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Curriculum MapEast Ward Community Primary

School

Curriculum Intentions ....................................................................................................................... 1

Learning Challenge Overview............................................................................................................ 5

Science Overview.............................................................................................................................. 6

R.E. Overview.................................................................................................................................... 7

Key Stage 1......................................................................................................................................... 8

Key Stage 1 Key Skills........................................................................................................................ 9

Year 1 Curriculum Maps .................................................................................................................... 10

Year 2 Curriculum Maps..................................................................................................................... 17

Key Stage 2......................................................................................................................................... 25

Key Stage 2 Key Skills.......................................................................................................................... 26

Lower Key Stage 2.............................................................................................................................. 27

Year 3 Curriculum Maps...................................................................................................................... 28


Upper Key Stage 2.............................................................................................................................. 44


Year 6 Curriculum Maps...................................................................................................................... 53

Contents

The intention of our curriculum is to provide coverage of the National Curriculum objectives within a topic, context and theme in order to provide the children with as many cross curricular opportunities as possible. Our curriculum begins with the Learning Challenge and Science topics as a focus and the other subjects integrated within these themes. While some subjects may stand alone (namely Computing, P.E., French and P.S.H.E), any opportunity to provide a cross curricular element must be taken.

Non Negotiable Requirements

Across the curriculum, there are a series of non-negotiable requirements to be incorporated into the planning and teaching of all subjects.

WALTS

These must be formed from the National Curriculum objects and use the same vocabulary. They should not be task based.

Title Pages and KWL Charts

All Learning Challenge and Science topics should begin with a title page detailing the Learning Challenge question. There must also be a vocabulary box that will be added to over the topic as more key terminology is learnt. In KS1 these title pages may be teacher generated, but as we move into KS2 they need to be constructed by the children.

Example Title Page

After the title page, there should be a K-W-L chart (example below). This will encourage the children to discuss and write down what they currently know, what they want to know and provides a final assessment by detailing what they have learnt at the end of the topic. As with the title page, this may be teacher generated and stuck in Learning Challenge books in KS1 but needs to be child generated in KS2, wherever possible.

1

Where does the river run

to?

Key Vocabulary

Curriculum Intentions

Learning Challenge

For all Learning Challenge topics, there is a focus text that should be read with the class in order to inspire writing. For each topic, there must be one cross curricular piece of writing in Learning Challenge books or the Best Writing Book. The pieces can be fiction or non-fiction, but it is likely that for the geography based topics a piece of non-fiction writing would be more appropriate. Wherever possible, a cross curricular piece showing mathematical skills should be incorporated into the Learning Challenge planning.

With regards to display boards, the banner or title needs to be the exact Learning Challenge question.

At the end of the topic, there needs to be a clear link back to what the children wanted to know at the beginning of the topic. This may be a research lesson for the children to investigate their own questions at the beginning or ones that may have arisen throughout the topic. In this way, the children will be more independent and begin to take ownership of their learning.

Learning Challenge Structure

Science

Wherever possible, the Science topics have been placed with appropriate Learning Challenges to provide cross curricular links. On occasion, there may be opportunities to link other subjects such as mathematics, D&T or R.E. In addition to report writing, any opportunity to produce a piece of cross curricular writing should be taken. Throughout the each topic at least one science investigation is to be conducted.

What do we know?

What do we want to know?

Subject ContentWhat do we still want to

know?

2

How to be a scientist

This module is designed to target the ‘working scientifically’ element in the National Curriculum within the context of the substantive science programme of study that is it is not to be taught as an isolated subject but linked to what has previously been taught. This module will also provide an opportunity for revisiting previously covered topics as a means of targeted assessment. It should be child lead, guided by their curiosity and what they wish to revisit and investigate. The impact of this module over time will be to arm the children will key scientific skills and vocabulary to promote complete independence in scientific inquiries, investigations and report writing by the end of their primary education.

Other foundation subjects

The other foundation subjects are to be linked to either Learning Challenge or Science topics as much as possible. For Music and Art there must be at least one lesson within the half term linked to Learning Challenge, Science or R.E. D&T links are explicit in the curriculum map that either relate to Learning Challenge or Science.

The Curriculum Maps

There are 6 curriculum maps covering foundation subjects across the entire year for each year group. Mathematics, English, P.E., P.S.H.E, Computing and French are not included in these maps, but any opportunity to make links must be taken.

The touching hexagonal shapes show where cross curricular can be made links. More cross connections may be present than just the ones presented on the map.

3

In combination with the curriculum map, a curriculum overview and suggestions for cross curricular links is provided to guide and help focus teacher planning.

4

Year Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2NurRec Pets and other animals Celebrations Winter Wonderland Spring and Lifecyles The Magic of Fantasy At the Bottom of

Garden1 Where do the wheels

on the bus go?

Why is the Wii more fun than Grandma’s old

toys?

Why can’t meerkats live in the North Pole?

Could you be a pesky pirate?

Who was Florence Nightengale and why

was she so important?

Why did the Titanic sink?

2 What would Christopher Columbus find interesting about

our town?

Was the Great Fire of London really that

great?

Where would you prefer to live: England

of Africa?

What was it like when the Queen came to the

throne in 1953?

Why do we love to be beside the seaside?

Why is Robert Peel so important to Bury?

3Who first lived in

Britain? (Stone Age)

Why do people choose the Mediterranean for

their holidays?

Who first lived in Britain? (Iron Age)

What have the Greeks given us?

What makes the Earth angry?

How did the Victorian period help shape the Manchester we know

today?4

Where to river run to?Why is Manchester such a cool place to

live?

What is so great about the Romans?

What was life like 100 years ago?

What could you see from the top of Mount

Blanc?

Why were Norman castles not bouncy?

5Were the Anglo-Saxons

really smashing?What’s so special about

the USA?

How can we rediscover the wonders of Ancient

Egypt?

Why are rainforests so important?

How could Hitler have convinced a nation like

Germany to follow him?

Why is the Gold Coast so golden?

6 Where the Vikings always vicious and

victorious?

How would I get home from Bury’s twin town in China without a Sat

Nav?

Who were the Mayans and what have we learnt from them?

Where would you rather live: the Sahara

Desert, Arctic Tundra or the Lake District?

Why was the Islamic Civilization around

AD900 known as the ‘Golden Age’?

How can we keep endangered species

safe?

5

Learning Challenge Curriculum Overview

Year Group

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

NurRec

Pets and other animals Celebrations Winter Wonderland Spring and Lifecyles The Magic of Fantasy At the Bottom of Garden

1Plants Everyday Materials Seasonal Changes Animals including

humans Healthy Living

How to be a scientist

2Plants Everyday Materials Living things and their

habitatsAnimals including

humans Healthy Living

3Plants Light Forces and Magnets Animals including

humans Rocks

4States of Matter Sound Living things and their

habitats Electricity Animals including humans

5Properties and changes of

materials Earth and Space Forces Living things and their habitats

Animals including humans

6Evolution and inheritance Living things and their

habitatsAnimals including

humans Electricity Light

6

R.E. Curriculum OverviewScience Curriculum Overview

Year Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2NurRec What makes me special? (All

Faiths)Harvest Festivals

What happens at Eid Ul-Fitr and Charismas? (Islam

Christianity) Celebrating Special Times

How do we make friends? Friends of Guru Nanak

(Sikhism)

How do Christians celebrate change? (Christianity) Spring,

Easter and New Life

What stories did Buddha tell? (Buddhism) Spirited

play: Buddhist Story

What makes people special to me? (All faiths)

1 How did the story of the Bible travel around the

world? (Bible Stories/Christianity)

How do we celebrate Special Times? Christmas/Eid

(Christianity/Islam)

How did Buddha change his mind?

(Buddhism)What does it mean to

belong? (All Faiths)

How do we express meaning through cards, candles and

our actions?(All faiths)

Why is the river Ganges important to Hindus?

(Hinduism)

2 Where did the world come from and how can we look

after it? (Creation/Christianity)

How is Hanukkah celebrated? (Judaism)

How was the word of God spread around Africa?

(Christianity)

Why do religions follow leaders? (All faiths) How did the sea help Noah?

(Christianity)

How do faith followers show they are committed (5 pillars

of Islam/8 point wheel Buddhism)

3 What do art, signs and symbols tell us about religion? (All faiths)

Why is Diwali the festival of light?

(Hinduism)

How did Islam first begin?(Islam)

Why are special buildings sacred to faith followers?

(All faiths)

What did Guru Nanak and Jesus teach about nature?(Sikhism and Christianity)

How do Jews celebrate their beliefs at home and in the

synagogue?(Judaism)

4 Why was Moses left at the side of a river? (Judaism)

What religions are represented in our

community?(All faiths)

Why is Easter so special to Christians? (Christianity)

How does turning to prayer help in times of need? (All

faiths)

What is hidden amongst the mountains of Tibet? (Buddhism/Temples)

How does faith affect how we think and behave?

(Christianity)

5What is miraculous about

religion? (Miracles/all faiths)

What do Hindus believe about the creation of Earth?

(Hinduism)

How do followers of faith worship their God?

(All faiths)

How does faith teach us to love our planet?

(All faiths)

How do members of the Jewish faith celebrate

(Judaism)

Do science and religion clash? (All faith)

6What do religions believe

about life and death?(All faiths)

How do Buddhist faith followers worship?

(Buddhism)

What similarities and differences do religions share about depicting

God/s? (All faiths)

Why is Holi so colourful? (Hinduism)

How is the message/teachings in Qur’an relevant in the lives of faith

followers today?(Islam)

What is our human responsibility for protecting

the world?(All faiths)

R.E. Curriculum Overview

Key Stage 1

8

Key Skills for Key Stage 1

Science (Working Scientifically)By the end of Key Stage 1, children should be able to:

Ask simple questions and answer them in different ways (e.g. drawing what they see, measuring what they see, grouping)

Observe closely using simple equipment (e.g. magnifying glasses) Perform simple tests Identify and classify Use their observations and ideas to suggest and answer questions Gather and record data to help to answer questions

HistoryBy the end of Key Stage 1, children should be able to:

Demonstrate awareness of the past, using common words and phrases relating to the passing of time.

Demonstrate a basic chronological understanding of the events covered Identify similarities and differences between different time periods Use a wide vocabulary of everyday historical terms Ask and answer historical questions using stories and other sources Demonstrate a basic understanding of how we find out about the past

GeographyBy the end of Key Stage 1, children should be able to:

Demonstrate a growing understanding of the world, the UK and their locality.

Understand subject-specific vocabulary relating to human and physical geography

Begin to use a variety of geographical skills such as: using maps, atlases and globes; using simple compass directions and directional language; using aerial photographs and perspectives to recognise landmarks; devising simple maps with keys; using simple fieldwork and observational skills to study the geography of school and the surrounding environment.

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10

Year 1

Learning Challenge:

Where do the wheels on the bus

go?

Focus Text:The Naughty Bus

By Jan and Jerry Oke

NC CurriculumName, locate and identify characteristics of the four countries and capital cities

of the UK. Use maps, atlases and globes. Use

simple compass directions and directional language

Art

Plants Observational Drawings

R.E.How did the story of

the Bible travel around the world?

(Bible Stories/Christianity)

Music

Nursery Rhymes and travelling

compositions

D&T

Focusing on wheels and creating moving

models

Science:

Plants

WS ObjectivesIdentify and name a variety

of common wild and garden plants, including

deciduous and evergreen trees. Identify and describe

the basic structure of a variety of common

flowering plants, including

WSObserving and classifying

plans, drawing diagrams to present what they have

found out, observing plants change over time and recording change in observation drawings.

Autumn 1

Trips/Visit Ideas

Bus journey around the local area

11

Learning Challenge:

Why is the Wii more fun than Grandma’s

old toys?

Focus Text:Old Bear

By Jane Hissey

NC ObjectivesChanges within living

memory. Begin to develop language

relating to passage of time, identify

similarities and differences.

R.E.How do we

celebrate special times?(Islam

EId/Christianity Christmas)

Art

Colour and Religious Art

Science:

Everyday Materials

NC ObjectivesDistinguish between the

object and material. Identify and name materials and their

properties and compare and group them.

D&T

Evolution of Toys in the context of

materials, design and construction WS

Performing simple tests (e.g. waterproofing,

strength of materials) to explore child generated questions (e.g. what is

the best material for my umbrella)

Music

Dalcroze Sessions- The Magician’s Toy

Box

Autumn 2

Trips/Visit Ideas Invite grandparents into school to showcase

old toys

12

Learning Challenge:

Why can’t meerkats live in the North

Pole?

Focus Text:Meerkat Mail

By Emily Gravett

NC ObjectivesIdentify seasonal and

daily weather patterns in the UK and hot and cold

areas in relation to the Equator and the

D&T

Insulation materials

Science:

Seasonal changes

NC ObjectivesObserve changes across 4 seasons.

Observe and describe weather changes

associated with the 4 seasons.

Art

Colour landscapes

WSRecording weather changes, recording

day length overtime

Music

Wintery soundscapes and comparing tones

R.E

How did the Buddha change his mind?

Spring 1

13

Trips/Visit Ideas Trip to the zoo Google Expedition to the North Pole/Equator Trip to Buddhist Centre Manchester

NC ObjectivesName and locate the

world’s seven continents and five

oceans Use world maps and directional language

Music

Sea Shanties and simple

accompaniments

D&T

Wind power: Pulleys and Sails

R.E.What does it mean

to belong? (All Faiths)

Science:


NC ObjectivesIdentify and name a variety

of common animals including herbivores,

carnivores and omnivores. Describe and compare structure of animals.

Name, identify, label and draw basic parts of the

WSObservation first or

second hand of animals to classify and group. Using their sense to compare different

textures sounds and smells

Art

Animal Patterns: Rousseau

Spring 2

Trips/Visit Ideas Trip to the zoo/Pimhole Community Farm/Sea

Life Trip to Eureka- All about me Exhibition

14

Learning Challenge:


Focus TextThe Pirates Next Door

By Jonny Duddle

NC ObjectivesThe lives of significant individuals in the past who have contributed

to national and international achievements

Music

Classical music of the Crimean era

Art

Observational drawings and

patterns of fruit/food

Science:

Healthy Living

NC Objectives (Taken From D&T

Curriculum)Understand the basic principles of a healthy

and varied diet. Understand where food

comes from.

D&T

Food and Nutrition

Summer 1

Trips/Visit Ideas Trip to the Pizza Express to make pizzas!https://www.pizzaexpress.com/bury/kids/book-a-school-visit Warburtons School visit

15

Learning Challenge:

Who was Florence Nightingale and why

was she so important?

Focus TextDon’t Say No to FloBy Stewart Ross and

Sue Shields

R.E.How do we express meaning through cards, candles and

our actions?(All faiths)

https://www.pizzaexpress.com/bury/kids/book-a-school-visit

Learning Challenge:

Why did the Titanic sink?

Focus TextTitanicat

By Marty Crisp

NC ObjectivesEvents beyond living

memory that are significant nationally or

globally

Art

Turner: Sea scapes

D&T

Construct a replica titanic

Summer 2

Music

Debussey: Chime bars- whole tone

music

R.E

Why is the river Ganges so

important to Hindus?

(Hinduism)

Science:How to be a scientist

The results of any investigations carried out to be presented

at the East Ward Science Fair

Trips/Visit Ideas Google Expedition across the Atlantic

16

Autumn

Where do the wheels on the bus go?This can be largely a geography topic focusing on securing knowledge of UK geography and beginning to develop key geographical skills such as looking at and using maps and using directional language including

compass points. Plants could be linked to this topic by using the hook of the Naughty Bus to make discoveries about plants around the U.K. Similarly, this theme of travel links in the R.E. topic of how Bible stories have been passed on.

Why is the Wii more fun than Grandma’s toys?This can be largely a history topic focusing on developing an understanding of changes within living memory. The children are to become confident in using common historical terms and language associated with the passage of time. Everyday materials is easily linked to this topic through a discussion of what toys are made out of. The R.E. topic focusing on celebrations, particularly Christmas, links to the study of old and new toys

through the giving of presents.

Spring

Why can’t meerkats live in the North Pole?

This can be largely a geography topic focusing on developing a more global understanding of the world, particularly of hot regions around the Equator and cold regions like the North Pole, in the context of seasons and weather patterns. This focus on the weather and seasons is clearly connected to the science topic of seasonal changes. This idea of changes can be picked up again in the R.E. topic.


This can be largely a geography topic to broaden the children’s understanding of global geography. Using the pirate theme as a hook, children will be able to locate and name the seven continents and five oceans. The pirate hook can also be used to link the investigation of different animals around world in the science topic and the sense of belonging to a group in the R.E. topic

Summer

17

Who was Florence Nightengale and why was she so important?This can be largely a history topic focusing on the life Florence Nightengale and her achievements. Children should be continuing to develop historical language and terminology and demonstrate a chronological

understanding of the life of Florence Nightengale. Florence Nightengale’s profession can be used to like the science topic of Healthy Living. Similarly, her moral actions can be used to connect the R.E. topic.

Why did the Titanic sink?The can be largely a history topic focusing the sinking of the Titanic as a significant global event beyond living memory. Children will continue to develop a chronological understanding of events. This topic could be the

stimulus behind science investigations in our ‘how to be a scientist module related to everyday materials and waterproofing.

Year 2

18

Autumn 1

Learning Challenge:

What would Christopher Columbus find interesting about

our town?

Focus TextEncounter

By Jane Yolen

NC Objectives:

Use simple fieldwork and observation skills

to study the geography of their school and the key

human and physical

D&T

Native America Shelters

R.E.Where did the world come from and how can we look after it?

Art

Native American Indian Art

Music

Native American Indian Music

Science:

Plants

NC Objectives:Observe and describe how seeds and bulbs grow. Find out and

describe how plants need water, light and a suitable temperature to grow and stay healthy.

WSRecording, measuring

changes in plants from a seed to a bulb, or

observing different plants at the same stage of growth, comparative

testing

Trips/Visit Ideas Expedition in the local area as ‘geographers’

Autumn 2Focus Text

Vlad and the Great Fire of London

By Kate Cunningham

19

Focus TextVlad and the Great Fire

of LondonBy Kate Cunningham

Spring 1

Trips/Visit Ideas Chesham Woods to explore habitats

21

Learning Challenge:

Where would you prefer to live: England

or Africa?

Focus Text:Lila and the Secret of

the RainBy David Conway

NC ObjectivesUnderstand physical

and human geographical similarities and difference of the UK

and a non European Country. Use basic

geographical language

R.EHow was the word of God spread around

Africa?(Christianity)

Science:

Living things and their habitats

NC Objectives:Explore and compare difference between

living dead and never alve. Understand

purpose of habitats and how they are suited to

the animals.

D&T

Creating African Masks

NC Objectives:Identify and name a variety of plants and

animals in their habitats. Understand

simple food chains

WSSorting and classifying living things according to living, dead or never

alive, using charts to record findings

Art

African Art: Masks

Music

Introduction to African Music and the

Djembe

Spring 2

Trips/Visit Ideas Visit from religious leaders (Imam, Priest etc.)

22

Learning Challenge:

What was it like when the Queen came to the throne in 1953?

Focus Text:The Queen’s Knickers

By Nicholas Allen

NC ObjectivesEvents beyond living

memory that are significant globally

Science:


NC Objectives:Notice that animals,

including humans, have offspring which grow

into adultsFind out about and

describe the basic needs of animals

D&T

Nets of shapes to create the crown

jewels

WSObservation first or second hand of growth in animals using measurement, child

generated questions about survival and children

generated solutions to testR.E.

Why do religions follow leaders?

(All faiths)

Art

Pop Art: Andy Warhol

Music

1950s playground games

23

Summer 1

Learning Challenge:


Focus Text:The Light House Keeper’s Lunch

BY Ronda & David Armitage

Trips/Visit Ideas The seaside- Blackpool etc.

NC ObjectivesUse aerial photographs and

plan perspectives to recognize landmarks and basic human

and physical features; devise a simple map; and use and

construct basic symbols in a key.

Use basic geographical vocabulary

Music

Increasingly complex Sea Shanties

Art

Shell Observational Drawings

R.E:

How did the sea help Noah? (Christianity)

Science:

Healthy Living

NC Objectives:Describe the

importance for humans of exercise, eating the

right amounts of different types of food,

and hygiene

D&T

Food and Nutrition

23

Summer 2

Trips/Visit Ideas Robert Peel Statute Visit from Police Officer

Learning Challenge:

Why is Robert Peel so important to bury?

Focus Text:Cops and RobbersBy Janet & Allan

Ahlberg

NC Objectives:?Significant historical events, people and places in their own

locality.

Art

Bury in the style of Hundertvasser

Music

Cops and Robbers Film music

D&T

Prisons and traps from a material and

structural perspective

R.E:How do faith

followers show they are committed?

(Islam/Buddhism)




24

25

Autumn

What would Christopher Columbus find interesting about our town?

This may begin as a history topic where the children will learn about Christopher Columbus and his explorations of America. The intention is that this will then progress into a geography based topic where the children will become explorers in their own right. Using fieldwork within school and the local area the children can use their observational skills to identify key human and physical geographical features. Within their exploration

of the local area, the science topic, Plants, could easily be linked in. Similarly, the creation stories covered in R.E. will link to their exploration of the world.

Was the Great Fire of London really that great?

This can be largely a history based topic focusing on events beyond living memory that are significant nationally. The children will continue to develop a chronological understand of events, understand how we know about what happened in the past and be able to indentify some similarities and differences between London in the past and London now. This is clearly linked to everyday materials through the discussion of the

suitability of wood for the building of the city of London. Similarly, the R.E. topic is connected through the theme of fire.

Spring

Where would you prefer to live: England of Africa?

This can be largely a geography topic where the children will be focusing on geographical differences through the study of two very different regions: a region in the UK and a region in Africa. Here the children should be developing basic geographical vocabulary for both physical and human features. Living things and their habitats can be considered in the context of a contrast between the UK and Africa. Africa is also the focus for

the R.E. topic, looking specifically at missionary work in Africa. Comparisons with other religions could also be made.

What was it like when the Queen came to the throne in 1053?

This can be largely a geography based module looking again at events beyond living memory that are significant nationally. Here there will be a large comparative focus between life in 1053 and life now. The connection with the Queen could be used in Animals inclduing humans to consider human aging overtime. Similarly, the theme of a leaders is present in the R.E. topic considering the roles of religious leaders.

Summer


This can be largely a geography based topic that allows the children to develop basic map skills, such as recognising physical and human features on maps and creating their own maps. They will continue to develop key geographical vocabulary. This may be connected to Healthy Living through the popular seaside foods and consideration of whether these would constitute as healthy. The sea links the R.E. topic of the story of Noah.

Why was Robert Peel so important to Bury?

This can be largely a history based topic focusing on local and the life and events relating to Robert Peel. The children will continue to develop the skills from previous history modules but with a more local context. The R.E. topic is linked through the concept of following religious laws in addition to secular laws.

Key Stage 2

26

Key Skills for Key Stage 2

HistoryBy the end of Lower Key Stage 2, children should be able to:

Demonstrate a chronological secure knowledge and understand of British, local, and world history. This should be done within a narrative across the historical periods they study.

Note connections, contrasts and trends over time Confidently use a wide range of historical terms Address, answer and develop historically valid

questions about change, cause, similarity, differences and significance

Understand how our knowledge of the past is constructed from a range of sources.

Science (Working Scientifically)By the end of Lower Key Stage 2, children should be able to:

Ask questions and use different types of scientific enquiries to answer them Set up simple practical enquiries Make systematic and careful observations and take accurate measurements using a range of equipment, including

thermometers and data loggers Gather, record, classify and present data in a variety of ways to answer questions Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables Make predictions, report on findings (oral and written), draw simple conclusions, suggest improvements and raise

further questions Identify differences, similarities or changes related to simple scientific ideas and processes Use scientific evidence to answer questions and support their findings

By the end of Upper Key Stage 2, children should be able to: Plan different types of scientific enquiries to answer questions, including recognising and controlling variables

where necessary Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat

readings when appropriate Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables,

scatter graphs, bar and line graphs Use test results to make predictions to set up further comparative and fair tests Report and present findings from enquiries, including conclusions, causal relationships and explanations of and a

degree of trust in results, in oral and written forms such as displays and other presentations Identifying scientific evidence that has been used to support or refute ideas or argument

GeographyBy the end of Key Stage 2, children should be able to:

Demonstrate a wider geographical knowledge and understanding beyond the local area to include the UK, Europe, North and South America

Demonstrate an understanding of the location and characteristics of a range of the world’s most significant human and physical features.

Be confident in using a variety of geographical skills such as: using maps, atlases, globes and digital/computer mapping to locate countries; use an eight point compass, use four and six figure grid references, symbols and keys including Ordnance Survey maps; use field work to observe, measure, record and present human and physical features in the local area.

27

Lower Key Stage 2

28

Year 3

29

Autumn 1

Learning Challenge:

Who first lived in Britain? (Stone Age)

Focus Text:Ug: Boy Genius of the

Stone Age By Raymond Briggs

NC Objectives:Changes in Britain

from the Stone Age to the Iron Age

R.E:

What do art, signs and symbols tell us about religion? (All

Faiths)

Art:

Cave art and Aboriginal Art

Music:

Chanting, singing and natural sounds

D&T

Create a replica of Stonehenge

Science:

Plants

NC Objectives:Identify and describe the

functions of parts of flowering plants. Explore

the needs of plants growth Investigate the way in

which water is transported within plants. Explore life cycle of flowering plants

WSComparative tests that

effect plant growth, seed distribution, and

water transportation in plants

Trips/Visit Ideas Manchester Museum: Dig it! The mystery of the Thunderstone

https://learningmanchester.wordpress.com/dig-it-thunderstone

30

https://learningmanchester.wordpress.com/dig-it-thunderstone

Learning Challenge:

Why do people choose the

Mediterranean for their holidays?

Focus Text:Toro Toro By Michael

Murpurgo

NC Objectives:Locate the world’s

countries. Understand key aspects of physical

geography including climate zones. Use Maps including digital mapping

to locate and describe features

Art:

Impressionism of the Mediterranean

Music

Diwali Composition: The Stroy of Rahma

and Sita

D&T

Circuits and lighting

Science:

Light

R.E.:

Why is Diwali the festival of light?

(Hinduism)

NC Objectives:Recognise that they need light in order to see things

and that dark is the absence of light. Notice

that light is reflected from surfaces. Recognise that light from the sun can be

dangerous

NC Objectives:Recognise that shadows

are formed when the light from a light source is blocked by an opaque object Find patterns in the way that the size of

shadows change

Autumn 2

WS:Investigating shadows

by finding patterns between light source, the distance and the effect on the shadow

Trips/Visit Ideas Museum of Science and Industry: The Wonder

of Light http://msimanchester.org.uk/schools/activity/wonder-of-light

31

http://msimanchester.org.uk/schools/activity/wonder-of-light


Spring 1

Learning Challenge:


NC Objectives:Changes in Britain

from the Stone Age to the Iron Age

Focus Text:Stigg of the Dump By

Clive King

D&T

Weapons: Stone/Iron

Art:

Islamic Art: Tiles

Music

Iron/Junk Samba

Science:

Forces and Magnets

NC Objectives:Compare how things move on different surfaces. Notice that

some forces need contact between 2 objects, but

magnetic forces can act at a distance. Observe how

magnets attract or repel each other and attract some

materials and not others

NC Objectives:Compare and group together materials based on whether

they are attracted to a magnet, and identify some

magnetic materials. Describe magnets as having 2 poles. Predict whether 2 magnets

will attract or repel, depending on which poles are

WS Exploring strengths of

magnets, testing to find out movement on different surfaces, sorting materials

into magnetic and not, looking for patterns in the

way magnets relate to each other

32

Trips/Visit Ideas Touchstones Rochdale: https://link4life.org/centres/touchstones-

rochdale Stone/Iron Age Pottery

R.E.

How did Islam first begin? (Islam)

https://link4life.org/centres/touchstones-rochdale

https://link4life.org/centres/touchstones-rochdale

Spring 2

Learning Challenge:


Focus Text:Who let the God’s Out? By Maz Evans

NC Objectives:A study of Greek light

and achievements and their influence on

the western world

Art:

Greek Vases

Music

World music and dance focusing on

Greece

D&T

Pillars/buildings structures

Science:


NC Objectives:Identify that animals (&

humans), need the right types and amount of nutrition, they cannot make their own food

but get it from what they eat. Identify that humans and some other animals have skeletons and muscles for support, protection and

WS Identify and group animals

with and without skeletons, observe and compare movement, compare and contrast diets and investigate

healthy diets.

R.E.

Why are special buildings sacred to faith followers? (All

faiths)

Trips/Visit Ideas Visit to special building (Church/Mosque/Gurdwara centre etc.)

33

Summer 1

Learning Challenge:


Focus Text:Escape from Pompeii

By Christina Balit

Art:

Print making fossils

Music

Programme Music

D&T

Build a working volcano

NC Objectives:Describe and

understand key aspects of physical

geography including mountains, volcanoes

and earthquakes

Science:

Rocks and Soil

WS Observe rocks and Explore

change overtime. Use microscopes and magnifying

glasses to identify and classify, performing simple tests

testing physical properties and suitability for use. Children generating questions about rocks lead scientific enquiry

NC Objectives:Compare and group

together rocks on the basis of their appearance and

simple physical properties. Describe in simple terms how fossils are formed. Recognise that soils are

made from rocks and

R.E.:

What did Guru Nanak and Jesus teach about

nature?

(Christianity/Sikhism)

Trips/Visit Ideas Manchester Museum:Dinosaur Detectives

https://learningmanchester.wordpress.com/dinosaur-detective/

34

https://learningmanchester.wordpress.com/dinosaur-detective/

Summer 2

Learning Challenge:How did the Victorian period help shape the Manchester we know

today?

Focus Text:Mill Girl By Sue Reid

NC Objectives:Significant historical

events within children’s own

locality- Industrial revolution in Manchester

Art:

L.S. Lowry

Music

Ostinato Mechanical music

D&T

Steam-power

R.E.

How do Jews celebrate their beliefs

at home and in the synagogue? (Judaism)

Trips/Visit Ideas Science and Industry Museum: Cotton Factory Jewish Museum Manchester L.S. Lowry




35

Autumn

Who first lived in Britain? (Stone Age)

This will largely be a history topic and will be the first historical time period that children will study. As such, the chronology and time period must be emphasised as it will provide the basis for the rest of their historical understanding. This topic could focus on early farmers and hunter-gathers (a link to the Plants topic could be made here), early technology and cave marks as a means of understanding how we know about the past.

This artistic aspect links the R.E. topic of art, signs and symbols in religion.

Why do people choose the Mediterranean for their holidays?

This can be largely a geography topic focusing on developing the children’s global geography in the context of the Mediterranean. The focus here will be developing maps skills to identify the Mediterranean countries and a study of the climate zones in this area and why it is appealing. The climate and sun connects the science which is further linked in to the study of the festival of light- Diwalli- which occurs in October/November.

Spring


This will largely be a history topic and will move the children’s historical knowledge on to the next time period. This will allow the children to note connections, comparisons, differences and changes over time. The science topic may be connected through consideration of the developments in Iron Age technology using an understanding of forces. The R.E. topic is linked through the consideration of firsts; the children will consider

who the first settlers in Britain were and they will consider who the first Muslims were.


This will be largely a history topic but will use the children’s geographical understanding that was developed in the Mediterranean topic. This is the first ancient civilisation that the children will study. It will provide opportunity for children to consider the significance of Ancient Greece for the modern western world. The importance of Greek architecture to their daily lives and beliefs provides a connection to the R.E. topic were a

number of sacred building and places of worship for all faiths will be studied.

Summer


This can be largely a geography based topic developing the children global geography in the context of volcanoes that is identifying their location globally and understanding why they occur in certain areas but not in others. This topic is strongly connected to the Rocks and Soil topic.

How has the Victorian period helped shape the Manchester we know today?

This can be largely a history topic focusing on the industrial revolution in Manchester. It is essentially a local history study of an event beyond 1066 that is significant to the children’s own locality. It will provide the children with the opportunity to consider cause and effect and trends and changes over time. The R.E. topic is connected through the study of Manchester itself and its large Jewish population.

36

Year 4

37

Autumn 1

Learning Challenge:

Where does the river run to?

Focus Text:The River Singers By

Tom Moorhouse

38

NC Objectives:Describe and understand

key aspects of physical geography including rivers.

Understand similarities and differences through

study of different regions of the UK. Use maps to locate features studied

R.E.Why was Moses left by the

side of a river?(Judaism)

Art

Map Artwork

D&T

Working river models

Music

Rounds: River is flowing

Science:

States of Matter

NC Objectives:Compare and group materials together as solids, liquids or gases. Observe changes of

state when heated or cooled, and measure/research the temperature at which this

happens (°C).

NC Objectives:Identify the part played by

evaporation and condensation in the water

cycle and associate the rate of evaporation with

temperature.WS:

Grouping and classifying materials by their

properties, exploring effect on temperature on

substances, research temperature at which

materials change states, explore evaporation over a

Trips/Visit Ideas Liverpool Albert Docks

Autumn 2

Learning Challenge:

Why is Manchester such a cool place to

live?

Focus Text:A New Manchester

Alphabet

R.E.

What religions are represented in our

community?(All faiths)

NC Objectives:Name and locate counties, cities and regions of the UK

and their physical and human characteristics

including topographical features and land use features showing how

these have changes over

NC Objectives:Describe and understand types of settlement and

land use, economic activity including trade links and

distribution of natural resources. Use maps etc.

Music

Manchester Music

Art

Kandinsky

Science:

Sound

D&T

Soundproofing

NC Objectives:Identify how sounds are made

and how they travel. Find patterns related to pitch. Find patterns between the volume

and the strength of the vibrations.. Recognise that sounds get fainter as the distance from the sound

source increases.

WS:Make and play musical

instruments, explore the sound from produce by different materials and

how changing properties can effect sound,

investigate thickness and soundproofing

Trips/Visit Ideas Salford Quays- regeneration of

Manchester

39

Spring 1

40

Learning Challenge:

What is so great about the Romans?

Focus Text:The Journey of Iliona of Mytilini By Richard

Platt and David Perkins

NC Objectives:The Roman Empire and it’s impact on

Britain.

Art

Habitat drawings

Music

Marching music

D&T

Body Armour and helmets

Science:


R.E.

Why is Easter so special to Christians?

(Christianity)

NC Objectives:Recognise that living things

can be grouped in a variety of ways. Explore and use

classification keys to group, identify and name living things

in their environment. Recognise that environments can change and that this can sometimes pose dangers to

WS:Explore local area to identify plants and

animals by their features, raising and answering questions

based on observation of animals and what they

Trips/Visit Ideas Chester Ampitheatre and Grosvenor Museum:

http://schools.westcheshiremuseums.co.uk/session/the-roman-empire-and-its-impact-on-britain/ Chesham Woods to investigate wildlife.

http://schools.westcheshiremuseums.co.uk/session/the-roman-empire-and-its-impact-on-britain/

Spring 2

Learning Challenge:


NC Objectives:A study of an aspect

of British History that extends pupil’s

knowledge beyond 1066: a social study in the context of WW1

Focus Text:The Silver Donkey by

Sonya Hartnett

Art

War Art

R.E.

How does turning to prayer help in times of need? (All Faiths)

Music

Songs in Air Raids Shelters

Science:

Electricity

NC Objectives:Identify electrical

appliances. Construct simple series circuits and

identify basic parts. Identify whether or not a lamp will light in a simple series circuit and the role

of a switch Recognise

WS:Constructing circuits

posing questions about what would happen if a

circuit was constructed in a particular way, investigate insulators and conductors

Trips/Visit Ideas Museum of Science and Industry: Circuit City

http://msimanchester.org.uk/schools 41

D&T:

Design air raid shelters

http://msimanchester.org.uk/schools

Summer 1

Learning Challenge:

What would you see from the top of Mount Blanc?

Focus Text:King of the Clouds Forests By Michael

Murpurgo

NC Objectives:Describe and understand

key aspects of physical geography including mountains (The Alps)

Understand physical and human similarities and differences through a study of a European

R.E.

What is hidden amongst the

mountains of Tibet? (Buddhist worship)

Art

Design snow boards

Music

Yodelling

D & T

3D Skiers

Science:


NC Objectives:Describe the functions of the parts of the digestive

system. Identify the different types of teeth in humans and their simple functions. Construct and

interpret a variety of food chains, identifying

WS:Comparing teeth and

suggesting reasons for differences, exploring what

damages teeth, using models to explore the

digestive system

Trips/Visit Ideas Manchester Buddhist Centre:

https://www.manchesterbuddhistcentre.org.uk/whats_here/#school Oral health visitor in school

42

https://www.manchesterbuddhistcentre.org.uk/whats_here/#school

Summer 2

Learning Challenge:


NC Objectives:The Viking and Anglo-Saxon struggle for the

Kingdom of England to the time of Edward the

Confessor.

Focus Text:I was there in 1066

By Jim Eldridge

R.E.

How does faith affect how we think and

behave? (Christianity)

D & T

Drawbridges and castles

Music

Monk Music/Hymns

Art

Renaissance Art




Trips/Visit Ideas Clitheroe Castle http://learningwithplm.org.uk/venues/clitheroe-castle/

43

http://learningwithplm.org.uk/venues/clitheroe-castle/

Where does the river run to?

This will largely be a geography topic focusing on developing a geographical understanding of the physical and human features of river. The focus of this module can be any rivers within the UK but does need to have a comparative element between different rivers across the country. This module has clear links with the States of Matter topic, specifically the discussion of the water cycle. Similarly R.E. is linked through the story of

Moses.

Why is Manchester such a cool place?

This can be largely a geography topic understood as a local geography study but can also have features of history in the discussion of the development of Manchester, its trade links and resources. This topic can cover aspects of human geography objectives including developing an understanding of land use, economy activity, trade links, settlement types, resource links and population. It can also cover many aspects of physical

geography including regions, elevation of the land, rivers and how this has changed over time. This topic is linked to Sound through the discussion of Manchester music and connects with the R.E. topic through consideration of what faiths are represented in Manchester.

Autumn

Spring

What is so great about the Romans?This will largely be a history topic focusing on the Roman invasion of Britain and the impact that this has had in the modern day. This needs to further develop their chronological understanding of British history moving

from the Iron Age in Year 3. It provides an opportunity for the children to note similarities and differences between periods of history they have already studied, raises questions relating to cause and change and understand how we know about the Romanisation of Britain through different sources. The Easter story in R.E. clearly links to the idea of the Romans and puts Jesus’ resurrection within a historical context for the

children.


This can be largely a history topic focusing on the social aspects of life 100 years which is placed within the context of WW1. The focus is not so much on the causes and events of WW1 but the social effects especially for the life of a child during this time giving an opportunity for the children to compare and contrast. The modern emergence of electricity in homes coincides with the dates studied in this topic and so linked to science.

Similarly, the need for prayer and religion during such a horrendous event connects the R.E. topic.

What would you see from the top of Mount Blanc?

This will largely be a geography topic focusing on developing geographical understanding of the human and physical features of a European Mount range: The Alps. It could provide an opportunity for children to identify similarities and differences between a Non-European mountain range. The R.E. topic of Buddhist temples and worship is linked through the location in the Tibet Mountains.


This can be largely a history topic focusing on the events leading up to the Norman Invasion in 1066, the immediate aftermath and its impact on Britain. Again this period of history needs to be included in the children’s chronological understanding of Britain. The Norman’s devout Christian faith links the R.E. topic.

Summer

44

454

Upper Key Stage 2

Year 5

Autumn 1

Learning Challenge:

Were the Anglo Saxons really

smashing?

Focus Text:Freedom for Bron N.S.

Blackman

NC Objectives:Britain’s settlement by Anglo-Saxons and

Scots

Music

Different instruments of orchestra

D&T

Shield DesignsR.E.

What is miraculous about religion?

Art

Illuminated Letters

Science:

Properties and changes of materials

NC Objectives:Compare and group together

everyday materials on the basis of their properties. know

that some materials will dissolve in liquid to form a

solution, and describe how to recover a substance from a solution. Use knowledge of solids, liquids and gases to

NC Objectives:Give reasons, based on

evidence, for the particular uses of everyday materials.

Demonstrate that dissolving, mixing and changes of state

are reversible changes. Explain that some changes result in

the formation of new materials, and that this kind of

WS:Carrying out tests to

answer questions about suitability of materials, perform and observe

changes in materials and research chemical changes

45

47

Trips/Visit Ideas National Museum Liverpool: http://www.liverpoolmuseums.org.uk/wml/schools-

groups/sessions/invaders-anglo-saxons-and-vikings.aspx MOSI Explosions Blasts from the Past: http://msimanchester.org.uk/schools


http://www.liverpoolmuseums.org.uk/wml/schools-groups/sessions/invaders-anglo-saxons-and-vikings.aspx


45

Autumn 2

Learning Challenge:

What’s so special about the USA?

Focus Text:There’s a boy in the Girl’s Bathroom By

Louis Sachar

NC Objectives:Understand the

geographical similarities and differences through the study of human and physical geography of a region within North or

South America

Art

Advanced Pop Art

D&T

Construct a model of the solar system

Music

Holst

Science:

Earth and Space

NC Objectives:Describe the movement of the

Earth and other planets. Describe the movement of the moon. Describe the sun, Earth

and moon as approximately spherical bodies. Use the idea

of the Earth’s rotation to explain day and night and the

apparent movement of the WS:Models of the solar

system, sundials and shadow clocks and

research

Trips/Visit Ideas National Museum Liverpool: http://www.liverpoolmuseums.org.uk/wml/schools-

groups/sessions/invaders-anglo-saxons-and-vikings.aspx MOSI Explosions Blasts from the Past: http://msimanchester.org.uk/schools

48

R.E.

What do Hindus believe about the creation of the Earth? (Hinduism)




Spring 1

Learning Challenge:

How can we rediscover the

wonders of Ancient Egypt?

NC Objectives:

The achievements of the earliest civilisations

Focus Text:The Scarab’s Secret By

Nick Would

D&T

Cross section of a pyramid (5D

builder)

Art

Egyptian Art

Music

Building a pyramid composition and

Egyptian instruments

Science:

Forces

NC Objectives:Understand gravity.

Identify the effects of air resistance, water

resistance and friction. Recognise that some

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

WS:Designing parachutes,

carrying out fair tests to determine which is the most effect, resistant in

water using boats of different shapes, design and make products with levers, pulleys, gears and R.E.

How doe followers of faith worship their

God?

Trips/Visit Ideas Manchester Museum: Egyptian World’s

https://learningmanchester.wordpress.com/egyptian-worlds/

49

https://learningmanchester.wordpress.com/egyptian-worlds/

Spring 2

Learning Challenge:


Focus Text:Journey to the River Sea By Eva Ibbotson


understand key aspects of physical geography including biomes and vegetation belts. Use

atlases maps and globes.

Art

Schubert

Music

Samba music

D&T

Moving creations: birds

R.E.

How does faith teach us to love our planet? (All faiths)

Science:


NC Objectives:Describe the differences

in the life cycles of a mammal, an amphibian,

an insect and a bird. Describe the life process of reproduction in some

plants and animals

WS:Observing and comparing

lifecycles of plants and animals in the local

environment and comparing to environments around the world, grow new plants from

seeds or root cuttings, observe animal changing overtime and

comparing reproduction.

Trips/Visit Ideas Trip to the zoo

50

Summer 1

Learning Challenge:

How could Hitler have convinces a nation

like Germany to follow him?

Focus Text:Rose Blanche By Ian

McEwan

NC Objectives:

A study of an aspect of British history to extend children’s

knowledge beyond 1066: WW2

Music

Wagner

D&T

Aeroplanes and Gliders

R.E.How do members of

the Jewish faith celebrate? (Judaism)

Art:

WW2 Art

Science:


NC Objectives:Describe the

changes as humans develop to old age

.

WS:Researching gestation

periods and comparing with

humans, finding out and comparing length

and mass as a bay

Trips/Visit Ideas Bury Fusilier Museum https://www.fusiliermuseum.com/

51

https://www.fusiliermuseum.com/

Summer 2

Learning Challenge:

Why is the Gold Coast so Golden?

Focus Text:Boy Overboard By Morris Gleitzman


understand key aspects of physical

geography includingcoasts

Music

Aboriginal Music

R.E.

Do science and religion clash? (All

faiths)

Art:

Sea Observational Drawings

D&T

Fairgrounds and piers




Trips/Visit Ideas Trip to a British coast line Google expedition of the Gold Coast

52

Were the Anglo Saxons really smashing?

This can be largely a history topic focusing on the Anglo Saxon settlement in Britain. This will again need to be included in the children’s chronological understanding of British history and provides opportunities for comparisons between other periods they have studied so far. The science topic of Properties and Changes of Materials can link to the concept of miracles through a discussion related to an ancient understanding of

changes that were misconstrued as miracles.

What’s so special about the USA?

This can be largely a geography based topic focusing on the human and physical features of a region of the USA and provides an opportunity for comparison with the UK. It allows for the children to further develop and broaden their understanding of global geography and their geographical skills. Earth and Space can be linked through the association with NASA and R.E. is linked through the study of the creation of the world as

believe by Hindus.

Autumn

53

Spring

How can we rediscover the wonders of Ancient Egypt?

This can be largely a history topic focusing widening the children’s understanding of global and ancient civilisations. This will need to be placed in a chronological context with the time periods they have already studied within Britain, but also the other ancient civilisations namely Ancient Greece. The R.E. topic links to the study of the way the Ancient Egyptians worshipped. A discussion of the construction of the pyramids could also

link with the Forces topic in science.


This can be largely a geography based topic focusing on developing an understanding of biomes and vegetation belts in the context of the rainforest. It will also be an opportunity to widen the children’s global knowledge into South America. A focus on the living things and their habitats in the context of the rainforest would link the science topic. For R.E, the connection could arise from a discussion of deforestation and the

religious perspective on preservation of the planet.

Summer

How could Hitler have convinced a nation like Germany to follow him?

This can be largely a history topic focusing on developing the children’s knowledge of British History beyond 1066 in the context of WW2. Links will obviously need to be made between their consideration of WW1 in Year 4. The R.E. link is established through a celebration of the Jewish faith in spite the horrendous events of WW2.

Why is the Gold Coast so golden?

This is largely a geography topic focusing on widen the children’s global knowledge to Australia and looking at the human and physical features of a coast. The science topic is connected to the R.E. to encourage the children discuss challenging ideas within science and religions.

Year 6

54

Autumn 1

Learning Challenge:

Were the Vikings always vicious and

victorious?

Focus Text:Beowulf

NC Objectives:The Viking and Anglo-Saxon struggle for the Kingdom of England

to the time of Edward the Confessor

D&T

Viking Long Boat/ How to Train your

Dragon mechanism

Art

Viking Runes and Art

Music

Drumming

Science:

Evolution and inheritance

R.E.

What do religion belief about life after death? (All

faiths)

NC Objectives:Recognise that living things have changed over time and fossils provide information

about living things a millions of years ago. Recognise that

living things produce offspring of the same kind, but normally

offspring vary and are not

NC Objectives:Identify how animals

and plants are adapted to suit their

environment in different ways and that

adaptation may lead to WS:Observation of local

environment and questioning the

adaptation. Comparing how some are adapted to live in their environment. Analyse advantages and

disadvantages of

55

Trips/Visit Ideas Vikings at Tatton Park:

http://www.tattonpark.org.uk/learn/school_visits/education_programme/anglo_saxon_and_viking.aspx



Autumn 2

Learning Challenge:

How would I get home from Bury’s twin town in China without a Sat Nav?

Focus Text:Chinese Cinderella By

Adeline Yen Mah

NC Objectives:Use 8-point compass, four

and six figure grid references, Ordnance

Survey Maps. Understand latitude, longitude, tropics,

hemispheres and time zones

Art

Chinese Art

R.E.

How do the Buddhist faith

followers worship? (Buddhism)

D&T

Great Wall of China

Music

Chinese Music: boom whackers

Science:


NC Objectives:Describe how living things are classified into broad

groups according to common observable characteristics. Give

reasons for classifying plants and animals based on specific characteristics

WS:Using classification systems and keys in

the immediate environment and

compare internationally

55

Trips/Visit Ideas Goggle expedition trip to China Manchester Chinese Contemporary Art Centre

Spring 1

Learning Challenge:

Who were the Mayans and what

have we learnt from them?

Focus Text:The Hero Twins

Against the Lords of Death By Dan Jolley

NC Objectives:A non-European

society that provides a contrast with British

history

Music

Mexican Guitar Music

R.E.

What similarities and differences do

religions share about depicting God/s? (All

fatihs)

D&T

Creating Piñata/ Mexican Hats

Art

Mayan/ Mexican Art

Science:


NC Objectives:Identify and name the main

parts of the human circulatory system, and describe the

functions of the heart, blood vessels and blood. Recognise the impact of diet, exercise, drugs and lifestyle. Describe the ways in which nutrients and water are transported.

WS:Exploring, evaluating

the work of other scientists on diet, exercise, drugs,

lifestyle and death

57

Trips/Visit Ideas Mayan Worshop in School

http://pastproductions.co.uk/schools/workshops/mayans/

http://pastproductions.co.uk/schools/workshops/mayans/

Spring 2

Learning Challenge:

Where would you rather live: Sahara

Desert, Artic Tundra or The Lake District?

Focus Text:Northern Lights By

Phillip Pullman

NC Objectives:Physical geography of

a UK region, and a non-European region. Understand climate and weather zones

Art

Observational Landscapes of the

Lake District

D&T

Extreme weather survival

Music

Digital Music

Science:

Electricity

NC Objectives:Associate the brightness of a

lamp or the volume of a buzzer with the number and voltage of cells used in the circuit. Compare and give

reasons for variations in how components function,

including the brightness of bulbs, the loudness of buzzers

WS:Systematically

identifying the effect of changing one

component in a circuit, designing and making

circuits that have some use

R.E.

Why is Holi so colourful?(Hinduism)

Trips/Visit Ideas Lake District Trip

58

Summer 1

Learning Challenge:

Why was the Islamic Civilisation around

AD900 known as the Golden Ag2?

Focus Text:Sinbad the Sailor

D&T

Shadow work/puppets

Music

Middle-Eastern/Persian Music

Art

Islamic Art

NC Objectives:A non-European

society that provides a contrast with British

History

R.E.

How is the message of the Qur’an relevant

in the lives of faith followers today?

(Islam)

Science:

Light

WS:Deciding where to place rear-

view mirrors, designing a periscope and explaining how

it works. Investigate the relationship between light

sources, distance and shadows, investigate

rainbows, colours on bubbles and objects looking bent in

NC Objectives:Recognise that light appears to travel in

straight lines. Explain how and why we see things

because of light. Explain why shadows have the

same shape as the objects that cast them

Trips/Visit Ideas MOSI: Wonder of Light

http://msimanchester.org.uk/schools/activity/wonder-of-light 59



Summer 2

Learning Challenge:

How can we keep endangered species

safe?

Focus Text:Running Wild By

Michael Morpurgo

NC Objectives:Environmental issues

Art

Advertising Posters/ Surrealism

R.E.

What is our human responsibility for

protecting the world? (All fatihs)

Music

Songs from Yanamamo (The

Rainforest




Trips/Visit Ideas Bury Art and Sculpture Museum

D&T

Design an ethically sound product

60

Were the Vikings always vicious and victorious?

This can be largely a history topic focusing on developing the children knowledge of British history in the context of the Viking invasions. This provides the children opportunities to compare and contrast with other periods of British history they have studied as well as consider a wide range of historical sources to determine how we know what we know about the past.. The Viking beliefs of Valhalla and life after deaths connect the

R.E. topic.

How would I get home from Bury’s twin town in China without a Sat Nav?

This is largely geography topic focusing on developing the children’s mapping skills, including using Ordinance Survey maps, planning routes of travel and developing a wider understanding of global geography. This science topic may be linked through a consideration of difference habitats along their travels from China back home. The study of Buddhism in R.E. is connected through the link with China.

Autumn

Spring

Who were the Mayans and what have we learnt from them?

This can be largely a history topic focusing on developing an understanding of the earliest civilisation outside of the western world. It will need to be established in the children’s current historical understanding of ancient civilisations that they have previously encountered. The study of the depictions of God/s could be introduced through a study of the Mayan religion.

Where would you rather live: Sahara Desert, Artic Tundra or The Lake District?

This is largely a comparative geography topic that should show progression in the children’s geographical understanding from the comparative topic in Year 2. The focus for this comparison can be environmental regions and weather systems in addition to looking at human and physical features of each region. The topic of electricity can link to extreme weather systems.

Summer

Why was the Islamic civilisation in AD400 known as the ‘Golden Age’?

This can be largely a history topic focusing on developing an understanding of non-European civilisations as a comparison with British History and as such does need to be place in the context of British history at the time. There is a clear R.E. link with the study of Islam and it’s relevance in today’s society.

How can we keep endangered species safe?

This can be largely a geography topic focusing on environmental and ethical issues all around the world. It should bring their geographical knowledge and skill together in the context of a controversial issue. The R.E. topic allows for a discussion of these issues within a religious context.

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