CURRICULUM

Maths Week 2016 - Workbook

Time workbook to support Maths week.

Reading Scheme Information

Additional information on the reading scheme

Phonics Information

Additional information on phonics

ADDITIONAL INFORMATION

Additional information regarding the curriculum can be obtained from the class teacher in each year group.

NURSERY AUTUMN TERM 2018 1

 Personal, Social & Emotional Development

This half term is all about the children settling into Nursery, growing in confidence in their new environment and having fun. We will support the children to leave their main carer and will keep in touch with family via Tapestry to show parents and carers that their child is well settled.  In this first half term, the children will be making new friends and we will encourage them to start conversations with both children and adults and invite others to join in with their games.  We have a huge range of exciting resources and activities in Nursery and the children will be able to choose and play with anything that they are interested in.

 Communication and Language

In communication and language we will help the children to develop and extend their vocabulary with a focus on objects and people that are of particular importance to them.  We will support the children to listen carefully and respond to simple instructions.  The children will take part in small group time where they will have the opportunity to listen to others.

            Physical Development

We are so lucky to have so much space in Nursery and we will be encouraging the children to move freely and with pleasure and confidence in a range of ways, exploring both the indoor and outdoor environment.  The children will be supported to become more aware of their own personal hygiene and to manage washing and drying their hands.  We will support the children to become more independent in putting on and taking off their own jumpers and coats as well as fastening up zips.

Starting Interest –  Nursery routines, Settling in, Ourselves
Visits/Visitors –  School woods
Stimulus – The environment – indoors and outdoors
   Literacy

We love books in Nursery and there will be lots of opportunities for the children to enjoy listening to rhymes and stories.  There are masses of books for the children to handle themselves and they will learn to hold the book the correct way up and turn the pages, talking about what they see in the pictures.  There is huge scope for mark making in Nursery, both inside and outdoors, and the children will be encouraged to give meaning to their marks as they draw and paint.

Mathematics

We have numbers all around in Nursery and talk about numbers and counting a lot.  The children will be encouraged to use some number names and number language in play and to join in with number songs and rhymes.  We will provide lots of opportunities for the children to explore shape and space by playing with shapes or making arrangements with objects.

Understanding the World

In helping children to understand the world, we will give them the opportunity to talk about and find out about the lives of people who are familiar to them. There is lots to explore in our Nursery environment and the children will be encouraged to talk about some of the things they have observed, such as animals, plants, natural and found objects.  Technology is an important part of life and we will support the children to know how to operate simple equipment, such as the touch screen computers and iPads.  We know that the children probably have a far wider range of technology at home and would welcome your observations on Tapestry of them accessing this.

Expressive arts and design

We love to sing in Nursery and over this half term your child will build on their repertoire of familiar songs.  The children will have lots of opportunity to be creative and explore colour and textures as well as make use of various construction materials.  We have a home corner where the children will be able to engage in imaginative role play based on their own first hand experiences.

RECEPTION AUTUMN TERM 2018 1

This half term we concentrate on ensuring that all the children are happy, settled and feel safe. We stagger the children in during the first three weeks to allow them to get to know us, their classmates and the school.

Once all the children are in school we will start introducing activities based on the topic ‘Ourselves’.

In Personal, Social and Emotional Development we focus on self- help skills, developing the children’s independence, establishing rules and routines within the class and supporting the children in managing their feelings and emotions.

In Communication and Language we encourage the children to develop confidence in speaking in small and larger groups. We will read lots of stories and the children will be invited to retell them in their own words and think of alternative endings.

In Physical Development the children will have daily access to the outdoor environment where they can develop their gross motor skills. We will go to the woods on Forest Fridays so that as well as learning about the natural environment the children will have space to run, climb and explore. Fine motor skills will be developed through Funky Finger activities.

In Mathematics the children will be confidently counting up to ten and then counting out objects with 1:1 correspondence. They will have access to games on the interactive whiteboard to develop their number recognition.

In Literacy the children will be encouraged to write with emphasis on correct letter formation. They will be taught cursive script from the start. Whole class daily phonics sessions will begin when the children will learn letter sounds and names, to blend and to segment simple words. Reading books and word wallets will be issued after half term.

In Understanding the World the children will develop an understanding that we all have similarities and differences that make us unique. An awareness and respect for different cultures will be encouraged as we celebrate Harvest and learn from each other.

In Expressive Arts and Design the children will have opportunities to engage in role play and small world play. They will have access to playdough, paint, musical instruments and chalk. They will explore music and movement in some PE sessions and learn new songs in preparation for Harvest.

Please ensure your child brings wellies every Friday and has covered legs. Our woodland area is kept natural and we educate the children on plants, including nettles, rather than removing them.

Fruit is provided by the government but we ask for a voluntary 50p weekly contribution so that we can offer a more varied choice. Any extra money is used to finance cooking activities or to buy extra resources for the classroom.

The children love to create using junk materials (boxes etc that you would recycle) so please bring in any that you have.

Download Reception Curriculum

YEAR 1 AUTUMN TERM 2018

Subject Autumn 1 Autumn 2
Core text/Theme Enchanted Kingdom Snow White and the Seven Dwarfs
 

English

 

 

Fairytale Stories– Jack and the Beanstalk Carousel

Stories with patterned language– Jack and the Bean Stalk Carousel

Instructions – How to grow a bean stalk

Poetry, rhyme and pattern – The Gingerbread Man, The Three Little Pigs

 

Supporting texts

Jack and the Beanstalk

The Gingerbread Man

The Three Little Pigs

 

 

Fairytale Stories- Snow White carousel

Recounts- Snow white/ witch/ dwarfs point of view

Poetry: Using the senses – Poetry linked to cooking

Non- Chronological Report – Christmas booklet / Halloween

Lists and Captions – Christmas List/ captions for Christmas Photos

 

Supporting texts

Snow White and the Seven Dwarfs (and alternative versions)

Mog’s Christmas

Maths Place Value

Count to ten, forwards and backwards, beginning with 0 or 1, or from any given number. Count, read and write numbers to 10 in numerals and words. Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. Given a number, identify one more or one less. Count in multiples of twos. Count to twenty, forwards and backwards, beginning with 0 or 1, from any given number. Count, read and write numbers from 1 to 20 in numerals and words. Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. Count in multiples of twos and fives

 

Number: Addition and subtraction

Represent and use number bonds and related subtraction facts (within 10) Add and subtract one digit numbers (to 10), including zero. Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs. Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations and missing number problems. Represent and use number bonds and related subtraction facts within 20. Add and subtract one digit and two digit numbers to 20, including zero. Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs. Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7= ? – 9

 

Geometry

Recognise and name common 2D and 3D shapes, including rectangles, squares, circles and triangles, cuboids, pyramids and spheres. Describe position, direction and movement, including whole, half, quarter and three quarter turns

Science

 

Animals including humans

·         Identify and name common animals and group them

·         Identify animals that are carnivores, omnivores and herbivores

·         Identify and compare the structure of animals i.e. fish, birds

·         Identify parts of the human body and say which parts of the body are 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.

Computing ·          recognise common uses of information technology beyond school

·          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.

·           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 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.

·          Create Ozobot maps for Snow White to escape the evil queen

PE Gymnastics – Points and Patches

 

Gymnastics – bouncing, jumping and landing (apparatus)

 

 

Dance – Snow white and the Seven Dwarfs

 

 

 

 

History

 

What is a kingdom and who runs it now and has ran it in the past?

 

·          Identify old and new from pictures and artefacts.

 

·          Read stories about kings and queens of the past

 

·          Observe and handle artefacts from the past

 

 

·          Identify some similarities and differences between their own lives and those of people who lived in the past. (Modern day child’s life/ Victorian child)

 

·          Find out about significant kings and queens in the past

 

Find out why people such as Henry VIII acted as he did

Geography  

·          Create a plan to mark a known route. (Castles)

 

·          Identify where they have been on holiday using a map. (Holiday news)

 

·          Know the main aspects of the British Isles using maps.

 

·          Talk about places seen in books, videos, and internet.

 

·          Describe different types of buildings. (Castles/ homes)

·          Know that places are linked by paths or roads.

 

·          Draw simple plans and maps of a known area/made up place and talk about them.

 

RE ·          That Christians think of God as creator

·          To examine what we have to be thankful for.

·          To discuss how and why we should care for the planet.

·          To understand the creation story.

·          To use poetry to retell the creation story.

·          To explore how Christians say thank you to God.

·          To reflect on what in the natural world we can be thankful for.

·          To describe a place which causes them awe and wonder.

·          To understand the significance of advent.

·          To understand traditions and symbols which signify advent (calendars)

·          To understand Mary and Joseph’s journey to Bethlehem

·          To explore the journey of the shepherds

·          To examine the visit of the Three Kings

·          To discuss traditions at Christmas

·          To make a Christingle and explore its symbolism.

Art/DT

 

Comparing food from the past and present

·           explore and evaluate a range of existing products

·          understand the similarities and differences between Tudor food and modern day food

Design and make a castle

·          build structures, exploring how they can be made stronger, stiffer and more stable

·          evaluate their ideas and products against design criteria

·          select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]

·           design purposeful, functional, appealing products for themselves and other users based on design criteria

 

 

 

Music Medieval Music

 

·          Listen to simple elements of music.

·          Verbally recall what they have heard with simple vocabulary. I.e loud, soft, high low etc.

·          Identify a strong, steady pulse in music.

·          Identify simple repeated rhythmic patterns.

 

Christmas songs

 

·          Confidently use their own voices in many different ways.

·          Know how to use high, low and middle voice.

·          Sing songs with more accurate pitch.

Personal, Social and Emotional Development SEAL Health and Wellbeing

·         To be aware of the process of growing from young to old and how people’s needs change.

·         To know the names for the main parts of the body (including external genitalia) and similarities and differences between boys and girls.

·         To know the rules for and ways of keeping physically safe (including safety online, the responsible use of ICT, the differences between secrets and surprises and understanding not to keep adults’ secrets; road safety, cycle safety and safety in the environment) (SEAL)

·         To know who to go to if they are worried and how to attract their attention. (SEAL)

·         To recognise that they share a responsibility for keeping themselves and others safe, when to say “yes”, “no”, “I’ll ask” and “I’ll tell”.

·         To recognise that there are different types of bullying, that these are wrong and unacceptable. (SEAL)

·         To know how to resist teasing or bullying, if they experience or witness it, whom to go to and how to get help. (SEAL)

French Greetings

 

·         listen to and repeat French vocabulary for greetings and feelings

·          Match pictures to the French vocabulary

 

 

Download Year 1 Curriculum

YEAR 2 - SUMMER TERM 2018

Subject Summer 1 Summer 2
Core text/Theme Art Attack

 

The BFG
 

English

 

 

Narrative – plan and write a story in a similar style

Instructions – making stick puppets

Play scripts – for puppet shows

Non Fiction- writing –Artist research – Lowry

 

Supporting texts

Katie and the British artists

The day the crayons quit

Bob the Artist

 

Narrative – character descriptions comparing vocabulary used for heroes and villains.

Fantasy stories creating our own magical lands

Drama

Non Fiction writing – dictionary and glossary work with real and made up words

Poetry – Contemporary (living authors) e.g. Michael Rosen, J.Donaldson – poems to perform

Repeating pattern and nonsense poems

 

Reading – guided reading based around whole class text.

Maths Measurement: Time

·          Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times.

·          Know the number of minutes in an hour and the number of hours in a day.

·          Compare and sequence intervals of time.

 

Measurement: Capacity, mass and temperature

·          Choose and use appropriate standard units to estimate and measure capacity (litres/ml), mass (kg/g)  and temperature (oC) to the nearest appropriate unit, using thermometers and measuring vessels.

·          Compare and order volume/capacity and record the results using >, < and =

Position and direction

·          Use mathematical vocabulary to describe position

·          Order and arrange combinations of mathematical objects in patterns and sequences

·          Use mathematical vocabulary to describe movement, including movement in a straight line

 

Problem solving and efficient methods

·          Solve number problems with number facts and place value

·          Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts

·          Check subtraction calculations using addition calculations by adding in a different order

·          Solve problems with addition and subtraction using concrete objects and pictorial representations, including those involving numbers, quantities and measures; applying their increasing knowledge of mental and written methods

·          Apply reasoning to solve problems efficiently

Science

 

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 health

Plants

·  Explore plants in the local area

·  Learn about how plants and animals are dependent on each other

·  Look at plants from outside our local area, thinking about similarities and differences

Computing Information technology

·       Change digital content including photos and video.

·       Make a simple slide show e.g. using digital photos

·       Use clipart to add and resize a picture

·       Use shortcuts to insert objects and delete them

·       Confidently find things on the internet

 

Computer Science

·  To create a complex group of commands.

·  Create a sequence of precise instructions. E.g. Create a right-angled shape on screen

·  Predict what might happen when controlling

·  Control a range of control devices such as cameras, sound recorders and other devices

PE Games

·          Dribbling, kicking and hitting skills

·          Rugby with Cramlington Rockets coaches

 

Athletics

·          Standing jumps & shot put throwing

 

Games

·          Applying skills to group games

·          Thinking about simple tactics and space in a game situation

 

Athletics

·     Running technique, relays and sprints

 

History

 

Who was Lowry and why did he choose to paint this way?

 

·       Historical study of Lowry & other famous artists

·       Gain a sense of how art has changed over time

 

Geography What is the Geography of my local area?

·   Use compass directions and locational language (near and far) to describe the location of features and routes on a map.

·   Mark local locations on a map of the UK – our town, our school visit, my holiday.

·   Take and use digital photographs to record observations and explain findings.

·   Create detailed sketches whilst on fieldwork, using specific geographical vocabulary to label diagrams. (sketches of the local area/Ponteland park)

·   Collect, analyse and communicate information in tally charts and tables (car spotting/bird watching).

·   Use aerial photographs to identify landmarks and describe land use and other geographical features.

·   Know that places are linked by paths or roads and explain how these are different depending on the location (Changes in Ponteland).

·   Express their views about our local area using evidence to justify their views.

 

RE Judaism

·          To explore Jewish journeys – The journey of Abraham and Sarah

·          To understand the timeline of God’s people

·          To explore Joseph’s journey to Egypt

·          To explore the journey of Jacob and his sons

·          To explore the journey of the Israelites out of Egypt

Christianity

·          To understand who Jesus is and what he came to do – Jesus in the temple

·          To understand the affect Jesus had on the people he met –the disciples

·          To understand what made Jesus famous

·          To understand Jesus teaching – Jesus teaches about worry

·          To explore Jesus power – Calming the storm

·          To explore Jesus power to create out of little – Jesus feeds the five thousand

Art/DT

 

Lowry

·     Continue to develop their knowledge of the work of a range of artists, craft makers and designers.

·     Describe and explain similarities and difference between their own and other artists work.

·    Experiment with different practices to begin to create pieces using a similar style.

·    Choose from a range of mediums to share their ideas, experiences and imagination.

·    Choose and use a wide range of art and design techniques with different drawing and painting tools.

Enterprise project

·          Describe how a commercial product works

·          Recognise what they have done well and talk about what could be improved

·          Seek out the views and judgements of others

·          Predict how changes will improve the finished product

·          Explain why some products are useful/not useful

·          Say how the product will be useful to the user

·          Use digital photography to present design or finished work

Music Exploring timbre, tempo, dynamics

 

·          Create short melodic patterns and rhythmic phrases.

·          Choose sounds to represent two contrasting things in different ways. E.G –   a sough sea and a calm sea

·          Make sequences of sounds and combine short and long sounds.

Performing

 

 

Uses given symbols to record long and short sounds.

Begin to gain a sense of occasion when performing.

 

Personal, Social and Emotional Development SEAL Living in the wider world

·         To know what improves and harms their local, natural and built environments and about some of the ways people look after them.

·         To know that money comes from different sources and can be used for different purposes, including the concepts of spending and saving.

·         To know about the role money plays in their lives including how to manage their money, keep it safe, choices about spending money and what influences those choices.

French Journeys

 

·          Listen to and repeat French vocabulary relating to transport

·          Label learnt modes of transport in French

 

Download Year 2 Curriculum

YEAR 3 - AUTUMN TERM 2018

Subject Autumn 1 Autumn 2
Core text/Theme BLAST FROM THE PAST HOW TO TRAIN YOUR DRAGON

-Cressida Cowell

 

English

 

 

 

Non-chronological report – life in an Anglo-Saxon settlement

–       Use simple organisational devices (e.g. headings and subheadings)

–       Use the present tense

–       Use subject specific vocabulary

–       Use the third person

 

 

Narrative – Create story based on a stone-age character

–       Using ‘show not tell’ for description

–       Use a range of adjectives and similes in writing

–       Creates settings, characters and plot, with some attempt to elaborate on basic information or events

 

Newspaper report – Vikings invading Anglo-Saxon settlements

–       Understanding that reports are usually written in the past tense but can change to the present tense.

–       Understanding how to include direct speech using the correct punctuation

–       Creates settings, characters and plot, with some attempt to elaborate on basic information or events

–       Understand and use a ‘formal tone’

 

 

Supporting texts

 

Ug – Raymond Briggs

Pebble in my Pocket – Meredith Cooper/Chris Coady

 

 

Narrative – Character and mythical pet adventure

–       Develop an increasing range of sentence structures and use a range of sentence openers.

–       Begin to use paragraphs by organising ideas with related points placed next to each other.

 

 

Poetry – Focus on personification of animals/creatures

–       Composes and rehearses sentences orally

–       Understand the meaning of personification and metaphors

–       Investigate and use rhyming pairs

–       Assesses the effectiveness of their own and others’ writing and suggests improvements

 

Instructions – How to train your dragon

–       Discuss writing similar to that which they are planning to write and understands and learns from its structure, vocabulary and grammar

–       Use imperatives

 

 

Supporting text

 

The Iron Man – Ted Hughes

Maths  

Number/ place value

 

Identify, represent and estimate numbers using different representations.

 

Find 10 or 100 more or less than a given number; recognise the place value of each digit in a three digit number (hundreds, tens, ones).

 

Compare and order numbers up to 1000

 

Read and write numbers up to 1000 in numerals and in words.

 

Solve number problems and practical problems involving these ideas.

 

Count from 0 in multiples of 50 and 100

 

Number addition and subtraction

 

Add and subtract numbers mentally; including: a three digit number and ones; a three digit number and tens; a three digit number and hundreds

 

Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction

 

Estimate the answer to a calculation and use inverse operations to check answers.

 

 

 

Number addition and subtraction

 

Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction

 

Add and subtract amounts of money to give change, using both £ and p in practical contexts

 

 

 

 

Number- multiplication and division

 

 

Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.

 

Calculate mathematical statements for multiplication and division within the 3,4,8 x tables and write them correctly

 

Solve problems involving multiplication and division using material, arrays, repeated addition, mental methods and multiplication and division facts including problems in contexts

 

Show that multiplication of 2 numbers can be done in any order (commutative) and division of one number by another cannot.

 

 

 

Science

 

Rocks and soils

 

Describe in simple terms how fossils are formed when things that have lived are trapped within the rock

 

Recognise that soils are made from rocks and organic matter.

Compare and group together different types of rocks on the basis of their appearance and simple physical properties.

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.

 

Identify and compare the different skeletal systems of animals and humans

 

Computing Digital literacy

 

Understand how Google Classroom and School

 

360 is a safe environment to work and be social with classmates online

 

Understand that not all information online is trustworthy e.g. SMARTcrew video by Childnet

Know and understand the five SMART rules (Safe, Meetings, Accepting, Reliable, Tell)

 

 

 

Computer Science (programming)

 

Explain what computer programming is and how algorithms work

 

Control an object to move along a route

 

Follow a code sequence e.g. using Scratch cards

 

PE  

Dance

 

Move across the room indifferent ways with an awareness of space.

 

Make increasingly clear and fluid movements.

 

Understand the different uses of tense, relax, stretch, curl in movement.

 

Improvise with ideas and movements.

 

Copy, remember, repeat, and explore simple actions and movements with control and coordination.

 

Begin to sequence moves and link actions.

 

Begin to choose movement to show ideas.

 

Games (Invasion)

 

 

Travel successfully to and from objects and locations on the ground

 

Choose simple approaches to problem solving and work cooperatively with others on tasks

 

Show an awareness of how to keep safe

 

Move a ball with control and accuracy

 

Show increasing confidence when rolling, hitting or kicking a ball.

 

Understand the importance of rules and fairness

 

Follow rules in games

 

Understand the concept of both team and opponent.

 

Develop and use simple tactics in team games.

 

 

 

Gymnastics

 

Create a routine resembling a battle from the stone age or viking invasion

 

Develop flexibility, strength, technique, control and balance (for example, through athletics and gymnastics)

 

Move across the room indifferent ways with an awareness of space.

 

Make increasingly clear and fluid movements.

 

Understand the different uses of tense, relax, stretch, curl in movement.

 

Improvise with ideas and movements.

 

Copy, remember, repeat, and explore simple actions and movements with control and coordination.

 

Begin to sequence moves and link actions.

 

Begin to choose movement to show ideas.

 

Games (Net and Wall)

 

Understand how to strike a ball with an implement e.g tennis racket

 

Choose simple approaches to problem solving and work cooperatively with others on tasks

 

Show an awareness of how to keep safe

 

 

Understand the importance of rules and fairness

 

Follow rules in games

 

Understand the concept of both team and opponent.

 

Develop and use simple tactics in team games.

 

 

 

 

 

 

History

 

How has Britain changed since the stone age?

 

Understand that some events from the past affect people’s lives today. (Look how Britain has changed over time, from the stone age until now).

 

Summarise the main events from a period in history, using their characteristics.

(Study the main purposes/jobs of specific groups of people from specific periods of time).

 

Sort events or objects into groups e.g Anglo-Saxon tools and weapons

 

Use dates and terms accurately, using key dates when describing events.

 

Understand the concept of decades and centuries and use this to divide the past into periods of time.

 

Use evidence to describe changes within the Anglo-Saxon and Viking period, comparing to modern day. Understand the origins of Anglo Saxon kingdoms and place names within Britain.

 

 

 

Geography  

Use atlases to accurately locate and retrieve information about European countries

 

Use contents and index pages of an atlas accurately

 

Begin to name and locate the countries of Europe and locate on a map. Link to origins of Vikings and Anglo Saxons (Denmark, Netherlands, Germany, Sweden, Norway)

 

 

 

 

 

Understand that different places may have a similar/different characteristics and give reasons for these

 

Describe and identify how a place has changed

 

Identify the parts of a river, and land use around and how these can change peoples’ lives

RE Ask important questions about religion and beliefs, making links between his/her own and others’ responses.

 

Explore similarities and differences in how religion is expressed in different world religions.

 

 

Identify the impact of religion on believers’ everyday lives.

 

Make links between values and commitments, and his/her own attitudes and behaviour.

 

Respond to questions that cause wonder, staying respectful to others’ beliefs and ideas.

Art/DT

 

Cooking on the fire

Recognise how eating different food groups create a varied diet.

 

Follow a recipe, weighing out ingredients appropriately.

Design and follow a recipe in the style of an Anglo Saxon

 

Create Stone Age cave paintings

Develop a range of art and design techniques using a range of materials.

Painting

-Mix colours effectively.

-Use a number of brush

techniques using thick

and thin brushes to

produce shapes, textures,

patterns and lines.

 

Drawing

– Use different hardnesses

of pencils to show line,

tone.

 

-Use shading to show light and shadow and texture.

 

Make a settlement

 

Use clay and straw to create Early Briton houses and settlements.

 

Measure and cut out in precise detail and make sure that finished products are carefully finished – include different materials for fencing, housing, farmland.

 

Make separate elements of a model before combining into the finished article

 

Sculpture

– Use clay and other

mouldable materials.

 

– Add materials to provide

interesting detail.

 

 

 

Music  

Year 3 will have a specialist teaching music provision throughout the year focussing on singing and playing the violin.

 

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

Improvise and compose music for a range of purposes using the interrelated dimensions of music

Listen with attention to detail and recall sounds with increasing aural memory

Use and understand staff and other musical notations

 

 

Personal, Social and Emotional Development SEAL Health and Wellbeing

●      Children to know what positively and negatively affects their physical, mental and emotional health (including the media).

●      How to make informed choices (including recognising that choices can have positive, neutral and negative consequences) and to begin to understand the concept of a ‘balanced lifestyle’. (SEAL)

●      To recognise opportunities to make their own choices about food, what might influence their choices and the benefits of eating a balanced diet.

●      To recognise how images in the media do not always reflect reality and can affect how people feel about themselves.

●      To realise the consequences of anti-social and aggressive behaviours such as bullying. (Living in the wider world).

 

 

 

French  

 

 

All About Me

 

●      Use sounds to help to read written words.

●      Name and label articles. (label the parts of body)

●      Read aloud a familiar sentence.

●      Acquire simple vocabulary for some verbs, not always in tense.

●      Label key vocabulary within text.

 

 

 

 

 

Download Year 3 Curriculum

YEAR 4 - SPRING TERM 2018

Subject Spring 1 Spring 2
Core text/Theme India Kensuke’s Kingdom
 

Literacy

 

 

● Non-chronological reports – Holiday brochure about India

 

● Narrative – Mystery stories

 

● Biographies – Ghandi and other famous people from India

 

 

Supporting texts

The Jungle Book (core)

Seasons of Splendour

● Poetry – Haiku poems

 

● Play scripts – Stranded on a desert island.

 

● Narrative – Adventure stories

 

 

Supporting texts

Gon, The Little Fox

Numeracy Fractions

Recognise and show using diagrams families of common equivalent fractions

Count up and down in hundredths; recognise that hundredths arise when dividing an object by 100 and dividing tenths by 10

Solve problems involving increasingly harder fractions to calculate quantities and fractions to divide quantities including non-unit fractions where the answer is a whole number

Add and subtract fractions with the same denominator

 

 

 

Time

Convert between different units of measure e.g. hour to minute

Read, write and convert time between analogue and digital, twelve and twenty four hour clock

Solve problems involving converting from hours to minutes, minutes to seconds, years to months, days to weeks

 

Decimals

Recognise and write decimal equivalents of any number of tenths or hundredths

Recognise and write decimal equivalents to 1/4 , 1/2 , 3/4

Find the effect of dividing a 1 or 2 digit number by 10 or 100, identifying the value of the digits in the answer as ones, tenths and hundredths

Round decimals with one decimal place to the nearest whole number

Compare numbers with the same number of decimal places up to two decimal places

measures, including money in pounds and pence

 

Measurement – Money

Solve simple measure and money problems involving fractions and decimals to two decimal places

Estimate, compare and calculate different

Science

 

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.

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.

 

Computing Information Technology

Plan, design and create and improve their own multimedia presentation (PowerPoint, Publishers, Word etc.) showing awareness of audience

Computer Science

Describe uses of technology and the impact of technology

 

Understand how stimulations and robots are used

 

History of computing timeline

PE Dance – Indian Dance

 

 

Gymnastics

Dance

 

 

Swimming

 

History

 

How has India changed from #-#?

Understand how economic development can change a place

 

Identify the parts of a river, and land use around and how these can change people’s lives

 

Know some similarities and differences within a period of time for examples the lives of rich and poor

 

Understand the relationships between beliefs and action in historical change

 

Understand links between History and Geography

 

Give reasons for change through analysing evidence

 

What is the history of Asia?

Understand differences in social, religious, political and cultural history

 

Know the differences between weather and climate change

 

Understand differences in social, religious, political and cultural history

 

Geography India in the Modern World

Compare collected data with information from the internet to discuss weather and climate

 

Use the eight points of a compass, four-figure grid references, symbols and keys to communicate knowledge of the United Kingdom and the wider world.

 

Find the longest and shortest routes using maps

 

Work out a location using a range of information

Islands in the Pacific

Plan detailed routes using four points of the compass

 

Compare information from atlases with that from a globe

 

Describe key aspects of: physical geography, including: rivers, mountains, volcanoes and earthquakes and the water cycle

 

RE Christianity

§   To understand that the beliefs and practices of Christians are shaped by their love for God.

§   To understand how Christians can know that God is real.

§   To explore how faith in God should have an outworking in a Christian’s life – The Fruits of the Spirit

§   To examine the bible’s teaching on love

§   To understand the meaning of the term ‘saint’

§   To explore the life and work of Saint Cuthbert

Hinduism

§   To learn about aspects of Hindu lifestyle and what makes Hindu lifestyle distinctive.

§   To examine a day in the life of a Hindu child.

§   To examine a number of Hindu artefacts and research their purpose

§   To explore a number of Hindu festivals and examine what takes place.

 

 

Hinduism

§   To learn about aspects of the Holi festival.

§   To compare and contrast Holi with Chinese New Year

Christianity

§   To learn about aspects of Easter.

§   To explore what a king should look like and compare with Jesus

§   To explore the last supper and discuss how it compares to communion today.

§   To examine the religious leader’s views about Jesus

§   To examine the question ‘did Jesus really rise from the dead?’

 

Art/DT

 

Indian Influence

 

Art – Drawing, painting and sculpture

● Painting – use watercolour paint to produce washes for background then add detail, experiment with creating mood with colour

 

● Collage – select and arrange materials for striking effect, ensure work is precise, use coiling, overlapping, tessellation, mosaic and montage

 

DTCooking

Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

 

Begin to select their own ingredients when cooking or baking

 

Weigh in grams

 

Make good presentation of food

 

Japanese Art

 

Art – Develop techniques with creativity

Continue to develop control using a range of materials

 

Collect information, sketches and resources

 

Comment on artwork using visual language

 

DT – Design, Make & Evaluate

Recognise that designs must meet a range of needs

 

Apply what they know about mechanisms to create movement when planning and designing

 

Investigate a range of products to see how they work

 

Choose tools and equipment which are appropriate for the job

 

Prepare for work be assembling components together before joining

 

Make holes using a punch and drill

 

Combine a number of components together in different ways

 

Make finished products neat and tidy

 

Recognise what has gone well, but suggest further improvements for the finished article

 

Suggest which elements they would do better in the future

 

 

 

Music Bollywood

Create rhythmic patterns with an awareness of timbre and duration.

Appreciate harmonies, drones and ostinato.

Understand the cultural and social meaning of lyrics.

Understand culture in composition.

 

 

 

 

The sounds of the sea

Show increasing control with instruments.

Use change in pitch to express ideas.

Use specific vocabulary when explaining likes/dislikes about a piece of music.

Understand the concept of bass and treble clef.

 

 

 

 

Personal, Social and Emotional Development SEAL Relationships

To judge what kind of physical contact is acceptable or unacceptable and how to respond.

 

To understand the concept of ‘keeping something confidential or secret’, when we should or should not agree to do this and when it is right to ‘break a confidence’ or ‘share a secret’.

 

To work collaboratively towards shared goals. (SEAL)

 

To develop strategies to resolve disputes and conflict through negotiation and appropriate compromise and to give rich and constructive feedback and support to benefit others as well as themselves. (SEAL)

French Les quatre amis (The four friends)

 

Listen beyond a level at which they can speak independently.

 

Tell the time in simple terms.

 

Articulate clearly.

 

Fill in a table of verbs.

Underline correct/ incorrect.

 

Identify simple errors.

Memorise and recall key words to use in writing.

 

Sequence sentences to form short narratives.

 

 

 

Download Year 4 Curriculum

YEAR 5 - AUTUMN TERM 2018

Subject Autumn 1  

Autumn 2

Core text/Theme Marvellous Monarchs

Twelfth Night- William Shakespeare

Street Child- Berlie Doherty

Marvellous Monarchs

A Christmas Carol

 

English

 

 

Hamlet William Shakespeare- Play script

-Perform drama compositions, using appropriate intonation, volume, and movement so that meaning is clear.

-Study Shakespearean vocabulary, understanding how such choices can change and enhance meaning.

-Use further organisational and presentational devices to structure play scripts.

-Identify the audience for and purpose of the writing, selecting the appropriate

Letter writing project

-Recognition of features and letter layout

-Composition of developed statements to build upon discussion

-Consideration of historical content.

 

Street Child- Berlie Doherty- Narrative

-To write narratives, considering how authors have developed characters and settings.

-Integrating dialogue to convey character and advance the action.

-Use expanded noun phrases to convey complicated information concisely.

-Use extensive range of punctuation to clarify meaning.

-To create non-fiction reports based upon historical research.

A Christmas Carol- Charles Dickens- Narrative

-Increase their familiarity with a wide range of books, including fiction from our literary heritage.

-Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence.

-Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

-Use a wide range of devices to build cohesion within and across paragraphs

 

Poetry through Christmas Carols

-Note and develop initial ideas, drawing on reading and research where necessary.

-Recognise poetry patterns including rhyme and rhythm.

-Assess the effectiveness of their own and others’ writing.

 

Christmas around the world- Non-fiction-

-Recognise vocabulary and structures that are appropriate for formal speech and writing.

-Use further organisational and presentational devices to structure text and to guide the reader

 

 

Maths Place value and number

 

Read, write, order and compare numbers to 1,000,000, and count in powers of 10 from any given number.

 

Interpret negative numbers in context.

.

Round any given number to the nearest 10, 100, 1000, 10,000 and 100,000.

 

Read Roman Numerals to 1000 and recognise years written in Roman Numerals.

 

Addition and subtraction

 

Add and subtract numbers with more than 4 digits, using mental methods and formal written methods of column addition and subtraction.

 

Use rounding to check answers.

Statistics

 

Interpret and solve problems using line graphs.

 

Complete, read and interpret timetables.

Multiplication and division

 

Use known facts to multiply and divide mentally, including by 10, 100 and 1000.

 

Identify factors, multiples, squares and cubes.

 

Understand the vocabulary of prime numbers, prime factors and composite numbers, and recall prime numbers up to 19.

 

 

Perimeter and area

 

Measure and calculate perimeter of composite rectilinear shapes (made from rectangles) in cm and mm.

 

Calculate and compare the area of rectangles and estimate area of irregular shapes.

Problem solving

 

Throughout all topics

 

Solve problems in context and practical problems using all skills learned, choosing most suitable methods and operations.

 

Explain and reason about mathematical choices and discoveries both verbally and in writing.

 

Science

 

Animals including humans

 

-Describe the changes as humans develop to old age.

-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

 

Properties and changes of materials

-Compare everyday materials on the basis of their properties.

-Explore separation of solids, liquids and gases.

-Reason about everyday use of materials due to their properties

-Demonstrate that dissolving, mixing and changes of state are reversible changes

Computing Information technology

 

-Use search technologies effectively and be discerning in evaluating digital content

-Select, use and combine a variety of software to create multimedia presentations regarding monarchy.

Digital Literacy

-Use technology safely, respectfully and responsibly

-To recognise acceptable/unacceptable online behaviour.

-Identify a range of ways to report concerns about content and contact.

 

PE Cross country

-To develop running techniques for endurance and efficiency.

 

Gymnastics

-Develop flexibility, strength, technique, control and balance

 

 

Invasion Games -Football and Hockey

-Play competitive games and apply basic principles suitable for attacking and defending.

 

Dance

-Perform dances using a range of movement patterns

 

History

 

A Victorian Study

-Use timelines to organise a series of relevant historical information about British monarchs and check this for accuracy.

-Develop own opinions about the time periods studied, and justify these with evidence, adapting their ideas and viewpoints as new information arises.

-Describe the main political and cultural changes in the Victorian period.

 

Geography Human Geography

Compare customs and celebrations with UK and other countries.

-Draw comparisons of Christmas celebrations across the world

RE Christianity

-Understand the Christian view of God, including the Holy Trinity

-Know the importance of the Bible to Christian

-Develop an understanding of belonging to a religious community.

-Recognise the ways that Christians demonstrate their faith through clothing, actions and worship.

Christianity

-Compare and contrast Christian beliefs with their own and people that they know

– Learn about the Christian attitude to personal and social matters

– Identify qualities that Christians value as important

– Know the importance of festivals including Harvest and Epiphany

– Discover rites of passage in different Christian denominations

 

Art/DT

 

 

Victorian Art

-Accurately use a range of materials to create a Victorian pop-up book.

-Further develop an understanding of the range of art, craft and design techniques used by William Morris or JMW Turner.

 

Food Technology

-Use the qualities of materials to enhance ideas.

-Evaluate Christmas regional delicacies by taste, texture, flavour.

Music

 

 

Digital music composition

 

-Recognise how different musical elements are combined expressively in many different types of music, culminating in a garage band composition using computer technology.

-Combine several layers of sound with awareness of combined effect.

 

Christmas Carols for performance of ‘A Christmas Carol’.

 

-Follow written instructions, including notation when singing or playing.

-Use imagination and confidence when composing

-Use changes in timbre, pitch and dynamic.

-Understand the use of silence in composition.

Personal, Social and Emotional Development SEAL -To recognise changes in humans from birth to old age.

– To recognise what constitutes a healthy relationship.

-To understand healthy body images

-To promote self-esteem and confidence.

Relationship and Sex Education-Provision through specialist health professionals within the year (Dates to be confirmed)

French Specialist teaching provision-

Begin to understand and use simple grammatical features – e.g. tense.

– Memorise key words and phrases from books, building vocabulary.

– Use language in drama and role play, and experiment with new vocabulary.

– Speak audibly with increasing fluency.

– Use increasingly correct vocabulary and terminology.

– Ask questions to extend understanding.

– Explain ideas and concepts, showing understanding and comprehension.

Download Year 5 Curriculum

YEAR 6 - AUTUMN TERM 2018

Subject Autumn 1 Autumn 2
Core text/Theme Marvellous Monarchs

Twelfth Night- William Shakespeare

Street Child- Berlie Doherty

Marvellous Monarchs

A Christmas Carol

English Hamlet William Shakespeare- Play script

-Perform drama compositions, using appropriate intonation, volume, and movement so that meaning is clear.

-Study Shakespearean vocabulary, understanding how such choices can change and enhance meaning.

-Use further organisational and presentational devices to structure play scripts.

-Identify the audience for and purpose of the writing, selecting the appropriate

Letter writing project

-Recognition of features and letter layout

-Composition of developed statements to build upon discussion

-Consideration of historical content.

 

Street Child- Berlie Doherty- Narrative

-To write narratives, considering how authors have developed characters and settings.

-Integrating dialogue to convey character and advance the action.

-Use expanded noun phrases to convey complicated information concisely.

-Use extensive range of punctuation to clarify meaning.

-To create non-fiction reports based upon historical research.

A Christmas Carol- Charles Dickens- Narrative

-Increase their familiarity with a wide range of books, including fiction from our literary heritage.

-Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence.

-Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

-Use a wide range of devices to build cohesion within and across paragraphs

Poetry through Christmas Carols

-Note and develop initial ideas, drawing on reading and research where necessary.

-Recognise poetry patterns including rhyme and rhythm.

-Assess the effectiveness of their own and others’ writing.

Christmas around the world- Non-fiction-

-Recognise vocabulary and structures that are appropriate for formal speech and writing.

-Use further organisational and presentational devices to structure text and to guide the reader

Maths Place value and number

 

Read, write, order and compare numbers to 1,000,000, and count in powers of 10 from any given number.

Interpret negative numbers in context.

.

Round any given number to the nearest 10, 100, 1000, 10,000 and 100,000.

Read Roman Numerals to 1000 and recognise years written in Roman Numerals.

Addition and subtraction

 

Add and subtract numbers with more than 4 digits, using mental methods and formal written methods of column addition and subtraction.

Use rounding to check answers.

Statistics

Interpret and solve problems using line graphs.

Complete, read and interpret timetables.

Multiplication and division

 

Use known facts to multiply and divide mentally, including by 10, 100 and 1000.

Identify factors, multiples, squares and cubes.

Understand the vocabulary of prime numbers, prime factors and composite numbers, and recall prime numbers up to 19.

Perimeter and area

 

Measure and calculate perimeter of composite rectilinear shapes (made from rectangles) in cm and mm.

Calculate and compare the area of rectangles and estimate area of irregular shapes.

Problem solving

 

Throughout all topics

 

Solve problems in context and practical problems using all skills learned, choosing most suitable methods and operations.

Explain and reason about mathematical choices and discoveries both verbally and in writing.

Science Animals including humans

 

-Describe the changes as humans develop to old age.

-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

Properties and changes of materials

-Compare everyday materials on the basis of their properties.

-Explore separation of solids, liquids and gases.

-Reason about everyday use of materials due to their properties

-Demonstrate that dissolving, mixing and changes of state are reversible changes

Computing Information technology

-Use search technologies effectively and be discerning in evaluating digital content

-Select, use and combine a variety of software to create multimedia presentations regarding monarchy.

Digital Literacy

-Use technology safely, respectfully and responsibly

-To recognise acceptable/unacceptable online behaviour.

-Identify a range of ways to report concerns about content and contact.

 

PE Cross country

-To develop running techniques for endurance and efficiency.

 

Gymnastics

-Develop flexibility, strength, technique, control and balance

 

 

Invasion Games -Football and Hockey

-Play competitive games and apply basic principles suitable for attacking and defending.

 

Dance

-Perform dances using a range of movement patterns

History A Victorian Study

-Use timelines to organise a series of relevant historical information about British monarchs and check this for accuracy.

-Develop own opinions about the time periods studied, and justify these with evidence, adapting their ideas and viewpoints as new information arises.

-Describe the main political and cultural changes in the Victorian period.

Geography Human Geography

Compare customs and celebrations with UK and other countries.

-Draw comparisons of Christmas celebrations across the world

RE Christianity

-Understand the Christian view of God, including the Holy Trinity

-Know the importance of the Bible to Christian

-Develop an understanding of belonging to a religious community.

-Recognise the ways that Christians demonstrate their faith through clothing, actions and worship.

Christianity

-Compare and contrast Christian beliefs with their own and people that they know

– Learn about the Christian attitude to personal and social matters

– Identify qualities that Christians value as important

– Know the importance of festivals including Harvest and Epiphany

– Discover rites of passage in different Christian denominations

Art/DT Victorian Art

-Accurately use a range of materials to create a Victorian pop-up book.

-Further develop an understanding of the range of art, craft and design techniques used by William Morris or JMW Turner.

Food Technology

-Use the qualities of materials to enhance ideas.

-Evaluate Christmas regional delicacies by taste, texture, flavour.

Music Digital music composition

 

-Recognise how different musical elements are combined expressively in many different types of music, culminating in a garage band composition using computer technology.

-Combine several layers of sound with awareness of combined effect.

 

Christmas Carols for performance of ‘A Christmas Carol’.

 

-Follow written instructions, including notation when singing or playing.

-Use imagination and confidence when composing

-Use changes in timbre, pitch and dynamic.

-Understand the use of silence in composition.

Personal, Social and Emotional Development SEAL -To recognise changes in humans from birth to old age.

– To recognise what constitutes a healthy relationship.

-To understand healthy body images

-To promote self-esteem and confidence.

Relationship and Sex Education-Provision through specialist health professionals within the year (Dates to be confirmed)

French Specialist teaching provision-

Begin to understand and use simple grammatical features – e.g. tense.

– Memorise key words and phrases from books, building vocabulary.

– Use language in drama and role play, and experiment with new vocabulary.

– Speak audibly with increasing fluency.

– Use increasingly correct vocabulary and terminology.

– Ask questions to extend understanding.

– Explain ideas and concepts, showing understanding and comprehension.

Download Year 6 Curriculum

STATEMENT ON BRITISH VALUES

Ponteland First  School is committed to serving its community and surrounding areas. It recognises the multi cultural, multi faith and ever-evolving  nature of the United Kingdom and therefore those it serves. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.

Our  school accepts and welcomes  admissions from all those entitled to an education under British law, including pupils of all faiths or none. It follows the policies outlined by its governing body regarding equal opportunities, which guarantee that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. It seeks to serve all.

The Government emphasises that schools are required to ensure that key ‘British Values’ are taught in all UK schools. The government set out its definition of British values in the ‘Prevent Strategy’ – values of:

• democracy

• the rule of law

• individual liberty

• mutual respect

• tolerance of those of different faiths and beliefs

Should you feel that the school is not meeting this requirement, you should contact the school office and request to express your concerns to the Head Teacher. Likewise, if you feel that anyone working at the school is intentionally or otherwise undermining these values, you should report this to the Head Teacher.

Our  school does, through a wide range of activities, secure such standards and uses strategies within the National Curriculum and beyond to secure such outcomes for children. The list below outlines samples of when and where such British Values are shared. The list is not exhaustive, and represents only some of what we do.

Subject studies: Developing the skill base required to access/share information, make/express decisions and apply themselves to society and the world. These include the understanding and use of money, effective writing and reading skills, collaborative work, to discuss and research ideas and concepts, and gain a broad and balanced understanding of the society in which the children live. Aspects of study beyond core skills include historical and geographical context of the United Kingdom, incorporating local and national evolution, as well as international comparisons.

Whole school daily acts of collective worship/assembly: The sharing of stories, images, events, music and expectations that, with clarity and precision, promote the values expressed. Such proceedings vary in the methodology of delivery in order to secure interest and understanding and are designed to impact on children regardless of knowledge, experience or  maturity. As a ‘community school’, ‘collective worship’ is non-denominational and recognising and acknowledging that those attending may have a wide range of faiths, or none. It is however, in line with regulation and is “wholly or mainly of a broadly Christian character”.

Religious Education: Gaining a greater understanding of religious diversity and practices, which covers key religions represented in the UK. Planning for the subject is directed by the ‘Standing Advisory Council on Religious Education (SACRE)– Agreed Syllabus for Religious Education’.

Physical Education: Promotion of the concept of ‘fair play’, following and developing rules, inclusion, celebrating and rewarding success and working together as part of a team.

School Council: Promotion of democratic processes, fostering the concept and application of freedom of speech and group action to address needs and concerns. Key to this is the concept of holding others to account, including those in positions of authority and influence.

 

L Blain

October 2014