Branston Junior Academy Topic Planning Topic: Pirates.

Branston Junior Academy Topic Planning

Topic: Pirates

Science

National Curriculum Objectives

Year 3/4 Sound:Pupils should be taught to:• identify how sounds are made, associating some of them with something vibrating• recognise that vibrations from sounds travel through a medium to the ear• find patterns between the pitch of a sound and features of the object that produced it• find patterns between the volume of a sound and the strength of the vibrations that

produced it• recognise that sounds get fainter as the distance from the sound source increases.

Year 5/6 Animals Including Humans Pupils should be taught to:• describe the changes as humans develop to old age.• 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.

Computing


Chris Quigley Key Skills Skills Journal Objectives

• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

• use sequence, selection, and repetition in programs; work with variables and various forms of input and output

• use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

To code

To communicate

To connect

To collect

I understand how algorithms work and detect mistakes in algorithms

Work with variables and various forms of input and output

I can design and write programs

I can debug programs

History

National Curriculum Coverage


A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

To investigate and interpret the past

To understand chronology

To build an overview of world history

To communicate historically

I can identify and describechanges in specific periodsof History.

I can explain how the pastcan be represented i.e.pictures, postcards andso on.

I can use dates andvocabulary relating to thepassing of time, includingancient, modern, centuryand decade.

I can place events,people and changesinto correct periods oftime.

I can describe what Iknow clearly in writing andPictures

I can handle artefactsproperly.

I can examine artefactsand explain how they aredifferent, thinking about:What it is made from, size,signs of wear and tear,purpose.

I can chooseappropriate sourcesto answer questionsabout specific peopleand events.

I can combine sourcesand information to form anopinion.

Geography



Pupils should be taught to:Locational knowledgename 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 timePlace knowledgeunderstand geographical similarities and differences through the study of human and physical geography of a region of the United KingdomGeographical skills and fieldworkuse maps, atlases, globes and digital/computer mapping to locate countries and describe features studieduse 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 worlduse 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.

To investigate places

To investigate patterns

To communicate geographically

I can locate places on anOS map using a 4 figuregrid reference.

I can use latitude andlongitude as a guide tolocation on an atlas.

I can locate places on anOS map using a 6 figuregrid reference.

I can read the scale oncontour lines on an OSmap.

I can read and interpret theglobe as a flat map.

I can draw my own simplethematic map based on myown data.

I can explore andexplain topicalgeographical issues.

Art and Design



Pupils should be taught:• to create sketch books to

record their observations and use them to review and revisit ideas

• to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

• about great artists, architects and designers in history.

To develop ideas

To master techniques

To take inspiration from the greats

*No key objective for 3d models or great artists

Design Technology



• 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.

To master practical skills II can analyse taste, texture,smell and appearance of arange of foods.

I can join and combine arange of ingredients.

I can work safely andhygienically.

I can weigh andmeasure using scales.

I can cut and shapeingredients using tools andequipment.

I can join and combinefood ingredients bybeating, kneading &rubbing in.

Languages

National Curriculum Objectives Chris Quigley Key Skills

Skills Journal Objectives

Pupils should be taught to:listen attentively to spoken language and show understanding by joining in and respondingexplore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of wordsengage 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 structuresdevelop 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 writingappreciate stories, songs, poems and rhymes in the languagebroaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionarywrite phrases from memory, and adapt these to create new sentences, to express ideas clearlydescribe people, places, things and actions orally* and in writingunderstand 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.

To read fluently

To speak confidently

To write imaginative

To understand the culture of the countries in which the language is spoken

Listen attentively to spoken language and show understanding by joining in and responding Ask and answer basic questions such as what is your name, where do you live, how old are you, what time is it? Write phrases from memory and adapt these to create new sentences

Use a dictionary to identify unfamiliar words

Read carefully and show understanding of words and phrases

Speak in sentences using familiar vocabulary

Name all the colours

Count up to 100

Describe people

Name the days of the week and month of the year

Comment on like and dislikes

Music



Pupils should be taught to:• play and perform in solo

and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

• improvise and compose music for a range of purposes using the inter-related dimensions of music

• listen with attention to detail and recall sounds with increasing aural memory

• use and understand staff and other musical notations

• appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

• develop an understanding of the history of music.

To perform

To compose

To transcribe

To describe music

I can compose three notepatterns.

I can composesimple tunes using apentatonic scale.

I can reflect on mycompositions dynamics,tempo and timbre.

I am starting to interpretmusical notation.

Physical Education


Chris Quigley Key Skills


Pupils should be taught to:• use running, jumping, throwing and

catching in isolation and in combination• play competitive games, modified where

appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

• develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

• perform dances using a range of movement patterns

• take part in outdoor and adventurous activity challenges both individually and within a team

• compare their performances with previous ones and demonstrate improvement to achieve their personal best.

To develop practical skills in order to participate, compete and lead a healthy lifestyle

Rounder/ Cricket:

I can strike a ball.

I can bowl over arm

I can use a basket catchto field.

I can return a ball tothe pitcher or whoeverI want.

I can call out clearly for aball.

Athletics:

I can sprint 60 metres inunder 9 seconds

I can change my bodyshape to decrease airresistance.

I can run a mile.

I can use my toe andheel to spin and throwa discus.

I can throw the javelinWith a run upWithout a run up

I can handle a shot putsafety

I can use a push throw

I can jump:One foot to the other(high jump)One foot to two feet(long jump)One foot to same footto two feet ( triple)

I can swim over 20 metresusing front crawl, backstroke or breast stroke.

I can use a float to swim alength using just my feet.

I can synchronise mybreathing with my stroke.

RE

Lincolnshire Syllabus Objectives

Chris Quigley Key Skills


Minority Communities- Rastafarians (No guidance in the Lincolnshire Syllabus)

To understand beliefs and teachings

To understand how beliefs are conveyed

To understand values

To understand practices and lifestyles

To reflect

I can explain things that arethe same and different forreligious people.

I can describe andcompare the differentpractices and experiencesinvolved with differentreligious groups.

I can explain howsimilarities and differencesbetween religions affectpeoples’ lives.

I can describe whatcan be learned fromreligious stories.

I suggest reasons for the similarities and differences informs of religion :

I can compare some of thethings that influence mewith those that influenceother people.

I can explain things thatare important to me andhow they link me to otherpeople.

I can use stillness toconcentrate my thoughts.

I can compose andask and discussquestions aboutWho I am,Where I belong.

I think about and composequestions about themeaning of life.

I can dwell on thesequestions and makesuggestions.

I can think about what Ibelieve.

PSHE


To try new things

To imagine

To work hard

To improve

To concentrate

To understand others

To push oneself

To not give up

See KS2 Life Values on Skills Journal

PSHE objectives to be followed in SEAL booklets

Branston Junior Academy Topic Planning Topic: Pirates.

Documents

Transcript of Branston Junior Academy Topic Planning Topic: Pirates.