curriculum...

St. Margaret’s C. of E. Primary School

2019-20

Curriculum Plan

School Priorities for 2019 - 2020

Curriculum Intent

To establish our curriculum intent

through developing our planning and

raising questions for a clear

understanding and assessment of

the knowledge and skills developed. Non– Fiction

To develop the three types of

Non-Fiction reading and

writing and through this,

enhance the use of high utility

language in written work and

reading responses.

Vocabulary Extension

Expose children to new vocabulary as often as

possible, especially across the foundation

subjects, and celebrate new words. Use the

Word Aware approach throughout school and

model high utility word use. Reading

Introduce home/school reading vocabulary

book marks to help children identify and

find the meaning of unknown words

within their personal reading. Continue to

develop comprehension skills: through Book

Talk, finding the meaning of unknown

words and use them in context; develop

inference and deduction skills.

Real Life Reasoning

Children develop application of

mathematical skills to real life

problem solving and reasoning

across the curriculum.

Pride and Presentation

All classes use our Exercise Book

Expectations, handwriting policy and

demand high expectations in

presentation from all pupils to

develop pride in their work.

Fluency Fitness

Children will experience lots of opportunities to develop their skills

fluency in English and Mathematics through short bursts of activities

at least twice a day.

Our

Curriculum

Intent

Our intent is to provide our

children with an engaging,

exciting and empowering

knowledge and skills led

curriculum that equips them as

readers, question-raisers,

investigators, confident learners,

and compassionate leaders for

today and tomorrow...

Autumn Spring Summer

R Important People &

Important Places

Julia Donaldson -

Marvellous Beasts Homes & Habitats

1

People who are

‘Out of this

World!’

True Stories?

Amazing

Adventures in

Africa

2 Relight My Fire Jungle Boogie Let Me Entertain

You!

3 The Stoneage Digging Up the

Past

Food Glorious

Food

4 Egyptians Rise of the Robots Inspirational

Invaders

5 A Leap into the

Unknown…

Ancient Greeks

Legacies Behind the Mask

6 Jurassic World Raging Rivers British Trials and

Tribulations

We will promote positive learning, behaviour and

attitude through our Christian Values and

beliefs;

We will deliver a broad curriculum full of

opportunities to develop knowledge, skills and

talents;

We will equip the children with knowledge for

empowerment;

We will teach and develop the children’s skills for

life application;

At St. Margaret’s C. E. Primary School we are

determined to nurture the whole child as a

valued member of their wider community, we

seek to ensure that the National Curriculum is

delivered to all children, regardless of social

background, religion, race, gender or differences

in ability. All are entitled to the development of

knowledge, understanding, skills, and attitudes.

We will provide experiences to shape ambitions

and aspirations;

We will care for the spiritual, social, moral

and mental health of our children to

grow confident life-long learners;

We will celebrate successes, cultivate

engagement and enhance a love of

learning.

Our Learning Journey

Key Questions

Term Autumn Spring Summer

Topic Important People & Important Places Julia Donaldson - Marvellous Beasts Homes & Habitats

Hook Nursery Rhymes, Cinderella, Gingerbread Man, Goldilocks,

Diwali, Bonfire Night, Rumble in the Jungle, Lost and Found

Julia Donaldson books: Cave Baby, Zog, Nell, The Magic Paintbrush, Monkey Puzzle, The Gruffalo. The Smartest Giant in Town

Three little Pigs, Lighthouse Keeper's Lunch, Pirate's Love Underpants, Rainbow Fish

Supertato, Jack & Beanstalk, Hungry Caterpillar, Mad about

Minibeasts.

Experience

Visits from people who help us in the community: police, nurse,

fire, librarian. Touchstones: Jungle art trip.

https://www.z-arts.org/events/world-inside-a-book-gruffalos-dragons-and-other-creatures/

Touchstones: Dinosaur workshop Local Area Walk Touchstones workshop; Jack and the Beanstalk and Living Eggs

hatching.

Home Learning Project

Can you collect objects from an autumn walk with someone special?

Can you make a model of your favourite wild animal?

Can you visit the library and read books by Julia Donaldson?

Can you collect objects for the Gruffalo?

Can you show us what your home is like?

Can you make a Super Veggie?

RE Can you explain what makes

you special? Who is Jesus?

Can I tell some of the stories Jesus heard and told?

Why do we celebrate Easter? Can I find out about special places? Why do we pray?

Reading Who is the special character in

this traditional tale? Can you compare settings in the

stories we are reading? Can you listen to a range of books

by the same author? Can you hear the rhyme?

Can you find information from a book or a computer?

Can you show your love of books?

Writing Can you write your name? Can you write lists and labels? Can you write simple sentences? Can you write a description of a

character? Can I write a set of instructions? Can you write your own story?

Maths Can you count to ten? Can you count out 10 things? Is my foot bigger than the

Gruffalo's? Can I design a new patterned scarf

for the Giant? Can you help rainbow Fish to share

his scales? Do you know lots about 20?

PSE What can you do ? Can you perform in the

Nativity? Can you play well with others?

Can you show your independence in the classroom?

Can you perform in your class assembly?

Can you show off your musical talents?

CL Can simple instructions and

classroom rules? Can you play together? Can you listen carefully to stories?

Can you share what you think about stories that we have read?

Can you role play and express yourself?

Can you be a good audience?

PD Can you run as fast as the

Gingerbread man? Can you move like a jungle

animal? Can you move your magic paint-brush carefully and with control?

Can you get dressed for PE and keep your PE bag tidy?

Can you prepare a healthy snack? Can you say how to keep your body

healthy and safe?

U W Can you talk about your new

class routines? Can you say what is the same

or different? Can you find out about how other

people live and celebrate? Can you create a picture using

technology?

Can you draw a map of your way to school? Can you choose the best materials to build a house for the

three little pigs?

Can show how plants grow, chicks hatch and caterpillars change into

butterflies?

EA&D

Can you create a self- portrait?

Can you make a paper mask? Can I explore colour mixing and

texture? Can you make a picture move?

Can you build a new home for the 3 little pigs?

Can I show off my skills with clay and a needle and thread?

Who is Mondrian? Can you create a piece of

Jungle transient art? Can I use my magic paintbrush to

create a masterpiece? Can you express your musical

talents? Can I create in the style of Turner? Can I perform a sea shanty?




Art LTP Coverage

Term

Topic

Can you create a self- portrait? Can you make a paper mask? Can I explore colour mixing and texture? Can you make a picture move?Can you build a new home for the 3 little

pigs?

Can I show off my skills with clay and

a needle and thread?

Who is Mondrian?Can you create a piece of Jungle transient

art?

Can I use my magic paintbrush to create

a masterpiece?Can you express your musical talents? Can I create in the style of Turner? Can I perform a sea shanty?

Artists Piet Mondrian Diwali / Jungle Art Axle Scheffler Turner Sea textiles

Drawing Printing Painting Sculpture Painting Textiles

Enjoy using graphic tools, fingers, hands,

chalk, pens and pencils. Enjoy taking rubbings: leaf, brick, coin.

Enjoy using a variety of tools including

different size/ size brushes and tools i.e.

sponge brushes, fingers, twigs.

Enjoy using a variety of malleable media

such as clay, papier Mache, Salt dough.

Enjoy using a variety of tools including

different size/ size brushes and tools i.e.

sponge brushes, fingers, twigs.

Enjoy playing with and using a variety

of textiles and fabric.

Use and begin to control a range of

media. Simple pictures by printing from objects.

Recognise and name the primary colours

being used. Mix and match colours to

different artefacts and objects.

Impress and apply simple decoration.

Recognise and name the primary colours

being used. Mix and match colours to

different artefacts and objects.

Decorate a piece of fabric.

Draw on different surfaces and coloured

paper. Develop simple patterns by using objects.

Explore working with paint on different

surfaces and in different ways i.e.

coloured, sized and shaped paper.

Cut shapes using scissors and other

modelling tools.

Explore working with paint on different

surfaces and in different ways i.e.

coloured, sized and shaped paper.

Show experience in simple stitch work.

Produce lines of different thickness and

tone using a pencil. Enjoy using stencils to create a picture.

Build a construction/ sculpture using a

variety of objects e.g. recycled, natural

and manmade materials.

Show experience in simple weaving:

paper, twigs.

Start to produce different patterns and

textures from observations, imagination

and illustrations.

Show experience in fabric collage:

layering fabric.

Use appropriate language to describe

colours, media, equipment and textures.

Mondrian Composition C Touchstones - Jungle Art Trip Axle Scheffler Turner - Bell Rock Light house Sea textiles

Diwali repeated pattern printing

Summer

Important People & Important Places Julia Donaldson - Marvellous Beasts Homes & Habitats

Exam

ple

s o

f A

rtA

rt S

kills

EA&D

Autumn Spring

National Curriculum Coverage

Topic

RE

English

Maths

Computing to control. Mechanisms

Children will use programmable toys. Children will design and make a product that moves using

wheels and axles.

History

Art

PSHE Pupils are taught through the Jigsaw Scheme and take part in Heart Smart lessons and assemblies https://heartsmartprimary.com/

Pupils are taught to: understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions create and debug simple programs, use logical reasoning to predict the behaviour of simple programs, use technology purposefully to create,

organise, store, manipulate and retrieve digital content, recognise common uses of information technology beyond school, use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

using the Rising Stars Switched on Computing scheme of work.

Pupils are taught: to use a range of materials creatively to design and make products, to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination, to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space, about the work of a range of

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

Music

Pupils are taught through the Charanga Music Scheme: https://charanga.com/site/

Children will use their voices expressively and creatively by singing songs and speaking chants and rhymes, play tuned and untuned instruments musically, listen with concentration and understanding to a range of high-quality live and recorded music, experiment with, create, select and combine sounds using the inter-related

dimensions of music.

PE

Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities,

in a range of increasingly challenging situations.

Pupils should be taught to: master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities participate in team games, developing simple tactics for attacking and defending perform dances using simple movement

patterns.

Pupils follow the scheme of work – https://peplanning .com/

Computing

GeographyChildren will learn simple compass directions, locational and directional language to describe the

location and direction of features & routes on a map.

Children will learn to use basic geographical vocabulary to refer to key physical features including: beach, coast, cliff, forest, mountain, sea, ocean, river, soil, valley, vegetation, season and weather. They

will identify seasonal weather patterns in the UK and the location of hot and cold areas in the world in relation to the Equator and the North and South Poles.

Children will learn to name and locate the seven continents and five oceans

Children will learn about the lives of significant individuals in the past who have contributed to national and international achievements e.g. Neil Armstrong, Vincent Van Gogh, David Attenborourgh, Captain Scott – polar explorer.

D&T

Structures and Electrical Systems.

Children will learn to make a model stronger and explore batteries and bulbs.

Cooking and Nutrition:

Children will mix and prepare simple cooked and uncooked foods, using simple equipment and cutting up food safely.

Pupils are taught through the recommended Diocese Scheme of work – Questful RE , including supplementary units from Understanding Christianity (Blackburn) .

English is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group. The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to

develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils: read easily, fluently and with good understanding, develop the habit of reading widely and often, for both pleasure and information; acquire a wide vocabulary, an understanding of grammar

and knowledge of linguistic conventions for reading, writing and spoken language; appreciate our rich and varied literary heritage; write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences; use discussion in order to learn; they should be able to elaborate and

explain clearly their understanding and ideas; are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate. Genres planned carefully to link in with our foundation subjects with the aim to enhance reading and writing across the curriculum.

Mathematics is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group : the national curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex

problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately; reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language; can solve

problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Extra mathematics reasoning, problem solving and investigations are carefully planned to link with our foundation

subjects to enhance the application of skills across the curriculum.

Science

Seasonal Changes: Over the year children will learn to observe changes across four seasons, observe and describe weather associated with the seasons and how day length varies through a changeable class display chart and book recording the differences.

Animals including humans: Children will identify, name,

draw and label the basic parts of the human body and say

what each part of the body is associated with each sense.

Plants: Children taught to identify and name a variety of

common wild and garden plants, including deciduous and

evergreen trees, including the structure of trees.

Animals including humans: Children will learn to identify

and name a variety of common animals including fish,

amphibians, reptiles, birds and mammals.

Everyday Materials: Children will distinguish between an object

and the material from which it is made, identify and name a

variety of everyday materials, describe their physical properties,

compare and group materials based on their physical properties.

Plants: identify and describe the basic structure of a variety of common flowering

plants.


People who are ‘Out of this World!’ True Stories? Amazing Adventures in Africa

Term

Topic

Experience A Woodland Walk Blue Planet Aquarium Constructing a house Foods from Africa Visit to the airport

Home Learning

Project

REHow long did it take God to create

our beautiful world?

Why do people give and receive

gifts at Christmas?

Do you know the story of how

Jesus was baptised?

What is your favourite Bible

story?

What did Jesus look like in

Africa?Why was Jesus so special?

English Why do Aliens Love Underpants?How can you find the way back

home?

What is the Commotion in the

Ocean?

Can you retell the true story of the

three little pigs?

Can you create your own ending to

Handa's Surprise?

Can you write about the adventures

of a Meerkat?

MathsCan you count the spaces in

between?

Can you turn in the right

direction?Which is the favourite?

Can you name the days of the

week in order?Can you make a repeated pattern?

Can you measure simple

ingredients?

Why does Vincent Van Gogh need

his ears? Eyes? Hands? Nose?

Tongue?

Can you tell the difference between

an evergreen and a deciduous tree?Which animal is which?

Which material should the pigs

use?What does it eat?

Can you name the parts of a

flowering plant?

D&TCan you program a toy to move or

speak?Can you make a moving vehicle? Can you use a needle and thread?

Can you make the pig’s house

stronger and can you light it up?Can you carefully cut up fruits?

Can you make a healthy fruit

salad?

Geography Which way is North? Can you explain the way home?Where in the world are the five

oceans?

What is the difference between

Equator and the north or South

Poles?

Where in the world are the seven

continents?What is the land like in Africa?

HistoryWho was Vincent Van Gogh and

what did he do?

Who was Neil Armstrong and

where did he go?

Who is David Attenborough and

why is he famous?

Who was Captain Scott and why

was he brave?

Computing Can you illustrate a book?Can you bring an astronaut to

life?

Can you make a greeting card to

celebrate the resurrection of Jesus?Can you create an audio book?

Can you use the internet to find

images linked to Africa?

Can you present my own cooking

show?

ArtCan you mix colours like Vincent

Van Gogh?

Can you make a model of a rocket

out of clay?

Can you do a careful drawing of

a fish using different marks? Can

you use more than one type of

stitch?

Can you make a collage using

different materials?

Can you make a printing pattern

from objects?

Can you weave a colourful

pattern?

Music Can you find the pulse? Can you rap?Can you sing about who is going to

be king?

Can you sing along with different

styles of music?

Can you play an instrument to the

music?

Can you use my imagination whilst

singing?

PEHow many points can you balance

on?

Can you control a ball with both of

my feet?

Can you dance to celebrate the king

of lions?

Can you control a ball around

obstacles using a hockey stick?

Can you use a racquet to hit the

ball over a net?How fast can you run?

PSHECan you talk about why your body

is amazing?Can you celebrate success?

Can you talk about ways that I am

different from my friends?

Can you talk about why someone is

special to you?

Can you talk about why you

appreciate someone special?

Do you know how to respect your

body and keep your private parts

private?

Science

Can you name the seasons, describe the weather and how day length changes?



Can you create a model of a UFO? How can we save the oceans? Can you grow your own broad bean?

Key Questions

Art LTP Coverage

Topic

NC

Key Questions Can you mix colours like Vincent Van Gogh? Can you make a model of a rocket out of clay?Can you do a careful drawing of a fish using different marks?

Can you use more than one type of stitch?Can you make a collage using different materials? Can you make a printing pattern from objects? Can you weave a colourful pattern?

Exploring,

Developing and

Evaluating (on

going)

Painting Sculpture Drawing Collage Printing Textiles

Use a variety of tools and techniques including the use of

different brush sizes and types.

Experiment with, construct and join recycled, natural and

man-made materials.

Use a variety of tools, Inc. pencils, rubbers, crayons,

pastels, felt tips, charcoal, ballpoints, chalk and other dry

media.

Use a wide variety of media, Inc. photocopied material,

fabric, plastic, tissue, magazines, crepe paper, etc.

Make marks in print with a variety of objects, including

natural and made objects.

Create images from imagination, experience or

observation.

Mix and match colours to artefacts and objects.Explore sculpture with a range of malleable media,

especially clay.Begin to explore the use of line, shape and colour

Carry out different printing techniques e.g. monoprint,

block, relief and resist printing.Use a wide variety of media, inc. photocopied material,

fabric, plastic, tissue, magazines, crepe paper, etc.

Work on different scales. Explore shape and form. Use a sketchbook to gather and collect artwork. Make rubbings.How to thread a needle, cut, glue and trim material.

Mix and match colours to artefacts and objects.Manipulate clay in a variety of ways, e.g. rolling,

kneading and shaping.How to thread a needle, cut, glue and trim material.

Build a repeating pattern and recognise pattern in the

environment.

Mix secondary colours and shades using different types of

paint.

Deborah Shapiro, Elizabeth St. Hilaire Nelson

Create different textures e.g. use of sawdust.

Pupils are taught: to use a range of materials creatively to design and make products, to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination, to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space, about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and

disciplines, and making links to their own work.

Record and explore ideas from first hand observation, experience and imagination. Explore the differences and similarities within the work of artists, craftspeople and designers in different times and cultures and making links to their own work. Ask and answer questions about the starting points for their work, and develop their ideas. Review what

they and others have done and say what they think and feel about it. E.g. Annotate sketchbook using language of art, craft and design. Identify what they might change in their current work or develop in their future work. Use a sketchbook to gather and collect artwork. Identify what they might change in their current work or develop in their

future work. Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales. Use ICT - Investigate different kinds of art, craft and design.

Skills Dev

elop

men

t




Term

Topic

RE

English

Maths

Science

Living things and their habitats: Pupils will learn to explore and

compare the differences between things that are living, dead and

things that have never been alive.

Uses of everyday materials: Identify and compare the suitability

of a variety of everyday materials for particular uses, find out

how the shapes of solid objects made from some materials can be

changed by squashing, bending, twisting and stretching.

Living things and their habitats: Describe and compare the

structure of a variety of common animals, identify that most

living things live in habitats to which they are suited and how

different habitats provide for the basic needs of the different

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

Animals including humans: Children will notice that animals,

including humans, have offspring which grow into adults, find

out about and describe the basic needs of animals, including

humans, for survival (water, food and air), describe the

importance for humans of exercise, eating the right amounts of

different types of food, and hygiene

Mechanisms: children will design and make simple mechanisms.

Computing to control: give a series of commands.

HistorySignificant historical events, people and places in their own

locality.

Changes within living memory. Where appropriate, these should

be used to reveal aspects of change to national life.

Art

PSHE

PE

Pupils follow the scheme of work – https://peplanning .com/

Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Pupils are taught through the Jigsaw Scheme and take part in Heart Smart lessons and assemblies https://heartsmartprimary.com/

Music


Geog

Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country. Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a

simple map; and use and construct basic symbols in a key

Name, locate and identify the characteristics of the four countries and capital cities of the United Kingdom

and its surrounding seas.

Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries,

continents and oceans studies at this KS.key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Events beyond living history that are significant nationally or globally.

Computing

Pupils are taught: to use a range of materials creatively to design and make products, to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination, to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space, about the work of a range of artists, craft makers and

designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

D&TStructures: children will explore ways to make their structures

more stableTextiles: Join fabrics, use a running stitch and decorate fabrics.

Electrical Systems: To explore batteries and bulbs and make a

simple circuit.

Cooking and nutrition: Use simple recipes, name foods from the eat

well plate and read simple scales – know that food comes from plants

and animals

Pupils are taught through the recommended Diocese Scheme of work – Questful RE, including supplementary units from Understanding Christianity (Blackburn) .

English is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group. The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for

enjoyment. The national curriculum for English aims to ensure that all pupils: read easily, fluently and with good understanding, develop the habit of reading widely and often, for both pleasure and information; acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language; appreciate our rich and varied literary

heritage; write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences; use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas; are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate. Genres

planned carefully to link in with our foundation subjects with the aim to enhance reading and writing across the curriculum.

Mathematics is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group : the national curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding

and the ability to recall and apply knowledge rapidly and accurately; reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language; can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking

down problems into a series of simpler steps and persevering in seeking solutions. Extra mathematics reasoning, problem solving and investigations are carefully planned to link with our foundation subjects to enhance the application of skills across the curriculum.

Plants: Observe how seeds and bulbs grow into mature plants Find out and describe how plants need water, light and a suitable

temperature to grow and stay healthy


Relight My Fire Jungle Boogie Let Me Entertain You!

Key Questions

Term

Topic

Experience Trip to Staircase House Burn the model housesExotic fruits and flavours from

the rainforest.Visit Blackpool Zoo Visit the Lowry Gallery Visit Blackpool Circus

Home

Learning

Project

Can you find out about a music band

from the past? Can you design an

album cover for your own band?

Can you learn a circus trick to

perform? Juggling, twirling, hoola-

hooping, balancing, cycling?

REWhat happened to St. Paul's

Cathedral?

How did the news of Jesus' birth

spread?What is a missionary? And on the 6th day God created?

Why is religious art important to

Christians?

Can you tell a friend about a

miracle of Jesus?

EnglishHow did the Great Fire of London

start and end?

Can you write a diary like Samuel

Pepys?Can you perform a jungle poem?

Can you write a report on a

rainforest animal?Can you write an adventure story?

Can you design advertisements for

the Circus?

MathsCan you measure wood to build

your houses?

Can you use the language of

direction?

Can you identify lines of

symmetry?Can you use a measuring jug?

Can you make a tally chart of

favourite music?

Can you weigh out and measure

ingredients?

ScienceCan you explain how you know if

something was alive once?

What should they have made the

houses in London out of?

Where do animals get their food

from?

What would you or an animal

need to survive in the rainforest?

Can you explain what a plant

needs to grow and stay healthy?

Can you write instructions for

how to grow your own vegetables?

Can you make a cart?

Can you give a series of

commands to computer?

GeographyWhat are the four capital cities

of the UK?

Can you find famous London

Landmarks on an aerial

photograph?

Where in the world is the

rainforest?

Can you name the seven

continents?

Can you identify the UK ad all its

countries?

Can you make a map or Blackpool

with a key?

HistoryHow did the Great Fire of London

start?

Can you retell the story of the

Great Fire of London?

Who was your grandparent’s

favourite band?Who were the Beetles?

ComputingCan you research the Great Fire

of London?

Can you produce a PowerPoint about the

Greater Fire of London?Can you collect data about bugs?

Can you take photographs of wild

animals?

Can you research LS Lowry

safely?

Can you make a pointillist seaside picture

using a paint program?

ArtCan you create an animal inspired

print?Can you weave a pattern? Can you paint like LS Lowry?

Can you make a collaborative LS

Lowry display?

Music Is music in you?Can you perform London’s

burning as a round?Can you sing about friendship? Can you sing zoo time?

Can you sing about matchstick man and

matchstick cats and dogs?

Can you perform 'I wanna play in

a band'?

PE Can you dance to Thriller? Can you be a dancing flame?Are you a stricker, midfielder or

defender?Can you run like a cheetah?

Can you draw a 'stickman' diagram to

explain how to play rounders?Can you balance like an acrobat?

PSHE How am I different? Why is my friend special to me?Why does it feel good to work as

part of a team?How do I feel eating healthy food? What causes conflict? How can I solve a conflict?

Can you draw houses from careful observations?

Build a model Tudor house out of cardboard and research why the

fire spread so quickly Research a rainforest animal, produce a poster and a model.

Summer


Can you create a simple circuit?Can you cook something you have

grown yourself?D&T

Can you build a Tudor house out

of wood?

Can you design and make a

survival blanket?

Autumn Spring

Art LTP Coverage

Term

Topic

NC

Key

Questions

Can you create an animal

inspired print?Can you weave a pattern?

Can you paint like LS

Lowry?

Can you make a

collaborative LS Lowry

display?

Exploring,

Developing and

Evaluating (on

going)

Drawing Painting Printing Textiles Painting/Collage Sculpture

Understand the basic use of a

sketchbook and work out ideas

for drawings.

Mix a range of secondary

colours, shades and tones.

Print using a variety of

materials, objects and techniques.

Mix and match colours using

artefacts and objects.

Manipulate clay for a variety of

purposes, inc. thumb pots, simple

coil pots and models.

Layer different media, e.g.

crayons, pastels, felt tips,

charcoal and ballpoint.

Work on a range of scales e.g.

large brush on large paper etc.

Design patterns of increasing

complexity and repetition.

Name different types of paint

and their properties.Build a textured relief tile.

Experiment with the visual

elements; line, shape, pattern and

colour

Experiment with, construct and

join recycled, natural and man-

made materials more

confidently.

Use a variety of techniques, inc.

carbon printing, relief, press and

fabric printing and rubbings.

Stitch, knot and use other

manipulative skills.

Experiment with tools and

techniques, inc. layering, mixing

media, scraping through etc.

Understand the safety and basic

care of materials and tools.

Draw for a sustained period of

time from the figure and real

objects, including single and

grouped objects.

Create textured collages from a

variety of media.

Henri Rousseau

You give the an animal - they print

different leaves, bark rubbings etc. to

create the jungle.

LS Lowry Blackpool Pleasure

Beach

Punch & Judy - Simeon

Stafford

Skills De

velop

men

t

Pupils are taught: to use a range of materials creatively to design and make products, to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination, to develop a wide range of art and

design techniques in using colour, pattern, texture, line, shape, form and space, about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and


Can you draw houses from careful observations?

Record and explore ideas from first hand observation, experience and imagination. Explore the differences and similarities within the work of artists, craftspeople and designers in different times and

cultures and making links to their own work. Ask and answer questions about the starting points for their work, and develop their ideas. Review what they and others have done and say what they think

and feel about it. Annotate their sketchbook using language of art, craft and design. Identify what they might change in their current work or develop in their future work. Use a sketchbook to gather

and collect artwork. Develop their ideas; Identify what they might change in their current work or develop in their future work. Work on their own, and collaboratively with others, on projects in 2 and 3

dimensions and on different scales. Use ICT - Investigate different kinds of art, craft and design.

Use a variety of techniques, inc.

weaving, French knitting, tie-

dyeing, fabric crayons and wax

or oil resist, appliqué and

embroidery.




Term

TopicRE

English

Maths

Science

Rocks: Pupils are taught to:

basis of their appearance and simple physical properties

that have lived are

trapped within rock, recognise that soils are made from rocks

and organic matter

Light: Pupils are taught to:

recognise that light from the sun can be dangerous and that there

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

Plants:

different parts of flowering plants: roots, stem/trunk, leaves and

light, water, nutrients from soil, and room to grow) and how they

life cycle of flowering plants, including pollination, seed formation

and seed dispersal.

Animals including humans:

identify that animals, including humans, need the right

types and amount of nutrition, and that they cannot

make their own food; they get nutrition from what they

skeletons and muscles for support, protection and

movement.

Structures Cooking and nutrition Electrical systems Computing to control Cooking and nutrition MechanismsStabilise structures to with stand greater loads Measure ingredients Explore batteries and bulbs Measure ingredients Use simple mechanisms eg cams and eccentrics

Use construction kits to test strength Include simple variables to suit a purpose Include simple variables to suit a purposeTo describe the ingredients I am using To describe the ingredients I am using

Use simple tools eg scales whisks etc Use simple tools eg scales whisks etc

Geog

History

Comp

Art


MFL

Pupils learning is supported by https://www.linguascope.com/

conjugation of high-frequency; verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English

Music

PE

Pupils follow the scheme of work – peplanning.com

Pupils continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They enjoy communicating, collaborating and competing with each other. They develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils are be taught to: use

running, jumping, throwing and catching in isolation and in combination; play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending; develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]; perform dances using a range of

movement patterns; take part in outdoor and adventurous activity challenges both individually and within a team; compare their performances with previous ones and demonstrate improvement to achieve their personal best.

to sing and play musically with increasing confidence and control. They develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory; play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression; improvise and compose music for a

range of purposes using the inter-related dimensions of music; listen with attention to detail and recall sounds with increasing aural memory; use and understand staff and other musical notations; appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians; develop an understanding of the history of music.

Human/Physical Features, Locational Knowledge: name and locate counties and cities of the United Kingdom,

geographical regions and their identifying human and physical characteristics, key topographical features (including

hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed

over time

Forces and Magnets:

are facing.

D&TInvestigate how structures can fail when loaded

Use simple switches to achieve functional resultUse control programs and equipment eg roamer, beebots, first logo

Use constructions kits for problem solving and to investigate simple

mechanisms

Pupils are taught through the recommended Diocese Scheme of work including supplementary units.



Stoneage Diggin Up the Past Food Glorious Food

Geographical Skills & Fieldwork: use the 8 points of a compass, 4- and 6-figure grid references, symbols and key (including

the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world, use fieldwork to

observe, measure record and present the human and physical features in the local area using a range of methods, including

sketch maps, plans and graphs, and digital technologies

Place knowledge: Children will understand geographical similarities and differences through the study of human and physical

geography of a region of the United Kingdom and a region in North or South America. Describe and understand key aspects

of: physical geography, including: climate zones, biomes and vegetation belts, rivers, and the water cycle

Children will be taught aboutchanges in Britain from the Stone Age to the Iron Age. Children will be taught about a local history study including a study over time tracing how several aspects of

national history are reflected in the locality.

Children will be taught about either a non-European society that provides contrasts with British history – Mayan

civilization c. AD 900;

English is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group. The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread

reading for enjoyment. The national curriculum for English aims to ensure that all pupils: read easily, fluently and with good understanding, develop the habit of reading widely and often, for both pleasure and information; acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language; appreciate our

rich and varied literary heritage; write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences; use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas; are competent in the arts of speaking and listening, making formal presentations, demonstrating to

others and participating in debate. Genres planned carefully to link in with our foundation subjects with the aim to enhance reading and writing across the curriculum.

Mathematics is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group : the national curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual

understanding and the ability to recall and apply knowledge rapidly and accurately; reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language; can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing

sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Extra mathematics reasoning, problem solving and investigations are carefully planned to link with our foundation subjects to enhance the application of skills across the curriculum.

Key Questions

Term

Topic

Experience Den Building The Super Stone Age Workshop Stockport Air-Raid Shelters Evacuee Experience - East Lancs Railway Touchstones/ visit to a maize maze. Trip to the Zoo

Home Learning

Project

RE How did Jesus change lives? How did God show he was with us?Who is David and what do lessons we

learn from his life?

What emotions did Jesus and his disciples

feel during Easter?What are good rules for living?

Did the Mayan's faith have good rules for

living?

EnglishCan you explain how something works to a

cave boy or girl?

Can you write an adventure story about a

cave boy or girl?Can you write a war time news report? Can you write a letter home as an evacuee?

Can you write a recipe for a Mayan

cookbook?

Can you write a tourist guide to the lost

cities of Ancient Maya?

Maths Can you calculate with numbers over 1000? What is the value of a coin? Can you measure out the rations? Can you locate the point on a grid? Can you count like a Mayan? Do you know your Mayan times tables?

Science How are fossils formed?Can you explain how a Stone Age sundial

would work?

Can you investigate the problems Barnes Wallis

had when testing the bouncing bomb?Can you make a metal detector?

Can you explain how to grow a healthy crop

for Chan?

Can you identify parts the sacrifice? Whose

bones are those?

D&T Can you build a den for a Stone Age boy?Can you find and create warming foods to

feed a cold Stone Aged boy?Can you send message in the dark?

Can you programme the Robot to retrieve

the mines?

Which foods come from the rainforest? Can you

create a rainforest feast?Can you make a Mayan mechanism?

Geography Where in the world is Heywood? What do we use our land for? How has Heywood changed since 1940s?Can you give a pilot directions using a

compass?

What obstacles did the Mayan's face when travelling

with their trade? Can you find your way out of the

maze?

Can you deliver a rainforest weather forecast for the

Mayan King/Queen?

History How did people live in the Stone Age?Would you rather live in the Stone Age or

Iron Age? Why?How has Heywood changed since 1940s?

Can you find out more about what life

used to be like in Heywood?

What happened if you were Mayan baby? How

does it compare to babies today?

How could you tell the difference between a Mayan

commoner and a nobleman?

Computing Can you program a caveman animation? Can you fix the caveman's bug? Can you produce a war-time news report? Can vlog an important war-time event? Can you surf safely?Can you collect information that will help

save the rainforest?

ArtCan you explore which medium is best for a cave

drawing?

Can you create a print in the style of Keith

Haring?

Can you identify and paint landmarks in our

local area?

Can you create a sculpture in the style of Henry

Moore?Can you embellish you rainforest batik?

Can you create some rainforest wall paper in the

style of William Morris?

Music Can you learn a new instrument? Can you play in the big brass band? Can you let your spirit fly?How does playing the glockenspiel differ to

playing brass?

Can you count like a Mayan (rhythm and

pattern)?

Can you compose a rainforest inspired

melody?

PECan you create a paired sequence of

showing three balances?

Can you create a caveman dance with a partner,

considering meeting and parting, emphasising the

use of space.?

Can you work as a team member to invade

and shoot? Can you explain the scoring rules in Tennis?

Can you devise your own Mayan game of

pok-a-tok?

Can you sprint, jump and throw your

javelin like a Mayan Hunter?

PSHE Can you explain why cavemen needed rules?Can you design a poster to share how to

solve a conflict?What should a healthy you look like?

Can you find out about how people in

wartime overcame hardships?

Can you compare how the lives and rights of

Mayan children differ to yours?How are you unique and special?

MFLWhat can you find out about France?

Bonjour, Ca va?Comment est la Noel en France?

Qu’est-ce que j’utilise en classe? Puis-je dire

des partis du corps?

As tu un animal a la maison? Comment est

la Paques en France?Quel temps fait il? Qui est dans ma famille?

Can you make a large, elaborate Mayan Headdress for a Nobleman? Who can grow the

tallest sunflower?Can you make an Anderson Shelter?Can you make a bone necklace or an Iron Age sword hilt?


Stone Age Digging Up the Past Food Glorious Food

Art LTP Coverage

TermTopic

NC

Key

QuestionsCan you explore which medium is best for a cave drawing? Can you create a print in the style of Keith Haring? Can you identify and paint landmarks in our local area? Can you create a sculpture in the style of Henry Moore? Can you embellish you rainforest batik?

Can you create some rainforest wall paper in the style of William

Morris?

Exploring,

Developing and

Evaluating (on

going)

Artists

Drawing Printing Painting Sculpture Textiles Printing

Develop intricate patterns/ marks with a variety of media. Print simple pictures using different printing techniques.

Demonstrate increasing control the types of marks made and experiment

with different effects and textures inc. blocking in colour, washes,

thickened paint creating textural effects.

Use equipment and media with confidence. Learn to secure work to

continue at a later date.Show awareness and name a range of different fabrics.

Explore the work of a range of artists, craft makers and designers,

describing the differences and similarities between different practices and


Demonstrate experience in different grades of pencil and other implements

to draw different forms and shapes.Continue to explore both mono-printing and relief printing.

Use light and dark within painting and begin to explore complimentary

colours. Mix colour, shades and tones with increasing confidence.

Produce more intricate surface patterns/ textures and use them when

appropriate.

Use a variety of techniques, e.g. printing, dyeing, weaving and stitching to

create different textural effectsContinue to explore both mono-printing and relief printing.

Begin to show an awareness of objects having a third dimension and

perspective.

Demonstrate experience in combining prints taken from different objects to

produce an end piece.

Confidently create different effects and textures with paint according to

what they need for the task.Produce larger ware using pinch/ slab/ coil techniques. Apply decoration using beads, buttons, feathers etc. Demonstrate experience in 3 colour printing.

Create textures and patterns with a wide range of drawing implements..

Explore the work of a range of artists, craft makers and designers,

describing the differences and similarities between different practices and


Explore a range of great artists, architects and designers in history. Continue to explore carving as a form of 3D art. Continue to gain experience in applying colour with printing.

Continue to explore the work of a range of artists, craft makers and

designers, describing the differences and similarities between different

practices and disciplines, and making links to their own work

Continue to explore the work of a range of artists, craft makers and

designers, describing the differences and similarities and making links to

their own work

Explore using resist paste and batik.

Show further experience in changing and modifying threads and fabrics,

knotting, fraying, fringing, pulling threads, twisting, plaiting.

Demonstrate experience in looking at fabrics from other countries.

Pupils are taught: to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design; to create sketch books to record their observations and use them to review and revisit ideas; to improve their mastery of art and design techniques,

including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]; about great artists, architects and designers in history.

Skills D

evelop

men

tAutumn Spring Summer

Stone age Digging Up the Past Food Glorious Food

Cave drawings, Keith Haring Murals and Street Art - Banksy, Local artist Colin Lyall, Henry Moore Tropical rainforest batik, William Morris,

Select and record from first hand observation, experience and imagination, and explore ideas for different purposes. Question and make thoughtful observations about starting points and select ideas to use in their work. Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures. Compare ideas, methods

and approaches in their own and others’ work and say what they think and feel about them using language of art, craft and design. Adapt their work according to their views and describe how they might develop it further. Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales. Use ICT.

Investigate art, craft and design in the locality and in a variety of genres, styles and traditions.


Term

Topic

RE

English

Maths

Scienc

e

States of Matter:

group materials together, according to whether they

materials change state when they are heated or cooled,

and measure or research the temperature at which

part played by evaporation and condensation in the

water cycle and associate the rate of evaporation with

temperature.

Animals, including Humans: Pupils are taught to:

describe the simple functions of the basic parts of the

digestive system in humans

variety of food chains, identifying producers,

predators and prey.

Electricity: Pupils are taught to:

construct a simple series electrical circuit, identifying and

naming its basic parts, including cells, wires, bulbs, switches

a simple series circuit, based on whether or not the lamp is

switch opens and closes a circuit and associate this with

recognise some common conductors and insulators, and

associate metals with being good conductors.

Sound: Pupils are taught to:

vibrations from sounds travel through a medium to

patterns between the volume of a sound and the

strength of the vibrations that produced it,

from the sound source increases.

Structures Cooking and nutrition Electrical systems Computing to control Cooking and nutrition Mechanisms

Stabilise structures to with stand greater loads Measure ingredients Explore batteries and bulbs Measure ingredients Use simple mechanisms eg cams and eccentrics

Use construction kits to test strength Include simple variables to suit a purpose Include simple variables to suit a purpose

Investigate how structures can fail when loadedUse simple tools eg scales whisks etc

Use simple tools eg scales whisks etc

Geog

History

Comp

Art


MFL


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

Music

PE


Pupils continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They enjoy communicating, collaborating and competing with each other. They develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils are be taught to: use running, jumping,

throwing and catching in isolation and in combination; play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending; develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]; perform dances using a range of movement patterns; take part in outdoor

and adventurous activity challenges both individually and within a team; compare their performances with previous ones and demonstrate improvement to achieve their personal best.

the Rising Stars Switched on Computing scheme of work.

to sing and play musically with increasing confidence and control. They develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory; play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression; improvise and

compose music for a range of purposes using the inter-related dimensions of music; listen with attention to detail and recall sounds with increasing aural memory; use and understand staff and other musical notations; appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians; develop an

understanding of the history of music.

Locational knowledge: locate the world’s countries, using maps to focus on Europe, concentrating on their environmental regions, key

physical and human characteristics, countries, and major cities, nderstand geographical similarities and differences through the study

of human and physical geography of a region of the United Kingdom and a region in a European country

D&T

Use simple switches to achieve functional result.

Use control programs and equipment eg roamer, beebots, first logo

Use constructions kits for problem solving and to investigate simple

mechanisms




Egyptians Rise of the Robots Inspriational Invaders

Geographical Skills and Fieldwork: use the 8 points of a compass, 4- and 6-figure grid references, symbols and key (including the use of

Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world, use fieldwork to observe, measure record and present

the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Living things and their habitats:

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

Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical

characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how

some of these aspects have changed over time

Children will be taught about either the achievements of the earliest civilizations – an overview of where and when the first

civilizations appeared and a depth study of Ancient Egypt;

Children will be taught to understanding the methods of historical enquiry and gain a historical persepctives by placing their knowledge

into different contexts.

Children will be taught about either a non-European society that provides contrasts with British history – the Roman Empire and its

impact on Britain and Britain’s settlement by Anglo-Saxons and Scots

English is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group. The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature

through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils: read easily, fluently and with good understanding, develop the habit of reading widely and often, for both pleasure and information; acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing

and spoken language; appreciate our rich and varied literary heritage; write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences; use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas; are competent in the arts of speaking and

listening, making formal presentations, demonstrating to others and participating in debate. Genres planned carefully to link in with our foundation subjects with the aim to enhance reading and writing across the curriculum.

Mathematics is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group : the national curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils

develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately; reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language; can solve problems by applying their mathematics to a variety of routine and

non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Extra mathematics reasoning, problem solving and investigations are carefully planned to link with our foundation subjects to enhance the application of skills across the curriculum.

Key Questions

Term

Topic

Experience Touchstones Baking Lego Robots Toy factory/Todmorden Toy Museum Chester Diva Experience Touchstones - Mosaic art

Home

Learning

Project

REHow did Jesus show his power and

authority?Why is Jesus the light of the world? What is it like to follow God? What is betrayal and trust? Are all churches the same? What is prayer?

EnglishCan you write an adventure story set in

Egypt?Can you write a newspaper report? Can you write a robot poem?

Can you use language of persuasion in an

advertisement?Can you write diary entry from Pompeii? Can you write a tourist guide to Rome?

Maths Can you count like an Ancient Egyptian? Can you construct a pyramid from a net? Can you read and plot co-ordinates? Can you add amounts of money using

mental and written methods?

Can you read and recognise Roman

Numerals?

Can you recognise, name and classify 2D shapes,

identifying regular and irregular polygons?

ScienceCan you mummify a tomato? What

happens to the water?

What did the Ancient Egyptians eat? Can you

identify the food source from their poo?Can you make the bulb light up? Can you explain how sound travels? Can you use a branching diagram?

Can you explain how environmental change

can sometimes pose dangers to living things?

D&TCan you make a working model of an

Ancient Egyptian Shaduf?Can you bake some Egyptian bread?

Can you make a toy robot with a moving

mechanism?

Can you make your toy robot beep or light

up?How do you make a drawstring purse?

Can you work as a team to build a structure

transport water like a Roman aqueduct?

GeographyIf someone asked you where Egypt was, how

would you explain it t them?

Did the river Nile play an important role in

the lives of people in Ancient Egypt? Why?

How do you find locate features on a map

confidently?

Can you recognise some symbols on an OS

map?How does the UK compare to Italy?

If you went on holiday to Rome, what kind

of things could you see there?

HistoryWhat was a Vizier and do we have anyone

like that in our society?

Can you think of anything the Ancient

Egyptians invented that we use today?When was the first robot invented?

How do you think robots will help us in the

future?

How did the Romans invade Britain? What

was British life like for Roman Soldiers? How did the Romans change the way we live?

Computing Can you create a web page? Can you produce digital music?Can you design and develop an interactive

game?

Can you write an algorithm for an

interactive toy robot?Can you present a Roman weather report?

Why should you check a Wiki article for

trustworthiness?

Art

Can you draw yourself as an Egyptian

Pharaoh surrounded by hieroglyphics telling

all about you?

Can you create an Egyptian inspired print

and repeated pattern?Can you paint like Picasso?

Can you turn your painting into a cubist

sculpture?

Can you weave using natural materials?

How were fabrics designed in Roman times?

Can you make a mosaic using repeated

patterns and depicting an aspect of Roman

life?

Music Can you Walk Like an Egyptian? Can music prevent bullying? Can you play the glockenspiel?Can you compose song music for an Iron

Man theme tune?Can you (sing) 'Party like a Roman'? Can you understand the meaning of a song?

PE Can you dance like an Egyptian?Can you add some Ancient Egyptian shapes and

balances into your gymnastics routine? What are the passing rules in Basket Ball? Why is it important to learn to swim? Can you create the rules for Harpastum? Can you train like a Roman Soldier?

PSHEExplain why it is good to accept people for

who they are.What does being resilient mean to you? How can we deal with peer pressure? How can we deal with disappointment?

Can you explain different sides to an

argument?

How can you manage your feelings and

make healthy choices?

MFLWhat can I find out about France? Bonjour, Ca

va? Puis-je compter jusqu’a 20?

Quelle jour somme nous? Comment est la

Noel en France?

Qu’est-ce que j’utilise en classe? As tu

malade?

Ce qui vit dans le zoo? Comment est la

Paques en France?Qu’est ce que to fais comme sport? Ou habites tu?

Can you make a set of canopic jars? Can you make a robot out of junk materials?


Ancient Egyptians Rise of the Robots Inspirational Invaders

Can you design and make a Roman Shield?

Art LTP Coverage

Term

Topic

NC

Key

QuestionsCan you draw yourself as an Egyptian Pharaoh

surrounded by hieroglyphics all about you?Can you create an Egyptian inspired print? Can you paint like Picasso? Can you turn your painting into a cubist sculpture?

Can you weave using natural materials? How were

fabrics designed in Roman times?

Can you make a mosaic using repeated patterns and

depicting an aspect of Roman life?

Exploring,

Developing and

Evaluating (on

going)

Drawing Printing Painting Sculpture Textiles Printing

Develop intricate patterns using different grades of

pencil and other implements to create lines and marks.Increase awareness of mono and relief printing.

Confidently control the types of marks made and

experiment with different effects and textures inc.

blocking in colour, washes, thickened paint creating

textural effects.

Work in a safe, organised way, caring for equipment.

Secure work to continue at a later date.Plan a design in a sketchbook and execute it. Increase awareness of mono and relief printing.

Draw for a sustained period of time at an

appropriate level. Experiment with different grades of

pencil and other implements to achieve variations in

tone and make marks on a range of media.

Demonstrate experience in fabric printing. Start to develop a painting from a drawing.Decorate, coil, and produce marquettes confidently

when necessarily.Use a technique as a basis for stitch embroidery.

Continue to experience in combining prints taken from

different objects to produce an end piece.

Have opportunities to develop further drawings

featuring the third dimension and perspective.

Experiment with different grades of pencil and other

implements to achieve variations in tone.

Expand experience in 3 colour printing.

Begin to choose appropriate media to work with. Use

light and dark within painting and show

understanding of complimentary colours. Mix colour,

shades and tones with increasing confidence.

Model over an armature: newspaper frame for

modroc.

Apply decoration using needle and thread: buttons,

sequins.Create repeating patterns.

Further develop drawing a range of tones, lines using

a pencil. Include in their drawing a range of technique

and begin to understand why they best suit.

Continue to experience in combining prints taken from

different objects to produce an end piece.

Start to look at working in the style of a selected artist

(not copying).

Use recycled natural and man made material to

create a sculpture.

Become confident in applying colour with printing, tie

dye. Create and use dyes. Use resist paste and batik.

Can you use repeated patterns and printing to design

and create a mosaic?

Create repeating patterns.Gain more confidence in carving as a form of 3D

art.Adapt work as and when necessary and explain why.

Use language appropriate to skill and technique. Change and modify threads and fabrics,

Demonstrate awareness in environmental sculpture and

found object art. Show awareness of the effect of

time upon sculptures.

Use language appropriate to skill and technique.

Demonstrate experience in looking at fabrics from

other countries.

Egyptian design block printing

Weaving with natural materials onto the symbol for

Christianity in Roman Times

http://www.playideas.com/25-

picasso-inspired-art-projects-for-

kids/21/?m

http://www.playideas.com/15-

outdoor-art-projects-kids/

http://www.romanmosaicworkshops

.co.uk/ourshop/prod_6118114-

Museumschool-KS2-childrens-

lesson.html

Art S

kills

Pupils are taught: to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design; to create sketch books to record their

observations and use them to review and revisit ideas; to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]; about great artists,

architects and designers in history.

Select and record from first hand observation, experience and imagination, and explore ideas for different purposes. Question and make thoughtful observations about starting points and select ideas to use in their work. Explore the roles and purposes

of artists, craftspeople and designers working in different times and cultures. Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them using language of art, craft and design. Adapt

their work according to their views and describe how they might develop it further. Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales. Use ICT. Investigate art, craft and design in the

locality and in a variety of genres, styles and traditions.


Egyptians Rise of the Robots Inspirational Invaders


Term

Topic

RE

English

Maths

Science

Earth and Space:

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

apparent movement of the sun across the sky.

Forces: Pupils are taught to:

gravity acting between the Earth and the falling object, identify the effects of air

that some mechanisms, including levers, pulleys and gears, allow a smaller force to

have a greater effect.

Living things and their habitats:

differences in the life cycles of a mammal, an amphibian, an insect and a Animals including humans:

humans develop to old age.

Electrical systems Computing to control Cooking and nutrition Structures Mechanisms

Explore batteries and bulbs Measure ingredients Stabilise structures to with stand greater loads Use simple mechanisms eg cams and eccentrics

Include simple variables to suit a purpose Use construction kits to test strength

Use simple tools eg scales whisks etc Investigate how structures can fail when loaded.

GeogGeographical skills: Children will use maps, atlases, globes and digital/computer

mapping to locate countries and describe features studied

Locational Knowledge: children will identify the position and significance of latitude,

longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer

and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time

zones (including day and night)

Place knowledge: understand geographical similarities and differences through

the study of human and physical geography of a region of the United

Kingdom, a region in a European country

Geographical skills: children will use the 8 points of a compass, 4- and 6-

figure grid references, symbols and key (including the use of Ordnance Survey

maps) to build their knowledge of the United Kingdom and the wider world

Physical geography, including: climate zones, biomes and vegetation belts,Human geography, including: types of settlement and land use, economic

activity including trade links,

History

Comp

Art


MFL


English is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group. The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils: read easily,

fluently and with good understanding, develop the habit of reading widely and often, for both pleasure and information; acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language; appreciate our rich and varied literary heritage; write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences; use discussion in order to learn; they

should be able to elaborate and explain clearly their understanding and ideas; are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate. Genres planned carefully to link in with our foundation subjects with the aim to enhance reading and writing across the curriculum.

Mathematics is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group : the national curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately; reason

mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language; can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Extra mathematics reasoning, problem solving and investigations are carefully

planned to link with our foundation subjects to enhance the application of skills across the curriculum.


to sing and play musically with increasing confidence and control. They develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory; play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression; improvise and compose music for a range of purposes using the inter-related dimensions of music; listen with attention to detail and recall sounds with increasing aural memory; use and understand

staff and other musical notations; appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians; develop an understanding of the history of music.

Music

PE


Properties and changes of materials:

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

DT

Pupils continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They enjoy communicating, collaborating and competing with each other. They develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils are be taught to: use running, jumping, throwing and catching in isolation and in

combination; play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending; develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]; perform dances using a range of movement patterns; take part in outdoor and adventurous activity challenges both individually and within a team; compare

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




A Leap into the Unknown… Ancient Greeks Behind the Mask

Children are taught about a non-European society that provides contrasts with British history – Benin (West Africa) c. AD 900-1300The children will be taught about Ancient Greece – a study of Greek life and achievements and their influence on the western world, the legacy of Greek culture (art, architecture or literature)

on later periods in British history, including the present day

Pupils develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They note connections,

contrasts and trends over time and develop the appropriate use of historical terms. They regularly address and devise historically valid questions about change, cause, similarity and difference,

and significance.

respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. Using the Rising Stars Switched on Computing scheme of work.

Use control programs and equipment eg roamer, beebots, first logoUse simple switches to achieve functional result. Use constructions kits for problem solving and to investigate simple mechanisms

Key Questions

Term

Topic

Experience Jodrel Bank Bury Retro Games Arcade Greek Pottery in World Museum Liverpool Touchstones in School Liverpool Slavery Museum Summer fair enterprize

Home

Learning

Project

RECan you explore through story Loss, Death and

Christian Hope? Can you relate this to any

Space Missions?

Can you talk about Christmas festival

from around the world?What makes a text 'Sacred'?

How is Easter celebrated across the

world?

Can you explain what happened after

Pentecost?

Can you explain the beliefs of an animist?

What do you think about this belief?

EnglishCan you explain why we have day and

night?Can you write a Sci-fi adventure story?

Can you retell an Ancient Greek Myth or

Legend?Can you write a Greek recipe book?

Can you write a performance poem to the

beat of the drum?Can you persuade us to buy?

Maths Can you break the code?Can you solve problems involving dates and

times?What did Pythagoras find out? Can you weigh out the ingredients?

Can you plot, translate and reflect shape to

create geometric patterns?

Can you solve problems involving distances

travelled, time and measures?

Science Why do we have day and night?If something goes up does it always

come back down?

Can you separate the materials as

an offering to Zeus?

Which of the burnt (molten)

offerings can be reversed?

Can you explain the differences between the

life cycles of an elephant, an ostrich and a

dung beetle?

What changes would you have to go through

before you become an 'Elder'?

D&T Can you make Aquila's control panel?Can you develop a new Space Invaders game

using Bit Bots?Can you construct a labyrinth puzzle?

Can you modify an ancient Greek Recipe

to make a 2020 meal?Can you build the great wall of Benin?

Can you create a moving model of an

offering to the Gods?

GeographyCan you plot a route to get Aquila to safety

using ariel maps?

Can you explain why we have the shortest

day on 21st December and Australia has the

longest?

Can you describe where Greece is and

why it is a tourist attraction?What is a topographical map? Where in the world was Benin?

How would life in Benin contrast to life in

Heywood?

HistoryCan you explain what happened

during the Space Race?

Can you track the development of

computer games during your

teacher's life?

What can you tell about Ancient

Greek Warfare from the

artefacts they left behind?

How has the Ancient Greek

civilisation affected civilisations

that followed?

How do we know about the

Benin civilisation?

Can you explain the significance of the

sacrifices made and the achievements

accomplished by the Benin Civilisation?

Computing Can you crack the alien's code?Can you develop a new Space Invaders

game?

Can you design a modern Parthenon for the

Gods?

Can you bring the Greek Gods into the 21st

Century and social media?

Can you use graphic design programs to

create geometric artwork?

Can you make a website to like eBay to make

money for the Benin Kingdom?

Art Can you draw using inks or pastels?Can you create an abstract painting

(showing movement) without using a brush?

Can you make an Ancient Greek

pot?Can you paint a frescoe on your pottery

using greek pattern and story telling?

Can you design a Benin inspired pring using

repeated patterns and symbols?Can you make an animist headdress?

MusicWho was Ziggy Starduct and what was the

Space Oddity about?

Can you appraise Holt's Planet Suite and

compose your own song for the 10th Planet?

Can you perform a National

Anthem?Can you get our feet tapping and stomachs

rumbling to food related songs?

Can keep up with the rhythm of

the African Drum?

Can you learn and sing Livin'On

A Prayer?

PECan you use a safe tackle when invading in

hockey?Who can do a 'pong' rally the longest?

Can you create an Olympic Gymnastics

sequence on a piece of equipment?

Can you plan a Greek Olympic Athletics

Event?Can choreograph a tribal inspired dance? Can you explain the rules of cricket?

PSHE

Can you describe the dreams and goals of

an astronaut and how these relate to my

own?

Can you explain the differences between

direct and indirect bullying in the Albie

Bright?

Can you describe the role food plays in

respecting and valuing our bodies?

Can you explain how to stay safe when

using technogy?

Why is it important to respect

other people's cultures?

Can you describe how boys and girls

bodies change during puberty?

MFL

What can I find out about France?

Bonjour, Ca va? Puis-je computer jusqu’a

30?

Puis-je chanter l’alphabet? Comment est

la Noel en France?

Qu’est-ce que j’utilise en classe? Quelle

heure est il?

Quel animal amies-tu? Comment est la

Paques en France?Qu’aimez- vous faire? Qu’est-ce que tu aimes porter?

Can you build a model Space Craft?Can you build a modern model temple for an Ancient Greek

God?Can you make a tribal mask inspired by Benin?



Art LTP Coverage

Term

Topic

NC

Key

QuestionsCan you draw using inks or pastels?

Can you create an abstract painting (showing

movement) without using a brush?Can you make an Ancient Greek pot?

Can you paint a frrescoe on your pottery

using greek pattern and story telling?

Can you design a Benin inspired pring using

repeated patterns and symbols?Can you make an animist headdress?

Exploring,

Developing and

Evaluating (on

going)

Drawing Painting Sculpture Painting Printing Textiles

Use a variety of source material for their

work.

Demonstrate a secure knowledge about

primary and secondary, warm and cold,

complementary and contrasting colours.

Describe the different qualities involved in

modelling, sculpture and construction.

Demonstrate a secure knowledge about

primary and secondary, warm and cold,

complementary and contrasting colours.

Explain a few techniques, inc’ the use of

poly-blocks, relief, mono and resist printing.

Join fabrics in different ways, including

stitching.

Work in a sustained and independent way

from observation, experience and

imagination.

Work on preliminary studies to test media

and materials.

Plan a sculpture through drawing and other

preparatory work.

Work on preliminary studies to test media

and materials.

Choose the printing method appropriate to

task.

Use different grades and uses of threads

and needles.

Use a sketchbook to develop ideas.Create imaginative work from a variety of

sources.

Create imaginative work from a variety of

sources.Build up layers and colours/textures.

Extend their work within a specified

technique.

Explore the potential properties of the visual

elements, line, tone, pattern, texture, colour

and shape.

Organise their work in terms of pattern,

repetition, symmetry or random printing

styles.

Use a range of media to create collage.

Melissa Mancuso

Lenid Afremov

Skills Dev

elop

men

t

Select and record from first hand observation, experience and imagination, and explore ideas for different purposes. Question and make thoughtful observations about starting points and select ideas to use in their work. Explore the roles and purposes

of artists, craftspeople and designers working in different times and cultures. Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them using language of art, craft and design. Adapt

their work according to their views and describe how they might develop it further. Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales. Use ICT. Investigate art, craft and design in the

locality and in a variety of genres, styles and traditions.

Pupils are taught: to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design; to create sketch books to record their

observations and use them to review and revisit ideas; to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]; about great artists,





Term

Topic

RE

English

Maths

Science

Evolution andd Inheritance: Pupils should be taught to: recognise

that living things have changed over time and that fossils provide

information about living things that inhabited the Earth millions

of years ago, recognise that living things produce offspring of

the same kind, but normally offspring, vary and are not identical

to their parents, identify how animals and plants are adapted to

suit their environment in different ways and that adaptation

may lead to evolution.

Living Things: Pupils are taught to: describe how living

things are classified into broad groups according to

common, observable characteristics and based on similarities

and differences, including microorganisms, plants and

animals, give reasons for classifying plants and animals

based on specific characteristics.

Electricity: Pupils are taught to:

associate the brightness of a lamp or the volume of a

buzzer with the number and voltage of cells used in the

circuit, compare and give reasons for variations in how

components function, including the brightness of bulbs, the

loudness of buzzers and the on/off position of switches,

use recognised symbols when representing a simple circuit in

a diagram.

Light: Pupils are taught to:

recognise that light appears to travel in straight lines use the

idea that light travels in straight lines to explain that objects are

seen because they give out or reflect light into the eye explain

that we see things because light travels from light sources to our

eyes or from light sources to objects and then to our eyes, use

the idea that light travels in straight lines to explain why shadows

have the same shape as the objects that cast them.

Cooking and nutrition Computing to control Structures Electrical systems MechanismsModify recipes for a purpose From previous experience select appropriate structures/mechanisms for Use digital inputs from sensors and switches Use gears to change direction and speed Widen consumer research Use components for cogs and gears

Use gears to change direction and speed Use components for cogs and gears

Geog

Children name and locate counties and cities of the United

Kingdom, geographical regions and their identifying human and

physical characteristics, key topographical features (including hills,

mountains, coasts and rivers), and land-use patterns; and

understand how some of these aspects have changed over time.

Through learning about Rivers. children describe and

understand key aspects of human geography, including:

types of settlement and land use, economic activity

including trade links, and the distribution of natural

resources including energy, food, minerals and water

History

Comp

Art

PSHE

Pupils continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They enjoy communicating, collaborating and competing with each other. They develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils

are be taught to: use running, jumping, throwing and catching in isolation and in combination; play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending; develop flexibility, strength, technique, control and balance [for example, through athletics and

gymnastics]; perform dances using a range of movement patterns; take part in outdoor and adventurous activity challenges both individually and within a team; compare their performances with previous ones and demonstrate improvement to achieve their personal best.

D&T


Test, evaluate and modify the productUse complex programs for computer control Evaluate for strengths and weaknesses, carry out tests, implement

improvementsMake series and parallel circuits

Children use fieldwork to observe, measure, record and present the human and physical

features in the local area using a range of methods, including sketch maps, plans and graphs,

and digital technologies.

Pupils are taught through the Jigsaw Scheme and take part in Heart Smart lessons and assemblies https://heartsmartprimary.com/

MFL


Pupils are taught to: listen attentively to spoken language and show understanding by joining in and responding; explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help; speak in sentences, using familiar

vocabulary, phrases and basic language structures; develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases; present ideas and information orally to a range of audiences; read carefully and show understanding of words, phrases and simple writing; appreciate stories, songs, poems and rhymes in the language;

broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary; write phrases from memory, and adapt these to create new sentences, to express ideas clearly; describe people, places, things and actions orally and in writing; understand basic grammar appropriate to the language being studied,

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

English is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group. The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature

through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils: read easily, fluently and with good understanding, develop the habit of reading widely and often, for both pleasure and information; acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading,

writing and spoken language; appreciate our rich and varied literary heritage; write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences; use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas; are competent in the arts of speaking

and listening, making formal presentations, demonstrating to others and participating in debate. Genres planned carefully to link in with our foundation subjects with the aim to enhance reading and writing across the curriculum.

Mathematics is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group : the national curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that

pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately; reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language; can solve problems by applying their mathematics to a variety of

routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Extra mathematics reasoning, problem solving and investigations are carefully planned to link with our foundation subjects to enhance the application of skills across the curriculum.

Pupils are taught to: design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts; use sequence, selection, and repetition in programs; work with variables and various forms of input and output; use logical reasoning to explain how some simple

algorithms work and to detect and correct errors in algorithms and programs; understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration; use search technologies effectively, appreciate how results are selected and ranked, and

be discerning in evaluating digital content select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information; use technology safely, respectfully and

responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. Using the Rising Stars Switched on Computing scheme of work.

Pupils are taught: to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design; to create sketch books to record their observations and use them to review and revisit ideas; to improve their mastery of art and

design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]; about great artists, architects and designers in history.

to sing and play musically with increasing confidence and control. They develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory; play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency,

control and expression; improvise and compose music for a range of purposes using the inter-related dimensions of music; listen with attention to detail and recall sounds with increasing aural memory; use and understand staff and other musical notations; appreciate and understand a wide range of high-quality live and recorded music drawn from

different traditions and from great composers and musicians; develop an understanding of the history of music.

Music

PE


Children know and understand the history of these islands as a coherent, chronological narrative, from the

earliest times to the present day: understand the methods of historical enquiry, including how evidence is used

rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of

the past have been constructed.

Children will learn about the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of

Edward the Confessor, This could include: Viking raids and invasion resistance by Alfred the Great and

Athelstan, first king of England further Viking invasions and Danegeld, Anglo-Saxon laws and justice,

Edward the Confessor and his death in 1066

Children will study an aspect or theme in British history that extends pupils’ chronological

knowledge beyond 1066: the changing power of monarchs, a significant turning point in

British history, changes in an aspect of social history,

Children will understand the processes that give rise to key physical and human geographical features of the world, how

these are interdependent and how they bring about spatial variation and change over time: describe and understand key

aspects of physical geography: volcanoes and earthquakes; identify the position and significance of latitude, longitude,

Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic

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

Human Body: Pupils are taught to:

identify and name the main parts of the human circulatory system, and describe the

functions of the heart, blood vessels and blood, recognise the impact of diet, exercise, drugs

and lifestyle on the way their bodies function, describe the ways in which nutrients and

water are transported within animals,

including humans.



Jurassic World Raging Rivers British Trials and Tribulations

Key Questions

Term

Topic

ExperienceGod and the Big Bang /

Manchester Cathedral. Manchester Museum Jorvik Hardcastle Craggs Trip to Eyam, Derbyshire Shakespeare Play

Home

Learning

ProjectSATs Revision Learn your lines!

RE

Can you explain the similarities and

differences between the stories of creation

from different faith communities?

Has the story of Christmas been lost in

today's world?Would you keep the faith?

Jesus is the source of the river of

life'. What does this mean?

Can you explain the significance

of the ascension and Pentecost to

today's Christians?

What matters most?

English

Can you write a balanced argument

stating cases for and against

creationism?

Can you write instructions - How to make a

water filtration system? How does a

volcanic eruption occur?

Can you write like a journalist? Can you explain a river's journey? Revision for KS2 SATs Can you create a modern retelling

of a Shakespeare tale?

Maths

Can you read, write and compare

7-digit numbers and know what

each digit represents?

Can you read temperatures on scales? Do

you understand negative numbers are

numbers less than zero and can you

calculate small differences between negative

numbers and negative and positive numbers?

Can you calculate volume? Can you crack the code? Revision for KS2 SATsCan you solve the problem and

model, explain and show us how?

ScienceCan you explain Darwin's theory of

evolution and do you agree with him?

Can you give an example of how an animal

or a plant has survived due to adaptation.

Can you plan and create a Viking raid

burglar alarm using an electrical circuit?

Can you cast a terrifying Viking Shadow

on the wall of the classroom and explain

how it was done? Can you devise a

Periscope that would help a hidden monk

know when it was safe to come out?

Revision for KS2 SATs

Why would a Tudor elixir of life not work?

Why did the plague spread so quickly?

Could this happen in today's world, why?

D&TCan you make a feast out of

foraged foods?Can you keep Z-Rex contained? Can you get across the river?

Can you devise a mechanical

system to allow ships to pass under

your bridge?

Revision for KS2 SATsCan you make a mechanical

medical game?

GeographyHow has our Earth shaped the

continents?

Can you describe how natural

disasters have shaped our world?

Can you explain a river's journey

from the source to the mouth?

Do rivers give us more than just

water?

History When did time begin?Can you explain how Darwin's

theories changed the world?

Why were the Vikings successful

raiders?

What clues to Viking settlements

have been left behind?

ComputingCan you design a text-based

adventure game?

Can you advertise your Jurassic

Park?Can you master the algorithm? Can you command prompts?

Art Can you draw like Darwin?Can you make a lino block print

of a modern day dinosaur?

Can you model and carve a

Viking dragon head?

Can you depict the river's journey

in an impressionist style?

Can you plan carefully the

composition of your photograph?

Can you 'weave' your way through

Eyam in the style of Ana Teresa?

MusicWhat role did Michael Jackson play in

the development of pop music?Can you 'Jazz' it up?

Can you explain the difference between

gospel and bangra music?What beat makes us happy?

How has Carol King influenced composing in

the world of popular music?Can you place the music in time?

PECan you create a multi-skilled

sequence?

Can you lock-it, pop-it, break-it

and waak-it?

What is the best strategy for

attack?

What is the best strategy for

defence?How do you build stamina?

How does a change of tactics help

you achieve your goal?

PSHEWhat does being a global citizen

mean?

How does being different affect

us?

How can I make my world a better

place?

What does emotional wellbeing look

like?

What makes a healthy

relationship?Are we all the same?

Who or what do you think had a significant impact on our British

history?

Can you use media and mapping to carefully plot a trip?


Jurassic Worlds Raging Rivers British Trials and Tribulations

Can you create a detailed tourist guide and map of Eyam?

Make a model and fact file for a new dinosaur you have discovered

or designed for a computer game/theme park.

Make a model of a Viking long ship. Can you make it with moving

parts?

Art LTP Coverage

Term

Topic

NC

Key Questions Can you draw like Darwin? Can you make a lino block print of a modern day dinosaur? Can you model and carve a Viking dragon head? Can you depict the river's journey in an impressionist style? Can you plan carefully the composition of your photograph?Can you 'weave' your way through Eyam in the style of Ana

Teresa?

Exploring,

Developing and

Evaluating (on

going)

Drawing Printing Sculpture Painting Textiles

Work in a sustained and independent way to develop their

own style of drawing. This style may be through the

development of: line, tone, pattern, texture.

Develop ideas from a range of sources.Work in a safe, organised way, caring for equipment.

Secure work to continue at a later date.

Work in a sustained and independent way to develop their

own style of painting. This style may be through the

development of: colour, tone and shade.

Experiment with a variety of techniques exploiting ideas from

sketchbook.

Draw for a sustained period of time over a number of

sessions working on one piece.See positive and negative shapes.

Model and develop work through a combination of pinch,

slab, and coil.

Purposely control the types of marks made and experiment

with different effects and textures inc. blocking in colour,

washes, thickened paint creating textural effects.

Use a number of different stitches creatively to produce

different patterns and textures.

Use different techniques for different purposes i.e. shading,

hatching within their own work, understanding which works

well in their work and why.

Demonstrate experience in a range of

printmaking techniques.Work around armatures or over constructed foundations.

Mix colour, shades and tones with confidence building on

previous knowledge.Work in 2D and 3D as required.

Develop their own style using tonal contrast and mixed

media.Describe techniques and processes.

Demonstrate experience in the understanding of different

ways of finishing work: glaze, paint, polish.Understanding which works well in their work and why. Design, plan and decorate a fabric piece.

Have opportunities to develop further simple perspective in

their work using a single focal point and horizon. Develop an

awareness of composition, scale and proportion in their

paintings.

Develop their own style using tonal contrast and

mixed media.Demonstrate experience in relief and freestanding work using

a range of media.

Identify artists who have worked in a similar way to

their own work.

Recognise different forms of textiles and express opinions on

them.

Explore a range of great artists, architects and designers in history. Explore a range of great artists, architects and designers in history.Recognise sculptural forms in the environment: Furniture,

buildings..Use language appropriate to skill and technique.

Confidently carve a simple form. Ana Teresa

Solve problems as they occur.

Use language appropriate to skill and technique.

Enrique Zalvidar

Claude Monet

Skills D

evelop

men

tAutumn Spring Summer

Jurassic Worlds Raging Rivers British Trials and Tribulations

Select and record from first hand observation, experience and imagination, and explore ideas for different purposes. Question and make thoughtful observations about starting points and select ideas to use in their work. Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures. Compare

ideas, methods and approaches in their own and others’ work and say what they think and feel about them using language of art, craft and design. Adapt their work according to their views and describe how they might develop it further. Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on

different scales. Use ICT. Investigate art, craft and design in the locality and in a variety of genres, styles and traditions.

curriculum...

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