Download POSSIBLE CROSSCURRICULAR LINKS

POSSIBLE
CROSSCURRICULAR LINKS:
ICT: Orford Park/High
School – green screen
Drama: Mr Ben theme
ICT/English: Documentary
as a Key Stage
Geography: the importance
of the railways for the links
between key geographical
places
Art: Famous artists and
architects of the Victorian
period
History Programmes of Study:
• A study of an aspect or theme in British History
that extends pupils’ chronological knowledge
beyond 1066 (focus on social history, crime and
punishment and entertainment)
Art POS:
• About great artists, architects and designers in
History
WOW Factor: Victorian dress up day and class taught like
in Victorian times
Assessment task: contribution to a class documentary on
the Victorians and participation in a key stage debate
titled ‘Which era was the best?’
English opportunities:
•
Letters
•
Recounts
•
Narrative
•
Diary
•
Plays
•
Information texts
•
Debate
•
Article
History POS:
The achievements of the
earliest civilisations – an
overview of where and when
the first civilisations appeared
and a depth study of one of
the following : Ancient Sumer;
The Indus Valley; Ancient
Egypt; The Shang Dynasty of
Ancient China
POSSIBLE CROSSCURRICULAR LINKS:
Art: making hieroglyphics and Egyptian inspired jewellery
Geography: identifying the position on a world map in relation
to the equator etc. Looking at the population, environmental
issues and climate as well as human and physical features
Art and design POS:
Improve the mastery of art
and design techniques,
including drawing, painting
and sculpture with a range of
materials
WOW Factor: Archaeological dig to discover artefacts or trip to
Liverpool Museum
Assessment task:
Imaginary diary entry/recount from the view of an
Egyptian slave who has been helping to build the
pyramids
English opportunities:
•
Letters
•
Recounts
•
Narrative
•
Diary
•
Plays
•
Information texts
•
Debate
•
Article
Maths opportunities:
• shape
Music POS:
• Play and perform in solo and ensemble contexts, using their voices and playing
musical instruments with increasing accuracy, fluency, control and expression
• Listen with attention and detail to recall sounds with increasing aural memory
• Appreciate and understand a wide range of high-quality and recorded music
drawn from different traditions and from different composers and musicians
• Develop an understanding of the history of music
• Improvise and compose music for a range of purposes using the inter-related
dimensions of music
• Appreciate and understand a wide range of high quality live and recorded
music drawn from different traditions and from great composers and
musicians.
• Develop an understanding of the history of music
Covered through weekly discrete subjects:
• Play and perform in solo and ensemble contexts, using their voices and playing
musical instruments with increasing accuracy, fluency, control and expression
• Listen with attention and detail to recall sounds with increasing aural memory
• Develop an understanding of the history of music
• To use and understand staff and other musical notations
Wow Factor: Local amateur band to come
into the school to perform to the children.
Assessment task: Key Stage Two concert
performance with programme
English opportunities:
•
Discussion
•
Biography
•
Instructions
•
Poetry
•
Explanation
•
Information
•
Letters
•
Dramatic interpretation
to represent a piece of
music e.g The Piano,
Literacy Shed
•
Articles e.g. report
POSSIBLE CROSSCURRICULAR
LINKS:
ICT: 2Simple to create own
musical composition
Art: artwork inspired by music
heard
English: biography of musicians
Geography POS:
• 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
• Identify the position and significance of latitude
, longitude, Equator, Northern Hemisphere,
Southern Hemisphere, the Tropics of Cancer
and Capricorn, Artic and Antarctic Circle, the
Prime/Greenwich Meridian and time zones
(including day and night)
• Understand geographical similarities and
differences through the study of human and
physical geography of a region of the UK, a
region in a European country and a region
within North or South America
• Describe and understand key aspects of:
physical geography including: climate zones,
biomes and vegetation belts and rivers
• Use maps, atlases, globes and digital/computer
mapping to locate countries and describe
features studied.
• Use the eight points of a compass, four and sixfigure grid references, symbols and key
(including the use of Ordnance Survey maps) to
build their knowledge of the UK and the wider
world
• Name and locate counties and cities of the UK,
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
• Human geography, including: types of
settlement and land use, economic activity
including trade links , and the distribution od
natural resources including energy, food,
minerals and water
Wow Factor: Exploration of our local area
to find out about the different types of
physical geography around us.
Assessment task: contribution to a Key
Stage Two exhibition on the world
Art and Design POS:
•
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]
•
About great artists, architects and
designers in history
History POS:
Britain’s settlements by
Anglo-Saxons and Scots
A local history study
English opportunities:
•
Writing letters
•
Instructions (routes)
•
Information leaflet
•
Article about the key events
•
Persuade – holiday programme
•
Poetry - Narrative
POSSIBLE CROSSCURRICULAR
LINKS:
Design and Technology: Exhibition as
a key stage with food technology and
a world map in the hall
Art: Art gallery of the different British
artists e.g. Turner and Constable
ICT: Prezzi and Google Maps,
Panoramics
Geography: Cover of: location, place
knowledge and rivers – all geography
basically!
Music: Music from other cultures and
traditional music
History: the origins of place names in
the UK
POSSIBLE CROSSCURRICULAR LINKS:
Art – William Morris
Science -Functions of a Plant – keep a pet
plant and have observations , food chains
Charles Darwin
Art -Sketching Plants and flowers
Geography – which plants grow where?
Biomes
PE -Plant Dance
Maths – measurement
Design and Technology – allotment and
produce/cooking with home grown produce
Rainforest cooking?
DT – automatic bird feeder, greenhouses
Allotment – each child has a patch to grow
something
Science - Food and nutrition
PSHE - Dentist
WOW Factor: Trip to Bents or Tatton
Park and a treasure hunt for different
species of plants
Assessment task:
Science investigation into plants. In
small groups, children will decide on an
appropriate idea based around plants
and carry out a full investigation.
Science POS:
•
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
•
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
English opportunities:
• Instructions – care guide
• Explanation /information – encyclopaedia
• Diary – Darwin
• Reports
• poetry
POSSIBLE CROSSCURRICULAR LINKS:
Art – printing and pattern making; drawing the
body in different movements, camouflage
Geography – which plants grow where?
Biomes
DT – designing a nutritious packed lunch for an
athlete
Geography – locating where in the world
certain animals are found and the reasons
behind that in terms of the physical features
and climate
PE – make links with exercise and benefits in
all lessons, checking pulse etc.
Visit from a doctor or fitness coach
Science - Food and nutrition
PSHE - Dentist
WOW Factor: Visit to Chester Zoo
Assessment task: Children will be given
a different continent to explore and find
animals that reside there. Children to
create an information booklet about an
animal they have seen from the zoo
from their continent.
Science POS:
• 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
• Identify that humans and some other animals have skeletons and muscles
for support, protection and movement
• 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.
• Describe the simple function 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
• 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.
English opportunities:
• Instructions – how to clean your teeth properly
• Explanation /information – encyclopaedia
• Food and exercise diaries
• Reports
• poetry
The learning that takes place in this
theme links directly into the next theme
‘ Magnetic Magic!’
English opportunities:
• Explanations
• Instructions
• Information
Science Programmes of Study
•
Compare how things move on different surfaces
•
Notice that some forces need contact between two 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 two poles
•
Predict whether two magnets will attract or repel each other,
depending on which poles are facing
POSSIBLE CROSSCURRICULAR LINKS:
• Maths – measure
• ICT – recording of information
• DT – material properties
Wow Factor: Class trip to the museum of Science
and Industry in Manchester
Assessment task: To carry out a scientific
investigation into the strength of magnets.
Children to work in small groups and carry out
their investigations with detailed write up.
Design and Technology POS:
Design
• Use research and develop design criteria to inform to inform the
design of innovative, functional, appealing products that are fit for
purpose, aimed at particular individuals or groups
• Generate, develop, model and communicate their ideas through
discussion, annotated sketches, cross-sectional and exploded
diagrams, prototypes, pattern pieces and computer-aided design
Make
• Select from and use a wider range of tools and equipment to
perform practical tasks [for example, cutting, shaping, joining and
finishing], 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.
Evaluate
• Investigate and analyse a range of existing products
• Evaluate their ideas and products against their own design criteria
and consider the views of others to improve their work
• Understand how key events and individuals in design and
technology have helped shape the world
Technical knowledge
• Apply their understanding of how to strengthen, stiffen and
reinforce more complex structures
• Understand and use mechanical systems in their products [for
example, gears, pulleys, cams, levers and linkages
• Understand and use electrical systems in their products [for
example, series circuits incorporating switches, bulbs, buzzers and
motors]
• Apply their understanding of computing to program, monitor and
control their products
WOW Factor: Board game day! Children to bring in
board games that we can play in small groups.
Parents and helpers welcome to get involved.
Assessment task: Children will work in teams
to make magnetic games for the Christmas Fair
English opportunities:
•
Advertising their games
•
Persuasion
•
Letters instructions – building and rules
•
Information and explanation
•
History of games
POSSIBLE CROSSCURRICULAR LINKS:
History: study of well known manufacturers
of games e.g. Parker. MB, Waddingtons,
Tomy, Hasbro, Fisher Price
Art: poster art and art linked to catching
people’s attention
Science: Review of science theme learning
previous to this theme
POSSIBLE CROSSCURRICULAR LINKS:
Art – sketching, photographs, 3D
models, Architects
History: buildings linked to ley themes
and events, Individuals in history
Geography: Field trips to locations
following of maps and use of ordnance
survey maps
Design and Technology:
Buildings and designs
Use of resources and materials
Strengthening
Science – Materials
ICT: software which supports building
and architecture
Art and Design POS:
•
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]
•
About great artists, architects and designers in
history
Wow Factor: Visit to Manchester to look at
the architecture
Assessment task: Architectural build in the
style of Alfred Waterhouse
English opportunities:
•
Instructions
•
Diagrams
•
Explanation
•
Information
•
Diary of a workman
•
Biography
•
Narrative – story of a painting
POSSIBLE CROSSCURRICULAR LINKS:
Art – sketching, sculpture
History: buildings and use of the land –
how they have changed over time. What
does this tell us about the past?
History: make links with the Victorians
and how they made visits to the seaside
fashionable
ICT: digital images of the area and the
use of PowerPoint to create tourist
information guide
Wow Factor: Visit to seaside town e.g.
Southport
Assessment task: Tourist information guide
on seaside town
English opportunities:
•
Report on what they see
•
Persuasion
•
Letters instructions – building and rules
•
Information and explanation
Geography POS:
• 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
• 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
• 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 maps, atlases, globes and digital/computer
mapping to locate countries and describe features
studied
• use the eight points of a compass, four and six-figure
grid references, symbols and key (including the use of
Ordnance Survey maps) to build their knowledge of
the United Kingdom and the wider world
• 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.