Asmall Primary School. Our Creative Curriculum

Transcription

1 Asmall Primary School Our Creative Curriculum

2 Features of Outstanding Planning Planning is the starting point for a focussed series of lessons with clear aims and outcomes that take into account the wider aims of the term and school year. It provides the teacher (or any stand-in teacher) with the means to deliver a well thought out and prepared lesson that is relevant to the needs of the pupils with a clear outline of the aims and differentiated outcomes that are expected. For support or for examples of outstanding planning please ask the Deputy Head teacher (Curriculum). The features of outstanding planning are: Objectives Make your learning intentions taken from skills appropriate to the pupil s age break down and layer the skills/knowledge within an objective Use the skills/knowledge within the learning intention to differentiate appropriately to a group/set/class ability and needs. Try to have no more than 2 learning intentions per lesson. Ensure Success Criteria / Steps to Success are clear and show elements needed to achieve the learning intention. Structure Plan a 3 part lesson teaching specific and identified skills. Plan for a range of open and closed questions to encourage thought & reflection. Allow pupils sufficient time for independent learning. Plan differentiated activities to practise the skill taught & the deployment of any adult support. Main Teaching Avoid scripts - plan in note form to allow for child led learning. Include the written method to be taught (numeracy) or examples you plan to use. Include key questions / Assessment for Learning (AfL) Model exactly what the pupils are to do independently with a clear idea of pupils outcomes (teaching activity should match pupil activities). Pupil Activities Ensure there are no additional skills required to complete the task which could confuse the pupils. Ensure differentiated pupil activities match the day s learning intention. Plan for first-hand experience wherever possible. Cater for all preferred learning styles in the classroom through activity. Plenary/ Success Criteria Reinforce the 2 learning intentions through a variety of activities but also use them to encourage pupil self-reflection & celebration of learning eg game/worded question/quiz/talk partners/pupils questioning each other/sharing work and picking out strengths and areas to improve. AFL - Provide opportunities for pupils to evaluate and reflect on their own work. Use the plenary for ongoing assessment and record this on the planning to feed into the next lesson, particularly pupils who didn t reach or exceeded objectives.

3 Two Year Rolling Programme Key Stage 1 Themes

4 Year A THEMES ( ) Autumn: OUT OF THIS WORLD (Space) History Geography Art First man on the moon Gunpowder Plot Human (1) Sculpture (junk, papier mache) Famous explorers WWI anniversary Changes in technology Aerial photographs Printing PSHCE RE Design and Technology New Beginnings Alien Food, Soup and Smoothies Getting on and Falling Out Make rocket / moon buggy Spring: ON SAFARI! History Geography Art Locational knowledge Changes in lives of children compared to parents and grandparents: transports, schools, cameras Sketching / painting Textiles PSHCE RE Design and Technology Going for Goals It s Good to be me Summer (1): LONDON S BURNING! Design your own safari Bake and make your own picnic History Geography Art Events of 1666 Great Fire of London Drawing PSCHE RE Design and Technology Relationships Growing own food/ Make Tudor house Summer (2): GINGERBREAD PROJECT History Geography Art Gingerbread Project local history Place knowledge own school Painting PSCHE RE Design and Technology Changes Making gingerbread

5 Year B THEMES ( ) Autumn: DINOSAURS History Geography Art Dinosaurs, fossils, How do we know dinosaurs existed? Compass directions fossil hunt Sculpture (clay) PSHCE RE Design and Technology New beginnings and Getting on and falling out Design your own Jurassic Park Food for dinosaurs Spring: MAGICAL KINGDOM History Geography Art Kings and Queens Castles Physical and human Painting Visit to a Castle PSHCE RE Design and Technology Going for goals and It s good to be me Food - Roman Banquet Puppets Summer: THE OLYMPICS/ WORLD CUP History Geography Art The Olympics (Ancient Greece)/ WC Famous athletes Non- European country Locational knowledge Drawing Fun Mats PSCHE RE Design and Technology Relationships Changes Food from other countries

6 Four Year Rolling Programme Key Stage 2 Themes

7 Year A THEMES ( ) Autumn: MEET THE FLINTSTONES History Geography Art Literacy Stone Age Britain Rivers, Settlements Clay Sculptures Discussion Persuasion PSHCE RE Design and Technology New beginnings and Getting on and falling out Buddhism Stone age carts trial and error investigation (Who can make the strongest cart?) Spring: RULING ROMANS History Geography Art Literacy Iron Age and Romans Cities (Romans) 3D buildings / villas Poetry Volcanoes PSHCE RE Design and Technology Going for goals and It s good to be me Christianity Leisure Summer: THE OLYMPICS History Geography Art Literacy Ancient Greece Map work: world map, equator Regions of Europe, major cities Painting Techniques Architecture Myths and Legends Playscripts Field work - compass sketching PSHCE RE Design and Technology Relationships and Changes Buddhism Food different cooking techniques

8 Year B THEMES ( ) Autumn: INVADER ALERT History Geography Art Literacy Anglo Saxons (AD ) Types of settlement and land use Anglo Saxon place names Stained glass windows 3D jewellery Anglo Saxon Art Bayeaux Tapestry Modern fiction Playscripts PSHCE RE Design and Technology New beginnings and Getting on and falling out Hinduism Wider environment (ruins forts draw bridge) Discussion and Persuasion Spring: TERRIBLE TUDORS History Geography Art Literacy Tudors PSHCE (Discovery of) North America Mapwork, contrast locality (human and physical) RE Great Tudor artists Drawing/ painting Tudor Portraits Design and Technology Traditional Stories Fiction from our literary heritage (Shakespeare) Going for goals and It s good to be me Christianity Leisure (Tudor Music) Summer: VICTORIOUS VICTORIANS History Geography Art Literacy Local History Victorian Southport Southport: Place Knowledge Similarities / diff human and physical geog Sketching, architects Sculpture, Art Gallery PSHCE RE Design and Technology Relationships and Changes Hinduism Food different cooking techniques Fiction from our literary heritage (Victorian literature Dickens) Poetry

9 Year C THEMES ( ) Autumn: Pyramids and Pharaohs History Geography Art Literacy Ancient Egypt Rivers River Nile 3D Pottery Architects Drawing Myths and Legends Playscripts PSHCE RE Design and Technology New beginnings and Getting on and falling out Judaism Leisure design and make a board game Spring: MYSTERIOUS MAYANS History Geography Art Literacy Mayan Place: Contrasting country North or South America Sketching architects Books from other cultures and traditions Trade links, Biomes (Rainforest) PSHCE RE Design and Technology Going for goals and It s good to be me Christianity Wider environment; temples Summer: WORLD CUP History Geography Art Literacy N/A Place: Contrast EU and World Countries Maps: world map (equator etc), major cities of Europe Painting Great artists Poetry Discussion and Persuasion Fieldwork compass focus PSHCE RE Design and Technology Relationships and Changes Judaism Food different cooking techniques

10 Year D THEMES ( ) Autumn: The World At War (Upper KS2) / 100 Years Ago (Lower KS2) History Geography Art Literacy WWI or WW II Mapwork UK and Europe Sketching (including contrasting social history, Sewing leisure, entertainment 100 years ago / today) PSHCE RE Design and Technology New beginnings and Islam Design and make (Industry Getting on and falling out context) Spring: Amazing Africa Literary heritage (War Poets) Playscripts History Geography Art Literacy N/A African Contrast Matagalu Human Geog weather patterns (contrast with UK) Key human features city, town, African Artists Textiles, collage including printing Books from other cultures and traditions Discussion and Persuasion factory, farm, harbour, etc) PSHCE RE Design and Technology Going for goals and It s good to be me Christianity Design and make (culture link) Summer: Gingerbread History Geography Art Literacy Local History Ormskirk Local Geography Ormskirk Place and Geog Skills Local artists Chapel Gallery Drawing, painting PSHCE RE Design and Technology Relationships and Changes Jehovah s Witness Islam Food cooking using different techniques

11 Writing Genres These are the typical features of the main genres found in written English. However, there are many examples of mixed genres: for example, advertisements are often descriptive followed by persuasion, or a mixture of the two, as the product is described in persuasive terms. A biography can also be a narrative text. It is expected that children will have the opportunity to experience and rehearse the full range of genres during each academic year. The notion of genre includes: purpose and features of layout as separate things ie. a letter may be written in very similar format for very different purposes (description, recount, persuasion, even instruction if we give the reader directions to reach our house), and the language used will reflect these different purposes. Poetry is sometimes viewed as a separate genre. Note: most of the functional writing genres could appear in an imaginative context, e.g. writing the recipe for a witch s spell would involve the genre of Instructions.

12 GENRES OF WRITING Genre Purpose Structure Language Features Examples Recount To tell what happened, to retell Orientation use of nouns to identify Letter Personal retellings, eg. events (who, where, when) people, animals and things Autobiography Diary, autobiography, some Series of events in time-order linking words to do with Diary or journal letters Personal comment time eg later, after, Newspaper report Imaginative recounts before Magazine article simple past tense Science experiment action verbs Descriptive To portray a person, place, or Introduction elaborate use of sensory Poetry: e.g. Haiku, Verse, Description of a person, thing in such a way that the Supporting descriptive details language limerick place or thing: character reader can visualise the topic Summary rich, vivid, and lively detail Description/comparison of sketch, description of and enter into the writer s figurative language such as settings setting, object experience. simile, hyperbole, Written observations (e.g. Poem metaphor, symbolism and Science experiment) personification Observations from first showing, rather than telling hand experience through the use of active Character verbs and precise modifiers descriptions/comparison Narrative Structured story using language, description and character appropriate to style. To entertain, create, stimulate emotions, motivate, guide, teach orientation (introduce main characters in a setting of time and place) complications/problems (main characters find ways to solve the problem) resolution defined characters descriptive language dialogue usually past tense First or third person. fairytales, legends, myths plays science fiction cartoons/comic strip adventure stories Information Report Non-fiction information sharing To organise and present information about a class of things. general statement identifying the subject of the information report bundles of information relating to such things as: habits, behaviour, colour shape summary(optional) generalised participants impersonal objective language timeless present tense technical terms paragraphs with topic sentences Letter/ topic based school project/ non fiction book tourist guide book encyclopaedia entry information leaflet magazine article Book review

13 Genre Purpose Structure Language Features Examples Procedure/instructions To tell how to do or make goal use of action verbs (turn, recipes, Succinct, structured how something materials put) instructions on packaging to information sharing method or steps linking words to do with time game rules evaluation (optional) tense is timeless science experiments, use of precise vocabulary instruction manual Timetable Route finder Posters, notices signs Explanation Information sharing in structured simplistic form that develops reader understanding Discussion Presentation of a set of ideas To explore how things work or how something came to be - to explain phenomena To present arguments and information from different viewpoints(non-biased), and then, usually, to conclude in favour of one point of view a statement about what is to be explained explanation sequence (several statements of reason explaining and elaborating on the topic) concluding statement (optional) Explanations may include visual images such as flow charts or diagrams Statement of the issue & a preview of the main arguments Arguments for/against & supporting evidence (Alternatively, argument/counter-argument, one point at a time) Recommendation summary and conclusio cause and events / relationships simple present tense generalised non-human participants passive voice eg is driven by complex sentences technical language simple present tense use logical connectives, but usually more formal ones than Persuasion texts, e.g. therefore, however, nevertheless Encyclopaedia entry Non-fiction book Technical manual Question & answer articles/leaflets Write up of Science experiment Multi modal Leaflet/article giving balanced account News article Advertisment Catalogue Travel brochure Pamphlet from a pressure goup Newspaer article/magazine artcile Poster or flier Book blurb Letter to editor or editorial Persuasive Texts/arguments Presentation of a set of ideas with the intention of changing perceptions To argue (or persuade) a case for or against a particular point of view or position statement or position points in the argument with evidence and examples (elaboration) reiteration - restate the position in light of the arguments presented generalised participants linking words associated with reasoning eg therefore nominalisation (actions become things). Eg. to pollute becomes pollution evaluative language eg important, significant, valuable a letter of protest/complaint; poster advertising sun-smart behaviour; propaganda; advertisements; suggestions for environmental improvements; magazine article

14 Science Scheme of Work

15 Key Stage 1 Working Scientifically During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: ns

16 Year 1 Programme of Study Area Plants Animals Including Humans Everyday Materials Statutory Requirement Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees Identify and describe the basic structure of a variety of common flowering plants, including trees Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals Identify and name a variety of common animals that are carnivores, herbivores and omnivores Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. Distinguish between an object and the material from which it is made Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock Describe the simple physical properties of a variety of everyday materials Compare and group together a variety of everyday materials on the basis of their simple physical properties. Seasonal Change Observe changes across the four seasons Observe and describe weather associated with the seasons and how day length varies.

17 Year 2 Programme of Study Area Living things and their habitats Plants Animals including humans Uses of everyday materials Statutory Requirement Explore and compare the differences between things that are living, dead, and things that have never been alive 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 Identify and name a variety of plants and animals in their habitats, including microhabitats 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. Observe and describe how seeds and bulbs grow into mature plants Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy. Notice that animals, including humans, have offspring which grow into adults Find out about and describe the basic needs of animals, including humans, for survival (water, food and air) Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene. Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

18 Lower Key Stage 2 Working Scientifically During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: Asking relevant questions and using different types of scientific enquiries to answer them Setting up simple practical enquiries, comparative and fair tests Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions Identifying differences, similarities or changes related to simple scientific ideas and processes Using straightforward scientific evidence to answer questions or to support their findings

19 Year 3 Programme of Study Area Plants Animals including humans Rocks Light Forces and Magnets Statutory Requirement Identify and describe the functions of different parts of flowering plants: roots, stem/ trunk, leaves and flowers 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 Investigate the way in which water is transported within plants Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. 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 Identify that humans and some other animals have skeletons and muscles for support, protection and movement. Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties Describe in simple terms how fossils are formed when things that have lived are trapped within rock Recognise that soils are made from rocks and organic matter Recognise that they need light in order to see things and that dark is the absence of light Notice that light is reflected from surfaces Recognise that light from the sun can be dangerous and that there are ways to protect their eyes Recognise that shadows are formed when the light from a light source is blocked by a solid object Find patterns in the way that the size of shadows change Compare how things move on different surfaces Notice that some forces need contact between two objects, but magnetic forces can act at a distance Observe how magnets attract or repel each other and attract some materials and not others Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials Describe magnets as having two poles Predict whether two magnets will attract or repel each other, depending on which poles are facing.

20 Area Living things and their habitats Animals including humans States of Matter Sound Statutory Requirement Year 4 Programme of Study Recognise that living things can be grouped in a variety of ways Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment Recognise that environments can change and that this can sometimes pose dangers to living things. Describe the simple functions of the basic parts of the digestive system in humans Identify the different types of teeth in humans and their simple functions Construct and interpret a variety of food chains, identifying producers, predators and prey. Compare and group materials together, according to whether they are solids, liquids or gases Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius ( C) Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. Identify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases. Electricity Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good conductors.

21 Upper Key Stage 2 Working Scientifically During years 5 and 6, pupils should be taught to use the following practical scientific Methods, processes and skills through the teaching of the programme of study content: Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs Using test results to make predictions to set up further comparative and fair tests Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations Identifying scientific evidence that has been used to support or refute ideas or arguments.

22 Year 5 Programme of Study Area Living things / habitats Animals including humans Properties and Changes of Materials Earth and Space Forces Statutory Requirement Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird Describe the life process of reproduction in some plants and animals. Describe the changes as humans develop to old age. 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 Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic Demonstrate that dissolving, mixing and changes of state are reversible changes 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. Describe the movement of the Earth, and other planets, relative to the Sun in the solar system Describe the movement of the Moon relative to the Earth Describe the Sun, Earth and Moon as approximately spherical bodies Use the idea of the Earth s rotation to explain day and night and the apparent movement of the sun across the sky Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object Identify the effects of air resistance, water resistance and friction, that act between moving surfaces Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.

23 Year 6 Programme of Study Area Living things /habitats Animals including humans Evolution and inheritance Light Electricity Statutory Requirement 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 Give reasons for classifying plants and animals based on specific characteristics. Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function Describe the ways in which nutrients and water are transported within animals, including humans. Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution. Recognise that light appears to travel in straight lines Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches Use recognised symbols when representing a simple circuit in a diagram

24 Music Scheme of Work

25 Key Stages 1 and 2 Aims The national curriculum for music aims to ensure that all pupils: including the works of the great composers and musicians n and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence cluding through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

26 Key stage 1 Pupils should be taught to: nging songs and speaking chants and rhymes -quality live and recorded music ng the inter-related dimensions of music. Key stage 2 Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory. Pupils should be taught to: control and expression, fluency, -related dimensions of music and musicians -quality live and recorded music drawn from different traditions and from great composers

27 Instrumental Tuition Programme Year 3 Recorders Recorders Recorders Recorders Year 4 Guitars Brass Brass Brass Year 5 Brass Brass Brass Brass Year 6 Brass Recorders Brass Guitars 2008 cohort 2009 cohort 2010 cohort 2011 cohort 2012 cohort 2013 cohort 2014 cohort From 2017, the structure of instrumental tuition (WOPS) will be: Year 3 Year 4 Year 5 Year 6 Recorders Brass Brass Guitars

28 History Scheme of Work

29 Key Stage 1 History Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3. Pupils should be taught about: changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries] the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell] significant historical events, people and places in their own locality.

30 Key Stage 1 History Scheme of Work - Year A ( / ) Theme Title Out of this world (Space) On Safari London s Burning (Summer 1) Gingerbread (Summer 2) History Focus First man on the moon Famous explorers Changes in technology Gunpowder Plot WWI anniversary Changes in lives of children compared to parents and grandparents Events of 1666 Great Fire of London Gingerbread Project Programme of Study The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example Christopher Columbus and Neil Armstrong Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries] Visit of King George V 1914 Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life (Asmall chosen content: Transport, cameras, schools, toys, etc) Events beyond living memory that are significant nationally or globally, e.g. The Great Fire of London The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods (e.g. Samuel Pepys Diary) Significant historical events, people and places in their own locality. (Asmall chosen content: History of Ormskirk / Visits to Ormskirk by King / Olympic Torch / Parish Church / When was our school built? Changes to our school building )

31 Key Stage 1 History Scheme of Work - Year B ( / ) Theme History Title Focus Dinosaurs Dinosaurs, fossils, How do we know dinosaurs existed? Programme of Study Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. Magical Kingdoms The Olympics (2016) The World Cup (2018) Kings and Queens Castles Visit to a Castle The Olympics (Ancient Greece) Famous athletes Dinosaur Theme Day with visit from museum and artefacts The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods ( Asmall chosen content: Significant kings and queens in British history, who will have lived in a castle, including William the Conqueror (introduced castles to Britain), Henry VIII, Queen Victoria, George V, Elizabeth II + any others) Events beyond living memory that are significant nationally or globally The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods

32 Key Stage 2 History Scheme of Work Year A Theme Title Meet the Flintstones History Topic Stone Age Britain Programmes of Study changes in Britain from the Stone Age to the Iron Age This could include: -gatherers and early farmers, for example, Skara Brae Ruling Romans Iron Age Britain the Roman Empire and its impact on Britain This could include: -54 BC The Olympics Ancient Greece for example, Boudica culture and beliefs, including early Christianity Ancient Greece a study of Greek life and achievements and their influence on the western world

33 Year B Theme Title Invader Alert History Topic Anglo- Saxons Programmes of Study Britain s settlement by Anglo-Saxons and Scots This could include: Empire man -Saxon invasions, settlements and kingdoms: place names and village life -Saxon art and culture Canterbury, Iona and Lindisfarne Terrible Tudors The Tudors a study of an aspect or theme in British history that extends pupils chronological knowledge beyond 1066 Victoria uch as crime and punishment from the Anglo-Saxons to the present or leisure and entertainment in the 20th Century Victorious Victorians Local History The Victorians periods in British history, including the present day a significant turning point in British history, for example, the first railways or the Battle of Britain a local history study a depth study linked to one of the British areas of study listed above a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066) significant in the locality

34 Year C Theme Title History Topic Programmes of Study Pyramids and Pharaohs Ancient Egypt 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: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China Mighty Mayan World Cup Year D Mayan a non-european society that provides contrasts with British history one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD Theme Title History Topic Programmes of Study The World at War WW1 + WW2 a local history study a depth study linked to one of the British areas of study listed above r time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066) Amazing Africa Gingerbread Local Area - Ormskirk significant in the locality. a local history study - a depth study linked to one of the British areas of study listed above the locality (this can go beyond 1066) dy of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.

35 Art Scheme of Work

36 Key Stage 1 Art Scheme of work Pupils should be taught to develop their techniques, including their control and their use of materials with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Year A Theme Title Art Topic Objectives Out of This Sculpture (junk, To use a range of materials creatively to design and make products World papier mache) To use sculpture to develop and share their ideas, experiences and imagination On Safari Sketching To use a range of materials creatively to design and make products Painting To use painting to develop and share their ideas, experiences and imagination Textiles To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space London s Drawing To use drawing and painting to develop and share their ideas, experiences and imagination Burning and The Painting Printing To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space Gingerbread About the work of a range of artists, craft makers and designers, describing the differences Project and similarities between different practices and disciplines, and making links to their own work Year B Theme Title Art Topic Objectives Dinosaurs Sculpture (clay) To use a range of materials creatively to design and make products Printing To use sculpture to develop and share their ideas, experiences and imagination To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space Magical Painting To use a range of materials creatively to design and make products Kingdom To use painting to develop and share their ideas, experiences and imagination Puppets To develop a wide range of art and design techniques in using colour The Olympics / Drawing To use drawing to develop and share their ideas, experiences and imagination World Cup Fun Mats 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 Textiles

37 Key Stage 2 Art Scheme of work Pupils should be taught to develop their techniques, including their control and their use of materials with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Year A Theme Title Art Topic Objectives Meet the Flintstones Clay Sculptures To improve their mastery of art and design techniques, including sculpture with a range of materials Ruling Romans 3D Buildings / Villas To improve their mastery of art and design techniques, including sculpture with a range of materials The Olympics Painting Techniques Architecture, To create sketchbooks to record their observations and use them to review and revisit ideas Sketching Pupils should be taught about great artists, architects and designers in history Year B Theme Title Art Topic Objectives Invader Alert Stained glass windows, 3D jewellery, Anglo Saxon Art, Bayeaux Tapestry Terrible Tudors Victorious Victorians Great Tudor artists Drawing and painting Tudor Portraits Sketching, Architects Sculpture Art Gallery To improve their mastery of art and design techniques, including sculpture with a range of materials To create sketchbooks to record their observations and use them to review and revisit ideas Pupils should be taught about great artists, architects and designers in history To create sketchbooks to record their observations and use them to review and revisit ideas To improve their mastery of art and design techniques, including sculpture with a range of materials Pupils should be taught about great artists, architects and designers in history

38 Year C Theme Title Art Topic Objectives Pyramids and Drawing To create sketchbooks to record their observations and use them to review and revisit ideas Pharaohs 3D Pottery To improve their mastery of art and design techniques, including sculpture with a range of materials Architects Pupils should be taught about great artists, architects and designers in history Mayan Sketching To create sketchbooks to record their observations and use them to review and revisit ideas Pupils should be taught about great artists, architects and designers in history World Cup Architects Painting To create sketchbooks to record their observations and use them to review and revisit ideas Pupils should be taught about great artists, architects and designers in history Great artists Year D Theme Title Art Topic Objectives The World at War / 100 years ago Sketching To create sketchbooks to record their observations and use them to review and revisit ideas To improve their mastery of art and design techniques, including sculpture with a range of materials Amazing Africa Sewing African artists Textiles Gingerbread Local artists Chapel Gallery Pupils should be taught about great artists, architects and designers in history To improve their mastery of art and design techniques, including sculpture with a range of materials Pupils should be taught about great artists, architects and designers in history

39 Design Technology Scheme of Work

40 Key Stage 1 Design Technology Scheme of work Key stage 1 Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment]. When designing and making, pupils should be taught to: Design design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Make select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Evaluate explore and evaluate a range of existing products evaluate their ideas and products against design criteria Technical knowledge build structures, exploring how they can be made stronger, stiffer and more stable explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products. Cooking and nutrition As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

41 Year A Theme Title DT Topic Objectives Out of This Alien food Cooking and Nutrition World (soup, smoothies) use the basic principles of a healthy and varied diet to prepare dishes understand where food comes from. Design and make rockets, moon buggies etc Design design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology On Safari Bake and make your own picnic Design and make an animal home (e.g. tall enough for a giraffe, etc) Make select from and use a range of tools and equipment to perform practical tasks select from and use a wide range of materials and components Evaluate evaluate their ideas and products against design criteria Technical knowledge build structures, exploring how they can be made stronger, stiffer and more stable explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products Cooking and Nutrition use the basic principles of a healthy and varied diet to prepare dishes understand where food comes from. Design design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

42 London s Burning and The Gingerbread Project Growing your own food Make own wattle and daub house Making gingerbread Make select from and use a range of tools and equipment to perform practical tasks select from and use a wide range of materials and components according to their characteristics Evaluate explore and evaluate a range of existing products and evaluate their ideas and products against design criteria Technical knowledge build structures, exploring how they can be made stronger, stiffer and more stable Cooking and Nutrition understand where food comes from. Design design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Make select from and use a range of tools and equipment to perform practical tasks select from and use a wide range of materials and components according to their characteristics Evaluate evaluate their ideas and products against design criteria Technical knowledge build structures, exploring how they can be made stronger, stiffer and more stable Cooking and Nutrition use the basic principles of a healthy and varied diet to prepare dishes

43 Year B Theme Title DT Topic Objectives Dinosaurs Design and make Cooking and Nutrition food for dinosaurs use the basic principles of a healthy and varied diet to prepare dishes understand where food comes from. tba Design design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Magical Kingdom Design and make a banquet for a king and queen Puppets, including moving parts Make select from and use a range of tools and equipment to perform practical tasks select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Evaluate explore and evaluate a range of existing products evaluate their ideas and products against design criteria Technical knowledge build structures, exploring how they can be made stronger, stiffer and more stable explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products. Cooking and Nutrition Design use the basic principles of a healthy and varied diet to prepare dishes understand where food comes from. design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

44 The Olympics / World Cup Make recipes of food from other countries Make select from and use a range of tools and equipment to perform practical tasks select from and use a wide range of materials and componentsaccording to their characteristics Evaluate explore and evaluate a range of existing products evaluate their ideas and products against design criteria Technical knowledge build structures, exploring how they can be made stronger, stiffer and more stable explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products. Cooking and Nutrition use the basic principles of a healthy and varied diet to prepare dishes understand where food comes from. tba Design design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Make select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] select from and use a wide range of materials and components, according to their characteristics Evaluate explore and evaluate a range of existing products evaluate their ideas and products against design criteria Technical knowledge build structures, exploring how they can be made stronger, stiffer and more stable explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

45 Year A Key Stage 2 Design and Technology Scheme of work Theme DT Topic Programmes of Study Meet the Stone Age Design Flintstones Carts use research and develop design criteria to inform the design of innovative, functional, appealing products Ruling Romans Leisure They should work in a range of relevant contexts leisure. that are fit for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches, crosssectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work understand how key events and individuals in design and technology have helped shape the world Technical knowledge apply their understanding of how to strengthen, stiffen and reinforce more complex structures Design 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 Make generate, develop, model and communicate their ideas through discussion, annotated sketches, crosssectional and exploded diagrams, prototypes, pattern pieces and computer-aided design select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

46 The Olympics Food Different techniques As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. understand and apply the principles of a healthy and varied diet prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed Year B Theme Title DT Topic Programmes of Study Invader Alert Wider Environment (Ruins, forts, products that are fit for purpose, aimed at particular individuals or groups draw bridges) Design use research and develop design criteria to inform the design of innovative, functional, appealing Make generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work understand how key events and individuals in design and technology have helped shape the world Technical knowledge apply their understanding of how to strengthen, stiffen and reinforce more complex structures Technical knowledge understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

47 Terrible Tudors Leisure (Tudor Music) They should work in a range of relevant contexts leisure. Design 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 generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Victorious Victorians Food Different cooking techniques As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. understand and apply the principles of a healthy and varied diet prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed NB: Link with other subjects: Technical Knowledge: + understand and use electrical systems in products (series circuits, switches, buzzers, bulbs, motors) + apply their knowledge of computing to program, monitor and control their products.

48 Year C Theme DT Topic Programmes of Study Pyramids Leisure Design and Pharaohs Design and make a 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 board game generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Mayan Wider Environment - Temples Technical knowledge understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] apply their understanding of computing to program, monitor and control their products Design 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 generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work understand how key events and individuals in design and technology have helped shape the world Technical knowledge apply their understanding of how to strengthen, stiffen and reinforce more complex structures World Cup Food Different cooking techniques As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. understand and apply the principles of a healthy and varied diet prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

49 Year D ( ) Theme DT Topic Programmes of Study World at Design and Design War make (Industry 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 context) generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work understand how key events and individuals in design and technology have helped shape the world Technical knowledge apply their understanding of how to strengthen, stiffen and reinforce more complex structures Amazing Africa Gingerbr ead Design and make (Culture link) Food cooking using different techniques Design 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 generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. understand and apply the principles of a healthy and varied diet prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

50 Geography Scheme of Work

51 Aims of Geography (KS 1 and KS 2) The national curriculum for geography aims to ensure that all pupils: develop contextual knowledge of the location of globally significant places both terrestrial and marine including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time are competent in the geographical skills needed to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS) communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

52 Key Stage 1 Geography Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness. Pupils should be taught to: Locational knowledge name and locate the world s seven continents and five oceans name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Place knowledge 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 Human and physical geography identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Geographical skills and fieldwork 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 use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key use simple 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.

53 Theme Title Out of this world (Space) On Safari Geography Focus Weather Hot and cold places in the world Aerial views Continents and oceans United Kingdom Design own safari park with key Contrast country Key Stage 1 Year A ( / ) Programme of Study Human and physical geography identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Geographical skills and fieldwork use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; Locational knowledge name and locate the world s seven continents and five oceans name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Geographical skills and fieldwork 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 devise a simple map; and use and construct basic symbols in a key Place knowledge understand geographical similarities and differences through studying the human and physical geography of a small area in a contrasting non-european country

54 London s Burning (Summer 1) Gingerbread (Summer 2) London Ormskirk Fieldwork including following routes and compass directions Plans of classroom, school grounds and Ormskrik Place knowledge understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom Human and physical geography use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Geographical skills and fieldwork 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 Place knowledge understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom Human and physical geography use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Geographical skills and fieldwork use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key use simple 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.

55 Theme Title Geography Focus Key Stage 1 - Year B ( / ) Programme of Study Dinosaurs Compass directions Design own Jurassic Park Fossil hunt Geographical skills and fieldwork use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map devise a simple map; and use and construct basic symbols in a key 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 Magical Kingdoms The Olympics (2016) The World Cup (2018) The Weather Fantasy kingdoms Castle locations - trip Non European country - contrast with UK Human and physical geography identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Locational knowledge name and locate the world s seven continents and five oceans name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Place knowledge - 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 Geographical skills and fieldwork 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 use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features;

56 Key Stage 2 Geography Scheme of work Pupils should extend their knowledge and understanding beyond the local to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world s significant human and physical features. area most They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

57 Theme Meet the Flintstones Ruling Romans (Focus on the Celts) Geography Focus Rivers, Settlements Cities (Romans) Volcanoes Key Stage 2 Year A Programmes of Study Locational Knowledge 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. Place Knowledge understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America Human geography 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 Geographical skills use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Locational Knowledge locate the world s countries, using maps to focus on Europe concentrating on their environmental regions, key physical and human characteristics 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. Place Knowledge understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

58 The Olympics Map work: World map, equator, Regions of Europe, major cities Field Work: Compass Human and physical geography describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle 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 Geographical skills use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Locational Knowledge 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 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) Place Knowledge understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America Physical geography describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle. Geographical skills use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

59 Theme Invaders Alert Terrible Tudors Geography Focus Types of settlement and land use Anglo Saxon place names (Discovery of) North America Map work, contrast locality (human and physical) Key Stage 2 Year B Objectives Locational knowledge 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 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 Place knowledge understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America Human and physical geography describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle 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 Geographical skills use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Locational knowledge 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 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)

60 Victorious Victorians Southport: Place Knowledge Similarities/ differences human and physical Geography Place knowledge understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America Human and physical geography describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle 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 Geographical skills use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Locational knowledge 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 Place knowledge understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America Human geography 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 Geographical skills use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

61 Theme The World at War Pop Idols Invaders Geography Focus Local fieldwork areas bombed during WW2 Contrasting EU country = Spain Improving local area environmental issues Key Stage 2 Year C Programmes of Study In developing geographical skills, pupils should be taught: a to use appropriate geographical vocabulary [for example, temperature, transport, industry] b to use appropriate fieldwork techniques [for example, labelled field sketches] and instruments [for example, a rain gauge, a camera] c to use atlases and globes, and maps and plans at a range of scales[for example, using contents, keys, grids] d to use secondary sources of information, including aerial photographs [for example, stories, information texts, the internet, satellite images, photographs, videos] e to draw plans and maps at a range of scales [for example, a sketch map of a locality] f to use ICT to help in geographical investigations [for example, creating a data file to analyse fieldwork data] g decision-making skills [for example, deciding what measures are needed to improve safety in a local street]. Pupils should be taught: a to identify and describe what places are like [for example, in terms of weather, jobs] b the location of places and environments they study and other significant places and environments [for example, those listed on page 21 and places and environments in the news] c to describe where places are [for example, in which region/country the places are, whether they are near rivers or hills, what the nearest towns or cities are] d to explain why places are like they are [for example, in terms of weather conditions, local resources, historical development] e to identify how and why places change [for example, through the closure of shops or building of new houses, through conservation projects] and how they may change in the future [for example, through an increase in traffic or an influx of tourists] f to describe and explain how and why places are similar to and different from other places in the same country and elsewhere in the world [for example, comparing a village with a part of a city in the same country] g to recognise how places fit within a wider geographical context [for example, as part of a bigger region or country] and are interdependent [for example, through the supply of goods, movements of people]. Pupils should be taught to: a recognise and explain patterns made by individual physical and human features in the environment [for example, where frost forms in the playground, the distribution of hotels along a seafront] b recognise some physical and human processes [for example, river erosion, a factory closure] and explain how these can cause changes in places and environments.

62 Key Stage 2 Year D Theme Geog Focus Programme of Study Mapwork Locational knowledge UK and Europe The World at War / 100 years ago 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 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) Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied use the eight points of a compass, four and six-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 Amazing Africa African Contrast Matagalu Human Geog weather patterns (contrast with UK) Key human features city, town, factory, farm, harbour, etc) Locational knowledge identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle Human and physical geography describe and understand key aspects of: o physical geography, including: climate zones, biomes and vegetation belts, rivers, o mountains, volcanoes and earthquakes, and the water cycle 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 Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

63 Gingerbread Local Geography, Ormskirk Place knowledge understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America Human and physical geography describe and understand key aspects of: o physical geography, including: climate zones, biomes and vegetation belts, rivers, o mountains, volcanoes and earthquakes, and the water cycle 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 Geographical skills and fieldwork use the eight points of a compass, four and six-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 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.

64 Computing Scheme of Work

65 Computing Curriculum Computing development across Key Stage 1 and Key Stage 2 will be split across half termly blocks. The blocks can be taught in any order but consider the children s prior knowledge before picking one of the later blocks. Programming languages to be used and taught in school: Scratch Year A visual language using drag and drop features. Python Year A text based language requiring more precise user input. E-Safety: E-Safety is used to describe a schools ability to protect and educate pupils and staff in their use of technology and to have the appropriate mechanisms to intervene and support any incident where appropriate. E-Safety can be categorised into three sections: Content being exposed to illegal, inappropriate or harmful material. Contact being subjected to harmful online interaction with others. Conduct personal online behaviour that could lead to harm.

66 Computing Skills Computing skills will be split into three core sections: Digital Literacy Computer basics and E-Safety. Information Technology - Using the computer to achieve something. Computer Science How computers work, coding and networking. Digital Literacy Information Technology Computer Science KS1 Look at ICT use outside of school. Use technology safely and with respect. Identify who to contact for help and support. Use technology to: create, organise, store, manipulate and retrieve content. What is an algorithm? Debug a simple process. Use logical reasoning to predict a sequence or pattern. *Words in bold are key vocab and should be learnt and used regularly by staff and the children. KS2 Understand how networks benefit communication and collaboration. Discern the value of digital content, which sources are most accurate, can everything be trusted? Use a range of technology safely and respectfully. Recognise acceptable / unacceptable behaviour. Identify a range of ways to report concerns or problems. Use search facilities effectively online and within a folder directory. Select the most appropriate software for a specific purpose. Use programs to collect, analyse, evaluate and present data and information. Design, write and debug programs that accomplish specific goals such as controlling a system or solving problems. Program using: sequence, selection and repetition. Adapt to using different variables and a range of inputs and outputs. Use logical reasoning to explain how simple algorithms work and to detect errors. Understand computer networks such as the internet and the school network.

67 Year 1 Term 1: Digital Literacy: Year 1 Digital Literacy: Children to be familiar with logging on to a school computer. They should try to do this weekly so that they can become proficient. Children should know how to find and open basic programs such as Word and Chrome. Set up and ensure the children are familiar with Mathletics and Phonics Bug. Set work weekly to complete in school and also for homework. Consider a reward system to encourage usage. Take screenshots of example activities you have set to stick in books. E-safety. Term 2: Digital Literacy: Digital Literacy: Save and retrieve different documents in the children s individual folders with a correct title. Open the file explorer so that they can open their work again. Print out own work using the correct printer from different programs (Word, Mathletics). Term 3: Information Technology: Information Technology: Record simple sounds using a button sound recorder and playing the sound back themselves. Children to independently operate the class camera. They should manage: turning it on, zooming, taking a picture and retrieving a saved picture.

68 Year 2 Term 1: Digital Literacy: Set up and ensure the children are familiar with Mathletics and Phonics Bug. Set work weekly to complete in school and also for homework. Consider a reward system to encourage usage. Take screenshots of example activities you have set to stick in books. Cross curricular: Term 2: Digital Literacy: Browsing: Model how to get the most from a search engine and how to review the results. Set questions for the children to answer by asking appropriate questions. Recap - E-Safety safe results, reporting content. Cross curricular: Topic Information Technology: Computers for Art: Paint using a computer. 2Simple Paint program based on Topic work or Art. Model the different brushes and effects that can be created, extend children to combine techniques. Cross curricular: Art / Topic Information Technology: Collect and present pictures: Introduction to Powerpoint on a basic level with a focus on copying pictures. Model to the children how they should copy and paste images, add text, change the theme and add slides. Extend by teaching children keyboard shortcuts (ctrl + c = copy). Cross curricular: Topic

69 Term 3: Information Technology: Video Recording: Plan and record a short video based on topic work as part of a group using the class camera. Watch the video back, review the footage. How could it be improved? Cross curricular: Topic Computer Science: Algorithms: Children should be shown how to follow instructions and write their own instructions. Children will then move on to identifying sequence and pattern which could be incorporated into Numeracy. Cross curricular: Numeracy

70 Year 3 Term 1: Information Technology: Information Technology: Powerpoint: Research / Presentation: Children should be given opportunity to explore the higher features of Powerpoint such as transitions and effects as well as being able to insert sound effects. Extend by using timings between transitions. Children will give a Powerpoint presentation to the class based on their topic lessons. Children should now be able to create a more elaborate Powerpoint and use it to help them structure a presentation. Cross curricular: Topic Recap E-Safety Term 2: Cross curricular: Topic Information Technology: Information Technology: Number: Data collection: Children should be given opportunity to explore the features of Excel such as creating tables. Children should be able to independently collect and record data using Excel. Children should be taught simple processes (addition and subtraction). Children should be able to convert the raw data into a graph with correctly labelled axis and a title. Cross curricular: Numeracy Term 3: Cross curricular: Numeracy

71 Information Technology: Video recording: Children will record a short scene based on their topic work. The children will script and direct their scene in a small group whilst it is being recorded. Children will then upload the video to their folders and name the file. Cross curricular: Topic Information Technology: Comics: Children will use pictures and captions to create a simple story using the story board feature in Purple Mash. Extend children by having them take pictures using the class camera and load it into their work themselves. Cross curricular: Literacy

72 Term 1: Digital Literacy: Collaborative texts: As a small group, children will plan and write a text based on their topic work. Children should work together to research, edit and improve their writing. Cross curricular: Literacy Year 4 Information Technology: Podcasts: Children will listen to examples of podcasts (BBC) or short radio programmes. In small groups children will then write and record their own podcast using Audacity and microphones. Cross curricular: Literacy Term 2: Information Technology: Data Logging: Plan to measure the outside temperature over a month for example. Discuss how you will make the recordings fair. Children will then record the data daily before displaying on a graph. Cross curricular: Science Information Technology: Survey: Collect raw data from a survey then create tables and graphs to best present the information. Start by using 2Graph on Purple Mash then move on to modelling on Excel. Cross curricular: Numeracy

73 Term 3: Computer Science: Programming 101: Introduction to programming. Discuss concepts such as algorithms, debugging and logical reasoning. Find practical examples for the children to view these processes such as automatic doors or a doorbell. Finally, allow the children to explore Scratch. Cross curricular: Computer Science: Programming: Have the children plan and write their own programme using Scratch. Children could use input and output features to create an interactive conversation, spell checker or numeracy game. Cross curricular: Literacy / Numeracy

74 Term 1: Information Technology: Blogging: Year 5 Information Technology: Audio Stitching: Children will look at different examples of blogs or tweets from celebrities. We will discuss the reasons for why people read and write in this way. Children will then write their own blogs and upload them. Cross curricular: Literacy Children will listen to radio interviews and identify technical features. Children will then plan a news report for radio which they will go on to record in sections and stitch together using Audacity. Cross curricular: Literacy Term 2: Digital Literacy: Finance: Children will be shown how to use Excel to keep financial records. Children will then pretend to set up a shop using a set amount of money. The teacher will role dice to see how successfully their products have sold. Children will update their financial records accordingly. Cross curricular: Numeracy Information Technology: Picture editing: Children will learn how to manipulate images using GIMP. Children will be shown how to use layers to construct different images. Cross curricular: Art

75 Term 3: Computer Science: Programme an Adventure Game: Children will plan and write their own Adventure game using Scratch. This can be similar to traditional text based adventures but must incorporate interactive elements. Cross curricular: Computer Science: Debugging: Children will be given set Scratch programmes which the children must attempt to debug and fix by using logical reasoning. Cross curricular:

76 Term 1: Digital Literacy: Year 6 Digital Literacy: Publishing: Networking: What does it take to publish work online? What do people publish? Children will look at what a network is and what jobs each of the different components have and why they are all required. Children are to research people who have become famous online. Bloggers, Tweeters, You-tubers. Children will then plan their own network for their home / business. How do they make it as efficient as possible? E-Safety what is published cannot easily be retracted. Google's policy on your information. Web 3.0. Cross curricular: Cross curricular: Term 2: Information Technology: Computer Science: Web design: Programming Languages: Plan, write and create a simple website about current topic work. Look at the difference between different programming languages. How and why do they differ? Compare and contract Python and Scratch. What are the advantages? Cross curricular: Topic Cross curricular:

77 Term 3: Computer Science: Programming Python 101: Children will be shown how to get started with Python programming before being allowed to explore themselves. Cross curricular: Computer Science: Programming Python: Children should design a simple algorithm for a daily activity. Children will then plan and write their own program. Cross curricular:

78 Spanish Scheme of Work