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Scheme of Work Foundation Stage Topics CLL Physical PSE Reading Writing Maths o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o 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 o o o UTW o o o o o o o o o o o o o EAD o o o o o o o o o o o o o o 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 o o o o Say Cheese ICT o 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. o o o o o Flowers and Insects Science o o o o o o o o o o 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. o o o o o o o o Lets Go on Holiday Geography o o o 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 o o o o o o o Art o o o o What’s it made of? Science o o o o o o Design Technology o o o o o o o o Our World Music Geography o o o o o o o o 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 o o o o o o Art o o o o People of the Past Music o o o o History o 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. o o Art o o o o o Super Humans Science o o o 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 o o o 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. o o o o o o 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 o o o o o o o o o o o Art o o o o 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. o o o o o o o o o 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. o o o 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. o o o o o o 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 o o o o o o o Active Planet Science o o o o o o Design Technology 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 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, o o o Music o o o o o o o o o Art o o o o 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 o o o o o 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. o o o o o o o o Design Technology o o o o o o o o o o o Bright Sparks Science o o o o o o o o o o o Design and Technology o o o o o o 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 o o o o 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 o Living Together Geography o o o o o o 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 o o o o o o o o 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 o o o o o o Fit for life Science o o o o AD 900 History o o o o o o o Being Human Science o o o o Fair Grounds Science o o o o o o Design o o 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 o o o o o o o o o The Holiday Show Music o o Geography o o o o o o o o o o o Out of Africa Science o o o o o o 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.