The Curriculum William Law CE Primary School 2021-2022

The Curriculum William Law CE Primary School

2021-2022

Learning, Living, Loving Together

1 Second Edition. Learning, Living, Loving Together

Curriculum Statement

We recognise that we are ambitious for pupils. We aim to ensure that children accumulate rich, well-connected knowledge and develop strong skills which they are able to apply. The curriculum is the substance of what is taught. It is a specific plan of what pupils need to know and should be able to do. It shapes and determines what pupils will get out of their educational journey. Our curriculum ensures progression from Early Years to the end of Key Stage 2 and is constructed to build on prior skills and knowledge. To enable high quality teaching, we are well-resourced which leads to enriched and varied learning experiences across the curriculum. The curriculum brings our intent to implementation. It includes links with Statutory Inspection of Anglican and Methodist Schools. (SIAMs). We are a Church of England School and proudly learn that ‘Jesus is the Way, the Truth and the Life.’ The curriculum has taken into account the local context of Werrington and Peterborough. We prepare children to succeed as adults and be active citizens in modern Britain. This permeates through our ethos of the school. Children will have the chance to question, be reflective, be analytical in their thinking, reason, be articulate, learn new vocabulary and become confident speakers and listeners. They have resilience, discover new skills and learn that making mistakes is part of the learning process. We believe children should ‘skip’ to school excited about their learning. Children will be encouraged to be independent, have a growth mindset with a ‘can do’ attitude and use their learning powers as they discover the curriculum. Children will be ‘learning, living and loving together.’ There will be WOW days, trips and experiences within topics which are fun and engaging. The topics are chosen to challenge, excite and stimulate our children.

2 Second Edition Learning, Living, Loving Together

Golden Threads Golden threads at William Law is the philosophy that drives teaching and learning. They are embedded in the way of live at William Law.

1. Christian Values and Ethos Our Christian value and ethos permeate throughout the school. It underpins the foundations of our philosophy and beliefs. It contributes to rounded individuals who are prepared to get along with others and are positive citizens for the future. It prepares children to develop their spiritual, moral, social and cultural knowledge.

Hope, Wisdom, Persistence and Trust. These are our house names in which all children belong.

Forgiveness which underpins our behaviour policy

Thankfulness, compassion, service, justice and peace are also values we live by.

2. Active Learning and Metacognition This is part of all learning experiences throughout our curriculum.

This includes growth mindset

Learning Powers and reflections

All of these allow children to develop an understanding of how to learn

Lessons encourage active participation through collaboration, practical resources to ensure children are consistently engaged

Verbal conference, encourage children to reflect on their strengths and areas of development in their learning.

3. Oracy Oracy is the building blocks of learning. Children who are able to speak well will be articulate individuals who are able to discuss their thinking, understanding and opinions. This supports learning throughout the school. We know children enter school with a vocabulary gap and this is a positive approach to address this.

Explicit teaching of vocabulary

Talk for writing

Speaking well

P4C

Debates

Talk partners

Sentence stems

Children to talk grammatically, correctly in sentences

Adults being good role models of oracy


4 Big Questions Children are encouraged to have an enquiring mind and be reflective. This is seen throughout all lessons and helps children to become critical thinkers who can analyse and evaluate sources of information using their pre-existing knowledge.

Life’s big questions

Topic themes

P4C

Reflection journals

Debating

AFL

Worship

5. Health and Wellbeing The achievement and maintenance of physical fitness and mental stability. It is about a child’s wellbeing, sense of who they are encouraging them to form positive relationships. It includes celebrating diversity and being inclusive to our differences.

PSHRE

Pastoral support

Caring Cadets

SEND

Disadvantages

Staff Wellbeing

PE

Science


Silver Threads

Silver threads at William law are tracked through the curriculum supporting the golden threads. This is ensuring children have rich experiences, contributing to their cultural capital ensuring they are aspiring citizens in modern Britain and in the global community.

1. First Hand Experiences

Through experiential learning, children create happy memories. This encourages learning

by doing. This is a more engaging way to learn and can offer practise in problem solving and critical thinking and can lead to increased retention.

Examples are:-

Wow days

Dress-up days

Trips and visits

Visitors

Residentials

Clubs

Enriched curriculum

Come dine with Me

Productions

Class Assemblies


Global Learning

Knowledge and understanding of the World helps children gain knowledge about the developing world, globalising and the cases of poverty and what can be done to reduce it, together with skills, such as the ability to investigate, think and make judgement. This is primarily driven through Geography but is also touched upon in other curriculum areas such as RE, P4C and topic titles.

Examples are:-

Christian Aid

Water Aid

Harvest/Food Bank

Shoe boxes


2. Outdoor Learning

Developing children’s natural curiosity and imagination whilst being outdoors in natural spaces supports a child’s sense of self, allowing children to recognise their independence alongside an inter-dependence and connectedness with their ecological worlds.

Examples are:-

EYFS outdoor area

Residentials

Forest Schools

Bikeability


3. Aspirations

There is a cultural of aspiration and high expectations at William Law CE Primary School. Aspiration focuses on developing children’s hopes, dreams and ambition to achieve something both in the long and short term.

Examples are:-

Curriculum topic – What I Aspire to Be

Curriculum topic – People who Help us

Head Boy and Head Girl, House Captains, Sports Leaders, School Council

Aspirations Day Year 6

Children’s University

Lego League

PSHRE


4. Citizenship

Citizenship education develops knowledge, skills and understanding that children need to play a full part in society as active and responsible citizens. Children learn about politics, parliament and voting as well as human rights and justice and the law. To prepare children for modern Britain we teach British values: Rule of Law; Mutual Respect, Individual Liberty, Democracy, Tolerance of Different Faiths and Beliefs.

Examples are:-

Head Boy and Head Girl Ballot

Behaviour systems

Caring for the elderly

PSHRE

9 Second Edition. Learning, Living, Loving Together

William Law Whole School Curriculum Map overview

Year group and topic question

Lead subject The Silver Threads

EYFS What makes me amazing? Who are the people around us?

Prime AOLD

Is a pirate’s life for me? Are dinosaurs dangerous?

Maths/UW/EAD

How does your garden grow? Can you tell me a story?

Literacy/UW/EAD


Y1 Where do trees grow? Geography

Would you like to be an alien?

History

What are minibeasts and where do they live?

Science

Y2 What do I aspire to be? History/Geography

Was London burning? History

What’s your superpower?

PSHRE


Y3 Does our planet cause destruction?

Geography

Were the Egyptians Awful?

History

What is wonderful about Werrington?

Geography

Y4 How does the digestive system work and how does the NHS help us?

Science

What Country would you most like to explore?

Geography

Would you rather be a Viking or a Roman?

History


Y5 What’s the Cost? Geography/History

Is there life beyond Earth?

Science

Could you be a survivor?

Geography

Y6 Why is WW11 important today?

History

How do Natural disasters affect our world?

Geography

What happened in the swinging Sixties?

History


EYFS overview

Term Topic questions Lead subject The Silver Threads

Autumn What makes me amazing? Who are the people around us?

Prime AOLD

Spring Is a pirate’s life for me? Are dinosaurs dangerous?

Maths/UW/EAD

Summer How does your garden grow? Can you tell me a story?

Literacy/UW/EAD


EYFS Knowledge Organiser – What makes me amazing?


EYFS Knowledge Organiser – Who are the People who help us?


Autumn Term EYFS

Topic: What makes me amazing? and Who are the people who help us?

Purpose of the topic

● To learn about the children and their families and for the children to learn about their own abilities. ● Ask questions about who they are and how they are the same or different from others. ● To compare similarities and differences between each other and investigate different occupations.

Silver Threads

Previous learning - Revisit, Review, Recap Wider Opportunities - Trips/WOW

Listening, Attention and Understanding. 3-4 year olds

Enjoy listening to longer stories and can remember much of what happens. Self-Regulation 3-4 year olds

Select and use activities and resources, with help when needed. Gross Motor Skills 3-4 year olds

Continue to develop their movement, balancing, riding (scooters, trikes and bikes) and ball skills. Philosophy for Children Themes:

Caring, Confidence & Independence

Learning Powers:

Perseverance, Independence, Self-Control, Empathy &

Creativity and Imagination

Metacognition & Reflection:

Autumn 1 - Settling into school, introduce Learning

Powers, Learning Powers Week & conduct P4C

sessions.

Autumn 2 - Growth Mindset & Fixed Mindset

Visit to Cinema in Peterborough email them in September and ask what they have on offer to show the children.

Christmas visit to Westlodge Rural Centre. WestLodge Farm Back Lane Desborough Northamptonshire NN14 2SH 01536 760552 [email protected]

Visits into school to take place Mon to Thurs. ● PCSO visit ● Vet visit ● Nurse visit ● Fire engine visit ● Dentist visit ● Hairdresser ● Doctor

Friday WOW day. Following key worker visits with children

and adults dressing as their favourite key person. Activities during the day linked to the different roles with role play opportunities, designing their own uniform, writing about the role of their chosen character, painting, number activities linked to the theme.

SIAMS

Stand 2 - Upon starting school, children are embraced into our Christian community with a focus on Christian values and the opportunity to experience an exciting and relevant curriculum that enables them to flourish. Strand 3a - All pupils will be enabled to develop future aspirations. Strand 4a - Pupils are encouraged to practise forgiveness throughout the school and wider community. Strand 4b - Pupils are encouraged to celebrate the things that make themselves and others different and unique. Strand 5b - Pupils are encouraged to understand, respect and celebrate difference and diversity within themselves and others. Strand 2a - Children and families are supported through tailored initiatives. Strand 3c - The school productions provide connections to the wider community.

mailto:[email protected]


Prime Areas of learning and Development: Autumn

Communication and Language Listening, Attention and Understanding. 3-4 year olds

● Enjoy listening to longer stories and can remember much of what happens.

● Can find it difficult to pay attention to more than one thing at a time.

● Understand a question or instruction that has two parts, such as “Get your coat and wait at the door”.

● Understand ‘why’ questions, like: “Why do you think the caterpillar got so fat?”

● Can the child answer simple ‘why’ questions?


● Understand how to listen carefully and why listening is important.

● Learn new vocabulary. ● Use new vocabulary through the day. ● Engage in story times.

Speaking 3-4 year olds

● Use a wider range of vocabulary.

● Sing a large repertoire of songs. ● Know many rhymes, be able to talk about familiar

books, and be able to tell a long story. ● Develop their communication, but may continue to have

problems with irregular tenses and plurals, such as ‘runned’ for ‘ran’, ‘swimmed’ for ‘swam’.

● May have problems saying:- some sounds: r, j, th, ch, and sh- multisyllabic words such as ‘pterodactyl’, ‘planetarium’ or ‘hippopotamus’

● Use longer sentences of four to six words. ● Be able to express a point of view and to debate when

they disagree with an adult or a friend, using words as well as actions.

● Can start a conversation with an adult or a friend and continue it for many turns.

● Use talk to organise themselves and their play: “Let’s go on a bus... you sit there... I’ll be the driver.”

Personal, Social and Emotional Development Self-Regulation 3-4 year olds

● Select and use activities and resources, with help when needed. This helps them to achieve a goal they have chosen, or one which is suggested to them.

● Develop their sense of responsibility and membership of a community.

● Help to find solutions to conflicts and rivalries. For example, accepting that not everyone can be Spider-Man in the game, and suggesting other ideas.

● Increasingly follow rules, understanding why they are important.

● Do not always need an adult to remind them of a rule.

● Develop appropriate ways of being assertive. ● Talk with others to solve conflicts. ● Talk about their feelings using words like ‘happy’,

‘sad’, ‘angry’ or ‘worried’. Self-Regulation 4-5 year olds

● Express their feelings and consider the feelings of others.

● Identify and moderate their own feelings socially and emotionally.

● Manage their own needs. Managing self 3-4 year olds

● Show more confidence in new social situations. ● Be increasingly able to talk about and manage their

emotions. ● Notice and ask questions about differences, such as

skin colour, types of hair, gender, special needs and disabilities, and so on.

● Safely explore emotions beyond their normal range through play and stories.

● Are talking about their feelings in more elaborated ways: “I’m sad because...” or “I love it when ...”.

Managing self 4-5 year olds

● Show themselves as a valuable individual. ● Show resilience and perseverance in the face of

challenge

Physical Development Gross Motor Skills 3-4 year olds

● Continue to develop their movement, balancing, riding (scooters, trikes and bikes) and ball skills.

● Go up steps and stairs, or climb up apparatus, using alternate feet.

● Skip, hop, stand on one leg and hold a pose for a game like musical statues.

● Use large-muscle movements to wave flags and streamers, paint and make marks.

● Start taking part in some group activities which they make up for themselves, or in teams.

● Are increasingly able to use and remember sequences and patterns of movements which are related to music and rhythm.

● Match their developing physical skills to tasks and activities in the setting. For example, they decide whether to crawl, walk or run across a plank, depending on its length and width.

● Choose the right resources to carry out their own plan. For example, choosing a spade to enlarge a small hole they dug with a trowel.

● Collaborate with others to manage large items, such as moving a long plank safely, carrying large hollow blocks.

Gross Motor Skills 4-5 year olds

● Revise and refine the fundamental movement skills they have already acquired:- rolling- crawling - walking - jumping - running - hopping - skipping - climbing

● Progress towards a more fluent style of moving, with developing control and grace.

● Develop the overall body strength, co-ordination, balance and agility needed to engage successfully with future physical education sessions and other physical disciplines including dance, gymnastics, sport and swimming.

● Develop their small motor skills so that they can use a range of tools competently, safely and confidently. Suggested tools: pencils for drawing



● Ask questions to find out more and to check they understand what has been said to them.

● Articulate their ideas and thoughts in well-formed sentences.

Building Relationships 3-4 year olds

● Develop friendships with other children.

● Become more outgoing with unfamiliar people, in the safe context of their setting.

● Play with one or more other children, extending and elaborating play ideas.

● Begin to understand how others might be feeling. ● Does the child take part in other pretend play with

different roles – being the Gruffalo, for example? Can the child generally negotiate solutions to conflicts in their play?

Building Relationships 4-5 year olds

● Build constructive and respectful relationships.

● Think about the perspective of others.

and writing, paintbrushes, scissors, knives, forks and spoons.

Fine Motor Skills 3-4 year olds

● Use one-handed tools and equipment, for example, making snips in paper with scissors.

● Use a comfortable grip with good control when holding pens and pencils.

● Start to eat independently and learning how to use a knife and fork.

● Show a preference for a dominant hand. ● Be increasingly independent as they get dressed

and undressed, for example, putting coats on and doing up zips.

● Be increasingly independent in meeting their own care needs, e.g. brushing teeth, using the toilet, washing and drying their hands thoroughly.

● Make healthy choices about food, drink, activity and toothbrushing.


● Develop the foundations of a handwriting style which is fast, accurate and efficient.

Specific Areas of learning and Development: Autumn

Understanding the World Past and Present 3-4 year olds

● Begin to make sense of their own life-story and family’s history.

Past and Present 4-5 year olds

● Comment on images of familiar situations in the past. ● Compare and contrast characters from stories, including figures from the past.

People, Culture and Communities 3-4 year olds

● Show interest in different occupations.

● Explore how things work. ● Continue to develop positive attitudes about the differences between people. ● Know that there are different countries in the world and talk about the

differences they have experienced or seen in photos People, Culture and Communities 4-5 year olds

● Talk about members of their immediate family and community.

Expressive Arts and Design Creating with Materials 3-4 year olds

● Explore different materials freely, in order to develop their ideas about how to use them and what to make.

● Develop their own ideas and then decide which materials to use to express them. ● Join different materials and explore different textures.

● Create closed shapes with continuous lines, and begin to use these shapes to represent objects.

● Draw with increasing complexity and detail, such as representing a face with a circle and including details.

● Use drawing to represent ideas like movement or loud noises. ● Explore colour and colour-mixing. ●

Creating with Materials 4-5 year olds

● Explore, use and refine a variety of artistic effects to express their ideas and feelings.


● Name and describe people who are familiar to them. ● Draw information from a single map. ● Understand that some places are special to members of their community.

● Recognise that people have different beliefs and celebrate special times in different ways.

● Recognise some similarities and differences between life in this country and life in other countries.

The Natural World 3-4 year olds

● Use all their senses in hands-on exploration of natural materials.

● Explore collections of materials with similar and/or different properties. ● Talk about what they see, using a wide vocabulary. ● Plant seeds and care for growing plants. ● Understand the key features of the life cycle of a plant and an animal.

● Begin to understand the need to respect and care for the natural environment and all living things.

● Explore and talk about different forces they can feel.

● Talk about the differences between materials and changes they notice. The Natural World 4-5year olds

● Explore the natural world around them. ● Describe what they see, hear and feel whilst outside.

● Recognise some environments that are different to the one in which they live. ● Understand the effect of changing seasons on the natural world around them.

Online Relationships

● I know I need permission to chat or share photos online; Internet Safety and harms

● I understand what a computer is; ● I know the internet is used to connect other computers and how I use it; I can

explore a website opened by a trusted adult; ● I use pictures and words to find information.

Being Imaginative and Expressive 3-4 year olds

● Take part in simple pretend play, using an object to represent something else even though they are not similar.

● Begin to develop complex stories using small world equipment like animal sets, dolls and dolls houses etc.

● Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park.

● Show different emotions in their drawings and paintings, like happiness, sadness, fear etc. ● Remember and sing entire songs.

● Sing the pitch of a tone sung by another person (‘pitch match’). ● Sing the melodic shape (moving melody, such as up and down, down and up) of familiar

songs.

● Create their own songs, or improvise a song around one they know. ● Play instruments with increasing control to express their feelings and ideas.


● Listen attentively, move to and talk about music, expressing their feelings and responses.

Vocabulary - Understanding the World

Special times, Christmas, birthdays, weddings, fireworks Policeman/policewoman, truncheon, handcuffs, cell, crime scene, evidence, fingerprints, firearms, intruder, innocent. doctor, nurse, Covid-19, emergency, stabilise, anaesthetic, blood loss, intensive care Firefighter, burning, casualties, oxygen, hose, gas detector, fire station siren, water tank, ladder, Veterinary surgery, medicine, operation, stethoscope, vet, vaccination, bandages, poorly, recognise pets.

Vocabulary- Expressive Arts and Design

Nursery rhymes, Hard, soft, rough, smooth, prickly, shiny, bumpy, gritty, lumpy, rubbery, wrinkly, spiky. Rhythm - steady, quick, slow. Acts out. Copying, imitating. Create a story. Imagination.


Assessment – Understanding the World

Children identify the jobs the people in the photographs do and name 3 things that person might do.

Assessment – Expressive Arts and Design

Use Tapestry to record the child singing some nursery rhymes independently

PSHRE: Caring friendships

● To understand that friends can be different from ourselves;

Respectful relationships

● Begin to understand which people they enjoy being with and the types of activities

make them feel happy;

● To work co-operatively with others; Begin to recognise what being positive looks

like;

● Starts to identify ways of being positive towards someone.

Families and People who care for me

● Understand that it is okay to be different and all families are different; ● To Understand and celebrate my family makeup; ● Explore their own family members and connections; ● To understand how members of their family and other trusted people care for and

look after them.

RE: Where do we belong? How and why do Hindus celebrate Divali (Aut1) Understanding Christianity: Incarnation ‘Why do Christians perform Nativity Plays at Christmas?’ (Aut2) Communication and Language Listening, Attention and Understanding. 3-4 year olds

● Enjoy listening to longer stories and can remember much of what happens. ● Can the child answer simple ‘why’ questions?


● Understand how to listen carefully and why listening is important. ● Learn new vocabulary.


● Be able to express a point of view Speaking 4-5 year olds

● Ask questions to find out more and to check they understand what has been said to them. ●

Expressive Arts and Design Being Imaginative and Expressive 3-4 year olds

● Begin to develop complex stories using small world equipment like animal sets, dolls and dolls houses etc.

● Show different emotions in their drawings and paintings, like happiness, sadness, fear etc. ● Remember and sing entire songs.


Listen attentively, move to and talk about music, expressing their feelings and responses. Understanding the World People, Culture and Communities 3-4 year olds

● Continue to develop positive attitudes about the differences between people.


People, Culture and communities 4-5 year olds

● Understand that some places are special to members of their community.


Vocabulary- PSHRE

Family, community, helping, feeling good, kind, friends, sharing, belonging

Vocabulary – RE

Family, brother, sister, sibling, group, club, community, belonging Baby, Jesus, Nativity, wise men, shepherds, stable, presents, gift, God, Christian, church, star, angel, Mary, Joseph, donkey, hay, birthday, celebration, manger Baby, Jesus, Nativity, wisemen, shepherds, stable, presents, gift, God, Christian, church, star, angel, Mary, Joseph, donkey, hay, birthday, celebration, manger

Assessment – PSHRE

Pupil can identify what makes a good friend?

Pictures given and children take the pictures that they agree with.

Assessment – RE

All children can retell the birth of Jesus using picture clues as a prompt. All children know why Christians perform Nativity plays All children know Jesus’ birth is special for Christians

MUSIC: ● Copy and experiment with simple rhythm/clapping patterns

● speak and copy short phrases together

● Follow simple start/stop signals from teacher in performance

● Listen with increasing concentration to music and others

● find a singing voice and develop a sense of pitch (limited note range)

● sing a variety of songs both accompanied and unaccompanied

● play instruments and sound-makers by shaking, scraping, rattling and tapping

● Recognise basic percussion instruments

PE: In Reception PE is to be carried out as a whole cohort, all classes will meet together and then be split into the four house groups. Children are to then stay in these groups as they move between the four activities. Each activity is to be monitored by a Teacher with the stretches activity carried out by a TA. At the end of each PE session adults are to decide the house group that has worked hardest, listened the best and collaborated. This house group is to be declared the winners and each child is to receive a house point. Example: ● Stretches, water and snack ● Running in a straight line ● Running along a wiggly line ● Running between cones Dance

● Change the speed of their actions.

● Change the style of their movements.

Gymnastics


● Travel in different ways.

● Stretch in different ways.

Athletics

● Run in different ways for a variety of purposes. Outdoor games

● Move safely around the space and equipment.

● Play a range of chasing games.

Vocabulary – Music

Found objects/ sound makers Loud and quiet Fast and slow High and low Singing voice/ whisper/ shout/ talk Steady beat or pulse Copy Listen Shake, rattle, tap, scrape

Vocabulary- PE

Walk Run Speed Direction Passing Control Direction Sideways Backwards Forwards Fast Slow Exercise Stretch

Assessment – Music

● Children will copy simple clapping patterns from a teacher

● Children will join in singing using a sense of pitch

● Children will play classroom instruments in different ways

Assessment- PE

● Children run skilfully and negotiate space successfully, adjusting speed or direction to avoid obstacles.

● Children move freely with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping.


EYFS Knowledge Organiser – Is a pirate’s life for me?


EYFS Knowledge Organiser – Are dinosaurs dangerous?


Spring Term EYFS

Topic: Are dinosaurs dangerous? and Is a pirate’s life for me?


● To look at similarities and differences between different environments and habitats. ● To think about what has existed in the past and make comparisons to now. ● Awareness of a different way of life and think about the cultural differences of a pirate's life.

Silver Threads

Previous learning Revisit, Review, Recap

Wider Opportunities Trips/WOW

Self-Regulation 3-4 year olds

● Select and use activities and resources, with help when needed. This helps them to achieve a goal they have chosen, or one which is suggested to them.

● Develop their sense of responsibility and membership of a community.

● Help to find solutions to conflicts and rivalries. For example, accepting that not everyone can be Spider-Man in the game, and suggesting other ideas.

● Increasingly follow rules, understanding why they are important.

● Do not always need an adult to remind them of a rule.

● Develop appropriate ways of being assertive. ● Talk with others to solve conflicts.

● Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’ or ‘worried’.

Dinosaur Land Gulliver's Land, Livingstone Drive, Newlands, Milton Keynes, MK15 0DT 01925 444 888

Pirate Wow day Dressing up, outdoor adventure activities, pirate ship floating and sinking, treasure hunt and a pirate visitor to start the day.,

SIAMS

Strand 3b - Children are challenged to think globally and consider the impact our habits are having on the natural world. Strand 4a - As children build upon their friendships they will practise their skills of collaboration and reconciliation Strand 5b - Children are encouraged to explore similarities and differences and learn how to respect and celebrate these. Strand 6e - Through well planned visits pupils are exposed to both the local and wider church community. Strand 6a - Children learn the value of quiet reflection mindfulness and prayer to support their spirituality Strand 7a - Dedicated RE lessons provide pupils with the opportunity to explore major world religions and views. Philosophy for Children Themes:

Danger, Imagination & Challenge

Learning Powers:

Perseverance, Independence, Self-Control, Empathy & Creativity and

Imagination


Spring 1 - Growth Mindset & Fixed Mindset

Spring 2 - The Power of Yet


Prime Areas of learning and Development: Spring



● Learn new vocabulary.

● Use new vocabulary through the day. ● Engage in story times. ● Listen to and talk about stories to build familiarity and

understanding.

● Listen carefully to rhymes and songs, paying attention to how they sound.

● Learn rhymes, poems and songs.

● Engage in non-fiction books. ● Listen to and talk about selected non-fiction to develop a

deep familiarity with new knowledge and vocabulary. LA&U ELG

Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions; Make comments about what they have heard and ask questions to clarify their understanding; Hold conversation when engaged in back-and-forth exchanges with their teacher and peers. Speaking 4-5 year olds



● Connect one idea or action to another using a range of connectives.

● Describe events in some detail.

● Use talk to help work out problems and organise thinking and activities explain how things work and why they might happen.

● Develop social phrases. ● Retell the story, once they have developed a deep

familiarity with the text; some as exact repetition and some in their own words.

● Use new vocabulary in different contexts.




● Manage their own needs. Self-Regulation ELG

Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly; Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate; Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions. Managing self 4-5 year olds

● Show themselves as a valuable individual.

● Show resilience and perseverance in the face of challenge

Managing Self ELG

Be confident to try new activities and show independence, resilience and perseverance in the face of challenge; Explain the reasons for rules, know right from wrong and try to behave accordingly; Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices. Building Relationships 4-5 year olds

● Build constructive and respectful relationships. ● Think about the perspective of others.

Building Relationships ELG

Work and play cooperatively and take turns with others; Form positive attachments to adults and friendships with peers;

Physical Development


● Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor.

● Combine different movements with ease and fluency.

● Confidently and safely use a range of large and small apparatus indoors and outside, alone and in a group.

● Develop overall body-strength, balance, co-ordination and agility.

● Further develop and refine a range of ball skills including: throwing, catching, kicking, passing, batting, and aiming.

● Develop confidence, competence, precision and accuracy when engaging in activities that involve a ball.

● Know and talk about the different factors that support their overall health and wellbeing:- regular physical activity- healthy eating- toothbrushing- sensible amounts of ‘screen time’- having a good sleep routine- being a safe pedestrian

● Further develop the skills they need to manage the school day successfully:- lining up and queuing - mealtimes- personal hygiene.

Gross Motor Skills ELG

● Negotiate space and obstacles safely, with consideration for themselves and others;

● Demonstrate strength, balance and coordination when playing;

● Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.



Fine Motor Skills ELG


Speaking ELG

Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary; Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate; Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

Show sensitivity to their own and to others’ needs.

● Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases;

● Use a range of small tools, including scissors, paint brushes and cutlery;

● Begin to show accuracy and care when drawing.

Vocabulary- Communication and Language

Compromise Friends Friendship Sharing Share Collaborate Work together Listen Kind Unkind Sad Happy Upset Worried Cross Scared Excited Confused Hurt Behaviour

Vocabulary- Personal, Social and Emotional Development

Jump Land High Two footed Safe Safety Space Challenge Exercise Healthy Unhealthy Hygiene

Vocabulary- Physical Development

Talk Speak Shout Whisper Listen Instruction Discussion Carpet time Share Ideas Thoughts

Assessment - Communication and Language

● Children use well-being board each morning and afternoon to express how they feel.

● Children to use story to sort kind and unkind behaviour

Assessment - Personal, Social and Emotional Development

● Children show range of movement ● Writing session to asses letter formation ● Writing sessions to asses pencil control

Assessment - Physical Development

● Children to share a story/creation with the class. ● Children to take part in a P4C odd one out lesson.


Specific Areas of learning and Development: Spring



Past and Present ELG

Talk about the lives of the people around them and their roles in society; Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class; Understand the past through settings, characters and events encountered in books read in class and storytelling; People, Culture and Communities 4-5 year olds

● Talk about members of their immediate family and community. ● Name and describe people who are familiar to them. ● Draw information from a single map. ● Understand that some places are special to members of their community.


● Recognise some similarities and differences between life in this country and life in other countries.

PC&C ELG

Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps; Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class; Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps. The Natural World 4-5 year olds

● Explore the natural world around them. ● Describe what they see, hear and feel whilst outside.

● Recognise some environments that are different to the one in which they live. ● Understand the effect of changing seasons on the natural world around them.


● Explore, use and refine a variety of artistic effects to express their ideas and feelings. ● Return to and build on their previous learning, refining ideas and developing their ability to

represent them. ● Create collaboratively sharing ideas, resources and skills.

Creating materials ELG

Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function; Share their creations, explaining the process they have used; Make use of props and materials when role playing characters in narratives and stories. Being Imaginative and Expressive 4-5 year olds

● Listen attentively, move to and talk about music, expressing their feelings and responses. ● Watch and talk about dance and performance art, expressing their feelings and

responses.

● Sing in a group or on their own, increasingly matching the pitch and following the melody. ● Develop storylines in their pretend play.

BI&E ELG

Invent, adapt and recount narratives and stories with peers and their teacher; Sing a range of well-known nursery rhymes and songs; Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music.


The Natural World ELG

Explore the natural world around them, making observations and drawing pictures of animals and plants; Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class; Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

Vocabulary – Understanding the World

Birthdays Parties Weddings Easter Celebrations Religion Customs Similarities Differences The same Develop Life cycle Internet Website Computer Mouse Trusted Safety Safe Unsafe Danger Application Permission


Recreate Mix Experiment Combine Change Create Rhythm In time Pitch Beat Instrument Manipulate Character Imagine Imagination Roll play Act Props Copy Imitate

Assessment - Understanding the World

● Children can select, open and operate an app successfully. ● Capture children discussing something they have found in the environment.

Assessment - Expressive Arts and Design

● Capture a Tapestry observation of the children engaged in a role play activity. ● Children can mix two primary colours to create a secondary colour. ● Children can mix two mediums to create a new texture.


PSHRE: Mental Wellbeing

● Explore what it means to have a healthy body and mind. ● Develop ways of expressing what contributes towards being healthy. ● Begin to recognise how it feels to have different emotions. ● To begin to recognise what they find easy or hard. ● To begin to develop confidence and self-awareness. ● Begin to recognise what they can achieve and do. ● Identify ways to calm down.

Physical health and fitness

● To understand some of the things needed to have a healthy body. ● To understand what exercise is and why it is good for us. ● To understand the importance of sleep for our bodies. ● To begin to understand how to make choices which promote healthy living. Healthy eating

● To be able to name and talk about foods they like and dislike. ● To understand why different foods and drinks are important in order for our bodies

to stay healthy and well.

RE: Which places are special and why? P’boro Diocese syllabus 2019-24 Understanding Christianity: Salvation ‘why do Christians have a cross in an Easter garden? Communication and Language Listening, Attention and Understanding. 4-5 year olds .

● Engage in story times.

● Listen to and talk about stories to build familiarity and understanding. LA&U ELG

Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions; Make comments about what they have heard and ask questions to clarify their understanding; Speaking 4-5 year olds


● Articulate their ideas and thoughts in well-formed sentences. ● Retell the story, once they have developed a deep familiarity with the text; some as exact

repetition and some in their own words.

● Use new vocabulary in different contexts. Speaking ELG

Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary; Personal, Social and Emotional Development Building Relationships 4-5 year olds

● Build respectful relationships. ● Think about the perspective of others.

Building Relationships ELG

Show sensitivity to their own and to others’ needs. Understanding the World Past and Present 4-5 year olds

● Comment on images of familiar situations in the past. ● Compare and contrast characters from stories


Talk about the lives of the people around them and their roles in society; Understand the past through events encountered in books read in class and storytelling;



● Understand that some places are special to members of their community.

● Recognise that people have different beliefs and celebrate special times in different ways. PC&C ELG

Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class;

Expressive Arts and Design Being Imaginative and Expressive 4-5 year olds

● Develop storylines in their pretend play. BI&E ELG

● Invent, adapt and recount narratives and stories with peers and their teacher;

Vocabulary - PSHRE

Healthy/unhealthy Sleep Emotions Express emotions Facial expressions Choices Nutritional meal

Vocabulary- RE Places of worship, sacred, holy, religious buildings, church, font, candles, altar, Christians, cross, belonging, community, Easter, Holy Week, Christians, Jesus, died, risen, tomb, last supper, disciples, new life, Palm Sunday, Good Friday, Easter Sunday, cross, sad, happy, feelings, Mary, forgiveness, sorry

Assessment - PSHRE

● Children make a meal using all the nutrients needed to make a healthy meal [focusing on a balanced diet]

Assessment – RE

● All children can sequence the 3 main events of Holy Week; know that Jesus had a special meal

with his disciples, died on a cross on Good Friday and came alive again on Easter Sunday ● All children know why a cross is important to Christians


MUSIC:

● Copy simple rhythm phrases and show a sense of beat, using instruments or body

sounds.

● Respond to symbols or hand signs.

● Play loudly, quietly, fast, slowly.

● Sing sounds high, low and use explore different vocal timbres.

● Add chosen sound effects at an appropriate moment in a story or song.

● Sort, select and name different sounds.

● Begin to identify and describe key features or extreme contrast within a piece of

music.

● Recognise the sounds of the percussion instruments used in the classroom and

identify them.

● Listen to others with increasing concentration.

PE: In Reception PE is to be carried out as a whole cohort, all classes will meet together and then be split into the four house groups. Children are to then stay in these groups as they move between the four activities. Each activity is to be monitored by a Teacher with the stretches activity carried out by a TA. At the end of each PE session adults are to decide the house group that has worked hardest, listened the best and collaborated. This house group is to be declared the winners and each child is to receive a house point. Example: ● Stretches, water and snack ● Jumping like a Kangaroo and Frog ● Jumping and landing from 2 feet to 2 feet ● Jumping over cone obstacle course Dance

● Change the speed of their actions.

● Change the style of their movements.

Gymnastics

● Create a short sequence of movements.

● Roll in different ways with control.

● Jump in a range of ways from one space to another with control.

● Begin to balance with control.

● Move around, under, over, and through different objects and equipment.

Athletics

● Jump in a range of ways, landing safely. Outdoor games

● Participate in simple games.


Vocabulary – Music

Steady beat Short and long sounds Loud and quiet (dynamics) Fast and slow (tempo) High and low (pitch) Rough, smooth, scratchy (timbre) pattern

Vocabulary- PE

Jump Land Balance Roll Speed Direction Control Sideways Backwards Forwards Fast Slow Exercise Stretch


● Children will sing using different vocal sounds

● Children will add sounds to a story/song at an appropriate point

● Children will listen with increasing concentration

Assessment - PE

● Children experiment with different ways of moving. ● Children jump off an object and land appropriately. ● Children negotiate space successfully when playing racing and chasing games with other

children, adjusting speed or changing direction to avoid obstacles. ● Children travel with confidence and skill around, under, over and through balancing and

climbing equipment.


EYFS knowledge organiser - How does your garden grow?


EYFS Knowledge Organiser – Can you tell me a story?


Summer Term EYFS

Topic: Can you tell me a story? and How does your garden grow?

Purpose of the topic ● To demonstrate an understanding of the key features of a narrative and to be able to transfer this into

their writing. ● To be able to discuss and compare similarities, differences, patterns and change over time, in relation to

objects, materials and living things. ● To describe their immediate environment using knowledge gained from discussion, stories and non-fiction

texts.

● To provide children the opportunities to sing, dance, invent and re-enact a range of stories or experiences.

Silver Threads



SIAMS

Strand 2b - Consideration of things we need to do to grow and flourish physically, mentally and spiritually. Strand 3a - Children’s aspirations are explored as they consider what they would like to achieve next year and beyond. Strand 4b - Reflection on how we have grown this year physically and spiritually and how we have become a team who embrace and celebrate our difference. Strand 5b - We respect and value the different cultures within our school and demonstrate inclusion of all, regardless of their background. Strand 6b - Collective worship provides children with exposure to a range of cultural celebrations. Philosophy for Children Themes:

Happiness, Good vs Evil, Problem Solving

Learning Powers:

Perseverance, Independence, Self-Control, Empathy & Creativity and

Imagination


Summer 1 - ‘Stuckness’ = Oops, Whoops Wait! Ah, ha song, Sesame

Street - Maren Morris. Ideas of what to do when you are stuck.

Summer 2 - Me & My Goals



● Combine different movements with ease and fluency. ● Confidently and safely use a range of large and small apparatus

indoors and outside, alone and in a group.

● Develop overall body-strength, balance, co-ordination and agility. ● Further develop and refine a range of ball skills including: throwing,

catching, kicking, passing, batting, and aiming.




● Sundown Adventure Land Treswell Road Rampton Nottinghamshire DN22 0HX 01777 248274

● Mad Hatters Tea party (at school) ● Hatching chicks ● Peterborough Cathedral visit

Creation


Prime Areas of learning and Development: Summer



● Learn new vocabulary. ● Use new vocabulary through the day. ● Engage in story times.

● Listen to and talk about stories to build familiarity and understanding.

● Listen carefully to rhymes and songs, paying attention to how they sound.

● Learn rhymes, poems and songs. ● Engage in non-fiction books. ● Listen to and talk about selected non-fiction to develop a

deep familiarity with new knowledge and vocabulary. LA&U ELG

Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions; Make comments about what they have heard and ask questions to clarify their understanding; Hold conversation when engaged in back-and-forth exchanges with their teacher and peers. Speaking 4-5 year olds



● Connect one idea or action to another using a range of connectives.

● Describe events in some detail. ● Use talk to help work out problems and organise

thinking and activities explain how things work and why they might happen.

● Develop social phrases. ● Retell the story, once they have developed a deep

familiarity with the text; some as exact repetition and some in their own words.

● Use new vocabulary in different contexts.




● Manage their own needs. Self-Regulation ELG

Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly; Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate; Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions. Managing self 4-5 year olds

● Show themselves as a valuable individual. ● Show resilience and perseverance in the face of

challenge Managing Self ELG

Be confident to try new activities and show independence, resilience and perseverance in the face of challenge; Explain the reasons for rules, know right from wrong and try to behave accordingly; Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices. Building Relationships 4-5 year olds

● Build constructive and respectful relationships.

● Think about the perspective of others. Building Relationships ELG

Work and play cooperatively and take turns with others;

Physical Development



● Combine different movements with ease and fluency.

● Confidently and safely use a range of large and small apparatus indoors and outside, alone and in a group.

● Develop overall body-strength, balance, co-ordination and agility.

● Further develop and refine a range of ball skills including: throwing, catching, kicking, passing, batting, and aiming.




Gross Motor Skills ELG

● Negotiate space and obstacles safely, with consideration for themselves and others;

● Demonstrate strength, balance and coordination when playing;

● Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.




Speaking ELG

Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary; Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate; Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

Form positive attachments to adults and friendships with peers; Show sensitivity to their own and to others’ needs.

Fine Motor Skills ELG

● Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases;

● Use a range of small tools, including scissors, paint brushes and cutlery;

● Begin to show accuracy and care when drawing.

Vocabulary – Communication and Language

Play together, cooperatively, organise your activity, take turns, good choices, consequences, boundaries, follow rules.

Vocabulary- Personal, Social and Emotional Development

Co-ordination healthy living, exercise, healthy and unhealthy foods,

Vocabulary- Physical Development

Past, present and future happenings. Narrative, explanations.

Assessment - Communication and Language

● Make a castle using the resources in the classroom. . Make the castle and then explain how they can make it better.

Assessment - Personal, Social and Emotional Development

● They sort out given food into healthy and unhealthy food.

Assessment - Physical Development

● Use Pie Corbett to retell the story of Jack and the Beanstalk. TA and Teacher use Tapestry to evidence this.

Specific Areas of learning and Development: Summer




Talk about the lives of the people around them and their roles in society; Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class; Understand the past through settings, characters and events encountered in books read in class and storytelling;


● Explore, use and refine a variety of artistic effects to express their ideas and feelings. ● Return to and build on their previous learning, refining ideas and developing their ability to

represent them.

● Create collaboratively sharing ideas, resources and skills. Creating materials ELG

Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function; Share their creations, explaining the process they have used; Make use of props and materials when role playing characters in narratives and stories.



● Talk about members of their immediate family and community.

● Name and describe people who are familiar to them. ● Draw information from a single map. ● Understand that some places are special to members of their community. ● Recognise that people have different beliefs and celebrate special times in

different ways. ● Recognise some similarities and differences between life in this country and

life in other countries. PC&C ELG

Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps; Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class; Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps. The Natural World 4-5 year olds

● Explore the natural world around them. ● Describe what they see, hear and feel whilst outside. ● Recognise some environments that are different to the one in which they live.

● Understand the effect of changing seasons on the natural world around them. The Natural World ELG

Explore the natural world around them, making observations and drawing pictures of animals and plants; Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class; Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.


● Listen attentively, move to and talk about music, expressing their feelings and responses.

● Watch and talk about dance and performance art, expressing their feelings and responses. ● Sing in a group or on their own, increasingly matching the pitch and following the melody. ● Develop storylines in their pretend play.

BI&E ELG

Invent, adapt and recount narratives and stories with peers and their teacher; Sing a range of well-known nursery rhymes and songs; Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music.

Vocabulary – Understanding the World

Similar and different plants, try growing plants using different stimuli eg try putting a plant in the cupboard Changes over time monitoring a broad bean. online safety


Imagination, sequence, texture, materials, design, make, tools, planning.


Assessment - Understanding the World

● Sequence the growth of a broad bean linked to Jack and the Beanstalk.

Assessment – Expressive Arts and Design

● Design a garden using a shoe box.

PSHRE: Being safe

● To be able to identify trusted adults who children could talk to and ask for help. ● To be able to assess risks in the school and its grounds. ● To be able to plan ahead to keep safer and understand and apply safety rules in

different contexts e.g. sun, water, fire, railways. ● To be able to develop a strategy to keep safer when lost. ● To be able to identify safer places to play. ● To be able to identify and distinguish between different touches. ● To be able to recognise what a secret is. ● To be able to identify how and when to tell. ● To understand basic road safety skills. ● To know the pants rule in regards to intimate areas of the body.

Drug, alcohol and tobacco

● To know what goes on to and into their body. ● To understand how to be safe with medicines and who are the trusted people who

help them to take medicine when they need it. To understand what medicines are and why some people need medicines. Health Prevention

● To be able to identify common harmful substances. ● To understand ways of looking after their body and keeping it clean.

Changing adolescent body

● To understand and value what their bodies can do. ● To describe their own appearance and name external body parts including using

agreed names for the sexual parts. ● To recognise similarities and differences between the bodies of girls and boys. ● To understand ways in which their body has changed since they were a baby.

RE How does being Jewish make a difference to g=family celebrations? (Shabbat) Understanding Christianity: God/Creation ‘why is the word ‘God’ important to Christians?’


● Learn new vocabulary. ● Listen to and talk about stories to build familiarity and understanding.

LA&U ELG

Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions; Make comments about what they have heard and ask questions to clarify their understanding; Speaking 4-5 year olds

● Ask questions to find out more and to check they understand what has been said to them. Describe events in some detail Speaking ELG

Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary; Express their ideas and feelings about their experiences using full sentences Personal, Social and Emotional Development Building Relationships 4-5 year olds

● Build respectful relationships.

● Think about the perspective of others. Building Relationships ELG

Show sensitivity to their own and to others’ needs. Understanding the World Past and Present 4-5 year olds

● Compare and contrast characters from stories, including figures from the past.


● To understand ways in which they can take responsibility for looking after themselves and recognise situations where they still need to be supported by others.

● To recognise how growing up makes them feel.


Talk about the lives of the people around them and their roles in society; People, Culture and Communities 4-5 year olds

● Understand that some places are special to members of their community. Recognise that people have different beliefs and celebrate special times in different ways. PC&C ELG

Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class; Expressive Arts and Design Being Imaginative and Expressive 4-5 year olds

● Develop storylines in their pretend play. BI&E ELG

Invent, adapt and recount narratives and stories with peers and their teacher.

Vocabulary- PSHRE

Medicines Safe Secret Good drugs Harmful substances Similar Different Adolescent Toddler Adult Baby

Vocabulary- RE

Shabbat, Jewish, Jews, work, rest, synagogue, church, weekly, Friday, meal, sharing, family God, Jesus, heaven, father

Assessment - PSHRE

● Sequence pictures of a human baby, toddler, young child, adolescent, adult. Sort out relevant pictures for their age group.

Assessment – RE

● Children can draw and talk about what Jews do and don’t do at Shabbat ● Children know why the word God is so important to Christians


MUSIC: ● Make changes in their voices to express different moods /feelings ● Play along to music showing a developing awareness of the beat ● Recognise and repeat rhythm patterns aurally ● Play with a sense of purpose and enjoyment

● Create a sequence of different sounds in response to a given stimuli

● Respond appropriately to a range of classroom songs, e.g. tidy-up songs, circle

time songs, line-up songs

● Begin to use musical terms (louder/quieter, faster/slower, higher/lower)

PE: In Reception PE is to be carried out as a whole cohort, all classes will meet together and then be split into the four house groups. Children are to then stay in these groups as they move between the four activities. Each activity is to be monitored by a Teacher with the stretches activity carried out by a TA. At the end of each PE session adults are to decide the house group that has worked hardest, listened the best and collaborated. This house group is to be declared the winners and each child is to receive a house point. Example:

● Stretches, water and snack ● Throw ball to a partner, catch with two hands then repeat ● Throw bean bag into hoop ● Kick ball to partner, control with foot and kick back

Dance

● Join a range of different movements together.

● Create a short movement phrase which demonstrates their own ideas.

● Control my body when performing a sequence of movements.

Gymnastics

●

●

Athletics

● Outdoor games

● Hit a ball with a bat or racquet.

● Roll equipment in different ways.

● Throw underarm.

● Throw an object at a target.

● Catch equipment using two hands.

● Move a ball in different ways, including bouncing and kicking.

● Use equipment to control a ball.

● Travel in different ways, including sideways and backwards.

● Control my body when performing a sequence of movements.


Vocabulary- Music

Steady beat Short and long sounds Loud and quiet (dynamics) Fast and slow (tempo) High and low (pitch) long and short (duration) Rough, smooth, scratchy (timbre) Beginning, middle, end, chorus (structure) Texture Notation Rhythm

Vocabulary- PE

Catching Throwing Under arm Speed Direction Passing Control Strike Hit Sideways Backwards Forwards Fast Slow Exercise Stretch

Assessment - Music

● Children will create/play a sequence of sounds. ● Children will sing with greater control of pitch and respond with actions.

● Children will play instruments with opposing effects (fast/slow).

Assessment - PE

● Children can strike a ball with a bat or racquet. ● Children can throw a ball underarm and hit a target. ● Children can catch a small ball using one or two hands.


Year 1 overview


Autumn Where do trees grow? Geography

Spring Would you like to be an alien?

History

Summer What are minibeasts and where do they live?

Science


Year 1 Knowledge Organiser – Where do trees grow?


Autumn Term Year 1

Topic: Where do trees grow?


● To explore the environment around us, comparing and contrasting plants and local woodland, national forests and international rainforests.

● To understand our impact on the protection and sustainability of the world.

Silver Threads



Science:

EYFS- They talk about the features of their own immediate environment and how environments might vary from one another and children know about similarities and differences of objects, materials and living things. Year 1- Identity and name a variety of common plants. Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy. Describe the importance for humans of exercise, eating the right amounts of different types of food and hygiene. Geography:

EYFS- Children know about similarities and differences in relation to places Year 1- Name and locate the world’s continents and oceans. Understand geographical similarities and differences History:

EYFS- Children talk about past and present events in their own lives and in the lives of family members Year 1- Label time lines with words or phrases such as: past, present, older and newer.

● Fineshade woods ? (https://www.forestryengland.uk/fineshade-wood/activities)

● Sandringham forest?

● Woodland Trust http://treetoolsforschools.org.uk/menu/?_ga=2.94361173.919825010.1585128990-431856646.1569497512 for free trees to plant http://treetoolsforschools.org.uk/categorymenu/?cat=activities for activities to complete when going to Woodland

● Come Dine With Me.

● Topic WOW day

SIAMS

Strand 2B- Enable children to flourish spiritually. Strand 3B- To think globally about the natural world. Strand 4A- To practise forgiveness through the community. Strand 5B- Pupils to understand, respect and celebrate difference and diversity. Philosophy for Children Themes::

Protection/Safety, Consequences & Questioning

Learning Powers:

Collaboration, Pride, Questioning, Reflection & Finding Humour


Autumn 1 -Embed Learning Powers

Autumn 2 - The Power of Yet

https://www.forestryengland.uk/fineshade-wood/activities

https://www.forestryengland.uk/fineshade-wood/activities

http://treetoolsforschools.org.uk/menu/?_ga=2.94361173.919825010.1585128990-431856646.1569497512



http://treetoolsforschools.org.uk/categorymenu/?cat=activities

http://treetoolsforschools.org.uk/categorymenu/?cat=activities


Topic: Where do trees grow?

Skills: Physical Education Indoor

● Copy and repeat actions. ● Put a sequence of actions together to create a motif. ● Vary the speed of their actions. ● Use simple choreographic devices such as unison, canon and mirroring. ● Travel in different ways, changing direction and speed. ● Hold still shapes and simple balances. ● Carry out simple stretches. ● Carry out a range of simple jumps, landing safely. ● Move around, under, over, and through different objects and equipment ● Begin to move with control and care.

Outdoor

● Use hitting skills in a game. ● Practise basic striking, sending and receiving. ● Throw underarm and overarm. ● Catch and bounce a ball. ● Use rolling skills in a game. ● Practise accurate throwing and consistent catching. ● Travel with a ball in different ways ● Travel with a ball in different directions (side to side, forwards and backwards) with

control and fluency. ● Pass the ball to another player in a game.

Skills: Science

● Ask simple questions. ● Use observations and ideas to suggest answers to questions. ● Identity and name a variety of common plants, including garden plants, wild plants and trees

and those classified as deciduous and evergreen. ● Identify and describe the basic structure of a variety of common flowering plants, including

roots, stem/trunk, leaves and flowers. ● 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. ● Identify name, draw and label the basic parts of the human body and say which part of the

body is associated with each sense. ● Describe the importance for humans of exercise, eating the right amounts of different types of

food and hygiene. ● Identify how humans resemble their parents in many features. ● Observe changes across the four seasons. ● Observe and describe weather associated with the seasons and how day length varies.

Cornerstones investigations Why do we have teeth? What can our hands do? Why do we have two eyes? Are all leaves the same? How do leaves change? What’s in a bud? How big is a raindrop? Do pinecones know it’s raining? How wild is the wind? Does it snow in summer?

Vocabulary - Physical Education

Sequence Speed Travel Stretch Control Strike Send

Vocabulary - Science

Plants Garden plants, wild plants Deciduous and evergreen Healthy, exercise Senses- sight, taste, hearing, touch, smell


Receive Accurate

Assessment – Physical Education

● Indoor - Split class in half and half of class perform dance to the other half of class. ● Outdoor - take part in small competitive games.

Assessment – Science

● Labelling of a plant. Sorting plants. ● Labelling of a human body and senses. ● Seasons observations.

Skills: History

● Ask questions such as: What was it like for people? What happened? How long ago?

● Use artefacts, pictures, stories, online sources and databases to find out about the past.

● Place events and artefacts in order on a time line. ● Label time lines with words or phrases such as: past, present, older and newer. ● Use dates where appropriate ● Use words and phrases such as: a long time ago, recently, when my

parents/carers were children, years, decades and centuries to describe the passing of time.

● Show an understanding of the concept of nation and a nation’s history.

Skills: Geography

Identify the key features of a location in order to say whether it is a city, town, village, coastal or rural area. ● Use world maps, atlases and globes to identify the United Kingdom and its countries, as well

as the countries, continents and oceans studied. ● Name and locate the world’s continents and oceans. ● Understand geographical similarities and differences through studying the human and physical

geography of a small area of the United Kingdom. ● Identify 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, coast, forest, hill, mountain, ocean, river, soil, valley,

vegetation and weather. ● Key human features, including: city, town, village, factory, farm, house, office and shop. ● Use compass directions (north, south, east and west) and locational language.

Vocabulary – History

Events, timeline, chronology, artefacts, nation, sources, dates,

Vocabulary – Geography

Continent, ocean, country, physical, human, compass, directions, similarities and differences

Assessment – History

● Comparison between current explorers and their discoveries.

Assessment – Geography

● Completed map of the local area with distances between and labelled with symbols to represent features.

● Completed map of continents and Oceans.

Skills: Music

● Play/identify musical contrasts fast/slow loud/quiet ● Create/improvise music that matches an event in a story or description ● Rehearse and perform with others with concentration

Skills: Computing

● Understand algorithms as sequences of instructions in everyday Contexts. ● Take real-world problems and then plan a sequence of steps to solve these. ● Use a range of digital technologies to store and access digital content.


● Sing songs/chants ● Perform pitch changes vocally and relate pitch changes to graphic symbols ● Listen and respond to pitch changes with movement ● Identify pitched/unpitched percussion sounds ● Recognise/develop sense of steady beat an changes in tempo ● Use voices/body percussion ● Learn to play percussion with control ● Keep steady beat using dynamics for effects ● Control duration and dynamics using voice/body percussion and instruments ● Identify a sequence of sounds (structure)

Skills: Online Relationships

● Identify what personal information is and who I can share it with. ● Recognise why personal information is special.

Skill: Internet safety and harms

● Know that the internet can be used to learn new things. ● Learn how to search online by using the alphabet

Vocabulary - Music

Steady beat - Regular pulse (in time) Notation - using pictures or symbols Rhythm pattern - A group of long and short sounds Duration - Short and long sounds, beat and rhythm Pitch - High, low, Middle Tempo - Fast and slow Dynamics - Loud and quiet Timbre - The tone quality of the sound – smooth, scratchy, heavy, light, sold, warm, dull, bright Structure - overall plan of a piece of music

Vocabulary - Computing

Algorithm - An unambiguous set of rules or a precise step-by-step guide to solve a problem or achieve a particular aim. Sequence - To place program instructions in order, with each executed one after the other. Digital devise - Electronic hardware that processes information represented as numbers, using a microprocessor to control its operation, including laptop computers, tablets and smartphones. E-safety - Used to describe behaviours and policies intended to minimise the risks to a user of using digital technology, particularly the internet.


● Children will perform and respond to pitch changes. ● Children will listen and perform with increased concentration. ● Children will name and play instruments with control. ● Children will create music to match a description.

Assessment – Computing

● Children will have a better understanding of what personal information can/can’t be shared. ● Children will plan a sequence for a real word problem - recipe, directions. ● Children will successfully log on, save work and retrieve it from a variety of digital devices.

Skills: Religious Education

● Describe some of the main festivals or celebrations of a religion ● Talk about their own experiences and feelings ● Ask questions about puzzling aspects of life ● Ask and respond to questions about what individuals and faith communities do. ● Recall and retell some religious stories ● Suggest meanings of some religious stories ● Explain how different people celebrate aspects of their religion

Skills: PSHRE Caring friendships

● To understand that you can be friends with girls and boys; ● Children can identify different feelings and emotions of others and themselves. Respectful relationships


● Express their own ideas creatively ● Talk about how actions affect others

● To understand difference cannot always be seen; ● To understand that we share the world with lots of people. Families and people who care for me

● Explore their own family members and connections; ● To identify people in their lives who can support them by providing love and care.

Vocabulary - Religious Education

Bible, forgiving, prayer, God, thankful, sorry, baptism, naming ceremony, Christian, vicar, water, font, church, blessing, candle, godparents, promises, Sikh, Gurdwara, Muslim, Mosque, Nativity, Jesus, wisemen, gold, frankincense, myrrh.

Vocabulary - PSHRE

Friend, kind, caring, understand, support, lonely, frightened, scared, helpful, share, listen, patient (being), change, similar, different, help, support, feelings, talk, laugh, smile, cry, feelings, tears, hot, grit, emotions, quiet, worried, disabled

Assessment – Religious Education ● Can you retell the ‘Lost Son’ Bible story and talk about its meaning?

● *Can you talk about what happens at a Christian baptism? ● *Can you talk about the importance of promises at a Christian baptism? ● *Can you talk about similarities and differences between different religious naming

ceremonies? ● *Can you order the Christian Nativity story and say why Jesus’ birth is so important

to Christians?


Pupils will be able to: ● Name members of their family and how they can support them. ● Use the vocabulary related to emotions to describe how they are feeling.

● Know that they live in a world with others from a diverse background focussing on disability, religion and different family makeup (single parents, step parents, same sex).


Year 1 Knowledge Organiser – Would you like to be an Alien?


Spring Term Year 1

Topic: Would you like to be an Alien?


● To expand and broaden imagination and creativity in a variety of genres of text. ● To build knowledge of significant historical events and impact on modern living.

Silver Threads



Geography

EYFS - Identify key features of a location. Year 1 - Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding areas. Science

EYFS - Identify and name everyday materials. Year 1 - Identify, name and give properties of everyday materials. History

EYFS - To explore, observe and find out about people, places and the environment. Year 1 - Name and describe historical events and significant people from the past.

● WOW Day ● Space Dome (25th February) ● Grow your own potato trip at East of England

Showground (First Visit) 4th March

[email protected]

SIAMS

Strand 2A - To meet the needs of all pupils, enabling them to flourish throughout the alien topic. Strand 3A - To develop children’s resilience and perseverance through design and technology and the wider curriculum. Strand 3B - children asking big questions about the natural world and significant people. Strand 4A - developing communication and collaboration skills. Strand 5B - celebrating difference and diversity through Zog the alien. Philosophy for Children Themes:

Friendship, Possibility & Belonging

Learning Powers:

Collaboration, Questioning, Pride, Reflection & Finding Humour


Spring 1 - The Learning Pit

Spring 2 - Fantastic Mistakes



Topic: Would you like to be an Alien?


● Carry and place equipment safely. ● Create and perform a movement sequence. ● Copy actions and movement sequences with a beginning, middle and end. ● Link two actions to make a sequence. ● Recognise and copy contrasting actions (small/tall, narrow/wide). Outdoor

● Perform different types of jumps: for example, two feet to two feet, two feet to one foot, one foot to same foot or one foot to opposite foot

● Perform a short jumping sequence. Jump as high as possible. ● Jump as far as possible. ● Land safely and with control. ● Work with a partner to develop the control of their jumps. ● Use kicking skills in a game. ● Use different ways of travelling in different directions or pathways. ● Run at different speeds. ● Begin to use space in a game. ● Begin to use the terms attacking and defending. ● Use simple defensive skills such as marking a player or defending a space. ● Use simple attacking skills such as dodging to get past a defender. ● Follow simple rules to play games, including team games. ● Use simple attacking skills such as dodging to get past a defender. ● Use simple defensive skills such as marking a player or defending a space.

Skills: Science

● Ask simple questions. ● Observe closely, using simple equipment. ● Perform simple tests. ● Identify and classify. ● Use observations and ideas to suggest answers to questions. ● Gather and record data to help in answering questions. ● Explore and compare the differences between things that are living, that are dead and that

have never been alive. ● 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. ● Observe and name a variety of sources of light, including electric lights, flames and the Sun. ● Observe and name a variety of sources of sound, noticing that we hear with our ears. Cornerstones investigations

What keeps us dry? How does it feel? What makes the loudest noise?


Equipment Copy Control Space Attack Defend Dodge Rules Mark

Vocabulary- Science

Materials Wood, plastics, glass, metal, water, rock. Properties Light Dark Sound Hard, soft



● Gymnastics - follow and copy a simple gymnastic routine ● Outdoor - take part in small competitive games


● Completing a graph based on weather, tracking weather patterns over a week.

Skills: History



● Describe historical events. ● Describe significant people from the past. ● Recount changes that have occurred in their own lives. ● Use dates where appropriate.

Skills: Geography

● Name, locate and identify characteristics of the four countries and capital cities of the United

Kingdom and its surrounding areas. ● Understanding geographical similarities and differences through studying the human and

physical geography of a small area of the United Kingdom and of a contrasting non-European country.

Identify seasonal and daily weather patterns in the United Kingdom.

Vocabulary- History

Chronological order Significant Astronaut Events

Vocabulary- Geography

Countries Capital cities Human features Physical features Weather Continents


● Written comparison between Tim Peake and Neil Armstrong and their visits to the moon.


● Diary entries for Zog the alien visiting a variety of capital cities.


Skills: Music

● Understand high/low pitch and relate to body positions. ● Identify high/low in music and sing with contrasting high/low melodies. ● Play to a steady beat and control changes in speed (tempo). ● Play contrasting changes in dynamics. ● Explore, create and place changing sounds with voices. ● Explore descriptive sounds. ● Perform steady beat at 2 different tempos. ● Respond to change of mood in music with slow/fast beats. ● Identify/perform a repeated rhythm pattern. ● Combine a rhythm pattern and a steady beat. ● Invent /perform new rhythms to a steady beat. ● Perform together with concentration.

Skills: Computing

● Use sequences of instructions to implement an algorithm. ● Create a Bee Bot (or similar) program using a number of steps in order before pressing the

Go button. ● Give explanations for what a program will do. ● Children will successfully log on, save work and retrieve it from a variety of digital devices.

Skill: Internet safety and harms

● Know what action to take if I feel in danger including when being online. ● Know how to follow certain rules to remain safe online. ● Know how and who to ask for help if I get stuck or feel worried.

Vocabulary - Music

Steady beat - Regular pulse (in time) Ostinato - Repeated rhythmic pattern or melodic shape Rhythm pattern - A group of long and short sounds Duration - Short and long sounds, beat and rhythm Pitch - High, low, Middle Tempo - Fast and slow Dynamics - Loud and quiet

Vocabulary - Computing Algorithm - An unambiguous set of rules or a precise step-by-step guide to solve a problem or

achieve a particular aim. Sequence - To place program instructions in order, with each executed one after the other. Program - A stored set of instructions encoded in a language understood by the computer that

does some form of computation, processing input and/or stored data to generate output. E-safety - Used to describe behaviours and policies intended to minimise the risks to a user of

using digital technology, particularly the internet.


● Children will show contrasting pitches with body movements ● Children will invent /perform new rhythms to a steady beat ● Children will play contrasting changes in dynamics ● Children will create and place changing sounds with voices


● Children will have a better understanding of how to stay safe online and what to do if they don't.

● Children will create an algorithm and program this.


● Use the correct vocabulary appropriate for different religions. ● Recognise, name and describe some religious artefacts, places and practices. ● Name some religious symbols. ● Explain the meaning of some religious symbols.

Skills: PSHRE Mental Wellbeing

● I know what is good about myself.

● Identify what contributes towards being healthy.


● Sequence stories from the Bible. ● Identify things that are important in their own lives and compare these to religious

beliefs. ● Express their own ideas creatively. ● Begin to name the different beliefs and practices of Christianity and at least one

other religion. ● Begin to talk about and find meanings behind different beliefs and practices. ● Begin to show an awareness of similarities between religions.

● Begin to recognise what activities can make you happy and enjoy things. ● Become more aware of their own feelings and emotions. ● Demonstrate a knowledge of the different ways feelings can be expressed.

● Become better able to express their different emotions and feelings. ● Children can understand what makes something challenging and the feelings associated with

this.

● Children can identify if a challenge is harder or easier than another. ● Children can express what they have achieved.


Muslim, Christian, Jew, Hindu, Sikh, religion, Bible, Torah scrolls, Quran, places of worship, church, mosque, synagogue, Gurdwara, temple, Mandir, religious symbols, cross, mezuzahs, kippah, turbans, prayer beads, langar, guru, murti, Easter, Jesus, Maundy Thursday, Good Friday, tomb, crucified, resurrected,

Vocabulary - PSHRE

Challenge, happy, content, angry, cross, scared, worried, sad, upset, excited, shocked, horrified, disgusted, healthy, unhealthy, connect, play, fit, sport, friends, energy, feel good, body, mind, feelings, emotions, think, help, bubbly, sport, fun, hard, easy, effort, proud, achieve, encourage, support and teamwork.

Assessment – Religious Education

● *Can you name different religions, talk about where religious people worship and

name some religious holy books? ● *Can you talk about some similarities and differences between religions? ● *Can you correctly retell the Easter story in order? ● *Can you explain what the words crucified and resurrected mean?


Pupils will be able to:

● Identify something that they are good at and what they have achieved. ● Name and begin to explain the emotions listed above. ● Begin to understand how to express their emotions. ● Understand what challenge is.


Year 1 Knowledge Organiser - What are minibeasts and where do they live?


Summer Term Year 1

Topic: What are minibeasts and where do they live?


● To understand and classify animals and broaden knowledge of their habitats. ● To investigate different types of animals, including vertebrates and invertebrates and explore their life

cycles.

Silver Threads



Science: EYFS-

To make observations of animals. Year 1-

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. Geography: EYFS-

They talk about the features of their own immediate environment and how environments might vary from one another. Year 1-

Use compass directions (north, south, east and west) and locational language (e.g. near and far) 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 grid references (A1, B1).

● WOW Day (W.B: 27th April) ● Stibbington Visit (21st April 2020)

● Grow your own potato trip at East of England Showground (Second Visit) (3rd June)

[email protected] Yr1 Wedding day

Visit St. John’s Church in Werrington

SIAMS

Strand 3C- To work with the school and community to develop charitable activities. To promote environment changes through considering animal habitats and current climate issues. Strand 4A- To understand everyone's opinions through P4C lessons and build strong relationships through grouped activities. Strand 5A- To protect and understand the importance of looking after our world and those in it. Philosophy for Children Themes:

Perseverance, Existence & Fairness

Learning Powers:



Summer 1 - My Fantastic Brain




Topic: What are minibeasts and where do they live?


● Begin to improvise independently to create a simple dance ● Perform using a range of actions and body parts with some coordination ● Begin to perform learnt skills with some control. ● Begin to say how they could improve. Outdoor

● Vary their pace and speed when running. ● Run with a basic technique over different distances. ● Show good posture and balance. ● Jog in a straight line. ● Change direction when jogging. ● Sprint in a straight line. ● Change direction when sprinting. ● Maintain control as they change direction when jogging or sprinting. ● Perform using a range of actions and body parts with some coordination. ● Begin to perform learnt skills with some control. ● Engage in competitive activities and team games.

Skills: Science

● Ask simple questions. ● Identify and name a variety of common animals that are birds, fish, amphibians, reptiles,

mammals and invertebrates. ● 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 (birds, fish, amphibians,

reptiles, mammals and invertebrates, including pets). ● Notice that animals, including humans, have offspring which grow into adults. ● Investigate and describe the basic needs of animals, including humans, for survival (water,

food and air). ● 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 micro-habitats. ● 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. Cornerstones investigations

Can you leap like a frog? What can worms sense? Whose poo? What is camouflage for?


Improvise Coordination Improve Pace Technique Jog Competition

Vocabulary- Science

Vertebrate Invertebrate Mammals, birds, fish, amphibians, reptiles Carnivore, herbivore and omnivore Habitats


● Create and perform a minibeast dance and afterwards suggest ways they could improve it.

● Take part in Year 1 Multi-skills competition using skills above ● Take part in Sports Day using skills above


● A diary of the butterfly life cycle.


Skills: History



● Identify some of the different ways the past has been represented. ● Recognise that there are reasons why people in the past acted as they did. ● Use words and phrases such as: a long time ago, recently, when my

parents/carers were children, years, decades and centuries to describe the passing of time.


Skills: Geography

● Use compass directions (north, south, east and west) and locational language (e.g. near and

far) 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 grid

references (A1, B1).

Vocabulary- History

Artefacts Past Chronological order Timeline

Vocabulary- Geography

Compass North, South, East, West. Location Map Key Near, far


● Comparison between current explorers and their discoveries.


● Completed map of the local area with distances between and labelled with symbols to represent features.


● Describe some of the man festivals or celebrations of a religion. ● Ask questions about what they find puzzling in life. ● Use the correct vocabulary appropriate for different religions. ● Express their own ideas creatively. ● Respond and sequence some of the religious and moral stories from a religion

other than Christianity. ● Describe features of Christian weddings and its importance to Christian people. ● Make links between their own experiences and those of others. ● Name similarities and differences between Christian weddings and Sikh or Hindu

weddings.

Skills: Computing

● Children to learn laptop skills (such as turning on, loading up programmes and typing using a keyboard)

● Create own original digital content using a range of technologies ● Show an awareness of how IT is used for communication beyond school. ● Mention some of the ways in which IT is used to communicate beyond school. Skills: Online Relationships

● Understand that the internet provides a way of communicating with people. ● Describe how to send an email. ● Demonstrate how people communicate with each other online



Weddings, ceremony, promises, rings, vicar, God, church, Christian, Sikh, Hindu, bride, groom, garlands, Gurdwara, Mandir, henna, mehndi patterns, Jesus, prayer,

Vocabulary - Computing Communication technology - Equipment that we use to communicate with, such as a mobile

phone or tablet. Web (World Wide Web or WWW) - This is like the Operating System for the internet. We use the

web to help us communicate with and over the internet. Online - Your computer is connected to the internet.


● Do you understand the importance of keeping promises? Explain your reasoning. ● *What happens at a Christian wedding and why is it important to Christians? ● *Can you name some similarities and differences between Sikh, Hindu and

Christian weddings? ● *Can you talk about how and why prayer is important to believers?


● Children will successfully create digital content using a range of technologies. ● Children will identify technology outside school/in the wider world. ● Children will understand how people communicate with each other online.

Skills: Music

● Explore different sound sources and materials. ● Analyse dynamics/duration of sounds. ● Explore elements/dimensions with instruments. ● Create 2 contrasting textures. ● Create soundscapes and a picture in sound for performance. ● Understand musical structure by listening and responding ● Perform and count steady beat in patterns of 2, 3 & 4 metre. ● Explore different ways to emphasis 1st beat in metre pattern. ● Explore instruments to make different sounds. ● Identify, perform and write simple rhythms in 4 using crotchets, quavers, minim

and crotchet rest.

Skills: PSHRE Being Safe

● Children can understand how and what they could do to get help. ● To be able to talk about situations where staying safe is important. ● To identify some dangers of road traffic and understand how to stay safe as a pedestrian and a

car passenger. ● To develop knowledge of dangers from the sun and understand how to keep safe. ● To identify the dangers of familiar places where water is present and understand how to keep

safe. ● To develop knowledge and skills to stay safe when they are lost. ● To understand basic ways to keep safe from accidents. ● To identify a range of familiar situations which might entail risk and consider ways to keep

themselves safe. ● To identify emotions associated with risky behaviour or situations. ● To know basic personal information and know when they might need to give it. ● To understand the range of people in the community who help keep us safer and know how to

ask for help in an emergency, including calling 999. Drug, alcohol and tobacco

● To know basic information about what happens when substances enter the body. ● To understand that all medicines are drugs, but not all drugs are medicines. ● To develop an understanding of and attitudes towards medicines, health professionals and

hospitals. ● To recognise that there are ways to feel good and better without taking medicines.


● To understand that all drugs and many household substances can be harmful if they are not used properly.

● To be able to identify situations where risky substances are available and be able to ask for advice and check or say ‘No, I won’t’.

● To recognise persuaders and pressure in risky situations. ● To know that humans produce babies that grow into children and then into adults (science). ● Changing adolescent body

● To know that humans produce babies that grow into children and then into adults (science). ● To consider the ways they have changed physically since they were born.

Vocabulary - Music

Steady beat - Regular pulse (in time). Ostinato - Repeated rhythmic pattern or melodic shape. Score - Notation using pictures or symbols. Rhythm pattern - A group of long and short sounds. Duration - Short and long sounds, beat and rhythm. Pitch - High, low, Middle. Tempo - Fast and slow. Dynamics - Loud and quiet. Timbre - The tone quality of the sound – smooth, scratchy, heavy, light, sold, warm, dull, bright. Structure - overall plan of a piece of music.

Vocabulary - PSHRE

Danger, passenger, pedestrian, traffic, safe, booster seat, lifeguard, life jacket, drugs, medicine, germs, alcohol, nicotine, caffeine, pills, liquid, creams, gas, doctor, nurse, hospital, hazard, hazardous substance, safety, baby, toddler, child, teenager, adult, old, human, physical development.


● Children will identify, perform and write simple rhythms in 4 using crotchets, quavers, minim and crotchet rest.

● Children will create 2 contrasting textures. ● Children will create soundscapes/ picture in sound for performance. ● Children will perform and count steady beat in patterns of 2, 3 & 4 metre.


Pupils will be able to: ● Recognise the dangers that traffic poses to them as a car passenger and as a pedestrian.

● Identify safe places to cross the road. ● Know that suitable clothing and sun cream should be worn to protect them against the sun. ● Know what to do if they get lost and suggest some people who may help them.

● Understand some ways to keep safe, avoiding common accidents in school or the playground and being able to name some risky situations.

● Have a basic understanding of how things get into the body and sometimes this can be helpful or harmful.

● Be aware of safety rules concerning medicines and be able to name people who could help them. To take them safely.

● Be able to recognise babies, children and adults of different ages and put them in order. ● Understand that human babies grow inside their mothers.

● Be able to describe the main physical developments of a baby, toddler and child.


Year 2 overview


Autumn What do I aspire to be?

History/Geography

Spring Was London burning? History

Summer What’s your superpower?

PSHRE


Year 2 Knowledge Organiser – What do I aspire to be?.

Tim Berners-Lee

An English engineer and computer scientist best known as the inventor of the World Wide

Web.


Autumn Term Year 2

Topic: What do I aspire to be?

Purpose of the topic ● To aspire to have a ‘can do’ attitude by broadening their thinking and understanding of how education can

open doors to them. ● To have a deeper understanding of historical figures whose ideas have changed the world.

Silver Threads



Geography EYFS - Identify key features of a location. Year 1 - Name, locate and identify characteristics of the four countries and capital

cities of the United Kingdom and its surrounding areas. Year 2 - Name and locate significant places in their locality, the UK and wider

world.

History EYFS - To explore, observe and find out about people, places and the

environment Year 1 - Name and describe historical events and significant people from the past. Year 2 - Demonstrate awareness of the lives of significant individuals in the past

who have contributed to national and international achievements. Design and Technology

EYFS – To use what they have learnt about media and materials in original ways,

thinking about uses and purposes. Year 1 – Use pictures and words to convey what they want to design/make. Say

what they like and do not like about items they have made and attempt to say why. Year 2 – Propose more than one idea for their product and be able to discuss their

work as it progresses. Discuss how closely their finished product meets their own design criteria.

Pantomime (Key Theatre pending on showing) Forest School D.T Day WOW Day

SIAMS

● 3 a) To develop aspiration in all pupils, giving them resilience . ● 3 b) For children to look beyond themselves, ask big questions,

think globally about life and develop an understanding of the world.

● 4 b) Celebrating difference by looking at families and different professions.

● 2b) Giving all children the opportunity to flourish. Philosophy for Children Themes:

Goals, Pride & Reflection

Learning Powers:



Autumn 1 - Embed Learning Powers

Autumn 2 - The Power of Yet


Topic: What do I aspire to be?

Skills: Geography

● Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied.

● Identify hot and cold areas of the world in relation to the Equator and the North and South Poles.

● Use compass directions (north, south, east and west) and locational language to describe the location of features and routes on a map.

Skills: Science

● Ask simple questions ● Observe closely, using simple equipment ● Perform simple tests ● Identify and classify ● Use observations and ideas to suggest answers to questions ● Gather and record data to help in answering questions ● 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 ● Find out how the shapes of solid objects made from some materials can be changed by

squashing, bending, twisting and stretching ● Identify and compare the suitability of a variety of everyday materials, including wood, metal,

plastic, glass, brick/rock, and paper/cardboard for particular uses Cornerstones investigations

Do all balls bounce? Can you find the treasure? Can you make a paper bridge? What shape is a bubble? Why do boats float? How is mud made? Which stuff is stickier? Can water make music?

Vocabulary – Geography location, direction,

Atlas, Britain, England- London, capital city, country, Europe, Equator, Ireland-Dublin, map, North Pole, Scotland- Edinburgh, South Pole, Wales- Cardiff,

Vocabulary –Science

Compare, properties, group, squashing, bending , stretching, hard, soft stiff, shiny, dull, absorbent, waterproof, opaque, hypothesis, investigation, experiment, recoring, results, table, conclusion, suitability



● Children can find the United Kingdom and other countries on a map and name the

4 countries that make up the United Kingdom. ● Children can discuss the locations of countries in relation to one other and discuss

their climates.


● Children are able to carry an experiment to test a given hypothesis. ● Children are to record the investigation clearly showing their result. ● Throughout the process, children should be seen to be participating in discussion using the

correct scientific vocabulary.

Skills: History



● Describe historical events ● Place events and artefacts on a timeline ● Use dates where appropriate ● Use words and phrases such as: a long time ago, recently, when my

parents/carers were children, years, decades and centuries to describe the passing of time

Skills: Music

● Create and respond to vocal sounds and body percussion ● Develop use of vocal sounds to express feelings and mood changes ● Explore expression in non-lyric conversations and voice/instrumental playing ● Notate pitch shape and duration (graphic lines) ● Structure – call and response songs ● Recognise and play a steady beat with movement and instruments ● Play rhythm patterns and ostinatos ● Recognize and play different tempi ● Sing in 2 parts ● Combine sounds for musical effect ● Understand how music dance and drama combine in storytelling ● Understand difference between rhythm and beat

Vocabulary– History

Significant, events, chronological, Tim Bernes-Lee, WWW, world wide web, internet, computer, Christopher Columbus, navigate, explorer, discovered, direction, trade, John Dunlop, pressure, rubber, pneumatic, tyres, impact, pioneer, historians

Vocabulary - Music Sequence - One after another. Steady beat - Regular pulse (in time). Ostinato - Repeated rhythmic pattern or melodic shape. Graphic score - Notation using pictures or symbols. Rhythm pattern - A group of long and short sounds. Pitch - High, low, getting higher, getting lower. Tempo - Fast and slow, getting faster or slower. Dynamics - Loud and quiet, getting louder and quieter. Timbre - The tone quality of the sound – smooth, scratchy, heavy, light, sold, warm, dull, bright.

Assessment –History

● Children should be able to engage in discussions of how significant individuals have impacted our world today, with the focus on Christopher Columbus, Tim Bernes-Lee and John Dunlop.


● Children will use their voice to express mood or feelings. ● Children will perform rhythm patterns with accuracy. ● Children will combine sounds for musical effects. ● Children will notate pitch changes in melody lines.



● Copy, explore and remember actions and movements to create their own sequence.

● Link actions to make a sequence. ● Travel in a variety of ways, including rolling. ● Hold a still shape whilst balancing on different points of the body ● Jump in a variety of ways and land with increasing control and balance. Outside

● Throw different types of equipment in different ways, for accuracy and distance. ● Throw, catch and bounce a ball with a partner. ● Use throwing and catching skills in a game. ● Throw a ball for distance. ● Use hand-eye coordination to control a ball. ● Vary types of throw used.

Skills: Computing

● Understand algorithms as sequences of instructions or sets of rules in everyday contexts. ● Recognise that common sequences of instructions or sets of rules can be thought of as

algorithms. ● Store, organise and retrieve content on digital devices for a given purpose. Skills: Internet safety and harms

● Explain which games I enjoy and which I don’t. ● Know what to do if I get into trouble or feel worried when playing a game. ● Explain some dangers of playing online games and apps.


Variety Link Hold Balance Land Accurate Distance Hand-eye coordination

Vocabulary - Computing

Algorithm - An unambiguous set of rules or a precise step-by-step guide to solve a problem or achieve a particular aim. Sequence - To place program instructions in order, with each executed one after the other. Digital devise - Electronic hardware that processes information represented as numbers, using a microprocessor to control its operation, including laptop computers, tablets and smartphones. Store - When you store information, you keep it in your memory, in a file, or in a computer. Organise - Arrange systematically Retrieve - find or extract (information stored on a digital device)


● Performances of learned gymnastic routine to the class ● Take part in competitive throwing and catching games of increasing challenge.


● Children will understand that instructions or sets of rules are algorithms. ● Children will successfully save and retrieve their work from a range of technologies. ● Children will understand dangers which may occur on online gaming and how to keep

themselves safe.


● Ask questions about puzzling aspects of life ● Be able to talk about what Christians believe and practice ● Remember and recall a Christian story and talk about its meaning


● To be able to work with others in your class; ● To identify different forms of bullying and how to respond if being bullied;


● Remember and recall a religious story from another religion and talk about its meaning

● Recognise that some questions that cause people to wonder are difficult to answer ● Ask questions about the Christian Nativity and discuss lessons that could be learnt

from it

● To identify the feelings associated with being bullied; ● To know some of places bullying could take place on school; ● Children can work cooperatively with others. Respectful relationships

● To understand what diversity is; ● To understand how we share the world with others. Families and People who care for me

● To respect differences in family makeups; ● To understand that all families are established on providing love, security and stability.


Creation, Christians, God, world, Allah, Muslims, Genesis, Bible, thankful, appreciate, generous, Earth Nativity, Christmas, Jesus, wisemen, gold, frankincense, myrrh, messenger, Nazareth, Bethlehem, gift, Incarnation

Vocabulary - PSHRE

Bully, bullying, cyberbullying, physical, verbal, deliberately, hurtful, repeatedly, difference, respect, support, delighted, pleased, frustrated, furious, afraid, terrified, miserable, devastated, offended, appalled, ecstatic, astonished, security, stability, diversity, culture.


● Do you know what Christians and Jews believe about God’s creation? ● *Can you reflect and ask questions relating to creation and Jesus’ birth? ● *What does the word ‘Incarnation’ mean?

● *Can you recall the events of Jesus’ birth in order?


Pupils will be able to: ● Identify different forms of bullying including direct and indirect examples; ● Have a strategy to deal with bullying; ● Understand the need to help others when they are being bullied;

● Understand what makes a successful family; ● Can name examples from the local area of how we share the world with others and live in a

diverse society.


Year 2 Knowledge Organiser – Was London Burning?

King Charles II He was reigning monarch during the Great Fire of London. The King helped to organise

the rebuilding of London.


Spring Term Year 2

Topic: Was London burning?


● To engage pupils’ historical learning through questioning, listening and responding creatively about significant events that shaped our country.

● To understand how historical events have impacted our world today and develop an understanding of how teamwork and collaboration has reduced risk and uncertainty (the use of the emergencies services) .

Silver Threads



History EYFS - To explore, observe and find out about people,

places and the environment Year 1 - Name and describe historical events and

significant people from the past. Year 2 - Order and sequence events and objects. Ask

and answer simple questions about the past through observing and handling a range of sources. Consider why things may change over time. Art EYFS – Provide resources for mixing colours, joining

things together and combining materials, demonstrating where appropriate. Year 1 – Begin to talk about the style of a chosen artist,

craft maker or designer. Year 2 – Recognise the styles of artists, craft makers or

designers and to use this to inform their own work. Talk about the similarities and differences between different artists, craft makers or designers.

Visit to the Fire station (Dogsthorpe Station, Red watch - Richard Wilkinson)

Forest School Fire on the playground (Peterborough Telegraph - Brad Barnes)

Baking bread morning Stay and Learn Come Dine with Me

Exploring Easter Peterborough Cathedral

SIAMS

● 2b) Pupils to value learning and enjoy questioning, listening, and responding creatively across a range of subjects

● 3b) To think globally about life and develop and understanding of the natural world

● 5b) Provide opportunities for all pupils to understand, respect and celebrate difference and diversity

Philosophy for Children Themes:

Choices, Bravery, Fear & Hope

Learning Powers:



Spring 1 - The Learning Pit

Spring 2 - Fantastic Mistakes


Topic: Was London burning?

Skills: Geography

● Use aerial images and plan perspectives to recognise landmarks and basic physical features.

● Name and locate significant places in their locality, the UK and wider world. ● Describe places and features using simple geographical vocabulary. ● Make observations about features that give places their character. ● Ask and answer simple geographical questions when investigating different places

and environments. ● Describe similarities, differences and patterns e.g. comparing their lives with those

of children in other places and environments. ● Develop simple fieldwork and observational skills when studying the geography of

their school and local environment. ● Use a range of sources such as maps, globes, atlases and aerial photos to identify

features and places as well as to follow routes. ● Use simple compass directions as well as locational and directional language when

describing features and routes to describe the location of features and routes on a map.

Skills: Science

● Notice and describe how things move, using simple comparisons such as faster and slower ● Compare how different things move. ● Describe the importance of exercise for humans, eating the right amounts of different types of

food and hygiene (links to PSHE and Come dine with me). ● Investigate and describe the importance for humans of exercise, eating the right amounts of

different types of food and hygiene. Cornerstones investigations

Why should I exercise? How do germs spread?

Key Vocabulary – Geography

Landmark, Dublin, Edinburgh, London, Cardiff, map, key, navigate, North, South, East and West, human and physical features physical features inc: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather human features inc: city, town, village, factory, farm, house, office, port, harbour and shop

Key Vocabulary –Science

Faster, slower, balanced diet, exercise, healthy, food categories, energy, well-being, growth, sleep, mental health, hygiene


● Children can use directional language confidently and discuss what landmarks are,

recognise them and where they are in relation to each other. ● Children can describe a location’s physical or human features using aerial images

and plan perspectives.


● Children can share their knowledge on the importance of eating a balanced diet, exercising and why personal hygiene is necessary as well as the reasons why sleep is important for us to stay health.


Skills - History

● Order and sequence events and objects.

● Use common words and phrases concerned with the passing of time. ● Observe or handle evidence to ask questions and find answers to questions

about the past. ● Demonstrate awareness of the lives of significant individuals in the past who

have contributed to national and international achievements. ● Develop awareness of significant historical events, people and places in their

own locality. ● Ask and answer simple questions about the past through observing and

handling a range of sources. ● Consider why things may change over time. ● Ask and answer simple questions about the past through observing and

handling a range of sources. ● Consider why things may change over time. ● Recognise some basic reasons why people in the past acted as they did ● Ask questions such as: What was it like for people? What happened? How long

ago? ● Use artefacts, pictures, stories, online sources and databases to find out about

the past.

● Describe historical events ● Place events and artefacts on a timeline ● Ue dates where appropriate ● Use words and phrases such as: a long time ago, recently, when my


● show an understanding of the concept of nation and a nation’s history.

Skills: PSHRE Mental wellbeing

● To feel proud of who you are. ● Children understand why it is important to keep trying when attempting tasks and to be

resilient.

● Children start to build self-awareness and can explain what they find hard or easy.

● Children can indicate what they struggle with and how it feels.

● To understand what determination is.

● To identify struggles and difficulties.

● To develop self-awareness about feelings e.g. what makes them happy or worry.

● To recognise how their behaviour affects other people.

● To understand how to control anger.

● To understand how to be positive themselves and how to be positive to others.

Physical health and fitness

● To know about the range of things that help make and keep them healthy. ● To understand the difference between being active and sedentary, simple benefits; (Science). ● Of regular exercise and how their bodies feel when they exercise (Science). Healthy eating

● To understand why healthy eating is beneficial and how it supports physical activity. ● To be able to talk about foods they like and dislike with reasons why. ● To recognise how foods fit within the basic food groups in the Eatwell plate, and what

constitutes a balanced meal (science). To know that everyone should eat at least 5 portions of fruit and vegetables every day (science).


Timeline, fire, diary, destroyed, artefacts, fire hook, London, River Thames, St Paul’s Cathedral, bakery, The Tower of London, gunpowder, water squirt, landmark, Edith Cavell

Vocabulary - PSHRE

Resilience, struggle, teamwork, challenge, friend, feelings, determination, thoughts, frustrated, upset, positive, learn, worry, happy place, excited, upset, sad, confused, mad, angry, self-awareness, Keeping cool, , scared, relax, yoga, pose, breathing, balanced diet, healthy, unhealthy, physical activity, food groups, carbohydrates, proteins, fats, sugars, fruit, vegetables, diary,


● Children can observe/handle evidence to ask questions and find answers to

questions about the past. ● Children can talk confidently about the events of the Great Fire of London and

demonstrate their learning in a fact file based on a significant figure, such as Samuel Pepys, in a fact file.


Pupils will be able to:

● Give examples of how to be healthy, reflecting on themselves; ● Explain why healthy eating and physical activity are important; ● Explain the changes physically and emotionally when they are active;

● Name the 5 food groups and talk about which they should eat more or less of; ● Understand what it means to be resilient and give examples of how they have shown this;


● Understand what determination is and give examples of how they have shown this; ● Know how they are feeling and how have strategies to control those feelings.


● Copy, remember and repeat actions. ● Create a short motif inspired by a stimulus. ● Change the speed and level of their actions. ● Use simple choreographic devices such as unison, canon and mirroring. ● Use different transitions within a dance motif. ● Move in time to music. ● Improve the timing of their actions. ● Perform sequences of their own composition with coordination. ● Perform learnt skills with increasing control. ● Compete against self and others. ● Watch and describe performances, and use what they see to improve their own

performance. ● Talk about the differences between their work and that of others. Outdoor

● Bounce and kick a ball whilst moving. ● Use kicking skills in a game. ● Use dribbling skills in a game. ● Know how to pass the ball in different ways. ● Use different ways of travelling at different speeds and following different

pathways, directions or courses. ● Change speed and direction whilst running. ● Begin to choose and use the best space in a game. ● Begin to use and understand the terms attacking and defending. ● Use at least one technique to attack or defend to play a game successfully. ● Understand the importance of rules in games. ● Use at least one technique to attack or defend to play a game successfully. ● Perform learnt skills with increasing control. ● Compete against self and others.

Skills: Computing

● Create and edit own original digital content using a range of technologies. ● Show an awareness of how IT is used for a range of purposes beyond school.

Skills: Internet safety and harms

● Begin to recognise online safety rules. ● Identify rules which will help me stay safe when using the internet. ● Know what action to take if I don’t follow a rule by mistake.


Perform Performance Compete Dribbling

Vocabulary - Computing Network - The computers and the connecting hardware (Wi-Fi access points, cables, fibres,

switches and routers) that make it possible to transfer data using an agreed method (‘protocol’).


Kick Skill Differences Compose Unison Mirroring Canon Choreography Choreograph Repeat Motif

Data - A structured set of numbers, possibly representing digitised text, images, sound or video,

which can be processed or transmitted by a computer; also used for numerical (quantitative) information.


● Class competition for fire dance - best group to receive a prize. ● Football - small team class competition.


● Children will have created a project which has been edited - technology might include laptop

computers, tablets, smartphones with network connections, digital cameras, video cameras and audio recorders, although editing is likely to take place on laptops or tablets. Projects might include digital photography, creating image-based presentation slides, composing an email and creating simple charts.

● Children will be able to name a number of purposes for which IT is used beyond school. ● Children will create rules to keep themselves safe.


● *Can you explain what happens at Raksha Bandhan and why this festival is important to Hindus?

● *Do you know why Rakhi bracelets are given and what they symbolise? ● *What is a ‘parable’?

● *Can you retell at least 2 parables and explain the hidden meanings? ● *Do you know the events of Holy Week and why Easter is seen as a sign of

hope for Christians?

Skills: Music

● Explore timbre and texture. ● Make sounds descriptive and match them to images. ● Create descriptive music. ● Listen and identify contrasting sections of music using simple musical vocabulary for

descriptions. ● Identify ways of producing sounds. ● Listen and evaluate compositions. ● Rehearse and refine. ● Sing with attention to pitch shape identifying rise and and fall. ● Accompany a song with vocal/instrumental ostinato. ● Perform rising pitch sequence. ● Respond to a song with movement. ● Combine steady beat and rhythms to accompany a song. ● Practice steady beat and change tempi through games. ● Use instruments expressively. ● Recognise and identify simple rhythm notation. ● Mark beats in 4 beat metre.



Hindu, ceremony, festival, Raksha Bandhan, Rakhi bracelets, friendship, Bible, parable, moral, Jesus, Holy Week, Palm Sunday, Maundy Thursday, Good Friday, Easter Sunday, disciples, crucifixion, resurrection, emotions, hope, sacrifice.

Vocabulary - Music

Steady beat - Regular pulse (in time) Ostinato - Repeated rhythmic pattern or melodic shape Graphic score - Notation using pictures or symbols Staf notation - Crotchet, quaver, rest, minim Rhythm pattern - A group of long and short sounds Duration - Short and long sounds, beat and rhythm Pitch - High, low, getting higher, getting lower Tempo - Fast and slow, getting faster or slower Dynamics - Loud and quiet, getting louder and quieter Timbre - The tone quality of the sound – smooth, scratchy, heavy, light, sold, warm, dull, bright Structure - Phrases of a song, overall plan of a piece of music


● Children will know what happens at Raksha Bandhan and why this festival is important to HIndus

● Children will know why Rakhi bracelets are given and what they symbolise ● Children will understand the term ‘parable’ ● Children will be able to retell at least 2 parables and know the hidden meanings ● Children will know the events of Holy Week and why Easter is seen as a sign of

hope for Christians.


● Children will be able to identify and mark beats in 4 beat metre. ● Children will perform simple rhythm patterns with simple notation. ● Children will identify and perform changes in tempo. ● Children will listen with greater concentration and use simple musical vocabulary.


Year 2 Knowledge Organiser – What’s your superpower?


Summer Term Year 2

Topic: What’s your superpower?


● To develop a love of learning through enjoyment and fun whilst learning about how everyday people can become heroes.

● To allow children to gain a sense of belonging that celebrates and embraces differences through learning about fictional superheroes.

Silver Threads



Geography

EYFS - Children know about similarities and differences in relation to places.

They talk about the features of their own immediate environment and how environments might vary from one another. Year 1 - Use a range of sources such as simple maps, globes, atlases and

images. Know that symbols mean something on maps. Year 2 - Use simple compass directions as well as locational and directional

language when describing features and routes. Create their own simple maps and symbols. Science EYFS- To make observations of animals

Year 1 - To 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 Year 2 - To explore and compare the differences between things that are living,

dead, and things that have never been alive

WOW day Stay and Learn Forest School Year 2 Production Owl Pellets Cuckoo's Hollow Science?

SIAMS

● 2b) Giving all children the opportunity to flourish ● 3a) To be able to persevere, overcome barriers and make

positive choices ● 3c) To provide opportunities for pupils to engage in social action

and understand how injustice has been challenged. ● 4b) To gain a sense of belonging that celebrates and embraces

differences Philosophy for Children Themes:

Identity, Strength & Collaboration

Learning Powers:



Summer 1 - My Fantastic Brain



Topic: What’s your superpower?

Skills: Geography

● Devise a simple map; and use and construct basic symbols in a key. Use simple grid references (A1, B1.)

● Use compass directions (north, south, east and west) and locational language (e.g. near and far) to describe the location of features and routes on a map.

Skills: Science

● Describe and compare the structure of a variety of common animals (birds, fish, amphibians, reptiles, mammals and invertebrates, including pets).

● identify, name, draw and label the basic parts of the human body and say which parts of the body is associated with each sense.

● Notice that animals, including humans, have offspring that grow into adults. ● Describe how animals obtain their food from plants and other animals, using the ideas of a

simple food chain and identify and name different sources of food. ● Identify how humans resemble their parents in many features.

Cornerstones investigations

What is the life cycle of the ladybird? Where do snails live? Will it degrade? Where do worms live? Do snails have noses? How many arms does an octopus have? Do insects have a favourite colour? Can seeds grow anywhere? What’s on your wellies? How does grass grow? How do plants grow in winter?

Key Vocabulary – Geography

Map, key, symbols, reference, coordinates, compass, north, south, east, west, physical and human features

Key Vocabulary –Science

Senses, human, food chain, life-cycle, birds, fish, amphibians, reptiles, mammals, invertebrates, animals, offspring


● Children should be able to create their own simple maps with a key representing symbols for human and physical features. Using these, children then should be able to practically use simple compass directions as well as demonstrating locational and directional language when describing features and routes.


● Children can describe and compare a range of animals and can talk about their offsprings, while understanding that humans fall into this category.

● Children can demonstrate that they know that animals need and get food, and that they part of a food chain.


Skills - History

● identify some of the different ways the past has been represented

● Recognise that there are reasons why people in the past acted as they did. ● Ask questions such as: What was it like for people? What happened? How long

ago? ● Use artefacts, pictures, stories, online sources and databases to find out about the

past. ● Describe historical events ● Place events and artefacts on a timeline

● Use dates where appropriate ● Use words and phrases such as: a long time ago, recently, when my



Skills: Music

● Identify and perform changes in pitch using voice and body movement. ● Read pitch line notation (graphic) and play on tuned percussion. ● Perform steady beat patterns with rests in metre of 4. ● Match sounds to a score. ● Perform and create simple rhythms 4 beat rhythms using a simple score. ● Perform and create simple 3 beat rhythms using a simple score. ● Use words to notate rhythm patterns (crotchet, minim, and quaver and crotchet rest). ● Perform a melody. ● Explore pitch using musical scales ordering notes according to pitch from low to high. ● Use high and low notes in a composition. ● Rehearse, refine and perform songs for a production.


Past and present day, Florence Nightingale, Mary Seacole, Sidney Herbet, Crimean War, soldiers, wounds, nurses, compare, similar, different, hero, injured, Red Cross, medal

.

Vocabulary - Music

Phrase - Short section of a melody Steady beat - Regular pulse (in time) Ostinato - Repeated rhythmic pattern or melodic shape Graphic score - Notation using pictures or symbols Rhythm pattern - A group of long and short sounds Duration - Short and long sounds, beat and rhythm Pitch - High, low, getting higher, getting lower Dynamics - Loud and quiet, getting louder and quieter


● Children should be able to discuss the similarities and differences between Florence Nightingale and Mary Seacole. They should have knowledge of how these significant individuals impacted the world of nursing today.


● Children will perform rhythm patterns using words and notation ● Children will perform songs with accuracy in a production ● Children will perform a melody ● Children will use high and low notes in a composition


● Climb onto and jump off the equipment safely. ● Move with increasing control and care.

Skills: Computing

● Program on screen using sequences of instructions to implement an algorithm. ● Create a simple program on screen, correcting any errors. ● Give logical explanations of what a program will do under given circumstances.


Outdoor

● Strike or hit a ball with increasing control. ● Learn skills for playing striking and fielding games. ● Position the body to strike a ball. ● Run at different paces, describing the different paces. ● Use a variety of different stride lengths. ● Travel at different speeds. ● Begin to select the most suitable pace and speed for distance. ● Complete an obstacle course. ● Vary the speed and direction in which they are travelling. ● Run with basic techniques following a curved line. ● Be able to maintain and control a run over different distances. ● Perform and compare different types of jumps. ● Combine different jumps together with some fluency and control. ● Jump for distance from a standing position with accuracy and control. ● Investigate the best jumps to cover different distances. ● Choose the most appropriate jumps to cover different distances. ● Know that the leg muscles are used when performing a jumping action. ● Throw with accuracy at targets of different heights. ● Investigate ways to alter their throwing technique to achieve greater distance.

Internet safety and harms

● Explain what being careful means including being careful online and what to do if I’m worried. ● I can explain how to help someone if they get into trouble online. ● Understand how online stories can make you feel.


Apparatus Safety Care Fielding Position Obstacle Fluency Appropriate Muscle

Vocabulary - Computing Sprite - A computer graphics object that can be controlled (programmed) independently of other

objects or the background. Block - A graphical representation of computer code in languages such as Scratch; also used to

describe a part of a computer program. Debug - To fix the errors in a program. Software - The programs that control or are run on a computer, written in one or other

programming language, including the operating system, interpreters, compilers and application programs (apps).


● Gymnastic superhero routine to the class in groups of 2 ● Children to demonstrate how to use hall apparatus safely ● Children to take part in Sports Day demonstrating skills above


● Children will have written a program using a simple programming app. ● Children will correct some errors in their programming. ● Children will explain what may happen/what did happen in their program and give reasons

why.



● *Can you name all the sacred texts from different religions? How are they the same/different?

● *Can you use the correct vocabulary to name sacred texts from different religions? ● *Can you explain how and why sacred texts are important to members of a faith

community?

● *Can you explain what Humanists believe? ● *Can you tell others how Humanists make decisions?

Skills: PSHRE Being safe

● To be able to identify trusted adults and to understand what, when, who and how to tell; ● To be able to assess the school and grounds, using their senses; ● To be able to identify the sixth sense; ● To be able to use your senses to keep safer; ● To be able to identify safer places to play; ● To be able to understand the need to have a strategy to keep safer; ● To be able to identify and distinguish between ‘yes’ and ‘no’ touches; ● To be able to recognise ‘good’ and ‘bad’ secrets and tricks; ● To be able to assess risk and keep safer. Health prevention

● To know how to keep themselves clean. ● To understand the importance of basic hygiene practices, e.g. washing hands, using a tissue,

and how these prevent the spread of disease. Changing adolescent body

● To be able to identify and name body parts including the sexual parts. ● To describe what their bodies can do. ● To understand that they have responsibility for their body’s actions and that their body belongs

to them. ● To appreciate how amazing their body is.


Sacred texts, Bible, Quran, Torah scrolls, Guru Granth Sahib, Guru, respect, rules, holy, faith, religious, religion, humanism, humanists, universe, afterlife, experience, empathy, decision, morals.

Vocabulary - PSHRE

Trusted adult, assess, hear, touch, smell, taste sight, sixth sense, strategy, touches, secrets, tricks, risk, hygiene, disease, penis, vagina, testicles, vulva, sole, nipple, anus.


● Children will know the names of sacred texts from different religions ● Children will use the correct vocabulary to name sacred texts from different religions ● Children will be able to explain how and why sacred texts are important to members

of a faith community ● Children can explain what Humanists believe. ● Children can tell others how Humanists make decisions


Pupil is able to: ● Name trusted adults; ● Talk about their senses including sixth sense to keep them safe;

● Talk about good and bad touches and how to keep themselves safe; ● Know about how to follow good hygiene practices and give examples of how they do this

themselves; ● Identify body parts including names of sexual parts listed in vocabulary;

● Appreciate their own bodies and know that it belongs to them.


Year 3 overview


Autumn Does our planet cause destruction?

Geography

Spring Were the Egyptians Awful?

History

Summer What is wonderful about Werrington?

Geography


Year 3 Knowledge Organiser – Does our planet cause destruction?

Volcano - eyjafjallajokull


Autumn Term Year 3

Topic: Does our planet cause destruction?


● To understand and identify the naturally occurring features of the Earth. ● To expose children to the way the Earth works and the impact of this on other people's lives. ● To understand how features form within the Earth and discuss this confidently.

Silver Threads



Geography EYFS - Identify key features of a location. Year 1 - Use world maps, atlases and globes to identify

countries, continents and oceans in the United Kingdom. Year 3 - Locating countries of the world using maps,

digital, globes, atlases and volcanos. Key topographics features including hills, mountains, cities and rivers. Science EYFS - Exploring materials Year 1 - Identify and name a variety of everyday

materials including, wood, plastic, glass, metal, water and rock. Year 2 - Compare and group together a variety of

everyday materials on the basis of their simple physical properties. Year 3 - Compare and group together a variety of

everyday materials on the basis on whether they are attracted to a magnet and identify some magnetic materials.

Prime VR (Virtual Reality headset based workshop in school) - World of Volcanoes Telephone: 0161 505 0479 Escape from Pompeii - Guided reading text to support wider opportunities and learning.

SIAMS

Strand 2b - Our topic enables all pupils to flourish. Strand 3a - Children understand how others have had to develop resilience when things have been difficult, applying this to help them develop resilience in their own lives when facing challenges. Strand 3b - Children have the opportunity to ask ‘big questions’ about why natural disasters occur. They also develop an understanding of the effect that natural disasters can have, creating disadvantage and deprivation. Strand 3c - Children have the opportunity to engage in social action to help people affected by natural disasters. Strand 5b - Children are provided with the opportunity to understand how other people from around the world live. Philosophy for Children Themes:

Cruelty, Thinking Flexibly & Environmental Degradation

Learning Powers:

Resilience, Applying Past Knowledge, Communicating with Clarity,

Accuracy & Precision & Thinking Flexibly.



Autumn 2 - Learning Pit & Growth Mindset


Topic: Does our planet cause destruction?

Skills: PSHRE Caring relationships

● To find solutions to disagreements. ● To be welcoming to others. ● To identify good and bad friendship choices. ● To be positive and value friendships. Respectful relationships

● To understand how difference can affect someone. ● To understand what discrimination means. ● Use strategies to help someone who feels different. Families and People who care for me

● To understand what good relationships are in including when a family relationship makes them feel unsafe or unhappy.

● To learn about the people in your life who you can trust.

● To know who at school and home can support when they feel unsafe or unhappy.

Skills: Science

● Ask relevant questions and set up simple, practical enquiries and comparative and fair tests. ● Make accurate measurements using standard units, using a range of equipment, e.g.

thermometers and data loggers and gather, record, classify and present data in a variety of ways to help in answering questions.

● Record findings using simple scientific language, drawings, labelled diagrams, bar charts and tables.

● Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.

● Use results to draw simple conclusions and suggest improvements, new questions and predictions for setting up further tests.

● Identify differences, similarities or changes related to simple, scientific ideas and processes and use straightforward, scientific evidence to answer questions or to support their findings.

● .Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.

● Compare and group together different kinds of rocks on the basis of their simple, physical properties of some rocks to their formation (igneous or sedimentary).

● Describe in simple terms how fossils are formed when things that have lived are trapped within sedimentary rock.

● Recognise that soils are made from rocks and organic matter. ● Compare how things move on different surfaces and 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. ● Describe magnets as having two poles and predict whether two magnets will attract or repel

each other, depending on which poles are facing ● 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. Cornerstones investigations

How do fossils form? What is sand? What is soil? What does friction do? Can you block magnetism? How mighty are magnets? Why do magnets attract and repel?


Vocabulary - PSHRE

Qualities, friendship patterns, situations, value, resolve, resolution, conflict, glad, joyful, cheerful, annoyed, irritated, irate, panicky, anxious, petrified, gloomy, heartbroken, tearful, dazed, alarmed, shaken, outraged, sickened, relationships; support, discrimination, trustworthy, impressions, appearance, manners, posture, listen, polite, greet, prepared, confidence, habits, relationships, connected, behave, interests, respect, honest, communication, positive


Rocks, soils, minerals, fossils, metamorphic, igneous, sedimentary, erosion, pressure, sort, group, similar, different, material, property, permeable, impermeable. Force, gravity, friction, air resistance, streamline, surface, predict, fair test, measure, conclude.


Pupil is able to: ● Describe some good qualities of a friendship and have strategies to make new

friends.

● Understand and cope with changes to their friendship patterns and know how to resolve conflicts.

● To understand the term discrimination and have strategies to help someone who feels different.

● Identify positive relationships and recognise what makes them safe or unsafe. ● To identify safe adults both in school, at home and within the community.


● Making careful observations - Rock experiment ● Reporting findings - Experiment write up

Skills: Geography

● Describe key aspects of physical geography, including: rivers, mountains,

volcanoes, earthquakes. ● Describe key aspects of: ● Physical geography, including: rivers, mountains, volcanoes and earthquakes and

the water cycle.

Skills: History

● Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past.

● Understand and evaluate people’s lives in the past.

Vocabulary - Geography

Volcano, mountain, lava, eruption, magma, magma chamber, earthquake, tremor, epicentre, tectonic plates, location, Vesuvius, Mount Everest, Mount Fuji, dormant, active, extinct, fault, aftershock, magnitude, landslide.

Vocabulary - History

Vesuvius, chronology, event


● Map of England to show geographical regions and physical characteristics.


● The Day Vesuvius Erupted - written diary entry



● Choose ideas to compose a movement sequence independently and with others. ● Link combinations of actions with increasing confidence, including changes of

direction, speed or level. ● Develop the quality of their actions, shapes and balances. ● Move with coordination, control and care. ● Use turns whilst travelling in a variety of ways. ● Recognise and describe the effects of exercise on the body. ● Know the importance of strength and flexibility for physical activity. ● Explain why it is important to warm up and cool down.

Outdoor

● Move with the ball in a variety of ways with some control. ● Use two different ways of moving with a ball in a game. ● Pass the ball in two different ways in a game situation with some success. ● Know how to keep and win back possession of the ball in a team game. ● Find a useful space and get into it to support teammates. ● Use simple attacking and defending skills in a game.

Skills: Computing

● Design and write a program using a block language, without user Interaction. ● Experiment with some on-screen simulations of physical systems, perhaps linked to topics

from other curriculum areas, many computer games include elements of computer simulations. ● In on-screen programming, include a sequence of commands or blocks in an appropriate

order. ● Create a program that produces output on screen, such as moving sprites or displayed text. ● Explain a simple algorithm based on a sequence of instructions. ● Use logical reasoning to detect errors in programs. ● Use a range of software on laptop or tablet computers with some degree of independence. Skills: Online Relationships

● Understand different ways of communicating online and identify the positives and negatives of doing so.

● Identify how to communicate safely online


Movement sequence Confidence Quality Turns Strength Flexibility Warm up Cool down Possession Teammates

Vocabulary - Computing Block language - A programming language in which blocks are used to program the computer. Script - A computer program typically executed one line at a time through an interpreter, such as

the instructions for a Scratch character. Sprite - A computer graphics object that can be controlled (programmed) independently of other

objects or the background. Simulation - Using a computer to model the state and behaviour of real-world (or imaginary)

systems, including physical or social systems; an integral part of most computer games. Command - An instruction, written in a particular programming language, for the computer to

execute. Block - A graphical representation of computer code in languages such as Scratch; also used to

describe a part of a computer program. Output - The information produced by a computer system for its user, typically on a screen,

through speakers or on a printer, but possibly through the control of motors in physical systems. Program - A stored set of instructions encoded in a language understood by the computer that

does some form of computation, processing input and/or stored data to generate output.


● Gymnastic routine to be performed in groups of 3 demonstrating coordination ● Children to take part class v class handball games - winners to receive a prize


● Children will create a program which might be a scripted animation for a joke, part of a story, or linked to another area of the curriculum. Programs could use pre-built sprites or ones designed by the child. Programmes should include movement and dialogue; they may also include


sound effects and some use of costumes to allow for animated movement. There may be more than one sprite in the animation.

● Children will independently use a variety of software to present work.


● Recall the different beliefs and practices of Christianity and at least one other religion

● Retell some of the religious and moral stories from a range of religions ● Show an understanding that personal experiences and feelings influence attitudes

and actions ● Give reasons why religious figures may have acted as they did ● Use key words and vocabulary related to Christianity ● Identify religious symbolism in literature and the arts ● Explore religious symbols and discover the meanings behind them ● Ask important questions about life and compare own views with others ● Use a range of different mediums to creatively express their own ideas (including

sculpture and paint)

Skills: Languages French

● Recall the French phonic sounds (a, e, i, o, u, eu, silent h) and say them with clear pronunciation.

● Use words and actions to retell a French story in chorus (‘Hocus le petit Dinocroc’) ● Use an atlas to identify France on a simple map of Europe and discuss ways of travelling there. ● Ask questions about France and the French language. ● Show awareness of the social conventions when speaking to someone. ● Ask for someone’s name and give my own name. ● Repeat and say the days of the week with understandable pronunciation. ● Recognise that days of the week are only capitalised at the beginning of a sentence. ● Count, recognise and use numbers to 10 in simple games, songs and rhymes. ● Read aloud single, familiar words and short phrases including numbers, colours and days of

the week. ● Listen for an individual familiar word in the context of a song and perform a matching action

(numbers and colours.) ● Recognise and write colour adjectives in a simple phrase, understanding that the colour

adjective comes after the noun. ● Respond to single classroom instructions delivered slowly and clearly in French with the

support of a gesture. ● Recognise some nouns from the nativity story and label them in writing by copying the correct

spelling in French.


Faith, courage, commitment, influence, role model, advocate, Trinity, God, Father, Son, Holy Spirit, dove, shepherd, fire, king, prince, rock, gospel, John the Baptist, baptism, vicar, font, blessings, Christian, Sikh, Gurdwara, Guru Granth Sahib, promises, prayers,

Vocabulary - Languages French

Days of the week - lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche, le weekend Colours - rouge, orange, jaune, bleu, vert, rose, violet, blanc Numbers - un, deux, trois, quatre, cinq, six, sept, huit, neuf, dix Names and greetings - Comment t’appelles-tu? Je m’appelle… Bonjour! Salut! Oui, non, s’il vous plait Listen to the following vocabulary in the context of a story and respond with an action - Hocus, un canard, une grenouille, un oeuf, un oiseau, Hocus se promenait dans le parc, qu’est-ce-c’est?


● Can you explain who influences you and give suitable reasons? ● *Can you explain how people show courage? ● *Do you understand the word Trinity as God the Father, Son and Holy Spirit?

Assessment – Languages French

● Write simple colour phrases using the structure noun + colour to create a mini book. ● Listening assessment - to decide if the word heard is French or English (pronunciation of

French words.)


● *Can you explain some characteristics for God the Father, God the Son and God the Holy Spirit and give reasons for your choices?

● *Why is water important to Christians, especially at baptisms? ● *Can you make comparisons between Christian baby or adult baptisms and Sikh

naming ceremonies?

● Paired speaking assessment - using a greeting, asking for and giving a name.

Skills: Music

● Create simple accompaniments using beat and rhythm patterns. ● Use a score. ● Combine sounds to create different textures. ● Identify metre in a piece of music. ● Improvise an ostinato accompaniment. ● Perform rhythmic ostinato individually and combination. ● Recognize rhythm patterns in staff notation. ● Understand and use the pentatonic scale. ● Perform pentatonic song with tuned and untuned instruments for accompaniments. ● Play in steps using graphic notation. ● Represent sounds with symbols. ● Use voices expressively and creatively. ● Create and perform from a symbol score. ● Play and recognise notes B A G E (C) descant recorder.

Vocabulary - Music

Rhythm Score - Written notation or symbols Pentatonic - 5 note scale Ostinato - Repetition Pitch - Notes moving by step or leap Dynamics - Louder, Quieter Timbre - Sound quality of individual instruments Structure - Beginning, middle, end Form Binary, Ternary, Rondo Duration - Beat (pulse), rhythm, longer, shorter, sustained Tempo - Steady, faster, slower


● Children hold recorder correctly and control breathing accurately playing B A G E ©.

● Children use a score to perform simple accompaniments. ● Children identify and perform different metres in a pieces of music. ● Children understand and use a pentatonic scale.


Year 3 Knowledge Organiser – Were the Egyptians awful?


Spring Term Year 3

Topic: Were the Egyptians awful?


● To captivate children’s natural curiosity by engaging them in a study of the civilisation of Ancient Egypt and considering its impact on our lives today.

Silver Threads



History EYFS - Explore, find out and observe about people, places and

environment. Year 1 - Name and describe historical events and significant

people from the past. Year 2 - Order and sequence objects and events. Ask and

answer simple questions about the past. Consider why things change over time. Art EYFS - Choose particular colours to use for a purpose. Year 1 - Begin to explore the use of line, shape and colour. Year 2 - Experiment with the visual elements; line, shape, pattern

and colour. Art

EYFS – Choose particular colours to use for a purpose. Year 1 – Begin to explore the use of line, shape and colour. Year 2 – Experiment with the visual elements: line, shape, patter

and colour.

Fitzwilliam Museum, Cambridge - Egyptian Exhibition https://www.fitzmuseum.cam.ac.uk/learning/schools/session/ancientegyptians Studio Workshops also available. WOW Day - Portals of the Past and History off the Page provide workshops and immersive-experience days in school for children. RE trip to Faizan e Madina Mosque Christian Aid/Islamic Aid

SIAMS

Strand 3b - Through this topic, pupils will have the opportunities to look beyond themselves and think globally about life, and how people’s experiences have changed over time. Strand 5b - Pupils will learn to understand, respect and celebrate difference and diversity. Philosophy for Children Themes:

Honesty, Empathy & Fairness

Learning Powers:




Spring 1 - ‘Stuckness’ - creating strategies to support when stuck

Spring 2 - Brain Science - discussing and understanding how the brain learns using terms such as neurons and synapses.

https://www.fitzmuseum.cam.ac.uk/learning/schools/session/ancientegyptians

https://www.fitzmuseum.cam.ac.uk/learning/schools/session/ancientegyptians


Topic: Were the Egyptians awful?

Skills: PSHRE Mental wellbeing ·

● To identify activities which form a healthy lifestyle and the importance of leading a healthy lifestyle.

● To understand what confidence and self-esteem and how to improve our confidence.

● To identify our strengths. ● To understand why it is important to have a healthy mind. ● To know ways in which we can keep our minds healthy. ● To understand and identify characteristics of a growth & fixed mindset. ● To understand & experience the value of challenge. ● Understand why we need to be resilient and how to build resilience. ● Identify strategies to cope when things get difficult. Physical health and fitness·

● I know what physical health is, how to keep healthy and why. ● I know what being active means, the importance of it and how to keep active

daily. ● I know what healthy routines are, why they are important and how to create my

own. ● I know what recharge means, why we need to do and ways in which this can be

achieved.

Skills: Science

● Ask relevant questions ● Set up simple, practical enquiries and comparative fair tests. ● Make accurate measurements using standard units, using a range of equipment, e.g.

thermometers and data loggers. ● Gather, record, classify and present data in a variety of ways to help in answering questions. ● Record findings using simple scientific language, drawings, labelled diagrams, bar charts and

tables ● Report on findings from enquiries, including oral and written explanations, displays or

presentations of results and conclusions. ● Use results to draw simple conclusions and suggest improvements, new questions and predictions

for setting up further tests. ● Identify differences, similarities or changes related to simple, scientific ideas and processes. ● Use straightforward, scientific evidence to answer questions or to support their findings. ● Identify that animals, including humans, need the right types and amounts of nutrition that they

cannot make their own food and they get nutrition from what they eat. ● Identify that humans and some animals have skeletons and muscles for support, protection and

movement. ● 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 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. Cornerstones investigations

What do owls eat? Which is the juiciest fruit? What are our joints for? How do worms move? Why do cat’s eyes glow at night? What are sunglasses for? Why do shadows change?

Vocabulary - PSHRE

Lifestyle, habits, behaviours, patterns, energy, mood, confidence, self-esteem, strengths, belief, boost, pride, try, talents, skills, accomplishments, self-talk, Healthy mind, organisation, resilience, stressed, coping, connecting, focus, mental nutrients, mindset, experiences, brain, down time, relaxation, nutrition, physical health,


Animal, herbivore, carnivore, omnivore, features, healthy, energy, sugars, protein, carbohydrate, fats, dairy, nutrition, nutrients, skeleton, skull, femur, vertebrate, invertebrate, pelvis. Light, source, shadow, blocks, opaque, transparent, translucent, observe, noon


responsibility, balance, opportunities, determination, lifestyle, fitness, decisions, Mindset, fixed mindset, growth mindset, neurons, emotions, muscles, intelligence, bouncing back, embarrassed, struggling, panic, competence, contribution, distracted, goals, toolbox, attitude, heart, lungs, weight, illness, routine, recharge,


Pupil is able to: ● Identify activities which contribute to a healthy lifestyle and understand the

importance of it;

● Understands what a healthy mind is and how to maintain it; ● Explain strategies to help them cope in difficult situations; ● Explain what it means to have a growth or fixed. mindset; ● Describe their healthy routines and how they keep active;

● Know what recharging is and how they do it themselves.


● Children to carry out an investigation to answer the question ‘What time of day is best to play ‘Catch my Shadow’. They will make a prediction, decide how they will carry out the test and record their results.

● Children to research and design a healthy meal for a member of staff, showing through their design that they understand how humans need the right type and amount of nutrition.

Skills: History

● Use evidence to ask questions and find answers to questions about the past. ● Suggest suitable sources of evidence for historical enquiries. ● Use more than one source of evidence for historical enquiry in order to gain a

more accurate understanding of history. ● Describe the social, ethnic, cultural or religious diversity of past society. ● Describe the characteristic features of the past, including ideas, beliefs, attitudes

and experiences of men, women and children. ● Place events, artefacts and historical figures on a timeline using dates. ● Understand the concept of change over time, representing this, along with

evidence, on a timeline. ● Use dates and terms to describe events. ● Use literacy, numeracy and computing skills to a good standard in order to

communicate information about the past.

Skills: Geography

● Describe geographical similarities and differences between countries.


Civilisation, chronology, hieroglyphs, mummification, pharaoh, pyramid, artefacts, sources, society, farming, afterlife, canopic jars, evidence.


River Nile, Cairo, desert, climate, temperate, rivers, irrigation, continent, Africa, Egypt, Europe, characteristics, features, similarities, differences.


● Children can use multiple sources of evidence and explain what this tells them about the Ancient Egyptian civilisation. They can talk about the key features of the civilisation (including significant people, beliefs and experiences) and how this has impacted our life today.


● Children will accurately identify physical features on a map. ● They will be able to verbally describe geographical similarities and differences between Ancient

Egypt and the UK.


Skills: Physical Education Indoor PE

● Begin to improvise with a partner to create a simple dance. ● Create motifs from different stimuli. ● Begin to compare and adapt movements and motifs to create a larger sequence. ● Use simple dance vocabulary to compare and improve work. ● Perform with some awareness of rhythm and expression. ● Develop the quality of the actions in their performances. ● Perform learnt skills and techniques with control and confidence. ● Compete against self and others in a controlled manner. ● Watch, describe and evaluate the effectiveness of a performance. ● Describe how their performance has improved over time. Outdoor PE

● Identify and demonstrate how different techniques can affect their performance. ● Focus on their arm and leg action to improve their sprinting technique. ● Understand the importance of adjusting running pace to suit the distance being

run. ● Understand and begin to apply the basic principles of invasion games.

Skills: Computing

● Understand that computer networks transmit information in a digital (binary) format. ● Explain that any information has to be converted to numbers before it can travel through computer

networks. understand that this conversion happens according to an agreed system or code. ● Search for information within a single site. ● Use computers to collect information and present this to an audience. E.g. They could shoot and

then show a video, read and respond to an email or conduct an online survey and present the results. They should be able to do this with a degree of independence.


● Recognise that online friends may not be who they say they are. Skills: Internet safety and harms

● Recognise when it is and is not safe online


Improvise Compare Adapt Rhythm Expression Evaluate Arm action Leg action Invasion

Vocabulary - Computing Network - The computers and the connecting hardware (Wi-Fi access points, cables, fibres, switches

and routers) that make it possible to transfer data using an agreed method (‘protocol’).


● Egyptian dance performed to music demonstrating rhythm and expression on

Egyptian Day - competition prizes to be given ● Children take part in sprinting and long distance races


● Children will develop an understanding of binary. ● Children will use browser-specific tools (e.g. the Find command) and site-specific tools (such as

the search tools for Wikipedia or YouTube) to locate particular information on a web page or within a website, before presenting this.

● Children will appreciate that fiends online are not always who they appear to be.



● Use key words and vocabulary related to Christianity and one other religion (Islam).

● Ask and respond to questions about what individuals and faith communities do and why.

● Recall the beliefs and practices of another religion (Islam). ● Suggest and find meanings behind different beliefs and practices. ● Identify religious artefacts and explain how and why they are used. ● Describe religious buildings and explain how they are used. ● Make comparisons between different religious buildings.


● Recall the French phonic sounds (un, on, an, en, ch, qu) and be able to say them with clear pronunciation.

● Use words, short phrases and actions to retell a French story in chorus (‘The Storm’). ● Repeat single words and short phrases with clear pronunciation (weather topic). ● Speak in chorus to ask a simple question. Give a pre-rehearsed answer on the topic of weather. ● Write a simple sentence using a basic model to give the weather. ● Notice letters which have an accent above them and copy these accents carefully when writing

individual words. ● Appreciate that all French nouns have a gender (masculine or feminine) and that this is shown

with the spelling of ‘the’ in front of the noun (le, la.) ● Recognise some masculine and feminine nouns in the context of body parts. ● Perform a song about body parts, singing in chorus and respond with an action to key words. ● Use an alphabetical word list (English to French) to find new nouns. ● Explore and discuss an aspect of French culture (French Easter celebrations.) ● Respond to a growing range of single classroom instructions when delivered slowly and clearly in

French with the support of a gesture.


Muslims, 5 pillars, pray, mosque, Makkah, kabba, salah, wudu, hajj, pilgrimage, charity, Imam, Quran, Allah, hijab, Arabic, 10 commandments, Christian, Holy Week, Maundy Thursday, Last supper, Good Friday, Easter Sunday, crucified, resurrection, salvation, sacrifice, disciples, Jesus, suffering, pain, grief, confusion, tomb, captured, surprise, emotions, role models,


Days of the week from the autumn term + Weather phrases - il fait froid, il fait chaud, il pleut, il neige, il y a des orages, il y a du soleil Body parts - la tête, la bouche, le nez, le pied, le genou Listen to the following vocabulary in the context of a story and respond with an action - Hocus, Lotus, un nid, ils ont froid, le vent, la pluie tombe, quelle averse, la maison, la bas, aie, ou est…?


● How do the 5 pillars of Islam affect how a Muslin lives their life? ● *Can you explain how Muslims pray? ● *Can you use the correct terminology when talking about the 5 pillars of Islam? ● *Can you make comparisons between Islamic rules for living and Christian and

Jewish 10 commandments? ● *Can you explain how and why emotions change during Holy Week? ● *Do you know that it was God’s plan for Jesus to die?


● Writing simple sentences using a model about the weather (day + weather). ● Phonics board game (speaking, listening and reading) - children play in pairs performing the action

and sound to match the word.


Skills: Music

● Use tuned and untuned percussion to create ostinatos. ● Sing a song and accompany with tuned ostinato. ● Understand musical phrases, accompaniment and imitation. ● Explore and perform rounds. ● Understand and evaluate balance and musical effect. ● Learn to read simple pitch notation. ● Read simple rhythm notation. ● Represent sounds with symbols. ● Combine rhythms and voices in layers. ● Explore contrasting moods and effects. ● Play B A G on recorder with correct position.

Vocabulary - Music

Rhythm Ostinato - Repetition Pitch - Notes moving by step or leap Phrase Dynamics - Louder, Quieter Timbre - Sound quality of individual instruments Structure - Beginning, middle, end Form Round Duration - Beat (pulse), rhythm, longer, shorter, sustained Tempo - Steady, faster, slower


● Children hold recorder correctly and control breathing accurately playing B A G ● Children sing and play ostinatos confidently and accurately ● Children represent melodic and rhythmic ideas using graphic and staff notation ● Children combine and perform rhythmic ideas in layers


Year 3 Knowledge Organiser – What is wonderful about

Werrington?


Summer Term Year 3

Topic: What is wonderful about Werrington?


● To understand and identify the way the local area has changed over time. ● To encourage children to engage with the local environment. ● To develop children’s respect for their local community.

“I can think of few better ways to help young people become more knowledgeable, engaged with and perhaps

respectful of their local environments and communities than to get them studying their local area – from its historical geography to the current social, environmental and economic processes shaping the places they live in.”

Dr Rita Gardner, Director, Royal Geographical Society (with IBG)

Silver Threads



History Year 1 - observe or handle evidence to ask questions and find

answers to questions about the past. Year 2 - Describe historical events and use dates where

appropriate. Year 3 - Use evidence to ask questions and find answers to

questions about the past. Describe the characteristic features of the past including ideas, beliefs, attitudes and experiences of men, women and children. Use dates and times to describe events. DT

EYFS - Explore different sized containers. Year 1 - Measure or weigh using measuring cups. Year 2 - Weigh using electronic scales. Year 3 - Measure ingredients to the nearest gram accurately.

Comparing and contrasting the local area by walking around both the area near school (New Werrington) and the village. Famous people in Peterborough - Louis Smith, Lewis Church, Davis Bently (sports) Henry Royce (cars) David Warwick (actor) RE Cathedral trip Visit a secondary school:- Trampolining Science ICT

SIAMS

Strand 2b - Our topic enables all pupils to flourish. Strand 3b - Our topic ensures pupils have the opportunity to look beyond themselves and consider their role in the local community. Strand 4b - Pupils have the chance to develop a sense of belonging to the local community, embracing and celebrating difference, as part of this topic. Strand 5b - Pupils have the opportunity as part of this topic to celebrate difference and diversity in the community. Philosophy for Children Themes:

Community, Respect & Loneliness

Learning Powers:




Summer 1 - Fantastic Mistakes & Famous Failures

Summer 2 - My Future Self (What person would they like to be? What do they want to achieve in life? How will they get there?)


Topic: What is wonderful about Werrington?


● To be able to identify trusted adults and approach them for support. ● To be able to assess the school and local environment from a personal safety

perspective. ● To be able to identify and understand ‘sixth sense’ feelings. ● To be able to understand safety rules and who and when to tell. ● To be able to recognise what bribes and tricks are. ● To be able to assess problems and risks to keep safer. ● To know the basics of cycling safety (Cycling proficiency). ● To be able to use assertive voice and body language. Changing adolescent body

● To understand the main stages of the human lifecycle: birth, baby, child, adolescent, adult, middle age, old age, death.

● To investigate perceptions of being ‘grown up’.

Skills: Science

● Identify and describe the functions of different parts of flowering plants: roots, stem, 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 role of flowers in the life cycle of flowering plants, including pollination, seed

formation and seed dispersal. Cornerstones investigations

Do plants have legs? What are flowers for? Why are trees tall?

Vocabulary - PSHRE

Network of support, personal safety, safety rules, dilemma, safety planning, bribes, assertive, body language, death, adolescent, grown up.


Seed, root, shoot, stem, trunk, leaf, flower, water, air, space, light, soil, compost, nutrients, germinate, pollinate, results, enquiry, data.


Pupil is able to: ● Identify risks from a personal safety perspective. ● Describe some safety rules.

● Know how to approach a trusted adult to ask for help. ● Be assertive when they do not want to do something that puts them at a risk. ● Understands what a bribe is. ● Begin to understand what it is like to be a grown up.


● Children to write up and analyse their experiment.


Skills: History

● Use evidence to ask questions and find answers to questions about the past. ● Suggest suitable sources of evidence for historical enquiries. ● Use more than one source of evidence for historical enquiry in order to gain a more

accurate understanding of history. ● Describe changes that have happened in the locality of the school throughout history. ● Place events, artefacts and historical figures on a timeline using dates. ● Understand concept of change over time, representing this, along with evidence, on a

timeline. ● Use dates and terms to describe events.

Skills: Geography

● Name and locate countries and cities of the United Kingdom, geographical regions

and their identifying human and physical characteristics, including hills, mountains, cities, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time.

● Ask and answer geographical questions about the physical and human characteristics of a location.

● Use maps, atlases, globes and digital/computer mapping to locate countries and describe features.

● Use a range of resources to identify the key physical and human features of a location.

● Ask & answer geographical questions about the physical and human characteristics of a location.

● Explain own views about locations, giving reasons. ● Use fieldwork to observe and record the human and physical features in the local

area using a range of methods including sketch maps, plans and graphs and digital technologies.

● Describe how the locality of the school has changed over time. ●


Local, sources, enquiry, compare, contrast, similarities, differences, national, local


Rural, urban, aerial, city, town, village, parish, settlement, population, fieldwork, locality, features, doomsday.


● Children to produce a timeline of events linked to the history of Werrington.


● Children create a land use map of their local area, with a key and symbols and annotated sketches to record the information from their field notes.


● Use a range of jumps in their sequences. ● Begin to use equipment to vault. ● Create interesting body shapes while holding balances with control and confidence. ● Begin to show flexibility in movements.

Outdoor

● Begin to combine running with jumping over hurdles. ● Focus on trail leg and lead leg action when running over hurdles. ● Use one and two feet to take off and to land with. ● Develop an effective take-off for the standing long jump.

Skills: Computing

● Working with the teacher and, perhaps, other children, develop an outline plan for a project in computing, involving multiple steps and resources,

● Know that email messages are sent and received through servers connected to the internet. The child should know that Skype and other videoconferencing systems also work through the internet, but these services may be direct, peer-to-peer connections rather than via servers.

● Understand that search engines select pages according to keywords found in the content. Use this knowledge by thinking of good keywords appropriate for what they are searching.

● Design and create content on a computer.


● Develop an effective flight phase for the standing long jump. ● Land safely and with control. ● Throw with greater control and accuracy. ● Show increasing control in their overarm throw. ● Perform a push throw. ● Continue to develop techniques to throw for increased distance. ● Demonstrate successful hitting and striking skills. ● Develop a range of skills in striking (and fielding where appropriate). ● Practise the correct batting technique and use it in a game. ● Strike the ball for distance. ● Throw and catch with greater control and accuracy. ● Practise the correct technique for catching a ball and use it in a game. ● Perform a range of catching and gathering skills with control. ● Catch with increasing control and accuracy. ● Throw a ball in different ways (e.g. high, low, fast or slow). ● Develop a safe and effective overarm bowl. ● Use fielding skills to stop a ball from travelling past them. ● Apply and follow rules fairly. ● Know how to play a striking and fielding game fairly. ● Develop the quality of the actions in their performances. ● Perform learnt skills and techniques with control and confidence. ● Compete against self and others in a controlled manner.


● Compare how staying safe online is similar to staying safe in the real world. ● Explain and identify rules for travelling safely on the Internet.


Vault, Body shape, Hold, Hurdle, Trail leg, Lead leg, Take off, Land, Overarm, Push throw, Gathering

Vocabulary - Computing Server - A computer connected to the internet or to a local area network providing services –

such as file storage, printing, authentication, web pages or email – automatically to other computers on the internet or local network. Software - The programs that control or are run on a computer, written in one or other



● Children to demonstrate a competent vault in a learned routine ● Children to compete in rounders games ● Children to take part in Sports Day demonstrating skills above


● Children will create a project, this could be an animation, film a video or conduct a survey. In video work, the plan might include identifying a subject; storyboarding the video; sourcing media; recording video; filming; editing; exporting.

● Children will know that Skype and other video conferencing systems also work through the internet, but these services may be direct, peer-to-peer connections rather than via servers.

● Children will plan and execute a project using software on a laptop or tablet to create digital content with some degree of independence. E.g. Plan and shoot a video, plan and create a presentation on a given topic or plan and then create an online survey.



● Ask questions that have no universally agreed answers. ● Identify religious symbolism in literature and the arts. ● Use a range of different mediums to creatively express their own ideas. ● Describe and suggest meanings for symbols and other forms of religious expression. ● Ask questions and give opinions about religions, beliefs and practices. ● Give thoughtful responses using different forms of expression in RE.


● Recall the French phonic sounds (Ç, oi, ou, (e)au, in) and be able to say them with clear pronunciation.

● Begin to recognise some of these graphemes in other French words. ● Use words and actions to retell a French story in chorus (‘The Magic Box’ and ‘Rat’s

Treasure.) ● Ask and answer the question ‘Ça va?’ in a simple role play (in the format of greeting, one

question and answer.) ● Read aloud in chorus from a familiar text (Cher Zoo) using the context and visual cues to

aid understanding. ● Read and understand short, simple phrases on a word mat (animal topic.) ● Read a short, simple phrase with an adjective. Choose a suitable phrase to describe an

animal and copy it in writing. ● Recognise that some adjectives change spelling when they are describing a feminine

noun (notices the difference in spelling of some familiar adjectives when they are written side by side.)

● Write some simple familiar French words from memory with understandable spelling (e.g. numbers, colours.)

● Extend French vocabulary by exploring musical instrument words. ● Adapt a simple spoken sentence by changing the noun (musical instrument.) Perform the

sentence as a chant, tapping the syllables out loud. ● Research and play some traditional French playground games, applying knowledge of

colours and numbers.


Pentecost, Holy Spirit, Trinity, fire, heaven, Earth, Christians spiritual, stained glass windows, banner, icons, worship


Role plays - Comment Ça va? / Ça va? Ça va bien! Comme Çi comme Ça. Ça ne va pas. Animals - un chien, un singe, un éléphant, une giraffe, un lion, un chameau Musical instruments - un violon, une guitare, un tambour, une trompette, un piano est dans la boite. Respond with actions to the following words - on m’a envoyé, je l’ai renvoyé, doucement pas si fort, c’est beau ouvre la, j’ai tres froid,


● What happened at Pentecost? ● *Can you explain why the Holy Spirit is important to Christians? ● *Can you explain why and how music is important to believers? ● *Do you know why some religions use objects to help them pray? Which objects are often

used?


● Phonics listening activity - circle the matching word heard. ● Speaking, listening and writing role play - greeting, asking and answering Comment Ça

va? Children adapt a simple model to write then say their own responses choosing from those given.

● Cher Zoo writing - children use a word mat to write a short phrase about various animals.


Skills: Music

● Sing in parts ● Learn to hold, breathe and initial notes B and A descant recorder. ● Learn about and use ternary, binary and rondo form (structure). ● Accompany song with melodic ostinato. ● Explore timbre to create a descriptive piece of music and accompaniment. ● Learn how sounds are produced and classified. ● Understand musical conversation/call and response. ● Perform word rhythms. ● Recognize pitch shapes. ● Read notations (graphic) to play a melody.

Vocabulary - Music

Rhythm Ostinato - Repetition Pitch - Notes moving by step or leap Phrase Melody Dynamics - Louder, Quieter Timbre - Sound quality of individual instruments Structure - Beginning, middle, end Form Binary, Ternary, Rondo Duration - Beat (pulse), rhythm, longer, shorter, sustained Tempo - Steady, faster, slower


● Children hold recorder correctly and control breathing accurately playing B and A. ● Children select timbres to compose a descriptive piece and perform within a rondo form. ● Children recognise and categories instruments and their timbres. ● Children recognise and perform a simple melody from graphic and staff notations.


Year 4 overview


Autumn How does the digestive system work and how does the NHS help us?

Science

Spring What Country would you most like to explore?

Geography

Summer Would you rather be a Viking or a Roman?

History


Year 4 Knowledge Organiser – How does the digestive system work and how does the NHS help us?

Digestive System


Autumn Term Year 4

Topic: How does the digestive system work and how does the NHS help us?


● To allow children to gain an understanding of how their bodies work and make comparisons with other animals.

● To evolve an understanding of the development of medicine throughout history and key local figures that have contributed to medical advances.

Silver Threads



Science Year 1 - identify, name, draw and label the basic parts of

the human body and say which part of the body is associated with each sense. Year 2 - describe the importance for humans of exercise,

eating the right amounts of different types of food, and hygiene. Year 3 - 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. Year 4 - describe the simple functions of the basic parts

of the digestive system in humans DT Year 1- Explain what they are making and which

materials they are using Year 2 - Use pictures and words to convey what they

want to design and make Year 3 - Draw/sketch products to help analyse and

understand how products are made Year 4 - Investigate similar products to the one to be

made to produce own design criteria

● Medicine Expo - arranged for one afternoon (2pm-3pm) at the end of the topic where children get to showcase their learning to the children. Children can chose to show:

- Explanation texts (about digestive system - clay teeth - Edith Cavell commemorative coin - digestive system apps - homework - medicine designs and packaging ● Children can dress up in medical outfits for the

expo also ● Christmas cards sent to Peterborough Hospital for

those stuck in hospital over Christmas (check https://twitter.com/CambsPboroCCG?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor for updates and deadlines)

● Peterborough museum (medicine room and

operating theatre.)

SIAMS

Strand 2b - Enable all pupils to flourish Strand 3c - connect ethical and charitable activities to the school’s vision and associated values. Strand 4b - Provide a sense of belonging that embraces and celebrates difference. Strand 5c - Ensure children are able to cherish themselves as unique and wonderfully made.


Resilience, compassion, equality

Learning Powers Resilience, Thinking Flexibly, Applying past

knowledge, Accuracy and precision, communicating with clarity.



Autumn 2 - Learning Pit & Growth Mindset

https://twitter.com/CambsPboroCCG?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor




Topic: How does the digestive system work and how does the NHS help us?

Skills: Computing

● Create a program to simulate a simple physical system. ● Given a particular project, work as part of a team to plan how to accomplish their goal,

breaking the project down into a set of tasks. ● Write a program that accepts keyboard input and produces on-screen output. ● Give well-thought-through reasons for errors found in programs and explain how these

can be fixed. ● Use a common search engine effectively, to search for particular information on the

web, such as answers to questions they identify in a research project. ● Use multiple programs on laptop or tablet computers to achieve particular goals

(cross curricular links with music).


● Understand the importance of personal information and how to keep it safe online. ● Identify incidents of cyberbullying. ● Know how to keep safe and deal with cyberbullying.

Skills: History

● Use dates and historical terms when ordering events. ● Use sources to address historically valid questions and hypotheses. ● Recognise why some events happened and the consequences of these. ● Identify historically significant people and events in different situations. ● Select and organise relevant historical information to present in a range of different ways. ● Discuss similarities and differences between different times in history.

Vocabulary - Input - Data provided to a computer system, e.g. via a keyboard, mouse, microphone,

camera or physical sensors. Output- The information produced by a computer system for its user, typically on a screen,

through speakers or on a printer, but possibly through the control of motors in physical systems. Program - A stored set of instructions encoded in a language understood by the computer

that does some form of computation, processing input and/or stored data to generate output. Simulation - Using a computer to model the state and behaviour of real-world (or

imaginary) systems, including physical or social systems; an integral part of most computer games. Safe search mode - A search engine functionality in which inappropriate results are hidden. Web - A service provided by computers connected to the internet (web servers) in which

pages of hypertext (web pages) are transmitted to users; the pages typically include links to other web pages and may be generated by programs automatically.


Chronological Source


● Children will create an App which will be shown to parents at the Medicine Expo. ● Children will develop a greater understanding of cyberbullying and explain how to deal

with this.


● Children to create a leaflet explaining the life of Edith Cavell. ● Children to make comparisons between different periods of history to cure the flu.


Skills: Science

● 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. ● Identify that animals, including humans need the right types and amounts of nutrition

that they cannot make their own food and they get nutrition from what they eat. ● Identify that humans and some animals have skeletons and muscles for support,

protection and movement. ● 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. ● 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. Cornerstones investigations How does toothpaste protect teeth? What is spit for? What do squirrels eat?


● Who we are connected to and how to make friends. Respectful relationships

● To overcome language as a barrier. ● To understand the key characteristics of bullying. ● To understand that bullying can occur when people do not value or respect difference and

diversity. ● To understand the impact on people who bully, are bullied or who are bystanders. ● What we mean by impressions and how you can make good impressions. ● Why relationships are important. Families and People who care for me

● To know who is in our community and how they can support them.


Human digestive system - digestion, mouth, tongue, mixes, moistens, saliva, oesophagus, transports, stomach, acid, enzymes, small intestine, absorbs, water, vitamins, large intestine, compacts, colon, rectum, anus, Teeth - incisors, cutting, slicing, canines, ripping, tearing, molars, chewing, grinding, flos, brush, plaque, bacteria, Food chain - sun, producers, prey, predators, carnivore, herbivore, omnivore Animals - vertebrate, fish, amphibians, reptiles, birds, mammals, invertebrate, snails, slugs, worms, spiders, insects Sound - vibration, pitch, sound wave, volume, amplitude, loud, quiet, pattern

Vocabulary - PSHRE

Target, witnesses, bystanders, overjoyed, thrilled, irate, outraged, infuriated, fearful, anxious, glum, sorrowful, shaken, astounded, speechless, aghast, loathed, queasy, gratitude, social skills, grateful



● Explanation text to describe the process of digesting foods in humans. ● Completion of teeth booklet to demonstrate knowledge of different types of teeth and

their jobs. ● Plan and complete a fair test to investigate sound.

Assessment - PSHRE

Pupil is able to:

● Understand the key characteristics of bullying. ● Know some reasons why bullying might occur. ● Understand the impact of bullying on the bully, person being bullied or bystanders.

● Know people in our community and how we can support them.


● Demonstrate precision and some control in response to stimuli. ● Begin to vary dynamics and develop actions and motifs in response to stimuli. ● Demonstrate rhythm and spatial awareness. ● Change parts of a dance as a result of self-evaluation. ● Use simple dance vocabulary when comparing and improving work. ● Perform and create sequences with fluency and expression. ● Perform and apply skills and techniques with control and accuracy. Outdoor

● Develop different ways of throwing and catching. ● Move with the ball using a range of techniques showing control and fluency. ● Pass the ball with increasing speed, accuracy and success in a game situation. ● Occasionally contribute towards helping their team to keep and win back possession of

the ball in a team game. ● Make the best use of space to pass and receive the ball. ● Use a range of attacking & defending skills & techniques in a game. ● Know some reasons for warming up and cooling down.


● Describe how some of the values held by communities or individuals affect behaviour and actions.

● Begin to compare the similarities of at least three different religious texts or stories. ● Recall the differences and similarities in practices and beliefs for a variety of religions. ● Learn to appreciate the importance of why belonging to a faith community is valuable to

religious people. ● Know the rites of passage for Christians and at least one other religion. ● Compare what different religions say about ethical questions. ● Make connections between their own ideas and those of others. ● Respond to meanings behind different beliefs and practices. ● Begin to understand the diversity of belief in different religions, nationally and globally. ● Recall in detail and use the correct vocabulary in regards to different beliefs and practices

of different religions.


Precision, Stimuli, Response, Dynamics, Spatial awareness, self-evaluation, Win possession, Lose possession


Creation, God, awe, wonder, unique, Genesis, Bible, Christians, Jews, natural wonders, climate, environment, vegetarian Judaism, Bar Mitzvah, Bat Mitzvah, responsibility, synagogue, tallit, prayer shawl, kippah, Rabbi, Holy Communion, Confirmation,

Assessment - Physical Education

● Performances of medicine dance to class in groups of 4 demonstrating spatial awareness.

● Children to compare and suggest improvements to their own work. ● Children to take part in games of handball and lacrosse demonstrating defensive and

attacking techniques.

Assessment - Religious Education

● *Can you talk about God’s characteristics using the creation story as a reference? ● *Can you give valid reasons (backed up by Bible quotes) as to whether Christians should

be vegetarian or not? ● *Can you use the correct vocabulary when explaining what happens before and during the

Jewish Bar/Bat Mitzvah ceremony?


● *Do you know what happens at a Jewish Bar/Bat Mitzvah and the difference between them both?

● *Can you make links between the Jewish Bat/Bar Mitzvah and the Christian Holy Communion?

Skills: Music

● Perform sequences of sound matched to visual sequences. ● Sing a call and response chant/song and partner song. ● Compose and play sequences of word rhythms. ● Understand and perform rondo structure/verse and chorus structure. ● Learn rhythmic and melodic accompaniments. ● Explore different timbres for description and for accompaniments. ● Accompany a song with pitched drone and ostinato. ● Explore descriptive music of 2 major composers (Vaughan Williams & Maxwell Davies) ● Compose an introduction to a song. ● Learn to play a Renaissance dance from notations. ● Compose a fanfare. ● Classify instruments by the way the sound is produced. ● Learn simple beatboxing sounds. ● Explore combined expressive effects of different instrument groups. ● Revise recorder position and play notes B A G E C.

Skills: Languages

● Recognise a wider range of French phonic sounds (year 3 sounds plus ez, er, et, ei) and be able to say them with clear pronunciation.

● Memorise and present a short role-play with three or more exchanges (greetings topic.) ● Ask a variety of questions to find out about others including names, feelings and ages. ● Perform songs in French, producing phrases from memory with good pronunciation

(greetings song.) ● Look for cognate words as a reading strategy to help understanding. ● Recognise, use and write numbers to 20 applying past phonics knowledge to improve

pronunciation. ● Give and follow a series of classroom instructions using the imperative form of verbs. ● Change the number and spelling of the noun in simple sentences to form plurals (e.g.

musical instruments.) ● Form own questions using ‘Tu as’ to ask for classroom equipment. ● Use intonation when asking questions. ● Listen to simple, short sentences containing familiar vocabulary (classroom equipment,

numbers and colours) and pick out the main point. ● Make comparisons about an aspect of French culture, recognising some key similarities

and differences (schools topic.) ● Write conventional French greetings in a Christmas card.

Vocabulary - Music

Rhythm - Rests Texture - layer or sounds Ostinato - Repetition Metre - organisation of beats Drone - continuous note or chord accompaniment Pitch - Notes moving by step or leap Phrase Melody - Pentatonic 5 note scale Dynamics - Louder, Quieter Timbre - Sound quality of individual instruments Structure/plan - Repetition Call and response verse and chorus Duration - Beat (pulse), rhythm, longer, shorter, sustained Tempo - Steady, faster, slower

Vocabulary - Languages

Greetings - Salut, bonjour monsieur / madame / mademoiselle, bon matin, bon soir, bon après midi, au revoir Asking questions - Comment tu t’appelles / comment t’appelles-tu? Je m’appelle… Quel âge as-tu? Tu as quel âge? J’ai...ans. Comment ça va? / Ça va? Et toi? From year 3 - ça va bien / comme çi comme ça / ça ne vas pas. Classroom instructions - levez vous, asseyez-vous, écoutez, écrivez, lisez, regardez Classroom equipment - une gomme, un stylo, un crayon, une trousse, une regle, école Numbers to 10 plus onze, douze, treize, quatorze, quinze, seize, dix-sept, dix-huit, dix-neuf, vingt Instrument words from year 3 in the format Il y a + number + pianos, trompettes, tambours, violons.



● Children hold recorder correctly and control breathing accurately playing B A G E C. ● Children maintain a part/drone/ostinato in a performance. ● Children combine different timbres to create effect. ● Children play a part accurately from notation.

Assessment - Languages

● Speaking and listening - performing a role play. ● Listening - pencil case listening activity (what is inside the pencil case / how many / other

details heard.)


Year 4 Knowledge Organiser – What country would you most like to explore?


Spring Term Year 4

Topic: What country would you most like to explore?


● To broaden children’s horizons and allow them to discover the size of the world we live in. ● To delve into different countries and cultures from around the world and identify similarities and

differences with our own

Silver Threads



Geography Year 1 - Learn names of countries within the United Kingdom.

- Learn names of cities and surrounding seas in the United Kingdom. Year 2 - Name and locate the worlds’ seven continents and five

oceans Year 3 - Name and locate states and main cities of North America

concentrating on environmental regions, key physical and human characteristics, countries and major cities. -Locate places on larger scale maps and identify where the equator, Northern and Southern Hemisphere are in relation to South America. Year 4 - Name and locate states and main cities of South America

concentrating on environmental regions, key physical and human characteristics, countries and major cities. -Identify the Equator, Northern Hemisphere, Southern Hemisphere and the countries that lie within them. ICT Year 1 - Add text to photographs, graphics, drawings and sound

using a computer. Year 2 - Add text to photographs, graphics, drawings and sound

using a computer. Year 3 - Continue to word process a range of work in other

curriculum areas, using more advanced word processing features such as columns and borders. Year 4 - Work together to create a website based on a topic, area of

interest or event (for example using google sites) which incorporates hyperlinks, images and embedded media/documents.

● Expo - arranged for one afternoon (2pm-3pm) at the end of the topic where children get to showcase their learning to the children. Children can chose to show: ➔ webpages ➔ country brochures (research

about a country of their choice including a menu, 10 unusual facts, things to do, persuasive text to advertise hotels, geographical information about the country)

➔ Frances Hatch Art ➔ Shackleton Diary entries ➔ Country fact files using atlas skills

● East Midlands Aeropark and Aerozone trip

● Travel WOW day - organise travel agents to come in and talk to the children about their job and inspire the children for their EXPO. (Fair trade and Poverty)

SIAMS

Strand 3b - disadvantage and deprivation and exploitation of the natural world Strand 3a - aspiration and resilience, confidence and opportunities. Strand 4a - community and school Strand 5b - celebrate difference and diversity


Difference, freedom and Culture

Learning Powers Resilience, Thinking Flexibly, Applying past

knowledge, Accuracy and precision, communicating with clarity.

Metacognition and Reflection

Spring 1 - ‘Stuckness’ = Creating strategies to support when stuck

Spring 2 - Brain science =Discussing and understanding how the brain

learns using terms such as neurons and synapses


Topic: What country would you most like to explore?

Skills: Computing

● Demonstrate understanding that search engine results are ranked according to relevance. ● With a given goal, plan and execute a project using software on a laptop or tablet to create

digital content with some degree of independence. ● Collect and present data. Use computers to collect numerical data and present this to an

audience. ● Understand that the internet transmits information as packets of data. ● Understand how the internet makes the web possible. Give an explanation of how requests

for web pages, and the HTML for those pages, are transmitted via the internet. Skills: Internet safety and harms

● Identify a variety of online games and apps. ● Recognise the dangers of online gaming. ● Know how to stay safe when using online games and apps.

Skills: History

● Places events, artefacts and historical figures on a timeline using dates. ● Use appropriate historical vocabulary to communicate, including: ● dates ● time period ● era ● change ● chronology ● Use literacy, numeracy and computing skills to a good standard in order to

communicate information about the past. ● Use evidence to ask questions and find answers to questions about the past.

Vocabulary - Computing Packets of data - A small set of numbers that get transmitted together via the internet, typically

enough for 1000 or 1500 characters. HTML - HTML is the language in which web pages are composed. Web - A service provided by computers connected to the internet (web servers) in which pages of

hypertext (web pages) are transmitted to users; the pages typically include links to other web pages and may be generated by programs automatically. Software - The programs that control or are run on a computer, written in one or other

programming language, including the operating system, interpreters, compilers and application programs (apps). Data - A structured set of numbers, possibly representing digitised text, images, sound or video,

which can be processed or transmitted by a computer; also used for numerical (quantitative) information.


Chronological order, time period, era, change, dates, similarities, differences, world explorers, timeline, historical figure, artefacts, events, sources, accounts, Ibn Battuta, Christopher Columbus, Robert Falcon Scott, Ernest Shackleton, Ranulph Fiennes, Ann Bancroft, Captain James Cook, Zheng He, Vasco Da Gama, Ferdinand Magellan

Assessment - Computing

● Children will design their own webpage. ● Children will understand that normally the top results on the first page are likely to be those

most relevant to their query. ● Children will explain how to stay safe online when gaming.


● Timeline to show key world explorers throughout history


Skills: Science

● Recognise that environments can change and that this can sometimes pose dangers to specific habitats.

● Identify how animals and plants are suited to and adapt to their environment in different ways. ● Observe that some materials change state when they are heated or cooled and measure the

temperature at which this happens in degrees Celsius (°C), building on their teaching in mathematics.

● Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

● compare and group materials together, according to whether they are solids, liquids or gases Cornerstones investigations

How does pollution affect habitats? Why does it flood? Where does all the water go? Is custard a liquid? Are all liquids runny? How do smells get up your nose?

Skills: Geography

● Name and locate the countries of Europe and identify their main physical and human characteristics.

● Name and locate the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle and date time zones. Describe some of the characteristics of these geographical areas.

● Describe geographical similarities and differences between countries. ● Describe key aspects of physical geography including the water cycle. ● Describe key aspects of human geography. ● Use the eight points of a compass, four-figure grid references, symbols and key to

communicate knowledge of the United Kingdom and the Wider World. ● Ask and answer geographical questions about the physical and human

characteristics of a location. ● Use maps, atlases, globes and digital/computer mapping to locate countries and

describe features.


Habitats and Adaptations environment, animals, environment dangers!, human impact, positive - nature reserves, ecologically planned parks, garden ponds, negative - population, development, litter, deforestation States of Matter solid, melt, freeze, liquid, evaporate, condense, gas, container, changing state, heated, heat, cooled, cool, degree Celsius (°C), thermometer, water cycle, evaporation, condensation, temperature,, water vapour, precipitation, collection


Continents, oceans, physical geography, human geography, equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, date, time zones, similarities, differences, water cycle, compass, four-figure grid references, North, South, East, West, maps, atlases, globes


● Poster to demonstrate understanding of a particular endangered animal. ● Write up of adaptations experiment using blubber. ● Explanation text on the water cycle.


● Research brochure project - demonstrate an understanding of a specific country, making reference to various skills learned in geography lessons.



● Carry out balances, recognising the position of their centre of gravity and how this affects the balance.

● Develop strength, technique and flexibility throughout performances. ● Create a sequence of actions that fit a theme. ● Use an increasing range of actions, directions and levels in their sequences. ● Move with clarity, fluency and expression. ● Show changes of direction, speed and level during a performance. ● Travel in different ways, including using flight. ● Improve the placement and alignment of body parts in balances. ● Use equipment to vault in a variety of ways. ● Begin to develop good technique ● When travelling, balancing and using equipment. ● Watch, describe and evaluate the effectiveness of performances, giving ideas for

improvements. Outdoor

● Use a bat, racquet or stick (hockey) to hit a ball or shuttlecock with accuracy and control. ● Accurately serve underarm. Build a rally with a partner. ● Use at least two different shots in a game situation. ● Use hand-eye coordination to strike a moving and a stationary ball.


● To be who you want to be. ● To explain what we mean by pride and how it feels to be proud. ● To appreciate why we are proud of ourselves and others. ● To understand what character traits are and be able to identify them. ● To understand what we mean by a positive character. ● To understand what grit & determination is, why it is important and how to build it. ● To develop a range of techniques to help us cope with our feelings and emotions. ● To develop a range of ways to cope with good days and bad days; managing your

stress and mood. ● To understand how to keep our mental health in check. Physical health and fitness

● I understand what healthy behaviours are and why we need them to have a healthy body.

Healthy eating

● I know what healthy eating means and name different food groups and nutrients. ● I can explain why foods are healthy or unhealthy. ● I understand how to make healthy food choices. ● I know how to read food labels and how to make healthy food swaps. ● I know why water is important for our bodies and how we can drink enough water

each day.


Centre of gravity Strength Theme Clarity Flight Shuttlecock Racquet Stationary Rally Shot Serve

Vocabulary - PSHRE

Pride, talents, achieve, character, traits, personality, Determination, grit, obstacles, perseverance, motivation, belief, struggle, resilience, memory, reflection, failure, success, solutions, emotional responses, attitude, emotions zones, manage, decisions, accept, stress, moods, mental health, , initiative, comfort zone, optimistic, upbeat, qualities, happiness, self-esteem,, positive mental attitude, self-talk, admiration, food labels, healthy options, hydration,



● Children to create a 2 minute sequence of gymnastics in groups of 3 demonstrating

coordination and changes in direction and speed ● Demonstrate good hand-eye coordination in contrasting sports and demonstrate different shot

techniques.


Pupil is able to:

● Know what it means to be proud and give examples of something they are proud of. ● Name character traits such as grit, determination, resilience and perseverance. ● Explain when they have used certain character traits and how it has had a positive

experience on them. ● Name and describe how they use strategies to help them cope with good and bad

days. ● Name healthy behaviours and explain why they are useful.

● Make healthy food choices, know the importance of water for the body and understand food labels.


● Use the correct vocabulary for different religions. ● Begin to understand the diversity of belief in different religions, nationally and globally. ● Describe the impact of beliefs and practices on individuals, groups and communities. ● Describe the key beliefs and teachings of another religion and make comparisons to

Christianity. ● Show, using technical terminology, how religious beliefs, ideas and feelings can be expressed

in a variety of forms. ● Ask questions about key religious figures.


● Continue to extend the range of French phonic sounds recognised (including the new sounds ê, oe, tion, ail and eil.) Pronounce these sounds in a variety of words and phrases with clear pronunciation.

● Use a word mat and a bilingual dictionary to check a spelling, translate a specific word or choose an appropriate word to complete a short sentence or phrase.

● Recognise and use the plural form of ‘the’ (les) in relation to body parts. ● Write one or two simple sentences to describe body parts using a model. ● Substitute one element in a sentence to change its meaning (such as the noun and

colour adjective), using a word mat or dictionary. ● Recognise that many French adjectives have more than one spelling (masculine,

feminine and the plural forms.) Use a word mat to choose the correct colour spelling to agree with the noun used.

● Use the conjunction et (and) to link two elements in a spoken and written sentence. ● Use strategies for memorisation of new vocabulary. ● Appreciate authentic stories in the French language (Va t’en Grand Monstre Vert

story.) ● Ask pre learned questions in French to conduct a simple survey and discuss the

findings.



Judaism, Torah, Yad, Rabbi, Synagogue, Shul, Shabbat, Hebrew, Star of David, Passover, Holy Week, betrayal, Judas, denial, defy, arrested, Pontius Pilate, Eucharist, Holy Communion,


Body parts - J’ai... la tête, les cheveux… longs / courts / roux / bruns/ blonds / noirs, les yeux… verts, la bouche, le pied, le nez, le bras, les oreilles. Verbs - Touchez… Levez... Colours - vert/ verte /rouge, orange, jaune, brun/ bruns, violet / violette, bleu/ bleue Bilingual dictionary, alphabetical order Animals - un chien, un chat, un lapin, une tortue, une souris, un oiseau, un serpent L’animal le plus / le moins populaire c’est… Tu as un animal? Je n’ai pas d’animal.


● Can you explain what/who is important to you and say why? ● *Can you explain what happens at Shabbat and how this affects the lives of Jewish people? ● *Can you use the correct terminology when talking about what Jews believe? ● *Can you make comparisons between a synagogue, mosque and church and what these

believers read and believe? ● *Do you know that Jews, Christians and Muslims all believe in one God? ● *Can you explain how Christians can follow the example of Jesus being a servant? ● *Can you talk about why Christians want to spread God’s message?


● Writing about a monster (design own monster, label the body parts using colour adjectives agreeing the adjective with the noun.)

● Speaking and listening - conducting a simple survey about pets in French (asking questions, listening to and recording responses.

Skills: Music

● Understand and compose/notate a pentatonic scale/melody. ● Play leaps accurately. ● Read graphic notation. ● Develop accurate listening skills. ● Describe music using musical terms. ● Copy rhythms and short melodies accurately. ● Play ostinato and layer them in a performance. ● Use music to convey a meaning. ● Compose and perform a rap with rhythmic accuracy/ textual fragments. ● Continue understanding of notation, metre and accent. ● Use canon and ostinato accompaniments. ● Use beatbox to imitate sound of drum kit/accompaniment. ● Balance voices in performance. ● Recorder position and recall of notes B A G E (C D D’).


Vocabulary - Music

Texture - layer or sounds Ostinato - Repetition canon contrapuntal imitations Beatbox Metre - organisation of beats accent Pitch - Notes moving by step or leap Melody - Pentatonic 5 note scale Dynamics - diminuendo, crescendo balance Timbre - Sound quality of individual instruments Structure/plan - Repetition verse and chorus Duration - Beat (pulse), rhythm, longer, shorter, sustained Tempo - Steady, faster, slower


● Children hold recorder correctly and control breathing accurately playing B A G E (CD’ D). ● Children compose and notate a melody using pentatonic scale. ● Children use musical terms to describe music in a listening task. ● Children perform in a production with expression and drama. ● Children compose and perform a rap with rhythmic accuracy and strong sense of beat.


Year 4 Knowledge Organiser - Would you rather be a Viking or a Roman? KEY

VOCABULARY Romans Vikings

Artefact

Invader

Settler

Roman

Viking

Celts

Rune Stones

Sanitation

Aqueduct

Centurion

Settlement

Keystone

The Romans invaded Britain in August 55 B.C. (55

years before Jesus was born).

● The Romans brought us:

⮚ Language

The language we used today was developed

from the Romans. The Romans spoke and

wrote in Latin and many of our words are

based on Latin words.

⮚ The Calendar

The calendar we use today is more than

2,000 years old. It was started by Julius

Caesar, a Roman ruler.

⮚ Laws and a legal system

The laws and ways we determine what to do

with someone who is accused of breaking a

law came originally from the Roman Empire.

⮚ The Census

The Roman Empire began the practice of

taking a census, or a 'count,' of all the

people within its boundaries every so often.

Today, many countries like ours take a

census every 10 years.

● The Roman arch was the foundation

of Rome's architectural mastery and massive

expanse of building projects across the ancient

world. It allowed the Romans to make bigger

buildings, longer roads, and better aqueducts.

The Roman arch is the ancestor of

modern architecture.

The Vikings first invaded Britain in AD 793.

● The days of the week are named after

Viking Gods.

● Vikings were excellent sailors and boat

makers which were a key component to

their invasion successes. Their most commonly used boats were "longboats".

Other Key Knowledge

● The name ‘Celts’ is used to describe all of

the people who lived in Britain and

northwest Europe during the Iron Age –

from 600 BC to 43 AD.

● Boudica was a celtic warrior, Queen of the

Iceni tribe, who fought against the Romans to

protect her land.

● The Anglo-Saxons first tried invading in

the 4th century, but the Roman army were

quick to send them home again! Years later –

around 450AD – the Ancient Romans left

Britain, the Anglo-Saxons seized their chance

and this time they were successful!

https://www.natgeokids.com/history/10-facts-about-the-ancient-Romans


Summer Term Year 4

Topic: Would you rather be a Viking or a Roman?


● To discover the influence invaders had on Britain at different times in history and consider the impact on modern-day life.

● To recognise the similarities and differences within ourselves and celebrate the diversity of different cultures

Silver Threads



History Year 1 - Know and recount episodes

from stories about the past. Year 2 - Identify similarities and differences between

ways of life at different times. Year 3 - Identify reasons for and results of people's

actions. Year 4 - Look for links and effects in time studied.

● Residential trip to Grafham focusing on team-building, collaboration and physical skills.

● Invaders WOW day - children dress up as an invader. Children take part in an archaeological dig, learning an Invader dance and talking to a visitor about key Invader facts.

● Languages Day ● Science Day

● Flag Fen trip for Geography fieldwork?

RE trip to Royce Road Gurdwara

SIAMS

Strand 3b Give opportunities to look beyond themselves and ask ‘big questions’. Strand 4a Enable pupils to disagree well. Strand 5c Form healthy relationships where pupils respect and offer dignity to others. Philosophy for Children Themes:

Influence/Impact, Applying Past Knowledge & Gender roles

Learning Powers:




Summer 1 - Fantastic Mistakes & Famous Failures

Summer 2 - My Future Self (What person would they like to be? What do they want to achieve in life? How will they get there?)


Topic: Would you rather be a Viking or a Roman?

Skills - Computing

● Design and write a program using a block language to a given brief, including simple interaction.

● Use sequence and repetition in programs. ● Given an algorithm using both sequence and repetition, give a coherent, logically

reasoned explanation of what it does and how it works. ● Use multiple programs on laptop or tablet computers to achieve particular goals.

Skills: Internet safety and harms

● Identify different types of situations we may face when being online and how to deal with them.

● Know the do’s and don’ts when going online.

Skills: History

● Describe different accounts of a historical event, explaining some of the reasons why the account may differ.

● Suggest causes and consequences of some of the main events and changes in history. ● Describe changes that have happened in the locality of the school throughout history. ● Give a broad overview of life in Britain from ancient until medieval times.

● Understand the concept of change over time, representing this, along with evidence, on a timeline.

● Places events, artefacts and historical figures on a timeline using dates. ● Use appropriate historical vocabulary to communicate, including: ● dates ● time period ● era ● change ● chronology ● Use literacy, numeracy and computing skills to a good standard in order to communicate

information about the past.

Vocabulary – Computing Block Language - A programming language in which blocks are used to program the

computer. Input - Data provided to a computer system, e.g. via a keyboard, mouse, microphone,

camera or physical sensors. Algorithm - An unambiguous set of rules or a precise step-by-step guide to solve a

problem or achieve a particular objective. Repetition - Executing a section of computer code a number of times as part of the

program. Command - An instruction, written in a particular programming language, for the

computer to execute. Data - An instruction, written in a particular programming language, for the computer to

execute. HTML - HTML is the language in which web pages are composed.


Chronological order, time period, era, change, dates, similarities, differences, timeline, historical figure, artefacts, events, sources, accounts, Vikings, Romans, Anglo-Saxons, Celts, lineage, family tree, heritage,



● Children will write a program (invaders quiz) in which the user has to provide some input, perhaps as an answer to a question on screen, or by using key presses or the mouse. (questions and quizzes)

● Children will create a database on invaders.


● Participate in a verbal debate about the most important thing the Romans gave us.

Skills: Science

● 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.


How do plugs work? What conducts electricity? Can you make a circuit from play dough? Did the Romans use toilet roll? How did Vikings dye their clothes? How far can sound travel? How can we change a sound? Can we block sound?

Skills: Geography

● Describe key aspects of human geography, including: settlements and land use. ● Use fieldwork to observe and record the human and physical features in the local area. using a

range of methods including sketch maps, plans and graphs and digital technologies.


Appliances, electricity, electrical circuit, cell, wire, bulb, buzzer, danger, electrical safety, sign, insulators, wood, rubber, plastic, glass, conductors, metal, water, switch, open, closed.


Flag Fen, human geography, settlements, land use, sketches, fieldwork, grounds, surrounding environment, local area


● Experiment to demonstrate understanding of electricity.


● Digital sketch of Flag Fen



● Identify and repeat the movement patterns and actions of a chosen dance style. ● Compose a dance that reflects the chosen dance style. ● Confidently improvise with a partner or on their own. ● Compose longer dance sequences in a small group. ● Modify their use of skills or techniques to achieve a better result. Outdoor

● Perform a pull throw. ● Measure the distance of their throws. ● Continue to develop techniques to throw for increased distance. ● Confidently demonstrate an improved technique for sprinting. ● Carry out an effective sprint finish. ● Perform a relay, focusing on the baton changeover technique. ● Speed up and slow down smoothly. ● Learn how to combine a hop, step and jump to perform the standing triple jump. ● Land safely and with control. ● Begin to measure the distance jumped. ● Use fielding skills as an individual to prevent a player from scoring. ● Vary the tactics they use in a game. ● Adapt rules to alter games. ● Perform and apply skills and techniques with control and accuracy. ● Take part in a range of competitive games and activities. ● Describe how the body reacts at different times and how this affects performance.


● I know when to be assertive. ● I know when to question things. ● To be able to talk about situations where staying safe is important. ● To identify further risks with road traffic and have strategies to stay safe. ● To identify different risks with fire and have strategies to stay safe. ● To identify wider risks with water and have strategies to stay safe. ● To identify risks when joining in with activities and visits and have strategies to stay safe. ● To know some action people can take to prevent accidents in familiar settings. Drug, alcohol and tobacco

● To understand more about different types of drugs and how they can enter the bloodstream. ● To develop understanding about essential use of medicines and people who use and

administer them. ● To know basic safety rules for medicines, including rules for storage at home and at school

and be able to follow these rules. ● To develop attitudes and beliefs about two legal, recreational drugs (nicotine and alcohol) and

people who might use or misuse them and why. ● To understand and practise how to act if harmful items (e.g. a syringe) or unknown

substances are found. ● To begin to recognise influences from friends, the media and other sources and how to deal

with these. Health prevention

● To understand the benefits of carrying regular personal hygiene routines. ● To consider who is responsible for their personal hygiene now, and how this will change the

future. ● To understand a range of ways illness and disease, e.g. colds, chickenpox, head lice, might

be spread and how they are able to reduce this.


Movement pattern, compose, dance style, improvise, modify, pull throw, sprint, sprint finish, triple jump, tactics

Vocabulary - PSHRE

Green cross code, illuminous, vehicle, escape plan, hazards, sluice, weirs, locks (canal), accident, accidental, oral, sniffing, injecting, prescribed, prescription, non-prescribed, legal, illegal, bloodstream, prevention, immunisation, anaesthetic, analgesic, anti-depressant, chemist, pharmacy, nicotine, alcohol, syringe, peer pressure, influences. Penis, testicles, thorax, breast, scrotum, vagina, vulva, toiletries, disease.



● Performances of invaders dances demonstrating expression and improvisation. ● Children to perform a triple-jump using correct technique. ● Children to take part in Sports Day demonstrating the above techniques. ● Compete in class v class rounders games.


Pupil is able to: ● Be assertive and question things that they are unsure about.

● Identify risks associated with the road, fire and water. ● Describe strategies to keep themselves safe around fire, water and the road. ● Have strategies to deal with peer pressure.

● Have some understanding about legal and illegal drugs and the impact that these have on the body.

● Describe their own personal hygiene routines. ● Describe how to prevent the spread of infection and disease.


● Discuss and give opinions on stories involving moral dilemmas. ● Respond to the meanings of some religious and moral stories and express how

these directly relate to right and wrong. ● Begin to compare different responses to ethical questions looking at a range of

different religions. ● Describe how some of the values held by communities or individuals affect

behaviour and actions. ● Begin to understand the diversity of belief in different religions, nationally and

globally. ● Recognise, name and describe some religious artefacts, places and practices. ● Discuss similarities and differences between different religious beliefs and

practices, places of worship and sacred texts.


● Recognise a wide range of French phonic sounds including sounds made by accented letters

(é, è and new sounds ille, ai.)

● Demonstrate knowledge of sound-spelling links (applying knowledge of taught phonics sounds to support writing.)

● Read aloud a wider range of words, phrases and short sentences linked to the topic/s of study. ● Follow a simple, short text made up of four or more sentences, reading some of the words out

loud. ● Say two or more short sentences that contain an adjective. ● Recognise and use masculine and feminine adjectives and a sentence model to write three or

more descriptive sentences in the first person. (Je suis + adjective.) ● Listen attentively to songs in the French language to identify simple rhyming words and

respond to key phrases.

● Listen, identify and respond to a growing vocabulary of familiar words and phrases from the

topics studied (including family members.)

● Identify the letter sounds of the French alphabet. Begin to produce these sounds to spell familiar words.

● Show awareness of accents, elisions (oe) and silent letters by repeating them carefully in

familiar words. Begin to recognise these sounds in other French words.

● Identify some well-known French landmarks and some symbols of French culture.

● Express simple opinions (I like, I dislike.)


Sikhism, Sikh, Gurdwara, 5 K’s, khalsa, Kirpan, Kesh, kara, Kanga, Khanda, Kacha, chauri, Guru Gobind Singh, Gurus, Guru Granth Sahib, Nishan Sahib, langar, Amrit fishermen, disciples, clergy, vicar, minister priest, lay person, justice, activist, fasting, Christian Aid,


Family members - Voici… mon père, ma mère, ma soeur, ma grand mère, mon grand père, mes grandparents, mes parents. Il s’appelle+ name, elle s’appelle + name. Alphabet letter sounds - Ça s’ecrit… Opinions - J’aime, Je n’aime pas. Adjectives - Je suis… bavard/bavarde, sympa, timide, drôle, grand/grande, petit/petite Grammar - elision, accent, silent letter



● Do you know what the 5K’s are in Sikhism and begin to explain what they represent?

● *Do you understand how Sikhs show their respect when entering the Gurdwara? ● *Can you make similarities between how Sikhs, Christians and Muslims pray and

worship? ● *Do you know what the term ‘guru’ means? ● *Can you explain how Christians can show love towards others through the

example of Jesus? ● *Can you give suitable suggestions as to how Jesus and yourself should/could help

in different scenarios including natural disasters?


● Writing sentences using adjectives (adjective people.) ● Listening skills - dictation games using French alphabet.

Skills: Music

● Learn and compose using verse/chorus song structure. ● Understand phrases in music. ● Identify key features of minimalist structure. ● Combine sections of music in a layered structure. ● Identify metre in musical pieces. ● Sing in 3 independent parts. ● Play together as a samba band - maintaining rhythmic layered parts and reacting to

signs. ● Play and sing repeated patterns (ostinato) from notation. ● Understand syncopation. ● Use off beat rhythms in improvisation. ● Combine parts in more than one metre. ● Create music to tell a story. ● Learn to hold and play notes C D E (F G) on Bb clarinet.


Vocabulary - Music

Rhythm - Rests Improvisation Samba Syncopation - musical stress on weak beat Texture - layer or sounds Ostinato - Repetition Metre - organisation of beats Drone - continuous note or chord accompaniment Pitch - Notes moving by step or leap Phrase Melody - Pentatonic 5 note scale Dynamics - Louder, Quieter Timbre - Sound quality of individual instruments Structure/plan - Repetition Call and response verse and chorus Duration - Beat (pulse), rhythm, longer, shorter, sustained Tempo - Steady, faster, slower


● Children hold clarinet correctly and control breathing accurately playing C D E (F G).

● Children improvise syncopated repeated rhythm. ● Children identify metre in a piece of music. ● Children compose and perform musical ideas in layers.


Year 5 overview


Autumn What’s the Cost? Geography/History

Spring Is there life beyond Earth?

Science

Summer Could you be a survivor?

Geography


Year 5 Knowledge Organiser - What’s the Cost? KEY

VOCABULAR

Y

Renewable and Non-renewable resources Other Key Knowledge Tudor Timeline

Renewable

Non-renewable

Geo-thermal

Nuclear Power

Energy

Hydroelectricity

Reduce

Reuse

Recycle

Environmental

Sustainable

● What is renewable energy?

Renewable energy comes from natural resources

that are naturally replenished, such as sunlight,

wind, and waves.

Examples of renewable energy:

Solar power

Wind power

Biomass energy

Hydroelectric power

Geothermal power

● What is non-renewable

energy?

Non-renewable energy comes from natural

resources that are not naturally replenished, such

as coal, oil, and natural gas.

Examples of non-renewable energy:

Coal power

Oil power

Gas power

Nuclear energy

Greta

Thunberg

Greta Thunberg

is the Swedish

teenager who

skipped school and inspired an

international movement to fight

climate change.

She has become a leading voice,

inspiring millions to join protests

around the world.

1485 The Battle of Bosworth marks the

the end of the War of the Roses

1509 Henry VIII marries Catherine of

Aragon

1516 Catherine of Aragon gives birth to

Mary

1533 Henry marries Anne Boleyn. She

Gives birth to a daughter

Elizabeth

1534 Henry VIII is confirmed as Head of

the Church of England

1536 Anne Boleyn is beheaded and

marries Jane Seymour

1537 Jane gives birth to a son Edward

but she dies 12 days later

1540 Henry marries his fourth wife,

Anne of Cleves, but divorces

her and marries Catherine

Howard

1542 Catherine Howard is

Executed

1543 Henry marries Catherine

Parr

1544 Henry invades France

1547 Henry VIII dies

1585-1604 England and Spain at war

1603 Queen Elizabeth I dies


Autumn Term Year 5

Topic: What’s the cost?


● To provide children with a social awareness regarding their impact on the world ● To help children to develop a personal responsibility for the world in which we live ● To consider the impact the past has had on 2020 and the future

Silver Threads



History

EYFS - Year 1 - Changes within living memory including timelines of their own

lives; events beyond living memory that are significant nationally or globally including the 1969 moon landing and the Queen’s coronation. Year 2 - Lives of significant men, women and children including Florence

Nightingale, Christopher Columbus and Tim Bernes-Lee; past events from the history of Britain including the Great Fire of London Year 3 - Ancient civilisations including the Ancient Egyptians and the

eruption of Mount Vesuvius. Year 4 - Roman Britain; significant local figures including Edith Cavell.

Science - Properties of Materials/ States of Matter

Year 1 - Identify and name a variety of everyday materials, including

wood, plastic, glass, metal, water and rock. Year 2 - Identify and compare the suitability of everyday materials

including wood, plastic, metal, glass, brick, rock, paper and cardboard for particular uses. Year 4 -Compare and group materials together according to whether they

are solids, liquids or gas. Observe that some materials change state when they are heated or cooled and measure and research the temperature at which this happens in Celsius. Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature..

● Peterborough Recycling Centre ● Visit from Anglia Water (Water

Sustainability) ● Burghley House (Tudors) ● Mark Grist - Rapper ● St John’s Eucharist ● Waterbeach recycling centre

Water Aid RE Trip - Kingsgate and Salvation Army (Nov)

SIAMS Compare

Strand 3 a) Aspiring pupils giving them resilience and perseverance with the global environmental issues Strand 3 b) All pupils can look beyond themselves and think globally. Pupils have to take responsibility for the growing environmental crisis. Strand 3 c) All pupils will have the opportunity to engage in social action e.g litter pickers, improving the school environment for example plastic in the kitchen/classrooms. Stand 5 b) All pupils are given opportunities to understand, respect and celebrate differences and diversity through studying a range of influential people e.g. Greta Thunberg Philosophy for Children Themes:

Greed, Corruption & Respect

Learning Powers:

Aspiration, Courage, Open Mindedness, Encouraging Others & Finding

More Than One Way



Autumn 2 - Aspirations & My Goals


Topic: What is the Cost?


● Make connections between different beliefs and practices for all religions, including their places of worship.

● Understand the diversity of belief in different religions, nationally and globally. ● Explain the practices and lifestyles involved in belonging to a faith community ● Show an understanding of the role of a spiritual leader. ● Ask and respond to questions about what individuals and faith communities do and why. ● Describe the impact that different religious beliefs and practices have on individuals,

groups and communities. ● Use the correct vocabulary associated with different religious celebrations, practices and

beliefs and understand what it means.

Skills: History

● Use sources of evidence to deduce information about the past. ● Select suitable sources of evidence, giving reasons for choices.

● Seek out and analyse a wide range of evidence in order to justify claims about the past. ● Use dates and terms accurately in describing events. ● Use appropriate historical vocabulary to communicate, including: ● Use literacy, numeracy and computing skills to an exceptional standard in order to

communicate information about the past. ● Use original ways to present information and ideas. ● Give a broad overview of life in Britain from medieval until the Tudor and Stuart times.

● Describe the social, cultural or religious diversity of past society. ● Describe the main changes in a period of history (using terms such as: social, religious,

political, technological and cultural). ● Identify periods of rapid change in history and contrast them with times of relatively little

change.


Judaism, Rosh Hashanah, Jews, harvest, festival, shofar, Islamic Aid, Christian Aid, Sukkot, Sukkah shelters, Hindus, Diwali, Saviour, slogan, Incarnation, Messiah, astronomers, witnesses, prophecies,


Dates, time period, era, reformation Chronology, continuity, change Century, decade, legacy


● *Can you explain the importance of Rosh Hashanah & Sukkot for Jews? ● *Do you know why honey is so symbolic at Rosh Hashanah? ● *Can you explain how places of worship differ? ● *Can you discuss how important Jesus is for Christians in the world today? ● *Can you describe the impact that different religious beliefs and practices have on

individuals, groups and communities?


To create a timeline of key events during this time period, saying what effect they had on the country.


Skills: Science

● Plan enquiries, including recognising and controlling variables where necessary.

● Use appropriate techniques, apparatus and materials during lab work. ● Take measurements, using a range of scientific equipment, with increasing accuracy and

precision. ● Report findings from enquiries, including oral and written explanations of results,

explanations involving casual relationships and conclusions. ● Use test results to make predictions to set up further comparative and fair tests. ● Use simple models to describe scientific ideas, identifying scientific evidence that has

been used to support or refute ideas or arguments. ● Compare and group together everyday materials based on evidence from comparative

and fair tests, including their hardness, solubility, conductivity (electrical and thermal) and response to magnets.

● Understand how some materials will dissolve in liquid to form a solution and describe how to recover a substance form 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.

● Demonstrates 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, oxidation and the action of acid on bicarbonate of soda


Do all solids dissolve? Why does milk go off? Can you clean dirty water? Will it erupt?


● Pick out the main points and a detail from short, spoken passages, spoken clearly and made up of familiar language from various sources (e.g. songs and video clips.)

● Engage in a short conversation or role-play with several exchanges using a range of simple familiar questions.

● Recognise, use and respond to a range of vocabulary in predictable classroom interactions.

● Read and understand some of the main points in a short, written text based on a familiar topic.

● Adapt a sentence model successfully to give their own information (e.g. changing the noun, adjective or opinion on a French ID card.)

● Use adjectives to create spoken and written sentences, describing themselves and others (simple 1st person and 3rd person descriptions including nationality and personality.)

● Recognise and use some common masculine and feminine adjective endings (e.g. sportif - sportive, intelligent - intelligente.)

● Use simple adverbs to make spoken and written sentences more interesting (e.g. quite, very.)

● Talk and write about their interests and express a wider range of personal opinions (hobbies.)

● Use the conjunction car (because) to extend some written sentences (e.g. giving reasons for opinions about hobbies.)

● Identify a variety of French speaking (Francophone) countries in the world. ● Research and present information about a Francophone country.

Vocabulary – Science

Changing state, condensation, reversible, filtering, hardness Solid, evaporation, irreversible, sieving, solubility Liquid, dissolving, separated, conductivity, transparency


Adjectives in 1st and 3rd person - Il s’appelle… Elle s’appelle… Je suis… Il est… Elle est… drôle, grand/e, petit/e, sympa, sportif/ive, intelligent/e, timide, bavard/e. J’ai… Il a, Elle a… les cheveux longs, courts, roux, blonds, noirs. Les yeux verts, bleus, noirs, bruns. Tu es comment? Nationalities - britannique, français/e canadien, canadienne Francophone country. Opinions and reasons - J’adore, j’aime, je n’aime pas, je déteste, car c’est… interessant, bien, amusant, difficile, enneyeux Hobbies - Je joue au tennis, je joue au foot, au basket, j’écoute la radio / la musique, je regarde la télé / un film, je joue aux jeux vidéos. Tu aimes…?



Pupils to design an experiment to transform dirty water into clean water investigating the processes of sieving, filtration and evaporation.


● Group Francophone research presentation. ● French hobbies mini book writing. ● French listening task - personal descriptions.


● Select ideas to compose specific sequences of movements, shapes and balances. ● Adapt their sequences to fit new criteria or suggestions. ● Perform jumps, shapes and balances fluently and with control. ● Confidently develop the placement of their body parts in balances, recognising the position

of their centre of gravity and where it should be in relation to the base of the balance. ● Confidently use equipment to vault in a variety of ways. ● Apply skills and techniques consistently. ● Develop strength, technique and flexibility throughout performances. ● Combine equipment with movement to create sequences. ● Know and understand the reasons for warming up and cooling down. ● Explain some safety principles when preparing for and during exercise. Outdoor

● Consolidate different ways of throwing and catching, and know when each is appropriate in a game.

● Use a variety of ways to dribble in a game with success. ● Use ball skills in various ways, and begin to link together. ● Pass a ball with speed and accuracy using appropriate techniques in a game situation. ● Keep and win back possession of the ball effectively in a team game. ● Choose the best tactics for attacking and defending. ● Shoot in a game. ● Know when to pass and when to dribble in a game. ● Choose and use criteria to evaluate your own and others’ performances. ● Explain why they have used particular skills or techniques, and the effect they have had

on their performance.

Skills: Computing

● Give a coherent explanation of how data packets are routed from one computer to another on a separate network, which is also connected to the internet.

● Explain how HTML is used to create a web page and how it is transmitted as packets of digital data over the internet.

● Have an awareness of simple HTML tags (such as and) for marking up a web page. ● Explain how a search engine creates a cached copy of the web using automated HTTP

GET requests, follows links found, indexes results and uses the resulting index to select and rank results.

● show an awareness of the Page Rank algorithm in which results are ranked according to the number and quality of in-bound links

● Working with text, audio, images or video, the child can analyse information, perhaps summarising this.


● Understand the positive and negative uses of social media. ● Understand the impact of social media on our behaviour, emotions & lives. ● Identify cyber-bullying and its consequences. ● Learn how to deal with cyber-bullying



Criteria, placement, base of the balance. combine, defensive line Appropriate, link, attacking tactics, defending tactics, explain, effect, tag rugby

Vocabulary - Computing Packets of data - A small set of numbers that get transmitted together via the internet,

typically enough for 1000 or 1500 characters. Network - The computers and the connecting hardware (Wi-Fi access points, cables, fibres,

switches and routers) that make it possible to transfer data using an agreed method (‘protocol’). HTTP - Hypertext transfer protocol - HTTP is the standard protocol for the request and

transmission of HTML web pages between browser and web server HTML Hypertext mark-up language) - HTML is the language in which web pages are

composed. Cache - To make a copy of information for faster retrieval or processing


● Children to create their own gymnastic sequences in pairs demonstrating safe vaulting

techniques - performances to class. ● Make suggestions on how they and other groups could improve. ● Demonstrate effective attacking and defending strategies through communication.


Children will create a blog based on information gathered from a variety of resources.

Children will develop a greater understanding of HTML.

Skills: Music

● Understand and explore music narrative and its structure. ● Interpret notation (graphic and clef). ● Use a storyboard to structure sounds.

● Learn about sound effects (Mickey Mousing) in music and perform with a movie. ● Identify changes in tempo and its effects. ● Explore/understand phrase structure of a song melody.

● Create and perform a sequence of melodic phrases with a movie. ● Learn about and create musical clichés in movie soundtracks. ● Explore the effects of music and musical techniques in movie soundtracks.

● Use musical dimensions to create/perform music for a movie. ● Learn about and use cue scores. ● Evaluate and refine compositions. ● Explore how music can be played, composed and manipulated through GARAGEBAND –

music APP. ● Analyse and compare composers who use electronics to create music. ● Use ipads (Garage band) to:-

● Create/improvise rhythm patterns (both drum kit and sync pad). ● Create/improvise melodies (guitar and keyboard). ● Create harmony using chord sequences (guitar).

● Explore and use pre-recorded loops. ● Create own piece of music using all of the above.


● To recognise when someone needs help. ● The characteristics of how to be a good friend. Respectful relationships

● To accept people who are different from me. ● What connections are and why they are important. ● The importance of peer relationships and how they are beneficial. ● What respect is and how it feels. ● To demonstrate ways to show respect. ● The importance of respect in life and how to show it every day. Families and People who care for me

● To identify a support network of people who you can talk to when you need help. ● To consider the need for trust and love in marriage and established relationships.


● Arrange ideas in sequences and use loops . ● Edit, arrange, work – improving and refining.

Vocabulary - Music

Rhythm - Rests Improvisation Accompaniment Loop Chords - Harmony combination of sounds Texture - layer or sounds Ostinato - Repetition Patterns Pitch - Scales Melodic lines Dynamics - Louder, Quieter, crescendo, diminuendo Timbre - Sound quality of individual instruments Structure/plan Duration - Beat (pulse), metre, rhythm, staccato, sustained Tempo - Steady, faster, slower, accelerando, ritenuto

Vocabulary - PSHRE

Expectation, patient, patience, tolerance, acceptance, forgiveness, develop, maintain, gay, lesbian, transgender, irritated, disappointed, impatient, gleeful, jubilant, enraged, incensed, uneasy, alarmed, depressed, demoralised, bewildered, repelled, revolted, peers, support network, opinions, polite, appreciate, relationship.


● Children will use and perform from a graphic/symbolic score. ● Use changes in tempo, timbre, dynamics, texture to create effects. ● Children will use Garageband (App) to edit, create, layer, arrange and refine musical ideas

and loops. ● Compare composers and pieces using musical terminology.


Pupil is able to:

● List the characteristics of a good friendship. ● Describe ways in which they can create and maintain friendships. ● Know about a diverse group of people including religion, disability, culture, gender and

family makeup. ● Understand law regarding marriage and know the characteristics of a healthy

relationship.

Skills: Geography

● Identify and describe how the physical features affect the human activity within a location. ● Use a range of geographical resources to give detail descriptions and opinions of the

characteristic features of a location. ● Describe how locations around the world are changing and explain some of the reasons

for change. Key aspects of human geography (trade links, settlements, distribution of natural resources including energy and food)

Vocabulary– Geography

Settlement, resources, hydroelectric, non-renewable, renewable, solar power Generation, gigawatt (GW), import, export, food miles, biomass Coal, efficiency, conservation, carbon footprint, wind power



Evaluate the settlement of Peterborough and its resources. Children can also investigate the carbon footprint of their family.


Year 5 Knowledge Organiser - Is there life beyond Earth? Key Vocabulary Space - Key Knowledge Timeline of Key Events in Space Travel

Planet: a large object, round or

nearly round, that orbits a star.

● Mercury, Venus, Earth and Mars are rocky planets, mostly

made up of metal and rock.

● Jupiter, Saturn, Uranus and Neptune are mostly made up of

gases.

● The moon orbits Earth in an oval shaped path while spinning

on its axis. At various times in a month, the moon appears to

be different shapes. this is because as the moon rotates around

Earth, the Sun lights up different parts of it.

● Earth rotates on its axis. At the same time that Earth is

rotating, it is also orbiting the Sun. it takes a little more than

365 days to orbit the Sun. Daytime occurs when the side of

the Earth is facing towards the Sun. Night occurs when the

side of Earth is facing away from the Sun.

● It appears to us that the Sun moves across the sky during the

day but the Sun does not move at all. It seems to move

because of the movements of the Earth.

1942

The first rocket called the V2 is launched.

Spherical bodies: astronomical

objects shapes like spheres.

1947

Fruit flies are sent to space.

Orbit: to move in regular,

repeating curved path around

another object.

1949

Albert the monkey is sent to space.

Rotate: to spin.

1957

Laika the dog is sent to space.

The first satellite, Sputnik, is sent to space.

Axis: An imaginary line that a

body rotates around.

1961 Yui Gagarin is the first man in space.

Solar system: a star and all the

objects that orbit it.

1969 Neil Armstrong and Buzz Aldrin land on the

moon.

Forces: pushes and pulls which

act on objects to make them

move or stop moving.

1991 Helen Sharman is the first British

astronaut in space.

1998 The International Space Station is launched into

orbit.

2001 Dennis Tito is the first space tourist.

2015 Tim Peake becomes the first British ESA

astronaut to visit the international space station


Spring Term Year 5

Topic: Is there life beyond Earth?


● To encourage children to have a natural curiosity about their place in the solar system ● To begin to understand the forces at work within this.

● To continue to appreciate and be responsible for the world they live in.

Silver Threads



Art - Painting

Year 1 - work on different scales; mix and match colours to artefacts and objects;

mix secondary colours and shades; create different textures. Year 2 - mix a range of secondary colours, shades and tones; name different types

of paint and their properties; work on a range of large scales Year 3 - mix a variety of colours and know which primary colours make secondary

colours; use a developed colour vocabulary; experiment with different effects and textures including blocking in colour, washes, thickened paint, etc; work confidently on a range of small scales. Year 4 - make and match colours with increasing accuracy; use more specific

colour language, e.g. tint, hue, shade; choose paint and implements appropriately; plan and create different effects and textures with paint according to the task; show increasing independence and creativity with the painting process. Science - Forces

Year 3 - Compare how things move on different surfaces.

● Explorer Dome Visit ● Visit to Leicester

Space Center ● Come Dine with Me ● Easter Service at St

John the Baptist Church

● Life Education Bus ● Table Tennis

Tournament ● Stay and Learn

SIAMS

Strand 3 a) to develop children’s aspirations, developing their resilience to cope with different situations. Stand 3 b) children to look beyond themselves and ask ‘big questions’ about the universe. Stand 5 b) All pupils are given opportunities to understand, respect and celebrate differences and diversity Philosophy for Children

Themes: Reality, Knowledge, Open-mindedness

Learning Powers:

Encouraging others, Aspiration, Courage, Finding more than one way,

Open mindness


Spring 1- Brain Science

Spring 2 - Input, Practise, Effort and Time


Topic: Is there life beyond Earth?

Skills: Science

● Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object.

● Identify the effect of drag forces, such as air resistance, water resistance and friction that act between moving surfaces.

● Understand that force and motion can be transferred through mechanical devices such as gears, pulleys, levers and springs

● 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 Cornerstones investigations

How does the Moon move? Can we track the sun? How do you know that the Earth is round? Why do planets have craters? What do pulleys do? How do levers help us? Why are zip-wires so fast?

Skills: History

● Use sources of evidence to deduce information about the past.

● Select suitable sources of evidence, giving reasons for these choices. ● Use sources of information to form testable hypotheses about the past. ● Seek out and analyse a wide range of evidence in order to justify claims about the past.

● Understand that no single source of evidence gives the full answer to questions about the past.

● Use dates and terms accurately in describing events. ● Use appropriate historical vocabulary to communicate.

● Describe the main changes in a period of history. ● Describe the characteristics features of the past, including ideas, beliefs, attitudes and

experiences of men, women and children.


Magnetic, frictions, mechanisms Solar system, magnetic, gravity Universe, air resistance, equally balanced


Ancient Greeks, campaign, empire, archaeology Democracy, Olympics, Society Conquer, validity, artefacts


Children complete the Forces Escape Room challenge.


Children create a presentation on their learning about the Ancient Greeks and how they impacted today’s society. This is shared with peers and parents where possible.



● Identify and repeat the movement patterns and actions of a chosen dance style. ● Compose individual, partner and group dances that reflect the chosen dance style. ● Show a change of pace and timing in their movements. ● Develop an awareness of their use of space. ● Demonstrate imagination and creativity in the movements they devise in response to

stimuli. ● Use transitions to link motifs smoothly together. Outdoor

● Select the most suitable pace for the distance and their fitness level in order to maintain a sustained run.

● Identify and demonstrate stamina, explaining its importance for runners. ● Understand how to serve in order to start a game. ● Use different techniques to hit a ball. ● Identify and apply techniques for hitting a tennis ball. ● Explore when different shots are best used. ● Develop a backhand technique and use it in a game. ● Practise techniques for all strokes. ● Play a tennis game using an overhead serve. ● Choose and use criteria to evaluate own and others’ performances. ● Explain why they have used particular skills or techniques, and the effect they have had

on their performance.

Skills: Computing

● Design a program and write this in a block-based language. Test and debug code, explain what bugs were found and how they can be fixed.

● Use simple computer control and/or sensors with products they make in design and technology.

● Program, typically written in Scratch, or similar, should include sequences of commands or blocks, some repetition and selection.

● Write a program that accepts keyboard and mouse input and produces output on screen and through speakers.

● Explain a rule-based algorithm in their own words. When provided with a rule-based algorithm (e.g. for a computer game), the child should be able to explain what it does and how it works, in their own words.

● When given an algorithm for a particular purpose, e.g. a rule-based algorithm for a computer game or a sequence of steps to draw a geometric pattern, use logical reasoning to identify possible errors in the algorithm, explaining why they believe the algorithm is incorrect.

● With a given audience in mind, the child can design a program of their own in response to a given goal and write this in a block- based language such as Scratch.

Online Relationships

● Understand how to show respect online. ● Understand the difference between online and face to face communication. ● Learn rules for communicating online including sending images.


Dance style, transitions, fitness levels, strokes Timing, smooth, baseline, stamina Imagination, creativity, backhand, forehand

Vocabulary - Computing Debug - To fix the errors in a program Block language - A programming language in which blocks are used to program the

computer Repetition - Executing a section of computer code a number of times as part of the program Selection- A programming construct in which one section of code or another is executed

depending on whether a particular condition is met



● Street dance to demonstrate transitions between different motifs - class competition. ● Class competition in long-distance running. ● Take part in a tennis rally. ● Serve the ball confidently and correctly.


Children will design and create a computer game for a particular, known audience.


● Articulate views on ethical questions from a range of different religions. ● Learn to understand how people with differing belief systems or none approach ethical

questions and develop a personal moral code. ● Discuss and express their own ideas about ethical questions, respecting the views of

others. ● Appreciate that those with no faith also have a belief system. ● Make links between different beliefs and practices. ● Recognise and express feelings about their own identities. Relate these to religious beliefs

or teachings. ● Explain why different religious communities or individuals may have a different view of

what is right and wrong and that is should be respected. ● Show an awareness of morals beyond the rules. ● Ask and respond to questions that are puzzling.


● Use transactional language to communicate for different purposes (food shopping role plays.)

● Apply knowledge of numbers and months of the year to form a variety of dates (including those of common festivals.)

● Recognise how to conjugate a regular ‘er’ verb using a resource as support (e.g. regarder)

● Understand and use the main codes in a bilingual dictionary to check whether a word is masculine, feminine, a noun, verb or adjective (word class.)

● Change two or more elements in a given sentence to create a new sentence (e.g. opinion, noun, adjective, verb or adverb) using a word mat, sentence builder or bilingual dictionary as support.

● Compare and contrast some celebrations and festivals in France and the UK, discussing the cultural and historical significance of a key French festival (e.g. Bastille Day.)


10 commandments, Exodus, Moses, God, Christians, rules for living, Sabbath, idol, covet, honour, envy, adultery, blasphemy, Sacrifice, Holy Week, crucify, resurrect, theological, gospel, humanity


Numbers to 60 - vingt, trente, quarante, cinquante, soixante. Months - janvier, février, mars, avril, mai, juin, juillet, août, septembre, octobre, novembre, décembre. Shopping - C’est combien? C’est… Euros. Je voudrais… Qu’est-ce-que tu veux? des tomates, de la crème, du pain, du fromage, de la limonade, des frites, du cola. Quelle est la date de ton anniversaire? Mon anniversaire c’est le… + number + month Festivals - le Nouvel An, la Saint-Valentin, la fête des rois, la fête Nationale (Bastille Day.) Verbs - marcher, sauter, tourner.



● Can you name all 10 commandments and know what they all mean? ● *How do the 10 commandments compare with the 5 Pillars of Islam? ● *Are the 10 commandments still relevant today? Discuss ● *Do you understand that having rules is important for individuals & society? ● *Can you articulate your views on a variety of ethical questions? ● *Do you know that sacrifice is necessary in order to preserve/improve the world?


● Shopping role play (speaking and listening.) ● Bastille Day poster (writing)

Skills: Music

● Listen to music with focus (dynamics, texture); describe it effects and use of musical dimensions and analysing using musical vocabulary.

● Relate sound sequences to images and create musical descriptive sound sequences. ● Develop use and performance of dynamics. ● Play a melodic ostinato using staff notation. ● Develop techniques of performing rap using complex textures and rhythms. ● Learn about the sound of the whole tone scale. ● Perform with expression and attention to tone and phrasing. ● Create musical background to accompany a poem. ● Learn parts of the ukulele. ● Learn the correct playing position. ● Sing and play with accuracy. ● Learn and play open strings and their names. ● Learn tablature notation. ● Reinforce pitch and rhythm knowledge and recognition. ● Play to a steady beat. ● Learn and perform songs with contrasting styles (rumba, tango, march, Native USA song,

traditional). ● Learn and compose own stroke patterns for accompaniments. ● Improvise and echo rhythms. ● Learn and use chords in sequence (C and F major and A minor EXT G7 major).


● To understand what being mindful means, why it is important and techniques to support this.

● To understand what personal growth is and identify life aspirations. ● To understand why taking part in hobbies are important. ● To identify what self-management is and why it is important for a healthy mind. ● How we can help to manage ourselves & have self-control. ● To identify why plans in life are important and how to create different plans for different

situations. ● To understand and prepare coping mechanisms and strategies for different situations

including negative feelings and feeling overwhelmed. ● To identify effective and appropriate calming-down strategies. ● To understand the meaning of self-control. Physical health and fitness

● To know what body health is and why we need to keep our bodies healthy. ● I know how we can measure our physical health. ● I know what fitness is, why we need to keep it and how to maintain it. ● I can explain what rest & recovery means. ● I understand how you can relax and the importance of sleep.

Vocabulary - Music

Accompaniment Style Expression Tablature notation Chords - Harmony combination of sounds Texture - layer or sounds Ostinato - Repetition Patterns Metre - organisation of beats Drone - continuous note or chord accompaniment

Vocabulary - PSHRE

Mindfulness, breathing, relaxation, peace, Personal growth, vision, future, role models, ambition, hopes, dreams, aspirations, opportunities, hobbies, leisure, Self-management, awareness, responsibility, self-control, healthy mind, initiative, Game plan, preparation, adapt, flexible, decisions, restraint, discipline, attitude, determination, composure, willpower, control, fitness, heart rate, muscles, oxygen, strength, energetic, exhausted, recovery.


Pitch - Scales whole tone scale Phrase Dynamics - Louder, Quieter, crescendo, diminuendo Timbre - Sound quality of individual instruments Structure/plan Duration - Beat (pulse), metre, rhythm, staccato, sustained Tempo - Steady, faster, slower, accelerando, ritenuto


● Children will perform with greater control and awareness of dynamics. ● Children will accurately play a melody from staff notation. ● Children will recognise and play simple chords using ukuleles. ● Children will play simple melodic patterns using ukuleles.


Pupil is able to:

● Explain mindfulness and knows some techniques to practice it. ● To discuss their aspirations and have a plan to meet them. ● Understand self-control and have some coping mechanisms to help them stay in

control. ● Understand the term body health and know the importance of this.

Skills: Geography

● Collect and analyse statistics and other information in order to draw clear conclusions about locations.

● Understand some of the reasons for geographical similarities and differences between countries.

● Describe and understand key aspects of physical geography including: climate zones, biomes and vegetation belts, rivers and mountains.

● Understand some of the reasons geographical similarities and differences between countries.

● Use atlas, maps, globes and digital and digital/computer mapping to locate countries and describe features studies.

● Describe how locations around the world are changing and explain some of the reasons for this.


Climate zone, physical geography Biomes, human geography, radioactive Vegetation belt, compass, industrial


To compare parts of Russia and the UK, explaining why they have different biomes and how they are different physically.


Year 5 Knowledge Organiser - Could You Be A Survivor? Key Vocabulary Key Geographical Knowledge Timeline of Key Events for the Titanic’s maiden voyage

Topography: the physical features of an area of land (such as

mountains, rivers, valleys, etc.)

The eight points of a compass are North, South, East, West, North East, South East, South West, North West. What is topography?

Topography describes the physical features of an area of land. These features typically include natural formations such as mountains, rivers, lakes, and valleys. Manmade features such as roads, dams, and cities may also be included. Topography often records the various elevations of an area using a topographical map.

1908-1909

Work begins on White Star Liner’s newest steam ship, Titanic. It will be the largest steam ship ever made, and it is built in

Belfast, Ireland.

Compass: a tool for finding

direction

10th April 1912

Passengers arrive in Southampton excited to board the ship. At middage, the Titanic sets off on her maiden voyage, with

2,223 people on board

Navigate: knowing where to go

when travelling

14th April 1912

11.40pm

The lookouts see an iceberg dead ahead. The Titanic tries to steer round it and is hit on the right hand side.

Ordnance survey: the national

mapping agency for Great Britain

14th April 1912

11.50pm

Water pours in and the levels rise quickly in the bow or the ship.

Marooned: stranded alone 14th April

1912 12am

The Captain is told that the ship can only stay afloat for a couple of hours. He gives the order to call for help. Lifeboats

are uncovered and started to be filled.

Maiden voyage: the first trip

undertaken by a new ship

15th April 1912

12.25am

Lifeboats are filled with women and children first. The Carpathia picks up the distress call but is 58 miles away and

sets sail towards the Titanic as quickly as possible.

Collision: a crash

15th April 1912

12.45am

The first lifeboat is lowered into the water, however it is not even half full. There are not enough lifeboats to carry half to

the passengers on board.

Relief: the highest and lowest

elevation points in an area

15th April 1912

2.05am

The last lifeboat is lowered into the water. Over 1,500 people remain stranded on the Titanic. The stern breaks off and sinks.

Castaway: a person who has been

shipwrecked and stranded in an

isolated place.

15th April 1912

2.20am

The remaining ship levels out before slowly filling with more water, pulling the last of the ship down. Passengers are stranded in the icy water.

Social classes: how people were

divided into groups based on how

much money they had and which

families they belonged to.

14th April 1912

8.50am

The Carpathia travels away from the remaining wreckage, toward New York. She has only saved 705 people

https://www.ducksters.com/science/earth_science/mountain_geology.php


Summer Term Year 5

Topic: Could you be a survivor?


● To develop resilience, resourcefulness and team building through using imagination and learning powers.

● To continue to develop an appreciation for our world, with a focus on natural landscapes.

Silver Threads



Geography

Year 1 - following directions including N, S, E, W; identify and describe where places

are around the UK Year 2 - Follow a route on a map using N, S, E, W; Identify and describe where

places are around the world; Compare and contrast a small area of the United Kingdom with a small area in a non-European country Year 3 - Use eight compass points to follow or give directions; Study of human and

physical geography of a region in North America; Locate places on larger scale maps and identify where equator, Northern and Southern Hemisphere are in relation to South America. Year 4 - Use eight point compass points well; Study of human and physical

geography of a region in South America; Identify and describe where places are around the world; Identify the Equator, Northern Hemisphere, Southern Hemisphere and the countries that lie within them. Design and Technology - Make

Year 1 - Select materials from a limited range; explain what they are making; names

the tools they are using. Year 2 - Discuss their work as it progresses; select and name the tools needed;

explain which materials they are using and why. Year 3 - Select from a range of tools for cutting, shaping, joining and finishing; use

tools with accuracy; select from materials according to functional properties; use appropriate finishing techniques. Year 4 - Select from techniques for different parts of the process.

● Ferry Meadows - survival skills and den building

● Stay and Learn ● Science Day ● Language Day

RE trip to Rock Road Mandir.

SIAMS

Strand 3 a) Encourage pupils to consider big questions and think globally about life and develop an understanding of disadvantage, deprivation and the exploitation of the natural world. Strand 5 c) Ensuring children are able to cherish themselves and others as unique and form healthy relationships Strand 7 a) RE enables all pupils to develop an understanding of other major world regions and world views Philosophy for Children Themes:

Resourcefulness, Humanity & Survival

Learning Powers:

Aspiration, Courage, Encouraging Others, Open Mindedness, Find More

Than One Way


Summer 1 - Aspirations

Summer 2 - Being Reflective & Mindful


Topic: Was the Titanic unsinkable?

Skills: Geography

● Analyse and give views on the effectiveness of different geographical representations. ● Name and locate some of the countries and cities of the world and their identifying human

and physical characteristics, including hills, mountain, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time.

● use the eight points of a compass, four figure grid references, symbols and a key (that uses standard Ordnance Survey symbols) to communicate knowledge of the United Kingdom and the world.

● Describe geographical diversity across the world. ● Create maps of locations identifying patterns (such as: land use, climate zones, population

densities, height of land)

Skills: History

● Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.

● Use sources of evidence to deduce information about the past. ● Seek out and analyse a wide range of evidence in order to justify claims about the past. ● Understand that no single source of evidence gives the full answer to questions about

the past. ● Use dates and terms accurately in describing events.


Topographical, grid reference Ordnance survey, compass Geographical


Titanic, maiden voyage, propeller Unsinkable, iceberg, distress Class system, collision, survivor


Design an island using specific criteria. Think carefully about the topographical features the will need to be included


Write a report explaining who they think was to blame for the sinking of the Titanic, justifying their reasonings using a variety of sources.

Skills: Science

Pupils should be taught to:-

● 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 plans and animals ● Describe the changes as humans develop to old age Cornerstones Investigations

How many potatoes can you grow? Why do birds lay eggs? What is the life cycle of the mealworm? How do mealworms reproduce? Do we slow down as we get older?

Skills: Computing

● Research a complex problem, identify component parts, use decomposition to break this problem down and then plan how they can solve the problem by working through the elements identified.

● Use a common search engine (such as Google with safe search mode locked in place) and advanced search options to filter answers to questions identified in the research project.

● Use and combine a range of programs on multiple devices. Skills: internet safety and harms

● Understand what a digital footprint is. ● Explore what information is appropriate to be put online.



Inheritance, reproduction, stigma Mammal, evolution, stamen Amphibian, life-cycle, chrysalis

Vocabulary - Computing Safe search mode -A search engine functionality in which inappropriate results are hidden Digital device - Electronic hardware that processes information represented as numbers,

using a microprocessor to control its operation, including laptop computers, tablets and smartphones Server - A computer connected to the internet or to a local area network providing services

– such as file storage, printing, authentication, web pages or email – automatically to other computers on the internet or local network. Platform - Used to describe computer systems in which particular content, programs or

systems can be developed Software - The programs that control or are run on a computer, written in one or other



Complete life cycles science assessment


Children will create their own project based on a problem identified due to being a castaway - No radio (set up a radio station)/ Limited supplies (program and 3D print essential items)


● Improvise with confidence, still demonstrating fluency across the sequence. ● Ensure their actions fit the rhythm of the music. ● Modify parts of a sequence as a result of self and peer evaluation. ● Use more complex dance vocabulary to compare and improve work. ● Perform own longer, more complex sequences in time to music. ● Consistently perform and apply skills and techniques with accuracy and control. Outdoor

● Demonstrate an increasing awareness of space. ● Use fielding skills as a team to prevent the opposition from scoring. ● Devise and adapt rules to create their own game. ● Consistently perform and apply skills and techniques with accuracy and control. ● Take part in competitive games with a strong understanding of tactics and composition. ● Hit a bowled ball over longer distances. ● Accelerate from a variety of starting positions and select their preferred position. ● Identify their reaction times when performing a sprint start. ● Continue to practise and refine their technique for sprinting, focusing on an effective sprint

start. ● Improve techniques for jumping for distance. ● Perform an effective standing long jump.


● Appreciate the impact of accents, elisions and some silent letters on sound and apply this knowledge to pronouncing words with a growing confidence.

● Say a longer sentence using familiar vocabulary (weather reports.) ● Make a short presentation (4-5 sentences or more) using a model (weather report.) ● Can spot a new word introduced into short sentences made up of familiar vocabulary

and use the surrounding words to guess its meaning (holiday postcard reading.) ● Present ideas and information to different audiences. ● Give and follow a simple series of directions using sequencers to order them. ● Form a variety of weather expressions using the impersonal form il. ● Recognise the names of some well-known French cities and find out why these cities

are significant (e.g. their geography and why they are well-known.) ● Write at varying length, for different audiences and purposes (writing a weather report.) Write a short text consisting of three or more sentences on a familiar topic using a model (e.g. weather report.)


● Perform the standing triple jump with increased confidence. ● Develop an effective technique for the standing vertical jump (jumping for height) including

take-off and flight. ● Land safely and with control. ● Measure the distance and height jumped with accuracy. ● Investigate different jumping techniques. ● Perform a fling throw. ● Throw a variety of implements using a range of throwing techniques. ● Measure and record the distance of their throws. ● Continue to develop techniques to throw for increased distance.


Complex, consistency, fling throw Implements, refine, sprint start Bowl, devise, opposition


Directions and sequencers - tournez à gauche, à droite, allez tout droit, d’abord, ensuite, enfin. Ou est…? French cities - Je vais à… Strasbourg, Grenoble, Paris, Bordeaux, Nice. Weather - Quel temps fait-il? Il fait froid, il fait chaud, il neige, il y a du soleil, il pleut, il y a des orages. La température est… degrés, dans le nord, le sud, l’est, l’ouest… Common past tense postcard phrases - J’ai visité, j’ai regardé, j’ai mangé.


● Children to use correct technique when striking a ball being bowled to them. ● Children to take on feedback from peers to make improvements and modifications to a

dance. ● Children to compete at Sports Day demonstrating skills above.


● Group weather report presentations (speaking, listening, reading and writing.) ● French postcard reading activity.


● Make connections between different belief and practices of all religions. ● Discuss how beliefs and practices for different religious people affect and impact on their

lives. ● Compare stories from different religions. ● Respond thoughtfully to a range of sacred writings/stories. Explain what they mean to

different faith communities. ● Evaluate the diversity of belief in different religions, nationally and globally. ● Express their views about why belonging to a faith community may be valuable. Relate

this to their own lives. ● Appreciate that those with no faith also have a belief system. ● Explain different ways individuals show their beliefs and how these religious beliefs shape

the lives of communities and individuals.


● I can justify my actions. ● To practise asking for help when you may be worried. ● To be able to talk about situations where staying safe is important. ● To identify safety issues when cycling and develop understanding of how to stay safe

on the roads. ● To identify ways to stay safe in the sun and have strategies to keep themselves safe. ● To identify a wider range of situations where they might encounter risk e.g. near the

railway and at home and have realistic strategies to stay safe.

● To understand the rules for keeping people safe at school. ● To understand action to prevent a wider range of accidents. Drug, alcohol and tobacco (life education bus Bi-annually)

● To explore the role of friends in our decision making.


● Understand that anything that gets into our body could get into our blood, around the body and up into the brain.

● Understand safety around discarded syringes. ● Develop understanding of medical and non-medical, legal and illegal drugs. ● Understand that all drugs have a greater impact on children’s bodies than adults. ● Understand the actual norms around smoking and the reasons for common

misconceptions. ● Develop critical thinking skills around drugs and why some people may choose to use

them. ● Identify characteristics of passive, aggressive and assertive behaviour. ● Develop an understanding of peer group dynamics with a focus on the impact of a

bystander. ● Explore skills needed to function more effectively in peer group situations. Health prevention

● To understand how the media, families and friends can influence attitudes to their bodies.

● To know about new aspects of personal hygiene relevant to puberty. ● To know and understand that safe routines can stop the spread of viruses (including

HIV) and bacteria. Changing adolescent body

● To identify male and female sexual parts and describe their functions. ● To know appropriate terminology for use in different situations. ● To know and understand about the physical changes that take place at puberty, why

they happen and how to manage them. ● To understand that physical change happens at different rates for different people. ●


Hindu, Hinduism, Aum, temple, mandir, Brahma, Vishnu, Ganesh, Lakshmi, lotus, shrine, role model, gods, murtis, statues, creation, creator, Genesis, debate, controversy, science, religion, cosmology, evolution, faith,

Vocabulary - PSHRE

Highway code, skin cancer, electricity substation, appliances, electricity, electrocution, platform, signal, agricultural sites, construction sites, penis, urethra, scrotum, testicle, anus, public hair, vagina, vulva, inner labia, out labia, clitoris, sperm duct, bladder, prostate gland, ovary, fallopian tube, cervix, uterus, endometrium, sanitary towels, tampons, period, HIV, bacteria, virus, germs, infection.


● *Do you know some differences and similarities between the Christian, Muslim and Hindu creation stories?


Pupil is able to:


● *Are you able to explain how you think the world was created and show this using illustrations?

● *Can you explain the importance of worship to Hindus? ● *I can discuss similarities and differences between Hindu and Muslims pilgrimages and

explain why they are so important to their believers.

● List dangers associated with: being around water, construction and farming sites, on the railway, electricity and the sun. They can give safety tips around these issues;

● Use a greater rage of vocabulary related to genitalia and sexual organs both external and internal;

● Understands changes in the body during puberty for both male and females; ● Name illegal substances and understands the harm they can have on the body.

Skills: Music

● Explore beat at different tempi. ● Sing and play syncopated melodies. ● Develop rhythm skills through singing, playing and moving. ● Sing and play scales and chromatic melodies. ● Accompany a song with sung and played drones. ● Sing in unison and in two parts. ● Develop an arrangement and perform a 2 part song. ● Read grid or staff notation to play a bassline. ● Use a score to notate and guide selected elements of a performance. ● Learn to sing a song. ● Understand and conduct metre (singing and playing instruments) in 4, 2 and 3. ● Write lyrics. ● Learn to sing a song from our musical heritage. ● Develop accompaniments using ostinato and invented or improvised rhythms. ● Rehearse, refine and develop a performance.

Vocabulary - Music

Rhythm Rests Syncopation Chromatic - semitone scale Improvisation Accompaniment Texture - layer or sounds Metre - organisation of beats Drone - continuous note or chord accompaniment Pitch - Scales Bass and treble clef Phrase Dynamics - Louder, Quieter, crescendo, diminuendo Timbre - Sound quality of individual instruments Structure/plan Duration - Beat (pulse), metre, rhythm, staccato, sustained Tempo - Steady, faster, slower, accelerando, ritenuto



● Children will show an understanding of chromatic scales ● Children will use a score to notate compositions ● Children will show a developed understanding of accompaniments by including varying

techniques ● Children will show an understanding of metre 4, 3 and 2


Year 6 overview

Topic questions Lead subject The Silver Threads

Why is WW11 important today?

History

How do Natural disasters affect our world?

Geography

What happened in the swinging Sixties?

History


Year 6 Knowledge Organiser - Why is WWII important today?


Autumn Term Year 6

Topic: Why is WWII important today?


● Studying World War II will help children to develop their investigation and evaluation skills; learn to organise information chronologically and understand how past events have helped to shape the world we know today.

Silver Threads



Science - previous learning prior to the circulatory

system Year 1 - Identify, name, draw and label basic parts of

the human body.. Year 2 - Describe the importance for humans to

exercise and eat the right food from different food groups Year 4 - Describe the functions of the basic parts of the

digestive system in humans. Year 5 - Recognise the importance of diet, exercise,

drugs and lifestyle on the way the body functions

WWII tea party - Residents from Werrington/local community to be invited. Duxford war imperial museum - to book fill out online form or can ring 02074165000 https://www.iwm.org.uk/visits/iwm-duxford IWM Duxford Duxford Cambridgeshire CB22 4QR Evacuees day at Wansford Railway station. Bikeability Level 3 Cycle Training Outspoken Training LLP The Bike Depot 140 Cowley Road Cambridge, CB4 0DL

Christmas Bazaar stalls - Children to become entrepreneurs by designing, planning, building, testing and carrying out their stalls. They will need to calculate costings and profit. RE visitor in school CROPS – Rachel Jessup

teaching Old Testament each week.

SIAMS

Strand 2 b) Enhancing spiritual development enabling all pupils to flourish Strand 3 b) Ensuring all pupils have curriculum opportunities to look beyond themselves and to think globally about life and develop an understanding of disadvantage, deprivation and the exploitation of the natural world. Strand 5 b) Opportunities for all pupils to understand, respect and celebrate difference and diversity. Philosophy for Children

Themes: Sacrifice, Responsibility, courage

Learning Powers:


Open-mindness


Autumn 1 - Aspirations and My Goals

https://www.iwm.org.uk/visits/iwm-duxford


Topic: Why is WWII important today?

Skills: French

● Revise necessary classroom language. Consolidate knowledge of key question words (ask and answer key questions across topics)

● Recognise that many English-language words have their origins in other languages.

● Show awareness that stereotypes of other nationalities exist and that they are not representative of all people and should be challenged https://www.youtube.com/watch?v=-_xUIDRxdmc

● Conjugate irregular verbs avoir and être using a verb table. https://www.youtube.com/watch?v=3kWwS1_Kark https://www.youtube.com/watch?v=1KLrzhJf5XM

● Listen to, read and understand the main points and some details given in a short text based on a familiar topic.

● Create descriptions of what people are like (e.g. personality, family and appearance) using the present tense singular and plural forms of être and avoir, including negative forms (link to famous French people.) Present the description in French to an audience (class or small group.)

● Use the codes in a bilingual dictionary to choose and agree the spelling of own chosen adjectives in a descriptive sentence.

● Discuss La fête des Lumières à Lyon. Use a verb table to conjugate regular er verbs in the present tense (danser, chanter, manger, regarder) to describe the celebrations (create captions for a poster / flier)

● Write some familiar short phrases or a simple sentence from memory, drawing on knowledge of phonology and word order.

Skills: Science

● Identify and name parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood.

● Recognise the importance of diet, exercise, drugs and lifestyle on the way the human body functions.

● Describe the ways in which nutrients and water are transported within animals, including humans.

● Understand 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 eyes. ● Use the idea that light travels in straight lines to explain why shadows have the same shape

as the objects that cast them, and to predict the size of shadows when the position of the light source changes.

● 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.

Cornerstones Investigations

How does blood flow? What’s in blood? What can your heart rate tell you? How does light travel? Can you see through it? What colour is a shadow? What is reflection? How have eyes evolved?

Vocabulary – French

Être (to be) avoir (to have) pronouns je, tu, il, elle, nous, vous, ils, elles er verbs danser, manger, chanter, regarder Negatives - n’est pas and n’a pas (adjectives from year 4 and 5 – sportif/ve, intelligent/e, drôle, francais/e, britannique, canadienne, sympa) + belle, beau, célèbre, parresseux/ parresseuse, fort/e + children’s own bank of translated adjectives Question words – qui, quand, combien, comment, qu’est-ce-que c’est, quel/s, quelle/s, pourquoi, quel âge as tu?

Vocabulary – Science Circulatory system made up of the heart, blood and blood vessels - it delivers nutrients, water,

and oxygen to the cells in the body Artery a blood vessel that carries oxygenated blood away from the heart Vein a blood vessel that carries deoxygenated blood towards the heart Capillaries tiny blood vessels that help to connect arteries and veins - they enable the exchange

of oxygen in the body Oxygenated blood is rich in oxygen from the lungs Deoxygenated blood is depleted of oxygen, as it has been absorbed by the cells, and is rich in

carbon dioxide Light source an object that produces light e.g. flame, lamp etc. Incident ray a ray of light that hits a surface

https://www.youtube.com/watch?v=-_xUIDRxdmc

https://www.youtube.com/watch?v=3kWwS1_Kark

https://www.youtube.com/watch?v=1KLrzhJf5XM


Reflected ray the light ray reflected back from an object Opaque objects that do not allow light to travel through them Transparent objects that allow light to pass completely through them Translucent objects that allow some light to pass through

Assessment – French

● Parallel text famous French people reading comprehension ● Writing - La Fête des Lumières poster with conjugated verbs

Speaking - presentation / reading aloud description of a person.


Children will be able to explain how the circulatory system works, whilst naming parts and describing functions of the heart.

Children will be able to explain how light travels and how we need light to see.

Skills: History

● Describe the social, ethical, cultural or religious diversity of past society ● Describe the main changes in a period of History

● Identify periods of rapid change in history and contrast them with times of relatively little change

● Use dates and terms accurately in describing events.

● Use appropriate historical vocabulary to communicate, including: dates, time period, era, chronology, continuity, change, century, decade, legacy

● Use sources of evidence to deduce information about the past. ● Select suitable sources of evidence, giving reasons for choices. ● Seek out and analyse a wide range of evidence in order to justify claims about the

past.

Skills: Geography

● Collect and analyse statistics and other information in order to draw clear conclusions about

locations ● Use a range of geographical resources to give detailed descriptions and opinions of the

characteristics features of a location ● Describe how locations around the world are changing and explain some of the reasons for

change.

Vocabulary - History Treaty - written agreement between countries in which they agree to do a particular

thing or to help each other Invasion - when a foreign army enters a country by force Conflict - A serious disagreement and argument about something important Fatality - a death caused by an accident or by violence Holocaust - a death caused by an accident or by violence Rationing - a system during WWII to limit the amount of food you were allowed to buy Blitz - attacked by bombs dropped by enemy aircraft Evacuate - to send someone to a place of safety, away from a dangerous building,

town or area

Vocabulary - Geography Axis - The major Axis Powers were Germany, Italy, and Japan. Allies - The big four Allied powers of World War II were England (Great Britain, the United

Kingdom), the United States of America, the Soviet Union (U.S.S.R. , Russia), and France.



Children write a letter as an evacuee, ensuring they describe what WWII is like with key dates and appropriate historical vocabulary.


Using an atlas, children will have located the countries involved in World War II.

Skills: Computing

● Design, write and debug a program using a second programming language. ● Test and debug code, explain what bugs were found and how they can be fixed. ● Use sequence, selection, repetition and variables in programs. ● Given an algorithm, describe what it does and, using logical reasoning, give

precise explanations of how it works. ● Demonstrate some awareness of the Page Rank algorithm, explaining that the

quality of a page is determined largely on the basis of the number and quality of links pointing to that page in the engine's cached copy of the web, and that quality is itself determined recursively through Page Rank.

● Choose from a range of available programs on laptops, tablets or cloud-based services to achieve particular goals.


● Make connections between different religious beliefs and practices. ● Learn to understand how people with different belief systems or none approach ethical

questions. ● Use correct terminology and key vocabulary to articulate views. ● Ask relevant questions and express views on the meaning of life. ● Evaluate the diversity of belief and practices for different religions, nationally and globally. ● Respond thoughtfully to a range of sacred writings. ● Understand the reasons why people belong to religious communities and how it can make a

difference in their lives. ● Discuss and express views on some fundamental questions of identity, meaning, purpose and

morality related to Christianity and other faiths.

Vocabulary - Computing Debug - To fix the errors in a program. Selection - A programming construct in which one section of code or another is

executed depending on whether a particular condition is met Repetition - Executing a section of computer code a number of times as part of the

program. Variable - A way in which computer programs can store, retrieve or change data, such

as a score, the time left or the user’s name. Iteration - A form of repetition in which a variable keeps track of how many times the

loop has been executed Cached - To make a copy of information for faster retrieval or processing. Software - The programs that control or are run on a computer, written in one or other



Ethical, beliefs, non-believers, omnipotent, omniscient, eternal, penance, confession,



● Children will using logic and decomposition to solve code-cracking problems. ● Children will collaborate as a team to research, create and present a

presentation about Alan Turing. ● Children will tinker and use movie-making software and equipment to create a

movie about code cracking. ● Children will design, write and debug a program using a second programming

language - Python.

Assessment - Religious Education

*Discuss and debate ethical questions related to poverty, pollution, immigrants, climate change and cruelty in light of what the Bible says and how Jesus would act.

*Ask questions about the meaning of life.

*Explain your feelings about slavery.

*Can you discuss how following God can bring freedom and justice?


● Identify and repeat the movement patterns and actions of a chosen dance style. ● Perform with confidence, using a range of movement patterns. ● Demonstrate strong and controlled movements throughout a dance sequence. ● Move appropriately and with the required style in relation to the stimulus, e.g.

using various levels, ways of travelling and motifs. ● Move rhythmically and accurately in dance sequences. ● Perform the sequence in time to music. ● Show a change of pace and timing in their movements. ● Understand the importance of warming up and cooling down. ● Carry out warm-ups and cool-downs safely and effectively. ● Thoroughly evaluate their own and others’ work suggesting thoughtful and

appropriate improvements. Outdoor

● Show confidence in using ball skills in various ways in a game situation, and link these together effectively.

● Choose and make the best pass in ● A game situation and link a range of skills together with fluency, e.g. passing

and receiving the ball on the move. ● Keep and win back possession of the ball effectively and in a variety of ways in

a team game. ● Apply knowledge of skills for attacking and defending. ● Follow and create complicated rules to play a game successfully. ● Perform and apply a variety of skills and techniques confidently, consistently

and with precision. ● Take part in competitive games with a strong understanding of tactics and

composition. ● Understand the importance of warming up and cooling down. ● Carry out warm-ups and cool-downs safely and effectively. ● Thoroughly evaluate their own and others’ work, suggesting thoughtful and

appropriate improvements.

Skills: PSHRE Caring Friendships

● To be able to define bullying, including key characteristics and forms of bullying. ● To compare and contrast different forms of bullying. ● To recognise similarities and differences in the bullying behaviours of girls and boys. ● To understand personal factors or circumstances that may cause someone to engage in

bullying or become a target of bullying. ● To understand prejudice driven bullying. ● To understand the feelings of all those involved in a bullying situation including those who are

bullied, perpetrators, followers and bystanders and how this might affect the way they think and behave.

Respectful relationship

● To promote diversity. ● To stand up to discrimination. ● To challenge the causes of racism. Families and People who care for me

● To have a basic awareness of responsible parenting choices including how they protect their families and children.



Appropriate improvements Composition Pivot Lay up Position Territory

Vocabulary - PSHRE

Planned, painful, powerful, physical, verbal, direct, indirect, cyberbullying, technology, racist, homophobic, sexist, perpetrators, diversity

Assessment - Physical Education

● Children to perform their Lindy Hop dance to 40’s inspired tea party guests ● Children to explain how the skills they have learned develop/change across 2

different sports ● Children to suggest development points in their own and others learning

Assessment - PSHRE

Pupil is able to: ● Compare and contrast different forms of bullying; ● To understand prejudice and how it can contribute to bullying;

● Can challenge racism, sexism, homophobia and other forms of prejudice.

Skills: Music

● Exploring beat and syncopation through a song and body percussion. ● Developing coordination and rhythm skills through dance/cup song. ● Creating and combining rhythm patterns. ● Performing a rhythmic sequence to a piece of music. ● Understand pitch through movement and staff notation. ● Arranging different musical sections to build a larger scale performance. ● Explore how sound can be sampled and manipulated or changed to create new

timbres (e.g. reversed, speed up and slow down). ● Explore and use Audacity and sound recorder to create new sounds. ● Analyse and discuss composers who use electronics to create music. ● Use i-pads (Garage band App) to:- ● Create/improvise rhythm patterns (both drum kit and sync pad). ● Create/improvise melodies (guitar and keyboard). ● Create harmony using chord sequences (guitar). ● Explore and use pre-recorded loops. ● Create a Hip Hop Track. ● Add sound effects or create new sounds. ● Create a theme tune for topic work using ICT skills. ● Arrange ideas in sequences and use loops. ● Edit, arrange, work – improving and refining.


Vocabulary - Music

Rhythm Repetition Loops Metre Beats Improvisation Accompaniment Sample Synthesize Chords - Harmony combination of sounds Texture - layer or sounds Ostinato - Repetition Patterns Pitch - Scales Notation Melody Form, plan and structure, Chorus, Verse, Introduction, Coda, Middle 8 Dynamics - Louder, Quieter, crescendo, diminuendo Timbre - Sound quality of individual instruments Duration - Beat (pulse), metre, rhythm, staccato, sustained Tempo - Steady, faster, slower, accelerando, ritenuto

Assessment - Music

● Children will use a structure to organise and perform a composition with an awareness of audience.

● Children will play instruments with accuracy and expression. ● Children will show acquired skills (above) using technology to create a theme

tune. ● Children will use musical terminology to discuss pieces of music.


Year 6 – How do Natural disasters affect our world?


Spring Term Year 6

Topic: How do natural disasters affect our world?


● To draw children’s attention to our ever changing world with a focus on global awareness. ● To consider the effect that these disasters have on individuals and communities when facing such

challenge. ● Children will be able to consider developing countries struggle when re-building their lives and the

geographical significance of the location of these big events. ● To ask the question of why this happens and who is to blame? Discussing forgiveness and support.

Silver Threads



Geography

Year 1 and Year 2 -.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. Year 3 and Year 4 - Name and locate the equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle and date time zones. Art

Year 1 and Year 2 -Create colour wheels Year 3 and Year 4 - Experiment with creating mood with colour.

Life Education bus (Biannually) - Main focus on Drugs Education and peer pressure. Police talk to children on Drugs, Knives and County Lines

RE trip to Cathedral Exploring Easter workshop.

As WOW days or stimulus:

Shelter Box Charity? Raise money and get them to come in and give a talk?

Talk for writing. Have a siren on and display the google live natural disasters map which locates, tracks and gives details on current or upcoming disasters around the world.

SIAMS

Strand 2a - The topic enables all children to flourish, through identifying and supporting vulnerable children. Strand 3a - Children will be given the opportunity to develop their aspirations, giving them resilience to cope well in the face of challenge, both now and in the future. Strand 3b - Children will explore and ask ‘big questions’, linked to theme parks around the world, considering developing countries. Strand 4a - Children will be equipped with the skills to disagree well and to practice forgiveness and reconciliation Philosophy for Children

Themes: Security, cause/effect, truth

Learning Powers:


Open-mindness


Spring 1 - Brain Science

Spring 2 - Input, Practise, Effort and Time


Topic: Do theme parks make a good business?

Skills: French

● Rehearse and perform an authentic French poem (Dans Paris by Paul Eluard) discussing and developing own preferred techniques to memorise new vocabulary

● Adapt given sentence models by translating, choosing and using own ideas for vocabulary in the target language to write own version of the ‘Dans Paris’ poem

● Explore authentic French handwriting ● Describe where you live, using a variety of nouns and adjectives (applying

knowledge of adjectival agreement and position in sentence, articles and conjunctions).

● Say what there is and is not where you live (forming negatives based on il y a ) using mais (but) to present two contrasting ideas

● Listen attentively, understand and respond to some longer and more complex sentences (descriptions of towns and cities.)

● Choose, use and apply a variety of strategies to read and understand short texts (ranging from 1-2 paragraphs long.)

● Ask for, give and follow a series of directions to places in town using a variety of

sequencers to order directions (role play)

Skills: Science

● Plan enquiries, including recognising and controlling variables where necessary. ● Use appropriate techniques, apparatus and materials during lab work. ● Take measurements, using a range of scientific equipment, with increasing accuracy and

precision. ● Report findings from enquiries, including oral and written explanations of results, explanations

involving cassal relationships and conclusions. ● Use test results to make predictions to set up further comparative and fair tests. ● Use simple models to describe scientific ideas, identifying scientific evidence that has been

used to support or refute ideas or arguments. ● Associate the brightness of a lamp or the volume of a buzzer with the number of 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.

Vocabulary – French

Directions and sequencers from year 5 (tournez à gauche, à droite, allez tout droit, d’abord, ensuite, enfin. Ou est…?) + en face de (opposite) à côte de (next to), puis (then) Ou habites-tu? J’habite à … C’est comment? C’est un village, une ville, près de / loin de au centre ville, à la montage, au bord de la mer. Places in town – un cinema, un parc, un musée, un château, un restaurant, un centre sportif, , un marché, un supermarché, une unversite, un magasin, une piscine, un centre commercial, une école Adjectives – (from year 4/5) grand / grande, petit / petite + joli/e, interessant/e, ennyeux, vieux, moderne Dans ma ville (Il y a (from year 4), il y n’a pas de beaucoup de… (lots of) aussi (also)

Vocabulary – Science Electric circuit - An electric circuit is a collection of electronic components connected by a

conductive wire that allows for electric current to flow Volt - The standard unit of measure for electric potential (voltage) Transistor - A semiconductor device used in an electric circuit to regulate current flow to act as a

gate, switch, or amplifier for electronic signals Conductor - A material that allows the free flow of electric charge Insulator - A material in which an electronic charge does not flow freely and does not conduct the

flow of electric current

Assessment – French

● Performance of ‘Dans Paris’ poem ● Written description of where you live.


● Children will be increasingly confident at planning a scientific enquiry. They will take and record accurate measurements, before writing instructions to allow others to undertake a similar investigation.


Skills: History

● Use sources of evidence to deduce information about the past. ● Select suitable sources of evidence, giving reasons for choices. ● Seek out and analyse a wide range of evidence in order to justify claims about the

past. ● Use dates and terms accurately in describing events. ● Use literacy, numeracy and computing skills to an exceptional standard in order to

communicate information about the past. ● Use original ways to present information and ideas.

Skills: Geography

● Name and locate the countries of North and South America and identify their main physical

and human characteristics. ● Identify and describe the geographical significance of latitude, longitude, equator, Northern

Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, and time zones (including day and night).

● Create maps of locations identifying patterns (such as: land use, climate zones, population densities, height of land).

Vocabulary - History Chronology - The arrangement of events or dates in the order of their occurrence. Evolve - Develop gradually Invention -The action of inventing something, typically a process or device.

Vocabulary- Geography Latitude - An angular distance measured in degrees north and south of the equator. Longitude - Distance in degrees east or west of the Prime Meridian at O° measured by the angle

between the plane of the prime meridian and that of the meridian through the point in question, or by time difference. Equator - The great circle of the earth, equidistant from the poles, dividing the Northern and

Southern hemispheres. Hemisphere - Half of the terrestrial globe, dividing into northern and southern hemispheres by the

equator and eastern and western hemispheres by some meridians, usually 0° and 180° Tropic of Capricorn - Line of latitude at 23.5°S of the equator Tropic of Cancer- Line of latitude 23.5°N of the equator. Arctic Circle - The imaginary circle around the earth,

Parallel to the equator, at latitude 66° 33′ north. Time zones - A region throughout which the same standard time is used. There are 24 time zones

in the world, demarcated approximately by meridians at 15° intervals, an hour apart.


Using the internet, children will have researched roller-coasters from the past and will have identified their features. They will have compared these to present day rides before presenting their findings in a clear and concise way.


● Explain how religious beliefs shape the lives of individuals and communities. ● Compare and contrast the lifestyles of faith groups and give reasons why some

within the same faith may adopt different lifestyles. ● Respond thoughtfully to a range of sacred writings. ● Provide valid reasons why texts, religious stories and religious opinions differ. ● Use religious and philosophical terminology and concepts to explain religions,

beliefs and value systems.

Skills: Computing

● Evaluate the quality of numerical data, deciding the extent to which it is affected by systematic or random errors.

● Understand that information is transmitted digitally, and have some understanding of the network topology involved.

● Give some explanation of how a domain name is converted into an IP address using the distributed domain name system (DNS) using something similar to a set of phone books. Show an awareness of the looked-up addresses (DNS records) being copied (cached), and that more local records are used in preference to more authoritative records in most


● Discuss some challenges, offered by a variety of religions and beliefs, in the contemporary world.

● Discuss and express views on some fundamental questions of identity, meaning, purpose and morality related to Christianity and other faiths.

circumstances. Internet safety and harms

● Recognise the features of spam & junk emails. ● Recognise some common online scams. Identify signs that screen use has become excessive and the impact this has on me.


Parable, gospel, Christian foundations, commandments, poverty, refugee, cruelty, missionaries, Leprosy Mission, WWJD, values, beliefs, Pontius Pilate, Julius Caesar, Crucifixion, Resurrection, Sanhedrin, prosecutors defence, jury, dock, court, trial, innocent, guilty, coward, jealous, betrayal, injustice Orthodox, Pentecostal,

Vocabulary - Computing Data - A structured set of numbers, possibly representing digitised text, images, sound or video,

which can be processed or transmitted by a computer; also used for numerical (quantitative) information. Domain Name System (DNS) - The distributed automatic system that converts domain names

into the IP addresses that are used for routing packets via the internet. Cache - To make a copy of information for faster retrieval or processing. Networks - The computers and the connecting hardware (Wi-Fi access points, cables, fibres,

switches and routers) that make it possible to transfer data using an agreed method (‘protocol’).


● *Explain what the phrase ‘love your neighbour as yourself’ means. ● *What kind of world would Jesus want? Discuss ● *How can Jesus’ teachings and examples inspire Christians today? ● *Can you give valid reasons as to who was responsible for Jesus’ death?


● Children will conduct market research for their theme park, and analyse and evaluate the data they obtain.

● Children will understand the interactions between a phone, cell transmitters/receivers and the network's control systems.


● Create their own complex sequences involving the full range of actions and movements: travelling, balancing, holding shapes, jumping, leaping, swinging, vaulting and stretching.

● Demonstrate precise and controlled placement of body parts in their actions, shapes and balances.

● Confidently use equipment to vault and incorporate this into sequences. ● Apply skills and techniques consistently, showing precision and control. ● Develop strength, technique and flexibility throughout performances. ● Understand why exercise is good for health, fitness and wellbeing. ● Know ways they can become healthier.


● To understand what a balanced life means, the importance and how this can be achieved. ● To identify the types of activities which contribute to a balance life. ● To understand what habits are and the importance of them. ● To identify how you can change and build successful habit.; ● To set goals to make us feel proud. ● To explore how to act responsibly in life and why it is important to be responsible. ● To understand why we need to focus on our mental & physical health. ● To identify techniques which will help us focus. ● To explore & identify a dream and ambition.· ● The importance of role models & inspiration.


● Thoroughly evaluate their own and others’ work, suggesting thoughtful and appropriate improvements

Outdoor

● Accelerate to pass other competitors. ● Work as a team to competitively perform a relay. ● Confidently and independently select the most appropriate pace for different

distances and different parts of the run. ● Demonstrate endurance and stamina over longer distances in order to maintain a

sustained run. ● Understand why exercise is good for health, fitness and wellbeing. ● Know ways they can become healthier. ● Thoroughly evaluate their own and others’ work, suggesting thoughtful and

appropriate improvements.

● To know what we mean by belief & why it is important. ● To know how we can believe in ourselves and boost our self-confidence. ● To reflect on our strengths and weaknesses. ● To know what motivation is and Strategies to stay motivated. Healthy eating

● I know what healthy eating means and why it is important.

● I can name different food groups and list the best foods to eat to stay healthy.

● I understand what an energy balance is and how we can maintain our energy levels.

● I can explain why energy is importance for us to keep healthy & well.

● I understand how calories are used for energy.


Range of actions Precise and controlled placement Incorporate Endurance

Vocabulary - PSHRE

Moderation, automatic, control, pride, proud, talents, celebrate, confidence, self-esteem, accountable, multi-tasking, physical health, concentration, mental health, mind-set, motivation, belief, hopes, dreams, ambitions, aspirations, Life journey, comfort zone, affirmations, self-image, failure, confidence, inspiration, self-belief, release, burn, calories.


● Children to perform gymnastic routines demonstrating control and precision in their

movements. ● Children to run and pass others safely. ● Children to demonstrate and explain what endurance and stamina is.


Pupil is able to: ● What a balanced life means, the importance and how this can be achieved.

● Identify how you can change and build successful habits. ● Explore how to act responsibly in life and why it is important to be responsible. ● Can explain why energy is importance for us to keep healthy & well.

● Understand how calories are used for energy.

Skills: Music

● Recognise ukulele parts, correct playing position, strumming and string names. ● Pick accurately melodic lines. ● Strum simple chord patterns for accompaniments. ● Learn and perform songs with contrasting styles (blues calypso, traditional S Africa

kwele style song, USA swing). ● Sing and play with accuracy and coordination. ● Continuing to learn and recognise chord tablature notation. ● Reinforce pitch and rhythm knowledge. ● Play to a steady beat. ● Learn and use chords in sequence. Building upon C and F major and A minor and

introducing G7 major.


● Strum a swing shuffle rhythm. ● Arrange an instrumental verse with pitched percussion. ● Learn to play the 12 bar blues chord sequence. ● Learn to play blues scale. ● Use the blues scale to improvise solos. ● Learn to play a 3 chord sequence and a turnaround chord sequence. ● Internalizing and moving to a 3 beat pulse. ● Perform and improvise rhythmic and melodic ostinato. ● Sing in harmony. ● Understand flash mobs as part of modern street dance. ● Compare and contrast locations and events. ● Understand the need for and use of harmony.

Vocabulary - Music

Rhythm - Rests Improvisation Accompaniment Style Expression Chords - Harmony combination of sounds 12 bar blues Texture - layer or sounds Ostinato - Repetition Patterns Metre - organisation of beats Pitch - Scales Phrase Melody Dynamics - Louder, Quieter, crescendo, diminuendo Timbre - Sound quality of individual instruments Structure/plan Duration - Beat (pulse), metre, rhythm, staccato, sustained Tempo - Steady, faster, slower, accelerando, ritenuto


● Children will accurately sing and play a melody from staff notation. ● Children will recognise and play chord sequences using ukuleles (including 12 bar

blues sequence). ● Children will play and improvise a rhythmic and melodic ostinato. ● Children will sing in harmony (sustaining their part).


Year 6 knowledge

organiser - What happened


Summer Term Year 6

Topic: What happened in the swinging sixties?


● To make children aware of their ever changing environment. ● Independent research whilst editing, summarising and prioritising information.

Silver Threads



Science

Year 1 - Identify and name a variety of common animals that are

carnivores, herbivores and omnivores. Year 2 - Identify and name a variety of plants and animals in their

habitats including micro-habitats Year 3 - Recognise that living things can be grouped together in

different ways. Year 4- Construct and interpret a variety of food chains, identifying

producers, predators and prey Year 5 - Describe the differences in life-cycles of a mammal: an

amphibian, an insect and a bird. Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.

Kingswood Residential Fire safety challenge Come Dine with Me Science Day Celebration Evening St John’s Eucharist Service Pupil led assembly Aspiration Day Primary Day RE Buddhist visitor from Drolma Centre Dogsthorpe Could possibly have a visitor in form the 60’s? Watch the famous speeches from back in the era to engage the children. Festival themed day? Children plan, dress up and participate in their own festival?

SIAMS

Strand 2b - Links to Martin Luther King and the children’s own spiritual development. To enhance their understanding of human civil rights. Strand 3a- Aspiration day gives children an insight into the range of career options. Strand 3a - Kingswood gives children the opportunity to build resilience to cope well when they find things difficult and have to persevere to overcome challenges. Strand 4b - During Relationships and Sex Education we will be looking at belonging that embraces and celebrates difference. Philosophy for Children Themes: Change, Aspiration

Learning Powers:


Open mindness


Summer 1 - Aspirations

Summer 2 - Being Reflective and Mindful


Topic: What happened in the swinging sixties?

Skills: Computing

● Add computer control and/or sensors to a smartphone app or to other products. ● Design, write and debug own computer control application. Take a complex

problem, identify component parts, use decomposition to break this problem down and then plan how to solve the problem by working through the elements they have identified.

● Write a program that accepts inputs other than keyboard and mouse and produces outputs other than screen or speakers. Create a smartphone app, using the touch screen and the GPS sensor or accelerometer for input, and the screen and speakers or headphones plus vibration motor or network connection for output.

● Use effectively a range of different search technologies, including alternatives to Google and site-specific search engines

● Plan, design and implement a system with multiple, interrelated components with a given goal in mind.


● Take steps toward moderating screen time. ● Learn about ways to manage your privacy and reputation online. ● Understand what to do if you face a digital dilemma.

Skills: Science

● Describe how living things are classified into broad groups according to common observable characteristics.

● Give reasons for classifying plants and animals based on specific characteristics. ● 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.


Can we slow cooling down? Why are things classified? How does inheritance work? Why do birds have different beaks? How do animals stay warm?

Vocabulary - Computing Hardware - The physical systems and components of digital devices. Input - Data provided to a computer system, e.g. via a keyboard, mouse, microphone,

camera or physical sensors. Output - The information produced by a computer system for its user, typically on a

screen, through speakers or on a printer, but possibly through the control of motors in physical systems. Operating systems - The programs on a computer that deal with internal management

of memory, input/output, security and so on, such as Windows 10 or iOS. Interface - The boundary between one system and another – often used to describe

how a person interacts with a computer

Vocabulary - Science Classification to group similar species together based on similarities and differences Inheritance the process of passing on features from parents to offspring Genes carry the information or DNA that determines the traits of offspring Evolution a process by which living things can gradually change over time Characteristics a distinguishing trait of a human or animal Adaptations how living things are specialised to suit their environment Species a group of living things with very similar characteristics Variation the differences between living things in a species


● Create a smartphone app, using the touch screen and the GPS sensor or accelerometer for input, and the screen and speakers or headphones plus vibration motor or network connection for output.


Pupils to devise and test their own classification keys

Pupils to explore a real life animal adaptation using a scientific experiment to check its validity.


Skills: History

● Identify continuity and change in the history of the locality of the school.

● Compare some of the times studied with those of the other areas of interest around the world.

● Understand concepts of continuity and change over time. ● Learn about famous people who wrote inspirational speeches. For example: Martin

Luther King, Winston Churchill, Barack Obama, Nelson Mandela, Greta Thunberg.

Skills: Geography

● Describe geographical diversity across the world. ● Describe how counties and geographical regions are interconnected and interdependent. ● Describe and understand key aspects; physical geography, including climate zones, biomes

and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle. ● Use the eight points of a compass, four-figure grid references, symbols and a key (that uses

standard Ordnance Survey symbols) to communicate knowledge of the United Kingdom and the world.

Vocabulary - History Continuity things that stay the same, relatively unchanged, over time Chronological a record of events following the order that they occurred Era/period a distinct length or portion of time

Vocabulary - Geography Interconnected when two or more things are related to each other Independent when something stands alone and is not affected by other variables Climate zones where there are similar weather patterns in regions of the world Biomes areas with a similar climate and landscape Physical geography focuses on the natural processes of the Earth, such as climate and plate

tectonics Flora the term used for studying the plant life in a particular area or region Vegetation belts plant life as a whole within an area, characterised by a certain flora


Pupils to produce a project exploring one key area of the 1960s to present to the rest of the class.


Pupils participate in an orienteering activity, which will also test their geographical knowledge through challenge cards along the way.


● Compose individual, partner and group dances that reflect the chosen dance style. ● Use dramatic expression in dance movements and motifs. ● Combine flexibility, techniques and movements to create a fluent sequence. ● Improvise with confidence, still demonstrating fluency across their sequence. ● Dance with fluency and control, linking all movements and ensuring that transitions

flow. ● Demonstrate consistent precision when performing dance sequences. ● Modify some elements of a sequence as a result of self and peer evaluation. ● Use complex dance vocabulary to compare and improve work. ● Link actions to create a complex sequence using a full range of movement. ● Perform and apply a variety of skills and techniques confidently, consistently and

with precision.


● To understand freedom. ● To describe positive and negative aspects of risk taking. ● To understand the consequences of taking physical, social and emotional risks. ● To understand degrees of risk. ● To be able to talk about situations where they have responsibility for their own safety and

associated emotions. ● To understand sources of pressure to behave in a risky way. ● To understand and practise a range of strategies to reduce risk. ● To know some of the main causes of accidents for children and young people and understand

ways of reducing or preventing accidents. ● To state ways of getting help when getting attention is difficult. ● To know and understand where individuals, families and groups can find help. ● To understand how to be supportive to others who need help in a risky situation.


Outdoor

● Use good hand-eye coordination to be able to direct a ball when striking or hitting. ● Demonstrate a good awareness of space. ● Think ahead and create a plan of attack or defence. ● Communicate plans to others during a game. ● Lead others during a game. ● Work as a team to develop fielding strategies to prevent the opposition from

scoring. ● Throw and catch accurately and successfully under pressure in a game. ● Recap, practise and refine an effective sprinting technique, including reaction time. ● Build up speed quickly for a sprint finish. ● Run over hurdles with fluency, focusing on the lead leg technique and a consistent

stride pattern. ● Develop the technique for the standing vertical jump. ● Maintain control at each of the different stages of the triple jump. ● Land safely and with control. ● Develop and improve their techniques for jumping for height and distance and

support others in improving their performance. ● Perform and apply different types of jumps in other contexts. ● Set up and lead jumping activities including measuring the jumps with confidence

and accuracy. ● Perform a heave throw. ● Measure and record the distance of their throws. ● Continue to develop techniques to throw for increased distance and support others

in improving their personal best. Develop and refine techniques to throw for accuracy.

Drug, alcohol and tobacco (Life Education Bus Bi-annually)

● To explore the role of friends in our decision making. ● Understand that anything that gets into our body could get into our blood, around the body and

up into the brain. ● Understand safety around discarded syringes. ● Develop understanding of medical and non-medical, legal and illegal drugs. ● Understand that all drugs have a greater impact on children’s bodies than adults. ● Understand the actual norms around smoking and the reasons for common misconceptions. ● Develop critical thinking skills around drugs and why some people may choose to use them. ● Identify characteristics of passive, aggressive and assertive behaviour. ● Develop an understanding of peer group dynamics with a focus on the impact of a bystander. ● Explore skills needed to function more effectively in peer group situations. Health Prevention

To know about the facts of the human lifecycle, including sexual intercourse.


Dramatic expression Combine Linking Apply Plan of attack Plan of defence Communicate Reaction time Heave throw Standing vertical jump Personal best

Vocabulary - PSHRE

Physical, emotional and social risk, degrees of risk, safety rules, social services, fertilisation, parenting choices, penis, urethra, scrotum, testicle, anus, public hair, vagina, vulva, inner labia, out labia, clitoris, sperm duct, bladder, prostate gland, ovary, fallopian tube, cervix, uterus, endometrium,



Children to develop and participate in strategies with teammates and communicate these effectively

Children to lead others in Sports Day ensuring they are using correct techniques in the events they are taking part in


Pupil is able to:

● Know about the facts of the human lifecycle, including sexual intercourse. ● Understand that anything that gets into our body could get into our blood, around the body and

up into the brain.

● Identify characteristics of passive, aggressive and assertive behaviour. ● Understand that all drugs have a greater impact on children’s bodies than adults. ● Understand the actual norms around smoking and the reasons for common misconceptions. ● Develop critical thinking skills around drugs and why some people may choose to use them.

● Describe positive and negative aspects of risk taking. ● Understand the consequences of taking physical, social and emotional risks. ● To state ways of getting help when getting attention is difficult.


● Make comparisons between key beliefs, teachings and practices of the Christian faith and other faiths studied, using a wide range of appropriate language and vocabulary.

● Explain why different religious communities may have a different view of what is right and wrong.

● Show an awareness of morals and right and wrong beyond rules. ● Express their own values and remain respectful of those with different values and

beliefs. ● Recognise that those with no faith also have a belief system. ● Show an understanding of the role of a spiritual leader. ● Explain the practices and lifestyles involved in belonging to a faith community. ● Discuss how religious beliefs shape the lives of individuals and communities. ● Compare and contrast the lifestyles of different faith groups.

Skills: Languages French/Spanish

Children will have a half term (3 double lessons) as Spanish taster sessions. Where possible we will liaise with a local secondary school (Queen Katharine Academy) to run some of these sessions in conjunction with their Language Leaders programme involving their year 9 students. Ask for and express a personal opinion about music, giving reason/s to support the opinion

(Eurovision link) · Listen attentively and respond to the opinions of others.

● Choose and use a variety of sources to translate words for reading and writing effectively (e.g. online dictionaries, word lists and bilingual dictionaries.) · Write, rehearse and present information in French about a singer or band to an audience,

using a clear audible voice. ● Develop accurate pronunciation and intonation so that others understand when they are

reading aloud. Apply knowledge of plurals, gender and word order when building sentences (using singular and plural forms of s’appelle and venir and adjectives from year 5 to describe singers and bands.) ● Adapt text models to write own text for different purposes and audiences using a range of

familiar language and other language translated or collected by the pupil (writing about a singer, band or group of their choice.)

Spanish taster sessions

· Recognise that as Spanish and French are romance languages they share many similarities

· Make some simple comparisons between the French they know and Spanish they are learning for example in the sound and spelling of numbers to 10.

· Identify Spain on a map of Europe in relation to France · Can use a simple greeting, ask for and give a name in Spanish · Choral speak and begin to identify and use some Spanish numbers up to 10



Buddhism, buddhist, suffering, Prince Siddhartha, dharma wheel, Buddha, monk, shrine, sacrifice, humble, wealth, alms bowl, compassion, karma, mediation, nirvana, enlightenment, noble truths, eightfold path, Vesak Kingdom of God, ‘Prison Fellowship’, Barnardos, bishop

Vocabulary – French / Spanish

French – (giving opinions about songs, singers and genres of music) À mon avis… Je pense que… la musique pop, rap, hip-hop, folk, la musique des années soixante (60s music), la musique des années quatre-vingts (80s music) c’est genial,original, triste, ennuyeux, nul, rigolo, entraiînant. Tu aimes…? (+ Opinion words from year 5) Pourquoi? Que lest ton groupe préfère? Mon group préfère … car…Ma chanson préfère moi aussi Spanish – numbers to 10 (uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez)

Names and greetings – Cómo te llamas? Me llamo + name Hola, Buenos dias, Buenos tardes, Buenos noches


● Explain why there is suffering in the world ● *Begin to explain the Eightfold path and why meditation is so important to

Buddhists ● *Talk about what Buddhists believe about life, suffering and death ● *Understand that people without a faith can still have a belief system ● *Explain how Christians put their beliefs into practice in different ways, either in

worship or in service to the community

Assessment - French

Short written piece about singer or band of their choice presented in French to an audience.

Asking for, giving and responding to opinions about music, bands and singers (short conversations.)

Skills: Music

● Understand different compositional starting points for composition. ● Compare and contrast music by Tchaikovsky and Copland. ● Identify and create soundtrack using a variety of sound sources including

keyboards and i-pads. ● Discuss quality of sound effects referring to musical dimensions and how this

affects the mood or action. ● Understand the role of music in silent movies. ● Use improvised or notated (graphic or staff) music to create a performance for a

silent movie. ● Appraise, refine and perform. ● Perform, rehearse, arrange, lead compositions, songs and pieces for a production. ● Add instrumental parts and movement to the performance. ● Improve diction, expression, phrasing and accuracy in pitch. ● Create, improvise and perform rhythmic ostinatos using brushes, brooms and other

‘found’ objects. ● Use timbre of ‘found’ objects to contrast in the performance. ● Rehearse, refine and perform skills. ● Understand the process of musical performance.


● Using a variety of instruments (Keyboards, samba, boomwhackers) to read notation to perform melodic lines with accuracy keeping to a steady beat.

Vocabulary - Music

Rhythm - Rests Improvisation Accompaniment Style Expression, Diction, Phrasing Chords - Harmony combination of sounds Texture - layer or sounds Ostinato - Repetition Patterns Metre - organisation of beats Drone - continuous note or chord accompaniment Pitch - Melody Dynamics - Louder, Quieter, crescendo, diminuendo Timbre - Sound quality of individual instruments Structure/plan Duration - Beat (pulse), metre, rhythm, staccato, sustained Tempo - Steady, faster, slower, accelerando, ritenuto


● Children will show awareness of musical elements in their compositions ● Children will compare and contrast music by important composers ● Children will rehearse and refine compositions or performances ● Children will play from notation with control and accuracy

The Curriculum William Law CE Primary School 2021-2022

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Transcript of The Curriculum William Law CE Primary School 2021-2022