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


Personal, Social and Emotional Development

We will welcome new children this term. This will give all the children an opportunity to respond to others and experience collaboration in play. Each child will be made to feel special and valued through our key group activities. We will revisit Nursery rules so that all children are aware of how their actions and actions of others affect everyone.

We will continue updating the children on Tapestry and invite you to add any photographs at any time. This enables each child to spend time with us celebrating their achievements and particularly sharing their Christmas holiday.

Communication and Language

The children will be encouraged to show an interest in what others are saying, especially at carpet time and key person time. Many activities are planned to develop listening and concentration skills. Through our topic on opposites the children will have the opportunity to build vocabulary associated with new experiences.

Our early phonics activities will encourage the children to tune into sounds, listen and remember sounds and talk about sounds.


Through reading lots of stories the children will become aware of different characters in books. They will begin to understand that stories have a beginning, middle and end.

All mark making will be valued and encouraged. We will continue to support the children in learning how to write their names.

Physical Development

The children have daily opportunities for outdoor play when they have space to run and play. The equipment allows them to climb and mount steps using alternate feet. They are able to judge distances, negotiate space and start and stop whether chasing each other or riding bikes. Tyres and blocks enable the children to create structures with large items.

The CD player is always available, giving the children opportunities to create their own body shapes and respond to what they hear with imagination.

The cut and stick table allows development of fine motor skills through use of scissors, the mark making table through pencil use and bead threading requires hand/eye coordination.

Starting Interest – The changing seasons, weather, opposites e.g. big and little
Stimulus – The environment – indoors and outdoors
Understanding the World

As winter continues the children will be able to experience seasonal change. By the ages of 3 and 4 they will not have had many opportunities to see and feel snow, hail, frost and ice. Our visits to the woods reinforce seasonal change – bare trees, an icy pond and little colour.

We will spend the first days talking about Christmas when the children will realise that not everyone may have celebrated it in the same way.

Our topics will help the children realise pattern and change related to time, eg day and night. They will be able to sort objects by different criteria, eg heavy and light, explaining their choices. We will talk about sources of light and what would happen to the world without light.


We will continue to practise reciting numbers in order to 10 and beyond when appropriate and recognising numbers. The children will be asked to represent numbers using their fingers and be made aware that numbers can be made in different ways, eg 3+0=3 and 2+1=3. They will compare two groups of objects saying when they have the same number and when one has more/less than the other.

Our topic work will give opportunities to use language such as ‘big’ and ‘little’, ‘heavy’ and ‘light’ and ‘long’ and ‘short’.

2D and 3D shapes are always available, allowing the children to show an interest in shape by making arrangements and patterns.

The children will become aware of the importance of knowing the time through snack time, tidy up time and home time.

Expressive Arts and Design

The paints are always available to allow the children to explore colour, how it can be mixed and changed. (They are also learning how to control their hand movements in preparation for handwriting!)

The home corner is always popular and gives the children scope to turn it into whatever they like – the vets, hairdressers, hospital, beauty salon, McDonalds – enabling them to recreate first hand experiences.

The musical instruments are always available to allow the children to experiment with sound. We will be exploring loud and quiet sounds, high and low sounds. The children will become aware that music has rhythm and will be given opportunities to recreate simple rhythmical patterns and make up their own.


We will begin this half term celebrating Chinese New Year. We will then launch and be led by our Topic all about “Aliens!” We will link this in with our activities for World Book Day on 1st March, where we would like the children to come dressed up with an alien twist. The final week of term is the whole school’s topic – ‘Made in the North East’. We will link these topics to all areas of learning.

In Communication, Language and Literacy we will be looking at both fiction and non-fiction books as well as enjoying new stories and rhymes. We will be using our imaginations to create and act out our own stories about aliens and will also be writing captions and descriptions for our paintings, drawings and collage. We will work in our phonics groups, which will develop both reading and writing skills. Super Sentences will continue and develop to allow the children to think of their own endings for captions.

In Personal, Social and Emotional Development we will continue to participate in the whole school achievement assembly where children are rewarded for following the school rules, hard work and effort. The Wow Work Award will also be used to acknowledge these children.

In Physical Development we will continue to work with Mr Drane, who will lead our sessions. He will work with the children to develop their gymnastic skills. Please ensure that all of your child’s PE kit is clearly named.

In Mathematics we will begin to use the language of money and to begin to recognise coins. We will continue to develop our number skills and consolidate addition and subtraction. We will introduce counting in 2s, 5s and 10s.

In Understanding the World we will develop awareness that some aspects of life change over time and we compare our own environment with that of the wider world. We will spend a week concentrating on an aspect of the North East’s heritage. This will hopefully include a trip to a local area of interest. We will continue to go the forest on Forest Friday where the children will participate in Forest School activities.

In Art and Design we will use different media such as paint, textiles and pastels to create representational pictures of aliens, spaceships and rockets. We will learn lots of new songs to accompany our topics and will explore different musical instruments.

If you have any questions or ideas, please speak to any member of the Reception team. Thank you for your continued support through-out the year.

Download Reception Curriculum


Subject Spring 1 Spring 2
Core text/Theme Jungle Adventure The Lonely Beast





Stories From Other Cultures- The Enormous Crocodile

Newspaper article – The Enormous Crocodile

Poetry on a Theme – Jungle Animal Poetry

Information texts – Animal Fact-files

Persuasive Writing – Save the Rainforest


Supporting texts

Where the Wild Things Are

The Enormous Crocodile


Fantasy Stories- The Lonely Beast

Letter – Letter to a Friend

Instructions – How to make your own beast

Persuasive Writing – Save the Rainforest


Supporting texts

The Lonely Beast


Addition and Subtraction

·          Adding by counting on

·          Finding & making number bonds
·          Adding by making 10
·          Subtraction – Not crossing 10
·          Subtraction – Crossing 10

·          Related number facts

·          Problem solving


Place Value

·          Count to 50 forwards and backwards, beginning with 0 or 1, or from any number.

·          Count, read and write numbers from 1-50 in numerals.

·          Read and write numbers from 1-20 and beyond in numerals and words.

·          Identify and represent numbers using objects and pictorial representations.

·          Given a number, identify 1 more or 1 less.


Measurement- Length, height, weight and volume

·          Compare, describe and solve practical problems for: lengths and heights for example, long/short, longer/shorter, tall/short, double/half

·          Measure and begin to record lengths and heights.

·          Compare, describe and solve practical problems for mass/weight [for example, heavy/light, heavier than, lighter than]; capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]

·          Measure and begin to record mass/weight, capacity and volume.



Seasonal Change

·  observe changes across the four seasons

·  observe and describe weather associated with the seasons and how day length varies.

·         Design a shelter for a jungle animal that can protect them in jungle weathers


·  identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

·         identify and describe the basic structure of a variety of common flowering plants, including trees.

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.

·          use logical reasoning to predict the behaviour of simple programs

·          Create lists on what will be needed to create shelters for jungle animals

·          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.

·          use technology purposefully to create, organise, store, manipulate and retrieve digital content


Gymnastics – Rocking and Rolling


Dance – Animals


Games- Bat and ball skills


Games – Developing Partner Work





What is a jungle and who lives there?


·          Recount changes that have occurred in their own lives.


·          Identify old and new from pictures and artefacts.


Look at the difference in the rain forest from now compared to in the past.

·          Arrange objects in order of their age. (Plants/ trees)


·          Look at and discuss books about places. (Jungles and rainforests)


·          Explore maps, globes and atlases.


·          Draw simple plans and maps of a known area/made up place and talk about them. (Create maps for jungles/ animals habitats)


·          Identify, and with support label the world’s continents and oceans.



·          Describe places using their characteristics and simple geographical vocabulary – e.g house, street, wood. (Comparison of town/ jungle)


RE ·          To explore how we are unique and special.

·          To explore our inward qualities.

·          To explore Jesus’ inward and outward qualities.

·          To explore Jesus teaching on how to treat others – The Good Samaritan

·          To understand Jesus was special because of his miracles – Jairus daughter.

·          To understand that Jesus has power – The Lame Man

·          To understand how Jesus was special in death.

·          To understand that our behaviour is important – following rules

·          To understand how we can love one another

·          To explore the idea of Lent.

·          To understand why the religious leaders didn’t like Jesus

·          To explore what happened on the cross

·          To understand where Jesus went after his death.



Jungle masks and animal sculptures


·          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

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


Music In the Groove

·       Maintain a simple part in a round.

·          Perform simple accompaniments and simple rhythmic parts.

·          Play tuned and un-tuned instruments




·          How to listen to music.

·          To sing the song.

● To play the accompanying instrumental parts with or without notated scores (optional).

·          To work together in a band/ensemble.

Personal, Social and Emotional Development SEAL Relationships

·         To identify their special people (family, friends, carers), what makes them special and how special people should care for one another. (SEAL)

·         To judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how to tell them)

·         To recognise that people’s bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable)

·         To recognise when people are being unkind to them or others, how to respond, who to tell and what to say. (SEAL)

·         To know that some household products, including medicines, can be harmful if not used properly. (Health and Wellbeing)

French Numbers 1 – 20



·          Listen to and repeat French vocabulary for numbers

·          Match pictures and copy write French vocabulary

Download Year 1 Curriculum


Year 2 Spring Term Curriculum Map 2017 – 2018

Subject Spring 1 Spring 2
Core text/Theme Explorers The Diary of a Killer Cat – Anne Fine




Non–chronological report Christopher Columbus

Narrative – survival stories

Letter – in a bottle

Explanation texts – building a shelter



Supporting texts

Grandad’s Island

Skulduggery (GR)

Once in a life time – Literacy shed

Diary entries – contrasting language used by various characters

Information texts – Domestic cats vs wild cats

Narrative – Retelling a known story writing from a different view point.

Writing a sequel including Tuffy and additional characters.



Supporting texts

The Killer Cat Strike Back

The Return of The Killer Cat

Wild Cats information text

Maths Multiplication and Division

·          Recall and use multiplication and division facts for the 2, 5 and 10 times tables, including recognising odd and even numbers.

·          Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x), division (÷) and equals (=) sign.


Geometry -properties of shape

·          Identify and describe the properties of 2D shapes, including the number of sides and line symmetry in a vertical line.

·          Identify and describe the properties of 3D shapes, including the number of edges, vertices and faces.

·          Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three quarter turns.


Number – fractions

·          Recognise, find, name and write fractions ½, ¼, ¾, 2/4 of a length, shape, set of objects or quantity.

·          Write simple fractions for example, ½ of 6 = 3

·         Recognise the equivalence of 2/4 and 1/2


Measurement: length and height

·          Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm) to the nearest appropriate unit, using rulers and scales.



·          Interpret and construct simple pictograms, tally charts, block diagrams and simple tables.




Everyday materials

·  Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

·  Investigate floating and sinking

·  Design and make waterproof outfit for an explorer


Living things and their habitats

·  explore and compare the differences between things that are living, dead, and things that have never been alive

·  Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other

·  Identify and name a variety of plants and animals in their habitats, including microhabitats

·  Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food

Computing Information technology

·       Recognise different ways of using ICT and decide which to use

·       Begin to word process short narrative and non-narrative texts

·       Develop basic editing skills including different presentational features (font size, colour and style)

·       Save, print, retrieve and amend work

·       Use key words to find information on the Internet

Digital literacy

·          Learn how to keep personal information private.

·          Understand that not everyone they meet online is automatically trustworthy (Magda and Mo)

·          Know what to do if they find something inappropriate online


PE Gym



(under the sea inspired dances)


(spinning, turning, twisting)


(Animal movements)




Who was Christopher Columbus and how have his discoveries impacted upon our lives?


·   Understand the term significant and be able to discuss and write about the lives of a significant individual and how their life has impacted ours (land discoveries).

·   Identify any important changes that happened at the time being studied, explaining the reasons why they are important with reference to the past and now.

·   Use more complex phrases to describe time (a long time ago, centuries, decades)


Geography What did Columbus discover?

·   Confidently name, locate and label the four countries and capital cities of the United Kingdom and its surrounding seas on a map.

·   Name, locate and label the main regions of the world including the world’s continents, oceans, tropics and the equator (link to weather)

·   Know physical and human features of different areas and use these to identify what sort of place it is.

Why don’t Big Cats live in England?

·   Choose and use a variety of evidence to explain geographical similarities and differences between a small area in the UK and a contrasting non-European country.

·   Describe hot and cold areas of the world with reference to the equator, North and South Poles.

·   Use a range of sources to devise relevant geographical questions and investigate these.

·   Select and use a large range of geographical vocabulary to accurately describe and compare physical and human features of a place.

RE Christianity

·          To value diversity and not fear it – understanding our unique features and personalities.

·          To explore how Jesus treated those who were different or outcast.

·          To understand Jesus teaching on loving our neighbours.

·          To explore Christian’s need for forgiveness


·          To understand how Jews’ faith are shaped by the Torah – The Ten Commandments

·          To understand the Jewish festival of Passover

·          To understand how a Jew’s home is different to a non-Jew.



·          To explore Jesus temptation in the desert.

·          To compare and contrast Jesus’ entrance into Jerusalem to the Queen’s entrance.

·          To explore the question ‘why did Jesus have to die?’

·          To understand the views of the religious leaders towards Jesus

·          To explore what happened to Jesus on the cross.

·          Explore the question, ‘what evidence is there that death was not the end?’



Design and make a shelter for an explorer


·   Explain how they have made their model/product describing the process.

·   Choose from a range of materials to design and make different products.

·   Select appropriate equipment needed to work with different materials.

·   Use a simple template for cutting out

·   Practice skills before using them

·   Use simple finishing techniques


Animal masks


Mix colours and describe how to make them.


Control paint and water to mix paint of different thicknesses.


Music Sea chants and songs


·       Maintain a simple part in a round.

·          Sing a wider range of songs from memory.

·          Perform simple accompaniments and simple rhythmic parts.

·          Beat out short rhythms and repeat short rhythmic patterns.


Animal ensemble


·          Follow verbal instructions.

·          Keep a steady pulse.

·          Begin to understand tempo, rhythm and tone.

·          Imitate changes in pitch with tuned instruments.

·          Name a range of instruments.


Personal, Social and Emotional Development SEAL Relationships

·         To identify their special people (family, friends, carers), what makes them special and how special people should care for one another. (SEAL)

·         To judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how to tell them)

·         To recognise that people’s bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable)

·         To recognise when people are being unkind to them or others, how to respond, who to tell and what to say. (SEAL)

·         To know that some household products, including medicines, can be harmful if not used properly. (Health and Wellbeing)

French Local Area


·          Listen to and repeat French vocabulary for shops and buildings in the local area

·          Match pictures and copy write French vocabulary

·          Begin to ask to buy items from a shop


Download Year 2 Curriculum


Subject Spring 1 Spring 2





Persuasive text – Why it’s important to recycle


Discussion text – The pros and cons of cutting down the rainforest


Letter – Write from POV of child living in rainforest



Narrative – Write a story with a positive message about conservation



Supporting texts


Mouse, Bird, Snake, Wolf


Letter – Write from POV of Edmund


Play script – Rewrite scene where Lucy meets Mr Tumnus


Poetry – kennings and haikus to describe the white witch


Non-chronological report – mythical creatures


Narrative – Write an adventure story


Supporting texts


Stuart Little


Number – Multiplication and division


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


Solve problems including missing number problems, involving multiplication and division, including problems using a scale.


Write and calculate mathematical statements for multiplication and division using the multiplication tables they know, including for two digits numbers times one digit numbers using mental and progressing to formal written methods.




Tell and write the time from an analogue clock, including using Roman numerals and 12 and 24 hour clock.


Estimate and read time with increasing accuracy to the nearest minute.


Record and compare time in terms of seconds, minutes and hours.


Use vocabulary such as o’clock. a.m/p.m,, morning, afternoon, noon and midnight.


Know the number of seconds in a minute and the number of days in each month, year and leap year.


Compare durations of events (for example to calculate the time taken by particular events or tasks).








Recognise and use fraction as numbers: unit fractions and non-unit fractions with small denominators.


Recognise, find and write fractions of a discrete set of objects: unit fractions and non- unit fractions with small denominators.


Count up and down in tenths.


Recognise that tenths arise from dividing an object into 10 equal parts and in dividing one- digit numbers or quantities by 10.



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







Explore the requirements for life and growth (air, light, water, nutrients from soil and room to grow) and how they vary from plant to plant (research the different environments plants grow in, look at factors affecting the rainforest?).

Identify and describe the functions of flowering plants; roots, stem/trunks, leaves and flowers.

Investigate the way in which water is transported in plants.

Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.




Forces and magnets


Compare how things move on different surfaces

Notice that some forces need contact between two objects, but magnetic forces can act at a distance

Observe how magnets attract or repel each other and attract some materials but not others

Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet and identify some magnetic materials.

Describe magnets as having two poles

Predict whether two magnets will attract or repel each other


Computing Information technology


To type quickly and correctly


To type and design a printable document


To present text using different effects



Digital literacy


Understand what is personal information and the importance of creating a powerful password


Understand the importance of showing respect online and how to achieve this

PE Swimming


Swim competently, confidently and proficiently over a distance of at least 25m.


Control their breathing and are comfortable on the surface and underwater swimming fluently and with control when using back crawl, front crawl and breaststroke.


Swim on their front and back using arm and leg actions with smooth coordination.


Use a range of strokes effectively (for example, front crawl, backstroke and breaststroke)





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.



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.




Swim competently, confidently and proficiently over a distance of at least 25m.


Control their breathing and are comfortable on the surface and underwater swimming fluently and with control when using back crawl, front crawl and breaststroke.


Swim on their front and back using arm and leg actions with smooth coordination.


Use a range of strokes effectively (for example, front crawl, backstroke and breaststroke)




Are humans destroying our planet?

Use more complex sources of primary and secondary information.


Use research to generate questions about the past.


Use the internet for research.


Choose and discriminate between a range of information and use this to ask questions.


Understand that events from the past are represented and interpreted in different ways and that sources can confirm or contradict.


Use a simple database to organise information.



Use prediction and prior knowledge to find out about unknown places, and combine this with observation


Use a range of primary and secondary resources, including the internet, Google Earth and questionnaires


Suggest ways of presenting information, including graphically and in writing


Collect statistics and present them appropriately


Record information on charts and graphs and tables – look at recycling habits.



Express views and recognise how people affect the environment, summarising the issues


Suggest ways of improving local environment


Understand how weather changes an environment


RE Use developing religious vocabulary to describe some key features of religions, including religious celebrations and worship.


Identify the impact of religion on believers’ everyday lives.

Describe a range of beliefs, symbols and actions within different religions.


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



Conservation bracelets – weaving

Keep cost constraints in mind when selecting materials in design


Use their knowledge of e.g. Science and Art when designing


Be aware of commercial aspects and incorporate these into their designs


Draw scaled diagrams with increasing use of ratio


Calculate the amount of materials needed, use this to estimate cost


Illustrations using watercolours



– Use different hardnesses

of pencils to show line,



-Use shading to show light and shadow and texture.



-Mix colours effectively.

-Use a number of brush

techniques using thick

and thin brushes to

produce shapes, textures,

patterns and lines.


Make a car to travel on a rough surface

Draw scaled diagrams with increasing use of ratio


Calculate the amount of materials needed, use this to estimate cost


Design including hydraulics and pneumatics when/where appropriate

 Personal, Social and Emotional Development SEAL Relationships


●      To reflect on and celebrate their achievements, identify their strengths, areas for improvement, set high aspirations and goals. (SEAL)

●      To recognise what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationships. (SEAL)

●      To recognise ways in which a relationship can be unhealthy and who to talk to if they need support. (SEAL)

●      To be aware of different types of relationship, including those between acquaintances, friends, relatives and families. (SEAL)

●      To be aware that their actions affect themselves and others. (SEAL).




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


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




● 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





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



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



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.


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











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


§   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.




§   To learn about aspects of the Holi festival.

§   To compare and contrast Holi with Chinese New Year


§   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?’




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



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



Subject Spring 1 Spring 2


Core text/Theme Amazing Astronomy The Mayans Amazing Astronomy Cosmic




Narrative writing: Traditional and folk tales

Core texts:

The Chocolate Tree by Linda Lowery The Hero Twins (Graphic Novel) by Dan Jolley


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 Writing

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

– integrating dialogue to convey character and advance the action.

-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


Poetry: Chocolate themed poetry

– identify how language, structure and presentation contribute to meaning – discuss how authors use language, including figurative language, considering the impact on the reader – learn a range of poetry by heart – prepare poems to read aloud and perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience


Narrative writing: Science fiction Hitchhiker’s Guide to the Galaxy- Extracts

Cosmic- Core text


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 Writing

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

– integrating dialogue to convey character and advance the action.

-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: Balanced arguments – to write a balanced argument for and against the existence of extra-terrestrial life


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 Multiplication and division


– divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context

– solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign



Fractions, decimals and percentages


– compare and order fractions whose denominators are all multiples of the same number

– identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths

– recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, 5 2 + 5 4 = 5 6 = 1 5 1 ]

– add and subtract fractions with the same denominator and denominators that are multiples of the same number

– multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams

Measurement: converting measures


– convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)

Fractions, decimals and percentages

– read and write decimal numbers as fractions [for example, 0.71 = 100 71 ]

– recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents

– round decimals with two decimal places to the nearest whole number and to one decimal place

– read, write, order and compare numbers with up to three decimal places

– solve problems involving number up to three decimal places

– recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal

– solve problems which require knowing percentage and decimal equivalents of 2 1 , 4 1 , 5 1 , 5 2 , 5 4 and those fractions with a denominator of a multiple of 10 or 25.

Properties of shapes


identify 3-D shapes, including cubes and other cuboids, from 2-D representations


Measurement: Time


solve problems involving converting between units of time



Living things and their habitats


– describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

– describe the life process of reproduction in some plants and animals


Earth and Space

-describe the movement of the Earth and other planets relative to the sun in the solar system

-describe the movement of the moon relative to the Earth

-describe the sun, Earth and moon as approximately spherical bodies

-use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky

Computing Computer Science

-Design, write and debug programs that accomplish specific goals.

-Solve problems by decomposing them into smaller parts.

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

-Use logical reasoning to explain how some simple algorithms work.


Information technology

Podcasting- Make audio recordings and edit for clarity.

Choose appropriate audience for digital media.

Use a combination of effects and music to develop a finished project.

PE Continued Partnership provision with a range of sporting competitions throughout the term






Mayan Civilisation A contrasting study of a non-European society: Mayan civilization c. AD900


Geography Physical and Human Geography – Mexico and Central America

– locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

– identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

– understand geographical similarities and differences through the study of human and physical geography of a region within North or South America

– describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

– use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

RE Islam

– understand the Muslim view of Allah and its diversity

– discover the effect of Muslim beliefs on daily life, including the rules found in Shariah

– compare and contrast Muslim beliefs with those of other religions



– learn about Ibrahim and Mohammad

– explore the role of the imam

– identify the patterns of worship of Muslims, both in the mosque and at home

– compare and contrast the importance of community in Islam




Mayan Art

Create a Mayan inspired codex showing depictions of everyday life Design Mayan patterns


DT: Mayan masks, pottery, head dresses and weaving.


-Sketch (lightly) before painting to combine line and colour.

Create a colour palette based upon colours

Use brush techniques and the qualities of paint to create texture.





Ocarinas- Practical

Follow written instructions, including notation when singing or playing.

-Play more complex instrumental parts using tuned instruments with confidence.

-Understand how many beats in a minim, crotchet etc. and recognize their symbols.

-Know and use notation of pitch and beat.


Sound scape 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.

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

Understanding personal hygiene Recognising changes both physical and emotional


MFL 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.

Download Year 5 Curriculum


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