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 SUMMER TERM 2018 1

Personal, Social and Emotional Development

The children will be encouraged to play together and develop strategies to avoid any conflicts. They will be encouraged to take turns and share in a group setting. They will be expected to follow agreed boundaries of behaviour and understand the consequences of their own behaviour and actions.

Through our topic on ‘eggs’ the children will have the opportunity to develop positive approaches to new experiences. There will be opportunities to develop an understanding and respect for other people, living things and the environment. A selection of books will encourage the children to seek knowledge and information of their own choice.

The children will be encouraged to leave paintings and drawings behind for display.

All children will be encouraged to manage their own clothes – putting on coats, taking off jumpers/cardigans, taking off and putting on shoes.

 

Communication and Language

The children will have more opportunities to show an interest in play with sounds, songs and rhymes. They will be encouraged to talk about events and characters in stories with attention to detail. They will be encouraged to answer simple questions appropriately – who, what, where.

All children will be expected to listen to others 1-1, in small or larger groups. They will be encouraged to ask a variety of questions through hot seating each other.

 

Literacy

This half term we will be focussing on alliteration and concentrating on hearing and saying the initial sounds in words.

In stories the children will be encouraged to predict events in and outcomes. They will be made aware that a variety of texts exist with different purposes.

All mark making and writing will be encouraged and acknowledged.

 

Physical Development

As the weather hopefully improves the children will have more opportunities for outdoor physical development. This will allow them to negotiate space when moving around others. The soft play will be made available, weather permitting.

They will be encouraged to demonstrate increasing care and control using the apparatus for climbing, sliding and swinging.

The children will observe the effects of activity on their bodies – becoming warmer and a quickening heart rate.

All children will be encouraged to write their names using the correct pencil grip, forming each letter from top to bottom.

 

 

Understanding the World

The children will be encouraged to talk about significant events for their families, friends and selves by sharing their Tapestry photos, talking about the Easter holidays and what they do when not in Nursery.

Our topic on ‘eggs’ lends itself to learning about different creatures and observe differences and similarities between humans and other living things. The children will recognise change over time in living things. We will focus on one egg laying creature each week and learn as much about it as we can.

Our weekly visits to the woods will allow the children to observe seasonal change as the trees come into leaf and plant life grows. The children will be encouraged to ask questions about the world around them.

The computers, CD player and storyphones are available daily for the children to explore technology.

 

Mathematics

We will continue to concentrate on recognising numerals from zero to ten (and beyond if appropriate). The children will match number names to sets and match the correct numeral to a set of increasing quantity.

The children will be asked to count out up to 6 and then up to 10 objects from a larger group. They will be encouraged to divide a set number of objects in different ways, realising that the total remains the same.

There will be opportunities for the children to make their own patterns from a variety of objects. They will be encouraged to use positional language and find items from positional/directional clues.

The children have opportunities to count past ten on a daily basis.

 

Expressive Arts and Design

The children will have opportunities to sing a variety of familiar songs and begin to make up their own. They will explore and learn how sounds can be changed.

The role play area will continue to allow the children to observe the role of adults and then incorporate their observations into imaginative play. Accessible props can be brought into the role play area to develop the children’s creativity.

A variety of media is freely available every day – paint, chalk, felt pens, collage materials, a selection of sticking resources – to encourage the children in their creativity. There are opportunities for the children to understand that different media can be combined to create new effects.

A selection of natural materials is available to explore texture, form and shape.

Our visits to the woods will give the children opportunities to think creatively – where did the golden eggs and mysterious feathers come from?

RECEPTION SUMMER TERM 2018 2

In Communication, Language and Literacy we will be sharing lots of Pirate stories, learning Pirate songs and rhymes, writing to Pirates, writing descriptions of Pirates and writing our own Pirate stories. We will engage in Role Play and learn to talk just like Pirates. We will continue to work in our phonics groups, which will develop both our reading and writing skills.  When reading we will work on discussing what we have read and predicting what might happen in our stories.

In Personal, Social and Emotional Development we will work on resolving conflict with our friends and be aware of strategies to use when we fall out with our friends. We will continue to participate in the whole school achievement assembly and prepare ourselves for the transition into year 1.

In Physical Development we will develop our ball skills, gross motor skills and team building with Mr Drane as he takes us outside for outdoor games. Through our *funky fingers* activities we will continue to develop our fine motor skills and we will work hard to develop an effective pencil grip, which allows us to control the size of our writing and to begin to write on the lines.

In Mathematics we will consolidate all of our learning to date. We will learn more about 3D shapes and their properties and we will create and describe our own patterns. We will describe journeys and draw simple maps as well as using positional language to solve clues and find treasure.

In Understanding the World we will be looking at the environment that we live in and comparing it with other environments. During our weekly visits to the woods we will be making observations of animals and plants and talking about changes over time.  We will continue with our Forest School programme and experience more cooking on the campfire.

In Art and Design we will consolidate our understanding of using different media and materials and use new techniques for joining and assembling materials. We will sing songs, make music and dance and experiment with ways of changing these.

Download Reception Curriculum

YEAR 1 SUMMER TERM 2018

Subject Summer 1 Summer 2
Core text/Theme Earth and Beyond Man on the Moon
 

English

 

 

Narrative – Write the next part of the story

Instructions –  How to fly a rocket ship

Fact files– Astronaut facts, facts about other planets

Newspaper Article – Write about a space event

 

 

Supporting texts

Whatever Next

Alien Tea on Planet Zum Zee

 

Narrative – plan and write a story in a similar style (Man on the Moon)

Recount- A day in the life of Bob

Non Fiction- writing –Space Booklets

Poetry – Humorous Poems and Limericks) Alien/ Space Poems

 

 

Supporting texts

The Man on the Moon

Maths Number: Multiplication and Division

Count in multiples of twos, fives and tens. Solve one step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

Number: Fractions

Recognise, find and name a half as one of two equal parts of an object, shape or quantity. Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

Geometry

Describe position, direction and movement, including whole, half, quarter and three-quarter turns
 Place Value

Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. Count, read and write numbers from 1-100 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, most, least. Given a number, identify one more and one less.
Measurement: Money

Recognise and know the value of different denominations of coins and notes. Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems.
Time

Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. Recognise and use language relating to dates, including days of the week, weeks, months and years. Compare, describe and solve practical problems for time [for example, quicker, slower, earlier, later] and measure and begin to record time (hours, minutes, seconds). Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening].

 

Science

 

Topic Based Science

·  To know what the solar system is

·  To be able to name parts of the solar system and the planets

·  To understand the job of the Sun

To know some of the characteristics of planets and moons

 Scientific Enquiry

·  Asking simple questions and recognising that they can be answered in different ways

·   Observing closely, using simple equipment

·   Performing simple tests

·   Identifying and classifying

·   Using their observations and ideas to suggest answers to questions gathering and recording data to help in answering questions.

Computing ·         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 Space Fact files – using 2simple

·         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 a class poetry book with humorous poems

PE Team games – Netball, Dodgeball, Tag Rugby Athletics – Jumping, running and field games

 

 

History

 

What is Space?

 

·         Recount changes that have occurred in their own lives. (Tim Peake/ Chris Hatfield)

·         Know some of the main events and significant people studied in a topic. (Tim Peake/ Chris Hatfield/ Neil Armstrong)

·         Use simple words and phrases to describe the past – after, before, between.

·         Arrange objects in order of their age. (Space/ planet timeline)

·         Begin to use very simple time lines to order some recent events with some annotations. (Space exploration timeline)

 

·         Use simple words and phrases to describe the past – after, before, between.

·         Arrange objects in order of their age. (Space/ planet timeline)

·         Begin to use very simple time lines to order some recent events with some annotations. (Space exploration timeline)

 

Geography ·         Create a plan to mark a known route. (Man on the Moon S. Bartram)

 

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

 

·         Understand the concept of close and far away.

 

·         Use digital cameras to take photographs and record what they have seen. (Keeping a moon diary)

 

RE ·         To develop an understanding of Shabbat

·         To understand what is meant by tradition

·         To understand the term, Mitzvah and explore its meaning

·         To explore Jewish artefacts and discuss their purpose

·         To explore how Judaism affects lifestyle – Kosher foods

·          To explore what makes a Jewish kitchen distinctive.

·         To understand the word the word ‘community’.

·         To explore the school community

·         To examine a family community – Family tree

·         To explore the church community.

·         To understand how Christians are welcomed into the church community – baptism

·         To understand how Christian weddings are the start of a new family

Art/DT

 

Robert T McCall

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

·     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

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 Hey You

·          To experience and learn how to apply key musical concepts/elements, eg finding a pulse, clapping a rhythm, use of pitch.

·          To recognise the style of the music and to understand its main style indicators.

·           To understand and use general musical vocabulary and specific vocabulary linked to the song

Revision and revisit

 

·         Revision of all of the skills and objectives over the year

 

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 Colours

 

·         Listen to and repeat French vocabulary for colours

·          Match pictures and copy write 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 - SUMMER TERM 2018

Subject Summer 1 Summer 2
Core text/Theme THE PUZZLE OF THE PYRAMIDS

 

THE SECRET SEVEN
 

Literacy

 

 

 

Narrative – Write own ending to secret of the scarab beetle

 

 

Explanation text – How the pyramids were built

 

 

Newspaper report – Tutankhamun found – Extension – Biography of Howard Carter

 

 

Supporting texts

 

The Secret of the scarab beetle – William Meyer

Narrative – Write a mystery

 

Instructions – How to build a successful secret club

 

Biography – Enid Blyton, William Shakespeare

 

Play script – Modern day version of Macbeth/SS

 

Supporting text

 

Macbeth – Shakespeare

 

 

Numeracy  

Fractions

 

Recognise and show, using diagrams, equivalent fractions with small denominators.

 

Add and subtract fractions with the same denominator within one whale.

 

Compare and order unit fractions, and fractions with the same denominators.

 

Solve problems that involve all of the above..

 

 

Geometry- properties of shape

 

Recognise angles as a property of shape or a description of a tur.

 

Identify right angles, recognise that two right angles make a half- turn, three make three quarters of a turn and four make a complete turn; identify whether angles are greater than or less than a right angle.

 

Identify horizontal and vertical lines and pairs of perpendicular and parallel lines.

 

Draw 2-D shapes and make 3-D shapes using modelling materials.

 

Recognise 3-D shapes in different orientations and describe them.

 

Time

 

Learn how to tell the time using analogue and digital clocks

 

Convert between analogue and digital times

 

Understand how many seconds in a minute, minutes in an hour, hours in a day, days in a week, weeks in a year.

 

Name all 12 months and how many days each month has

 

SOlve problems involving time

 

 

 

Measurement

 

Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/ capacity (l/ml).

 

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

 

Continue to measure using the appropriate tools and units, progressing to using wider range of measures, including comparing and using mixed units (for example, 1kg and 200 g) and simple equivalents of mixed units (for example, 5m =500cm).

 

Statistics

 

Interpret and present data using bar charts, pictograms and tables.

 

Solve one step and two step questions (for example, ‘How many more? and ‘How many fewer?) using information presented in scaled bar charts and pictograms and tables.

 

Time for consolidation, gap filling, seasonal activities, assessments, etc.

 

Science

 

Light and shadow

 

Recognise that they need light to see things, and that darkness is the absence of light

Notice that light is reflected from surfaces

Recognise that light from the sun can be dangerous and that there are ways to protect their eyes

Recognise that shadows are formed when the light from a light source is blocked by a solid object

Find patterns in the way that the size of shadows change

 

Scientific enquiry

Asking relevant questions and using different types of scientific enquiries to answer them

Setting up simple practical enquiries, comparative and fair tests

Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

 

Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

 

Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

 

Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

 

Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

 

Computing Information technology

 

Cut, copy and paste between applications

 

Use spell checker

 

Delete, insert and replace text using mouse or arrow keys

 

Computer Science (theory)

 

Identify computing components e.g. router, processor, inside an iPad

Understand how computers store data

 

PE Games

 

 

Weeks 2-6 Specialist Tennis coaching with Nick Clark of Ponteland Tennis Club

 

 

Play competitive games, modified where appropriate (for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis) and apply basic principles suitable for attacking and defending

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.

 

Athletics

 

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

 

Throw a javelin from standing position.

 

Practise varied throwing techniques including push throw.

 

Co-ordinate jumps to take off and land from either one or two feet.

 

Develop posture for running.

 

Recognise differences in long distance and short distance running.

 

Games

 

Play competitive games, modified where appropriate (for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis) and apply basic principles suitable for attacking and defending

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.

 

Athletics

 

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

 

Throw a javelin from standing position.

 

Practise varied throwing techniques including push throw.

 

Co-ordinate jumps to take off and land from either one or two feet.

 

Develop posture for running.

 

Recognise differences in long distance and short distance running.

 

History

 

Can we learn from Egyptian society?

Guess what objects from the past were used for, using evidence to support answers.

 

Understand that some events from the past affect people’s lives today.

 

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

 

Give reasons for main events and changes, begin to understand why some people acted as they did and give reasons.

 

Geography  

 

 

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

Use atlases which show physical and human features

 

Use contents and index pages of an atlas.

RE Make links between religious stories and sacred texts.

 

Recognise similarities and differences in the key features of religions.

 

Suggest meanings for a range of forms of religious expression and note similarities and differences between religions.

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.

 

Art/DT

 

Show process of mummification by mummifying an orange – DT

Make a tomb – paper mache

Measure and cut out in precise detail and make sure that finished products are carefully finished

 

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

 

Hyroglyphics

 

Begin to look at and emulate the work of either artists, architects or designers in history.

 

Create original pieces

that are influenced by

studies of others.

Illustrations with artist pencils in style of Secret Seven

 

Begin to develop more accurate control using a range of materials.

 

Begin to experiment with a range of art, craft and design techniques.

 

Continue to use sketch books to record observations.

 

Begin to review and evaluate your work.

Drawing

– Use different hardnesses

of pencils to show line,

tone.

 

-Use shading to show light and shadow and texture.

 

Music  

Year 3 will have a specialist teaching music provision throughout the year.

 

1.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 Living in the wider world

 

To know why and how rules and laws that protect themselves and others are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules.

 

To resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices.

 

To appreciate the range of national, regional, religious and ethnic identities in the United Kingdom.

 

To think about the lives of people living in other places, and people with different values and customs.

 

French

 

Stories and Songs

●      Read aloud a familiar sentence.

●      Use increasingly accurate pronunciation.

●      Identify basic grammatical rules such as feminine and masculine words.

●      Use basic key vocabulary and build on this through listening, practice, trial, and error.

●      Work as a small group to perform a short spoken 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 - SUMMER TERM 2018

Subject Summer 1 Summer 2

 

Core text/Theme Wonder/If I were Prime Minister Wonder/If I were Prime Minister
 

English

 

 

Wonder by R.J.Palacio

 

Reading
– to read books that are structured in different ways
– to increase familiarity with a wide range of books including myths, legends and traditional stories

-to use evidence from the text to support opinions within a text.

Writing

-to write narratives, identifying audience and selecting the appropriate form

– integrating dialogue to convey character and advance the action.

-consider underlying themes within a text and imitate this authorial style in own writing.

– write balanced arguments, considering evidence for both sides.

-Use expanded noun phrases to convey complicated information concisely.

-Use extensive range of punctuation:

●         semi colons, colons and dashes to mark clause boundaries

●         brackets, dashes and commas for parenthesis

– to edit writing by proposing changes to vocabulary, grammar and punctuation; and by choosing the appropriate register

Non-fiction:

Reading:
– explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary

– provide reasoned justifications for their views.

 

Writing:
– noting and developing initial ideas, drawing on reading and research where necessary
– using a wide range of devices to build cohesion within and across paragraphs
– Use extensive range of punctuation:

●         using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

●         using a colon to introduce a list

●         punctuating bullet points consistently

Maths Decimals

 

read and write decimal numbers as fractions

recognise thousandths

round decimals to two decimal places

read, write, order, compare decimals with up to 3d.p.

solve problems involving these

Properties of Shape

 

identify 3D shapes from 2D representations

 

know angles are measured in degrees

 

estimate and compare angles

 

draw and measure angles

 

identify angles on a straight line, angles at a point and in a whole turn

 

find missing lengths and angles using shape knowledge

 

distinguish between regular and irregular polygons

Position and Direction

 

identify and describe the position of a shape following a translation or reflection

Measurement: Converting units

 

convert between units of metric measurement

 

understand and approximate metric/imperial conversions

Measurement: Volume

 

estimate volume and capacity and relate this to area and perimeter

Science

 

Forces

-explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

 

-identify the effects of air resistance, water resistance and friction, that act between moving surfaces

 

-recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect

Scientific Enquiry

 

planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

using test results to make predictions to set up further comparative and fair tests

reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations

identifying scientific evidence that has been used to support or refute ideas or arguments

 

Computing Digital Literacy

 

-Become aware of potential hazards online and how to deal with them.

-Research methods of modern communication, such as vlogs, and review for effectiveness.

-Use digital recording software to film and edit their own vlog content.

-Review the projects of peers and provide responsible feedback online.

Information technology

Use appropriate search terms and engines to provide accurate search results.

-Recognise that online information is not always reliable. Children to combine research from a range of sources to ensure validity.

Construct promotional materials to support ‘Grow £5’ project by targeting an audience and adapting fonts, text and imagery to suit their buyers.

PE Athletics

Children will continue to receive teaching of P.E by partnership specialists.

They will focus on running, jumping and throwing events.

Skills taught will feed into Sports Day events.

Cricket

Children will continue to receive teaching of P.E by partnership specialists.

-To combine striking and catching skills in team games.

 

History

 

Geography

 

Name and locate a range of countries and cities around the world using a map.

-Describe and begin to explain patterns and human changes

-Describe how change can lead to similarities between different places

 

-Identify and describe how the physical features affect the human activity within a location.

(Using arrival book- describe journey taken by refugees)

-Begin to use a range of graphs, including pie charts.

-Take careful measurements – e.g. population, GDP

(Demographic studies of the UK)

-Collect statistics about people and places

-Begin to use a range of graphs, including pie charts.

(Local area study comparative numbers of immigration across UK),

 

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

 

 

Virgin

Money Entrepreneur project.

-Use the qualities of materials to enhance ideas.

Collect and use information to generate ideas

Consider the way the product will be used

Understand designs must meet a range of criteria and constraints

Take user’s views into account

 

 

 

Music

 

 

Soundscape of Space Gustav Holst- The Planet Suite

 

-Begin to identify the work of a small number of named composers.

 

– Briefly explain the impact of a composer on a given time period.

 

-Consider differences in music from a given period and the modern day.

 

 

 

Advert jingles-

Mood adverts-

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

 

-Select reasons and justifications for opinions about a piece of music,

 

-Have an awareness of how different parts fit together for effect.

 

-Describe, compare and evaluate different kinds of music using an appropriate and broad musical vocabulary.

Personal, Social and Emotional Development SEAL Relationship and Sex Education-Provision through specialist health professionals

-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.

British values

To know the fundamental British values of democracy, rule of law, individual liberty, respect and tolerance

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

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