fluencycontent2-schoolwebsite.netdna-ssl.comfluencycontent2-schoolwebsite.netdna-ssl.com/fileclust… ·...
TRANSCRIPT
Curriculum MapEast Ward Community Primary
School
Curriculum Intentions ....................................................................................................................... 1
Learning Challenge Overview............................................................................................................ 5
Science Overview.............................................................................................................................. 6
R.E. Overview.................................................................................................................................... 7
Key Stage 1......................................................................................................................................... 8
Key Stage 1 Key Skills........................................................................................................................ 9
Year 1 Curriculum Maps .................................................................................................................... 10
Year 2 Curriculum Maps..................................................................................................................... 17
Key Stage 2......................................................................................................................................... 25
Key Stage 2 Key Skills.......................................................................................................................... 26
Lower Key Stage 2.............................................................................................................................. 27
Year 3 Curriculum Maps...................................................................................................................... 28
Year 4 Curriculum Maps..................................................................................................................... 36
Upper Key Stage 2.............................................................................................................................. 44
Year 5 Curriculum Maps..................................................................................................................... 45
Year 6 Curriculum Maps...................................................................................................................... 53
Contents
The intention of our curriculum is to provide coverage of the National Curriculum objectives within a topic, context and theme in order to provide the children with as many cross curricular opportunities as possible. Our curriculum begins with the Learning Challenge and Science topics as a focus and the other subjects integrated within these themes. While some subjects may stand alone (namely Computing, P.E., French and P.S.H.E), any opportunity to provide a cross curricular element must be taken.
Non Negotiable Requirements
Across the curriculum, there are a series of non-negotiable requirements to be incorporated into the planning and teaching of all subjects.
WALTS
These must be formed from the National Curriculum objects and use the same vocabulary. They should not be task based.
Title Pages and KWL Charts
All Learning Challenge and Science topics should begin with a title page detailing the Learning Challenge question. There must also be a vocabulary box that will be added to over the topic as more key terminology is learnt. In KS1 these title pages may be teacher generated, but as we move into KS2 they need to be constructed by the children.
Example Title Page
After the title page, there should be a K-W-L chart (example below). This will encourage the children to discuss and write down what they currently know, what they want to know and provides a final assessment by detailing what they have learnt at the end of the topic. As with the title page, this may be teacher generated and stuck in Learning Challenge books in KS1 but needs to be child generated in KS2, wherever possible.
1
Where does the river run
to?
Key Vocabulary
Curriculum Intentions
Learning Challenge
For all Learning Challenge topics, there is a focus text that should be read with the class in order to inspire writing. For each topic, there must be one cross curricular piece of writing in Learning Challenge books or the Best Writing Book. The pieces can be fiction or non-fiction, but it is likely that for the geography based topics a piece of non-fiction writing would be more appropriate. Wherever possible, a cross curricular piece showing mathematical skills should be incorporated into the Learning Challenge planning.
With regards to display boards, the banner or title needs to be the exact Learning Challenge question.
At the end of the topic, there needs to be a clear link back to what the children wanted to know at the beginning of the topic. This may be a research lesson for the children to investigate their own questions at the beginning or ones that may have arisen throughout the topic. In this way, the children will be more independent and begin to take ownership of their learning.
Learning Challenge Structure
Science
Wherever possible, the Science topics have been placed with appropriate Learning Challenges to provide cross curricular links. On occasion, there may be opportunities to link other subjects such as mathematics, D&T or R.E. In addition to report writing, any opportunity to produce a piece of cross curricular writing should be taken. Throughout the each topic at least one science investigation is to be conducted.
What do we know?
What do we want to know?
Subject ContentWhat do we still want to
know?
2
How to be a scientist
This module is designed to target the ‘working scientifically’ element in the National Curriculum within the context of the substantive science programme of study that is it is not to be taught as an isolated subject but linked to what has previously been taught. This module will also provide an opportunity for revisiting previously covered topics as a means of targeted assessment. It should be child lead, guided by their curiosity and what they wish to revisit and investigate. The impact of this module over time will be to arm the children will key scientific skills and vocabulary to promote complete independence in scientific inquiries, investigations and report writing by the end of their primary education.
Other foundation subjects
The other foundation subjects are to be linked to either Learning Challenge or Science topics as much as possible. For Music and Art there must be at least one lesson within the half term linked to Learning Challenge, Science or R.E. D&T links are explicit in the curriculum map that either relate to Learning Challenge or Science.
The Curriculum Maps
There are 6 curriculum maps covering foundation subjects across the entire year for each year group. Mathematics, English, P.E., P.S.H.E, Computing and French are not included in these maps, but any opportunity to make links must be taken.
The touching hexagonal shapes show where cross curricular can be made links. More cross connections may be present than just the ones presented on the map.
3
In combination with the curriculum map, a curriculum overview and suggestions for cross curricular links is provided to guide and help focus teacher planning.
4
Year Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2NurRec Pets and other animals Celebrations Winter Wonderland Spring and Lifecyles The Magic of Fantasy At the Bottom of
Garden1 Where do the wheels
on the bus go?
Why is the Wii more fun than Grandma’s old
toys?
Why can’t meerkats live in the North Pole?
Could you be a pesky pirate?
Who was Florence Nightengale and why
was she so important?
Why did the Titanic sink?
2 What would Christopher Columbus find interesting about
our town?
Was the Great Fire of London really that
great?
Where would you prefer to live: England
of Africa?
What was it like when the Queen came to the
throne in 1953?
Why do we love to be beside the seaside?
Why is Robert Peel so important to Bury?
3Who first lived in
Britain? (Stone Age)
Why do people choose the Mediterranean for
their holidays?
Who first lived in Britain? (Iron Age)
What have the Greeks given us?
What makes the Earth angry?
How did the Victorian period help shape the Manchester we know
today?4
Where to river run to?Why is Manchester such a cool place to
live?
What is so great about the Romans?
What was life like 100 years ago?
What could you see from the top of Mount
Blanc?
Why were Norman castles not bouncy?
5Were the Anglo-Saxons
really smashing?What’s so special about
the USA?
How can we rediscover the wonders of Ancient
Egypt?
Why are rainforests so important?
How could Hitler have convinced a nation like
Germany to follow him?
Why is the Gold Coast so golden?
6 Where the Vikings always vicious and
victorious?
How would I get home from Bury’s twin town in China without a Sat
Nav?
Who were the Mayans and what have we learnt from them?
Where would you rather live: the Sahara
Desert, Arctic Tundra or the Lake District?
Why was the Islamic Civilization around
AD900 known as the ‘Golden Age’?
How can we keep endangered species
safe?
5
Learning Challenge Curriculum Overview
Year Group
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
NurRec
Pets and other animals Celebrations Winter Wonderland Spring and Lifecyles The Magic of Fantasy At the Bottom of Garden
1Plants Everyday Materials Seasonal Changes Animals including
humans Healthy Living
How to be a scientist
2Plants Everyday Materials Living things and their
habitatsAnimals including
humans Healthy Living
3Plants Light Forces and Magnets Animals including
humans Rocks
4States of Matter Sound Living things and their
habitats Electricity Animals including humans
5Properties and changes of
materials Earth and Space Forces Living things and their habitats
Animals including humans
6Evolution and inheritance Living things and their
habitatsAnimals including
humans Electricity Light
6
R.E. Curriculum OverviewScience Curriculum Overview
Year Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2NurRec What makes me special? (All
Faiths)Harvest Festivals
What happens at Eid Ul-Fitr and Charismas? (Islam
Christianity) Celebrating Special Times
How do we make friends? Friends of Guru Nanak
(Sikhism)
How do Christians celebrate change? (Christianity) Spring,
Easter and New Life
What stories did Buddha tell? (Buddhism) Spirited
play: Buddhist Story
What makes people special to me? (All faiths)
1 How did the story of the Bible travel around the
world? (Bible Stories/Christianity)
How do we celebrate Special Times? Christmas/Eid
(Christianity/Islam)
How did Buddha change his mind?
(Buddhism)What does it mean to
belong? (All Faiths)
How do we express meaning through cards, candles and
our actions?(All faiths)
Why is the river Ganges important to Hindus?
(Hinduism)
2 Where did the world come from and how can we look
after it? (Creation/Christianity)
How is Hanukkah celebrated? (Judaism)
How was the word of God spread around Africa?
(Christianity)
Why do religions follow leaders? (All faiths) How did the sea help Noah?
(Christianity)
How do faith followers show they are committed (5 pillars
of Islam/8 point wheel Buddhism)
3 What do art, signs and symbols tell us about religion? (All faiths)
Why is Diwali the festival of light?
(Hinduism)
How did Islam first begin?(Islam)
Why are special buildings sacred to faith followers?
(All faiths)
What did Guru Nanak and Jesus teach about nature?(Sikhism and Christianity)
How do Jews celebrate their beliefs at home and in the
synagogue?(Judaism)
4 Why was Moses left at the side of a river? (Judaism)
What religions are represented in our
community?(All faiths)
Why is Easter so special to Christians? (Christianity)
How does turning to prayer help in times of need? (All
faiths)
What is hidden amongst the mountains of Tibet? (Buddhism/Temples)
How does faith affect how we think and behave?
(Christianity)
5What is miraculous about
religion? (Miracles/all faiths)
What do Hindus believe about the creation of Earth?
(Hinduism)
How do followers of faith worship their God?
(All faiths)
How does faith teach us to love our planet?
(All faiths)
How do members of the Jewish faith celebrate
(Judaism)
Do science and religion clash? (All faith)
6What do religions believe
about life and death?(All faiths)
How do Buddhist faith followers worship?
(Buddhism)
What similarities and differences do religions share about depicting
God/s? (All faiths)
Why is Holi so colourful? (Hinduism)
How is the message/teachings in Qur’an relevant in the lives of faith
followers today?(Islam)
What is our human responsibility for protecting
the world?(All faiths)
R.E. Curriculum Overview
Key Stage 1
8
Key Skills for Key Stage 1
Science (Working Scientifically)By the end of Key Stage 1, children should be able to:
Ask simple questions and answer them in different ways (e.g. drawing what they see, measuring what they see, grouping)
Observe closely using simple equipment (e.g. magnifying glasses) Perform simple tests Identify and classify Use their observations and ideas to suggest and answer questions Gather and record data to help to answer questions
HistoryBy the end of Key Stage 1, children should be able to:
Demonstrate awareness of the past, using common words and phrases relating to the passing of time.
Demonstrate a basic chronological understanding of the events covered Identify similarities and differences between different time periods Use a wide vocabulary of everyday historical terms Ask and answer historical questions using stories and other sources Demonstrate a basic understanding of how we find out about the past
GeographyBy the end of Key Stage 1, children should be able to:
Demonstrate a growing understanding of the world, the UK and their locality.
Understand subject-specific vocabulary relating to human and physical geography
Begin to use a variety of geographical skills such as: using maps, atlases and globes; using simple compass directions and directional language; using aerial photographs and perspectives to recognise landmarks; devising simple maps with keys; using simple fieldwork and observational skills to study the geography of school and the surrounding environment.
9
10
Year 1
Learning Challenge:
Where do the wheels on the bus
go?
Focus Text:The Naughty Bus
By Jan and Jerry Oke
NC CurriculumName, locate and identify characteristics of the four countries and capital cities
of the UK. Use maps, atlases and globes. Use
simple compass directions and directional language
Art
Plants Observational Drawings
R.E.How did the story of
the Bible travel around the world?
(Bible Stories/Christianity)
Music
Nursery Rhymes and travelling
compositions
D&T
Focusing on wheels and creating moving
models
Science:
Plants
WS ObjectivesIdentify and name a variety
of common wild and garden plants, including
deciduous and evergreen trees. Identify and describe
the basic structure of a variety of common
flowering plants, including
WSObserving and classifying
plans, drawing diagrams to present what they have
found out, observing plants change over time and recording change in observation drawings.
Autumn 1
Trips/Visit Ideas
Bus journey around the local area
11
Learning Challenge:
Why is the Wii more fun than Grandma’s
old toys?
Focus Text:Old Bear
By Jane Hissey
NC ObjectivesChanges within living
memory. Begin to develop language
relating to passage of time, identify
similarities and differences.
R.E.How do we
celebrate special times?(Islam
EId/Christianity Christmas)
Art
Colour and Religious Art
Science:
Everyday Materials
NC ObjectivesDistinguish between the
object and material. Identify and name materials and their
properties and compare and group them.
D&T
Evolution of Toys in the context of
materials, design and construction WS
Performing simple tests (e.g. waterproofing,
strength of materials) to explore child generated questions (e.g. what is
the best material for my umbrella)
Music
Dalcroze Sessions- The Magician’s Toy
Box
Autumn 2
Trips/Visit Ideas Invite grandparents into school to showcase
old toys
12
Learning Challenge:
Why can’t meerkats live in the North
Pole?
Focus Text:Meerkat Mail
By Emily Gravett
NC ObjectivesIdentify seasonal and
daily weather patterns in the UK and hot and cold
areas in relation to the Equator and the
D&T
Insulation materials
Science:
Seasonal changes
NC ObjectivesObserve changes across 4 seasons.
Observe and describe weather changes
associated with the 4 seasons.
Art
Colour landscapes
WSRecording weather changes, recording
day length overtime
Music
Wintery soundscapes and comparing tones
R.E
How did the Buddha change his mind?
Spring 1
13
Trips/Visit Ideas Trip to the zoo Google Expedition to the North Pole/Equator Trip to Buddhist Centre Manchester
NC ObjectivesName and locate the
world’s seven continents and five
oceans Use world maps and directional language
Music
Sea Shanties and simple
accompaniments
D&T
Wind power: Pulleys and Sails
R.E.What does it mean
to belong? (All Faiths)
Science:
Animals including humans
NC ObjectivesIdentify and name a variety
of common animals including herbivores,
carnivores and omnivores. Describe and compare structure of animals.
Name, identify, label and draw basic parts of the
WSObservation first or
second hand of animals to classify and group. Using their sense to compare different
textures sounds and smells
Art
Animal Patterns: Rousseau
Spring 2
Trips/Visit Ideas Trip to the zoo/Pimhole Community Farm/Sea
Life Trip to Eureka- All about me Exhibition
14
Learning Challenge:
Could you be a pesky pirate?
Focus TextThe Pirates Next Door
By Jonny Duddle
NC ObjectivesThe lives of significant individuals in the past who have contributed
to national and international achievements
Music
Classical music of the Crimean era
Art
Observational drawings and
patterns of fruit/food
Science:
Healthy Living
NC Objectives (Taken From D&T
Curriculum)Understand the basic principles of a healthy
and varied diet. Understand where food
comes from.
D&T
Food and Nutrition
Summer 1
Trips/Visit Ideas Trip to the Pizza Express to make pizzas!https://www.pizzaexpress.com/bury/kids/book-a-school-visit Warburtons School visit
15
Learning Challenge:
Who was Florence Nightingale and why
was she so important?
Focus TextDon’t Say No to FloBy Stewart Ross and
Sue Shields
R.E.How do we express meaning through cards, candles and
our actions?(All faiths)
Learning Challenge:
Why did the Titanic sink?
Focus TextTitanicat
By Marty Crisp
NC ObjectivesEvents beyond living
memory that are significant nationally or
globally
Art
Turner: Sea scapes
D&T
Construct a replica titanic
Summer 2
Music
Debussey: Chime bars- whole tone
music
R.E
Why is the river Ganges so
important to Hindus?
(Hinduism)
Science:How to be a scientist
The results of any investigations carried out to be presented
at the East Ward Science Fair
Trips/Visit Ideas Google Expedition across the Atlantic
16
Autumn
Where do the wheels on the bus go?This can be largely a geography topic focusing on securing knowledge of UK geography and beginning to develop key geographical skills such as looking at and using maps and using directional language including
compass points. Plants could be linked to this topic by using the hook of the Naughty Bus to make discoveries about plants around the U.K. Similarly, this theme of travel links in the R.E. topic of how Bible stories have been passed on.
Why is the Wii more fun than Grandma’s toys?This can be largely a history topic focusing on developing an understanding of changes within living memory. The children are to become confident in using common historical terms and language associated with the passage of time. Everyday materials is easily linked to this topic through a discussion of what toys are made out of. The R.E. topic focusing on celebrations, particularly Christmas, links to the study of old and new toys
through the giving of presents.
Spring
Why can’t meerkats live in the North Pole?
This can be largely a geography topic focusing on developing a more global understanding of the world, particularly of hot regions around the Equator and cold regions like the North Pole, in the context of seasons and weather patterns. This focus on the weather and seasons is clearly connected to the science topic of seasonal changes. This idea of changes can be picked up again in the R.E. topic.
Could you be a pesky pirate?
This can be largely a geography topic to broaden the children’s understanding of global geography. Using the pirate theme as a hook, children will be able to locate and name the seven continents and five oceans. The pirate hook can also be used to link the investigation of different animals around world in the science topic and the sense of belonging to a group in the R.E. topic
Summer
17
Who was Florence Nightengale and why was she so important?This can be largely a history topic focusing on the life Florence Nightengale and her achievements. Children should be continuing to develop historical language and terminology and demonstrate a chronological
understanding of the life of Florence Nightengale. Florence Nightengale’s profession can be used to like the science topic of Healthy Living. Similarly, her moral actions can be used to connect the R.E. topic.
Why did the Titanic sink?The can be largely a history topic focusing the sinking of the Titanic as a significant global event beyond living memory. Children will continue to develop a chronological understanding of events. This topic could be the
stimulus behind science investigations in our ‘how to be a scientist module related to everyday materials and waterproofing.
Year 2
18
Autumn 1
Learning Challenge:
What would Christopher Columbus find interesting about
our town?
Focus TextEncounter
By Jane Yolen
NC Objectives:
Use simple fieldwork and observation skills
to study the geography of their school and the key
human and physical
D&T
Native America Shelters
R.E.Where did the world come from and how can we look after it?
Art
Native American Indian Art
Music
Native American Indian Music
Science:
Plants
NC Objectives:Observe and describe how seeds and bulbs grow. Find out and
describe how plants need water, light and a suitable temperature to grow and stay healthy.
WSRecording, measuring
changes in plants from a seed to a bulb, or
observing different plants at the same stage of growth, comparative
testing
Trips/Visit Ideas Expedition in the local area as ‘geographers’
Autumn 2Focus Text
Vlad and the Great Fire of London
By Kate Cunningham
19
Focus TextVlad and the Great Fire
of LondonBy Kate Cunningham
Spring 1
Trips/Visit Ideas Chesham Woods to explore habitats
21
Learning Challenge:
Where would you prefer to live: England
or Africa?
Focus Text:Lila and the Secret of
the RainBy David Conway
NC ObjectivesUnderstand physical
and human geographical similarities and difference of the UK
and a non European Country. Use basic
geographical language
R.EHow was the word of God spread around
Africa?(Christianity)
Science:
Living things and their habitats
NC Objectives:Explore and compare difference between
living dead and never alve. Understand
purpose of habitats and how they are suited to
the animals.
D&T
Creating African Masks
NC Objectives:Identify and name a variety of plants and
animals in their habitats. Understand
simple food chains
WSSorting and classifying living things according to living, dead or never
alive, using charts to record findings
Art
African Art: Masks
Music
Introduction to African Music and the
Djembe
Spring 2
Trips/Visit Ideas Visit from religious leaders (Imam, Priest etc.)
22
Learning Challenge:
What was it like when the Queen came to the throne in 1953?
Focus Text:The Queen’s Knickers
By Nicholas Allen
NC ObjectivesEvents beyond living
memory that are significant globally
Science:
Animals including humans
NC Objectives:Notice that animals,
including humans, have offspring which grow
into adultsFind out about and
describe the basic needs of animals
D&T
Nets of shapes to create the crown
jewels
WSObservation first or second hand of growth in animals using measurement, child
generated questions about survival and children
generated solutions to testR.E.
Why do religions follow leaders?
(All faiths)
Art
Pop Art: Andy Warhol
Music
1950s playground games
23
Summer 1
Learning Challenge:
Why do we love to be beside the seaside?
Focus Text:The Light House Keeper’s Lunch
BY Ronda & David Armitage
Trips/Visit Ideas The seaside- Blackpool etc.
NC ObjectivesUse aerial photographs and
plan perspectives to recognize landmarks and basic human
and physical features; devise a simple map; and use and
construct basic symbols in a key.
Use basic geographical vocabulary
Music
Increasingly complex Sea Shanties
Art
Shell Observational Drawings
R.E:
How did the sea help Noah? (Christianity)
Science:
Healthy Living
NC Objectives:Describe the
importance for humans of exercise, eating the
right amounts of different types of food,
and hygiene
D&T
Food and Nutrition
23
Summer 2
Trips/Visit Ideas Robert Peel Statute Visit from Police Officer
Learning Challenge:
Why is Robert Peel so important to bury?
Focus Text:Cops and RobbersBy Janet & Allan
Ahlberg
NC Objectives:?Significant historical events, people and places in their own
locality.
Art
Bury in the style of Hundertvasser
Music
Cops and Robbers Film music
D&T
Prisons and traps from a material and
structural perspective
R.E:How do faith
followers show they are committed?
(Islam/Buddhism)
Science:How to be a scientist
The results of any investigations carried out to be presented
at the East Ward Science Fair
24
25
Autumn
What would Christopher Columbus find interesting about our town?
This may begin as a history topic where the children will learn about Christopher Columbus and his explorations of America. The intention is that this will then progress into a geography based topic where the children will become explorers in their own right. Using fieldwork within school and the local area the children can use their observational skills to identify key human and physical geographical features. Within their exploration
of the local area, the science topic, Plants, could easily be linked in. Similarly, the creation stories covered in R.E. will link to their exploration of the world.
Was the Great Fire of London really that great?
This can be largely a history based topic focusing on events beyond living memory that are significant nationally. The children will continue to develop a chronological understand of events, understand how we know about what happened in the past and be able to indentify some similarities and differences between London in the past and London now. This is clearly linked to everyday materials through the discussion of the
suitability of wood for the building of the city of London. Similarly, the R.E. topic is connected through the theme of fire.
Spring
Where would you prefer to live: England of Africa?
This can be largely a geography topic where the children will be focusing on geographical differences through the study of two very different regions: a region in the UK and a region in Africa. Here the children should be developing basic geographical vocabulary for both physical and human features. Living things and their habitats can be considered in the context of a contrast between the UK and Africa. Africa is also the focus for
the R.E. topic, looking specifically at missionary work in Africa. Comparisons with other religions could also be made.
What was it like when the Queen came to the throne in 1053?
This can be largely a geography based module looking again at events beyond living memory that are significant nationally. Here there will be a large comparative focus between life in 1053 and life now. The connection with the Queen could be used in Animals inclduing humans to consider human aging overtime. Similarly, the theme of a leaders is present in the R.E. topic considering the roles of religious leaders.
Summer
Why do we love to be beside the seaside?
This can be largely a geography based topic that allows the children to develop basic map skills, such as recognising physical and human features on maps and creating their own maps. They will continue to develop key geographical vocabulary. This may be connected to Healthy Living through the popular seaside foods and consideration of whether these would constitute as healthy. The sea links the R.E. topic of the story of Noah.
Why was Robert Peel so important to Bury?
This can be largely a history based topic focusing on local and the life and events relating to Robert Peel. The children will continue to develop the skills from previous history modules but with a more local context. The R.E. topic is linked through the concept of following religious laws in addition to secular laws.
Key Stage 2
26
Key Skills for Key Stage 2
HistoryBy the end of Lower Key Stage 2, children should be able to:
Demonstrate a chronological secure knowledge and understand of British, local, and world history. This should be done within a narrative across the historical periods they study.
Note connections, contrasts and trends over time Confidently use a wide range of historical terms Address, answer and develop historically valid
questions about change, cause, similarity, differences and significance
Understand how our knowledge of the past is constructed from a range of sources.
Science (Working Scientifically)By the end of Lower Key Stage 2, children should be able to:
Ask questions and use different types of scientific enquiries to answer them Set up simple practical enquiries Make systematic and careful observations and take accurate measurements using a range of equipment, including
thermometers and data loggers Gather, record, classify and present data in a variety of ways to answer questions Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables Make predictions, report on findings (oral and written), draw simple conclusions, suggest improvements and raise
further questions Identify differences, similarities or changes related to simple scientific ideas and processes Use scientific evidence to answer questions and support their findings
By the end of Upper Key Stage 2, children should be able to: Plan different types of scientific enquiries to answer questions, including recognising and controlling variables
where necessary Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat
readings when appropriate Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables,
scatter graphs, bar and line graphs Use test results to make predictions to set up further comparative and fair tests Report and present findings from enquiries, including conclusions, causal relationships and explanations of and a
degree of trust in results, in oral and written forms such as displays and other presentations Identifying scientific evidence that has been used to support or refute ideas or argument
GeographyBy the end of Key Stage 2, children should be able to:
Demonstrate a wider geographical knowledge and understanding beyond the local area to include the UK, Europe, North and South America
Demonstrate an understanding of the location and characteristics of a range of the world’s most significant human and physical features.
Be confident in using a variety of geographical skills such as: using maps, atlases, globes and digital/computer mapping to locate countries; use an eight point compass, use four and six figure grid references, symbols and keys including Ordnance Survey maps; use field work to observe, measure, record and present human and physical features in the local area.
27
Lower Key Stage 2
28
Year 3
29
Autumn 1
Learning Challenge:
Who first lived in Britain? (Stone Age)
Focus Text:Ug: Boy Genius of the
Stone Age By Raymond Briggs
NC Objectives:Changes in Britain
from the Stone Age to the Iron Age
R.E:
What do art, signs and symbols tell us about religion? (All
Faiths)
Art:
Cave art and Aboriginal Art
Music:
Chanting, singing and natural sounds
D&T
Create a replica of Stonehenge
Science:
Plants
NC Objectives:Identify and describe the
functions of parts of flowering plants. Explore
the needs of plants growth Investigate the way in
which water is transported within plants. Explore life cycle of flowering plants
WSComparative tests that
effect plant growth, seed distribution, and
water transportation in plants
Trips/Visit Ideas Manchester Museum: Dig it! The mystery of the Thunderstone
https://learningmanchester.wordpress.com/dig-it-thunderstone
30
Learning Challenge:
Why do people choose the
Mediterranean for their holidays?
Focus Text:Toro Toro By Michael
Murpurgo
NC Objectives:Locate the world’s
countries. Understand key aspects of physical
geography including climate zones. Use Maps including digital mapping
to locate and describe features
Art:
Impressionism of the Mediterranean
Music
Diwali Composition: The Stroy of Rahma
and Sita
D&T
Circuits and lighting
Science:
Light
R.E.:
Why is Diwali the festival of light?
(Hinduism)
NC Objectives:Recognise that they need light in order to see things
and that dark is the absence of light. Notice
that light is reflected from surfaces. Recognise that light from the sun can be
dangerous
NC Objectives:Recognise that shadows
are formed when the light from a light source is blocked by an opaque object Find patterns in the way that the size of
shadows change
Autumn 2
WS:Investigating shadows
by finding patterns between light source, the distance and the effect on the shadow
Trips/Visit Ideas Museum of Science and Industry: The Wonder
of Light http://msimanchester.org.uk/schools/activity/wonder-of-light
31
Spring 1
Learning Challenge:
Who first lived in Britain? (Iron Age)
NC Objectives:Changes in Britain
from the Stone Age to the Iron Age
Focus Text:Stigg of the Dump By
Clive King
D&T
Weapons: Stone/Iron
Art:
Islamic Art: Tiles
Music
Iron/Junk Samba
Science:
Forces and Magnets
NC Objectives:Compare how things move on different surfaces. Notice that
some forces need contact between 2 objects, but
magnetic forces can act at a distance. Observe how
magnets attract or repel each other and attract some
materials and not others
NC Objectives:Compare and group together materials based on whether
they are attracted to a magnet, and identify some
magnetic materials. Describe magnets as having 2 poles. Predict whether 2 magnets
will attract or repel, depending on which poles are
WS Exploring strengths of
magnets, testing to find out movement on different surfaces, sorting materials
into magnetic and not, looking for patterns in the
way magnets relate to each other
32
Trips/Visit Ideas Touchstones Rochdale: https://link4life.org/centres/touchstones-
rochdale Stone/Iron Age Pottery
R.E.
How did Islam first begin? (Islam)
Spring 2
Learning Challenge:
What have the Greeks given us?
Focus Text:Who let the God’s Out? By Maz Evans
NC Objectives:A study of Greek light
and achievements and their influence on
the western world
Art:
Greek Vases
Music
World music and dance focusing on
Greece
D&T
Pillars/buildings structures
Science:
Animals including humans
NC Objectives:Identify that animals (&
humans), need the right types and amount of nutrition, they cannot make their own food
but get it from what they eat. Identify that humans and some other animals have skeletons and muscles for support, protection and
WS Identify and group animals
with and without skeletons, observe and compare movement, compare and contrast diets and investigate
healthy diets.
R.E.
Why are special buildings sacred to faith followers? (All
faiths)
Trips/Visit Ideas Visit to special building (Church/Mosque/Gurdwara centre etc.)
33
Summer 1
Learning Challenge:
What makes the Earth angry?
Focus Text:Escape from Pompeii
By Christina Balit
Art:
Print making fossils
Music
Programme Music
D&T
Build a working volcano
NC Objectives:Describe and
understand key aspects of physical
geography including mountains, volcanoes
and earthquakes
Science:
Rocks and Soil
WS Observe rocks and Explore
change overtime. Use microscopes and magnifying
glasses to identify and classify, performing simple tests
testing physical properties and suitability for use. Children generating questions about rocks lead scientific enquiry
NC Objectives:Compare and group
together rocks on the basis of their appearance and
simple physical properties. Describe in simple terms how fossils are formed. Recognise that soils are
made from rocks and
R.E.:
What did Guru Nanak and Jesus teach about
nature?
(Christianity/Sikhism)
Trips/Visit Ideas Manchester Museum:Dinosaur Detectives
https://learningmanchester.wordpress.com/dinosaur-detective/
34
Summer 2
Learning Challenge:How did the Victorian period help shape the Manchester we know
today?
Focus Text:Mill Girl By Sue Reid
NC Objectives:Significant historical
events within children’s own
locality- Industrial revolution in Manchester
Art:
L.S. Lowry
Music
Ostinato Mechanical music
D&T
Steam-power
R.E.
How do Jews celebrate their beliefs
at home and in the synagogue? (Judaism)
Trips/Visit Ideas Science and Industry Museum: Cotton Factory Jewish Museum Manchester L.S. Lowry
Science:How to be a scientist
The results of any investigations carried out to be presented
at the East Ward Science Fair
35
Autumn
Who first lived in Britain? (Stone Age)
This will largely be a history topic and will be the first historical time period that children will study. As such, the chronology and time period must be emphasised as it will provide the basis for the rest of their historical understanding. This topic could focus on early farmers and hunter-gathers (a link to the Plants topic could be made here), early technology and cave marks as a means of understanding how we know about the past.
This artistic aspect links the R.E. topic of art, signs and symbols in religion.
Why do people choose the Mediterranean for their holidays?
This can be largely a geography topic focusing on developing the children’s global geography in the context of the Mediterranean. The focus here will be developing maps skills to identify the Mediterranean countries and a study of the climate zones in this area and why it is appealing. The climate and sun connects the science which is further linked in to the study of the festival of light- Diwalli- which occurs in October/November.
Spring
Who first lived in Britain? (Iron Age)
This will largely be a history topic and will move the children’s historical knowledge on to the next time period. This will allow the children to note connections, comparisons, differences and changes over time. The science topic may be connected through consideration of the developments in Iron Age technology using an understanding of forces. The R.E. topic is linked through the consideration of firsts; the children will consider
who the first settlers in Britain were and they will consider who the first Muslims were.
What have the Greeks given us?
This will be largely a history topic but will use the children’s geographical understanding that was developed in the Mediterranean topic. This is the first ancient civilisation that the children will study. It will provide opportunity for children to consider the significance of Ancient Greece for the modern western world. The importance of Greek architecture to their daily lives and beliefs provides a connection to the R.E. topic were a
number of sacred building and places of worship for all faiths will be studied.
Summer
What makes the Earth angry?
This can be largely a geography based topic developing the children global geography in the context of volcanoes that is identifying their location globally and understanding why they occur in certain areas but not in others. This topic is strongly connected to the Rocks and Soil topic.
How has the Victorian period helped shape the Manchester we know today?
This can be largely a history topic focusing on the industrial revolution in Manchester. It is essentially a local history study of an event beyond 1066 that is significant to the children’s own locality. It will provide the children with the opportunity to consider cause and effect and trends and changes over time. The R.E. topic is connected through the study of Manchester itself and its large Jewish population.
36
Year 4
37
Autumn 1
Learning Challenge:
Where does the river run to?
Focus Text:The River Singers By
Tom Moorhouse
38
NC Objectives:Describe and understand
key aspects of physical geography including rivers.
Understand similarities and differences through
study of different regions of the UK. Use maps to locate features studied
R.E.Why was Moses left by the
side of a river?(Judaism)
Art
Map Artwork
D&T
Working river models
Music
Rounds: River is flowing
Science:
States of Matter
NC Objectives:Compare and group materials together as solids, liquids or gases. Observe changes of
state when heated or cooled, and measure/research the temperature at which this
happens (°C).
NC Objectives:Identify the part played by
evaporation and condensation in the water
cycle and associate the rate of evaporation with
temperature.WS:
Grouping and classifying materials by their
properties, exploring effect on temperature on
substances, research temperature at which
materials change states, explore evaporation over a
Trips/Visit Ideas Liverpool Albert Docks
Autumn 2
Learning Challenge:
Why is Manchester such a cool place to
live?
Focus Text:A New Manchester
Alphabet
R.E.
What religions are represented in our
community?(All faiths)
NC Objectives:Name and locate counties, cities and regions of the UK
and their physical and human characteristics
including topographical features and land use features showing how
these have changes over
NC Objectives:Describe and understand types of settlement and
land use, economic activity including trade links and
distribution of natural resources. Use maps etc.
Music
Manchester Music
Art
Kandinsky
Science:
Sound
D&T
Soundproofing
NC Objectives:Identify how sounds are made
and how they travel. Find patterns related to pitch. Find patterns between the volume
and the strength of the vibrations.. Recognise that sounds get fainter as the distance from the sound
source increases.
WS:Make and play musical
instruments, explore the sound from produce by different materials and
how changing properties can effect sound,
investigate thickness and soundproofing
Trips/Visit Ideas Salford Quays- regeneration of
Manchester
39
Spring 1
40
Learning Challenge:
What is so great about the Romans?
Focus Text:The Journey of Iliona of Mytilini By Richard
Platt and David Perkins
NC Objectives:The Roman Empire and it’s impact on
Britain.
Art
Habitat drawings
Music
Marching music
D&T
Body Armour and helmets
Science:
Living things and their habitats
R.E.
Why is Easter so special to Christians?
(Christianity)
NC Objectives:Recognise that living things
can be grouped in a variety of ways. Explore and use
classification keys to group, identify and name living things
in their environment. Recognise that environments can change and that this can sometimes pose dangers to
WS:Explore local area to identify plants and
animals by their features, raising and answering questions
based on observation of animals and what they
Trips/Visit Ideas Chester Ampitheatre and Grosvenor Museum:
http://schools.westcheshiremuseums.co.uk/session/the-roman-empire-and-its-impact-on-britain/ Chesham Woods to investigate wildlife.
Spring 2
Learning Challenge:
What was life like 100 years ago?
NC Objectives:A study of an aspect
of British History that extends pupil’s
knowledge beyond 1066: a social study in the context of WW1
Focus Text:The Silver Donkey by
Sonya Hartnett
Art
War Art
R.E.
How does turning to prayer help in times of need? (All Faiths)
Music
Songs in Air Raids Shelters
Science:
Electricity
NC Objectives:Identify electrical
appliances. Construct simple series circuits and
identify basic parts. Identify whether or not a lamp will light in a simple series circuit and the role
of a switch Recognise
WS:Constructing circuits
posing questions about what would happen if a
circuit was constructed in a particular way, investigate insulators and conductors
Trips/Visit Ideas Museum of Science and Industry: Circuit City
http://msimanchester.org.uk/schools 41
D&T:
Design air raid shelters
Summer 1
Learning Challenge:
What would you see from the top of Mount Blanc?
Focus Text:King of the Clouds Forests By Michael
Murpurgo
NC Objectives:Describe and understand
key aspects of physical geography including mountains (The Alps)
Understand physical and human similarities and differences through a study of a European
R.E.
What is hidden amongst the
mountains of Tibet? (Buddhist worship)
Art
Design snow boards
Music
Yodelling
D & T
3D Skiers
Science:
Animals including humans
NC Objectives:Describe the functions of the parts of the digestive
system. Identify the different types of teeth in humans and their simple functions. Construct and
interpret a variety of food chains, identifying
WS:Comparing teeth and
suggesting reasons for differences, exploring what
damages teeth, using models to explore the
digestive system
Trips/Visit Ideas Manchester Buddhist Centre:
https://www.manchesterbuddhistcentre.org.uk/whats_here/#school Oral health visitor in school
42
Summer 2
Learning Challenge:
Why were Norman castles not bouncy?
NC Objectives:The Viking and Anglo-Saxon struggle for the
Kingdom of England to the time of Edward the
Confessor.
Focus Text:I was there in 1066
By Jim Eldridge
R.E.
How does faith affect how we think and
behave? (Christianity)
D & T
Drawbridges and castles
Music
Monk Music/Hymns
Art
Renaissance Art
Science:How to be a scientist
The results of any investigations carried out to be presented
at the East Ward Science Fair
Trips/Visit Ideas Clitheroe Castle http://learningwithplm.org.uk/venues/clitheroe-castle/
43
Where does the river run to?
This will largely be a geography topic focusing on developing a geographical understanding of the physical and human features of river. The focus of this module can be any rivers within the UK but does need to have a comparative element between different rivers across the country. This module has clear links with the States of Matter topic, specifically the discussion of the water cycle. Similarly R.E. is linked through the story of
Moses.
Why is Manchester such a cool place?
This can be largely a geography topic understood as a local geography study but can also have features of history in the discussion of the development of Manchester, its trade links and resources. This topic can cover aspects of human geography objectives including developing an understanding of land use, economy activity, trade links, settlement types, resource links and population. It can also cover many aspects of physical
geography including regions, elevation of the land, rivers and how this has changed over time. This topic is linked to Sound through the discussion of Manchester music and connects with the R.E. topic through consideration of what faiths are represented in Manchester.
Autumn
Spring
What is so great about the Romans?This will largely be a history topic focusing on the Roman invasion of Britain and the impact that this has had in the modern day. This needs to further develop their chronological understanding of British history moving
from the Iron Age in Year 3. It provides an opportunity for the children to note similarities and differences between periods of history they have already studied, raises questions relating to cause and change and understand how we know about the Romanisation of Britain through different sources. The Easter story in R.E. clearly links to the idea of the Romans and puts Jesus’ resurrection within a historical context for the
children.
What was life like 100 years ago?
This can be largely a history topic focusing on the social aspects of life 100 years which is placed within the context of WW1. The focus is not so much on the causes and events of WW1 but the social effects especially for the life of a child during this time giving an opportunity for the children to compare and contrast. The modern emergence of electricity in homes coincides with the dates studied in this topic and so linked to science.
Similarly, the need for prayer and religion during such a horrendous event connects the R.E. topic.
What would you see from the top of Mount Blanc?
This will largely be a geography topic focusing on developing geographical understanding of the human and physical features of a European Mount range: The Alps. It could provide an opportunity for children to identify similarities and differences between a Non-European mountain range. The R.E. topic of Buddhist temples and worship is linked through the location in the Tibet Mountains.
Why were Norman castles not bouncy?
This can be largely a history topic focusing on the events leading up to the Norman Invasion in 1066, the immediate aftermath and its impact on Britain. Again this period of history needs to be included in the children’s chronological understanding of Britain. The Norman’s devout Christian faith links the R.E. topic.
Summer
44
454
Upper Key Stage 2
Year 5
46
Autumn 1
Learning Challenge:
Were the Anglo Saxons really
smashing?
Focus Text:Freedom for Bron N.S.
Blackman
NC Objectives:Britain’s settlement by Anglo-Saxons and
Scots
Music
Different instruments of orchestra
D&T
Shield DesignsR.E.
What is miraculous about religion?
Art
Illuminated Letters
Science:
Properties and changes of materials
NC Objectives:Compare and group together
everyday materials on the basis of their properties. know
that some materials will dissolve in liquid to form a
solution, and describe how to recover a substance from a solution. Use knowledge of solids, liquids and gases to
NC Objectives:Give reasons, based on
evidence, for the particular uses of everyday materials.
Demonstrate that dissolving, mixing and changes of state
are reversible changes. Explain that some changes result in
the formation of new materials, and that this kind of
WS:Carrying out tests to
answer questions about suitability of materials, perform and observe
changes in materials and research chemical changes
45
47
Trips/Visit Ideas National Museum Liverpool: http://www.liverpoolmuseums.org.uk/wml/schools-
groups/sessions/invaders-anglo-saxons-and-vikings.aspx MOSI Explosions Blasts from the Past: http://msimanchester.org.uk/schools
45
Autumn 2
Learning Challenge:
What’s so special about the USA?
Focus Text:There’s a boy in the Girl’s Bathroom By
Louis Sachar
NC Objectives:Understand the
geographical similarities and differences through the study of human and physical geography of a region within North or
South America
Art
Advanced Pop Art
D&T
Construct a model of the solar system
Music
Holst
Science:
Earth and Space
NC Objectives:Describe the movement of the
Earth and other planets. Describe the movement of the moon. Describe the sun, Earth
and moon as approximately spherical bodies. Use the idea
of the Earth’s rotation to explain day and night and the
apparent movement of the WS:Models of the solar
system, sundials and shadow clocks and
research
Trips/Visit Ideas National Museum Liverpool: http://www.liverpoolmuseums.org.uk/wml/schools-
groups/sessions/invaders-anglo-saxons-and-vikings.aspx MOSI Explosions Blasts from the Past: http://msimanchester.org.uk/schools
48
R.E.
What do Hindus believe about the creation of the Earth? (Hinduism)
Spring 1
Learning Challenge:
How can we rediscover the
wonders of Ancient Egypt?
NC Objectives:
The achievements of the earliest civilisations
Focus Text:The Scarab’s Secret By
Nick Would
D&T
Cross section of a pyramid (5D
builder)
Art
Egyptian Art
Music
Building a pyramid composition and
Egyptian instruments
Science:
Forces
NC Objectives:Understand gravity.
Identify the effects of air resistance, water
resistance and friction. Recognise that some
mechanisms including levers, pulleys and gears allow a smaller force to
WS:Designing parachutes,
carrying out fair tests to determine which is the most effect, resistant in
water using boats of different shapes, design and make products with levers, pulleys, gears and R.E.
How doe followers of faith worship their
God?
Trips/Visit Ideas Manchester Museum: Egyptian World’s
https://learningmanchester.wordpress.com/egyptian-worlds/
49
Spring 2
Learning Challenge:
Why are rainforests so important?
Focus Text:Journey to the River Sea By Eva Ibbotson
NC Objectives:Describe and
understand key aspects of physical geography including biomes and vegetation belts. Use
atlases maps and globes.
Art
Schubert
Music
Samba music
D&T
Moving creations: birds
R.E.
How does faith teach us to love our planet? (All faiths)
Science:
Living things and their habitats
NC Objectives:Describe the differences
in the life cycles of a mammal, an amphibian,
an insect and a bird. Describe the life process of reproduction in some
plants and animals
WS:Observing and comparing
lifecycles of plants and animals in the local
environment and comparing to environments around the world, grow new plants from
seeds or root cuttings, observe animal changing overtime and
comparing reproduction.
Trips/Visit Ideas Trip to the zoo
50
Summer 1
Learning Challenge:
How could Hitler have convinces a nation
like Germany to follow him?
Focus Text:Rose Blanche By Ian
McEwan
NC Objectives:
A study of an aspect of British history to extend children’s
knowledge beyond 1066: WW2
Music
Wagner
D&T
Aeroplanes and Gliders
R.E.How do members of
the Jewish faith celebrate? (Judaism)
Art:
WW2 Art
Science:
Animals including humans
NC Objectives:Describe the
changes as humans develop to old age
.
WS:Researching gestation
periods and comparing with
humans, finding out and comparing length
and mass as a bay
Trips/Visit Ideas Bury Fusilier Museum https://www.fusiliermuseum.com/
51
Summer 2
Learning Challenge:
Why is the Gold Coast so Golden?
Focus Text:Boy Overboard By Morris Gleitzman
NC Objectives:Describe and
understand key aspects of physical
geography includingcoasts
Music
Aboriginal Music
R.E.
Do science and religion clash? (All
faiths)
Art:
Sea Observational Drawings
D&T
Fairgrounds and piers
Science:How to be a scientist
The results of any investigations carried out to be presented
at the East Ward Science Fair
Trips/Visit Ideas Trip to a British coast line Google expedition of the Gold Coast
52
Were the Anglo Saxons really smashing?
This can be largely a history topic focusing on the Anglo Saxon settlement in Britain. This will again need to be included in the children’s chronological understanding of British history and provides opportunities for comparisons between other periods they have studied so far. The science topic of Properties and Changes of Materials can link to the concept of miracles through a discussion related to an ancient understanding of
changes that were misconstrued as miracles.
What’s so special about the USA?
This can be largely a geography based topic focusing on the human and physical features of a region of the USA and provides an opportunity for comparison with the UK. It allows for the children to further develop and broaden their understanding of global geography and their geographical skills. Earth and Space can be linked through the association with NASA and R.E. is linked through the study of the creation of the world as
believe by Hindus.
Autumn
53
Spring
How can we rediscover the wonders of Ancient Egypt?
This can be largely a history topic focusing widening the children’s understanding of global and ancient civilisations. This will need to be placed in a chronological context with the time periods they have already studied within Britain, but also the other ancient civilisations namely Ancient Greece. The R.E. topic links to the study of the way the Ancient Egyptians worshipped. A discussion of the construction of the pyramids could also
link with the Forces topic in science.
Why are rainforests so important?
This can be largely a geography based topic focusing on developing an understanding of biomes and vegetation belts in the context of the rainforest. It will also be an opportunity to widen the children’s global knowledge into South America. A focus on the living things and their habitats in the context of the rainforest would link the science topic. For R.E, the connection could arise from a discussion of deforestation and the
religious perspective on preservation of the planet.
Summer
How could Hitler have convinced a nation like Germany to follow him?
This can be largely a history topic focusing on developing the children’s knowledge of British History beyond 1066 in the context of WW2. Links will obviously need to be made between their consideration of WW1 in Year 4. The R.E. link is established through a celebration of the Jewish faith in spite the horrendous events of WW2.
Why is the Gold Coast so golden?
This is largely a geography topic focusing on widen the children’s global knowledge to Australia and looking at the human and physical features of a coast. The science topic is connected to the R.E. to encourage the children discuss challenging ideas within science and religions.
Year 6
54
Autumn 1
Learning Challenge:
Were the Vikings always vicious and
victorious?
Focus Text:Beowulf
NC Objectives:The Viking and Anglo-Saxon struggle for the Kingdom of England
to the time of Edward the Confessor
D&T
Viking Long Boat/ How to Train your
Dragon mechanism
Art
Viking Runes and Art
Music
Drumming
Science:
Evolution and inheritance
R.E.
What do religion belief about life after death? (All
faiths)
NC Objectives:Recognise that living things have changed over time and fossils provide information
about living things a millions of years ago. Recognise that
living things produce offspring of the same kind, but normally
offspring vary and are not
NC Objectives:Identify how animals
and plants are adapted to suit their
environment in different ways and that
adaptation may lead to WS:Observation of local
environment and questioning the
adaptation. Comparing how some are adapted to live in their environment. Analyse advantages and
disadvantages of
55
Trips/Visit Ideas Vikings at Tatton Park:
http://www.tattonpark.org.uk/learn/school_visits/education_programme/anglo_saxon_and_viking.aspx
Autumn 2
Learning Challenge:
How would I get home from Bury’s twin town in China without a Sat Nav?
Focus Text:Chinese Cinderella By
Adeline Yen Mah
NC Objectives:Use 8-point compass, four
and six figure grid references, Ordnance
Survey Maps. Understand latitude, longitude, tropics,
hemispheres and time zones
Art
Chinese Art
R.E.
How do the Buddhist faith
followers worship? (Buddhism)
D&T
Great Wall of China
Music
Chinese Music: boom whackers
Science:
Living things and their habitats
NC Objectives:Describe how living things are classified into broad
groups according to common observable characteristics. Give
reasons for classifying plants and animals based on specific characteristics
WS:Using classification systems and keys in
the immediate environment and
compare internationally
55
Trips/Visit Ideas Goggle expedition trip to China Manchester Chinese Contemporary Art Centre
Spring 1
Learning Challenge:
Who were the Mayans and what
have we learnt from them?
Focus Text:The Hero Twins
Against the Lords of Death By Dan Jolley
NC Objectives:A non-European
society that provides a contrast with British
history
Music
Mexican Guitar Music
R.E.
What similarities and differences do
religions share about depicting God/s? (All
fatihs)
D&T
Creating Piñata/ Mexican Hats
Art
Mayan/ Mexican Art
Science:
Animals including humans
NC Objectives: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. Describe the ways in which nutrients and water are transported.
WS:Exploring, evaluating
the work of other scientists on diet, exercise, drugs,
lifestyle and death
57
Trips/Visit Ideas Mayan Worshop in School
http://pastproductions.co.uk/schools/workshops/mayans/
Spring 2
Learning Challenge:
Where would you rather live: Sahara
Desert, Artic Tundra or The Lake District?
Focus Text:Northern Lights By
Phillip Pullman
NC Objectives:Physical geography of
a UK region, and a non-European region. Understand climate and weather zones
Art
Observational Landscapes of the
Lake District
D&T
Extreme weather survival
Music
Digital Music
Science:
Electricity
NC Objectives: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
WS:Systematically
identifying the effect of changing one
component in a circuit, designing and making
circuits that have some use
R.E.
Why is Holi so colourful?(Hinduism)
Trips/Visit Ideas Lake District Trip
58
Summer 1
Learning Challenge:
Why was the Islamic Civilisation around
AD900 known as the Golden Ag2?
Focus Text:Sinbad the Sailor
D&T
Shadow work/puppets
Music
Middle-Eastern/Persian Music
Art
Islamic Art
NC Objectives:A non-European
society that provides a contrast with British
History
R.E.
How is the message of the Qur’an relevant
in the lives of faith followers today?
(Islam)
Science:
Light
WS:Deciding where to place rear-
view mirrors, designing a periscope and explaining how
it works. Investigate the relationship between light
sources, distance and shadows, investigate
rainbows, colours on bubbles and objects looking bent in
NC Objectives:Recognise that light appears to travel in
straight lines. Explain how and why we see things
because of light. Explain why shadows have the
same shape as the objects that cast them
Trips/Visit Ideas MOSI: Wonder of Light
http://msimanchester.org.uk/schools/activity/wonder-of-light 59
Summer 2
Learning Challenge:
How can we keep endangered species
safe?
Focus Text:Running Wild By
Michael Morpurgo
NC Objectives:Environmental issues
Art
Advertising Posters/ Surrealism
R.E.
What is our human responsibility for
protecting the world? (All fatihs)
Music
Songs from Yanamamo (The
Rainforest
Science:How to be a scientist
The results of any investigations carried out to be presented
at the East Ward Science Fair
Trips/Visit Ideas Bury Art and Sculpture Museum
D&T
Design an ethically sound product
60
Were the Vikings always vicious and victorious?
This can be largely a history topic focusing on developing the children knowledge of British history in the context of the Viking invasions. This provides the children opportunities to compare and contrast with other periods of British history they have studied as well as consider a wide range of historical sources to determine how we know what we know about the past.. The Viking beliefs of Valhalla and life after deaths connect the
R.E. topic.
How would I get home from Bury’s twin town in China without a Sat Nav?
This is largely geography topic focusing on developing the children’s mapping skills, including using Ordinance Survey maps, planning routes of travel and developing a wider understanding of global geography. This science topic may be linked through a consideration of difference habitats along their travels from China back home. The study of Buddhism in R.E. is connected through the link with China.
Autumn
Spring
Who were the Mayans and what have we learnt from them?
This can be largely a history topic focusing on developing an understanding of the earliest civilisation outside of the western world. It will need to be established in the children’s current historical understanding of ancient civilisations that they have previously encountered. The study of the depictions of God/s could be introduced through a study of the Mayan religion.
Where would you rather live: Sahara Desert, Artic Tundra or The Lake District?
This is largely a comparative geography topic that should show progression in the children’s geographical understanding from the comparative topic in Year 2. The focus for this comparison can be environmental regions and weather systems in addition to looking at human and physical features of each region. The topic of electricity can link to extreme weather systems.
Summer
Why was the Islamic civilisation in AD400 known as the ‘Golden Age’?
This can be largely a history topic focusing on developing an understanding of non-European civilisations as a comparison with British History and as such does need to be place in the context of British history at the time. There is a clear R.E. link with the study of Islam and it’s relevance in today’s society.
How can we keep endangered species safe?
This can be largely a geography topic focusing on environmental and ethical issues all around the world. It should bring their geographical knowledge and skill together in the context of a controversial issue. The R.E. topic allows for a discussion of these issues within a religious context.
61