brindishe schools’ curriculumgreen.brindisheschools.org/_site/data/files/documents/... · 2017....

BrindisheSchools’Curriculum

‘Theworldismyclassroom’

updatedAutumn2017

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‘Theworldismyclassroom’

Weliveinacosmopolitancapital,wherecommunitiesmustlearntorespect,liveandsharewitheachother.

Weliveinachangingeconomicclimatesoweneedtounderstandthevalueofmoneyandhowtomakegooddecisions.

Weliveinatechnologicallydrivenworldandareincreasinglyawareoftheeffectsofclimatechangeanddiminishingnaturalresources.

Futureworkpatternsandjobopportunitiesmaywellbedifferent-wemaywellneeddifferentskillsandattributes.Theworldissmaller-connectionsbetweenpeoplesandplacesaremoreimmediateandinterdependentthaneverbefore.Inorderthatwelearnwhatweneedtolearn,wemustlookbeyondourownschoolandtakeresponsibility,notonlyforourselvesbutalsofortheprogressandwell–beingofothersinourlocalcommunityandaroundtheworld.

AtBrindisheSchools,werecognisethatourchildrenareaverydiversegroupoflearners.Wewantthemalltobecreative,successfulandreflectivelearnerswhomakeprogressandachieve-whoknowhowtolivesafe,healthyandfulfillinglivesandwhobecomeconfident,responsiblecitizensandmakeapositivecontributiontosociety.WewantourBrindisheSchools’Curriculumtobebroad,flexibleandmodern,enablingteacherstoplanpersonalisedandhighlystimulatinglearningwhichquestionsandchallengesallchildren-acurriculumwhichfacilitatesthecombiningandconnectingofareas,whichgeneratesinnovativeapproachesandwhichpromoteschildren’sautonomy.

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Therearesixareasoflearning:

Sixareasoflearning

Maths,EconomicsandEnterprise

Communication,Languagesand

Literacy

Historical,Global,SocialandSpiritualUnderstanding

Physicalwellbeing,healthandlifestyles

CreativeandExpressiveArts

ScientificandTechnologicalUnderstandings

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EnglishFOCUS:ChildrenuseandapplytheirEnglishskillsconfidentlyandcompetentlyintheirlearningacrossthecurriculumandineverydaycontexts.Theyconveyideasandopinionsclearlyandrespondcreativelyandcriticallytoawiderangeofinformationandideas.

CHILDRENLEARNHOWTO

1. listenattentively,talkclearlyandconfidentlyabouttheirthoughts,opinionsandideas,listeningcarefullytootherssothattheycanrefinetheirthinkingandexpressthemselveseffectively

2. readaccuratelyandfluentlytocomprehendandcriticallyrespondtotextsofallkinds,onpaperandonscreen,inordertoaccessideasandinformation

3. write,presentandpublisharangeofideas,inawidevarietyofformsandwithawarenessofdifferentaudiencesandpurposes;communicatetheseideaswithaccuracyonpaper,onscreenandasaudiorecordings.

4. analyse,evaluateandcriticisearangeofusesoflanguageinordertodrawoutmeaning,purposeandeffect.

MathsFOCUS:Childrenuseandapplymathematics

confidentlyandcompetentlyintheirlearningandineverydaycontexts.Theyrecognisewheremathscanbeusedtosolveproblemsandareabletointerpretawiderangeofmathematicaldata.

CHILDRENLEARNHOWTO

1. representandmodelsituationsusingmathematics,usingarangeoftoolsandapplyinglogicandreasoninginordertopredict,planandtryoutoptions

2. usenumbersandmeasurementsforaccuratecalculationandanunderstandingofscale,inordertomakereasonableestimations

3. interpretandinterrogatemathematicaldataingraphs,spread-sheetsanddiagrams,inordertodrawinferences,recognisepatternsandtrends,andassesslikelihoodandrisk

4. usemathematicstojustifyandsupportdecisionsandproposals,communicatingaccuratelyusingmathematicallanguageandconventions,symbolsanddiagrams.

ComputingFOCUS:ChildrenuseandapplytheirICTknowledge,skillsandunderstandingconfidentlyandcompetentlyintheirlearningandineverydaycontexts.Theybecomeindependentanddiscerningusersoftechnology,recognisingopportunitiesandrisksandusingstrategiestostaysafe.

CHILDRENLEARNHOWTO

1. findandselectinformationfromdigitalandonlinesources,makingjudgementsaboutaccuracyandreliability

2. create,manipulateandprocessinformationusingtechnologytocaptureandorganisedata,inordertoinvestigatepatternsandtrends;exploreoptionsusingmodelsandsimulations;andcombinestillandmovingimages,soundsandtexttocreatemultimediaproducts

3. collaborate,communicateandshareinformationusingconnectivitytoworkwithandpresenttopeopleandaudienceswithinandbeyondtheschool

4. refineandimprovetheirwork,makingfulluseofthenatureandpliabilityofdigitalinformationtoexploreoptionsandimproveoutcomes.

Essentialsforlearningandlife

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LearningandThinkingSkillsFOCUS:Childrenhavetheskillstolearneffectively.Theycanplan,researchandcriticallyevaluate,usingreasonedargumentstosupportconclusions.Theythinkcreatively,makingoriginalconnectionsandgeneratingideas.Theyconsideralternativesolutionstoproblems.

CHILDRENLEARNHOWTO

1. investigate,askingrelevantquestions,identifyingproblems,analysingandjudgingthevalueofinformationandideas,questioningassumptions.Theyplansystematicallyusingtimeandresourceseffectively,anticipating,takingandmanagingrisks

2. createanddevelop,usingtheirimaginationtoexplorepossibilitiesandgenerateideas.Theytryoutinnovativealternatives,lookingforpatterns,recognisingdifferencesandmakinggeneralisations,predictingoutcomesandmakingreasoneddecisions

3. communicate,interactingwithdifferentaudiencesinavarietyofwaysusingarangeofmedia

4. evaluate,developingcriteriaforjudgingworkandsuggestingrefinementsandimprovements.

PersonalandEmotionalSkillsFOCUS:Childrentakeresponsibilityfortheirownlearningandshowinitiative,perseveranceandacommitmenttoself-improvement.Theyrecognisethatachievementbuildsself-confidenceandresilience,enablingthemtodealpositivelywithpraiseandconstructivecriticism.

CHILDRENLEARNHOWTO

1. identifytheirstrengthsandareasfordevelopment,reflectingonthesignificanceoftheirlearning

2. managetheirfeelingsusingappropriatestrategies,becomingincreasinglyawareoftheirownandothers’feelings

3. reflectonpastachievementsandexperiencestomanagefuturelearningandbehaviour

4. setgoalsfortheirpersonaldevelopmentandlearning,andworktowardsthem

5. workindependently,knowingwhentoseekhelp,dealingwithpressuresanddeadlines

6. developcontrolovertheirphysicalskillsandmovementsinarangeofcontextswithdexterityandconfidence.

SocialSkillsFOCUS:Childrendeveloptheskillstorespect,celebrateandworkwellwithotherpeople.Theyareresponsibleandadaptableandanticipateothers’viewsandfeelings.Theyappreciatethevalueofrulesforworkingtogether,andplayanactivepartingroupandclassroomactivities.

CHILDRENLEARNHOWTO

1. listenandrespondappropriatelytoawiderangeofpeople,showingempathyandunderstanding,andhavingtheconfidencetoraisetheirconcerns

2. adapttheirbehaviourtosuitdifferentsituations

3. workcollaborativelytowardscommongoals

4. taketurnsandshareasappropriate,statingtheirownviewsandneeds

5. negotiate,respectingothers’rightsandresponsibilities,andusestrategiestoresolvedisputesandconflicts

6. giveconstructivesupportandfeedbacktobenefitothersaswellasthemselves.

Essentialsforlearningandlife

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Guidetoplanning-Howtopersonalisethecurriculumandbuildinprogression

Planningprovidesastructureandcontextforteachersandlearners,aswellasaframeworkforreflectionandevaluation.AtBrindisheSchoolswevaluecreativityandcreativelearning.Forusthismeans:

v learningwhatweneedtolearninnewanddifferentways,andrecognisingthatwelearndifferentthingsindifferentways

v learningwhichislinked(topreviouslearning,torelatedexperiences,acrosssubjectboundaries)andlocatedinameaningfulcontextforchildren

v usingcreativeentrypoints(stimulatingstartingpoints)suchasartefacts,problems,stories,topicalevents,lettersorvisitors.

Ourcurriculumprovidesbreadthandbalance,securingthefundamentalsofEnglishandMathsandprepareschildrenforneweropportunitiesandchallengesthatfacetheminthe21stcentury.LongtermandmediumtermplanningThe long-termplan isstructuredwithinyeargroupsandacrosskeystages. Itensuresthatthemainaspectsofthecurriculum,withinthesixAreasofLearning,arecoveredovertimeandarenot repeatedunnecessarily. It isdetailed in theoverviewofContent for Learningand teachers need tomakedecisions from this about how theywould combine differentaspectsintotheirmediumtermplanningforeachterm/halfterm,throughouttheyear.Forexample learning about plants and animals or athletics may well be best placed in thesummerterm.Thoughtneedstobegiven,additionallytothelengthofeachterminrelationtothecontent.DailyMathsandEnglishcontinuetobeplannedfromtheNationalCurriculum.Asfaraspossible,learningintheseareaswillbelinkedtoothercurricularareas.ChoicefromtheContentforLearningisnotrandombuttheaspectsshouldbechosenandcombined,inawaythatreflectsthespecificneeds,interestsandcontextofthelearners.Forexample,aparticularconcernaboutchildren’sperceptionsofbodyimagecouldleadtoaplannedfocusonthepromotionofphysicalactivityandhealth,extendingalsotohealthyeatingatlunchtimestoenablethelearnerstoseethelinkbetweeneatingwell,physicalactivityandfeelinggoodaboutthemselves.

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Thereisnoexpectationthatanyaspectsshouldbedoneinaparticularorderorlinkedinaparticularway,butratherwheretheteachercanseenaturalandusefullinks.Schoolvisitsandtripsandlearningopportunitiesoutsidetheclassroomareanintegralpartoftheplanningprocess,idealascreativeentrypointsandverymuchencouraged.Someareas/topicsmayalsobetaughtdiscretelye.g.mathsorscience,iflinksarenotevident.Itisnotessentialforalltheaspectstobecoveredbuttherewouldclearlyneedtobeabalanceacrossthecontentandacrosstheyear.In-depthlearninginafewareasisbetterthanskimmingthesurfaceofmanyareas.Timingneedstobeconsidered,toallowappropriatedevelopmentofskills,knowledgeandunderstandingandthecontentmaythereforebeplannedacrossaseriesofweeklysessionsorinasingleblocke.g.oneortwodaystogether.

Therearethreefundamentalquestionsteachersshouldaskthemselveswhenplanning.v Whatskills,knowledgeandunderstandinghavethelearnersalreadyacquired?v HowdoIbuildonthisinordertoproviderelevantandchallenginglearning?v HowwillIbuildinflexibilitytoaddressdifferingneedsorpersonalisethelearning?

Teacherscanthenbuildinprogression,byreferringtothe‘early,middle,later’stagesforeachsubjectarea.Teachersuseassessmentforlearningtoascertaintheabilitylevelsandunderstandingofchildren.Fromthe‘early,middle,later’stages,thelearningintentionsareidentifiedandactivitiesareplannedtosecurethelearningoutcomes.Teachersthenplanawidevarietyandbalanceoffocusedteachingandwell-plannedopportunitiestouse,applyanddevelopknowledgeandskills.Somesamplehalf-termlyplansareavailableattheendofthisdocumentasastartingpoin

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Mathsv Seeseparatedocument–Number;Shape,Space

andMeasure;Datahandling;Problem-solvingEconomics&Enterprisev Recognisecoinsandnotesv Roleplay–exchangeofcoinsandnotes,

includingcards/vouchersv Discusswheremoneycomesfromv Talkaboutwhatmoneycanbespentonand

theirexperiencesofwhatitcanbespentonv Howtokeepmoneysafe&roleofbankingv Wantsandneeds–spendingmoney,budgetv Losingmoney–consequencesv Valueofmoney,havingmoreorless,considering

whatmoneydifferentpeoplehave

Communication,LanguagesandLiteracy

Teacharangeoftexttypesinwritingandskillsinreading

v Non-fiction(informationtexts,lists,labelsandcaptions,instructionsandrecounts)

v Poetry(usingthesenses,pattern&rhyme,poemsonatheme)

v Fiction(storieswithfamiliarsettings,storiesfromarangeofculturesandtraditions,traditional&fairystories,storiesaboutfantasticalworlds)

v GPS-spelling,punctuation,vocabulary,handwritingandgrammar

v Speaking,listeningandrespondingv Understandingandinterpretingtextsv Modernforeignlanguages


v Drawingandsculpturev Paintingv Printinganddesignv Respondingtoartv Music–Performing(singing,playinginstruments)v Music–Composing(improvisingandcreating,

talkingaboutandrecordingcompositions)v Music-ListeningandResponding(exploring

sounds,rangeofgenresandresponses)v Exploringandmakingdramav Developingrangeofdramaskillsv Reflectingondramav Dance–acquiringanddevelopingskillsv Dance–selectingandapplyingskillsv Dance–evaluatingandimproving


v Alocalstudy:playground/park/home/shopv Exploreacontrastingnon-Europeancountryv Fieldwork–photos,labels,tally,chartsv Makeandfollowsimplemapsandplansv IdentifykeyfeaturesandidentifyUKlocationsv RE–ChristianityandBuddhism–belief,story,

celebrations,symbols,leaders,belongingv Usingtimeline,sequencingeventsv Knowandrecountstoriesaboutthepastv Comparisonovertime–e.g.toys,homes,

clothes,transport,school,childrenv Alocalhistorystudy–houses,buildings,school,

ManorPark


v Fitnessandhealth–warmup/cooldownv Games–ballskills,throwingandcatching,

passing,striking,fielding,racquetskillsv Gymnastics–travelling,rolling,jumping,creating

tension,balance,pathwaysv Athletics–running,jumping,throwingv Personalandsocial–opinions,feelings,showing

respect,problem-solvingv Citizenship–peoplewholivenearus,peoplein

ourcommunity,peopleatwork,bullyingv HealthyLiving–personalhygiene:diet,teeth,

exercise,ecoissuesv Keepingsafeinlocalareav Learnaboutprivacy,respectingprivacy&whoto

telliftheyhaveconcernsv Learnaboutfood,cultural/celebrationaspects,

healthy/balanceddiet,basiccookingskills

Year1–ContentforLearning


v Partsofthebodyandsensesv Animals–identify/name,classifyv Plants/trees–identify/name,describestructurev Materials–name/describe/group,

natural/manmadev Seasonalchanges–weather&daylengthv Scientificdiscoveriesandarangeofscientistsv NavigatingsimplewebsitesandMLEv Usingsimpledatahandlingsoftwarev E-safetyv Usingavarietyofdevicestorecord–cameras,

flips,video,iPads,bee-bots,etc.v Makingstructures,models–homes,playgroundsv Textiles–fingerpuppetsv Mechanisms–movingpictures/storyboardv Cookingandnutrition

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Mathsv Number;Shape,SpaceandMeasure;Data

handling;Problem-solvingEconomics&Enterprisev Recognisecoinsandnotes,includingarangeof

foreigncurrencyv Roleplaytodevelopanunderstandingofmoneyv Discusswheremoneycomesfrome.g.wages,

pocketmoneyetc.v Talkaboutwhatmoneycanbespenton,

recognisethatadultspaybills,payforfoodetc.v Discusshowtokeepmoneysafeandthe

importanceofbankingv Wantsandneeds–spendingmoney,budgetingv Losingmoneyandconsequencese.g.debtv Valueofmoney,havingmoreorless,considering

whatmoneydifferentpeoplehave



v Non-fiction(informationtexts,explanationsandnon-chronologicalreports)

v Poetry(patternsonthepage,descriptivepoetry,silly/nonsensepoetry)

v Fiction(storieswithfamiliarsettings,storieswithanauthorfocus,traditionalstoriesfromarangeofcultures,extendedstoriesandsignificantstories)





talkingaboutandrecordingcompositions)v Music-listeningandtesponding(exploring

sounds,rangeofgenresandresponses)v Exploringandmakingdramav Developingarangeofdramaskillsv Reflectingondramav Dance–acquiringanddevelopingskillsv Dance–selectingandapplyingskillsv Dance–evaluatingandimproving


v Localarea-investigatewaystoimproveourenvironmente.g.localtraffic,litter,recycling

v ExplorelinksbetweenownlocalityandcontrastinglocalityoftheUK

v Usingmaps,atlases,globesv IdentifingkeyfeaturesandUKlocationsv RE–HinduismandIslam–belief,story,

celebrations,symbols,leadersv Sequencingevents,chronologicalorderv Knowandrecountstoriesaboutthepastv Comparesignificanteventsandpeopleinhistory

-localorthewiderworlde.g.Columbus,NeilArmstrong,MarySeacole,RosaParks,MaryAnning,etc.

v TheVictorians(possiblefoci:theseaside,inventions,explorers,famouspeople/events)


v Fitnessandhealth–warmup/cooldownv Games–ballskills,throwingandcatching,

passing,striking,fielding,racquetskillsv Gymnastics–travelling,rolling,jumping,creating

tension,balance,pathwaysv Athletics–running,jumping,throwingv Personalandsocial–opinions,feelings,showing

respect,problem-solvingv Citizenship–peoplewholivenearus,peoplein

ourcommunity,peopleatwork,bullyingv HealthyLiving–personalhygiene&ecoissuesv Keepingsafeinlocalarea,caringforlocal

environmentv Importanceofprivacy,respctingprivacy,judging

acceptablephysicalcontactandwhoitissafetotalkto

v Learnaboutfood,cultural/celebrationaspects,healthy/balanceddiet,basiccookingskills



v Healthyfood,exerciseandhygienev Animals(inc.humans)-growing/changes,basicneedsv Groupingliving/non-livingthings;namesofplantsand

animals;habitats,inc.microhabitats;conditionsforgrowth(animalsandplants);simplefoodchains

v Plants-howseeds/bulbsgrow;plant’sneedsinordertogrow/stayhealthy

v Materials–propertiesandphysicalchangesv Scientificdiscoveriesandarangeofscientistsv NavigatingsimplewebsitesandMLEv Usingsimpledatahandlingsoftwarev E-safetyv Usingavarietyofdevicestorecord–cameras,flips,

video,iPads,bee-bots,etc.v Makingstructures,models–gardenseatsv Textiles–glovepuppet,sunhatv Mechanisms–axles:windingup(winchandpulley);

wheelsandaxles–vehiclesv Cookingandnutrition

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handling;Problem-solvingEconomics&Enterprisev Exploringformsofmoney–cash,credit/debit

cards,cheques,internetbankingv Globaltrade–fairtradeissuesv Understandinghowwegetmoneyforworkv Recognisehouseholdexpenses/financial

commitmentsandkeepingmoneysafev Thinkaboutbudgeting,insurance,savingsv Balancewantsandneeds,prioritisingspendingv Donatingtocharityv Comparestandardsoflivingandcostoflivingin

differentplaces–internationalaidandcharities



v Non-fiction(report,recount,explanation,instruction,letters,persuasive,arugment/debate/discussion)

v Poetry(performancepoetry,shapepoetryandcalligrams,playingwithlanguage)

v Fiction(storieswithfamiliarsettings,mythsandlegends,adventureandmysterystories,exploringdialogueandplayscripts)





talkingaboutandrecordingcompositions)v Music-Listeningandresponding(exploring

sounds,rangeofgenresandresponses)v Exploringandmakingdramav Developingarangeofdramaskillsv Reflectingondramav Dance–acquiringanddevelopingskillsv Dance–selectingandapplyingskillsv Dance–evaluatingandimproving


v Exploreactionsthatchangeandimproveenvironment–energy,water,traffic

v Exploretwocontrastingregions–localandanotherregionoftheUK;differentwayofliving;migration

v Widerfieldwork,compasswork,gridreferencesv Locationalgeography–countiesandcitiesofUKv Hinduism,Islam,Sikhism–beliefs,teachings,

worship,pilgrimage,sacredplaces,lifeanddeath,symbols,inspirationalpeople

v Timelines,dates,periodsoftime,BC,ADv Theachievementsoftheearliestcivilisationse.g.

AncientEgypt,AncientSumer,Indusvalley,Chinaetc.

v AnoverviewofthechangesinBritainfromtheStoneAgetotheIronAge


v Fitnessandhealth–stamina,flexibilityv Games–buildingballskills,markingand

defending,ballcontrol,invasiongamesv Gymnastics–usefloor,matandapparatusto

performsequencesofactionsandpositionsv Athletics–teamevents,relays,javelin,discusv Personalandsocial–friendships,caringabout

others,feelings,positiveself-image,empathyv Citizenship–rulesathome,school,community,

self-responsibility,conflictv HealthyLiving–balanceddiet,teeth,exercise,

ecoissues,medicines/drugs,well-beingv Keepingsafeathome:firesafety,emergency

services,roadsafety,strangerdangerv Acceptablephysicalcontact&personal

boundariesv Learnaboutfood,cultural/celebrationaspects,

basiccookingskills,wherefoodcomesfrom



v Plants–identify/describefunctionsofparts,watertransportation,lifecycles,whattheyneedtogrow,pollination,seedformation/dispersal

v Animals–nutrition,skeletonsandmusclesv Rocksandsoils–compare/grouprocks,fossilformation,soil

production/compositionv Forcesandmagnets–surfaces,contact/non-contactforces;

magnetic,attraction/repulsion,polesv Light–light/dark/shadows,reflection,sundangersv Scientificdiscoveriesandarangeofscientistsv Developappropriateuseofinternet–extractingrelevantinfo,

refining,presentingv Usingdatahandlingpackagestocreatecharts,graphs,

presentations,databasesv Communicatingandshareideas–email,blogging,MLE–

includinge-safetyv Createfolders,savework,trouble-shootingv Structures–packaging(sandwiches)v Textiles–moneycontainersv Mechanicalcontrol–pneumatics(movingtoy)v Cookingandnutrition

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handling;Problem-solvingEconomics&Enterprisev Formsofmoney–cash,credit/debitcards,

cheque,internetv Globaltrade–fairtradeissuesv Understandinghowwegetmoneyforworkv Recognisehouseholdexpenses/financial

commitmentsandkeepingmoneysafev Thinkaboutbudgeting,insurance,importanceof

savingv Balancewantsandneeds,prioritisingspendingv Donatingtocharityv Comparestandardsoflivingandcostoflivingin

differentplaces–internationalaidandcharities



v Non-fiction(e.g.report,recount,explanation,instruction,persuasive,lettter,argument/debate/discussion)

v Poetry(creatingimagesusingfigurativelanguage,performancepoetry)

v Fiction(storiessetinimaginaryworlds,storieslinkedtodifferentperiodsinhistory,storiesfromotherculturesandtraditions,storiesthatraiseissues)



CreativeandExpressiveArtsv Drawingandsculpturev Paintingv Printinganddesignv Respondingtoartv Music–Performing(singing,playinginstruments)v Music–Composing(improvisingandcreating,




v Exploringactionstochangeandimproveenvironment–energy,water,traffic

v Explorehuman/physicalgeographyofacontrastingEuropeancountry;differentwaysofliving;migration

v Widerfieldwork,compass,gridreferencesv Locationalgeography–Europeancountries/citiesv Christianity,Buddhism,Judaism–beliefs,

teachings,worship,pilgrimage,sacredplaces,lifeanddeath,symbols,inspirationalpeople

v Timelines,dates,periodsoftime,BC,ADv AstudyofanaspectorthemeinBritishhistory

thatextendspupils’chronologicalknowledgebeyond1066e.g.TudorsorNormans

v Invadersandsettlers–Romans,VikingsandAnglo-Saxons–overvieworanin-depthstudy


v Fitnessandhealth–stamina,flexibilityv Games–buildingballskills,markingand

defending,ballcontrol,invasiongamesv Gymnastics–usefloor,matandapparatusto

performsequencesofactionsandpositionsv Athletics–teamevents,relays,javelin,discusv Swimming–watersafety,3basicstrokesv Personalandsocial–friendships,caringabout

others,feelings,positiveself-image,empathyv Refugees–humanrights,seekingasylumetc.v DrugEducation–medicines,smoking,alcohol,

peerpressurev Keepingsafeathome,firesafety,emergency

services,roadsafety,strangerdangerv Acceptable/unacceptablephysicalcontact&

personalboundariesv Learnaboutfood;howitsusedincelebration,

healthydiet,cookingskills



v Animals,inchumans–humandigestivesystem;teethvariety/functionandcare,foodchains/producers/predatorsandprey

v Livingthings/habitats-classifying,usingkeysforidentifying,naming,grouping;environmentalchangeandimpact

v Statesofmatter–solid/liquid/gas;temperaturechange,heating/cooling;watercycle–evaporationandcondensation

v Sound–vibrations;ear/mediumforhearing;patterns/pitch/volume;soundanddistance

v Electricity-commonappliances;simpleseriescircuits;switches;conductorsandinsulators

v Scientificdiscoveriesandarangeofscientistsv Refineinternetsearchingskills,e-safetyv Cyber-bullyingv Multimediapresentations,includingtext,images,sound,video,

hyperlinksv Stop-frameanimationv Basiccomputerprogrammingv Structures–strengtheningframeworks–photographframev Textiles–decorativeegwallhanging,sampler,coatofarmsv Mechanicalandelectricalcontrol–movingpictures;torch,

lighthouse,burglaralarmv Cookingandnutrition

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v Maths–seeseparatedocument–Number;Shape,SpaceandMeasure;Datahandling;Problem-solving

v Investigateandcompareinternetandmailordershopping

v Exploreconceptofcredit,repaymentsv Globaltrade,e.g.chocolatetradelinev Taxandpensionsv Householdexpenses–rent,utilitybills,credit

cards,insurancev Officialfinancialrecords,bankstatements,

receipts,accountsv Planforbudgeting,keepingrecordsv Principlesofrisk,probability,insurancev Savings,interestratesandfinancialorganisationsv Debts,bestbuys,goodvalue]v Ethicalconsiderationsinfinance-charity



v Non-fiction(report,recount,explanation,

instruction,persuasive,letterargument/debate/discussion)

v Poetry(contrastingpoeticstyleofdifferentpoets,classicnarrativepoetry,performancepoetry)

v Fiction(novelsbysignificantauthors,traditionalstories,fables,mythsandlegends,storiesfromothercultures&traditions,filmnarrative,olderliterature,dramaticconventions)








v Sustainability–identifyingandaddressinglocalissues–transport,energy,housing,etc.

v Climate,weather,erosion,watercycle,climatechange,pollutionandglobalwarming

v Atlases,globes,maps,compassbearing,contourlines,symbols,gridreferences

v Featuresandlocationsonworldscalev Hinduism,Islam,Sikhism–beliefsandconcepts,

ethics,morality,rightsandresponsibilities,globalissues,socialjustice

v Astudyofthewayoflifee.g.AncientGreece,beliefsandachievements–arts,architecture,education,language,medicine,health,games,Olympics,theatre,ships,soldiers,gods,myths,legends

v Anon-EuropeansocietythatprovidescontrastswithBritishhistorye.g.MayanorBeninc.900AD,earlyIslametc.

Physicalwellbeing,healthandlifestyles•

v Fitnessandhealth–importance,howtoimprovev Games–rulesandskills–tagrugby,hockey,

basketball,cricket,tennis,football,volleyballv Gymnastics–complexactions,control,

coordination,balances,sequencesv Athletics–pace,targets,speed,techniquev Outdoorandadventureactivitiesv Personalandsocial–prejudice,diversity,

bullying,homophobia,racism,media,self-imagev Citizenship:rules,laws,conflict,compromise,UNv Relationships–puberty,reproduction,sexual

health,dangerofdrugs,alcohol,peerpressurev Crime,riskysituations,strangers,travelv Recipes,ingredients,bread,culture/customs,

religion,cookingtechniques,packaging,foodhygiene,digestion,nutrients,processing



v Lifecycles:plant/animalreproduction;agingprocessinhumansv Propertiesandchangesofmaterials-compare/groupmaterials,

uses;solids,liquidsandgasesandchangesofstate,dissolvingandsolutions,separatingmixtures,burningandacids,reversible/irreversiblechanges

v Earthandspace-planets,sun,moon,Earth,dayandnightv Forces–gravity,friction,airandwaterresistance;mechanisms,

inclevers,pulleys,gears,andimpactonforcev Scientificdiscoveriesandarangeofscientistsv Referencingandeffective,reliableuseofinternetsearchesv Createtablesanddatabasestoanalysedatav Choosemediumforsharing,playingandcollaboratingonline;

cyberbullying,e-safetyv Usingadvancedtoolsinword/presentationv Significantinnovationsandinventionsindesigntechnologyv Structures–Kites,musicalinstrumentsv Textiles–bagsv Mechanicalcontrol–Cams(movingtoys)v Cookingandnutrition

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handling;Problem-solvingEconomics&Enterprisev Investigateandcompareinternetandmailorder

shoppingv Exploreconceptofcredit,repaymentsv Globaltrade,e.g.chocolatetradelinev Taxandpensionsv Householdexpenses–rent,utilitybills,credit

cards,insurancev Officialfinancialrecords,bankstatements,

receipts,accountsv Planforbudgeting,keepingrecordsv Principlesofrisk,probability,insurancev Savings,interestratesandfinancialorganisationsv Debts,bestbuys,goodvaluev Ethicalconsiderationsinfinance-charity



v Non-fiction(awiderangeofnon-fiction,

includingbiographyandautobiography,formalandinformalwritingopportunities)

v Poetry(readingandwritingpoetry–revision,thepowerofimagery,findingavoice)

v Fiction(readingandwritingnarrativeincludingextendednarrative,authorsandtexts,shortstorieswithflashbacks)






sounds,rangeofgenresandresponses)v Exploringandmakingdrama(beliefandtension)v Developingrangeofdramaskillsv Reflectingondramav Dance–acquiringanddevelopingskillsv Dance–selectingandapplyingskillsv Dance–evaluatingandimproving


v Sustainability–identifyingandaddressinglocalissues–transport,energy,housing,etc.

v Climate,weather,erosion,watercycle,climatechange,pollutionandglobalwarming

v Atlases,globes,maps,compassbearing,contourlines,symbols,gridreferences

v Featuresandlocationsonworldscalev Christianity,Buddhism,Judaism–beliefsand

concepts,ethics,morality,rightsandresponsibilities,globalissues,socialjustice

v Alocalhistorystudyinvestigatinghowanaspectinthelocalareahaschangedsince1930e.g.TheSecondWorldWar

v Thelifeandinfluenceofafamouspersonorinvention–anindependentstudychosenbythechild

Physicalwellbeing,healthandlifestyles•

v Fitnessandhealth–importance,howtoimprovev Games–rulesandskills–tagrugby,hockey,

basketball,cricket,tennis,football,volleyballv Gymnastics–complexactions,control,

coordination,balances,sequencesv Athletics–pace,targets,speed,techniquev Outdoorandadventureactivitiesv Personalandsocial–prejudice,diversity,

bullying,homophobia,racism,media,self-imagev Citizenship:rules,laws,conflict,compromise,UNv Relationships–puberty,reproduction,sexual

health,dangerofdrugs,alcohol,peerpressurev Transitiontosecondaryschoolv Crime,riskysituations,strangers,travelv Recipes,ingredients,bread,culture/customs,

religion,cookingtechniques,packaging,foodhygiene,digestion,nutrients,processing



v Classification-incplants,animalsandmicroorganismsusingcharacteristicstosortandgroup

v Animalsinchumans–humancirculatorysystem;diet,exercise,drugs,lifestyle;transportationofnutrientsandwaterinanimals

v Light–howwesee,travelinstraightlines,reflection,shadowsv Evolutionandinheritance–changesovertimeandfossils;

environments/adaptation/evolutioninplantsandanimals;offspring/variation

v Electricity–circuits,numberandvoltageofcells,switches,userecognisedsymbolsindrawingsofsimplecircuits

v Scientificdiscoveriesandarangeofscientistsv Appropriateuseofinternet,e-safetyv Choosemediumforsharing,playingandcollaboratingonlinev Usingadvancedtoolsinword/presentation,combiningtext,

images,soundandvideov Creatingfilmsandanimationsv Benefitsoftechnology,influenceonsocietyv Structures–sheltersv Textiles–slippersv Mechanicalandelectricalcontrol:fairgroundridev Cookingandnutrition

14

MATHS,ECONOMICSANDENTERPRISE

MATHS

EARLY MIDDLE LATER

Number–Year1

v Countreliably100objects,countingto

100,forwardsandbackwards,beginningwith0or1,orfromanygivennumber;recognisethatwhenrearranged,thetotalstaysthesame;readandwriteinnumerals

v Count,readandwritenumbersto100innumerals

v Countinmultiplesoftwo,fiveandten,forwardsandback;derivemultiplesuptothetenthmultiple

v Givenanumber,identifyonemoreandoneless

v Identifyandrepresentnumbersusingobjectsandpictorialrepresentationsincludingthenumbertrack

v Usethelanguageof:equalto,morethan,lessthan(fewer),most,leastinthecontextofcomparing

v Readandwritenumbersfrom1to20innumeralsandwords.

v Read,writeandinterpretmathematicalstatementsinvolvingaddition(+),subtraction(–)andequals(=)signs

v Representandusenumberbondsandrelatedsubtractionfactswithin20

v Addandsubtractone-digit(andtwo-digitmultiplesof10)andtwo-digit

Number–Year3

v countfrom0inmultiplesof4,8,50

and100;v find10or100moreorlessthana

givennumberto1000v recognisetheplacevalueofeachdigit

inathree-digitnumber(100s,10s,1s)v compareandordernumbersupto

1000v identify,representandestimate

numbersusingdifferentrepresentations

v readandwritenumbersupto1000innumeralsandinwords

v solvenumberproblemsandpracticalproblemsinvolvingallnumbercontent

v addandsubtractnumberswithuptothreedigits,usingformalwrittenmethodsofcolumnaradditionandsubtraction

v solveproblems,includingmissingnumberproblems,usingnumberfacts,placevalue,andmorecomplexadditionandsubtraction.(length,massandvolume)

v recallandusemultiplicationanddivisionfactsforthe3and4multiplicationtables

Number–Year5

v read,write,orderandcomparenumberstoatleast

100,000anddeterminethevalueofeachdigitv countforwardsorbackwardsinstepsofpowersof

10foranygivennumberupto1,000,000v addandsubtractnumbersmentallywith

increasinglylargenumbersv identifymultiplesandfactors,includingfindingall

factorpairsofanumber,andcommonfactorsof2numbers

v multiplynumbersupto4digitsbyaone-ortwo-digitnumberusingaformalwrittenmethod,includinglongmultiplicationfortwo-digitnumbers

v multiplyanddividenumbersmentally,drawinguponknownfacts

v dividenumbersupto4digitsbyaone-digitnumberusingtheformalwrittenmethodofshortdivisionandinterpretremaindersappropriatelyforthecontext

v read,write,orderandcomparenumberstoatleast1,000,000anddeterminethevalueofeachdigit

v roundanynumberupto1,000,000tothenearest10,100,1,000,10,000and100,000

v solvenumberproblemsandpracticalproblemsthatinvolveallnumbercontent

v useroundingtocheckanswerstocalculationsanddetermine,inthecontextofaproblem,levelsofaccuracy

v multiplyanddividewholenumbersandthose

15

numbersto20,includingzero,usingpracticalandwrittenmethods

v Solveone-stepproblemsthatinvolveadditionandsubtraction,usingconcreteobjectsandpictorialrepresentations,andmissingnumberproblems.

v Solveone-stepproblemsinvolvingmultiplicationanddivision,bycalculatingtheanswerusingconcreteobjects,pictorialrepresentationsandarrayswiththesupportoftheteacher.

v Describeapuzzleorproblemusingnumbers,practicalmaterialsanddiagrams;usethesetosolvetheproblemandsetthesolutionintheoriginalcontext

v Countacross100,forwardsandbackwards

v Compareandordernumbers,usingtherelatedvocabulary;explorewhat‘notequal’means

v Saythenumberthatis10moreorlessthanmultiplesof10

v Recallthedoublesofallnumberstoatleast10

v Recognisethatadditioncanbedoneinanyorder;

v Skipcountfor2s,5sand10sv Solveproblemsinvolvingdoublingand

halvingv Identifyandrepresentnumbersusing

objectsandpictorialrepresentationsincludingthenumberline

v Describesimplepatternsandrelationshipsinvolvingnumbersorshapes;decidewhetherexamplessatisfygivenconditions

v solveproblems,includingmissingnumberproblems,involvingmultiplicationanddivision,includingpositiveintegerscalingproblemsandcorrespondenceproblemsinwhichnobjectsareconnectedtomobjects.

v countfrom0inmultiplesof4,8,50and100;find10or100moreorlessthanagivennumberto10,000

v addandsubtractnumbersmentally,including:

o -athree-digitnumberand1so -athree-digitnumberand10so -athree-digitnumberand

100sv solveproblems,includingmissing

numberproblems,usingnumberfacts,placevalue,andmorecomplexadditionandsubtraction.(moeny)

v recallandusemultiplicationanddivisionfactsforthe6,7,8and9multiplicationtables

v writeandcalculatemathematicalstatementsformultiplicationanddivisionusingthemultiplicationtablesthattheyknow,includingfortwo-digitnumberstimesone-digitnumbers,usingmentalandprogressingtoformalwrittenmethods

v estimatetheanswertoacalculationanduseinverseoperationstocheckanswers

NumberYear4

v countinmultiplesof6,7,9,25and

involvingdecimalsby10,100and1000,drawinguponknownfacts

v solveproblemsinvolvingmultiplicationanddivision,includingusingtheirknowledgeoffactorsandmultiples,squaresandcubes

v solveproblemsinvolvingaddition,subtraction,multiplicationanddivisionandacombinationofthese,includingunderstandingthemeaningoftheequalssign

v interpretnegativenumbersincontext,countforwardsandbackwardswithpositiveandnegativewholenumbers,includingthrough0

v solvenumberproblemsandpracticalproblemsthatinvolvealloftheabove

v addandsubtractwholenumberswithmorethan4digits,includingusingformalwrittenmethods(columnaradditionandsubtraction)

v solveadditionandsubtractionmulti-stepproblemsincontexts,decidingwhichoperationsandmethodstouseandwhy

v solveproblemsinvolvingmultiplicationanddivision,includingusingtheirknowledgeoffactorsandmultiples,squaresandcubes(volume),scalingbysimplefractionsandproblemsinvolvingsimplerates.

v knowandusethevocabularyofprimenumbers,primefactorsandcomposite(non-prime)numbers

v establishwhetheranumberupto100isprimeandrecallprimenumbersupto19

v recogniseandusesquarenumbersandcubenumbers,andthenotationforsquared(²)andcubed(³)

v readRomannumeralsto1,000(M)andrecogniseyearswritteninRomannumerals

Number–Year6v read,write,orderandcomparenumbersupto

10,000,000anddeterminethevalueofeachdigit

16

NumberYear2

v recognisetheplacevalueofeachdigit

inatwo-digitnumber(tens,ones)v compareandordernumbersfrom0up

to100;use<,>and=signsv readandwritenumberstoatleast100

innumeralsandinwordsv recallanduseadditionandsubtraction

factsto20fluently,andderiveanduserelatedfactsupto100

v addandsubtractnumbersusingconcreteobjects,pictorialrepresentations,andmentally,including:atwo-digitnumberand1s,�atwo-digitnumberand10s,2two-digitnumbers,�addingthreeone-digitnumbers

v showthatadditionof2numberscanbedoneinanyorder(commutative)andsubtractionof1numberfromanothercannot

v recogniseandusetheinverserelationshipbetweenadditionandsubtractionandusethistocheckcalculationsandsolvemissingnumberproblems.

v askandanswersimplequestionsbycountingthenumberofobjectsineachcategoryandsortingthecategoriesbyquantity

v countinstepsof2,3,and5from0,andin10sfromanynumber,forwardandbackward

v identify,representandestimate

1000;v find1000moreorlessthanagiven

number;v recognisetheplacevalueofeachdigit

inafour-digitnumber(1000s,100s,10s,and1s);orderandcomparenumbersbeyond1000;

v addandsubtractnumberswithupto4digitsusingtheformalwrittenmethodsofcolumnaradditionandsubtractionwhereappropriate;

v multiplytwo-digitandthree-digitnumbersbyaone-digitnumberusingformalwrittenlayout;

v solveproblemsinvolvingmultiplyingandadding,includingusingthedistributivelawtomultiplytwodigitnumbersbyonedigit,integerscalingproblemsandhardercorrespondenceproblemssuchasnobjectsareconnectedtomobjects.

v recogniseandusefactorpairsandcommutativityinmentalcalculations

v roundanynumbertothenearest10,100or1000;

v identify,representandestimatenumbersusingdifferentrepresentations;

v solvenumberandpracticalproblemsthatinvolveallofthenumberknowledgeandwithincreasinglylargepositivenumbers;

v addandsubtractnumberswithupto4digitsusingtheformalwrittenmethodsofcolumnaradditionandsubtractionwhereappropriate,includingdecimals

v estimateanduseinverseoperations

v roundanywholenumbertoarequireddegreeofaccuracy

v usenegativenumbersincontext,andcalculateintervalsacross0

v solvenumberandpracticalproblemsthatinvolvealloftheabove

v multiplymulti-digitnumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongmultiplication

v dividenumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongdivision,andinterpretremaindersaswholenumberremainders,fractions,orbyrounding,asappropriateforthecontext

v dividenumbersupto4digitsbyatwo-digitnumberusingtheformalwrittenmethodofshortdivisionwhereappropriate,interpretingremaindersaccordingtothecontext

v performmentalcalculations,includingwithmixedoperationsandlargenumbers

v identifycommonfactors,commonmultiplesandprimenumbers

v usetheirknowledgeoftheorderofoperationstocarryoutcalculationsinvolvingthe4operations

v solveadditionandsubtractionmulti-stepproblemsincontexts,decidingwhichoperationsandmethodstouseandwhy

v solveproblemsinvolvingaddition,subtraction,multiplicationanddivision

v useestimationtocheckanswerstocalculationsanddetermine,inthecontextofaproblem,anappropriatedegreeofaccuracy

Fractions,Decimals,Percentages–Year5v compareandorderfractionswhosedenominators

areallmultiplesofthesamenumberv identify,nameandwriteequivalentfractionsofa

givenfraction,representedvisually,including

17

numbersusingdifferentrepresentations,includingthenumberline

v useplacevalueandnumberfactstosolveproblems.

v solveproblemswithadditionandsubtraction:usingconcreteobjectsandpictorialrepresentations,includingthoseinvolvingnumbers,quantitiesandmeasuresapplyingtheirincreasingknowledgeofmentalandwrittenmethods

v recallandusemultiplicationanddivisionfactsforthe2,5and10multiplicationtables,includingrecognisingoddandevennumbers

v calculatemathematicalstatementsformultiplicationanddivisionwithinthemultiplicationtablesandwritethemusingthemultiplication(×),division(÷)andequals(=)signs

v showthatmultiplicationof2numberscanbedoneinanyorder(commutative)anddivisionof1numberbyanothercannot

v solveproblemsinvolvingmultiplicationanddivision,usingmaterials,arrays,repeatedaddition,mentalmethods,andmultiplicationanddivisionfacts,includingproblemsincontexts.

FractionsYear1

v Recognise,findandnameonehalfasoneoftwoequalpartsofanobject,shapeorquantity.

v Recognise,findandnameonequarter

tocheckanswerstoacalculation;v solveadditionandsubtractiontwo-

stepproblemsincontexts,decidingwhichoperationsandmethodstouseandwhy;

v useplacevalue,knownandderivedfactstomultiplyanddividementally,including:multiplyingby0and1;dividingby1;multiplyingtogether3numbers

v recallmultiplicationanddivisionfactsformultiplicationtablesupto12×12;

v readRomannumeralsto100(ItoC)andknowthatovertime,thenumeralsystemchangedtoincludetheconceptofzeroandplacevalue;

v countbackwardsthroughzerotoincludenegativenumbers;

v identifyfactorsandfactorpairs;v correspondence/integerscaling

problemsinmultiplicationFractionsandDecimals–Year3

v countupanddownintenths;v recognisethattenthsarisefrom

dividinganobjectinto10equalpartsandindividingone-digitnumbersorquantitiesby10

v recogniseandusefractionsasnumbers:unitfractionsandnon-unitfractionswithsmalldenominators

v addandsubtractfractionswiththesamedenominatorwithinonewhole[forexample,!"+

#"=

$"]

v compareandorderunitfractions,andfractionswiththesamedenominators

tenthsandhundredthsv recognisemixednumbersandimproperfractions

andconvertfromoneformtotheotherv addandsubtractfractionswiththesame

denominator,anddenominatorsthataremultiplesofthesamenumber

v recogniseandusethousandthsandrelatethemtotenths,hundredthsanddecimalequivalents

v recogniseandusethousandthsandrelatethemtotenths,hundredthsanddecimalequivalents

v rounddecimalswith2decimalplacestothenearestwholenumberandto1decimalplace

v read,write,orderandcomparenumberswithupto3decimalplaces

v solveproblemsinvolvingnumberupto3decimalplaces

v recognisemixednumbersandimproperfractionsandconvertfromoneformtotheotherandwritemathematicalstatements>1asamixednumber

[e.g. + = =1 ]v multiplyproperfractionsandmixednumbersby

wholenumbers,supportedbymaterialsanddiagrams

v readandwritedecimalnumbersasfractions[for

example,0.71= ]v recogniseandusethousandthsandrelatethemto

tenths,hundredthsanddecimalequivalentsv recapsolvingproblemsinvolvingnumberupto3

decimalplacesv recognisethepercentsymbol(%)andunderstand

thatpercentrelatesto‘numberofpartsper100’v writepercentagesasafractionwithdenominator

100,andasadecimalfractionv solveproblemswhichrequireknowingpercentage

anddecimalequivalentsof , , , , andthosefractionswithadenominatorofamultipleof

18

asoneoffourequalpartsofanobject.FractionsYear2

v Recognise,find,nameandwrite

fractions1/3,¼,2/4and¾ofalength,

shape,setofobjectsorquantityv writesimplefractions,forexample,½

of6=3andrecognisetheequivalenceof2/4and1/2

Geometry–Year1

v Recognise,visualiseandnamecommon

2-Dshapes,e.g.rectangles,includingsquares,circlesandtrianglesanddescribetheirfeatures

v Recognise,visualizeandname3-Dsolids,e.g.cuboids(includingcubes),pyramidsandspheres,anddescribetheirfeatures;usethemtomakepatterns,picturesandmodels.

v Usediagramstosortobjectsintogroupsaccordingtoagivencriterion;suggestadifferentcriterionforgroupingthesameobjects

v Visualiseanddescribeposition,directionandmovement,includingwhole,half,quarterandthree-quarterturns,ore.g.whenplacingormovingobjectsonagameboard.

Geometry–Year2

v identifyanddescribethepropertiesof

v solveproblemsthatinvolvealloftheabove.

v solveproblems,includingmissingnumberproblems,involvingmultiplicationanddivision,includingpositiveintegerscalingproblemsinvolvingtime

v recogniseandshow,usingdiagrams,equivalentfractionswithsmalldenominators

v usingdecimals,countupanddownintenths;recognisethattenthsarisefromdividinganobjectinto10equalpartsandindividingone-digitnumbersorquantitiesby10

v recognise,findandwritefractionsofadiscretesetofobjects:unitfractionsandnon-unitfractionswithsmalldenominators

Fractions&DecimalsYear4

v addandsubtractfractionswiththesamedenominator;

v recogniseandshow,usingdiagrams,familiesofcommonequivalentfractions

v solveproblemsinvolvingincreasinglyharderfractionstocalculatequantities,andfractionstodividequantities,includingnon-unitfractionswheretheanswerisawholenumber;

v countupanddowninhundredths;recognisethathundredthsarisewhendividinganobjectby100anddividingtenthsby10;

10or25v useallfouroperationstosolveproblemsinvolving

measure[forexample,length,mass,volume,money]usingdecimalnotation,includingscaling

Fractions,DecimalsandPercentages–Year6v usecommonfactorstosimplifyfractions;use

commonmultiplestoexpressfractionsinthesamedenomination

v compareandorderfractions,includingfractions>1v addandsubtractfractionswithdifferent

denominatorsandmixednumbers,usingtheconceptofequivalentfractions

v multiplysimplepairsofproperfractions,writing

theanswerinitssimplestform[forexample, ×

= ]v divideproperfractionsbywholenumbers[for

example, ÷2= ]v associateafractionwithdivisionandcalculate

decimalfractionequivalents[forexample,0.375]

forasimplefraction[forexample, ]v identifythevalueofeachdigitinnumbersgivento

3decimalplacesandmultiplyanddividenumbersby10,100and1,000givinganswersupto3decimalplaces

v multiplyone-digitnumberswithupto2decimalplacesbywholenumbers

v usewrittendivisionmethodsincaseswheretheanswerhasupto2decimalplaces

v solveproblemswhichrequireanswerstoberoundedtospecifieddegreesofaccuracy

v recallanduseequivalencesbetweensimplefractions,decimalsandpercentages,includingindifferentcontexts

RatioandProportion–Year6

19

2-Dshapes,includingthenumberofsidesandlinesymmetryinaverticalline

v identifyanddescribethepropertiesof3-Dshapes,includingthenumberofedges,verticesandfaces

v identify2-Dshapesonthesurfaceof3-Dshapes,[forexample,acircleonacylinderandatriangleonapyramid]

v compareandsortcommon2-Dand3-Dshapesandeverydayobjects.

v orderandarrangecombinationsofmathematicalobjectsinpatternsandsequences

v usemathematicalvocabularytodescribeposition,directionandmovement,includingmovementinastraightlineanddistinguishingbetweenrotationasaturnandintermsofrightanglesforquarter,halfandthree-quarterturns(clockwiseandanti-clockwise).

Measurement–Year1

v Compare,describeandsolvepractical

problemsfor:lengthsandheights(e.g.long/short,longer/shorter,tall/short,double/half);massorweight(e.g.heavy/light,heavierthan,lighterthan;capacityandvolume(e.g.,full/empty,morethan,lessthan,half,halffull,quarterfull)

v Measureandbegintorecordthefollowing:lengthsandheights;mass/weightandcapacityandvolume.

v Recogniseandknowthevalueof

v recogniseandwritedecimalequivalentsofanynumberoftenthsorhundredths;

v recogniseandwritedecimalequivalentsto#%,

#&,'%;

v rounddecimalswithonedecimalplacetothenearestwholenumber;

v comparenumberswiththesamenumberofdecimalplacesupto2decimalplaces

v solvesimplemeasureandmoneyproblemsinvolvingfractionsanddecimalstotwodecimalplaces

v findtheeffectofdividingaone-ortwo-digitnumberby10and100,identifyingthevalueofthedigitsintheanswerasones,tenthsandhundredths

Geometry–Year3

v draw2-Dshapesandmake3-Dshapesusingmodellingmaterials;recognise3-Dshapesindifferentorientationsanddescribethem

v recogniseanglesasapropertyofshapeoradescriptionofaturn

v identifyrightangles,recognisethattworightanglesmakeahalf-turn,threemakethreequartersofaturnandfouracompleteturn;identifywhetheranglesaregreaterthanorlessthanarightangle

v identifyhorizontalandverticallinesandpairsofperpendicularandparallellines.

v solveproblemsinvolvingtherelativesizesof2quantitieswheremissingvaluescanbefoundbyusingintegermultiplicationanddivisionfacts

v solveproblemsinvolvingthecalculationofpercentages[forexample,ofmeasuresandsuchas15%of360]andtheuseofpercentagesforcomparison

v solveproblemsinvolvingsimilarshapeswherethescalefactorisknownorcanbefound

v solveproblemsinvolvingunequalsharingandgroupingusingknowledgeoffractionsandmultiples

Algebra–Year6

v Pupilsshouldbetaughtto:v usesimpleformulaev generateanddescribelinearnumbersequencesv expressmissingnumberproblemsalgebraicallyv findpairsofnumbersthatsatisfyanequationwith

2unknownsv enumeratepossibilitiesofcombinationsof2

variables

Geometry–Year5v knowanglesaremeasuredindegrees:estimateand

compareacute,obtuseandreflexanglesv drawgivenangles,andmeasurethemindegrees(°)v identify:anglesatapointand1wholeturn(total

360°);anglesatapointonastraightlineandhalfaturn(total180°);othermultiplesof90°

v distinguishbetweenregularandirregularpolygonsbasedonreasoningaboutequalsidesandangles

v Identify3-Dshapes,includingcubesandothercuboids,from2-Drepresentations

v identify,measureandnameanglesatapointand1wholeturn(total360°)

v identifyanglesatapointand1wholeturn(total360°)

20

differentdenominationsofcoinsandnotes

v Tellthetimetothehourandhalfpastthehour

v Compare,describeandsolvepracticalproblemsfortime(e.g.quicker,slower,earlier,later;hours,minutes,seconds)

v Chooseandusesuitableuniformandnon-uniformunitsandmeasuringinstruments(e.g.aleverbalance,metrestickormeasuringjug).

v Measureandbegintorecordtime(hours,minutes,seconds)

v Sequenceeventsinchronologicalorderusinglanguage(e.g.beforeandafter,next,first,today,yesterday,tomorrow,morning,afternoonandevening).

v Recogniseanduselanguagerelatingtodates,includingdaysoftheweek,weeks,monthsandyears;orderdaysoftheweekandmonthsoftheyear

v Drawthehandsonaclockfacetoshowthetimetothehourandhalfpastthehour

v Describewaysofsolvingpuzzlesandproblems,explainingchoicesanddecisionsorallyorusingpictures

Measurement–Year2

v recogniseandusesymbolsforpounds(£)andpence(p);combineamountstomakeaparticularvalue

v finddifferentcombinationsofcoinsthatequalthesameamountsofmoney

v recogniseandusesymbolsforpounds(£)andpence(p);combineamountsto

Geometry–Year4

v compareandclassifygeometricshapes,includingquadrilateralsandtriangles,basedontheirpropertiesandsizes;

v identifylinesofsymmetryin2-Dshapespresentedindifferentorientations;

v completeasimplesymmetricfigurewithrespecttoaspecificlineofsymmetry.

v describepositionsona2-Dgridascoordinatesinthefirstquadrant;

v describemovementsbetweenpositionsastranslationsofagivenunittotheleft/rightandup/down;plotspecifiedpointsanddrawsidestocompleteagivenpolygon.

v identifyacuteandobtuseanglesandcompareandorderanglesuptotworightanglesbysize

Measurement–Year3

v measure,compare,addandsubtract:lengths(m/cm/mm);mass(kg/g);volume/capacity(l/ml)

v addandsubtractamountsofmoneytogivechange,usingboth£andpinpracticalcontexts

v estimateandreadtimewithincreasingaccuracytothenearestminute

v measuretheperimeterofsimple2-Dshapes

v tellandwritethetimefroman

v distinguishbetweenregularandirregularpolygonsbasedonreasoningaboutequalsidesandangles

v identify,describeandrepresentthepositionofashapefollowingareflectionortranslation,usingtheappropriatelanguage,andknowthattheshapehasnotchanged

v identify3-Dshapes,includingcubesandothercuboids,nets

v usethepropertiesofrectanglestodeducerelatedfactsandfindmissinglengthsandangles

Geometry–Year6

v draw2-Dshapesusinggivendimensionsandangles

v recognise,describeandbuildsimple3-Dshapes,includingmakingnets

v compareandclassifygeometricshapesbasedontheirpropertiesandsizesandfindunknownanglesinanytriangles,quadrilaterals,andregularpolygons

v illustrateandnamepartsofcircles,includingradius,diameterandcircumferenceandknowthatthediameteristwicetheradius

v recogniseangleswheretheymeetatapoint,areonastraightline,orareverticallyopposite,andfindmissingangles

Measurement–Year5v measureandcalculatetheperimeterofcomposite

rectilinearshapesincentimetresandmetresv calculateandcomparetheareaofrectangles

(includingsquares),includingusingstandardunits,squarecentimetres(cm²)andsquaremetres(m²),andestimatetheareaofirregularshapes

v solveproblemsinvolvingconvertingbetweenunitsoftime

21

makeaparticularvaluev chooseanduseappropriatestandard

unitstoestimateandmeasurelength/heightinanydirection(m/cm);mass(kg/g);temperature(°C);capacity(litres/ml)tothenearestappropriateunit,usingrulers,scales,thermometersandmeasuringvessels

v compareandorderlengths,mass,volume/capacityandrecordtheresultsusing>,<and=

v solvesimpleproblemsinapracticalcontextinvolvingadditionandsubtractionofmoneyofthesameunit,includinggivingchange

v tellandwritethetimetofiveminutes,includingquarterpast/tothehouranddrawthehandsonaclockfacetoshowthesetimes

v knowthenumberofminutesinanhourandthenumberofhoursinaday.

v compareandsequenceintervalsoftime

Statistics–Year1

v interpretsimplepictogramsStatistics–Year2

v interpretandconstructsimplepictograms,tallycharts,blockdiagramsandsimpletables

v askandanswerquestionsabouttotallingandcomparingcategorical

analogueclock,includingusingRomannumeralsfromItoXII,and12-hourand24-hour

v comparedurationsofevents[forexampletocalculatethetimetakenbyparticulareventsortasks].

v estimateandreadtimewithincreasingaccuracytothenearestminute;recordandcomparetimeintermsofseconds,minutesandhours;usevocabularysuchaso’clock,a.m./p.m.,morning,afternoon,noonandmidnight

v estimateandreadtimewithincreasingaccuracytothenearestminute;recordandcomparetimeintermsofseconds,minutesandhours;usevocabularysuchaso’clock,a.m./p.m.,morning,afternoon,noonandmidnight

Measurement–Year4

v estimate,compareandcalculatedifferentmeasures,includingmoneyinpoundsandpence;

v convertbetweendifferentunitsofmeasure[forexample,kilometretometre;hourtominute];measureandcalculatetheperimeterofarectilinearfigure(includingsquares)incentimetresandmetres;

v findtheareaofrectilinearshapesbycountingsquares

v read,writeandconverttimebetweenanalogueanddigital12-and24-hourclocks;

v convertbetweendifferentunitsofmetricmeasure[forexample,kilometreandmetre;centimetreandmetre;centimetreandmillimetre;gramandkilogram;litreandmillilitre]

v understandanduseapproximateequivalencesbetweenmetricunitsandcommonimperialunitssuchasinches,poundsandpints

v estimatevolume[forexample,using1cm³blockstobuildcuboids(includingcubes)]andcapacity[forexample,usingwater

v useallfouroperationstosolveproblemsinvolvingmeasure[forexample,length,mass,volume,money]usingdecimalnotation,includingscaling

Measurement–Year6v solveproblemsinvolvingthecalculationand

conversionofunitsofmeasure,usingdecimalnotationupto3decimalplaceswhereappropriate

v use,read,writeandconvertbetweenstandardunits,convertingmeasurementsoflength,mass,volumeandtimefromasmallerunitofmeasuretoalargerunit,andviceversa,usingdecimalnotationtoupto3decimalplaces

v convertbetweenmilesandkilometresv recognisethatshapeswiththesameareascanhave

differentperimetersandviceversav recognisewhenitispossibletouseformulaefor

areaandvolumeofshapesv calculatetheareaofparallelogramsandtrianglesv calculate,estimateandcomparevolumeofcubes

andcuboidsusingstandardunits,includingcubiccentimetres(cm³)andcubicmetres(m³),andextendingtootherunits[forexample,mm³andkm³]

Statistics–Year5v solvecomparison,sumanddifferenceproblems

usinginformationpresentedinalinegraphv complete,readandinterpretinformationintables,

22

data.v askandanswersimplequestionsby

countingthenumberofobjectsineachcategoryandsortingthecategoriesbyquantity

v solveproblemsinvolvingconvertingfromhourstominutes;minutestoseconds;yearstomonths;weekstodays.

Statistics–Year3

v interpretandpresentdatausingbarcharts,pictogramsandtables

v solveone-stepandtwo-stepquestions[forexample,‘Howmanymore?’and‘Howmanyfewer?’]usinginformationpresentedinscaledbarchartsandpictogramsandtables.

Statistics–Year4

v interpretandpresentdiscreteandcontinuousdatausingappropriategraphicalmethods,includingbarchartsandtimegraphs

v solvecomparison,sumanddifferenceproblemsusinginformationpresentedinbarcharts,pictograms,tablesandothergraphs.

includingtimetablesStatistics–Year6v interpretandconstructpiechartsandlinegraphs

andusethesetosolveproblemsv calculateandinterpretthemeanasanaverage

23

ECONOMICSandENTERPRISEThiscurriculumistobetaughtinadditiontothelearningaboutmoneyinthemathscurriculum.

Theaimisfortheeconomicslearningintentionsbelowtobeachievedthroughenterpriseprojectsduringtheyear.

EARLY MIDDLE LATERWhatmoneyisandtheexchangeofmoneyv Recognisethecoinsandnotesthatweuse.v Understandthatdifferentcountriesuse

differentcoinsandnotes.Pickoutforeigncoinsfromaselectionanddiscussthem.

v Understandtheexchangeofcoinsandnotes(andotherforms–cards/vouchers)forgoodse.g.exchangegoodsforcoinsinarole-playsituation,suchasaclassshop.

Wheremoneycomesfromv Recognisethatthereareregularand

unpredictablesourcesofmoneye.g.discusswheremoneymightcomefromsuchasearnings(e.g.fromenterpriseproject)andpocketmoney.

Wheremoneygoesv Beabletotalkaboutthingsthattheymay

wanttospendtheirmoneyone.g.discusshowtheclassmightspend£50onresources.

v Recognisethatadultsalsohavetospendmoneyonfamiliarthingslikehouseholdbillsandfoodbillsetc.

Lookingaftermoneyv Knowhowwecankeepmoneysafe,either

Whatmoneyisandtheexchangeofmoneyv Knowaboutformsofmoneyotherthan

cash(creditanddebitcards,cheque,vouchers,paymentbyphoneandinternet)andhowthepaymentsaremade.

v Begintodevelopunderstandingofhowglobaltradeworksandsomeoftheconsequences(e.g.FairTrade).

Wheremoneycomesfromv Understandhowwegetmoneyforwork/

earnings.v Understandthatwemaygetmoneywhen

thereisinsufficientornoworkthroughbenefitpayments.

Wheremoneygoesv Recognisehouseholdexpensesand

regularfinancialcommitments.

Whatmoneyisandtheexchangeofmoneyv InvestigateandcompareInternetandmailorder

shopping.v Begintounderstandtheconceptofcredite.g.

investigatedifferentcreditdealsavailable.Calculateandcomparetherepaymentsusingsimplifiedexamples.

v Furtherdevelopunderstandingofhowglobaltradeworks(e.g.understandingofthechocolatetradelineandincomesofeachgroup).

Wheremoneycomesfromv Understandthatweneedmoneyinretirement

throughpensions,howthisispaidfor,whenthishappensandwhy.

Wheremoneygoesv Recogniseanddiscussthevarietyofhousehold

expensese.g.rent,utilitybills,creditcardbills,insuranceetc.

v Begintounderstandwhymoney,suchastaxandpensioncontributions,isdeductedfromearningse.g.discusshowmoneydeductedastaxisusedtopayforthingslikeschools.

Lookingaftermoney

24

bygivingittoaresponsibleadultorlockingitaway.

v Begintounderstandtheimportanceofkeepingfinancialrecordse.g.organisearole-playbank.

Spendingmoneyandbudgetingv Knowthatwehavetopayforwhatwebuy.v Beabletoconsiderpossiblewaysof

spendingmoney,consideringwantsandneeds.

Basicriskandreturnv Understandtheconsequencesoflosing

moneyorhavingitstolene.g.discussifwelosesomethingthatitneedsreplacing.

Makingpersonallifechoicesv Choosehowtospendmoneye.g.pocket

money/classraisedmoney.

Lookingaftermoneyv Understandkeepingmoneysafeby

puttingitintoanaccount(givingittoabank,buildingsociety,orpostofficetolookafter).

v Understandtheimportanceofkeepingfinancialrecords.Howwouldyouknowifyoulostsomemoney?

Spendingmoneyandbudgetingv Understandthatwemayneedtosaveif

thereisn’tenoughmoneyforeverythingwewanttoorhavetobuy.

v Understandthatmoneyboxesarenottheonlywaytosavemoney.

v Begintounderstandhowtousebudgetstoplanspending.Havebasicunderstandingoftheterms‘budget’,‘expenditure’,‘income’and‘profit’.

Basicriskandreturnv Begintounderstandtheconceptof

insurance–e.g.isitworthensuringyourhouseagainstalienattack/againststormdamageortheft?

v Understandthatwemaymakemoneyfrommoneybysaving.

v Knowsomeoftheservicesprovidedbyfinancialorganisations(e.g.savingsaccounts,loans,mortgages).

v Knowaboutsomeofficialfinancialrecords.Comparebankstatements,tillreceipts,creditcardsetc.

v Developmethods(includingICT)forrecordingaccounts(income,spending).

Spendingmoneyandbudgetingv Beabletomakeaplanforbudgetingasumof

moneyfortheclass.v Developmethodsforkeepingrecordsofbudgets,

spending(includinginterestonanyborrowedmoney),income,expenditureandprofit.

Basicriskandreturnv Developunderstandingoftheprinciplesof

probabilityandinsurance–weighinguplikelihoodsofrisks.

v Developunderstandingofsavings,e.g.researchandcomparedifferentwaysofsavingmoney,includingeaseofaccessandinterestrates.

v Knowthatinterestratesforbothsavingsandborrowingmaychangeandthattheyhaveimplicationsonfinances.

v Furtherdevelopknowledgeandunderstandingofservicesprovidedbyfinancialorganisations(e.g.includingborrowing,linkedtointerest).

Makingpersonallifechoicesv Understandthedifferencebetween‘good’debt

(plannedandmanageable)and‘bad’debt(unplannedandunmanageable)e.g.investigate

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v Begintotalkaboutthevalueofmoneye.g.discusswhether,orinwhatcircumstances,£5isalotofmoney.

v Begintobeabletotalkabouthowspendingmoneyandoursatisfactionfromthepurchasemayvarye.g.discusschildren’schoicesinthecontextof‘Wouldyourather….’ByJohnBurningham.Linktowantsandneeds.

Implicationsonfinancev Begintounderstandthatthereare

consequencestohavingmoreorlessmoneye.g.whathappensifyouhavenomoneyforsweets?Orforthebushome?Oriftheschoolhasnomoney?Linktowantsandneeds.

v Begintounderstandthatpeoplehavedifferentstandardsoflivingindifferentcountriese.g.findoutaboutdifferentincomesandpricesindifferentcountries.

Makingpersonallifechoicesv Decidehowtospendmoney,realor

imagined–e.g.whatwouldyoudoifyouweregiven£10?£100?£1,000?£10,000?

v Balanceneedsandwants,andprioritisespendingofalimitedbudget(e.g.throughdiscussionofarelatedbook).

v Beabletoassessbestbuysinavarietyofcircumstancese.g.Arethemostexpensivetrainersalwaysworthit?

v Knowthatcontrollingabudgetmayincludesavingmoneyforfuturewantsandneeds.

v Knowthatdonationstocharitymightbeincludedinspending.

Implicationsonfinancev Understandthatstandardsoflivingvary

acrosstimeandplacee.g.compareearningsandpricesnowadayswithanotherperiodofhistory.

v Discusswhyaparticularcountry/charityisappealingforinternationalaid–whatdotheywant?Howcouldwehelp?

mobilephonecharges–onwhichdealwouldyoufinditeasiesttomanageyourspending?

v Continuetoassessbestbuysinarangeofcircumstancese.g.isthebiggestboxalwaysthebestvalue?Comparing‘Buyone,getonefree’,‘3forthepriceof2’,half-priceetc.

v Discusshowspendingmoneyandoursatisfactionfromthepurchasecanvary,lookingat:howlongthingslast;howwelltheyperform;howlongwearestillinterestedintheme.g.comparemonetaryandpersonalvalueofcrazes(Pokémon,Yo-Yosetc.)ande.g.trousers.

Implicationsonfinancev Understandthatthereisanethicaldimensionto

financialdecisions,e.g.discusstheenvironmentalimplicationsofdifferentproducts.Isitworthpayingmoreforaproductthatdoeslessenvironmentaldamage?Considerthesituationswhendonationstocharityareneededandmade.

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COMMUNICATION,LANGUAGESANDLITERACY

ENGLISH-NON-FICTION

EARLY MIDDLE LATERSpeakingv Describeincidentsfromtheirownexperience

inanaudiblevoicev Speakwithclarityanduseappropriate

intonationwhenreadingtextsaloudv Explainideasandprocessesusingappropriate

andadventurousvocabularyv Developunderstandingthroughpredicting,

imaginingandexploringideasListeningandrespondingv Listenwithsustainedconcentration,building

newstoresofwordsindifferentcontextsv Listentoandfollowinstructionsaccuratelyv Listentoothersinclass,askrelevant

questionsandfollowinstructionsv Listentoanadultandremembersome

specificpointsandidentifywhatthey’velearned

GroupDiscussionandinteractionv Taketurnstospeak,listentoother’s

suggestionsandtalkaboutwhattheyaregoingtodo

v Askandanswerquestions,makerelevantcontributions,offersuggestionsandtaketurns

v Ensurethateveryonecontributes,allocatetasks,andconsideralternativesandreachagreement

Speakingv Explainprocessorpresentinformation,

ensuringthatitemsareclearlysequenced,relevantdetailsareincludedandaccountsareendedeffectively

v Buildonvocabularyinordertogivedetailedexplanations

v TellstorieseffectivelyandconveydetailedinformationcoherentlyforlistenerswithanincreasingcommandofstandardEnglish

v Respondappropriatelytothecontributionsofothersinlightofdifferingviewpoints

v Developunderstandingthroughspeculating,hypothesising,imaginingandexploringideas

Listeningandrespondingv Listentoaspeaker,makenotesonthetalk

andusenotestodeveloparole-playorimprovisation

v Comparethedifferentcontributionsofmusic,wordsandimagesinshortextractsfromTVprogrammes

Groupdiscussionandinteractionv Usetalktoorganiserolesandactionv Activelyincludeandrespondtoallmembers

ofthegroupv Takedifferentrolesingroupsandusethe

languageappropriatetothem,includingrolesofleader,reporter,scribeandmentor

Speakingv Useandexploredifferentquestiontypesand

differentwayswordsareused,includinginformalandinformalcontexts

v Usethetechniquesofdialogictalktoexploreideas,topicsorissues

v Usearangeoforaltechniquestopresentpersuasiveargumentsandengagingnarratives

v Participateinwhole-classdebateusingtheconventionsandlanguageofdebate,includingstandardEnglish

v Presentaspokenargument,sequencingpointslogically,defendingviewswithevidenceandmakinguseofpersuasivelanguage

v Continuetodevelopunderstandingthroughspeculating,hypothesising,imaginingandexploringideas

Listeningandrespondingv Identifysomeaspectsoftalkwhichvary

betweenformalandinformaloccasionsv Identifydifferentquestiontypesandevaluate

theirimpactontheaudiencev Makenoteswhenlisteningforasustained

periodv Analyseandevaluatehowspeakerspresent

pointseffectivelythroughuseoflanguageandgesture

v Listenforlanguagevariationinformalandinformalcontexts

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Dramav Exploreappropriatethemesthrough

improvisationandroleplayComprehension,understandingandinterpretingtextsv Identifythemaineventsandcharactersin

stories,andfindspecificinformationinsimpletexts

v Exploretheeffectofpatternsoflanguageandrepeatedwordsandphrases

v Drawtogetherideasandinformationfromacrossawholetext,usingsimplesignpostsinthetext

v Explainorganisationalfeaturesofatextincludingalphabeticalorder,layout,diagrams,captions,hyperlinksandbulletpoints

v Givesomereasonswhythingshappenv Deduceandinfercharacters'reasonsfor

behaviourfromtheiractionsandexplainhowideasaredevelopedinnonfictiontexts

Engagingwithandrespondingtotextsv Distinguishfictionandnon-fictiontextsand

thedifferentpurposesforreadingthemv Explaintheirreactionstotexts,commenting

onimportantaspectsv Linkwhattheyhavereadtotheirown

experiencesv Beintroducedtonon-fictiontextsthatare

structuredandorganisedindifferentwaysCompositionv Independentlychoosewhattowriteabout,

planandfollowitthroughv Orallyrehearsesentencesbeforewritingv Conveyinformationandideasinsimplenon-

narrativeforms

Dramav Createrolesshowinghowbehaviourcanbe

interpretedfromdifferentviewpointsv Interrogatetextstodeepenandclarify

understandingandresponsev Readextensivelyarangeofauthorsorgenres

andexperimentwithothertypesoftextCompositionv Composeandrehearsesentencesorally,

includingdialoguev Writenon-narrativetextsusingstructuresof

differenttext-typesv Selectandusearangeoftechnicaland

descriptivevocabulary(Appendix2)v Uselayout,format,graphicsandillustrations

fordifferentpurposesv Makedecisionsaboutformandpurpose,

identifysuccesscriteriaandusethemtoevaluatetheirwriting

v Developandrefineideasinwritingusingplanningandproblem-solvingstrategies

v Usesettingsandcharacterisationtoengagereader'sinterest

v Showimaginationthroughlanguageusedtocreateemphasis,humour,atmosphereorsuspense

v Chooseandcombinewords,imagesandother

v Identifythewaysspokenlanguagevariesaccordingtodifferencesinthecontextandpurposeofitsuse

v AnalysetheuseofpersuasivelanguageGroupdiscussionandinteractionv Planandmanageagrouptaskovertimeusing

differentlevelsofplanningv Understanddifferentwaystotaketheleadand

supportothersingroupsv Understandtheprocessofdecisionmakingv Understandanduseavarietyofwaysto

criticiseconstructivelyandrespondtocriticismDramav Reflectonhowworkinginrolehelpstoexplore

complexissuesv Deviseaperformanceconsideringhowto

adapttheperformanceforaspecificaudiencev Improviseusingarangeofdramastrategies

andconventionstoexplorethemessuchashopes,fearsanddesires

Comprehension,understandingandinterpretingtextsv Comparedifferenttypesofnarrativeand

informationtextsandidentifyhowtheyarestructured

v Makenotesonanduseevidencefromacrossatexttoexplaineventsorideas

v Appraiseatextquickly,decidingonitsvalue,qualityorusefulness

v Understandhowwritersusedifferentstructurestocreatecoherenceandimpact

v Recogniserhetoricaldevicesusedtoargue,persuade,misleadand/orswaythereader

v Understandunderlyingthemes,causesandpoints

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v Createshortsimpletextsonpaperandonscreenthatcombinewordswithimagesandsounds

v Rereadsentencestoensurethattheymakesense

v Readtheirownlearningtoanaudience,clearlyenoughtobeheard

v Selectfromdifferentpresentationalfeaturestosuitparticularwritingpurposesonpaperandonscreen

v Drawonknowledgeandexperienceoftextsindecidingonandplanningwhattowrite

v Maintainconsistencyinnon-narrativepieces,includingpurposeandtense.

v Makeadditions,revisionsandcorrectionstotheirownwritinginresponsetotheirownevaluationsandthoseofothers

v Readtheirwritingaloudwithappropriateclarityandintonation

Textstructureandorganisationv Writechronologicalandnon-chronological

textsusingsimplestructuresv Groupwrittensentencestogetherinchunks

ofmeaningorsubjectv Useappropriatelanguagetomakedifferent

sectionshangtogether(cohesion)v Useplanninganddraftingtoestablishclear

sectionsforwriting

featuresforparticulareffectsv Summariseandshapematerialandideas

fromdifferentsourcestowriteconvincingandinformativenon-narrativetexts

v Assesstheeffectivenessoftheirownandotherswritingandsuggestimprovements

v Proposechangestogrammarandvocabularytoimproveconsistency

v Readtheirwritingaloudwithappropriateclarity,intonationandvolume

Textstructureandorganisationv Signalsequence,placeandtimetogive

coherencev Grouprelatedmaterialintoparagraphsv Organisetextsintoparagraphstodistinguish

betweendifferentinformation,eventsorprocesses

v Useadverbsandconjunctionstoestablishcohesionwithinparagraphs

v Makenotesonanduseevidencefromacrossatexttoexplaineventsorjustifyideas

v Deduceandinfercharacters'reasonsforbehaviourfromtheiractionsandexplainhowideasaredevelopedinnonfictiontexts

v Inferwriters'perspectivesfromwhatiswrittenandfromwhatisimplied

v Explorehowwritersuselanguageforcomicanddramaticeffects

Engagingwithandrespondingtotextsv Comparetheusefulnessoftechniques,suchas

visualisation,prediction,empathy,inexploringthemeaningoftexts

v Reflectonreadinghabitsandpreferencesandplanpersonalreadinggoals

v Readextensivelyarangeofauthorsorgenresandexperimentwithothertypesoftext

v Compareandcontrasthowwritersfromdifferenttimesandplacespresentexperiencesanduselanguage

v Sustainengagementwithlongertexts,usingdifferenttechniquestomaketextcomealive

v Compareandcontrasthowacommonthemeispresentedinpoetry,proseandothermedia

Compositionv Identifytheaudienceforandpurposeofthe

writingv Noteanddevelopinitialideasdrawingon

readingandresearchwerenecessaryv Reflectindependentlyandcriticallyonown

writingandeditandimproveitv Adaptnon-narrativeformsandstylestowrite

fictionorfactualtexts,includingpoemsv Varypaceanddevelopviewpointthroughthe

useofdirectandreportedspeech,portrayalofactionandselectionofdetail

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v Createmulti-layeredtexts,includingtheuseofhyperlinks,linkedwithwebpages

v Assesstheeffectivenessoftheirownandother’swriting.Proposechangestovocabulary,grammarandpunctuationtoenhanceeffectsandclarifymeaning

v Performtheirowncompositionsusingappropriateintonation,volumeandmovementsothatthemeaningisclear

v Innon-narrative,establish,balanceandmaintainviewpoints

v Selectwordsandlanguagedrawingontheirknowledgeofliteraryfeaturesandformalandinformalwriting.Understandhowthisenhancesthemeaningofthetext.(e.g.dialect,questiontags,contractions,colloquialismetc.areexamplesofinformaltechniques)

v Settheirownchallengestoextendachievementandexperienceinwriting

v Usedifferentnarrativetechniquestoengageandentertainthereader

v Integratewords,imagesandsoundsimaginativelyfordifferentpurposes


v Learntosummariselongerpassages

Textstructureandorganisationv Experimentwiththeorderofsectionsand

paragraphstoachievedifferenteffectsv Changetheorderofmaterialwithina

paragraph/sentencee.g.movingthetopicsentence

v Usevariedstructurestoshapeandorganisetextscoherently

v Useparagraphstoachievepaceandemphasisv Settheirownchallengestoextend

achievementandexperienceinwriting

30


v Selectwordsandlanguagedrawingontheirknowledgeofliteraryfeaturesandformalandinformalwriting

v Integratewords,imagesandsoundsimaginativelyfordifferentpurposes

31


LITERACY–FICTIONANDPOETRY

EARLY MIDDLE LATERSpeakingv Tellstories,expressfeelingsanddescribe

incidentsfromtheirownexperienceinaclearvoice

v Retellstoriesandordereventsusingstorylanguage

v Readtextsaloudandinterpretthemusingsomevarietyinpaceandemphasis

v Tellstoriesandlistentoadiverserangeoftextsincludingstories,traditionaltalesaswellasstoriesfromotherculturesandtraditionsandbyawiderangeofdiverseauthors

v Learntorecitesomepoemsbyheartv Tellrealandimaginedstoriesusingfamiliar

storylanguagev Discussandclarifythemeaningofwords,

linkingnewmeaningtoknownvocabulary

Listeningandrespondingv Listenwithsustainedconcentrationandbuild

upnewbanksofwordsindifferentcontextsv Joininwithpredictablephrasesv Useawiderangeofstimuli,includingVisual

Literacy,andencouragechildrentoexpresstheirviewsabouthowastoryorinformationhasbeenpresented

GroupDiscussionandInteractionv Askandanswerquestions,makerelevant

contributions,offersuggestionsandtaketurns

Speakingv Sustainconversation,explainorgivereasons

fortheirviewsorchoicesv Increasedfamiliarityofawideanddiverse

rangeoftextsincludingmythsandlegends,retellingsomeoftheseorally

v Preparepoemsandplay-scriptstoreadaloudandperform;showinganunderstandingthroughtone,intonation,volumeandaction

v Tellstorieseffectivelyandconveydetailedinformationcoherentlyforlisteners

Listeningandrespondingv Followupothers'pointsandshowwhether

theyagreeordisagreeinwhole-classdiscussion/debate

Groupdiscussionandinteractionv Usetalktoorganiserolesandactionsv Activelyincludeandrespondtoallmembers

ofthegroupv Usethelanguageofpossibilitytoinvestigate

andreflectonfeelings,behaviourorrelationships

v Listeningtoanddiscussingawiderangeof

Speakingv Tellastoryusingnotesdesignedtocue

techniques,suchasrepetition,recap,humourv Presentaspokenargument,sequencingpoints

logically,defendingviewswithevidenceandmakinguseofpersuasivelanguage

v Usethetechniquesofdialogictalktoexploreideas,topicsorissues

v Usearangeoforaltechniquestopresentpersuasiveargumentsandengagingnarrativesincludingexpressingfeelings

v Participateinwhole-classdebateusingtheconventionsandlanguageofdebate,includingStandardEnglish

Listeningandrespondingv Identifydifferentquestiontypesandevaluate

theirimpactontheaudiencev Identifysomeaspectsoftalkthatvary

betweenformalandinformaloccasionsv Makenoteswhenlisteningforasustained

periodv Analyseandevaluatehowspeakerspresent

pointseffectivelythroughuseoflanguageandgesture

Groupdiscussionandinteractionv Planandmanageagrouptaskovertimeusing

differentlevelsofplanningv Understanddifferentwaystotakethelead

andsupportothersingroupsv Understandtheprocessofdecisionmaking

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v Taketurnstospeak,listentoeachothers'suggestionsandtalkaboutwhattheyaregoingtodo

v Explaintheirviewswithinasmallgroup,decidehowtoreportthegroup'sviewstotheclass

v Workeffectivelyingroupsbyensuringthateachgroupmembertakesaturnchallenging,supportingandmovingon

v Ensurethateveryonecontributes,allocatetasks,consideralternativesandreachagreement

Dramav Useimprovisationandrole-playtoexplore

familiarthemesandcharactersv Actouttheirownandotherwell-known

stories,usingvoicesforcharactersv Presentpartoftraditionalstories,theirown

storiesorlearningfromdifferentpartsofthecurriculumformembersoftheirownclassorbeyond

v Adoptappropriaterolesinsmallorlargegroupsandconsideralternativecoursesofaction

v Considerhowmoodandatmospherearecreatedinliveorrecordedperformanceandperformancepoetry

Comprehension:understandingandinterpretingtextsv Identifythemaineventsandcharactersin

stories,andfindspecificinformationinsimpletexts

v Makepredictionsandinferencesaboutideas,eventsandcharactersbasedonwhathasbeensaidordone

texttypes,includingpoetry Dramav Usesomedramastrategiestoexplorestories

orissuesv Createrolesshowinghowbehaviourcanbe

interpretedfromdifferentviewpoints Comprehension:understandingandinterpretingtextsv Explorehowdifferenttextsappealtoreaders

usingvariedsentencestructuresanddescriptivelanguage

v Deduceandinfercharacters'feelingsinfictionandconsequencesinlogicalexplanations

v Deduceandinfercharacters'reasonsforbehaviourfromtheiractionsandexplainhowideasaredevelopedinnon-fictiontexts

v Explainhowwritersusefigurativeandexpressivelanguagetocreateimagesandatmosphere

v Recognisingdifferentformsofpoetrye.g.freeverseandnarrativepoetry

v Understandanduseavarietyofwaystocriticiseconstructivelyandrespondtocriticism

Dramav Reflectonhowworkinginrolehelpsto

explorecomplexissuesv Performascriptedscenemakinguseof

dramaticconventionsv Useandrecognisetheimpactoftheatrical

effectsindramav Roleplayorimproviseusingarangeofdrama

strategiesandconventionstoexplorethemessuchashopes,fears,desires

v Considertheoverallimpactofaliveorrecordedperformance,identifyingdramaticwaysofconveyingcharacters’ideasandbuildingtension

Comprehension:understandingandinterpretingtextsv Inferwriters'perspectivesfromwhatis

writtenandwhatisimpliedv Comparedifferenttypesofnarrativeand

informationtextsandidentifyhowtheyarestructured

v Explorehowwritersuselanguageforcomicanddramaticeffects


v Understandunderlyingthemes,causesand

33

v Exploretheeffectofpatternsoflanguageandrepeatedwordsandphrases

v Recognisethemainelementsthatshapedifferenttexts

v Checkforsenseandself-correctinaccuraciesusingsyntax,contexts,picturesandphonicknowledge

v Drawtogetherideasandinformationfromacrossawholetext,usingsimplesignposts

v Givesomereasonswhythingshappenandorcharacterschangedrawingontheirownexperiences

v Explorehowparticularwordsareusedinpoetry,includingwordsandexpressionswithsimilarmeanings

Engagingwithandrespondingtotextsv Selectbooksforpersonalreadingandgive

reasonsforchoicesv Visualiseandcommentonevents,characters

andideas,makingimaginativelinkstoownexperiences

v Engagewithbooksthroughexploringandenactinginterpretations

v Explainreactionstotexts,commentingonimportantaspects

v DiscussfavouritewordsandphrasesCompositionv Independentlychoosewhattowriteabout,

planandfollowitthroughv Orallyrehearsesentencesbeforewritingv Usekeyfeaturesofnarrativeinwritingv Createshortsimpletextsonpaperandusing

ICTthatcombinewordswithimages/soundsv Rereadsentencestomakesuretheymake

sensev Readtheirownlearningtoanaudience,

Engagingwithandrespondingtotextsv Makecomparisonswithinandacrosstextsv Shareandcomparereasonsforreading

preferences,extendingtherangeofbooksread

v Identifyfeaturesthatwritersusetoprovokereaders'reactions

v Empathisewithcharactersanddebatemoraldilemmasportrayedintexts

v Interrogatetextstodeepenandclarifyunderstandingandresponse

v Readextensivelyarangeofauthorsorgenresandexperimentwithothertypesoftext

v Explorehowandwhywriterswrite,includingthroughdiscussionwithauthorsatauthorvisitsandbycontactingthemonlineincludingthroughface-to-faceandonlinecontact

Compositionv Composeandrehearsesentencesorally

beforewritingv Selectandusearangeoftechnicaland

descriptivevocabularyv Usedifferenttemplates/scaffolds(e.g.

beginning,middleandend)towritenarrativesinwhicheventsaresequencedlogicallyandconflictsresolved

v Makedecisionsaboutformandpurpose;identifysuccesscriteriaandusethemtoevaluatetheirownwritingandsuggestimprovements

v Uselayout,format,graphicsandillustrationsfordifferentpurposes

v Developandrefineideasinwritingusingplanningandproblem-solvingstrategies

v Usesettingsandcharacterisationtoengagereader'sinterest

pointsofviewv Understandhowwritersusedifferent

structurestocreatecoherenceandimpactEngagingwithandrespondingtotextsv Reflectonreadinghabitsandpreferencesand

planpersonalreadinggoalsv Makecomparisonswithinandacrosstextsv Comparetheusefulnessoftechniquessuchas

visualisation,predictionandempathyinexploringthemeaningoftexts

v Comparehowacommonthemeispresentedinpoetry,proseandothermedia

v Comparehowwritersfromdifferenttimesandplacespresentexperiencesanduselanguage

v Sustainengagementwithlongertexts,usingdifferenttechniquestomakethetextcomealive

v Readextensivelyanddiscusspersonalreadingwithothers,includinginreadinggroups

Compositionv Identifytheaudienceforandpurposeofthe

writingv Noteanddevelopinitialideasdrawingon

readingandresearchwerenecessaryv Experimentwithdifferentnarrativeformsand

stylestowritetheirownstoriesv Adaptnon-narrativeformsandstylestowrite

fictionorfactualtexts,includingpoemsv Usedifferentnarrativetechniquestoengage

andentertainthereaderv Selectwords(e.g.verbforms)andlanguage

drawingontheirknowledgeofliteracyfeaturesandformalandinformalwriting(e.g.dialect,questiontags,contractions,colloquialismetc.areexamplesofinformal

34

clearlyenoughtobeheardv Findandusenewandinterestingwordsand

phrases,includingstorylanguagev Drawonknowledgeandexperienceoftextsin

decidingandplanningwhatandhowtowritev Selectfromdifferentpresentationalfeatures

tosuitparticularwritingpurposesonpaperandusingICT

v Sustainforminnarrative,includinguseofpersonandtime

v Makeadventurouswordandlanguagechoicesappropriatetostyleandpurposeofthetext

v Makeadditions,revisionsandcorrectionstotheirownwritinginresponsetotheirownevaluationsandthoseofothers

v Readtheirwritingaloudwithappropriateclarityandintonation

Textstructureandorganisationv Writechronologicalandnon-chronological

textsusingsimplestructuresv Groupwrittensentencestogetherinchunksof

meaningorsubject(cohesion)v Useplanningtoestablishclearsectionsfor

writingv Useappropriatelanguagetomakesections

hangtogether

v Showimaginationthroughlanguageusedtocreateemphasis,humour,atmosphereorsuspense

v Chooseandcombinewords,imagesandotherfeaturesforparticulareffects

v Readtheirwritingaloudwithappropriateclarity,intonationandvolume

v LearntosummariselongerpassagesTextstructureandorganisationv Signalsequence,placeandtimetogive

coherencev Grouprelatedmaterialintoparagraphsv Organisetextsintoparagraphstodistinguish

betweendifferentinformation,eventsorprocesses

v Useadverbsandconjunctionstoestablishcohesionwithinparagraphs

techniques)v Settheirownchallengestoextend

achievementandexperienceinwritingv Integratewords,imagesandsounds

imaginativelyfordifferentpurposesincludingdialoguetodevelopcharacterandadvancetheaction

v Assesstheeffectivenessoftheirownandotherswritingandsuggestimprovements.Proposechangestovocabulary,grammarandpunctuationtoenhanceeffectsandclarifymeaning

v Performtheirowncompositionsusingappropriateclarity,intonationandmovementsothatmeaningisclear

v LearntosummariselongerpassagesTextstructureandorganisationv Experimentwiththeorderofsectionsand

paragraphstoachievedifferenteffectsv Usevariedstructurestoshapeandorganise

textscoherentlyv Useparagraphstoachievepaceandemphasis

35


MODERNFOREIGNLANGUAGES

EARLY MIDDLE LATERSpeakingandlisteningv Listenandrespondtosimplerhymesand

songsv Recogniseandrespondtospecificsounds

andwordsv Listenattentively,repeatingwordsand

phrasesv Understandeverydayclassroomlanguage,

instructionsandpraise.Readingandwritingv Recognisesomefamiliarwordsinwritten

formv Experimentwithwritingsimple,singlewords

Speakingandlisteningv Listentostories,songs,rhymesandpoems

forenjoymentv Listenforspecificwordsandphrasesv Askandanswersimplequestionsv Expressopinionsandrespondtothoseof

othersv Speakinsentences,usingfamiliar

vocabulary,phrasesandbasiclanguagestructures

v Identifyspecificsounds,words,rhymesandletters

v UnderstandandexpresssimpleopinionsReadingandwritingv Makelinksbetweensomephonemes,rhymes

andspellingsv Readsimplewordsandphrasescarefullyand

pronouncethemaccuratelysothatotherscanunderstand

v Followashorttext,listeningandreadingatthesametime,andshowunderstandingofthetext

Speakingandlisteningv Listenattentivelyandunderstandmore

complexphrasesandsentencesv Speakinsentences,usingfamiliar

vocabulary,phrasesandbasiclanguagestructures

v Engageinconversationsv Askandanswerquestionsv Expressopinionsandrespondtothoseof

othersv Listentostories,songs,rhymesandpoems

forenjoymentv Understandthemainpointsandsimple

opinionsinaspokenstory,songorpassage.

v Usespokenlanguageconfidentlyforarangeofaudiences.

v Presentinformationandideasorallytoarangeofaudiences.

v Developaccuracyinpronunciationandintonation.

Readingandwriting

v Writephrasesfrommemoryandadaptthesetocreatenewsentences,toexpressideasclearly

v Writewords,phrasesandshortsentencesusingareferenceormodel

v Readwordsandphrasescarefullyandpronouncethemaccuratelysothatotherscanunderstand

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InterculturalUnderstandingv Beawareofthefactthatdifferentlanguages

arespokenbychildrenineachclassacrosstheschool.

v Learnaboutfestivalsandcelebrationsenjoyedbychildrenandfamiliesinourschool.

v Understandthattherearedifferentsymbols,objectsorproductsthatrepresentdifferentcountries.

Knowledgeaboutlanguagev Listenandlookforwordswhicharesimilar

anddifferentinotherlanguages.v Investigateandcomparesimplegreetingsin

differentlanguages.

v Writesimplewordsandphrases,sometimesusingamodel

v RecognisepatternsinsimplesentencesInterculturalUnderstandingv Learnaboutthedifferentlanguagesspoken

bythechildrenintheschool,includingtheirscriptsandnumbersystems.

v Learnaboutfestivalsandcelebrationsassociatedwithdifferentfaithtraditionsandculturalheritagesoffamiliesinourlocalschools/community.

v Comparedifferentsymbols,objectsorproductsthatrepresentdifferentcountries

v Identifysomeofthecountrieswherethelanguageisspoken

Knowledgeaboutlanguagev Listenandlookforwordswhicharesimilar

anddifferentinotherlanguages;recognisethatlanguagesborrowwordsfromotherlanguages.

v Drawonknowledgeofwordclasses,lettersandletterstringstohelpunderstandinginanewlanguage.

v Investigateandcomparecharacteristicsindifferentlanguageseg:wordclasses,

v Readandunderstandthemainpointsandsomedetailfromashortwrittenpassage

v Readshortauthentictexts(e.g.stories,songs,poemsandrhymes)forenjoyment

v Manipulatelanguagebychanginganelementinasentence

v Applyknowledgeofruleswhenbuildingsentencese.g.typicalconventionsofwordorderintheforeignlanguage.

InterculturalUnderstandingv Learnaboutthedifferentlanguagesspoken

bythechildreninschoolandbegintoidentifythepartsoftheworldwheretheselanguagesarepredominantlyspoken.

v Learnaboutfestivalsandcelebrationsassociatedwithdifferentfaithtraditionsandculturalheritagesinthewiderandglobalcommunity(andlinkwithUnicefRightsoftheChild)

v Recogniseandcomparedifferentsymbols,objectsorproductsthatrepresentdifferentcountries

v Recogniseandunderstandsimilaritiesanddifferencesbetweenpeopleandplaces

v Reflectonaspectsofeverydaylifeusingempathyandimaginationtounderstandotherpeople’sexperiences

Knowledgeaboutlanguage

v Listenandlookforwordswhicharesimilaranddifferentinotherlanguages;recognisethatlanguagesborrowwordsfromotherlanguages.

v InvestigateandcomparecharacteristicsofdifferentlanguageswithEnglisheg:wordclasses,structureandvocabulary.

v Drawonknowledgeofwordclasses,lettersandletterstringstohelpunderstandingin

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structureandvocabulary.v Begintousesimpledictionariestoexplore

newlanguage.v Beabletoaskforclarificationandhelp.v Begintounderstandhowhighfrequency

verbsareconjugatedandthatsomelanguageshavefeminine,masculineandneuterforms.

anewlanguage.v Developunderstandingofhowhigh

frequencyverbsareconjugatedandbegintoknowthegenderofsomecommonnouns.

v Useknowledgeofsentencestructureandbasicgrammarwhenreadingorcreatingasentenceinanewlanguage.

v Usedictionariestoexpandknowledgeofvocabularyandtosupportindependentlearningofanewlanguage.

v Beawareofdifferentstrategiestoovercomedifficultiesindependently,eg:askingateacher,peersupport,dictionaryandinternet.

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CREATIVEANDEXPRESSIVEARTS

VISUALARTS

Theartisticelements(colour,line,shape,space,form,texture,pattern,tone)arethebuildingblocksofvisualarts.Thelearningobjectivesoutlinedbelowseektodevelopchildren’sawarenessofandsensitivitytoeachoftheseelements.Childrenshoulddevelopanunderstandingofthecreativeprocess,includingtheuseoftechnologyandsketchbookstorecord,developandadaptideas.Childrenshouldknowaboutadiverserangeofartists,craftmakers,designersandarchitects.

Suggestedartists:(manyoftheseartistswillcrossintoarangeofdifferentartmovementsandareonlylinkedtosuggestedartisticmovements)

Impressionists-VincentVanGogh,ClaudeMonet,PaulCezanneEdgarDegas,EdouardManet,JulieManet,HenriMatisse,BerthaMorisont,MaryCassatt,EvaGonzales,LauraKnightSurrealism-SalvadorDali,ReneMagritte,PaploPicasso,FriedaKahlo,JoanMiro,MarcelDuchamp,ManRay,RemediosVaro,LeonoraCarringtonAbstract-Expressionism-JacksonPollock,HenryMoore(WW2,sculptureandpainting),BarbraraHepworth-Sculptor,LouiseBourgeois–sculptorOpArtPopArt–BrigetRiley(lineandopticalillusionpainting)Bauhaus-PaulKlee,WassilyKandinsky,JosefAlbers,GuntaStölzl(aweaver),BenitaOtte(aweaver),MargueriteFriedlaender-Wildenhain(ceramicist),IlseFehling(sculptorandsetdesigner)orAlmaSiedhoff-Buscher(toymaker)LászlóMoholy-NagyandLudwigMiesvanderRohePopArtists-AndyWarhol(PopArt)DavidHockney(Britishpainter,landscape,perspective,portraiture,photographyandtechnology),RoyLichtenstein,RobertRauschenberg,RichardHamilton,MarisolEscobar,CoritaKent,YayoiKusama(linkstoemotionalwellbeing)ArtDeco-Tamaradelempicka–(portraits),HenryMackintosh,Erte,YoungBritishArtists-RachelWhiteread–Sculptureandnegativespace,ChrisOpheli-painter,GillianWearing,ChapmenBrothers,SamTaylorWood,GarryHumeConceptualart/ContemporaryArtists-KaraWalker–AfricanAmerican–contemporarypainter,silouettist,printmaker,andinstillationartistandfilmmaker–exploresthemesofrace,gendersexualityandidentityinherwork.Usecarefullyassomeimageryisquiteviolent,CindySherman(photographyandportraitureandnarrative)JeffKoons–Sculptor,Banksy(contemporarystreetart-stencilsandsocialcommentary),Jean-MichelBasquiat,AnishKapoor,TakashiMurakami,ChuckClose(portraits)AndyGoldsworthy(natureassculpture)JennyHolzer,GeorgiaO’KeeffeUndefined/Miscellaneous-JulieMehretu–Ethiopian/AmericanPainter:abstractlayeringofpaintonacrylicforglobalurbanlandscapes

Glossary

ElementsofArt:Thevisualcomponentsofcolor,form,line,shape,space,texture,andtone

Colour:Anelementofartmadeupofthreeproperties:hue,value,andintensity.•Hue:nameofcolor•Value:hue’slightnessanddarkness(acolor’svaluechangeswhenwhiteorblackisadded)•Intensity:qualityofbrightnessandpurity(highintensity=colorisstrongandbright;lowintensity=colorisfaintanddull)

Form:Inrelationtoartthetermformhastwomeanings:itcanrefertotheoverallformtakenbythework–itsphysicalnature;orwithinaworkofartitcanrefertotheelementofshapeamongthevariouselementsthatmakeup

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Line:Linesoftendefinetheedgesofaform.Linescanbehorizontal,vertical,ordiagonal,straightorcurved,thickorthin.

Shape:Ashapeisoneofthesevenelementsofart.Whendefiningitwithinthestudyofart,shapeisanenclosedspace.Itsboundariesaredefinedbyotherelementsofartsuchaslines,tone,colors,andtextures.

Space:Anelementofartbywhichpositiveandnegativeareasaredefinedorasenseofdepthachievedinaworkofart.

Negativeandpositivespace:Negativespace,inart,isthespacearoundandbetweenthesubject(s)ofanimage.Theareaaroundpositiveshapes,thebackground,isnegativespace.Asolidpieceofsculptureoccupiesspace,andmakesthespacearounditcometolife.

Texture:Anelementofartthatreferstothewaythingsfeel,orlookasiftheymightfeeliftouched.

Tone:Thisreferstothelightnessordarknessofsomething.Thiscouldbeashadeorhowdarkorlightacolourappears.Tonesarecreatedbythewaylightfallsona3Dobject.Thepartsoftheobjectonwhichthelightisstrongestarecalledhighlightsandthedarkerareasarecalledshadows.

Shade:Shadeisthemixtureofacolorwithblack,whichreduceslightness.

Contrast:Contrastisaprincipleofart.Whendefiningit,artexpertsrefertothearrangementofoppositeelements(lightvs.darkcolors,roughvs.smoothtextures,largevs.smallshapes,etc.)inapiecesoastocreatevisualinterest,excitement,anddrama.

PrinciplesofArt:Balance,emphasis,movement,proportion,rhythm,unity,andvariety;themeansanartistusestoorganizeelementswithinaworkofart.

Composition:Inthevisualarts,compositionistheplacementorarrangementofvisualelementsoringredientsinaworkofart,asdistinctfromthesubject....Thetermcompositionmeans'puttingtogether'andcanapplytoanyworkofart,frommusictowritingtophotography,thatisarrangedusingconsciousthought.

Foreground/mid-ground/background:thegroundorpartssituatedinthefront/thegroundorpartssituatedinthefrontthegroundorpartssituatedbetweentheforegroundandbackground/thegroundorpartssituatedattheback.

Depthoffield:Isthedistancebetweenthenearestandfarthestobjectsinasceneandtheirfocus(typicallyusedinphotography)

Spatialrelationships:specifieshowsomeobjectsarelocatedinrelationtoeachother.

Drawing

Hatching/Crosshatching:Crosshatchingisanextensionofhatching,whichusesfineparallellinesdrawncloselytogethertocreatetheillusionofshadeortextureinadrawing.Crosshatchingisthedrawingoftwolayersofhatchingatright-anglestocreateamesh-likepattern.

Contour:Contourdrawing,isanartistictechniqueusedinthefieldofartinwhichtheartistsketchesthecontourofasubjectbydrawinglinesthatresultinadrawingthatisessentiallyanoutline

Proportion:

Perspective:isthetechniqueusedtorepresentthree-dimensionalobjectsonatwo-dimensionalsurface(apieceofpaperorcanvas)inawaythatlooksnaturalandrealistic.Perspectiveisusedtocreateanillusionofspaceanddepthonaflatsurface

Paintingorworkingwithcolour

Primary/secondary/tertiarycolours:acolor,asred,yellow,orblue/Asecondarycolorisacolormadebymixingtwoprimarycolorstogether:redandyellowto

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getorange,yellowandbluetogetgreen/acolorproducedbymixingtwosecondarycolors.

Doubleprimarysystem:

Colourwheel:Acolorwheelorcolourcircleisanabstractillustrativeorganizationofcolorhuesaroundacircle,whichshowstherelationshipsbetweenprimarycolours,secondarycolours,tertiarycoloursetc.

Complementarycolours:Twocoloursonoppositesidesofthecolorwheel,whichwhenplacednexttoeachothermakebothappearbrighter.

Colournotes:

Sculpture

Armature:Insculpture,anarmatureisaframeworkaroundwhichthesculptureisbuilt.Thisframeworkprovidesstructureandstability,especiallywhenaplasticmaterialsuchaswax,newspaperorclayisbeingusedasthemedium.

Slip:Isliquefiedclaywiththeconsistencyofheavycreamoftenusedfordecorationandjoining/smoothingseams.

Reliefsculpture:Reliefisasculpturaltechniquewherethesculptedelementsremainattachedtoasolidbackgroundofthesamematerial.ThetermreliefisfromtheLatinverbrelevo,toraise.Tocreateasculptureinreliefistogivetheimpressionthatthesculptedmaterialhasbeenraisedabovethebackgroundplane.

Printing

Etching:Printingtechniquewheretheartistscratchesoffthesurfaceofthemetalplatewheretheywantthelinetoappearinthefinishedpiece.Intraditionalpureetching,ametal(usuallycopper,zincorsteel)plateiscoveredwithawaxygroundwhichisresistanttoacid.

Reliefprinting:Reliefprintingisaprocesswhereprotrudingsurfacefacesoftheprintingplateorblockareinked;recessedareasareinkfree.Printingtheimageisthereforearelativelysimplematterofinkingthefaceofthematrixandbringingitinfirmcontactwiththepaper(e.glinoprinting,polystyrenetiles,blockprinting)

Screenprinting:isamethodofcreatinganimageonpaper,fabricorsomeotherobjectbypressinginkthroughascreenwithareasblockedoffbyastencil.

Blockprinting:Isanothertermforreliefprinting,typicallyusedwithwoodblockscarvedtocreatearelieftoprint.Thiscanalsobecreatedbybuildingcardboardorothermaterialsontoasurfacetocoverincolourandtransferontoanothersurface,usuallypaperortextiles.

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EARLY MIDDLE LATERPaintinganddrawingv Exploreshape,line,toneandpatternusinga

rangeofdrawingtools.v Usesketchbookstorecordanddevelop

ideas.v Mixdoubleprimarysystem–colourwheel

andshadecardsincludingprimaryandsecondarycolours.

v Developbrushcontrol,mixtodesiredconsistency.

v Describecoloursandshapes,nameandmatchcolourstofoundobjects

v Describepaintingsandexpresspersonalopinions

v Vocabulary:describeshape,sizeandtexture-round,oval,designandplan,long,thick,thick,thin,rough,smoothetc.

Drawingandsculpture(papier-mâchésculpture)v Developobservationalskillsbylinkingtothe

tactile.v Recordandcollectinformation,exploreand

developideasbasedonastimulus.v Developconstructionandmodellingskills

(recycledmaterials,clay,playdough)v Compareownworkwiththatofothersand

expressopinionsv Vocabulary:model,construct,sculpture,

paperlaminate,form,solid,hollowPrintinganddrawing(expressingideasandfeelings,exploringthenaturalworldthroughart)

Paintinganddrawingv Useviewfindertoselectareav Awarenessoftheabstractdevelopedfromthe

realistic,analyseshape,patternetc.v Usesketchbookstorecordanddevelopideas.v Developunderstandingofproportioninfigure

drawing,makecolournotesv Mixarangeoftonalcoloursincludingtertiary

coloursandexploringdifferentwaysofmakingcolourslighteranddarker.

v Explaindecisionsmadeandjustifychoicesofmedium,brushsizeetc.

v Begintodevelopunderstandingof‘layers’withinartwork.

v Vocabulary:composition,scale,tone,shade,foreground,mid-ground,background,designandplan

Drawing,sculpture,design(artistsfromothercultures:maskmakingdesigningandmakingartefacts:consideringartists/craftspeoplefrompast-modrocsculpture)v Usesketchbookstorecordanddevelopideasv Recordfromfirsthandobservationv Awarenessoffacialexpressionandproportionv Awarenessofmovementandformv Collectvisualinformationfromarangeof

sourcesv Usewiretoexplorelinearspaceandshow

movementv Usearangeofconstructionandmodelling

techniques,includingusingclayv Compareownworkwiththatofothersand

expressopinionsv Developartisticvocabularywhendescribing

Paintinganddrawing(developingvisualliteracybyexamininghowfeelingsandemotionsarecommunicatedbyartists,examininghowartistshavedepictedmovementinart)v Continuetodevelopawarenessofpattern,texture

andshapev Usedrawingtorecordobservationsdeveloping

greatercontrolwhendrawingv Usefirsthandobservationsaswellassecondary

sources.v Usesketchbookstorecordanddevelopideasv Recordlocalcolour,reflectivecolourandshadow

incompositionsthroughuseofcolourv Considertheeffectoflightv Usecolournotesaccuratelyv Examinespatialrelationshipsincompositions,to

beabletomodifyworkoveraperiodoftimev Combinevisualqualitiestoshowmovementv Findconnectionsbetweenownworkandthatof

otherartistsv Vocabulary:border,expressive,contour,

boundary,profile,transform,describe,surface,textures

Drawing,sculpture,design(designandmakingartefactsfromanonwesternculture–tilemaking.Developingvisualperception-figurativeclaysculpture)v Planideasusingsketchbooksv Toselectvisualinformationaboutchosentopic

andresearchindependentlyv Developobservationalwork-examineproportion

shapeandspacefromdirectexperiencev Exploreshape,lineandpatternin3dv Useclaytocreatereliefsculpturev Handletoolsappropriatelyandjoiningclaywith

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v Developobservationalskillsv Experimentwithdifferentmediav Exploreshape,line,toneandpatternv Useaviewfinderv Experimentwitharranging,ordering,

repeatingthroughmanipulationoftilev Developarangeofprintingtechniques

(Createownprintingblockonpolystyrenetilefromobservationaldrawing,Markmakingusingapressprint)

v Compareworkbydifferentwellknownartistsanddesigners

v Modifyandevaluateworkon-goingv Vocabulary:shade,tint,describetextureand

shape,viewfinder,texture-smooth,roughetc.pattern,repeat,regular,lines–curved,straight,zigzag

Possibleusesofmedia:v Powderandposterpaintsv Brushesofdifferentsizesv Chalkpastels,2b/4bpencils,coloured

pencils,recycledmaterials,newspaper,maskingtape,tissuepaper

v Watercoloursv Polystyrenetile,printinginks,rollersv Clayv iPadsappsanddrawprogrammes

RespondingtoArtv Beexposedtoadiverserangeofartand

artists,craftmakersanddesignersfromaroundtheworld.

v Tobeabletoexpressasimplepreference

ownwork,modelandcoveranarmatureusingmodroc

v Vocabulary:expression,emotion,paperlaminate,detail,decoration,model,armature,construct,form,balance,movement,proportion,solid,hollow

MixedMedia(printing,painting,collageetc.)(expressingideasandfeelings,developingvisualperceptionandrecordingobservations)v Analyseanddescribetexturesinsource

materialandthroughobservation,scaleofdifferentobjects,includingoverlappingshapes,.

v Translatedrawncompositionintocollagev Discriminateinuseofmaterialsandtechniquesv Findconnectionsbetweenownworkandthat

ofotherartistsv Vocabulary:collage,bumpy,composition,

balanced,proportion,tonalcoloursPossibleusesofmedia:v 2b/4bpencils,colouredpencilsv Doubleprimarypaints,differentsizebrushesv Chalkandoilpastelsv Materialsforsculpture-newspaper,masking

tape,paste,doubleprimary,decorativematerials(sequins,beadsetc.)

v Books,artefacts,paintings,etc.v Wire,cutters,pliers,wood,newspaper,

maskingtape,modroc,doubleprimarysystemv Naturalandman-madeobjectsv PVAglue,differentpapersandnatural

materialsforcollagev iPadsappsanddrawprogrammesRespondingtoArtv Beexposedtoadiverserangeofartandartists

craftmakers,designersandarchitectsfrom

increasedconfidencev Developuseofclay-slabbing,moulding,adding

texture,usingtools,v Talkabouttheprocessesinvolvedinownworkv Developlanguagetodescribe,modifyand

evaluateworkon-going.v Findconnectionsbetweenownworkandthatof

otherartistsv Vocabulary:form,solid,slip,structure,rigid,

malleable,hollow,construction,mass,support,mould,construct,natural,organic,symmetrical,repetitive,mirror,biscuitfiring

MixedMedia(printing,painting,collageetc.)(expressingideasandfeelings,developingvisualperceptionandrecordingobservations)v Analyseanddescribetexturesinsourcematerial

andthroughobservation,scaleofdifferentobjects,includingoverlappingshapes.

v Translatedrawncompositionintocollageusingtoneandcolournotesaccurately.

v Discriminatemoreappropriatelyinuseofmaterialsandtechniques

v Findconnectionsbetweenownworkandthatofotherartists

v Vocabulary:collage,bumpy,composition,balanced,proportion,tonalcolours

Possibleusesofmedia:v Tapestries/fabricsv Highlytexturedmaterials(hessian,fur,silks,

velvets,animalprintsetc.)v Chalkpastels,fixativev 2b4bpencilsv Clay,rollingpins,claytools,knives,slip,glazes

(couldbeairdriedclayifkilnunavailable)v Examplesoffigurativesculpture(e.g.Henry

Moore,MaggieHamblin)v Photosofchildreninrole/costumetouseas

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andtalkabouttheelementsofapicturethatappeals(ordoesnot)andgivesimplereasonswhy.

v Toexperienceartand/orartistsinsitubyvisitingagalleryormuseumtolinkwithaparticularlearningthemeorartisticskillormovement

aroundtheworld.v Developanunderstandingofmajorglobal

artistsandtheirimportanceandunderstandthecultural,socialandhistoricaldevelopmentofartforms.

v Beabletoexpressapreferenceandtalkabouttheelementsofapicturethatappeals(ordoesnot)andgivereasonswhy.

v Experienceartand/orartistsinsitubyvisitingagalleryormuseumtolinkwithaparticularlearningtheme,artisticskillormovement.

v Begintoassesstheirownartworkagainstgivencriteria

sourcev Rangeoffigurativeartwork,doubleprimarycolour

systemandrangeofbrushesv iPadsappsanddrawprogrammesRespondingtoArtv Beexposedtoadiverserangeofartandartists,

craftmakers,designersandarchitectsfromaroundtheworld.

v Usethelanguageofartanddesigntoexpressapreferenceandtalkabouttheelementsofapicturethatappeals(ordoesnot)andgivereasonswhy.

v Developanunderstandingofmajorglobalartistsandtheirimportanceandunderstandthecultural,socialandhistoricaldevelopmentofartforms.

v Begintodevelopaknowledgeofmajorschoolsofartandtheirproponents

v Experienceartand/orartistsinsitubyvisitingagalleryormuseumtolinkwithaparticularlearningtheme,artisticskillormovement.

v Assesstheirownandother'sworksofartagainstgivencriteria

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CREATIVEANDEXPRESSIVEARTS–MUSIC

Themusicalelements(timbre,tempo,dynamics,pulse,texture,pitch,duration,structureandstyle)arethebuildingblocksofmusic.Thelearningobjectivesoutlinedbelowseektodevelopchildren’sawarenessofandsensitivitytoeachoftheseelements.Themusicalelementsareinterrelatedandchildren’sunderstandingoftheseconceptswilldeepenovertime.Eachelementispresentinmostmusicalactivity,butsomelessonsmayfocusonasingleelement.

EARLY MIDDLE LATER

ListeningandRespondingExploringSoundsv environmental

o listentofamiliarsoundsintheirenvironmento describeandclassifysounds

v vocalo recognisethedifferencebetweenour

speakingandsingingvoiceso recogniseanduseavarietyofvocalsounds

v bodypercussiono discoverwaysofmakingsoundsusingbody

percussion,e.g.clap,click,slap,tap.v instruments

o explorewaysofmakingsoundsusingpercussioninstrumentsandexperimentwithtechniques

ListeningandRespondingtoMusicv listentoarangeofshortmusicalpiecesorextractsv respondimaginativelytomusicthroughmovementv talkaboutpiecesofmusic,givepreferencesand

illustrateresponsesv showthesteadybeatwhenlisteningtomusicv recognisethedifferencebetweenfast/slow

tempos,loud/softsounds,high/lowsoundsv listenandrespondtopatternsoflong/shortsounds

ExploringSoundsv environmental

o listento,identifyanddescribesoundso recogniseandclassifysounds

v vocalo recognisepitchdifferenceindifferentvoices,

e.g.male/female,adult/childv bodypercussion

o makeshortsequencesofsoundsusingbodypercussion

v instrumentso explorehowthesoundsofdifferent

instrumentscansuggestvarioussoundsandsoundpictures

ListeningandRespondingtoMusicv listentoarangeofshort,familiarandunfamiliar

musicalpiecesorextractsv talkaboutpiecesofmusic,givepreferencesand

illustrateresponsesinavarietyofwaysv showthesteadybeatwhenlisteningtomusicv differentiatebetweenmusicwithasteadybeatand

musicwithoutasteadybeatv identifyandshowtempoasfastorslow,orgetting

faster/slower.v differentiatebetweenloudandsoftsounds,ormusic

gettinggraduallylouderorsofterv identifysomefamiliesofinstruments

ExploringSoundsv environmental

o recognisehowsoundsareproduced/organized,e.g.soundwaves,resonance,echoes,vibrations

v vocalo explorearangeofsoundsthatthesingingvoiceandthe

speakingvoicecanmakev bodypercussion

o createcomplexsequencesofsoundsusingbodypercussion

v instrumentso explorehowthesoundsofdifferentinstrumentscan

suggestvarioussoundsandsoundpicturesListeningandRespondingtoMusicv listentoanddescribeabroadrangeofmusicalstylesand

traditionsfromavarietyofhistoricalperiodsv listentomusic,bothrecordedandliveandevaluateitin

termsofpersonalresponseandchoiceofinstrumentsv respondimaginativelytomusicinavarietyofways,e.g.

movement,dance,mime,poetry,writing,artv identifyfamiliesofinstruments,e.g.orchestral,folk,brass,

percussion,strings,woodwind,worldv distinguishthemaininstrumentheardinapiecev recogniseandunderstandhowtempoanddynamicchoices

contributetoanexpressiveperformancev recognisestrongandweak-beatpatterns,v determinesimpleform/structureandrepresentthrough

gestures

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PerformingSongSingingv recogniseandsingfamiliarsongsandmelodiesv recogniseandimitateshortmelodiesinechoes,

developingsenseofpitch,e.g.twoorthreenotetunesorsinginggames(basedonlah,sohandmi)

v showthesteadybeatinlisteningtosongsv show,whilesinging,whethersoundsmovefrom

hightolow,orlowtohighv performsongswithasenseofdynamics–softfora

lullaby/loudandenergeticforanactionsongPlayingInstrumentsv playsimplepercussioninstruments,tunedand

untunedv useinstrumentstoaccompanysongs,nursery

rhymesorchantsEarlyLiteracyv matchselectedsoundstoapictorialsourcev recogniseandperformsimplerhythmicpatterns

frompictorialsymbols

v singashorttwoorthreenotemelodyfromatwo-

linestave(mi,soh,lah)

SongSingingv singawideningrangeofsongswithincreasingvocal

control,confidenceandexpressionv performfamiliarsongswithincreasingcontrolof

pulse,tempo,pitchanddynamicsv performsimpleroundsintwoormorepartsv performarhythmicormelodicostinato(arepeated

pattern)toaccompanyasongPlayingInstrumentsv discoverdifferentwaysofplayingpercussionand

melodicinstrumentsv usepercussioninstrumentstoshowthebeator

rhythmwhenaccompanyingsongs/chantsv identifyandperformsimpletunesfrommemoryor

fromnotationLiteracyv recogniseandusesymbolstonotatemetre(time)

andrhythmv recognise,nameandclapinstickandstandard

notation‘ta’(crotchet,1beat),‘ti-ti’(quavers,2halfbeats),‘Z’(rest,1beat)

v singashorttwoorthreenotemelodyfromatwo-

linestave(doh,re,mi,soh,lah)

v singashortfive/sixnotemelodyfromatwo/three-

linestave

v recognisetheshapeofasimplemelody

SongSingingv recogniseandsingfrommemoryamoredemanding

repertoireofsongswithanawarenessofthemusic'ssocial,historicalandculturalcontexts

v singindependently,withincreasingawarenessandcontrolofpulse,tempo,pitch,dictionandpostureandwithincreasedcontrolofdynamics,phrasingandexpression

v relatewordsandmoodofasongtostyleofperformancev performarhythmicormelodicostinato(apatternthatis

repeatedoverandover)inaccompanyingasongv perform,aspartofagroup,songsthatincludesimplerounds

orharmonypartsPlayingInstrumentsv performarangeofplayingtechniquesonawideselectionof

percussionandmelodicinstrumentsv usepercussioninstrumentswithincreasingconfidenceand

skilltoaccompanytunes,songsandchantsv identifyandperformfamiliartunesfrommemoryorfrom

notationindependentlyLiteracyv recogniseandusesymbolstonotatemetre(time)and

rhythmv recognise,nameandclapinstickandstandardnotation‘ta’

(crotchet,1beat),‘ti-ti’(quavers,2halfbeats),‘Z’(rest,1beat),‘ta-a’(minim,2beats),‘ta-a-a’(dottedminim,3beats)and‘ta-a-a-a’(semibreve,4beats)

v singsomeshort,familiarmelodiesfromafivelinestave

v recognisetheshape(contour)ofamelodyandmovementby

stepsorbyleaps,fromagraphicscoreorfromnotationv usestandardsymbolstoread,singandplaysimplemelodies*

fromsight

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Composing

ImprovisingandCreatingv selectsounds(environments,vocal,body

percussionandinstruments)tocreatesimplesoundideas,.e.g.soundstorepresentpartsofstory,oracharacter–abear,frog,fairy,etc.

v inventandperformshort,simplemusicalpiecesv improvisenewanswerstoshortmelodicpatterns,

e.g.singingconversationsornewverses/wordstofamiliarsongsorrhymes

Talkingaboutandrecordingcompositionsv discussowncompositionsandcompositionsof

otherchildren,e.g.how/whyinstrumentswereselected,howsoundsweremade,likes/dislikes,etc.

v inventgraphicsymbolsforsinglesoundsorsoundeffects

v useICTtorecordcompositions

ImprovisingandCreatingv selectdifferentkindsofsounds(voice,body

percussion,un-tunedandtunedpercussion,simplemelodicinstruments,electronicinstruments)toportrayacharacter,asequenceofeventsoranatmosphereinsoundstories

v inventandperformsimplemusicalpiecesthatshowadevelopingawarenessofmusicalelements

v recall,answerandinventsimplemelodicandrhythmicpatterns,usingvoice,bodypercussionandinstruments

Talkingaboutandrecordingcompositionsv discussowncompositionsandcompositionsofother

children,e.g.how/whyinstrumentswereselected,howsoundswereproduced,whateffectswereproduced,whatchangesweremade,likes/dislikes,etc.

v deviseandusegraphicsymbolstorecordmusicalpatternsandinventions


ImprovisingandCreatingv selectfromawidevarietyofsoundsources(voice,body

percussion,un-tunedandtunedpercussion,melodicinstrumentsandtechnology)forarangeofmusicalpurposes

v inventandperformpiecesthatshowanincreasingawarenessandcontrolofmusicalelements

v recall,answerandinventmelodicandrhythmicpatterns,usingvoices,bodypercussionandinstruments

Talkingaboutandrecordingcompositionsv reflectuponandevaluatehis/herworkandtheworkofother

childrendiscussingandexplaining

v deviseandusegraphicsymbolsand/orusestandardnotationtorecorddifferentlinesofmusicalpatternsandinventions

or


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CREATIVEANDEXPRESSIVEARTS–DRAMAAcrossallyeargroups,dramaincludesthefollowingactivities:

v usingdramatosupportothercurriculumareas(history/MFL/scienceetc.)

v usingdramaasastartingpointforcreativity(e.g.writing/drawing/composingmusic)

v engagingwithdifferentthemes(growingup/diversityetc.)andissues(conflictbetweenfriends/solvingproblemsetc.)throughdrama

v improvisationv enteringintootherlivesandsituationsv adaptingdramascenesfordifferentaudiencesv workingindividually,inpairs,smallgroupsandwholeclass

DramaatBrindisheSchoolswillaimto:

v buildteamworkv buildself-esteemv supportsresiliencev developempathyv developself-awarenessv developspeakingandlisteningskills

EARLY MIDDLE LATERExploringandmakingdramav Usetheabilitytoplayatmake-believeto

enterfullyintoparticipationindrama.Movefromgameplayingtodramamaking.

v Understandswherethedrama(fiction)beginsandends.

v Acceptthesharednatureoftheform,takingturnstospeakandlistenalongsideothers(adultsandchildren)

v Begintorecognisetensionanditsroleinshapingthenarrative.

v Knowthatdramaisasafewaytoexploreissuesandstoriesthatmightbemorethreateningonacloserlevel.

v Understandthatthereisnorightonwrongindramaactivities(e.g.thattheendingofawellknownstorycanchange-Goldilocksismadetogoandapologisetothebears...)

v Begintoconsiderhowwevarylanguage

Exploringandmakingdramav Enterintothefictionaldramaticcontextwith

thesamespontaneityandfreedomthathe/shehasearlierappliedtomake-believeplay.

v Knoweverydramahasasignpostedbeginningandend

v Understandthephrase‘suspensionofdisbelief’anddevelopunderstandingofthelinebetweenfactandfictionindrama

v Abilitytoholdontoaroleforaslongasthedramaticactivityrequires.

v Usethedynamicsoftheirperformancetocontroltension

v Identifyhowtheuseofspaceandobjectscanhelpinbuildingthecontextandinsignifyingdramaticthemes.

v Understandthatrehearsalisrepetition,trialandimprovement.

ExploringandmakingDramav Distinguishbetweenthevariousdrama

genres–comedy,fantasy,tragedyetc.v Experimentingwithhowspaceandobjects

canhelpinbuildingthecontextandinsignifyingdramaticthemes.

v Developgreatersubtlyintheuseoflevels,paceandpausingtobuildtension

v Identifyuseofsymbolismasadramatic/literarytechnique,andbuilditintotheirownperformances

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accordingtoourroleandcircumstancesv Considertheimportanceoflisteningtoothers

inthegroup.

Dramaskillsandactivitiesv Understandwhenateacherisinrole,and

theyareinagrouprolerespondingtotheteacher

v Starttoperformthemselvesandwatchothersperform(asequence/freeze-frameorfewlinesofdialogue)

v Takepartinwholegroupmimedactivitiesthatarenarratedthroughbyanadult(e.g.‘Let’salldigfortheturnip’)

v Listenandcontributewhentheteacherasksforhelpinrecallingkeymomentsofdrama.

v Contributeopinionsandsuggestionsthatareappropriatetotheroleandthenarrative.

v Begintounderstandsimpleconventions(e.g.stillphotographstocaptureasharedmoment)

v Usecombinationsofmovementandgesturetoexpressandrespondtofeelings,ideas,storiesandexperiences.

Dramaskillsandactivitiesv Continuetoacceptteacherinroleandlook

forcuesofrolesfromwithinthelanguage.Adjustlanguagefunctionaccordingly(e.g.teacherbeginningwith:“Thankyouverymuchforattendingthismeetingtoday”)

v Respondtoothermembersofthegroupinroleandconsiderquestioningskills(e.g.throughhotseating)

v Usestillphotographsinordertoexploreavarietyofdifferentsituationsaspartofapair,wholegrouporsmallgrouptoexploresequenceandtomanipulatedifferenttimes–meanwhile,after,

v Usethoughttrackingtoshowsubtext.v Takepartinarepeatedsequence(e.g.each

persontopackoneiteminthesuitcase)understandtheuseofsymbolsandbeawareofusingtension.

v Begintousesimplescriptsandunderstandthatperformancecanpresentdifferentmeanings

v Workinpairsorsmallgroupstoplan,rehearseandpresentanidea,takingintoaccounttheaudience.

v Speakpersuasivelyduringdebates,takingastanceimposedbyteacher,usingStandardEnglish.

Dramaskillsandactivitiesv Workinroletoshapethesharedfictionand

explorefictionalrelationships.v Exploredifferentapproachestoacharacter’s

predicament–(whatif?ForumTheatre)v Considerhowusingspace,levelsmimed

actionandvarieddialoguecanbuildupapreparedpiecethatisdynamic.

v Understandthedifferencebetweennaturalisticandnon-naturalistictheatre

v Becomeincreasinglycomfortablewithusingnon-naturalisticconventionstoexploreanissue(e.g.goodangel/badangel,‘consciencealley’toexploreemotions)

v Recognisethatdramahasmanygenres(e.g.comedy,tragedyetc.)andadaptperformancestofitarangeofstyles

v Becomeincreasinglyfamiliarwithusingscriptandunderstandtheprocessthattakesthetextintoaction.

v Scriptdramaforothers.v Speakpersuasively,takingastance(imposed

byteacherorself-selected)duringdebates,usingappropriatelanguageandtone,andStandardEnglish;expressopinionsbackedupwithclearreasoning

v Preparereadings,withappropriateintonationtoshowtheirunderstanding.

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Reflectingondramav Usereflectiononaparticulardramaticaction

tocreatepossiblealternativecoursesfortheaction.

v Outofrole,abletotalkaboutpartsofthelessonthatwasmostenjoyableandwhy?

v Begintospeculateonalternativechoiceofaction;”whatdoyouthinkmighthavehappenedifJackhad….”

v Starttousepersonalexperiencesofreallifesituationsandcharacterstolinktothedrama

v Abletoretellthestoryofthedramatoathirdparty.

v Usethedramaasarehearsalforsimplewritingtasks–letters,instructions,sequencingetc.

Reflectingondramav Usethesharingofinsightsarisingoutofthe

dramatodeveloptheabilitytodrawconclusions,tohypothesiseaboutlifeandpeople.

v Tobeabletoreflectonthedramaandconsideroutofrole,howitcouldhavebeenmoreexciting

v Starttobehaveasarespectfulmemberofanaudienceandtorespondtoothers’workinanappropriateway,offeringmovingoncomments.Respondthoughtfullytotheatreperformances.

v Starttoreceiveotherpeople’sopinionsofaperformancepieceinapositiveway.

v Begintoarticulateopinionsaboutdramaonanacademiclevelandnotonapurelyemotivelevel.

v Understandthatdramacanbeusedtoasarehearsalforthethoughtsandfeelingsofanindividualcharacter.

v Toharnessthosefeelingstowriteinroleorusethedramaasacontextforotherwriting–instructions,diaries,newspapers,planning.

Reflectingondramav Reflectonaparticulardramaticactionin

ordertocreatepossiblealternativeactionsthatwillreflectmorecloselythelifepatternsbeingexamined.

v Plan,rehearseperformandmodifyapieceinresponsetothegroup’sideasandopinions.

v Knowhowtoofferconstructivepraisev Becomeincreasinglyusedtoscripts,modifng

andadaptingifneeded.v Knowhowtoperformasamemberofan

audienceandrespondthoughtfullytotheatreperformances.

v Knowthatthemakingisasimportantastheperformanceelement.

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CREATIVEANDEXPRESSIVEARTS–DANCEAtBrindisheSchoolsourdancecurriculumenableschildrentogainartisticskillsanddiscipline,aswellasdevelopingtheirabilityinphysicalinteraction,teamworking,problemsolving,observing,evaluating,verbalandnon-verbalcommunication.Throughdanceourchildrencollaboratewithotherartforms,andmakeconnectionswithdesigninspace,musicalityandcreativity.Weexploreadiverserangeofstyles(contemporary,street,modern,jive,flamencoetc.)choreographersanddancerse.g.MatthewBourne,DavidBintley,CarlosAcosta,IsadoraDuncan,AlvinAileyetc.

EARLY MIDDLE LATERAcquiringanddevelopingskillsv Identifyarangeofbodypartsandexplore

howtheycanmove(i.e.shoulders,elbows,hips,knees,ankles,fingers,wrists,neck…).

v Considerhowchangingspeed,levelanddynamicscanopenupnewopportunitiesformovement.

v Understandhowtomovesafelyandpurposefullyinpersonalandgeneralspace.

v Considerhowchanginglevel,speed,dynamicsanddirectioncanaffecthowwetravelthroughspace.

v Explore,remember,repeatandlinkarangeofactionswithcoordination,controlandexpression.

Selectingandapplyingskills,tacticsandcompositionalideasv Linkactionstocreatesimplemovement

phrases,withaclearbeginning,middleandend.

v Understandthatsimplemovementphrasescanbecombinedtocreateshortdances.

v Considerhowdynamicsofmovementcanchangebyrespondingphysicallytovariouspiecesofmusic.

v Composeandperformdancephrasesandshortdancesthatexpressandcommunicate

Acquiringanddevelopingskillsv Understandhowimprovisationcanbeusedas

atooltogeneratenewmovementideasandtoexploreavarietyofstimuli.

v Exploreandcreatecharacters,narrativeandstoriesinresponsetoarangeofstimuli.

Selectingandapplyingskills,tacticsandcompositionalideasv v Explorearangeofchoreographicdevices

(unison,canon,repetition)andusethesetodevelopphrasesofmovement.

v Understandhowtocreatedancemotifsandusethesetosupportanarrativeinchoreography.

v Begintoexploresolos,duets,trios,quartetsandsmallgroupchoreographyandexploreformation(lines,circles,invertedtriangles)

Acquiringanddevelopingskillsv Developtheirownstartingpoints(and

creativeentrypoints)fordance,incorporatingavarietydancestyles.

v Understandhowtoworkindependentlyandcollaborativelytocreatedances.

v Explore,improviseandcombinemovementideasfluentlyandeffectively.

Selectingandapplyingskills,tacticsandcompositionalideasv Composedancesusingcomplexandmulti

layereddancephrases,inter-changingformationsandarangeofdynamicchanges.

v Performdancesexpressively,usingarangeofperformanceskillsandmovementpatterns

v Createandstructuremotifs,phrases,sectionsandwholedancesincorporatingtheirunderstandingofeffectivechoreographicdevices.

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moods,ideasandfeelings,choosingandvaryingsimplecompositionalideas.

Knowledgeandunderstandingoffitnessandhealthv Understandtheimportanceofwarmingup

andcoolingdownv Noticechangesinbodytemperature,heart

rateandbreathingbeforeandafterwarmupactivities.

Evaluatingandimprovingperformancev Performsmallmovementphrasestopeers.v Copy,watch,anddescribedancemovementv Watchandevaluate(theirownandothers)

dancephrasesanddances,andusewhattheylearntoimprovetheirownwork

v Developanawarenessofrhythmic,dynamicandexpressivequalitiesinmovementphrases.andusetheseto

v Performmorecomplexdancephrasesanddancesthatcommunicatecharacterandnarrative

Knowledgeandunderstandingoffitnessandhealthv Knowanddescribewhattheyneedtodoto

warmupandcooldownfordance.v Understandhowadancewarmupcanbe

usedasacreativeentrypoint.

Evaluatingandimprovingperformancev Performchoreographicphrasestosmall

audiencesandconsiderwhatmakesagoodperformance.

v Describeandevaluatesomeofthecompositionalfeaturesofdancesperformedwithapartnerandinagroup

v Watchvideosoftheirownandotherswork.Talkabouthowtheymightimprovetheirdancesusingappropriatevocabulary.

v Describe,interpretandevaluatetheirownandothers’dances,takingaccountofcharacterandnarrative

Knowledgeandunderstandingoffitnessandhealthv Havetheabilitytoplananddelivertheirown

warmups,consideringsafety,bodyawarenessandcreativeentrypoints.

v Understandthatdancecanimprovemuscletone,strength,flexibility,endurance,agility,co-ordinationandoverallfitness.

v Understandwhydanceisgoodfortheiroverallhealthandwellbeing

Evaluatingandimprovingperformancev Describe,analyse,interpretandevaluate

dances(theirownandprofessionaldanceperformances)showinganunderstandingofsomeaspectsofstyleandcontext

v Watchvideosoftheirownperformancesandusetheseformomentsofself-evaluation.

v Understandhowadanceisformedandperformed.

v Evaluate,refineanddeveloptheirownandothers’worksuggestingwaystodeveloptechniqueandcompositionusingappropriatevocabulary.

v Performdancestoawideraudience–allowingconsideringforthetechnicalaspectsofaperformance(costume,lighting,setandmusicalaccompaniment)

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Glossary:Canon:achoreographicdevicewhereindividualsand/orgroupsperformthesamemovementphrasebutbeginningatdifferenttimes.Levels:thealtitudeofamovementinrelationtoitsdistancefromthefloor.Low:closetothefloorwiththeintentiondownwards;medium:thelevelofeverydaywalking;high:anymovementdonewithelevation,notnecessarilyajump.Itimpliesaliftingofthechestandanupwardfocus.Motif:amovementorgesturePhrase:twoormoremovements/gestureslinkedtogetherSequence:aseriesofmovements,longerthanaphrasebutshorterthanasectionofadance.Repetition:whereamovementorgestureisrepeatedforeffectUnison:twoormorepeopleperformingthesamemovementatthesametime

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HISTORY

EARLY MIDDLE LATERChronologicalunderstandingv Canunderstandthedifferencebetween

thingsthathappenedinthepastandthepresent.

v Canusewordsandphrasessuchas:now,yesterday,lastweek,whenIwasyounger,alongtimeago,averylongtimeago,beforeIwasborn,whenmyparents/carerswereyoung,recently,whenmyparents/carerswerechildren,decades,andcenturies.

v Knowthathistoricaleventscanbesequencedandcanputpeople,eventsandobjectsinchronologicalorderonatimeline.

Knowledgeandunderstandingofevents,peopleandchangesinthepast v Findoutaboutpastandpresenteventsin

theirownlives,andinthoseoftheirfamiliesandotherpeopletheyknowandknowthataworldexistedbeforetheywereborn.

v Knowthataworldexistedbeforetheywerebornbystudyingeventsthataresignificant,nationallyorglobally.

v Investigateandunderstandthatthingschangeastimepassesandidentifydifferencesbetweenaspectsoftheirownlivesandpasttimes.

v Knowsomethingsthathappenedtootherpeopleinthepast,demonstratingknowledgeofaspectsofthepastbeyondlivingmemoryandofsomeofthemaineventsandpeoplestudied,ensuringthatexamplesusedare

Chronologicalunderstandingv Developanunderstandingthatthepastcan

bedividedintodifferentperiodsoftimeandthatatimelinecanbedividedintoperiodsi.e.BCandAD.

v Canusedatesandvocabularyrelatingtothepassingoftime,including:ancient,modern,BC,AD,BCE,ACE,centuryanddecade.

v Canplaceevents,peopleandchangesstudiedintocorrectperiodsoftimeonatimeline.

Knowledgeandunderstandingofevents,peopleandchangesinthepastv Findoutaboutcharacteristicfeaturesofthe

periodsandsocietiesstudied,includingtheideas,beliefs,attitudesandexperiencesofmen,womenandchildren,housesandsettlements,cultureandleisureactivities,clothes,wayoflifeandactionsofpeople,whatwasimportanttopeople’slives,richandpoor,ethnicdiversityofthesocieties,roleofmonarch/rulers,technology,science,artetc.,ensuringthathistoricalfiguresarerepresentativeandinclusive,includingLGBT+andminoritiesegAlanTuring,MarySeacole

v Findoutaboutthefeaturesofancientcivilizationsandwhytheydeveloped/failed.

v Findoutaboutkeypeopleandtheirrolesandknowkeyevents(i.e.HenryVIIIandhiswives,

Chronologicalunderstandingv Consolidateanunderstandingthatthepast

canbedividedintodifferentperiodsoftimeandthatatimelinecanbedividedintoperiods:BeforeChrist(AncientCivilizationssuchasAncientGreeksandEgyptiansorMayaetc.)RomansAnglo-Saxons,Tudors,Stuarts,Georgians,Victorians,21stcentury.

v Canusedatesandvocabularyrelatingtothepassingoftime,includingancient,modern,BC,AD,BCE,ACE,centuryanddecadetoplaceevents,peoplesetc.onatimeline.

v Canplaceevents,peopleandchangesintocorrectperiodsoftime.

Knowledgeandunderstandingofevents,peopleandchangesinthepastv Canuseanincreasingdepthoffactual

knowledgetorecogniseanddescribefeatures,thesocial,cultural,religiousandethnicdiversityofsocietiesandbegintomakelinksbetweenfeaturesofpastsocietiesandperiods.

v Canidentify,describe,explainreasonsforandresultsofhistoricalevents,situationsandchangesintheperiodsstudiedandmakelinksbetweentherelevantcausesandconsequences.Childrencandrawconclusionsandmakelinksbetweenhowdiversityandinclusivenesshaschangedandreflectonhowthathaschangedtheworldwelivein.egWWIIchangedgenderroles

v Canunderstandandexplainhowsomeofthe

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diverseandreflectiveofoursociety.v Knowandrecountepisodesfromstories

aboutthepast.v Recogniseandbegintounderstandwhy

peopledidthings,whateventshappenedandtheresults.

v Comparepeopleandaspectsoflifeindifferenttimeperiods.

Historicalinterpretationv Childrenshouldbetaughttoidentifydifferent

waysinwhichthepastisrepresentedforexample:inpictures,plays,films,reconstructionsofthepast,museumdisplays,TVprogrammesandfictionalstories.

Historicalenquiryv Canusearangeofsourcesofinformation(for

example,stories,eye-witnessaccounts,picturesandphotographs,artefacts,historicbuildingsandvisitstomuseums,galleriesandsites,theuseofICT-basedsources) toaskandanswerquestionsaboutthepast.

v Studythewayoflifeofpeopleinthemoredistantpastwholivedinthelocalarea,elsewhereinBritainoroverseas.

Armada,dissolutionofmonasteriesetc.).v Begintogiveafewreasonsforandresultsof

themainhistoricalevents,featuresandchangesintheperiodstudied.

v DevelopagreaterunderstandingoflifeinBritainindifferentperiodsoftimeandhowpeopleandeventshaveinfluencedandshapedBritaintoday.

v Understandhowsomeoftheeventsfromthepastaffectlifetoday.

Historicalinterpretationv Begintorecogniseandshowsome

understandingthataspectsofthepasthavebeenrepresentedandinterpretedindifferentways(eghistoricalbias,whowaswritinglaw/textsatthetimewillinfluencetheperspectivefromwhichitisgivenfrom,andwillnotbeatruerepresentativesampleofthepopulationatthetime)

v Identifysomeofthedifferentwaysinwhichthepastisrepresentedfromdifferentpointsofview.

v Canlookatdifferentversionsofthesameeventinhistory,identifyingdifferencesintheaccountsandgivepossiblereasonswhytheyaredifferent.

v Knowthatarchaeologicalevidencefromthedistantpastissubjectiveandopentointerpretation.

Historicalenquiryv Knowwhereandhowevidencefromthe

distantpastisfoundi.e.archaeology.v Usearangeofdifferentsourcesof

information,includingICT,documents,

eventsfromthepastaffectlifetoday.Historicalinterpretationv Knowthatpeoplebothinthepastandnow,

includingthemselves,haveapointofviewandthatthiscanaffectinterpretationofthepast.

v Knowthatsomeevents,peopleandchangeshavebeeninterpretedindifferentwaysandsuggestpossiblereasonsforthis.

v Knowthatpeoplebothnowandinthepastrepresenteventsorideasinawaythatpersuadesothers.

v Understandthatitisimportanttoknowthatsomeevidencefromthepast(andpresent)ispropaganda,opinionormisinformation,andthatthisaffectsinterpretationsofhistory.

v Canevaluateevidencetochoosethemostreliableforms.

Historicalenquiryv Canaskandanswerquestions,relevanttothe

focusoftheenquiry,aboutthepastbyusingarangeofsourcesinwaysthatgobeyondsimpleobservations,makinginferencesanddeductionsfromobjects,artefacts,evidenceandpictures.

v Canuse,evaluateandbecriticalofarangeofsourcesofevidence.

v Developmoreindependentresearchskills,byfinding,evaluating,selectingandusingownsourcesofevidenceforindependentstudy.

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Organisationandcommunication

v Begintoselect,organiseandcommunicateitemsofinformationaboutthepastforexampletalking,writing,drawing,painting,timelines,usingICT,dramaetc.

ContextforlearningYear1

1. Comparisonofsomethingovertimee.g.toys,homes,houses,clothes,transport,householdobjects,entertainment,school,andchildren.

2. Alocalhistorystudye.g.houses,buildings,theschool,ManorPark,etc.

Year21. Comparesignificanteventsandpeoplein

history,localorthewiderworlde.g.ElizabethIandQueenVictoria;ChristopherColumbusandNeilArmstrong;WilliamCaxtonandTimBerners-Lee;PieterBrugeltheElderandLSLowry;RosaParksandEmilyDavison;MarySeacoleand/orFlorenceNightingaleandEdithCavell.

2. TheVictorianse.g.Seasidethenandnow,inventions,explorers,famouspeopleandevents,Victorianchildhoodetc.

printedsources(e.g.archivematerials)theInternet,databases,pictures,photographs,music,artefacts,historicbuildings,visitstomuseumsandgalleriesandvisitstositestofindoutaboutevents,peopleandchangesinthepast.

v Askandanswerquestionsaboutthepastusingobservationsfromhistoricalsources.

v Begintoselect,organiseandcommunicateitemsofinformationaboutthepast.

Organisationandcommunicationv Select,organiseandcommunicatehistorical

informationfromdifferentsourcesinavarietyofwaysmakingaccurateuseofterms,datesandhistorical

ContextforlearningYear31. Theachievementsoftheearliestcivilisations-

anoverviewofwhereandwhenthefirstcivilisationsappearedandadepthstudyofoneofthefollowinge.g.AncientSumer,TheIndusValley,AncientEgypt,TheShangDynastyofAncientChina.

2. AnoverviewofthechangesinBritainfromtheStoneAgetotheIronAge.Howarchaeologistsfindoutabouttheancientpast.

Year41. AstudyofanaspectorthemeinBritish

historythatextendspupils’chronologicalknowledgebeyond1066e.g.AsignificantturningpointinBritishHistoryforexample:theTudors,theNormans,thefirstrailwaysortheBattleofBritain;thechangingpowerof

Organisationandcommunicationv Canrecall,select,organiseandcommunicate

historicalinformationinavarietyofwaysthatiswellstructuredandrelevanttothefocusoftheenquiryandaudience,makingappropriateuseofdatesandterms.

ContextforlearningYear51. AncientGreece-Astudyofthewayoflife,

beliefsandachievementsofthepeoplelivinginAncientGreeceandtheinfluenceoftheircivilisationontheworldtoday.Includingaspectsofthewayoflife:artsandarchitecture;houses;citizensandslaves;education:language;medicine,healthandhygiene;gamesandleisure;OlympicGames;playsandtheatre;shipsandtrading;soldiersandwarfare:AthensandSparta;godsandgoddesses,myths,legends;scholarsanddiscoverers.

2. Anon-EuropeansocietythatprovidescontrastswithBritishhistory–onestudychosenfrom:earlyIslamiccivilisation,includingastudyofBaghdadc.AD900;Mayancivilisationc.AD900;Benin(WestAfrica)cAD900-1300

Year6

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monarchs;changesinanaspectofsocialhistoryforexamplecrimeandpunishmentfromtheAnglo-Saxonstopresent.

2. InvadersandSettlers–eachaspectneedstobecoveredbutcanbeanovervieworanindepthstudy:- theRomanEmpireanditsimpacton

Britaine.g.JuliusCaesar’sattemptedinvasionin55-54BC;theRomanEmpirebyAD42andthepowerofitsarmy;Britishresistance(Boudica);‘Romanisation’ofBritain.

- Britain’ssettlementbyAnglo-SaxonsandScotse.g.Anglo-Saxoninvasions,settlementsandkingdoms;Anglo-Saxonartandculture;Christianconversion;ScotsinvasionfromIrelandtonorthBritain(nowScotland).

- TheVikingandAnglo-SaxonstrugglefortheKingdomofEnglandtothetimeofEdwardtheConfessore.g.Vikingraidsandinvasion;resistancebyAlfredtheGreatandAthelstan,firstKingofEngland;Anglo-Saxonslawsandjustice;furtherVikinginvasionsandDanegeld;EdwardtheConfessorandhisdeathin1066.

1. Alocalhistorystudyinvestigatinghowanaspectinthelocalareahaschangedsince1930orhowthelocalitywasaffectedbyasignificantnationalorlocaleventordevelopment(e.g.Buildingoftherailways,theSecondWorldWar)orbytheworkofasignificantindividual.

2. ThelifeandinfluenceofaBritishfamouspersonorinvention-Anindependentstudywiththefocus/subjectselectedbythechild.

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GLOBALANDSOCIALISSUES,INCLUDINGGEOGRAPHYANDSUSTAINABILITY

EARLY MIDDLE LATERLocalEnvironmentv Year1-Findoutabouttheirownimmediate

localityandthekeyhumanandphysicalfeaturesthroughalocalstudyi.e.playground,park,homes,buildings,shops,improvingthelocalarea,routesandjourneysetc.

v Year2-Investigateissues,expressviewsandtakepartindecision-makingactivitiestoimprovetheirimmediateenvironment(i.e.localtraffic,litterproblems,savingenergyandwater,recyclingetc.)

ContrastingLocalityv Beawareofplacesbeyondimmediatelocal

areaandunderstandgeographicalsimilaritiesanddifferencesthroughstudyingthehumanandphysicalgeographyof:o Year1-Asmallareainacontrasting

non-Europeancountry(i.e.StLucia,India,SouthAfricaetc.throughletters/postcards,travelagents,planningaholiday,writingatravelbrochure,diary)

o Year2-AcontrastinglocalityoftheUnitedKingdom(studyofie.seaside,mountains,countryside,holidays,journeys,familylinks,explorers)

v Year1–canidentifyseasonalanddailyweatherpatternsintheUKandthelocationofhotandcoldareasoftheworldinrelationtotheEquatorandtheNorthandSouthPoles.

v ExplorelinksbetweentheirlocalityandotherplacesintheUKandbeyond(i.e.wherefoodcomesfrom,familiesandfriends).

LocalEnvironmentv Year3-Understandhowpeoplecantake

actionstochangeandimprovetheirenvironment(school/Lewisham),i.e.energyandwater,travelandtraffic,purchasingandwaste,buildingsandgrounds,localwellbeing,communitycohesion)

ContrastingLocalityv Identifysimilaritiesanddifferencesbetween

placesandenvironmentsandunderstandhowtheyarelinkedthrough:

o Year3-ThestudyofthehumanandphysicalgeographyofaregionintheUK.

o Year4-StudythehumanandphysicalgeographyofaregioninaEuropeancountry.

v Understandhowthedifferentwaysinwhichpeoplelivearoundtheworldhaveconsequencesfortheenvironmentandthelivesofothersfromlocaltoglobalscale(i.e.fairtrade,energyandwater).

v Studyofsettlements/communities-Whydopeoplemigrate?

LocalEnvironmentv Recognisehowhumanscandamage,improve,

andmanageenvironmentssustainablyandidentifyopportunitiesfortheirowninvolvement(Lewisham/London),(i.e.travelandtransportlinks,greenandsustainableenergysources,housing/commercialdevelopments,communitycohesionandtheirwantsandneeds).

ContrastingLocalityv Explorearangeofgeographicalprocesses

thatcausechangeinthephysicalworldindifferentplacesincludingclimatezones,biomesandvegetationbelts,rivers,mountains,volcanoesandearthquakes,climatechangeandglobalwarmingandthewatercycleandcomparingdifferentlocations.

v Understandthatcommunitiesandpeoplearediverse,changingandinterconnectedwiththeirenvironment(forexample,economicmigration,immigration,refugees,changeoflanduse,socialandeconomicchange)andhowtheychangeandadapttotheirenvironmentandeachother.

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Geographicalskillsv Usedigitalandothersourcestofindout

aboutandexploredistantandcontrastingplaces(globes,maps,GoogleEarth,photographsetc.)

v Developgeographicalskillsthroughfieldworkinschoolgrounds(i.e.labellingpicturesandphotographs,matchingplacestophotographs,measuringrainfall,observations,tallychartsandpictograms,followmaponsensorywalkaroundschoolandaddinformationetc.).

v Makesimplemaps&plans(i.e.arrangeand/ordrawaroundobjects,picturemapsfromstoriesandknownroutes).

v Drawandfollowsimplelarge-scalemaps&plans,usesimplesymbols,keys&number/letterco-ordinates,4pointsofthecompassanddirectionallanguage(nearandfar,leftandright)

v Askandanswergeographicalquestions(Whereisit/whatisitlike,howfarawayisit/wholivesthereWhatisthisplacelike/whyisitlikeit/howcanitbeimproved/howisitsame/differenttowhereIlive?)

v Expresstheirownviewsabouttheenvironment,people,places,andtheireffectoneachother.

Geographicalskillsv Begintounderstandthelinkbetweenhuman

andphysicalactivities.v Begintodevelopdecision-makingskills

(designingasettlement,whichfeaturestoincludeonmap,)

v Useappropriategeographicalvocabularyincommunicatingfindings(settlement,migration,immigrations,settler,population,refugee,community,city,suburbetc.).

v Begintoanalyseevidenceanddrawconclusions(comparepopulationdata,historicaldataandmapsandexplaintrends).

v Developgeographicalskillsthroughawiderrangeoffieldworktechniquesandinstruments(quadrantsampling,soiltestsandcomparisons,measuringdistances,collectandrecordevidenceandbegintoofferexplanations).

v Drawandfollowsimpleplansandmaps(fromaerialphotographs,ofknownarea,fromimagination,ofjourney)using8pointcompassdirection,4figuregridreferences,simplescale,mapsymbols(simpleorienteeringinschoolgroundsusingmaps),andidentifymainhumanandphysicalfeaturesonmap(roads,towns,rivers,mountains,land,sea,routes).

v Useavarietyofmapsusingdifferentscales(OSmaps,AtoZ,tube,European/worldmaps,historicalmapsandaccessdigitalmapsviaDigiMapandotheronlinemappingprograms).

v Askandrespondtogeographicalquestionswithincreasingprecisionanddetailandofferreasonsfortheirobservationsandjudgments.

Geographicalskillsv Understandhowbothphysicalandhuman

processesinfluencehumanpatterns.v Formulateenquiryquestions,describeand

explaingeographicalpatterns,similarities,differencesandphysicalandhumanprocessesusingappropriategeographicalvocabulary

v Usefieldworktocollect,record&presentdatainavarietyofways(annotatedpictures,photos,fieldsketches,piecharts).

v Describe&makecomparisonsbetweenthephysical&humanfeaturesofdifferentlocations&offersomeexplanationforthelocationofthefeaturesbyanalysingevidenceanddrawingconclusions.

v Useanddrawthematicmaps(climate,rainfall,vegetation,populationmaps).

v UseICTtohelpingeographicalinvestigationsv Continuetodevelopdecision-makingskills.v Investigateandunderstandlocal,nationaland

globalissues(globalwarming,pollution)indepth,consideringthedifferentinterestsinvolvedandhowdecisionsaremadewhichaffecttheenvironment.

v Useawiderangeofsecondarysourcesofinformation&data(climatemaps,populationdata,climatecharts&data).

v Consolidate,selectanduseappropriatefieldworktechniques,instruments&ICTtocollect,analyseandpresentdata,reachconclusionsandpresentfindings(annotatedpictures,photos,fieldsketches,piecharts,flowdiagrams,rivermeasurements,sketchmaps,transects).

v Explaindifferentviewsofdifferentpeopleandjustifyownviewsusingappropriatevocabulary.

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LocationalKnowledgev Canusebasicgeographicalvocabularyto

refertokeyphysicalandhumanfeaturesi.e.island,river,mountain,forest,beach,cliff,coast,hill,mountain,sea,ocean,river,soil,valley,vegetation,city,town,village,factory,farm,house,office,port,harbor,shop,road,railway,shopthroughmaps,pictures,stories,photos,visits

v Cannameandlocatethecontinentsandseasv Knowwhatmaps,plans,atlasesare&that

theyrepresentwhereplacesarelocated.v Cannameandlocatethefourcountriesand

capitalcitiesoftheUnitedKingdomanditssurroundingseas

v CanfindLondon,theThamesandknowwhereLewishamisinLondonandUK.

LocationalKnowledgev Year3-Thestudyofthehumanandphysical

geographyofaregionintheUK.v Year4-Thestudythehumanandphysical

geographyofaregioninaEuropeancountry.v Year3-Nameandlocatecountiesandcities

oftheUK,geographicalregionsandidentifyhumanandphysicalcharacteristics(hills,mountains,coasts,rivers)andlandusepatternsandunderstandhowsomeoftheseaspectshavechangedovertime.

v Year4-KnowlocationofBritishIslesinwidercontextwithinEurope.

v Year4-RecogniselocationandkeyfeaturesofEurope(countries,rivers,majorsettlements,capitalcities,mountainranges,majorseas),understandlinksandgeographicalsimilaritiesanddifferencesbetweenplaces

v Describeandunderstandkeyaspectsofhumangeography,includingtypesofsettlement,thenestingnatureofsettlements(LeeinLewishaminLondoninSEEnglandetc.),distributionofresourcesincludingenergy,food,mineralsandwater

v Understandrelationshipbetweenmap,atlasandglobeandlocatecountriesonallthree.

v Usesecondarysourcesofinformation(stories,documents,ICT,photographs,books,video,internet).

v Recogniseandusestandardmapsymbols,use6figuregridreferencestofollowdirectionsandlocatefeaturesonamap.

v Knowanduse16pointsofthecompassv Canuseatlases,globes,mapsandplansata

rangeofscalesforresearchandpresentation.v Understandandusecontourlinesonmaps.v Candescribeanddrawalocationfromamap.v Orienteeringusingcompassdirections,

compass,aligningmapandcompassandmapinanunknownlocation.

LocationalKnowledgev Useatlases,globes,mapsandplansatarange

ofscalestoidentifythelocationandcharacteristicsofarangeoftheworld’smostsignificanthumanandphysicalfeatures.

v Recognisekeyfeaturesandlocationsonworldscale.Locatetheworld’scountriesusingmaps,withfocusonNorthandSouthAmerica,concentratingontheirenvironmentalregions,keyphysicalandhumancharacteristics,countriesandmajorcities.

v Canidentifythepositionandsignificanceoflatitude,longitude.TheEquator,NorthernHemisphere,southernHemisphere,theTropicsofCancerandCapricorn,ArcticandAntarcticCircle,thePrime/GreenwichMeridianandtimezones

v Selectandusesecondarysourcesofinformation(stories,documents,ICT,photographs,books,video,internet,news).

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SPIRITUALUNDERSTANDING,INCLUDINGRE,FAITH,BELIEFS,ETHICSANDPHILOSOPHY

UsethelinktoLewishamAgreedSyllabusforREtosupportplanning

http://webfronter.com/lewisham/religiouseducationcommunity/index.shtmlSpiritualunderstandingwithinourschoolaimsto:v Promotethevaluesoftruth,justice,respectforallandcarefortheenvironment,withemphasisonpupilsvaluingthemselvesandothers;theroleof

thefamilyandthecommunityinreligiousbeliefandactivity;thecelebrationofdiversityinsocietythroughunderstandingsimilaritiesanddifferences;sustainabledevelopmentoftheearth.

v Developindependentandinterdependentlearning.Religiouseducationpromotesanenquiringapproachinwhichpupilscarefullyconsiderissuesofbeliefsandtruthinreligion.Itenhancesthecapacitytothinkcoherentlyandconsistently.Thisenablespupilstoevaluatethoughtfullytheirownandothers’viewsinareasonedandinformedmanner.

v Promotereligiousunderstanding,discernmentandrespectandchallengeprejudiceandstereotyping.Itseekstodeveloppupils’awarenessofthemselvesandothersandtopromotecommunitycohesion.Ithelpspupilstogainaclearunderstandingofthesignificanceofreligionsandbeliefsintheworldtodayandtolearnaboutthewaysdifferentfaithcommunitiesrelatetoeachother.

v Developthepromotionofspiritual,moral,socialandculturaldevelopment.Attheheartofourcurriculumisafocusonultimatequestionsandethicalissues.Thisfocusenablespupilstoappreciatetheirownandothers’beliefsandculturesandhowtheseimpactonindividuals,communities,societiesandcultures.

v Thepromotionofeachpupil’sself-worth.Asenseofself-worthhelpspupilstoreflectontheiruniquenessashumanbeings,sharetheirfeelingsandemotionswithothersandappreciatetheimportanceofformingandmaintainingpositiverelationships.

v Celebrate thediversityof religiousandhumanexperience. Itencouragespupils togrowwith theknowledge, skills, sensitivityandunderstanding todevelopasconfidentandproductivemembersoftheirlocalmulti-faithcommunityandtheworld.

Religiouseducationshouldhelppupilsto:v developapositiveattitudetowardsotherpeople,respectingtheirrighttoholddifferentbeliefsandtowardslivinginasocietyofmanyreligions/beliefs;v acquireanddevelopknowledgeandunderstandingofChristianityandtheotherprincipalreligionsandnon-religiousworldviewsrepresentedinUKv developanunderstandingoftheinfluenceofbeliefs,valuesandtraditionsonindividuals,communities,societiesandcultures;v developtheabilitytomakereasonedandinformedjudgementsaboutreligiousandmoralissues,withreferencetotheirownbeliefsandtheteachings

oftheprincipalreligionsandbeliefsrepresentedinGreatBritain;v enhancetheirspiritual,moral,socialandculturaldevelopmentby:

- developingawarenessofthefundamentalquestionsoflife,andhowreligiousteachingsandphilosophiescanrelatetothem;- respondingtosuchquestionswithreferencetotheteachingsandpracticesofreligionsandtotheirownunderstandingandexperience;- developingtheabilitytoreflectontheirownbeliefs,valuesandexperiencesinthelightoftheirstudy.

EARLY MIDDLE LATERv PupilsexploreChristianityandtwoother

principalreligions.v PupilslearnaboutChristianityandallfiveof

theotherprincipalreligions,recognisingthev Pupilsextendtheirunderstandingof

Christianityandtheotherprincipalreligionsin

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v TheylearnaboutdifferentbeliefsaboutGodandtheworldaroundthem.

v Theyencounterandrespondtoarangeofstories,artefactsandotherreligiousmaterials.

v Theylearntorecognisethatbeliefsareexpressedinavarietyofways,andbegintousespecialistvocabulary.

v Theybegintounderstandtheimportanceandvalueofreligionandbelief,especiallyforotherchildrenandtheirfamilies.

v Pupilsaskrelevantquestionsanddevelopasenseofwonderabouttheworld,usingtheirimaginations.

v Theytalkaboutwhatisimportanttothemandothers,valuingthemselves,reflectingontheirownfeelingsandexperiencesanddevelopingasenseofbelonging.

Knowledge,skillsandunderstandingLearningaboutreligionv explorearangeofreligiousstoriesandsacred

writingsandtalkabouttheirmeanings;v nameandexplorearangeofcelebrations,

worshipandritualsinreligion,notingsimilaritieswhereappropriate;

v identifytheimportance,forsomepeople,ofbelongingtoareligionandrecognisethedifferencethismakestotheirlives;

v explorehowreligiousbeliefsandideascanbeexpressedthroughtheartsandcommunicatetheirresponses;

v Identifyandsuggestmeaningsforreligioussymbolsandbegintousearangeofreligious

impactofreligionandbelieflocally,nationallyandglobally.

v Theymakeconnectionsbetweendifferingaspectsofreligionandconsiderthedifferentformsofreligiousexpression.

v Theyconsiderthebeliefs,teachings,practicesandwaysoflifecentraltoreligion.

v Theylearnaboutsacredtextsandothersourcesandconsidertheirmeanings.

v Theybegintorecognisediversityinreligion,learningaboutsimilaritiesanddifferencesbothwithinandbetweenreligionsandbeliefsandtheimportanceofdialoguebetweenthem.

v Theyextendtherangeanduseofspecialistvocabulary.

v Theyrecognisethechallengesinvolvedindistinguishingbetweenideasofrightandwrong,andvaluingwhatisgoodandtrue.

v Theycommunicatetheirideas,recognisingotherpeople’sviewpoints.

v Theyconsidertheirownbeliefsandvaluesandthoseofothersinthelightoftheirlearninginreligiouseducation.

Knowledge,skillsandunderstandingLearningaboutreligionv describethekeyaspectsofreligions,

especiallythepeople,storiesandtraditionsthatinfluencethebeliefsandvaluesofothers;

v describethevarietyofpracticesandwaysoflifeinreligionsandunderstandhowthesestemfrom,andarecloselyconnectedwith,beliefsandteachings;

v identifyandbegintodescribethesimilaritiesanddifferenceswithinandbetweenreligions;

alocal,nationalandglobalcontext.v Theydeepentheirunderstandingof

importantbeliefsandconcepts.v Theyapplytheirunderstandingofreligious

andphilosophicalbeliefs,teachingsandpracticestoarangeofultimatequestionsandethicalissues,withafocusonself-awareness,relationships,rightsandresponsibilities.

v Theyenquireintoandexplainsomepersonal,philosophical,theologicalandculturalreasonsforsimilaritiesanddifferencesinreligiousbeliefsandvalues,bothwithinandbetweenreligions.

v Theyreflectontheimpactofreligionandbeliefintheworld,consideringboththeimportanceofinterfaithdialogueandthetensionsthatexistwithinandbetweenreligionsandbeliefs.

v Theydeveloptheirevaluativeskills,showingreasonedandbalancedviewpointswhenconsideringtheirownandothers’responsestoreligious,philosophicalandspiritualissues.

Knowledge,skillsandunderstandingLearningaboutreligionv investigateandexplainthedifferingimpacts

ofreligiousbeliefsandteachingsonindividuals,communitiesandsocieties;

v investigateandexplainwhypeoplebelongtofaithcommunities

v considerthemeaningofarangeofformsofreligiousexpression,understandwhytheyareimportantinreligionandnotelinksbetweenthem;

v discussandevaluatehowreligiousbeliefsand

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words.Learningfromreligionv reflectonandconsiderreligiousandspiritual

feelings,experiencesandconceptssuchasworship,wonder,praise,thanks,concern,joyandsadness;

v askandrespondimaginativelytopuzzlingquestions,communicatingtheirideas;

v identifywhatmatterstothemandothers,includingthosewithreligiouscommitments,andcommunicatetheirresponses;

v reflectonhowspiritualandmoralvaluesrelatetotheirownbehaviour;

v Recognisethatreligiousteachingsandideasmakeadifferencetoindividuals,familiesandthelocalcommunity.

Suggestedcontextsforlearning:v Christianity.v Twootherprincipalreligions,oneofwhichis

areligiouscommunitywithasignificantlocalpresence.

v Asecularworldview,wherepupilsintroducethisfromtheirownexperienceasappropriate.

v TheNaturalWorldunit.

v investigatethesignificanceofreligioninthelocal,nationalandglobalcommunities;

v describeandbegintounderstandreligiousandotherresponsestoultimateandethicalquestions;

v Usespecialistvocabularyincommunicatingtheirknowledgeandunderstanding.

v useandinterpretinformationaboutreligionsfromarangeofsources

Learningfromreligionv reflectonwhatitmeanstobelongtoafaith

community,communicatingtheirownandothers’responses;

v respondtothechallengesofcommitmentbothintheirownlivesandwithinreligioustraditions,recognisinghowcommitmenttoareligionisshowninavarietyofways;

v discusstheirownandothers’viewsofreligioustruthandbelief,expressingtheirownideas;

v reflectonideasofrightandwrongandtheirownandothers’responsestothem;

v Reflectonsourcesofinspirationintheirownandothers’lives.

Breadthofstudyv Christianity.v Fiveotherprincipalreligionsincluding

religiouscommunitieswithasignificantlocalpresence.

v Asecularworldview,whereappropriate.

teachingsinformanswerstoultimatequestionsandethicalissues;

v applyawiderangeofreligiousandphilosophicalvocabularyconsistentlyandaccurately,

v interpretandevaluatearangeofsources,textsandauthorities,fromavarietyofcontexts;

v interpretavarietyofformsofreligiousandspiritualexpression.

Learningfromreligionv reflectontherelationshipbetweenbeliefs,

teachingsandultimatequestions,communicatingtheirownideasandusingreasonedarguments;

v evaluatethechallengesandtensionsofbelongingtoareligionandtheimpactofreligioninthecontemporaryworld,expressingtheirownideas;

v expressinsightsintothesignificanceandvalueofreligionandotherworldviewsonhumanrelationshipspersonally,locallyandglobally;

v reflectandevaluatetheirownandothers’beliefsaboutworldissuessuchaspeaceandconflict,wealthandpovertyandtheimportanceoftheenvironment,communicatingtheirownideas;

v expresstheirownbeliefsandideas,usingavarietyofformsofexpression.

Breadthofstudyv Christianityv Fiveotherprincipalreligionsatleastoneof

whichisareligiouscommunitywithasignificantlocalpresence,whereappropriate

v Asecularworldview,whereappropriate

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PossiblethematicunitsThesecoverseveraldifferentreligionsandtheirapproachestosimilarquestions,therebyallowingchildrentodevelopanunderstandingofthesimilaritiesaswellasthedifferencesbetweenreligionsv Believing:whatpeoplebelieveaboutGod,

humanityandthenaturalworld.v Story:howandwhysomestoriesaresacred

andimportantinreligion.v Celebrations:howandwhycelebrationsare

importantinreligion.v Symbols:howandwhysymbolsexpress

religiousmeaning.v Leadersandteachers:figureswhohavean

influenceonotherslocally,nationallyandgloballyinreligion.

v Belonging:whereandhowpeoplebelongandwhybelongingisimportant;myself:whoIamandmyuniquenessasapersoninafamilyandcommunity.

Experiencesandopportunitiesv Visitingplacesofworshipandfocusingon

symbolsandfeelings.

v Peace.v Journeyoflifeanddeath.v Transition/Bridging.PossiblethematicunitsThesecoverseveraldifferentreligionsandtheirapproachestosimilarquestions,therebyallowingchildrentodevelopanunderstandingofthesimilaritiesaswellasthedifferencesbetweenreligionsv Beliefsandquestions:howpeople’sbeliefs

aboutGod,theworldandothersimpactontheirlives.

v Teachingsandauthority:whatsacredtextsandothersourcessayaboutGod,theworldandhumanlife.

v Worship,pilgrimageandsacredplaces:where,howandwhypeopleworship,includingatparticularsites.

v Thejourneyoflifeanddeath:whysomeoccasionsaresacredtobelievers,andwhatpeoplethinkaboutlifeafterdeath.

v Symbolsandreligiousexpression:howreligiousandspiritualideasareexpressed.

v Inspirationalpeople:figuresfromwhombelieversfindinspiration.

v Religionandtheindividual:whatisexpectedofapersoninfollowingareligionorbelief?

v Religion,familyandcommunity:howv religiousfamiliesandcommunitiespractice

theirfaith,andthecontributionsthismakestolocallife.

v Beliefsinactionintheworld:howreligionsandbeliefsrespondtoglobalissuesofhumanrights,fairness,socialjusticeandtheimportanceoftheenvironment.

Possiblethematicunitsv Beliefsandconcepts:thekeyideasand

questionsofmeaninginreligionsandbeliefs,includingissuesrelatedtoGod,truth,theworld,humanlife,andlifeafterdeath.

v Expressionsofspirituality:howandwhyhumanself-understandingandexperiencesareexpressedinavarietyofforms.

v Ethicsandrelationships:questionsandinfluencesthatinformethicalandmoralchoices,includingforgivenessandissuesofgoodandevil.

v Rightsandresponsibilities:whatreligionsandbeliefssayabouthumanrightsandresponsibilities,socialjusticeandcitizenship?

v Globalissues:whatreligionsandbeliefssayabouthealth,wealth,war,animalrightsandtheenvironment?

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v Listeningandrespondingtovisitorsfromlocalfaithcommunities.

v Usingtheirsensesandhavingtimesofquietreflection.

v Usingartanddesign,music,danceanddramatodeveloptheircreativetalentsandimagination.

v Sharingtheirownbeliefs,ideasandvaluesandtalkingabouttheirfeelingsandexperiences.

v BeginningtouseICTtoexplorereligionsandbeliefsaspractisedinthelocalandwidercommunity

Possiblecontextforstudy

v Buddhism-TheBuddhav Christianity-TheBibleandChristmas;ALocal

Church;TheLifeandTeachingsofJesus;EasterandSymbols;Christmas(optional)

v Hinduism-worshippinggodatDiwali;worshipinthehome,worshipattemple.

v Islam-TheprophetMuhammed,LivingasaMuslim,theQur’an.

Experiencesandopportunitiesv Encounteringreligionthroughvisitorsand

visitstoplacesofworship,andfocusingontheimpactandrealityofreligiononthelocalandglobalcommunity.

v Discussingreligiousandphilosophicalquestions,givingreasonsfortheirownbeliefsandthoseofothers.

v Consideringarangeofhumanexperiencesandfeelings.

v Reflectingontheirownandothers’insightsintolifeanditsorigin,purposeandmeaning.

v Expressingandcommunicatingtheirownandothers’insightsthroughartanddesign,music,dance,dramaandICT.

v DevelopingtheuseofICT,particularlyinenhancingpupils’awarenessofreligionsandbeliefsglobally.

Possiblecontextforstudyv Buddhism-LivingasaBuddhist;v TheBuddhistCommunity–Sangha;v Thehomeshrine;ATempleorBuddhist

Centre;FollowingtheBuddha’sTeachingv Christianity-Thebible;beliefsaboutpeace;

localChristianplacesofworship;Christiancelebrations;ChristmasandEaster(optional)

v Hinduism-TheHinduhome;Godandbeliefs;sacredtexts

v Islam-ThefivepillarsofIslam;worshipofAllah,theMuslimhome;placesofworship;Festivals(IdulFitr,Ramadan),Charity(Zakat)

v Judaism-Shabbat(dayofrest);synagogue.

Experiencesandopportunitiesv Encounteringpeoplefromdifferentreligious,

culturalandphilosophicalgroups.v Visiting,wherepossible,placesofmajor

religioussignificanceandusingopportunitiesinICTtoenhancepupils’understandingofreligiondiscussing,questioningandevaluatingimportantissuesinreligionandphilosophy,includingultimatequestionsandethicalissues.

v Reflectingonandcarefullyevaluatingtheirownbeliefsandvaluesandthoseofothersinresponsetotheirlearninginreligiouseducation,usingreasoned,balancedarguments.

v Usingarangeofformsofexpression(suchasartanddesign,music,dance,drama,writing,ICT)tocommunicatetheirideasandresponsescreativelyandthoughtfully.

v Exploringtheconnectionsbetweenreligiouseducationandothersubjectareassuchasthearts,humanities,literatureandscience.

Possiblecontextforstudyv Buddhism-TheBuddhistCommunity

Worldwide,BuildingandPlacesintheWiderWorld,VaisakhaPujaorVesak/Wesak

v Christianity-Jesusashumananddivine;leadingaChristianlife;thecommercialisationofChristmas(optional);thejourneyoflifeanddeath;EasterwithafocusonEasternOrthodoxyorsimilar(optional)

v Hinduism-theHindulife;Mandir,Hinduisminthewiderworld

v Islam-pilgrimage(hajj)andIdulAdhav Judaism-Festivals-Sukkot,Hanukkah,Pesach;

AbrahamandtheTorah;Prayerandworship.

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v Sikhism-beliefsaboutGod,theGurus;SikhteachingsandSikhlife;theGurdwara;theGuruGranthSahib

v Sikhism-belongingtotheSikhcommunity;GuruGobindSingh.

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PHYSICALWELLBEING,HEALTHANDLIFESTYLES

EARLY MIDDLE LATER

PHYSICALEDUCATIONKnowledgeandunderstandingoffitnessandhealthv Understandwhywewarmupandcooldown

afterphysicalactivity.v Knowaboutthebenefitsofregularexercise

andhowtheirbodiesfeelwhentheyexercise.v Developingfundamentalskillsandphysical

literacyGymnastics(minimum2xhalftermperyear)Acquiringanddevelopingskillsv Showgoodawarenessofspace,apparatus&

theactionsofothers.v Knowthedifferencebetweentensionand

relaxationinthebody.v Canrecogniseandperformsimplepositions

andshapes(star,pike,tuck,dish,straddle,stretch,curl)

v Canperformbasicactionsincludingtravelling,rolling(forward,backward,log,teddy-bear),jumping,climbingandstillnesssafelyandwithincreasingcontrolandco-ordination.

v Withsupport,cancarryandsetupequipmentsafelyandrecogniserisksinvolved.

Selectingandapplyingskillsv Link&repeatbasicactionstocreateand

performashortmovementphrase.

Knowledgeandunderstandingoffitnessandhealthv Canrecognisethewaysinwhichstaminaand

flexibilitycanbeimprovedthroughregularphysicalactivities.

v Developarangeofactivitiesandmovementsforwarmingupandcoolingdownandknowthatthesewillvarydependingontheactivitytobeundertaken.

v Developingfundamentalskillsandphysicalliteracy

Gymnastics(minimum2xhalftermperyear)Acquiringanddevelopingskillsv Canperformanincreasingrangeofbasic

actionsandpositionswithmorecontrol,fluencyandco-ordination.

v Developstrengthandsupplenessandbegintotakeweightontheirhands.

v Canjumpontoandfromstoolsandboxessafelyandwithcontrol.

v Canmoveandplaceapparatussafelyandrecogniserisksinvolvedandcarryoutavisualriskassessment.

Selectingandapplyingskillsv Performcombinationsofgymnasticactions

usingfloor,mats&apparatus.

Knowledgeandunderstandingoffitnessandhealthv Knowthatregularphysicalactivityispartofa

healthylifestylev Canleadwarmupandcooldownactivities

appropriatetothemainactivityv Knowhowtoimprovetheirownhealthand

fitness.v Developingfundamentalskillsandphysical

literacy

Gymnastics(minimum2xhalftermperyear)Acquiringanddevelopingskillsv Canperformincreasinglymorecomplex

actions(cartwheels,vaults,headstands,handstands)andcombinationsofshapesandbalanceswithmorecontrolandco-ordination,emphasisingtension,extensionandtiming.

v Canperformcombinationsofgymnasticsactionswithdifferentlevels,speedsanddirectionsonboththefloorandapparatusindividually,withpartnersandinsmallgroups.

v Knowhowtosafelysupporttheweightofothersinbalancesandcounterbalances.

Selectingandapplyingskillsv Cancreateandperformlonger,fluent

sequencesusingplannedvariationincontrast

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v Canadaptasequencetoinvolveapparatus.v Explorethemessuchasbalance,pathways,

wideandnarrow,jumpingandlanding,stretchingandcurling,findingandusingspace,direction.

Evaluatingandimprovingperformancev Useappropriatelanguagetoevaluateown

andothersperformanceandsuggestwaystomakeimprovements.

GamesandFitnessAcquiringanddevelopingskillsv Developco-ordinationandcontroloftheir

physicalmovementsandarangeofequipment(racquet,target,striking,fieldingskills).

v Canthrow,hitandkickaballinavarietyofwaysandwithcontrol.

v Developbasictechniquesofthrowingunderarmandover-armandcatchingtoagoodlevelofconsistencywhenmovingandstandingstill

v Cantrack,interceptandstopballsandsmallequipment(passingandcatching).

v Developagility,balance,staminaandstrength.

Selectingandapplyingskillsv Showgoodawarenessofspaceandthe

actionsofothers(attackinganddefending,

v Cancombineactionsandshowclarityofshape,control,precision,withchangeofspeed,directionandlevelbothindividuallyandwithapartner.

v Explorethemessuchastransferofweight,flight,pushingandpulling,springingandlanding,symmetry,bridges,andreceivingbodyweight.

Evaluatingandimprovingperformancev Canidentifyandcommentontheirownand

othersgoodqualitygymnasticsperformanceusingappropriatevocabularyandcansuggestandimplementimprovement.

GamesandFitnessAcquiringanddevelopingskillsv Developavarietyofballskillssuchas

dribbling,stopping,passing,receivingandstrikingwithmoreaccuracyandconsistency.

v Learntothrowandcatchaballindifferentways(chestpass,overheadpass,bouncepass,over-arm,bowling,shooting).

v Throw,catch,pass,receiveandshootwithincreasingcontrolandaccuracywhenunderlimitedpressuretokeeppossessionandscoregoals.

v Developmarkinganddefendingskills.v Developskillsinfindingandusingspaceand

keepingcontrolofaballv Usearangeofequipmentsafelyandwith

developingcontrol.v Understandhowstrength,staminaandspeed

canbeimprovedbyplayingagame.Selectingandapplyingskillsv Canusesimplerulesfairlyandextendthemto

makeuptheirowngames.

andspeedtomatchagivencriteriaonbothfloorandapparatusindividually,inpairsandingroups.

Evaluatingandimprovingperformancev Canevaluatetheirownandothers

performance,explaininghowthesequenceisformedusingappropriateterminologybasedonagivencriteriausingappropriatevocabularyandcansuggestandimplementimprovement.

GamesandFitnessAcquiringanddevelopingskillsv Understandtheuseofpositioningamesand

theirrolewithintheteamwhenattackinganddefending.

v Developcommunicationskillsandworkasateamtousetacticstooutwitanopponent.

v Canusearangeofsending,receiving,shooting,striking(volley,forehand,backhand,etc.)fieldingandtravellingtechniqueswithincreasingcontrol,accuracyandspeed.

Selectingandapplyingskillsv Learntherulesandskillsneededtocompete

indifferentrecognisedgames(e.g.Tagrugby,

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passingandreceiving).v Beconfidentandsafeinthespacesusedv Canlistentoandfollowinstructions.v Candescribeandfollowsimplerulesand

knowhowtoscore.v Developco-operationandcommunication

withinateam(circlegames,co-operativegames,parachutegames).

v Developanunderstandingoffairplay.v Cancompeteinsmallsided(1v1,2v2,3v3)

games.v Canmakechoicesaboutappropriatetargets,

spaceandequipment.v Begintodevelopavarietyoftactics,choices

anddecisionmaking,usingspace,keepingtheballandscoringpoints.

v Havetheopportunitytoparticipateinintraandinterschoolcompetitions

Evaluatingandimprovingperformancev Canwatchothersandfocusonspecific

actionstoimproveownskills.AthleticsAcquiringanddevelopingskillsv Canmovesafelybetweenandaroundobjectsv Developrunningtechniqueatfast,medium

andslowspeed,changingdirectionandrunforlongerdistances.

v Performrunandjumpsequences.v Throwwithincreasingaccuracyatagiven

targetchangingtechniquefordistance.v Developgoodthrowingtechniques(underarm

andoverarm)withincreasingaccuracyanddistance.

v Canjumpandlandsafelyusingavarietyofjumps(1to1,2to2,2to1,1to2)

v Developstamina,strengthandspeed.

v Canusesimpletacticsforattacking,keepingpossessionoftheballandgettingintopositionstoscore(e.g.changeofpace,lengthanddirection)

v Playarangeofsmallteamgames(includinginvasiongames,strikingandfieldinggamesandnet/wallgames)from1v1to7v7,whichdemandchoices,decision-making,andusingspace,keepingtheballandscoring.

v Understandtheimportanceofmakingspace,communicatingwitheachotherandworkingco-operativelyasateam.

v Developco-operationandcommunicationwithinateam(circlegames,co-operativegames,parachutegames)


Evaluatingandimprovingperformancev Canidentifygoodperformanceandsuggest

waystoimprovetheirplay.AthleticsAcquiringanddevelopingskillsv Canunderstandanddemonstratethe

differencebetweensprintingandrunningforsustainedperiods.

v Knowandcandemonstratearangeofthrowingtechniques(chestthrow,overheadthrow,javelin,discus,shotputt)safelyandwithincreasingaccuracyanddistancetowardsatargetarea.

v Canperformarangeofjumps(standinglongjump,speedbounce,verticaljump,hop-skip-jump)showingconsistenttechnique,landingsafelywithcontrol.

.

kwik-stickshockey,basketball,highfives,kwikcricket,shorttennis,football,volleyball,rounders)

v Developskillsandtacticsspecifictoavarietyofgames.

v Understandtheneedfordifferenttacticsandselectappropriatelyforattackinganddefendingindifferentgames.


Evaluatingandimprovingperformancev Recognisestrengthsandweaknessesintheir

ownandothersperformanceandsuggestideasthatwillimproveperformance.

v Recognisethebenefitsofpracticeandreflectiontoimprovepersonalandgroupperformance.

AthleticsAcquiringanddevelopingskillsv Choosethebestpaceforarunningeventin

ordertosustainrunningandimprovepersonaltarget,speedandstamina.

v Showcontrolandpowerattakeoffinjumpingactivities,improvingtechniquesanddistance.

v Developincreasingaccuracy,techniqueanddistanceinarangeofthrowingactivities.

v Canpassandreceiveabatonaccurately.

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Selectingandapplyingskillsv Competeinarangeofteamevents.v Cantakepartinrelayactivity.Evaluatingandimprovingperformancev Canwatchandevaluateothersandfocuson

specificactionstoimproveownskills.ResourcesLCPAthletics/Games/Gymnasticsyr.1&2TOPSAthletics/Games/GymnasticscardsAVIVAindoorathleticsresourcepackFit4LifeNZfundamentalskillsonsharedstaffroomValSabineLeapfrogsyear1&2

Selectingandapplyingskillsv Competeinarangeofteameventsandraces.v Takepartinrelayactivitiesknowingwhento

runandwhattodo.Evaluatingandimprovingperformancev Canidentifygoodperformanceandsuggest

waystoimproveownandothersperformance.

v Relatedifferentathleticactivitiestochangeinheartrate,breathing

ResourcesLCPAthletics/Games/Gymnasticsyr.3&4TOPSAthletics/Games/GymnasticscardsAVIVAindoorathleticsresourcepackFit4LifeNZfundamentalskillsonsharedstaffroomLeapfrogsyear4&5ValSabineSwimmingv Understandbasicwatersafetybeingawareof

themselvesandothers.v Enjoywaterandincreaseconfidence.v Moveandfloatinwaterwithorwithout

swimmingaids.v Propelselfinwaterusing3basicstrokeson

frontandbackwithincreasingaccuracywithorwithoutaids.

v Swim25mbyyear6withoutaids.v Developcorrectbreathingtechniques.

Selectingandapplyingskillsv Competeinarangeofteamathleticevents

andraces.v Takepartinrelayracesusingbatonsand

changeofbaton.Evaluatingandimprovingperformancev Recognisestrengthsandweaknessesintheir

ownandothersperformanceandsuggestideasthatwillimproveperformance.

v Recognisethebenefitsofpracticeandreflectiontoimprovepersonalandgroupperformance.

ResourcesLCPAthletics/Games/Gymnasticsyr.5&6TOPSAthletics/Games/GymnasticscardsAVIVAindoorathleticsresourcepackFit4LifeNZfundamentalskillsonsharedstaffroomLeapfrogsPEYr.5&6ValSabineOutdoorandAdventureActivitiesv Developorienteeringandproblemsolving

skillsoffsiteinunfamiliarlocations.v Applyskillsandunderstandingtonew

challenges.v Takepartinproblemsolvingactivities

involvingplanningandaction.v Workcollaborativelyinpairsandsmallgroups

toovercomechallenges.v Takepartinchallengingoutdoorpursuitsthat

testskills,endurance,staminaandcharacter.

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PSHME,INCLUDINGDRUGEDUCATIONANDSEXANDRELATIONSHIPSEDUCATION

Thisareaincludeshealtheducation,promotinggoodbehaviouranddevelopingchildren’sawarenessofthemselvesandothersinthelocalandworld-widecommunity.Itinvolveschildrenlearningtokeepthemselvesfitandhealthyanddevelopasetofpersonalvaluesandbeliefs,includingrespectforthemselvesandforothers.Itconcentratesondevelopingchildren’sknowledgeandunderstandingoftheirrolesandresponsibilitiesandhowtomakeapositivecontributionstosociety.Theylearnaboutdemocracyandhowlocalandnationalgovernmentworks.AtBrindisheSchoolsweteachourchildrentheimportanceofBritishValuesandBrindisheValueshttp://green.brindisheschools.org/attachments/download.asp?file=1&type=pdf

EARLY MIDDLE LATER

PersonalandSocialv Recognisewhattheylikeanddislike,how

tomakereal,informedchoicesthatimprovetheirphysicalandemotionalhealth.

v Recognisethatchoicescanhavegoodandnotsogoodconsequences

v Thinkaboutthemselves,tolearnfromtheirexperiences,torecogniseandcelebratetheirstrengthsandsetsimplebutchallenginggoals

v Recognisegoodanduncomfortablefeelings,avocabularytodescribetheirfeelingstoothersandtodevelopsimplestrategiesformanagingfeelings

v Describewaysinwhichtheyareallunique;understandthattherehasneverbeenandwillneverbeanother‘them’

v Communicatetheirfeelingstoothers,torecognisehowothersshowfeelingsandhowtorespond

v Sharetheiropinionsonthingsthatmattertothemandexplaintheirviewsthroughdiscussionswithoneotherpersonandthewholeclass

v Recognisepeoplewholookafterthem,theirfamilynetworks,whotogotoifthey

PersonalandSocialv Makeinformedchoices(including

recognisingthatchoicescanhavepositive,neutralandnegativeconsequences)andtobegintounderstandtheconceptofa‘balancedlifestyle’

v Reflectonandcelebratetheirachievements,identifytheirstrengthsandareasforimprovement,sethighaspirationsandgoals

v Deepentheirunderstandingofgoodandnotsogoodfeelings,toextendtheirvocabularytoenablethemtoexplainboththerangeandintensityoftheirfeelingstoothers

v Recognisewhentheyneedhelpandtodeveloptheskillstoaskforhelp.

v Recognisethattheymayexperienceconflictingemotionsandwhentheymightneedtolistento,orovercomethese

v Recogniseandmanage‘dares’v Usebasictechniquesforresistingpressure

todosomethingdangerous,unhealthy,thatmakesthemuncomfortableoranxiousorthattheythinkiswrong.

Citizenship

PersonalandSocialv Knowwhatpositivelyandnegatively

affectstheirphysical,mentalandemotionalhealth

v Recognisebullyingandabuseinallitsforms(includingprejudice-basedbullyingbothinperson,onlineandthroughsocialmedia)

v Knowhowpressuretobehaveinunacceptable,unhealthyorriskywayscancomefromavarietyofsources,includingpeopletheyknowandthemedia

v Learnabouttherolemoneyplaysintheirownandothers’lives,includinghowtomanagetheirmoneyandaboutbeingacriticalconsumer

v Developaninitialunderstandingoftheconceptsof‘interest’,‘loan’,‘debt’,and‘tax’(e.g.theircontributiontosocietythroughthepaymentofVAT)

v Knowwhatismeantbyenterpriseandbegintodevelopenterpriseskills

Citizenship

v Knowthatdifferencesandsimilaritiesbetweenpeoplearisefromanumberof

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areworriedandhowtoattracttheirattention

v Knowaboutthewaysthatpupilscanhelpthepeoplewholookafterthemtomoreeasilyprotectthem

v Identifytheirspecialpeople(family,friends,carers),whatmakesthemspecialandhowspecialpeopleshouldcareforoneanother.

v Knowaboutgrowingandchangingandnewopportunitiesandresponsibilitiesthatincreasingindependencemaybring

v Knowaboutchangeandlossandtheassociatedfeelings(includingmovinghome,losingtoys,petsorfriends)

Citizenshipv Knowthatpeopleandotherlivingthings

haverightsandthateveryonehasresponsibilitiestoprotectthoserights(includingprotectingothers’bodiesandfeelings)

v Recognisethedifferencebetweentheir‘needs’andtheir‘wants.’

v Recognisethattheirbehaviourcanaffectotherpeople

v Recognisewhatisfairandunfair,kindandunkind,whatisrightandwrong

v Taketurns,shareandunderstandtheneedtoreturnthingsthathavebeenborrowed

v Listentootherpeopleandplayandworkcooperatively(includingstrategiestoresolvesimpleargumentsthroughnegotiation)

v Offerconstructivesupportandfeedbacktoothers

v Recognisewaysinwhichwearethesameasallotherpeople;whatwehavein

v UnderstandthattherearebasichumanrightssharedbyallpeoplesandallsocietiesandthatchildrenhavetheirownspecialrightssetoutintheUnitedNationsDeclarationoftheRightsoftheChild

v Understandthatdifferencesandsimilaritiesbetweenpeoplearisefromanumberoffactors,includingfamilystructures,culture,ethnicity,race,religion,age,gender,genderidentity,sexualorientation,andability(see‘protectedcharacteristics’intheEqualityAct2010)

v Appreciatetherangeofnational,regional,religiousandethnicidentitiesintheUnitedKingdom

v Recogniseandchallengestereotypesv Recogniseandrespondappropriatelytoa

widerrangeoffeelingsinothersv Recognisedifferenttypesofrelationship,

includingthosebetweenacquaintances,friends,relativesandfamilies

v Knowthattheiractionsaffectthemselvesandothers

v Listenandrespondrespectfullytoawiderangeofpeople,tofeelconfidenttoraisetheirownconcerns,torecogniseandcareaboutotherpeople'sfeelingsandtotrytosee,respectandifnecessaryconstructivelychallengeothers’pointsofview

v Workcollaborativelytowardssharedgoalsv Understandthattheyhavedifferentkinds

ofresponsibilities,rightsanddutiesathome,atschool,inthecommunityandtowardstheenvironment;tocontinuetodeveloptheskillstoexercisetheseresponsibilities

factors,includingfamilystructures,culture,ethnicity,race,religion,age,gender,genderidentity,sexualorientation,andability(see‘protectedcharacteristics’intheEqualityAct2010)

v Realisethenatureandconsequencesofdiscrimination,teasing,bullyingandaggressivebehaviours(includingcyberbullying,useofprejudice-basedlanguage,‘trolling’,howtorespondandaskforhelp)

v Discussprejudiceanddiscrimination,diversityandrespectingbeliefsandpracticesofothers.

v Discussthesigns,effectsandstrategiesfordealingwithracism,sexism,religiousintolerance,xenophobia,homophobia,biphobiaandtransphobia.

v Recogniseandchallengestereotypesv Recognisehowimagesinthemedia(and

online)donotalwaysreflectrealityandcanaffecthowpeoplefeelaboutthemselves

v Exploreandcritiquehowthemediapresentinformation

v Criticallyexaminewhatispresentedtotheminsocialmediaandwhyitisimportanttodoso;understandhowinformationcontainedinsocialmediacanmisrepresentormislead;theimportanceofbeingcarefulwhattheyforwardtoothers

v Developstrategiestoresolvedisputesandconflictthroughnegotiationandappropriatecompromiseandtogiverichandconstructivefeedbackandsupporttobenefitothersaswellasthemselves

v Research,discussanddebatetopical

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commonwitheveryoneelsev Identifyandrespectthedifferencesand

similaritiesbetweenpeoplev Recognisethattheybelongtodifferent

groupsandcommunitiessuchasfamilyandschool

v Contributetothelifeoftheclassroomandschool

v Helpconstruct,andagreetofollow,group,classandschoolrulesandtounderstandhowtheseruleshelpthem

v Knowthatpeople’sbodiesandfeelingscanbehurt(includingwhatmakesthemfeelcomfortableanduncomfortable)

v Knowwhatimprovesandharmstheirlocal,naturalandbuiltenvironmentsanddevelopstrategiesandskillsneededtocareforthese(includingconservingenergy)

v Identifythe‘specialpeople’whoworkintheircommunityandwhoareresponsibleforlookingafterthemandprotectingthem;howpeoplecontactthosespecialpeoplewhentheyneedtheirhelp,includingdialling999inanemergency.

HealthyRelationships(SRE)v Knowthathumans,aswithallanimals,

reproduce.v Knowthathumansandanimalscan

produceoffspringandthesegrowintoadults.

v Describetheprocessofgrowingfromyoungtooldandhowpeople’sneedsmaychange

v Namethemainexternalpartsofthebody(includingexternalgenitalia)andthebodilysimilaritiesanddifferencesbetween

v Resolvedifferencesbylookingatalternatives,seeingandrespectingothers’pointsofview,makingdecisionsandexplainingchoices

v Developanunderstandingofwhatbeingpartofacommunitymeans,andaboutthevariedinstitutionsthatsupportcommunitieslocallyandnationally

v Tounderstandthatweliveinademocracyandthatwithindividuallibertycomesresponsibility.

v Torecognisewhyrulesandlawsareimportant.

v Considerthelivesofpeoplelivinginotherplaces,andpeoplewithdifferentvaluesandcustoms

HealthyRelationships(SRE)

v Recognisewhatconstitutesapositive,healthyrelationshipanddeveloptheskillstoformandmaintainpositiveandhealthyrelationships

v Knowthatthatcivilpartnershipsandmarriageareexamplesofapublicdemonstrationofthecommitmentmadebetweentwopeoplewholoveandcareforeachotherandwanttospendtheirlivestogetherandwhoareofthelegalagetomakethatcommitment

v Knowthatmarriageandcivilpartnershipsarecommitmentsfreelyenteredintobybothpeople,thatnooneshouldhavetogetmarriedorcivilpartneredtheydon’tabsolutelywanttodosoorarenotmakingthedecisionfreelyforthemselves

v Knowthattwopeoplewholoveandcareforoneanothercanbeinacommitted

issues,problemsandeventsthatareofconcerntothemandoffertheirrecommendationstoappropriatepeople

v Knowwhyandhowrulesandlawsthatprotectthemandothersaremadeandenforced;knowwhydifferentrulesareneededindifferentsituationsandhowtotakepartinmakingandchangingrules

v UnderstandthattherearebasichumanrightssharedbyallpeoplesandallsocietiesandthatchildrenhavetheirownspecialrightssetoutintheUnitedNationsDeclarationoftheRightsoftheChild

v Knowthattheuniversalrightsaretheretoprotecteveryoneandhaveprimacybothovernationallawandfamilyandcommunitypractices

v KnowthattherearesomeculturalpracticeswhichareagainstBritishlawanduniversalhumanrights,egforcedmarriage,under-agemarriage

v Realisetheconsequencesofanti-social,aggressiveandharmfulbehaviourssuchasbullyinganddiscriminationofindividualsandcommunities;todevelopstrategiesforgettingsupportforthemselvesorforothersatrisk

v Recognisetheroleofvoluntary,communityandpressuregroups,especiallyinrelationtohealthandwellbeing

v Understandthatresourcescanbeallocatedindifferentwaysandthattheseeconomicchoicesaffectindividuals,communitiesandthesustainabilityoftheenvironmentacrosstheworld

v Discussandrespond,whenappropriate,

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boysandgirlsv Recognisesimilaritiesanddifferences

(physicalandemotional)betweenthemselvesandothersandtreatotherswithsensitivity

v Knowwhatismeantby‘privacy’;theirrighttokeepthings‘private’;theimportanceofrespectingothers’privacy

v Judgewhatkindofphysicalcontactisacceptable,comfortable,unacceptableanduncomfortableandhowtorespond(includingwhototellandhowtotellthem)

Transition

v Learnabout‘change’,includingtransitions(betweenkeystagesandschools),loss,separation,divorceandbereavement

relationshipandnotbemarriedorinacivilpartnership

v Judgewhatkindofphysicalcontactisacceptableorunacceptable(forexamplehurting,touchingprivateareas,overlytactile)andhowtorespond,includingwhattheyshoulddoorsayiftheyfeeluncomfortable.

v Knowtheimportanceofsaying‘no’ifsomethingfeelswrongoruncomfortable.

v Understandtheconceptof‘keepingsomethingconfidentialorsecret’,whentheyshouldorshouldnotagreetothisandwhenitisrightto‘breakaconfidence’or‘shareasecret’

v Understandpersonalboundaries;toidentifywhattheyarewillingtosharewiththeirmostspecialpeople;friends;classmatesandothers;andthatweallhaverightstoprivacy

v Describetheprocessofgrowingfromyoungtooldandhowpeople’sneedsmaychange

v Understandthephysicalandemotionalchangesthatoccurduringpuberty,linkedtopersonalhygiene)andbereassuredthatemotionalchangesareanormal

Transition

v Learnabout‘change’,includingtransitions(betweenkeystagesandschools),loss,separation,divorceandbereavement

toworldeventssuchasnaturaldisasters,terroristattacksorspecialoccasions.

HealthyRelationships(SRE)

v Recognisewhatconstitutesapositive,healthyrelationshipanddeveloptheskillstoformandmaintainpositiveandhealthyrelationships

v Recognisewaysinwhicharelationshipcanbeunhealthyandwhomtotalktoiftheyneedsupport

v Knowthatforcinganyonetomarryisacrime;thatsupportisavailabletoprotectandpreventpeoplefrombeingforcedintomarriageandtoknowhowtogetsupportforthemselforothers

v Judgewhatkindofphysicalcontactisacceptableorunacceptableandhowtorespond(includinghurting,touchingprivateareas,forcing).

v Knowtherighttosay‘no’andwhatismeantby‘consent’

v Understandtheconceptof‘keepingsomethingconfidentialorsecret’,whentheyshouldorvatactionssuchasfemalegenitalmutilation(FGM)constituteabuseandareacrime,anddeveloptheskillsandstrategiesrequiredtogetsupportiftheyhavefearsforthemselvesortheirpeers

v Recognisethedifferencebetween,andthetermsassociatedwithgender,genderidentityandsexualorientation.

DrugEducation

v Knowwhich,whyandhow,commonlyavailablesubstancesanddrugs(includingalcohol,tobaccoand‘energydrinks’)can

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damagetheirimmediateandfuturehealthandsafety;thatsomearerestrictedandsomeareillegaltoown,useandgivetoothers

Transition

v Learnabout‘change’,includingtransitionsbetweenschools(especiallygoingtosecondaryschool),loss,separation,divorceandbereavement

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HEALTHYLIVING,INCLUDINGKEEPINGSAFEHealthyLivingv Knowthatwehavearighttobehealthy

andaresponsibilitytokeephealthy.v Knowwhatconstitutes,andhowto

maintain,ahealthylifestyleincludingthebenefitsofphysicalactivity,rest,healthyeatinganddentalhealth

v Understandtheimportanceof,andhowto,maintainpersonalhygiene

v Knowthathouseholdproducts,includingmedicines,canbeharmfulifnotusedproperly

v SeescienceandP.EcurriculumKeepingSafev Knowrulesforandwaysofkeeping

physicallyandemotionallysafeincludingstrangerdanger,roadsafety,cyclesafety,safetyinthelocalenvironment(includingthepark)andrail,waterandfiresafety

v Recognisethattheysharearesponsibilityforkeepingthemselvesandotherssafe,whentosay,‘yes’,‘no’,‘I’llask’and‘I’lltell’includingknowingthattheydonotneedtokeepsecrets

v Knowwhothebestpeoplearetoaskforhelp.

v Knowthedifferencebetweensecretsandnicesurprises(thateveryonewillfindoutabouteventually)andtheimportanceofnotkeepinganysecretthatmakesthemfeeluncomfortable,anxiousorafraid

v Thinkaboutcaringfortheenvironment,issuessuchaslitter.

Esafety

HealthyLivingv Recogniseopportunitiesanddevelopthe

skillstomaketheirownchoicesaboutfood,understandingwhatmightinfluencetheirchoicesandthebenefitsofeatingabalanceddiet

v Knowthatwehavearighttobehealthyandaresponsibilitytokeephealthy.

v Understandhowsomediseasesarespreadandcanbecontrolled;theresponsibilitiestheyhavefortheirownhealthandthatofothers;todevelopsimpleskillstohelppreventdiseasesspreading

v Knowthatbacteriaandvirusescanaffecthealthandthatfollowingsimpleroutinescanreducetheirspread

v Learnaboutpeoplewhoareresponsibleforhelpingthemstayhealthyandsafe;howtheycanhelpthesepeopletokeepthemhealthyandsafe

v SeescienceandP.EcurriculumKeepingSafe,Homealone,safetyinthestreetsandindependenttravel

v Recognise,predictandassessrisksindifferentsituationsanddecidehowtomanagethemresponsibly(includingsensibleroaduseandrisksintheirlocalenvironmentorbeinghomealone)andtousethisasanopportunitytobuildresilience

v Recognisewhentheyneedhelpandtodeveloptheskillstoaskforhelp;tousebasictechniquesforresistingpressuretodosomethingdangerous,unhealthy,thatmakesthemuncomfortableoranxiousor

HealthyLivingv Knowthatwehavearighttobehealthy

andaresponsibilitytokeephealthy.v SeescienceandP.Ecurriculum

KeepingSafe,Homealone,safetyinthestreetsandindependenttravel

v Differentiatebetweentheterms,‘risk’,‘danger’and‘hazard’

v Recognisehowtheirincreasingindependencebringsincreasedresponsibilitytokeepthemselvesandotherssafe

v Developstrategiesforkeepingphysicallyandemotionallysafeincludingroadsafety(includingcyclesafety-theBikeabilityprogramme),andsafetyintheenvironment(includingrail,waterandfiresafety)

v Recognisewhatacrimeisandhowcommittingacrimecanaffectlives.

v Discusswhichsituationsareanti-social,legal,illegalorunacceptable.

v Recognisewhataweaponis,whysomepeoplemaycarrythemandwhattheconsequencesare.WhatshouldIdoifIknowthatsomeonehasagunorknife?

v Knowhowtokeepsafeontheroadsandrailwayswhentravellingindependently.

v Pre-emptwhatriskysituationsmayarisewhenhomealoneorwalkinghomealoneandconsiderwaysofkeepingsafe.

v Knowthatcarryingamobilephonecanhelpyoufeelsafebutitcanalsomakemeunsafe.Whataretherisksofcarryingamobilephone?

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v SeeComputingcurriculum thattheythinkiswrongv Followtheschoolrulesabouthealthand

safety,basicemergencyaidprocedures,whereandhowtogethelp

v Knowwhatismeantbytheterm‘habit’andwhyhabitscanbehardtochange

v Understandstrategiesforkeepingphysicallyandemotionallysafeincludingroadsafety,andsafetyinthelocalenvironment(includingrail,waterandfiresafety)

v Knowinanemergencywhoshouldbecontacted.Considersituationswhichareemergenciesandwhicharenot.Knowwhotheemergencyservicesareandhowtomakea999call.Knowemergencyphonenumbersofadultswhocanhelpus.

v KnowtheroleofthecharityCRIMESTOPPERS

v Discusssituationswhenchildrenareleftathomewhichmaybepotentiallydangerouse.g.lockedout,fireorastrangeratfrontdoor.Rehearseescapeplans

v Learnaboutroadsafetyandstrangerdangertraining.

Esafety

v SeeComputingcurriculum

v Understandthatsomestrangersmaybeunsafeandknowhowtodealwithasituationwhenfacedwithastrangertryingtocommunicatewithus.

v Knowwhatismeantmyarsonandwhyitmightbecarriedout.

Esafety

v SeeComputingcurriculum

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HEALTHYLIVING,INCLUDINGFOODANDGROW,COOK,EAT

SeeDesignandTechnologyforlinkstotheDTcurriculum,foodtechnology.

EARLY MIDDLE LATERFoodv Combinefruitsorvegetablesaccordingto

theirsensorycharacteristicsv Learnabouttherangeoffruitand

vegetablesv Knowthatthereisawidevarietyoffruit

andvegetablesavailablewhichcanbegroupedandindividuallynamed

v Recognisethatfruitandvegetablesmayrequiretreatmentbeforebeingeatenandknowwhatthetreatmentis

v Learnbasicfoodhandling,hygienicpracticesandpersonalhygiene,includinghowtocontrolriskbyfollowingsimpleinstructions

v Knowthatfruitandvegetableshavenutritionalvalueandareanimportantpartofourdiet

v Considerthatfoodprocessingcanaffectappearance,texture,odourandtastetorecordtheresultsoftheirinvestigations

EnjoyingFoodv Understandtheimportantsocialaspectsof

foodandhowfamiliesinthepastate.v Knowthatlotsoffoodingredientsareused

aroundtheworldv Haveadeeperunderstandingofthecountry

theyarestudying,theirfoodandcustomsv Experiencefoodfromadifferentculture,

Foodv Combinefresh,precookedandprocessed

foodsaccordingtotheirsensorycharacteristics

v Considerthatpeoplehavedifferentpreferences

v Exploredatabasesthatareusefulforholdingsurveyinformation

v Dividefoodintodifferentgroupsv Recognisefoodsthatformahealthydietv Exploredifferentcombinationsofingredients

canaffectthetasteandtextureoftheproductv Useappropriatelanguagerelatedtofood

productsv Learnabouttheimportanceofhygienicfood

preparationandstoragev Recognisethatcombinationsofingredients,

preparationandcookingcanaffecttheendproduct

EnjoyingFoodv Understandtheimportantsocialaspectsof

foodandhowfamiliesinthepastusedtoeat.v Knowthatlotsoffoodingredientsareused

aroundtheworldv Recognisethatdietsaroundtheworldare

basedonthe5foodgroupsv Experiencefoodfromadifferentculture

Foodv Adaptarecipebyaddingorsubstitutingan

ingredientv Changeingredientsbyusingaheatsourcev Recognisethereisawidevarietyofbread

productsfromdifferentculturaltraditionsv Recognisethatbreadproductsarean

importantpartofabalanceddietv Investigateandevaluatebreadproducts

accordingtotheircharacteristicsv Useanappropriatevocabularytodescribe

breadproductsv Comparetheprocessesinvolvedinmaking

breadproducts–commercialanddomesticv Recognisethatingredientshavedifferent

characteristicsv Knowthattheproportionofingredientswill

affecttheproductv Applytherulesforbasicfoodhygieneand

othersafepracticesEnjoyingFoodv Recognisethatfoodaroundtheworldis

preparedindifferentways,sometimesbecauseofculture,customsandreligion

v Knowaboutacountryandhowitscustomsandculturecanaffectthefoodpeopleeat

v Experiencefoodfromadifferentculturev Understandhowdifferentfamilieseattheir

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understandhowdifferentfamilieseattheirmealsandknowhowtousebasicskillsandequipmenttopreparefood.

v Experiencethepartfoodhastoplayinspecial,socialoccasions

v Understandthatafamilysittingandeatingtogetherisagoodthingandthattakingpartinwhattheyeatathomeisfun.

Cookingv Recognisearangeofbasicingredients.v Knowthatingredientsareavailablefrom

differentshops/markets,orgrownathome.v Knowthatsomeingredientsneedtobe

preparedbeforetheycanbeeaten.v Knowthatsomeequipmenthasaspecial

jobandknowwhatthatspecialjobis,e.g.colander,peeler.

v Usearangeofsimpleequipment.v Usebasiccookingskillstomakeadish.v Knowthatdifferentfoodsneedtobestored

differently.v Knowthehygieneandsafetyrules,which

needtobefollowedbefore,duringandaftercooking.

v Knowthatpeopleeatdifferentfoodandmealsaccordingtothetimeofday,whotheyareandtheoccasion.

HealthyEatingv Understandthatfoodisabasicrequirement

oflife.v Understandthatweneedfoodtogrow,be

activeandmaintainhealth.v Talkaboutfoodstheylikeanddislikewith

reasons.v Understandthatweeatdifferentfood

dependingonthetimeofday,occasionand

v Learnskillstocreatefoodforspecialoccasionsv Understandthatafamilysittingandeating

togetherisagoodthingandthattakingpartinwhattheyeatathomeisfun

Cookingv Knowthatthereisavastrangeofingredients

usedaroundtheworld.v Understandthatdietsaroundtheworldare

basedonsimilarfoodgroups.v Knowthatfoodispreparedindifferentways

duetoanumberoffactors,includingcountry,culture,customandreligion

v Usetheeat-wellplateandconsidertheneedsofdifferentpeoplewhenplanningandcookingfood.

v Suggestanddemonstratehealthierwaystoprepareandcookfoods.

v Readandinterpretbasicnutritioninformationonfoodpackagingwhenmakingchoices.

v Planandpreparefoodappropriateforarangeofdifferentoccasions.

HealthyEatingv Understandthatarangeoffactorsdetermine

whatiseatenthroughouttheworld.Dietsvarybetweenindividualsforreasonssuchasavailability,preference,resources,time,cultureandreligion.

v Understandthatavarietyandbalanceoffoodanddrinkisneededinahealthydiet.

v Understandthatdifferentdietsmaycomprise

mealsandknowhowtousebasiccookingskillsandequipmenttopreparefood

v Experiencethepartfoodhastoplayinspecial,socialoccasions

Cookingv Writeandfollowrecipes.v Weighandmeasureaccurately.v Selectandusethemostappropriate

ingredientsandequipmenttoplanandcookarangeofdishes.

v Modifyexistingrecipes.v Demonstrateanextendedrangeoffoodskills

andtechniques.v Knowthatfoodcanspoilanddecaydueto

theactionofmicrobes,insectsandotherpests.

v Understandandusedatemarksandfoodstorageinstructionsonfoodpackaging.

v Demonstrategoodpersonalhygienewhencooking.

v Demonstrategoodfoodsafetyandhygienewhencooking.

HealthyEatingv Understandthatdifferenttypesoffood

providedifferentamountsofenergy.v Understandthatdifferentamountsoffood,

knownasportions,providedifferentamountsofenergy.

v Understandthatallfoodanddrinkprovidenutrients.

v Understandthatenergyisprovidedbythe

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lifestyle.v Sortaselectionoffoodsintotheeat-well

foodgroups.v Recognisethe5groupsfromtheeat-well

plate.v Puttogetherabalancedmealbychoosing

foodsfromdifferentfoodgroups.v Knowthateveryoneshouldeatatleast5

portionsoffruitandvegetableseveryday.FoodandFarmingv Understandthatallfoodcomesfromplants

oranimals.v Sortanumberoffoodsintoplantoranimal

groups.v Giveexamplesoffoodsfromanimal

sourcesv Giveexamplesoffoodsfromplantsources.v Knowhowanimalsarefarmed.v Knowhowplantsarefarmed.v Knowthatpeoplecangrowtheirownfood

athome.v Knowthatfoodischangedfromfarmto

forktomakeitsafetoeat.v Knowthefarmtoforkstagesforsome

basicfoods.

similarrawfoods,combinedindifferentways.v Identifyandclassifyunfamiliarandcomposite

dishesaccordingtothe5groupsdepictedintheeat-wellplate.

v Understandthedifferentproportionsofthemodelinrelationtotheirowndiet.

v Usetheeat-wellplatewhendevisingmealsandmenusforthemselvesandothers

FoodandFarmingv Namethesourcesofcommoningredients

foundinmeals.v NamesomefoodsproducedintheUK.v NamesomefoodsproducedoutsidetheUK.v Knowthatclimateandconditionsaffectwhen

andwherefoodisproduced.

nutrientscarbohydrate,fatandprotein.v Understandthatothernutrientsinclude

vitaminsandminerals,whichareneededtokeepthebodyhealthy.

v Understandthatsomefoodsalsoprovidefibre.Thebodydoesnotdigestthis.

v Recognisethattheamountofenergyandnutrientsprovidedbyfooddependsontheportioneaten.

v Understandthefunctionsofdifferentnutrients.

v Recognisethenutrientsprovidedbyeachsectionoftheeat-wellplate.

FoodandFarmingv Knowthatfoodgoesthroughbasicprocesses

beforeitreachesus.v Knowthatathomeweprocessfoodtomake

itedibleandsafe.v Knowthatfoodisprocessedonalargescale

inplacessuchasrestaurantsandfactoriestomakeitedibleandsafetoeat.

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SCIENTIFICANDTECHNOLOGICALUNDERSTANDING

SCIENCEAtBrindisheSchoolswebelievethattheskillsandknowledgetaught,learntandappliedthroughsciencearecrucialtothedevelopmentofeverychildandtheirunderstandingoftheworldaroundthemandthattheyshouldbuildonwhattheyalreadyknowandcando.Teachersplanfor,teachandassessthedifferenttypesofscientificenquiryskillsthatchildrenrequiretobeabletoinvestigateaccuratelyandexplainwhattheyhavefoundout.Workingscientificallytobothaskandanswerquestions,childrenwilllearntousesafelythesedifferenttypesofscientificenquiry:observingovertime;patternseeking;identifying,classifyingandgrouping;comparativeandfairtesting(controlledinvestigations);andresearchingusingsecondarysources.ChildrenwillalsodeveloptheirknowledgeofLifeProcessesandLivingThings(biology),MaterialsandtheirProperties(chemistry)andPhysicalProcesses(physics)throughhands-on,practicalexperiencesandwilllearnaboutrelatedmajorscientificdiscoveries,adiverserangeofscientistswhomadethemandtheprocessesinvolved.Childrenwillusetechnicalterminologyaccuratelyandprecisely,buildingupanextendedspecialistvocabularyandshouldreadandspellscientificvocabularyatalevelconsistentwiththeirincreasingwordreadingandspellingknowledgeatkeystage1and2.Theywillalsoapplytheirmathematicalknowledgetotheirunderstandingofscience,includingcollecting,presentingandanalysingdata.Whereverpossible,opportunitiesforoutdoorlearningwillbeplannedintothelearning.

Scientistsegs

Animals,includinghumans:AlcmaeonCroton–brainishumanthinkingorgan;DavidAttenborough–speciesandhabitats;Rontgen–xraymachine;Carr–MRImachine;LeonardodaVinci–skeletonandmuscles;GertyCuri–carbohydratemetabolism;HelenTaussig–children’sheartdisease;Fabrici–veinscontainvalves;Landsteiner–differentbloodtypes;Barnard–firsthearttransplant;MariaPereira–heartsurgeryadhesive;FlorenceNightingale,JosephListerandAlexanderFleming–germsandhygiene;GertrudeBellElion–Leukemia,HIVandMalariadrugs;LouisPasteur-vaccination

Plants:GeorgeWashingtonCarver-croprotationandpeanuts;DavidAttenborough–speciesandhabitats;DavidBellamy–botanist;BeatrixPotter–naturalscientistandauthor;CapabilityBrown–landscapearchitect;AlanTitchmarsh–gardener;CarolusClusius–botanistandhorticulturist;GertrudeJekyll–horticulturistandgardendesigner;CharlieDimmock-gardener;PercyThrower–horticulturistandgardener

Livingthingsandtheirhabitats:DianFossey–mountaingorillas;JaneGoodall–chimpanzees;DavidAttenborough–speciesandhabitats;CarlLinnaeus-classification;Aristotle-classification;AlexanderFleming–penicillin;Jenner–smallpoxvaccine;JosephLister–microbiology;RachelCarson–interrelationofalllivingthingsandfounderofenvironmentalscience;SarahMather–underwatertelescope;GilbertWhite–ecologist;SteveIrwin–natureexpert;SteveBackshall–naturalist;ChrisPackham-naturalistEvolutionandinheritance:MaryAnning–foundfirstplesiosaur;CarlLinnaeus–classification;CharlesDarwin–evolution;AlfredRusselWallace–evolution;GregorMendel–genetics;MaryKingsley–explorer;BarbaraMcClintock–genetics;MaryLeakey–prehistorichumansinAfrica;RosalindFranklin–DNA;JamesWatsonandFrancisCrick–DNARocks:MaryAnning–foundfirstplesiosaurProperties,usesandchangesofmaterials:MarieCurie–discoveredradiumandpolonium;IreneJuliet-Curie–discoveredcouldmakeradioactive

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elements;ShigeruBan–architectusingrecycledmaterialsindesign;JohnBoydDunlop–rubbertyres;CharlesMacintosh–waterproofmaterial;JohnLoudonMcAdam–roadbuilding;StephanieKwolek–Kevlar;BerthaBenz–brakepads;SpencerSilver–postitnotes;RuthBenerito–textiles;AntoineLavoisier–oxygen,hydrogenandchemicalelementsLight:IsaacNewton–whitelight;BenjaminFranklin–wavetheoryoflight;PatriciaBath–lasercataractsurgery;AlbertEinstein–particletheoryoflight/photons;BenjaminFranklin–wavetheoryoflight;Aristotle–cameraobscura;Alhazen–identifiedeyesightiscausedbylightenteringeyeEarthandspace:CarolineHerschel–firstnotedwomanastronomer;MariaMitchell–newcomet;AnnieCannon–systemtoclassifystars;EllenOchoa–imagesfromspace;JocelynBellBurnell–neutronstars;BrianCox;YvonneBrill–satellitepropulsion;Copernicus–suncentreofuniverse;Galileo–astronomerandtelescope;StephenHawking–blackholes;KatherineJohnson,DorothyVaughanandMaryJackson–JohnGlenn’ssafetraveltospace;ClaudiusPtolemy–starcatalogueandastronomicalcalculator;Hipparchus–motionoftheSunandMoon,predictionofsolareclipses;Al-Biruni–newmathematicalequationsrelatedtoastronomy/measuringradiusoftheEarth;Alhazen–motionoftheplanetsSound:AlexanderGrahamBellandThomasWatson–telephone;Hutchison–electrichearingaid;ThomasEdison–phonographForces:IsaacNewton–gravity;AlbertEinstein–theoryofrelativitity/gravity;LeonardodaVinci–helicopters;RobertFulton–firstsubmarine;Galileo–gravity;Wrightbrothers–aerodynamics;Archimedes–waterdisplacement;Aristotle–motion,forceandresistance;Al-Biruni–createdhydrodynamicsElectricity:HumphryDavyandThomasEdison–lightbulb;BenjaminFranklin–lightning;NikolaTesla–alternatingcurrentelectricity

EARLY MIDDLE LATERWorkingScientificallyv askingsimplequestionsandrecognisingthat

theycanbeansweredindifferentways–askingpeoplequestions,usingsimplesecondarysources,conductingsimpletests

v observingclosely,usingsimpleequipment(forexample,handlenses,eggtimers)

v performingsimpletestsv identifying,comparing,classifyingand

groupingobjects,materialsandlivingthingsv usingtheirobservationsandideastosuggest

answerstoquestionsv gatheringandrecordingdatatohelpin

answeringquestionsv observingchangesovertimeandbeginningto

noticepatternsandrelationshipsv beginningtousesimplescientificlanguage

WorkingScientificallyv askingrelevantquestionsandusingdifferent

typesofscientificenquiriestoanswerthemv settingupsimplepracticalenquiries,

comparativeandfairtestsv makingsystematicandcarefulobservations

and,whereappropriate,takingaccuratemeasurementsusingstandardunits,usingarangeofequipment,includingthermometersanddataloggers

v gathering,recording,classifyingandpresentingdatainavarietyofwaystohelpinansweringquestions

v talkingaboutcriteriaforgrouping,sortingandclassifying,andusingsimplekeys

v beginningtolookfornaturallyoccuringpatternsandrelationshipsanddecidingwhat

WorkingScientificallyv planningdifferenttypesofscientificenquiries

toanswerquestions,includingrecognisingandcontrollingvariableswherenecessary

v takingmeasurements,usingarangeofscientificequipment,withincreasingaccuracyandprecision,takingrepeatreadingswhenappropriate

v makingtheirowndecisionsaboutwhatobservationstomake,whatmeasurementstouseandhowlongtomakethemfor,andwhethertorepeatthem

v recordingdataandresultsofincreasingcomplexityusingscientificdiagramsandlabels,classificationkeys,tables,scattergraphs,barandlinegraphs

v usingtestresultstomakepredictionstoset

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LifeProcessesandLivingThingsYear1Plantsv identifyandnameavarietyofcommonwild

andgardenplants,includingdeciduousandevergreentrees

v identifyanddescribethebasicstructureofavarietyofcommonfloweringplants,includingtrees

Animals,includinghumansv identifyandnameavarietyofcommon

animalsincludingfish,amphibians,reptiles,birdsandmammals

v identifyandnameavarietyofcommonanimalsthatarecarnivores,herbivoresandomnivores

v describeandcomparethestructureofa

datatocollecttoidentifythemv recordingfindingsusingsimplescientific

language,drawings,labelleddiagrams,keys,barcharts,andtables

v reportingonfindingsfromenquiries,includingoralandwrittenexplanations,displaysorpresentationsofresultsandconclusions

v usingresultstodrawsimpleconclusions,makepredictionsfornewvalues,suggestimprovementsandraisefurtherquestions

v identifyingdifferences,similarities,patternsorchangesrelatedtosimplescientificideasandprocesses

v usingstraightforwardscientificevidencetoanswerquestionsortosupporttheirfindings

v recognisingwhenandhowsecondarysourcesmighthelpanswerquestionsthatcannotbeansweredthroughpracticalinvestigations

LifeProcessesandLivingThingsYear3Plantsv identifyanddescribethefunctionsof

differentpartsoffloweringplants:roots,stem/trunk,leavesandflowers

v exploretherequirementsofplantsforlifeandgrowth(air,light,water,nutrientsfromsoilandroomtogrow)andhowtheyvaryfromplanttoplant

v investigatethewayinwhichwateristransportedwithinplants

v explorethepartthatflowersplayinthelifecycleoffloweringplants,includingpollination,seedformationandseeddispersal

Animals,includinghumansv identifythatanimals,includinghumans,need

upfurthercomparativeandfairtestsv reportingandpresentingfindingsfrom

enquiries,includingconclusions,causalrelationshipsandexplanationsofanddegreeoftrustinresults,inoralandwrittenformssuchasdisplaysandotherpresentations

v usinganddevelopingkeysandotherinformationrecordstoidentify,classifyanddescribelivingthingsandmaterials,andidentifyingpatternsthatmightbefoundinthenaturalenvironment

v identifyingscientificevidencethathasbeenusedtosupportorrefuteideasorarguments

v recognisingwhichsecondarysourceswillbemostusefultoresearchtheirideasandbeginningtoseparateopinionfromfact

v talkingabouthowscientificideashavedevelopedovertime

v exploringideasandraisingdifferentkindsofquestions

LifeProcessesandLivingThingsYear5Livingthingsandtheirhabitatsv describethedifferencesinthelifecyclesofa

mammal,anamphibian,aninsectandabirdv describethelifeprocessofreproductionin

someplantsandanimalsAnimals,includinghumansv describethechangesashumansdevelopto

oldageYear6Livingthingsandtheirhabitatsv describehowlivingthingsareclassifiedinto

broadgroupsaccordingtocommonobservablecharacteristicsandbasedonsimilaritiesanddifferences,includingmicro-organisms,plantsandanimals

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varietyofcommonanimals(fish,amphibians,reptiles,birdsandmammals,includingpets)

v identify,name,drawandlabelthebasicpartsofthehumanbodyandsaywhichpartofthebodyisassociatedwitheachsense

Year2Livingthingsandtheirhabitatsv exploreandcomparethedifferencesbetween

thingsthatareliving,dead,andthingsthathaveneverbeenalive

v identifythatmostlivingthingsliveinhabitatstowhichtheyaresuitedanddescribehowdifferenthabitatsprovideforthebasicneedsofdifferentkindsofanimalsandplants,andhowtheydependoneachother

v identifyandnameavarietyofplantsandanimalsintheirhabitats,includingmicro-habitats

v describehowanimalsobtaintheirfoodfromplantsandotheranimals,usingtheideaofasimplefoodchain,andidentifyandnamedifferentsourcesoffood

Plantsv observeanddescribehowseedsandbulbs

growintomatureplantsv findoutanddescribehowplantsneedwater,

lightandasuitabletemperaturetogrowandstayhealthy

Animals,includinghumansv noticethatanimals,includinghumans,have

offspringwhichgrowintoadultsv findoutaboutanddescribethebasicneedsof

animals,includinghumans,forsurvival(water,foodandair)

v describetheimportanceforhumansofexercise,eatingtherightamountsofdifferenttypesoffood,andhygiene.

therighttypesandamountofnutritionandthattheycannotmaketheirownfood,gettingnutritionfromwhattheyeat

v identifythathumansandsomeotheranimalshaveskeletonsandmusclesforsupport,protectionandmovement

Year4Livingthingsandtheirhabitatsv recognisethatlivingthingscanbegroupedin

avarietyofwaysv exploreanduseclassificationkeystohelp

group,identifyandnameavarietyoflivingthingsintheirlocalandwiderenvironment

v recognisethatenvironmentscanchangeandthatthiscansometimesposedangerstolivingthings

Animals,includinghumansv describethesimplefunctionsofthebasic

partsofthedigestivesysteminhumansv identifythedifferenttypesofteethinhumans

andtheirsimplefunctionsv constructandinterpretavarietyoffood

chains,identifyingproducers,predatorsandprey

v givereasonsforclassifyingplantsandanimalsbasedonspecificcharacteristics

Animals,includinghumansv identifyandnamethemainpartsofthe

humancirculatorysystem,anddescribethefunctionsoftheheart,bloodvesselsandblood

v recognisetheimpactofdiet,exercise,drugsandlifestyleonthewaytheirbodiesfunction

v describethewaysinwhichnutrientsandwateraretransportedwithinanimals,includinghumans

Evolutionandinheritancev recognisethatlivingthingshavechangedover

timeandthatfossilsprovideinformationaboutlivingthingsthatinhabitedtheEarthmillionsofyearsago

v recognisethatlivingthingsproduceoffspringofthesamekind,butnormallyoffspringvaryandarenotidenticaltotheirparents

v identifyhowanimalsandplantsareadaptedtosuittheirenvironmentindifferentwaysandthatadaptationmayleadtoevolution

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MaterialsandtheirPropertiesYear1Everydaymaterialsv distinguishbetweenanobjectandthe

materialfromwhichitismadev identifyandnameavarietyofeveryday

materials,includingwood,plastic,glass,metal,waterandrock

v describethesimplephysicalpropertiesofavarietyofeverydaymaterials

v compareandgrouptogetheravarietyofeverydaymaterialsonthebasisoftheirsimplephysicalproperties

Year2Usesofeverydaymaterialsv identifyandcomparethesuitabilityofa

varietyofeverydaymaterials,includingwood,metal,plastic,glass,brick,rock,paperandcardboard,forparticularuses

v findouthowtheshapesofsolidobjectsmadefromsomematerialscanbechangedbysquashing,bending,twistingandstretching

PhysicalProcessesYear1Seasonalchangesv observechangesacrossthefourseasonsv observeanddescribeweatherassociatedwith

theseasonsandhowdaylengthvaries

MaterialsandtheirPropertiesYear3Rocksv compareandgrouptogetherdifferentkinds

ofrocksonthebasisoftheirappearanceandsimplephysicalproperties

v describeinsimpletermshowfossilsareformedwhenthingsthathavelivedaretrappedwithinrock

v recognisethatsoilsaremadefromrocksandorganicmatter

Year4Statesofmatterv compareandgroupmaterialstogether,

accordingtowhethertheyaresolids,liquidsorgases

v observethatsomematerialschangestatewhentheyareheatedorcooled,andmeasureorresearchthetemperatureatwhichthishappensindegreesCelsius(°C)

v identifythepartplayedbyevaporationandcondensationinthewatercycleandassociatetherateofevaporationwithtemperature

PhysicalProcessesYear3Lightv recognisethattheyneedlightinordertosee

thingsandthatdarkistheabsenceoflightv noticethatlightisreflectedfromsurfacesv recognisethatlightfromthesuncanbe

dangerousandthattherearewaystoprotecttheireyes

v recognisethatshadowsareformedwhenthelightfromalightsourceisblockedbyasolid

MaterialsandtheirPropertiesYear5Propertiesandchangesofmaterialsv compareandgrouptogethereveryday

materialsonthebasisoftheirproperties,includingtheirhardness,solubility,transparency,conductivity(electricalandthermal)andresponsetomagnets

v knowthatsomematerialswilldissolveinliquidtoformasolution,anddescribehowtorecoverasubstancefromasolution

v useknowledgeofsolids,liquidsandgasestodecidehowmixturesmightbeseparated,includingthroughfiltering,sievingandevaporating

v givereasons,basedonevidencefromcomparativeandfairtests,fortheparticularusesofeverydaymaterials,includingmetals,woodandplastic

v demonstratethatdissolving,mixingandchangesofstatearereversiblechanges

v explainthatsomechangesresultintheformationofnewmaterials,andthatthiskindofchangeisnotusuallyreversible,includingchangesassociatedwithburningandtheactionofacidonbicarbonateofsoda

PhysicalProcessesYear5Earthandspacev describethemovementoftheEarth,and

otherplanets,relativetotheSuninthesolarsystem

v describethemovementoftheMoonrelativetotheEarth

v describetheSun,EarthandMoonasapproximatelysphericalbodies

v usetheideaoftheEarth’srotationtoexplain

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objectv findpatternsinthewaythatthesizeof

shadowschangeForcesandmagnetsv comparehowthingsmoveondifferent

surfacesv noticethatsomeforcesneedcontact

betweentwoobjects,butmagneticforcescanactatadistance

v observehowmagnetsattractorrepeleachotherandattractsomematerialsandnotothers

v compareandgrouptogetheravarietyofeverydaymaterialsonthebasisofwhethertheyareattractedtoamagnet,andidentifysomemagneticmaterials

v describemagnetsashavingtwopolesv predictwhethertwomagnetswillattractor

repeleachother,dependingonwhichpolesarefacing

Year4Soundv identifyhowsoundsaremade,associating

someofthemwithsomethingvibratingv recognisethatvibrationsfromsoundstravel

throughamediumtotheearv findpatternsbetweenthepitchofasound

andfeaturesoftheobjectthatproduceditv findpatternsbetweenthevolumeofasound

andthestrengthofthevibrationsthatproducedit

v recognisethatsoundsgetfainterasthedistancefromthesoundsourceincreases

Electricity(Pupilsshouldknowabouttheprecautionsforworkingsafelywithelectricity.)v identifycommonappliancesthatrunon

electricity

dayandnightandtheapparentmovementofthesunacrossthesky

Forcesv explainthatunsupportedobjectsfalltowards

theEarthbecauseoftheforceofgravityactingbetweentheEarthandthefallingobject

v identifytheeffectsofairresistance,waterresistanceandfrictionthatactbetweenmovingsurfaces

v recognisethatsomemechanisms,includinglevers,pulleysandgears,allowasmallerforcetohaveagreatereffect

Year6Lightv recognisethatlightappearstotravelin

straightlinesv usetheideathatlighttravelsinstraightlines

toexplainthatobjectsareseenbecausetheygiveoutorreflectlightintotheeye

v explainthatweseethingsbecauselighttravelsfromlightsourcestooureyesorfromlightsourcestoobjectsandthentooureyes

v usetheideathatlighttravelsinstraightlinestoexplainwhyshadowshavethesameshapeastheobjectsthatcastthem

Electricity(Pupilsshouldknowabouttheprecautionsforworkingsafelywithelectricity.)v associatethebrightnessofalamporthe

volumeofabuzzerwiththenumberandvoltageofcellsusedinthecircuit

v compareandgivereasonsforvariationsinhowcomponentsfunction,includingthebrightnessofbulbs,theloudnessofbuzzersandtheon/offpositionofswitches

v userecognisedsymbolswhenrepresentingasimplecircuitinadiagram

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v constructasimpleserieselectricalcircuit,identifyingandnamingitsbasicparts,includingcells,wires,bulbs,switchesandbuzzers

v identifywhetherornotalampwilllightinasimpleseriescircuit,basedonwhetherornotthelampispartofacompleteloopwithabattery

v recognisethataswitchopensandclosesacircuitandassociatethiswithwhetherornotalamplightsinasimpleseriescircuit

v recognisesomecommonconductorsandinsulators,andassociatemetalswithbeinggoodconductor

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DESIGNANDTECHNOLOGYInKeyStage1and2,throughavarietyofcreativeandpracticalactivities,pupilsshouldbetaughttheknowledge,understandingandskillsneededtoengageinarepetitiveprocessofdesigning,makingandevaluating.Theaimisthatallpupils:developthecreative,technicalandpracticalexpertiseneededtoperformeverydaytasksconfidentlyandtoparticipatesuccessfullyinanincreasinglytechnologicalworld;buildandapplyarepertoireofknowledge,understandingandskillsinordertodesignandmakehigh-qualityprototypesandproductsforawiderangeofusers;critique,evaluateandtesttheirideasandproductsandtheworkofothers;understandandapplytheprinciplesofnutritionandlearnhowtocook.Thetopicsbelow(e.g.homes,puppets,packaging,kites)aremerelysuggestionsforteachers.Itisthedesign,makingandevaluatingprocessthatpupilsshouldbetaught.Teachersplanatleastonestructure,onemechanismsandonetextilesprojectperyear.Suggestedactivitiesandlearningobjectivescanbefoundbelow.Aspartoftheirworkwithfood,pupilsshouldbetaughthowtocookandapplytheprinciplesofnutritionandhealthyeating(see‘Physicalwellbeing,healthandlifestyles’/’Healthyliving,includingfoodandgrow,cook,eat’sectionofcurriculumforobjectives).

DESIGNING,MAKINGANDEVALUATINGKeyStage1Designv designpurposeful,functional,appealingproductsforthemselvesandotherusersbasedondesigncriteriav generate,develop,modelandcommunicatetheirideasthroughtalking,drawing,templates,mock-upsand,whereappropriate,informationand

communicationtechnologyMakev selectfromandusearangeoftoolsandequipmentsafelytoperformpracticaltasks(forexample,cutting,shaping,joiningandfinishing)v selectfromanduseawiderangeofmaterialsandcomponents,includingconstructionmaterials,textilesandingredients,accordingtotheir

characteristicsEvaluatev exploreandevaluatearangeofexistingproductsv evaluatetheirideasandproductsagainstdesigncriteria

Technicalknowledgev buildstructures,exploringhowtheycanbemadestronger,stifferandmorestablev exploreandusemechanisms(forexample,levers,sliders,wheelsandaxles)intheirproductsv usepatterntemplates,markout,cutandjoinmaterialsusingsimplesewingtechniques

Skillsv focusedpracticaltaskstodevelopthenecessaryskillsformakingaparticularproduct

Cookingandnutritionv usethebasicprinciplesofahealthyandvarieddiettopreparedishesv understandwherefoodcomesfrom

KeyStage2

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Designv useresearchanddevelopdesigncriteriatoinformthedesignofinnovative,functional,appealingproductsthatarefitforpurpose,aimedat

particularindividualsorgroupsv generate,develop,modelandcommunicatetheirideasthroughdiscussion,annotatedsketches,cross-sectionalandexplodeddiagrams,

prototypes,patternpiecesandcomputer-aideddesignMakev selectfromanduseawiderrangeoftoolsandequipmentsafelytoperformpracticaltasks(forexample,cutting,shaping,joiningandfinishing)

accuratelyv selectfromanduseawiderrangeofmaterialsandcomponents,includingconstructionmaterials,textilesandingredients,accordingtotheir

functionalpropertiesandaestheticqualities

Evaluatev investigateandanalysearangeofexistingproductsv evaluatetheirideasandproductsagainsttheirowndesigncriteriaandconsidertheviewsofotherstoimprovetheirworkv understandhowkeyeventsandindividualsindesignandtechnologyhavehelpedshapetheworld

Technicalknowledge

v applytheirunderstandingofhowtostrengthen,stiffenandreinforcemorecomplexstructuresv understandandusemechanicalsystemsintheirproducts(forexample,gears,pulleys,cams,leversandlinkages)v understandanduseelectricalsystemsintheirproducts(forexample,seriescircuitsincorporatingswitches,bulbs,buzzersandmotors)v applytheirunderstandingofcomputingtoprogram,monitorandcontroltheirproductsv makeandusepatterntemplates,markout,cut,pinandjoinmaterialsusingarangeofdifferentsewingandembroiderystitches

Skills

v focusedpracticaltaskstodevelopthenecessaryskillsformakingaparticularproductCookingandnutrition

v understandandapplytheprinciplesofahealthyandvarieddietv prepareandcookavarietyofpredominantlysavourydishesusingarangeofcookingtechniquesv understandseasonality,andknowwhereandhowavarietyofingredientsaregrown,reared,caughtandprocessed

ExplorekeyeventsandindividualsinDesignTechnology;LearnaboutCAD(computeraideddesign)

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EARLY MIDDLE LATERStructuresYear1egHomes,Playgroundsv Usesimplemethodsformakingfreestanding

structuresstrongerandmorestablev Namedifferenttypesofaproductandmain

featuresv Observecarefully,drawandnamesimple

mathematicalshapesinthecontextofaproductv Usebasiccutting,shapingandjoining

techniquesfor3Dmodelling,forexamplewithpaperandcardusinggluesandmaskingtape

v Makesimplehingesv Useconstructionkitstoaidmodellingv Makesuggestionsastohowtoproceedv Assemble,joinandcombine2Dand3D

materialsintoamodelv Evaluateproductsmade,commentingonmain

features

Year2egGardenSeatsv Usesimpleandincreasinglymorecomplex

methodsformakingfreestandingstructuresstronger,morestableandabletowithstandgreaterloads

v Useconstructionkitstoconstructmodelsv Assembleandjoinframeworkstructuresv Relatethewaythingsworktotheirintended

purposebylookingatexistingproductsv Discusshowmaterialsandcomponentshave

beenused,people’sneedsandwhatotheruserssayaboutthem

v Assemble,joinandcombinematerialsandcomponentstogetherusingavarietyoftemporarymethodswhenmakingaprototype

v Recogniseshapesandtheirapplicationinsimplestructures,egtrianglesandstrengtheningforces

StructuresYear3egcardstructure-Packaging(sandwich)

v Usestrongshellstructuresv Findoutwhatotheruserssayabouta

specificproductandgenerateideasforanitemofpackaging,consideringitspurposeanduser/s

v Discussusedpackaging:whatwasthepacketusedfor?Wasthepackagingreallynecessary?Whatmaterialshavebeenused?Hasitbeenstrengthenedinanyway?Canthematerialsberecycledorreused?

v Examinehowtomeasure,markout,cut,scoreandassemblethenetofa3Dshape

v Explorehowtocreatedifferentstylesofwritingforapurpose

v Explore,developandcommunicatedesignproposalsbymodellingideas

v Createapackageforagivenpurposev Testandevaluatedesignideasasthey

develop,andindicatewaysofimprovingideas

v Evaluateagainstdesigncriteria,usingproducttopackasandwich

Year4egStrengtheningframeworkstructures:woodstructureegphotographframe

v Investigatefree-standing,strongshellstructuresandhowtheyaremadestable

v Considerwaystostrengthencornersofstructure(triangulation)

v Experimentwithideastostrengthenarangeofmaterials

v Testandusematerialsforsides/roofofstructure

StructuresYear5egKites,Musicalinstrumentsv Reinforceandstrengthenframework

structures,relatingstrengthtoshapev Relatethewaythingsworktotheir

intendedpurposev Researchinformationfromawiderangeof

sourcesondifferentstructuresv Recordevaluationsusinglabelleddrawingsv Developdifferentstrategiestoembellish

anddevelopdesignsv Explorehowstructurescanfailwhen

loaded,andtechniquesforreinforcingandstrengtheningthem

v Joinandcombinematerialsandcomponentsaccuratelyintemporaryandpermanentways

v Criticallyevaluateexistingdesignsinordertoimprovethem

v Developaclearideaofwhathastobedone,planhowtousematerials,toolsandprocesses

v Criticallyreflectonideasinordertoimprovethemandsuggestalternativemethodsofmakingand/ormaterialsiffirstattemptsfail

v Evaluateproducts,identifyingstrengthsandareasfordevelopment,andcarryingoutappropriatetests

StructuresYear6egShelters(SeeYear5Structuresfordesignandmakingskills.)v Explorehowmaterialsandcomponents

havebeenused

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v Usetheappropriatevocabularyfornaminganddescribingtheequipment,materialsandcomponentstheyuse

v Evaluatetheirproductsastheyaredeveloped,identifyingstrengthsandpossiblechangestheymightmake

TextilesYear1egFingerpuppetv Drawaroundatemplatev Recognisethattherearedifferenttypesofa

productmadeupfromdifferentpartsv Makesimpledrawingsandlabelpartsv Recognisethatideasfortheirowndesignscan

bedevelopedbylookingataselectionofexistingproducts

v Identifysimpledesigncriteriav Modelideasbymakingapapermock-upusing

glueasajoiningtechniquev Markout,cutandjoinfabricpiecestomakethe

mainpartofaproductusingsimplejoiningtechniques,foreggluingandstitchingasappropriate

v Useappropriatefinishingtechniquesv Evaluateagainstowndesigncriteria

Year2egGlovepuppet,Sunhatv Recognisethattherearedifferenttypesofa

productandthattheyaredesignedfordifferent

v Use3Dlabelleddrawingtomodeldesignandspecifycriteria

v Exploreandevaluateexistingproductsandgenerateideas

v Forrelevantproductsmakeamock-upusingsuitablematerials

v Beabletodesignasuitableproductforaparticularpurpose

v Beabletosafelyusehacksaw,drillandbradawltoworkwithwood

v Makeaccuratemeasurementsv Evaluateworkagainsttheoriginalcriteria

forthedesignandforstrengthandstabilityTextilesYear3egmoneycontainer

v Usea2-Dfabricshapetomakea3-Dproduct

v Usepatterns/templatesandfasteningtechniques

v Evaluateproductsandidentifycriteriathatcanbeusedfortheirowndesigns

v Makelabelleddrawingsfromdifferentviewsshowingspecificfeatures

v Sewusingarangeofdifferentstitchesv Recognisethatfabricshavedifferent

propertiesv Investigatethatsomejoiningtechniques

arestronger/weakerthanothersv Explorethatfabriccanbejoinedin

temporaryandpermanentwaysv Modelideaswithpaperorinexpensive

fabricv Usedecorativetechniquesegsimple

embroideryorfabriccrayonv Appreciatetheaestheticqualitiesofa

v Explore,developandcommunicateaspectsoftheirdesignproposalsbymodellingtheirideasinavarietyofways

TextilesYear5egBagsv Useacombinationofpatternpiecesand

fabricshapestomakea3-Dproductv Ensureaccuracyinpatternmaking,

includingleavingaseamallowancev Recognisethatproductsaredesignedfora

particularpurposeandaresuitablefordifferentusers

v Criticallyevaluateexistingproductsanddecideonenduserfortheirproduct

v Explorearangeofdifferentmaterialswhichcanbeusedonaproduct

v Recognisethatpattern/templatescanbeusedmanytimesandthisensuresconsistencyinsize

v Pinortack,sewandstitchmaterialstogether

v Developadesignspecificationforaportfolioordesignproposal

v Communicateideasthroughdrawingsandmodelling

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purposesanddifferentusesv Evaluateexistingproductsandidentifycriteria

touseintheirowndesignsv Makesimpleannotateddrawingsv Recognisethatsomejoiningtechniquesare

stronger/weakerthanothersandmakecomparisons

v Recognisethatfabricshavedifferentpropertiesv Usebasicsewingtechniquesv Usesimplevocabularyassociatedwithtextilesv Evaluateproductidentifyingstrengthsandareas

fordevelopmentagainsttheoriginalspecifications

v Modelideasbymakingapapermock-upandmarkout,cutandjoinmaterialtomakemainpartoffinalproduct

designv Drawupsimpledesignspecificationsand

makeaplanofhowtomaketheproduct(instages)

v Makeapaperpattern/templatethatusesaseamallowance

v Measure,tapeorpin,cutandjoinfabricwithincreasingaccuracy

v Evaluateagainstdesigncriteriaandsuggestimprovements

Year4egwallhangings,samplers,coatofarms

v Cutrectangularpatterns/templatesandjoinfabricsbystitching

v Considerhowothermaterialscanaddfurtherpropertiestotextilesegbeads,buttons

v Makelabelleddrawingsshowingspecificfeatures

v Sewusingarangeofdifferentstitchesv Explorethedifferentpropertiesoffabricsv Recognisethatfabriccanbejoinedin

temporaryandpermanentwaysv Exploreandexperimentwithsimple

weavingandknittingtocreatetheirownfabricsorenhanceadesign

v Usesimpledecorativetechniquese.g.appliqué,embroidery,dyeorfabricpaints

v Designaproductusingtextilesforaspecificpurposewithappreciationoftheaestheticqualitiesofadesign

v Drawupsimpledesignspecificationsandmakeaplanofhowtomaketheproduct

v Measure,tape,cutandjoinfabricwithsomeaccuracy

v Evaluatetheirproductidentifyingstrengthsandareasfordevelopmentagainstthe

v Plantheorderofwork,chooseappropriatematerials,toolsandtechniques

v Constructproductsusingpermanentjoiningtechniques

v Considerhowtoachieveaqualityproductv Evaluateproductsidentifyingstrengthsand

areasfordevelopmentandcarryingoutappropriatetests

Year6egSlippers(SeeYear5Textilesfordesignandmakingskills.)v Usespecificproductvocabularyeginsole,

last,tongueforfootweardesignv Considerthatadesignerneedstothink

aboutappearance,function,costandsafetywhendesigningproducts

v Considerhowtoadjustapatterntocaterfordifferentsizesandconsiderreversingapatterntomakeleftandright

v Useasimplesewingmachine(ifavailable)fordemonstrationandextension

v Developadesignspecificationforadesignproposalandmakeapitch,egDragon’sDen

v CommunicateideasusingITandphotography

v Considerhowtoachieveaqualityproductmaintainingqualitycontrol

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MechanismsYear1egMovingpicturesv Usesimplemovingjoints,leversandslidersv Joinmaterialsusingstickytape,glueandpaper

fastenersv Drawpicturesthatcanbecutoutv Recognisethatsimpleleversandsliding

mechanismscanbeusedtocreatemovementv Recognisethat‘lifttheflap’or‘hideandreveal’

mechanismsofferanelementofsurprisev Investigatethatleversareusedinproducts,eg

scissors,balancesandmovingbooksv Recognisethatconstructionkitscanbeusedto

tryoutideasv Followexamplestomakesimpleflap,wheel,

slidingandlevermechanismsv Markandmakeholesinpaperorthincardusing

everydaytoolsv Createamovingstoryboardtopresentanidea

foranewstoryv Choosemechanismswhichoffermovement

appropriatetotheirstoryv Modeltheirdesignandstoryideasincardand

papertomakeaprototypev Maketheirdesignusingappropriatetechniquesv Evaluatetheirproductbydiscussinghowwellit

worksinrelationtothepurposeYear2axlesegWindingUp(winchandpulley):makeawell(linkedtonurseryrhyme);makealighthouse(linkedto‘TheLighthouseKeeper’sLunch’)v Usewinding/winch/pulleymechanismsv Useconstructionkitstosupportunderstandingv Recognisethatawindingmechanismhasanaxle

originalspecificationsMechanicalControlYear3Pneumatics–egmovingtoys

v Useasimplepneumaticsystemtocreatemovement

v Explorehowairpressurecanbeusedtoproduceandcontrolmovement

v Examinetechniquesformakingsimplepneumaticsystems

v Comparetheeffectivenessofdifferentsystemsanduseappropriatevocabularytodescribehowthingswork

v Assemblesimplepneumaticsystemsv Explorewaysoffixingcomponentsand

usingpneumaticsystemsinconjunctionwithsimpleleverstocontrolmovement

v Chooseanideaaccordingtologisticalconstraintsegmaterials

v Useastoryboardtodesignandrecordthesequenceoftheirwork

v Evaluatetheproductandpurposeofimprovements

Year4Movingpictures–egbook

v Useleversandlinkagesv Distinguishbetweenfixedandlooselevers

andlinkagesv Investigateandevaluateproductswith

leverandlinkagessystemsinordertolearnhowtheyfunction

v Relatethewaythingsworktotheirintendedpurposeegpulldirectionandmovementitproduces

v Useappropriatetechnicalvocabularytodescribematerialsandmechanisms

v Measure,markout,cutandshapearange

MechanicalControlYear5Cams–egmovingtoysv Exploreexistingproductsandrecognisethe

movementofamechanismwithinatoyormodel

v Usespecificsubjectvocabularyandunderstandwhatitmeans

v Usecamstochangerotarymovementintolinear/reciprocatingmovement

v Understandthatacamwillchangerotarymotionintolinearmotion

v Understandthatdifferentshapedcamsproducedifferentmovementsandabouttherelationshipbetweenacamandafollower

v Measureandmarkoutaccuratelyv Usetools,eghacksaw,utilityscissorsnips,

forcuttingsafelyandeffectivelyv Useadrillorbradawltomakeanoff-centre

holeinawheelv Considerthecharacteristicsofthecam

mechanismwhendesigningthemovingpartoftheirtoy

v Producelabelled3Ddrawingsoftheirdesignandselect/recordrequiredmaterials

v Testouttheirdesignideasbeforeproceeding

v Cutandjoinwithaccuracytoensureagood-qualityfinishtotheproduct

v Decoratefinishedproductconsideringaestheticsandenduser

v Testthemechanismsandmakeadjustmentswherenecessary

v Evaluateitpersonallyandseekevaluationfromothers

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thatturnsandahandlev Observecarefullywhathappenswhensucha

mechanismworksv Makesimpledrawingstoshowhowthe

mechanismworksv Investigatetechniquesformakingwinding

mechanismsv Identifycriteriafortheirdesignv Selecttoolsandmaterialsandusecorrect

vocabularytonameanddescribethemv Assemble,joinandcombinematerialstomakea

windingmechanismv Understandtheneedforastrongandstable

structuretosupportamechanismv ToevaluateagainstdesigncriteriaYear2Wheels,axlesandaxleholdersegvehiclev Usewheels,axlesandaxleholdersv Understandthatwheelscanbeattachedtightly

orrunfreelyonanaxlev Knowthataxlesareattachedtoachassisv Recognisethatdifferenttypesofvehicledesign

requiredifferentpartstofulfiltheirpurposev Exploreideasfordesignsbylookingatfamiliar

productsv Makesimplesketchesanddrawings,labelparts

andupdatetheirdesignastheyaremakingtheirproduct

v Applyknowledgeofpropertiesofeverydaymaterialswhenselectingandusingmaterialsfortheirdesign

v Devisesimplecriteriatoevaluatetheirapproaches,productsandoutcomes

v Begintoselectequipmentandtoolstomaketheirworkmoreeffectiveandefficient,andexplainthereasonsfortheirchoices

v Identifyapurposeforwhattheyintendtodesignandmake

ofmaterials,usingappropriatetools,equipmentandtechniques

v Joinandcombinematerialsandcomponentsaccuratelyintemporaryandpermanentways(mockupsandfinalproduct)

v Explorehowsimplemechanismscanbeusedtoproducedifferenttypesofmovementegrotary,slide

v Planhowtomake,usematerials,equipmentandprocesses

v Evaluatedesignideasasthesedevelop,indicatingwaysofimprovingtheirideasandtoevaluatethebook/pageagainsttheoriginaldesigncriteria

MechanicalandElectricalControlYear4egtorch,lighthouse,burglaralarm(Neverusemainselectricity)

v Usesimpleswitchesandcircuitstodesignandmakeafunctionalproduct

v Explorethewaysinwhichdifferenttypesofswitchesworkorcanbeactivatedandrelatedtopossibleoutputwarningdevices

v Ifavailable,showhowtouseacontrolprogramforanalarmorlight

v Evaluateexistingproductsfortorchesandgeneratedesignideasappropriatetothepurpose

v Thinkabouthowelectricalcircuitscanbeusedtoachievefunctioningresults

v Thinkabouthowtocontroltheiralarmusingacontrolbox/programifavailable

v Evaluatetheirproductscarryingoutappropriatetestsandimprovements

MechanicalandElectricalControlYear6-egFairgroundridev Exploremovingtoyswhichfeaturepulleys

orgearsv Usespecificsubjectvocabularyand

understandwhatitmeansv Usepulleysorgearsandunderstandhow

themechanismsworkv Useswitchesandmotorsincircuitsto

achievefunctionalresultsv Considerthatthereareavarietyof

productswhichincorporateapulleyandadrivebeltandaredrivenbyamotororacomputer

v Discusshowcontrolsystemsareusedineverydaylifeusingtheappropriatevocabularyrelatedtocontrolsystems

v Modelandexploreideasforownproductthatusesmechanisms,byusingconstructionkitsormakingamodelfromasetofinstructions

v Developadesignspecificationforadesignproposalandmakeapitchtoarelevantorganisation,e.g.themepark

v CommunicateideasusingITandphotography

v Considerthatthedirectionofrotationandthespeedofanelectricmotorcanbecontrolledandvaried

v Thinkabouthowrotationcanbetransferredfromonepartofamodeltoanotherbyusingpulleysandabelt

v Considerhowabeltandpulleysystemcanreversethedirectionofrotation(bytwistingthebeltthrough180degrees)

v Considerhowabeltandpulleysystemcanturntheplaneofrotationthrough90

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v Refinetheirdesignbasedonwhattheyhavefoundoutthroughinvestigativework

v Considerhowtoincludeopeningandclosingmechanismsegdoorhinges

v Measureandcutaccuratelyv Assemble,joinandcombinematerialsinorder

tomakeavehiclev Evaluateagainstdesigncriteria

degrees(bytwistingthebeltthrough90degrees)

v Thinkabouthowabeltandpulleysystemcanincreaseordecreasethespeedofrotation(byusingdifferentsizepulleys)

v Makedecisionswithregardtothetypeofridetheywillmake

v Modeltheirintendedfairgroundridev Makemodificationsastheygoalongv Evaluateagainsttheiroriginalcriteriaand

suggestwaysthattheirridecouldbeimproved

v Makeanattempttocalculateproductcostsforatleastonecopyoftheirproduct

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COMPUTING

EARLY MIDDLE LATERE-safetyv Digitalfootprint:Learnhowtocreatesafe

imageswhichdon’trevealpersonalinformation

v Stayingsafe:Which/whosedevicesisitsafeformetouse?;Understandthatsomeinternetcontentisnotappropriateforme;Knowingaselectionofwebsiteswhichareappropriateforme;UnderstandthatIshouldnotputanyinformationaboutmyselfontheinternet

v Virusesetc.:Whattheyareandwhattheycando;Howtoavoidthem;Howtodealwithandavoidpop-upsingamesandinternetbrowsers

v Security:Knowhowtomakeagoodpassword;Knowhowtokeepyourpasswordsafe

v Cyberbullying:Understandconceptofonlineinteractionsbeingthesameas‘real-life’

v Howtoreportissues:Knowtospeaktoaresponsibleadultiftheycomeacrossanythingthatisinappropriateormakesthemfeeluncomfortable/threatened

v Ageappropriateusage:Understandpurposeofage-restrictionsongaming,socialmedia,streamingservicesandotheronlinecontent

v Mental/physicalhealthinthedigitalsphere:Knowhowtoadapttheirpostureanddevicepositionwhenusingdevicesforanylengthof

E-safetyv Digitalfootprint:Whatinformationshould

youshareonasocialnetwork?Understandhowtouseprivacysettings;Identifywhocanseeyouronlineinteractionsandinformation(comparingopenchatrooms/privatemessagingetc.)

v Stayingsafe:Knowhowandwhentowithholdpersonalinformation;Knowhowtoavoidleakingpersonalinformationthroughimages;Understandwhata‘friend’is;Knowthatfinancialcostscanbeincurredthroughadd-onsinapps/software,andunderstandthatyouneedpermissionfromthebill-payerbeforestartinganytransaction

v Virusesetc.:Recognise‘phishing’emailsandwebsites;Recogniselegitimateemails(knowncontacts/businesses);Knowwhattodoifyou’vehadyouremail/otheraccounthacked;Useviruscheckersandfilters

v Security:Understandriskofsavingpasswordsondifferentdevices

v Cyberbullying:Knowtherangeofwhatcanconstitutebullying(manipulation/beingexcluded/yourinformationandcontentbeingsharedwithoutyourpermissionetc.);Understandconceptofallonlinecommunicationpotentiallybeingpublic;Understandthatthenegativeemotionalimpactofcyberbullyingisthesameorworse

E-safetyv Digitalfootprint:Understandtheimpactand

impressiongivenbyyourownonlinecontent;Researchyourowndigitalfootprint;Controlyourownonlineidentity;Communicaterespectfully,inclusivelyandresponsiblyonlinethroughawarenessofdifferentpotentialaudiences

v Stayingsafe:Identifymanipulativecommunication;Understanddangersofextremistandillegalcontent;Avoidillegaldownloadsandotherpotentiallycriminalonlineactivity;Understandintellectualpropertysoastoavoidplagiarism/piracy;Identifywhenyouarebeingsoldto;Identifywhenanindividual/group/organisationistryingtoinfluenceyou

v Virusesetc.:Recognisedifferentlevelsofriskindownloads(authenticityofdifferentwebsites)

v Security:Recogniserisklevelsofdifferentdevices(e.g.–internetcafécomputers/wi-finetworksthatarenotsecure/yourphonevsyourfriend’sphoneetc.)

v Cyberbullying:Understandwhat‘trolling’isandtheimplicationsofit

v Howtoreportissues:Understandhowtobalanceyourownprivacywithbeingopentoyourfamily

v Ageappropriateusage:Understandwhat

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time,soastopreventaches/pains/eyestrain thanbullyingin‘real-life’v Howtoreportissues:Beabletouse‘block’/

‘report’buttons;Usescreenshotstocaptureevidence

v Ageappropriateusage:Revisitage-restrictionsongamingandotheronlinecontent

constitutesadultcontent,andknowwhatisappropriateforyoutoaccessatdifferentages

v Mental/physicalhealthinthedigitalsphere:Understandthatpeoplemanipulatetheirownonlinepersonatogiveanunrealisticallypositiveimpressionoftheirlife;Knowhowtorestrictyourowndeviceusagetoimprovesleeppatterns/mindfulnessetc

InformationTechnologyv Beabletologontonetworkorclassarea.v Beabletologontoandnavigatearoundour

MLE;uselinksonclasspages;usesubscriptionservicesthatourschoolhasboughtinto(e.g.Espresso)

v Beabletoexploreasimplewebpageanddevelopunderstandingof‘home’/‘back’/‘find’buttons

v Developunderstandingofhowtoselectwordsandphrasestomakeaneffectivesearch.

v Useavarietyofsourcestofindinformationforathemee.g.video,podcasts.

v Recognisecommonusesofdigitaldevicesandinformationtechnologybeyondschool

InformationTechnologyv Beabletorefinetheirsearchingskillsusekey

words(insteadofsentences)tofindwhattheyarelookingfor

v Knowwheretofinddifferenttypesofmedia(images/sounds/videosetc.)

v Understandhowtoextractrelevantinformationthattheyunderstandandcanparaphrase.

v UnderstandthatnotallinformationontheInternetisaccurateandthatthereisaneedtocheckinformationfromseveraldifferentsources.

v Understandtheusesofcomputinganddigitaldevicesacrossdifferentareasofsociety(e.g.hospitals/policing/sportetc)

InformationTechnologyv Understandtheterms‘copyright’and

‘plagiarism’,andbeabletofindCreativeCommons(copyright-free)materialfortheirownuse

v Understandthatuseoftheinternetinsomecountries/areasmaybecontrolled,restrictedornon-existent,andthatthequalityofinternetconnectioncanvarybyareaorcountry

v Knowandunderstandthehistoryofcomputing,andhowithasshapedourworld

v Predictfutureusesofcomputingtechnologybasedoncurrenttrendsandpotentialfutureproblems/needs(e.g.climatechange/increasesinworldpopulation)

DataHandlingv Usesimpledatahandlingsoftwaretocreatea

rangeofgraphsandchartsfromdatathattheyhavecollected

DataHandlingv Usedifferentdatahandlingpackagesto

createforms/tables/databases,insertdata,creategraphsandimporttheseintoanothermedia(Word,PowerPoint,Pages,Blog,etc.)tocreateareport

v Usedataloggerstorecordtemperature,lightandsoundinScienceandGeographyandbeabletoimportdataintoadatahandlingpackage

DataHandlingv Knowhowtosortandanalysedatav Throughanalysis,checkthereliabilityofthe

dataobtainedandknowwheretotryagainifthereisinaccurateinformation

v Independentlychoosethemostappropriatedata-handlingpackagefortheirtask

v Choosethemostappropriategraphtype/formatandexplaintheirdecision

v Presenttheirinformationusingavarietyofmedia,explainingtheirchoicesbyconsidering

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theiraudienceSharing,PlayingandCollaboratingOnlinev Understandsomeofthewaysinwhichwe

canshareideasonlinee.g.Fronter,email,blogs

v Understandthedifferencesbetweentheformsofcommunicationavailableontheweb(socialnetworks/instantmessaging/email/bloggingetc)

v Understandwhotheyarecommunicatingwithineachsituation(withfamily/friends/acompany/strangers)

Sharing,PlayingandCollaboratingOnlinev Knowtheadvantagesanddisadvantagesof

differentformsononlinecommunicationintermsofaudience/securityandsafety/purpose

v Choosethemostappropriateformofcommunicationforthepurposeathand

v Understandhowwechangeouruseoflanguageandcontentofourcommunicationsbasedonthemethodbeingusedandaudience(e.g.differencesbetweensendinganinstantmessage/emailtoafriendorpublishingamessageonanopensocialnetworksuchasTwitter)

v Understandthatonlinecommunicationispotentiallymoredifficultthanface-to-facecommunicationduetoabsenceofbodylanguage/facialexpressionsetc

v Learnhowtocomposedigitalcommunications(emails/blogposts/instantmessagesetc)clearlyandsuccinctlytoreducetheriskofthemisunderstanding

Sharing,PlayingandCollaboratingOnlinev Understandthat,whenyoushareonline

contentwithfriends/family,youhavearesponsibilitytoensurethatthematerialisnot1)offensive,or2)apotentialsecurityrisk(virusesetc)

DigitalLiteracyv Beabletouseavarietyofdevicestorecord

images–iPads,tablets,digitalcameras,etc.v Beabletocreateapictureforapurpose/to

modelreallife,e.g.usinganartapp/packagetodrawapictureofaparticulartimeofday

v Useavarietyoftoolsinanartpackagev Beabletouseandlookafterdevicestoaccess

audiobooksandmusicv Beabletocreateamultimedia

document/presentationtoconveyinformationorexpressanopinionorprovideanexperienceforitsaudience,PowerPoint,podcasting,MSWorddoc,animation,

DigitalLiteracyv Createmultimediapresentationswithtext,

images,sound,videoandhyperlinksinarangeofformats(PowerPoint,Word,Publisher,Fronterpageetc)

v Understandtheiraudienceandchoosecolour,textfonts,boxesandtransitionsappropriately

v Combineimportedimages(e.g.photographs/imagestakenfromtheinternet)withimagescreatedwithinartpackages

v Usearangeoftechniquesandeffectstoshowdifferentatmospheres/feelings

v UseGarageband/Broadcaster/Audacityetctocreatelayeredsoundstotellastorywith

DigitalLiteracyv Useadvancedtoolsinwordprocessingand

presentationalsoftwaree.g.linespacing.Columns,tables,textboxes,aligningtext,transitionsandhyperlinksthatbestmeettheneedsofthataudience

v Useembedcodestoinsertgames,videos,onlinecontentintoablog/Fronter/website

v Understandhowtousecontactlists/addressbooksefficiently

v Inpresentations,combinetext,images,soundandvideowitheffectsandtransitionsthatmeettheneedsoftheaudienceandhelptoconveymeaning(atmosphere/feelings)rather

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multimediablogentry speech,soundeffectsandbackgroundmusicv Createananimationtotellastory/explainan

idea,usingstop-frameanimationoronlineanimationssoftware

v Beabletodiscusseffectivenessofwork,theirchoicesandhowtheycouldimproveit

v Workcollaborativelytoshare,developandrefineideas

thansimplytoimpressv Adaptimagestoarangeoftargetaudiences

byfocusingoncomposition/useofcolouring/textetc

v Createonlinestoriestoshareandthenembeddingintoablog/Fronter/website

v Createpodcasts/radioshowstotellstories/explainideas/shareinformation;Discusstheirchoices,audienceandimpact.

v Createfilmsandanimationsusingarangeofsoftwaretoexpressstoriesandideas;Usemoreadvancedtechniquesandeffectsforamorepowerfuleffectontheiraudience

v Regularlyevaluatetheirworkanditseffectiveness

UsingDevicesv Knowhowtoturnon/offthedevicestheyuse

(laptops,desktops,iPads,camerasetc)v Beabletosaveadocumenttoaspecific

locationandbeabletoretrieveadocumentthroughanumberofroutes–recentdoc/openprogramusedetc

v Understandtheimportanceofsensible,specificfilenaming.

v Understandhowtolookafterdevicestoincreasetheirshelflife

v Understandthatbrowsersareusedtoaccesstheinternetandthattherearedifferentbrowsers;Recogniseafewkeyiconsforbrowsers(InternetExplorer/Firefoxetc)

v Knowthataniconrepresentsanapplication/function

v Beabletonavigatebetweentabsandusebookmarks.

v BeabletouploadimagesfromaniPad/digitalcameraetcontoalaptopordesktoptouseatalaterdateoraspartofamultimediaproject.

UsingDevicesv KnowhowtouploadafileontoFronter.v Knowhowtocreateandmanagefolders(ona

harddrive/cloud/otherdevice)sothatdocumentscanbequicklyandeasilyretrievedbythemselvesorsomeoneelse

v Beabletoproblemsolvedifficultieswithvariousdevices:(HowcanIgetridofapopupwindow?Ihaveaspinneywheel,whatcanIdo?Thesoftwareisunresponsive...whataremyoptions?Mymouseisn’tworking–isitpluggedin?Mycomputeriscrashed–doIknowhowtoforcequit?[Ctrl+Alt+Del]).

v Knowtherearedifferentfiletypesandhaveageneralideaofthepurposeofthemostcommonexamples(e.g.wav/mp3/ogg=sound;jpg/gif=image;doc/txt=textetc.)

v Understandtheterms:USB,Ethernet,cloudcomputing,server,hardware,software,

UsingDevicesv Beabletotalkaboutwhichdevice,ifany,is

thebestsuitedtothetaskandbeabletotalkaboutthereasonsfortheirselection;Theywillneedtoconsiderfinalpurposeandstateofproduct–papercopy,digitalcopyandhowitcanbetransferred.

v Understandhowtousethefinderoptionstolocatefoldersandfiles,applicationsandkeywordswithinatext(onlineorinalocaldocument)

v Becomefamiliarwithtypicalfilesizesforparticulardocumenttypes.

v Understandtheterms:bits,bytes,megabytes,andgigabytes(allunitsofmeasurefordigitalinformation)

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v Understandtheterms:mouse,keyboard,screen,desktop,browser,icon,internet.

ComputerScience/TechnologicalUnderstandingv Coreconcepts:-Understandthat‘algorithm’meansasetofrules/instructions-Understandthatcomputerprogramsareacollectionofalgorithms-Understandthatcomputersneedpreciseinstructions-Understandthat‘debugging’meansediting/checking/changingv Programming:-Createandrecordsimpleprogramstoachieveaparticularoutcome,understandingthatdeviceswillonlyactoninformationgivenandthattheinformationneedstobeinputinaspecificwayforthedevicetowork.Dosousing:>ABeebotorothercontroldevice>‘Reallife’situations(e.g.Instructionsformakingajamsandwich)>AsoftwarepackagesuchasEspressoCoding-Predictoutcomesofprograms(e.g.Willthissetofinstructionssuccessfullyhelpusmakethiscake?)v Hardwareandprocessing:-Recognisethedifferencebetweeninputdevices(e.g.akeyboard)andoutputdevices(e.g.acomputermonitor)andunderstandthatsomedevicescanbebothinputandoutput(e.g.aniPadscreen)-Understandthatarangeofdevicescanbecalledacomputer-Understandthatallcomputersareprogrammed

ComputerScience/TechnologicalUnderstandingv Coreconcepts:-Understandthemeaningandpurposeofiteration(‘repeatloops’)-Understandthemeaningandpurposeofselection(‘If…then…’statements)-Understandthattherecanbedifferentsolutionstothesameproblemv Programming:-Designsimplealgorithmsusingiterationandselection-Designcomputerprogramstocontrolreallife/physicaldevices-Debugownandotherpre-writtenprograms-Useflowchartdiagramstoshowandexplain‘real-life’programmes(e.g.Howtoworkyourwaythroughamaze)-UseprogrammingtoolssuchasScratch/EspressoCodingv Hardwareandprocessing:-Understandthatdevicesaregenerallydefinedbytheprogramsthatrunsthem-Selectandusedifferentinputandoutputdevicestomeetdifferentcriteria

ComputerScience/TechnologicalUnderstandingv Coreconcepts:-Understandthedifferencebetweenusesof‘If…then…’and‘If…then…;else…’statements-Understandtheuseof‘Repeatuntil’statements-Understandhowvariablescontrolandusedatainprograms;v Programming:-Designprogramstomeetspecificcriteriaandsolveproblems,usingarangeofiterationandselectionstatementsplususeofvariablestoachievetheiraims-Designandevaluateprogramsbasedonaudience/purpose/effectiveness-Createdifferentprogramstomeetthesamecriteria/endgoal-Recogniseprosandconsofdifferentalgorithms,andidentifyingthemostefficientmethodforsolvingaproblem-Continuefocusondebugging-UseprogrammingtoolssuchasScratch/EspressoCodingv Hardwareandprocessing:-Understandthemainfunctionsofthedifferentcomponentsinacomputer-Understandthedifferencebetweenphysical,wirelessandmobilenetworks

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v ExplorethepoetryofBenjaminZephaniah:thepowerofimagery,findingavoice.Improviseusingarangeofdramastrategiesandconventionstoexplorethemes.Explorehowpoetsusedifferentstructurestocreatecoherenceandimpact;discussunderlyingthemes,causesandpoints

v Considertheoverallimpactofaliveorrecordedperformance,identifyingdramaticwaysofconveyingideasandbuildingtension.

v Biographical&Autobiographicaltextslinkedtosignificantfiguresfrom1930onwards(e.g.MichaelJackson,DavidBeckham,JesseOwens,AndyWarhol,etc.)orothersignificant(leaders–MargaretThatcher,JKF)

Historical,Global,SocialandSpiritualUnderstandingv Childrenwilltakepartinanhistoricalenquiry

lookingatchangessince1948,theimpactoftheSecondWorldWar,migration,Windrush–NHS,transport

v Exploringtechnologicalchanges,changesintransport,lifestyles,fashionandenvironmentaladvances(linktosustainableschools)

v ChildrenwilllookattheemergenceofcarnivalinBritain–makelinkstoNottingHillriotsandotherstreetcelebrationssuchasPrideandlocalparties

v Weather&climatechange:hurricanes,rainfallv Reflectandevaluatebeliefsaboutworldissues

suchaspeaceandconflict,wealthandpovertyandtheimportanceoftheenvironment

v Humanrights(UDHR1948),socialjustice,healthandpoverty

TripsandVisitors

GeffreyeMuseum–Britainsince1948workshop

MuseumofLondon–dramaworkshop–Windrushand

CommunityCohesion/PlanningforDiversity/Celebrate&EducateLinkingtonewcomersinourschool–whatcanwelearnaboutthemandwheretheycomefrom?Celebratingculutres&traditionsInterviewmembersofthecommunitywhomovedfromtheCaribbean–reasonsformoving,whattheythoughtofLondonwhentheyarrived.

PhysicalWellbeing,HealthandLifestyles

v Exploringhowwewelcomenewcomers;challengingprejudiceanddiscrimination,diversity,respectingbeliefsandpracticesofothers.

v Food–preparationandcookingoffoodfromCaribbean–exploringcustoms,culturaldifferencesandthesocial/celebrationaspectsoffood.

v PE–standalone


v InVisualArts,childrenwillcompareandcontrastartstyles,schoolsofartandtechniquesusedinBritishandCaribbeanartinthe1950s.Expresspreferences,talkaboutelementsofapiece,useasstimulusforown.

v Music–listenandrespondtoarangeofreggae,carnival/calypsomusic(www.putumayo.com);learnthesongs‘Onelove/peoplegetready’,‘Bassezdown’and‘Threelittlebirds’;useoneofthesongwritingbackingtracksonSingUptowriteacarnival/celebrationsong.

v Dance/drama–linktoWindrush–stillimagesbasedonthosearrivingtoanewcountry–howmighttheyhavefelt?Workinroletoexplorefeelings,thoughts.


v Maths–standalone&Inspirev Enterprise–afairtradeprojectv StoryofLeviRoots–Caribbeanlink,food,music,

andentrepreneur


v Science–focusonworkingscientifically.LookattheworkofafamousCaribbeanscientistsuchasAnthonyChenorDr.MarciaRoye

v DT–textiles,create/designfabricproductheaddressesv ICT–findinginformationonline,verifyingaccuracy,

presentinginavarietyofways,blogging,makinglinks,advancementsintechnologysince1930–sameinUKandCaribbean?Similarities/differences?

v Computing:ChdcreatepresentationsinScratchtorepresentthestoryofWindrush,using‘Broadcast’blockstomovebetweenscenesand‘Ask…’blockstoaddaquizelement

CaribbeanConnections

Year6

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v Data-readingandinterpretingchartsandgraphsv Developunderstandingofhowglobaltrade

works,Fairtrade,etc.v Exploretheethicsoffinancialdecisions,e.g.the

environmentalimplicationsofdifferentproducts.Isitworthpayingmoreforaproductthatdoeslessenvironmentaldamage?Whenaredonationstocharityneededandmade?


v Inscience,thechildrenwillrecognisethatairisagas,knowthatgaseschangeshapeandflowfromoneplacetoanother,howliquidscanchangestate,howwatercanchangestateandthischangecanbereversed,explainthewatercycle–linktoglobalwarming/climatechange

v ThechildrenwilluseICTtogatherinformationandpresentitinmultimediaformats.Considerhowscience/technologyhasinfluencedandexpandedwhatweknowaboutsustainability.

v Computing:Chdmodelmovementofsolids/liquids/gasesusingiteration(repeat/forever)andconditional(‘If…’)clausestoshowthemovementoftheparticles

CommunityCohesion/PlanningforDiversity/Celebrate&EducateFairtradeissuesaroundtheworld,placestobuyFairtradelocally,communicateclimatechangeissuesinlocalcommunity.

Sustainability

Year5


v Persuasivetexts–debate,argument–chooseanenvironmentalissue–climatechange,pollution,fairtrade-identifyandusedifferentquestiontypestopresentaspokenargument,sequencingpointslogically,defendingviewswithevidenceandmakinguseofpersuasivelanguage.

v Usedramatoexploredifferentsidesofanargument,courtroomscene.

v Non-fiction/informationtexts-comparedifferenttypesofnarrativeandinformationtextsandidentifyhowtheyarestructured


v Reportwritingbasedoninformationaboutacontroversialenvironmentalissue.


v Investigateandunderstandlocal,nationalandglobalissues(globalwarming,pollution)indepth,consideringthedifferentinterestsinvolvedandhowdecisionsaremadewhichaffecttheenvironment.

v Recognisehowmancandamage,improve,andmanageenvironmentssustainablyandidentifyopportunitiesfortheirowninvolvement

v Exploregeographicalprocessesthatcausechangeinthephysicalworldindifferentplaces(climatechange,globalwarming)

v Ethicsandrelationships,rightsandresponsibilities:whatreligionsandbeliefssayaboutglobalissuesandtheenvironment?

TripsandVisitors

Science Museum – climate change from an astronaut’s view


v HealthyLiving-Knowhowmineralsandvitaminsinourdietfightharmfulfreeradicalsintheenvironmenttokeepushealthy.

v Considerhowtoprotecttheplanetforfuturechange.v Greentravel–usingpublictransport,walking/cyclingv Grow,cook,eat


v InVisualArts,childrenwillexploreAndyGoldsworthy’ssculptureandcreatetheirownsculptureusingnaturalmaterials.

v Music–listenandrespondtoJohnCage‘ChildofTree’;createownmusicalinstrumentsusingrecycled/foundmaterialsandcreateshortpatternstoaccompanythesongs‘FairtradeSong’,‘BeCool’and‘Recycleit’;useowninstrumentstocreateapieceofmusicthatshowsawarenessofseveralmusicalelements.Createagraphicscoreforthemusic.

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v Instructionaltexts–exploreawiderangeoftextsandexaminetheirfeatures,emphasisonparagraphs,structure.

v Writeowninstructionaltext/recipesforinternationalfoodfestival–addimagesandthinkaboutwaystopresent

v Poetry–childrenwillexplorepoetryaboutfoodandwritetheirownversionof‘FoodGloriousFood’withtheirfavouritefood.


v Measure–weight,capacity,moneyv Datahandling–linkingtofieldworkinlocal

measure–chartsandgraphsv Enterpriseidea–usingphotography/ICTtocreate

arecipebooktosellatfoodfestivalv Exploringhouseholdexpenses,usingabudget


v Thechildrenwilldeveloptheirunderstandingofglobalissuesbyconsideringwheredifferentfoodscomefromandhowclimateaffectscropsindifferentpartsoftheworld

v Exploringglobalfootprints–airmiles,foodwaste;growingyourown–thegrow,cook,eatagenda

v Possiblelinktohistorytopic–thekindoffoodeatennowcomparedtoatimelongago,oracomparisonofcountries–thenandnow–Tudors/Romans/Vikings?

v LinktoRE–howfoodinfluences/impacts/ispartofreligiouscelebrations


v Inscience,thechildrenwillexplorehotandcoldtemperaturesandhowthisimpactsonfood.Theywillalsoinvestigatemeltinganddissolving

v InDT,thechildrenwilllearnaboutpackaginganddesigntocreatepackagingfortheirchosendish.

v ThechildrenwilluseICTtocreateinvitestothefoodfestival,publishtherecipebook,withtextandimagesandusetheinternettoexplorewheredifferentfoodscomefrom.

v ChduseScratchtodesignaprogrammewhichgathersdataonpeople’seatinghabitsthendisplaytheresults(use‘Ask…’blockstogatherthedata,‘Variable…’blockstostoreitanddifferentspritestodisplaytheresults)

TripsandVisitors

VisittoPizzaExpress;VisittoNationalGallery–stilllife

CommunityCohesion/PlanningforDiversity- Internationalfoodfestivalwillencourage

childrentocelebratetheirhomecountry/Pride


v Thechildren’slearningabouthealthyfoodwilllinkwithfitnesslessonsinPE–what’senoughfood?HowmuchfooddoIneedtodo….?

v Thechildrenwilltakepartinaninternationalfoodfestival,learningtosharefood,eattogether,havegoodmanners,makelinkswithcommunity–invitingparents/carers,makingfoodfromaroundtheworld

FoodforThought

Year4


v InArt,childrenwilllookandrespondtostilllifedrawing,particularlyoffood.Theywillobservecloselyanddevelopanunderstandingofproportion.

v Music–listenandrespondto‘BeOurGuest’;learnthesongs‘Chocoholics’(mathslink)and‘FoodGloriousFood’;createmusictorepresentdifferentkindsofcelebrationsorbanquets,selectingsounds.

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BehindtheGreatWall…

Year3

KeyQuestions&Ideas/CreativeEntryPoint

RolePlay–GoingonajourneytoChina–buytickets,packing,aeroplanejourney,checkpassportandplanningvisit!


v Texts–‘Thefireworkmaker’sdaughter’byPhilipPullman,‘TheDragonKite’byKennethSteven

v Visualliteracy–Mulanv Folktalesandtraditionalstoriesv Informationbooks,non-chronologicalreports

onmodernChina,Beijingv MfL–Mandarin,learningsomesimplephrases

andvocabularyv Drama-usingdramatosupportwritingin

literacy,stillimagesandroleplayingofChinesefolktales,writingascriptforashadowpuppetshow.Useofvoicetodifferentiatebetweencharacters.


v Maths–standalone

v Possibleenterpriseprojectthroughvisualartslink–sellingChinesefans/origami?

Historical,Global,SocialandSpiritualUnderstandingv Thechildrenwillexplorethecontrastinglocalities

ofLondonandBeijing,waysofliving,industry,growthofcities,populationandpollution.

v Childrenwillusemapstolocatecities/countriesandidentifykeyfeatures

v AncientChina–possibleareasofstudy-theGreatWall,theTerracottaArmy,ImperialChina,WillowPattern,SilkRoad

v Chineseinventions-paper,fireworks,compassv Buddhism-beliefs,traditions,faithleaders,

worshipandcelebration;visittemple.v Culturallink–ChineseNewYearanditshistory,

customsandtraditions

ScientificandTechnologicalUnderstandingsv Inscience,thechildrenwillinvestigatelightandshadow:

explainhowshadowsaremade,explainwhyshadowsaredifferentshapes,describehowshadowschange

v InDT,thechildrenwilldesignandmaketheirownshadow–textiles.

v ThechildrenwilluseICTtofindinformationforareportandprepareamultimediapresentationfortheclassblog.ChnwillalsocreateanimationsoftheWillowPatternstoryandrecordtheirmusiccompositionstouseasthesoundtrack.

v Computing:Linkedtotheirliteracytopic,chdcreatefireworkdisplaysinScratch,learninghowtousemotionblocksand‘If…’clausestocreatetheimpressionofrandommovement.Chdthenusethisasabasisforcreatingaplayablegame.

TripsandVisitorsHornimanMuseum-ChineseobjecthandlingChineseribbondanceworkshopVisitBuddhisttempleBritishMuseum–AncientChinaexhibit

CommunityCohesion/PlanningforDiversity/Celebrate&Educate

Celebratingdifferentculturesandtraditionsandthemutualunderstandingofcommunitiesandcultures


v Thechildren’slearninginPEwillfocusontraditionalChineseteamgames-skippinggames,throwingbeanbags,developingcollaborativeskills

v Dance–seeCEAv Healthyliving-tastingandcookingChinesefood;

comparingingredients,diets,howfoodispreparedandeaten,socialaspects,customs,celebrations.


v InVisualArts,childrenwillusearangeofconstructionandmodellingtechniques.

v Ideas-polystyreneprinting;calligraphy;3Dterracottaarmy;Chinesefans.

v Compareworkwithothers’,expressopinionsv Dance-usingthe‘FireworkMaker’sdaughter’

asastimulus,thechildrenwillimproviseandthencreateandperformsimpledancephrases,respondingtorhythm,pulseandtempo.

v Music–listenandrespondto‘Muminxinge’;learnthesong‘Molihua’;usetheWillowPatternstoryasastimulusforcomposing,chnworkingroupsandusevocal,bodyandenvironmentalsoundsaswellaspercussioninstrumentstodepictascenefromthestory.

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v Exploringtheimmediatelocality–ourlocalparkorplayground

v Fieldwork-labelingpicturesandphotographs,matchingplacestophotographs,measuringrainfall,observations,tallychartsandpictograms,followmaponsensorywalkandaddinformation.

v Alocalhistorystudy–ManorPark–toexplorepastandpresent,whatwastheparklike100yearsago?Whatarethedifferencesbetweenthenandnow?Exploringphotographs,stories,visitsandpresentinginformation.

v RE–standaloneusingLewishamframework


v Science-Livingandnon-livingthingsandhowlivingthingschange.Childrenwilldevelopscientificskillsbylearningtocollectinformation,recordwhattheynoticeandaskquestions,learningtonameplantsandanimalsinthelocalarea.Theywillexplorehowdifferentseedsgrowintodifferentplantsandthinkaboutwhatplantsneedtogrowandthedifferentwaysthatseedsgrowinthepark-diversity.

v InDT,thechildrenwilldesignandbuildastructure/homeforananimalorinsect,e.g.aneco-houseorinsecthotel.

v Designtheirowngarden/parkafterlookingatexamplesbyGertrudeJekyll,MontyDonandCharlieDimmock

v ChildrenwilldeveloptheirICTskillsthroughtheirfieldwork–usingflipcamsandiPadstoshareinformationandusinginternettofindinformation.

v Computing:ChdprogrammeBeeBots(bothphysicalonesandoniPads),creatingsequencesthatare5ormoreinstructionslongtomovearoundmazes

TripsandVisitorsVisittolocalparkEnvironmentcentrevisit–mini-beasts


v Citizenship–localcommunity,peopleandplacesnearme,talkaboutwheretoplayinlocalarea,discusswhatisfunintheparkandwhereisnotsafetoplay.

v Diversity–learningaboutandrespectingpeopleinourlocalcommunity.Celebratingdiversity.

v Thinkaboutcaringfortheenvironment,litter,etc.v Dance–seeCreativev OrPE–standalone


v Visualliteracyunitusing‘Abug’slife’asstimulusforwriting

v Fiction–text-‘Superworm’byJuliaDonaldson–togatherideasandnamesoflocalminibeastsinthelocalarea.Leadingontoinformationtextssuchasencyclopaedias,dictionaries,leafletsandonlineinformationaboutplantsandanimalsinthelocalarea.Thechildrenwillthencreatealeafletfortheirlocalparkdescribingwhatcanbefoundthere.

v Poster–‘takecare’–conveyinginformationinsimpleform,textandimages

v Childrenwilluseflipcamstorecordtheirownwildlifedocumentarywithemphasisonspeakingandlisteningskills–audiblevoice,eyecontact,takingturns,askingquestions,inrole.

v LettersandsoundsPhase4/5,correctletterformation,spacing,capitalletterandfullstop.


v Datahandling–linkingtofieldworkinlocalparkorplayground–collectingdataanddisplayingitinsimplecharts,pictogramsandgraphs

v Interpretingdatafrombarchartsandpictogramsv UsingICTtodeepenunderstandingv And/orstandalonetopic

CommunityCohesion/PlanningforDiversity/Celebrate&EducateLookingafterourlocalarea,wholivesandworksinourlocalarea,whatdoweknowaboutthem?Howisourlocalareathesameordifferenttowheremyfriend/cousin/pen-pallives?Howisitsame/differenttoanothercountry?

ABug’sLife

Year1/2

KeyQuestions&Ideas/CreativeEntryPointWhatisgreataboutgoingtoschoolinHitherGreen?

Designandcreatemodelgardens


v Aspartoftheirlearningindance,childrenwillexploremovementideasin‘Grasshopper’sDance’from‘Let’sgoShoolie-shoo’and‘UglyBug’sBall’.Theywillcreatetheirowndancephrasestothemusicinsmallgroups.

v Inart,childrenwillexploreshapesandlinesinmini-beastsandobjectsinthelocalpark,observingclosely,indrawings,stilllifepaintingandclay.OpportunitiesforphotographyintheoutdoorswithiPads,exploringDavidHockney’swork.

v Music–listenandrespondto‘FlightoftheBumblebee’,exploringtempo;learnthesong‘IfIwereaminibeast’;createsoundideastorepresentamini-beastusingvocal,bodypercussionandinstrumentalsoundsandrecordideasonasimplegraphicscore.

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