Spalding St. Norbert s Catholic Primary School

Transcription

1 Spalding St. Norbert s Catholic Primary School Striving to nurture the whole child through: Love of God Love of one another Love of life itself Curriculum Guidance Students learn by doing smelling, seeing, hearing, touching and tasting as well as thinking either creatively or logically. All their senses are utilised in all sorts of manners so that learning is meaningful and practical- not something so alien that they have to be forced upon to do. When children find learning meaningful, they will naturally want to learn more and hence, they will be self-motivated and do not need to be pushed by adults to learn. (Burke and Grosvenor, 2003) icle 28: Children have a right to an education. 1

2 Spalding St. Norbert s Catholic Primary School Mission Statement Here at St. Norbert s Catholic Primary School we believe in creative learning. We take the view of the whole child and seek to embed the characteristics of effective learning in our Early Years Foundation Stage and throughout the school. Creative learning in our school is teaching that allows our pupils to use their imaginations, have ideas, generate multiple possible solutions to problems, communicate in a variety of media and in general think outside the box. We strive to provide practice in which our pupils develop that capacity to assess and improve work, sustain effort over time, exceed what they thought was possible and work well with others to combine ideas and approaches. We want children to apply their creativity through making choices about what and how they will learn, negotiating about the curriculum and being involved in generating possibilities and making decisions. icle 29: Education should develop each child s personality and talents to the full. It should encourage children to respect their parents and their own and other cultures. 2

3 Spalding St. Norbert s Catholic Primary School Learning Values Our pupils learning depends on our curriculum in which: all pupils from every kind of background are equally recognised as being creative learning engages pupils in serious, meaningful, relevant, imaginative and challenging activities and tasks pupils are respected for their knowledge, experience and capabilities pupils have an individual and collective right to actively shape their education adults have the power to support, adapt and evaluate learning experiences for pupils exercising professional judgement we invest in teacher learning we build partnerships with creative individuals and organisations we enable pupils to participate fully in social and cultural worlds families and community play a purposeful role in pupils learning. icle 3: All organisations concerned with children should work towards what is best for each child. 3

4 Spalding St. Norbert s Catholic Primary School At St. Norbert s Catholic Primary School we do this because the school we d like is: a beautiful school a comfortable school a safe school a listening school a flexible school a relevant school a respectful school a school without walls a school for everybody icle 14: Children have the right to think and believe what they want and to practice their religion, as long as they are not stopping other people from enjoying their rights. Parents should guide their children on these matters. 4

5 Spalding St. Norbert s Catholic Primary School Whole School Curriculum Plan icle 1: All children under 18 have all the rights in the convention. 5

6 St. Norbert s Catholic Primary School Whole School Overview Term: Autumn 1 Theme Focus Year 1 Question: Are humans any different from animals? Animals including homes Food - meal Exploring text Self-portraits animal printing Nuturing Nurses-Edith Cavell/Florence Nigtengale/Mary Seacoll Urban area polar area How do they adapt? Ourselves/Our Bodies Unit Keeping healthy hygiene - medicines Bouncing jumping landing flight Unit D Year 2 Question: How do we become great gardeners? Plants Product Gardening device Programming to get round a garden bird s eye view maps Monet s Garden water colour Queen Victoria (keen gardener) Identify seasonal and daily weather patterns in UK Seasons Unit Healthy eating hygiene medicines Turning spinning twisting (Unit J) Year 3 Question: How does my body work? Animals including humans/skeletal Structure Mechanism Pneumatics Pulley system Warm up videos ( link) Movement in art Famous doctors NHS Case studies Human Body Unit/Poetry Healthy lifestyle choices Human machine engine - Unit 4 (7) 6

7 Year 4 Year 5 Question: Where do all the puddles disappear to? Working scientifically/states of matter Product Rain gauge Graphing Water colour skills Historical development Water treatment plant etc Lakes watercycle -reservoirs Environment or al Poetry Unit Healthy lifestyle choices (Rain) Dancing Question: Is anybody out there? Earth and space/animals including humans Product space model Scratch animation (space theme) techniques splattering, marbling for effect Monarchs USA Cape Canaveral space case study. Resources/trade/funding Solar System Unit Staying safe drugs and smoking Pleased to see you Unit 3 (20) Year 6 Question: How can we harness the power of the sun? Light Mechanism electronics with computer control Data logging sunniest places 3D & horizons/sun sculptures Aztec Civilisation; Bagdad/Berlin: Case studies/key figures Deserts World Unite Unit Staying safe Out and about Drugs SRE Counter balance and counter tension Unit 8 7

8 Term: Autumn 2 Theme Focus Year 1 Question: What was it like when our Grandparents were babies? Working scientifically/seasonal Changes Textiles blanket Storyboarding 2 Create Sewing, weaving Changes within living memory Aerial photographs landmarks past and present Storytime Unit Building relationship special people Wide, narrow, curved - Unit G Year 2 Question: Why are there famous people? Forces/Materials/Working Scientifically Product Joining/structure Research evaluating content Silhouettes/cameos faces in profile Guy Fawkes Explorer: name and locate 7 continents and 5 oceans Link to a famous musician. Water Unit Building relationship People who help us Just Dance/Iconic dancers Year 3 Question: Why do people invade other countries? Rocks Mechanism catapult Comic strip photos/publisher Viking sail design. Textiles/fabric printing Iron Age Hill Forts Locate World Countries Ancient Worlds Unit Taking part The Hornpipe Unit 2 (4) Year 4 Question: What would it have been like to live in Tudor times? Animals including humans Product Tudor house Research Constructing Tudor houses joining reinforcing Tudor study Types of settlement compare to present day The Tudors In the past Unit Taking part Unit R Balancing leading into change of front and direction (Tudor dance) 8

9 Year 5 Question: What was Spalding/Britain like in 1897? All living things Textiles Powerpoint Extending a Victorian image/pencils/greyscale charcoal Victorians in UK Coasts types of settlement compare to present day Our Community Unit How do rules and laws affect me? City life Unit 3 (19) Year 6 Question: Which civilisation was greatest Greece or Egypt? Animals including humans AT1 Investigative - Mummification Product - APP building (recipe) Relief painting Greek Egypt Settlement Journeys Unit Democracy, rules, anti-bullying Theseus and the Minotaur - Unit 2 (25) 9

10 Term: Spring 1 Theme Focus: Year 1 Question: Do you know your way around school and the local area? Everyday materials Product model of playground Research/copy paste/word/ppt Sketching landscapes, colour wash Fieldwork Name and locate the 4 countries of the UK, map work Our School/Seasons Unit NO to strangers Orienteering Year 2 Question: Why should people want to live in Spalding rather than? Use of everyday materials/buildings Food local dish Video Tourist Information Lowry Street scenes Secondary sources/lowry Case Study Identify geographical similarities and differences, map work Our Land Unit Road safety Morris Dance/Folk Dance Lincolnshire (UK) Year 3 Question: Why do people like to go on holiday in France? Light Product tallest structure/joining materials Publisher leaflet Pointilism Toulouse Lautrec Anglo-French relations Physical and human characteristics of France Singing French Unit/Sounds People who help us The Explorers Unit 2 (3) 10

11 Year 4 Question: Is India any different from England? All living things Food Indian food dishes Data logging, temperature etc Batik Queen Victoria Empire Comparative settlement case study Around the world unit Moving on a diverse world Record and remember Unit 4 (21) Year 5 Question: What is so great about the Romans? Properties and changes of materials Product shields/swords Roman video (green screen) Clay modelling brooches Roman Empire Settlement, volcanoes At the Movies Unit Bikewise Road Safety Volcanoes Unit 4 (21) Year 6 Question: Where are the highest mountains, longest river? Working scientifically/reversible and irreversible changes Products model river/mountain Excel databases 3D modelling surface textures UK place names Anglo-Saxon influence Mountains, rivers Moving on Unit Water music - Respect for property e-safety Holes and barriers Unit 2 11

12 Term: Spring 2 Theme Focus: /s Year 1 Question: Are toys today more fun than they used to be? Seasonal changes/everyday materials Product wheeled toy? Headphones for toy? Beebots programming Making toys Secondary sources/toys Shops Seasons/machines Unit What games are played around the world and cultural diversity Dance Unit Year 2 Question: Why are there so many different materials? All living things and their habitats Product rain hats Branching, Data, Ask Ozzy Textured weaving The Great Fire of London Aerial photographs study Ourselves/Pattern Unit Where do my clothes come from? Cultural diversity Gymnastics Year 3 Question: How do I cook? Working scientifically/plants Food food product change when heating or cooling insulators Instructional videos Cooking Case study Cooking in 4 civilisations Map work Food and Drink Unit Safety in the home Travelling with change of front and direction Unit M Year 4 Question: How do our lights work? Electricity Structure light box Video and, Control switches Shadow puppets Eddison. Compare around world Distribution of energy Sounds Unit Safety in the home Electricity Unit 4 (11) 12

13 Year 5 Question: Why did the Titanic sink? Properties and changes of materials Mechanism self-propelled craft Newspapers/filming news Titanic Perspective Graphic Design Transport across 4 civilisations Polar Case Study, Sea Keeping Healthy Unit Water safety Bridges Unit T Year 6 Question: Is Africa any different to the UK? All living things/grouping and classification Textile Research Textiles dying and stitching Black Month focus Africa Trade, settlement Roots Unit Cultural diversity Fairtrade Fortnight Partner work, synchronisation Unit Y 13

14 Term: Summer 1 Theme Focus: Awe and Wonder Year 1 Question: What do we like to celebrate? Seasonal changes/plants Produce weatherproof plant pot Pictures, evaluating sources Collage Great Explorers UK capital cities, City of Culture Travel Unit It s good to be me Rocking and rolling Unit K Year 2 Question: How are we different? Plants Mechanism body movements Pictograms Multicultural art Monachs Directional Field study Use a compass Storytime Unit It s good to be me Unit H parts high and parts low Year 3 Question: What is beautiful in our world? Forces and Magnets Product garden design Photography Landscapes/buildings Stonehenge Bronze Age religion UK sights of beauty waterfalls, mountains etc In the past/building Unit Developing our school grounds/awe and wonder of the world Symmetry and asymmetry Unit M Year 4 Question: What makes us special? Sound Mechanism movement i-movies about ourselves Late Neolithic hunter gatherers Extreme communities (stilt homes etc) Ancient Worlds Unit Living in a diverse world Receiving body weight Unit Q 14

15 Year 5 Question: What are the flavours of the world? Forces Food cultural dishes Prezzi/presenting Record and collect digital images Mayan civilisation Map work, distributing food Life Cycles Unit Living in a diverse world Spinning and turning Unit W Year 6 Question: What are the wonders of the world? Electricity Product electrical circuit game Minecraft building electronically Architectural design Great Wall of China, Niagra Falls, Machu Pichu etc Map work/global sites of interest Growth Unit Money management The Rainforest Unit 3 (27) 15

16 Term: Summer 2 Theme Focus: Sustainable Development Year 1 Question: I m a healthy eater are you? Working scientifically/plants Food fruit health smoothie Photo story taking photographs Cooking Elizabeth I teeth/lifestyle Using a key Water/Number Units Setting goals for the future Multi-skills/Bag to life Year 2 Question: Why is there so much waste but not enough energy or water? Working scientifically/animals including humans Product ECO animal models using recycled materials Graph work Junk construction of farming/secondary sources Seas around the UK Animals/Travel Unit Looking after water in the world Games Year 3 Question: Why should I walk to school every day? Forces and magnets Pulley/Cam movement/walking model Data Through my window Monarchs Fieldwork, compass Communication Unit Road safety, walking and cycling Pathways Unit N Year 4 Question: How can we improve our school grounds? Sound Product model using states of matter EON renewable energy. Using & applying Ideal grounds in a shoe box Vikings raids and invasion Map work Recycling Unit/Environment How can we use money wisely to develop the school grounds? al statues Unit 4 (15) 16

17 Year 5 Question: What can we do to help people in our community? Working scientifically/forces Product electronics with computer control Publisher/leaflet Sewing making blankets Famous helpers Florence Nightingale, Martin Luther King Earthquakes Celebrations Unit How do we care for our money? Recycling Unit 1 (16) Year 6 Question: Is planet Earth in danger? Evolution and inheritance Product theatre scene Website design Layered collage/photos War and conflict Rainforest: Deforestation. Floods/Tsunami/Natural disasters Class Awards Unit/Leavers Play Caring for animals and plants in our world Flight from danger Unit 4 (29) 17