The Bellbird Primary School - New Curriculum 2014 by Subject · The Bellbird Primary School - New Curriculum 2014 by Subject Subject Year Group Autumn Spring Summer S cience ... Non-chronological

The Bellbird Primary School - New Curriculum 2014 by Subject

Subject Year Group Autumn Spring Summer

Scie

nce

Foundation ELG:

Understanding the World: People and Communities: Similarities and differences between themselves and others, and among families,

communities and traditions. Understanding the World: The World: Children know about similarities and differences in relation to places, objects, materials and living things,

They talk about the features of their own immediate environment and how environment might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Year 1 Animals& humans

Name and identify different animals- 5 Kingdoms Structure of animals/structure of humans.

Seasonal changes

Four seasons- day length

Everyday materials

Objects vs materials, naming, physical properties, grouping.

Seasonal changes


Plants

Name and identify different plants. What are a plants needs? Why do we grow plants? Seasonal changes


Year 2 Animals & humans Offspring, survival,

keeping healthy

Uses of everyday materials

Suitability of materials Shapes of materials changed by forces.

Plants

Name and identify different plants. Seeds growing Water, light, temperature.

Living things and their habitats

Living, dead, non-living Habitats Food chain

Year 3 Forces and magnets

Different surfaces Magnets, materials, attraction.

Rocks

Different rocks Fossils Soils

Animals and humans

Nutrition, food, teeth Food chains

Light

Seeing Reflection Danger Shadows

Plants

Parts of a plant What plants need to go Water transport in plants Flowering plants and pollination.

Year 4 Animals including humans

Skeletons Digestive system

States of matter

Solids, liquids, gases, changes, water cycle

Electricity

Series circuits Lighting lamps Conductors and insulators Switches


Grouping, classifying, environment changes, Food chains

Sound

Vibrations Ear Pitch Volume/distance

Year 5/6 2014-15

Electricity

Voltage Components Symbols

Properties and changes of materials

Properties Dissolving Separating Uses.

Light

Travels in straight lines. Reflection Light sources Shadows

Animals including humans

Circulatory system, heart, blood vessels, blood. Diet, exercise, drugs

Living things and their habitats Classification microorganisms


Reproduction of animals and plants Life cycles.

Reversible /irreversible changes

+ lifestyle. How nutrients and water are transported

Year 5/6 2015-16


Classification: microorganisms, plants, animals.

Forces

Gravity Levers and pulleys Air/water resistance, friction

Animals including humans

Changes as humans age.

Earth and Space

Solar system Moon, earth, sun. Day and night

Evolution and inheritance

Changes in animals over time Fossils Differences in offspring. Adaptation- theory of evolution.

Autumn Spring Summer

Lit

era

cy

Foundation ELG Reading

Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read. Writing

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words.

They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

Year 1 Stories with familiar setting Poems using the senses Labels, Captions and Information Writing

Instructions Cumulative and repetitive stories

Traditional and fairy tales

Cumulative and repetitive stories

Non-chronological reports Pattern and rhyme-action rhymes

Recounts Non-chronological reports Poems on a theme Dictionaries and Alphabetical Order Different stories by the same author

Year 2 Stories with familiar settings Poems on a theme Different stories by the same author

Recounts Instructions Nonsense poetry

Traditional and fairy tales Non-fiction books

Non-chronological reports Character Descriptions Poems based on observation

Contemporary and classic poetry

Introduction to plays Extended stories

Year 3 Stories with familiar settings Author study Adventure stories Plays into drama

Fairy stories and

folk tales

Non-chronological reports Recounts Instructions Persuasion Explanation Non-fiction books

Free verse Structured poetry Shape poetry Recognising different forms of poetry

Roman Plays Persuasion (Romans) Adventure stories

Roman Plays Explanation (Science) Shape Poetry

Year 4 Stories from other cultures Stories by the same author Instructions and Explanation Recognising different forms of poetry

Myths and legends

Imaginary worlds Literacy through art week Recounts

Non-chronological reports Adventure stories Persuasive writing Poetry

Year 5 Modern fiction

Free verse Recounts Biography Classic fiction

Structured poetry Narrative techniques: multiple narrators etc. Descriptive writing

Fantasy Newspaper reports Adventure stories Explanation

Myths and legends

Discussion Persuasion Stories from other cultures

Instructions

Non chronological reports Fiction from out literacy heritage

Narrative poetry Shakespeare study Extended traditional stories

Plays into drama

Year 6 Modern fiction

Free verse Recounts (including autobiography/ biography) Classic fiction

Structured poetry Narrative techniques e.g. flashbacks, multiple narrators etc.

Stories from other cultures

Non-chronological reports

Persuasion Explanation

Plays into drama Myths and legends

Discussion (Introduction of mixed genre)

Stories which raise issues or dilemmas Film narrative Fiction from our literary heritage Instructions

Narrative poetry Shakespeare study Author study Instructions

Extended traditional stories

Math

em

ati

cs

Foundation ELG

Numbers

Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Shape Space and Measures

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Year 1 See Mathematics progress document

Year 2

Year 3

Year 4

Year 5

Year 6

His

tory

Foundation ELG People and Communities

Children talk about past and present events in their own lives and in the lives of family members. They know about similarities and differences between themselves and others, and among families, communities and traditions.

KS1 Objectives

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.

Year 1 How have people’s lives changed from the past?

Sawston, The Bellbird

Significant places in own locality-What was

Journeys – Significant people-Amy Johnson

Wash days, Grandparents to now Artefacts - Toys

Sawston like in the Past? John Huntingdon Charity

How has transport changed from the past?

Year 2 Columbus & Neil Armstrong

Lives of significant individuals

Great Fire of London

Events beyond living memory

Project Britain (to include the life & times of Queen Elizabeth 11)

Lives of significant individuals

KS2 Objectives

Develop chronologically secure understanding of British, local and world history.

Note connections, contrasts and trends over time.

Use appropriate historical terms.

Devise historically valid questions about change, cause, similarity and difference and significance.

Select and organize relevant historical information.

Understand how a range of sources inform our knowledge of the past.

Understand and explain why a range of sources provide different versions of past events.

Year 3 A Earth Sea and Sky (Geography topic)

(Britain from Stone Age to Iron Age) B Ancient Egypt (ancient civilization)

A Vikings/Anglo-Saxons (invasions

settlements and kingdoms.) B Greeks – ancient and modern

A Romans (Spring term) B Rainforests & France (geography topics)

Year 4

Year 5 A WW1/WW2 (Locate Countries in Europe) B Victorians/50s, 60s, 70s (History topic)

A Japan (geography topic) B Mayans (a non-European society that

provides contrasts with British history)

2014/15 Changes to the local area A Rivers (Geography topic) B Explorers & Environments changes to the local area - local history study

(Livingstone/Shackleton)

Year 6

Geo

gra

ph

y

Foundation ELG The World

Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

KS1 Objectives

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

To begin to use geographical skills, including first-hand observation, to enhance their locational awareness. Daily integration into the curriculum: weather, world map (countries, continents etc.) through Maths and Computing Whole key stage morning – Easter egg hunt, orienteering, ariel photographs, maps, physical features

Year 1 Area in and around Sawston

Map skills – school environment Weather

Different homes in different parts of the world. Locate hot and cold areas – contrast

of homes in hot and cold places. Road safety around the village. World came to us – going home book.

Journey’s-Where do we travel to? Coastal areas in East Anglia – physical features Locate and name coastal features in the UK –

locate 4 countries in the UK

Year 2 Continents and oceans – Caribbean,

locate continents Location of West Indies Islands and associated geographical features – human and physical features

Capitals of the UK – location knowledge, links

to London

Comparison of Cambridgeshire to earlier work on West Indies – place knowledge

Areas around Great Britain.

KS2 Objectives

Extend knowledge and understanding beyond the local area: United Kingdom, Europe & North and South America.

Locate a range of the world’s significant human and physical features.

Develop use of geographical tools and skills to enhance locational and place knowledge.

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

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.

Year 3 A Earth Sea and Sky (Continents, countries

and counties. Name and locate counties and cities of the United Kingdom) (Britain from Stone Age to Iron Age- land-use patterns; and understand how some of these aspects have changed over time) B Ancient Egypt- (key topographical features

(including hills, mountains, coasts and rivers)

A Vikings/Anglo-Saxons-(invasions

settlements and kingdoms.) B Greeks – ancient and modern (History

topic)

A Romans (Spring term- regional study-

Bath/Colchester) B Rainforests & France- compare and contrast

(geographical regions and their identifying human and physical characteristics & similarities and differences between UK and Europe, mountains, climate zones, biomes and vegetation belts,)

Year 4

Year 5 A WW1/WW2 (Locate Countries in Europe) B Victorians/50s, 60s, 70s (History topic)

A Japan (Environment, volcanoes and

earthquakes) B Mayans (a non-European society that

provides contrasts with British history)(Compare UK to America)

2014/15 Changes to the local area A Rivers (water cycle) B Explorers & Environments (changes to the

local area –local history study Livingstone/Shackleton. (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, rivers- Orienteering.

Year 6

RE

Foundation Celebrations and Special Times –

What happens at a festival? (Harvest/ Christmas)

Ourselves, Our Families and Our Communities – Where

do we belong?

Celebrations and Special Times –

What happens at a wedding or when a baby is born?

Special Books –

What can we learn from stories from different religions?

Families and Belonging

Jesus and his Friends

Year 1 Places in Christianity – What

makes a church a special place for

Church visit –

Christmas

The family in Christianity –

What difference does belonging to

Sikh family People in Christianity

– Who was Jesus? A great leader and teacher?

Jesus and his times

Christian people? (Free Church)

a faith make to a family?

Year 2 Celebrations –

Why is Christmas important to Christians? (St. Mary’s)

Sikh Temple Stories and

Symbols – How

do the stories

from the gurus

and the concept of

seva affect Sikh

children?

Stories and Symbols from Sikhism

Self and Community –

How does the Khalsa influence the lives of Sikh families?

Sikhism – leader and

teacher

Year 3 Judaism – What is

important for Jews about being part of God’s family?

Judaism – Beliefs and

Celebrations

The Church Year

– Is Easter a festival of new life or sacrifice?

Religions in the village/worship

Christian Worship –

How and why are Churches different?

Religious symbols and books/writings

Year 4 Islam – Why is

prayer important to Muslims and not for some people?

Islam – Places of

worship and Beliefs/Pillars

Church People –

Who are the ‘Saints of God’ and why are they important? (links to the church calendar)

Leaders or important people in different religions

Christianity – What do

people believe about the creation of the world?

Beginnings

Year 5/6 A

Jesus – Who do

people say I am? (e.g. Jesus explored through art)

Christianity – Religion

and the Individual

Judaism What is faith and what difference does it make?

(Abraham)

Christians and Judaism – Is religion

what you say or what you do?

Hinduism Hinduism – What can

stories and images of deities tell us about Hindu beliefs?

Year 5/6 B

Buddhism – What

does it mean to be a Buddhist? Can we all be enlightened?

Buddhism – Beliefs in

Action in the World/the journey of Life and Death

How do the beliefs of Christians influence their actions

Beliefs and actions in the world – What

key beliefs influence people’s faith and how do people of faith live out their lives?

Christians in other parts of the world –

What is it like to be a Christian in Vellore?

Islam

Mu

sic

Foundation ELG Exploring and Using Media and Materials

Children sing songs, make music and dance, and experiment with ways of changing them. Being Imaginative

Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

KS1 Objectives

use their voices expressively and creatively by singing songs and speaking chants and rhymes

play tuned and un-tuned instruments musically

listen with concentration and understanding to a range of high-quality live and recorded music

experiment with, create, select and combine sounds using the inter-related dimensions of music.

Year 1 Music Express

In addition:

- Opportunities to listen to high-quality live music.


In addition:


KS2 Objectives

Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians

Learn to sing and to use their voices, to create and compose music on their own 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

Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

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

Improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory

Use and understand staff and other musical notations

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

Develop an understanding of the history of music.


In addition:


- Developing an understanding of the history of music and musicians.

- Developing an understanding of staff and other musical notations.

- Learning to play the recorder.


In addition:





In addition:





In addition:




Art

Foundation ELG Exploring and Using Media and Materials

Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Being Imaginative


KS1 Objectives

to use a range of materials creatively to design and make products

to use drawing, painting and 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

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 1 Drawing Painting Printmaking 3D Textiles Artists/designers throughout history

Year 2 Drawing Painting 3D Printmaking Textiles Artists/designers throughout history

KS2 Objectives

to create sketch books to record their observations and use them to review and revisit ideas

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

great artists, architects and designers in history

Year 3 A Earth Sea and Sky

SKETCHING/PAINTING (Britain from Stone Age to Iron Age) B Ancient Egypt

Papyrus making, tomb art PAINTING

A Vikings/Anglo-Saxon

WEAVING/SPINNING B Greeks

SCULPTURES’/POTTERY (Art week- ARTISTS)

A Romans

MOSAICS- 3D & PRINTING B Rainforests & France

ARTISTS – Monet etc PAINTING

Year 4

Year 5 A WW1/WW2

WW1 - ARTISTS Nash etc

A Japan

TEXTILES

A Rivers (water cycle)

3D

Year 6 PAINTING B Victorians/50s, 60s, 70s

SKETCHING Pop art and op art.

PAINTING Hokusai B Mayans

CERAMICS PRINTING (Art week- ARTISTS)

B Explorers & Environments

Inuit art-TEXTILES

D T

Foundation ELG

Technology

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. Exploring and Using Media and Materials

Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Being Imaginative


KS1 Objectives

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 such as 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, such as levers, sliders, wheels and axles, in their products.

Year 1 Fruit salad or vegetable soup and wedges

Moving pictures

Year 2 Caribbean food Making Tudor houses.

Design of a new London landmark

KS2 Objectives

When designing and making, pupils should be taught to: 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

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.

Year 3 Earth, Sky and Sea/Iron Age –

Space suits (design) Control panels (design, make, evaluate) Ancient Egypt –

Building a pyramid/temple (design, make, evaluate). Falafel (cooking and nutrition) Canopic cats

Viking/Anglo Saxons

Houses (design, make, evaluate) Bayeux tapestry (design, make, evaluate) Anglo saxon food and jewellery. Sutton Hoo helmets. Modern and ancient Greece –

Temples (design, make, evaluate) Baklava, mussaka, humous

Romans –

Jewellery (design, make, evaluate) Pizza (cookery and nutrition) Helmet & shield (design, make, evaluate) Trebuchet (design, make, evaluate) Roman feast – bread, olive oil, hummus etc (cooking and nutrition) Rainforests & France –

Eiffel Tower (design, make, evaluate) Spaghetti, cheese, bread/baguette (cooking and nutrition)

Year 4

Year 5 WW1/WW2 –

Sewing poppies Victorians, 50s, 60s, 70s

Victorian toys- cams Moon buggies

Japan & the Ring of Fire –

Japanese Kimono Slippers Mayans – Design a temple

Spice Toys

Rivers – Bridges (food- on youtube)

Model the water cycle Explorers and environments –

Year 6

P E Foundation ELG

Moving and Handling

Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. Health and Self-care

Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

KS1 Objectives

Pupils should be taught to:

master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities

participate in team games, developing simple tactics for attacking and defending

perform dances using simple movement patterns. All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to:

swim competently, confidently and proficiently over a distance of at least 25 metres

use a range of strokes effectively such as front crawl, backstroke and breaststroke perform safe self-rescue in different water-based situations.

Year 1 Games –Focus on using a large ball

Gym – Travel and Stop Jump and Land

Travelling, Stretching and Curling

Gym – Body Shape Rocking and Rolling

Travelling, perform sequence – balance, body shape, roll, jump

Games – Throwing and catching Aiming games

Games – Bat, ball,

skills and games – Multi skills

Games – Outdoor games

Developing partner work

Dance – Mrs Jacobs


Dance – Mrs Jacobs Dance – Mrs Jacobs Dance – Mrs Jacobs Dance – Mrs Jacobs.

Year 2 Games –Throwing, catching / inventing games

Gym – Body Shape Rocking and Rolling

Travelling, perform sequence – balance, body shape, roll, jump

Gym – Travel and Stop Jump and Land

Linking movements together, Travelling, Stretching, Curling

Games – Making up games with a partner – aiming,

hitting, kicking

Games – Dribbling, kicking, hitting

Swimming



Dance – Mrs Jacobs Dance – Mrs Jacobs Swimming Swimming

KS2 Objectives

Pupils should be taught to:

use running, jumping, throwing and catching in isolation and in combination

play competitive games, modified where appropriate, such as badminton, basketball, cricket, football, hockey, netball, rounders and tennis, and apply basic principles suitable for attacking and defending

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

perform dances using a range of movement patterns

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

compare their performances with previous ones and demonstrate improvement to achieve their personal best. All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to:

swim competently, confidently and proficiently over a distance of at least 25 metres

use a range of strokes effectively such as front crawl, backstroke and breaststroke

perform safe self-rescue in different water-based situations.

Year 3 Games – Invasion games –

Gym – Curling and Stretching

Stretching, curling, arching, balance, travel, roll, jump, weight, direction , speed

Gym – Pathways and Levels

Floor and Apparatus perform sequence balance and travel actions – straight, zigzag, curved

Games – Striking and Fielding

Games – net/wall

Athletics – outdoor athletics

Gym - Jumping

Games – Creative games

Dance – Val Sabin Dance – Val Sabin Dance - Val Sabin

Swimming

Year 4 Games – Net court, wall games

Gym - Flight

Pathways, travelling, different methods of … with front and direction, create sequence with partner

Dance – Val Sabin

Gym – Rotation

Perform floor sequence, twist, rotate, balance, receiving body weight

Games – Striking and Fielding Games

Athletics

Gym – Pathways and Levels

Floor and Apparatus perform sequence balance and travel actions – straight, zigzag, curved

Dance – Val Sabin Games – Problem Solving and Inventing games

Games – invasion games

Dance – Val Sabin

Swimming

Year 5 Games - Net/Court games

Games - Invasion and Target – ball

handling

Games –

Invasion games (implement and kicking) Hockey

Games –

Invasion games (implement and kicking) Football

Games – striking and fielding games

Athletics –

Dance – Val Sabin Gym - 1.Lead, Follow, Matching and Mirroring

With partner, floor and mats, create, perform sequence of 8 elements

Gym 2. Balance

Create and perform sequence on floor and apparatus –8 elements , direction and level

Dance - Val Sabin

Gym Val Sabin

Swimming

Year 6 Games – Net, Wall Games

(Volleyball and Tennis)

Gym – 1.Symmetry and Asymmetry

Create and perform a sequence on floor and apparatus, sequence must include 8 / 10 elements

Gym –.Partner Work, 2. Holes and Obstacles In 4’s create and perform group sequence, floor and apparatus

Dance - Val Sabin

OAA- Residential

Athletics –

Dance – Val Sabin Games - Invasion games – implement

and kicking (Hockey and Soccer)

Dance – Val Sabin Games - Invasion Games

(ball handling, netball, basketball, rugby)

Games – striking and fielding - cricket

Swimming -

Co

mp

uti

ng

Foundation ELG Technology

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

Year 1 Computer Science:

Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions

Create and debug simple programs

Use logical reasoning to predict the behaviour of simple programs Information Technology:

Recognise common uses of information technology beyond school Digital Literacy:

Year 2

Use technology purposefully to create, organise, store, manipulate and retrieve digital content ESafety:

Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Year 3 Computer Science:

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

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

Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs Information Technology:

Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration Digital Literacy

Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content. Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information ESafety:

Use technology safely, respectfully and responsibly; recognise acceptable / unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Year 4

Year 5

Year 6

PSHE - See 2 Year Long Term Plan

2013 - 2014

YEAR 2013-2014

AUTUMN 1

AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2

SEAL New Beginnings Getting On and

Falling Out

Going for Goals Good to be Me

Foundation Beginning and

Belonging

MMR1 BBF

Family and

Friends (incl.

anti-bullying)

MMR2 FFF

My Emotions

MMR3 MEF

Me and My World

Cit2 MWF

My Body and Growing Up

HSL1 BGF

Keeping Safe

(incl. Drug Education)

HSL 2 KSF

Healthy Lifestyles

HSL3 HLF

Year 1 & 2

Year 3 & 4

Year 5 & 6

Beginning

and

Belonging

MMR4

BB12

MMR9 BB34

MMR14 BB56

Family and Friends

MMR6 FF12

MMR11 FF34

MMR16 FF56

Anti-bullying

MMR 7 AB12

MMR12 AB34

MMR17 AB56

Working Together

Cit3 WT12

Cit6 WT34

Cit9 WT56

Financial Capability

EW1 FC12

EW2 FC34

EW3 FC56

Sex & Relationships

Education

HSL6 SR1

HSL10 SR2

HSL13 SR3

HSL17 SR4

HSL20 SR5

HSL24 SR6

Managing Risk

HSL4 MR12

HSL11 MR34

HSL18 MR56

Safety Contexts

HSL5 SC12

HSL12 SC34

HSL19 SC56

Healthy Lifestyles

HSL7 HL12

HSL14 HL34

HSL21 HL56

PSHE 2014 - 2015

YEAR 2014-2015

AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2

SEAL New Beginnings Say No to Bullying Relationships Changes

Foundation Beginning and

Belonging

MMR1 BBF

Family and

Friends (incl.

anti-bullying)

MMR2 FFF

My Emotions

MMR3 MEF

Identities & Diversity

Cit1 IDF

My Body and Growing Up

HSL1 BGF

Keeping Safe

(incl. Drug Education)

HSL 2 KSF

Healthy Lifestyles

HSL3 HLF

Year 1 & 2

Year 3 & 4

Year 5 & 6

Rights, Rules

and

Responsibilitie

s Cit5 RR12

Cit8 RR34

Cit11 RR56

My Emotions

MMR5 ME12

MMR10 ME34

MMR15 ME56

Anti-bullying

MMR7 AB12

MMR12 AB34

MMR17AB56

Diversity

and

Communit

ies Cit4

DC12

Cit7 DC34

Cit10 DC56

Drug Education

HSL8 DE12

HSL15 DE34

HSL22 DE56

Sex & Relationships

Education

HSL6 SR1

HSL10 SR2

HSL13 SR3

HSL17 SR4

HSL20 SR5 HSL24SR6

HSL24 SR6

Personal Safety

HSL9 PS12

HSL16 PS34

HSL23 PS56

Managing Change

MMR8 MC12

MMR13 MC34

MMR18 MC56

Lan

gu

ag

es

KS2 Objectives

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

Year 3 Tout le Monde

Year 4 Tout le Monde

Year 5 Tout le Monde- Taught by specialist French Teacher

Year 6 Tout le Monde- Taught by specialist French Teacher

Documents

The Bellbird Primary School - New Curriculum 2014 by Subject · The Bellbird Primary School - New Curriculum 2014 by Subject Subject Year Group Autumn Spring Summer S cience ... Non-chronological