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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.
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
PSCHE RE Design and Technology
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)
PSHCE RE Design and Technology
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
PSHCE RE Design and Technology
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
Locational knowledge
Drawing
Fun Mats
PSCHE RE Design and Technology
Relationships
Changes
Food from other countries
Year A THEMES (2015-16)
Autumn: MEET THE FLINTSTONES
History Geography Art Literacy
Stone Age Britain
Rivers, Settlements Clay Sculptures Discussion
Persuasion
PSHCE RE Design and Technology
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
History Geography Art Literacy
Iron Age and Romans
Cities (Romans)
Volcanoes
3D – buildings / villas Poetry
PSHCE RE Design and Technology
Going for goals and
It’s good to be me
Christianity Leisure
Summer: THE OLYMPICS
History Geography Art Literacy
Ancient Greece
Map work: world map, equator
Regions of Europe, major cities
Field work - compass
Painting Techniques
Architecture
sketching
Myths and Legends
Playscripts
PSHCE RE Design and Technology
Relationships and Changes Buddhism Food – different cooking
techniques
Year B THEMES (2016-17)
Autumn: INVADER ALERT
History Geography Art Literacy
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
Getting on and falling out
Hinduism Wider environment (ruins forts –
draw bridge)
Spring: TERRIBLE TUDORS
History Geography Art Literacy
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
It’s good to be me
Christianity Leisure (Tudor Music)
Summer: VICTORIOUS VICTORIANS
History Geography Art Literacy
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
History Geography Art Literacy
Ancient Egypt
Rivers – River Nile 3D Pottery
Architects
Drawing
Myths and Legends
Playscripts
PSHCE RE Design and Technology
New beginnings and
Getting on and falling out
Judaism Leisure – design and make a board
game
Spring: MYSTERIOUS MAYANS
History Geography Art Literacy
Mayan Place: Contrasting country – North
or South America
Trade links, Biomes (Rainforest)
Sketching
architects
Books from other cultures and
traditions
PSHCE RE Design and Technology
Going for goals and
It’s good to be me
Christianity Wider environment; temples
Summer: WORLD CUP
History Geography Art Literacy
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
PSHCE RE Design and Technology
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)
History Geography Art Literacy
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
PSHCE RE Design and Technology
New beginnings and
Getting on and falling out
Islam Design and make (Industry
context)
Spring: Amazing Africa
History Geography Art Literacy
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
PSHCE RE Design and Technology
Going for goals and
It’s good to be me
Christianity Design and make (culture link)
Summer: Gingerbread
History Geography Art Literacy
Local History – Ormskirk Local Geography – Ormskirk
Place and Geog Skills
Local artists – Chapel Gallery
Drawing, painting
PSHCE RE Design and Technology
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
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.
Year 2 Programme of Study
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
Working Scientifically
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
Year 3 Programme of Study
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.
Year 4 Programme of Study
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
Working Scientifically
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.
Year 5 Programme of Study
Area Statutory Requirement Living
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.
Year 6 Programme of Study
Area Statutory Requirement Living
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
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
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.
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 a range of materials creatively to design and make products
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
To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
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
Theme Title Art Topic Objectives
Dinosaurs Sculpture (clay) Printing
To use a range of materials creatively to design and make products
To use sculpture 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
Magical Kingdom
Painting Puppets
To use a range of materials creatively to design and make products
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
Theme Title Art Topic Objectives
Meet the Flintstones
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
Theme Title Art Topic Objectives
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
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
Victorious Victorians
Sketching, Architects Sculpture Art Gallery
To create sketchbooks to record their observations and use them to review and revisit ideas
To improve their mastery of art and design techniques, including sculpture with a range of materials
Pupils should be taught about great artists, architects and designers in history
Year C
Theme Title Art Topic Objectives
Pyramids and Pharaohs
Drawing 3D Pottery Architects
To create sketchbooks to record their observations and use them to review and revisit ideas
To improve their mastery of art and design techniques, including sculpture with a range of materials
Pupils should be taught about great artists, architects and designers in history
Mayan Sketching Architects
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
World Cup Painting Great artists
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 D
Theme Title Art Topic Objectives
The World at War / 100 years ago
Sketching Sewing
To create sketchbooks to record their observations and use them to review and revisit ideas
To improve their mastery of art and design techniques, including sculpture with a range of materials
Amazing Africa African artists Textiles
Pupils should be taught about great artists, architects and designers in history
To improve their mastery of art and design techniques, including sculpture with a range of materials
Gingerbread Local artists – Chapel Gallery
Pupils should be taught about great artists, architects and designers in history
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
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
select from and use a wide range of materials and components
Evaluate
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
On Safari Bake and make your own picnic
Cooking and Nutrition
use the basic principles of a healthy and varied diet to prepare dishes
understand where food comes from.
Design and make an animal home (e.g. tall enough for a giraffe, etc)
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
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
build structures, exploring how they can be made stronger, stiffer and more stable
London’s Burning and
Growing your own food Make own ‘wattle and daub’ house
Cooking and Nutrition
understand where food comes from.
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
select from and use a wide range of materials and components according to their characteristics
Evaluate
evaluate their ideas and products against design criteria
Technical knowledge
build structures, exploring how they can be made stronger, stiffer and more stable
The Gingerbread Project
Making gingerbread Cooking and Nutrition
use the basic principles of a healthy and varied diet to prepare dishes
Year B
Theme Title DT Topic Objectives
Dinosaurs Design and make food for dinosaurs
Cooking and Nutrition
use the basic principles of a healthy and varied diet to prepare dishes
understand where food comes from.
tba 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
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.
Magical Kingdom
Design and make a banquet for a king and queen
Cooking and Nutrition
use the basic principles of a healthy and varied diet to prepare dishes
understand where food comes from.
Puppets, including moving parts 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
select from and use a wide range of materials and componentsaccording 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.
The Olympics / World Cup
Make recipes of food from other countries
Cooking and Nutrition
use the basic principles of a healthy and varied diet to prepare dishes
understand where food comes from.
tba 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, 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.
Key Stage 2 Design and Technology Scheme of work
Year A
Theme DT Topic Programmes of Study
Meet the Flintstones
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
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.
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
Victorious Victorians
Food – Different cooking techniques
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.
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
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
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.
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 D (2014-15) Theme DT Topic Programmes of Study
World at War
Design and make (Industry context)
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
Amazing Africa
Design and make (Culture link)
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
Gingerbread
Food – cooking using different techniques
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.
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
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.
Pupils should be taught to:
Locational knowledge
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
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 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
Locational knowledge
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
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
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
Human and physical geography
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 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
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
Human and physical geography
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 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 B (2015-16 / 2017-18)
Theme Title
Geography Focus
Programme of Study
Dinosaurs Compass directions Design own Jurassic Park Fossil hunt
Geographical skills and fieldwork
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
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
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
The Olympics (2016) The World Cup (2018)
Non European country - contrast with UK
Locational knowledge
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
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 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
Meet the Flintstones
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
Locational Knowledge
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
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 and 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
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
The Olympics
Map work: World map, equator, Regions of Europe, major cities Field Work: Compass
Locational Knowledge
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
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
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
use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
Key Stage 2 Year B
Theme Geography Focus
Objectives
Invaders Alert
Types of settlement and land use Anglo Saxon place names
Locational knowledge
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
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 and 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
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
Terrible Tudors
(Discovery of) North America Map work, contrast locality (human and physical)
Locational knowledge
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
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 and 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
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
Victorious Victorians
Southport: Place Knowledge Similarities/ differences human and physical Geography
Locational knowledge
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
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
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
Key Stage 2 Year C
Theme Geography Focus
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
Pupils should be taught to:
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
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
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)
Geographical skills and fieldwork
use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
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)
Locational knowledge
identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle
Human and physical geography
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
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 and fieldwork
use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
Gingerbread Local Geography, Ormskirk
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 and physical geography
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
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 and fieldwork
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 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.
Information Technology:
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:
Information Technology:
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
Information Technology:
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).
Cross curricular: Topic
Term 3:
Information Technology:
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?
Cross curricular: Topic
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:
Information Technology:
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.
Cross curricular: Topic
Information Technology:
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
Cross curricular: Topic
Term 2:
Information Technology:
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).
Cross curricular: Numeracy
Information Technology:
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.
Cross curricular: Numeracy
Term 3:
Information Technology:
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.
Cross curricular: Topic
Information Technology:
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.
Cross curricular: Literacy
Information Technology:
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.
Cross curricular: Literacy
Term 2:
Information Technology:
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
Information Technology:
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.
Cross curricular: Numeracy
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:
Information Technology:
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.
Cross curricular: Literacy
Information Technology:
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.
Cross curricular: Literacy
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.
Cross curricular: Numeracy
Information Technology:
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:
Information Technology:
Web design:
Plan, write and create a simple website about current topic work.
Cross curricular: Topic
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:
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.