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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
Additional Unit |
RE
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The Beatitudes How the local church is Good News for people and how everyone can have a part in it. Gospel message that Jesus brings fullness of life for all people. |
Gospel accounts of the key events in the life of Jesus- THE NATIVITY |
Baptism The Rites of Baptism and Confirmation and the response they invite. Confirmation |
The suffering, death (Good Friday) as a sign of love, sacrifice and the source of new life The story of the Holy Spirit at Pentecost |
Community prayer Rosary Pope’s prayer- pray for the same thing universally Prayer in the life of Jesus |
The life of the Church in other parts of the world. Key images of the Church used in Scripture and Tradition, the implications of this imagery for community life. |
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Ongoing |
Similarity, equality and difference. The Bible (scripture readings of significant events iin the life of Jesus). | ||||||
English |
See separate document: English Scheme of Learning |
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Mathematics |
Click to read separate document: Mathematics Scheme of Learning |
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Science |
1.Recap on nutrition - Y1 learning, digestive system as an organ system 2. Parts of the digestive system, teeth and functions 3. SI Digestive system explanation (comparison to other living things) 4. Food chains recap (Y1 key terms) intro to key terms consumer, producer, predator, prey and constructing basic food chains 5. Comparing food chains and webs 6. Effects of change on food chains (environment/ predator etc.) |
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 |
Healthy Living | MineCraft | Vikings | Plants | Survival Slavery USA | WW1 WW2 | |
History & Geography
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Brazil | Rivers |
Vikings |
Medieval | Map work | Tudors | |
Art |
Sculpting - experimenting, form, materials |
Painting – colour development Review techniques on colour. Use of colour wheel to develop understanding of primary, secondary and tertiary colours. |
Materials – texture, pattern Use a range of materials creatively to develop knowledge of texture and pattern with an increasing awareness of different kinds of designs |
Sculpting - experimenting, form, materials |
Artists, architects and designers in history Refer back to the work of famous artists for inspiration and comparison. |
Drawing – pencil, charcoal Develop drawing skills through the use of sketching, pencil affects and charcoal. Begin to evaluate work against that of artists. Use artist work to produce success criteria. Introduce the concept of negative space. |
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DT |
Food preparation, cooking and nutrition That a healthy diet is made up from a variety and balance of different food and drink, as depicted in the Eatwell plate. That food and drink contain different substances – nutrients, water and fibre – that are needed for health. That to be active and healthy, food and drink is needed to provide energy for the body. Cooking and nutrition / Where food comes from Develop a greater understanding of seasonality, and know where and how a variety of ingredients are grown. UK, Europe and the wider world. How food is processed in to ingredients that can be eaten or used in cooking. Understanding contexts, users and purposes Use research and develop design criteria to inform the design of innovative, functional and appealing products. |
Own ideas and products Consider the views of others, including intended users, to improve their work. |
Generating, developing, modelling and communicating ideas. Model ideas using prototypes. |
Generated realistic ideas, focusing on the needs of the user. Make design decisions that take account of the availability of resources. Design, Make and evaluate class flower/herb/living planters |
Planning, Practical skills and techniques Select tools and equipment suitable for the task. Select materials and components suitable for the task. Begin to explain and justify the choice of materials and components. Order the main stages of making. Assemble, join and combine materials with greater accuracy. Making products work Develop a greater understanding of how to strengthen, stiffen and reinforce more complex structures. How to make strong, stiff shell structures. |
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Modern Foreign Languages |
Sporting Life • Healthy food and drinks • Making simple statements (about activities and diet) |
Tell Me A Story • Responding to a story • Instructions • Numbers in multiples of 10 up to 100 |
What is the weather? • Weather • Clothing • Describing the weather • Revision of numbers to 40 • Saying the temperature (plus and minus) • Saying the date |
Carnival of the Animals • Animals and their habitats • Giving a simple description (of animals and habitats) • Telling the time on the hour • Asking and answering simple questions |
Travel / All Aboard • Travel • Weather • Making statements (about travel) • Describing the weather • Days of the week |
Pocket Money • Expressing opinions about likes and dislikes • Expressing likes and dislikes (about food and toys) • Justification of opinions • Numbers 21–39 • Simple prices |
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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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GamesBasketball |
Gymnatics | Dance | Fit 2 Go | GamesCricket | Athletics | n/a |
Music |
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 –Beethoven Hip-Hop – Run DMC Pop – Michael Jackson Excellence Outcome: to listen to several layers of sound (texture) and talk about the effect on mood and feelings. Use more musical dimensions vocabulary to describe music– duration, timbre, pitch, dynamics, tempo, texture, structure, rhythm, ostinati and melody |
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 create more complex rhythmic patterns with an awareness of timbre and duration |
To 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 recognise standard notation and begin to record given notes on a blank stave Explore rhythm through written crotchet and quaver notes. |
Improvise and compose music for a range of purposes using the inter-related dimensions of music Excellence Outcome: to explore accompaniments for tunes using melodic ostinati. |
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) |
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 sustain a rhythmic ostinato/ drone/ melodic ostinato (to accompany singing) on an instrument (tempo/ duration/ texture). |
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Educational Visits and Showcase |
Pick Your Own Experience! Looper Rock Orchard Greenbank Farm Carnforth Tesco “Food to Fork” Visit Design, Make and Sell Smoothies |
Visiting Speaker “Computer Programmer” Children with support design a simple computer programme. Other children in the school play the games and vote on their favourite. |
Create a classroom museum of shields displayed for others to view. Organise short presentation to a group of individuals |
Showcase home-made Planters Sell planters within a garden centre/car boot as a “pop up shop” for one day/hour only. |
Create shelters for survival. Explore “living/camping” within it for several hours (perhaps over the school day in the quad/outside or returning early evening for a night time activity session/sleep over |
Visit to Salisbury Gardens, Blackpool to see “The Pill Box” created and designed by Thomas Dagnall and view the blue plaques around Stanley Park and The Zoo which tell of Blackpool’s War Story |
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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:
RE Learn about the value of sharing, showing respect and care for others. Jesus’ prayer to his Father (Our Father, Glory Be, Hail Mary and responses within Mass) Music To develop and understanding of dynamics and begin to use terminology to describe a range of music styles, performing with confidence. Design and Technology Over the year pupils will investigate and analyse: Across KS2 pupils should know: Design Work with greater confidence within a range of contexts such as leisure, culture, enterprise and the wider environment. Generating, developing, modelling and communicating ideas. Share and clarify ideas through discussion. Refer to the design criteria as they design and make. Use the design criteria to evaluate their completed products. Making products work Understand how mechanical systems such as leavers and linkages or pneumatic systems create movement. |
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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.