€¦ · web viewin addition to the curriculum outlines below, children should be using a range of...

National Curriculum Coverage Science and Foundation Subjects

2017-18

Computing Curriculum

Aut Spring SummerIn addition to the curriculum outlines below, children should be using a range of software throughout the curriculum to enrich and apply their computing skills. Specific sessions should be planned when relevant to ensure that children can use specific programmes and software.Phase expectations for digital literacy :KS1: switch on computer; log on; shut down correctly; Word and Paint – chn must be able to locate, open, close, and save work; Safari/Chrome – use keywords to find images/information/gamesLKS2: All KS1 expectations; Powerpoint, Publisher, and Excel - chn must be able to locate, open, close, and save work; Email – send and receive; Safari/Chrome – experiment with search terms to find best results, use snippets/blurbs in search results to select which links to followUPKS: All KS1 and LKS2 expectations; Paint.net and imovie/Movie Maker – to create and edit images and video; evaluate online resources for accuracy/trustworthiness of information; choose appropriate programs/apps to showcase learning – understanding what platforms will best present their message and learning to peers, teachers, and the community

Y1We are treasure hunters:N.C: algorithms, debugging, programmingProgrammable toys/Bee-Bot and Blue-Bot appsOutcome: Programming a journey using a toy

Rising stars: We are paintersN.C: digital content Tux Paint/Paint/2Paint A Picture/Fresh Paint/IWB software/ Word. Also include web browserOutcome: illustrating a class e-bookE-safety week: Using technology safely.

Rising stars: we are TV chefsN.C: Technology beyond schoolPaint/Fresh Paint/Movie Maker/iMovieOutcome: class film of a recipe

Y2 We are astronautsN.C: algorithms, debugging, programming.Scratch/Kodu/Scratch Jnr/PyonkeeOutcome:

We are photographersN.C: Digital content / technology beyond schoolPicasa/Pixlr.com/SnapseedE-safety week: Using technology safely.Outcome:

We are zoologistsN.C: using technology / technology beyond school.Excel/Google Sheets/Picasa/Photo Gallery/Snapseed/ Google Maps/Google EarthOutcome:

Y3 We are programmersN.C. programming, algorithmsScratch/Scratch Jr/PyonkeeOutcome: creation of an animation

We are communicatorsN.C Computer networks including the internet, Search technologiesEmail system/Skype/Google Hangouts/PowerPoint/ Google SlidesE-safety week: Using technology safely.

We are vloggersN.C Computer networks including the internet. Digital literacyGoogle/PowerPoint/QuickTime Player/screencast-o-matic/ Explain Everything/Adobe Voice

OrWe are presentersN.C Digital literacyMovie Maker/iMovieOutcome: Digital content for the website

Y4 We are software developersN.C: programming, algorithmsScratch/Snap!/PyonkeeOutcome: development of an education game

Programming a interactive toyN.C: programming, algorithms

Outcome: linked to DT and science

We are meteorologistsN.C: Computer networks including the internet, digital literacy and a range software.Excel/Google sheets/ PowerPoint/IWB software (and also Google Forms/j2Data/Google Sheets and Google Slides/ InspireData/ Excel/Word)Outcome:

Y5 We are architectsN.C: Digital literacy and a range softwareTrimble SketchUp/Screencast-O-Matic

We are cryptographersN.C: Programming, algorithmsScratch/Snap!/Pyonkee/The Black Chamber

E-safety week: Using technology safely. We are web developersN.C: Computer networks including the internetGoogle/Google Sites/learning platform/WordPress/ Adobe SlateOutcome: page about cyber safety

We are bloggersN.C: Computer networks including the internetWordPress/learning platform/GIMP/Audacity/Movie Maker

Y6 Computer Science:We are adventure gamers Programming, algorithms

Scratch/Snap!/Pyonkee/kodu

Outcome: Creation of an mapping game

TBC TBC

Beecroft Garden DT National Curriculum coverage

Term 1 Term 2 Term 3Throughout KS1 children should be provided with opportunities to:Design

design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and

communication technologyMake

select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their

characteristicsEvaluate

explore and evaluate a range of existing products evaluate their ideas and products against design criteria

Design, make and evaluate a _______ (product) for __________ (user) for ________ (purpose).Year 1

MechanismProjects on a page: Sliders and leversSuggsted Outcome: class pop-up book

TextilesProjects on a page: Templates and joining techniquesOutcome: Make Superhero puppets

Food: Understand where food comes fromProjects on a page: Preparing fruit and vegetablesOutcome : vegetable salad

Year 2

MechanismsProjects on a page: Wheels and axlesOutcome: a moving vehicle

StructuresProjects on a page: Freestanding structuresOutcome: Make London Bridge/Tower Bridge

Healthy living week: FoodProjects on a page: Preparing fruit and vegetablesOutcome: Smoothies / yoghurt/ kebabs / salad

Beecroft Garden DT National Curriculum coverage KS2

Term 1 Term 2 Term 3When designing and making, pupils should be taught to:Design

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

generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

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

accurately select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their

functional properties and aesthetic qualitiesEvaluate

investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work understand how key events and individuals in design and technology have helped shape the world

Year 3

Mechanical systems: Levers and LinkagesOutcome: storyboard

FoodProjects on a page: healthy and varied dietOutcome: Indian snack

Textiles: (possibly move to india topic?)2d shape to a 3d productOutcome: money bag

Year 4

Food:Projects on a page: Healthy and varied dietOutcome : pitta bread and dip

Structures:Projects on a page: Shell Structures Outcome: Computer Aided Design- packaging to protect biscuits for travels

Electrical systems:Projects on a page: simple circuits and switches / control systemsOutcome: nightlight

Year 5

Structures :Projects on a page: frame StructuresOutcome: A theatre

Mechanical systems: Pulleys or gearsOutcome: Moving vehicle

Food:Projects on a page Celebrating culture and seasonalityOutcome: food linked with cultures studied /

healthy living weekYear 6

Electrical systems:Projects on a page: More complex switches and circuits & control systemsOutcome: Automatic light for stage

Textiles:Projects on page: Combing different fabric shapesOutcome: Recycled bag

Beecroft Garden French Key Stage 2 Overview 2017-18Resources: Rigolo, class packs

RIGOLO Scheme of Work to be used: RIGOLO 1 – Years 3 and 4; RIGOLO 2 – Years 5 and 6. 24 lessons per year. 25 – 30 minute lessons in Year 3, 30 minute lessons in Year 4, 40 minute lessons in Years 5 and 6 1 practical food lesson per term e.g croque monsieur, fruit saladYear 3: Rigolo 1 Units 1 – 6. Food – chocolate mousse, fondue, baguettesYear 4: Rigolo 1 Units 6 – 12. Food – strawberry mousse, croque monsieur, fruit kebab

Year 5: Rigolo 2 Units 1 – 6. Food – macaroons, croissants, croquettesYear 6: Rigolo 2 Units 6 – 12. Food – tarte tatin, quiche, grougeres

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2Year 3

Bonjour! En classe Mon corps Les animaux Ma famille Bon anniversaireGreetingsNumbers 1-10

StationaryColourAge, class instructions

Body partsDays of the weekCharacter descriptions

Identifying animals + petsNumbers 11 – 20Describe someone

Identifying family membersRecognise and spell with letters of the alphabetHousehold items

Asking for snacksOpinions about foodNumbers 21 – 31Months and dates

Year 4

Encore! Quelle heure est-il? Les fêtes Où vas-tu? On mange! Le cirqueCharacter descriptions(revision)Nationalities

Talk about activitiesTell the timeTalking about what time you do activities

Festivals and datesPresents at festivalsNumbers 31 – 60Give + understand instructions

Going to French citiesTalk about the weatherWeather and places in France

Food shoppingCost of thingsActivities at a partyFood opinions

Francophone countriesLanguages we speakIdentifying and describing different items of clothing

Year 5

Salut! À l’école La nourriture En ville En vacances Chez moiGreet people and give informationTalk about siblingsSay what people have (avoir) and are like (être) in the 3rd person

Name school subjectsLikes and dislikes at schoolAsk and say the timeSchool timetable

Ordering foodHow to make a sandwichOpinions about foodHealthy and unhealthy food

Name places in townAsk the way and give directionsGive the time and say where you are going

Ask and say where you are going on holidayOpinions of holidaysActivities on holidayHolidays plans

Name and describe rooms in the houseSay what people do at homeSay what people do and where

Year 6

Le week-end Les vêtements Ma journée Les transports Le sport On va faire la fête!Ask and talk about regular activitiesSay what you don’t doTalk about what you like and dislike

Ask and say what clothes you’d likeGive your opinionSay what clothes you wearPrices of clothes

Ask and talk about daily routineAsk and talk about breakfastDetails of a typical day

Forms of transportTalk about plans for tripsBuy tickets at the station

Talk about sports you likeOpinions on sportsReasons for preferencesDiscuss a sporting event

RevisionOrdering food in a cafe

Beecroft Garden Geography National Curriculum Coverage KS1

Geography: LK: Locational knowledge. PK: Place knowledge HPG: human and physical geography GS: geographical skills and field work.

Term 1 Term 2 Term 3Year 1

LK – name and locate five oceans and seven continents.

PK: Comparison between Brazil and UK

HPG: Identify weather patterns in the UK and the location of hot and cold areas in the world ; describe key physical features.

Geographical skills: field work and observation of the school and its grounds

GS - use world maps, atlases and globes to identify the United Kingdom and its countries

GSK: Ariel photography to identify landmarks, devise a simple map, use basic constructs.

HPG: Identify weather patterns in the UK and the location of hot and cold areas in the world

GS: Use world maps and globes to identify the UK and relvant countries and continents from topics covered

Geographical vocabulary:Physical: beach, forest, hill, mountain, sea, oceans, river, soil, seasons, weatherHuman: city, town, Village , house, shop

Year 2

GSF: 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

LK: Name and locate the characteristics of the four counties and the capital cities of the UK and surrounding seas.GS: field work and observation of the local area. Use of aerial photographs and plan perspectives to recognise features. Devise a map, use a key.

PK: compare a small location in the UK with a contrasting non-European country (Africa)HPG: refer to the key physical features of a placeRefer to the key human features of a place.GS: use maps, atlases and globes to identify areas covered in topics.

Geographical vocabulary: As year 1 and introducingPhysical: cliff, coast,soil, valley, vegetation.Human : factory, farm, office, port, harbour.

Beecroft Garden Geography National Curriculum Coverage KS2

Geography: LK: Locational knowledge. PK: Place knowledge HPG: human and physical geography GS: geographical skills and field work.

Term 1 Term 2 Term 3

Throughout topics: GS - use maps, atlases, globes and digital/computer mapping to locate countries and describe features studiedY3 Lk: Locate the worlds countries using maps to focus

on Europe (including the location of Russia) concentrating on their environmental regions, key physical and human characteristics, countries and major cities link to stone age settlements.

Identify equator, northern hemisphere, southern hemisphere

Y4 LK: 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 - link to main roman CitiesHPG: 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 – compared to Roman times

HPG: Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle (as part of study or Earth compared to other planets

LK: Locate the worlds countries using maps to focus ON North and South America concentrating on their environmental regions, key physical and human characteristics, countries and major cities,PK: 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 AmericaGS: use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Y5 HPG: 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 – compared to Elizabethan London

GS: use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. Link to local area in WW2

LK: Locate the world’s countries using maps (Links to refuges and personal heritage.)LK:: 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 (link to main anglo saxon settlements)HPG: 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

Y6 LK: Identify the latitude , longitude the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)GSK: 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

Beecroft Garden History National Curriculum Coverage 2016-17 KS1

Autumn SPRING SUMMERY1 Changes within Living Memory – Communication

Sir Frances Drake

Christmas through the ages: RE link

Significant historical events, people and places in own locality.

Changes within living memory: how we eat

Y2 Neil Armstrong (compared to Tim Peak )Christopher Columbus

Events beyond living memory that are significant nationally or globally: the Great Fire of London-Samuel Pepys

TBC: changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life 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] 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 [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell] significant historical events, people and places in their own locality.

Beecroft Garden History National Curriculum Coverage 2016-17 KS2

Autumn SPRING SUMMERY3

Changes in Britain from the Stone Age to the Iron Age

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 Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China

Y4Ancient Greece – a study of Greek life and achievements and their influence on the western world

The Roman Empire and its impact on Britain

Y5 A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066: Entertainment and Leisure

A local history studyWW2: Impact on the local area

Britain’s settlement by Anglo-Saxons and Scots

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

Y6 A non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.

If wanted: A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

Beecroft Garden RE coverage

Year group

Autumn 2Aspect of Christianity from the Lewisham Agreed Syllabus

Christianity can be blocked to the weeks preceding Christmas

Spring &Summer

Focus religion and additional Easter unitsAcross the year coverage of focus religion must include:

- Festivals and celebrations- Traditions and ways of life- Belief system and significant figures- Holy texts and places of worship

One visit to a place of worship must occur each year.1 Natural world – the understanding of God a creator (link to

harvest festival)Unit 1: The bible at ChristmasKey Questions:What do Christians remember at Christmas?What do Christians believe about Jesus?Why is the Bible important to Christians?

Christianity (extra focus) why do we have hot cross buns and Easter eggs?

Focus religion: JudaismFestivals and celebrations Unit 2 : Festivals in Jewish LifeTraditions and ways of life Unit 1 : Shabbat and a day of restBelief system and significant figures Unit 3: Abraham & Unit 4: Prayer and Worship of GodHoly texts and places of worship Unit 3: Torah

2 Christianity Unit 3: The Life and Teachings of Jesus; Christmas.Questions:What do symbols of Christmas mean?How do symbols show the importance of Christmas for Christians?

Suggested activities: stars, candle holders, decorations

Christianity Unit 4: Easter and symbols.

Focus religion: SikhismFestivals and celebrations Unit 1: Sikh BeliefsTraditions and ways of life Unit 2: Sikh Teaching and LifeBelief system and significant figures Unit 4: Belonging to the Sikh CommunityHoly texts and places of worship Unit 3: The Gurdwara and the Guru Granth Sahib – Final and Everlasting Guru

Year group


Spring &Summer



3 Unit 5: The bible (link in with Christmas)Extra unit: How Christmas is celebrated in other countries (international link)

Key Questions:Why is Christmas celebrated in different ways around the world?What do all Christians share about Christmas?

Suggested activities: Christingles; Christmas foods from different countries

Focus religion: HinduismFestivals and celebrations Unit 3: God and BeliefsTraditions and ways of life Unit 1 : Worshipping God at DiwaliBelief system and significant figures Unit 2 :The Hindu HomeHoly texts and places of worship Unit 4: The Hindu Life

4 Unit 7: Christian celebrations: focus on Christmas (Advent)

Key Questions:How do festivals help Christians to remember Jesus and His teachings?What happens in places of worship to help Christians understand the meaning behind their festivals?

Suggested activities: Create own advent calendars

Focus religion: IslamFestivals and celebrations Unit 4 : Hajj and Id ul AdhaTraditions and ways of life Unit 3 : Ramadan and Id ul FitrBelief system and significant figures Unit 1: Prophet Muhammad (pbuh)Holy texts and places of worship Unit 2: Five Pillars of Islam

5 Unit 9: Leading a Christmas life (linked to fundraising / homelessness) / extra focus: the commercialisation of Christmas

Key Questions:How do Christians follow Jesus and His teachings in their daily lives?What Christian values guide the actions of the people and organisations studied?Unit 10 the commercialisation of Christmas

Key Questions:How and why has Christmas become commercialised?How do Christians try to keep the religious meaning of Christmas

Suggested activities: Fundraising; Christmas cards

Focus religion: BuddhismFestivals and celebrations Unit 4: The Buddhist Community WorldwideTraditions and ways of life Unit 3 – Following the Buddha’s TeachingBelief system and significant figures Unit 1: The BuddhaHoly texts and places of worship Unit 2: Living as a Buddhist

Additional unit: Christianity Unit 5 Peace for a comparison to Buddhism

6 Christianity Unit 8: Jesus human and divine

Key Questions:Who do Christians believe Jesus to be?What evidence to Christians base their beliefs on?

Focus religion: ChristianityFestivals and celebrations Christmas (Extra Focus) / Easter unit: Actions and symbolism of Easter in the Orthodox TraditionTraditions and ways of life The Journey of Life and DeathBelief system and significant figures Bridging Unit / Right and WrongHoly texts and places of worship visit to Christian places of worship

Science National Curriculum Coverage

AUTUMN SPRING SUMMERY1 Seasonal Changes:

Focus investigation: changes over time.Animals including humansFocus investigation: grouping and classifying.

Materials:Focus investigation type: grouping and classifying; comparing.Seasonal changes: SpringFocus investigation type: changes over time

Plants Focus investigation: changes over time, pattern seekingSeasonal changes: Spring Focus investigation type: changes over time, pattern seekingAnimals including humansIdentify and label parts of the human body.

Y2 MaterialsFocus investigation: grouping and classifying; comparisons

Animals including humans:Focus investigation: research, pattern finding / survey

Living things and their habitatsPlants:Focus investigation: changes over time, pattern finding / survey.Animals including humans (healthy living week)Focus investigation: changes over time

Y3 Rocks Focus investigation: classification, changes over timeAnimals including humans: Focus investigation type: classificationForces and Magnets: related to magnetic rockFocus investigation type: classifying and grouping

Light: links to light in different areas of the worldFocus investigation: changes over time; comparison (best materials for shadow puppets)Forces and Magnets: Geography links to the poles. Focus investigation: fair testing, pattern finding / surveys

PlantsFocus investigation: changes over time, survey / pattern seekingAnimals including humans: Link to Egyptian remains / mummiesFocus investigation: research

Y4 Animals and humans:Focus investigation: classification, fair testing, pattern seeking

Space: Focus investigation: research, changes over timeElectricity: Focus investigation: fair testing.

States of matter: Focus investigations: classification and grouping. Comparing and fair testingLiving things and their habitats:Classifying, pattern seeking

Y5 Properties of materials and change of materials.Focus investigation: Classifying and grouping; fair testing

Forces: Focus investigations: Fair testingSound: Focus investigation: Fair testing; pattern seeking/ survey

Living Things and their Habitats: Focus investigation: changes over time, classifyingAnimals including humans -Describe the changes as humans develop into old age (as part of HLW or SRE week)

Y6 Living things and their habitat Focus investigation: classification of animals / plantsEvolution and InheritanceFocussed investigation: Survey / pattern seeking, changes over time

Light Focus investigation: fair test, research

Electricity: Focus investigation: fair testing, classifying

Animals including humans: Focus investigations: changes overtime, comparative testing, research

Beecroft Garden RE coverage


Christianity can be blocked to the weeks preceding Christmas

Spring &Summer



One visit to a place of worship must occur each year.1 Natural world – the understanding of God a creator (link to

harvest festival)Unit 1: The bible at ChristmasKey Questions:What do Christians remember at Christmas?What do Christians believe about Jesus?Why is the Bible important to Christians?

Christianity (extra focus) why do we have hot cross buns and Easter eggs?

Focus religion: JudaismFestivals and celebrations Unit 2 : Festivals in Jewish LifeTraditions and ways of life Unit 1 : Shabbat and a day of restBelief system and significant figures Unit 3: Abraham & Unit 4: Prayer and Worship of GodHoly texts and places of worship Unit 3: Torah

2 Christianity Unit 3: The Life and Teachings of Jesus; Christmas.Questions:What do symbols of Christmas mean?How do symbols show the importance of Christmas for Christians?

Suggested activities: stars, candle holders, decorations

Christianity Unit 4: Easter and symbols.

Focus religion: SikhismFestivals and celebrations Unit 1: Sikh BeliefsTraditions and ways of life Unit 2: Sikh Teaching and LifeBelief system and significant figures Unit 4: Belonging to the Sikh CommunityHoly texts and places of worship Unit 3: The Gurdwara and the Guru Granth Sahib – Final and Everlasting Guru

Beecroft Garden RE coverage 2016 -2017


Spring &Summer



Unit 5: The bible (link in with Christmas)Extra unit: How Christmas is celebrated in other countries (international link)

Key Questions:Why is Christmas celebrated in different ways around the world?What do all Christians share about Christmas?

Suggested activities: Christingles; Christmas foods from different countries

Focus religion: HinduismFestivals and celebrations Unit 3: God and BeliefsTraditions and ways of life Unit 1 : Worshipping God at DiwaliBelief system and significant figures Unit 2 :The Hindu HomeHoly texts and places of worship Unit 4: The Hindu Life

Unit 7: Christian celebrations: focus on Christmas (Advent)

Key Questions:How do festivals help Christians to remember Jesus and His teachings?What happens in places of worship to help Christians understand the meaning behind their festivals?

Suggested activities: Create own advent calendars

Focus religion: IslamFestivals and celebrations Unit 4 : Hajj and Id ul AdhaTraditions and ways of life Unit 3 : Ramadan and Id ul FitrBelief system and significant figures Unit 1: Prophet Muhammad (pbuh)Holy texts and places of worship Unit 2: Five Pillars of Islam

Unit 9: Leading a Christmas life (linked to fundraising / homelessness) / extra focus: the commercialisation of Christmas

Key Questions:How do Christians follow Jesus and His teachings in their daily lives?

Focus religion: BuddhismFestivals and celebrations Unit 4: The Buddhist Community WorldwideTraditions and ways of life Unit 3 – Following the Buddha’s TeachingBelief system and significant figures Unit 1: The BuddhaHoly texts and places of worship Unit 2: Living as a Buddhist

What Christian values guide the actions of the people and organisations studied?Unit 10 the commercialisation of Christmas

Key Questions:How and why has Christmas become commercialised?How do Christians try to keep the religious meaning of Christmas

Suggested activities: Fundraising; Christmas cards

Additional unit: Christianity Unit 5 Peace for a comparison to Buddhism

Christianity Unit 8: Jesus human and divine

Key Questions:Who do Christians believe Jesus to be?What evidence to Christians base their beliefs on?

Focus religion: ChristianityFestivals and celebrations Christmas (Extra Focus) / Easter unit: Actions and symbolism of Easter in the Orthodox TraditionTraditions and ways of life The Journey of Life and DeathBelief system and significant figures Bridging Unit / Right and WrongHoly texts and places of worship visit to Christian places of worship

€¦ · web viewin addition to the curriculum outlines below, children should be using a range of...

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