Download WholeSchool Long Term Planning Document from September 2013

Whole School Long Term Planning Document from September 2014 – St Robert Southwell Catholic Primary
Year R/1
Lavender
History
Geography
KS1 Skills

Develop an awareness of the past using
common words and phrases relating to the
passing of time

Know where people/events they study fit within
a chronological framework

Identify differences and similarities between
ways of life in different periods

Use a wide vocabulary of everyday historical
terms

Ask and answer questions

Choose and use parts of stories and other
sources to show they know and understand key
features of events

Understand some of the ways in which we find
out about the past

Identify different ways the past is represented
KS1 Skills
Themes

Changes in living memory

Change in national life

Significant national and global events beyond
living memory (festivals/anniversaries)

Lives of significant individuals who have
contributed to national or international
achievements.

Significant historical events, people and places
in their own locality

Use world maps, atlases and globes

Use simple compass directions (N, E, S, W)

Use locational and directional language for
features and routes on a map

Use aerial photos and plan perspectives,
recognise landmarks and basic human and
physical features

Devise simple maps

Use and construct basic symbols in a key

Use simple fieldwork and observational skills to
study the geography of the school and grounds
and the key human and physical features of the
surrounding environment
Themes

name, locate and identify characteristics of the
four countries and capital cities of the United
Kingdom and its surrounding seas

Similarities and differences of a small area of
the UK

Seasonal weather patterns

Simple compass directions

Use maps of the UK

Draw simple maps with basic symbols and a key

The geography of the school grounds and local
facilities in the surrounding area
Science
Working Scientifically (skills) – ask simple questions, close
observation, use simple equipment, perform simple tests,
identifying & classifying, using observations and ideas
suggests answers, gather & record data.
NB These are relevant across KS1
Plants – identify and name a variety of common wild and
garden plants, including deciduous and evergreen trees;
identify and describe the basic structure of common
flowering plants and trees (root, trunk, branches, stems,
leaves, flowers, fruit, bulb, seed)
Animals, including humans – identify and name common
animals (fish, amphibians, reptiles, birds, mammals);
identify and name common animals that are herbivores
carnivores and omnivores; describe and compare the
structure of common animals (incl. pets); identify, name,
draw and label the human body and say which body part
is associated with each sense.
Everyday materials – distinguish between and object and
the material from which it is made; identify and name a
variety of everyday materials (wood, plastic, glass, metal,
water, rock.); describe the simple physical properties (e.g.
shiny/dull, smooth/rough); compare and group everyday
materials on the basis of their physical properties
Seasonal changes – observe changes across the four
seasons; observe and describe weather associated with
the seasons and how day length varies.
1
Year 1/2
Lilac
History
Geography
Science
Skills
KS1 Skills








Develop an awareness of the past using
common words and phrases relating to the
passing of time
Know where people/events they study fit within
a chronological framework
Identify differences and similarities between
ways of life in different periods
Use a wide vocabulary of everyday historical
terms
Ask and answer questions
Choose and use parts of stories and other
sources to show they know and understand key
features of events
Understand some of the ways in which we find
out about the past
Identify different ways the past is represented
Themes/Content

Significant national and global events beyond
living memory (festivals/anniversaries)

Lives of significant individuals who have
contributed to national or international
achievements.

Significant historical events, people and places
in their own locality

Use world maps, atlases and globes

Use simple compass directions (N, E, S, W)

Working Scientifically (skills) – ask simple questions; close
observation; use simple equipment; perform tests;
identifying & classifying; suggest answers; gather & record
data.
Use locational and directional language for
features and routes on a map
NB These are relevant across KS1

Use aerial photos and plan perspectives,
recognise landmarks and basic human and
physical features

Devise simple maps

Use and construct basic symbols in a key

Use simple fieldwork and observational skills to
study the geography of the school and grounds
and the key human and physical features of the
surrounding environment
Themes/Content

Locate the 7 continents and 5 oceans

Understand the similarities and differences of a
contrasting Non-European country

Locate the hot and cold areas of the world,
North and South Poles, Equator

Use world maps, atlases and globes

Use compass directions, locational and
directional language

Use aerial photos, plan perspectives and
landmarks

Construct maps with a key and basic symbols
All living things – explore and compare differences
between living, dead and never alive; identify that most
living things live in habitats to which they are suited and
different habitats provide for the basic needs of different
kinds of animals and plants and how they depend on each
other; identify and name plants and animals in their
habitats including microhabitats; describe how animals
obtain their food from plants and other animals using
simple food chains and identify and name different
sources of food.
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 & stay
healthy.
Animals, including humans – notice that animals,
including humans have offspring which grow into adults;
find out about and describe the basic needs of animals
including humans for survival (water, food, air); describe
the importance of exercise, diet and hygiene.
Use of Everyday materials – identify and compare the
suitability of a variety of everyday materials (wood,
metal, plastic, glass, brick, rock, paper and cardboard) for
particular uses; find out how the shapes of solid objects
made from materials can be changed by squashing,
bending, twisting, stretching.
2
Year 2/3
Wisteria
History
Geography
Science
KS2 Skills
KS2 Skills

Name and locate the counties of the UK.

Recognise the key topographical features of a
region including rivers, hills, mountains, coasts

Recognise land use patterns and understand
how some aspects have changed over time

Recognise physical geographical features
including vegetation belts, rivers, mountains,
and the water cycle

Recognise human geography features,
settlement, land use, economic activity, trade
links, distribution of natural resources inc
energy, food, mineral and water

Use maps, atlases, globes, digital/computer
mapping to locate countries and describe
features studied

Use 8 points of the compass, 4 – 6 grid
references, symbols and keys on OS maps to
build knowledge of the UK and the wider world

Use fieldwork to observe, measure and record
human and physical features in the local area
using a range of methods inc sketch maps,
plans, graphs and digital technologies
Working Scientifically (skills) – ask relevant questions and
use different types of scientific enquiries; set up simple
practical enquiries, comparative and fair tests; make
systematic observations; take accurate measurements in
standard units using a range of equipment (including
thermometers & data loggers); gather, record, classify &
present data in a variety of ways; record findings using
scientific language, drawings, labelled diagrams, keys, bar
charts and tables; report on findings using oral and
written explanations, displays or presentations of results
and conclusions; use results to draw conclusions (make
predictions for new values), suggest improvements &
raise further questions; identify differences, similarities or
changes related to simple scientific ideas and processes;
compare & contrast; use scientific evidence to support
findings.

Develop a chronologically secure knowledge
and understanding of British and local history.

Establish clear narratives across the periods
they study

Note connections, contrasts and trends over
time

Develop appropriate use of historical terms

Address and devise historically valid questions
about change, cause, similarity and differences
and significance.

Construct informed responses that involve
thoughtful selection and organisation of
relevant historical information.

Understand how knowledge of the past is
constructed from a range of sources
Themes

Stone Age – Iron Age Celtic culture and
patterns of settlement , Tribal Kingdoms

The Roman Empire – Impact on Britain
Themes/Content

Identify human and physical features

Recognise the key topographical features (hills,
mountains, coasts and rivers)

Recognise land use patterns and how they have
changed over time

Recognise the equator, northern and southern
hemispheres, tropics of cancer and Capricorn

Identify similarities and differences through the
study of human and physical features in a region
of a European country – types of settlement,
economic activity, trade links and natural
resources

Use maps and atlases

Use the 8 points of a compass
NB These are relevant across lower KS2
Plants – identify and describe the functions of parts of
different parts of a flowering plant (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 lifecycle of
flowering plants (pollination, seed formation and seed
dispersal).
Animals, including humans – identify that animals need
the right types of nutrition; identify that animals have
skeletons and muscles for support, protection and
movement.
Light – recognise they need light to see and dark is
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.
Forces and magnets – 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 and repel;
3
compare and group 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.
Electricity – identify common electrical appliances;
construct a simple series electrical circuit (identifying
cells, wires, bulbs, switches and buzzers), recognise
common conductors and insulators
Sound – identify how sounds are made; sources,
vibration; recognise vibrations travel through a medium;
distance; pitch and volume.
States of matter – compare and group materials 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).
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.
4
History
Year
4/5
Rose
Geography
KS2 Skills

Develop a chronologically secure knowledge
and understanding of British, local and world
history

Establish clear narratives across the periods
they study

Note connections, contrasts and trends over
time

Develop appropriate use of historical terms

Address and devise historically valid questions
about change, cause, similarity and differences
and significance.

Construct informed responses that involve
thoughtful selection and organisation of
relevant historical information.

Understand how knowledge of the past is
constructed from a range of sources
Themes

Anglo-Saxons & Vikings

Egyptians
KS2 Skills

Locate the world’s countries using maps
focussing on, North and South America

Identify the environmental regions, key
physical and human characteristics of countries
and major cities of North & South America.

Recognise the key topographical features of a
region including rivers, hills, mountains, coasts

Recognise land use patterns and understand
how some aspects have changed over time

Identify position and significance of lines of
latitude, longitude, tropic, hemispheres, poles,
Prime/Greenwich meridian and time zones

Recognise physical geographical features
including climate zones, biomes, vegetation
belts, rivers, mountains, volcanoes,
earthquakes and the water cycle

Recognise human geography features,
settlement, land use, economic activity, trade
links, distribution of natural resources inc
energy, food, mineral and water

Use maps, atlases, globes, digital/computer
mapping to locate countries and describe
features studied

Use 8 points of the compass, 4 – 6 grid
references, symbols and keys on OS maps to
build knowledge of the UK and the wider world

Use fieldwork to observe, measure and record
human and physical features in the local area
using a range of methods inc sketch maps,
plans, graphs and digital technologies
Themes/Content

Name and locate a region of South AmericaThe Amazon & The Caribbean

Identify the regions of South America-The
Amazon & The Caribbean and understand their
human and physical features

Recognise the South America-The Amazon &
The Caribbean topographical features
Science
Working Scientifically (skills) – ask relevant questions;
plan scientific enquiries (comparative and fair tests);
make systematic observations; using scientific equipment
with increasing accuracy and precision; take accurate
measurements using standard units using a range of
equipment (incl. thermometers & data loggers); repeat
reading s where appropriate; record data and results
using scientific diagrams and labels, classification keys,
tables, scatter graphs, bar and line graphs); use scientific
language; use test results to make predictions to set up
further comparative and fair tests; report and present
findings including conclusions, causal relationships and
explanations of and degree of trust, in oral and written
forms such as displays and other presentations; identify
scientific evidence that has been used to support or
refute ideas or arguments.
NB These are relevant across upper KS2
Animals, including humans – 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; contruct and interpret a
variety of food chains identifying producers, predators
and prey.
States of matter – identify the part played by evaporation
and condensation in the water cycle and associate the
rate of evaporation with temperature.
Properties of materials - use knowledge of solids, liquids
and gases to decide how mixtures might be separated,
including filtering, sieving and evaporating; compare and
group together materials on the basis on their thermal
conductivity; give reasons based on evidence from
comparative and fair tests for the particular uses of
everyday materials, including metals, wood and plastic.
Forces – explain that unsupported objects fall towards
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.
Earth & space – describe the movement of the Earth and
5
(mountains, rivers, coasts and seas)

Recognise the land use patterns of South
America-The Amazon & The Caribbean and how
they have changed over time

Identify position and significance of lines of
latitude, longitude, tropic, and time zones

Study the geographical similarities and
differences through a study of the human and
physical features of a region in the South
America & Caribbean including physical
geography, mountains, types of settlement,
land use, economic activity, trade links, natural
resources

Use maps, atlases and digital computer
mapping

Use the 8 points of the compass

Begin to use 4 – 6 figure grid references

Begin to use symbols and keys on an OS map

Undertake fieldwork
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.
All living things and their habitats – describe the
differences in the life cycles of a mammal, amphibian, an
insect and a bird.
6
Year 5/6
Magnolia
History
Geography
Science
KS2 Skills
KS2 Skills

Locate the world’s countries using maps
focussing on Europe (inc Russia),

Identify the environmental regions, key physical
and human characteristics of countries and major
cities

Recognise the key topographical features of a
region including rivers, hills, mountains, coasts

Recognise land use patterns and understand how
some aspects have changed over time

Identify position and significance of lines of
latitude, longitude, tropic, hemispheres, poles,
Prime/Greenwich meridian and time zones

Recognise physical geographical features
including climate zones, biomes, vegetation belts,
rivers, mountains, volcanoes, earthquakes and
the water cycle

Recognise human geography features,
settlement, land use, economic activity, trade
links, distribution of natural resources inc energy,
food, mineral and water

Use maps, atlases, globes, digital/computer
mapping to locate countries and describe
features studied

Use 8 points of the compass, 4 – 6 grid
references, symbols and keys on OS maps to
build knowledge of the UK and the wider world

Use fieldwork to observe, measure and record
human and physical features in the local area
using a range of methods inc sketch maps, plans,
graphs and digital technologies
Working Scientifically (skills) – ask relevant questions; plan
scientific enquiries (comparative and fair tests); make
systematic observations; using scientific equipment with
increasing accuracy and precision; take accurate
measurements using standard units using a range of
equipment (incl. thermometers & data loggers); repeat
reading s where appropriate; record data and results using
scientific diagrams and labels, classification keys, tables,
scatter graphs, bar and line graphs); use scientific language;
use test results to make predictions to set up further
comparative and fair tests; report and present findings
including conclusions, causal relationships and explanations
of and degree of trust, in oral and written forms such as
displays and other presentations; identify scientific
evidence that has been used to support or refute ideas or
arguments.
Themes/Content
Properties of materials – know that some materials will
dissolve in liquid to form a solution and describe how to
recover a substance from a solution; compare and group
together everyday materials on the basis of their properties
(hardness, solubility, transparency, conductivity (electrical
and thermal) and response to magnets; 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

Develop a chronologically secure knowledge and
understanding of British, local and world history

Establish clear narratives across the periods they
study

Note connections, contrasts and trends over time

Develop appropriate use of historical terms

Address and devise historically valid questions
about change, cause, similarity and differences
and significance.

Construct informed responses that involve
thoughtful selection and organisation of relevant
historical information.

Understand how knowledge of the past is
constructed from a range of sources

Understand that different versions of past events
may exist giving some reasons for this
Themes

Local history study

Ancient Greece

Chronological knowledge beyond 1066

Non-European society contrasts with British
History early Islamic civilisation or Mayan
civilisation


Identify the environmental regions and key
physical and human features of counties and
cities of the Europe.
Identify geographical regions of Europe, their
human and physical characteristics, key
topographical features (hills, mountains, coasts,
rivers) describe how some aspects have changed
over time.
NB These are relevant across upper KS2
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, lifestyle on body
function, describe the ways in which nutrients and water
are transported within animals including humans.
Electricity – associate the brightness of a bulb 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.
7







Identify the geographical similarities and
differences through a study of the human and
physical features of a region of Europe including
industry, settlements, land use, economic
activity, trade links, physical geography (rivers,
mountains, coast)
Use maps, atlases and digital computer mapping
Use the 8 points of the compass
Use 4 – 6 figure grid references
Use symbols and keys on an OS map
Undertake fieldwork to observe, measure and
record human and physical features.
Sketch maps, plans and use digital technologies
to construct maps
the action of acid on bicarbonate of soda.
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;
describe the process of reproduction in some plants and
animals.
Animals, including humans – describe the changes as
humans develop to old age.
Forces –transfer of forces through mechanical devices
(gears, pulleys, levers, springs)
Light – recognise that light travels in straight lines; explain
that objects are seen because they give out or reflect light
into the eye; explain how we see things; explain why
shadows have the same shape as the objects that cast
them.
Rocks – compare and group different kind of rocks on the
basis of their appearance and simple physical properties;
describe in terms how fossils are formed when things that
have lived are trapped within rock; recognise that soils are
made from rocks and organic matter.
Evolution & 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.
8