Maths Week 2016 - Workbook
Time workbook to support Maths week.
Reading Scheme Information
Additional information on the reading scheme
Additional information on phonics
Additional information regarding the curriculum can be obtained from the class teacher in each year group.
NURSERY AUTUMN TERM 2018 2
|Personal, Social and Emotional Development
We will welcome the children back after half term and support them to develop their growing friendships. 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 team activities. We will revisit Nursery rules so that all children are aware of how their actions and actions of others affect everyone.
|Communication and Language
The children will be encouraged to show an interest in what others are saying, especially at whole group carpet time and team time. Many activities are planned to develop listening and concentration skills. Through our topic, the children will have the opportunity to build vocabulary associated with new experiences and share their understanding and knowledge. We will welcome pictures of our animals for us to discuss together.
Our early phonics activities will encourage the children to tune into sounds, listen and remember sounds and talk about sounds. We will continue to develop “Phase 1 of Letters and Sounds” used throughout the school Nursery to Year 4.
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.
The children have daily opportunities for outdoor play where 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 Funky Fingers activities requires hand/eye coordination. We will introduce the children to lots of Funky Finger activities to build up writing skills.
We will look at the importance of washing our hands and hygiene.
|Starting Interest – The changing seasons, weather, Halloween, Bonfire Night.|
|Stimulus – The environment – indoors and outdoors, Shops, Singing, Music Making, Celebrating Christmas.|
|Understanding the World
As Autumn continues, the children will be able to experience seasonal change. Our weekly visits to the woods will begin to reinforce seasonal change – bare trees, an icy pond and changing colours of leaves,
We will spend the first days talking about the Autumn half term break, when the children will realise that not everyone has spent it in the same way. Children will share their experiences during their special group times with their key person.
The children will also be learning about and celebrating Bonfire night, Diwali and Christmas. We are busy leaning songs ready for our Christmas celebrations!
Following the children’s interests in shops, our new topic will be ‘Waitrose’. We will be looking at healthy eating, use of plastic and the importance of recycling.
We will continue to practise reciting numbers in order to 10. The children will be asked to represent numbers using their fingers and be made aware that numbers can be made in more than one way. Through our Waitrose topic we will count different items that you might find in a shop.
Our topic work through stories and the seasons will give opportunities to use language such as ‘big’ and ‘little’, and ‘long’ and ‘short’. It will reinforce colour naming, sorting and counting.
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 allowing children to recreate experiences from home.
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 and we will move our bodies in response to sounds and music.
RECEPTION AUTUMN TERM 2018 1
This half term we concentrate on ensuring that all the children are happy, settled and feel safe. We stagger the children in during the first three weeks to allow them to get to know us, their classmates and the school.
Once all the children are in school we will start introducing activities based on the topic ‘Ourselves’.
In Personal, Social and Emotional Development we focus on self- help skills, developing the children’s independence, establishing rules and routines within the class and supporting the children in managing their feelings and emotions.
In Communication and Language we encourage the children to develop confidence in speaking in small and larger groups. We will read lots of stories and the children will be invited to retell them in their own words and think of alternative endings.
In Physical Development the children will have daily access to the outdoor environment where they can develop their gross motor skills. We will go to the woods on Forest Fridays so that as well as learning about the natural environment the children will have space to run, climb and explore. Fine motor skills will be developed through Funky Finger activities.
In Mathematics the children will be confidently counting up to ten and then counting out objects with 1:1 correspondence. They will have access to games on the interactive whiteboard to develop their number recognition.
In Literacy the children will be encouraged to write with emphasis on correct letter formation. They will be taught cursive script from the start. Whole class daily phonics sessions will begin when the children will learn letter sounds and names, to blend and to segment simple words. Reading books and word wallets will be issued after half term.
In Understanding the World the children will develop an understanding that we all have similarities and differences that make us unique. An awareness and respect for different cultures will be encouraged as we celebrate Harvest and learn from each other.
In Expressive Arts and Design the children will have opportunities to engage in role play and small world play. They will have access to playdough, paint, musical instruments and chalk. They will explore music and movement in some PE sessions and learn new songs in preparation for Harvest.
Please ensure your child brings wellies every Friday and has covered legs. Our woodland area is kept natural and we educate the children on plants, including nettles, rather than removing them.
Fruit is provided by the government but we ask for a voluntary 50p weekly contribution so that we can offer a more varied choice. Any extra money is used to finance cooking activities or to buy extra resources for the classroom.
The children love to create using junk materials (boxes etc that you would recycle) so please bring in any that you have.
Download Reception Curriculum
YEAR 1 AUTUMN TERM 2018
Download Year 1 Curriculum
YEAR 2 - AUTUMN TERM 2018
|Subject||Autumn 1||Autumn 2|
|Core text/Theme||London – The Big Smoke||The Robot and the Bluebird|
|English||Recount – diary from someone who was there
Newspaper reports- The fire and rebuilding
Information texts – tourist guide to London
Narrative – fantasy story retelling and creating characters
The Diary of Samuel Pepys
Vlad and the Great Fire of London
You wouldn’t want to be in the Great Fire of London
Katie in London
|Instructions – how to make a robot
Persuasive writing -giving reasons why the robot should continue on his journey
Narrative – Retelling the story and writing an alternative ending
The Owl Who Was Afraid of the Dark (GR)
|Maths||Number –place value
Number –addition and subtraction
Multiplication and Division
|Science||Animals including humans
|PE||Games -partner and small group work focussing on throwing and catching skills
Dance- creating a fire dance using fast and slow movements
|Games – playing known games and developing awareness of space and simple tactics.
-Making up a game
Gymnastics – balances and apparatus work focussing on high and how movements
|History||How has London changed?
|Geography||How do people travel in London?
||What does a map tell us?
|Art/DT||Comparing food from the past and present
||Design and make a robot that can move
|Music||Music from the past and present
|Personal, Social and Emotional Development SEAL||Health and Wellbeing
|French||Numbers 1 – 20
Download Year 2 Curriculum
YEAR 3 - AUTUMN TERM 2018
Download Year 3 Curriculum
YEAR 4 - AUTUMN TERM 2018
|Subject||Autumn 1||Autumn 2|
|Core text/Theme||The Empire Strikes Back||Charlotte’s Web|
|Ancient Greek myths – Narrative
● Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
Rotten Romans – Reports
● Retrieve and record information from non-fiction
|Charlotte’s Web – Narrative
● Identifying themes and conventions in a wide range of books
● Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
Charlotte’s web – debates and letter writing
|Numeracy||Number – Place Value
● Count in multiples of 6,7,9,25 and 1000
● Find 1000 more or less of a given number
● Count backwards through 0 to include negative numbers
● Recognise the place value of each digit of a four digit number (1000. 100. 10, 1)
● Order and compare numbers beyond 1000
● Identify, represent and estimate numbers using different representations
● Round any number to the nearest 10, 100 or 1000
● Solve number and practical problems that involve all of the above and with increasingly large positive numbers
● Read Roman numerals 100 (I – C) and know that over time the numeral system changed to include the concept of 0 and place value
|Number – Addition and Subtraction
● Add and subtract numbers with up to 4 digits using the formal written methods of column addition and subtraction where appropriate
● Estimate and use inverse operations to check answers to a calculation
● Solve addition and subtraction 2 step problems in contexts deciding which operations and methods to use and why
|Number – Multiplication and Division
● Recall and use multiplication and division facts for multiplication tables up to 12 x 12
● Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1, dividing by 1, multiplying together three numbers
● Recognise and use factor pairs and commutatively in mental calculations
● Multiply 2 digit and 3 digit numbers by a 1 digit number using formal written layout
● Solve problem involving multiplying and adding, including using the distributive law to multiply two numbers by 1 digit, integer scaling problems and harder correspondence problems such as N objects are connected to M objects
|Measurement – Area
● Find the area of rectilinear shapes by counting squares
● Identify common appliances that run on electricity
● Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
● Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery
● Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
● Recognise some common conductors and insulators, and associate metals with being good conductors.
|Animals including Humans
● Describe the simple functions of the basic parts of the digestive system in humans
● Identify the different types of teeth in humans and their simple functions
● Construct and interpret a variety of food chains, identifying producers, predators and prey.
● Understand what is cyberbullying
● Understand how to keep themselves safe online and how to report concerns
● Write instructions for a sprite to follow in Scratch
● Use conditional statements (if … then) within an animation
● Use repeat events in programs
● Make improvements to make an animation more exciting
● Swim competently, confidently and proficiently over a distance of at least 25m
Games (Greek Olympics)
● Play competitive games, modified where appropriate
and apply basic principles suitable for attacking and defending
● Use running, jumping, throwing and catching in isolation and in combination
● Develop flexibility, strength, technique, control and balance
|How did the Roman Empire affect the world?
● Distinguish between reliable and unreliable sources
● Understand that some evidence is limited
● Describe how some things from the past affect life today
● Use a full range of date and historical terms
● Use a timeline to place events, periods and cultural movements
● Show changes on a timeline. Describe and make links between events and changes
● Understand links between History and Geography
|How has land use changed?
● Know some similarities and differences within a period of time for examples the lives of rich and poor
● Ask pertinent questions to explore possible answers
● Choose from and use a range of documents and printed sources
●Give reasons for change through analysing evidence
|Geography||Ancient vs Modern Greece
● Draw maps of local places, including sketches from field work
● Describe key aspects of: human geography including settlements and land use
● Name and locate the countries of Europe and identify their main physical and human characteristics
|Farmland in the UK and around the globe
● Understand the different uses of different places
● Understand and use the concept of links between physical and human features
§ To understand the term, Holy Spirit
§ To understand that the Holy Spirit is living and active in people’s lives – The story of Nicodemus
§ To explore how the Holy Spirit came at Pentecost
§ To examine the reformation and how the Holy Spirit opened the eyes of Martin Luther
§ To examine a modern day example of someone who has experienced the transformation of the Holy Spirit in their lives.
§ To compare and contrast the lives of two people, one with and one without the Holy Spirit.
§ To understand why festivals are celebrated.
§ To introduce the idea of the Diwali festival.
§ To explore a typical Diwali for a Hindu
§ To explore the Sanskrit alphabet
§ To explore the Madir (Hindu temple)
§ To understand aspects of the festival of Christmas.
§ To understand who the Magi were and their significance.
§ To compare and contrast King Herold with King Jesus.
§ To explore the consequences of Herold’s jealousy – Mary and Joseph’s flit to Egypt
§ To understand that Jesus was a gift to the world.
§ To understand the circumstances of Jesus birth and its significance.
|Ancient Greek Art
● Begin to develop an understanding of the range of art, craft and design techniques used by artists/designers
Art – Great artists, architects and designers in history
● Continue to develop an understanding of the work of either artists, architects or designers in history
● Replicate some of the techniques used by notable artists, artisans and designers
DT – Design, Make & Evaluate
● Use others to help generate ideas
● Use what they know about the properties of materials
● Plan work to include a range of joins
● Ensure that plans are realistic and appropriate for the aim
● Show the order of working in plans
● Use models, pictures and words in designs
● Use scoring and folding for precision
● Work out how to make models stronger
● Use what they know about the properties of materials
● Alter and adapt materials to make them stronger
● Be clear about ideas when asked
● Can alter and adapt original plans following discussion and evaluation
Art – Develop techniques with creativity
● Develop ideas from starting points throughout the curriculum
● Adapt and refine ideas as they progress
● Explore ideas in a variety of ways
DT – Nutrition
● Understand seasonality, and know when and how a variety of ingredients are grown, reared, caught and processed
● Understand and apply the principles of a healthy and varied diet
● Understand safe food storage
|Music||The music of war
●Lead a group when performing.
● Compose simple tunes using a pentatonic scale.
● Use repeated patterns for effect.
● Follow instructions from symbols when singing or playing.
● Know and use simple standard notation of pitch and beat.
● Give reasons for opinions about music from the past.
|Sing with me–
● Sing in tune and with expression. –
● Hold their own part when performing by ear or by notation.
● Begin to sing in two part harmony. –
● Show control through breathing, articulation and dynamic.
● Take part in two-part harmonies.
● Understand the relationship between lyrics and melody.
● Note key features of the work of a given composer.
|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.
●Fill in a table of verbs.
●Underline correct/ incorrect.
●Identify simple errors.
●Memorise and recall key words to use in writing.
●Sequence sentences to form short narratives.
Download Year 4 Curriculum
YEAR 5 - AUTUMN TERM 2018
|Core text/Theme||Marvellous Monarchs
Twelfth Night- William Shakespeare
Street Child- Berlie Doherty
A Christmas Carol
|Hamlet William Shakespeare- Play script
-Perform drama compositions, using appropriate intonation, volume, and movement so that meaning is clear.
-Study Shakespearean vocabulary, understanding how such choices can change and enhance meaning.
-Use further organisational and presentational devices to structure play scripts.
-Identify the audience for and purpose of the writing, selecting the appropriate
Letter writing project
-Recognition of features and letter layout
-Composition of developed statements to build upon discussion
-Consideration of historical content.
Street Child- Berlie Doherty- Narrative
-To write narratives, considering how authors have developed characters and settings.
-Integrating dialogue to convey character and advance the action.
-Use expanded noun phrases to convey complicated information concisely.
-Use extensive range of punctuation to clarify meaning.
-To create non-fiction reports based upon historical research.
|A Christmas Carol- Charles Dickens- Narrative
-Increase their familiarity with a wide range of books, including fiction from our literary heritage.
-Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence.
-Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
-Use a wide range of devices to build cohesion within and across paragraphs
Poetry through Christmas Carols
-Note and develop initial ideas, drawing on reading and research where necessary.
-Recognise poetry patterns including rhyme and rhythm.
-Assess the effectiveness of their own and others’ writing.
Christmas around the world- Non-fiction-
-Recognise vocabulary and structures that are appropriate for formal speech and writing.
-Use further organisational and presentational devices to structure text and to guide the reader
|Maths||Place value and number
Read, write, order and compare numbers to 1,000,000, and count in powers of 10 from any given number.
Interpret negative numbers in context.
Round any given number to the nearest 10, 100, 1000, 10,000 and 100,000.
Read Roman Numerals to 1000 and recognise years written in Roman Numerals.
|Addition and subtraction
Add and subtract numbers with more than 4 digits, using mental methods and formal written methods of column addition and subtraction.
Use rounding to check answers.
Interpret and solve problems using line graphs.
Complete, read and interpret timetables.
|Multiplication and division
Use known facts to multiply and divide mentally, including by 10, 100 and 1000.
Identify factors, multiples, squares and cubes.
Understand the vocabulary of prime numbers, prime factors and composite numbers, and recall prime numbers up to 19.
|Perimeter and area
Measure and calculate perimeter of composite rectilinear shapes (made from rectangles) in cm and mm.
Calculate and compare the area of rectangles and estimate area of irregular shapes.
Throughout all topics
Solve problems in context and practical problems using all skills learned, choosing most suitable methods and operations.
Explain and reason about mathematical choices and discoveries both verbally and in writing.
|Animals including humans
-Describe the changes as humans develop to old age.
-Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird.
-Describe the life process of reproduction in some plants and animals
|Properties and changes of materials
-Compare everyday materials on the basis of their properties.
-Explore separation of solids, liquids and gases.
-Reason about everyday use of materials due to their properties
-Demonstrate that dissolving, mixing and changes of state are reversible changes
-Use search technologies effectively and be discerning in evaluating digital content
-Select, use and combine a variety of software to create multimedia presentations regarding monarchy.
-Use technology safely, respectfully and responsibly
-To recognise acceptable/unacceptable online behaviour.
-Identify a range of ways to report concerns about content and contact.
-To develop running techniques for endurance and efficiency.
-Develop flexibility, strength, technique, control and balance
|Invasion Games -Football and Hockey
-Play competitive games and apply basic principles suitable for attacking and defending.
-Perform dances using a range of movement patterns
|A Victorian Study
-Use timelines to organise a series of relevant historical information about British monarchs and check this for accuracy.
-Develop own opinions about the time periods studied, and justify these with evidence, adapting their ideas and viewpoints as new information arises.
-Describe the main political and cultural changes in the Victorian period.
–Compare customs and celebrations with UK and other countries.
-Draw comparisons of Christmas celebrations across the world
-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.
-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
-Accurately use a range of materials to create a Victorian pop-up book.
-Further develop an understanding of the range of art, craft and design techniques used by William Morris or JMW Turner.
-Use the qualities of materials to enhance ideas.
-Evaluate Christmas regional delicacies by taste, texture, flavour.
|Digital music composition
-Recognise how different musical elements are combined expressively in many different types of music, culminating in a garage band composition using computer technology.
-Combine several layers of sound with awareness of combined effect.
|Christmas Carols for performance of ‘A Christmas Carol’.
-Follow written instructions, including notation when singing or playing.
-Use imagination and confidence when composing
-Use changes in timbre, pitch and dynamic.
-Understand the use of silence in composition.
|Personal, Social and Emotional Development SEAL||-To recognise changes in humans from birth to old age.
– To recognise what constitutes a healthy relationship.
-To understand healthy body images
-To promote self-esteem and confidence.
Relationship and Sex Education-Provision through specialist health professionals within the year (Dates to be confirmed)
|French||Specialist teaching provision-
Begin to understand and use simple grammatical features – e.g. tense.
– Memorise key words and phrases from books, building vocabulary.
– Use language in drama and role play, and experiment with new vocabulary.
– Speak audibly with increasing fluency.
– Use increasingly correct vocabulary and terminology.
– Ask questions to extend understanding.
– Explain ideas and concepts, showing understanding and comprehension.
Download Year 5 Curriculum
YEAR 6 - AUTUMN TERM 2018
Year 6 Curriculum Map 2018 – 2019
|Subject||Autumn 1||Autumn 2
|Core text/Theme||World War 2
Hamlet/Friend or Foe (Michael Morpurgo)
|To study a range of texts including:
Friend or Foe (Michael Morpurgo)
Poetry texts based on seasons.
– to continue to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
– to read books that are structured in different ways and read for a range of purposes
– to increase their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
– to discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
– to participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
– to provide reasoned justifications for their views.
-learning a wider range of poetry by heart
– preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
-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 between independent clauses
● hyphens to avoid ambiguity
● brackets, dashes and commas for parenthesis
– to edit writing by proposing changes to vocabulary, grammar and punctuation; and by choosing the appropriate register
-perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.
To study the language of William Shakespeare and understand the story of Hamlet.
To make deductions from a text.
To recognise rhyme and rhythm.
Friend or Foe by Michael Morpurgo
To write character diaries showing perspective and emotional language
To use an informal letter writing style featuring varied punctuation.
To write next part of text using slow writing.
To write interview questions on the topic of evacuation, conduct interviews and record them in an appropriate style for a magazine.
To write a narrative called “The Secret”
To read examples of biographies and identify features.
To write a biography.
To write to explain a “how to” guide.
To write a review of “Friend or Foe”
– 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.
– 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
Poetry Unit -Seasons
The Wind by James Reeves – to understand poetic features and analyse poem use correct terminology.
Dear Autumn poem
To create personified character of Autumn and writing poetic reply to Winter
Leisure – William Henry Davies
A Visit from St Nicholas – Clement Moore and Hawaiian version – To write a comparison essay of both poems.
To create own celebration poem
Christmas Day Truce/ study of Sainbury’s advert and “Pipes of Peace” music video.
|Maths||Place value and number
read, write, order and compare numbers up to 10 000 000 and determine the value of each digit
round any whole number to a required degree of accuracy
use negative numbers in context, and calculate intervals across zero
solve number and practical problems that involve all of the above.
multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication
divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context
divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context
perform mental calculations, including with mixed operations and large numbers
identify common factors, common multiples and prime numbers
use their knowledge of the order of operations to carry out calculations involving the four operations
solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
solve problems involving addition, subtraction, multiplication and division
use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.
use common factors to simplify fractions; use common multiples to express fractions in the same denomination
compare and order fractions, including fractions > 1
add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions
multiply simple pairs of proper fractions, writing the answer in its simplest form
divide proper fractions by whole numbers
associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction
identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places
|Position and direction
describe positions on the full coordinate grid (all four quadrants)
draw and translate simple shapes on the coordinate plane, and reflect them in the axes.
– recognise that light appears to travel in straight lines
– use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
– explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
– use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.
– associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
– compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
– use recognised symbols when representing a simple circuit in a diagram.
use sequence, selection, and repetition in programs
solve problems by decomposing them into smaller parts
work with variables and various forms of input and output
use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
– understand ways to create digital music
– find ways of editing and altering digital music
– understand the role of a sample and how repeition in programming can develop this
Children will continue to receive teaching of P.E by partnership specialists.
-To combine invasion in team games.
Children will continue to receive teaching of P.E by partnership specialists.
They will focus on advancing their gymnastics skills and running stamina
|To organise key 20th Century events in chronological order
To identify the key figures of World War 2 and write biogrpahical factfiles about them
To know about the major events of World War 2, including: The Blitz, the Holocaust,
D Day, and their significance in the outcome of the war
To consider political and personal priorities in wartime.
|To find out and imagine
the experiences of The War at home including:
Make do and Mend
Dig for Victory
Bomb shelters, air raids and blackouts
|Geography||To understand how borders can change in wartime
To create maps showing political spread of the Allies and Axis powers in Europe
To understand the effect of America and Japan’s contributions to the worldscape of WW2
|To identify the human resources needed for war and how this affected the country financially and agriculturally
To recognise the consequences of war in the local area
-Understand the Jewish view of God
-Know the importance of the Torah to Jewish people
-Develop an understanding of belonging to a religious community.
-Recognise the ways that Jewish people demonstrate their faith through clothing, actions and worship.
|Artwork themed around World War 2
– creating mixed media skylines of London during the Blitz
– using wax crayons to create relief images
– design and make an evacuee’s suitcase
– designing propaganda posters
– Make do and Mend design project
|Public Service Broadcasting
To listen to and appraise popular music
To understand the process of sampling
To identify the mood of music
To explore electronic ways of creating music
To compose music on a theme
|Personal, Social and Emotional Development SEAL||Emotional intelligence
To contribute to discussions about how to improve school life
To build resilience and assertiveness
To recognise the difference between assertiveness and argumentativeness
To give and receive compliments constructively
To continue to develop emotional intelligence and recognise the feelings of others
To know the fundamental British values of democracy, rule of law, individual liberty, respect and tolerance
|French||French teaching for Year 6 will begin in Spring term.|
Download Year 6 Curriculum
STATEMENT ON BRITISH VALUES
Ponteland First School is committed to serving its community and surrounding areas. It recognises the multi cultural, multi faith and ever-evolving nature of the United Kingdom and therefore those it serves. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.
Our school accepts and welcomes admissions from all those entitled to an education under British law, including pupils of all faiths or none. It follows the policies outlined by its governing body regarding equal opportunities, which guarantee that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. It seeks to serve all.
The Government emphasises that schools are required to ensure that key ‘British Values’ are taught in all UK schools. The government set out its definition of British values in the ‘Prevent Strategy’ – values of:
• 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.