Class 4 curriculum mapping

Transcription

1 Year A Year B History Geography Autumn Term Earth and Space How has life changed since the time of the moon landing? Children will take a look back through the decades since WWII, with a particular focus on 1960s: the decade when the world watched the first moon landing. The topic includes research on popular culture, scientific advancements etc. through modern history. Hi2/2.2 Extended chronological study Pupils should be taught a study of an aspect or theme in British history that extends pupils chronological knowledge beyond 1066 A look at planet Earth in relation to the rest of the solar system and what we know about the planets. e.g. oceans, seas, land mass atmosphere, vegetation etc. Spring Term The Stone Age What did the Stone Age ever do for us? Children will begin with their preconceived ideas of Stone Age man and continue to study the Stone age through the Paleolithic, Mesolithic and Neolithic periods. The topic will end with a reassessment of the impact and importance of this era, and whether our ideas about stone age man have altered since the start of the topic. Hi2/1.1 Pre-Roman Britain Pupils should be taught about changes in Britain from the Stone Age to the Iron Age. This could include: a) late Neolithic hunter-gatherers and early farmers, for example Skara Brae. Europe where did stone age man live? What did the landscape look like in those times? Ge 2/1.2Place knowledge Ge2/1.2a Understand geographical similarities and difference through the study of human and physical geography of a region of the UK, a region in a European country (and a region in N or S America). Human and physical geography: physical geography, including types of settlement and land use. Summer Term Hawaii What makes this land unique? Pearl Harbour - WWII link, History as part of US (received statehood on August 21, 1959). Hi2/2.2 Extended chronological study Pupils should be taught a study of an aspect or theme in British history that extends pupils chronological knowledge beyond 1066 Discover Hawaii: a land of volcanoes! Children will begin with a variety of atlas/mapping activities and then continue with an in-depth look at volcanoes. Ge2/1.4 Geographical skills Ge2/1.4a Use maps, atlases, globes and digital computer mapping to locate countries and describe features studied. Map/atlas work: -Consider the difference between geographical and geopolitical location (Is it part of Polynesia and Oceania or USA?) (Consider the difference between geographical maps and political maps.) Ge2/1.1 Locational knowledge Ge2/1.1c Identify the position and significance of latitude, longitude, Autumn Term The Egyptians Who were the Pharaohs? Children will step back in time to the age of the ancient Egyptians to explore how this great civilization was prosperous, how they lived and how our knowledge of them is constructed from a range of sources. In particular, children will explore the mysterious discovery of the tomb of Tutankhamen. Hi 2/2.3 Ancient civilizations: Hi2/2.3 Pupils should be taught about the achievements of the earliest civilizations an overview of where and when the first civilizations appeared and a depth study of...ancient Egypt. Settlements: the River Nile and its flooding. The Aswan dam of modern Egypt. Human and physical geography: Ge2/1.3b Describe and human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.. physical geography, including vegetation belts and river(s). Geographical skills and fieldwork: Ge2/1.4a Use maps, atlases, globes and digital/computer Spring Term Waterworld Why does this substance deserve the title, the water of life? Make links with previous topic: settlements/egypt/the Nile Why did settlements develop around water? Stafford where did our town get it s name from? Hi2/2.1 Local history Pupils should be taught about an aspect of local history: (The origins of our town s name/coat of arms etc.) The topic will start with a look at the world s oceans and rivers and a recap of learning on weather, the water cycle etc. Children will study rivers including learning how they are formed and their journey from source to the sea. Ge2/1.1 Locational knowledge Ge2/1.1a locate the world s countries, using maps to focus on Europe and N and S America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities. Ge2/1.1b Name and locate counties and cities of the UK, geographical regions and their identifying human and physical characteristics, key topographical Summer Term The Romans How have the Romans influenced us today? Children will place the Roman Empire in context of the history of the world. They will begin with lots of work on chronology and timelines and focus on a study of the Romans in Britain, British resistance and the legacy of the Romans in Britain. Hi2/1.2 Roman Britain Pupils should be taught about the Roman empire and its impact on Britain. Learn about British resistance, for example, Boudica. Where is Italy? Where did the Romans come from? Physical and human features. Settlements. Ge 2/1.2Place knowledge Ge2/1.2a Understand geographical similarities and difference through the study of human and physical geography of a region of the UK, a region in a European country (and a region in N or S America).

2 Equator, Northern hemisphere, Southern hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic circle... Ge2/1.3 Human and physical geography physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle. mapping to locate countries and describe features studied. features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time. Ge2/1.1c Identify the position and significance of latitude, longitude, Equator, Northern hemisphere, southern hemisphere, the tropics of Cancer and Capricorn, Arctic and Antarctic circle... Human and physical geography: physical geography, including vegetation belts and river(s) and the water cycle. Ge2/1.3b Describe and understand kwy 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.. Ge2/1.4 Geographical skills and fieldwork Ge2/1.4b Use the 8 points of a compass, 4 and 6-figure grid references, symbols and key (including te use of OS Survey maps) to build their knowledge of the UK and the wider world (use for Stafford). Ge2/1.4 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.

3 Science Sc 5/1 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. Sc5/4.1 Earth and Space Sc5/4.1a Describe the movement of the Earth and the other planets, relative to the Sun in the solar system. Sc5/4.1b Describe the movement of the moon relative to the Earth. Sc5/4.1c Describe the Sun, Earth and moon as approximately spherical bodies. Sc5/4.1d Use the idea of the Earth s rotation to explain day and night, and the apparent movement of the Sun across the sky. Sc6/4.1 Light Sc6/4.1a Recognise that light appears to travel in straight lines Sc6/4.1b Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye. Sc6/4.1c Explain that we see things because light travels from light sources to our eyes of from light sources to objects and then to our eyes. Sc6/4.1d Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. Sc6/2.3 Evolution (and inheritance) Sc6/2.3a Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago. Sc6/2.3b Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents. Sc6/2.3c Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution. All living things (Y5 and Y6 content) Sc5/2.1 Living things and their habitats Sc5/2.1a describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird. Sc5/2.1b Describe the life process of reproduction in some plants and animals. Sc6/2.1 Living things and their habitats Sc6/2.1a Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals. Sc6/2.1b Give reasons for classifying plants and animals based on specific characteristics. Make links with the Egyptian topic by investigating how the Egyptians would have used force to create the pyramids. Move on to study electricity as a force link with energy production (Aswan dam). Sc5/4.2 Forces: Sc5/4.2a Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object. Sc5/4.2b Identify the effects of air resistance, water resistance and friction that act between moving objects. Sc5/4.2c Recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect. Sc6/4.2 Electricity Sc6/4.2a Associate the brightness of a lamp or the volume of a buzzer with the number an voltage of cells used in the circuit. Sc6/4.2b Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches. The Water Cycle: to link with water topic how does the water cycle work? Is it true that the water we drink today is the same water that the dinosaurs drank? Sc5/3.1 Properties and changes of materials Sc5/3.1a Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets. Sc5/3.1b Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution. Sc5/3.1c Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating. Sc5/3.1d Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic. Sc5/3.1e Demonstrate that dissolving, mixing and changes of state are reversible changes Sc5/3.1f Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, Animals including humans (Y5 and Y6 content) Sc5/2.2 Animals including humans Sc5/2.2a Describe the changes as humans develop to old age. Sc6/2.2 Animal including humans Sc6/2.2a Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood. Sc6/2.2b Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function. Sc6/2.2c Describe the ways in which nutrients and water are transported within animals, including humans.

4 Computing E safety: Co2/1.7 Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. es/young-people-and-socialnetworking-sites Digital literacy and ICT: Co2/1.6 Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information e.g. Searching information, using and refining searches, Importing sounds, images and media *into Keytone App. Creating professional presentations on Keynote. (*Keynote app/ipads) Computer science Co2/1.1 Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts Co2/1.2 Use sequence, selection, and repetition in programs; work with variables and various forms of input and output Co2/1.3 Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs e.g. Scratch Complete if/when statements online. Debug (fix) programmes/algorithms, Programmes of increasing complexity. Starting to write out code using technical coding language. Use: **purple mash starting to introduce Scratch. *Hikatzu app. A.L.E.X app. *Faulty algorithms which need fixing (on computers and not on computers flashcards?) Digital Literacy and ICT Co2/1.4 Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration Co2/1.5 Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content. e.g.searching for specific images/content. Search races, searching for an image in class on internet who and how will it be found? Refine search criteria etc Show children a very specific image on screen, children race each other online to find it using vocabulary in search engines. Search for the same images on different search engines, how/why do they not appear in the same places? *purple mash coding. E safety Co2/1.7 Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. E-safety unit - Social media? Evaluate effectiveness of school website for e-safety. *Take a picture of your teacher, see how far you can send it in the space of your lesson by ing, sharing it etc... es/young-people-and-socialnetworking-sites Jigsaw video clip CEOP: s?search_query=esafety BBC esafety clips. including changes associated with burning and the action of acid on bicarbonate of soda. Computer science Co2/1.1 Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts Co2/1.2 Use sequence, selection, and repetition in programs; work with variables and various forms of input and output Co2/1.3 Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. e.g. Focus on writing elaborate algorithms, debugging (fixing) as you go. Hikatzu runs both coding bottons and javascript focus more towards writing the javascript *Scratch. *introduce Hikatzu app and programming language/javascript. A.L.E.X app. Faulty algorithms which need fixing (on computers and not on computers flashcards?) Scratch planning: Digital literacy and ICT Co2/1.6 Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. e.g. Writing out code using technical coding language *Scratch:

5 Religious Education NB Bold no.s refer to Staffordshi re programm es (not NC) 2b.2 Creation and Science: Conflicting or complementar y? Creation 2.1d, 2.6d 2b.4 Was Jesus the Messiah? Incarnation 2.2d, 2.3b, 2.3d What s it mean to live as a Sikh today? 2.1c, 2.2a, 2.2d, 2.3d,2.4c, 2.6b, 2.6c 2b.7 What difference does the resurrection make for Christians? Salvation 2.1a, 2.1c,2.3b, 2.3d, 2.6c 2b.5 What would Jesus do? Gospel 2.2d,2.4b, 2.5c, 2.5d, 2.6a, 2.6b, 2.6c 2b.3 How can following God bring freedom and justice? People of God 2.5a, 2.5b, 2.5c, 2.5d 2b.1 what does it mean if god is holy and loving? God 2.1d, 2.2d, 2.5c, 2.6a, 2.6c How do people express their faith through the Arts? 2.3a, 2.3c What are the five pillars of Islam? 2.1c, 2.2a, 2.2d, 2.3d, 2.5d, 2.6c 2b.6 What did Jesus do to save human beings? Understan ding Salvation 2.1a, 2.1c, 2.3b, 2.3d, 2.3d, 2.6c 2b.8 What kind of king was Jesus? Kingdom of God 2.2d, 2.3b,2.3d What is the worldwide church? 2.4a, 2.4c, 2.5d Art and Design Space art nebula tile designs Ar2/1.2 To improve their mastery of art and design techniques including painting with a range of Stone age cave art using natural materials and colours. Sketching techniques and portraits create split portrait of human/ape face to represent the evolution of man. Ar2/1.2 To improve their mastery of art and design techniques including painting with a range of Ar2/1.3 Learn about great artists, architects and designers in history. Making Kappa cloth and traditional Hawaiian designs Ar2/1.2 To improve their mastery of art and design techniques including painting with a range of Ar2/1.3 Learn about great artists, architects and designers in history. (And other cultures.) Cartouche designs painted and clay models Tutankhamen paintings/death masks Canopic jars (pringle tubes/papier mache heads or clay heads) Escher study perspective and gravity link with forces and with the illustrations in English text (How to Live Forever by Colin Thompson). Ar2/1.2 improve mastery of art and design techniques including drawing and painting and sculpture with a range of Ar2/1.3 Pupils should be taught about great artists, architects and designers in history. Hockney art study capturing water in paintings. The big splash. Ar2/1.1. To create sketch books to record their observations and use them to review and revisit ideas. Ar2/1.2 improve mastery of art and design techniques including drawing and painting. Ar2/1.3 Pupils should be taught about great artists, architects and designers in history. Mosaics research Roman art and mosaics. Ar2/1.3 Pupils should be taught about great artists, architects and designers in history.

6 Design and Technolog y Design a 1960s costume - fashion design and modelling (to fit a Barbie-sized doll). develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. DT2/1.1b Generate, develop, model and communicate their ideas through discussion, annotated sketches, crosssectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. DT2/1.2b Select and use a wider range of materials and components, including...textiles, according to their functional properties and aesthetic qualities. DT2/1.3c Understand how key events and individuals in design and technology have helped shape the world. e.g. Mary Quant, Biba etc. Create a stone age home out of various materials Shelters support and structure DT2/1.1b Generate, develop, model and communicate their ideas through discussion, annotated sketches, crosssectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. DT2/1.2b Select from and use a wider range of tools and equipment to perform practical tasks accurately. DT2/1.4 Technological knowledge DT2/1.4a Apply their understanding of how to strengthen, stiffen and reinforce more complex structures Design and make flip flops. develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. DT2/1.1b Generate, develop, model and communicate their ideas through discussion, annotated sketches, crosssectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. DT2/1.2b Select and use a wider range of materials and components, including...textiles, according to their functional properties and aesthetic qualities. DT2/1.3a Investigate and analyse a range of existing products Pushes and pulleys link to the construction of the pyramids: how else can pulleys be used? Create a pulley system/mechanical fairground ride. develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. DT2/1.2b Select from and use a wider range of tools and equipment to perform practical tasks accurately. DT2/1.3c Understand how key events and individuals in design and technology have helped shape the world. DT2/1.4 Technological knowledge DT2/1.4b Understand and use mechanical systems in their products. DT2/1.4c Understand and use electrical systems in their products. Bridges investigate real bridges and investigate methods to strengthen and stiffen. develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. DT2/1.2b Select from and use a wider range of tools and equipment to perform practical tasks accurately. DT2/1.3c Understand how key events and individuals in design and technology have helped shape the world. e.g. look at famous bridges from around the world and their designers. DT2/1.4 Technological knowledge DT2/1.4a Apply their understanding of how to strengthen, stiffen and reinforce more complex structures Food: an Italian feast! What would the ancient Romans have eaten? What do modern Italians eat? Design a savoury bread and side dish using typically Italian ingredients. develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. DT2/1.2b Select and use a wider range of materials and components, including...ingredients, according to their functional properties and aesthetic qualities. DT2/1.3a Investigate and analyse a range of existing products DT2/2.1 Cooking and nutrition DT2/2.1a Understand and apply the principles of a healthy and varied diet. DT2/2.1b Cook a repertoire of predominantly savoury dishes that they are able to feed themselves and others a healthy and varied diet. DT2/2.1c Become competent in a range of cooking techniques (e.g. selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and sell to decide how to season dishes and combine ingredients; adapting and using their own recipes. DT2/2.1d Understand the source, seasonality and characteristics of a broad range of ingredients.

7 Physical Developm ent Personal Developm ent Music Languages Pupils should be taught to: use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best. Swimming and water safety: In particular, pupils should be taught to: swim competently, confidently and proficiently over a distance of at least 25 metres use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] perform safe self-rescue in different water-based situations. Swimming Competitive games Dance Swimming Competitive games Dance competitive games gymnastics Tennis/rounders/athletics Competitive games gymnastics Tennis/rounders/athletics Ongoing through regular circle time, class assemblies and discussion. Link to e-safety (computing). Ongoing through regular circle time, class assemblies and discussion. Link to science (above) : physical development and changes through puberty. 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: play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations 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. Pupils should be taught to: listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help* speak in sentences, using familiar vocabulary, phrases and basic language structures develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases* present ideas and information orally to a range of audiences* read carefully and show understanding of words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions orally* and in writing understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.