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Glade Primary School 2014 Curriculum
1
Glade Primary School
2014 Curriculum
Long Term Planning
Years 1 to 6
Glade Primary School 2014 Curriculum
2
Contents
Notes on Curriculum Page 3
Year One Long Term Planning Page 4
Year Two Long Term Planning Page 11
Year Three Long Term Planning Page 18
Year Four Long Term Planning Page 25
Year Five Long Term Planning Page 32
Year Six Long Term Planning Page 39
Appendices Page 46
Example of long-term planning for all curriculum Page 47
Example of Key Stage Two timetable Page 48
Example of how to find learning objectives Page 49
Suggestion of how to assess against learning objectives Page 50
Glade Primary School 2014 Curriculum
3
Notes on New Curriculum
Here is the new long-term plan for the 2014 curriculum. Each half-term has a main science or geography/history topic - sometimes both. Links have been made
between these areas where possible. The topic over-views include sessions for music, art and DT but I have added further suggestions where extra links could be
made if time is available. A half-term with only a science or geography/history topic would afford greater time to spend on Art/DT. I have included the Art/DT
national curriculum over-views to show how each strand can be covered and linked to topics across the year.
The Scheme of Work (S.O.W.), linked to the 2014 curriculum, is available in the Teacher Room and on Dropbox in PDF/ Word format. Take the weekly science or
geography/history topic as the starting point for your lesson, but then find the relevant learning objective for your lesson. This is found in the Knowledge, Skills and
Understanding Breakdown at the beginning of each year group section. It relates directly to the statutory requirements in the 2014 National Curriculum. Please date
and highlight a copy of the 'Knowledge, Skills and Understanding Breakdown' throughout the year to show which areas of the National Curriculum you have covered.
Use an orange highlighter for Autumn Term, Green for Spring Term, Yellow for Summer Term. The 'Knowledge, Skills and Understanding' will inform you success-
criteria and assessment at the end of the unit. I have given examples at the end of this pack.
I suggest you use the over-view table I have provided as your starting point for the curriculum map you submit to Andy. Copy and paste the half-term's column then
add your other curriculum areas either side. An example is given at the end of this pack.
You will need to rearrange your timetable to reflect the new curriculum. Allow a full afternoon for science and an afternoon for geography/history. Then factor in
the other subjects which remain fixed, such as Beliefs and Values/ PSHE, PE, ICT and MFL for Key Stage Two. Any remaining sessions can be used for extra Art/
DT/ Music. For some units, there are more sessions that there are weeks in a half-term. In this instance, combine two of the sessions with a similar theme as you see
fit.
Each topic should begin/end with a "Wow" event, details of which I have suggested below, but please enhance with your own ideas. There should also be regular trips
linked to the topics - these can be low-key, such as a visit to a travel agency, or further afield. I have made suggestions linked to each topic. It may be possible to
combine a further afield trip, such as a London museum, with another year group. Please remember to work through the normal procedures when organising a trip,
initially submitting a request to AS/ CV then working through Evolve. This must be completed in adequate time before a trip (ideally half a term and certainly no less
than a month).
Years 1, 2, 3 and 5 will, be trialling the curriculum from Easter, so it is still very much a work in progress. Other year groups may wish to try one of the topics in the
second half of the summer term - if so please speak to AS. Please let me know if you have any suggestions about possible curriculum links/ trips and visits so I can
add it to the relevant year group/ topic.
Glade Primary School 2014 Curriculum
4
Year One Curriculum
Long-term Planning
Glade Primary School 2014 Curriculum
5
Year One
Subject Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Literacy Lela and The Secret of Rain
The Winter King and The Summer Queen
Leaf Man
Meerkat Mail The Snowy Day
Ooopik Can’t You Sleep, Little
Bear I Want my Light On!
The Naughty Bus Research on old/new
vehicles
Tiger who Came to Tea Bog Baby
Dogga Toy Boat
Traditional Tales and adaptations
Aliens Love Underpants Let’s Build a House
The Aliens Are Coming Dr Xargle’s Book of
Earthlets
Numeracy PRIMARY Advantage Maths Using 2014 Curriculum
Science How do the seasons
impact on what we do?
(Seasonal Changes).
Why does it get dark
earlier in winter?
(Seasonal Change).
No specific science
topic but could make a
link to forces.
Why are humans not
like tigers? (Animals
Including Humans).
Which birds and plants
would Little Red Riding
Hood find in our park?
(Plants).
What do aliens think of
life on planet Earth?
(Materials).
LC1 Why are there so many leaves on the ground in autumn?
Why are we sometimes afraid of the dark?
Why do we call some animals ‘wild?’
Why would Little Red Riding Hood find our park a very interesting place
to be?
What materials can you use to make the Alien’s underpants?
LC2 What changes do we see in our country with each season?
Where do shadows come from?
What would you ask a zoo keeper? How can we identify the birds that
we find in our nearest park or around our school?
What material would make a good house for the aliens to live in?
LC3 What would you need to do to become the next weather
presenter?
Why is the Sun so important to us and is it always in the same place?
Why would it not be sensible for all animals to live in England?
What can we do to try and attract birds to our school?
Why would wood not make a good window?
LC4 How can you create patterns using
leaves in the style of William Morris? Where do the stars go to in the
daytime?
How are we humans different from
most animals?
How can we keep a record of the different types of plants and trees
we find at our nearest park or around the school?
How can the aliens stay safe whilst building their house?
LC5 After listening to music entitled the ‘Four Seasons,’ can you create your own music which captures different
weather patterns?
How can we create our own night picture?
What do we mean by carnivore,
herbivore and omnivore? How can we capture the beauty of
the plants and trees we see?
How can the aliens stay dry in the rain and how would they go about
celebrating keeping dry?
LC6 Why are so many of the things you enjoy doing dependent on the time
of year and the weather? Which animals come out at night?
What do we need to do to keep our pets happy?
Can we name the different parts of the plants and trees we see?
How can we make jelly for the aliens leaving party?
LC7 Reflection: In small groups, can you create a typical weather forecast summary which will be filmed? How can we create our own shadow
theatre?
Who are the mini-beasts that live in our school grounds?
Reflection: How can you put together a power point presentation of the birds, plants and trees seen?
Reflection: Have an Alien day where the children have to dress up but do
a presentation about different materials they come across as though they didn’t know them
before
LC8 Reflection: How can you create a performance of shadow puppets?
Reflection: Can you create your own non fiction book on a ‘Visit to the
Zoo’?
Why would Little Red Riding Hood find our park a very interesting place
to be?
Glade Primary School 2014 Curriculum
6
History/ Geography Where do leaves go in
winter? (see Science
unit above).
Why Can't a Meerkat
live in the North Pole?
(weather patterns,
hot/cold locations).
Where did the wheels
on the bus go?
(Awareness of the
past).
Where do and did the
wheels on the bus go?
(Atlases and countries).
Why is the Wii more
fun than Grandma and
Grandad's old toys?
Would the Beatles have
won the X factor?
LC1
Why does Sunny live in the
Kalahari desert?
Where do we live and what’s so
special about it?
Who will win the Wii challenge?
Who were the Beatles and why
does almost every adult in
Britain know them?
LC2
Which animals live in cold places
like the North and South Pole?
How far have you travelled
around the United Kingdom?
What was on Grandma and Granddad’s Christmas and birthday
list?
Who else was famous in Britain
because of their music?
LC3 How do polar bears keep warm?
How many different ways could
you travel around our country?
Would there have been a Toys R Us around when Grandad was a boy?
If you were in a musical group,
what would your music sound
like?
LC4
What do we mean by hot and
cold colours?
Has it always been easy to
travel around our country?
How can you make a moving toy?
Has Britain always had talent
and who would your parents and
grandparents say were famous
in their day?
LC5
Why do people usually like going
to hot places for their
holidays?
How have cars, buses, trains
and bicycles changed since your
grandparents were little?
Which toy will you be in Toy Story?
Who are the famous people
that have lived in our town/
city/county and what can you
find out about them?
LC6 Why do we wear different
clothes in summer and winter?
Can you design and make a
vehicle that can move? What would your Christmas have
been like without batteries?
What would you like to become
famous for and why?
LC7
How can we recreate a meerkat
dance?
Reflection: Work in groups to
put together a presentation on
what they know about their
country.
Reflection: Would you choose your
toys before your grandparents’ toys?
Reflection: Can you create a
history X Factor show which
tells everyone about famous
Britons?
LC8
Reflection: Would you rather be
a meerkat or a penguin?
Where do we live and what’s so
special about it?
Who will win the Wii challenge?
Who were the Beatles and why
does almost every adult in
Britain know them?
Computing
Also Espresso Coding
Modules (2)
We are Gardeners We are Celebrating We are Personal Trainers We are TV chefs We are Storytellers We are Treasure Hunters
Art Focus on art in this unit
Drawing/ Printing
William Morris
Lines of different thickness
Colours and shades
Primary and secondary colours
Focus on art in this unit
Painting/ Knowledge
Van Gogh Starry Night
Create own night time pictures
Lines of different thicknesses
Colours and shades
Creating moods
Primary and secondary colours
Focus on art in this unit
Use of IT/ Printing
Self-portrait using ICT
Use of computer painting
program – brushes, fill, undo to
create portraits or animal print
repeating patterns
Focus on Art in this unit
Textiles/ Collage/3D
Sketch plants and trees then
collage
Cut and tear paper for collages
Gather and sort materials
Flower pressing?
Weaving natural materials
Textiles/ 3D
Make underpants for aliens
from different materials
DT Focus on DT in this unit
Design and make a vehicle using
mechanisms/
products that move
Construction
Focus on DT in this unit
Cooking – link to ICT unit on
being TV chefs and story The Tiger Who Came to Tea.
Design and make a traditional
toy from fabric
Design and create own bird
table, make a bird cake/ seeds
mix
Cooking
Focus on DT in this unit
Construction/ Materials
Construct an alien spaceship
using junk modelling
Glade Primary School 2014 Curriculum
7
Construction
Music Four Seasons by Vivaldi
Create music linked to weather.
Appraising.
Children to write own stories
with musical accompaniment and
perform. Performing.
The Wheels on the Bus – write
own lyrics and percussion. Row,
Row, Row your Boat
Tea time music Peter and the Wolf Appraising and Responding
Representing sounds of space.
Holst the Planets. Composing
RE
PSHE As outlined in PSHE SOW
Free Trips and Visits Brandon County Park/ Thetford
Forest to see leaves
A local nursery to see plants
Visit to local Travel Agency Visit to a station/ visit to
Brandon spotting types of
transport and recording for
data handling
Finding mini-beasts in school
grounds
The library
A local park or Brandon Country
Park
Use outdoor environment
around school to pretend an
alien spaceship has landed
Further afield trips
and visits
High Lodge Zoo/ wildlife centre visit to
explore nocturnal creatures/
animals from particular climates
Norwich puppet theatre for
shadow puppets
East Anglia Transport Museum
Norfolk Norfolk Poppy railway
line
Bressingham Steam Museum
and Gardens
Museum of East Anglican Life
Visit from a zookeeper
Africa Alive
Linton Zoo/ alternative
Norwich Castle Museum has
natural history section
High Lodge
Christchurch Mansion, Ipswich,
has a toy museum.
Norfolk Wildlife Trust run
sessions or do outreach
Museum of East Anglican Life
Organise a musical workshop
for children where visitors
come into school and teach
children an instrument
'A Day in the Swinging Sixties'
at Bridewell Museum
Wow activities to
introduce/ conclude
topic.
Take children outside to do
bark rubbings, leaf pressing etc
Use Leaf Man to introduce
topic
Write children a letter from
BBC asking them to present a
weather report
Have a box of weather related
items (umbrella, sunglasses,
mittens etc) as a introduction.
Role-play area: outdoor and
adventure shop
Visit from Banham Zoo or
alternative with animals
Visit from Forestry Commission
to talk about nocturnal wildlife
in Thetford Forest
Shadow puppet theatre visit
Visiting planetarium
Role Play: Tourist Information/
Travel Agency
Toy train set/ toy cars
Take children for a trip on a
bus/train
Role Play: Station
Pretend the classroom has been
ransacked by tiger before
school/ lunchtime. Have
footprints around the
classroom.
A letter from the Tiger saying
when he is coming to tea
Pretend you have found a dusty
trunk of toys in the attic. Put a
label on saying "Grandma's
Toys." Get children to explore.
Send a letter to children asking
them to make a toy museum in
Brandon. At the end of their
topic they create their own toy
museum in hall and ask parents
to visit. They could bring in a
toy from home to share/ make a
toy from the past.
Make some "alien eggs" and
leave in classroom/ playground
for children to discover. Green
jelly could be used as alien
slime! The aliens could leave
some pants behind! This could
lead to a big write.
Glade Primary School 2014 Curriculum
8
Art Over-view: Year 1
Drawing A1How do the Seasons Impact on What We Do/ Where Do Leaves Go in Winter
(William Morris drawings and prints).
Painting: A2 Why Does It Get Dark Earlier in Winter/ Why Can’t a Meerkat Live in the North Pole (Van Gogh Starry Night paintings).
Printing A1How do the Seasons Impact on What We Do/ Where Do Leaves Go in Winter (William Morris drawings and prints). Sp2 Why Are Humans Not Like Tigers
(Animal prints).
Textiles S1 Which Birds and Plants would Little
Red Riding Hood Find in our Park?/Why is the Wii More Fun Than Grandma and Grandad’s Old Toys?(Sketching plants and trees leading to collages. Flower
pressing. Weaving materials). S2 What Do Aliens Think of Life on
Planet Earth? Can they communicate something
about themselves in their drawing?
Can they create moods in their drawings?
Can they draw using pencil and crayons?
Can they draw lines of different shapes and thickness, using 2
different grades of pencil?
Can they communicate something about themselves in their painting?
Can they create moods in their paintings?
Can they choose to use thick and thin brushes as appropriate?
Can they paint a picture of something they can see?
Can they name the primary and secondary colours?
Can they print with sponges, vegetables and fruit?
Can they print onto paper and textile?
Can they design their own printing block?
Can they create a
repeating pattern?
Can they sort threads and fabrics?
Can they group fabrics and threads by colour and texture?
Can they weave with
fabric and thread?
3D S1 Which Birds and Plants would Little
Red Riding Hood Find in our Park?/Why is the Wii More Fun Than Grandma and
Grandad’s Old Toys? (Sketching plants and trees leading to
collages. Flower pressing. Weaving materials).
Collage S1 Which Birds and Plants would Little
Red Riding Hood Find in our Park?/Why is the Wii More Fun Than Grandma and
Grandad’s Old Toys? (Sketching plants and trees leading to
collages. Flower pressing. Weaving materials).
Use of IT Sp2 Why Are Humans Not Like Tigers
(Animal prints).
Knowledge A2Why Does It Get Dark Earlier in
Winter/ Why Can’t a Meerkat Live in the North Pole
(Van Gogh Starry Night paintings).
Can they add texture by using tools?
Can they make different kinds of shapes?
Can they cut, roll and coil materials such as clay, dough or plasticine?
Can they cut and tear paper and card for their collages?
Can they gather and sort the materials they will need?
Can they use a simple painting program to create a picture?
Can they use tools like fill and brushes in a painting package?
Can they go back and change their picture?
Can they describe what they can see and like in the work of another artist?
Can they ask sensible questions about a piece of art?
Glade Primary School 2014 Curriculum
9
DT Over-view:Year 1
Developing, planning and communicating ideas
Across all three projects as part of Plan, Design, Make, Evaluate process
Working with tools, equipment, materials and components to make
quality products Across all three projects as part of Plan, Design, Make,
Evaluate process
Evaluating processes and products
Across all three projects as part of Plan, Design, Make, Evaluate process
Can they think of some ideas of their own?
Can they explain what they want to do?
Can they use pictures and words to plan?
Can they explain what they are making?
Which tools are they using?
Can they describe how something works?
Can they talk about their own work and things that other people have done?
Breadth of study
Cooking and nutrition Sp2: We are TV Chefs (ICT).
(Make a tea party treat for The Tiger who Came to Tea).
Textiles
S1: Why is the Wii more fun than Grandma and Grandad’s
old toys? (Make a traditional toy using
textiles).
Mechanisms Sp1: The Wheels on the Bus (Design and make a vehicle
with moving parts).
Use of materials S2: What do aliens think of life on planet Earth? (Build a mode spaceship from junk modelling).
Construction S2: What do aliens think of life on planet Earth? (Build a mode spaceship from junk modelling).
Can they cut foodsafely?
Can they describe the texture of foods?
Do they wash theirhands and make sure that surfacesare clean?
Can they think ofinteresting ways of decorating food they have made, eg, cakes?
Can they describehow different textiles feel?
Can they make aproduct from textile by gluing?
Can they make aproduct which moves?
Can they cutmaterials usingscissors?
Can they describethe materials using different words?
Can they say whythey have chosen moving parts?
Can they make astructure/modelusing different materials?
Is their work tidy?
Can they maketheir model stronger if it needs to be?
Can they talk with others about how they want to construct their product?
Can they select appropriate resources and tools for their building projects?
Can they make simple plans before making objects, e.g. drawings, arranging pieces of construction before building?
Glade Primary School 2014 Curriculum
10
Year 1 Music Overview:
Performing A1 How do the Seasons impact on what we do? Create music linked
to weather. Sp1 The Wheels on the BusPerform Wheels on the Bus with new lyrics and percussion effects. Or use Row, Row, Row Your Boat.
Composing (incl notation) A2 Why Does it Get Dark Earlier in Winter?/ Why can’t a meerkat live in the North Pole Add accompaniment to key stories explored as part of science/ humanities topics. Create music to represent
seasons. Sp1 The Wheels on the BusWrite own lyrics for The Wheels on the Bus with new lyrics and percussion effects. Or use Row, Row, Row
Your Boat. S2 What do aliens think of life on planet Earth? (Representing the
sound of space travel and space exploration).
Appraising A1 How do the Seasons impact on what we do? Appraise Vivaldi
Four Seasons Sp1 The Wheels on the BusAfter composing and performing,
evaluate performance in detail. Sp 2 Why are humans not like Tigers Listen and respond to The
Carnival of Animals S1 What birds and plants would Little Red Riding Hood find in the
park? (Peter and the Wolf). S2 What do aliens think of life on planet Earth? (Holst The Planets).
Can they use their voice tospeak/sing/chant?
Do they join in with singing?
Can they use instruments to perform?
Do they look at their audience when they are performing?
Can they clap short rhythmic patterns?
Can they copy sounds?
Can they make differentsounds with their voice?
Can they make different sounds with instruments?
Can they identify changes in sounds?
Can they change the sound?
Can they repeat (short rhythmic and melodic) patterns?
Can they make a sequence of sounds?
Can they show sounds by using pictures?
Can they respond to differentmoods in music?
Can they say how a piece of music makes them feel?
Can they say whether they like or dislike a piece of music?
Can they choose sounds to represent different things?
Can they recognise repeated patterns?
Can they follow instructions about when to play or sing?
Year 1 (Challenging) Can they make loud and quiet sounds?
Do they know that the chorus keeps being repeated?
Can they tell the difference between long and short sounds?
Can they tell the difference between high and low sounds?
Can they give a reason for choosing an instrument?
Can they tell the difference between a fast and slow tempo?
Can they tell the difference between loud and quiet sounds?
Can they identify two types of sound happening at the same time?
Glade Primary School 2014 Curriculum
11
Year Two Curriculum
Long-term Planning
Glade Primary School 2014 Curriculum
12
Year Two
Subject Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Literacy Links Lego City Follow that Map Instructions Information guide
Tyrannosaurus Drip Harry’s Dinosaurs
Handa’s Surprise Very Hungry Caterpillar Anansi stories Bringing the Rain to Kapiti Plain
On the Moon The Pirate Cruncher
Superworm Tiddler Sea Horse
The Singing Mermaid Snore
Numeracy PRIMARY Advantage Maths Using 2014 Curriculum
Science What is our school made from?
(materials).
Why would a dinosaur not make
a good pet? (All Living Things
and their Habitats).
How will 5 a day help me to be
healthy? (Animals Including
Humans).
How can we grow our own salad?
(Plants) Where did the racket
come from? (Sound).
LC1 How can you classify your toys taking account of the materials they
are made of? Who does this egg belong to?
Why is it important for you to grow - what can you now do that you
couldn’t 5 years ago?
Who’s afraid of the big bad scarecrow?
How important are our ears and how loud is your shout?
LC2 What are main reasons for choosing materials for different parts of the
school?
What does a dinosaur need to survive?
What is my Sports X Factor? What makes up a salad and why
should we be eating salad regularly? In how many ways do we depend on
sound in our everyday life?
LC3 What else can you find that is made of: metal; glass; plastic and wood?
What can you find out about a particular dinosaur?
Why would it not be sensible for me to eat sweets everyday?
What do we need to remember if our plants are to grow ?
Can you write your own audio book using ‘talking tins’?
LC4 Can you think of the advantages and disadvantages of some common
materials?
How can you re-create your own dinosaur land?
Which fruits grow naturally in our country?
Why are earthworms really helpful creatures?
How can you design and make a musical instrument that can be
played by others?
LC5 Can you make a toy using a range of materials and explain why you have
chosen the materials? How can you classify dinosaurs?
Which fruits provide good opportunities for print work?
Who is Arcimboldo and what can we learn from him?
How can you make a simple telephone?
LC6 How are different materials used for different musical instruments?
How can we recreate the sound and movements of the dinosaurs?
Where would we most likely find bananas, oranges and grapes
growing?
What goes on at a garden centre?
Which instrument was used to make that piece of music?
LC7 Reflection: Each group will take a different material and give a
presentation about their chosen material.
How do you know that dinosaurs really roamed the Earth?
Reflection: Can you make up a TV advert to convince children to eat
more fruit.
Guess who’s coming for dinner?
Reflection: Children to set up a music competition for Year 3 when
they have to guess which instrument/s was used for each
piece of music.
LC8 Reflection: How can you produce a TV programme about dinosaurs?
Reflection: Can you make a sandwich filled with the salad you
have grown?
Glade Primary School 2014 Curriculum
13
History/ Geography What would Dora the
Explorer find exciting
about our town/city?
Where would you
prefer to live: England
or Africa?
Why were Christopher
Columbus and Neil
Armstrong very brave
people?
Why do we love to be
beside the seaside?
What was it like when
the Queen came to the
throne in 1953?
LC1 Where could I take *Dora on a
special outing in our town?
What would you ask …………?
What would we need to take
with us on a voyage of
discovery?
Where do you go to on holiday
and why?
What is a coronation and what
does one look like?
LC2 Why would *Dora need to know
my postcode to find my house?
What are *African people proud
of?
Who was Christopher Columbus
and why do we talk about him
today?
What attracts visitors to
seaside resorts?
What would you have done
after school if you had lived in
1953?
LC3 Where could I take *Dora for a
special holiday in the United
Kingdom?
What are the main differences
in the climate of *Africa and
England?
What would it be like to be a
spaceman? What do you notice about the
coast and how is it different to
your town?
What would your favourite
football team have looked like in
1953? Or, What would your
favourite dress have looked like
in 1953?
LC4 How would *Dora use her map
to find her way to school?
Which animals would you find
living in the wild in *Africa?
Who do you know that's famous
and what can you find out about
them?
What can we learn about
lifeboats and lighthouses? What was the British Empire?
LC5 What would appear on *Dora’s
map of our town?
How can you recreate *African
art?
Can you create a space painting
or a painting of an old ship
sailing on the sea?
What was *Blackpool like in the
past?
What key events have happened
since the Queen has reigned?
LC6 How can we create paintings
from our photographs of special
places in our town?
Do *Africans live a healthier
life than we do?
Why would Christopher
Columbus's voyages have been
very dangerous?
Can you create your own digital
postcards? What job does the Queen do?
LC7 Reflection: How could Dora use
our town in one of her TV
adventures?
What would your school day be
like if you lived in *Africa?
How did Christopher Columbus
and Neil Armstrong make our
world a better place?
What can you find in rock
pools?
How much would our shopping
basket have cost in 1953?
LC8 Where could I take *Dora on a
special outing in our town?
Can you recreate *African music?
Reflection: what would you like
to become famous for and why?
Reflection: Working in groups
children will create a
presentation on ‘What makes a
seaside special?’
Reflection: Children to put
together a presentation to do
with our monarchy.
Reflection: Can the class create an *African exhibition.
ICT
Plus Espresso Coding
Modules (2)
We are Detectives We are Zoologists We are Time Travellers
We are Astronauts We are Painters We are Journalists
Art Use of IT/ Drawing/
Painting
Children take
photographs of town
landmarks and use to
inspire art work.
Printing/ Textiles/ 3D
Textiles/ Knowledge
African fabric textiles?
Printing using a fruit or
vegetable
Martin Bulinya (artist)
Painting/ Knowledge
Photographs taken from
space. Recreate using
black paper and white/
silver splattered paint
(Jackson Pollock).
Collage/ Use of IT/
Knowledge
Arcimboldo fruit
montages
Make own seaside
postcards from
photographs taken
Big Art on the sand
3D Textiles/ Collage
Design clothing for
1953 – football kit or
coronation outfit for
Queen. Textiles –
design and make a
collage of it using
fabric.
DT Design own classroom
using a shoe box
(construction/
Make dinosaur land/
models of dinosaurs
(mechanisms, materials
Cooking – fruit salad Cooking
Make your own wormery
(construction/
Design own musical
instrument
Glade Primary School 2014 Curriculum
14
materials) and construction). mechanisms).
Make a fairground ride
Building a sandcastle
Music Musical instruments
made from different
materials (Appraising)
Representing sounds of
dinosaurs (composing/
performing)
Lion King The Planets(Holst) Benjamin Britten
Appraising
Sea shanties
Making sounds to
represent seaside
Composing an anthem
Pomp and Circumstance
RE
PSHE As outlined in PSHE SOW
Free Trips and Visits Visit Brandon/ Brandon
Country Park and use basic
maps
Take photographs of
important places in our
town
Trip around school/ town
recording building
materials (data handling).
Use school environment to
pretend there has been a
significant dinosaur
discovery - hide pretend
dinosaur bones etc
Visit to local sports
centre/ Tesco
Visit to Tesco to see fruits Hold a Coronation street
party
Further afield trips
and visits
Dinosaur Park Africa Alive
Maritime Museum
Visiting planetarium
Visit to garden centre
Visit to seaside
Visit to Maritime museum
Cromer Museum: The
Seaside in the past
Brandon Heritage
Centre
Visit from Cambridge
science centre or
alternative with focus
on sound
Visit to Sandringham
Wow activities to
introduce/ conclude
topic.
Place children in groups and
ask them all to make a
model school/ building from
a specific material.
Then 'test' the buildings:
hair dryer for wind, water
for rain etc. Which is
best?
Portals to the Past
Dinosaurs and Fossils
Historical visit
African music visit -
drumming session
Try fruits that come from
Africa - linked to Handa's
Surprise
Ask children to be
journalists and show them
the clip of lunar landing as
if it has just happened.
Resources available from
National Space Centre.
Have a box of objects
linked to coronation: CD
with National Anthem/
bunting/ crown etc to
introduce topic
Glade Primary School 2014 Curriculum
15
Year 2 Art Over-view Drawing
A1 What is our School Made From/ What Would Dora the Explorer Find Exciting About our Town/ City?(Take photographs of town landmarks and use to inspire art
work).
Painting Sp2 Why Were Christopher Columbus
and Neil Armstrong Very Brave People?(Photographs taken from space. Recreate scene using black
paper and white, splattered paint in the style of Jackson Pollock.)
Printing Sp1 How Will Five a Day Help me to be Healthy/
Where Would you Prefer to Live? England or Africa?(Printing using fruit and vegetables.
African textiles).
Textiles Sp1 How Will Five a Day Help me to be Healthy/
Where Would you Prefer to Live? England or Africa?(Printing using fruit and vegetables.
African textiles).
Can they use three different grades of pencil in their drawing (4B, 8B, HB)?
Can they use charcoal, pencil and pastels?
Can they create different tones using light and dark?
Can they show patterns and texture in their drawings?
Can they use a viewfinder to focus on a specific part of an artefact before drawing it?
Can they mix paint to create all the secondary colours?
Can they mix and match colours, predict outcomes?
Can they mix their own brown?
Can they make tints by adding white?
Can they make tones by adding black?
Can they create a print using pressing, rolling, rubbing and stamping?
Can they create a print like a designer?
Can they begin to demonstrate their ideas through photographs and in their sketch books?
Can they set out their ideas, using ‘annotation’ in their sketch books?
Do they keep notes in their sketch books as to how they have changed their work?
3D/Textiles Sp1 How Will Five a Day Help me to be Healthy/ Where Would you Prefer to Live? England or Africa? (Printing
using fruit and vegetables. African textiles). S2 What was it like when the Queen Came to the
Throne in 1953? (Design football kit for 1953/ Coronation outfit for
Queen).
Collage S1 How Can We Grow Our Own
Salad?/ Why do we Love to be Beside the Seaside?
(Arcimboldo fruit/vegetable montages. Make own seaside postcards. Big Art
on the beach). S2 What was it like when the Queen
Came to the Throne in 1953? (Design football kit for 1953/ Coronation outfit for Queen).
Use of IT A1 What is our School Made From/ What Would Dora the Explorer Find Exciting About our Town/
City? S1 How Can We Grow Our Own Salad?/ Why do
we Love to be Beside the Seaside? (Arcimboldo fruit/vegetable montages. Make own seaside postcards. Big Art on the beach).
Knowledge Sp1 How Will Five a Day Help me to be Healthy/
Where Would you Prefer to Live? England or Africa?(Printing using fruit and vegetables.
African textiles). Sp2 Why Were Christopher Columbus and Neil Armstrong Very Brave People?(Photographs
taken from space. Recreate scene using black paper and white, splattered paint in the style of
Jackson Pollock.) S1 How Can We Grow Our Own Salad?/ Why do we Love to be Beside the Seaside?(Arcimboldo
fruit/vegetable montages.) Can they make a clay pot?
Can they join two finger pots together?
Can they add line and shape to their work?
Can they join fabric using glue?
Can they sew fabrics together?
Can they create part of a class patchwork?
Can they create individual and group collages?
Can they use different kinds of materials on their collage and explain why they have chosen them?
Can they use repeated patterns in their collage?
Can they create a picture independently?
Can they use simple IT mark-making tools, e.g. brush and pen tools?
Can they edit their own work?
Can they take different photographs of themselves displaying different moods?
Can they change their photographic images on a computer?
Can they link colours to natural and man-made objects?
Can they say how other artists have used colour, pattern and shape?
Can they create a piece of work in response to another artist’s work?
Glade Primary School 2014 Curriculum
16
Year 2 DT Overview
Developing, planning and communicating ideas
Working with tools, equipment, materials and components to make
quality products Evaluating processes and products
Can they think of ideas and plan what to do next?
Can they choose the best tools and materials?
Can they give a reason why these are best?
Can they describe their design by using pictures, diagrams, models and words?
Across all three projects as part of Plan, Design, Make, Evaluate process
Can they join things (materials/components) together in different ways?
Across all three projects as part of Plan, Design, Make, Evaluate process
What went well with their work?
If they did it again, what would they want to improve?
Across all three projects as part of Plan, Design, Make, Evaluate process
Breadth of study
Cooking and nutrition
Sp1 How will 5 a day help me to be healthy(make a fruit salad).
Textiles A2 Why would dinosaur not make a good pet?(Make large scale model
dinosaur land).
Mechanisms A2 Why would dinosaur not make a
good pet? (Make a dinosaur with moving parts
using pivots/ split pins).
Use of materials A1 What is our school made
from?(Design own classroom in a shoebox).
A2 Why would dinosaur not make a good pet?
(Make large scale model dinosaur land).
Construction A1 What is our school made from?
(Design own classroom in a shoebox). A2 Why would dinosaur not make a
good pet? (Make large scale model dinosaur land).
Can they describe the properties of the ingredients they are using?
Can they explain what it means to be hygienic?
Are they hygienic in the kitchen?
Can they measure textile?
Can they join textiles together to make something?
Can they cut textiles?
Can they explain why they chose a certain textile?
Can they join materials together as part of a moving product?
Can they add some kind of design to their product?
Can they measure materials to use in a model or structure?
Can they join material in different ways?
Can they use joining, folding or rolling to make it stronger?
Can they make sensible choices as to which material to use for their constructions?
Can they develop their own ideas from initial starting points?
Can they incorporate some type of movement into models?
Can they consider how to improve their construction?
Glade Primary School 2014 Curriculum
17
Music over-view Year 2: Beginning Recorders
Performing A2 Why would a dinosaur not make a good pet? (representing the
sound of dinosaurs). S1 Why do we love to be beside the seaside?(Singing sea shanties).
S2 Where did that racket come from?(making own stringed/ percussion instruments).
Composing (incl notation) A2 Why would a dinosaur not make a good pet? (representing the
sound of dinosaurs). S1 Why do we love to be beside the seaside?(Writing own versions of familiar sea shanties and making sounds to represent the sea). S2 What was it like when the Queen came to the throne in 1953?
(composing an anthem).
Appraising A1 What is our school made from: materials (Considering how
instrument materials instrument affect the sound which is produced. Beginning to explore terms such as woodwind, brass
etc). Sp1 Where would you prefer to live, England or Africa? (The Lion
King). Sp2 Why were Christopher Columbus and Neil Armstrong very
brave people?(Holst The Planets). S2 What was it like when the Queen came to the throne in 1953?
(Elgar Pomp and Circumstance and The National Anthem).
Do they sing and follow themelody (tune)?
Do they sing accurately at agiven pitch?
Can they perform simplepatterns and accompanimentskeeping a steady pulse?
Can they perform with others?
Can they play simple rhythmicpatterns on an instrument?
Can they sing/clap a pulseincreasing or decreasing intempo?
Can they order sounds to create a beginning, middleand end?
Can they create music in response to (different starting points)?
Can they choose sounds which create an effect?
Can they use symbols to represent sounds?
Can they make connectionsbetween notations and musicalsounds?
Can they improve their own work?
Can they listen out for particular things when listeningto music?
Year 2 (Challenging) Can they sing/play rhythmic patterns in
contrasting tempo; keeping to the pulse? Can they use simple structures in a piece of
music?
Do they know that phrases are where we breathe in a song?
Do they recognise sounds that move by steps and by leaps?
Glade Primary School 2014 Curriculum
18
Year Three Curriculum
Long-term Planning
Glade Primary School 2014 Curriculum
19
Year Three
Subject Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Literacy Links Stone Girl, Bone Girl Pebble in my Pocket
Who First Lived in Britain? Little Nose
One Small Blue Bead First Painter
Journey to the Centre of the Earth
Individual research based on
fossils
The Iron Man What Makes a Magnet The Railway Children
Street Child
James and the Giant Peach Children to write information
texts on pollination, seed
dispersal and life cycle of an
apple.
Write a diary entry from a
seed's perspective.
What makes a shadow? Explanation text on food
transportation
Running Wild
Debate linked to democracy
Men and Gods
Numeracy PRIMARY Advantage Maths Using 2014 Curriculum
Science What do rocks tell us about how the Earth was formed? Are you attractive enough?
(magnets).
How did that blossom become
an apple? (Plants).
How far can you throw your
shadow? (light).
How can Usain Bolt move so
quickly? (Animals Including
Humans).
LC1 What are fossils and why are they so fascinating?
What is a magnet and what is
its relationship to the North
Pole?
What is blossom and why is it so
important for the fruit we
grow?
How can you show that your
shadow changes according to
the position of the Sun?
How long will it take you to run
100m?
LC2 What can you find out about sedimentary and igneous rocks?
What do we mean by attract
and repel?
How can you make a
presentation to show the life
cycle of an apple?
Why do footballers in a night
match often have four
shadows?
How does the arm joint work
and can you make a similar
joint?
LC3 Why is a diamond a ‘girl’s best friend’?
What other forces do we know
about and how can we classify
forces?
Could we grow any fruit in this
country, if not why not?
How can you explain the
relationship between the Sun
and the Moon (in terms of
lighting up the moon)?
What role does the muscle have
in helping the arm to move?
LC4 Can you collect some rocks to create a rock sculpture?
How can we use magnets to
make an exciting game?
How can you capture the beauty
of the blossom?
How can you design and make a
periscope to show how light
reflects?
How does the food we eat get
transported around our body?
LC5 Reflection: Can you work as a team to create a power-point
presentation about rocks?
Reflection: Create a television
advert for your magnetic game
What happens to the water
that you put into the soil to
help a plant grow?
How can you set up an
experiment to show how shiny
things respond in the dark?
Can you sketch the position
that Usain Bolt is in from ‘on
your marks' to 'go’?'
LC6
What do we mean by seed
dispersal and why is it so
important for our plants?
Can you create a painting which
shows reflection of light on
water?
How can you create a movement
that links six different
balances, using your body?
LC7
Why is so important for us to
look after the bees in our
country?
Can you create a stained glass
window which is translucent?
Reflection: From photographs
of your balances, explain how
the skeleton and muscles link to
support you.
LC8
Reflection: Choose one of these
areas and perform a
presentation to the rest of the
class: Why are bees important
to us?; Where did that apple
come from?; What is seed
dispersal?
Reflection: Put together a
photo story of the completed
challenge.
How long will it take you to run
100m?
Glade Primary School 2014 Curriculum
20
History/ Geography Who first lived in
Britain? (Stone Age to
Iron Age).
What makes the Earth
angry? (climate zones,
vegetation belts.
rivers, mountains,
volcanoes and
earthquakes, water
cycle).
How did our town
become the Brandon
we know today?
Why do so many
people choose to go to
the Mediterranean for
their holidays?
Has Greece Always
Been in The News?
(Greek life and
Achievements)
LC1 What jobs do archaeologists do
and why are they so valuable in
helping us find out about
history?
What causes a volcano to erupt
and which are the famous
volcanoes in the world?
What made people come and live
/ work in Brandon in the first
place?
What are the advantages/
disadvantages of living in a
Mediterranean country?
Where is Greece and why do so
many people enjoy going on
holiday there?
LC2 How did the Early Britons make
shelters?
How do volcanoes impact on the
lives of people and why do
people choose to live near
them?
When did people start mining
for flint and why was Grimes
Graves important?
Why do Mediterranean
countries have a warmer climate
than we do?
How do Greece’s physical
features, including its climate
differ from ours?
LC3 Would the Early Britons have
visited a supermarket for their
food?
How can we recreate an
erupting volcano?
Why is Brandon known for flint-
knapping?
Which fruits and vegetables
are produced in the
Mediterranean?
How does Greece’s climate
impact on its people?
LC4 What can you find out about
the Stone, Bronze and Iron
Ages?
What causes an earthquake
(and a tsunami) and how are
they measured?
What was Anglo Saxon Brandon
like and what was it like when
the Vikings arrived?
How can we organise a
Mediterranean food festival?
Who were the Ancient Greeks
and what did we learn from
them?
LC5 What do we know about the life
styles of the early Britons
through the art they produced?
Who experiences extreme
weather in our country?
How can we find out about
Brandon in the past:
archaeology
How would you go about
attracting someone to visit a
Mediterranean country?
How would a tourist to Greece
today be reminded of the power
of the Ancient Greeks?
LC6 What do we know about the way
they moved heavy items
around?
Which countries have
experienced earthquakes and
tsunamis in your life time?
What was transport was
available in Brandon in the past?
Why was the railway built?
When was it opened?
Why doesn’t everyone speak
English and use the same
money?
…and the Oscar goes to?
(Which Greek God would you
choose to receive a special
award?)
LC7 How do you think the early
Britons would have
communicated?
How can we capture a stormy
weather pattern using music,
drama and dance?
How can we represent
Brandon's past in art and
music?
Who are the famous artists of
the Mediterranean and what
can we learn from them?
Would you have enjoyed being
an Olympian?
LC8 Reflection: Working in groups
the children should put
together a ICT presentation of
the life of Early Britons taking
account of their weapons, food,
ways of communicating and
eating.
Reflection: Each group to put
together a weather
presentation of extreme
weather using music, drama and
video clips.
Reflection: Children to carry
out an IT presentation of the
advantages and disadvantages
of living in Brandon in a
specified period of the past,
e.g. Saxon times.
Which European cities can we
associate with different types
of music?
What is democracy and what
part did the Greeks have in
creating it?
Reflection: Children in groups
choose a European city and put
together a special presentation
as part of a European day in
school (holiday programme
style).
How would you go about
reproducing a clay pot in the
style of the Greeks?
Computing
Plus Espresso Coding
Modules (2)
We are animators We are researchers We are communicators We are Presenters We are Opinion Pollsters
We are Comic Writers
Art Use of IT/ Painting/ Printing
Cave painting
Painting/ Printing
Hokusai prints
Drawing/ Painting/ Knowledge
Lowry: perspective
Drawing/ Sketchbook/ Use of
IT
Knowledge/ Paintings/ collage
Look at Turner and use
3D/ Textiles/ Knowledge
Design and sew a flag
Glade Primary School 2014 Curriculum
21
Make a rock sculpture and
photograph. Look at Canada and
Sedona.
Colour washes
Knowing the colour wheel:
primary/ secondary
Choosing the correct brush
Etch –a-sketch
Still life sketches of
flowers/seeds after
photographing close up parts
Flower pressing/ collage
Water colours / colour washes
of blossom. Japanese blossom
paintings.
watercolours/ acrylics
Stained glass windows
Reflection: Children to put on a
special Greek event for parents
to include features of ancient
and modern Greece.
DT Design and make a volcano and
make it erupt
Make a simple game based on
magnets
Make periscopes
Make a Mediterranean food
dish
Music Stormy weather using music,
drama and dance. Percussion.
Peter Grimes
Music sung in Victorian Times:
parlour music
Famous musician and European
cities
From ballet to street dance
RE
PSHE As outlined in PSHE SOW
Languages Spanish using New Curriculum Objectives
Free Trips and Visits Local Garden Centre A travel agency
Supermarket to explore food
Further afield trips
and visits
Grimes Graves Natural History Museum
(geology).
Brandon Heritage Centre
Fitzwilliam Museum do
workshops on Victorians
Gressenhall Victorian
experience
Trip on steam railway, North
Norfolk
Yesterday's World in Great
Yarmouth
Cambridge Botanical Garden
'Pick Your Own' farm or
orchard
Visit a local orchard
Norwich puppet theatre -
shadow puppets? They also do
school visits with workshops.
Fitzwilliam Museum do
workshops on Ancient Greece
Science museum
Wow activities to
introduce/ conclude
topic.
Show children an episode of the
Flintstones as a discussion into
the topic
Film Journey to the Centre of the Earth Make a model volcano
Portals to the Past Victorians
Historical visit
Seed sorting: look at huge
range of seeds from dandelion
to sycamore etc
Visit to Garden Centre
Exploring fruit - cutting open to
see seeds etc
Show children a shadow puppet
show and tell them they will be
creating their own performance
at end of unit from puppets
made. They could retell a Greek
myth using a puppet show.
Children will host their own
Greek Olympics. Perhaps they
could invite younger pupils to
participate?
Portals to the Past Ancient
Greeks Historical visit
Glade Primary School 2014 Curriculum
22
Art Over-view Year 3 Drawing
Sp1 How did our Town Become the Brandon we Know Today?(Perspective drawings in the style of Lowry. Colour washes, knowing the colour wheel, knowing primary and secondary colours, choosing the correct
brush). Sp2 How did the Blossom Become an apple?/ What is
blossom and why is it so important for the food we grow?(Still life sketches of flowers/ seeds after
photographing close up parts. Flower pressing/ collage).
Painting A1What do Rocks Tell Us About how the Earth was
Formed? / Who First Lived in Britain?(Cave painting/ rock sculptures and photographs).
A2 What do Rocks Tell Us About how the Earth was Formed? /What Makes the Earth Angry?
Sp1 How did our Town Become the Brandon we Know Today?
S1 How far can you throw your shadow/ Why do so many people chose to go to the Mediterranean for their
holiday?(Exploration of Turner using watercolour and acrylics. Stained glass windows).
Printing A1What do Rocks Tell Us About how the Earth was
Formed? / Who First Lived in Britain?(Cave painting/ rock sculptures and photographs).
A2 What do Rocks Tell Us About how the Earth was Formed? /What Makes the Earth Angry?
(Hokusai prints).
Sketchbooks Sp1 How did our Town Become the Brandon we Know
Today?(Perspective drawings in the style of Lowry. Colour washes, knowing the colour wheel, knowing primary and secondary colours, choosing the correct
brush). Sp2 How did the Blossom Become an Apple?/ What is blossom and why is it so important for the food we grow?(Still life sketches of flowers/ seeds after photographing close up parts. Flower pressing/ collage).
Can they show facial expressions in their drawings?
Can they use their sketches to produce a final piece of work?
Can they write an explanation of their sketch in notes?
Can they use different grades of pencil shade, to show different tones and texture?
Can they predict with accuracy the colours that they mix?
Do they know where each of the primary and secondary colours sits on the colour wheel?
Can they create a background using a wash?
Can they use a range of brushes to create different effects?
Can they make a printing block?
Can they make a 2 colour print?
Can they use their sketch books to express feelings about a subject and to describe likes and dislikes?
Can they make notes in their sketch books about techniques used by artists?
Can they suggest improvements to their work by keeping notes in their sketch books?
3D/Textiles S2 Why has Greece always been in the news? (Design and sew a flag for modern Greece).
Collage S1 How far can you throw your shadow/ Why do so many
people chose to go to the Mediterranean for their holiday?
(Perspective drawings in the style of Lowry. Colour washes, knowing the colour wheel, knowing primary and
secondary colours, choosing the correct brush).
Use of IT A1What do Rocks Tell Us About how the Earth was
Formed? / Who First Lived in Britain?(Cave painting/ rock sculptures and photographs).
Sp2 How did the Blossom Become an Apple?/ What is blossom and why is it so important for the food we
grow? (Still life sketches of flowers/ seeds after photographing
close up parts. Flower pressing/ collage).
Knowledge A2 What do Rocks Tell Us About how the Earth was
Formed? /What Makes the Earth Angry? (Hokusai prints).
Sp1 How did our Town Become the Brandon we Know Today?Perspective drawings in the style of Lowry. Colour washes, knowing the colour wheel, knowing primary and
secondary colours, choosing the correct brush). S1 How far can you throw your shadow(Exploration of
Turner using watercolour and acrylics. Stained glass windows).
S2 Why has Greece always been in the news? (Design and sew a flag for modern Greece).
Can they add onto their work to create texture and shape?
Can they work with life size materials?
Can they create pop-ups?
Can they use more than one type of stitch?
Can they join fabric together to form a quilt using padding?
Can they use sewing to add detail to a piece of work?
Can they add texture to a piece of work?
Can they cut very accurately?
Can they overlap materials?
Can they experiment using different colours?
Can they use mosaic?
Can they use montage?
Can they use the printed images they take with a digital camera and combine them with other media to produce art work?
Can they use IT programs to create a piece of work that includes their own work and that of others (using web)?
Can they use the web to research an artists or style of art?
Can they compare the work of different artists?
Can they explore work from other cultures?
Can they explore work from other periods of time?
Are they beginning 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?
Glade Primary School 2014 Curriculum
23
Year 3 DT overview
Developing, planning and communicating ideas
Across all three projects as part of Plan, Design, Make, Evaluate process
Working with tools, equipment, materials and components to make
quality products Across all three projects as part of Plan, Design, Make, Evaluate
process
Evaluating processes and products Across all three projects as part of Plan, Design, Make, Evaluate
process
Can they show that their design meets a range of requirements?
Can they put together a step-by-step plan which shows the order and also what equipment and tools they need?
Can they describe their design using an accurately labelled sketch and words?
How realistic is their plan?
Can they use equipment and tools accurately? What did they change which made their design even better?
Breadth of study
Cooking and nutrition S1 Why do people choose to go to the
Mediterranean for their holidays?(Design and prepare a
Mediterranean recipe).
Textiles S2 Why has Greece always been in
the news? (Making a flag).
Electrical & mechanical components
Sp2 How far can you throw your shadow? (Making a light box for shadow puppets). Making a torch using a simple electrical
circuit to be used in shadow puppet performance.
Stiff and flexible sheet materials
Sp2 How far can you throw your shadow?
(Making a shadow puppet)
Mouldable materials A2 What makes the Earth angry?
(Making a papiermachee of volcano or layers of the Earth).
Can they choose the right ingredients for a product?
Can they use equipment safely?
Can they make sure that their product looks attractive?
Can they describe how their combined ingredients come together?
Can they set out to grow plants such as cress and herbs from seed with the intention of using them for their food product?
Can they join textiles of different types in different ways?
Can they choose textiles both for their appearance and also qualities?
Do they select the most appropriate tools and techniques to use for a given task?
Can they make a product which uses both electrical and mechanical components?
Can they use a simple circuit?
Can they use a number of components?
Do they use the most appropriate materials?
Can they work accurately to make cuts and holes?
Can they join materials?
Do they select the most appropriate materials?
Can they use a range of techniques to shape and mould?
Do they use finishing techniques?
Glade Primary School 2014 Curriculum
24
Music Over-view Year 3: recorders
Performing A2 What makes the Earth Angry(making sounds to represent
volcano, storm, hurricanes etc.). S1 What makes a shadow? (Performing music to accompany
shadow puppet performance).
Composing (incl. notation) A2 What makes the Earth Angry(making sounds to represent
volcano, storm, hurricanes etc.). Sp1 How did our town become the Brandon we know today? (Creating music connected to transport – steam trains.).
S1 What makes a shadow? (Composing music to accompany shadow puppet performance).
Appraising A2 What makes the Earth Angry(Peter Grimes.).
Sp1 How did our town become the Brandon we know today? (Music connected to transport – steam trains. Starlight Express).
S1 Why do people go to the Mediterranean for their summer holidays? (Music connected to particular countries – comparing and
contrasting, discussing instruments, rhythms and patterns). S2 How can Usain Bolt move so quickly? (Exploring types of music
connected to different dance as a link to healthy lifestyle and fitness).
Do they sing in tune withexpression?
Do they control their voice when singing?
Can they play clear notes on instruments?
Can they use different elementsin their composition?
Can they create repeated patterns with different instruments?
Can they compose melodies and songs?
Can they create accompaniments for tunes?
Can they combine different sounds to create a specific moodor feeling?
Can they improve their work; explaining how it has improved?
Can they use musical words (the elements of music) to describe apiece of music andcompositions?
Can they use musical words todescribe what they like anddislike?
Can they recognise the work of at least one famous composer?
Year 3 (Challenging) Can they work with a partner tocreate a piece
of music usingmore than one instrument? Do they understand metre in 2and 3 beats;
then 4 and 5 beats?
Do they understand how the use of tempo can provide contrastwithin a piece of music?
Can they tell whether a change is gradual or sudden?
Can they identify repetition, contrasts and variations?
Glade Primary School 2014 Curriculum
25
Year Four Curriculum
Long-term Planning
Glade Primary School 2014 Curriculum
26
Year Four
Subject Year 4 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Literacy Links Adventure story: imagine being
shrunk and swallowed by
mistake
The Pied Piper of Hamelin The Magic Flute Chimney Child
Electric Storm Magic School Bus Electric Field
Trip Children to write a letter to
their parents explaining about a
day without electricity
Persuasive brochure for London
The Mystery of the Melting Snowman
Captive Celt Roman Invasion
Develop fact files about wild
flowers and endangered animals
Fox
The Building of America
Outlaw by Michael Morpurgo
Invasion
Numeracy PRIMARY Advantage Maths Using 2014 Curriculum
Science What happens to the food
that we eat? (Animals
Including Humans).
Why is the sound that ‘One
Direction’ makes enjoyed by
so many? (sound)
How could we cope without
electricity for one day?
(Electricity).
How would we survive without
water? (States of Matter).
What wild animals and plants
thrive in your locality?
(Living Things and Their
Habitats).
LC1 What happens to that piece of
chocolate once you swallow it?
What caused that ‘racket’?
Why have we become so
dependent on electricity?
How can you classify solids,
liquids and gases?
Which wild flowers will we find
within a Km of our school?
LC2 Why would it not be sensible to
eat a burger every day?
How do your ears work?
How can you create an
electrical circuit that has a
switch or a buzzer?
How do we measure
temperature and how does
temperature vary during the
day and across the world?
How would Georgia O’Keefe
have painted these flowers?
LC3 What is the digestive system
and why is it so important?
What do we mean by the pitch
and volume of the sound?
What are conductors and
insulators and how are they
associated with electricity?
How can water be a solid, liquid
and gas?
Would dinosaurs have roamed
around your locality in the past?
LC4 How can you make a simple
model, using junk material, to
show how the digestive system
works?
Does sound have the same
intensity the further away you
go from the source?
What! no TV or play-station!:
what shall we do?
Which other materials change
when they are heated or
cooled?
Why did dinosaurs die out?
LC5 Why is it important to brush
your teeth each day?
Could you be the next X Factor
star?
Could you create a meal that
has not required electricity to
prepare it?
Where do puddles on the
playground disappear to?
Why are there large wild
animals like the tiger in danger
of extinction today?
LC6 Why are shark’s teeth
different to our teeth?
What do we know about the way
telephones work and how have
they changed over time?
How is electricity generated
and what do we mean by
alternative sources?
Why do windows sometimes
steam up?
Which birds can we see out of
our classroom window?
LC7 How can we create a dance that
shows the movement of food
through our body?
Reflection: A performance in
the style of an X Factor talent
show but with a strong
emphasis on why some may
prefer one source of music as
opposed to another.
Reflection: Working as a team,
can you put together a
presentation which tells us
about electricity?
How can you create a dance
that shows the three states of
water?
How can we encourage more
birds to visit our school?
LC8 Reflection: How can you make a
presentation that would help a
group of younger children
understand what happens in
your body?
What caused that ‘racket’?
Reflection: Can you put
together a presentation to show
how water is our life line?
Reflection: Can you create a
documentary about saving a
species of your choice.
Glade Primary School 2014 Curriculum
27
History/Geography Who were the early law
makers?
What would you have done
after school 100 years ago?
Why is Bury St
Edmunds/Cambridge such a cool
place to live?
Why were the Romans so
powerful and what did we learn
from them?
Where would you choose to
build your own city?
Why were the Norman castles
certainly not bouncy?
Why do we need laws and who
thought of them in the first
place?
How would you have coped
without television and the iPad?
Why do you think Bury St
Edmunds is so important?
So what’s it like to be invaded
and which countries have been
invaded recently?
What are the common features
you notice when locating all of
Britain’s biggest cities?
Why did the Normans build so
many castles?
What is the Magna Carta and
why is it so important even
today?
How was leisure and
entertainment different for
rich and poor children 100 years
ago?
Why do so many people live in
Bury St Edmunds?
Who were the Romans and
would they have enjoyed coming
to Britain?
Why do you think rivers were
important to the location of
major cities?
Who was William the Conqueror
and why is 1066 a famous date
in British history?
What is a Parliament and what
is its connection to laws?
Would you have been able to go
to McDonald’s for your birthday
party 100 years ago?
Can you trace the growth in
Bury St Edmunds's population
over the past 100 years?
Would you prefer to be a
Gladiator or a Premiership
footballer?
Can you choose a major
European city and create a
brochure to encourage someone
to visit?
How do we know what happened
in 1066 and how could we
produce a similar ‘collage’ to
explain what happened in Britain
this year?
Who created the first British
Parliament and how did it work?
What would your favourite
football team have looked like
100 years ago?
Can you chose 5 popular
monuments or buildings in Bury
St Edmunds's and write a
promotion leaflet on them?
What did the Romans do for us? Why is the transport system
very important in major cities? What do you know about the
Motte and Bailey castle and can
you design one?
Who makes our laws today and
who upholds them?
How could you create your own
‘Silent Movie’?
Can you reconstruct a bridge
that opens to allow a ship to
pass?
How could you be as fit as a
Roman?
Using paper, how can you create
a skyscraper that is at least 2
meters high?
Using clay can you create a
piece of art that captures a
Norman castle?
What were punishments like
750 years ago?
What would ‘Top of the Pops’
have been like 100 years ago?
From photographs you have
taken can you paint one of your
favourite places in Bury St
Edmunds's?
Why did the Romans need to
build forts?
Can you locate many of the
important features on a map of
a city?
What is the Domesday Book and
do we have something similar
today?
Reflection: Recreate a court
held in the 12th
or 13th
century.
Reflection: Children to create a
documentary on life for
children 100 years ago focusing
on leisure and entertainment
What would be the main
advantages and disadvantages
of living in Bury St Edmunds's?
Who was Boudica and why did
she become so famous?
What are the major
differences between a major
city and a small town or village?
What changed in Britain as a
result of the Norman conquest?
Reflection: Using photographs
and video extracts can they put
together a documentary about
the town/city.
Can you create a working model
of a Roman weapon?
Reflection: Children will use
photographs from the internet
and become a tourist guide in a
well known European country.
Reflection: In small groups,
using small models can they
recreate a battle of a siege of a
castle and film it.
Who were the famous Romans and what do we know about them?
Reflection: Children through ‘home learning’ tasks will be expected to put together a ‘research file’ that will start with a range of questions they will have thought of.
Computing
Plus Espresso Coding
Modules (2)
We are co-authors We Are Musicians We are Travel Presenters We are Meteorologists We are Artists We are Historians
Art 3D Textiles
Sewing/ knitting
Sewing a sampler/ making a
quilt/ knitting
Drawing/ Painting/
Sketchbooks/ Printing
Drawings and water colours of
city scape scenes/ famous
buildings in chosen city. Make a
printing block of a city building
Knowledge/ Collage Roman Mosaics
Use of IT/ Drawing/
Sketchbooks
Taking photographs in manner
of Georgia O’ Keefe then using
these to develop pencil
sketches and paintings
Knowledge/ Drawing/ Painting/
Collage/ 3D/ Textiles
Examine the Bayeaux Tapestry
and recreate a collage
representing modern life
DT Make a model to represent the
digestive system
Make own board game –
woodwork
Design and make a Roman
weapon
Design and make a bird box
Designing and making a tall
Make a motte and bailey castle
Make a Gargoyles
Glade Primary School 2014 Curriculum
28
Design a bridge that has a level
attached so it can open
Make a meal that doesn’t
require electricity
building
Music Children express likes and
dislikes about a range of music:
from classical to pop. Mozart
and Elgar
Electrical instruments: synths
and keyboards
Bottles with water
chromatically arranged
RE
PSHE As outlined in PSHE SOW
Languages Spanish as outlined in 2014 curriculum
Free Trips and Visits Visit from dentist or doctor Visit a travel agency.
Further afield trips
and visits
Norwich Castle 'A Prisoner's
Tale' - literacy link.
Science museum for sound
exploration.
Visit to Bury St Edmunds: Abby
Gardens for sketching and
cathedral. Combine with
museum visit.
Strangers Hall if exploring
Norwich, Fitzwilliam museum if
exploring Cambridge.
Science visit from Cambridge
Science centre linked to
electricity
Colchester Castle
Norwich Castle do a Roman and
Iceni Day
Ancient House Museum in
Thetford organise Roman
events
Pensthorpe Wildlife Centre
Cambridge Botanical Gardens
Legoland to see models
representations of famous
cities around the world
Norwich Castle Museum
Mountfitchet Castle
Framlingham Castle
Wow activities to
introduce/ conclude
topic.
Visit from PCSO to discuss laws Take children outside to play
traditional playground games/
have an indoor party with
traditional party games as
would have been played 100
years ago. Dress up for
occasion.
Learn about the legend of 'St
Edmund' and make flags
Portals to the Past Romans
Historical visit
Nature Hunt around school
Make a bird feeding station
Have a box of items linked to a
castle for children to explore
and guess the topic
Use the outdoor climbing frame
to act out a castle experience
Plot local castles on a map with
a view to finding out more
Glade Primary School 2014 Curriculum
29
Art: Year 4 Drawing
A2 Why is Bury St Edmunds such a cool place to live?
(Drawings and watercolours of city scape scenes/ famous buildings in chosen city. Make a printing
bock of a city building). S1 What wild animals and plants thrive in your
locality? (Take photographs in manner of Georgia O’Keefe.
Use these to develop pencil sketches and drawings).
S2 Why were the Norman castles certainly not bouncy?
(Make a modern version of Bayeux Tapestry).
Painting A2 Why is Bury St Edmunds such a cool place to live?(Drawings and watercolours of city scape
scenes/ famous buildings in chosen city. Make a printing bock of a city building).
S1 What wild animals and plants thrive in your locality?
(Take photographs in manner of Georgia O’Keefe. Use these to develop pencil sketches and
drawings). S2 Why were the Norman castles certainly not
bouncy? (Make a modern version of Bayeux Tapestry).
Printing A2 Why is Cambridge such a cool place to live?
(Drawings and watercolours of city scape scenes/ famous buildings in chosen city. Make a printing
bock of a city building).
Sketchbooks A2 Why is Bury St Edmunds such a cool place to
live? (Drawings and watercolours of city scape scenes/ famous buildings in chosen city. Make a printing
bock of a city building). S1 What wild animals and plants thrive in your
locality? (Take photographs in manner of Georgia O’Keefe.
Use these to develop pencil sketches and drawings).
Can they begin to show facial expressions and body language in their sketches?
Can they identify and draw simple objects, and use marks and lines to produce texture?
Can they organise line, tone, shape and colour to represent figures and forms in movement?
Can they show reflections?
Can they explain why they have chosen specific materials to draw with?
Can they create all the colours they need?
Can they create mood in their paintings?
Do they successfully use shading to create mood and feeling?
Can they print using at least four colours?
Can they create an accurate print design?
Can they print onto different materials?
Can they use their sketch books to express their feelings about various subjects and outline likes and dislikes?
Can they produce a montage all about themselves?
Do they use their sketch books to adapt and improve their original ideas?
Do they keep notes about the purpose of their work in their sketch books?
3D/Textiles A1 What would you have done after school 100
years ago?(A sewing/ knitting/ patchwork project similar to those practised in school in the past –
sampler?) S2 Why were the Norman castles certainly not
bouncy? (Make a modern version of Bayeux Tapestry).
Collage Sp2 Why were the Romans so powerful and what
did we learn from them?(Roman Mosaics) S2 Why were the Norman castles certainly not
bouncy? (Make a modern version of Bayeux Tapestry).
Use of IT S1 What wild animals and plants thrive in your
locality? (Take photographs in manner of Georgia O’Keefe.
Use these to develop pencil sketches and drawings).
Knowledge Sp2 Why were the Romans so powerful and what
did we learn from them?(Roman Mosaics) S2 Why were the Norman castles certainly not
bouncy? (Make a modern version of Bayeux Tapestry).
Do they experiment with and combine materials and processes to design and make 3D form?
Can they begin to sculpt clay and other mouldable materials?
Can they use early textile and sewing skills as part of a project?
Can they use ceramic mosaic to produce a piece of art?
Can they combine visual and tactile qualities?
Can they present a collection of their work on a slide show?
Can they create a piece of art work which includes the integration of digital images they have taken?
Can they combine graphics and text based on their research?
Can they experiment with different styles which artists have used?
Can they explain art from other periods of history?
Glade Primary School 2014 Curriculum
30
DT: Year 4 Developing, planning and
communicating ideas Across all three projects as part of Plan, Design, Make, Evaluate
process
Working with tools, equipment, materials and components to make
quality products Across all three projects as part of Plan, Design, Make, Evaluate
process
Evaluating processes and products Across all three projects as part of Plan, Design, Make, Evaluate process
Can they come up with at least one idea about how to create their product?
Do they take account of the ideas of others when designing?
Can they produce a plan and explain it to others?
Can they suggest some improvements and say what was good and not so good about their original design?
Can they tell if their finished product is going to be good quality?
Are they conscience of the need to produce something that will be liked by others?
Can they show a good level of expertise when using a range of tools and equipment?
Have they thought of how they will check if their design is successful?
Can they begin to explain how they can improve their original design?
Can they evaluate their product, thinking of both appearance and the way it works?
Breadth of study
Cooking and nutrition Sp 1 How could we cope without electricity for one day? (Design a healthy meal which can be made
without using electricity)
Textiles A2 What would you have done at
school 100 years ago? (Make a sampler/ quilt/ knitting/crochet).
Electrical & mechanical components Sp 1 How could we cope without electricity for one day? (Making
electrical circuits within science topic).
Stiff and flexible sheet materials
A1 What happens to the food we eat (make a model of the digestive system
using junk modelling). Sp 1 Why is Bury St Edmunds such a
Cool Place to Live (Design a bridge that has a level attached so it can open)
Mouldable materials
S2 Why were the Norman castles certainly not bouncy (make a model
motte and bailey castle. Make a gargoyle from clay or salt dough).
Do they know what to do to be hygienic and safe?
Have they thought what they can do to present their product in an interesting way?
Do they think what the user would want when choosing textiles?
Have they thought about how to make their product strong?
Can they devise a template?
Can they explain how to join things in a different way?
Can they add things to their circuits?
How have they altered their product after checking it?
Are they confident about trying out new and different ideas?
Can they measure carefully so as to make sure they have not made mistakes?
How have they attempted to make their product strong?
Do they take time to consider how they could have made their idea better?
Do they work at their product even though their original idea might not have worked?
Glade Primary School 2014 Curriculum
31
Music Overview Year 4: Brass Tuition
Performing Sp1 How could we cope without electricity for one day?(Playing
electrical music: keyboards, synths and digital music Sp2How would we survive without water?(Bottles with water
chromatically arranged)
Composing (incl notation) Sp2Why were the Romans so powerful and what did we learn from
them?(Compose a marching anthem for the Romans). S1Where would you choose to build your own city?
(Write an anthem for a new town).
Appraising A2 Why is the sound that One Direction make enjoyed by so many/ What would you have done after school 100 years ago? (Children explain likes/dislikes about a variety of music from Elgar to pop).
S1Where would you choose to build your own city? (Pieces of music connected to particular European cities and dances:
Viennese Waltz, Parisian Cancan, Russian Cossack etc.).
Can they perform a simple partrhythmically?
Can they sing songs frommemory with accurate pitch?
Can they improvise usingrepeated patterns?
Can they use notations torecord and interpret sequencesof pitches?
Can they use standard notation?
Can they use notations torecord compositions in a smallgroup or on their own?
Can they use their notation in a performance?
Can they explain the place of silence and say what effect ithas?
Can they start to identify the character of a piece of music?
Can they describe and identify the different purposes of music?
Can they begin to identify with the style of work of Beethoven,Mozart and Elgar?
Year 4 (Challenging) Can they use selected pitches simultaneously
to produce simple harmony?
Can they explore and use sets of pitches, e.g. 4 or 5 note scales?
Can they show how they can use dynamics to provide contrast?
Can they identify how a change in timbre can change the effect of a piece of music?
Glade Primary School 2014 Curriculum
32
Year Five Curriculum
Long-term Planning
Glade Primary School 2014 Curriculum
33
Subject Year 5 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
LiteracyLinks The Lemonade Crime Crime in the Queen’s Court Research a scientist Beowulf
The Black Madonna Samuel Pepys inspired diary
writing
Film a debate where they
explore pros and cons of
Cromwell’s Commonwealth
How does it Work? The Time Travelling Cat
Fact files on planets
Compile questions for Neil Armstrong
Mokee Joe is Coming
Explanation texts
The Spider and The Fly Running Wild
The Little Book of Growing Up What does Dead Mean? Reflective writing and
explanatory texts
Forever Forest The Lorax
Numeracy PRIMARY Advantage Maths Using 2014 Curriculum
Science Learning
Challenges
Could you be the next CSI investigator? (Properties and
Changes of Materials).
Can you feel the force?
(Forces).
Will we ever send another human to
the moon? (Earth and Space).
Do all animals and plants
start life as an egg? (Living
Things and Their Habitats).
How different will you be
when you are as old as your
grandparents? (Animals,
including Humans).
LC1 Can you think of five materials that can be changed and
reversed and five that cannot?
What is friction and how does
it affect moving objects?
Could we describe the Earth and the Sun
as space cousins?
Can you work out which
animals depend on each other
for survival?
Choose a baby. themselves, a
teenager, a young adult,
their parents and their
grandparents and create a
chart to find out about what
they can do and cannot do.
LC2 How have scientists made use of changes to create materials
that make our lives easier, e.g. clingfilm.
Why will a car always move
faster than a boat?
If the Earth and Sun are cousins, is the
Moon a young nephew?
What would you ask David
Attenborough or Jane Goodall
if you met them?
What can you do now that you
couldn't do when you were a
baby?
LC3 Which materials dissolve and evaporate and why can this
sometimes be an important quality in those materials? What is gravity and why is
Isaac Newton linked to it?
Can you explain why we have day and
night?
How can you create a
presentation to show the life
cycle of a butterfly or a frog?
Do we all have the same x
factor?
LC4 How are reversible and irreversible changes important to
forensic scientists?
Can you design and make a
parachute to help you
understand more about air
resistance?
How can we appreciate the distances
between and the sizes of the Sun, Earth
and Moon?
Do all animals start life as an
egg?
What are the important
things we should do to keep
fit and healthy?
LC5 How could you solve a crime by using forensic evidence? How do builders get heavy
items onto the top of
skyscrapers?
What can we learn about the solar
system and the other planets in it?
How do humans change as they
grow?
What do we understand by
the term puberty?
LC6 What is bicarbonate of soda and what impact does it have on
different materials?
Can you design, make and
evaluate a structure that will
propel a marble as far as
possible?
Who was Neil Armstrong and what would
you ask him if you met him?
Can you recreate the life
cycle of a butterfly using
music and dance?
Through drawing and
sketching, can you accurately
sketch yourself and your
grandparent?
LC7 Using finger prints as well as hand and foot prints, can you
create an interesting piece of art work that has interesting
design features?
What helps you to climb hills
on your bicycle?
How could you create a moon surface and
create a moon buggy?
How can you create art from
the environment?
What is the life expectancy
of different animals?
LC8 Reflection: Create you own version of ‘Brainiac’ and present it to
Key Stage 1 children.
Reflection: Put together a
presentation to show the
advantages and disadvantages
of friction in your life.
Reflection: Could you create a simulated
moon landing and film it?
Reflection: children to create
a poster of a chosen animal or
plant showing its life cycle.
Reflection: how would you
wish to be remembered as
you journey through life?
Glade Primary School 2014 Curriculum
34
History/ Geography Were the Anglo Saxons really
smashing? (Anglo Saxon
invaders and settlers).
Why should gunpowder,
treason and plot never be
forgotten? (British history
past 1066).
How can we rediscover the
wonder of Ancient Egypt?
(Ancient civilisations).
How could Hitler have convinced a nation
like Germany to follow him?
Why is Brazil in the news
again? (Physical and human
characteristics).
Why should the rainforests
be important to us all?
LC1 Who were the Anglo-Saxons
and how did they influence
our life today?
Who were the Roundheads and
the Cavaliers?
Where is Egypt and why do so
many people enjoy going on
holiday there?
Why did World War 2 start and what
part did Hitler have in it?
What do you already know
about Brazil?
How can you create your own
class rainforest?
LC2 How did the Anglo-Saxons
bring law and order to
Britain?
Was Oliver Cromwell right to
stop the monarchy?
What is an archaeologist and
how have they helped us find
out about the past?
Why did the Jewish nation suffer as a
result of Hitler coming to power?
What fruits and other natural
resources is Brazil famous
for?
Where are rainforest located
and what are their main
features?
LC3 What evidence do we have
today that the Anglo-Saxons
were ever here in the first
place?
Why was the execution of
Charles 1 a major event in
British history?
How can you find out how
*your town has changed?
What can we learn about this period
from the Anne Frank diaries?-
Which famous cities in Brazil
attract tourists and why?
Why are rainforests often in
the news and what can we do
to help?
LC4 Which Anglo-Saxon Christian
symbols remain with us today?
Why do you think the
monarchy was restored after
a short while?
How can you recreate the
wonder of the Pyramids?
What happened in Munich in 1938 and
why did Britain feel betrayed by Hitler?
What can you find out about
one of Brazil’s neighbouring
countries?
What can you find out about
an endangered animal that
lives in the rainforest?
LC5 Can you create your own
Anglo-Saxon art focusing on
tessellations?
Why do some people think
that the Great Fire was one of
the best things that happened
to London?
What have we learnt from the
Ancient Egyptians writing –
(create time capsule)?
Why was the Battle of Britain significant
in World War 2?
Can you design and create a
collage of Brazilian symbols?
How important is the Amazon
to the South American
rainforests?
LC6 Who were the famous Anglo-
Saxons, and why was Alfred
so ‘great’?
Can you work with clay tiles to
recreate the Great Fire of
London?
Who were the Pharaohs, and
why were they very
important?
Who was Winston Churchill and what
part did he play in the war?
Why is Brazil famous for its
dancing?
Can you create a print using
the large leaves of rainforest
plants as your inspiration?
LC7 Can you work as a group to
create a model Anglo-Saxon
settlement?
Who was Samuel Pepys and
would he have been a modern
day blogger?
What would you ask an
Ancient Egyptian?
How have different European artists
captured the horror of the war?
What can you find out about
the street children of Brazil?
How would you survive in the
rainforest?
LC8 Reflection: Using your model
settlement, can you produce a
filmed documentary about
Anglo-Saxon life?
Reflection: Set up a
Parliamentary debate for and
against Cromwell, film it and
then show parents.
How can we all go Strictly
Come Egyptian dancing?
Reflection: Using photographic images
sourced from the Internet put together
your story as though you lived during this
period
What can you find out about a
famous Brazilian?
Reflection: Present a
documentary on a day in the
rainforest
Reflection: Were the
Egyptians more advanced than
we are?
Reflection: The children to
host a Brazil day for their
parents.
Computing
Plus Espresso Coding
Modules (2)
We are architects We are Photographers We are Advertisers
We are Bloggers We are Statisticians
We are Traders
Art Printing
Salvador Dali and create own
work using footprints,
fingerprints and handprints
3D Textiles
Make clay tiles of typical
houses from time studied
Knowledge/ Drawing/ Painting
Hieroglyphics
Egyptian tomb paintings
Use of IT/ Collage
Textured collages of space and planets
Digital montage of space scenes using
ICT
Collage/ 3D/ Textiles/ Use of
IT
Andy Goldworthy and Simon
Watts – environmental arts.
Making and photographing
sculptures.
Sketching/ Painting/
Drawing/ textile
Create a self-portrait and
create another drawing of an
older person’s face and
capture the difference
Sew a quilt square to
represent an aspect of the
jungle – textile collage
DT Design and make Anglo Saxon
jewellery Design and make a structure
from any material that will
propel a marble with force
Design and make own pyramids
with at least one hidden
compartment
Design and make a model to represent
the moon surface. Create a buggy to
travel across (lego). This should be
filmed.
Make carnival items
Create a montage of symbols
associated with Brazil
Create a model rainforest
Glade Primary School 2014 Curriculum
35
Music Write their own music and
create own dance to represent
the life cycle of a butterfly
Samba dancing
RE
PSHE As outlined in PSHE SOW
PE French as outlined in 2014 curriculum
Free Trips and Visits Travel Agency Natural History Museum
Further afield trips
and visits
Science Museum
West Stow
Norwich Castle: Life in Anglo
Saxon and Viking Times.'
Science Museum for forces
exploration
Cambridge Science Centre
visit
Strangers Hall to a KS1
workshop on Great Fire of
London - contact to see if this
can be adapted
Fitzwilliam Museum do
workshops on Ancient Egypt
Norwich Castle: 'A Day with
the Egyptians.'
National Space Centre Leicester
London Planetarium
Whipple Museum Cambridge
Banham Zoo/ Colchester Zoo/
Linton Zoo to see Brazilian
animals
Butterfly and Wildlife Park
Natural History Museum
Cambridge Botanical Gardens
Norfolk Wildlife Trust do
Andy Goldworthy inspired art
workshops
Banham Zoo/ Colchester Zoo/
Linton Zoo to see Brazilian
animals.
Banham Zoo run a workshop
on rainforests
Amazonia Zoo at Cromer
Wow activities to
introduce/ conclude
topic.
Portals to the Past Saxons
Historical visit
Theatre group presentation of
Great Fire of London
Portals to the Past Ancient
Egypt Historical visit
Get a Planetarium to visit school:
http://www.spaceodyssey.co.uk
Evening trip exploring stars and
constellations
Get children to drop some sequins on
black paper then join. What picture can
you see? Develop into a constellation with
its own legend.
Children will create a holiday
package for a trip to Brazil/
recreate a rainforest in
classroom
Letter inviting pupils to design
a guide to Brazil for 2016
Olympics
Banham Zoo Bizarre Beasts
Roadshow
Tasting session - all foods
which come from rainforest
Glade Primary School 2014 Curriculum
36
Year 5 Drawing
Sp1 How can we rediscover the wonder of Ancient Egypt?
(Hieroglyphics and Egyptian tomb paintings). S2 How different will you be when you are as old
as your grandparents? (Create a self-portrait and create another
drawing of an older person’s face and capture the difference).
Painting Sp1 How can we rediscover the wonder of Ancient
Egypt?(Hieroglyphics and Egyptian tomb paintings).
S2 How different will you be when you are as old as your grandparents?
(Create a self-portrait and create another drawing of an older person’s face and capture the
difference).
Printing A1 Were the Anglo Saxons really smashing?
(Paintings from printed footprints, handprints and fingerprints).
Sketchbooks S2 How different will you be when you are as old
as your grandparents? (Create a self-portrait and create another drawing
of an older person’s face and capture the difference).
Can they identify and draw simple objects, and use marks and lines to produce texture?
Do they successfully use shading to create mood and feeling?
Can they organise line, tone, shape and colour to represent figures and forms in movement?
Can they show reflections?
Can they explain why they have chosen specific materials to draw with?
Can they create all the colours they need?
Can they create mood in their paintings?
Can they express their emotions accurately through their painting and sketches?
Can they print using a number of colours?
Can they create an accurate print design that meets a given criteria?
Can they print onto different materials?
Do they keep notes in their sketch books as to how they might develop their work further?
Do they use their sketch books to compare and discuss ideas with others?
3D/Textiles A2 Why should gunpowder, treason and plot
never be forgotten? (Make a clay tile showing a typical house from
time studied). S1 Do all animals and plants start life as an egg?(Andy Goldworthy and Simon Watts
environmental art. Making and photographing sculptures).
S2 Why should the rainforests be important to us all?(Create a model rainforest)
Collage Sp2 Will we ever send another human to the
moon?(Textured collages of space and planets. Digital montage of space scenes using ICT).
S1 Do all animals and plants start life as an egg? (Andy Goldworthy and Simon Watts
environmental art. Making and photographing sculptures).
Use of IT Sp2 Will we ever send another human to the
moon?(Textured collages of space and planets. Digital montage of space scenes using ICT). S1 Do all animals and plants start life as an egg?(Andy Goldworthy and Simon Watts
environmental art. Making and photographing sculptures).
Knowledge Sp1 How can we rediscover the wonder of Ancient
Egypt? (Hieroglyphics and Egyptian tomb paintings).
S1 Do all animals and plants start life as an egg? (Andy Goldworthy and Simon Watts
environmental art. Making and photographing sculptures).
Do they experiment with and combine materials and processes to design and make 3D form?
Can they sculpt clay and other mouldable materials?
Can they 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.
Can they use ceramic mosaic to produce a piece of art?
Can they combine visual and tactile qualities?
Can they create a piece of art work which includes the integration of digital images they have taken?
Can they combine graphics and text based on their research?
Can they scan images and take digital photos, and use software to alter them, adapt them and create work with meaning.
Can they create digital images with animation, video and sound to communicate ideas.
Can they experiment with different styles which artists have used?
Do they learn about the work of others by looking at their work in books, the Internet, visits to galleries and other sources of information?
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Year 5 DT Developing, planning and
communicating ideas communicating ideas
Across all three projects as part of Plan, Design, Make, Evaluate process
Working with tools, equipment, materials and components to make
quality products communicating ideas
Across all three projects as part of Plan, Design, Make, Evaluate process
Evaluating processes and products communicating ideas
Across all three projects as part of Plan, Design, Make, Evaluate process
Can they come up with a range of ideas after they have collected information?
Do they take a user’s view into account when designing?
Can they produce a detailed step-by-step plan?
Can they suggest some alternative plans and say what the good points and drawbacks are about each?
Can they explain why their finished product is going to be of good quality?
Can they explain how their product will appeal to the audience?
Can they use a range of tools and equipment expertly?
Do they keep checking that their design is the best it can be?
Do they check whether anything could be improved?
Can they evaluate appearance and function against the original criteria?
Breadth of study
Cooking and nutrition A1Were the Anglo Saxons really smashing? Properties and Changes to materials(Make Anglo Saxon bread/ modern day bread and compare discussing reversible/ irreversible changes).
Textiles Sp1 Can you feel the force? (Making a parachute).
Electrical & mechanical components Sp2 Will we ever send another human to the moon? (Design and make a model to represent the moon surface. Create a buggy to travel across the moon using lego and film).
Stiff and flexible sheet materials Sp1 Can you feel the force? (Design and make a structure which will propel a marble with force). Sp1How can we rediscover the wonder of Ancient Egypt? (Design and make pyramids with at least one hidden compartment).
Mouldable materials A1Were the Anglo Saxons really smashing? (Make Anglo Saxon jewellery using mouldable materials). Sp2 Will we ever send another human to the moon? (Design and make a model to represent the moon surface. Create a buggy to travel across the moon using lego and film).
Can they describe what they do to be both hygienic and safe?
How have they presented their product well?
Do they think what the user would want when choosing textiles?
How have they made their product attractive and strong?
Can they make up a prototype first?
Can they use a range of joining techniques?
Can they incorporate a switch into their product?
Can they refine their product after testing it?
Can they incorporate hydraulics and pneumatics?
Are their measurements accurate enough to ensure that everything is precise?
How have they ensured that their product is strong and fit for purpose?
Are they motivated enough to refine and improve their product?
Do they persevere through different stages of the making process?
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Music Over-view Year 5 Wider Opportunities Continuation (Brass) Beginning keyboard instruments
Performing A1Were the Anglo Saxons really smashing?
(Perform music and sound effects to accompany an Anglo Saxon storytelling session – e.g. Beowulf).
A2 Why should gunpowder, treason and plot never be forgotten? (Music for fireworks. Different types of percussion to represent loud
noises).
Composing (incl notation) A1Were the Anglo Saxons really smashing?
(Compose music and sound effects to accompany an Anglo Saxon storytelling session – e.g. Beowulf).
A2 Why should gunpowder, treason and plot never be forgotten? (Music for fireworks. Different types of percussion to represent loud
noises). S1Do all animals and plants start life as an egg?
(Write own music to represent the life cycle of a butterfly).
Appraising S1Why is Brazil in the news again?
(Listen to Brazilian carnival music - Samba). A2 Why should gunpowder, treason and plot never be forgotten?
(Handel’s music for fireworks). Sp1 How can we rediscover the wonder of Ancient Egypt?
(Listen to traditional Egyptian sand dances. Explore traditional Egyptian instruments).
Do they breathe in the correctplace when singing?
Can they sing and use their understanding of meaning to addexpression?
Can they maintain their part whilst others are performing their part?
Can they perform ‘by ear’ and from simple notations?
Can they improvise within a group using melodic and rhythmic phrases?
Can they recognise and use basic structural forms e.g. rounds,variations, rondo form?
Can they change sounds ororganise them differently tochange the effect?
Can they compose music which meets specific criteria?
Can they use their notations to record groups of pitches (chords)?
Can they use a music diary to record aspects of thecomposition process?
Can they choose the most appropriate tempo for a piece of music?
Can they describe, compare andevaluate music using musicalvocabulary?
Can they explain why they think their music is successful orunsuccessful?
Can they suggest improvements to their own or others’ work?
Can they choose the most appropriate tempo for a piece ofmusic?
Can they contrast the work of famous composers and showpreferences?
Year 5 (Challenging) Can they use pitches simultaneously to
produce harmony by building up simple chords?
Can they devise and play a repeated sequence of pitches on a tuned instrument to accompany a song?
Do they understand the relation between pulse and syncopated patterns?
Can they identify (and use) how patterns of repetitions, contrasts and variations can be organised to give structure to a melody, rhythm, dynamic and timbre?
Can they explain how tempo changes the character of music?
Can they identify where a gradual change in dynamics has helped to shape a phrase of music?
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Year Six Curriculum
Long-term Planning
Glade Primary School 2014 Curriculum
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Subject Year 6 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Literacy Links How to Train Your Dragon
Eric the Viking The Littlest Viking
Persuasive language to market a
product
Butterfly Lion Researching micro-organisms
and designing non-chronological report
Mayan Civilisations
Link with play-scripts based on
shadows – created with a range
of objects which are
photographed and set to a story
Write a biography – William
Harvey
The Journey from the River to the Sea
Numeracy
Science Have we always looked like
this? (Evolution and
Inheritance).
Could you be the next
Nintendo apprentice?
(Electricity).
Could Spiderman really exist?
(Living Things Including
Habitats).
How can you light up your
life? (Light).
What would a journey through
your body look like? (Animals
Including Humans).
LC1
Could we possibly have evolved
from apes, monkeys or other
primates?
Can you create a circuit that
has at least one of these
features: switch; buzzer;
motor?
Can you create your own
classification system that will
take account of all plants and
animals within your school
grounds?
How do we know that light
travels faster than sound?
What is pulse and why do we
have one?
LC2 What do fossils tell us about
‘how things have changed’?
How do traffic light work and
can you create an electrical
product that needs to be
sequenced?
Can you now classify a group of
animals and plants you have
selected from a chosen
environment?
How can you set up an
experiment to show that light
travels in straight lines?
Why can the heart be
described as the most
important pump we have?
LC3 Who was Charles Darwin and
why is he still a controversial
figure?
What do you understand about:
cells and volts and how it
impacts on how electrical
products work?
Can you discover the special
attributes that some animals
and plants have to help them
survive?
How do your eyes work?
What happens to the oxygen we
breathe?
LC4 Why do you not usually look
exactly like your mum or dad?
Can you set up your own
company and give it an
appropriate name, discuss
allocation of jobs
Why might some animals and
plants be endangered and can
you focus on one that you would
like to carry out further
research on?
How can you use mirrors to see
around blind corners?
Why could we describe blood as
the body’s river system?
LC5 Can you find out how animals
who: live in the cold; around the
equator; under the ground: and,
in trees: are specifically
adapted to live and survive
there?
Can you design a board game
that makes use of an electric
circuit and at least one of the
features looked at in LC1?
What are micro-organisms and
how would you classify them?
Spend a small period of time
being blind folded and see how
successful you are at doing
everyday things you take for
granted?
What have we learnt from
pioneers like William Harvey?
LC6 How is the human skeleton
suited to our life style?
How would you go about selling
your product?
By observing artists’ work can
you capture images of a chosen
animal?
Can you use water colour
painting to create a landscape
or still life painting which shows
light and shadow?
Can you create a picture of your
face using
collage?
LC7 Can you create a group dance
that requires you to use
different balances, giving
consideration to your skeletal
position?
Reflection: Ensure your product
is ready to be part of a science
fair.
Reflection: Take a plant or
animal that you know and one
that you don’t know and create
a IT presentation to show which
group/s they belong to, etc.
Can you create a shadow puppet
story and present it to others?
Can you carry out a survey to
show the impact of exercise on
the body?
LC8 Reflection: Carry out individual
research about the way humans
have adapted over years that
requires you to start with a
range of questions.
Can you create your own
classification system that will
take account of all plants and
animals within your school
grounds?
Reflection: Can you prepare a
documentary entitled, ‘Let’s
Light it up’ which shows what
you have learnt in this LC.
Reflection: Working as a team,
in small groups, can you put
together a presentation which
shows the relationship between
the heart, blood and breathing?
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41
History/ Geography Were the Vikings always
victorious and vicious? (Viking
and Anglo Saxon struggles).
Who were the Mayans and what
have we learnt from them?
I’m a Year 6 pupil, can you get
me out of here?
Will you ever see the water you
drink again?
To be or Not To Be?
(Shakespeare).
LC1 Who were the Anglo-Saxons
and did they like the Vikings?
Who were the Mayans and
where did they live?
What would a bird’s eye view of
your school look like?
Why is water a major necessity
in any village, town or city?
How would Shakespeare's play
have been performed in his
day?
LC2 Which region of Britain would
you have come under during the
Heptarchy?
What evidence do we have that
the Mayans were an advanced
civilization?
Can you put together a map of
the immediate area around your
school?
How does rainwater form in the
first place?
What can you find out about
the Globe Theatre?
LC3 Why did the Vikings come to
Britain and how did they make
the journey?
What have the Mayan
civilization in common with
space travel?
Can you explain why your *town exists and what would have
brought people to live there in
the first place and why do
people live there today?
Why do some places go for a
long time without rain and
others have too much rain?
Who were Shakespeare's most
famous characters and what
would you say if you met them
today?
LC4 What did the Brits learn from
the Vikings?
What can we learn from the
way they built their pyramids?
Can you use an OS map,
including compass point
directions to help someone plan
a route between two local
points?
How is water used to help
provide energy to many places?
What sort of people went to
the theatre in those days?
LC5 What was life like for a 11 year
old (boy/ girl) Viking?
What do we know of the rituals
carried out by the Mayan
civilization?
If you got lost within 50 miles
of your home, how would you go
about finding your way home?
Can you create a moving toy
that requires water to power
it?
How did Shakespeare cope
without a laptop or iPad?
LC6 How did the Vikings live when
they came to Britain?
Why was the Sun an important
feature in Mayan life?
From the photographs you have
taken of the immediate area,
can you create a painting?
What happens to the water in
our home once it disappears
down the sink?
How can you turn a
Shakespearean tragedy into a
rap?
LC7 How can you create a Viking
long boat from a range of
materials?
What caused the Mayan
Civilization to disappear?
How would you go about planning
a trip to a European city to
include cost and time?
Which music is associated with
water and can you create your
own?
Did Shakespeare really write all
those plays?
LC8 What did the Vikings eat and
could you recreate a Viking
meal?
Reflection: Create a television
documentary to explain to
everyone about life of the
Mayans, focusing on traditions,
culture, sport and their
knowledge.
As a class could you create an
‘Urban’ or ‘Rural’ School pointing
out the features in your
locality?
Can you put together a
presentation that outlines the
water cycle?
Reflection: working in groups,
can you decide on a
Shakespearean play and re-
enact part of it. Organise a
theatre evening, sell tickets and
present your work to your
parents and friends.
LC9 Reflection: Children to prepare
a Viking day when they show
others the crafts and skills
that the Vikings had.
Computing
Plus Espresso Coding
Modules (2)
We are web developers
We are Game Developers
We are publishers We are Explorers We are environmentalists We Are Fundraisers
Art Drawing/ Sketchbook
Children sketch themselves and
sketch an older member of
their family to look for
similarities and changes
3D Textiles/ Knowledge
Viking weaving. Create a Viking
engraving (of a longship design).
Collage/ Sketchbook/
Knowledge/ printing
Create collages of animals/
natural world in style of Eric
Carle – painting papers and
tissues then creating a collage
3D Textiles/ Knowledge
Mayan tiles
Drawing/ Painting/ Sketchbook
Close observational sketches of
the eyes, giving attention to
proportion. Constable and
Cezanne, giving particular
attention to light, tone and
shadow.
Technical drawings of buildings
in European cities
Collage/ photographs
Self-portrait using small pieces
of paper to capture accurate
colour and proportion. Take
photographs of rivers and the
sea. Create a piece of artwork
integrating the photographs.
Make a backdrop for a play
using printing tehniques
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DT Design and make a Viking long
boat Viking meal
Make something for Christmas
fete involving electricity
Design and make pyramids in
the style of the Mayans
Making a toy that uses water to
power it
Music Which music is associated with
water?
Link modern day music with
Shakespeare’s couplets
RE
PSHE As outlined in PSHE SOW
PE French as outlined in 2014 curriculum
Free Trips and Visits Stage Viking siege in school (by
prior arrangement visit another
classroom/ school office etc).
Visit Brandon High Street
traffic lights to observe how
they work
Hold a science fair at school for
other pupils and parents to visit
Exploration of High Lodge/
School grounds creating own
classification system/ looking
out for specific flora and fauna
Visit to local Sports Centre/
Health Centre with talk from
staff
Further afield trips
and visits
Sutton Hoo
Castle Museum, Norwich do a
Viking/ Anglo Saxon workshop
Natural History Museum
(evolution)
Discover Darwin workshop by
Suffolk Wildlife Trust
Visit from Cambridge Science
Centre on electricity
Natural History Museum
Fitzwilliam Museum, Cambridge
has information on the Mayans
British Museum (Mayans)
Norfolk Wildlife Trust run bug
hunt workshops
Norfolk Wildlife Trust and
Suffolk Wildlife Trust run
sessions on mapping and
orienteering "Young
Geographers"
Haubois Outdoor Adventure
Centre "Adventure Explorer"
Local art exhibited at Norwich
Castle
London Science Museum trip
Flatford Mill
Norfolk Wildlife Trust and
Suffolk Wildlife Trust run
sessions on rivers and water
conservation
Globe Theatre
Visit a Tudor town - Lavenham
or a Tudor building for an
enactment day - Kentwell Hall
Wow activities to
introduce/ conclude
topic.
Portals to the Past Vikings
Historical visit
Outreach visit from Cambridge
Museum of Zoology
Children to hold a games
workshop in class involving
board games etc which involve
electricity, discussing how they
work (games like Operation
would be ideal).
Show children pictures of
unusual extinct animals to gain
children's curiosity. Ask
children to consider what the
animals' habitat might have
been and suggest a reason the
animal died out. Find out about
mammouth discovered at West
Runton beach.
Outdoor orienteering activity
on playground using compasses
or visit from Norfolk/Suffolk
wildlife trust to introduce
same. This could be in the form
of a treasure hunt where pupils
must use orienteering skills. It
could be a form of geo-caching
(see National Trust site).
Children make their own fitness
film, emphasising importance of
healthy heart. This could be
linked to activities raising
money for British Heart
Foundation.
Build a model Globe theatre or a
scene from a play build inside a
shoe box (diorama) Read
children's versions of
Shakespeare stories or Marcia
Williams's comic guide
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Year 6 Art Over-view Drawing
A1 Have we always looked like this/ Were the Vikings always victorious and vicious?
Sp2 How can you light up your life? (Close observational sketches of the eyes, giving attention to proportion. Constable and Cezanne exploration, giving particular attention to light,
tone and shadow).
Painting Sp2 How can you light up your life?
Sp1 Could Spiderman really exist?(Create collages of animals/ natural world in style of
Eric Carle – painting paper and tissues and then creating a collage).
Printing Sp1 Could Spiderman really exist
(Create collages of animals/ natural world in style of Eric Carle – painting paper and tissues and then
creating a collage).
Sketchbooks A1 Have we always looked like this(Children
sketch themselves and sketch an older member of their family to look for similarities and changes).
Sp1 Could Spiderman really exist (Create collages of animals/ natural world in style of Eric Carle – painting paper and tissues and then creating a collage). Sp2 How can you light up your life? (Close observational sketches of the eyes, giving attention to proportion. Constable and Cezanne exploration, giving particular attention to light,
tone and shadow).
Do their sketches communicate emotions and a sense of self with accuracy and imagination?
Can they explain why they have combined different tools to create their drawings?
Can they explain why they have chosen specific drawing techniques?
Can they explain what their own style is?
Can they use a wide range of techniques in their work?
Can they explain why they have chosen specific painting techniques?
Can they overprint using different colours?
Do they look very carefully at the methods they use and make decisions about the effectiveness of their printing methods?
Do their sketch books contain detailed notes, and quotes explaining about items?
Do they compare their methods to those of others and keep notes in their sketch books?
Do they combine graphics and text based research of commercial design, for example magazines etc., to influence the layout of their sketch books.
Do they adapt and refine their work to reflect its meaning and purpose, keeping notes and annotations in their sketch books?
3D/Textiles Sp1 Could Spiderman really exist/ Who were the
Mayans and what have we learnt from them? (Mayan tiles). (Create collages of animals/ natural
world in style of Eric Carle – painting paper and tissues and then creating a collage).
Collage Sp1 Could Spiderman really exist/ Who were the Mayans and what have we learnt from
them? (Create collages of animals/ natural world in
style of Eric Carle – painting paper and tissues and then creating a collage).
S1 Will you ever see the water you drink again? (Take photographs of rivers and the sea. Create
a piece of artwork/ collage using the photographs).
Use of IT S1 Will you ever see the water you drink
again?(Take photographs of rivers and the sea. Create a piece of artwork/ collage using the
photographs).
Knowledge A1 Have we always looked like this?
(Children sketch themselves and sketch an older member of their family to look for similarities and
changes). Sp1 Could Spiderman really exist
(Create collages of animals/ natural world in style of Eric Carle – painting paper and tissues and then
creating a collage). Sp2 How Can you light up your life?
(Close observational sketches of the eyes, giving attention to proportion. Constable and Cezanne
exploration, giving particular attention to light, tone and shadow).
Can they create models on a range of scales?
Can they create work which is open to interpretation by the audience?
Can they include both visual and tactile elements in their work?
Can they justify the materials they have chosen?
Can they combine pattern, tone and shape?
Do they use software packages to create pieces of digital art to design?
Can they create a piece of art which can be used as part of a wider presentation?
Can they make a record about the styles and qualities in their work?
Can they say what their work is influenced by?
Can they include technical aspects in their work, e.g. architectural design?
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DT Over-view Year 6
Developing, planning and communicating ideas
Across all three projects as part of Plan, Design, Make, Evaluate process
Working with tools, equipment, materials and components to make
quality products Across all three projects as part of Plan, Design, Make, Evaluate
process
Evaluating processes and products Across all three projects as part of Plan, Design, Make, Evaluate
process
Can they use a range of information to inform their design?
Can they use market research to inform plans?
Can they work within constraints?
Can they follow and refine their plan if necessary?
Can they justify their plan to someone else?
Do they consider culture and society in their designs?
Can they use tools and materials precisely?
Do they change the way they are working if needed?
How well do they test and evaluate their final product?
Is it fit for purpose?
What would improve it?
Would different resources have improved their product?
Would they need more or different information to make it even better?
Breadth of study Cooking and nutrition
A1 Were the Vikings always victorious and vicious (recreate a Viking Meal).
Textiles Sp1 Who were the Mayans and what
have we learnt from them? (Make dream catchers).
Make a product to sell at summer fete as
an enterprise project after SATs. (e.g. purses, pencil cases etc)
Electrical & mechanical components A2 Could you be the next Nintendo apprentice? (Make a game using an
electrical circuit for the Christmas fete). S1 Will you ever see the water you drink again? (Make a toy that uses water to
power it).
Stiff and flexible sheet materials A1 Were the Vikings always victorious
and vicious (Making a Viking loot box for raids using corner joints).
Mouldable materials S2 To be or not to be?
(Make a model of the Globe Theatre/ use mud and straw etc. to try making
own bricks for construction and compare strength).
Can they explain how their product should be stored with reasons?
Can they set out to grow their own products with a view to making a salad, taking account of time required to grow different foods?
Have they thought about how their product could be sold?
Have they given considered thought about what would improve their product even more?
Can they use different kinds of circuit in their product?
Can they think of ways in which adding a circuit would improve their product?
Can they justify why they selected specific materials?
Can they work within a budget?
How have they ensured that their work is precise and accurate?
Can they hide joints so as to improve the look of their product?
Did they consider the use of the product when selecting materials?
Does their product meet all design criteria?
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Music Over-view Year 6: Keyboard Tuition
Performing A1 Were the Vikings always victorious and vicious (Learn and perform
a Viking saga) S1 To be or not to be (Perform known Tudor music/ perform Tudor
music children have performed). Sp1 Could you be the next Nintendo apprentice? (perform digital music
using keyboard effects/ digital sound. E.g. pre-record part of music and perform extra musical layer).
Composing (incl notation) A1 Were the Vikings always victorious and vicious (Compose a Viking
Saga and explore how sound is produced from horn instruments.) Sp1 Could you be the next Nintendo apprentice? (compose digital
music). S1 To be or not to be (Compose some rhyming couplets after exploring
Shakespeare. Add to music).
Appraising S1Will you ever see the water you drink again (Handel’s Water Music.)
A1 Were the Vikings always victorious and vicious (Explore early instruments and what they were made from)
Sp1 Could you be the next Nintendo apprentice? (Explore digital music – Daft Punk).
S1 To be or not to be (Tudor music and instruments). Sp1Who were the Mayans and what have we learnt from them(Learn
about the Marimba – a Mayan instrument).
Can they sing a harmony partconfidently and accurately?
Can they perform parts frommemory?
Can they perform using notations?
Can they take the lead in aperformance?
Can they take on a solo part?
Can they provide rhythmic support?
Can they use a variety ofdifferent musical devices in their composition? (inclmelody, rhythms and chords)
Do they recognise thatdifferent forms of notation servedifferent purposes?
Can they use different forms of notation?
Can they combine groups of beats?
Can they refine and improve their work?
Can they evaluate how thevenue, occasion and purpose affects the way a piece of music is created?
Can they analyse features within different pieces of music?
Can they compare and contrast the impact that different composers fromdifferent times will have had onthe people of the time?
Year 6 (Challenging) Can they perform a piece ofmusic which
contains two (or more) distinct melodic or rhythmic parts, knowing howthe parts will fit together?
Can they show how a smallchange of tempo can make a piece of music more effective?
Do they use the full range of chromatic pitches to build upchords, melodic lines and basslines?
Can they appraise the introductions, interludes andendings for songs andcompositions they havecreated?
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Appendices
Glade Primary School 2014 Curriculum
47
Example of how to present half-termly over-view which is submitted to AS/CV. Fill in areas to be covered on weekly basis. This is what should be submitted to AS/ CV each half term, showing curricular coverage. Simplified version to be sent home to parents. It doesn't have to be on one page!
Year Five Summer Term One
Numeracy
Daily
Primary Advantage
Maths
Literacy
Daily
Follow Current
Framework until
September 2014
Science:
One afternoon/ week
Consider which sessions can be merged
for short half-term
Do all animals and plants start life as an egg? (Living Things and Their Habitats).
Geography:
One afternoon/ week
Consider which sessions can be
merged for short half-term
Why is Brazil in the news again? (Physical and human
characteristics).
ICT
Two timetabled
sessions/week
We are Statisticians
Art/DT
Extra sessions to be
fitted in if available
on timetable. Ideas
for projects on
curriculum map.
Music
Extra sessions to be
fitted in if available
on timetable.
Beliefs and Value
One session per
week
Beliefs and Questions
PSHE/ SEAL
One session per
week
Changes SRE Unit
Class Council
Primary
Languages
(French)
One session per
week
(30 minutes)
1 Add in weekly
over-view as shown on P.A.M planning
documents
Add in weekly
over-view from
Primary Framework
for literacy
Learning objectives from S.O.W. shown in brackets
Can you work out which animals depend on
each other for survival?
(making predictions)
Add in geography learning objectives from S.O.W.
What do you already know about
Brazil?
(insert L.O.)
Add in ICT learning
objectives from Rising Stars
SOW.
Add in Art/DT learning objectives from S.O.W. Add in extra sessions if available on timetable.
Add in music learning objectives from S.O.W. Add in extra sessions if available on timetable.
Add in Beliefs and Values Learning Objective from
Suffolk Syllabus, as advised by J.A.
Add in SEAL/ PSHE 2014 objectives
Add in topics as shown on long term plan for
primary languages and objectives
from 2014 curriculum.
2 What would you ask David Attenborough
or Jane Goodall if you met them?
(work of naturalists)
What fruits and other natural
resources is Brazil famous for?
(insert L.O.)
(topic here)
(insert L.O.)
(topic here)
(insert L.O.)
(topic here)
(insert L.O.)
(topic here)
(insert L.O.)
3 How can you create a presentation to
show the life cycle of a butterfly or a
frog? (creating a timeline to show
growth/ development stages)
Which famous cities in Brazil
attract tourists and why?
(insert L.O.)
(topic here)
(insert L.O.)
(topic here)
(insert L.O.)
(topic here)
(insert L.O.)
(topic here)
(insert L.O.)
4 Do all animals start life as an egg?
(describing differences between
lifecycles)
What can you find out about one of
Brazil’s neighbouring countries?
(insert L.O.)
(topic here)
(insert L.O.)
(topic here)
(insert L.O.)
(topic here)
(insert L.O.)
(topic here)
(insert L.O.)
5 How do humans change as they grow?
(using graphs/ explaining patterns/
explaining changes as humans age)
Can you design and create a collage
of Brazilian symbols?
(insert L.O.)
(topic here)
(insert L.O.)
Can you design and
create a collage of
Brazilian symbols?
(insert L.O.)
(topic here)
(insert L.O.)
(topic here)
(insert L.O.)
(topic here)
(insert L.O.)
6 Can you recreate the life cycle of a
butterfly using music and dance?
Why is Brazil famous for its
dancing?
(insert L.O.)
(topic here)
(insert L.O.)
Can you recreate the
life cycle of a butterfly
using music and dance?
(insert L.O.)
(topic here)
(insert L.O.)
(topic here)
(insert L.O.)
(topic here)
(insert L.O.)
7 How can you create art from the
environment?
What can you find out about the
street children of Brazil?
(insert L.O.)
(topic here)
(insert L.O.)
How can you create art
from the environment?
(insert L.O.)
(topic here)
(insert L.O.)
(topic here)
(insert L.O.)
(topic here)
(insert L.O.)
8 Reflection: children to create a poster of
a chosen animal or plant showing its life
cycle.
(presenting scientific findings)
What can you find out about a
famous Brazilian?
(insert L.O.)
(topic here)
(insert L.O.)
Reflection: children to
create a poster of a
chosen animal or plant
showing its life
cycle.(topic here)
(insert L.O.)
(topic here)
(insert L.O.)
(topic here)
(insert L.O.)
(topic here)
(insert L.O.)
Reflection: The children to host a
Brazil day for their parents.
(insert L.O.)
(topic here)
(insert L.O.)
(topic here)
(insert L.O.)
(topic here)
(insert L.O.)
(topic here)
(insert L.O.)
Glade Primary School 2014 Curriculum
48
Example Key Stage Two Timetable
Fill in subjects which cannot be shifted, such as ICT and PE, then block in science and geography/ history. Next fill in the other, shorter subjects.
There is unlikely to be a spare slot in Key Stage Two due to Primary Languages. Art/DT/ Music do occur within the wider topics and can be pursued in greater depth if there are any gaps or in a half term where there is only one main topic- either science or geography/history. Speak to Jo about length needed for Beliefs and Values - it is possible this could be combined with PSHE, giving more time for music. It may emerge that a whole afternoon might be too long for geography/history in some instances meaning the timetable can be adjusted.
8
:50
– 9
:00
9:0
0 –
10:
05
10
:05
– 1
0:2
0
10
:20
– 1
0:2
5
10
:40
– 1
1:0
0
11
:00
– 1
2:0
0
12
:00
– 1
:00
1:0
0 –
1:0
5
1:1
0 –
2:1
5
2:1
5 –
3:1
5
10 65 15 5 15 15 20 60
Reg
istr
atio
n
65 65
Monday
Reg
istr
atio
n
Numeracy
Ass
emb
ly
Fru
it
Bre
ak
Guided Reading Literacy
Lun
ch
Science
Tuesday Numeracy
Guided Reading Literacy
French
Beliefs and Values
Wednesday
Numeracy
Guided Reading
Literacy
ICT
PE
Thursday
Numeracy
Guided Reading Literacy
Geography/ History
Friday
Numeracy
Guided Reading Literacy:
PSHE (SEAL/ SCHOOL COUNCIL). PE
Glade Primary School 2014 Curriculum
49
Example of how to find learning objectives (Year Five Science).
Weekly topics for science linked into learning objectives taken from Knowledge, Skills and Understanding Breakdown in Learning Challenge Curriculum Document.
Date and highlight when covered during course of year. This will allow you to see if any key areas have not been covered.
Weekly Themes from Learning
Challenge Curriculum
Do all animals and plants start life as
an egg?
1. Can you work out which
animals depend on each
other for survival?
LO: to use information to
make a scientific prediction
2. What would you ask David
Attenborough or Jane
Goodall if you met them?
LO: to find out about the
work of well-known
scientists
3. How can you create a
presentation to show the
life cycle of a butterfly or a
frog?
LO: to describe the life
cycle of organisms
4. Do all animals start life as
an egg?
LO: to compare and contrast
the life cycles of different
organisms
5. How do humans change as
they grow?
LO: to investigate how
humans develop as they age
6. Can you recreate the life
cycle of a butterfly using
music and dance?
(Music/Dance LO)
7. How can you create art from
the environment?
(Art LO)
8. Reflection: children to
create a poster of a chosen
animal or plant showing its
life cycle.
LO: to present information
on scientific findings
Knowledge, Skills and Understanding breakdown for
Working Scientifically.
This is for the year. Highlighted areas show strands covered in this half-term's topic.
Year 5
Planning Obtaining and presenting evidence Considering evidence and evaluating
Can they plan and carry out an investigation by controlling variables fairly
and accurately?
Can they make a prediction with reasons? (lesson one)
Can they use test results to make further predictions and set up further
comparative tests?
Can they present a report of their findings through writing, display and
presentation? (Lesson 8)
Can they take measurements using a range of
scientific equipment with increasing accuracy and
precision?
Can they take repeat readings when appropriate?
Can they record more complex data and results using
scientific diagrams, labels, classification keys, tables,
scatter graphs, bar and line graphs?
Can they report findings from investigations through written
explanations and conclusions? (lesson one and eight)
Can they use a graph to answer scientific questions? (lesson
five)
Year 5 (Challenging)
Can they explore different ways to test an idea and choose the best way,
and give reasons?
Can they vary one factor whilst keeping the others the same in an
experiment?
Can they use information to help make a prediction? (lesson one)
Can they explain (in simple terms) a scientific idea and what evidence
supports it?
Can they decide which units of measurement they
need to use?
Can they explain why a measurement needs to be
repeated?
Can they find a pattern from their data and explain what it
shows?
(lesson five)
Can they link what they have found out to other science?
Can they suggest how to improve their work and say why
they think this?
Knowledge, Skills and Understanding breakdown for
Living Things, their Habitats and Animals, including humans
This is for the year. Highlighted areas show strands covered in this half-term's topic.
Year 5
Animals, including humans Living things and their habitats
Can they describe the changes as humans develop to old age? (lesson five)
Can they describe the differences in the life cycles of a mammal, an amphibians, an insects
and a bird? (lessons 3 and 4)
Can they describe the life cycles of common plants?
Can they explore the work of well know naturalists and animal behaviourists? (David
Attenborough and Jane Goodall) (lesson 2)
Year 5 (Challenging)
Can they create a timeline to indicate stages of growth in certain animals, such as frogs and butterflies?
(Lesson 3,4 and 5)
Can they describe the changes experienced in puberty? (lesson 5)
Can they draw a timeline to indicate stages in the growth and development of humans? (lesson 5)
Can they observe their local environment and draw conclusions about life-cycles, e.g. plants in
the vegetable garden or flower border?
Can they compare the life cycles of plants and animals in their local environment with the life
cycles of those around the world, e.g. rainforests?
Glade Primary School 2014 Curriculum
50
Example of how to assess against learning objectives
I have taken the objective questions from ' Knowledge, Skills and Understanding Breakdown' for the unit 'Do all Animals and Plants Start Life as an Egg' to produce a class over-view
which can be traffic-lighted. This could inform reports.
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Can they make a prediction
with reasons?
Can they use information to
help make a prediction?
Can they explore the work of
well know naturalists and
animal behaviourists? (David
Attenborough and Jane
Goodall).
Can they create a timeline to
indicate stages of growth in
certain animals, such as frogs
and butterflies?
Can they describe the
differences in the life cycles
of a mammal, an amphibians, an
insects and a bird?
Can they use a graph to
answer scientific questions?
Can they find a pattern from
their data and explain what it
shows?
Can they describe the changes
as humans develop to old age?
Can they report findings from
investigations through written
explanations and conclusions?
Can they present a report of
their findings through writing,
display and presentation?
Notes
Glade Primary School 2014 Curriculum
51