Exceptional Education at the Heart of the Community

Curriculum Maps

At Oasis Academy Ryelands we believe that learning should be a journey of discovery and excitement at all stages. Therefore we aim to provide challenging and engaging learning experiences both in and out of the classroom. Each child will have their own path to walk, their own journey, and we want to ensure that our curriculum and everyday teaching reflects this, so that everyone can end the year feeling like they are confident in their achievements and progress. 

In order to see the value in what they are learning our pupils' experiences should be firmly rooted in their day-to-day life. We want the lessons our children learn to carry with them outside of our classrooms and build the foundations of a passion for learning. In order to help us do this we want our parents parents to be in the know about what their children are learning each week.

To do this we provide a breakdown of what is taught in class in each topic. These are called our Curriculum Maps - further expanded in our Subject Guides section of the website.  If your child comes home and says they did Art today, you can find out what the focus of Art is that term. If they can't describe what they were learning in Maths, you'll know what the topic is from the Guide. 

Yearly Curriculum Maps

Reception

Autumn 1

Week

Theme All About Me

Week 1

4th September

Transition Week/ Welcome to School

Week 2

9th September

All about me

Week 3

16th September

We are special

Week 4

23th September

Emotions

Week 5

30th September

Friendship

Week 6

7th October

Family

Week 7

14th October

Break up on the 18th October

Our amazing bodies

 

Autumn 2

Week

Theme Winter Celebrations

Week 1

28th October

Our heritage week

Week 2

4th November

Diwali (October 27th)

Week 3

11th November

Book trust – Title TBC

Week 4

18th November

Superhero week

(link to different traditional superheroes)

Week 5

25th November

Winter

Week 6

2nd December

Musical week

Week 7

9th December

Christmas

Week 8

16th September  

Break up on the 20th December

Christmas

 

Spring 1

Week

Theme Traditional Tales

Week 1

6th January

Science week

The Three little pigs

Week 2

13th January

Little red riding hood

Week 3

20th January

(Saturday 25th January

Chinese New Year)

Jack and the bean stalk

Week 4

27th January

Goldilocks and the three bears

Week 5

3rd February

The gingerbread man

Week 6

10th February

Break up 14th February.

Three billy goats gruff

 

Spring 2

Week

Theme Through the Window

Week 1

24th February

The seasons People who help us

Week 2

2nd March

At the farm (What The Ladybird Heard)

Week 3

9th March

In the Jungle (Are You My Mummy?)

Week 4

16th March

Dinosaur Planet

Week 5

23rd March

Outer space  

Week 6

30th March

Break up 3rd April

Easter

 

Summer 1

Week

Theme Journeys

Week 1

20th April

People who help us

999-Police, Ambulance, Fire department.

Week 2

27th April

Transport

Land- Sea- Air

Week 3

4th May

On the way home

(Jill Murphy themed book)

Week 4

11th May

Senses

Week 5

18th May

Break up on the 22nd May

Creative arts?? Date TBC

 

Summer 2

Week

Theme Summer sun  

Week 1

2nd June

Our interests  wk 1

Week 2

8th June

Our interests wk 2

Week 3

15th June

 Healthy Living week

Week 4

22nd June

Around the World- Holidays

Week 5

29th June

Safety

Week 6

6th July

Moving on up  

Week 7

13th July

Break up on 17th July

Transition

 

Year 1

 

Autumn

Spring

Summer

 

Autumn 1 –

Autumn 2 –

Spring 1 –

Spring 2 –

Summer 1 –

Summer 2 –

Focus:

OUR WORLD

 

STEM

 

HERITAGE

 

EXPLORATION

 

GROWTH

 

CULTURE

P4C:

Key principles of P4C will be taught throughout the year. Use of Stimulus, Private reflections, sharing and question creation, airing questions, voting for an enquiry question. Enquiry, reflection on process and last words.

 

Entry Points:

Trip/Visitor/Workshop

Trip to the local fire station

Space dome workshop

A trip to see the sights of London

Visit to the Country Park

Trip to the Horniman museum

Trip to Battersea Park Zoo

English

Supertato, Superworm, Super Daisy

Man on the Moon, The Dark

Naughty Bus, The Queen’s Hat, Charlie and Lola go to London

Wild, Croc and Bird

Where the Wild Things Are

One Day on Our Blue Planet: In the Savannah, Meerkat Mail

Maths

Numbers within 10

Addition and subtraction within 10

Shape and patterns

Numbers within 20

Addition and subtraction within 20

Time

Exploring calculation strategies within 20

Numbers to 50

Addition and subtraction within 20

Fractions

Measures: Length and Mass

Numbers 50 to 100 and beyond

Addition and subtraction beyond 20

Money

Multiplication and Division

Measures: Capacity and Volume

Topic

Superheroes

Moon Zoom!

Bright lights, big city

Enchanted Woodland

Paws, Claws and Whiskers

Safari

Science

The human body

Animals, including humans:

Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

 

Seasonal changes:

Observe changes across the 4 seasons.

 

Observe and describe weather associated with the seasons and how day length varies

 

Working scientifically:

Observing closely, using simple equipment.

Performing simple tests.

Using their observations and ideas to suggest answers to questions.

Gathering and recording data to help in answering questions.

Materials

Everyday materials:

Distinguish between an object and the material from which it is made.

 

Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock.

 

Describe the simple physical properties of a variety of everyday materials.

 

Compare and group together a variety of everyday materials on the basis of their simple physical properties.

 

Working scientifically:

Asking simple questions and recognising that they can be answered in different ways.

Observing closely, using simple equipment.

Performing simple tests.

Identifying and classifying.

Using their observations and ideas to suggest answers to questions.

Gathering and recording data to help in answering questions.

Materials

Everyday materials:

Compare and group together a variety of everyday materials on the basis of their simple physical properties.

 

Working scientifically:

Asking simple questions and recognising that they can be answered in different ways.

Observing closely, using simple equipment.

Performing simple tests.

Identifying and classifying.

Using their observations and ideas to suggest answers to questions.

Gathering and recording data to help in answering questions.

Trees and plants

Seasons

Plants:

Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees.

 

Identify and describe the basic structure of a variety of common flowering plants, including trees.

 

Seasonal changes:

Observe changes across the 4 seasons.

 

Observe and describe weather associated with the seasons and how day length varies

 

Working scientifically:

Asking simple questions and recognising that they can be answered in different ways.

Observing closely, using simple equipment.

Performing simple tests.

Identifying and classifying.

Using their observations and ideas to suggest answers to questions.

Gathering and recording data to help in answering questions.

Identifying different animals

 

Animals, including humans:

Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.

 

Identify and name a variety of common animals that are carnivores, herbivores and omnivores.

 

Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)

 

Working scientifically:

Asking simple questions and recognising that they can be answered in different ways.

Observing closely, using simple equipment.

Identifying and classifying.

Using their observations and ideas to suggest answers to questions.

Gathering and recording data to help in answering questions.

Animals and habitats

 

Animals, including humans:

Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.

 

Identify and name a variety of common animals that are carnivores, herbivores and omnivores.

 

Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)

 

Working scientifically:

Asking simple questions and recognising that they can be answered in different ways.

Observing closely, using simple equipment.

Identifying and classifying.

Using their observations and ideas to suggest answers to questions.

Gathering and recording data to help in answering questions.

History

Heroes/heroines from history

The lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life in different periods.

First man on the moon

Significant historical events, people and places in their own locality.

 

Events beyond living memory that are significant nationally or globally.

 

The lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life in different periods.

London then and now

 

Changes within living memory – where appropriate, these should be used to reveal aspects of change in national life.

Native America – Pocahontas

The lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life in different periods.

Charles Darwin

The lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life in different periods.

 

Geography

 

 

Our planet

 

Geographical skills and fieldwork:

 

Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features

 

 

The United Kingdom

 

Locational knowledge:

Name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas.

 

Geographical skills and fieldwork:

 

Use world maps, atlases and globes to identify the United Kingdom and its countries.

 

Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Seasonal weather and habitats

 

Human and physical geography:

Use basic geographical vocabulary to refer to key physical features (cliff, beach etc.) and key human features (town, city etc.).

Hot and cold climates

 

Human and physical geography:

Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.

Exploration of Africa

 

Place knowledge:

Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country.

PE

Fundamentals of movement / gymnastics

 

Master basic movements as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.

 

Perform dances using simple movement patterns.

 

Ball skills games / dance

 

Master basic movements as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.

 

Participate in team games, developing simple tactics for attacking and defending.

 

Perform dances using simple movement patterns.

Ball skills games / dance

 

Master basic movements as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.

 

Participate in team games, developing simple tactics for attacking and defending.

 

Perform dances using simple movement patterns.

Net and wall games / dance

 

Master basic movements as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.

 

Participate in team games, developing simple tactics for attacking and defending.

 

Perform dances using simple movement patterns.

Cricket

 

Master basic movements as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.

 

Participate in team games, developing simple tactics for attacking and defending.

 

 

Athletics / Cricket

 

Master basic movements as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.

 

Participate in team games, developing simple tactics for attacking and defending.

 

 

Art

 

 

Superhero art

 

Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.

 

Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

 

The solar system

 

Use a range of materials creatively to design and make products.

 

Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

 

Street art

Basquiat, Keith Harring and Banksy

 

Learn about the work of a range of different artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

 

Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

 

Landscapes

Monet, Renoir, Van Gogh

 

Learn about the work of a range of different artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

 

Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

 

Animal art

 

Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

 

African art

 

Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.

 

Use a range of materials creatively to design and make products.

 

Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

 

 

D&T

 

 

 

Superfoods and mask making

 

Design:

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

 

Make:

Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

 

Evaluate:

Explore and evaluate a range of existing products.

Design and make planet models

 

Design:

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

 

Make:

Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

 

Evaluate:

Explore and evaluate a range of existing products.

 

Use the basic principles of a healthy and varied diet to prepare dishes.

 

Understand where food comes from.

Design and build a skyscraper

 

Design:

Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.

 

Make:

Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.

 

Evaluate:

Evaluate their ideas and products against design criteria.

 

Technical knowledge:

Explore and use mechanisms.

Design and make a glow jar

 

Design:

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

 

Make:

Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

 

Evaluate:

Explore and evaluate a range of existing products.

Design and make animal habitats

 

Design:

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

 

Make:

Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

 

Evaluate:

Explore and evaluate a range of existing products.

Design and make African masks/drums

 

Design:

Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.

 

Make:

Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.

 

Evaluate:

Evaluate their ideas and products against design criteria.

 

Technical knowledge:

Explore and use mechanisms.

 

Use the basic principles of a healthy and varied diet to prepare dishes.

 

Understand where food comes from.

Music

 

 

As well as through songs to bring the curriculum alive, as well as the Christmas production, children will learn music through ‘Musical bumps’. This will include:

-          Rhythm and pitch notation

-          Use of singing signs (Sol Fa)

-          Extension of vocal range

-          Extension of pitch names

-          Opportunities to improvise and compose simple melodies and phrases

-          Play percussion instruments

RE

Challenge unit: Why are we thankful?

 

Understand what being thankful means.

 

Recognise the things that we should be thankful for.

 

Know how to show that we are grateful.

 

Understand that there are many different ways that people thank God.

 

Investigate that some religions believe that God created the world.

 

Understand why many people thank God during Harvest time.

 

Christianity: Lifestyle and Celebrations

 

Understand how Christian beliefs have an impact on the everyday lives of Christians.

 

Identify that Christians can worship in a church or anywhere.

 

Identify features of a church.

 

Name some celebrations that happen in a church i.e. weddings, baptisms etc.

 

 

Judaism: Lifestyle and celebrations

 

Understand that Jewish people worship in a synagogue but worship in their homes is important too.

 

Understand what Shabbat is and how it is celebrated.

 

Recount the Purim story.

 

Understand the ways in which Purim is celebrated.

 

Understand why Hanukkah is important to Jewish people and how it is celebrated.

Judaism: Authority and Worship

 

Understand what Jewish people believe about God.

 

Understand what it important about the early life of Moses.

 

Understand why Joseph is important to Jews.

 

Know that Jewish people go to a synagogue to worship.

 

 

Islam: Lifestyle and celebrations

 

Know the different festivals that Muslims celebrate like Ramadan and Eid-al-Fitr

Islam: Sacred and Inspirational Writings

 

Know the name of the special book for Muslims (Qu’ran) and how it is treated.

PSHE

We’re all stars!

 

Understand what a class charter is and write one for the class.

 

Find out about each other.

 

Understand how to solve problems.

 

Think about ways to look after each other.

 

Understand what makes a happy playtime.

 

Know how to make choices.

 

My Grandpa is Amazing by Nick Butterworth

 

Brave by Stacy McAnulty

 

 

Be friendly, be wise

 

Elmer by David McKee

 

Understand how to make friends.

 

Know that we can sometimes fall out with our friends.

 

Learn how to manage angry feelings.

 

Learn about bullying and how to prevent it,

 

Know about hazards at home.

 

Learn road safety.

Daring to be different

 

Counting on Community by Innosanto Nagara

 

Know our likes and dislikes.

 

Understand and recognise when someone is feeling proud.

 

Understand that everyone is special.

 

Recognise feelings of worry.

 

Know how to stay calm and relaxed.

 

Know how to stand up for yourself.

Living long, living strong

 

Understand basic hygiene.

 

Understand the concept of growing and changing.

 

Explore different types of families and who to go to for help.

 

Know how to look after our teeth.

 

Know how to set a personal goal.

 

Know how to stay healthy.

 

Tidy by Emily Gravett

 

Dear Greenpeace by Simon James

Joining in and joining up

 

Learn how to listen effectively.

 

Know how to express opinions.

 

Understand right and wrong and make choices.

 

Identify what living things need.

 

Develop a sense of responsibility.

 

Know that people look after animals for a job (animal welfare).

 

 

Dear diary

 

My World, Your World by Melanie Walsh

 

Know who to ask for help.

 

Recognise when we feel loved and cared for.

 

Understand being proud and angry feels like.

 

Understand that our thoughts, feelings and emotions are linked.

 

Know how to deal with worries.

 

Know how to support each other.

Mandarin

Mandarin

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

Engage in conversations; ask and answer questions

Appreciate stories, songs, poems and rhymes in the language

ICT

Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

 

Recognise common uses of information technology beyond school.

 

Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions.

 

Create and debug simple programs.

 

Use logical reasoning to predict the behaviour of simple programs.

 

Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

 

Create and debug simple programs.

 

Use logical reasoning to predict the behaviour of simple programs.

Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

 

Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

 

Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

 

Trips

Trip to the local fire station

Space dome visit

A trip to see the sights of London

Visit to the Country Park

Trip to the Horniman Museum

Trip to Battersea Park Zoo

 

 

Additional learning opportunities

 

- DT focus

- Dress up

- Cooking

- Place of worship visit

Superhero dress up day

 

 

Making space rock cakes

A traditional tea party

Make a green man

Animal dress up day

Cooking African food

 

Year 2

 

Autumn

Spring

Summer

 

Autumn 1 –

Autumn 2 –

Spring 1 –

Spring 2 –

Summer 1 –

Summer 2 –

Focus:

STEM

 

EXPLORATION

 

CULTURE

 

HERITAGE

 

GROWTH

 

OUR WORLD

P4C:

Key principles of P4C will be taught throughout the year. Use of Stimulus, Private reflections, sharing and question creation, airing questions, voting for an enquiry question. Enquiry, reflection on process and last words.

 

Entry Points:

Trip/Visitor/Workshop

Trip/workshop at an art gallery

 

Trip to the Golden Hinde

Carnival music workshop

Great Fire of London Workshop

Minibeast hunt in SNCP, minibeast workshop, Hindu temple visit

Trip to Brighton Beach

English

Beegu

Georges Marvellous Medicine

How to Catch a Star

The Way back Home

Food Poems

The Lonely Beast

The Pirates Next Door

The Troll

The Vanishing Rain Forest

The Great Kapole Tree

The Great Fire of London

The Dragon Machine

Traditional Tales

The Caterpillar Shoes

James and the Giant Peach

Jim and the Beanstalk

The Storm Whale

The Snail and the Whale

Seaside Poems

Maths

Numbers within 100

Add and subtract 2-digit numbers

Addition and subtraction word problems

 

Time

Fractions

Addition and subtraction (regrouping)

 

Measuring length

Graphs

Multiplication and division – 2,5,10

 

Money

Faces, shapes and patterns

Consolidation/TAF coverage

 

Consolidation

Numbers within 1000

 

Measure: capacity and volume

Measure: Mass

Multiplication and division by 3 and 4

 

Topic

Muck, Mess and Mixtures

Land Ahoy!

Rio de Janeiro

Towers, Tunnels and Turrets

Wriggle and Crawl

Beachcombers

Science

Uses of everyday materials:

Identify and compare the suitability of a variety of everyday materials.

 

Working scientifically:

Asking simple questions and recognising that they can be answered in different ways.

Observing closely, using simple equipment.

Performing simple tests.

Identifying and classifying.

Using their observations and ideas to suggest answers to questions.

Gathering and recording data to help in answering questions.

Animals including humans:

Find out about and describe the basic needs of animals including humans for survival.

Notice that animals, including humans, have offspring which grow into adults.

 

Working scientifically:

Asking simple questions and recognising that they can be answered in different ways.

Identifying and classifying.

Using their observations and ideas to suggest answers to questions.

 

Living things and their habitats:

Explore and compare the differences between things that are living, dead and things that have never been alive.

 

Working scientifically:

Asking simple questions and recognising that they can be answered in different ways.

Observing closely, using simple equipment.

Performing simple tests.

Identifying and classifying.

Using their observations and ideas to suggest answers to questions.

Gathering and recording data to help in answering questions.

Uses of everyday materials:

Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

 

Working scientifically:

Asking simple questions and recognising that they can be answered in different ways.

Observing closely, using simple equipment.

Performing simple tests.

Identifying and classifying.

Using their observations and ideas to suggest answers to questions.

 

Living things and their habitats:

Identify that most living things have habitats to which they are suited and describe how different habitats provide for the basic needs of different types of animals and plants and how they depend on each other.

Identify and name a variety of plants and animals in their habitats, including microhabitats.

 

Plants:

Observe and describe how seeds and bulbs grow into mature plants, find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

 

Working scientifically:

Asking simple questions and recognising that they can be answered in different ways.

Observing closely, using simple equipment.

Performing simple tests.

Identifying and classifying.

Using their observations and ideas to suggest answers to questions.

Gathering and recording data to help in answering questions.

Living things and their habitats:

Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

 

Animals including humans:

Describe the importance for humans of exercise, eating the right amounts of different types of food and hygiene.

 

Working scientifically:

Asking simple questions and recognising that they can be answered in different ways.

Performing simple tests.

Identifying and classifying.

Using their observations and ideas to suggest answers to questions.

Gathering and recording data to help in answering questions.

History

The lives of significant individuals in the past who have contributed to national and international achievements.

Events beyond living memory that are significant nationally or globally.

 

The lives of significant individuals in the past who have contributed to national and international achievements.

 

Events beyond living memory that are significant nationally or globally.

 

Changes within living memory.

Geography

Locational knowledge:

Name and locate the world’s seven continents.

 

Geographical skills and fieldwork:

Use world maps, atlases and globes to identify the countries, continents and oceans studied at this key stage.

Locational knowledge:

Name and locate the world’s 5 oceans.

 

Geographical skills and fieldwork:

Use world maps, atlases and globes to identify the countries, continents and oceans studied at this key stage.

 

Use simple compass directions and locational and directional language to describe the location of features and routes on a map.

 

Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key.

Place knowledge:

Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country.

Locational knowledge:

Name, locate and identify the characteristics of the four countries and capital cities of United Kingdom and its surrounding seas

Human and physical geography:

Identify the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.

 

Place knowledge:

Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country.

 

Human and physical geography:

Use basic geographical vocabulary to refer to key physical features (ocean, river, beach etc.) and key human features (harbour, city, town etc.)

PE

Football / Swimming

 

Master basic movements as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.

 

Participate in team games, developing simple tactics for attacking and defending.

 

Swimming:

Make steps to swim competently, confidently and proficiently over a distance of at least 25m

Use a range of strokes effectively

Basketball / Swimming

 

Master basic movements as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.

 

Participate in team games, developing simple tactics for attacking and defending.

 

Swimming:

Make steps to swim competently, confidently and proficiently over a distance of at least 25m

Use a range of strokes effectively

Dance/Gymnastics Swimming

 

Master basic movements as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.

 

Perform dances using simple movement patterns.

 

Swimming:

Make steps to swim competently, confidently and proficiently over a distance of at least 25m

Use a range of strokes effectively

Tennis / Swimming

 

Master basic movements as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.

 

Participate in team games, developing simple tactics for attacking and defending.

 

Swimming:

Make steps to swim competently, confidently and proficiently over a distance of at least 25m

Use a range of strokes effectively

Cricket / Swimming

 

Master basic movements as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.

 

Participate in team games, developing simple tactics for attacking and defending.

 

Swimming:

Make steps to swim competently, confidently and proficiently over a distance of at least 25m

Use a range of strokes effectively

 

Athletics / Swimming

 

Master basic movements as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.

 

Participate in team games, developing simple tactics for attacking and defending.

 

Swimming:

Make steps to swim competently, confidently and proficiently over a distance of at least 25m

Use a range of strokes effectively

 

Art

 

 

Learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practises and disciplines, and making links to their own work.

 

Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.

 

Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

Use a range of materials creatively to design and make products.

 

Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

Use a range of materials creatively to design and make products.

 

To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.

Learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practises and disciplines, and making links to their own work.

Use a range of materials creatively to design and make products.

 

Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

D&T

 

 

 

Design:

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

 

Make:

Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

 

Evaluate:

Explore and evaluate a range of existing products.

 

Cooking and nutrition:

Understand where food comes from.

 

 

Design:

Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.

 

Make:

Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.

 

Evaluate:

Evaluate their ideas and products against design criteria.

 

Technical knowledge:

Explore and use mechanisms.

Design:

Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.

 

Make:

Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.

 

Evaluate:

Evaluate their ideas and products against design criteria.

 

Nutrition and cooking:

Understand where food comes from.

Use the basic principles of a healthy and varied diet to prepare dishes.

 

Design:

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

 

Make:

Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

 

Select from and use a range of tools and equipment to perform practical tasks.

 

Evaluate:

Evaluate their ideas and products against design criteria.

 

Technical knowledge:

Build structures, exploring how they can be made stronger, stiffer and more stable.

 

Nutrition and cooking:

Understand where food comes from.

Use the basic principles of a healthy and varied diet to prepare dishes.

 

Design:

Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.

 

Make:

Select from and use a range of tools and equipment to perform practical tasks.

 

Evaluate:

Evaluate their ideas and products against design criteria.

 

Design:

Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.

 

Make:

Select from and use a range of tools and equipment to perform practical tasks.

 

Evaluate:

Evaluate their ideas and products against design criteria.

 

Nutrition and cooking:

Use the basic principles of a healthy and varied diet to prepare dishes.

 

Music

Play tuned and untuned instruments musically.

 

Use their voices expressively and creatively by singing songs and speaking chants and rhymes.

Play tuned and untuned instruments musically.

 

Use their voices expressively and creatively by singing songs and speaking chants and rhymes.

Play tuned and untuned instruments musically.

 

Listen with concentration and understanding to a range of high-quality live and recorded music.

 

Experiment with, create, select and combine sounds using the inter-related dimensions of music.

 

Use their voices expressively and creatively by singing songs and speaking chants and rhymes.

Play tuned and untuned instruments musically.

 

Use their voices expressively and creatively by singing songs and speaking chants and rhymes.

Play tuned and untuned instruments musically.

 

Experiment with, create, select and combine sounds using the inter-related dimensions of music.

 

Use their voices expressively and creatively by singing songs and speaking chants and rhymes.

Play tuned and untuned instruments musically.

 

Experiment with, create, select and combine sounds using the inter-related dimensions of music.

 

Use their voices expressively and creatively by singing songs and speaking chants and rhymes.

RE

Hinduism: Authority and Worship

 

Learn what Hindus believe about God.

Understand the core foundation of Hinduism.

Understand the key features of Krishna.

Identify where Hindus worship.

Understand the importance of prayer and worship for Hindus.

Christianity: Authority and Worship

 

Learn what Christians believe about God.

Learn about Jesus and the example that he sets for Christians.

Understand why prayer and worship is important to Christians.

Christianity: Sacred and Inspirational Writings

 

Learn about the Bible and some of its teachings, including the stories told by Jesus.

 

Islam: Authority and Worship

 

Learn what Muslims believe about God (Allah).

Understand the ways in which Muslims show that God (Allah) is important.

Learn about the ways Muslims learn from the Prophet Muhammad.

Identify where Muslims worship.

Hinduism: Sacred and Inspirational Writings

 

Name the Hindu holy book and learn about some of its teachings.

Learn about Hindu festivals like Raksha Bandhan.

What is special?

 

Understand that people have different beliefs, experiences and feelings.

Understand that special things must be handled with care and respect.

Understand that some people have special foods and food laws to follow.

PSHE

Who likes chocolate?

 

Know where food comes from.

Appreciate why we celebrate special events with different foods.

Know where chocolate comes from.

Understand fair trade principles.

Money Matters

 

Know why we have money and how to keep it safe.

Understand the meaning of affording something.

Understand the differences between wants and needs.

Understand the different meanings of being rich.

People Around Us

 

Identify people who are special to us.

Understand that there are lots of people around us who can help us and look after us.

Understand the dangers of talking to strangers.

Understand that everyone is unique.

Say No!

 

Recognise the uses of medicines.

Recognise that some household substances are dangerous.

Understand a range of real and imaginary hazards.

Growing Up (SRE)

 

Understand the concepts of male and female stereotypes.

Explore the differences between males and females.

Name and identify the body parts of different genders.

Appreciate how we are all unique.

 

Living long, living strong

 

Understand the principles of basic hygiene.

Explore different types of families.

Understand how to set a simple personal goal.

Mandarin

Mandarin

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

Engage in conversations; ask and answer questions

Appreciate stories, songs, poems and rhymes in the language

ICT

E-Safety

3BM

Instructions and recipes

Finding out about….Mary Seacole

 

Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions.

 

Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

 

Recognise common uses of information technology beyond school.

 

Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

3BM

Follow that footprint!

I can debug!

 

Create and debug simple programs.

 

Use logical reasoning to predict the behaviour of simple programs.

3BM

Do you get to school safely?

Say no to graffiti!

 

Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

 

Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

3BM

Musical accompaniment

 

Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

 

3BM

Minibeasties

 

Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

 

Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

 

3BM

Finding out about…us

 

Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

 

Trips

Trip/workshop at an art gallery

Trip to the Golden Hinde

Carnival music workshop

Great Fire of London Workshop

Minibeast hunt in SNCP, minibeast workshop

Trip to Brighton Beach

 

 

Additional learning opportunities

 

- DT focus

- Dress up

- Cooking

- Place of worship visit

Harvest festival at St Luke’s church

 

Artist dress up day

 

Making chocolate Rice Krispy cakes

Christmas concert at St Luke’s church

 

Pirate dress up day

 

Making pirate grog or sea biscuits

Rio carnival dress up day

 

 

Making bread

 

Dress up as a baker like Thomas Farriner

 

 

 Hindu temple visit

Making healthy fruit ice lollies

 

 

Year 3

 

 

 

Autumn 1

Tribal Tales

Autumn 2

Heroes & Villains

Spring 1

Mighty Metals

Spring 2

Rainforests

Summer 1

Predator

Summer 2

Scrumdiddlyumptious

Entry points:

Show Stoneage flint arrowheads – what are they?  Where did they come from?  What were they used for?  How were they made?

 

Watch video of The Iron Man by Ted Hughes

Transform the classroom into a rainforest.

Create animal masks

Watch Disney’s Jungle Book

Dinosaur bones found – act out an archaeological dig

Food tasting

Taste a range of crisps.  Can they correctly identify the flavour?

Taste different chocolate.  Dose the more expensive or Fair Trade taste better?

Blindfold tasting of fruit – can they describe the texture?

Books

Stone Age adventures Brother Trouble – Vivian French

Ug – Raymond Briggs

Stig of the dump – Clive King

 

The Iron Man – Ted Hughes

The Iron Woman

The Jungle Book – Rudyard Kipling

All about tigers – Phillip Simpson

Andy and the lion – James Daugherty

The Tiger who came to tea – Judith Kerr

Pickles to Pittsburgh – Judi Barrett

Thunder cake – Patricia Polacco

Opening Question

What was it like 5000 years ago?

 

You are an engineer and a scientist.  How can you become a maker of men?

In the depths of the rainforest something stirs…  What is it?

Take a walk on the wild side… will you become the predator or the prey? – p4C possibly?

How do we keep ourselves healthy?

English

Narrative – myths and legends – link to Aztec gods (3wks)

Narrative – dialogue and plays (3wks)

 

Non- fiction – Reports (4wks)

Non- fiction – Instructions (2wks)

Narrative – adventure and mystery; authors (4wks)

Narrative – letters (2wks)

Poems to perform (1wk)

Narrative: myths and legends (2wks)

Narrative: Dialogue and plays (2wks)

Calligrams (1wk)

Letters (1wk)

Narrative – 1st person recount (2wks)

Narrative - stories with familiar settings; authors (3wks)

Language play

Maths Mastery

 

 

 

 

 

 

Science

Rocks and Soils

- compare and group together different kinds of rocks on the basis of their appearance and simple physical properties.

 

Experiment

Classifying rocks using scratch, soluble ect.

- describe in simple terms how fossils are formed when things that have lived are trapped within rock.

-recognise that soils are made from rocks and organic matter

Experiment

Classifying soil based on its properties

Rocks and fossil workshop

Plants

Habitat – visit Country Park. – Outside learning.

Forces and magnets

- compare how things move on different surfaces.

- notice that some forces need contact between 2 objects, but magnetic forces can act at a distance.

- observe how magnets attract or repel each other and attract some materials and not others.

Experiment

Attract or repel?

- 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.

Experiment

Are all metals magnetic?

- describe magnets as having 2 poles.

- predict whether two magnets will attract or repel each other, depending on which poles are facing.

Plants

- identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves, and flowers.

- explore the requirements of plants for life and growth

- investigate the way in which water is transported within plants.

Experiment

Celery and food colouring

- explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

Experiment

What does a plant need to grow?

 

Plant a seed outside in the KS1 playground.

Light and shadows

- recognise that they need light in order to see things and that dark is the absence of light

- notice that light is reflected from surfaces

- recognise that light from the sun can be dangerous and that there are ways to protect their eyes

- recognise that shadows are formed when the light from a light source is blocked by an opaque object

Experiment

Do all materials let light through?

 

- find patterns in the way that the size of shadows change

Experiment

Measure shadows at different points of the day to investigate how it grows – outdoor learning.

Nutrition

- identify that animals, including humans, need the right types and amount of nutrition.

Experiment

How much sugar is in the food you enjoy?

-identify that humans and some other animals have skeletons and muscles for support, protection and movement.

Experiment

Test the effect of exercise on your heart rate.

Task: Children to do a mind map in books of what they can associate with each sense. Draw diagrams and label. Discuss and share ideas – outdoor learning.

Class discussion – which liquids are healthy/unhealthy?  - p4c

ICT

E-Safety

Research of prehistoric Britain

 

- Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

E-Safety

Turtle logo – algorithms and floor turtles

 

- use logical reasoning to explain how some simple algorithms work and detect and correct errors in algorithms and programs

E-Safety

Turtle logo – algorithms and floor turtles

 

- use logical reasoning to explain how some simple algorithms work and detect and correct errors in algorithms and programs

E-Safety

Research of rainforests

 

- Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

E-Safety

Research predators

 

- Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

E- Safety

 

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

RE

Judaism

- What is the Tenakh and what is the Torah?

- What is the importance of the Ten Commandments given

to Moses?

- Why is the festival of Rosh Hashanah important for Jewish

people?

- Why is Yom Kippur important for Jewish people and what

happens during this time?

Christianity

- What do the different descriptions of God tell us about

the Christian belief in God?

- How is Jesus important to Christians?

- Who is in authority in Christian communities?

What are their roles and responsibilities?

- What is the Holy book of the Christian people?

How is it used by them?

- How are the stories/parables that Jesus told to his

followers relevant to us today?

Christianity – lifestyle and celebrations.

- How do Christians use their homes to show they are

living the faith?

What is the significance for many Christians of the Ten

Commandments?

- In what ways is prayer important to Christians?

- What are some of the distinctive features and their functions within a local church?

- What is meant by the Church as a community of believers?

Sikhism – what do Sikhs believe, the life of Guru Nanak, inspirational writing.

 

- What do Sikhs believe about God?

- What are the significant times in the life of Guru

Nanak?

How did Guru Nanak spread his teachings?

- Where do Sikhs go to worship?

How do the practices in the Gurdwara symbolise equality?

Sikhism

- What is the inspirational writing that Sikhs follow?

What are the special ways the Sikh writings are treated?

- What is it that tells people what Sikhs believe?

- What are some of the practices used with the Guru Granth

Sahib?

- Why is Guru Gobind Singh important?

What does it mean to belong to the Khalsa?

- What happens at the festival of Vaisakhi/Baisakhi, how is it

celebrated?

What is the symbolism of the 5Ks which are worn by some

Sikhs?

What is the the significance of the turban which is worn by

some Sikhs?

- What is the importance of Bandi Chor (Prisoners Release

day) and Amritsar to the Sikh Community?

Judaism

- What do Jewish people believe about God?

- Why is Moses an important figure for Jews?

- Why is prayer and worship important to many Jews?

- What is the importance of the Tallit (prayer shawl) and

Capel (head covering)?

Croydon Synagogue

History

Prehistoric Britain

- changes in Britain from Stone Age to the Iron Age – possible P4C. (Would you rather)

Country Park Stone Age experience. Outdoor learning.

History

Significant Individuals

Dress up day – significant individual.

To debate the issue is Robin Hood a hero or a villain? P4C – Lego blocks.

 

 

How things evolve, dinosaurs, fossils

 

Geography

Comparing local and prehistoric Britain

- human geography, including: types of settlement and land use, economic activity including trade links,

 

 

Where in the world metals are found.  How are they made fit to use.

- Human geography, including: land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.

 

- human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.

Task: Learn about the destruction of the rainforest – P4C – debating.

Habitats

- understand geographical similarities and differences through the study of human and physical geography.

Food miles and fair trade

- use maps, atlases, globes and digital/computer mapping to locate countries and describe features.

Art

Iron Age jewellery

- to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

No Key artist – use real images of cave paintings

 

Using metallic tones to create patterns, create embossed foil designs

- to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

Key artist – Alan Williams

 

- to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

Key Artist – Oenone Hammersley, Lisa Miller

3D scale models

- to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

Key Artist – Guy Coheleach,

Sculpture

- to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

Key Artists – Jason Mecier, Carl Warner

DT

Building structures

- use research and develop design criteria to inform the design of innovative, functional, appealing products.

- select from and use a wider range of materials and components, including construction materials.

- understand how key events and individuals in design and technology have helped shape the world. –

To design own hunting tool for the Stone Age and explain why.

To make a sock puppet

Teacher to ask children how they think they we could start making a sock puppet. T to demonstrate/ model how to start.  Explaining how to use a needle – tie a knot etc.

Task: Children to begin to sew their sock puppet.

Sculpture

- select from and use a wider range of materials and components, including textiles, according to their aesthetic qualities

- create a model of a statue out of tin foil.

Task: Create a tribal mask linking to animals in the rainforest.

Selecting and using materials

·         Selecting materials to build a predator eg. The wing on a bird of prey using art straws and tissue paper.

Task: In pairs pupils to design how to make a 3D model of a bird of prey. Identify materials and method

Cooking and nutrition

- understand and apply the principles of a healthy and varied diet.

- prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

- understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Make a Healthy Smoothie – DT & Food.

PSHE

Thinking about the lives of others

That their actions affect themselves and others, to care about other people's feelings and to try to see things from their points of view

To think about the lives of people living in other places and times, and people with different values and customs

To be aware of different types of relationship, including marriage and those between friends and families, and to develop the skills to be effective in relationships

To realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help

To recognise and challenge stereotypes

That differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability

Where individuals, families and groups can get help and support.

 

Daring To Be Different

1. Similarities and differences

2. Feeling good about yourself

3. Surprises

4. Hopeful and disappointed

5. Hiding or showing feelings

6. Standing up for myself

Dear Diary

FPA: Keeping Safe

1. Knowing where to go for help

2. Taking responsibility

3. Making wise choices

4. Managing uncomfortable

    feelings - loss

5. Dealing with worries

6. Supporting each other

Joining up and joining in

1. Jobs at home and in school

2. Representation– local council

3. Voting and debating

4. Having a say in the school

    community

5. Voluntary, community and  

    pressure groups

6. Fund-raising

Working together

1. RSE: differences:

    male and female

2. RSE: personal space

3. RSE: family differences

4. Feeling happy

5. Staying healthy

6. Overcoming barriers

    to reaching goals

Healthy choices

What makes a healthy lifestyle, including the benefits of exercise and healthy eating, what affects mental health, and how to make informed choices

That bacteria and viruses can affect health and that following simple, safe routines can reduce their spread

Which commonly available substances and drugs are legal and illegal, their effects and risks

To recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use, and judging what kind of physical contact is acceptable or unacceptable

That pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong

School rules about health and safety, basic emergency aid procedures and where to get help.

Music

Exploring and Responding

Linked to tribal music

- tempo (fast/slow) - duration (long/short/silence) - symbols and graphics - movement - play in simple parts - recognise and control pitch

Christmas songs

- play and perform in solo and ensemble contexts, using their voices and playing musical instruments

Sing and Feel the Beat

- passing songs - patterns in 4's - graphics accompanying with the beat and rhythmic patterns

- improvise and compose music for a range of purposes using the inter-related dimensions of music

Sounds Effective

- Listening and responding using simple musical vocabulary contrasting music - controlling untuned and tuned sounds - rounds

Percussion instruments and analysing rhythms

- play and perform in solo and ensemble contexts, using their voices and playing musical instruments

Musical Patterns

recognising rhythm patterns - listening skills - creating rhythmic patterns - repeating patterns by ear and from symbols - using ICT

Beat and rhythms

- play and perform in solo and ensemble contexts, using their voices and playing musical instruments

 

 

Question and Answer/Call and Response

- vocal and rhythmic - tuned instruments - compose ideas - overlapping sounds - echo effects

Movements and sounds

- listen with attention to detail and recall sounds with increasing aural memory

Exploring and Responding

Vegetable orchestra

- play and perform in solo and ensemble contexts, using their voices and playing musical instruments

PE

Swimming

Gymnastics

- develop flexibility, strength, technique, control and balance

Swimming

Dance

Swimming

Gymnastics

- develop flexibility, strength, technique, control and balance

Swimming

Dance

- Play competitive games, modified where appropriate (basketball)

Swimming

Athletics

- Play competitive games, modified where appropriate (hockey)

Swimming

Dance

 - perform dances using a range of movement patterns

Mandarin

- listen attentively to spoken language and show an understanding by joining in and responding

- explore patterns of sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

- listen attentively to spoken language and show an understanding by joining in and responding

- explore patterns of sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

- listen attentively to spoken language and show an understanding by joining in and responding

- explore patterns of sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

- listen attentively to spoken language and show an understanding by joining in and responding

- explore patterns of sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

- listen attentively to spoken language and show an understanding by joining in and responding

- explore patterns of sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

 

- listen attentively to spoken language and show an understanding by joining in and responding

- explore patterns of sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

Additional information

Iron Age dress up day.

Ground flour from grain – food cooking.

Make a meal for your significant individual.

Dress up as a robot.

French food – cooking.

Dress up as a rainforest animal.

Tropical fruit salad.

Fish cakes.

Predator fancy dress.

Sport clothes – linked in with Healthy Living Week.

Possible trips/visitors

 

Shrek’s adventure

Tower Bridge outdoor learning.

 

 

 

 

Year 4

 

Autumn

Spring

Summer

Autumn 1

I am Warrior

Autumn 2

Potions

Spring 1

Playlist

Spring 2

1066

Summer 1

The Blue Abyss

Summer 2

Bottoms, Burps and Bile

Entry points:

Tell children the story of Romulus and Remus.

Explain that this is the story of how Rome began, which started the Roman Empire.

 

 

Have a Mad Hatter’s Tea Party

 

Watch the beginning Alice In Wonderland.

-What different potions does she have?

-How do they affect her?

Children to design their own ‘magical’ potion and explain what it will do.

Beat the intro

 

Children to listen to the beginning of songs and then guess what they are.

Have a medieval banquet

 

(beans on toast/ dress up day)

Watch The Blue Planet II

What different animals live in the Ocean?

How are we damaging the ocean?

What impact is this having on food chains?

 

Arrange a visit from a dentist to discuss different teeth and their importance in our digestive system.

Books

Key Texts:

Romulus and Remus

Escape from Pompeii

 

Key Texts: The Ice Palace (4 weeks)

Alice in Wonderland

The Enchanted Horse (2 weeks)

Key Texts:

The Sun is Laughing (3 weeks)

The Monkey Symphony- Visual text (The literacy shed)

Key Texts:

Beowulf

Varjak Paw (4 weeks)

Key Texts:

Oliver and the Sea Wigs (5 weeks)

Key Texts:

Wolves (2 weeks)

Gorilla (2weeks)

Opening Question

What have the Romans done for us?

How are potions used in real life?

Could you create your own music?

What happened to Britain after the Romans left?

How can we protect our ocean?

How does food travel through our bodies?

English

Romulus and Remus

P4C What should the servant do with Romulus and Remus?

 

 

 

 

 

Maths Mastery

Place Value

Number: Addition and Subtraction

Number: Multiplication

Measurement: Area

Number: Multiplication and division

 

Number: Decimals

Measurement: Money

Number: Fractions

Measurement: Time

Geometry: Position and Direction

Statistics

Measurement: Area and Perimeter

Science

Living things and their Habitats- Name that thing!

 

Investigation: Respiration leaf experiment

 

Investigation: Sea Monkey Experiment

 

States of Matter

 

Investigation: The Water Cycle

 

Investigation: Soluble or insoluble?

Sound- Listen up!

 

Investigation: Can you hear me? (telephone cups)

 

 

Electricity – It’s Electric

Investigation: Can you power a lightbulb using a potato

Investigation: Insulator or conductor?

Investigation: Can you make a switch?

Living things and their Habitats- Help our habitats!

Investigation: Can you clean the water? (Create a water filter)

Animals including Humans

P4C How are animals and humans similar?

 

Investigation: Digestive system (tights experiment)

 

ICT

 

E-Safety

What’s a spreadsheet?

Internet search and presentation

 

E-Safety

Words, Words, Words

I can create a game using J2code

 

E-Safety

I can rap (podcasting)

 

E-Safety

My exciting world landmarks

 

E-Safety

I can make an animation

Weather Data

 

E-Safety

Internet Scenario Cards

Let’s email

RE

Islam - Authority and Worship

Islam - Sacred and Inspirational Writings

Christianity – Sacred and Inspirational Writings

Hinduism - Authority and Worship

Sacred and Inspirational Writings

Challenge Unit: ‘Why do you judge me?’

Christianity – Lifestyle and Celebrations

History

The Roman Empire

P4C Were the Romans good or bad?

Potions and medicine through time

P4C Are drugs always a bad thing?

 

 The Anglo-Saxons and the Vikings

P4C Who were more vicious and why?

P4C How should the deceased be sent off?

 

 

Geography

Countries and Cities of the UK and Europe

The Water Cycle

Locating Countries

P4C Should we be separated into continents?

Types of settlement and land use

Countries and Cities of the UK and Europe

P4C What are the benefits/negatives of living in a city?

What would you prefer? City or rural?

 

Art

 

Key Artists: Sir John Tenniel

Key Artists: Andy Warhol, Roy Lichtenstein

Children to design album covers

 

 

 Key Artists: Andy Warhol, Roy Lichtenstein

Children to make prints of foods

DT

Design and create a Roman mosaic

 

 

Cooking pizza

 

 

 

Cooking cupcakes for the Mad Hatter’s Tea Party

Design and create a musical instrument

 

Cooking- Cut out and decorate musical note shaped cookies

 Design and create a piece of armour

 

Cooking- Make beans on toast

 

 

 

Cooking- Make a fish finger sandwich

Every Friday in small groups – children to have a school dinner

 

 

 

Cooking – Make a healthy sandwich

PSHE

It’s Our World

Say No!

Money Matters

Who Likes Chocolate?

People Around Us

Growing Up

Music

Controlling Sounds

Pentatonic Music

Recorders

P4C What is music?

Recorders

Rhythm Patterns

Musical Signals and Patterns

PE

Football

Running, jumping, throwing and catching

Tennis

Athletics

Cricket

Football

Mandarin

 

- listen attentively to spoken language and show an understanding by joining in and responding

- explore patterns of sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

- listen attentively to spoken language and show an understanding by joining in and responding

- explore patterns of sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

- listen attentively to spoken language and show an understanding by joining in and responding

- explore patterns of sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

- listen attentively to spoken language and show an understanding by joining in and responding

- explore patterns of sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

- listen attentively to spoken language and show an understanding by joining in and responding

- explore patterns of sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

- listen attentively to spoken language and show an understanding by joining in and responding

- explore patterns of sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

Topic weeks

Harvest Festival

Multicultural week.

Anti-bullying week

Christmas

Science week

World book day

 

Easter

Art Week

Healthy eating week

Possible trips/visitors

Roman Visitor

Chelsea Physic Garden

Bow Bridge Water Reservoir?

Music Workshop

Arena – music lesson

Tate

Tower of London

Sea Life Centre

Science Museum

Dress up day

Children to dress up as Romans on the day of the Roman visitor

Dress up as a character from Alice in Wonderland

Have Year 4 got the X Factor?

Children to dress up as a band/artist

Dress up as medieval soldiers

 

Visit a Hindu temple

Dress up as a mermaid or pirate

Favourite Athlete/

Sports person

 

Year 5

 

Autumn

Spring

Summer

 

Autumn 1

 Deadly Beasts

GROWTH

Autumn 2

 Riotous Royals

HERITAGE

Spring 1

Ancient Egypt

CULTURE

Spring 2

Time Traveller

EXPLORATION

Summer 1

 Alchemy Island

STEM

Summer 2 Londinium

OUR WORLD

P4C:

Key principles of P4C will be taught throughout the year. Use of Stimulus, Private reflections, sharing and question creation, airing questions, voting for an enquiry question. Enquiry, reflection on process and last words.

Where are the most mini beasts found and why?

Why did their rule end?

When did we stop mummifying people?

What is time travel?

How is that possible?

Who invented …?

Entry Points:

Trip: Horniman Museum

Watch: It’s a Bugs Life

Activity: Royal Banquet

 

Trip: British Museum

Activity: Create a Time Box to bury

Trip:

Trip:

English

A boy and a bear in a boat.

 

Recount

Explanatory

Newspaper Report

Cosmic

 

Non-Chronological report

Narrative

Poetry

Secrets of a Sun King

 

S&L Debate

Balanced Argument, Discursive Text

Book Review,

Film Review

Storm Breaker

 

Film Narrative

Poetry

Choral and Performance Poetry

Harry Potter and the Philosopher’s Stone

 

Traditional stories, fables, myths, legends - Narrative

Play Scripts / Dramatic Conventions

Mystery Narrative

The London Eye Mystery

 

Instructions

Letter

Advertising

Maths

Number – Place Value (3 weeks)

Number – Addition and Subtraction (3 weeks)

Number – Multiplication and Division (4 weeks)

Statistics ( 2 weeks)

Number – Fractions (5 weeks)

Number – Decimals (1 week)

Number – Decimals (2 weeks)

Number – Percentages (3 weeks)

Geometry – Angles (2 weeks)

Geometry – Shapes (2 weeks)

Measurement – Converting Units (2 weeks)

Number – prime numbers (1 week)

Perimeter and Area (1 week)

Measure volume (1 week)

Topic

Deadly Beasts

Riotous Royals

Ancient Egypt

Time Traveller

Alchemy Island

Londinium

Science

Living things and their habitats

 

describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

describe the life process of reproduction in some plants and animals.

 

Experiments and Investigations:

 

- Butterfly lifecycles

- Bug hunt

- What affects the growth of seeds?

Earth and Space

 

describe the movement of the Earth, and other planets, relative to the Sun in the solar system

describe the movement of the Moon relative to the Earth

describe the Sun, Earth and Moon as approximately spherical bodies

use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

 

Experiments and Investigations:

- Is gravity affected by velocity or weight parameters?

 

Scientists and Inventors

 

Experiments and Investigations:

 

- Recreate the experiments of ground breaking scientists.

- Marie Curie

- Sir Isaac Newton

Animals, including humans

 

describe the changes as humans develop to old age.

 

Experiments and Investigations:

 

- Investigating the changes within themselves as they enter puberty

 

 

Properties and changes of materials

 

1. compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

 

2. know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

 

 

Properties and Changes of materials

 

use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating

give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

demonstrate that dissolving, mixing and changes of state are reversible changes

explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.

 

Experiments and Investigations:

 

- Does the type of chocolate affect the melting time?

- Therefore, does milk have an impact on the melting time of each product?

Forces

 

explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

identify the effects of air resistance, water resistance and friction, that act between moving surfaces

recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.

 

 

 

 

Experiments and Investigations:

 

- What affects the speed of a vehicle travelling at speed?

 

History

 

Riotous Royals

 

a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

Ancient Egypt

 

the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China

 

 

 

Londinium

Investigating the London of the past and the development of transport systems. Significance of the Thames in commerce and industry.

a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

Geography

Local fieldwork, contrasting locations

 

understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

 

Historic maps, To name counties and cities in the UK

Human and physical features of Egypt, the river Nile, Tourism

 

human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Changes in the local community, Physical features

 

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

 

Map reading, using co-ordinates, human and physical features, Maps

 

PE

Ball Skills – Basketball / Netball

 

play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

use running, jumping, throwing and catching in isolation and in combination

 

Dance

 

perform dances using a range of movement patterns

compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Timing Physical Activity / Orienteering

 

take part in outdoor and adventurous activity challenges both individually and within a team

Gymnastics

 

develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

 

compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Athletics

 

develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

 

 

Bowling striking and fielding

 

play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

use running, jumping, throwing and catching in isolation and in combination

 

Art

 

(Will decide whether Art or D&T will be the focus for the half term before each topic begins – not everything here will be covered, will annotate)

Detailed drawings of mini beasts using Charles Darwin’s sketches. Use Da Vinci to model. Focus on perspectives and using pencil to create different tone, texture and layers. Teach children to evaluate their work using the models shown at the beginning.

 

to create sketch books to record their observations and use them to review and revisit ideas

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

 

 

Portraits, Sketching, Famous artists and designers, Use William Morris and Hans Holbein as models. Focus on building on pencil skills from previous half term. Fashion throughout the ages - Andy Warhol, designer posters. Evaluate progress using pencil to create tone etc.

 

to create sketch books to record their observations and use them to review and revisit ideas

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

 

Egyptian theme - Drawing artefacts, headwear, hieroglyphics. Using pencil skills learnt in previous half terms and applying to new mediums – oil pastel, chalk etc. Evaluation in groups – how have these skills been applied to new mediums?

 

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

 

Time Travel theme – Photography through time, Great Artists, Andy Warhol, Salvador Dali, David Hockney Photography Collage. Using a David Hockney image as a model, evaluate own work.

 

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

about great artists, architects and designers in history.

 

 

Using existing board games as examples, build on what they have done and create a new board game – using a variety of materials. Focus on evaluating what each group has done and how they have used the materials to impact the outcome of their game.

 

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

 

 

to create sketch books to record their observations and use them to review and revisit ideas

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

 

D&T

 

 

(Will decide whether Art or D&T will be the focus for the half term before each topic begins – not everything here will be covered, will annotate)

Model making, using tools with precision. Thinking about how one tool can have many uses and create different textures and layers. Evaluate own work, which tools could you use instead? Why?

 

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

 

 

Sculpting - Clay water carriers, Egyptian food, Model tombs and pyramids – Build on skills used in earlier half term – Using more than one tool to create texture, layers and shape. Which tool will you use for each part? Why? Evaluate with partner, what worked well? What would you change?

 

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

 

Food Tech – looking at food through time. Children to think about what they could create and why?

 

understand and apply the principles of a healthy and varied diet

 

 

Electrical circuits, designing a board game – Evaluate why their circuits worked / didn’t work? What would they do differently next time?

 

select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

 

Design, build and evaluate a London landmark using a variety of different materials and methods.

 

apply their understanding of how to strengthen, stiffen and reinforce more complex structures

 

Music

To improvise and compose music for a range of purposes using the inter-related dimensions of music

 

To appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

To develop an understanding of the history of music.

 

To use and understand staff and other musical notations

 

To listen with attention to detail and recall sounds with increasing aural memory

 

To play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

 

RE

Buddhism:

Authority & Worship

 

What does the word Buddha mean?

Why is the Buddha is special to Buddhists?

Who was Siddhartha Gautama ? What caused him to seek enlightenment?

How did the Buddha became enlightened?

What are the features of a Buddhist shrine?

 

Buddhism:

Sacred & Inspirational Writing

 

What are the stories that Buddhists find inspiration from? How do they help to explain the Buddha’s teachings?

What are the ways that Buddhists use their sacred writings?

Buddhism:

Lifestyle & Celebrations

 

What is the Dharma? What are the Four Noble Truths? What is the  Eightfold Noble Path, why is it important to  Buddhists?

What are the 5 precepts and how are they important for a Buddhist lifestyle? What is Karma?

Why is Wesak (Vesak)  the most important Buddhist Festival?

Challenge Unit:

Pilgrimage

 

What is the significance of going on a pilgrimage for believers?

What happens when people go on a pilgrimage?

What is the importance of the Hajj for Muslims throughout the world?

What is the main place of pilgrimage for the Hindu community?

What is the most important part of a pilgrimage for a faithful person?

Christianity:

Sacred & Inspirational Writing

 

What is the Holy book of the Christian people? How is it used by them?

How are the stories/parables that Jesus told to his followers relevant to us today?

Judaism:

Sacred & Inspirational Writing

 

What is the Tenakh and what is the Torah?

What is the importance of the Ten Commandments given to Moses?

 

PSHE

We’re all stars

 

Debating Ethical Issues, Developing confidence and responsibility.

Be friendly, be wise

 

Rules and Consequence, To recognise their worth as individuals

Daring to be different

 

Moral issues, Customs and beliefs, Role playing Egyptian Citizens, Daring to be Different

Dear Diary

 

Body changes approaching puberty, meeting and talking with people, reflecting on spiritual, moral, social and cultural issues, setting personal targets, feeling positive

Joining in and joining up

 

Emotional and physical changes

Living long and living strong

 

Discussion and debate, Emotional and physical changes

Mandarin

Mandarin

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

engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*

speak in sentences, using familiar vocabulary, phrases and basic language structures

develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*

present ideas and information orally to a range of audiences*

read carefully and show understanding of words, phrases and simple writing

appreciate stories, songs, poems and rhymes in the language

broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

write phrases from memory, and adapt these to create new sentences, to express ideas clearly

describe people, places, things and actions orally* and in writing

understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

ICT

E-Safety

 

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

 

 

Internet Research and Webpage Design

 

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

Scratch: developing Games

 

use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

E-Safety

 

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

 

3D Modelling: Sketch up

 

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

 

 

Flowol

 

use sequence, selection, and repetition in programs; work with variables and various forms of input and output

 

 

E-Safety

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

 

 

Radio Station

 

use sequence, selection, and repetition in programs; work with variables and various forms of input and output

 

 

 

Computing skills – using and applying

Trips

Horniman Museum

 

Hampton Court Palace

British Museum

Buddhist temple

Kidzania

Thames river cruise

London Eye

 

Three library visits to encourage children to use the facilities at the library.

Visit one – get library cards and take out library books, introduction to services etc.

Visit two – more children to take out cards, opportunity to look at non-fiction adults section for topics too

Visit three – more children to take out cards, children to use internet service at library and find out about extra activities available over the summer

 

Additional learning opportunities

 

- DT focus

- Dress up

- Cooking

- Place of worship visit

Dress up as a bug

 

Make cookies in the shape of bugs

 

Bug hunt

 

Design and make a super bug

 

 

Dress up as a royal

 

Make a cheese tart/spiced pears

 

 

Design and make a spiced orange

 

Visit a church

Dress as an Egyptian 

 

Make Egyptian bread with hummus

 

Create a human pyramid 

 

Design and make a pyramid

 

 

Dress from a different moment in time

 

Visit Buddhist temple

 

Create a healthy meal which could be eaten in the future

 

Look at old pictures of South Norwood and see how much it has changed.

 

 

Dress up as a character from Harry Potter

 

Create a magical drink (use dry ice to create a smoky effect)

 

Design and make a magical item

Dress as a building constructor

 

Cook and have a tea party.

 

London Eye – observe construction

 

Design, make and evaluate a London landmark

Year 6

 

Autumn

 

Summer

 

Autumn 1

Victorians

Autumn 2

Blood Heart

 

Spring 1

Ancient Greece

 

Spring 2

Extreme Earth

Summer 1

ID (ICT/Science)

Summer 2

Gallery Rebels

Entry points:

Ragged Museum Trip

Dissect a real heart

(lamb?)

Discuss dighlights from the Summer Olympic Games 2016.

Hold our own mini- Olypics.

Making volcanoes

 Video clip  of a natural disaster

My family tree

Graffitti images

 

 

 

Key Questions

What was life like for A Victorian Child?

What makes something alive?

Where, why and how did the first Olympic games begin?

What is inside the earth?

Who am I?

How is Graffitti different from other art forms?

English

Street Child (Berlie Docherty

Newspaper report

Formal /informal shifts in the form of letters

1st and 3rd person recount

Historical narrative

Skellig (David Almond)

Descriptive writing

Myths and Legends (Various)

Floodland (Marcus Sedgwick)

 

Wonder (RJ Palacio)

The Film Trailer Shed

Maths

Number- Place Value 

(2 weeks)

Number- Addition, Subtraction, Multiplication and Division (4 weeks)

 

 

Fractions

(4 weeks)

Geometry – Position and Direction (1 week)

Consolidation (1 week)

Number- Decimals

(2 weeks)

 Number – Percentages (2 weeks)

Algebra  (2 weeks)

Measurement – Converting Units (1 week)

Measurement – Perimeter, Area and Volume (2 weeks)

Number – Ratio (2 weeks)

Consolidation (1 week)

Geometry- Properties of Shapes (2 weeks)

 Problem solving (3 weeks)

Statistics (2 weeks)

Investigations (4 weeks)

Consolidation (1 week)

Post SATs Project Work (6 weeks)

Science

Enquiry running throughout

planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

using test results to make predictions to set up further comparative and fair tests

reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

identifying scientific evidence that has been used to support or refute ideas or arguments.

Living Things and their habitats

describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

give reasons for classifying plants and animals based on specific characteristics.

To find out about the significance of the work of scientists such as Carl Linnaeus.

Classify trees in the local environment using a key.

Identify anthropods and collect data.

Animals Including Humans

identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood

recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

describe the ways in which nutrients and water are transported within animals, including humans.

To  work scientifically by: exploring the work of scientists and scientific research

about the relationship between diet, exercise, drugs, lifestyle and health.

Dissect a heart.

Investigate heart rate.

Light

recognise that light appears to travel in straight lines

use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye

explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes

use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

Make a periscope.

Investigating shadows

Reflection and refraction investigation.

Investigate the colour spectrum.

Electricity

associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches

use recognised symbols when representing a simple circuit in a diagram.

Comparing and changing circuits with different variables.

Make a burglar alarm/traffic light.

Evolution and Inheritance

recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago

recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents

identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

Investigating heredity through eye colour.

Observe and handle fossils.

 

Revision

 

ICT

E-Safety

Scratch: Animated Stories

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

use sequence, selection, and repetition in programs; work with variables and various forms of input and output

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

 

 

Spreadsheets

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

 

E-Safety – using search engines safely and efficiently

Hour of Code

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

design, write and debug programs that accomplish specific

goals, including controlling or simulating physical systems;

solve problems by decomposing them into smaller parts.

 

 

 

E Safety

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

design, write and debug programs that accomplish specific

goals, including controlling or simulating physical systems;

solve problems by decomposing them into smaller parts.

 

 

E-Safety

Using and applying Skills

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

Revision of all objectives

Film-Making

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems;

solve problems by decomposing them into smaller parts.

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.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.

RE

 

Croydon Agreed Syllabus

Judaism: Authority and Worship

What do Jewish people believe about God?

Why is Moses an important figure for Jews?

(The Exodus) (The early life of Moses is in KS1)

 

Judaism: Authority and Worship

Why is prayer and worship important to many Jews?

What is the importance of the Tallit (prayer shawl) and

Capel (head covering)?

Hinduism: Lifestyle & Celebration

 

What are some of the ways Hindus celebrate at Diwali?

What is the significance of the festivals of Diwali or

Navarati to many Hindus?

Hinduism: Sacred & Inspirational Writing

What are the books and special inspirational stories that

Hindus follow?

What are the main features of the Diwali story?

What are the examples of good behaviour that can help us today?

Christianity:  Authority & Worship

What do the different descriptions of God tell us about

the Christian belief in God?

How is Jesus important to Christians?

Who is in authority in Christian communities?

What are their roles and responsibilities?

Challenge Unit: Journey of life - Exploring change

  • What are the
  • circumstances that
  • change things in
  • people’s lives?
  • Why are some people
  • admired because of
  • their qualities? Why are special
  • moments in some
  • people’s lives
  • marked by religious
  • ceremonies?
  • How do non-religious
  • people mark special
  • times?
  • What ceremonies
  • do we have at the
  • beginning of our life?
  • Why is marking
  • a change from
  • childhood to
  • adulthood still
  • important for many
  • people?
  • What promises do
  • people make at their
  • weddings?
  • What are the
  • emotions connected
  • with loss and
  • leaving?

History

 

 

To understand historical concepts such as continuity and change

 

To understand the methods of historical enquiry

 

To undertake a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

the legacy of Greek culture (art, architecture or literature) on later periods in British history, including the present day.

 

 

 

understand that  different versions of past

events may exist, giving some reasons for this

 

Regularly address and sometimes devise historically valid

questions about change, cause, similarity and difference,

and significance

 

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

To undertake a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

the legacy of Greek culture (art, architecture or literature) on later periods in British history, including the present day.

 

Understand how our knowledge of the past is constructed

from a range of sources

 

 

 

 

 Study an aspect /theme of British history and comparision with a non western culture.

 

 

Identity – where do I fit? Locally and wider world.

 

My heritage

 

 

Geography

 

Geographical skills and fieldwork

 

Locational knowledge

 

Place knowledge

 

Human and physical geography

 

 

use maps, atlases, globes and digital/computer mapping to locate countries and

describe features studied

 

locate the world’s countries, using maps to focus on Europe

 

 

 

Describe and understand human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

 

Describe and understand key aspects of: 1.physical geography, including: 2.climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.

 (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world.

Drought – distribution of water across the world

To use the eight points of a compass, four and six-figure grid references, symbols and key

Use maps, globes and digital mapping to locate countries

 

Describe features studied

 

Use field work to observe measure and record human and physical features in the local area

 

 

 

 

To understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom – Loch Lomond Scotland

Art

 

Become proficient in drawing, painting, sculpture and other art, craft and design techniques.

 

 

Know about: about great artists, architects and designers in history.

 

 

To: know about great artists, craft makers and designers, and understand the historical and

cultural development of their art forms.

 

 

To create sketch books to record their observations and use them to review and revisit ideas.

Paint scenes from Greek Mythology e.g. Icarus

 

To: know about great artists, craft makers and designers, and understand the historical and

cultural development of their art forms.

 

Greek vases

 

 

Portraiture in different forms

Art based topic covering all objectives and revise techniques

DT

 

Design

 

Make

 

Evaluate

 

TechnicalKnowledge

 

 

To understand how key events and individuals in design and technology have helped shape the world.

 

To apply their understanding of how to strengthen, stiffen and reinforce more complex structures –

 

 

 

Greek architecture

 

Greek building designs- Columns

Design

To generate, develop, model and communicate their ideas through discussion, annotated sketches and prototypes.

Make

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

To select from and use a wider range of materials and components, including textiles according to their functional properties and aesthetic qualities.

Evaluate

To investigate and analyse a range of existing products.

To evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Technical knowledge

To apply their understanding of how to strengthen, stiffen and reinforce their product.

 

 

 

 

Design

To generate, develop, model and communicate their ideas through discussion, annotated sketches and prototypes.

Make

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

To select from and use a wider range of materials and components, including textiles according to their functional properties and aesthetic qualities.

Evaluate

To investigate and analyse a range of existing products.

To evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Technical knowledge

To apply their understanding of how to strengthen, stiffen and reinforce their product.

 

PSHE

To devise a

class charter

To understand

how

democracy

works

To develop

environmental

awareness

and

responsibility

To develop

awareness of

climate

change

To develop an

understanding

of

sustainability

issues

To appreciate

a range of

risks and how

to deal with

pressure

To know the

difference

between legal

and illegal

drugs

To know why

smoking is bad

for your health

To explore

different

attitudes to

alcohol

To know how

to keep safe in

my local area

(knives)

 

 

 

1. Earning money

2. Value for money

3. Lending and borrowing

    money

4. Achieving goals

5. Deductions and expenses

6. Poverty

FPA – Feelings:

How easy is it to talk about

Talking to people about how we feel

FPA- Online Technology Safety

Social networking & sending pictures

Cyberbullying

 

 

1. Rich and poor nations

2. Trade across the world

3. Global footprints

4. Food shortages and hunger

5. Fairness and responsibility

6. Reporting the news

 

FPA – Gender Stereotypes:

Discrimination and equal opportunities

1. National, religious and ethnic

     Identities in the UK

2. Different types of

    relationships

3. Stereotyping and judgement

4. Put-downs and conflict

5. Ending friendships

6. Forgiveness

 

FPA – Keeping Safe:

Assertiveness, saying no

Good and bad touch

People who can help me

FPA - Relationships:

Trust

Peer pressure

 

Transition

Moving On

Coping with Change

Preparing for Transition

Meeting new teachers

1. RSE: puberty and    reproduction

2. RSE: relationships and    reproduction

3. RSE: conception and   pregnancy

4. RSE: being a parent

5. Common responses to change

6. Transition and moving on

 

FPA – My Body:

Puberty

Periods

Wet dreams

 

FPA - Life Cycles:

How babies are made – sexual intercourse

How babies are born

 

Music

Pitch, Mood and Atmosphere

rhythms - chants - accompaniments - symbols - descriptive music

 

 

Vocal Style and Effects

- partner songs - songs and accompaniments - performance skills - pitch, phrasing, and instrument control - fanfare

Musical Patterns

- music grouped in 7‘s - identifying patterns - applying ideas to own work - rhythmic and melodic ostinato

Feel that beat and rhythm

- rhythmic chants and raps - instrumental rhythms - grids - graphics - traditional notation

Year 6 Production (after SATS)

 

- music score - composing theme and variations - graphic symbols - instrumental and vocal skills

Year 6 Production

 

- tuned accompaniment - songs - chords - notation - music scores

PE

Ball Skills – Basketball / Netball

 

play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

use running, jumping, throwing and catching in isolation and in combination

 

Dance

 

perform dances using a range of movement patterns

compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Timing Physical Activity / Orienteering

 

take part in outdoor and adventurous activity challenges both individually and within a team

Gymnastics

 

develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

 

compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Athletics

 

develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

 

 

Bowling striking and fielding

play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

use running, jumping, throwing and catching in isolation and in combination

 

Mandarin

TBC – Spanish in the interim

Our school

Our world

Then and now

A visit to a cafe

Theme Park

What’s in the news?

Topic weeks

Dates TBC

STEM

Creative Arts

Healthy Schools

Multicultural Week

 

 

Possible trips/visitors

Victorian Day

Theatre trip

Heart dissection (visiting scientist)

British Museum

A Trip to the coast

Chessington and other post SATs trips

Residential trip to Kingswood

Special Events

Harvest Festival

 

Multicultural week

Science Week

World Book Day

Creative arts week

Ryelands’ got Talent

Sports day