cliff lane primary school · · 2017-11-17cliff lane primary school year 1 long-term plan topic...

2017 - 2018

CLIFF LANE PRIMARY SCHOOL YEAR 1 LONG-TERM PLAN

TOPIC TITLE

AUTUMN SPRING SUMMER New

Beginnings (1 Week)

Magical Lands

Noel

(2 weeks)

Magical Lands

History Changes within living memory (child-led); The Great Fire of London; compare the lives of artists Pieter Brugel the Elder, and LS Lowry and Florence Nightingale and Edith Cavell; Significant historical events, people and places in locality (child-led)

Geography Locate UK; all four countries and capital cities; locate seven continents and five oceans. Identify the four seasons – hot and cold areas in relation to the equator. Use compass directions – where is the magical land? Study school grounds and local area – visit to the park.

Science Working scientifically - asking simple questions and recognise they can be answered in different ways; observing closely, using simple equipment; performing simple tests; identifying and classifying; using their observations and ideas to suggest answers to questions; gathering and recording data to help in answering questions. Plants - identify and name plants and trees; identify and describe the basic structure of flowering plants and trees. (look at these each term to see seasonal changes) Animals including humans - identify and name animals including fish, amphibians, reptiles, birds and mammals; carnivores, herbivores and omnivores; describe and compare the structure of common animals; name, draw and label the basic parts of the human body and parts associated with each sense. Everyday materials - distinguish between an object and the materials it's made from; identify and name everyday materials; describe the simple physical properties of everyday materials; compare and group materials based on physical characteristics. Seasonal changes - observe changes in each season; describe weather associated with each season. (look at these each term to see seasonal changes)

Art & Design 3D - Andy Goldsworthy – look at use of lines and patterns and use natural materials to make patterns. Explore the marks that can be made by pressing natural objects into clay. Use modelling tools to make different marks in a clay slab Collage - Respond to the work of the artist Patrick Heron. Identify hot and cold colours, select, sort and stick to reflect his work. Work on evaluating and reflecting on work, suggesting changes and making improvements. Drawing - Investigate using different tools to mark make with and surfaces to mark make onto. Trace around objects found in nature. Draw a character from a CLPE book being studied. Painting - Develop painting techniques using different brush strokes. Experiment with thick and thin paint. Explore with colour mixing. Use stories in scheme or CLPE books as stimulus for ideas. Experiment with drawing outlines in pencil/chalk/pastel and painting inside or over the lines. Printing - Explore printing using a variety of objects and primary colours. Experiment with dark and light tones. Textiles - Try out tools and techniques in producing a fabric resist piece of work. Investigate wrapping and knotting techniques and processes. Investigate techniques and tools used in weaving. Work on evaluating and reflecting on work, suggesting changes and making improvements. For teaching sequences/resources/examples and further info, refer to Art and Design in Suffolk KS1&2 – Year 1

Design Technology

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

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

Evaluate explore and evaluate a range of existing products; evaluate their ideas and products against design criteria and suggest improvements.

Technical knowledge

build structures, exploring how they can be made stronger, stiffer and more stable; explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products

Cooking & nutrition

use the basic principles of a healthy and varied diet to prepare dishes; understand where food comes from. Cut, peel or grate ingredients safely and hygienically. Measure or weigh using measuring cups or electronic scales. Assemble or cook ingredients.

Music Historical Listening - Magical sounds, music from magical films, music for magical theme park rides. Skill Build - Making sounds in time, playing strings in time, knowing names of Ukulele open strings Topic Work - To compose, notate and perform a) some magical sound effects for a CPLE book; b) some hot and cold music; c) A piece of music for each

season

French Celebrating birthdays Recognising similarities between words in different languages Enjoying a short story Reacting to food items Learning everyday language through a song Celebrating other languages Recalling numbers 1-6 Emotions Christmas New Year Watching a simpler finger rhyme Participating in playground games Imitating accents Recognising and applying patterns For teaching sequences/examples and further detail, refer to ‘La Jolie Ronde Ltd 2007 – Little Languages’ scheme of work for Year 1.

Computing Co2/1.4 use technology purposefully to create, organise, store, manipulate and retrieve digital content Using digital photography to create images of magical lands. Paint pictures of magical lands using digital technology. Use digital sound recorders to record spoken stories about magical lands. Co2/1.1 understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions Co2/1.2 create and debug simple programs Use programmable toys (Bee Bots) and age appropriate software to create algorithms (Draw a map of a magical land on large grid-style paper and have the Bee Bot move around it)

(Refer to Switched on Computing on Rising Stars for additional ideas)

RE Autumn 1 – Belonging – Christianity Autumn 2 – Belonging – Judaism Spring 1 – Stories and Books – Christianity Spring 2 – Prayer and Worship – Christianity Summer 1 – Celebrations – Christianity Summer 2 – Prayer and Worship – Judaism

PSHCE

Autumn 1 - Citizenship – Roles and responsibilities at home and school Autumn 2 – Fun, food and Fitness – Fun times Spring 1 – Keeping safe and well – Looking after myself Spring 2 – Drug education – What goes into and onto bodies? Summer 1 – Mental health – Good feelings/not so good feelings Summer 2 – Financial capability – Money Computing link - Co2/1.6 - use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about material on the internet or other online technologies.

PE Autumn 1 - Perform dances using simple movement patterns. Develop balance, agility and co-ordination. (Gymnastics with class teacher – Inspired by stories by The Brothers Grimm) Master basic movements including running, jumping, throwing and catching. Participate in team games, developing simple tactics for attacking and defending. (Ball skills with Inspire coaches) Autumn 2 – Perform dances using simple movement patterns. (Dance with class teacher – Inspired by fairytales) Perform dances using simple movement patterns. Develop balance, agility and co-ordination. (Gymnastics with Inspire coaches) Spring 1 - 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. (Outdoor adventurous activities with class teacher – Orienteering and parachute games) Perform dances using simple movement patterns. (Dance with Inspire coaches) Spring 2 - Master basic movements including running, jumping, throwing and catching. Participate in team games, developing simple tactics for attacking and defending. (Ball based invasion games with class teacher – Piggy in the middle) 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. (Outdoor adventurous activities with Inspire coaches) Summer 1 - 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. (Athletics with class teacher) Master basic movements including running, jumping, throwing and catching. Participate in team games, developing simple tactics for attacking and defending. (Outdoor games with Inspire coaches) Summer 2 - Master basic movements including running, jumping, throwing and catching. Participate in team games, developing simple tactics for attacking and defending. (Outdoor games with class teacher - Rounders) 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. (Athletics with Inspire coaches)

English Suggested CLPE Books Poems to Perform – discuss choice of poems with year 2 Claude in the City One Day on our Blue Planet...In the Savannah How to Find Gold Beegu Grace and Family Refer to teaching sequences on www.clpe.org.uk

Maths Numbers to 10 Number Bonds Addition Within 10 Subtraction Within 10 Positions Numbers to 20 Addition and Subtraction Within 20 Shapes and Patterns Length and Height Numbers to 40 Addition and Subtraction Word Problems Multiplication Division Fractions Numbers to 100 Time Money Volume and Capacity Mass Space

http://www.clpe.org.uk/

2017 - 2018


TOPIC TITLE


Beginnings (1 Week)

All Things Bright and Beautiful

Noel

(2 weeks)

All Things Bright and Beautiful

History Changes within living memory (child-led); the first aeroplane flight; compare the lives of Elizabeth I and Queen Victoria, and Christopher Columbus and Neil Armstrong; Significant historical events, people and places in locality (child-led)

Geography Locate UK; all four countries and capital cities; locate seven continents and five oceans. Identify the four seasons – hot and cold areas in relation to the equator. Use compass directions (link to Maths and History – Columbus) Study school grounds and local area – visit to the park; study local aerial photos and devise simple maps.

Science Working scientifically - asking simple questions and recognise they can be answered in different ways; observing closely, using simple equipment; performing simple tests; identifying and classifying; using their observations and ideas to suggest answers to questions; gathering and recording data to help in answering questions. Living things and their habitats - explore and compare the differences between living, dead and never alive; different habitats provide for different animals and plants; identify a variety of plants and animals in their habitats including microhabitats; simple food chains and sources of food. Plants - observe and describe how seeds and bulbs grow into plants; describe how plants need water, light and a suitable temp. (look at these each term to see seasonal changes) Animals including humans - animals and human have offspring which grow into adults; basic needs for animals and humans to survive, water, food and air; describe the importance of exercise, eating the right amounts of food and hygiene. Uses of everyday materials - identify and compare the suitability of different materials; compare how things move on different surfaces; he shape of solid objects can be changed by twisting, squashing, bending and stretching.

Art & Design 3D - Roll even amount of clay and twist them into coils. Experiment with shaping, smoothing and pinching clay to change it's shape. Respond to and create aboriginal art, use cardboard tubes as a base to begin. Collage - Look at the work of Henri Matisse – create collages using torn paper. Use 'The Snail as a starting point. Discuss and explore the idea of complimentary colours. Create collages using complimentary colours. Drawing - Use a variety of media for mark making on different surfaces. Use ICT to create different marks and lines. Use CLPE or suggest story as a stimulus and respond to the story by creating marks/drawings. Experiment with drawing different textures and drawing objects from a variety of angels. Painting - Respond to the work of Wassily Kandinsky through use lines, shapes and colours, use his work as a starting point for own shape images. Respond to and create work in response to the work of Antony Frost.

Printing - Experiment with overlapping in printing, different shapes and colours. Develop the use of clay slab relief blocks using three colours overprinting process. Textiles - Investigate dip dye materials and processes. Work over dip dyed fabric with rubbings from a range of surfaces. Review and evaluate work. For teaching sequences/resources/examples and further info, refer to Art and Design in Suffolk KS1&2 – Year 2

Design Technology

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

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

Evaluate explore and evaluate a range of existing products; evaluate their ideas and products against design criteria and suggest improvements.

Technical knowledge build structures, exploring how they can be made stronger, stiffer and more stable; explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products

Cooking & nutrition use the basic principles of a healthy and varied diet to prepare dishes; understand where food comes from. Cut, peel or grate ingredients safely and hygienically. Measure or weigh using measuring cups or electronic scales. Assemble or cook ingredients.

Music Historical Listening - Nice and nasty sounds (timbre), music that changes, Skill Build - Playing open strings, using first and second fingers, playing basic chords Topic Work - To compose, notate and perform a) some music to accompany poem performances; b) some music that changes and grows (layering, tempo,

dynamics); c) music for a journey

French Enjoying a short story Recognising repeated language within a story Joining in with a story, using expression Colours and patterns, learning through play Guessing the names of shapes Creating a sports kit Playground games around the world Christmas In the fruit shop Exploring dance The seaside – making links between English and the foreign language The seaside – comparing the coastline at home and abroad Buying food at the seaside For teaching sequences/examples and further detail, refer to ‘La Jolie Ronde Ltd 2007 – Little Languages’ scheme of work for Year 2.

Computing Co2/1.4 use technology purposefully to create, organise, store, manipulate and retrieve digital content Take photos of flowers and growing plants and manipulate these digitally to enhance them. Draw pictures of flowers and growing plants using tablets/Paint.net on laptops. Create a food chain presentation using PowerPoint. Create a health and hygiene presentation using PowerPoint.

Research the first flight and the historical figures mentioned above using the internet. Co2/1.1 understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions Co2/1.2 create and debug simple programs Use Scratch Jr/Scratch 1.0 or 2.0 to create simple programs and animations. Create a maze game where a flower collects seeds. Program Bee Bots to explore a map/maze create with bricks and visit all of the flowers placed within it. (Refer to Switched on Computing on Rising Stars for additional ideas)

RE Autumn 1 – Believing – Judaism Autumn 2 – Believing – Christianity Spring 1 – Encountering Islam - Mercy/Compassion Spring 2 – Symbols and Artefacts – Christianity Summer 1 – Leaders and Teachers – Christianity Summer 2 – Leaders and Teachers – Judaism

PSHCE

Autumn 1 - Fun, Food and Fitness – What keeps me healthy? Autumn 2 – Keeping safe – At home and outside Spring – Sex and relationship education – Boys and girls Summer 1 – Mental health – Working and playing together Summer 2 – Drug education – Medicines and me Computing link - Co2/1.6 - use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about material on the internet or other online technologies

PE Autumn 1 - Perform dances using simple movement patterns. Develop balance, agility and co-ordination. (Gymnastics with class teacher – Inspired by all things natural) Master basic movements including running, jumping, throwing and catching. Participate in team games, developing simple tactics for attacking and defending. (Invasion games with Inspire coaches) Autumn 2 – Perform dances using simple movement patterns. (Dance with class teacher – Inspired by movement of animals and the world around us) Perform dances using simple movement patterns. Develop balance, agility and co-ordination. (Gymnastics with Inspire coaches) Spring 1 - 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. (Outdoor adventurous activities with class teacher – Orienteering and parachute games) Perform dances using simple movement patterns. (Dance with Inspire teachers) Spring 2 - Master basic movements including running, jumping, throwing and catching. Participate in team games, developing simple tactics for attacking and defending. (Ball based invasion games with class teacher – Netball) 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. (Outdoor adventurous activities with Inspire coaches) Summer 1 - 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. (Athletics with class teacher) Master basic movements including running, jumping, throwing and catching. Participate in team games, developing simple tactics for attacking and defending. (Outdoor games with Inspire coaches)

Summer 2 - Master basic movements including running, jumping, throwing and catching. Participate in team games, developing simple tactics for attacking and defending. (Outdoor games with class teacher - Rounders) 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. (Athletics with Inspire coaches)

English Suggested CLPE Books Poems to Perform – discuss choice of poems with year 1 Anna Hibiscus The Story Tree The Robot and the Bluebird The Lonely Beast Zeraffa Giraffa The Dark Refer to teaching sequences on www.clpe.org.uk

Maths Numbers to 100 Addition and Subtraction Multiplication of 2, 5 and 10 Multiplication and Division of 2, 5 and 10 Length Mass Temperature Picture Graphs More Word Problems Money Two-Dimensional Shapes Three-Dimensional Shapes Fractions Time Volume


2017 - 2018


TOPIC TITLE


Beginnings (1 Week)

The Island

Noel

(2 weeks)

The Island

History Ancient Greece (study of life and achievements); The Shang Dynasty of Ancient China (the achievements of early civilizations)

Geography Specific links to topic with topographical features – hills, mountains, coasts and rivers, and land patterns. Link topic with physical geography objectives – climate zones – where is the island? Near volcanoes? Mountain regions? Use maps to locate. Link to History – Greek islands. Local visit to Thorpness Mere.

Science Scientific enquiry - asking relevant questions and using different types of scientific enquiries to answer them; setting up simple practical enquiries, comparative and fair tests; 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; 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 conclusions; using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions; identifying differences, similarities or changes related to simple scientific ideas and processes; using straightforward scientific evidence to answer questions or to support their findings. Plants - describe the functions of different parts of flowering plants; explore what plants need for life and growth and how it varies; investigate how water is transported in plants; explore pollination, seed formation and seed dispersal. (look at these each term to see seasonal changes) Animals including humans - identify that animals, including humans need the right types of nutrients and they get nutrients from what they eat; humans and some other animals have skeletons and muscles for support, protection and movement. Rocks - group rocks based on appearance and physical properties; describe how fossils are formed; recognise that soils are made from rocks. Light - we need light to see and dark is the absence of light; light is reflected from surfaces; light form the sun can be dangerous; shadows are formed when light is blocked by an object; size of shadows. Forces and magnets - compare how things move on surfaces. :some forces need contact between 2 objects, magnetic forces can act at a distance; magnets attract or repel; group a variety of materials based on attraction to magnets, magnetic materials; magnets have 2 poles; predict whether magnets will attract or repel based on poles.

Art & Design 3D - Work with others to use brown, gummed tape to produce a 3D form. Respond to the work of Howard Hodgkin (or another chosen artist) and collect visua information using sketchbooks and ICT. Use tools to copy 2d images into a clay slab. Collage - Investigate and respond to the work of Paul Klee and Victor Vasarely. Develop cutting and sticking skills. Experiment with positive and negative images. Drawing - Investigate different marks that can be made using pencils. Compare, own work with marks made by Vincent Van Gogh in his work. Explore shading techniques and talk about and investigate light/medium/dark tone. Use a story as a stimulus for a drawing.

Painting - Mix colour tints using primary and secondary colours + white. Discuss colours produced and say what they think and feel about them. Make practical responses to the work artist of Sean Scully. Identify and recognise his use of stripes and blocks of colour. Compare methods and approaches used by other artists to produce images of the sky. Use direct observation as a starting point for work. Printing - Use a roller and printing ink to experiment with mark making. Experiment with mono-printing. Use plasticine to produce a relief stamp. Print coloured, repeated patterns onto selected surfaces.

Textiles - Collect visual and other information using a sketchbook, and explore different types of patterning from different cultures. Create dip dye backgrounds and print onto them. For teaching sequences/resources/examples and further info, refer to Art and Design in Suffolk KS1&2 – Year 3

Design Technology

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 qualities

Evaluate 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

Technical knowledge

apply their understanding of how to strengthen, stiffen and reinforce more complex structures; understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages];understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]; apply their understanding of computing to program, monitor and control their products.

Cooking & nutrition

understand and apply the principles of a healthy and varied diet; prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques; understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Prepare ingredients hygienically using appropriate utensils. Measure ingredients to the nearest gram accurately. Follow a recipe. Assemble or cook ingredients (controlling the temperature of the oven or hob, if cooking).

Music Historical Listening - Greek and Oriental music, instrument sounds from those periods Skill Build - Making sounds in time, playing strings in time, knowing names of Guitar open strings Topic Work - To compose, notate and perform a) some music for an island; b) some Greek music; c) some oriental music

French Numbers 0-10. Greetings - asking and saying how you are. Classroom instructions. Ask for and give name. Colours. Names of fruit. Days of the week, months of the year. Christmas lessons – Nativity play (characters in the play and simple dialogue). Letter to Father Christmas. Easter Lessons – Making a pancake, Easter celebrations, making an Easter card. For teaching sequences/examples and further detail, refer to ‘La Jolie Ronde Ltd 2007’ scheme of work for Year 3.

Computing Co2/1.1 design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts Create a game about steering a boat around a group of islands, collecting resources. Create a controllable, scaled down version of a crane using Lego WeDo that might be used to build buildings on the island. Using Lego WeDo, build a crocodile with a working mouth that might inhabit the island. Co2/1.5 use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content Research the Ancient Greek civilization, selecting information from websites and presenting this in own words. Research fossils and rocks using the internet and online encyclopaedias. Co2/1.6 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. Create PowerPoint presentations about the Ancient Greeks, rocks and fossils. Write an email from 'the island' encouraging other people to visit and settle there. Create a branching database using links in PowerPoint, Flexitree or text boxes and arrows in word. (Refer to Switched on Computing on Rising Stars for additional ideas)

RE Autumn 1 – Religion and the Individual – Christianity Autumn 2 – Religion and the Individual – Islam Spring 1 – Religion and the Individual – Hinduism Spring 2 – Symbols and Religious Expression – Christianity Summer 1 – Beliefs in Action in the World – Christianity Summer 2 – Revisiting Judaism

PSHCE

Autumn 1 - Mental health - Friendship Autumn 2 – Keeping safe – What is bullying? Spring – Mental health – Dealing with feelings Spring 2 – Drug education – What is a drug? Summer 1 – Fun, Food and Fitness – Edible and active Summer 2 – Financial capability – Saving, spending and borrowing Computing link - Co2/1.7 - use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

PE Autumn 1 - Develop flexibility, strength, technique, control and balance. Compare their performances with previous ones and demonstrate improvement to achieve their personal best. (Gymnastics with class teacher) Use running, jumping, throwing and catching in isolation and in combination. play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending. (Invasion games with Inspire coaches) Autumn 2 - Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]. Perform dances using a range of movement patterns. Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]. (Gymnastics with Inspire coaches) Spring 1 - Take part in outdoor and adventurous activity challenges both individually and within a team. (Outdoor adventurous activities with class teacher – Orienteering) Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics].

Perform dances using a range of movement patterns. (Dance with Inspire coaches) Spring 2 - Use running, jumping, throwing and catching in isolation and in combination. Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending. (Invasion games with class teacher – hockey) Take part in outdoor and adventurous activity challenges both individually and within a team. (Outdoor adventurous activities with Inspire coaches) Summer 1 - Use running, jumping, throwing and catching in isolation and in combination. Compare their performances with previous ones and demonstrate improvement to achieve their personal best. (Athletics with class teacher) Use running, jumping, throwing and catching in isolation and in combination. Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending. (Outdoor games with Inspire coaches) Summer 2 - Use running, jumping, throwing and catching in isolation and in combination. Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending. (Outdoor games with class teacher - Rounders) Use running, jumping, throwing and catching in isolation and in combination. Compare their performances with previous ones and demonstrate improvement to achieve their personal best. (Athletics with Inspire coaches)

English Suggested CLPE Books Varjak Paw Noah Barleywater Runs Away Oliver and the Seawigs Gregory Cool Moon Man Refer to teaching sequences on www.clpe.org.uk

Maths Numbers to 100 Addition and Subtraction Multiplication and Division Further Multiplication and Division Length Mass Volume Money Time Picture Graphs and Bar Graphs Fractions Angles Lines and Shapes Perimeter of Figures


2017 - 2018


TOPIC TITLE


Beginnings (1 Week)

Tour of Britain

Noel

(2 weeks)

Tour of Britain

History The first railways (significant turning point in British History); A local study about Anglo-Saxon life (West Stow visit)

Geography Link to topic with naming and locating counties and cities in the UK. Longitudinal and latitudinal – GMT and time zones, sunset times from south of E to N of Scotland – does it differ? Human geography links to History – Saxon settlement and land use comparisons. Natural resources, energy, food and water comparisons to link. Compass points – travel across the UK – which direction? Ordinance survey maps to guide the tour. Local visit to link History and Geog and topic – West Stow.

Science Scientific enquiry - asking relevant questions and using different types of scientific enquiries to answer them; setting up simple practical enquiries, comparative and fair tests; 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; 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 conclusions; using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions; identifying differences, similarities or changes related to simple scientific ideas and processes; using straightforward scientific evidence to answer questions or to support their findings. All living things - living things can be grouped in a variety of ways; Explore and use classification keys; environments can change and pose dangers to living things. Animals including humans - simple functions of the digestive system; different types of teeth and their functions; food chains, identifying producers, predators and prey. States of matter - group materials based on solids, liquids and gases; materials change state when heated or cooled; evaporation and condensation in the water cycle. Sound - identify how sounds are made; vibrations from sounds travel through a medium, patterns of pitch of sound and features of the object making it; patterns between volume and strength of vibrations; sounds get fainter as distance increases. Electricity - identify appliance that run on electricity; construct a simple circuit naming parts; switches open and close circuits; identify whether a lamp will light if it is in a loop with a battery; common conductors and insulators.

Art & Design 3D - Design, create and produce advertising for a shoe (Item can be changed, shoe is the suggested produced in the art scheme of work). Collage - Respond to the facial images work of Francis Bacon. Explore the purposes and intentions of the artist Andy Warhol. Use collage to produce a piece of art using this work as inspiration. Drawing - Observe, select and record observations of linear patterning in natural objects. Work in response to Kandinsky. Use fine control with a pencil to make detailed, analytical observational drawings.

Painting - Mix colours and select appropriate brushes for specific purposes. Select, construct and work on a multi-shaped and textured surface. Make practical responses to the work of Georgia O’Keefe. Review, evaluate and develop ideas. Printing - Investigate African printmaking, explore and develop designs using sketchbooks. Transpose these designs into mono print and press print release blocks. Textiles - Investigate materials and processes in producing a mono-print on fabric. Respond to the work of the textile artist Michael Brennand-Wood. Adapt work according to own views and developing knotting and wrapping textile responses. For teaching sequences/resources/examples and further info, refer to Art and Design in Suffolk KS1&2 – Year 4

Design Technology

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 qualities


Technical knowledge

apply their understanding of how to strengthen, stiffen and reinforce more complex structures; understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages];understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]; apply their understanding of computing to program, monitor and control their products.

Cooking & nutrition

understand and apply the principles of a healthy and varied diet; prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques; understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Prepare ingredients hygienically using appropriate utensils. Measure ingredients to the nearest gram accurately. Follow a recipe. Assemble or cook ingredients (controlling the temperature of the oven or hob, if cooking).

Music Historical Listening - Anglo-Saxon Music, Elgar, V-Williams, Benjamin Britten Skill Build - Playing open strings, using first and second fingers Topic Work - To compose, notate and perform a) some Anglo-Saxon music; b) a national fanfare; c) some railway music

French Revision of colours from Year 3. Parts of the body. Asking for French translation Revision of adjectives. Zoo animals. Some letters of the alphabet. Introduction of vowels, Verbs – ‘être’ (to be), ‘Il est’ (He is), ‘Elle est’ (She is). Quantifiers – Assez, très, Adjectives – ‘Grand’, ‘petit’, ‘gentil’, ‘rigolo’. Christmas theme – Phrases and vocabulary for work on snowman theme. Phrases for playing a game – ‘Á toi’, ‘à moi’, ‘le dé’. Expressions – ‘Oh là là’, ‘j’aime ça’. Receptive vocabulary from a song/poem – identifying rhyming words. Members of the family and pets. Ask and answer questions about family members. Possessive adjectives – ‘Mon’, ‘ma’.

Vocabulary for a French story. Verbs – ‘avoir’ (to have), ‘J’ai’ (I have), ‘Je n’ai pas de’ (I haven’t). Connectives – ‘et’, ‘aussi’. Easter theme – learn about traditions and specific vocabulary. Dictionary skills. Opinions phrases – ‘J’adore’, ‘j’aime’, ‘je n’aime pas’. Numbers 12-31. Revision of leisure activities and hobbies. Weather expression – ‘Il fait froid’, ‘il fait chaud’. Quantifiers – ‘très’, ‘un peu’. Clothes items for packing a suitcase. For teaching sequences/examples and further detail, refer to ‘La Jolie Ronde Ltd 2007’ scheme of work for Year 4.

Computing Co2/1.1 design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts Create a simulation of a simple railway using Scratch. Create a game about an Anglo Saxon collecting resources for his village. Make a game/animation about the digestive system. Co2/1.5 use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content Research the Anglo Saxons, selecting information from websites and presenting this in own words. Research uses for electricity around the world and how electricity changed the way people live. Co2/1.6 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. Make a brochure about West Stow Use Excel to present data relating to heights, hand span etc. Make stop motion animation about the digestive system using laptops and digital cameras. (Refer to Switched on Computing on Rising Stars for additional ideas)

RE Autumn 1 – Inspirational People – Christianity Autumn 2 – Inspirational People – Islam Spring 1 – Inspirational People – Hinduism Spring 2 – Encountering Sikhism Summer 1 – Religion, Family and Community – Christianity Summer 2 – Encountering Sikhism

PSHCE

Autumn 1 - Fun, Food and Fitness – Making healthy choices Autumn 2 – Keeping safe - Online/offline Spring – Drug education – drugs common to everyday life Summer – Citizenship – Local2global Computing link - Co2/1.7 - use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

PE Autumn 1 - Develop flexibility, strength, technique, control and balance. Compare their performances with previous ones and demonstrate improvement to achieve their personal best. (Gymnastics with class teacher) Use running, jumping, throwing and catching in isolation and in combination. play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending. (Invasion games with Inspire coaches) Swim competently, confidently and proficiently over a distance of at least 25 metres. Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]. Perform safe self-rescue in different water-based situations. (Swimming at Crown Pools) Autumn 2 – Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]. Perform dances using a range of movement patterns. Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]. (Gymnastics with Inspire coaches) Spring 1 - Take part in outdoor and adventurous activity challenges both individually and within a team. (Outdoor adventurous activities with class teacher – Orienteering) Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]. Perform dances using a range of movement patterns. (Dance with Inspire coaches) Spring 2 - Use running, jumping, throwing and catching in isolation and in combination. Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending. (Invasion games with class teacher – Football) Take part in outdoor and adventurous activity challenges both individually and within a team. (Outdoor adventurous activities with Inspire coaches) Summer 1 - Use running, jumping, throwing and catching in isolation and in combination. Compare their performances with previous ones and demonstrate improvement to achieve their personal best. (Athletics with class teacher) Use running, jumping, throwing and catching in isolation and in combination. Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending. (Outdoor games with Inspire coaches) Summer 2 - Use running, jumping, throwing and catching in isolation and in combination. Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending. (Outdoor games with class teacher - Cricket) Use running, jumping, throwing and catching in isolation and in combination. Compare their performances with previous ones and demonstrate improvement to achieve their personal best. (Athletics with Inspire coaches)

English Suggested CLPE Books The Miraculous Journey of Edward Tulane Mouse Bird Snake Wolf The Pebble in my Pocket The Iron Man The Lion and the Unicorn The Tin Forest Werewolf Club Rules – discuss choice of poems with year 5 Refer to teaching sequences on www.clpe.org.uk


Maths Numbers to 10000 Addition and Subtraction Within 10000 Multiplication and Division Further Multiplication and Division Graphs Fractions Time Decimals Money Mass, Volume and Length Area of Figures Geometry Positon and Movement Roman Numerals

2017 - 2018


TOPIC TITLE


Beginnings (1 Week)

Around the World in 80 Days

Noel

(2 weeks)

Around the World in 80 Days

History Roman Empire (Boudica – Colchester castle visit); Non-European society comparison to Britain (Mayan civilization c. AD 900)

Geography Locate Mexico and Italy on world maps as well as other places – make comparisons of environmental regions, human characteristics and major cities. Physical geography of both countries.

Science Scientific enquiry - planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary; taking measurements, using a range of scientific equipment, with increasing accuracy and precision; recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs; using test results to make predictions to set up further comparative and fair tests; reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentations; identifying scientific evidence that has been used to support or refute ideas or arguments. Living things and their habitats - life cycles of mammals, amphibians, insects and birds; reproduction in some plants and animals. Animals, including humans - describe the changes as humans develop to old age. Properties and changes of materials - group everyday materials on properties, including hardness, solubility, transparency, conductivity and response to magnets; materials dissolve in a liquid to form a solution; separate mixtures using sieving, filtering and evaporating; dissolving, mixing and change of state are reversible changes; changes result in the formation of new materials, usually not a reversible change. Earth and space - movement of the moon relative to the earth; movement of the earth and other planets relative to the sun; describe sun, earth and moon as spherical bodies; use earth rotation to explain day and night. Forces - force of gravity acting between earth and falling objects; effects of air resistance, water resistance and friction on moving surfaces; levers, pulleys and gears allow a smaller force to have a greater effect.

Art & Design 3D - Produce sculptural stick forms in response to the work of Alberto Giacometti. Use modroc (plaster bandage) as a sculptural material. Review the figures and say what they think and feel about them. Record the process from concept to completed sculptures in sketchbook. Create clay slab forms. Collage - Investigate and combine visual and tactile qualities of materials and processes to make collages. Adapt their work according their views and describe how they might develop it further. Respond to the work of Dale Devereux-Barker and investigate the use of symbols in his work. Drawing - Investigate and collect visual information from Hundertwasser images to develop ideas. Enlarge and develop own work using layering methods to communicate ideas and make images. Work in the negative by using rubbers to remove graphite work and the ‘rubber’ tool on the computer. Look at the work of Frank Auerbach. Painting - Produce multi-surface images in response to the work of the artist Chris Ofili. Compare ideas, methods and approaches in Fauvist paintings. Apply their experience to mix and match colours and experiment with different tools and techniques.

Printing - Produce a reduction print block using press-print. Discuss work as it progresses and develop ideas. Research and respond to the work of printmakers. Textiles - Explore the construction and destruction processes. Apply their experience of materials and processes to form fabric relief panels. Look at and reflect Batik work. For teaching sequences/resources/examples and further info, refer to Art and Design in Suffolk KS1&2 – Year 5

Design Technology

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 qualities


Technical knowledge apply their understanding of how to strengthen, stiffen and reinforce more complex structures; understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]; understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]; apply their understanding of computing to program, monitor and control their products.

Cooking & nutrition understand and apply the principles of a healthy and varied diet; prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques; understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Understand the importance of correct storage and handling of ingredients (using knowledge of micro-organisms). Measure accurately and calculate ratios of ingredients to scale up or down from a recipe. Demonstrate a range of baking and cooking techniques. Create and refine recipes, including ingredients, methods, cooking times and temperatures.

Music Historical Listening - Roman music, The Planets Suite Skill Build - Playing scales and chords Topic Work - To compose, notate and perform a) some music inspired by class art; b) some roman music for game or animation; c) some space music for our

space simulation

French Asking where places are and giving/asking directions. Revision of connectives – ‘et’, ‘aussi’. Revision of adjectives – ‘grand’, ‘petit’. Pause words – ‘Et alors’, ‘voyons’, ‘eh bien’. Revision of the days of the week, months of the year and times of day from Year 3, 4 and 5. Christmas theme – Christmas vocabulary. Revision of colours. Verbs – ‘être’, ‘je suis/je ne pas’. Revision of hobbies introduced in Year 4. Simple future tense – ‘Je vais’. Revision of sports/hobbies vocabulary. Revision of numbers 0-50. Comparisons – ‘plus que’ (more than), revision of immediate future – ‘je vais’ + verb.

Recap of prepositions from Year 5 as well as ‘sur’ and ‘sous’. Recap of repetition requests from Year 3 and 4 – ‘Répète’, ‘s’il ta plait’ etc. Recap of stalling strategies from Year 5. Recap of verb – ‘aller’, ‘on va’ and then ‘on va aller, ‘partir’. Use vocabulary e.g. un hotel, un appartement. Recap on means of transport from Year 4. Names of places to visit. Use vocabulary e.g. ‘d’abord’, on ‘va visiter’. For teaching sequences/examples and further detail, refer to ‘La Jolie Ronde Ltd 2007’ scheme of work for Year 5.

Computing Co2/1.1 design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts Co2/1.3 use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs Co2/1.2 use sequence, selection, and repetition in programs; work with variables and various forms of input and output Create a simulation of space using Scratch to show orbits. Create a game or coded animation based around the theme of the Roman Empire. Create a simulation or animation to show life cycles (tadpoles into frogs etc) Co2/1.5 use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content Co2/1.4 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 Research the Roman empire. Find capital cities of Italy and Mexico and explore these using Google Maps, Google Earth and Street View. Co2/1.6 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. Create a magazine using word processing software about the impact of Roman inventions on modern life. Create a brochure detail reasons to visit Italy and Mexico. Track changes in states of matter, using Excel to record and present findings in graphs, charts etc. Time lapse video with narration on visible changing states of matter. (Refer to Switched on Computing on Rising Stars for additional ideas)

RE Autumn 1 – Teachings and Authority – Christianity Autumn 2 – Teachings and Authority – Islam Spring 1 – Teachings and Authority – Hinduism Spring 2 – Revisiting Judaism Summer 1 – Worship, Pilgrimage and Sacred Places – Christianity Summer 2 – Encountering Buddhism

PSHCE

Autumn 1 - Fun, Food and Fitness – Influences Autumn 2 – Keeping safe – Out and about Spring 1 – Financial capability – Value for money Spring 2 – Drug education – Influences Summer 1 – Mental health – Stereotypes, discrimination and prejudice Summer 2 – Sex and relationship education – Puberty

Computing link - Co2/1.7 - use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

PE Autumn 1 - Develop flexibility, strength, technique, control and balance. Compare their performances with previous ones and demonstrate improvement to achieve their personal best. (Gymnastics with class teacher) Use running, jumping, throwing and catching in isolation and in combination. play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending. (Invasion games with Inspire coaches) Autumn 2 – Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]. Perform dances using a range of movement patterns. Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]. (Gymnastics with Inspire coaches) Spring 1 - Take part in outdoor and adventurous activity challenges both individually and within a team. (Outdoor adventurous activities with class teacher – Orienteering) Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]. Perform dances using a range of movement patterns. (Dance with Inspire coaches) Spring 2 - Use running, jumping, throwing and catching in isolation and in combination. Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending. (Invasion games with class teacher – Tennis) Take part in outdoor and adventurous activity challenges both individually and within a team. (Outdoor adventurous activities with Inspire coaches) Summer 1 - Use running, jumping, throwing and catching in isolation and in combination. Compare their performances with previous ones and demonstrate improvement to achieve their personal best. (Athletics with class teacher) Use running, jumping, throwing and catching in isolation and in combination. Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending. (Outdoor games with Inspire coaches) Summer 2 - Use running, jumping, throwing and catching in isolation and in combination. Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending. (Outdoor games with class teacher - Cricket) Use running, jumping, throwing and catching in isolation and in combination. Compare their performances with previous ones and demonstrate improvement to achieve their personal best. (Athletics with Inspire coaches)

English Suggested CLPE Books Werewolf Club Rules – discuss choice of poems with year 4 Cosmic Disco – discuss choice of poems with year 6 Rooftoppers The London Eye Mystery Shackleton's Journey The Princess Blankets The Journey Refer to teaching sequences on www.clpe.org.uk


Maths Numbers to 1 000 000 Whole Numbers: Addition and Subtraction Whole Numbers: Multiplication and Division Whole Numbers: Word Problems Graphs Fractions Decimals Percentage Geometry Position and Movement Measurements Area and Perimeter Volume Roman Numerals

2017 - 2018


TOPIC TITLE


Beginnings (1 Week)

Evolution

Noel

(2 weeks)

Evolution

History Bronze Age (Stonehenge); Anglo-Saxon settlements (Sutton Hoo visit), invasions and kingdoms

Geography Use maps and atlases to locate counties and cities in the UK - Stonehenge and Saxon settlements. Human geography – evolution of different peoples around the world – have we all adapted the same and to fit the needs of our ways of living? Compass points – UK and world linked. Park visit and Sutton Hoo to observe, measure and record human and physical features of local areas.

Science Scientific enquiry - planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary; taking measurements, using a range of scientific equipment, with increasing accuracy and precision; recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs; using test results to make predictions to set up further comparative and fair tests; reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentations; identifying scientific evidence that has been used to support or refute ideas or arguments. Living things and their habitats - living things are classified into groups according characteristics and similarities and differences; give reasons for classifying plants and animals based characteristics. Animals including humans - name parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood; impact of diet, exercise, drugs and lifestyle on the way bodies function; describe the way nutrients and water are transported within animals, including humans. Evolution - living things have changed over time, fossils provide information about living things that inhabited the Earth millions of years ago; living things produce offspring, offspring vary and are not identical to their parents; animals and plants are adapted to suit their environment and adaptation may lead to evolution. Light - Light appears to travel in straight lines; objects are seen because they give out or reflect light into the eye; we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes; Use light travels in straight lines to explain why shadows have the same shape as the objects that cast them. Electricity - associate the brightness or the volume to the number and voltage of cells used in the circuit; give reasons how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches; use recognised symbols when recording a simple circuit as a diagram.

Art & Design 3D - Respond to the reclining figure work of Henry Moore. Observe the figure from a range of viewpoints. Research the work of craftspeople and designers working in different times and cultures. Make a clay pendant. Collage - Respond to the work of Gustav Klimt. Collect example and ideas in sketchbooks. Combine visual and tactile qualities of materials and match these to the purpose of their work. Respond to cubist work and produce a piece of artwork. Drawing - Make detailed, analytical observational drawings. Enlarge own drawings and use selected media to develop work. Respond to portraits from different times and styles.

Painting - Explore ideas in response to the work of Patrick Heron. Apply their knowledge and understanding of line, shape, colour and texture in developing a response to the work of Patrick Heron. Respond to Patrick Caulfield’s use of contour and flat colour. Work collaboratively on a large scale to produce a group piece. Printing - Develop unique state prints using press-print reduction blocks and coloured tissue. Use the batik process and to produce an image in the style of artist Chinwe Chukwuogo -Roy Textiles - Collect visual information to help develop ideas. Develop batik designs in response to the work of Antonio Gaudi. Construct a twig loom and select natural and made materials to produce a multi-media weaving. For teaching sequences/resources/examples and further info, refer to Art and Design in Suffolk KS1&2 – Year 6

Design Technology

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 qualities


Technical knowledge

apply their understanding of how to strengthen, stiffen and reinforce more complex structures; understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]; understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]; apply their understanding of computing to program, monitor and control their products.

Cooking & nutrition

understand and apply the principles of a healthy and varied diet; prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques; understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Understand the importance of correct storage and handling of ingredients (using knowledge of micro-organisms). Measure accurately and calculate ratios of ingredients to scale up or down from a recipe. Demonstrate a range of baking and cooking techniques. Create and refine recipes, including ingredients, methods, cooking times and temperatures.

Music Historical Listening - Music from different places Skill Build - Using technology to sequence and record music Topic Work - To compose, notate and perform a) some music for the book Cosmic Disco; b) music using ipads; c) some bronze age and anglo saxon music

French Initiate and sustain conversations using vocabulary linked to classroom routines. Recap of simple negative sentence from Year 4 – Je n’ai pas de. Initiate and sustain conversations using ‘as-tu…?’ Recap of clothes vocabulary and also ‘des chaussures’, ‘des chaussettes’, ‘un sweat’. Recap of expressing opinions from Year 3, 4 and 5 – J’aime, Je n’aime pas. Justifying opinions e.g ‘Je n’aime pas le rouge…’ Using a story that is read aloud recap of family members from Year 4, recap structures form Year 4 and 5 – ‘Il s’appelle, ‘il est’, ‘il habite à’, recap using quantifiers from Year 3, 4, 5 – ‘Tres’, ‘assez’ and adjectives from Year 4 – ‘sympa’, ’intelligent’, ‘amusant’.

Recap of verb ‘être’ from Year 4 and 5. Occupations vocabulary. Phrases to use when playing games in French. Recap of family members from Year 4. Recap of phrases from Year 4 and 5 - ‘Il y a’, ‘j’habite dans’. Receptive use of eight rooms of the house. Recap of adjectives from Year 4 plus ‘immense’, ‘de luxe’, ‘en haut’, ‘en bas’. Revision of names of fruit from Year 3. Food items including revisions from Year 3. Revision of connectives – ‘et’, ‘mais’, ‘aussi’. Breakfast and ingredients for a French dessert– see vocabulary list in scheme of work. Revision of the days of the week, months of the year and times of day from Year 3, 4 and 5. Weather and revision of weather phrases. Seasons. Saying where you live For teaching sequences/examples and further detail, refer to ‘La Jolie Ronde Ltd 2007’ scheme of work for Year 3, 4, 5 and 6.

Computing Co2/1.1 design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts Co2/1.3 use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs Co2/1.2 use sequence, selection, and repetition in programs; work with variables and various forms of input and output Co2/1.5 use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content Co2/1.4 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 Co2/1.6 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. (Refer to Switched on Computing on Rising Stars for additional ideas)

RE Autumn 1 – Beliefs and Questions – Christianity Autumn 2 – Beliefs and Questions – Islam Spring 1 – Beliefs and Questions – Hinduism Spring 2 – Encountering Buddhism Summer 1 – Journey of Life and Death – Christianity Summer 2 – Encountering Humanism

PSHCE

Autumn 1 - Mental health – healthy minds Autumn 2 – Keeping safe – Out and about Spring 1 – Drug education – Situations Spring 2 – Fun, Food and Fitness – making decisions for the future Summer 1 – Sex and relationship education – Healthy relationships/how is a baby made? Summer 2 – Moving on – Transition to High school

Computing link - Co2/1.7 - use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

PE Autumn 1 - Develop flexibility, strength, technique, control and balance. Compare their performances with previous ones and demonstrate improvement to achieve their personal best. (Gymnastics with class teacher) Use running, jumping, throwing and catching in isolation and in combination. play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending. (Invasion games with Inspire coaches) Autumn 2 – Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]. Perform dances using a range of movement patterns. Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]. (Gymnastics with Inspire coaches) Spring 1 - Take part in outdoor and adventurous activity challenges both individually and within a team. (Outdoor adventurous activities with class teacher – Orienteering) Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]. Perform dances using a range of movement patterns. (Dance with Inspire coaches) Spring 2 - Use running, jumping, throwing and catching in isolation and in combination. Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending. (Invasion games with class teacher – Basketball) Take part in outdoor and adventurous activity challenges both individually and within a team. (Outdoor adventurous activities with Inspire coaches) Summer 1 - Use running, jumping, throwing and catching in isolation and in combination. Compare their performances with previous ones and demonstrate improvement to achieve their personal best. (Athletics with class teacher) Use running, jumping, throwing and catching in isolation and in combination. Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending. (Outdoor games with Inspire coaches) Summer 2 - Use running, jumping, throwing and catching in isolation and in combination. Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending. (Outdoor games with class teacher - Cricket) Use running, jumping, throwing and catching in isolation and in combination. Compare their performances with previous ones and demonstrate improvement to achieve their personal best. (Athletics with Inspire coaches)

English Suggested CLPE Books Cosmic Disco – discuss choice of poems with year 5 Cosmic The Adventures of Odysseus Stay Where You Are and Then Leave The Last Wild If You Find This Varmints Refer to the teaching sequences on www.clpe.org.uk


Maths Numbers to 10 Million Four Operations on Whole Numbers Fractions Decimals Measurements Word Problems Percentage Ratio Algebra Area and Perimeter Volume Geometry Position and Movement Graphs and Averages Negative Numbers

cliff lane primary school · · 2017-11-17cliff lane primary school year 1 long-term plan topic...

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