THE FEDERATION OF MIDDLEHAM VA AND SPENNITHORNE VC …€¦ · THE FEDERATION OF MIDDLEHAM VA AND...

THE FEDERATION OF MIDDLEHAM VA AND SPENNITHORNE VC CE PRIMARY SCHOOLS

YEAR A Y2/3/4 AUTUMN 1 AUTUMN 2

THEME How vicious were the Vikings? What makes a raindrop?

HIGH QUALITY TEXT How to Train Your Dragon Cressida Cowell The Dragon’s Hoard Lari Don

The Rhythm of the Rain Graham Baker-Smith A River Marc Martin

HOOK/VISIT York Jorvik Museum HOOK/VISIT- Visit from Rivers Trust

ENGLISH ( inc SPAG) Myths, legends (reading-vocab) Magical device, good over evil (themes) Drama Narratives - creating setting, characters etc Fact files - headings, reports

Narrative - dialogue – story structure Performance poetry Non fiction, explanation, topical vocabulary, dictionaries, text Instructions

MATHS Measure Measure - capacity

WRM WK1 WK2 WK3 WK4 WK5 WK6 WK7 WK8 WK9 WK10 WK11 WK12

Place value Y2 numbers to 100

Number – Addition and subtraction Y2 – Numbers within 100 ( including money)

Numbers – multiplication and division

SCIENCE Animals including humans (Y2 unit)

Light (Y3)

notice that animals, including humans, have offspring which grow into adults

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

describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene

gathering, recording, classifying and presenting data in a variety of ways to help in answering question

recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

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

notice that light is reflected from surface

recognise that light from the sun can be dangerous and that there are ways to protect their ey

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.

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

using straightforward scientific evidence to answer questions or to support their findings

setting up simple practical enquiries, comparative and fair tests

PROGRESSION OF SKILLS

TOWARDS EXPECTED EXCEEDING TOWARDS EXPECTED EXCEEDING

Recognise that all animals, including humans, have offspring.

Identify the basic needs of animals, including humans, for survival (water,

food and air).

Recognise the importance to humans of exercise, diet and hygiene.

Pupil can, with prompting, identify what might usefully be recorded.

Pupil can collect data.

Pupil can suggest answers to enquiry questions using data.

Describe the relationship between

adult animals and their offspring.

Identify human's basic needs.

Describe the importance of a healthy diet and exercise.

Pupil can, with assistance, draw and label diagrams

Pupil can collect data relevant to theanswering of questions, e.g. seeing how

Compare and contrast adults and

their offspring for different animals.

Suggest how the basic needs of

different animals influences their choice of habitat.

Suggest effects of poor diet and hygiene.

Pupil can, with prompting,

Identify that light is necessary for vision.

Identify that mirrors reflect light.

Recognise that light from the sun can

be dangerous.

Recognise that light cannot pass

through some objects.

Identify that the size of

Relate being able to see to the

presence of light.

Describe how some objects reflect light.

Describe how and why our eyes should be protected from sunlight.

Explain how shadows are made.

Describe how to change the size of ashadow.

Recognise that vision involves light travelling to the eyes.

Recognise that some surfaces are better at reflecting light than others.

Explain why sunlight can be dangerous and how types of protection works.

Suggest how light is travelling to form a

the shapes of some materials can be changed.

Pupil can answer enquiry questions usingdata and ideas, e.g. to help decide how the properties of certain materials make them suitable for certain applications.

draw and label diagrams.

Pupil can recognise patterns that

relate to scientific ideas, when prompted.

Pupil can, with support, use evidence to produce simple conclusion.

shadows can be changed. shadow.

Relate position of an object and position of a screen to the size of the shadow.

COMPUTING Technology in our lives – fact files /leaflet production E-safety Technology - 2 explore beat (linked to music)

use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

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




TOWARDS TECHNOLOGY IN OUR LIVES KS1

EXPECTED TECHNOLOGY IN OUR LIVES KS1

EXCEEDING TECHNOLOGY IN OUR LIVES KS1

TOWARDS ESAFETY KS1 EXPECTED ESAFETY KS1

EXCEEDING ESAFETY KS1

The child can show an awareness of how IT is used for communication beyond school.

The child understands that there are online tools that can help them create and communicate

The child can show an awareness of how IT is used for a range of purposes beyond school.

The child begins to understand what the Internet is

The child can consider when digital technology leads to improvements or has the potential to make things worse.

The child begins to understand what the Internet is and the purposes that it is used for

The child can acknowledge the need to stay safe when using technology.

The child can understand that they need to be kept safe when using technology

The child can understand that some information should be kept private.

The child should understand that some information is personal and should only be shared by those who they or their parents trust.

The child can understand what to do if they see disturbing content online at school.

The child can keep safe while using digital technology.

The child should know that they need to keep themselves safe when using digital technology

The child can start to understand what information about themselves should be kept private.

The child should understand that personal information should be kept private: it should not be posted online to a public audience and should only be shared privately with those who the child (or their parents) would trust.

The child can understand what to do if they have concerns about content or contact online.

The child can stay safe and act respectfully and responsibly when using digital technology


The child can understand that they should not share personal information online.

The child should show some awareness of other issues around privacy, such as how digital photos can contain hidden information about where they were taken.

The child can have a range of strategies for dealing with concerns over content or contact online.

TOWARDS TECHNOLOGY IN OUR LIVES LKS2

EXPECTED TECHNOLOGY IN OUR LIVES LKS2

EXCEEDING TECHNOLOGY IN OUR LIVES LKS2

TOWARDS ESAFETY LKS2 EXPECTED ESAFETY LKS2

EXCEEDING ESAFETY LKS2

The child can decide whether a web page is relevant for a given purpose or question.

The child can decide whether digital content is relevant for a given purpose or question.

The child can decide whether digital content is reliable and unbiased.

The child can use digital technology safely and show respect for others when working online.

The child can demonstrate that they can act responsibly

The child can demonstrate that they can act responsibly

The child can form a judgement about whether a web page is appropriate for finding out the answer to a question they have or for a given purpose

The child can use email to communicate with a classmate.

The child can search for information within a single site.

The child can understand that search engines select pages according to keywords found in the content.

The child can form a judgement about whether a web page or other digital content is appropriate for finding out the answer to a question they have or for a given purpose.

The child can use email and effectively for a given purpose.

The child can use a standard search engine to find information

The child can understand that search engines rank pages according to relevance.

The child should be able to spot some examples of bias in digital content.


The child can use filters to make more effective use of a standard search engine.

The child can understand that search engines use a cached copy of the crawled web to select and rank results


The child can identify what would be unacceptable or inappropriate behaviour when using digital technology in a range of contexts.

The child knows who to talk to about concerns and inappropriate behaviour in school

when using computers.

The child can act responsibly when using computers

The child can identify and discuss the difference between acceptable and unacceptable behaviour when using digital technology in a range of contexts

The child knows who to talk to about concerns and inappropriate behaviour at home or in school.

when using the internet.

The child can act responsibly when using the internet.

The child can discuss the consequences of particular behaviours when using digital technology.

The child can discuss the likely or possible consequences of particular behaviours when using digital technology in a range of contexts.

The child knows how to report concerns and inappropriate behaviour in a range of contexts.
















The child can search for information within a single site. The child can understand that search engines select pages








according to keywords found in the content.

The child can use a standard search engine to find information The child can understand that search engines rank pages according to relevance.


RE LKS2a.2 What is it like to follow God?

NY L2.1 What do different people believe about God (Christian, Hindu, and/or Muslim)

RE ASSESSMENT FROM UNDERSTANDING CHRISTIANITY RE ASSESSMENT FROM UNDERSTANDING CHRISTIANITY

HISTORY/ GEOGRAPHY

Vikings Rivers

events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries] KS1

the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor KS2

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 KS1

name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time KS2

describe and understand key aspects of:physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle KS2


Working Towards Chronology KS1

Expected Chronology KS1 Exceeding Chronology KS1

Working Towards Location KS1 Expected Location KS1 Exceeding Location KS1

The child can sequence events in chronological order

The child can sequence events or objects in chronological order

The child can sequence events and artefacts closer together in time

The child can sequence and describe photos/memories from key events in their life

The child can understand how some places are linked to other places e.g. roads, trains

name,

The child can describe familiar places

The child can link their homes with other places

The child knows about some present changes that are happening in the local environment e.g. at school

The child can suggest ideas for improving the school environment

The child can name and locate the world`s seven continents The child can name and

locate the four countries of the UK

The child can name and locate the world's seven continents and five oceans

The child can name, locate and identify characteristics of the four countries and capital cities of the UK

The child can name, locate and identify characteristics of the seas surrounding the United Kingdom

Working Towards Range and Depth of Historical Knowledge KS1

Expected Range and Depth of Historical Knowledge KS1

Exceeding Range and Depth of Historical Knowledge KS1

The child can begin to describe similarities and differences in artefacts

The child can use simple sources to find out characteristic features of the past

The child can describe similarities and differences in artefacts

The child can use drama to show why people did things in the past

The child can use a range of sources to find out characteristic features of the past

The child can find out about people and events in other times

The child can use collections of artefacts to confidently describe similarities and differences

The child can use drama to develop empathy and understanding (hot seating, sp. and listening)

Working Towards Interpretations of History KS1

Expected Interpretations of History KS1

Exceeding Interpretations of HistoryKS1

The child is beginning to identify simple ways to represent the past (e.g. photos)

The child can identify different ways to represent the past (e.g photos, memories, talks)

The child can compare pictures or photographs of people in the past

The child can compare pictures or photographs of people or events in the past

The child can confidently identify numerous different ways to represent the past

Working Towards Historical Enquiry KS1

Expected Historical Enquiry KS1

Exceeding Historical Enquiry KS1

The child can sort artefacts into “then” and “now”

The child can access a simple range of sources

The child can listen about the topic and answer simple questions

The child can sort artefacts into “then” and “now”, giving reasons

The child can use as wide a range of sources

The child can ask and answer questions related to different sources and objects

The child can use a simple source to find out why, what, who, how, where to ask questions and find answers

The child can sequence a collection of artefacts

The child can use and discuss a time line

Working Towards Organisation and Communication KS1

Expected Organisation and Communication KS1

Exceeding Organisation and Communication KS1

The child can use: Time lines (3D with objects/ sequential pictures) Drawing

ICT

The child can use: Time lines (3D with objects/ sequential pictures) Drawing Drama/role play Writing (reports, labelling, simple recount)

ICT

The child can use: Time lines (3D with objects/ sequential pictures) Drawing Drama/role play Writing (reports, labelling, recount) Class displays Museum visits Annotated photographs

ICT

Working Towards Chronology LKS2

Expected Chronology LKS2 Exceeding Chronology LKS2

Working Towards Location LKS2

Expected Location LKS2

Exceeding Location LKS2

The child can place the time studied on a time line

The child can sequence events or artefacts and is beginning to use dates related to the passing of time

The child can confidently place the time studied on a time line

The child can sequence events or artefacts and use dates related to the passing of time

The child can place events from period studied on a time line

The child can use terms related to the period and begin to date events

The child can understand more complex terms e.g. BCE/AD

The child can identify where countries are within the UK and some of the key topographical features

The child can name and locate the cities of the UK

The child can identify similarities and differences between places, including their local area.

The child can develop an awareness of how places relate to each other

The child can identify where countries are within the UK and describe the key topographical features

The child can name, locate and describe features of the main cities of the UK

The child can understand why there are similarities and differences between places, including their local area.

The child can confidently name, locate and recognise the different shapes of the continents

The child can demonstrate knowledge of features about places around them and beyond the UK

The child can identify where countries are within Europe.

The child can recognise that people have differing qualities

Working Towards Range and Depth of Historical Knowledge LKS2

Expected Range and Depth of Historical Knowledge LKS2

Exceeding Range and Depth of Historical Knowledge LKS2

The child can find out simple facts about everyday lives of

The child can explore the everyday lives of people in

The child can use evidence to reconstruct life in time studied,

people in time studied

The child can identify reasons for and results of people’s actions

The child can study change through the lives of significant individuals

time studied and compare with our life today

The child can identify reasons for and results of people’s actions and understands why people may have had to do something


identifying key features and events

The child can look for links and effects in time studied

The child can offer a reasonable explanation for some events

The child can develop a broad understanding of ancient civilisations

of life living in different locations and environments

The child knows how the locality is set within a wider geographical context

Working Towards Interpretations of History LKS2

Expected Interpretations of History LKS2

Exceeding Interpretations of History LKS2

The child can identify and is beginning to give reasons for different ways in which the past is represented

The child can distinguish between different sources and is beginning to evaluate the usefulness

The child can look at representations of the period – museums, cartoons etc

The child can identify and give reasons for different ways in which the past is represented

The child can distinguish between different sources and evaluate their usefulness

The child can explore and explain the evidence available

The child can confidently evaluate and explain the usefulness of different sources, including text books.

Working Towards Historical Enquiry LKS2

Expected Historical Enquiry LKS2

Exceeding Historical Enquiry LKS2

The child can use sources to find out about a period

The child can observe details on artefacts and pictures

The child is beginning to select and record information relevant to the study

The child is beginning to use the library/internet for research

The child can ask and answer questions

The child can use a range of different sources to find out about a period

The child can observe and describe small details on artefacts and pictures

The child can select and record information relevant to the study

The child can use the library/internet for research to answer questions

The child can use evidence to build up a picture of a past event

The child can choose relevant material to present a picture of one aspect of life in time past

The child can ask and answer a variety of questions, using the library/internet for research

Working Towards Organisation and Communication LKS2

Expected Organisation and Communication LKS2

Exceeding Organisation and Communication LKS2

The child can communicate knowledge and understanding using: Discussions Pictures Writing Annotations

Drama

The child can communicate knowledge and understanding using: Discussions Pictures Writing Annotations Drama The child can organise work into a data file to answer historical questions

The child can communicate knowledge and understanding through numerous ways

The child can select data and organise it into a data file to answer historical questions

The child can display findings in a variety of ways working independently and in groups

ART AND DESIGN Monet – great artists in history Art inspired by the over arching texts Painting - watercolours

to use a range of materials creatively to design and make products ks1

to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space ks1

to create sketch books to record their observations and use them to review and revisit ideas ks2

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] ks2

about great artists, architects and designers in history. PROGRESSION OF SKILLS PAINTING KS1 WORKING

TOWARDS

PAINTING KS1 EXPECTED PAINTING KS1 EXCEEDING

The child is beginning to use and explore different brush sizes

The child can mix and match colours to artefacts and objects

The child can mix secondary colours

The child can use different types of paint

The child is beginning to identify different textures.

The child can use a variety of tools and techniques including the use of different brush sizes and types

The child can mix secondary colours and shades

The child can use and name different types of paint

The child can work on different scales

The child can create different textures e,g use sawdust

The child can mix a range of secondary colours, shades and tones

The child can experiment with tools and techniques, including layering, mixing media, scraping

The child can name different types of paints and their properties

The child can work on a range of scales e.g large brush on large paper

The child can mix and match colours using artefacts and objects

EXPLORING/EVALUATING IDEAS KS1 WORKING TOWARDS

EXPLORING/EVALUATING IDEAS KS1 EXPECTED

EXPLORING/EVALUATING IDEAS KS1 EXCEEDING

The child is beginning to record and explore ideas from first hand observation, experience and imagination

The child is beginning to explore the differences and similarities within the work of artists, craftspeople and designers in different times and cultures

The child can review what they have done and say what they think and feel

The child can identify what they might change in their work

The child can record and explore ideas from first hand observation, experience and imagination

The child can ask and answer questions about starting points for their work and develop their ideas

The child can review what they and others have done and say what they think and feel

The child can identify what they might change in their work or develop in the future

The child can confidently record and explore ideas from first hand observation, experience and imagination

The child can confidently ask and answer questions about starting points for their work, processes they have used and develop their ideas

The child can explore the differences and similarities within the work of artists, craftspeople and designers in different times and cultures

The child can confidently review what they and others have done and say what they think and feel

The child can confidently identify what they might change in their work or develop in the future

The child can annotate work in sketchbook

PAINTING LKS2 WORKING TOWARDS

PAINTING LKS2 EXPECTED PAINTING LKS2 EXCEEDING

The child knows which primary colours make secondary colours

The child can use a developed colour vocabulary

The child can experiment with different effects and textures including blocking in colour, washes, thickened paint

The child can work on a range of scales e.g think brush on small picture

The child can mix a variety of colours and knows which primary colours make secondary colours

The child is beginning to use more specific colour language eg tint, tone, shade and hue

The child can work confidently on a range of scales e.g think brush on small picture

The child can independently create different effects and textures with paint according to what they need for a task

The child can make and match colours with increasing accuracy

The child can use more specific colour language eg tint, tone, shade and hue

The child can choose paints and implements appropriately

The child can plan and create different effects and textures with paint according to what they need for a task

The child can show increasing independence and creativity with the painting process

EXPLORING/EVALUATING IDEAS LKS2 WORKING TOWARDS

EXPLORING/EVALUATING IDEAS LKS2 EXPECTED

EXPLORING/EVALUATING IDEAS LKS2 EXCEEDING

The child is beginning to select and record from first hand observation, experience and imagination and explore ideas for different purposes

The child is beginning to question and make thoughtful observations about starting points and select ideas to use in their work

The child is beginning explore the roles and purposes of artists, craftspeople and designers working in different times and cultures

The child is beginning to compare ideas, methods and approaches in their own and others work and say what they think and feel

The child is beginning adapt their work according to their views and describe how they might develop it further The child is beginning to annotate work in sketchbook

The child can select and record from first hand observation, experience and imagination and explore ideas for different purposes

The child can question and make thoughtful observations about starting points and select ideas to use in their work

The child can explore the roles and purposes of artists, craftspeople and designers working in different times and cultures

The child can compare ideas, methods and approaches in their own and others work and say what they think and feel

The child can adapt their work according to their views and describe how they might develop it further The child can annotate work in sketchbook

The child can confidently select and record from first hand observation, experience and imagination and explore ideas for different purposes

The child can confidently question and make thoughtful observations about starting points and select ideas to use in their work

The child can confidently explore the roles and purposes of artists, craftspeople and designers working in different times and cultures

The child can confidently compare ideas, methods and approaches in their own and others work and say what they think and feel The child can confidently adapt their work according to their views and describe how they might develop it further

MUSIC Music history – genres, listening, appraising Handel’s water music Listening, play & perform

THESE STATEMENTS LINK TO EVERY MUSIC UNIT WITHIN THIS PLAN use their voices expressively and creatively by singing songs and speaking chants and rhymes ks1

play tuned and untuned instruments musically ks1

listen with concentration and understanding to a range of high-quality live and recorded music ks1

experiment with, create, select and combine sounds using the inter-related dimensions of music. Ks1

play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression ks2

improvise and compose music for a range of purposes using the inter-related dimensions of music ks2

listen with attention to detail and recall sounds with increasing aural memory ks2

use and understand staff and other musical notations ks2

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

develop an understanding of the history of music. Ks2 YEAR 1/2 YEAR 3/4


Singing songs with control and using the voice expressively.

To find their singing voice and use their voices confidently.

Sing a melody accurately at their own pitch.

Sing with a sense of awareness of pulse and control of rhythm.

Recognise phrase lengths and know when to breathe.

Sing songs expressively.

Follow pitch movements with their hands and use high, low and middle voices.

Begin to sing with control of pitch (e.g. following the shape of the melody).

Sing with an awareness of other performers.

Sing with confidence using a wider vocal range.

Sing in tune.

Sing with awareness of pulse and control of rhythm.

Recognise simple structures. (Phrases).

Sing expressively with awareness and control at the expressive elements. E.g. timbre, tempo, dynamics.

Sing songs and create different vocal effects.

Understand how mouth shapes can affect voice sounds.

Internalise sounds by singing parts of a song ‘in their heads.’

Listening, Memory and Movement.

Recall and remember short songs and sequences and patterns of sounds.

Respond physically when performing, composing and appraising music.

Identify different sound sources.

Identify well-defined musical features.

Identify melodic phrases and play them by ear.

Create sequences of movements in response to sounds.

Explore and chose different movements to describe animals.

Demonstrate the ability to recognise the use of structure and expressive elements through dance.

Identify phrases that could be used as an introduction, interlude and ending.

Controlling pulse and rhythm

Identify the pulse in different pieces of music.

Identify the pulse and join in getting faster and slower together.

Identify long and short sounds in music.

Perform a rhythm to a given pulse.

Begin to internalise and create rhythmic patterns.

Accompany a chant or song by clapping or playing the pulse or rhythm.

Recognise rhythmic patterns.

Perform a repeated pattern to a steady pulse.

Identify and recall rhythmic and melodic patterns.

Identify repeated patterns used in a variety of music. (Ostinato).

Exploring sounds, melody and accompaniment.

To explore different sound sources.

Make sounds and recognise how they can give a message.

Identify and name classroom instruments.

Create and chose sounds in response to a given stimulus.

Identify how sounds can be changed.

Change sounds to reflect different stimuli.

Identify ways sounds are used to accompany a song.

Analyse and comment on how sounds are used to create different moods.

Explore and perform different types of accompaniment.

Explore and select different melodic patterns.

Recognise and explore different combinations of pitch sounds.

Control of instruments

Play instruments in different ways and create sound effects.

Handle and play instruments with control.

Identify different groups of instruments.


Select instruments to describe visual images.

Choose instruments on the basis of internalised sounds.

Composition Contribute to the creation of a class composition.

Basic skills developments for composition in KS1 are to be found within ‘Exploring sounds’.

Create textures by combining sounds in different ways.

Create music that describes contrasting moods/emotions.

Improvise simple tunes based on the pentatonic scale.

Compose music in pairs and make improvements to their own work.

Create an accompaniment to a known song.

Create descriptive music in pairs or small groups.

Reading and writing notation

Perform long and short sounds in response to symbols.

Create long and short sounds on instruments.

Play and sing phrase from dot notation.

Record their own ideas

Make their own symbols as part of a class score.

Performance skills

Perform together and follow instructions that combine the musical elements. Perform in different ways, exploring the way the performers are a musical resource.

Perform with awareness of different parts.

Evaluating and appraising

Choose sounds and instruments carefully and make improvements to their own and others’ work.

Recognise how music can reflect different intentions.

MFL Unit I - Moi Unit 2 - Les Couleurs

THESE STATEMENTS LINK TO EVERY MFL UNIT WITHIN THIS PLAN listen attentively to spoken language and show understanding by joining in and responding

explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*

speak in sentences, using familiar vocabulary, phrases and basic language structures

develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*

present ideas and information orally to a range of audiences*

read carefully and show understanding of words, phrases and simple writing

appreciate stories, songs, poems and rhymes in the language

broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

write phrases from memory, and adapt these to create new sentences, to express ideas clearly

describe people, places, things and actions orally* and in writing

understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English

DT Longboats – strengthening materials & structures

generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology ks1

select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] ks1

select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics ks1

evaluate their ideas and products against design criteria ks1

build structures, exploring how they can be made stronger, stiffer and more stable ks1

use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups ks2

select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately ks2

evaluate their ideas and products against their own design criteria and consider the views of others to improve their work ks2

apply their understanding of how to strengthen, stiffen and reinforce more complex structures ks2


YEAR 2 YEAR 3 YEAR 4 Developing, planning and communicating ideas.

Generate ideas by drawing on their own and other people's experiences

Develop their design ideas through discussion, observation , drawing and modelling

Identify a purpose for what they intend to design and make

Generate ideas for an item, considering its purpose and the user/s

Identify a purpose and establish criteria for a successful product.

Plan the order of their work before starting

Explore, develop and communicate design proposals by modelling ideas

Generate ideas, considering the purposes for which they are designing

Make labelled drawings from different views showing specific features

Develop a clear idea of what has to be done, planning how to

Identify simple design criteria

Make simple drawings and label parts

Make drawings with labels when designing

use materials, equipment and processes, and suggesting alternative methods of making, if the first attempts fail

Evaluate products and identify criteria that can be used for their own designs

Working with tools, equipment, materials and components to make quality products (inc- food)

Begin to select tools and materials; use vocab' to name and describe them

Measure, cut and score with some accuracy

Use hand tools safely and appropriately

Assemble, join and combine materials in order to make a product

Cut, shape and join fabric to make a simple garment. Use basic sewing techniques

Follow safe procedures for food safety and hygiene

Choose and use appropriate finishing techniques

Select tools and techniques for making their product

Measure, mark out, cut, score and assemble components with more accuracy

Work safely and accurately with a range of simple tools

Think about their ideas as they make progress and be willing change things if this helps them improve their work

Measure, tape or pin, cut and join fabric with some accuracy

Demonstrate hygienic food preparation and storage

Use finishing techniques strengthen and improve the appearance of their product using a range of equipment including ICT

Select appropriate tools and techniques for making their product

Measure, mark out, cut and shape a range of materials, using appropriate tools, equipment and techniques

Join and combine materials and components accurately in temporary and permanent ways

Sew using a range of different stitches, weave and knit


Use simple graphical communication techniques

Evaluating processes and products

Evaluate against their design criteria

Evaluate their products as they are developed, identifying strengths and possible changes they might make

Talk about their ideas, saying what they like and dislike about them

Evaluate their product against original design criteria e.g. how well it meets its intended purpose

Disassemble and evaluate familiar products

Evaluate their work both during and at the end of the assignment

Evaluate their products carrying out appropriate tests

PE Tag rugby Football

Netball Dance

master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities ks1

participate in team games, developing simple tactics for attacking and defending ks1

use running, jumping, throwing and catching in isolation and in combination ks2

play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending ks2

develop flexibility, strength, technique, control and balance ks2

compare their performances with previous ones and demonstrate improvement to achieve their personal best ks2



perform dances using simple movement patterns.ks1



develop flexibility, strength, technique, control and balance

perform dances using a range of movement patterns ks2



KS1 KS2

Movement Master basic movements such as running, jumping, throwing and catching

Use running, jumping, throwing and catching in isolation and in combination

Using skills, techniques Developing balance, agility and coordination Develop flexibility, strength, technique, control and balance e.g. through athletics and gymnastics

Range of activities application

Begin to apply basic movements in a range of activities Begin to apply basic movements in a range of activities and in combination

Dance Perform dances using simple movement patterns Perform dances using a range of movement patterns Games Participate in team games Play competitive games,modified where appropriate Tactics Attack/defend Developing simple tactics for attacking and defending Apply basic principles suitable for attacking and defending Analysis and evaluation Compare their performances with previous ones and demonstrate

improvement to achieve their personal best

PHSCE BV SRE

PHSCE –Me and my relationships (Peer pressure, Am I a good friend? Friendship problems) SRE – YR 2 DIFFERENCES Differences BV – Tolerance of those of different faiths and beliefs and those of no faith

PHSCE –Me and my relationships (Peer pressure, Am I a good friend? Friendship problems) SRE – YR 2 DIFFERENCES Differences BV – Tolerance of those of different faiths and beliefs and those of no faith

CLEAR OPPORTUNITIES FOR CROSS CURRICULAR TEACHING

Link DT Longboats and history Vikings Link Computing with English ( fact files and leaflets)

ICT/Music/Geography – stemming from rivers and water

YEAR A Y2/3/4 SPRING 1 SPRING 2

THEME Where would you sail away to? How did trains change the face of Britain?

HIGH QUALITY TEXT “Journey” “Pablo & Jane & the Hot Air Contraption The Railway Children – Edith Nesbitt

HOOK/VISIT TBC Head of Steam Locomotion

ENGLISH ( inc SPAG) Narrative - adventure story – formal/informal dialogue Non-fiction - heading – newspaper report Instructions – numbering

Classic stories – origin of words Character/contrasting settings Letter writing /diary entry Research – retrieving info from non-fiction Poetry – classic devices, similies, alliteration, personification

MATHS Statistics – DH (also link Computing) Plant growth train speed/Time

WK1 WK2 WK3 WK4 WK5 WK6 WK7 WK8 WK9 WK10 WK11 WK12

SPRING Numbers – multiplication and division

Measurement: Length, perimeter and area

Number - Fractions Y2 – Measurement :Mass, capacity and temperature Y3 – Measurement : Mass and capacity

Y4 – Decimals ( incl money

Co

nso

lidat

ion

SCIENCE Plants (Y3)

identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant

investigate the way in which water is transported within plants

explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.


TOWARDS EXPECTED EXCEEDING

Identify different parts of a flowering plant: roots, stem/trunk, leaves and flowers. Identify that water is transported within plants. Describe the processes of pollination, seed formation and seed dispersal.

Describe what each part of a flowering plant does. Explain, with the aid of a diagram plant, how water is carried up from the soil. Explain how pollination, seed formation and seed dispersal play a role in the reproduction of flowering plants.

Suggest why parts may vary in size and shape from one species of flowering plant to another. Suggest how this process might vary from one type of plant to another. Suggest why pollination, seed formation and seed dispersal may vary from one type of plant to another.

COMPUTING Multimedia Handling data (maths/science/geography – plant and train data

E-safety Handling data - using plant and train data








TOWARDS MULTIMEDIA KS1

EXPECTED MULTIMEDIA KS1

EXCEEDING MULTIMEDIA KS1 TOWARDS ESAFETY KS1

EXPECTED ESAFETY KS1


The child can name

some uses of IT

beyond school.

The child can

mention some of the

ways in which IT is

used beyond school.

Examples could be

watching videos,

creating paintings,

typing stories,

listening to music or

audio books, sending

messages.

(Examples could

include video,

painting and e-books,

audio in 1.5 and e-

cards in 1.6.)

The child can store

content on digital

devices.The child can

use a range of digital

technologies to store

digital content. These

might include laptop

computers, tablets,

smartphones, digital

cameras, video

cameras and audio

recorders.

The child can show an

awareness of how IT is

used for communication

beyond school.

The child can mention

some of the ways in which

IT is used to communicate

beyond school. E.g. They

might know that some

people use social media

such as Facebook, email,

video calls or online

greetings to say happy

birthday to their friends.

The child can use digital

technology to store and

retrieve content.

The child can use a range of digital technologies to store and access digital content. These might include laptop computers, tablets, smartphones, digital cameras, video cameras and audio recorders. Projects might include videoing one another cooking, developing an e-book or an audio book, creating a greetings card.


awareness of how IT is used for

a range of purposes beyond

school.

The child can name a number of

purposes for which IT is used

beyond school. E.g. They might

know that modern TVs use

digital technology, that books are

often available in a digital format,

that music is often recorded

using computers and that people

often communicate using

computers these days. (E.g. In

1.2, know that TV uses digital

technology.


technology to organise, store

and retrieve content

The child can use a range of

digital technologies to store,

access and organise digital

content. Typically, they can use

a laptop computer, tablet or

smartphone to help organise

content, such as by moving this

between one document and

another or by moving content

within the file system or on a

document. Projects might include

videoing one another cooking,

developing an e-book or an

audio book, creating a greetings

card.
















TOWARDS MULTIMEDIA LKS2

EXPECTED MULTIMEDIA LKS2

EXCEEDING MULTIMEDIA LKS2 TOWARDS ESAFETY LKS2

EXPECTED ESAFETY LKS2


The child can explore and begin to evaluate the use of multimedia to enhance communication

The child can create and begin to edit presentation documents and text, experimenting with fonts, size, colour,

The child can explore how multimedia can appeal to different audiences

The child can evaluate the use of multimedia to enhance communication

The child can create and edit presentation documents

The child can confidently and accurately use a range of effects in art programs

The child can explore how multimedia can create atmosphere and appeal to different audiences

The child can be confident in creating and modifying text and presentation documents to achieve a specific purpose

The child can confidently explore a range of art programs and features.



The child can demonstrate that they can act responsibly when using computers.


The child can identify and discuss the difference between acceptable and

The child can demonstrate that they can act responsibly when using the internet.


The child can discuss the consequences of particular behaviours

alignment for emphasis and effect

The child can use a range of effects in art programs including brush sizes, repeats, reflections

The child is beginning to use video, animation and green screening

The child can use ICT tools to create musical phrases

The child can amend text and save changes.

The child can use individual fingers to input text and use SHIFT key to type characters

The child can amend text by highlighting and using SELECT/ DELETE and COPY/ PASTE

The child can look at own work and consider how it can be improved for effectiveness

The child can use tools to modify photos and is beginning to explore different effects

The child can use video, animation and green screening for a specific audience

The child can use ICT tools to create music phrases for a specific purpose

The child can save and edit work, using a keyboard with increasing confidence.

The child can change font sizes and types for effect. The child can evaluate their own and others work

The child can use tools to modify photos for a specific purpose using a range of effects

The child can explore the use of video, animation, and green screening for specific audiences

The child can confidently explore ICT tools to create music phrases for a specific purpose

The child can use a keyboard effectively, including the use of keyboard shortcuts

The child can use font sizes and effects such as bullet points

The child knows how to use a spell check

The child can look at their own, and a friend’s work and provide feedback that is constructive and specific



unacceptable behaviour when using digital technology in a range of contexts


when using digital technology.



TOWARDS HANDLING DATA KS1

EXPECTED HANDLING DATA KS1

EXCEEDING HANDLING DATA KS1

TOWARDS HANDLING DATA KS1

EXPECTED HANDLING DATA KS1

EXCEEDING HANDLING DATA KS1

The child can take photographs to record learning experiences.

The child is beginning to understand how data can be represented digitally.

The child can contribute data to a pictogram.

The child can take photographs, video and record sound to record learning experiences.

The child can look at how data is representing digitally.

The child can contribute to and interpret a pictogram.

The child can ask questions and consider how data could be collected.

The child can take and save photographs, video and record sound to capture learning.

The child can ask questions and collect data

The child can generate graphs and charts to find answers.

The child can save and retrieve the data to show to others.

The child can create paper/ object decision trees and explore a branching database.

The child can take photographs to record learning experiences.

The child is beginning to understand how data can be represented digitally.

The child can contribute data to a pictogram.

The child can take photographs, video and record sound to record learning experiences.

The child can look at how data is representing digitally.

The child can contribute to and interpret a pictogram.

The child can ask questions and consider how data could be collected.

The child can take and save photographs, video and record sound to capture learning.

The child can ask questions and collect data

The child can generate graphs and charts to find answers.

The child can save and retrieve the data to show to others.

The child can create paper/ object decision trees and explore a branching database.

TOWARDS HANDLING DATA LKS2

EXPECTED HANDLING DATA LKS2

EXCEEDING HANDLING DATA LKS2

TOWARDS HANDLING DATA LKS2

EXPECTED HANDLING DATA LKS2

EXCEEDING HANDLING DATA LKS2

The child can find out information from a pre-


The child can plan and create a database to answer questions

The child can find out information from a pre-prepared database,


The child can plan and create a database to answer questions

prepared database, asking simple questions

The child understand what a database is.

The child can construct a simple branching database

The child can record data

The child can use a data logger to monitor changes

prepared database, asking questions

The child can contribute towards a database

The child can construct and use a branching database

The child can record data in a variety of ways

The child can present data for others

The child can use a data logger to monitor changes and talk about the outcomes seen

The child can identify different types of data

The child can ask questions carrying out simple searches on a database

The child can identify inaccurate data

The child can present data in appropriate format for an audience

The child can use a data logger to record and compare individual readings.

asking simple questions

The child understand what a database is.

The child can construct a simple branching database

The child can record data

The child can use a data logger to monitor changes

prepared database, asking questions

The child can contribute towards a database

The child can construct and use a branching database

The child can record data in a variety of ways

The child can present data for others

The child can use a data logger to monitor changes and talk about the outcomes seen

The child can identify different types of data

The child can ask questions carrying out simple searches on a database

The child can identify inaccurate data

The child can present data in appropriate format for an audience

The child can use a data logger to record and compare individual readings.

RE NY L2.8 What does it mean to be Hindu in Britain today? NY L2.8 What does it mean to be Hindu in Britain today?

HISTORY/ GEOGRAPHY

Continents & oceans Countries of the world

Railways - chronology

name and locate the world’s seven continents and five oceans ks1

name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas ks1

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 ks1

locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities ks2

identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) ks2

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied ks2

changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life KS1

the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods – Stephenson, Pease, Hackworth KS1 (Darlington Stockton railway) KS1

significant historical events, people and places in their own locality. KS1


Working Towards Location KS1 Expected Location KS1 Exceeding Location KS1 Working Towards Chronology KS1

Expected Chronology KS1

Exceeding Chronology KS1


name,





The child can name and locate the world`s seven continents The child can name and locate the four countries of the UK












The child can use simple sources to find out


The child can use drama to show why


The child can use collections of

characteristic features of the past

people did things in the past


artefacts to confidently describe similarities and differences




Exceeding Interpretations of History KS1






















ICT


ICT


ICT

Working Towards Location LKS2

Expected Location LKS2 Exceeding Location LKS2 Working Towards Chronology LKS2

Expected Chronology LKS2

Exceeding Chronology LKS2











The child can recognise that people have differing qualities of life living in different locations and environments











Exceeding Range and

Depth of Historical

Knowledge LKS2

The child can find out simple facts about everyday lives of people in time studied



The child can explore the everyday lives of people in time studied and compare with our life today



The child can use evidence to reconstruct life in time studied, identifying key features and events






Exceeding

Interpretations of

History LKS2







The child can

confidently evaluate

and explain the

usefulness of

different sources,

including text books.



Exceeding Historical

Enquiry LKS2















Exceeding

Organisation and

Communication

LKS2


Drama

The child can communicate knowledge and understanding using: Discussions Pictures Writing Annotations Drama

The child can organise work into a data file to answer historical questions




ART AND DESIGN Art from different continents (Aboriginal focus) Control over material/tools, drawing/painting


to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination ks1


about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. Ks1



about great artists, architects and designers in history. Ks2


PAINTING KS1 WORKING TOWARDS

















DRAWING KS1 WORKING TOWARDS

DRAWING KS1 EXPECTED DRAWING KS1 EXCEEDING

The child can use a variety of tools including pencils, rubbers, crayons, pastels, felt tips, charcoal, ballpoints, chalk and other dry media

The child can use a sketchbook to record artwork. The child is beginning to explore the use of line, shape and colour

The child can confidently use a variety of tools including pencils, rubbers, crayons, pastels, felt tips, charcoal, ballpoints, chalk and other dry media

The child is beginning to draw for a sustained period of time

The child can use a sketchbook to gather and collect artwork

The child can accurately use line, shape, pattern and colour

The child can layer different media e.g crayons, pastels, felt tips, charcoal and ballpoint

The child can understand the basic use of a sketchbook and work out ideas for drawings

The child can draw for a substantial periods of time from the figure and real objects, including single and grouped objects

The child can experiment with the visual element: line, shape, pattern and colour





The child can experiment with different effects and textures including blocking in colour, washes, thickened pain





The child can independently create different effects and textures with paint





The child can show increasing independence

according to what they need for a task

and creativity with the painting process

DRAWING LKS2 WORKING TOWARDS

DRAWING LKS2 EXPECTED DRAWING LKS2 EXCEEDING

The child is beginning to use different grades of pencil and other implements

The child can plan, refine and alter drawings as necessary

The child can use sketchbooks to collect and record visual information from different sources

The child can draw for a substantial period of time

The child is beginning to use different media to achieve variation in line, texture, tone, colour, shapes and pattern

The child can experiment with different grades of pencil and other implements

The child can alter and refine drawings and describe the changes

The child can collect images and information independently in a sketchbook


The child can confidently use different media to achieve variation in line, texture, tone, colour, shapes and pattern

The child can make informed choices in drawing, inc media and paper

The child can alter and refine drawings and describe the changes using art vocabulary

The child can collect and record images and information independently in a sketchbook

The child can use research to inspire drawings from memory and imagination

The child can explore relationships between line, tone, pattern, shape, colour and texture

MUSIC Music from other cultures (African drums) Rhythm & notation

Composition (film scores – extracts from the Railway Children)


See progression of skills from Autumn term

MFL Unit 3 – La Jungle Unit 4 – Tutti Frutti

Please see objectives in Autumn 1 Yr 1

DT Build a train & track (collaborative) with electricity – light up train/buzzer








select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities ks2

investigate and analyse a range of existing products ks2


understand how key events and individuals in design and technology have helped shape the world ks2

understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] ks2






Identify simple design criteria Make simple drawings and label parts








Develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making, if the first attempts fail































PE Swimming Gymnastics

Dance Gymnastic




develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]ks2

perform dances using a range of movement patternsks2





KS1 KS2

Movement Master basic movements such as running, jumping, throwing and catching Use running, jumping, throwing and catching in isolation and in combination Using skills, techniques

Developing balance, agility and coordination Develop flexibility, strength, technique, control and balance e.g. through athletics and gymnastics



Dance Perform dances using simple movement patterns Perform dances using a range of movement patterns Games Participate in team games Play competitive games,modified where appropriate Tactics Attack/defend

Developing simple tactics for attacking and defending Apply basic principles suitable for attacking and defending

Analysis and evaluation

Compare their performances with previous ones and demonstrate improvement to achieve their personal best

Swimming Swim competently, confidently and proficiently over a distance of at least 25 metres Use a range of strokes effectively e.g. front crawl, backstroke, breaststroke Perform safe self- rescue in different water-based situations

PHSCE BV SRE

PHSCE – Keeping myself safe (Online safety, Safety in the house, Stranger danger) SRE - YR 3 VALUING DIFFERENCES AND KEEPING SAFE Help and support BV – The rule of law

PHSCE – Keeping myself safe (Online safety, Safety in the house, Stranger danger) SRE - YR 3 VALUING DIFFERENCES AND KEEPING SAFE Help and support BV – The rule of law


English high quality test with geography ( adventure stories) Science/English – instructional writing on how to grow plants and explanations Geography/Music/Art – continents and art from around the world/music from other cultures)

Maths/Computing/History – data handling linked to plant growth and train speed via 2Graph English/History/DT – overarching key text linked to history of the railways and building a train track

YEAR A Y2/3/4 SUMMER 1 SUMMER 2

THEME Why should the rainforest be important to us? Who lives in a castle like this?

HIGH QUALITY TEXT The Great Kapok Tree by Lynne Cherry The Promise by Nichola Davies

The Very Last Castle – Travis Tonker

HOOK/VISIT Zoo trip Middleham castle/Castle Bolton – Medieval day – Richard III Day

ENGLISH ( inc SPAG) Persuasive writing - formal/informal Newspaper report Information text – subheadings Diary entry – first person Descriptive writing

Fairytales – setting – legends - Arthur “Arthur & The Golden Rope” Proof reading, re-drafting stories Nonfiction – non-chron report Poetry – rhyming - narrative poetry Magical devices in texts

MATHS SHAPE LINKED TO CASTLE


SUMMER Measurement : Time Statistics Problem solving

Geometry : Properties of shape Y2 – Position, shape and direction Y3 – Shape and perimeter Y4 – Position and Direction

SCIENCE Y2 unit Living things & their habitats Adaptation, habitats around the world

explore and compare the differences between things that are living, dead, and things that have never been alive

identify and name a variety of plants and animals in their habitats, including micro-habitats

describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food


TOWARDS EXPECTED EXCEEDING Identify that a habitat supplies living things with

what they need. Identify a limited range of living things in their

habitats. Identify a predator–prey relationship. Find out one thing that plants need to grow and

stay healthy.

Explain how, for a named animal or plant, it gets what it needs from its habitat and other living things that are there.

Identify a range of living things in habitats of various sizes.

Construct a simple food chain and identify what is eating what.

Explore and identify what plants need to thrive.

Explain why there may be a limit as to how many of a certain living thing can live in a particular area.

Identify a range of living things and suggest why they may be found in that habitat.

Suggest, within a simple food chain, what might happen if one of the living things becomes scarce.

Identify the effects of a shortage of each of the things that plants need to grow and stay healthy

COMPUTING Programming - coding E-safety Programming – coding

understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions KS1

create and debug simple programs KS1

use logical reasoning to predict the behaviour of simple programs KS1



design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts KS2

use sequence, selection, and repetition in programs; work with variables and various forms of input and output KS2

use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs KS2







TOWARDS PROGRAMMING KS1

EXPECTED

PROGRAMMING KS1

EXCEEDING PROGRAMMING KS1

TOWARDS ESAFETY KS1

EXPECTED ESAFETY KS1 EXCEEDING ESAFETY KS1

The child can physically follow and give each other instructions to move around

The child can explore outcomes when buttons are pressed in sequences on a robot

The child can begin to use software to create movement and patterns on a screen

The child can execute a program on a floor robot to achieve an algorithm

The child can use the word debug to correct any mistakes when programming a floor robot

The child can begin to predict what will happen for a short sequence of instructions in a program

The child can physically follow and give each other forward, backward, right, left instructions

The child can use a simple algorithm to achieve a purpose

The child can use software to create movement and patterns on a screen

The child is beginning to plan and enter a sequence of instructions to achieve a simple algorithm, specifying distance.

The child can execute and debug a program on a floor robot to achieve an algorithm

The child can predict what will happen for a short sequence of instructions in a program

The child can physically follow and give each other forward, backward and turn (right-angle) instructions

The child can articulate an algorithm to achieve a purpose

The child can plan and enter a sequence of instructions to achieve an algorithm, with a robot specifying distance and turn and drawing a trail

The child can explore outcomes when giving instructions in a simple

Logo program

The child can watch a Logo program execute and debug any problems

The child can predict what will happen and test results

The child can talk about similarities and differences between floor robots and logo on screen
















TOWARDS PROGRAMMING LKS2

EXPECTED PROGRAMMING LKS2

EXCEEDING PROGRAMMING LKS2

TOWARDS ESAFETY LKS2



The child is beginning to plan and enter a sequence of instructions on a robot specifying distance and turn to achieve specific outcomes, debug the sequence where necessary.

The child can test sequences and is

The child can plan, create, edit and debug instructions, including turns and distance.

The child can test, debug and improve sequences

The child can type commands to achieve set outcomes.

The child can create and edit procedures typing commands including pen up, pen down and changing the trail of the turtle.

The child can solve open-ended problems using efficient procedures to create shapes and letters.

The child can experience a variety of resources to extend



The child can identify what would be unacceptable or



The child can identify and discuss the difference between acceptable and unacceptable behaviour




showing increasing understanding of how to improve and debug.

The child is beginning to type logo commands to achieve outcomes.

The child is becoming more confident at exploring outcomes when giving sequences of instructions.

The child can use repeat to achieve solutions to tasks.

The child is beginning to solve open-ended problems creating simple regular polygons, making sounds and planning movements.

The child can explore outcomes when giving sequences of instructions.

The child can solve open-ended problems creating simple regular polygons, making sounds and planning movements.

The child can sequence pre-written lines of programming into order

knowledge and understanding of programming.

The child can create an algorithm and a program that will use a simple selection command for a game.

The child can begin to debug as they program devices and actions on screen and identify bugs in programs written by others.

The child can use an algorithm to sequence more complex programming into order

inappropriate behaviour when using digital technology in a range of contexts.


when using digital technology in a range of contexts





EXPECTED PROGRAMMING KS1


















Logo program








The child can test sequences and is showing increasing understanding of how to improve and debug.



The child can use repeat to achieve solutions to tasks. The child is beginning to solve open-ended problems creating simple regular polygons, making sounds and planning movements.









The child can experience a variety of resources to extend knowledge and understanding of programming.




RE L2.8 - What does it mean to be a Sikh in Britain today? KS1 1.10 - How should we care for the world and for others, and why does it matter?

RE ASSESSEMENT FROM UNDERSTANDING CHRISTIANITY RE ASSESSEMENT FROM UNDERSTANDING CHRISTIANITY

HISTORY/GEOGRAPHY Brazil and/or South Africa study Castles (local study)

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 ks1

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 ks1


understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America ks2

describe and understand key aspects of:physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle ks2

events beyond living memory that are significant nationally or globally KS1


a local history study KS2

describe and understand key aspects of: human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water ks2



Working Towards Human and Physical KS1

Expected Human and Physical KS1

Exceeding Human and Physical KS1



The child can describe seasonal weather changes

The child is beginning to identify simple human and physical features of a place

The child can identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of the world

The child can identify simple human and physical similarities and differences of a small area of the UK.

The child can 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

The child can use basic geographical vocabulary to refer to key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

The child can identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles

The child can identify and describe human and physical similarities and differences of a small area of the UK and in a contrasting non-European country

The child can use basic geographical vocabulary to describe the physical and human features of places.







Exceeding Range and

Depth of Historical

Knowledge KS1











Exceeding

Interpretations of

HistoryKS1









Enquiry KS1












Exceeding Organisation

and Communication

KS1


ICT


ICT


ICT

Working Towards Human and Physical LKS2

Expected Human and Physical LKS2

Exceeding Human and Physical LKS2




The child can identify physical and human features of the local area

The child can explain about weather conditions/patterns around the UK

The child can identify physical and human features of places in the UK

The child can explain about weather conditions/patterns around the UK and parts of the Europe

The child can explain about weather conditions/patterns around world

The child can explain why there are similarities and differences between places human and physical features in the UK


















































Drama

The child can communicate knowledge and understanding using: Discussions Pictures Writing Annotations Drama The child can organise work into a data file to answer historical questions




ART AND DESIGN Henri Rousseau – jungle Great artists in history/drawing techniques/oil pastels/wax crayons












The child can use a sketchbook to record artwork.

The child is beginning to explore the use of line, shape and colour


















































The child is beginning adapt their work according to their views and describe how they might develop it further





The child can adapt their work according to their views and describe how they might develop it further





The child can confidently compare ideas, methods and approaches in their own and others work and say what they think and feel

The child can confidently adapt their work according to their views and describe how they might develop it further

The child is beginning to annotate work in sketchbook

MUSIC Sounds of the rainforest Rhythm & Notation

Medieval music – melody Notation Listening



See progression of skills in Autumn term

MFL Unit 5 – Vive la sport Unit 6 – La meteo


DT Build a castle – structures & joins, pulley system

design purposeful, functional, appealing products for themselves and other users based on design criteria ks1




explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products

















Working with tools, equipment, materials and components


Measure, cut and


Measure, mark out, cut, score and


Measure, mark out, cut and shape a range of

to make quality products (inc- food)

score with some accuracy






assemble components with more accuracy






materials, using appropriate tools, equipment and techniques



Measure, tape or pin, cut and join fabric with some accuracy Use simple graphical communication techniques





Evaluate their product against original design criteria e.g. how well it meets its intended purpose Disassemble and evaluate familiar products

Evaluate their work both during and at the end of the assignment Evaluate their products carrying out appropriate tests

PE Cricket Orienteering

Rounders Athletics (country dancing)






take part in outdoor and adventurous activity challenges both individually and within a teamks2

compare their performances with previous ones and demonstrate improvement to achieve their personal best.ks2




play competitive games, modified where appropriate and apply basic principles suitable for attacking and defendingks2


compare their performances with previous ones and demonstrate improvement to achieve their personal best. Ks2

KS1 KS2


Movement Master basic movements such as running, jumping, throwing and catching Use running, jumping, throwing and catching in isolation and in combination

Using skills, techniques








PHSCE BV SRE

PHSCE – Me and my future (Finance – linked to money week resources My skills and qualities) SRE – YR 4 GROWING UP Changes BV - Individual liberty

PHSCE – Me and my future (Finance – linked to money week resources My skills and qualities) SRE – YR 4 GROWING UP Changes BV - Individual liberty


Science and Geography – country study and habitats Art/Geography – jungle pictures from Henry Rosseau

History and English – over arching text and castle link DT and History - castles

YEAR B Y2/3/4 AUTUMN 1 AUTUMN 2

THEME Why is Spennithorne a special place to live? How did the Victorians celebrate Christmas?

HIGH QUALITY TEXT Window by Jeannie Baker Out of the Shadows (Victorian flashback) – Margaret Nash

HOOK/VISIT Local walk Musician visit The Extraordinary Victorians Visit

ENGLISH ( inc SPAG) Descriptive writing - settings Leaflet – information about local place Poetry – senses/autumn in local area Local author – biography/autobiography “Gregory cool” postcards “Meerkat Mail”

Oliver Twist - classics - character profile Diary entry – first person narrative Dictionaries – word study Information texts – subheadings Instructions – numbering, heading Historical settings

MATHS WK1 WK2 WK3 WK4 WK5 WK6 WK7 WK8 WK9 WK10 WK11 WK12

AUTUMN Place value Y2 numbers to 100

Number – Addition and subtraction Y2 – Numbers within 100 ( including money)

Numbers – multiplication and division

SCIENCE Rocks (Y3) Animals inc humans (diet, nutrition, hygiene) (Y3)

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

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

asking relevant questions and using different types of scientific enquiries to answer them

making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat

identify that humans and some other animals have skeletons and muscles for support, protection and movement. reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions



Describe the appearance of soil, recognising that it is a mixture of materials.

Identify that rocks vary in terms of appearance and physical properties.

Describe how soil is made. Examine and test rocks,

grouping them according to the results.

Compare different soils in terms of composition.

Suggest uses for different kinds of rocks based on their properties.

Identify that animals, including humans, need the correct nutrition.

Recognise that humans and some other animals have skeletons and muscles.

Describe why animals depend on the correct nutrition.

Explain which parts of the skeleton provide support and protection, and how they allow for movement.

Explain why a varied diet is important.

Compare the ways that the skeletons of different animals provide support, protection and movement.

COMPUTING Multimedia – Rock fact file Sending emails safely – 2Mail ( TECHNOLOGY IN OUR LIVES)

E-safety Multimedia (internet searching) How my body works – link to science





understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration ( 2Mail)






EXCEEDING MULTIMEDIA KS1

TOWARDS ESAFETY KS1 EXPECTED ESAFETY KS1 EXCEEDING ESAFETY KS1

The child can

name some uses

of IT beyond

school.

The child can

mention some of the

ways in which IT is

used beyond school.

Examples could be

watching videos,

creating paintings,

typing stories,

listening to music or

audio books,

sending messages.

(Examples could

include video,

painting and e-

books, audio in 1.5

and e-cards in 1.6.)

The child can store

content on digital

devices.The child

can use a range of

digital technologies

to store digital

content. These might

include laptop

computers, tablets,


cameras, video

cameras and audio

recorders.




beyond school.


some of the ways in

which IT is used to

communicate beyond

school. E.g. They might

know that some people

use social media such as

Facebook, email, video

calls or online greetings to

say happy birthday to

their friends.



retrieve content.

The child can use a range

of digital technologies to

store and access digital


include laptop computers,

tablets, smartphones,

digital cameras, video

cameras and audio

recorders. Projects might

include videoing one

another cooking,

developing an e-book or

an audio book, creating a

greetings card.


awareness of how IT is used

for a range of purposes

beyond school.

The child can name a

number of purposes for

which IT is used beyond


know that modern TVs use

digital technology, that

books are often available in

a digital format, that music is

often recorded using

computers and that people


computers these days. (E.g.

In 1.2, know that TV uses

digital technology.


technology to organise,

store and retrieve content




content. Typically, they can

use a laptop computer,

tablet or smartphone to help

organise content, such as by

moving this between one

document and another or by

moving content within the

file system or on a

document. Projects might


another cooking, developing

an e-book or an audio book,

creating a greetings card.


















EXCEEDING MULTIMEDIA LKS2


EXPECTED ESAFETY LKS2 EXCEEDING ESAFETY LKS2


The child can create and begin to edit presentation documents and text, experimenting with fonts, size, colour, alignment for emphasis and effect






The child can amend text by highlighting and using SELECT/ DELETE and COPY/ PASTE The child can look at own work and consider how it can be improved for effectiveness









The child can change font sizes and types for effect. The child can evaluate their own and others work









The child knows how to use a spell check The child can look at their own, and a friend’s work and provide feedback that is constructive and specific



















EXCEEDING MULTIMEDIA KS1


The child understands that there are online tools that can help them





The child can name

some uses of IT beyond

school.


some of the ways in


school. Examples could

be watching videos,




beyond school.


some of the ways in which

IT is used to communicate

beyond school. E.g. They



used for a range of

purposes beyond

school.

The child can name a

number of purposes for


create and communicate

creating paintings, typing

stories, listening to music

or audio books, sending

messages. (Examples

could include video,


audio in 1.5 and e-cards

in 1.6.)

The child can store

content on digital






computers, tablets,


cameras, video cameras

and audio recorders.

might know that some

people use social media

such as Facebook, email,

video calls or online

greetings to say happy

birthday to their friends.



retrieve content.

The child can use a range

of digital technologies to

store and access digital


include laptop computers,

tablets, smartphones,

digital cameras, video

cameras and audio

recorders. Projects might


another cooking,


an audio book, creating a

greetings card.


know that modern TVs

use digital technology,

that books are often

available in a digital

format, that music is

often recorded using

computers and that

people often

communicate using

computers these days.

(E.g. In 1.2, know that

TV uses digital

technology.


technology to organise,

store and retrieve

content

The child can use a

range of digital

technologies to store,

access and organise

digital content. Typically,

they can use a laptop

computer, tablet or

smartphone to help

organise content, such

as by moving this

between one document

and another or by

moving content within

the file system or on a

document. Projects

might include videoing

one another cooking,


an audio book, creating

a greetings card.









































The child can change font sizes and types for effect.

The child can evaluate their own and others work









RE LKS2a.3 What is the Trinity? NY L2.6 Why do some people think that life is like a journey and what significant experiences mark this? (Christian/Hindu and/or Jewish and non-religions e.g Humanist)


HISTORY/GEOGRAPHY Locality/compass/grid refs

Victorians

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 ks1


use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world ks2

events beyond living memory that are significant nationally or globally KS1



Working Towards Geography skills and fieldwork KS1

Expected Geography skills and fieldwork KS1

Exceeding Geography skills and fieldwork KS1



The child is beginning to ask simple geographical questions

The child can use simple observational skills to

The child can ask simple geographical questions

The child can use simple observational skills to study the geography of

The child can use world maps, atlases and globes to identify the UK and its countries, as well as the countries, continents and

The child can sequence

events in chronological

order


events or objects in

chronological order


The child can sequence and describe

verbally describe the geography of the school

The child can use a simple maps of the local area

The child can use locational language (e.g. left and right) to describe the location of features

The child can make simple maps

the school and its grounds, identifying the some of the key human and physical features.

The child can use a variety of simple maps of the local area

The child can use locational and directional language e.g. near and far; left and right, to describe the location of features and routes on a map

The child can use simple compass directions (North, South, East and West)

oceans studied at this key stage

The child can use simple compass directions (North, South, East and West) and locational and directional language e.g. near and far; left and right, to describe the location of features and routes on a map

The child can use aerial photographs to recognise landmarks and basic human and physical features

The child can devise a simple map and use and construct basic symbols in a key

The child can use simple fieldwork and observational skills to study the geography of their school and its grounds, identifying the key human and physical features of its surrounding environment

photos/memories from key events in their life

Working Towards Range and

Depth of Historical

Knowledge KS1

Expected Range and

Depth of Historical

Knowledge KS1

Exceeding Range and

Depth of Historical

Knowledge KS1









Working Towards

Interpretations of History KS1

Expected Interpretations

of History KS1

Exceeding Interpretations

of HistoryKS1

The child is beginning to

identify simple ways to

represent the past (e.g.

photos)





Working Towards Historical

Enquiry KS1

Expected Historical

Enquiry KS1


Enquiry KS1










Working Towards

Organisation and

Communication KS1

Expected Organisation

and Communication KS1




ICT


ICT


ICT

Working Towards Geography skills and fieldwork LKS2

Expected Geography skills and fieldwork LKS2

Exceeding Geography skills and fieldwork LKS2




The child can use maps, atlases, globes to locate countries and describe features studied.

The child can ask geographical questions

The child is beginning to analyse evidence and draw conclusions e.g. make comparisons between locations using aerial photos/pictures such as populations, temperatures etc.

The child can recognise that different people hold different views about an issue and begin to understand some of the reasons why

The child can communicate findings in ways appropriate to the task or for the audience

The child can use basic geographical vocabulary such as cliff, ocean, valley, vegetation, soil, mountain, port, harbour, factory, office

The child with support can use fieldwork instruments

The child can use four figure grid references and is beginning to use the 8 points of a compass

The child can make plans and maps using symbols

The child can use maps, atlases, globes and digital mapping to locate countries and describe features studied

The child can confidently ask and respond to geographical questions

The child can analyse evidence and draw conclusions e.g. make comparisons between locations using aerial photos/pictures such as populations, temperatures etc.

The child can measure straight line distances using a simple scale

The child can use fieldwork instruments

The child can draw plans and maps using symbols and keys

The child is beginning to identify simple features on OS maps using 6 figure grid references

The child can use the 8 points of a compass

The child can understand and use a widening range of geographical terms e.g. specific topic vocabulary – meander, floodplain, location, industry, transport, settlement, water cycle etc.

The child can confidently use maps, atlases, globes and digital mapping to locate countries and describe features studied

The child can understand and use a widening range of geographical terms e.g. specific topic vocabulary – contour, height, valley, erosion, deposition, transportation, headland, volcanoes, earthquakes etc.

The child can measure straight line distances using the appropriate scale

The child can explore features on OS maps using 6 figure grid references

The child can draw accurate maps with more complex keys

The child can plan the steps and strategies for an enquiry






The child can use terms related to the period and begin to date events The child can understand

more complex terms e.g.

BCE/AD



Exceeding Range and

Depth of Historical

Knowledge LKS2














of History LKS2











Enquiry LKS2




The child can observe and describe small


The child can choose relevant material to




details on artefacts and pictures



present a picture of one aspect of life in time past





and Communication

LKS2







ART AND DESIGN Landscapes Local artist – Keith Melling /Katherine Holmes similarities/differences









COLLAGE/TEXTILES KS1 WORKING TOWARDS

COLLAGE/TEXTILES KS1 EXPECTED

COLLAGE/TEXTILES KS1 EXCEEDING

The child can use a variety of techniques eg weaving, finger knitting, sewing, binca

The child can cut, glue and trim material

The child can create images from imagination

The child can use a variety of techniques eg weaving, French knitting, ti-dying, fabric crayons

The child can thread a needle, cut, glue and trim material


The child can stitch, knot and use other manipulative skills

The child can use a wide variety of media

The child can create images from imagination or observation

The child can create textured collages from a variety of media using imagination, experience or observation


















COLLAGE/TEXTILES LKS2 WORKING TOWARDS

COLLAGE/TEXTILES LKS2 EXPECTED

COLLAGE/TEXTILES LKS2 EXCEEDING

The child can use a variety of techniques, inc printing and dying

The child can name the materials they have used


The child can experiment with a range of media

The child can use a variety of techniques, inc printing, dying, weaving, applique

The child can confidently name the tools and materials they have used

The child can develop skills in stitching, cutting and joining

The child can choose the most appropriate collage or textiles and refine their work

The child can match the tool to the material

The child can combine skills more readily

The child can choose collage or textiles as a means of extending work

The child can refine and alter ideas and explain choices using art vocabulary

The child can collect visual information from a variety of sources





















MUSIC Local artists – musicians – visit? Instruments, performance Play & perform

Traditional Victorian songs Hymns -melody & lyrics Composition


YEAR 1/2 YEAR 3/4 Singing songs with control and using the voice expressively.










Sing in tune.







Listening, Memory and Movement.

Recall and remember short songs and sequences and patterns of sounds.


Identify different sound sources. Identify well-defined musical features.




Demonstrate the ability to recognise the use of structure and expressive elements through dance

Identify phrases that could be used as an introduction, interlude and ending.

Controlling pulse and rhythm

Identify the pulse in different pieces of music.















Identify how sounds can be changed. Change sounds to reflect different stimuli.




Explore and select different melodic patterns. Recognise and explore different combinations of pitch sounds.

Control of instruments

Play instruments in different ways and create sound effects.

Handle and play instruments with control. Identify different groups of instruments.


Select instruments to describe visual images. Choose instruments on the basis of internalised sounds.

Composition Contribute to the creation of a class composition. Basic skills developments for composition in KS1 are to be found within ‘Exploring sounds’.





Create an accompaniment to a known song. Create descriptive music in pairs or small groups.

Reading and writing notation Perform long and short sounds in response to symbols.



Record their own ideas.

Make their own symbols as part of a class score. Performance skills Perform together and follow instructions that combine the musical elements. Perform in different ways, exploring the way the performers are a musical resource.

Perform with awareness of different parts. Evaluating and appraising Choose sounds and instruments carefully and make improvements to their own

and others’ work. Recognise how music can reflect different intentions.


MFL Unit 7 – Les monstres Unit 8 Le calendrier des fetes


DT Making Victorian toys – Christmas presents









understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] ks2










Explore, develop and communicate design proposals by modelling ideas Make drawings with labels when designing



Develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making, if the first attempts fail Evaluate products and identify criteria that can be used for their own designs







Follow safe procedures for food safety and hygiene Choose and use appropriate finishing techniques






Demonstrate hygienic food preparation and storage Use finishing techniques strengthen and improve the appearance of their product using a range





Measure, tape or pin, cut and join fabric with some accuracy Use simple graphical communication techniques

of equipment including ICT



Evaluate their products as they are developed, identifying strengths and possible changes they might make Talk about their ideas, saying what they like and dislike about them

Evaluate their product against original design criteria e.g. how well it meets its intended purpose Disassemble and evaluate familiar products

Evaluate their work both during and at the end of the assignment Evaluate their products carrying out appropriate tests


Netball Dance
















KS1 KS2

Movement Master basic movements such as running, jumping, throwing and catching Use running, jumping, throwing and catching in isolation and in combination





Dance Perform dances using simple movement patterns Perform dances using a range of movement patterns

Games Participate in team games Play competitive games,modified where appropriate

Tactics Attack/defend




PHSCE BV SRE

PHSCE – Becoming an active citizen https://www.teachingcitizenship.org.uk/ (Caring for our environment https://www.eco-schools.org.uk/Being a good classroom citizen ( see resources) SRE – YR 3 VALUING DIFFERENCES AND KEEPING SAFE Personal space BV - Democracy

PHSCE –Becoming an active citizen PHSCE – Becoming an active citizen https://www.teachingcitizenship.org.uk/ (Caring for our environment https://www.eco-schools.org.uk/Being a good classroom citizen ( see resources) SRE– YR 3 VALUING DIFFERENCES AND KEEPING SAFE Personal space BV – Democracy

https://www.teachingcitizenship.org.uk/

https://www.eco-schools.org.uk/

https://www.teachingcitizenship.org.uk/

https://www.eco-schools.org.uk/


Geography/English – Link (locality walk/leaflet) Art/Geography – local artist and community Science /Computing – rock fact file

Science /Computing – my body DT and history – Victorians and toys English/History – over arching text

YEAR B Y2/3/4 SPRING 1 SPRING 2

THEME Where would you choose to build a city? London Could you be an explorer?

HIGH QUALITY TEXT Belonging – Jeannie Baker Great Adventures Shackleton’s Journey

HOOK/VISIT Architect/Builder/Housing Officer Visit from Alan Hinkes or other mountaineer

ENGLISH ( inc SPAG) “Mirror” comparisons Class text Shakespeare play scripts – character, setting Role play- plot/structure Letter to the queen (formal) Persuasive leaflet Film clips

Letters/postcards – informal – the ascent of Everest/ Shakleton voyage Narrative – adventure – plot, character, setting

- Journey Fact-file – countries/explorers Subheadings Research – non-fiction texts

MATHS Shape (temperature – measures)






Co

nso

lidat

ion

SCIENCE Uses of everyday materials (Y2) Forces & magnets (Y3)

identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

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

asking relevant questions and using different types of scientific enquiries to answer them

setting up simple practical enquiries, comparative and fair tests

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.


TOWARDS EXPECTED EXCEEDING TOWARDS EXPECTED EXCEEDING Identify that the shape of some objects can be changed.

Identify and compare the suitability of a variety of everyday materials, including wood, metal,

Describe changes achieved by applying forces in different directions.

Select and justify a material for a particular use.

Identify that some changes to shapes are permanent and others are temporary, and that this can influence their uses.

For particular materials

Recognise that things may move differently on different surfaces.

Recognise that magnetic forces don't

require physical contact. Identify that magnets

Compare how an object, such as a toy car, will move on different surfaces.

Recognise the difference between contact and contact

Predict how an object will move on other surfaces and suggest why.

Explore how magnetic attraction and repulsion are affected by

plastic, glass, brick, rock, paper and cardboard for particular uses.

Pupil can, with prompting, ask simple questions that can be tested.

Pupil can offer way of gathering evidence to answer a question.

Pupil can ask simple questions that can be tested, e.g. about the local environment and how organisms depend on each other.

Pupil can suggest different ways of answering a question, e.g. testing the suitability of materials for different purposes.

in particular uses, identify limitations as well as suitability.

Pupil can, with support, develop relevant, testable questions.

Pupil can plan enquiry, such as a comparative or fair test.

affect each other. Recognise that some

materials are magnetic and that others are not.

Recognise the term 'magnetic pole'.

Recognise that magnets affect each other differently, depending on which poles are facing.

forces. Describe how magnets

attract or repel each other, and attract magnetic materials.

Group materials on the basis of testing for being magnetic.

Describe and identify the poles of a magnet.

Predict outcomes of a particular arrangement of magnets.

distance. Explore whether some

magnets are stronger than others.

Identify some applications of magnets and magnetic materials.

Explore the similarities and differences between the two poles.

Apply ideas about the interaction of magnets to contexts such as toys.

COMPUTING Technology in our lives – using 2paint to colour wash and create city skylines (link to Art)

E-safety Internet research – linked to theme of explorers – Scott, Shakleton, Hillary, Hinkes, Fiennes etc









TOWARDS ESAFETY KS1
















































































The child can understand that search engines use a cached





copy of the crawled web to select and rank results

RE LKS 2a 4 What kind of world did Jesus want? KS1 1.5 Why does Easter matter to Christians


HISTORY/GEOGRAPHY Cities - London UK study Comparison to other area ( city,village, farming area)

Famous explorers -comparison now/then

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 ks1

use basic geographical vocabulary to refer to: key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop ks1

name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time ks2


changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life KS1

the lives of significant individuals in the past who have contributed to national and international achievements KS1












The child can use basic geographical vocabulary to refer to key human






order



chronological order



and describe

photos/memories from

key events in their life

Working Towards Range

and Depth of Historical

Knowledge KS1

Expected Range and

Depth of Historical

Knowledge KS1

Exceeding Range and

Depth of Historical

Knowledge KS1


The child can use

simple sources to find

out characteristic

features of the past



The child can use a

range of sources to find

out characteristic




The child can use drama

to develop empathy and

features, including: city, town, village, factory, farm, house, office, port, harbour and shop

understanding (hot

seating, sp. and listening)

Working Towards

Interpretations of History

KS1


of History KS1


of HistoryKS1




photos)


The child can compare

pictures or photographs of

people in the past


The child can confidently

identify numerous different

ways to represent the past

Working Towards

Historical Enquiry KS1

Expected Historical

Enquiry KS1


Enquiry KS1










Working Towards

Organisation and

Communication KS1






ICT


ICT


ICT









The child can explain about weather conditions/patterns


The child can explain why there are similarities and differences between



events or artefacts and

is beginning to use

dates related to the




use dates related to the

passing of time



The child can understand

around the UK and parts of the Europe

places human and physical features in the UK

passing of time more complex terms e.g.

BCE/AD



Knowledge LKS2

Expected Range and

Depth of Historical

Knowledge LKS2

Exceeding Range and

Depth of Historical

Knowledge LKS2



The child can study

change through the lives

of significant individuals



The child can study

change through the lives of

significant individuals




The child can develop a

broad understanding of

ancient civilisations

Working Towards


LKS2

Expected Interpretations of

History LKS2


of History LKS2



The child can look at

representations of the

period – museums,

cartoons etc





evaluate and explain the

usefulness of different

sources, including text

books.

Working Towards

Historical Enquiry LKS2 Expected Historical

Enquiry LKS2


Enquiry LKS2





The child can ask and

answer questions




The child can use the

library/internet for

research to answer

questions




answer a variety of

questions, using the


research

Working Towards

Organisation and

Communication LKS2

Expected Organisation and

Communication LKS2


and Communication LKS2


Drama






ART AND DESIGN Cityscapes – London skyline – charcoal chalk Silhouette Tube map Observation










The child can use a sketchbook to record artwork.

The child is beginning to explore the use of line, shape and colour
































MUSIC Marching bands – brass Brass band from Leyburn to perform

Music from other cultures – instruments/genres



Please see progression of skills in Autumn term

MFL Unit 9 – Les animaux Unit 10 Au marche


DT Make telescope – functionality of products Survival kit for explorers – evaluate products

design purposeful, functional, appealing products for themselves and other users based on design criteria ks1




explore and evaluate a range of existing products






investigate and analyse a range of existing products ks2 PROGRESSION OF SKILLS













































PE Gymnastics Swimming

Dance Gymnastics










KS1 KS2

Movement Master basic movements such as running, jumping, throwing and catching Use running, jumping, throwing and catching in isolation and in combination Using skills, techniques Developing balance, agility and coordination Develop flexibility, strength, technique, control and balance e.g. through athletics and gymnastics Range of activities application Begin to apply basic movements in a range of activities Begin to apply basic movements in a range of activities and in combination Dance Perform dances using simple movement patterns Perform dances using a range of movement patterns Games Participate in team games Play competitive games,modified where appropriate Tactics Attack/defend Developing simple tactics for attacking and defending Apply basic principles suitable for attacking and defending Analysis and evaluation Compare their performances with previous ones and demonstrate improvement to achieve their personal best

Swimming Swim competently, confidently and proficiently over a distance of at least 25 metres

Use a range of strokes effectively e.g. front crawl, backstroke, breaststroke

Perform safe self- rescue in different water-based situations

PHSCE BV SRE

PHSCE – My healthy lifestyle - Healthy eating / Drugs – harmful or healing SRE – OWN THE QUEEN’S KNICKERS – pants are private BV –Mutual respect

PHSCE – My healthy lifestyle - Healthy eating / Drugs – harmful or healing SRE – OWN THE QUEEN’S KNICKERS – pants are private BV –Mutual respect


Art/Computing – 2paint to develop colour wash technology Geography/maths – position and direction

English and Geography using over arching text DT- History – making a telescope for explorers ( possible science light link)

YEAR B Y234 SUMMER 1 SUMMER 2

THEME Who started the Great Fire Of London? Oh, I do like to be beside the seaside!

HIGH QUALITY TEXT Samuel Pepys Diary Town Is By The Sea Joanne Schwartz

HOOK/VISIT Fire Brigade visit Seaside trip (Saltburn?)

ENGLISH ( inc SPAG) Diary – eyewitness account Newspaper reports Biography – Pepys life Poetry – narrative/onomatopoeia

Narrative – setting/plot structure Character description/profiling Debate – argument/viewpoint – formal writing

MATHS




SCIENCE Electricity (Y4) Living things and habitats (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 batter

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.

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

using straightforward scientific evidence to answer questions or to support their findings.

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.


TOWARDS EXPECTED EXCEEDING TOWARDS EXPECTED EXCEEDING Recognise that some

appliances run on electricity.

Construct a simple circuit.

Identify metal as a conductor.

Understand that a complete circuit is needed for a circuit to operate.

Describe the function of a switch.

List examples of appliances that run on electricity.

Construct a simple circuit and name its

components. Sort materials into

conductors and insulators, identifying metals as conductors.

Predict whether a particular arrangement of components will result in

Compare and contrast appliances that run on mains electricity with those that run on batteries.

Identify the functions of components within a circuit.

Investigate graphite as a conductor and relate to other materials.

Explain why certain arrangements will not

Suggest a way of grouping living things, e.g. sort shells by colour.

Use classification keys to group and identify members from a small group of living things.

Describe how environments might change.

Suggest different ways of sorting the same group of living things, e.g. grouping birds according to where they live, what they eat and size of adults.

Use classification keys to group and identify members from a range of familiar and less familiar living things.

Describe examples of

Suggest why some ways of grouping living things may be more useful than others, e.g. why grouping by number of legs is an easy aid to identification.

Devise own classification keys to group living things.

Describe examples of living things adapting to

a bulb lighting. Predict how the

operation of a switch will affect bulbs lighting.

result in the bulb lighting. Explain how altering the

location of a switch affects the operation of the circuit.

living things that are threatened by changes to environments, e.g. owls and habitat loss.

environmental change,

e.g. urban foxes, and examples of extinction due to environmental change.

COMPUTING Multimedia – animation ( use ipad Imotion)

E-safety Programming 2 code




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










EXCEEDING MULTIMEDIA KS1 TOWARDS ESAFETY KS1


The child can name

some uses of IT

beyond school.


some of the ways in

which IT is used

beyond school.

Examples could be

watching videos,

creating paintings,

typing stories, listening

to music or audio

books, sending

messages. (Examples

could include video,


audio in 1.5 and e-

cards in 1.6.)

The child can store

content on digital






computers, tablets,

The child can show

an awareness of how

IT is used for

communication

beyond school.

The child can

mention some of the

ways in which IT is

used to

communicate

beyond school. E.g.

They might know

that some people

use social media

such as Facebook,

email, video calls or

online greetings to

say happy birthday

to their friends.

The child can use

digital technology to

store and retrieve

content.

The child can use a

range of digital

technologies to


awareness of how IT is used

for a range of purposes

beyond school.

The child can name a number

of purposes for which IT is

used beyond school. E.g.

They might know that modern

TVs use digital technology,

that books are often available

in a digital format, that music

is often recorded using

computers and that people


computers these days. (E.g.

In 1.2, know that TV uses

digital technology.


technology to organise, store

and retrieve content




content. Typically, they can

use a laptop computer, tablet

or smartphone to help

















cameras, video

cameras and audio

recorders.

store and access

digital content.

These might include

laptop computers,

tablets,


cameras, video

cameras and audio

recorders. Projects

might include

videoing one

another cooking,

developing an e-

book or an audio

book, creating a

greetings card.

organise content, such as by

moving this between one

document and another or by

moving content within the file

system or on a document.

Projects might include

videoing one another cooking,

developing an e-book or an

audio book, creating a

greetings card.





EXPECTED ESAFETY LKS2 EXCEEDING ESAFETY LKS2


















The child can change font sizes and types for effect.
























The child can evaluate their own and others work




















Logo program

























RE NY L2.9 What can we learn from religions about deciding what is right or wrong? Christian, Hindu, Islam and non religions

KS1 1.9 - What makes some places sacred to believers?


HISTORY/GEOGRAPHY Great Fire of London – significant events in history and impact Stuarts – Charles II

Seasides – Geo and Hist – holidays in the past Abroad – holiday (link to science habitats) Climates

events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries] KS1


HISTORY

GEOGRAPHY


use basic geographical vocabulary to refer to: key human features, including: city, town, village, factory, farm, house, office, port, harbour and shopks1

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 ks1

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 ks1

name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time ks2

describe and understand key aspects Of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle ks2












order



chronological order



and describe

photos/memories from key

events in their life












Knowledge KS1

Expected Range and Depth

of Historical Knowledge KS1

Exceeding Range and Depth

of Historical Knowledge KS1


The child can use simple

sources to find out

characteristic features of

the past



The child can use a


out characteristic






understanding (hot


Working Towards


KS1


History KS1

Exceeding Interpretations of

HistoryKS1




photos)



pictures or photographs

of people in the past



identify numerous different

ways to represent the past

Working Towards Historical

Enquiry KS1

Expected Historical Enquiry

KS1

Exceeding Historical Enquiry

KS1







answer questions related

to different sources and

objects



The child can use and

discuss a time line

Working Towards

Organisation and

Communication KS1






ICT


ICT


ICT








events or artefacts and is

beginning to use dates

related to the passing of

time




use dates related to the

passing of time



The child can understand

more complex terms e.g.

BCE/AD









Knowledge LKS2

Expected Range and Depth

of Historical Knowledge

LKS2

Exceeding Range and

Depth of Historical

Knowledge LKS2



The child can study





The child can study






The child can develop a

broad understanding of

ancient civilisations

Working Towards


LKS2


History LKS2 Exceeding Interpretations

of History LKS2






The child can

confidently evaluate

and explain the

usefulness of different

sources, including text

books.

The child can look at

representations of the

period – museums,

cartoons etc

Working Towards

Historical Enquiry LKS2

Expected Historical Enquiry

LKS2 Exceeding Historical

Enquiry LKS2






answer questions




The child can use the


research to answer

questions




answer a variety of

questions, using the


research

Working Towards

Organisation and

Communication LKS2

Expected Organisation and

Communication LKS2 Exceeding Organisation



Drama





The child can display

findings in a variety of

ways working

independently and in

groups

ART AND DESIGN Collage – felting seascape – plan in sketch books Different materials


































MUSIC Rap – tell the story of Great Fire of |London (link to lit poetry) Sea shanties Popular music History of music, rhythm & notation




MFL Unit 11 Je suis le musicien Unit 12 – A la mode

Please see objectives in Autumn 1 Yr 1 Please see objectives in Autumn 1 Yr 1

DT Building houses – strengthening structures
























































PE Cricket Orienteering (TBC)
















KS1 KS2 Movement Master basic movements such as running, jumping, throwing and catching Use running, jumping, throwing and catching in isolation and in combination Using skills, techniques Developing balance, agility and coordination Develop flexibility, strength, technique, control and balance e.g. through athletics

and gymnastics Range of activities application Begin to apply basic movements in a range of activities Begin to apply basic movements in a range of activities and in combination

Dance Perform dances using simple movement patterns Perform dances using a range of movement patterns Games Participate in team games Play competitive games,modified where appropriate Tactics Attack/defend Developing simple tactics for attacking and defending Apply basic principles suitable for attacking and defending Analysis and evaluation


PHSCE BV SRE

PHSCE – Health Education - Healthy mind, healthy body, healthy world SRE – YR 2 DIFFERENCES Male and female animals BV- Growth mindset

PHSCE – Health Education - Healthy mind, healthy body, healthy world SRE – YR 2 DIFFERENCES Male and female animals BV- Growth mindset


History/English – biography and diary work Computing (animation – green screen)– literacy/history

Art/geography – felt seascapes Science and geography- seaside – human and physical differences and a habitat and living thigs and their habitat

YEAR C Y234 AUTUMN 1 AUTUMN 2

THEME How can we rediscover the wonders of ancient Egypt? Does Santa visit everyone?

HIGH QUALITY TEXT The Scarab's Secret Nick World and Christina Balit

All in a Day – Mitsumasa Anno

HOOK Harrogate museum – Egyptology collection

Dentist visit – science link

ENGLISH ( inc SPAG) Instructions – mummification – numbering Fact file – note taking, research, non-fiction texts – headings Comic strip – captions Plot structure

Letter writing Non-chronological reports – Christmas traditions – sub headings Poetry – winter – observations – similes/alliteration Setting & character descriptions - Santa

MATHS

SCIENCE Animals Inc humans (Y4)

describe the simple functions of the basic parts of the digestive system in humans

identify the different types of teeth in humans and their simple functions ( second half of term)

construct and interpret a variety of food chains, identifying producers, predators and prey.


TOWARDS EXPECTED EXCEEDING Describe the purpose of the digestive system in

humans. Recognise that humans have different types of teeth. Understand the roles of producers, predators and prey.

Identify what each of the principal organs in the digestive system do.

Describe the function of each type of tooth in the human skull.

Use a food chain to represent predator, prey relationships.

Explain why the simple functions of the basic parts of the digestive system in humans are necessary.

Explain why humans have different types of teeth. Suggest what might happen in a food chain if the

population of one of the organisms changes.

COMPUTING Technology in our lives - CDs DVDs, Ipads, washing machines, dishwashers, remote controls, beebots ,

E-safety Technology in our lives – green screen technology – visiting the dentist








use technology purposefully to create, organise, store, manipulate and retrieve digital content ks1

recognise common uses of information technology beyond school KS1

use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies. KS1








TOWARDS ESAFETY KS1













































The child knows who to talk to about concerns




The child knows who to talk to about concerns and




The child can discuss the likely or possible consequences of particular behaviours



and inappropriate behaviour in school

inappropriate behaviour at home or in school.

when using digital technology in a range of contexts.





























RE LKS2a.1 What do Christians learn from the creation story? LKS2.9 - What are the deeper meanings of festivals (NY L2.5 Why are festivals important to religious communities?)


HISTORY/GEOGRAPHY Ancient Egypt Christmas around the world Locational knowledge

the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Egypt; KS2

name and locate the world’s seven continents and five oceans ks1

name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding sea ks1

identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Pole ks1


identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) ks2




Expected Chronology KS1 Exceeding Chronology KS1 Working Towards Location KS1

Expected Location KS1 Exceeding Location KS1






name,





The child can name and locate the world`s seven continents

The child can name and locate the four countries of the UK

















Exceeding Interpretations of HistoryKS1






















ICT


ICT


ICT


Expected Chronology LKS2 Exceeding Chronology LKS2 Working Towards Location LKS2

Expected Location LKS2 Exceeding Location LKS2


















The child can recognise that people have differing qualities of life living in different locations and environments












































Drama






ART AND DESIGN Clay - tiles – sculpture Hieroglyphs







SCULPTURE KS1 WORKING TOWARDS

SCULPTURE KS1 EXPECTED SCULPTURE KS1 EXCEEDING

The child can shape clay of a purpose

The child can explore sculpture with a range of malleable medias

The child is beginning to construct and join recycled, natural and man-made materials

The child can explore shape and form

The child can manipulate clay in a variety of ways, rolling, kneading and shaping

The child can select the most appropriate from a range of malleable medias

The child can select tools

The child can experiment with, construct and join recycled, natural and man-made materials

The child can manipulate clay for a variety of purposes

The child can understand the safety and basic care of materials and tools

The child can experiment with, construct and join recycled, natural and man-made materials with confidence


















SCULPTURE LKS2 WORKING TOWARDS

SCULPTURE LKS2 EXPECTED SCULPTURE LKS2 EXCEEDING

The child can join clay adequately and beginning to work more independently

The child can construct a simple clay base for extending and modelling other shapes

The child is beginning to understand if their work has

The child can join clay adequately and work independently

The child can plan, design and make models

The child can talk about their work understanding that it has been sculpted, modelled or constructed

The child can make informed choices on the 3D technique chosen

The child can show an understanding of shape, space and form

The child can plan, design, make and adapt models

been sculpted, modelled or constructed

The child can cut and join wood safely

The child can design and make models

The child can cut and join wood safely and effectively

The child can independently cut and join wood safely and effectively

The child can confidently talk about their work understanding that it has been sculpted, modelled or constructed

The child can use a variety of materials





















MUSIC Bands – 80s Sounds of the 80s Rock/pop Music history

Christmas songs – lyrics, improvisation



YEAR 1/2 YEAR 3/4 Singing songs with control and using the voice expressively.










Sing in tune.







Listening, Memory and Movement. Recall and remember short songs and sequences and patterns of sounds.


Identify different sound sources.

Identify well-defined musical features.




Demonstrate the ability to recognise the use of structure and expressive elements through dance.

Identify phrases that could be used as an introduction, interlude and ending. Controlling pulse and rhythm Identify the pulse in different pieces of music.















Identify how sounds can be changed.

Change sounds to reflect different stimuli.




Explore and select different melodic patterns.

Recognise and explore different combinations of pitch sounds.

Control of instruments Play instruments in different ways and create sound effects.

Handle and play instruments with control.

Identify different groups of instruments.


Select instruments to describe visual images.

Choose instruments on the basis of internalised sounds. Composition Contribute to the creation of a class composition.

Basic skills developments for composition in KS1 are to be found within ‘Exploring sounds’.





Create an accompaniment to a known song.

Create descriptive music in pairs or small groups. Reading and writing notation Perform long and short sounds in response to symbols.



Record their own ideas.

Make their own symbols as part of a class score.

Performance skills Perform together and follow instructions that combine the musical elements. Perform in different ways, exploring the way the performers are a musical resource.

Perform with awareness of different parts. Evaluating and appraising Choose sounds and instruments carefully and make improvements to their own and others’

work. Recognise how music can reflect different intentions.

MFL Unit I - Moi Unit 2 - Les Couleurs


DT Sewing Christmas decorations






























Cut, shape and join fabric to make a simple







Join and combine materials and components accurately in

garment. Use basic sewing techniques






temporary and permanent ways













Netball Dance
















KS1 KS2











PHSCE BV SRE

PHSCE –Me and my relationships (Peer pressure, Am I a good friend? Friendship problems) SRE – YR 6 PUBERTY, RELATIONSHIP AND REPRODUCTION Online relationships BV – Mutual respect

PHSCE –Me and my relationships (Peer pressure, Am I a good friend? Friendship problems) SRE – YR 6 PUBERTY, RELATIONSHIP AND REPRODUCTION Online relationships BV – Mutual respect


Science/History -Link teeth to the teeth of pharaohs found and food eaten History/English – research and non chronological report linked to Egyptians

RE and geography– festival of advent and Christmas linked to traditions around the world Science – computing – teeth ( powerpoint, green screen or animation about teeth and/or visiting the dentist)

YEAR C Y234 SPRING 1 SPRING 2

THEME Why would you visit Spain? Were the Romans really ruthless?

HIGH QUALITY TEXT Maria the Matador Escape to Pompeii

HOOK/VISIT Dance day – flamenco, paso doble Trip Roman Day Murton Park

ENGLISH ( inc SPAG) Advertising – poster Formal letter Debate – bullfighting Factual writing – headings Diary entry Setting description – atmosphere

Newspaper reports Narrative – adventure story – myths & legends – character, setting, plot, cohesive devices Training guide – how to be a Roman soldier

MATHS Data handling? Roman numerals Time






Co

nso

lidat

ion

SCIENCE States of matter (Y4) Plants (Y2)

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.

making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

identifying differences, similarities or changes related to simple scientific ideas and processes

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.

recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusi



Recognise the state of matter of different

materials Relate the terms

'evaporation' and

'condensation' to water. Recognise that

materials may change state..

Group materials according to their state of matter.

Describe how evaporation and condensation happen in the water cycle, and how temperature affects evaporation.

Identify changes of state and research values of degrees Celsius at which changes happen

Recognise that some materials (e.g.

toothpaste) cannot be easily

classified as solid. liquid or gas.

Apply the relationship between rate of evaporation with temperature to everyday contexts.

Suggest patterns in which kinds of materials change state at higher or lower temperatures.

Identify that seeds and bulbs grow into

Pupil can, with prompting, identify what might usefully be recorded.

Pupil can collect data.

Pupil can suggest answers to enquiry questions using data.

Describe stages of development of a fully grown plant

Pupil can, with assistance, draw and labediagrams, e.g. recording plants changing over time, starting from seed or bulb.

Pupil can collect data relevant to the answering of questions, e.g. seeing how the shapes of some materials can be changed.

Pupil can answer enquiry questions using data and ideas, e.g. to help decide how the properties of certain materials make them suitable for certain applications.

Compare and contrast the growth

Pupil can, with prompting, draw and label diagrams.

Pupil can recognise patterns that relate to scientific ideas, when prompted.

Pupil can, with support, use evidence to produce simple conclusion.

COMPUTING Technology in our lives – use 2 beat, 2 compose to create music pieces E-Safety

Programming - coding Technology in our lives – design a Roman shield




























The child can begin to use software to create






The child can plan and enter a sequence of

movement and patterns on a screen







instructions to achieve an algorithm, with a robot specifying distance and turn and drawing a trail


Logo program






























The child is beginning to solve open-ended problems creating simple regular polygons, making sounds and planning movements













TOWARDS ESAFETY KS1


EXCEEDING ESAFETY KS1 TOWARDS TECHNOLOGY IN OUR LIVES KS1


























EXCEEDING ESAFETY LKS2 TOWARDS TECHNOLOGY IN OUR LIVES LKS2































RE LKS2a.6 When Jesus left, what was the impact of Pentecost? (Kingdom of God)

LKS 2a.5 Why do Christians call the day Jesus died ‘Good Friday’?


HISTORY/GEOGRAPHY Contrasting locality study - Spain Romans

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 ks1


use basic geographical vocabulary to refer to: key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop ks1




use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world ks2

Ancient Rome – a study of Roman life and achievements and their influence on the western world (KS2)


















order



chronological order



and describe photos/

memories from key

events in their life



Knowledge KS1

Expected Range and

Depth of Historical

Knowledge KS1

Exceeding Range and

Depth of Historical

Knowledge KS1


The child can use

simple sources to find

out characteristic




The child can use a


out characteristic






understanding (hot


Working Towards


KS1


of History KS1 Exceeding Interpretations

of HistoryKS1




photos)



pictures or photographs

of people in the past



identify numerous

different ways to

represent the past

Working Towards


Expected Historical

Enquiry KS1 Exceeding Historical

Enquiry KS1










Working Towards

Organisation and

Communication KS1


and Communication KS1 Exceeding Organisation



ICT


ICT


ICT






















The child can find out simple facts about

The child can explore the everyday lives of people in time studied and

The child can use evidence to reconstruct life in time studied,

everyday lives of people in time studied



compare with our life today



identifying key features and events

































Drama






ART AND DESIGN Picasso – artists in history Dali – significant artists









PAINTING KS1 WORKING TOWARDS






































The child can experiment with different effects and textures including blocking in colour, washes, thickened paint





The child can independently create different effects and textures with paint according to what they need for a task





The child can show increasing independence and creativity with the painting process




The child is beginning to select and record from first hand observation, experience and imagination

The child can select and record from first hand observation, experience and imagination and

The child can confidently select and record from first hand observation, experience and imagination

and explore ideas for different purposes






explore ideas for different purposes






and explore ideas for different purposes





MUSIC Flamenco – music around the world Play & perform Listening

The Beatles – similarities/differences - lyrics/composition Composition History of Music




MFL Unit 3 – La Jungle Unit 4 – Tutti Frutti


DT Sew a uniform – functional design, strengthen & reinforce materials Papier mache helmet









understand how key events and individuals in design and technology have helped shape the world ks2











Explore, develop and communicate design proposals by modelling ideas Make drawings with labels when designing



Develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making, if the first attempts fail Evaluate products and identify criteria that can be used for their own designs













Demonstrate hygienic food preparation and






Use simple graphical


storage


communication techniques









PE Gymnastics Swimming

Dance Gymnastics










KS1 KS2







Dance Perform dances using simple movement patterns Perform dances using a range of movement patterns Games Participate in team games Play competitive games, modified where appropriate Tactics Attack/defend







PHSCE BV SRE

PHSCE – Keeping myself safe (Online safety, Safety in the house, Stranger danger) SRE - YR 5/6 PUBERTY Reproductive systems BV – Tolerance of those with different faiths and those with no faiths

PHSCE – Keeping myself safe (Online safety, Safety in the house, Stranger danger) SRE - YR 5/6 PUBERTY Reproductive systems BV – Tolerance of those with different faiths and those with no faiths


Computing/Music – Purple mash ( composition of flamenco/paso doblo) Geography and art – Spanish artists

History/Computing – design a Roman Shield DT/History – DT elements fed into History ( sewing a uniform of a roman soldier and papier-mâché helmet)

YEAR C Y234 SUMMER 1 SUMMER 2

THEME Where does our food come from? Kings & Queens of Britain

HIGH QUALITY TEXT Roald Dahl’s Revolting Recipes Handa’s Surprise

George’s Marvellous Medicine

HIGH QUALITY TEXT – Kings & Queens (Puffin Poetry) Eleanor Herbert - ??????

HOOK/VISIT Tesco visit Bolton Castle – (Battle??)

ENGLISH ( inc SPAG) Recipes Narrative – stories from other cultures Setting description Poetry – rhyming Explanation text Instructions

Poetry – narrative – performance poetry Fact file Non-chron report Newspaper report – battels Story writing – narrative of Kings life – plot, cohesion

MATHS (capacity, measures, mass?)




SCIENCE Sound (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.

identifying differences, similarities or changes related to simple scientific ideas and processes PROGRESSION OF SKILLS

TOWARDS EXPECTING EXCEEDING Identify how an object may vibrate. Recognise that the ear detects vibrations. Suggest why some sounds are louder than others. Recognise that the pitch of a sound can be varied. Recognise that the volume of a sound can be varied.

Explain, with reference to vibrations, how an object makes a sound.

Describe the role of a medium in the transmission of sound.

Describe the effect of moving further from the source of a sound.

Explain with reference to a particular object how the pitch of the sound can be changed.

Explain with reference to a particular object how the volume of the sound can be changed.

Group sound-making objects in terms of how they make sounds.

Compare the effectiveness of different media in terms of their ability to transmit sound.

Explain with reference to examples how sounds get fainter as the distance from the source increases.

Identify generic features that cause the pitch of a note to be changed.

Identify generic features that cause the volume of a note to be changed.

COMPUTING E-safety Technology – using online maps and Google earth

Programming














TOWARDS ESAFETY KS1 EXPECTED ESAFETY KS1

EXCEEDING ESAFETY KS1 TOWARDS PROGRAMMING KS1


































Logo program





EXPECTED ESAFETY

LKS2

EXCEEDING ESAFETY LKS2 TOWARDS PROGRAMMING LKS2



















The child can solve open-ended problems











creating simple regular polygons, making sounds and planning movements.






EXPECTED

TECHNOLOGY IN OUR LIVES KS1

EXCEEDING TECHNOLOGY IN

OUR LIVES KS1

























RE L2.10 - How and why do believers show their commitments during the journey of life?

Self guided learning - any chosen area of RE


HISTORY/GEOGRAPHY Food from around the world –UK and beyond Processes - making chocolate Climate

Timelines – chronology Battle of Hastings

identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles ks1





a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066



















order



chronological order



and describe

photos/memories from

key events in their life

Working Towards

Range and Depth of

Historical Knowledge

KS1

Expected Range and

Depth of Historical

Knowledge KS1

Exceeding Range and

Depth of Historical

Knowledge KS1









Working Towards


KS1


of History KS1 Exceeding Interpretations

of HistoryKS1

The child is beginning

to identify simple

ways to represent the

past (e.g. photos)


The child can

compare pictures or

photographs of

people in the past


The child can

confidently identify

numerous different

ways to represent the

past

Working Towards


Expected Historical

Enquiry KS1 Exceeding Historical

Enquiry KS1










Working Towards

Organisation and

Communication KS1


and Communication

KS1




ICT


ICT


ICT






















Exceeding Range and

Depth of Historical

Knowledge LKS2














of History LKS2











Enquiry LKS2

















The child can communicate

The child can communicate

The child can communicate knowledge

knowledge and understanding using: Discussions Pictures Writing Annotations

Drama

knowledge and understanding using: Discussions Pictures Writing Annotations Drama


and understanding through numerous ways



ART AND DESIGN Sewing – Bayeaux Tapestry Using different material, textiles




























The child can review what they and others


The child can confidently ask and answer questions about starting points for their work, processes they



have done and say what they think and feel


have used and develop their ideas




























The child can explore the roles and purposes of artists, craftspeople and







designers working in different times and cultures







MUSIC Rhythm – improvisation Notation

National anthems Melody, composition




MFL Unit 5 – Vive la sport Unit 6 – La meteo


DT Cooking - planning and cooking a 2 course savoury meal







investigate and analyse a range of existing products




YEAR 2 YEAR 3 YEAR 4

Developing, planning and communicating ideas.

Generate ideas by drawing on their own and other people's


Identify a purpose and


experiences





establish criteria for a successful product.













Follow safe procedures for food safety and hygiene Choose and use appropriate finishing techniques

















Talk about their





ideas, saying what they like and dislike about them

PE Cricket Orienteering (TBC)



perform dances using simple movement patterns.ks1 use running, jumping, throwing and catching in isolation and in combination ks2












KS1 KS2

Movement Master basic movements such as running, jumping, throwing and catching Use running, jumping, throwing and catching in isolation and in combination Using skills, techniques











PHSCE BV SRE

PHSCE – Me and my future (Finance – linked to money week resources My skills and qualities) SRE – YR 5 PUBERTY Puberty help and support BV –Individual liberty

PHSCE – Me and my future (Finance – linked to money week resources My skills and qualities) SRE – YR 5 PUBERTY Puberty help and support BV –Individual liberty


Geography and DT – looking at where the food we cook with comes from DT – English - recipes

History/DT - sewing

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