Autumn Term 1 |
Term 2 |
Spring Term 1 |
Term 2 |
Summer Term 1 |
Term 2 |
Additional Unit | |
REPDF Files |
The joy and challenge of, and the giving and receiving, in relationships Human gifts and qualities and the physical world as a gift and sign of God’s love; how such gifts may be used, neglected or abused. |
Gospel accounts of key events in the life of Jesus: God’s call to individuals and their different responses |
Reconciliation (The practice of examination of conscience and its significance for Christian living), Conscience as gift to be developed through the practice of examination of conscience.)
Sacrament of the sick |
The Resurrection (Easter Sunday) as a sign of love, sacrifice and the source of new life The story of the Holy Spirit at Pentecost Gospel accounts of the coming of the Holy Spirit and the transformation of the Apostles |
Variety of prayers and prayer forms, formal and informal, used for personal and community prayer. i.e. different ways of praying Million children praying the Rosary, Stations of the Cross |
Ways of taking part in the life and worship of the domestic and local Church Being ‘Church’ in the parish, diocese and universal Church |
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ENGLISH |
See separate document: English Curriculum Map |
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MATHEMATICSPDF files |
See separate document: Mathematics Scheme of Learning |
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SCIENCE |
1.Recap of basics needs and human timeline 2.Gestation human and animal examples 3.Growth in babies, animal examples
6.SI - variation in humans - plotting graphs
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Material Content currently under review. It will be revealed the half term before it is due to be taught. |
Energy Content currently under review. It will be revealed the half term before it is due to be taught. |
Plants Content currently under review. It will be revealed the half term before it is due to be taught. |
Forces Content currently under review. It will be revealed the half term before it is due to be taught. |
Habitats Content currently under review. It will be revealed the half term before it is due to be taught. |
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TOPIC THEME |
Ancient Greece |
Earth and Space |
Show It Off! | Changing Materials | Ancient Egypt | Forces | |
HISTORY & GEOGRAPHY |
Zero Waste (connecting classrooms) |
China | Stuart England | Industrial Revolution | Natural Disasters | Victorian Britain | |
ART |
Sculpture – experimenting, form, materials Plan and create a sculpture. Evaluate own and others work using artistic language. Artists, architects and designers in history Continuously refer back to artists, architects and designers in history for inspiration and comparison. Greek Architecture |
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Drawing – line, texture, depth Experimenting with shading and perspective to create form and texture. Begin to develop the use of a sketch book to record observations. |
Materials – texture, materials experimenting Using the work of a designer from history as inspiration children develop their own designs. |
Artists, architects and designers in history Continuously refer back to artists, architects and designers in history for inspiration and comparison. Egyptian Architecture |
Painting – colour development Work with peers to recreate a well-known piece or an element of the piece of a well-known artist. Using original as success criteria. Critically evaluate work against knowledge and understanding of ‘harmonious colours’ and ‘contrasting colours’ |
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DT |
Understanding contexts, users and purposes Confidently work within a range of contexts. Indicate the design features of their products that will appeal to intended users. Develop their own success criteria and use these to inform their ideas.
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Food preparation, cooking and nutrition Prepare and cook a variety of predominately savoury dishes using and range of cooking techniques. That recipes can be adapted to change the appearance, taste, texture and aroma. To use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking. Generating, developing, modelling and communicating ideas Use annotated sketches and exploded diagrams to develop and communicate their ideas.
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Generating, developing, modelling and communicating ideas Share and clarify ideas through discussions and presenting ideas. Model ideas using prototypes and pattern pieces. Use annotated sketches and exploded diagrams to develop and communicate their ideas. Make design decisions taking account of constraints such as time, resources and cost. Making products work Understand and use mechanical systems in their products. For example gears, pulleys, cams, leavers and linkages. Apply understanding of how to strengthen, stiffen and reinforce more complex structures. |
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Making products work How to program a computer to monitor changes in the environment and control their product. Own ideas and products Identify the strengths and areas for development in their ideas and products. Consider the views of others, including intended users, to improve their work. Evaluate their ideas and products against their original design specification. Food preparation, cooking and nutrition Prepare and cook a variety of predominately savoury dishes using and range of cooking techniques. That recipes can be adapted to change the appearance, taste, texture and aroma. To use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking. Generating, developing, modelling and communicating ideas Use annotated sketches and exploded diagrams to develop and communicate their ideas.
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With greater independence select tools and equipment suitable for the task. Select materials and components suitable for the task. Explain and justify the choice of materials and components according to functional properties and aesthetic quality. Accurately measure, mark out, cut and shape materials and components. Generate innovate ideas drawing on research. |
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Modern Foreign Languages |
On the way to school
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The planets
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The Four Seasons
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Responding to a song
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Enjoy your meal
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Beach Scene
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PHSE |
See Separate document: PHSE Curriculum Map | ||||||
PE |
GamesHockey |
Gymnastics | Dance | GamesBadminton | GamesRounders | Athletics | Creative Enrichment Games |
MUSIC
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To use and understand stave and other musical notations Experiment with, create select and combine sounds using the inter-related dimensions of music Outcome: to recognise and use standard notation to record simple compositions on a blank stave. Explore rhythm through written crotchet and quaver notes. |
To play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression Outcome: to Perform in solo/ ensemble contexts using a variety of techniques, confidently, expressively and in tune. (tempo/ duration/ texture). |
To use and understand staff and other musical notations Improvise and compose music for a range of purposes using the inter-related dimensions of music Outcome: to explore the use of musical symbols to show dynamics. (p,f,pp,ff, crescendo, diminuendo, staccato) To record given notes on a blank stave. (treble cleff- middle C- top C)
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To play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression Outcome: to sing in tune with correct phrasing and dynamics in order to sing in time with others. (unison, rounds and 2 part harmony) |
To appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians To develop an understanding of the history of music. Classical –Bach Rock– Rolling Stones Pop – The Beetles Outcome: use a range of words to describe music (eg. duration, timbre, pitch, dynamics, tempo, texture, structure, beat, rhythm, metre, silence, riff, ostinato, melody, harmony, chord, staccato, legato, crescendo, diminuendo). |
To use and understand stave and other musical notations. To play and perform in solo and ensemble contexts combining the use of their voices with playing musical instruments with increasing accuracy, fluency, control and expression. Outcome: to read/ interpret dynamics and play 4 bar melodies with confidence. |
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Computing |
See separate document for scheme of learning | ||||||
Our approach to the planning and delivery of our curriculum is centered in the philosophy of developing young people with the necessary skills and knowledge to leave this year group in order to succeed in the next. Curriculum scheme of learning are organised in a systematic and progressive manner to ensure that each learning opportunity given to our children builds effectively on prior learning and knowledge. Should you require more information on the curriculum in our school please contact the school office.