Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
Additional Unit | |
RE
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Gospel accounts which show the love and complete self-giving of Jesus Jesus’ commandment- ‘love one another as I have loved you.’ Ways in which Jesus showed love and respect for others especially the unlovable.’ Ways of belonging to the community |
The role of Mary as the Mother of Jesus as the first disciple and the Mother of the Church |
Reconciliation (Sin as a failure of love, and the love and mercy of God which calls people to repentance and forgiveness) Sacrament of the Eucharist The significance of the Church’s names for the Sacrament of the Eucharist - the Mass, the Lord’s Supper, the Breaking of Bread. |
The main events, characters and places of Jesus: the Last Supper Gospel accounts of the coming of the Holy Spirit and the transformation of the Apostles |
The prayer Jesus taught friends, Our Father, and it’s significance | The ‘Church’ as the People of God made one by Jesus, a community which shares love and life. | |
Ongoing |
Community prayer. The value of sharing, showing respect and care for others. Signs and symbols and their significance in the Liturgy. | ||||||
English |
See separate document: English Scheme of Learning |
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Mathematics |
Click to read separate document: Mathematics Scheme of Learning | ||||||
Science |
1. Parts of a healthy diet and examples for each food group (humans) 2. Comparing food intake of different humans relating to lifestyle 3. Comparison of diet to animals (large herbivore, carnivore - zoo?) 4.Skeletons and function (vertebrate/ invertebrate) 5. Other skeletons (hydro/exo) 6. Muscles - function and comparison to animals with hydro skeleton/ exoskeleton |
Material Content currently under review. It will be revealed the half term before it is due to be taught. |
Energy Content currently under review. It will be revealed the half term before it is due to be taught. |
Plants Content currently under review. It will be revealed the half term before it is due to be taught. |
Forces Content currently under review. It will be revealed the half term before it is due to be taught. |
Habitats Content currently under review. It will be revealed the half term before it is due to be taught. |
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TOPIC Theme |
Butterflies and Bees | Crown Jewels | Volcanoes | UK Explorers | How strong are you? | Shattered! | |
History & Geography
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Polar Regions | Mountains and Volcanoes
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Ancient Egypt
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Roman Britain | Villages, Towns and Cities | Anglo Saxons | |
Art |
Painting – colour, shades on the face to support dance performance Review techniques on colour. Use of colour wheel to develop understanding of primary and secondary colours. Use shades in own work to increase depth and tone |
Materials – texture, pattern Use a range of materials creatively to develop knowledge of texture and pattern. |
Materials – texture, pattern Use a range of materials creatively to develop knowledge of texture and pattern. |
Drawing – pencil, charcoal Develop drawing skills including the use of different mediums i.e charcoal, and the effect that can be achieved. To use and build upon previously learned techniques, line and shape. |
Artists - inspiration Use the work of famous artist throughout history for inspiration and comparison. Study – African Arty and Printing |
Sculpting - comparing, analysing Introduce children to a range of work by famous sculptures. Choose one for in depth analysis. Replicate work to gain an understanding and improve own technique and control. |
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DT |
Generating, developing, modelling and communicating ideas. Share and clarify ideas through discussion. Model ideas using prototypes. Use annotated sketches. Generate realistic ideas. Make design decisions that take account of the availability of resources. |
Own ideas and products Refer to the design criteria as they design and make. Use the design criteria to evaluate their completed products. Identify the strengths and areas for development in their ideas and products. Consider the views of others, including intended users, to improve their work. Volcano Making Key Events and Individuals About inventors, designers, engineers, chef and manufacturers who have developed ground-breaking products – explore famous palaeologists |
Own ideas and products Refer to the design criteria as they design and make. Use the design criteria to evaluate their completed products. Identify the strengths and areas for development in their ideas and products. Consider the views of others, including intended users, to improve their work. Making healthy breakfasts on a Tesco Farm to Fork Trail |
Key Events and Individuals About inventors, designers, engineers, chef and manufacturers who have developed ground-breaking products. Velcro Making products work Develop a greater understanding of how to strengthen, stiffen and reinforce more complex structures. Understand how mechanical systems such as leavers and linkages create movement. How simple electrical circuits and components can be used to create functional products. |
Existing Products How well products have been designed and made Why materials have been chosen What methods of construction have been used? How well a product works How well a product achieves their purpose How well a product meets user needs and wants Theme – Glass Products: Blowing Lower KS2 should also investigate and analyse: Who designed and made the products Where/when products were designed and made Whether products can be recycled or reused. Key Events and Individuals About inventors, who have developed ground-breaking products. Thomas Edison Lightbulb Invention |
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Modern Foreign Languages |
All About Me • Greetings • Introducing yourself • Simple greetings • Making simple statements (about name and age) • Asking simple questions (about name and age) • Numbers 1–10 |
Songs and Games • Responding to a song in the subject • Understanding simple instructions • Making a game • Numbers 11–20 • Simple instructions • Expressing preference |
Celebrations • Saying what you can do well • Celebrating achievements and special occasions • Making simple statements (about activities) • Expressing praise • Months of the year • Writing an invitation • Asking permission |
Portraits • Parts of the body • Colours • Descriptions of people • Making simple statements (about appearance) • Giving a simple description (of a person) |
Four Friends • Responding to a story • Understanding simple instructions • Descriptions of animals • Giving a simple description (of an animal) • Making simple statements (about movement) |
Growing Things • Responding to a story • Buying things • Ordering in a restaurant • Expressing likes and dislikes (about food) • Saying what you would like |
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PHSE |
See separate document: PHSE Curriculum Map |
See separate document: PHSE Curriculum Map |
See separate document: PHSE Curriculum Map |
See separate document: PHSE Curriculum Map |
See separate document: PHSE Curriculum Map |
See separate document: PHSE Curriculum Map |
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PE
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GamesNetball |
Gymnastics | Dance | GamesTennis | O & A | Athletics
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Games Rounders |
Music |
To improvise and compose music for a range of purposes using the inter-related dimensions of music Excellence Outcome: to choose, order and combine sounds to create repeated patterns (ostinati) with a range of instruments Flight of the bumblebee Kovskov |
To appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians To develop an understanding of the history of music – Classical –Mozart, Henry VIII Composer Jazz – Louis Armstrong Pop – Spice Girls Excellence Outcome: to use some musical dimensions vocabulary to describe music– duration, pitch, dynamics, tempo and mood. |
Experiment with, create select and combine sounds using the inter-related dimensions of music To play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression. Excellence Outcome: to sing/play notes on instruments clearly and include steps/ leaps in notes and changes of pitch. Volcano Tune |
To use and understand stave and other musical notations To play and perform in solo and ensemble contexts combining the use of their voices with playing musical instruments with increasing accuracy, fluency, control and expression Excellence Outcome: to interpret and write simple melodies using non-standard notation, exploring rhythm through crotchet and quaver beats. African Tribal Music |
To perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression. Excellence Outcome: to follow signals introduced for change of pitch and volume in order to sing in time with others.(unison, call and response and rounds) |
Use and understand stave and other musical notations Experiment with, create select and combine sounds using the inter-related dimensions of music Excellence Outcome: to use non-standard notation to record melodies. |
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Educational Visits and Showcase |
Williamson Park – Butterfly House Lancaster |
Turton Tower Bolton |
Volcanoes Exhibition and Competition to see who can make the best volcano model (according to selected criteria). Exhibition in school for parents, parish and pupils. Voting takes place on the one that meets criteria |
Blackpool Zoo Launch a Sandwich Pop Up Shop for one day only |
Visit a variety of venues to explore forces and magnets, structure and water (Splash Park Fleetwood/Park View 4 U at Lytham, Beach Visit to Fleetwood (Sand) or Cleveleys (Rocks), Playground (Fleetwood/Stanley Park) |
Glass Blowing Museum |
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Ongoing Themes |
Science 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:
Music - To develop and understanding of dynamics and begin to use terminology to describe a range of music styles. Design Technology Planning, Practical skills and techniques Select tools and equipment suitable for the task. Understanding contexts, users and purposes Work with greater confidence within a range of contexts such as leisure, culture, enterprise and the wider environment. RE Learn about the value of sharing, showing respect and care for others, Jesus’ prayer to his Father (responses within Mass) |
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ICT |
See separate document for scheme of learning | ||||||
Our approach to the planning and delivery of our curriculum is centered in the philosophy of developing young people with the necessary skills and knowledge to leave this year group in order to succeed in the next. Curriculum scheme of learning are organised in a systematic and progressive manner to ensure that each learning opportunity given to our children builds effectively on prior learning and knowledge. Should you require more information on the curriculum in our school please contact the school office.