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Curriculum at Swalwell Primary School

School Vision

At Swalwell Primary School we work together to promote learning and achieve the highest standards for every child through high expectations and high quality teaching.

We provide an education that is enjoyable, inclusive, stimulating and challenging and which allows individuals to develop their educational potential and skills for life.

The school is at the heart of the community and provides a safe, secure and respectful environment which enables pupils to develop emotionally, physically, socially, spiritually and academically.

‘EVERY LESSON COUNTS.’

Curriculum Aims

To create a lively stimulating school where every individual is valued and to maximise the opportunities for intellectual, moral, spiritual, physical, aesthetic and social development within a caring, secure environment.

To support pupils in order to achieve high academic and personal standards. To help pupils to develop lively, enquiring minds with the ability to question and discuss rationally and to apply

themselves successfully to tasks, problem solving activities and physical skills. To develop within the individual a sense of self-respect, self-discipline and the capacity to live as an

independent person, self-motivated and confident. To help pupils to understand the world in which they live and to develop the ability to contribute as a member

of a co-operative group and to recognise their responsibility within a community. To help pupils to acquire knowledge and skills relevant to adult life, at home, at work, at leisure and as

consumers and citizens in order to achieve maximum educational potential. To encourage the pupil to acquire values, attitudes and concepts which enable the individual to adapt to life in a

fast changing world. To encourage a respect for all and an understanding of various religions and cultures present in our modern

society. To develop an awareness and appreciation of human achievements, whilst recognising mankind’s place in the

natural world and having an awareness of current and future challenges we face: climate change, population growth, demands on resources etc. Equipping our children with the skills and knowledge to innovate and meet future challenges underpins much of what we do.

To deliver the Early Years Foundation Stage Curriculum and National Curriculum offering a broad, balanced, relevant and differentiated curriculum with particular regard to the basic skills of numeracy and literacy.

To provide adequate facilities for the development of physical skills and team games. To be aware of equal opportunities for all. The school offers a wide curriculum to meet present day demands and satisfies the statutory orders of the

National Curriculum. The Early Years Foundation Stage Curriculum is taught to children in Nursery and Reception. From Year One children follow the National Curriculum. A Modern Foreign Language (French) is taught throughout the school.

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Curriculum Overview for KS1Year 1 Curriculum Map – Autumn Term – (Fire, Fire!)

ScienceMaterialsSc1/3.1a distinguish between an object and the material from which it is made

Sc1/3.1b identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock

Sc1/3.1c describe the simple physical properties of a variety of everyday materials

Sc1/3.1d compare and group together a variety of everyday materials on the basis of their simple physical propertiesChildren will be taught to use practical scientific methods, processes and skills through the programme of study.

Art and designChristmas Craft (Art)

Collage and paintingNight time fire scene using shadows, Black paper against the glow of the fire.

Ar1/1.1 to use a range of materials creatively to design and make products

GeographyCountries of UK and capital cities.Ge1/1.1b name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas

Ge1/1.4a use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage

Physical EducationLittle KickersPE1/1.1b participate in team games, developing simple tactics for attacking and defending

DanceFireworks – Handle music.PE1/1.1c perform dances using simple movement patterns.

MusicRhymes about Fire of London

London’s Burning trad rhyme set to new music Group performance

Songs for the Christmas Performance

Mu1/1.1 use their voices expressively and creatively by singing songs and speaking chants and rhymes

Mu1/1.2 play tuned and untuned instruments musically

Mu1/1.3 listen with concentration and understanding to a range of high-quality live and recorded musicMu1/1.4 experiment with, create, select and combine sounds using the interrelated dimensions of music

Literacy – text typesNarrative - Traditional storiesTraditional and fairy stories

Non-fiction - RecountsNon-chronological reports

Non-fiction - InstructionsMaking bread

PoetryPattern and rhyme – London burning

Narrative - Fantasy worldsExtended stories

Narrative Stories with familiar settings: Maisie’s dragon

Poetry - Really lookingFireworks

Non-fiction - Information textsFire engines & fire safety

Diary entries Samuel Pepys/ John Evelyn

ComputingComputer Safety (Think U Know)-basic safety when using web-bee bot fire engines-bee bot iPad app

Co2/1.6 use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about material on the internet or other online technologies

Co2/1.1 Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions

Co2/1.2 Create and debug simple programs

Design and technology Tudor Houses - joining

DT1/1.1a design purposeful, functional, appealing products for themselves and other users based on design criteria

DT1/1.2a select from and use a range of tools and equipment to perform practical tasks

DT1/1.3b evaluate their ideas and products against design criteria

HistoryGreat Fire of London +Newcastle/ Gateshead.

Hi1/1.2 events beyond living memory that are significant nationallyor globally

Significant PersonSamuel Pepys

Hi1/1.3 the lives of significant individuals in the past who have contributed to national and international achievements.

Educational VisitSt Mary’s Visitor Centre.Newcastle/ Gateshead.

R.E.Christianity – Jesus as a friendBaptism – in addition to above

being a disciple / follower of Jesus

becoming a ‘follower of Christ’ including baptism

(See Discovery File Spring 1)

PSCHEBeing Me in my worldCelebrating Difference

Languagesn/a in KS1

Numeracy

Understanding and investigating within number x 3wks

Developing and applying calculation – addition and subtraction x2 wks

Developing and applying calculation – multiplication and division x 2 wks

Measurement x 2 wks

Geometry x 2 wks

Statistics x 1 wk

Year 1 Curriculum map – Spring Term – Oh I do like to be beside the seaside.

ScienceAnimals and humans.Sc1/2.2a identify and name a variety of common animals including, fish, amphibians, reptiles, birds and mammals

Sc1/2.2b identify and name a variety of common animals that are carnivores, herbivores and omnivores

Sc1/2.2c describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)

Sc1/2.2d identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.Children will be taught to use practical scientific methods, processes and skills through the programme of study.

Art and designAndy Goldsworthy – Artist. Beach Art.Use a range of materials. – Texture materials.collage

Ar1/1.2 to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

GeographyMaps of seaside towns.British IslesAtlases +compass directionsGe1/1.3b use basic geographical vocabulary to refer to:i.key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weatherii.key human features, including: city, town, village, factory, farm, house, office, port, harbour and shopGe1/1.4b use simple compass directions (North, South, East and West) and locational and directional language to describe the location of features and routes on a mapGe1/1.4c 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

P.E.

Gymnastics-Flight-bouncing, jumping and landing (Val Sabin)PE1/1.1a 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

Throwing and Catching familiarisation with a ball-balancing, rolling patting, bouncing and using the skills in gamesPE1/1.1a 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

MusicMrs Banning



Mu1/1.3 listen with concentration and understanding to a range of high-quality live and recorded music

Mu1/1.4 experiment with, create, select and combine sounds using the interrelated dimensions of music

Literacy – text typesNarrative - Lighthouse Keeper Stories

Non Chronological Report – beaches + past/ present

Biography – Grace Darling

Recounts - postcards

ComputingProgramming bee bots to follow a map route.Use ‘kodable’ on iPads

Co2/1.1 understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions

Design and technologyDesign and make a beach hut with a light. (Electricity as an extra science)

Mat inside the Beach hut – textiles

HistorySeasides of the past - train / VictorianChanges in living memory –Outfits, beach huts, shops.

Hi1/1.1 changes within living memoryWhere appropriate, these should be used to reveal aspects of change in national life

Significant PersonGrace Darling


Educational VisitGrace Darling Museum

R.E.

Christianity -The Creation Story

God, using Old sources: creator, loving, caring, having authority.

love, caring, trust, forgiveness: stories from the Old Testaments

Christian attitudes and values: love, care, forgiveness and honesty

valuing self, others and the world

(See Discovery File Autumn 1)

PSCHEDreams and goals.Healthy Me

Languagesn/a in KS1

Numeracy




Measurement x 2 wks

Geometry x 2 wks

Statistics x 1 wk

Year 1 Curriculum map – Summer Term – Food Glorious Food

SciencePlantsSc1/2.1a identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

Sc1/2.1b identify and describe the basic structure of a variety of common flowering plants, including treesChildren will be taught to use practical scientific methods, processes and skills through the programme of study.

Art and designArt –Plants. Georgia O’Keeffe – Still Life.Van Gogh Famous Artist.Drawing and paintingAr1/1.3 to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

GeographyWorld – Continents / oceans.Human – Produce getting UK.Where does food come from?Ge1/1.1a name and locate the world’s 7 continents and 5 oceans


Physical EducationAthleticsLarge equipment developing balance, agility andCoordination.

PE1/1.1a 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

Dance (if time permits)PE1/1.1c perform dances using simple movement patterns.

MusicStudying seed pod maracas, making shakers. Explore sounds





Literacy – text typesInstructions – Healthy Snacks.

Jack and the Beanstalk – Jane and the Enormous Sunflower.

Poetry – Food / senses

Columbus :Write letter about voyage.

Oliver’s Fruit Salad Drawing fruits How to eat fruits (Eng)

Describing fruits using their senses. Fruit clues Flap books

ComputingMake a digital scrap book of food for class blog/website; use search tool etc.Food pictograms

Co2/1.4 use technology purposefully to create, organise, store, manipulate and retrieve digital content

Design and technologyDesign and make a healthy savoury dish +smoothie.(Statistics link – data, questionnaires)

DT1/2.1a use the basic principles of a healthy and varied diet to prepare dishes

DT1/2.1b understand where food comes from.

History R.E.

Judaism - Jewish People – IsraelJewish home, Mezuzah, Sabbath,

Hannukah Shabbat, Purim, Chanukah,

Sukkot: symbols, customs and practice, significance for Jewish people

home and family life today the significance of religious

objects such as mezuzah; tallit; kippah

synagogue: its functions and features; importance to the Jewish community

worship activities including prayer

local Jewish communities the role of the rabbi

(See Discovery File Summer 1 and 2)

PSCHERelationships.Change in Me.

Languagesn/a in KS1

Numeracy




Measurement x 2 wks

Geometry x 2 wks

Statistics x 1 wk

Year 2 Curriculum map – Autumn Term – Medieval Mayhem

ScienceUse of everyday MaterialsStructure of castle and objects within.Best way for Knight to keep his coffee warm?Best material to use as armour?Sc2/3.1a identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for different uses

Sc2/3.1b compare how things move on different surfaces.

Sc2/3.1c find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretchingChildren will be taught to use practical scientific methods, processes and skills through the programme of study.

Art and designSelf – portrait (Art) - drawing

Textiles – wall hangings

GeographyStudy maps of Britain to identify locations of castles.Ge1/1.4d use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.


Physical EducationGames- fundamental skills. Throwing and catching &hand eye coordination

Developing partner work.


Dance

Communicate different moods, feelings and ideas - to Medieval music.

PE1/1.1c perform dances using simple movement patterns.

MusicSongs for the Christmas Performance





Literacy – text typesGeorge + the Dragon

Lambton Worm.

Non chronological report – Castles.

Write a letter as if they witnessed the coronation

Research personal, national & international events & add to timeline

Computingdigital recordings, news reports, video cameras, flip cams;Type reports and add pictures/photos/sound clips


Design and technologyPulleys and draw bridges

DT1/1.4a build structures, exploring how they can be made stronger, stiffer and more stable

DT1/1.4b explore and use mechanisms, in their products.

HistoryChanges in castles over time.

Knowledge of castles.Significant Person

Queen Elizabeth II and Royal FamilyHi1/1.3 the lives of significant individuals in the past who have contributed to national and international achievements.

Educational VisitA castle – Alnwick Castle

R.E.Christianity - Christian Prayer and ArtefactsChristian Values

Jesus’ teachings: two great commandments, other ‘rules’ for living


valuing self, others and the world

(See Discovery File – Autumn 1)

Christianity - Christmas Symbols Christmas, Easter, Harvest:

symbols, customs and practice, significance for Christians

Jesus: birth, aspects life and teaching, effect on others then and now, aspects of Easter


PSCHEBeing Me in my world.Celebrating difference.

Languagesn/a in KS1

Numeracy




Measurement x 2 wks

Geometry x 2 wks

Statistics x 1 wk

Year 2 Curriculum map – Spring Term – It was a dark, dark night…

ScienceLiving things and their habitats.Nocturnal animalsSc2/2.1a explore and compare the differences between things that are living, dead, and things that have never been alive

Sc2/2.1b identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other

Sc2/2.1c identify and name a variety of plants and animals in their habitats, including microhabitats

Sc2/2.1d describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.Children will be taught to use practical scientific methods, processes and skills through the programme of study.

Art and designCollage – owls

GeographyFocus on N. America.Texas – NASA.Aerial images – plans/ maps.Ge1/1.1a name and locate the world’s 7 continents and 5 oceans

Ge1/1.4c 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

Physical EducationDanceExplore patterns and pathwaysDeveloping a repertoirePE1/1.1c perform dances using simple movement patterns.

GymnasticsBalance-knowledge of fitness and healthPE1/1.1a 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

MusicMrs Banning





Literacy – text typesNon chronological reports (recap) - Swalwell School

Character profile – class novel.

Non-fictionNon-chronological reports, Labels lists & captions Living in Space

Narrative - Familiar settings -Stick Man and Harvey Slumfenburger

PoetryPoems on a theme & Really lookingBirds & flying

ComputingTalk about technology uses for NASAMake programs and miss steps out, see if you can debugDaisy the dinosaur app on iPad

Co2/1.5 recognise common uses of information technology beyond school

Co2/1.1 understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions

Co2/1.2 Create and debug simple programs

Co2/1.3 Use logical reasoning to predict the behaviour of simple programs

Design and technologyBuild a bat box – 3DDT1/1.1b generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

DT1/1.2b select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

DT1/1.3a explore and evaluate a range of existing products

HistorySpace exploration.Significant events – Moon landing.

Significant PersonNeil ArmstrongHi1/1.3 the lives of significant individuals in the past who have contributed to national and international achievements.

Educational VisitHedgehog sanctuary (Northumberland) or Bat Group (Durham and Northumberland)

R.E.Christianity - The Church and the Bible the role of the minister/vicar etc the Bible: special book for

Christians, source of authority, teaching and help

church: its functions and features; importance to Christians

worship activities including praise and prayer

local Christian communities and religious buildings (church, chapel etc),

QCA unit 2DChristianity - Easter Story Christmas, Easter, Harvest:

symbols, customs and practice, significance for Christians

Jesus: birth, aspects life and teaching, effect on others then and now, aspects of Easter



Languagesn/a in KS1

Numeracy




Measurement x 2 wks

Geometry x 2 wks

Statistics x 1 wk

Year 2 Curriculum map – Summer Term – Australia

ScienceAnimals including humans.Sc2/2.3a notice that animals, including humans, have offspring which grow into adults

Sc2/2.3b find out about and describe the basic needs of animals, including humans, for survival (water, food and air)

Sc2/2.3c describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.PlantsSc2/2.2a observe and describe how seeds and bulbs grow into mature plants

Sc2/2.2b find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.Children will be taught to use practical scientific methods, processes and skills through the programme of study.

Art and designAboriginal ArtPaint and printingAr1/1.4 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.

GeographyAustralia compare / contrast to UK.Recap oceans / continents from Yr 1.

Ge1/1.2a 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

Physical EducationAthleticsLarge equipment developing balance, agility andCoordination.


GamesPE1/1.1b participate in team games, developing simple tactics for attacking and defending

MusicAustralian songsDidgeridoos

Mrs Banning





Literacy – text types

ComputingUse pic collage on iPads to create files on countries studied

Databases and branching programs on countries using 2question and 2investigate

Internet safety, safe online presence


Co2/1.6 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

Design and technologyMake a simple Australian meal.

DT1/2.1a use the basic principles of a healthy and varied diet to prepare dishes

DT1/2.1b understand where food comes from.

HistoryHistory of Swalwell work house and iron worksHi1/1.3 significant historical events, people and places in their own locality.

Significant PersonSir Ambrose Crowley – Winlaton & SwalwellHi1/1.3 significant historical events, people and places in their own locality.

Educational VisitorLocal Historian to discuss the iron works of Swalwell

R.E.Judaism - The Jewish Torah

the Torah: rules, values and stories, significance to Jewish people

G-d: stories from the Torah: creator, loving, caring, having authority

aspects of the life of Moses and others: for example Joseph and Ruth

(See Discovery File – Summer 1/2)

PSCHERelationships.Healthy Me.

Languagesn/a in KS1

Numeracy




Measurement x 2 wks

Geometry x 2 wks

Statistics x 1 wk

Curriculum Overview KS2

Year 3 Curriculum map – Autumn Term – Savage Stone Age

ScienceRocks + soil.Sc3/3.1a compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

Sc3/3.1b describe in simple terms how fossils are formed when things that have lived are trapped within rock

Sc3/3.1c recognise that soils are made from rocks and organic matter.Forces and magnets.Sc3/4.2a compare how things move on different surfaces

Sc3/4.2b notice that some forces need contact between 2 objects, but magnetic forces can act at a distance

Sc3/4.2c observe how magnets attract or repel each other and attract some materials and not others

Sc3/4.2d compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials

Sc3/4.2e describe magnets as having 2 poles

Sc3/4.2f predict whether 2 magnets will attract or repel each other, depending on which poles are facing.Children will be taught to use practical scientific methods, processes and skills through the programme of study.

Significant PersonIsaac Newton

Art and designCharcoal/ Paint- cave paintings + symbols – class mural.e.g Lascaux- France. (painting)

Ar2/1.2 to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

GeographySettlements – human +physical features.Key topographical features – hills, mountains, coasts, rivers)

Ge2/1.1b 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

Geography WeekVolcanoes

Physical EducationTennisFocus on developing they skills and how to use these skillsPE2/1.1b play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

GymnasticsTravelling with a change in direction.PE2/1.1c develop flexibility, strength, technique, control and balance

Music

Mus 2.1 play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

Mus 2.2 improvise and compose music for a range of purposes using the inter-related dimensions of music

Mus 2.3 listen with attention to detail and recall sounds with increasing aural memory

Mus 2.4 use and understand staff and other musical notations.

Mus 2.5 appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

Mus 2.6 develop an understanding of the history of music.

Literacy – text typesNarrative – Stone age boy

Narrative – Stone age bone age

ComputingFresco to create different textures in drawing/painting

Create ebook on stoneage (book creator on iPad)

Explore scratch, adding sound, animated scene

Co2/1.5 Use search technologies effectively

Co2/1.6 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

Co2/1.1 Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

Design and technologyWheels and transportForriage for food – apple and blackberriesClay – torcs. (3D)

DT2/1.1 DesignDT2/1.1a use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

DT2/1.2 MakeDT2/1.2a select from and use a wider range of tools and equipment to perform practical tasks accurately

DT2/1.3 EvaluateDT2/1.3b evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

DT2/1.4 Technological KnowledgeDT2/1.4a apply their understanding of how to strengthen, stiffen and reinforce more complex structures

HistoryHunter, gatherers +early farmers.Bronze age religion.Technology travel.Iron Age hill fortsHi2/1.1 Pre-Roman BritainPupil should be taught about changes in Britain from the Stone Age to the Iron AgeThis could include:a.late Neolithic hunter-gatherers and early farmers, for example, Skara Brae

b.Bronze Age religion, technology and travel, for example, Stonehenge

c.Iron Age hill forts: tribal kingdoms, farming, art and culture

Educational visitGibside / Derwent River / Childrens Centre Teams.- survival/ forest fire skills

R.E.Christianity – The Church

‘Church’ as a body of believers

local Christian place of worship: its significance for those who attend; how it is used

belonging and identity for Christians: baptism; confirmation; holy communion

Christian belief and practice across the worldwide Church

(See Discovery File - Year 4 Summer 2 and LCP Year 3 Spring)

Christianity - Christmas Harvest; Christmas;

Easter; Pentecost; Ascension: significance for Christians



Languages – French

Unit 1 – Je parle francaisWhere is France?How do you get there?Capital city/ compare with LondonBasic GreetingsClassroom CommandsNumbers 0 – 12Classroom Objects

North Tyneside Scheme Of Work

Numeracy




Measurement x 2 wks

Geometry x 2 wks

Statistics x 1 wk

Year 3 Curriculum map – Spring Term – Veni Vidi Vici

ScienceAnimals and humans.Sc3/2.2a 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 eat

Sc3/2.2b identify that humans and some other animals have skeletons and muscles for support, protection and movement.

Sc2/2.2b find out and describe how plants need water, light and a suitable temperature to grow and stay healthy

Plants.Sc3/2.1a identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowersSc3/2.1b explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant

Sc3/2.1c investigate the way in which water is transported within plants

Sc3/2.1d explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.Children will be taught to use practical scientific methods, processes and skills through the programme of study.

Art and designArt – Mosaics. (collage)Ar2/1.2 to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

GeographyEurope – Empire maps.

Britain – Cities/countries.

Ge2/1.4 Geographical Skills and FieldworkGe2/1.4a use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Ge2/1.4b 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 EducationDance – Focusing on creating, adapting and linking a range of dance actionsPE2/1.1d perform dances using a range of movement patterns

Outdoor and AdventurousExplore plan and do maps, diagrams, picturessymbols, follow a trail (QCA)PE2/1.1e take part in outdoor and adventurous activity challenges both individually and within a team

MusicMus 2.1 play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression






Literacy

Narrative- MythsExplore diff myths incl.Romulus and Remus

Information Texts – Diff aspects of Roman life. Creating own texts

Poetry – ArmyStrong rhythms, marching, fear etc.

Newspaper recounts- Invasion of Britain and other major events

Instructions – Recipes Roman banquet etc.

Playscripts – Roman plays

Narrative – Escaping from Pompeii

Poetry – Creating Images/Shape

Explanation - roads, etc.

Persuasive writing- Trials, court, debate etc. – crime and punishment

ComputingDatabase on Romans, make a branching database

Mosaic artwork on PC

Co2/1.5 Use search technologies effectively


Co2/1.4 Understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web

Design and technologyDesign + make a roman shield orRoman aqueducts Design /make model aqueduct – water (3D)DT2/1.1 DesignDT2/1.1a use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups




Roman Food.DT2/2.1 Cooking & NutritionDT2/2.1a understand and apply the principles of a healthy and varied diet

DT2/2.1b cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet

DT2/2.1c become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and

HistoryRomansLocal study -Hi2/1.2 Roman BritainPupil should be taught about the Roman empire and its impact on BritainThis could include:

a. Julius Caesar’s attempted invasion in 55-54 BC

b. the Roman Empire by AD 42 and the power of its army

c. successful invasion by Claudius and conquest, including Hadrian’s Wall

d. British resistance, for example, Boudica

e. "Romanisation" of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity

Significant PersonBoudicca


Educational VisitVindolanda

R.E.

Christianity – Friends of Jesus and Inspirational People

discipleship: the first disciples

lives of great Christians: St Paul and others

(LCP Year 4 Autumn)


Languages - French

Unit 2 – Je me presenteAgeWhere you live (town & country)Numbers 13 – 20Days of the weekStory: the Hungry caterpillarDescribing the WeatherWeather RapAlphabet


Numeracy




Measurement x 2 wks

Geometry x 2 wks

Statistics x 1 wk

Year 3 Curriculum map – Summer Term – Wild At Heart

ScienceLightSc3/4.1a recognise that they need light in order to see things and that dark is the absence of light

Sc3/4.1b notice that light is reflected from surfacesSc3/4.1c recognise that light from the sun can be dangerous and that there are ways to protect their eyes

Sc3/4.1d recognise that shadows are formed when the light from a light source is blocked by a solid object

Sc3/4.1e find patterns in the way that the size of shadows change.Children will be taught to use practical scientific methods, processes and skills through the programme of study.

Art and designEthiopian Icon Pictures - wall hangingAr2/1.1 to create sketch books to record their observations and use them to review and revisit ideas

Batik designs using flour - Mozambique

Oxfam website

Overlay 2design

Textiles skills – L3•Developing more control over the making process.•Collecting materials and ideas for work and experiment with materials before using them.•Using more advanced printing and dyeing techniques, combining different processes.

(Textiles)

GeographyAtlases, maps.

Contrasting locality.

African culture city/ tribe.

Ge2/1.1 Locational KnowledgeGe2/1.1a locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

Ge2/1.2 Place KnowledgeGe2/1.2a understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South Africa

Physical EducationGamesStriking and fieldingHit and strike a ball into spaces so they can scorePE2/1.1b play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

AthleticsPE2/1.1a use running, jumping, throwing and catching in isolation and in combination

MusicAfrican music Listen Learn Ghanaian song

African instruments Vibrations Make shekere







Literacy – text typesNon-fiction - Information texts

Narrative - African myths

Non-fiction - Reports

Narrative - stories which raise issues

Non-fiction - Biography/ Autobiography

Non-fiction - persuasionLetters

Non-fiction - Instructions

Poetry -We are All Born Free For Every Child

ComputingeSafety

PowerPoint presentations

Co2/1.7 Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact


Design and technologyAfrican food - tagineDT2/1.1 DesignDT2/1.1a use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups




HistoryLife of Nelson Mandela

Significant PersonNelson Mandela


Educational VisitorsAfrican visitors

R.E.Christianity – The bible

the Bible: origin, structure, content and use

importance of the Bible for believers; the significance of some of its messages for today

aspects of Christian community (worship, prayer, ritual and ceremony) expressed in different traditions and parts of the world.

guidance: commandments; beatitudes

(QCA Unit 3D)

PSCHERelationships.Healthy Me.

Languages - French

Unit 3 – En familleNumbers 21 – 30Describing members of the familyReading and writing a letter about my familyColours & preferencesAsking and answering questionsThe story of ‘Sleeping Beauty’


Numeracy




Measurement x 2 wks

Geometry x 2 wks

Statistics x 1 wk

Year 4 Curriculum map – Autumn Term – Awful Anglo Saxons

ScienceSoundSc4/4.1 SoundSc4/4.1a identify how sounds are made, associating some of them with something vibrating

Sc4/4.1b recognise that vibrations from sounds travel through a medium to the ear

Sc4/4.1c find patterns between the pitch of a sound and features of the object that produced it

Sc4/4.1d find patterns between the volume of a sound and the strength of the vibrations that produced it.

Sc4/4.1e recognise that sounds get fainter as the distance from the sound source increases

Art and designDecorative diary entries – calligraphy Illuminated letters e.g. Lindisfarne Gospels (drawing)

Christmas crafts.

GeographyUK – Countries / cities.Europe.Settlement – Physical / human land use. – Place names/ counties.Ge2/1.1 Locational KnowledgeGe2/1.1b 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

Geography weekHills and mountains

Physical EducationSwimmingPE2/1.2 Swimming and water safetyPE2/1.2a swim competently, confidently and proficiently over a distance of at least 25 metres

PE2/1.2b use a range of strokes effectively

PE2/1.2c perform safe self-rescue in different water-based situations.






Literacy – text typesBeowulf / King Arthur – myths and legends.Diary entries – Day in the life of monk / Anglo saxon.Non – chronological report

Poetry - listen to the Saxon riddler & write our own

ComputingComic life – create a class comic

Use websites carefully

Scratch


Co2/1.5 Use search technologies effectively and appreciate how [search] results are selected and ranked

Co2/1.3 Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

Design and technologySound – Make an instrument.(3D - joining)

DT2/1.1 DesignDT2/1.1a use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups



HistoryAreas of Europe where Anglo Saxons + Jutes came from + the countries they settled in.Why did they come? Topographical linked to modern day – Netherlands flooding and overcoming this.Hi2/1.3 Anglo-Saxons & ScotsPupil should be taught about Britain’s settlement by Anglo-Saxons and Scots This could include:a. Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empireb. Scots invasions from Ireland to north Britain (now Scotland)c. Anglo-Saxon invasions, settlements and kingdoms: place names and village lifed. Anglo-Saxon art and culturee. Christian conversion – Canterbury, Iona and Lindisfarne

R.E.Christianity - Pilgrimage – an act of prayer and faith, Why people go on pilgrimage – Lourdes, Walsingham

Pilgrimage: places; significance

Christmas

Harvest; Christmas; Easter; Pentecost; Ascension: significance for Christians




Unit 4 – Les animauxNumbers 31 – 40Names of petsRevision of masculine and feminine nounsOpinions about petsRevision of plural of nounsMasculine and feminine of adjectivesAdjectives: colour, size and qualityWriting a description of petsStories: in the Pet shop/ ‘I haven’t got any friends’Reading & writing an animal colour poem


Numeracy




Measurement x 2 wks

Geometry x 2 wks

Statistics x 1 wk

Year 4 Curriculum map – Spring Term – Mummy where are you?

ScienceAnimals including humans – digestive system/ teeth.Sc4/2.2 Animals including humansSc4/2.2a describe the simple functions of the basic parts of the digestive system in humans

Sc4/2.2b identify the different types of teeth in humans and their simple functions

Sc4/2.2c construct and interpret a variety of food chains, identifying producers, predators and prey.Electricity.Sc4/4.2 ElectricitySc4/4.2a identify common appliances that run on electricity

Sc4/4.2b construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers

Sc4/4.2c identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery

Sc4/4.2d recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit

Sc4/4.2e recognise some common conductors and insulators, and associate metals with being good conductors

Art and designEgyptian masks. – Paper Mache.

Women in the home: the chores, their clothes and jewellery. Make our own jewellery & headdress

Make God headdress(textiles)

Mona Marzouk – Baltic 2008Links industrial objects with sea creatures & hybrid creations, representation of the nile(printing)

GeographyWhere is Egypt?Ge2/1.1 Locational KnowledgeGe2/1.1a locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities



PE2/1.2c perform safe self-rescue in different water-based situations.Invasion games.PE2/1.1b play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending







Literacy – text typesPharaoh In My Bath - Novel

Narrative - Adventure and mystery

Poetry - Shape poetry

Non-Fiction Instructions – building pyramids (nets)

Narrative- Stories with historical settings e.g. Osiris and IsisSeth and Horus

Non-fiction Newspaper reports e.g.Valley of the Kings – Tomb raiders

Non-Fiction - Explanation e.g. Mummies Experiment on decay

Performance poetry

Non-Fiction- Information texts

Plan 9 Non-Fiction - Persuasive texts e.g. Aswan Dam Debate – a good or bad decision?

ComputingAnimations

Debugging programs


Design and technologyFarming – the Shaduf method for irrigation Build Shaduf

Festivals – make our own sistrum

Temples – layout and design of

(3D - joining)

HistoryPharaohs.PyramidsLife after deathHi2/2.3 Ancient CivilizationsPupils should be taught about the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following:

a. Ancient Egypt;

R.E. Christianity - What do we know

about Jesus? Jesus birth, ministry,

death, resurrection, ascension, return

incarnation, redemption, salvation

teachings and miracles of Jesus: Biblical context;

significance today the effect Jesus had on

the people around him


Unit 5 – Mon anniversaireTelling timeDaily RoutinesER verbsReading and writing a letter about a typical dayNumbers 41 – 60Months of the year and FestivalsDates & BirthdaysSeasons and revision of weatherLearning a weather poem & writing

Numeracy




Measurement x 2 wks

Significant PersonSamuel Pepys

Hi1/1.3 the lives of significant individuals in the past who have contributed to national and international achievements.Educational VisitSt Mary’s Visitor Centre.Newcastle/ Gateshead.

then and now(See Discovery File – Year 3 Spring 1)

Easter Harvest; Christmas;


(See Discovery File – Spring 2)

PSCHEDreams + goals.Healthy Me.

a verse


Geometry x 2 wks

Statistics x 1 wk

Year 4 Curriculum map – Summer Term – Rainforest Operation Planet Earth

ScienceLiving things in their habitats.Sc4/2.1 All Living ThingsSc4/2.1a recognise that living things can be grouped in a variety of ways

Sc4/2.1b explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment

Sc4/2.1c recognise that environments can change and that this can sometimes pose dangers to living things.Changing state – water cycle.Sc4/3.1 States of MatterSc4/3.1a compare and group materials together, according to whether they are solids, liquids or gases

Sc4/3.1b observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)

Sc4/3.1c identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

Art and design

Google – Rainforestartist.com – Focus on Oenone Hammersley. (Collage, painting, sketch plants -still life.)

Uses of natural materials Natural dyeing – prepare cloth

Rainforest Appliqué Dyeing fabric, learning stitches

(textiles)

GeographyClimate Zones – lines of latitude and longitude.Compare climates – why are there different climates?Biomes -Environmental – deforestation.

Ge2/1.1c 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)

Ge2/1.3 Human and Physical GeographyGe2/1.3a describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle



PE2/1.2c perform safe self-rescue in different water-based situations.Athletics FestivalPE2/1.1a use running, jumping, throwing and catching in isolation and in combination

MusicSounds of rainforest – rain-sticks. Instrument creation

Listening and responding to Salsa music – learning the beat!







Literacy – text typesThe Shamans Apprentice

Non-fiction -Where Forest Meets the Sea Factual

Recounts -recounts Amazon Trip

Non-fiction - InformationResearch and present info: the create layered texts as webpages

Poetry - Creating images Rainforest flora and fauna

Narrative- Traditional tales -The Great Kapok Tree, Just So Stories and other tales of the rainforest

Non-fiction - ReportsThe Vanishing RainforestUsing websites for report writing

ComputingData loggers, pie charts etc to show results

Kodu to create a simple program/game


Co2/1.3 Use logical reasoning to explain how some simple algorithms work and to detect and correct

Design and technologyMake a rainforest in a bottle/ environmental.

History R.E.Hinduism

aum symbol Trimurti: Vishnu, Shiva,

Brahma Hindu deities: e.g Rama,

Krishna, Ganesha, Lakshmi, Hanuman, Kali, Durga: characteristics of God;

Creation avatar MK Gandhi Stories: insights and

teachings Ramayana Purana Divali; Holi; Raksha


Unit 6 – Le mondeCountries surrounding France and the location of French townsRevision of j’habiteà + townen + countryQuestion words and question formsPresent Tense of verb aller (singular forms) Information about ParisPoints of the compassDescribing one’s home townSending a postcard from a holiday destination


Numeracy




Measurement x 2 wks

Geometry x 2 wks

Statistics x 1 wk

errors in algorithms and programs Bandhan(See Discovery File –Year 3 Autumn 1)

PSCHEChanging Me.Relationships.

Year 5/ 6 (cycle a) Curriculum Map – Autumn Term – Vicious Vikings

ScienceProperties and changes of materials.Sc5/3.1 Properties and Changes of MaterialsSc5/3.1a compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

Sc5/3.1b know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

Sc5/3.1c use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating

Sc5/3.1d give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

Sc5/3.1e demonstrate that dissolving, mixing and changes of state are reversible changes

Sc5/3.1f explain that some changes 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.

Art and designChristmas craft.

Designing and making a Viking tunic or purse(textiles)

GeographyEurope – Countries / capitals.Topographical regions - linked to reasons why they invaded.Where did they settle? – Countries/ cities compare to new,Settlements – topographical- what do people look for in a settlement?Place namesGe2/1.1 Locational KnowledgeGe2/1.1a locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

Ge2/1.1b 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

Geography weekEarthquakes.

Physical EducationTag Rugby.PE2/1.1b play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

GymnasticsKnowledge of compositional principles-variations in speed, level direction-combine and link actions

PE2/1.1c develop flexibility, strength, technique, control and balance

Music







Literacy – text typesRange

Computingprogramming using if and then commands-debugging

use scratch

esafety


Co2/1.3 Detect and correct errors in programs

Co2/1.4 Understand the opportunities [networks] offer for communication and collaboration

Co2/1.7 Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Design and technologyDesign and make a Viking boat. (Linked to materials)(3D joining)

HistoryWay of life.Invasion – Danegald.Edward the Confesser – Saxon King.Leading to Battle of Hastings.Hi2/1.4 Anglo-Saxons & VikingsPupil should be taught about the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the ConfessorThis could include:

a. Viking raids and invasionb. resistance by Alfred the

Great and Athelstan, first king of England

c. further Viking invasions and Danegeld

d. Anglo-Saxon laws and justice

e. Edward the Confessor and his death in 1066

f.Significant Person


Educational Visit

R.E.Introduction to IslamMoslem family life – values

worship activities including wudu and prayer

family life Pillars of Islam

(LCP Year 5 Believing – Spring)

Christmas Harvest; Christmas;



PSCHERelationships.Changing Me.


Unit 7 – Mon ecole et moiRevision of numbers to 60Telling the Time: half past, quarter past and to; analogue and digitalRevision of verbs for daily routines, er verb endingsConjunctions and adverbs of time, making longer sentencesLearning names of school subjects and about school in FrancePreferences & opinions about schoolSubjectsReading & writing letters about school subjects using complex sentencesDifferent means of transport


Numeracy




Measurement x 2 wks

Geometry x 2 wks

Statistics x 1 wk

Year 5/ 6 (cycle a) Curriculum map – Spring Term – Swalwell

ScienceLiving things and their habitats.Sc5/2.1 Living Things and their habitatsSc5/2.1a describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

Sc5/2.1b describe the life process of reproduction in some plants and animals.Animals including humans. – describe changes.Sc5/2.2 Animals, including humansSc5/2.2a describe the changes as humans develop to old age.

Art and designArt linked to industry Artist L. S. Lowry to use as an influence for industrial scenes

GeographyField workSketch maps/ plans.Digital technologies.

Ge2/1.4 Geographical Skills and FieldworkGe2/1.4c 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.

Ge2/1.4a use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Physical EducationBasketball.PE2/1.1a use running, jumping, throwing and catching in isolation and in combinationPE2/1.1b play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

Outdoor and AdventurousDevelop their orienteering and problem solving skillsVisit to Kingswood residentialPE2/1.1e take part in outdoor and adventurous activity challenges both individually and within a team








ComputingInternet searchesDatabases/ spreadsheetsFact packs – including sounds, videos, text and imagesData loggers to record traffic and noise


Co2/1.4 Understand the opportunities [networks] offer for communication and collaboration

Design and technology HistoryCrowley’s Factory chain works – shipbuilding.Hi2/2.1 Local HistoryPupils should be taught about an aspect of local historyFor example:b. a study over time tracing how several aspects of national history are reflected in the locality

Significant PersonSir Ambrose Crowley/ William Shield


Educational VisitLocal area walk.

R.E.

Hinduism Mandir: its functions and

features; importance to the Hindu communitiy

Worship activities: puja belonging and identify:

birth, naming, sacred thread ceremony

family / home life Samskaras Values: respect; caring;

ahimsa; vegetarianism Divali; Holi; Raksha Bandhan






Unit 8 – Qu'est-ce que tu veuxHow to ask for drinks & snacksUnderstand and express likes and dislikesabout drinks & snacksLearning how to shop using eurosHaving a conversation to buy ice creamsHow to buy different types of breadMaking a shopping list and planning a partyFollowing instructions & writing a recipe for an almond mouse


Numeracy




Measurement x 2 wks

Geometry x 2 wks

Statistics x 1 wk

PSCHEDreams + goals.Healthy Me.

Year 5/ 6 (cycle a) Curriculum Map – Summer Term – Groovy Greeks

ScienceEarth and space.Sc5/4.1 Earth and SpaceSc5/4.1a describe the movement of the Earth, and other planets, relative to the Sun in the solar system

Sc5/4.1b describe the movement of the Moon relative to the Earth

Sc5/4.1c describe the Sun, Earth and Moon as approximately spherical bodies

Sc5/4.1d use the idea of the Earth’s rotation to explain day and night, and the apparent movement of the sun across the sky.Forces.Sc5/4.2 ForcesSc5/4.2a explain that unsupported

Art and designIllustrating myths.(drawing)Greek plates and vases and make own vase/plate

Pots – Sculpture. (3D joining)

GeographyGreeceGe2/1.2 Place KnowledgeGe2/1.2a understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America (Greece)

Ge2/1.4 Geographical Skills and FieldworkGe2/1.4a use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Physical EducationDanceFocus on using different visual images as the starting point for composing and performingPE2/1.1d perform dances using a range of movement patterns

AthleticsPE2/1.1a use running, jumping, throwing and catching in isolation and in combination

MusicBattle Music. Respond to film scores for battles

Create music to reflect battle actions & moods





Narrative - Myths & legends

Non-fiction - Biography/ autobiography – Famous Greeks

Non-fiction - Formal/ impersonal writing

Narrative -Dramatic conventions, Playscripts

objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

Sc5/4.2b identify the effects of air resistance, water resistance and friction, that act between moving surfaces

Sc5/4.2c recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect




ComputingAnimationsPlan algorithms to complete shapes and patterns.Reach goals by commanding floor bots in certain directions.Record steps required to achieve a set goal before testing these.Refine and produce procedures of sequences to improve efficiency of algorithms.



Co2/1.2 Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

Co2/1.3 Detect and correct errors in programs

Design and technologyTrojan horse.

HistoryGreek way of life.Influence on Western world.Art, architecture, literature.

Hi2/2.4 Ancient GreecePupils should be taught a study of Greek life and achievements and their influence on the western world

Significant PersonAristarchus - Astronomer + mathematician. First to put sun at centre of the universe.


Educational VisitCentre for Life Planetarium.

R.E. Introduction to IslamBeliefs –Creator

Life of Mohammed- Shahada

belief in one true God (Allah)

nature of Allah through some of the 99 names

beliefs about creation aspects of the life of

Muhammad, prophet of Allah

Ibrahim, Musa, Dawudthe ‘Shahadah’

IslamSacred book – the KoranVisiting a MosqueActs of worshipPrayer – WuduEid Ul FitrPillars of Islam – fasting, Zakat, Pilgrimage

Mosque: its functions and features; importance to the Muslim community

local Muslim communities

(LCP Year 5 Spring 2)

PSCHEChanging Me.Relationships.


Unit 9 – Les sportsLearning the names of body parts and Brain GymThe Present Tense of the verb avoirWriting a description of a monsterLearning the names of sports and about sport in FranceGiving opinions of sports and agreeing and disagreeing with statementser verbs in singular and plural and making silly sentencesReading & writing a letter about sportsStory of Loulou et Roger and using negatives


Numeracy




Measurement x 2 wks

Geometry x 2 wks

Statistics x 1 wk

Year 5/6 – cycle b Curriculum map – Autumn Term – Pack up your troubles

ScienceSc6/4.1 LightSc6/4.1a recognise that light appears to travel in straight lines

Sc6/4.1b 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

Sc6/4.1c 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

Sc6/4.1d use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

Sc6/4.2 ElectricitySc6/4.2a associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

Sc6/4.2b 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

Sc6/4.2c use recognised symbols when representing a simple circuit in a diagram.

Pupils should be taught to use practical scientific methods, processes and skills through the

Art and designBattle of Britain – battle in the sky. Mural artwork

(painting)

Henry Moore Anna Airey (See imperial war museum collection)http://www.bbc.co.uk/history/trail/wars_conflict/art/art_daily_life_gal.shtml

GeographyWorld – Continents then major countries.Countries involved.Ge2/1.1 Locational KnowledgeGe2/1.1a locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

Ge2/1.4 Geographical Skills and FieldworkGe2/1.4b 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.

Geography weekRivers

Physical EducationFootballDance







Literacy – text typesTail End Charlie.

Narrative -The Little Ships

War diaries - Rose Blanche

Non-fiction - Persuasion Posters

Narrative- Animated TaleGoodnight Mr Tom

Personal Recounts

Poetry - The power of imagery

Narrative - Michael Foreman’sAfter the War was Over

Non-fiction - Newspapers

programme of study.Computing

news reports – using flip cams etc.Plan an algorithm for a quiz game, breaking it up into the parts required to make a game.

Program the game using variables to add a score to the game/timing for the game.Continue to test the game while making it and correct any errors in the programming and any errors in the algorithm used for the game.


Co2/1.2 Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

Design and technologyAnderson shelters with light.(3D –joining)

Christmas – Propaganda poster (ICT)

HistoryHomefront.Evacuation.Rationing.Hi2/2.2 Extended chronological studyPupils should be taught a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066For example:

a. a significant turning point in British history, for example, the first railways or the Battle of Britain

Significant PersonWinston Churchill


Educational VisitEden Camp

R.E.IslamSacred book – the KoranActs of worshipPrayer – WuduEid Ul FitrPillars of Islam – fasting, Zakat, Pilgrimage

the role of the imam Qur’an: revealed to

Muhammad; importance; how it is used and treated; source of authority and teaching

words and meaning of some portions of the Qur’an

Ramadan Hajj Eid-ul-Fitr Eid-ul-Adha

(See Discovery File – Autumn 1, )

Christmas Harvest; Christmas;





Unit 10 - Les vêtementsLearning the names of clothesLearning about fashion in France and differences between France and England Revising adjectives of colour, size and quality and adjective agreementDescribing clothes and expressing opinions of themThe Present Tense of the verb porter, using positive and negative statementsTrying on & buying clothes and developing the role play into a play scriptWhat to wear in different kinds of weather (complex sentences)Story: The Sun and the Wind and writing one’s own fable using pronouns, prepositions, adjectives and adverbs


Numeracy




Measurement x 2 wks

Geometry x 2 wks

Statistics x 1 wk

Year 5/6 – cycle b Curriculum map – Spring Term – The New World

ScienceLiving things and their habitats.Sc6/2.1 Living Things and their habitatsSc6/2.1a describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

Sc6/2.1b give reasons for classifying plants and animals based on specific characteristics.

Pupils should be taught to use practical scientific methods, processes and skills through the programme of study.

Art and designDrawings of Stelae(drawing)

Mayan & Aztec solar & sacred calendars

Cay (3D) Mayan sun calendars

GeographySimilarities and differences between a region of the UK and a region in N. / S. America.

Human geography – Types of settlement, economic activity, natural resources.Ge2/1.1 Locational KnowledgeGe2/1.1a locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major citiesGe2/1.3 Human and Physical GeographyGe2/1.3b 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

Physical EducationGymnastics.Netball.








ComputingClass link to American school, web cam, emails etc.Data loggers/spread sheetsTalk about online safety – video sharing etc.How internet works, origins of websites


Co2/1.5 Be discerning in evaluating digital content

Co2/1.7 Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways

Design and technology

Navajo hanging(textiles)

HistoryMayan CivilizationHi2/2.5 Non-European StudyPupils should be taught about a non-European society that provides contrasts with British history - one study chosen from:

a. Mayan civilization

Significant PersonBarack Obama – Presidents of the U.S.


Educational VisitIf trip necessary – Discovery museum but other trips expensive.

R.E.Race and Diversity(LCP Year 6 Summer 1)






Unit 11 – J’habiteRooms and furniture in the housePrepositions expressing positionCommon verbs linked to rooms in the houseQuestion forms and answersWriting a description of a fantasy housePlaces in town and asking for directions using au/ à la; The Present Tense of allerPlaces in town and asking for directions using au/ à la; The Present Tense of allerLearning more detail about a town in France: Montcenis or Aix-en Provence to produce a leaflet or powerpoint


Numeracy




Measurement x 2 wks

Geometry x 2 wks

Statistics x 1 wk

to report concerns about content and contact

Year 5/6 – cycle b Curriculum map – Summer Term – Victorious Victorians

ScienceEvolution – DarwinSc6/2.3 EvolutionSc6/2.3a recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years agoSc6/3.2b recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parentsSc6/2.3c identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.Animals including humans.Sc6/2.2 Animals including humansSc6/2.2a identify and name the main parts of the human circulatory

Art and designWilliam Morris pattern – (Drawing and printing)

Josiah Wedgewood – drawing forms then using quick print to make own prints in style of

GeographyUK –Key citiesHumanGe2/1.1 Locational KnowledgeGe2/1.1b 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

Physical EducationCricketAthletics

Music






Narrative – The Dancing Frog

Poetry - Classic Poems

Non-fiction - Instructions

Narrative - Street Child

Non-fiction - Argument

Narrative- Dramatic Conventions/ film analysis

Narrative - Older Literature

system, and describe the functions of the heart, blood vessels and blood

Sc6/2.2b recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

Sc6/2.2c describe the ways in which nutrients and water are transported within animals, including humans.

Pupils should be taught to use practical scientific methods, processes and skills through the programme of study.



ComputingVictorian report. Children plan an investigation.They collect data based on their learning about websites and the routes taken for information to reach their own devices.They consider e-Safety in terms of the age appropriateness of websites.Children present their findings to others. Secondary ready – so little teacher input should be needed.


Design and technologyBridges

HistoryIndustrial RevolutionWay of lifeWork houses.Hi2/2.2 Extended chronological studyPupils should be taught a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066For example:a. the changing power of

monarchs using case studies such as John, Anne and Victoria

Significant PersonDr Barnado


Educational VisitBeamish Museum

R.E. Christianity

nature of God: as revealed in the Bible: theTrinity

God and creation: caring for the world

God’s relationship with humankind: Covenant

people inspired by God: e.g. Desmond Tutu, local minister, people known to the pupils

(See Discovery File - Spring 1 and Summer 2)



Unit 12 – Un pays francophoneCreating a passport with personal detailsDrawing up a travel itineraryUsing prepositions to describe the location of St LuciaMapwork on St Lucia using coordinates to locate placesCreating a dossier on St LuciaLearning about hurricanes, study of a non-fiction textBanana Growing, study of a non-fiction text (an explanation)Cocktails and tropical fruits, an instruction text. Following and writing a recipe.Comparisons of St Lucia and TynesideReading an Anansi poem and using adjectives and adverbs to improve descriptionsUsing a story to exploreAttitudes towards racism (Homme de couleur)Written/oral presentation about St Lucia


Numeracy




Measurement x 2 wks

Geometry x 2 wks

Statistics x 1 wk

New Computing Curriculum 2014

Yearly Overview

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Computer Science:

Create and debug simple programs

Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions

Computer Science:


Use logical reasoning to predict the behaviour of simple programs

Computer Science:

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

Understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web

Computer Science:

Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

Appreciate how [search] results are selected and ranked

Computer Science:


Detect and correct errors in programs

Computer Science:

Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

Information Technology:

Use technology purposefully to create, organise, store, manipulate and retrieve 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

Use search technologies effectively








Digital Literacy:

Recognise common uses of

Digital Literacy:

Recognise common uses of

Digital Literacy: Digital Literacy: Digital Literacy:

Understand the opportunities

Digital Literacy:

Be discerning in evaluating digital

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

information technology beyond school


Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact


[networks] offer for communication and collaboration


content


Termly topics with ideas to support teaching of Computing Curriculum

Autumn Term


Fire! Fire!


-basic safety when using web



Medieval mayhem


-digital recordings, news reports, video cameras, flip cams;

Type reports and add pictures/photos/sound clips

Savage Stoneage



-Fresco to create different textures in drawing/painting

-Create ebook on stoneage (book creator on iPad)


Awful Anglo Saxons



Appreciate how [search] results are selected and ranked

-Comics – create a class comic-Use websites carefully


-Scratch

Vicious Vikings



Understand the opportunities [networks] offer for communication and collaboration

-programming using if and then commands-debugging-use scratch


Pack up your troubles


-news reports – using flip cams etc.

Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

-Plan an algorithm for a quiz game, breaking it up into the parts required to make a game.

Program the game using variables to add a score to the game/timing

-bee bot fire engines

-bee bot iPad app

-Explore scratch, adding sound, animated scene

-esafety for the game.

Continue to test the game while making it and correct any errors in the programming and any errors in the algorithm used for the game.

Spring Term


Oh I do like to be beside the Seaside



-programming bee bots to follow a map route.

Use ‘kodable’ on iPads

It was a dark, dark night


Recognise common uses of information technology beyond school

- internet safety, safe online presence

- talk about technology uses for NASA


Use logical reasoning to predict the behaviour of simple programs

-draw shapes and letters using bee bots

-Make programs and miss steps out, see if you can debug

-Daisy the dinosaur app on iPad

Veni Vidi Vici



Understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web

-Database on Romans, make a branching database

-mosaic artwork on PC

Mummy Where are you?


-Animations

-debugging programs

Swalwell


Understand the opportunities [networks] offer for communication and collaboration

-interenets searches

-Databases/ spreadsheets

-fact packs – including sounds, videos, text and images

-data loggers to record traffic and noise

The New World


Be discerning in evaluating digital content


-class link to American school, web cam, emails etc.

-data loggers/spread sheets

-talk about online safety – video sharing etc.

-how internet works, origins of websites

Summer Term


Food glorious food!


-Make a digital scrap book of food for class blog/website; use search tool etc.

-food pictograms

Around the world


-use pic collage on iPads to create files on countries studied

- databases and branching programs on countries using 2question and 2investigate

Wild at Heart


-eSafety


-PowerPoint presentations

Rainforest – Operation Planet Earth


-data loggers, pie charts etc to show results



-Kodu to create a simple program/game

Groovy Greeks


-animations



- Plan algorithms to complete shapes and patterns.Reach goals by commanding floor bots in certain directions.Record steps required to achieve a set goal before testing these.Refine and produce procedures of sequences to improve efficiency of algorithms.

Victorious Victorians


-Victorian report. Children plan an investigation.They collect data based on their learning about websites and the routes taken for information to reach their own devices.They consider e-Safety in terms of the age appropriateness of websites.

Children present their findings to others. Secondary ready – so little teacher input should be needed.

RE Overview

KS1

Autumn Spring Summer

Year 1 Christianity – Jesus as a friendBaptism – in addition to above

being a disciple / follower of Jesus becoming a ‘follower of Christ’ including baptism


Christianity - Christmas Christmas, Easter, Harvest: symbols, customs and

practice, significance for Christians Jesus: birth, aspects life and teaching, effect on others

then and now, aspects of Easter(See Discovery File Autumn 2)

Christianity - The Creation Story God, using Old sources: creator, loving, caring, having

authority. love, caring, trust, forgiveness: stories from the Old

Testaments Christian attitudes and values: love, care, forgiveness

and honesty valuing self, others and the world


Christianity - Symbols of Easter Christmas, Easter, Harvest: symbols, customs and


then and now, aspects of Easter(See Discovery File Spring 2)

Judaism - Jewish People – IsraelJewish home, Mezuzah, Sabbath, Hannukah

Shabbat, Purim, Chanukah, Sukkot: symbols, customs and practice, significance for Jewish people

home and family life today the significance of religious objects such as mezuzah;

tallit; kippah synagogue: its functions and features; importance to

the Jewish community worship activities including prayer local Jewish communities the role of the rabbi

(See Discovery File Summer 1 and 2)

Year 2 Christianity - Christian Prayer and ArtefactsChristian Values

Jesus’ teachings: two great commandments, other ‘rules’ for living


valuing self, others and the world(See Discovery File – Autumn 1)

Christianity - Christmas Symbols Christmas, Easter, Harvest: symbols, customs and


then and now, aspects of Easter(See Discovery File Autumn 2)

Christianity - The Church and the Bible the role of the minister/vicar etc the Bible: special book for Christians, source of

authority, teaching and help church: its functions and features; importance to

Christians worship activities including praise and prayer local Christian communities and religious buildings

(church, chapel etc),QCA unit 2D

Christianity - Easter Story Christmas, Easter, Harvest: symbols, customs and


then and now, aspects of Easter(See Discovery File Spring 2)

Judaism - The Jewish Torah the Torah: rules, values and stories, significance to

Jewish people G-d: stories from the Torah: creator, loving, caring,

having authority aspects of the life of Moses and others: for example

Joseph and Ruth(See Discovery File – Summer 1/2)

KS2


Year 3 Christianity – The Church ‘Church’ as a body of believers local Christian place of worship: its significance for

those who attend; how it is used belonging and identity for Christians: baptism;

confirmation; holy communion Christian belief and practice across the worldwide

Church(See Discovery File - Year 4 Summer 2 and LCP Year 3 Spring)

Christianity - Christmas Harvest; Christmas; Easter; Pentecost; Ascension:

significance for Christians(See Discovery File – Autumn 2)

Christianity – Friends of Jesus and Inspirational People discipleship: the first disciples lives of great Christians: St Paul and others

(LCP Year 4 Autumn)

Christianity - Easter Harvest; Christmas; Easter; Pentecost; Ascension:

significance for Christians(See Discovery File – Spring 2)

Christianity – The bible the Bible: origin, structure, content and use importance of the Bible for believers; the significance of

some of its messages for today aspects of Christian community (worship, prayer, ritual

and ceremony) expressed in different traditions and parts of the world.

guidance: commandments; beatitudes(QCA Unit 3D)


Year 4 Christianity - Pilgrimage – an act of prayer and faith, Why people go on pilgrimage – Lourdes, Walsingham

Pilgrimage: places; significance

Christmas Harvest; Christmas; Easter; Pentecost; Ascension:


Christianity - What do we know about Jesus? Jesus birth, ministry, death, resurrection, ascension,

return incarnation, redemption, salvation

teachings and miracles of Jesus: Biblical context; significance today

the effect Jesus had on the people around him then and now

(See Discovery File – Year 3 Spring 1)Easter

Harvest; Christmas; Easter; Pentecost; Ascension: significance for Christians


Hinduism aum symbol Trimurti: Vishnu, Shiva, Brahma Hindu deities: e.g Rama, Krishna, Ganesha, Lakshmi,

Hanuman, Kali, Durga: characteristics of God; Creation avatar MK Gandhi Stories: insights and teachings Ramayana Purana Divali; Holi; Raksha Bandhan

(See Discovery File – Year 3 Autumn 1)Northern Saints

St Bede, St Cuthbert or another northern saint(Durham Pack)


Year 5/6 A Introduction to IslamMoslem family life – values

worship activities including wudu and prayer family life Pillars of Islam

(LCP Year 5 Believing – Spring)



Hinduism Mandir: its functions and features; importance to the

Hindu communitiy Worship activities: puja belonging and identify: birth, naming, sacred thread

ceremony family / home life Samskaras Values: respect; caring; ahimsa; vegetarianism Divali;

Holi; Raksha Bandhan(See Discovery File – Autumn 1)

Easter Harvest; Christmas; Easter; Pentecost; Ascension:


Introduction to IslamBeliefs –Creator

Life of Mohammed- Shahada belief in one true God (Allah) nature of Allah through some of the 99 names beliefs about creation aspects of the life of Muhammad, prophet of Allah Ibrahim, Musa, Dawud

the ‘Shahadah’Islam

Sacred book – the KoranVisiting a Mosque

Acts of worshipPrayer – Wudu

Eid Ul FitrPillars of Islam – fasting, Zakat, Pilgrimage

Mosque: its functions and features; importance to the Muslim community

local Muslim communitiesLCP Year 5 Spring 2)


Year 5/6 B IslamSacred book – the Koran, Acts of worship, Prayer – Wudu

Eid Ul Fitr, Pillars of Islam – fasting, Zakat, Pilgrimage the role of the imam Qur’an: revealed to Muhammad; importance; how it is

used and treated; source of authority and teaching words and meaning of some portions of the Qur’an Ramadan Hajj Eid-ul-Fitr Eid-ul-Adha

(See Discovery File – Autumn 1, )



Race and Diversity(LCP Year 6 Summer 1)

Easter Harvest; Christmas; Easter; Pentecost; Ascension:


Christianity nature of God: as revealed in the Bible: theTrinity God and creation: caring for the world God’s relationship with humankind: Covenant people inspired by God: e.g. Desmond Tutu, local

minister, people known to the pupils*(See Discovery File - Spring 1 and Summer 2)

Bullet points are taken from Gateshead Agreed Syllabus for Religious Education 2006

PE Overview

swalwellprimary.org€¦ · web viewcurriculum at swalwell primary school. school vision. at...

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