Year 1 Year 4 Curriculum September 2018

Transcription

1 Norton Primary Academy Outcomes Focused, Child Centred Year 1 Year 4 Curriculum September 2018 September 2016 Laying the Foundations for Children to Thrive

2 Introduction At Norton Primary Academy we deliver a broad and balanced curriculum that enables all children to be the best they can be. The English and mathematics curriculum follows mastery principals : ensuring children have opportunities to embed learning before moving onto the next topic. The curriculum is inclusive and imaginative: stimulating young minds as well as preparing them for the modern world. English Literature lies at the heart of the school s English curriculum: the children read both contemporary and classical British authors as well as literature from around the world. Mathematics There is a termly plan for each year group from Year 1 to Year 6. Each term is split into twelve weeks. As part of each overview, a significant amount of time is devoted to developing key number concepts each year. This ensures students build their fluency, as number sense will affect their success in other areas of mathematics. Students who are successful with number are much more confident mathematicians. The wider curriculum The National Curriculum subjects are taught discretely, this ensures children become skilled in Science, Computing and the foundation subjects. The academy is committed to developing an appreciation of visual and performance art alongside inspiring the next generation of historians and geographers. Throughout the curriculum the British values of: democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs are interwoven.

3 English a literature led mastery curriculum

4 Mathematics a mastery curriculum

5 Science Sound (Good vibrations) Pupils should be taught to: 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. Animal including humans (Where does all that food go?/who am I?) Pupils should be taught to: 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 Living things and their habitats (Our Changing World/Human impact) Pupils should be taught to: 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 States of Matter (In a state) Pupils should be taught to: 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. Electricity (Switched on) Pupils should be taught to: 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. Living things and their habitats (Our Changing World/Human impact) Pupils should be taught to: 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

6 Foundation subjects Geography and History Geography Africa - I can use maps, atlases, globes and digital/computer mapping to locate continents and countries and describe features studied. - I can describe and understand key aspects ofphysical geography, (including: climate zones, biomes and vegetation belts, rivers, mountains 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.) - I can use the eight points of a compass, four 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. History Why invade Britan? Julius Caesar s attempted invasion in BC the Roman Empire by AD 42 and the power of its army successful invasion by Claudius and conquest, including Hadrian s Wall British resistance, for example, Boudica Romanisation of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity Who are the Tudors? I can explain who Henry VIII was and why he was significant to British history. - I can explain why Henry s marriages and divorces were a significant turning point in British history. - I can compare the modern monarchy and their family tree to that of Henry VIII. - I recognise changes in history, such as crime and punishment and religion from the Tudor period to the present. I am aware of the chain of monarchs from Henry VIII to modern day

7 Art I can use a sketchbook for collecting ideas, developing plans for complete works and annotating work. I can describe some of the key ideas, techniques and working practices of the artist, architects and designers I have studied. I can say how I would improve my work using technical terms and giving reasons. I can draw familiar objects with correct proportions; I can draw for a sustained period of time at an appropriate level. I can use a sketchbook for collecting ideas, developing plans for complete works and annotating work. I can describe some of the key ideas, techniques and working practices of the artist, architects and designers I have studied. I can say how I would improve my work using technical terms and giving reasons. I can draw familiar objects with correct proportions; I can draw for a sustained period of time at an appropriate level. I can use a sketchbook for collecting ideas, developing plans for complete works and annotating work. I can describe some of the key ideas, techniques and working practices of the artist, architects and designers I have studied. I can say how I would improve my work using technical terms and giving reasons. I can draw familiar objects with correct proportions; I can draw for a sustained period of time at an appropriate level. Printing: Joe Tilson I can use different techniques e.g. marbling, silkscreen, cold water paste. Textile: Collier Campbell and Zandra Rhodes I can use a variety of techniques e.g. printing, dyeing, weaving and stitching to create different textural effects. I can plan my sculpture using drawing and other preparatory work. 3D and Collage: Antoni Gaudi (mosaics) I can create a collage by tearing, overlapping and layering to create images and represent textures. I can use collage as a means of collecting ideas and information and building a visual vocabulary.

8 R.E. What are the deeper meanings of festivals? Why do people choose to celebrate significant times? What do I think is worth celebrating? To understand the importance of light and dark in Diwali To understand the moral of the story (Easter story) To understand the reasons for sacrifice in Lent/Ramadan To identify and research key elements of festivals (shared values, story, beliefs, hopes and commitments) To compare religious festivals (Comic Relief/Easter) To identify the real meaning behind festivals (religion not consumerism) To identify the difference between celebrating and remembering Who can inspire us to live good lives? Why do people give up riches, or even their lives for religion? Why are key religious figures seen as sources of authority? To identify what makes a person inspirational To identify contemporary inspirational people and how they have been influenced by religion To create a role model To identify Sikh beliefs To show Sikh daily practice To compare own beliefs with Sikh beliefs How does the Indus Civilisation s beliefs compare to present day? Did the Indus Civilisation have a deity to worship? How did they show their devotion? To compare the Indus Civilisation creation story to the Christian story To compare and contrast Hinduism and Indus Civilisation To evaluate the concept of Mother as creator To understand what an idol is To identify and compare idols in Indus civilisation and Hinduism How do we live our lives? How do I know what is right and what is wrong? How does religion help people choose between right and wrong? To read and understand the Ten Commandments To compare the Ten Commandments with Humanism principles To compare two religions including Sikhism To read and evaluate the moral of the story Dhuni Chand and the Needle To consider the values and beliefs in Christianity Beatitudes (Blessed are those who ) To discuss and debate the differences between right and wrong/good and bad To create a code for living a good life What do the religions teach about the natural world? How do religions try to explain how the world was created? How do different religions think we should care for the world? To compare Creation stories in different religions (Stories : Christianity Genesis 1-2, Islamic 7 days creation story, Hindu creation story Brahma) To identify Christian values in aid work e.g. (Christian Aid, Tear Fund, CAFOD) To understand what the Swadesh movement is To identify how to treat others with fairness and respect To describe how beliefs about the natural world affect actions of a believer Ahimsa (Hinduism) How and why does a Christian follow Jesus? Who was Jesus? Why is he so significant to Christians? How do the teachings of Jesus affect the way Christians live their lives? To identify inspirational religious characters To identify inspirational words and actions of Jesus To discuss how contemporary Christians have been influenced by Jesus s teachings To explore different reasons why Jesus is remembered as a source of inspiration To consider how you could be an inspirational person

9 Computing We are musicians - Producing digital music I can evaluate a range of electronic multimedia, appropriate to task e.g website, photostory, leaflet, and recognise key features of layout and design With support, I can plan the structure and layout of document/ presentation I can select and import sounds (eg own recording, sound effects bank created by teacher and video/ visual effects into a multimedia presentation). Through peer assessment and self evaluation, I can evaluate work both during and after completion, and make suitable improvements. I can create for a particular audience. We are toy designers - Prototyping an interactive toy I can select appropriate tools to add emphasis and effect to my work I can review and edit my work use technology purposefully to create, organise, store, manipulate and retrieve digital content select, use and combine a variety of software on a range of digital devices to design and create content that accomplish given goals,, including collecting, analysing, evaluating and presenting data and information be discerning in evaluating We are toy designers - Prototyping an interactive toy We are HTML editors - Editing and writing HTML I can use sequence and loops in programs confidently I can detect and debug errors in algorithms and programs I can independently select and sequence code to make my own program I can explain and demonstrate why we use loops or repeat commands Information Technology with elements of DL I can describe how I can search for information I can describe some of the methods used to encourage people to buy things online I can explain that some people meet online I can explain why lots of people share the same opinions or beliefs online but that does not make them true We are meteorologists - Presenting the weather I know that technology can be used to capture data. I can give some examples of real-life situations where sensors are used. I understand that data loggers can be used to sense external and physical changes and collect data. Experiment/Project I can use a datalogger to capture information from a light, sound or temperature sensor. I can import data from a logbox to a computer. I can analyse data continuously over time, including sound, temperature and light.

10 Foundation subjects a broad and balanced curriculum P.E Rugby Catch and receive from different heights and distance Pass with good speed and flight over different distances Netball Show awareness when in possession of the ball. Show a variety of passes Receive under small pressure from opposition players Orienteering Understand the concept of a basic map Can follow simple instructions Can follow a simple route Recognise symbols Gymnastics To land from a jump with good control and balance. To perform a jump with a twist or shape. Rounders Understand and apply triggers of when to throw Cricket Demonstrate a variety of passes from various angles and distances Take up appropriate fielding in relation to the batter. D&T Materials Measure and mark out to the nearest mm Use and explore complex pop-ups Cut slots and internal shapes Create nets Construction, mechanics and electronics Create series and parallel circuits Investigate how to make structures more stable e.g. by widening the base Understand and use mechanical structures in their products e.g. gears, pulleys, levers and gears Inspiration from design throughout history Disassemble products to understand how they work Improve on existing designs giving reasons for choices Identify some of the great designers in different areas of study to generate ideas from their designs Cooking and Nutrition Apply appropriate cutting and shaping techniques that include cuts within the perimeter of the material (such as slots or cut outs). Measure ingredients using scales Prepare ingredients hygienically and using the appropriate utensils by following a recipe Investigate existing products including drawing them to analyse and understand how they are made. Plan a sequence of actions to make a product Develop more than one design Develop prototypes Generate designs with annotated sketches and computer-aided design where appropriate Refine work and techniques as work progresses, continually evaluating the product design The Ferns Primary Academy Curriculum Identify strengths and weaknesses of their design ideas Talk about how closely their finished product meets their design criteria and meets the need of the user