st oswald’s school curriculumst oswald’s school curriculum at st oswald’s cofe va primary and...

St Oswald’s School Curriculum

At St Oswald’s CofE VA Primary and Nursery School we offer a curriculum which is

balanced and broadly based1 and which:

� promotes the spiritual, moral, cultural, mental and physical development of pupils

at the school and of society, and

� prepares pupils at the school for the opportunities, responsibilities and

experiences of later life.

The school curriculum comprises all learning and other experiences that our school plans

for our pupils. The national curriculum forms one part of the school curriculum.

We make provision for a daily act of collective worship and teach religious education to

pupils at every key stage.

At St Oswald’s we are legally required to follow the statutory national curriculum which

sets out in programmes of study, on the basis of key stages, subject content for

those subjects that should be taught to all pupils. Our school must publish our school

curriculum by subject and academic year online.2 This can be found on our school

website at http://www.stoswaldsdurham.net

At St Oswald’s we make provision for personal, social, health and economic education

(PSHE), drawing on a range of good practice.

At St Oswald’s we are also free to include other subjects or topics of our choice in planning

and designing our own programme of education. We expect this to develop and

evolve over time as we implement the new national curriculum and move to being a

primary school from September 2014.

In 2014/15 we will include the teaching of a Foreign Language for our pupils in Year 2.

This is beyond the requirements of the National Curriculum.

1 See Section 78 of the 2002 Education Act: http://www.legislation.gov.uk/ukpga/2002/32/section/78 which

applies to all maintained schools. Academies are also required to offer a broad and balanced curriculum in accordance with Section 1 of the 2010 Academies Act: http://www.legislation.gov.uk/ukpga/2010/32/section/1

2 From September 2012, all schools are required to publish information in relation to each academic year,

relating to the content of the school’s curriculum for each subject and details about how additional information relating to the curriculum may be obtained: http://www.legislation.gov.uk/uksi/2012/1124/made

The structure of the national curriculum, in terms of which subjects are compulsory at key

stages 1 and 2, is set out in the table below:

Key stage 1 Key stage 2

Age 5 – 7 7 – 11

Year groups 1 – 2 3 – 6

Core subjects

English ��

Mathematics ��

Science ��

Foundation subjects

Art and design ��

Citizenship

Computing ��

Design and technology ��

Languages3 ��

Geography ��

History ��

Music ��

Physical education ��

Schools are also required to teach religious education at all key stages.

3 At key stage 2 the subject title is ‘foreign language’; at key stage 3 it is ‘modern foreign language’.

Inclusion

Setting suitable challenges

At St Oswald’s teaching staff set high expectations for every pupil. They plan stretching

work for pupils whose attainment is significantly above the expected standard. They

have an even greater obligation to plan lessons for pupils who have low levels of

prior attainment or come from disadvantaged backgrounds. Teachers use

appropriate assessment to set targets which are deliberately ambitious.

Responding to pupils’ needs and overcoming potential barriers for individuals and groups of pupils

Teachers take account of their duties under equal opportunities legislation that covers

race, disability, sex, religion or belief, sexual orientation, pregnancy and maternity,

and gender reassignment.4

A wide range of pupils have special educational needs, many of whom also have

disabilities. Lessons are planned to ensure that there are no barriers to every pupil

achieving. In many cases, such planning will mean that these pupils will be able to

study the full national curriculum. The SEN Code of Practice includes advice on

approaches to identification of need which can support this. A minority of pupils will

need access to specialist equipment and different approaches. The SEN Code of

Practice outlines what needs to be done for them.

With the right teaching, that recognises their individual needs, many disabled pupils may

have little need for additional resources beyond the aids which they use as part of

their daily life. Teachers plan lessons so that these pupils can study every national

curriculum subject. Potential areas of difficulty should be identified and addressed at

the outset of work.

Teachers also take account of the needs of pupils whose first language is not English.

Monitoring of progress should take account of the pupil’s age, length of time in this

country, previous educational experience and ability in other languages.

The ability of pupils for whom English is an additional language to take part in the national

curriculum may be in advance of their communication skills in English. Teachers

should plan teaching opportunities to help pupils develop their English and should

aim to provide the support pupils need to take part in all subjects.

4 Age is a protected characteristic under the Equality Act 2010 but it is not applicable to schools in relation

to education or (as far as relating to those under the age of 18) the provision of services; it is a relevant protected characteristic in relation to the provision of services or employment (so when thinking about staff). Marriage and civil partnership are also a protected characteristic but only in relation to employment.

Numeracy and mathematics

Teaching staff use every relevant subject to develop pupils’ mathematical fluency.

Confidence in numeracy and other mathematical skills is a precondition of success

across the national curriculum.

Teaching staff develop pupils’ numeracy and mathematical reasoning in all subjects so

that they understand and appreciate the importance of mathematics. Pupils are

taught to apply arithmetic fluently to problems, understand and use measures, make

estimates and sense check their work. Pupils apply their geometric and algebraic

understanding, and relate their understanding of probability to the notions of risk and

uncertainty. They also understand the cycle of collecting, presenting and analysing

data. They are taught to apply their mathematics to both routine and non-routine

problems, including breaking down more complex problems into a series of simpler

steps.

6. Language and literacy

Language and literacy

At St Oswald’s teaching staff develop pupils’ spoken language, reading, writing and

vocabulary as integral aspects of the teaching of every subject. English is both a

subject in its own right and the medium for teaching; for pupils, understanding the

language provides access to the whole curriculum. Fluency in the English language

is an essential foundation for success in all subjects.

Spoken language

Pupils are taught to speak clearly and convey ideas confidently using Standard English.

They learn to justify ideas with reasons; ask questions to check understanding;

develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas

of others; and select the appropriate register for effective communication. They are

taught to give well-structured descriptions and explanations and develop their

understanding through speculating, hypothesising and exploring ideas. This enables

them to clarify their thinking as well as organise their ideas for writing.

Reading and writing

Teaching staff develop pupils’ reading and writing in all subjects to support their acquisition

of knowledge. Pupils are taught to read fluently, understand extended prose (both

fiction and non-fiction) and be encouraged to read for pleasure. St Oswald’s School

does everything to promote wider reading. We provide library facilities and set

ambitious expectations for reading at home. Pupils develop the stamina and skills to

write at length, with accurate spelling and punctuation. They are taught the correct

use of grammar. They build on what they have been taught to expand the range of

their writing and the variety of the grammar they use. The writing they do includes

narratives, explanations, descriptions, comparisons, summaries and evaluations:

such writing supports them in rehearsing, understanding and consolidating what they

have heard or read.

Vocabulary development

Pupils’ acquisition and command of vocabulary are key to their learning and progress

across the whole curriculum. Teaching staff at St Oswald’s therefore develop

vocabulary actively, building systematically on pupils’ current knowledge. They

increase pupils’ store of words in general; simultaneously, they also make links

between known and new vocabulary and discuss the shades of meaning in similar

words. In this way, pupils expand the vocabulary choices that are available to them

when they write. In addition, it is vital for pupils’ comprehension that they understand

the meanings of words they meet in their reading across all subjects, and older pupils

are taught the meaning of instruction verbs that they may meet in examination

questions. It is particularly important to induct pupils into the language which defines

each subject in its own right, such as accurate mathematical and scientific language.

Programmes of study and attainment targets

The statutory programmes of study and attainment targets for all the subjects taught at key stages

1 and 2 can be found on the Government’s website.

The following pages show how St Oswald’s School will cover the statutory programmes of study in

Key Stages 1 and 2. It is our intention to make the planning as creative as possible by

teaching in a cross-curricular manner where possible. We also intend to supplement the

requirements of the national curriculum with other learning experiences. Together the

statutory programmes of study and these other learning experiences form our school

curriculum.

YEAR 1/2 CURRICULUM MAP CYCLE A

Autumn – Dragons, Fire and

Festivals

Spring – Put St Oswald's on the Map Summer – Exciting Explorers

En

gli

sh

Text Types Narrative: Stories with familiar

settings; contemporary fiction –

stories reflecting children’s own

experiences.

Non-Fiction: Labels, captions and

lists; Instructions

Poetry: Poems on a theme;

Rhyming and Couplets

Take One Book: in depth study of a

book linked to a special interest or

topic.

Narrative: Traditional stories/fairy

stories

Non-Fiction: Information texts;

Explanations

Poetry: Patterns on the page

Take One Poet: in depth study of the

work of one poet linked to a special

interest or topic.

Narrative: Predictable and patterned

language; Predictable phrasing

Non-Fiction: Recount, fact and fiction

Poetry: Using the senses; Take One Poet

Take One Book: in depth study of a book

linked to a special interest or topic.

Reading:

Word reading

Phonics programme: Letters and Sounds

Reading:

Comprehension

Texts include:

Y1 poetry, key stories, traditional stories, fairy stories and non-fiction texts (NC p.21)

Y2 poetry (contemporary and classic), traditional stories, fairy stories, non-fiction texts (NC p.28)

Writing:

Transcription

Phonics/Spelling programme (NC Appendix 1)

Writing:

Composition

Y1 Short narratives (NC p.24)

Y2 Narratives about personal experiences and those of others (real and fictional); about real events; poetry and for different

purposes (NC p.31)

Writing:

Vocabulary,

Grammar and

Punctuation

NC Appendix 2

Speaking and

Listening

12 Statutory statements (NC p.17)

Maths Number and Place Value

Four Operations (Written and Mental Calculations)

Geometry: Properties of 2D Shapes

Geometry: Position and Direction:

Symmetry

Measurement: Length

Statistics: Sorting Information

Fractions, ratio and proportion

Number and Place Value



Geometry: Position and Direction

Measurement: Time & Calendars

Statistics: Interpreting Pictograms and

Block Graphs

Fractions



Geometry: Properties of Shapes


Measurement: Weight & Capacity; Time

Statistics: Making Pictograms and Block

Graphs

Fractions

Science Seasonal changes: across the four seasons/weather

Uses of Everyday Materials Plants Animals, including humans

Working scientifically: throughout the year

Computing IT: Create a database; Record and

playback sound; Take photographs;

Combine photographs, audio and

text to create videos (links to

Science, History, Geography and

English).

Digital Literacy and e-Safety:

Staying Safe Online

IT: Use word processing, publishing

software and online tools to keep a blog

and to create a newspaper (links to

English and History).

Computer Science: Algorithms and

instructions; Programmable toys and

hardware.

Digital Literacy and e-Safety: Digital

Footprints

IT: Use word processing and publishing

software to produce an advertisement;

Use online tools to hotseat a historical or

fictional character (links to English,

Geography and History).


instructions; Programmable apps and

software.

Digital Literacy and e-Safety: Cyber-

bullying; Safety when Online.

History Significant events in the past:

Gunpowder Plot, Great Fires of

London and Newcastle.

Changes within living memory: Our

School

Significant people:

Explorers

Geography Location knowledge: The UK

Human and physical geography:

Weather

Geographical skills and fieldwork:

The UK


Basic geographical vocabulary to

refer to key physical features.


Location of features and routes on a

map; basic geography of school and

grounds; use aerial photographs and

plan perspectives; devise a simple map;

basic symbols in a key.

Place knowledge: Compare Durham to a

contrasting location.

Human and physical geography: Basic

geographical vocabulary to refer to key

physical and human features.

D.T. Structures: e.g. construct a house

(links to History)

Mechanisms: e.g. vehicles with wheels

(links to Science)

Textiles: e.g. make a hand puppet (links

to English and/or History)

Design, Make, Evaluate, Technical Knowledge

Throughout all DT projects.

Art and Design Collage: e.g. use natural/man-made

materials to produce a collage (links

to Science)

Drawing and Painting: e.g. Still-life

(links to Science)

Rubbing/use of colour: e.g. Leaf

rubbings (links to Science)

Observational drawings/Self-Portraits:

e.g. study famous artists and produce own

portrait based on this stimuli.

Music Charanga units throughout the year.

Opportunities for recorder, violin and guitar tuition.

Durham Music Services Drumming Workshop.

Performing-Singing

School songs

Performing- Playing

Chant and clap in time with a steady

pulse using words related to topic.

Play junk instruments together

keeping beat.

Improvising and Experimenting

Make junk instruments using

different materials. Play the

instruments together following a

conductor. Respond to range of

gestures for start/stop, slow/fast,

loud/quiet; Make a picture label for

each group of instruments.

Listening

Play games to guess what is making

the sound; Sounds heard on the way

to school; Listen to local music; Tap

knees in time to steady beat.

Performing-Singing

Songs

Performing-Playing

Introduce chime bars- tuned percussion.

Illustrate stories or nursery rhymes by

playing up or down chime bars at

appropriate moment; Represent shoots

growing up and roots growing down;

Play copy cats tap back rhythm patterns.


Play instruments or use body percussion

in different ways to create sound effects.

Make a picture label for each sound

effect; Suggest which instrument would

make a particular sound; Explore

different types of voices (Use puppets)

Use own voices to create sound effects

Listening

Listen to different sounds in the

environment then use memory to make

a list; Recall short sequences and

patterns of sounds; Listen to classical

music.

Performing-Singing

Listen to and copy notes G and E; singing

voices and match pitches.

Songs

Performing- Playimg

Play sounds in response to an animal

story/poem, using body percussion/

untuned / tuned instruments. Perform to

story.


Select sounds in response to an animal

story/poem. Experiment to see what

sounds could be added to depict ideas.

Children compose own Animal rhythms/

Animal sounds short sequences of sound

using symbols for support. Animal

footsteps=pulse

Pulse/rhythm grids

Listening

Sing back melodic phrases (tunes) they

have heard; Listen to classical music.

P.E. Coverage throughout the year depending on coaches and other planned activities: Basic Movements and Activities (e.g. gymnastics) Team Games Dance

R.E.

�

God & Creation

Harvest

Non-Christian faith link

Christmas: Gifts & Gift Bringers

Jesus: friend to everyone

Easter: celebrating new life

The Bible

Non-Christian faith: Special Books

Saints and Followers

MFL

Y2 2014 only

French French French

YEAR 1/2 CURRICULUM MAP CYCLE B

Autumn – Houses and Homes Spring – Home and Away Summer – Bon Voyage

En

gli

sh

Text Types Narrative: Stories with familiar

settings; Traditional stories

Non-Fiction: Explanations

Poetry: Silly stuff; Calligrams



topic.

Narrative: Stories from a range of

cultures/myths – creation stories;

different stories by the same

author/stories with recurring literacy

language

Non-Fiction: Recount; use of dictionary;

instructions

Poetry: Pattern and rhyme


book linked to a special interest or topic.

Narrative: Extended stories/significant

authors

Non-Fiction: Information texts,

explanation; non-chronological reports

Poetry: Really looking

Take One Poet: in depth study of a poet


Reading:

Word reading

Phonics programme: Letters and Sounds

Reading:

Comprehension

Texts include:

Y1 poetry, key stories, traditional stories, fairy stories and non-fiction texts (NC p.21)

Y2 poetry (contemporary and classic), traditional stories, fairy stories, non-fiction texts (NC p.28)

Writing:

Transcription

Phonics/Spelling programme (NC Appendix 1)

Writing:

Composition

Y1 Short narratives (NC p.24)

Y2 Narratives about personal experiences and those of others (real and fictional); about real events; poetry and for different

purposes (NC p.31)

Writing:

Vocabulary,

Grammar and

Punctuation

NC Appendix 2

Speaking and

Listening


Maths Number and Place Value



Geometry: Position and Direction:

Symmetry

Measurement: Length

Statistics: Sorting Information

Fractions, ratio and proportion





Measurement: Time & Calendars

Statistics: Interpreting Pictograms and

Block Graphs

Fractions



Geometry: Properties of Shapes


Measurement: Weight & Capacity; Time

Statistics: Making Pictograms and Block

Graphs

Fractions

Science Seasonal changes: across the four seasons/weather

Everyday Materials Living things and their habitat Animals, including humans

Working scientifically: throughout the year

Computing IT: Record and playback sound; use

cameras to take photographs; use

multimedia software to complete

project (links to History and

Geography)

Digital Literacy and e-Safety: My

creative work; private information;

internet safety

IT: Use word processing and publishing

software to produce posters and

booklets (links to Geography and

History); recognise common uses of IT

beyond school


instructions; Programmable toys and

hardware.


Searching and key words; keeping safe

online

IT: Use database software (links to

Science); use publishing software (links to

History and Geography)


instructions; Programmable apps and

software; Programmable toys and

hardware.

Digital Literacy and e-Safety: Sending e-

mail; trust

History Chronology:

Changes within living memory –

families, homes, clothes and toys

Local area history:

Durham Cathedral and the Castle

Local area history and significant

British individuals:

How travel has changed

Geography Human and physical geography:

Basic geographical vocabulary to

refer to key human features; the

Equator and the Poles.

Place Knowledge:

A study comparing the human and

physical geography of a small area

of the UK and a contrasting non-

European country through a project

about homes around the world.

Location knowledge:

The seven continents and five oceans.


Use world maps, atlases and globes.


Basic geographical vocabulary to refer to

key human and physical features.

Comparative study:

Durham and Lesotho.

Location knowledge:

The UK

Physical geography:

Seasons and weather


Use world maps, atlases and globes; use

aerial photographs and plan perspectives;

devise a simple map; use and construct

keys.


Basic geographical vocabulary to refer to

key physical features.

D.T. Structure: e.g. make a house from

recycled materials (links to

Geography and History)

Control: e.g. produce a moving picture

book (links to Geography)

Cooking and nutrition: e.g. prepare

healthy and varied dishes.



Art and Design Painting: e.g. houses in art; use of

colour and style around the world;

Printing: e.g. texture and colour;

shapes and patterns (links to

Geography and History)

Sculpture: e.g. link to

Geography/History/English)

Painting/Colour: e.g. Animals in art (links

to Science)

Collage: e.g. Colour and texture (links to

Science or DT)

Music Charanga units throughout the year.

Opportunities for recorder, violin and guitar tuition.

Durham Music Services Drumming Workshop.

Performing-Singing

Nursery rhymes and playground

chants.

Performing- Playing

Use instruments to accompany

singing songs; keeping steady

beat/playing rhythm.


Making sounds related to rooms in a

house; Compose a sound poem.

Listening

Local songs

Performing-Singing

Songs from around the world.

Performing- Playing

Handle and play African Instruments in

time to songs; Play rhythms of new

vocabulary linked to topic; Add an

instrument to play the beat and another

play the rhythm; Follow conductor and

be the conductor responding to gestures

for start/stop, slow/fast, loud/quiet.


Listen to sounds of the jungle. Can the

children recreate the sounds with

instruments. Make a sound chart to

remind children when to play and record

sequence of sounds.

Listening

Listen to music from around the world

(African Music, Banghra); Invite

performers.

Performing-Singing

Songs relating to topic; Sing songs in

different ways and discuss the effect.

Pitching- Slide the voice upwards in pitch

to a high voice and downwards to a low

voice; Sing songs based on the minor

third (soh-mi). Have 2 chilme bars

available which make the minor 3rd (G-E,

F-D, C-A)

Performing- Playing

Identify different groups of instruments.

Play instruments or use body percussion

in different ways to create sound effects

and follow directions to ‘perform a story

together’; Children mark the pulse of a

song with feet and clap or tap the rhythm

with their hands at the same time.


Create and choose sounds in response to

given stimulus; Find words to describe key

stimulus, explore different ways of saying

them to create effect and in way that

reflects their meaning. Suggest

appropriate instruments to make the

sounds described by the words and plan a

sequence/ create sound pictures.

Listening

Talk about high and low sounds in the

environment and imitate them with their

voices; Play High-middle-low. Prepare two

chime bars an octave apart e.g. Middle C

and the C an octave higher. Introduce

middle note G. Use hand positions to

reinforce high, middle and low. Sing back

melodic phrases from unknown songs.

P.E. Coverage throughout the year depending on coaches and other planned activities:

Basic Movements and Activities (e.g. gymnastics) Team Games Dance

R.E.

�

My world: Jesus’ world

Jesus was special

Christmas – The Journey to Bethlehem

Baptism


Easter – symbols

The Church

Non-Christian faith Unit: Places of

Worship

Ascension and Pentecost

YEAR 3/4 CURRICULUM MAP CYCLE A

Autumn – Rock and Roll Spring – Castles Summer – The Romans

En

gli

sh

Text Types Narrative: Adventure and Mystery


Explanation texts

Poetry: Riddles



topic.

Narrative: Story settings; Traditional

tales – alternative versions

Non-Fiction: Reports

Poetry: Poems to perform

Take One Poet: in depth study of the

work of one poet linked to a special

interest or topic.

Narrative: Persuasive texts

Non-Fiction: Haiku, tanka and kennings

Poetry: Using the senses; Take One Poet



Reading:

Word reading

NC Appendix 1 (NC p. 35)

Reading:

Comprehension

Texts include:

Wide range of fiction (including fairy stories and myths and legends), poetry, plays, nonfiction texts and reference books /

text books and dictionaries (NC p. 35/36)

Writing:

Transcription

Spelling programme (NC Appendix 1)

Writing:

Composition

Narrative and non-narrative (NC p. 39)

Writing:

Vocabulary,

Grammar and

Punctuation

NC Appendix 2

Speaking and

Listening


Maths Four Operations (Written and Mental

Calculations)

Number and place value

Decimals, fractions, percentages,

ratio and proportion

Measurement: Time and Calendars;

Weight and Capacity

Statistics: Bar Charts

Geometry: properties of 2D & 3D

shapes; Angles

Four Operations (Written and Mental

Calculations)


Equivalent decimals, fractions,

percentages, ratio and proportion

Geometry: properties of 2D shapes:

Angles; Drawing Shapes

Geometry: position and direction


Weight and Length

Statistics: Block Graphs


Calculations)


Mental addition and subtraction

Decimals, percentages and their

equivalence to fractions

Measurement: Time

Geometry: properties of shapes:

Symmetry and Perimeter; 3D Shapes


Statistics: Line Graphs

Science Rocks and Soils

Light

Living things and their habitats

Animals, including humans

Electricity

Working Scientifically: Throughout the year

Computing Computer Science: Write and

debug programs using Scratch.

IT: Use learning platform to create

class learning blog (links to Science,

History and Geography).


Connecting to others through the

internet; Cyberbulling and reporting.

Computer Science: Write and debug

programs using Scratch (links to

Literacy).

IT: Use search technologies and use a

range of software to create and publish a

presentation/video documentary (links to

History and Geography).


Responsibility; personal information.


programs (including repetition) using

Scratch (links to Maths).

IT: Use and combine a variety of software

and devices to create and publish projects

(links to History).

Digital Literacy and e-Safety: Sharing

information online; Using e-mail safely.

History Stone age to iron age

Local study:

Durham Castle (1072)

Roman Empire and impact on Britain

Geography Describe and understand key

aspects of physical geography:

Mountains, volcanoes and

earthquakes

Place knowledge:

Compare a of a region of the UK, a

region in a European country, and a

region within North or South America.


Use maps, atlases, globes and

digital/computer mapping.

Fieldwork using a range of methods.

Location knowledge:

The UK




D.T. Textiles:

e.g. bags

Food:

e.g. healthy meals (links to Geography)

Electrical control:

e.g. design and make an alarm (links to

Science)



Art and Design Moving figures:

e.g. exploring movement in art (links

to History)

Architecture study/printing:

e.g. Study of form, structure, materials

and symmetry (links to History and

Geography)

Italian art:

e.g. Study of famous Italian artists and

their impact on the world.

Music Charanga units throughout the year

Musical Instrument Tuition opportunities

Performing- Singing

Use voices to create and control

sounds including tempo/speed-

dynamics/volume and pitch) during

rhymes/raps/action songs.

Performing-Playing

Create and control sounds on

instruments (Including tempo/speed-

dynamics/volume and pitch)

Improvising and Experimenting.

Percussion band/ensemble-playing

word rhythms using Stone-Iron Age

ideas; Recognise and explore the

ways sounds can be combined and

used expressively.

Listening

Learn new songs quickly, sing from

memory; Identify rhythmic patterns,

instruments and repetitions of

sound/pattern.

Performing- Singing

Sing in tune in a group and alone.

Sing with expression.

Performing-Playing

Select instruments and create sounds to

describe visual images; Keep in time

with a steady pulse when playing

instruments


Identify how songs are structured and

accompanied.

Listening

Listen and appraise regional

songs/dances-folk and national music;

Internalise short melodies and play

these on pitched instruments (play by

ear).

Performing- Singing

Sing using a limited range of notes (i.e.

middle C to D octave above)

Make improvements to singing-rehearse

together to achieve objectives.

Performing-Playing

Perform a repeated pattern to a steady

pulse.

Maintain own part with awareness of how

the different parts fit together to achieve

an overall effect.

Charanga notated music.


Express song meanings/lyric using voices

or instruments.

Identify and control different ways

instruments make sounds.

Listening

Analyse and compare different sound

qualities (Timbres) instrumental, vocal,

environmental/natural, synthesised.

Explain how sounds can create different

intended effects.

P.E. Coverage throughout the year depending on coaches and other planned activities: Basic movements and activities Competitive games including basic principles of attacking and defending. Flexibility, strength, technique, control and balance (e.g. gymnastics and/or athletics) Dance Outdoor and adventurous activity challenges (individual and team) Compare performances and demonstrate improvement Swimming

R.E.

�

Jesus the Man who changed lives

Harvest


Christmas – God with us

Rules for living

Non-Christian Faith Unit: Rules for living

Easter – Joy, Sadness, Joy

The Old Testament – Called by God

God, David and The Psalms

Joseph

MFL French French French

YEAR 3/4 CURRICULUM MAP CYCLE B

Autumn – Water Cycles Spring – Eqypt Summer – The Greeks

En

gli

sh

Text Types Narrative: Traditional tales: fables;

Stories which raise issues/dilemmas


Explanation; Discussion

Poetry: Riddles

Take One Poet: in depth study of a

poet linked to a special interest or

topic.

Narrative: Stories from other cultures

Non-Fiction: Instructions

Poetry: Narrative poetry

Take One Author: in depth study of the

work of one author linked to a special

interest or topic.

Narrative: Myths and legends; Plays

Non-Fiction: Recounts:

newspapers/magazines

Poetry: Limericks



Reading:

Word reading

NC Appendix 1 (NC p. 35)

Reading:

Comprehension

Texts include:

Wide range of fiction (including fairy stories and myths and legends), poetry, plays, nonfiction texts and reference books /

text books and dictionaries (NC p. 35/36)

Writing:

Transcription

Spelling programme (NC Appendix 1)

Writing:

Composition

Narrative and non-narrative (NC p. 39)

Writing:

Vocabulary,

Grammar and

Punctuation

NC Appendix 2

Speaking and

Listening


Maths Four Operations (Written and Mental

Calculations)


Decimals, fractions, percentages,

ratio and proportion


Weight and Capacity

Statistics: Bar Charts

Geometry: properties of 2D & 3D

shapes; Angles


Calculations)


Equivalent decimals, fractions,

percentages, ratio and proportion

Geometry: properties of 2D shapes:

Angles; Drawing Shapes



Weight and Length

Statistics: Block Graphs


Calculations)


Mental addition and subtraction

Decimals, percentages and their

equivalence to fractions

Measurement: Time

Geometry: properties of shapes:

Symmetry and Perimeter; 3D Shapes


Statistics: Line Graphs

Science States of Matter

Sound

Animals, including humans

Forces and magnets

Plants

Working Scientifically: Throughout the year

Computing Computer Science: Write and

debug programs using Scratch.


Online and offline communication;

using technology to communicate


programs using Scratch (links to

Literacy).

IT: Use search technologies and use a

range of software to create and publish

an information leaflet (links to History).


Searching the internet; Plagiarism;

Responsible use of the internet


programs (including repetition) using

Scratch (links to Maths).

IT: Use and combine a variety of software

and devices to collect, analyse, evaluate

and present data and information (links to

History and Maths); Combine media to

design an advertising campaign (links to

History and PE)

Digital Literacy and e-Safety: Online

advertisements; Online communication

and safety

History Earliest Civilizations:

Study of Ancient Egypt

Earliest Civilizations:

Study of Ancient Greeks

Geography Describe and understand key

aspects of physical geography:

Water cycle

Location knowledge:

Europe




D.T. Mechanisms:

e.g. Pneumatics and toys (links to

Science and English)

Control:

e.g. Books with moving parts (links to

English and History)

Structure:

e.g. Photo frames (links to Geography)



Art and Design Movement in art:

e.g. Water in art

Mixed Media:

e.g. Study of Egyptian art

Sculpture:

e.g. Study of Greek sculpture

Music Charanga units throughout the year

Musical Instrument Tuition opportunities

Performing- Singing

Use voices to create and control

sounds including tempo/speed-

dynamics/volume and pitch) during

rhymes/raps/action songs.

Performing-Playing

Create and control sounds on

instruments (Including tempo/speed-

dynamics/volume and pitch).


Percussion band/ensemble-playing

word rhythms using Stone-Iron Age

ideas; Recognise and explore the

ways sounds can be combined and

used expressively.

Listening

Learn new songs quickly, sing from

memory; Identify rhythmic patterns,

instruments and repetitions of

sound/pattern.

Performing- Singing

Sing in tune in a group and alone.

Sing with expression.

Performing-Playing

Select instruments and create sounds to

describe visual images.

Keep in time with a steady pulse when

playing instruments.


Identify how songs are structured and

accompanied.

Listening

Listen and appraise regional

songs/dances-folk and national music.

Internalise short melodies and play

these on pitched instruments (play by

ear).

Performing- Singing

Sing using a limited range of notes (i.e.

middle C to D octave above); Make

improvements to singing-rehearse

together to achieve objectives.

Performing-Playing

Perform a repeated pattern to a steady

pulse; Maintain own part with awareness

of how the different parts fit together to

achieve an overall effect; Charanga

notated music.


Express song meanings/lyric using voices

or instruments; Identify and control

different ways instruments make sounds.

Listening

Analyse and compare different sound

qualities (Timbres) instrumental, vocal,

environmental/natural, synthesised.

Explain how sounds can create different

intended effects.

P.E. Coverage throughout the year depending on coaches and other planned activities: Basic movements and activities Competitive games including basic principles of attacking and defending. Flexibility, strength, technique, control and balance (e.g. gymnastics and/or athletics) Dance Outdoor and adventurous activity challenges (individual and team) Compare performances and demonstrate improvement Swimming

R.E.

�

Jesus the Son of God –


Prayer

Christmas – Light

The Lord’s Prayer

Lent

Easter – Betrayal and Trust

The Church

Non-Christian Faith Unit: Sacred Places

Why do Christians sing?

MFL French French French

st oswald’s school curriculumst oswald’s school curriculum at st oswald’s cofe va primary and...

Documents