Earth and space - St Margaret's C of E Primary School...

St Margaret’s CE VA Primary School History, Geography and Science Curriculum Overview

Class Term/Topics

Chamber Class –Year 1

Autumn1Geography :

Why can’t a Meercat live at the North Pole? Can they answer some questions using different resources, such as books, the internet

and atlases? •Can they think of a few relevant questions to ask about <a locality>? •Can they answer questions about the weather? •Can they keep a weather chart? •Can they explain the main features of ahot and cold place? •Can they describe <a locality> using words and pictures? •Can they explain how theweather changes with each season? •Can they begin to explain why they would wear different clothes at different times of

the year? •Can they say something about the people who live in hot and cold places? •Can they explain what they might wear if they lived in a very hot or a very cold place? •Can they point out where the Equator, North Pole and South Pole are

Autumn 1 Science:

1 | P a g e


Which birds and plants would Little Red Riding Hood find in *our park? (*replace with your local park or school grounds)

Identificationand labelling, including trees •Structure of plants, including roots, stem, flower, etc.

Can they talk about what they <see, touch, smell, hear or taste>?•Can they use simple equipment to helpthem make observations?•Can they put some information in a chart or table?•Can they identify and classify things they observe?•Can they think of some questions to ask?•Can they answer some scientific questions?•Can they give a simple reason for their answers?•Can they explain what they have found out?•Can they name thepetals, stem, leaf and root of a plant?•Can they identify and name a range of common plants and trees?•Can they recognise deciduous and evergreen trees?•Can they describe the parts of a plant? (roots, stem, leaves, flowers)•Can they sort some plants by size?

Fox Class – year 1

Autumn 1 GeographyHello, Bonjour, HolaLocational knowledge

name and locate the world’s seven continents and five oceans Place knowledge

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

Human and physical geography use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation,

season and weather key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

2 | P a g e


Geographical skills and fieldwork use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries,

continents and oceans studied at this key stage use simple compass directions (North, South, East and West) and locational and directional language [for example,

near and far; left and right], to describe the location of features and routes on a map 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 use simple fieldwork and observational skills to study the geography of their school and its grounds and the key

human and physical features of its surrounding environment.

Autumn 1 Science Why is water so precious?

Working Scientifically Asking simple questions and recognising that they can be answered in different ways Observing closely, using simple equipment Performing simple tests Identifying and classifying Using their observations and ideas to suggest answers to questions Gathering and recording data to help in answering questions

Plants Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees Identify and describe the basic structure of a variety of common flowering plants, including trees Observe and describe 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

Animals, including humans Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals Identify and name a variety of common animals that are carnivores, herbivores and omnivores Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals,

including pets)

3 | P a g e


Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense

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 types of food, and hygiene

Brook Class- Year 2

Autumn 1 Geography-What would Dora the Explorer* find exciting about our town/city?

Geographical Enquiry Physical Geography Human Geography Geographical Knowledge

•Can they label a diagram or photograph using some geographical words?•Can they find out about theirtownby using different sources of evidence?•Can they find out about theirtownby asking some relevant questions to someone else?•Can they saywhat they like and don’t like about theirlocalityand another locality like the seaside?

•Can they describe some physical features of theirtown?•Can they explain what makes theirtownspecial?•Can they describe some places which are not near the school?•Can they describe the key features of a place, using words like, ‘forest’, ‘hill’, ‘mountain’, ‘valley’?

•Can they describe some human features of their town, such as the jobs people do?•Do they think that people ever spoil the area? How?•Do they think that people try to make the area better? How?•Can they explain what facilities a town or village might need?

•Can they find where theyLive on a map of the UK?

Autumn 1 ScienceHow can we grow our own salad? How can you be the next master chef?

Can they describe what plants need to survive?•Can they observe and describe how seeds and bulbs grow into mature plants?•Can they find out & describe how plants need water, light and a suitable temperatureto grow and stay healthy?

4 | P a g e


Twist Class – Year 3

Autumn 1 Geography-What makes the Earth angry?


•Do they use correct geographical words to describe a place and the things that happen there?•Can they identify key features of a locality by using a map?•Can they make accurate measurement of distances within 100Km?

•Can they use mapsand atlases appropriately by using contents and indices?•Can they describe how volcanoes are created?•Can they describe how earthquakes are created?•Can they confidently describe physical features in a locality?

•Can they describe how volcanoeshave an impact on people’s lives?•Can they confidently describe human features in a locality?•Can they explain why a locality has certain human features?

•Can they name a number of countries in the Northern and Southern Hemisphere?•Can they locate and name some of the world’s most famous volcanoes?•Can they name and locate some well-known European countries?•Are they aware of different weather in different parts of the world, especially Europe?

Autumn 1 Science-

What do rocks tell us about the way the Earth was formed?

•Can they compare and group together different rocks on the basis oftheir appearance andsimple physical properties?•Can they describe and explain how different rocks can be useful to us?•Can they describe and explain the differences between sedimentary and igneous rocks, considering the way they are formed?•Can they describe in simple terms how fossils are formed when things that have lived are trapped within rock?•Can they recognise that soils are made from rocks and organic matter?

5 | P a g e


Devon Class- Year 3/4

Autumn 1 Geography-Why do we speak English at school?

Aims develop contextual knowledge of the location of globally significant places including their defining physical and

human characteristics and how these provide a geographical context for understanding the actions of processesare competent in the geographical skills needed to:

interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and geographical Information Systems (GIS)

communicate geographical information in a variety of ways, including through maps,Vocational knowledge

locate the world’s countries using maps to focus on Europe name and locate countries 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 these have changed over time

Human and physical geography

6 | P a g e


describe and understand key aspects of physical geography, including: rivers, mountains human geography, including: types of settlement and land use, the distribution of natural resources including, food,

minerals and waterGeographical skills and fieldwork

use world maps, atlases and globes and digital/computer mapping to locate countries use the eight points of the compass, four-figure grid references, symbols and key (including the use of Ordnance

Survey maps) to build their knowledge of the United Kingdom

Autumn 1 Science

Bright SparksWorking scientifically Lower KS2

ask relevant questions and using different types of scientific enquiries to answer them set up simple practical enquiries, comparative and fair tests make systematic and careful observations and, where appropriate, taking accurate measurements using standard

units, using a range of equipment, including thermometers and data loggers gather, record, classify and present data in a variety of ways to help in answering questions record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables report on findings from enquiries, including oral and written explanations, displays or presentations of results and

conclusions use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further

questions identify differences, similarities or changes related to simple scientific ideas and processes use straightforward scientific evidence to answer questions or to support their findings.

Electricity Y4 identify common appliances that run on electricity construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs,

switches and buzzers identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a

complete loop with a battery recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple

series circuit recognise some common conductors and insulators, and associate metals with being good conductors.

7 | P a g e


Forces & Magnets Y3 compare how things move on different surfaces notice that some forces need contact between two objects, but magnetic forces can act at a distance observe how magnets attract or repel each other and attract some materials and not others compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet,

and identify some magnetic materials describe magnets as having two poles predict whether two magnets will attract or repel each other, depending on which poles are facing.

Durban Class- Year 4/5

Autumn 1 Geography- What’s so special about the USA?


•Can they collect information about a place and use it in a report?•Can they map land use?•Can they find possible answers to their own geographical questions?•Can they plan a journey to a place in another part of the world, taking account of distance and time?

•Can they explain why many cities of the world are situated by rivers?•Can they explain how a location fits into its wider geographical location; with reference to physical features?•Can they explain why water is such a valuable commodity?

•Canthey explain why people are attracted to live by rivers?•Can they explain how a location fits into its wider geographical location; with reference to human and economical features?•Can they explain what a place might be like in the future, taking account of issuesimpacting on human features?

•Can they name and locate many of the world’s major rivers on maps?•Can they name and locate many of the world’s most famous mountain regions on maps? •Can they locatethe USA and Canada on a

Autumn 1 Science-What happens to the food we eat?

Can they take measurements using different equipment and units of measure and record what they have found in a range of ways?•Can they make accurate measurements using standard units?•Can they explain their findings in different ways (display, presentation, writing)?•Can they make a prediction based on something they have found out?•Can they record and present what they have found using scientific language, drawings, labeled diagrams, bar charts and tables?

8 | P a g e


•Can they identify and name the basic parts of the human digestive system?•Can they describe the function of the organs of the human digestive system?•Can they identify the simple function of different types of human teeth?•Can they compare the teeth of herbivores and carnivores?•Can theyexplain what a simple food chain shows?

Heron Class – Year 5/6

Autumn 1 Geography- What’s so special about the USA? (part of a 2 year cycle)


•Can they collect information about a place and use it in a report?•Can they map land use?•Can they find possible answers to their own geographical questions?•Can they plan a journey to a place in another part of the world, taking account of distance and time?



•Can they name and locate many of the world’s major rivers on maps?•Can they name and locate many of the world’s most famous mountain regions on maps? •Can they locatethe USA and Canada on a

Autumn 1 ScienceScience- Do all animals and plants start life as anegg?

Can they describe and compare the life cycles of a range of animals, including humans, amphibians, insects and birds?•Can they describe the life cyclesof common plants?•Can they talk with knowledge about birth, reproduction and death of familiar animals or plants?•Can they explore the work of well know naturalists? (David Attenboroughand Jane Goodall)•Can they report findings from investigations through written explanations and conclusions?•Can they use a graph to answer scientific questions?

Oak Class – Autumn 1

9 | P a g e

St Margaret’s CE VA Primary School History, Geography and Science Curriculum OverviewYear 6 Geography-

I’m a Year 6 pupil, can you get me out of here?


•Can they confidently explain scale and use maps with a range of scales?•Can they choose the best way to collect information needed and decide the most appropriate units of measure?•Can they make careful measurements and use the data?•Can they use OS maps to answer questions?•Can they use maps, aerial photos, plans and web resources to describe what a locality might be like?

•Can they give an extended description of the physical features of different places around the world?•Can they describe how some places are similar and others are different in relation to their human features?•Can they accurately use a 4 figure grid reference?•Can they creates ketch maps when carrying out a field study?

•Can they map land use with their own criteria?•Can they describe how some places are similar and others are different in relation to their physical features?

•Can they recognisekey symbols used on ordnance survey maps?

Science -World War TwoEarth and space

describe the movement of the Earth and other planets relative to the sun in the solar system describe the movement of the moon relative to the Earth describe the sun, Earth and moon as approximately spherical bodies use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky

10 | P a g e


Animals including humans

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

Light

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

Electricity

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

Chamber Class- Year 1

Autumn 2 History-Why is the Wii more fun than Grandma and Grandad’s toys?

Can they put up to three objects in chronological order (recent history)?•Can they use words and phrases like: ‘old’, ‘new’and‘a long time ago’?•Can they tell me about things that happenedwhen they were little?

•Do they appreciate that some famous people have helped our lives be better today?

•Can they ask and answer questions about old and new objects?•Can they spot old and new objects in a picture?•Can they answer questions using anartefact/ photograph provided?•Can they give a plausible explanation about what

11 | P a g e


•Dothey know that some objects belongedto thepast?

anobjectwas used for in the past?

Autumn 2 Science- Why are humans not like tigers?

Can they talk about what they <see, touch, smell, hear or taste>?•Can they use simple equipment to helpthem make observations?•Can they put some information in a chart or table?•Can they identify and classify things they observe?•Can they think of some questions to ask?•Can they answer some scientific questions?•Can they give a simple reason for their answers?•Can they explain what they have found out?•Can they point out some of the differences between different animals?•Can they sort photographs ofliving things and non-living things?•Can they classify common animals? (birds, fish, amphibians, reptiles, mammals, invertebrates)•Can they describe how an animal is suited to its environment?•Can they name the parts of the human body that they can see?•Can they identify the main parts of the human body and link them to their senses?•Can they name the parts of an animal’s body?•Can they name a range of domestic animals?•Can they classify animals by what they eat? (carnivore, herbivore, omnivore)•Can they compare the bodies of different animals?•Can they sort some animals by body covering, eg, scales, fur and skin?

Fox Class – Year 1/2

Autumn 2 History/Geography

An awareness of the past, using common words and phrases relating to the passing of time Knowledge of where people and events fit within a chronological framework - timeline Identify similarities and differences between ways of life in different periods – London 1666 and their place now, shopping, buildings, transport

12 | P a g e


Ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events Understand some of the ways in which we find out about the past and identify different ways in which it is represented – story, diary, pictures,

maps, paintings, museums, animations Events beyond living memory that are significant nationally – The Great Fire of London 1666 The lives of significant individuals who have contributed to national achievements – Samuel Pepys and Christopher Wren Significant historical events, people and places in your own locality

Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processesInterpret a range of sources of geographical information, including maps, diagrams, aerial photographs and Geographical Information Systems (GIS)

Locational knowledge Name and locate the world’s seven continents and five oceans Name, locate and identify characteristics of the four countries of the United Kingdom, its surrounding seas and the city of London

Place knowledge Study the human and physical geography of a small area of the United Kingdom

Human and physical geographyUse basic geographical vocabulary to refer to

key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season, weather key human features, including: city, town, village, factory, farm, house, office, port, harbour, shop

Geographical skills and fieldwork use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at

this key stage use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to

describe the location of features and routes on a map 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 use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of

its surrounding environment.

Brook Class- Year 2

Autumn 2 History-What was it like when the Queen came to the throne in 1953?

Can they use words and phrases like: ‘before I was born’, ‘when I was younger’?

•Can they recount the life of someone famous from Britainwho lived inthe past, givingattention to what they did earlier and

•Can they find out something about the past by talking to an older person?

13 | P a g e


•Can they use phrases and words like: ‘before’, ‘after’, ‘past’, ‘present’, ‘then’ and ‘now’; in their historical learning?•Can they use the words ‘past’ and ‘present’ correctly?•Can they use a range of appropriate words and phrases to describe the past?

what they did later?•Can they give examples of things that are different in their life from that of theirgrandparents when they were young?•Can theyexplain why Britain has a special history by naming some famous events and some famous people?•Can they explain what is meant by a parliament?

•Can they answer questions by using a specific source,such as an information book?•Can they research the life of a famous Briton from the past using different resources to help them?•Can they research about a famous event that happens in Britain and why it has been happening for some time?

Science-Why would a dinosaur not make a good pet?

Can they match certain living things to the habitats they are found in?•Can they explain the differences between living and non-living things?•Can they describe some of the life processes common to plants and animals, including humans?•Can they decide whether something is living, dead or non-living?•Can they describe how a habitat provides for the basic needs of things living there?•Can they describe what animals need to survive?•Can they describe the life cycle of some living things? (e.g. egg, chick, chicken)•Can they describe a range of different habitats?•Can they describe how plants and animals are suited to their habitat?

Twist Class- Year 3

Autumn 2History-Who first lived in Britain?

Chronological understanding

Knowledge and interpretation

Historical enquiry

•Can they describe events from •Can they recognise that Britain has •Can they use various

14 | P a g e


the past using dates when things happened?•Can they describe events and periods using the words: ancientandcentury?•Can they use a timeline within a specific time in history to set out the order things may have happened?•Can they use their mathematical knowledge to work out how long ago events would have happened?

been invaded by several different groups over time?•Do they realise that invaders in the past would have fought fiercely, using hand to hand combat?•Do they appreciate that wars have happened from a very long time ago and are often associated with invasion, conquering or religious differences?

sources of evidence to answer questions?•Can they use various sources to piece together information about a period in history?•Can they researcha specific eventfrom the past ?•Can they use their ‘information finding’ skills in writing to help them write about historical information

Science-

How can Usain Bolt move so quickly? (Humans/nutrition/digestion)

Can they make and record a prediction before testing?•Can they measure using different equipment and units of measure?•Can they record their observations in different ways? (labelled diagrams, charts etc.)•Can they describe what they have found using scientific words?•Can they make accurate measurements using standard units?•Can they explain what they have found out and use their measurements to say whether it helps to answer their question?•Can they explain the importance of a nutritious balanced diet?•Can they describe how nutrients, water and oxygen are transported within animals and humans?•Can they describe and explain the skeletal system of a human?

15 | P a g e


•Can they describe and explain the muscular system of a human?


History-Do you think Sir Titus Salt was a hero or villain?

Chronological understanding Knowledge and interpretation

Historical enquiry

•Can they describe events from the past using dates when things happened?•Can they use a timeline within a specific period in history to set out the order events may have happened?•Can they use their mathematical knowledge to work out how long ago events would have happened?

•Can they suggest why certain events happened as they did in history?•Can they suggest why certain people acted as they did in history?

•Can they use various sources of evidence to answer questions?•Can they use various sources to piece together information about a period in history?•Can they researcha specific eventfrom the past ?•Can they use their ‘information finding’ skills in writing to help them write about historical information?•Can they, through research, identify similarities and differences between given periods in history?

Science- How do I see/Hear

Working scientifically Lower KS2• ask relevant questions and using different types of scientific enquiries to answer them• set up simple practical enquiries, comparative and fair tests• make systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers• gather, record, classify and present data in a variety of ways to help in answering questions• record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables• report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions• use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

16 | P a g e


• identify differences, similarities or changes related to simple scientific ideas and processes• use straightforward scientific evidence to answer questions or to support their findings.•Light Y3• recognise that they need light in order to see things and that dark is the absence of light • notice that light is reflected from surfaces • recognise that light from the sun can be dangerous and that there are ways to protect their eyes • recognise that shadows are formed when the light from a light source is blocked by a solid object • find patterns in the way that the size of shadows changeSound Y4• identify how sounds are made, associating some of them with something vibrating • recognise that vibrations from sounds travel through a medium to the ear • find patterns between the pitch of a sound and features of the object that produced it• find patterns between the volume of a sound and the strength of the vibrations that produced it • recognise that sounds get fainter as the distance from the sound source increases.

Durban Class – year 4/5

Autumn 2History- Why should gunpowder, treason and plot never be forgotten?

Chronological understanding Knowledge and interpretation Historical enquiry

•Can they use dates and historical language in their work?•Can they draw a timeline with different time periods outlinedwhich show different information, such as, periods of history, when famous people lived, etc.?•Can they use their mathematical skills to work exact time scales and differences as need be?

•Can they describe historical events from the different period/s they are studying/have studied?•Can they make comparisons between historical periods; explaining things that have changed and things which have stayed the same?•Can they begin to appreciate that how we make decisions has been through a Parliament for some time?•Do they appreciate that significant events in history have helped shape the country we have today?•Do they have a good understanding

•Can they test out a hypothesis in order to answer a question? •Do they appreciate how historical artefacts have helpedusunderstand more about British lives in thepresent and past?

17 | P a g e


as to how crime and punishment has changed over the years?

Autumn 2 Science- How would we survive without water?

Can they set up a simple fair test to make comparisons?•Can they plan a fair test and isolate variables and explain why it was fair and explain which variables have been isolated?•Can they suggest improvements and predictions?•Can they decide which information needs to be collected anddecide which is the best way for collecting it?•Can they use their findings to draw a simple conclusion?•Can they compare and group materials based on their states of matter, ie,liquid, solid or gas?•Can they explain what happens to materials when they are heated or cooled?•Can they measure the temperature at which different materials change state?•Can they use measurements to explain changes to the state of water?•Can they link changes of state to the water cycle?

Heron Class- Year 5/6

Autumn 2History- Were the Anglo-Saxons really smashing?


•Can they use dates and historical language in their work?•Can they draw a timeline with different time periods outlinedwhich show a range of information, such as, periods of history, when famous people lived, etc.?•Can they use their mathematical skills to

•Can they describe historical events from the different period/s they are studying/have studied?•Can they make comparisons between historical periods; explaining things that have changed and things which have stayed the same?


18 | P a g e


work exact time scales and differences as need be?

•Can theyexplain the role that Britain has had in spreading Christian values across the world?•Do they appreciate that significant events in history have helped shape the country we have today?•Do they have a good understanding as to how crime and punishment has changes over the years?

Science- How different will you be when you are as old as your grandparents?

Can they create a timelineto indicate stages of growth in humans?•Can they explain what puberty is? (non statutory)•Do they appreciate that all animals will eventually die?•Can they explain why different animals have a different life expectancy?•Can they make a prediction with reasons?•Can they use test results to make further predictions and set up further comparative tests?•Can they present a report of their findings through writing, display and presentation?•Can they take measurements using a range of scientific equipment with increasing accuracy and precision?•Can they record more complex data and results using scientific diagrams, classification keys, tables, bar charts, line graphs and models?

Oak Class- year 6

Autumn 2History- What were the historical implications of Henry VIII’s break from the Catholic Church?

KS2 History: A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066, e.g. a significant turning point in British history. WOW: Watch TV extracts from ‘The Terrible Tudors’ from the Horrible Histories and receive a visit from Henry VIII. LC1 What would you ask Henry VIII if you met him today? LC2 How did Henry VIII’s decision to break away from the Catholic Church impact on Tudor life and our life today?

LC3 How did the Tudors entertain themselves? LC4 Which notable events took place during the reign of Elizabeth I? LC5 Why was the Tudor period often known as the age of ‘The Discoveries’?

19 | P a g e


LC6 Why was Spain our main enemy during the Tudor period? LC7 If you were quite wealthy, what would your house look like? LC8 What would an ‘everyday’ Tudor meal have looked like? LC9 Reflection: Children to consider what life would have been like as a poor or a wealthy child?

Science

Chamber Class Year 1

Spring 1Geography- Where do and did the wheels on the bus go?

Geographical Enquiry Physical Geography Geographical Knowledge Challenging

•Can they saywhat they like about theirlocality?•Can they sort things they like and don’t like?•Can they answer some questions using different resources, such as books, the internet and atlases?•Can they think of a few relevant questions to ask about <a locality>?

•Can they tellsomeonetheir address?•Can they describe <a locality> using words and pictures?•Can they name key features associated with a town or village, eg, church, farm, shop, house?

•Can they identify the four countriesmaking up the United Kingdom?•Can they name some of the main towns and cities in the United Kingdom?

•Can they name key features associated with a town or village, eg, factory, detached house, semi-detached house, terrace house?•Can they name a few towns in the south and north of the UK?

Science- Why does it get dark earlier in winter?

Can they talk about what they <see, touch, smell, hear or taste>?•Can they use simple equipment to help them make observations?

20 | P a g e


•Can they perform a simple test?•Can they tell other people about what they have done?•Can they record their findings using standard units?•Can they put some information in a chart or table?•Can they recognise that electricity is an important source of light?•Can they identify and name the sources of light?•Can they identify and name sources of light that we can see?•Can they explain what darkness is?•Can they compare sources of light? (brightest, dullest, darker, lighter)•Can they observe and describe shadows during the day?•Do they know that the Sun lights up the Earth?•Can they stay safe when observing the Sun?•Can they describe how the Sun moves across the sky?

Fox Class – Year 1/2

Spring 1Science- Party Planners

Science Working Scientifically

Asking simple questions and recognising that they can be answered in different ways Observing closely, using simple equipment Performing simple tests Identifying and classifying Using their observations and ideas to suggest answers to questions Gathering and recording data to help in answering questions

Everyday materials distinguish between an object and the material from which it is made identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock describe simple physical properties of everyday materials compare and group together a variety of everyday materials on the basis of their simple physical properties identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper

and cardboard for particular uses

21 | P a g e


find out how shapes of solid objects made form some materials can be changed by squashing, bending, twisting and stretching

Animals, including humans Describe the importance of exercise, eating the right amounts of different types of food, and hygiene

Brook Class- Year 2

Spring 1Geography-Why do we love to be beside the seaside?


•Can they label a diagram or photograph using some geographical words?•Can they find out about theseasideby using different sources of evidence?•Can they find out about theseaside by asking some relevant questions to someone else?•Can they say what they like and don’t like about their localityand another locality like the seaside?

•Can they describe some physical features of own locality?•Can they explain what makes theseasidespecial?•Can they describe someof the features associated with an island?•Can they describe the key features of a place, using words like, ‘beach’, ‘coast’, forest’, ‘hill’, ‘mountain’, ‘ocean’, ‘valley’?

•Can they describe some human features ofthe seaside, such as the jobs people do?•Can they explain how the jobs people do may be different in different parts of the world?•Do they think that people ever spoil the area? How?•Do they think that people try to make the area better? How?•Can they explain what facilities a town or village might need?

•Can they namethe major cities of England, Wales, Scotland and Ireland?•Can they find where they live on a map of the UK?

22 | P a g e


Science-How will 5 a day help me to be healthy?

•Can they describe what animals need to survive?•Can they explain that animals grow and reproduce?•Can they describe the life cycle of some living things? (e.g. egg, chick, chicken)•Can they explain the basic needs of animals, including humans?•Can they describe why exercise, a balanced diet and hygiene is important for humans?•Can they collect weather data about a local habitat and use it to explain the plants and animals they will find there?•Can they explain how animals get their food and draw a simple food chain?

Twist Class – Year 3

Spring 1Geography- Why do so many people choose to go to the Mediterranean for their holidays?


•Do they use correct geographical words to describe a place and the things that happen there?•Can they identify key features of a locality by using a map?•Can they use some basic OS map symbols?•Can they make accurate measurement of distances within 100Km?

•Can they use mapsand atlases appropriately by using contents and indexes?•Can they confidently describe physical features in a locality?•Can they locate theMediterranean and explain why it is a popular holiday destination?

•Can they confidently describe human features in a locality?•Can they explain why a locality has certain human features?•Can they explain why a place is like it is?•Can they explain how the lives of people living in the Mediterranean would be different from their own?

•Can they name some well-known European countries?•Can they name and locate the capital cities of neighbouring European countries? •Are they aware of different weather in different parts of the world, especially Europe?

23 | P a g e


Animal World Records

Can they explain how the muscular and skeletal systems work together to create movement?•Can they classify living things and non-living things by a number of characteristics that they have thought of?•Can they explain how people,weather and the environment can affect living things?•Can they explain how certain living things depend on one another to survive?


Spring 1Geography- Where would you choose to build a city?


•Can they carry out a survey to discoverfeatures of cities and villages?•Can they find the same place on a globe and in an atlas?•Can they label the same features on an aerial photograph as on a map?•Can they accurately measure and collect information(e.g. rainfall, temperature, wind speed, noise levels etc.)?

•Can they describe the main features of a well-known city?•Can they describe the main features of a village?•Can they describe the main physical differences between cities and villages?•Can they use appropriate symbols to represent different physical features on a map?

•Can they explain why people are attracted to live in cities?•Can they explain why people may choose to live in a village rather than a city?•Can they explain how a locality has changed over time with reference to human features?•Can they find different views about an environmental issue? What is their view?

•Do they know the difference between the British Isles, Great Britain and UK?•Do they know the countries that make up the EuropeanUnion?•Can they name up to six cities in the UK and locate them on a map?•Can they name the areas of origin of the main ethnic groups in the UK & in their school?

Science- How could we cope without electricity for one day?

Can they set up a simple fair test to make comparisons?•Can they plan a fair test and isolate variables and explain why it was fair and explain which variables have been isolated?

24 | P a g e


•Can they suggest improvements and predictions?•Can they decide which information needs to be collected anddecide which is the best way for collecting it?•Can they use their findings to draw a simple conclusion?•Can they explain how electricity is useful to us?•Can they construct a simple circuit?•Can they explain what a conductor is and test materials for conductivity?•Can they explain closed and open circuits?•Can they construct a circuit with a switch?•Can they recognise some common conductorsand insulators?


Spring 1Science/Geography- Why do some creatures no longer exist?Evolution and Inheritance Y6Pupils 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.

This learning builds on and provides an opportunity to revisit:

Rocks and soils Y3Pupils should be taught to:

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

Living things and their habitats Y4

25 | P a g e


Pupils should be taught to:

recognise that living things can be grouped in a variety of ways

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

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

Living things and their habitats -Y5Pupils should be taught to:

describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

describe the life process of reproduction in some plants and animals

Some opportunity for Working Scientifically During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessarytaking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

using test results to make predictions to set up further comparative and fair tests

reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

identifying scientific evidence that has been used to support or refute ideas or arguments.

Building on the learning from the Key Stage One programme of StudyAims

develop contextual knowledge of the location of globally significant places including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes

are competent in the geographical skills needed to: interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and geographical

Information Systems (GIS) communicate geographical information in a variety of ways, including through maps,

26 | P a g e


Locational knowledge locate the world’s countries using maps (Galapagos Islands, Madagascar), concentrating on their environmental regions, key

physical and human characteristics 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.Human and physical geography describe and understand key aspects of Galapagos Islands and Madagascar

physical geography, including: climate zones, biomes and vegetation belts, mountains, volcanoes and earthquakes, biomes and vegetation belts (rainforest)

human geography, including: types of settlement and land useGeographical skills and fieldwork

use world maps, atlases and globes and satellite/computer mapping to locate countries and describe features studied

What is it? Where is it? What is it like? How did it come to be like this? How is it changing? How might it change and what are the alternative possibilities? What impact is change having or might it have? What different viewpoints and opinions are there, and what do I think and feel about this? What realistically, might, could or should be done next? What do I think, feel and/or do? How does it compare to other similar or different examples?


Spring 1Science- Could you be the next CSI investigator?

Can they explore different ways to test an idea and choose the best way, and give reasons?•Can they vary one factor whilst keeping the others the same in an experiment? Can they explain why they do this?•Can they plan and carry out an investigation by controlling variables fairly and accurately?•Can they make a prediction with reasons?•Can they use information to help make a prediction?•Can they use test results to make further predictions and set up further comparative tests?•Can they explain (in simple terms) a scientific idea and what evidence supports it?•Can they present a report of their findings through writing, display and presentation?•Can they explain how changes can result in the formation of new materials?•Can they explain what an irreversible change is and give examples?•Can they explore the work of famous chemists? (Lavoisier, Priestley, Spencer Silver or Ruth Benerito)

27 | P a g e


•Can they distinguish metals from other solid materials by describing metallic properties?•Can they explain why some metals rust?•Can they explain whatGeography- why is the Thames so important to London?


•Can they carry out a survey to discover features of cities and villages?•Can they find the same place on a globe and in an atlas?•Can they label the same features on an aerial photograph as on a map?•Can they plan a journey to a place in England?•Can they accurately measure and collect information(e.g. rainfall, temperature, wind speed, noise levels etc.)?

•Can they describe the main features of a well-known city?•Can they describe the main features of a village?•Can they describe the main physical differences between cities and villages?•Can they use appropriate symbols to represent different physical features on a map?

•Can they explain why people are attracted to live in cities?•Can they explain why people may choose to live in a village rather than a city?•Can they explain how a locality has changed over time with reference to human features?•Can they find different views about an environmental issue? What is their view?•Can they suggest different ways that a locality could be changed and improved?

•Do they know the difference between the British Isles, Great Britain and UK?•Can they name up to six cities in the UK and locate them on a map?•Can they name the areas of origin of the main ethnic groups in the

Oak Class – Year 6

Spring 1Geography- Will you ever see the water you drink again?


•Can they choose the best way to collect information needed and decide the most appropriate units of measure?•Can they make careful

•Can they give an extended descriptionof thephysical features of different places around the world?•Can they describe how some

•Can they give an extended descriptionof thehuman features of different places around the world?•Can they describe how some

•Can they recognisekey symbols used on ordnance survey maps?•Can they name the largest desert in the world?

28 | P a g e


measurements and use the data?•Can they use maps, aerial photos, plans and web resources to describe what a locality might be like?

places are similar and others are different in relation to their human features?

places are similar and others are different in relation to their physical features?

•Can they identify and name the Tropics of Cancer and Capricorn as well as the Artic and Antarctic circles?

Science


Spring 2History

Year 1 History Knowledge, Skills and understandingChronological understanding Historical enquiry Challenging

•Can they put up to three objects in chronological order (recent history)?•Can they use words and phrases like: ‘old’, ‘new’and‘a long time ago’?•Can they tell me about things that happenedwhen they were little?•Can they recognise that a storythat is read to them happened a long time ago?•Dothey know that some objects belongedto thepast?

•Can they ask and answer questions about old and new objects?•Can they spot old and new things in a picture?•Can they answer questions using anartefact/ photograph provided?•Can they give a plausible explanation about what anobjectwas used for in the past?

•Can they begin to identify the main differences between old and new objects?•Can they answer questions using arange of artefacts/ photographs provided?

Science- How do the seasons impact on what we do?

•Can they talk about what they <see, touch, smell, hear or taste>?•Can they use simple equipment to helpthem make observations?•Can they perform a simple test?•Can they tell other people about what they have done?•Can they record their findings using standard units?•Can they put some information in a chart or table?

29 | P a g e


•Can they recognise that electricityis an important source of light?•Can they identify and name the sources of light?•Can they identify and name sources of light that we can see?•Can they explain what darkness is?•Can they compare sources of light? (brightest, dullest, darker, lighter)•Can they observe and describe shadows during the day?•Do they know that the Sun lights up the Earth?•Can they stay safe when observing the Sun?•Can they describe how the Sun moves across the sky?•Can they create moods in their drawings?•Can they draw using pencil and crayons?•Can they draw lines of different shapes and thickness, using 2 different grades of pencil?•Can they choose to use thick and thin brushes as appropriate?•Can they name the primary and secondary colours?•Can they describe what they can see and like in the work of another artist?•Can they ask sensible questions about a piece of art?Year 1 (Challenging)•Can they use ICT to show their working?•Can they make accurate measurements?•Can they explain how electricity helps us at home and at school?•Can they describe changes in <light, sound> that result from action/s?•Can they describe how light and temperature are different during the night and day?•Do they know that the Sun moves across the sky during the day?•Can they explain why they can’t see stars in the day time?

Fox Class- Year 1/2

Spring 2History- Why where Christopher Columbus and Neil Armstrong brave people?


•Can they use words and phrases like: ‘before I was born’, ‘when I was younger’?

•Can they recount the life of someone famous from outside Britain who lived in the past giving attention to what they did earlier and what they

•Can they find out something about the past by talking to an older person?

30 | P a g e


•Can they use phrases and words like: ‘before’, ‘after’, ‘past’, ‘present’, ‘then’ and ‘now’; in their historical learning?•Can they use the words ‘past’ and ‘present’ correctly?•Can they use a range of appropriate words and phrases to describe the past?•Can they sequence a set of events in chronological order and give reasons for their order?

did later?•Can they recount some interesting facts from an historical event?

•Can they answer questions by using a specific source, such as an information book?•Can they research the life of a famous non-Briton from the past using different resources to help them?

Science- What is your school made from?Can they distinguish between an object and the material from which it is made?•Can they identify and name a range of everyday materials? (wood, plastic, metal, water, rock, brick, paper, glass)•Can they describe the simple physical properties of a variety of everyday materials?•Can they compare and classify a variety of materials based on their simple physical properties?

Brook Class- Year 2 Spring 2History-How did Rosa Parks and Nelson Mandela help to change the world?


•Can they use words and phrases like: ‘before I was born’, ‘when I was younger’?•Can they use phrases and words like: ‘before’, ‘after’, ‘past’, ‘present’, ‘then’ and ‘now’; in their historical learning?•Can they use the words ‘past’ and ‘present’ correctly?•Can they use a range of appropriate words and phrases to describe the past?•Can they sequence a set of events in chronological order and give reasons

•Can they recount the life of someone famous from outside Britain who lived in the past giving attention to what they did earlier and what they did later?•Can they recount some interesting facts from an historical event?

•Can they find out something about the past by talking to an older person?•Can they answer questions by using a specific source, such as an information book?•Can they research the life of a famous non-Briton from the past using different resources to help them?

31 | P a g e


for their order?

Year 2 (Challenging)

•Can they sequence a set of objects in chronological order and give reasons for their order?•Can they sequence events about the life of a famous person?•Can they try to work out how long ago an event happened?

•Can they explain why someone in the past acted in theway they did?•Can they explain what is meant by a democracy and why it is a good thing?

•Can they say at least two ways they can find out about the past,for example using books and the internet?•Can they explain why eye-witness accounts may vary?•Can they research about a famous event that happens somewhere else in the world and why it has been happening for some time?

Science-How could you be the next Jessica Ennis or Mo Farrah ?Can they describe what animals need to survive?•Can they explain that animals grow and reproduce?•Can they describe the life cycle of some living things? (e.g. egg, chick, chicken)•Can they explain the basic needs of animals, including humans?•Can they describe why exercise, a balanced diet and hygiene is important for humans?•Can they collect weather data about a local habitat and use it to explain the plants and animals they will find there?•Can they explain how animals get their food and draw a simple food chain?

Twist Class- Year 3

Spring 2History- Why has Greece always been in the news?


•Can they describe events from the past using dates when things happened?•Can they describe events and periods

•Do they realise that invaders in the past would have fought fiercely, using hand to hand combat?•Do they appreciate that wars have happened

•Can they use various sources of evidence to answer questions?•Can they use various sources to

32 | P a g e


using the words: ancientandcentury?•Can they use a timeline within a specific time in history to set out the order things may have happened?•Can they use their mathematical knowledge to work out how long ago events would have happened?

from a very long time ago and are often associated with invasion, conquering or religious differences?•Can they suggest why certain events happened as they did in history?•Can they suggest why certain people acted as they did in history?

piece together information about a period in history?•Can they researcha specific eventfrom the past ?•Can they use their ‘information finding’ skills in writing to help them write about historical information?•Can they, through research, identify similarities and differences between givenperiods in history?

Science- Are you attractive enough?

•Can they use different ideas and suggest how to find something out?•Can they make and record a prediction before testing?•Can they plan a fair test and explain why it was fair?•Can you set up a simple fair test to make comparisons?•Can they explain why they need to collect information to answer a question?•Can they observe that magnetic forces can be transmitted without direct contact?•Can they talk about how some magnets attract or repel each other?•Can they classify which materials are attracted to magnets?•Can they describe the speed and direction of moving objects?


Spring 2History- Why were the Romans so powerful and what did we learn from them?


•Can they plot recent history on a timeline using centuries?•Can they place periods of history

•Can they explain how events from the past have helped shape our lives?•Do they appreciate that wars have happened

•Can they research two versions of an event and say how they differ?•Can they researchwhat it was like for a child

33 | P a g e


on a timeline showing periods of time?•Can they use their mathematical skills to round up timedifferences into centuries and decades?

from a very long time ago and are often associated with invasion, conquering or religious differences?•Do they know that people who lived in the past cooked and travelled differently and used different weapons from ours?•Do they recognise that the lives of wealthy people were very different from those of poor people?•Do they appreciate how items found belonging to the past are helping us to build up an accurate picture of how people lived in the past?

in a given period from the past and use photographs and illustrations to present their findings?•Can they give more than one reason to support an historical argument?•Can they communicate knowledge and understanding orally and in writing and offer points of view based upon what they have found out?

Science- Why is the sound that ‘One Direction’ makes enjoyed by so many?

Can they take measurements using different equipment and units of measure and record what they have found in a range of ways?•Can they make accurate measurements using standard units?•Can they explain their findings in different ways (display, presentation, writing)?•Can they find any patterns in their evidence or measurements?•Can they make a prediction based on something they have found out?•Can they record and present what they have found using scientific language, drawings, labeled diagrams, bar charts,keys and tables?•Can they describe a range of sounds and explain how they are made?•Can they compare sources of sound and explain how the sounds differ?•Can they explain how to change a sound (louder/softer)?•Can they describe and explain how a sound travels from a source to our ears?•Can they explain what happens to sound as it travels away from its source?•Can they explain how you could change the pitch of a sound?•Can they investigate how different materials can affect the pitch and volume of sounds?


Spring 2History-Why the world should be ashamed of Slavery

34 | P a g e


KS2 History:A study of an aspect or theme in British history that extendspupils’ chronological knowledge beyond 1066WOW: Recreate an auction for children to be sold into slavery.LC1 How would you have coped withbeing sold into slavery?LC2 Why has slavery existed and whatdo we know about it?LC3 What is the link between slaveryand discrimination?LC4 Who are the famous people whohave fought against discrimination?LC5 Can Britain be described as a multiculturalsociety?LC6 How can you capture the emotionassociated with slavery in art?LC7 What rights do children have anddoes it come with responsibilities?LC8 Reflection: Can you create a documentaryabout slavery and its impact on differentpeople’s lives?Science- Mysterious Materials

Working Scientifically Upper KS2

plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when

appropriate record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs,

bar and line graphs use test results to make predictions to set up further comparative and fair tests report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in

35 | P a g e


results, in oral and written forms such as displays and other presentations identify scientific evidence that has been used to support or refute ideas or arguments.

Properties and changes of materials Y5 compare and group together everyday materials on the basis of their properties, including their hardness, solubility,

transparency, conductivity (electrical and thermal), and response to magnets know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and

evaporating give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals,

wood and plastic demonstrate that dissolving, mixing and changes of state are reversible changes explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible,

including changes associated with burning and the action of acid on bicarbonate of soda.

Revisiting

Magnets Y3 and Forces Y3 compare how things move on different surfaces (3) notice that some forces need contact between two objects, but magnetic forces can act at a distance (3) observe how magnets attract or repel each other and attract some materials and not others (3) compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify

some magnetic materials (3) describe magnets as having two poles (3) predict whether two magnets will attract or repel each other, depending on which poles are facing.(3)

States of matter Y4 compare and group materials together, according to whether they are solids, liquids or gases observe that some materials change state when they are heated or cooled, and measure or research the temperature at which

this happens in degrees Celsius (°C) identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature


Spring 2History-How can we re-discover the wonder of Ancient Egypt?

36 | P a g e



•Can they use dates and historical language in their work?•Can they draw a timeline with different time periods outlinedwhich show a range of information, such as, periods of history?•Can they use their mathematical skills to work exact time scales and differences as need be?

•Can they describe historical events from the different period/s they are studying/have studied?•Can they make comparisons between historical periods; explaining things that have changed and things which have stayed the same?•Do they appreciate that significant events in history have helped shape the country we have today?


Science- What would a journey through your body look like?•Can they plan and carry out an investigation by controlling variables fairly and accurately?•Can they make a prediction with reasons?•Can they use test results to make further predictions and set up further comparative tests?•Can they present a report of their findings through writing, display and presentation?•Can they take measurements using a range of scientific equipment with increasing accuracy and precision?•Can they record more complex data and results using scientific diagrams, labels, classification keys, tables, scatter graphs,bar and line graphs?•Can they report findings from investigations through written explanations and conclusions?•Can they use a graph to answer scientific questions?•Can they identify and explain the function of the organs of the human circulatory system? (heart, blood vessels, blood)•Can they name the major organs in the human body?•Can they locate the major human organs?•Can they make a diagram that outlines the main parts of a body?

Oak Class- Year 6

Spring 2History- From stone-age man to William the Conqueror:How did Britain change?

37 | P a g e


KS2 History: To develop a chronologically secure knowledge andunderstanding of British, local and world history, establishing clearnarratives within and across the periods they study.WOW:. Show illustrations of how life changed from Stone Age to1066; focus on clothing; shelter; food; weapons, etc.LC1 What do we know about the first people wholived in Britain?LC2 How could you cope with communicatingwithout a common language?LC3 How did the Roman invasion change the life ofBritons?LC4 Who were the famous Romans and what can wefind out about them?LC5 Why did the Romans leave Britain?LC6 Who were the Anglo-Saxons, and how did theyimprove Britain?LC7 When did Christianity first come to Britain andwhere were the first churches built?LC8 Where did the Vikings come from and which partsof Britain did they occupy?LC9 How has crime and punishment changed overthe ages?LC10 Reflection: In groups, can you trace the mainchanges in the following features of British life fromStone age to 1066: food; art, music and culture;weapons; language; homes?Literacy Link: LC1: Children to researchchanges to food; weapons; shelter, etc.LC2 provides opportunities for children to inventtheir own ways of communicating. Aim for ademonstration by each group.LC5 provides children to chart the fall of theRoman Empire.

38 | P a g e


Reflection: Huge implications here for pupils’ICT skills, especially in relation to presentationskills.Creative Art Link: Children should beprovided with opportunities to experimentwith different art forms according to theperiod being studiedExpressive Art Link: Similarly, children shouldbe provided with opportunities to experimentwith different music, according to the periodbeing studied.The TerryCaptive DrearyCeltThe Saga Terryof Eric the JonesViking

Science- Let’s go Round Again


Summer 1History- What has changed since your grandparents were young?


•Can they put up to three objects in chronological order (recent history)?•Can they use words and phrases like: ‘old’, ‘new’and‘a long time ago’?•Can they tell me about things that happenedwhen they were little?

•Do they appreciate that some famous people have helped our lives be better today?

•Can they ask and answer questions about old and new objects?•Can they spot old and new objects in a picture?•Can they answer questions using anartefact/ photograph provided?

39 | P a g e


•Dothey know that some objects belongedto thepast?

•Can they give a plausible explanation about what anobjectwas used for in the past?

Year 1 (challenging)

•Can they use words and phrases like:‘very old’, ‘whenmummy and daddy were little’?•Can they use the words ‘before’and ‘after’correctly?•Can they say why they think a story was set in the past?

•Can they explain why certainobjects were different in the past, eg, iron, music systems, televisions?•Can they explain differences between past and present in their life and that of otherchildren from a different time in history?

•Can they begin to identify the main differences between old and new objects?•Can they answer questions using arange of artefacts/ photographs provided?•Can they identify objects from the past, such as vinyl records?

Science- Which materials should the Three Little Pigs have used to build their house?•Can they perform a simple test?•Can they tell other people about what they have done?•Can they identify and classify things they observe?•Can they think of some questions to ask?•Can they answer some scientific questions?•Can they give a simple reason for their answers?•Can they explain what they have found out?•Can they show their work using pictures, labels and captions?•Can they record their finding using standard units?•Can they put some information in a chart or table?•Can they describe materials using their senses?•Can they describe materials using their senses, using specific scientificwords?

40 | P a g e


•Can they explain what material objects are made from?•Can they explain why a material might be useful for a specific job?•Can they name some different materials?•Can they sort materials into groups by a given criteria?

Fox Class- Year 1/2

Summer 1Geography-Where would you prefer to live: England or Africa?


•Can they label a diagram or photograph using some geographical words?•Can they find out about acontrasting locality like Africaby using different sources of evidence?•Can they find out about Africa by asking some relevant questions to someone else?•Can they saywhat they like and don’t like about theirlocalityand another locality like Africa?

•Can they explain what makes a locality special?•Can they describe aplace outside Europeusing geographical words?•Can they describe the key features of a place, using words like, ‘beach’, ‘coast’, ‘forest’, ‘hill’, ‘mountain’, ‘ocean’, ‘valley’?

•Can they explain how the jobs people do may be different in different parts of the world?•Do they think that people ever spoil the area? How?•Do they think that people try to make the area better? How?

•Can they name the continents of the world and find them in an atlas?•Can they name the world’s oceans and find them in an atlas?

Summer 1Science- Could you be the next Lightning McQueen?

KS1 Science (Y2 Forces and Movement)• describe how things move at different speeds, speed up and slow down,using simple comparisons, comparative vocabulary and superlativevocabulary.WOW: Children invited to bring in scooters, skateboards orroller blades to consider most appropriate for each occasion

41 | P a g e


LC1 Why were we not born with wheels?LC2 Why does a wheel or a ball help us tomove faster?LC3 How can you create a model that willmove on its own?LC4 What can you find out about differentways that people travel?LC5 How can you take the song ‘The wheelson the bus’ and turn into a rap usingyour new knowledge?LC6 Reflection: Can you put together an ICTpresentation of the work you have doneon making things go faster and slower?Numeracy Link: Children to create time trials forthe wheeled structures and time them to seewhich is best suited for each task. Create astraight run; a slalom; different terrain, etc.Working Scientifically: Children to bring in arange of wheeled toys which can move andcheck which are most effective and efficient indifferent situations.Creative Art Link: This LC will see childrencreate their own vehicles and then test themto see what will help them move morequickly.Literacy Link: Children will carry out researchon different modes of transport starting withasking a range of questions which they willthen research.Expressive Arts: This LC is linked to performing apiece of music and adapting it to the newknowledge they now have.49

42 | P a g e

St Margaret’s CE VA Primary School History, Geography and Science Curriculum OverviewBrook Class – Year 2

Summer 1Geography-Where would you prefer to live: England or El Salvador?


•Can they label a diagram or photograph using some geographical words?•Can they find out about acontrasting locality like Africaby using different sources of evidence?•Can they find out about Africa by asking some relevant questions to someone else?•Can they saywhat they like and don’t like about theirlocalityand another locality like Africa?

•Can they explain what makes a locality special?•Can they describe aplace outside Europeusing geographical words?•Can they describe the key features of a place, using words like, ‘beach’, ‘coast’, ‘forest’, ‘hill’, ‘mountain’, ‘ocean’, ‘valley’?

•Can they explain how the jobs people do may be different in different parts of the world?•Do they think that people ever spoil the area? How?•Do they think that people try to make the area better? How?

•Can they name the continents of the world and find them in an atlas?•Can they name the world’s oceans and find them in an atlas?

Summer 1Science- What’s that racket?

KS1 Science (Y2 Sound)• observe and name a variety of sources of sound, noticing that wehear with our ears• recognise that sounds get fainter as the distance from the soundsource increases.WOW: Create a soundless environment and get childrento write down their observations

43 | P a g e


LC1 How important are our ears and howloud is your shout?LC2 In how many ways do we depend onsound in our everyday life?LC3 Can you write your own audio bookusing ‘talking tins’?LC4 How can you design and make amusical instrument that can be playedby others?LC5 How can you make a simple telephone?LC6 Which instrument was used to make thatpiece of music?LC7 Reflection: Children to set up a musiccompetition for Year 3 in which they have toguess which instrument/s was used for eachpiece of music.Numeracy Link: During LC1 children will berequired to measure distances at which theycan hear and cannot hear a partner shout.Children during LC 6 can create data basedon the likes and dislikes of children’spreferences for different types of music.During LC5 children will measure distanceswhen trying out their own telephonesWorking Scientifically: Children will comparedifferent sound sources and look for patterns;carrying out tests to find the best places tolocate fire bells in school.During LC1 children will experiment withChinese whispers and with covering ears withmufflers.Creative Art Link: This LC will see childrendesign and make their own musical

44 | P a g e


instrument to a given specification.Expressive Arts: This LC is an opportunity forchildren to listen to and appreciate a range ofmusic from different genres and think about theinstruments used.

Twist Class- Year 3

Summer 1Geography (social)How did the Victorian period help to shape the Hollinwood we know today?

Chronological understandingKnowledge and interpretationHistorical enquiry•Can they describe events from the past using dates when things happened?•Can they use a timeline within a specific period in history to set out the order events may have happened?•Can they use their mathematical knowledge to work out how long ago events would have happened?•Can they suggest why certain events happened as they did in history?•Can they suggest why certain people acted as they did in history?•Can they use various sources of evidence to answer questions?•Can they use various sources to piece together information about a period in history?•Can they researcha specific eventfrom the past ?•Can they use their ‘information finding’ skills in writing to help them write about historical information?•Can they, through research, identify similarities and differencesScience- How far can you throw your shadow?•Can they make and record a prediction before testing?•Can they measure using different equipment and units of measure?•Can they record their observations in different ways? (labelled diagrams, charts etc.)•Can they describe what they have found using scientific words?•Can they make accurate measurements using standard units?•Can they explain what they have found out and use their measurements to say whether it helps to answer their question?•Can they explain what dark isusingwords like shadow?

Devon Class- Summer 1

45 | P a g e

St Margaret’s CE VA Primary School History, Geography and Science Curriculum OverviewYear 3/4 Geography Why should the rainforests be important to us all?


•Can they collect information about a place and use it in a report?•Can they find possible answers to their own geographical questions?•Can they make detailed sketches and plans; improving their accuracy later?•Can they plan a journey to a place in another part of the world, taking account of distance and time?



•Can they name and locate many of the world’s major rivers on maps?•Can they name and locate many of the world’s most famous mountain regions on maps? •Can they locate and name the main countries in South America on a world map and atlas?

Science- Alternative sources of energy


Summer 1Geography- Together we Can

Science- Out of this World

Working Scientifically Upper KS2

plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when

appropriate record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs,

46 | P a g e


bar and line graphs use test results to make predictions to set up further comparative and fair tests report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in

results, in oral and written forms such as displays and other presentations identify scientific evidence that has been used to support or refute ideas or arguments.

Earth & Space Y6 describe the movement of the Earth, and other planets, relative to the Sun in the solar system describe the movement of the Moon relative to the Earth describe the Sun, Earth and Moon as approximately spherical bodies use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

Light Y6 recognise that light appears to travel in straight lines (6) 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 (6) 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 (6) use the idea that light travels in straight lines to explain why shadows have the same shape as the objects

that cast them.(6)

Revisit Rocks Y3 compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

Revisit States of Matter Y4 identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with

temperature. Revisit Properties and Changes of Materials Y5

compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

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

47 | P a g e


Overview and Suggested Implementation – Together We Can…

Items written in green italics provide opportunities to develop the global dimension of the curriculum.

Heron Class- year 5/6

Summer 1History/Geography- where did all the mills go?

48 | P a g e

Curriculum Area Phase One Phase Two Phase Three Phase Four Phase Five

Core Values Wisdom Justice Courage Hope Respect

Video of School

Brainstorm as a class

Structures Brainstorm in

teams

Location and content

Storyboard and script

Rehearsing/filming and editing

Rehearsing/ filming and editing

Final edit Final

evaluation

The Great Geographical Challenge

Introduce the Geographical Challenge

Allocation of UK locations

Begin research

Team review with teacher

Research

Team review with teacher

Research Questions for quiz

Presentation The Quiz

Celebration/ Performance

Brainstorm as a class

Structures Task allocation

Developing script/performance

Developing script/performance

Designing and Making Scenery, Props and Costumes

Rehearsal Links between

sketches

Final performance

Making Choices Scenarios


KS2 History: Local History - A study of Local History taking account of a period of history that shaped the locality WOW: Children to go on a bus ride around Oldham. LC1 What would you ask the Mayor of Oldham? LC2 Who are/were the famous people of Oldham? LC3 What brought people to live in Oldham in the first place? LC4 How has Oldham changed since your grandparents were little? LC5 What changes do you know about that are happening now? LC6 How can you capture Oldham in art which shows its journey through the last 100 years?

LC7 What’s so different about Manchester? LC8 Reflection: How would you go about attracting people to come to live in Oldham?

Science- Can you feel the force?

Can they explore different ways to test an idea, choose the best way, and give reasons?•Can they vary one factor whilst keeping the others the same in an experiment? Can they explain why they do this?•Can they plan and carry out an investigation by controlling variables fairly and accurately?•Can they make a prediction with reasons?•Can they use information to help make a prediction?•Can they use test results to make further predictions and set up further comparative tests?•Can they explain (in simple terms) a scientific idea and what evidence supports it?•Can they present a report of their findings through writing, display and presentation?•Can they explain what gravity is and its impact on our lives?•Can they explain whya wheeled object that is initially pushed will slow down and stop?•Can they explain the impact of friction on a moving object?•Can they explain the effect of drag force on moving objects?•Can they explain how force and motion can be transferred through gears, pulleys, levers and springs?

Oak Class- Year 6

Summer 1Why is Oldham a ‘cool’ place to live and why has Manchester

49 | P a g e


always been important?

KS2 Geography: understand geographical similarities anddifferences through the study of human and physical geography of aregion of the United KingdomWOW: A bus tour of Oldham/Manchetser to take in some notable landmarksLC1 Can you think of five or six places in Oldhamthat you would want to show off to a<special visitor>?LC4 How has Oldham benefitted from being soclose to Manchester/Pennines?LC5 How can you capture some of Oldham’s‘special places’ in art?LC6 Which famous people from history areassociated with Oldham?LC7 Reflection: How would you go aboutattracting people to Oldham?Literacy Link: LC1 provides opportunities forchildren to research about Oldham and thenmake decisions about where they would like tovisit during the bus tour.LC2 would provide pupils with opportunities toput together a fact file about how ???works. This would include photographs they willhave taken on the visit.LC3 provides ample opportunities for pupils tocarry out research based on transportinggoods in the Victorian era. (history link)LC7 provides opportunities for children tocreate their own guide books or create a TVadvert. In each case persuasive language willbe required.

50 | P a g e


Numeracy Links: Measuring how far Oldham isfrom Manchester; costs of holidays (from Manchesterairport); timetables, etc.Creative Art Link: LC5 provides opportunitiesfor children to take photographs of famousor notable buildings and then use thesephotographs to create water colourpaintings.

Science

Chamber Class – Year 1

Summer 2History- Who was famous when mum and dad were little?


•Can they put up to three objects in chronological order (recent history)?•Can they use words and phrases like: ‘old’, ‘new’and‘a long time ago’?•Can they tell me about things that happenedwhen they were little?•Can they recognise that a storythat is read to them happened a long time ago?•Dothey know that some objects belongedto thepast?•Can they retell a familiar story set in the past?•Can they explain how they have changed since they were born?

•Dothey understand that we have a queen who rules us and that Britain has had a king or queen for many years?•Do they appreciate that some famous people have helped our lives be better today?

•Can they ask and answer questions about old and new objects?•Can they spot old and new things in a picture?•Can they answer questions using anartefact/ photograph provided?•Can they give a plausible explanation about what anobjectwas used for in the past?

51 | P a g e


Science- What do Aliens think of life on planet Earth?

•Can they perform a simple test?•Can they tell other people about what they have done?•Can they identify and classify things they observe?•Can they think of some questions to ask?•Can they answer some scientific questions?•Can they give a simple reason for their answers?•Can they explain what they have found out?•Can they show their work using pictures, labels and captions?•Can they record their finding using standard units?•Can they put some information in a chart or table?•Can they describe materials using their senses?•Can they describe materials using their senses, using specific scientificwords?•Can they explain what material objects are made from?•Can they explain why a material might be useful for a specific job?•Can they name some different materials?•Can they sort materials into groups by a given criteria?

Fox Class- Year 1/2

Summer 2Geography- What are the differences between Oldham and the Rainforest?

KS1 Geography:Understand geographical similarities and differences through studyingthe human and physical geography of a small area of the UnitedKingdom, and of a small area in a contrasting non-European country.WOW: Look at two filmed clips of a domestic pet and a wild animal(preferably cats)and talk about the main differences.LC1 What do the homes of people who live in Oldham looklike?

52 | P a g e


LC2 How would you go about building a shelter to survivea few days in the Rainforests?LC3 Why do plants grow to be so big in the rainforests?LC4 What do we mean by camouflage and why is itimportant for some of the animals who live in therainforest to be able to camouflage themselves?LC5 What can you find out about one of the animals thatlives in the rainforest?LC6 How can you compare the temperature and therainfall in the rainforest and in Oldham at different timesof the year?LC8 Can you take turns to present a filmed presentationof your work on this LC?Literacy Link:LC5 provides opportunities for pupils to engagein research about one animal that they want tofind out more about. They will need to use theinternet and information books to source theirevidence.Numeracy Link:• Possible graphs about rainfall and temperature.Additional Science Link:• LC3 provides opportunities for children toconsider what plants need to grow and tolook at the impact that extreme heat and rainhas on plants.Creative Art Link:• LC2 Provides opportunities for children todesign their own shelters and to make them toa simple scale.TheRainforest Susan KGrew all Mitchell

53 | P a g e


AroundThe LynneShaman’s CherryApprentice

Science- What do Aliens think of life on Planet Earth (different focus)

•Can they perform a simple test?•Can they tell other people about what they have done?•Can they identify and classify things they observe?•Can they think of some questions to ask?•Can they answer some scientific questions?•Can they give a simple reason for their answers?•Can they explain what they have found out?•Can they show their work using pictures, labels and captions?•Can they record their finding using standard units?•Can they put some information in a chart or table?•Can they describe materials using their senses?•Can they describe materials using their senses, using specific scientificwords?•Can they explain what material objects are made from?•Can they explain why a material might be useful for a specific job?•Can they name some different materials?•Can they sort materials into groups by a given criteria?

Brook Class- Year 2

Summer 2History-Why did the Titanic sink?Year 2: Why did the Titanic sink?KS1 History:a significant event beyond living memory.WOW: Children to be awarded a ticket to go on a specialjourney.LC1 What was the Titanic and why do we talkabout it today?

54 | P a g e


LC2 What can you find out about some of thepeople who were on board?LC3 How can you recreate the events of thesinking of the Titanic?LC4 How can you recreate a model of theTitanic?LC5 Which type of music and dances did thepassengers enjoy?LC6 How long does it take for an iceberg tomelt?LC7 What was different about being a first or athird class passenger?LC8 Reflection: Can you create your ownsimulation of the sinking of the Titanic andfilm it?Literacy Link: LC2 provides opportunities forchildren to research and find out aboutparticular people that were on board theTitanic.Creative Art Link: LC4 provides children with anopportunity to find out about the Titanic and torecreate a model using accurate observations.They could also create the ocean byinvestigating different media.Expressive Art Link: LC5 also gives children achance to learn about the music traditionallyassociated with this period in history and to linkthe dances they did with the TV programme‘Strictly Come Dancing’.© Focus Education 2014 56Titanic: JudyLost and DonnellyFound

55 | P a g e


Story of Steve

Science-Which materials did they use to build …

Can they distinguish between an object and the material from which it is made?•Can they identify and name a range of everyday materials? (wood, plastic, metal, water, rock, brick, paper, glass)•Can they describe the simple physical properties of a variety of everyday materials?•Can they compare and classify a variety of materials based on their simple physical properties?

Twist Class Summer 2History- How did the Victorian period help to shape the Hollinwood we know today?Chronological understanding

Knowledge and interpretationHistorical enquiry•Can they describe events from the past using dates when things happened?•Can they use a timeline within a specific period in history to set out the order events may have happened?•Can they use their mathematical knowledge to work out how long ago events would have happened?•Can they suggest why certain events happened as they did in history?•Can they suggest why certain people acted as they did in history?•Can they use various sources of evidence to answer questions?•Can they use various sources to piece together information about a period in history?•Can they researcha specific eventfrom the past ?•Can they use their ‘information finding’ skills in writing to help them write about historical information?•Can they, through research, identify similarities and differences between givenperiods in history?Science- How did that blossom become an apple?

•Can they record their observations in different ways? (labelled diagrams, charts etc.)•Can they describe what they have found using scientific words?•Can they identify and describe the functions of different parts of plants? (roots, stem, leaves and flowers)•Can they identify what a plants needs for life and growth?•Can they describe the ways in which nutrients, water and oxygen are transported within plants?

56 | P a g e


•Can they explain how the needs and functions of plant parts vary from plant to plant e.g. insect and wind pollinated plants?•Can they investigate the way in which water is transported within plants?


Summer 2History- Why were the Norman castles certainly not bouncy?


•Can they describe events and periods using the words: BC, ADand decade?•Can they plot recent history on a timeline using centuries?•Can they place periods of history on a timeline showing periods of time?•Can they use their mathematical skills to round up timedifferences into centuries and decades?

•Can they explain how events from the past have helped shape our lives?•Can they recognise how lives in the past are different from ours?•Do they know that people who lived in the past cooked and travelled differently and used different weapons from ours?•Do they recognise that the lives of wealthy people were very different from those of poor people?•Do they appreciate how items found belonging to the past are helping us to build up an accurate picture of how people lived in the past?

•Can they research two versions of an event and say how they differ?•Can they researchwhat it was like for a child in a given period from the past and use photographs and illustrations to present their findings?•Can they give more than one reason to support an historical argument?•Can they communicate knowledge and understanding orally and in writing and offer points of view based upon what they have found out?•Do they appreciate how historical artefacts like the Domesday Book have helpedusunderstand more about British lives in thepresent and past?

Science- Which wild animals and plants thrive in your locality?

•Can they take measurements using different equipment and units of measure and record what they have found in a range of ways?•Can they make accurate measurements using standard units?•Can they explain their findings in different ways (display, presentation, writing)?•Can they find any patterns in their evidence or measurements?•Can they make a prediction based on something they have found out?•Can they record and present what they have found using scientific language, drawings, labeled diagrams, bar charts and tables?

57 | P a g e


•Can they use a classification key to group a variety of living things? (plants, vertebrates, invertebrates)•Can they compare the classification of common plants and animals to living things found in other places? (under the sea, prehistoric)•Can they name and group a variety of living things based on feeding patterns? (producer, consumer, predator, prey, herbivore, carnivore, omnivore)

Durban Class- Year

4/5

Summer 2History- Were the Vikings always victorious and vicious?


•Can they say where a period of history fits on a timeline?•Can they place a specific event on a timeline by decade?•Can they place features of historical events and people from past societies and periods in a chronological framework?

•Can they summarise the main events from a specific period in history,explaining the order in which key events happened?•Can they summarise what Britain may have learnt from other countries and civilizations through time gone by and more recently?•Can they describe features of historical events and people from past societies and periods they have studied?•Can they recognise and describe differences and similarities/ changes and continuity betweendifferent periods of history?

•Can they look at two different versions and say how the author may be attempting to persuade or give a specific viewpoint?•Can they identify and explain their understanding of propaganda?•Can they describe akey eventfrom Britain’s past using a range of evidence from different sources?

Science- Will we ever send another human to the moon?

•Can they identify and explain the movement of the Earth relative to the Sun?•Can they explain how seasons and the associated weather are created?•Can they identify and explain the movement of the Moon relative to the Earth?•Can they explain the size, shape and position of the Earth, Sun and Moon?•Can they explain how night and day are created and use diagrams to show this?•Can they explain how planets are linked to stars?

Heron Class- year 5/6

Summer 2History- How could Hitler have convinced a nation like Germany to have followed him?

58 | P a g e



•Can they use dates and historical language in their work?•Can they draw a timeline with different time periods outlined which show different information, such as, periods of history, when famous people lived, etc.?•Can they use their mathematical skills to work exact time scales and differences as need be?

•Can they make comparisons between historical periods; explaining things that have changed and things which have stayed the same?•Do they appreciate that significant events in history have helped shape the country we have today?•Do they have a good understanding as to how crime and punishment has changed over the years?


Science- Which wild animals and plants thrive in your locality?

•Can they take measurements using different equipment and units of measure and record what they have found in a range of ways?•Can they make accurate measurements using standard units?•Can they explain their findings in different ways (display, presentation, writing)?•Can they find any patterns in their evidence or measurements?•Can they make a prediction based on something they have found out?•Can they record and present what they have found using scientific language, drawings, labeled diagrams, bar charts and tables?•Can they use a classification key to group a variety of living things? (plants, vertebrates, invertebrates)•Can they compare the classification of common plants and animals to living things found in other places? (under the sea, prehistoric)•Can they name and group a variety of living things based on feeding patterns? (producer, consumer, predator, prey, herbivore, carnivore, omnivore)

Oak Class- Year 6

Summer 2KS2 History. A non European society that providescontrast with British history- Early Islamic Civilization, including a study of Baghdad in AD900WOW: Get children to try and communicate without

59 | P a g e


using pen and paper as they would have done pre theGolden Age.LC1 What did this ‘Golden Age’ give the world?LC2 Who is the Prophet Muhammad and howwas he associated with the Golden Age?LC3 What can you find out about the ‘House ofWisdom’?LC4 What part did the ‘Golden Age’ have inimproving health care?LC5 What can you discover about the art andculture of the ‘Golden Age’?LC6 How can you make your own paper?LC7 Why did the ‘Golden Age’ come to anend?LC8 Reflection: Create a television documentaryto explain to everyone about life inBaghdad in 900ADLiteracy Link: Opportunities exist for children to carryout research in LC1; LC2; LC3 and LC7.In each case there could be encouragement forchildren to vary their style of outcomes, ie,presentation, prose, etc.Numeracy Link: many opportunities for children towork out dates and period of time. In addition, theresearch work should lead to the need to usetables and charts.Creative Art Link: LC5 could easily lead to childrencreating their own pages of manuscript. This could beconnected to LC7 where children make their ownpaper in the first instance.

60 | P a g e


Science

61 | P a g e

Earth and space - St Margaret's C of E Primary School...

Documents

Transcript of Earth and space - St Margaret's C of E Primary School...