extend discussion/ thinking in the follow up 30 min lesson.

No requirement for recorded LI (share with class orally). However if teachers wanted to record it could be stuck in the back of R.E. books.

Class responses can be saved on smartboard/ flip board paper and stuck into a PSHE ‘journal’ (scrapbook?) as evidence (dated).

Pupil voice & short half termly evaluation will also be used as evidence of pupil progress.

Key Topics to be covered by all year groups:

Anti-bullying – teach curriculum first two weeks after October half term in preparation for anti-bullying week

SRE – called Growing and Changing taught during the second Summer half term

Coram life – drug/ health education in addition to curriculum coverage (usually arranged for Spring 2)

Financial capability

Citizenship - Diversity/ communities/ identity (school behaviour policy)

Links:

Computing- E Safety

Literacy – books

Science & P.E. – being healthy/ SRE/ medicines

D&T – food unit – link to healthy eating

Maths – financial capability

Geography – localities / citizenship

R.E. – families, spirituality, emotional literacy

ART & Music – expression

School behaviour policy

18

School Values – respect, care, responsibility, collaboration, positivity, honesty

Assemblies

Workshops

School council

Healthy lunches

Transition –(home – school, new year group, moving to a new school

New arrivals

Buddy systems

Playground friends

Children in need

Red nose day

Charities

Year group – specific

Chinwag – year 3 anti-racism

Assemblies

Anti-bullying

PSHE topic – phase group Tuesday assemblies

Tolerance

School values

Healthy eating Taking responsibility

19

PSHE planning pro forma

PSHE Unit:_____________________________________________________ No. of weeks:______ Year group___________ Class ________________

week Date Learning Objectives AFL: S2S Lesson Activities

1

2

3

4

5

6

7

8

Evaluation What went well? What progress did the children make?

What would you change? Any difficulties or challenges?

Next Steps What needs further reinforcement?

20

Religious Education & Collective Worship In accordance with the legal requirements, all primary children must study the six main world religions: Buddhism; Christianity; Hinduism; Islam;

Judaism and Sikhism. At Smithy Street School we follow the accredited Tower Hamlets Agreed Syllabus Religious Education policy which ensures

comprehensive coverage of all the above faiths. To ensure a well-rounded and exciting curriculum, teachers organise visits to different of

places of worship or encourage faith leaders and people of different faiths to come in.

Religious festivals are celebrated throughout the year and the foyer is decorated to include and educate the whole community.

The school is also required by law to ensure that each day an act of worship that is broadly or wholly Christian takes place, and we follow

guidance from Tower Hamlets Standing Advisory Council on Religious Education (SACRE). Each day the children assemble to celebrate good

work, share good news and talk about recent events. Assemblies incorporate religious and non-religious stories which have underlying caring

message. If the assemblies are not RE based, they will have a PSHE (personal, social & health education) focus. Our aim is that the assemblies

are appropriate for all children, but parents have the right to withdraw their child from religious education and collective worship if they wish.

Additionally, the following allows for a comprehensive RE experience:

Development of social skills -from a child's earliest experience in school, we encourage a pattern of behaviour which is considerate of each

other's well-being and possessions. Teaching can arise spontaneously from day to day events. This is also approached through our core values

of responsibility, respect, care, positivity, honesty and collaboration.

Moral Education - we build harmony in the school with an emphasis on right and wrong. This is not only done through PSHE, but through

discussion, writing, drama, music and creative art. We use fairy tales, legends, stories and artefacts from a multitude of faiths and cultures.

Faiths - we aim to develop an understanding of different faiths as we hope the children will take this understanding with them so that they can

live and work harmoniously in their diverse community. This is also underpinned by teaching British values across the curriculum – tolerance,

respect, liberty, rule of law and democracy.

RE topic coverage 2015 – 2016

21

RE Curriculum map

Year

Autumn

Spring

Summer

Foundation Stage Stories and celebrations- what

happens to Christians at

Christmas

Stories and Easter – what

happens to Christmas at Easter

What do Muslims do at the

Mosque?

Year 1

Celebrations that matter –

different religious

festivals/welcoming a baby etc.

How do we show we care? Who says thank you?

Thanksgiving in Christian and

Hindu life and worship.

Year 2

What we can learn from visiting

sacred places? (Temple,

Church, synagogue, mosque)

Symbols of faith Christianity and Islam

Celebrations

Year 3

Believing in Tower Hamlets: What

different beliefs can we find in

our area?

Learning from Islam: Keeping 5

Pillars: what difference does it

make?

Does a beautiful world mean

there is a wonderful God?

Creation stories (Christian,

Jewish)

Year 4

What do some different people

believe about God? (Christians

and Muslims )

The Journey of life and death:

What do Muslims and Hindus

believe?

Leaders and followers: How are

the Christian and Jewish families

led?

Year 5

Worship and Festivities: How and

why do Hindus celebrate Diwali?

How and why do Muslims and

Jews pray?

Sikh belief and practice: What is

it like to be a Sikh?

Year 6 Beliefs and actions in the world.

Can Christian Aid and Islamic

Relief change the world?

Buddhist ways of life and ideas.

What does it mean to follow the

Buddha?

Expressing my spiritual life: How

can we express what we

believe? Christian and Muslim

22

The minimum number of religions and beliefs and recommended coverage to be studied as

follows:

Foundation

Stage/Reception

Christianity and Islam and religious experiences

represented in the class or school

KS1

Christianity, Islam, Judaism and religious experience

represented in the class or school plus a secular world view, where appropriate

KS2

Christianity, Islam, Judaism, Hinduism, Buddhism and

Sikhism. The syllabus guidance recommends the teaching

of Christianity and Islam across the key stage, Hindu

dharma and Judaism in Years 3-4, and Buddhism and

Sikhism in Years 5-6 plus a secular world view where appropriate

23

Music Topic Map Year 1 and 2 Music

Autumn Term

Subject Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14

Music Music/ Singing Assemblies: Musical elements: Duration and Dynamics. Song themes: Nursery rhymes, traditional songs and Autumn songs Thames music lessons (alternate half terms)

Music/Singing Assemblies: Listening to music from a range of different times. Listen to musicians playing and talking about their instruments live and ask questions. Song themes: Autumn and Christmas songs Thames music lessons (alternate half terms)

Spring Term


Music Music/Singing Assemblies: Musical elements: Tempo, Timbre and Texture. Song themes: People that help us, action songs Thames music lessons (alternate half terms)

Music/Singing Assemblies: Listening to music: modern music from a range of units Listen to musicians playing and talking about their instruments live and ask questions Song themes: Spring and Easter songs Thames music lessons (alternate half terms)

Summer Term


Music/Singing Assemblies: Musical elements: Pitch and Structure Song themes: Traditional songs, nursery rhymes, rounds Thames music lessons (alternate half terms)

Music/Singing Assemblies: Listening to music: from a range of countries and cultures Listen to musicians playing and talking about their instruments live and ask questions Song themes: Cultural songs, action songs and summer songs Thames music lessons (alternate half terms)

24

Topic Map Year 3 Music

Autumn Term


Music Music/ Singing Assemblies: Musical elements: Duration and Dynamics. Song themes: Rounds, Harmonies, Autumn songs, Traditional songs Thames Music lessons: Recorders

Music/Singing Assemblies: Listening to music from a range of different times. Listen to musicians playing and talking about their instruments live and ask questions. Song themes: Christmas songs, Pop and modern songs, Historical songs Thames Music lessons: Recorders

Spring Term


Music Music/Singing Assemblies: Musical elements: Tempo, Timbre and Texture. Song themes: Rounds, Harmonies, Foreign language songs, Cultural songs, Songs from musicals Thames Music lessons: Recorders

Music/Singing Assemblies: Listening to music: modern music from a range of units Listen to musicians playing and talking about their instruments live and ask questions Song themes: Songs from musicals, Traditional songs, Songs with a religious base Thames Music lessons: Recorders

Summer Term


Music/Singing Assemblies: Musical elements: Pitch and Structure Song themes: Rounds, Harmonies, Pop and Modern songs Thames Music lessons: Recorders

Music/Singing Assemblies: Listening to music: from a range of countries and cultures Listen to musicians playing and talking about their instruments live and ask questions Song themes: Cultural songs, Foreign language songs, Summer songs Thames Music lessons: Recorders

25


Autumn Term


Music Music/ Singing Assemblies: Musical elements: Duration and Dynamics. Song themes: Rounds, Harmonies, Autumn songs, Traditional songs

Music/Singing Assemblies: Listening to music from a range of different times. Listen to musicians playing and talking about their instruments live and ask questions. Song themes: Christmas songs, Pop and modern songs, Historical songs

Spring Term


Music Music/Singing Assemblies: Musical elements: Tempo, Timbre and Texture. Song themes: Rounds, Harmonies, Foreign language songs, Cultural songs, Songs from musicals

Music/Singing Assemblies: Listening to music: modern music from a range of units Listen to musicians playing and talking about their instruments live and ask questions Song themes: Songs from musicals, Traditional songs, Songs with a religious base

Summer Term


Music/Singing Assemblies: Musical elements: Pitch and Structure Song themes: Rounds, Harmonies, Pop and Modern songs

Music/Singing Assemblies: Listening to music: from a range of countries and cultures Listen to musicians playing and talking about their instruments live and ask questions Song themes: Cultural songs, Foreign language songs, Summer songs

26


Autumn Term


Music Music/ Singing Assemblies: Musical elements: Duration and Dynamics. Song themes: Rounds, Harmonies, Autumn songs, Traditional songs

Music/Singing Assemblies: Listening to music from a range of different times. Listen to musicians playing and talking about their instruments live and ask questions. Song themes: Christmas songs, Pop and modern songs, Historical songs

Spring Term


Music Music/Singing Assemblies: Musical elements: Tempo, Timbre and Texture. Song themes: Rounds, Harmonies, Foreign language songs, Cultural songs, Songs from musicals

Music/Singing Assemblies: Listening to music: modern music from a range of units Listen to musicians playing and talking about their instruments live and ask questions Song themes: Songs from musicals, Traditional songs, Songs with a religious base

Summer Term


Music/Singing Assemblies: Musical elements: Pitch and Structure Song themes: Rounds, Harmonies, Pop and Modern songs

Music/Singing Assemblies: Listening to music: from a range of countries and cultures Listen to musicians playing and talking about their instruments live and ask questions Song themes: Cultural songs, Foreign language songs, Summer songs

27


Autumn Term


Music Music/ Singing Assemblies: Musical elements: Duration and Dynamics. Song themes: Rounds, Harmonies, Autumn songs, Traditional songs Thames Music lessons: African Drumming

Music/Singing Assemblies: Listening to music from a range of different times. Listen to musicians playing and talking about their instruments live and ask questions. Song themes: Christmas songs, Pop and modern songs, Historical songs Thames Music lessons: African Drumming

Spring Term


Music Music/Singing Assemblies: Musical elements: Tempo, Timbre and Texture. Song themes: Rounds, Harmonies, Foreign language songs, Cultural songs, Songs from musicals Thames Music lessons: African Drumming

Music/Singing Assemblies: Listening to music: modern music from a range of units Listen to musicians playing and talking about their instruments live and ask questions Song themes: Songs from musicals, Traditional songs, Songs with a religious base Thames Music lessons: African Drumming

Summer Term


Music/Singing Assemblies: Musical elements: Pitch and Structure Song themes: Rounds, Harmonies, Pop and Modern songs Thames Music lessons: African Drumming

Music/Singing Assemblies: Listening to music: from a range of countries and cultures Listen to musicians playing and talking about their instruments live and ask questions Song themes: Cultural songs, Foreign language songs, Summer songs Thames Music lessons: African Drumming

28

ICT

Overview The new Computing curriculum is statutory in schools from September 2014 and replaces the previous ICT curriculum.

The new curriculum focuses more on programming and coding, and understanding and using technology (including the Internet) effectively and safely.

Themes The new curriculum content can be divided broadly into three main themes:

1. Computer Science 2. Digital Literacy 3. Using ICT

1. Computer Science This theme is concerned with knowledge and skills in the following areas:

Algorithms and sequences of instructions

Computer programming and coding, both on screen and with physical systems

Logical thinking and problem solving

How computers, networks and the Internet are organised

The uses of computer systems in the wider world The Computer Science theme is divided into two strands, one taught in the Spring term and one in the Summer term

Computer Programming and Computer Games

Control systems, Data Logging and Robots

2. Digital Literacy This theme is concerned with knowledge and skills in the following areas:

Using technology and the Internet safely, respectfully and responsibly

Understanding the uses of the Internet for communication

Knowing when and where to ask for help and support

Understanding and using search technologies effectively The Digital Literacy theme has one strand that will be taught in the Autumn Term

Understanding and Using Technology Safely

These main areas of the Computing curriculum will generally be taught discretely, with links made to other subjects and topics only if possible.

29

3. Information and Communication Technology (ICT) This theme includes the range of ICT skills which will be familiar from the previous ICT Curriculum. They have been reduced to one general statement in each key stage. These ICT skills are still vitally important for children to learn and use as part of the wider curriculum. The ICT Theme has been expanded into four separate strands

Digital Publishing and Presentation

Digital Data

Digital Media

Digital Research

The ICT strands of the curriculum will generally be taught as part of the topic and themed curriculum, with ICT skills planned and taught alongside other curriculum learning objective.

30

Overview of supplementary schemes of work we use:

English Power of Reading Accelerated Reading Phonics: Letters and Sounds

Mathematics Lancashire Scheme of Work Mathletics

Science QCA units of work and Hamilton Trust

PE LCP

Music Music Express Sing up

PSHE Cambridgeshire

RE Tower Hamlets RE syllabus

ICT Marion Reilly etc.

Art Art Express

These schemes can all be found saved on the server in the relevant subject folder under staff planning.

31

Presentation expectations and guidance on sharing and celebrating work: displays, working walls, class

assemblies, exit point celebrations, sharing work with parents

In all subjects, presenting and sharing is an opportunity for children to speak audibly. It also allows the audience to listen attentively, think critically about what has been shared and to respectfully give their views and opinions.

Working walls are to be used to share key vocabulary, visuals, key models and questions as well as the children’s learning. It is not only the learning outcome that is displayed but the process. Displays are used to celebrate the learning outcomes and need to be mounted neatly ensuring children’s names are clearly labelled.

Exit point celebrations – as part of the evaluation of the topic, children can choose their best piece of learning to be

shared with their parents. If it is an art or DT topic they could be invited to view their ‘gallery’ or even taste their food.

It is also a perfect opportunity to reflect on what they knew at the start of the topic (knowledge harvest) and what they

know now. Phases to decide when the best opportunities are for these sharing celebrations to take place.

Children’s books

Children should be given the appropriate books for each subject

Books should have the correct label on the front

Children should be encouraged to look after their books, to keep covers clean and to present their work neatly according to the school handwriting policy.

Every unit of work should have a clear ‘start’ page, with a unit title.

Children could draw a picture to illustrate the new topic.

All work should be dated and should have a title that reflects the learning intention.

The title should be on the left side of the page and the date on the right.

Both the title and date should be underlined. For maths the date can be written in a short hand style

32

Suggested presentation guidelines to be shared with children:

I/ my teacher will write the date on the right hand side (in numbers for maths) and underline it (with a ruler)

I/ my teacher will write the LI in the middle of the next line down and underline it

I will not leave blank pages in my books. When I start new work I will leave a line.

If I make a mistake I will put one neat, straight line through it.

I will only use a rubber for drawings and if I am publishing work for display.

I will write on the lines in my book.

I will always write next to the margin and up to the end of each line.

I will put any numbers and bullet points in the margin.

I will use a pencil in my maths book.

I will use a school handwriting pen for all my other work if I have been awarded a pen licence.

I will not use felt tip pens or biros in my work unless my teacher has asked me to.

I will revise and edit my work in blue handwriting pen.

I will avoid doodling on or in my books.

I will stick sheets in my books carefully

33

Approaches to yearly planning

Refer to the Topic Maps for your Year group: Autumn, Spring and Summer.

These identify:

the key literacy texts and unit

the maths topics

the history or geography topic

the art and design or design and technology topic

the computing, music, PE, PSHE and RE topics

You may decide to move literacy texts or topics within the term. In principle the order of topics across the term is flexible as long as you

maintain the coverage of all topics.

34

Planning Flowchart

Yearly Overview Look at the 3 Topic Maps: Autumn, Spring, Summer with your year group team.

. Termly Planning Now look in detail at the appropriate Topic Map (A,Sp,or Su). Create a “Concept Map”. Make links where possible. Remember some subjects are best taught discretely

Class specific plans for literacy and maths

Individualise unit plans for your class by planning activities, showing individual needs and class specific

detail for literacy and maths

Year Group Unit Plans Map out your LIs and S2S on the Unit Plan in order to create your sequence of lessons. Refer to the Termly Overview of Learning Objectives and the Literacy and Maths Unit Plans for

the relevant ones.

Termly Planning Copy the Topic Map and edit it into a Personalised Topic Map. Show which week(s) you are teaching each subject. Show the links. Ensure you have calculated the number of hours

needed for each subject. Save it in Staff Planning 2014-15- Personalised Topic Map.

Year group plans for topic and foundation subjects/RE

Create unit plans for your year groups showing activities and necessary differentiation.

Adapted plans Annotate literacy and maths plans with your adaptions for the next day where needed

Annotations can be handwritten and available to SLT or electronically saved in red.

35

Approaches to termly planning

Refer to your topic map for the appropriate term: Autumn, Spring and Summer. With your year group team (parallel teacher, phase

leader and support teachers) create a “concept map” linking aspects of all the topics and literacy texts to be studied across the term. Be

creative! Please, however, don’t make links for the sake of it. Some subjects/ topics are best taught discretely.

As a team decide on which subjects can be linked and which need to be taught discretely.

As a team decide which subjects will be taught:

as a block e.g. an art and design day or a design and technology afternoon

as part of a series of topic lessons over a week

as a discrete lesson taught once a week e.g. PE or Computing

There are time allocations on your Topic Maps and in the Teaching and Learning Handbook which guide you as to how much time

should be spent on each subject every week. You may decide to deliver all you art and design for the half term in one day. Tell the

Curriculum Lead and your phase leader if you decide to vary how you deliver the curriculum. Please save a copy of your Personalised

Topic Map in Planning 2015/16 - Topic Maps -Year Group.

36

Approaches to planning a unit

In order to plan a literacy or maths unit please refer to the specific unit guidance.

In order to plan all other subject unit plans you will need to refer to the Termly Overviews which provide each year group with a

breakdown of subject specific learning objectives from Focus Education.

Familiarise yourself with the learning objectives for your term. Look back at the objectives from the previous and following terms/

years. You may need to adjust the pitch of the teaching as this is a new curriculum.

Familiarise yourself with the National Curriculum for each subject, it identifies additional expectations not documented in the Focus

objectives.

Plan a sequence of lessons using the learning objectives to support your planning. You will need to work together to create a plan

which builds children’s skills, knowledge and understanding progressively. The Focus Objectives are not a set of Learning Intentions

(LIs); you will need to plan appropriate LIs and Steps to Success (S2S) for each lesson. You will need to think through the steps the

children need to take to achieve the learning outcome identified.

Having identified the sequence of lessons and learning, plan how you will support children’s learning through direct teaching and

modelling, collaborative and independent learning.

Ensure you follow the Topic Approach to Learning when introducing a new topic (entry point and knowledge harvest).

37

The use of Smartboards and PowerPoints

Aim:

To improve the quality of the use of smartboards in lesson delivery.

Rationale:

1. Preparing smartboards for parallel teachers has become a time consuming activity which can in effect double the planning time.

2. Smartboards do not always promote active learning for children, and are not always in the best interest of children.

Guidance:

1. Teachers are responsible for their own planning; they do not need to prepare smartboards which are accessible to other

teachers.

2. There is no requirement to have a prepared smartboard for a lesson; however children do need to see the LI and S2S during

every lesson.

3. It is the responsibility of each teacher to prepare or adapt the smartboard for their class/ group.

4. Smartboards should be used primarily for ‘interactive sharing’ of visual aids, which are most accessible digitally (images, games,

diagrams, text extracts, children’s work etc.

5. Children should be encouraged, when possible, to use the smartboards.

6. Your lesson should not be driven by the smartboard, but by the children’s learning.

7. Smartboards won’t be checked by subject leaders, planning will be the focus for monitoring.

38

Time allocation and guidance per subject

Mornings are for Literacy, Numeracy and Key Skills. Cross curricular reading, writing and maths can be planned within the mornings e.g.

GR based on topic texts.

KS1 KS2

9:00 Guided Reading 9:00 Guided Reading

9:30 Numeracy/ Literacy 9:30 Numeracy/ Literacy

10:30 Assembly 10:30 Assembly

11:00 Numeracy/ Literacy 11:00 Numeracy/ Literacy

11:45 handwriting 12:00 Key Skills/ PSHE/RE

12:00/15 Lunch 12:30 Lunch

1:30 Phonics 1:30 Topic/FS

2:00 Topic/FS 2:00 Topic/FS

2:30 Topic/FS 2:30 Topic/FS

39

Year Group Time Allocation for Topic and Foundation Subjects

Afternoon teaching- total of ten hours per week for KS2, nine hours per week for KS1.

Subject Yr 1&2 Yr 3 Yr 4 Yr 5 Yr 6

Topic:

(H,G,AD,DT)*

3 4 3 3 4

Science 1 2 2 2 2

PE 1 1 2.5 2.5 1

Computing 0.5 1 1 1 1

PSHE+RE 0.5 0.5 0.5 0.5 0.5

MFL 0.5 0.5 0.5 0.5

Music 0.5 0.5 0.5

Golden Time 0.5 0.5 0.5 0.5 0.5

Phonics 2

Total 9 hrs 10 hrs 10 hrs 10 hrs 10 hrs

*History -H, Geography -G, Art and Design -AD, Design and Technology- DT

40

Unit Plan Pro-formas: Literacy and Numeracy

Unit Plan Literacy Unit Title: Name of Teacher: Year group: Start date: Finish date:

Date: Learning Intention

Shared teaching and Learning: SPAG or M/O starter

Introduction to main lesson/ modelling

Independent/Paired/Group Learning Please indicate adult roles, assessment focus and differentiation

Notes If appropriate. May include: plenary, display and home

work opportunities, resources/ other

information

Steps to Success

41

Topic

Topic Planning

Unit:_ ___________________ Nr of weeks:________________ Date start unit:_________ Date end Unit:______

Key Skills: Info processing/reasoning/research-enquiry/creative thinking/evaluation/self-awareness/managing feelings/motivation/empathy/social skills/communication/

application of nr/ICT/working with others/improving own learning/ problem solving

General info Key Learning

skills

(2/3 per

lesson)

Subject related Learning

Targets

Lesson Activities AFL: S2S

Lesson no: 1

Date: Subject: Lesson no: 2 Date: Subject: Lesson no: 3 Date: Subject: Lesson no: 4 Date: Subject: Lesson no: 5 Date: Subject: Lesson no: 6 Date: Subject:

42

Year 1 Curriculum

Yearly overview of all Learning Objectives

Literacy

See Unit Plans

43

Year 1 Curriculum

Mathematics

See Unit Plans

44

Year 1 Curriculum

Science

Knowledge, Skills and Understanding breakdown for

Working Scientifically

Year 1

Observing closely Performing Tests Identifying and Classifying Recording findings

• To talk about what they <see,

touch, smell, hear or taste>.

• To use simple equipment to

help them make

observations.

• To perform a simple test.

• To tell other people about

what they have done.

• To identify and classify

things they observe.

• To think of some questions

to ask.

• To answer some scientific

questions.

• To give a simple reason for

their answers.

• To explain what they have

found out.

• To show their work using

pictures, labels and

captions.

• To record their findings

using standard units.

• To put some information in a

chart or table.

Year 1 (Challenging)

• To find out by watching,

listening, tasting, smelling

and touching.

• To give a simple reason for

their answers.

• To talk about similarities and

differences.

• To explain what they have

found out using scientific

vocabulary.

• To use ICT to show their

working.

• To make accurate

measurements.

45


Plants and Animals, including humans

Year 1

Plants Animals, including humans

• To name the petals, stem, leaf, bulb, flower,

seed, stem and root of a plant.

• To identify and name a range of common

plants and trees.

• To recognise deciduous and evergreen trees.

• To name the trunk, branches and root of a

tree.

• To describe the parts of a plant (roots, stem,

leaves, flowers).

• To point out some of the differences between

different animals.

• To sort photographs of living things and non-

living things.

• To identify and name a variety of common

animals. (birds, fish, amphibians, reptiles,

mammals, invertebrates)

• To describe how an animal is suited to its

environment.

• To identify and name a variety of common

animals that are carnivores, herbivores and

omnivores.

• To name the parts of the human body that

they can see.

• To draw & label basic parts of the human

body.

• To identify the main parts of the human body

and link them to their senses.

• To name the parts of an animal’s body.

• To name a range of domestic animals.

• To classify animals by what they eat.

(carnivore, herbivore, omnivore)

• To compare the bodies of different animals.


• To name the main parts of a flowering plant. • To begin to classify animals according to a

number of given criteria.

• To point out differences between living

things and non-living things.

• To name some parts of the human body that

cannot be seen.

• To say why certain animals have certain

characteristics.

• To name a range of wild animals.

46


Everyday Materials

Year 1

Everyday materials (classifying and grouping)

• To distinguish between an object and the material from which it is made.

• To describe materials using their senses.

• To describe materials using their senses, using specific scientific words.

• To explain what material objects are made from.

• To explain why a material might be useful for a specific job.

• To name some different everyday materials. e.g. wood, plastic, metal, water and rock

• To sort materials into groups by a given criteria.

• To explain how solid shapes can be changed by squashing, bending, twisting and stretching.


• To describe things that are similar and different between materials.

• To explain what happens to certain materials when they are heated, e.g. bread, ice, chocolate.

• To explain what happens to certain materials when they are cooled, e.g. jelly, heated chocolate.

47


Seasonal Changes

Year 1

Seasonal Changes

• To observe changes across the four seasons.

• To name the four seasons in order.

• To observe and describe weather associated with the seasons.

• To observe and describe how day length varies.


• To observe features in the environment and explain that these are related to a specific season.

• To observe and talk about changes in the weather.

• To talk about weather variation in different parts of the world.

48

Year 1 Curriculum

Art and design

National Curriculum Requirements of Art & Design at Key Stage 1

Pupils should be taught:

• to use a range of materials creatively to design and make products

• to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

• to develop a wider range of art and design techniques in using colour, pattern, texture, line, shape, form and space

• about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and

making links to their own work.

49


Art

Year 1

Drawing Painting Printing Textiles

• To communicate something

about themselves in their

drawing.

• To create moods in their

drawings.

• To draw using pencil and

crayons.

• To draw lines of different

shapes and thickness, using

2 different grades of pencil.

• To communicate something

about themselves in their

painting.

• To create moods in their

paintings.

• To choose to use thick and

thin brushes as appropriate.

• To paint a picture of

something they can see.

• To name the primary and

secondary colours.

• To print with sponges,

vegetables and fruit.

• To print onto paper and

textile.

• To design their own printing

block.

• To create a repeating

pattern.

• To sort threads and fabrics.

• To group fabrics and

threads by colour and

texture.

• To weave with fabric and

thread.

3D Collage Use of IT Knowledge

• To add texture by using

tools.

• To make different kinds of

shapes.

• To cut, roll and coil

materials such as clay,

dough or plasticine.

• To cut and tear paper and

card for their collages.

• To gather and sort the

materials they will need.

• To use a simple painting

program to create a picture.

• To use tools like fill and

brushes in a painting

package.

• To go back and change their

picture.

• To describe what they can

see and like in the work of

another artist/craft

maker/designer.

• To ask sensible questions

about a piece of art.

50

Year 1 Curriculum

Computing

E-safety in Key Stage 1

Knowledge & understanding Skills

• To understand the different methods of communication (e.g. email,

online forums etc).

• To know that you should only open email from a known source.

• To know the difference between email and communication systems

such as blogs and wikis.

• To know that websites sometimes include pop-ups that take them

away from the main site.

• To know that bookmarking is a way to find safe sites again quickly.

• To begin to evaluate websites and know that everything on the

internet is not true.

• To know that it is not always possible to copy some text and pictures

from the internet.

• To know that personal information should not be shared online.

• To know they must tell a trusted adult immediately if anyone tries to

meet them via the internet.

• To follow the school’s safer internet rules.

• To use the search engines agreed by the school.

• To act if they find something inappropriate online or something they

are unsure of (including identifying people who can help; minimising

screen; online reporting using school system etc).

• To use the internet for learning and communicating with others,

making choices when navigating through sites.

• To send and receive email as a class.

• To recognise advertising on websites and learn to ignore it.

• To use a password to access the secure network.

51

National Curriculum Requirements of Computing at Key Stage 1

Pupils should be taught to:

understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous of

instructions

create and debug simple programs

use logical reasoning to predict the behaviour of simple programs

Use technology purposefully to create, organise, store, manipulate and retrieve digital content

recognise common uses of information technology beyond school

use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about context or

contact on the internet or other online technologies

52


Computing

Year 1

Algorithms and Programs Data Retrieving and Organising Communicating

• To create a simple series of instructions -

left and right.

• To record their routes.

• To understand forwards, backwards, up

and down.

• To put two instructions together to control

a programmable toy.

• To begin to plan and test a Bee-bot

journey.

• To capture images with a camera.

• To print out a photograph from a camera

with help.

• To record a sound and play it back.

• To enter information into a template to

make a graph.

• To talk about the results shown on a

graph.

• To recognise what an email address looks

like.

• Have they joined in sending a class email.

• To use the @ key and type an email

address.

• To word process ideas using a keyboard.

• To use the spacebar, back space, enter,

shift and arrow keys.

• To print out a page from the internet.


• To record pupils’ voices as a voice over.

• To use a teacher prepared photo story to create a slideshow of photos.

53

Year 1 Curriculum

Design and Technology

National Curriculum Requirements of DT at Key Stage 1

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing

and making. They should work in a range of relevant contexts, (for example the home and school, gardens and playgrounds, the local community, industry and the wider

environment).

When designing and making, pupils should be taught to:

Design

• design purposeful, functional, appealing products for themselves and other users based on design criteria

• generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication

technology

Make

• select from and use a range of tools and equipment to perform practical tasks, (or example, cutting, shaping, joining and finishing)

• select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate

• explore and evaluate a range of existing products

• evaluate their ideas and products against design criteria

Technical knowledge

• build structures, exploring how they can be made stronger, stiffer and more stable

• explore and use mechanisms, (for example levers, sliders, wheels and axles), in their products.

54

National Curriculum Requirements of Cooking and Nutrition at Key Stage 1

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will

also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others

affordably and well, now and in later life.


• use the basic principles of a healthy and varied diet to prepare dishes

• understand where food comes from.

55



Year 1

Developing, planning and communicating ideas Working with tools, equipment, materials and

components to make quality products Evaluating processes and products

• To think of some ideas of their own.

• To explain what they want to do.

• To use pictures and words to plan.

• To explain what they are making.

• To explain which tools are they using.

• To describe how something works.

• To talk about their own work and things that

other people have done.

Breadth of study

Cooking and nutrition

• To cut food safely.

• To describe the

texture of foods.

• To wash their hands

and make sure that

surfaces are clean.

• To think of

interesting ways of

decorating food they

have made, eg,

cakes.

Textiles

• To describe how

different textiles feel.

• To make a product

from textiles by

gluing.

Mechanisms


which moves.

• To cut materials

using scissors.

• To describe the

materials using

different words.

• To say why they have

chosen moving parts.

Use of materials

• To make a

structure/model

using different

materials.

• Is their work tidy.

• To make their model

stronger if it needs to

be.

Construction

• To talk with others

about how they want

to construct their

product.

• To select appropriate

resources and tools

for their building

projects.

• To make simple plans

before making

objects, e.g.

drawings, arranging

pieces of

construction before

building.

56

Year 1 Curriculum

Geography

National Curriculum Requirements of Geography at Key Stage 1

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human

and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.


Location knowledge

- name and locate the world’s seven continents and five oceans

- name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge

- 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

Human and physical geography

- identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the

North and South Poles

- use basic geographical vocabulary to refer to:

o key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather

o key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

57




Pupils should be taught to (continued):

Geographical skills and fieldwork

• use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key

stage

• use simple compass directions (North, South, East and West) and locational and directional language (e.g. ‘near’ and ‘far’; ‘left’ and ‘right’) to describe the

location of features and routes on a map

• use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct

basic symbols in a key

• use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its

surrounding environment.

58


Geography

Year 1

Geographical Enquiry Physical Geography Human Geography Geographical Knowledge

• To say what they like about

their locality.

• To sort things they like and

don’t like.

• To answer some questions

using different resources,

such as books, the internet

and atlases.

• To think of a few relevant

questions to ask about a

locality.

• To answer questions about the

weather.

• To keep a weather chart.

• To tell someone their address.

• To explain the main features of

a hot and cold place.

• To describe a locality using

words and pictures.

• To explain how the weather

changes with each season.

• To name key features

associated with a town or

village, e.g. ‘church’, ‘farm’,

‘shop’, ‘house’.

• To begin to explain why they

would wear different clothes at

different times of the year.

• To tell something about the

people who live in hot and

cold places.

• To explain what they might

wear if they lived in a very hot

or a very cold place.

• To identify the four countries

making up the United

Kingdom.

• To name some of the main

towns and cities in the United

Kingdom.

• To point out where the

equator, north pole and south

pole are on a globe or atlas.


• To answer questions using a

weather chart.

• To make plausible predictions

about what the weather may

be like later in the day or

tomorrow.

• To name key features

associated with a town or

village, e.g. ‘factory’, ‘detached

house’, ‘semi-detached

house’, ‘terrace house’.

• To name different jobs that

people living in their area

might do.

• To name a few towns in the

south and north of the UK.

59

Year 1 Curriculum

History

National Curriculum Requirements of History at Key Stage 1

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should 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. They should use a wide

vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know

and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is

represented.

Pupils should be taught about:

• changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

• events beyond living memory that are significant nationally or globally (e.g. the Great Fire of London, the first aeroplane flight or events commemorated

through festivals or anniversaries)

• 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 (e.g. Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee,

Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell)

• significant historical events, people and places in their own locality.

60


History

Year 1

Chronological understanding Knowledge and interpretation Historical enquiry

• To put up to three objects in chronological

order (recent history).

• To use words and phrases like: old, new and

a long time ago.

• To tell me about things that happened when

they were little.

• To recognise that a story that is read to them

may have happened a long time ago.

• To know that some objects belonged to the

past.

• To retell a familiar story set in the past.

• To explain how they have changed since they

were born.

• To appreciate that some famous people have

helped our lives be better today.

• To recognise that we celebrate certain

events, such as bonfire night, because of

what happened many years ago.

• To understand that we have a queen who

rules us and that Britain has had a king or

queen for many years.

• To begin to identify the main differences

between old and new objects.

• To identify objects from the past, such as

vinyl records.

• To ask and answer questions about old and

new objects.

• To spot old and new things in a picture.

• To answer questions using a artefact/

photograph provided.

• To give a plausible explanation about what an

object was used for in the past.


• To put up to five objects/events in

chronological order (recent history).

• To use words and phrases like: very old,

when mummy and daddy were little.

• To use the words before and after correctly.

• To say why they think a story was set in the

past.

• To explain why certain objects were different

in the past, e.g. iron, music systems,

televisions.

• To tell us about an important historical event

that happened in the past.

• To explain differences between past and

present in their life and that of other children

from a different time in history.

• To know who will succeed the queen and

how the succession works.

• To answer questions using a range of

artefacts/ photographs provided.

• To find out more about a famous person from

the past and carry out some research on him

or her.

61

Year 1 Curriculum

Music

National Curriculum Requirements of Music at Key Stage 1

In music pupils should be taught to:

• use their voices expressively by singing songs and speaking chants and rhymes

• play tuned and untuned instruments musically

• listen with concentration and understanding to a range of high-quality live and recorded music

• experiment with, create, select and combine sounds using the inter-related dimensions of music.

62


Music

Year 1

Performing Composing (incl notation) Appraising

• To use their voice to speak/sing/chant.

• To join in with singing.

• To use instruments to perform.

• To look at their audience when they are

performing.

• To clap short rhythmic patterns.

• To copy sounds.

• To make different sounds with their voice.

• To make different sounds with

instruments.

• To identify changes in sounds.

• To change the sound.

• To repeat (short rhythmic and melodic)

patterns.

• To make a sequence of sounds.

• To show sounds by using pictures.

• To respond to different moods in music.

• To say how a piece of music makes them

feel.

• To say whether they like or dislike a piece

of music.

• To choose sounds to represent different

things.

• To recognise repeated patterns.

• To follow instructions about when to play

or sing.


• To make loud and quiet sounds.

• To know that the chorus keeps being

repeated.

• To tell the difference between long and

short sounds.

• To tell the difference between high and

low sounds.

• To give a reason for choosing an

instrument.

• To tell the difference between a fast and

slow tempo.

• To tell the difference between loud and

quiet sounds.

• To identify two types of sound happening

at the same time.

63

Year 1 Curriculum

Physical Education

National Curriculum Requirements of Dance at Key Stage 1


• perform dances using simple movement patterns

64

National Curriculum Requirements of PE at Key Stage 1

Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance

and co-ordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a

range of increasingly challenging situations.


• master basic movements, including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a

range of activities

• participate in team games, developing simple tactics for attacking and defending


65


Dance

Year 1

• To explore and perform basic body actions.

• To use different parts of the body singly and in combination.

• To show some sense of dynamic, expressive and rhythmic qualities in their own dance.

• To choose appropriate movements for different dance ideas.

• To remember and repeat short dance phrases and simple dances.

• To move with control.

• To vary the way they use space.

• To describe how their lungs and heart work when dancing.

• To describe basic body actions and simple expressive and dynamic qualities of movement.


• To perform more complicated combinations of movement fluently and with control.

• To perform clearly and expressively.

• To show an awareness of phrasing and music.

• To choose movements that show a clear understanding of the dance idea.

• To say why their heart beats faster and their temperature rises when dancing.

• To talk about dance using a range of descriptive language.

66


Physical Education

Year 1

Acquiring and developing skills Evaluating and improving Health and fitness

• To copy actions.

• To repeat actions and skills.

• To move with control and care.

• To talk about what they have done.

• To describe what other people did.

• To describe how their body feels before,

during and after an activity.

Dance

(also covered in Dance section)

Games Gymnastics

• To move to music.

• To copy dance moves.

• To perform some dance moves.

• To make up a short dance.

• To move around the space safely.

• To throw underarm.

• To roll a piece of equipment.

• To hit a ball with a bat.

• To move and stop safely.

• To catch with both hands.

• To throw in different ways.

• To kick in different ways.

• To make their body tense, relaxed, curled

and stretched.

• To control their body when travelling.

• To control their body when balancing.

• To copy sequences and repeat them.

• To roll in different ways.

• To travel in different ways.

• To balance in different ways.

• To climb safely.

• To stretch in different ways.

• To curl in different ways.

67

Year 1 Curriculum

PSHE

Please see Cambridgeshire Scheme in Staff Documents- Planning 2015/16 - PSHE

68

Year 1 Curriculum

Additional units of work

69

Year 1 Termly Overview of Learning Objectives

Autumn Subject: Science Please see Focus education ‘Working Scientifically’ for Year 1

Subject: Art and design

Subject: Computing Refer to e-safety objectives to be covered in KS1

Subject: Design and Technology

Seasonal changes To observe changes across the four seasons. To name the four seasons in order. To observe and describe weather associated with the seasons. To observe and describe how day length varies. Challenging To observe features in the environment and explain that these are related to a specific season. To observe and talk about changes in the weather. To talk about weather variation in different parts of the world.

Drawing To communicate something about themselves in their drawing. To create moods in their drawings. (e.g. see Leonid Afrem by Ray Jaurigue) To draw using pencil and crayons. To draw lines of different shapes and thickness, using 2 different grades of pencil. Collage: To cut and tear paper and card for their collages. To gather and sort the materials they will need. 3-D To add texture by using tools. To make different kinds of shapes. To cut, roll and coil materials such as clay, dough or plasticine. Knowledge: To describe what they can see and like in the work of another artist/craft maker/designer. To ask sensible questions about a piece of art.

Communicating To recognise what an email address looks like. Have they joined in sending a class email To use the @ key and type an email address. To word process ideas using a keyboard To use the spacebar, back space, enter shift and arrow keys. To print out a page from the internet

Challenging: To record pupils’ voices as a voice over. To use a teacher prepared photo story to create a slideshow of photos.

ST moved to Summer

Subject: Geography

Subject: History

Subject: PE

Subject: Music

Physical Geography To tell someone their address. To explain the main features of a hot and cold place. To describe a locality using words and pictures. To explain how the weather changes with each season. To name key features associated with a town or village, e.g. ‘church’, ‘farm’, ‘shop’, ‘house’. Challenging: To name key features associated with a town or village, e.g. ‘factory’, ‘detached house’, ‘semi-detached house’, ‘terrace house’.

Historical enquiry To ask and answer questions about old and new objects. To spot old and new things in a picture. To answer questions using a artefact/ photograph provided. To give a plausible explanation about what an object was used for in the past. Challenging To answer questions using a range of artefacts/ photographs provided. To find out more about a famous person from the

Underpinning all PE lessons: Acquiring and developing skills To copy actions. To repeat actions and skills. To move with control and care.

Evaluating and improving To talk about what they have done. To describe what other people did.

Health and fitness To describe how their body feels before, during and

Performing To use their voice to speak/sing/chant. To join in with singing. To use instruments to perform. To look at their audience when they are performing. To clap short rhythmic patterns. To copy sounds Composing To make different sounds with their voice. To make different sounds with instruments. To identify changes in sounds.

70

Human Geography To begin to explain why they would wear different clothes at different times of the year. To tell something about the people who live in hot and cold places. To explain what they might wear if they lived in a very hot or a very cold place. Challenging To name different jobs that people living in their area might do. Geographical enquiry To say what they like about their locality. To sort things they like and don’t like. To answer some questions using different resources, such as books, the internet and atlases. To think of a few relevant questions to ask about a locality. To answer questions about the weather. To keep a weather chart (science link) Challenging To answer questions using a weather chart. To make plausible predictions about what the weather may be like later in the day or tomorrow.

past and carry out some research on him or her. Knowledge and interpretation To appreciate that some famous people have helped our lives be better today. To recognise that we celebrate certain events, such as bonfire night, because of what happened many years ago. To understand that we have a queen who rules us and that Britain has had a king or queen for many years. To begin to identify the main differences between old and new objects. To identify objects from the past, such as vinyl records. Challenging To explain why certain objects were different in the past, e.g. iron, music systems, televisions. To tell us about an important historical event that happened in the past. To explain differences between past and present in their life and that of other children from a different time in history. To know who will succeed the queen and how the succession works.

after an activity. Dance To move to music. To copy dance moves. To perform some dance moves. To make up a short dance. To move around the space safely. To explore and perform basic body actions. To use different parts of the body singly and in combination. To show some sense of dynamic, expressive and rhythmic qualities in their own dance. To choose appropriate movements for different dance ideas. To remember and repeat short dance phrases and simple dances. To move with control. To vary the way they use space. To describe how their lungs and heart work when dancing. To describe basic body actions and simple expressive and dynamic qualities of movement. Challenging To perform more complicated combinations of movement fluently and with control. To perform clearly and expressively. To show an awareness of phrasing and music. To choose movements that show a clear understanding of the dance idea. To say why their heart beats faster and their temperature rises when dancing. To talk about dance using a range of descriptive language.

To change the sound. To repeat (short rhythmic and melodic) patterns. To make a sequence of sounds. To show sounds by using pictures Appraisal To respond to different moods in music. To say how a piece of music makes them feel. To say whether they like or dislike a piece of music. To choose sounds to represent different things. To recognise repeated patterns. To follow instructions about when to play or sing

71

Spring

Subject: Science Please see Focus education ‘Working Scientifically’ for Year 1


Subject: Computing


Animals To point out some of the differences between different animals. To sort photographs of living things and non-living things. To identify and name a variety of common animals. (birds, fish, amphibians, reptiles, mammals, invertebrates) To describe how an animal is suited to its environment. To identify and name a variety of common animals that are carnivores, herbivores and omnivores. Challenging To begin to classify animals according to a number of given criteria. To point out differences between living things and non-living things. Humans: To name the parts of the human body that they can see To draw & label basic parts of the human body To identify the main parts of the human body and link them to their senses. To name the parts of an animal’s body. To name a range of domestic animals. To classify animals by what they eat. (carnivore, herbivore, omnivore) To compare the bodies of different animals. Challenging To name some parts of the human body that cannot be seen. To say why certain animals have certain characteristics. To name a range of wild animals. Everyday materials (classifying and grouping) To distinguish between an object and the material from which it is made. To describe materials using their senses. To describe materials using their senses, using specific scientific words. To explain what material objects are made from. To explain why a material might be useful for a specific job.

Printing

e.g. Marian Bandjies, Campbell Laird, Bridget Riley, -Victor Vasarely, Piet Mondrian, Yinka Shonibare To print with sponges, vegetables and fruit. To print onto paper and textile. To design their own printing block. To create a repeating pattern

Knowledge To describe what they can see and like in the work of another artist/craft maker/designer. To ask sensible questions about a piece of art.

E-safety in Key Stage 1 Knowledge & understanding To understand the different methods of communication (e.g. email, online forums etc.) To know you should only open email known sources. To know the difference between email and communication systems such as blogs and wikis. To begin to evaluate websites and know that everything on the internet is not true. To know that it is not always possible to copy some text and pictures from the internet. To know that personal information should not be shared online. To know they must tell a trusted adult immediately if anyone tries to meet them via the internet. Skills To follow the school’s safer internet rules. To use the search engines agreed by the school. To act if they find something inappropriate online or something they are unsure of (including identifying people who can help; minimising screen; online reporting using school system etc.) To send and receive email as a class. To recognise advertising on websites and learn to ignore it. To use a password to access the secure network. Data Retrieving and Organising To capture images with a camera. To print out a photograph from a camera with help. To record a sound and play it back. To enter information into a template to make a graph. To talk about the results shown on a graph. Challenging To record pupils’ voices as a voice over. To use a teacher prepared photo story to create a slideshow of photos.

Mechanisms To make a product which moves To cut materials using scissors. To describe the materials using different words. To say why they have chosen moving parts. Cooking and nutrition To cut food safely. To describe the texture of foods. To wash their hands and make sure that surfaces are clean. To think of interesting ways of decorating food they have made for e.g. cakes.

72

To name some different everyday materials. e.g. wood, plastic, metal, water and rock To sort materials into groups by a given criteria. To explain how solid shapes can be changed by squashing, bending, twisting and stretching. Challenging To describe things that are similar and different between materials. To explain what happens to certain materials when they are heated, e.g. bread, ice, chocolate. To explain what happens to certain materials when they are cooled, e.g. jelly, heated chocolate.

Subject: Geography

Subject: History

Subject: PE

Subject: Music

UK map work Geographical knowledge To identify the four countries making up the United Kingdom. To name some of the main towns and cities in the United Kingdom. To point out where the equator, North Pole and South Pole are on a globe or atlas. Challenging: To name a few towns in the south and north of the UK. Geographical enquiry To say what they like about their locality. To sort things they like and don’t like. To answer some questions using different resources, such as books, the internet and atlases. To think of a few relevant questions to ask about a locality.

Knowledge and interpretation To appreciate that some famous people have helped our lives be better today. To recognise that we celebrate certain events, such as bonfire night, because of what happened many years ago. To understand that we have a queen who rules us and that Britain has had a king or queen for many years. To begin to identify the main differences between old and new objects. To identify objects from the past, such as vinyl records. Challenging To put up to five objects/events in chronological order (recent history). To use words and phrases like: very old, when mummy and daddy were little. To use the words before and after correctly. To say why they think a story was set in the past.



Health and fitness To describe how their body feels before, during and after an activity. Games (teach skills and then apply in games) To throw underarm. To roll a piece of equipment. To hit a ball with a bat. To move and stop safely. To catch with both hands. To throw in different ways. To kick in different ways.

Performing To use their voice to speak/sing/chant. To join in with singing. To use instruments to perform. To look at their audience when they are performing. To clap short rhythmic patterns. To copy sounds Composing To make different sounds with their voice. To make different sounds with instruments. To identify changes in sounds. To change the sound. To repeat (short rhythmic and melodic) patterns. To make a sequence of sounds. To show sounds by using pictures Appraisal To respond to different moods in music. To say how a piece of music makes them feel. To say whether they like or dislike a piece of music. To choose sounds to represent different things. To recognise repeated patterns. To follow instructions about when to play or sing

73

Summer

Subject: Science Please see Focus education ‘Working Scientifically’ for Year 1


Subject: Computing


Plants: To name the petals, stem, leaf, bulb, flower, seed, stem and root of a plant To identify and name a range of common plants and trees. To recognise deciduous and evergreen trees. To name the trunk, branches and root of a tree. To describe the parts of a plant (roots, stem, leaves, flowers). Challenging To name the main parts of a flowering plant.

Art moved to Autumn E-safety in Key Stage 1 Knowledge & understanding To understand the different methods of communication (e.g. email, online forums etc.) To know you should only open email known sources. To know the difference between email and communication systems such as blogs and wikis. To know that websites sometimes include pop-ups that take them away from the main site. To know that bookmarking is a way to find safe sites again quickly. To know that it is not always possible to copy some text and pictures from the internet. To know that personal information should not be shared online. To know they must tell a trusted adult immediately if anyone tries to meet them via the internet. Skills To follow the school’s safer internet rules. To use the search engines agreed by the school. To act if they find something inappropriate online or something they are unsure of (including identifying people who can help; minimising screen; online reporting using school system etc.) To send and receive email as a class. To recognise advertising on websites and learn to ignore it. To use a password to access the secure network. Algorithms and Programs To create a simple series of instructions - left and right. To record their routes. To understand forwards, backwards, up and down. To put two instructions together to control a programmable toy. To begin to plan and test a Bee-bot journey. Challenging: To record pupils’ voices as a voice over. To use a teacher prepared photo story to create a slideshow of photos.

Developing, planning and communicating ideas To think of some ideas of their own. To explain what they want to do. To use pictures and words to plan.

Working with tools, equipment, materials and components to make quality products To explain what they are making. To explain which tools they are using.

Use of materials To make a structure/model using different materials. To ensure their work is tidy. To make their model stronger if it needs to be.

Construction To talk with others about how they want to construct their product. To select appropriate resources and tools for their building projects. To make simple plans before making objects, e.g. drawings, arranging pieces of construction before building.

Evaluating processes and products To describe how something works. To talk about their own work and things that other people have done.

74

Subject: Geography

Subject: History

Subject: PE

Subject: Music

Physical Geography: To describe a locality using words and pictures. To name key features associated with a school/local area

Geographical enquiry: To say what they like about their locality. To answer some questions using different resources, such as books, the internet and atlases.

Geographical & fieldwork skills: Devise a simple map; and use and construct basic symbols in a key (to be used by visitors coming to school fair) Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Chronological understanding: To put up to three objects in chronological order (recent history). To use words and phrases like: old, new and a long time ago. To tell me about things that happened when they were little. To recognise that a story that is read to them may have happened a long time ago. To know that some objects belonged to the past. To retell a familiar story set in the past. To explain how they have changed since they were born. Challenging: To explain why certain objects were different in the past, e.g. iron, music systems, televisions. To tell us about an important historical event that happened in the past. To explain differences between past and present in their life and that of other children from a different time in history. To know who will succeed the queen and how the succession works.



Health and fitness To describe how their body feels before, during and after an activity. Gymnastics To make their body tense, relaxed, curled and stretched. To control their body when travelling. To control their body when balancing. To copy sequences and repeat them. To roll in different ways. To travel in different ways. To balance in different ways. To climb safely. To stretch in different ways. To curl in different ways. Athletics To compete against others as well as themselves in a range of running, jumping, throwing and catching activities To take part in co-operative physical activities, for e.g. simple team relays

Performing To use their voice to speak/sing/chant. To join in with singing. To use instruments to perform. To look at their audience when they are performing. To clap short rhythmic patterns. To copy sounds Challenging To make loud and quiet sounds. To know that the chorus keeps being repeated. Composing To make different sounds with their voice. To make different sounds with instruments. To identify changes in sounds. To change the sound. To repeat (short rhythmic and melodic) patterns. To make a sequence of sounds. To show sounds by using pictures Challenging To tell the difference between long and short sounds. To tell the difference between high and low sounds. To give a reason for choosing an instrument. Appraisal To respond to different moods in music. To say how a piece of music makes them feel. To say whether they like or dislike a piece of music. To choose sounds to represent different things. To recognise repeated patterns. To follow instructions about when to play or sing Challenging To tell the difference between a fast and slow tempo. To tell the difference between loud and quiet sounds. To identify two types of sound happening at the same time.

75

Termly Topic Map Year 1

Autumn

Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings.

Subject Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Week 15

Literacy Text: One child, one seed & once upon a time Unit: Poetry: Poems for learning by heart

Text: Handa’s Surprise Unit: Narrative: Stories from other cultures

Text: Puffin book of fantastic first poems Seasons Unit: Poetry - Poems on a theme

Text: Beegu Unit: Narrative: Fantasy

Text: Eliza & the Moonchild Unit: Non-fiction: Other non-fiction texts e.g.labels, captions, list, postcard

Maths Number & place value

Number & place value

Mental addition

and subtraction

Mental addition

and subtraction

2-D

shapes Measures:

length


Mental addition

and subtraction

Problem Solving

Assess


Mental

addition and subtraction

Mental addition

and subtraction

-

3-D

shape Days

Months Seasons

Mental addition

and subtraction

Number,

place value & money

Problem Solving

Assess

Science

Seasonal changes (to be recapped in spring & summer) Light (3 weeks)

Text: ‘10 things I could do to help my world’ (turning off lights) 1 hour per week

Art and design

Drawing 1 hour per week

Collage (materials) 3D

1 hour per week Computing Understanding and Using Technology Safely

0.5 hours per week

76

Design and technology

Geography Seasonal changes

1 hours per week

History

Historical place in their own locality 1 hours per week

Music Music/ Singing Assemblies:

Musical elements: Duration and Dynamics. Song themes: Nursery rhymes, traditional songs and Autumn songs

Thames music lessons (alternate half terms)

Music/Singing Assemblies: Listening to music from a range of different times.

Listen to musicians playing and talking about their instruments live and ask questions.

Song themes: Autumn and Christmas songs Thames music lessons (alternate half terms)

PE/ Dance Gymnastics 1 hour per week

Dance 1 hour per week

PSHE Beginning and belonging/Myself & my relationships My emotions

0.5 hours per week

Myself and my relationships (anti-bullying)

0.5 hours per week

RE

Celebrations that matter Different religious festivals and rituals

0.5 hours per week Additional units of work

Special events/ trips

Victoria park

77

Spring


Subject Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Literacy Texts: Goldilocks-various Unit: Narrative: Traditional tales

Texts: Goldilocks-various Unit: Non-fiction: Non-chronological report

Text: Pretty Salma Unit: Non-fiction: Non-chronological report Narrative: Stories from other cultures? Non-fiction: Instructions

Text: This is the house that Jack Built Unit: Poetry : Traditional rhymes including innovation


Mental addition and subtraction

mental multiplication and division


Fractions

Geometry- Position & direction

Measurement Mass

Mental addition and subtraction place value And money


Mental x and division

Fractions


mental multiplication and division

Measurement Time



Mental + and -Assessment

Science

Animals including humans Scientist e.g. Jane Goodall

1 hour per week

Every Day Materials 1 hour per week

Art and design

Printing on textiles 1 hour per week

Computing Computer Programming and Computer Games

0.5 hours per week Design and technology

Mechanisms 1 hour week

Cooking and Nutrition 1 hour per week

Geography UK Map work

1 hour week History Life of a significant local

78

2 hours per week

Music Songs/rhymes to do with different parts of the body (science link)

Music/Singing Assemblies: Musical elements: Tempo, Timbre and Texture. Song themes: People that help us, action songs


Music/Singing Assemblies: Listening to music: modern music from a range of units

Listen to musicians playing and talking about their instruments live and ask questions

Song themes: Spring and Easter songs Thames music lessons (alternate half terms)

PE/ Dance Games 1 hour per week

PSHE Citizenship

Diversity & Communities 0.5 hours per week

RE How Do We Show We Care 0.5 hour per week



79

Summer


Subject Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Literacy Texts: Snail and the Whale Where the Wild Things Are Unit: Narrative: Stories with repetitive patterns

Text: Halibut Jackson Unit: Non-fiction: Recounts of familiar events (invited to parties/celebrations)

Text: Traction man is here/ Unit: Narrative: Stories by the same author Non-fiction: Instructions

Text Toys in Space (Mini Grey) Unit: Narrative: Stories by the same author Non-fiction: Instructions

Text: Happy food for happy children Unit: Non-fiction: Instructions e.g. recipes

Maths Number and place

value; mental

addition & subtraction

mental addition & subtraction


-

Measurement

Capacity/volume

Number & place value;

fractions

Measurement

Money

Assessment Number & place value


x and division

fractions

Measurement Time

2-D shape statistics


money

Number and place value;

mental addition and subtraction Assessment

Revise and Review

Science Plants 1 hour per week

Art and design

Double art in autumn

Computing Control systems, Data Logging and Robots (+ e-safety)

0.5 hours per week Design and technology

Mechanisms 1 hour per week

Construction: Making Packaging for a Toy summer fair

1 hour per week Geography Geographical skills and fieldwork

1 hour per week

80

History Chronology Order Events of the Past

2 hours per week

How things have changed over the years Old and New Toys 1 hours per week

Music Music/Singing Assemblies: Musical elements: Pitch and Structure

Song themes: Traditional songs, nursery rhymes, rounds


Music/Singing Assemblies: Listening to music: from a range of countries and cultures


Song themes: Cultural songs, action songs and summer songs Thames music lessons (alternate half terms)


Athletics 1 hour per week

PSHE Healthier and Safer Lifestyles Personal safety

0.5 hours per week

Healthy lifestyles inc Growing and Changing

0.5 hours per week

RE

Who Says thank you? Thanksgiving in Christian and Hindu Life and Worship.

0.5 hours per week



Bethnal Green Museum of Childhood

81

Year 2 Curriculum


Literacy

See Unit Plans

82

Year 2 Curriculum

Mathematics

See Unit Plans

83

Year 2 Curriculum

Science



Year 2

Observing closely Performing Tests Identifying and Classifying Recording findings

• To use <see, touch, smell,

hear or taste> to help them

answer questions.

• To use some scientific words

to describe what they have

seen and measured.

• To compare several things.

• To carry out a simple fair

test.

• To explain why it might not

be fair to compare two

things.

• To say whether things

happened as they expected.

• To suggest how to find

things out.

• To use prompts to find

things out.

• To organise things into

groups.

• To find simple patterns (or

associations).

• To identify animals and

plants by a specific criteria,

eg, lay eggs or not; have

feathers or not.

• To use <text, diagrams,

pictures, charts, tables> to

record their observations.

• To measure using <simple

equipment>.


• To suggest ways of finding

out through listening,

hearing, smelling, touching

and tasting.

• To say whether things

happened as they expected

and if not why not.

• To suggest more than one

way of grouping animals and

plants and explain their

reasons.

• To use information from

books and online

information to find things

out.

84


Living Things and their Habitats

Year 2

Living Things & their Habitats Animals, including humans Plants

• To match certain living things to the habitats

they are found in.

• To explain the differences between living and

non-living things.

• To describe some of the life processes

common to plants and animals, including

humans.

• To decide whether something is living, dead

or non-living.

• To describe how a habitat provides for the

basic needs of things living there.

• To describe a range of different habitats.

• To describe how plants and animals are suited

to their habitat.

• To describe what animals need to survive.

• To explain that animals grow and reproduce.

• To explain why animals have offspring which

grow into adults.

• To describe the life cycle of some living

things. (e.g. egg, chick, chicken)

• To explain the basic needs of animals,

including humans for survival. (water, food,

air)

• To describe why exercise, balanced diet and

hygiene are important for humans.

• To describe what plants need to survive.

• To observe and describe how seeds and bulbs

grow into mature plants.

• To find out & describe how plants need water,

light and a suitable temperature to grow and

stay healthy.


• To name some characteristics of an animal

that help it to live in a particular habitat.

• To describe what animals need to survive and

link this to their habitats.

• To explain that animals reproduce in different

ways.

• To describe what plants need to survive and

link it to where they are found.

• To explain that plants grow and reproduce in

different ways.

85


Uses of Everyday Materials

Year 2

Classifying and grouping materials Changing materials

• To describe the simple physical properties of a variety of everyday

materials.

• To compare and group together a variety of materials based on their

simple physical properties.

• To explore how the shapes of solid objects can be changed.

(squashing, bending, twisting, stretching)

• To find out about people who developed useful new materials. (John

Dunlop, Charles Macintosh, John McAdam)

• To identify and compare the suitability of a variety of everyday

materials, including wood, metal, plastic, glass, brick, rock, paper,

cardboard for particular uses.

• To explain how things move on different surfaces.


• To describe the properties of different materials using words like,

transparent or opaque, flexible, etc..

• To sort materials into groups and say why they have sorted them in that

way.

• To say which materials are natural and which are man made.

• To explain how materials are changed by heating and cooling.

• To explain how materials are changed by bending, twisting and

stretching.

• To tell which materials cannot be changed back after being heated,

cooled, bent, stretched or twisted.

86

Year 2 Curriculum

Art and design

National Curriculum Requirements of Art & Design at Key Stage 1


• to use a range of materials creatively to design and make products

• to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

• to develop a wider range of art and design techniques in using colour, pattern, texture, line, shape, form and space

• about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and

making links to their own work.

87


Art

Year 2

Drawing Painting Printing Sketch books

• To use three different grades

of pencil in their drawing (4B,

8B, HB).

• To use charcoal, pencil and

pastels.

• To create different tones using

light and dark.

• To show patterns and texture

in their drawings.

• To use a viewfinder to focus

on a specific part of an artefact

before drawing it.

• To mix paint to create all the

secondary colours.

• To mix and match colours,

predict outcomes.

• To mix their own brown.

• To make tints by adding white.

• To make tones by adding

black.

• To create a print using

pressing, rolling, rubbing and

stamping.

• To create a print like a

designer.

• To begin to demonstrate their

ideas through photographs

and in their sketch books.

• To set out their ideas, using

‘annotation’ in their sketch

books.

• To keep notes in their sketch

books as to how they have

changed their work.

3D/ Textiles Collage Use of IT Knowledge

• To make a clay pot.

• To join two finger pots

together.

• To add line and shape to their

work.

• To join fabric using glue.

• To sew fabrics together.

• To create part of a class

patchwork.

• To create individual and group

collages.

• To use different kinds of

materials on their collage and

explain why they have chosen

them.

• To use repeated patterns in

their collage.

• To create a picture

independently.

• To use simple IT mark-making

tools, e.g. brush and pen tools.

• To edit their own work.

• To take different photographs

of themselves displaying

different moods.

• To change their photographic

images on a computer.

• To link colours to natural and

man-made objects.

• To say how other artist/craft

maker/designer have used

colour, pattern and shape.

• To create a piece of work in

response to another artist’s

work.

88

Year 2 Curriculum

Computing

E-safety in Key Stage 1


• To understand the different methods of communication (e.g. email,

online forums etc).

• To know you should only open email from a known source.

• To know the difference between email and communication systems

such as blogs and wikis.

• To know that websites sometimes include pop-ups that take them

away from the main site.

• To know that bookmarking is a way to find safe sites again quickly.

• To begin to evaluate websites and know that everything on the

internet is not true.

• To know that it is not always possible to copy some text and pictures

from the internet.

• To know that personal information should not be shared online.

• To know they must tell a trusted adult immediately if anyone tries to

meet them via the internet.


• To use the search engines agreed by the school.

• To act if they find something inappropriate online or something they

are unsure of (including identifying people who can help; minimising

screen; online reporting using school system etc).

• To use the internet for learning and communicating with others,

making choices when navigating through sites.

• To send and receive email as a class.

• To recognise advertising on websites and learn to ignore it.

• To use a password to access the secure network.

89



• understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous of

instructions

• create and debug simple programs

• use logical reasoning to predict the behaviour of simple programs

• Use technology purposefully to create, organise, store, manipulate and retrieve digital content

• recognise common uses of information technology beyond school

• use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about context or

contact on the internet or other online technologies

90


Computing

Year 2


• To predict the outcomes of a set of

instructions.

• To use right angle turns.

• To use the repeat commands.

• To test and amend a set of instructions.

• To write a simple program and test it.

• To predict what the outcome of a simple

program will be.

• To find information on a website.

• To click links in a website.

• To print a web page to use as a resource.

• To experiment with text, pictures and

animation to make a simple slide show.

• To use the shape tools to draw.

• To send and reply to messages sent by a

safe email partner (within school).

• To word process a piece of text.

• To insert/delete a word using the mouse

and arrow keys.

• To highlight text to change its format (B,

U, I).


• To create a presentation in a small group and record the narration.

• To record sounds into software and playback.

• To insert prerecorded sounds into a presentation.

• To capture still and moving images.

91

Year 2 Curriculum




and making. They should work in a range of relevant contexts, (for example the home and school, gardens and playgrounds, the local community, industry and the wider

environment).


Design

• design purposeful, functional, appealing products for themselves and other users based on design criteria

• generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication

technology

Make

• select from and use a range of tools and equipment to perform practical tasks, (or example, cutting, shaping, joining and finishing)

• select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate

• explore and evaluate a range of existing products

• evaluate their ideas and products against design criteria

Technical knowledge

• build structures, exploring how they can be made stronger, stiffer and more stable

• explore and use mechanisms, (for example levers, sliders, wheels and axles), in their products.

92






• use the basic principles of a healthy and varied diet to prepare dishes

• understand where food comes from.

93



Year 2

Developing, planning and communicating

ideas

Working with tools, equipment, materials and

components to make quality products

Evaluating processes and products

• To think of ideas and plan what to do next.

• To choose the best tools and materials. To

give a reason why these are best.

• To describe their design by using pictures,

diagrams, models and words.

• To join things (materials/ components)

together in different ways.

• To explain what went well with their work.

• If they did it again, to explain what they would

improve.

Breadth of study


• To describe the

properties of the

ingredients they are

using.

• To explain what it

means to be hygienic.

• Are they hygienic in

the kitchen.

Textiles

• To measure textile.

• To join textiles

together to make

something.

• To cut textiles.

• To explain why they

chose a certain

textile.

Mechanisms

• To join materials

together as part of a

moving product.

• To add some kind of

design to their

product.

Use of materials

• To measure materials

to use in a model or

structure.

• To join material in

different ways.

• To use joining,

folding or rolling to

make it stronger.

Construction

• To make sensible

choices as to which

material to use for

their constructions.

• To develop their own

ideas from initial

starting points.

• To incorporate some

type of movement

into models.

• To consider how to

improve their

construction.

94

Year 2 Curriculum

Geography





Location knowledge

• name and locate the world’s seven continents and five oceans

• name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge

• 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


• identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the

North and South Poles

• use basic geographical vocabulary to refer to:

o key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather

o key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

95


Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating

to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.



• use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key

stage

• use simple compass directions (North, South, East and West) and locational and directional language (e.g. ‘near’ and ‘far’; ‘left’ and ‘right’) to describe the

location of features and routes on a map

• use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct

basic symbols in a key

• use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its

surrounding environment.

96


Geography

Year 2


• To label a diagram or

photograph using some

geographical words.

• To find out about a locality by

using different sources of

evidence.

• To find out about a locality by

asking some relevant

questions to someone else.

• To say what they like and don’t

like about their locality and

another locality like the

seaside.

• To describe some physical

features of their own locality.

• To explain what makes a

locality special.

• To describe some places

which are not near the school.

• To describe a place outside

Europe using geographical

words.

• To describe some of the

features associated with an

island.

• To describe the key features of

a place, using words like,

beach, coast forest, hill,

mountain, ocean, valley.

• To describe some human

features of their own locality,

such as the jobs people do.

• To explain how the jobs

people do may be different in

different parts of the world.

• Do they think that people ever

spoil the area. How.

• Do they think that people try to

make the area better. How.

• To explain what facilities a

town or village might need.

• To name the continents of the

world and find them in an

atlas.

• To name the world’s oceans

and find them in an atlas.

• To name the major cities of

England, Wales, Scotland and

Ireland.

• To find where they live on a

map of the UK.


• To make inferences by looking

at a weather chart.

• To make plausible predictions

about what the weather may

be like in different parts of the

world.

• To find the longest and

shortest route using a map.

• To use a map, photographs,

film or plan to describe a

contrasting locality outside

Europe.

• To explain how the weather

affects different people.

• To locate some of the world’s

major rivers and mountain

ranges.

• To point out the North, South,

East and West associated with

maps and compass.

97

Year 2 Curriculum

History


Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should 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. They should use a wide

vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know

and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is

represented.


• changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

• events beyond living memory that are significant nationally or globally (e.g. the Great Fire of London, the first aeroplane flight or events commemorated

through festivals or anniversaries)

• 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 (e.g. Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee,

Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell)

• significant historical events, people and places in their own locality.

98


History

Year 2


• To use words and phrases like: before I was

born, when I was younger.

• To use phrases and words like: ‘before’,

‘after’, ‘past’, ‘present’, ‘then’ and ‘now’; in

their historical learning.

• To use the words ‘past’ and ‘present’

accurately.

• To use a range of appropriate words and

phrases to describe the past.

• To sequence a set of events in chronological

order and give reasons for their order.

• To recount the life of someone famous from

Britain who lived in the past giving attention to

what they did earlier and what they did later.

• To explain how their local area was different in

the past.

• To recount some interesting facts from an

historical event, such as where the ‘Fire of

London’ started.

• To give examples of things that are different in

their life from that of their grandparents when

they were young.

• To explain why Britain has a special history by

naming some famous events and some

famous people.

• To explain what is meant by a parliament.

• To find out something about the past by

talking to an older person.

• To answer questions by using a specific

source, such as an information book.

• To research the life of a famous Briton from

the past using different resources to help

them.

• To research about a famous event that

happens in Britain and why it has been

happening for some time.

• To research the life of someone who used to

live in their area using the Internet and other

sources to find out about them.


• To sequence a set of objects in chronological

order and give reasons for their order.

• To sequence events about their own life.

• To sequence events about the life of a famous

person.

• To try to work out how long ago an event

happened.

• To give examples of things that are different in

their life from that of a long time ago in a

specific period of history such as the Victorian

times.

• To explain why someone in the past acted in

the way they did.

• To explain why their locality (as wide as it

needs to be) is associated with a special

historical event.

• To explain what is meant by a democracy and

why it is a good thing.

• To say at least two ways they can find out

about the past, for example using books and

the internet.

• To explain why eye-witness accounts may

vary.

• To research about a famous event that

happens somewhere else in the world and

why it has been happening for some time.

99

Year 2 Curriculum

Music


In music pupils should be taught to:

• use their voices expressively by singing songs and speaking chants and rhymes

• play tuned and untuned instruments musically

• listen with concentration and understanding to a range of high-quality live and recorded music

• experiment with, create, select and combine sounds using the inter-related dimensions of music.

100


Music

Year 2


• To sing and follow the melody (tune).

• To sing accurately at a given pitch.

• To perform simple patterns and

accompaniments keeping a steady pulse.

• To perform with others.

• To play simple rhythmic patterns on an

instrument.

• To sing/clap a pulse increasing or

decreasing in tempo.

• To order sounds to create a beginning,

middle and end.

• To create music in response to <different

starting points>.

• To choose sounds which create an effect.

• To use symbols to represent sounds.

• To make connections between notations

and musical sounds.

• To improve their own work.

• To listen out for particular things when

listening to music.


• To sing/play rhythmic patterns in

contrasting tempo; keeping to the pulse.

• To use simple structures in a piece of

music.

• To know that phrases are where we

breathe in a song.

• To recognise sounds that move by steps

and by leaps.

101

Year 2 Curriculum

Physical Education




102


Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility,

balance and co-ordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative

physical activities, in a range of increasingly challenging situations.


• master basic movements, including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a

range of activities

• participate in team games, developing simple tactics for attacking and defending


103


Dance

Year 2

• To perform body actions with control and co-ordination.

• To choose movements with different dynamic qualities to make a dance phrase that expresses an idea, mood or feeling.

• To link actions.

• To remember and repeat dance phrases.

• To perform short dances, showing an understanding of expressive qualities.

• To describe the mood, feelings and expressive qualities of dance.

• To describe how dancing affects their body.

• To know why it is important to be active.

• To suggest ways they could improve their work.


• To create, improve and perform more complex dance phrases.

• To perform short dances, linking actions fluently and with control.

• To use dynamic and expressive qualities clearly in their dance.

• To use some simple dance vocabulary to describe and interpret dance.

• To know how particular activities can help them to be healthy.

104


Physical Education

Year 2


• To copy and remember actions.

• To repeat and explore actions with

control and coordination.

• To talk about what is different between

what they did and what someone else

did.

• To say how they could improve.

• To show how to exercise safely.

• To describe how their body feels during

different activities.

• To explain what their body needs to keep

healthy.

Dance

(also covered in Dance section) Games

Gymnastics

• To dance imaginatively.

• To change rhythm, speed, level and

direction.

• To dance with control and co-ordination.

• To make a sequence by linking sections

together.

• To link some movements to show a

mood or feeling.

• To use hitting, kicking and/or rolling in a

game.

• To stay in a ‘zone’ during a game.

• To decide where the best place to be is

during a game.

• To use one tactic in a game.

• To follow rules.

• To plan and show a sequence of

movements.

• To use contrast in their sequences.

• Are their movements controlled.

• To think of more than one way to create a

sequence which follows a set of ‘rules’.

• To work on their own and with a partner

to create a sequence.

105

Year 2 Curriculum

PSHE


106

Year 2 Curriculum


107


Autumn Subject: Science Please see Focus education ‘Working Scientifically’ for Year 2


Subject: Computing


Use of everyday materials: Classifying and grouping materials To describe the simple physical properties of a variety of everyday materials. To compare and group together a variety of materials based on their simple physical properties. Challenging: To describe the properties of different materials using words like, transparent or opaque, flexible, etc. To sort materials into groups and say why they have sorted them in that way. To say which materials are natural and which are man-made. Changing materials: To explore how the shapes of solid objects can be changed. (squashing, bending, twisting, stretching) To find out about people who developed useful new materials. (John Dunlop, Charles Macintosh, John McAdam) To identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper, cardboard for particular uses. To explain how things move on different surfaces. Challenging: To explain how materials are changed by heating and cooling. To explain how materials are changed by bending, twisting and stretching. To tell which materials cannot be changed back after being heated, cooled, bent, stretched or twisted.

Living things and their habitats To match certain living things to the habitats they are found in. To explain the differences between living and non-living things. To describe some of the life processes common to plants and animals, including humans. To decide whether something is living, dead or non-living. To describe how a habitat provides for the basic needs of things living there. To describe a range of different habitats. To describe how plants and animals are suited to

Drawing To use three different grades of pencil in their drawing (4B, 8B, HB). To use charcoal, pencil and pastels. To create different tones using light and dark. To show patterns and texture in their drawings. To use a viewfinder to focus on a specific part of an artefact before drawing it. Use of sketchbooks To begin to demonstrate their ideas through photographs and in their sketch books. To set out their ideas, using ‘annotation’ in their sketch books. To keep notes in their sketch books as to how they have changed their work.

Knowledge: To link colours to natural and man-made objects. To say how other artist/craft maker/designer have used colour, pattern and shape. To create a piece of work in response to another artist’s work.

E-safety in Key Stage 1 Knowledge & understanding To understand the different methods of communication (e.g. email, online forums etc.) To know you should only open email known sources. To know the difference between email and communication systems such as blogs and wikis. To know that websites sometimes include pop-ups that take them away from the main site. To know that bookmarking is a way to find safe sites again quickly. To begin to evaluate websites and know that everything on the internet is not true. To know that it is not always possible to copy some text and pictures from the internet. To know that personal information should not be shared online. To know they must tell a trusted adult immediately if anyone tries to meet them via the internet. Skills To follow the school’s safer internet rules. To use the search engines agreed by the school. To act if they find something inappropriate online or something they are unsure of (including identifying people who can help; minimising screen; online reporting using school system etc.) To use the internet for learning and communicating with others, making choices when navigating through sites. To send and receive email as a class. To recognise advertising on websites and learn to ignore it. To use a password to access the secure network. Algorithms and Programs To predict the outcomes of a set of instructions. To use right angle turns. To use the repeat commands. To test and amend a set of instructions. To write a simple program and test it. To predict what the outcome of a simple program will be. Challenging: To create a presentation in a small group and record the narration.

Textiles: To measure textile. To join textiles together to make something. To cut textiles. To explain why they chose a certain textile.

Use of sketchbooks To begin to demonstrate their ideas through photographs and in their sketch books. To set out their ideas, using ‘annotation’ in their sketch books. To keep notes in their sketch books as to how they have changed their work.

108

their habitat. Challenging: To name some characteristics of an animal that help it to live in a particular habitat. To describe what animals need to survive and link this to their habitats.

To record sounds into software and playback. To insert prerecorded sounds into a presentation. To capture still and moving images

Subject: Geography

Subject: History

Subject: PE

Subject: Music

Geographical enquiry: To label a diagram or photograph using some geographical words. To find out about a locality by using different sources of evidence. To find out about a locality by asking some relevant questions to someone else. To say what they like and don’t like about their locality and another locality like the seaside. Challenging: To make inferences by looking at a weather chart. To make plausible predictions about what the weather may be like in different parts of the world.

Physical Geography To describe some physical features of their own locality. To explain what makes a locality special. To describe some places which are not near the school. To describe a place outside Europe using geographical words. To describe some of the features associated with an island. To describe the key features of a place, using words

Chronological understanding: To use words and phrases like: before I was born, when I was younger. To use phrases and words like: ‘before’, ‘after’, ‘past’, ‘present’, ‘then’ and ‘now’; in their historical learning. To use the words ‘past’ and ‘present’ accurately. To use a range of appropriate words and phrases to describe the past. To sequence a set of events in chronological order and give reasons for their order.

Knowledge and interpretation To give examples of things that are different in their life from that of their grandparents when they were young. Challenging: To sequence a set of objects in chronological order and give reasons for their order. To sequence events about their own life. To sequence events about the life of a famous person. To try to work out how long ago an event happened.

Underpinning all PE lessons: Acquiring and developing skills To copy and remember actions. To repeat and explore actions with control and coordination.

Evaluating and improving To talk about what is different between what they did and what someone else did. To say how they could improve.

Health and fitness To show how to exercise safely. To describe how their body feels during different activities. To explain what their body needs to keep healthy. Games To use hitting, kicking and/or rolling in a game. To stay in a ‘zone’ during a game. To decide where the best place to be is during a game. To use one tactic in a game. To follow rules.

Performing To sing and follow the melody (tune). To sing accurately at a given pitch. To perform simple patterns and accompaniments keeping a steady pulse. To perform with others. To play simple rhythmic patterns on an instrument. To sing/clap a pulse increasing or decreasing in tempo Composing To order sounds to create a beginning, middle and end. To create music in response to different starting points To choose sounds which create an effect To use symbols to represent sounds. To make connections between notations and musical sounds. Appraising To improve their own work. To listen out for particular things when listening to music.

109

like, beach, coast forest, hill, mountain, ocean, and valley. Challenging: To find the longest and shortest route using a map. To use a map, photographs, film or plan to describe a contrasting locality outside Europe.

Human Geography To describe some human features of their own locality, such as the jobs people do. To explain how the jobs people do may be different in different parts of the world. Challenging: To explain how the weather affects different people

110

Spring Subject: Science Please see Focus education ‘Working Scientifically’ for Year 2


Subject: Computing Refer to e-safety objectives to be covered in KS1


Living things and their habitats To match certain living things to the habitats they are found in. To explain the differences between living and non-living things. To describe some of the life processes common to plants and animals, including humans. To decide whether something is living, dead or non-living. To describe how a habitat provides for the basic needs of things living there. To describe a range of different habitats. To describe how plants and animals are suited to their habitat. Challenging: To name some characteristics of an animal that help it to live in a particular habitat. To describe what animals need to survive and link this to their habitats. Animals including humans: To describe what animals need to survive. To explain that animals grow and reproduce. To explain why animals have offspring which grow into adults To describe the life cycle of some living things. (e.g. egg, chick, chicken) To explain the basic needs of animals, including humans for survival. (water, food, air) To describe why exercise, balanced diet and hygiene are important for humans. Challenging: To explain that animals reproduce in different ways. Plants To describe what plants need to survive. To observe and describe how seeds and bulbs grow into mature plants. To find out & describe how plants need water, light and a suitable temperature to grow and stay healthy. Challenging: To describe what plants need to survive and link it to where they are found. To explain that plants grow and reproduce in different ways.

Textiles (3-D): To make a clay pot. To join two finger pots together. To add line and shape to their work. To join fabric using glue. To sew fabrics together. To create part of a class patchwork.

Use of sketchbooks: To begin to demonstrate their ideas through photographs and in their sketch books. To set out their ideas, using ‘annotation’ in their sketch books. To keep notes in their sketch books as to how they have changed their work.

E Safety As Autumn Term

Data retrieving and organising: To find information on a website. To click links in a website. To print a web page to use as a resource. To experiment with text, pictures and animation to make a simple slide show. To use the shape tools to draw.

Use of materials: To measure materials to use in a model or structure. To join material in different ways. To use joining, folding or rolling to make it stronger.

Use of sketchbooks: To begin to demonstrate their ideas through photographs and in their sketch books. To set out their ideas, using ‘annotation’ in their sketch books. To keep notes in their sketch books as to how they have changed their work. Knowledge: To say how other artist/craft maker/designer has used colour, pattern and shape. To create a piece of work in response to another artist’s/craft maker’s work.

111

Subject: Geography

Subject: History

Subject: PE

Subject: Music

Geographical knowledge: To name the continents of the world and find them in an atlas. To name the world’s oceans and find them in an atlas. To name the major cities of England, Wales, Scotland and Ireland. To find where they live on a map of the UK. Challenging: To locate some of the world’s major rivers and mountain ranges. To point out the North, South, East and West associated with maps and compass.

Geographical enquiry: To label a diagram or photograph using some geographical words. To find out about a locality by using different sources of evidence. To find out about a locality by asking some relevant questions to someone else. To say what they like and don’t like about their locality and another locality like the seaside.

Physical Geography: To describe some physical features of their own locality. To explain what makes a locality special. To describe some places which are not near the school. To describe a place outside Europe using geographical words. To describe some of the features associated with an island. To describe the key features of a place, using words like, beach, coast forest, hill, mountain, ocean, valley Challenging: To find the longest and shortest route using a map. To use a map, photographs, film or plan to describe a contrasting locality outside Europe.

Human Geography: Do they think that people ever spoil the area? How. Do they think that people try to make the area better? How. To explain what facilities a town or village might need.

Historical enquiry: To find out something about the past by talking to an older person. To answer questions by using a specific source, such as an information book. To research the life of a famous Briton from the past using different resources to help them. To research about a famous event that happens in Britain and why it has been happening for some time. To research the life of someone who used to live in their area using the Internet and other sources to find out about them. Challenging: To say at least two ways they can find out about the past, for example using books and the internet. To explain why eye-witness accounts may vary. To research about a famous event that happens somewhere else in the world and why it has been happening for some time.

Knowledge and interpretation: To recount the life of someone famous from Britain who lived in the past giving attention to what they did earlier and what they did later. To explain how their local area was different in the past. To recount some interesting facts from an historical event, such as where the ‘Fire of London’ started. To give examples of things that are different in their life from that of their grandparents when they were young. To explain why Britain has a special history by naming some famous events and some famous people. To explain what is meant by a parliament. Challenging: To give examples of things that are different in their life from that of a long time ago in a specific period of history such as the Victorian times. To explain why someone in the past acted in the way they did. To explain why their locality (as wide as it needs to be) is associated with a special historical event. To explain what is meant by a democracy and why it is a good thing.



Health and fitness To show how to exercise safely. To describe how their body feels during different activities. To explain what their body needs to keep healthy. Dance To dance imaginatively. To change rhythm, speed, level and direction. To dance with control and co-ordination. To make a sequence by linking sections together. To link some movements to show a mood or feeling.

Performing To sing and follow the melody (tune). To sing accurately at a given pitch. To perform simple patterns and accompaniments keeping a steady pulse. To perform with others. To play simple rhythmic patterns on an instrument. To sing/clap a pulse increasing or decreasing in tempo Composing To order sounds to create a beginning, middle and end. To create music in response to different starting points To choose sounds which create an effect To use symbols to represent sounds. To make connections between notations and musical sounds. Appraising To improve their own work. To listen out for particular things when listening to music.

112

Summer Subject: Science Please see Focus education ‘Working Scientifically’ for Year 2 Topic Title:

Subject: Art and design Topic Title:

Subject: Computing Topic Title: Refer to e-safety objectives to be covered in KS1

Subject: Design and Technology Topic Title:

Plants To describe what plants need to survive. To observe and describe how seeds and bulbs grow into mature plants. To find out & describe how plants need water, light and a suitable temperature to grow and stay healthy. Challenging: To describe what plants need to survive and link it to where they are found. To explain that plants grow and reproduce in different ways.

Painting: To mix paint to create all the secondary colours. To mix and match colours, predict outcomes. To mix their own brown. To make tints by adding white. To make tones by adding black.

Knowledge: To link colours to natural and man-made objects. To say how other artist/craft maker/designer has used colour, pattern and shape. To create a piece of work in response to another artist’s work

E-safety in Key Stage 1 As Autumn

Data retrieving and organising: To find information on a website. To click links in a website. To print a web page to use as a resource. To experiment with text, pictures and animation to make a simple slide show. To use the shape tools to draw.

Cooking and nutrition: To describe the properties of the ingredients they are using. To explain what it means to be hygienic. Are they hygienic in the kitchen?

113

Subject: Geography

Subject: History Topic Title:

Subject: PE Topic Title:

Subject: Music Topic Title:

Historical enquiry: To find out something about the past by talking to an older person. To answer questions by using a specific source, such as an information book. To research the life of a famous Briton from the past using different resources to help them. To research about a famous event that happens in Britain and why it has been happening for some time. Challenging: To say at least two ways they can find out about the past, for example using books and the internet. To explain why eye-witness accounts may vary. Knowledge and interpretation: To explain how their local area was different in the past. To recount some interesting facts from an historical event, To explain why Britain has a special history by naming some famous events and some famous people. Challenging: To explain why someone in the past acted in the way they did. To explain why their locality (as wide as it needs to be) is associated with a special historical event.



Health and fitness To show how to exercise safely. To describe how their body feels during different activities. To explain what their body needs to keep healthy. Gymnastics To plan and show a sequence of movements. To use contrast in their sequences. Are their movements controlled? To think of more than one way to create a sequence that follows a set of ‘rules’. To work on their own and with a partner to create a sequence. Athletics To compete against others as well as themselves in a range of running, jumping, throwing and catching activities To take part in co-operative physical activities, for e.g. simple team relays

Performing To sing and follow the melody (tune). To sing accurately at a given pitch. To perform simple patterns and accompaniments keeping a steady pulse. To perform with others. To play simple rhythmic patterns on an instrument. To sing/clap a pulse increasing or decreasing in tempo Challenging To sing/play rhythmic patterns in contrasting tempo; keeping to the pulse. Composing To order sounds to create a beginning, middle and end. To create music in response to different starting points To choose sounds which create an effect To use symbols to represent sounds. To make connections between notations and musical sounds. Challenging To use simple structures in a piece of music. To know that phrases are where we breathe in a song. Appraising To improve their own work. To listen out for particular things when listening to music. Challenging To recognise sounds that move by steps and by leaps.

114


Autumn

Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings,.

Subject Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Week 15

Literacy Text: Poetry Unit: Poetry: poems on a theme

Text: Man on the Moon Unit: Narrative: stories with familiar settings (home) Story based on own experience recount

Text: Man on the moon Unit: Non-fiction: instruction

Text: True Story of the 3 Little Pigs and Three Little Wolves and the Big Bad Pig Unit: Narrative: a variety of traditional tales with a twist

Text: Emily Gravette stories Non Fiction Text Owls Unit: Stories by the same author Non Fiction: Non Chronological Reports

Mathematics Number & place value



Mental addition

and subtraction

Geometry 2D Shape

Place Value Mental addition

and subtraction

Problem Solving

Assessment


Money


Money

Place Value Mental


Measures Length

Mental addition

and subtract

Measures Time

Statistics Assess

Science

Uses of everyday materials Scientist focus e.g. John Dunlop, Charles Macintosh, John McAdam

1 hour per week

Living things and their habitats

1 hour per week

Art and design

Artist (illustrator focus) Drawing and Sketchbooks

1 hour per week

Computing

Understanding and Using Technology Safely 0.5 hours per week


Textiles 1 hour per week

115

Geography Human /Physical Features of Two Locations (own versus non-European/Africa)

2 hour per week

History Chronology – use of vocabulary/speaking to grandparents Linked to moon Landing

2 hour per week

Languages

Music

PE/ Dance Games 1 hour per week

Gymnastics 1 hour per week

PSHE Citizenship

Rights, Rules and Responsibilities 0.5 hour per week

Anti – bullying & Family and Friends 0.5 hour per week

Myself and My Relationships Family and Friends 0.5 hours per week

RE

What can we learn from visiting sacred places? (Mosque, Church, Synagogue)

0.5 hour per week



Science Museum Museum of Childhood

Stepney Farm

Owl Workshop

116

Spring


Subject Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Literacy Texts: Ten Things I Can Do to Help my World Units: Non-fiction: non-chronological report: Non-fiction: persuasive advert/ poster: conserving water/ reduce, reuse, recycle rubbish

Text: Day The Crayons Quit Unit: Non-fiction: Recounts - letters

Text: Claude in the City Unit: Narrative : animal adventure stories Innovate and Retell Letters

Texts: Assorted Riddles Unit: Poetry: Poems with a structure

Mathematics Number & place value

Mental




Measures

Money

Geometry 3D shape

Measures

Time


Assessment Mental multiplication and division

Fractions

Mental multiplication and division

Measures Time

Statistics


Assessment

Science Living things and their habitats (cont)

1 hour per week

Animals Including Humans 1 hour per week

Plants 1 hour per week

Art and design

Textiles/3D (Art) 1 hour per week

Computing Communication (+e-safety) link with letter writing/persuasive writing

Computer Programming and Computer Games 0.5 hour per week


Use of materials Joining and Puppets

1 hour per week Geography Map skills

continents/oceans/villages/conservation 2 hours per week

117

History Research into famous event /person Great Fire of London

2 hours per week

Music Music/Singing Assemblies: Musical elements: Tempo, Timbre and Texture.

Song themes: Rounds, Harmonies, Foreign language songs, Cultural songs, Songs from musicals



Song themes: Songs from musicals, Traditional songs, Songs with a religious base

PE/ Dance Dance 1 hour per week

PSHE Citizenship- working together

Economic well-being- financial capability 0.5 hours per week

Healthier & safer lifestyles 0.5 hours per week

RE Symbols of faith 0.5 hour per week



Soane Centre

Greenwich Park for Geography Gillespie Park

118

Summer

Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings, OWC= opportunities for writing across the curriculum.

Cross curricular topic: please indicate the topic title and linked subjects. Where subjects are taught in the topic, a ‘n/a’ can be entered in the actual subject row

Subject Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Literacy Text: The Magic Finger / Magic Key Unit: Narrative: Story as a theme

SATS Maths/ reading /spelling /riddles

SATS Long writing task/mop up

Text: Non Fiction texts on Local History Units: Non Fiction: Non Chronological Reports

Text: Owl & the Pussycat or Children’s Choice Unit: Poetry: Classic poetry Animation


Mental addition

and subtraction


Mental addition

and subtraction

Measure Mass

Capacity

Mental multiply

and division

Fractions

SATS Number & place value


Money

Mental multiply

and division

Measurement length

Time



place value

Mental addition

and subtract

Problem solving

Problem solving

Problem solving

Science

Plants 1 hour per week

Art and design

Painting 1 hour per week

Sketchbooks Drawing Buildings From local Area

1 hour per week

Computing Data retrieving and organising (+ e-safety)

Control systems, Data Logging and Robots 0.5 hour per week


Cooking 1 hour per week

Geography

119

History Optional local history study – World War II Map of Bombings in London

2 hours per week PSHE Healthy & safer lifestyles

0.5 hour per week

Myself & my relationships – managing change inc Growing and Changing

0.5 hour per week

RE Christianity and Islam Celebrations 0.5 hour per week


Song themes: Traditional songs, nursery rhymes, rounds



Listen to musicians playing and talking about their instruments live and ask questions Song themes: Cultural songs, action songs and summer songs



Athletics 1 hour per week



Trip to Tower Hamlets Local History Library and Archives

120

Year 3 Curriculum


Literacy

See Unit Plans

121

Year 3 Curriculum

Mathematics

See Unit Plans

122

Year 3 Curriculum

Science



Year 3

Planning Obtaining and presenting evidence Considering evidence and evaluating

• To use different ideas and suggest how to

find something out.

• To make and record a prediction before

testing.

• To plan a fair test and explain why it was

fair.

• To set up a simple fair test to make

comparisons.

• To explain why they need to collect

information to answer a question.

• To measure using different equipment and

units of measure.

• To record their observations in different

ways. <labelled diagrams, charts etc>

• To describe what they have found using

scientific language.

• To make accurate measurements using

standard units.

• To explain what they have found out and

use their measurements to say whether it

helps to answer their question.

• To use a range of equipment (including a

data-logger) in a simple test.


• To record and present what they have

found using scientific language, drawings,

labelled diagrams, bar charts and tables.

• To explain their findings in different ways

(display, presentation, writing).

• To use their findings to draw a simple

conclusion.

• To suggest improvements and predictions

for further tests.

• To suggest how to improve their work if

they did it again.

123


Plants and Animals, including Humans

Year 3

Animals, including humans Plants

• To explain the importance of a nutritionally balanced diet.

• To describe how nutrients, water and oxygen are transported within

animals and humans.

• To identify that animals, including humans, cannot make their own food:

they get nutrition from what they eat.

• To describe and explain the skeletal system of a human.

• To describe and explain the muscular system of a human.

• To identify and describe the functions of different parts of flowering plants.

(roots, stem/trunk, leaves and flowers).

• To explore the requirement of plants for life and growth (air, light, water,

nutrients from soil, and room to grow).

• To explain how they vary from plant to plant.

• To investigate the way in which water is transported within plants.

• To explore the part that flowers play in the life cycle of flowering plants,

including pollination, seed formation and seed dispersal.


• To explain how the muscular and skeletal systems work together to create

movement.

• To classify living things and non-living things by a number of

characteristics that they have thought of.

• To explain how people, weather and the environment can affect living

things.

• To explain how certain living things depend on one another to survive.

• To classify a range of common plants according to many criteria

(environment found, size, climate required, etc.).

124


Rocks

Year 3

Rocks

• To compare and group together different rocks on the basis of their appearance and simple physical properties.

• To describe and explain how different rocks can be useful to us.

• To describe and explain the differences between sedimentary and igneous rocks, considering the way they are formed.

• To describe in simple terms how fossils are formed when things that have lived are trapped within rock.

• To recognise that soils are made from rocks and organic matter.


• To classify igneous and sedimentary rocks.

• To begin to relate the properties of rocks with their uses.

125


Light, Forces and Magnets

Year 3

Forces and magnets Light

• To compare how things move on different surfaces.

• To observe that magnetic forces can be transmitted without direct contact.

• To observe how some magnets attract or repel each other.

• To classify which materials are attracted to magnets and which are not.

• To notice that some forces need contact between two objects, but

magnetic forces can act at a distance.

• To compare and group together a variety of everyday materials on the

basis of whether they are attracted to a magnet.

• To identify some magnetic materials.

• To describe magnets have having two poles (N & S).

• To predict whether two magnets will attract or repel each other depending

on which poles are facing.

• To recognise that they need light in order to see things.

• To recognise that dark is the absence of light.

• To notice that light is reflected from surfaces.

• To recognise that light from the sun can be dangerous and that there are

ways to protect their eyes.

• To recognise that shadows are formed when the light from a light source is

blocked by a solid object.

• To find patterns in the way that the size of shadows change.


• To investigate the strengths of different magnets and find fair ways to

compare them.

• To explain why lights need to be bright or dimmer according to need.

• To explain the difference between transparent, translucent and opaque.

• To explain why lights need to be bright or dimmer according to need.

• To make a bulb go on and off.

• To say what happens to the electricity when more batteries are added.

• To explain why their shadow changes when the light source is moved

closer or further from the object.

126

Year 3 Curriculum

Art

National Curriculum Requirements of Art at Key Stage 2

Pupils should be taught to develop their techniques, including their control and their use of materials, with experimentation and an increasing awareness of different

kinds of art, craft and design.


• to create sketch books to record their observations and use them to review and revisit ideas

• to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay)

• about the greatest artists, architects and designers in history.

127


Art

Year 3


• To show facial expressions in

their drawings.

• To use their sketches to

produce a final piece of work.

• To write an explanation of their

sketch in notes.

• To use different grades of

pencil shade, to show different

tones and texture.

• To predict with accuracy the

colours that they mix.

• To know where each of the

primary and secondary

colours sits on the colour

wheel.

• To create a background using

a wash.

• To use a range of brushes to

create different effects.

• To make a printing block.

• To make a 2 colour print.

• To use their sketch books to

express feelings about a

subject and to describe likes

and dislikes.

• To make notes in their sketch

books about techniques used

by artists.

• To suggest improvements to

their work by keeping notes in

their sketch books.


• To add onto their work to

create texture and shape.

• To work with life size

materials.

• To create pop-ups.

• To use more than one type of

stitch.

• To join fabric together to form

a quilt using padding.

• To use sewing to add detail to

a piece of work.

• To add texture to a piece of

work.

• To cut very accurately.

• To overlap materials.

• To experiment using different

colours.

• To use mosaic.

• To use montage.

• To use the printed images they

take with a digital camera and

combine them with other

media to produce art work.

• To use IT programs to create a

piece of work that includes

their own work and that of

others (using web).

• To use the web to research an

artist or style of art.

• To compare the work of

different artists.

• To explore work from other

cultures.

• To explore work from other

periods of time.

• To begin to understand the

viewpoints of others by

looking at images of people

and understand how they are

feeling and what the artist is

trying to express in their work.

128

Year 3 Curriculum

Computing

E-safety in Years 3 and 4


• To understand the need for rules to keep them safe when exchanging

learning and ideas online.

• To recognise that information on the internet may not be accurate or

reliable and may be used for bias, manipulation or persuasion.

• To understand that the internet contains fact, fiction and opinion and

begin to distinguish between them.

• To use strategies to verify information, e.g. cross-checking.

• To understand the need for caution when using an internet search for

images and what to do if they find an unsuitable image.

• To understand that copyright exists on most digital images, video and

recorded music.

• To understand the need to keep personal information and passwords

private.

• To understand that if they make personal information available online it

may be seen and used by others.

• To know how to respond if asked for personal information or feel unsafe

about content of a message.

• To recognise that cyber bullying is unacceptable and will be sanctioned in

line with the school’s policy.

• To know how to report an incident of cyber bullying.

• To know the difference between online communication tools used in

school and those used at home.

• To understand the need to develop an alias for some public online use.

• To understand that the outcome of internet searches at home may be

different than at school.


• To recognise the difference between the work of others which has been

copied (plagiarism) and re-structuring and re-presenting materials in ways

which are unique and new.

• To begin to identify when emails should not be opened and when an

attachment may not be safe.

• To explain how to use email safely.

• To use different search engines.

129



• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them

into smaller parts

• use sequence, selection, and repetition in programs; work with variables and various forms of input and output

• use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

• understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for

communication and collaboration

• use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

• select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and

content, that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

• Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and

contact

130


Computing: Year 3


• To experiment with variables to control

models.

• To use 90 degree and 45 degree turns.

• To give an on-screen robot directional

instructions.

• To draw a square, rectangle and other regular

shapes on screen, using commands.

• To write more complex programs.

• To review images on a camera and delete

unwanted images.

• To experience downloading images from a

camera into files on the computer.

• To use photo editing software to crop photos

and add effects.

• To manipulate sound when using simple

recording story boarding.

• To use the email address book.

• To open and send an attachment.

Using the Internet Databases Presentation

• To find relevant information by browsing a

menu.

• To search for an image, then copy and paste

it into a document.

• To use ‘Save picture as‘ to save an image to

the computer.

• To copy and paste text into a document.

• To begin to use note making skills to decide

what text to copy.

• To input data into a prepared database.

• To sort and search a database to answer

simple questions.

• To use a branching database.

• To create a presentation that moves from

slide to slide and is aimed at a specific

audience.

• To combine text, images and sounds and

show awareness of audience.

• To know how to manipulate text, underline

text, centre text, change font and size and

save text to a folder.


• To search by keyword using a child friendly search engine.

• To bookmark a page into your favourites.

• To contribute to a class blog.

• To use repeat command in logo to create a pattern.

131

Year 3 Curriculum



Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of

designing and making. They should work in a range of relevant contexts, for example, the home, school, leisure, culture, enterprise, industry and the wider

environment.


Design

• use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or

groups

• generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces

and computer-aided design

Make

• select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately

• select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties

and aesthetic qualities

Evaluate

• investigate and analyse a range of existing products

• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

• understand how key events and individuals in design and technology have helped shape the world

Technical knowledge

• apply their understanding of how to strengthen, stiffen and reinforce more complex structures

• understand and use mechanical systems in their products, (for example as gears, pulleys, cams, levers and linkages)

• understand and use electrical systems in their products, (for example series circuits incorporating switches, bulbs, buzzers and motors)

• apply their understanding of computing to programme, monitor and control their products.

132


As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in

pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed

themselves and others affordably and well, now and in later life.


• understand and apply the principles of a healthy and varied diet

• prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

• understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

133



Year 3


ideas




• To show that their design meets a range of

requirements.

• To put together a step-by-step plan which

shows the order and also what equipment

and tools they need.

• To describe their design using an accurately

labelled sketch and words.

• To understand how realistic their plan is.

• To use equipment and tools accurately. • To explain what they changed which made

their design even better.

Breadth of study


• To choose the right

ingredients for a

product.

• To use equipment

safely.

• To make sure that

their product looks

attractive.

• To describe how their

combined ingredients

come together.

• To set out to grow

plants such as cress

and herbs from seed

with the intention of

using them for their

food product.

Textiles

• To join textiles of

different types in

different ways.

• To choose textiles

both for their

appearance and also

qualities.

Electrical and

mechanical

components

• To select the most

appropriate tools and

techniques to use for

a given task.


which uses both

electrical and

mechanical

components.

• To use a simple

circuit.

• To use a number of

components.

Stiff and flexible

sheet materials

• To use the most

appropriate materials.

• To work accurately to

make cuts and holes.

• To join materials.

Mouldable materials

• To select the most

appropriate materials.

• To use a range of

techniques to shape

and mould.

• To use finishing

techniques.

134

Year 3 Curriculum

Geography


Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the

location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical tools and skills to

enhance their locational and place knowledge.


Location knowledge

• locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental

regions, key physical and human characteristics, countries, and major cities

• name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical

features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

• identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and

Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Place knowledge

• understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a

European country, and a region within North or South America

135


Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include

the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical tools and skills to




• describe and understand key aspects of:

• physical geography, including: climate zones, biomes and vegetation belts, 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 including energy,

food, minerals and water


• use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

• use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of

the United Kingdom and the wider world

• use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and

graphs, and digital technologies.

136


Geography

Year 3


• To use correct geographical

words to describe a place and

the events that happen there.

• To identify key features of a

locality by using a map.

• To begin to use 4 figure grid

references.

• To accurately plot NSEW on a

map.

• To use some basic OS map

symbols.

• To make accurate

measurement of distances

within 100Km.

• To use maps and atlases

appropriately by using

contents and indexes.

• To describe how volcanoes

are created.

• To describe how earthquakes

are created.

• To confidently describe

physical features in a locality.

• To locate the Mediterranean

and explain why it is a popular

holiday destination.

• To recognise the 8 points of

the compass (N,NW, W, S, SW,

SE, E, NE).

• To describe how volcanoes

have an impact on people’s

lives.

• To confidently describe human

features in a locality.

• To explain why a locality has

certain human features.

• To explain why a place is like it

is.

• To explain how the lives of

people living in the

Mediterranean would be

different from their own.

• To name a number of

countries in the Northern

Hemisphere.

• To locate and name some of

the world’s most famous

volcanoes.

• To name and locate some well-

known European countries.

• To name and locate the capital

cities of neighbouring

European countries.

• To be aware of different

weather in different parts of

the world, especially Europe.


• To work out how long it would

take to get to a given

destination taking account of

the mode of transport.

• To explain why a locality has

certain physical features.

• To explain how people’s lives

vary due to weather.

• To name the two largest seas

around Europe.

137

Year 3 Curriculum

History


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. They

should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should

construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge

of the past is constructed from a range of sources and that different versions of past events may exist, giving some reasons for this.

In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview

and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.


Changes in Britain from the Stone Age to the Iron Age

This could include:

• late Neolithic hunter-gatherers and early farmers, e.g. Skara Brae

• Bronze Age religion, technology and travel, e.g. Stonehenge

• Iron Age hill forts: tribal kingdoms, farming, art and culture

The Roman Empire and its impact on Britain

This could include:

• Julius Caesar’s attempted invasion in 55-54 BC

• the Roman Empire by AD 42 and the power of its army

• successful invasion by Claudius and conquest, including Hadrian’s

Wall

• British resistance, e.g. Boudica

• “Romanisation” of Britain: sites such as Caerwent and the impact of

technology, culture and beliefs, including early Christianity

138



Britain’s settlement by Anglo-Saxons and Scots

This could include:

• Roman withdrawal from Britain in c. AD 410 and the fall of the western

Roman Empire

• Scots invasions from Ireland to north Britain (now Scotland)

• Anglo-Saxon invasions, settlements and kingdoms: place names and

village life

• Anglo-Saxon art and culture

• Christian conversion – Canterbury, Iona and Lindisfarne

The Viking and Anglo-Saxon struggle for the Kingdom of England to the

time of Edward the Confessor

This could include:

• Viking raids and invasion

• resistance by Alfred the Great and Athelstan, first king of England

• further Viking invasions and Danegeld

• Anglo-Saxon laws and justice

• Edward the Confessor and his death in 1066

A local history study

For example:

• a depth study linked to one of the British areas of study listed above

• a study over time tracing how several aspects of national history are

reflected in the locality (this can go beyond 1066)

• a study of an aspect of history or a site dating from a period beyond

1066 that is significant in the locality

A study of an aspect or theme in British history that extends pupils’

chronological knowledge beyond 1066

For example:

• the changing power of monarchs using case studies such as John,

Anne and Victoria

• changes in an aspect of social history, such as crime and punishment

from the Anglo-Saxons to the present or leisure and entertainment in

the 20th

Century

• the legacy of Greek or Roman culture (art, architecture or literature) on

later periods in British history, including the present day

• a significant turning point in British history, e.g. the first railways or the

Battle of Britain

139



The achievements of the earliest civilizations – an overview of where

and when the first civilizations appeared and a depth study of one of the

following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang

Dynasty of Ancient China.

Ancient Greece – a study of Greek life and achievements and their

influence on the western world.

A non-European society that provides contrasts with British history -

one study chosen from: early Islamic civilization, including a study of

Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c.

AD 900-1300.

140


History

Year 3


• To describe events and periods using the

words: BC, AD and decade.

• To describe events from the past using dates

when things happened.

• To describe events and periods using the

words: ancient and century.

• To use a timeline within a specific time in

history to set out the order things may have

happened.

• To use their mathematical knowledge to

work out how long ago events would have

happened.

• To appreciate that the early Brits would not

have communicated as we do or have eaten

as we do.

• To begin to picture what life would have

been like for the early settlers.

• To recognise that Britain has been invaded

by several different groups over time.

• To realise that invaders in the past would

have fought fiercely, using hand to hand

combat.

• To suggest why certain events happened as

they did in history.

• To suggest why certain people acted as they

did in history.

• To recognise the part that archaeologists

have had in helping us understand more

about what happened in the past.

• To use various sources of evidence to

answer questions.

• To use various sources to piece together

information about a period in history.

• To research a specific event from the past.

• To use their ‘information finding’ skills in

writing to help them write about historical

information.

• To, through research, identify similarities

and differences between given periods in

history.


• To set out on a timeline, within a given

period, what special events took place.

• To begin to recognise and quantify the

different time periods that exists between

different groups that invaded Britain.

• To begin to appreciate why Britain would

have been an important country to have

invaded and conquered.

• To appreciate that war/s would inevitably

have brought much distress and bloodshed.

• To have an appreciation that wars start for

specific reasons and can last for a very long

time.

• To appreciate that invaders were often away

from their homes for very long periods and

would have been ‘homesick’.

• To begin to use more than one source of

information to bring together a conclusion

about an historical event.

• To use specific search engines on the

Internet to help them find information more

rapidly.

141

Year 3 Curriculum

Languages

National Curriculum Requirements of Language at Key Stage 2 only

• Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. The teaching should

provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at Key Stage 3. It should enable

pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology,

grammatical structures and vocabulary.

• The focus of study in modern languages will be on practical communication. If an ancient language is chosen the focus will be to provide a linguistic foundation for

reading comprehension and an appreciation of classical civilisation. Pupils studying ancient languages may take part in simple oral exchanges, while discussion of

what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at key stage 3.


• listen attentively to spoken language and show understanding by joining in and responding

• explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

• engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*

• speak in sentences, using familiar vocabulary, phrases and basic language structures

• develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*

142



• present ideas and information orally to a range of audiences*

• read carefully and show understanding of words, phrases and simple writing

• appreciate stories, songs, poems and rhymes in the language

• broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

• write phrases from memory, and adapt these to create new sentences, to express ideas clearly

• describe people, places, things and actions orally* and in writing

• understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-

frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

The starred (*) content above will not be applicable to ancient languages.

143


Foreign Languages: Using the Languages Ladder

Listening Speaking Reading Writing

Early Stage Grade 1 - To understand a few familiar

spoken words and phrases.

- To say and repeat single

words in short and simple

phrases.

- To recognise and read out

a few familiar words and

phrases.

- To write or copy simple words or

symbols correctly.

Grade2 - To understand a range of familiar

spoken phrases.

- To answer simple

questions and give basic

information.

- To understand and read

out familiar written

phrases.

- To write one or two short sentences to a model.

- To fill in the words on a simple form.

Grade3 - To understand the main points

from a short spoken passage

made up of familiar language.

- To ask and answer simple

questions and talk about

their interests.

- To understand the main

points from a short written

text in clear printed script.

- To write a few short sentences

with support, using expressions

which have already been learnt.

On completing the early stage To able to understand a basic range of

everyday expressions relating to personal

details and needs. May need to listen

several times to get the information

needed, depending how fast the speaker

talks. Should have some understanding of

a few simple grammatical structures and

sentence patterns. To familiar with the

sound system of the language. To aware

how to address people both formally and

informally as appropriate.

To able to use basic range of

everyday expression relating to

personal details and needs.

Pronunciation may not always be

completely accurate but meaning

will be clear. To able to understand

and use a few simple grammatical

structures and sentence patterns.

To familiar with the sound system of

the language. To aware of how to

address people both formally and


To able to understand a basic range

of everyday expressions relating to

personal details and needs. Should

have some understanding of a few

simple grammatical structures and

sentence patterns. To familiar with

the writing system of the language.

To aware of how to address people

both formally and informally as

appropriate.

To able to use a basic range of everyday

expressions relating to personal details and

needs. Spelling may not always be

completely accurate but meaning will be

clear. To able to understand and use a few



writing system of the language. To aware of



Prelim Stage Grade

4

- To understand the main points

and some of the detail from a

spoken passage made up of

familiar language in simple

sentences.

- To take part in a simple

conversation and express

their own opinions.


points and some detail

from short written texts in

familiar contexts.

- To write a short text on a familiar

topic, adapting language which

they have already learned.

Grade

5


and opinions in spoken

passages made up of familiar

material from various contexts.

- To give a short prepared

talk, on a topic of their

choice, including

expressing their opinions.


points and opinions in

written texts from various

contexts.

- To write a short text on a range of

familiar topic, using simple

sentences.

144


Foreign Languages

Years 3 and 4

Listening and responding Speaking Reading and responding Writing

• To understand short

passages made up of

familiar language.

• To understand

instructions,

messages and

dialogues within

short passages.

• To identify and note

the main points and

give a personal

response on a

passage.

Spoken at near normal speed

with no interference. May need

short sections repeated.

• To have a short

conversation where they

are saying 2-3 things.

• To use short phrases to

give a personal response.

Although they use mainly memorised

language, they occasionally

substitute items of vocabulary to

vary the questions or statements.

• To read and understand

short texts using familiar

language.

• To identify and note the

main points and give a

personal response.

• To read independently.

• To use a bilingual dictionary

or glossary to look up new

words.

• To write 2-3 short sentences

on <a familiar topic>.

• To say what they like and

dislike about <a familiar

topic>.

They write short phrases from

memory and their spelling is readily

understandable.

145

Year 3 Curriculum

Music


Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and

manipulating ideas within musical structures and reproducing sounds from aural memory.


• play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

• improvise and compose music using the inter-related dimensions of music

• listen with attention to detail and recall sounds with increasing aural memory

• use and understand staff and other musical notations

• appreciate and understand a wide range of high-quality live and recorded music from different traditions and from great composers and musicians

• develop an understanding of the history of music.

146


Music

Year 3


• To sing in tune with expression.

• To control their voice when singing.

• To play clear notes on instruments.

• To use different elements in their

composition.

• To create repeated patterns with different

instruments.

• To compose melodies and songs.

• To create accompaniments for tunes.

• To combine different sounds to create a

specific mood or feeling.

• To improve their work; explaining how it has

improved.

• To use musical words (the elements of

music) to describe a piece of music and

compositions.

• To use musical words to describe what they

like and dislike.

• To recognise the work of at least one famous

composer.


• To work with a partner to create a piece of

music using more than one instrument.

• To understand metre in 2 and 3 beats; then 4

and 5 beats.

• To understand how the use of tempo can

provide contrast within a piece of music.

• To tell whether a change is gradual or

sudden.

• To identify repetition, contrasts and

variations.

147

Year 3 Curriculum

Physical Education



• perform dances using a range of movement patterns

148


Pupils should continue to implement and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of

movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical

activities and sports and learn how to evaluate and recognise their own success.


• use running, jumping, catching and throwing in isolation and in combination

• play competitive games, modified where appropriate, (for example badminton, basketball, cricket, football, hockey, netball, rounders and tennis) and apply basic

principles suitable for attacking and defending

• develop flexibility, strength, technique, control and balance, (for example through gymnastics and athletics)


• take part in outdoor and adventurous activity challenges both individually and within a team

• compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Swimming and water safety

All schools must provide swimming instruction either in Key Stage 1 or Key Stage 2.

In particular, pupils should be taught to:

• swim competently, confidently and proficiently over a distance of at least 25 metres

• use a range of strokes effectively, (for example front crawl, backstroke and breaststroke)

• perform safe self-rescue in different water-based situations.

149


Dance

Year 3

• To improvise freely, translating ideas from a stimulus into movement.

• To create dance phrases that communicate ideas.

• To share and create phrases with a partner and in small groups.

• To repeat, remember and perform these phrases in a dance.

• To use dynamic, rhythmic and expressive qualities clearly and with control.

• To understand the importance of warming-up and cooling-down.

• To recognise and talk about the movements used and the expressive qualities of dance.

• To suggest improvements to their own and other people’s dances.


• To use a wide range of movements when improvising.

• To choose appropriate movements to express the idea, mood and feeling of a dance.

• To take the lead when creating dances with a partner or in a group.

• To show a greater understanding of how to compose dance phrases.

• To show greater fluency and control in their movements.

• To interpret rhythm well, using a range of musical accompaniments.

• To interpret and express their thoughts clearly when talking about dance.

• To make appropriate suggestions about how work could be improved.

150


Physical Education

Year 3

Acquiring and developing

skills Evaluating and improving Health and fitness

Dance


• To select and use the most

appropriate skills, actions or

ideas.

• To move and use actions with

co-ordination and control.

• To explain how their work is

similar and different from that

of others.

• With help, to recognise how

performances could be

improved.

• To explain why it is important

to warm-up and cool-down.

• To identify some muscle

groups used in gymnastic

activities.

• To improvise freely,

translating ideas from a

stimulus into movement.

• To share and create phrases

with a partner and in small

groups.

• To repeat, remember and

perform these phrases in a

dance.

Games Gymnastics Athletics

Outdoor/

adventurous

• To throw and catch with

control when under limited

pressure.

• To be aware of space and use

it to support team-mates and

cause problems for the

opposition.

• To know and use rules fairly

to keep games going.

• To keep possession with

some success when using

equipment that is not used for

throwing and catching skills.

• To use a greater number of

their own ideas for movement

in response to a task.

• To adapt sequences to suit

different types of apparatus

and their partner’s ability.

• To explain how strength and

suppleness affect

performances.

• To compare and contrast

gymnastic sequences,

commenting on similarities

and differences.

• To run at fast, medium and

slow speeds, changing speed

and direction.

• To link running and jumping

activities with some fluency,

control and consistency.

• To make up and repeat a short

sequence of linked jumps.

• To take part in a relay activity,

remembering when to run and

what to do.

• To throw a variety of objects,

changing their action for

accuracy and distance.

• To follow a map in a familiar

context.

• To move from one location to

another following a map.

• To use clues to follow a route.

• To follow a route safely.

151

Year 3 Curriculum

PSHE


152

Year 3 Curriculum


153


Autumn Subject: Science Please refer to Focus Education Yearly overview for ‘Working Scientifically’

Subject: Art and Design

Subject: Computing


Rocks To compare and group together different rocks on the basis of their appearance and simple physical properties. To describe and explain how different rocks can be useful to us. To describe and explain the differences between sedimentary and igneous rocks, considering the way they are formed. To describe in simple terms how fossils are formed when things that have lived are trapped within rock. To recognise that soils are made from rocks and organic matter. Challenging To classify igneous and sedimentary rocks. To begin to relate the properties of rocks with their uses. Animals including humans To explain the importance of a nutritionally balanced diet. To describe how nutrients, water and oxygen are transported within animals and humans. To identify that animals, including humans, cannot make their own food: they get nutrition from what they eat. To describe and explain the skeletal system of a human. To describe and explain the muscular system of a human. Challenging To explain how the muscular and skeletal systems work together to create movement. To classify living things and non-living things by a number of characteristics that they have thought of. To explain how people, weather and the environment can affect living things. To explain how certain living things depend on one another to survive.

Sketchbooks To use their sketch books to express feelings about a subject and to describe likes and dislikes. To make notes in their sketch books about techniques used by artists. To suggest improvements to their work by keeping notes in their sketch books. Drawing To show facial expressions in their drawings. To use their sketches to produce a final piece of work. To write an explanation of their sketch in notes. To use different grades of pencil shade, to show different tones and texture. 3D To add onto their work to create texture and shape. To work with life size materials. To add texture to a piece of work. To begin to sculpt clay and other mouldable materials.

E-Safety Knowledge & understanding To understand the need for rules to keep them safe when exchanging learning and ideas online. To recognise that information on the internet may not be accurate or reliable and may be used for bias, manipulation or persuasion. To understand that the internet contains fact, fiction and opinion and begin to distinguish between them. To use strategies to verify information, e.g. cross-checking. To understand the need for caution when using an internet search for images and what to do if they find an unsuitable image. To understand that copyright exists on most digital images, video and recorded music. To understand the need to keep personal information and passwords private. To understand that if they make personal information available online it may be seen and used by others. To know how to respond if asked for personal information or feel unsafe about content of a message. To recognise that cyber bullying is unacceptable and will be sanctioned in line with the school’s policy. To know how to report an incident of cyber bullying. To know the difference between online communication tools used in school and those used at home. To understand the need to develop an alias for some public online use. To understand that the outcome of internet searches at home may be different than at school. Skills To follow the school’s safer internet rules. To recognise the difference between the work of others which has been copied (plagiarism) and re-structuring and re-presenting materials in ways which are unique and new. To begin to identify when emails should not be opened and when an attachment may not be safe. To explain how to use email safely. To use different search engines.

Developing, planning and communicating ideas To show that their design meets a range of requirements. To put together a step-by-step plan which shows the order and also what equipment and tools they need. To describe their design using an accurately labelled sketch and words. To understand how realistic their plan is. Working with tools, equipment, materials and components to make quality products To use equipment and tools accurately Evaluating processes and products To explain what they changed which made their design even better. Mouldable materials To select the most appropriate materials. To use a range of techniques to shape and mould. To use finishing techniques.

154

Using the Internet To find relevant information by browsing a menu. To search for an image, then copy and paste it into a document. To use ‘Save picture as‘ to save an image to the computer. To copy and paste text into a document. To begin to use note making skills to decide what text to copy. Challenging To search by keyword using a child friendly search engine. To bookmark a page into your favourites.

Subject: Geography

Subject: History

Subject: Languages

Subject: Physical Education

Chronological understanding To describe events and periods using the words: BC, AD and decade. To describe events from the past using dates when things happened. To describe events and periods using topic specific vocabulary e.g. late Neolithic, hunter-gatherers, Bronze Age, Iron Age, tribal kingdoms To use a timeline within a specific time in history to set out the order things may have happened. To use their mathematical knowledge to work out how long ago events would have happened. Knowledge and interpretation To appreciate that the early Brits would not have communicated as we do or have eaten as we do. To begin to picture what life would have been like for the early settlers. To suggest why certain events happened as they did in history. To suggest why certain people acted as they did in history. Historical enquiry To recognise the part that archaeologists have had in helping us understand more about what happened in the past. To use various sources of evidence to answer questions. To use various sources to piece together information about a period in history. To research a specific event from the past. To use their ‘information finding’ skills in writing to help them write about historical information. To, through research, identify similarities and differences between given periods in history.

Objectives for the whole year from the Languages Ladder (Grade 1-3) Listening and responding To understand a few familiar spoken words and phrases. To understand a range of familiar spoken phrases. To understand the main points from a short spoken passage made up of familiar language.

Speaking To say and repeat single words in short and simple phrases. To answer simple questions and give basic information. To ask and answer simple questions and talk about their interests. Reading and responding To recognise and read out a few familiar words and phrases. To understand and read out familiar written phrases. To understand the main points from a short written text in clear printed script. Writing To write or copy simple words or symbols correctly. To write one or two short sentences to a model. To fill in the words on a simple form. To write a few short sentences with support, using expressions which have already been learnt.

Acquiring and developing skills To select and use the most appropriate skills, actions or ideas. To move and use actions with co-ordination and control. Evaluating and improving To explain how their work is similar and different from that of others. With help, to recognise how performances could be improved. Health and Fitness To explain why it is important to warm-up and cool-down. To identify some muscle groups used in activities. Dance To improvise freely, translating ideas from a stimulus into movement. To create dance phrases that communicate ideas. To share and create phrases with a partner and in small groups. To repeat, remember and perform these phrases in a dance. To use dynamic, rhythmic and expressive qualities clearly and with control. To understand the importance of warming-up and cooling-down. To recognise and talk about the movements used and the expressive qualities of dance. To suggest improvements to their own and other people’s dances. Challenging To use a wide range of movements when improvising.

155

To begin to use more than one source of information to bring together a conclusion about an historical event. To use specific search engines on the Internet to help them find information more rapidly.

To choose appropriate movements to express the idea, mood and feeling of a dance. To take the lead when creating dances with a partner or in a group. To show a greater understanding of how to compose dance phrases To show greater fluency and control in their movements To interpret rhythm well, using a range of musical accompaniments To interpret and express their thoughts clearly when talking about dance. To make appropriate suggestions about how work could be improved. Games To throw and catch with control when under limited pressure. To be aware of space and use it to support team-mates and cause problems for the opposition. To know and use rules fairly to keep games going. To keep possession with some success when using equipment that is not used for throwing and catching skills.

156

Spring

Subject: Science Please also refer to Focus Education Yearly overview for ‘Working Scientifically’


Subject: Computing


Animals including humans (cont) To explain the importance of a nutritionally balanced diet. To describe how nutrients, water and oxygen are transported within animals and humans. To identify that animals, including humans, cannot make their own food: they get nutrition from what they eat. To describe and explain the skeletal system of a human. To describe and explain the muscular system of a human. Challenging To explain how the muscular and skeletal systems work together to create movement. To classify living things and non-living things by a number of characteristics that they have thought of. To explain how people, weather and the environment can affect living things. To explain how certain living things depend on one another to survive. Plants To identify and describe the functions of different

parts of flowering plants. (roots, stem/trunk, leaves

and flowers).

To explore the requirement of plants for life and

growth (air, light, water, nutrients from soil, and room

to grow).

To explain how they vary from plant to plant.

To investigate the way in which water is transported

within plants.

To explore the part that flowers play in the life cycle

of flowering plants, including pollination, seed

formation and seed dispersal.

Challenging

To classify a range of common plants according to

many criteria (environment found, size, climate

required, etc.).

Sketchbooks To use their sketch books to express feelings about a subject and to describe likes and dislikes. To make notes in their sketch books about techniques used by artists. To suggest improvements to their work by keeping notes in their sketch books. Drawing To show facial expressions in their drawings. To use their sketches to produce a final piece of work. To write an explanation of their sketch in notes. To use different grades of pencil shade, to show different tones and texture. Painting To predict with accuracy the colours that they mix. To know where each of the primary and secondary colours sits on the colour wheel. To create a background using a wash. To use a range of brushes to create different effects. Knowledge To compare the work of different artists. To explore work from other cultures. To explore work from other periods of time. To begin to understand the viewpoints of others by looking at images of people and understand how they are feeling and what the artist is trying to express in their work.

E-Safety As Autumn Algorithms and Programs To experiment with variables to control models. To use 90 degree and 45 degree turns. To give an on-screen robot directional instructions. To draw a square, rectangle and other regular shapes on screen, using commands. To write more complex programs.

Challenging To use repeat command in logo to create a pattern. Databases To input data into a prepared database. To sort and search a database to answer simple questions. To use a branching database.

Developing, planning and communicating ideas To show that their design meets a range of requirements. To put together a step-by-step plan which shows the order and also what equipment and tools they need. To describe their design using an accurately labelled sketch and words. To understand how realistic their plan is. Working with tools, equipment, materials and components to make quality products To use equipment and tools accurately Evaluating processes and products To explain what they changed which made their design even better. Stiff and flexible sheet materials To use the most appropriate materials. To work accurately to make cuts and holes. To join materials.

157

Subject: Geography

Subject: History

Subject: Languages


Geographical Enquiry To use correct geographical words to describe a place and the events that happen there. To identify key features of a locality by using a map. To begin to use 4 figure grid references. To accurately plot NSEW on a map. To use some basic OS map symbols. To make accurate measurement of distances within 100Km. Challenging To work out how long it would take to get to a given destination taking account of the mode of transport. Physical geography To use maps and atlases appropriately by using contents and indexes. To confidently describe physical features in a locality. To locate the Caribbean and explain why it is a popular holiday destination. To recognise the 8 points of the compass (N,NW, W, S, SW, SE, E, NE). Human geography To confidently describe human features in a locality. To explain why a locality has certain human features. To explain why a place is like it is. To explain how the lives of people living in the Caribbean would be different from their own. Challenging) To explain how people’s lives vary due to weather. Geographical knowledge To name a number of countries in the Northern Hemisphere.

Objectives for the whole year from the Languages Ladder (Grade 1-3) Listening and responding

To understand a few familiar spoken words and

phrases.

To understand a range of familiar spoken phrases.

To understand the main points from a short spoken

passage made up of familiar language.

Speaking

To say and repeat single words in short and simple

phrases.

To answer simple questions and give basic

information.

To ask and answer simple questions and talk about

their interests.

Reading and responding To recognise and read out a few familiar words and

phrases.

To understand and read out familiar written phrases.

To understand the main points from a short written


Writing To write or copy simple words or symbols correctly.

To write one or two short sentences to a model.

To fill in the words on a simple form.

To write a few short sentences with support, using

expressions which have already been learnt.

Acquiring and developing skills

To select and use the most appropriate skills, actions

or ideas.

To move and use actions with co-ordination and

control.

Evaluating and improving

To explain how their work is similar and different from

that of others.

With help, to recognise how performances could be

improved.

Health and Fitness To explain why it is important to warm-up and cool-down. To identify some muscle groups used in activities.

Gymnastics

To use a greater number of their own ideas for

movement in response to a task.

To adapt sequences to suit different types of

apparatus and their partner’s ability.

To explain how strength and suppleness affect

performances.

To compare and contrast gymnastic sequences,

commenting on similarities and differences

Games

To throw and catch with control when under limited

pressure.

To be aware of space and use it to support team-

mates and cause problems for the opposition.

To know and use rules fairly to keep games going.

To keep possession with some success when using

equipment that is not used for throwing and catching

skills.

158

Summer

Subject: Science Please refer to Focus Education Yearly overview for ‘Working Scientifically’


Subject: Computing


Light To recognise that they need light in order to see things. To recognise that dark is the absence of light. To notice that light is reflected from surfaces. To recognise that light from the sun can be dangerous and that there are ways to protect their eyes. To recognise that shadows are formed when the light from a light source is blocked by a solid object. To find patterns in the way that the size of shadows change. Challenging To explain why lights need to be bright or dimmer according to need. To explain the difference between transparent, translucent and opaque. To explain why lights need to be bright or dimmer according to need. To make a bulb go on and off. To say what happens to the electricity when more batteries are added. To explain why their shadow changes when the light source is moved closer or further from the object. Forces and magnets To compare how things move on different surfaces. To observe that magnetic forces can be transmitted without direct contact. To observe how some magnets attract or repel each other. To classify which materials are attracted to magnets and which are not. To notice that some forces need contact between two objects, but magnetic forces can act at a distance. To compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet. To identify some magnetic materials. To describe magnets have having two poles (N & S). To predict whether two magnets will attract or repel each other depending on which poles are facing. Challenging To investigate the strengths of different magnets and find fair ways to compare them.

Sketchbooks To use their sketch books to express feelings about a subject and to describe likes and dislikes. To make notes in their sketch books about techniques used by artists. To suggest improvements to their work by keeping notes in their sketch books. Drawing To show facial expressions in their drawings. To use their sketches to produce a final piece of work. To write an explanation of their sketch in notes. To use different grades of pencil shade, to show different tones and texture. Collage To cut very accurately. To overlap materials. To experiment using different colours. To use mosaic. To use montage. To use ceramic mosaic. To combine visual and tactile qualities.

E-Safety As Autumn Data Retrieving and Organising To review images on a camera and delete unwanted images. To experience downloading images from a camera into files on the computer. To use photo editing software to crop photos and add effects. To manipulate sound when using simple recording

story boarding.

Presentation To create a presentation that moves from slide to slide and is aimed at a specific audience. To combine text, images and sounds and show awareness of audience. To know how to manipulate text, underline text, centre text, change font and size and save text to a folder.

Developing, planning and communicating ideas To show that their design meets a range of requirements. To put together a step-by-step plan which shows the order and also what equipment and tools they need. To describe their design using an accurately labelled sketch and words. To understand how realistic their plan is. Working with tools, equipment, materials and components to make quality products To use equipment and tools accurately Evaluating processes and products To explain what they changed which made their design even better.

Cooking and nutrition To choose the right ingredients for a product. To use equipment safely. To make sure that their product looks attractive. To describe how their combined ingredients come together. To set out to grow plants such as cress and herbs from seed with the intention of using them for their food product

159

Subject: Geography

Subject: History

Subject: Languages


Geographical Enquiry To use correct geographical words to describe a place and the events that happen there. To identify key features of a locality by using a map. To begin to use 4 figure grid references. To accurately plot NSEW on a map. To use some basic OS map symbols. Challenging To work out how long it would take to get to a given destination taking account of the mode of transport. Physical geography To use maps and atlases appropriately by using contents and indexes. To describe how volcanoes are created. To describe how earthquakes are created. To confidently describe physical features in a locality. To locate the Mediterranean and explain why it is a popular holiday destination. Challenging To explain why a locality has certain physical features. Human geography To describe how volcanoes have an impact on people’s lives. To confidently describe human features in a locality. To explain why a locality has certain human features. To explain why a place is like it is. To explain how the lives of people living in the Mediterranean would be different from their own. Challenging To explain how people’s lives vary due to weather. Geographical knowledge To name a number of countries in the Northern Hemisphere. To locate and name some of the world’s most famous volcanoes. To name and locate some well-known European countries. To name and locate the capital cities of neighbouring European countries. To be aware of different weather in different parts of the world, especially Europe. Challenging To name the two largest seas around Europe.

Chronological understanding To describe events and periods using the words: BC, AD and decade. To describe events from the past using dates when things happened. To describe events and periods using topic specific vocabulary e.g. Empire, invasion, resistance, army. To use a timeline within a specific time in history to set out the order things may have happened. To use their mathematical knowledge to work out how long ago events would have happened. To begin to recognise and quantify the different time periods that exist between different groups that invaded Britain. Knowledge and interpretation To begin to picture what life would have been like for the early settlers. To recognise that Britain has been invaded by several different groups over time. To realise that invaders in the past would have fought fiercely, using hand to hand combat. To suggest why certain events happened as they did in history. To suggest why certain people acted as they did in history. To begin to appreciate why Britain would have been an important country to have invaded and conquered. Historical enquiry To recognise the part that archaeologists have had in helping us understand more about what happened in the past. To use various sources of evidence to answer questions. To use various sources to piece together information about a period in history. To research a specific event from the past. To use their ‘information finding’ skills in writing to help them write about historical information. To, through research, identify similarities and differences between given periods in history. To begin to use more than one source of information to bring together a conclusion about an historical event. To use specific search engines on the Internet to help them find information more rapidly.

Objectives for the whole year from the Languages Ladder (Grade 1-3) Listening and responding

To understand a few familiar spoken words and

phrases.

To understand a range of familiar spoken phrases.

To understand the main points from a short spoken

passage made up of familiar language.

Speaking

To say and repeat single words in short and simple

phrases.

To answer simple questions and give basic

information.

To ask and answer simple questions and talk about

their interests.

Reading and responding

To recognise and read out a few familiar words and

phrases.

To understand and read out familiar written phrases.

To understand the main points from a short written


Writing

To write or copy simple words or symbols correctly.





Acquiring and developing skills

To select and use the most appropriate skills, actions

or ideas.

To move and use actions with co-ordination and

control.

Evaluating and improving

To explain how their work is similar and different from

that of others.

With help, to recognise how performances could be

improved.

Health and Fitness To explain why it is important to warm-up and cool-down. To identify some muscle groups used in activities.

Athletics To run at fast, medium and slow speeds, changing speed and direction. To link running and jumping activities with some fluency, control and consistency. To make up and repeat a short sequence of linked jumps. To take part in a relay activity, remembering when to run and what to do. To throw a variety of objects, changing their action for accuracy and distance.

160


Autumn



Subject Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Week 15

Literacy

Text: Poems by Grace Nichols Unit:

Text: Stone Girl, Bone Girl Units: Novel as a theme Playscripts Recount: biography Discussion

Text: The Frog Prince Units: Recount: diaries

Text: Life of Anthony Browne Unit: Recount: Biography

Text: Into the Forest Units: Stories by the same author Playscripts Persuasive letter

Texts: Range of different fairy tales Unit: Fairy tales/folk tales

Maths Mental addition

and subtraction


Mental addition

and subtraction

Mental multiply

and division

Measures Time

Geometry 3D Shape


Mental addition

and subtract

Mental multiply

and division

Fractions

Assess and Review

Measures Money

Addition

and Subtract

Measures

Capacity Length

Place Value

Mental addition

and subtraction

Mental multiply

and division

Mental addition

and subtract

Problem Solving

Assess And

Review

Teaching to gaps

from assess

Teaching to gaps

from assess

Science

Rocks 2 hours per week

Animals, including humans / Learning about Scientists e.g. John Boyd Orr 2 hours per week

Cross curricular links

Art and design

Clay- Sculpture Combined with Design technology

1 hour per week

161

Computing Understanding and Using Technology Safely

1 hour per week Design and technology

DT mouldable materials Combined with Design technology

1 hour per week Geography

History Changes in Britain from the Stone Age to the Iron Age

3 hour per week

Languages Bengali 0.5 hours per week

(Each class 1 hour a week for half a year) Music Music/ Singing Assemblies:

Musical elements: Duration and Dynamics. Song themes: Rounds, Harmonies, Autumn songs, Traditional songs

Thames Music lessons: Recorders



Song themes: Christmas songs, Pop and modern songs, Historical songs Thames Music lessons: Recorders

PE/ Dance Invasion games 1 hour per week

Striking and fielding

1 hour per week RE Believing in Tower Hamlets:

What different beliefs can we find in our area? 0.5 hour per week

PSHE Myself and My Relationships Beginning and Belonging

0.5 hour per week

Myself and My Relationships Anti – bullying

(0.5 hour per week)

Myself and My Relationships My Emotions

0.5 hour per week Additional units of work


Soanes Centre trip Stone Age Workshop

162

Spring



Subject Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Literacy Text: Ice Palace Units: Mystery Instructions Non-chronological report

Text: Gregory Cool Units: Non chronological report Instruction texts

Texts: Shape poems, calligrams, rhyming couplets Units: Poems with a structure

Mathematics Mental addition and subtraction


Mental



Measures

Time Geometry 3D Shape


Mental



Written addition


Written addition

Measures

Time


Mental



Written

multiplication

Assessment

Science Animals, including humans (cont) 2 hours per week

Plants 2 hours per week

Cross curricular links

Art and design Drawing and Sketchbooks / Painting Matisse

1 hour per week

Computing

Computer Programming and Computer Games


Structures Houses and Homes

1 hour per week

Geography Study a region of the UK: London Link to Gregory Cool

2 hours per week

163

History


(Each class 1 hour a week for half a year) Music Music/Singing Assemblies:

Musical elements: Tempo, Timbre and Texture. Song themes: Rounds, Harmonies, Foreign language songs, Cultural songs,

Songs from musicals






PE/ Dance Gymnastics

1 hour per week

Invasion games 2 1 hour per week

RE Learning from Islam: Keeping 5 Pillars: What difference does it make?

0.5 hours per week PSHE Citizenship

Diversity and Communities 0.5 hr per week

Healthy and Safer Lifestyles Drug Education 0.5 hr per week



Natural History Museum

164

Summer



Subject Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Literacy Text: How a Dog/ Dinosaur/Pirate Really Works Unit: Explanations

Texts: Aesop’s Fables by Michael Rosen/ Michael Morpurgo Units: Fables

Text: The Egg Units: Discussion Recount: Diary Entry Instructions Playscripts

Text: Janet and Allan Ahlberg poems e.g. Please Mrs Butler Unit: Classic poetry for performance


and subtraction

fractions

Mental multiply

and division

Written multiply

Mental multiply

and division

Written multiply

and division

Statistics

Measure Mass

Mental addition

and subtraction

Written addition

Assessment Written addition Mental

subtraction

Written addition

and subtraction

Mental addition

and subtraction

Geometry 2D shape

Measures

Time

Written multiply

and division Mental multiply

and division fractions

Mental and written addition

and subtraction

Mental and

written multiply

and division

Assess and review

Assess and review

Science

Forces and Magnets 2 hours per week

Light 2 hours per week

Cross curricular topic

Art and design

Collage (Mosaics) Sketchbooks + Drawing

1 hour per week Computing Control systems, Data Logging and Robots

Data Retrieval and Presentation 1 hour per week


Cooking and Nutrition 1 hour per week

165

Geography Volcanoes, Earthquakes Europe Link to Romans Empire through Pompeii

1 hour per week History The Roman Empire and

its impact on Britain 1 hour week


(Each class 1 hour a week for half a year) Music Music/Singing Assemblies:

Musical elements: Pitch and Structure Song themes: Rounds, Harmonies, Pop and Modern songs




Song themes: Cultural songs, Foreign language songs, Summer songs Thames Music lessons: Recorders

PE/ Dance Athletics 1 1 hour per week

Athletics 2 1 hour per week

RE Does a beautiful world mean there is a wonderful God?

Creation stories (Christian, Jewish) 0.5 hours per week

PSHE Healthy and Safer Lifestyles Personal Safety

0.5 hours per week

Healthy and Safer Lifestyles Healthy Lifestyles

inc Growing and Changing 0.5 hours per week

Myself and My Relationships Managing Change

0.5 hours per week



British Museum Roam Workshop

166

Year 4 Curriculum


Literacy

See Unit Plans

167

Year 4 Curriculum

Mathematics

See Unit Plans

168

Year 4 Curriculum

Science



Year 4


• To set up a simple fair test to make

comparisons.

• To plan a fair test and isolate variables,

explaining why it was fair and which

variables have been isolated.

• To suggest improvements and predictions.

• To decide which information needs to be

collected and decide which is the best way

for collecting it.

• To use their findings to draw a simple

conclusion.

• To take measurements using different

equipment and units of measure and

record what they have found in a range of

ways.

• To make accurate measurements using

standard units.

• To explain their findings in different ways

(display, presentation, writing).

• To find any patterns in their evidence or

measurements.

• To make a prediction based on something

they have found out.

• To evaluate what they have found using

scientific language, drawings, labelled

diagrams, bar charts and tables.

• To use straightforward scientific evidence

to answer questions or to support their

findings.

• To identify differences, similarities or

changes related to simple scientific ideas

or processes.


• To plan and carry out an investigation by

controlling variables fairly and accurately.

• To use test results to make further

predictions and set up further comparative

tests.

• To record more complex data and results

using scientific diagrams, classification

keys, tables, bar charts, line graphs and

models.

• To report findings from investigations

through written explanations and

conclusions.

• To use a graph or diagram to answer

scientific questions.

169


Living Things, their Habitats and Animals, including humans

Year 4

Animals, including humans Living Things and their Habitats

• To identify and name the basic parts of the digestive system in

humans.

• To describe the simple functions of the basic parts of the digestive

system in humans.

• To identify the simple function of different types of teeth in humans.

• To compare the teeth of herbivores and carnivores.

• To explain what a simple food chain shows.

• To construct and interpret a variety of food chains, identifying

producers, predators and prey.

• To recognise that living things can be grouped in a variety of ways.

• To explore and use a classification key to group, identify and name a

variety of living things. (plants, vertebrates, invertebrates)

• To compare the classification of common plants and animals to living

things found in other places. (under the sea, prehistoric)

• To recognise that environments can change and this can sometimes

pose a danger to living things.


• To classify living things and non-living things by a number of

characteristics that they have thought of.

• To explain how people, weather and the environment can affect living

things.

• To explain how certain living things depend on one another to survive.

• To give reasons for how they have classified animals and plants,

using their characteristics and how they are suited to their

environment.

• To explore the work of pioneers in classification. (e.g. Carl Linnaeus)

• To name and group a variety of living things based on feeding

patterns. (producer, consumer, predator, prey, herbivore, carnivore,

omnivore)

170


States of Matter

Year 4

States of Matter

• To compare and group materials together, according to whether they are solids, liquids or gases.

• To explain what happens to materials when they are heated or cooled.

• To measure or research the temperature at which different materials change state in degrees Celsius.

• To use measurements to explain changes to the state of water.

• To identify the part that evaporation and condensation has in the water cycle.

• To associate the rate of evaporation with temperature.


• To group and classify a variety of materials according to the impact of temperature on them.

• To explain what happens over time to materials such as puddles on the playground or washing hanging on a line.

• To relate temperature to change of state of materials.

171


Sound and Electricity

Year 4

Sound Electricity

• To describe a range of sounds and explain how they are made.

• To associate some sounds with something vibrating.

• To compare sources of sound and explain how the sounds differ.

• To explain how to change a sound (louder/softer).

• To recognise how vibrations from sound travel through a medium to a ear.

• To find patterns between the pitch of a sound and features of the object that

produce it.

• To find patterns between the volume of the sound and the strength of the

vibrations that produced it.

• To recognise that sounds get fainter as the distance from the sound source

increases.

• To explain how you could change the pitch of a sound.

• To investigate how different materials can affect the pitch and volume of

sounds.

• To identify common appliances that run on electricity.

• To construct a simple series electric circuit.

• To identify and name the basic part in a series circuit, including cells, wires,

bulbs, switches and buzzers.

• To identify whether or not a lamp will light in a simple series circuit, based

on whether or not the lamp is part of a complete loop with a battery.

• To recognise that a switch opens and closes a circuit.

• To associate a switch opening with whether or not a lamp lights in a simple

series circuit.

• To recognise some common conductors and insulators.

• To associate metals with being good conductors.


• To explain why sound gets fainter or louder according to the distance.

• To explain how pitch and volume can be changed in a variety of ways.

• To work out which materials give the best insulation for sound.

• To explain how a bulb might get lighter.

• To recognise if all metals are conductors of electricity.

• To work out which metals can be used to connect across a gap in a circuit.

• To explain why cautions are necessary for working safely with electricity.

172

Year 4 Curriculum

Art








173


Art

Year 4


• To begin to show facial

expressions and body

language in their sketches.

• To identify and draw simple

objects, and use marks and

lines to produce texture.

• To organise line, tone, shape

and colour to represent figures

and forms in movement.

• To show reflections.

• To explain why they have

chosen specific materials to

draw with.

• To create all the colours they

need.

• To create mood in their

paintings.

• To successfully use shading to

create mood and feeling.

• To print using at least four

colours.

• To create an accurate print

design.

• To print onto different

materials.


express their feelings about

various subjects and outline

likes and dislikes.

• To produce a montage all

about themselves.


adapt and improve their

original ideas.

• To keep notes about the

purpose of their work in their

sketch books.


• To experiment with and

combine materials and

processes to design and make

3D form.

• To begin to sculpt clay and

other mouldable materials.

• To use early textile and sewing

skills as part of a project.

• To use ceramic mosaic.

• To combine visual and tactile

qualities.

• To present a collection of their

work on a slide show.

• To create a piece of art work

which includes the integration

of digital images they have

taken.

• To combine graphics and text

based on their research.

• To experiment with different

styles which artists have used.

• To explain art from other

periods of history.

174

Year 4 Curriculum

Computing



• To understand the need for rules to keep them safe when exchanging

learning and ideas online.

• To recognise that information on the internet may not be accurate or

reliable and may be used for bias, manipulation or persuasion.

• To understand that the internet contains fact, fiction and opinion and

begin to distinguish between them.

• To use strategies to verify information, e.g. cross-checking.

• To understand the need for caution when using an internet search for

images and what to do if they find an unsuitable image.

• To understand that copyright exists on most digital images, video and

recorded music.

• To understand the need to keep personal information and passwords

private.

• To understand that if they make personal information available online it

may be seen and used by others.

• To know how to respond if asked for personal information or feel unsafe

about content of a message.

• To recognise that cyber bullying is unacceptable and will be sanctioned in

line with the school’s policy.

• To know how to report an incident of cyber bullying.

• To know the difference between online communication tools used in

school and those used at home.

• To understand the need to develop an alias for some public online use.

• To understand that the outcome of internet searches at home may be

different than at school.


• To recognise the difference between the work of others which has been

copied (plagiarism) and re-structuring and re-presenting materials in ways

which are unique and new.

• To begin to identify when emails should not be opened and when an

attachment may not be safe.

• To explain how to use email safely.

• To use different search engines.

175




into smaller parts









contact

176


Computing:

Year 4


• To use repeat instructions to draw regular

shapes on screen, using commands.

• To experiment with variables to control

models.

• To make turns specifying the degrees.

• To give an on-screen robot specific

directional instructions that takes them from

x to y.

• To make accurate predictions about the

outcome of a program they have written.

• To capture images using webcams, screen

capture, scanning, visualiser and internet.

• To choose images and download into a file.

• To download images from the camera into

files on the computer.

• To copy graphics from a range of sources

and paste into a desktop publishing program.

• To appreciate the benefits of ICT to send

messages and to communicate.

• To use the automatic spell checker to edit

spellings.


• To use a search engine to find a specific

website.

• To use note-taking skills to decide which text

to copy and paste into a document.

• To use tabbed browsing to open two or more

web pages at the same time.

• To open a link to a new window.

• To open a document (PDF) and view it.

• To input data into a prepared database.

• To sort and search a database to answer

simple questions.

• To recognise what a spread sheet is.

• To use the terms ‘cells’, ‘rows’ and ‘columns’.

• To enter data, highlight it and make bar

charts.

• To create a lengthy presentation that moves

from slide to slide and is aimed at a specific

audience.

• To insert sound recordings into a multi media

presentation.

• To know how to manipulate text, underline

text, centre text, change font and size and

save text to a folder.


• To use photo editing software to crop photographs and add effects.

• To copy and paste the graph/bar chart and use it in a WP document.

• To use animation in their presentation.

177

Year 4 Curriculum

Design and Technology National Curriculum Requirements of DT at Key Stage 2


and making. They should work in a range of relevant contexts, for example, the home, school, leisure, culture, enterprise, industry and the wider environment.


Design


groups



Make




Evaluate



• understand how key events and individuals in design and technology have helped shape the world technical knowledge





178






understand and apply the principles of a healthy and varied diet

prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

179



Year 4


ideas




• To come up with at least one idea about how

to create their product.

• To take account of the ideas of others when

designing.

• To produce a plan and explain it to others.

• To suggest some improvements and say

what was good and not so good about their

original design.

• To tell if their finished product is going to be

good quality.

• To be conscience of the need to produce

something that will be liked by others.

• To show a good level of expertise when using

a range of tools and equipment.

• To work at their product even though their

original idea might not have worked.

• To think of how they will check if their design

is successful.

• To begin to explain how they can improve

their original design.

• To evaluate their product, thinking of both

appearance and the way it works.

• To take time to consider how they could have

made their idea better.

Breadth of study


• To know what to do to

be hygienic and safe.

• To think what they

can do to present

their product in an

interesting way.

Textiles

• To think what the

user would want

when choosing

textiles.

• To think about how to

make their product

strong.

• To devise a template.

• To explain how to join

things in a different

way.

Electrical and

mechanical

components

• To add things to their

circuits.

• To alter their product

after checking it.

• To be confident about

trying out new and

different ideas.

Stiff and flexible

sheet materials

• To measure carefully

so as to make sure

they have not made

mistakes.

• To attempt to make

their product strong.

Mouldable materials


advanced techniques

to shape and mould.

• To use finishing

techniques, showing

an awareness of

audience.

180

Year 4 Curriculum

Geography






Location knowledge







Place knowledge



181

















182


Geography

Year 4


• To carry out a survey to

discover features of cities and

villages.

• To find the same place on a

globe and in an atlas.

• To label the same features on

an aerial photograph as on a

map.

• To plan a journey to a place in

England.

• To accurately measure and

collect information(e.g.

rainfall, temperature, wind

speed, noise levels etc.).

• To describe the main features

of a well-known city.

• To describe the main features

of a village.

• To describe the main physical

differences between cities and

villages.

• To use appropriate symbols to

represent different physical

features on a map.

• To explain why people are

attracted to live in cities.

• To explain why people may

choose to live in a village

rather than a city.

• To explain how a locality has

changed over time with

reference to human features.

• To find different views about

an environmental issue. What

is their view.

• To suggest different ways that

a locality could be changed

and improved.

• To locate the Tropic of Cancer

and the Tropic of Capricorn.

• To know the difference

between the British Isles,

Great Britain and UK.

• To know the countries that

make up the European Union.

• To name up to six cities in the

UK and locate them on a map.

• To locate and name some of

the main islands that surround

the UK.

• To name the areas of origin of

the main ethnic groups in the

UK & in their school.


• To give accurate

measurements between 2

given places within the UK.

• To explain how a locality has

changed over time with

reference to physical features.

• To explain how people are

trying to manage their

environment.

• To name the counties that

make up the home counties of

London.

• To name some of the main

towns and cities in Yorkshire

and Lancashire.

183

Year 4 Curriculum

History











This could include:





This could include:




Wall




184




This could include:


Roman Empire



village life





This could include:







For example:








For example:


Anne and Victoria



the 20th

Century




Battle of Britain

185












AD 900-1300.

186


History

Year 4


• To plot recent history on a timeline using

centuries.

• To place periods of history on a timeline

showing periods of time.

• To use their mathematical skills to round up

time differences into centuries and decades.

• To explain how events from the past have

helped shape our lives.

• To appreciate that wars have happened from a

very long time ago and are often associated

with invasion, conquering or religious

differences.

• To know that people who lived in the past

cooked and travelled differently and used

different weapons from ours.

• To recognise that the lives of wealthy people

were very different from those of poor people.

• To appreciate how items found belonging to

the past are helping us to build up an

accurate picture of how people lived in the

past.

• To research two versions of an event and say

how they differ.

• To research what it was like for a child in a

given period from the past and use

photographs and illustrations to present their

findings.

• To give more than one reason to support an

historical argument.

• To communicate knowledge and

understanding orally and in writing and offer

points of view based upon what they have

found out.


• To use their mathematical skills to help them

work out the time differences between certain

major events in history.

• To begin to build up a picture of what main

events happened in Britain/ the world during

different centuries.

• To recognise that people’s way of life in the

past was dictated by the work they did.

• To appreciate that the food people ate was

different because of the availability of

different sources of food.

• To appreciate that weapons will have changed

by the developments and inventions that

would have occurred within a given time

period.

• To appreciate that wealthy people would have

had a very different way of living which would

have impacted upon their health and

education.

• To independently, or as part of a group,

present an aspect they have researched about

a given period of history using multi-media

skills when doing so.

187

Year 4 Curriculum

Languages















188












189








phrases.



phrases.


symbols correctly.


spoken phrases.

- To answer simple


information.



phrases.








their interests.







































appropriate.











Prelim Stage Grade

4





sentences.



their own opinions.




familiar contexts.




Grade

5







choice, including





contexts.



sentences.

190


Foreign Languages

Years 3 and 4


• To understand short

passages made up of

familiar language.

• To understand

instructions,

messages and

dialogues within

short passages.

• To identify and note

the main points and

give a personal

response on a

passage.

Spoken at near normal speed

with no interference. May need

short sections repeated.

• To have a short

conversation where they

are saying 2-3 things.

• To use short phrases to

give a personal response.

Although they use mainly memorised

language, they occasionally

substitute items of vocabulary to

vary the questions or statements.

• To read and understand

short texts using familiar

language.

• To identify and note the

main points and give a

personal response.

• To read independently.

• To use a bilingual dictionary

or glossary to look up new

words.

• To write 2-3 short sentences

on <a familiar topic>.

• To say what they like and

dislike about <a familiar

topic>.

They write short phrases from

memory and their spelling is readily

understandable.

191

Year 4 Curriculum

Music











192


Music

Year 4


• To perform a simple part rhythmically.

• To sing songs from memory with accurate

pitch.

• To improvise using repeated patterns.

• To use notations to record and interpret

sequences of pitches.

• To use standard notation.

• To use notations to record compositions in

a small group or on their own.

• To use their notation in a performance.

• To explain the place of silence and say what

effect it has.

• To start to identify the character of a piece

of music.

• To describe and identify the different

purposes of music.

• To begin to identify with the style of work of

Beethoven, Mozart and Elgar.


• To use selected pitches simultaneously to

produce simple harmony.

• To explore and use sets of pitches, e.g. 4 or

5 note scales.

• To show how they can use dynamics to

provide contrast.

• To identify how a change in timbre can

change the effect of a piece of music.

193

Year 4 Curriculum

Physical Education




194



















195


Dance

Year 4

• To respond imaginatively to a range of stimuli related to character and narrative.

• To use simple motifs and movement patterns to structure dance phrases on their own, with a partner and in a group.

• To refine, repeat and remember dance phrases and dances.

• To perform dances clearly and fluently.

• To show sensitivity to the dance idea and the accompaniment.

• To show a clear understanding of how to warm-up and cool-down safely.

• To describe, interpret and evaluate dance, using appropriate language.


• To structure and vary longer dances.

• To develop movement ideas for others.

• To show a good sense of rhythm and style when performing.

• To remember and perform a range of warm-up and cool-down activities.

• To give reasons why physical activity is good for health.

• To use a range of dance vocabulary to describe, interpret and evaluate dance.

196


Physical Education

Swimming

Lower attainers Mid attainers Higher attainers

To swim between 25 and 50 metres

unaided.

To keep swimming for 30 to 45 seconds,

using swimming aids and support.

To use a variety of basic arm and leg

actions when on their front and on their

back.

To swim on the surface and lower

themselves under water.

To take part in group problem-solving

activities on personal survival.

To recognise how their body reacts and

feels when swimming.

To recognise and concentrate on what they

need to improve.

To swim between 50 and 100 metres and

keep swimming for 45 to 90 seconds.

To use 3 different strokes, swimming on

their front and back.

To control their breathing.

To swim confidently and fluently on the

surface and under water.

To work well in groups to solve specific

problems and challenges, sharing out the

work fairly.

To recognise how swimming affects their

body, and pace their efforts to meet

different challenges.

To suggest activities and practices to help

improve their own performance.

To swim further than 100 metres.

To swim fluently and confidently for over 90

seconds.

To use all 3 strokes with control.

To swim short distances using butterfly.

To breathe so that the pattern of their

swimming is not interrupted.

To perform a wide range of personal

survival techniques confidently.

To know what the different tasks demand of

their body, and pace their efforts well to

meet challenges.

To describe good swimming technique and

show and explain it to others.

197


Physical Education

Year 4


Dance


• To select and use the most

appropriate skills, actions or

ideas.

• To move and use actions with

co-ordination and control.

• To make up their own small-

sided game.

• To explain how their work is

similar and different from that of

others.

• To use their comparison to

improve their work.

• To explain why warming up

is important.

• To explain why keeping fit is

good for their health.

• To take the lead when working

with a partner or group.

• To use dance to communicate

an idea.

• To work on their movements

and refine them.

• To dance clearly and fluently.


Outdoor/

adventurous

• To catch with one hand.

• To throw and catch accurately.

• To hit a ball accurately and

with control.

• To keep possession of the

ball.

• To move to find a space when

they are not in possession

during a game.

• To vary tactics and adapt skills

according to what is

happening.

• To work in a controlled way.

• To include change of speed.

• To include change of direction.

• To include range of shapes.

• To follow a set of ‘rules’ to

produce a sequence.

• To work with a partner to create,

repeat and improve a sequence

with at least three phases.

• To run over a long distance.

• To spring over a short

distance.

• To throw in different ways.

• To hit a target.

• To jump in different ways.

• To follow a map in a more

demanding familiar context.

• To move from one location to

another following a map.

• To use clues to follow a route.

• To follow a route accurately,

safely and within a time limit.

198

Year 4 Curriculum

PSHE


199

Year 4 Curriculum


200


Autumn Subject: Science Please see Focus education ‘Working Scientifically’ for Year 1 Topic Title:

Subject: Art and design Topic Title:

Subject: Computing Topic Title:

Subject: Design and Technology Topic Title:

Sound To describe a range of sounds and explain how they are made. To associate some sounds with something vibrating. To compare sources of sound and explain how the sounds differ. To explain how to change a sound (louder/softer). To recognise how vibrations from sound travel through a medium to a ear. To find patterns between the pitch of a sound and features of the object that produce it. To find patterns between the volume of the sound and the strength of the vibrations that produced it. To recognise that sounds get fainter as the distance from the sound source increases. To explain how you could change the pitch of a sound. To investigate how different materials can affect the pitch and volume of sounds. Challenging To explain why sound gets fainter or louder according to the distance. To explain how pitch and volume can be changed in a variety of ways. To work out which materials give the best insulation for sound. Electricity To identify common appliances that run on electricity. To construct a simple series electric circuit. To identify and name the basic part in a series circuit, including cells, wires, bulbs, switches and buzzers. To identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery. To recognise that a switch opens and closes a circuit. To associate a switch opening with whether or not a lamp lights in a simple series circuit. To recognise some common conductors and insulators. To associate metals with being good conductors. Challenging To explain how a bulb might get lighter.

Drawing To begin to show facial expressions and body language in their sketches. To identify and draw simple objects, and use marks and lines to produce texture. To organise line, tone, shape and colour to represent figures and forms in movement. To show reflections. To explain why they have chosen specific materials to draw with. Sketch books To use their sketch books to express their feelings about various subjects and outline likes and dislikes. To produce a montage all about themselves. To use their sketch books to adapt and improve their original ideas. To keep notes about the purpose of their work in their sketch books. Textiles To experiment with and combine materials and processes to design and make 3D form. To use early textile and sewing skills as part of a project. To use more than one type of stitch. (Yr 3) To join fabric together to form a quilt using padding. (Yr 3) To use sewing to add detail to a piece of work. (Yr 3) Knowledge To experiment with different styles which artists have used. To explain art from other periods of history.

E-Safety Knowledge & understanding To understand the need for rules to keep them safe when exchanging learning and ideas online. To recognise that information on the internet may not be accurate or reliable and may be used for bias, manipulation or persuasion. To understand that the internet contains fact, fiction and opinion and begin to distinguish between them. To use strategies to verify information, e.g. cross-checking. To understand the need for caution when using an internet search for images and what to do if they find an unsuitable image. To understand that copyright exists on most digital images, video and recorded music. To understand the need to keep personal information and passwords private. To understand that if they make personal information available online it may be seen and used by others. To know how to respond if asked for personal information or feel unsafe about content of a message. To recognise that cyber bullying is unacceptable and will be sanctioned in line with the school’s policy. To know how to report an incident of cyber bullying. To know the difference between online communication tools used in school and those used at home. To understand the need to develop an alias for some public online use. To understand that the outcome of internet searches at home may be different than at school. Skills To follow the school’s safer internet rules. To recognise the difference between the work of others which has been copied (plagiarism) and re-structuring and re-presenting materials in ways which are unique and new. To begin to identify when emails should not be opened and when an attachment may not be safe. To explain how to use email safely. To use different search engines.

Developing, planning and communicating ideas To come up with at least one idea about how to create their product. To take account of the ideas of others when designing. To produce a plan and explain it to others. To suggest some improvements and say what was good and not so good about their original design Working with tools, equipment, materials and components to make quality products To tell if their finished product is going to be good quality. To be conscience of the need to produce something that will be liked by others. To show a good level of expertise when using a range of tools and equipment. To work at their product even though their original idea might not have worked. Evaluating processes and products To think of how they will check if their design is successful. To begin to explain how they can improve their original design. To evaluate their product, thinking of both appearance and the way it works. To take time to consider how they could have made their idea better. Textiles To think what the user would want when choosing textiles. To think about how to make their product strong. To devise a template. To explain how to join things in a different way.

201

To recognise if all metals are conductors of electricity. To work out which metals can be used to connect across a gap in a circuit. To explain why cautions are necessary for working safely with electricity.

Using the Internet To find relevant information by browsing a menu. To search for an image, then copy and paste it into a document. To use ‘Save picture as‘ to save an image to the computer. To copy and paste text into a document. To begin to use note making skills to decide what text to copy. Challenging To search by keyword using a child friendly search engine. To bookmark a page into your favourites.

Subject: Geography

Subject: History

Subject: Languages


Geographical Enquiry To find the same place on a globe and in an atlas. Challenging To give accurate measurements between 2 given places within the UK. Physical geography To describe the main features of a well-known city. To describe the main features of a village. To describe the main physical differences between cities and villages. To use appropriate symbols to represent different physical features on a map. Geographical knowledge To locate the Tropic of Cancer and the Tropic of Capricorn. To know the difference between the British Isles, Great Britain and UK. To know the countries that make up the European Union. To name up to six cities in the UK and locate them on a map. To locate and name some of the main islands that surround the UK. To name the areas of origin of the main ethnic groups in the UK & in their school. Challenging To name the counties that make up the home counties of London. To name some of the main towns and cities in Yorkshire and Lancashire.

Chronological understanding To plot recent history on a timeline using centuries. To place periods of history on a timeline showing periods of time. To use their mathematical skills to round up time differences into centuries and decades. Challenging To use their mathematical skills to help them work out the time differences between certain major events in history. To begin to build up a picture of what main events happened in Britain during different centuries. Knowledge and interpretation To explain how events from the past have helped shape our lives. To appreciate that wars have happened from a very long time ago and are often associated with invasion, conquering or religious differences. To know that people who lived in the past cooked and travelled differently and used different weapons from ours. To recognise that the lives of wealthy people were very different from those of poor people. To appreciate how items found belonging to the past are helping us to build up an accurate picture of how people lived in the past. Challenging To recognise that people’s way of life in the past was dictated by the work they did. To appreciate that the food people ate was different because of the availability of different sources of food. To appreciate that weapons will have changed by the developments and inventions that would have

Objectives for the whole year from the Languages Ladder (Grade 3-5) Listening and responding To understand the main points from a short spoken passage made up of familiar language. To understand the main points and some of the detail from a spoken passage made up of familiar language in simple sentences. To understand the main points and opinions in spoken passages made up of familiar material from various contexts. Speaking To ask and answer simple questions and talk about their interests. To take part in a simple conversation and express their own opinions. To give a short prepared talk, on a topic of their choice, including expressing their opinions. Reading and responding To understand the main points from a short written text in clear printed script To understand the main points and some detail from short written texts in familiar contexts. To understand the main points and opinions in written texts from various contexts. Writing To write a few short sentences with support, using expressions which have already been learnt. To write a short text on a familiar topic, adapting language which they have already learned. To write a short text on a range of familiar topic,

Swimming Low attainers To swim between 25 and 50 metres unaided. To keep swimming for 30 to 45 seconds, using swimming aids and support. To use a variety of basic arm and leg actions when on their front and on their back. To swim on the surface and lower themselves under water. To take part in group problem-solving activities on personal survival. To recognise how their body reacts and feels when swimming. To recognise and concentrate on what they need to improve. Middle attainers To swim between 50 and 100 metres and keep swimming for 45 to 90 seconds. To use 3 different strokes, swimming on their front and back. To control their breathing. To swim confidently and fluently on the surface and under water. To work well in groups to solve specific problems and challenges, sharing out the work fairly. To recognise how swimming affects their body, and pace their efforts to meet different challenges. To suggest activities and practices to help improve their own performance. Acquiring and developing skills To select and use the most appropriate skills, actions or ideas. To move and use actions with co-ordination and control.

202

occurred within a given time period. To appreciate that wealthy people would have had a very different way of living which would have impacted upon their health and education. Historical enquiry To research two versions of an event and say how they differ. To research what it was like for a child in a given period from the past and use photographs and illustrations to present their findings. To give more than one reason to support an historical argument. To communicate knowledge and understanding orally and in writing and offer points of view based upon what they have found out. Challenging To independently, or as part of a group, present an aspect they have researched about a given period of history using multi-media skills when doing so.

using simple sentences.

To make up their own small-sided game. Evaluating and improving To explain how their work is similar and different from that of others. To use their comparison to improve their work. Health and fitness To explain why warming up is important. To explain why keeping fit is good for their health. Games To catch with one hand. To throw and catch accurately. To hit a ball accurately and with control. To keep possession of the ball. To move to find a space when they are not in possession during a game. To vary tactics and adapt skills according to what is happening.

203

Spring

Subject: Science Please see Focus Education ‘Working Scientifically’ for Year 4


Subject: Computing


States of Matter To compare and group materials together, according to whether they are solids, liquids or gases. To explain what happens to materials when they are heated or cooled. To measure or research the temperature at which different materials change state in degrees Celsius. To use measurements to explain changes to the state of water. To identify the part that evaporation and condensation has in the water cycle. To associate the rate of evaporation with temperature. Challenging To group and classify a variety of materials according to the impact of temperature on them. To explain what happens over time to materials such as puddles on the playground or washing hanging on a line. To relate temperature to change of state of materials. Animals, including humans To identify and name the basic parts of the digestive system in humans. To describe the simple functions of the basic parts of the digestive system in humans. To identify the simple function of different types of teeth in humans. To compare the teeth of herbivores and carnivores. To explain what a simple food chain shows. To construct and interpret a variety of food chains, identifying producers, predators and prey. Challenging To classify living things and non-living things by a number of characteristics that they have thought of. To explain how people, weather and the environment can affect living things. To explain how certain living things depend on one another to survive.

Drawing To begin to show facial expressions and body language in their sketches. To identify and draw simple objects, and use marks and lines to produce texture. To organise line, tone, shape and colour to represent figures and forms in movement. To show reflections. To explain why they have chosen specific materials to draw with. Sketch books To use their sketch books to express their feelings about various subjects and outline likes and dislikes. To produce a montage all about themselves. To use their sketch books to adapt and improve their original ideas. To keep notes about the purpose of their work in their sketch books. Use of IT To present a collection of their work on a slide show. To create a piece of art work which includes the integration of digital images they have taken. To combine graphics and text based on their research To use the printed images they take with a digital camera and combine them with other media to produce art work. (Yr 3) To use IT programs to create a piece of work that includes their own work and that of others (using web). (Yr 3) To use the web to research an artist or style of art (Yr 3)

E-Safety As Autumn Algorithms and Programs To use repeat instructions to draw regular shapes on screen, using commands. To experiment with variables to control models. To make turns specifying the degrees. To give an on-screen robot specific directional instructions that takes them from x to y. To make accurate predictions about the outcome of a program they have written. Databases To input data into a prepared database. To sort and search a database to answer simple questions. To recognise what a spread sheet is. To use the terms ‘cells’, ‘rows’ and ‘columns’. To enter data, highlight it and make bar charts.

Developing, planning and communicating ideas To come up with at least one idea about how to create their product. To take account of the ideas of others when designing. To produce a plan and explain it to others. To suggest some improvements and say what was good and not so good about their original design Working with tools, equipment, materials and components to make quality products To tell if their finished product is going to be good quality. To be conscience of the need to produce something that will be liked by others. To show a good level of expertise when using a range of tools and equipment. To work at their product even though their original idea might not have worked. Evaluating processes and products To think of how they will check if their design is successful. To begin to explain how they can improve their original design. To evaluate their product, thinking of both appearance and the way it works. To take time to consider how they could have made their idea better.

Electrical and mechanical components To add things to their circuits. To alter their product after checking it. To be confident about trying out new and different ideas To select the most appropriate tools and techniques to use for a given task. (Yr 3) To make a product which uses both electrical and mechanical components (Yr 3) To use a simple circuit. (Yr 3) To use a number of components. (Yr 3)

204

Subject: Geography

Subject: History

Subject: Languages


Geographical Enquiry To carry out a survey to discover features of cities and villages. To label the same features on an aerial photograph as on a map. To accurately measure and collect information(e.g. rainfall, temperature, wind speed, noise levels etc.). Challenging To explain how a locality has changed over time with reference to physical features. Human geography To explain why people are attracted to live in cities. To explain why people may choose to live in a village rather than a city. To explain how a locality has changed over time with reference to human features. To find different views about an environmental issue. What is their view? To suggest different ways that a locality could be changed and improved. Challenging To explain how people are trying to manage their environment.

Objectives for the whole year from the Languages Ladder (Grade 3-5) Listening and responding To understand the main points from a short spoken passage made up of familiar language. To understand the main points and some of the detail from a spoken passage made up of familiar language in simple sentences. To understand the main points and opinions in spoken passages made up of familiar material from various contexts. Speaking To ask and answer simple questions and talk about their interests. To take part in a simple conversation and express their own opinions. To give a short prepared talk, on a topic of their choice, including expressing their opinions. Reading and responding To understand the main points from a short written text in clear printed script To understand the main points and some detail from short written texts in familiar contexts. To understand the main points and opinions in written texts from various contexts. Writing To write a few short sentences with support, using expressions which have already been learnt. To write a short text on a familiar topic, adapting language which they have already learned. To write a short text on a range of familiar topic, using simple sentences.

Swimming As Autumn Acquiring and developing skills To select and use the most appropriate skills, actions or ideas. To move and use actions with co-ordination and control. To make up their own small-sided game. Evaluating and improving To explain how their work is similar and different from that of others. To use their comparison to improve their work. Health and fitness To explain why warming up is important. To explain why keeping fit is good for their health. Games To catch with one hand. To throw and catch accurately. To hit a ball accurately and with control. To keep possession of the ball. To move to find a space when they are not in possession during a game. To vary tactics and adapt skills according to what is happening. Gymnastics To work in a controlled way. To include change of speed. To include change of direction. To include range of shapes. To follow a set of ‘rules’ to produce a sequence. To work with a partner to create, repeat and improve a sequence with at least three phases.

205

Summer Subject: Science Please see Focus education ‘Working Scientifically’ for Year 1


Subject: Computing


Living things and their habitats To recognise that living things can be grouped in a variety of ways. To explore and use a classification key to group, identify and name a variety of living things. (plants, vertebrates, invertebrates) To compare the classification of common plants and animals to living things found in other places. (under the sea, prehistoric) To recognise that environments can change and this can sometimes pose a danger to living things. Challenging To give reasons for how they have classified animals and plants, using their characteristics and how they are suited to their environment. To explore the work of pioneers in classification. (e.g. Carl Linnaeus) To name and group a variety of living things based on feeding patterns. (producer, consumer, predator, prey, herbivore, carnivore, omnivore)

Drawing To begin to show facial expressions and body language in their sketches. To identify and draw simple objects, and use marks and lines to produce texture. To organise line, tone, shape and colour to represent figures and forms in movement. To show reflections. To explain why they have chosen specific materials to draw with. Sketch books To use their sketch books to express their feelings about various subjects and outline likes and dislikes. To produce a montage all about themselves. To use their sketch books to adapt and improve their original ideas. To keep notes about the purpose of their work in their sketch books. Printing To print using at least four colours. To create an accurate print design. To print onto different materials. To make a printing block. (Yr 3) To make a 2 colour print. (Yr 3)

E-Safety As Autumn Data Retrieving and Organising To capture images using webcams, screen capture, scanning, visualiser and internet. To choose images and download into a file. To download images from the camera into files on the computer. To copy graphics from a range of sources and paste into a desktop publishing program Communicating To appreciate the benefits of ICT to send messages and to communicate. To use the automatic spell checker to edit spellings. Presentation To create a lengthy presentation that moves from slide to slide and is aimed at a specific audience. To insert sound recordings into a multi-media presentation. To know how to manipulate text, underline text, centre text, change font and size and save text to a folder. Challenging To use photo editing software to crop photographs and add effects. To copy and paste the graph/bar chart and use it in a WP document. To use animation in their presentation.

Developing, planning and communicating ideas To come up with at least one idea about how to create their product. To take account of the ideas of others when designing. To produce a plan and explain it to others. To suggest some improvements and say what was good and not so good about their original design Working with tools, equipment, materials and components to make quality products To tell if their finished product is going to be good quality. To be conscience of the need to produce something that will be liked by others. To show a good level of expertise when using a range of tools and equipment. To work at their product even though their original idea might not have worked. Evaluating processes and products To think of how they will check if their design is successful. To begin to explain how they can improve their original design. To evaluate their product, thinking of both appearance and the way it works. To take time to consider how they could have made their idea better. Cooking and nutrition To know what to do to be hygienic and safe. To think what they can do to present their product in an interesting way.

206

Subject: Geography

Subject: History Topic Title: achievements of the earliest civilisations: Ancient Egypt

Subject: Languages Topic Title:

Subject: Physical Education Invasion Games and Swimming

Chronological understanding To place periods of history on a timeline showing periods of time. To use their mathematical skills to work out time differences into centuries and decades. Challenging To use their mathematical skills to help them work out the time differences between certain major events in history. To begin to build up a picture of what main events happened in the world during different periods of history.

Knowledge and interpretation To explain how events from the past have helped shape our lives. To know that people who lived in the past cooked and travelled differently and used different weapons from ours. To recognise that the lives of wealthy people were very different from those of poor people. To appreciate how items found belonging to the past are helping us to build up an accurate picture of how people lived in the past. Challenging To recognise that people’s way of life in the past was dictated by the work they did. To appreciate that the food people ate was different because of the availability of different sources of food. To appreciate that wealthy people would have had a very different way of living which would have impacted upon their health and education.

Historical enquiry To research two versions of an event and say how they differ. To research what it was like for a child in a given period from the past and use photographs and illustrations to present their findings. To give more than one reason to support an historical argument. To communicate knowledge and understanding orally and in writing and offer points of view based upon what they have found out.

Additional To independently, or as part of a group, present an aspect they have researched about a given period of history using multi-media skills when doing so.

Objectives for the whole year from the Languages Ladder (Grade 3-5) Listening and responding To understand the main points from a short spoken passage made up of familiar language. To understand the main points and some of the detail from a spoken passage made up of familiar language in simple sentences. To understand the main points and opinions in spoken passages made up of familiar material from various contexts. Speaking To ask and answer simple questions and talk about their interests. To take part in a simple conversation and express their own opinions. To give a short prepared talk, on a topic of their choice, including expressing their opinions. Reading and responding To understand the main points from a short written text in clear printed script To understand the main points and some detail from short written texts in familiar contexts. To understand the main points and opinions in written texts from various contexts. Writing To write a few short sentences with support, using expressions which have already been learnt. To write a short text on a familiar topic, adapting language which they have already learned. To write a short text on a range of familiar topic, using simple sentences.

.

Swimming As Autumn Acquiring and developing skills As Spring Evaluating and improving As Spring Health and fitness As Spring Games As Spring Athletics To run over a long distance. To spring over a short distance. To throw in different ways. To hit a target. To jump in different ways. Dance To respond imaginatively to a range of stimuli related to character and narrative. To use simple motifs and movement patterns to structure dance phrases on their own, with a partner and in a group. To refine, repeat and remember dance phrases and dances. To perform dances clearly and fluently. To show sensitivity to the dance idea and the accompaniment. To show a clear understanding of how to warm-up and cool-down safely. To describe, interpret and evaluate dance, using appropriate language. Challenging To structure and vary longer dances. To develop movement ideas for others. To show a good sense of rhythm and style when performing. To remember and perform a range of warm-up and cool-down activities. To give reasons why physical activity is good for health. To use a range of dance vocabulary to describe, interpret and evaluate dance.

207


Autumn



Subject Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Week 15

Literacy Text: Fly Eagle Fly Unit: Fairy tales/ folk tales Poem

Text: The Village that Vanished Unit: Fairy tales/ folk tales

Text: Hot like Fire Unit: Poems on a theme

Text: Krindlekrax Unit: Fantasy Non-chronological report

Text: The Fantastic Flying Books of Mr Morris Lessmore + app + you tube Unit: Fantasy Recount: newspapers


and subtraction

Place Value Mental


Mental and written multiply

and division fractions

Measure Time

Length

Written addition

and subtraction

Assessment Mental multiply

and division

Place Value – decimal

Written addition

and subtraction

Measure Mass

Statistics

Place Value Mental ad

written addition and subtraction

Mental and mental

multiply and

division

Assess Teaching to weaknesses from asses

Problem solving

Teaching to

weakness from asses

Science Sound 2 hours per week

Electricity 2 hours per week

Art and design

Sketchbooks + Drawing Urban/City/Village

1 hour per week

Computing

Understanding and Using Technology Safely 1 hour per week

208


Textiles Link Art

1 hour per week

Geography Cities & Villages (UK) 2 hours per week

History Britain’s settlements by Anglo- Saxons and Scots

2 hours per week Languages Bengali

0.5 hours per week (each class has one hour for half the year)

Music Music/ Singing Assemblies: Musical elements: Duration and Dynamics.

Song themes: Rounds, Harmonies, Autumn songs, Traditional songs



Song themes: Christmas songs, Pop and modern songs, Historical songs

PE/ Dance Invasion games 1 Swimming

Invasion games 2 Swimming

RE What do some different people believe about God? (Christians and Muslims )

0.5 hour per week PSHE Citizenship

Rights, Rules and Responsibility 0.5 hour per week

Myself and My Relationships

Anti – bullying 0.5 hour per week

Myself and My Relationships Family and Friends 0.5 hour per week



Saxons Work Shops Horrible Histories @ The Hackney Empire

209

Spring



Subject Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Literacy Text: The Lion, the Witch and the Wardrobe Units: Film and Playscript Debate/ written discussion: Persuasion: sales pitch/ article Poems with a structure

Text: Until I Met Dudley/ Wallace and Gromit Unit: Models of explanations

Text: The Miraculous Journey of Edward Tulane Unit: Novel as a theme Explanation

Mathematics Number and Place Value

Written subtraction Mental and

written multiplication


Fractions

Geometry 2D shapes

Mental and written division

Measures Money

Place Value – decimals Written addition


Written subtraction

Measures Time

Length Perimeter

Place Value

Written subtraction

Written multiplication

Assessment

Science Animals, including humans

2 hours per week

States of Matter 2 hours per week

Art and design

Making Box Scenes to represent Story Shadow Puppets 1 hour per week

Computing

Computer Programming and Computer Games 1 hour per week


Electricity Torches/Alarming vehicles

1 hour per week

210

Geography Improving our environment 2 hour per week

History


(each class has one hour for half the year)


Song themes: Rounds, Harmonies, Foreign language songs, Cultural songs, Songs

from musicals




RE The Journey of life and death: What do Muslims and Hindus believe?

0.5 hour per week PE/ Dance Striking and fielding games

Swimming

Gymnastics Swimming

PSHE Citizenship Working Together 0.5 hour per week

Economic Wellbeing Financial Capability 0.5 hour per week

Healthy and Safer Lifestyles Drug Education

0.5 hour per week



Horniman Museum

211

Summer



Subject Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Literacy Text: Iron Man Unit: Film and Playscript Debate/Written Discussion Persuasion: Sales Pitch/Article Poems with a Structure

Text: I was a Rat Unit: Issues and Dilemmas

Text: Michael Rosen poems Unit: Classic poetry

Texts: Ancient Egyptians Unit: Information booklet with collection of non-fiction text types

Mathematics

Place Value

Place value- decimals /Mental addition,

subtraction, multiplication and division


Written

multiplication

Place Value Measures

Area Perimeter Geometry

2D 3D shapes

Decimals

Fractions

Mental addition,

subtraction, multiplication and division

Mental and written


Geometry Position & direction Statistics


Fractions

Mental and written

multiplication and division

Fractions

Assessment Problem solving

Revision Revision

Science Living things and their habitats

Link to scientist – Carl Linnaeus (classifying animals) 2 hours per week

Art and design

Printing Sketchbooks + Drawing

1 hour per week

Computing

Control systems, Data Logging and Robots 1 hour per week


Cooking and Nutrition

1 hour per week

212

Geography

History The achievements of earliest civilisations

Ancient Egyptians 2 hours per week

Languages

Bengali 0.5 hours per week

(each class has one hour for half the year)


Song themes: Rounds, Harmonies, Pop and Modern songs



Song themes: Cultural songs, Foreign language songs, Summer songs

PE/ Dance Net/Wall games Dance (Y4R)

Athletics Dance (Y4L)

RE Leaders and followers: How are the Christian and Jewish families led?

0.5 hour per week PSHE Healthy and Safer Lifestyles

Healthy Lifestyles 0.5 hour per week

Myself and My Relationships Managing Change 0.5 hour per week

Healthy and Safer Lifestyles Changing and Growing

0.5 hour per week Additional units of work


British Museum

Soanes Centre for Habitats Stepney City Farm

213

Year 5 Curriculum


Literacy

See Unit Plans

214

Year 5 Curriculum

Mathematics

See Unit Plans

215

Year 5 Curriculum

Science



Year 5


• To plan and carry out a scientific enquiry

to answer questions, including

recognising and controlling variables

where necessary.

• To make a prediction with reasons.

• To use test results to make predictions to

set up comparative and fair tests.

• To present a report of their findings

through writing, display and presentation.

• To take measurements using a range of

scientific equipment with increasing

accuracy and precision.

• To take repeat readings when appropriate.

• To record more complex data and results

using scientific diagrams, labels,

classification keys, tables, scatter graphs,

bar and line graphs.

• To report and present findings from

enquiries through written explanations and

conclusions.

• To use a graph to answer scientific

questions.


• To explore different ways to test an idea,

choose the best way and give reasons.

• To vary one factor whilst keeping the

others the same in an experiment.

• To use information to help make a

prediction.

• To explain, in simple terms, a scientific

idea and what evidence supports it.

• To decide which units of measurement

they need to use.

• To explain why a measurement needs to

be repeated.

• To find a pattern from their data and

explain what it shows.

• To link what they have found out to other

science.

• To suggest how to improve their work and

say why they think this.

216



Year 5

Animals, including humans Living things and their habitats

• To describe the changes as humans develop to old age. • To describe the differences in the life cycles of a mammal, an

amphibians, an insects and a bird.

• To describe the life cycles of common plants.

• To explore the work of well know naturalists and animal

behaviourists. (David Attenborough and Jane Goodall)


• To create a timeline to indicate stages of growth in certain animals,

such as frogs and butterflies.

• To describe the changes experienced in puberty.

• To draw a timeline to indicate stages in the growth and development

of humans.

• To observe their local environment and draw conclusions about life-

cycles, e.g. plants in the vegetable garden or flower border.

• To compare the life cycles of plants and animals in their local

environment with the life cycles of those around the world, e.g.

rainforests.

217


Properties and Changes to Materials

Year 5

Properties and changes to materials

• To compare and group together everyday materials on the basis of their properties, including hardness, solubility, transparency, conductivity (electrical

and thermal), and response to magnets.

• To explain how some materials dissolve in liquid to form a solution.

• To describe how to recover a substance from a solution.

• To use their knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving, evaporating.

• To give reasons, based on evidence for comparative and fair tests for the particular uses of everyday materials, including metals wood and plastic.

• To describe changes using scientific words. (evaporation, condensation)

• To demonstrate that dissolving, mixing and changes of state are reversible changes.

• To explain that some changes result in the formation of new materials, and that this kid of change is not usually reversible, including changes associated

with burning and the action of acid on bicarbonate of soda.

• To use the terms ‘reversible’ and ‘irreversible’.

Year 5 (challenging)

• To describe methods for separating mixtures. (filtration, distillation)

• To work out which materials are most effective for keeping us warm or for keeping something cold.

• To use their knowledge of materials to suggest ways to classify. (solids, liquids, gases)

• To explore changes that are difficult to reverse, e.g. burning, rusting and reactions such as vinegar with bicarbonate of soda.

• To explore the work of chemists who created new materials, e.g. Spencer Silver (glue on sticky notes) or Ruth Benerito (wrinkle free cotton).

218


Earth, Space and Forces

Year 5

Earth and Space Forces

• To identify and explain the movement of the Earth and other plants

relative to the sun in the solar system.

• To explain how seasons and the associated weather is created.

• To describe and explain the movement of the Moon relative to the

Earth.

• To describe the sun, earth and moon as approximately spherical

bodies.

• To use the idea of the earth’s rotation to explain day and night and the

apparent movement of the sun across the sky.

• To explain that unsupported objects fall towards the earth because of

the force of gravity acting between the earth and the falling object.

• To identify the effects of air resistance, water resistance and friction

that act between moving surfaces.

• To recognise that some mechanisms, including levers, pulleys and

gears, allow a smaller force to have a greater effect.


• To compare the time of day at different places on the earth.

• To create shadow clocks.

• To begin to understand how older civilizations used the sun to create

astronomical clocks, e.g. Stonehenge.

• To explore the work of some scientists. (Ptolemy, Alhazen,

Copernicus)

• To describe and explain how motion is affected by forces. (including

gravitational attractions, magnetic attraction and friction)

• To design very effective parachutes.

• To work out how water can cause resistance to floating objects.

• To explore how scientists, such as Galileo Galilei and Isaac Newton

helped to develop the theory of gravitation.

219

Year 5 Curriculum

Art








220


Art

Year 5


• To identify and draw simple

objects, and use marks and

lines to produce texture.

• To successfully use shading

to create mood and feeling.

• To organise line, tone, shape

and colour to represent figures

and forms in movement.

• To show reflections.


chosen specific materials to

draw with.

• To create a range of moods in

their paintings.

• To express their emotions

accurately through their

painting and sketches.

• To print using a number of

colours.

• To create an accurate print

design that meets a given

criteria.

• To print onto different

materials.

• To keep notes in their sketch

books as to how they might

develop their work further.


compare and discuss ideas

with others.


• To experiment with and

combine materials and

processes to design and make

3D form.

• To sculpt clay and other

mouldable materials.

• To use textile and sewing

skills as part of a project, e.g.

hanging, textile book, etc..

This could include running

stitch, cross stitch, backstitch,

appliqué and/or embroidery.

• To use ceramic mosaic to

produce a piece of art.

• To combine visual and tactile

qualities to express mood and

emotion.

• To create a piece of art work

which includes the integration

of digital images they have

taken.


based on their research.

• To scan images and take

digital photos, and use

software to alter them, adapt

them and create work with

meaning.

• To create digital images with

animation, video and sound to

communicate their ideas.

• To experiment with different

styles which artists have used.

• To learn about the work of

others by looking at their work

in books, the Internet, visits to

galleries and other sources of

information.

221

Year 5 Curriculum

Computing



• Can they discuss the positive and negative impact of the use of ICT in their own

lives and those of their peers and family?

• Do they understand the potential risk of providing personal information online?

• Do they recognise why people may publish content that is not accurate and

understand the need to be critical evaluators of content?

• Do they understand that some websites and/or pop-ups have commercial interests

that may affect the way the information is presented?

• Do they recognise the potential risks of using internet communication tools and

understand how to minimise those risks (including scams and phishing)?

• Do they understand that some material on the internet is copyrighted and may not

be copied or downloaded?

• Do they understand that some messages may be malicious and know how to deal

with this?

• Do they understand that online environments have security settings, which can be

altered, to protect the user?

• Do they understand the benefits of developing a ‘nickname’ for online use?

• Do they understand that some malicious adults may use various techniques to

make contact and elicit personal information?

• Do they know that it is unsafe to arrange to meet unknown people online?

• Do they know how to report any suspicions?

• Do they understand they should not publish other people’s pictures or tag them on

the internet without permission?

• Do they know that content put online is extremely difficult to remove?

• Do they know what to do if they discover something malicious or inappropriate?

• Do they follow the school’s safer internet rules?

• Can they make safe choices about use of technology?

• Do they use technology in ways which minimises risk, e.g. responsible use of online

discussions, etc?

• Can they create strong passwords and manage them so that they remain strong?

• Can they independently, and with regard for e-safety, select and use appropriate

communication tools to solve problems by collaborating and communicating with others

within and beyond school?

• Can they competently use the internet as a search tool?

• Can they reference information sources?

• Can they use appropriate strategies for finding, critically evaluating, validating and verifying

information, e.g. using different keywords, skim reading to check relevance of information,

cross checking with different websites or other non ICT resources?

• Can they use knowledge of the meaning of different domain names and common website

extensions (e.g. .co.uk; .com; .ac; .sch; .org; .gov; .net) to support validation of

information?

222




into smaller parts









contact

223


Computing: Year 5


• To combine sequences of instructions and

procedures to turn devices on or off.

• To understand input and output.

• To use an ICT program to control an external

device that is electrical and/or mechanical.

• To use ICT to measure sound or light or

temperate using sensors.

• To explore ‘What is’ questions by playing

adventure or quest games.

• To write programs that have sequences and

repetitions.

• To listen to streaming audio such as online

radio.

• To download and listen to podcasts.

• To produce and upload a podcast.

• To manipulate sounds using Audacity.

• To select music from open sources and

incorporate it into multimedia presentations.

• To work on simple film editing.

• To use instant messaging to communicate

with class members.

• To conduct a video chat with someone

elsewhere in the school or in another school.


• To use a search engine using keyword

searches.

• To compare the results of different searches.

• To decide which sections are appropriate to

copy and paste from at least two web pages.

• To save stored information following simple

lines of enquiry.

• To download a document and save it to the

computer.

• To create a formula in a spreadsheet and

then check for accuracy and plausibility.

• To search databases for information using

symbols such as = > or <.

• To create databases planning the fields, rows

and columns.

• To create graphs and tables to be copied and

pasted into other documents.

• To use a range of presentation applications.

• To consider audience when editing a simple

film.

• To know how to prepare and then present a

simple film.

• To use ICT to record sounds and capture

both still and video images.

• To make a home page for a website that

contains links to other pages.

• To capture sounds, images and video.

• To use the word count tool to check the

length of a document.

• To use bullets and numbering tools.


• To make a multimedia presentation that contains: sound; animation; video and buttons to navigate.

• To save an image document as a gif or i peg. file format using the ‘save as’ command.

• To make an information poster using graphics skills to good effect.

224

Year 5 Curriculum





Design


groups



•

Make




Evaluate




Technical knowledge





225






understand and apply the principles of a healthy and varied diet

prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

226



Year 5



• To come up with a range of ideas after they

have collected information.

• To take a user’s view into account when

designing.

• To produce a detailed step-by-step plan.

• To suggest some alternative plans and say

what the good points and drawbacks are

about each.

• To explain why their finished product is going

to be of good quality.

• To explain how their product will appeal to the

audience.

• To use a range of tools and equipment

expertly.

• To persevere through different stages of the

making process.

• To keep checking that their design is the best

it can be.

• To check whether anything could be

improved.

• To evaluate appearance and function against

the original criteria.

Breadth of study


• To describe what they

do to be both hygienic

and safe.

• To present their

product well.

Textiles

• To think what the user

would want when

choosing textiles.

• To make their product

attractive and strong.

• To make up a

prototype first.


joining techniques.

Electrical and mechanical

components

• To incorporate a

switch into their

product.

• To refine their product

after testing it.

• To incorporate

hydraulics and

pneumatics.

Stiff and flexible sheet

materials

• To measure

accurately enough to

ensure that

everything is precise.

• To ensure that their

product is strong and

fit for purpose.

Mouldable materials

• To be motivated

enough to refine and

further improve their

product using

mouldable materials.

227

Year 5 Curriculum

Geography






Location knowledge







Place knowledge



228


Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the

location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical tools and skills to




describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts, 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 including

energy, food, minerals and water


use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of


use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and


229


Geography

Year 5


• To collect information about a

place and use it in a report.

• To map land use.

• To find possible answers to

their own geographical

questions.

• To make detailed sketches and

plans; improving their

accuracy later.

• To plan a journey to a place in

another part of the world,

taking account of distance and

time.

• To explain why many cities of

the world are situated by

rivers.

• To explain how a location fits

into its wider geographical

location; with reference to

physical features.

• To explain how the water cycle

works.

• To explain why water is such a

valuable commodity.

• To explain why people are

attracted to live by rivers.

• To explain how a location fits

into its wider geographical

location; with reference to

human and economical

features.

• To explain what a place might

be like in the future, taking

account of issues impacting

on human features.

• To name and locate many of

the world’s major rivers on

maps.

• To name and locate many of

the world’s most famous

mountain regions on maps.

• To locate the USA and Canada

on a world map and atlas.

• To locate and name the main

countries in South America on

a world map and atlas.


• To work out an accurate

itinerary detailing a journey to

another part of the world.

• To explain what a place (open

to environmental and physical

change) might be like in the

future taking account of

physical features.

• To report on ways in which

humans have both improved

and damaged the environment.

• To begin to recognise the

climate of a given country

according to its location on

the map.

230

Year 5 Curriculum

History











This could include:





This could include:




Wall




231




This could include:


Roman Empire



village life





This could include:







For example:








For example:


Anne and Victoria



the 20th

Century




Battle of Britain

232












AD 900-1300.

233


History

Year 5


• To use dates and historical language in their

work.

• To draw a timeline with different time periods

outlined which show different information,

such as, periods of history, when famous

people lived, etc..

• To use their mathematical skills to work out

exact time scales and differences as need be.

• To describe historical events from the

different period/s they are studying/have

studied.

• To make comparisons between historical

periods; explaining things that have changed

and things which have stayed the same.

• To explain the role that Britain has had in

spreading Christian values across the world.

• To begin to appreciate that how we make

decisions has been through a Parliament for

some time.

• To appreciate that significant events in history

have helped shape the country we have today.

• To have a good understanding as to how

crime and punishment has changed over the

years.

• To test out a hypothesis in order to answer a

question.

• To appreciate how historical artefacts have

helped us understand more about British lives

in the present and past.


• To create timelines which outline the

development of specific features, such as

medicine; weaponry; transport, etc.

• To appreciate how plagues and other major

events have created huge differences to the

way medicines and health care was

developed.

• To research the life of one person who has

had an influence on the way Great Britain is

divided into four separate countries.

234

Year 5 Curriculum

Languages















235












236








phrases.



phrases.


symbols correctly.


spoken phrases.

- To answer simple


information.



phrases.








their interests.







































appropriate.











Prelim Stage Grade

4





sentences.



their own opinions.




familiar contexts.




Grade

5







choice, including





contexts.



sentences.

237


Foreign Languages

Years 5 and 6


• To understand longer

passages made up of


sentences.

• To identify the main points

and some details.

Spoken at near normal speed with no

interference. May need some items to

be repeated.

• To hold a simple

conversation with at least 3-

4 exchanges.

• To use their knowledge of

grammar to adapt and

substitute single words and

phrases.

Their pronunciation is generally

accurate and they show some

consistency in their intonation.

• To understand a short story

or factual text and note

some of the main points.

• To use context to work out

unfamiliar words.

• To write a paragraph of

about 3-4 simple sentences.

• To adapt and substitute

individual words and set

phrases.

• To use a dictionary or

glossary to check words

they have learnt.

They will draw largely on memorised

language.

238

Year 5 Curriculum

Music











239


Music

Year 5


• To breathe in the correct place when

singing.

• To sing and use their understanding of

meaning to add expression.

• To maintain their part whilst others are

performing their part.

• To perform ‘by ear’ and from simple

notations.

• To improvise within a group using melodic

and rhythmic phrases.

• To recognise and use basic structural forms

e.g. rounds, variations, rondo form.

• To change sounds or organise them

differently to change the effect.

• To compose music which meets specific

criteria.

• To use their notations to record groups of

pitches (chords).

• To use a music diary to record aspects of

the composition process.

• To choose the most appropriate tempo for a

piece of music.

• To describe, compare and evaluate music

using musical vocabulary.

• To explain why they think their music is

successful or unsuccessful.

• To suggest improvements to their own or

others’ work.

• To choose the most appropriate tempo for a

piece of music.

• To contrast the work of famous composers

and show preferences.


• To use pitches simultaneously to produce

harmony by building up simple chords.

• To devise and play a repeated sequence of

pitches on a tuned instrument to

accompany a song.

• To understand the relation between pulse

and syncopated patterns.

• To identify (and use) how patterns of

repetitions, contrasts and variations can be

organised to give structure to a melody,

rhythm, dynamic and timbre.

• To explain how tempo changes the

character of music.

• To identify where a gradual change in

dynamics has helped to shape a phrase of

music.

240

Year 5 Curriculum

Physical Education




241



















242


Dance

Year 5

• To plan and perform dances confidently.

• To compose motifs and plan dances creatively and collaboratively in groups.

• To adapt and refine the way they use weight, space and rhythm in their dances to express themselves in the style of dance they use.

• To perform different styles of dance clearly and fluently.

• To organise their own warm-up and cool-down exercises.

• To show an understanding of safe exercising.

• To recognise and comment on dances, showing an understanding of style.

• To suggest ways to improve their own and other people’s work.


• To use their understanding of composition to create dance phrases for themselves and others in their group.

• To use their knowledge of dance to adapt their skills to meet the demands of a range of dance styles.

• To show expression in their dances and sensitivity to music.

• To organise their own warm-up and cool-down exercises.

• To show that they understand why warming-up is important for a good performance.

• To identify the form and structure of a dance.

• To make imaginative suggestions as to how to improve their own and other people’s work.

243


Physical Education

Swimming



unaided.





back.








need to improve.










work fairly.








seconds.









meet challenges.



244


Physical Education

Year 5


Dance


• To link skills, techniques and

ideas and apply them

accurately and appropriately.

• To show good control in their

movements.

• To compare and comment on

skills, techniques and ideas

that they and others have

used.

• To use their observations to

improve their work.

• To explain some important

safety principles when

preparing for exercise.

• To explain what effect exercise

has on their body.

• To explain why exercise is

important.

• To compose their own dances

in a creative and imaginative

way.

• To perform to an

accompaniment, expressively

and sensitively.

• To have that are movements

controlled.

• To dance showing clarity,

fluency, accuracy and

consistency.


Outdoor/

adventurous

• To gain possession by

working as a team.

• To pass in different ways.

• To use forehand and backhand

with a racquet.

• To field.

• To choose the best tactics for

attacking and defending.

• To use a number of techniques

to pass, dribble and shoot.

• To make complex or extended

sequences.

• To combine action, balance

and shape.

• To perform consistently to

different audiences.

• To have movements that are

accurate, clear and consistent.

• To be controlled when taking

off and landing in a jump.

• To throw with accuracy.

• To combine running and

jumping.

• To follow specific rules.

• To follow a map in an

unknown location.

• To use clues and compass

directions to navigate a route.

• To change their route if there

is a problem.

• To change their plan if they get

new information.

245

Year 5 Curriculum

PSHE


246

Year 5 Curriculum


247

Year 5 Termly overview of Learning objectives

Autumn Subject: Science Please also refer to Focus Education ‘Working Scientifically’ for Year 5


Subject: Computing


Properties and changes of materials (1/2 of the objectives can be covered in the Summer term) To compare and group together everyday materials on the basis of their properties, including hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets. To explain how some materials dissolve in liquid to form a solution. To describe how to recover a substance from a solution. To use their knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving, evaporating. To give reasons, based on evidence for comparative and fair tests for the particular uses of everyday materials, including metals wood and plastic. To describe changes using scientific words. (evaporation, condensation) To demonstrate that dissolving, mixing and changes of state are reversible changes. To explain that some changes result in the formation of new materials, and that this kid of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda. To use the terms ‘reversible’ and ‘irreversible’. Challenging To describe methods for separating mixtures. (filtration, distillation) To work out which materials are most effective for keeping us warm or for keeping something cold. To use their knowledge of materials to suggest ways to classify. (solids, liquids, gases) To explore changes that are difficult to reverse, e.g. burning, rusting and reactions such as vinegar with bicarbonate of soda. To explore the work of chemists who created new materials, e.g. Spencer Silver (glue on sticky notes) or Ruth Benerito (wrinkle free cotton). Electricity To identify and name the basic parts of a simple electric series circuit. (cells, wires, bulbs, switches, buzzers) To compare and give reasons for variations in how

Drawing To identify and draw simple objects, and use marks and lines to produce texture. To successfully use shading to create mood and feeling. To organise line, tone, shape and colour to represent figures and forms in movement. To show reflections. To explain why they have chosen specific materials to draw with. Sketch books To keep notes in their sketch books as to how they might develop their work further. To use their sketch books to compare and discuss ideas with others. Collage To use ceramic mosaic to produce a piece of art. To combine visual and tactile qualities to express mood and emotion. To justify the materials they have chosen. (Yr 6) To combine pattern, tone and shape. (Yr 6) 3D To experiment with and combine materials and processes to design and make 3D form. To sculpt clay and other mouldable materials. To create models on a range of scales. (Yr 6) To create work which is open to interpretation by the audience. (Yr 6) To include both visual and tactile elements in their work. (Yr 6)

E Safety Knowledge & understanding Can they discuss the positive and negative impact of the use of ICT in their own lives and those of their peers and family? Do they understand the potential risk of providing personal information online? Do they recognise why people may publish content that is not accurate and understand the need to be critical evaluators of content? Do they understand that some websites and/or pop-ups have commercial interests that may affect the way the information is presented? Do they recognise the potential risks of using internet communication tools and understand how to minimise those risks (including scams and phishing)? Do they understand that some material on the internet is copyrighted and may not be copied or downloaded? Do they understand that some messages may be malicious and know how to deal with this? Do they understand that online environments have security settings, which can be altered, to protect the user? Do they understand the benefits of developing a ‘nickname’ for online use? Do they understand that some malicious adults may use various techniques to make contact and elicit personal information? Do they know that it is unsafe to arrange to meet unknown people online? Do they know how to report any suspicions? Do they understand they should not publish other people’s pictures or tag them on the internet without permission? Do they know that content put online is extremely difficult to remove? Do they know what to do if they discover something malicious or inappropriate? Skills Do they follow the school’s safer internet rules? Can they make safe choices about use of technology? Do they use technology in ways which minimises

Developing, planning and communicating ideas To come up with a range of ideas after they have collected information. To take a user’s view into account when designing. To produce a detailed step-by-step plan. To suggest some alternative plans and say what the good points and drawbacks are about each. Working with tools, equipment, materials and components to make quality products To explain why their finished product is going to be of good quality. To explain how their product will appeal to the audience. To use a range of tools and equipment expertly. To persevere through different stages of the making process. Evaluating processes and products To keep checking that their design is the best it can be. To check whether anything could be improved. To evaluate appearance and function against the original criteria. Stiff and flexible materials To measure accurately enough to ensure that everything is precise. To ensure that their product is strong and fit for purpose.

248

components function, including the brightness of bulbs, the loudness of buzzers, the on/off position of switches. To use recognised symbols when representing a simple circuit in a diagram. Challenging To make their own traffic light system or something similar. To explain the danger of short circuits. To explain what a fuse is. To explain how to make changes in a circuit. To explain the impact of changes in a circuit. To explain the effect of changing the voltage of a battery.

risk, e.g. responsible use of online discussions, etc? Can they create strong passwords and manage them so that they remain strong? Can they independently, and with regard for e-safety, select and use appropriate communication tools to solve problems by collaborating and communicating with others within and beyond school? Can they competently use the internet as a search tool? Can they reference information sources? Can they use appropriate strategies for finding, critically evaluating, validating and verifying information, e.g. using different keywords, skim reading to check relevance of information, cross checking with different websites or other non ICT resources? Can they use knowledge of the meaning of different domain names and common website extensions (e.g. .co.uk; .com; .ac; .sch; .org; .gov; .net) to support validation of information? Communicating To use instant messaging to communicate with class members. To conduct a video chat with someone elsewhere in the school or in another school. Using the Internet To use a search engine using keyword searches. To compare the results of different searches. To decide which sections are appropriate to copy and paste from at least two web pages. To save stored information following simple lines of enquiry. To download a document and save it to the computer.

Subject: Geography

Subject: History

Subject: Languages


Chronological understanding To use dates and historical language in their work. To draw a timeline with different time periods outlined which show different information, such as, periods of history, when famous people lived, etc.. To use their mathematical skills to work out exact time scales and differences as need be. Challenging To create timelines which outline the development of specific features, such as medicine; weaponry; transport, etc. Knowledge and interpretation

Objectives for the whole year from the Languages Ladder (Grade 1-3) Listening and responding To understand a few familiar spoken words and phrases. To understand a range of familiar spoken phrases. To understand the main points from a short spoken passage made up of familiar language. Speaking To say and repeat single words in short and simple phrases.

Swimming Low attainers See Year 4 Middle attainers To swim between 50 and 100 metres and keep swimming for 45 to 90 seconds. To use 3 different strokes, swimming on their front and back. To control their breathing. To swim confidently and fluently on the surface and under water. To work well in groups to solve specific problems and challenges, sharing out the work fairly.

249

To describe historical events from the different period/s they are studying/have studied. To make comparisons between historical periods; explaining things that have changed and things which have stayed the same. To begin to appreciate that how we make decisions has been through a Parliament for some time. To appreciate that significant events in history have helped shape the country we have today. Historical enquiry To test out a hypothesis in order to answer a question. To appreciate how historical artefacts have helped us understand more about British lives in the present and past. Additional To research the life of one person who has had an influence on the way Great Britain is divided into four separate countries.

To answer simple questions and give basic information. To ask and answer simple questions and talk about their interests. Reading and responding To recognise and read out a few familiar words and phrases. To understand and read out familiar written phrases. To understand the main points from a short written text in clear printed script. Writing






To recognise how swimming affects their body, and pace their efforts to meet different challenges. To suggest activities and practices to help improve their own performance. High attainers To swim further than 100 metres. To swim fluently and confidently for over 90 seconds. To use all 3 strokes with control. To swim short distances using butterfly. To breathe so that the pattern of their swimming is not interrupted. To perform a wide range of personal survival techniques confidently. To know what the different tasks demand of their body, and pace their efforts well to meet challenges. To describe good swimming technique and show and explain it to others. Acquiring and developing skills To link skills, techniques and ideas and apply them accurately and appropriately. To show good control in their movements. Evaluating and improving To compare and comment on skills, techniques and ideas that they and others have used. To use their observations to improve their work. Health and fitness To explain some important safety principles when preparing for exercise. To explain what effect exercise has on their body. To explain why exercise is important. Games To gain possession by working as a team. To pass in different ways. To use forehand and backhand with a racquet. To field. To choose the best tactics for attacking and defending. To use a number of techniques to pass, dribble and shoot. Gymnastics To make complex or extended sequences. To combine action, balance and shape. To perform consistently to different audiences. To have movements that are accurate, clear and consistent.

250

Spring Subject: Science (Please also refer to Focus Education ‘Working Scientifically’ for Year 5)


Subject: Computing


Forces To explain that unsupported objects fall towards the earth because of the force of gravity acting between the earth and the falling object. To identify the effects of air resistance, water resistance and friction that act between moving surfaces. To recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. Challenging To describe and explain how motion is affected by forces. (including gravitational attractions, magnetic attraction and friction) To design very effective parachutes. To work out how water can cause resistance to floating objects. To explore how scientists, such as Galileo Galilei and Isaac Newton helped to develop the theory of gravitation.

Drawing To identify and draw simple objects, and use marks and lines to produce texture. To successfully use shading to create mood and feeling. To organise line, tone, shape and colour to represent figures and forms in movement. To show reflections. To explain why they have chosen specific materials to draw with. Sketch books To keep notes in their sketch books as to how they might develop their work further. To use their sketch books to compare and discuss ideas with others Knowledge To experiment with different styles which artists have used. To learn about the work of others by looking at their work in books, the Internet, visits to galleries and other sources of information. Textiles To create work which is open to interpretation by the audience. To include both visual and tactile elements in their work. To use textile and sewing skills as part of a project, e.g. hanging, textile book, etc.. This could include running stitch, cross stitch, backstitch, appliqué and/or embroidery. (Yr 5)

E Safety As Autumn Algorithms and Programs To combine sequences of instructions and procedures to turn devices on or off. To understand input and output. To use an ICT program to control an external device that is electrical and/or mechanical. To use ICT to measure sound or light or temperate using sensors. To explore ‘What is’ questions by playing adventure or quest games. To write programs that have sequences and repetitions. Databases To create a formula in a spreadsheet and then check for accuracy and plausibility. To search databases for information using symbols such as = > or <. To create databases planning the fields, rows and columns. To create graphs and tables to be copied and pasted into other documents.

Developing, planning and communicating ideas To come up with a range of ideas after they have collected information. To take a user’s view into account when designing. To produce a detailed step-by-step plan. To suggest some alternative plans and say what the good points and drawbacks are about each. Working with tools, equipment, materials and components to make quality products To explain why their finished product is going to be of good quality. To explain how their product will appeal to the audience. To use a range of tools and equipment expertly. To persevere through different stages of the making process.

Evaluating processes and products To keep checking that their design is the best it can be. To check whether anything could be improved. To evaluate appearance and function against the original criteria. Textiles To think what the user would want when choosing textiles. To make their product attractive and strong. To make up a prototype first. To use a range of joining techniques.

251

Subject: Geography

Subject: History

Subject: Languages


Geographical Enquiry To explain scale and use maps with a range of scales. To choose the best way to collect information needed and decide the most appropriate units of measure. To make careful measurements and use the data. To use OS maps to answer questions. Physical Geography To explain how a location fits into its wider geographical location; with reference to physical features. To describe how some places are similar and others are different in relation to their physical features. To accurately use a 4 figure grid reference. To create sketch maps when carrying out a field study. Human Geography To explain how a place fits into its wider geographical location; with reference to human and physical features. To explain what a place might be like in the future, taking account of issues impacting on human features. To map land use with their own criteria. To describe how some places are similar and others are different in relation to their human features. Challenging To report on ways in which humans have both improved and damaged the environment. To analyse population data on two settlements and report on findings and questions raised.

Geographical Knowledge To recognise key symbols used on ordnance survey maps.

Chronological understanding To use dates and historical language in their work. To draw a timeline with different time periods outlined which show different information, such as, periods of history, when famous people lived etc. To use their mathematical skills to work out exact time scales and differences as need be. Challenging To create timelines which outline the development of specific features, such as medicine; weaponry; transport, etc. Knowledge and interpretation To describe historical events from the different period/s they are studying/have studied. To begin to appreciate the influence of ……… e.g. in terms of… To summarise what Britain may have learnt from other countries and civilizations through time gone by and more recently. To appreciate that significant events in non-European societies have helped shape the country we have today. Historical enquiry To test out a hypothesis in order to answer a question. To appreciate how historical artefacts have helped us understand more about lives in the present and past.

Objectives for the whole year from the Languages Ladder (Grade 1-3) Listening and responding To understand a few familiar spoken words and phrases. To understand a range of familiar spoken phrases. To understand the main points from a short spoken passage made up of familiar language. Speaking To say and repeat single words in short and simple phrases. To answer simple questions and give basic information. To ask and answer simple questions and talk about their interests. Reading and responding To recognise and read out a few familiar words and phrases. To understand and read out familiar written phrases. To understand the main points from a short written text in clear printed script. Writing






Swimming As Autumn Acquiring and developing skills As Autumn Evaluating and improving As Autumn Health and fitness As Autumn Games As Autumn Dance To plan and perform dances confidently. To compose motifs and plan dances creatively and collaboratively in groups. To adapt and refine the way they use weight, space and rhythm in their dances to express themselves in the style of dance they use. To perform different styles of dance clearly and fluently. To organise their own warm-up and cool-down exercises. To show an understanding of safe exercising. To recognise and comment on dances, showing an understanding of style. To suggest ways to improve their own and other people’s work Challenging To use their understanding of composition to create dance phrases for themselves and others in their group. To use their knowledge of dance to adapt their skills to meet the demands of a range of dance styles. To show expression in their dances and sensitivity to music. To show that they understand why warming-up is important for a good performance. To identify the form and structure of a dance. To make imaginative suggestions as to how to improve their own and other people’s work.

252

Summer Subject: Science (Please also refer to Focus Education ‘Working Scientifically’ for Year 5)


Subject: Computing


Living things and their habitats To describe the differences in the life cycles of a mammal, an amphibians, an insects and a bird. To describe the life cycles of common plants. To explore the work of well know naturalists and animal behaviourists. (David Attenborough and Jane Goodall) Challenging To observe their local environment and draw conclusions about life-cycles, e.g. plants in the vegetable garden or flower border. To compare the life cycles of plants and animals in their local environment with the life cycles of those around the world, e.g. rainforests.

Animals including humans To describe the changes as humans develop to old age. Challenging To create a timeline to indicate stages of growth in certain animals, such as frogs and butterflies. To describe the changes experienced in puberty. (Covered in Growing and Changing PSHE) To draw a timeline to indicate stages in the growth and development of humans.

Drawing To identify and draw simple objects, and use marks and lines to produce texture. To successfully use shading to create mood and feeling. To organise line, tone, shape and colour to represent figures and forms in movement. To show reflections. To explain why they have chosen specific materials to draw with. Sketch books To keep notes in their sketch books as to how they might develop their work further. To use their sketch books to compare and discuss ideas with others 3D To experiment with and combine materials and processes to design and make 3D form. To sculpt clay and other mouldable materials. To create models on a range of scales. (Yr 6) To create work which is open to interpretation by the audience. (Yr 6) To include both visual and tactile elements in their work. (Yr 6) Knowledge To experiment with different styles which artists have used. To learn about the work of others by looking at their work in books, the Internet, visits to galleries and other sources of information

E Safety As Autumn Data Retrieving and Organising To listen to streaming audio such as online radio. To download and listen to podcasts. To produce and upload a podcast. To manipulate sounds using Audacity. To select music from open sources and incorporate it into multimedia presentations. To work on simple film editing. Presentation To use a range of presentation applications. To consider audience when editing a simple film. To know how to prepare and then present a simple film. To use ICT to record sounds and capture both still and video images. To make a home page for a website that contains links to other pages. To capture sounds, images and video. To use the word count tool to check the length of a document. To use bullets and numbering tools. Challenging To make a multimedia presentation that contains: sound; animation; video and buttons to navigate. To save an image document as a gif or i peg. file format using the ‘save as’ command. To make an information poster using graphics skills to good effect.

Developing, planning and communicating ideas To come up with a range of ideas after they have collected information. To take a user’s view into account when designing. To produce a detailed step-by-step plan. To suggest some alternative plans and say what the good points and drawbacks are about each. Working with tools, equipment, materials and components to make quality products To explain why their finished product is going to be of good quality. To explain how their product will appeal to the audience. To use a range of tools and equipment expertly. To persevere through different stages of the making process. Evaluating processes and products To keep checking that their design is the best it can be. To check whether anything could be improved. To evaluate appearance and function against the original criteria.

Mouldable materials To be motivated enough to refine and further improve their product using mouldable materials.

Cooking and Nutrition To describe what they do to be both hygienic and safe. To present their product well.

253

Subject: Geography

Subject: History

Subject: Languages


Geographical Enquiry To collect information about a place and use it in a report. To map land use. To find possible answers to their own geographical questions. To make detailed sketches and plans; improving their accuracy later. To plan a journey to the other side of the world, taking account of distance and time. Challenging To work out an accurate itinerary detailing a journey to another part of the world. Physical geography To explain how a location fits into its wider geographical location; with reference to physical features. To give descriptions of the physical features of different places around the world. To describe how some places are similar and others are different in relation to their physical features. Challenging To explain what a place (open to environmental and physical change) might be like in the future taking account of physical features. Human geography To explain why people might be attracted to live by seas and oceans. To explain how a location fits into its wider geographical location; with reference to human and economical features. To explain what a place might be like in the future, taking account of issues impacting on human features. To give descriptions of the human features of different places around the world. To describe how some places are similar and others are different in relation to their human features. Challenging To report on ways in which humans have both improved and damaged the environment. Geographical knowledge To name and locate many of the world’s seas and oceans. To locate the Mediterranean on a world map and atlas. To locate and name the main countries in and around the Mediterranean on a world map and atlas. Challenging To begin to recognise the climate of a given country according to its location on the map

Chronological understanding To use dates and historical language in their work. To draw a timeline with different time periods outlined which show different information, such as, periods of history, when famous people lived, etc. To use their mathematical skills to work out exact time scales and differences as need be. Challenging To appreciate that some ancient civilizations showed greater advancements than people who lived centuries after them. Knowledge and interpretation To describe people’s lives and achievements in different historical period/s studied. To make comparisons between historical periods; explaining things that have changed and things which have stayed the same. To begin to appreciate the influence of the Ancient Greeks on the western world e.g. in terms of democracy, the Olympic Games and ideas in science, art and philosophy To summarise what Britain may have learnt from other countries and civilizations through time gone by and more recently. To appreciate that significant events in world history have helped shape the country we have today. Historical enquiry To test out a hypothesis in order to answer a question. To appreciate how historical artefacts have helped us understand more about lives in the present and past.

Objectives for the whole year from the Languages Ladder (Grade 1-3) Listening and responding To understand a few familiar spoken words and phrases. To understand a range of familiar spoken phrases. To understand the main points from a short spoken passage made up of familiar language. Speaking To say and repeat single words in short and simple phrases. To answer simple questions and give basic information. To ask and answer simple questions and talk about their interests. Reading and responding To recognise and read out a few familiar words and phrases. To understand and read out familiar written phrases. To understand the main points from a short written text in clear printed script. Writing To write or copy simple words or symbols correctly.





Swimming As Autumn Acquiring and developing skills To link skills, techniques and ideas and apply them accurately and appropriately. To show good control in their movements. Evaluating and improving To compare and comment on skills, techniques and ideas that they and others have used. To use their observations to improve their work. Health and fitness To explain some important safety principles when preparing for exercise. To explain what effect exercise has on their body. To explain why exercise is important. Games To gain possession by working as a team. To pass in different ways. To use forehand and backhand with a racquet. To field. To choose the best tactics for attacking and defending. To use a number of techniques to pass, dribble and shoot. Athletics To be controlled when taking off and landing in a jump. To throw with accuracy. To combine running and jumping. To follow specific rules.

254


Autumn


Subject Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Week 15

Literacy Text: There’s a boy in the Girls’ Bathroom Unit: Novel as a theme/ significant Author (Louis Sachar)

Text: Macbeth Unit: Older Literature e.g. Shakespeare

Text: Way Home Unit: Persuasion (radio or TV Broadcast)

Texts: Wes Magee/ Benjamin Zephaniah poems Unit: Poems with figurative language(+choral performance)

Maths Place Value Written addition

Metal addition

and subtraction

Problem solving

Decimals Mental

calculation multiply/ division

Measures Time

Length

Written and mental

subtraction

Mental multiplicati

on and division

Fractions

Written multiply

and division

Measures Turn

Geometry Circles

Place Value Decimals Fractions


subtraction multiplication division

Assessment Teach to gaps

Problem solving

Revise Revise

Science Properties / changes of materials

2 hours per week

Electricity

2 hrs per week

Art and design

3D sculpture 1 hour per week

Collage 1 hour per week

Computing



Stiff and Flexible materials 1 hour per week

255

Geography

History

Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor 2 hours per week

Languages

French 0.5 hours per week

Music Music/ Singing Assemblies: Musical elements: Duration and Dynamics.

Song themes: Rounds, Harmonies, Autumn songs, Traditional songs



Song themes: Christmas songs, Pop and modern songs, Historical songs

PE/ Dance Invasion games Swimming

2 hours per week

Gymnastics Swimming

2 hours per week RE Worship and Festivities:

How and why do Hindus celebrate Divali? 0.5 hour per week

PSHE Myself and My Relationships Beginning and Belonging

0.5 hour per week


0.5 hour per week

Myself and My Relationships My Emotions

0.5 hour per week



256

Spring



Subject Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Literacy Text: One Thousand and One Nights Units: Stories from other cultures

Text: The Piano Unit: Film and playscript

Text: The Highwayman/ Storm (guided reading) Units: Classic narrative poetry (+choral performance) Magazine article

Mathematics Place Value Decimals

Mental and written

subtraction

Mental multiplication and division Properties of

number

Geometry Triangles Measures

Mass

Written addition and subtraction

Written multiplication and division


Fractions

Bird survey, charts and

graphs

Geometry Quadrilaterals

Measures Metric and

Imperial

Statistics

Fractions Written addition and subtraction

Assessment

Science Forces

2 hours per week

Art and design

Textiles 1 hour per week

Drawing Great artists 1 hour per week

Computing

Computer Programming and Computer Games 1 hour per week


257

Geography UK-local and Global Investigating who we are

1 hour per week

History Non-European society-early Islamic civilisation, including a study of Baghdad c. AD 900;

1 hour per week Languages

French 0.5 hours per week


Song themes: Rounds, Harmonies, Foreign language songs, Cultural

songs, Songs from musicals




PE/ Dance Striking and fielding Swimming

Dance (Y5H)

Net/ wall games (badminton or tennis) Swimming

Dance (Y5K)

RE

How and why do Muslims and Jews pray? 0.5 hours per week

PSHE Citizenship Diversity and Communities

0.5 hours per week


0.5 hours per week



Visit a bird sanctuary

258

Summer



Subject Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Literacy Text: Adventures of Odysseus/ Greek Myths and Legends (Usbourne) Unit: Stories from other cultures Myths and legends-narrative Discussion

Text: Beowulf Units: Historical Narrative

Text: Information books linked to other area of curriculum Unit: Information booklet

Mathematics Mental addition and subtractions

Decimals

Fractions

Short multiply

Decimals

Negative numbers

Geometry Position and

direction

2D


Assessment Written multiply

and division

Measures Area and Perimeter

Volume

Percentages

Fractions

Percentages

Fractions

Assessment Statistics Measures –

time

Multiply

Statistics Measures –

time

Multiply

Review

Science Animals including Humans

2 hours per week

Living things and their habitats,

2 hours per week

Art and design

Sketchbooks & Drawing Great artists, architects and designers

0.5 hours per week Computing Control systems, Data Logging and Robots

1 hour per week


Cooking and Nutrition 0.5 hours hour per week

Mouldable Materials Link to Art: 3D Sculpture

0.5 hours per week Geography Mediterranean/Greece

1 hour per week

259

History Ancient Greece 1 hour per week

Languages French

0.5 hours per week





Song themes: Cultural songs, Foreign language songs, Summer songs

PE/ Dance Hockey Swimming

Athletics Swimming

R.E. Sikh belief and practice:

What is it like to be a Sikh? 0.5 hour per week

PSHE Healthy and Safer Lifestyles Personal Safety

0.5 hour per week

Healthy and Safer Lifestyles Healthy Lifestyles

0.5 hour per week





260

Year 6 Curriculum


Literacy

See Unit Plans

261

Year 6 Curriculum

Mathematics

See Unit Plans

262

Year 6 Curriculum

Science

Knowledge, Skills and Understanding breakdown for Working Scientifically

Year 6


• To explore different ways to test an idea, choose the best

way, and give reasons.

• To vary one factor whilst keeping the others the same in an

experiment. To explain why they do this.

• To plan and carry out an investigation by controlling

variables fairly and accurately.

• To make a prediction with reasons.

• To use information to help make a prediction.

• To use test results to make further predictions and set up

further comparative tests.

• To explain, in simple terms, a scientific idea and what

evidence supports it.

• To present a report of their findings through writing, display

and presentation.

• To explain why they have chosen specific equipment. (incl

ICT based equipment)

• To decide which units of measurement they need to use.

• To explain why a measurement needs to be repeated.

• To record their measurements in different ways. (incl bar

charts, tables and line graphs)

• To take measurements using a range of scientific equipment

with increasing accuracy and precision.

• To find a pattern from their data and explain what it shows.

• To use a graph to answer scientific questions.

• To link what they have found out to other science.

• To suggest how to improve their work and say why they

think this.

• To record more complex data and results using scientific

diagrams, classification keys, tables, bar charts, line graphs

and models.

• To report findings from investigations through written

explanations and conclusions.

• To identify scientific evidence that has been used to support

to refute ideas or arguments.

• To report and present findings from enquiries, including

conclusions, causal relationships and explanations of and

degree of trust in results, in oral and written forms such as

displays and other presentations.


• To choose the best way to answer a question.

• To use information from different sources to answer a

question and plan an investigation.

• To make a prediction which links with other scientific

knowledge.

• To identify the key factors when planning a fair test.

• To explain how a scientist has used their scientific

understanding plus good ideas to have a breakthrough.

• To plan in advance which equipment they will need and use

it well.

• To make precise measurements.

• To collect information in different ways.

• To record their measurements and observations

systematically.

• To explain qualitative and quantitative data.

• To draw conclusions from their work.

• To link their conclusions to other scientific knowledge.

• To explain how they could improve their way of working.

263



Year 6

Evolution and Inheritance Living Things & their habitats Animals, including humans

• To recognise that living things have changed over time

and that fossils provide information about living things

that inhabited the earth millions of years ago.

• To recognise that living things produce offspring of the

same kind, but normally offspring vary and are not

identical to their parents.

• To give reasons why offspring are not identical to each

other or to their parents.

• To explain the process of evolution and describe the

evidence for this.

• To identify how animals and plants are adapted to suit

their environment in different ways and that adaptation

may lead to evolution.

• To describe how living things are classified into

broad groups according to common observable

characteristics and based on similarities and

differences including microorganisms, plants

and animals.

• To give reasons for classifying plants and

animals based on specific characteristics.

• To identify and name the main parts of the human

circulatory system, and describe the functions of the

heart, blood vessels and blood.

• To recognise the impact of diet, exercise, drugs and

lifestyle on the way their bodies function.

• To describe the ways in which nutrients and water

and transported within animals, including humans.


• To talk about the work of Charles Darwin, Mary Anning

and Alfred Wallace.

• To explain how some living things adapt to survive in

extreme conditions.

• To analyse the advantages and disadvantages of specific

adaptations, such as being on two rather than four feet.

• To begin to understand what is meant by DNA.

• To explain why classification is important.

• To readily group animals into reptiles, fish,

amphibians, birds and mammals.

• To sub divide their original groupings and

explain their divisions.

• To group animals into vertebrates and

invertebrates.

• To find out about the significance of the work of

scientists such as Carl Linnaeus, a pioneer of

classification.

• To explore the work of medical pioneers, for

example, William Harvey and Galen and recognise

how much we have learnt about our bodies.

• To compare the organ systems of humans to other

animals.

• To make a diagram of the human body and explain

how different parts work and depend on one

another.

• To name the major organs in the human body.

• To locate the major human organs.

• To make a diagram that outlines the main parts of a

body.

264


Light and Electricity

Year 6

Electricity Light

• To identify and name the basic parts of a simple electric series

circuit. (cells, wires, bulbs, switches, buzzers)

• To compare and give reasons for variations in how

components function, including the brightness of bulbs, the

loudness of buzzers, the on/off position of switches.

• To use recognised symbols when representing a simple circuit

in a diagram.

• To recognise that light appears to travel in straight lines.

• To use the idea that light travels in straight lines to explain that

objects are seen because they give out or reflect light into the eye.

• To explain that we see things because light travels from light

sources to our eyes or from light sources to object s and then to our

eyes.

• To use the idea that light travels in straight lines to explain why

shadows have the same shape as the objects that cast them.


• To make their own traffic light system or something similar.

• To explain the danger of short circuits.

• To explain what a fuse is.

• To explain how to make changes in a circuit.

• To explain the impact of changes in a circuit.

• To explain the effect of changing the voltage of a battery.

• To explain how different colours of light can be created.

• To use and explain how simple optical instruments work. (periscope,

telescope, binoculars, mirror, magnifying glass, Newton’s first

reflecting telescope)

• To explore a range of phenomena, including rainbows, colours on

soap bubbles, objects looking bent in water and coloured filters.

265

Year 6 Curriculum

Art








266


Art

Year 6


• To communicate emotions and

a sense of self with accuracy

and imagination through their

sketches.


combined different tools to

create their drawings.


chosen specific drawing

techniques.

• To explain what their own style

is.

• To use a wide range of

techniques in their work.


chosen specific painting

techniques.

• To overprint using different

colours.

• To look very carefully at the

methods they use and make

decisions about the

effectiveness of their printing

methods.

• Their sketch books to contain

detailed notes, and quotes

explaining about items.

• To compare their methods to

those of others and keep notes

in their sketch books.


based research of commercial

design, for example magazines

etc., to influence the layout of

their sketch books.

• To adapt and refine their work

to reflect its meaning and

purpose, keeping notes and

annotations in their sketch

books.


• To create models on a range of

scales.

• To create work which is open

to interpretation by the

audience.

• To include both visual and

tactile elements in their work.

• To justify the materials they

have chosen.

• To combine pattern, tone and

shape.

• To use software packages to

create pieces of digital art to

design.

• To create a piece of art which

can be used as part of a wider

presentation.

• To make a record about the

styles and qualities in their

work.

• To say what their work is

influenced by.

• To include technical aspects in

their work, e.g. architectural

design.

267

Year 6 Curriculum

Computing



• Can they discuss the positive and negative impact of the use of ICT in their own

lives and those of their peers and family?

• Do they understand the potential risk of providing personal information online?

• Do they recognise why people may publish content that is not accurate and

understand the need to be critical evaluators of content?

• Do they understand that some websites and/or pop-ups have commercial interests

that may affect the way the information is presented?

• Do they recognise the potential risks of using internet communication tools and

understand how to minimise those risks (including scams and phishing)?

• Do they understand that some material on the internet is copyrighted and may not

be copied or downloaded?

• Do they understand that some messages may be malicious and know how to deal

with this?

• Do they understand that online environments have security settings, which can be

altered, to protect the user?

• Do they understand the benefits of developing a ‘nickname’ for online use?

• Do they understand that some malicious adults may use various techniques to

make contact and elicit personal information?

• Do they know that it is unsafe to arrange to meet unknown people online?

• Do they know how to report any suspicions?

• Do they understand they should not publish other people’s pictures or tag them on

the internet without permission?

• Do they know that content put online is extremely difficult to remove?

• Do they know what to do if they discover something malicious or inappropriate?

• Do they follow the school’s safer internet rules?

• Can they make safe choices about use of technology?

• Do they use technology in ways which minimises risk, e.g. responsible use of online

discussions, etc?

• Can they create strong passwords and manage them so that they remain strong?

• Can they independently, and with regard for e-safety, select and use appropriate

communication tools to solve problems by collaborating and communicating with others

within and beyond school?

• Can they competently use the internet as a search tool?

• Can they reference information sources?

• Can they use appropriate strategies for finding, critically evaluating, validating and verifying

information, e.g. using different keywords, skim reading to check relevance of information,

cross checking with different websites or other non ICT resources?

• Can they use knowledge of the meaning of different domain names and common website

extensions (e.g. .co.uk; .com; .ac; .sch; .org; .gov; .net) to support validation of

information?

268




into smaller parts









contact

269


Computing: Year 6


• To explain how an algorithm works.

• To detect errors in a program and correct

them.

• To use an ICT program to control a number of

events for an external device.

• To use ICT to measure sound, light or

temperature using sensors and interpret the

data.

• To explore ‘what if’ questions by planning

different scenarios for controlled devices.

• To use input from sensors to trigger events.

• To check and refine a series of instructions.

• To explore the menu options and experiment

with images (colour effects, options, snap to

grid, grid settings etc.).

• To add special effects to alter the appearance

of a graphic.

• To ‘save as’ gif or i peg. wherever possible to

make the file size smaller (for emailing or

downloading).

• To make an information poster using their

graphics skills to good effect.

• To conduct a video chat with people in

another country or organisation.


• To contribute to discussions online.

• To use a search engine using keyword

searches.

• To use complex searches using such as ‘+’

‘OR’ ”Find the phrase in inverted commas”.

• To collect live data using data logging

equipment.

• To identify data error, patterns and

sequences.

• To use the formulae bar to explore

mathematical scenarios.

• To create their own database and present

information from it.

• To present a film for a specific audience and

then adapt same film for a different audience.

• To create a sophisticated multimedia

presentation.

• To confidently choose the correct page set

up option when creating a document.

• To confidently use text formatting tools,

including heading and body text.

• To use the ‘hanging indent’ tool to help

format work where appropriate (e.g. a play

script).


• To incorporate graphics where appropriate, using the most effective text wrapping formats.

• To conduct a video chat with more than one person at a time.

• To compare the information provided on two tabbed websites looking for bias and perspective.

270

Year 6 Curriculum





Design


groups



Make


• select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and

aesthetic qualities

Evaluate




Technical knowledge





271






• understand and apply the principles of a healthy and varied diet

• prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

• understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

272

Knowledge, Skills and Understanding breakdown for Design and Technology

Year 6



• To use a range of information to inform their

design.

• To use market research to inform plans.

• To work within constraints.

• To follow and refine their plan if necessary.

• To justify their plan to someone else.

• To consider culture and society in their

designs.

• To use tools and materials precisely.

• To change the way they are working if needed.

• To test and evaluate their final product.

• To evaluate if fit for purpose.

• To evaluate what would improve it.

• To evaluate if different resources have

improved their product.

• To evaluate if they need more or different

information to make it even better.

• To evaluate if their product meet all design

criteria.

• To consider the use of the product when

selecting materials.

Breadth of study


• To explain how their

product should be

stored with reasons.

• To set out to grow

their own products

with a view to making

a salad, taking

account of time

required to grow

different foods.

Textiles

• To think about how

their product could be

sold.

• Have they given

considered thought

about what would

improve their product

even more.

Electrical and mechanical

components

• To use different kinds

of circuit in their

product.

• To think of ways in

which adding a circuit

would improve their

product.

Stiff and flexible sheet materials

• To justify why they

selected specific

materials.

• To ensure that their

work is precise and

accurate.

• To hide joints so as to

improve the look of

their product.

Mouldable materials

• To justify why the

chosen material was

the best for the task.

• To justify design in

relation to the

audience.

273

Year 6 Curriculum

Geography






Location knowledge







Place knowledge

• understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European

country, and a region within North or South America

274

















275


Geography

Year 6


• To confidently explain scale

and use maps with a range of

scales.

• To choose the best way to

collect information needed and

decide the most appropriate

units of measure.

• To make careful

measurements and use the

data.

• To use OS maps to answer

questions.

• To use maps, aerial photos,

plans and web resources to

describe what a locality might

be like.

• To give extended descriptions

of the physical features of

different places around the

world.

• To describe how some places

are similar and others are

different in relation to their

human features.

• To accurately use a 4 figure

grid reference.

• To create sketch maps when

carrying out a field study.

• To give an extended

description of the human

features of different places

around the world.

• To map land use with their

own criteria.

• To describe how some places

are similar and others are

different in relation to their

physical features.

• To recognise key symbols

used on ordnance survey

maps.

• To name the largest desert in

the world.

• To identify and name the

Tropics of Cancer and

Capricorn as well as the Artic

and Antarctic circles.

• To explain how the time zones

work.


• To define geographical

questions to guide their

research.

• To use a range of self selected

resources to answer

questions.

• To plan a journey to another

part of the world which takes

account of time zones.

• To understand the term

sustainable development. To

use it in different contexts.

• To explain how human activity

has caused an environment to

change.

• To analyse population data on

two settlements and report on

findings and questions raised.

• To name and locate the main

canals that link different

continents.

• To name the main lines of

latitude and meridian of

longitude.

276

Year 6 Curriculum

History











This could include:





This could include:




Wall




277




This could include:


Roman Empire



village life





This could include:







For example:








For example:


Anne and Victoria



the 20th

Century




Battle of Britain

278












AD 900-1300.

279


History

Year 6


• To say where a period of history fits on a

timeline.

• To place a specific event on a timeline by

decade.

• To place features of historical events and

people from past societies and periods in a

chronological framework.

• To summarise the main events from a specific

period in history, explaining the order in

which key events happened.

• To summarise how Britain has had a major

influence on world history.

• To summarise what Britain may have learnt

from other countries and civilizations through

time gone by and more recently.

• To describe features of historical events and

people from past societies and periods they

have studied.

• To recognise and describe differences and

similarities/ changes and continuity between

different periods of history.

• To look at two different versions and say how

the author may be attempting to persuade or

give a specific viewpoint.

• To identify and explain their understanding of

propaganda.

• To describe a key event from Britain’s past

using a range of evidence from different

sources.


• To appreciate that some ancient civilizations

showed greater advancements than people

who lived centuries after them.

• To suggest relationships between causes in

history.

• To appreciate how Britain once had an Empire

and how that has helped or hindered our

relationship with a number of countries today.

• To trace the main events that define Britain’s

journey from a mono to a multi-cultural

society.

• To suggest why there may be different

interpretations of events.

• To suggest why certain events, people and

changes might be seen as more significant

than others.

• To pose and answer their own historical

questions.

280

Year 6 Curriculum

Languages















281












282








phrases.



phrases.


symbols correctly.


spoken phrases.

- To answer simple


information.



phrases.








their interests.







































appropriate.











Prelim Stage Grade

4





sentences.



their own opinions.




familiar contexts.




Grade

5







choice, including





contexts.



sentences.

283


Foreign Languages

Years 5 and 6


• To understand longer

passages made up of


sentences.

• To identify the main points

and some details.

Spoken at near normal speed with no

interference. May need some items to

be repeated.

• To hold a simple

conversation with at least 3-

4 exchanges.

• To use their knowledge of

grammar to adapt and

substitute single words and

phrases.

Their pronunciation is generally

accurate and they show some

consistency in their intonation.

• To understand a short story

or factual text and note

some of the main points.

• To use context to work out

unfamiliar words.

• To write a paragraph of

about 3-4 simple sentences.

• To adapt and substitute

individual words and set

phrases.

• To use a dictionary or

glossary to check words

they have learnt.

They will draw largely on memorised

language.

284

Year 6 Curriculum

Music











285


Music

Year 6


• To sing a harmony part confidently and

accurately.

• To perform parts from memory.

• To perform using notations.

• To take the lead in a performance.

• To take on a solo part.

• To provide rhythmic support.

• To use a variety of different musical

devices in their composition. (incl melody,

rhythms and chords)

• To recognise that different forms of

notation serve different purposes.

• To use different forms of notation.

• To combine groups of beats.

• To refine and improve their work.

• To evaluate how the venue, occasion and

purpose affects the way a piece of music

is created.

• To analyse features within different pieces

of music.

• To compare and contrast the impact that

different composers from different times

will have had on the people of the time.


• To perform a piece of music which

contains two (or more) distinct melodic or

rhythmic parts, knowing how the parts will

fit together.

• To show how a small change of tempo can

make a piece of music more effective.

• To use the full range of chromatic pitches

to build up chords, melodic lines and bass

lines.

• To appraise the introductions, interludes

and endings for songs and compositions

they have created.

286

Year 6 Curriculum

Physical Education




287



















288


Dance

Year 6

• To work creatively and imaginatively on their own and/or with a partner to compose motifs and structure simple dances.

• To perform to an accompaniment expressively and sensitively.

• To perform dances fluently and with control.

• To warm-up and cool-down independently.

• To understand how dance helps to keep them healthy.

• To use appropriate criteria to evaluate and refine their own and others’ work.

• To talk about dance with understanding, using appropriate language and terminology.


• To interpret different stimuli with imagination and flair.

• To create, refine and structure movements and patterns with artistic understanding.

• To communicate the artistic intention of a dance clearly, fluently, musically and with control.

• To take the lead when working in a group.

• To help others to refine and structure movements and patterns.

• To understand why dancing is good for their health.

• To organise their own warm-up and cool-down activities to prepare for, and recover from, dance.

• To describe, interpret and evaluate dance, using appropriate language and terminology.

289


Physical Education

Swimming



unaided.





back.








need to improve.










work fairly.








seconds.









meet challenges.



290


Physical Education

Year 6

Acquiring and developing

skills Evaluating and improving Health and fitness

Dance

(also covered in Dance

section)

• To apply their skills,

techniques and ideas

consistently.

• To show precision, control

and fluency.

• To analyse and explain why

they have used specific

skills or techniques.

• To modify use of skills or

techniques to improve their

work.

• To create their own success

criteria for evaluating.

• To explain how the body

reacts to different kinds of

exercise.

• To choose appropriate warm

ups and cool downs.

• To explain why we need

regular and safe exercise.

• To develop imaginative

dances in a specific style.

• To choose their own music,

style and dance.


Outdoor/

adventurous

• To explain complicated

rules.

• To make a team plan and

communicate it to others.

• To lead others in a game

situation.

• To combine their own work

with that of others.

• To link their sequences to

specific timings.

• To demonstrate stamina.

• To use their skills in

different situations.

• To plan a route and series of

clues for someone else.

• To plan with others taking

account of safety and

danger.

291

Year 6 Curriculum

PSHE


292

Year 6 Curriculum


293

Year 6 Termly overview of Learning objectives

Autumn Subject: Science (Please also refer to Focus Education ‘Working Scientifically’ for Year 6)


Subject: Computing


Animals, including humans To identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood. To recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function. To describe the ways in which nutrients and water and transported within animals, including humans. Challenging To explore the work of medical pioneers, for example, William Harvey and Galen and recognise how much we have learnt about our bodies. To compare the organ systems of humans to other animals. To make a diagram of the human body and explain how different parts work and depend on one another. To name the major organs in the human body. To locate the major human organs. To make a diagram that outlines the main parts of a body. Living things and their habitats To describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences including microorganisms, plants and animals. To give reasons for classifying plants and animals based on specific characteristics. Challenging To explain why classification is important. To readily group animals into reptiles, fish, amphibians, birds and mammals. To sub divide their original groupings and explain their divisions. To group animals into vertebrates and invertebrates. To find out about the significance of the work of scientists such as Carl Linnaeus, a pioneer of classification.

Drawing To communicate emotions and a sense of self with accuracy and imagination through their sketches. To explain why they have combined different tools to create their drawings. To explain why they have chosen specific drawing techniques. Sketch books Their sketch books to contain detailed notes, and quotes explaining about items. To compare their methods to those of others and keep notes in their sketch books. To combine graphics and text based research of commercial design, for example magazines etc., to influence the layout of their sketch books. To adapt and refine their work to reflect its meaning and purpose, keeping notes and annotations in their sketch books. Printing To overprint using different colours. To look very carefully at the methods they use and make decisions about the effectiveness of their printing methods. To print using a number of colours. (Yr 5) To create an accurate print design that meets a given criteria. (Yr 5) To print onto different materials. (Yr 5) Knowledge To make a record about the styles and qualities in their work. To say what their work is influenced by. To include technical aspects in their work, e.g. architectural design. To compare the work of different artists. (Yr 5) To explore work from other cultures. (Yr 5) To explore work from other periods of time. (Yr 5) To begin to understand the viewpoints of others by looking at images of people and understand how they are feeling and what the artist is trying to express in their work. (Yr 5)

E Safety Knowledge & understanding Can they discuss the positive and negative impact of the use of ICT in their own lives and those of their peers and family? Do they understand the potential risk of providing personal information online? Do they recognise why people may publish content that is not accurate and understand the need to be critical evaluators of content? Do they understand that some websites and/or pop-ups have commercial interests that may affect the way the information is presented? Do they recognise the potential risks of using internet communication tools and understand how to minimise those risks (including scams and phishing)? Do they understand that some material on the internet is copyrighted and may not be copied or downloaded? Do they understand that some messages may be malicious and know how to deal with this? Do they understand that online environments have security settings, which can be altered, to protect the user? Do they understand the benefits of developing a ‘nickname’ for online use? Do they understand that some malicious adults may use various techniques to make contact and elicit personal information? Do they know that it is unsafe to arrange to meet unknown people online? Do they know how to report any suspicions? Do they understand they should not publish other people’s pictures or tag them on the internet without permission? Do they know that content put online is extremely difficult to remove? Do they know what to do if they discover something malicious or inappropriate? Skills Do they follow the school’s safer internet rules? Can they make safe choices about use of technology? Do they use technology in ways which minimises

Developing, planning and communicating ideas To use a range of information to inform their design. To use market research to inform plans. To work within constraints. To follow and refine their plan if necessary. To justify their plan to someone else. To consider culture and society in their designs. Working with tools, equipment, materials and components to make quality products To use tools and materials precisely. To change the way they are working if needed.

Evaluating processes and products To test and evaluate their final product. To evaluate if fit for purpose. To evaluate what would improve it. To evaluate if different resources have improved their product. To evaluate if they need more or different information to make it even better. To evaluate if their product meet all design criteria. To consider the use of the product when selecting materials.

294

risk, e.g. responsible use of online discussions, etc? Can they create strong passwords and manage them so that they remain strong? Can they independently, and with regard for e-safety, select and use appropriate communication tools to solve problems by collaborating and communicating with others within and beyond school? Can they competently use the internet as a search tool? Can they reference information sources? Can they use appropriate strategies for finding, critically evaluating, validating and verifying information, e.g. using different keywords, skim reading to check relevance of information, cross checking with different websites or other non ICT resources? Can they use knowledge of the meaning of different domain names and common website extensions (e.g. .co.uk; .com; .ac; .sch; .org; .gov; .net) to support validation of information? Using the Internet To contribute to discussions online. To use a search engine using keyword searches. To use complex searches using such as ‘+’ ‘OR’ ”Find the phrase in inverted commas”. Challenging To incorporate graphics where appropriate, using the most effective text wrapping formats. To conduct a video chat with more than one person at a time. To compare the information provided on two tabbed websites looking for bias and perspective.

Subject: Geography

Subject: History

Subject: Languages Topic Title:


Geographical Enquiry To collect information about a place and use it in a report. To map land use. To find possible answers to their own geographical questions. To make detailed sketches and plans; improving their accuracy later. To plan a journey to a place in another part of the

world, taking account of distance and time.

To use maps, aerial photos, plans and web

resources to describe what a locality might be like.

Challenging

To work out an accurate itinerary detailing a journey

Chronological understanding To say where a period of history fits on a timeline. To place a specific event on a timeline by decade. To place features of historical events and people from past societies and periods in a chronological framework. Challenging To create timelines which outline the development of specific features, such as medicine; weaponry; transport, etc. Knowledge and interpretation To summarise the main events from a specific period in history, explaining the order in which key events happened. To summarise how Britain has had a major influence

Objectives for the whole year from the Languages Ladder (Grade 3-5) Listening and responding To understand the main points from a short spoken passage made up of familiar language. To understand the main points and some of the detail from a spoken passage made up of familiar language in simple sentences. To understand the main points and opinions in spoken passages made up of familiar material from various contexts.

Speaking To ask and answer simple questions and talk about their interests.

Acquiring and developing skills To apply their skills, techniques and ideas consistently. To show precision, control and fluency. Evaluating and improving To analyse and explain why they have used specific skills or techniques. To modify use of skills or techniques to improve their work. To create their own success criteria for evaluating. Health and fitness To explain how the body reacts to different kinds of exercise. To choose appropriate warm ups and cool downs.

295

to another part of the world.

Physical geography To explain why many cities of the world are situated by rivers. To explain how a location fits into its wider geographical location; with reference to physical features. To give extended descriptions of the physical features of different places around the world. To explain how the water cycle works. To explain why water is such a valuable commodity. Challenging To plan a journey to the other side of the world which takes account of time zones. To understand the term sustainable development and use it in different contexts. Human geography To explain why people are attracted to live by rivers. To explain how a location fits into its wider geographical location; with reference to human and economical features. To give extended descriptions of the human features of different places around the world. To explain what a place might be like in the future, taking account of issues impacting on human features. Challenging To report on ways in which humans have both improved and damaged the environment. Geographical knowledge To name and locate many of the world’s major rivers on maps. To name and locate many of the world’s most famous mountain regions on maps. To locate the USA and Canada on a world map and atlas. To locate and name the main countries in North and South America on a world map and atlas. To explain how the time zones work. Challenging To begin to recognise the climate of a given country according to its location on the map. To name the main lines of latitude and meridian of longitude.

on world history. To describe features of historical events and people from past societies and periods they have studied. To recognise and describe differences and similarities/ changes and continuity between different periods of history. To have a good understanding as to how ……… has changed over the years. Challenging To suggest relationships between causes in history. To appreciate how Britain once had an Empire and how that has helped or hindered our relationship with a number of countries today. To trace the main events that define Britain’s journey from a mono to a multi-cultural society. Historical enquiry To look at two different versions and say how the author may be attempting to persuade or give a specific viewpoint. To describe a key event from Britain’s past using a range of evidence from different sources. Challenging To suggest why there may be different interpretations of events. To suggest why certain events, people and changes might be seen as more significant than others. To pose and answer their own historical questions.

To take part in a simple conversation and express their own opinions. To give a short prepared talk, on a topic of their choice, including expressing their opinions.

Reading and responding To understand the main points from a short written text in clear printed script To understand the main points and some detail from short written texts in familiar contexts. To understand the main points and opinions in written texts from various contexts. Writing



To write a short text on a familiar topic, adapting language which they have already learned. To write a short text on a range of familiar topic, using simple sentences.

To explain why we need regular and safe exercise

Games To explain complicated rules. To make a team plan and communicate it to others. To lead others in a game situation. Dance To work creatively and imaginatively on their own and/or with a partner to compose motifs and structure simple dances. To perform to an accompaniment expressively and sensitively. To perform dances fluently and with control. To warm-up and cool-down independently. To understand how dance helps to keep them healthy. To use appropriate criteria to evaluate and refine their own and others’ work. To talk about dance with understanding, using appropriate language and terminology.

Outdoor/adventurous To plan a route and series of clues for someone else. To plan with others taking account of safety and danger. (Delivered through School Journey)

296

Spring Subject: Science (Please also refer to Focus Education ‘Working Scientifically’ for Year 6)


Subject: Computing


Light To recognise that light appears to travel in straight lines. To use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye. To explain that we see things because light travels from light sources to our eyes or from light sources to object s and then to our eyes. To use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. Challenging To explain how different colours of light can be created. To use and explain how simple optical instruments work. (periscope, telescope, binoculars, mirror, magnifying glass, Newton’s first reflecting telescope) To explore a range of phenomena, including rainbows, colours on soap bubbles, objects looking bent in water and coloured filters. Evolution and inheritance To recognise that living things have changed over time and that fossils provide information about living things that inhabited the earth millions of years ago. To recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents. To give reasons why offspring are not identical to each other or to their parents. To explain the process of evolution and describe the evidence for this. To identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution. Challenging To talk about the work of Charles Darwin, Mary Anning and Alfred Wallace. To explain how some living things adapt to survive in extreme conditions. To analyse the advantages and disadvantages of specific adaptations, such as being on two rather than four feet. To begin to understand what is meant by DNA.

Drawing To communicate emotions and a sense of self with accuracy and imagination through their sketches. To explain why they have combined different tools to create their drawings. To explain why they have chosen specific drawing techniques. Sketch books Their sketch books to contain detailed notes, and quotes explaining about items. To compare their methods to those of others and keep notes in their sketch books. To combine graphics and text based research of commercial design, for example magazines etc., to influence the layout of their sketch books. To adapt and refine their work to reflect its meaning and purpose, keeping notes and annotations in their sketch books. Painting To explain what their own style is. To use a wide range of techniques in their work. To explain why they have chosen specific painting techniques To predict with accuracy the colours that they mix. (Yr 5) To know where each of the primary and secondary colours sits on the colour wheel. (Yr 5) To create a background using a wash. (Yr 5) To use a range of brushes to create different effects. (Yr 5) Knowledge To make a record about the styles and qualities in their work. To say what their work is influenced by. To include technical aspects in their work, e.g. architectural design. To compare the work of different artists. (Yr 5) To explore work from other cultures. (Yr 5) To explore work from other periods of time. (Yr 5) To begin to understand the viewpoints of others by looking at images of people and understand how they are feeling and what the artist is trying to express in their work. (Yr 5)

E Safety As Autumn Algorithms and Programs To explain how an algorithm works. To detect errors in a program and correct them. To use an ICT program to control a number of events for an external device. To use ICT to measure sound, light or temperature using sensors and interpret the data. To explore ‘what if’ questions by planning different scenarios for controlled devices. To use input from sensors to trigger events. To check and refine a series of instructions Databases To collect live data using data logging equipment. To identify data error, patterns and sequences. To use the formulae bar to explore mathematical scenarios. To create their own database and present information from it.


Evaluating processes and products To test and evaluate their final product. To evaluate if fit for purpose. To evaluate what would improve it. To evaluate if different resources have improved their product. To evaluate if they need more or different information to make it even better. To evaluate if their product meet all design criteria. To consider the use of the product when selecting materials. Stiff and flexible sheet materials To justify why they selected specific materials. To ensure that their work is precise and accurate. To hide joints so as to improve the look of their product. To measure accurately enough to ensure that everything is precise. (Yr 5) To ensure that their product is strong and fit for purpose. (Yr 5)

297

Subject: Geography

Subject: History

Subject: Languages


Geographical Enquiry To collect information about a place and use it in a report To map land use To find possible answers to their own geographical questions To plan a journey to a place in another part of the world, taking account of distance and time zones. To use maps, aerial photos, plans and web resources to describe what a locality might be like Challenging To define geographical questions to guide their research. To use a range of self-selected resources to answer questions. Physical geography To explain how a location fits into its wider geographical location; with reference to physical features. To give an extended description of the physical features of different places around the world. To describe how some places are similar and others are different in relation to their physical features. Human geography To explain how a location fits into its wider geographical location; with reference to human and economical features. To give an extended description of the human features of different places around the world. To map land use with their own criteria. To describe how some places are similar and others are different in relation to their human features. Challenging To explain how human activity has caused an environment to change. Geographical knowledge To locate the USA and Canada on a world map and atlas. To identify and name the Arctic and Antarctic circles. To name the largest desert in the world. Challenging To begin to recognise the climate of a given environment according to its location on the map.

Chronological understanding To say where a period of history fits on a timeline. To place a specific event on a timeline by decade. To place features of historical events and people from past societies and periods in a chronological framework. Challenging To create timelines which outline the development of specific features, such as medicine; weaponry; transport etc. Knowledge and interpretation To summarise the main events from a specific period in history, explaining the order in which key events happened. To summarise how Britain has had a major influence on world history. To describe features of historical events and people from past societies and periods they have studied. To recognise and describe differences and similarities/ changes and continuity between different periods of history. To have a good understanding as to how ……… has changed over the years. Challenging To suggest relationships between causes in history. To appreciate how Britain once had an Empire and how that has helped or hindered our relationship with a number of countries today. To trace the main events that define Britain’s journey from a mono to a multi-cultural society. Historical enquiry To look at two different versions and say how the author may be attempting to persuade or give a specific viewpoint. To identify and explain their understanding of propaganda. To describe a key event from Britain’s past using a range of evidence from different sources. Challenging To suggest why there may be different interpretations of events. To suggest why certain events, people and changes might be seen as more significant than others. To pose and answer their own historical questions.


Speaking To ask and answer simple questions and talk about their interests. To take part in a simple conversation and express their own opinions. To give a short prepared talk, on a topic of their choice, including expressing their opinions.





Acquiring and developing skills To apply their skills, techniques and ideas consistently. To show precision, control and fluency. Evaluating and improving To analyse and explain why they have used specific skills or techniques. To modify use of skills or techniques to improve their work. To create their own success criteria for evaluating. Health and fitness To explain how the body reacts to different kinds of exercise. To choose appropriate warm ups and cool downs. To explain why we need regular and safe exercise

Games To explain complicated rules. To make a team plan and communicate it to others. To lead others in a game situation.

298

Summer Subject: Science (Please also refer to Focus Education ‘Working Scientifically’ for Year 6)


Subject: Computing


Earth in Space To identify and explain the movement of the Earth and other plants relative to the sun in the solar system. To explain how seasons and the associated weather is created. To describe and explain the movement of the Moon relative to the Earth. To describe the sun, earth and moon as approximately spherical bodies. To use the idea of the earth’s rotation to explain day and night and the apparent movement of the sun across the sky. Challenging To compare the time of day at different places on the earth. To create shadow clocks. To begin to understand how older civilizations used the sun to create astronomical clocks, e.g. Stonehenge. To explore the work of some scientists. (Ptolemy, Alhazen, Copernicus)

Drawing To communicate emotions and a sense of self with accuracy and imagination through their sketches. To explain why they have combined different tools to create their drawings. To explain why they have chosen specific drawing techniques. Sketch books Their sketch books to contain detailed notes, and quotes explaining about items. To compare their methods to those of others and keep notes in their sketch books. To combine graphics and text based research of commercial design, for example magazines etc., to influence the layout of their sketch books. To adapt and refine their work to reflect its meaning and purpose, keeping notes and annotations in their sketch books. Painting To explain what their own style is. To use a wide range of techniques in their work. To explain why they have chosen specific painting techniques To predict with accuracy the colours that they mix. (Yr 5) To know where each of the primary and secondary colours sits on the colour wheel. (Yr 5) To create a background using a wash. (Yr 5) To use a range of brushes to create different effects. (Yr 5) Knowledge To make a record about the styles and qualities in their work. To say what their work is influenced by. To include technical aspects in their work, e.g. architectural design. To compare the work of different artists. (Yr 5) To explore work from other cultures. (Yr 5) To explore work from other periods of time. (Yr 5) To begin to understand the viewpoints of others by looking at images of people and understand how they are feeling and what the artist is trying to express in their work. (Yr 5)

E Safety As Autumn Data Retrieving and Organising To explore the menu options and experiment with images (colour effects, options, snap to grid, grid settings etc.). To add special effects to alter the appearance of a graphic. To ‘save as’ gif or i peg. wherever possible to make the file size smaller (for emailing or downloading). To make an information poster using their graphics skills to good effect. Presentation To present a film for a specific audience and then adapt same film for a different audience. To create a sophisticated multimedia presentation. To confidently choose the correct page set up option when creating a document. To confidently use text formatting tools, including heading and body text. To use the ‘hanging indent’ tool to help format work where appropriate (e.g. a play script).


Evaluating processes and products To test and evaluate their final product. To evaluate if fit for purpose. To evaluate what would improve it. To evaluate if different resources have improved their product. To evaluate if they need more or different information to make it even better. To evaluate if their product meet all design criteria. To consider the use of the product when selecting materials. Electrical and mechanical components To use different kinds of circuit in their product. To think of ways in which adding a circuit would improve their product. To incorporate a switch into their product. (Yr 5) To refine their product after testing it. (Yr 5) To incorporate hydraulics and pneumatics. (Yr 5) Cooking and nutrition To explain how their product should be stored with reasons. To set out to grow their own products with a view to making a salad, taking account of time required to grow different foods.

299

Subject: Geography

Subject: History Subject: Languages


Chronological understanding To say where a period of history fits on a timeline. To place a specific event on a timeline by decade. To place features of historical events and people from past societies and periods in a chronological framework. Challenging To create timelines which outline the development of specific features, such as medicine; weaponry; transport etc. Knowledge and interpretation To summarise the main events from a specific period in history, explaining the order in which key events happened. To summarise how Britain has had a major influence on world history. To describe features of historical events and people from past societies and periods they have studied. To recognise and describe differences and similarities/ changes and continuity between different periods of history. To have a good understanding as to how ……… has changed over the years. Challenging To suggest relationships between causes in history. To appreciate how Britain once had an Empire and how that has helped or hindered our relationship with a number of countries today. To trace the main events that define Britain’s journey from a mono to a multi-cultural society. Historical enquiry To look at two different versions and say how the author may be attempting to persuade or give a specific viewpoint. To identify and explain their understanding of propaganda. To describe a key event from Britain’s past using a range of evidence from different sources. Challenging To suggest why there may be different interpretations of events. To suggest why certain events, people and changes might be seen as more significant than others. To pose and answer their own historical questions.


Speaking To ask and answer simple questions and talk about their interests. To take part in a simple conversation and express their own opinions. To give a short prepared talk, on a topic of their choice, including expressing their opinions.





Acquiring and developing skills To apply their skills, techniques and ideas consistently. To show precision, control and fluency. Evaluating and improving To analyse and explain why they have used specific skills or techniques. To modify use of skills or techniques to improve their work. To create their own success criteria for evaluating. Health and fitness To explain how the body reacts to different kinds of exercise. To choose appropriate warm ups and cool downs. To explain why we need regular and safe exercise

Games To explain complicated rules. To make a team plan and communicate it to others. To lead others in a game situation. Gymnastics To combine their own work with that of others. To link their sequences to specific timings. Outdoor/adventurous To plan a route and series of clues for someone else. To plan with others taking account of safety and danger.

300


Autumn


Subject Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Week 15

Literacy Text: Street Child Units: Classic Fiction Recount: biography and autobiography

Text(s): Range of non-fiction linked to Slavery and Child Labour Units: Discussion

Gorsefield Y6K

Gorsefield Y6S

Text: Journey to the River Sea Units: Information text hybrid on the Amazon Recount (autobiography and biography)

Text: Love that Dog Unit:

Poems: Free verse

(Delivered every Friday through term)

Mathematics Place Value Written addition

Metal addition

and subtraction

Problem solving

Decimals Mental

calculation multiply/ division

Measures Time

Length

Written and mental subtraction

Mental multiplicati

on and division

Fractions

Written multiply

and division

Measures Turn

Geometry Circles

Place Value Decimals Fractions


subtraction multiplication division

Assessment Teach to gaps

Problem solving

Revise Revise

Science Animals including humans 2 hours per week

Living things and their habitats

2 hours per week

Art and design

Printing William Morris

1 hour per week

Painting / Great Artists Rousseau

1 hour per week Computing


301


Geography Brazil/ Amazon basin 3 hours per week

History

Local history study on the Victorians

3 hours per week

Languages French 0.5 hours per week

Music Music/ Singing Assemblies:

Musical elements: Duration and Dynamics. Song themes: Rounds, Harmonies, Autumn songs, Traditional songs

Thames Music lessons: African Drumming

(Brazilian music, sounds of the rainforest, create own rainforest music)



Song themes: Christmas songs, Pop and modern songs Thames Music lessons: African Drumming

PE/ Dance Invasion games 1 hour per week

Net/ wall games 1 hour per week

RE Beliefs and actions in the world.

Can Christian Aid and Islamic Relief change the world? 0.5 hour per week

PSHE Citizenship Rights, Rules and Responsibility

0.5 hour/ week


0.5 hour per week

Myself and My Relationships Family and Friends 0.5 hour per week


Guided reading: Just So Stories 1902


302

Spring

Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings,

Subject Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Literacy Text: Ice trap! Shackleton’s… Expedition Units: Recount (autobiography and biography) e.g. Mary Anning, Darwin, Alfred Wallace, Scott, Amundsen, Information text hybrid on Antarctica

Text: Cosmic Units: Science Fiction Persuasion

Text: Cosmic Disco/ revision Unit: Poems with imagery (Delivered every Friday through term)

Mathematics Place Value Decimals

Mental and written

subtraction

Mental multiplication and division Properties of

number

Geometry Triangles Measures

Mass


Written multiplication and division


Fractions

Bird survey, charts and

graphs

Geometry Quadrilaterals

Measures Metric and

Imperial

Statistics

Fractions Written addition and subtraction

Assessment

Science Light 2 hours per week

Evolution and inheritance Fossils Offspring, adaptation of plants and animals, evolution

2 hours per week Art and design

Sketchbooks, drawing (and painting), great architects

0.5 hours per week

Computing Computer Programming and Computer Games

1 hour per week


Architecture/ structures project

0.5 hour per week

Geography The Polar Regions 3 hours per week

303

History Study of a theme in British history which extends beyond 1066:

e.g. Transport in 19th and 20th century / Technological advances 3 hours per week

Languages French 0.5 hours per week

Music Music/Singing Assemblies:

Musical elements: Tempo, Timbre and Texture. Song themes: Rounds, Harmonies, Foreign language songs, Cultural songs,

Songs from musicals







Striking and Fielding Cricket

1 hour per week RE Buddhist ways of life and ideas.

What does it mean to follow the Buddha? 0.5 hours per week

PSHE Citizenship Working Together

0.5 hours per week

Economic Wellbeing Financial Capability 0.5 hours per week


0.5 hour per week



304

Summer

Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings,

Subject Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Literacy Text: London Eye Mystery Units: Detective/Crime

SATs

Text: Floodland Unit: Flashback/Time Shift

Text: Oliver Unit: Playscripts/Year 6 show

Mathematics Mental addition

and subtractions

Decimals

Fractions

Short multiply

Decimals

Negative numbers

Geometry Position

and direction

Problem Solving

Measures Area and Perimeter Volume

Percentages

Fractions

Percentages

Fractions

Statistics Measures –

time

Multiply

Statistics

Averages Probability

Number Sequences

Problem Solving

Problem Solving

Science Earth in Space

Scientist links – Galileo and Mae Jemison 2 hours per week

Art and design

Computing Control systems, Data Logging and Robots

1 hour per week


Cooking and Nutrition Victorian Kitchen – the Potato

1 hour per week

Mechanical systems Vehicles

1 hour per week Geography

305

History Study of an aspect or theme in British history which extends beyond 1066: Discovery Technological advances, including the charting of the space race and subsequent space missions,

including British astronauts and themes e.g. Laika the dog, Apollo 11, Apollo 13 and Challenger.

2 hours per week

Languages French

0.5 hours per week





Listen to musicians playing and talking about their instruments live and ask questions Song themes: Cultural songs, Foreign language songs, Summer

songs Thames Music lessons: African Drumming

PE/ Dance Invasion Games Hockey

1 hour per week

Athletics Outdoor/ adventurous

1 hour per week RE

Expressing my spiritual life: How can we express what we believe? Christian and Muslim 0.5 hour per week

PSHE Healthy and Safer Lifestyles

Healthy Lifestyles 0.5 hour per week




Guided reading: Rime of the Ancient Mariner (1798)


· 2 Table of Contents Our Vision statement

Documents

Transcript of · 2 Table of Contents Our Vision statement