bressingham.norfolk.sch.uk€¦ · Web viewUse: word processing systems ( Pages, Word, PowerPoint, possibly Publisher), use data analysis programs ( Excel, online systems) Music

National Curriculum Coverage for Key Stage 2 Year Groups in new long-term plan July 2018

NB: draft- please see notes below table before reading it NB: maybe miss out Ancient Egypt this year, so can do it next year?

So far: topic titles- to talk about- SC, H, G and some ENEnglish: suggestions of class texts- for 2018-19 so far- rest of English is re National Curriculum appropriate for year group/s and ability/iesMaths: re National Curriculum appropriate for year group/s and ability/iesSC- two-yearly cycle to enable revision at higher levels or just revision (prep for possible testing); teach working scientifically as appropriate to age group/s; teach content re appropriate year group/s as far as possible or as given if age-group specific; can swap half terms to enable easier sharing of resourcesH: usually specific- also skills to consider- see National CurriculumG: bold- to do; not bold- revisionMusic, Art,DT, Art, Music- see details below possibly DT: look for thematic links (but also think of how Charanga scheme builds skills and about Projects on a Page for DT)ComputingComputing, PE, PHSE, RE- see below, French, PE, PHSE, BV: be more specific about these and possibly allocate on a 2-yearly programme?

OOverview:100 memorable events

Autumn Spring SummerCycle A 2018-19 ?Ancient Egypt

Ancient Greece or at *Write to someone famous and hope for a reply (MP, Prime Minister, Councillor, etc)UKS2: Cycling qualification (including road safety)

Latin America and Mayans Visit Houses of ParliamentVisit a gallery

The Great Outdoors LKS2:Create art outdoorsGrow and tend plantsSaw through a piece of wood (bird boxes)RecycleEat something you’ve grownHave a sleepover:Walk in the dark with a torchPlay games outside in the darkGo star-gazing

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UKS2: Residential (?Hilltop):Go rock-poolingRead in a tipi/tentGo on a boatGo orienteeringGo for a long walk

Cycle B 2019-20 World War 2 Explore an aeroplane (Duxford)Learn to tie different knotsRead a book and watch a filmLearn to knitLearn from an older personDress up and take part in a historical re-enactment (VE Day party)UKS2: Cycling qualification (including road safety)

CSI Y6?Y5 or Y34/?5 Extreme Earth

East AngliaJump over waves in the sea

Cycle C 2020-21 What a Legend UKS2: Cycling qualification (including road safety)

Ancient Rome and Italy The Great Outdoors All: Work with a visiting artist (Jenny Goater- sculptor)Create art outdoorsPlay pooh sticksMake a dam in a streamRead a book, then watch the filmSaw through a piece of woodEat something you’ve grownGo pond dippingLearn to sew

LKS2: Have a sleepover:Walk in the dark with a torch Play games outside in the dark

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Go Star-gazing (weather permitting)UKS2: Residential (?Hilltop):Go rock-poolingRead in a tipi/tentGo on a boatGo orienteeringGo for a long walk

Cycle D 2021-22 Stone Age to Iron AgeVictorians

UKS2: Cycling qualification (including road safety)

All: Dress up and take part in a historical re-enactment (Victorian Christmas)RecycleWork with a visiting artist (Liz Mellen- clay pots)Go underground

Around the World Write a letter to someone in another country

Rivers Dance around a maypoleGrow and tend plantsGo pond dippingSing around a campfire and toast marshmallows

Each year: Raise money for a charityTake part in a musicalGo to local sports tournamentsRepresent your school at an event

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Autumn Spring SummerCycle A2018-19

?Ancient Egypt or at *EN: LKS2 Podkin One-Ear; UKS2: The HobbitSC: Forces and magnets Y3 OR Light Y6H6 Achievements of early civilizations- overview and one in depth study- Ancient EgyptG1c Latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics

Ancient Greece EN: continue from Autumn 1; also: AG Myths and Legends- LKS2/ UKS2- different legends; UKS2: possibly Percy Jackson, Harry Potter cliffhangers to entice readingSC: Light Y3 OR Forces Y5

Latin America and Mayans EN: UKS2: Stormbreaker, Toki (clip); LKS2: The Explorer SC: Rocks Y3 then Sound Y4 OR Evolution and Inheritance Y6 (revise rocks Y3) then revise sound Y4G 2c Region of South AmericaG 1a Countries, major cities, key human and physical characteristics, environmental regions of (North and) South AmericaG 1c Latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer

The Great Outdoors EN: UKS2: Shakespeare- A Midsummer Night’s DreamAny; Dead Man’s Cove; LKS2: :The Garden (Dyan Sheldon); SC: Plants Y3 and Animals including Humans Y3 OR Animals including humans Y5 and/or Y6DT: Structures- see DT* belowArt- drawing, painting, possible mixed media- see belowMusic- performance

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of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) and revise continents and seasArt- drawing/ painting- see belowMusic- Charanga+ recorders for Christmas

H7 Ancient GreeceG1a Countries, major cities, key human and physical characteristics, environmental regions of EuropeEN: Percy Jackson; AG Myths and Legends

Art – 3D work- see belowMusic- Charanga+ recorders for Christmas

and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)G3a Climate zones, biomesH8 A non-European society that provides contrast with British History, eg. MayanDT: Food – see DT* belowArt- 3D work- see below Music- Charanga and/or unit on music from the Andes and Bossa Nova with BBC clips

Cycle B2019-20

World War 2 EN: Older: Friend or Foe, Goodnight Mr Tom, Carrie’s War, WW1 poetry; younger: The Lion, The Witch and the WardrobeSC: Electricity Y4 or Y6, then States of matter Y4 or Properties and changes of Materials Y5 (revise States of Matter Y4)- or vice versaH5(1) and include local history (Duxford) DT: Electrical Systems- Science link- see DT* belowArt: drawing/ painting- see below

CSI Y6/?Y5 or Y34/?5 Extreme Earth EN: Older: poetry: The HighwaymanCold case review- persuasionNarrative- tension- AlmaSC: CSI unit- investigation based

Extreme Earth EN: Older: SkelligSC: Earth and Space Y5G 3abc Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and

East AngliaEN: Older: Skellig continuedSC: Living things and habitats Y4 and/or Y5 and/or Y6 and Animals including humans Y4 and/or Y5 and/or Y6G2a Region of the UKG 1b Countries, cities of UK, geographical regions, human and physical characteristics, topographical features (hills, mountains, coasts, rivers), land-use patterns, changes over timeG1a Countries, major cities, key physical

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Music- Charanga+ recorders for Christmas H5 (3)

DT: Mechanical systems (Y56- cams or pulleys/ gears; Y34- levers/ linkages)- see DT* belowArt: Drawing/ printing- see belowMusic: Charanga and/or BBC 10 pieces Mars

earthquakes, and the water cycle (include hurricanes, tornadoes)Art: drawing/ printing- see belowMusic: Charanga and/or BBC 10 pieces Mars

and human characteristics, environmental regions: EuropeG1c 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)G3d types of settlement and land-use, economic activity including trade links, distribution of natural resources, including energy, food, minerals, waterG4bcd 8 points of the compass, 4- and 6-figure grid references symbols and keys of OS maps, fieldwork- observe, measure and record human and physical features of local area including sketch maps, plans, graphs, digital technology

DT: Textiles- see DT* belowArt: drawing/ painting; see belowMusic- performance

Cycle C2020-21

What a Legend EN: All: Myths and Legends, The Hobbit ; older: BeowulfSC: SC: Forces/ Magnets Y3 or Y5, then Light Y3 or Y6, or vice versaH 3 Britain’s settlement by Anglo-Saxons and Scots H4 Viking and Anglo-Saxon struggle for the Kingdom of England, up to the time of Edward the ConfessorG1a Countries, major cities, key physical

Ancient Rome and Italy EN: SC: Earth and Space Y5 (revise); Rocks Y3 or Evolution and Inheritance Y6 (revise rocks), then sound Y4 (or revise sound), or vice versaH2 The Roman Empire and its impact on BritainG2b Region of an EU countryG1a Countries, major cities, key physical and human characteristics,

The Great Outdoors EN: SC: Plants Y3 and Animals including Humans Y3 and/or Living things and habitats Y4 and/or Y5 and/or Y6 and Animals including humans Y4 and/or Y5 and/or Y6

DT: Structures- see DT* belowArt: Sculpture- see belowMusic- performance

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and human characteristics, environmental regions: EuropeG1b Countries, cities of UK, geographical regions, human and physical characteristics, topographical features (hills, mountains, coasts, rivers), land-use patterns, changes over time G1c 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)Latitude, longitude, etcG3de types of settlement and land-use, economic activity including trade links, distribution of natural resources, including energy, food, minerals, waterG4bc 8 points of the compass, 4- and 6-figure grid references symbols and keys of OS mapsArt: textiles, drawing/ painting- see belowMusic- Charanga+ recorders for Christmas

environmental regions: EuropeG 3abc Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakesG3d types of settlement and land-use, economic activity including trade links, distribution of natural resources, including energy, food, minerals, waterG4a Use maps, atlases, globes, digital mapping- locate countries featuresDT: Food- see DT* belowMusic- Charanga/ ?opera

?Ancient Egypt or at *H6 Achievements of early civilizations- overview and one in depth study- Ancient Egypt

Cycle D2021-22

Stone Age to Iron AgeEN: Younger: Stig of the DumpSC: Electricity Y4 or Y6, then - or as Autumn 2

H 1 Changes in Britain from the Stone Age to the Iron Age- late Neolithic: Skara Brae, Bronze Age:

Victorians(1-2 weeks?)EN: Age? Street ChildStates of matter Y4 or Properties and changes of Materials Y5 (revise States of Matter Y4) or as Autumn 1

Around the World EN: Age? Around the World in 80 Days, Kensuke’s KingdomSC: Earth and Space Y5 (revise)G 3abc Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle (include hurricanes, tornadoes)G1a Countries, major cities, key physical and human characteristics,

Rivers EN: Younger: The Wind in the Willows; Older: Swallows and AmazonsSC: Plants Y3 and Animals including Humans Y3 and/or Living things and habitats Y4 and/or Y5 and/or Y6 and Animals including humans Y4 and/or Y5 and/or Y6G3b RiversG4a Use maps, atlases, globes, digital mapping- locate countries features

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Stonehenge, Iron Age hill forts and tribal kingdomsG 1b Countries, cities of UK, geographical regions, human and physical characteristics, topographical features (hills, mountains, coasts, rivers), land-use patterns, changes over timeG3d types of settlement and land-use, economic activity including trade links, distribution of natural resources, including energy, food, minerals, waterG4bc 8 points of the compass, 4- and 6-figure grid references symbols and keys of OS mapsArt- drawing, clay, sculptureMusic- Charanga+ recorders for Christmas

H9 A local history study(Gressenhall, Museum of East Anglian Daily Life, School)Art- drawing/ painting/ printingMusic- Charanga and recorders for Christmas

environmental regions: North AmericaG1c 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)DT: Mechanical systems (Y56- cams or pulleys/ gears; Y34- levers/ linkages)- see DT* belowArt- drawing/ paintingMusic- Charanga and/ or Copeland/ Gerschwin

G4bcd 8 points of the compass, 4- and 6-figure grid references symbols and keys of OS maps, fieldwork- observe, measure and record human and physical features of local area including sketch maps, plans, graphs, digital technologyDT: Textiles- see DT* belowArt- sculpture, textiles, drawing/ paintingMusic- performance

Y3 Y4 Y5 Y6

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Computing- design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; 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 and to detect and correct errors in algorithms and programsUse: Espresso Coding appropriate to year group, extending to Scratch when appropriate- understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration- use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content- use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contactUse IT for research in a variety of subjects, ensuring that children are always reminded of how to use technology safelySeparate input re internet safety each year.- select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and informationUse: word processing systems ( Pages, Word, PowerPoint, possibly Publisher), use data analysis programs ( Excel, online systems)

Music- Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory - Pupils should be taught to:

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

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- improvise and compose music for a range of purposes using the inter-related dimensions of music- listen with attention to detail and recall sounds with increasing aural memory- use and understand staff and other musical notations- appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians- develop an understanding of the history of music

Use the Charanga Music Scheme to achieve these objectives.Music specialists may also include projects to achieve these objectives Use BBC Ten Pieces resources (2 sets available)Children will learn to play the recorder and the glockenspiel

Art and Design- Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. - Pupils should be taught:

- to create sketch books to record their observations and use them to review and revisit ideas- to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]- about great artists, architects and designers in history

**Use: sketchbooks as above; use drawing, painting, sculpture each year; include artists, architects, designers to inspire these projects

Below are IDEAS that may be used by teachers, ensuring that they achieve ** above.Autumn Spring Summer

Cycle A Draw/paint Ancient Egyptian tomb friezes; paintings from a galleryAncient Greek Masks- Gods/ Monsters- pre-formed for LKS2; UKS2- more reliefAncient Greek style vases or urns with paintings or a

UKS2: Mayan stellaeLKS2: temples

UKS2 Botanical Art Studies, including larger/ relief/ tissue overlaid; landscapes linked to visit to gallery. LKS2: Georgia O’Keeffe flower pictures, close up magnified sketches/ paintings; landscapes linked to visit to

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contemporary version gallery.David Hockney- art inspired by landscapes, fields

Cycle B PicassoGuernica- Spanish GirlWar painting- anguish

UKS2: drawings/etchings/ prints- Highwaymen/ piratesLKS2: drawing/ printing- inspiration from Extreme Earth

Sea waves, seascapesConstable or Gainsborough landscapes

Cycle C Textiles- weavingDrawing/ painting: mythical creatures, coin/ shield designs

Andy Goldsworthy- environmental art- materials from natureMaggi Hambling sculpture

Cycle D Textiles- weavingDrawing- charcoal cave drawings3D- stick figuresClay pots- thumb/ spiral/ etcWilliam Morris- drawing, painting, printing; Lowry- painting, drawing

Drawing/ painting- HokusaiOrigamiArt from different cultures

Painting/ drawing- wildlifeEmbroidery- napkinsWillow sculptures (outdoors)

Design and Technology*Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment]. When designing and making, pupils should be taught to: Design- use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups- generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make- select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately- select from and use a wider range of materials and components, including construction materials,

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textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate- investigate and analyse a range of existing products- evaluate their ideas and products against their own design criteria and consider the views of others to improve their work - understand how key events and individuals in design and technology have helped shape the world Technical knowledge- apply their understanding of how to strengthen, stiffen and reinforce more complex structures- understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]- understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]- apply their understanding of computing to program, monitor and control their productsAchieve these objectives through projects outlined in the plan above, using the Projects on a Page resource as a teaching and learning resource.

MFL- French- listen attentively to spoken language and show understanding by joining in and responding- explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words- engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help- speak in sentences, using familiar vocabulary, phrases and basic language structures- develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases- present ideas and information orally to a range of audiences- read carefully and show understanding of words, phrases and simple writing- appreciate stories, songs, poems and rhymes in the language- broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary- write phrases from memory, and adapt these to create new sentences, to express ideas clearly- describe people, places, things and actions orally and in writing- understand basic grammar appropriate to the language being studied, including (where relevant):

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feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to EnglishRigolo and Twinkl resources

Y3 Y4 Y5 Y6

Most covered through this….

Rigolo Units 1,2,3 Rigolo Units 4,5,6 Rigolo Units 7,8,9

Rigolo Units 10, 11, 12

Also do… stories, songs, poems and rhymes

stories, songs, poems and rhymes



Also do… masculine, feminine, neuter

masculine, feminine, neuter

conjugation of high frequency verbs; building sentences with these

conjugation of high frequency verbs; building sentences with these

PE- Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. - Pupils should be taught to:

- use running, jumping, throwing and catching in isolation and in combination- 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- develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]- perform dances using a range of movement patterns- take part in outdoor and adventurous activity challenges both individually and within a team

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- compare their performances with previous ones and demonstrate improvement to achieve their personal best

Ensure coverage of these in each year: athletics, games, gymnastics, dance, comparing and improving, usingLCP resources/ Val SabinOutdoor and adventurous activity challenges; also residential, alternate years for Y56 Swimming- KS2 Autumn Term- assess, then swimming for those who have more need to progressSafety awareness including in all PE sessions; water safety covered with swimming

PHSECircle Time- children learn to express their views confidently; any issues relating to class behaviour or unhappiness may be discussed Bubble Time- children are encouraged to solve disagreements with one another, either independently or with a teacher nearby, when this is appropriateUse SEAL resources as follows:

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2New

Beginnings- with School and Class Rules- examples of these appropriate to age discussed and portrayed with the rules; children sign to show agreement

Getting on- with Internet Safety input- with ‘5 people to go to’ discussion/ assembly

Going for goals

Good to be me

Relationships-with SRE

Changes- with SRE

Beliefs and Values (RE)- Norfolk Agreed Syllabus 2012:Areas of Study:

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1. Beliefs and questions: what some families believe about God, the natural world, human beings and significant figures

2. Belonging: family, community and the world: where and how people belong and why belonging is important

3. Expressions of belief: rituals and practices: how and why some people pray or meditate, and what happens in a place of worship; what celebrations are important in religions and worldviews and why/how symbols and artefacts are used to express beliefs, including religious meaning and why they are used

4. Inspiration, influence and the impact of belief: figures who have an influence on others locally, nationally

and globally in religions and worldviews, and why

5. Teachings and Authority: How and why some stories and books are sacred and

important

6. Ethics and relationships: As covered through the areas of study above

Content at KS2:a. Explore Christianity in more detail, covering each Area of Study- at least 4 terms across KS2b. Investigate 2 principal religions: Hinduism and Islam- covering at least areas of study 1,4, 5, 6- at

least 2 terms across KS2c. Revisit or encounter the other principal religions, other religious beliefs and worldviewsd.[a.] Promote SMSC

Organisation: Arranged in LKS2 and UKS2 with more than required amount of coverage, so flexibility to merge if required due to different arrangements of children in teaching groups:

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Cycle A Christianity AoS 1-6LKS2: Christianity beliefs and ChristmasUKS2: The Christmas Story

Hinduism AoS 1 4 5 6LKS2: Hinduism beliefs and HoliUKS2: Hinduism revision and different religions: creation stories

Different religions (including Christianity)- AoS 2 3 4 LKS2: pilgrimagesUKS2: peace

Cycle B Christianity AoS 1-6:LKS2: Christian services of baptism, marriage and funeralsUKS2: The Church as part of the community

Islam AoS 1 4 5 6LKS2: Islam beliefs and a festivalUKS2: Islam revision and different religions: justice and freedom

Christianity AoS 1-6:LKS2: The Bible and Norwich CathedralDifferent religions (including Christianity) - AoS 1-6UKS2: Forgiveness

Cycle C Christianity AoS 1-6LKS2: Christianity beliefs and ChristmasUKS2: The Christmas Story

Hinduism AoS 1 4 5 6LKS2: Hinduism beliefs and HoliUKS2: Hinduism revision and different religions: creation stories

Different religions (including Christianity)- AoS 2 3 4 LKS2: pilgrimagesUKS2: peace

Cycle D Christianity AoS 1-6:LKS2: Christian services of baptism, marriage and funeralsUKS2: The Church as part of the community

Islam AoS 1 4 5 6LKS2: Islam beliefs and a festivalUKS2: Islam revision and different religions: justice and freedom

Christianity AoS 1-6:LKS2: The Bible and Norwich CathedralDifferent religions (including Christianity) - AoS 1-6UKS2: Forgiveness

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Notes for staff:

English: suggestions of class texts- for 2018-19 so far- rest of English is re National Curriculum appropriate for year group/s and ability/iesMaths: re National Curriculum appropriate for year group/s and ability/iesSC- two-yearly cycle to enable revision at higher levels or just revision (prep for possible testing); teach working scientifically as appropriate to age group/s; teach content re appropriate year group/s as far as possible or as given if age-group specific; can swap half terms to enable easier sharing of resourcesH: usually specific- also skills to consider- see National CurriculumG: bold- to do; not bold- revisionDT, Art, Music- see details belowComputing, PE, PHSE, RE- see below

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Documents

bressingham.norfolk.sch.uk€¦ · Web viewUse: word processing systems ( Pages, Word, PowerPoint, possibly Publisher), use data analysis programs ( Excel, online systems) Music