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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