Welcome to the new Primary Curriculum

2014

Bishop Wood C of E Junior School

Year 3 Mathematics

Objectives from Year 4/5:

Column addition & subtraction (up to 3 digits) (Yr 4)

Measure the perimeter of simple 2D shapes (Yr 4)

Tell & write the time to the nearest minute (analogue) including 24 hour clocks (Yr 4 & 5)

Identify horizontal & vertical lines & pairs

of perpendicular and parallel lines (Yr 4 & 5)

New Objectives

Volume – measure, compare

Know Roman numerals from I to XII

Add & subtract fractions (with same denominator)

Year 4 Mathematics

Count backwards through zero to include negative numbers (Yr 5)

Multiply three-digit numbers by one-digit numbers (Yr 5)

Round decimals with one decimal place to the nearest whole number (Yr 5)

Convert between different units of measure (Yr 5)

Read, write and convert time between analogue and digital 12- and 24-hour clocks (Yr 5)

Describe positions on a 2d grid as coordinates in the first quadrant (Yr 5)

Describe movements between positions as translations on a grid (Yr5)

Plot points and draw sides to complete a given polygon (Yr 6)

New Objectives

Read Roman numerals to 100

Times tables up to 12 x 12

Add and subtract fractions with the same denominator

Year 5 Mathematics Solve multi-step problems

Know prime numbers up to 1oo and prime factors

Multiply up to 4 digit numbers by a 2 digit number - formal written method

Compare & order fractions whose denominators are all multiples of the same number

Read, write, order & compare numbers up to 3 decimal places

Understand & use equivalences between metric & imperial units

Understand reflex angles & identify angles at a point (All from Year 6)

New Objectives

Read Roman numerals to 1000

Formal written method of short division

Recognise cube numbers

Add & subtract fractions with the same denominator

Multiply proper fractions & mixed numbers by whole numbers

Estimate volume

Year 6 – New Objectives from Year 7

Read, write, order & compare numbers up to 10 000 000 & understand place value

Use formal written method of multiplication and long division

Add & subtract fractions with different denominators & mixed numbers

Multiply simple fractions by whole numbers

Calculate the area of parallelograms

Calculate volume of cubes and cuboids

Find unknown angles in quadrilaterals & regular polygons

Illustrate & name parts of circles

Construct pie charts

Allows for two planning approaches:

Planning which follows the teaching sequence for writing:

Year Three: traditional fables, traditional fairy tales, adventure stories, plays, recounts, instructions (directions), vocabulary building

Poetry: limericks, haiku, kennings

Year Four: Myths, plays, story settings, stories with a theme, reports, persuasion, discussion, explanation

Poetry: free verse, riddles

Year Five: Legends, suspense/mystery stories, fiction from our heritage, recounts, explanations, persuasions, instructions, reports, discussion

Poetry: cinquains, rap and poetry appreciation

Year Six: Variety of fictional genres, narrative techniques (settings, characters etc), study skills, explanations, recounts, reports, persuasion, discussion, debating skills,

Poetry: monologues, poetry appreciation.

(ten weeks each term)

Long Term Planning for the English Curriculum

2. This allows teachers a wider creative freedom and an enhanced opportunity to focus on the "reading for pleasure" element of the curriculum.

Cross curricular links can be made e.g. historical theme book.

(Two weeks each term)

Topic based planning using a text as a stimulus: “Take One Book”

Within the new curriculum there is an increased emphasis on the teaching of spelling, punctuation and grammar. Every year group will have a weekly/fortnightly grammar or punctuation focus and spellings. The spellings may be topic words, a spelling pattern or common words the children need to know. The Year 6 SPaG test was introduced last year.

SPaG (Spelling, Punctuation and Grammar)

Grammar Terminology

Year Three Conjunction Preposition Direct speech Inverted commas Prefix Consonant Vowel Clause Subordinate clause

Year Four

Pronoun/noun

Possessive pronoun

Fronted Adverbial

Plural

Apostrophes

Determiner

Upper School Grammar Terminology

Year Five Relative clause Modal verb Relative pronoun Parenthesis Brackets Dash Cohesion Ambiguity Ellipsis Double negative

Year Six

Active and passive voice

Reflexive pronoun

Subject and object

Hyphen

Colon/Semi-colon

Ellipsis

Bullet points

Synonym and antonym

Joined handwriting should be the

norm; it should be fluent, legible and,

eventually, speedy.

Handwriting and

Presentation

Science Overview

Year 3

From Sept

2013

Animals

Including

Humans

Forces and

Magnets

Rocks and

Fossils

Light and

Shadow

Plants and

Seeds

Year 4

From Sept

2013

Animals

Including

Humans

Solids, Liquids

and Gases

Electricity

Sound

Classifying

Living Things

Year 5

From Sept

2014

Earth and

Space

Living Things

Forces

Animals Properties of

Materials

Year 6

From Sept

2015

Animals

Including

Humans

Electricity

Evolution

and

Inheritance

Light

Living Things

Working scientifically

This allows children to use a variety of approaches to answer relevant scientific questions.

They include observing over time; pattern seeking; identifying, classifying and grouping; fair testing and researching using secondary sources.

Working scientifically is not taught as a separate strand but through the topics that each year group teach.

How can parents help?

Support their developing scientific vocabulary and help them to use topic specific vocabulary.

Encourage your children to ask questions about the natural world and then explore reasonable ways they could find out answers.

Encourage them to improve their developing research skills using both the internet and books.

Come into school and share your own scientific skills – could you do a presentation or run a work shop for a class or year group or even the whole school?

Museum visits, watching films with a ‘science’ theme, reading both fiction and non fiction books.

Religious Education

Religious Education is a compulsory subject in the National Curriculum

Local councils are responsible for deciding the RE syllabus, but faith schools and academies can set their own.

As a Voluntary Aided School with a religious character we have a choice over which syllabus we follow.

In our school we follow the Hertfordshire Agreed Syllabus and add the units of work on Christianity from the Diocese of St Albans.

RE is inspected in Church of England schools as part of the Statutory Inspections of Anglican and Methodist Schools (SIAMS).

Next year we will be working towards achieving the RE Quality Mark.

To enable children and young people according to their ability and level of development to:

1. acquire and develop knowledge and understanding of the principal religions represented in Great Britain.

2. develop an understanding of the influence of beliefs, values and traditions on individuals, communities, societies and cultures, including the local community;

3. develop the ability to make reasoned and informed judgements about religious and moral issues with reference to the teachings of the principal religions;

The Aims of Religious Education

The Aims of Religious Education

4. enhance their own development by: a) developing awareness of the fundamental questions of life arising from human experiences, and how religious beliefs and practices can relate to them; b) responding to the fundamental questions of life in the light of their experience and with reference to religious beliefs and practices; c) reflecting on their own beliefs, values and experiences in the light of their study; d) expressing their own personal viewpoints in a thoughtful, reasoned and considerate way. 5. recognise the right of people to hold

different beliefs within an ethnically and socially diverse society.

Our RE Syllabus

Year 3: Christianity and Islam

Year 4: Christianity, Hinduism and Sikhism

Year 5: Christianity and Judaism

Year 6: Christianity and Buddhism

Christianity Units of Work

Year 3 Being inspired: what’s that? Symbols for Jesus: what do they mean? Is Jesus inspiring because of his life story? Is Jesus inspiring because of his teaching? Is Jesus inspiring because he helped people to

be happy?

Year 4 Is Jesus inspiring because of his miracles? Is Jesus inspiring because of his death and

resurrection? Someone who is inspired by Jesus today. Stained glass window design Personal reflections

Christianity Units of Work

Year 5 Picturing and describing God Comparing expressions of beliefs Artistic impressions of moods and feeling Artistic impression of beliefs about Jesus Year 6 How and why do we find music moving? How do Christians use music for worship and

expression of beliefs. How is faith expressed in Christian buildings? How have Christians used drama to express

their understanding of Jesus' teaching? Sharing own spiritual ideas.

Each year group uses Switched on Computing and ICT – a scheme of work which gives purpose to the ICT skills we are learning.

The children are engaged in tasks that use their ICT skills in a creative way they may be Researchers, Meteorologists, Statisticians, or Web Developers.

These projects will run along side using ICT in all aspects of the curriculum and to develop basic computer skills.

The headline grabbing “programming” requirement of the new curriculum is addressed in our scheme of work.

Computing and ICT

Computing and ICT

Year 3

In Year 3 “We Are Animators” involves the children in creating a cartoon, using programming and graphics.

The children begin to use Scratch, writing simple programs and reviewing and improving them

Computing and ICT

In Year 4 “We Are Artists” involves the children in fusing geometry and art and using a variety of software. The emphasis is on using a variety of programs e.g. Scratch, InkScape and Illustrator, and making decisions about the most appropriate for purpose.

Computing and ICT

In Year 5 “We Are Traders” will engage the children in making summer fete games.

The children will revisit programs and explore new programs that will develop their programing and trouble shooting skills.

Computing and ICT

In Year 6 “We Are Environmentalists” involves the children in modelling climate change.

The children will use programs such as Fate of the World, FreeMind, Camtaisa Studio and Movie Maker

History

Key stage 2 Pupils should continue to develop a

chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.

They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.

They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.

They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.

They should understand how our knowledge of the past is constructed from a range of sources.

Year 3 History

Stone Age, Iron Age and Celts

Can you locate the different periods of the stone age on a

timeline? What was the hunter-gatherer life of the late Neolithic

period like? What tools and weaponry did they use in the Stone Age? How does Skara Brae give us a picture of Stone Age life? How were cave paintings created? What was early farming life like? Compare the hunter-gather and farming lifestyles. Who were the main Celtic tribes? Where can the main tribal kingdoms be located on a map? What do we know about Iron Age life from the finds of

the Llyn Cerrig Bach Hoard? What were Iron Age dwellings and hill forts like? What benefits have we gained from the Iron Age

advances in technology?

Romans Can you draw comparisons between Celtic and

Roman life? What were the differences between the Celtic

warriors and the Roman army? Why did the Romans invade Britain? Who was Julius Caesar? What happened when Julius Caesar invaded

Britain in 55BC and 54BC? How did Caratcus resist the Roman invasion?

Where in Britain did the Romans settle? Who was Queen Boudicca and what was she like? What were the main events of Boudicca's

rebellion? Why did the Celts and Romans have different

opinions of Boudicca?

Year 4 History

Anglo Saxons, Scots and Vikings

Why did the Romans abandon Britain? How and why did the Scots and Anglo-Saxons come to

Britain? Were they invaders or settlers? What did the Anglo-Saxon man look like? How did

Anglo-Saxon weaponry compare to that of the Romans?

Can you identify place names with Anglo-Saxon origins? What was life like in Anglo-Saxon villages and how did

this compare to life in Roman towns? What does the Sutton Hoo ship burial tell us about life

in Anglo-Saxon Britain? What does the legend of Beowulf tell us about the

Anglo-Saxons? Who were the principle gods and goddesses

worshipped by the Anglo-Saxons? What is the link between the gods and modern days of the week?

How were the Anglo-Saxons converted to Christianity? What is the significance of the Lindisfarne Gospels?

Year 5 History

Egyptians

Can you use maps to identify where the earliest civilisations appeared?

Can you describe the Egyptian social structure? What were hieroglyphics? How did the discovery of the Rosetta stone help to

decipher the Egyptian hieroglyphics? Why and how were the Great Pyramids built? What were the achievements of some famous

Egyptians? What was the significance o Howard Carter’s

discovery of Tutankhamen’s tombs? What artefacts were found in the tomb and how

were they used? Who did the Ancient Egyptians worship? Can you

retell the story of Osiris and Seth? What did the Ancient Egyptians believe about life

after death? What was mummification? How were canopic jars used? Why was the Nile important to Ancient Egyptian life?

Ancient Greeks Who did the Ancient Greeks worship? What were the characteristics of the gods and

goddesses? What do we learn from the myths of Perseus and

Medusa, Hades and Persephone? What was the importance of Mythological creatures? How have Greek myths inspired modern stories and

films? Can you identify examples of Greek architecture in

modern buildings? How did democracy begin in Ancient Athens? What is Pythagoras’ Theorem? Who were the ancient Greek philosophers? What English words have been derived from ancient

Greek? How did the Olympic games start in Greece? How do the Greek Olympics compare with the

modern day?

Year 6 History

Victorian Typhoid Epidemic

What is the connection with local history and British history from the Victorian era? What was life like in Tring in Victorian times? Can you identify a connection between Tring’s past and the present? Can public records/ old photos/old newspapers be used to gather historical evidence?

How did the Victorian typhoid epidemic affect the people of Tring?

Can the local museum be used to gather historical evidence?

Mayan Civilisation

Where on a map / timeline can the ancient Maya civilisation be found?

What does the palace at Palenque tell us about the ancient Maya civilisation?

What comparisons can be made between the Maya Pyramids and the pyramids of Ancient Egypt?

What comparisons can be made between ancient Maya homes and Anglo-Saxon homes? Can you justify a preference? How were the Maya ruled? Describe some ancient Maya laws and compare and contrast them with laws in Anglo-Saxon Britain.

Although PHSE will no longer be taught as discrete lessons on a weekly basis at Bishop Wood it will still play an important role in the way that we teach and treat our pupils here. There will be times during the year when time should be set aside in class circle times or during class worship when specific PHSE subjects should be the focus.

The attached overview lists key events in the school’s calendar when these subjects should be considered.

Personal, Social, Health, Economic education and Citizenship

Personal, Social, Health, Economic education and Citizenship

Start of Autumn term during class circle times / class worship. SEAL topics to consider – New Beginnings / Getting on and falling out

Year 3 What do I know about the other

people in my class?

How do my actions affect other

people?

How are people similar and

different?

Year 4 What are my rights and

responsibilities at home and at

school?

What are the consequences of

anti-social and aggressive

behaviours?

Year 5 Can I explain what it feels like to

start something new?

What types of things make me

angry?

Year 6 Can I help a Y3 pupil or a new

member of my class feel welcomed

and valued?

Can I suggest ways of resolving

conflict?

Am I able to see things from

another person’s perspective?

October – Fun Fit and Fruity Week

Year 3

How can I be healthy?

Do I know what a healthy diet

is?

How much exercise do I do each

week?

Year 4

What is a healthy diet?

What foods are good/ bad for

me?

What different types of

activities can I get involved in?

Can I make exercise fun?

Year 5

How does my diet affect my

body?

Why is eating a balanced diet so

important?

Year 6

How does eating healthily

affect the changes happening in

my body?

Can exercise help me feel

positive about myself?

Why is it important to look

after myself?

November – Anti-bullying week / Remembrance week. SEAL topics – Good to be me / Relationships

Year 3 What positive things can I say to

others about myself?

Can I tell when I have hurt

someone else’s feelings?

Year 4 Can I identify things that I am not

so good at, and do I have

strategies to cope with this?

Do I understand what relationships

are?

How do good relationships make me

feel?

How should I show respect to

others and how should I expect

people to behave towards me?

Year 5 Do I have some strategies to cope

when I feel useless or inadequate?

Can I still feel positive when things

go wrong?

Why is teamwork so important?

Why is it so important to be

respectful to others?

Do I know what to do if someone is

not respectful to me?

Year 6 Do I know what is meant by peer-

group pressure?

Can I find ways of being assertive

rather than passive or aggressive

in my dealings with others?

Do I know some ways of working

together successfully?

Personal, Social, Health, Economic education and Citizenship

March & April – Fund- raising activities: Comic relief / DENS / Lenten Bazaar. Lent & Easter. SEAL topics – Going for Goals

Year 3

Why is it important to help

others?

What things are important to

me? What sort of learner am I?

Year 4

Why is it important to set

myself challenges? What barriers are there to me

learning properly?

How can I overcome these

barriers?

Year 5 What do others like or admire

about me?

How can I celebrate my own

achievements?

Why is important to help

others?

Year 6 How do I make a long term plan for

future achievements, and break it

down into short term steps

towards success?

Why is it important to feel

successful?How can I make others

feel valued? Can my actions affect

others and change lives?

June & July – Transition, S&R. SEAL topics – Relationships / Changes

Year 3 Can I talk about a positive change

that has happened to me?

Can I see improvements in my

learning and how they were

achieved?

Can I set myself future goals?

Year 4 What are some of the important

changes that have happened in my

life, and how do I feel about them?

What changes are going to happen

to my body?

How should I deal with physical

changes?

Year 5 Why do people facing changes

sometimes behave in unusual or

different ways?

In what way will my body change

during puberty?

What emotional changes will I be

going through?

How can I look after my own

hygiene?

Year 6 Have I talked with people at school

and at home about how I feel about

secondary school and some of the

ways life will be different there?

How will relationships change as I

get older? How will I feel about my

sexuality? Will I feel differently

to members of the opposite sex/

same sex and how will I deal with

that? What do I understand about

the changes that have

happened/will happen to my body?

Do I understand the how my body

is preparing for parenthood? What

new responsibilities come with this

change? Do I recognise that some

changes that I initially worry about

will turn out to be positive in the

end?

Geography

The Geography curriculum will be organised alongside the history curriculum so that in each year, there will either be 2 geography units and 1 history, or vice versa

The Geography curriculum shows fairly wholesale changes from the previous curriculum

The basic model is that we start locally in Y3, move onto the UK in Y4, Europe in Y5 and the World (with a focus on the Americas) in Y6

Geography

In Year 3 there will be local study of Tring

In Year 4 there will be a study of The UK and a region- the Lake District

Y5 look at Europe generally and focus on Catalonia as a region

Y6 then study the World, the Americas and California as a region

In all cases there will be a balance between physical and human geography, and mapwork

Physical Education

The PE curriculum at Key Stage 2 is largely unchanged

There is still a requirement to teach the skills, rules and techniques of team games such as football, netball and cricket

The same applies to individual sports such as tennis and badminton

The key athletic skills of running, jumping and throwing also need to be taught and practised

Physical Education

In addition the requirements to teach gymnastics and dance remain

Some new dance types will be taught to coincide with new topics in other subject areas –eg flamenco in Y5 to link with Catalonia regional study

Swimming will continue to be taught as well

Outdoor and Adventurous activities remain a requirement, and are covered partly in the Y4 and Y6 trips

Not a lot has changed in the curriculum for Art. There is more emphasis on using a range of materials ,developing techniques and learning about the great artists.

Aims: Produce creative work Explore their own ideas Record their experiences Become proficient at drawing, painting, sculpting and other art

and craft techniques Evaluate and analyse creative works using artistic language Understand historical and cultural developments of art forms

Art and Design

Art and Design

There is also an emphasis on the use of sketchbooks to record their observations and to use them to review and revisit ideas.

Progression – revisit skills each year but to develop and move on.

Art and Design Year 3 Year 4 Year 5 Year 6

Sculptors – e.g. Goldsworthy, Moore Make a sculpture for school grounds Artist – Picasso Portraits – (linked with Picasso study) pencil, charcoal, collage Pattern – repeated pattern, making a press print Aboriginal Art – Acrylics (Geography link)

Artists – Kandinsky and Rousseau Pattern – Geometric pattern – progression to use tiles and rollers. Give a purpose – Christmas bags Sketching – Viking long boats (History link) Viewpoints – using photography – technical knowledge

Artists – Cezanne and Constable Sketching – objects and meaning. Arranging objects – light and shade. Pencil and charcoal Sculpture – Containers – 1.papier mache, geometric pattern. 2. Clay Egyptian Canopic jars Sketching – Landscapes and perspective

Artists – William Morris and Keith Haring Different media – inspired by William Morris (History link). Sketching, watercolours, ICT, collage Sculpture – Mayan masks (History link and Technical knowledge) Sketching and use of cameras – People in action

More emphasis is being placed on the children learning the basic skills rather than being given a specific topic.

Aims:

To develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.

To build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a range of users.

To critique, evaluate and test their ideas and products and the work of others.

To understand and apply the principles of nutrition and learn some cooking skills

Design Make Evaluate Technical Knowledge

Design Technology

Design Technology Year 3 Year 4 Year 5 Year 6

Picture Frames – Design a product for themselves or a gift. Packaging – Design packaging for Christmas biscuits Sandwich snacks – basic food preparation techniques and ways of combining components

Torches (Science link) Use a circuit to make a lamp Pop-up books Incorporate moving parts into a book design. Understanding skills relating to construction and a range of simple mechanisms

Biscuits (Christmas) - Develop knowledge and understanding of food. Learning how to adapt a basic recipe Talking Textiles (Link with Literacy) Reviewing different fabrics – stitched or glued? Needlework

Shelters – Learning about structures and how they can fail and to strengthen. Design fit for purpose? Slippers – Learn how products are designed. What is the design brief? Working from a template/ pattern. Needlework

Foreign Languages

Learning needs to be fun and exciting and engage pupils with passion.

The emphasis needs to be constantly on active rather than passive learning.

Children have to be trained to listen effectively as this is the fundamental requirement to learning a new language.

Consideration needs to be given to how the balance of the four skills are applied in the classroom. Listening, speaking, reading and writing are progressive developmental skills.

Foreign Languages

Skill development is best achieved by practising the language little and often.

The reason we chose French is because there are a wide range of suitable KS2 resources available to support the teaching and learning though there is no one particular resource that meets the complete needs of all of the learners at KS2.

Learners acquire skills in speaking and listening in the first instance followed by reading and writing. This is the natural progression for language learning.

Foreign Languages

Skills:

The key message in the new curriculum for 2014 is manipulation of the target language.

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

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

Foreign Languages

Engage in conversations; ask and answer questions and express opinions.

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

Develop accurate pronunciation and intonation.

Present ideas and information orally to a range of audiences.

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

Music Out with the Old in with the New?

Old Curriculum New Curriculum

Perform Play and perform

Compose Improvise and compose

Appraise Appreciate and understand a range of music

Listen and apply knowledge and understanding

Listen with attention to detail (MUSICAL ELEMENTS) and increase aural memory

Understand and use musical notation

Develop an understanding of the history of Music

Musical Elements

Music New Programme of Study

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:

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.

©

Music Children in action!

Blues improvisations by Year 6.