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St. Margaret’s C. of E. Primary School
2019-20
Curriculum Plan
School Priorities for 2019 - 2020
Curriculum Intent
To establish our curriculum intent
through developing our planning and
raising questions for a clear
understanding and assessment of
the knowledge and skills developed. Non– Fiction
To develop the three types of
Non-Fiction reading and
writing and through this,
enhance the use of high utility
language in written work and
reading responses.
Vocabulary Extension
Expose children to new vocabulary as often as
possible, especially across the foundation
subjects, and celebrate new words. Use the
Word Aware approach throughout school and
model high utility word use. Reading
Introduce home/school reading vocabulary
book marks to help children identify and
find the meaning of unknown words
within their personal reading. Continue to
develop comprehension skills: through Book
Talk, finding the meaning of unknown
words and use them in context; develop
inference and deduction skills.
Real Life Reasoning
Children develop application of
mathematical skills to real life
problem solving and reasoning
across the curriculum.
Pride and Presentation
All classes use our Exercise Book
Expectations, handwriting policy and
demand high expectations in
presentation from all pupils to
develop pride in their work.
Fluency Fitness
Children will experience lots of opportunities to develop their skills
fluency in English and Mathematics through short bursts of activities
at least twice a day.
Our
Curriculum
Intent
Our intent is to provide our
children with an engaging,
exciting and empowering
knowledge and skills led
curriculum that equips them as
readers, question-raisers,
investigators, confident learners,
and compassionate leaders for
today and tomorrow...
Autumn Spring Summer
R Important People &
Important Places
Julia Donaldson -
Marvellous Beasts Homes & Habitats
1
People who are
‘Out of this
World!’
True Stories?
Amazing
Adventures in
Africa
2 Relight My Fire Jungle Boogie Let Me Entertain
You!
3 The Stoneage Digging Up the
Past
Food Glorious
Food
4 Egyptians Rise of the Robots Inspirational
Invaders
5 A Leap into the
Unknown…
Ancient Greeks
Legacies Behind the Mask
6 Jurassic World Raging Rivers British Trials and
Tribulations
We will promote positive learning, behaviour and
attitude through our Christian Values and
beliefs;
We will deliver a broad curriculum full of
opportunities to develop knowledge, skills and
talents;
We will equip the children with knowledge for
empowerment;
We will teach and develop the children’s skills for
life application;
At St. Margaret’s C. E. Primary School we are
determined to nurture the whole child as a
valued member of their wider community, we
seek to ensure that the National Curriculum is
delivered to all children, regardless of social
background, religion, race, gender or differences
in ability. All are entitled to the development of
knowledge, understanding, skills, and attitudes.
We will provide experiences to shape ambitions
and aspirations;
We will care for the spiritual, social, moral
and mental health of our children to
grow confident life-long learners;
We will celebrate successes, cultivate
engagement and enhance a love of
learning.
Our Learning Journey
Key Questions
Term Autumn Spring Summer
Topic Important People & Important Places Julia Donaldson - Marvellous Beasts Homes & Habitats
Hook Nursery Rhymes, Cinderella, Gingerbread Man, Goldilocks,
Diwali, Bonfire Night, Rumble in the Jungle, Lost and Found
Julia Donaldson books: Cave Baby, Zog, Nell, The Magic Paintbrush, Monkey Puzzle, The Gruffalo. The Smartest Giant in Town
Three little Pigs, Lighthouse Keeper's Lunch, Pirate's Love Underpants, Rainbow Fish
Supertato, Jack & Beanstalk, Hungry Caterpillar, Mad about
Minibeasts.
Experience
Visits from people who help us in the community: police, nurse,
fire, librarian. Touchstones: Jungle art trip.
https://www.z-arts.org/events/world-inside-a-book-gruffalos-dragons-and-other-creatures/
Touchstones: Dinosaur workshop Local Area Walk Touchstones workshop; Jack and the Beanstalk and Living Eggs
hatching.
Home Learning Project
Can you collect objects from an autumn walk with someone special?
Can you make a model of your favourite wild animal?
Can you visit the library and read books by Julia Donaldson?
Can you collect objects for the Gruffalo?
Can you show us what your home is like?
Can you make a Super Veggie?
RE Can you explain what makes
you special? Who is Jesus?
Can I tell some of the stories Jesus heard and told?
Why do we celebrate Easter? Can I find out about special places? Why do we pray?
Reading Who is the special character in
this traditional tale? Can you compare settings in the
stories we are reading? Can you listen to a range of books
by the same author? Can you hear the rhyme?
Can you find information from a book or a computer?
Can you show your love of books?
Writing Can you write your name? Can you write lists and labels? Can you write simple sentences? Can you write a description of a
character? Can I write a set of instructions? Can you write your own story?
Maths Can you count to ten? Can you count out 10 things? Is my foot bigger than the
Gruffalo's? Can I design a new patterned scarf
for the Giant? Can you help rainbow Fish to share
his scales? Do you know lots about 20?
PSE What can you do ? Can you perform in the
Nativity? Can you play well with others?
Can you show your independence in the classroom?
Can you perform in your class assembly?
Can you show off your musical talents?
CL Can simple instructions and
classroom rules? Can you play together? Can you listen carefully to stories?
Can you share what you think about stories that we have read?
Can you role play and express yourself?
Can you be a good audience?
PD Can you run as fast as the
Gingerbread man? Can you move like a jungle
animal? Can you move your magic paint-brush carefully and with control?
Can you get dressed for PE and keep your PE bag tidy?
Can you prepare a healthy snack? Can you say how to keep your body
healthy and safe?
U W Can you talk about your new
class routines? Can you say what is the same
or different? Can you find out about how other
people live and celebrate? Can you create a picture using
technology?
Can you draw a map of your way to school? Can you choose the best materials to build a house for the
three little pigs?
Can show how plants grow, chicks hatch and caterpillars change into
butterflies?
EA&D
Can you create a self- portrait?
Can you make a paper mask? Can I explore colour mixing and
texture? Can you make a picture move?
Can you build a new home for the 3 little pigs?
Can I show off my skills with clay and a needle and thread?
Who is Mondrian? Can you create a piece of
Jungle transient art? Can I use my magic paintbrush to
create a masterpiece? Can you express your musical
talents? Can I create in the style of Turner? Can I perform a sea shanty?
Art LTP Coverage
Term
Topic
Can you create a self- portrait? Can you make a paper mask? Can I explore colour mixing and texture? Can you make a picture move?Can you build a new home for the 3 little
pigs?
Can I show off my skills with clay and
a needle and thread?
Who is Mondrian?Can you create a piece of Jungle transient
art?
Can I use my magic paintbrush to create
a masterpiece?Can you express your musical talents? Can I create in the style of Turner? Can I perform a sea shanty?
Artists Piet Mondrian Diwali / Jungle Art Axle Scheffler Turner Sea textiles
Drawing Printing Painting Sculpture Painting Textiles
Enjoy using graphic tools, fingers, hands,
chalk, pens and pencils. Enjoy taking rubbings: leaf, brick, coin.
Enjoy using a variety of tools including
different size/ size brushes and tools i.e.
sponge brushes, fingers, twigs.
Enjoy using a variety of malleable media
such as clay, papier Mache, Salt dough.
Enjoy using a variety of tools including
different size/ size brushes and tools i.e.
sponge brushes, fingers, twigs.
Enjoy playing with and using a variety
of textiles and fabric.
Use and begin to control a range of
media. Simple pictures by printing from objects.
Recognise and name the primary colours
being used. Mix and match colours to
different artefacts and objects.
Impress and apply simple decoration.
Recognise and name the primary colours
being used. Mix and match colours to
different artefacts and objects.
Decorate a piece of fabric.
Draw on different surfaces and coloured
paper. Develop simple patterns by using objects.
Explore working with paint on different
surfaces and in different ways i.e.
coloured, sized and shaped paper.
Cut shapes using scissors and other
modelling tools.
Explore working with paint on different
surfaces and in different ways i.e.
coloured, sized and shaped paper.
Show experience in simple stitch work.
Produce lines of different thickness and
tone using a pencil. Enjoy using stencils to create a picture.
Build a construction/ sculpture using a
variety of objects e.g. recycled, natural
and manmade materials.
Show experience in simple weaving:
paper, twigs.
Start to produce different patterns and
textures from observations, imagination
and illustrations.
Show experience in fabric collage:
layering fabric.
Use appropriate language to describe
colours, media, equipment and textures.
Mondrian Composition C Touchstones - Jungle Art Trip Axle Scheffler Turner - Bell Rock Light house Sea textiles
Diwali repeated pattern printing
Summer
Important People & Important Places Julia Donaldson - Marvellous Beasts Homes & Habitats
Exam
ple
s o
f A
rtA
rt S
kills
EA&D
Autumn Spring
National Curriculum Coverage
Topic
RE
English
Maths
Computing to control. Mechanisms
Children will use programmable toys. Children will design and make a product that moves using
wheels and axles.
History
Art
PSHE Pupils are taught through the Jigsaw Scheme and take part in Heart Smart lessons and assemblies https://heartsmartprimary.com/
Pupils are taught to: understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions create and debug simple programs, use logical reasoning to predict the behaviour of simple programs, use technology purposefully to create,
organise, store, manipulate and retrieve digital content, recognise common uses of information technology beyond school, use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
using the Rising Stars Switched on Computing scheme of work.
Pupils are taught: to use a range of materials creatively to design and make products, to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination, to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space, about the work of a range of
artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
Music
Pupils are taught through the Charanga Music Scheme: https://charanga.com/site/
Children will use their voices expressively and creatively by singing songs and speaking chants and rhymes, play tuned and untuned instruments musically, listen with concentration and understanding to a range of high-quality live and recorded music, experiment with, create, select and combine sounds using the inter-related
dimensions of music.
PE
Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities,
in a range of increasingly challenging situations.
Pupils should be taught to: master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities participate in team games, developing simple tactics for attacking and defending perform dances using simple movement
patterns.
Pupils follow the scheme of work – https://peplanning .com/
Computing
GeographyChildren will learn simple compass directions, locational and directional language to describe the
location and direction of features & routes on a map.
Children will learn to use basic geographical vocabulary to refer to key physical features including: beach, coast, cliff, forest, mountain, sea, ocean, river, soil, valley, vegetation, season and weather. They
will identify seasonal weather patterns in the UK and the location of hot and cold areas in the world in relation to the Equator and the North and South Poles.
Children will learn to name and locate the seven continents and five oceans
Children will learn about the lives of significant individuals in the past who have contributed to national and international achievements e.g. Neil Armstrong, Vincent Van Gogh, David Attenborourgh, Captain Scott – polar explorer.
D&T
Structures and Electrical Systems.
Children will learn to make a model stronger and explore batteries and bulbs.
Cooking and Nutrition:
Children will mix and prepare simple cooked and uncooked foods, using simple equipment and cutting up food safely.
Pupils are taught through the recommended Diocese Scheme of work – Questful RE , including supplementary units from Understanding Christianity (Blackburn) .
English is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group. The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to
develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils: read easily, fluently and with good understanding, develop the habit of reading widely and often, for both pleasure and information; acquire a wide vocabulary, an understanding of grammar
and knowledge of linguistic conventions for reading, writing and spoken language; appreciate our rich and varied literary heritage; write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences; use discussion in order to learn; they should be able to elaborate and
explain clearly their understanding and ideas; are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate. Genres planned carefully to link in with our foundation subjects with the aim to enhance reading and writing across the curriculum.
Mathematics is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group : the national curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex
problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately; reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language; can solve
problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Extra mathematics reasoning, problem solving and investigations are carefully planned to link with our foundation
subjects to enhance the application of skills across the curriculum.
Science
Seasonal Changes: Over the year children will learn to observe changes across four seasons, observe and describe weather associated with the seasons and how day length varies through a changeable class display chart and book recording the differences.
Animals including humans: Children will identify, name,
draw and label the basic parts of the human body and say
what each part of the body is associated with each sense.
Plants: Children taught to identify and name a variety of
common wild and garden plants, including deciduous and
evergreen trees, including the structure of trees.
Animals including humans: Children will learn to identify
and name a variety of common animals including fish,
amphibians, reptiles, birds and mammals.
Everyday Materials: Children will distinguish between an object
and the material from which it is made, identify and name a
variety of everyday materials, describe their physical properties,
compare and group materials based on their physical properties.
Plants: identify and describe the basic structure of a variety of common flowering
plants.
Autumn Spring Summer
People who are ‘Out of this World!’ True Stories? Amazing Adventures in Africa
Term
Topic
Experience A Woodland Walk Blue Planet Aquarium Constructing a house Foods from Africa Visit to the airport
Home Learning
Project
REHow long did it take God to create
our beautiful world?
Why do people give and receive
gifts at Christmas?
Do you know the story of how
Jesus was baptised?
What is your favourite Bible
story?
What did Jesus look like in
Africa?Why was Jesus so special?
English Why do Aliens Love Underpants?How can you find the way back
home?
What is the Commotion in the
Ocean?
Can you retell the true story of the
three little pigs?
Can you create your own ending to
Handa's Surprise?
Can you write about the adventures
of a Meerkat?
MathsCan you count the spaces in
between?
Can you turn in the right
direction?Which is the favourite?
Can you name the days of the
week in order?Can you make a repeated pattern?
Can you measure simple
ingredients?
Why does Vincent Van Gogh need
his ears? Eyes? Hands? Nose?
Tongue?
Can you tell the difference between
an evergreen and a deciduous tree?Which animal is which?
Which material should the pigs
use?What does it eat?
Can you name the parts of a
flowering plant?
D&TCan you program a toy to move or
speak?Can you make a moving vehicle? Can you use a needle and thread?
Can you make the pig’s house
stronger and can you light it up?Can you carefully cut up fruits?
Can you make a healthy fruit
salad?
Geography Which way is North? Can you explain the way home?Where in the world are the five
oceans?
What is the difference between
Equator and the north or South
Poles?
Where in the world are the seven
continents?What is the land like in Africa?
HistoryWho was Vincent Van Gogh and
what did he do?
Who was Neil Armstrong and
where did he go?
Who is David Attenborough and
why is he famous?
Who was Captain Scott and why
was he brave?
Computing Can you illustrate a book?Can you bring an astronaut to
life?
Can you make a greeting card to
celebrate the resurrection of Jesus?Can you create an audio book?
Can you use the internet to find
images linked to Africa?
Can you present my own cooking
show?
ArtCan you mix colours like Vincent
Van Gogh?
Can you make a model of a rocket
out of clay?
Can you do a careful drawing of
a fish using different marks? Can
you use more than one type of
stitch?
Can you make a collage using
different materials?
Can you make a printing pattern
from objects?
Can you weave a colourful
pattern?
Music Can you find the pulse? Can you rap?Can you sing about who is going to
be king?
Can you sing along with different
styles of music?
Can you play an instrument to the
music?
Can you use my imagination whilst
singing?
PEHow many points can you balance
on?
Can you control a ball with both of
my feet?
Can you dance to celebrate the king
of lions?
Can you control a ball around
obstacles using a hockey stick?
Can you use a racquet to hit the
ball over a net?How fast can you run?
PSHECan you talk about why your body
is amazing?Can you celebrate success?
Can you talk about ways that I am
different from my friends?
Can you talk about why someone is
special to you?
Can you talk about why you
appreciate someone special?
Do you know how to respect your
body and keep your private parts
private?
Science
Can you name the seasons, describe the weather and how day length changes?
Autumn Spring Summer
People who are ‘Out of this World!’ True Stories? Amazing Adventures in Africa
Can you create a model of a UFO? How can we save the oceans? Can you grow your own broad bean?
Key Questions
Art LTP Coverage
Topic
NC
Key Questions Can you mix colours like Vincent Van Gogh? Can you make a model of a rocket out of clay?Can you do a careful drawing of a fish using different marks?
Can you use more than one type of stitch?Can you make a collage using different materials? Can you make a printing pattern from objects? Can you weave a colourful pattern?
Exploring,
Developing and
Evaluating (on
going)
Painting Sculpture Drawing Collage Printing Textiles
Use a variety of tools and techniques including the use of
different brush sizes and types.
Experiment with, construct and join recycled, natural and
man-made materials.
Use a variety of tools, Inc. pencils, rubbers, crayons,
pastels, felt tips, charcoal, ballpoints, chalk and other dry
media.
Use a wide variety of media, Inc. photocopied material,
fabric, plastic, tissue, magazines, crepe paper, etc.
Make marks in print with a variety of objects, including
natural and made objects.
Create images from imagination, experience or
observation.
Mix and match colours to artefacts and objects.Explore sculpture with a range of malleable media,
especially clay.Begin to explore the use of line, shape and colour
Carry out different printing techniques e.g. monoprint,
block, relief and resist printing.Use a wide variety of media, inc. photocopied material,
fabric, plastic, tissue, magazines, crepe paper, etc.
Work on different scales. Explore shape and form. Use a sketchbook to gather and collect artwork. Make rubbings.How to thread a needle, cut, glue and trim material.
Mix and match colours to artefacts and objects.Manipulate clay in a variety of ways, e.g. rolling,
kneading and shaping.How to thread a needle, cut, glue and trim material.
Build a repeating pattern and recognise pattern in the
environment.
Mix secondary colours and shades using different types of
paint.
Deborah Shapiro, Elizabeth St. Hilaire Nelson
Create different textures e.g. use of sawdust.
Pupils are taught: to use a range of materials creatively to design and make products, to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination, to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space, about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and
disciplines, and making links to their own work.
Record and explore ideas from first hand observation, experience and imagination. Explore the differences and similarities within the work of artists, craftspeople and designers in different times and cultures and making links to their own work. Ask and answer questions about the starting points for their work, and develop their ideas. Review what
they and others have done and say what they think and feel about it. E.g. Annotate sketchbook using language of art, craft and design. Identify what they might change in their current work or develop in their future work. Use a sketchbook to gather and collect artwork. Identify what they might change in their current work or develop in their
future work. Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales. Use ICT - Investigate different kinds of art, craft and design.
Skills Dev
elop
men
t
Autumn Spring Summer
People who are ‘Out of this World!’ True Stories? Amazing Adventures in Africa
National Curriculum Coverage
Term
Topic
RE
English
Maths
Science
Living things and their habitats: Pupils will learn to explore and
compare the differences between things that are living, dead and
things that have never been alive.
Uses of everyday materials: Identify and compare the suitability
of a variety of everyday materials for particular uses, find out
how the shapes of solid objects made from some materials can be
changed by squashing, bending, twisting and stretching.
Living things and their habitats: Describe and compare the
structure of a variety of common animals, identify that most
living things live in habitats to which they are suited and how
different habitats provide for the basic needs of the different
kinds of animals and plants, and how they depend on each other
Animals including humans: Children will notice that animals,
including humans, have offspring which grow into adults, find
out about and describe the basic needs of animals, including
humans, for survival (water, food and air), describe the
importance for humans of exercise, eating the right amounts of
different types of food, and hygiene
Mechanisms: children will design and make simple mechanisms.
Computing to control: give a series of commands.
HistorySignificant historical events, people and places in their own
locality.
Changes within living memory. Where appropriate, these should
be used to reveal aspects of change to national life.
Art
PSHE
PE
Pupils follow the scheme of work – https://peplanning .com/
Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.
Pupils are taught through the Jigsaw Scheme and take part in Heart Smart lessons and assemblies https://heartsmartprimary.com/
Music
Pupils are taught through the Charanga Music Scheme: https://charanga.com/site/
Geog
Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country. Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a
simple map; and use and construct basic symbols in a key
Name, locate and identify the characteristics of the four countries and capital cities of the United Kingdom
and its surrounding seas.
Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries,
continents and oceans studies at this KS.key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
Events beyond living history that are significant nationally or globally.
Computing
Pupils are taught: to use a range of materials creatively to design and make products, to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination, to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space, about the work of a range of artists, craft makers and
designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
D&TStructures: children will explore ways to make their structures
more stableTextiles: Join fabrics, use a running stitch and decorate fabrics.
Electrical Systems: To explore batteries and bulbs and make a
simple circuit.
Cooking and nutrition: Use simple recipes, name foods from the eat
well plate and read simple scales – know that food comes from plants
and animals
Pupils are taught through the recommended Diocese Scheme of work – Questful RE, including supplementary units from Understanding Christianity (Blackburn) .
English is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group. The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for
enjoyment. The national curriculum for English aims to ensure that all pupils: read easily, fluently and with good understanding, develop the habit of reading widely and often, for both pleasure and information; acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language; appreciate our rich and varied literary
heritage; write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences; use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas; are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate. Genres
planned carefully to link in with our foundation subjects with the aim to enhance reading and writing across the curriculum.
Mathematics is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group : the national curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding
and the ability to recall and apply knowledge rapidly and accurately; reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language; can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking
down problems into a series of simpler steps and persevering in seeking solutions. Extra mathematics reasoning, problem solving and investigations are carefully planned to link with our foundation subjects to enhance the application of skills across the curriculum.
Plants: Observe how seeds and bulbs grow into mature plants Find out and describe how plants need water, light and a suitable
temperature to grow and stay healthy
Autumn Spring Summer
Relight My Fire Jungle Boogie Let Me Entertain You!
Key Questions
Term
Topic
Experience Trip to Staircase House Burn the model housesExotic fruits and flavours from
the rainforest.Visit Blackpool Zoo Visit the Lowry Gallery Visit Blackpool Circus
Home
Learning
Project
Can you find out about a music band
from the past? Can you design an
album cover for your own band?
Can you learn a circus trick to
perform? Juggling, twirling, hoola-
hooping, balancing, cycling?
REWhat happened to St. Paul's
Cathedral?
How did the news of Jesus' birth
spread?What is a missionary? And on the 6th day God created?
Why is religious art important to
Christians?
Can you tell a friend about a
miracle of Jesus?
EnglishHow did the Great Fire of London
start and end?
Can you write a diary like Samuel
Pepys?Can you perform a jungle poem?
Can you write a report on a
rainforest animal?Can you write an adventure story?
Can you design advertisements for
the Circus?
MathsCan you measure wood to build
your houses?
Can you use the language of
direction?
Can you identify lines of
symmetry?Can you use a measuring jug?
Can you make a tally chart of
favourite music?
Can you weigh out and measure
ingredients?
ScienceCan you explain how you know if
something was alive once?
What should they have made the
houses in London out of?
Where do animals get their food
from?
What would you or an animal
need to survive in the rainforest?
Can you explain what a plant
needs to grow and stay healthy?
Can you write instructions for
how to grow your own vegetables?
Can you make a cart?
Can you give a series of
commands to computer?
GeographyWhat are the four capital cities
of the UK?
Can you find famous London
Landmarks on an aerial
photograph?
Where in the world is the
rainforest?
Can you name the seven
continents?
Can you identify the UK ad all its
countries?
Can you make a map or Blackpool
with a key?
HistoryHow did the Great Fire of London
start?
Can you retell the story of the
Great Fire of London?
Who was your grandparent’s
favourite band?Who were the Beetles?
ComputingCan you research the Great Fire
of London?
Can you produce a PowerPoint about the
Greater Fire of London?Can you collect data about bugs?
Can you take photographs of wild
animals?
Can you research LS Lowry
safely?
Can you make a pointillist seaside picture
using a paint program?
ArtCan you create an animal inspired
print?Can you weave a pattern? Can you paint like LS Lowry?
Can you make a collaborative LS
Lowry display?
Music Is music in you?Can you perform London’s
burning as a round?Can you sing about friendship? Can you sing zoo time?
Can you sing about matchstick man and
matchstick cats and dogs?
Can you perform 'I wanna play in
a band'?
PE Can you dance to Thriller? Can you be a dancing flame?Are you a stricker, midfielder or
defender?Can you run like a cheetah?
Can you draw a 'stickman' diagram to
explain how to play rounders?Can you balance like an acrobat?
PSHE How am I different? Why is my friend special to me?Why does it feel good to work as
part of a team?How do I feel eating healthy food? What causes conflict? How can I solve a conflict?
Can you draw houses from careful observations?
Build a model Tudor house out of cardboard and research why the
fire spread so quickly Research a rainforest animal, produce a poster and a model.
Summer
Relight My Fire Jungle Boogie Let Me Entertain You!
Can you create a simple circuit?Can you cook something you have
grown yourself?D&T
Can you build a Tudor house out
of wood?
Can you design and make a
survival blanket?
Autumn Spring
Art LTP Coverage
Term
Topic
NC
Key
Questions
Can you create an animal
inspired print?Can you weave a pattern?
Can you paint like LS
Lowry?
Can you make a
collaborative LS Lowry
display?
Exploring,
Developing and
Evaluating (on
going)
Drawing Painting Printing Textiles Painting/Collage Sculpture
Understand the basic use of a
sketchbook and work out ideas
for drawings.
Mix a range of secondary
colours, shades and tones.
Print using a variety of
materials, objects and techniques.
Mix and match colours using
artefacts and objects.
Manipulate clay for a variety of
purposes, inc. thumb pots, simple
coil pots and models.
Layer different media, e.g.
crayons, pastels, felt tips,
charcoal and ballpoint.
Work on a range of scales e.g.
large brush on large paper etc.
Design patterns of increasing
complexity and repetition.
Name different types of paint
and their properties.Build a textured relief tile.
Experiment with the visual
elements; line, shape, pattern and
colour
Experiment with, construct and
join recycled, natural and man-
made materials more
confidently.
Use a variety of techniques, inc.
carbon printing, relief, press and
fabric printing and rubbings.
Stitch, knot and use other
manipulative skills.
Experiment with tools and
techniques, inc. layering, mixing
media, scraping through etc.
Understand the safety and basic
care of materials and tools.
Draw for a sustained period of
time from the figure and real
objects, including single and
grouped objects.
Create textured collages from a
variety of media.
Henri Rousseau
You give the an animal - they print
different leaves, bark rubbings etc. to
create the jungle.
LS Lowry Blackpool Pleasure
Beach
Punch & Judy - Simeon
Stafford
Skills De
velop
men
t
Pupils are taught: to use a range of materials creatively to design and make products, to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination, to develop a wide range of art and
design techniques in using colour, pattern, texture, line, shape, form and space, about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and
disciplines, and making links to their own work.
Can you draw houses from careful observations?
Record and explore ideas from first hand observation, experience and imagination. Explore the differences and similarities within the work of artists, craftspeople and designers in different times and
cultures and making links to their own work. Ask and answer questions about the starting points for their work, and develop their ideas. Review what they and others have done and say what they think
and feel about it. Annotate their sketchbook using language of art, craft and design. Identify what they might change in their current work or develop in their future work. Use a sketchbook to gather
and collect artwork. Develop their ideas; Identify what they might change in their current work or develop in their future work. Work on their own, and collaboratively with others, on projects in 2 and 3
dimensions and on different scales. Use ICT - Investigate different kinds of art, craft and design.
Use a variety of techniques, inc.
weaving, French knitting, tie-
dyeing, fabric crayons and wax
or oil resist, appliqué and
embroidery.
Autumn Spring Summer
Relight My Fire Jungle Boogie Let Me Entertain You!
National Curriculum Coverage
Term
TopicRE
English
Maths
Science
Rocks: Pupils are taught to:
basis of their appearance and simple physical properties
that have lived are
trapped within rock, recognise that soils are made from rocks
and organic matter
Light: Pupils are taught to:
recognise that light from the sun can be dangerous and that there
find patterns in the way that the size of shadows change.
Plants:
different parts of flowering plants: roots, stem/trunk, leaves and
light, water, nutrients from soil, and room to grow) and how they
life cycle of flowering plants, including pollination, seed formation
and seed dispersal.
Animals including humans:
identify that animals, including humans, need the right
types and amount of nutrition, and that they cannot
make their own food; they get nutrition from what they
skeletons and muscles for support, protection and
movement.
Structures Cooking and nutrition Electrical systems Computing to control Cooking and nutrition MechanismsStabilise structures to with stand greater loads Measure ingredients Explore batteries and bulbs Measure ingredients Use simple mechanisms eg cams and eccentrics
Use construction kits to test strength Include simple variables to suit a purpose Include simple variables to suit a purposeTo describe the ingredients I am using To describe the ingredients I am using
Use simple tools eg scales whisks etc Use simple tools eg scales whisks etc
Geog
History
Comp
Art
PSHE Pupils are taught through the Jigsaw Scheme and take part in Heart Smart lessons and assemblies https://heartsmartprimary.com/
MFL
Pupils learning is supported by https://www.linguascope.com/
conjugation of high-frequency; verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English
Music
PE
Pupils follow the scheme of work – peplanning.com
Pupils continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They enjoy communicating, collaborating and competing with each other. They develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils are be taught to: use
running, jumping, throwing and catching in isolation and in combination; play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending; develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]; perform dances using a range of
movement patterns; take part in outdoor and adventurous activity challenges both individually and within a team; compare their performances with previous ones and demonstrate improvement to achieve their personal best.
to sing and play musically with increasing confidence and control. They develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory; play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression; improvise and compose music for a
range of purposes using the inter-related dimensions of music; listen with attention to detail and recall sounds with increasing aural memory; use and understand staff and other musical notations; appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians; develop an understanding of the history of music.
Human/Physical Features, Locational Knowledge: name and locate counties and cities of the United Kingdom,
geographical regions and their identifying human and physical characteristics, key topographical features (including
hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed
over time
Forces and Magnets:
are facing.
D&TInvestigate how structures can fail when loaded
Use simple switches to achieve functional resultUse control programs and equipment eg roamer, beebots, first logo
Use constructions kits for problem solving and to investigate simple
mechanisms
Pupils are taught through the recommended Diocese Scheme of work including supplementary units.
Pupils are taught through the Charanga Music Scheme: https://charanga.com/site/
Autumn Spring Summer
Stoneage Diggin Up the Past Food Glorious Food
Geographical Skills & Fieldwork: use the 8 points of a compass, 4- and 6-figure grid references, symbols and key (including
the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world, use fieldwork to
observe, measure record and present the human and physical features in the local area using a range of methods, including
sketch maps, plans and graphs, and digital technologies
Place knowledge: Children will understand geographical similarities and differences through the study of human and physical
geography of a region of the United Kingdom and a region in North or South America. Describe and understand key aspects
of: physical geography, including: climate zones, biomes and vegetation belts, rivers, and the water cycle
Children will be taught aboutchanges in Britain from the Stone Age to the Iron Age. Children will be taught about a local history study including a study over time tracing how several aspects of
national history are reflected in the locality.
Children will be taught about either a non-European society that provides contrasts with British history – Mayan
civilization c. AD 900;
English is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group. The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread
reading for enjoyment. The national curriculum for English aims to ensure that all pupils: read easily, fluently and with good understanding, develop the habit of reading widely and often, for both pleasure and information; acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language; appreciate our
rich and varied literary heritage; write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences; use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas; are competent in the arts of speaking and listening, making formal presentations, demonstrating to
others and participating in debate. Genres planned carefully to link in with our foundation subjects with the aim to enhance reading and writing across the curriculum.
Mathematics is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group : the national curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual
understanding and the ability to recall and apply knowledge rapidly and accurately; reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language; can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing
sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Extra mathematics reasoning, problem solving and investigations are carefully planned to link with our foundation subjects to enhance the application of skills across the curriculum.
Key Questions
Term
Topic
Experience Den Building The Super Stone Age Workshop Stockport Air-Raid Shelters Evacuee Experience - East Lancs Railway Touchstones/ visit to a maize maze. Trip to the Zoo
Home Learning
Project
RE How did Jesus change lives? How did God show he was with us?Who is David and what do lessons we
learn from his life?
What emotions did Jesus and his disciples
feel during Easter?What are good rules for living?
Did the Mayan's faith have good rules for
living?
EnglishCan you explain how something works to a
cave boy or girl?
Can you write an adventure story about a
cave boy or girl?Can you write a war time news report? Can you write a letter home as an evacuee?
Can you write a recipe for a Mayan
cookbook?
Can you write a tourist guide to the lost
cities of Ancient Maya?
Maths Can you calculate with numbers over 1000? What is the value of a coin? Can you measure out the rations? Can you locate the point on a grid? Can you count like a Mayan? Do you know your Mayan times tables?
Science How are fossils formed?Can you explain how a Stone Age sundial
would work?
Can you investigate the problems Barnes Wallis
had when testing the bouncing bomb?Can you make a metal detector?
Can you explain how to grow a healthy crop
for Chan?
Can you identify parts the sacrifice? Whose
bones are those?
D&T Can you build a den for a Stone Age boy?Can you find and create warming foods to
feed a cold Stone Aged boy?Can you send message in the dark?
Can you programme the Robot to retrieve
the mines?
Which foods come from the rainforest? Can you
create a rainforest feast?Can you make a Mayan mechanism?
Geography Where in the world is Heywood? What do we use our land for? How has Heywood changed since 1940s?Can you give a pilot directions using a
compass?
What obstacles did the Mayan's face when travelling
with their trade? Can you find your way out of the
maze?
Can you deliver a rainforest weather forecast for the
Mayan King/Queen?
History How did people live in the Stone Age?Would you rather live in the Stone Age or
Iron Age? Why?How has Heywood changed since 1940s?
Can you find out more about what life
used to be like in Heywood?
What happened if you were Mayan baby? How
does it compare to babies today?
How could you tell the difference between a Mayan
commoner and a nobleman?
Computing Can you program a caveman animation? Can you fix the caveman's bug? Can you produce a war-time news report? Can vlog an important war-time event? Can you surf safely?Can you collect information that will help
save the rainforest?
ArtCan you explore which medium is best for a cave
drawing?
Can you create a print in the style of Keith
Haring?
Can you identify and paint landmarks in our
local area?
Can you create a sculpture in the style of Henry
Moore?Can you embellish you rainforest batik?
Can you create some rainforest wall paper in the
style of William Morris?
Music Can you learn a new instrument? Can you play in the big brass band? Can you let your spirit fly?How does playing the glockenspiel differ to
playing brass?
Can you count like a Mayan (rhythm and
pattern)?
Can you compose a rainforest inspired
melody?
PECan you create a paired sequence of
showing three balances?
Can you create a caveman dance with a partner,
considering meeting and parting, emphasising the
use of space.?
Can you work as a team member to invade
and shoot? Can you explain the scoring rules in Tennis?
Can you devise your own Mayan game of
pok-a-tok?
Can you sprint, jump and throw your
javelin like a Mayan Hunter?
PSHE Can you explain why cavemen needed rules?Can you design a poster to share how to
solve a conflict?What should a healthy you look like?
Can you find out about how people in
wartime overcame hardships?
Can you compare how the lives and rights of
Mayan children differ to yours?How are you unique and special?
MFLWhat can you find out about France?
Bonjour, Ca va?Comment est la Noel en France?
Qu’est-ce que j’utilise en classe? Puis-je dire
des partis du corps?
As tu un animal a la maison? Comment est
la Paques en France?Quel temps fait il? Qui est dans ma famille?
Can you make a large, elaborate Mayan Headdress for a Nobleman? Who can grow the
tallest sunflower?Can you make an Anderson Shelter?Can you make a bone necklace or an Iron Age sword hilt?
Autumn Spring Summer
Stone Age Digging Up the Past Food Glorious Food
Art LTP Coverage
TermTopic
NC
Key
QuestionsCan you explore which medium is best for a cave drawing? Can you create a print in the style of Keith Haring? Can you identify and paint landmarks in our local area? Can you create a sculpture in the style of Henry Moore? Can you embellish you rainforest batik?
Can you create some rainforest wall paper in the style of William
Morris?
Exploring,
Developing and
Evaluating (on
going)
Artists
Drawing Printing Painting Sculpture Textiles Printing
Develop intricate patterns/ marks with a variety of media. Print simple pictures using different printing techniques.
Demonstrate increasing control the types of marks made and experiment
with different effects and textures inc. blocking in colour, washes,
thickened paint creating textural effects.
Use equipment and media with confidence. Learn to secure work to
continue at a later date.Show awareness and name a range of different fabrics.
Explore the work of a range of artists, craft makers and designers,
describing the differences and similarities between different practices and
disciplines, and making links to their own work.
Demonstrate experience in different grades of pencil and other implements
to draw different forms and shapes.Continue to explore both mono-printing and relief printing.
Use light and dark within painting and begin to explore complimentary
colours. Mix colour, shades and tones with increasing confidence.
Produce more intricate surface patterns/ textures and use them when
appropriate.
Use a variety of techniques, e.g. printing, dyeing, weaving and stitching to
create different textural effectsContinue to explore both mono-printing and relief printing.
Begin to show an awareness of objects having a third dimension and
perspective.
Demonstrate experience in combining prints taken from different objects to
produce an end piece.
Confidently create different effects and textures with paint according to
what they need for the task.Produce larger ware using pinch/ slab/ coil techniques. Apply decoration using beads, buttons, feathers etc. Demonstrate experience in 3 colour printing.
Create textures and patterns with a wide range of drawing implements..
Explore the work of a range of artists, craft makers and designers,
describing the differences and similarities between different practices and
disciplines, and making links to their own work.
Explore a range of great artists, architects and designers in history. Continue to explore carving as a form of 3D art. Continue to gain experience in applying colour with printing.
Continue to explore the work of a range of artists, craft makers and
designers, describing the differences and similarities between different
practices and disciplines, and making links to their own work
Continue to explore the work of a range of artists, craft makers and
designers, describing the differences and similarities and making links to
their own work
Explore using resist paste and batik.
Show further experience in changing and modifying threads and fabrics,
knotting, fraying, fringing, pulling threads, twisting, plaiting.
Demonstrate experience in looking at fabrics from other countries.
Pupils are taught: to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design; to create sketch books to record their observations and use them to review and revisit ideas; to improve their mastery of art and design techniques,
including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]; about great artists, architects and designers in history.
Skills D
evelop
men
tAutumn Spring Summer
Stone age Digging Up the Past Food Glorious Food
Cave drawings, Keith Haring Murals and Street Art - Banksy, Local artist Colin Lyall, Henry Moore Tropical rainforest batik, William Morris,
Select and record from first hand observation, experience and imagination, and explore ideas for different purposes. Question and make thoughtful observations about starting points and select ideas to use in their work. Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures. Compare ideas, methods
and approaches in their own and others’ work and say what they think and feel about them using language of art, craft and design. Adapt their work according to their views and describe how they might develop it further. Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales. Use ICT.
Investigate art, craft and design in the locality and in a variety of genres, styles and traditions.
National Curriculum Coverage
Term
Topic
RE
English
Maths
Scienc
e
States of Matter:
group materials together, according to whether they
materials change state when they are heated or cooled,
and measure or research the temperature at which
part played by evaporation and condensation in the
water cycle and associate the rate of evaporation with
temperature.
Animals, including Humans: Pupils are taught to:
describe the simple functions of the basic parts of the
digestive system in humans
variety of food chains, identifying producers,
predators and prey.
Electricity: Pupils are taught to:
construct a simple series electrical circuit, identifying and
naming its basic parts, including cells, wires, bulbs, switches
a simple series circuit, based on whether or not the lamp is
switch opens and closes a circuit and associate this with
recognise some common conductors and insulators, and
associate metals with being good conductors.
Sound: Pupils are taught to:
vibrations from sounds travel through a medium to
patterns between the volume of a sound and the
strength of the vibrations that produced it,
from the sound source increases.
Structures Cooking and nutrition Electrical systems Computing to control Cooking and nutrition Mechanisms
Stabilise structures to with stand greater loads Measure ingredients Explore batteries and bulbs Measure ingredients Use simple mechanisms eg cams and eccentrics
Use construction kits to test strength Include simple variables to suit a purpose Include simple variables to suit a purpose
Investigate how structures can fail when loadedUse simple tools eg scales whisks etc
Use simple tools eg scales whisks etc
Geog
History
Comp
Art
PSHE Pupils are taught through the Jigsaw Scheme and take part in Heart Smart lessons and assemblies https://heartsmartprimary.com/
MFL
Pupils learning is supported by https://www.linguascope.com/
including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency; verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English
Music
PE
Pupils follow the scheme of work – peplanning.com
Pupils continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They enjoy communicating, collaborating and competing with each other. They develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils are be taught to: use running, jumping,
throwing and catching in isolation and in combination; play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending; develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]; perform dances using a range of movement patterns; take part in outdoor
and adventurous activity challenges both individually and within a team; compare their performances with previous ones and demonstrate improvement to achieve their personal best.
the Rising Stars Switched on Computing scheme of work.
to sing and play musically with increasing confidence and control. They develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory; play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression; improvise and
compose music for a range of purposes using the inter-related dimensions of music; listen with attention to detail and recall sounds with increasing aural memory; use and understand staff and other musical notations; appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians; develop an
understanding of the history of music.
Locational knowledge: locate the world’s countries, using maps to focus on Europe, concentrating on their environmental regions, key
physical and human characteristics, countries, and major cities, nderstand geographical similarities and differences through the study
of human and physical geography of a region of the United Kingdom and a region in a European country
D&T
Use simple switches to achieve functional result.
Use control programs and equipment eg roamer, beebots, first logo
Use constructions kits for problem solving and to investigate simple
mechanisms
Pupils are taught through the recommended Diocese Scheme of work including supplementary units.
Pupils are taught through the Charanga Music Scheme: https://charanga.com/site/
Autumn Spring Summer
Egyptians Rise of the Robots Inspriational Invaders
Geographical Skills and Fieldwork: use the 8 points of a compass, 4- and 6-figure grid references, symbols and key (including the use of
Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world, use fieldwork to observe, measure record and present
the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
Living things and their habitats:
environments can change and that this can sometimes pose dangers to living things.
Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical
characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how
some of these aspects have changed over time
Children will be taught about either the achievements of the earliest civilizations – an overview of where and when the first
civilizations appeared and a depth study of Ancient Egypt;
Children will be taught to understanding the methods of historical enquiry and gain a historical persepctives by placing their knowledge
into different contexts.
Children will be taught about either a non-European society that provides contrasts with British history – the Roman Empire and its
impact on Britain and Britain’s settlement by Anglo-Saxons and Scots
English is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group. The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature
through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils: read easily, fluently and with good understanding, develop the habit of reading widely and often, for both pleasure and information; acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing
and spoken language; appreciate our rich and varied literary heritage; write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences; use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas; are competent in the arts of speaking and
listening, making formal presentations, demonstrating to others and participating in debate. Genres planned carefully to link in with our foundation subjects with the aim to enhance reading and writing across the curriculum.
Mathematics is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group : the national curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils
develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately; reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language; can solve problems by applying their mathematics to a variety of routine and
non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Extra mathematics reasoning, problem solving and investigations are carefully planned to link with our foundation subjects to enhance the application of skills across the curriculum.
Key Questions
Term
Topic
Experience Touchstones Baking Lego Robots Toy factory/Todmorden Toy Museum Chester Diva Experience Touchstones - Mosaic art
Home
Learning
Project
REHow did Jesus show his power and
authority?Why is Jesus the light of the world? What is it like to follow God? What is betrayal and trust? Are all churches the same? What is prayer?
EnglishCan you write an adventure story set in
Egypt?Can you write a newspaper report? Can you write a robot poem?
Can you use language of persuasion in an
advertisement?Can you write diary entry from Pompeii? Can you write a tourist guide to Rome?
Maths Can you count like an Ancient Egyptian? Can you construct a pyramid from a net? Can you read and plot co-ordinates? Can you add amounts of money using
mental and written methods?
Can you read and recognise Roman
Numerals?
Can you recognise, name and classify 2D shapes,
identifying regular and irregular polygons?
ScienceCan you mummify a tomato? What
happens to the water?
What did the Ancient Egyptians eat? Can you
identify the food source from their poo?Can you make the bulb light up? Can you explain how sound travels? Can you use a branching diagram?
Can you explain how environmental change
can sometimes pose dangers to living things?
D&TCan you make a working model of an
Ancient Egyptian Shaduf?Can you bake some Egyptian bread?
Can you make a toy robot with a moving
mechanism?
Can you make your toy robot beep or light
up?How do you make a drawstring purse?
Can you work as a team to build a structure
transport water like a Roman aqueduct?
GeographyIf someone asked you where Egypt was, how
would you explain it t them?
Did the river Nile play an important role in
the lives of people in Ancient Egypt? Why?
How do you find locate features on a map
confidently?
Can you recognise some symbols on an OS
map?How does the UK compare to Italy?
If you went on holiday to Rome, what kind
of things could you see there?
HistoryWhat was a Vizier and do we have anyone
like that in our society?
Can you think of anything the Ancient
Egyptians invented that we use today?When was the first robot invented?
How do you think robots will help us in the
future?
How did the Romans invade Britain? What
was British life like for Roman Soldiers? How did the Romans change the way we live?
Computing Can you create a web page? Can you produce digital music?Can you design and develop an interactive
game?
Can you write an algorithm for an
interactive toy robot?Can you present a Roman weather report?
Why should you check a Wiki article for
trustworthiness?
Art
Can you draw yourself as an Egyptian
Pharaoh surrounded by hieroglyphics telling
all about you?
Can you create an Egyptian inspired print
and repeated pattern?Can you paint like Picasso?
Can you turn your painting into a cubist
sculpture?
Can you weave using natural materials?
How were fabrics designed in Roman times?
Can you make a mosaic using repeated
patterns and depicting an aspect of Roman
life?
Music Can you Walk Like an Egyptian? Can music prevent bullying? Can you play the glockenspiel?Can you compose song music for an Iron
Man theme tune?Can you (sing) 'Party like a Roman'? Can you understand the meaning of a song?
PE Can you dance like an Egyptian?Can you add some Ancient Egyptian shapes and
balances into your gymnastics routine? What are the passing rules in Basket Ball? Why is it important to learn to swim? Can you create the rules for Harpastum? Can you train like a Roman Soldier?
PSHEExplain why it is good to accept people for
who they are.What does being resilient mean to you? How can we deal with peer pressure? How can we deal with disappointment?
Can you explain different sides to an
argument?
How can you manage your feelings and
make healthy choices?
MFLWhat can I find out about France? Bonjour, Ca
va? Puis-je compter jusqu’a 20?
Quelle jour somme nous? Comment est la
Noel en France?
Qu’est-ce que j’utilise en classe? As tu
malade?
Ce qui vit dans le zoo? Comment est la
Paques en France?Qu’est ce que to fais comme sport? Ou habites tu?
Can you make a set of canopic jars? Can you make a robot out of junk materials?
Autumn Spring Summer
Ancient Egyptians Rise of the Robots Inspirational Invaders
Can you design and make a Roman Shield?
Art LTP Coverage
Term
Topic
NC
Key
QuestionsCan you draw yourself as an Egyptian Pharaoh
surrounded by hieroglyphics all about you?Can you create an Egyptian inspired print? Can you paint like Picasso? Can you turn your painting into a cubist sculpture?
Can you weave using natural materials? How were
fabrics designed in Roman times?
Can you make a mosaic using repeated patterns and
depicting an aspect of Roman life?
Exploring,
Developing and
Evaluating (on
going)
Drawing Printing Painting Sculpture Textiles Printing
Develop intricate patterns using different grades of
pencil and other implements to create lines and marks.Increase awareness of mono and relief printing.
Confidently control the types of marks made and
experiment with different effects and textures inc.
blocking in colour, washes, thickened paint creating
textural effects.
Work in a safe, organised way, caring for equipment.
Secure work to continue at a later date.Plan a design in a sketchbook and execute it. Increase awareness of mono and relief printing.
Draw for a sustained period of time at an
appropriate level. Experiment with different grades of
pencil and other implements to achieve variations in
tone and make marks on a range of media.
Demonstrate experience in fabric printing. Start to develop a painting from a drawing.Decorate, coil, and produce marquettes confidently
when necessarily.Use a technique as a basis for stitch embroidery.
Continue to experience in combining prints taken from
different objects to produce an end piece.
Have opportunities to develop further drawings
featuring the third dimension and perspective.
Experiment with different grades of pencil and other
implements to achieve variations in tone.
Expand experience in 3 colour printing.
Begin to choose appropriate media to work with. Use
light and dark within painting and show
understanding of complimentary colours. Mix colour,
shades and tones with increasing confidence.
Model over an armature: newspaper frame for
modroc.
Apply decoration using needle and thread: buttons,
sequins.Create repeating patterns.
Further develop drawing a range of tones, lines using
a pencil. Include in their drawing a range of technique
and begin to understand why they best suit.
Continue to experience in combining prints taken from
different objects to produce an end piece.
Start to look at working in the style of a selected artist
(not copying).
Use recycled natural and man made material to
create a sculpture.
Become confident in applying colour with printing, tie
dye. Create and use dyes. Use resist paste and batik.
Can you use repeated patterns and printing to design
and create a mosaic?
Create repeating patterns.Gain more confidence in carving as a form of 3D
art.Adapt work as and when necessary and explain why.
Use language appropriate to skill and technique. Change and modify threads and fabrics,
Demonstrate awareness in environmental sculpture and
found object art. Show awareness of the effect of
time upon sculptures.
Use language appropriate to skill and technique.
Demonstrate experience in looking at fabrics from
other countries.
Egyptian design block printing
Weaving with natural materials onto the symbol for
Christianity in Roman Times
http://www.playideas.com/25-
picasso-inspired-art-projects-for-
kids/21/?m
http://www.playideas.com/15-
outdoor-art-projects-kids/
http://www.romanmosaicworkshops
.co.uk/ourshop/prod_6118114-
Museumschool-KS2-childrens-
lesson.html
Art S
kills
Pupils are taught: to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design; to create sketch books to record their
observations and use them to review and revisit ideas; to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]; about great artists,
architects and designers in history.
Select and record from first hand observation, experience and imagination, and explore ideas for different purposes. Question and make thoughtful observations about starting points and select ideas to use in their work. Explore the roles and purposes
of artists, craftspeople and designers working in different times and cultures. Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them using language of art, craft and design. Adapt
their work according to their views and describe how they might develop it further. Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales. Use ICT. Investigate art, craft and design in the
locality and in a variety of genres, styles and traditions.
Autumn Spring Summer
Egyptians Rise of the Robots Inspirational Invaders
National Curriculum Coverage
Term
Topic
RE
English
Maths
Science
Earth and Space:
other planets, relative to the Sun in the solar system describe the movement of the
apparent movement of the sun across the sky.
Forces: Pupils are taught to:
gravity acting between the Earth and the falling object, identify the effects of air
that some mechanisms, including levers, pulleys and gears, allow a smaller force to
have a greater effect.
Living things and their habitats:
differences in the life cycles of a mammal, an amphibian, an insect and a Animals including humans:
humans develop to old age.
Electrical systems Computing to control Cooking and nutrition Structures Mechanisms
Explore batteries and bulbs Measure ingredients Stabilise structures to with stand greater loads Use simple mechanisms eg cams and eccentrics
Include simple variables to suit a purpose Use construction kits to test strength
Use simple tools eg scales whisks etc Investigate how structures can fail when loaded.
GeogGeographical skills: Children will use maps, atlases, globes and digital/computer
mapping to locate countries and describe features studied
Locational Knowledge: children will identify the position and significance of latitude,
longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer
and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time
zones (including day and night)
Place knowledge: understand geographical similarities and differences through
the study of human and physical geography of a region of the United
Kingdom, a region in a European country
Geographical skills: children will use the 8 points of a compass, 4- and 6-
figure grid references, symbols and key (including the use of Ordnance Survey
maps) to build their knowledge of the United Kingdom and the wider world
Physical geography, including: climate zones, biomes and vegetation belts,Human geography, including: types of settlement and land use, economic
activity including trade links,
History
Comp
Art
PSHE Pupils are taught through the Jigsaw Scheme and take part in Heart Smart lessons and assemblies https://heartsmartprimary.com/
MFL
Pupils learning is supported by https://www.linguascope.com/
English is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group. The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils: read easily,
fluently and with good understanding, develop the habit of reading widely and often, for both pleasure and information; acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language; appreciate our rich and varied literary heritage; write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences; use discussion in order to learn; they
should be able to elaborate and explain clearly their understanding and ideas; are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate. Genres planned carefully to link in with our foundation subjects with the aim to enhance reading and writing across the curriculum.
Mathematics is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group : the national curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately; reason
mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language; can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Extra mathematics reasoning, problem solving and investigations are carefully
planned to link with our foundation subjects to enhance the application of skills across the curriculum.
architects and designers in history.
to sing and play musically with increasing confidence and control. They develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory; play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression; improvise and compose music for a range of purposes using the inter-related dimensions of music; listen with attention to detail and recall sounds with increasing aural memory; use and understand
staff and other musical notations; appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians; develop an understanding of the history of music.
Music
PE
Pupils follow the scheme of work – peplanning.com
Properties and changes of materials:
result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.
DT
Pupils continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They enjoy communicating, collaborating and competing with each other. They develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils are be taught to: use running, jumping, throwing and catching in isolation and in
combination; play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending; develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]; perform dances using a range of movement patterns; take part in outdoor and adventurous activity challenges both individually and within a team; compare
their performances with previous ones and demonstrate improvement to achieve their personal best.
Pupils are taught through the recommended Diocese Scheme of work including supplementary units.
Pupils are taught through the Charanga Music Scheme: https://charanga.com/site/
Autumn Spring Summer
A Leap into the Unknown… Ancient Greeks Behind the Mask
Children are taught about a non-European society that provides contrasts with British history – Benin (West Africa) c. AD 900-1300The children will be taught about Ancient Greece – a study of Greek life and achievements and their influence on the western world, the legacy of Greek culture (art, architecture or literature)
on later periods in British history, including the present day
Pupils develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They note connections,
contrasts and trends over time and develop the appropriate use of historical terms. They regularly address and devise historically valid questions about change, cause, similarity and difference,
and significance.
respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. Using the Rising Stars Switched on Computing scheme of work.
Use control programs and equipment eg roamer, beebots, first logoUse simple switches to achieve functional result. Use constructions kits for problem solving and to investigate simple mechanisms
Key Questions
Term
Topic
Experience Jodrel Bank Bury Retro Games Arcade Greek Pottery in World Museum Liverpool Touchstones in School Liverpool Slavery Museum Summer fair enterprize
Home
Learning
Project
RECan you explore through story Loss, Death and
Christian Hope? Can you relate this to any
Space Missions?
Can you talk about Christmas festival
from around the world?What makes a text 'Sacred'?
How is Easter celebrated across the
world?
Can you explain what happened after
Pentecost?
Can you explain the beliefs of an animist?
What do you think about this belief?
EnglishCan you explain why we have day and
night?Can you write a Sci-fi adventure story?
Can you retell an Ancient Greek Myth or
Legend?Can you write a Greek recipe book?
Can you write a performance poem to the
beat of the drum?Can you persuade us to buy?
Maths Can you break the code?Can you solve problems involving dates and
times?What did Pythagoras find out? Can you weigh out the ingredients?
Can you plot, translate and reflect shape to
create geometric patterns?
Can you solve problems involving distances
travelled, time and measures?
Science Why do we have day and night?If something goes up does it always
come back down?
Can you separate the materials as
an offering to Zeus?
Which of the burnt (molten)
offerings can be reversed?
Can you explain the differences between the
life cycles of an elephant, an ostrich and a
dung beetle?
What changes would you have to go through
before you become an 'Elder'?
D&T Can you make Aquila's control panel?Can you develop a new Space Invaders game
using Bit Bots?Can you construct a labyrinth puzzle?
Can you modify an ancient Greek Recipe
to make a 2020 meal?Can you build the great wall of Benin?
Can you create a moving model of an
offering to the Gods?
GeographyCan you plot a route to get Aquila to safety
using ariel maps?
Can you explain why we have the shortest
day on 21st December and Australia has the
longest?
Can you describe where Greece is and
why it is a tourist attraction?What is a topographical map? Where in the world was Benin?
How would life in Benin contrast to life in
Heywood?
HistoryCan you explain what happened
during the Space Race?
Can you track the development of
computer games during your
teacher's life?
What can you tell about Ancient
Greek Warfare from the
artefacts they left behind?
How has the Ancient Greek
civilisation affected civilisations
that followed?
How do we know about the
Benin civilisation?
Can you explain the significance of the
sacrifices made and the achievements
accomplished by the Benin Civilisation?
Computing Can you crack the alien's code?Can you develop a new Space Invaders
game?
Can you design a modern Parthenon for the
Gods?
Can you bring the Greek Gods into the 21st
Century and social media?
Can you use graphic design programs to
create geometric artwork?
Can you make a website to like eBay to make
money for the Benin Kingdom?
Art Can you draw using inks or pastels?Can you create an abstract painting
(showing movement) without using a brush?
Can you make an Ancient Greek
pot?Can you paint a frescoe on your pottery
using greek pattern and story telling?
Can you design a Benin inspired pring using
repeated patterns and symbols?Can you make an animist headdress?
MusicWho was Ziggy Starduct and what was the
Space Oddity about?
Can you appraise Holt's Planet Suite and
compose your own song for the 10th Planet?
Can you perform a National
Anthem?Can you get our feet tapping and stomachs
rumbling to food related songs?
Can keep up with the rhythm of
the African Drum?
Can you learn and sing Livin'On
A Prayer?
PECan you use a safe tackle when invading in
hockey?Who can do a 'pong' rally the longest?
Can you create an Olympic Gymnastics
sequence on a piece of equipment?
Can you plan a Greek Olympic Athletics
Event?Can choreograph a tribal inspired dance? Can you explain the rules of cricket?
PSHE
Can you describe the dreams and goals of
an astronaut and how these relate to my
own?
Can you explain the differences between
direct and indirect bullying in the Albie
Bright?
Can you describe the role food plays in
respecting and valuing our bodies?
Can you explain how to stay safe when
using technogy?
Why is it important to respect
other people's cultures?
Can you describe how boys and girls
bodies change during puberty?
MFL
What can I find out about France?
Bonjour, Ca va? Puis-je computer jusqu’a
30?
Puis-je chanter l’alphabet? Comment est
la Noel en France?
Qu’est-ce que j’utilise en classe? Quelle
heure est il?
Quel animal amies-tu? Comment est la
Paques en France?Qu’aimez- vous faire? Qu’est-ce que tu aimes porter?
Can you build a model Space Craft?Can you build a modern model temple for an Ancient Greek
God?Can you make a tribal mask inspired by Benin?
Autumn Spring Summer
A Leap into the Unknown… Ancient Greeks Behind the Mask
Art LTP Coverage
Term
Topic
NC
Key
QuestionsCan you draw using inks or pastels?
Can you create an abstract painting (showing
movement) without using a brush?Can you make an Ancient Greek pot?
Can you paint a frrescoe on your pottery
using greek pattern and story telling?
Can you design a Benin inspired pring using
repeated patterns and symbols?Can you make an animist headdress?
Exploring,
Developing and
Evaluating (on
going)
Drawing Painting Sculpture Painting Printing Textiles
Use a variety of source material for their
work.
Demonstrate a secure knowledge about
primary and secondary, warm and cold,
complementary and contrasting colours.
Describe the different qualities involved in
modelling, sculpture and construction.
Demonstrate a secure knowledge about
primary and secondary, warm and cold,
complementary and contrasting colours.
Explain a few techniques, inc’ the use of
poly-blocks, relief, mono and resist printing.
Join fabrics in different ways, including
stitching.
Work in a sustained and independent way
from observation, experience and
imagination.
Work on preliminary studies to test media
and materials.
Plan a sculpture through drawing and other
preparatory work.
Work on preliminary studies to test media
and materials.
Choose the printing method appropriate to
task.
Use different grades and uses of threads
and needles.
Use a sketchbook to develop ideas.Create imaginative work from a variety of
sources.
Create imaginative work from a variety of
sources.Build up layers and colours/textures.
Extend their work within a specified
technique.
Explore the potential properties of the visual
elements, line, tone, pattern, texture, colour
and shape.
Organise their work in terms of pattern,
repetition, symmetry or random printing
styles.
Use a range of media to create collage.
Melissa Mancuso
Lenid Afremov
Skills Dev
elop
men
t
Select and record from first hand observation, experience and imagination, and explore ideas for different purposes. Question and make thoughtful observations about starting points and select ideas to use in their work. Explore the roles and purposes
of artists, craftspeople and designers working in different times and cultures. Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them using language of art, craft and design. Adapt
their work according to their views and describe how they might develop it further. Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales. Use ICT. Investigate art, craft and design in the
locality and in a variety of genres, styles and traditions.
Pupils are taught: to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design; to create sketch books to record their
observations and use them to review and revisit ideas; to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]; about great artists,
architects and designers in history.
Autumn Spring Summer
A Leap into the Unknown… Ancient Greeks Behind the Mask
National Curriculum Coverage
Term
Topic
RE
English
Maths
Science
Evolution andd Inheritance: Pupils should be taught to: recognise
that living things have changed over time and that fossils provide
information about living things that inhabited the Earth millions
of years ago, recognise that living things produce offspring of
the same kind, but normally offspring, vary and are not identical
to their parents, identify how animals and plants are adapted to
suit their environment in different ways and that adaptation
may lead to evolution.
Living Things: Pupils are taught to: describe how living
things are classified into broad groups according to
common, observable characteristics and based on similarities
and differences, including microorganisms, plants and
animals, give reasons for classifying plants and animals
based on specific characteristics.
Electricity: Pupils are taught to:
associate the brightness of a lamp or the volume of a
buzzer with the number and voltage of cells used in the
circuit, compare and give reasons for variations in how
components function, including the brightness of bulbs, the
loudness of buzzers and the on/off position of switches,
use recognised symbols when representing a simple circuit in
a diagram.
Light: Pupils are taught to:
recognise that light appears to travel in straight lines use the
idea that light travels in straight lines to explain that objects are
seen because they give out or reflect light into the eye explain
that we see things because light travels from light sources to our
eyes or from light sources to objects and then to our eyes, use
the idea that light travels in straight lines to explain why shadows
have the same shape as the objects that cast them.
Cooking and nutrition Computing to control Structures Electrical systems MechanismsModify recipes for a purpose From previous experience select appropriate structures/mechanisms for Use digital inputs from sensors and switches Use gears to change direction and speed Widen consumer research Use components for cogs and gears
Use gears to change direction and speed Use components for cogs and gears
Geog
Children name and locate counties and cities of the United
Kingdom, geographical regions and their identifying human and
physical characteristics, key topographical features (including hills,
mountains, coasts and rivers), and land-use patterns; and
understand how some of these aspects have changed over time.
Through learning about Rivers. children describe and
understand key aspects of human geography, including:
types of settlement and land use, economic activity
including trade links, and the distribution of natural
resources including energy, food, minerals and water
History
Comp
Art
PSHE
Pupils continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They enjoy communicating, collaborating and competing with each other. They develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils
are be taught to: use running, jumping, throwing and catching in isolation and in combination; play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending; develop flexibility, strength, technique, control and balance [for example, through athletics and
gymnastics]; perform dances using a range of movement patterns; take part in outdoor and adventurous activity challenges both individually and within a team; compare their performances with previous ones and demonstrate improvement to achieve their personal best.
D&T
Pupils are taught through the Charanga Music Scheme: https://charanga.com/site/
Test, evaluate and modify the productUse complex programs for computer control Evaluate for strengths and weaknesses, carry out tests, implement
improvementsMake series and parallel circuits
Children use fieldwork to observe, measure, record and present the human and physical
features in the local area using a range of methods, including sketch maps, plans and graphs,
and digital technologies.
Pupils are taught through the Jigsaw Scheme and take part in Heart Smart lessons and assemblies https://heartsmartprimary.com/
MFL
Pupils learning is supported by https://www.linguascope.com/
Pupils are taught to: listen attentively to spoken language and show understanding by joining in and responding; explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help; speak in sentences, using familiar
vocabulary, phrases and basic language structures; develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases; present ideas and information orally to a range of audiences; read carefully and show understanding of words, phrases and simple writing; appreciate stories, songs, poems and rhymes in the language;
broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary; write phrases from memory, and adapt these to create new sentences, to express ideas clearly; describe people, places, things and actions orally and in writing; understand basic grammar appropriate to the language being studied,
including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency; verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English
English is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group. The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature
through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils: read easily, fluently and with good understanding, develop the habit of reading widely and often, for both pleasure and information; acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading,
writing and spoken language; appreciate our rich and varied literary heritage; write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences; use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas; are competent in the arts of speaking
and listening, making formal presentations, demonstrating to others and participating in debate. Genres planned carefully to link in with our foundation subjects with the aim to enhance reading and writing across the curriculum.
Mathematics is extensively taught following the extensive National Curriculum Programmes of Study specific to each year group : the national curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that
pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately; reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language; can solve problems by applying their mathematics to a variety of
routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Extra mathematics reasoning, problem solving and investigations are carefully planned to link with our foundation subjects to enhance the application of skills across the curriculum.
Pupils are taught to: design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts; use sequence, selection, and repetition in programs; work with variables and various forms of input and output; use logical reasoning to explain how some simple
algorithms work and to detect and correct errors in algorithms and programs; understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration; use search technologies effectively, appreciate how results are selected and ranked, and
be discerning in evaluating digital content select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information; use technology safely, respectfully and
responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. Using the Rising Stars Switched on Computing scheme of work.
Pupils are taught: to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design; to create sketch books to record their observations and use them to review and revisit ideas; to improve their mastery of art and
design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]; about great artists, architects and designers in history.
to sing and play musically with increasing confidence and control. They develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory; play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency,
control and expression; improvise and compose music for a range of purposes using the inter-related dimensions of music; listen with attention to detail and recall sounds with increasing aural memory; use and understand staff and other musical notations; appreciate and understand a wide range of high-quality live and recorded music drawn from
different traditions and from great composers and musicians; develop an understanding of the history of music.
Music
PE
Pupils follow the scheme of work – peplanning.com
Children know and understand the history of these islands as a coherent, chronological narrative, from the
earliest times to the present day: understand the methods of historical enquiry, including how evidence is used
rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of
the past have been constructed.
Children will learn about the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of
Edward the Confessor, This could include: Viking raids and invasion resistance by Alfred the Great and
Athelstan, first king of England further Viking invasions and Danegeld, Anglo-Saxon laws and justice,
Edward the Confessor and his death in 1066
Children will study an aspect or theme in British history that extends pupils’ chronological
knowledge beyond 1066: the changing power of monarchs, a significant turning point in
British history, changes in an aspect of social history,
Children will understand the processes that give rise to key physical and human geographical features of the world, how
these are interdependent and how they bring about spatial variation and change over time: describe and understand key
aspects of physical geography: volcanoes and earthquakes; identify the position and significance of latitude, longitude,
Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic
Circle, the Prime/Greenwich Meridian and time zones (including day and night)
Human Body: Pupils are taught to:
identify and name the main parts of the human circulatory system, and describe the
functions of the heart, blood vessels and blood, recognise the impact of diet, exercise, drugs
and lifestyle on the way their bodies function, describe the ways in which nutrients and
water are transported within animals,
including humans.
Pupils are taught through the recommended Diocese Scheme of work including supplementary units.
Autumn Spring Summer
Jurassic World Raging Rivers British Trials and Tribulations
Key Questions
Term
Topic
ExperienceGod and the Big Bang /
Manchester Cathedral. Manchester Museum Jorvik Hardcastle Craggs Trip to Eyam, Derbyshire Shakespeare Play
Home
Learning
ProjectSATs Revision Learn your lines!
RE
Can you explain the similarities and
differences between the stories of creation
from different faith communities?
Has the story of Christmas been lost in
today's world?Would you keep the faith?
Jesus is the source of the river of
life'. What does this mean?
Can you explain the significance
of the ascension and Pentecost to
today's Christians?
What matters most?
English
Can you write a balanced argument
stating cases for and against
creationism?
Can you write instructions - How to make a
water filtration system? How does a
volcanic eruption occur?
Can you write like a journalist? Can you explain a river's journey? Revision for KS2 SATs Can you create a modern retelling
of a Shakespeare tale?
Maths
Can you read, write and compare
7-digit numbers and know what
each digit represents?
Can you read temperatures on scales? Do
you understand negative numbers are
numbers less than zero and can you
calculate small differences between negative
numbers and negative and positive numbers?
Can you calculate volume? Can you crack the code? Revision for KS2 SATsCan you solve the problem and
model, explain and show us how?
ScienceCan you explain Darwin's theory of
evolution and do you agree with him?
Can you give an example of how an animal
or a plant has survived due to adaptation.
Can you plan and create a Viking raid
burglar alarm using an electrical circuit?
Can you cast a terrifying Viking Shadow
on the wall of the classroom and explain
how it was done? Can you devise a
Periscope that would help a hidden monk
know when it was safe to come out?
Revision for KS2 SATs
Why would a Tudor elixir of life not work?
Why did the plague spread so quickly?
Could this happen in today's world, why?
D&TCan you make a feast out of
foraged foods?Can you keep Z-Rex contained? Can you get across the river?
Can you devise a mechanical
system to allow ships to pass under
your bridge?
Revision for KS2 SATsCan you make a mechanical
medical game?
GeographyHow has our Earth shaped the
continents?
Can you describe how natural
disasters have shaped our world?
Can you explain a river's journey
from the source to the mouth?
Do rivers give us more than just
water?
History When did time begin?Can you explain how Darwin's
theories changed the world?
Why were the Vikings successful
raiders?
What clues to Viking settlements
have been left behind?
ComputingCan you design a text-based
adventure game?
Can you advertise your Jurassic
Park?Can you master the algorithm? Can you command prompts?
Art Can you draw like Darwin?Can you make a lino block print
of a modern day dinosaur?
Can you model and carve a
Viking dragon head?
Can you depict the river's journey
in an impressionist style?
Can you plan carefully the
composition of your photograph?
Can you 'weave' your way through
Eyam in the style of Ana Teresa?
MusicWhat role did Michael Jackson play in
the development of pop music?Can you 'Jazz' it up?
Can you explain the difference between
gospel and bangra music?What beat makes us happy?
How has Carol King influenced composing in
the world of popular music?Can you place the music in time?
PECan you create a multi-skilled
sequence?
Can you lock-it, pop-it, break-it
and waak-it?
What is the best strategy for
attack?
What is the best strategy for
defence?How do you build stamina?
How does a change of tactics help
you achieve your goal?
PSHEWhat does being a global citizen
mean?
How does being different affect
us?
How can I make my world a better
place?
What does emotional wellbeing look
like?
What makes a healthy
relationship?Are we all the same?
Who or what do you think had a significant impact on our British
history?
Can you use media and mapping to carefully plot a trip?
Autumn Spring Summer
Jurassic Worlds Raging Rivers British Trials and Tribulations
Can you create a detailed tourist guide and map of Eyam?
Make a model and fact file for a new dinosaur you have discovered
or designed for a computer game/theme park.
Make a model of a Viking long ship. Can you make it with moving
parts?
Art LTP Coverage
Term
Topic
NC
Key Questions Can you draw like Darwin? Can you make a lino block print of a modern day dinosaur? Can you model and carve a Viking dragon head? Can you depict the river's journey in an impressionist style? Can you plan carefully the composition of your photograph?Can you 'weave' your way through Eyam in the style of Ana
Teresa?
Exploring,
Developing and
Evaluating (on
going)
Drawing Printing Sculpture Painting Textiles
Work in a sustained and independent way to develop their
own style of drawing. This style may be through the
development of: line, tone, pattern, texture.
Develop ideas from a range of sources.Work in a safe, organised way, caring for equipment.
Secure work to continue at a later date.
Work in a sustained and independent way to develop their
own style of painting. This style may be through the
development of: colour, tone and shade.
Experiment with a variety of techniques exploiting ideas from
sketchbook.
Draw for a sustained period of time over a number of
sessions working on one piece.See positive and negative shapes.
Model and develop work through a combination of pinch,
slab, and coil.
Purposely control the types of marks made and experiment
with different effects and textures inc. blocking in colour,
washes, thickened paint creating textural effects.
Use a number of different stitches creatively to produce
different patterns and textures.
Use different techniques for different purposes i.e. shading,
hatching within their own work, understanding which works
well in their work and why.
Demonstrate experience in a range of
printmaking techniques.Work around armatures or over constructed foundations.
Mix colour, shades and tones with confidence building on
previous knowledge.Work in 2D and 3D as required.
Develop their own style using tonal contrast and mixed
media.Describe techniques and processes.
Demonstrate experience in the understanding of different
ways of finishing work: glaze, paint, polish.Understanding which works well in their work and why. Design, plan and decorate a fabric piece.
Have opportunities to develop further simple perspective in
their work using a single focal point and horizon. Develop an
awareness of composition, scale and proportion in their
paintings.
Develop their own style using tonal contrast and
mixed media.Demonstrate experience in relief and freestanding work using
a range of media.
Identify artists who have worked in a similar way to
their own work.
Recognise different forms of textiles and express opinions on
them.
Explore a range of great artists, architects and designers in history. Explore a range of great artists, architects and designers in history.Recognise sculptural forms in the environment: Furniture,
buildings..Use language appropriate to skill and technique.
Confidently carve a simple form. Ana Teresa
Solve problems as they occur.
Use language appropriate to skill and technique.
Enrique Zalvidar
Claude Monet
Skills D
evelop
men
tAutumn Spring Summer
Jurassic Worlds Raging Rivers British Trials and Tribulations
Select and record from first hand observation, experience and imagination, and explore ideas for different purposes. Question and make thoughtful observations about starting points and select ideas to use in their work. Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures. Compare
ideas, methods and approaches in their own and others’ work and say what they think and feel about them using language of art, craft and design. Adapt their work according to their views and describe how they might develop it further. Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on
different scales. Use ICT. Investigate art, craft and design in the locality and in a variety of genres, styles and traditions.