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Curriculum at Swalwell Primary School
School Vision
At Swalwell Primary School we work together to promote learning and achieve the highest standards for every child through high expectations and high quality teaching.
We provide an education that is enjoyable, inclusive, stimulating and challenging and which allows individuals to develop their educational potential and skills for life.
The school is at the heart of the community and provides a safe, secure and respectful environment which enables pupils to develop emotionally, physically, socially, spiritually and academically.
‘EVERY LESSON COUNTS.’
Curriculum Aims
To create a lively stimulating school where every individual is valued and to maximise the opportunities for intellectual, moral, spiritual, physical, aesthetic and social development within a caring, secure environment.
To support pupils in order to achieve high academic and personal standards. To help pupils to develop lively, enquiring minds with the ability to question and discuss rationally and to apply
themselves successfully to tasks, problem solving activities and physical skills. To develop within the individual a sense of self-respect, self-discipline and the capacity to live as an
independent person, self-motivated and confident. To help pupils to understand the world in which they live and to develop the ability to contribute as a member
of a co-operative group and to recognise their responsibility within a community. To help pupils to acquire knowledge and skills relevant to adult life, at home, at work, at leisure and as
consumers and citizens in order to achieve maximum educational potential. To encourage the pupil to acquire values, attitudes and concepts which enable the individual to adapt to life in a
fast changing world. To encourage a respect for all and an understanding of various religions and cultures present in our modern
society. To develop an awareness and appreciation of human achievements, whilst recognising mankind’s place in the
natural world and having an awareness of current and future challenges we face: climate change, population growth, demands on resources etc. Equipping our children with the skills and knowledge to innovate and meet future challenges underpins much of what we do.
To deliver the Early Years Foundation Stage Curriculum and National Curriculum offering a broad, balanced, relevant and differentiated curriculum with particular regard to the basic skills of numeracy and literacy.
To provide adequate facilities for the development of physical skills and team games. To be aware of equal opportunities for all. The school offers a wide curriculum to meet present day demands and satisfies the statutory orders of the
National Curriculum. The Early Years Foundation Stage Curriculum is taught to children in Nursery and Reception. From Year One children follow the National Curriculum. A Modern Foreign Language (French) is taught throughout the school.
Curriculum Overview for KS1Year 1 Curriculum Map – Autumn Term – (Fire, Fire!)
ScienceMaterialsSc1/3.1a distinguish between an object and the material from which it is made
Sc1/3.1b identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
Sc1/3.1c describe the simple physical properties of a variety of everyday materials
Sc1/3.1d compare and group together a variety of everyday materials on the basis of their simple physical propertiesChildren will be taught to use practical scientific methods, processes and skills through the programme of study.
Art and designChristmas Craft (Art)
Collage and paintingNight time fire scene using shadows, Black paper against the glow of the fire.
Ar1/1.1 to use a range of materials creatively to design and make products
GeographyCountries of UK and capital cities.Ge1/1.1b name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas
Ge1/1.4a use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
Physical EducationLittle KickersPE1/1.1b participate in team games, developing simple tactics for attacking and defending
DanceFireworks – Handle music.PE1/1.1c perform dances using simple movement patterns.
MusicRhymes about Fire of London
London’s Burning trad rhyme set to new music Group performance
Songs for the Christmas Performance
Mu1/1.1 use their voices expressively and creatively by singing songs and speaking chants and rhymes
Mu1/1.2 play tuned and untuned instruments musically
Mu1/1.3 listen with concentration and understanding to a range of high-quality live and recorded musicMu1/1.4 experiment with, create, select and combine sounds using the interrelated dimensions of music
Literacy – text typesNarrative - Traditional storiesTraditional and fairy stories
Non-fiction - RecountsNon-chronological reports
Non-fiction - InstructionsMaking bread
PoetryPattern and rhyme – London burning
Narrative - Fantasy worldsExtended stories
Narrative Stories with familiar settings: Maisie’s dragon
Poetry - Really lookingFireworks
Non-fiction - Information textsFire engines & fire safety
Diary entries Samuel Pepys/ John Evelyn
ComputingComputer Safety (Think U Know)-basic safety when using web-bee bot fire engines-bee bot iPad app
Co2/1.6 use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about material on the internet or other online technologies
Co2/1.1 Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
Co2/1.2 Create and debug simple programs
Design and technology Tudor Houses - joining
DT1/1.1a design purposeful, functional, appealing products for themselves and other users based on design criteria
DT1/1.2a select from and use a range of tools and equipment to perform practical tasks
DT1/1.3b evaluate their ideas and products against design criteria
HistoryGreat Fire of London +Newcastle/ Gateshead.
Hi1/1.2 events beyond living memory that are significant nationallyor globally
Significant PersonSamuel Pepys
Hi1/1.3 the lives of significant individuals in the past who have contributed to national and international achievements.
Educational VisitSt Mary’s Visitor Centre.Newcastle/ Gateshead.
R.E.Christianity – Jesus as a friendBaptism – in addition to above
being a disciple / follower of Jesus
becoming a ‘follower of Christ’ including baptism
(See Discovery File Spring 1)
PSCHEBeing Me in my worldCelebrating Difference
Languagesn/a in KS1
Numeracy
Understanding and investigating within number x 3wks
Developing and applying calculation – addition and subtraction x2 wks
Developing and applying calculation – multiplication and division x 2 wks
Measurement x 2 wks
Geometry x 2 wks
Statistics x 1 wk
Year 1 Curriculum map – Spring Term – Oh I do like to be beside the seaside.
ScienceAnimals and humans.Sc1/2.2a identify and name a variety of common animals including, fish, amphibians, reptiles, birds and mammals
Sc1/2.2b identify and name a variety of common animals that are carnivores, herbivores and omnivores
Sc1/2.2c describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)
Sc1/2.2d identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.Children will be taught to use practical scientific methods, processes and skills through the programme of study.
Art and designAndy Goldsworthy – Artist. Beach Art.Use a range of materials. – Texture materials.collage
Ar1/1.2 to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
GeographyMaps of seaside towns.British IslesAtlases +compass directionsGe1/1.3b use basic geographical vocabulary to refer to:i.key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weatherii.key human features, including: city, town, village, factory, farm, house, office, port, harbour and shopGe1/1.4b use simple compass directions (North, South, East and West) and locational and directional language to describe the location of features and routes on a mapGe1/1.4c 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
P.E.
Gymnastics-Flight-bouncing, jumping and landing (Val Sabin)PE1/1.1a master 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
Throwing and Catching familiarisation with a ball-balancing, rolling patting, bouncing and using the skills in gamesPE1/1.1a master 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
MusicMrs Banning
Mu1/1.1 use their voices expressively and creatively by singing songs and speaking chants and rhymes
Mu1/1.2 play tuned and untuned instruments musically
Mu1/1.3 listen with concentration and understanding to a range of high-quality live and recorded music
Mu1/1.4 experiment with, create, select and combine sounds using the interrelated dimensions of music
Literacy – text typesNarrative - Lighthouse Keeper Stories
Non Chronological Report – beaches + past/ present
Biography – Grace Darling
Recounts - postcards
ComputingProgramming bee bots to follow a map route.Use ‘kodable’ on iPads
Co2/1.1 understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
Design and technologyDesign and make a beach hut with a light. (Electricity as an extra science)
Mat inside the Beach hut – textiles
HistorySeasides of the past - train / VictorianChanges in living memory –Outfits, beach huts, shops.
Hi1/1.1 changes within living memoryWhere appropriate, these should be used to reveal aspects of change in national life
Significant PersonGrace Darling
Hi1/1.3 the lives of significant individuals in the past who have contributed to national and international achievements.
Educational VisitGrace Darling Museum
R.E.
Christianity -The Creation Story
God, using Old sources: creator, loving, caring, having authority.
love, caring, trust, forgiveness: stories from the Old Testaments
Christian attitudes and values: love, care, forgiveness and honesty
valuing self, others and the world
(See Discovery File Autumn 1)
PSCHEDreams and goals.Healthy Me
Languagesn/a in KS1
Numeracy
Understanding and investigating within number x 3wks
Developing and applying calculation – addition and subtraction x2 wks
Developing and applying calculation – multiplication and division x 2 wks
Measurement x 2 wks
Geometry x 2 wks
Statistics x 1 wk
Year 1 Curriculum map – Summer Term – Food Glorious Food
SciencePlantsSc1/2.1a identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
Sc1/2.1b identify and describe the basic structure of a variety of common flowering plants, including treesChildren will be taught to use practical scientific methods, processes and skills through the programme of study.
Art and designArt –Plants. Georgia O’Keeffe – Still Life.Van Gogh Famous Artist.Drawing and paintingAr1/1.3 to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
GeographyWorld – Continents / oceans.Human – Produce getting UK.Where does food come from?Ge1/1.1a name and locate the world’s 7 continents and 5 oceans
Ge1/1.4a use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
Physical EducationAthleticsLarge equipment developing balance, agility andCoordination.
PE1/1.1a master 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
Dance (if time permits)PE1/1.1c perform dances using simple movement patterns.
MusicStudying seed pod maracas, making shakers. Explore sounds
Mu1/1.1 use their voices expressively and creatively by singing songs and speaking chants and rhymes
Mu1/1.2 play tuned and untuned instruments musically
Mu1/1.3 listen with concentration and understanding to a range of high-quality live and recorded music
Mu1/1.4 experiment with, create, select and combine sounds using the interrelated dimensions of music
Literacy – text typesInstructions – Healthy Snacks.
Jack and the Beanstalk – Jane and the Enormous Sunflower.
Poetry – Food / senses
Columbus :Write letter about voyage.
Oliver’s Fruit Salad Drawing fruits How to eat fruits (Eng)
Describing fruits using their senses. Fruit clues Flap books
ComputingMake a digital scrap book of food for class blog/website; use search tool etc.Food pictograms
Co2/1.4 use technology purposefully to create, organise, store, manipulate and retrieve digital content
Design and technologyDesign and make a healthy savoury dish +smoothie.(Statistics link – data, questionnaires)
DT1/2.1a use the basic principles of a healthy and varied diet to prepare dishes
DT1/2.1b understand where food comes from.
History R.E.
Judaism - Jewish People – IsraelJewish home, Mezuzah, Sabbath,
Hannukah Shabbat, Purim, Chanukah,
Sukkot: symbols, customs and practice, significance for Jewish people
home and family life today the significance of religious
objects such as mezuzah; tallit; kippah
synagogue: its functions and features; importance to the Jewish community
worship activities including prayer
local Jewish communities the role of the rabbi
(See Discovery File Summer 1 and 2)
PSCHERelationships.Change in Me.
Languagesn/a in KS1
Numeracy
Understanding and investigating within number x 3wks
Developing and applying calculation – addition and subtraction x2 wks
Developing and applying calculation – multiplication and division x 2 wks
Measurement x 2 wks
Geometry x 2 wks
Statistics x 1 wk
Year 2 Curriculum map – Autumn Term – Medieval Mayhem
ScienceUse of everyday MaterialsStructure of castle and objects within.Best way for Knight to keep his coffee warm?Best material to use as armour?Sc2/3.1a identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for different uses
Sc2/3.1b compare how things move on different surfaces.
Sc2/3.1c find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretchingChildren will be taught to use practical scientific methods, processes and skills through the programme of study.
Art and designSelf – portrait (Art) - drawing
Textiles – wall hangings
GeographyStudy maps of Britain to identify locations of castles.Ge1/1.4d use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.
Ge1/1.4a use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
Physical EducationGames- fundamental skills. Throwing and catching &hand eye coordination
Developing partner work.
PE1/1.1a master 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
Dance
Communicate different moods, feelings and ideas - to Medieval music.
PE1/1.1c perform dances using simple movement patterns.
MusicSongs for the Christmas Performance
Mu1/1.1 use their voices expressively and creatively by singing songs and speaking chants and rhymes
Mu1/1.2 play tuned and untuned instruments musically
Mu1/1.3 listen with concentration and understanding to a range of high-quality live and recorded music
Mu1/1.4 experiment with, create, select and combine sounds using the interrelated dimensions of music
Literacy – text typesGeorge + the Dragon
Lambton Worm.
Non chronological report – Castles.
Write a letter as if they witnessed the coronation
Research personal, national & international events & add to timeline
Computingdigital recordings, news reports, video cameras, flip cams;Type reports and add pictures/photos/sound clips
Co2/1.4 use technology purposefully to create, organise, store, manipulate and retrieve digital content
Design and technologyPulleys and draw bridges
DT1/1.4a build structures, exploring how they can be made stronger, stiffer and more stable
DT1/1.4b explore and use mechanisms, in their products.
HistoryChanges in castles over time.
Knowledge of castles.Significant Person
Queen Elizabeth II and Royal FamilyHi1/1.3 the lives of significant individuals in the past who have contributed to national and international achievements.
Educational VisitA castle – Alnwick Castle
R.E.Christianity - Christian Prayer and ArtefactsChristian Values
Jesus’ teachings: two great commandments, other ‘rules’ for living
Christian attitudes and values: love, care, forgiveness and honesty
valuing self, others and the world
(See Discovery File – Autumn 1)
Christianity - Christmas Symbols Christmas, Easter, Harvest:
symbols, customs and practice, significance for Christians
Jesus: birth, aspects life and teaching, effect on others then and now, aspects of Easter
(See Discovery File Autumn 2)
PSCHEBeing Me in my world.Celebrating difference.
Languagesn/a in KS1
Numeracy
Understanding and investigating within number x 3wks
Developing and applying calculation – addition and subtraction x2 wks
Developing and applying calculation – multiplication and division x 2 wks
Measurement x 2 wks
Geometry x 2 wks
Statistics x 1 wk
Year 2 Curriculum map – Spring Term – It was a dark, dark night…
ScienceLiving things and their habitats.Nocturnal animalsSc2/2.1a explore and compare the differences between things that are living, dead, and things that have never been alive
Sc2/2.1b identify that most living 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
Sc2/2.1c identify and name a variety of plants and animals in their habitats, including microhabitats
Sc2/2.1d describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.Children will be taught to use practical scientific methods, processes and skills through the programme of study.
Art and designCollage – owls
GeographyFocus on N. America.Texas – NASA.Aerial images – plans/ maps.Ge1/1.1a name and locate the world’s 7 continents and 5 oceans
Ge1/1.4c 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
Physical EducationDanceExplore patterns and pathwaysDeveloping a repertoirePE1/1.1c perform dances using simple movement patterns.
GymnasticsBalance-knowledge of fitness and healthPE1/1.1a master 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
MusicMrs Banning
Mu1/1.1 use their voices expressively and creatively by singing songs and speaking chants and rhymes
Mu1/1.2 play tuned and untuned instruments musically
Mu1/1.3 listen with concentration and understanding to a range of high-quality live and recorded music
Mu1/1.4 experiment with, create, select and combine sounds using the interrelated dimensions of music
Literacy – text typesNon chronological reports (recap) - Swalwell School
Character profile – class novel.
Non-fictionNon-chronological reports, Labels lists & captions Living in Space
Narrative - Familiar settings -Stick Man and Harvey Slumfenburger
PoetryPoems on a theme & Really lookingBirds & flying
ComputingTalk about technology uses for NASAMake programs and miss steps out, see if you can debugDaisy the dinosaur app on iPad
Co2/1.5 recognise common uses of information technology beyond school
Co2/1.1 understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
Co2/1.2 Create and debug simple programs
Co2/1.3 Use logical reasoning to predict the behaviour of simple programs
Design and technologyBuild a bat box – 3DDT1/1.1b generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
DT1/1.2b select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
DT1/1.3a explore and evaluate a range of existing products
HistorySpace exploration.Significant events – Moon landing.
Significant PersonNeil ArmstrongHi1/1.3 the lives of significant individuals in the past who have contributed to national and international achievements.
Educational VisitHedgehog sanctuary (Northumberland) or Bat Group (Durham and Northumberland)
R.E.Christianity - The Church and the Bible the role of the minister/vicar etc the Bible: special book for
Christians, source of authority, teaching and help
church: its functions and features; importance to Christians
worship activities including praise and prayer
local Christian communities and religious buildings (church, chapel etc),
QCA unit 2DChristianity - Easter Story Christmas, Easter, Harvest:
symbols, customs and practice, significance for Christians
Jesus: birth, aspects life and teaching, effect on others then and now, aspects of Easter
(See Discovery File Spring 2)
PSCHEDreams and goals.Healthy Me
Languagesn/a in KS1
Numeracy
Understanding and investigating within number x 3wks
Developing and applying calculation – addition and subtraction x2 wks
Developing and applying calculation – multiplication and division x 2 wks
Measurement x 2 wks
Geometry x 2 wks
Statistics x 1 wk
Year 2 Curriculum map – Summer Term – Australia
ScienceAnimals including humans.Sc2/2.3a notice that animals, including humans, have offspring which grow into adults
Sc2/2.3b find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
Sc2/2.3c describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.PlantsSc2/2.2a observe and describe how seeds and bulbs grow into mature plants
Sc2/2.2b find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.Children will be taught to use practical scientific methods, processes and skills through the programme of study.
Art and designAboriginal ArtPaint and printingAr1/1.4 about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
GeographyAustralia compare / contrast to UK.Recap oceans / continents from Yr 1.
Ge1/1.2a understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country
Physical EducationAthleticsLarge equipment developing balance, agility andCoordination.
PE1/1.1a master 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
GamesPE1/1.1b participate in team games, developing simple tactics for attacking and defending
MusicAustralian songsDidgeridoos
Mrs Banning
Mu1/1.1 use their voices expressively and creatively by singing songs and speaking chants and rhymes
Mu1/1.2 play tuned and untuned instruments musically
Mu1/1.3 listen with concentration and understanding to a range of high-quality live and recorded music
Mu1/1.4 experiment with, create, select and combine sounds using the interrelated dimensions of music
Literacy – text types
ComputingUse pic collage on iPads to create files on countries studied
Databases and branching programs on countries using 2question and 2investigate
Internet safety, safe online presence
Co2/1.4 use technology purposefully to create, organise, store, manipulate and retrieve digital content
Co2/1.6 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
Design and technologyMake a simple Australian meal.
DT1/2.1a use the basic principles of a healthy and varied diet to prepare dishes
DT1/2.1b understand where food comes from.
HistoryHistory of Swalwell work house and iron worksHi1/1.3 significant historical events, people and places in their own locality.
Significant PersonSir Ambrose Crowley – Winlaton & SwalwellHi1/1.3 significant historical events, people and places in their own locality.
Educational VisitorLocal Historian to discuss the iron works of Swalwell
R.E.Judaism - The Jewish Torah
the Torah: rules, values and stories, significance to Jewish people
G-d: stories from the Torah: creator, loving, caring, having authority
aspects of the life of Moses and others: for example Joseph and Ruth
(See Discovery File – Summer 1/2)
PSCHERelationships.Healthy Me.
Languagesn/a in KS1
Numeracy
Understanding and investigating within number x 3wks
Developing and applying calculation – addition and subtraction x2 wks
Developing and applying calculation – multiplication and division x 2 wks
Measurement x 2 wks
Geometry x 2 wks
Statistics x 1 wk
Curriculum Overview KS2
Year 3 Curriculum map – Autumn Term – Savage Stone Age
ScienceRocks + soil.Sc3/3.1a compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
Sc3/3.1b describe in simple terms how fossils are formed when things that have lived are trapped within rock
Sc3/3.1c recognise that soils are made from rocks and organic matter.Forces and magnets.Sc3/4.2a compare how things move on different surfaces
Sc3/4.2b notice that some forces need contact between 2 objects, but magnetic forces can act at a distance
Sc3/4.2c observe how magnets attract or repel each other and attract some materials and not others
Sc3/4.2d 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
Sc3/4.2e describe magnets as having 2 poles
Sc3/4.2f predict whether 2 magnets will attract or repel each other, depending on which poles are facing.Children will be taught to use practical scientific methods, processes and skills through the programme of study.
Significant PersonIsaac Newton
Art and designCharcoal/ Paint- cave paintings + symbols – class mural.e.g Lascaux- France. (painting)
Ar2/1.2 to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials
GeographySettlements – human +physical features.Key topographical features – hills, mountains, coasts, rivers)
Ge2/1.1b name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
Geography WeekVolcanoes
Physical EducationTennisFocus on developing they skills and how to use these skillsPE2/1.1b play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending
GymnasticsTravelling with a change in direction.PE2/1.1c develop flexibility, strength, technique, control and balance
Music
Mus 2.1 play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
Mus 2.2 improvise and compose music for a range of purposes using the inter-related dimensions of music
Mus 2.3 listen with attention to detail and recall sounds with increasing aural memory
Mus 2.4 use and understand staff and other musical notations.
Mus 2.5 appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
Mus 2.6 develop an understanding of the history of music.
Literacy – text typesNarrative – Stone age boy
Narrative – Stone age bone age
ComputingFresco to create different textures in drawing/painting
Create ebook on stoneage (book creator on iPad)
Explore scratch, adding sound, animated scene
Co2/1.5 Use search technologies effectively
Co2/1.6 Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
Co2/1.1 Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
Design and technologyWheels and transportForriage for food – apple and blackberriesClay – torcs. (3D)
DT2/1.1 DesignDT2/1.1a use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
DT2/1.2 MakeDT2/1.2a select from and use a wider range of tools and equipment to perform practical tasks accurately
DT2/1.3 EvaluateDT2/1.3b evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
DT2/1.4 Technological KnowledgeDT2/1.4a apply their understanding of how to strengthen, stiffen and reinforce more complex structures
HistoryHunter, gatherers +early farmers.Bronze age religion.Technology travel.Iron Age hill fortsHi2/1.1 Pre-Roman BritainPupil should be taught about changes in Britain from the Stone Age to the Iron AgeThis could include:a.late Neolithic hunter-gatherers and early farmers, for example, Skara Brae
b.Bronze Age religion, technology and travel, for example, Stonehenge
c.Iron Age hill forts: tribal kingdoms, farming, art and culture
Educational visitGibside / Derwent River / Childrens Centre Teams.- survival/ forest fire skills
R.E.Christianity – The Church
‘Church’ as a body of believers
local Christian place of worship: its significance for those who attend; how it is used
belonging and identity for Christians: baptism; confirmation; holy communion
Christian belief and practice across the worldwide Church
(See Discovery File - Year 4 Summer 2 and LCP Year 3 Spring)
Christianity - Christmas Harvest; Christmas;
Easter; Pentecost; Ascension: significance for Christians
(See Discovery File – Autumn 2)
PSCHEBeing Me in my world.Celebrating difference.
Languages – French
Unit 1 – Je parle francaisWhere is France?How do you get there?Capital city/ compare with LondonBasic GreetingsClassroom CommandsNumbers 0 – 12Classroom Objects
North Tyneside Scheme Of Work
Numeracy
Understanding and investigating within number x 3wks
Developing and applying calculation – addition and subtraction x2 wks
Developing and applying calculation – multiplication and division x 2 wks
Measurement x 2 wks
Geometry x 2 wks
Statistics x 1 wk
Year 3 Curriculum map – Spring Term – Veni Vidi Vici
ScienceAnimals and humans.Sc3/2.2a identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
Sc3/2.2b identify that humans and some other animals have skeletons and muscles for support, protection and movement.
Sc2/2.2b find out and describe how plants need water, light and a suitable temperature to grow and stay healthy
Plants.Sc3/2.1a identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowersSc3/2.1b explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
Sc3/2.1c investigate the way in which water is transported within plants
Sc3/2.1d explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.Children will be taught to use practical scientific methods, processes and skills through the programme of study.
Art and designArt – Mosaics. (collage)Ar2/1.2 to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials
GeographyEurope – Empire maps.
Britain – Cities/countries.
Ge2/1.4 Geographical Skills and FieldworkGe2/1.4a use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
Ge2/1.4b use the 8 points of a compass, 4 and 6-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
Physical EducationDance – Focusing on creating, adapting and linking a range of dance actionsPE2/1.1d perform dances using a range of movement patterns
Outdoor and AdventurousExplore plan and do maps, diagrams, picturessymbols, follow a trail (QCA)PE2/1.1e take part in outdoor and adventurous activity challenges both individually and within a team
MusicMus 2.1 play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
Mus 2.2 improvise and compose music for a range of purposes using the inter-related dimensions of music
Mus 2.3 listen with attention to detail and recall sounds with increasing aural memory
Mus 2.4 use and understand staff and other musical notations.
Mus 2.5 appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
Mus 2.6 develop an understanding of the history of music.
Literacy
Narrative- MythsExplore diff myths incl.Romulus and Remus
Information Texts – Diff aspects of Roman life. Creating own texts
Poetry – ArmyStrong rhythms, marching, fear etc.
Newspaper recounts- Invasion of Britain and other major events
Instructions – Recipes Roman banquet etc.
Playscripts – Roman plays
Narrative – Escaping from Pompeii
Poetry – Creating Images/Shape
Explanation - roads, etc.
Persuasive writing- Trials, court, debate etc. – crime and punishment
ComputingDatabase on Romans, make a branching database
Mosaic artwork on PC
Co2/1.5 Use search technologies effectively
Co2/1.6 Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
Co2/1.4 Understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web
Design and technologyDesign + make a roman shield orRoman aqueducts Design /make model aqueduct – water (3D)DT2/1.1 DesignDT2/1.1a use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
DT2/1.2 MakeDT2/1.2a select from and use a wider range of tools and equipment to perform practical tasks accurately
DT2/1.3 EvaluateDT2/1.3b evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
DT2/1.4 Technological KnowledgeDT2/1.4a apply their understanding of how to strengthen, stiffen and reinforce more complex structures
Roman Food.DT2/2.1 Cooking & NutritionDT2/2.1a understand and apply the principles of a healthy and varied diet
DT2/2.1b cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
DT2/2.1c become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and
HistoryRomansLocal study -Hi2/1.2 Roman BritainPupil should be taught about the Roman empire and its impact on BritainThis could include:
a. Julius Caesar’s attempted invasion in 55-54 BC
b. the Roman Empire by AD 42 and the power of its army
c. successful invasion by Claudius and conquest, including Hadrian’s Wall
d. British resistance, for example, Boudica
e. "Romanisation" of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity
Significant PersonBoudicca
Hi1/1.3 the lives of significant individuals in the past who have contributed to national and international achievements.
Educational VisitVindolanda
R.E.
Christianity – Friends of Jesus and Inspirational People
discipleship: the first disciples
lives of great Christians: St Paul and others
(LCP Year 4 Autumn)
PSCHEDreams and goals.Healthy Me
Languages - French
Unit 2 – Je me presenteAgeWhere you live (town & country)Numbers 13 – 20Days of the weekStory: the Hungry caterpillarDescribing the WeatherWeather RapAlphabet
North Tyneside Scheme Of Work
Numeracy
Understanding and investigating within number x 3wks
Developing and applying calculation – addition and subtraction x2 wks
Developing and applying calculation – multiplication and division x 2 wks
Measurement x 2 wks
Geometry x 2 wks
Statistics x 1 wk
Year 3 Curriculum map – Summer Term – Wild At Heart
ScienceLightSc3/4.1a recognise that they need light in order to see things and that dark is the absence of light
Sc3/4.1b notice that light is reflected from surfacesSc3/4.1c recognise that light from the sun can be dangerous and that there are ways to protect their eyes
Sc3/4.1d recognise that shadows are formed when the light from a light source is blocked by a solid object
Sc3/4.1e find patterns in the way that the size of shadows change.Children will be taught to use practical scientific methods, processes and skills through the programme of study.
Art and designEthiopian Icon Pictures - wall hangingAr2/1.1 to create sketch books to record their observations and use them to review and revisit ideas
Batik designs using flour - Mozambique
Oxfam website
Overlay 2design
Textiles skills – L3•Developing more control over the making process.•Collecting materials and ideas for work and experiment with materials before using them.•Using more advanced printing and dyeing techniques, combining different processes.
(Textiles)
GeographyAtlases, maps.
Contrasting locality.
African culture city/ tribe.
Ge2/1.1 Locational KnowledgeGe2/1.1a locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
Ge2/1.2 Place KnowledgeGe2/1.2a 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 in North or South Africa
Physical EducationGamesStriking and fieldingHit and strike a ball into spaces so they can scorePE2/1.1b play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending
AthleticsPE2/1.1a use running, jumping, throwing and catching in isolation and in combination
MusicAfrican music Listen Learn Ghanaian song
African instruments Vibrations Make shekere
Mus 2.1 play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
Mus 2.2 improvise and compose music for a range of purposes using the inter-related dimensions of music
Mus 2.3 listen with attention to detail and recall sounds with increasing aural memory
Mus 2.4 use and understand staff and other musical notations.
Mus 2.5 appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
Mus 2.6 develop an understanding of the history of music.
Literacy – text typesNon-fiction - Information texts
Narrative - African myths
Non-fiction - Reports
Narrative - stories which raise issues
Non-fiction - Biography/ Autobiography
Non-fiction - persuasionLetters
Non-fiction - Instructions
Poetry -We are All Born Free For Every Child
ComputingeSafety
PowerPoint presentations
Co2/1.7 Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
Co2/1.6 Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
Design and technologyAfrican food - tagineDT2/1.1 DesignDT2/1.1a use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
DT2/1.2 MakeDT2/1.2a select from and use a wider range of tools and equipment to perform practical tasks accurately
DT2/1.3 EvaluateDT2/1.3b evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
DT2/1.4 Technological KnowledgeDT2/1.4a apply their understanding of how to strengthen, stiffen and reinforce more complex structures
HistoryLife of Nelson Mandela
Significant PersonNelson Mandela
Hi1/1.3 the lives of significant individuals in the past who have contributed to national and international achievements.
Educational VisitorsAfrican visitors
R.E.Christianity – The bible
the Bible: origin, structure, content and use
importance of the Bible for believers; the significance of some of its messages for today
aspects of Christian community (worship, prayer, ritual and ceremony) expressed in different traditions and parts of the world.
guidance: commandments; beatitudes
(QCA Unit 3D)
PSCHERelationships.Healthy Me.
Languages - French
Unit 3 – En familleNumbers 21 – 30Describing members of the familyReading and writing a letter about my familyColours & preferencesAsking and answering questionsThe story of ‘Sleeping Beauty’
North Tyneside Scheme Of Work
Numeracy
Understanding and investigating within number x 3wks
Developing and applying calculation – addition and subtraction x2 wks
Developing and applying calculation – multiplication and division x 2 wks
Measurement x 2 wks
Geometry x 2 wks
Statistics x 1 wk
Year 4 Curriculum map – Autumn Term – Awful Anglo Saxons
ScienceSoundSc4/4.1 SoundSc4/4.1a identify how sounds are made, associating some of them with something vibrating
Sc4/4.1b recognise that vibrations from sounds travel through a medium to the ear
Sc4/4.1c find patterns between the pitch of a sound and features of the object that produced it
Sc4/4.1d find patterns between the volume of a sound and the strength of the vibrations that produced it.
Sc4/4.1e recognise that sounds get fainter as the distance from the sound source increases
Art and designDecorative diary entries – calligraphy Illuminated letters e.g. Lindisfarne Gospels (drawing)
Christmas crafts.
GeographyUK – Countries / cities.Europe.Settlement – Physical / human land use. – Place names/ counties.Ge2/1.1 Locational KnowledgeGe2/1.1b name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
Geography weekHills and mountains
Physical EducationSwimmingPE2/1.2 Swimming and water safetyPE2/1.2a swim competently, confidently and proficiently over a distance of at least 25 metres
PE2/1.2b use a range of strokes effectively
PE2/1.2c perform safe self-rescue in different water-based situations.
MusicMus 2.1 play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
Mus 2.2 improvise and compose music for a range of purposes using the inter-related dimensions of music
Mus 2.3 listen with attention to detail and recall sounds with increasing aural memory
Mus 2.4 use and understand staff and other musical notations.
Mus 2.6 develop an understanding of the history of music.
Literacy – text typesBeowulf / King Arthur – myths and legends.Diary entries – Day in the life of monk / Anglo saxon.Non – chronological report
Poetry - listen to the Saxon riddler & write our own
ComputingComic life – create a class comic
Use websites carefully
Scratch
Co2/1.6 Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
Co2/1.5 Use search technologies effectively and appreciate how [search] results are selected and ranked
Co2/1.3 Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
Design and technologySound – Make an instrument.(3D - joining)
DT2/1.1 DesignDT2/1.1a use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
DT2/1.2 MakeDT2/1.2a select from and use a wider range of tools and equipment to perform practical tasks accurately
DT2/1.3 EvaluateDT2/1.3b evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
HistoryAreas of Europe where Anglo Saxons + Jutes came from + the countries they settled in.Why did they come? Topographical linked to modern day – Netherlands flooding and overcoming this.Hi2/1.3 Anglo-Saxons & ScotsPupil should be taught about Britain’s settlement by Anglo-Saxons and Scots This could include:a. Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empireb. Scots invasions from Ireland to north Britain (now Scotland)c. Anglo-Saxon invasions, settlements and kingdoms: place names and village lifed. Anglo-Saxon art and culturee. Christian conversion – Canterbury, Iona and Lindisfarne
R.E.Christianity - Pilgrimage – an act of prayer and faith, Why people go on pilgrimage – Lourdes, Walsingham
Pilgrimage: places; significance
Christmas
Harvest; Christmas; Easter; Pentecost; Ascension: significance for Christians
(See Discovery File – Autumn 2)
PSCHEBeing Me in my world.Celebrating difference.
Languages – French
Unit 4 – Les animauxNumbers 31 – 40Names of petsRevision of masculine and feminine nounsOpinions about petsRevision of plural of nounsMasculine and feminine of adjectivesAdjectives: colour, size and qualityWriting a description of petsStories: in the Pet shop/ ‘I haven’t got any friends’Reading & writing an animal colour poem
North Tyneside Scheme Of Work
Numeracy
Understanding and investigating within number x 3wks
Developing and applying calculation – addition and subtraction x2 wks
Developing and applying calculation – multiplication and division x 2 wks
Measurement x 2 wks
Geometry x 2 wks
Statistics x 1 wk
Year 4 Curriculum map – Spring Term – Mummy where are you?
ScienceAnimals including humans – digestive system/ teeth.Sc4/2.2 Animals including humansSc4/2.2a describe the simple functions of the basic parts of the digestive system in humans
Sc4/2.2b identify the different types of teeth in humans and their simple functions
Sc4/2.2c construct and interpret a variety of food chains, identifying producers, predators and prey.Electricity.Sc4/4.2 ElectricitySc4/4.2a identify common appliances that run on electricity
Sc4/4.2b construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
Sc4/4.2c 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
Sc4/4.2d recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
Sc4/4.2e recognise some common conductors and insulators, and associate metals with being good conductors
Art and designEgyptian masks. – Paper Mache.
Women in the home: the chores, their clothes and jewellery. Make our own jewellery & headdress
Make God headdress(textiles)
Mona Marzouk – Baltic 2008Links industrial objects with sea creatures & hybrid creations, representation of the nile(printing)
GeographyWhere is Egypt?Ge2/1.1 Locational KnowledgeGe2/1.1a locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
Physical EducationSwimmingPE2/1.2 Swimming and water safetyPE2/1.2a swim competently, confidently and proficiently over a distance of at least 25 metres
PE2/1.2b use a range of strokes effectively
PE2/1.2c perform safe self-rescue in different water-based situations.Invasion games.PE2/1.1b play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending
MusicMus 2.1 play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
Mus 2.2 improvise and compose music for a range of purposes using the inter-related dimensions of music
Mus 2.3 listen with attention to detail and recall sounds with increasing aural memory
Mus 2.4 use and understand staff and other musical notations.
Mus 2.5 appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
Mus 2.6 develop an understanding of the history of music.
Literacy – text typesPharaoh In My Bath - Novel
Narrative - Adventure and mystery
Poetry - Shape poetry
Non-Fiction Instructions – building pyramids (nets)
Narrative- Stories with historical settings e.g. Osiris and IsisSeth and Horus
Non-fiction Newspaper reports e.g.Valley of the Kings – Tomb raiders
Non-Fiction - Explanation e.g. Mummies Experiment on decay
Performance poetry
Non-Fiction- Information texts
Plan 9 Non-Fiction - Persuasive texts e.g. Aswan Dam Debate – a good or bad decision?
ComputingAnimations
Debugging programs
Co2/1.6 Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
Design and technologyFarming – the Shaduf method for irrigation Build Shaduf
Festivals – make our own sistrum
Temples – layout and design of
(3D - joining)
HistoryPharaohs.PyramidsLife after deathHi2/2.3 Ancient CivilizationsPupils should be taught about the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following:
a. Ancient Egypt;
R.E. Christianity - What do we know
about Jesus? Jesus birth, ministry,
death, resurrection, ascension, return
incarnation, redemption, salvation
teachings and miracles of Jesus: Biblical context;
significance today the effect Jesus had on
the people around him
Languages – French
Unit 5 – Mon anniversaireTelling timeDaily RoutinesER verbsReading and writing a letter about a typical dayNumbers 41 – 60Months of the year and FestivalsDates & BirthdaysSeasons and revision of weatherLearning a weather poem & writing
Numeracy
Understanding and investigating within number x 3wks
Developing and applying calculation – addition and subtraction x2 wks
Developing and applying calculation – multiplication and division x 2 wks
Measurement x 2 wks
Significant PersonSamuel Pepys
Hi1/1.3 the lives of significant individuals in the past who have contributed to national and international achievements.Educational VisitSt Mary’s Visitor Centre.Newcastle/ Gateshead.
then and now(See Discovery File – Year 3 Spring 1)
Easter Harvest; Christmas;
Easter; Pentecost; Ascension: significance for Christians
(See Discovery File – Spring 2)
PSCHEDreams + goals.Healthy Me.
a verse
North Tyneside Scheme Of Work
Geometry x 2 wks
Statistics x 1 wk
Year 4 Curriculum map – Summer Term – Rainforest Operation Planet Earth
ScienceLiving things in their habitats.Sc4/2.1 All Living ThingsSc4/2.1a recognise that living things can be grouped in a variety of ways
Sc4/2.1b explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
Sc4/2.1c recognise that environments can change and that this can sometimes pose dangers to living things.Changing state – water cycle.Sc4/3.1 States of MatterSc4/3.1a compare and group materials together, according to whether they are solids, liquids or gases
Sc4/3.1b observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
Sc4/3.1c identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
Art and design
Google – Rainforestartist.com – Focus on Oenone Hammersley. (Collage, painting, sketch plants -still life.)
Uses of natural materials Natural dyeing – prepare cloth
Rainforest Appliqué Dyeing fabric, learning stitches
(textiles)
GeographyClimate Zones – lines of latitude and longitude.Compare climates – why are there different climates?Biomes -Environmental – deforestation.
Ge2/1.1c identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
Ge2/1.3 Human and Physical GeographyGe2/1.3a describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
Physical EducationSwimmingPE2/1.2 Swimming and water safetyPE2/1.2a swim competently, confidently and proficiently over a distance of at least 25 metres
PE2/1.2b use a range of strokes effectively
PE2/1.2c perform safe self-rescue in different water-based situations.Athletics FestivalPE2/1.1a use running, jumping, throwing and catching in isolation and in combination
MusicSounds of rainforest – rain-sticks. Instrument creation
Listening and responding to Salsa music – learning the beat!
Mus 2.1 play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
Mus 2.2 improvise and compose music for a range of purposes using the inter-related dimensions of music
Mus 2.3 listen with attention to detail and recall sounds with increasing aural memory
Mus 2.4 use and understand staff and other musical notations.
Mus 2.5 appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
Mus 2.6 develop an understanding of the history of music.
Literacy – text typesThe Shamans Apprentice
Non-fiction -Where Forest Meets the Sea Factual
Recounts -recounts Amazon Trip
Non-fiction - InformationResearch and present info: the create layered texts as webpages
Poetry - Creating images Rainforest flora and fauna
Narrative- Traditional tales -The Great Kapok Tree, Just So Stories and other tales of the rainforest
Non-fiction - ReportsThe Vanishing RainforestUsing websites for report writing
ComputingData loggers, pie charts etc to show results
Kodu to create a simple program/game
Co2/1.6 Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
Co2/1.3 Use logical reasoning to explain how some simple algorithms work and to detect and correct
Design and technologyMake a rainforest in a bottle/ environmental.
History R.E.Hinduism
aum symbol Trimurti: Vishnu, Shiva,
Brahma Hindu deities: e.g Rama,
Krishna, Ganesha, Lakshmi, Hanuman, Kali, Durga: characteristics of God;
Creation avatar MK Gandhi Stories: insights and
teachings Ramayana Purana Divali; Holi; Raksha
Languages – French
Unit 6 – Le mondeCountries surrounding France and the location of French townsRevision of j’habiteà + townen + countryQuestion words and question formsPresent Tense of verb aller (singular forms) Information about ParisPoints of the compassDescribing one’s home townSending a postcard from a holiday destination
North Tyneside Scheme Of Work
Numeracy
Understanding and investigating within number x 3wks
Developing and applying calculation – addition and subtraction x2 wks
Developing and applying calculation – multiplication and division x 2 wks
Measurement x 2 wks
Geometry x 2 wks
Statistics x 1 wk
errors in algorithms and programs Bandhan(See Discovery File –Year 3 Autumn 1)
PSCHEChanging Me.Relationships.
Year 5/ 6 (cycle a) Curriculum Map – Autumn Term – Vicious Vikings
ScienceProperties and changes of materials.Sc5/3.1 Properties and Changes of MaterialsSc5/3.1a compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
Sc5/3.1b know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
Sc5/3.1c use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
Sc5/3.1d give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
Sc5/3.1e demonstrate that dissolving, mixing and changes of state are reversible changes
Sc5/3.1f explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.
Art and designChristmas craft.
Designing and making a Viking tunic or purse(textiles)
GeographyEurope – Countries / capitals.Topographical regions - linked to reasons why they invaded.Where did they settle? – Countries/ cities compare to new,Settlements – topographical- what do people look for in a settlement?Place namesGe2/1.1 Locational KnowledgeGe2/1.1a locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
Ge2/1.1b name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
Geography weekEarthquakes.
Physical EducationTag Rugby.PE2/1.1b play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending
GymnasticsKnowledge of compositional principles-variations in speed, level direction-combine and link actions
PE2/1.1c develop flexibility, strength, technique, control and balance
Music
Mus 2.1 play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
Mus 2.2 improvise and compose music for a range of purposes using the inter-related dimensions of music
Mus 2.3 listen with attention to detail and recall sounds with increasing aural memory
Mus 2.4 use and understand staff and other musical notations.
Mus 2.5 appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
Mus 2.6 develop an understanding of the history of music.
Literacy – text typesRange
Computingprogramming using if and then commands-debugging
use scratch
esafety
Co2/1.1 Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
Co2/1.3 Detect and correct errors in programs
Co2/1.4 Understand the opportunities [networks] offer for communication and collaboration
Co2/1.7 Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
Design and technologyDesign and make a Viking boat. (Linked to materials)(3D joining)
HistoryWay of life.Invasion – Danegald.Edward the Confesser – Saxon King.Leading to Battle of Hastings.Hi2/1.4 Anglo-Saxons & VikingsPupil should be taught about the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the ConfessorThis could include:
a. Viking raids and invasionb. resistance by Alfred the
Great and Athelstan, first king of England
c. further Viking invasions and Danegeld
d. Anglo-Saxon laws and justice
e. Edward the Confessor and his death in 1066
f.Significant Person
Hi1/1.3 the lives of significant individuals in the past who have contributed to national and international achievements.
Educational Visit
R.E.Introduction to IslamMoslem family life – values
worship activities including wudu and prayer
family life Pillars of Islam
(LCP Year 5 Believing – Spring)
Christmas Harvest; Christmas;
Easter; Pentecost; Ascension: significance for Christians
(See Discovery File – Autumn 1)
PSCHERelationships.Changing Me.
Languages – French
Unit 7 – Mon ecole et moiRevision of numbers to 60Telling the Time: half past, quarter past and to; analogue and digitalRevision of verbs for daily routines, er verb endingsConjunctions and adverbs of time, making longer sentencesLearning names of school subjects and about school in FrancePreferences & opinions about schoolSubjectsReading & writing letters about school subjects using complex sentencesDifferent means of transport
North Tyneside Scheme Of Work
Numeracy
Understanding and investigating within number x 3wks
Developing and applying calculation – addition and subtraction x2 wks
Developing and applying calculation – multiplication and division x 2 wks
Measurement x 2 wks
Geometry x 2 wks
Statistics x 1 wk
Year 5/ 6 (cycle a) Curriculum map – Spring Term – Swalwell
ScienceLiving things and their habitats.Sc5/2.1 Living Things and their habitatsSc5/2.1a describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
Sc5/2.1b describe the life process of reproduction in some plants and animals.Animals including humans. – describe changes.Sc5/2.2 Animals, including humansSc5/2.2a describe the changes as humans develop to old age.
Art and designArt linked to industry Artist L. S. Lowry to use as an influence for industrial scenes
GeographyField workSketch maps/ plans.Digital technologies.
Ge2/1.4 Geographical Skills and FieldworkGe2/1.4c use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
Ge2/1.4a use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
Physical EducationBasketball.PE2/1.1a use running, jumping, throwing and catching in isolation and in combinationPE2/1.1b play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending
Outdoor and AdventurousDevelop their orienteering and problem solving skillsVisit to Kingswood residentialPE2/1.1e take part in outdoor and adventurous activity challenges both individually and within a team
MusicMus 2.1 play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
Mus 2.2 improvise and compose music for a range of purposes using the inter-related dimensions of music
Mus 2.3 listen with attention to detail and recall sounds with increasing aural memory
Mus 2.4 use and understand staff and other musical notations.
Mus 2.5 appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
Mus 2.6 develop an understanding of the history of music.
Literacy – text types
ComputingInternet searchesDatabases/ spreadsheetsFact packs – including sounds, videos, text and imagesData loggers to record traffic and noise
Co2/1.6 Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
Co2/1.4 Understand the opportunities [networks] offer for communication and collaboration
Design and technology HistoryCrowley’s Factory chain works – shipbuilding.Hi2/2.1 Local HistoryPupils should be taught about an aspect of local historyFor example:b. a study over time tracing how several aspects of national history are reflected in the locality
Significant PersonSir Ambrose Crowley/ William Shield
Hi1/1.3 the lives of significant individuals in the past who have contributed to national and international achievements.
Educational VisitLocal area walk.
R.E.
Hinduism Mandir: its functions and
features; importance to the Hindu communitiy
Worship activities: puja belonging and identify:
birth, naming, sacred thread ceremony
family / home life Samskaras Values: respect; caring;
ahimsa; vegetarianism Divali; Holi; Raksha Bandhan
(See Discovery File – Autumn 1)
Easter Harvest; Christmas;
Easter; Pentecost; Ascension: significance for Christians
(See Discovery File – Spring 2)
Languages – French
Unit 8 – Qu'est-ce que tu veuxHow to ask for drinks & snacksUnderstand and express likes and dislikesabout drinks & snacksLearning how to shop using eurosHaving a conversation to buy ice creamsHow to buy different types of breadMaking a shopping list and planning a partyFollowing instructions & writing a recipe for an almond mouse
North Tyneside Scheme Of Work
Numeracy
Understanding and investigating within number x 3wks
Developing and applying calculation – addition and subtraction x2 wks
Developing and applying calculation – multiplication and division x 2 wks
Measurement x 2 wks
Geometry x 2 wks
Statistics x 1 wk
PSCHEDreams + goals.Healthy Me.
Year 5/ 6 (cycle a) Curriculum Map – Summer Term – Groovy Greeks
ScienceEarth and space.Sc5/4.1 Earth and SpaceSc5/4.1a describe the movement of the Earth, and other planets, relative to the Sun in the solar system
Sc5/4.1b describe the movement of the Moon relative to the Earth
Sc5/4.1c describe the Sun, Earth and Moon as approximately spherical bodies
Sc5/4.1d use the idea of the Earth’s rotation to explain day and night, and the apparent movement of the sun across the sky.Forces.Sc5/4.2 ForcesSc5/4.2a explain that unsupported
Art and designIllustrating myths.(drawing)Greek plates and vases and make own vase/plate
Pots – Sculpture. (3D joining)
GeographyGreeceGe2/1.2 Place KnowledgeGe2/1.2a 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 in North or South America (Greece)
Ge2/1.4 Geographical Skills and FieldworkGe2/1.4a use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
Physical EducationDanceFocus on using different visual images as the starting point for composing and performingPE2/1.1d perform dances using a range of movement patterns
AthleticsPE2/1.1a use running, jumping, throwing and catching in isolation and in combination
MusicBattle Music. Respond to film scores for battles
Create music to reflect battle actions & moods
Mus 2.1 play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
Mus 2.2 improvise and compose music for a range of purposes using the inter-related dimensions of music
Mus 2.3 listen with attention to detail and recall sounds with increasing aural memory
Literacy – text types
Narrative - Myths & legends
Non-fiction - Biography/ autobiography – Famous Greeks
Non-fiction - Formal/ impersonal writing
Narrative -Dramatic conventions, Playscripts
objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
Sc5/4.2b identify the effects of air resistance, water resistance and friction, that act between moving surfaces
Sc5/4.2c recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect
Mus 2.4 use and understand staff and other musical notations.
Mus 2.5 appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
Mus 2.6 develop an understanding of the history of music.
ComputingAnimationsPlan algorithms to complete shapes and patterns.Reach goals by commanding floor bots in certain directions.Record steps required to achieve a set goal before testing these.Refine and produce procedures of sequences to improve efficiency of algorithms.
Co2/1.6 Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
Co2/1.1 Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
Co2/1.2 Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
Co2/1.3 Detect and correct errors in programs
Design and technologyTrojan horse.
HistoryGreek way of life.Influence on Western world.Art, architecture, literature.
Hi2/2.4 Ancient GreecePupils should be taught a study of Greek life and achievements and their influence on the western world
Significant PersonAristarchus - Astronomer + mathematician. First to put sun at centre of the universe.
Hi1/1.3 the lives of significant individuals in the past who have contributed to national and international achievements.
Educational VisitCentre for Life Planetarium.
R.E. Introduction to IslamBeliefs –Creator
Life of Mohammed- Shahada
belief in one true God (Allah)
nature of Allah through some of the 99 names
beliefs about creation aspects of the life of
Muhammad, prophet of Allah
Ibrahim, Musa, Dawudthe ‘Shahadah’
IslamSacred book – the KoranVisiting a MosqueActs of worshipPrayer – WuduEid Ul FitrPillars of Islam – fasting, Zakat, Pilgrimage
Mosque: its functions and features; importance to the Muslim community
local Muslim communities
(LCP Year 5 Spring 2)
PSCHEChanging Me.Relationships.
Languages – French
Unit 9 – Les sportsLearning the names of body parts and Brain GymThe Present Tense of the verb avoirWriting a description of a monsterLearning the names of sports and about sport in FranceGiving opinions of sports and agreeing and disagreeing with statementser verbs in singular and plural and making silly sentencesReading & writing a letter about sportsStory of Loulou et Roger and using negatives
North Tyneside Scheme Of Work
Numeracy
Understanding and investigating within number x 3wks
Developing and applying calculation – addition and subtraction x2 wks
Developing and applying calculation – multiplication and division x 2 wks
Measurement x 2 wks
Geometry x 2 wks
Statistics x 1 wk
Year 5/6 – cycle b Curriculum map – Autumn Term – Pack up your troubles
ScienceSc6/4.1 LightSc6/4.1a recognise that light appears to travel in straight lines
Sc6/4.1b 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
Sc6/4.1c explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
Sc6/4.1d use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them
Sc6/4.2 ElectricitySc6/4.2a associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
Sc6/4.2b 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
Sc6/4.2c use recognised symbols when representing a simple circuit in a diagram.
Pupils should be taught to use practical scientific methods, processes and skills through the
Art and designBattle of Britain – battle in the sky. Mural artwork
(painting)
Henry Moore Anna Airey (See imperial war museum collection)http://www.bbc.co.uk/history/trail/wars_conflict/art/art_daily_life_gal.shtml
GeographyWorld – Continents then major countries.Countries involved.Ge2/1.1 Locational KnowledgeGe2/1.1a locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
Ge2/1.4 Geographical Skills and FieldworkGe2/1.4b use the 8 points of a compass, 4 and 6-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world.
Geography weekRivers
Physical EducationFootballDance
MusicMus 2.1 play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
Mus 2.2 improvise and compose music for a range of purposes using the inter-related dimensions of music
Mus 2.3 listen with attention to detail and recall sounds with increasing aural memory
Mus 2.4 use and understand staff and other musical notations.
Mus 2.5 appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
Mus 2.6 develop an understanding of the history of music.
Literacy – text typesTail End Charlie.
Narrative -The Little Ships
War diaries - Rose Blanche
Non-fiction - Persuasion Posters
Narrative- Animated TaleGoodnight Mr Tom
Personal Recounts
Poetry - The power of imagery
Narrative - Michael Foreman’sAfter the War was Over
Non-fiction - Newspapers
programme of study.Computing
news reports – using flip cams etc.Plan an algorithm for a quiz game, breaking it up into the parts required to make a game.
Program the game using variables to add a score to the game/timing for the game.Continue to test the game while making it and correct any errors in the programming and any errors in the algorithm used for the game.
Co2/1.6 Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
Co2/1.2 Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
Design and technologyAnderson shelters with light.(3D –joining)
Christmas – Propaganda poster (ICT)
HistoryHomefront.Evacuation.Rationing.Hi2/2.2 Extended chronological studyPupils should be taught a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066For example:
a. a significant turning point in British history, for example, the first railways or the Battle of Britain
Significant PersonWinston Churchill
Hi1/1.3 the lives of significant individuals in the past who have contributed to national and international achievements.
Educational VisitEden Camp
R.E.IslamSacred book – the KoranActs of worshipPrayer – WuduEid Ul FitrPillars of Islam – fasting, Zakat, Pilgrimage
the role of the imam Qur’an: revealed to
Muhammad; importance; how it is used and treated; source of authority and teaching
words and meaning of some portions of the Qur’an
Ramadan Hajj Eid-ul-Fitr Eid-ul-Adha
(See Discovery File – Autumn 1, )
Christmas Harvest; Christmas;
Easter; Pentecost; Ascension: significance for Christians
(See Discovery File – Autumn 1)
PSCHEBeing Me in my world.Celebrating difference.
Languages – French
Unit 10 - Les vêtementsLearning the names of clothesLearning about fashion in France and differences between France and England Revising adjectives of colour, size and quality and adjective agreementDescribing clothes and expressing opinions of themThe Present Tense of the verb porter, using positive and negative statementsTrying on & buying clothes and developing the role play into a play scriptWhat to wear in different kinds of weather (complex sentences)Story: The Sun and the Wind and writing one’s own fable using pronouns, prepositions, adjectives and adverbs
North Tyneside Scheme Of Work
Numeracy
Understanding and investigating within number x 3wks
Developing and applying calculation – addition and subtraction x2 wks
Developing and applying calculation – multiplication and division x 2 wks
Measurement x 2 wks
Geometry x 2 wks
Statistics x 1 wk
Year 5/6 – cycle b Curriculum map – Spring Term – The New World
ScienceLiving things and their habitats.Sc6/2.1 Living Things and their habitatsSc6/2.1a describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
Sc6/2.1b give reasons for classifying plants and animals based on specific characteristics.
Pupils should be taught to use practical scientific methods, processes and skills through the programme of study.
Art and designDrawings of Stelae(drawing)
Mayan & Aztec solar & sacred calendars
Cay (3D) Mayan sun calendars
GeographySimilarities and differences between a region of the UK and a region in N. / S. America.
Human geography – Types of settlement, economic activity, natural resources.Ge2/1.1 Locational KnowledgeGe2/1.1a locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major citiesGe2/1.3 Human and Physical GeographyGe2/1.3b describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
Physical EducationGymnastics.Netball.
MusicMus 2.1 play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
Mus 2.2 improvise and compose music for a range of purposes using the inter-related dimensions of music
Mus 2.3 listen with attention to detail and recall sounds with increasing aural memory
Mus 2.4 use and understand staff and other musical notations.
Mus 2.5 appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
Mus 2.6 develop an understanding of the history of music.
Literacy – text types
ComputingClass link to American school, web cam, emails etc.Data loggers/spread sheetsTalk about online safety – video sharing etc.How internet works, origins of websites
Co2/1.6 Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
Co2/1.5 Be discerning in evaluating digital content
Co2/1.7 Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways
Design and technology
Navajo hanging(textiles)
HistoryMayan CivilizationHi2/2.5 Non-European StudyPupils should be taught about a non-European society that provides contrasts with British history - one study chosen from:
a. Mayan civilization
Significant PersonBarack Obama – Presidents of the U.S.
Hi1/1.3 the lives of significant individuals in the past who have contributed to national and international achievements.
Educational VisitIf trip necessary – Discovery museum but other trips expensive.
R.E.Race and Diversity(LCP Year 6 Summer 1)
Easter Harvest; Christmas;
Easter; Pentecost; Ascension: significance for Christians
(See Discovery File – Spring 2)
PSCHERelationships.Changing Me.
Languages – French
Unit 11 – J’habiteRooms and furniture in the housePrepositions expressing positionCommon verbs linked to rooms in the houseQuestion forms and answersWriting a description of a fantasy housePlaces in town and asking for directions using au/ à la; The Present Tense of allerPlaces in town and asking for directions using au/ à la; The Present Tense of allerLearning more detail about a town in France: Montcenis or Aix-en Provence to produce a leaflet or powerpoint
North Tyneside Scheme Of Work
Numeracy
Understanding and investigating within number x 3wks
Developing and applying calculation – addition and subtraction x2 wks
Developing and applying calculation – multiplication and division x 2 wks
Measurement x 2 wks
Geometry x 2 wks
Statistics x 1 wk
to report concerns about content and contact
Year 5/6 – cycle b Curriculum map – Summer Term – Victorious Victorians
ScienceEvolution – DarwinSc6/2.3 EvolutionSc6/2.3a recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years agoSc6/3.2b recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parentsSc6/2.3c identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.Animals including humans.Sc6/2.2 Animals including humansSc6/2.2a identify and name the main parts of the human circulatory
Art and designWilliam Morris pattern – (Drawing and printing)
Josiah Wedgewood – drawing forms then using quick print to make own prints in style of
GeographyUK –Key citiesHumanGe2/1.1 Locational KnowledgeGe2/1.1b name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
Physical EducationCricketAthletics
Music
Mus 2.1 play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
Mus 2.2 improvise and compose music for a range of purposes using the inter-related dimensions of music
Mus 2.3 listen with attention to detail and recall sounds with increasing aural memory
Mus 2.4 use and understand staff and other musical notations.
Literacy – text types
Narrative – The Dancing Frog
Poetry - Classic Poems
Non-fiction - Instructions
Narrative - Street Child
Non-fiction - Argument
Narrative- Dramatic Conventions/ film analysis
Narrative - Older Literature
system, and describe the functions of the heart, blood vessels and blood
Sc6/2.2b recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
Sc6/2.2c describe the ways in which nutrients and water are transported within animals, including humans.
Pupils should be taught to use practical scientific methods, processes and skills through the programme of study.
Mus 2.5 appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
Mus 2.6 develop an understanding of the history of music.
ComputingVictorian report. Children plan an investigation.They collect data based on their learning about websites and the routes taken for information to reach their own devices.They consider e-Safety in terms of the age appropriateness of websites.Children present their findings to others. Secondary ready – so little teacher input should be needed.
Co2/1.6 Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
Design and technologyBridges
HistoryIndustrial RevolutionWay of lifeWork houses.Hi2/2.2 Extended chronological studyPupils should be taught a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066For example:a. the changing power of
monarchs using case studies such as John, Anne and Victoria
Significant PersonDr Barnado
Hi1/1.3 the lives of significant individuals in the past who have contributed to national and international achievements.
Educational VisitBeamish Museum
R.E. Christianity
nature of God: as revealed in the Bible: theTrinity
God and creation: caring for the world
God’s relationship with humankind: Covenant
people inspired by God: e.g. Desmond Tutu, local minister, people known to the pupils
(See Discovery File - Spring 1 and Summer 2)
PSCHERelationships.Changing Me.
Languages – French
Unit 12 – Un pays francophoneCreating a passport with personal detailsDrawing up a travel itineraryUsing prepositions to describe the location of St LuciaMapwork on St Lucia using coordinates to locate placesCreating a dossier on St LuciaLearning about hurricanes, study of a non-fiction textBanana Growing, study of a non-fiction text (an explanation)Cocktails and tropical fruits, an instruction text. Following and writing a recipe.Comparisons of St Lucia and TynesideReading an Anansi poem and using adjectives and adverbs to improve descriptionsUsing a story to exploreAttitudes towards racism (Homme de couleur)Written/oral presentation about St Lucia
North Tyneside Scheme Of Work
Numeracy
Understanding and investigating within number x 3wks
Developing and applying calculation – addition and subtraction x2 wks
Developing and applying calculation – multiplication and division x 2 wks
Measurement x 2 wks
Geometry x 2 wks
Statistics x 1 wk
New Computing Curriculum 2014
Yearly Overview
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Computer Science:
Create and debug simple programs
Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
Computer Science:
Create and debug simple programs
Use logical reasoning to predict the behaviour of simple programs
Computer Science:
Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
Understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web
Computer Science:
Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
Appreciate how [search] results are selected and ranked
Computer Science:
Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
Detect and correct errors in programs
Computer Science:
Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
Information Technology:
Use technology purposefully to create, organise, store, manipulate and retrieve digital content
Information Technology:
Use technology purposefully to create, organise, store, manipulate and retrieve digital content
Information Technology:
Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
Use search technologies effectively
Information Technology:
Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
Use search technologies effectively
Information Technology:
Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
Information Technology:
Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
Digital Literacy:
Recognise common uses of
Digital Literacy:
Recognise common uses of
Digital Literacy: Digital Literacy: Digital Literacy:
Understand the opportunities
Digital Literacy:
Be discerning in evaluating digital
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
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
Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
[networks] offer for communication and collaboration
Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
content
Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
Termly topics with ideas to support teaching of Computing Curriculum
Autumn Term
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Fire! Fire!
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
-basic safety when using web
Create and debug simple programs
Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
Medieval mayhem
Use technology purposefully to create, organise, store, manipulate and retrieve digital content
-digital recordings, news reports, video cameras, flip cams;
Type reports and add pictures/photos/sound clips
Savage Stoneage
Use search technologies effectively
Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
-Fresco to create different textures in drawing/painting
-Create ebook on stoneage (book creator on iPad)
Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
Awful Anglo Saxons
Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
Use search technologies effectively
Appreciate how [search] results are selected and ranked
-Comics – create a class comic-Use websites carefully
Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
-Scratch
Vicious Vikings
Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
Detect and correct errors in programs
Understand the opportunities [networks] offer for communication and collaboration
-programming using if and then commands-debugging-use scratch
Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
Pack up your troubles
Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
-news reports – using flip cams etc.
Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
-Plan an algorithm for a quiz game, breaking it up into the parts required to make a game.
Program the game using variables to add a score to the game/timing
-bee bot fire engines
-bee bot iPad app
-Explore scratch, adding sound, animated scene
-esafety for the game.
Continue to test the game while making it and correct any errors in the programming and any errors in the algorithm used for the game.
Spring Term
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Oh I do like to be beside the Seaside
Create and debug simple programs
Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
-programming bee bots to follow a map route.
Use ‘kodable’ on iPads
It was a dark, dark night
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
Recognise common uses of information technology beyond school
- internet safety, safe online presence
- talk about technology uses for NASA
Create and debug simple programs
Use logical reasoning to predict the behaviour of simple programs
-draw shapes and letters using bee bots
-Make programs and miss steps out, see if you can debug
-Daisy the dinosaur app on iPad
Veni Vidi Vici
Use search technologies effectively
Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
Understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web
-Database on Romans, make a branching database
-mosaic artwork on PC
Mummy Where are you?
Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
-Animations
-debugging programs
Swalwell
Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
Understand the opportunities [networks] offer for communication and collaboration
-interenets searches
-Databases/ spreadsheets
-fact packs – including sounds, videos, text and images
-data loggers to record traffic and noise
The New World
Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
Be discerning in evaluating digital content
Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
-class link to American school, web cam, emails etc.
-data loggers/spread sheets
-talk about online safety – video sharing etc.
-how internet works, origins of websites
Summer Term
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Food glorious food!
Use technology purposefully to create, organise, store, manipulate and retrieve digital content
-Make a digital scrap book of food for class blog/website; use search tool etc.
-food pictograms
Around the world
Use technology purposefully to create, organise, store, manipulate and retrieve digital content
-use pic collage on iPads to create files on countries studied
- databases and branching programs on countries using 2question and 2investigate
Wild at Heart
Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
-eSafety
Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
-PowerPoint presentations
Rainforest – Operation Planet Earth
Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
-data loggers, pie charts etc to show results
Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
-Kodu to create a simple program/game
Groovy Greeks
Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
-animations
Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
Detect and correct errors in programs
- Plan algorithms to complete shapes and patterns.Reach goals by commanding floor bots in certain directions.Record steps required to achieve a set goal before testing these.Refine and produce procedures of sequences to improve efficiency of algorithms.
Victorious Victorians
Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting
-Victorian report. Children plan an investigation.They collect data based on their learning about websites and the routes taken for information to reach their own devices.They consider e-Safety in terms of the age appropriateness of websites.
Children present their findings to others. Secondary ready – so little teacher input should be needed.
RE Overview
KS1
Autumn Spring Summer
Year 1 Christianity – Jesus as a friendBaptism – in addition to above
being a disciple / follower of Jesus becoming a ‘follower of Christ’ including baptism
(See Discovery File Spring 1)
Christianity - Christmas Christmas, Easter, Harvest: symbols, customs and
practice, significance for Christians Jesus: birth, aspects life and teaching, effect on others
then and now, aspects of Easter(See Discovery File Autumn 2)
Christianity - The Creation Story God, using Old sources: creator, loving, caring, having
authority. love, caring, trust, forgiveness: stories from the Old
Testaments Christian attitudes and values: love, care, forgiveness
and honesty valuing self, others and the world
(See Discovery File Autumn 1)
Christianity - Symbols of Easter Christmas, Easter, Harvest: symbols, customs and
practice, significance for Christians Jesus: birth, aspects life and teaching, effect on others
then and now, aspects of Easter(See Discovery File Spring 2)
Judaism - Jewish People – IsraelJewish home, Mezuzah, Sabbath, Hannukah
Shabbat, Purim, Chanukah, Sukkot: symbols, customs and practice, significance for Jewish people
home and family life today the significance of religious objects such as mezuzah;
tallit; kippah synagogue: its functions and features; importance to
the Jewish community worship activities including prayer local Jewish communities the role of the rabbi
(See Discovery File Summer 1 and 2)
Year 2 Christianity - Christian Prayer and ArtefactsChristian Values
Jesus’ teachings: two great commandments, other ‘rules’ for living
Christian attitudes and values: love, care, forgiveness and honesty
valuing self, others and the world(See Discovery File – Autumn 1)
Christianity - Christmas Symbols Christmas, Easter, Harvest: symbols, customs and
practice, significance for Christians Jesus: birth, aspects life and teaching, effect on others
then and now, aspects of Easter(See Discovery File Autumn 2)
Christianity - The Church and the Bible the role of the minister/vicar etc the Bible: special book for Christians, source of
authority, teaching and help church: its functions and features; importance to
Christians worship activities including praise and prayer local Christian communities and religious buildings
(church, chapel etc),QCA unit 2D
Christianity - Easter Story Christmas, Easter, Harvest: symbols, customs and
practice, significance for Christians Jesus: birth, aspects life and teaching, effect on others
then and now, aspects of Easter(See Discovery File Spring 2)
Judaism - The Jewish Torah the Torah: rules, values and stories, significance to
Jewish people G-d: stories from the Torah: creator, loving, caring,
having authority aspects of the life of Moses and others: for example
Joseph and Ruth(See Discovery File – Summer 1/2)
KS2
Autumn Spring Summer
Year 3 Christianity – The Church ‘Church’ as a body of believers local Christian place of worship: its significance for
those who attend; how it is used belonging and identity for Christians: baptism;
confirmation; holy communion Christian belief and practice across the worldwide
Church(See Discovery File - Year 4 Summer 2 and LCP Year 3 Spring)
Christianity - Christmas Harvest; Christmas; Easter; Pentecost; Ascension:
significance for Christians(See Discovery File – Autumn 2)
Christianity – Friends of Jesus and Inspirational People discipleship: the first disciples lives of great Christians: St Paul and others
(LCP Year 4 Autumn)
Christianity - Easter Harvest; Christmas; Easter; Pentecost; Ascension:
significance for Christians(See Discovery File – Spring 2)
Christianity – The bible the Bible: origin, structure, content and use importance of the Bible for believers; the significance of
some of its messages for today aspects of Christian community (worship, prayer, ritual
and ceremony) expressed in different traditions and parts of the world.
guidance: commandments; beatitudes(QCA Unit 3D)
Autumn Spring Summer
Year 4 Christianity - Pilgrimage – an act of prayer and faith, Why people go on pilgrimage – Lourdes, Walsingham
Pilgrimage: places; significance
Christmas Harvest; Christmas; Easter; Pentecost; Ascension:
significance for Christians(See Discovery File – Autumn 2)
Christianity - What do we know about Jesus? Jesus birth, ministry, death, resurrection, ascension,
return incarnation, redemption, salvation
teachings and miracles of Jesus: Biblical context; significance today
the effect Jesus had on the people around him then and now
(See Discovery File – Year 3 Spring 1)Easter
Harvest; Christmas; Easter; Pentecost; Ascension: significance for Christians
(See Discovery File – Spring 2)
Hinduism aum symbol Trimurti: Vishnu, Shiva, Brahma Hindu deities: e.g Rama, Krishna, Ganesha, Lakshmi,
Hanuman, Kali, Durga: characteristics of God; Creation avatar MK Gandhi Stories: insights and teachings Ramayana Purana Divali; Holi; Raksha Bandhan
(See Discovery File – Year 3 Autumn 1)Northern Saints
St Bede, St Cuthbert or another northern saint(Durham Pack)
Autumn Spring Summer
Year 5/6 A Introduction to IslamMoslem family life – values
worship activities including wudu and prayer family life Pillars of Islam
(LCP Year 5 Believing – Spring)
Christmas Harvest; Christmas; Easter; Pentecost; Ascension:
significance for Christians(See Discovery File – Autumn 1)
Hinduism Mandir: its functions and features; importance to the
Hindu communitiy Worship activities: puja belonging and identify: birth, naming, sacred thread
ceremony family / home life Samskaras Values: respect; caring; ahimsa; vegetarianism Divali;
Holi; Raksha Bandhan(See Discovery File – Autumn 1)
Easter Harvest; Christmas; Easter; Pentecost; Ascension:
significance for Christians(See Discovery File – Spring 2)
Introduction to IslamBeliefs –Creator
Life of Mohammed- Shahada belief in one true God (Allah) nature of Allah through some of the 99 names beliefs about creation aspects of the life of Muhammad, prophet of Allah Ibrahim, Musa, Dawud
the ‘Shahadah’Islam
Sacred book – the KoranVisiting a Mosque
Acts of worshipPrayer – Wudu
Eid Ul FitrPillars of Islam – fasting, Zakat, Pilgrimage
Mosque: its functions and features; importance to the Muslim community
local Muslim communitiesLCP Year 5 Spring 2)
Autumn Spring Summer
Year 5/6 B IslamSacred book – the Koran, Acts of worship, Prayer – Wudu
Eid Ul Fitr, Pillars of Islam – fasting, Zakat, Pilgrimage the role of the imam Qur’an: revealed to Muhammad; importance; how it is
used and treated; source of authority and teaching words and meaning of some portions of the Qur’an Ramadan Hajj Eid-ul-Fitr Eid-ul-Adha
(See Discovery File – Autumn 1, )
Christmas Harvest; Christmas; Easter; Pentecost; Ascension:
significance for Christians(See Discovery File – Autumn 1)
Race and Diversity(LCP Year 6 Summer 1)
Easter Harvest; Christmas; Easter; Pentecost; Ascension:
significance for Christians(See Discovery File – Spring 2)
Christianity nature of God: as revealed in the Bible: theTrinity God and creation: caring for the world God’s relationship with humankind: Covenant people inspired by God: e.g. Desmond Tutu, local
minister, people known to the pupils*(See Discovery File - Spring 1 and Summer 2)
Bullet points are taken from Gateshead Agreed Syllabus for Religious Education 2006
PE Overview