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Curriculum Overviews

Year 1/2 Overview: Year A

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

(Transition)

Topic Stories with familiar settings (Owl Babies) Celebrations Traditional Tales

through The Jolly Postman

Percy the Park Keeper (Growing) Seaside

(Finding Nemo/Dory)

Authorial study

Julia Donaldson

 

WOW/Visitors Wentworth – Birds of Prey Visit to Apothecary in Rotherham

Church, Mosque

Visit from Postal Service Foster’s Garden Centre, Clifton Park Cleethorpes  
Role Play Woodlands Party-range of celebrations Traditional story setting (to be decided by teacher) Percys hut/garden centre beach Gruffalo-forest and animals he sees
Small World Owl babies Winter scene/Christmas Traditional stories puppets Woodland creatures Seasides past and present Gruffalo small world
British Values Standard 5(1)(a)(i): enable pupils to develop their self-knowledge, self-esteem and self-confidence (P4C discussions) Standard 5(1)(a)(v): assist pupils to acquire an appreciation of and

respect for their own and other cultures in a way that promotes

tolerance and harmony between different cultural traditions

Standard 5(1)(a)(vi): encourage pupils to respect the fundamental

British values of democracy, the rule of law, individual liberty and

mutual respect, and tolerance of those with different faiths and beliefs

Standard 5(1)(a)(iv): principles are promoted which provide pupils

with a broad general knowledge of public institutions and services in England

Standard 5(1)(a)(ii): enable pupils to distinguish right from wrong and to respect the civil and criminal law (link to looking after parks and local area)

 

Standard 5(1)(a)(iii): encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely (link to Red Nose Day and celebrations and/or charity)  
Family Learning Opportunities Leaf owls Making bonfire treats puppets Setting boxes Rainbow fish collages Clay models of characters
Class Read Owl babies Winnie the Witch

Meg & Mog

Room on the broom

 

Range of traditional tales Percy the Park keeper stories Rainbow Fish stories Stick Man

Gruffalo

English Genre Narrative-including Pie Corbett story

Information text- woodland creatures

Recount-trip to Butterfly house

Poetry-poems from around the world-repeating pattern

Non-chronological report-celebrations round the world

Letters-linked to Christmas

Narrative-traditional tale to be decided

Persuasion-linked to persuading a character to do something e.g. Big Bad wolf move out of grandma’s house

Letters-to/from characters-include use of email

Instructions-growing/planting

Diary-Percy the Park keepers diary

Poetry-animals-alliteration

 

 

 

Poetry-riddles-linked to seaside

Persuasion-travel brochures for seaside

Explanation text-adaptations of animals

Narrative-linked to Julia Donaldson books chosen

Biography of Julia Donaldson

Applied Write Narrative-Geog/Science focus-features of autumn included in narrative

Information text-birds of prey-science focus

Recount-special event-R.E focus

Poetry-food from around the world poems-D.T focus

Non-chronological report-information about a different celebration than the covered in English-R.E focus

Letter-a letter from the perspective of a child from a different country discussing a celebration-geography focus

Narrative-features of animal included in narrative-science focus

Persuasion-poster persuading people to join the postal service-history focus

Letter-a letter from a postal worker in the past-history focus

Instructions-how to make a home for an animal-D.T focus

Diary-bean diary-science focus

Poetry-Spring alliteration poems-science/geography focus (seasonal changes)

 

Poetry-living things and their habitats riddles-science focus

Persuasion-persuading people to take care of the local environment-British Values focus

Explanation –the differences between seasides now and in the past

 

 

Narrative-include features of summer in narrative-science/geography focus

Biography of a local author

Theme Writing            
Maths See White Rose Scheme of Learning
Science Animals –including humans Y1

·          identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals including pets)

·         identify and name a variety of common animals that are carnivores, herbivores and omnivores

  Animals including humans-Y2

·          notice that animals, including humans, have offspring which grow into adults

 

·          find out about and describe the basic needs of animals, including humans, for survival (water, food, air)

 

·         describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene

Exploratory unit of light-linked to nocturnal animals

 

Plants-Y1/2

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

 

·          identify and describe the basic structure of a variety of common flowering plants, including trees

 

·          find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

·          observe and describe how seeds and bulbs grow into mature plants

 

Materials (through pirate focus)

 

·          Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

 

Living things and their habitats Y2

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

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

·          identify 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

·         describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food

 
Science ongoing Seasons-collecting data 3 times per season-observations over time

·          observe changes across the four seasons

·          observe and describe weather associated with the seasons and how day length varies

 

Working scientifically

·          asking simple questions and recognising that they can be answered in different ways

·          observe closely, using simple equipment

·          perform simple tests

·          identify and classify

·          gather and recording data to help in answering questions

·          use their observations and ideas to suggest answers to questions

 

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

Non-fiction books created on computers

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

  Programming-roamer/beebot

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

1.3     use logical reasoning to predict the behaviour of simple programs

  Safety and privacy

1.6    use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about material on the internet or other online technologies

 
RE-Rotherham agreed syllabus Myself: who am I? Children think about aspects of identity shown in family, community and choices. They hear some religious stories about who we are, and talk about some beliefs linked to these stories. They discover that some objects are special because they help us answer the question: who am I?

Themes: Story, Symbols, Mysel

Christmas, Diwali

Celebrations: What matters at Christmas? Children learn about the stories, customs, celebrations and beliefs of Christmas, and talk about what matters most in celebrations. They link Christian celebrations of Christmas to celebration in their own lives. Stories that are remembered, music that tells stories, drama which helps to celebrate and many other ways of looking at the festival are useful.

Themes: Celebrations, Symbols

Stories: What stories of Jesus do Christians love to tell? Children learn some stories told about Jesus and stories he told. They think about the meanings of the stories using literacy strategies, and discover how Christians today use these stories – e.g. the Wedding at Cana and Christian weddings.

Themes: Story, Believing, Leaders and Teachers

Stories: What stories about Moses do Jews love to tell? From the baby in the bulrushes, the burning bush, the Passover and Exodus and the ten commandments, children learn to explore Jewish ideas and celebrations through active learning. A wide range of dynamic storytelling methods and role play, hot seating and literacy work make the stories come alive.

Themes: Story, Believing, Belonging

Festivals: how do Jewish people celebrate? Using personal examples such as parties, Red Nose Day and birthdays children develop their understanding of festivals and celebrations to include examples such as Shabbat. Pesach and Hannukah. They explore the stories, customs, foods and gifts associated with the celebrations.

Themes: Celebrations, Symbols

Churches and synagogues: What can we find out? Children discover the uses and designs of holy buildings and how to enquire into them, building their knowledge of worship through visits, models, creative work, visual learning and ICT. They find out who is a leader at a church or a synagogue and how these people help their community. Children look for and identify the meanings in artefacts and symbols found in churches or synagogues.

Themes: Belonging, Leaders and Teachers, Myself

PE See PE overview from Live and Learn Sports
Music Charanga scheme
Art & Design  

 

Hindu art-linked to Diwali- including clay-Diwali pinch and pull candle holders

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.

Bonfire art

 

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

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

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

 

To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination-characters from a range of tales-drawings, paintings and malleable materials

 

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

 

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

 

  To use a range of materials creatively to design and make products-seasides past and present setting boxes –collage materials, clay

 

·          to use a range of materials creatively

·          to design and make products

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

 

 

Illustrators – Art – Axel Scheffler

Colour mixing and clay models

 

To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

 

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

 

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

 

 

DT   Cooking and nutrition-recipes from around the world

2.1    Cooking & Nutrition

DT1/2.1a    use the basic principles of a healthy and varied diet to prepare dishes

DT1/2.1b    understand where food comes from.

  A home for an animal-linked to science

Design, make and evaluate

DT1/1.1    Design

DT1/1.1a    design purposeful, functional, appealing products for themselves and other users based on design criteria

DT1/1.1b    generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

DT1/1.2    Make

DT1/1.2a    select from and use a range of tools and equipment to perform practical tasks

DT1/1.2b    select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

DT1/1.3    Evaluate

DT1/1.3a    explore and evaluate a range of existing products

DT1/1.3b    evaluate their ideas and products against design criteria

Making a boat-linked to science. Test absorbency of materials.

Design, make and evaluate

DT1/1.1    Design

DT1/1.1a    design purposeful, functional, appealing products for themselves and other users based on design criteria

DT1/1.1b    generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

DT1/1.2    Make

DT1/1.2a    select from and use a range of tools and equipment to perform practical tasks

DT1/1.2b    select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

DT1/1.3    Evaluate

DT1/1.3a    explore and evaluate a range of existing products

DT1/1.3b    evaluate their ideas and products against design criteria

 
History     Changes beyond living memory-history of the postal service

1.2    events beyond living memory that are significant nationally or globally

  Sea sides in the past/present

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

The lives of significant individuals in the past who have contributed to national and international achievements.-link to biography of Julia Donaldson

Local authors –Significant historical events, people and places in their own locality.

1.3    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

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

Geography Name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas

place knowledge-compare and contrast-forests in different places

 

Location Knowledge 1b    name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas

Place Knowledge

Ge1/1.2a    understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

 

 

Geographical skills and field work-world maps/atlases/globes

Celebrations in different countries

1.4    Geographical Skills and Fieldwork

 

Ge1/1.4a    use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage

 

  Geographical skills and field work-school and local area of park. Making simple maps –key human and physical features

 

Human and Physical Geography

1.3b    use 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

1.4    Geographical Skills and Fieldwork

1.4c    use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key

1.4d     use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

 

Maps – oceans, where are the sea sides?

Oceans and continents

Location Knowledge Ge1/1.1a    name and locate the world’s 7 continents and 5 oceans

 

 
Geography ongoing- Human and Physical Geography

Ge1/1.3a    identify seasonal and daily weather patterns in the United Kingdom – identify seasonal and daily weather patterns in the United Kingdom-linked to science

PSHCE/P4C Follow PSHCE/P4C Scheme

 

Year 1/2 Overview: Year B

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

(Transition)

Topic Gruffalo Castles through traditional tales (FROZEN) Great fire of London Mini beasts

(A bugs life)

Toy Story

(Dinosaurs/Space)

Super heroes

Including real life e.g. police, fire service etc

English A range of narrative, poetry and non-fiction genres to be covered.
Maths White Rose SOL
Science Animals including humans-(y1/2 covered in detail previous year)

identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals including pets)

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

notice that animals, including humans, have offspring which grow into adults

find out about and describe the basic needs of animals, including humans, for survival (water, food, air)

describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene

 

Everyday materials (y1)

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

 

compare and group together a variety of everyday materials on the basis of their simple physical properties

 

describe the simple physical properties of a variety of everyday materials

 

identify and compare the uses of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

 

Uses of everyday materials (Y2)

Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

 

 

 

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

 

Living things and their habitats (Y2)

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

 

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

identify 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

 

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

Exploratory unit-forces Exploratory unit-sound
Science on-going Seasons collecting data 3 times per season-observation over time

·          observe changes across the four seasons

·          observe and describe weather associated with the seasons and how day length varies

Working scientifically on-going

·          asking simple questions and recognising that they can be answered in different ways

·          observe closely, using simple equipment

·          perform simple tests

·          identify and classify

·          gather and recording data to help in answering questions

·          use their observations and ideas to suggest answers to questions

 

ICT use technology purposefully to create, organise, store, manipulate and retrieve digital content-information books/powerpoints/digital photographs

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

  Safety and privacy

1.6    use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about material on the internet or other online technologies

Common uses of technology beyond school

1.5    recognise common uses of information technology beyond school

 

Create a simple program

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

1.2      create and debug simple programs

 
RE-Rotherham Agreed Syllabus Belonging to a Community: where do Jews and Christians belong? Where do I belong? Children learn about how family life shows that people belong to a religion, and make links to their own family life. They explore community with different examples

Themes: Belonging, Myself

How do we say thank you for our beautiful world? Children learn about Creation stories and the questions they answer, exploring the world of nature. They learn about harvest celebrations, and about being thankful by looking after the earth.

Themes: Story, Celebrations

Being fair: stories of Jesus that make you think: From stories about the Good Samaritan (was that fair?), the Prodigal Son (was that fair?)and the crucifixion, children consider fairness and its meanings

Themes: Story, leaders and teachers

Symbols: what do the symbols of Easter mean to Christians? Children learn the stories of the last days of Jesus life and about the contemporary celebrations of Holy week, Good Friday and Easter. They think about the symbols of the Cross, eggs, new life, exploring Easter prayer, music, art and artefacts

Themes: Symbols, celebrations, believing

Leaders and teachers: Children reflect on stories from the lives of people who inspire because of their faith e.g. Saint Paul, Mother Teresa. They learn about a week in the life of a vicar and a week in the life of a Rabbi, as ‘people who help us.’ They explore: Who is inspiring to me? Who do I follow?

Themes: leaders and teachers, myself

Questions about God: Where could we look for the answers? Using open ended thinking, holy writings, and stories of leaders and teachers, children raise and talk about questions about God for themselves. Stories of Adam and Eve, Noah, Jacob and Joseph are good examples, shared by Jews and Christians

Themes: believing, myself

PE See PE overview and live and learn coaches
Music Charanga-music scheme
Art & Design  

animals and prints/patterns-use of drawing/painting and malleable materials

 

to use a range of materials creatively

 

to design and make products

 

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

 

   

pencil sketching of houses-past and present

 

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

 

  Space pictures-painting techniques-work of other artists

Pencil sketching and shading-characters from toy story

 

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

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

 

 
DT-where possible include a link to science-a product for a purpose   Construction and structures – castles

Technical knowledge-build structures , exploring how they can be made stronger, stiffer and more stable

Technical Knowledge

DT1/1.4a    build structures, exploring how they can be made stronger, stiffer and more stable

DT1/1.4b    explore and use mechanisms, in their products.

 

Construction and structures – houses

Technical knowledge-build structures , exploring how they can be made stronger, stiffer and more stable

Technical Knowledge

DT1/1.4a    build structures, exploring how they can be made stronger, stiffer and more stable

DT1/1.4b    explore and use mechanisms, in their products.

 

A home for a pet, snail or worm-linked to science

design/make/evaluate

DT1/1.1    Design

DT1/1.1a    design purposeful, functional, appealing products for themselves and other users based on design criteria

DT1/1.1b    generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

DT1/1.2    Make

DT1/1.2a    select from and use a range of tools and equipment to perform practical tasks

DT1/1.2b    select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

DT1/1.3    Evaluate

DT1/1.3a    explore and evaluate a range of existing products

DT1/1.3b    evaluate their ideas and products against design criteria

A car that will travel a long way-design and make functional products-linked to science

design/make/evaluate

DT1/1.1    Design

DT1/1.1a    design purposeful, functional, appealing products for themselves and other users based on design criteria

DT1/1.1b    generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

DT1/1.2    Make

DT1/1.2a    select from and use a range of tools and equipment to perform practical tasks

DT1/1.2b    select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

DT1/1.3    Evaluate

DT1/1.3a    explore and evaluate a range of existing products

DT1/1.3b    evaluate their ideas and products against design criteria

 

A musical instrument from recycled materials-linked to science

design/make/evaluate

DT1/1.1    Design

DT1/1.1a    design purposeful, functional, appealing products for themselves and other users based on design criteria

DT1/1.1b    generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

DT1/1.2    Make

DT1/1.2a    select from and use a range of tools and equipment to perform practical tasks

DT1/1.2b    select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

DT1/1.3    Evaluate

DT1/1.3a    explore and evaluate a range of existing products

DT1/1.3b    evaluate their ideas and products against design criteria

History   Battle of Hastings/ castles through the ages-lives of individuals in the past (beyond living memory)

1.3       events beyond living memory that are significant nationally or globally

1.3    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

History or houses/fire service-events beyond living memory

1.2    events beyond living memory that are significant nationally or globally

  Old/new toys-changes within living memory

Lives of significant individuals from the past-Neil Armstrong

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

1.3    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

Lives of significant others-Florence Nightingale

1.3    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

Geography Place knowledge-compare a forest in U.K to a rain forest similarities and differences

Place Knowledge

Ge1/1.2a    understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

 

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

Human and Physical Geography

Ge1/1.3a    identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles

 

London – capital city of UK

Areas in UK-location and place knowledge

Location Knowledge 1b    name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas

 

use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.-where minibeasts were located

Human and Physical Geography

1.3b    use 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

 

1.4    Geographical Skills and Fieldwork

1.4d     use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

 

 

    

  Geographical and fieldwork skills-making map/use of simple compass directions-use of maps for emergency services

1.4    Geographical Skills and Fieldwork

1.4b    use simple compass directions (North, South, East and West) and locational and directional language to describe the location of features and routes on a map

 

1.4    Geographical Skills and Fieldwork

1.4c    use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key

 

Geography ongoing Identify seasonal and daily weather patterns in the United Kingdom-linked to science

Human and Physical Geography – Ge1/1.3a    identify seasonal and daily weather patterns in the United Kingdom

Trips Herringthorpe woods-links to forest school Connisborogh castle Local fire station Austerfield centre Clifton museum  
PSHCE See PSHCE/P4C half termly plan
P4C See PSHCE/P4C half termly plan

Year 3/4 Overview: Year A

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

(Transition)

Topic The Romans

(I am warrior)

Chocolate Potions

 

Misty Mountains Mighty Metals

 

Authorial study

Roald Dahl

WOW/Visitors In school Roman Day with visitor/Clifton Park Chocolate making day Mad Science (day) Castleton underground caves Magna Roald Dahl character day
Role Play Caesars Palace Sweet Shop – linked to Maths:

Weights and measures

Addition and Subtraction

Money

Shapes (shapes of sweets)

Fractions

Potions Shop

Mixtures to create potions

Mountain scene Different magnets and questions Roald Dahl writing shed
Small World Roman soldiers Hot Chocolate Sensory Bin (Marshmallows, Whisks, cocoa beans, spoons, cups) Recipe Cards Papier Mache models of mountains Steel objects Roald Dahl characters
SMSC/British Values Standard 5(1)(a)(vi): encourage pupils to respect the fundamental

British values of democracy, the rule of law, individual liberty and

mutual respect, and tolerance of those with different faiths and beliefs (link to invasions)

Standard 5(1)(a)(iii): encourage pupils to accept responsibility for their

behaviour, show initiative and understand how they can contribute

positively to the lives of those living and working in the locality in

which the school is situated and to society more widely (Free Trade – PSHE)

Standard 5(1)(a)(i): enable pupils to develop their self-knowledge, self-esteem

and self-confidence (P4C Discussions)

Standard 5(1)(a)(iii): encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely (P4C) Standard 5(1)(a)(v): assist pupils to acquire an appreciation of and

respect for their own and other cultures in a way that promotes

tolerance and harmony between different cultural traditions (link to work on Rotherham)

 

Standard 5(1)(a)(iv): principles are promoted which….provide pupils

with a broad general knowledge of public institutions and services in England (steel industry)

Family Learning Opportunities Roman artefacts Cooking – creating a chocolate bar Create a potion Community nature scavenge Create a robot Roald Dahl day
Class Novel Roman Myths and legends

 

Charlie and the Chocolate Factory George’s marvellous medicine

 

Narnia: The Lion, The witch and The Wardrobe Iron Giant Roald Dahl’s Dirty Beasts

 

English Genre Traditional narrative

Information leaflets

Diary

Persuasive leaflet (2 weeks)

Non-Chronological Reports (2 weeks)

Adventure narrative (2 weeks)

Fantasy narrative

Explanation text

Recipe

Information leaflets

Books about animals

Play script

Fantasy narrative

Explanation texts

Sci-fi narrative

Journalistic writing

 

Poetry

Fantasy narrative

Poster

Applied Write Traditional narrative

Story of a Roman soldier

Information leaflets

The Roman empire

Diary

Diary of a Roman soldier

Persuasive Poster/Advert- Advert for chocolate bar made in Art/DT

Non- Chron Report on Chocolate (History of Chocolate, Journey of the Cocoa Bean, Successful Chocolate bars linked to DT research)

Adventure Narrative (Based on Charlie and the Chocolate Factory)

Fantasy narrative

Creating a magical potion

Recipe

How to make a potion

Explanation text

Different types of potion

 

Information leaflets

Mountains of the world

Books about animals

Animals that survive in harsh conditions

Play script

Meeting between childe and mythical creature

Fantasy narrative

Introduction to mythical creature

 

Explanation texts

Robots

Sci-fi narrative

Adventure of Iron Giant

Journalistic writing

Sighting of the Iron Giant

Poetry

Animal poetry

Fantasy narrative

Narrative featuring mystery beast

Poster

Poster of Roald Dahl characters

Maths Place Value

Addition and Subtraction

Multiplication and Division

Multiplication and Division

Fractions and decimals

 

Length and Perimeter

Time

Shape

Volume and Capacity (Year 3)

Co-ordinates (Year 4)

Statistics

Science Plants

Bulb planting

·          identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers ]

·          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

·          investigate the way in which water is transported within plants

·          explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

Working Scientifically Experiment: Melting Chocolate (linked to making chocolate bars)

See ‘Science Ongoing’

Y3/4 Animals Including Humans:

Nutrition of Chocolate

Y3 – 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

The effect of chocolate and sugary foods on the body

Y4-describe the simple functions of the basic parts of the digestive system in humans

Y4-identify the different types of teeth in humans and their simple functions

Light

·          recognise that they need light in order to see things and that dark is the absence of light

·          notice that light is reflected from surfaces

·          recognise that light from the sun can be dangerous and that there are ways to protect their eyes

·          recognise that shadows are formed when the light from a light source is blocked by a solid object

·          find patterns in the way that the size of shadows change.

 

 

Living things and their habitats

·          recognise that living things can be grouped in a variety of ways

·          explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment

·          recognise that environments can change and that this can sometimes pose dangers to living things.

 

Magnets & forces

·          compare how things move on different surfaces

·          notice that some forces need contact between 2 objects, but magnetic forces can act at a distance

·          observe how magnets attract or repel each other and attract some materials and not others

·          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

·          describe magnets as having 2 poles

·          predict whether 2 magnets will attract or repel each other, depending on which poles are facing.

 

Science ongoing ·          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.

·         using straightforward scientific evidence to answer questions or to support their findings.

Computing Basic computer skills

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

Excel Spreadsheets

Collect information and analyse the cost of chocolate bars (link to maths and DT)

KS2: select, use and combine a variety of software (including internet services) on a range of

digital devices to design and create a range of programs, systems and content that

accomplish given goals, including collecting, analysing, evaluating and presenting data

and information

Scratch

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

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

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

 

Stop Motion Animation

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

Presentation software

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

E-safety (Think u know)

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

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

RE- ·         symbols and religious expression: how religious and spiritual ideas are expressed

 

·         religion and the individual: what is expected of a person in following a religion or belief

 

·         beliefs in action in the world: how religions and beliefs respond to global issues of human rights, fairness, social justice and the importance of the environment

 

RE -ongoing ·         describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others

·         describe the variety of practices and ways of life in religions and understand how these stem from, and are closely connected with, beliefs and teachings

·         identify and begin to describe the similarities and differences within and between religions

·         investigate the significance of religion in the local, national and global communities

·         consider the meaning of a range of forms of religious expression, understand why they are important in religion and note links between them

·         describe and begin to understand religious and other responses to ultimate and ethical questions

·         use specialist vocabulary in communicating their knowledge and understanding

·         use and interpret information about religions from a range of sources

·         reflect on what it means to belong to a faith community, communicating their own and others’ responses

·         respond to the challenges of commitment both in their own lives and within religious traditions, recognising how commitment to a religion is shown in a variety of ways

·         discuss their own and others’ views of religious truth and belief, expressing their own ideas

·         reflect on ideas of right and wrong and their own and others’ responses to them

·         reflect on sources of inspiration in their own and others’ lives.

PE Hockey & Basketball

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

·         play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

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

Indoor athletics

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

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

Gymnastics

·         develop flexibility, strength, technique, control and balance

 

Tag Rugby

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

·         play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

Zumba

·         develop flexibility, strength, technique, control and balance

·         perform dances using a range of movement patterns

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

Tennis

·         play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

Orienteering

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

Tri Golf

·         play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

SAQ

·         develop flexibility, strength, technique, control and balance

 

Cricket

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

Rounders

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

 

Music African Drums

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

Music of the Mayan Civilisation

·         develop an understanding of the history of music

X-mas Performance

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

Music of the 20th century

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

Music of the Mountains

·         improvise and compose music for a range of purposes using the interrelated dimensions of music listen with attention to detail and recall sounds with increasing aural memory

Steel Drums

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

 
Languages Speaking

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

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

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

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

Reading & Comprehension

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

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

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

Writing

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

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

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

Art Roman Mosaics

·          to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

 

Pop Art – linked to chocolate bar wrappers https://www.pinterest.com/pin/121104677453165389/

Design a chocolate bar wrapper using a similar technique.

LKS2: to improve their mastery of art and design techniques, including drawing, painting and

sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

LKS2: about great artists, architects and designers in history.

 

Creating stencils and light sensitive paper work

·          to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

 

Modelling – plastic clay and recycled materials.

·          to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

 

Pastel work inspired by the Iron Giant.

·          to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

 

Quentin Blake / Roald Dahl inspired work –Pen and ink, water colour.

·         about great artists, architects and designers in history.

DT Roman Mangonel Chariots

·         select from and use a wider range of tools and equipment to perform practical tasks accurately

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

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

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

Design, make and evaluate a new chocolate bar

KS2:

Design

 design purposeful, functional, appealing products for themselves and other users

based on design criteria

 generate, develop, model and communicate their ideas through talking, drawing,

templates, mock-ups and, where appropriate, information and communication

technology

Make

 select from and use a range of tools and equipment to perform practical tasks [for

example, cutting, shaping, joining and finishing]

 select from and use a wide range of materials and components, including construction

materials, textiles and ingredients, according to their characteristics

Evaluate

 explore and evaluate a range of existing products

 evaluate their ideas and products against design criteria

Making our own potions – what will they do? Task wheel to design potion – link with creative writing

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

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

  Magnet game design.

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

·          understand and use mechanical systems in their products

·          understand and use electrical systems in their products

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

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

 

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

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

·         the Roman empire and its impact on Britain

Mayan Civilisation (Links to chocolate)

http://www.twinkl.co.uk/resources/ks2-history-ancient-mayans

KS2: a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan

civilization c. AD 900; Benin (West Africa) c. AD 900-1300.

British Heritage

·         an aspect of local history

  History of metals –

·         changes in Britain from the Stone Age to the Iron Age

 
Geography Map-work

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

Track the Chocolate Journey: ‘From Bean to Bar’ http://www.papapaa.org/#

KS2

Human and physical geography

 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

 use maps, atlases, globes and digital/computer mapping to locate countries and

describe features studied

 

Minerals/Rocks

·         describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

Observation of geographical features

·         describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

·         use 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.

Natural resources

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

·          use 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.

Map-work

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

PSHCE/P4C Discrete: see P4C/PSHCE Curriculum

Year 3/4 Overview: Year B

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

(Transition)

Topic Tremors Raiders and Traders Flow Stone Age

 

Blue Abyss Sporting heroes
WOW/Visitors Videos of earthquakes from around the world How to train your dragon DVD Trip – Padley Gorge Clifton Museum Aquarium Local sportsman
Role Play Rocks & soils Market place Water cycle Stonehenge Underwater scene Olympic stadium
Small World Village after earthquake (rocks and soils) Toy dragons Water table Sticks and stones (Stone age materials) Fish toys Pictures of sportsman/women
SMSC/British Values Standard 5(1)(a)(vi): encourage pupils to respect the fundamental

British values of democracy, the rule of law, individual liberty and

mutual respect, and tolerance of those with different faiths and beliefs (link to invasions)

Standard 5(1)(a)(iii): encourage pupils to accept responsibility for their

behaviour, show initiative and understand how they can contribute

positively to the lives of those living and working in the locality in

which the school is situated and to society more widely (Free Trade – PSHE)

Standard 5(1)(a)(i): enable pupils to develop their self-knowledge, self-esteem

and self-confidence (P4C Discussions)

Standard 5(1)(a)(iii): encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely (P4C) Standard 5(1)(a)(v): assist pupils to acquire an appreciation of and

respect for their own and other cultures in a way that promotes

tolerance and harmony between different cultural traditions (link to work on Rotherham)

 

Standard 5(1)(a)(iv): principles are promoted which….provide pupils

with a broad general knowledge of public institutions and services in England (steel industry)

Family Learning Opportunities Earthquake videos Create a helmet for a raider Why is water important? Make Stone Age weapons (hammers) Design a sea creature Researching sportsmen
Class Novel Earthquake Terror The Reluctant Dragon All the Water in the World Stig of the Dump Way down deep in the Deep Blue Sea The Football Boy Wonder
English Genre Diary entry

Letters

Adventure narrative

Diary

Information leaflet

Traditional narrative

Scientific write up

Discussion

Poetry

Diary

Historical narrative

Persuasive letter

Magazine article

Poetry

Adventure narrative

Biography

Encyclopaedia entry

 

Applied Write Diary entry

Diary of a survivor of an earthquake

Letters

Missing letters from earthquake zones

Adventure narrative

Escaping an earthquake

Diary

Diary of a Viking raider

Information leaflet

Viking traditions

Traditional narrative

Narrative of a Viking god

Scientific write up

The water cycle

Discussion

Uses for water on the Earth

Poetry

Shape poetry

Diary

The day I found Stig

Historical narrative

What did Stig go before he was found?

Persuasive letter

Letter to councillor about Stig

Magazine article

The wonders under the sea

Poetry

Colours under the sea

Adventure narrative

Diving on the Great Barrier Reef

Biography

Biography of a sportsman

Encyclopaedia entry

World of disability sports

 

Maths Place Value

Addition and Subtraction

Multiplication and Division

 

 

Multiplication and Division

Fractions and decimals

 

Length and Perimeter

Time

Shape

Volume and Capacity (Year 3)

Co-ordinates (Year 4)

Statistics

Science Rocks

·          compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

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

·          recognise that soils are made from rocks and organic matter.

 

Sound

·          identify how sounds are made, associating some of them with something vibrating

·          recognise that vibrations from sounds travel through a medium to the ear

·          find patterns between the pitch of a sound and features of the object that produced it

·          find patterns between the volume of a sound and the strength of the vibrations that produced it.

·          recognise that sounds get fainter as the distance from the sound source increases

States of matter

·          compare and group materials together, according to whether they are solids, liquids or gases

·          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)

·          identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

 

Animals, including humans (digestion)

·          describe the simple functions of the basic parts of the digestive system in humans

·          identify the different types of teeth in humans and their simple functions

·          construct and interpret a variety of food chains, identifying producers, predators and prey.

·          identify that humans and some other animals have skeletons and muscles for support, protection and movement.

 

Electricity

·          identify common appliances that run on electricity

·          construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers

·          identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery

·          recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit

·          recognise some common conductors and insulators, and associate metals with being good conductors.

 

Science ongoing ·         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.

·         using straightforward scientific evidence to answer questions or to support their findings.

Computing Anti-bullying week

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

 

use a storyboard to edit a sequence of digital pictures or video eg change sequence, add transitions, effects, and sound

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

Researching Water Cycle

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

  With support, be able to create a simple presentation or digital film

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

Researching Local Sportsmen

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

RE- ·         religion, family and community: how religious families and communities practise their faith, and the contributions this makes to local life ·         inspirational people: figures from whom believers find inspiration

 

·         teachings and authority: what sacred texts and other sources say about God, the world and human life
RE – ongoing •           describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others

•           describe the variety of practices and ways of life in religions and understand how these stem from, and are closely connected with, beliefs and teachings

•           identify and begin to describe the similarities and differences within and between religions

•           investigate the significance of religion in the local, national and global communities

•           consider the meaning of a range of forms of religious expression, understand why they are important in religion and note links between them

•           describe and begin to understand religious and other responses to ultimate and ethical questions

•           use specialist vocabulary in communicating their knowledge and understanding

•           use and interpret information about religions from a range of sources

•           reflect on what it means to belong to a faith community, communicating their own and others’ responses

•           respond to the challenges of commitment both in their own lives and within religious traditions, recognising how commitment to a religion is shown in a variety of ways

•           discuss their own and others’ views of religious truth and belief, expressing their own ideas

•           reflect on ideas of right and wrong and their own and others’ responses to them

•           reflect on sources of inspiration in their own and others’ lives.

 

PE Hockey & Basketball

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

·         play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

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

Indoor athletics

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

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

Gymnastics

·         develop flexibility, strength, technique, control and balance

 

Tag Rugby

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

·         play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

Zumba

·         develop flexibility, strength, technique, control and balance

·         perform dances using a range of movement patterns

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

Tennis

·         play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

Orienteering

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

Tri Golf

·         play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

SAQ

·         develop flexibility, strength, technique, control and balance

 

Cricket

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

Rounders

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

 

Music African Drums

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

 

 

Viking Music

·         develop an understanding of the history of music.

·         improvise and compose music for a range of purposes using the interrelated dimensions of music

X-mas Performance

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

Water Music (Handl)

·          use and understand staff and other musical notations appreciate and

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

 

 

Stone Age Music

·         develop an understanding of the history of music.

·         improvise and compose music for a range of purposes using the interrelated dimensions of music

 

 

 

 

 

 

 

 

 

Languages Speaking

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

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

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

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

Reading & Comprehension

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

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

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

Writing

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

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

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

Art & Design   Chinese art (Dragons)

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

·          to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

·          about great artists, architects and designers in history.

 

Monet’s waterlilies

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

·         to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

·         about great artists, architects and designers in history.

Creating cave paintings

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

·          to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

·         about great artists, architects and designers in history.

   
DT Create a model volcano

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

·         select from and use a wider range of tools and equipment to perform practical tasks accurately

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

Creating Viking weaponry

·          select from and use a wider range of tools and equipment to perform practical tasks accurately

·          select from and use a wider range of materials and components, including construction materials, textiles and ingredients,

Create a water cycle model

·          select from and use a wider range of tools and equipment to perform practical tasks accurately

·          select from and use a wider range of materials and components, including construction materials, textiles and ingredients,

Creating a ‘Henge’

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

·          understand and use mechanical systems in their products

 

   
History   Vikings

·         the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor

  Stone age to Iron age

·         changes in Britain from the Stone Age to the Iron Age

  Sporting Events

·         Divide recent history into present, using 21st century, and the past using 19th and 20th centuries.

·         Names and places dates of significant events from past on a timeline.

 

 

Geography Volcanoes & earthquakes

·         describe and understand key aspects of: Physical geography including key topographical features (inc hills, mountains, coasts, rivers) and land patterns; and understand how some of these aspects have changed over time.

 

Journey of the Vikings

·         locate the worlds countries, using maps to focus on Europe (inc the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries and other major cities.

 

Rivers

·         name and locate countries and cities of the UK, geographical regions and their identifying human and physical characteristics, key topographical features (in hills, mountains, coasts and rivers) and land-use patterns; and understand how some of these aspects have changed over time.

  Seas and Oceans  
PSHCE/P4C Discrete: see P4C/PSHCE Curriculum

Year 5/6 Overview: Year A

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

(Transition)

Topic Traditional tales (Literacy) Fight for your Rights

(History)

Travelling through Space (Science) Islands and Oceans (Geography) Saxons and Scots (History) Romeo and Juliet (Literacy)
WOW/Visitors Trip to the woods Talking museum

Clips from ‘Long Walk to Freedom’

National space centre Visit to the coast Anglo Saxon visitor

Film – Brave

Trip to the theatre/ theatre company coming in
Role Play Gingerbread house Prison Cell Space Rocket/Time machine Desert Island Anglo-Saxon style hut Stage
Small World Characters from Hansel and Gretel Sequencing activity from Journey to Jo’burg Various heroes and villains from Doctor who Island with figures Anglo=Saxon settlement Characters from Romeo and Juliet
British Values Standard 5(1)(a)(vi): encourage pupils to respect the fundamental

British values of democracy, the rule of law, individual liberty and

mutual respect, and tolerance of those with different faiths and beliefs

 

Standard 5(1)(a)(iii): encourage pupils to accept responsibility for their

behaviour, show initiative and understand how they can contribute

positively to the lives of those living and working in the locality in which the school is situated and to society more widely

Standard 5(1)(a)(i): enable pupils to develop their self-knowledge, self-esteem and self-confidence Standard 5(1)(a)(v): assist pupils to acquire an appreciation of and

respect for their own and other cultures in a way that promotes

tolerance and harmony between different cultural traditions

Standard 5(1)(a)(ii): enable pupils to distinguish right from wrong and

to respect the civil and criminal law

 
Family Learning Opportunities   Research historical figure Create an alien for defeat Dr Who Create a fantasy island Create Saxon tools  
Class Read Hansel and Gretel Journey to Jo’Burg Doctor Who novels (Various) Kensuke’s Kingdom Beowulf Romeo and Juliet
English Genre Diary

Newspaper reports

Instructions

Fantasy narrative

Discussion

Biography

Letter

Poetry

Narrative

Explanation

Sci-fi narrative

Recount

Poetry

Adventure stories

Instructions

Tour guide

 

Diary

Narrative

 

Play scripts

Persuasion letter

Newspaper reports

Applied Write Diary – diary from perspective of the father

Newspaper report – report of missing child

Instructions – how to make a snack for Hansel and Gretel

Fantasy Narrative – rewrite story as a thriller

Discussion – Segregation

Biography – biography of their life

Letter –

Letter from Nelson Mandela to president

Poetry – segregation

Narrative – based on Journey to Jo’burg

Explanation – How the TARDIS works

Sci-fi Narrative – travelling through space

Recount – a day on a new planet

Poetry – description of oceans

Adventure story – lost on the island

Instructions – How to make a shelter

Tour guide – based on WOW trip

 

Diary – diary of a Saxon

Legend narrative – based on Ethelheda (Iron Lady)

Play script –

Modern day version

Persuasive letter – persuasion from Juliet’s mother

Newspaper reports – death of young love

Maths Place Value

Four operations

Prime Numbers

Statistics

Fractions

Decimals

Percentages

Algebra

Angles and Shapes

Position and Direction

Converting units

Area and Perimeter

Volume

Fractions, decimals and percentages (Year 5)

Four Operations (Year 5)

Consolidation (Year 6)

Science Living things and their habitats

·          describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

·          describe the life process of reproduction in some plants and animals.

Properties and changes of materials

·          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

·          know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution  use knowledge of solids, liquids and gases to

·          decide how mixtures might be separated, including through filtering, sieving and evaporating

·          give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic demonstrate that dissolving, mixing and changes of state are reversible changes

·          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 & Space

·          describe the movement of the Earth, and other planets, relative to the Sun in the solar system

·          describe the movement of the Moon relative to the Earth

·          describe the Sun, Earth and Moon as approximately spherical bodies

·          use the idea of the Earth’s rotation to explain day and night, and the apparent movement of the sun across the sky.

Forces

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

·          identify the effects of air resistance, water resistance and friction, that act between moving surfaces

·          recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect

Animals including humans

·          describe the changes as humans develop to old age.

 

Science (Ongoing) ·         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

·         recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs

·         using test results to make predictions to set up further comparative and fair tests

·         using simple models to describe scientific ideas

·         reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of 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.

Computing Digital Maps

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

Crucial Crew (Year 6)

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

 

Movie maker

(Biography through film)

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

Research of Planets

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

Microsoft PowerPoint

(non-chron with hyperlinks to be used in guided reading)

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

  Designing Programs

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

RE- ·          religion, family and community: how religious

families and communities practise their faith, and the contributions this makes to local life

·          inspirational people: figures from whom believers find inspiration ·          the journey of life and death: why some occasions are sacred to believers, and what people think about life after death
RE ongoing ·          describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others

·          describe the variety of practices and ways of life in religions and understand how these stem from, and are closely connected with, beliefs and teachings

·          identify and begin to describe the similarities and differences within and between religions

·          investigate the significance of religion in the local, national and global communities

·          consider the meaning of a range of forms of religious expression, understand why they are important in religion and note links between them

·          describe and begin to understand religious and other responses to ultimate and ethical questions

·          use specialist vocabulary in communicating their knowledge and understanding

·          use and interpret information about religions from a range of sources

·          reflect on what it means to belong to a faith community, communicating their own and others’ responses

·          respond to the challenges of commitment both in their own lives and within religious traditions, recognising how commitment to a religion is shown in a variety of ways

·          discuss their own and others’ views of religious truth and belief, expressing their own ideas

·          reflect on ideas of right and wrong and their own and others’ responses to them

·          reflect on sources of inspiration in their own and others’ lives.

Modern Foreign Language Speaking

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

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

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

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

Reading & Comprehension

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

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

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

Writing

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

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

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

PE Football & Basketball

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

·         play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

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

Gymnastics

·         develop flexibility, strength, technique, control and balance

Indoor Athletics

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

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

 

Tag Rugby

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

·         play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

Dance

·         develop flexibility, strength, technique, control and balance

·         perform dances using a range of movement patterns

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

Hockey

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

·         play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

Tennis

·         play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

Rounders

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

Orienteering

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

Tri golf

·         play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

Cricket

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

·         play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

Music Rock Music

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

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

X-mas Performance

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

Musical Journey through the Solar system (Debussy, Holst)

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

·          improvise and compose music for a range of purposes using the interrelated dimensions of music

Sounds of the Ocean

·         improvise and compose music for a range of purposes using the interrelated dimensions of music

 

Saxon music to present

·         develop an understanding of the history of music.

Leavers Performance

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

Art   Pencil/charcoal portraits of inspirational characters

·         improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

  Paint/water colours

Based on ‘The great wave off Kanagawa’

·         to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

Artist study – Saxon art

·         learn about great artists, architects and designers in history.

Clay sculpture

·         to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

DT Making gingerbread houses

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

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

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

·          cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet

·          become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]

·          understand the source, seasonality and characteristics of a broad range of ingredients

  Design and make a new time travelling machine including electrical systems

·          understand and use mechanical systems in their products

·          understand and use electrical systems in their products

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

 

Design and build a boat to leave the island

·          select from and use a wider range of tools and equipment to perform practical tasks accurately

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

 

Design Saxon jewellery

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

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

·         select from and use a wider range of tools and equipment to perform practical tasks accurately

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

·         investigate and analyse a range of existing products

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

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

History   Black History

·         taught about a non-European society that provides contrasts with British history

    Saxon Settlements

·         Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor

 
Geography Map work

Settlements

·          Create a new ‘village’ to keep safe from witches use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

·          use the 8 points of a compass, 4 and 6-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

Where is South Africa?

·         identify the position and

significance of

latitude, longitude, Equator, Northern

Hemisphere, Southern

Hemisphere, the

Tropics of Cancer

and Capricorn,

Arctic and

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

Comparing Possible Planets

·         understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America

Islands & Oceans

·          describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

Creating a settlement

·         describe and understand key aspects of 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

 
PSHCE/P4C Follow PSHCE/P4C Scheme

 

Year 5/6 Overview: Year B

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

(Transition)

Topic World War (History) Mythical Creatures

(History)

Predators (Science) Egyptians (History) Witchcraft & Wizardry

(Literacy)

Super Heroes

(Literacy)

WOW/Visitors Museum/Eden Camp Videos of Mythical creatures Yorkshire Wildlife Park Museum Grimm’s Apothecary Super hero day
Role Play Bomb shelter and propaganda posters Trees

Coats

Miniature zoo Pyramid/Temple Harry Potter (Great Hall) Costume shop
Small World Artefacts from WW2 Story cards Toy animals Artefacts Potions/wands Comics
British Values Standard 5(1)(a)(iii): encourage pupils to accept responsibility for their

behaviour, show initiative and understand how they can contribute

positively to the lives of those living and working in the locality in which the school is situated and to society more widely

 

 

 

Standard 5(1)(a)(i): enable pupils to develop their self-knowledge, self-esteem and self-confidence Standard 5(1)(a)(v): assist pupils to acquire an appreciation of and

respect for their own and other cultures in a way that promotes

tolerance and harmony between different cultural traditions

Standard 5(1)(a)(ii): enable pupils to distinguish right from wrong and

to respect the civil and criminal law

Standard 5(1)(a)(vi): encourage pupils to respect the fundamental

British values of democracy, the rule of law, individual liberty and

mutual respect, and tolerance of those with different faiths and beliefs

 

 
Family Learning Opportunities Day as a evacuee Design a mythical creature Animals safari day Create Egyptian jewellery Designing a house crest for Hogwarts Drawing designs of super-heroes
Class Read Goodnight Mr Tom Prince Caspian

Lion, Witch and the Wardrobe

Roald Dahl’s Dirty Beasts Awesome Egyptians Harry Potter Novels Grade School Super Hero
English Genre Newspaper Report

Diary

Historical Narrative

Character description

Narrative

Encyclopaedia Entry

Non-chronological Report

Poetry

Historical narrative

Report

Diary

Instructions

Narrative

Play script

Newspaper Report

Fact-file

Cartoon Strip

Fantasy narrative

Applied Write Newspaper Report –

Outbreak of war

Diary – recount of a child in a bomb shelter

Historical narrative – the out-break of WW2.

Character description –

Description of mythical beast.

Mythical narrative   – Short story (Mythical beast)

Encyclopaedia Entry – mythical creature

Non-chronological Factfile – animal study

Poetry- animals poetry

Narrative – Fable

Historical Narrative – Story of a slave

Report – history of the pyramids

Diary – diary of a slave in ancient Egypt

Instructions – how to create a spell

Mystery narrative – Fantastic beasts

Play script – New JK Rowling book

Newspaper Report – a new superhero

Fact-file – superhero

Cartoon – sidekick

Fantasy Narrative – new superhero

Maths Place Value

Four operations

Prime Numbers

Statistics

Fractions

Decimals

Percentages

Algebra

Angles and Shapes

Position and Direction

Converting units

Area and Perimeter

Volume

Fractions, decimals and percentages (Year 5)

Four Operations (Year 5)

Consolidation (Year 6)

Science Electricity

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

·          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

·          use recognised symbols when representing a simple circuit in a diagram.

 

Evolution

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

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

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

Living things and their environments

·          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

·          give reasons for classifying plants and animals based on specific characteristics.

 

Light

·          recognise that light appears to travel in straight lines 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 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 use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

Animals including humans

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

·          recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

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

 

Science (Ongoing) ·         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

·         recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs

·         using test results to make predictions to set up further comparative and fair tests

·         using simple models to describe scientific ideas

·         reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of 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.

Computing Research project

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

Electricity

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

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

 

Digital Diaries

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

Crucial Crew (Year 6)

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

 

Power point (non-chronological report)

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

  Movie Maker

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

Photo editing

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

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

RE ·         teachings and authority: what sacred texts and other sources say about God, the world and human life ·         beliefs and questions: how people’s beliefs about God, the world and others impact on their lives ·         worship, pilgrimage and sacred places: where, how and why people worship, including at particular sites
RE- ongoing •describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others

•describe the variety of practices and ways of life in religions and understand how these stem from, and are closely connected with, beliefs and teachings

•identify and begin to describe the similarities and differences within and between religions

•investigate the significance of religion in the local, national and global communities

•consider the meaning of a range of forms of religious expression, understand why they are important in religion and note links between them

•describe and begin to understand religious and other responses to ultimate and ethical questions

•use specialist vocabulary in communicating their knowledge and understanding

•use and interpret information about religions from a range of sources

•reflect on what it means to belong to a faith community, communicating their own and others’ responses

respond to the challenges of commitment both in their own lives and within religious traditions, recognising how commitment to a religion is shown in a variety of ways

•discuss their own and others’ views of religious truth and belief, expressing their own ideas

•reflect on ideas of right and wrong and their own and others’ responses to them reflect on sources of inspiration in their own and others’ lives.

Modern Foreign Language Speaking

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

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

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

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

Reading & Comprehension

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

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

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

Writing

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

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

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

PE Football & Basketball

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

·         play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

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

Gymnastics

·         develop flexibility, strength, technique, control and balance

Indoor Athletics

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

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

 

Tag Rugby

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

·         play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

Dance

·         develop flexibility, strength, technique, control and balance

·         perform dances using a range of movement patterns

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

Hockey

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

·         play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

Tennis

·         play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

Rounders

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

Orienteering

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

Tri golf

·         play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

Cricket

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

·         play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

Music Wartime music

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

·         use and understand staff and other musical notations

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

·         develop an understanding of the history of music.

X-mas Performance

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

Carnival of the animals

·         improvise and compose music for a range of purposes using the interrelated dimensions of music

Egyptian Music

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

John Williams – Composer

·         improvise and compose music for a range of purposes using the interrelated dimensions of music

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

Leavers Performance

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

Art & Design Artist study – Henry Moore

·          to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

·          about great artists, architects and designers in history.

Greek Pottery

·          to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

Animals Printing

·          to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

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

 

Egyptians Hieroglyphs

·          to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

  Pop Art (Andy Warhol)

·          to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

·          about great artists, architects and designers in history.

DT Create bomb shelter

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

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

·          select from and use a wider range of tools and equipment to perform practical tasks accurately

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

·          understand and use electrical systems in their products

    Creating Egyptian amulets

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

·          select from and use a wider range of tools and equipment to perform practical tasks accurately

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

 

Pop-up Wizardry books

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

·          select from and use a wider range of tools and equipment to perform practical tasks accurately

 

Designing super hero costumes

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

·          select from and use a wider range of tools and equipment to perform practical tasks accurately

 

History World War 2

·          Pupils should be taught a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

Greeks

·          Pupils should be taught a study of Greek life and achievements and their influence on the western world

  Egyptians

·          Pupils should be taught about the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared

   
Geography World Geography

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

  Continents of the World

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

North African

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

Geographical Features

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

 
PSHCE/P4C Follow PSHCE/P4C Scheme