Curriculum Overviews
Our curriculum has been carefully designed to make sure it is both relevant and meaningful for our children and the community. We have worked hard to develop a stimulating learning experience which incorporates exciting hooks into learning.
English is a key priority at Coleridge. Many children who attend our school do not speak English as a first language and it is key that we offer a language rich curriculum so that their vocabularies are developed and nurtured. This begins with a sharp focus on developing language in the EYFS through first hand, concrete experiences which both excite and engage children through their own interests. This is continued in school and supported by a programme called ‘It’s Only Words’ where children are introduced to new vocabulary on a daily basis.
Maths and Science are also of great importance to our children. In our modern ever-changing context, these subjects provide children with the skills to understand and master a technological world. In Maths, we use a range of teaching approaches to ensure that children master skills in both arithmetic and reasoning. This is supported by the ‘White Rose’ scheme and a calculation policy which provides a framework for progression through school. In Science, staff work hard to provide the children with a variety of activities that involve lots of scientific experiences. The children are encouraged to think and investigate in a number of ways, through a ‘hands on’ approach which allows children to develop their understanding of different scientific concepts.
Personal, social, and emotional development is also a crucial aspect of our commitment to our children’s happiness and wellbeing. Through our delivery of ‘Philosophy for Children’, we aim to ensure each child develops a deep understanding of not only themselves, but their peers and other members of our society. We strive to prepare them to become positive citizens of our community and try to ensure they understand the importance of a healthy and active lifestyle. Many different important concepts are taught during PSHE, which not only prepare children for the future, but also ensure that, at present, they are healthy, positive and confident individuals.
In recent years, PE and Sports has become a huge focus for us and a key priority is that all children take part in sport and games as part of the curriculum. Staff work hard to offer a range of extra-curricular clubs in addition to this and our approach has led to us gaining the Silver Sports Mark Award and many, many successes in inter-school competitions.
Obviously, our curriculum covers many more subjects and themes. Below are our Long Term Overviews which detail specific topics and national curriculum coverage. Please explore them and do not hesitate to contact school if you have any questions.
Subject | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2
(Transition) |
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Topic | The Romans
(I am warrior) |
Chocolate | Extreme Earth | David Attenborough | Toys
|
Authorial study
Roald Dahl |
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WOW/Visitors | In school Roman Day with visitor/Clifton Park | Chocolate making day | Magna | David Attenborough Day | Parents Marble run | Roald Dahl character day | ||||
Role Play | Caesars Palace | Sweet Shop – linked to Maths:
Weights and measures Addition and Subtraction Money Shapes (shapes of sweets) Fractions |
Rocks & soils | Immersive classroom environment | Indian in the cupboard tray | Year 3 – BFG immersive environment
Year 4 – Esio Trot |
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Small World | Roman soldiers | Hot Chocolate Sensory Bin (Marshmallows, Whisks, cocoa beans, spoons, cups)
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Village after earthquake (rocks and soils) | Papier Mache models of mountains | Cowboys and Indians to go with literacy text – Indian in the cupboard | Y3 – potions and dream catching
Y4 – tortoise heaven |
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SMSC/British Values | Standard 5(1)(a)(vi): encourage pupils to respect the fundamental
British values of democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs (link to invasions) |
Standard 5(1)(a)(iii): encourage pupils to accept responsibility for their
behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely (Free Trade – PSHE) |
Standard 5(1)(a)(vi): encourage pupils to respect the fundamental
British values of democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs (link to invasions) |
Standard 5(1)(a)(iii): encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely (P4C) | Standard 5(1)(a)(v): assist pupils to acquire an appreciation of and
respect for their own and other cultures in a way that promotes tolerance and harmony between different cultural traditions (link to work on Rotherham)
|
Standard 5(1)(a)(iv): principles are promoted which….provide pupils
with a broad general knowledge of public institutions and services in England (steel industry) |
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Family Learning Opportunities | Roman artefacts | Cooking – creating a chocolate bar | Earthquake videos | Community nature scavenge | Marble run | Roald Dahl day | ||||
Class Novel | Roman Myths and legends
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Charlie and the Chocolate Factory | Earthquake Terror | Narnia: The Lion, The witch and The Wardrobe | Indian in the cupboard | Roald Dahl’s Dirty Beasts
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English Genre | Traditional narrative
Information leaflets Diary |
Persuasive leaflet (2 weeks)
Non-Chronological Reports (2 weeks) Adventure narrative (2 weeks) |
Diary entry
Letters Adventure narrative |
Information leaflets
Books about animals Play script Fantasy narrative |
Explanation texts
Sci-fi narrative Journalistic writing
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Poetry
Fantasy narrative Poster |
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Applied Write | Traditional narrative
Story of a Roman soldier Information leaflets The Roman empire Diary Diary of a Roman soldier |
Persuasive Poster/Advert- Advert for chocolate bar made in Art/DT
Non- Chron Report on Chocolate (History of Chocolate, Journey of the Cocoa Bean, Successful Chocolate bars linked to DT research) Adventure Narrative (Based on Charlie and the Chocolate Factory) |
Diary entry
Diary of a survivor of an earthquake Letters Missing letters from earthquake zones Adventure narrative Journey to the centre of the earth |
Information leaflets
Mountains of the world Books about animals Animals that survive in harsh conditions Play script Meeting between childe and mythical creature Fantasy narrative Introduction to mythical creature
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Explanation texts
Robots Sci-fi narrative Adventure of Iron Giant Journalistic writing Sighting of the Iron Giant |
Poetry
Animal poetry Fantasy narrative Narrative featuring mystery beast Poster Poster of Roald Dahl characters |
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Maths | Place Value
Addition and Subtraction Multiplication and Division |
Multiplication and Division
Fractions and decimals
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Length and Perimeter
Time Shape Volume and Capacity (Year 3) Co-ordinates (Year 4) Statistics |
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Science | Plants
Bulb planting · 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 (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant · investigate the way in which water is transported within plants · explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal |
Working Scientifically Experiment: Melting Chocolate (linked to making chocolate bars)
See ‘Science Ongoing’ Y3/4 Animals Including Humans: Nutrition of Chocolate Y3 – identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat The effect of chocolate and sugary foods on the body Y4-describe the simple functions of the basic parts of the digestive system in humans Y4-identify the different types of teeth in humans and their simple functions |
Light
· 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 a solid object · find patterns in the way that the size of shadows change.
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Living things and their habitats
· recognise that living things can be grouped in a variety of ways · explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment · recognise that environments can change and that this can sometimes pose dangers to living things.
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Magnets & forces
· 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 · 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 · describe magnets as having 2 poles · predict whether 2 magnets will attract or repel each other, depending on which poles are facing.
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Science ongoing | · asking relevant questions and using different types of scientific enquiries to answer them
· setting up simple practical enquiries, comparative and fair tests · making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers · gathering, recording, classifying and presenting data in a variety of ways to help in answering questions · recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables · reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions · using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions · identifying differences, similarities or changes related to simple scientific ideas and processes using straightforward scientific evidence to answer questions or to support their findings. · using straightforward scientific evidence to answer questions or to support their findings.
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Computing | Basic computer skills
· 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. |
Excel Spreadsheets
Collect information and analyse the cost of chocolate bars (link to maths and DT) KS2: 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
· select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. · use 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
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Stop Motion Animation
· 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. |
Presentation software
· 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 (Think u know)
· use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact · 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. |
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RE- | · symbols and religious expression: how religious and spiritual ideas are expressed
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· religion and the individual: what is expected of a person in following a religion or belief
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· beliefs in action in the world: how religions and beliefs respond to global issues of human rights, fairness, social justice and the importance of the environment
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RE -ongoing | · describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others
· describe the variety of practices and ways of life in religions and understand how these stem from, and are closely connected with, beliefs and teachings · identify and begin to describe the similarities and differences within and between religions · investigate the significance of religion in the local, national and global communities · consider the meaning of a range of forms of religious expression, understand why they are important in religion and note links between them · describe and begin to understand religious and other responses to ultimate and ethical questions · use specialist vocabulary in communicating their knowledge and understanding · use and interpret information about religions from a range of sources · reflect on what it means to belong to a faith community, communicating their own and others’ responses · respond to the challenges of commitment both in their own lives and within religious traditions, recognising how commitment to a religion is shown in a variety of ways · discuss their own and others’ views of religious truth and belief, expressing their own ideas · reflect on ideas of right and wrong and their own and others’ responses to them · reflect on sources of inspiration in their own and others’ lives. |
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PE | Hockey & Basketball
· use running, jumping, throwing and catching in isolation and in combination · play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending · compare their performances with previous ones and demonstrate improvement to achieve their personal best. |
Indoor athletics
· use running, jumping, throwing and catching in isolation and in combination · compare their performances with previous ones and demonstrate improvement to achieve their personal best. Gymnastics · develop flexibility, strength, technique, control and balance
|
Tag Rugby
· use running, jumping, throwing and catching in isolation and in combination · play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending Zumba · develop flexibility, strength, technique, control and balance · perform dances using a range of movement patterns · compare their performances with previous ones and demonstrate improvement to achieve their personal best. |
Tennis
· play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending Orienteering · take part in outdoor and adventurous activity challenges both individually and within a team |
Tri Golf
· play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending SAQ · develop flexibility, strength, technique, control and balance
|
Cricket
· use running, jumping, throwing and catching in isolation and in combination Rounders · use running, jumping, throwing and catching in isolation and in combination
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Music | African Drums
· play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression |
Music of the Mayan Civilisation
· develop an understanding of the history of music X-mas Performance · play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression |
Music of the 20th century
· appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians |
Music of the Mountains
· improvise and compose music for a range of purposes using the interrelated dimensions of music |
Steel Drums
· play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression |
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Languages | Speaking
· 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* Reading & Comprehension · 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 Writing · 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. |
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Art | Roman Mosaics
· to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials
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Pop Art – linked to chocolate bar wrappers https://www.pinterest.com/pin/121104677453165389/
Design a chocolate bar wrapper using a similar technique. LKS2: 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] LKS2: about great artists, architects and designers in history.
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Creating stencils and light sensitive paper work
· to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials
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Modelling – plastic clay and recycled materials.
· to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials
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Pastel work inspired by the Toys
· to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials
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Quentin Blake / Roald Dahl inspired work –Pen and ink, water colour.
· about great artists, architects and designers in history. |
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DT | Roman Mangonel Chariots
· select from and use a wider range of tools and equipment to perform practical tasks accurately · select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities · use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups · evaluate their ideas and products against their own design criteria and consider the views of others to improve their work |
Design, make and evaluate a new chocolate bar
KS2: Design design purposeful, functional, appealing products for themselves and other users based on design criteria 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 [for example, cutting, shaping, joining and finishing] select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Evaluate explore and evaluate a range of existing products evaluate their ideas and products against design criteria |
Making our own potions – what will they do? Task wheel to design potion – link with creative writing
· use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups · evaluate their ideas and products against their own design criteria and consider the views of others to improve their work |
Magnet game design.
· apply their understanding of how to strengthen, stiffen and reinforce more complex structures · understand and use mechanical systems in their products · understand and use electrical systems in their products · apply their understanding of computing to programme, monitor and control their products. · evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
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History | Julius Caesar’s attempted invasion in 55-54 BC
the Roman Empire by AD 42 and the power of its army · the Roman empire and its impact on Britain |
Mayan Civilisation (Links to chocolate)
http://www.twinkl.co.uk/resources/ks2-history-ancient-mayans KS2: a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300. |
British Heritage
· an aspect of local history |
History of toys
· changes in Britain from the Stone Age to the present day |
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Geography | Map-work
· locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities |
Track the Chocolate Journey: ‘From Bean to Bar’ http://www.papapaa.org/#
KS2 Human and physical geography describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle 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 Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
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Minerals/Rocks
· describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle |
Observation of geographical features
· describe and understand key aspects of 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 · 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. |
Natural resources
· name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time · 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-work
· locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities |
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PSHCE/P4C | Discrete: see P4C/PSHCE Curriculum |
Subject | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2
(Transition) |
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Topic | Tremors | Raiders and Traders | Flow | Stone Age
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Blue Abyss | Sporting heroes | |||||
WOW/Visitors | Videos of earthquakes from around the world | How to train your dragon DVD | Trip – Padley Gorge | Clifton Museum | Aquarium | Local sportsman | |||||
Role Play | Rocks & soils | Market place | Water cycle | Stonehenge | Underwater scene | Olympic stadium | |||||
Small World | Village after earthquake (rocks and soils) | Toy dragons | Water table | Sticks and stones (Stone age materials) | Fish toys | Pictures of sportsman/women | |||||
SMSC/British Values | Standard 5(1)(a)(vi): encourage pupils to respect the fundamental
British values of democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs (link to invasions) |
Standard 5(1)(a)(iii): encourage pupils to accept responsibility for their
behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely (Free Trade – PSHE) |
Standard 5(1)(a)(i): enable pupils to develop their self-knowledge, self-esteem
and self-confidence (P4C Discussions) |
Standard 5(1)(a)(iii): encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely (P4C) | Standard 5(1)(a)(v): assist pupils to acquire an appreciation of and
respect for their own and other cultures in a way that promotes tolerance and harmony between different cultural traditions (link to work on Rotherham)
|
Standard 5(1)(a)(iv): principles are promoted which….provide pupils
with a broad general knowledge of public institutions and services in England (steel industry) |
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Family Learning Opportunities | Earthquake videos | Create a helmet for a raider | Why is water important? | Make Stone Age weapons (hammers) | Design a sea creature | Researching sportsmen | |||||
Class Novel | Earthquake Terror | The Reluctant Dragon | All the Water in the World | Stig of the Dump | Way down deep in the Deep Blue Sea | The Football Boy Wonder | |||||
English Genre | Diary entry
Letters Adventure narrative |
Diary
Information leaflet Traditional narrative |
Scientific write up
Discussion Poetry |
Diary
Historical narrative Persuasive letter |
Magazine article
Poetry Adventure narrative |
Biography
Encyclopaedia entry
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Applied Write | Diary entry
Diary of a survivor of an earthquake Letters Missing letters from earthquake zones Adventure narrative Escaping an earthquake |
Diary
Diary of a Viking raider Information leaflet Viking traditions Traditional narrative Narrative of a Viking god |
Scientific write up
The water cycle Discussion Uses for water on the Earth Poetry Shape poetry |
Diary
The day I found Stig Historical narrative What did Stig go before he was found? Persuasive letter Letter to councillor about Stig |
Magazine article
The wonders under the sea Poetry Colours under the sea Adventure narrative Diving on the Great Barrier Reef |
Biography
Biography of a sportsman Encyclopaedia entry World of disability sports
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Maths | Place Value
Addition and Subtraction Multiplication and Division
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Multiplication and Division
Fractions and decimals
|
Length and Perimeter
Time Shape Volume and Capacity (Year 3) Co-ordinates (Year 4) Statistics |
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Science | Rocks
· compare and group together different kinds of rocks on the basis of their appearance and simple physical properties · 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.
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Sound
· identify how sounds are made, associating some of them with something vibrating · recognise that vibrations from sounds travel through a medium to the ear · find patterns between the pitch of a sound and features of the object that produced it · find patterns between the volume of a sound and the strength of the vibrations that produced it. · recognise that sounds get fainter as the distance from the sound source increases |
States of matter
· compare and group materials together, according to whether they are solids, liquids or gases · observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) · identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
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Animals, including humans (digestion)
· describe the simple functions of the basic parts of the digestive system in humans · identify the different types of teeth in humans and their simple functions · construct and interpret a variety of food chains, identifying producers, predators and prey. · identify that humans and some other animals have skeletons and muscles for support, protection and movement.
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Electricity
· identify common appliances that run on electricity · construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers · identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery · recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit · recognise some common conductors and insulators, and associate metals with being good conductors.
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Science ongoing | · asking relevant questions and using different types of scientific enquiries to answer them
· setting up simple practical enquiries, comparative and fair tests · making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers · gathering, recording, classifying and presenting data in a variety of ways to help in answering questions · recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables · reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions · using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions · identifying differences, similarities or changes related to simple scientific ideas and processes using straightforward scientific evidence to answer questions or to support their findings. · using straightforward scientific evidence to answer questions or to support their findings. |
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Computing | Anti-bullying week
· use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
|
use a storyboard to edit a sequence of digital pictures or video eg change sequence, add transitions, effects, and sound
· 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. |
Researching Water Cycle
· understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration |
With support, be able to create a simple presentation or digital film
· 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. |
Researching Local Sportsmen
· understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration |
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RE- | · religion, family and community: how religious families and communities practise their faith, and the contributions this makes to local life | · inspirational people: figures from whom believers find inspiration
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· teachings and authority: what sacred texts and other sources say about God, the world and human life | ||||||||
RE – ongoing | • describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others
• describe the variety of practices and ways of life in religions and understand how these stem from, and are closely connected with, beliefs and teachings • identify and begin to describe the similarities and differences within and between religions • investigate the significance of religion in the local, national and global communities • consider the meaning of a range of forms of religious expression, understand why they are important in religion and note links between them • describe and begin to understand religious and other responses to ultimate and ethical questions • use specialist vocabulary in communicating their knowledge and understanding • use and interpret information about religions from a range of sources • reflect on what it means to belong to a faith community, communicating their own and others’ responses • respond to the challenges of commitment both in their own lives and within religious traditions, recognising how commitment to a religion is shown in a variety of ways • discuss their own and others’ views of religious truth and belief, expressing their own ideas • reflect on ideas of right and wrong and their own and others’ responses to them • reflect on sources of inspiration in their own and others’ lives.
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PE | Hockey & Basketball
· use running, jumping, throwing and catching in isolation and in combination · play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending · compare their performances with previous ones and demonstrate improvement to achieve their personal best. |
Indoor athletics
· use running, jumping, throwing and catching in isolation and in combination · compare their performances with previous ones and demonstrate improvement to achieve their personal best. Gymnastics · develop flexibility, strength, technique, control and balance
|
Tag Rugby
· use running, jumping, throwing and catching in isolation and in combination · play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending Zumba · develop flexibility, strength, technique, control and balance · perform dances using a range of movement patterns · compare their performances with previous ones and demonstrate improvement to achieve their personal best. |
Tennis
· play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending Orienteering · take part in outdoor and adventurous activity challenges both individually and within a team |
Tri Golf
· play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending SAQ · develop flexibility, strength, technique, control and balance
|
Cricket
· use running, jumping, throwing and catching in isolation and in combination Rounders · use running, jumping, throwing and catching in isolation and in combination
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Music | African Drums
· play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
|
Viking Music
· develop an understanding of the history of music. · improvise and compose music for a range of purposes using the interrelated dimensions of music X-mas Performance · play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression |
Water Music (Handl)
· use and understand staff and other musical notations appreciate and · understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
|
Stone Age Music
· develop an understanding of the history of music. · improvise and compose music for a range of purposes using the interrelated dimensions of music
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Languages | Speaking
· 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* Reading & Comprehension · 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 Writing · 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. |
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Art & Design | Chinese art (Dragons)
· 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 · about great artists, architects and designers in history.
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Monet’s waterlilies
· 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 · about great artists, architects and designers in history. |
Creating cave paintings
· 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 · about great artists, architects and designers in history. |
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DT | Create a model volcano
· generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design · select from and use a wider range of tools and equipment to perform practical tasks accurately · select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities |
Creating Viking weaponry
· select from and use a wider range of tools and equipment to perform practical tasks accurately · select from and use a wider range of materials and components, including construction materials, textiles and ingredients, |
Create a water cycle model
· select from and use a wider range of tools and equipment to perform practical tasks accurately · select from and use a wider range of materials and components, including construction materials, textiles and ingredients, |
Creating a ‘Henge’
· apply their understanding of how to strengthen, stiffen and reinforce more complex structures · understand and use mechanical systems in their products
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History | Vikings
· the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor |
Stone age to Iron age
· changes in Britain from the Stone Age to the Iron Age |
Sporting Events
· Divide recent history into present, using 21st century, and the past using 19th and 20th centuries. · Names and places dates of significant events from past on a timeline.
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Geography | Volcanoes & earthquakes
· describe and understand key aspects of: Physical geography including key topographical features (inc hills, mountains, coasts, rivers) and land patterns; and understand how some of these aspects have changed over time.
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Journey of the Vikings
· locate the worlds countries, using maps to focus on Europe (inc the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries and other major cities.
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Rivers
· name and locate countries and cities of the UK, geographical regions and their identifying human and physical characteristics, key topographical features (in hills, mountains, coasts and rivers) and land-use patterns; and understand how some of these aspects have changed over time. |
Seas and Oceans | |||||||
PSHCE/P4C | Discrete: see P4C/PSHCE Curriculum |