· 2 table of contents our vision statement
TRANSCRIPT
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Smithy Street
Primary School
Teaching and Learning Handbook
September 2015
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Table of Contents Our Vision statement: ................................................................................................................................................................................................................................................. 6
Our School Values: ...................................................................................................................................................................................................................................................... 6
Approaches to Teaching and Learning in Smithy Street ............................................................................................................................................................................................. 7
General approach in all subjects: ................................................................................................................................................................................................................................ 7
English ......................................................................................................................................................................................................................................................................... 8
Mathematics ............................................................................................................................................................................................................................................................. 10
Topic work ................................................................................................................................................................................................................................................................. 13
Science ...................................................................................................................................................................................................................................................................... 15
Guidelines for PSHE planning .................................................................................................................................................................................................................................... 17
PSHE planning pro forma .......................................................................................................................................................................................................................................... 19
Religious Education & Collective Worship ................................................................................................................................................................................................................ 20
Music ......................................................................................................................................................................................................................................................................... 23
ICT………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 28
Overview of supplementary schemes of work we use: ............................................................................................................................................................................................ 30
Presentation expectations and guidance on sharing and celebrating work: displays, working walls, class assemblies, exit point celebrations, sharing work with parents ....... 31
Approaches to yearly planning ................................................................................................................................................................................................................................. 33
Approaches to termly planning ................................................................................................................................................................................................................................ 35
Approaches to planning a unit .................................................................................................................................................................................................................................. 36
The use of Smartboards and PowerPoints ................................................................................................................................................................................................................ 37
Time allocation and guidance per subject ................................................................................................................................................................................................................ 38
Unit plan Pro-formas: ................................................................................................................................................................................................................................................ 40
Literacy and Numeracy ............................................................................................................................................................................................................................................. 40
Topic .......................................................................................................................................................................................................................................................................... 41
Year 1 Curriculum ...................................................................................................................................................................................................................................................... 42
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Yearly overview of all Learning Objectives ............................................................................................................................................................................................................... 42
Year 1 Termly Overview of Learning Objectives ....................................................................................................................................................................................................... 69
Autumn ..................................................................................................................................................................................................................................................................... 69
Spring ........................................................................................................................................................................................................................................................................ 71
Summer ..................................................................................................................................................................................................................................................................... 73
Termly Topic Map Year 1 ........................................................................................................................................................................................................................................ 75
Autumn ..................................................................................................................................................................................................................................................................... 75
Spring ........................................................................................................................................................................................................................................................................ 77
Summer ..................................................................................................................................................................................................................................................................... 79
Year 2 Curriculum ...................................................................................................................................................................................................................................................... 81
Yearly overview of all Learning Objectives ............................................................................................................................................................................................................... 81
Year 2 Termly Overview of Learning Objectives ..................................................................................................................................................................................................... 107
Autumn ................................................................................................................................................................................................................................................................... 107
Spring ...................................................................................................................................................................................................................................................................... 110
Summer ................................................................................................................................................................................................................................................................... 112
Termly Topic Map Year 2 ...................................................................................................................................................................................................................................... 114
Autumn ................................................................................................................................................................................................................................................................... 114
Spring ...................................................................................................................................................................................................................................................................... 116
Summer ................................................................................................................................................................................................................................................................... 118
Year 3 Curriculum .................................................................................................................................................................................................................................................... 120
Yearly overview of all Learning Objectives ............................................................................................................................................................................................................. 120
Year 3 Termly Overview of Learning Objectives ..................................................................................................................................................................................................... 153
Autumn ................................................................................................................................................................................................................................................................... 153
Spring ...................................................................................................................................................................................................................................................................... 156
Summer ................................................................................................................................................................................................................................................................... 158
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Termly Topic Map Year 3 ...................................................................................................................................................................................................................................... 160
Autumn ................................................................................................................................................................................................................................................................... 160
Spring ...................................................................................................................................................................................................................................................................... 162
Summer ................................................................................................................................................................................................................................................................... 164
Year 4 Curriculum .................................................................................................................................................................................................................................................... 166
Yearly overview of all Learning Objectives ............................................................................................................................................................................................................. 166
Year 4 Termly Overview of Learning Objectives ..................................................................................................................................................................................................... 200
Autumn ................................................................................................................................................................................................................................................................... 200
Spring ...................................................................................................................................................................................................................................................................... 203
Summer ................................................................................................................................................................................................................................................................... 205
Termly Topic Map Year 4 ...................................................................................................................................................................................................................................... 207
Autumn ................................................................................................................................................................................................................................................................... 207
Spring ...................................................................................................................................................................................................................................................................... 209
Summer ................................................................................................................................................................................................................................................................... 211
Year 5 Curriculum .................................................................................................................................................................................................................................................... 213
Yearly overview of all Learning Objectives ............................................................................................................................................................................................................. 213
Year 5 Termly overview of Learning objectives ...................................................................................................................................................................................................... 247
Autumn ................................................................................................................................................................................................................................................................... 247
Spring ...................................................................................................................................................................................................................................................................... 250
Summer ................................................................................................................................................................................................................................................................... 252
Termly Topic Map Year 5 ...................................................................................................................................................................................................................................... 254
Autumn ................................................................................................................................................................................................................................................................... 254
Spring ...................................................................................................................................................................................................................................................................... 256
Summer ................................................................................................................................................................................................................................................................... 258
Year 6 Curriculum .................................................................................................................................................................................................................................................... 260
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Yearly overview of all Learning Objectives ............................................................................................................................................................................................................. 260
Year 6 Termly overview of Learning objectives ...................................................................................................................................................................................................... 293
Autumn ................................................................................................................................................................................................................................................................... 293
Spring ...................................................................................................................................................................................................................................................................... 296
Summer ................................................................................................................................................................................................................................................................... 298
Termly Topic Map Year 6 ...................................................................................................................................................................................................................................... 300
Autumn ................................................................................................................................................................................................................................................................... 300
Spring ...................................................................................................................................................................................................................................................................... 302
Summer ................................................................................................................................................................................................................................................................... 304
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Our Vision statement: At Smithy Street you will:
Become a positive, creative thinker and resourceful problem solver.
See yourself as a global citizen with a responsibility to help create a better future for yourself and others.
Be adaptable and have the skills to be a successful life-long learner in an ever changing world.
Be confident and able to challenge yourself to be the best that you can be.
Understand your own emotions and show kindness, empathy and tolerance towards others.
Be aware of your own cultural heritage and respect those of others.
Belong to a caring community where everyone enjoys learning together and celebrating success.
Our School Values: Respect
Care
Responsibility
Positive Attitude
Collaboration
Honesty
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Approaches to Teaching and Learning in Smithy Street
General approach in all subjects:
We aim to develop children’s interpersonal and collaborative skills. We want them to have frequent opportunities to work
together and learn from each other in pairs and groups. This will means that children will have opportunities to work in ability
groups as well as mixed ability groups.
We want all children to feel included. This means we take their individual learning needs in to account, and ensure that each
child is supported to be successful in each lesson.
We offer a suitable range of resources to support children’s learning. This includes visual (images/ video clips), auditory and
kinaesthetic (hands-on/ practical) resources.
We want our children to be excited by learning, and will try to find ways of teaching them that acknowledge their interests.
We aim to place learning in a real life context where possible, giving children a real purpose to learn, makes learning more
relevant to them and encourages them to try their best. This means we will often take our children on trips.
We aim to teach children in a cross- curricular way, enabling them to apply skills in different contexts and make links and
connections between areas of learning. This also enables us to place learning in a (real-life) context
We want our children to be active learners, so we make our teaching interactive and encourage children to ask and answer
questions, and challenge themselves and others.
We want our children to be reflective learners, so we give them lots of feedback, both verbally and though our marking. We aim
to involve children in self and peer assessment too.
We want to make full use to the local resources London has to offer, such as museums, music venues, parks and rivers.
We want our children to develop an appreciation for The Arts. We encourage them to take part in musical and artistic activities,
as part of the curriculum, as well as offering them extra- curricular opportunities. This may involve children missing some
regular lessons to take part in additional activities.
We want our children to develop a love for sports. We will enable them to take part in sporting events and competitions, as part
of the regular curriculum, as well as extra-curricular activities. This may involve children missing some regular lessons to take
part in additional activities.
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English
How we structure a unit of work All the objectives and units for our literacy work are based on the suggested Tower Hamlets curriculum. For the majority of our units we follow the suggested texts and teaching sequences from the CLPE’s Power of Reading project. We extend some of the units to include non-fiction work. Other units which are not drawn from the Power of Reading are structured according to the phases outlined by the Tower Hamlets literacy team. Wherever possible links are made with other subject areas to provide real life contexts and opportunities for reading and writing across the curriculum.
The termly topic maps
These set out the units/ texts that are to be taught each term in each year group.
Literacy Unit plans
These documents give details of all the learning objectives and the teaching sequence for each unit. The literacy unit plans are kept in the Planning folder- Unit Plans- Literacy. Frequent techniques we use
Bookmaking
Literature circles
Book-based reading games
Readers theatre
Diagrams and comparison charts
Make puppets
Make a PowerPoint book
Writing in role
‘Tell me’ booktalk
Debate and argument
Drawing, annotating and mapping
Visual approaches
Drama and role play
Reading aloud
Storytelling
Reading journals/ working walls
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Shared writing
Why we have decided we teach this subject in this way and how is this benefitting our children The Power of Reading, which is part of our whole school approach to the literacy curriculum, engages teachers and children in the literacy curriculum through using high quality whole texts and proven teaching approaches. It draws on the CLPE’s highly regarded classroom-based research and experience working in schools. It fosters an English curriculum that is creative, engaging and develops a love of literacy for all involved.
In PoR project schools children in all year groups have made nearly twice national expected progress in reading and writing. In the project schools the increased rate of progress for boys has narrowed the attainment gap between boys and girls. Project data shows children are also developing more positive attitudes to reading.
In our school we believe teachers’ deeper knowledge of children’s books, combined with innovative teaching approaches, increases children’s enjoyment of reading and writing and raises achievement.
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Mathematics
How we structure a unit of work The content for our mathematics units of work is taken from National Curriculum 2014.
Planning
The termly overview maps
Each year group has a termly overview grid which outlines the strand of maths to be taught each week.
Mathematics Medium Term Unit Plans
Each year group has a set of three termly plans. Each termly plan gives a breakdown of the objectives to be taught each week. Each year group also has a separate document, ‘Mental maths objectives for each year group’, outlining mental maths objectives which need to be practised throughout the year. These plans are kept in the Planning folder- Unit Plans- Mathematics.
Weekly plans
Weekly plans should be completed using the template found in the teaching and learning handbook.
Key Supporting Documents
Smithy Street Calculations Policy
This policy contains the key pencil and paper procedures that will be taught within our school. It has been written to ensure consistency and progression throughout the school and reflects a whole school agreement. Hard copies of the policy are in each class and a copy is stored in the Whole School Maths folder on the server.
Progression through sub-levels
This document supports teachers in making sublevel judgements from levels 1 to 5. It will be reviewed when new assessment arrangements are announced by government. This can be found in the Maths 14-15 folder.
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Frequent techniques we use An emphasis on Mental Calculation
Mental calculation strategies We are aiming for children to be confident, flexible and secure with a wide range of mental calculation strategies. These are taught throughout the key stages.
Recall of Key Facts The recall of multiplication and division facts, number bonds, doubles and halves and FDP equivalences is an essential part of maths learning that is on-going throughout the year. A structure for this is ‘The Mighty Multipliers’ programme which gives a hierarchy of learning and provides a system of rewarding the children as they master their times tables and number bonds. The details of this programme are stored in the Whole School Maths folder on the server
Maths Starters We use the 5 – 10 minutes at the start of the lesson to revisit and practise mental strategies and recall of number facts so that children become and remain fluent in all areas of mental calculation It does not have to be of the same strand of maths learning as the main lesson.
The use of models, images and practical resources Number lines and arrays are used to develop secure understanding of the four number operations. Visual images and hands-on practical resources are also frequently used to provide additional support. The use of learning walls will support children as they progress through a unit of work and re-visit previously learning content. Problem solving and investigating Problem solving and investigative activities should be integrated into daily lessons as much as possible to develop a deeper understanding of mathematical concepts and reasoning skills. Often, activities that include the use of practical equipment such as dice or digit cards help the children to achieve well. When practical activities are carried out by children, this should be recorded in their books with the learning Intention and steps to success, alongside a note or photo of the activity undertaken. Cross- curricular links and a real life context Links between maths and other areas of the curriculum should be made were possible in a unit of work. Obvious links can be made in measuring and data handling activities within science but creative links with literacy, I.C.T and other non- core subjects can enhance the learning in each of the linked subject areas. Where possible, the learning should be placed in a real life context.
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Why we have decided we teach this subject in this way and how is this benefitting our children We recognise that children work best using a range of visual, kinaesthetic and auditory strategies (VAK strategies), depending on the type of learner they are. Through encouraging reasoning, problem solving and investigating we believe children will build resilience and creativity in their learning and applying of maths. Providing children with a real life context and making cross curricular links results in them to be more engaged and motivated. We teach in these ways as they are the most effective ways of children becoming confident and secure mathematicians, by deepening and enriching their understanding of mathematical concepts.
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Topic work
How we structure a unit of work Teachers plan for a hook, an entry level activity to get children engaged
Prior knowledge is determined through a knowledge harvest (what I know/what I think I know/what I want to know) giving children the opportunity to ask and answer questions and initiating child-led learning. This is recorded in their books and referred back to when evaluating what they know at the end of the unit/topic (evaluation)
Lots of research and practical opportunities are planned for if there is not a sound foundation knowledge base at the start of a unit
Cross-curricular learning opportunities and all opportunities for reading, writing and integrating ICT ensure that children get to regularly apply knowledge and skills
Objectives show a progression of knowledge and skills. These can be mapped out on the learning wall to visually display the learning journey.
Key vocabulary and visuals ensure that EAL have better access to learning activities
Key open questions are used to direct talk and assess understanding Teacher ensure coverage of key learning skills in plans: information processing, reasoning, research, enquiry, creative thinking, evaluation, self-awareness, managing feelings, motivation, evaluation, self-awareness, motivation, empathy, social skills, communication, application of number, working with others, improving learning and problem solving. Frequent techniques we use
Real life experiences Trips, workshops, drama, research opportunities Each topic should be launched with an entry level activity, something that immerses them in the topic. At this point, there is also a focus on key vocabulary that will be used throughout the topic.
Knowledge harvest A session dedicated to what children know, what they think they know and what they would like to know. Reflecting on what they’d like to know is vital as we want to encourage children to have some ownership in the direction of learning.
Learning journey The learning wall is used to display the knowledge harvest, key vocabulary and the main objectives to be covered in that subject/s. This gives them a visual ‘big picture’, an idea of the end goal, what they are working towards.
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Research Children are given opportunities to use a variety of sources to gain knowledge about a particular subject.
Collaboration Constructive talk is valuable when fostering a learning culture in class. Speaking and listening is fostered by regular talk partner opportunities, debate, drama, sharing of information, question and answer sessions etc. Learning is not the only positive outcome, children develop their communication skills & social skills through the following; enquiry, resilience, morality, thoughtfulness, cooperation, respect and adaptability.
Evaluation The end of a unit is a time to reflect on what they enjoyed/didn’t enjoy about the topic. It also allows them to compare to what they said they knew at the start of the topic and what they now know (add to knowledge harvest). If there is still more they would like to know, they can explain how they plan to find out more about the topic in the future.
Exit point Children decide what they have enjoyed or excelled at the most to share with other classes/parents. This gives them the opportunity to reflect & present their learning further consolidating what they have learnt. Children get to present their learning to a variety of audiences; this can include parallel classes, cross phase or key stage and phase assemblies.
Why we have decided we teach this subject in this way and how is this benefitting our children Subjects are taught practically, whilst planning for every possible opportunity for cross-curricular teaching. Plans highlight not only the progression in subject knowledge and skills, but key skills like collaboration, enquiry etc. Speaking and listening activities will also be made explicit and are central to sound curriculum planning. This approach also ensures consistency throughout the school. Resources, especially those locally sourced, will ensure learning is made exciting and ‘real’. As a result, children are engaged, become curious and start asking questions and directing the learning. The ownership of learning challenges children to think critically and want to learn more; planning must allow some flexibility to take this into account.
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Science
How we structure a unit of work The content for our science units of work has been taken from the National Curriculum. Learning objectives have been made up from the Focus Education Scheme of Work
The Termly Topic maps
These set out the topics that are to be taught each term in each year group in each term.
Science Termly Learning Objectives
The Teaching and Learning Handbook specifies which Learning Objectives are to be taught in each
year group in each unit of work
Some teachers like to refer to the old QCA Scheme of work to help them plan a sequence of lessons
Frequent techniques we use Year groups plan their unit starting with a ‘hook’ into the topic to provide context. These hooks allow for a context to be applied to the learning and it also allows for an engaging opening for the children to investigate and question. In science we value investigative lessons, and therefore each lesson is required to include objectives related to this. The majority of the lessons in a unit plan will be practical to develop children’s investigative skills and develops their understanding of a range of experiments. We aim to use practical resources, and want children have’ hands-on’ experiences. The application of ICT is encouraged and opportunities should be utilised when they arise
Why we have decided we teach this subject in this way and
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how is this benefitting our children Children need a range of investigative experiences to learn and consolidate. In order to be successful, children need to be engaged in their learning. Providing them with a real life context, or ‘hook’, will enable them to do this.
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Guidelines for PSHE planning
All plans are saved in the relevant year group folder.
Use the topic map to identify the unit to be taught.
Look through the unit and choose a range of lessons from each section to be taught.
Use the planning template to plan the unit.
Plan 30 minute lessons using Cambridge scheme of work based on discussion/ role play/ whole class recording/ story.
Links can be made with Tuesday’s class assemblies e.g. if there is a theme on safety the teacher could read a story/ introduce the topic on Tuesday and extend discussion/ thinking in the follow up 30 min lesson.
No requirement for recorded LI (share with class orally). However if teachers wanted to record it could be stuck in the back of R.E. books.
Class responses can be saved on smartboard/ flip board paper and stuck into a PSHE ‘journal’ (scrapbook?) as evidence (dated).
Pupil voice & short half termly evaluation will also be used as evidence of pupil progress.
Key Topics to be covered by all year groups:
Anti-bullying – teach curriculum first two weeks after October half term in preparation for anti-bullying week
SRE – called Growing and Changing taught during the second Summer half term
Coram life – drug/ health education in addition to curriculum coverage (usually arranged for Spring 2)
Financial capability
Citizenship - Diversity/ communities/ identity (school behaviour policy)
Links:
Computing- E Safety
Literacy – books
Science & P.E. – being healthy/ SRE/ medicines
D&T – food unit – link to healthy eating
Maths – financial capability
Geography – localities / citizenship
R.E. – families, spirituality, emotional literacy
ART & Music – expression
School behaviour policy
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School Values – respect, care, responsibility, collaboration, positivity, honesty
Assemblies
Workshops
School council
Healthy lunches
Transition –(home – school, new year group, moving to a new school
New arrivals
Buddy systems
Playground friends
Children in need
Red nose day
Charities
Year group – specific
Chinwag – year 3 anti-racism
Assemblies
Anti-bullying
PSHE topic – phase group Tuesday assemblies
Tolerance
School values
Healthy eating Taking responsibility
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PSHE planning pro forma
PSHE Unit:_____________________________________________________ No. of weeks:______ Year group___________ Class ________________
week Date Learning Objectives AFL: S2S Lesson Activities
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2
3
4
5
6
7
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Evaluation What went well? What progress did the children make?
What would you change? Any difficulties or challenges?
Next Steps What needs further reinforcement?
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Religious Education & Collective Worship In accordance with the legal requirements, all primary children must study the six main world religions: Buddhism; Christianity; Hinduism; Islam;
Judaism and Sikhism. At Smithy Street School we follow the accredited Tower Hamlets Agreed Syllabus Religious Education policy which ensures
comprehensive coverage of all the above faiths. To ensure a well-rounded and exciting curriculum, teachers organise visits to different of
places of worship or encourage faith leaders and people of different faiths to come in.
Religious festivals are celebrated throughout the year and the foyer is decorated to include and educate the whole community.
The school is also required by law to ensure that each day an act of worship that is broadly or wholly Christian takes place, and we follow
guidance from Tower Hamlets Standing Advisory Council on Religious Education (SACRE). Each day the children assemble to celebrate good
work, share good news and talk about recent events. Assemblies incorporate religious and non-religious stories which have underlying caring
message. If the assemblies are not RE based, they will have a PSHE (personal, social & health education) focus. Our aim is that the assemblies
are appropriate for all children, but parents have the right to withdraw their child from religious education and collective worship if they wish.
Additionally, the following allows for a comprehensive RE experience:
Development of social skills -from a child's earliest experience in school, we encourage a pattern of behaviour which is considerate of each
other's well-being and possessions. Teaching can arise spontaneously from day to day events. This is also approached through our core values
of responsibility, respect, care, positivity, honesty and collaboration.
Moral Education - we build harmony in the school with an emphasis on right and wrong. This is not only done through PSHE, but through
discussion, writing, drama, music and creative art. We use fairy tales, legends, stories and artefacts from a multitude of faiths and cultures.
Faiths - we aim to develop an understanding of different faiths as we hope the children will take this understanding with them so that they can
live and work harmoniously in their diverse community. This is also underpinned by teaching British values across the curriculum – tolerance,
respect, liberty, rule of law and democracy.
RE topic coverage 2015 – 2016
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RE Curriculum map
Year
Autumn
Spring
Summer
Foundation Stage Stories and celebrations- what
happens to Christians at
Christmas
Stories and Easter – what
happens to Christmas at Easter
What do Muslims do at the
Mosque?
Year 1
Celebrations that matter –
different religious
festivals/welcoming a baby etc.
How do we show we care? Who says thank you?
Thanksgiving in Christian and
Hindu life and worship.
Year 2
What we can learn from visiting
sacred places? (Temple,
Church, synagogue, mosque)
Symbols of faith Christianity and Islam
Celebrations
Year 3
Believing in Tower Hamlets: What
different beliefs can we find in
our area?
Learning from Islam: Keeping 5
Pillars: what difference does it
make?
Does a beautiful world mean
there is a wonderful God?
Creation stories (Christian,
Jewish)
Year 4
What do some different people
believe about God? (Christians
and Muslims )
The Journey of life and death:
What do Muslims and Hindus
believe?
Leaders and followers: How are
the Christian and Jewish families
led?
Year 5
Worship and Festivities: How and
why do Hindus celebrate Diwali?
How and why do Muslims and
Jews pray?
Sikh belief and practice: What is
it like to be a Sikh?
Year 6 Beliefs and actions in the world.
Can Christian Aid and Islamic
Relief change the world?
Buddhist ways of life and ideas.
What does it mean to follow the
Buddha?
Expressing my spiritual life: How
can we express what we
believe? Christian and Muslim
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The minimum number of religions and beliefs and recommended coverage to be studied as
follows:
Foundation
Stage/Reception
Christianity and Islam and religious experiences
represented in the class or school
KS1
Christianity, Islam, Judaism and religious experience
represented in the class or school plus a secular world view, where appropriate
KS2
Christianity, Islam, Judaism, Hinduism, Buddhism and
Sikhism. The syllabus guidance recommends the teaching
of Christianity and Islam across the key stage, Hindu
dharma and Judaism in Years 3-4, and Buddhism and
Sikhism in Years 5-6 plus a secular world view where appropriate
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Music Topic Map Year 1 and 2 Music
Autumn Term
Subject Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14
Music Music/ Singing Assemblies: Musical elements: Duration and Dynamics. Song themes: Nursery rhymes, traditional songs and Autumn songs Thames music lessons (alternate half terms)
Music/Singing Assemblies: Listening to music from a range of different times. Listen to musicians playing and talking about their instruments live and ask questions. Song themes: Autumn and Christmas songs Thames music lessons (alternate half terms)
Spring Term
Subject Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14
Music Music/Singing Assemblies: Musical elements: Tempo, Timbre and Texture. Song themes: People that help us, action songs Thames music lessons (alternate half terms)
Music/Singing Assemblies: Listening to music: modern music from a range of units Listen to musicians playing and talking about their instruments live and ask questions Song themes: Spring and Easter songs Thames music lessons (alternate half terms)
Summer Term
Subject Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14
Music/Singing Assemblies: Musical elements: Pitch and Structure Song themes: Traditional songs, nursery rhymes, rounds Thames music lessons (alternate half terms)
Music/Singing Assemblies: Listening to music: from a range of countries and cultures Listen to musicians playing and talking about their instruments live and ask questions Song themes: Cultural songs, action songs and summer songs Thames music lessons (alternate half terms)
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Topic Map Year 3 Music
Autumn Term
Subject Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14
Music Music/ Singing Assemblies: Musical elements: Duration and Dynamics. Song themes: Rounds, Harmonies, Autumn songs, Traditional songs Thames Music lessons: Recorders
Music/Singing Assemblies: Listening to music from a range of different times. Listen to musicians playing and talking about their instruments live and ask questions. Song themes: Christmas songs, Pop and modern songs, Historical songs Thames Music lessons: Recorders
Spring Term
Subject Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14
Music Music/Singing Assemblies: Musical elements: Tempo, Timbre and Texture. Song themes: Rounds, Harmonies, Foreign language songs, Cultural songs, Songs from musicals Thames Music lessons: Recorders
Music/Singing Assemblies: Listening to music: modern music from a range of units Listen to musicians playing and talking about their instruments live and ask questions Song themes: Songs from musicals, Traditional songs, Songs with a religious base Thames Music lessons: Recorders
Summer Term
Subject Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14
Music/Singing Assemblies: Musical elements: Pitch and Structure Song themes: Rounds, Harmonies, Pop and Modern songs Thames Music lessons: Recorders
Music/Singing Assemblies: Listening to music: from a range of countries and cultures Listen to musicians playing and talking about their instruments live and ask questions Song themes: Cultural songs, Foreign language songs, Summer songs Thames Music lessons: Recorders
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Topic Map Year 4 Music
Autumn Term
Subject Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14
Music Music/ Singing Assemblies: Musical elements: Duration and Dynamics. Song themes: Rounds, Harmonies, Autumn songs, Traditional songs
Music/Singing Assemblies: Listening to music from a range of different times. Listen to musicians playing and talking about their instruments live and ask questions. Song themes: Christmas songs, Pop and modern songs, Historical songs
Spring Term
Subject Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14
Music Music/Singing Assemblies: Musical elements: Tempo, Timbre and Texture. Song themes: Rounds, Harmonies, Foreign language songs, Cultural songs, Songs from musicals
Music/Singing Assemblies: Listening to music: modern music from a range of units Listen to musicians playing and talking about their instruments live and ask questions Song themes: Songs from musicals, Traditional songs, Songs with a religious base
Summer Term
Subject Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14
Music/Singing Assemblies: Musical elements: Pitch and Structure Song themes: Rounds, Harmonies, Pop and Modern songs
Music/Singing Assemblies: Listening to music: from a range of countries and cultures Listen to musicians playing and talking about their instruments live and ask questions Song themes: Cultural songs, Foreign language songs, Summer songs
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Topic Map Year 5 Music
Autumn Term
Subject Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14
Music Music/ Singing Assemblies: Musical elements: Duration and Dynamics. Song themes: Rounds, Harmonies, Autumn songs, Traditional songs
Music/Singing Assemblies: Listening to music from a range of different times. Listen to musicians playing and talking about their instruments live and ask questions. Song themes: Christmas songs, Pop and modern songs, Historical songs
Spring Term
Subject Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14
Music Music/Singing Assemblies: Musical elements: Tempo, Timbre and Texture. Song themes: Rounds, Harmonies, Foreign language songs, Cultural songs, Songs from musicals
Music/Singing Assemblies: Listening to music: modern music from a range of units Listen to musicians playing and talking about their instruments live and ask questions Song themes: Songs from musicals, Traditional songs, Songs with a religious base
Summer Term
Subject Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14
Music/Singing Assemblies: Musical elements: Pitch and Structure Song themes: Rounds, Harmonies, Pop and Modern songs
Music/Singing Assemblies: Listening to music: from a range of countries and cultures Listen to musicians playing and talking about their instruments live and ask questions Song themes: Cultural songs, Foreign language songs, Summer songs
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Topic Map Year 6 Music
Autumn Term
Subject Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14
Music Music/ Singing Assemblies: Musical elements: Duration and Dynamics. Song themes: Rounds, Harmonies, Autumn songs, Traditional songs Thames Music lessons: African Drumming
Music/Singing Assemblies: Listening to music from a range of different times. Listen to musicians playing and talking about their instruments live and ask questions. Song themes: Christmas songs, Pop and modern songs, Historical songs Thames Music lessons: African Drumming
Spring Term
Subject Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14
Music Music/Singing Assemblies: Musical elements: Tempo, Timbre and Texture. Song themes: Rounds, Harmonies, Foreign language songs, Cultural songs, Songs from musicals Thames Music lessons: African Drumming
Music/Singing Assemblies: Listening to music: modern music from a range of units Listen to musicians playing and talking about their instruments live and ask questions Song themes: Songs from musicals, Traditional songs, Songs with a religious base Thames Music lessons: African Drumming
Summer Term
Subject Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14
Music/Singing Assemblies: Musical elements: Pitch and Structure Song themes: Rounds, Harmonies, Pop and Modern songs Thames Music lessons: African Drumming
Music/Singing Assemblies: Listening to music: from a range of countries and cultures Listen to musicians playing and talking about their instruments live and ask questions Song themes: Cultural songs, Foreign language songs, Summer songs Thames Music lessons: African Drumming
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ICT
Overview The new Computing curriculum is statutory in schools from September 2014 and replaces the previous ICT curriculum.
The new curriculum focuses more on programming and coding, and understanding and using technology (including the Internet) effectively and safely.
Themes The new curriculum content can be divided broadly into three main themes:
1. Computer Science 2. Digital Literacy 3. Using ICT
1. Computer Science This theme is concerned with knowledge and skills in the following areas:
Algorithms and sequences of instructions
Computer programming and coding, both on screen and with physical systems
Logical thinking and problem solving
How computers, networks and the Internet are organised
The uses of computer systems in the wider world The Computer Science theme is divided into two strands, one taught in the Spring term and one in the Summer term
Computer Programming and Computer Games
Control systems, Data Logging and Robots
2. Digital Literacy This theme is concerned with knowledge and skills in the following areas:
Using technology and the Internet safely, respectfully and responsibly
Understanding the uses of the Internet for communication
Knowing when and where to ask for help and support
Understanding and using search technologies effectively The Digital Literacy theme has one strand that will be taught in the Autumn Term
Understanding and Using Technology Safely
These main areas of the Computing curriculum will generally be taught discretely, with links made to other subjects and topics only if possible.
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3. Information and Communication Technology (ICT) This theme includes the range of ICT skills which will be familiar from the previous ICT Curriculum. They have been reduced to one general statement in each key stage. These ICT skills are still vitally important for children to learn and use as part of the wider curriculum. The ICT Theme has been expanded into four separate strands
Digital Publishing and Presentation
Digital Data
Digital Media
Digital Research
The ICT strands of the curriculum will generally be taught as part of the topic and themed curriculum, with ICT skills planned and taught alongside other curriculum learning objective.
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Overview of supplementary schemes of work we use:
English Power of Reading Accelerated Reading Phonics: Letters and Sounds
Mathematics Lancashire Scheme of Work Mathletics
Science QCA units of work and Hamilton Trust
PE LCP
Music Music Express Sing up
PSHE Cambridgeshire
RE Tower Hamlets RE syllabus
ICT Marion Reilly etc.
Art Art Express
These schemes can all be found saved on the server in the relevant subject folder under staff planning.
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Presentation expectations and guidance on sharing and celebrating work: displays, working walls, class
assemblies, exit point celebrations, sharing work with parents
In all subjects, presenting and sharing is an opportunity for children to speak audibly. It also allows the audience to listen attentively, think critically about what has been shared and to respectfully give their views and opinions.
Working walls are to be used to share key vocabulary, visuals, key models and questions as well as the children’s learning. It is not only the learning outcome that is displayed but the process. Displays are used to celebrate the learning outcomes and need to be mounted neatly ensuring children’s names are clearly labelled.
Exit point celebrations – as part of the evaluation of the topic, children can choose their best piece of learning to be
shared with their parents. If it is an art or DT topic they could be invited to view their ‘gallery’ or even taste their food.
It is also a perfect opportunity to reflect on what they knew at the start of the topic (knowledge harvest) and what they
know now. Phases to decide when the best opportunities are for these sharing celebrations to take place.
Children’s books
Children should be given the appropriate books for each subject
Books should have the correct label on the front
Children should be encouraged to look after their books, to keep covers clean and to present their work neatly according to the school handwriting policy.
Every unit of work should have a clear ‘start’ page, with a unit title.
Children could draw a picture to illustrate the new topic.
All work should be dated and should have a title that reflects the learning intention.
The title should be on the left side of the page and the date on the right.
Both the title and date should be underlined. For maths the date can be written in a short hand style
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Suggested presentation guidelines to be shared with children:
I/ my teacher will write the date on the right hand side (in numbers for maths) and underline it (with a ruler)
I/ my teacher will write the LI in the middle of the next line down and underline it
I will not leave blank pages in my books. When I start new work I will leave a line.
If I make a mistake I will put one neat, straight line through it.
I will only use a rubber for drawings and if I am publishing work for display.
I will write on the lines in my book.
I will always write next to the margin and up to the end of each line.
I will put any numbers and bullet points in the margin.
I will use a pencil in my maths book.
I will use a school handwriting pen for all my other work if I have been awarded a pen licence.
I will not use felt tip pens or biros in my work unless my teacher has asked me to.
I will revise and edit my work in blue handwriting pen.
I will avoid doodling on or in my books.
I will stick sheets in my books carefully
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Approaches to yearly planning
Refer to the Topic Maps for your Year group: Autumn, Spring and Summer.
These identify:
the key literacy texts and unit
the maths topics
the history or geography topic
the art and design or design and technology topic
the computing, music, PE, PSHE and RE topics
You may decide to move literacy texts or topics within the term. In principle the order of topics across the term is flexible as long as you
maintain the coverage of all topics.
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Planning Flowchart
Yearly Overview Look at the 3 Topic Maps: Autumn, Spring, Summer with your year group team.
. Termly Planning Now look in detail at the appropriate Topic Map (A,Sp,or Su). Create a “Concept Map”. Make links where possible. Remember some subjects are best taught discretely
Class specific plans for literacy and maths
Individualise unit plans for your class by planning activities, showing individual needs and class specific
detail for literacy and maths
Year Group Unit Plans Map out your LIs and S2S on the Unit Plan in order to create your sequence of lessons. Refer to the Termly Overview of Learning Objectives and the Literacy and Maths Unit Plans for
the relevant ones.
Termly Planning Copy the Topic Map and edit it into a Personalised Topic Map. Show which week(s) you are teaching each subject. Show the links. Ensure you have calculated the number of hours
needed for each subject. Save it in Staff Planning 2014-15- Personalised Topic Map.
Year group plans for topic and foundation subjects/RE
Create unit plans for your year groups showing activities and necessary differentiation.
Adapted plans Annotate literacy and maths plans with your adaptions for the next day where needed
Annotations can be handwritten and available to SLT or electronically saved in red.
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Approaches to termly planning
Refer to your topic map for the appropriate term: Autumn, Spring and Summer. With your year group team (parallel teacher, phase
leader and support teachers) create a “concept map” linking aspects of all the topics and literacy texts to be studied across the term. Be
creative! Please, however, don’t make links for the sake of it. Some subjects/ topics are best taught discretely.
As a team decide on which subjects can be linked and which need to be taught discretely.
As a team decide which subjects will be taught:
as a block e.g. an art and design day or a design and technology afternoon
as part of a series of topic lessons over a week
as a discrete lesson taught once a week e.g. PE or Computing
There are time allocations on your Topic Maps and in the Teaching and Learning Handbook which guide you as to how much time
should be spent on each subject every week. You may decide to deliver all you art and design for the half term in one day. Tell the
Curriculum Lead and your phase leader if you decide to vary how you deliver the curriculum. Please save a copy of your Personalised
Topic Map in Planning 2015/16 - Topic Maps -Year Group.
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Approaches to planning a unit
In order to plan a literacy or maths unit please refer to the specific unit guidance.
In order to plan all other subject unit plans you will need to refer to the Termly Overviews which provide each year group with a
breakdown of subject specific learning objectives from Focus Education.
Familiarise yourself with the learning objectives for your term. Look back at the objectives from the previous and following terms/
years. You may need to adjust the pitch of the teaching as this is a new curriculum.
Familiarise yourself with the National Curriculum for each subject, it identifies additional expectations not documented in the Focus
objectives.
Plan a sequence of lessons using the learning objectives to support your planning. You will need to work together to create a plan
which builds children’s skills, knowledge and understanding progressively. The Focus Objectives are not a set of Learning Intentions
(LIs); you will need to plan appropriate LIs and Steps to Success (S2S) for each lesson. You will need to think through the steps the
children need to take to achieve the learning outcome identified.
Having identified the sequence of lessons and learning, plan how you will support children’s learning through direct teaching and
modelling, collaborative and independent learning.
Ensure you follow the Topic Approach to Learning when introducing a new topic (entry point and knowledge harvest).
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The use of Smartboards and PowerPoints
Aim:
To improve the quality of the use of smartboards in lesson delivery.
Rationale:
1. Preparing smartboards for parallel teachers has become a time consuming activity which can in effect double the planning time.
2. Smartboards do not always promote active learning for children, and are not always in the best interest of children.
Guidance:
1. Teachers are responsible for their own planning; they do not need to prepare smartboards which are accessible to other
teachers.
2. There is no requirement to have a prepared smartboard for a lesson; however children do need to see the LI and S2S during
every lesson.
3. It is the responsibility of each teacher to prepare or adapt the smartboard for their class/ group.
4. Smartboards should be used primarily for ‘interactive sharing’ of visual aids, which are most accessible digitally (images, games,
diagrams, text extracts, children’s work etc.
5. Children should be encouraged, when possible, to use the smartboards.
6. Your lesson should not be driven by the smartboard, but by the children’s learning.
7. Smartboards won’t be checked by subject leaders, planning will be the focus for monitoring.
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Time allocation and guidance per subject
Mornings are for Literacy, Numeracy and Key Skills. Cross curricular reading, writing and maths can be planned within the mornings e.g.
GR based on topic texts.
KS1 KS2
9:00 Guided Reading 9:00 Guided Reading
9:30 Numeracy/ Literacy 9:30 Numeracy/ Literacy
10:30 Assembly 10:30 Assembly
11:00 Numeracy/ Literacy 11:00 Numeracy/ Literacy
11:45 handwriting 12:00 Key Skills/ PSHE/RE
12:00/15 Lunch 12:30 Lunch
1:30 Phonics 1:30 Topic/FS
2:00 Topic/FS 2:00 Topic/FS
2:30 Topic/FS 2:30 Topic/FS
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Year Group Time Allocation for Topic and Foundation Subjects
Afternoon teaching- total of ten hours per week for KS2, nine hours per week for KS1.
Subject Yr 1&2 Yr 3 Yr 4 Yr 5 Yr 6
Topic:
(H,G,AD,DT)*
3 4 3 3 4
Science 1 2 2 2 2
PE 1 1 2.5 2.5 1
Computing 0.5 1 1 1 1
PSHE+RE 0.5 0.5 0.5 0.5 0.5
MFL 0.5 0.5 0.5 0.5
Music 0.5 0.5 0.5
Golden Time 0.5 0.5 0.5 0.5 0.5
Phonics 2
Total 9 hrs 10 hrs 10 hrs 10 hrs 10 hrs
*History -H, Geography -G, Art and Design -AD, Design and Technology- DT
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Unit Plan Pro-formas: Literacy and Numeracy
Unit Plan Literacy Unit Title: Name of Teacher: Year group: Start date: Finish date:
Date: Learning Intention
Shared teaching and Learning: SPAG or M/O starter
Introduction to main lesson/ modelling
Independent/Paired/Group Learning Please indicate adult roles, assessment focus and differentiation
Notes If appropriate. May include: plenary, display and home
work opportunities, resources/ other
information
Steps to Success
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Topic
Topic Planning
Unit:_ ___________________ Nr of weeks:________________ Date start unit:_________ Date end Unit:______
Key Skills: Info processing/reasoning/research-enquiry/creative thinking/evaluation/self-awareness/managing feelings/motivation/empathy/social skills/communication/
application of nr/ICT/working with others/improving own learning/ problem solving
General info Key Learning
skills
(2/3 per
lesson)
Subject related Learning
Targets
Lesson Activities AFL: S2S
Lesson no: 1
Date: Subject: Lesson no: 2 Date: Subject: Lesson no: 3 Date: Subject: Lesson no: 4 Date: Subject: Lesson no: 5 Date: Subject: Lesson no: 6 Date: Subject:
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Year 1 Curriculum
Yearly overview of all Learning Objectives
Literacy
See Unit Plans
43
Year 1 Curriculum
Mathematics
See Unit Plans
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Year 1 Curriculum
Science
Knowledge, Skills and Understanding breakdown for
Working Scientifically
Year 1
Observing closely Performing Tests Identifying and Classifying Recording findings
• To talk about what they <see,
touch, smell, hear or taste>.
• To use simple equipment to
help them make
observations.
• To perform a simple test.
• To tell other people about
what they have done.
• To identify and classify
things they observe.
• To think of some questions
to ask.
• To answer some scientific
questions.
• To give a simple reason for
their answers.
• To explain what they have
found out.
• To show their work using
pictures, labels and
captions.
• To record their findings
using standard units.
• To put some information in a
chart or table.
Year 1 (Challenging)
• To find out by watching,
listening, tasting, smelling
and touching.
• To give a simple reason for
their answers.
• To talk about similarities and
differences.
• To explain what they have
found out using scientific
vocabulary.
• To use ICT to show their
working.
• To make accurate
measurements.
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Knowledge, Skills and Understanding breakdown for
Plants and Animals, including humans
Year 1
Plants Animals, including humans
• To name the petals, stem, leaf, bulb, flower,
seed, stem and root of a plant.
• To identify and name a range of common
plants and trees.
• To recognise deciduous and evergreen trees.
• To name the trunk, branches and root of a
tree.
• To describe the parts of a plant (roots, stem,
leaves, flowers).
• To point out some of the differences between
different animals.
• To sort photographs of living things and non-
living things.
• To identify and name a variety of common
animals. (birds, fish, amphibians, reptiles,
mammals, invertebrates)
• To describe how an animal is suited to its
environment.
• To identify and name a variety of common
animals that are carnivores, herbivores and
omnivores.
• To name the parts of the human body that
they can see.
• To draw & label basic parts of the human
body.
• To identify the main parts of the human body
and link them to their senses.
• To name the parts of an animal’s body.
• To name a range of domestic animals.
• To classify animals by what they eat.
(carnivore, herbivore, omnivore)
• To compare the bodies of different animals.
Year 1 (Challenging)
• To name the main parts of a flowering plant. • To begin to classify animals according to a
number of given criteria.
• To point out differences between living
things and non-living things.
• To name some parts of the human body that
cannot be seen.
• To say why certain animals have certain
characteristics.
• To name a range of wild animals.
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Knowledge, Skills and Understanding breakdown for
Everyday Materials
Year 1
Everyday materials (classifying and grouping)
• To distinguish between an object and the material from which it is made.
• To describe materials using their senses.
• To describe materials using their senses, using specific scientific words.
• To explain what material objects are made from.
• To explain why a material might be useful for a specific job.
• To name some different everyday materials. e.g. wood, plastic, metal, water and rock
• To sort materials into groups by a given criteria.
• To explain how solid shapes can be changed by squashing, bending, twisting and stretching.
Year 1 (Challenging)
• To describe things that are similar and different between materials.
• To explain what happens to certain materials when they are heated, e.g. bread, ice, chocolate.
• To explain what happens to certain materials when they are cooled, e.g. jelly, heated chocolate.
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Knowledge, Skills and Understanding breakdown for
Seasonal Changes
Year 1
Seasonal Changes
• To observe changes across the four seasons.
• To name the four seasons in order.
• To observe and describe weather associated with the seasons.
• To observe and describe how day length varies.
Year 1 (Challenging)
• To observe features in the environment and explain that these are related to a specific season.
• To observe and talk about changes in the weather.
• To talk about weather variation in different parts of the world.
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Year 1 Curriculum
Art and design
National Curriculum Requirements of Art & Design at Key Stage 1
Pupils should be taught:
• to use a range of materials creatively to design and make products
• to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
• to develop a wider range of art and design techniques in using colour, pattern, texture, line, shape, form and space
• about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and
making links to their own work.
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Knowledge, Skills and Understanding breakdown for
Art
Year 1
Drawing Painting Printing Textiles
• To communicate something
about themselves in their
drawing.
• To create moods in their
drawings.
• To draw using pencil and
crayons.
• To draw lines of different
shapes and thickness, using
2 different grades of pencil.
• To communicate something
about themselves in their
painting.
• To create moods in their
paintings.
• To choose to use thick and
thin brushes as appropriate.
• To paint a picture of
something they can see.
• To name the primary and
secondary colours.
• To print with sponges,
vegetables and fruit.
• To print onto paper and
textile.
• To design their own printing
block.
• To create a repeating
pattern.
• To sort threads and fabrics.
• To group fabrics and
threads by colour and
texture.
• To weave with fabric and
thread.
3D Collage Use of IT Knowledge
• To add texture by using
tools.
• To make different kinds of
shapes.
• To cut, roll and coil
materials such as clay,
dough or plasticine.
• To cut and tear paper and
card for their collages.
• To gather and sort the
materials they will need.
• To use a simple painting
program to create a picture.
• To use tools like fill and
brushes in a painting
package.
• To go back and change their
picture.
• To describe what they can
see and like in the work of
another artist/craft
maker/designer.
• To ask sensible questions
about a piece of art.
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Year 1 Curriculum
Computing
E-safety in Key Stage 1
Knowledge & understanding Skills
• To understand the different methods of communication (e.g. email,
online forums etc).
• To know that you should only open email from a known source.
• To know the difference between email and communication systems
such as blogs and wikis.
• To know that websites sometimes include pop-ups that take them
away from the main site.
• To know that bookmarking is a way to find safe sites again quickly.
• To begin to evaluate websites and know that everything on the
internet is not true.
• To know that it is not always possible to copy some text and pictures
from the internet.
• To know that personal information should not be shared online.
• To know they must tell a trusted adult immediately if anyone tries to
meet them via the internet.
• To follow the school’s safer internet rules.
• To use the search engines agreed by the school.
• To act if they find something inappropriate online or something they
are unsure of (including identifying people who can help; minimising
screen; online reporting using school system etc).
• To use the internet for learning and communicating with others,
making choices when navigating through sites.
• To send and receive email as a class.
• To recognise advertising on websites and learn to ignore it.
• To use a password to access the secure network.
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National Curriculum Requirements of Computing at Key Stage 1
Pupils should be taught to:
understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous of
instructions
create and debug simple programs
use logical reasoning to predict the behaviour of simple programs
Use technology purposefully to create, organise, store, manipulate and retrieve digital content
recognise common uses of information technology beyond school
use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about context or
contact on the internet or other online technologies
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Knowledge, Skills and Understanding breakdown for
Computing
Year 1
Algorithms and Programs Data Retrieving and Organising Communicating
• To create a simple series of instructions -
left and right.
• To record their routes.
• To understand forwards, backwards, up
and down.
• To put two instructions together to control
a programmable toy.
• To begin to plan and test a Bee-bot
journey.
• To capture images with a camera.
• To print out a photograph from a camera
with help.
• To record a sound and play it back.
• To enter information into a template to
make a graph.
• To talk about the results shown on a
graph.
• To recognise what an email address looks
like.
• Have they joined in sending a class email.
• To use the @ key and type an email
address.
• To word process ideas using a keyboard.
• To use the spacebar, back space, enter,
shift and arrow keys.
• To print out a page from the internet.
Year 1 (Challenging)
• To record pupils’ voices as a voice over.
• To use a teacher prepared photo story to create a slideshow of photos.
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Year 1 Curriculum
Design and Technology
National Curriculum Requirements of DT at Key Stage 1
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing
and making. They should work in a range of relevant contexts, (for example the home and school, gardens and playgrounds, the local community, industry and the wider
environment).
When designing and making, pupils should be taught to:
Design
• design purposeful, functional, appealing products for themselves and other users based on design criteria
• generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication
technology
Make
• select from and use a range of tools and equipment to perform practical tasks, (or example, cutting, shaping, joining and finishing)
• select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
Evaluate
• explore and evaluate a range of existing products
• evaluate their ideas and products against design criteria
Technical knowledge
• build structures, exploring how they can be made stronger, stiffer and more stable
• explore and use mechanisms, (for example levers, sliders, wheels and axles), in their products.
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National Curriculum Requirements of Cooking and Nutrition at Key Stage 1
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will
also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others
affordably and well, now and in later life.
Pupils should be taught to:
• use the basic principles of a healthy and varied diet to prepare dishes
• understand where food comes from.
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Knowledge, Skills and Understanding breakdown for
Design and Technology
Year 1
Developing, planning and communicating ideas Working with tools, equipment, materials and
components to make quality products Evaluating processes and products
• To think of some ideas of their own.
• To explain what they want to do.
• To use pictures and words to plan.
• To explain what they are making.
• To explain which tools are they using.
• To describe how something works.
• To talk about their own work and things that
other people have done.
Breadth of study
Cooking and nutrition
• To cut food safely.
• To describe the
texture of foods.
• To wash their hands
and make sure that
surfaces are clean.
• To think of
interesting ways of
decorating food they
have made, eg,
cakes.
Textiles
• To describe how
different textiles feel.
• To make a product
from textiles by
gluing.
Mechanisms
• To make a product
which moves.
• To cut materials
using scissors.
• To describe the
materials using
different words.
• To say why they have
chosen moving parts.
Use of materials
• To make a
structure/model
using different
materials.
• Is their work tidy.
• To make their model
stronger if it needs to
be.
Construction
• To talk with others
about how they want
to construct their
product.
• To select appropriate
resources and tools
for their building
projects.
• To make simple plans
before making
objects, e.g.
drawings, arranging
pieces of
construction before
building.
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Year 1 Curriculum
Geography
National Curriculum Requirements of Geography at Key Stage 1
Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human
and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.
Pupils should be taught to:
Location knowledge
- name and locate the world’s seven continents and five oceans
- name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
Place knowledge
- understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and
of a small area in a contrasting non-European country
Human and physical geography
- identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the
North and South Poles
- use basic geographical vocabulary to refer to:
o key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
o key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
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National Curriculum Requirements of Geography at Key Stage 1
Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human
and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.
Pupils should be taught to (continued):
Geographical skills and fieldwork
• use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key
stage
• use simple compass directions (North, South, East and West) and locational and directional language (e.g. ‘near’ and ‘far’; ‘left’ and ‘right’) to describe the
location of features and routes on a map
• use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct
basic symbols in a key
• use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its
surrounding environment.
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Knowledge, Skills and Understanding breakdown for
Geography
Year 1
Geographical Enquiry Physical Geography Human Geography Geographical Knowledge
• To say what they like about
their locality.
• To sort things they like and
don’t like.
• To answer some questions
using different resources,
such as books, the internet
and atlases.
• To think of a few relevant
questions to ask about a
locality.
• To answer questions about the
weather.
• To keep a weather chart.
• To tell someone their address.
• To explain the main features of
a hot and cold place.
• To describe a locality using
words and pictures.
• To explain how the weather
changes with each season.
• To name key features
associated with a town or
village, e.g. ‘church’, ‘farm’,
‘shop’, ‘house’.
• To begin to explain why they
would wear different clothes at
different times of the year.
• To tell something about the
people who live in hot and
cold places.
• To explain what they might
wear if they lived in a very hot
or a very cold place.
• To identify the four countries
making up the United
Kingdom.
• To name some of the main
towns and cities in the United
Kingdom.
• To point out where the
equator, north pole and south
pole are on a globe or atlas.
Year 1 (Challenging)
• To answer questions using a
weather chart.
• To make plausible predictions
about what the weather may
be like later in the day or
tomorrow.
• To name key features
associated with a town or
village, e.g. ‘factory’, ‘detached
house’, ‘semi-detached
house’, ‘terrace house’.
• To name different jobs that
people living in their area
might do.
• To name a few towns in the
south and north of the UK.
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Year 1 Curriculum
History
National Curriculum Requirements of History at Key Stage 1
Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and
events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide
vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know
and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is
represented.
Pupils should be taught about:
• changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
• events beyond living memory that are significant nationally or globally (e.g. the Great Fire of London, the first aeroplane flight or events commemorated
through festivals or anniversaries)
• the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare
aspects of life in different periods (e.g. Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee,
Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell)
• significant historical events, people and places in their own locality.
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Knowledge, Skills and Understanding breakdown for
History
Year 1
Chronological understanding Knowledge and interpretation Historical enquiry
• To put up to three objects in chronological
order (recent history).
• To use words and phrases like: old, new and
a long time ago.
• To tell me about things that happened when
they were little.
• To recognise that a story that is read to them
may have happened a long time ago.
• To know that some objects belonged to the
past.
• To retell a familiar story set in the past.
• To explain how they have changed since they
were born.
• To appreciate that some famous people have
helped our lives be better today.
• To recognise that we celebrate certain
events, such as bonfire night, because of
what happened many years ago.
• To understand that we have a queen who
rules us and that Britain has had a king or
queen for many years.
• To begin to identify the main differences
between old and new objects.
• To identify objects from the past, such as
vinyl records.
• To ask and answer questions about old and
new objects.
• To spot old and new things in a picture.
• To answer questions using a artefact/
photograph provided.
• To give a plausible explanation about what an
object was used for in the past.
Year 1 (Challenging)
• To put up to five objects/events in
chronological order (recent history).
• To use words and phrases like: very old,
when mummy and daddy were little.
• To use the words before and after correctly.
• To say why they think a story was set in the
past.
• To explain why certain objects were different
in the past, e.g. iron, music systems,
televisions.
• To tell us about an important historical event
that happened in the past.
• To explain differences between past and
present in their life and that of other children
from a different time in history.
• To know who will succeed the queen and
how the succession works.
• To answer questions using a range of
artefacts/ photographs provided.
• To find out more about a famous person from
the past and carry out some research on him
or her.
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Year 1 Curriculum
Music
National Curriculum Requirements of Music at Key Stage 1
In music pupils should be taught to:
• use their voices expressively by singing songs and speaking chants and rhymes
• play tuned and untuned instruments musically
• listen with concentration and understanding to a range of high-quality live and recorded music
• experiment with, create, select and combine sounds using the inter-related dimensions of music.
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Knowledge, Skills and Understanding breakdown for
Music
Year 1
Performing Composing (incl notation) Appraising
• To use their voice to speak/sing/chant.
• To join in with singing.
• To use instruments to perform.
• To look at their audience when they are
performing.
• To clap short rhythmic patterns.
• To copy sounds.
• To make different sounds with their voice.
• To make different sounds with
instruments.
• To identify changes in sounds.
• To change the sound.
• To repeat (short rhythmic and melodic)
patterns.
• To make a sequence of sounds.
• To show sounds by using pictures.
• To respond to different moods in music.
• To say how a piece of music makes them
feel.
• To say whether they like or dislike a piece
of music.
• To choose sounds to represent different
things.
• To recognise repeated patterns.
• To follow instructions about when to play
or sing.
Year 1 (Challenging)
• To make loud and quiet sounds.
• To know that the chorus keeps being
repeated.
• To tell the difference between long and
short sounds.
• To tell the difference between high and
low sounds.
• To give a reason for choosing an
instrument.
• To tell the difference between a fast and
slow tempo.
• To tell the difference between loud and
quiet sounds.
• To identify two types of sound happening
at the same time.
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Year 1 Curriculum
Physical Education
National Curriculum Requirements of Dance at Key Stage 1
Pupils should be taught to:
• perform dances using simple movement patterns
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National Curriculum Requirements of PE at Key Stage 1
Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance
and co-ordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a
range of increasingly challenging situations.
Pupils should be taught to:
• master basic movements, including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a
range of activities
• participate in team games, developing simple tactics for attacking and defending
• perform dances using simple movement patterns
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Knowledge, Skills and Understanding breakdown for
Dance
Year 1
• To explore and perform basic body actions.
• To use different parts of the body singly and in combination.
• To show some sense of dynamic, expressive and rhythmic qualities in their own dance.
• To choose appropriate movements for different dance ideas.
• To remember and repeat short dance phrases and simple dances.
• To move with control.
• To vary the way they use space.
• To describe how their lungs and heart work when dancing.
• To describe basic body actions and simple expressive and dynamic qualities of movement.
Year 1 (Challenging)
• To perform more complicated combinations of movement fluently and with control.
• To perform clearly and expressively.
• To show an awareness of phrasing and music.
• To choose movements that show a clear understanding of the dance idea.
• To say why their heart beats faster and their temperature rises when dancing.
• To talk about dance using a range of descriptive language.
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Knowledge, Skills and Understanding breakdown for
Physical Education
Year 1
Acquiring and developing skills Evaluating and improving Health and fitness
• To copy actions.
• To repeat actions and skills.
• To move with control and care.
• To talk about what they have done.
• To describe what other people did.
• To describe how their body feels before,
during and after an activity.
Dance
(also covered in Dance section)
Games Gymnastics
• To move to music.
• To copy dance moves.
• To perform some dance moves.
• To make up a short dance.
• To move around the space safely.
• To throw underarm.
• To roll a piece of equipment.
• To hit a ball with a bat.
• To move and stop safely.
• To catch with both hands.
• To throw in different ways.
• To kick in different ways.
• To make their body tense, relaxed, curled
and stretched.
• To control their body when travelling.
• To control their body when balancing.
• To copy sequences and repeat them.
• To roll in different ways.
• To travel in different ways.
• To balance in different ways.
• To climb safely.
• To stretch in different ways.
• To curl in different ways.
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Year 1 Curriculum
PSHE
Please see Cambridgeshire Scheme in Staff Documents- Planning 2015/16 - PSHE
68
Year 1 Curriculum
Additional units of work
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Year 1 Termly Overview of Learning Objectives
Autumn Subject: Science Please see Focus education ‘Working Scientifically’ for Year 1
Subject: Art and design
Subject: Computing Refer to e-safety objectives to be covered in KS1
Subject: Design and Technology
Seasonal changes To observe changes across the four seasons. To name the four seasons in order. To observe and describe weather associated with the seasons. To observe and describe how day length varies. Challenging To observe features in the environment and explain that these are related to a specific season. To observe and talk about changes in the weather. To talk about weather variation in different parts of the world.
Drawing To communicate something about themselves in their drawing. To create moods in their drawings. (e.g. see Leonid Afrem by Ray Jaurigue) To draw using pencil and crayons. To draw lines of different shapes and thickness, using 2 different grades of pencil. Collage: To cut and tear paper and card for their collages. To gather and sort the materials they will need. 3-D To add texture by using tools. To make different kinds of shapes. To cut, roll and coil materials such as clay, dough or plasticine. Knowledge: To describe what they can see and like in the work of another artist/craft maker/designer. To ask sensible questions about a piece of art.
Communicating To recognise what an email address looks like. Have they joined in sending a class email To use the @ key and type an email address. To word process ideas using a keyboard To use the spacebar, back space, enter shift and arrow keys. To print out a page from the internet
Challenging: To record pupils’ voices as a voice over. To use a teacher prepared photo story to create a slideshow of photos.
ST moved to Summer
Subject: Geography
Subject: History
Subject: PE
Subject: Music
Physical Geography To tell someone their address. To explain the main features of a hot and cold place. To describe a locality using words and pictures. To explain how the weather changes with each season. To name key features associated with a town or village, e.g. ‘church’, ‘farm’, ‘shop’, ‘house’. Challenging: To name key features associated with a town or village, e.g. ‘factory’, ‘detached house’, ‘semi-detached house’, ‘terrace house’.
Historical enquiry To ask and answer questions about old and new objects. To spot old and new things in a picture. To answer questions using a artefact/ photograph provided. To give a plausible explanation about what an object was used for in the past. Challenging To answer questions using a range of artefacts/ photographs provided. To find out more about a famous person from the
Underpinning all PE lessons: Acquiring and developing skills To copy actions. To repeat actions and skills. To move with control and care.
Evaluating and improving To talk about what they have done. To describe what other people did.
Health and fitness To describe how their body feels before, during and
Performing To use their voice to speak/sing/chant. To join in with singing. To use instruments to perform. To look at their audience when they are performing. To clap short rhythmic patterns. To copy sounds Composing To make different sounds with their voice. To make different sounds with instruments. To identify changes in sounds.
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Human Geography To begin to explain why they would wear different clothes at different times of the year. To tell something about the people who live in hot and cold places. To explain what they might wear if they lived in a very hot or a very cold place. Challenging To name different jobs that people living in their area might do. Geographical enquiry To say what they like about their locality. To sort things they like and don’t like. To answer some questions using different resources, such as books, the internet and atlases. To think of a few relevant questions to ask about a locality. To answer questions about the weather. To keep a weather chart (science link) Challenging To answer questions using a weather chart. To make plausible predictions about what the weather may be like later in the day or tomorrow.
past and carry out some research on him or her. Knowledge and interpretation To appreciate that some famous people have helped our lives be better today. To recognise that we celebrate certain events, such as bonfire night, because of what happened many years ago. To understand that we have a queen who rules us and that Britain has had a king or queen for many years. To begin to identify the main differences between old and new objects. To identify objects from the past, such as vinyl records. Challenging To explain why certain objects were different in the past, e.g. iron, music systems, televisions. To tell us about an important historical event that happened in the past. To explain differences between past and present in their life and that of other children from a different time in history. To know who will succeed the queen and how the succession works.
after an activity. Dance To move to music. To copy dance moves. To perform some dance moves. To make up a short dance. To move around the space safely. To explore and perform basic body actions. To use different parts of the body singly and in combination. To show some sense of dynamic, expressive and rhythmic qualities in their own dance. To choose appropriate movements for different dance ideas. To remember and repeat short dance phrases and simple dances. To move with control. To vary the way they use space. To describe how their lungs and heart work when dancing. To describe basic body actions and simple expressive and dynamic qualities of movement. Challenging To perform more complicated combinations of movement fluently and with control. To perform clearly and expressively. To show an awareness of phrasing and music. To choose movements that show a clear understanding of the dance idea. To say why their heart beats faster and their temperature rises when dancing. To talk about dance using a range of descriptive language.
To change the sound. To repeat (short rhythmic and melodic) patterns. To make a sequence of sounds. To show sounds by using pictures Appraisal To respond to different moods in music. To say how a piece of music makes them feel. To say whether they like or dislike a piece of music. To choose sounds to represent different things. To recognise repeated patterns. To follow instructions about when to play or sing
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Spring
Subject: Science Please see Focus education ‘Working Scientifically’ for Year 1
Subject: Art and design
Subject: Computing
Subject: Design and Technology
Animals To point out some of the differences between different animals. To sort photographs of living things and non-living things. To identify and name a variety of common animals. (birds, fish, amphibians, reptiles, mammals, invertebrates) To describe how an animal is suited to its environment. To identify and name a variety of common animals that are carnivores, herbivores and omnivores. Challenging To begin to classify animals according to a number of given criteria. To point out differences between living things and non-living things. Humans: To name the parts of the human body that they can see To draw & label basic parts of the human body To identify the main parts of the human body and link them to their senses. To name the parts of an animal’s body. To name a range of domestic animals. To classify animals by what they eat. (carnivore, herbivore, omnivore) To compare the bodies of different animals. Challenging To name some parts of the human body that cannot be seen. To say why certain animals have certain characteristics. To name a range of wild animals. Everyday materials (classifying and grouping) To distinguish between an object and the material from which it is made. To describe materials using their senses. To describe materials using their senses, using specific scientific words. To explain what material objects are made from. To explain why a material might be useful for a specific job.
Printing
e.g. Marian Bandjies, Campbell Laird, Bridget Riley, -Victor Vasarely, Piet Mondrian, Yinka Shonibare To print with sponges, vegetables and fruit. To print onto paper and textile. To design their own printing block. To create a repeating pattern
Knowledge To describe what they can see and like in the work of another artist/craft maker/designer. To ask sensible questions about a piece of art.
E-safety in Key Stage 1 Knowledge & understanding To understand the different methods of communication (e.g. email, online forums etc.) To know you should only open email known sources. To know the difference between email and communication systems such as blogs and wikis. To begin to evaluate websites and know that everything on the internet is not true. To know that it is not always possible to copy some text and pictures from the internet. To know that personal information should not be shared online. To know they must tell a trusted adult immediately if anyone tries to meet them via the internet. Skills To follow the school’s safer internet rules. To use the search engines agreed by the school. To act if they find something inappropriate online or something they are unsure of (including identifying people who can help; minimising screen; online reporting using school system etc.) To send and receive email as a class. To recognise advertising on websites and learn to ignore it. To use a password to access the secure network. Data Retrieving and Organising To capture images with a camera. To print out a photograph from a camera with help. To record a sound and play it back. To enter information into a template to make a graph. To talk about the results shown on a graph. Challenging To record pupils’ voices as a voice over. To use a teacher prepared photo story to create a slideshow of photos.
Mechanisms To make a product which moves To cut materials using scissors. To describe the materials using different words. To say why they have chosen moving parts. Cooking and nutrition To cut food safely. To describe the texture of foods. To wash their hands and make sure that surfaces are clean. To think of interesting ways of decorating food they have made for e.g. cakes.
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To name some different everyday materials. e.g. wood, plastic, metal, water and rock To sort materials into groups by a given criteria. To explain how solid shapes can be changed by squashing, bending, twisting and stretching. Challenging To describe things that are similar and different between materials. To explain what happens to certain materials when they are heated, e.g. bread, ice, chocolate. To explain what happens to certain materials when they are cooled, e.g. jelly, heated chocolate.
Subject: Geography
Subject: History
Subject: PE
Subject: Music
UK map work Geographical knowledge To identify the four countries making up the United Kingdom. To name some of the main towns and cities in the United Kingdom. To point out where the equator, North Pole and South Pole are on a globe or atlas. Challenging: To name a few towns in the south and north of the UK. Geographical enquiry To say what they like about their locality. To sort things they like and don’t like. To answer some questions using different resources, such as books, the internet and atlases. To think of a few relevant questions to ask about a locality.
Knowledge and interpretation To appreciate that some famous people have helped our lives be better today. To recognise that we celebrate certain events, such as bonfire night, because of what happened many years ago. To understand that we have a queen who rules us and that Britain has had a king or queen for many years. To begin to identify the main differences between old and new objects. To identify objects from the past, such as vinyl records. Challenging To put up to five objects/events in chronological order (recent history). To use words and phrases like: very old, when mummy and daddy were little. To use the words before and after correctly. To say why they think a story was set in the past.
Underpinning all PE lessons: Acquiring and developing skills To copy actions. To repeat actions and skills. To move with control and care.
Evaluating and improving To talk about what they have done. To describe what other people did.
Health and fitness To describe how their body feels before, during and after an activity. Games (teach skills and then apply in games) To throw underarm. To roll a piece of equipment. To hit a ball with a bat. To move and stop safely. To catch with both hands. To throw in different ways. To kick in different ways.
Performing To use their voice to speak/sing/chant. To join in with singing. To use instruments to perform. To look at their audience when they are performing. To clap short rhythmic patterns. To copy sounds Composing To make different sounds with their voice. To make different sounds with instruments. To identify changes in sounds. To change the sound. To repeat (short rhythmic and melodic) patterns. To make a sequence of sounds. To show sounds by using pictures Appraisal To respond to different moods in music. To say how a piece of music makes them feel. To say whether they like or dislike a piece of music. To choose sounds to represent different things. To recognise repeated patterns. To follow instructions about when to play or sing
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Summer
Subject: Science Please see Focus education ‘Working Scientifically’ for Year 1
Subject: Art and design
Subject: Computing
Subject: Design and Technology
Plants: To name the petals, stem, leaf, bulb, flower, seed, stem and root of a plant To identify and name a range of common plants and trees. To recognise deciduous and evergreen trees. To name the trunk, branches and root of a tree. To describe the parts of a plant (roots, stem, leaves, flowers). Challenging To name the main parts of a flowering plant.
Art moved to Autumn E-safety in Key Stage 1 Knowledge & understanding To understand the different methods of communication (e.g. email, online forums etc.) To know you should only open email known sources. To know the difference between email and communication systems such as blogs and wikis. To know that websites sometimes include pop-ups that take them away from the main site. To know that bookmarking is a way to find safe sites again quickly. To know that it is not always possible to copy some text and pictures from the internet. To know that personal information should not be shared online. To know they must tell a trusted adult immediately if anyone tries to meet them via the internet. Skills To follow the school’s safer internet rules. To use the search engines agreed by the school. To act if they find something inappropriate online or something they are unsure of (including identifying people who can help; minimising screen; online reporting using school system etc.) To send and receive email as a class. To recognise advertising on websites and learn to ignore it. To use a password to access the secure network. Algorithms and Programs To create a simple series of instructions - left and right. To record their routes. To understand forwards, backwards, up and down. To put two instructions together to control a programmable toy. To begin to plan and test a Bee-bot journey. Challenging: To record pupils’ voices as a voice over. To use a teacher prepared photo story to create a slideshow of photos.
Developing, planning and communicating ideas To think of some ideas of their own. To explain what they want to do. To use pictures and words to plan.
Working with tools, equipment, materials and components to make quality products To explain what they are making. To explain which tools they are using.
Use of materials To make a structure/model using different materials. To ensure their work is tidy. To make their model stronger if it needs to be.
Construction To talk with others about how they want to construct their product. To select appropriate resources and tools for their building projects. To make simple plans before making objects, e.g. drawings, arranging pieces of construction before building.
Evaluating processes and products To describe how something works. To talk about their own work and things that other people have done.
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Subject: Geography
Subject: History
Subject: PE
Subject: Music
Physical Geography: To describe a locality using words and pictures. To name key features associated with a school/local area
Geographical enquiry: To say what they like about their locality. To answer some questions using different resources, such as books, the internet and atlases.
Geographical & fieldwork skills: Devise a simple map; and use and construct basic symbols in a key (to be used by visitors coming to school fair) Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.
Chronological understanding: To put up to three objects in chronological order (recent history). To use words and phrases like: old, new and a long time ago. To tell me about things that happened when they were little. To recognise that a story that is read to them may have happened a long time ago. To know that some objects belonged to the past. To retell a familiar story set in the past. To explain how they have changed since they were born. Challenging: To explain why certain objects were different in the past, e.g. iron, music systems, televisions. To tell us about an important historical event that happened in the past. To explain differences between past and present in their life and that of other children from a different time in history. To know who will succeed the queen and how the succession works.
Underpinning all PE lessons: Acquiring and developing skills To copy actions. To repeat actions and skills. To move with control and care.
Evaluating and improving To talk about what they have done. To describe what other people did.
Health and fitness To describe how their body feels before, during and after an activity. Gymnastics To make their body tense, relaxed, curled and stretched. To control their body when travelling. To control their body when balancing. To copy sequences and repeat them. To roll in different ways. To travel in different ways. To balance in different ways. To climb safely. To stretch in different ways. To curl in different ways. Athletics To compete against others as well as themselves in a range of running, jumping, throwing and catching activities To take part in co-operative physical activities, for e.g. simple team relays
Performing To use their voice to speak/sing/chant. To join in with singing. To use instruments to perform. To look at their audience when they are performing. To clap short rhythmic patterns. To copy sounds Challenging To make loud and quiet sounds. To know that the chorus keeps being repeated. Composing To make different sounds with their voice. To make different sounds with instruments. To identify changes in sounds. To change the sound. To repeat (short rhythmic and melodic) patterns. To make a sequence of sounds. To show sounds by using pictures Challenging To tell the difference between long and short sounds. To tell the difference between high and low sounds. To give a reason for choosing an instrument. Appraisal To respond to different moods in music. To say how a piece of music makes them feel. To say whether they like or dislike a piece of music. To choose sounds to represent different things. To recognise repeated patterns. To follow instructions about when to play or sing Challenging To tell the difference between a fast and slow tempo. To tell the difference between loud and quiet sounds. To identify two types of sound happening at the same time.
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Termly Topic Map Year 1
Autumn
Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings.
Subject Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Literacy Text: One child, one seed & once upon a time Unit: Poetry: Poems for learning by heart
Text: Handa’s Surprise Unit: Narrative: Stories from other cultures
Text: Puffin book of fantastic first poems Seasons Unit: Poetry - Poems on a theme
Text: Beegu Unit: Narrative: Fantasy
Text: Eliza & the Moonchild Unit: Non-fiction: Other non-fiction texts e.g.labels, captions, list, postcard
Maths Number & place value
Number & place value
Mental addition
and subtraction
Mental addition
and subtraction
2-D
shapes Measures:
length
Number & place value
Mental addition
and subtraction
Problem Solving
Assess
Number & place value
Mental
addition and subtraction
Mental addition
and subtraction
-
3-D
shape Days
Months Seasons
Mental addition
and subtraction
Number,
place value & money
Problem Solving
Assess
Science
Seasonal changes (to be recapped in spring & summer) Light (3 weeks)
Text: ‘10 things I could do to help my world’ (turning off lights) 1 hour per week
Art and design
Drawing 1 hour per week
Collage (materials) 3D
1 hour per week Computing Understanding and Using Technology Safely
0.5 hours per week
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Design and technology
Geography Seasonal changes
1 hours per week
History
Historical place in their own locality 1 hours per week
Music Music/ Singing Assemblies:
Musical elements: Duration and Dynamics. Song themes: Nursery rhymes, traditional songs and Autumn songs
Thames music lessons (alternate half terms)
Music/Singing Assemblies: Listening to music from a range of different times.
Listen to musicians playing and talking about their instruments live and ask questions.
Song themes: Autumn and Christmas songs Thames music lessons (alternate half terms)
PE/ Dance Gymnastics 1 hour per week
Dance 1 hour per week
PSHE Beginning and belonging/Myself & my relationships My emotions
0.5 hours per week
Myself and my relationships (anti-bullying)
0.5 hours per week
RE
Celebrations that matter Different religious festivals and rituals
0.5 hours per week Additional units of work
Special events/ trips
Victoria park
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Spring
Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings.
Subject Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Literacy Texts: Goldilocks-various Unit: Narrative: Traditional tales
Texts: Goldilocks-various Unit: Non-fiction: Non-chronological report
Text: Pretty Salma Unit: Non-fiction: Non-chronological report Narrative: Stories from other cultures? Non-fiction: Instructions
Text: This is the house that Jack Built Unit: Poetry : Traditional rhymes including innovation
Maths Number & place value
Mental addition and subtraction
mental multiplication and division
Mental addition and subtraction
Fractions
Geometry- Position & direction
Measurement Mass
Mental addition and subtraction place value And money
Number & place value
Mental x and division
Fractions
Mental addition and subtraction
mental multiplication and division
Measurement Time
Mental addition and subtraction
Number & place value
Mental + and -Assessment
Science
Animals including humans Scientist e.g. Jane Goodall
1 hour per week
Every Day Materials 1 hour per week
Art and design
Printing on textiles 1 hour per week
Computing Computer Programming and Computer Games
0.5 hours per week Design and technology
Mechanisms 1 hour week
Cooking and Nutrition 1 hour per week
Geography UK Map work
1 hour week History Life of a significant local
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2 hours per week
Music Songs/rhymes to do with different parts of the body (science link)
Music/Singing Assemblies: Musical elements: Tempo, Timbre and Texture. Song themes: People that help us, action songs
Thames music lessons (alternate half terms)
Music/Singing Assemblies: Listening to music: modern music from a range of units
Listen to musicians playing and talking about their instruments live and ask questions
Song themes: Spring and Easter songs Thames music lessons (alternate half terms)
PE/ Dance Games 1 hour per week
PSHE Citizenship
Diversity & Communities 0.5 hours per week
RE How Do We Show We Care 0.5 hour per week
Additional units of work
Special events/ trips
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Summer
Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings.
Subject Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Literacy Texts: Snail and the Whale Where the Wild Things Are Unit: Narrative: Stories with repetitive patterns
Text: Halibut Jackson Unit: Non-fiction: Recounts of familiar events (invited to parties/celebrations)
Text: Traction man is here/ Unit: Narrative: Stories by the same author Non-fiction: Instructions
Text Toys in Space (Mini Grey) Unit: Narrative: Stories by the same author Non-fiction: Instructions
Text: Happy food for happy children Unit: Non-fiction: Instructions e.g. recipes
Maths Number and place
value; mental
addition & subtraction
mental addition & subtraction
mental addition & subtraction
-
Measurement
Capacity/volume
Number & place value;
fractions
Measurement
Money
Assessment Number & place value
Number & place value
x and division
fractions
Measurement Time
2-D shape statistics
mental addition & subtraction
money
Number and place value;
mental addition and subtraction Assessment
Revise and Review
Science Plants 1 hour per week
Art and design
Double art in autumn
Computing Control systems, Data Logging and Robots (+ e-safety)
0.5 hours per week Design and technology
Mechanisms 1 hour per week
Construction: Making Packaging for a Toy summer fair
1 hour per week Geography Geographical skills and fieldwork
1 hour per week
80
History Chronology Order Events of the Past
2 hours per week
How things have changed over the years Old and New Toys 1 hours per week
Music Music/Singing Assemblies: Musical elements: Pitch and Structure
Song themes: Traditional songs, nursery rhymes, rounds
Thames music lessons (alternate half terms)
Music/Singing Assemblies: Listening to music: from a range of countries and cultures
Listen to musicians playing and talking about their instruments live and ask questions
Song themes: Cultural songs, action songs and summer songs Thames music lessons (alternate half terms)
PE/ Dance Gymnastics 1 hour per week
Athletics 1 hour per week
PSHE Healthier and Safer Lifestyles Personal safety
0.5 hours per week
Healthy lifestyles inc Growing and Changing
0.5 hours per week
RE
Who Says thank you? Thanksgiving in Christian and Hindu Life and Worship.
0.5 hours per week
Additional units of work
Special events/ trips
Bethnal Green Museum of Childhood
81
Year 2 Curriculum
Yearly overview of all Learning Objectives
Literacy
See Unit Plans
82
Year 2 Curriculum
Mathematics
See Unit Plans
83
Year 2 Curriculum
Science
Knowledge, Skills and Understanding breakdown for
Working Scientifically
Year 2
Observing closely Performing Tests Identifying and Classifying Recording findings
• To use <see, touch, smell,
hear or taste> to help them
answer questions.
• To use some scientific words
to describe what they have
seen and measured.
• To compare several things.
• To carry out a simple fair
test.
• To explain why it might not
be fair to compare two
things.
• To say whether things
happened as they expected.
• To suggest how to find
things out.
• To use prompts to find
things out.
• To organise things into
groups.
• To find simple patterns (or
associations).
• To identify animals and
plants by a specific criteria,
eg, lay eggs or not; have
feathers or not.
• To use <text, diagrams,
pictures, charts, tables> to
record their observations.
• To measure using <simple
equipment>.
Year 2 (Challenging)
• To suggest ways of finding
out through listening,
hearing, smelling, touching
and tasting.
• To say whether things
happened as they expected
and if not why not.
• To suggest more than one
way of grouping animals and
plants and explain their
reasons.
• To use information from
books and online
information to find things
out.
84
Knowledge, Skills and Understanding breakdown for
Living Things and their Habitats
Year 2
Living Things & their Habitats Animals, including humans Plants
• To match certain living things to the habitats
they are found in.
• To explain the differences between living and
non-living things.
• To describe some of the life processes
common to plants and animals, including
humans.
• To decide whether something is living, dead
or non-living.
• To describe how a habitat provides for the
basic needs of things living there.
• To describe a range of different habitats.
• To describe how plants and animals are suited
to their habitat.
• To describe what animals need to survive.
• To explain that animals grow and reproduce.
• To explain why animals have offspring which
grow into adults.
• To describe the life cycle of some living
things. (e.g. egg, chick, chicken)
• To explain the basic needs of animals,
including humans for survival. (water, food,
air)
• To describe why exercise, balanced diet and
hygiene are important for humans.
• To describe what plants need to survive.
• To observe and describe how seeds and bulbs
grow into mature plants.
• To find out & describe how plants need water,
light and a suitable temperature to grow and
stay healthy.
Year 2 (Challenging)
• To name some characteristics of an animal
that help it to live in a particular habitat.
• To describe what animals need to survive and
link this to their habitats.
• To explain that animals reproduce in different
ways.
• To describe what plants need to survive and
link it to where they are found.
• To explain that plants grow and reproduce in
different ways.
85
Knowledge, Skills and Understanding breakdown for
Uses of Everyday Materials
Year 2
Classifying and grouping materials Changing materials
• To describe the simple physical properties of a variety of everyday
materials.
• To compare and group together a variety of materials based on their
simple physical properties.
• To explore how the shapes of solid objects can be changed.
(squashing, bending, twisting, stretching)
• To find out about people who developed useful new materials. (John
Dunlop, Charles Macintosh, John McAdam)
• To identify and compare the suitability of a variety of everyday
materials, including wood, metal, plastic, glass, brick, rock, paper,
cardboard for particular uses.
• To explain how things move on different surfaces.
Year 2 (Challenging)
• To describe the properties of different materials using words like,
transparent or opaque, flexible, etc..
• To sort materials into groups and say why they have sorted them in that
way.
• To say which materials are natural and which are man made.
• To explain how materials are changed by heating and cooling.
• To explain how materials are changed by bending, twisting and
stretching.
• To tell which materials cannot be changed back after being heated,
cooled, bent, stretched or twisted.
86
Year 2 Curriculum
Art and design
National Curriculum Requirements of Art & Design at Key Stage 1
Pupils should be taught:
• to use a range of materials creatively to design and make products
• to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
• to develop a wider range of art and design techniques in using colour, pattern, texture, line, shape, form and space
• about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and
making links to their own work.
87
Knowledge, Skills and Understanding breakdown for
Art
Year 2
Drawing Painting Printing Sketch books
• To use three different grades
of pencil in their drawing (4B,
8B, HB).
• To use charcoal, pencil and
pastels.
• To create different tones using
light and dark.
• To show patterns and texture
in their drawings.
• To use a viewfinder to focus
on a specific part of an artefact
before drawing it.
• To mix paint to create all the
secondary colours.
• To mix and match colours,
predict outcomes.
• To mix their own brown.
• To make tints by adding white.
• To make tones by adding
black.
• To create a print using
pressing, rolling, rubbing and
stamping.
• To create a print like a
designer.
• To begin to demonstrate their
ideas through photographs
and in their sketch books.
• To set out their ideas, using
‘annotation’ in their sketch
books.
• To keep notes in their sketch
books as to how they have
changed their work.
3D/ Textiles Collage Use of IT Knowledge
• To make a clay pot.
• To join two finger pots
together.
• To add line and shape to their
work.
• To join fabric using glue.
• To sew fabrics together.
• To create part of a class
patchwork.
• To create individual and group
collages.
• To use different kinds of
materials on their collage and
explain why they have chosen
them.
• To use repeated patterns in
their collage.
• To create a picture
independently.
• To use simple IT mark-making
tools, e.g. brush and pen tools.
• To edit their own work.
• To take different photographs
of themselves displaying
different moods.
• To change their photographic
images on a computer.
• To link colours to natural and
man-made objects.
• To say how other artist/craft
maker/designer have used
colour, pattern and shape.
• To create a piece of work in
response to another artist’s
work.
88
Year 2 Curriculum
Computing
E-safety in Key Stage 1
Knowledge & understanding Skills
• To understand the different methods of communication (e.g. email,
online forums etc).
• To know you should only open email from a known source.
• To know the difference between email and communication systems
such as blogs and wikis.
• To know that websites sometimes include pop-ups that take them
away from the main site.
• To know that bookmarking is a way to find safe sites again quickly.
• To begin to evaluate websites and know that everything on the
internet is not true.
• To know that it is not always possible to copy some text and pictures
from the internet.
• To know that personal information should not be shared online.
• To know they must tell a trusted adult immediately if anyone tries to
meet them via the internet.
• To follow the school’s safer internet rules.
• To use the search engines agreed by the school.
• To act if they find something inappropriate online or something they
are unsure of (including identifying people who can help; minimising
screen; online reporting using school system etc).
• To use the internet for learning and communicating with others,
making choices when navigating through sites.
• To send and receive email as a class.
• To recognise advertising on websites and learn to ignore it.
• To use a password to access the secure network.
89
National Curriculum Requirements of Computing at Key Stage 1
Pupils should be taught to:
• understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous of
instructions
• create and debug simple programs
• use logical reasoning to predict the behaviour of simple programs
• Use technology purposefully to create, organise, store, manipulate and retrieve digital content
• recognise common uses of information technology beyond school
• use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about context or
contact on the internet or other online technologies
90
Knowledge, Skills and Understanding breakdown for
Computing
Year 2
Algorithms and Programs Data Retrieving and Organising Communicating
• To predict the outcomes of a set of
instructions.
• To use right angle turns.
• To use the repeat commands.
• To test and amend a set of instructions.
• To write a simple program and test it.
• To predict what the outcome of a simple
program will be.
• To find information on a website.
• To click links in a website.
• To print a web page to use as a resource.
• To experiment with text, pictures and
animation to make a simple slide show.
• To use the shape tools to draw.
• To send and reply to messages sent by a
safe email partner (within school).
• To word process a piece of text.
• To insert/delete a word using the mouse
and arrow keys.
• To highlight text to change its format (B,
U, I).
Year 2 (Challenging)
• To create a presentation in a small group and record the narration.
• To record sounds into software and playback.
• To insert prerecorded sounds into a presentation.
• To capture still and moving images.
91
Year 2 Curriculum
Design and Technology
National Curriculum Requirements of DT at Key Stage 1
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing
and making. They should work in a range of relevant contexts, (for example the home and school, gardens and playgrounds, the local community, industry and the wider
environment).
When designing and making, pupils should be taught to:
Design
• design purposeful, functional, appealing products for themselves and other users based on design criteria
• generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication
technology
Make
• select from and use a range of tools and equipment to perform practical tasks, (or example, cutting, shaping, joining and finishing)
• select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
Evaluate
• explore and evaluate a range of existing products
• evaluate their ideas and products against design criteria
Technical knowledge
• build structures, exploring how they can be made stronger, stiffer and more stable
• explore and use mechanisms, (for example levers, sliders, wheels and axles), in their products.
92
National Curriculum Requirements of Cooking and Nutrition at Key Stage 1
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will
also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others
affordably and well, now and in later life.
Pupils should be taught to:
• use the basic principles of a healthy and varied diet to prepare dishes
• understand where food comes from.
93
Knowledge, Skills and Understanding breakdown for
Design and Technology
Year 2
Developing, planning and communicating
ideas
Working with tools, equipment, materials and
components to make quality products
Evaluating processes and products
• To think of ideas and plan what to do next.
• To choose the best tools and materials. To
give a reason why these are best.
• To describe their design by using pictures,
diagrams, models and words.
• To join things (materials/ components)
together in different ways.
• To explain what went well with their work.
• If they did it again, to explain what they would
improve.
Breadth of study
Cooking and nutrition
• To describe the
properties of the
ingredients they are
using.
• To explain what it
means to be hygienic.
• Are they hygienic in
the kitchen.
Textiles
• To measure textile.
• To join textiles
together to make
something.
• To cut textiles.
• To explain why they
chose a certain
textile.
Mechanisms
• To join materials
together as part of a
moving product.
• To add some kind of
design to their
product.
Use of materials
• To measure materials
to use in a model or
structure.
• To join material in
different ways.
• To use joining,
folding or rolling to
make it stronger.
Construction
• To make sensible
choices as to which
material to use for
their constructions.
• To develop their own
ideas from initial
starting points.
• To incorporate some
type of movement
into models.
• To consider how to
improve their
construction.
94
Year 2 Curriculum
Geography
National Curriculum Requirements of Geography at Key Stage 1
Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human
and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.
Pupils should be taught to:
Location knowledge
• name and locate the world’s seven continents and five oceans
• name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
Place knowledge
• understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a
small area in a contrasting non-European country
Human and physical geography
• identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the
North and South Poles
• use basic geographical vocabulary to refer to:
o key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
o key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
95
National Curriculum Requirements of Geography at Key Stage 1
Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating
to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.
Pupils should be taught to (continued):
Geographical skills and fieldwork
• use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key
stage
• use simple compass directions (North, South, East and West) and locational and directional language (e.g. ‘near’ and ‘far’; ‘left’ and ‘right’) to describe the
location of features and routes on a map
• use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct
basic symbols in a key
• use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its
surrounding environment.
96
Knowledge, Skills and Understanding breakdown for
Geography
Year 2
Geographical Enquiry Physical Geography Human Geography Geographical Knowledge
• To label a diagram or
photograph using some
geographical words.
• To find out about a locality by
using different sources of
evidence.
• To find out about a locality by
asking some relevant
questions to someone else.
• To say what they like and don’t
like about their locality and
another locality like the
seaside.
• To describe some physical
features of their own locality.
• To explain what makes a
locality special.
• To describe some places
which are not near the school.
• To describe a place outside
Europe using geographical
words.
• To describe some of the
features associated with an
island.
• To describe the key features of
a place, using words like,
beach, coast forest, hill,
mountain, ocean, valley.
• To describe some human
features of their own locality,
such as the jobs people do.
• To explain how the jobs
people do may be different in
different parts of the world.
• Do they think that people ever
spoil the area. How.
• Do they think that people try to
make the area better. How.
• To explain what facilities a
town or village might need.
• To name the continents of the
world and find them in an
atlas.
• To name the world’s oceans
and find them in an atlas.
• To name the major cities of
England, Wales, Scotland and
Ireland.
• To find where they live on a
map of the UK.
Year 2 (Challenging)
• To make inferences by looking
at a weather chart.
• To make plausible predictions
about what the weather may
be like in different parts of the
world.
• To find the longest and
shortest route using a map.
• To use a map, photographs,
film or plan to describe a
contrasting locality outside
Europe.
• To explain how the weather
affects different people.
• To locate some of the world’s
major rivers and mountain
ranges.
• To point out the North, South,
East and West associated with
maps and compass.
97
Year 2 Curriculum
History
National Curriculum Requirements of History at Key Stage 1
Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and
events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide
vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know
and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is
represented.
Pupils should be taught about:
• changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
• events beyond living memory that are significant nationally or globally (e.g. the Great Fire of London, the first aeroplane flight or events commemorated
through festivals or anniversaries)
• the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare
aspects of life in different periods (e.g. Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee,
Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell)
• significant historical events, people and places in their own locality.
98
Knowledge, Skills and Understanding breakdown for
History
Year 2
Chronological understanding Knowledge and interpretation Historical enquiry
• To use words and phrases like: before I was
born, when I was younger.
• To use phrases and words like: ‘before’,
‘after’, ‘past’, ‘present’, ‘then’ and ‘now’; in
their historical learning.
• To use the words ‘past’ and ‘present’
accurately.
• To use a range of appropriate words and
phrases to describe the past.
• To sequence a set of events in chronological
order and give reasons for their order.
• To recount the life of someone famous from
Britain who lived in the past giving attention to
what they did earlier and what they did later.
• To explain how their local area was different in
the past.
• To recount some interesting facts from an
historical event, such as where the ‘Fire of
London’ started.
• To give examples of things that are different in
their life from that of their grandparents when
they were young.
• To explain why Britain has a special history by
naming some famous events and some
famous people.
• To explain what is meant by a parliament.
• To find out something about the past by
talking to an older person.
• To answer questions by using a specific
source, such as an information book.
• To research the life of a famous Briton from
the past using different resources to help
them.
• To research about a famous event that
happens in Britain and why it has been
happening for some time.
• To research the life of someone who used to
live in their area using the Internet and other
sources to find out about them.
Year 2 (Challenging)
• To sequence a set of objects in chronological
order and give reasons for their order.
• To sequence events about their own life.
• To sequence events about the life of a famous
person.
• To try to work out how long ago an event
happened.
• To give examples of things that are different in
their life from that of a long time ago in a
specific period of history such as the Victorian
times.
• To explain why someone in the past acted in
the way they did.
• To explain why their locality (as wide as it
needs to be) is associated with a special
historical event.
• To explain what is meant by a democracy and
why it is a good thing.
• To say at least two ways they can find out
about the past, for example using books and
the internet.
• To explain why eye-witness accounts may
vary.
• To research about a famous event that
happens somewhere else in the world and
why it has been happening for some time.
99
Year 2 Curriculum
Music
National Curriculum Requirements of Music at Key Stage 1
In music pupils should be taught to:
• use their voices expressively by singing songs and speaking chants and rhymes
• play tuned and untuned instruments musically
• listen with concentration and understanding to a range of high-quality live and recorded music
• experiment with, create, select and combine sounds using the inter-related dimensions of music.
100
Knowledge, Skills and Understanding breakdown for
Music
Year 2
Performing Composing (incl notation) Appraising
• To sing and follow the melody (tune).
• To sing accurately at a given pitch.
• To perform simple patterns and
accompaniments keeping a steady pulse.
• To perform with others.
• To play simple rhythmic patterns on an
instrument.
• To sing/clap a pulse increasing or
decreasing in tempo.
• To order sounds to create a beginning,
middle and end.
• To create music in response to <different
starting points>.
• To choose sounds which create an effect.
• To use symbols to represent sounds.
• To make connections between notations
and musical sounds.
• To improve their own work.
• To listen out for particular things when
listening to music.
Year 2 (Challenging)
• To sing/play rhythmic patterns in
contrasting tempo; keeping to the pulse.
• To use simple structures in a piece of
music.
• To know that phrases are where we
breathe in a song.
• To recognise sounds that move by steps
and by leaps.
101
Year 2 Curriculum
Physical Education
National Curriculum Requirements of Dance at Key Stage 1
Pupils should be taught to:
• perform dances using simple movement patterns
102
National Curriculum Requirements of PE at Key Stage 1
Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility,
balance and co-ordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative
physical activities, in a range of increasingly challenging situations.
Pupils should be taught to:
• master basic movements, including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a
range of activities
• participate in team games, developing simple tactics for attacking and defending
• perform dances using simple movement patterns
103
Knowledge, Skills and Understanding breakdown for
Dance
Year 2
• To perform body actions with control and co-ordination.
• To choose movements with different dynamic qualities to make a dance phrase that expresses an idea, mood or feeling.
• To link actions.
• To remember and repeat dance phrases.
• To perform short dances, showing an understanding of expressive qualities.
• To describe the mood, feelings and expressive qualities of dance.
• To describe how dancing affects their body.
• To know why it is important to be active.
• To suggest ways they could improve their work.
Year 2 (Challenging)
• To create, improve and perform more complex dance phrases.
• To perform short dances, linking actions fluently and with control.
• To use dynamic and expressive qualities clearly in their dance.
• To use some simple dance vocabulary to describe and interpret dance.
• To know how particular activities can help them to be healthy.
104
Knowledge, Skills and Understanding breakdown for
Physical Education
Year 2
Acquiring and developing skills Evaluating and improving Health and fitness
• To copy and remember actions.
• To repeat and explore actions with
control and coordination.
• To talk about what is different between
what they did and what someone else
did.
• To say how they could improve.
• To show how to exercise safely.
• To describe how their body feels during
different activities.
• To explain what their body needs to keep
healthy.
Dance
(also covered in Dance section) Games
Gymnastics
• To dance imaginatively.
• To change rhythm, speed, level and
direction.
• To dance with control and co-ordination.
• To make a sequence by linking sections
together.
• To link some movements to show a
mood or feeling.
• To use hitting, kicking and/or rolling in a
game.
• To stay in a ‘zone’ during a game.
• To decide where the best place to be is
during a game.
• To use one tactic in a game.
• To follow rules.
• To plan and show a sequence of
movements.
• To use contrast in their sequences.
• Are their movements controlled.
• To think of more than one way to create a
sequence which follows a set of ‘rules’.
• To work on their own and with a partner
to create a sequence.
105
Year 2 Curriculum
PSHE
Please see Cambridgeshire Scheme in Staff Documents- Planning 2015/16 - PSHE
106
Year 2 Curriculum
Additional units of work
107
Year 2 Termly Overview of Learning Objectives
Autumn Subject: Science Please see Focus education ‘Working Scientifically’ for Year 2
Subject: Art and design
Subject: Computing
Subject: Design and Technology
Use of everyday materials: Classifying and grouping materials To describe the simple physical properties of a variety of everyday materials. To compare and group together a variety of materials based on their simple physical properties. Challenging: To describe the properties of different materials using words like, transparent or opaque, flexible, etc. To sort materials into groups and say why they have sorted them in that way. To say which materials are natural and which are man-made. Changing materials: To explore how the shapes of solid objects can be changed. (squashing, bending, twisting, stretching) To find out about people who developed useful new materials. (John Dunlop, Charles Macintosh, John McAdam) To identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper, cardboard for particular uses. To explain how things move on different surfaces. Challenging: To explain how materials are changed by heating and cooling. To explain how materials are changed by bending, twisting and stretching. To tell which materials cannot be changed back after being heated, cooled, bent, stretched or twisted.
Living things and their habitats To match certain living things to the habitats they are found in. To explain the differences between living and non-living things. To describe some of the life processes common to plants and animals, including humans. To decide whether something is living, dead or non-living. To describe how a habitat provides for the basic needs of things living there. To describe a range of different habitats. To describe how plants and animals are suited to
Drawing To use three different grades of pencil in their drawing (4B, 8B, HB). To use charcoal, pencil and pastels. To create different tones using light and dark. To show patterns and texture in their drawings. To use a viewfinder to focus on a specific part of an artefact before drawing it. Use of sketchbooks To begin to demonstrate their ideas through photographs and in their sketch books. To set out their ideas, using ‘annotation’ in their sketch books. To keep notes in their sketch books as to how they have changed their work.
Knowledge: To link colours to natural and man-made objects. To say how other artist/craft maker/designer have used colour, pattern and shape. To create a piece of work in response to another artist’s work.
E-safety in Key Stage 1 Knowledge & understanding To understand the different methods of communication (e.g. email, online forums etc.) To know you should only open email known sources. To know the difference between email and communication systems such as blogs and wikis. To know that websites sometimes include pop-ups that take them away from the main site. To know that bookmarking is a way to find safe sites again quickly. To begin to evaluate websites and know that everything on the internet is not true. To know that it is not always possible to copy some text and pictures from the internet. To know that personal information should not be shared online. To know they must tell a trusted adult immediately if anyone tries to meet them via the internet. Skills To follow the school’s safer internet rules. To use the search engines agreed by the school. To act if they find something inappropriate online or something they are unsure of (including identifying people who can help; minimising screen; online reporting using school system etc.) To use the internet for learning and communicating with others, making choices when navigating through sites. To send and receive email as a class. To recognise advertising on websites and learn to ignore it. To use a password to access the secure network. Algorithms and Programs To predict the outcomes of a set of instructions. To use right angle turns. To use the repeat commands. To test and amend a set of instructions. To write a simple program and test it. To predict what the outcome of a simple program will be. Challenging: To create a presentation in a small group and record the narration.
Textiles: To measure textile. To join textiles together to make something. To cut textiles. To explain why they chose a certain textile.
Use of sketchbooks To begin to demonstrate their ideas through photographs and in their sketch books. To set out their ideas, using ‘annotation’ in their sketch books. To keep notes in their sketch books as to how they have changed their work.
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their habitat. Challenging: To name some characteristics of an animal that help it to live in a particular habitat. To describe what animals need to survive and link this to their habitats.
To record sounds into software and playback. To insert prerecorded sounds into a presentation. To capture still and moving images
Subject: Geography
Subject: History
Subject: PE
Subject: Music
Geographical enquiry: To label a diagram or photograph using some geographical words. To find out about a locality by using different sources of evidence. To find out about a locality by asking some relevant questions to someone else. To say what they like and don’t like about their locality and another locality like the seaside. Challenging: To make inferences by looking at a weather chart. To make plausible predictions about what the weather may be like in different parts of the world.
Physical Geography To describe some physical features of their own locality. To explain what makes a locality special. To describe some places which are not near the school. To describe a place outside Europe using geographical words. To describe some of the features associated with an island. To describe the key features of a place, using words
Chronological understanding: To use words and phrases like: before I was born, when I was younger. To use phrases and words like: ‘before’, ‘after’, ‘past’, ‘present’, ‘then’ and ‘now’; in their historical learning. To use the words ‘past’ and ‘present’ accurately. To use a range of appropriate words and phrases to describe the past. To sequence a set of events in chronological order and give reasons for their order.
Knowledge and interpretation To give examples of things that are different in their life from that of their grandparents when they were young. Challenging: To sequence a set of objects in chronological order and give reasons for their order. To sequence events about their own life. To sequence events about the life of a famous person. To try to work out how long ago an event happened.
Underpinning all PE lessons: Acquiring and developing skills To copy and remember actions. To repeat and explore actions with control and coordination.
Evaluating and improving To talk about what is different between what they did and what someone else did. To say how they could improve.
Health and fitness To show how to exercise safely. To describe how their body feels during different activities. To explain what their body needs to keep healthy. Games To use hitting, kicking and/or rolling in a game. To stay in a ‘zone’ during a game. To decide where the best place to be is during a game. To use one tactic in a game. To follow rules.
Performing To sing and follow the melody (tune). To sing accurately at a given pitch. To perform simple patterns and accompaniments keeping a steady pulse. To perform with others. To play simple rhythmic patterns on an instrument. To sing/clap a pulse increasing or decreasing in tempo Composing To order sounds to create a beginning, middle and end. To create music in response to different starting points To choose sounds which create an effect To use symbols to represent sounds. To make connections between notations and musical sounds. Appraising To improve their own work. To listen out for particular things when listening to music.
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like, beach, coast forest, hill, mountain, ocean, and valley. Challenging: To find the longest and shortest route using a map. To use a map, photographs, film or plan to describe a contrasting locality outside Europe.
Human Geography To describe some human features of their own locality, such as the jobs people do. To explain how the jobs people do may be different in different parts of the world. Challenging: To explain how the weather affects different people
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Spring Subject: Science Please see Focus education ‘Working Scientifically’ for Year 2
Subject: Art and design
Subject: Computing Refer to e-safety objectives to be covered in KS1
Subject: Design and Technology
Living things and their habitats To match certain living things to the habitats they are found in. To explain the differences between living and non-living things. To describe some of the life processes common to plants and animals, including humans. To decide whether something is living, dead or non-living. To describe how a habitat provides for the basic needs of things living there. To describe a range of different habitats. To describe how plants and animals are suited to their habitat. Challenging: To name some characteristics of an animal that help it to live in a particular habitat. To describe what animals need to survive and link this to their habitats. Animals including humans: To describe what animals need to survive. To explain that animals grow and reproduce. To explain why animals have offspring which grow into adults To describe the life cycle of some living things. (e.g. egg, chick, chicken) To explain the basic needs of animals, including humans for survival. (water, food, air) To describe why exercise, balanced diet and hygiene are important for humans. Challenging: To explain that animals reproduce in different ways. Plants To describe what plants need to survive. To observe and describe how seeds and bulbs grow into mature plants. To find out & describe how plants need water, light and a suitable temperature to grow and stay healthy. Challenging: To describe what plants need to survive and link it to where they are found. To explain that plants grow and reproduce in different ways.
Textiles (3-D): To make a clay pot. To join two finger pots together. To add line and shape to their work. To join fabric using glue. To sew fabrics together. To create part of a class patchwork.
Use of sketchbooks: To begin to demonstrate their ideas through photographs and in their sketch books. To set out their ideas, using ‘annotation’ in their sketch books. To keep notes in their sketch books as to how they have changed their work.
E Safety As Autumn Term
Data retrieving and organising: To find information on a website. To click links in a website. To print a web page to use as a resource. To experiment with text, pictures and animation to make a simple slide show. To use the shape tools to draw.
Use of materials: To measure materials to use in a model or structure. To join material in different ways. To use joining, folding or rolling to make it stronger.
Use of sketchbooks: To begin to demonstrate their ideas through photographs and in their sketch books. To set out their ideas, using ‘annotation’ in their sketch books. To keep notes in their sketch books as to how they have changed their work. Knowledge: To say how other artist/craft maker/designer has used colour, pattern and shape. To create a piece of work in response to another artist’s/craft maker’s work.
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Subject: Geography
Subject: History
Subject: PE
Subject: Music
Geographical knowledge: To name the continents of the world and find them in an atlas. To name the world’s oceans and find them in an atlas. To name the major cities of England, Wales, Scotland and Ireland. To find where they live on a map of the UK. Challenging: To locate some of the world’s major rivers and mountain ranges. To point out the North, South, East and West associated with maps and compass.
Geographical enquiry: To label a diagram or photograph using some geographical words. To find out about a locality by using different sources of evidence. To find out about a locality by asking some relevant questions to someone else. To say what they like and don’t like about their locality and another locality like the seaside.
Physical Geography: To describe some physical features of their own locality. To explain what makes a locality special. To describe some places which are not near the school. To describe a place outside Europe using geographical words. To describe some of the features associated with an island. To describe the key features of a place, using words like, beach, coast forest, hill, mountain, ocean, valley Challenging: To find the longest and shortest route using a map. To use a map, photographs, film or plan to describe a contrasting locality outside Europe.
Human Geography: Do they think that people ever spoil the area? How. Do they think that people try to make the area better? How. To explain what facilities a town or village might need.
Historical enquiry: To find out something about the past by talking to an older person. To answer questions by using a specific source, such as an information book. To research the life of a famous Briton from the past using different resources to help them. To research about a famous event that happens in Britain and why it has been happening for some time. To research the life of someone who used to live in their area using the Internet and other sources to find out about them. Challenging: To say at least two ways they can find out about the past, for example using books and the internet. To explain why eye-witness accounts may vary. To research about a famous event that happens somewhere else in the world and why it has been happening for some time.
Knowledge and interpretation: To recount the life of someone famous from Britain who lived in the past giving attention to what they did earlier and what they did later. To explain how their local area was different in the past. To recount some interesting facts from an historical event, such as where the ‘Fire of London’ started. To give examples of things that are different in their life from that of their grandparents when they were young. To explain why Britain has a special history by naming some famous events and some famous people. To explain what is meant by a parliament. Challenging: To give examples of things that are different in their life from that of a long time ago in a specific period of history such as the Victorian times. To explain why someone in the past acted in the way they did. To explain why their locality (as wide as it needs to be) is associated with a special historical event. To explain what is meant by a democracy and why it is a good thing.
Underpinning all PE lessons: Acquiring and developing skills To copy and remember actions. To repeat and explore actions with control and coordination.
Evaluating and improving To talk about what is different between what they did and what someone else did. To say how they could improve.
Health and fitness To show how to exercise safely. To describe how their body feels during different activities. To explain what their body needs to keep healthy. Dance To dance imaginatively. To change rhythm, speed, level and direction. To dance with control and co-ordination. To make a sequence by linking sections together. To link some movements to show a mood or feeling.
Performing To sing and follow the melody (tune). To sing accurately at a given pitch. To perform simple patterns and accompaniments keeping a steady pulse. To perform with others. To play simple rhythmic patterns on an instrument. To sing/clap a pulse increasing or decreasing in tempo Composing To order sounds to create a beginning, middle and end. To create music in response to different starting points To choose sounds which create an effect To use symbols to represent sounds. To make connections between notations and musical sounds. Appraising To improve their own work. To listen out for particular things when listening to music.
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Summer Subject: Science Please see Focus education ‘Working Scientifically’ for Year 2 Topic Title:
Subject: Art and design Topic Title:
Subject: Computing Topic Title: Refer to e-safety objectives to be covered in KS1
Subject: Design and Technology Topic Title:
Plants To describe what plants need to survive. To observe and describe how seeds and bulbs grow into mature plants. To find out & describe how plants need water, light and a suitable temperature to grow and stay healthy. Challenging: To describe what plants need to survive and link it to where they are found. To explain that plants grow and reproduce in different ways.
Painting: To mix paint to create all the secondary colours. To mix and match colours, predict outcomes. To mix their own brown. To make tints by adding white. To make tones by adding black.
Knowledge: To link colours to natural and man-made objects. To say how other artist/craft maker/designer has used colour, pattern and shape. To create a piece of work in response to another artist’s work
E-safety in Key Stage 1 As Autumn
Data retrieving and organising: To find information on a website. To click links in a website. To print a web page to use as a resource. To experiment with text, pictures and animation to make a simple slide show. To use the shape tools to draw.
Cooking and nutrition: To describe the properties of the ingredients they are using. To explain what it means to be hygienic. Are they hygienic in the kitchen?
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Subject: Geography
Subject: History Topic Title:
Subject: PE Topic Title:
Subject: Music Topic Title:
Historical enquiry: To find out something about the past by talking to an older person. To answer questions by using a specific source, such as an information book. To research the life of a famous Briton from the past using different resources to help them. To research about a famous event that happens in Britain and why it has been happening for some time. Challenging: To say at least two ways they can find out about the past, for example using books and the internet. To explain why eye-witness accounts may vary. Knowledge and interpretation: To explain how their local area was different in the past. To recount some interesting facts from an historical event, To explain why Britain has a special history by naming some famous events and some famous people. Challenging: To explain why someone in the past acted in the way they did. To explain why their locality (as wide as it needs to be) is associated with a special historical event.
Underpinning all PE lessons: Acquiring and developing skills To copy and remember actions. To repeat and explore actions with control and coordination.
Evaluating and improving To talk about what is different between what they did and what someone else did. To say how they could improve.
Health and fitness To show how to exercise safely. To describe how their body feels during different activities. To explain what their body needs to keep healthy. Gymnastics To plan and show a sequence of movements. To use contrast in their sequences. Are their movements controlled? To think of more than one way to create a sequence that follows a set of ‘rules’. To work on their own and with a partner to create a sequence. Athletics To compete against others as well as themselves in a range of running, jumping, throwing and catching activities To take part in co-operative physical activities, for e.g. simple team relays
Performing To sing and follow the melody (tune). To sing accurately at a given pitch. To perform simple patterns and accompaniments keeping a steady pulse. To perform with others. To play simple rhythmic patterns on an instrument. To sing/clap a pulse increasing or decreasing in tempo Challenging To sing/play rhythmic patterns in contrasting tempo; keeping to the pulse. Composing To order sounds to create a beginning, middle and end. To create music in response to different starting points To choose sounds which create an effect To use symbols to represent sounds. To make connections between notations and musical sounds. Challenging To use simple structures in a piece of music. To know that phrases are where we breathe in a song. Appraising To improve their own work. To listen out for particular things when listening to music. Challenging To recognise sounds that move by steps and by leaps.
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Termly Topic Map Year 2
Autumn
Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings,.
Subject Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Literacy Text: Poetry Unit: Poetry: poems on a theme
Text: Man on the Moon Unit: Narrative: stories with familiar settings (home) Story based on own experience recount
Text: Man on the moon Unit: Non-fiction: instruction
Text: True Story of the 3 Little Pigs and Three Little Wolves and the Big Bad Pig Unit: Narrative: a variety of traditional tales with a twist
Text: Emily Gravette stories Non Fiction Text Owls Unit: Stories by the same author Non Fiction: Non Chronological Reports
Mathematics Number & place value
Number & place value
Mental addition and subtraction
Mental addition
and subtraction
Geometry 2D Shape
Place Value Mental addition
and subtraction
Problem Solving
Assessment
Number & place value
Money
Number & place value
Money
Place Value Mental
addition and subtraction
Measures Length
Mental addition
and subtract
Measures Time
Statistics Assess
Science
Uses of everyday materials Scientist focus e.g. John Dunlop, Charles Macintosh, John McAdam
1 hour per week
Living things and their habitats
1 hour per week
Art and design
Artist (illustrator focus) Drawing and Sketchbooks
1 hour per week
Computing
Understanding and Using Technology Safely 0.5 hours per week
Design and technology
Textiles 1 hour per week
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Geography Human /Physical Features of Two Locations (own versus non-European/Africa)
2 hour per week
History Chronology – use of vocabulary/speaking to grandparents Linked to moon Landing
2 hour per week
Languages
Music
PE/ Dance Games 1 hour per week
Gymnastics 1 hour per week
PSHE Citizenship
Rights, Rules and Responsibilities 0.5 hour per week
Anti – bullying & Family and Friends 0.5 hour per week
Myself and My Relationships Family and Friends 0.5 hours per week
RE
What can we learn from visiting sacred places? (Mosque, Church, Synagogue)
0.5 hour per week
Additional units of work
Special events/ trips
Science Museum Museum of Childhood
Stepney Farm
Owl Workshop
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Spring
Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings.
Subject Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Literacy Texts: Ten Things I Can Do to Help my World Units: Non-fiction: non-chronological report: Non-fiction: persuasive advert/ poster: conserving water/ reduce, reuse, recycle rubbish
Text: Day The Crayons Quit Unit: Non-fiction: Recounts - letters
Text: Claude in the City Unit: Narrative : animal adventure stories Innovate and Retell Letters
Texts: Assorted Riddles Unit: Poetry: Poems with a structure
Mathematics Number & place value
Mental
addition and subtraction
Mental addition and subtraction
Mental addition and subtraction
Measures
Money
Geometry 3D shape
Measures
Time
Number & place value
Assessment Mental multiplication and division
Fractions
Mental multiplication and division
Measures Time
Statistics
Mental multiplication and division
Assessment
Science Living things and their habitats (cont)
1 hour per week
Animals Including Humans 1 hour per week
Plants 1 hour per week
Art and design
Textiles/3D (Art) 1 hour per week
Computing Communication (+e-safety) link with letter writing/persuasive writing
Computer Programming and Computer Games 0.5 hour per week
Design and technology
Use of materials Joining and Puppets
1 hour per week Geography Map skills
continents/oceans/villages/conservation 2 hours per week
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History Research into famous event /person Great Fire of London
2 hours per week
Music Music/Singing Assemblies: Musical elements: Tempo, Timbre and Texture.
Song themes: Rounds, Harmonies, Foreign language songs, Cultural songs, Songs from musicals
Music/Singing Assemblies: Listening to music: modern music from a range of units
Listen to musicians playing and talking about their instruments live and ask questions
Song themes: Songs from musicals, Traditional songs, Songs with a religious base
PE/ Dance Dance 1 hour per week
PSHE Citizenship- working together
Economic well-being- financial capability 0.5 hours per week
Healthier & safer lifestyles 0.5 hours per week
RE Symbols of faith 0.5 hour per week
Additional units of work
Special events/ trips
Soane Centre
Greenwich Park for Geography Gillespie Park
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Summer
Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings, OWC= opportunities for writing across the curriculum.
Cross curricular topic: please indicate the topic title and linked subjects. Where subjects are taught in the topic, a ‘n/a’ can be entered in the actual subject row
Subject Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Literacy Text: The Magic Finger / Magic Key Unit: Narrative: Story as a theme
SATS Maths/ reading /spelling /riddles
SATS Long writing task/mop up
Text: Non Fiction texts on Local History Units: Non Fiction: Non Chronological Reports
Text: Owl & the Pussycat or Children’s Choice Unit: Poetry: Classic poetry Animation
Maths Number & place value
Mental addition
and subtraction
Mental addition and subtraction
Mental addition
and subtraction
Measure Mass
Capacity
Mental multiply
and division
Fractions
SATS Number & place value
Mental addition and subtraction
Money
Mental multiply
and division
Measurement length
Time
Mental addition and subtraction
Mental multiplication and division
place value
Mental addition
and subtract
Problem solving
Problem solving
Problem solving
Science
Plants 1 hour per week
Art and design
Painting 1 hour per week
Sketchbooks Drawing Buildings From local Area
1 hour per week
Computing Data retrieving and organising (+ e-safety)
Control systems, Data Logging and Robots 0.5 hour per week
Design and technology
Cooking 1 hour per week
Geography
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History Optional local history study – World War II Map of Bombings in London
2 hours per week PSHE Healthy & safer lifestyles
0.5 hour per week
Myself & my relationships – managing change inc Growing and Changing
0.5 hour per week
RE Christianity and Islam Celebrations 0.5 hour per week
Music Music/Singing Assemblies: Musical elements: Pitch and Structure
Song themes: Traditional songs, nursery rhymes, rounds
Thames music lessons (alternate half terms)
Music/Singing Assemblies: Listening to music: from a range of countries and cultures
Listen to musicians playing and talking about their instruments live and ask questions Song themes: Cultural songs, action songs and summer songs
Thames music lessons (alternate half terms)
PE/ Dance Gymnastics 1 hour per week
Athletics 1 hour per week
Additional units of work
Special events/ trips
Trip to Tower Hamlets Local History Library and Archives
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Year 3 Curriculum
Yearly overview of all Learning Objectives
Literacy
See Unit Plans
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Year 3 Curriculum
Mathematics
See Unit Plans
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Year 3 Curriculum
Science
Knowledge, Skills and Understanding breakdown for
Working Scientifically
Year 3
Planning Obtaining and presenting evidence Considering evidence and evaluating
• To use different ideas and suggest how to
find something out.
• To make and record a prediction before
testing.
• To plan a fair test and explain why it was
fair.
• To set up a simple fair test to make
comparisons.
• To explain why they need to collect
information to answer a question.
• To measure using different equipment and
units of measure.
• To record their observations in different
ways. <labelled diagrams, charts etc>
• To describe what they have found using
scientific language.
• To make accurate measurements using
standard units.
• To explain what they have found out and
use their measurements to say whether it
helps to answer their question.
• To use a range of equipment (including a
data-logger) in a simple test.
Year 3 (Challenging)
• To record and present what they have
found using scientific language, drawings,
labelled diagrams, bar charts and tables.
• To explain their findings in different ways
(display, presentation, writing).
• To use their findings to draw a simple
conclusion.
• To suggest improvements and predictions
for further tests.
• To suggest how to improve their work if
they did it again.
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Knowledge, Skills and Understanding breakdown for
Plants and Animals, including Humans
Year 3
Animals, including humans Plants
• To explain the importance of a nutritionally balanced diet.
• To describe how nutrients, water and oxygen are transported within
animals and humans.
• To identify that animals, including humans, cannot make their own food:
they get nutrition from what they eat.
• To describe and explain the skeletal system of a human.
• To describe and explain the muscular system of a human.
• To identify and describe the functions of different parts of flowering plants.
(roots, stem/trunk, leaves and flowers).
• To explore the requirement of plants for life and growth (air, light, water,
nutrients from soil, and room to grow).
• To explain how they vary from plant to plant.
• To investigate the way in which water is transported within plants.
• To explore the part that flowers play in the life cycle of flowering plants,
including pollination, seed formation and seed dispersal.
Year 3 (Challenging)
• To explain how the muscular and skeletal systems work together to create
movement.
• To classify living things and non-living things by a number of
characteristics that they have thought of.
• To explain how people, weather and the environment can affect living
things.
• To explain how certain living things depend on one another to survive.
• To classify a range of common plants according to many criteria
(environment found, size, climate required, etc.).
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Knowledge, Skills and Understanding breakdown for
Rocks
Year 3
Rocks
• To compare and group together different rocks on the basis of their appearance and simple physical properties.
• To describe and explain how different rocks can be useful to us.
• To describe and explain the differences between sedimentary and igneous rocks, considering the way they are formed.
• To describe in simple terms how fossils are formed when things that have lived are trapped within rock.
• To recognise that soils are made from rocks and organic matter.
Year 3 (Challenging)
• To classify igneous and sedimentary rocks.
• To begin to relate the properties of rocks with their uses.
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Knowledge, Skills and Understanding breakdown for
Light, Forces and Magnets
Year 3
Forces and magnets Light
• To compare how things move on different surfaces.
• To observe that magnetic forces can be transmitted without direct contact.
• To observe how some magnets attract or repel each other.
• To classify which materials are attracted to magnets and which are not.
• To notice that some forces need contact between two objects, but
magnetic forces can act at a distance.
• To compare and group together a variety of everyday materials on the
basis of whether they are attracted to a magnet.
• To identify some magnetic materials.
• To describe magnets have having two poles (N & S).
• To predict whether two magnets will attract or repel each other depending
on which poles are facing.
• To recognise that they need light in order to see things.
• To recognise that dark is the absence of light.
• To notice that light is reflected from surfaces.
• To recognise that light from the sun can be dangerous and that there are
ways to protect their eyes.
• To recognise that shadows are formed when the light from a light source is
blocked by a solid object.
• To find patterns in the way that the size of shadows change.
Year 3 (Challenging)
• To investigate the strengths of different magnets and find fair ways to
compare them.
• To explain why lights need to be bright or dimmer according to need.
• To explain the difference between transparent, translucent and opaque.
• To explain why lights need to be bright or dimmer according to need.
• To make a bulb go on and off.
• To say what happens to the electricity when more batteries are added.
• To explain why their shadow changes when the light source is moved
closer or further from the object.
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Year 3 Curriculum
Art
National Curriculum Requirements of Art at Key Stage 2
Pupils should be taught to develop their techniques, including their control and their use of materials, with experimentation and an increasing awareness of different
kinds of art, craft and design.
Pupils should be taught:
• to create sketch books to record their observations and use them to review and revisit ideas
• to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay)
• about the greatest artists, architects and designers in history.
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Knowledge, Skills and Understanding breakdown for
Art
Year 3
Drawing Painting Printing Sketch books
• To show facial expressions in
their drawings.
• To use their sketches to
produce a final piece of work.
• To write an explanation of their
sketch in notes.
• To use different grades of
pencil shade, to show different
tones and texture.
• To predict with accuracy the
colours that they mix.
• To know where each of the
primary and secondary
colours sits on the colour
wheel.
• To create a background using
a wash.
• To use a range of brushes to
create different effects.
• To make a printing block.
• To make a 2 colour print.
• To use their sketch books to
express feelings about a
subject and to describe likes
and dislikes.
• To make notes in their sketch
books about techniques used
by artists.
• To suggest improvements to
their work by keeping notes in
their sketch books.
3D/ Textiles Collage Use of IT Knowledge
• To add onto their work to
create texture and shape.
• To work with life size
materials.
• To create pop-ups.
• To use more than one type of
stitch.
• To join fabric together to form
a quilt using padding.
• To use sewing to add detail to
a piece of work.
• To add texture to a piece of
work.
• To cut very accurately.
• To overlap materials.
• To experiment using different
colours.
• To use mosaic.
• To use montage.
• To use the printed images they
take with a digital camera and
combine them with other
media to produce art work.
• To use IT programs to create a
piece of work that includes
their own work and that of
others (using web).
• To use the web to research an
artist or style of art.
• To compare the work of
different artists.
• To explore work from other
cultures.
• To explore work from other
periods of time.
• To begin to understand the
viewpoints of others by
looking at images of people
and understand how they are
feeling and what the artist is
trying to express in their work.
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Year 3 Curriculum
Computing
E-safety in Years 3 and 4
Knowledge & understanding Skills
• To understand the need for rules to keep them safe when exchanging
learning and ideas online.
• To recognise that information on the internet may not be accurate or
reliable and may be used for bias, manipulation or persuasion.
• To understand that the internet contains fact, fiction and opinion and
begin to distinguish between them.
• To use strategies to verify information, e.g. cross-checking.
• To understand the need for caution when using an internet search for
images and what to do if they find an unsuitable image.
• To understand that copyright exists on most digital images, video and
recorded music.
• To understand the need to keep personal information and passwords
private.
• To understand that if they make personal information available online it
may be seen and used by others.
• To know how to respond if asked for personal information or feel unsafe
about content of a message.
• To recognise that cyber bullying is unacceptable and will be sanctioned in
line with the school’s policy.
• To know how to report an incident of cyber bullying.
• To know the difference between online communication tools used in
school and those used at home.
• To understand the need to develop an alias for some public online use.
• To understand that the outcome of internet searches at home may be
different than at school.
• To follow the school’s safer internet rules.
• To recognise the difference between the work of others which has been
copied (plagiarism) and re-structuring and re-presenting materials in ways
which are unique and new.
• To begin to identify when emails should not be opened and when an
attachment may not be safe.
• To explain how to use email safely.
• To use different search engines.
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National Curriculum Requirements of Computing at Key Stage 2
Pupils should be taught to:
• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them
into smaller parts
• use sequence, selection, and repetition in programs; work with variables and various forms of input and output
• use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
• understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for
communication and collaboration
• use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
• select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and
content, that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
• Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and
contact
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Knowledge, Skills and Understanding breakdown for
Computing: Year 3
Algorithms and Programs Data Retrieving and Organising Communicating
• To experiment with variables to control
models.
• To use 90 degree and 45 degree turns.
• To give an on-screen robot directional
instructions.
• To draw a square, rectangle and other regular
shapes on screen, using commands.
• To write more complex programs.
• To review images on a camera and delete
unwanted images.
• To experience downloading images from a
camera into files on the computer.
• To use photo editing software to crop photos
and add effects.
• To manipulate sound when using simple
recording story boarding.
• To use the email address book.
• To open and send an attachment.
Using the Internet Databases Presentation
• To find relevant information by browsing a
menu.
• To search for an image, then copy and paste
it into a document.
• To use ‘Save picture as‘ to save an image to
the computer.
• To copy and paste text into a document.
• To begin to use note making skills to decide
what text to copy.
• To input data into a prepared database.
• To sort and search a database to answer
simple questions.
• To use a branching database.
• To create a presentation that moves from
slide to slide and is aimed at a specific
audience.
• To combine text, images and sounds and
show awareness of audience.
• To know how to manipulate text, underline
text, centre text, change font and size and
save text to a folder.
Year 3 (Challenging)
• To search by keyword using a child friendly search engine.
• To bookmark a page into your favourites.
• To contribute to a class blog.
• To use repeat command in logo to create a pattern.
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Year 3 Curriculum
Design and Technology
National Curriculum Requirements of DT at Key Stage 2
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of
designing and making. They should work in a range of relevant contexts, for example, the home, school, leisure, culture, enterprise, industry and the wider
environment.
When designing and making, pupils should be taught to:
Design
• use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or
groups
• generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces
and computer-aided design
Make
• select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately
• select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties
and aesthetic qualities
Evaluate
• investigate and analyse a range of existing products
• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
• understand how key events and individuals in design and technology have helped shape the world
Technical knowledge
• apply their understanding of how to strengthen, stiffen and reinforce more complex structures
• understand and use mechanical systems in their products, (for example as gears, pulleys, cams, levers and linkages)
• understand and use electrical systems in their products, (for example series circuits incorporating switches, bulbs, buzzers and motors)
• apply their understanding of computing to programme, monitor and control their products.
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National Curriculum Requirements of Cooking and Nutrition at Key Stage 2
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in
pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed
themselves and others affordably and well, now and in later life.
Pupils should be taught to:
• understand and apply the principles of a healthy and varied diet
• prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
• understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
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Knowledge, Skills and Understanding breakdown for
Design and Technology
Year 3
Developing, planning and communicating
ideas
Working with tools, equipment, materials and
components to make quality products
Evaluating processes and products
• To show that their design meets a range of
requirements.
• To put together a step-by-step plan which
shows the order and also what equipment
and tools they need.
• To describe their design using an accurately
labelled sketch and words.
• To understand how realistic their plan is.
• To use equipment and tools accurately. • To explain what they changed which made
their design even better.
Breadth of study
Cooking and nutrition
• To choose the right
ingredients for a
product.
• To use equipment
safely.
• To make sure that
their product looks
attractive.
• To describe how their
combined ingredients
come together.
• To set out to grow
plants such as cress
and herbs from seed
with the intention of
using them for their
food product.
Textiles
• To join textiles of
different types in
different ways.
• To choose textiles
both for their
appearance and also
qualities.
Electrical and
mechanical
components
• To select the most
appropriate tools and
techniques to use for
a given task.
• To make a product
which uses both
electrical and
mechanical
components.
• To use a simple
circuit.
• To use a number of
components.
Stiff and flexible
sheet materials
• To use the most
appropriate materials.
• To work accurately to
make cuts and holes.
• To join materials.
Mouldable materials
• To select the most
appropriate materials.
• To use a range of
techniques to shape
and mould.
• To use finishing
techniques.
134
Year 3 Curriculum
Geography
National Curriculum Requirements of Geography at Key Stage 2
Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the
location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical tools and skills to
enhance their locational and place knowledge.
Pupils should be taught to:
Location knowledge
• locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental
regions, key physical and human characteristics, countries, and major cities
• name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical
features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
• identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and
Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
Place knowledge
• understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a
European country, and a region within North or South America
135
National Curriculum Requirements of Geography at Key Stage 2
Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include
the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical tools and skills to
enhance their locational and place knowledge.
Pupils should be taught to:
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
• use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of
the United Kingdom and the wider world
• use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and
graphs, and digital technologies.
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Knowledge, Skills and Understanding breakdown for
Geography
Year 3
Geographical Enquiry Physical Geography Human Geography Geographical Knowledge
• To use correct geographical
words to describe a place and
the events that happen there.
• To identify key features of a
locality by using a map.
• To begin to use 4 figure grid
references.
• To accurately plot NSEW on a
map.
• To use some basic OS map
symbols.
• To make accurate
measurement of distances
within 100Km.
• To use maps and atlases
appropriately by using
contents and indexes.
• To describe how volcanoes
are created.
• To describe how earthquakes
are created.
• To confidently describe
physical features in a locality.
• To locate the Mediterranean
and explain why it is a popular
holiday destination.
• To recognise the 8 points of
the compass (N,NW, W, S, SW,
SE, E, NE).
• To describe how volcanoes
have an impact on people’s
lives.
• To confidently describe human
features in a locality.
• To explain why a locality has
certain human features.
• To explain why a place is like it
is.
• To explain how the lives of
people living in the
Mediterranean would be
different from their own.
• To name a number of
countries in the Northern
Hemisphere.
• To locate and name some of
the world’s most famous
volcanoes.
• To name and locate some well-
known European countries.
• To name and locate the capital
cities of neighbouring
European countries.
• To be aware of different
weather in different parts of
the world, especially Europe.
Year 3 (Challenging)
• To work out how long it would
take to get to a given
destination taking account of
the mode of transport.
• To explain why a locality has
certain physical features.
• To explain how people’s lives
vary due to weather.
• To name the two largest seas
around Europe.
137
Year 3 Curriculum
History
National Curriculum Requirements of History at Key Stage 2
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within
and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They
should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should
construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge
of the past is constructed from a range of sources and that different versions of past events may exist, giving some reasons for this.
In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview
and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
Pupils should be taught about:
Changes in Britain from the Stone Age to the Iron Age
This could include:
• late Neolithic hunter-gatherers and early farmers, e.g. Skara Brae
• Bronze Age religion, technology and travel, e.g. Stonehenge
• Iron Age hill forts: tribal kingdoms, farming, art and culture
The Roman Empire and its impact on Britain
This could include:
• Julius Caesar’s attempted invasion in 55-54 BC
• the Roman Empire by AD 42 and the power of its army
• successful invasion by Claudius and conquest, including Hadrian’s
Wall
• British resistance, e.g. Boudica
• “Romanisation” of Britain: sites such as Caerwent and the impact of
technology, culture and beliefs, including early Christianity
138
National Curriculum Requirements of History at Key Stage 2
Pupils should be taught about:
Britain’s settlement by Anglo-Saxons and Scots
This could include:
• Roman withdrawal from Britain in c. AD 410 and the fall of the western
Roman Empire
• Scots invasions from Ireland to north Britain (now Scotland)
• Anglo-Saxon invasions, settlements and kingdoms: place names and
village life
• Anglo-Saxon art and culture
• Christian conversion – Canterbury, Iona and Lindisfarne
The Viking and Anglo-Saxon struggle for the Kingdom of England to the
time of Edward the Confessor
This could include:
• Viking raids and invasion
• resistance by Alfred the Great and Athelstan, first king of England
• further Viking invasions and Danegeld
• Anglo-Saxon laws and justice
• Edward the Confessor and his death in 1066
A local history study
For example:
• a depth study linked to one of the British areas of study listed above
• a study over time tracing how several aspects of national history are
reflected in the locality (this can go beyond 1066)
• a study of an aspect of history or a site dating from a period beyond
1066 that is significant in the locality
A study of an aspect or theme in British history that extends pupils’
chronological knowledge beyond 1066
For example:
• the changing power of monarchs using case studies such as John,
Anne and Victoria
• changes in an aspect of social history, such as crime and punishment
from the Anglo-Saxons to the present or leisure and entertainment in
the 20th
Century
• the legacy of Greek or Roman culture (art, architecture or literature) on
later periods in British history, including the present day
• a significant turning point in British history, e.g. the first railways or the
Battle of Britain
139
National Curriculum Requirements of History at Key Stage 2
Pupils should be taught about:
The achievements of the earliest civilizations – an overview of where
and when the first civilizations appeared and a depth study of one of the
following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang
Dynasty of Ancient China.
Ancient Greece – a study of Greek life and achievements and their
influence on the western world.
A non-European society that provides contrasts with British history -
one study chosen from: early Islamic civilization, including a study of
Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c.
AD 900-1300.
140
Knowledge, Skills and Understanding breakdown for
History
Year 3
Chronological understanding Knowledge and interpretation Historical enquiry
• To describe events and periods using the
words: BC, AD and decade.
• To describe events from the past using dates
when things happened.
• To describe events and periods using the
words: ancient and century.
• To use a timeline within a specific time in
history to set out the order things may have
happened.
• To use their mathematical knowledge to
work out how long ago events would have
happened.
• To appreciate that the early Brits would not
have communicated as we do or have eaten
as we do.
• To begin to picture what life would have
been like for the early settlers.
• To recognise that Britain has been invaded
by several different groups over time.
• To realise that invaders in the past would
have fought fiercely, using hand to hand
combat.
• To suggest why certain events happened as
they did in history.
• To suggest why certain people acted as they
did in history.
• To recognise the part that archaeologists
have had in helping us understand more
about what happened in the past.
• To use various sources of evidence to
answer questions.
• To use various sources to piece together
information about a period in history.
• To research a specific event from the past.
• To use their ‘information finding’ skills in
writing to help them write about historical
information.
• To, through research, identify similarities
and differences between given periods in
history.
Year 3 (Challenging)
• To set out on a timeline, within a given
period, what special events took place.
• To begin to recognise and quantify the
different time periods that exists between
different groups that invaded Britain.
• To begin to appreciate why Britain would
have been an important country to have
invaded and conquered.
• To appreciate that war/s would inevitably
have brought much distress and bloodshed.
• To have an appreciation that wars start for
specific reasons and can last for a very long
time.
• To appreciate that invaders were often away
from their homes for very long periods and
would have been ‘homesick’.
• To begin to use more than one source of
information to bring together a conclusion
about an historical event.
• To use specific search engines on the
Internet to help them find information more
rapidly.
141
Year 3 Curriculum
Languages
National Curriculum Requirements of Language at Key Stage 2 only
• Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. The teaching should
provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at Key Stage 3. It should enable
pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology,
grammatical structures and vocabulary.
• The focus of study in modern languages will be on practical communication. If an ancient language is chosen the focus will be to provide a linguistic foundation for
reading comprehension and an appreciation of classical civilisation. Pupils studying ancient languages may take part in simple oral exchanges, while discussion of
what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at key stage 3.
Pupils should be taught to:
• listen attentively to spoken language and show understanding by joining in and responding
• explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
• engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
• speak in sentences, using familiar vocabulary, phrases and basic language structures
• develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
142
National Curriculum Requirements of Language at Key Stage 2 only
Pupils should be taught to (continued):
• present ideas and information orally to a range of audiences*
• read carefully and show understanding of words, phrases and simple writing
• appreciate stories, songs, poems and rhymes in the language
• broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
• write phrases from memory, and adapt these to create new sentences, to express ideas clearly
• describe people, places, things and actions orally* and in writing
• understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-
frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.
The starred (*) content above will not be applicable to ancient languages.
143
Knowledge, Skills and Understanding breakdown for
Foreign Languages: Using the Languages Ladder
Listening Speaking Reading Writing
Early Stage Grade 1 - To understand a few familiar
spoken words and phrases.
- To say and repeat single
words in short and simple
phrases.
- To recognise and read out
a few familiar words and
phrases.
- To write or copy simple words or
symbols correctly.
Grade2 - To understand a range of familiar
spoken phrases.
- To answer simple
questions and give basic
information.
- To understand and read
out familiar written
phrases.
- To write one or two short sentences to a model.
- To fill in the words on a simple form.
Grade3 - To understand the main points
from a short spoken passage
made up of familiar language.
- To ask and answer simple
questions and talk about
their interests.
- To understand the main
points from a short written
text in clear printed script.
- To write a few short sentences
with support, using expressions
which have already been learnt.
On completing the early stage To able to understand a basic range of
everyday expressions relating to personal
details and needs. May need to listen
several times to get the information
needed, depending how fast the speaker
talks. Should have some understanding of
a few simple grammatical structures and
sentence patterns. To familiar with the
sound system of the language. To aware
how to address people both formally and
informally as appropriate.
To able to use basic range of
everyday expression relating to
personal details and needs.
Pronunciation may not always be
completely accurate but meaning
will be clear. To able to understand
and use a few simple grammatical
structures and sentence patterns.
To familiar with the sound system of
the language. To aware of how to
address people both formally and
informally as appropriate.
To able to understand a basic range
of everyday expressions relating to
personal details and needs. Should
have some understanding of a few
simple grammatical structures and
sentence patterns. To familiar with
the writing system of the language.
To aware of how to address people
both formally and informally as
appropriate.
To able to use a basic range of everyday
expressions relating to personal details and
needs. Spelling may not always be
completely accurate but meaning will be
clear. To able to understand and use a few
simple grammatical structures and
sentence patterns. To familiar with the
writing system of the language. To aware of
how to address people both formally and
informally as appropriate.
Prelim Stage Grade
4
- To understand the main points
and some of the detail from a
spoken passage made up of
familiar language in simple
sentences.
- To take part in a simple
conversation and express
their own opinions.
- To understand the main
points and some detail
from short written texts in
familiar contexts.
- To write a short text on a familiar
topic, adapting language which
they have already learned.
Grade
5
- To understand the main points
and opinions in spoken
passages made up of familiar
material from various contexts.
- To give a short prepared
talk, on a topic of their
choice, including
expressing their opinions.
- To understand the main
points and opinions in
written texts from various
contexts.
- To write a short text on a range of
familiar topic, using simple
sentences.
144
Knowledge, Skills and Understanding breakdown for
Foreign Languages
Years 3 and 4
Listening and responding Speaking Reading and responding Writing
• To understand short
passages made up of
familiar language.
• To understand
instructions,
messages and
dialogues within
short passages.
• To identify and note
the main points and
give a personal
response on a
passage.
Spoken at near normal speed
with no interference. May need
short sections repeated.
• To have a short
conversation where they
are saying 2-3 things.
• To use short phrases to
give a personal response.
Although they use mainly memorised
language, they occasionally
substitute items of vocabulary to
vary the questions or statements.
• To read and understand
short texts using familiar
language.
• To identify and note the
main points and give a
personal response.
• To read independently.
• To use a bilingual dictionary
or glossary to look up new
words.
• To write 2-3 short sentences
on <a familiar topic>.
• To say what they like and
dislike about <a familiar
topic>.
They write short phrases from
memory and their spelling is readily
understandable.
145
Year 3 Curriculum
Music
National Curriculum Requirements of Music at Key Stage 2
Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and
manipulating ideas within musical structures and reproducing sounds from aural memory.
Pupils should be taught to:
• play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
• improvise and compose music using the inter-related dimensions of music
• listen with attention to detail and recall sounds with increasing aural memory
• use and understand staff and other musical notations
• appreciate and understand a wide range of high-quality live and recorded music from different traditions and from great composers and musicians
• develop an understanding of the history of music.
146
Knowledge, Skills and Understanding breakdown for
Music
Year 3
Performing Composing (incl notation) Appraising
• To sing in tune with expression.
• To control their voice when singing.
• To play clear notes on instruments.
• To use different elements in their
composition.
• To create repeated patterns with different
instruments.
• To compose melodies and songs.
• To create accompaniments for tunes.
• To combine different sounds to create a
specific mood or feeling.
• To improve their work; explaining how it has
improved.
• To use musical words (the elements of
music) to describe a piece of music and
compositions.
• To use musical words to describe what they
like and dislike.
• To recognise the work of at least one famous
composer.
Year 3 (Challenging)
• To work with a partner to create a piece of
music using more than one instrument.
• To understand metre in 2 and 3 beats; then 4
and 5 beats.
• To understand how the use of tempo can
provide contrast within a piece of music.
• To tell whether a change is gradual or
sudden.
• To identify repetition, contrasts and
variations.
147
Year 3 Curriculum
Physical Education
National Curriculum Requirements of Dance at Key Stage 2
Pupils should be taught to:
• perform dances using a range of movement patterns
148
National Curriculum Requirements of PE at Key Stage 2
Pupils should continue to implement and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of
movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical
activities and sports and learn how to evaluate and recognise their own success.
Pupils should be taught to:
• use running, jumping, catching and throwing in isolation and in combination
• play competitive games, modified where appropriate, (for example badminton, basketball, cricket, football, hockey, netball, rounders and tennis) and apply basic
principles suitable for attacking and defending
• develop flexibility, strength, technique, control and balance, (for example through gymnastics and athletics)
• perform dances using a range of movement patterns
• take part in outdoor and adventurous activity challenges both individually and within a team
• compare their performances with previous ones and demonstrate improvement to achieve their personal best.
Swimming and water safety
All schools must provide swimming instruction either in Key Stage 1 or Key Stage 2.
In particular, pupils should be taught to:
• swim competently, confidently and proficiently over a distance of at least 25 metres
• use a range of strokes effectively, (for example front crawl, backstroke and breaststroke)
• perform safe self-rescue in different water-based situations.
149
Knowledge, Skills and Understanding breakdown for
Dance
Year 3
• To improvise freely, translating ideas from a stimulus into movement.
• To create dance phrases that communicate ideas.
• To share and create phrases with a partner and in small groups.
• To repeat, remember and perform these phrases in a dance.
• To use dynamic, rhythmic and expressive qualities clearly and with control.
• To understand the importance of warming-up and cooling-down.
• To recognise and talk about the movements used and the expressive qualities of dance.
• To suggest improvements to their own and other people’s dances.
Year 3 (Challenging)
• To use a wide range of movements when improvising.
• To choose appropriate movements to express the idea, mood and feeling of a dance.
• To take the lead when creating dances with a partner or in a group.
• To show a greater understanding of how to compose dance phrases.
• To show greater fluency and control in their movements.
• To interpret rhythm well, using a range of musical accompaniments.
• To interpret and express their thoughts clearly when talking about dance.
• To make appropriate suggestions about how work could be improved.
150
Knowledge, Skills and Understanding breakdown for
Physical Education
Year 3
Acquiring and developing
skills Evaluating and improving Health and fitness
Dance
(also covered in Dance section)
• To select and use the most
appropriate skills, actions or
ideas.
• To move and use actions with
co-ordination and control.
• To explain how their work is
similar and different from that
of others.
• With help, to recognise how
performances could be
improved.
• To explain why it is important
to warm-up and cool-down.
• To identify some muscle
groups used in gymnastic
activities.
• To improvise freely,
translating ideas from a
stimulus into movement.
• To share and create phrases
with a partner and in small
groups.
• To repeat, remember and
perform these phrases in a
dance.
Games Gymnastics Athletics
Outdoor/
adventurous
• To throw and catch with
control when under limited
pressure.
• To be aware of space and use
it to support team-mates and
cause problems for the
opposition.
• To know and use rules fairly
to keep games going.
• To keep possession with
some success when using
equipment that is not used for
throwing and catching skills.
• To use a greater number of
their own ideas for movement
in response to a task.
• To adapt sequences to suit
different types of apparatus
and their partner’s ability.
• To explain how strength and
suppleness affect
performances.
• To compare and contrast
gymnastic sequences,
commenting on similarities
and differences.
• To run at fast, medium and
slow speeds, changing speed
and direction.
• To link running and jumping
activities with some fluency,
control and consistency.
• To make up and repeat a short
sequence of linked jumps.
• To take part in a relay activity,
remembering when to run and
what to do.
• To throw a variety of objects,
changing their action for
accuracy and distance.
• To follow a map in a familiar
context.
• To move from one location to
another following a map.
• To use clues to follow a route.
• To follow a route safely.
151
Year 3 Curriculum
PSHE
Please see Cambridgeshire Scheme in Staff Documents- Planning 2015/16 - PSHE
152
Year 3 Curriculum
Additional units of work
153
Year 3 Termly Overview of Learning Objectives
Autumn Subject: Science Please refer to Focus Education Yearly overview for ‘Working Scientifically’
Subject: Art and Design
Subject: Computing
Subject: Design and Technology
Rocks To compare and group together different rocks on the basis of their appearance and simple physical properties. To describe and explain how different rocks can be useful to us. To describe and explain the differences between sedimentary and igneous rocks, considering the way they are formed. To describe in simple terms how fossils are formed when things that have lived are trapped within rock. To recognise that soils are made from rocks and organic matter. Challenging To classify igneous and sedimentary rocks. To begin to relate the properties of rocks with their uses. Animals including humans To explain the importance of a nutritionally balanced diet. To describe how nutrients, water and oxygen are transported within animals and humans. To identify that animals, including humans, cannot make their own food: they get nutrition from what they eat. To describe and explain the skeletal system of a human. To describe and explain the muscular system of a human. Challenging To explain how the muscular and skeletal systems work together to create movement. To classify living things and non-living things by a number of characteristics that they have thought of. To explain how people, weather and the environment can affect living things. To explain how certain living things depend on one another to survive.
Sketchbooks To use their sketch books to express feelings about a subject and to describe likes and dislikes. To make notes in their sketch books about techniques used by artists. To suggest improvements to their work by keeping notes in their sketch books. Drawing To show facial expressions in their drawings. To use their sketches to produce a final piece of work. To write an explanation of their sketch in notes. To use different grades of pencil shade, to show different tones and texture. 3D To add onto their work to create texture and shape. To work with life size materials. To add texture to a piece of work. To begin to sculpt clay and other mouldable materials.
E-Safety Knowledge & understanding To understand the need for rules to keep them safe when exchanging learning and ideas online. To recognise that information on the internet may not be accurate or reliable and may be used for bias, manipulation or persuasion. To understand that the internet contains fact, fiction and opinion and begin to distinguish between them. To use strategies to verify information, e.g. cross-checking. To understand the need for caution when using an internet search for images and what to do if they find an unsuitable image. To understand that copyright exists on most digital images, video and recorded music. To understand the need to keep personal information and passwords private. To understand that if they make personal information available online it may be seen and used by others. To know how to respond if asked for personal information or feel unsafe about content of a message. To recognise that cyber bullying is unacceptable and will be sanctioned in line with the school’s policy. To know how to report an incident of cyber bullying. To know the difference between online communication tools used in school and those used at home. To understand the need to develop an alias for some public online use. To understand that the outcome of internet searches at home may be different than at school. Skills To follow the school’s safer internet rules. To recognise the difference between the work of others which has been copied (plagiarism) and re-structuring and re-presenting materials in ways which are unique and new. To begin to identify when emails should not be opened and when an attachment may not be safe. To explain how to use email safely. To use different search engines.
Developing, planning and communicating ideas To show that their design meets a range of requirements. To put together a step-by-step plan which shows the order and also what equipment and tools they need. To describe their design using an accurately labelled sketch and words. To understand how realistic their plan is. Working with tools, equipment, materials and components to make quality products To use equipment and tools accurately Evaluating processes and products To explain what they changed which made their design even better. Mouldable materials To select the most appropriate materials. To use a range of techniques to shape and mould. To use finishing techniques.
154
Using the Internet To find relevant information by browsing a menu. To search for an image, then copy and paste it into a document. To use ‘Save picture as‘ to save an image to the computer. To copy and paste text into a document. To begin to use note making skills to decide what text to copy. Challenging To search by keyword using a child friendly search engine. To bookmark a page into your favourites.
Subject: Geography
Subject: History
Subject: Languages
Subject: Physical Education
Chronological understanding To describe events and periods using the words: BC, AD and decade. To describe events from the past using dates when things happened. To describe events and periods using topic specific vocabulary e.g. late Neolithic, hunter-gatherers, Bronze Age, Iron Age, tribal kingdoms To use a timeline within a specific time in history to set out the order things may have happened. To use their mathematical knowledge to work out how long ago events would have happened. Knowledge and interpretation To appreciate that the early Brits would not have communicated as we do or have eaten as we do. To begin to picture what life would have been like for the early settlers. To suggest why certain events happened as they did in history. To suggest why certain people acted as they did in history. Historical enquiry To recognise the part that archaeologists have had in helping us understand more about what happened in the past. To use various sources of evidence to answer questions. To use various sources to piece together information about a period in history. To research a specific event from the past. To use their ‘information finding’ skills in writing to help them write about historical information. To, through research, identify similarities and differences between given periods in history.
Objectives for the whole year from the Languages Ladder (Grade 1-3) Listening and responding To understand a few familiar spoken words and phrases. To understand a range of familiar spoken phrases. To understand the main points from a short spoken passage made up of familiar language.
Speaking To say and repeat single words in short and simple phrases. To answer simple questions and give basic information. To ask and answer simple questions and talk about their interests. Reading and responding To recognise and read out a few familiar words and phrases. To understand and read out familiar written phrases. To understand the main points from a short written text in clear printed script. Writing To write or copy simple words or symbols correctly. To write one or two short sentences to a model. To fill in the words on a simple form. To write a few short sentences with support, using expressions which have already been learnt.
Acquiring and developing skills To select and use the most appropriate skills, actions or ideas. To move and use actions with co-ordination and control. Evaluating and improving To explain how their work is similar and different from that of others. With help, to recognise how performances could be improved. Health and Fitness To explain why it is important to warm-up and cool-down. To identify some muscle groups used in activities. Dance To improvise freely, translating ideas from a stimulus into movement. To create dance phrases that communicate ideas. To share and create phrases with a partner and in small groups. To repeat, remember and perform these phrases in a dance. To use dynamic, rhythmic and expressive qualities clearly and with control. To understand the importance of warming-up and cooling-down. To recognise and talk about the movements used and the expressive qualities of dance. To suggest improvements to their own and other people’s dances. Challenging To use a wide range of movements when improvising.
155
To begin to use more than one source of information to bring together a conclusion about an historical event. To use specific search engines on the Internet to help them find information more rapidly.
To choose appropriate movements to express the idea, mood and feeling of a dance. To take the lead when creating dances with a partner or in a group. To show a greater understanding of how to compose dance phrases To show greater fluency and control in their movements To interpret rhythm well, using a range of musical accompaniments To interpret and express their thoughts clearly when talking about dance. To make appropriate suggestions about how work could be improved. Games To throw and catch with control when under limited pressure. To be aware of space and use it to support team-mates and cause problems for the opposition. To know and use rules fairly to keep games going. To keep possession with some success when using equipment that is not used for throwing and catching skills.
156
Spring
Subject: Science Please also refer to Focus Education Yearly overview for ‘Working Scientifically’
Subject: Art and Design
Subject: Computing
Subject: Design and Technology
Animals including humans (cont) To explain the importance of a nutritionally balanced diet. To describe how nutrients, water and oxygen are transported within animals and humans. To identify that animals, including humans, cannot make their own food: they get nutrition from what they eat. To describe and explain the skeletal system of a human. To describe and explain the muscular system of a human. Challenging To explain how the muscular and skeletal systems work together to create movement. To classify living things and non-living things by a number of characteristics that they have thought of. To explain how people, weather and the environment can affect living things. To explain how certain living things depend on one another to survive. Plants To identify and describe the functions of different
parts of flowering plants. (roots, stem/trunk, leaves
and flowers).
To explore the requirement of plants for life and
growth (air, light, water, nutrients from soil, and room
to grow).
To explain how they vary from plant to plant.
To investigate the way in which water is transported
within plants.
To explore the part that flowers play in the life cycle
of flowering plants, including pollination, seed
formation and seed dispersal.
Challenging
To classify a range of common plants according to
many criteria (environment found, size, climate
required, etc.).
Sketchbooks To use their sketch books to express feelings about a subject and to describe likes and dislikes. To make notes in their sketch books about techniques used by artists. To suggest improvements to their work by keeping notes in their sketch books. Drawing To show facial expressions in their drawings. To use their sketches to produce a final piece of work. To write an explanation of their sketch in notes. To use different grades of pencil shade, to show different tones and texture. Painting To predict with accuracy the colours that they mix. To know where each of the primary and secondary colours sits on the colour wheel. To create a background using a wash. To use a range of brushes to create different effects. Knowledge To compare the work of different artists. To explore work from other cultures. To explore work from other periods of time. To begin to understand the viewpoints of others by looking at images of people and understand how they are feeling and what the artist is trying to express in their work.
E-Safety As Autumn Algorithms and Programs To experiment with variables to control models. To use 90 degree and 45 degree turns. To give an on-screen robot directional instructions. To draw a square, rectangle and other regular shapes on screen, using commands. To write more complex programs.
Challenging To use repeat command in logo to create a pattern. Databases To input data into a prepared database. To sort and search a database to answer simple questions. To use a branching database.
Developing, planning and communicating ideas To show that their design meets a range of requirements. To put together a step-by-step plan which shows the order and also what equipment and tools they need. To describe their design using an accurately labelled sketch and words. To understand how realistic their plan is. Working with tools, equipment, materials and components to make quality products To use equipment and tools accurately Evaluating processes and products To explain what they changed which made their design even better. Stiff and flexible sheet materials To use the most appropriate materials. To work accurately to make cuts and holes. To join materials.
157
Subject: Geography
Subject: History
Subject: Languages
Subject: Physical Education
Geographical Enquiry To use correct geographical words to describe a place and the events that happen there. To identify key features of a locality by using a map. To begin to use 4 figure grid references. To accurately plot NSEW on a map. To use some basic OS map symbols. To make accurate measurement of distances within 100Km. Challenging To work out how long it would take to get to a given destination taking account of the mode of transport. Physical geography To use maps and atlases appropriately by using contents and indexes. To confidently describe physical features in a locality. To locate the Caribbean and explain why it is a popular holiday destination. To recognise the 8 points of the compass (N,NW, W, S, SW, SE, E, NE). Human geography To confidently describe human features in a locality. To explain why a locality has certain human features. To explain why a place is like it is. To explain how the lives of people living in the Caribbean would be different from their own. Challenging) To explain how people’s lives vary due to weather. Geographical knowledge To name a number of countries in the Northern Hemisphere.
Objectives for the whole year from the Languages Ladder (Grade 1-3) Listening and responding
To understand a few familiar spoken words and
phrases.
To understand a range of familiar spoken phrases.
To understand the main points from a short spoken
passage made up of familiar language.
Speaking
To say and repeat single words in short and simple
phrases.
To answer simple questions and give basic
information.
To ask and answer simple questions and talk about
their interests.
Reading and responding To recognise and read out a few familiar words and
phrases.
To understand and read out familiar written phrases.
To understand the main points from a short written
text in clear printed script.
Writing To write or copy simple words or symbols correctly.
To write one or two short sentences to a model.
To fill in the words on a simple form.
To write a few short sentences with support, using
expressions which have already been learnt.
Acquiring and developing skills
To select and use the most appropriate skills, actions
or ideas.
To move and use actions with co-ordination and
control.
Evaluating and improving
To explain how their work is similar and different from
that of others.
With help, to recognise how performances could be
improved.
Health and Fitness To explain why it is important to warm-up and cool-down. To identify some muscle groups used in activities.
Gymnastics
To use a greater number of their own ideas for
movement in response to a task.
To adapt sequences to suit different types of
apparatus and their partner’s ability.
To explain how strength and suppleness affect
performances.
To compare and contrast gymnastic sequences,
commenting on similarities and differences
Games
To throw and catch with control when under limited
pressure.
To be aware of space and use it to support team-
mates and cause problems for the opposition.
To know and use rules fairly to keep games going.
To keep possession with some success when using
equipment that is not used for throwing and catching
skills.
158
Summer
Subject: Science Please refer to Focus Education Yearly overview for ‘Working Scientifically’
Subject: Art and Design
Subject: Computing
Subject: Design and Technology
Light To recognise that they need light in order to see things. To recognise that dark is the absence of light. To notice that light is reflected from surfaces. To recognise that light from the sun can be dangerous and that there are ways to protect their eyes. To recognise that shadows are formed when the light from a light source is blocked by a solid object. To find patterns in the way that the size of shadows change. Challenging To explain why lights need to be bright or dimmer according to need. To explain the difference between transparent, translucent and opaque. To explain why lights need to be bright or dimmer according to need. To make a bulb go on and off. To say what happens to the electricity when more batteries are added. To explain why their shadow changes when the light source is moved closer or further from the object. Forces and magnets To compare how things move on different surfaces. To observe that magnetic forces can be transmitted without direct contact. To observe how some magnets attract or repel each other. To classify which materials are attracted to magnets and which are not. To notice that some forces need contact between two objects, but magnetic forces can act at a distance. To compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet. To identify some magnetic materials. To describe magnets have having two poles (N & S). To predict whether two magnets will attract or repel each other depending on which poles are facing. Challenging To investigate the strengths of different magnets and find fair ways to compare them.
Sketchbooks To use their sketch books to express feelings about a subject and to describe likes and dislikes. To make notes in their sketch books about techniques used by artists. To suggest improvements to their work by keeping notes in their sketch books. Drawing To show facial expressions in their drawings. To use their sketches to produce a final piece of work. To write an explanation of their sketch in notes. To use different grades of pencil shade, to show different tones and texture. Collage To cut very accurately. To overlap materials. To experiment using different colours. To use mosaic. To use montage. To use ceramic mosaic. To combine visual and tactile qualities.
E-Safety As Autumn Data Retrieving and Organising To review images on a camera and delete unwanted images. To experience downloading images from a camera into files on the computer. To use photo editing software to crop photos and add effects. To manipulate sound when using simple recording
story boarding.
Presentation To create a presentation that moves from slide to slide and is aimed at a specific audience. To combine text, images and sounds and show awareness of audience. To know how to manipulate text, underline text, centre text, change font and size and save text to a folder.
Developing, planning and communicating ideas To show that their design meets a range of requirements. To put together a step-by-step plan which shows the order and also what equipment and tools they need. To describe their design using an accurately labelled sketch and words. To understand how realistic their plan is. Working with tools, equipment, materials and components to make quality products To use equipment and tools accurately Evaluating processes and products To explain what they changed which made their design even better.
Cooking and nutrition To choose the right ingredients for a product. To use equipment safely. To make sure that their product looks attractive. To describe how their combined ingredients come together. To set out to grow plants such as cress and herbs from seed with the intention of using them for their food product
159
Subject: Geography
Subject: History
Subject: Languages
Subject: Physical Education
Geographical Enquiry To use correct geographical words to describe a place and the events that happen there. To identify key features of a locality by using a map. To begin to use 4 figure grid references. To accurately plot NSEW on a map. To use some basic OS map symbols. Challenging To work out how long it would take to get to a given destination taking account of the mode of transport. Physical geography To use maps and atlases appropriately by using contents and indexes. To describe how volcanoes are created. To describe how earthquakes are created. To confidently describe physical features in a locality. To locate the Mediterranean and explain why it is a popular holiday destination. Challenging To explain why a locality has certain physical features. Human geography To describe how volcanoes have an impact on people’s lives. To confidently describe human features in a locality. To explain why a locality has certain human features. To explain why a place is like it is. To explain how the lives of people living in the Mediterranean would be different from their own. Challenging To explain how people’s lives vary due to weather. Geographical knowledge To name a number of countries in the Northern Hemisphere. To locate and name some of the world’s most famous volcanoes. To name and locate some well-known European countries. To name and locate the capital cities of neighbouring European countries. To be aware of different weather in different parts of the world, especially Europe. Challenging To name the two largest seas around Europe.
Chronological understanding To describe events and periods using the words: BC, AD and decade. To describe events from the past using dates when things happened. To describe events and periods using topic specific vocabulary e.g. Empire, invasion, resistance, army. To use a timeline within a specific time in history to set out the order things may have happened. To use their mathematical knowledge to work out how long ago events would have happened. To begin to recognise and quantify the different time periods that exist between different groups that invaded Britain. Knowledge and interpretation To begin to picture what life would have been like for the early settlers. To recognise that Britain has been invaded by several different groups over time. To realise that invaders in the past would have fought fiercely, using hand to hand combat. To suggest why certain events happened as they did in history. To suggest why certain people acted as they did in history. To begin to appreciate why Britain would have been an important country to have invaded and conquered. Historical enquiry To recognise the part that archaeologists have had in helping us understand more about what happened in the past. To use various sources of evidence to answer questions. To use various sources to piece together information about a period in history. To research a specific event from the past. To use their ‘information finding’ skills in writing to help them write about historical information. To, through research, identify similarities and differences between given periods in history. To begin to use more than one source of information to bring together a conclusion about an historical event. To use specific search engines on the Internet to help them find information more rapidly.
Objectives for the whole year from the Languages Ladder (Grade 1-3) Listening and responding
To understand a few familiar spoken words and
phrases.
To understand a range of familiar spoken phrases.
To understand the main points from a short spoken
passage made up of familiar language.
Speaking
To say and repeat single words in short and simple
phrases.
To answer simple questions and give basic
information.
To ask and answer simple questions and talk about
their interests.
Reading and responding
To recognise and read out a few familiar words and
phrases.
To understand and read out familiar written phrases.
To understand the main points from a short written
text in clear printed script.
Writing
To write or copy simple words or symbols correctly.
To write one or two short sentences to a model.
To fill in the words on a simple form.
To write a few short sentences with support, using
expressions which have already been learnt.
Acquiring and developing skills
To select and use the most appropriate skills, actions
or ideas.
To move and use actions with co-ordination and
control.
Evaluating and improving
To explain how their work is similar and different from
that of others.
With help, to recognise how performances could be
improved.
Health and Fitness To explain why it is important to warm-up and cool-down. To identify some muscle groups used in activities.
Athletics To run at fast, medium and slow speeds, changing speed and direction. To link running and jumping activities with some fluency, control and consistency. To make up and repeat a short sequence of linked jumps. To take part in a relay activity, remembering when to run and what to do. To throw a variety of objects, changing their action for accuracy and distance.
160
Termly Topic Map Year 3
Autumn
Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings, OWC= opportunities for writing across the curriculum.
Cross curricular topic: please indicate the topic title and linked subjects. Where subjects are taught in the topic, a ‘n/a’ can be entered in the actual subject row
Subject Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Literacy
Text: Poems by Grace Nichols Unit:
Text: Stone Girl, Bone Girl Units: Novel as a theme Playscripts Recount: biography Discussion
Text: The Frog Prince Units: Recount: diaries
Text: Life of Anthony Browne Unit: Recount: Biography
Text: Into the Forest Units: Stories by the same author Playscripts Persuasive letter
Texts: Range of different fairy tales Unit: Fairy tales/folk tales
Maths Mental addition
and subtraction
Number & place value
Mental addition
and subtraction
Mental multiply
and division
Measures Time
Geometry 3D Shape
Number & place value
Mental addition
and subtract
Mental multiply
and division
Fractions
Assess and Review
Measures Money
Addition
and Subtract
Measures
Capacity Length
Place Value
Mental addition
and subtraction
Mental multiply
and division
Mental addition
and subtract
Problem Solving
Assess And
Review
Teaching to gaps
from assess
Teaching to gaps
from assess
Science
Rocks 2 hours per week
Animals, including humans / Learning about Scientists e.g. John Boyd Orr 2 hours per week
Cross curricular links
Art and design
Clay- Sculpture Combined with Design technology
1 hour per week
161
Computing Understanding and Using Technology Safely
1 hour per week Design and technology
DT mouldable materials Combined with Design technology
1 hour per week Geography
History Changes in Britain from the Stone Age to the Iron Age
3 hour per week
Languages Bengali 0.5 hours per week
(Each class 1 hour a week for half a year) Music Music/ Singing Assemblies:
Musical elements: Duration and Dynamics. Song themes: Rounds, Harmonies, Autumn songs, Traditional songs
Thames Music lessons: Recorders
Music/Singing Assemblies: Listening to music from a range of different times.
Listen to musicians playing and talking about their instruments live and ask questions.
Song themes: Christmas songs, Pop and modern songs, Historical songs Thames Music lessons: Recorders
PE/ Dance Invasion games 1 hour per week
Striking and fielding
1 hour per week RE Believing in Tower Hamlets:
What different beliefs can we find in our area? 0.5 hour per week
PSHE Myself and My Relationships Beginning and Belonging
0.5 hour per week
Myself and My Relationships Anti – bullying
(0.5 hour per week)
Myself and My Relationships My Emotions
0.5 hour per week Additional units of work
Special events/ trips
Soanes Centre trip Stone Age Workshop
162
Spring
Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings, OWC= opportunities for writing across the curriculum.
Cross curricular topic: please indicate the topic title and linked subjects. Where subjects are taught in the topic, a ‘n/a’ can be entered in the actual subject row
Subject Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Literacy Text: Ice Palace Units: Mystery Instructions Non-chronological report
Text: Gregory Cool Units: Non chronological report Instruction texts
Texts: Shape poems, calligrams, rhyming couplets Units: Poems with a structure
Mathematics Mental addition and subtraction
Number & place value
Mental
addition and subtraction
Mental multiplication and division
Measures
Time Geometry 3D Shape
Number & place value
Mental
addition and subtraction
Number & place value
Written addition
Mental addition and subtraction
Written addition
Measures
Time
Number & place value
Mental
addition and subtraction
Mental multiplication and division
Written
multiplication
Assessment
Science Animals, including humans (cont) 2 hours per week
Plants 2 hours per week
Cross curricular links
Art and design Drawing and Sketchbooks / Painting Matisse
1 hour per week
Computing
Computer Programming and Computer Games
Design and technology
Structures Houses and Homes
1 hour per week
Geography Study a region of the UK: London Link to Gregory Cool
2 hours per week
163
History
Languages Bengali 0.5 hours per week
(Each class 1 hour a week for half a year) Music Music/Singing Assemblies:
Musical elements: Tempo, Timbre and Texture. Song themes: Rounds, Harmonies, Foreign language songs, Cultural songs,
Songs from musicals
Thames Music lessons: Recorders
Music/Singing Assemblies: Listening to music: modern music from a range of units
Listen to musicians playing and talking about their instruments live and ask questions
Song themes: Songs from musicals, Traditional songs, Songs with a religious base
Thames Music lessons: Recorders
PE/ Dance Gymnastics
1 hour per week
Invasion games 2 1 hour per week
RE Learning from Islam: Keeping 5 Pillars: What difference does it make?
0.5 hours per week PSHE Citizenship
Diversity and Communities 0.5 hr per week
Healthy and Safer Lifestyles Drug Education 0.5 hr per week
Additional units of work
Special events/ trips
Natural History Museum
164
Summer
Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings, OWC= opportunities for writing across the curriculum.
Cross curricular topic: please indicate the topic title and linked subjects. Where subjects are taught in the topic, a ‘n/a’ can be entered in the actual subject row
Subject Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Literacy Text: How a Dog/ Dinosaur/Pirate Really Works Unit: Explanations
Texts: Aesop’s Fables by Michael Rosen/ Michael Morpurgo Units: Fables
Text: The Egg Units: Discussion Recount: Diary Entry Instructions Playscripts
Text: Janet and Allan Ahlberg poems e.g. Please Mrs Butler Unit: Classic poetry for performance
Maths Mental addition
and subtraction
fractions
Mental multiply
and division
Written multiply
Mental multiply
and division
Written multiply
and division
Statistics
Measure Mass
Mental addition
and subtraction
Written addition
Assessment Written addition Mental
subtraction
Written addition
and subtraction
Mental addition
and subtraction
Geometry 2D shape
Measures
Time
Written multiply
and division Mental multiply
and division fractions
Mental and written addition
and subtraction
Mental and
written multiply
and division
Assess and review
Assess and review
Science
Forces and Magnets 2 hours per week
Light 2 hours per week
Cross curricular topic
Art and design
Collage (Mosaics) Sketchbooks + Drawing
1 hour per week Computing Control systems, Data Logging and Robots
Data Retrieval and Presentation 1 hour per week
Design and technology
Cooking and Nutrition 1 hour per week
165
Geography Volcanoes, Earthquakes Europe Link to Romans Empire through Pompeii
1 hour per week History The Roman Empire and
its impact on Britain 1 hour week
Languages Bengali 0.5 hours per week
(Each class 1 hour a week for half a year) Music Music/Singing Assemblies:
Musical elements: Pitch and Structure Song themes: Rounds, Harmonies, Pop and Modern songs
Thames Music lessons: Recorders
Music/Singing Assemblies: Listening to music: from a range of countries and cultures
Listen to musicians playing and talking about their instruments live and ask questions
Song themes: Cultural songs, Foreign language songs, Summer songs Thames Music lessons: Recorders
PE/ Dance Athletics 1 1 hour per week
Athletics 2 1 hour per week
RE Does a beautiful world mean there is a wonderful God?
Creation stories (Christian, Jewish) 0.5 hours per week
PSHE Healthy and Safer Lifestyles Personal Safety
0.5 hours per week
Healthy and Safer Lifestyles Healthy Lifestyles
inc Growing and Changing 0.5 hours per week
Myself and My Relationships Managing Change
0.5 hours per week
Additional units of work
Special events/ trips
British Museum Roam Workshop
166
Year 4 Curriculum
Yearly overview of all Learning Objectives
Literacy
See Unit Plans
167
Year 4 Curriculum
Mathematics
See Unit Plans
168
Year 4 Curriculum
Science
Knowledge, Skills and Understanding breakdown for
Working Scientifically
Year 4
Planning Obtaining and presenting evidence Considering evidence and evaluating
• To set up a simple fair test to make
comparisons.
• To plan a fair test and isolate variables,
explaining why it was fair and which
variables have been isolated.
• To suggest improvements and predictions.
• To decide which information needs to be
collected and decide which is the best way
for collecting it.
• To use their findings to draw a simple
conclusion.
• To take measurements using different
equipment and units of measure and
record what they have found in a range of
ways.
• To make accurate measurements using
standard units.
• To explain their findings in different ways
(display, presentation, writing).
• To find any patterns in their evidence or
measurements.
• To make a prediction based on something
they have found out.
• To evaluate what they have found using
scientific language, drawings, labelled
diagrams, bar charts and tables.
• To use straightforward scientific evidence
to answer questions or to support their
findings.
• To identify differences, similarities or
changes related to simple scientific ideas
or processes.
Year 4 (Challenging)
• To plan and carry out an investigation by
controlling variables fairly and accurately.
• To use test results to make further
predictions and set up further comparative
tests.
• To record more complex data and results
using scientific diagrams, classification
keys, tables, bar charts, line graphs and
models.
• To report findings from investigations
through written explanations and
conclusions.
• To use a graph or diagram to answer
scientific questions.
169
Knowledge, Skills and Understanding breakdown for
Living Things, their Habitats and Animals, including humans
Year 4
Animals, including humans Living Things and their Habitats
• To identify and name the basic parts of the digestive system in
humans.
• To describe the simple functions of the basic parts of the digestive
system in humans.
• To identify the simple function of different types of teeth in humans.
• To compare the teeth of herbivores and carnivores.
• To explain what a simple food chain shows.
• To construct and interpret a variety of food chains, identifying
producers, predators and prey.
• To recognise that living things can be grouped in a variety of ways.
• To explore and use a classification key to group, identify and name a
variety of living things. (plants, vertebrates, invertebrates)
• To compare the classification of common plants and animals to living
things found in other places. (under the sea, prehistoric)
• To recognise that environments can change and this can sometimes
pose a danger to living things.
Year 4 (Challenging)
• To classify living things and non-living things by a number of
characteristics that they have thought of.
• To explain how people, weather and the environment can affect living
things.
• To explain how certain living things depend on one another to survive.
• To give reasons for how they have classified animals and plants,
using their characteristics and how they are suited to their
environment.
• To explore the work of pioneers in classification. (e.g. Carl Linnaeus)
• To name and group a variety of living things based on feeding
patterns. (producer, consumer, predator, prey, herbivore, carnivore,
omnivore)
170
Knowledge, Skills and Understanding breakdown for
States of Matter
Year 4
States of Matter
• To compare and group materials together, according to whether they are solids, liquids or gases.
• To explain what happens to materials when they are heated or cooled.
• To measure or research the temperature at which different materials change state in degrees Celsius.
• To use measurements to explain changes to the state of water.
• To identify the part that evaporation and condensation has in the water cycle.
• To associate the rate of evaporation with temperature.
Year 4 (Challenging)
• To group and classify a variety of materials according to the impact of temperature on them.
• To explain what happens over time to materials such as puddles on the playground or washing hanging on a line.
• To relate temperature to change of state of materials.
171
Knowledge, Skills and Understanding breakdown for
Sound and Electricity
Year 4
Sound Electricity
• To describe a range of sounds and explain how they are made.
• To associate some sounds with something vibrating.
• To compare sources of sound and explain how the sounds differ.
• To explain how to change a sound (louder/softer).
• To recognise how vibrations from sound travel through a medium to a ear.
• To find patterns between the pitch of a sound and features of the object that
produce it.
• To find patterns between the volume of the sound and the strength of the
vibrations that produced it.
• To recognise that sounds get fainter as the distance from the sound source
increases.
• To explain how you could change the pitch of a sound.
• To investigate how different materials can affect the pitch and volume of
sounds.
• To identify common appliances that run on electricity.
• To construct a simple series electric circuit.
• To identify and name the basic part in a series circuit, including cells, wires,
bulbs, switches and buzzers.
• To identify whether or not a lamp will light in a simple series circuit, based
on whether or not the lamp is part of a complete loop with a battery.
• To recognise that a switch opens and closes a circuit.
• To associate a switch opening with whether or not a lamp lights in a simple
series circuit.
• To recognise some common conductors and insulators.
• To associate metals with being good conductors.
Year 4 (Challenging)
• To explain why sound gets fainter or louder according to the distance.
• To explain how pitch and volume can be changed in a variety of ways.
• To work out which materials give the best insulation for sound.
• To explain how a bulb might get lighter.
• To recognise if all metals are conductors of electricity.
• To work out which metals can be used to connect across a gap in a circuit.
• To explain why cautions are necessary for working safely with electricity.
172
Year 4 Curriculum
Art
National Curriculum Requirements of Art at Key Stage 2
Pupils should be taught to develop their techniques, including their control and their use of materials, with experimentation and an increasing awareness of different
kinds of art, craft and design.
Pupils should be taught:
• to create sketch books to record their observations and use them to review and revisit ideas
• to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay)
• about the greatest artists, architects and designers in history.
173
Knowledge, Skills and Understanding breakdown for
Art
Year 4
Drawing Painting Printing Sketch books
• To begin to show facial
expressions and body
language in their sketches.
• To identify and draw simple
objects, and use marks and
lines to produce texture.
• To organise line, tone, shape
and colour to represent figures
and forms in movement.
• To show reflections.
• To explain why they have
chosen specific materials to
draw with.
• To create all the colours they
need.
• To create mood in their
paintings.
• To successfully use shading to
create mood and feeling.
• To print using at least four
colours.
• To create an accurate print
design.
• To print onto different
materials.
• To use their sketch books to
express their feelings about
various subjects and outline
likes and dislikes.
• To produce a montage all
about themselves.
• To use their sketch books to
adapt and improve their
original ideas.
• To keep notes about the
purpose of their work in their
sketch books.
3D/ Textiles Collage Use of IT Knowledge
• To experiment with and
combine materials and
processes to design and make
3D form.
• To begin to sculpt clay and
other mouldable materials.
• To use early textile and sewing
skills as part of a project.
• To use ceramic mosaic.
• To combine visual and tactile
qualities.
• To present a collection of their
work on a slide show.
• To create a piece of art work
which includes the integration
of digital images they have
taken.
• To combine graphics and text
based on their research.
• To experiment with different
styles which artists have used.
• To explain art from other
periods of history.
174
Year 4 Curriculum
Computing
E-safety in Years 3 and 4
Knowledge & understanding Skills
• To understand the need for rules to keep them safe when exchanging
learning and ideas online.
• To recognise that information on the internet may not be accurate or
reliable and may be used for bias, manipulation or persuasion.
• To understand that the internet contains fact, fiction and opinion and
begin to distinguish between them.
• To use strategies to verify information, e.g. cross-checking.
• To understand the need for caution when using an internet search for
images and what to do if they find an unsuitable image.
• To understand that copyright exists on most digital images, video and
recorded music.
• To understand the need to keep personal information and passwords
private.
• To understand that if they make personal information available online it
may be seen and used by others.
• To know how to respond if asked for personal information or feel unsafe
about content of a message.
• To recognise that cyber bullying is unacceptable and will be sanctioned in
line with the school’s policy.
• To know how to report an incident of cyber bullying.
• To know the difference between online communication tools used in
school and those used at home.
• To understand the need to develop an alias for some public online use.
• To understand that the outcome of internet searches at home may be
different than at school.
• To follow the school’s safer internet rules.
• To recognise the difference between the work of others which has been
copied (plagiarism) and re-structuring and re-presenting materials in ways
which are unique and new.
• To begin to identify when emails should not be opened and when an
attachment may not be safe.
• To explain how to use email safely.
• To use different search engines.
175
National Curriculum Requirements of Computing at Key Stage 2
Pupils should be taught to:
• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them
into smaller parts
• use sequence, selection, and repetition in programs; work with variables and various forms of input and output
• use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
• understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for
communication and collaboration
• use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
• select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and
content, that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
• Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and
contact
176
Knowledge, Skills and Understanding breakdown for
Computing:
Year 4
Algorithms and Programs Data Retrieving and Organising Communicating
• To use repeat instructions to draw regular
shapes on screen, using commands.
• To experiment with variables to control
models.
• To make turns specifying the degrees.
• To give an on-screen robot specific
directional instructions that takes them from
x to y.
• To make accurate predictions about the
outcome of a program they have written.
• To capture images using webcams, screen
capture, scanning, visualiser and internet.
• To choose images and download into a file.
• To download images from the camera into
files on the computer.
• To copy graphics from a range of sources
and paste into a desktop publishing program.
• To appreciate the benefits of ICT to send
messages and to communicate.
• To use the automatic spell checker to edit
spellings.
Using the Internet Databases Presentation
• To use a search engine to find a specific
website.
• To use note-taking skills to decide which text
to copy and paste into a document.
• To use tabbed browsing to open two or more
web pages at the same time.
• To open a link to a new window.
• To open a document (PDF) and view it.
• To input data into a prepared database.
• To sort and search a database to answer
simple questions.
• To recognise what a spread sheet is.
• To use the terms ‘cells’, ‘rows’ and ‘columns’.
• To enter data, highlight it and make bar
charts.
• To create a lengthy presentation that moves
from slide to slide and is aimed at a specific
audience.
• To insert sound recordings into a multi media
presentation.
• To know how to manipulate text, underline
text, centre text, change font and size and
save text to a folder.
Year 4 (Challenging)
• To use photo editing software to crop photographs and add effects.
• To copy and paste the graph/bar chart and use it in a WP document.
• To use animation in their presentation.
177
Year 4 Curriculum
Design and Technology National Curriculum Requirements of DT at Key Stage 2
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing
and making. They should work in a range of relevant contexts, for example, the home, school, leisure, culture, enterprise, industry and the wider environment.
When designing and making, pupils should be taught to:
Design
• use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or
groups
• generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces
and computer-aided design
Make
• select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately
• select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties
and aesthetic qualities
Evaluate
• investigate and analyse a range of existing products
• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
• understand how key events and individuals in design and technology have helped shape the world technical knowledge
• apply their understanding of how to strengthen, stiffen and reinforce more complex structures
• understand and use mechanical systems in their products, (for example as gears, pulleys, cams, levers and linkages)
• understand and use electrical systems in their products, (for example series circuits incorporating switches, bulbs, buzzers and motors)
• apply their understanding of computing to programme, monitor and control their products.
178
National Curriculum Requirements of Cooking and Nutrition at Key Stage 2
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will
also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others
affordably and well, now and in later life.
Pupils should be taught to:
understand and apply the principles of a healthy and varied diet
prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
179
Knowledge, Skills and Understanding breakdown for
Design and Technology
Year 4
Developing, planning and communicating
ideas
Working with tools, equipment, materials and
components to make quality products
Evaluating processes and products
• To come up with at least one idea about how
to create their product.
• To take account of the ideas of others when
designing.
• To produce a plan and explain it to others.
• To suggest some improvements and say
what was good and not so good about their
original design.
• To tell if their finished product is going to be
good quality.
• To be conscience of the need to produce
something that will be liked by others.
• To show a good level of expertise when using
a range of tools and equipment.
• To work at their product even though their
original idea might not have worked.
• To think of how they will check if their design
is successful.
• To begin to explain how they can improve
their original design.
• To evaluate their product, thinking of both
appearance and the way it works.
• To take time to consider how they could have
made their idea better.
Breadth of study
Cooking and nutrition
• To know what to do to
be hygienic and safe.
• To think what they
can do to present
their product in an
interesting way.
Textiles
• To think what the
user would want
when choosing
textiles.
• To think about how to
make their product
strong.
• To devise a template.
• To explain how to join
things in a different
way.
Electrical and
mechanical
components
• To add things to their
circuits.
• To alter their product
after checking it.
• To be confident about
trying out new and
different ideas.
Stiff and flexible
sheet materials
• To measure carefully
so as to make sure
they have not made
mistakes.
• To attempt to make
their product strong.
Mouldable materials
• To use a range of
advanced techniques
to shape and mould.
• To use finishing
techniques, showing
an awareness of
audience.
180
Year 4 Curriculum
Geography
National Curriculum Requirements of Geography at Key Stage 2
Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include
the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical tools and skills to
enhance their locational and place knowledge.
Pupils should be taught to:
Location knowledge
• locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental
regions, key physical and human characteristics, countries, and major cities
• name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical
features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
• identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and
Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
Place knowledge
• understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a
European country, and a region within North or South America
181
National Curriculum Requirements of Geography at Key Stage 2
Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include
the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical tools and skills to
enhance their locational and place knowledge.
Pupils should be taught to:
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
• use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of
the United Kingdom and the wider world
• use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and
graphs, and digital technologies.
182
Knowledge, Skills and Understanding breakdown for
Geography
Year 4
Geographical Enquiry Physical Geography Human Geography Geographical Knowledge
• To carry out a survey to
discover features of cities and
villages.
• To find the same place on a
globe and in an atlas.
• To label the same features on
an aerial photograph as on a
map.
• To plan a journey to a place in
England.
• To accurately measure and
collect information(e.g.
rainfall, temperature, wind
speed, noise levels etc.).
• To describe the main features
of a well-known city.
• To describe the main features
of a village.
• To describe the main physical
differences between cities and
villages.
• To use appropriate symbols to
represent different physical
features on a map.
• To explain why people are
attracted to live in cities.
• To explain why people may
choose to live in a village
rather than a city.
• To explain how a locality has
changed over time with
reference to human features.
• To find different views about
an environmental issue. What
is their view.
• To suggest different ways that
a locality could be changed
and improved.
• To locate the Tropic of Cancer
and the Tropic of Capricorn.
• To know the difference
between the British Isles,
Great Britain and UK.
• To know the countries that
make up the European Union.
• To name up to six cities in the
UK and locate them on a map.
• To locate and name some of
the main islands that surround
the UK.
• To name the areas of origin of
the main ethnic groups in the
UK & in their school.
Year 4 (Challenging)
• To give accurate
measurements between 2
given places within the UK.
• To explain how a locality has
changed over time with
reference to physical features.
• To explain how people are
trying to manage their
environment.
• To name the counties that
make up the home counties of
London.
• To name some of the main
towns and cities in Yorkshire
and Lancashire.
183
Year 4 Curriculum
History
National Curriculum Requirements of History at Key Stage 2
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within
and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They
should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should
construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge
of the past is constructed from a range of sources and that different versions of past events may exist, giving some reasons for this.
In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview
and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
Pupils should be taught about:
Changes in Britain from the Stone Age to the Iron Age
This could include:
• late Neolithic hunter-gatherers and early farmers, e.g. Skara Brae
• Bronze Age religion, technology and travel, e.g. Stonehenge
• Iron Age hill forts: tribal kingdoms, farming, art and culture
The Roman Empire and its impact on Britain
This could include:
• Julius Caesar’s attempted invasion in 55-54 BC
• the Roman Empire by AD 42 and the power of its army
• successful invasion by Claudius and conquest, including Hadrian’s
Wall
• British resistance, e.g. Boudica
• “Romanisation” of Britain: sites such as Caerwent and the impact of
technology, culture and beliefs, including early Christianity
184
National Curriculum Requirements of History at Key Stage 2
Pupils should be taught about:
Britain’s settlement by Anglo-Saxons and Scots
This could include:
• Roman withdrawal from Britain in c. AD 410 and the fall of the western
Roman Empire
• Scots invasions from Ireland to north Britain (now Scotland)
• Anglo-Saxon invasions, settlements and kingdoms: place names and
village life
• Anglo-Saxon art and culture
• Christian conversion – Canterbury, Iona and Lindisfarne
The Viking and Anglo-Saxon struggle for the Kingdom of England to the
time of Edward the Confessor
This could include:
• Viking raids and invasion
• resistance by Alfred the Great and Athelstan, first king of England
• further Viking invasions and Danegeld
• Anglo-Saxon laws and justice
• Edward the Confessor and his death in 1066
A local history study
For example:
• a depth study linked to one of the British areas of study listed above
• a study over time tracing how several aspects of national history are
reflected in the locality (this can go beyond 1066)
• a study of an aspect of history or a site dating from a period beyond
1066 that is significant in the locality
A study of an aspect or theme in British history that extends pupils’
chronological knowledge beyond 1066
For example:
• the changing power of monarchs using case studies such as John,
Anne and Victoria
• changes in an aspect of social history, such as crime and punishment
from the Anglo-Saxons to the present or leisure and entertainment in
the 20th
Century
• the legacy of Greek or Roman culture (art, architecture or literature) on
later periods in British history, including the present day
• a significant turning point in British history, e.g. the first railways or the
Battle of Britain
185
National Curriculum Requirements of History at Key Stage 2
Pupils should be taught about:
The achievements of the earliest civilizations – an overview of where
and when the first civilizations appeared and a depth study of one of the
following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang
Dynasty of Ancient China.
Ancient Greece – a study of Greek life and achievements and their
influence on the western world.
A non-European society that provides contrasts with British history -
one study chosen from: early Islamic civilization, including a study of
Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c.
AD 900-1300.
186
Knowledge, Skills and Understanding breakdown for
History
Year 4
Chronological understanding Knowledge and interpretation Historical enquiry
• To plot recent history on a timeline using
centuries.
• To place periods of history on a timeline
showing periods of time.
• To use their mathematical skills to round up
time differences into centuries and decades.
• To explain how events from the past have
helped shape our lives.
• To appreciate that wars have happened from a
very long time ago and are often associated
with invasion, conquering or religious
differences.
• To know that people who lived in the past
cooked and travelled differently and used
different weapons from ours.
• To recognise that the lives of wealthy people
were very different from those of poor people.
• To appreciate how items found belonging to
the past are helping us to build up an
accurate picture of how people lived in the
past.
• To research two versions of an event and say
how they differ.
• To research what it was like for a child in a
given period from the past and use
photographs and illustrations to present their
findings.
• To give more than one reason to support an
historical argument.
• To communicate knowledge and
understanding orally and in writing and offer
points of view based upon what they have
found out.
Year 4 (Challenging)
• To use their mathematical skills to help them
work out the time differences between certain
major events in history.
• To begin to build up a picture of what main
events happened in Britain/ the world during
different centuries.
• To recognise that people’s way of life in the
past was dictated by the work they did.
• To appreciate that the food people ate was
different because of the availability of
different sources of food.
• To appreciate that weapons will have changed
by the developments and inventions that
would have occurred within a given time
period.
• To appreciate that wealthy people would have
had a very different way of living which would
have impacted upon their health and
education.
• To independently, or as part of a group,
present an aspect they have researched about
a given period of history using multi-media
skills when doing so.
187
Year 4 Curriculum
Languages
National Curriculum Requirements of Language at Key Stage 2 only
• Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. The teaching should
provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at Key Stage 3. It should enable
pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology,
grammatical structures and vocabulary.
• The focus of study in modern languages will be on practical communication. If an ancient language is chosen the focus will be to provide a linguistic foundation for
reading comprehension and an appreciation of classical civilisation. Pupils studying ancient languages may take part in simple oral exchanges, while discussion of
what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at key stage 3.
Pupils should be taught to:
• listen attentively to spoken language and show understanding by joining in and responding
• explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
• engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
• speak in sentences, using familiar vocabulary, phrases and basic language structures
• develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
188
National Curriculum Requirements of Language at Key Stage 2 only
Pupils should be taught to (continued):
• present ideas and information orally to a range of audiences*
• read carefully and show understanding of words, phrases and simple writing
• appreciate stories, songs, poems and rhymes in the language
• broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
• write phrases from memory, and adapt these to create new sentences, to express ideas clearly
• describe people, places, things and actions orally* and in writing
• understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-
frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.
The starred (*) content above will not be applicable to ancient languages.
189
Knowledge, Skills and Understanding breakdown for
Foreign Languages: Using the Languages Ladder
Listening Speaking Reading Writing
Early Stage Grade 1 - To understand a few familiar
spoken words and phrases.
- To say and repeat single
words in short and simple
phrases.
- To recognise and read out
a few familiar words and
phrases.
- To write or copy simple words or
symbols correctly.
Grade2 - To understand a range of familiar
spoken phrases.
- To answer simple
questions and give basic
information.
- To understand and read
out familiar written
phrases.
- To write one or two short sentences to a model.
- To fill in the words on a simple form.
Grade3 - To understand the main points
from a short spoken passage
made up of familiar language.
- To ask and answer simple
questions and talk about
their interests.
- To understand the main
points from a short written
text in clear printed script.
- To write a few short sentences
with support, using expressions
which have already been learnt.
On completing the early stage To able to understand a basic range of
everyday expressions relating to personal
details and needs. May need to listen
several times to get the information
needed, depending how fast the speaker
talks. Should have some understanding of
a few simple grammatical structures and
sentence patterns. To familiar with the
sound system of the language. To aware
how to address people both formally and
informally as appropriate.
To able to use basic range of
everyday expression relating to
personal details and needs.
Pronunciation may not always be
completely accurate but meaning
will be clear. To able to understand
and use a few simple grammatical
structures and sentence patterns.
To familiar with the sound system of
the language. To aware of how to
address people both formally and
informally as appropriate.
To able to understand a basic range
of everyday expressions relating to
personal details and needs. Should
have some understanding of a few
simple grammatical structures and
sentence patterns. To familiar with
the writing system of the language.
To aware of how to address people
both formally and informally as
appropriate.
To able to use a basic range of everyday
expressions relating to personal details and
needs. Spelling may not always be
completely accurate but meaning will be
clear. To able to understand and use a few
simple grammatical structures and
sentence patterns. To familiar with the
writing system of the language. To aware of
how to address people both formally and
informally as appropriate.
Prelim Stage Grade
4
- To understand the main points
and some of the detail from a
spoken passage made up of
familiar language in simple
sentences.
- To take part in a simple
conversation and express
their own opinions.
- To understand the main
points and some detail
from short written texts in
familiar contexts.
- To write a short text on a familiar
topic, adapting language which
they have already learned.
Grade
5
- To understand the main points
and opinions in spoken
passages made up of familiar
material from various contexts.
- To give a short prepared
talk, on a topic of their
choice, including
expressing their opinions.
- To understand the main
points and opinions in
written texts from various
contexts.
- To write a short text on a range of
familiar topic, using simple
sentences.
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Knowledge, Skills and Understanding breakdown for
Foreign Languages
Years 3 and 4
Listening and responding Speaking Reading and responding Writing
• To understand short
passages made up of
familiar language.
• To understand
instructions,
messages and
dialogues within
short passages.
• To identify and note
the main points and
give a personal
response on a
passage.
Spoken at near normal speed
with no interference. May need
short sections repeated.
• To have a short
conversation where they
are saying 2-3 things.
• To use short phrases to
give a personal response.
Although they use mainly memorised
language, they occasionally
substitute items of vocabulary to
vary the questions or statements.
• To read and understand
short texts using familiar
language.
• To identify and note the
main points and give a
personal response.
• To read independently.
• To use a bilingual dictionary
or glossary to look up new
words.
• To write 2-3 short sentences
on <a familiar topic>.
• To say what they like and
dislike about <a familiar
topic>.
They write short phrases from
memory and their spelling is readily
understandable.
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Year 4 Curriculum
Music
National Curriculum Requirements of Music at Key Stage 2
Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and
manipulating ideas within musical structures and reproducing sounds from aural memory.
Pupils should be taught to:
• play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
• improvise and compose music using the inter-related dimensions of music
• listen with attention to detail and recall sounds with increasing aural memory
• use and understand staff and other musical notations
• appreciate and understand a wide range of high-quality live and recorded music from different traditions and from great composers and musicians
• develop an understanding of the history of music.
192
Knowledge, Skills and Understanding breakdown for
Music
Year 4
Performing Composing (incl notation) Appraising
• To perform a simple part rhythmically.
• To sing songs from memory with accurate
pitch.
• To improvise using repeated patterns.
• To use notations to record and interpret
sequences of pitches.
• To use standard notation.
• To use notations to record compositions in
a small group or on their own.
• To use their notation in a performance.
• To explain the place of silence and say what
effect it has.
• To start to identify the character of a piece
of music.
• To describe and identify the different
purposes of music.
• To begin to identify with the style of work of
Beethoven, Mozart and Elgar.
Year 4 (Challenging)
• To use selected pitches simultaneously to
produce simple harmony.
• To explore and use sets of pitches, e.g. 4 or
5 note scales.
• To show how they can use dynamics to
provide contrast.
• To identify how a change in timbre can
change the effect of a piece of music.
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Year 4 Curriculum
Physical Education
National Curriculum Requirements of Dance at Key Stage 2
Pupils should be taught to:
• perform dances using a range of movement patterns
194
National Curriculum Requirements of PE at Key Stage 2
Pupils should continue to implement and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of
movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical
activities and sports and learn how to evaluate and recognise their own success.
Pupils should be taught to:
• use running, jumping, catching and throwing in isolation and in combination
• play competitive games, modified where appropriate, (for example badminton, basketball, cricket, football, hockey, netball, rounders and tennis) and apply basic
principles suitable for attacking and defending
• develop flexibility, strength, technique, control and balance, (for example through gymnastics and athletics)
• perform dances using a range of movement patterns
• take part in outdoor and adventurous activity challenges both individually and within a team
• compare their performances with previous ones and demonstrate improvement to achieve their personal best.
Swimming and water safety
All schools must provide swimming instruction either in Key Stage 1 or Key Stage 2.
In particular, pupils should be taught to:
• swim competently, confidently and proficiently over a distance of at least 25 metres
• use a range of strokes effectively, (for example front crawl, backstroke and breaststroke)
• perform safe self-rescue in different water-based situations.
195
Knowledge, Skills and Understanding breakdown for
Dance
Year 4
• To respond imaginatively to a range of stimuli related to character and narrative.
• To use simple motifs and movement patterns to structure dance phrases on their own, with a partner and in a group.
• To refine, repeat and remember dance phrases and dances.
• To perform dances clearly and fluently.
• To show sensitivity to the dance idea and the accompaniment.
• To show a clear understanding of how to warm-up and cool-down safely.
• To describe, interpret and evaluate dance, using appropriate language.
Year 4 (Challenging)
• To structure and vary longer dances.
• To develop movement ideas for others.
• To show a good sense of rhythm and style when performing.
• To remember and perform a range of warm-up and cool-down activities.
• To give reasons why physical activity is good for health.
• To use a range of dance vocabulary to describe, interpret and evaluate dance.
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Knowledge, Skills and Understanding breakdown for
Physical Education
Swimming
Lower attainers Mid attainers Higher attainers
To swim between 25 and 50 metres
unaided.
To keep swimming for 30 to 45 seconds,
using swimming aids and support.
To use a variety of basic arm and leg
actions when on their front and on their
back.
To swim on the surface and lower
themselves under water.
To take part in group problem-solving
activities on personal survival.
To recognise how their body reacts and
feels when swimming.
To recognise and concentrate on what they
need to improve.
To swim between 50 and 100 metres and
keep swimming for 45 to 90 seconds.
To use 3 different strokes, swimming on
their front and back.
To control their breathing.
To swim confidently and fluently on the
surface and under water.
To work well in groups to solve specific
problems and challenges, sharing out the
work fairly.
To recognise how swimming affects their
body, and pace their efforts to meet
different challenges.
To suggest activities and practices to help
improve their own performance.
To swim further than 100 metres.
To swim fluently and confidently for over 90
seconds.
To use all 3 strokes with control.
To swim short distances using butterfly.
To breathe so that the pattern of their
swimming is not interrupted.
To perform a wide range of personal
survival techniques confidently.
To know what the different tasks demand of
their body, and pace their efforts well to
meet challenges.
To describe good swimming technique and
show and explain it to others.
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Knowledge, Skills and Understanding breakdown for
Physical Education
Year 4
Acquiring and developing skills Evaluating and improving Health and fitness
Dance
(also covered in Dance section)
• To select and use the most
appropriate skills, actions or
ideas.
• To move and use actions with
co-ordination and control.
• To make up their own small-
sided game.
• To explain how their work is
similar and different from that of
others.
• To use their comparison to
improve their work.
• To explain why warming up
is important.
• To explain why keeping fit is
good for their health.
• To take the lead when working
with a partner or group.
• To use dance to communicate
an idea.
• To work on their movements
and refine them.
• To dance clearly and fluently.
Games Gymnastics Athletics
Outdoor/
adventurous
• To catch with one hand.
• To throw and catch accurately.
• To hit a ball accurately and
with control.
• To keep possession of the
ball.
• To move to find a space when
they are not in possession
during a game.
• To vary tactics and adapt skills
according to what is
happening.
• To work in a controlled way.
• To include change of speed.
• To include change of direction.
• To include range of shapes.
• To follow a set of ‘rules’ to
produce a sequence.
• To work with a partner to create,
repeat and improve a sequence
with at least three phases.
• To run over a long distance.
• To spring over a short
distance.
• To throw in different ways.
• To hit a target.
• To jump in different ways.
• To follow a map in a more
demanding familiar context.
• To move from one location to
another following a map.
• To use clues to follow a route.
• To follow a route accurately,
safely and within a time limit.
198
Year 4 Curriculum
PSHE
Please see Cambridgeshire Scheme in Staff Documents- Planning 2015/16 - PSHE
199
Year 4 Curriculum
Additional units of work
200
Year 4 Termly Overview of Learning Objectives
Autumn Subject: Science Please see Focus education ‘Working Scientifically’ for Year 1 Topic Title:
Subject: Art and design Topic Title:
Subject: Computing Topic Title:
Subject: Design and Technology Topic Title:
Sound To describe a range of sounds and explain how they are made. To associate some sounds with something vibrating. To compare sources of sound and explain how the sounds differ. To explain how to change a sound (louder/softer). To recognise how vibrations from sound travel through a medium to a ear. To find patterns between the pitch of a sound and features of the object that produce it. To find patterns between the volume of the sound and the strength of the vibrations that produced it. To recognise that sounds get fainter as the distance from the sound source increases. To explain how you could change the pitch of a sound. To investigate how different materials can affect the pitch and volume of sounds. Challenging To explain why sound gets fainter or louder according to the distance. To explain how pitch and volume can be changed in a variety of ways. To work out which materials give the best insulation for sound. Electricity To identify common appliances that run on electricity. To construct a simple series electric circuit. To identify and name the basic part in a series circuit, including cells, wires, bulbs, switches and buzzers. To identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery. To recognise that a switch opens and closes a circuit. To associate a switch opening with whether or not a lamp lights in a simple series circuit. To recognise some common conductors and insulators. To associate metals with being good conductors. Challenging To explain how a bulb might get lighter.
Drawing To begin to show facial expressions and body language in their sketches. To identify and draw simple objects, and use marks and lines to produce texture. To organise line, tone, shape and colour to represent figures and forms in movement. To show reflections. To explain why they have chosen specific materials to draw with. Sketch books To use their sketch books to express their feelings about various subjects and outline likes and dislikes. To produce a montage all about themselves. To use their sketch books to adapt and improve their original ideas. To keep notes about the purpose of their work in their sketch books. Textiles To experiment with and combine materials and processes to design and make 3D form. To use early textile and sewing skills as part of a project. To use more than one type of stitch. (Yr 3) To join fabric together to form a quilt using padding. (Yr 3) To use sewing to add detail to a piece of work. (Yr 3) Knowledge To experiment with different styles which artists have used. To explain art from other periods of history.
E-Safety Knowledge & understanding To understand the need for rules to keep them safe when exchanging learning and ideas online. To recognise that information on the internet may not be accurate or reliable and may be used for bias, manipulation or persuasion. To understand that the internet contains fact, fiction and opinion and begin to distinguish between them. To use strategies to verify information, e.g. cross-checking. To understand the need for caution when using an internet search for images and what to do if they find an unsuitable image. To understand that copyright exists on most digital images, video and recorded music. To understand the need to keep personal information and passwords private. To understand that if they make personal information available online it may be seen and used by others. To know how to respond if asked for personal information or feel unsafe about content of a message. To recognise that cyber bullying is unacceptable and will be sanctioned in line with the school’s policy. To know how to report an incident of cyber bullying. To know the difference between online communication tools used in school and those used at home. To understand the need to develop an alias for some public online use. To understand that the outcome of internet searches at home may be different than at school. Skills To follow the school’s safer internet rules. To recognise the difference between the work of others which has been copied (plagiarism) and re-structuring and re-presenting materials in ways which are unique and new. To begin to identify when emails should not be opened and when an attachment may not be safe. To explain how to use email safely. To use different search engines.
Developing, planning and communicating ideas To come up with at least one idea about how to create their product. To take account of the ideas of others when designing. To produce a plan and explain it to others. To suggest some improvements and say what was good and not so good about their original design Working with tools, equipment, materials and components to make quality products To tell if their finished product is going to be good quality. To be conscience of the need to produce something that will be liked by others. To show a good level of expertise when using a range of tools and equipment. To work at their product even though their original idea might not have worked. Evaluating processes and products To think of how they will check if their design is successful. To begin to explain how they can improve their original design. To evaluate their product, thinking of both appearance and the way it works. To take time to consider how they could have made their idea better. Textiles To think what the user would want when choosing textiles. To think about how to make their product strong. To devise a template. To explain how to join things in a different way.
201
To recognise if all metals are conductors of electricity. To work out which metals can be used to connect across a gap in a circuit. To explain why cautions are necessary for working safely with electricity.
Using the Internet To find relevant information by browsing a menu. To search for an image, then copy and paste it into a document. To use ‘Save picture as‘ to save an image to the computer. To copy and paste text into a document. To begin to use note making skills to decide what text to copy. Challenging To search by keyword using a child friendly search engine. To bookmark a page into your favourites.
Subject: Geography
Subject: History
Subject: Languages
Subject: Physical Education
Geographical Enquiry To find the same place on a globe and in an atlas. Challenging To give accurate measurements between 2 given places within the UK. Physical geography To describe the main features of a well-known city. To describe the main features of a village. To describe the main physical differences between cities and villages. To use appropriate symbols to represent different physical features on a map. Geographical knowledge To locate the Tropic of Cancer and the Tropic of Capricorn. To know the difference between the British Isles, Great Britain and UK. To know the countries that make up the European Union. To name up to six cities in the UK and locate them on a map. To locate and name some of the main islands that surround the UK. To name the areas of origin of the main ethnic groups in the UK & in their school. Challenging To name the counties that make up the home counties of London. To name some of the main towns and cities in Yorkshire and Lancashire.
Chronological understanding To plot recent history on a timeline using centuries. To place periods of history on a timeline showing periods of time. To use their mathematical skills to round up time differences into centuries and decades. Challenging To use their mathematical skills to help them work out the time differences between certain major events in history. To begin to build up a picture of what main events happened in Britain during different centuries. Knowledge and interpretation To explain how events from the past have helped shape our lives. To appreciate that wars have happened from a very long time ago and are often associated with invasion, conquering or religious differences. To know that people who lived in the past cooked and travelled differently and used different weapons from ours. To recognise that the lives of wealthy people were very different from those of poor people. To appreciate how items found belonging to the past are helping us to build up an accurate picture of how people lived in the past. Challenging To recognise that people’s way of life in the past was dictated by the work they did. To appreciate that the food people ate was different because of the availability of different sources of food. To appreciate that weapons will have changed by the developments and inventions that would have
Objectives for the whole year from the Languages Ladder (Grade 3-5) Listening and responding To understand the main points from a short spoken passage made up of familiar language. To understand the main points and some of the detail from a spoken passage made up of familiar language in simple sentences. To understand the main points and opinions in spoken passages made up of familiar material from various contexts. Speaking To ask and answer simple questions and talk about their interests. To take part in a simple conversation and express their own opinions. To give a short prepared talk, on a topic of their choice, including expressing their opinions. Reading and responding To understand the main points from a short written text in clear printed script To understand the main points and some detail from short written texts in familiar contexts. To understand the main points and opinions in written texts from various contexts. Writing To write a few short sentences with support, using expressions which have already been learnt. To write a short text on a familiar topic, adapting language which they have already learned. To write a short text on a range of familiar topic,
Swimming Low attainers To swim between 25 and 50 metres unaided. To keep swimming for 30 to 45 seconds, using swimming aids and support. To use a variety of basic arm and leg actions when on their front and on their back. To swim on the surface and lower themselves under water. To take part in group problem-solving activities on personal survival. To recognise how their body reacts and feels when swimming. To recognise and concentrate on what they need to improve. Middle attainers To swim between 50 and 100 metres and keep swimming for 45 to 90 seconds. To use 3 different strokes, swimming on their front and back. To control their breathing. To swim confidently and fluently on the surface and under water. To work well in groups to solve specific problems and challenges, sharing out the work fairly. To recognise how swimming affects their body, and pace their efforts to meet different challenges. To suggest activities and practices to help improve their own performance. Acquiring and developing skills To select and use the most appropriate skills, actions or ideas. To move and use actions with co-ordination and control.
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occurred within a given time period. To appreciate that wealthy people would have had a very different way of living which would have impacted upon their health and education. Historical enquiry To research two versions of an event and say how they differ. To research what it was like for a child in a given period from the past and use photographs and illustrations to present their findings. To give more than one reason to support an historical argument. To communicate knowledge and understanding orally and in writing and offer points of view based upon what they have found out. Challenging To independently, or as part of a group, present an aspect they have researched about a given period of history using multi-media skills when doing so.
using simple sentences.
To make up their own small-sided game. Evaluating and improving To explain how their work is similar and different from that of others. To use their comparison to improve their work. Health and fitness To explain why warming up is important. To explain why keeping fit is good for their health. Games To catch with one hand. To throw and catch accurately. To hit a ball accurately and with control. To keep possession of the ball. To move to find a space when they are not in possession during a game. To vary tactics and adapt skills according to what is happening.
203
Spring
Subject: Science Please see Focus Education ‘Working Scientifically’ for Year 4
Subject: Art and design
Subject: Computing
Subject: Design and Technology
States of Matter To compare and group materials together, according to whether they are solids, liquids or gases. To explain what happens to materials when they are heated or cooled. To measure or research the temperature at which different materials change state in degrees Celsius. To use measurements to explain changes to the state of water. To identify the part that evaporation and condensation has in the water cycle. To associate the rate of evaporation with temperature. Challenging To group and classify a variety of materials according to the impact of temperature on them. To explain what happens over time to materials such as puddles on the playground or washing hanging on a line. To relate temperature to change of state of materials. Animals, including humans To identify and name the basic parts of the digestive system in humans. To describe the simple functions of the basic parts of the digestive system in humans. To identify the simple function of different types of teeth in humans. To compare the teeth of herbivores and carnivores. To explain what a simple food chain shows. To construct and interpret a variety of food chains, identifying producers, predators and prey. Challenging To classify living things and non-living things by a number of characteristics that they have thought of. To explain how people, weather and the environment can affect living things. To explain how certain living things depend on one another to survive.
Drawing To begin to show facial expressions and body language in their sketches. To identify and draw simple objects, and use marks and lines to produce texture. To organise line, tone, shape and colour to represent figures and forms in movement. To show reflections. To explain why they have chosen specific materials to draw with. Sketch books To use their sketch books to express their feelings about various subjects and outline likes and dislikes. To produce a montage all about themselves. To use their sketch books to adapt and improve their original ideas. To keep notes about the purpose of their work in their sketch books. Use of IT To present a collection of their work on a slide show. To create a piece of art work which includes the integration of digital images they have taken. To combine graphics and text based on their research To use the printed images they take with a digital camera and combine them with other media to produce art work. (Yr 3) To use IT programs to create a piece of work that includes their own work and that of others (using web). (Yr 3) To use the web to research an artist or style of art (Yr 3)
E-Safety As Autumn Algorithms and Programs To use repeat instructions to draw regular shapes on screen, using commands. To experiment with variables to control models. To make turns specifying the degrees. To give an on-screen robot specific directional instructions that takes them from x to y. To make accurate predictions about the outcome of a program they have written. Databases To input data into a prepared database. To sort and search a database to answer simple questions. To recognise what a spread sheet is. To use the terms ‘cells’, ‘rows’ and ‘columns’. To enter data, highlight it and make bar charts.
Developing, planning and communicating ideas To come up with at least one idea about how to create their product. To take account of the ideas of others when designing. To produce a plan and explain it to others. To suggest some improvements and say what was good and not so good about their original design Working with tools, equipment, materials and components to make quality products To tell if their finished product is going to be good quality. To be conscience of the need to produce something that will be liked by others. To show a good level of expertise when using a range of tools and equipment. To work at their product even though their original idea might not have worked. Evaluating processes and products To think of how they will check if their design is successful. To begin to explain how they can improve their original design. To evaluate their product, thinking of both appearance and the way it works. To take time to consider how they could have made their idea better.
Electrical and mechanical components To add things to their circuits. To alter their product after checking it. To be confident about trying out new and different ideas To select the most appropriate tools and techniques to use for a given task. (Yr 3) To make a product which uses both electrical and mechanical components (Yr 3) To use a simple circuit. (Yr 3) To use a number of components. (Yr 3)
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Subject: Geography
Subject: History
Subject: Languages
Subject: Physical Education
Geographical Enquiry To carry out a survey to discover features of cities and villages. To label the same features on an aerial photograph as on a map. To accurately measure and collect information(e.g. rainfall, temperature, wind speed, noise levels etc.). Challenging To explain how a locality has changed over time with reference to physical features. Human geography To explain why people are attracted to live in cities. To explain why people may choose to live in a village rather than a city. To explain how a locality has changed over time with reference to human features. To find different views about an environmental issue. What is their view? To suggest different ways that a locality could be changed and improved. Challenging To explain how people are trying to manage their environment.
Objectives for the whole year from the Languages Ladder (Grade 3-5) Listening and responding To understand the main points from a short spoken passage made up of familiar language. To understand the main points and some of the detail from a spoken passage made up of familiar language in simple sentences. To understand the main points and opinions in spoken passages made up of familiar material from various contexts. Speaking To ask and answer simple questions and talk about their interests. To take part in a simple conversation and express their own opinions. To give a short prepared talk, on a topic of their choice, including expressing their opinions. Reading and responding To understand the main points from a short written text in clear printed script To understand the main points and some detail from short written texts in familiar contexts. To understand the main points and opinions in written texts from various contexts. Writing To write a few short sentences with support, using expressions which have already been learnt. To write a short text on a familiar topic, adapting language which they have already learned. To write a short text on a range of familiar topic, using simple sentences.
Swimming As Autumn Acquiring and developing skills To select and use the most appropriate skills, actions or ideas. To move and use actions with co-ordination and control. To make up their own small-sided game. Evaluating and improving To explain how their work is similar and different from that of others. To use their comparison to improve their work. Health and fitness To explain why warming up is important. To explain why keeping fit is good for their health. Games To catch with one hand. To throw and catch accurately. To hit a ball accurately and with control. To keep possession of the ball. To move to find a space when they are not in possession during a game. To vary tactics and adapt skills according to what is happening. Gymnastics To work in a controlled way. To include change of speed. To include change of direction. To include range of shapes. To follow a set of ‘rules’ to produce a sequence. To work with a partner to create, repeat and improve a sequence with at least three phases.
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Summer Subject: Science Please see Focus education ‘Working Scientifically’ for Year 1
Subject: Art and design
Subject: Computing
Subject: Design and Technology
Living things and their habitats To recognise that living things can be grouped in a variety of ways. To explore and use a classification key to group, identify and name a variety of living things. (plants, vertebrates, invertebrates) To compare the classification of common plants and animals to living things found in other places. (under the sea, prehistoric) To recognise that environments can change and this can sometimes pose a danger to living things. Challenging To give reasons for how they have classified animals and plants, using their characteristics and how they are suited to their environment. To explore the work of pioneers in classification. (e.g. Carl Linnaeus) To name and group a variety of living things based on feeding patterns. (producer, consumer, predator, prey, herbivore, carnivore, omnivore)
Drawing To begin to show facial expressions and body language in their sketches. To identify and draw simple objects, and use marks and lines to produce texture. To organise line, tone, shape and colour to represent figures and forms in movement. To show reflections. To explain why they have chosen specific materials to draw with. Sketch books To use their sketch books to express their feelings about various subjects and outline likes and dislikes. To produce a montage all about themselves. To use their sketch books to adapt and improve their original ideas. To keep notes about the purpose of their work in their sketch books. Printing To print using at least four colours. To create an accurate print design. To print onto different materials. To make a printing block. (Yr 3) To make a 2 colour print. (Yr 3)
E-Safety As Autumn Data Retrieving and Organising To capture images using webcams, screen capture, scanning, visualiser and internet. To choose images and download into a file. To download images from the camera into files on the computer. To copy graphics from a range of sources and paste into a desktop publishing program Communicating To appreciate the benefits of ICT to send messages and to communicate. To use the automatic spell checker to edit spellings. Presentation To create a lengthy presentation that moves from slide to slide and is aimed at a specific audience. To insert sound recordings into a multi-media presentation. To know how to manipulate text, underline text, centre text, change font and size and save text to a folder. Challenging To use photo editing software to crop photographs and add effects. To copy and paste the graph/bar chart and use it in a WP document. To use animation in their presentation.
Developing, planning and communicating ideas To come up with at least one idea about how to create their product. To take account of the ideas of others when designing. To produce a plan and explain it to others. To suggest some improvements and say what was good and not so good about their original design Working with tools, equipment, materials and components to make quality products To tell if their finished product is going to be good quality. To be conscience of the need to produce something that will be liked by others. To show a good level of expertise when using a range of tools and equipment. To work at their product even though their original idea might not have worked. Evaluating processes and products To think of how they will check if their design is successful. To begin to explain how they can improve their original design. To evaluate their product, thinking of both appearance and the way it works. To take time to consider how they could have made their idea better. Cooking and nutrition To know what to do to be hygienic and safe. To think what they can do to present their product in an interesting way.
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Subject: Geography
Subject: History Topic Title: achievements of the earliest civilisations: Ancient Egypt
Subject: Languages Topic Title:
Subject: Physical Education Invasion Games and Swimming
Chronological understanding To place periods of history on a timeline showing periods of time. To use their mathematical skills to work out time differences into centuries and decades. Challenging To use their mathematical skills to help them work out the time differences between certain major events in history. To begin to build up a picture of what main events happened in the world during different periods of history.
Knowledge and interpretation To explain how events from the past have helped shape our lives. To know that people who lived in the past cooked and travelled differently and used different weapons from ours. To recognise that the lives of wealthy people were very different from those of poor people. To appreciate how items found belonging to the past are helping us to build up an accurate picture of how people lived in the past. Challenging To recognise that people’s way of life in the past was dictated by the work they did. To appreciate that the food people ate was different because of the availability of different sources of food. To appreciate that wealthy people would have had a very different way of living which would have impacted upon their health and education.
Historical enquiry To research two versions of an event and say how they differ. To research what it was like for a child in a given period from the past and use photographs and illustrations to present their findings. To give more than one reason to support an historical argument. To communicate knowledge and understanding orally and in writing and offer points of view based upon what they have found out.
Additional To independently, or as part of a group, present an aspect they have researched about a given period of history using multi-media skills when doing so.
Objectives for the whole year from the Languages Ladder (Grade 3-5) Listening and responding To understand the main points from a short spoken passage made up of familiar language. To understand the main points and some of the detail from a spoken passage made up of familiar language in simple sentences. To understand the main points and opinions in spoken passages made up of familiar material from various contexts. Speaking To ask and answer simple questions and talk about their interests. To take part in a simple conversation and express their own opinions. To give a short prepared talk, on a topic of their choice, including expressing their opinions. Reading and responding To understand the main points from a short written text in clear printed script To understand the main points and some detail from short written texts in familiar contexts. To understand the main points and opinions in written texts from various contexts. Writing To write a few short sentences with support, using expressions which have already been learnt. To write a short text on a familiar topic, adapting language which they have already learned. To write a short text on a range of familiar topic, using simple sentences.
.
Swimming As Autumn Acquiring and developing skills As Spring Evaluating and improving As Spring Health and fitness As Spring Games As Spring Athletics To run over a long distance. To spring over a short distance. To throw in different ways. To hit a target. To jump in different ways. Dance To respond imaginatively to a range of stimuli related to character and narrative. To use simple motifs and movement patterns to structure dance phrases on their own, with a partner and in a group. To refine, repeat and remember dance phrases and dances. To perform dances clearly and fluently. To show sensitivity to the dance idea and the accompaniment. To show a clear understanding of how to warm-up and cool-down safely. To describe, interpret and evaluate dance, using appropriate language. Challenging To structure and vary longer dances. To develop movement ideas for others. To show a good sense of rhythm and style when performing. To remember and perform a range of warm-up and cool-down activities. To give reasons why physical activity is good for health. To use a range of dance vocabulary to describe, interpret and evaluate dance.
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Termly Topic Map Year 4
Autumn
Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings, OWC= opportunities for writing across the curriculum.
Cross curricular topic: please indicate the topic title and linked subjects. Where subjects are taught in the topic, a ‘n/a’ can be entered in the actual subject row
Subject Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Literacy Text: Fly Eagle Fly Unit: Fairy tales/ folk tales Poem
Text: The Village that Vanished Unit: Fairy tales/ folk tales
Text: Hot like Fire Unit: Poems on a theme
Text: Krindlekrax Unit: Fantasy Non-chronological report
Text: The Fantastic Flying Books of Mr Morris Lessmore + app + you tube Unit: Fantasy Recount: newspapers
Maths Mental addition
and subtraction
Place Value Mental
addition and subtraction
Mental and written multiply
and division fractions
Measure Time
Length
Written addition
and subtraction
Assessment Mental multiply
and division
Place Value – decimal
Written addition
and subtraction
Measure Mass
Statistics
Place Value Mental ad
written addition and subtraction
Mental and mental
multiply and
division
Assess Teaching to weaknesses from asses
Problem solving
Teaching to
weakness from asses
Science Sound 2 hours per week
Electricity 2 hours per week
Art and design
Sketchbooks + Drawing Urban/City/Village
1 hour per week
Computing
Understanding and Using Technology Safely 1 hour per week
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Design and technology
Textiles Link Art
1 hour per week
Geography Cities & Villages (UK) 2 hours per week
History Britain’s settlements by Anglo- Saxons and Scots
2 hours per week Languages Bengali
0.5 hours per week (each class has one hour for half the year)
Music Music/ Singing Assemblies: Musical elements: Duration and Dynamics.
Song themes: Rounds, Harmonies, Autumn songs, Traditional songs
Music/Singing Assemblies: Listening to music from a range of different times.
Listen to musicians playing and talking about their instruments live and ask questions.
Song themes: Christmas songs, Pop and modern songs, Historical songs
PE/ Dance Invasion games 1 Swimming
Invasion games 2 Swimming
RE What do some different people believe about God? (Christians and Muslims )
0.5 hour per week PSHE Citizenship
Rights, Rules and Responsibility 0.5 hour per week
Myself and My Relationships
Anti – bullying 0.5 hour per week
Myself and My Relationships Family and Friends 0.5 hour per week
Additional units of work
Special events/ trips
Saxons Work Shops Horrible Histories @ The Hackney Empire
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Spring
Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings, OWC= opportunities for writing across the curriculum.
Cross curricular topic: please indicate the topic title and linked subjects. Where subjects are taught in the topic, a ‘n/a’ can be entered in the actual subject row
Subject Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Literacy Text: The Lion, the Witch and the Wardrobe Units: Film and Playscript Debate/ written discussion: Persuasion: sales pitch/ article Poems with a structure
Text: Until I Met Dudley/ Wallace and Gromit Unit: Models of explanations
Text: The Miraculous Journey of Edward Tulane Unit: Novel as a theme Explanation
Mathematics Number and Place Value
Written subtraction Mental and
written multiplication
Mental multiplication and division
Fractions
Geometry 2D shapes
Mental and written division
Measures Money
Place Value – decimals Written addition
Mental addition and subtraction
Written subtraction
Measures Time
Length Perimeter
Place Value
Written subtraction
Written multiplication
Assessment
Science Animals, including humans
2 hours per week
States of Matter 2 hours per week
Art and design
Making Box Scenes to represent Story Shadow Puppets 1 hour per week
Computing
Computer Programming and Computer Games 1 hour per week
Design and technology
Electricity Torches/Alarming vehicles
1 hour per week
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Geography Improving our environment 2 hour per week
History
Languages Bengali 0.5 hours per week
(each class has one hour for half the year)
Music Music/Singing Assemblies: Musical elements: Tempo, Timbre and Texture.
Song themes: Rounds, Harmonies, Foreign language songs, Cultural songs, Songs
from musicals
Music/Singing Assemblies: Listening to music: modern music from a range of units
Listen to musicians playing and talking about their instruments live and ask questions
Song themes: Songs from musicals, Traditional songs, Songs with a religious base
RE The Journey of life and death: What do Muslims and Hindus believe?
0.5 hour per week PE/ Dance Striking and fielding games
Swimming
Gymnastics Swimming
PSHE Citizenship Working Together 0.5 hour per week
Economic Wellbeing Financial Capability 0.5 hour per week
Healthy and Safer Lifestyles Drug Education
0.5 hour per week
Additional units of work
Special events/ trips
Horniman Museum
211
Summer
Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings, OWC= opportunities for writing across the curriculum.
Cross curricular topic: please indicate the topic title and linked subjects. Where subjects are taught in the topic, a ‘n/a’ can be entered in the actual subject row
Subject Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Literacy Text: Iron Man Unit: Film and Playscript Debate/Written Discussion Persuasion: Sales Pitch/Article Poems with a Structure
Text: I was a Rat Unit: Issues and Dilemmas
Text: Michael Rosen poems Unit: Classic poetry
Texts: Ancient Egyptians Unit: Information booklet with collection of non-fiction text types
Mathematics
Place Value
Place value- decimals /Mental addition,
subtraction, multiplication and division
Mental multiplication and division
Written
multiplication
Place Value Measures
Area Perimeter Geometry
2D 3D shapes
Decimals
Fractions
Mental addition,
subtraction, multiplication and division
Mental and written
addition and subtraction
Geometry Position & direction Statistics
Written multiplication
Fractions
Mental and written
multiplication and division
Fractions
Assessment Problem solving
Revision Revision
Science Living things and their habitats
Link to scientist – Carl Linnaeus (classifying animals) 2 hours per week
Art and design
Printing Sketchbooks + Drawing
1 hour per week
Computing
Control systems, Data Logging and Robots 1 hour per week
Design and technology
Cooking and Nutrition
1 hour per week
212
Geography
History The achievements of earliest civilisations
Ancient Egyptians 2 hours per week
Languages
Bengali 0.5 hours per week
(each class has one hour for half the year)
Music Music/Singing Assemblies: Musical elements: Pitch and Structure
Song themes: Rounds, Harmonies, Pop and Modern songs
Music/Singing Assemblies: Listening to music: from a range of countries and cultures
Listen to musicians playing and talking about their instruments live and ask questions
Song themes: Cultural songs, Foreign language songs, Summer songs
PE/ Dance Net/Wall games Dance (Y4R)
Athletics Dance (Y4L)
RE Leaders and followers: How are the Christian and Jewish families led?
0.5 hour per week PSHE Healthy and Safer Lifestyles
Healthy Lifestyles 0.5 hour per week
Myself and My Relationships Managing Change 0.5 hour per week
Healthy and Safer Lifestyles Changing and Growing
0.5 hour per week Additional units of work
Special events/ trips
British Museum
Soanes Centre for Habitats Stepney City Farm
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Year 5 Curriculum
Yearly overview of all Learning Objectives
Literacy
See Unit Plans
214
Year 5 Curriculum
Mathematics
See Unit Plans
215
Year 5 Curriculum
Science
Knowledge, Skills and Understanding breakdown for
Working Scientifically
Year 5
Planning Obtaining and presenting evidence Considering evidence and evaluating
• To plan and carry out a scientific enquiry
to answer questions, including
recognising and controlling variables
where necessary.
• To make a prediction with reasons.
• To use test results to make predictions to
set up comparative and fair tests.
• To present a report of their findings
through writing, display and presentation.
• To take measurements using a range of
scientific equipment with increasing
accuracy and precision.
• To take repeat readings when appropriate.
• To record more complex data and results
using scientific diagrams, labels,
classification keys, tables, scatter graphs,
bar and line graphs.
• To report and present findings from
enquiries through written explanations and
conclusions.
• To use a graph to answer scientific
questions.
Year 5 (Challenging)
• To explore different ways to test an idea,
choose the best way and give reasons.
• To vary one factor whilst keeping the
others the same in an experiment.
• To use information to help make a
prediction.
• To explain, in simple terms, a scientific
idea and what evidence supports it.
• To decide which units of measurement
they need to use.
• To explain why a measurement needs to
be repeated.
• To find a pattern from their data and
explain what it shows.
• To link what they have found out to other
science.
• To suggest how to improve their work and
say why they think this.
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Knowledge, Skills and Understanding breakdown for
Living Things, their Habitats and Animals, including humans
Year 5
Animals, including humans Living things and their habitats
• To describe the changes as humans develop to old age. • To describe the differences in the life cycles of a mammal, an
amphibians, an insects and a bird.
• To describe the life cycles of common plants.
• To explore the work of well know naturalists and animal
behaviourists. (David Attenborough and Jane Goodall)
Year 5 (Challenging)
• To create a timeline to indicate stages of growth in certain animals,
such as frogs and butterflies.
• To describe the changes experienced in puberty.
• To draw a timeline to indicate stages in the growth and development
of humans.
• To observe their local environment and draw conclusions about life-
cycles, e.g. plants in the vegetable garden or flower border.
• To compare the life cycles of plants and animals in their local
environment with the life cycles of those around the world, e.g.
rainforests.
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Knowledge, Skills and Understanding breakdown for
Properties and Changes to Materials
Year 5
Properties and changes to materials
• To compare and group together everyday materials on the basis of their properties, including hardness, solubility, transparency, conductivity (electrical
and thermal), and response to magnets.
• To explain how some materials dissolve in liquid to form a solution.
• To describe how to recover a substance from a solution.
• To use their knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving, evaporating.
• To give reasons, based on evidence for comparative and fair tests for the particular uses of everyday materials, including metals wood and plastic.
• To describe changes using scientific words. (evaporation, condensation)
• To demonstrate that dissolving, mixing and changes of state are reversible changes.
• To explain that some changes result in the formation of new materials, and that this kid of change is not usually reversible, including changes associated
with burning and the action of acid on bicarbonate of soda.
• To use the terms ‘reversible’ and ‘irreversible’.
Year 5 (challenging)
• To describe methods for separating mixtures. (filtration, distillation)
• To work out which materials are most effective for keeping us warm or for keeping something cold.
• To use their knowledge of materials to suggest ways to classify. (solids, liquids, gases)
• To explore changes that are difficult to reverse, e.g. burning, rusting and reactions such as vinegar with bicarbonate of soda.
• To explore the work of chemists who created new materials, e.g. Spencer Silver (glue on sticky notes) or Ruth Benerito (wrinkle free cotton).
218
Knowledge, Skills and Understanding breakdown for
Earth, Space and Forces
Year 5
Earth and Space Forces
• To identify and explain the movement of the Earth and other plants
relative to the sun in the solar system.
• To explain how seasons and the associated weather is created.
• To describe and explain the movement of the Moon relative to the
Earth.
• To describe the sun, earth and moon as approximately spherical
bodies.
• To use the idea of the earth’s rotation to explain day and night and the
apparent movement of the sun across the sky.
• To explain that unsupported objects fall towards the earth because of
the force of gravity acting between the earth and the falling object.
• To identify the effects of air resistance, water resistance and friction
that act between moving surfaces.
• To recognise that some mechanisms, including levers, pulleys and
gears, allow a smaller force to have a greater effect.
Year 5 (Challenging)
• To compare the time of day at different places on the earth.
• To create shadow clocks.
• To begin to understand how older civilizations used the sun to create
astronomical clocks, e.g. Stonehenge.
• To explore the work of some scientists. (Ptolemy, Alhazen,
Copernicus)
• To describe and explain how motion is affected by forces. (including
gravitational attractions, magnetic attraction and friction)
• To design very effective parachutes.
• To work out how water can cause resistance to floating objects.
• To explore how scientists, such as Galileo Galilei and Isaac Newton
helped to develop the theory of gravitation.
219
Year 5 Curriculum
Art
National Curriculum Requirements of Art at Key Stage 2
Pupils should be taught to develop their techniques, including their control and their use of materials, with experimentation and an increasing awareness of different
kinds of art, craft and design.
Pupils should be taught:
• to create sketch books to record their observations and use them to review and revisit ideas
• to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay)
• about the greatest artists, architects and designers in history.
220
Knowledge, Skills and Understanding breakdown for
Art
Year 5
Drawing Painting Printing Sketch books
• To identify and draw simple
objects, and use marks and
lines to produce texture.
• To successfully use shading
to create mood and feeling.
• To organise line, tone, shape
and colour to represent figures
and forms in movement.
• To show reflections.
• To explain why they have
chosen specific materials to
draw with.
• To create a range of moods in
their paintings.
• To express their emotions
accurately through their
painting and sketches.
• To print using a number of
colours.
• To create an accurate print
design that meets a given
criteria.
• To print onto different
materials.
• To keep notes in their sketch
books as to how they might
develop their work further.
• To use their sketch books to
compare and discuss ideas
with others.
3D/ Textiles Collage Use of IT Knowledge
• To experiment with and
combine materials and
processes to design and make
3D form.
• To sculpt clay and other
mouldable materials.
• To use textile and sewing
skills as part of a project, e.g.
hanging, textile book, etc..
This could include running
stitch, cross stitch, backstitch,
appliqué and/or embroidery.
• To use ceramic mosaic to
produce a piece of art.
• To combine visual and tactile
qualities to express mood and
emotion.
• To create a piece of art work
which includes the integration
of digital images they have
taken.
• To combine graphics and text
based on their research.
• To scan images and take
digital photos, and use
software to alter them, adapt
them and create work with
meaning.
• To create digital images with
animation, video and sound to
communicate their ideas.
• To experiment with different
styles which artists have used.
• To learn about the work of
others by looking at their work
in books, the Internet, visits to
galleries and other sources of
information.
221
Year 5 Curriculum
Computing
E-safety in Years 5 and 6
Knowledge & understanding Skills
• Can they discuss the positive and negative impact of the use of ICT in their own
lives and those of their peers and family?
• Do they understand the potential risk of providing personal information online?
• Do they recognise why people may publish content that is not accurate and
understand the need to be critical evaluators of content?
• Do they understand that some websites and/or pop-ups have commercial interests
that may affect the way the information is presented?
• Do they recognise the potential risks of using internet communication tools and
understand how to minimise those risks (including scams and phishing)?
• Do they understand that some material on the internet is copyrighted and may not
be copied or downloaded?
• Do they understand that some messages may be malicious and know how to deal
with this?
• Do they understand that online environments have security settings, which can be
altered, to protect the user?
• Do they understand the benefits of developing a ‘nickname’ for online use?
• Do they understand that some malicious adults may use various techniques to
make contact and elicit personal information?
• Do they know that it is unsafe to arrange to meet unknown people online?
• Do they know how to report any suspicions?
• Do they understand they should not publish other people’s pictures or tag them on
the internet without permission?
• Do they know that content put online is extremely difficult to remove?
• Do they know what to do if they discover something malicious or inappropriate?
• Do they follow the school’s safer internet rules?
• Can they make safe choices about use of technology?
• Do they use technology in ways which minimises risk, e.g. responsible use of online
discussions, etc?
• Can they create strong passwords and manage them so that they remain strong?
• Can they independently, and with regard for e-safety, select and use appropriate
communication tools to solve problems by collaborating and communicating with others
within and beyond school?
• Can they competently use the internet as a search tool?
• Can they reference information sources?
• Can they use appropriate strategies for finding, critically evaluating, validating and verifying
information, e.g. using different keywords, skim reading to check relevance of information,
cross checking with different websites or other non ICT resources?
• Can they use knowledge of the meaning of different domain names and common website
extensions (e.g. .co.uk; .com; .ac; .sch; .org; .gov; .net) to support validation of
information?
222
National Curriculum Requirements of Computing at Key Stage 2
Pupils should be taught to:
• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them
into smaller parts
• use sequence, selection, and repetition in programs; work with variables and various forms of input and output
• use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
• understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for
communication and collaboration
• use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
• select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and
content, that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
• Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and
contact
223
Knowledge, Skills and Understanding breakdown for
Computing: Year 5
Algorithms and Programs Data Retrieving and Organising Communicating
• To combine sequences of instructions and
procedures to turn devices on or off.
• To understand input and output.
• To use an ICT program to control an external
device that is electrical and/or mechanical.
• To use ICT to measure sound or light or
temperate using sensors.
• To explore ‘What is’ questions by playing
adventure or quest games.
• To write programs that have sequences and
repetitions.
• To listen to streaming audio such as online
radio.
• To download and listen to podcasts.
• To produce and upload a podcast.
• To manipulate sounds using Audacity.
• To select music from open sources and
incorporate it into multimedia presentations.
• To work on simple film editing.
• To use instant messaging to communicate
with class members.
• To conduct a video chat with someone
elsewhere in the school or in another school.
Using the Internet Databases Presentation
• To use a search engine using keyword
searches.
• To compare the results of different searches.
• To decide which sections are appropriate to
copy and paste from at least two web pages.
• To save stored information following simple
lines of enquiry.
• To download a document and save it to the
computer.
• To create a formula in a spreadsheet and
then check for accuracy and plausibility.
• To search databases for information using
symbols such as = > or <.
• To create databases planning the fields, rows
and columns.
• To create graphs and tables to be copied and
pasted into other documents.
• To use a range of presentation applications.
• To consider audience when editing a simple
film.
• To know how to prepare and then present a
simple film.
• To use ICT to record sounds and capture
both still and video images.
• To make a home page for a website that
contains links to other pages.
• To capture sounds, images and video.
• To use the word count tool to check the
length of a document.
• To use bullets and numbering tools.
Year 5 (Challenging)
• To make a multimedia presentation that contains: sound; animation; video and buttons to navigate.
• To save an image document as a gif or i peg. file format using the ‘save as’ command.
• To make an information poster using graphics skills to good effect.
224
Year 5 Curriculum
Design and Technology National Curriculum Requirements of DT at Key Stage 2
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing
and making. They should work in a range of relevant contexts, for example, the home, school, leisure, culture, enterprise, industry and the wider environment.
When designing and making, pupils should be taught to:
Design
• use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or
groups
• generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces
and computer-aided design
•
Make
• select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately
• select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties
and aesthetic qualities
Evaluate
• investigate and analyse a range of existing products
• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
• understand how key events and individuals in design and technology have helped shape the world
Technical knowledge
• apply their understanding of how to strengthen, stiffen and reinforce more complex structures
• understand and use mechanical systems in their products, (for example as gears, pulleys, cams, levers and linkages)
• understand and use electrical systems in their products, (for example series circuits incorporating switches, bulbs, buzzers and motors)
• apply their understanding of computing to programme, monitor and control their products.
225
National Curriculum Requirements of Cooking and Nutrition at Key Stage 2
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will
also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others
affordably and well, now and in later life.
Pupils should be taught to:
understand and apply the principles of a healthy and varied diet
prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
226
Knowledge, Skills and Understanding breakdown for
Design and Technology
Year 5
Developing, planning and communicating ideas Working with tools, equipment, materials and
components to make quality products Evaluating processes and products
• To come up with a range of ideas after they
have collected information.
• To take a user’s view into account when
designing.
• To produce a detailed step-by-step plan.
• To suggest some alternative plans and say
what the good points and drawbacks are
about each.
• To explain why their finished product is going
to be of good quality.
• To explain how their product will appeal to the
audience.
• To use a range of tools and equipment
expertly.
• To persevere through different stages of the
making process.
• To keep checking that their design is the best
it can be.
• To check whether anything could be
improved.
• To evaluate appearance and function against
the original criteria.
Breadth of study
Cooking and nutrition
• To describe what they
do to be both hygienic
and safe.
• To present their
product well.
Textiles
• To think what the user
would want when
choosing textiles.
• To make their product
attractive and strong.
• To make up a
prototype first.
• To use a range of
joining techniques.
Electrical and mechanical
components
• To incorporate a
switch into their
product.
• To refine their product
after testing it.
• To incorporate
hydraulics and
pneumatics.
Stiff and flexible sheet
materials
• To measure
accurately enough to
ensure that
everything is precise.
• To ensure that their
product is strong and
fit for purpose.
Mouldable materials
• To be motivated
enough to refine and
further improve their
product using
mouldable materials.
227
Year 5 Curriculum
Geography
National Curriculum Requirements of Geography at Key Stage 2
Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include
the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical tools and skills to
enhance their locational and place knowledge.
Pupils should be taught to:
Location knowledge
• locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental
regions, key physical and human characteristics, countries, and major cities
• name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical
features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
• identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and
Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
Place knowledge
• understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a
European country, and a region within North or South America
228
National Curriculum Requirements of Geography at Key Stage 2
Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the
location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical tools and skills to
enhance their locational and place knowledge.
Pupils should be taught to:
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
use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of
the United Kingdom and the wider world
use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and
graphs, and digital technologies.
229
Knowledge, Skills and Understanding breakdown for
Geography
Year 5
Geographical Enquiry Physical Geography Human Geography Geographical Knowledge
• To collect information about a
place and use it in a report.
• To map land use.
• To find possible answers to
their own geographical
questions.
• To make detailed sketches and
plans; improving their
accuracy later.
• To plan a journey to a place in
another part of the world,
taking account of distance and
time.
• To explain why many cities of
the world are situated by
rivers.
• To explain how a location fits
into its wider geographical
location; with reference to
physical features.
• To explain how the water cycle
works.
• To explain why water is such a
valuable commodity.
• To explain why people are
attracted to live by rivers.
• To explain how a location fits
into its wider geographical
location; with reference to
human and economical
features.
• To explain what a place might
be like in the future, taking
account of issues impacting
on human features.
• To name and locate many of
the world’s major rivers on
maps.
• To name and locate many of
the world’s most famous
mountain regions on maps.
• To locate the USA and Canada
on a world map and atlas.
• To locate and name the main
countries in South America on
a world map and atlas.
Year 5 (Challenging)
• To work out an accurate
itinerary detailing a journey to
another part of the world.
• To explain what a place (open
to environmental and physical
change) might be like in the
future taking account of
physical features.
• To report on ways in which
humans have both improved
and damaged the environment.
• To begin to recognise the
climate of a given country
according to its location on
the map.
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Year 5 Curriculum
History
National Curriculum Requirements of History at Key Stage 2
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within
and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They
should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should
construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge
of the past is constructed from a range of sources and that different versions of past events may exist, giving some reasons for this.
In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview
and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
Pupils should be taught about:
Changes in Britain from the Stone Age to the Iron Age
This could include:
• late Neolithic hunter-gatherers and early farmers, e.g. Skara Brae
• Bronze Age religion, technology and travel, e.g. Stonehenge
• Iron Age hill forts: tribal kingdoms, farming, art and culture
The Roman Empire and its impact on Britain
This could include:
• Julius Caesar’s attempted invasion in 55-54 BC
• the Roman Empire by AD 42 and the power of its army
• successful invasion by Claudius and conquest, including Hadrian’s
Wall
• British resistance, e.g. Boudica
• “Romanisation” of Britain: sites such as Caerwent and the impact of
technology, culture and beliefs, including early Christianity
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National Curriculum Requirements of History at Key Stage 2
Pupils should be taught about:
Britain’s settlement by Anglo-Saxons and Scots
This could include:
• Roman withdrawal from Britain in c. AD 410 and the fall of the western
Roman Empire
• Scots invasions from Ireland to north Britain (now Scotland)
• Anglo-Saxon invasions, settlements and kingdoms: place names and
village life
• Anglo-Saxon art and culture
• Christian conversion – Canterbury, Iona and Lindisfarne
The Viking and Anglo-Saxon struggle for the Kingdom of England to the
time of Edward the Confessor
This could include:
• Viking raids and invasion
• resistance by Alfred the Great and Athelstan, first king of England
• further Viking invasions and Danegeld
• Anglo-Saxon laws and justice
• Edward the Confessor and his death in 1066
A local history study
For example:
• a depth study linked to one of the British areas of study listed above
• a study over time tracing how several aspects of national history are
reflected in the locality (this can go beyond 1066)
• a study of an aspect of history or a site dating from a period beyond
1066 that is significant in the locality
A study of an aspect or theme in British history that extends pupils’
chronological knowledge beyond 1066
For example:
• the changing power of monarchs using case studies such as John,
Anne and Victoria
• changes in an aspect of social history, such as crime and punishment
from the Anglo-Saxons to the present or leisure and entertainment in
the 20th
Century
• the legacy of Greek or Roman culture (art, architecture or literature) on
later periods in British history, including the present day
• a significant turning point in British history, e.g. the first railways or the
Battle of Britain
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National Curriculum Requirements of History at Key Stage 2
Pupils should be taught about:
The achievements of the earliest civilizations – an overview of where
and when the first civilizations appeared and a depth study of one of the
following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang
Dynasty of Ancient China.
Ancient Greece – a study of Greek life and achievements and their
influence on the western world.
A non-European society that provides contrasts with British history -
one study chosen from: early Islamic civilization, including a study of
Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c.
AD 900-1300.
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Knowledge, Skills and Understanding breakdown for
History
Year 5
Chronological understanding Knowledge and interpretation Historical enquiry
• To use dates and historical language in their
work.
• To draw a timeline with different time periods
outlined which show different information,
such as, periods of history, when famous
people lived, etc..
• To use their mathematical skills to work out
exact time scales and differences as need be.
• To describe historical events from the
different period/s they are studying/have
studied.
• To make comparisons between historical
periods; explaining things that have changed
and things which have stayed the same.
• To explain the role that Britain has had in
spreading Christian values across the world.
• To begin to appreciate that how we make
decisions has been through a Parliament for
some time.
• To appreciate that significant events in history
have helped shape the country we have today.
• To have a good understanding as to how
crime and punishment has changed over the
years.
• To test out a hypothesis in order to answer a
question.
• To appreciate how historical artefacts have
helped us understand more about British lives
in the present and past.
Year 5 (Challenging)
• To create timelines which outline the
development of specific features, such as
medicine; weaponry; transport, etc.
• To appreciate how plagues and other major
events have created huge differences to the
way medicines and health care was
developed.
• To research the life of one person who has
had an influence on the way Great Britain is
divided into four separate countries.
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Year 5 Curriculum
Languages
National Curriculum Requirements of Language at Key Stage 2 only
• Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. The teaching should
provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at Key Stage 3. It should enable
pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology,
grammatical structures and vocabulary.
• The focus of study in modern languages will be on practical communication. If an ancient language is chosen the focus will be to provide a linguistic foundation for
reading comprehension and an appreciation of classical civilisation. Pupils studying ancient languages may take part in simple oral exchanges, while discussion of
what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at key stage 3.
Pupils should be taught to:
• listen attentively to spoken language and show understanding by joining in and responding
• explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
• engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
• speak in sentences, using familiar vocabulary, phrases and basic language structures
• develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
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National Curriculum Requirements of Language at Key Stage 2 only
Pupils should be taught to (continued):
• present ideas and information orally to a range of audiences*
• read carefully and show understanding of words, phrases and simple writing
• appreciate stories, songs, poems and rhymes in the language
• broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
• write phrases from memory, and adapt these to create new sentences, to express ideas clearly
• describe people, places, things and actions orally* and in writing
• understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-
frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.
The starred (*) content above will not be applicable to ancient languages.
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Knowledge, Skills and Understanding breakdown for
Foreign Languages: Using the Languages Ladder
Listening Speaking Reading Writing
Early Stage Grade 1 - To understand a few familiar
spoken words and phrases.
- To say and repeat single
words in short and simple
phrases.
- To recognise and read out
a few familiar words and
phrases.
- To write or copy simple words or
symbols correctly.
Grade2 - To understand a range of familiar
spoken phrases.
- To answer simple
questions and give basic
information.
- To understand and read
out familiar written
phrases.
- To write one or two short sentences to a model.
- To fill in the words on a simple form.
Grade3 - To understand the main points
from a short spoken passage
made up of familiar language.
- To ask and answer simple
questions and talk about
their interests.
- To understand the main
points from a short written
text in clear printed script.
- To write a few short sentences
with support, using expressions
which have already been learnt.
On completing the early stage To able to understand a basic range of
everyday expressions relating to personal
details and needs. May need to listen
several times to get the information
needed, depending how fast the speaker
talks. Should have some understanding of
a few simple grammatical structures and
sentence patterns. To familiar with the
sound system of the language. To aware
how to address people both formally and
informally as appropriate.
To able to use basic range of
everyday expression relating to
personal details and needs.
Pronunciation may not always be
completely accurate but meaning
will be clear. To able to understand
and use a few simple grammatical
structures and sentence patterns.
To familiar with the sound system of
the language. To aware of how to
address people both formally and
informally as appropriate.
To able to understand a basic range
of everyday expressions relating to
personal details and needs. Should
have some understanding of a few
simple grammatical structures and
sentence patterns. To familiar with
the writing system of the language.
To aware of how to address people
both formally and informally as
appropriate.
To able to use a basic range of everyday
expressions relating to personal details and
needs. Spelling may not always be
completely accurate but meaning will be
clear. To able to understand and use a few
simple grammatical structures and
sentence patterns. To familiar with the
writing system of the language. To aware of
how to address people both formally and
informally as appropriate.
Prelim Stage Grade
4
- To understand the main points
and some of the detail from a
spoken passage made up of
familiar language in simple
sentences.
- To take part in a simple
conversation and express
their own opinions.
- To understand the main
points and some detail
from short written texts in
familiar contexts.
- To write a short text on a familiar
topic, adapting language which
they have already learned.
Grade
5
- To understand the main points
and opinions in spoken
passages made up of familiar
material from various contexts.
- To give a short prepared
talk, on a topic of their
choice, including
expressing their opinions.
- To understand the main
points and opinions in
written texts from various
contexts.
- To write a short text on a range of
familiar topic, using simple
sentences.
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Knowledge, Skills and Understanding breakdown for
Foreign Languages
Years 5 and 6
Listening and responding Speaking Reading and responding Writing
• To understand longer
passages made up of
familiar language in simple
sentences.
• To identify the main points
and some details.
Spoken at near normal speed with no
interference. May need some items to
be repeated.
• To hold a simple
conversation with at least 3-
4 exchanges.
• To use their knowledge of
grammar to adapt and
substitute single words and
phrases.
Their pronunciation is generally
accurate and they show some
consistency in their intonation.
• To understand a short story
or factual text and note
some of the main points.
• To use context to work out
unfamiliar words.
• To write a paragraph of
about 3-4 simple sentences.
• To adapt and substitute
individual words and set
phrases.
• To use a dictionary or
glossary to check words
they have learnt.
They will draw largely on memorised
language.
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Year 5 Curriculum
Music
National Curriculum Requirements of Music at Key Stage 2
Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and
manipulating ideas within musical structures and reproducing sounds from aural memory.
Pupils should be taught to:
• play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
• improvise and compose music using the inter-related dimensions of music
• listen with attention to detail and recall sounds with increasing aural memory
• use and understand staff and other musical notations
• appreciate and understand a wide range of high-quality live and recorded music from different traditions and from great composers and musicians
• develop an understanding of the history of music.
239
Knowledge, Skills and Understanding breakdown for
Music
Year 5
Performing Composing (incl notation) Appraising
• To breathe in the correct place when
singing.
• To sing and use their understanding of
meaning to add expression.
• To maintain their part whilst others are
performing their part.
• To perform ‘by ear’ and from simple
notations.
• To improvise within a group using melodic
and rhythmic phrases.
• To recognise and use basic structural forms
e.g. rounds, variations, rondo form.
• To change sounds or organise them
differently to change the effect.
• To compose music which meets specific
criteria.
• To use their notations to record groups of
pitches (chords).
• To use a music diary to record aspects of
the composition process.
• To choose the most appropriate tempo for a
piece of music.
• To describe, compare and evaluate music
using musical vocabulary.
• To explain why they think their music is
successful or unsuccessful.
• To suggest improvements to their own or
others’ work.
• To choose the most appropriate tempo for a
piece of music.
• To contrast the work of famous composers
and show preferences.
Year 5 (Challenging)
• To use pitches simultaneously to produce
harmony by building up simple chords.
• To devise and play a repeated sequence of
pitches on a tuned instrument to
accompany a song.
• To understand the relation between pulse
and syncopated patterns.
• To identify (and use) how patterns of
repetitions, contrasts and variations can be
organised to give structure to a melody,
rhythm, dynamic and timbre.
• To explain how tempo changes the
character of music.
• To identify where a gradual change in
dynamics has helped to shape a phrase of
music.
240
Year 5 Curriculum
Physical Education
National Curriculum Requirements of Dance at Key Stage 2
Pupils should be taught to:
• perform dances using a range of movement patterns
241
National Curriculum Requirements of PE at Key Stage 2
Pupils should continue to implement and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of
movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical
activities and sports and learn how to evaluate and recognise their own success.
Pupils should be taught to:
• use running, jumping, catching and throwing in isolation and in combination
• play competitive games, modified where appropriate, (for example badminton, basketball, cricket, football, hockey, netball, rounders and tennis) and apply basic
principles suitable for attacking and defending
• develop flexibility, strength, technique, control and balance, (for example through gymnastics and athletics)
• perform dances using a range of movement patterns
• take part in outdoor and adventurous activity challenges both individually and within a team
• compare their performances with previous ones and demonstrate improvement to achieve their personal best.
Swimming and water safety
All schools must provide swimming instruction either in Key Stage 1 or Key Stage 2.
In particular, pupils should be taught to:
• swim competently, confidently and proficiently over a distance of at least 25 metres
• use a range of strokes effectively, (for example front crawl, backstroke and breaststroke)
• perform safe self-rescue in different water-based situations.
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Knowledge, Skills and Understanding breakdown for
Dance
Year 5
• To plan and perform dances confidently.
• To compose motifs and plan dances creatively and collaboratively in groups.
• To adapt and refine the way they use weight, space and rhythm in their dances to express themselves in the style of dance they use.
• To perform different styles of dance clearly and fluently.
• To organise their own warm-up and cool-down exercises.
• To show an understanding of safe exercising.
• To recognise and comment on dances, showing an understanding of style.
• To suggest ways to improve their own and other people’s work.
Year 5 (Challenging)
• To use their understanding of composition to create dance phrases for themselves and others in their group.
• To use their knowledge of dance to adapt their skills to meet the demands of a range of dance styles.
• To show expression in their dances and sensitivity to music.
• To organise their own warm-up and cool-down exercises.
• To show that they understand why warming-up is important for a good performance.
• To identify the form and structure of a dance.
• To make imaginative suggestions as to how to improve their own and other people’s work.
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Knowledge, Skills and Understanding breakdown for
Physical Education
Swimming
Lower attainers Mid attainers Higher attainers
To swim between 25 and 50 metres
unaided.
To keep swimming for 30 to 45 seconds,
using swimming aids and support.
To use a variety of basic arm and leg
actions when on their front and on their
back.
To swim on the surface and lower
themselves under water.
To take part in group problem-solving
activities on personal survival.
To recognise how their body reacts and
feels when swimming.
To recognise and concentrate on what they
need to improve.
To swim between 50 and 100 metres and
keep swimming for 45 to 90 seconds.
To use 3 different strokes, swimming on
their front and back.
To control their breathing.
To swim confidently and fluently on the
surface and under water.
To work well in groups to solve specific
problems and challenges, sharing out the
work fairly.
To recognise how swimming affects their
body, and pace their efforts to meet
different challenges.
To suggest activities and practices to help
improve their own performance.
To swim further than 100 metres.
To swim fluently and confidently for over 90
seconds.
To use all 3 strokes with control.
To swim short distances using butterfly.
To breathe so that the pattern of their
swimming is not interrupted.
To perform a wide range of personal
survival techniques confidently.
To know what the different tasks demand of
their body, and pace their efforts well to
meet challenges.
To describe good swimming technique and
show and explain it to others.
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Knowledge, Skills and Understanding breakdown for
Physical Education
Year 5
Acquiring and developing skills Evaluating and improving Health and fitness
Dance
(also covered in Dance section)
• To link skills, techniques and
ideas and apply them
accurately and appropriately.
• To show good control in their
movements.
• To compare and comment on
skills, techniques and ideas
that they and others have
used.
• To use their observations to
improve their work.
• To explain some important
safety principles when
preparing for exercise.
• To explain what effect exercise
has on their body.
• To explain why exercise is
important.
• To compose their own dances
in a creative and imaginative
way.
• To perform to an
accompaniment, expressively
and sensitively.
• To have that are movements
controlled.
• To dance showing clarity,
fluency, accuracy and
consistency.
Games Gymnastics Athletics
Outdoor/
adventurous
• To gain possession by
working as a team.
• To pass in different ways.
• To use forehand and backhand
with a racquet.
• To field.
• To choose the best tactics for
attacking and defending.
• To use a number of techniques
to pass, dribble and shoot.
• To make complex or extended
sequences.
• To combine action, balance
and shape.
• To perform consistently to
different audiences.
• To have movements that are
accurate, clear and consistent.
• To be controlled when taking
off and landing in a jump.
• To throw with accuracy.
• To combine running and
jumping.
• To follow specific rules.
• To follow a map in an
unknown location.
• To use clues and compass
directions to navigate a route.
• To change their route if there
is a problem.
• To change their plan if they get
new information.
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Year 5 Curriculum
PSHE
Please see Cambridgeshire Scheme in Staff Documents- Planning 2015/16 - PSHE
246
Year 5 Curriculum
Additional units of work
247
Year 5 Termly overview of Learning objectives
Autumn Subject: Science Please also refer to Focus Education ‘Working Scientifically’ for Year 5
Subject: Art and design
Subject: Computing
Subject: Design and Technology
Properties and changes of materials (1/2 of the objectives can be covered in the Summer term) To compare and group together everyday materials on the basis of their properties, including hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets. To explain how some materials dissolve in liquid to form a solution. To describe how to recover a substance from a solution. To use their knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving, evaporating. To give reasons, based on evidence for comparative and fair tests for the particular uses of everyday materials, including metals wood and plastic. To describe changes using scientific words. (evaporation, condensation) To demonstrate that dissolving, mixing and changes of state are reversible changes. To explain that some changes result in the formation of new materials, and that this kid of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda. To use the terms ‘reversible’ and ‘irreversible’. Challenging To describe methods for separating mixtures. (filtration, distillation) To work out which materials are most effective for keeping us warm or for keeping something cold. To use their knowledge of materials to suggest ways to classify. (solids, liquids, gases) To explore changes that are difficult to reverse, e.g. burning, rusting and reactions such as vinegar with bicarbonate of soda. To explore the work of chemists who created new materials, e.g. Spencer Silver (glue on sticky notes) or Ruth Benerito (wrinkle free cotton). Electricity To identify and name the basic parts of a simple electric series circuit. (cells, wires, bulbs, switches, buzzers) To compare and give reasons for variations in how
Drawing To identify and draw simple objects, and use marks and lines to produce texture. To successfully use shading to create mood and feeling. To organise line, tone, shape and colour to represent figures and forms in movement. To show reflections. To explain why they have chosen specific materials to draw with. Sketch books To keep notes in their sketch books as to how they might develop their work further. To use their sketch books to compare and discuss ideas with others. Collage To use ceramic mosaic to produce a piece of art. To combine visual and tactile qualities to express mood and emotion. To justify the materials they have chosen. (Yr 6) To combine pattern, tone and shape. (Yr 6) 3D To experiment with and combine materials and processes to design and make 3D form. To sculpt clay and other mouldable materials. To create models on a range of scales. (Yr 6) To create work which is open to interpretation by the audience. (Yr 6) To include both visual and tactile elements in their work. (Yr 6)
E Safety Knowledge & understanding Can they discuss the positive and negative impact of the use of ICT in their own lives and those of their peers and family? Do they understand the potential risk of providing personal information online? Do they recognise why people may publish content that is not accurate and understand the need to be critical evaluators of content? Do they understand that some websites and/or pop-ups have commercial interests that may affect the way the information is presented? Do they recognise the potential risks of using internet communication tools and understand how to minimise those risks (including scams and phishing)? Do they understand that some material on the internet is copyrighted and may not be copied or downloaded? Do they understand that some messages may be malicious and know how to deal with this? Do they understand that online environments have security settings, which can be altered, to protect the user? Do they understand the benefits of developing a ‘nickname’ for online use? Do they understand that some malicious adults may use various techniques to make contact and elicit personal information? Do they know that it is unsafe to arrange to meet unknown people online? Do they know how to report any suspicions? Do they understand they should not publish other people’s pictures or tag them on the internet without permission? Do they know that content put online is extremely difficult to remove? Do they know what to do if they discover something malicious or inappropriate? Skills Do they follow the school’s safer internet rules? Can they make safe choices about use of technology? Do they use technology in ways which minimises
Developing, planning and communicating ideas To come up with a range of ideas after they have collected information. To take a user’s view into account when designing. To produce a detailed step-by-step plan. To suggest some alternative plans and say what the good points and drawbacks are about each. Working with tools, equipment, materials and components to make quality products To explain why their finished product is going to be of good quality. To explain how their product will appeal to the audience. To use a range of tools and equipment expertly. To persevere through different stages of the making process. Evaluating processes and products To keep checking that their design is the best it can be. To check whether anything could be improved. To evaluate appearance and function against the original criteria. Stiff and flexible materials To measure accurately enough to ensure that everything is precise. To ensure that their product is strong and fit for purpose.
248
components function, including the brightness of bulbs, the loudness of buzzers, the on/off position of switches. To use recognised symbols when representing a simple circuit in a diagram. Challenging To make their own traffic light system or something similar. To explain the danger of short circuits. To explain what a fuse is. To explain how to make changes in a circuit. To explain the impact of changes in a circuit. To explain the effect of changing the voltage of a battery.
risk, e.g. responsible use of online discussions, etc? Can they create strong passwords and manage them so that they remain strong? Can they independently, and with regard for e-safety, select and use appropriate communication tools to solve problems by collaborating and communicating with others within and beyond school? Can they competently use the internet as a search tool? Can they reference information sources? Can they use appropriate strategies for finding, critically evaluating, validating and verifying information, e.g. using different keywords, skim reading to check relevance of information, cross checking with different websites or other non ICT resources? Can they use knowledge of the meaning of different domain names and common website extensions (e.g. .co.uk; .com; .ac; .sch; .org; .gov; .net) to support validation of information? Communicating To use instant messaging to communicate with class members. To conduct a video chat with someone elsewhere in the school or in another school. Using the Internet To use a search engine using keyword searches. To compare the results of different searches. To decide which sections are appropriate to copy and paste from at least two web pages. To save stored information following simple lines of enquiry. To download a document and save it to the computer.
Subject: Geography
Subject: History
Subject: Languages
Subject: Physical Education
Chronological understanding To use dates and historical language in their work. To draw a timeline with different time periods outlined which show different information, such as, periods of history, when famous people lived, etc.. To use their mathematical skills to work out exact time scales and differences as need be. Challenging To create timelines which outline the development of specific features, such as medicine; weaponry; transport, etc. Knowledge and interpretation
Objectives for the whole year from the Languages Ladder (Grade 1-3) Listening and responding To understand a few familiar spoken words and phrases. To understand a range of familiar spoken phrases. To understand the main points from a short spoken passage made up of familiar language. Speaking To say and repeat single words in short and simple phrases.
Swimming Low attainers See Year 4 Middle attainers To swim between 50 and 100 metres and keep swimming for 45 to 90 seconds. To use 3 different strokes, swimming on their front and back. To control their breathing. To swim confidently and fluently on the surface and under water. To work well in groups to solve specific problems and challenges, sharing out the work fairly.
249
To describe historical events from the different period/s they are studying/have studied. To make comparisons between historical periods; explaining things that have changed and things which have stayed the same. To begin to appreciate that how we make decisions has been through a Parliament for some time. To appreciate that significant events in history have helped shape the country we have today. Historical enquiry To test out a hypothesis in order to answer a question. To appreciate how historical artefacts have helped us understand more about British lives in the present and past. Additional To research the life of one person who has had an influence on the way Great Britain is divided into four separate countries.
To answer simple questions and give basic information. To ask and answer simple questions and talk about their interests. Reading and responding To recognise and read out a few familiar words and phrases. To understand and read out familiar written phrases. To understand the main points from a short written text in clear printed script. Writing
To write or copy simple words or symbols correctly.
To write one or two short sentences to a model.
To fill in the words on a simple form.
To write a few short sentences with support, using
expressions which have already been learnt.
To recognise how swimming affects their body, and pace their efforts to meet different challenges. To suggest activities and practices to help improve their own performance. High attainers To swim further than 100 metres. To swim fluently and confidently for over 90 seconds. To use all 3 strokes with control. To swim short distances using butterfly. To breathe so that the pattern of their swimming is not interrupted. To perform a wide range of personal survival techniques confidently. To know what the different tasks demand of their body, and pace their efforts well to meet challenges. To describe good swimming technique and show and explain it to others. Acquiring and developing skills To link skills, techniques and ideas and apply them accurately and appropriately. To show good control in their movements. Evaluating and improving To compare and comment on skills, techniques and ideas that they and others have used. To use their observations to improve their work. Health and fitness To explain some important safety principles when preparing for exercise. To explain what effect exercise has on their body. To explain why exercise is important. Games To gain possession by working as a team. To pass in different ways. To use forehand and backhand with a racquet. To field. To choose the best tactics for attacking and defending. To use a number of techniques to pass, dribble and shoot. Gymnastics To make complex or extended sequences. To combine action, balance and shape. To perform consistently to different audiences. To have movements that are accurate, clear and consistent.
250
Spring Subject: Science (Please also refer to Focus Education ‘Working Scientifically’ for Year 5)
Subject: Art and design
Subject: Computing
Subject: Design and Technology
Forces To explain that unsupported objects fall towards the earth because of the force of gravity acting between the earth and the falling object. To identify the effects of air resistance, water resistance and friction that act between moving surfaces. To recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. Challenging To describe and explain how motion is affected by forces. (including gravitational attractions, magnetic attraction and friction) To design very effective parachutes. To work out how water can cause resistance to floating objects. To explore how scientists, such as Galileo Galilei and Isaac Newton helped to develop the theory of gravitation.
Drawing To identify and draw simple objects, and use marks and lines to produce texture. To successfully use shading to create mood and feeling. To organise line, tone, shape and colour to represent figures and forms in movement. To show reflections. To explain why they have chosen specific materials to draw with. Sketch books To keep notes in their sketch books as to how they might develop their work further. To use their sketch books to compare and discuss ideas with others Knowledge To experiment with different styles which artists have used. To learn about the work of others by looking at their work in books, the Internet, visits to galleries and other sources of information. Textiles To create work which is open to interpretation by the audience. To include both visual and tactile elements in their work. To use textile and sewing skills as part of a project, e.g. hanging, textile book, etc.. This could include running stitch, cross stitch, backstitch, appliqué and/or embroidery. (Yr 5)
E Safety As Autumn Algorithms and Programs To combine sequences of instructions and procedures to turn devices on or off. To understand input and output. To use an ICT program to control an external device that is electrical and/or mechanical. To use ICT to measure sound or light or temperate using sensors. To explore ‘What is’ questions by playing adventure or quest games. To write programs that have sequences and repetitions. Databases To create a formula in a spreadsheet and then check for accuracy and plausibility. To search databases for information using symbols such as = > or <. To create databases planning the fields, rows and columns. To create graphs and tables to be copied and pasted into other documents.
Developing, planning and communicating ideas To come up with a range of ideas after they have collected information. To take a user’s view into account when designing. To produce a detailed step-by-step plan. To suggest some alternative plans and say what the good points and drawbacks are about each. Working with tools, equipment, materials and components to make quality products To explain why their finished product is going to be of good quality. To explain how their product will appeal to the audience. To use a range of tools and equipment expertly. To persevere through different stages of the making process.
Evaluating processes and products To keep checking that their design is the best it can be. To check whether anything could be improved. To evaluate appearance and function against the original criteria. Textiles To think what the user would want when choosing textiles. To make their product attractive and strong. To make up a prototype first. To use a range of joining techniques.
251
Subject: Geography
Subject: History
Subject: Languages
Subject: Physical Education
Geographical Enquiry To explain scale and use maps with a range of scales. To choose the best way to collect information needed and decide the most appropriate units of measure. To make careful measurements and use the data. To use OS maps to answer questions. Physical Geography To explain how a location fits into its wider geographical location; with reference to physical features. To describe how some places are similar and others are different in relation to their physical features. To accurately use a 4 figure grid reference. To create sketch maps when carrying out a field study. Human Geography To explain how a place fits into its wider geographical location; with reference to human and physical features. To explain what a place might be like in the future, taking account of issues impacting on human features. To map land use with their own criteria. To describe how some places are similar and others are different in relation to their human features. Challenging To report on ways in which humans have both improved and damaged the environment. To analyse population data on two settlements and report on findings and questions raised.
Geographical Knowledge To recognise key symbols used on ordnance survey maps.
Chronological understanding To use dates and historical language in their work. To draw a timeline with different time periods outlined which show different information, such as, periods of history, when famous people lived etc. To use their mathematical skills to work out exact time scales and differences as need be. Challenging To create timelines which outline the development of specific features, such as medicine; weaponry; transport, etc. Knowledge and interpretation To describe historical events from the different period/s they are studying/have studied. To begin to appreciate the influence of ……… e.g. in terms of… To summarise what Britain may have learnt from other countries and civilizations through time gone by and more recently. To appreciate that significant events in non-European societies have helped shape the country we have today. Historical enquiry To test out a hypothesis in order to answer a question. To appreciate how historical artefacts have helped us understand more about lives in the present and past.
Objectives for the whole year from the Languages Ladder (Grade 1-3) Listening and responding To understand a few familiar spoken words and phrases. To understand a range of familiar spoken phrases. To understand the main points from a short spoken passage made up of familiar language. Speaking To say and repeat single words in short and simple phrases. To answer simple questions and give basic information. To ask and answer simple questions and talk about their interests. Reading and responding To recognise and read out a few familiar words and phrases. To understand and read out familiar written phrases. To understand the main points from a short written text in clear printed script. Writing
To write or copy simple words or symbols correctly.
To write one or two short sentences to a model.
To fill in the words on a simple form.
To write a few short sentences with support, using
expressions which have already been learnt.
Swimming As Autumn Acquiring and developing skills As Autumn Evaluating and improving As Autumn Health and fitness As Autumn Games As Autumn Dance To plan and perform dances confidently. To compose motifs and plan dances creatively and collaboratively in groups. To adapt and refine the way they use weight, space and rhythm in their dances to express themselves in the style of dance they use. To perform different styles of dance clearly and fluently. To organise their own warm-up and cool-down exercises. To show an understanding of safe exercising. To recognise and comment on dances, showing an understanding of style. To suggest ways to improve their own and other people’s work Challenging To use their understanding of composition to create dance phrases for themselves and others in their group. To use their knowledge of dance to adapt their skills to meet the demands of a range of dance styles. To show expression in their dances and sensitivity to music. To show that they understand why warming-up is important for a good performance. To identify the form and structure of a dance. To make imaginative suggestions as to how to improve their own and other people’s work.
252
Summer Subject: Science (Please also refer to Focus Education ‘Working Scientifically’ for Year 5)
Subject: Art and design
Subject: Computing
Subject: Design and Technology
Living things and their habitats To describe the differences in the life cycles of a mammal, an amphibians, an insects and a bird. To describe the life cycles of common plants. To explore the work of well know naturalists and animal behaviourists. (David Attenborough and Jane Goodall) Challenging To observe their local environment and draw conclusions about life-cycles, e.g. plants in the vegetable garden or flower border. To compare the life cycles of plants and animals in their local environment with the life cycles of those around the world, e.g. rainforests.
Animals including humans To describe the changes as humans develop to old age. Challenging To create a timeline to indicate stages of growth in certain animals, such as frogs and butterflies. To describe the changes experienced in puberty. (Covered in Growing and Changing PSHE) To draw a timeline to indicate stages in the growth and development of humans.
Drawing To identify and draw simple objects, and use marks and lines to produce texture. To successfully use shading to create mood and feeling. To organise line, tone, shape and colour to represent figures and forms in movement. To show reflections. To explain why they have chosen specific materials to draw with. Sketch books To keep notes in their sketch books as to how they might develop their work further. To use their sketch books to compare and discuss ideas with others 3D To experiment with and combine materials and processes to design and make 3D form. To sculpt clay and other mouldable materials. To create models on a range of scales. (Yr 6) To create work which is open to interpretation by the audience. (Yr 6) To include both visual and tactile elements in their work. (Yr 6) Knowledge To experiment with different styles which artists have used. To learn about the work of others by looking at their work in books, the Internet, visits to galleries and other sources of information
E Safety As Autumn Data Retrieving and Organising To listen to streaming audio such as online radio. To download and listen to podcasts. To produce and upload a podcast. To manipulate sounds using Audacity. To select music from open sources and incorporate it into multimedia presentations. To work on simple film editing. Presentation To use a range of presentation applications. To consider audience when editing a simple film. To know how to prepare and then present a simple film. To use ICT to record sounds and capture both still and video images. To make a home page for a website that contains links to other pages. To capture sounds, images and video. To use the word count tool to check the length of a document. To use bullets and numbering tools. Challenging To make a multimedia presentation that contains: sound; animation; video and buttons to navigate. To save an image document as a gif or i peg. file format using the ‘save as’ command. To make an information poster using graphics skills to good effect.
Developing, planning and communicating ideas To come up with a range of ideas after they have collected information. To take a user’s view into account when designing. To produce a detailed step-by-step plan. To suggest some alternative plans and say what the good points and drawbacks are about each. Working with tools, equipment, materials and components to make quality products To explain why their finished product is going to be of good quality. To explain how their product will appeal to the audience. To use a range of tools and equipment expertly. To persevere through different stages of the making process. Evaluating processes and products To keep checking that their design is the best it can be. To check whether anything could be improved. To evaluate appearance and function against the original criteria.
Mouldable materials To be motivated enough to refine and further improve their product using mouldable materials.
Cooking and Nutrition To describe what they do to be both hygienic and safe. To present their product well.
253
Subject: Geography
Subject: History
Subject: Languages
Subject: Physical Education
Geographical Enquiry To collect information about a place and use it in a report. To map land use. To find possible answers to their own geographical questions. To make detailed sketches and plans; improving their accuracy later. To plan a journey to the other side of the world, taking account of distance and time. Challenging To work out an accurate itinerary detailing a journey to another part of the world. Physical geography To explain how a location fits into its wider geographical location; with reference to physical features. To give descriptions of the physical features of different places around the world. To describe how some places are similar and others are different in relation to their physical features. Challenging To explain what a place (open to environmental and physical change) might be like in the future taking account of physical features. Human geography To explain why people might be attracted to live by seas and oceans. To explain how a location fits into its wider geographical location; with reference to human and economical features. To explain what a place might be like in the future, taking account of issues impacting on human features. To give descriptions of the human features of different places around the world. To describe how some places are similar and others are different in relation to their human features. Challenging To report on ways in which humans have both improved and damaged the environment. Geographical knowledge To name and locate many of the world’s seas and oceans. To locate the Mediterranean on a world map and atlas. To locate and name the main countries in and around the Mediterranean on a world map and atlas. Challenging To begin to recognise the climate of a given country according to its location on the map
Chronological understanding To use dates and historical language in their work. To draw a timeline with different time periods outlined which show different information, such as, periods of history, when famous people lived, etc. To use their mathematical skills to work out exact time scales and differences as need be. Challenging To appreciate that some ancient civilizations showed greater advancements than people who lived centuries after them. Knowledge and interpretation To describe people’s lives and achievements in different historical period/s studied. To make comparisons between historical periods; explaining things that have changed and things which have stayed the same. To begin to appreciate the influence of the Ancient Greeks on the western world e.g. in terms of democracy, the Olympic Games and ideas in science, art and philosophy To summarise what Britain may have learnt from other countries and civilizations through time gone by and more recently. To appreciate that significant events in world history have helped shape the country we have today. Historical enquiry To test out a hypothesis in order to answer a question. To appreciate how historical artefacts have helped us understand more about lives in the present and past.
Objectives for the whole year from the Languages Ladder (Grade 1-3) Listening and responding To understand a few familiar spoken words and phrases. To understand a range of familiar spoken phrases. To understand the main points from a short spoken passage made up of familiar language. Speaking To say and repeat single words in short and simple phrases. To answer simple questions and give basic information. To ask and answer simple questions and talk about their interests. Reading and responding To recognise and read out a few familiar words and phrases. To understand and read out familiar written phrases. To understand the main points from a short written text in clear printed script. Writing To write or copy simple words or symbols correctly.
To write one or two short sentences to a model.
To fill in the words on a simple form.
To write a few short sentences with support, using
expressions which have already been learnt.
Swimming As Autumn Acquiring and developing skills To link skills, techniques and ideas and apply them accurately and appropriately. To show good control in their movements. Evaluating and improving To compare and comment on skills, techniques and ideas that they and others have used. To use their observations to improve their work. Health and fitness To explain some important safety principles when preparing for exercise. To explain what effect exercise has on their body. To explain why exercise is important. Games To gain possession by working as a team. To pass in different ways. To use forehand and backhand with a racquet. To field. To choose the best tactics for attacking and defending. To use a number of techniques to pass, dribble and shoot. Athletics To be controlled when taking off and landing in a jump. To throw with accuracy. To combine running and jumping. To follow specific rules.
254
Termly Topic Map Year 5
Autumn
Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings.
Subject Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Literacy Text: There’s a boy in the Girls’ Bathroom Unit: Novel as a theme/ significant Author (Louis Sachar)
Text: Macbeth Unit: Older Literature e.g. Shakespeare
Text: Way Home Unit: Persuasion (radio or TV Broadcast)
Texts: Wes Magee/ Benjamin Zephaniah poems Unit: Poems with figurative language(+choral performance)
Maths Place Value Written addition
Metal addition
and subtraction
Problem solving
Decimals Mental
calculation multiply/ division
Measures Time
Length
Written and mental
subtraction
Mental multiplicati
on and division
Fractions
Written multiply
and division
Measures Turn
Geometry Circles
Place Value Decimals Fractions
Mental and written addition
subtraction multiplication division
Assessment Teach to gaps
Problem solving
Revise Revise
Science Properties / changes of materials
2 hours per week
Electricity
2 hrs per week
Art and design
3D sculpture 1 hour per week
Collage 1 hour per week
Computing
Understanding and Using Technology Safely 1 hour per week
Design and technology
Stiff and Flexible materials 1 hour per week
255
Geography
History
Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor 2 hours per week
Languages
French 0.5 hours per week
Music Music/ Singing Assemblies: Musical elements: Duration and Dynamics.
Song themes: Rounds, Harmonies, Autumn songs, Traditional songs
Music/Singing Assemblies: Listening to music from a range of different times.
Listen to musicians playing and talking about their instruments live and ask questions.
Song themes: Christmas songs, Pop and modern songs, Historical songs
PE/ Dance Invasion games Swimming
2 hours per week
Gymnastics Swimming
2 hours per week RE Worship and Festivities:
How and why do Hindus celebrate Divali? 0.5 hour per week
PSHE Myself and My Relationships Beginning and Belonging
0.5 hour per week
Myself and My Relationships Anti – bullying
0.5 hour per week
Myself and My Relationships My Emotions
0.5 hour per week
Additional units of work
Special events/ trips
256
Spring
Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings, OWC= opportunities for writing across the curriculum.
Cross curricular topic: please indicate the topic title and linked subjects. Where subjects are taught in the topic, a ‘n/a’ can be entered in the actual subject row
Subject Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Literacy Text: One Thousand and One Nights Units: Stories from other cultures
Text: The Piano Unit: Film and playscript
Text: The Highwayman/ Storm (guided reading) Units: Classic narrative poetry (+choral performance) Magazine article
Mathematics Place Value Decimals
Mental and written
subtraction
Mental multiplication and division Properties of
number
Geometry Triangles Measures
Mass
Written addition and subtraction
Written multiplication and division
Written multiplication
Fractions
Bird survey, charts and
graphs
Geometry Quadrilaterals
Measures Metric and
Imperial
Statistics
Fractions Written addition and subtraction
Assessment
Science Forces
2 hours per week
Art and design
Textiles 1 hour per week
Drawing Great artists 1 hour per week
Computing
Computer Programming and Computer Games 1 hour per week
Design and technology
257
Geography UK-local and Global Investigating who we are
1 hour per week
History Non-European society-early Islamic civilisation, including a study of Baghdad c. AD 900;
1 hour per week Languages
French 0.5 hours per week
Music Music/Singing Assemblies: Musical elements: Tempo, Timbre and Texture.
Song themes: Rounds, Harmonies, Foreign language songs, Cultural
songs, Songs from musicals
Music/Singing Assemblies: Listening to music: modern music from a range of units
Listen to musicians playing and talking about their instruments live and ask questions
Song themes: Songs from musicals, Traditional songs, Songs with a religious base
PE/ Dance Striking and fielding Swimming
Dance (Y5H)
Net/ wall games (badminton or tennis) Swimming
Dance (Y5K)
RE
How and why do Muslims and Jews pray? 0.5 hours per week
PSHE Citizenship Diversity and Communities
0.5 hours per week
Healthy and Safer Lifestyles Drug Education
0.5 hours per week
Additional units of work
Special events/ trips
Visit a bird sanctuary
258
Summer
Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings, OWC= opportunities for writing across the curriculum.
Cross curricular topic: please indicate the topic title and linked subjects. Where subjects are taught in the topic, a ‘n/a’ can be entered in the actual subject row
Subject Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Literacy Text: Adventures of Odysseus/ Greek Myths and Legends (Usbourne) Unit: Stories from other cultures Myths and legends-narrative Discussion
Text: Beowulf Units: Historical Narrative
Text: Information books linked to other area of curriculum Unit: Information booklet
Mathematics Mental addition and subtractions
Decimals
Fractions
Short multiply
Decimals
Negative numbers
Geometry Position and
direction
2D
Written addition and subtraction
Assessment Written multiply
and division
Measures Area and Perimeter
Volume
Percentages
Fractions
Percentages
Fractions
Assessment Statistics Measures –
time
Multiply
Statistics Measures –
time
Multiply
Review
Science Animals including Humans
2 hours per week
Living things and their habitats,
2 hours per week
Art and design
Sketchbooks & Drawing Great artists, architects and designers
0.5 hours per week Computing Control systems, Data Logging and Robots
1 hour per week
Design and technology
Cooking and Nutrition 0.5 hours hour per week
Mouldable Materials Link to Art: 3D Sculpture
0.5 hours per week Geography Mediterranean/Greece
1 hour per week
259
History Ancient Greece 1 hour per week
Languages French
0.5 hours per week
Music Music/Singing Assemblies: Musical elements: Pitch and Structure
Song themes: Rounds, Harmonies, Pop and Modern songs
Music/Singing Assemblies: Listening to music: from a range of countries and cultures
Listen to musicians playing and talking about their instruments live and ask questions
Song themes: Cultural songs, Foreign language songs, Summer songs
PE/ Dance Hockey Swimming
Athletics Swimming
R.E. Sikh belief and practice:
What is it like to be a Sikh? 0.5 hour per week
PSHE Healthy and Safer Lifestyles Personal Safety
0.5 hour per week
Healthy and Safer Lifestyles Healthy Lifestyles
0.5 hour per week
Myself and My Relationships Managing Change
inc Growing and Changing 0.5 hours per week
Additional units of work
Special events/ trips
260
Year 6 Curriculum
Yearly overview of all Learning Objectives
Literacy
See Unit Plans
261
Year 6 Curriculum
Mathematics
See Unit Plans
262
Year 6 Curriculum
Science
Knowledge, Skills and Understanding breakdown for Working Scientifically
Year 6
Planning Obtaining and presenting evidence Considering evidence and evaluating
• To explore different ways to test an idea, choose the best
way, and give reasons.
• To vary one factor whilst keeping the others the same in an
experiment. To explain why they do this.
• To plan and carry out an investigation by controlling
variables fairly and accurately.
• To make a prediction with reasons.
• To use information to help make a prediction.
• To use test results to make further predictions and set up
further comparative tests.
• To explain, in simple terms, a scientific idea and what
evidence supports it.
• To present a report of their findings through writing, display
and presentation.
• To explain why they have chosen specific equipment. (incl
ICT based equipment)
• To decide which units of measurement they need to use.
• To explain why a measurement needs to be repeated.
• To record their measurements in different ways. (incl bar
charts, tables and line graphs)
• To take measurements using a range of scientific equipment
with increasing accuracy and precision.
• To find a pattern from their data and explain what it shows.
• To use a graph to answer scientific questions.
• To link what they have found out to other science.
• To suggest how to improve their work and say why they
think this.
• To record more complex data and results using scientific
diagrams, classification keys, tables, bar charts, line graphs
and models.
• To report findings from investigations through written
explanations and conclusions.
• To identify scientific evidence that has been used to support
to refute ideas or arguments.
• To report and present findings from enquiries, including
conclusions, causal relationships and explanations of and
degree of trust in results, in oral and written forms such as
displays and other presentations.
Year 6 (Challenging)
• To choose the best way to answer a question.
• To use information from different sources to answer a
question and plan an investigation.
• To make a prediction which links with other scientific
knowledge.
• To identify the key factors when planning a fair test.
• To explain how a scientist has used their scientific
understanding plus good ideas to have a breakthrough.
• To plan in advance which equipment they will need and use
it well.
• To make precise measurements.
• To collect information in different ways.
• To record their measurements and observations
systematically.
• To explain qualitative and quantitative data.
• To draw conclusions from their work.
• To link their conclusions to other scientific knowledge.
• To explain how they could improve their way of working.
263
Knowledge, Skills and Understanding breakdown for
Living Things, their Habitats and Animals, including humans
Year 6
Evolution and Inheritance Living Things & their habitats Animals, including humans
• To recognise that living things have changed over time
and that fossils provide information about living things
that inhabited the earth millions of years ago.
• To recognise that living things produce offspring of the
same kind, but normally offspring vary and are not
identical to their parents.
• To give reasons why offspring are not identical to each
other or to their parents.
• To explain the process of evolution and describe the
evidence for this.
• To identify how animals and plants are adapted to suit
their environment in different ways and that adaptation
may lead to evolution.
• To describe how living things are classified into
broad groups according to common observable
characteristics and based on similarities and
differences including microorganisms, plants
and animals.
• To give reasons for classifying plants and
animals based on specific characteristics.
• To identify and name the main parts of the human
circulatory system, and describe the functions of the
heart, blood vessels and blood.
• To recognise the impact of diet, exercise, drugs and
lifestyle on the way their bodies function.
• To describe the ways in which nutrients and water
and transported within animals, including humans.
Year 6 (Challenging)
• To talk about the work of Charles Darwin, Mary Anning
and Alfred Wallace.
• To explain how some living things adapt to survive in
extreme conditions.
• To analyse the advantages and disadvantages of specific
adaptations, such as being on two rather than four feet.
• To begin to understand what is meant by DNA.
• To explain why classification is important.
• To readily group animals into reptiles, fish,
amphibians, birds and mammals.
• To sub divide their original groupings and
explain their divisions.
• To group animals into vertebrates and
invertebrates.
• To find out about the significance of the work of
scientists such as Carl Linnaeus, a pioneer of
classification.
• To explore the work of medical pioneers, for
example, William Harvey and Galen and recognise
how much we have learnt about our bodies.
• To compare the organ systems of humans to other
animals.
• To make a diagram of the human body and explain
how different parts work and depend on one
another.
• To name the major organs in the human body.
• To locate the major human organs.
• To make a diagram that outlines the main parts of a
body.
264
Knowledge, Skills and Understanding breakdown for
Light and Electricity
Year 6
Electricity Light
• To identify and name the basic parts of a simple electric series
circuit. (cells, wires, bulbs, switches, buzzers)
• To compare and give reasons for variations in how
components function, including the brightness of bulbs, the
loudness of buzzers, the on/off position of switches.
• To use recognised symbols when representing a simple circuit
in a diagram.
• To recognise that light appears to travel in straight lines.
• To use the idea that light travels in straight lines to explain that
objects are seen because they give out or reflect light into the eye.
• To explain that we see things because light travels from light
sources to our eyes or from light sources to object s and then to our
eyes.
• To use the idea that light travels in straight lines to explain why
shadows have the same shape as the objects that cast them.
Year 6 (Challenging)
• To make their own traffic light system or something similar.
• To explain the danger of short circuits.
• To explain what a fuse is.
• To explain how to make changes in a circuit.
• To explain the impact of changes in a circuit.
• To explain the effect of changing the voltage of a battery.
• To explain how different colours of light can be created.
• To use and explain how simple optical instruments work. (periscope,
telescope, binoculars, mirror, magnifying glass, Newton’s first
reflecting telescope)
• To explore a range of phenomena, including rainbows, colours on
soap bubbles, objects looking bent in water and coloured filters.
265
Year 6 Curriculum
Art
National Curriculum Requirements of Art at Key Stage 2
Pupils should be taught to develop their techniques, including their control and their use of materials, with experimentation and an increasing awareness of different
kinds of art, craft and design.
Pupils should be taught:
• to create sketch books to record their observations and use them to review and revisit ideas
• to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay)
• about the greatest artists, architects and designers in history.
266
Knowledge, Skills and Understanding breakdown for
Art
Year 6
Drawing Painting Printing Sketch books
• To communicate emotions and
a sense of self with accuracy
and imagination through their
sketches.
• To explain why they have
combined different tools to
create their drawings.
• To explain why they have
chosen specific drawing
techniques.
• To explain what their own style
is.
• To use a wide range of
techniques in their work.
• To explain why they have
chosen specific painting
techniques.
• To overprint using different
colours.
• To look very carefully at the
methods they use and make
decisions about the
effectiveness of their printing
methods.
• Their sketch books to contain
detailed notes, and quotes
explaining about items.
• To compare their methods to
those of others and keep notes
in their sketch books.
• To combine graphics and text
based research of commercial
design, for example magazines
etc., to influence the layout of
their sketch books.
• To adapt and refine their work
to reflect its meaning and
purpose, keeping notes and
annotations in their sketch
books.
3D/ Textiles Collage Use of IT Knowledge
• To create models on a range of
scales.
• To create work which is open
to interpretation by the
audience.
• To include both visual and
tactile elements in their work.
• To justify the materials they
have chosen.
• To combine pattern, tone and
shape.
• To use software packages to
create pieces of digital art to
design.
• To create a piece of art which
can be used as part of a wider
presentation.
• To make a record about the
styles and qualities in their
work.
• To say what their work is
influenced by.
• To include technical aspects in
their work, e.g. architectural
design.
267
Year 6 Curriculum
Computing
E-safety in Years 5 and 6
Knowledge & understanding Skills
• Can they discuss the positive and negative impact of the use of ICT in their own
lives and those of their peers and family?
• Do they understand the potential risk of providing personal information online?
• Do they recognise why people may publish content that is not accurate and
understand the need to be critical evaluators of content?
• Do they understand that some websites and/or pop-ups have commercial interests
that may affect the way the information is presented?
• Do they recognise the potential risks of using internet communication tools and
understand how to minimise those risks (including scams and phishing)?
• Do they understand that some material on the internet is copyrighted and may not
be copied or downloaded?
• Do they understand that some messages may be malicious and know how to deal
with this?
• Do they understand that online environments have security settings, which can be
altered, to protect the user?
• Do they understand the benefits of developing a ‘nickname’ for online use?
• Do they understand that some malicious adults may use various techniques to
make contact and elicit personal information?
• Do they know that it is unsafe to arrange to meet unknown people online?
• Do they know how to report any suspicions?
• Do they understand they should not publish other people’s pictures or tag them on
the internet without permission?
• Do they know that content put online is extremely difficult to remove?
• Do they know what to do if they discover something malicious or inappropriate?
• Do they follow the school’s safer internet rules?
• Can they make safe choices about use of technology?
• Do they use technology in ways which minimises risk, e.g. responsible use of online
discussions, etc?
• Can they create strong passwords and manage them so that they remain strong?
• Can they independently, and with regard for e-safety, select and use appropriate
communication tools to solve problems by collaborating and communicating with others
within and beyond school?
• Can they competently use the internet as a search tool?
• Can they reference information sources?
• Can they use appropriate strategies for finding, critically evaluating, validating and verifying
information, e.g. using different keywords, skim reading to check relevance of information,
cross checking with different websites or other non ICT resources?
• Can they use knowledge of the meaning of different domain names and common website
extensions (e.g. .co.uk; .com; .ac; .sch; .org; .gov; .net) to support validation of
information?
268
National Curriculum Requirements of Computing at Key Stage 2
Pupils should be taught to:
• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them
into smaller parts
• use sequence, selection, and repetition in programs; work with variables and various forms of input and output
• use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
• understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for
communication and collaboration
• use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
• select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and
content, that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
• Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and
contact
269
Knowledge, Skills and Understanding breakdown for
Computing: Year 6
Algorithms and Programs Data Retrieving and Organising Communicating
• To explain how an algorithm works.
• To detect errors in a program and correct
them.
• To use an ICT program to control a number of
events for an external device.
• To use ICT to measure sound, light or
temperature using sensors and interpret the
data.
• To explore ‘what if’ questions by planning
different scenarios for controlled devices.
• To use input from sensors to trigger events.
• To check and refine a series of instructions.
• To explore the menu options and experiment
with images (colour effects, options, snap to
grid, grid settings etc.).
• To add special effects to alter the appearance
of a graphic.
• To ‘save as’ gif or i peg. wherever possible to
make the file size smaller (for emailing or
downloading).
• To make an information poster using their
graphics skills to good effect.
• To conduct a video chat with people in
another country or organisation.
Using the Internet Databases Presentation
• To contribute to discussions online.
• To use a search engine using keyword
searches.
• To use complex searches using such as ‘+’
‘OR’ ”Find the phrase in inverted commas”.
• To collect live data using data logging
equipment.
• To identify data error, patterns and
sequences.
• To use the formulae bar to explore
mathematical scenarios.
• To create their own database and present
information from it.
• To present a film for a specific audience and
then adapt same film for a different audience.
• To create a sophisticated multimedia
presentation.
• To confidently choose the correct page set
up option when creating a document.
• To confidently use text formatting tools,
including heading and body text.
• To use the ‘hanging indent’ tool to help
format work where appropriate (e.g. a play
script).
Year 6 (Challenging)
• To incorporate graphics where appropriate, using the most effective text wrapping formats.
• To conduct a video chat with more than one person at a time.
• To compare the information provided on two tabbed websites looking for bias and perspective.
270
Year 6 Curriculum
Design and Technology National Curriculum Requirements of DT at Key Stage 2
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing
and making. They should work in a range of relevant contexts, for example, the home, school, leisure, culture, enterprise, industry and the wider environment.
When designing and making, pupils should be taught to:
Design
• use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or
groups
• generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces
and computer-aided design
Make
• select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately
• select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and
aesthetic qualities
Evaluate
• investigate and analyse a range of existing products
• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
• understand how key events and individuals in design and technology have helped shape the world
Technical knowledge
• apply their understanding of how to strengthen, stiffen and reinforce more complex structures
• understand and use mechanical systems in their products, (for example as gears, pulleys, cams, levers and linkages)
• understand and use electrical systems in their products, (for example series circuits incorporating switches, bulbs, buzzers and motors)
• apply their understanding of computing to programme, monitor and control their products.
271
National Curriculum Requirements of Cooking and Nutrition at Key Stage 2
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will
also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others
affordably and well, now and in later life.
Pupils should be taught to:
• understand and apply the principles of a healthy and varied diet
• prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
• understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
272
Knowledge, Skills and Understanding breakdown for Design and Technology
Year 6
Developing, planning and communicating ideas Working with tools, equipment, materials and
components to make quality products Evaluating processes and products
• To use a range of information to inform their
design.
• To use market research to inform plans.
• To work within constraints.
• To follow and refine their plan if necessary.
• To justify their plan to someone else.
• To consider culture and society in their
designs.
• To use tools and materials precisely.
• To change the way they are working if needed.
• To test and evaluate their final product.
• To evaluate if fit for purpose.
• To evaluate what would improve it.
• To evaluate if different resources have
improved their product.
• To evaluate if they need more or different
information to make it even better.
• To evaluate if their product meet all design
criteria.
• To consider the use of the product when
selecting materials.
Breadth of study
Cooking and nutrition
• To explain how their
product should be
stored with reasons.
• To set out to grow
their own products
with a view to making
a salad, taking
account of time
required to grow
different foods.
Textiles
• To think about how
their product could be
sold.
• Have they given
considered thought
about what would
improve their product
even more.
Electrical and mechanical
components
• To use different kinds
of circuit in their
product.
• To think of ways in
which adding a circuit
would improve their
product.
Stiff and flexible sheet materials
• To justify why they
selected specific
materials.
• To ensure that their
work is precise and
accurate.
• To hide joints so as to
improve the look of
their product.
Mouldable materials
• To justify why the
chosen material was
the best for the task.
• To justify design in
relation to the
audience.
273
Year 6 Curriculum
Geography
National Curriculum Requirements of Geography at Key Stage 2
Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include
the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical tools and skills to
enhance their locational and place knowledge.
Pupils should be taught to:
Location knowledge
• locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental
regions, key physical and human characteristics, countries, and major cities
• name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical
features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
• identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and
Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
Place knowledge
• understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European
country, and a region within North or South America
274
National Curriculum Requirements of Geography at Key Stage 2
Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include
the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical tools and skills to
enhance their locational and place knowledge.
Pupils should be taught to:
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
• use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of
the United Kingdom and the wider world
• use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and
graphs, and digital technologies.
275
Knowledge, Skills and Understanding breakdown for
Geography
Year 6
Geographical Enquiry Physical Geography Human Geography Geographical Knowledge
• To confidently explain scale
and use maps with a range of
scales.
• To choose the best way to
collect information needed and
decide the most appropriate
units of measure.
• To make careful
measurements and use the
data.
• To use OS maps to answer
questions.
• To use maps, aerial photos,
plans and web resources to
describe what a locality might
be like.
• To give extended descriptions
of the physical features of
different places around the
world.
• To describe how some places
are similar and others are
different in relation to their
human features.
• To accurately use a 4 figure
grid reference.
• To create sketch maps when
carrying out a field study.
• To give an extended
description of the human
features of different places
around the world.
• To map land use with their
own criteria.
• To describe how some places
are similar and others are
different in relation to their
physical features.
• To recognise key symbols
used on ordnance survey
maps.
• To name the largest desert in
the world.
• To identify and name the
Tropics of Cancer and
Capricorn as well as the Artic
and Antarctic circles.
• To explain how the time zones
work.
Year 6 (Challenging)
• To define geographical
questions to guide their
research.
• To use a range of self selected
resources to answer
questions.
• To plan a journey to another
part of the world which takes
account of time zones.
• To understand the term
sustainable development. To
use it in different contexts.
• To explain how human activity
has caused an environment to
change.
• To analyse population data on
two settlements and report on
findings and questions raised.
• To name and locate the main
canals that link different
continents.
• To name the main lines of
latitude and meridian of
longitude.
276
Year 6 Curriculum
History
National Curriculum Requirements of History at Key Stage 2
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within
and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They
should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should
construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge
of the past is constructed from a range of sources and that different versions of past events may exist, giving some reasons for this.
In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview
and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
Pupils should be taught about:
Changes in Britain from the Stone Age to the Iron Age
This could include:
• late Neolithic hunter-gatherers and early farmers, e.g. Skara Brae
• Bronze Age religion, technology and travel, e.g. Stonehenge
• Iron Age hill forts: tribal kingdoms, farming, art and culture
The Roman Empire and its impact on Britain
This could include:
• Julius Caesar’s attempted invasion in 55-54 BC
• the Roman Empire by AD 42 and the power of its army
• successful invasion by Claudius and conquest, including Hadrian’s
Wall
• British resistance, e.g. Boudica
• “Romanisation” of Britain: sites such as Caerwent and the impact of
technology, culture and beliefs, including early Christianity
277
National Curriculum Requirements of History at Key Stage 2
Pupils should be taught about:
Britain’s settlement by Anglo-Saxons and Scots
This could include:
• Roman withdrawal from Britain in c. AD 410 and the fall of the western
Roman Empire
• Scots invasions from Ireland to north Britain (now Scotland)
• Anglo-Saxon invasions, settlements and kingdoms: place names and
village life
• Anglo-Saxon art and culture
• Christian conversion – Canterbury, Iona and Lindisfarne
The Viking and Anglo-Saxon struggle for the Kingdom of England to the
time of Edward the Confessor
This could include:
• Viking raids and invasion
• resistance by Alfred the Great and Athelstan, first king of England
• further Viking invasions and Danegeld
• Anglo-Saxon laws and justice
• Edward the Confessor and his death in 1066
A local history study
For example:
• a depth study linked to one of the British areas of study listed above
• a study over time tracing how several aspects of national history are
reflected in the locality (this can go beyond 1066)
• a study of an aspect of history or a site dating from a period beyond
1066 that is significant in the locality
A study of an aspect or theme in British history that extends pupils’
chronological knowledge beyond 1066
For example:
• the changing power of monarchs using case studies such as John,
Anne and Victoria
• changes in an aspect of social history, such as crime and punishment
from the Anglo-Saxons to the present or leisure and entertainment in
the 20th
Century
• the legacy of Greek or Roman culture (art, architecture or literature) on
later periods in British history, including the present day
• a significant turning point in British history, e.g. the first railways or the
Battle of Britain
278
National Curriculum Requirements of History at Key Stage 2
Pupils should be taught about:
The achievements of the earliest civilizations – an overview of where
and when the first civilizations appeared and a depth study of one of the
following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang
Dynasty of Ancient China.
Ancient Greece – a study of Greek life and achievements and their
influence on the western world.
A non-European society that provides contrasts with British history -
one study chosen from: early Islamic civilization, including a study of
Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c.
AD 900-1300.
279
Knowledge, Skills and Understanding breakdown for
History
Year 6
Chronological understanding Knowledge and interpretation Historical enquiry
• To say where a period of history fits on a
timeline.
• To place a specific event on a timeline by
decade.
• To place features of historical events and
people from past societies and periods in a
chronological framework.
• To summarise the main events from a specific
period in history, explaining the order in
which key events happened.
• To summarise how Britain has had a major
influence on world history.
• To summarise what Britain may have learnt
from other countries and civilizations through
time gone by and more recently.
• To describe features of historical events and
people from past societies and periods they
have studied.
• To recognise and describe differences and
similarities/ changes and continuity between
different periods of history.
• To look at two different versions and say how
the author may be attempting to persuade or
give a specific viewpoint.
• To identify and explain their understanding of
propaganda.
• To describe a key event from Britain’s past
using a range of evidence from different
sources.
Year 6 (Challenging)
• To appreciate that some ancient civilizations
showed greater advancements than people
who lived centuries after them.
• To suggest relationships between causes in
history.
• To appreciate how Britain once had an Empire
and how that has helped or hindered our
relationship with a number of countries today.
• To trace the main events that define Britain’s
journey from a mono to a multi-cultural
society.
• To suggest why there may be different
interpretations of events.
• To suggest why certain events, people and
changes might be seen as more significant
than others.
• To pose and answer their own historical
questions.
280
Year 6 Curriculum
Languages
National Curriculum Requirements of Language at Key Stage 2 only
• Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. The teaching should
provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at Key Stage 3. It should enable
pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology,
grammatical structures and vocabulary.
• The focus of study in modern languages will be on practical communication. If an ancient language is chosen the focus will be to provide a linguistic foundation for
reading comprehension and an appreciation of classical civilisation. Pupils studying ancient languages may take part in simple oral exchanges, while discussion of
what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at key stage 3.
Pupils should be taught to:
• listen attentively to spoken language and show understanding by joining in and responding
• explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
• engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
• speak in sentences, using familiar vocabulary, phrases and basic language structures
• develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
281
National Curriculum Requirements of Language at Key Stage 2 only
Pupils should be taught to (continued):
• present ideas and information orally to a range of audiences*
• read carefully and show understanding of words, phrases and simple writing
• appreciate stories, songs, poems and rhymes in the language
• broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
• write phrases from memory, and adapt these to create new sentences, to express ideas clearly
• describe people, places, things and actions orally* and in writing
• understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-
frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.
The starred (*) content above will not be applicable to ancient languages.
282
Knowledge, Skills and Understanding breakdown for
Foreign Languages: Using the Languages Ladder
Listening Speaking Reading Writing
Early Stage Grade 1 - To understand a few familiar
spoken words and phrases.
- To say and repeat single
words in short and simple
phrases.
- To recognise and read out
a few familiar words and
phrases.
- To write or copy simple words or
symbols correctly.
Grade2 - To understand a range of familiar
spoken phrases.
- To answer simple
questions and give basic
information.
- To understand and read
out familiar written
phrases.
- To write one or two short sentences to a model.
- To fill in the words on a simple form.
Grade3 - To understand the main points
from a short spoken passage
made up of familiar language.
- To ask and answer simple
questions and talk about
their interests.
- To understand the main
points from a short written
text in clear printed script.
- To write a few short sentences
with support, using expressions
which have already been learnt.
On completing the early stage To able to understand a basic range of
everyday expressions relating to personal
details and needs. May need to listen
several times to get the information
needed, depending how fast the speaker
talks. Should have some understanding of
a few simple grammatical structures and
sentence patterns. To familiar with the
sound system of the language. To aware
how to address people both formally and
informally as appropriate.
To able to use basic range of
everyday expression relating to
personal details and needs.
Pronunciation may not always be
completely accurate but meaning
will be clear. To able to understand
and use a few simple grammatical
structures and sentence patterns.
To familiar with the sound system of
the language. To aware of how to
address people both formally and
informally as appropriate.
To able to understand a basic range
of everyday expressions relating to
personal details and needs. Should
have some understanding of a few
simple grammatical structures and
sentence patterns. To familiar with
the writing system of the language.
To aware of how to address people
both formally and informally as
appropriate.
To able to use a basic range of everyday
expressions relating to personal details and
needs. Spelling may not always be
completely accurate but meaning will be
clear. To able to understand and use a few
simple grammatical structures and
sentence patterns. To familiar with the
writing system of the language. To aware of
how to address people both formally and
informally as appropriate.
Prelim Stage Grade
4
- To understand the main points
and some of the detail from a
spoken passage made up of
familiar language in simple
sentences.
- To take part in a simple
conversation and express
their own opinions.
- To understand the main
points and some detail
from short written texts in
familiar contexts.
- To write a short text on a familiar
topic, adapting language which
they have already learned.
Grade
5
- To understand the main points
and opinions in spoken
passages made up of familiar
material from various contexts.
- To give a short prepared
talk, on a topic of their
choice, including
expressing their opinions.
- To understand the main
points and opinions in
written texts from various
contexts.
- To write a short text on a range of
familiar topic, using simple
sentences.
283
Knowledge, Skills and Understanding breakdown for
Foreign Languages
Years 5 and 6
Listening and responding Speaking Reading and responding Writing
• To understand longer
passages made up of
familiar language in simple
sentences.
• To identify the main points
and some details.
Spoken at near normal speed with no
interference. May need some items to
be repeated.
• To hold a simple
conversation with at least 3-
4 exchanges.
• To use their knowledge of
grammar to adapt and
substitute single words and
phrases.
Their pronunciation is generally
accurate and they show some
consistency in their intonation.
• To understand a short story
or factual text and note
some of the main points.
• To use context to work out
unfamiliar words.
• To write a paragraph of
about 3-4 simple sentences.
• To adapt and substitute
individual words and set
phrases.
• To use a dictionary or
glossary to check words
they have learnt.
They will draw largely on memorised
language.
284
Year 6 Curriculum
Music
National Curriculum Requirements of Music at Key Stage 2
Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and
manipulating ideas within musical structures and reproducing sounds from aural memory.
Pupils should be taught to:
• play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
• improvise and compose music using the inter-related dimensions of music
• listen with attention to detail and recall sounds with increasing aural memory
• use and understand staff and other musical notations
• appreciate and understand a wide range of high-quality live and recorded music from different traditions and from great composers and musicians
• develop an understanding of the history of music.
285
Knowledge, Skills and Understanding breakdown for
Music
Year 6
Performing Composing (incl notation) Appraising
• To sing a harmony part confidently and
accurately.
• To perform parts from memory.
• To perform using notations.
• To take the lead in a performance.
• To take on a solo part.
• To provide rhythmic support.
• To use a variety of different musical
devices in their composition. (incl melody,
rhythms and chords)
• To recognise that different forms of
notation serve different purposes.
• To use different forms of notation.
• To combine groups of beats.
• To refine and improve their work.
• To evaluate how the venue, occasion and
purpose affects the way a piece of music
is created.
• To analyse features within different pieces
of music.
• To compare and contrast the impact that
different composers from different times
will have had on the people of the time.
Year 6 (Challenging)
• To perform a piece of music which
contains two (or more) distinct melodic or
rhythmic parts, knowing how the parts will
fit together.
• To show how a small change of tempo can
make a piece of music more effective.
• To use the full range of chromatic pitches
to build up chords, melodic lines and bass
lines.
• To appraise the introductions, interludes
and endings for songs and compositions
they have created.
286
Year 6 Curriculum
Physical Education
National Curriculum Requirements of Dance at Key Stage 2
Pupils should be taught to:
• perform dances using a range of movement patterns
287
National Curriculum Requirements of PE at Key Stage 2
Pupils should continue to implement and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of
movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical
activities and sports and learn how to evaluate and recognise their own success.
Pupils should be taught to:
• use running, jumping, catching and throwing in isolation and in combination
• play competitive games, modified where appropriate, (for example badminton, basketball, cricket, football, hockey, netball, rounders and tennis) and apply basic
principles suitable for attacking and defending
• develop flexibility, strength, technique, control and balance, (for example through gymnastics and athletics)
• perform dances using a range of movement patterns
• take part in outdoor and adventurous activity challenges both individually and within a team
• compare their performances with previous ones and demonstrate improvement to achieve their personal best.
Swimming and water safety
All schools must provide swimming instruction either in Key Stage 1 or Key Stage 2.
In particular, pupils should be taught to:
• swim competently, confidently and proficiently over a distance of at least 25 metres
• use a range of strokes effectively, (for example front crawl, backstroke and breaststroke)
• perform safe self-rescue in different water-based situations.
288
Knowledge, Skills and Understanding breakdown for
Dance
Year 6
• To work creatively and imaginatively on their own and/or with a partner to compose motifs and structure simple dances.
• To perform to an accompaniment expressively and sensitively.
• To perform dances fluently and with control.
• To warm-up and cool-down independently.
• To understand how dance helps to keep them healthy.
• To use appropriate criteria to evaluate and refine their own and others’ work.
• To talk about dance with understanding, using appropriate language and terminology.
Year 6 (Challenging)
• To interpret different stimuli with imagination and flair.
• To create, refine and structure movements and patterns with artistic understanding.
• To communicate the artistic intention of a dance clearly, fluently, musically and with control.
• To take the lead when working in a group.
• To help others to refine and structure movements and patterns.
• To understand why dancing is good for their health.
• To organise their own warm-up and cool-down activities to prepare for, and recover from, dance.
• To describe, interpret and evaluate dance, using appropriate language and terminology.
289
Knowledge, Skills and Understanding breakdown for
Physical Education
Swimming
Lower attainers Mid attainers Higher attainers
To swim between 25 and 50 metres
unaided.
To keep swimming for 30 to 45 seconds,
using swimming aids and support.
To use a variety of basic arm and leg
actions when on their front and on their
back.
To swim on the surface and lower
themselves under water.
To take part in group problem-solving
activities on personal survival.
To recognise how their body reacts and
feels when swimming.
To recognise and concentrate on what they
need to improve.
To swim between 50 and 100 metres and
keep swimming for 45 to 90 seconds.
To use 3 different strokes, swimming on
their front and back.
To control their breathing.
To swim confidently and fluently on the
surface and under water.
To work well in groups to solve specific
problems and challenges, sharing out the
work fairly.
To recognise how swimming affects their
body, and pace their efforts to meet
different challenges.
To suggest activities and practices to help
improve their own performance.
To swim further than 100 metres.
To swim fluently and confidently for over 90
seconds.
To use all 3 strokes with control.
To swim short distances using butterfly.
To breathe so that the pattern of their
swimming is not interrupted.
To perform a wide range of personal
survival techniques confidently.
To know what the different tasks demand of
their body, and pace their efforts well to
meet challenges.
To describe good swimming technique and
show and explain it to others.
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Knowledge, Skills and Understanding breakdown for
Physical Education
Year 6
Acquiring and developing
skills Evaluating and improving Health and fitness
Dance
(also covered in Dance
section)
• To apply their skills,
techniques and ideas
consistently.
• To show precision, control
and fluency.
• To analyse and explain why
they have used specific
skills or techniques.
• To modify use of skills or
techniques to improve their
work.
• To create their own success
criteria for evaluating.
• To explain how the body
reacts to different kinds of
exercise.
• To choose appropriate warm
ups and cool downs.
• To explain why we need
regular and safe exercise.
• To develop imaginative
dances in a specific style.
• To choose their own music,
style and dance.
Games Gymnastics Athletics
Outdoor/
adventurous
• To explain complicated
rules.
• To make a team plan and
communicate it to others.
• To lead others in a game
situation.
• To combine their own work
with that of others.
• To link their sequences to
specific timings.
• To demonstrate stamina.
• To use their skills in
different situations.
• To plan a route and series of
clues for someone else.
• To plan with others taking
account of safety and
danger.
291
Year 6 Curriculum
PSHE
Please see Cambridgeshire Scheme in Staff Documents- Planning 2015/16 - PSHE
292
Year 6 Curriculum
Additional units of work
293
Year 6 Termly overview of Learning objectives
Autumn Subject: Science (Please also refer to Focus Education ‘Working Scientifically’ for Year 6)
Subject: Art and design
Subject: Computing
Subject: Design and Technology
Animals, including humans To identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood. To recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function. To describe the ways in which nutrients and water and transported within animals, including humans. Challenging To explore the work of medical pioneers, for example, William Harvey and Galen and recognise how much we have learnt about our bodies. To compare the organ systems of humans to other animals. To make a diagram of the human body and explain how different parts work and depend on one another. To name the major organs in the human body. To locate the major human organs. To make a diagram that outlines the main parts of a body. Living things and their habitats To describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences including microorganisms, plants and animals. To give reasons for classifying plants and animals based on specific characteristics. Challenging To explain why classification is important. To readily group animals into reptiles, fish, amphibians, birds and mammals. To sub divide their original groupings and explain their divisions. To group animals into vertebrates and invertebrates. To find out about the significance of the work of scientists such as Carl Linnaeus, a pioneer of classification.
Drawing To communicate emotions and a sense of self with accuracy and imagination through their sketches. To explain why they have combined different tools to create their drawings. To explain why they have chosen specific drawing techniques. Sketch books Their sketch books to contain detailed notes, and quotes explaining about items. To compare their methods to those of others and keep notes in their sketch books. To combine graphics and text based research of commercial design, for example magazines etc., to influence the layout of their sketch books. To adapt and refine their work to reflect its meaning and purpose, keeping notes and annotations in their sketch books. Printing To overprint using different colours. To look very carefully at the methods they use and make decisions about the effectiveness of their printing methods. To print using a number of colours. (Yr 5) To create an accurate print design that meets a given criteria. (Yr 5) To print onto different materials. (Yr 5) Knowledge To make a record about the styles and qualities in their work. To say what their work is influenced by. To include technical aspects in their work, e.g. architectural design. To compare the work of different artists. (Yr 5) To explore work from other cultures. (Yr 5) To explore work from other periods of time. (Yr 5) To begin to understand the viewpoints of others by looking at images of people and understand how they are feeling and what the artist is trying to express in their work. (Yr 5)
E Safety Knowledge & understanding Can they discuss the positive and negative impact of the use of ICT in their own lives and those of their peers and family? Do they understand the potential risk of providing personal information online? Do they recognise why people may publish content that is not accurate and understand the need to be critical evaluators of content? Do they understand that some websites and/or pop-ups have commercial interests that may affect the way the information is presented? Do they recognise the potential risks of using internet communication tools and understand how to minimise those risks (including scams and phishing)? Do they understand that some material on the internet is copyrighted and may not be copied or downloaded? Do they understand that some messages may be malicious and know how to deal with this? Do they understand that online environments have security settings, which can be altered, to protect the user? Do they understand the benefits of developing a ‘nickname’ for online use? Do they understand that some malicious adults may use various techniques to make contact and elicit personal information? Do they know that it is unsafe to arrange to meet unknown people online? Do they know how to report any suspicions? Do they understand they should not publish other people’s pictures or tag them on the internet without permission? Do they know that content put online is extremely difficult to remove? Do they know what to do if they discover something malicious or inappropriate? Skills Do they follow the school’s safer internet rules? Can they make safe choices about use of technology? Do they use technology in ways which minimises
Developing, planning and communicating ideas To use a range of information to inform their design. To use market research to inform plans. To work within constraints. To follow and refine their plan if necessary. To justify their plan to someone else. To consider culture and society in their designs. Working with tools, equipment, materials and components to make quality products To use tools and materials precisely. To change the way they are working if needed.
Evaluating processes and products To test and evaluate their final product. To evaluate if fit for purpose. To evaluate what would improve it. To evaluate if different resources have improved their product. To evaluate if they need more or different information to make it even better. To evaluate if their product meet all design criteria. To consider the use of the product when selecting materials.
294
risk, e.g. responsible use of online discussions, etc? Can they create strong passwords and manage them so that they remain strong? Can they independently, and with regard for e-safety, select and use appropriate communication tools to solve problems by collaborating and communicating with others within and beyond school? Can they competently use the internet as a search tool? Can they reference information sources? Can they use appropriate strategies for finding, critically evaluating, validating and verifying information, e.g. using different keywords, skim reading to check relevance of information, cross checking with different websites or other non ICT resources? Can they use knowledge of the meaning of different domain names and common website extensions (e.g. .co.uk; .com; .ac; .sch; .org; .gov; .net) to support validation of information? Using the Internet To contribute to discussions online. To use a search engine using keyword searches. To use complex searches using such as ‘+’ ‘OR’ ”Find the phrase in inverted commas”. Challenging To incorporate graphics where appropriate, using the most effective text wrapping formats. To conduct a video chat with more than one person at a time. To compare the information provided on two tabbed websites looking for bias and perspective.
Subject: Geography
Subject: History
Subject: Languages Topic Title:
Subject: Physical Education
Geographical Enquiry To collect information about a place and use it in a report. To map land use. To find possible answers to their own geographical questions. To make detailed sketches and plans; improving their accuracy later. To plan a journey to a place in another part of the
world, taking account of distance and time.
To use maps, aerial photos, plans and web
resources to describe what a locality might be like.
Challenging
To work out an accurate itinerary detailing a journey
Chronological understanding To say where a period of history fits on a timeline. To place a specific event on a timeline by decade. To place features of historical events and people from past societies and periods in a chronological framework. Challenging To create timelines which outline the development of specific features, such as medicine; weaponry; transport, etc. Knowledge and interpretation To summarise the main events from a specific period in history, explaining the order in which key events happened. To summarise how Britain has had a major influence
Objectives for the whole year from the Languages Ladder (Grade 3-5) Listening and responding To understand the main points from a short spoken passage made up of familiar language. To understand the main points and some of the detail from a spoken passage made up of familiar language in simple sentences. To understand the main points and opinions in spoken passages made up of familiar material from various contexts.
Speaking To ask and answer simple questions and talk about their interests.
Acquiring and developing skills To apply their skills, techniques and ideas consistently. To show precision, control and fluency. Evaluating and improving To analyse and explain why they have used specific skills or techniques. To modify use of skills or techniques to improve their work. To create their own success criteria for evaluating. Health and fitness To explain how the body reacts to different kinds of exercise. To choose appropriate warm ups and cool downs.
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to another part of the world.
Physical geography To explain why many cities of the world are situated by rivers. To explain how a location fits into its wider geographical location; with reference to physical features. To give extended descriptions of the physical features of different places around the world. To explain how the water cycle works. To explain why water is such a valuable commodity. Challenging To plan a journey to the other side of the world which takes account of time zones. To understand the term sustainable development and use it in different contexts. Human geography To explain why people are attracted to live by rivers. To explain how a location fits into its wider geographical location; with reference to human and economical features. To give extended descriptions of the human features of different places around the world. To explain what a place might be like in the future, taking account of issues impacting on human features. Challenging To report on ways in which humans have both improved and damaged the environment. Geographical knowledge To name and locate many of the world’s major rivers on maps. To name and locate many of the world’s most famous mountain regions on maps. To locate the USA and Canada on a world map and atlas. To locate and name the main countries in North and South America on a world map and atlas. To explain how the time zones work. Challenging To begin to recognise the climate of a given country according to its location on the map. To name the main lines of latitude and meridian of longitude.
on world history. To describe features of historical events and people from past societies and periods they have studied. To recognise and describe differences and similarities/ changes and continuity between different periods of history. To have a good understanding as to how ……… has changed over the years. Challenging To suggest relationships between causes in history. To appreciate how Britain once had an Empire and how that has helped or hindered our relationship with a number of countries today. To trace the main events that define Britain’s journey from a mono to a multi-cultural society. Historical enquiry To look at two different versions and say how the author may be attempting to persuade or give a specific viewpoint. To describe a key event from Britain’s past using a range of evidence from different sources. Challenging To suggest why there may be different interpretations of events. To suggest why certain events, people and changes might be seen as more significant than others. To pose and answer their own historical questions.
To take part in a simple conversation and express their own opinions. To give a short prepared talk, on a topic of their choice, including expressing their opinions.
Reading and responding To understand the main points from a short written text in clear printed script To understand the main points and some detail from short written texts in familiar contexts. To understand the main points and opinions in written texts from various contexts. Writing
To write a few short sentences with support, using
expressions which have already been learnt.
To write a short text on a familiar topic, adapting language which they have already learned. To write a short text on a range of familiar topic, using simple sentences.
To explain why we need regular and safe exercise
Games To explain complicated rules. To make a team plan and communicate it to others. To lead others in a game situation. Dance To work creatively and imaginatively on their own and/or with a partner to compose motifs and structure simple dances. To perform to an accompaniment expressively and sensitively. To perform dances fluently and with control. To warm-up and cool-down independently. To understand how dance helps to keep them healthy. To use appropriate criteria to evaluate and refine their own and others’ work. To talk about dance with understanding, using appropriate language and terminology.
Outdoor/adventurous To plan a route and series of clues for someone else. To plan with others taking account of safety and danger. (Delivered through School Journey)
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Spring Subject: Science (Please also refer to Focus Education ‘Working Scientifically’ for Year 6)
Subject: Art and design
Subject: Computing
Subject: Design and Technology
Light To recognise that light appears to travel in straight lines. To use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye. To explain that we see things because light travels from light sources to our eyes or from light sources to object s and then to our eyes. To use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. Challenging To explain how different colours of light can be created. To use and explain how simple optical instruments work. (periscope, telescope, binoculars, mirror, magnifying glass, Newton’s first reflecting telescope) To explore a range of phenomena, including rainbows, colours on soap bubbles, objects looking bent in water and coloured filters. Evolution and inheritance To recognise that living things have changed over time and that fossils provide information about living things that inhabited the earth millions of years ago. To recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents. To give reasons why offspring are not identical to each other or to their parents. To explain the process of evolution and describe the evidence for this. To identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution. Challenging To talk about the work of Charles Darwin, Mary Anning and Alfred Wallace. To explain how some living things adapt to survive in extreme conditions. To analyse the advantages and disadvantages of specific adaptations, such as being on two rather than four feet. To begin to understand what is meant by DNA.
Drawing To communicate emotions and a sense of self with accuracy and imagination through their sketches. To explain why they have combined different tools to create their drawings. To explain why they have chosen specific drawing techniques. Sketch books Their sketch books to contain detailed notes, and quotes explaining about items. To compare their methods to those of others and keep notes in their sketch books. To combine graphics and text based research of commercial design, for example magazines etc., to influence the layout of their sketch books. To adapt and refine their work to reflect its meaning and purpose, keeping notes and annotations in their sketch books. Painting To explain what their own style is. To use a wide range of techniques in their work. To explain why they have chosen specific painting techniques To predict with accuracy the colours that they mix. (Yr 5) To know where each of the primary and secondary colours sits on the colour wheel. (Yr 5) To create a background using a wash. (Yr 5) To use a range of brushes to create different effects. (Yr 5) Knowledge To make a record about the styles and qualities in their work. To say what their work is influenced by. To include technical aspects in their work, e.g. architectural design. To compare the work of different artists. (Yr 5) To explore work from other cultures. (Yr 5) To explore work from other periods of time. (Yr 5) To begin to understand the viewpoints of others by looking at images of people and understand how they are feeling and what the artist is trying to express in their work. (Yr 5)
E Safety As Autumn Algorithms and Programs To explain how an algorithm works. To detect errors in a program and correct them. To use an ICT program to control a number of events for an external device. To use ICT to measure sound, light or temperature using sensors and interpret the data. To explore ‘what if’ questions by planning different scenarios for controlled devices. To use input from sensors to trigger events. To check and refine a series of instructions Databases To collect live data using data logging equipment. To identify data error, patterns and sequences. To use the formulae bar to explore mathematical scenarios. To create their own database and present information from it.
Developing, planning and communicating ideas To use a range of information to inform their design. To use market research to inform plans. To work within constraints. To follow and refine their plan if necessary. To justify their plan to someone else. To consider culture and society in their designs. Working with tools, equipment, materials and components to make quality products To use tools and materials precisely. To change the way they are working if needed.
Evaluating processes and products To test and evaluate their final product. To evaluate if fit for purpose. To evaluate what would improve it. To evaluate if different resources have improved their product. To evaluate if they need more or different information to make it even better. To evaluate if their product meet all design criteria. To consider the use of the product when selecting materials. Stiff and flexible sheet materials To justify why they selected specific materials. To ensure that their work is precise and accurate. To hide joints so as to improve the look of their product. To measure accurately enough to ensure that everything is precise. (Yr 5) To ensure that their product is strong and fit for purpose. (Yr 5)
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Subject: Geography
Subject: History
Subject: Languages
Subject: Physical Education
Geographical Enquiry To collect information about a place and use it in a report To map land use To find possible answers to their own geographical questions To plan a journey to a place in another part of the world, taking account of distance and time zones. To use maps, aerial photos, plans and web resources to describe what a locality might be like Challenging To define geographical questions to guide their research. To use a range of self-selected resources to answer questions. Physical geography To explain how a location fits into its wider geographical location; with reference to physical features. To give an extended description of the physical features of different places around the world. To describe how some places are similar and others are different in relation to their physical features. Human geography To explain how a location fits into its wider geographical location; with reference to human and economical features. To give an extended description of the human features of different places around the world. To map land use with their own criteria. To describe how some places are similar and others are different in relation to their human features. Challenging To explain how human activity has caused an environment to change. Geographical knowledge To locate the USA and Canada on a world map and atlas. To identify and name the Arctic and Antarctic circles. To name the largest desert in the world. Challenging To begin to recognise the climate of a given environment according to its location on the map.
Chronological understanding To say where a period of history fits on a timeline. To place a specific event on a timeline by decade. To place features of historical events and people from past societies and periods in a chronological framework. Challenging To create timelines which outline the development of specific features, such as medicine; weaponry; transport etc. Knowledge and interpretation To summarise the main events from a specific period in history, explaining the order in which key events happened. To summarise how Britain has had a major influence on world history. To describe features of historical events and people from past societies and periods they have studied. To recognise and describe differences and similarities/ changes and continuity between different periods of history. To have a good understanding as to how ……… has changed over the years. Challenging To suggest relationships between causes in history. To appreciate how Britain once had an Empire and how that has helped or hindered our relationship with a number of countries today. To trace the main events that define Britain’s journey from a mono to a multi-cultural society. Historical enquiry To look at two different versions and say how the author may be attempting to persuade or give a specific viewpoint. To identify and explain their understanding of propaganda. To describe a key event from Britain’s past using a range of evidence from different sources. Challenging To suggest why there may be different interpretations of events. To suggest why certain events, people and changes might be seen as more significant than others. To pose and answer their own historical questions.
Objectives for the whole year from the Languages Ladder (Grade 3-5) Listening and responding To understand the main points from a short spoken passage made up of familiar language. To understand the main points and some of the detail from a spoken passage made up of familiar language in simple sentences. To understand the main points and opinions in spoken passages made up of familiar material from various contexts.
Speaking To ask and answer simple questions and talk about their interests. To take part in a simple conversation and express their own opinions. To give a short prepared talk, on a topic of their choice, including expressing their opinions.
Reading and responding To understand the main points from a short written text in clear printed script To understand the main points and some detail from short written texts in familiar contexts. To understand the main points and opinions in written texts from various contexts. Writing
To write a few short sentences with support, using
expressions which have already been learnt.
To write a short text on a familiar topic, adapting language which they have already learned. To write a short text on a range of familiar topic, using simple sentences.
Acquiring and developing skills To apply their skills, techniques and ideas consistently. To show precision, control and fluency. Evaluating and improving To analyse and explain why they have used specific skills or techniques. To modify use of skills or techniques to improve their work. To create their own success criteria for evaluating. Health and fitness To explain how the body reacts to different kinds of exercise. To choose appropriate warm ups and cool downs. To explain why we need regular and safe exercise
Games To explain complicated rules. To make a team plan and communicate it to others. To lead others in a game situation.
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Summer Subject: Science (Please also refer to Focus Education ‘Working Scientifically’ for Year 6)
Subject: Art and design
Subject: Computing
Subject: Design and Technology
Earth in Space To identify and explain the movement of the Earth and other plants relative to the sun in the solar system. To explain how seasons and the associated weather is created. To describe and explain the movement of the Moon relative to the Earth. To describe the sun, earth and moon as approximately spherical bodies. To use the idea of the earth’s rotation to explain day and night and the apparent movement of the sun across the sky. Challenging To compare the time of day at different places on the earth. To create shadow clocks. To begin to understand how older civilizations used the sun to create astronomical clocks, e.g. Stonehenge. To explore the work of some scientists. (Ptolemy, Alhazen, Copernicus)
Drawing To communicate emotions and a sense of self with accuracy and imagination through their sketches. To explain why they have combined different tools to create their drawings. To explain why they have chosen specific drawing techniques. Sketch books Their sketch books to contain detailed notes, and quotes explaining about items. To compare their methods to those of others and keep notes in their sketch books. To combine graphics and text based research of commercial design, for example magazines etc., to influence the layout of their sketch books. To adapt and refine their work to reflect its meaning and purpose, keeping notes and annotations in their sketch books. Painting To explain what their own style is. To use a wide range of techniques in their work. To explain why they have chosen specific painting techniques To predict with accuracy the colours that they mix. (Yr 5) To know where each of the primary and secondary colours sits on the colour wheel. (Yr 5) To create a background using a wash. (Yr 5) To use a range of brushes to create different effects. (Yr 5) Knowledge To make a record about the styles and qualities in their work. To say what their work is influenced by. To include technical aspects in their work, e.g. architectural design. To compare the work of different artists. (Yr 5) To explore work from other cultures. (Yr 5) To explore work from other periods of time. (Yr 5) To begin to understand the viewpoints of others by looking at images of people and understand how they are feeling and what the artist is trying to express in their work. (Yr 5)
E Safety As Autumn Data Retrieving and Organising To explore the menu options and experiment with images (colour effects, options, snap to grid, grid settings etc.). To add special effects to alter the appearance of a graphic. To ‘save as’ gif or i peg. wherever possible to make the file size smaller (for emailing or downloading). To make an information poster using their graphics skills to good effect. Presentation To present a film for a specific audience and then adapt same film for a different audience. To create a sophisticated multimedia presentation. To confidently choose the correct page set up option when creating a document. To confidently use text formatting tools, including heading and body text. To use the ‘hanging indent’ tool to help format work where appropriate (e.g. a play script).
Developing, planning and communicating ideas To use a range of information to inform their design. To use market research to inform plans. To work within constraints. To follow and refine their plan if necessary. To justify their plan to someone else. To consider culture and society in their designs. Working with tools, equipment, materials and components to make quality products To use tools and materials precisely. To change the way they are working if needed.
Evaluating processes and products To test and evaluate their final product. To evaluate if fit for purpose. To evaluate what would improve it. To evaluate if different resources have improved their product. To evaluate if they need more or different information to make it even better. To evaluate if their product meet all design criteria. To consider the use of the product when selecting materials. Electrical and mechanical components To use different kinds of circuit in their product. To think of ways in which adding a circuit would improve their product. To incorporate a switch into their product. (Yr 5) To refine their product after testing it. (Yr 5) To incorporate hydraulics and pneumatics. (Yr 5) Cooking and nutrition To explain how their product should be stored with reasons. To set out to grow their own products with a view to making a salad, taking account of time required to grow different foods.
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Subject: Geography
Subject: History Subject: Languages
Subject: Physical Education
Chronological understanding To say where a period of history fits on a timeline. To place a specific event on a timeline by decade. To place features of historical events and people from past societies and periods in a chronological framework. Challenging To create timelines which outline the development of specific features, such as medicine; weaponry; transport etc. Knowledge and interpretation To summarise the main events from a specific period in history, explaining the order in which key events happened. To summarise how Britain has had a major influence on world history. To describe features of historical events and people from past societies and periods they have studied. To recognise and describe differences and similarities/ changes and continuity between different periods of history. To have a good understanding as to how ……… has changed over the years. Challenging To suggest relationships between causes in history. To appreciate how Britain once had an Empire and how that has helped or hindered our relationship with a number of countries today. To trace the main events that define Britain’s journey from a mono to a multi-cultural society. Historical enquiry To look at two different versions and say how the author may be attempting to persuade or give a specific viewpoint. To identify and explain their understanding of propaganda. To describe a key event from Britain’s past using a range of evidence from different sources. Challenging To suggest why there may be different interpretations of events. To suggest why certain events, people and changes might be seen as more significant than others. To pose and answer their own historical questions.
Objectives for the whole year from the Languages Ladder (Grade 3-5) Listening and responding To understand the main points from a short spoken passage made up of familiar language. To understand the main points and some of the detail from a spoken passage made up of familiar language in simple sentences. To understand the main points and opinions in spoken passages made up of familiar material from various contexts.
Speaking To ask and answer simple questions and talk about their interests. To take part in a simple conversation and express their own opinions. To give a short prepared talk, on a topic of their choice, including expressing their opinions.
Reading and responding To understand the main points from a short written text in clear printed script To understand the main points and some detail from short written texts in familiar contexts. To understand the main points and opinions in written texts from various contexts. Writing
To write a few short sentences with support, using
expressions which have already been learnt.
To write a short text on a familiar topic, adapting language which they have already learned. To write a short text on a range of familiar topic, using simple sentences.
Acquiring and developing skills To apply their skills, techniques and ideas consistently. To show precision, control and fluency. Evaluating and improving To analyse and explain why they have used specific skills or techniques. To modify use of skills or techniques to improve their work. To create their own success criteria for evaluating. Health and fitness To explain how the body reacts to different kinds of exercise. To choose appropriate warm ups and cool downs. To explain why we need regular and safe exercise
Games To explain complicated rules. To make a team plan and communicate it to others. To lead others in a game situation. Gymnastics To combine their own work with that of others. To link their sequences to specific timings. Outdoor/adventurous To plan a route and series of clues for someone else. To plan with others taking account of safety and danger.
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Termly Topic Map Year 6
Autumn
Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings.
Subject Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Literacy Text: Street Child Units: Classic Fiction Recount: biography and autobiography
Text(s): Range of non-fiction linked to Slavery and Child Labour Units: Discussion
Gorsefield Y6K
Gorsefield Y6S
Text: Journey to the River Sea Units: Information text hybrid on the Amazon Recount (autobiography and biography)
Text: Love that Dog Unit:
Poems: Free verse
(Delivered every Friday through term)
Mathematics Place Value Written addition
Metal addition
and subtraction
Problem solving
Decimals Mental
calculation multiply/ division
Measures Time
Length
Written and mental subtraction
Mental multiplicati
on and division
Fractions
Written multiply
and division
Measures Turn
Geometry Circles
Place Value Decimals Fractions
Mental and written addition
subtraction multiplication division
Assessment Teach to gaps
Problem solving
Revise Revise
Science Animals including humans 2 hours per week
Living things and their habitats
2 hours per week
Art and design
Printing William Morris
1 hour per week
Painting / Great Artists Rousseau
1 hour per week Computing
Understanding and Using Technology Safely 1 hour per week
301
Design and technology
Geography Brazil/ Amazon basin 3 hours per week
History
Local history study on the Victorians
3 hours per week
Languages French 0.5 hours per week
Music Music/ Singing Assemblies:
Musical elements: Duration and Dynamics. Song themes: Rounds, Harmonies, Autumn songs, Traditional songs
Thames Music lessons: African Drumming
(Brazilian music, sounds of the rainforest, create own rainforest music)
Music/Singing Assemblies: Listening to music from a range of different times.
Listen to musicians playing and talking about their instruments live and ask questions.
Song themes: Christmas songs, Pop and modern songs Thames Music lessons: African Drumming
PE/ Dance Invasion games 1 hour per week
Net/ wall games 1 hour per week
RE Beliefs and actions in the world.
Can Christian Aid and Islamic Relief change the world? 0.5 hour per week
PSHE Citizenship Rights, Rules and Responsibility
0.5 hour/ week
Myself and My Relationships Anti – bullying
0.5 hour per week
Myself and My Relationships Family and Friends 0.5 hour per week
Additional units of work
Guided reading: Just So Stories 1902
Special events/ trips
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Spring
Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings,
Subject Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Literacy Text: Ice trap! Shackleton’s… Expedition Units: Recount (autobiography and biography) e.g. Mary Anning, Darwin, Alfred Wallace, Scott, Amundsen, Information text hybrid on Antarctica
Text: Cosmic Units: Science Fiction Persuasion
Text: Cosmic Disco/ revision Unit: Poems with imagery (Delivered every Friday through term)
Mathematics Place Value Decimals
Mental and written
subtraction
Mental multiplication and division Properties of
number
Geometry Triangles Measures
Mass
Written addition and subtraction
Written multiplication and division
Written multiplication
Fractions
Bird survey, charts and
graphs
Geometry Quadrilaterals
Measures Metric and
Imperial
Statistics
Fractions Written addition and subtraction
Assessment
Science Light 2 hours per week
Evolution and inheritance Fossils Offspring, adaptation of plants and animals, evolution
2 hours per week Art and design
Sketchbooks, drawing (and painting), great architects
0.5 hours per week
Computing Computer Programming and Computer Games
1 hour per week
Design and technology
Architecture/ structures project
0.5 hour per week
Geography The Polar Regions 3 hours per week
303
History Study of a theme in British history which extends beyond 1066:
e.g. Transport in 19th and 20th century / Technological advances 3 hours per week
Languages French 0.5 hours per week
Music Music/Singing Assemblies:
Musical elements: Tempo, Timbre and Texture. Song themes: Rounds, Harmonies, Foreign language songs, Cultural songs,
Songs from musicals
Thames Music lessons: African Drumming
Music/Singing Assemblies: Listening to music: modern music from a range of units
Listen to musicians playing and talking about their instruments live and ask questions
Song themes: Songs from musicals, Traditional songs, Songs with a religious base
Thames Music lessons: African Drumming
PE/ Dance Gymnastics 1 hour per week
Striking and Fielding Cricket
1 hour per week RE Buddhist ways of life and ideas.
What does it mean to follow the Buddha? 0.5 hours per week
PSHE Citizenship Working Together
0.5 hours per week
Economic Wellbeing Financial Capability 0.5 hours per week
Healthy and Safer Lifestyles Drug Education
0.5 hour per week
Additional units of work
Special events/ trips
304
Summer
Instructions on completing the topic map: delete table lines where a topic/ unit of work lasts more than 1 week and delete surplus headings,
Subject Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Literacy Text: London Eye Mystery Units: Detective/Crime
SATs
Text: Floodland Unit: Flashback/Time Shift
Text: Oliver Unit: Playscripts/Year 6 show
Mathematics Mental addition
and subtractions
Decimals
Fractions
Short multiply
Decimals
Negative numbers
Geometry Position
and direction
Problem Solving
Measures Area and Perimeter Volume
Percentages
Fractions
Percentages
Fractions
Statistics Measures –
time
Multiply
Statistics
Averages Probability
Number Sequences
Problem Solving
Problem Solving
Science Earth in Space
Scientist links – Galileo and Mae Jemison 2 hours per week
Art and design
Computing Control systems, Data Logging and Robots
1 hour per week
Design and technology
Cooking and Nutrition Victorian Kitchen – the Potato
1 hour per week
Mechanical systems Vehicles
1 hour per week Geography
305
History Study of an aspect or theme in British history which extends beyond 1066: Discovery Technological advances, including the charting of the space race and subsequent space missions,
including British astronauts and themes e.g. Laika the dog, Apollo 11, Apollo 13 and Challenger.
2 hours per week
Languages French
0.5 hours per week
Music Music/Singing Assemblies: Musical elements: Pitch and Structure
Song themes: Rounds, Harmonies, Pop and Modern songs
Thames Music lessons: African Drumming
Music/Singing Assemblies: Listening to music: from a range of countries and cultures
Listen to musicians playing and talking about their instruments live and ask questions Song themes: Cultural songs, Foreign language songs, Summer
songs Thames Music lessons: African Drumming
PE/ Dance Invasion Games Hockey
1 hour per week
Athletics Outdoor/ adventurous
1 hour per week RE
Expressing my spiritual life: How can we express what we believe? Christian and Muslim 0.5 hour per week
PSHE Healthy and Safer Lifestyles
Healthy Lifestyles 0.5 hour per week
Myself and My Relationships Managing Change
inc Growing and Changing 0.5 hours per week
Additional units of work
Guided reading: Rime of the Ancient Mariner (1798)
Special events/ trips