ludlow junior school: an overview of national curriculum ... website ye… · national curriculum...

LUDLOW JUNIOR SCHOOL:

National Curriculum Objectives and Coverage:

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Science-orange* Literacy: black* Art/ D&T- pink* History –light

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Geography –

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Computing: dark

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French – green*

RE: brown

P.E.: Red*

Music: light

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Year 3

Year 3 National Curriculum Objective Context Autumn 1

Literacy

Literacy genre: Traditional Folk Tales (Tiger Child, The

Egyptian Cinderella, Traditional Fables). Poems on a

theme (Egypt)

Read a selection of Folk tales, write their own folk tale

and learn how a moral can be told through stories.

Reading, writing and learning a variety of poems to

perform to an audience based on Egypt.

Autumn 1

Science

Working Scientifically to be taught in each unit of work

Year 3 and 4:

During years 3 and 4, pupils should be taught to use the

following practical scientific methods, processes and skills

through the teaching of the programme of study content:

asking relevant questions and using different types of

scientific enquiries to answer them

setting up simple practical enquiries, comparative and

fair tests

making systematic and careful observations and, where

appropriate, taking accurate measurements using

standard units, using a range of equipment, including

thermometers and data loggers

gathering, recording, classifying and presenting data in

a variety of ways to help in answering questions

Animals, including humans (Skeletons)

Make your own skeleton

Funnybones story shared

Compare the bones (animals with other humans)

Learn a special bone version of head, shoulders,

knees and toes (technical language)

Bone workshop: Ludlow Library Service

Is there a pattern between the size of the bones in

our arms compared to our legs?

Top trumps: comparing animals with other humans

Links with PE/ Olympics/ Health (muscles)

Moving fingers





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recording findings using simple scientific language,

drawings, labelled diagrams, keys, bar charts, and

tables

reporting on findings from enquiries, including oral and

written explanations, displays or presentations of

results and conclusions

using results to draw simple conclusions, make

predictions for new values, suggest improvements and

raise further questions

identifying differences, similarities or changes related

to simple scientific ideas and processes

using straightforward scientific evidence to answer

questions or to support their findings.

Sc3/2.2a identify that animals, including humans, need

the right types and amount of nutrition, and that they

cannot make their own food; they get nutrition from what

they eat

Sc3/2.2b identify that humans and some other animals

have skeletons and muscles for support, protection and

movement.

Making muscles with elastic bands or balloons





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Geography –

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Computing: dark

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French – green*

RE: brown

P.E.: Red*

Music: light

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Autumn 1

History

know and understand significant aspects of the history of

the wider world:

understand the nature of ancient civilisations;

The achievements of the earliest civilizations – an

overview of where and when the first civilizations

appeared and a depth study of one of the following:

Ancient Egypt

Placing events in chronological order

Where is Egypt on the map? What does ancient

mean?

Egyptian workshop: the history of Egypt, making

clay scarab beetles, playing Ancient Egyptian games,

Egyptian tools, dressing up in Egyptian clothing

Trying Egyptian food

Make a mummy

Comparing the life of rich and poor people in Egypt

Egyptian farming: making a Shaduf

Build a pyramid

Find out more about the discovery of Tutankhamun

Autumn 1

Geography

Locate and name the continents on a World Map.

Identify longest rivers in the world, largest deserts,

highest mountains.

Compare with UK.

Where do we live (UK) on a world map?

Where is Egypt on the map?

Where is the River Nile? Facts about the River and its

important role in Ancient Egypt.





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Geography –

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Computing: dark

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French – green*

RE: brown

P.E.: Red*

Music: light

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Autumn 1

P.E

Develop knowledge and understanding of fitness and

health, adapted for the appropriate age group.

Invasion Games: – Selecting and applying skills, tactics and

compositional ideas.

- pass and return the ball with control

-to keep possession and score ‘goals’;

Dance – Perform dances using a range of movement

patterns.

Are you fit enough? Circuit training as a whole school

challenge. Can you improve your fitness? Are you fit

enough to take up the challenge?

Dance: Dance and movement to retell an Egyptian story (ie

the rise and fall of the river Nile to music)

Netball: ball skills, catching and throwing, building up to

small team games

Autumn 1

French

French (objectives are the same for years 3 and 4 and

continue throughout the year)

Listening

listen attentively to spoken language and show

understanding by joining in and responding

explore the patterns and sounds of language through

songs and rhymes and link the spelling, sound and

meaning of words

1. There will be a focus on cultural understanding – learning

about similarities and differences between England and

France.

2. First greetings.

3. Bonjour, salut, au revoir

4.





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Geography –

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Computing: dark

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French – green*

RE: brown

P.E.: Red*

Music: light

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Autumn 1

Art and

Design/

D&T

Art and Design

evaluate and analyse creative works using the language

of art, craft and design

to create sketch books to record their observations

and use them to review and revisit ideas

to improve mastery of art and design techniques,

including drawing, painting and sculpture with a range

of materials [pencil, paint and clay]

Egyptian Jewellery- Exploring art and jewellery from

Ancient Egypt.

Designing and making a clay bead bracelet.

Autumn 1

Computing

Computing – We are Programmers (Rising Stars Unit

3.1)

Design, write and debug programs that accomplish specific

goals; solve problems by decomposing them into smaller

parts.

• Use sequence ... in programs; work with variables and

various forms of input and output.

• Use logical reasoning to detect and correct errors in

algorithms and programs.

• Select, use and combine a variety of software to design

and create content that accomplish(es) given goals,

including ... presenting ... information.

Create an algorithm for an animated scene in the form of a

storyboard.

• Write a program in Scratch to create the animation.

• Correct mistakes in their animation programs.





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Geography –

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Autumn 1

Music

Tuned instrument focus Specialist lessons with Shropshire Music Service each

week (Ukulele)

Autumn 1

RE

RQ1:Who am I

SEAL: new beginnings

Which words describe how I feel when I am let down?

Which words describe who you are?

Which words describe how people see you?

Does everyone see you in the same way? (teacher, parent,

friends, other children etc)

How do you want other people to see you?

What do you know about the Bible?

What does it mean to be a Christian?

Where can you read the Bible?

Where will I find stories about Jesus in the Bible

Autumn 2

Literacy

Literacy genre: Mystery and adventure writing (Hugo

Cabret), Christmas Play Performance, Poems with a

structure (Christmas)

Read Hugo Cabret and understand that pictures play an

important role in telling a story. Children to write their

own adventure story. Children learn their lines to perform

in the Christmas play and develop their acting skills and

confidence in performing for a real audience. Children to

write poems linked to Christmas designing them into a

shape to relate to that Christmas theme





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Geography –

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Computing: dark

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French – green*

RE: brown

P.E.: Red*

Music: light

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Autumn 2

Science

Sc4/4.2a identify common appliances that run on

electricity

Sc4/4.2b construct a simple series electrical circuit,

identifying and naming its basic parts, including cells,

wires, bulbs, switches and buzzers

Sc4/4.2c identify whether or not a lamp will light in a

simple series circuit, based on whether or not the lamp is

part of a complete loop with a battery

Sc4/4.2d recognise that a switch opens and closes a

circuit and associate this with whether or not a lamp lights

in a simple series circuit

Sc4/4.2e recognise some common conductors and

insulators, and associate metals with being good

conductors.

Electricity

Become an electrician

Identify all the components of their electrical

toolbox

Build a circuit using a battery, bulb and wires

Experiment with different circuits including

buzzer, motors and switches

Become a human circuit

Test which materials are conductors or

insulators

Autumn 2

PE

Gymnastics:

Invasion Games:

-be aware of space and use it to support team-mates and

cause problems for the opposition;

-know and use rules fairly to keep games going;




Netball: ball skills, catching and throwing, building up to

small team games





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Music: light

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-keep possession with some success;

- explain why it is important to warm up and cool down;

-say when a player has moved to help others;

-apply this knowledge to their own play

Hockey: controlling the ball, dribbling skills, building up to

small team games

Gymnastics: travelling and balance, using equipment safely

Travelling with a change of direction

Introduce teddy bear roll and improve existing rolls

Recap over rolls

Link moves together

Introduce balances

Link moves together into a small sequence

Link move together on large apparatus and perform a small

sequence following a set criteria

Autumn 2

French

Reading

• appreciate stories, songs, poems and rhymes in the

language

Speaking

• engage in conversations; ask and answer questions;

express opinions and respond to those of others; seek

clarification and help

• develop accurate pronunciation and intonation so

that others understand when they are reading aloud or

using familiar words and phrases

There will be a focus on cultural understanding – learning


France.

Asking for and giving your name.

Comment t’appelles-tu? Je m’appelle…

Read French numbers 1-10

Make a French Christmas card with short written phrases

in French





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Geography –

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Computing: dark

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French – green*

RE: brown

P.E.: Red*

Music: light

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Autumn 2

Geography

Place Knowledge

Compare a region of the UK with a region in Europe, eg.

Link this to MfL learning French. Identify a different

location in France (possibly seaside / port area and

contrast life with Ludlow)

Link with French: Imagine you have met a friend from

France and you are going to be pen pals. Ask them where

they live and find the name on the map.

Autumn 2

Art and

Design/

D&T

Art and Design

• to create sketch books to record their observations


• to improve mastery of art and design techniques –

drawing and ICT (Comic Life and Kaboom)

Secret Super Heroes- ICT link.

Designing and making a super hero spoon puppet.

Creating a comic strip using Comic Life or Kerpoof.

Autumn 2

Computing

Computing – We are bug fixers (Rising Stars Unit 3.2)

Develop a number of strategies for finding errors in

programs.

• Build up resilience and strategies for problem solving.

• Increase their knowledge and understanding of Scratch.

• Recognise a number of common types of bug in software.

Finding and correcting bugs in programs.

Debug programs that accomplish specific goals.

• Use sequence, selection, and repetition in programs;

work with variables and various forms of input and

output.

• Use logical reasoning to explain how some simple

algorithms work and to detect and correct errors in

algorithms and programs.

Autumn 2

Music


week (Ukulele)



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Autumn 2

RE

RQ5: Where do I belong?

RQ4: How should I lead my life?

What is a leader?

What makes a good leader?

Are they a leader?

Who was Jesus?

Why did he tell stories?

What made him special?

Who is the leader in a Hindu faith?

Spring 1

Literacy

Literacy genre: Folk tales: stone age Recount: diaries

from the stone age

Life of a Stone Age Child

Stone Age boy

Spring 1

Science

Sc4/3.1a compare and group materials together,

according to whether they are solids, liquids or gases

Sc4/3.1b observe that some materials change state

when they are heated or cooled, and measure or research

the temperature at which this happens in degrees Celsius

(°C)

Sc4/3.1c identify the part played by evaporation and

condensation in the water cycle and associate the rate of

evaporation with temperature.

States of Matter (Solid, Liquid, Gas)

Act out being a solid, liquid or gas

What happens when you melt chocolate?

Who can kept their snowman/ ice from melting the

longest?

The water cycle



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Geography –

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Computing: dark

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French – green*

RE: brown

P.E.: Red*

Music: light

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Spring 1

History

Understand historical concepts such as continuity and

change, cause and consequence, similarity, difference and

significance,

- use them to make connections, draw contrasts, analyse

trends, ask historically valid questions

- create their own structured accounts, including written

narratives and analyses

Types of settlements in Early Britain linked to History.

Why did early people choose to settle there?

Changes in Britain from the Stone Age to the Iron Age

Discovery centre visit: mammoth bones, where the stone

age and iron age sit in history, stone age painting, stone

age hunting

Skara Brae: studying a stone age settlement

Spring 1

PE

Invasion games as above

Focus on Fitness – ‘Are you fit enough?’




Tag rugby: ball skills, catching and throwing, building up to

small team games

Dance: Stone age dance

Spring 1

French



France.

Writing

• describe people, places, things and actions orally and

in writing

Topics might include: school day

Numbers 0 - 11



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Geography –

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Computing: dark

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French – green*

RE: brown

P.E.: Red*

Music: light

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Spring 1

Art and

Design/

D&T

Art and Design



• to improve mastery of art and design techniques,

including drawing, painting and sculpture with a range of

materials [ pencil, charcoal, paint, clay]

The Stone Age – Looking at cave paintings drawings,

creating chalk drawings on black sugar paper, making

their own cave art (drawn under table) – drawings on

brown paper with charcoal. Designing and making

clay pots- studying art of Beaker People and making

own decorated pots.

Spring 1

Computing

We are communicators (Rising Stars Unit 3.5)

• Understand computer networks, including the

internet; how they can provide multiple services, such as

the world wide web; and the opportunities they offer for

communication and collaboration. •

• Select, use and combine a variety of software

(including internet services) on a range of digital devices

to design and create a range of programs, systems and

content that accomplish given goals, including collecting,

analysing, evaluating and presenting data and information. •

• Use technology safely, respectfully and responsibly;

recognise acceptable/unacceptable behaviour; identify a

range of ways to report concerns about content and

contact.

Communicating safely on the internet. •

• Develop a basic understanding of how email works. •

• Gain skills in using email. •

• Be aware of broader issues surrounding email, including

‘netiquette’ and e-safety. •

• Work collaboratively with a remote partner.

Experience video conferencing.



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Geography –

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Computing: dark

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French – green*

RE: brown

P.E.: Red*

Music: light

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Spring 1

Music


week (Ukulele)

Spring 1

RE

Special places Where is special to me?

Special places for people in history (Stone age link)

Special places for people from different religious beliefs

Spring 2

Literacy

Literacy genre: Fairy Tales – Shrek (Alternative views),

Non chronological reports (wetlands)

Poems to perform (Easter Service)

Children to write their own Fairy Tale with a twist based

on a traditional fairy tale. Understand the features of

non-chronological reports and write their own based on our

visit to the Wetlands. Children write and perform their

own Easter Poem at the School Easter Service (Real life

purpose)

Spring 2

Science

Sc3/4.2a compare how things move on different

surfaces

Sc3/4.2b notice that some forces need contact between

2 objects, but magnetic forces can act at a distance

Sc3/4.2c observe how magnets attract or repel each

other and attract some materials and not others

Sc3/4.2d compare and group together a variety of

everyday materials on the basis of whether they are

attracted to a magnet, and identify some magnetic

materials

Forces and Magnets (Friction/magnets)

Know a force is a push or pull

Using Newton meters to measure forces

Why do we need friction?

Which shoes have the best grip?

When is it useful not to have friction?

How do magnets attract and repel?

Role of magnets in everyday life

Which materials are magnetic? Are all metals

magnetic?



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Sc3/4.2e describe magnets as having 2 poles

Sc3/4.2f predict whether 2 magnets will attract or

repel each other, depending on which poles are facing.

Which magnet is the strongest?

Spring 2

PE

Invasion games as above

Gymnastics

Fitness




Tag rugby: ball skills, catching and throwing, building up to

small team games

Gymnastics

Spring 2

French



France.

Writing

• describe people, places, things and actions orally and

in writing

Topics might include: Easter

Numbers 0 - 11



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Geography –

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Computing: dark

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French – green*

RE: brown

P.E.: Red*

Music: light

green

Spring 2

History

understand historical concepts such as continuity

and change, cause and consequence, similarity, difference

and significance,

- use them to make connections, draw contrasts, analyse

trends, ask historically valid questions

- create their own structured accounts, including written

narratives and analyses

Types of settlements in Early Britain linked to History.

Why did early people choose to settle there?

Castles (link with Shrek topic)

Visit to Ludlow Castle: report on their visit

Write a brochure to attract visitors to the castle

Why was Ludlow Castle built on that site?

How has it changed over the years?

Spring 2

Geography

Human and Physical geography

Threats to Wetland environments and the impact of these

on animals, humans and habitats (links with Shrek topic)

Castles

Using a photo from Whitcliff view point, look at the

features of Ludlow Town, especially the castle, Whitcliff,

steep hill etc

Wetlands –

Where is the UK on a world map?

Where is England?

Look at some of the names of rivers in the UK.

Compare animals which live in wetlands to animals which

like in dry areas.

Visit to Slimbridge Centre: looking at wildlife which live in

Wetlands and threats to wetland environments



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Geography –

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Computing: dark

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French – green*

RE: brown

P.E.: Red*

Music: light

green

Spring 2

Computing

We are network engineers – (Rising Stars Unit 3.5)


internet; how they can provide multiple services. •

• Use technology safely, respectfully and responsibly;

recognise acceptable/unacceptable behaviour; identify a

range of ways to report concerns about content and

contact.

We are network engineers – Exploring computer networks,

incuding the internet

• Understand the physical hardware connections

necessary for computer networks to work. •

• Understand some features of internet protocols. •

Understand some diagnostic tools for investigating

network connections. •

• Develop a basic understanding of how domain names

are converted to IP addresses.

Spring 2

Design and

Technology

Cookery focus Designing, making and evaluating cup cakes (links to Shrek

topic)

Spring 2

Music


week (Ukulele)

Spring 2

RE

Friendship What does friendship mean?

Who were Jesus’s friends?

Stories of the disciples

How can a message be communicated in a positive way?

What are the ten commandments?



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RE: brown

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Music: light

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Summer 1

Literacy

Persuasive writing: leaflets advertising LJS for new pupils

and Play scripts both links with new parents evening and

interviews/ producing a film for the new parents (drama)

Novel as a theme (Familiar Settings) Snow Lambs

Children look at a range of ways to persuade. They are

given a real life purpose to write and perform a play script

for the year 2 transition evening. They also use Publisher

to create their own persuasive leaflet on LJS for the

prospective parents of the year 2 children (Real life

purposes)

Children begin to use their 5 senses to describe character

and setting which will allow the children to write their own

story in a familiar setting.

Summer 1

Science

Sc3/2.1a identify and describe the functions of

different parts of flowering plants: roots, stem/trunk,

leaves and flowers

Sc3/2.1b explore the requirements of plants for life and

growth (air, light, water, nutrients from soil, and room to

grow) and how they vary from plant to plant

Sc3/2.1c investigate the way in which water is

transported within plants

Plants (requirements for Growth, function of parts & Life

Cycle)

What do plants need to survive?

What happens to a seed if it doesn’t have: light,

water, light and water

Looking at how water travels through plants (celery

and food colouring)

Planting our own seeds

Seed sort: what will the seed turn into? (prediction)

Drama work: be a bee and help with polinisation

Seed dispersal



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Computing: dark

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RE: brown

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Music: light

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Sc3/2.1d explore the part that flowers play in the life

cycle of flowering plants, including pollination, seed

formation and seed dispersal.

Summer 1

P.E

Athletics: Run

Throw

Jump

- I can run at different speeds

- I can jump from a standing position

- I can throw an object with one hand

- I can recognise changes in the body during exercise

- I can change speed & direction whilst running

- I can jump accurately from a standing position

- I can throw a variety of objects with one hand

- I can recognise a change in temperature & heart

rate during exercise

Strike/Field:

Net/wall: Tennis

Rotation of activities and children in mixed year groups.

Preparation for sports day

Track and field events

Changes in your body before, during and after exercise

Tennis: ball skills, throwing and catching, hitting the ball,

controlled hits, building up to small rallies

Summer 1

French



France.

Topics might include: foods or places in town.

Asking for and giving your age.

Quel âge as-tu? + J’ai …..ans



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Geography –

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Computing: dark

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RE: brown

P.E.: Red*

Music: light

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Summer 1

Geography

Locational knowledge

Locate and name the countries making up the British Isles,

with their capital cities.

Locate and name the main counties and cities in/around

Shropshire / West Midlands

Geographical skills and fieldwork

Learn the eight points of a compass, 2 figure grid

reference (maths co-ordinates), some basic symbols and

key (including the use of a simplified Ordnance Survey

maps) to build their knowledge of the United Kingdom and

the wider world

Link to Farm to Fork topic and look at land-use patterns

linked to farming in our local area

Where is the UK on a world map?

Where is England?

Look at land use of Shropshire compared to a city nearby

(Birmingham)

Numeracy link (Coordinates): north, east, south, west,

starting with letter/number coordinates and building up to

2 figure references.

Map work linked to Farm visit study: co-ordinates

Summer 1

Art and

Design

Art and Design




including drawing and stencilling

• to learn about great designers in history.

Designers in Nature- the work of Laura Ashley and

stencilling own repeated design

Flower designs: sketching from real life

Flower patterns



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Geography –

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Computing: dark

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RE: brown

P.E.: Red*

Music: light

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Summer 1 We are presenters: Videoing performance (Rising Stars

Unit 3.3)

Select, use and combine a variety of software (including

internet services) on a range of digital devices to design

and create a range of programs, systems and content that

accomplish given goals, including collecting, analysing,

evaluating and presenting data and information.

• Work with various forms of input and output.

• Use technology safely, respectfully and responsibly

•

Videoing Performances

Gain skills in shooting live video, such as framing shots,

holding the camera steady, and reviewing.

• Edit video, including adding narration and editing clips by

setting in/out points.

• Understand the qualities of effective video, such as the

importance of narrative, consistency, perspective and

some length

Summer 1

Music


week (Ukulele)

Summer 1

RE

Food and festivals How do Christians celebrate Harvest?

Harvests around the world

Consideration of people in the UK and abroad who are

without food.

How do Jews celebrate thanksgiving (Succah)?

Summer 2

Literacy

Literacy genre: novel as a theme (Fantastic Mr Fox),

Report writing (Wolves)

To read Fantastic Mr Fox. Focus on using our 5 senses

to describe character and setting which will allow the

children to write their own story in a familiar setting.

Children learn about Wolves through reading fiction

and non-fiction texts. They produce their own non-

fiction guide to Wolves.



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blue*

Geography –

purple*

Computing: dark

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French – green*

RE: brown

P.E.: Red*

Music: light

green

Summer 2

Science

Sc3/2.1a identify and describe the functions of

different parts of flowering plants: roots, stem/trunk,

leaves and flowers

Sc3/2.1b explore the requirements of plants for life and

growth (air, light, water, nutrients from soil, and room to

grow) and how they vary from plant to plant

Sc3/2.1c investigate the way in which water is

transported within plants

Sc3/2.1d explore the part that flowers play in the life

cycle of flowering plants, including pollination, seed

formation and seed dispersal.

Plants (requirements for Growth, function of parts & Life

Cycle) (see above)

Summer 2

Geography

Human geography including economic activity including

trade links and the distribution of natural resources

including food (link to food miles as part of Farm to Fork

topic).

Geography skills and field work

Use fieldwork to observe and record the human and

physical features in the local area using a range of

methods, including sketch maps, plans and graphs, and

digital technologies.

Viewpoint: look at the local area and record the human and

physical features from a fieldsketch



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Geography –

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Computing: dark

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French – green*

RE: brown

P.E.: Red*

Music: light

green

Summer 2

PE

Athletics: Run

Throw

Jump

Strike/Field:

Net/wall: Tennis

Rotation of activities and children in mixed year groups.

See above

Summer 2

French

There will be a focus on cultural understanding –

learning about similarities and differences between

England and France.

Topics might include: foods or places in town.

Asking for and giving your age.

Quel âge as-tu? + J’ai …..ans

Summer 2

Art and

Design

Art and Design




including drawing, painting and sculpture with a range of

materials [paper]

• to learn about great artists in history.

Designers in Nature- Making large paper flowers made

by observing photos of real flowers/petals and the art

of Georgia O’ Keefe



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Geography –

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Computing: dark

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French – green*

RE: brown

P.E.: Red*

Music: light

green

Summer 2

Computing

We are opinion pollsters (Rising Stars Unit 3.6)

• Select, use and combine a variety of software

(including internet services) on a range of digital devices

to design and create a range of programs, systems and

content that accomplish given goals, including collecting,

analysing, evaluating and presenting data and information. •


internet; how they can provide multiple services, such as

the world wide web; and the opportunities they offer for

communication and collaboration

Collecting and analysing data. •

• Understand some elements of survey design. •

• Understand some ethical and legal aspects of online

data collection. •

• Use the web to facilitate data collection. •

• Gain skills in using charts to analyse data.

• • Gain skills in interpreting results.

Summer 2

RE

RQ6: why should we respect and value the planet? What does religion teach us about the specialness of the

world?

What is our responsibility to care for the world?

Summer 2

Music


week (Ukulele)

Performance to parents

ludlow junior school: an overview of national curriculum ... website ye… · national curriculum...

Documents