Download Scheme of Work Foundation Stage Topics C L L Children listen to

Scheme of Work
Foundation Stage Topics
CLL
Physical
PSE
Reading
Writing
Maths
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Children listen to a range of situations.
Respond appropriately while engaged in an activity.
Connecting ideas and events.
Showing awareness of listeners needs.
Children follow instructions involving several ideas or actions.
Accurately anticipating key events.
Children express themselves appropriately.
Listen to stories Respond to what they hear with relevant comments, questions and actions.
Respond appropriately, while engaged in an activity.
Talking about events that have happened or are to happen in the future.
Develop their own narratives and explanations.
Connecting ideas or events.
Children answer why and how questions about their experiences and in response to stories or
events
Use past present and future forms correctly.
Follow instructions involving several ideas or actions.
Children show good control and coordination in large and small movements
They handle equipment and tools effectively including pencils for writing
Handle equipment and tools effectively including pencils for writing.
Talk about ways to keep healthy and safe.
Manage own basic hygiene and personal needs successfully, including dressing and undressing
and going to the toilet independently.
Move confidently in a range of ways safely negotiating space.
Children know the importance for good health of physical exercise and a healthy diet.
Will choose the resources they need for their chosen activities
Children are confident to try new activities.
They adjust their behaviour to different situations.
Taking turns with others.
Children are confident to try new activities.
Demonstrate ability to adjust their behaviour to different situations.
Children talk about how they and others sow feelings
Talk about their own behaviour and that of others and its consequence
Know that some behaviour is unacceptable
Work as part of a group or class.
Understand and follow rules
Adjust their behaviour to different situations.
Take changes of routine in their stride.
Children play cooperatively
They take account of one another’s ideas about how to organise their activity
They show sensitivity to others needs and feelings.
Form positive relationships with adults and other children
Use words, pictures, print, numbers, sounds, models, photographs and ICT to represent
thoughts experiences and ideas.
Children read and understand simple sentences.
Children read some irregular words
Demonstrate understanding when talking with others about what they have read
They write simple sentences which can be read by themselves and others.
Children use their phonic knowledge to write words which match their spoken words.
Write some irregular common words.
Some words are spelt correctly and others are phonetically plausible.
Compare quantities and objects and to solve problems
Use mathematical vocabulary to describe
Can count reliably with numbers from 1 – 20
Place numbers in order
Say which number is one more or one less than a given number
Using quantities and objects
Add and subtract two single digit numbers
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UTW
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EAD
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Count on or back to find the answer
Solve problems, including doubling, halving and sharing.
Children use every day language to talk about, size, weight, capacity, position, distance, time
and money
Recognise, create and describe patterns
Explore characteristics of everyday objects and shapes.
Actively exploring and making sense of the world by using tools materials and equipment
Experiment with ways of changing songs, music and dance.
Know that other children don’t always enjoy the same things
Explain why some things occur
Talk about changes
Children recognise that a range of technology is used in places such as homes and school
Children talk about past and present events in their own lives and in the lives of family
members
They are sensitive to the fact that other children don’t always enjoy the same things.
They know about similarities and differences between themselves and others
To know about the similarities and differences among families, communities and traditions.
Children know about similarities and difference in relation to places, objects, materials and
living things.
They talk about features of their own immediate environment
How environments may vary from one another
They make observations of animals and plants
Explain why things occur
Talk about change
They select and use technology for particular purpose
Experiment with changing ideas
They safely use and explore a variety
Thinking about uses and purpose
Understanding different media to express a mood or feeling or for representing information.
Children sing songs, make music and dance
They safely use and explore a variety of materials, tools and techniques
Experimenting with colour, design, texture and function children use what they have learnt
about media and materials in original ways
They represent their own ideas, thoughts and feelings through design and technology, art
music, dance role play and stories
Scheme of Work
Year 1 and 2 Topics
Time Travellers
History
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Say Cheese
ICT
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Understand what algorithms are, how they are implanted as programs on digital devices and
what programs execute by following precise and unambiguous instructions.
Create and debug simple programs.
Use logical reasoning to predict.
Use technology purposefully to create, organise store, manipulate and retrieve digital content.
Recognise common uses of information technology beyond school.
Use technology safely and respectfully, keeping, personal information private, identify where to
go for help and support when they have concerns about content or contact on the internet or
other online technologies.
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Flowers and Insects
Science
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Music
Art
Changes within living memory. Where appropriate these should be used to reveal aspects of
change in national life.
Events beyond living memory that are significant globally or nationally.
The lives of significant individuals in the past who have contributed to national and international
achievements. Some should be used to compare aspects of life in different periods.
Significant historical events, people and places in their own locality.
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Lets Go on Holiday
Geography
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Identify and name a variety of common wild and garden plants, including deciduous and
evergreen trees.
Identify and describe the basic structure of a variety of common flowering plants including
trees.
Observe changes over the four seasons.
Observe and describe weather associated with the seasons and how the length of the day
varies.
Explore and compare the differences between things that are living, dead and have never been
alive.
Identify that most things live in habitats to which they are suited and describe how different
habitats provide for the basic needs of different kinds of animals and plants and how they
depend on each other.
Identify and name a variety of plants and animals in their habitats, including micro habitats.
Describe how animals obtain their food from plants and other animals using the idea of simple
food chains and identify and name different sources of food.
Observe and describe how hoe seeds and bulbs grow into mature plants.
Find out and describe how plants need water, light and a suitable temperature to grow and stay
healthy.
Use their voices expressively and creatively by singing songs and speaking chants and rhymes.
Play tuned and un tuned instruments musically.
Listen with concentration and understanding to a range of high quality live and recorded music.
Experiment with create, select and combine sounds using the inter related dimensions of music
To use a range of materials creatively to design and make products.
To use drawing, painting and sculpture to develop and share their ideas, experiences and
imagination.
To develop a wide variety of art and design techniques in using colour, pattern, texture, line,
shape, form and space.
About the work of a range of artists, craft makers and designers, describing the differences and
similarities between practices and disciplines and making links in their own work.
Name and locate the world’s seven continents and five oceans.
Name, locate and identify characteristics of four countries and capital cities of the United
Kingdom and its surrounding seas.
Understand geographical similarities and differences through studying the human and
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What’s it made of?
Science
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Design
Technology
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Our World
Music
Geography
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geography of a small area of the United Kingdom and of a small area in a non-European
country.
Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and
cold areas of the world in relation to the equator and the north and south pole.
Key Physical features
Beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and
weather
Key Human Features
City, town, village, factory, farm, house, office, port, harbour and shop
Use wold maps, atlases and globes to identify the UK and its countries, as well as the countries,
continents and oceans studies at this key stage.
Use simple compass directions N S E W and locational and directional language to describe the
features and routes on a map.
Use aerial photographs and plan perspectives to recognise landmarks and basic human and
physical features, devise a simple map and use and construct basic symbols in a key.
Use simple field work and observational skills to study the geography of their school grounds
and the key human and physical features of its surrounding environment
To use a range of materials creatively to design and make products.
To use drawing, painting and sculpture to develop and share their ideas, experiences and
imagination.
To develop a wide variety of art and design techniques in using colour, pattern, texture, line,
shape, form and space.
About the work of a range of artists, craft makers and designers, describing the differences and
similarities between practices and disciplines and making links in their own work.
Distinguish between an object and the material from which it is made.
Identify and name a variety of every day materials including, wood, plastic, glass, metal, water
and rock.
Describe the simple physical properties of a variety of everyday materials.
Compare and group together a variety of every day materials on the basis of their simple
physical properties.
Identify and compare the uses of a variety of materials including wood, metal, plastic, glass,
brick, rock, paper and cardboard for a particular purpose
Find out how the shapes of solid objects made from some materials can be changed by
squashing, bending, twisting and stretching.
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.
Select from and use a range of tools and equipment to perform practical tasks
Select from and use a wide range of materials and components, including construction
materials, textiles and ingredients according to their characteristics.
Explore and evaluate a range of existing products.
Evaluate their ideas and products against design criteria
Build structures, exploring how they can be made stronger and stiffer and more stable.
Explore and use mechanisms in their products
Use their voices expressively and creatively by singing songs and speaking chants and rhymes.
Play tuned and un tuned instruments musically.
Listen with concentration and understanding to a range of high quality live and recorded music.
Experiment with create, select and combine sounds using the inter related dimensions of music
Name and locate the world’s seven continents and five oceans.
Name, locate and identify characteristics of four countries and capital cities of the United
Kingdom and its surrounding seas.
Understand geographical similarities and differences through studying the human and
geography of a small area of the United Kingdom and of a small area in a non-European
country.
Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and
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Art
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People of the Past
Music
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History
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Use their voices expressively and creatively by singing songs and speaking chants and rhymes.
Play tuned and un tuned instruments musically.
Listen with concentration and understanding to a range of high quality live and recorded music.
Experiment with create, select and combine sounds using the inter related dimensions of music
Changes within living memory. Where appropriate these should be used to reveal aspects of
change in national life.
Events beyond living memory that are significant globally or nationally.
The lives of significant individuals in the past who have contributed to national and international
achievements. Some should be used to compare aspects of life in different periods.
Significant historical events, people and places in their own locality.
To use a range of materials creatively to design and make products.
To use drawing, painting and sculpture to develop and share their ideas, experiences and
imagination.
To develop a wide variety of art and design techniques in using colour, pattern, texture, line,
shape, form and space.
About the work of a range of artists, craft makers and designers, describing the differences and
similarities between practices and disciplines and making links in their own work.
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Art
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Super Humans
Science
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Identify and name a variety of common animals, including, fish, amphibians, reptiles, birds and
mammals.
Identify and name a variety of animals that are carnivores, herbivores and omnivores.
Describe and compare the structure of a variety of common animals.
Identify name and draw the label the basic parts of the human body and say which part of the
body is associated with each sense.
Notice that animals as well as humans have offspring which grow into adults
Find out about and describe the basic needs of animals including humans for survival
Describe the importance for humans of exercise, eating the right amounts of food types and
hygine
Use the basic principles of a healthy and varied diet to prepare dishes
Understand where food comes from
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Use their voices expressively and creatively by singing songs and speaking chants and rhymes.
Play tuned and un tuned instruments musically.
Listen with concentration and understanding to a range of high quality live and recorded music.
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Design
Technology
From A to B
Music
cold areas of the world in relation to the equator and the north and south pole.
Key Physical features
Beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and
weather
Key Human Features
City, town, village, factory, farm, house, office, port, harbour and shop
Use wold maps, atlases and globes to identify the UK and its countries, as well as the countries,
continents and oceans studies at this key stage.
Use simple compass directions N S E W and locational and directional language to describe the
features and routes on a map.
Use aerial photographs and plan perspectives to recognise landmarks and basic human and
physical features, devise a simple map and use and construct basic symbols in a key.
Use simple field work and observational skills to study the geography of their school grounds
and the key human and physical features of its surrounding environment
To use a range of materials creatively to design and make products.
To use drawing, painting and sculpture to develop and share their ideas, experiences and
imagination.
To develop a wide variety of art and design techniques in using colour, pattern, texture, line,
shape, form and space.
About the work of a range of artists, craft makers and designers, describing the differences and
similarities between practices and disciplines and making links in their own work.
Geography
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Art
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Experiment with create, select and combine sounds using the inter related dimensions of music
Name and locate the world’s seven continents and five oceans.
Name, locate and identify characteristics of four countries and capital cities of the United
Kingdom and its surrounding seas.
Understand geographical similarities and differences through studying the human and
geography of a small area of the United Kingdom and of a small area in a non-European
country.
Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and
cold areas of the world in relation to the equator and the north and south pole.
Key Physical features
Beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and
weather
Key Human Features
City, town, village, factory, farm, house, office, port, harbour and shop
Use wold maps, atlases and globes to identify the UK and its countries, as well as the countries,
continents and oceans studies at this key stage.
Use simple compass directions N S E W and locational and directional language to describe the
features and routes on a map.
Use aerial photographs and plan perspectives to recognise landmarks and basic human and
physical features, devise a simple map and use and construct basic symbols in a key.
Use simple field work and observational skills to study the geography of their school grounds
and the key human and physical features of its surrounding environment
To use a range of materials creatively to design and make products.
To use drawing, painting and sculpture to develop and share their ideas, experiences and
imagination.
To develop a wide variety of art and design techniques in using colour, pattern, texture, line,
shape, form and space.
About the work of a range of artists, craft makers and designers, describing the differences and
similarities between practices and disciplines and making links in their own work.
The Magic Toy Maker
Science
o Distinguish between an object and the material from which it is made.
o Identify and name a variety of every day materials including, wood, plastic, glass, metal, water
and rock.
o Describe the simple physical properties of a variety of everyday materials.
o Compare and group together a variety of every day materials on the basis of their simple
physical properties.
o Identify and compare the uses of a variety of materials including wood, metal, plastic, glass,
brick, rock, paper and cardboard for a particular purpose
o Find out how the shapes of solid objects made from some materials can be changed by
squashing, bending, twisting and stretching.
Design
o Design purposeful, functional, appealing products for themselves and other users based on
Technology
design criteria.
o Generate develop model and communicate their ideas through talking, drawing, templates,
mock ups and where appropriate information and communication technology.
o Select from and use a range of tools and equipment to perform practical tasks
o Select from and use a wide range of materials and components, including construction
materials, textiles and ingredients according to their characteristics.
o Explore and evaluate a range of existing products.
o Evaluate their ideas and products against design criteria
o Build structures, exploring how they can be made stronger and stiffer and more stable.
o Explore and use mechanisms in their products
The Earth our Home
Science
o Identify and name a variety of common wild and garden plants, including deciduous and
evergreen trees.
o Identify and describe the basic structure of a variety of common flowering plants including
trees.
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Identify and name a variety of common animals, including, fish, amphibians, reptiles, birds and
mammals.
Identify and name a variety of animals that are carnivores, herbivores and omnivores.
Describe and compare the structure of a variety of common animals.
Observe changes over the four seasons.
Observe and describe weather associated with the seasons and how the length of the day
varies.
Explore and compare the differences between things that are living, dead and have never been
alive.
Identify that most things live in habitats to which they are suited and describe how different
habitats provide for the basic needs of different kinds of animals and plants and how they
depend on each other.
Identify and name a variety of plants and animals in their habitats, including micro habitats.
Describe how animals obtain their food from plants and other animals using the idea of simple
food chains and identify and name different sources of food.
PE
PE is often taught through cross curricular links with the IPC and a range of topics covers this. However the children
have access to separate PE sessions, taught either by the class teacher or the sports coach. The following Objectives
will be mat as the children move through Key Stage One.
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Mastering basic movements including running, jumping, throwing and catching, as well as developing
balance, agility and co-ordination and begin to apply these in a range of activities.
Participate in team games, developing simple tactics for attacking and defending.
Perform dances using simple movement patterns
Science
Accompanying the Science elements of the taught topics the following will apply to support the working scientifically
element of the national curriculum.
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Asking simple questions and recognising that they can be answered in different ways
Observing closely using different equipment
Performing simple tests
Identifying and classifying
Using their observations and ideas to suggest answers and questions
Gathering and recording data to help in answering questions
Scheme of Work
Year 3 and 4 Topics
Scavengers and Settlers.
Design
o Understand and apply the principles of a healthy and varied diet.
Technology
o Prepare and cook a variety of predominantly savoury dishes using a range of cooking
techniques.
o Understand seasonality and know where and how a variety of ingredients are grown, reared,
caught, and processed.
History
o Changes in Britain from the stone age to the Iron Age
o The Roman Empire and its impact on Britain
o Britain’s settlement by Anglo Saxon Scots
o The Viking and Anglo Saxon struggle for the kingdom of England to the time of Edward the
Confessor
o The achievements of the earliest civilisation – an over view of where and when the first
civilisations appeared and the depth of study of one of the following, Ancient Sumer, the Indus
Valley, Ancient Egypt, The Shang Dynasty of Ancient China
o Ancient Greece - A study of Greek Life and achievements and their influence on the Western
World
o A Non-European society that provides contrasts with British history – one study chosen from
Early Islamic Civilisation, including the study of Baghdad (AD900), Mayan Civilisation (AD900),
Benin West Africa (AD900-1300)
Digital Cameras
ICT
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Active Planet
Science
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Design
Technology
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Design, write and debug programs that accomplish specific goals including control or
stimulating physical systems, solve problems by decomposing them into smaller parts.
Use sequences, 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.
Understand computer networks including the internet, how they can provide multiple services,
such as the world wide web and the opportunities they offer such as communication and
collaboration.
Use research technology effectively, appreciate how results are selected and ranked and be
discerning in evaluating digital content
Select use and combine a variety of software 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 technology safely, respectfully and responsibly. Recognise acceptable and unacceptable
behaviour, identify a range of ways to report concerns about contents and contact
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 the soils are made from rocks and organic matter.
Compare and group materials together, according to whether they are solids liquid or gasses
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
Identify the part played by evaporation and condensation in the water cycle and associate the
rate of evaporating with temperature
Use research and develop design criterion 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 discussions, annotated
sketches, cross sectional and explored diagrams, prototypes, pattern pieces and computer
aided design .
Select from and use a range of tools and equipment to form practical tasks.
Select from and use a range of materials and components, including construction materials,
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Music
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Art
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textiles and ingredients, according to their functional properties and aesthetic qualities.
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
Apply their knowledge 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 program monitor and control their products.
Play and perform in solo and ensemble contexts using their voices and playing musical
instruments with increasing accuracy, fluency control and expressions.
Improvise and compose music for a range of purposes using the inter-related dimensions of
music.
Listen with attention to detail and recall sounds with increasing aural memory.
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.
Develop an understanding of the history of music.
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
sculpting with a range of materials
About great artists architects and designers in history.
Gateway to the world.
Geography
o Locate the worlds countries using maps to focus on Europe and North and South America,
concentrating on their environmental regions, key physical and human characteristics,
countries and major cities.
o Name and locate countries and cities of the united kingdom, geographical regions and their
identifying human and physical characteristics, key topographical features and land use
patterns and understand how these features have changed over time.
o Identify the portion and significance of latitude, longitude equator, northern and southern
hemisphere, the tropics of cancer and Capricorn, arctic and Antarctic circle, the Prime/Greewich
Meridian, and time zones including day and night.
o 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.
o Physical geography including climate zones, biomes, and vegetation belts, rivers, mountains,
volcanoes and earthquakes and the water cycle.
o Human geography including types of settlement band land use, economic activity including
trade links and the distribution of natural resources including energy, food, minerals and water.
o Use maps atlases, globes, and digital mapping to locate countries and describe features studied.
o Use the eight points of a compass, four and six figure grid references, symbols and key to build
their knowledge of the UK and the wider world.
o Use field work to observe, measure, record and present the physical and human features in the
local area using a range of methods including sketch, maps, plans and graphs and digital
technologies
Art
o To create sketch books to record their observations and use them to review and revisit ideas
o To improve their mastery of art and design techniques including drawing, painting and sculpting
with a range of materials
o About great artists architects and designers in history.
Material World
Science
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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 2 poles.
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Design
Technology
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Bright Sparks
Science
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Design and
Technology
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Predict whether 2 magnets will attract or repel each other depending on which poles are facing
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
Identify the part played by evaporation and condensation in the water cycle and associate the
rate of evaporating with temperature.
Identify common appliances that run on electricity
Construct a simple series electrical circuit, identifying and naming its basic parts, 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.
Use research and develop design criterion 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 discussions, annotated
sketches, cross sectional and explored diagrams, prototypes, pattern pieces and computer
aided design .
Select from and use a range of tools and equipment to form practical tasks.
Select from and use a range of materials and components, including construction materials,
textiles and ingredients, according to their functional properties and aesthetic qualities.
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
Apply their knowledge 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 program monitor and control their products.
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 2 poles.
Predict whether 2 magnets will attract or repel each other depending on which poles are
facing.
Identify common appliances which 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 the complete loop with a battery.
Recognise that a switch opens and closes a circuit and associate this with whether or not the
lamp lights in a simple circuit.
Recognise some common conductors and insulators and associate metals with being good
conductors.
Use research and develop design criterion 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 discussions, annotated
sketches, cross sectional and explored diagrams, prototypes, pattern pieces and computer
aided design .
Select from and use a range of tools and equipment to form practical tasks.
Select from and use a range of materials and components, including construction materials,
textiles and ingredients, according to their functional properties and aesthetic qualities.
Investigate and analyse a range of existing products
Evaluate their ideas and products against their own design criteria and consider the views of
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o
others to improve their work.
Understand how key events and individuals in design and technology have helped shape the
world
Apply their knowledge 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 program monitor and control their products.
Different places similar lives
Geography
o Locate the worlds countries using maps to focus on Europe and North and South America,
concentrating on their environmental regions, key physical and human characteristics,
countries and major cities.
o Name and locate countries and cities of the united kingdom, geographical regions and their
identifying human and physical characteristics, key topographical features and land use
patterns and understand how these features have changed over time.
o Identify the portion and significance of latitude, longitude equator, northern and southern
hemisphere, the tropics of cancer and Capricorn, arctic and Antarctic circle, the Prime/Greewich
Meridian, and time zones including day and night.
o 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.
o Physical geography including climate zones, biomes, and vegetation belts, rivers, mountains,
volcanoes and earthquakes and the water cycle.
o Human geography including types of settlement band land use, economic activity including
trade links and the distribution of natural resources including energy, food, minerals and water.
o Use maps atlases, globes, and digital mapping to locate countries and describe features studied.
o Use the eight points of a compass, four and six figure grid references, symbols and key to build
their knowledge of the UK and the wider world.
o Use field work to observe, measure, record and present the physical and human features in the
local area using a range of methods including sketch, maps, plans and graphs and digital
technologies
Temples Tombs and Treasures
Music
o Play and perform in solo and ensemble contexts using their voices and playing musical
instruments with increasing accuracy, fluency control and expressions.
o Improvise and compose music for a range of purposes using the inter-related dimensions of
music.
o Listen with attention to detail and recall sounds with increasing aural memory.
o Use and understand staff and other musical notations.
o Appreciate and understand a wide range of high quality live and recorded music drawn from
different traditions and from great composers and musicians.
o Develop an understanding of the history of music.
History
o Changes in Britain from the stone age to the Iron Age
o The Roman Empire and its impact on Britain
o Britain’s settlement by Anglo Saxon Scots
o The Viking and Anglo Saxon struggle for the kingdom of England to the time of Edward the
Confessor
o The achievements of the earliest civilisation – an over view of where and when the first
civilisations appeared and the depth of study of one of the following, Ancient Sumer, the Indus
Valley, Ancient Egypt, The Shang Dynasty of Ancient China
o Ancient Greece - A study of Greek Life and achievements and their influence on the Western
World
o A Non-European society that provides contrasts with British history – one study chosen from
Early Islamic Civilisation, including the study of Baghdad (AD900), Mayan Civilisation (AD900),
Benin West Africa (AD900-1300)
Art
o To create sketch books to record their observations and use them to review and revisit ideas
o To improve their mastery of art and design techniques including drawing, painting and sculpting
with a range of materials
o About great artists architects and designers in history.
Land Sea And Sky
Science
o
o
o
o
o
o
o
o
o
o
How Humans Work
Science
o
o
o
o
o
o
o
o
o
o
o
o
o
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Living Together
Geography
o
o
o
o
o
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o
o
o
Identify and describe the functions of different parts of flowering plants, roots, stem, trunk,
leaves and flowers.
Explore the requirements for plant life and growth and how they vary from plant to plant.
Investigate the ways in which water is transported in plants.
Explore the part the flowers play in the life cycle of flowering plants, including pollination, seed
formation and dispersal.
Identify that animals, including humans, need the right types and amounts of nutrition and that
they cannot make their own food, they get nutrition from what they eat.
Identify that humans and 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.
Construct and interpret a variety of food chains identifying producers, predators and prey
Identify that animals, including humans, need the right types and amounts of nutrition and that
they cannot make their own food, they get nutrition from what they eat.
Identify that humans and other animals have skeletons and muscles for support, protection and
movement
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 a shadow changes.
Describe the simple functions of the digestive system in humans.
Identify the different types of teeth in humans and their simple functions.
Identify that 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 the features of the object that produces 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.
Locate the worlds countries using maps to focus on Europe and North and South America,
concentrating on their environmental regions, key physical and human characteristics,
countries and major cities.
Name and locate countries and cities of the united kingdom, geographical regions and their
identifying human and physical characteristics, key topographical features and land use
patterns and understand how these features have changed over time.
Identify the portion and significance of latitude, longitude equator, northern and southern
hemisphere, the tropics of cancer and Capricorn, arctic and Antarctic circle, the Prime/Greewich
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 United Kingdom, a region in a European country and a region
within North or South America.
Physical geography including climate zones, biomes, and vegetation belts, rivers, mountains,
volcanoes and earthquakes and the water cycle.
Human geography including types of settlement band 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 mapping to locate countries and describe features studied.
Use the eight points of a compass, four and six figure grid references, symbols and key to build
their knowledge of the UK and the wider world.
Use field work to observe, measure, record and present the physical and human features in the
o
o
Art
o
Shake It
Science
o
o
o
Saving the world
Science
o
o
o
o
o
o
o
o
o
o
Music
o
o
o
o
o
o
o
o
o
Art
o
local area using a range of methods including sketch, maps, plans and graphs and digital
technologies.
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 sculpting
with a range of materials
About great artists architects and designers in history.
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 C
Identify the part played by evaporation and condensation in the water cycle and associate th
rate of evaporation with temperature.
Identify and describe the functions of different parts of flowering plants, roots, stem, trunk,
leaves and flowers.
Explore the requirements for plant life and growth and how they vary from plant to plant.
Investigate the ways in which water is transported in plants.
Explore the part the flowers play in the life cycle of flowering plants, including pollination, seed
formation and dispersal.
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 the soils are made from rocks and organic matter.
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.
Construct and interpret a variety of food chains identifying producers, predators and prey
Play and perform in solo and ensemble contexts using their voices and playing musical
instruments with increasing accuracy, fluency control and expressions.
Improvise and compose music for a range of purposes using the inter-related dimensions of
music.
Listen with attention to detail and recall sounds with increasing aural memory.
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.
Develop an understanding of the history of music.
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 sculpting
with a range of materials
About great artists architects and designers in history.
PE
PE is often taught through cross curricular links with the IPC and a range of topics covers this. However the children
have access to separate PE sessions, taught either by the class teacher or the sports coach. The following Objectives
will be mat as the children move through Year 3 and 4.
o
o
o
o
o
Use running jumping throwing and catching in isolation and combination.
Play competitive games, modified where appropriate and apply basic principles suitable for attacking and
defending.
Develop flexibility, strength, technique, control and balance.
Perform dances using a range of movement patterns
Take part in outdoor adventurous activity challenges both individually and within a team
o
Compare their performances with previous ones and demonstrate improvement to achieve their personal
best.
Science
Accompanying the Science elements of the taught topics the following will apply to support the working scientifically
element of the national curriculum.
o
o
o
o
o
o
o
o
o
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 answering questions
Recording findings using simple scientific language, drawings labelled diagrams, keys, bar charts and tables
Reporting on findings enquiries including oral and written explanations, displays and presentations of results
or conclusions.
Using results draw simple conclusions make predictions for new values suggest improvements and raise
further questions
Identify differences and similarities or changes related to simple scientific ideas and processes
Using straightforward scientific evidence to answer questions or support their findings
Scheme of Work
Year 5 and 6 Topics
The Great Bold and Brave
Art
o To create sketch books to record their observations and use them to review and revisit ideas
o To improve their mastery of art and design techniques including drawing, painting and sculpting
with a range of materials
o About great artists architects and designers in history.
Music
o Play and perform in solo and ensemble contexts using their voices and playing musical
instruments with increasing accuracy, fluency control and expressions.
o Improvise and compose music for a range of purposes using the inter-related dimensions of
music.
o Listen with attention to detail and recall sounds with increasing aural memory.
o Use and understand staff and other musical notations.
History
o Changes in Britain from the stone age to the Iron Age
o The Roman Empire and its impact on Britain
o Britain’s settlement by Anglo Saxon Scots
o The Viking and Anglo Saxon struggle for the kingdom of England to the time of Edward the
Confessor
o The achievements of the earliest civilisation – an over view of where and when the first
civilisations appeared and the depth of study of one of the following, Ancient Sumer, the Indus
Valley, Ancient Egypt, The Shang Dynasty of Ancient China
o Ancient Greece - A study of Greek Life and achievements and their influence on the Western
World
o A Non-European society that provides contrasts with British history – one study chosen from
Early Islamic Civilisation, including the study of Baghdad (AD900), Mayan Civilisation (AD900),
Benin West Africa (AD900-1300)
3D Designers
ICT
o
o
o
o
o
o
o
Space Explorers
Art
Science
o
o
o
o
o
o
o
o
o
Design, write and debug programs that accomplish specific goals including control or
stimulating physical systems, solve problems by decomposing them into smaller parts.
Use sequences, 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.
Understand computer networks including the internet, how they can provide multiple services,
such as the world wide web and the opportunities they offer such as communication and
collaboration.
Use research technology effectively, appreciate how results are selected and ranked and be
discerning in evaluating digital content
Select use and combine a variety of software 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 technology safely, respectfully and responsibly. Recognise acceptable and unacceptable
behaviour, identify a range of ways to report concerns about contents and contact
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
sculpting with a range of materials
About great artists architects and designers in history.
Describe the movement of the Earth and other planets. Relative to the sun in the solar system
Describe the movement of the moon relative to the earth.
Describe the sun earth and moon as approximately spherical bodies.
Use the idea of the earths rotation to explain day and night and the apparent movement of the
sun across the sky
Recognise light appears to travel in straight lines
Use the idea that light travels in straight lines to explain that objects are seen because they give
out or reflect light into the eye.
o
o
Design
Technology
o
o
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o
Explain that we see things because light travels from the light source into our eyes or from light
sources to objects and then into our eyes.
Use the idea that light travels in straight lines to explain why shadows have the same shapes as
the objects which cast them.
Use research and develop design criterion 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 discussions, annotated
sketches, cross sectional and explored diagrams, prototypes, pattern pieces and computer
aided design .
Select from and use a range of tools and equipment to form practical tasks.
Select from and use a range of materials and components, including construction materials,
textiles and ingredients, according to their functional properties and aesthetic qualities.
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
Apply their knowledge 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 program monitor and control their products.
Making New Materials
Art
o To create sketch books to record their observations and use them to review and revisit ideas
o To improve their mastery of art and design techniques including drawing, painting and sculpting
with a range of materials
o About great artists architects and designers in history.
Science
o Compare and group together every day materials on the basis of their properties including their
hardness, solubility, transparency, conductivity and responses to magnetism.
o Know that some materials dissolve in liquid to form a solution, and describe how to recover a
substance from a liquid.
o Use knowledge of solids, liquids and gasses to decide how mixtures might be separated,
including through filtering, sieving and evaporating.
o Give reasons, based on evidence from comparative and fair tests. For the particular use of every
day materials including metals, wood and plastic.
o Demonstrate that dissolving mixing and changes of state are reversible changes.
o Explain that some changes result in the formation of new materials and this kind of change is
not usually reversible including changes associated with burning and the action of acid on
bicarbonate of soda.
o
Mission to Mars
Science
o
o
o
o
o
o
o
Design
Technology
o
o
o
o
Describe the movement of the Earth and other planets. Relative to the sun in the solar system
Describe the movement of the moon relative to the earth.
Describe the sun earth and moon as approximately spherical bodies.
Use the idea of the earths rotation to explain day and night and the apparent movement of the
sun across the sky.
Explain that unsupported objects fall towards earth due to the force of gravity acting between
the earth and the falling object.
Identify the effects of air resistance and friction, water resistance and friction that act between
moving surfaces.
Recognise that some mechanisms, including leavers, pulleys and gears allow a smaller force to
have a greater effect.
Use research and develop design criterion 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 discussions, annotated
sketches, cross sectional and explored diagrams, prototypes, pattern pieces and computer
aided design .
Select from and use a range of tools and equipment to form practical tasks.
Select from and use a range of materials and components, including construction materials,
o
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Fit for life
Science
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AD 900
History
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Being Human
Science
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Fair Grounds
Science
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Design
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textiles and ingredients, according to their functional properties and aesthetic qualities.
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
Apply their knowledge 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 program monitor and control their products.
Describe the changes as humans develop to old age
Identify and name the main parts of the human circulatory system and describe the functions of
the heart, bold vessels and blood.
Recognise the impact exercise drugs and lifestyle on the way their bodies function
Describe the ways in which nutrients and water are transported within animals including
humans
Changes in Britain from the stone age to the Iron Age
The Roman Empire and its impact on Britain
Britain’s settlement by Anglo Saxon Scots
The Viking and Anglo Saxon struggle for the kingdom of England to the time of Edward the
Confessor
The achievements of the earliest civilisation – an over view of where and when the first
civilisations appeared and the depth of study of one of the following, Ancient Sumer, the Indus
Valley, Ancient Egypt, The Shang Dynasty of Ancient China
Ancient Greece - A study of Greek Life and achievements and their influence on the Western
World
A Non-European society that provides contrasts with British history – one study chosen from
Early Islamic Civilisation, including the study of Baghdad (AD900), Mayan Civilisation (AD900),
Benin West Africa (AD900-1300)
Describe the changes as humans develop to old age.
Identify and name the main parts of the human circulatory system and describe the functions of
the heart, bold vessels and blood.
Recognise the impact exercise drugs and lifestyle on the way their bodies function
Describe the ways in which nutrients and water are transported within animals including
humans
Recognise light appears to travel in straight lines
Use the idea that light travels in straight lines to explain that objects are seen because they give
out or reflect light into the eye.
Explain that we see things because light travels from the light source into our eyes or from light
sources to objects and then into our eyes.
Use the idea that light travels in straight lines to explain why shadows have the same shapes as
the objects which cast them.
Associate the brightness of a lamp or the volume of a buzzer with the number of voltage 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.
Use research and develop design criterion to inform the design of innovative, functional,
Technology
o
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The Holiday Show
Music
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Geography
o
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o
o
o
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o
Out of Africa
Science
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o
o
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o
appealing products that are fit for purpose, aimed at particular individuals or groups.
Generate develop model and communicate their ideas through discussions, annotated
sketches, cross sectional and explored diagrams, prototypes, pattern pieces and computer
aided design .
Select from and use a range of tools and equipment to form practical tasks.
Select from and use a range of materials and components, including construction materials,
textiles and ingredients, according to their functional properties and aesthetic qualities.
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
Apply their knowledge 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 program monitor and control their products.
Play and perform in solo and ensemble contexts using their voices and playing musical
instruments with increasing accuracy, fluency control and expressions.
Improvise and compose music for a range of purposes using the inter-related dimensions of
music.
Listen with attention to detail and recall sounds with increasing aural memory.
Use and understand staff and other musical notations.
Locate the worlds countries using maps to focus on Europe and North and South America,
concentrating on their environmental regions, key physical and human characteristics,
countries and major cities.
Name and locate countries and cities of the united kingdom, geographical regions and their
identifying human and physical characteristics, key topographical features and land use
patterns and understand how these features have changed over time.
Identify the portion and significance of latitude, longitude equator, northern and southern
hemisphere, the tropics of cancer and Capricorn, arctic and Antarctic circle, the Prime/Greewich
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 United Kingdom, a region in a European country and a region
within North or South America.
Physical geography including climate zones, biomes, and vegetation belts, rivers, mountains,
volcanoes and earthquakes and the water cycle.
Human geography including types of settlement band 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 mapping to locate countries and describe features studied.
Use the eight points of a compass, four and six figure grid references, symbols and key to build
their knowledge of the UK and the wider world.
Use field work to observe, measure, record and present the physical and human features in the
local area using a range of methods including sketch, maps, plans and graphs and digital
technologies.
Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
Describe the life processes of reproduction in some plants and animals.
Describe the changes in humans as they develop ion old age.
Describe how living things are classified into broad groups according to common observable.
characteristics and based on similarities and differences including microorganisms, plants and
animals.
Give reasons for classifying plants and animals based on specific characteristics.
Recognise that living things have changed over time and that fossils provide information about
living things that inhabited the earth years ago.
Recognise that living things provide offspring of the same kind but normally offspring vary and
o
are not identical to their parents.
Identify how animals and plants are adapted to suit their environment in different ways and
that their adaptation may lead to evolution.
Weather and climate
Geography
o Locate the worlds countries using maps to focus on Europe and North and South America,
concentrating on their environmental regions, key physical and human characteristics,
countries and major cities.
o Name and locate countries and cities of the united kingdom, geographical regions and their
identifying human and physical characteristics, key topographical features and land use
patterns and understand how these features have changed over time.
o Identify the portion and significance of latitude, longitude equator, northern and southern
hemisphere, the tropics of cancer and Capricorn, arctic and Antarctic circle, the Prime/Greewich
Meridian, and time zones including day and night.
o 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.
o Physical geography including climate zones, biomes, and vegetation belts, rivers, mountains,
volcanoes and earthquakes and the water cycle.
o Human geography including types of settlement band land use, economic activity including
trade links and the distribution of natural resources including energy, food, minerals and water.
o Use maps atlases, globes, and digital mapping to locate countries and describe features studied.
o Use the eight points of a compass, four and six figure grid references, symbols and key to build
their knowledge of the UK and the wider world.
o Use field work to observe, measure, record and present the physical and human features in the
local area using a range of methods including sketch, maps, plans and graphs and digital
technologies.
PE
PE is often taught through cross curricular links with the IPC and a range of topics covers this. However the children
have access to separate PE sessions, taught either by the class teacher or the sports coach. The following Objectives
will be mat as the children move through Years 5 and 6.
o
o
o
o
o
o
o
o
o
o
o
Use running jumping throwing and catching in isolation and combination.
Play competitive games, modified where appropriate and apply basic principles suitable for attacking and
defending.
Develop flexibility, strength, technique, control and balance.
Perform dances using a range of movement patterns
Take part in outdoor adventurous activity challenges both individually and within a team
Compare their performances with previous ones and demonstrate improvement to achieve their personal
best.
Swim competently, confidently and proficiency over a distance of at least 25 Metres
Use a range of strokes effectively
Perform safe self-rescue in different water based situations
Science
Accompanying the Science elements of the taught topics the following will apply to support the working
scientifically element of the national curriculum.
Science
Accompanying the Science elements of the taught topics the following will apply to support the working scientifically
element of the national curriculum.
o
Planning different types of scientific enquiries to answer questions including recognising and controlling
variables where necessary
o
o
o
o
o
Taking measurements using a range of scientific equipment with increasing accuracy and precision taking
repeat readings where appropriate
Recording data and results of increasing complexity using scientific diagrams and labels, classification keys,
tables, scatter graphs, bar and line graphs
Using test results to make predictions to set up further comparative tests
Reporting and presenting findings from enquiries including conclusions casual relationships and explanations
of and degree of trust in results in oral and written forms such as displays and other presentations
Identifying scientific evidence that has been used to support o r refute ideas or arguments.