glade primary school 2014 curriculum glade … primary school 2014 curriculum 3 notes on new...

Glade Primary School 2014 Curriculum

1

Glade Primary School

2014 Curriculum

Long Term Planning

Years 1 to 6


2

Contents

Notes on Curriculum Page 3

Year One Long Term Planning Page 4

Year Two Long Term Planning Page 11

Year Three Long Term Planning Page 18

Year Four Long Term Planning 5

Year Five Long Term Planning Page 32

Year Six Long Term Planning Page 39

Appendices Page 46

Example of long-term planning for all curriculum Page 47

Example of Key Stage Two timetable Page 48

Example of how to find learning objectives Page 49

Suggestion of how to assess against learning objectives Page 50


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Notes on New Curriculum

Here is the new long-term plan for the 2014 curriculum. Each half-term has a main science or geography/history topic - sometimes both. Links have been made

between these areas where possible. The topic over-views include sessions for music, art and DT but I have added further suggestions where extra links could be

made if time is available. A half-term with only a science or geography/history topic would afford greater time to spend on Art/DT. I have included the Art/DT

national curriculum over-views to show how each strand can be covered and linked to topics across the year.

The Scheme of Work (S.O.W.), linked to the 2014 curriculum, is available in the Teacher Room and on Dropbox in PDF/ Word format. Take the weekly science or

geography/history topic as the starting point for your lesson, but then find the relevant learning objective for your lesson. This is found in the Knowledge, Skills and

Understanding Breakdown at the beginning of each year group section. It relates directly to the statutory requirements in the 2014 National Curriculum. Please date

and highlight a copy of the 'Knowledge, Skills and Understanding Breakdown' throughout the year to show which areas of the National Curriculum you have covered.

Use an orange highlighter for Autumn Term, Green for Spring Term, Yellow for Summer Term. The 'Knowledge, Skills and Understanding' will inform you success-

criteria and assessment at the end of the unit. I have given examples at the end of this pack.

I suggest you use the over-view table I have provided as your starting point for the curriculum map you submit to Andy. Copy and paste the half-term's column then

add your other curriculum areas either side. An example is given at the end of this pack.

You will need to rearrange your timetable to reflect the new curriculum. Allow a full afternoon for science and an afternoon for geography/history. Then factor in

the other subjects which remain fixed, such as Beliefs and Values/ PSHE, PE, ICT and MFL for Key Stage Two. Any remaining sessions can be used for extra Art/

DT/ Music. For some units, there are more sessions that there are weeks in a half-term. In this instance, combine two of the sessions with a similar theme as you see

fit.

Each topic should begin/end with a "Wow" event, details of which I have suggested below, but please enhance with your own ideas. There should also be regular trips

linked to the topics - these can be low-key, such as a visit to a travel agency, or further afield. I have made suggestions linked to each topic. It may be possible to

combine a further afield trip, such as a London museum, with another year group. Please remember to work through the normal procedures when organising a trip,

initially submitting a request to AS/ CV then working through Evolve. This must be completed in adequate time before a trip (ideally half a term and certainly no less

than a month).

Years 1, 2, 3 and 5 will, be trialling the curriculum from Easter, so it is still very much a work in progress. Other year groups may wish to try one of the topics in the

second half of the summer term - if so please speak to AS. Please let me know if you have any suggestions about possible curriculum links/ trips and visits so I can

add it to the relevant year group/ topic.


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Year One Curriculum

Long-term Planning


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Year One

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

Literacy Lela and The Secret of Rain

The Winter King and The Summer Queen

Leaf Man

Meerkat Mail The Snowy Day

Ooopik Can’t You Sleep, Little

Bear I Want my Light On!

The Naughty Bus Research on old/new

vehicles

Tiger who Came to Tea Bog Baby

Dogga Toy Boat

Traditional Tales and adaptations

Aliens Love Underpants Let’s Build a House

The Aliens Are Coming Dr Xargle’s Book of

Earthlets

Numeracy PRIMARY Advantage Maths Using 2014 Curriculum

Science How do the seasons

impact on what we do?

(Seasonal Changes).

Why does it get dark

earlier in winter?

(Seasonal Change).

No specific science

topic but could make a

link to forces.

Why are humans not

like tigers? (Animals

Including Humans).

Which birds and plants

would Little Red Riding

Hood find in our park?

(Plants).

What do aliens think of

life on planet Earth?

(Materials).

LC1 Why are there so many leaves on the ground in autumn?

Why are we sometimes afraid of the dark?

Why do we call some animals ‘wild?’

Why would Little Red Riding Hood find our park a very interesting place

to be?

What materials can you use to make the Alien’s underpants?

LC2 What changes do we see in our country with each season?

Where do shadows come from?

What would you ask a zoo keeper? How can we identify the birds that

we find in our nearest park or around our school?

What material would make a good house for the aliens to live in?

LC3 What would you need to do to become the next weather

presenter?

Why is the Sun so important to us and is it always in the same place?

Why would it not be sensible for all animals to live in England?

What can we do to try and attract birds to our school?

Why would wood not make a good window?

LC4 How can you create patterns using

leaves in the style of William Morris? Where do the stars go to in the

daytime?

How are we humans different from

most animals?

How can we keep a record of the different types of plants and trees

we find at our nearest park or around the school?

How can the aliens stay safe whilst building their house?

LC5 After listening to music entitled the ‘Four Seasons,’ can you create your own music which captures different

weather patterns?

How can we create our own night picture?

What do we mean by carnivore,

herbivore and omnivore? How can we capture the beauty of

the plants and trees we see?

How can the aliens stay dry in the rain and how would they go about

celebrating keeping dry?

LC6 Why are so many of the things you enjoy doing dependent on the time

of year and the weather? Which animals come out at night?

What do we need to do to keep our pets happy?

Can we name the different parts of the plants and trees we see?

How can we make jelly for the aliens leaving party?

LC7 Reflection: In small groups, can you create a typical weather forecast summary which will be filmed? How can we create our own shadow

theatre?

Who are the mini-beasts that live in our school grounds?

Reflection: How can you put together a power point presentation of the birds, plants and trees seen?

Reflection: Have an Alien day where the children have to dress up but do

a presentation about different materials they come across as though they didn’t know them

before

LC8 Reflection: How can you create a performance of shadow puppets?

Reflection: Can you create your own non fiction book on a ‘Visit to the

Zoo’?

Why would Little Red Riding Hood find our park a very interesting place

to be?


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History/ Geography Where do leaves go in

winter? (see Science

unit above).

Why Can't a Meerkat

live in the North Pole?

(weather patterns,

hot/cold locations).

Where did the wheels

on the bus go?

(Awareness of the

past).

Where do and did the

wheels on the bus go?

(Atlases and countries).

Why is the Wii more

fun than Grandma and

Grandad's old toys?

Would the Beatles have

won the X factor?

LC1

Why does Sunny live in the

Kalahari desert?

Where do we live and what’s so

special about it?

Who will win the Wii challenge?

Who were the Beatles and why

does almost every adult in

Britain know them?

LC2

Which animals live in cold places

like the North and South Pole?

How far have you travelled

around the United Kingdom?

What was on Grandma and Granddad’s Christmas and birthday

list?

Who else was famous in Britain

because of their music?

LC3 How do polar bears keep warm?

How many different ways could

you travel around our country?

Would there have been a Toys R Us around when Grandad was a boy?

If you were in a musical group,

what would your music sound

like?

LC4

What do we mean by hot and

cold colours?

Has it always been easy to

travel around our country?

How can you make a moving toy?

Has Britain always had talent

and who would your parents and

grandparents say were famous

in their day?

LC5

Why do people usually like going

to hot places for their

holidays?

How have cars, buses, trains

and bicycles changed since your

grandparents were little?

Which toy will you be in Toy Story?

Who are the famous people

that have lived in our town/

city/county and what can you

find out about them?

LC6 Why do we wear different

clothes in summer and winter?

Can you design and make a

vehicle that can move? What would your Christmas have

been like without batteries?

What would you like to become

famous for and why?

LC7

How can we recreate a meerkat

dance?

Reflection: Work in groups to

put together a presentation on

what they know about their

country.

Reflection: Would you choose your

toys before your grandparents’ toys?

Reflection: Can you create a

history X Factor show which

tells everyone about famous

Britons?

LC8

Reflection: Would you rather be

a meerkat or a penguin?

Where do we live and what’s so

special about it?

Who will win the Wii challenge?

Who were the Beatles and why

does almost every adult in

Britain know them?

Computing

Also Espresso Coding

Modules (2)

We are Gardeners We are Celebrating We are Personal Trainers We are TV chefs We are Storytellers We are Treasure Hunters

Art Focus on art in this unit

Drawing/ Printing

William Morris

Lines of different thickness

Colours and shades

Primary and secondary colours

Focus on art in this unit

Painting/ Knowledge

Van Gogh Starry Night

Create own night time pictures

Lines of different thicknesses

Colours and shades

Creating moods

Primary and secondary colours

Focus on art in this unit

Use of IT/ Printing

Self-portrait using ICT

Use of computer painting

program – brushes, fill, undo to

create portraits or animal print

repeating patterns

Focus on Art in this unit

Textiles/ Collage/3D

Sketch plants and trees then

collage

Cut and tear paper for collages

Gather and sort materials

Flower pressing?

Weaving natural materials

Textiles/ 3D

Make underpants for aliens

from different materials

DT Focus on DT in this unit

Design and make a vehicle using

mechanisms/

products that move

Construction

Focus on DT in this unit

Cooking – link to ICT unit on

being TV chefs and story The Tiger Who Came to Tea.

Design and make a traditional

toy from fabric

Design and create own bird

table, make a bird cake/ seeds

mix

Cooking

Focus on DT in this unit

Construction/ Materials

Construct an alien spaceship

using junk modelling


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Construction

Music Four Seasons by Vivaldi

Create music linked to weather.

Appraising.

Children to write own stories

with musical accompaniment and

perform. Performing.

The Wheels on the Bus – write

own lyrics and percussion. Row,

Row, Row your Boat

Tea time music Peter and the Wolf Appraising and Responding

Representing sounds of space.

Holst the Planets. Composing

RE

PSHE As outlined in PSHE SOW

Free Trips and Visits Brandon County Park/ Thetford

Forest to see leaves

A local nursery to see plants

Visit to local Travel Agency Visit to a station/ visit to

Brandon spotting types of

transport and recording for

data handling

Finding mini-beasts in school

grounds

The library

A local park or Brandon Country

Park

Use outdoor environment

around school to pretend an

alien spaceship has landed

Further afield trips

and visits

High Lodge Zoo/ wildlife centre visit to

explore nocturnal creatures/

animals from particular climates

Norwich puppet theatre for

shadow puppets

East Anglia Transport Museum

Norfolk Norfolk Poppy railway

line

Bressingham Steam Museum

and Gardens

Museum of East Anglican Life

Visit from a zookeeper

Africa Alive

Linton Zoo/ alternative

Norwich Castle Museum has

natural history section

High Lodge

Christchurch Mansion, Ipswich,

has a toy museum.

Norfolk Wildlife Trust run

sessions or do outreach

Museum of East Anglican Life

Organise a musical workshop

for children where visitors

come into school and teach

children an instrument

'A Day in the Swinging Sixties'

at Bridewell Museum

Wow activities to

introduce/ conclude

topic.

Take children outside to do

bark rubbings, leaf pressing etc

Use Leaf Man to introduce

topic

Write children a letter from

BBC asking them to present a

weather report

Have a box of weather related

items (umbrella, sunglasses,

mittens etc) as a introduction.

Role-play area: outdoor and

adventure shop

Visit from Banham Zoo or

alternative with animals

Visit from Forestry Commission

to talk about nocturnal wildlife

in Thetford Forest

Shadow puppet theatre visit

Visiting planetarium

Role Play: Tourist Information/

Travel Agency

Toy train set/ toy cars

Take children for a trip on a

bus/train

Role Play: Station

Pretend the classroom has been

ransacked by tiger before

school/ lunchtime. Have

footprints around the

classroom.

A letter from the Tiger saying

when he is coming to tea

Pretend you have found a dusty

trunk of toys in the attic. Put a

label on saying "Grandma's

Toys." Get children to explore.

Send a letter to children asking

them to make a toy museum in

Brandon. At the end of their

topic they create their own toy

museum in hall and ask parents

to visit. They could bring in a

toy from home to share/ make a

toy from the past.

Make some "alien eggs" and

leave in classroom/ playground

for children to discover. Green

jelly could be used as alien

slime! The aliens could leave

some pants behind! This could

lead to a big write.


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Art Over-view: Year 1

Drawing A1How do the Seasons Impact on What We Do/ Where Do Leaves Go in Winter

(William Morris drawings and prints).

Painting: A2 Why Does It Get Dark Earlier in Winter/ Why Can’t a Meerkat Live in the North Pole (Van Gogh Starry Night paintings).

Printing A1How do the Seasons Impact on What We Do/ Where Do Leaves Go in Winter (William Morris drawings and prints). Sp2 Why Are Humans Not Like Tigers

(Animal prints).

Textiles S1 Which Birds and Plants would Little

Red Riding Hood Find in our Park?/Why is the Wii More Fun Than Grandma and Grandad’s Old Toys?(Sketching plants and trees leading to collages. Flower

pressing. Weaving materials). S2 What Do Aliens Think of Life on

Planet Earth? Can they communicate something

about themselves in their drawing?

Can they create moods in their drawings?

Can they draw using pencil and crayons?

Can they draw lines of different shapes and thickness, using 2

different grades of pencil?

Can they communicate something about themselves in their painting?

Can they create moods in their paintings?

Can they choose to use thick and thin brushes as appropriate?

Can they paint a picture of something they can see?

Can they name the primary and secondary colours?

Can they print with sponges, vegetables and fruit?

Can they print onto paper and textile?

Can they design their own printing block?

Can they create a

repeating pattern?

Can they sort threads and fabrics?

Can they group fabrics and threads by colour and texture?

Can they weave with

fabric and thread?

3D S1 Which Birds and Plants would Little

Red Riding Hood Find in our Park?/Why is the Wii More Fun Than Grandma and

Grandad’s Old Toys? (Sketching plants and trees leading to

collages. Flower pressing. Weaving materials).

Collage S1 Which Birds and Plants would Little

Red Riding Hood Find in our Park?/Why is the Wii More Fun Than Grandma and

Grandad’s Old Toys? (Sketching plants and trees leading to

collages. Flower pressing. Weaving materials).

Use of IT Sp2 Why Are Humans Not Like Tigers

(Animal prints).

Knowledge A2Why Does It Get Dark Earlier in

Winter/ Why Can’t a Meerkat Live in the North Pole

(Van Gogh Starry Night paintings).

Can they add texture by using tools?

Can they make different kinds of shapes?

Can they cut, roll and coil materials such as clay, dough or plasticine?

Can they cut and tear paper and card for their collages?

Can they gather and sort the materials they will need?

Can they use a simple painting program to create a picture?

Can they use tools like fill and brushes in a painting package?

Can they go back and change their picture?

Can they describe what they can see and like in the work of another artist?

Can they ask sensible questions about a piece of art?


9

DT Over-view:Year 1

Developing, planning and communicating ideas

Across all three projects as part of Plan, Design, Make, Evaluate process

Working with tools, equipment, materials and components to make

quality products Across all three projects as part of Plan, Design, Make,

Evaluate process

Evaluating processes and products


Can they think of some ideas of their own?

Can they explain what they want to do?

Can they use pictures and words to plan?

Can they explain what they are making?

Which tools are they using?

Can they describe how something works?

Can they talk about their own work and things that other people have done?

Breadth of study

Cooking and nutrition Sp2: We are TV Chefs (ICT).

(Make a tea party treat for The Tiger who Came to Tea).

Textiles

S1: Why is the Wii more fun than Grandma and Grandad’s

old toys? (Make a traditional toy using

textiles).

Mechanisms Sp1: The Wheels on the Bus (Design and make a vehicle

with moving parts).

Use of materials S2: What do aliens think of life on planet Earth? (Build a mode spaceship from junk modelling).

Construction S2: What do aliens think of life on planet Earth? (Build a mode spaceship from junk modelling).

Can they cut foodsafely?

Can they describe the texture of foods?

Do they wash theirhands and make sure that surfacesare clean?

Can they think ofinteresting ways of decorating food they have made, eg, cakes?

Can they describehow different textiles feel?

Can they make aproduct from textile by gluing?

Can they make aproduct which moves?

Can they cutmaterials usingscissors?

Can they describethe materials using different words?

Can they say whythey have chosen moving parts?

Can they make astructure/modelusing different materials?

Is their work tidy?

Can they maketheir model stronger if it needs to be?

Can they talk with others about how they want to construct their product?

Can they select appropriate resources and tools for their building projects?

Can they make simple plans before making objects, e.g. drawings, arranging pieces of construction before building?


10

Year 1 Music Overview:

Performing A1 How do the Seasons impact on what we do? Create music linked

to weather. Sp1 The Wheels on the BusPerform Wheels on the Bus with new lyrics and percussion effects. Or use Row, Row, Row Your Boat.

Composing (incl notation) A2 Why Does it Get Dark Earlier in Winter?/ Why can’t a meerkat live in the North Pole Add accompaniment to key stories explored as part of science/ humanities topics. Create music to represent

seasons. Sp1 The Wheels on the BusWrite own lyrics for The Wheels on the Bus with new lyrics and percussion effects. Or use Row, Row, Row

Your Boat. S2 What do aliens think of life on planet Earth? (Representing the

sound of space travel and space exploration).

Appraising A1 How do the Seasons impact on what we do? Appraise Vivaldi

Four Seasons Sp1 The Wheels on the BusAfter composing and performing,

evaluate performance in detail. Sp 2 Why are humans not like Tigers Listen and respond to The

Carnival of Animals S1 What birds and plants would Little Red Riding Hood find in the

park? (Peter and the Wolf). S2 What do aliens think of life on planet Earth? (Holst The Planets).

Can they use their voice tospeak/sing/chant?

Do they join in with singing?

Can they use instruments to perform?

Do they look at their audience when they are performing?

Can they clap short rhythmic patterns?

Can they copy sounds?

Can they make differentsounds with their voice?

Can they make different sounds with instruments?

Can they identify changes in sounds?

Can they change the sound?

Can they repeat (short rhythmic and melodic) patterns?

Can they make a sequence of sounds?

Can they show sounds by using pictures?

Can they respond to differentmoods in music?

Can they say how a piece of music makes them feel?

Can they say whether they like or dislike a piece of music?

Can they choose sounds to represent different things?

Can they recognise repeated patterns?

Can they follow instructions about when to play or sing?

Year 1 (Challenging) Can they make loud and quiet sounds?

Do they know that the chorus keeps being repeated?

Can they tell the difference between long and short sounds?

Can they tell the difference between high and low sounds?

Can they give a reason for choosing an instrument?

Can they tell the difference between a fast and slow tempo?

Can they tell the difference between loud and quiet sounds?

Can they identify two types of sound happening at the same time?


11

Year Two Curriculum

Long-term Planning


12

Year Two


Literacy Links Lego City Follow that Map Instructions Information guide

Tyrannosaurus Drip Harry’s Dinosaurs

Handa’s Surprise Very Hungry Caterpillar Anansi stories Bringing the Rain to Kapiti Plain

On the Moon The Pirate Cruncher

Superworm Tiddler Sea Horse

The Singing Mermaid Snore


Science What is our school made from?

(materials).

Why would a dinosaur not make

a good pet? (All Living Things

and their Habitats).

How will 5 a day help me to be

healthy? (Animals Including

Humans).

How can we grow our own salad?

(Plants) Where did the racket

come from? (Sound).

LC1 How can you classify your toys taking account of the materials they

are made of? Who does this egg belong to?

Why is it important for you to grow - what can you now do that you

couldn’t 5 years ago?

Who’s afraid of the big bad scarecrow?

How important are our ears and how loud is your shout?

LC2 What are main reasons for choosing materials for different parts of the

school?

What does a dinosaur need to survive?

What is my Sports X Factor? What makes up a salad and why

should we be eating salad regularly? In how many ways do we depend on

sound in our everyday life?

LC3 What else can you find that is made of: metal; glass; plastic and wood?

What can you find out about a particular dinosaur?

Why would it not be sensible for me to eat sweets everyday?

What do we need to remember if our plants are to grow ?

Can you write your own audio book using ‘talking tins’?

LC4 Can you think of the advantages and disadvantages of some common

materials?

How can you re-create your own dinosaur land?

Which fruits grow naturally in our country?

Why are earthworms really helpful creatures?

How can you design and make a musical instrument that can be

played by others?

LC5 Can you make a toy using a range of materials and explain why you have

chosen the materials? How can you classify dinosaurs?

Which fruits provide good opportunities for print work?

Who is Arcimboldo and what can we learn from him?

How can you make a simple telephone?

LC6 How are different materials used for different musical instruments?

How can we recreate the sound and movements of the dinosaurs?

Where would we most likely find bananas, oranges and grapes

growing?

What goes on at a garden centre?

Which instrument was used to make that piece of music?

LC7 Reflection: Each group will take a different material and give a

presentation about their chosen material.

How do you know that dinosaurs really roamed the Earth?

Reflection: Can you make up a TV advert to convince children to eat

more fruit.

Guess who’s coming for dinner?

Reflection: Children to set up a music competition for Year 3 when

they have to guess which instrument/s was used for each

piece of music.

LC8 Reflection: How can you produce a TV programme about dinosaurs?

Reflection: Can you make a sandwich filled with the salad you

have grown?


13

History/ Geography What would Dora the

Explorer find exciting

about our town/city?

Where would you

prefer to live: England

or Africa?

Why were Christopher

Columbus and Neil

Armstrong very brave

people?

Why do we love to be

beside the seaside?

What was it like when

the Queen came to the

throne in 1953?

LC1 Where could I take *Dora on a

special outing in our town?

What would you ask …………?

What would we need to take

with us on a voyage of

discovery?

Where do you go to on holiday

and why?

What is a coronation and what

does one look like?

LC2 Why would *Dora need to know

my postcode to find my house?

What are *African people proud

of?

Who was Christopher Columbus

and why do we talk about him

today?

What attracts visitors to

seaside resorts?

What would you have done

after school if you had lived in

1953?

LC3 Where could I take *Dora for a

special holiday in the United

Kingdom?

What are the main differences

in the climate of *Africa and

England?

What would it be like to be a

spaceman? What do you notice about the

coast and how is it different to

your town?

What would your favourite

football team have looked like in

1953? Or, What would your

favourite dress have looked like

in 1953?

LC4 How would *Dora use her map

to find her way to school?

Which animals would you find

living in the wild in *Africa?

Who do you know that's famous

and what can you find out about

them?

What can we learn about

lifeboats and lighthouses? What was the British Empire?

LC5 What would appear on *Dora’s

map of our town?

How can you recreate *African

art?

Can you create a space painting

or a painting of an old ship

sailing on the sea?

What was *Blackpool like in the

past?

What key events have happened

since the Queen has reigned?

LC6 How can we create paintings

from our photographs of special

places in our town?

Do *Africans live a healthier

life than we do?

Why would Christopher

Columbus's voyages have been

very dangerous?

Can you create your own digital

postcards? What job does the Queen do?

LC7 Reflection: How could Dora use

our town in one of her TV

adventures?

What would your school day be

like if you lived in *Africa?

How did Christopher Columbus

and Neil Armstrong make our

world a better place?

What can you find in rock

pools?

How much would our shopping

basket have cost in 1953?

LC8 Where could I take *Dora on a

special outing in our town?

Can you recreate *African music?

Reflection: what would you like

to become famous for and why?

Reflection: Working in groups

children will create a

presentation on ‘What makes a

seaside special?’

Reflection: Children to put

together a presentation to do

with our monarchy.

Reflection: Can the class create an *African exhibition.

ICT

Plus Espresso Coding

Modules (2)

We are Detectives We are Zoologists We are Time Travellers

We are Astronauts We are Painters We are Journalists

Art Use of IT/ Drawing/

Painting

Children take

photographs of town

landmarks and use to

inspire art work.

Printing/ Textiles/ 3D

Textiles/ Knowledge

African fabric textiles?

Printing using a fruit or

vegetable

Martin Bulinya (artist)

Painting/ Knowledge

Photographs taken from

space. Recreate using

black paper and white/

silver splattered paint

(Jackson Pollock).

Collage/ Use of IT/

Knowledge

Arcimboldo fruit

montages

Make own seaside

postcards from

photographs taken

Big Art on the sand

3D Textiles/ Collage

Design clothing for

1953 – football kit or

coronation outfit for

Queen. Textiles –

design and make a

collage of it using

fabric.

DT Design own classroom

using a shoe box

(construction/

Make dinosaur land/

models of dinosaurs

(mechanisms, materials

Cooking – fruit salad Cooking

Make your own wormery

(construction/

Design own musical

instrument


14

materials) and construction). mechanisms).

Make a fairground ride

Building a sandcastle

Music Musical instruments

made from different

materials (Appraising)

Representing sounds of

dinosaurs (composing/

performing)

Lion King The Planets(Holst) Benjamin Britten

Appraising

Sea shanties

Making sounds to

represent seaside

Composing an anthem

Pomp and Circumstance

RE


Free Trips and Visits Visit Brandon/ Brandon

Country Park and use basic

maps

Take photographs of

important places in our

town

Trip around school/ town

recording building

materials (data handling).

Use school environment to

pretend there has been a

significant dinosaur

discovery - hide pretend

dinosaur bones etc

Visit to local sports

centre/ Tesco

Visit to Tesco to see fruits Hold a Coronation street

party


and visits

Dinosaur Park Africa Alive

Maritime Museum

Visiting planetarium

Visit to garden centre

Visit to seaside

Visit to Maritime museum

Cromer Museum: The

Seaside in the past

Brandon Heritage

Centre

Visit from Cambridge

science centre or

alternative with focus

on sound

Visit to Sandringham

Wow activities to

introduce/ conclude

topic.

Place children in groups and

ask them all to make a

model school/ building from

a specific material.

Then 'test' the buildings:

hair dryer for wind, water

for rain etc. Which is

best?

Portals to the Past

Dinosaurs and Fossils

Historical visit

African music visit -

drumming session

Try fruits that come from

Africa - linked to Handa's

Surprise

Ask children to be

journalists and show them

the clip of lunar landing as

if it has just happened.

Resources available from

National Space Centre.

Have a box of objects

linked to coronation: CD

with National Anthem/

bunting/ crown etc to

introduce topic


15

Year 2 Art Over-view Drawing

A1 What is our School Made From/ What Would Dora the Explorer Find Exciting About our Town/ City?(Take photographs of town landmarks and use to inspire art

work).

Painting Sp2 Why Were Christopher Columbus

and Neil Armstrong Very Brave People?(Photographs taken from space. Recreate scene using black

paper and white, splattered paint in the style of Jackson Pollock.)

Printing Sp1 How Will Five a Day Help me to be Healthy/

Where Would you Prefer to Live? England or Africa?(Printing using fruit and vegetables.

African textiles).

Textiles Sp1 How Will Five a Day Help me to be Healthy/


African textiles).

Can they use three different grades of pencil in their drawing (4B, 8B, HB)?

Can they use charcoal, pencil and pastels?

Can they create different tones using light and dark?

Can they show patterns and texture in their drawings?

Can they use a viewfinder to focus on a specific part of an artefact before drawing it?

Can they mix paint to create all the secondary colours?

Can they mix and match colours, predict outcomes?

Can they mix their own brown?

Can they make tints by adding white?

Can they make tones by adding black?

Can they create a print using pressing, rolling, rubbing and stamping?

Can they create a print like a designer?

Can they begin to demonstrate their ideas through photographs and in their sketch books?

Can they set out their ideas, using ‘annotation’ in their sketch books?

Do they keep notes in their sketch books as to how they have changed their work?

3D/Textiles Sp1 How Will Five a Day Help me to be Healthy/ Where Would you Prefer to Live? England or Africa? (Printing

using fruit and vegetables. African textiles). S2 What was it like when the Queen Came to the

Throne in 1953? (Design football kit for 1953/ Coronation outfit for

Queen).

Collage S1 How Can We Grow Our Own

Salad?/ Why do we Love to be Beside the Seaside?

(Arcimboldo fruit/vegetable montages. Make own seaside postcards. Big Art

on the beach). S2 What was it like when the Queen

Came to the Throne in 1953? (Design football kit for 1953/ Coronation outfit for Queen).

Use of IT A1 What is our School Made From/ What Would Dora the Explorer Find Exciting About our Town/

City? S1 How Can We Grow Our Own Salad?/ Why do

we Love to be Beside the Seaside? (Arcimboldo fruit/vegetable montages. Make own seaside postcards. Big Art on the beach).

Knowledge Sp1 How Will Five a Day Help me to be Healthy/


African textiles). Sp2 Why Were Christopher Columbus and Neil Armstrong Very Brave People?(Photographs

taken from space. Recreate scene using black paper and white, splattered paint in the style of

Jackson Pollock.) S1 How Can We Grow Our Own Salad?/ Why do we Love to be Beside the Seaside?(Arcimboldo

fruit/vegetable montages.) Can they make a clay pot?

Can they join two finger pots together?

Can they add line and shape to their work?

Can they join fabric using glue?

Can they sew fabrics together?

Can they create part of a class patchwork?

Can they create individual and group collages?

Can they use different kinds of materials on their collage and explain why they have chosen them?

Can they use repeated patterns in their collage?

Can they create a picture independently?

Can they use simple IT mark-making tools, e.g. brush and pen tools?

Can they edit their own work?

Can they take different photographs of themselves displaying different moods?

Can they change their photographic images on a computer?

Can they link colours to natural and man-made objects?

Can they say how other artists have used colour, pattern and shape?

Can they create a piece of work in response to another artist’s work?


16

Year 2 DT Overview



quality products Evaluating processes and products

Can they think of ideas and plan what to do next?

Can they choose the best tools and materials?

Can they give a reason why these are best?

Can they describe their design by using pictures, diagrams, models and words?


Can they join things (materials/components) together in different ways?


What went well with their work?

If they did it again, what would they want to improve?


Breadth of study

Cooking and nutrition

Sp1 How will 5 a day help me to be healthy(make a fruit salad).

Textiles A2 Why would dinosaur not make a good pet?(Make large scale model

dinosaur land).

Mechanisms A2 Why would dinosaur not make a

good pet? (Make a dinosaur with moving parts

using pivots/ split pins).

Use of materials A1 What is our school made

from?(Design own classroom in a shoebox).

A2 Why would dinosaur not make a good pet?

(Make large scale model dinosaur land).

Construction A1 What is our school made from?

(Design own classroom in a shoebox). A2 Why would dinosaur not make a

good pet? (Make large scale model dinosaur land).

Can they describe the properties of the ingredients they are using?

Can they explain what it means to be hygienic?

Are they hygienic in the kitchen?

Can they measure textile?

Can they join textiles together to make something?

Can they cut textiles?

Can they explain why they chose a certain textile?

Can they join materials together as part of a moving product?

Can they add some kind of design to their product?

Can they measure materials to use in a model or structure?

Can they join material in different ways?

Can they use joining, folding or rolling to make it stronger?

Can they make sensible choices as to which material to use for their constructions?

Can they develop their own ideas from initial starting points?

Can they incorporate some type of movement into models?

Can they consider how to improve their construction?


17

Music over-view Year 2: Beginning Recorders

Performing A2 Why would a dinosaur not make a good pet? (representing the

sound of dinosaurs). S1 Why do we love to be beside the seaside?(Singing sea shanties).

S2 Where did that racket come from?(making own stringed/ percussion instruments).

Composing (incl notation) A2 Why would a dinosaur not make a good pet? (representing the

sound of dinosaurs). S1 Why do we love to be beside the seaside?(Writing own versions of familiar sea shanties and making sounds to represent the sea). S2 What was it like when the Queen came to the throne in 1953?

(composing an anthem).

Appraising A1 What is our school made from: materials (Considering how

instrument materials instrument affect the sound which is produced. Beginning to explore terms such as woodwind, brass

etc). Sp1 Where would you prefer to live, England or Africa? (The Lion

King). Sp2 Why were Christopher Columbus and Neil Armstrong very

brave people?(Holst The Planets). S2 What was it like when the Queen came to the throne in 1953?

(Elgar Pomp and Circumstance and The National Anthem).

Do they sing and follow themelody (tune)?

Do they sing accurately at agiven pitch?

Can they perform simplepatterns and accompanimentskeeping a steady pulse?

Can they perform with others?

Can they play simple rhythmicpatterns on an instrument?

Can they sing/clap a pulseincreasing or decreasing intempo?

Can they order sounds to create a beginning, middleand end?

Can they create music in response to (different starting points)?

Can they choose sounds which create an effect?

Can they use symbols to represent sounds?

Can they make connectionsbetween notations and musicalsounds?

Can they improve their own work?

Can they listen out for particular things when listeningto music?

Year 2 (Challenging) Can they sing/play rhythmic patterns in

contrasting tempo; keeping to the pulse? Can they use simple structures in a piece of

music?

Do they know that phrases are where we breathe in a song?

Do they recognise sounds that move by steps and by leaps?


18

Year Three Curriculum

Long-term Planning


19

Year Three


Literacy Links Stone Girl, Bone Girl Pebble in my Pocket

Who First Lived in Britain? Little Nose

One Small Blue Bead First Painter

Journey to the Centre of the Earth

Individual research based on

fossils

The Iron Man What Makes a Magnet The Railway Children

Street Child

James and the Giant Peach Children to write information

texts on pollination, seed

dispersal and life cycle of an

apple.

Write a diary entry from a

seed's perspective.

What makes a shadow? Explanation text on food

transportation

Running Wild

Debate linked to democracy

Men and Gods


Science What do rocks tell us about how the Earth was formed? Are you attractive enough?

(magnets).

How did that blossom become

an apple? (Plants).

How far can you throw your

shadow? (light).

How can Usain Bolt move so

quickly? (Animals Including

Humans).

LC1 What are fossils and why are they so fascinating?

What is a magnet and what is

its relationship to the North

Pole?

What is blossom and why is it so

important for the fruit we

grow?

How can you show that your

shadow changes according to

the position of the Sun?

How long will it take you to run

100m?

LC2 What can you find out about sedimentary and igneous rocks?

What do we mean by attract

and repel?

How can you make a

presentation to show the life

cycle of an apple?

Why do footballers in a night

match often have four

shadows?

How does the arm joint work

and can you make a similar

joint?

LC3 Why is a diamond a ‘girl’s best friend’?

What other forces do we know

about and how can we classify

forces?

Could we grow any fruit in this

country, if not why not?

How can you explain the

relationship between the Sun

and the Moon (in terms of

lighting up the moon)?

What role does the muscle have

in helping the arm to move?

LC4 Can you collect some rocks to create a rock sculpture?

How can we use magnets to

make an exciting game?

How can you capture the beauty

of the blossom?

How can you design and make a

periscope to show how light

reflects?

How does the food we eat get

transported around our body?

LC5 Reflection: Can you work as a team to create a power-point

presentation about rocks?

Reflection: Create a television

advert for your magnetic game

What happens to the water

that you put into the soil to

help a plant grow?

How can you set up an

experiment to show how shiny

things respond in the dark?

Can you sketch the position

that Usain Bolt is in from ‘on

your marks' to 'go’?'

LC6

What do we mean by seed

dispersal and why is it so

important for our plants?

Can you create a painting which

shows reflection of light on

water?

How can you create a movement

that links six different

balances, using your body?

LC7

Why is so important for us to

look after the bees in our

country?

Can you create a stained glass

window which is translucent?

Reflection: From photographs

of your balances, explain how

the skeleton and muscles link to

support you.

LC8

Reflection: Choose one of these

areas and perform a

presentation to the rest of the

class: Why are bees important

to us?; Where did that apple

come from?; What is seed

dispersal?

Reflection: Put together a

photo story of the completed

challenge.

How long will it take you to run

100m?


20

History/ Geography Who first lived in

Britain? (Stone Age to

Iron Age).

What makes the Earth

angry? (climate zones,

vegetation belts.

rivers, mountains,

volcanoes and

earthquakes, water

cycle).

How did our town

become the Brandon

we know today?

Why do so many

people choose to go to

the Mediterranean for

their holidays?

Has Greece Always

Been in The News?

(Greek life and

Achievements)

LC1 What jobs do archaeologists do

and why are they so valuable in

helping us find out about

history?

What causes a volcano to erupt

and which are the famous

volcanoes in the world?

What made people come and live

/ work in Brandon in the first

place?

What are the advantages/

disadvantages of living in a

Mediterranean country?

Where is Greece and why do so

many people enjoy going on

holiday there?

LC2 How did the Early Britons make

shelters?

How do volcanoes impact on the

lives of people and why do

people choose to live near

them?

When did people start mining

for flint and why was Grimes

Graves important?

Why do Mediterranean

countries have a warmer climate

than we do?

How do Greece’s physical

features, including its climate

differ from ours?

LC3 Would the Early Britons have

visited a supermarket for their

food?

How can we recreate an

erupting volcano?

Why is Brandon known for flint-

knapping?

Which fruits and vegetables

are produced in the

Mediterranean?

How does Greece’s climate

impact on its people?

LC4 What can you find out about

the Stone, Bronze and Iron

Ages?

What causes an earthquake

(and a tsunami) and how are

they measured?

What was Anglo Saxon Brandon

like and what was it like when

the Vikings arrived?

How can we organise a

Mediterranean food festival?

Who were the Ancient Greeks

and what did we learn from

them?

LC5 What do we know about the life

styles of the early Britons

through the art they produced?

Who experiences extreme

weather in our country?

How can we find out about

Brandon in the past:

archaeology

How would you go about

attracting someone to visit a

Mediterranean country?

How would a tourist to Greece

today be reminded of the power

of the Ancient Greeks?

LC6 What do we know about the way

they moved heavy items

around?

Which countries have

experienced earthquakes and

tsunamis in your life time?

What was transport was

available in Brandon in the past?

Why was the railway built?

When was it opened?

Why doesn’t everyone speak

English and use the same

money?

…and the Oscar goes to?

(Which Greek God would you

choose to receive a special

award?)

LC7 How do you think the early

Britons would have

communicated?

How can we capture a stormy

weather pattern using music,

drama and dance?

How can we represent

Brandon's past in art and

music?

Who are the famous artists of

the Mediterranean and what

can we learn from them?

Would you have enjoyed being

an Olympian?

LC8 Reflection: Working in groups

the children should put

together a ICT presentation of

the life of Early Britons taking

account of their weapons, food,

ways of communicating and

eating.

Reflection: Each group to put

together a weather

presentation of extreme

weather using music, drama and

video clips.

Reflection: Children to carry

out an IT presentation of the

advantages and disadvantages

of living in Brandon in a

specified period of the past,

e.g. Saxon times.

Which European cities can we

associate with different types

of music?

What is democracy and what

part did the Greeks have in

creating it?

Reflection: Children in groups

choose a European city and put

together a special presentation

as part of a European day in

school (holiday programme

style).

How would you go about

reproducing a clay pot in the

style of the Greeks?

Computing


Modules (2)

We are animators We are researchers We are communicators We are Presenters We are Opinion Pollsters

We are Comic Writers

Art Use of IT/ Painting/ Printing

Cave painting

Painting/ Printing

Hokusai prints

Drawing/ Painting/ Knowledge

Lowry: perspective

Drawing/ Sketchbook/ Use of

IT

Knowledge/ Paintings/ collage

Look at Turner and use

3D/ Textiles/ Knowledge

Design and sew a flag


21

Make a rock sculpture and

photograph. Look at Canada and

Sedona.

Colour washes

Knowing the colour wheel:

primary/ secondary

Choosing the correct brush

Etch –a-sketch

Still life sketches of

flowers/seeds after

photographing close up parts

Flower pressing/ collage

Water colours / colour washes

of blossom. Japanese blossom

paintings.

watercolours/ acrylics

Stained glass windows

Reflection: Children to put on a

special Greek event for parents

to include features of ancient

and modern Greece.

DT Design and make a volcano and

make it erupt

Make a simple game based on

magnets

Make periscopes

Make a Mediterranean food

dish

Music Stormy weather using music,

drama and dance. Percussion.

Peter Grimes

Music sung in Victorian Times:

parlour music

Famous musician and European

cities

From ballet to street dance

RE


Languages Spanish using New Curriculum Objectives

Free Trips and Visits Local Garden Centre A travel agency

Supermarket to explore food


and visits

Grimes Graves Natural History Museum

(geology).

Brandon Heritage Centre

Fitzwilliam Museum do

workshops on Victorians

Gressenhall Victorian

experience

Trip on steam railway, North

Norfolk

Yesterday's World in Great

Yarmouth

Cambridge Botanical Garden

'Pick Your Own' farm or

orchard

Visit a local orchard

Norwich puppet theatre -

shadow puppets? They also do

school visits with workshops.


workshops on Ancient Greece

Science museum

Wow activities to

introduce/ conclude

topic.

Show children an episode of the

Flintstones as a discussion into

the topic

Film Journey to the Centre of the Earth Make a model volcano

Portals to the Past Victorians

Historical visit

Seed sorting: look at huge

range of seeds from dandelion

to sycamore etc

Visit to Garden Centre

Exploring fruit - cutting open to

see seeds etc

Show children a shadow puppet

show and tell them they will be

creating their own performance

at end of unit from puppets

made. They could retell a Greek

myth using a puppet show.

Children will host their own

Greek Olympics. Perhaps they

could invite younger pupils to

participate?

Portals to the Past Ancient

Greeks Historical visit


22

Art Over-view Year 3 Drawing

Sp1 How did our Town Become the Brandon we Know Today?(Perspective drawings in the style of Lowry. Colour washes, knowing the colour wheel, knowing primary and secondary colours, choosing the correct

brush). Sp2 How did the Blossom Become an apple?/ What is

blossom and why is it so important for the food we grow?(Still life sketches of flowers/ seeds after

photographing close up parts. Flower pressing/ collage).

Painting A1What do Rocks Tell Us About how the Earth was

Formed? / Who First Lived in Britain?(Cave painting/ rock sculptures and photographs).

A2 What do Rocks Tell Us About how the Earth was Formed? /What Makes the Earth Angry?

Sp1 How did our Town Become the Brandon we Know Today?

S1 How far can you throw your shadow/ Why do so many people chose to go to the Mediterranean for their

holiday?(Exploration of Turner using watercolour and acrylics. Stained glass windows).

Printing A1What do Rocks Tell Us About how the Earth was


A2 What do Rocks Tell Us About how the Earth was Formed? /What Makes the Earth Angry?

(Hokusai prints).

Sketchbooks Sp1 How did our Town Become the Brandon we Know

Today?(Perspective drawings in the style of Lowry. Colour washes, knowing the colour wheel, knowing primary and secondary colours, choosing the correct

brush). Sp2 How did the Blossom Become an Apple?/ What is blossom and why is it so important for the food we grow?(Still life sketches of flowers/ seeds after photographing close up parts. Flower pressing/ collage).

Can they show facial expressions in their drawings?

Can they use their sketches to produce a final piece of work?

Can they write an explanation of their sketch in notes?

Can they use different grades of pencil shade, to show different tones and texture?

Can they predict with accuracy the colours that they mix?

Do they know where each of the primary and secondary colours sits on the colour wheel?

Can they create a background using a wash?

Can they use a range of brushes to create different effects?

Can they make a printing block?

Can they make a 2 colour print?

Can they use their sketch books to express feelings about a subject and to describe likes and dislikes?

Can they make notes in their sketch books about techniques used by artists?

Can they suggest improvements to their work by keeping notes in their sketch books?

3D/Textiles S2 Why has Greece always been in the news? (Design and sew a flag for modern Greece).

Collage S1 How far can you throw your shadow/ Why do so many

people chose to go to the Mediterranean for their holiday?

(Perspective drawings in the style of Lowry. Colour washes, knowing the colour wheel, knowing primary and

secondary colours, choosing the correct brush).

Use of IT A1What do Rocks Tell Us About how the Earth was


Sp2 How did the Blossom Become an Apple?/ What is blossom and why is it so important for the food we

grow? (Still life sketches of flowers/ seeds after photographing

close up parts. Flower pressing/ collage).

Knowledge A2 What do Rocks Tell Us About how the Earth was

Formed? /What Makes the Earth Angry? (Hokusai prints).

Sp1 How did our Town Become the Brandon we Know Today?Perspective drawings in the style of Lowry. Colour washes, knowing the colour wheel, knowing primary and

secondary colours, choosing the correct brush). S1 How far can you throw your shadow(Exploration of

Turner using watercolour and acrylics. Stained glass windows).

S2 Why has Greece always been in the news? (Design and sew a flag for modern Greece).

Can they add onto their work to create texture and shape?

Can they work with life size materials?

Can they create pop-ups?

Can they use more than one type of stitch?

Can they join fabric together to form a quilt using padding?

Can they use sewing to add detail to a piece of work?

Can they add texture to a piece of work?

Can they cut very accurately?

Can they overlap materials?

Can they experiment using different colours?

Can they use mosaic?

Can they use montage?

Can they use the printed images they take with a digital camera and combine them with other media to produce art work?

Can they use IT programs to create a piece of work that includes their own work and that of others (using web)?

Can they use the web to research an artists or style of art?

Can they compare the work of different artists?

Can they explore work from other cultures?

Can they explore work from other periods of time?

Are they beginning to understand the viewpoints of others by looking at images of people and understand how they are feeling and what the artist is trying to express in their work?


23

Year 3 DT overview




quality products Across all three projects as part of Plan, Design, Make, Evaluate

process

Evaluating processes and products Across all three projects as part of Plan, Design, Make, Evaluate

process

Can they show that their design meets a range of requirements?

Can they put together a step-by-step plan which shows the order and also what equipment and tools they need?

Can they describe their design using an accurately labelled sketch and words?

How realistic is their plan?

Can they use equipment and tools accurately? What did they change which made their design even better?

Breadth of study

Cooking and nutrition S1 Why do people choose to go to the

Mediterranean for their holidays?(Design and prepare a

Mediterranean recipe).

Textiles S2 Why has Greece always been in

the news? (Making a flag).

Electrical & mechanical components

Sp2 How far can you throw your shadow? (Making a light box for shadow puppets). Making a torch using a simple electrical

circuit to be used in shadow puppet performance.

Stiff and flexible sheet materials

Sp2 How far can you throw your shadow?

(Making a shadow puppet)

Mouldable materials A2 What makes the Earth angry?

(Making a papiermachee of volcano or layers of the Earth).

Can they choose the right ingredients for a product?

Can they use equipment safely?

Can they make sure that their product looks attractive?

Can they describe how their combined ingredients come together?

Can they set out to grow plants such as cress and herbs from seed with the intention of using them for their food product?

Can they join textiles of different types in different ways?

Can they choose textiles both for their appearance and also qualities?

Do they select the most appropriate tools and techniques to use for a given task?

Can they make a product which uses both electrical and mechanical components?

Can they use a simple circuit?

Can they use a number of components?

Do they use the most appropriate materials?

Can they work accurately to make cuts and holes?

Can they join materials?

Do they select the most appropriate materials?

Can they use a range of techniques to shape and mould?

Do they use finishing techniques?


24

Music Over-view Year 3: recorders

Performing A2 What makes the Earth Angry(making sounds to represent

volcano, storm, hurricanes etc.). S1 What makes a shadow? (Performing music to accompany

shadow puppet performance).

Composing (incl. notation) A2 What makes the Earth Angry(making sounds to represent

volcano, storm, hurricanes etc.). Sp1 How did our town become the Brandon we know today? (Creating music connected to transport – steam trains.).

S1 What makes a shadow? (Composing music to accompany shadow puppet performance).

Appraising A2 What makes the Earth Angry(Peter Grimes.).

Sp1 How did our town become the Brandon we know today? (Music connected to transport – steam trains. Starlight Express).

S1 Why do people go to the Mediterranean for their summer holidays? (Music connected to particular countries – comparing and

contrasting, discussing instruments, rhythms and patterns). S2 How can Usain Bolt move so quickly? (Exploring types of music

connected to different dance as a link to healthy lifestyle and fitness).

Do they sing in tune withexpression?

Do they control their voice when singing?

Can they play clear notes on instruments?

Can they use different elementsin their composition?

Can they create repeated patterns with different instruments?

Can they compose melodies and songs?

Can they create accompaniments for tunes?

Can they combine different sounds to create a specific moodor feeling?

Can they improve their work; explaining how it has improved?

Can they use musical words (the elements of music) to describe apiece of music andcompositions?

Can they use musical words todescribe what they like anddislike?

Can they recognise the work of at least one famous composer?

Year 3 (Challenging) Can they work with a partner tocreate a piece

of music usingmore than one instrument? Do they understand metre in 2and 3 beats;

then 4 and 5 beats?

Do they understand how the use of tempo can provide contrastwithin a piece of music?

Can they tell whether a change is gradual or sudden?

Can they identify repetition, contrasts and variations?


25

Year Four Curriculum

Long-term Planning


26

Year Four

Subject Year 4 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Literacy Links Adventure story: imagine being

shrunk and swallowed by

mistake

The Pied Piper of Hamelin The Magic Flute Chimney Child

Electric Storm Magic School Bus Electric Field

Trip Children to write a letter to

their parents explaining about a

day without electricity

Persuasive brochure for London

The Mystery of the Melting Snowman

Captive Celt Roman Invasion

Develop fact files about wild

flowers and endangered animals

Fox

The Building of America

Outlaw by Michael Morpurgo

Invasion


Science What happens to the food

that we eat? (Animals

Including Humans).

Why is the sound that ‘One

Direction’ makes enjoyed by

so many? (sound)

How could we cope without

electricity for one day?

(Electricity).

How would we survive without

water? (States of Matter).

What wild animals and plants

thrive in your locality?

(Living Things and Their

Habitats).

LC1 What happens to that piece of

chocolate once you swallow it?

What caused that ‘racket’?

Why have we become so

dependent on electricity?

How can you classify solids,

liquids and gases?

Which wild flowers will we find

within a Km of our school?

LC2 Why would it not be sensible to

eat a burger every day?

How do your ears work?

How can you create an

electrical circuit that has a

switch or a buzzer?

How do we measure

temperature and how does

temperature vary during the

day and across the world?

How would Georgia O’Keefe

have painted these flowers?

LC3 What is the digestive system

and why is it so important?

What do we mean by the pitch

and volume of the sound?

What are conductors and

insulators and how are they

associated with electricity?

How can water be a solid, liquid

and gas?

Would dinosaurs have roamed

around your locality in the past?

LC4 How can you make a simple

model, using junk material, to

show how the digestive system

works?

Does sound have the same

intensity the further away you

go from the source?

What! no TV or play-station!:

what shall we do?

Which other materials change

when they are heated or

cooled?

Why did dinosaurs die out?

LC5 Why is it important to brush

your teeth each day?

Could you be the next X Factor

star?

Could you create a meal that

has not required electricity to

prepare it?

Where do puddles on the

playground disappear to?

Why are there large wild

animals like the tiger in danger

of extinction today?

LC6 Why are shark’s teeth

different to our teeth?

What do we know about the way

telephones work and how have

they changed over time?

How is electricity generated

and what do we mean by

alternative sources?

Why do windows sometimes

steam up?

Which birds can we see out of

our classroom window?

LC7 How can we create a dance that

shows the movement of food

through our body?

Reflection: A performance in

the style of an X Factor talent

show but with a strong

emphasis on why some may

prefer one source of music as

opposed to another.

Reflection: Working as a team,

can you put together a

presentation which tells us

about electricity?

How can you create a dance

that shows the three states of

water?

How can we encourage more

birds to visit our school?

LC8 Reflection: How can you make a

presentation that would help a

group of younger children

understand what happens in

your body?

What caused that ‘racket’?

Reflection: Can you put

together a presentation to show

how water is our life line?

Reflection: Can you create a

documentary about saving a

species of your choice.


27

History/Geography Who were the early law

makers?

What would you have done

after school 100 years ago?

Why is Bury St

Edmunds/Cambridge such a cool

place to live?

Why were the Romans so

powerful and what did we learn

from them?

Where would you choose to

build your own city?

Why were the Norman castles

certainly not bouncy?

Why do we need laws and who

thought of them in the first

place?

How would you have coped

without television and the iPad?

Why do you think Bury St

Edmunds is so important?

So what’s it like to be invaded

and which countries have been

invaded recently?

What are the common features

you notice when locating all of

Britain’s biggest cities?

Why did the Normans build so

many castles?

What is the Magna Carta and

why is it so important even

today?

How was leisure and

entertainment different for

rich and poor children 100 years

ago?

Why do so many people live in

Bury St Edmunds?

Who were the Romans and

would they have enjoyed coming

to Britain?

Why do you think rivers were

important to the location of

major cities?

Who was William the Conqueror

and why is 1066 a famous date

in British history?

What is a Parliament and what

is its connection to laws?

Would you have been able to go

to McDonald’s for your birthday

party 100 years ago?

Can you trace the growth in

Bury St Edmunds's population

over the past 100 years?

Would you prefer to be a

Gladiator or a Premiership

footballer?

Can you choose a major

European city and create a

brochure to encourage someone

to visit?

How do we know what happened

in 1066 and how could we

produce a similar ‘collage’ to

explain what happened in Britain

this year?

Who created the first British

Parliament and how did it work?

What would your favourite

football team have looked like

100 years ago?

Can you chose 5 popular

monuments or buildings in Bury

St Edmunds's and write a

promotion leaflet on them?

What did the Romans do for us? Why is the transport system

very important in major cities? What do you know about the

Motte and Bailey castle and can

you design one?

Who makes our laws today and

who upholds them?

How could you create your own

‘Silent Movie’?

Can you reconstruct a bridge

that opens to allow a ship to

pass?

How could you be as fit as a

Roman?

Using paper, how can you create

a skyscraper that is at least 2

meters high?

Using clay can you create a

piece of art that captures a

Norman castle?

What were punishments like

750 years ago?

What would ‘Top of the Pops’

have been like 100 years ago?

From photographs you have

taken can you paint one of your

favourite places in Bury St

Edmunds's?

Why did the Romans need to

build forts?

Can you locate many of the

important features on a map of

a city?

What is the Domesday Book and

do we have something similar

today?

Reflection: Recreate a court

held in the 12th

or 13th

century.

Reflection: Children to create a

documentary on life for

children 100 years ago focusing

on leisure and entertainment

What would be the main


of living in Bury St Edmunds's?

Who was Boudica and why did

she become so famous?

What are the major

differences between a major

city and a small town or village?

What changed in Britain as a

result of the Norman conquest?

Reflection: Using photographs

and video extracts can they put

together a documentary about

the town/city.

Can you create a working model

of a Roman weapon?

Reflection: Children will use

photographs from the internet

and become a tourist guide in a

well known European country.

Reflection: In small groups,

using small models can they

recreate a battle of a siege of a

castle and film it.

Who were the famous Romans and what do we know about them?

Reflection: Children through ‘home learning’ tasks will be expected to put together a ‘research file’ that will start with a range of questions they will have thought of.

Computing


Modules (2)

We are co-authors We Are Musicians We are Travel Presenters We are Meteorologists We are Artists We are Historians

Art 3D Textiles

Sewing/ knitting

Sewing a sampler/ making a

quilt/ knitting

Drawing/ Painting/

Sketchbooks/ Printing

Drawings and water colours of

city scape scenes/ famous

buildings in chosen city. Make a

printing block of a city building

Knowledge/ Collage Roman Mosaics

Use of IT/ Drawing/

Sketchbooks

Taking photographs in manner

of Georgia O’ Keefe then using

these to develop pencil

sketches and paintings

Knowledge/ Drawing/ Painting/

Collage/ 3D/ Textiles

Examine the Bayeaux Tapestry

and recreate a collage

representing modern life

DT Make a model to represent the

digestive system

Make own board game –

woodwork

Design and make a Roman

weapon

Design and make a bird box

Designing and making a tall

Make a motte and bailey castle

Make a Gargoyles


28

Design a bridge that has a level

attached so it can open

Make a meal that doesn’t

require electricity

building

Music Children express likes and

dislikes about a range of music:

from classical to pop. Mozart

and Elgar

Electrical instruments: synths

and keyboards

Bottles with water

chromatically arranged

RE


Languages Spanish as outlined in 2014 curriculum

Free Trips and Visits Visit from dentist or doctor Visit a travel agency.


and visits

Norwich Castle 'A Prisoner's

Tale' - literacy link.

Science museum for sound

exploration.

Visit to Bury St Edmunds: Abby

Gardens for sketching and

cathedral. Combine with

museum visit.

Strangers Hall if exploring

Norwich, Fitzwilliam museum if

exploring Cambridge.

Science visit from Cambridge

Science centre linked to

electricity

Colchester Castle

Norwich Castle do a Roman and

Iceni Day

Ancient House Museum in

Thetford organise Roman

events

Pensthorpe Wildlife Centre

Cambridge Botanical Gardens

Legoland to see models

representations of famous

cities around the world

Norwich Castle Museum

Mountfitchet Castle

Framlingham Castle

Wow activities to

introduce/ conclude

topic.

Visit from PCSO to discuss laws Take children outside to play

traditional playground games/

have an indoor party with

traditional party games as

would have been played 100

years ago. Dress up for

occasion.

Learn about the legend of 'St

Edmund' and make flags

Portals to the Past Romans

Historical visit

Nature Hunt around school

Make a bird feeding station

Have a box of items linked to a

castle for children to explore

and guess the topic

Use the outdoor climbing frame

to act out a castle experience

Plot local castles on a map with

a view to finding out more


29

Art: Year 4 Drawing

A2 Why is Bury St Edmunds such a cool place to live?

(Drawings and watercolours of city scape scenes/ famous buildings in chosen city. Make a printing

bock of a city building). S1 What wild animals and plants thrive in your

locality? (Take photographs in manner of Georgia O’Keefe.

Use these to develop pencil sketches and drawings).

S2 Why were the Norman castles certainly not bouncy?

(Make a modern version of Bayeux Tapestry).

Painting A2 Why is Bury St Edmunds such a cool place to live?(Drawings and watercolours of city scape

scenes/ famous buildings in chosen city. Make a printing bock of a city building).

S1 What wild animals and plants thrive in your locality?

(Take photographs in manner of Georgia O’Keefe. Use these to develop pencil sketches and

drawings). S2 Why were the Norman castles certainly not

bouncy? (Make a modern version of Bayeux Tapestry).

Printing A2 Why is Cambridge such a cool place to live?

(Drawings and watercolours of city scape scenes/ famous buildings in chosen city. Make a printing

bock of a city building).

Sketchbooks A2 Why is Bury St Edmunds such a cool place to

live? (Drawings and watercolours of city scape scenes/ famous buildings in chosen city. Make a printing

bock of a city building). S1 What wild animals and plants thrive in your



Can they begin to show facial expressions and body language in their sketches?

Can they identify and draw simple objects, and use marks and lines to produce texture?

Can they organise line, tone, shape and colour to represent figures and forms in movement?

Can they show reflections?

Can they explain why they have chosen specific materials to draw with?

Can they create all the colours they need?

Can they create mood in their paintings?

Do they successfully use shading to create mood and feeling?

Can they print using at least four colours?

Can they create an accurate print design?

Can they print onto different materials?

Can they use their sketch books to express their feelings about various subjects and outline likes and dislikes?

Can they produce a montage all about themselves?

Do they use their sketch books to adapt and improve their original ideas?

Do they keep notes about the purpose of their work in their sketch books?

3D/Textiles A1 What would you have done after school 100

years ago?(A sewing/ knitting/ patchwork project similar to those practised in school in the past –

sampler?) S2 Why were the Norman castles certainly not


Collage Sp2 Why were the Romans so powerful and what

did we learn from them?(Roman Mosaics) S2 Why were the Norman castles certainly not


Use of IT S1 What wild animals and plants thrive in your



Knowledge Sp2 Why were the Romans so powerful and what

did we learn from them?(Roman Mosaics) S2 Why were the Norman castles certainly not


Do they experiment with and combine materials and processes to design and make 3D form?

Can they begin to sculpt clay and other mouldable materials?

Can they use early textile and sewing skills as part of a project?

Can they use ceramic mosaic to produce a piece of art?

Can they combine visual and tactile qualities?

Can they present a collection of their work on a slide show?

Can they create a piece of art work which includes the integration of digital images they have taken?

Can they combine graphics and text based on their research?

Can they experiment with different styles which artists have used?

Can they explain art from other periods of history?


30

DT: Year 4 Developing, planning and

communicating ideas Across all three projects as part of Plan, Design, Make, Evaluate

process



process

Evaluating processes and products Across all three projects as part of Plan, Design, Make, Evaluate process

Can they come up with at least one idea about how to create their product?

Do they take account of the ideas of others when designing?

Can they produce a plan and explain it to others?

Can they suggest some improvements and say what was good and not so good about their original design?

Can they tell if their finished product is going to be good quality?

Are they conscience of the need to produce something that will be liked by others?

Can they show a good level of expertise when using a range of tools and equipment?

Have they thought of how they will check if their design is successful?

Can they begin to explain how they can improve their original design?

Can they evaluate their product, thinking of both appearance and the way it works?

Breadth of study

Cooking and nutrition Sp 1 How could we cope without electricity for one day? (Design a healthy meal which can be made

without using electricity)

Textiles A2 What would you have done at

school 100 years ago? (Make a sampler/ quilt/ knitting/crochet).

Electrical & mechanical components Sp 1 How could we cope without electricity for one day? (Making

electrical circuits within science topic).

Stiff and flexible sheet materials

A1 What happens to the food we eat (make a model of the digestive system

using junk modelling). Sp 1 Why is Bury St Edmunds such a

Cool Place to Live (Design a bridge that has a level attached so it can open)

Mouldable materials

S2 Why were the Norman castles certainly not bouncy (make a model

motte and bailey castle. Make a gargoyle from clay or salt dough).

Do they know what to do to be hygienic and safe?

Have they thought what they can do to present their product in an interesting way?

Do they think what the user would want when choosing textiles?

Have they thought about how to make their product strong?

Can they devise a template?

Can they explain how to join things in a different way?

Can they add things to their circuits?

How have they altered their product after checking it?

Are they confident about trying out new and different ideas?

Can they measure carefully so as to make sure they have not made mistakes?

How have they attempted to make their product strong?

Do they take time to consider how they could have made their idea better?

Do they work at their product even though their original idea might not have worked?


31

Music Overview Year 4: Brass Tuition

Performing Sp1 How could we cope without electricity for one day?(Playing

electrical music: keyboards, synths and digital music Sp2How would we survive without water?(Bottles with water

chromatically arranged)

Composing (incl notation) Sp2Why were the Romans so powerful and what did we learn from

them?(Compose a marching anthem for the Romans). S1Where would you choose to build your own city?

(Write an anthem for a new town).

Appraising A2 Why is the sound that One Direction make enjoyed by so many/ What would you have done after school 100 years ago? (Children explain likes/dislikes about a variety of music from Elgar to pop).

S1Where would you choose to build your own city? (Pieces of music connected to particular European cities and dances:

Viennese Waltz, Parisian Cancan, Russian Cossack etc.).

Can they perform a simple partrhythmically?

Can they sing songs frommemory with accurate pitch?

Can they improvise usingrepeated patterns?

Can they use notations torecord and interpret sequencesof pitches?

Can they use standard notation?

Can they use notations torecord compositions in a smallgroup or on their own?

Can they use their notation in a performance?

Can they explain the place of silence and say what effect ithas?

Can they start to identify the character of a piece of music?

Can they describe and identify the different purposes of music?

Can they begin to identify with the style of work of Beethoven,Mozart and Elgar?

Year 4 (Challenging) Can they use selected pitches simultaneously

to produce simple harmony?

Can they explore and use sets of pitches, e.g. 4 or 5 note scales?

Can they show how they can use dynamics to provide contrast?

Can they identify how a change in timbre can change the effect of a piece of music?


32

Year Five Curriculum

Long-term Planning


33

Subject Year 5 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

LiteracyLinks The Lemonade Crime Crime in the Queen’s Court Research a scientist Beowulf

The Black Madonna Samuel Pepys inspired diary

writing

Film a debate where they

explore pros and cons of

Cromwell’s Commonwealth

How does it Work? The Time Travelling Cat

Fact files on planets

Compile questions for Neil Armstrong

Mokee Joe is Coming

Explanation texts

The Spider and The Fly Running Wild

The Little Book of Growing Up What does Dead Mean? Reflective writing and

explanatory texts

Forever Forest The Lorax


Science Learning

Challenges

Could you be the next CSI investigator? (Properties and

Changes of Materials).

Can you feel the force?

(Forces).

Will we ever send another human to

the moon? (Earth and Space).

Do all animals and plants

start life as an egg? (Living

Things and Their Habitats).

How different will you be

when you are as old as your

grandparents? (Animals,

including Humans).

LC1 Can you think of five materials that can be changed and

reversed and five that cannot?

What is friction and how does

it affect moving objects?

Could we describe the Earth and the Sun

as space cousins?

Can you work out which

animals depend on each other

for survival?

Choose a baby. themselves, a

teenager, a young adult,

their parents and their

grandparents and create a

chart to find out about what

they can do and cannot do.

LC2 How have scientists made use of changes to create materials

that make our lives easier, e.g. clingfilm.

Why will a car always move

faster than a boat?

If the Earth and Sun are cousins, is the

Moon a young nephew?

What would you ask David

Attenborough or Jane Goodall

if you met them?

What can you do now that you

couldn't do when you were a

baby?

LC3 Which materials dissolve and evaporate and why can this

sometimes be an important quality in those materials? What is gravity and why is

Isaac Newton linked to it?

Can you explain why we have day and

night?

How can you create a

presentation to show the life

cycle of a butterfly or a frog?

Do we all have the same x

factor?

LC4 How are reversible and irreversible changes important to

forensic scientists?

Can you design and make a

parachute to help you

understand more about air

resistance?

How can we appreciate the distances

between and the sizes of the Sun, Earth

and Moon?

Do all animals start life as an

egg?

What are the important

things we should do to keep

fit and healthy?

LC5 How could you solve a crime by using forensic evidence? How do builders get heavy

items onto the top of

skyscrapers?

What can we learn about the solar

system and the other planets in it?

How do humans change as they

grow?

What do we understand by

the term puberty?

LC6 What is bicarbonate of soda and what impact does it have on

different materials?

Can you design, make and

evaluate a structure that will

propel a marble as far as

possible?

Who was Neil Armstrong and what would

you ask him if you met him?

Can you recreate the life

cycle of a butterfly using

music and dance?

Through drawing and

sketching, can you accurately

sketch yourself and your

grandparent?

LC7 Using finger prints as well as hand and foot prints, can you

create an interesting piece of art work that has interesting

design features?

What helps you to climb hills

on your bicycle?

How could you create a moon surface and

create a moon buggy?

How can you create art from

the environment?

What is the life expectancy

of different animals?

LC8 Reflection: Create you own version of ‘Brainiac’ and present it to

Key Stage 1 children.

Reflection: Put together a

presentation to show the


of friction in your life.

Reflection: Could you create a simulated

moon landing and film it?

Reflection: children to create

a poster of a chosen animal or

plant showing its life cycle.

Reflection: how would you

wish to be remembered as

you journey through life?


34

History/ Geography Were the Anglo Saxons really

smashing? (Anglo Saxon

invaders and settlers).

Why should gunpowder,

treason and plot never be

forgotten? (British history

past 1066).

How can we rediscover the

wonder of Ancient Egypt?

(Ancient civilisations).

How could Hitler have convinced a nation

like Germany to follow him?

Why is Brazil in the news

again? (Physical and human

characteristics).

Why should the rainforests

be important to us all?

LC1 Who were the Anglo-Saxons

and how did they influence

our life today?

Who were the Roundheads and

the Cavaliers?

Where is Egypt and why do so

many people enjoy going on

holiday there?

Why did World War 2 start and what

part did Hitler have in it?

What do you already know

about Brazil?

How can you create your own

class rainforest?

LC2 How did the Anglo-Saxons

bring law and order to

Britain?

Was Oliver Cromwell right to

stop the monarchy?

What is an archaeologist and

how have they helped us find

out about the past?

Why did the Jewish nation suffer as a

result of Hitler coming to power?

What fruits and other natural

resources is Brazil famous

for?

Where are rainforest located

and what are their main

features?

LC3 What evidence do we have

today that the Anglo-Saxons

were ever here in the first

place?

Why was the execution of

Charles 1 a major event in

British history?

How can you find out how

*your town has changed?

What can we learn about this period

from the Anne Frank diaries?-

Which famous cities in Brazil

attract tourists and why?

Why are rainforests often in

the news and what can we do

to help?

LC4 Which Anglo-Saxon Christian

symbols remain with us today?

Why do you think the

monarchy was restored after

a short while?

How can you recreate the

wonder of the Pyramids?

What happened in Munich in 1938 and

why did Britain feel betrayed by Hitler?

What can you find out about

one of Brazil’s neighbouring

countries?


an endangered animal that

lives in the rainforest?

LC5 Can you create your own

Anglo-Saxon art focusing on

tessellations?

Why do some people think

that the Great Fire was one of

the best things that happened

to London?

What have we learnt from the

Ancient Egyptians writing –

(create time capsule)?

Why was the Battle of Britain significant

in World War 2?

Can you design and create a

collage of Brazilian symbols?

How important is the Amazon

to the South American

rainforests?

LC6 Who were the famous Anglo-

Saxons, and why was Alfred

so ‘great’?

Can you work with clay tiles to

recreate the Great Fire of

London?

Who were the Pharaohs, and

why were they very

important?

Who was Winston Churchill and what

part did he play in the war?

Why is Brazil famous for its

dancing?

Can you create a print using

the large leaves of rainforest

plants as your inspiration?

LC7 Can you work as a group to

create a model Anglo-Saxon

settlement?

Who was Samuel Pepys and

would he have been a modern

day blogger?

What would you ask an

Ancient Egyptian?

How have different European artists

captured the horror of the war?


the street children of Brazil?

How would you survive in the

rainforest?

LC8 Reflection: Using your model

settlement, can you produce a

filmed documentary about

Anglo-Saxon life?

Reflection: Set up a

Parliamentary debate for and

against Cromwell, film it and

then show parents.

How can we all go Strictly

Come Egyptian dancing?

Reflection: Using photographic images

sourced from the Internet put together

your story as though you lived during this

period

What can you find out about a

famous Brazilian?

Reflection: Present a

documentary on a day in the

rainforest

Reflection: Were the

Egyptians more advanced than

we are?

Reflection: The children to

host a Brazil day for their

parents.

Computing


Modules (2)

We are architects We are Photographers We are Advertisers

We are Bloggers We are Statisticians

We are Traders

Art Printing

Salvador Dali and create own

work using footprints,

fingerprints and handprints

3D Textiles

Make clay tiles of typical

houses from time studied

Knowledge/ Drawing/ Painting

Hieroglyphics

Egyptian tomb paintings

Use of IT/ Collage

Textured collages of space and planets

Digital montage of space scenes using

ICT

Collage/ 3D/ Textiles/ Use of

IT

Andy Goldworthy and Simon

Watts – environmental arts.

Making and photographing

sculptures.

Sketching/ Painting/

Drawing/ textile

Create a self-portrait and

create another drawing of an

older person’s face and

capture the difference

Sew a quilt square to

represent an aspect of the

jungle – textile collage

DT Design and make Anglo Saxon

jewellery Design and make a structure

from any material that will

propel a marble with force

Design and make own pyramids

with at least one hidden

compartment

Design and make a model to represent

the moon surface. Create a buggy to

travel across (lego). This should be

filmed.

Make carnival items

Create a montage of symbols

associated with Brazil

Create a model rainforest


35

Music Write their own music and

create own dance to represent

the life cycle of a butterfly

Samba dancing

RE


PE French as outlined in 2014 curriculum

Free Trips and Visits Travel Agency Natural History Museum


and visits

Science Museum

West Stow

Norwich Castle: Life in Anglo

Saxon and Viking Times.'

Science Museum for forces

exploration

Cambridge Science Centre

visit

Strangers Hall to a KS1

workshop on Great Fire of

London - contact to see if this

can be adapted


workshops on Ancient Egypt

Norwich Castle: 'A Day with

the Egyptians.'

National Space Centre Leicester

London Planetarium

Whipple Museum Cambridge

Banham Zoo/ Colchester Zoo/

Linton Zoo to see Brazilian

animals

Butterfly and Wildlife Park

Natural History Museum

Cambridge Botanical Gardens

Norfolk Wildlife Trust do

Andy Goldworthy inspired art

workshops

Banham Zoo/ Colchester Zoo/

Linton Zoo to see Brazilian

animals.

Banham Zoo run a workshop

on rainforests

Amazonia Zoo at Cromer

Wow activities to

introduce/ conclude

topic.

Portals to the Past Saxons

Historical visit

Theatre group presentation of

Great Fire of London

Portals to the Past Ancient

Egypt Historical visit

Get a Planetarium to visit school:

http://www.spaceodyssey.co.uk

Evening trip exploring stars and

constellations

Get children to drop some sequins on

black paper then join. What picture can

you see? Develop into a constellation with

its own legend.

Children will create a holiday

package for a trip to Brazil/

recreate a rainforest in

classroom

Letter inviting pupils to design

a guide to Brazil for 2016

Olympics

Banham Zoo Bizarre Beasts

Roadshow

Tasting session - all foods

which come from rainforest


36

Year 5 Drawing

Sp1 How can we rediscover the wonder of Ancient Egypt?

(Hieroglyphics and Egyptian tomb paintings). S2 How different will you be when you are as old

as your grandparents? (Create a self-portrait and create another

drawing of an older person’s face and capture the difference).

Painting Sp1 How can we rediscover the wonder of Ancient

Egypt?(Hieroglyphics and Egyptian tomb paintings).

S2 How different will you be when you are as old as your grandparents?

(Create a self-portrait and create another drawing of an older person’s face and capture the

difference).

Printing A1 Were the Anglo Saxons really smashing?

(Paintings from printed footprints, handprints and fingerprints).

Sketchbooks S2 How different will you be when you are as old

as your grandparents? (Create a self-portrait and create another drawing

of an older person’s face and capture the difference).

Can they identify and draw simple objects, and use marks and lines to produce texture?

Do they successfully use shading to create mood and feeling?

Can they organise line, tone, shape and colour to represent figures and forms in movement?

Can they show reflections?

Can they explain why they have chosen specific materials to draw with?

Can they create all the colours they need?

Can they create mood in their paintings?

Can they express their emotions accurately through their painting and sketches?

Can they print using a number of colours?

Can they create an accurate print design that meets a given criteria?

Can they print onto different materials?

Do they keep notes in their sketch books as to how they might develop their work further?

Do they use their sketch books to compare and discuss ideas with others?

3D/Textiles A2 Why should gunpowder, treason and plot

never be forgotten? (Make a clay tile showing a typical house from

time studied). S1 Do all animals and plants start life as an egg?(Andy Goldworthy and Simon Watts

environmental art. Making and photographing sculptures).

S2 Why should the rainforests be important to us all?(Create a model rainforest)

Collage Sp2 Will we ever send another human to the

moon?(Textured collages of space and planets. Digital montage of space scenes using ICT).

S1 Do all animals and plants start life as an egg? (Andy Goldworthy and Simon Watts


Use of IT Sp2 Will we ever send another human to the

moon?(Textured collages of space and planets. Digital montage of space scenes using ICT). S1 Do all animals and plants start life as an egg?(Andy Goldworthy and Simon Watts


Knowledge Sp1 How can we rediscover the wonder of Ancient

Egypt? (Hieroglyphics and Egyptian tomb paintings).

S1 Do all animals and plants start life as an egg? (Andy Goldworthy and Simon Watts


Do they experiment with and combine materials and processes to design and make 3D form?

Can they sculpt clay and other mouldable materials?

Can they use textile and sewing skills as part of a project, e.g. hanging, textile book, etc.? This could include running stitch, cross

stitch, backstitch, appliqué and/or embroidery.

Can they use ceramic mosaic to produce a piece of art?

Can they combine visual and tactile qualities?

Can they create a piece of art work which includes the integration of digital images they have taken?

Can they combine graphics and text based on their research?

Can they scan images and take digital photos, and use software to alter them, adapt them and create work with meaning.

Can they create digital images with animation, video and sound to communicate ideas.

Can they experiment with different styles which artists have used?

Do they learn about the work of others by looking at their work in books, the Internet, visits to galleries and other sources of information?


37

Year 5 DT Developing, planning and

communicating ideas communicating ideas



quality products communicating ideas


Evaluating processes and products communicating ideas


Can they come up with a range of ideas after they have collected information?

Do they take a user’s view into account when designing?

Can they produce a detailed step-by-step plan?

Can they suggest some alternative plans and say what the good points and drawbacks are about each?

Can they explain why their finished product is going to be of good quality?

Can they explain how their product will appeal to the audience?

Can they use a range of tools and equipment expertly?

Do they keep checking that their design is the best it can be?

Do they check whether anything could be improved?

Can they evaluate appearance and function against the original criteria?

Breadth of study

Cooking and nutrition A1Were the Anglo Saxons really smashing? Properties and Changes to materials(Make Anglo Saxon bread/ modern day bread and compare discussing reversible/ irreversible changes).

Textiles Sp1 Can you feel the force? (Making a parachute).

Electrical & mechanical components Sp2 Will we ever send another human to the moon? (Design and make a model to represent the moon surface. Create a buggy to travel across the moon using lego and film).

Stiff and flexible sheet materials Sp1 Can you feel the force? (Design and make a structure which will propel a marble with force). Sp1How can we rediscover the wonder of Ancient Egypt? (Design and make pyramids with at least one hidden compartment).

Mouldable materials A1Were the Anglo Saxons really smashing? (Make Anglo Saxon jewellery using mouldable materials). Sp2 Will we ever send another human to the moon? (Design and make a model to represent the moon surface. Create a buggy to travel across the moon using lego and film).

Can they describe what they do to be both hygienic and safe?

How have they presented their product well?

Do they think what the user would want when choosing textiles?

How have they made their product attractive and strong?

Can they make up a prototype first?

Can they use a range of joining techniques?

Can they incorporate a switch into their product?

Can they refine their product after testing it?

Can they incorporate hydraulics and pneumatics?

Are their measurements accurate enough to ensure that everything is precise?

How have they ensured that their product is strong and fit for purpose?

Are they motivated enough to refine and improve their product?

Do they persevere through different stages of the making process?


38

Music Over-view Year 5 Wider Opportunities Continuation (Brass) Beginning keyboard instruments

Performing A1Were the Anglo Saxons really smashing?

(Perform music and sound effects to accompany an Anglo Saxon storytelling session – e.g. Beowulf).

A2 Why should gunpowder, treason and plot never be forgotten? (Music for fireworks. Different types of percussion to represent loud

noises).

Composing (incl notation) A1Were the Anglo Saxons really smashing?

(Compose music and sound effects to accompany an Anglo Saxon storytelling session – e.g. Beowulf).

A2 Why should gunpowder, treason and plot never be forgotten? (Music for fireworks. Different types of percussion to represent loud

noises). S1Do all animals and plants start life as an egg?

(Write own music to represent the life cycle of a butterfly).

Appraising S1Why is Brazil in the news again?

(Listen to Brazilian carnival music - Samba). A2 Why should gunpowder, treason and plot never be forgotten?

(Handel’s music for fireworks). Sp1 How can we rediscover the wonder of Ancient Egypt?

(Listen to traditional Egyptian sand dances. Explore traditional Egyptian instruments).

Do they breathe in the correctplace when singing?

Can they sing and use their understanding of meaning to addexpression?

Can they maintain their part whilst others are performing their part?

Can they perform ‘by ear’ and from simple notations?

Can they improvise within a group using melodic and rhythmic phrases?

Can they recognise and use basic structural forms e.g. rounds,variations, rondo form?

Can they change sounds ororganise them differently tochange the effect?

Can they compose music which meets specific criteria?

Can they use their notations to record groups of pitches (chords)?

Can they use a music diary to record aspects of thecomposition process?

Can they choose the most appropriate tempo for a piece of music?

Can they describe, compare andevaluate music using musicalvocabulary?

Can they explain why they think their music is successful orunsuccessful?

Can they suggest improvements to their own or others’ work?

Can they choose the most appropriate tempo for a piece ofmusic?

Can they contrast the work of famous composers and showpreferences?

Year 5 (Challenging) Can they use pitches simultaneously to

produce harmony by building up simple chords?

Can they devise and play a repeated sequence of pitches on a tuned instrument to accompany a song?

Do they understand the relation between pulse and syncopated patterns?

Can they identify (and use) how patterns of repetitions, contrasts and variations can be organised to give structure to a melody, rhythm, dynamic and timbre?

Can they explain how tempo changes the character of music?

Can they identify where a gradual change in dynamics has helped to shape a phrase of music?


39

Year Six Curriculum

Long-term Planning


40

Subject Year 6 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Literacy Links How to Train Your Dragon

Eric the Viking The Littlest Viking

Persuasive language to market a

product

Butterfly Lion Researching micro-organisms

and designing non-chronological report

Mayan Civilisations

Link with play-scripts based on

shadows – created with a range

of objects which are

photographed and set to a story

Write a biography – William

Harvey

The Journey from the River to the Sea

Numeracy

Science Have we always looked like

this? (Evolution and

Inheritance).

Could you be the next

Nintendo apprentice?

(Electricity).

Could Spiderman really exist?

(Living Things Including

Habitats).

How can you light up your

life? (Light).

What would a journey through

your body look like? (Animals

Including Humans).

LC1

Could we possibly have evolved

from apes, monkeys or other

primates?

Can you create a circuit that

has at least one of these

features: switch; buzzer;

motor?

Can you create your own

classification system that will

take account of all plants and

animals within your school

grounds?

How do we know that light

travels faster than sound?

What is pulse and why do we

have one?

LC2 What do fossils tell us about

‘how things have changed’?

How do traffic light work and

can you create an electrical

product that needs to be

sequenced?

Can you now classify a group of

animals and plants you have

selected from a chosen

environment?

How can you set up an

experiment to show that light

travels in straight lines?

Why can the heart be

described as the most

important pump we have?

LC3 Who was Charles Darwin and

why is he still a controversial

figure?

What do you understand about:

cells and volts and how it

impacts on how electrical

products work?

Can you discover the special

attributes that some animals

and plants have to help them

survive?

How do your eyes work?

What happens to the oxygen we

breathe?

LC4 Why do you not usually look

exactly like your mum or dad?

Can you set up your own

company and give it an

appropriate name, discuss

allocation of jobs

Why might some animals and

plants be endangered and can

you focus on one that you would

like to carry out further

research on?

How can you use mirrors to see

around blind corners?

Why could we describe blood as

the body’s river system?

LC5 Can you find out how animals

who: live in the cold; around the

equator; under the ground: and,

in trees: are specifically

adapted to live and survive

there?

Can you design a board game

that makes use of an electric

circuit and at least one of the

features looked at in LC1?

What are micro-organisms and

how would you classify them?

Spend a small period of time

being blind folded and see how

successful you are at doing

everyday things you take for

granted?

What have we learnt from

pioneers like William Harvey?

LC6 How is the human skeleton

suited to our life style?

How would you go about selling

your product?

By observing artists’ work can

you capture images of a chosen

animal?

Can you use water colour

painting to create a landscape

or still life painting which shows

light and shadow?

Can you create a picture of your

face using

collage?

LC7 Can you create a group dance

that requires you to use

different balances, giving

consideration to your skeletal

position?

Reflection: Ensure your product

is ready to be part of a science

fair.

Reflection: Take a plant or

animal that you know and one

that you don’t know and create

a IT presentation to show which

group/s they belong to, etc.

Can you create a shadow puppet

story and present it to others?

Can you carry out a survey to

show the impact of exercise on

the body?

LC8 Reflection: Carry out individual

research about the way humans

have adapted over years that

requires you to start with a

range of questions.

Can you create your own

classification system that will

take account of all plants and

animals within your school

grounds?

Reflection: Can you prepare a

documentary entitled, ‘Let’s

Light it up’ which shows what

you have learnt in this LC.

Reflection: Working as a team,

in small groups, can you put

together a presentation which

shows the relationship between

the heart, blood and breathing?


41

History/ Geography Were the Vikings always

victorious and vicious? (Viking

and Anglo Saxon struggles).

Who were the Mayans and what

have we learnt from them?

I’m a Year 6 pupil, can you get

me out of here?

Will you ever see the water you

drink again?

To be or Not To Be?

(Shakespeare).

LC1 Who were the Anglo-Saxons

and did they like the Vikings?

Who were the Mayans and

where did they live?

What would a bird’s eye view of

your school look like?

Why is water a major necessity

in any village, town or city?

How would Shakespeare's play

have been performed in his

day?

LC2 Which region of Britain would

you have come under during the

Heptarchy?

What evidence do we have that

the Mayans were an advanced

civilization?

Can you put together a map of

the immediate area around your

school?

How does rainwater form in the

first place?


the Globe Theatre?

LC3 Why did the Vikings come to

Britain and how did they make

the journey?

What have the Mayan

civilization in common with

space travel?

Can you explain why your *town exists and what would have

brought people to live there in

the first place and why do

people live there today?

Why do some places go for a

long time without rain and

others have too much rain?

Who were Shakespeare's most

famous characters and what

would you say if you met them

today?

LC4 What did the Brits learn from

the Vikings?

What can we learn from the

way they built their pyramids?

Can you use an OS map,

including compass point

directions to help someone plan

a route between two local

points?

How is water used to help

provide energy to many places?

What sort of people went to

the theatre in those days?

LC5 What was life like for a 11 year

old (boy/ girl) Viking?

What do we know of the rituals

carried out by the Mayan

civilization?

If you got lost within 50 miles

of your home, how would you go

about finding your way home?

Can you create a moving toy

that requires water to power

it?

How did Shakespeare cope

without a laptop or iPad?

LC6 How did the Vikings live when

they came to Britain?

Why was the Sun an important

feature in Mayan life?

From the photographs you have

taken of the immediate area,

can you create a painting?

What happens to the water in

our home once it disappears

down the sink?

How can you turn a

Shakespearean tragedy into a

rap?

LC7 How can you create a Viking

long boat from a range of

materials?

What caused the Mayan

Civilization to disappear?

How would you go about planning

a trip to a European city to

include cost and time?

Which music is associated with

water and can you create your

own?

Did Shakespeare really write all

those plays?

LC8 What did the Vikings eat and

could you recreate a Viking

meal?

Reflection: Create a television

documentary to explain to

everyone about life of the

Mayans, focusing on traditions,

culture, sport and their

knowledge.

As a class could you create an

‘Urban’ or ‘Rural’ School pointing

out the features in your

locality?

Can you put together a

presentation that outlines the

water cycle?

Reflection: working in groups,

can you decide on a

Shakespearean play and re-

enact part of it. Organise a

theatre evening, sell tickets and

present your work to your

parents and friends.

LC9 Reflection: Children to prepare

a Viking day when they show

others the crafts and skills

that the Vikings had.

Computing


Modules (2)

We are web developers

We are Game Developers

We are publishers We are Explorers We are environmentalists We Are Fundraisers

Art Drawing/ Sketchbook

Children sketch themselves and

sketch an older member of

their family to look for

similarities and changes

3D Textiles/ Knowledge

Viking weaving. Create a Viking

engraving (of a longship design).

Collage/ Sketchbook/

Knowledge/ printing

Create collages of animals/

natural world in style of Eric

Carle – painting papers and

tissues then creating a collage

3D Textiles/ Knowledge

Mayan tiles

Drawing/ Painting/ Sketchbook

Close observational sketches of

the eyes, giving attention to

proportion. Constable and

Cezanne, giving particular

attention to light, tone and

shadow.

Technical drawings of buildings

in European cities

Collage/ photographs

Self-portrait using small pieces

of paper to capture accurate

colour and proportion. Take

photographs of rivers and the

sea. Create a piece of artwork

integrating the photographs.

Make a backdrop for a play

using printing tehniques


42

DT Design and make a Viking long

boat Viking meal

Make something for Christmas

fete involving electricity

Design and make pyramids in

the style of the Mayans

Making a toy that uses water to

power it

Music Which music is associated with

water?

Link modern day music with

Shakespeare’s couplets

RE


PE French as outlined in 2014 curriculum

Free Trips and Visits Stage Viking siege in school (by

prior arrangement visit another

classroom/ school office etc).

Visit Brandon High Street

traffic lights to observe how

they work

Hold a science fair at school for

other pupils and parents to visit

Exploration of High Lodge/

School grounds creating own

classification system/ looking

out for specific flora and fauna

Visit to local Sports Centre/

Health Centre with talk from

staff


and visits

Sutton Hoo

Castle Museum, Norwich do a

Viking/ Anglo Saxon workshop


(evolution)

Discover Darwin workshop by

Suffolk Wildlife Trust

Visit from Cambridge Science

Centre on electricity


Fitzwilliam Museum, Cambridge

has information on the Mayans

British Museum (Mayans)

Norfolk Wildlife Trust run bug

hunt workshops

Norfolk Wildlife Trust and

Suffolk Wildlife Trust run

sessions on mapping and

orienteering "Young

Geographers"

Haubois Outdoor Adventure

Centre "Adventure Explorer"

Local art exhibited at Norwich

Castle

London Science Museum trip

Flatford Mill

Norfolk Wildlife Trust and

Suffolk Wildlife Trust run

sessions on rivers and water

conservation

Globe Theatre

Visit a Tudor town - Lavenham

or a Tudor building for an

enactment day - Kentwell Hall

Wow activities to

introduce/ conclude

topic.

Portals to the Past Vikings

Historical visit

Outreach visit from Cambridge

Museum of Zoology

Children to hold a games

workshop in class involving

board games etc which involve

electricity, discussing how they

work (games like Operation

would be ideal).

Show children pictures of

unusual extinct animals to gain

children's curiosity. Ask

children to consider what the

animals' habitat might have

been and suggest a reason the

animal died out. Find out about

mammouth discovered at West

Runton beach.

Outdoor orienteering activity

on playground using compasses

or visit from Norfolk/Suffolk

wildlife trust to introduce

same. This could be in the form

of a treasure hunt where pupils

must use orienteering skills. It

could be a form of geo-caching

(see National Trust site).

Children make their own fitness

film, emphasising importance of

healthy heart. This could be

linked to activities raising

money for British Heart

Foundation.

Build a model Globe theatre or a

scene from a play build inside a

shoe box (diorama) Read

children's versions of

Shakespeare stories or Marcia

Williams's comic guide


43

Year 6 Art Over-view Drawing

A1 Have we always looked like this/ Were the Vikings always victorious and vicious?

Sp2 How can you light up your life? (Close observational sketches of the eyes, giving attention to proportion. Constable and Cezanne exploration, giving particular attention to light,

tone and shadow).

Painting Sp2 How can you light up your life?

Sp1 Could Spiderman really exist?(Create collages of animals/ natural world in style of

Eric Carle – painting paper and tissues and then creating a collage).

Printing Sp1 Could Spiderman really exist

(Create collages of animals/ natural world in style of Eric Carle – painting paper and tissues and then

creating a collage).

Sketchbooks A1 Have we always looked like this(Children

sketch themselves and sketch an older member of their family to look for similarities and changes).

Sp1 Could Spiderman really exist (Create collages of animals/ natural world in style of Eric Carle – painting paper and tissues and then creating a collage). Sp2 How can you light up your life? (Close observational sketches of the eyes, giving attention to proportion. Constable and Cezanne exploration, giving particular attention to light,

tone and shadow).

Do their sketches communicate emotions and a sense of self with accuracy and imagination?

Can they explain why they have combined different tools to create their drawings?

Can they explain why they have chosen specific drawing techniques?

Can they explain what their own style is?

Can they use a wide range of techniques in their work?

Can they explain why they have chosen specific painting techniques?

Can they overprint using different colours?

Do they look very carefully at the methods they use and make decisions about the effectiveness of their printing methods?

Do their sketch books contain detailed notes, and quotes explaining about items?

Do they compare their methods to those of others and keep notes in their sketch books?

Do they combine graphics and text based research of commercial design, for example magazines etc., to influence the layout of their sketch books.

Do they adapt and refine their work to reflect its meaning and purpose, keeping notes and annotations in their sketch books?

3D/Textiles Sp1 Could Spiderman really exist/ Who were the

Mayans and what have we learnt from them? (Mayan tiles). (Create collages of animals/ natural

world in style of Eric Carle – painting paper and tissues and then creating a collage).

Collage Sp1 Could Spiderman really exist/ Who were the Mayans and what have we learnt from

them? (Create collages of animals/ natural world in

style of Eric Carle – painting paper and tissues and then creating a collage).

S1 Will you ever see the water you drink again? (Take photographs of rivers and the sea. Create

a piece of artwork/ collage using the photographs).

Use of IT S1 Will you ever see the water you drink

again?(Take photographs of rivers and the sea. Create a piece of artwork/ collage using the

photographs).

Knowledge A1 Have we always looked like this?

(Children sketch themselves and sketch an older member of their family to look for similarities and

changes). Sp1 Could Spiderman really exist

(Create collages of animals/ natural world in style of Eric Carle – painting paper and tissues and then

creating a collage). Sp2 How Can you light up your life?

(Close observational sketches of the eyes, giving attention to proportion. Constable and Cezanne

exploration, giving particular attention to light, tone and shadow).

Can they create models on a range of scales?

Can they create work which is open to interpretation by the audience?

Can they include both visual and tactile elements in their work?

Can they justify the materials they have chosen?

Can they combine pattern, tone and shape?

Do they use software packages to create pieces of digital art to design?

Can they create a piece of art which can be used as part of a wider presentation?

Can they make a record about the styles and qualities in their work?

Can they say what their work is influenced by?

Can they include technical aspects in their work, e.g. architectural design?


44

DT Over-view Year 6





process

Evaluating processes and products Across all three projects as part of Plan, Design, Make, Evaluate

process

Can they use a range of information to inform their design?

Can they use market research to inform plans?

Can they work within constraints?

Can they follow and refine their plan if necessary?

Can they justify their plan to someone else?

Do they consider culture and society in their designs?

Can they use tools and materials precisely?

Do they change the way they are working if needed?

How well do they test and evaluate their final product?

Is it fit for purpose?

What would improve it?

Would different resources have improved their product?

Would they need more or different information to make it even better?

Breadth of study Cooking and nutrition

A1 Were the Vikings always victorious and vicious (recreate a Viking Meal).

Textiles Sp1 Who were the Mayans and what

have we learnt from them? (Make dream catchers).

Make a product to sell at summer fete as

an enterprise project after SATs. (e.g. purses, pencil cases etc)

Electrical & mechanical components A2 Could you be the next Nintendo apprentice? (Make a game using an

electrical circuit for the Christmas fete). S1 Will you ever see the water you drink again? (Make a toy that uses water to

power it).

Stiff and flexible sheet materials A1 Were the Vikings always victorious

and vicious (Making a Viking loot box for raids using corner joints).

Mouldable materials S2 To be or not to be?

(Make a model of the Globe Theatre/ use mud and straw etc. to try making

own bricks for construction and compare strength).

Can they explain how their product should be stored with reasons?

Can they set out to grow their own products with a view to making a salad, taking account of time required to grow different foods?

Have they thought about how their product could be sold?

Have they given considered thought about what would improve their product even more?

Can they use different kinds of circuit in their product?

Can they think of ways in which adding a circuit would improve their product?

Can they justify why they selected specific materials?

Can they work within a budget?

How have they ensured that their work is precise and accurate?

Can they hide joints so as to improve the look of their product?

Did they consider the use of the product when selecting materials?

Does their product meet all design criteria?


45

Music Over-view Year 6: Keyboard Tuition

Performing A1 Were the Vikings always victorious and vicious (Learn and perform

a Viking saga) S1 To be or not to be (Perform known Tudor music/ perform Tudor

music children have performed). Sp1 Could you be the next Nintendo apprentice? (perform digital music

using keyboard effects/ digital sound. E.g. pre-record part of music and perform extra musical layer).

Composing (incl notation) A1 Were the Vikings always victorious and vicious (Compose a Viking

Saga and explore how sound is produced from horn instruments.) Sp1 Could you be the next Nintendo apprentice? (compose digital

music). S1 To be or not to be (Compose some rhyming couplets after exploring

Shakespeare. Add to music).

Appraising S1Will you ever see the water you drink again (Handel’s Water Music.)

A1 Were the Vikings always victorious and vicious (Explore early instruments and what they were made from)

Sp1 Could you be the next Nintendo apprentice? (Explore digital music – Daft Punk).

S1 To be or not to be (Tudor music and instruments). Sp1Who were the Mayans and what have we learnt from them(Learn

about the Marimba – a Mayan instrument).

Can they sing a harmony partconfidently and accurately?

Can they perform parts frommemory?

Can they perform using notations?

Can they take the lead in aperformance?

Can they take on a solo part?

Can they provide rhythmic support?

Can they use a variety ofdifferent musical devices in their composition? (inclmelody, rhythms and chords)

Do they recognise thatdifferent forms of notation servedifferent purposes?

Can they use different forms of notation?

Can they combine groups of beats?

Can they refine and improve their work?

Can they evaluate how thevenue, occasion and purpose affects the way a piece of music is created?

Can they analyse features within different pieces of music?

Can they compare and contrast the impact that different composers fromdifferent times will have had onthe people of the time?

Year 6 (Challenging) Can they perform a piece ofmusic which

contains two (or more) distinct melodic or rhythmic parts, knowing howthe parts will fit together?

Can they show how a smallchange of tempo can make a piece of music more effective?

Do they use the full range of chromatic pitches to build upchords, melodic lines and basslines?

Can they appraise the introductions, interludes andendings for songs andcompositions they havecreated?


46

Appendices


47

Example of how to present half-termly over-view which is submitted to AS/CV. Fill in areas to be covered on weekly basis. This is what should be submitted to AS/ CV each half term, showing curricular coverage. Simplified version to be sent home to parents. It doesn't have to be on one page!

Year Five Summer Term One

Numeracy

Daily

Primary Advantage

Maths

Literacy

Daily

Follow Current

Framework until

September 2014

Science:

One afternoon/ week

Consider which sessions can be merged

for short half-term

Do all animals and plants start life as an egg? (Living Things and Their Habitats).

Geography:

One afternoon/ week

Consider which sessions can be

merged for short half-term

Why is Brazil in the news again? (Physical and human

characteristics).

ICT

Two timetabled

sessions/week

We are Statisticians

Art/DT

Extra sessions to be

fitted in if available

on timetable. Ideas

for projects on

curriculum map.

Music

Extra sessions to be

fitted in if available

on timetable.

Beliefs and Value

One session per

week

Beliefs and Questions

PSHE/ SEAL

One session per

week

Changes SRE Unit

Class Council

Primary

Languages

(French)

One session per

week

(30 minutes)

1 Add in weekly

over-view as shown on P.A.M planning

documents

Add in weekly

over-view from

Primary Framework

for literacy

Learning objectives from S.O.W. shown in brackets

Can you work out which animals depend on

each other for survival?

(making predictions)

Add in geography learning objectives from S.O.W.

What do you already know about

Brazil?

(insert L.O.)

Add in ICT learning

objectives from Rising Stars

SOW.

Add in Art/DT learning objectives from S.O.W. Add in extra sessions if available on timetable.

Add in music learning objectives from S.O.W. Add in extra sessions if available on timetable.

Add in Beliefs and Values Learning Objective from

Suffolk Syllabus, as advised by J.A.

Add in SEAL/ PSHE 2014 objectives

Add in topics as shown on long term plan for

primary languages and objectives

from 2014 curriculum.

2 What would you ask David Attenborough

or Jane Goodall if you met them?

(work of naturalists)

What fruits and other natural

resources is Brazil famous for?

(insert L.O.)

(topic here)

(insert L.O.)

(topic here)

(insert L.O.)

(topic here)

(insert L.O.)

(topic here)

(insert L.O.)

3 How can you create a presentation to

show the life cycle of a butterfly or a

frog? (creating a timeline to show

growth/ development stages)

Which famous cities in Brazil

attract tourists and why?

(insert L.O.)

(topic here)

(insert L.O.)

(topic here)

(insert L.O.)

(topic here)

(insert L.O.)

(topic here)

(insert L.O.)

4 Do all animals start life as an egg?

(describing differences between

lifecycles)

What can you find out about one of

Brazil’s neighbouring countries?

(insert L.O.)

(topic here)

(insert L.O.)

(topic here)

(insert L.O.)

(topic here)

(insert L.O.)

(topic here)

(insert L.O.)

5 How do humans change as they grow?

(using graphs/ explaining patterns/

explaining changes as humans age)

Can you design and create a collage

of Brazilian symbols?

(insert L.O.)

(topic here)

(insert L.O.)

Can you design and

create a collage of

Brazilian symbols?

(insert L.O.)

(topic here)

(insert L.O.)

(topic here)

(insert L.O.)

(topic here)

(insert L.O.)

6 Can you recreate the life cycle of a

butterfly using music and dance?

Why is Brazil famous for its

dancing?

(insert L.O.)

(topic here)

(insert L.O.)

Can you recreate the

life cycle of a butterfly

using music and dance?

(insert L.O.)

(topic here)

(insert L.O.)

(topic here)

(insert L.O.)

(topic here)

(insert L.O.)

7 How can you create art from the

environment?

What can you find out about the

street children of Brazil?

(insert L.O.)

(topic here)

(insert L.O.)

How can you create art

from the environment?

(insert L.O.)

(topic here)

(insert L.O.)

(topic here)

(insert L.O.)

(topic here)

(insert L.O.)

8 Reflection: children to create a poster of

a chosen animal or plant showing its life

cycle.

(presenting scientific findings)

What can you find out about a

famous Brazilian?

(insert L.O.)

(topic here)

(insert L.O.)

Reflection: children to

create a poster of a

chosen animal or plant

showing its life

cycle.(topic here)

(insert L.O.)

(topic here)

(insert L.O.)

(topic here)

(insert L.O.)

(topic here)

(insert L.O.)

Reflection: The children to host a

Brazil day for their parents.

(insert L.O.)

(topic here)

(insert L.O.)

(topic here)

(insert L.O.)

(topic here)

(insert L.O.)

(topic here)

(insert L.O.)


48

Example Key Stage Two Timetable

Fill in subjects which cannot be shifted, such as ICT and PE, then block in science and geography/ history. Next fill in the other, shorter subjects.

There is unlikely to be a spare slot in Key Stage Two due to Primary Languages. Art/DT/ Music do occur within the wider topics and can be pursued in greater depth if there are any gaps or in a half term where there is only one main topic- either science or geography/history. Speak to Jo about length needed for Beliefs and Values - it is possible this could be combined with PSHE, giving more time for music. It may emerge that a whole afternoon might be too long for geography/history in some instances meaning the timetable can be adjusted.

8

:50

– 9

:00

9:0

0 –

10:

05

10

:05

– 1

0:2

0

10

:20

– 1

0:2

5

10

:40

– 1

1:0

0

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:00

– 1

2:0

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:00

– 1

:00

1:0

0 –

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1:1

0 –

2:1

5

2:1

5 –

3:1

5

10 65 15 5 15 15 20 60

Reg

istr

atio

n

65 65

Monday

Reg

istr

atio

n

Numeracy

Ass

emb

ly

Fru

it

Bre

ak

Guided Reading Literacy

Lun

ch

Science

Tuesday Numeracy


French

Beliefs and Values

Wednesday

Numeracy

Guided Reading

Literacy

ICT

PE

Thursday

Numeracy


Geography/ History

Friday

Numeracy

Guided Reading Literacy:

PSHE (SEAL/ SCHOOL COUNCIL). PE


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Example of how to find learning objectives (Year Five Science).

Weekly topics for science linked into learning objectives taken from Knowledge, Skills and Understanding Breakdown in Learning Challenge Curriculum Document.

Date and highlight when covered during course of year. This will allow you to see if any key areas have not been covered.

Weekly Themes from Learning

Challenge Curriculum

Do all animals and plants start life as

an egg?

1. Can you work out which

animals depend on each

other for survival?

LO: to use information to

make a scientific prediction

2. What would you ask David

Attenborough or Jane

Goodall if you met them?

LO: to find out about the

work of well-known

scientists

3. How can you create a

presentation to show the

life cycle of a butterfly or a

frog?

LO: to describe the life

cycle of organisms

4. Do all animals start life as

an egg?

LO: to compare and contrast

the life cycles of different

organisms

5. How do humans change as

they grow?

LO: to investigate how

humans develop as they age

6. Can you recreate the life

cycle of a butterfly using

music and dance?

(Music/Dance LO)

7. How can you create art from

the environment?

(Art LO)

8. Reflection: children to

create a poster of a chosen

animal or plant showing its

life cycle.

LO: to present information

on scientific findings

Knowledge, Skills and Understanding breakdown for

Working Scientifically.

This is for the year. Highlighted areas show strands covered in this half-term's topic.

Year 5

Planning Obtaining and presenting evidence Considering evidence and evaluating

Can they plan and carry out an investigation by controlling variables fairly

and accurately?

Can they make a prediction with reasons? (lesson one)

Can they use test results to make further predictions and set up further

comparative tests?

Can they present a report of their findings through writing, display and

presentation? (Lesson 8)

Can they take measurements using a range of

scientific equipment with increasing accuracy and

precision?

Can they take repeat readings when appropriate?

Can they record more complex data and results using

scientific diagrams, labels, classification keys, tables,

scatter graphs, bar and line graphs?

Can they report findings from investigations through written

explanations and conclusions? (lesson one and eight)

Can they use a graph to answer scientific questions? (lesson

five)

Year 5 (Challenging)

Can they explore different ways to test an idea and choose the best way,

and give reasons?

Can they vary one factor whilst keeping the others the same in an

experiment?

Can they use information to help make a prediction? (lesson one)

Can they explain (in simple terms) a scientific idea and what evidence

supports it?

Can they decide which units of measurement they

need to use?

Can they explain why a measurement needs to be

repeated?

Can they find a pattern from their data and explain what it

shows?

(lesson five)

Can they link what they have found out to other science?

Can they suggest how to improve their work and say why

they think this?

Knowledge, Skills and Understanding breakdown for

Living Things, their Habitats and Animals, including humans

This is for the year. Highlighted areas show strands covered in this half-term's topic.

Year 5

Animals, including humans Living things and their habitats

Can they describe the changes as humans develop to old age? (lesson five)

Can they describe the differences in the life cycles of a mammal, an amphibians, an insects

and a bird? (lessons 3 and 4)

Can they describe the life cycles of common plants?

Can they explore the work of well know naturalists and animal behaviourists? (David

Attenborough and Jane Goodall) (lesson 2)

Year 5 (Challenging)

Can they create a timeline to indicate stages of growth in certain animals, such as frogs and butterflies?

(Lesson 3,4 and 5)

Can they describe the changes experienced in puberty? (lesson 5)

Can they draw a timeline to indicate stages in the growth and development of humans? (lesson 5)

Can they observe their local environment and draw conclusions about life-cycles, e.g. plants in

the vegetable garden or flower border?

Can they compare the life cycles of plants and animals in their local environment with the life

cycles of those around the world, e.g. rainforests?


50

Example of how to assess against learning objectives

I have taken the objective questions from ' Knowledge, Skills and Understanding Breakdown' for the unit 'Do all Animals and Plants Start Life as an Egg' to produce a class over-view

which can be traffic-lighted. This could inform reports.

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Can they make a prediction

with reasons?

Can they use information to

help make a prediction?

Can they explore the work of

well know naturalists and

animal behaviourists? (David

Attenborough and Jane

Goodall).

Can they create a timeline to

indicate stages of growth in

certain animals, such as frogs

and butterflies?

Can they describe the

differences in the life cycles

of a mammal, an amphibians, an

insects and a bird?

Can they use a graph to

answer scientific questions?

Can they find a pattern from

their data and explain what it

shows?

Can they describe the changes

as humans develop to old age?

Can they report findings from

investigations through written

explanations and conclusions?

Can they present a report of

their findings through writing,

display and presentation?

Notes


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