Blue Class (KS2) Curriculum 2018 to 2019

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1 Maths English Place value and money, addition and subtraction, shape and symmetry, multiplication & division, time & data, fractions. Term 1 Term 2 Term 3 Place value, negative number, addition & subtraction, measures & data, fractions and decimals, place value & division, time & timetables, co-ordinates, position & direction, money. Place value & money, addition & subtraction, multiplication & division, fractions, decimals & lengths, measurement & data, addition, subtraction & money, place value & sequences, shape, area, perimeter, symbols,angles & polygons, graphs. Wherever possible using cross-curricular models and themes for writing, students will be exposed to a variety of vocabulary, grammatical structures and genres of writing in fiction, non-fiction and poetry. They will learn to have increasingly sophisticated opinions about what they have read and to justify them. In their writing, they will learn to write down their ideas with increasing effectiveness and fluency. They will make progress in word reading and spelling using the Nessy phonics programme and in punctuation and grammar as per the National Curriculum for their current ability. There will be opportunities to develop their spoken language skills in a variety of situations and for a variety of audiences and purposes. English Cross curricular links History Instructions for Egyptian burial. Adventure & mystery (Time Travelling Cat). Historical report: discovering Tut s tomb, Aswan Dam: debate & persuasion. Ancient Egypt: Investigate the men and women who studied the kingdoms and explore their discoveries. Look at some of the Pharaohs and the development of the pyramids, as well as the mythology that surrounded this early civilisation. Look at the role the Nile had in allowing this civilisation to flourish and examine daily life, comparing it to our own. Poetry (Beowulf), recount of Viking invasion, day in the life of a monk. Invaders: Anglo-Saxons & Vikings: Contextualise the Anglo-Saxon period with a timeline of Britain. Understand the terms invaders and settlers and discuss motivations for emigration. Gain historical insight into the lives of Anglo-Saxon and British people. Tourist information leaflet/ travel journal. Study of European country: France or other appropriate to class, furthering knowledge of history & culture. e.g. French historical figures & moments: Louis XIV, Revolution, Napoleon.

2 Geography Science Location knowledge: Recap KS1 knowledge. Continents & oceans. Locate the world s countries, using maps and focussing on their environmental regions and key physical characteristics. (Africa, Egypt, the Nile, Cairo, the Aswan Dam.) Use maps, atlases, globes and digital/computer mapping to locate countries and describe features. Describe and understand key aspects of physical and human geography Where in the world location knowledge: Locate the world s countries, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities, focusing on the countries of the UK and Europe. Study of European country: France or other appropriate to class, furthering knowledge of history & culture. Develop skills in human and physical geography. Map work & field work: Study and present the human and physical features using a range of methods. Throughout the year students will make progress in using a variety of approaches to answer relevant scientific questions. These types of scientific enquiry should include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Science Teeth, skeletons & muscles. (yr 3,4) Yr 3: identify that humans and some other animals have skeletons and muscles for support, protection and movement. Yr 4: Identify the different types of teeth in humans and their simple functions Food chains. (yr 4) Construct and interpret a variety of food chains, identifying producers, predators and prey Plants. (Yr 3 & &Yr 5) Yr 3: identify & describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers. Explore the requirements of plants for life and growth and how they vary from plant to plant. Investigate the way in which water is transported within plants. Yr 5: describe the life process of reproduction in some plants. Sound (Yr 4). 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. Art (National Curriculum) To create sketch books to record their observations and use them to review and revisit ideas. To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay). To learn about great artists, architects and designers in history.

3 Art DT (National Curriculum) DT ICT (+ cross curricula usage of ICT to research and present work) RE Music Painting self portraits, Egyptian crowns, hieroglyphics, sarcophagus design. Paint gods and goddesses, write in runes, make a collage picture. Discover the art of Cézanne, Seurat and Morisot and where their works are located geographically; create a 21st Century soundscape, a pointillist style painting and an impasto painting. Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams and prototypes. Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose. Select from and use a wide range of materials. Build structures, exploring how they can be made stronger, stiffer and more stable. Evaluate their ideas and products against their own design criteria and consider the views of others. Mummies & coffin design, Egyptian feasts, Make a Viking boat, dye wool, weave material, French cuisine/ bridges, 3d map. shadufs. research food and cook recipes. Online safety, word processing, research skills Algorithms and programming. Photo stories. Animation & other creative software. Festivals & celebrations: Discuss the importance of celebration as well as looking at a variety of festivals. Realise that festivals as a way of celebrating vary not only from religion to religion but that the same event may be celebrated differently in different cultures. Sing Up: Christmas songs. Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression. Listen with attention to detail and recall sounds with increasing aural memory Peace: Look at each religion s view of peace and different acts of achieving and creating peace. Compare and contrast the concept of peace across religions. Look at symbolic people of peace and well known symbols of peace before creating their own. Our musical tastes. Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians Holy spaces: Consider the need for a holy space as well as looking at places of worship and pilgrimage in different religions. European music: appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians. Develop an understanding of the history of music. Create a 21 st century soundscape.

4 PSHE PSHE P.E PSHE themes will be taught in 2 discrete lessons during the week. There are also intervention groups addressing emotional self-regulation and using a Theraplay approach to foster good peer relationships. In addition to these, themes will also be addressed in other lessons and class discussions as they occur naturally. Most of our students arrive at Belgrave with low self-esteem, and many have experienced bullying and social isolation. Some have special needs which affect their social communication and relationships; e.g. those on the Autistic Spectrum or with ADHD. It is therefore an important part of their learning not only to have specific teaching on social skills but to help them apply these principles in the moment, particularly during nondirected time; e.g. on the minibus, having lunch, in the playground. Time may be taken after situations have occurred to unpack what has happened, the reasons for it and how to resolve it and learn from it. Time given to do this is given a high priority as it is seen to be helping pupils learn important social and communication skills and this is another important way in which the PSHE curriculum is embedded in our school life. Health & well-being: How to maintain physical, mental and emotional health and wellbeing. How to manage risks to physical and emotional health and wellbeing. Ways of keeping physically and emotionally safe. How to respond in an emergency. Relationships: How to develop and maintain a variety of healthy relationships in school. How to recognise and manage emotions within a range of relationships. How to recognise risky or negative relationships including all forms of bullying and abuse. Living in the wider world: about respect for self and others and the importance of responsible behaviours and actions. Kingsdown Sports Centre develop tennis & badminton skills. Relationships: How to develop and maintain a variety of healthy relationships within a range of social/cultural contexts. How to respond to risky or negative relationships and ask for help. How to respect equality and diversity in relationships Living in the wider world: about rights and responsibilities as members of families, other groups and ultimately as citizens. About different groups and communities. To respect diversity and equality and how to be a productive member of a diverse community. Kingsdown Sports Centre develop badminton skills. Health & well-being: What is meant by a healthy lifestyle, how to make informed choices about health and wellbeing and to recognise sources of help with this. To identify different influences on health and wellbeing. Managing change, including puberty, transition and loss. Living in the wider world: the importance of respecting and protecting the environment about where money comes from, keeping it safe and the importance of managing it effectively. The part that money plays in people s lives and a basic understanding of enterprise. The Downs develop rounders & athletic skills.

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