Asmall Primary School - lancsngfl.ac.uk Plan a 3 part lesson teaching specific and identified...

Asmall Primary School

Our Creative Curriculum

Features of Outstanding Planning Planning is the starting point for a focussed series of lessons with clear aims and outcomes that take into account the wider aims of the term and

school year. It provides the teacher (or any stand-in teacher) with the means to deliver a well thought out and prepared lesson that is relevant to

the needs of the pupils with a clear outline of the aims and differentiated outcomes that are expected. For support or for examples of

outstanding planning please ask the Deputy Head teacher (Curriculum). The features of outstanding planning are:

Objectives

Make your learning intentions taken from skills appropriate to the pupil’s age – break down and layer the skills/knowledge within an

objective

Use the skills/knowledge within the learning intention to differentiate appropriately to a group/set/class ability and needs.

Try to have no more than 2 learning intentions per lesson.

Ensure Success Criteria / Steps to Success are clear and show elements needed to achieve the learning intention.

Structure

Plan a 3 part lesson teaching specific and identified skills.

Plan for a range of open and closed questions to encourage thought & reflection.

Allow pupils sufficient time for independent learning.

Plan differentiated activities to practise the skill taught & the deployment of any adult support.

Main Teaching

Avoid scripts - plan in note form to allow for child led learning. Include the written method to be taught (numeracy) or examples you plan to

use. Include key questions / Assessment for Learning (AfL)

Model exactly what the pupils are to do independently with a clear idea of pupils outcomes (teaching activity should match pupil activities).

Pupil Activities

Ensure there are no additional skills required to complete the task which could confuse the pupils.

Ensure differentiated pupil activities match the day’s learning intention.

Plan for first-hand experience wherever possible.

Cater for all preferred learning styles in the classroom through activity.

Plenary/ Success Criteria

Reinforce the 2 learning intentions through a variety of activities but also use them to encourage pupil self-reflection & celebration of

learning eg game/worded question/quiz/talk partners/pupils questioning each other/sharing work and picking out strengths and areas to

improve.

AFL - Provide opportunities for pupils to evaluate and reflect on their own work. Use the plenary for ongoing assessment and record this on

the planning to feed into the next lesson, particularly pupils who didn’t reach or exceeded objectives.

Two Year Rolling Programme

Key Stage 1 Themes

Year A THEMES (2016-17)

Autumn: OUT OF THIS WORLD (Space)

History Geography Art First man on the moon

Famous explorers

Changes in technology

Gunpowder Plot

WWI anniversary Human (1)

Aerial photographs

Sculpture (junk, papier mache)

Printing

PSHCE RE Design and Technology New Beginnings

Getting on and Falling Out Alien Food, Soup and Smoothies

Make rocket / moon buggy

Spring: ON SAFARI!

History Geography Art Changes in lives of children compared to parents and grandparents: transports, schools, cameras

Locational knowledge

Sketching / painting

Textiles

PSHCE RE Design and Technology

Going for Goals

It’s Good to be me

Design your own safari

Bake and make your own picnic

Summer (1): LONDON’S BURNING!

History Geography Art Events of 1666 – Great Fire of London Drawing

PSCHE RE Design and Technology

Relationships Growing own food/ Make Tudor house

Summer (2): GINGERBREAD PROJECT

History Geography Art Gingerbread Project – local history

Place knowledge – own school Painting


Changes Making gingerbread

Year B THEMES (2015-16)

Autumn: DINOSAURS

History Geography Art Dinosaurs, fossils, How do we know dinosaurs existed?

Compass directions – fossil hunt Sculpture (clay)


New beginnings and Getting on and

falling out

Design your own Jurassic Park

Food for dinosaurs

Spring: MAGICAL KINGDOM

History Geography Art Kings and Queens Castles Visit to a Castle

Physical and human Painting


Going for goals and It’s good to be

me

Food - Roman Banquet

Puppets

Summer: THE OLYMPICS/ WORLD CUP

History Geography Art The Olympics (Ancient Greece)/ WC Famous athletes

Non- European country


Drawing

Fun Mats


Relationships

Changes

Food from other countries

Four Year Rolling Programme

Key Stage 2 Themes

Year A THEMES (2015-16)

Autumn: MEET THE FLINTSTONES

History Geography Art Literacy

Stone Age Britain

Rivers, Settlements Clay Sculptures Discussion

Persuasion


New beginnings and

Getting on and falling out

Buddhism Stone age carts – trial and error

investigation (Who can make the

strongest cart?)

Spring: RULING ROMANS


Iron Age and Romans

Cities (Romans)

Volcanoes

3D – buildings / villas Poetry


Going for goals and

It’s good to be me

Christianity Leisure

Summer: THE OLYMPICS


Ancient Greece

Map work: world map, equator

Regions of Europe, major cities

Field work - compass

Painting Techniques

Architecture

sketching

Myths and Legends

Playscripts


Relationships and Changes Buddhism Food – different cooking

techniques

Year B THEMES (2016-17)

Autumn: INVADER ALERT


Anglo Saxons (AD 410 – 1066) Types of settlement and land use

Anglo Saxon place names

Stained glass windows

3D – jewellery

Anglo Saxon Art

Bayeaux Tapestry

Modern fiction

Playscripts

Discussion and Persuasion PSHCE RE Design and Technology

New beginnings and


Hinduism Wider environment (ruins forts –

draw bridge)

Spring: TERRIBLE TUDORS


Tudors (Discovery of) North America

Mapwork, contrast locality (human

and physical)

Great Tudor artists

Drawing/ painting

Tudor Portraits

Traditional Stories

Fiction from our literary heritage

(Shakespeare) PSHCE RE Design and Technology

Going for goals and


Christianity Leisure (Tudor Music)

Summer: VICTORIOUS VICTORIANS


Local History – Victorian

Southport

Southport: Place Knowledge Similarities / diff human and physical geog

Sketching, architects

Sculpture, Art Gallery

Fiction from our literary heritage

(Victorian literature – Dickens)

Poetry PSHCE RE Design and Technology

Relationships and Changes Hinduism Food – different cooking

techniques

Year C THEMES (2017-18)

Autumn: Pyramids and Pharaohs


Ancient Egypt

Rivers – River Nile 3D Pottery

Architects

Drawing

Myths and Legends

Playscripts


New beginnings and


Judaism Leisure – design and make a board

game

Spring: MYSTERIOUS MAYANS


Mayan Place: Contrasting country – North

or South America

Trade links, Biomes (Rainforest)

Sketching

architects

Books from other cultures and

traditions


Going for goals and


Christianity Wider environment; temples

Summer: WORLD CUP


N/A Place: Contrast EU and World Countries

Maps: world map (equator etc),

major cities of Europe

Fieldwork – compass focus

Painting

Great artists

Poetry

Discussion and Persuasion


Relationships and Changes Judaism Food – different cooking techniques

Year D THEMES (2014-15)

Autumn: The World At War (Upper KS2) / 100 Years Ago (Lower KS2)


WWI or WW II (including contrasting social history,

leisure, entertainment 100 years ago /

today)

Mapwork – UK and Europe Sketching

Sewing

Literary heritage (War Poets)

Playscripts


New beginnings and


Islam Design and make (Industry

context)

Spring: Amazing Africa


N/A African Contrast – Matagalu

Human Geog – weather patterns

(contrast with UK)

Key human features – city, town,

factory, farm, harbour, etc)

African Artists

Textiles, collage including printing

Books from other cultures and

traditions

Discussion and Persuasion


Going for goals and


Christianity Design and make (culture link)

Summer: Gingerbread


Local History – Ormskirk Local Geography – Ormskirk

Place and Geog Skills

Local artists – Chapel Gallery

Drawing, painting


Relationships and

Changes

Jehovah’s Witness

Islam

Food – cooking using different

techniques

Writing Genres

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

GENRES OF WRITING

Genre Purpose Structure Language Features Examples

Recount

Personal retellings, eg. Diary, autobiography, some

letters

Imaginative recounts

To tell what happened, to retell events

Orientation (who, where, when)

Series of events in time-order

Personal comment

use of nouns to identify people, animals and things

linking words to do with time eg ‘later’, ‘after’,

‘before’

simple past tense

action verbs

Letter

Autobiography

Diary or journal

Newspaper report

Magazine article

Science experiment

Descriptive

Description of a person, place or thing: character

sketch, description of setting, object

Poem

To portray a person, place, or thing in such a way that the

reader can visualise the topic and enter into the writer’s

experience.

Introduction

Supporting descriptive details

Summary

elaborate use of sensory language

rich, vivid, and lively detail

figurative language such as simile, hyperbole,

metaphor, symbolism and personification

showing, rather than telling

through the use of active verbs and precise modifiers

Poetry: e.g. Haiku, Verse, limerick

Description/comparison of settings

Written observations (e.g. Science experiment)

Observations from first hand experience

Character descriptions/comparison

Narrative

Structured story using language, description and character appropriate to

style.

To entertain, create, stimulate emotions, motivate, guide,

teach

orientation (introduce main characters in a setting of time

and place)

complications/problems (main characters find ways to

solve the problem)

resolution

defined characters

descriptive language

dialogue

usually past tense

First or third person.

fairytales, legends, myths

plays

science fiction

cartoons/comic strip

adventure stories

Information Report

Non-fiction information sharing

To organise and present information about a class of

things.

general statement identifying the subject of the information

report

bundles of information relating to such things as: habits, behaviour, colour

shape

summary(optional)

generalised participants

impersonal objective language

timeless present tense

technical terms

paragraphs with topic sentences

Letter/email

topic based school project/ non fiction book

tourist guide book

encyclopaedia entry

information leaflet

magazine article

Book review

Genre Purpose Structure Language Features Examples

Procedure/instructions

Succinct, structured ‘how to’ information sharing

To tell how to do or make something

goal

materials

method or steps

evaluation (optional)

use of action verbs (turn, put)

linking words to do with time

tense is timeless

use of precise vocabulary

recipes,

instructions on packaging game rules

science experiments, instruction manual

Timetable

Route finder

Posters, notices signs

Explanation

Information sharing in structured simplistic form

that develops reader understanding

To explore how things work or how something came to be - to explain

phenomena

a statement about what is to be explained

explanation sequence (several statements of reason explaining

and elaborating on the topic)

concluding statement (optional)

Explanations may include visual images such as flow charts or

diagrams

cause and events / relationships

simple present tense

generalised non-human participants

passive voice eg ‘is driven by’

complex sentences

technical language

Encyclopaedia entry

Non-fiction book

Technical manual

Question & answer articles/leaflets

Write up of Science experiment

Multi modal

Discussion

Presentation of a set of ideas

To present arguments and information from different

viewpoints(non-biased), and then, usually, to conclude in favour of

one point of view

Statement of the issue & a preview of the main

arguments

Arguments for/against & supporting evidence

(Alternatively, argument/counter-argument,

one point at a time)

Recommendation – summary and conclusio

simple present tense

use logical connectives, but usually more formal ones

than Persuasion texts, e.g. ‘therefore’, ‘however’,

‘nevertheless’

Leaflet/article giving balanced account

News article

Advertisment

Catalogue

Travel brochure

Pamphlet from a pressure goup

Newspaer article/magazine artcile

Poster or flier

Book blurb

Letter to editor or editorial

Persuasive Texts/arguments

Presentation of a set of ideas with the intention of

changing perceptions

To argue (or persuade) a case for or against a particular point of view

or position

statement or position

points in the argument with evidence and examples

(elaboration)

reiteration - restate the position in light of the arguments presented

generalised participants

linking words associated with reasoning eg ‘therefore’

nominalisation (actions become things). Eg. ‘to

pollute’ becomes ‘pollution’

evaluative language eg ‘important’, ‘significant’,

‘valuable’

a letter of protest/complaint; poster

advertising sun-smart behaviour;

propaganda; advertisements;

suggestions for environmental improvements;

magazine article

Science

Scheme of Work

Key Stage 1

Working Scientifically

During years 1 and 2, pupils should be taught to use the following practical scientific

methods, processes and skills through the teaching of the programme of study content:

ns

Year 1 Programme of Study

Area Statutory Requirement

Plants Identify and name a variety of common wild and garden plants, including deciduous and

evergreen trees

Identify and describe the basic structure of a variety of common flowering plants,

including trees

Animals

Including

Humans

Identify and name a variety of common animals including fish, amphibians, reptiles, birds and

mammals

Identify and name a variety of common animals that are carnivores, herbivores and omnivores

Describe and compare the structure of a variety of common animals (fish,

amphibians, reptiles, birds and mammals, including pets)

Identify, name, draw and label the basic parts of the human body and say which part of the

body is associated with each sense.

Everyday

Materials

Distinguish between an object and the material from which it is made

Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water,

and rock

Describe the simple physical properties of a variety of everyday materials

Compare and group together a variety of everyday materials on the basis of their simple

physical properties.

Seasonal

Change

Observe changes across the four seasons

Observe and describe weather associated with the seasons and how day length varies.


Area Statutory Requirement

Living things and

their habitats

Explore and compare the differences between things that are living, dead, and things that

have never been alive

Identify that most living things live in habitats to which they are suited and describe how

different habitats provide for the basic needs of different kinds of animals and plants,

and how they depend on each other

Identify and name a variety of plants and animals in their habitats, including microhabitats

Describe how animals obtain their food from plants and other animals, using the idea of a

simple food chain, and identify and name different sources of food.

Plants 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.

Animals including

humans

Notice that animals, including humans, have offspring which grow into adults

Find out about and describe the basic needs of animals, including humans, for survival

(water, food and air)

Describe the importance for humans of exercise, eating the right amounts of different

types of food, and hygiene.

Uses of everyday

materials

Identify and compare the suitability of a variety of everyday materials, including wood,

metal, plastic, glass, brick, rock, paper and cardboard for particular uses

Find out how the shapes of solid objects made from some materials can be changed by

squashing, bending, twisting and stretching.

Lower Key Stage 2


During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and

skills through the teaching of the programme of study content:

Asking relevant questions and using different types of scientific enquiries to answer them

Setting up simple practical enquiries, comparative and fair tests

Making systematic and careful observations and, where appropriate, taking accurate measurements

using standard units, using a range of equipment, including thermometers and data loggers

Gathering, recording, classifying and presenting data in a variety of ways to help in answering

questions

Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts,

and tables

Reporting on findings from enquiries, including oral and written explanations, displays or

presentations of results and conclusions

Using results to draw simple conclusions, make predictions for new values, suggest improvements

and raise further questions

Identifying differences, similarities or changes related to simple scientific ideas and processes

Using straightforward scientific evidence to answer questions or to support their findings


Area Statutory Requirement Plants Identify and describe the functions of different parts of flowering plants: roots, stem/ trunk, leaves and flowers

Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how

they vary from plant to plant

Investigate the way in which water is transported within plants

Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed

dispersal.

Animals

including

humans

Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their

own food; they get nutrition from what they eat

Identify that humans and some other animals have skeletons and muscles for support, protection and movement.

Rocks Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

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

Recognise that soils are made from rocks and organic matter

Light Recognise that they need light in order to see things and that dark is the absence of light

Notice that light is reflected from surfaces

Recognise that light from the sun can be dangerous and that there are ways to protect their eyes

Recognise that shadows are formed when the light from a light source is blocked by a solid object Find patterns in the

way that the size of shadows change

Forces

and

Magnets

Compare how things move on different surfaces

Notice that some forces need contact between two objects, but magnetic forces can act at a distance

Observe how magnets attract or repel each other and attract some materials and not others

Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and

identify some magnetic materials

Describe magnets as having two poles

Predict whether two magnets will attract or repel each other, depending on which poles are facing.


Area Statutory Requirement Living

things and

their

habitats

Recognise that living things can be grouped in a variety of ways

Explore and use classification keys to help group, identify and name a variety of living things in their local and wider

environment

Recognise that environments can change and that this can sometimes pose dangers to living things.

Animals

including

humans

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.

States of

Matter

Compare and group materials together, according to whether they are solids, liquids or gases

Observe that some materials change state when they are heated or cooled, and measure or research the temperature at

which this happens in degrees Celsius (°C)

Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with

temperature.

Sound Identify how sounds are made, associating some of them with something vibrating

Recognise that vibrations from sounds travel through a medium to the ear

Find patterns between the pitch of a sound and features of the object that produced it

Find patterns between the volume of a sound and the strength of the vibrations that produced it

Recognise that sounds get fainter as the distance from the sound source increases.

Electricity Identify common appliances that run on electricity

Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches

and buzzers

Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete

loop with a battery

Recognise that a switch opens and closes a circuit and associate this with whether or

not a lamp lights in a simple series circuit

Recognise some common conductors and insulators, and associate metals with being good conductors.

Upper Key Stage 2


During years 5 and 6, pupils should be taught to use the following practical scientific

Methods, processes and skills through the teaching of the programme of study content:

Planning different types of scientific enquiries to answer questions, including recognising and

controlling variables where necessary

Taking measurements, using a range of scientific equipment, with increasing accuracy and

precision, taking repeat readings when appropriate

Recording data and results of increasing complexity using scientific diagrams and labels,

classification keys, tables, scatter graphs, bar and line graphs

Using test results to make predictions to set up further comparative and fair tests Reporting and presenting findings from enquiries, including conclusions, causal relationships and

explanations of and degree of trust in results, in oral and written forms such as displays and

other presentations

Identifying scientific evidence that has been used to support or refute ideas or arguments.



things /

habitats

Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

Describe the life process of reproduction in some plants and animals.

Animals

including

humans

Describe the changes as humans develop to old age.

Properties

and

Changes

of

Materials

Compare and group together everyday materials on the basis of their properties,

including their hardness, solubility, transparency, conductivity (electrical and

thermal), and response to magnets

Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a

solution

Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving

and evaporating

Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including

metals, wood and plastic

Demonstrate that dissolving, mixing and changes of state are reversible changes

Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible,

including changes associated with burning and the action of acid on bicarbonate of soda.

Earth and

Space

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

Forces Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and

the falling object

Identify the effects of air resistance, water resistance and friction, that act between moving surfaces

Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.



things

/habitats

Describe how living things are classified into broad groups according to common observable characteristics and based on

similarities and differences including micro-organisms, plants and animals

Give reasons for classifying plants and animals based on specific characteristics.

Animals

including

humans

Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood

vessels and blood

Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

Describe the ways in which nutrients and water are transported within animals, including humans.

Evolution

and

inheritance

Recognise that living things have changed over time and that fossils provide information about living things that

inhabited the Earth millions of years ago

Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to

their parents

Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to

evolution.

Light Recognise that light appears to travel in straight lines

Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light

into the eye

Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then

to our eyes

Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast

them.

Electricity Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of

buzzers and the on/off position of switches

Use recognised symbols when representing a simple circuit in a diagram

Music

Scheme of Work

Key Stages 1 and 2

Aims The national curriculum for music aims to ensure that all pupils:

including the works of the great composers and musicians

n and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence

cluding through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Key stage 1

Pupils should be taught to:

nging songs and speaking chants and rhymes

-quality live and recorded music

ng the inter-related dimensions of music.

Key stage 2

Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory. Pupils should be taught to:

, fluency, control and expression

-related dimensions of music

-quality live and recorded music drawn from different traditions and from great composers and musicians

Instrumental Tuition Programme

2014-15 2015-16 2016-17 2017-18

Year 3 Recorders Recorders Recorders Recorders

Year 4 Guitars Brass Brass Brass

Year 5 Brass Brass Brass Brass

Year 6 Brass Recorders Brass Guitars

2008 cohort 2009 cohort 2010 cohort 2011 cohort 2012 cohort 2013 cohort 2014 cohort

From 2017, the structure of instrumental tuition (WOPS) will be:

Year 3 Recorders

Year 4 Brass

Year 5 Brass

Year 6 Guitars

History

Scheme of Work

Key Stage 1 History

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3. Pupils should be taught about:

changes within living memory. Where appropriate, these should be used to reveal aspects of change in national

life

events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the

first aeroplane flight or events commemorated through festivals or anniversaries]

the lives of significant individuals in the past who have contributed to national and international achievements.

Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen

Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder

and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]

significant historical events, people and places in their own locality.

Key Stage 1 History Scheme of Work - Year A (2014-15 / 2016-17)

Theme Title History Focus

Programme of Study

Out of this world (Space)

First man on the moon

Famous explorers

Changes in technology

Gunpowder Plot

WWI anniversary

The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example Christopher Columbus and Neil Armstrong

Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries] Visit of King George V 1914

On Safari Changes in lives of children compared to parents and grandparents

Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

(Asmall chosen content: Transport , cameras, schools, toys, etc)

London’s Burning (Summer 1)

Events of 1666 – Great Fire of London

Events beyond living memory that are significant nationally or globally, e.g. The Great Fire of London

The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods (e.g. Samuel Pepys’ Diary)

Gingerbread (Summer 2)

Gingerbread Project

Significant historical events, people and places in their own locality. (Asmall chosen content: History of Ormskirk / Visits to Ormskirk by King / Olympic Torch / Parish Church / When was our school built? Changes to our school building…)

Key Stage 1 History Scheme of Work - Year B (2015-16 / 2017-18)

Theme Title

History Focus

Programme of Study

Dinosaurs Dinosaurs, fossils, How do we know dinosaurs existed?

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. Dinosaur Theme Day with visit from museum and artefacts

Magical Kingdoms

Kings and Queens Castles Visit to a Castle

The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods

( Asmall chosen content: Significant kings and queens in British history, who will have lived in a castle, including William the Conqueror (introduced castles to Britain), Henry VIII, Queen Victoria, George V, Elizabeth II + any others)

The Olympics (2016) The World Cup (2018)

The Olympics (Ancient Greece) Famous athletes

Events beyond living memory that are significant nationally or globally

The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods

Key Stage 2 History Scheme of Work

Year A

Theme Title History Topic

Programmes of Study

Meet the Flintstones

Stone Age Britain

changes in Britain from the Stone Age to the Iron Age

This could include: -gatherers and early farmers, for example, Skara Brae

Ruling Romans Iron Age Britain

the Roman Empire and its impact on Britain This could include:

-54 BC

for example, Boudica

culture and beliefs, including early Christianity

The Olympics Ancient Greece

Ancient Greece – a study of Greek life and achievements and their influence on the western world

Year B

Theme Title History Topic

Programmes of Study

Invader Alert Anglo-Saxons

Britain’s settlement by Anglo-Saxons and Scots This could include:

man Empire

-Saxon invasions, settlements and kingdoms: place names and village life -Saxon art and culture

– Canterbury, Iona and Lindisfarne

Terrible Tudors The Tudors a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

Victoria

uch as crime and punishment from the Anglo-Saxons to the present or leisure and entertainment in the 20th Century

periods in British history, including the present day

a significant turning point in British history, for example, the first railways or the Battle of Britain

Victorious Victorians

Local History – The Victorians

a local history study a depth study linked to one of the British areas of study listed above

a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)

significant in the locality

Year C

Theme Title History Topic Programmes of Study

Pyramids and Pharaohs

Ancient Egypt the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China

Mighty Mayan

Mayan a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.

World Cup

Year D

Theme Title History Topic Programmes of Study

The World at War

WW1 + WW2 a local history study a depth study linked to one of the British areas of study listed above

r time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)

significant in the locality.

Amazing Africa

Gingerbread Local Area - Ormskirk

a local history study - a depth study linked to one of the British areas of study listed above

the locality (this can go beyond 1066)

dy of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.

Art

Scheme of Work

Key Stage 1 Art Scheme of work

Pupils should be taught to develop their techniques, including their control and their use of materials with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

Year A

Theme Title Art Topic Objectives

Out of This World

Sculpture (junk, papier mache)

To use a range of materials creatively to design and make products

To use sculpture to develop and share their ideas, experiences and imagination

On Safari Sketching Painting Textiles


To use painting to develop and share their ideas, experiences and imagination

To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

London’s Burning and The Gingerbread Project

Drawing Painting Printing

To use drawing and painting to develop and share their ideas, experiences and imagination


About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work

Year B


Dinosaurs Sculpture (clay) Printing


To use sculpture to develop and share their ideas, experiences and imagination


Magical Kingdom

Painting Puppets


To use painting to develop and share their ideas, experiences and imagination

To develop a wide range of art and design techniques in using colour

The Olympics / World Cup

Drawing Fun Mats Textiles

To use drawing to develop and share their ideas, experiences and imagination

About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work

Key Stage 2 Art Scheme of work

Pupils should be taught to develop their techniques, including their control and their use of materials with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

Year A



Clay Sculptures To improve their mastery of art and design techniques, including sculpture with a range of materials

Ruling Romans 3D Buildings / Villas To improve their mastery of art and design techniques, including sculpture with a range of materials

The Olympics Painting Techniques Architecture, Sketching

To create sketchbooks to record their observations and use them to review and revisit ideas

Pupils should be taught about great artists, architects and designers in history

Year B


Invader Alert Stained glass windows, 3D jewellery, Anglo Saxon Art, Bayeaux Tapestry

To improve their mastery of art and design techniques, including sculpture with a range of materials

Terrible Tudors Great Tudor artists Drawing and painting Tudor Portraits




Sketching, Architects Sculpture Art Gallery




Year C


Pyramids and Pharaohs

Drawing 3D Pottery Architects




Mayan Sketching Architects



World Cup Painting Great artists



Year D


The World at War / 100 years ago

Sketching Sewing



Amazing Africa African artists Textiles



Gingerbread Local artists – Chapel Gallery


Design

Technology

Scheme of Work

Key Stage 1 Design Technology Scheme of work

Key stage 1

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].

When designing and making, pupils should be taught to:

Design

design purposeful, functional, appealing products for themselves and other users based on design criteria

generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make

select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]

select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate

explore and evaluate a range of existing products

evaluate their ideas and products against design criteria

Technical knowledge

build structures, exploring how they can be made stronger, stiffer and more stable

explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

Cooking and nutrition

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Year A

Theme Title DT Topic Objectives

Out of This World

Alien food (soup, smoothies)

Cooking and Nutrition

use the basic principles of a healthy and varied diet to prepare dishes

understand where food comes from.

Design and make rockets, moon buggies etc

Design



Make

select from and use a range of tools and equipment to perform practical tasks

select from and use a wide range of materials and components

Evaluate


Technical knowledge


explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products

On Safari Bake and make your own picnic




Design and make an animal home (e.g. tall enough for a giraffe, etc)

Design



Make


select from and use a wide range of materials and components according to their characteristics

Evaluate

explore and evaluate a range of existing products and evaluate their ideas and products against design criteria

Technical knowledge


London’s Burning and

Growing your own food Make own ‘wattle and daub’ house



Design



Make


select from and use a wide range of materials and components according to their characteristics

Evaluate


Technical knowledge


The Gingerbread Project

Making gingerbread Cooking and Nutrition


Year B

Theme Title DT Topic Objectives

Dinosaurs Design and make food for dinosaurs




tba Design



Make


select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate



Technical knowledge



Magical Kingdom

Design and make a banquet for a king and queen




Puppets, including moving parts Design



Make


select from and use a wide range of materials and componentsaccording to their characteristics

Evaluate



Technical knowledge



The Olympics / World Cup

Make recipes of food from other countries




tba Design



Make

select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]

select from and use a wide range of materials and components, according to their characteristics

Evaluate



Technical knowledge



Key Stage 2 Design and Technology Scheme of work

Year A

Theme DT Topic Programmes of Study


Stone Age Carts

Design use research and develop design criteria to inform the design of innovative, functional, appealing products

that are fit for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-

sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting,

shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles

and ingredients, according to their functional properties and aesthetic qualities Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to

improve their work understand how key events and individuals in design and technology have helped shape the world Technical knowledge apply their understanding of how to strengthen, stiffen and reinforce more complex structures

Ruling Romans

Leisure They should work in a range of relevant contexts leisure.

Design use research and develop design criteria to inform the design of innovative, functional, appealing products

that are fit for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-

sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting,

shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles

and ingredients, according to their functional properties and aesthetic qualities

Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to

improve their work

The Olympics

Food – Different techniques


understand and apply the principles of a healthy and varied diet

prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

Year B

Theme Title DT Topic Programmes of Study

Invader Alert Wider Environment (Ruins, forts, draw bridges)

Design use research and develop design criteria to inform the design of innovative, functional, appealing

products that are fit for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches,

cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make select from and use a wider range of tools and equipment to perform practical tasks [for example,

cutting, shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials,

textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others

to improve their work understand how key events and individuals in design and technology have helped shape the world Technical knowledge apply their understanding of how to strengthen, stiffen and reinforce more complex structures Technical knowledge understand and use mechanical systems in their products [for example, gears, pulleys, cams,

levers and linkages]

Terrible Tudors

Leisure (Tudor Music)

They should work in a range of relevant contexts leisure. Design use research and develop design criteria to inform the design of innovative, functional, appealing

products that are fit for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches,

cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make select from and use a wider range of tools and equipment to perform practical tasks [for example,

cutting, shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials,

textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others

to improve their work


Food – Different cooking techniques



prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

NB: Link with other subjects: Technical Knowledge: + understand and use electrical systems in products (series circuits, switches, buzzers, bulbs, motors) + apply their knowledge of computing to program, monitor and control their products.

Year C

Theme DT Topic Programmes of Study Pyramids and Pharaohs

Leisure – Design and make a board game

Design

use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Technical knowledge understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs,

buzzers and motors] apply their understanding of computing to program, monitor and control their products

Mayan Wider Environment - Temples

Design use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit

for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and

exploded diagrams, prototypes, pattern pieces and computer-aided design Make select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping,

joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles and

ingredients, according to their functional properties and aesthetic qualities

Evaluate

investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their

work understand how key events and individuals in design and technology have helped shape the world Technical knowledge apply their understanding of how to strengthen, stiffen and reinforce more complex structures

World Cup

Food – Different cooking techniques




Year D (2014-15) Theme DT Topic Programmes of Study

World at War

Design and make (Industry context)

Design



Make select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining

and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles and

ingredients, according to their functional properties and aesthetic qualities Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work understand how key events and individuals in design and technology have helped shape the world Technical knowledge apply their understanding of how to strengthen, stiffen and reinforce more complex structures

Amazing Africa

Design and make (Culture link)

Design



Make select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining

and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles and

ingredients, according to their functional properties and aesthetic qualities

Evaluate

investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Gingerbread

Food – cooking using different techniques




Geography

Scheme of Work

Aims of Geography (KS 1 and KS 2)

The national curriculum for geography aims to ensure that all pupils:

develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes

understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time

are competent in the geographical skills needed to:

collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes

interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)

communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Key Stage 1 Geography

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.



name and locate the world’s seven continents and five oceans

name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge

understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

Human and physical geography

identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles

use basic geographical vocabulary to refer to:

key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather

key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Geographical skills and fieldwork

use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage

use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map

use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key

use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Key Stage 1 Year A (2014-15 / 2016-17)

Theme Title Geography Focus

Programme of Study

Out of this world (Space)

Weather Hot and cold places in the world Aerial views







use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features;

On Safari Continents and oceans United Kingdom Design own safari park with key Contrast country






devise a simple map; and use and construct basic symbols in a key

Place knowledge

understand geographical similarities and differences through studying the human and physical geography of a small area in a contrasting non-European country

London’s Burning (Summer 1)

London Place knowledge

understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom







Gingerbread (Summer 2)

Ormskirk Fieldwork including following routes and compass directions Plans of classroom, school grounds and Ormskrik

Place knowledge

understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom








use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Key Stage 1 - Year B (2015-16 / 2017-18)

Theme Title

Geography Focus

Programme of Study

Dinosaurs Compass directions Design own Jurassic Park Fossil hunt



devise a simple map; and use and construct basic symbols in a key

use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment

Magical Kingdoms

The Weather Fantasy kingdoms Castle locations - trip






The Olympics (2016) The World Cup (2018)

Non European country - contrast with UK




Place knowledge - understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country



use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features;

Key Stage 2 Geography Scheme of work

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

Key Stage 2 Year A

Theme Geography Focus

Programmes of Study


Rivers, Settlements

Locational Knowledge

name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time.

Place Knowledge

understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

Human geography

describe and understand key aspects of: human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Geographical skills

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Ruling Romans (Focus on the Celts)

Cities (Romans) Volcanoes


locate the world’s countries, using maps to focus on Europe concentrating on their environmental regions, key physical and human characteristics

name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time.

Place Knowledge



describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Geographical skills


The Olympics

Map work: World map, equator, Regions of Europe, major cities Field Work: Compass


locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Place Knowledge


Physical geography

describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.

Geographical skills


Key Stage 2 Year B


Objectives

Invaders Alert

Types of settlement and land use Anglo Saxon place names



name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

Place knowledge





Geographical skills


Terrible Tudors

(Discovery of) North America Map work, contrast locality (human and physical)




Place knowledge





Geographical skills



Southport: Place Knowledge Similarities/ differences human and physical Geography



Place knowledge


Human geography


Geographical skills


Key Stage 2 Year C


Programmes of Study

The World at War

Local fieldwork – areas bombed during WW2

In developing geographical skills, pupils should be taught:

a to use appropriate geographical vocabulary [for example, temperature, transport, industry]

b to use appropriate fieldwork techniques [for example, labelled field sketches] and instruments [for example, a rain gauge, a camera]

c to use atlases and globes, and maps and plans at a range of scales[for example, using contents, keys, grids]

d to use secondary sources of information, including aerial photographs [for example, stories, information texts, the internet, satellite images, photographs, videos]

e to draw plans and maps at a range of scales [for example, a sketch map of a locality] f to use ICT to help in geographical investigations [for example, creating a data file to analyse fieldwork data]

g decision-making skills [for example, deciding what measures are needed to improve safety in a local street].

Pop Idols Contrasting EU country = Spain

Pupils should be taught:

a to identify and describe what places are like [for example, in terms of weather, jobs]

b the location of places and environments they study and other significant places and environments [for example, those listed on page 21 and places and environments in the news]

c to describe where places are [for example, in which region/country the places are, whether they are near rivers or hills, what the nearest towns or cities are]

d to explain why places are like they are [for example, in terms of weather conditions, local resources, historical development]

e to identify how and why places change [for example, through the closure of shops or building of new houses, through conservation projects] and how they may change in the future [for example, through an increase in traffic or an influx of tourists]

f to describe and explain how and why places are similar to and different from other places in the same country and elsewhere in the world [for example, comparing a village with a part of a city in the same country]

g to recognise how places fit within a wider geographical context [for example, as part of a bigger region or country] and are interdependent [for example, through the supply of goods, movements of people].

Invaders Improving local area – environmental issues


a recognise and explain patterns made by individual physical and human features in the environment [for example, where frost forms in the playground, the distribution of hotels along a seafront]

b recognise some physical and human processes [for example, river erosion, a factory closure] and explain how these can cause changes in places and environments.

Key Stage 2 Year D

Theme Geog Focus Programme of Study

The World at War / 100 years ago

Mapwork UK and Europe


name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time




use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

Amazing Africa African Contrast – Matagalu

Human Geog – weather patterns (contrast with UK)

Key human features – city, town, factory, farm, harbour,

etc)


identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle


describe and understand key aspects of: o physical geography, including: climate zones, biomes and vegetation belts, rivers, o mountains, volcanoes and earthquakes, and the water cycle




Gingerbread Local Geography, Ormskirk

Place knowledge



describe and understand key aspects of: o physical geography, including: climate zones, biomes and vegetation belts, rivers, o mountains, volcanoes and earthquakes, and the water cycle



use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Computing

Scheme of Work

Computing Curriculum

Computing development across Key Stage 1 and Key Stage 2 will be split across half termly blocks. The blocks can

be taught in any order but consider the children’s prior knowledge before picking one of the later blocks.

Programming languages to be used and taught in school:

Year 3 + 4

Scratch A visual language using drag and drop features.

Year 5 + 6

Python A text based language requiring more precise user

input.

E-Safety:

E-Safety is used to describe a schools ability to protect and educate pupils and staff in their use of technology and

to have the appropriate mechanisms to intervene and support any incident where appropriate.

E-Safety can be categorised into three sections:

Content – being exposed to illegal, inappropriate or harmful material.

Contact – being subjected to harmful online interaction with others.

Conduct – personal online behaviour that could lead to harm.

Computing Skills

Computing skills will be split into three core sections:

Digital Literacy – Computer basics and E-Safety.

Information Technology - Using the computer to achieve something.

Computer Science – How computers work, coding and networking.

KS1 KS2

Digital

Literacy

Look at ICT use outside of school.

Use technology safely and with respect.

Identify who to contact for help and

support.

Understand how networks benefit communication and collaboration.

Discern the value of digital content, which sources are most

accurate, can everything be trusted?

Use a range of technology safely and respectfully.

Recognise acceptable / unacceptable behaviour.

Identify a range of ways to report concerns or problems.

Information

Technology

Use technology to: create, organise,

store, manipulate and retrieve content.

Use search facilities effectively online and within a folder directory.

Select the most appropriate software for a specific purpose.

Use programs to collect, analyse, evaluate and present data and

information.

Computer

Science

What is an algorithm?

Debug a simple process.

Use logical reasoning to predict a

sequence or pattern.

Design, write and debug programs that accomplish specific goals such

as controlling a system or solving problems.

Program using: sequence, selection and repetition.

Adapt to using different variables and a range of inputs and outputs.

Use logical reasoning to explain how simple algorithms work and to

detect errors.

Understand computer networks such as the internet and the school

network. *Words in bold are key vocab and should be learnt and used regularly by staff and the children.

Year 1

Year 1

Term 1:

Digital Literacy:

Children to be familiar with logging on to a school computer. They

should try to do this weekly so that they can become proficient.

Children should know how to find and open basic programs such as

Word and Chrome.

E-safety.

Digital Literacy:

Set up and ensure the children are familiar with Mathletics and

Phonics Bug. Set work weekly to complete in school and also for

homework. Consider a reward system to encourage usage. Take

screenshots of example activities you have set to stick in books.

Term 2:

Digital Literacy:

Save and retrieve different documents in the children’s individual

folders with a correct title. Open the file explorer so that they

can open their work again.

Digital Literacy:

Print out own work using the correct printer from different

programs (Word, Mathletics).

Term 3:

Information Technology:

Record simple sounds using a button sound recorder and playing

the sound back themselves.


Children to independently operate the class camera. They should

manage: turning it on, zooming, taking a picture and retrieving a

saved picture.

Year 2

Term 1:

Digital Literacy:

Set up and ensure the children are familiar with Mathletics and

Phonics Bug. Set work weekly to complete in school and also for

homework. Consider a reward system to encourage usage. Take

screenshots of example activities you have set to stick in books.

Cross curricular:


Computers for Art:

Paint using a computer. 2Simple Paint program based on Topic

work or Art. Model the different brushes and effects that can

be created, extend children to combine techniques.

Cross curricular: Art / Topic

Term 2:

Digital Literacy:

Browsing:

Model how to get the most from a search engine and how to

review the results. Set questions for the children to answer by

asking appropriate questions.

Recap - E-Safety – safe results, reporting content.

Cross curricular: Topic


Collect and present pictures:

Introduction to Powerpoint on a basic level with a focus on

copying pictures.

Model to the children how they should copy and paste images,

add text, change the theme and add slides. Extend by teaching

children keyboard shortcuts (ctrl + c = copy).


Term 3:


Video Recording:

Plan and record a short video based on topic work as part of a

group using the class camera.

Watch the video back, review the footage. How could it be

improved?


Computer Science:

Algorithms:

Children should be shown how to follow instructions and write

their own instructions. Children will then move on to identifying

sequence and pattern which could be incorporated into

Numeracy.

Cross curricular: Numeracy

Year 3

Term 1:


Powerpoint:

Children should be given opportunity to explore the higher

features of Powerpoint such as transitions and effects as well as

being able to insert sound effects. Extend by using timings

between transitions.



Research / Presentation:

Children will give a Powerpoint presentation to the class based on

their topic lessons. Children should now be able to create a more

elaborate Powerpoint and use it to help them structure a

presentation.

Recap E-Safety


Term 2:


Number:

Children should be given opportunity to explore the features of

Excel such as creating tables.

Children should be taught simple processes (addition and

subtraction).



Data collection:

Children should be able to independently collect and record data

using Excel.

Children should be able to convert the raw data into a graph with

correctly labelled axis and a title.


Term 3:


Video recording:

Children will record a short scene based on their topic work. The

children will script and direct their scene in a small group whilst

it is being recorded. Children will then upload the video to their

folders and name the file.



Comics:

Children will use pictures and captions to create a simple story

using the story board feature in Purple Mash.

Extend children by having them take pictures using the class

camera and load it into their work themselves.

Cross curricular: Literacy

Year 4

Term 1:

Digital Literacy:

Collaborative texts:

As a small group, children will plan and write a text based on

their topic work. Children should work together to research,

edit and improve their writing.



Podcasts:

Children will listen to examples of podcasts (BBC) or short radio

programmes. In small groups children will then write and record

their own podcast using Audacity and microphones.


Term 2:


Data Logging:

Plan to measure the outside temperature over a month for

example. Discuss how you will make the recordings “fair”.

Children will then record the data daily before displaying on a

graph.

Cross curricular: Science


Survey:

Collect raw data from a survey then create tables and graphs to

best present the information.

Start by using 2Graph on Purple Mash then move on to modelling

on Excel.


Term 3:

Computer Science:

Programming 101:

Introduction to programming. Discuss concepts such as

algorithms, debugging and logical reasoning. Find practical

examples for the children to view these processes such as

automatic doors or a doorbell.

Finally, allow the children to explore Scratch.

Cross curricular:

Computer Science:

Programming:

Have the children plan and write their own programme using

Scratch.

Children could use input and output features to create an

interactive conversation, spell checker or numeracy game.

Cross curricular: Literacy / Numeracy

Year 5

Term 1:


Blogging:

Children will look at different examples of blogs or tweets from

celebrities. We will discuss the reasons for why people read and

write in this way. Children will then write their own blogs and

upload them.



Audio Stitching:

Children will listen to radio interviews and identify technical

features. Children will then plan a news report for radio which

they will go on to record in sections and stitch together using

Audacity.


Term 2:

Digital Literacy:

Finance:

Children will be shown how to use Excel to keep financial records.

Children will then pretend to set up a shop using a set amount of

money. The teacher will role dice to see how successfully their

products have sold. Children will update their financial records

accordingly.



Picture editing:

Children will learn how to manipulate images using GIMP.

Children will be shown how to use layers to construct different

images.

Cross curricular: Art

Term 3:

Computer Science:

Programme an Adventure Game:

Children will plan and write their own Adventure game using

Scratch. This can be similar to traditional text based adventures

but must incorporate interactive elements.

Cross curricular:

Computer Science:

Debugging:

Children will be given set Scratch programmes which the children

must attempt to debug and fix by using logical reasoning.

Cross curricular:

Year 6

Term 1:

Digital Literacy:

Publishing:

What does it take to publish work online? What do people

publish?

Children are to research people who have become famous online.

Bloggers, Tweeters, You-tubers.

E-Safety – what is published cannot easily be retracted. Google's

policy on your information. Web 3.0.

Cross curricular:

Digital Literacy:

Networking:

Children will look at what a network is and what jobs each of the

different components have and why they are all required.

Children will then plan their own network for their home /

business. How do they make it as efficient as possible?

Cross curricular:

Term 2:


Web design:

Plan, write and create a simple website about current topic work.


Computer Science:

Programming Languages:

Look at the difference between different programming languages.

How and why do they differ?

Compare and contract Python and Scratch. What are the

advantages?

Cross curricular:

Term 3:

Computer Science:

Programming – Python 101:

Children will be shown how to get started with Python

programming before being allowed to explore themselves.

Cross curricular:

Computer Science:

Programming – Python:

Children should design a simple algorithm for a daily activity.

Children will then plan and write their own program.

Cross curricular:

Spanish

Scheme of Work

Statutory KS2 Languages Requirements:

Listen attentively to spoken language and show understanding by joining in and responding

Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and

meaning of words

Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek

clarification and help

Speak in sentences, using familiar vocabulary, phrases and basic language structures

Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using

familiar words and phrases

Present ideas and information orally to a range of audiences

Read carefully and show understanding of words, phrases and simple writing

Appreciate stories, songs, poems and rhymes in the language

Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar

written material, including through using a dictionary

Write phrases from memory, and adapt these to create new sentences, to express ideas clearly

Describe people, places, things and actions orally and in writing

Understand basic grammar appropriate to the language being studied, including (where relevant): feminine,

masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the

language; how to apply these, for instance, to build sentences; and how these differ from or are similar to

English.

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