branston junior academy topic planning topic: around the world in 80 days

Branston Junior Academy Topic Planning

Topic: Around the world in 80 days

Science

National Curriculum Objectives

Year 3/4 Forces and Magnets:Pupils should be taught to:• compare how things move on different surfaces• notice that some forces need contact between two objects, but magnetic forces can act at

a distance• observe how magnets attract or repel each other and attract some materials and not

others• compare and group together a variety of everyday materials on the basis of whether they

are attracted to a magnet, and identify some magnetic materials• describe magnets as having two poles• predict whether two magnets will attract or repel each other, depending on which poles

are facing.

Year 3/4 Electricity:Pupils should be taught to:• identify common appliances that run on electricity• construct a simple series electrical circuit, identifying and naming its basic parts, including

cells, wires, bulbs, switches and buzzers• identify whether or not a lamp will light in a simple series circuit, based on whether or not

the lamp is part of a complete loop with a battery• recognise that a switch opens and closes a circuit and associate this with whether or not a

lamp lights in a simple series circuit• recognise some common conductors and insulators, and associate metals with being good

conductors.

Year 5/6 Forces:Pupils should be taught to:• explain that unsupported objects fall towards the Earth because of the force of gravity

acting between the Earth and the falling object• identify the effects of air resistance, water resistance and friction, that act between moving

surfaces• recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force

to have a greater effect.

Year 5/6 Electricity Pupils should be taught to:• associate the brightness of a lamp or the volume of a buzzer with the number and voltage

of cells used in the circuit• compare and give reasons for variations in how components function, including the

brightness of bulbs, the loudness of buzzers and the on/off position of switches• use recognised symbols when representing a simple circuit in a diagram.

Computing


Chris Quigley Key Skills Skills Journal Objectives

• 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

To code

To communicate

To connect

To collect

I understand how algorithms work and detect mistakes in algorithms

Work with variables and various forms of input and output

I can design and write programs

I can debug programs

Geography



Pupils should be taught to:Locational knowledgename 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 timePlace knowledgeunderstand geographical similarities and differences through the study of human and physical geography of a region of the United KingdomGeographical skills and fieldworkuse maps, atlases, globes and digital/computer mapping to locate countries and describe features studieduse 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 worlduse fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

To investigate places

To investigate patterns

To communicate geographically

I can locate places on anOS map using a 4 figuregrid reference.

I can use latitude andlongitude as a guide tolocation on an atlas.

I can locate places on anOS map using a 6 figuregrid reference.

I can read the scale oncontour lines on an OSmap.

I can identify and interpretrelief maps.

I can read and interpret theglobe as a flat map.

I can make a simplescale drawinge.g. 1sq cm = 1sqmetre.

I can draw my own simplethematic map based on myown data.

Design Technology



• 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.

To master practical skills I can analyse taste, texture,smell and appearance of arange of foods.

I can join and combine arange of ingredients.

I can work safely andhygienically.

I can weigh andmeasure using scales.

I can cut and shapeingredients using tools andequipment.

I can join and combinefood ingredients bybeating, kneading &rubbing in.

Art 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 [for example, pencil, charcoal, paint, clay]

• about great artists, architects and designers in history.

To develop ideas

To master techniques

To take inspiration from the greats

I can layer colours tocreate depth of colour andtone.

I can block colour byapplying pencil strokes inthe same direction.

I can control depth ofcolour by applying differentpressures on the pencil tip.

I can experiment withdifferent types of leadpencil to scribble, shade(hatch & cross hatch), dot,dash, circle, spiral.

I use pressure to createhard and soft lines.

I use soft, exploratory linesto plan a drawing.

I can use hard andsoft lines to recorddetail in the distance,foreground & createshadow.

Languages

National Curriculum Objectives Chris Quigley Key Skills

Skills Journal Objectives

Pupils should be taught to:listen attentively to spoken language and show understanding by joining in and respondingexplore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of wordsengage 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 structuresdevelop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*present ideas and information orally to a range of audiences*read carefully and show understanding of words, phrases and simple writingappreciate stories, songs, poems and rhymes in the languagebroaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionarywrite phrases from memory, and adapt these to create new sentences, to express ideas clearlydescribe people, places, things and actions orally* and in writingunderstand 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.

To read fluently

To speak confidently

To write imaginative

To understand the culture of the countries in which the language is spoken

Listen attentively to spoken language and show understanding by joining in and responding Ask and answer basic questions such as what is your name, where do you live, how old are you, what time is it? Write phrases from memory and adapt these to create new sentences

Use a dictionary to identify unfamiliar words

Read carefully and show understanding of words and phrases

Speak in sentences using familiar vocabulary

Music



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 for a range of purposes 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 drawn from different traditions and from great composers and musicians

• develop an understanding of the history of music.

To perform

To compose

To transcribe

To describe music

I can compose melodicand rhythmic phrases.

Physical Education


Chris Quigley Key Skills


Pupils should be taught to:• use running, jumping, throwing and catching

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 athletics and gymnastics]

• 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.

To develop practical skills in order to participate, compete and lead a healthy lifestyle

Rounder/ Cricket:

I can strike a ball.

I can bowl over arm

I can use a basket catchto field.

I can return a ball tothe pitcher or whoeverI want.

I can call out clearly for aball.

Athletics:

I can sprint 60 metres inunder 9 seconds

I can change my bodyshape to decrease airresistance.

I can run a mile.

I can use my toe andheel to spin and throwa discus.

I can throw the javelinWith a run upWithout a run up

I can handle a shot putsafety

I can use a push throw

I can jump:One foot to the other(high jump)One foot to two feet(long jump)One foot to same footto two feet ( triple)

I can swim over 20 metresusing front crawl, backstroke or breast stroke.

I can use a float to swim alength using just my feet.

I can synchronise mybreathing with my stroke.

RE

Lincolnshire Syllabus Objectives

Chris Quigley Key Skills


Religions & Exploring Human Experience

A2Acquire and develop knowledge and understanding of some of the influences of life experiences, beliefs, values and faith traditions upon individuals, communities, societies and cultures.

Learning From Religions & Responding to Human Experience

B1:1Developing awareness of some of the fundamental questions of life raised by human experiences, and of how religious teachings can relate to them.

B1:2Responding to such questions with reference to the teachings and practices of religions and to their own understanding and experience.

B1:3Reflecting on their own beliefs, values, perceptions and experiences in the light of their study of religion.

B2Develop positive attitudes of respect towards other people who hold views and beliefs that are different from their own.

Pupils will be enabled to:

• Begin to appreciate the beauty of the natural world and make their own responses to it.• Understand the responsibilities they have in caring for our world.• Consider their own beliefs about creation and understand the Christian beliefs about the creation of the world.• Know and understand what the Bible teaches about the relationship between God and mankind and how mankind destroyed their privileged position in God’s world.

To understand beliefs and teachings

To understand how beliefs are conveyed

To understand values

To understand practices and lifestyles

To reflect

I can explain things that arethe same and different forreligious people.

I can describe andcompare the differentpractices and experiencesinvolved with differentreligious groups.

I can explain howsimilarities and differencesbetween religions affectpeoples’ lives.

I can describe whatcan be learned fromreligious stories.

I suggest reasons for the similarities and differences informs of religion :

I can compare some of thethings that influence mewith those that influenceother people.

I can explain things thatare important to me andhow they link me to otherpeople.

I can use stillness toconcentrate my thoughts.

I can compose andask and discussquestions aboutWho I am,Where I belong.

I think about and composequestions about themeaning of life.

I can dwell on thesequestions and makesuggestions.

I can think about what Ibelieve.

PSHE


To try new things

To imagine

To work hard

To improve

To concentrate

To understand others

To push oneself

To not give up

See KS2 Life Values on Skills Journal

PSHE objectives to be followed in SEAL booklets

branston junior academy topic planning topic: around the world in 80 days

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