OLBE Curriculum 11th Feb16 - Our Lady's Bishop Eton ·...

Our Lady’s Bishop Eton Primary School to Index Page

Our Lady’s Bishop EtonCurriculum Handbook Sept 15 -‐ 16


Curriculum Handbook Sept 15 -‐ 16


Why we teach what we teach the way that we do!!!Please take your time to read this useful guide to your child’s learning…


Index• Mission Statement• Achieving our Aims• Provision• Leadership &

Management• Curriculum Content• The OLBE ingredients

• The OLBE Curriculum• Values Curriculum• Our Prayer Life• PE and Healthy Choices• School Menu• Focus Weeks• Eco Council

• The Core Curriculum• Foundation Year• Year 1• Year 2• Lower KS2• Upper KS2• Citizen of the World


Mission StatementLiving Loving Learning in Jesus

Our aims are to: Be a living Christian Community reflecting the love of Jesus in all that we do

Recognise the uniqueness of each member of our school and to provide an education that fully develops their gifts and talents

Work in partnership with parents, carers, the parish and the wider community in order to achieve the above


We achieve our aims through our:

ETHOS AND ENVIRONMENT We use Jesus’ life as the basis for our Faith and Prayer life, our relationships and our

understanding of our rights and responsibilities and as a consequence our school is: A welcoming, friendly, bright, lively and happy place where children feel SAFE and

where BEHAVIOUR FOR LEARNING is embedded An INCLUSIVE SCHOOL where all are treated equally and fairly and given equality

of opportunity and voice regardless of gender, religion, additional need, disability or race

An ACHIEVING SCHOOL in which success and achievement are promoted and all of our children are supported to set high standards for themselves and to work hard to achieve these

A HEALTHY SCHOOL in which we ensure the physical, social spiritual and emotional education and development of our children through both our curriculum and extra curricula provision

An active PARTNER with parents, the Parish and the wider community to continuously improve all aspects of our provision


Provision EXCELLENCE IN INCLUSIVE PLANNING TEACHING AND ASSESSMENT FOR LEARNING WHICH

PROMOTES A CULTURE OF HIGH EXPECTATION is at the heart of what we do and as a consequence the teaching of the basic skills and the development of knowledge, skills, understanding and values:

Is responsive to learners’ strengths and needs and engages, motivates and inspires them Is of the highest quality and ensures every child succeeds ENJOYMENT OF LEARNING is at the heart of what we do and in our school: Children are supported to learn how to learn and to develop positive learning behaviours and

intellectual and emotional resilience Learning is focused on individual pupil needs and abilities and is an active process which develops

and stretches our children and excites their imagination Planned learning challenges enable our children to learn different things in many different ways;

they learn through listening, watching and doing; they learn indoors and out of doors and through play; they learn both independently and collaboratively; they learn through art, music, drama and sport; they learn from adults and from each other


Provision Learning supports our children to develop a hierarchy of transferable skills and the knowledge and

values necessary to make positive decisions with regards to their personal, social, health and emotional development and to their role as world citizens

A CREATIVE AND DIFFERENTIATED CURRICULUM is at the heart of what we do and in our school: Our VALUES CURRICULUM supports our children to understand and develop their Faith and Prayer

Life as well alongside the knowledge and skills necessary to make positive decisions with regards to their personal, spiritual, moral, social, health and emotional development and their role as world citizens

Our CORE CURRICULUM ensures that reading writing and maths are taught to a very high standard Our LEARNING CHALLENGES CURRICULUM reflects statutory requirements whilst ensuring that our

children have access to rich, broad and balanced experiences presented in an interesting, exciting and imaginative manner with lots of opportunities for first-‐hand experience, practical work, investigation and learning through play. The creative aspects including art, poetry, story, dance, music and performance are central to our provision in this area

All aspects of our curriculum provision are enriched by cross curricular focus weeks, visits visitors and use of local and wider environments


Leadership and Management

Effective, efficient and ambitious LEADERSHIP AND GOVERNANCE, including DISTRIBUTED LEADERSHIP, nurtures our ethos and environment and drives the continuous development of teaching, learning and assessment and the curriculum provision necessary to ensure that all of our children make good or better progress and achieve high standards in all aspects of their developmentPARTNERSHIPSA strong pro-‐active partnership between the school, parents and the Parish contributes significantly to the achievement of our aims. As do partnerships with other schools and outside agencies


Curriculum Content

The National Curriculum is not the whole curriculum The National Curriculum sets out the subject requirements that maintained

schools are required to follow

It is useful to think of the National Curriculum as a set of ingredients that can be included in a school curriculum

A school should decide how the ingredients can be put together in the most exciting and effective way

A school should also consider what other ingredients are required to make a really outstanding curriculum that will inspire and challenge all children and prepare them for the future


The OLBE Ingredients

Our curriculum: Is underpinned by aims, values and purpose Develops the whole person – values, attitudes, knowledge, skills and

understanding Is broad, balanced and has clear progression in subject knowledge and skills Is filled with rich first-‐hand purposeful experiences and encourages the use of

environments and expertise beyond the classroom Has local, national and international dimensions and makes meaningful links

between areas of knowledge across the curriculum and real life issues and contexts

Is flexible and responsive to individual needs and interests Has an eye on the future and the needs of future citizens


OLBE Curriculum


Values curriculum


VALUES CURRICULUM Our aim is that the partnership between our school, our parents and our Parish will enable all of our children to develop the knowledge, skills and

values, embedded in the Gospel Values, which will enable them to make a safe happy and successful life for themselves and inspire them to make the world a safe happy and successful place for others.

OUR SCHOOL VALUES

Our School Values


BRITISH VALUESThe Gospel values permeate all that we do and inform the life we seek to live and foster as British citizens.Where all children and adults respect and obey the law, feel they make a contribution and are valued as individuals.Where the integrity, dignity and opinions of each individual is acknowledged and respected.Where respect and tolerance of different ways of life are nurtured, established and practiced.Where the whole school community are enabled to achieve their full potential.Where strong partnerships exist between children, parents, staff, governors and the community as a whole.Where the school community have genuine respect and pride in themselves and the communities and environment in which they live.

LIVING OUT OUR SCHOOL AND BRITISH VALUESWe place a great emphasis on putting our values into action and our children are supported to understand that their actions reflect their values. We believe in our children and expect them to:Aspire to positions of responsibility such as Play Leader, School Councillor etcTo be able to be trusted to do important jobs around our schoolTo receive School Merits and CommendationsTo organise Charity EventsTo take part in an event which serves the local communityTo look after younger childrenTo help with chores at home every weekTo complete homework to a high standard every weekTo be told by their teacher that their work is presented well all of the timeTo wear full uniform every day. Uniform in our school reminds us that we are a team working together and helping each other. It reminds us that, even though we are very different as individuals, we have a lot in common.Plus lots more!!!!!!

POSITIONS OF RESPONSIBILITY WHICH SUPPORT OUR VALUES CURRICULUMHead Boy Deputy Head Boy Head Girl Deputy Head Girl

School CouncilElected by Children

Eco CouncilElected by Children

PrefectsAll Year 6 pupils prefect.

The rota is changed on a termly basis

Play LeadersAll Year 6 pupils have the

opportunity to be Play Leaders.The rota is changed on a termly

basis


PLANNED CURRICULUM ASPECTS AND SCHOOL TRIPS WHICH PROMOTE BRITISH VALUES AND COMMUNITY COHESIONOur children are taught that both British fundamental values and Community Cohesion are important dimensions of life in our school, our country and our world. Our school actively promotes the fundamental British values of:DEMOCRACY•Through the election of Head Boy, Head Girl, School Councillors and Eco Councillors•School and Eco Council meetings which are minuted and fed back to the whole school•Our school ethos which respects the voice of every childRULE OF LAW•Through the modelling of school rules which are bedded in the Gospel Values of Justice, Equality and Solidarity our children develop a good understanding of the need for and dynamics of lawINDIVIDUAL LIBERTY AND MUTUAL RESPECT•Our Mission Statement and ethos and our values curriculum celebrate individual liberties and rights and support our children to understand the need for mutual respect and responsibilityTOLERANCE OF THOSE WITH DIFFERENT FAITH AND BELIEFS•Our school profile does not fully represent other local, regional or national profiles. Our pro-‐active response to this is to ensure our curriculum provision addresses this.

FSY1Y2

Stories, role play and Circle Time around conflict and resolutionWorking co-‐operatively in small groups, pairs, class groupsStories, reading books, Big Books, visits and visitors which enable the children to explore and empathise with children from diverse families and different culturesGrace Books: Child living in Britain with one parent living abroadCome & See: Stories from different countriesVisits from parents to talk about different culturesOur own diversity eye colour / hair / skin, family, culture, beliefsDiversity in our local and wider area: explored through field trips , visits and visitorsDiversity across the world: Geography& R.E topics: Chinese New Year, Other Faiths, Tibet, Countries and Flags of the UK, Passports, Isle of Struay, Bangladesh, International WeekChinese New Year and other Faith CelebrationsExploration of the music, art and drama of a range of cultures including Spanish and AfricanGames and Dance from other culturesTrips: Delamere Forest, Calderstones Park, Church, Theatre, Farm, Museum, Zoo, Journey Man Local area – shop, houses, litter, environment, Cathedrals, Tate, Croxteth Hall – Story Teller, IM Marsh


PLANNED CURRICULUM ASPECTS AND SCHOOL TRIPS WHICH PROMOTE BRITISH VALUES AND COMMUNITY COHESION

Y3 Stories and poetry from other culturesAmazing Bodies/DisabilitiesCome and SeeGhana & Rainforests: Indigenous People and Endangered SpeciesAfrican drumming: Ghana plus exploring arrangements from other countries – Rap musicAfrican DanceMovement Physical activities/disabilitiesModern Foreign Language: FrenchTrips:Local Area, Allerton Road, Church, Hope Park Sports, Chester

Y4 Narrative Unit 3: Stories from other culturesNarrative Unit 5: Issues and dilemmas when Jessie went across the sea. Links to other faiths (Judaism)Poetry from other culturesWorld War 1 and World War 2 Poetry: Remembrance SundayShakespeare WeekSacramental Preparation Programme links with ParishMusic from other countries and cultures: Young Voices: Visit to local Nursing HomeDance from other countries; India, Greece, Spain, CubaModern Foreign Language: FrenchTrips: Young Voices Manchester, Calderstones Park, World Museum, Chester Zoo, Vikings York Museum, Geography; Visit to Recycling Plant

Y5 Stories from other cultures: IndiaIslam, Judaism & HinduismHistory of LiverpoolChembakoli: Indian Dance, Indian Food, Indian design and textilesTrips: Planetarium¸ Church¸ Theatre, JMU Sports Centre, Childwall Primary School, Tag Rugby, Cycling: Bikeability, Knowsley Safari Park, Wavertree Sports Centre, Walker Art Gallery, World Museum, Liverpool Themed visit

Y6 Use of materials from e.g. Oxfam, CAFODElection of Head Boy and Head Girl, School Council and Eco CouncilVisitors including Lord Mayor, Premiership Referee Chris Foy: Focus on responsibility, respectWorld War 2: promote respect for role of ordinary people in war Visit to Salford Lowry Galleries – study of industrial past as depicted by LowryModern Foreign Language: French including learning more about French culture, traditions, changing way of lifeTrips: Manchester / Salford, Calderstones Park, Tennis, Chris Foy – Referee, Rabbi, Church, Cricket, Liverpool Football Club, Tag Rugby, Community & Cricket coaching, PGL


SCHOOL HOUSESSt. GeorgeApril 23rd

St. PatrickMarch 17th

St. DavidMarch 1st

St. AndrewNovember30th

When a child starts in our school they become a member of one of our four School Houses and remain a member of that House throughouttheir time at our school.Each House has 2 Y6 House Captains.Points are awarded by all staff for excellence in any area of school lifePoints are recorded and displayed in classes.Every Friday, during lunch, Y6 House captains take it in turns to collect and collate points.The winning house is announced during assembly on Monday.House trophies are displayed in the entrance in1st, 2nd, 3rd 4th order.On the feast day of their house, the children are allowed to wear a token item of clothing in their House colour.Our House system provides a focus which encourages our children to be good friends, to work hard and behave well and to make a positivecontribution as citizens.It also provides a framework for intra-‐school competition acrossmany areas of the curriculum.

OUR ASSEMBLIESEach of our MONDAY ASSEMBLIES is linked to our Values. The Gospel of Jesus Christ, as expressed in scripture and Church tradition, is at thecentre providing direction, motivation and spiritual depth to each of these values.At Monday Assembly a certificate is presented to the child in each class who has best lived out our school values.

COLLECTIVE WORSHIPTakes place daily in our school Offers a range of appropriately paced experiences in a variety and settingsRespects the integrity and religious and educational needs of all pupils and staffProvides opportunities for varied levels of participation including children preparing, organising and leading Collective WorshipGives pupils positive personal liturgical experiences

SCHOOL MASSESWe celebrate Mass in school at least once a term with our children taking responsibility for leading the readings and acting as Altar Servers.In addition our children attend Mass and services in Church.


OUR PRAYER LIFE'Virtues are formed by prayer. Prayer preserves temperance. Prayer suppresses anger. Prayer prevents emotions of pride and envy. Prayer draws into the soul the Holy Spirit, and raises man to Heaven' (St. Ephraem of Syria).

Jesus' apostles said to Him, Teach us to pray' (Luke 11:1), and that conversation resulted in what we call the 'Our Father' prayer. If his own apostles asked Jesus to teach them how to pray, how much more should we ask him to teach us to pray.Prayer is as important to our soul as air is to our body! We need prayer to stay connected to the God who created us with a plan in mind. Children pray daily in class and also take part in a daily Collective Worship.Through the prayer life of our school our children are supported to:SAY HELLO: When a friend enters a room, the first thing most people do is say hello or wave or nod. In many ways, this is the beginning of prayer: an acknowledgement of God's presence. When we walk into a Church, we genuflect in front of the tabernacle to humble ourselves while we acknowledge and reverence the presence of Jesus in the Eucharist inside. BE THEMSELVES: God created us with our own gifts and passions, and wants these to shine through in our prayers. He wants us to be us!The world we live in today blasts our children with media and noise from every direction all day, from texting to music to TV and internet. These aren't bad things, but too much can be distracting from our relationship and conversation with God. Prayer in school puts God back at the centre of our hearts and minds.KEEP IT ALIVE: A prayer life that isn't kept up is like a pond with no water flowing in or out. It becomes stagnant and uninhabitable. A person who cultivates their relationship with God in prayer finds a much different picture. There is fresh water flowing in and out of the pond. It is life giving! There are flowers and trees that grow along the sides. Their prayer life affects all of the other areas of their life.BE TRANSFORMED: Practice makes perfect. The entire Christian life, including prayer, is something that we have to work on to become better at it. God can do amazing things in us through our reaching out to him in prayer.Our children regularly have access to the highest form of prayer in the Mass, ending with receiving Jesus Himself in the Eucharist.


RELIGIOUS EDUCATIONFS – Y6: Religious education is delivered using the Archdiocesan COME AND SEE Programme of StudyEach Come and See Topic is taught for 4 weeks, 3 topics per term.In addition 1 week is dedicated to the study of Judaism and 1 week to Islam. The teaching of other religions for primary-‐aged children isabout how the members of that faith community live as a family and how they worship.

AUTUMN DOMESTIC CHURCHEarly Years -‐ MYSELF -‐ God knows and loves each oneYear 1 -‐ FAMILIES -‐ God’s love and care for every familyYear 2 -‐ BEGINNINGS -‐ God is present in every beginningYear 3 -‐ HOMES -‐ God’s vision for every familyYear 4 -‐ PEOPLE -‐ The family of God in ScriptureYear 5 -‐ OURSELVES -‐ Created in the image and likeness of GodYear 6 -‐ LOVING -‐ God who never stops loving

BAPTISM/CONFIRMATIONEarly Years -‐ WELCOME -‐ Baptism: a welcome to God’s familyYear 1 -‐ BELONGING -‐ Baptism: an invitation to belong to God’s familyYear 2 -‐ SIGNS AND SYMBOLS -‐ Signs and symbols in BaptismYear 3 -‐ PROMISES -‐ Promises made at BaptismYear 4 -‐ CALLED -‐ Confirmation: a call to witnessYear 5 -‐ LIFE CHOICES -‐ Marriage, commitment and serviceYear 6 -‐ VOCATION AND COMMITMENT -‐ The vocation of priesthood and religious life

JUDAISMEarly Years -‐ HannukkahYear 1 -‐ Abraham and MosesYear 2 -‐ ShabbatYear 3 -‐ SynagogueYear 4 -‐ TorahYear 5 -‐ PassoverYear 6 -‐ Rosh Hashanah, Yom Kippur

ADVENT/CHRISTMASEarly Years -‐ BIRTHDAY -‐ Looking forward to Jesus’ birthdayYear 1 -‐ WAITING -‐ Advent: a time to look forward to ChristmasYear 2 -‐ PREPARATIONS -‐ Advent: preparing to celebrate ChristmasYear 3 -‐ VISITORS -‐ waiting for the coming of JesusYear 4 -‐ GIFT -‐ God’s gift of love and friendship in JesusYear 5 -‐ HOPE -‐ Advent: waiting in the joyful hope for Jesus, the promised oneYear 6 -‐ EXPECTATIONS -‐ Jesus born to show God to the world

SPRING LOCAL CHURCHEarly Years -‐ CELEBRATING -‐ People celebrate in ChurchYear 1 -‐ SPECIAL PEOPLE -‐ People in the parish familyYear 2 -‐ BOOKS -‐ The books used in ChurchYear 3 -‐ JOURNEYS -‐ Christian family’s journey with ChristYear 4 -‐ COMMUNITY -‐ Life in the local Christian community and ministries in the parishYear 5 -‐ MISSION -‐ Continuing Jesus’ mission in diocese (ecumenism)Year 6 -‐ SOURCES -‐ The Bible, the special book for the Church

EUCHARISTEarly Years -‐ GATHERING -‐ Parish family gathers to celebrate EucharistYear 1 -‐ MEALS -‐ Mass, Jesus’ special mealYear 2 -‐ THANKSGIVING -‐ Mass, a special time to thank GodYear 3 -‐ LISTENING & SHARING -‐ Jesus gives himself to usYear 4 -‐ GIVING & RECEIVING -‐ Living in communionYear 5 -‐ MEMORIAL SACRIFICE -‐ Eucharist as the living memorial of Christ’s sacrificeYear 6 -‐ UNITY -‐ Eucharist enabling people to live in communion

ISLAMEarly Years -‐ Special days/ Ritual objectsYear 1 -‐ StoriesYear 2 -‐ Prayer/homeYear 3 -‐ Places for worshipYear 4 -‐ Holy BooksYear 5 -‐ Beliefs and festivalsYear 6 -‐ Belonging & Values

LENT/EASTEREarly Year -‐ GROWING -‐ Looking forward to EasterYear 1 -‐ CHANGE -‐ Lent: a time for changeYear 2 -‐ OPPORTUNITIES -‐ Lent: an opportunity to start anewYear 3 -‐ GIVING ALL -‐ Lent: remembering Jesus’ total givingYear 4 -‐ SELF DISCIPLINE -‐ Celebrating growth to new lifeYear 5 -‐ SACRIFICE -‐ Lent: a time of aligning with the sacrifice made by Jesus Year 6 -‐ DEATH & NEW LIFE -‐ Celebrating Jesus’ death and resurrection

SUMMER PENTECOSTEarly Years -‐ GOOD NEWS -‐ Passing on the Good News of JesusYear 1 -‐ HOLIDAYS AND HOLYDAYS -‐ Pentecost: feast of the Holy SpiritYear 2 -‐ SPREAD THE WORD -‐ Pentecost: a time to spread the Good NewsYear 3 -‐ ENERGY -‐ Gifts of the Holy SpiritYear 4 -‐ NEW LIFE -‐ To hear and live the Easter messageYear 5 -‐ TRANSFORMATION -‐ Celebration of the Spirit’s transforming powerYear 6 -‐ WITNESSES -‐ The Holy Spirit enables people to become witnesses

RECONCILIATION/ANOINTING OF THE SICKEarly Years -‐ FRIENDS -‐ Friends of JesusYear 1 -‐ BEING SORRY -‐ God helps us choose wellYear 2 -‐ RULES -‐ Reasons for rules in the Christian familyYear 3 -‐ CHOICES -‐ Importance of examination of conscienceYear 4 -‐ BUILDING BRIDGES -‐ Admitting wrong, being reconciled with God and each otherYear 5 -‐ FREEDOM & RESPONSIBILITY Commandments enable Christians to be free & responsibleYear 6 -‐ HEALING -‐ Sacrament of the Sick

UNIVERSAL CHURCHEarly Years -‐ OUR WORLD -‐ God’s wonderful worldYear 1 -‐ NEIGHBOURS -‐ Neighbours share God’s worldYear 2 -‐ TREASURES -‐ God’s treasure; the worldYear 3 -‐ SPECIAL PLACES -‐ Holy places for Jesus and the Christian communityYear 4 -‐ GOD’S PEOPLE -‐ Different saints show people what God is likeYear 5 -‐ STEWARDSHIP -‐ The Church is called to the stewardship of CreationYear 6 -‐ COMMON GOOD -‐ Work of the worldwide Christian family


SACRAMENTAL PREPARATION PROGRAMME 1516Session Venue Date Time Title

Parents’ meeting Fisher More Hall 14th September 8pm Registration

Church 27th September 10am Enrolment Mass

One Church 27th September 3pm Come to the Water

Two School 18th October After 10am Mass Called by name

Three School 8th November After 10am Mass Come back to me

First Reconciliation Church 29th November 3pm Celebration

Advent / Christmas Church 19th December 3pm Rehearsal

Advent / Christmas Church 20th December 3pm Nativity Celebration

Four School 10th January After 10am Mass Holy Spirit the Helper

Five School 7th February After 10am Mass Teach us to pray

Six School 13th March After 10am Mass Jesus Gathers Us

Lent/Easter Church 24th March 11am Rehearsal

Lent/Easter Church 25th March 11am Stations of the Cross

Seven School 17th April After 10am Mass Mary, the First Disciple

Mass Church 14th May 10.30am Celebration

Mass Church 14th May 3pm Celebration

Mass Church 15th May 3pm Celebration

Parish Mass Church 12th June 10am Celebration


SOCIAL MORAL SPIRITUAL and CULTURAL EDUCATION (SMSC)Our school programme promotes both personal development and contribution at school, local, regional, national and global levels.

ATTENDANCE IS NOT OPTIONAL. ATTENDANCE IS AN IMPORTANT PART OF PERSONAL SOCIAL AND CITIZENSHIP DEVELOPMENTABSCENCES FOR HOLIDAYS BOOKED DURING TERM TIME WILL BE CLASSES AS UNAUTHORISED

Research has shown that:Absence is damaging: it breaks the continuity of learning and as a consequence children miss important work and underachieveOn returning to school, poor attenders suffer a loss of confidence due to the fact that they are unable to understand the work and that this loss of confidence can lead to attention seeking through disruptive behaviour and behavioural problemsPoor attenders’ friendship groups shrink and eventually close, leading to further isolationRegular attenders are affected when absentees return through the diversion of teacher time and class disruptionRegular attenders feel irritated by the absences of poor attenders

ATTENDANCE IS NOT OPTIONAL: Our Strategies to Ensure Good AttendanceLEAVE OF ABSENCE: The Education Regulations 2013 made clear that schools cannot grant any leave of absence during term time unless “exceptional circumstances” exist. For the purposes of absences EXCEPTIONAL has been defined as RARE, SIGNIFICANT, UNAVOIDABLE AND SHORT. UNAVOIDABLE has been defined as “cannot reasonably be scheduled at another time” i.e. in the 175 days, including holidays and weekends that children and families have to spend together. Therefore if an event can reasonably be scheduled in these 175 days it will not be authorised. Absence during term times for holidays is therefore not considered an exceptional circumstance. Absences during term time to visit family members are also not considered exceptional circumstances. Absences to visit an ill relative or attend a funeral are considered exceptional circumstances. Although schools are required to take into account a pupil’s previous record of attendance.First day contact is central to dealing with attendance problems at an early stage. If there is no contact or explanation on the first day of absence, the school will attempt to contact the parent by telephoneUnsuccessful attempts to contact the home will be recordedIf there is no response the absence will be recorded as unauthorisedAn absence will be considered as authorised if parents/carers provide an acceptable explanation by telephone, note, email, letter or verbal messageThe reason for absence must be as specific as possible (ie headache, eye infection rather than sick or unwell)


PUNCTUALITY IS AN IMPORTANT PART OF PERSONAL SOCIAL AND CITIZENSHIP DEVELOPMENT

• Our school day begins at 8.55am• The front door is closed promptly at 8.55am so that the teacher on Door Duty can return to the playground to bring in their class

THE EFFECTS OF LATE ARRIVAL TO CLASS

Arriving 5 minutes late each day:•5 days a week = 25 minutes lost learning time a week•39 weeks a year = 16 hours and 15 minutes lost learning time a year•7 years in our school = 113 hours and 45 minutes learning time lost

WHY PUNCTUALITY IS SUCH A GOOD THING

Being on time:•Gets your child’s day off to a good start so he/she can settle straight into the school day•Sets positive patterns for the future•Leads to good attendance•Leads to better achievement•Leads to understanding that school is important and education is valuable

WHY LATENESS IS SUCH A BAD THING

Being Late:•Gets your child’s day off to a bad start•Disrupts the lesson for everyone•Can place your child in an embarrassing situation as other children notice and comment upon them being late•May lead to your child feeling confused all day! He/She will have missed out on vital instructions, information and bits of newsat the start of the day•Creates a bad habit that be hard to break and can lead to the poor attendance – If your child thinks that it is okay to be late for school they can soon think it’s okay not to go to school at all!

WHAT TO DO IF TOU HAVE A PROBLEM GETTING YOUR CHILD TO SCHOOL ON TIME• Talk to your child• Talk to the school and ask for help – remember it’s better to get help early on to stop little problems from becoming big ones!


SOCIAL MORAL SPIRITUAL and CULTURAL EDUCATION (SMSC) The school uses the national SEAL Programme and links this to the R.E Come and SeeProgramme. In addition to our taught curriculum our children are offered support through the Liverpool Archdiocesan approved scheme ‘Rainbows’. The Rainbows'program helps children who are grieving the loss of a loved one due to death, divorce or separation. Fourteen members of the school staff are trained facilitators wholead peer support groups to encourage children to identify and discuss their feelings.

AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2FS PSE planning File 1

Myself/WelcomePSE planning File 1Birthday

PSE planning File 1Celebrating/Gathering

PSE planning File 1Growing

PSE planning File 1Good News/Friends

PSE planning File 1Our World

Y1 ChoicesResponsibilityRight and WrongClassroom RulesWorking collaborativelyFeelingsGrowing from Young to OldHow peoples’ needs changeMain parts of the bodyFamilies/Belonging

Right and WrongFair and UnfairTeasing and BullyingRelationshipsPeople who help usWaiting

Dealing with feelings positivelySetting GoalsNeeds and ResponsibilitiesGroups and CommunitiesLife of the classLife of the schoolLocal Natural and Built EnvironmentsPersonal HygieneKeeping SafeRoad SafetySpecial People/Meals

Behaviour that affects other peopleHow to deal with teasing and bullyingAchievementsSharingAsking for HelpMeeting OthersChange

Likes and DislikesOpinions and ViewsKeeping SafeDifferences and SimilaritiesFamily and FriendsHolidays/Holy Days

Being PositivePositive Self ImagePositive TransitionWhat we can achieveBeing SorryNeighbours

Y2 Right and WrongFair and UnfairOpinion and ViewsRules for LivingHealthy, Safer LifestylesPersonal HygieneDealing with feelings in a positive wayBeginnings/Signs and Symbols

Safe Drugs: MedicinesRoad SafetyTeasing and BullyingChoicesResponsibilitiesDealing with feelings in a positive wayPreparations

Likes and DislikesDaily Target SettingThe PlaygroundShow and TellDealing with feelings in a positive way

Money: Different sources and purposesFund RaisingDealing with feelings in a positive wayThanksgiving/Opportunities

Harmful Drugs: Medicines if not used properlyOur EnvironmentDealing with feelings in a positive waySpread the word/Rules

Being PositivePositive Self ImagePositive TransitionWhat we can achieveDealing with feelings in a positive wayTreasures

Y3 Classroom RulesConsequence of breaking theseAggressive behaviourTraffic Issues/Road SafetyHomes

Health & Safety and RiskConsequences of actionsPlayground Conflict Resolution Challenging StereotypesPromises & Visitors

The World of WorkResponsibility and DutyOther FaithsTeeth and Healthy EatingJourneys/Listening and Sharing

Playground IssuesHow can I change the FutureMaking and Breaking RulesMore than one way to sort things Giving all

Conflict Resolution in the playgroundChallenging StereotypesEnergy/Choices

Being PositivePositive Self ImagePositive TransitionWhat we can achieveSpecial Places

Y4 RacismTeasing and BullyingFirst AidPeople/Called

Cause and EffectThe other ViewValues and CustomsGift

My SkillsMy contribution to the futureCommunity/Giving and Receiving

Making DecisionsExplaining ChoicesAlternativesSelf-‐discipline

Healthy LifestylesExerciseHygiene: Bacteria and VirusesNew Life/Building Bridges

Being PositivePositive Self ImagePositive TransitionWhat we can achieveResisting PressureGod’s People

Y5 Healthy LifestylesPositive ImagesPersonal GoalsOurselves/Life Choices

NationalityRegional,, Religious and Ethnic identitiesHope

Effective RelationshipsMission/Memorial sacrifice

DemocracyVoluntary and Community GroupsSacrifice

Changes in EmotionsFeelings and RelationshipsTransformation/Freedom and Responsibility

Being PositivePositive Self ImagePositive TransitionWhat we can achieveStewardship

Y6 Peer PressureRules and ResponsibilitiesLoving/Vocation and Commitment

Conflict ResolutionOther peoples’ experienceExpectations

DifferencesChallengesMedia PresentationUnity

Social and moral DilemmasThe needs of othersDeath/New Life

PubertyPhysical and emotional changesWitnesses/Healing

Being PositivePositive Self ImagePositive TransitionWhat we can achieveCommon Good


P.E AND HEALTHY CHOICESKnowledge & Understanding

Our children will knowSkills

Our children will develop the skills toValues & AttitudesOur children will

• A range of movement skills• The principles underpinning agility, balance and

coordination, both as individuals and as team members

• The rules and strategies associated with a range of competitive invasion games

• Basic principles suitable for attacking and defending

• Run, jump, throw and catch in isolation and in combination

• Demonstrate flexibility, strength, technique, control and balance

• Perform dances using a range of movement patterns• Take part in outdoor and adventurous activity

challenges both individually and within a team• Swim competently, confidently and proficiently over

a distance of at least 25 metres using a range of strokes effectively

• Perform safe self-‐rescue in different water-‐based situations

• Engage in competitive and co-‐operative physical activities, in a range of increasingly challenging situations and consistently demonstrate resilience and sportsmanship

• Compare their performances with previous ones and demonstrate a determination to improve to achieve their personal best

FS Y1 Y2 Y3 Y4 Y5 Y6Aut 1 Dance

Circle GamesMON PM

GamesDance

Mon PM

DanceGamesTue PM

DanceGamesWed PM

GymO.A.A

Thurs PM

GymO.A.AFri PM

SwimFri PM

Aut 2 DanceParachuteMON PM

GamesDance

Mon PM

DanceGamesTue PM

DanceGamesWed PM

GymO.AA

Thurs PM

GymInvasion Games

Fri PM

SwimFri PM

Spring 1 Gym SkillsGamesMON PM

FMGamesMon PM

FMGamesTue PM

O.AAAthleticsWed PM

DanceNetballGames

Thurs PM

SwimFri PM

GymInvasion Games

Fri PM

Spring 2 Enacting s storyGamesMON PM

FMGamesMon PM

FMGamesTue PM

O.AAAthleticsWed PM

DanceNetball or striking

gamesThurs PM

SwimFri PM

GymAthleticsFri PM

Summer 1 DanceOngoing SkillsMON PM

GymGamesMon PM

GamesGym

Tue PM

GymAthleticsWed PM

SwimFri PM

AthleticsDance

Thurs PM

DanceO.AAFri PM

Summer 2 Dance GamesMON PM

GymGamesMon PM

GamesGym

Tue PM

GymGamesWed PM

SwimFri PM

GamesO.A.A

Thurs PM

DanceGames O.A.A

Fri PM


PE AND SCHOOL SPORT FUNDING

The government is determined to secure a significant and lasting legacy from the very successful 2012 Olympic and Paralympic Games that were held in London. In order to achieve this and improve the provision of PE and sport in primary schools, additional funding has been made available to schools.In our school this amounts to about £9,000.00 a year.At Our Lady’s Bishop Eton School we believe that sport contributes to the health and well-‐being of our children and that sporting excellence and participation, alongside strong cultural opportunities, go hand in hand with good academic standards. We also believe that primary school experiences are pivotal to the children’s future perception of physical activity and we are confident that children leave our school equipped to enjoy sport for all its health and social benefits. All children through their PE lessons, which include a competition element at the end of appropriate units, gain the skills, confidence and relevant experience to succeed at their chosen level and discipline.In order to support the continuing development of our provision we have used the Sport Funding to purchase the Bronze membership of the Liverpool Schools Sports Partnership, which alongside our own school actions has enabled us to further develop our provision in the following ways:• To have access to wider competitions – such as the new Sportshall competition.• To pay for professional development opportunities for our staff• To affiliate to Lancashire Cricket Board – which provides high quality cricket coaching to the children in the summer term. This also helps us to identify children to signpost to cricket clubs and allows us to select a cricket team(s)

• To attend sport competitions and increase pupils’ participation in school Games• To run sports activities and competitions with other schools. Eg All Year 6 are given the opportunity to play in competitive football matches.

• To buy quality assured professional development modules /materials for PE and sport. This year we have purchased a new PE scheme for the Foundation stage and an athletics scheme.

• To develop a new School Sports Day format based around the School House system and values.


PE CURRICULUMWe ensure that all children, from Years 2-‐6 receive at least 2 hours per week of high quality well-‐planned PE which both engages and inspires. (Year 1 currently receive 90mins a week. Foundation have 50 minutes of a specific PE lesson.)Over the year each child will participate in games, athletics, dance and gymnastics lessons. Years 3-‐6 also participate in Outdoor Adventurous Activities. Please refer to the PE school long term plan on the website for more details of PE lessons taught each term.Opportunities are also planned for swimming in Years 4/5/6 and our aim is that all children leave our school at the end of Year 6 able to swim at least 25 metres. We have achieved a 100% success rate for the last two years.Outdoor and Adventurous activities are also further enhanced with a residential scheduled for Year 6. Additional opportunities for physical activities which support learning e.g. Sponsored whole school events eg Zumbathon, fitness circuit training with a current GB athlete.

THE WIDER CURRICULUMPE and sport has a high profile in our school and permeates many aspects of school life.We have Active Lunchtimes when all children have the opportunity to take part in both competitive and skills based P.E activities.Throughout the year we hold themed weeks such as our Shine Week during which our children participate in a wide range of activities and have a ‘taster’ session of a sport or activity that otherwise they may never have tried. We also offer extra opportunities for sporting activities such as ten pin bowling, cycling, tennis (KS1), wheelchair basketball and we also hold a competitive bleep test for all KS2 children.During our residential visits, children are given opportunity to participate in many different activities which may include orienteering, assault courses and kayaking.In the summer term we also hold our annual Sports Day in which all children compete in a competitive environment.We also take part in events such as Athletics which provide competitive opportunities for our more able. (Teams are selected on ability after trials.) Other agencies, for example Lancashire Cricket Club and Liverpool Lacrosse, are used to enhance the variety of activities available and we take full advantage when such opportunities become available.Talented children are signposted to local clubs and events to encourage them to develop their skills.Our school also believes it is important for the children to meet local and national sporting role models. Visitors have included a Commonwealth Games gymnast, a Mountaineer and a current GB athlete will visit us this year.

BEYOND THE SCHOOL DAYOur school provides a wide range of extra-‐curricular clubs for children throughout the year (See Website) which are organised by our teaching staff and/or sports coaches. Children enjoy the opportunity to work with different teachers and have the chance to try many sports such as Lacrosse, Netball, Tennis, Football, Multi-‐skills, Cricket, Rounders, Athletics, Indoor Athletics, Cross Country, Badminton, Fencing and Judo..We try to cater for all our children’s needs and so ask the children which clubs they would like to see included during the year.We maintain registers and monitor participation.We enter a wide range of competitions and have had many successes. Our After School provision also provides opportunities for children to access sports and to take part in a range of competitive activities.


School MenuMonday Tuesday Wednesday Thursday Friday

‘Freshly Made Pizza Bar’

Choose from‘Cheese & Tomato’

‘Pepperoni’‘Ham &

Pineapple’ served with fresh potato

wedges

Pasta BakeSimply fresh

minced beef in a rich tomato and

herb sauce combined with

pasta and topped with cheese and baked in the oven

until golden

Sweet & Sour Chicken

Braised chicken in a sweet and sour sauce served on a

bed of rice Roast DinnerChoose from home roasted boneless leg of lamb or a Quorn f illet served with

Yorkshire pudding, roast potatoes & gravy

Fish FrydayChoose from

battered cod f illet, breaded cod f illet f ingers or salmon bites all served with chips

or or or

Vegetable Chow Mein

A selection of seasonal vegetables

cooked with onions, garlic, stock and soy sauce then

combined with egg noodles

Pasta in Pesto Sauce

Pasta cooked in a basil and sundried tomato pesto

sauce

Vegetable Nuggets

Mixed vegetables combined

together and coated in

breadcrumbs and baked in the oven and served with

chips

Served with

Sweetcorn Broccoli Green Beans

Carrot & SwedeAnd

Shredded Cabbage

Peas and/orBaked Beans

And for dessert

Strawberry Mousse

Fruit SpongeHomemade Shortbread

BrowniesSelection of Ice

Cream

Fresh Fruit, Fruit Pots, Yogurt or Cheese & Crackers are available everyday as an alternative to the daily dessert.

And finally a drink

Freshly made sandwiches, wraps and salad are also available every day.

Monday Tuesday Wednesday Thursday Friday

HotdogsChoose from either a homemade

sausage or a Quornsausage served in a f inger roll and with

fresh potato wedges

LasagneChoose from either fresh mince beef or soya mince cooked with onions, garlic, tomatoes and stock

and layered between pasta

sheets, and topped with a béchamel sauce and baked until golden.

Served with garlic bread

Smothered Chicken

A chicken breast smothered in BBQ sauce and topped with cheese, then baked in the oven until melted and golden. Served with a savoury

rice

Roast DinnerChoose from home roasted boneless leg of pork or a Quornf illet served with

Yorkshire pudding, roast potatoes and

gravy

Fish FrydayChoose from battered cod f illet, breaded cod f illet f ingers or simply a

baked salmon f illet all served with chips

or or or

Tomato & Basil Pasta

Tomatoes cooked with onions, garlic, basil and stock then added to

pasta, topped with cheese and baked in the oven and served with garlic

bread

Salmon & Broccoli PastaSalmon f illet,

broccoli f lorets and tagliatelle

pasta smothered in a creamy

sauce with garlic bread

Muffin OmelettesFresh eggs beaten and

seasoned pour into muff in trays and topped with

onions, mushrooms and peppers then cheese and baked in the

oven until risen and served with

chipsServed with

Baked BeansAnd\or

Homemade Coleslaw

Broccoli Mini Corn Cobs

CauliflowerAnd/or

Carrot and Swede


And for dessert

Melting MomentsLemon Drizzle

CakeFruit Jelly

A Selection of Homemade Cookies

Iced Sponge


And Finally a drink


Monday Tuesday Wednesday Thursday Friday

Spaghetti BolognaiseChoose from either fresh

minced beef or soya minced cooked with onions, garlic, mushrooms, tomatoes and

herbs served on a bed of spaghetti with garlic bread

Home Cooked Gammon

A fresh Gammon joint boiled until succulent then sliced thinly and served with new potatoes and a parsley sauce (optional)

Chicken PieFresh chicken breast and

vegetables in a rich gravy and topped with a pastry crust

served with New Potatoes

Roast DinnerChoose from home roasted

topside of beef or a Quorn f illet served with

Yorkshire pudding, roast potatoes

and gravy

Fish FrydayChoose from

battered cod f illet, breaded cod f illet f ingers or simply a baked salmon f illet all served with chips

or or or

Salmon PiecesA salmon pieces

baked in the oven served with new potatoes potatoes

and a parsley sauce (optional)

Cheese PieA pastry case f illed with eggs, cheese and onion and then baked in the oven until golden and served with New Potatoes

Chicken BurgersA piece of

battered chicken par fried then

f inished off in the oven until golden and served with

chips

Served with

Sautéed MushroomsAnd/orSalad

BroccoliCaulif lowerAnd/or

Carrot and Swede


And for dessert

Banana and Chocolate Mousse

Pineapple Cake Chocolate Crunch Muffins Marble Cake


And finally a drink


Week 1 Week 2 Week 3


FOCUS WEEKSOur Values Curriculum includes some annual Focus Weeks and some which are part of a two year cycle. Our Focus Weeks:Compliment our Faith Life, Mission Statement, Aims, Values, Prayer Life, School Council, Eco Council, International Partnerships, Fair Trade, Eco and Sustainable School Status and Partnership with ParentsProvide opportunities for creative cross-‐curricular activities linking Speaking & Listening, English, Maths, Science, Geography, History, Music, Dance, Modern Foreign Languages, Design Technology, Food Technology, PSHE and Cultural Festivals

GOING FOR GOLD AS A LEARNERKnowledge & Understanding: Our children will know Skills: Our children will develop the skills of Values & Attitudes: Our children will

When and how they learn most effectivelyWhen they find something hard to achieve they can use their:•Amazing Learning Brain and Brain Cells•Left and right brain•Different Learning styles -‐visual, auditory and kinaesthetic•Multiple intelligences•Need to get into the right learning state•Amazing Learning•Amazing Memory

• Setting and achieving goals• Applying positive personalised learning behaviours in all

learning contexts

• See themselves as valued individuals who are proud of and can take responsibility for their actions and learning

• Take responsibility for and contribute to shaping a welcoming, safe and fair learning community for all

• Become the best learner they can be by keeping on keeping on

• Help others to become the best learner they can be

MATHS CHALLENGE WEEK (Alternate Years)Knowledge & Understanding: Our children will know Skills: Our children will develop the skills of Values & Attitudes: Our children will

• How to accurately apply the maths learnt in class across arange of real life situations

• Applying mathematical strategies to real life situations/problems

• Working collaboratively to solve problems

• A thirst for knowledge• Persistence• Resilience• Determination• Accuracy• Estimation

SCIENCE WEEK (Alternate Years)Knowledge & Understanding: Our children will know Skills: Our children will develop the skills of Values & Attitudes: Our children will

How to plan and carry out practical investigations across areas of thecurriculum including: Plants, Animals including humans, Everydaymaterials and their Uses, Properties and Changes of Materials,Seasonal Changes, Living Things and their Habitats, Rocks, Light,Forces and Magnets, States of Matter, Sound, Earth and Space,Electricity, Evolution and Inheritance

• Observing• Inferring• Measuring• Communicating• Classifying• Predicting

• A thirst for knowledge• A belief that problems have solutions• Awareness of assumptions• Loyalty to reality


CITIZEN OF THE WORLD & FRIENDS ACROSS THE WORLD WEEK Autumn 2 TermKnowledge & Understanding: Our children will know Skills: Our children will develop the skills of Values & Attitudes: Our children will

• Better how to care for themselves and others through ourpromotion of self-‐discipli ne, self–control and self–responsibility.

• Social Justice & Equality: Differences & Diversity• Globalisation & Interdependence• Sustainable development• Peace & Conflict

• Nourishing their own self–esteem and self–respect and that of others.

• Thinking critically• Follow and constructing arguments• Co-‐operation & Conflict Resolution

• Dignity, Fairness, Justice, Respect, Courtesy, Tolerance, Teamwork, Trust, Honesty

• Understand and have pride in their own cultural identity• Understand cultural differences and how people from other

cultures have pride in their cultural identity• Have a commitment to Social Justice & Equity, the

environment and sustainable development• Know that they must challenge injustice & inequality and

that they can make a difference

STEM WEEK Spring 1 Term

WORLD BOOK WEEK Spring 2 TermKnowledge & Understanding: Our children will know Skills: Our children will develop the skills of Values & Attitudes: Our children will

That it is important to them, their parents, our school and the future that they develop as literate, confident young people whose love of reading will support their self-‐ confidence, health and well-‐being and social skills.

• Reading across a range of genres and authors. • Develop a lifelong love of reading for pleasure

SHINE WEEK & CAREERS WEEK Summer 2 TermKnowledge & Understanding: Our children will know Skills: Our children will develop the skills of Values & Attitudes: Our children will

That it is important to them, their parents, our school and the future that they develop to their full potential Socially, Emotionally, Expressively, Cognitively and PhysicallySome of the ways in which they can achieve the above.About the world of work and widen their horizons about what can be achievedUnderstand the practical requirements of the working world so that they can be motivated to improve their English and Maths

Socially: Making and working with new friends and connecting with and developing new social groups Emotionally: Developing emotional resilienceExpressively: Using language, dance, dramatic play, music and art to share their thoughts and feelingsCognitively: Performing better academicallyPhysically: Achieving Increased activity levels and skill developmentMaking connections between what they learn in class and how it relates to the world of work

Recognise their own right to develop to their full potential::Socially, Emotionally, Expressively, Cognitively and PhysicallyRecognise their responsibility to ensure that all children in our school have the right to develop to their full potential in all of these areas.Be confident and passionateHave a strong work ethic and be self-‐motivatedDevelop responsibility, dependability and adaptabilityPossess a positive attitudeDevelop honesty and integrityUnderstand the value of loyalty

PGLKnowledge & Understanding: Our children will know Skills: Our children will develop the skills of Values & Attitudes: Our children will

That not all learning takes place behind a desk • Problem solving• Risk assessing• Using a range of specialist equipment

• Aspirations, Self Esteem, Relationships, Self-‐Awareness, Respect for others, Self-‐respect. Participation, Communication, Confidence


OUR ECO COUNCIL VALUES AND ECO CODERECYCLING AND COMPOSTING: We recycle, repair, reuse and reduce the amount of waste we produce by:Purchasing seasonal food from local ethical fair trade sources where possibleNot wasting food in the Dining RoomUsing reusable plastic containers for packed lunches and drinksRecycling and composting lunch-‐time waste where appropriate.Learning about food sources, commodities and global food supplies through Knowledge and Understanding of the World/Science/GeographyReducing and recycling paper waste and by putting our newsletter and policies on the website

TRANSPORT AND TRAVEL: WeEncourage everyone to walk to school or use public transport where possible: Walk to School Wednesday and WOW badges and BikeabilityEncourage parents to set up a ‘walking bus’Encourage car sharing – where cars are essential and having a ‘park and stride’ schemeEncourage staff to share carsUse transport contractors with “green” credentials

Purchasing: We try and buy products and materials that do not harm the environment when they are made or used by:Monitoring our photocopying & printing, buying recycled paper for printing and photocopying and recycling toner and ink cartridgesBuying recycled toilet paper and hand towels. Bags2SchoolsBuying Fair Trade tea and coffee.Joining joint purchasing schemes and combining orders to cut down on delivery vehiclesPurchasing materials from sustainable sourcesRe-‐using and recycle as much material as possible through the use of segregated waste bins and “Waste monitors “What’s in a Waste Bin” Science Project

Biodiversity & Looking After Wildlife: We try and increase the biodiversity of our school grounds and limit our impact on nature and wildlife by:having a Wildlife garden, Bird boxes, bat boxes and dormice boxes.

Water: We save water by;Encouraging everyone to turn off taps and repairing leaking/dripping tapsUsing brushes not hoses to clean paved areasWashing paint brushes in buckets not under tapsFitting water displacement devices in toilets where possibleEncouraging the kitchen to take care with waterInstalling flow restrictors/aerators and/or mixers on taps

Energy: We aim to lower energy consumption in school and teach children how to save energy by:Monitoring temperatures in occupied buildings (Heating settings 18c teaching areas:15c corridors 21c low physical activity areas) and un-‐occupied.Servicing heating plant regularly and keep it in good conditionHaving insulation in place where appropriateSwitching off unnecessary lights: Light MonitorsCleaning windows regularlyHaving a rolling programme to replace all light fittings with energy friendly LED bulbs, lighting controls and sensorsSwitching off equipment when not in use and enabling standby features on electronic equipmentReplacing monitors with flat screen LCD monitorsCutting down on photo copying/printingMaintaining service agreements on printers, copiersUsing Pan lids used in the kitchen where appropriateMinimising fridge freezer door opening in the kitchen


Core Curriculum


Foundation Year


OUR LADYS BISHOP ETON FOUNDATION STAGEAims: Our Lady’s Bishop Eton Foundation Stage aim to; provide all of our children with an exciting and appropriate programme of learning which builds on previous learning; challenge and develop dispositions to learn; provide the skills and competences needed to succeed in school and in future life.

A Unique Child Positive RelationshipsChild Development• We aim for all of our children to be skilful communicators and competent learners• Rigorous induction procedures ensure all children settle happily into our setting, • Assessments provided by previous settings are used to support the continuing learning journey of

all of our children• All assessments are cross referenced against the development matters framework to support all

children in their learning journey• We ensure that all children are involved in play that is challenging, takes account of their

developmental stage and needs and builds on their own interests and experiences• Topics stem from the interests of the child and are carefully developed through planned activities

and added enhancements to continuous provisionInclusive practice• We are a fully inclusive school and work to support the individual needs of all children• Play plans are used to support individual children who may need additional support or who may

need a further enriched curriculum• We work closely with and seek advice and guidance from our SENCo• Strong relationships are maintained with outside agencies and implement advice as appropriate.Keeping Safe• A stringent Whole School Safeguarding policy is fully implemented in the Foundation Stage• All staff receive relevant up to date safe guarding training• We regularly review our environment to ensure that it is a safe and secure place for our children• Risk assessments are completed and regularly reviewed for each learning base• Children are encouraged to safely discover their own boundaries; supported by practitioners to

discuss the impacts or consequences of their choices Health and Well Being• Physical development is one of the prime areas of development and is developed through all

activities in the foundation stage.• As one of the prime areas, physical development is observed and commented upon in all learning

stories in order to develop a rounded understanding of each child’s physical development and the next steps identified in their learning journey.

• Children are encouraged to reflect upon their own health and well being through taught activities and continuous provision

• Opportunities are provided for children to make healthy food choices at snack time• Children have equal access to indoor and outdoor continuous provision. Children utilise a large

garden area with a range of resources which support gross motor development.• A taught Physical Education Lesson is taught in the school hall each week.• Strong links are maintained with Parents and the school nurse and health concerns are shared as

appropriate

Respecting each Other• Children are taught to understand that people have different needs, views, cultures and beliefs

that need to be treated with respect. • Circle time is lead each week by the child’s key person, during these sessions a range of issues are

openly discussed and the thoughts and views of the children are developed through discussion and opened ended questioning.

• Puppets are used to develop thoughts and feelings in a non threatening manner• A culture of mutual respect is nurtured in our setting, where each individual’s (child and adult)

thoughts and feelings are valued. • Class rules and expectations are developed with the children • We use positive behaviour management strategies to reinforce positive behaviour within our

settingParents as partners• Parents and children are invited to a welcome barbeque in the autumn term• Parents are welcomed to share information about their child’s development through induction

interviews, reading meetings and individual parents evenings• Parents are invited to class assemblies and collective worships• We operate an open door policy for all parents with staff accessible each morning and after school

and through arranged appointments• Parents are invited to share their expertise to help us enhance the curriculum for all of our children• Learning stories are shared with parents and their responses encouraged, these form part of our

on-‐going assessments of the children• Parents are invited to share their child’s successes outside school through informal ‘wow moment’

notes, and home learning stories; these are added to our on-‐going assessment learning journeys• Reading dairies are used to support a two way dialogue of their child’s progress in reading• Parents are kept updated about the curriculum, class activities and information through a regular

Foundation Stage newsletter• Our website is used to update parents about important information and to celebrate the children’s

work in Foundation StageSupporting Learning• Assessments from previous settings are used to support our baseline assessment in the first half

term• Children are actively involved in planning, reviewing and reflecting what they have done;• Staff are committed, sensitive, enthusiastic and interact effectively to challenge children’s thinking

and learning, using the characteristics of learning as a reference• Children are made aware of their progress by receiving positive feedback and suggestions for the

next steps in their learning• The importance of process-‐based rather than outcome driven learning is acknowledged


Spoken Language Y1 – Y6Pupils are taught to: Listen and respond appropriately to adults and their peers Ask relevant questions to extend their understanding and knowledge Use relevant strategies to build their vocabulary Articulate and justify answers, arguments and opinions Give well-‐structured descriptions, explanations and narratives for different purposes,

including for expressing feelings Maintain attention and participate actively in collaborative conversations, staying on topic

and initiating and responding to comments Use spoken language to develop understanding through speculating, hypothesising,

imagining and exploring ideas Speak audibly and fluently with an increasing command of Standard English Participate in discussions, presentations, performances, role play, improvisations and debates Gain, maintain and monitor the interest of the listener(s) Consider and evaluate different viewpoints, attending to and building on the contributions of

others Select and use appropriate registers for effective communication


Year 1


YEAR 1ReadingWord Reading

Pupils are taught to:§Apply phonic knowledge and skills as the route to decode words§Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes§Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught§Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word§Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings§Read other words of more than one syllable that contain taught GPCs§Read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)§Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words§Re-‐read these books to build up their fluency and confidence in word reading.

ReadingComprehension

Pupils are taught to:Develop pleasure in reading, motivation to read, vocabulary and understanding by:§listening to and discussing a wide range of poems, stories and non-‐fiction at a level beyond that at which they can read independently§being encouraged to link what they read or hear read to their own experiences§becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particularcharacteristics§recognising and joining in with predictable phrases§learning to appreciate rhymes and poems, and to recite some by heart§discussing word meanings, linking new meanings to those already knownUnderstand both the books they can already read accurately and fluently and those they listen to by:§drawing on what they already know or on background information and vocabulary provided by the teacher§checking that the text makes sense to them as they read and correcting inaccurate reading§discussing the significance of the title and events§making inferences on the basis of what is being said and done§predicting what might happen on the basis of what has been read so farParticipate in discussion about what is read to them, taking turns and listening to what others sayExplain clearly their understanding of what is read to them.


WritingTranscription

Pupils are taught to:Spell:§words containing each of the 40+ phonemes already taught§common exception words§the days of the week§name the letters of the alphabet:§naming the letters of the alphabet in order§using letter names to distinguish between alternative spellings of the same soundAdd prefixes and suffixes:§using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs§using the prefix un–§using –ing, –ed, –er and –estwhere no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]Apply simple spelling rules and guidance, as listed in English Appendix 1Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

WritingHandwriting

Pupils are taught to:§Sit correctly at a table, holding a pencil comfortably and correctly§Begin to form lower-‐case letters in the correct direction, starting and finishing in the right place§Form capital letters§Form digits 0-‐9§Understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.

WritingComposition

Pupils are taught to:Write sentences by:§saying out loud what they are going to write about§composing a sentence orally before writing it§sequencing sentences to form short narratives§re-‐reading what they have written to check that it makes senseDiscuss what they have written with the teacher or other pupilsRead aloud their writing clearly enough to be heard by their peers and the teacher.

WritingVocabulary, grammar and punctuation

Pupils are taught to:Develop their understanding of the concepts set out in English Appendix 2 by:§leaving spaces between words§joining words and joining clauses using and§beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark§using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’§learning the grammar for year 1 in English Appendix 2Use the grammatical terminology in English Appendix 2 in discussing their writing


Topic Autumn Spring Summer Number and Place Value

• Numbers to 50: count forward and backward, read and write in numerals, count in different multiples including 1s, 2s, 5s, 10s.

• Read and write 1 – 10 in digits and words. • Identify one more and one less. • Concrete objects, pictorial

representations, number lines. • Language of: equal to, more than, less

than, fewer than, most, least.

• Numbers to 100.• Read and write numbers 1-‐ 20 in digits and words.

Addition and Subtraction

• Read, write, interpret mathematical statements:

+ -‐ = signs. • Number bonds; related subtraction facts

within 10• Add/subtract 1-‐digit and 1-‐digit numbers• 1-‐step problems involving +/-‐‘ missing

number problems

• Number bonds and related subtraction facts within 20• =/-‐ 1-‐digit and 2-‐digit numbers to 20• 1-‐step problems involving +/-‐

• +/-‐ 2-‐digit and 2-‐digit numbers to 20

X & ÷ • • 1-‐step problems involving x/÷: concrete objects, pictorial representations, arrays

Fractions Recognise, find and name:•½ as one of two equal parts of an object, shape or quantity•¼ as one of four equal parts of an object, shape or quantity.

Measures • Solve practical problems for lengths and heights, including measuring and recording: long, short, tall, taller, double, half

• Practical problems for time: quicker, slower, earlier, later

• Sequence events in chronological order

• Practical problems of mass/weight: heavy/heavier than, light/lighter than

• Measure/record weight and time (hours, minutes, seconds)

• Recognise and know value of coins and notes• Dates: days, weeks, months, years

• Practical problems for capacity/volume: full, empty, more than less than, quarter.

• Measure and record capacity and volume• Tell time to hour and half past hour• Draw hands on clock to show these time

GeometryShapes

• Recognise and name common 2D shapes: rectangles, squares, circles, triangles

• Recognise and name common 3D shapes: cuboids, cubes, pyramids, spheres

Geometry

Other• Order and arrange combinations of

object and shapes in patterns• Describe position, directions and movements including

half, quarter and three-‐quarter turns.


KS1 Science (Sc1) National Curriculum 2014During years 1 and 2, pupils are taught to use ractical scientific methods, processes including:• asking simple questions and recognising that they can be answered in different ways•observing closely, using simple equipment•performing simple tests•identifying and classifying•using their observations and ideas to suggest answers to questions•gathering and recording data to help in answering questions.

Year OnePlants (Sc1 1)

Sc1 1.1 identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

Sc1 1.2 identify and describe the basic structure of a variety of common flowering plants, including trees.

Animals including Humans (Sc1 2)

Sc1 2.1 identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals

Sc1 2.2 identify and name a variety of common animals that are carnivores, herbivores and omnivores.

Sc1 2.3describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including

pets)

Sc1 2.4 identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

Everyday Materials (Sc1 3)Sc1 3.1 distinguish between an object and the material from which it is madeSc1 3.2 identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock

Sc1 3.3describe the simple physical properties of a variety of everyday materialscompare and group together a variety of everyday materials on the basis of their simplephysical properties.

Seasonal Changes (Sc1 4)Sc1 4.1 observe changes across the four seasonsSc1 4.2 observe and describe weather associated with the seasons and how day length varies.


Year 2


YEAR 2ReadingWord Reading

§ Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent

§ Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes

§ Read accurately words of two or more syllables that contain the same graphemes as above§ Read words containing common suffixes§ Read further common exception words, noting unusual correspondences between spelling and sound and where

these occur in the word§ Read most words quickly and accurately, without overt sounding and blending, when they have been frequently

encountered§ Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately,

automatically and without undue hesitation§ Re-‐read these books to build up their fluency and confidence in word reading.


Develop pleasure in reading, motivation to read, vocabulary and understanding by:§ listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-‐

fiction at a level beyond that at which they can read independently§ discussing the sequence of events in books and how items of information are related§ becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales§ being introduced to non-‐fiction books that are structured in different ways§ recognising simple recurring literary language in stories and poetry§ discussing and clarifying the meanings of words, linking new meanings to known vocabulary§ discussing their favourite words and phrases§ continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate

intonation to make the meaning clearUnderstand both the books that they can already read accurately and fluently and those that they listen to by:§ drawing on what they already know or on background information and vocabulary provided by the teacher§ checking that the text makes sense to them as they read and correcting inaccurate reading§ making inferences on the basis of what is being said and done§ answering and asking questions§ predicting what might happen on the basis of what has been read so farParticipate in discussion about books, poems and other works that are read to them and those that they can read for

themselves, taking turns and listening to what others sayExplain and discuss their understanding of books, poems and other material, both those that they listen to and those that

they read for themselves.



Spell by:§ segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly§ learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling,

including a few common homophones§ learning to spell common exception words§ learning to spell more words with contracted forms§ learning the possessive apostrophe (singular) [for example, the girl’s book]§ distinguishing between homophones and near-‐homophonesAdd suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly

WritingHandwriting

§ Form lower-‐case letters of the correct size relative to one anotherStart using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are

best left unjoined§ Write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters§ Use spacing between words that reflects the size of the letters.

WritingComposition

Develop positive attitudes towards and stamina for writing by:§ writing narratives about personal experiences and those of others (real and fictional)§ writing about real events§ writing poetry§ writing for different purposesConsider what they are going to write before beginning by:§ planning or saying out loud what they are going to write about§ writing down ideas and/or key words, including new vocabulary§ encapsulating what they want to say, sentence by sentenceMake simple additions, revisions and corrections to their own writing by:§ evaluating their writing with the teacher and other pupils§ re-‐reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the

continuous form§ proof-‐reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]Read aloud what they have written with appropriate intonation to make the meaning clear.


Develop their understanding of the concepts set out in English Appendix 2 by:§ learning how to use both familiar and new punctuation correctly (see English Appendix 2), including full stops, capital letters, exclamation

marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)Learn how to use:§ sentences with different forms: statement, question, exclamation, command§ expanded noun phrases to describe and specify [for example, the blue butterfly]§ the present and past tenses correctly and consistently including the progressive form§ subordination (using when, if, that, or because) and co-‐ordination (using or, and, or but)§ the grammar for year 2 in English Appendix 2§ some features of written Standard EnglishUse and understand the grammatical terminology in English Appendix 2 in discussing their writing.


Year 2 Autumn Spring Summer Number and Place Value

• Count in steps of 2, 5 from 0; in 10s from any number

• Recognise place value in 2-‐digit numbers• Estimate numbers• Compare and order numbers to 100• Read and write numbers to at least 50 in

numerals and words• Use place value & number facts to solve

problems

• Count in steps of 2, 3, 5 from 0; in tens from any number

• Read and write numbers to at least 100

• Use > < and = signs


• Simple 1-‐step problems: concrete objects, pictorial representation, mental and written methods

• +/-‐ facts to 20• +/-‐ a 2-‐digit number and ones • Understand addition can be done in any

order and that subtraction cannot.

• +/-‐ facts to 20; derive and use related facts to 100• +/-‐ 2-‐digit number and tens• + 3 1-‐digit numbers• Use inverse relationship to check calculations and

missing number problems

• +/-‐ 2 2-‐digit numbers

Multiplication and Division

• X/÷facts for 2x 10x tables; recognising odd/even

• Calculate and record X/÷ statement, using signs

• Recognise and use inverse relationship: arrays, repeated addition, mental, X/÷facts

• Problems in context

• X/÷ facts for 5x table• Know that multiplication is commutative and division

is not• Solve 1-‐step problems

• Problems involving X/÷, using materials, arrays, repeated addition, mental methods, X/÷ facts.

Fractions • Recognise, find, name and write: ¼, 2/4, ¾ of a length, shape, set of objects or quantity

• Write simple fractions eg ½ of 6 = 3• Recognise equivalence of 2 quarters and one half

• Recognise, find, name and write fractions 1/3 of a shape, length, set of objects, quantity

Measures

• Choose/use approp standard units to estimate and measure length/height in any direction (m/cm); measure to nearest approp unit using rulers

• Compare/order lengths; record results• Read relevant scales to nearest

numbered unit• Recognise/use symbols for £ and pence;

combine amounts, add/subtract same units, give change

• Solve problems

• Choose and use approp standard units to estimate and measure mass (kg/g); temperature (oC) to nearest approp unit on scales and thermometers

• Compare and order mass; record results• Solve money problems (add/subtract)• Compare and sequence intervals of time; tell and

write time to 5 minutes including quarter past/to hour; draw hands on clock face.

• As before, this time with capacity (litres/ml)• Compare and order volume/capacity and record results

using > < and = signs• Solve simple problems in practical contexts involving

addition and subtraction of money


Geometry Shape

• Identify and describe properties of 2D shapes including number of sindes

• Compare and sort common 2D shapes and everyday objects.

• Identify and describe properties of 2D shapes

• Identify and describe symmetry in a vertical line

• Identify and describe properties of 3D shapes – number of edges, vertices and faces

• Identify 2D shapes on surface of 3D shapes eg circle on a cylinder

• Compare and sort common 3D shapes and everyday objects

GeometryOther

• Order and arrange combinations of mathematical objects in patterns

Use mathematical vocab to describe position, direction, movement eg distinguish between rotation as a turn and in terms of right angles for quarter, half and three-‐quarter turn (clockwise/anticlockwise) and movement in a straight line.

Data • Interpret and construct simple pictograms, tally charts, simple tables

• Ask/answer questions; count objects in each category; sort by quantity

• Total and compare categorical data

Interpret and construct simple block diagrams Ask and answer questions about totalling and compare categorical data


KS1 Science (Sc1) National Curriculum 2014Children will be taught practical scientific methods, processes and skills through the teaching of the programme of study content:• asking simple questions and recognising that they can be answered in different ways•observing closely, using simple equipment•performing simple tests•identifying and classifying•using their observations and ideas to suggest answers to questions•gathering and recording data to help in answering questions.

Year TwoLiving Things and Their habitats (Sc 1 5)

Sc1 5.1 explore and compare the differences between things that are living, dead, and things that have never been alive

Sc1 5.2identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic

needs of different kinds of animals and plants, and how they depend on each other

Sc1 5.3 identify and name a variety of plants and animals in their habitats, including micro-habitats

Sc1 5.4describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify andname different sources of food.

Plants (Sc 1 6)Sc1 6.1 observe and describe how seeds and bulbs grow into mature plantsSc1 6.2 find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

Animals Including Humans (Sc1 7)Sc1 7.1 notice that animals, including humans, have offspring which grow into adultsSc1 7.2 find out about and describe the basic needs of animals, including humans, for survival (water, food and air)Sc1 7.3 describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Uses of everyday Materials (Sc1 8)

Sc1 8.1identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper

and cardboard for particular uses

Sc1 8.2find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.


Lower KS2 Year 3 & Year 4


Lower Key Stage 2: Y3 & Y4

ReadingWord Reading

Pupils are taught to:•Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet•Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.


Pupils are taught to:Develop positive attitudes to reading and understanding of what they read by:§listening to and discussing a wide range of fiction, poetry, plays, non-‐fiction and reference books or textbooks§reading books that are structured in different ways and reading for a range of purposes§using dictionaries to check the meaning of words that they have read§increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally§identifying themes and conventions in a wide range of books

§preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action§discussing words and phrases that capture the reader’s interest and imagination§recognising some different forms of poetry [for example, free verse, narrative poetry]Understand what they read, in books they can read independently, by:§checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context§asking questions to improve their understanding of a text§drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence§predicting what might happen from details stated and implied§identifying main ideas drawn from more than one paragraph and summarising these§identifying how language, structure, and presentation contribute to meaningRetrieve and record information from non-‐fictionParticipate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say



Spelling (see English Appendix 1)Pupils are taught to:§Use further prefixes and suffixes and understand how to add them (English Appendix 1)§Spell further homophones§Spell words that are often misspelt (English Appendix 1)§Place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]§Use the first two or three letters of a word to check its spelling in a dictionary§Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

WritingHandwriting

Pupils are taught to:Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-‐joinedincrease the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch.

WritingComposition

Pupils are taught to:Plan their writing by:§discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar§discussing and recording ideasDraft and write by:§composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)§organising paragraphs around a theme§in narratives, creating settings, characters and plot§in non-‐narrative material, using simple organisational devices [for example, headings and sub-‐headings]Evaluate and edit by:§assessing the effectiveness of their own and others’ writing and suggesting improvements§proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentencesProof-‐read for spelling and punctuation errorsRead aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.


Pupils are taught to:§develop their understanding of the concepts set out in English Appendix 2 by:§extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although§using the present perfect form of verbs in contrast to the past tense§choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition§using conjunctions, adverbs and prepositions to express time and cause§using fronted adverbials§learning the grammar for years 3 and 4 in English Appendix 2§indicate grammatical and other features by:§using commas after fronted adverbials§indicating possession by using the possessive apostrophe with plural nouns§using and punctuating direct speechuse and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading.


Topic Autumn Spring Summer Number and Place Value and Rounding

• Count in multiples of 50, 100; find 10 or 100 more or less than given number

• Recognise place value in 3-‐digit numbers• Compare and order numbers to 1000• Identify, represent, estimate numbers using different

representations (ie length and money)• Read numbers to at least 1000 in numerals &words• Solve number problems and practical problems

• Count from 0 in multiples of 4• Identify, represent and estimate numbers using different

representations (ie weight)• Write numbers to at least 1000 in numerals and words• Solve number problems and practical problems

• Count from 0 in multiples of 8• Identify, represent and estimate numbers using different

representations (ie capacity)• Solve number problems


• Add/subtract numbers mentally: 3-‐digit number and ones; 3-‐digit number and tens

• Estimate answers; use inverse to check• Solve problems including more complex +/-‐

• Add/subtract numbers mentally: 3-‐digit number and hundreds• Solve problems

• Add and subtract numbers mentally• Add/subtract numbers with up to 3 digits, using the efficient

written methods of columnar addition and subtraction• Solve problems


• Recall and use x/÷ facts for 3x table• Write and calculate mathematical statements for

mult/division, using known tables, including for 2-‐digit x 1-‐digit numbers, using mental and progressing to efficient written methods

• Solve problems

• Recall and use x/÷ facts for 4x and 8x tables• Solve problems including integer scaling problems

• Solve problems involving multiplication and division and correspondence problems where n objects are connected to m objects.

Fractions • Count up and down in tenths• Recognise, find, write fractions of set of objects• Unit fractions with small denominators• Solve problems

• Unit fractions and non-‐unit fractions with small denominators• Use fractions as numbers• Recognise and show equivalent fractions with diagrams• Solve problems

• Add and subtract fractions with same denominator within 1 whole

• Compare and order unit fractions with same denominator• Solve problems

Measures • Measure, compare, +/-‐ lengths (m, cm, mm)• Measure perimeter of simple 2D shapes• +/-‐ money to given change • Tell and write time from analogue 12-‐hour clock• Estimate and read time to nearest minute; record in

seconds, minutes, hours, and o’clock• Use am, pm, morning, afternoon, noon, midnight

• Measure, compare, add and subtract mass (kg/g)• Tell and write time from 24-‐hour clock• Know number of seconds in minute, days in months, (leap) year• Compare durations of events

• Measure, compare, +/-‐ volume and capacity (litres/ml)• Tell and write time from analogue clock including using Roman

numerals from l to Xll

Geometry: properties of shapes

• Draw 2D shapes and describe them with increasing accuracy

• Identify horizontal, vertical, perpendicular and parallel lines in relation to other lines

• Make 3D shapes using modelling materials• Recognise 3D shapes in different orientations and describe them with

increasing accuracy

• Recognise angles as a property of shape and associate angles with turning

• Identify right angles; recognise that 2 make a half-‐turn, 3 a ¾ turn and 4 a full turn; identify angles as greater or less than a right angle

Geometry:position,direction,motion

Data • Interpret and present data using pictograms and tables• Solve 1-‐step and 2-‐step problems using info in scaled

pictograms and tables

• Interpret and present data in bar charts• Solve problems using info presented in scaled bar charts


Lower KS2 Science (ScL2) National Curriculum 2014During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

•asking relevant questions and using different types of scientific enquiries to answer them

•setting up simple practical enquiries, comparative and fair tests

•making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

•gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

•recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

•reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

•using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

•identifying differences, similarities or changes related to simple scientific ideas and processes•using straightforward scientific evidence to answer questions or to support their findings.

Year ThreePlants (ScL2 1)

ScL2 1.1 • identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

ScL2 1.2 • explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant

ScL2 1.3 • investigate the way in which water is transported within plantsScL2 1.4 • explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.ScL2 1.5 • identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

Animals including Humans (ScL2 2)

ScL2 2.1• identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food;; they get nutrition from what they eat

ScL2 2.2 • identify that humans and some other animals have skeletons and muscles for support, protection and movement.Rocks (ScL2 3)

ScL2 3.1 • compare and group together different kinds of rocks on the basis of their appearance and simple physical propertiesScL2 3.2 • describe in simple terms how fossils are formed when things that have lived are trapped within rockScL2 3.3 • recognise that soils are made from rocks and organic matter.

Light (Sc1 4)ScL2 4.1 • recognise that they need light in order to see things and that dark is the absence of lightScL2 4.2 • notice that light is reflected from surfacesScL2 4.3 • recognise that light from the sun can be dangerous and that there are ways to protect their eyesScL2 4.4 • recognise that shadows are formed when the light from a light source is blocked by a solid objectScL2 4.5 • find patterns in the way that the size of shadows change.

Forces and Magnets (ScL2 5)ScL2 5.1 • compare how things move on different surfacesScL2 5.2 • notice that some forces need contact between two objects, but magnetic forces can act at a distanceScL2 5.3 • observe how magnets attract or repel each other and attract some materials and not othersScL2 5.4 • compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials

ScL2 5.5 • describe magnets as having two polesScL2 5.6 • predict whether two magnets will attract or repel each other, depending on which poles are facing.


Lower Key Stage 2: Y3 & Y4

ReadingWord Reading

Pupils are taught to:•Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet•Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.


Pupils are taught to:Develop positive attitudes to reading and understanding of what they read by:§listening to and discussing a wide range of fiction, poetry, plays, non-‐fiction and reference books or textbooks§reading books that are structured in different ways and reading for a range of purposes§using dictionaries to check the meaning of words that they have read§increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally§identifying themes and conventions in a wide range of books

§preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action§discussing words and phrases that capture the reader’s interest and imagination§recognising some different forms of poetry [for example, free verse, narrative poetry]Understand what they read, in books they can read independently, by:§checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context§asking questions to improve their understanding of a text§drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence§predicting what might happen from details stated and implied§identifying main ideas drawn from more than one paragraph and summarising these§identifying how language, structure, and presentation contribute to meaningRetrieve and record information from non-‐fictionParticipate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say



Spelling (see English Appendix 1)Pupils are taught to:§Use further prefixes and suffixes and understand how to add them (English Appendix 1)§Spell further homophones§Spell words that are often misspelt (English Appendix 1)§Place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]§Use the first two or three letters of a word to check its spelling in a dictionary§Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

WritingHandwriting

Pupils are taught to:Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-‐joinedincrease the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch.

WritingComposition

Pupils are taught to:Plan their writing by:§discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar§discussing and recording ideasDraft and write by:§composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)§organising paragraphs around a theme§in narratives, creating settings, characters and plot§in non-‐narrative material, using simple organisational devices [for example, headings and sub-‐headings]Evaluate and edit by:§assessing the effectiveness of their own and others’ writing and suggesting improvements§proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentencesProof-‐read for spelling and punctuation errorsRead aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.


Pupils are taught to:§develop their understanding of the concepts set out in English Appendix 2 by:§extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although§using the present perfect form of verbs in contrast to the past tense§choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition§using conjunctions, adverbs and prepositions to express time and cause§using fronted adverbials§learning the grammar for years 3 and 4 in English Appendix 2§indicate grammatical and other features by:§using commas after fronted adverbials§indicating possession by using the possessive apostrophe with plural nouns§using and punctuating direct speechuse and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading.


Topic Autumn Spring Summer Number and Place Value and Rounding

• Count in multiples of 6, 7, 9, 25, 1000• Find 1000 more or less than a given number• Recognise place value in 4-‐digit numbers• Identify, represent and estimate numbers using

different representations (eg length)• Solve problems with increasing large positive nos.

• Count backwards through 0 to include negative numbers• Order and compare numbers beyond 1000• Round any number to nearest 10, 100 or 1000• Solve number and practical problems involving all of the above

• Solve problems as before• Read Roman numerals to 100 (l to C)• Understand how, over time, the numeral system changed to

include the concept of zero and place value


• +/-‐ numbers with up to 4 digits using the efficient written methods of columnar addition/sub where appropriate

• +/-‐ 2-‐step problems in contexts, deciding which operations to use and why

• Estimate and use inverse operations to check calculations• Solve problems as before

• Solve problems as before


• Recall and use x/÷ for 6x and 9x tables. • Multiply and divide mentally, including x0 and x1; ÷1.• Multiply and divide 2-‐digit and 3-‐digit numbers by 1-‐

digit number using formal written layout• Solve problems involving multiplying and adding,

including the distributive law

• Recall and use x/÷ facts for 7x table• Use place value and known/derived facts to multiply 3 numbers• Recognise and use factor pairs and commutativity in mental

calculations• Solve problems as before

• Recall x/÷ facts for tables to 12 x 12• Solve problems involving multiplying and adding, including using

the distributive law and harder multiplication problems such as where n objects are connected to m objects.

Fractions • Count up and down in 100ths; recognise these arise when dividing an object by 10 and 10ths by 10.

• Solve problems involving harder fractions to calculate quantities, and fractions to divide quantities

• Identify, name, write equivalent fractions of a given fraction, including tenths and hundredths

• • Solve problems as Autumn, including non-‐unit fractions where the answer is a whole number

• Add and subtract fractions with the same denominator

Decimals and fractions

• Recognise and write decimal equivalents of any number of tenths or hundredths; of ¼, ½, ¾

• Find effect of dividing a 1-‐or 2-‐digit number by 10/100• Identify value of digits in answers as U, t and h• Solve measure and money problems involving fractions and

decimals to 2 decimal places

• Round decimals with 1 place to nearest whole• Compare numbers with the same number of decimal places to 2

decimal places• Solve problems as before

Measures • Convert between different units of measure • Measure and calculate perimeter of rectilinear shape

including squares in cm and metres• Solve problems involving conversion of time units

• Find area of rectilinear shapes by counting • Estimate, compare, calculate different measures• Solve problems involving converting from hours to minutes,

minutes to seconds, years to months, weeks to days

• Read, write and convert time between analogue and digital and 24-‐hour clocks

• Solve problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to days


• Compare and classify geometric shapes, including quadrilaterals & triangles, based on properties & sizes

• Identify acute and obtuse angles• Compare and order angles up to 2 right angles by size

• Identify lines of symmetry in 2D shapes in different orientations• Complete a simple symmetric figure with respect to a specific line

of symmetry

Geometry: position,direction,motion

• Describe positions on a 2D grid as coordinates in the first quadrant

• Describe movements between positions as translations of a given unit to the left/right and up/down.

• Plot specified points and draw sides to complete a given polygon

Data • Interpret and present discrete data using bar charts• Solve comparison, sum and difference problems using

info presented in bar charts, pictograms, tables

• • Interpret and present continuous data using line graphs• Solve comparison, sum and difference problems using info

presented in bar charts, pictograms, tables & simple line graphs


Lower KS2 Science (ScL2) National Curriculum 2014During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:•asking relevant questions and using different types of scientific enquiries to answer them•setting up simple practical enquiries, comparative and fair tests•making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers•gathering, recording, classifying and presenting data in a variety of ways to help in answering questions•recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables•reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions•using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions•identifying differences, similarities or changes related to simple scientific ideas and processes•using straightforward scientific evidence to answer questions or to support their findings.

Year FourLiving things and their habitats (ScL2 6)

ScL2 6.1 • recognise that living things can be grouped in a variety of waysScL2 6.2 • explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment

ScL2 6.3 • recognise that environments can change and that this can sometimes pose dangers to living things.

Animals including Humans (ScL2 7)ScL2 7.1 • describe the simple functions of the basic parts of the digestive system in humans

ScL2 7.2 • identify the different types of teeth in humans and their simple functions

ScL2 7.3 • construct and interpret a variety of food chains, identifying producers, predators and prey.

States of matter (ScL2 8)ScL2 8.1 • compare and group materials together, according to whether they are solids, liquids or gasesScL2 8.2 • observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius

(°C)ScL2 8.3 • identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

Sound (Sc1 9)ScL2 9.1 • identify how sounds are made, associating some of them with something vibratingScL2 9.2 • recognise that vibrations from sounds travel through a medium to the earScL2 9.3 • find patterns between the pitch of a sound and features of the object that produced itScL2 9.4 • find patterns between the volume of a sound and the strength of the vibrations that produced itScL2 9.5 • recognise that sounds get fainter as the distance from the sound source increases.

Forces and Magnets (ScL2 10)ScL2 10.1 • identify common appliances that run on electricityScL2 10.2 • construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzersScL2 10.3 • identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a batteryScL2 10.4 • recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuitScL2 10.5 • recognise some common conductors and insulators, and associate metals with being good conductors.ScL2 10.6 • identify common appliances that run on electricity


Upper Key Stage 2: Y5 & Y6Spoken Language Y1 – Y6

Pupils are taught to:§Listen and respond appropriately to adults and their peers§Ask relevant questions to extend their understanding and knowledge§Use relevant strategies to build their vocabulary §Articulate and justify answers, arguments and opinions§Give well-‐structured descriptions, explanations and narratives for different purposes, including for expressing feelings §Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments §Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas§Speak audibly and fluently with an increasing command of Standard English§Participate in discussions, presentations, performances, role play, improvisations and debates§Gain, maintain and monitor the interest of the listener(s)§Consider and evaluate different viewpoints, attending to and building on the contributions of others§Select and use appropriate registers for effective communication.

ReadingWord Reading

Pupils are taught to:apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.


Pupils are taught to:Maintain positive attitudes to reading and understanding of what they read by:§continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-‐fiction and reference books or textbooks§reading books that are structured in different ways and reading for a range of purposes§increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

§recommending books that they have read to their peers, giving reasons for their choices§identifying and discussing themes and conventions in and across a wide range of writing§making comparisons within and across books§learning a wider range of poetry by heart§preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that themeaning is clear to an audienceUnderstand what they read by:§checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context§asking questions to improve their understanding§drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence§predicting what might happen from details stated and implied§summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas§identifying how language, structure and presentation contribute to meaningDiscuss and evaluate how authors use language, including figurative language, considering the impact on the readerDistinguish between statements of fact and opinionRetrieve, record and present information from non-‐fictionParticipate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteouslyExplain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessaryProvide reasoned justifications for their views.


Upper KS2 Year 5 & Year 6



Spelling (see English Appendix 1)Pupils are taught to:§use further prefixes and suffixes and understand the guidance for adding them§spell some words with ‘silent’ letters [for example, knight, psalm, solemn]§continue to distinguish between homophones and other words which are often confused§use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1§use dictionaries to check the spelling and meaning of words§use the first three or four letters of a word to check spelling, meaning or both of these in a dictionaryuse a thesaurus.

WritingHandwriting

Pupils are taught to:Write legibly, fluently and with increasing speed by:Choosing which shape of a letter to use when given choices and deciding whether or not to join specific lettersChoosing the writing implement that is best suited for a task.

WritingComposition

Pupils are taught to:Plan their writing by:§identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own§noting and developing initial ideas, drawing on reading and research where necessary§in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performedDraft and write by:§selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning§in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action§précising longer passages§using a wide range of devices to build cohesion within and across paragraphs§using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]Evaluate and edit by:§assessing the effectiveness of their own and others’ writing§proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning§ensuring the consistent and correct use of tense throughout a piece of writing§ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate registerProof-‐read for spelling and punctuation errorsPerform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.


Pupils are taught to:Develop their understanding of the concepts set out in English Appendix 2 by:§recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms§using passive verbs to affect the presentation of information in a sentence§using the perfect form of verbs to mark relationships of time and cause§using expanded noun phrases to convey complicated information concisely§using modal verbs or adverbs to indicate degrees of possibility§using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun§learning the grammar for years 5 and 6 in English Appendix 2Indicate grammatical and other features by:§using commas to clarify meaning or avoid ambiguity in writing§using hyphens to avoid ambiguity§using brackets, dashes or commas to indicate parenthesis§using semi-‐colons, colons or dashes to mark boundaries between independent clauses§using a colon to introduce a list§punctuating bullet points consistentlyUse and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.


Topic Autumn Spring Summer Number, Place Value, Approximation and Estimation

• Read, write, order numbers to at least 1 000 000; determine value of each digit

• Count forwards/backwards in steps of powers of 10 • Round any number up to 1 000 000 to nearest 10, 100, 1000, 10

000 and 100 000• Solve number/practical problems involving all these

• Interpret negative numbers in context, count forwards/backward with positive and negative numbers through zero


• Read Roman numerals to 1000 (M) and recognise years written in Roman numerals



• +/-‐ whole numbers with more than 4 digits, including using efficient written columnar methods

• +/-‐ mentally with increasingly large numbers• Use rounding to check answers & determine accuracy• Solve multi-‐step problems in context

As Autumn • As Autumn


• Identify multiples and factors; find all factor pairs• Solve x/÷ problems decomposing large nos to factors• Multiply nos to 4-‐digits by a 1-‐ or 2-‐digit number using efficient

written method, including long multiplication for 2-‐digit numbers

• x/÷mentally drawing on known facts• x/÷ decimals and whole numbers by 10, 100, 1000• Solve problems involving all operations• Solve problems involving scaling by simple fractions and

problems involving simple rates.

• Know and use vocabulary of prime numbers, prime factors and composite (non-‐prime) numbers.

• Use efficient method of short division• Interpret remainders in context• Recognise and use squared numbers and notation for squared• Solve problems as before

• Recognise and use cube numbers, and the notation for cubed• Solve problems as before

Fractions • Compare and order fractions where denominators are all multiples of the same number

• Recognise mixed numbers and improper fractions; convert• +/-‐ fractions with same denominator and related fraction; record as

mathematical statements with mixed numbers

• Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams


• Read and write decimal numbers as fractions• Recognise and use thousandths; relate to equivalents• Solve problems involving number to 3 decimal places

• Read, write, order, compare numbers to 3 decimal places• Solve problems as before

• Round decimals with 2 decimal places to nearest whole and to 1 decimal place


Percentages, decimals and fractions

• • Recognise the per cent symbol; relate to number of parts in 100• Write percentages as fractions with denom 100, & as decimals• Solve problems involving percentage and decimal equivalents of ½ ¼ 1/5 2/5

4/5 & those with denominator of multiple of 10or 25


Measures • Convert between units of measure • Measure and calculate perimeter of composite rectilinear

shapes in cm and metres• Solve problems converting between units of time• Solve problems +/-‐ of units of measure: dec notation

• Calculate and compare area of squares and rectangles; estimate area of irregular shapes


• Basic equivalences between metric and imperial units• Recognise and estimate volume and capacity, using 1cm3 blocks to build

cubes and cuboids• Solve problems as before


• Identify 3D shapes from 2D representations• State and use properties of rectangles to deduce related facts

• Estimate, measure, compare and draw angles • Identify range of angles eg at point, on straight line, reflex• Draw shapes with given dimensions and angles

• Distinguish between regular and irregular polygons based on reasoning about equal sides and angles


• Identify, describe, represent position of shape following reflection

• • Identify, describe and represent position of shape following a translation

Data • Complete, read and interpret info in tables including timetables • Solve comparison, sum and difference problems using information presented in line graphs


Upper KS2 Science (ScU2) National Curriculum 2014

During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:•planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary•taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate•recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs•using test results to make predictions to set up further comparative and fair tests•reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations•identifying scientific evidence that has been used to support or refute ideas or arguments.

Year Five

Living things and their habitats (ScU2 11)

ScU2 11.1 • describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

ScU2 11.2 • describe the life process of reproduction in some plants and animals.

Animals including Humans (ScU2 12)

ScU2 12.1 • describe the changes as humans develop to old age.

Properties and Changes of Material (ScU2 13)

ScU2 13.1

• compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

ScU2 13.2 • know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

ScU2 13.3 • use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating

ScU2 13.4 • give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

ScU2 13.5 • demonstrate that dissolving, mixing and changes of state are reversible changes

ScU2 13.6 • explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.

Earth and Space (ScU2 14)

ScU2 14.1 • describe the movement of the Earth, and other planets, relative to the Sun in the solar system

ScU2 14.2 • describe the movement of the Moon relative to the Earth

ScU2 14.3 • describe the Sun, Earth and Moon as approximately spherical bodies

ScU2 14.4 • use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

Forces (ScU2 15)

ScU2 15.1 • explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

ScU2 15.2 • identify the effects of air resistance, water resistance and friction, that act between moving surfaces

ScU2 15.3 • recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.


Upper Key Stage 2: Y5 & Y6Spoken Language Y1 – Y6 Pupils are taught to:

§Listen and respond appropriately to adults and their peers§Ask relevant questions to extend their understanding and knowledge§Use relevant strategies to build their vocabulary §Articulate and justify answers, arguments and opinions§Give well-‐structured descriptions, explanations and narratives for different purposes, including for expressing feelings §Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments §Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas§Speak audibly and fluently with an increasing command of Standard English§Participate in discussions, presentations, performances, role play, improvisations and debates§Gain, maintain and monitor the interest of the listener(s)§Consider and evaluate different viewpoints, attending to and building on the contributions of others§Select and use appropriate registers for effective communication.

ReadingWord Reading

Pupils are taught to:apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.


Pupils are taught to:Maintain positive attitudes to reading and understanding of what they read by:§continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-‐fiction and reference books or textbooks§reading books that are structured in different ways and reading for a range of purposes§increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

§recommending books that they have read to their peers, giving reasons for their choices§identifying and discussing themes and conventions in and across a wide range of writing§making comparisons within and across books§learning a wider range of poetry by heart§preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that themeaning is clear to an audienceUnderstand what they read by:§checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context§asking questions to improve their understanding§drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence§predicting what might happen from details stated and implied§summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas§identifying how language, structure and presentation contribute to meaningDiscuss and evaluate how authors use language, including figurative language, considering the impact on the readerDistinguish between statements of fact and opinionRetrieve, record and present information from non-‐fictionParticipate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteouslyExplain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessaryProvide reasoned justifications for their views.



Spelling (see English Appendix 1)Pupils are taught to:§use further prefixes and suffixes and understand the guidance for adding them§spell some words with ‘silent’ letters [for example, knight, psalm, solemn]§continue to distinguish between homophones and other words which are often confused§use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1§use dictionaries to check the spelling and meaning of words§use the first three or four letters of a word to check spelling, meaning or both of these in a dictionaryuse a thesaurus.

WritingHandwriting

Pupils are taught to:Write legibly, fluently and with increasing speed by:Choosing which shape of a letter to use when given choices and deciding whether or not to join specific lettersChoosing the writing implement that is best suited for a task.

WritingComposition

Pupils are taught to:Plan their writing by:§identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own§noting and developing initial ideas, drawing on reading and research where necessary§in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performedDraft and write by:§selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning§in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action§précising longer passages§using a wide range of devices to build cohesion within and across paragraphs§using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]Evaluate and edit by:§assessing the effectiveness of their own and others’ writing§proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning§ensuring the consistent and correct use of tense throughout a piece of writing§ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate registerProof-‐read for spelling and punctuation errorsPerform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.


Pupils are taught to:Develop their understanding of the concepts set out in English Appendix 2 by:§recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms§using passive verbs to affect the presentation of information in a sentence§using the perfect form of verbs to mark relationships of time and cause§using expanded noun phrases to convey complicated information concisely§using modal verbs or adverbs to indicate degrees of possibility§using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun§learning the grammar for years 5 and 6 in English Appendix 2Indicate grammatical and other features by:§using commas to clarify meaning or avoid ambiguity in writing§using hyphens to avoid ambiguity§using brackets, dashes or commas to indicate parenthesis§using semi-‐colons, colons or dashes to mark boundaries between independent clauses§using a colon to introduce a list§punctuating bullet points consistentlyUse and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.


Topic Autumn Spring Summer

Number, Place Value,Approximation and Estimation

• Read, write, order, compare numbers to 10 000 000 • Determine value of each digit• Solve number problems involving these

• Round any whole number to required degree of accuracy• Use negative numbers in context; calculate intervals across zero• Solve number problems as before

• Solve number problems as before

Addition, Subtraction,Multiplication and Division

• Multiply multi-‐digit numbers to 4 digits by a 2-‐digit whole number using efficient method of long multiplication

• Perform mental calculations with mixed operations and large numbers

• Identify common factors, common multiples and prime numbers

• Use knowledge of order of operations to calculate• Solve +/-‐ multi-‐step problems in context• Solve problems involving all 4 operations• Use estimation to check answers and determine levels

of accuracy in context of problem

• Divide numbers to 4-‐digits by 2-‐digit whole number using efficient written method of long division

• Interpret remainders as wholes, fractions or rounding in context• Mental calculations with large number and mixed operations• Problem solving as Autumn

• Problem solving as before

Fractions • Use common factors to simplify fractions; common multiples to express fractions in same denomination

• Compare and order fractions• Associate fraction with division to calculate decimal

fraction equivalents

• +/-‐ fractions with different denominators and mixed numbers using equivalent fractions

• Multiply simple pairs of proper fractions• Divide proper fractions by whole numbers

•


• Identify place value to 3 decimal places; x/÷ numbers by 10, 100 , 1000 to 3 decimal place answers

• Multiply 1-‐digit numbers to 2 dp by whole numbers• Solve problems; round to specified degree of accuracy

• Use written division methods where answer has 2 decimal places• Solve problems as in Autumn

• Solve problems as in Autumn

Percentages, decimals and fractions

• Solve problems involving calculation of percentages of whole numbers or measures; use % to compare

• Use equivalences between fractions, decimals and %

• Solve problems as Autumn • Solve problems as Autumn

Ratio and Proportion • Solve problems involving relative size of 2 quantities • Solve problems involving unequal sharing/grouping

• Problem solving as Autumn • Solve problems as Autumn

Algebra • Express missing number problems algebraically• Find pairs of numbers satisfying number sentences

with two unknowns

• Generate and describe linear number sequences• Use simple formulae expressed in words• Find pairs of numbers as in Autumn

• As Spring/Autumn

Measures • Solve problems involving conversions, to 3 dec places• Convert between standard units to 3 decimal places

• Recognise shapes with same areas can have different perimeters• Calculate area of parallelograms and triangles• Use formulae for area and volume of shapes

• Convert between miles and km• Calculate, estimate and compare volume of cuboids • Extend to other units eg mm3 and km3


• Recognise, describe & build 3D shapes, including nets• Compare and classify shapes; find missing angles

• Illustrate/name parts of circles – radius, circumference, diameter• Find unknown angles at a point, on a line, and vertically opposite

•


• Describe positions in all 4 quadrants • Draw/translate shapes on coordinate plane; reflect in the axes •

Data • Interpret/construct pie charts & line graphs• Calculate/interpret mean as an average

• Solve problems involving pie charts and line graphs • As before


Upper KS2 Science (ScU2) National Curriculum 2014

During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:•planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary•taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate•recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs•using test results to make predictions to set up further comparative and fair tests•reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations•identifying scientific evidence that has been used to support or refute ideas or arguments.

Year FiveLiving things and their habitats (ScU2 16)

ScU2 16.1• describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-

organisms, plants and animals

ScU2 16.2 • give reasons for classifying plants and animals based on specific characteristics.

Animals including Humans (ScU2 17)

ScU2 17.1 • identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood

ScU2 17.2 • recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

ScU2 17.3 • describe the ways in which nutrients and water are transported within animals, including humans.

Evolution and inheritance (ScU2 18)

ScU2 18.1• recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago

ScU2 18.2 • recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents

ScU2 18.3 • identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

Light (ScU2 19)ScU2 19.1 • recognise that light appears to travel in straight lines

ScU2 19.2 • use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye

ScU2 19.3 • explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes

ScU2 19.4 • use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

Electricity (ScU2 20)

ScU2 20.1 • associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

ScU2 20.2• compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches

ScU2 20.3 • use recognised symbols when representing a simple circuit in a diagram.


Citizen of the World


Art and Design National Curriculum 2014The national curriculum for art and design aims to ensure that all pupils:•produce creative work, exploring their ideas and recording their experiences•become proficient in drawing, painting, sculpture and other art, craft and design techniques•evaluate and analyse creative works using the language of art, craft and design•know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Key Stage OneAD1 1 Use a range of materials creatively to design and make products

AD1 2 Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

AD1 3Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

AD1 4About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Key Stage Two

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

AD2 5 Create sketch books to record their observations and use them to review and revisit ideas

AD2 6Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

AD2 7 About great artists, architects and designers in history.


ART KEY SKILLS

KEY STAGE ONE KEY STAGE TWORecord from first-‐hand observation, experience and imagination, and explore ideas Record from experience and imagination, to select and record from first-‐hand

observation and to explore ideas for different purposes

Ask and answer questions about starting points and developed ideas Question and make thoughtful observations about starting points and select ideas to use in their work

Investigate the possibilities of a range of materials and processes Collect visual and other information to help develop ideas, including using a sketchbook.

Try out tools and techniques and apply these to materials and processes, including drawing

Investigate and combine visual and tactile qualities of materials and processes and to match these qualities to the purpose of the work

Represent observations, ideas and feelings, and design and make images and artefacts.

Apply experience of materials and processes, including drawing, developing their control of tools and techniques

Review what they and others have done and say what they think and feel about it Use a variety of methods and approaches to communicate observations, ideas and feelings

Identify what they might change in their current work or develop in their future work.

Compare ideas, methods and approaches in their own and others' work and say what they think and feel about them

Use visual and tactile elements, including colour, pattern and texture, line and tone, shape, form and space

Adapt their work according to their views and describe how they might develop it further

Have an understanding of materials and processes used in making art, craft and design

Use visual and tactile elements, including colour, pattern and texture, line and tone, shape, form and space, and combine and organise these for different purposes

Understand differences and similarities in the work of artists, craftspeople and designers in different times and cultures

Have an understanding of materials and processes used in art, craft and design and how these can be matched to ideas and intentions

Understand the roles and purposes of artists, craftspeople and designers working in different times and cultures [for example, Western Europe and the wider world].


Computing National Curriculum 2014The national curriculum for computing aims to ensure that all pupils:•can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation•can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems•can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems•are responsible, competent, confident and creative users of information and communication technology.

Key Stage One

C1 1Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions

C1 2 Create and debug simple programsC1 3 Use logical reasoning to predict the behaviour of simple programs

C1 4 Use technology purposefully to create, organise, store, manipulate and retrieve digital content

C1 5 Recognise common uses of information technology beyond school

C1 6Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Key Stage Two

C2 7Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by

decomposing them into smaller parts

C2 8 Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

C2 9 Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

C2 10Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and theopportunities they offer for communication and collaboration

C2 11 Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

C2 12Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

C2 13Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.


COMPUTING KEY SKILLS

KEY STAGE ONE KEY STAGE TWOGather information from a variety of sources Talk about what information they need and how they can find and use it

Enter and store information in a variety of forms Prepare information for development using ICT, including selecting suitable sources, finding information, classifying it and checking it for accuracy

Retrieve information that has been stored Interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or omissions.

Use text, tables, images and sound to develop their ideas Develop and refine ideas by bringing together, organising and reorganising text, tables, images and sound as appropriate

Select from and add to information they have retrieved for particular purposes

Create, test, improve and refine sequences of instructions to make things happen and to monitor events and respond to them

Plan and give instructions to make things happen Use simulations and explore models in order to answer 'What if ... ?' questions, to investigate and evaluate the effect of changing values and to identify patterns and relationships

Try things out and explore what happens in real and imaginary situations Share and exchange information in a variety of forms, including e-‐mail

Share their ideas by presenting information in a variety of forms Be sensitive to the needs of the audience and think carefully about the content and quality when communicating information

Present their completed work effectively

Reviewwhat they have done to help them develop their ideas

Describe the effects of their actions e.g BeeBot

Talk about what theymight change in future work.


Design and Technology National Curriculum 2014The national curriculum for design and technology aims to ensure that all pupils:•develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world•build and apply a repertoire of knowledge, understanding and skills in order to design and make high-‐quality prototypes and products for a wide range of users•critique, evaluate and test their ideas and products and the work of others•understand and apply the principles of nutrition and learn how to cook.

Key Stage One

Design (DT1 1)DT1 1.1 Design purposeful, functional, appealing products for themselves and other users based on design criteria

DT1 1.2Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-‐ups and, where appropriate, information and communication technology

Make (DT1 2)

DT1 2.1 Select from and use a range of tools and equipment to perform practical tasks

DT1 2.2Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate (DT1 3)DT1 3.1 Explore and evaluate a range of existing productsDT1 3.2 Evaluate their ideas and products against design criteria

Technical Knowledge (DT1 4)DT1 4.1 Build structures, exploring how they can be made stronger, stiffer and more stable

DT1 4.2 Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

Cooking and Nutrition (DT1 5)

DT1 5.1 Use the basic principles of a healthy and varied diet to prepare dishes

DT1 5.2 Understand where food comes from.


Design and Technology National Curriculum 2014The national curriculum for design and technology aims to ensure that all pupils:•develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world•build and apply a repertoire of knowledge, understanding and skills in order to design and make high-‐quality prototypes and products for a wide range of users•critique, evaluate and test their ideas and products and the work of others•understand and apply the principles of nutrition and learn how to cook.

Key Stage TwoDesign (DT2 6)

DT2 6.1Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

DT2 6.2Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-‐sectional and exploded diagrams, prototypes, pattern pieces and computer-‐aided design

Make (DT2 7)

DT2 7.1Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

DT2 7.2Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate (DT2 8)DT2 8.1 Investigate and analyse a range of existing productsDT2 8.2 Evaluate their ideas and products against their own design criteria and consider the views of others to improve their workDT2 8.3 Understand how key events and individuals in design and technology have helped shape the world

Technical Knowledge (DT2 9)DT2 9.1 Apply their understanding of how to strengthen, stiffen and reinforce more complex structuresDT2 9.2 Understand and use mechanical systems in their productsDT2 9.3 Understand and use electrical systems in their products DT2 9.4 Apply their understanding of computing to program, monitor and control their products.

Cooking and Nutrition (DT2 10)DT2 10.1 Understand and apply the principles of a healthy and varied dietDT2 10.2 Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniquesDT2 10.3 Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.


Lower Key Stage 2

Diet and Health

Be aware that we all need a balanced and varied diet to grow, be active and maintain health, and that we need to eat more of some foods than others e.g. we all need to eat at least 5 portions of fruit and vegetables every day Recognise that food and water are basic requirements of life. Know that family and friends may eat or avoid certain foods. Be aware that being active and looking after yourself are important for health, e.g. brushing teeth twice a day

Consumer Awareness

Recognise that all food comes from plants or animals. Recognise that food can be grown at home or purchased from local farms and markets, shops and supermarkets. Be able to talk about which foods they like or dislike through tasting sessions. Know that people choose different types of food, based on who they are with, preference, season, time and occasion (including celebrations). Be aware that some foods have labels which provide information to help make a choice.

Cooking (Food Preparation and Handling Skills)

Recognise and taste a range of familiar ingredients, e.g. fruit, vegetables, cereals, dairy, meat, eggs. Name and use a range of basic tools safely, e.g. small knife, chopping board, measuring spoon. Use a range of food preparation skills with supervision, e.g. peeling, slicing, mixing, scooping, grating, spreading. With help prepare a range of healthy recipes safely and hygienically. Recycle food packaging and be careful not to waste food when preparing and cooking.

Food Safety Recognise the importance of preparing and cooking food safely and hygienically, e.g. cleaning up regularly Be able to get ready to cook, e.g. tie back long hair, wash hands, wear an apron. Be aware that food purchased or cooked needs to be stored in different ways to keep it safe, e.g. fridge, freezer.

Upper Key Stage 2

Diet and Health

Make food choices based on the understanding that a healthy diet is made up from a variety and balance of different food and drinks. Be aware of the importance of a healthy and balanced diet, good oral health and being physically active for health and wellbeing. Know that a variety of food is needed in the diet because different foods provide different substances for our health, namely nutrients, water and fibre. Be aware that food needs change and that some people eat or avoid certain foods, e.g. allergy or religious belief.

Consumer Awareness

Research where and how food is produced and sold, e.g. growing food at school/home, visiting a farm. Consider cost when helping to shop for food and cook. Be aware that advertising can influence what they choose to eat. Know that people choose different types of food and that this may be influenced by availability, season, need, cost, minimal packaging, Where the food is produced, culture, religion and peer-‐pressure. Read and make use of the main information on food labels to help make a choice

Cooking (Food Preparation and Handling Skills)

Name, taste and prepare a broader range of ingredients and healthy recipes, accounting for ethnic diversity. Select and use appropriate tools and equipment safely when preparing and cooking food. Demonstrate an increasing range of food preparation skills, e.g. accurate weighing and measuring, kneading. Know how to store, prepare and cook food safely and hygienically. Actively minimise food waste, compost fruit and vegetable peelings and recycle food packaging.

Food Safety Know that food safety means preventing contamination, spoilage and decay when handling and storing food, so that it is safe to eat; Demonstrate good food safety practices when getting ready to store, prepare and cook food e.g. keep raw meats away from other food. Use information on food labels to store food correctly.


DESIGN TECHNOLOGY KEY SKILLSKEY STAGE ONE KEY STAGE TWO

Select tools, techniques and materials for making their product from a range suggested by the teacher

Select appropriate tools and techniques for making their product

Explore the sensory qualities of materials Suggest alternative ways of making their product, if first attempts fail

measure, mark out, cut and shape a range of materials Explore the sensory qualities of materials and how to use materials and processes

Assemble, join and combine materials and components Measure, mark out, cut and shape a range of materials, and assemble, join and combine components and materials accurately

Use simple finishing techniques to improve the appearance of their product, using a range of tools

Use finishing techniques to strengthen and improve the appearance of their product, using a range of equipment including ICT [for example, 'drawing' software or computer-‐aided design (CAD) software and a printer]

Generate ideas by drawing on their own and other people's experiences Follow safe procedures for food safety and hygiene.Develop ideas by shaping materials and putting together components Generate ideas for products after thinking about who will use them and what they

will be used for, using information from a number of sources, including ICT-‐based sources

Talk about their ideas Develop ideas and explain them clearly, putting together a list of what is needed to achieve a design

Plan by suggesting what to do next as their ideas develop Plan what has to be done, suggesting a sequence of actions and alternatives, if needed

Communicate ideas using a variety of methods, including drawing and making models.

Communicate design ideas in different ways as these develop, bearing in mind aesthetic qualities, and the uses and purposes for which the product is intended

Understand about the working characteristics of materials Reflect on the progress of their work as they design and make, identifying ways they could improve their products

Know how mechanisms can be used in different ways. Carry out appropriate tests before making any improvementsFollow safe procedures for food safety and hygiene. Recognise that the quality of a product depends on how well it is made and how

well it meets its intended purpose [socially, economically, environmentally]

Talk about their ideas, saying what they like and dislike Identify how the working characteristics of materials affect the ways they are used

Identify what they could have done differently or how they could improve their work in the future.

Identify how electrical circuits, including those with simple switches, can be used to achieve results that work.


Languages National Curriculum 2014The national curriculum for languages aims to ensure that all pupils:•understand and respond to spoken and written language from a variety of authentic sources•speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation•can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt•discover and develop an appreciation of a range of writing in the language studied.

Key Stage TwoL2 1 Listen attentively to spoken language and show understanding by joining in and responding

L2 2Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

L2 3Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*

L2 4 Speak in sentences, using familiar vocabulary, phrases and basic language structures

L2 5Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*

L2 6 Present ideas and information orally to a range of audiences*L2 7 Read carefully and show understanding of words, phrases and simple writingL2 8 Appreciate stories, songs, poems and rhymes in the language

L2 9Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

L2 10 Write phrases from memory, and adapt these to create new sentences, to express ideas clearlyL2 11 Describe people, places, things and actions orally* and in writing

L2 12Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-‐frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.


Geography National Curriculum 2014The national curriculum for geography aims to ensure that all pupils:§develop contextual knowledge of the location of globally significant places –both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes§understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over timeare competent in the geographical skills needed to:•collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes•interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems •communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Key Stage OneLocational Knowledge (G1 1)

G1 1.1 Name and locate the world’s seven continents and five oceansG1 1.2 Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Place Knowledge (G1 2)

G1 2.1Understand geographical similarities and differences through studying the human and physical geography of a small area of theUnited Kingdom, and of a small area in a contrasting non-‐European country

Human and Physical Geography (G1 3)

G1 3.1Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles

G1 3.2Use basic geographical vocabulary to refer to:key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather, key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Geographical Skills and Fieldwork (G1 4)

G1 4.1Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage

G1 4.2Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map

G1 4.3Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key

G1 4.4Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.


Geography National Curriculum 2014The national curriculum for geography aims to ensure that all pupils:§develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes§understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over timeare competent in the geographical skills needed to:•collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes•interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)•communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Key Stage TwoLocational Knowledge (G2 5)

G2 5.1Llocate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

G2 5.2Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-‐use patterns; and understand how some of these aspects have changed over time

G2 5.3Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Place Knowledge (G2 6)

G2 6.1Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

Human and Physical Geography (G2 7)

G2 7.1

Describe and understand key aspects of:§physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle§human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Geographical Skills and Fieldwork (G2 8)

G2 8.1 Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

G2 8.2Use the eight points of a compass, four and six-‐figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

G2 8.3Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.


GEOGRAPHY KEY SKILLSKEY STAGE ONE KEY STAGE TWO

Ask geographical questions Ask geographical questionsObserve and record Collect and record evidence from primary and secondary sourcesExpress views about people, places and environments Analyse evidence and draw conclusionsCommunicate in different ways Identify and explain different views that people, including themselves, hold about

topical geographical issuesUse geographical vocabulary Communicate in ways appropriate to the task and audienceUse fieldwork skills Use appropriate geographical vocabularyUse globes, maps and plans at a range of scales Use age appropriate fieldwork techniques and instruments.Use secondary sources of information Use atlases and globes, and maps and plans at a range of scalesMake maps and plans Use secondary sources of information, including aerial photographsIdentify and describe what places are like Draw plans and maps at a range of scalesIdentify and describe where places are Use ICT to help in geographical investigationsRecognise how places have become the way they are and how they are changing Use decision-‐making skills

Recognise how places compare with other places Identify and describe what places are likeRecognise how places are linked to other places in the world Identify the location of places and environments studied and other significant

places and environmentsMake observations about where things are located and about other features in the environment

Describe where places are

Recognise changes in physical and human features Explain why places are like they are Recognise changes in the environment Identify how and why places change and how they may change in the futureRecognise how the environment may be improved and sustained Describe and explain how and why places are similar to and different from other

places in the same country and elsewhere in the worldRecognise how places fit within a wider geographical context and are interdependentRecognise and explain patterns made by individual physical and human features in the environmentRecognise some physical and human processes and explain how these can cause changes in places and environmentsRecognise how people can improve the environment or damage it and how decisions about places and environments affect the future quality of people's livesRecognise how and why people may seek to manage environments sustainably, and to identify opportunities for their own involvement


History National Curriculum 2014The national curriculum for history aims to ensure that all pupils:•know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world•know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-‐European societies; achievements and follies of mankind•gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’•understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-‐valid questions and create their own structured accounts, including written narratives and analyses•understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed•gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short-‐ and long-‐term timescales.

Key Stage One

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented

H1 1Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

H1 2 Events beyond living memory that are significant nationally or globally

H1 3

The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods

H1 4 Significant historical events, people and places in their own locality.


History National Curriculum 2014The national curriculum for history aims to ensure that all pupils:•know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world•know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-‐European societies; achievements and follies of mankind•gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’•understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-‐valid questions and create their own structured accounts, including written narratives and analyses•understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed•gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short-‐ and long-‐term timescales.

Key Stage Two

Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.

H2 1 Changes in Britain from the Stone Age to the Iron Age

H2 2 The Roman Empire and its impact on Britain

H2 3 Britain’s settlement by Anglo-‐Saxons and Scots

H2 4 The Viking and Anglo-‐Saxon struggle for the Kingdom of England to the time of Edward the Confessor

H2 5 A local history study

H2 6 A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

H2 7The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China

H2 8 Ancient Greece – a study of Greek life and achievements and their influence on the western world

H2 9A non-‐European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-‐1300.


HISTORY KEY SKILLS

KEY STAGE ONE KEY STAGE TWOPlace events and objects in chronological order Place events, people and changes into correct periods of time

Use common words and phrases relating to the passing of time Use dates and vocabulary relating to the passing of time

Recognise why people did things, why events happened and what happened as a result

Use dates and historical vocabulary to describe the periods studied

Identify differences between ways of life at different times. Research events, people and changes studied from an appropriate range of sources of information, including ICT-‐based sources

Identify the different ways in which the past is represented. Ask and answer questions, and select and record information relevant to the focus of the enquiry.

Recall, select and organise historical information

Communicate knowledge and understanding of history in a variety of ways

Discuss characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past

Discuss social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world

Identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied

Describe and make links between the main events, situations and changes within and across the different periods and societies studied.

Recognise that the past is represented and interpreted in different ways, and to give reasons for this.


Languages National Curriculum 2014The national curriculum for languages aims to ensure that all pupils:•understand and respond to spoken and written language from a variety of authentic sources•speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation•can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt•discover and develop an appreciation of a range of writing in the language studied.

Key Stage TwoL2 1 Listen attentively to spoken language and show understanding by joining in and responding

L2 2Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

L2 3Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*

L2 4 Speak in sentences, using familiar vocabulary, phrases and basic language structures

L2 5Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*

L2 6 Present ideas and information orally to a range of audiences*L2 7 Read carefully and show understanding of words, phrases and simple writingL2 8 Appreciate stories, songs, poems and rhymes in the language

L2 9Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

L2 10 Write phrases from memory, and adapt these to create new sentences, to express ideas clearlyL2 11 Describe people, places, things and actions orally* and in writing

L2 12Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-‐frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.


Music National Curriculum 2014The national curriculum for music aims to ensure that all pupils:•perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians•learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn amusical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence•understand and explore how music is created, produced and communicated, including through the inter-‐related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Key Stage One

M1 1 Use their voices expressively and creatively by singing songs and speaking chants and rhymes

M1 2 Play tuned and untuned instruments musically

M1 3 Listen with concentration and understanding to a range of high-‐quality live and recorded music

M1 4 Experiment with, create, select and combine sounds using the inter-‐related dimensions of music.

Key Stage Two

Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.

M2 1Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

M2 2 Improvise and compose music for a range of purposes using the inter-‐related dimensions of music

M2 3 Listen with attention to detail and recall sounds with increasing aural memoryM2 4 Use and understand staff and other musical notations

M2 5Appreciate and understand a wide range of high-‐quality live and recorded music drawn from different traditions and from great composers and musicians

M2 6 Develop an understanding of the history of music.


MUSIC KEY SKILLS

KEY STAGE ONE KEY STAGE TWOUse their voices expressively by singing songs and speaking chants and rhymes

Sing songs, in unison and two parts, with clear diction, control of pitch, a sense of phrase and musical expression

Play tuned and untuned instruments Play tuned and untuned instruments with control and rhythmic accuracy

Rehearse and perform with others. Practise, rehearse and present performances with an awareness of the audience.

Create musical patterns Improvise, developing rhythmic and melodic material when performing.

Explore, choose and organise sounds and musical ideas. Explore, choose, combine and organise musical ideas within musical structures.

Explore and express their ideas and feelings about music using movement, dance and expressive and musical language

Analyse and compare sounds.

Make improvements to their own work Explore and explain their own ideas and feelings about music using movement, dance, expressive language and musical vocabulary.

Listen with concentration and internalise and recall sounds with increasing aural memory

Improve their own and others' work in relation to its intended effect.

Listen with attention to detail and to internalise and recall sounds with increasing aural memory.

Organise and use the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence within musical structures to communicate different moods and effects

Use music for particular purposes Produce music in different ways and describe through relevant established and invented notations

Recognise and discuss how time and place can influence the way music is created, performed and heard


Y1 Citizen of the World Curriculum MapAutumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Week 1PSHE: New Beginning &Going for Gold (3 days)

Lit MaterialsDiscovery Dogs

Lit History – ToysWhy is the WI more fun than Gragdads old

toys?

Lit Planta Lit Animals AnticsDT: Making Bird

Feeders

Lit ChangesButterflies

Creative Books

Week 2

Litpoetry

HumansThe BodyThe Senses

Links to Poetry Food TechnologyRainbow Wraps

Looking at AnimalsThe Big Hunt

Assessment Week

Week 3

Lit Lit

Assessment Week

Lit Seasonal ChangesWhat flowers can we find during summer

Week 4

Lit Winter Seasonal Changes

History – Magical Mystery Tour

60SBeatles

Lit Plants Geography – ClimatesWhy can’t a meercat live at the North Pole?Visit to Chester Zoo Shine Week

Plus PSHE Changes

Week 5

History -‐ Our Local Area

Lit Assessment Week Lit Spring Seasonal Changes

Lit Printing AnimalsModel animals

Lit ChangesRichie The Ranger

PSHE: Relationships & Getting on & Falling

Out

Week 6

Lit Lit GeographySanta’s Delivery Route

PSHE Good to Be Me (3 days)International week?

Week 7

Week 8

Autumn Seasonal Changes Calderstones Park – Richie’s Aut

Walk

Key: Science Citizen of the World Values Curriculum Literacy


Y2 Citizen of the World Curriculum Map

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2


Lit Festivals and Anniversaries

Lit Use of Everyday Materials

Lit Plants Lit Living things and their habitats

Lit Summer and the Seaside

Week 2

LitAnimals including

humans

DT Healthy Snack

Festivals and Anniversaries

Use of Everyday Materials

Plants Living things and their habitats

Assessment Week

Week 3

Visitor: Tara Kelly Liverpool Food for

Schools

Lit Across the World 7 Continents

Lit Use of Everyday Materials Assessment Week

Lit Living things and their habitats

(trip to Chester zoo)

Summer and the Seaside

Design a beach hut.

Week 4

Lt Across the World 7 Continents

Katie Morag Isle of Struay

Lit Plants Art – Andy Goldsworthy

(trip to Calderstones Park)

Shine WeekPlus PSHE Changes

Week 5

Lit Assessment Week Lit Katie Morag Isle pf Struay

Art – FlowersTrip to Walker Art

Gallery

Lit Compare and Contrast Bangladesh

Lit KS1 Food TechnologyPSHE: Relationships

& Getting on & Falling Out

Week 6

Lit Florence Nightingale and Mary Seacole

Across the world 7 Continents

DT – Model of Isle of Struay

PSHEGood to Be Me (3 days)International week?

Compare and Contrast Bangladesh

KS2 Food Technology

Week 7Florence Nightingale and

Mary SeacoleLit

Week 8Lit

Key: ScienceLearning Challenges

CurriculumValues Curriculum Literacy


Our Lady’s Bishop Eton Long Term Curriculum Map Key Stage Two -‐ Year 3 2015 -‐ 2016



Repo

rts

Romans (HISTORY)Why were the Romans so powerful and what did we learn from

them?

Inform

ation texts

Inform

ation texts

Rainforests(GEOG)

Adventure Stories

Volcanoes(GEOG

Dialogue and Plays

Stone Age(HISTORY)

Descrip

tive Stories

Good to Be Me (3 days)International week

Comp. Unit 3.6 (Maths)

Week 2

Instructions

Animals including humans, our

bodies(SCIENCE)

Why is the rainforest

important to us all?

Why is the Earth angry?

Who first lived in Britain? Light

(SCIENCE)

Week 3

Module 5Amazing bodies

Roman mosaics(ART)

Computing Unit 3.3We are presenters

Assessment Week Assessment Week

Week 4

Instructions

KS2 Food Technology

Plants and Flowers(SCIENCE)

Adventure stories

DTMaking volcanoes

Dialogue and Plays

Computing Unit 3.4

We are network engineers

Letters a

nd Emails

Module 3Can you see me?

Week 5

Poetry

Assessment Week Rocks(SCIENCE)

Computing Unit 3.5We are

communicators PSHE: Relationships & Getting on & Falling

Out

Shape Po

etry

Week 6

Stories familiar setting

Movement in Art(ART)

Myths and

Legen

ds

Forces and Magnets(SCIENCE)

Poetry –Language

Play

Module 2Rock Detectives

Author

Shine Week PSHE Changes

Week 7

Module 4The power of forces

W7 Computing Unit 3.2

We are bug fixers

Week 8

Computing Unit 3.1We are

Programmers

Key: ScienceLearning Challenges


Computing





Stories set in im

aginary worlds Electricity & Sound

(Switched On) (Good Vibrations)

Inform

ation Texts

Rivers and Water Cycle

(ICT – We are Meteorologists)

Recounts

Vikings(Trip to York)

Issues & Dilemma

Distribution Natural Resources Eco

(visit to recycling depot – Kirkby)

Persuasiv

e Letters

Animal Welfare Letters linked to trip

to Zoo

Week 2

Stories from

the Past Anglo Saxons

Britain to the Norman Conquest

Assessment Week

Week 3Re

counts: P

olar

Express

(ICT – We are Musicians)

Poetry: Creating

Images

Assessment Week

Inform

ation Texts

Poetry:

Explorin

g

States of Matter(In A State)

Week 4

Recoun

ts:

New

spapers/Magazine

Christmas CircuitsPlanning, Designing and Researching

Landscapes using water colours

(book artist visit)

Stories from another cu

lture. Viking Jewellery

(ICT – We are Toy Designers)

Living Things & their Habitats

(Trip to Chester Zoo)Shine Week

Plus PSHE Changes

Week 5

Instructions

Assessment Week

Fantasy Stories: Alice

in

Wonderla

nd/ Iro

n Man

Persuasiv

e Texts

Book Art(Human Impact)(Who Am I?)

(ICT – We are Co-‐Authors)

Play Scripts

States of Matter continued PSHE: Relationships

& Getting on & Falling Out

Week 6

Explanatory Texts

Animals Including Humans: Our

Bodies, Teeth and Digestion

Christmas CircuitsMaking and Evaluating

(Christmas Panto Trip)


KS1 Food TechnologySeasonal Smoothies

Week 7(Where Does all The Food Go)

Play scrip

ts

Week 8 S P A G W e e k

Key:Science

(Collins Snap Science)Citizen of the World

CurriculumValues Curriculum Literacy ICT





Lit

Liverpool the Port (Local History Study inc. Slave Trade & Victorian Liverpool)

Lit Forces Lit

Mountains Lit Properties and Changes of Materials

Lit Ancient Greece

Week 2

Lit Living Things and their Habitats

Assessment Week

Week 3

Lit Victorian ArtSilhouettes

Lit

Assessment Week

Lit Ancient Greece

Week 4

Lit

Sudlly House

Earth and Space Lit

IndiaLink to International

Week

Ancient Greece

Greek ArtShine Week

Plus PSHE Changes

Week 5Knowsley Safari

Park

Lit Assessment Week Lit Indian Food Lit Greek Vases Visit to Walker Art

Gallery

Lit KS1 Food Technology


Out

Week 6

Lit Animals, including humans

Liverpool Skyline Van Gogh Starry Night


KS2 Food Technology

Week 7

Lit

Victorian Christmas @ Croxteth?

Week 8

Lit

Key: ScienceCitizen of the World


ArtDT





Lit How could Hitler have convinced a nation

like Germany to follow him?

Lit Electricity Lit Living things and their habitats

Lit How can we re-‐discover the

wonders of Ancient Egypt?

Lit Drama

Week 2

Lit Animals including Humans: Our

Bodies circulation healthy lifestyles

How could Hitler have convinced a

nation like Germany to follow him?

Electricity Living things and their habitats

How can we re-‐discover the

wonders of Ancient Egypt?

Assessment Week

Week 3

Animals including Humans: Our


Lit How could Hitler have convinced a

nation like Germany to follow him?

Lit Electricity

Assessment Week

Lit Egyptian Art

Drama

Week 4



Famous artist Lowry Light Lit Evolution and inheritance

Egyptian ArtShine Week

Plus PSHE Changes

Week 5



Lit Assessment Week Lit Light Evolution and inheritance

Lit DT –water irrigation(shaduf)Research

Lit KS1 Food Technology

Drama/Leavers Books


Out

Week 6

Lit I’m a Year 6 pupil get me out of here!

(Geography)

Lowry (Drawing) Light PSHEGood to Be Me (3 days)International week?

DT –water irrigation(shaduf)

Practical making

KS2 Food Technology

Week 7

I’m a Year 6 pupil get me out of here!

(Geography)

Lit Lowry (Drawing)

Week 8

Lit How could Hitler have convinced a

nation like Germany to follow

him?

Key: Science Topic PSHE Literacy


The most important thing is…

OLBE Curriculum 11th Feb16 - Our Lady's Bishop Eton ·...

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