st matthias primary school€¦ · explore real life fruit and vegetables ... patterns using two...

St Matthias Primary School

Arts Curriculum: Year 1 - Year 6

September 2014

YEAR 1 Drawing & Painting Fruit and vegetables

Explore and develop ideas Starting points, trips

Skills Create Develop and improve Evaluate (develop criteria to assess)

Vocabulary 2D,drawing, painting, lines: thin bold, wavy, shape, colour mixing, blending, shading, observing, arranging Artists Guiseppe Arcimboldo – The vegetable man Van Gogh – Fruit bowl paintings Robert Spear Dunning – Still life of fruit

Explore real life fruit and vegetables Describe and discuss what they see – whole and sliced How do artists portray still life? Why might still life be made? Similarities and differences between different still life? How might pupils portray/arrange their fruit and vegetables?

Observing: real fruit and vegetables, books – very hungry caterpillar illustrations, artists still life representations. Drawing: use pencil, charcoal, chalk, pastels; use line and marks for texture and pattern. Painting: mixing block and poster paints to match tones; mixing with two colours – adding black and white for lighter/darker tones; control the consistency of paint; Compose: shape and position features; layer colour.

Work on different scales, with different media and types of papers. Communicate ideas about celebrating the harvest using a variety of media and finally, paint. Think about how they want to portray the fruit and vegetables Create still life – think about framing and presentation.

Look at proportions, shape, skin colour, interior colour. Comment on differences in others’ work. Continue to magnifying glasses. Refer to own sketches and drawings. Refer back to work of other artists. Check and improve colour matching. Problem solving: what to do when things don’t go to plan. Develop presentation.

Use descriptive vocabulary to talk about their work and the work of other children and artists. What went well and what did they find difficult in the process. Display work and compare and contrast with others. Anything they particularly like in their work and anything they would change or improve.

YEAR 1 Printing Fruit and vegetables



Vocabulary: repeating , rolling, pressing, stamping, rubbing, holding still, printing,. foam board texture: rough bumpy, smooth, even Artists Guiseppe Arcimboldo – The vegetable man Van Gogh – Fruit bowl paintings Robert Spear Dunning – Still life of fruit

What is a pattern?

Looking at the local area to point out fruit and vegetables in markets

Use cameras to record exterior and interior

Explore multiple images with ICT

Unit printing with sliced fruit and vegetables -repeating patterns using two colours.

Observational drawing, concentration on detail.

If time permits: Using drawing on foam board to make a printing block. How to emboss the image strongly for a good print

Organisational skills for printing.

Building up a composite work based on fruit and vegetables

Building a repeated pattern from sliced fruit (the interior). If time permits: Using their observational drawing to create a design for a repeated foam board print to cover an entire sheet of paper.

Learning to organise your workspace and materials and to share resources with other children. Using 2 colours to alternate colours working in pairs to make another print. Problem solving: what to do when things don’t go to plan.

Explain how you made a pattern. Using new vocabulary

Discussing the best way to co-operate with a partner.

How could you make a better print next time eg. Drawing to the edges of the printing block, keeping clean, inking up the printing block evenly, pressing more evenly. What went well? What would you do differently next time?

YEAR 1 Sculpture Robot toys


Skills and processes Create Develop and improve Evaluate (develop criteria to assess)

Vocabulary natural, man-made, smooth, rough, shiny, dull flexible, stiff.

What does 3D mean. How can we shape and change materials by joining, shaping, bending, creasing and manipulating. Looking at other artists, story illustrations Why choose one material over another. Temporary / long lasting /stiff/floppy Appropriateness for task. How can we make things 3D.

Observe, draw, paint, sculpt object from real life and imagination. Investigate materials and processes such as Folding, scrunching, tearing, cutting joining, modelling, layering and constructing. Learn how to control the materials. Know which glues, tapes, pins etc work best for the task.

Building 3D models of a robot -plasticene/pipe cleaners robot -card & split pins robot- junk model robot Try some materials that can be modelled by manipulative skills by hand and some that need joining using e.g. split pins, folding tabs, slots or adhesives, or shaping with tools such as scissors, hole punch. Co-operate with other children to use resources.

Learn to look at the sculpture from all angles. Does it work when seen from another view - point. What is interesting about the materials chosen, qualities shape. Can you improve anything? How to organise materials and to edit them. Try out ideas, discard ideas that don’t work, refine ideas. Problem solving: what to do when things don’t go to plan.

Name the methods and processes used. Use key words to describe what you have done, and how you could refine it. Explain choices. Evaluate own and others work. What worked well? What would you do better next time?

YEAR 1 Sculpture Creating an island

Explore and develop ideas

Skills to be covered Create Develop and improve Evaluate (develop criteria to assess)

Vocabulary 3D Form, shape, bulk, volume, cube cylinder, column, model scale, joins, tab, transform

Learning to work more independently to make individual decisions, changes or refinements, and problem solving. Changing materials. Identifying important information to include in the model, shapes and fine details, Trying out different materials and textures.

Joining and shaping materials, using a range of techniques eg. Folding and sticking, split pins, simple tabs. Making robust joins between objects, then cover in papier mache or modroc. Thinking about shape and where you might want to bulk an area out. Creating distinct, strong shapes. Adding detail with paint, exploring how to block in a large area and how to use the tip of the brush for fine detail. Which brush for the job.

Build a model island, using papier mache or modroc. Try working on different scales, or changing the scale of the subject [a huge mouse, small elephant)

Making changes, discarding ideas, persevering with problems. Organising a work area, keeping resources dry until they are needed, taking care not to get the sculpture too wet with glue or water. Comment on the differences between others work. Looking especially at how problems have been solved, are they temporary or long lasting. Look at images of other artists work.

Use descriptive vocabulary to describe their work. What was difficult, what went well? Display work to see the range of individual approaches and styles and talk about it. What could be improved, changed or developed? Any other materials that could be used?

YEAR 2 Drawing and painting Portraits and Self portraits

Explore and develop ideas Starting points-trips


Vocabulary foreground, background, scale, obscured or hidden, tone, atmosphere, composition, texture, scoring, Artists Frans Hal – The laughing Cavalier Leonardo da Vinci – The Mona Lisa Picasso Van Gogh Lucien Freud

Explore a range of selected portraits and self portraits. Describe and discuss what they can see – similarities and differences between portraits, what can you tell about the person? Experiment with a range of paints and discuss their different qualities. Discuss different situations where qualities might be useful eg texture for rough hair. Explore different tools to make texture, eg rolling, ragging, sponging, rolling up and printing textures, [wallpapers, corrugated card] Chosing the right size of brush for the job.

Observation skills, looking at real people and portraits. Look for different qualities, shape, colour, what can be seen and what is obscured, how things connect, tactile qualities. Colour mixing, secondary colours and mixing paint to match specific colours, skin, hair and eye tones. How to lighten and darken a tone. Resist techniques. Introduce tone with monochrome materials.

Work on different scales with different media (including digital media) and types of papers. Communicate ideas about themselves or others in a portrait or self portrait using a variety of media and finally, paint. A range of paintings focusing on different aspects Develop a painting over a number of weeks, [base painting, adding fine detail later.]

Refer to images and compare to work made directly from life. Comment on the differences between others work. Look at images of other artists work. Try to work on different scales, and to make changes to work. Try to sustain a piece of work over two or three sessions.

Use descriptive vocabulary to describe their work. What was difficult, what went well. Display work to see the range of individual approaches and styles and talk about it. What could be improved, changed or developed.

YEAR 2 Printing Plants



Vocabulary consistent, multiple, rolling evenly, team work, organisation, pressing evenly, Artists Georgia O’Keeffe Van Gogh Claude Monet

Visit Soanes Centre to collect plants – flowers and leaves etc as main source material for collographs Using photos and drawings from observation as additional source material for foam board printing

Using different materials to create printed images. Learning to print clearly using rollers, ink and blocks with increasing accuracy Organising workspace well, keeping clean and inky areas separate. Working cooperatively with a partner, sharing materials. Making different kinds of prints, using foam board, collographs Learning to hold paper still for making rubbings from textured materials.

Individual prints, arranged on larger paper to make repeat images. Thinking how to use the images – oil pastel on top? Cutting away part of print? Incorporating into a painted background? Using rubbings in conjunction with drawings and prints to make larger images.

Try out different papers and different coloured inks. Make a number of prints from the same block and then use them in different ways. Be more consistent on rolling ink evenly and to the edges.

Use descriptive vocabulary to describe their work. What was difficult, what went well. Display work to see the range of individual approaches and styles and talk about it. What could be improved, changed or developed.

YEAR 2 Sculpture Fire of London: Houses



Vocabulary 3D Form, shape, clay, coil, coiling, slab, mould, kneading, kiln, glaze, modelling Artists Clay artists: Khaled Ben Slimane, Heo Jin Kyu, Yon Shik Bae, Erna Aaltonen

Exploring a range of houses during the Fire of London. Exploring paintings depicting the Fire of London Learning to work more independently to make individual decisions, changes or refinements, and problem solving. Identifying important shapes and fine details, to include in the model,

Kneading, cutting and blocking clay. Rolling slabs, joining techniques using ‘sausages’ of clay, scratching and slip. Modelling with clay, using tools Carving clay. Working leather hard clay. Drying and storing clay. Firing and painting clay.

3D clay sculpture of: an architectural structure, a building, a section of a building a frieze of buildings from the Fire of London

What clay methods worked well for each task? Is it stable, well joined and robust enough? Looking especially at how problems have been solved, are they temporary or long lasting. Comment on the differences between others work.

Use descriptive vocabulary to describe their work. What was difficult, what went well? Display work to see the range of individual approaches and styles and talk about it. What could be improved, changed or developed? Any other materials that could be used?

YEAR 3 Drawing and Painting Talking about God



Vocabulary composing images -background, foreground, composition, symbols, representation and expression, light and shadow, atmosphere, communication Artists http://www.religious-art.org/ http://www.natre.org.uk/spiritedarts/

Learning about different religions and their beliefs on God – how do they choose to represent God?

Explore famous religious artwork.

Explore their own ideas about God – who is God? What symbols could I use to represent my beliefs about God?

Showing our thoughts, feelings and opinions through art. Using symbols as representations. Designing and selecting suitable symbols for their artwork.

Layering images and combining media.

Colour mixing, browns, skin tones lightening and darkening colours using black and white.

Brush skills - fine line painting, drawing with a brush, painting flat smooth areas.

Using a range of paint - block paints, poster paints , water colour and acrylic paints.

Blend colours to create Islamic calligraphy Paintings showing relationships between themselves and God.

Incorporating blending techniques to build astmophere

Work which uses collaging of their own painted papers. Work which plays with composition by moving symbols around physically, before sticking down.

How can you make the symbol clearer by editing, augmenting, trying different media for different effects or moods?

What is interesting about the symbol you have chosen? Can you improve anything? Organising materials. Trying out ideas and discarding the ones you least like. Problem solving: what to do when things don’t go to plan.

Explain your choices. Evaluate your own and others work. What worked well? What would you do better next time?

YEAR 3 Printing Jolly Roger flags


Skills

Create

Develop and improve

Evaluate (develop criteria to assess)

Vocabulary: roller, printing block, printing ink, even pressure, foam board, plastizote, collograph, screen print stencil, motif organisation: work station

Explore historical jolly rogers – different images/symbols used. What did these images/symbols represent?

Pupils to decide what images to use on their Jolly Roger

Drawing elements of their Jolly Roger.

Printing with foam board, rolling inks to the edges of each block, placement on paper, correct pressure to transfer the image.

Using plastizote blocks for printing, sticking them onto backing boards to make printing block.

Selecting colours and shapes to evoke an emotion (of fear/power as pirates) Organising work space to keep print clear and clean.

Designing a symbol for their Jolly Roger as a starting point. Create the print using foam boards and plastizote blocks for printing on fabric. Selecting their chosen print technique – collograph, plastizote foam board or screen prints to print on fabric. Create the flag itself by sewing fabric together.

Adding and subtracting from foam board blocks to over print in a second colour.

Trying out printing onto different papers and fabrics.

Referring back to researched and drawn patterns.

Problem solving: what to do when things don’t go to plan.

How are the most interesting patterns created?

Which colours work well?

Which surfaces are best for printing on?

What organisation works best?

Selecting, editing and making choices. Learning to talk about their work:

What went well?

What would you do differently next time?

YEAR 3 Sculpture Roman Clay pots Roman Mosaics

Explore and develop ideas Starting points , trips


Vocabulary 3D Form, shape, clay, coil, coiling, slab, mould, impress, emboss, relief, kneading, kiln, glaze, modelling

Clay artists:

Khaled Ben Slimane, Heo Jin Kyu, Yon Shik Bae, Erna Aaltonen

Explore a range of clay pots and mosaics

Select patterns and designs to use on their own pots and mosaic.

Look at relief sculpture Consider where to emboss, impress and relief on their own

Kneading, cutting and blocking clay.

Rolling slabs, joining techniques using ‘sausages’ of clay, scratching and slip

Modelling with clay, using tools

Carving, impressing and embossing clay. Adding relief. Working leather hard clay.

Drying and storing clay. Firing and painting clay.

Making a sculpture structurally robust to stand up independently.

Create clay pot by modelling clay.

Trying out different materials for embossing. Adding design to the clay pot with embossing, impressing and relief. Create a mosaic design. Consider where to place small mosaic pieces to create a whole design.

Improving the finish of the work.

Can it stand independently ? How can the stability be improved ?

Deciding what would add to the pot to make it look more authentic, but not cluttered. What is important, what can be left out?

Devolping what materials could be used for finishing off the pot, eg. Impressing, embossing and relief


Explain you choices.

Evaluate your own and others choices.

What worked well?

What would you do better next time?

YEAR 4 Drawing and Painting Krindlekrax



Vocabulary:

in front, behind, anatomy, joint, proportion, scale, and profile, texture, tone, Book: Krindlekrax

Lots of quick drawings of parts of the character. Exploring illustrations and using them to inform drawing.

Explore different viewpoints of the same pose.

Investigate a wide range of drawing materials, different sized papers and different drawing tools. Looking at colour and texture, etc and how it transforms a figure.

Learning to draw the reality of what you see.

Using tone, light and shade to make things appear 3D. Learning to pay attention to proportion. Drawing fast and slow, Drawing with precision and care and drawing freely to capture movement and rhythm. Using collage to draw and depict bulk and shape. Using a brush to draw, add detail but also to block in large area.

Paintings and posters of the monster. Select collage techniques to depict bulk and shape. A background for the monster using a variety of painting techniques – resist, collage, motif, marbling

Making choices about the tool or medium for the job, when to pick a large brush, when a small. How to manage the consistency of paint.

Improve compositional decisions, how to make an image more interesting or dynamic. What details can add key information about the role or personality of the character painted. Problem solving: what to do when things don’t go to plan.


YEAR 4 Printing Five pillars of Islam

Explore and develop ideas Starting points/ trips


Vocabulary

roller, printing block, printing ink, even pressure, stencil, bridges, accuracy, organisation resist techniques. limited colour range

Exploring the five pillars of Islam.

Explore what symbols to use to represent each pillar. Selecting symbols that will be suitable for printing.

Experimenting with colour choices and working with limited colour.

Developing printing skills to achieve clear and clean prints.

Designing the whole surface of the printing block.

How to control a craft knife safely and use cutting mats.

How to simplify a design and select important detail.

Learning to use paper stencil, how to line up two prints to overprint.

Work using foam board prints of two colours. Using stencils for printing. Printing on banners. Cutting a simple block stencil by folding and cutting with scissors and then by using craft knives. Produce work collaboratively.

Organising the printing work area. Develop ways to keep a separation between the inking up area and the clean printing surfaces. How can a team of people work together.



YEAR 4 Sculpture Viking boats



Vocabulary: proportion, scale, visible, suggested, obscured, supports, flats, hinged, moving parts.

Explore images of Viking ships. What shape and size are Viking ships? Similarities and differences between images. Observational drawing, from image of Viking boats. Re- visiting skills from drawing. Bringing together skills from across their art experiences.

Using 2d materials to construct 3d objects. Using folding and scoring to shape materials. Using slots and tabs, and cutting appertures. How do you make things stand up? Deciding which adhesive fits the job. Which joining technique necessary. Deciding on how to structure a visual scene. Incorporating varied techniques ,drawing ,painting collage and printmaking.

Building 3D Viking ship collaboratively. Free standing sculpture from wire and papier- mache.

Thinking about improving the finish of the work. Is it clear and understandable, are attachments secure. Could you try different materials? Problem solving: what to do when things don’t go to plan.

Explain you choices. Evaluate your own and others choices. What worked well? What would you do better next time?

YEAR 5 Drawing and painting Seascapes



Vocabulary- composition proportion occlusion background acrylic paint Artisits http://www.theartwolf.com/10_seascapes.htm

Explore the still life paintings of other artists-representational and abstract

Arrange (groups of objects) thinking about colour, contrasts and composition. Develop a viewpoint, explain choices, make personal decisions.

Explore the effects of different lighting on the compositions.

Explore different backgrounds and settings for the composition –what works best and why? Think about their style: abstract, representational , cubist, etc? Compare other artists.

Draw /paint with correct proportions and occlusion. Develop the paint techniques they learnt in year 4 for backgrounds within the artwork as a whole

Colour mix and apply acrylic paint responding to its fast drying quality and how you can layer and over-paint.

Develop appropriate brush strokes and techniques for larger flat areas of colour and more detailed foreground objects.

Use over-painting to emphasise contrasts, and qualities of shape and tone.

Sketches using a range of media: pencil, charcoal , chalk, pastel Small studies and larger scale work of the compositions. Develop their own style for the piece of work. Acrylic painting on board or canvas of their own composition and in their own style. Use tone, shading and light to represent objects as solid shapes or focus on colour shape and composition eliminating tone and detail.

Review choices and arrangements of objects. Make decisions and changes. Discuss if the emerging piece of work communicates the ideas they intended. Discuss and review colour choices.

Compare and contrast with the work of others. Did they achieve what they wanted? What went well? What was difficult and what did they do to overcome the difficulties. What would they do differently next time.

YEAR 5 Printing Exploring our beliefs



Vocabulary- stencils paper stencils light exposed stencils squeegee layout composition mixed media work stations Artists William Morris Islamic art @ the British Museum

Explore purpose for printing? Is it different to making a painting or drawing?

Investigate material to be printed; paper fabric, canvas. What difference will it make?

Understand the limitations of the process and what it is possible to print in school. Explore and consider the stages of the process and what organisation is necessary?

Understand the mechanics of how the paint resists the stencilled part of the screen Organise work stations, tools and materials to produce a clear and clean print. Develop the skills to print using two colours.

Collect visual information and ideas to use in print making. Sketches, drawings , cuttings , fabrics, wrappings

Experiment with stencilling and print making to find the technique that suits the purpose.

Create a piece of work using printing techniques.

Is the process going well? Is the organisation of the work space helping the process? Could it be improved?

Does the finished work fulfil the purpose? What went well? What was difficult and how did you manage the difficulties? How could you improve the work? What would you do differently next time? Compare and contrast to the work of others.

YEAR 5 Sculpture Gorsefield – building box frames



Vocabulary- architecture, scale relative size enlarge, reduce, equal, structure, surfaces, columns,

Photographs, film, drawings from buildings and urban and rural landscapes Imagined landscapes and buildings Explore the use of shape, form and space. Explore the work of sculptors and architects Rachel Whitread, Guggenheim Bilbao The Gerkin, The Shard, The Acropolis, wigwams, tepees, mosques, lighthouses, windmills

Digital photography, observational drawing. Cutting and measuring wood.. Joining techniques. Using tools e.g. saws safely and accuarately. How do you make things stand up? Deciding which adhesive fits the job. Which joining technique necessary. What material could I use to finish off the box frame to make it look like the building

Select as a team which building to create. 3D box frame of either a rural or urban building. Finish off the box frame to make it look more authentic, What is important, what can be left out?

Does the work communicate something about the building? Is it stable, well joined and robust enough? Problem solving: what to do when things don’t go to plan.

Explain choices. Evaluate own and others work. What worked well? What would you do better next time?

YEAR 6 Drawing, painting and sculpture Holes: desert animals



Vocabulary: viewpoint perspective, tone, lightness, shade contrast colour, pattern , texture , form Book: Holes

Explore animals found in the desert Observational drawing of animals in the desert. Experimenting with composition and perspective to communicate size or power of the animal.

Observational drawing. Make choice of appropriate paint. Using perspective. How to develop their sketches and drawings into a composition. Use of different paints and media to meet the purpose and requirements of the project. How to use perspective to show size and distance

Painting or mixed media composition. Piece of art that communicates an idea or message, dialectical thought Drawings, paintings and sculptures of desert animals.

Does it communicate size or power of the animal? How could the image be more dramatic? Is there a sense of perspective? Where the object could be placed most effectively for composition?

Explain choices. Evaluate own and others work. Relate choices of method and materials to the purpose of the work. What worked well? What would you do better next time?

YEAR 6 Mixed media Graduation book



Vocabulary- A combination of all that they have learnt during KS1 and KS2

Explore ideas of costume design, clothes, scenery, backdrops, props. Revise range of printing methods and their effects. Explore ideas of celebration and transitions.

Observational drawing Apply knowledge of materials and printing processes: screen printing block printing reduction printing stencilling fabric printing Make studies and prototypes of their ideas Co-operate with other pupils to create a joint visual work. Combine with appliqué, sewing etc.

Printed works related to the children’s transition from primary school: back drops, flats clothes props programmes keepsakes

Try out techniques on different materials and choose the material and process that best match the desired outcome. Adapt art work and performance to what is realistic to achieve. Work together to share ideas and incorporate improvements in final work. Problem solving: what to do when things don’t go to plan.


YEAR 6 Drawing and painting WW2 posters



Vocabulary- Persuasion, perspective, composition, tone, lightness, colour, pattern, National archives “How did Britain encourage people at home to win the war?”

Explore ideas of how Britain encouraged people at home to win the war. Revise range of drawing and painting methods and their effects. Explore ideas of persuasion.

Observational drawing Apply knowledge of painting techniques, Co-operate with other pupils to create a joint visual work.

A persuasive poster related to encouraging people at home to win the war.

How can I make my artwork more persuasive by adapting colour, size and composition? Work together to share ideas and incorporate improvements in final work. Problem solving: what to do when things don’t go to plan.


CPD working alongside Bow Arts professionals

Autumn Term Spring Term Summer Term

Year 1

Sculpture/3D: Where the wild things are- Island making (including papier mache and modroc)

Year 2

Drawing and painting: Portraits and self portraits (including a range of paints)

Year 3

Printing: Flag making (including screen printing)

Year 4

Sculpture/3D: Viking boat scene (including joining techniques and a range of materials)

Drawing and painting: Krindlekrax (including a range of paint techniques)

Year 5

Sculpture/3D: Box framing (mentoring from BGA or Raines students – not Bow Arts)

Drawing and painting: Seascapes (including a range of paint techniques)

Year 6

Drawing, painting and sculpting: Holes (including a range of materials and techniques)

Working with artists and art organisations

Year 1

Visit to Tate Modern Gallery (Matisse) Magic Lantern – monsters and demons, Magic Lantern – toys

Year 2

Visit to Whitechapel Gallery (Hannah Hoch – artist led workshop) Working with Bow Arts (Drawing and painting: collage) Magic Lantern - weather Magic Lantern – Great Fire of London

Year 3

Visit to Whitechapel Gallery (Nothing beautiful unless useful – artist led workshop) Glasgow Caledonian University partnership programme – creating an Egyptian ebook Magic Lantern – Romans Magic Lantern – Ancient Egyptians Magic Lantern - Pirates

Year 4

Working with Bow Arts (Sculpture: Krindlekrax monster) Magic Lantern – Romans Magic Lantern – Islamic Art

Year 5

Working with Bow Arts (Printing: Islamic and Victorian prints) Magic Lantern – Titanic/Seascapes Magic Lantern - Victorians

Year 6

Working with Bow Arts (Drawing, painting and sculpture: Holes, desert animals) Glasgow Caledonian University partnership programme – creating a leavers ebook Magic Lantern – World War II

Music

Continuous provision Specialised projects

Year 1 Singing (THAMES) City of London Sinfonia

Year 2 Singing (THAMES)

Year 3 African Drumming (THAMES) Pirate songs – Adey Grummet

Black history month songs – “Exodus” Year 4

African Drumming (THAMES) Vocal day – York Hall Black History month songs – “Exodus”

Year 5 Glockenspiels (THAMES) Vocal day – York Hall

“Borough Beats” – Hackney Empire Black History month songs – “Exodus”

Year 6 Glockenspiels (THAMES) Nativity – St Matthews Church

Black History month songs – “Exodus” Crowd out – singing performance

Drama

Dramatic Progress in Literacy

Year 1 Whatever Next!The Little Red Hen Rumplestiltskin Where the Wild Things are

Year 2 The Gigantic TurnipThe Great Fire of London Owl Babies British Woodlands Not Now Bernard Pea and the Princess How to Train a Dragon

Year 3 Princess SmartypantsFables and Trickster stories The Giving Tree The Egyptians Romans – Romulus and Remus Pirates

Year 4 Artic ExplorersBeowulf The Iron Man Zoos persuasive texts Leon and Bob: Stories with issues and dilemnas Krindlekrax

Year 5 The Piano: Poetic style

Titanic

Year 6 Harriet Tubman

Dance

Run by Amy Davies dance lead alongside class teachers

Year 1 Val Sabin Primary School Dance scheme of work Key Stage 1http://valsabinpublications.com/publications/dance/key-stage-1/

Year 2 Val Sabin Primary School Dance scheme of work Ks1http://valsabinpublications.com/publications/dance/key-stage-1/

Year 3 Val Sabin Primary School Dance Key Stage 2http://valsabinpublications.com/publications/dance/key-stage-2/




st matthias primary school€¦ · explore real life fruit and vegetables ... patterns using two...

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